|Who are they||What they do|
Office: Hill 542; (732) 445-3074;
Office hours: Wednesday, 10:30-noon, and by appointment. See also information about the Math 152 clinics.
|The duties of the lecturer include lecturing (not too surprising!), maintaining the web pages, selecting and writing additional instructional material such as workshops, and writing the two in-class exams. He will grade much of the exams and some of the workshops. The lecturer has overall responsibility for assigning course grades.|
Office: Hill ; (732) 445-;
Office hours: To be announced.
|The duties of the recitation instructor include overall responsibility for recitations (answering questions and facilitating workshops), grading quizzes and workshops, and helping to grade exams. Recitation instructors also have office hours.|
Section 6 K. Ravichandran, majoring in Biotechnology/Bioinformatics.
Section 7 A. Gandhi, majoring in Electrical & Computer Engineering.
Section 9 M. Scott, majoring in mathematics.
|Peer mentors for each section help facilitate workshops and will grade textbook homework problems. Peer mentors have no other responsibilities outside of class (so they have no office hours).|
|Facilitator for one of the Math 152 clinics.|
Local rules for sections 5-7 and 9-11
The progress of these sections (compared with ...)|
It's my intention that we move at about the same pace as indicated in the standard course syllabus. Any serious difference with pace and content will be noted in the course diary. Students should note the recommended problems on the syllabus, and be able to do most of them. Students will be requested to hand in solutions to a few of these problems every week at recitation meetings, but those problems are intended to be minimal homework assignments.
Due dates for textbook homework and workshop problems|
Late textbook homework and late workshop writeups will generally not be accepted.
Although this is subject to change, students should expect that grades will be determined using the following point distribution:
It is my intent to write and grade the exams so that approximately the following percentage cut-offs for letter grades can be used: 85 for an A, 70 for a B, 55 for a C, and 50 for a D. So there are "absolute standards" for letter grades rather than "a curve". I will be happy if every student gets a high grade.
Some special mention should be made about the use of technology in
Math 152. Many of the computations are elaborate, and, in practice,
almost everyone (including the lecturer!) uses calculators and
computers to help. I hope that graphing calculators and computers will
be available to almost everyone in their working environments. The
Math Department has decided that such technology generally should
not be available to students taking final exams. I am a strong
supporter of technology, but feel that this decision is reasonable. To
help students prepare for the final exam in Math 152, as written
above, No electronic devices may be used during the exam.
Students should know have to use the devices that they own. Many of them can be very helpful in checking intermediate computations on homework problems. Many handheld devices can be fooled quite easily, however. Some common difficulties are described here.
More elaborate environments for computation exist, such as Maple, Mathematica, and Matlab. In particular, Maple is available on eden and most other Rutgers computer systems. Basic introductory material on Maple is here. The material can certainly be used by any student in Math 152. It was created for students in Math 251, but I have used it in several sections of second semester calculus. I mention that I almost always have a Maple window open when I'm at the computer, and almost surely I will prepare lectures and exams for this class, using Maple to check what I'm doing.
Here's a question which students may ask at times during semester: "Why do I need to learn this stuff since a computer can do it?" Certainly a computer can tell you that 25.46 multiplied by 38.04 is 968.4984, but if I type PLUS instead of TIMES, I'll read 63.50. I should have enough "feeling" to look at the answer and know that something is fouled up, somewhere. Similarly, if I ask a computer to find an antiderivative of (x2+2)/(x2+1), the answer will be x+arctan(x) (yes, yes, "+C"). But if I omit one or another pair of parentheses (or both) I get these answers: 2x-2/x,(x3/3)+2arctan(x), (x3/3)-(2/x)+x. This is rather a simple indefinite integral, and things get much more complicated with more complicated questions. Students should know the "shape" of the answer (so 25.46 multiplied by 38.04 is hundreds, not 63.50!). And that, to me, is an important aim of the course.
Maintained by firstname.lastname@example.org and last modified 1/15/2007.