|Course description||Other Math 135 material||Academic integrity|
|The syllabus||Review problems||Graphing calculators|
|Humor||Sources for more help||Real exams|
|Formula sheets||Course notes||Picture|
The majority of students in this course are planning to major in
biology, pharmacy, or business, all of which require at least one
semester of calculus. Other students from such majors as psychology
who think they may need "more" mathematics also take Math
135. Calculus is a wonderful intellectual achievement - there are even
some students who take the course to see how beautiful the subject is!
Here's the official course description:
01:640:135-136. CALCULUS I, II (4,4)For liberal arts majors. Prerequisite for 135: 01:640:112 or 115 or appropriate performance on the placement test in mathematics. Prerequisite for 136: CALC1. Credit restrictions: CR1, CR2.
Math 135: Analytic geometry, differential calculus, applications, and introduction to integral calculus. Math 136: Transcendental functions, techniques of integration, polar coordinates, and series.
A printed collection of Math 135 web pages from past semesters which students and instructors may find useful is also available at locations of the Math and Science Learning Center on the Busch campus and on the Douglass campus.
These policies may be confusing, especially combined with the widely varied backgrounds of students and instructors in Math 135. Instructors are responsible for telling students the rules of the course clearly and for supporting these rules as well as possible -- for example, by giving exams under secure conditions. Students then must understand and work within these rules, and must discuss with instructors in advance any conduct which could lead to violations of the rules.
Rutgers has a rather elaborate and serious policy concerning academic integrity, with specific sections about the duties of both faculty and students. Familiarity with this policy is useful for all members of the university's academic community.
|html (a web page)||Postscript||TeX|
The html version is easy to view. The Postscript version can be printed on one page. The plain TeX version is useful for those who may wish to edit it. The syllabus is a guide for the coverage of topics and the exams in the course. Specific lecturers may need to adjust the time of exams given during the semester.
The syllabus itself is sufficient to guide most people through the course. Additional comments have been written about some of the topics in the course. These comments are primarily of interest to instructors but may also be useful to students.
Here are review problems for the exams. Please realize that the problems are only designed to be suggestions for student study. The exams during the semester will be written by individual lecturers, and different teaching emphasis may well lead to exams with somewhat different problems. The "gif" alternative in the table is the simplest, but look below for further information about the formats that are offered.
|Review problems for exam #1||gif||Postscript||TeX||Answers|
|Review problems for exam #2||gif||Postscript||TeX||Answers|
|Review problems for the final exam||gif||Postscript||TeX||Answers|
This semester we will have "coordination" in Math 135. Most of the
students will be taking versions of a final exam written by one
person, with grading substantially directed by that person. Students
may want to see how exams are formatted and the way questions are
phrased and graded. So here are version of the two in-class exams
written by "the management" as they was actually given (except that a
small misprint on the first exam has been corrected), along with
answers and detailed grading guidelines. The gif version of the answer
to problem 7 of the first exam lacks some of the shading possessed by
the Postscript version; readers should be tolerant of technological
problems. The cover sheets for the exams are shown here last
although it appeared first in the physical exams. The paragraph
above discusses some differences between gif and Postscript formats.
Now also presented here are the following: one version of the
|The exam as given||Answers to the exam||Grading guidelines|
|Exam #1||gif||Postscript||gif||Postscript||html (a web page)|
|Exam #2||gif||Postscript||gif||Postscript||html (a web page)|
|Final exam||gif||Postscript||Not available||html (a web page)|
The syllabus remarks that "Graphing calculators may be used on exams but calculators and computers with QWERTY keyboards or symbolic differentiation and integration programs are not allowed." Students should have and be able to use a graphing calculator on all exams in this course. One suitable graphing calculator which is most familiar to the instructional staff is the TI-82. We certainly won't use all the power of this instrument, but will concentrate on straightforward applications such as those described in this nice tutorial. Students should be aware that the numerical and graphical output of devices like graphing calculators may be deceptive. You shouldn't read more into the output than is there. Problems can happen if you don't heed this warning!
Formula sheets may be two sides of a sheet of paper "up to 8.5 by 11 inches in size" and many students and instructors have agreed that deciding what should be on such sheets may be difficult.
It may not be clear to students what material is most important. After serious and extended thought, "the management" has created a formula sheet which summarizes the ideas and formulas of the course. Almost half a page remains blank so that if students choose to use this sheet, there is space for some additional information which they may find useful.
Here's what the formulas look like in an expanded format, so students may decide if the suggested formula sheet is useful. A compact version of the formula sheet is available here in Postscript and Adobe PDF formats -- the small print makes other formats inadvisable. Copies of the printed Postscript version may be available from instructors and should be available at the Math and Science Learning Center (MSLC).
Important warning Putting many problems and solutions from old exams on formula sheets is probably not useful. Also, students who need to consult formula sheets extensively during an exam are probably not well prepared.
The favorite math jokes of "the management" are here to be enjoyed. Good luck on the final exam!