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MA 212 Calculus and Analytic Geom III
McCandless, Peter


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

MA 212 Calculus and Analytic Geometry III

Semester

UU 2009 HOZ

Faculty

McCandless, Peter H

Title

Associate Professor of Mathematics

Degrees/Certificates

Ph.D., Curriculum and Instruction with emphasis in math education
M.A., Mathematics
M.A., Educational Research and Psychology

Office Location

Natural Sciences Building, Room 002

Office Hours

As needed during the summer

Daytime Phone

(816) 584-6831

E-Mail

Pmccandless@park.edu

Semester Dates

June 1, 2009 - July 26, 2009

Class Days

T-R

Class Time

10:45 - 1:15 p.m.

Prerequisites

MA 211 or equivalent

Credit Hours

3


Textbook:
Calculus, Early Transcendentals. Eighth Edition. Anton, Howard; Bivens, Irl; Davis, Stephen. John Wiley & Sons, Inc. ISBN: 978-0-471-47244-5

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Instructor's Solution Manual to accompany Calculus, Early Transcendals, 8th Edition. Wigley, Neil. ISBN: 0-471-67203-3


McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
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Course Description:
The algebra and calculus of vectors and vector functions, constant termed sequences and series, power series and convergence criteria. PREREQUISITE: MA 211. 3:0:3

Educational Philosophy:

My goal in teaching mathematics is three-fold:  to make clear mathematical concepts, to help students acquire mathematical skills, and to encourage and inspire them to continue their study of mathematics in a way that supports their goals in life.

 

As the teacher of a course, it is my responsibility to set and maintain the standards of the course – what is to be taught and how students’ performance is to be assessed. The goals of the course are specified in a manner that affords me the flexibility to adapt to students’ needs: a careful balance must be achieved between the topics to be covered in the course of a semester and the ability of students to learn those topics.  The pursuit of this balance is dynamic. I am never totally comfortable with my performance as I continually try to find a better way to achieve the same goals.

 

The learning of mathematics is and has been a humbling experience for me.  I have never pushed my mind as hard as in the pursuit of learning this wonderfully challenging subject.  It is difficult in words to describe the joy of finally grasping some concept that has long eluded me, or completing a difficult proof.  The frustration associated with studying mathematics can be equally severe.  As a teacher of mathematics, I rely heavily on this experience.  It allows me to empathize with the struggling student, yet to encourage him or her, demanding performance just a little beyond what is often comfortable.  It convinces me that many, many students never achieve their potential.  For me, teaching this subject embodies four roles that I thoroughly enjoy integrating: coach (the encourager); parent (the demander); friend (the sustainer); and instructor (the clarifier).

 

As a teacher of mathematics, I am challenged to provide the highest quality instruction I can for students from all backgrounds.  My ultimate goal for each student is to find the experience of taking a course from me to be enriching in one way or another, regardless of their final grade.

Learning Outcomes:
  Core Learning Outcomes

  1. Perform integration by choosing and executing correctly appropriate techniques: substitution, by parts, by partial fractions.
  2. Use L'Hopital's rule to compute limits that have indeterminate forms.
  3. Determine whether an improper integral converges (and then evaluate) or diverges.
  4. Determine whether an infinite series converges or diverges using standard tests.


Core Assessment:
  • Periodic assignments
  • Quizzes
  • Tests

Class Assessment:
There will be periodic quizzes throughout the course. Homework problems will be suggested, but not graded.  

Grading:

The final grade will be an average of the scores of all quizzes.

Late Submission of Course Materials:

 

Classroom Rules of Conduct:
Cellular phones, beepers, and other communication devices are not to be used in class.  Disruptive behavior (as deemed by the instructor) such as loud talking, snoring, sleeping, coming to class late, leaving class early (except in emergencies) will not be tolerated.  Multiple disruptions over the semester will lead to withdrawal of the student from the class by the instructor.

Course Topic/Dates/Assignments:

Chapter 7: Sections 7.6, 7.7, 7.8, and 7.9

Chapter 8: all

Chapter 10: all

Section 9.1, time permitting

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2008-2009 Undergraduate Catalog Page 87

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2008-2009 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2008-2009 Undergraduate Catalog Page 89-90

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:5/8/2009 1:46:27 PM