Home page for Math 135 in Spring 1999


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


Course description

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.

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Other Math 135 material on the web and in print

There is much material from the past three semesters on the web. Fall 1998, spring 1998, and fall 1997 semesters are fully recorded, including review material and exams. Be careful with the fall 1997 material, since there were some differences in the syllabus.

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.

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Academic Integrity

Questions about possible violations of academic integrity have become more complex in recent years. Students are now allowed to use "cheat sheets" (summaries of course work) and sometimes other material in exams for certain courses. Such sheets are allowed in most Math 135 exams. Students may be allowed to use calculators and/or computers in certain courses. In Math 135, students will generally be permitted to use any graphing calculator on exams but calculators and computers with QWERTY keyboards or symbolic differentiation and integration programs are not allowed. In certain Math 135 classes, group work in class is permitted, but write-ups of this work are expected to be the efforts of individuals.

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.

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Syllabus

The syllabus for the course is available in various formats:

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 final exam for all sections of Math 135 will be given on Wednesday, May 5, from 4 to 7 PM.

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.

gif Postscript

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Review Problems

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

Advice about format Current web standards do not include widely implemented ways of handling mathematical notation, and therefore several alternatives are offered.
gif Gifs are generally accepted by browsers. File size is not large so network transmission isn't usually long, but the images (especially for tiny mathematical symbols!) can be unsatisfactory: small and fuzzy.
Postscript The images are better, but files are larger so transmission times are apt to be perceptibly longer, and sometimes browsers aren't equipped to handle Postscript. Important A very nice printed version can be produced from the Postscript file, so learning how to print such files may be worthwhile. Such information is site-specific: ask your local computer guru.
TeX Please use the TeX version if you need the "raw" files and want to edit them. But read the first few lines of the TeX file carefully to learn how to include the images in the final printed product.

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Real exams

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.


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)

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Graphing calculators

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!

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Formula sheets

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.

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Humor

Beginning the course The first day of class is important to both students and instructors. Good luck to everyone!

The favorite math jokes of "the management" are here to be enjoyed. Good luck on the final exam!

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Picture

Could this possibly be a picture of "the management"?

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Sources for further help in the course

Please try your instructors first. Many students find that studying in a small group is useful. Please realize that the university puts considerable resources into supporting undergraduate instruction. Look into what the Learning Resource Center (LRC) and the Math and Science Learning Center (MSLC) can do to help you. In particular, they should have frequent walk-in tutorial help. Check the centers on each campus to get a schedule, please, or consult their webpages.

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Course notes

This marks the fourth semester in a row that "the management" has taught Math 135. Instructional perfection has certainly not been achieved, but recording the experience may be interesting and perhaps useful. Here's an actual diary of the lectures as given during this semester. There is some evaluation of the success of various examples.

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Maintained by greenfie@math.rutgers.edu and last modified 5/2/99.