18.01 Single Variable Calculus Syllabus

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    Prof. David Jerison

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    Mathematics

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              2006

            Level

                Undergraduate

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      18.01 | Fall 2006 | Undergraduate

        Single Variable Calculus

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Course Meeting Times

Lectures: 3 sessions / week, 1 hour / session

Recitation: 2 sessions / week, 1 hour / session

Prerequisites

There is no course at MIT which is a prerequisite for this course. The prerequisites are high school algebra and trigonometry. Students may also receive credit for 18.01 by transferring credit from a comparable college course taken elsewhere, or by passing an advanced standing exam.

Course Goals

The basic objective of Calculus is to relate small-scale (differential) quantities to large-scale (integrated) quantities. This is accomplished by means of the Fundamental Theorem of Calculus. Students should demonstrate an understanding of the integral as a cumulative sum, of the derivative as a rate of change, and of the inverse relationship between integration and differentiation.

Students completing 18.01 can:

Use both the definition of derivative as a limit and the rules of differentiation to differentiate functions.

Sketch the graph of a function using asymptotes, critical points, and the derivative test for increasing/decreasing and concavity properties.

Set up max/min problems and use differentiation to solve them.

Set up related rates problems and use differentiation to solve them.

Evaluate integrals by using the Fundamental Theorem of Calculus.

Apply integration to compute areas and volumes by slicing, volumes of revolution, arclength, and surface areas of revolution.

Evaluate integrals using techniques of integration, such as substitution, inverse substitution, partial fractions and integration by parts.

Set up and solve first order differential equations using separation of variables.

Use L’Hôpital’s rule.

Determine convergence/divergence of improper integrals, and evaluate convergent improper integrals.

Estimate and compare series and integrals to determine convergence.

Find the Taylor series expansion of a function near a point, with emphasis on the first two or three terms.

Textbook

Simmons, George F. Calculus with Analytic Geometry. 2nd ed. New York, NY: McGraw-Hill, October 1, 1996. ISBN: 9780070576421.

Course Reader

18.01/18.01A Supplementary Notes, Exercises and Solutions; Jerison, D., and A. Mattuck. Calculus 1.

Homework

There will be 8 problem sets, due on Fridays with one exception; returned in recitation. You may turn in one problem set late with no penalty, provided you do so before solutions are given out. Partial credit may be awarded for subsequent late homework, but you must talk with your recitation instructor.

Exams

There will be four in-class 50 minute exams, and one 3 hour final exam.

Make-up Exams

If you miss or fail an exam, you may take a make-up exam at certain arranged times. You will be notified by e-mail soon after taking an exam if you have failed it, so that you can plan for the make-up. Make-ups for failed exams can boost your grade only up to the lowest passing score (C-), which will be announced. Make-ups for full credit are permitted with a medical excuse. If you must be absent for other reasons, such as team sports, you must arrange to be excused in advance.

Grading

ACTIVITIES

WEIGHTS

Problem sets

250

Exams

400

Final

250

Total

900

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5.111SC Principles of Chemical Science Syllabus

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          Unit I : THE ATOM

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          Unit II: CHEMICAL BONDING & STRUCTURE

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          Unit III: THERMODYNAMICS & CHEMICAL EQUILIBRIUM

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          Lecture 20: Solubility and Acid-Base Equilibrium

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          Unit IV: TRANSITION METALS &  OXIDATION-REDUCTION REACTIONS

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          Unit V: CHEMICAL KINETICS

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      Course Info

            Instructor

    Prof. Catherine Drennan

                Departments

    Chemistry

            As Taught In

            Fall

              2014

            Level

                Undergraduate

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        Chemistry

          Inorganic Chemistry

          Organic Chemistry

          Physical Chemistry

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      5.111SC | Fall 2014 | Undergraduate

        Principles of Chemical Science

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          Unit I : THE ATOM

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          Lecture 1

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          Unit II: CHEMICAL BONDING & STRUCTURE

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          Unit III: THERMODYNAMICS & CHEMICAL EQUILIBRIUM

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          Lecture 20: Solubility and Acid-Base Equilibrium

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          Unit IV: TRANSITION METALS &  OXIDATION-REDUCTION REACTIONS

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          Unit V: CHEMICAL KINETICS

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Syllabus

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Overview

Principles of Chemical Science provides an introduction to the chemistry of biological, inorganic, and organic molecules. The emphasis is on basic principles of atomic and molecular electronic structure, thermodynamics, acid-base and redox equilibria, chemical kinetics, and catalysis.

Prerequisites

There are no formal prerequisites for the course. At MIT, 5.111 is usually taken during the freshman (first) year and assumes that students have had only one year of high school chemistry.

Site Structure

Topics

This OCW course site, designed for independent study, follows the sequence of topics covered in the MIT course 5.111 Principles of Chemical Science as taught on campus. The content is organized into five units:

Unit I: The Atom

Unit II: Chemical Bonding & Structure

Unit III: Thermodynamics & Chemical Equilibrium

Unit IV: Transition Metals & Oxidation-Reduction Reactions

Unit V: Chemical Kinetics

Curriculum Resources

Each unit has been further divided into a sequence of lectures that cover an amount you might expect to complete in one sitting. Each lecture page has:

video recorded in the on-campus classroom

lecture notes

clicker (concept) questions

textbook reading assignment

related problems with solutions

The OCW site also includes links to Behind the Scenes at MIT, a collection of short videos that feature current and former MIT researchers explaining how a particular chemistry topic is essential to their research and to an inspiring real-world application.

MIT expects its students to spend about 150 hours on this course. More than half of that time is spent preparing for class and doing assignments. It’s difficult to estimate how long it will take you to complete the course, but you can probably expect to spend an hour or more working through each individual session.

Aims and Objectives

The overall aims of the course are for students to develop a unified and intuitive view of how electronic structure controls the three-dimensional shape of molecules; the physical and chemical properties of molecules in gases, liquids and solids; and ultimately the assembly of macromolecules, as in polymers and DNA.

Instruction emphasizes the relationships between chemistry and other fundamental sciences (such as biology and physics) and the applications of chemistry to environmental science, atmospheric chemistry and electronic devices.

The learning objectives are for students to:

have a working knowledge of chemical principles that will allow them to take advanced chemistry classes

appreciate how chemistry is used to solve real-world problems

make informed decisions about their health, environmental and energy issues, and science policy

advance science and engineering through the application of chemical principles

employ chemistry in your research in a non-chemistry department laboratory

Textbook

The following textbook was used when this course was taught on the MIT campus:

Atkins, Peter William, and Loretta Jones. Chemical Principles: The Quest for Insight. 5th ed. Macmillan, 2010. ISBN: 9781429239257.

Textbook references are also provided for those using the earlier, fourth edition:

———. Chemical Principles: The Quest for Insight. 4th ed. W. H. Freeman & Company Limited, 2008. ISBN: 9780716799030.

Problem Sets and Exams

Students on the MIT campus complete nine problem sets. In this OCW course site, the problems are interspersed in the individual lecture sections. Solutions are provided.

There are four exams and several practice exams, all with solutions, found in a separate section near the end of this OCW course site.

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Give the instructors additional feedback on whether the class as a whole understands a given concept or when their explanations need to be expanded or clarified.

Provide students feedback on how well they understand the material and how fast they are able to solve problems. For example, if students are able to solve the homework problems but run out of time on in-class clicker questions, it is a good indication that they will be pinched for time on the exam and may need to work through more practice problems to increase their speed.

Reward students that consistently come to class and participate. This allows students on the borderline between two grades to be pushed into the higher grade category based on excellent effort. In addition, because attendance is taken automatically by clicker, the instructors can post lecture notes online without worrying that students are being tempted to skip class.

Create an interactive lecture and promote team building within recitation sections. Clicker competitions between recitation groups motivate students to work together to learn the material. Winning clicker competitions does not affect students’ grades, but there are small prizes (usually snacks) for the winning recitation teams.

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8.01SC Classical Mechanics Syllabus

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          Lesson 0: Vectors [0.1 - 0.6]

          Week 1: Kinematics

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          Week 1 Introduction

          Lesson 1: 1D Kinematics - Position and Velocity [1.1-1.7]

          Lesson 2: 1D Kinematics - Acceleration [2.1-2.5]

          Lesson 3: 2D Kinematics [3.1-3.5]

          Week 1 Worked Examples [PS.1.1-PS.1.5]

          Problem Set 1

          Week 2: Newton's Laws

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          Week 2 Introduction

          Lesson 4: Newton's Laws of Motion [4.1-4.4]

          Lesson 5: Gravity [5.1-5.3]

          Lesson 6: Contact Forces [6.1-6.2]

          Lesson 7: Tension and Springs [7.1-7.4]

          Deep Dive: Friction [DD 1.1]

          Week 2 Worked Examples [PS.2.1-PS.2.3]

          Problem Set 2

          Week 3: Circular Motion

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          Week 3 Introduction

          Lesson 8: Circular Motion - Position and Velocity [8.1-8.3]

          Lesson 9: Uniform Circular Motion [9.1-9.3]

          Lesson 10: Circular Motion – Acceleration [10.1-10.4]

          Lesson 11: Newton's 2nd Law and Circular Motion [11.1-11.3]

          Week 3 Worked Example

          Problem Set 3

          Week 4: Drag Forces, Constraints and Continuous Systems

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          Week 4 Introduction

          Lesson 12: Pulleys and Constraints [12.1-12.5]

          Lesson 13: Massive Rope [13.1-13.6]

          Lesson 14: Resistive Forces [14.1-14.3]

          Problem Set 4

          Week 5: Momentum and Impulse

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          Week 5 Introduction

          Lesson 15: Momentum and Impulse [15.1-15.5]

          Lesson 16: Conservation of Momentum [16.1-16.2]

          Lesson 17: Center of Mass and Motion [17.1-17.7]

          Problem Set 5

          Week 6: Continuous Mass Transfer

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          Week 6 Introduction

          Lesson 18: Relative Velocity and Recoil [18.1-18.4]

          Lesson 19: Continuous Mass Transfer [19.1-19.7]

          Week 6 Worked Examples [PS.6.1-PS.6.2]

          Problem Set 6

          Week 7: Kinetic Energy and Work

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          Week 7 Introduction

          Lesson 20: Kinetic Energy and Work in 1D [20.1-20.6]

          Lesson 21: Kinetic Energy and Work in 2D and 3D [21.1-21.6]

          Lesson 22: Conservative and Non-Conservative Forces [22.1-22.5]

          Week 7 Worked Example

          Problem Set 7

          Week 8: Potential Energy and Energy Conservation

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          Week 8 Introduction

          Lesson 23: Potential Energy [23.1-23.5]

          Lesson 24: Conservation of Energy [24.1-24.4]

          Lesson 25: Potential Energy Diagrams [25.1-25.3]

          Problem Set 8

          Week 9: Collision Theory

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          Week 9 Introduction

          Lesson 26: Types of Collision [26.1-26.3]

          Lesson 27: Elastic Collisions [27.1-27.6]

          Deep Dive: Center of Mass Reference Frame [DD.2.1-DD.2.7]

          Problem Set 9

          Week 10: Rotational Motion

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          Week 10 Introduction

          Lesson 28: Motion of a Rigid Body [28.1-28.3]

          Lesson 29: Moment of Inertia [29.1-29.6]

          Lesson 30: Torque [30.1-30.5]

          Lesson 31: Rotational Dynamics [31.1-31.7]

          Week 10 Worked Example

          Problem Set 10

          Week 11: Angular Momentum

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          Week 11 Introduction

          Lesson 32: Angular Momentum of a Point Particle [32.1-32.4]

          Lesson 33: Angular Momentum of a Rigid Body [33.1-33.5]

          Lesson 34: Torque and Angular Impulse [34.1-34.5]

          Problem Set 11

          Week 12: Rotations and Translation - Rolling

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          Week 12 Introduction

          Lesson 35: Rolling Kinematics [35.1-35.5]

          Lesson 36: Rolling Dynamics [36.1-36.5]

          Lesson 37: Rolling Kinetic Energy & Angular Momentum [37.1-37.4]

          Deep Dive: Gyroscopes [DD.3.1-DD.3.3]

          Problem Set 12

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        Prof. Deepto Chakrabarty

        Dr. Peter Dourmashkin

        Dr. Michelle Tomasik

        Prof. Anna Frebel

        Prof. Vladan Vuletic

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      8.01SC | Fall 2016 | Undergraduate

        Classical Mechanics

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          Lesson 0: Vectors [0.1 - 0.6]

          Week 1: Kinematics

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          Week 1 Introduction

          Lesson 1: 1D Kinematics - Position and Velocity [1.1-1.7]

          Lesson 2: 1D Kinematics - Acceleration [2.1-2.5]

          Lesson 3: 2D Kinematics [3.1-3.5]

          Week 1 Worked Examples [PS.1.1-PS.1.5]

          Problem Set 1

          Week 2: Newton's Laws

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          Week 2 Introduction

          Lesson 4: Newton's Laws of Motion [4.1-4.4]

          Lesson 5: Gravity [5.1-5.3]

          Lesson 6: Contact Forces [6.1-6.2]

          Lesson 7: Tension and Springs [7.1-7.4]

          Deep Dive: Friction [DD 1.1]

          Week 2 Worked Examples [PS.2.1-PS.2.3]

          Problem Set 2

          Week 3: Circular Motion

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          Week 3 Introduction

          Lesson 8: Circular Motion - Position and Velocity [8.1-8.3]

          Lesson 9: Uniform Circular Motion [9.1-9.3]

          Lesson 10: Circular Motion – Acceleration [10.1-10.4]

          Lesson 11: Newton's 2nd Law and Circular Motion [11.1-11.3]

          Week 3 Worked Example

          Problem Set 3

          Week 4: Drag Forces, Constraints and Continuous Systems

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          Week 4 Introduction

          Lesson 12: Pulleys and Constraints [12.1-12.5]

          Lesson 13: Massive Rope [13.1-13.6]

          Lesson 14: Resistive Forces [14.1-14.3]

          Problem Set 4

          Week 5: Momentum and Impulse

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          Week 5 Introduction

          Lesson 15: Momentum and Impulse [15.1-15.5]

          Lesson 16: Conservation of Momentum [16.1-16.2]

          Lesson 17: Center of Mass and Motion [17.1-17.7]

          Problem Set 5

          Week 6: Continuous Mass Transfer

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          Week 6 Introduction

          Lesson 18: Relative Velocity and Recoil [18.1-18.4]

          Lesson 19: Continuous Mass Transfer [19.1-19.7]

          Week 6 Worked Examples [PS.6.1-PS.6.2]

          Problem Set 6

          Week 7: Kinetic Energy and Work

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          Week 7 Introduction

          Lesson 20: Kinetic Energy and Work in 1D [20.1-20.6]

          Lesson 21: Kinetic Energy and Work in 2D and 3D [21.1-21.6]

          Lesson 22: Conservative and Non-Conservative Forces [22.1-22.5]

          Week 7 Worked Example

          Problem Set 7

          Week 8: Potential Energy and Energy Conservation

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          Week 8 Introduction

          Lesson 23: Potential Energy [23.1-23.5]

          Lesson 24: Conservation of Energy [24.1-24.4]

          Lesson 25: Potential Energy Diagrams [25.1-25.3]

          Problem Set 8

          Week 9: Collision Theory

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          Week 9 Introduction

          Lesson 26: Types of Collision [26.1-26.3]

          Lesson 27: Elastic Collisions [27.1-27.6]

          Deep Dive: Center of Mass Reference Frame [DD.2.1-DD.2.7]

          Problem Set 9

          Week 10: Rotational Motion

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          Week 10 Introduction

          Lesson 28: Motion of a Rigid Body [28.1-28.3]

          Lesson 29: Moment of Inertia [29.1-29.6]

          Lesson 30: Torque [30.1-30.5]

          Lesson 31: Rotational Dynamics [31.1-31.7]

          Week 10 Worked Example

          Problem Set 10

          Week 11: Angular Momentum

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          Week 11 Introduction

          Lesson 32: Angular Momentum of a Point Particle [32.1-32.4]

          Lesson 33: Angular Momentum of a Rigid Body [33.1-33.5]

          Lesson 34: Torque and Angular Impulse [34.1-34.5]

          Problem Set 11

          Week 12: Rotations and Translation - Rolling

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          Week 12 Introduction

          Lesson 35: Rolling Kinematics [35.1-35.5]

          Lesson 36: Rolling Dynamics [36.1-36.5]

          Lesson 37: Rolling Kinetic Energy & Angular Momentum [37.1-37.4]

          Deep Dive: Gyroscopes [DD.3.1-DD.3.3]

          Problem Set 12

Syllabus

Next »

Video Introduction by Prof. Deepto Chakrabarty and Dr. Peter Dourmashkin

Classical Mechanics Course Introduction

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Course Meeting Times

Lectures: 2 sessions / week, 2 hours / session

Problem Solving: 1 session / week, 1 hour / session

Prerequisites

This course has no prerequisites. 18.01SC Single Variable Calculus is a corequisite.

Course Overview

This first course in the physics curriculum introduces classical mechanics. Historically, a set of core concepts — space, time, mass, force, momentum, torque, and angular momentum — were introduced in classical  mechanics in order to solve the most famous physics problem, the motion of the planets.

The principles of mechanics successfully described many other phenomena encountered in the world. Conservation laws involving energy, momentum and angular momentum provided a second parallel approach to solving many of the same problems. In this course, we will investigate both approaches: Force and conservation laws.

Our goal is to develop a conceptual understanding of the core concepts, a familiarity with the experimental verification of our theoretical laws, and an ability to apply the theoretical framework to describe and predict the motions of bodies.

Textbook

The textbook for this course is Classical Mechanics: MIT 8.01 Course Notes by Peter Dourmashkin. Specific readings for each assignment are provided in the Readings section.

Topics Covered

Week 1: Kinematics

Week 2: Newton’s Laws Circular Motion

Week 3: Circular Motion Momentum and Impulse

Week 4: Drag Forces, Constraints and Continuous Systems Work and Mechanical Energy

Week 5: Momentum and Impulse Collision Theory

Week 6: Continuous Mass Transfer Torque

Week 7: Kinetic Energy and Work

Week 8: Potential Energy and Energy Conservation

Week 9: Collision Theory

Week 10: Rotational Motion

Week 11: Angular Momentum

Week 12: Rotations and Translation - Rolling

How to Use This Site

This version of 8.01 Classical Mechanics on OCW is modified from the materials presented in the fall 2016 course taught at MIT. The course is broken into twelve weeks, as listed above. Each week contains 3-4 lessons on distinct topics. Each lesson consists of a series of videos explaining the topic, which are meant to be viewed in sequence.

The first lesson is on vectors; the “Previous” and “Next” buttons can be used to navigate between videos. Alternatively, all videos can be accessed on the “Week” page corresponding to that lesson.

Grades

This subject is pass / no record for first-year students.

activities

percentages

3 Midterm Exams

45%

Final Exam

25%

Problem Sets

10%

Class Participation

20%

Problem Sets

Almost every week a problem set will be due. This homework will typically consist of five or six problems. To receive full credit for the written component of your homework, you must prepare and submit lucid and clearly reasoned written solutions. A selection of these problems will be graded and returned.

Tip for success

Work more frequently. Do your homework in frequent, small pieces. Do a few problems one night, a few problems on another. This ensures that any insights you have will stay in your brain, helping you understand and remember things better in the long run.

Group Work

Scientists and engineers work in groups as well as alone. Social interactions are critical to their success. Most good ideas grow out of discussions with colleagues. This subject encourages collaborative teamwork. As you study together, help your partners, ask each other questions, and critique your group homework and lab write-ups. Teach each other! You can learn a great deal by teaching others.

You will form groups of three for collaborative work. If you are not satisfied with the way your group is working, first try to discuss it with your group members. If you cannot arrive at a satisfactory solution, then discuss the problems with your instructor.

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      Course Info

            Instructors

        Prof. Deepto Chakrabarty

        Dr. Peter Dourmashkin

        Dr. Michelle Tomasik

        Prof. Anna Frebel

        Prof. Vladan Vuletic

                Departments

    Physics

            As Taught In

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              2016

            Level

                Undergraduate

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7.012 Introduction to Biology Syllabus

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      Course Info

            Instructors

    Dr. Claudette Gardel

    Prof. Eric Lander

    Prof. Robert Weinberg

    Prof. Andrew Chess

                Departments

    Biology

            As Taught In

            Fall

              2004

            Level

                Undergraduate

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      7.012 | Fall 2004 | Undergraduate

        Introduction to Biology

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          Syllabus

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Syllabus

Prerequisites

There are no formal prerequisites for this course, but we do presuppose high school-level biology and chemistry (especially familiarity with the fundamental aspects of chemical structure).

Prior to taking this course, you may want to review Pre-7.01 Getting up to Speed in Biology, a self-paced course designed to help prepare students for their first college-level biology class.

Text

Freeman, Scott. Biological Science. Upper Saddle River, NJ: Prentice Hall, 2002. ISBN: 9780130819239.

Spencer, Charlotte A. Genetic Testimony: a Guide to Forensic DNA Profiling. San Francisco, CA: Benjamin Cummings, 2003. ISBN: 9780131423381.

Recitations

Regular weekly attendance is expected. Each recitation section meets twice per week for 50 minutes.

Tutors

Tutors are available at no charge for all students who wish to have extra help with the course material, either on a one-time or on a regular basis.

Voluntary Laboratory

This semester is the second time we are offering a voluntary lab component as an exciting addition to 7.012.

The purpose of the labs is to give you a hands-on experience with the organisms, equipment, techniques, and thought process used by molecular biologists. You will have the opportunity to do experiments for yourselves, and a chance to learn the concepts that are addressed in lecture and section from a different angle. Experiments will include:

Isolating your own DNA

Generating and Finding Mutant Yeast

Performing Gene Therapy on Mutant Yeast

Setting up Yeast Matings

Screening Household Products for Carcinogens

Assignments

There are six problem sets for this course. Of the six graded problem sets, the lowest grade is dropped in calculating your final grade (see below). The last problem set, Problem Set 7, will not be graded, however, the material on this problem set will be covered on the Final Exam. Although you may engage in general discussions of problems, sharing of answers is a violation of the trust placed in all students in the class, each of whom is entrusted with producing her/his own set of answers. Students who copy problem set answers or allow their problem sets to be copied may receive a 0 for all the Problem Sets (and thus lose 20% of the grade).

Completed problem sets must be put in the appropriate TA’s box in the wooden cart by the due date/time.

Note: Problem sets will not be accepted late and will be scored ZERO points if not turned in on time.

Exams

Three quizzes and a final exam are given in this course. The quizzes are given during the term and a comprehensive final (worth 2 quizzes), given during finals week.

Each of the term quizzes will take place in at least two locations, on the dates listed in the syllabus. See Quiz handouts for room assignments. The lowest letter grade score of the five (the 3 quizzes plus the final worth 2 quizzes) will be dropped when calculating your overall grade. Because we drop the lowest score, there will be no make-up quizzes and no conflict quizzes given for any reason. If you miss a term quiz, it will be the score that is dropped.

The Final Exam is a 3-hour, cumulative exam, covering the entirety of the course. The score on the final exam will be halved and each half counts as a quiz score when calculating your grade. The final represents two of the five quiz scores and must be taken, otherwise you lose 20% of your grade. If your score on the final is your lowest grade then one of the halves will be dropped.

The date, time, and location of the final will be announced as soon as this information is available. A conflict final exam may be scheduled by the registrar for students with legitimate exam conflicts.

Quiz Review Sessions will be held prior to each quiz – the dates, locations and times of the reviews will be announced during the term.

Any quizzes, exams, or problem sets that are not picked up by the end of the term will be disposed of.

Grades

ACtivities

percentages

notes

5 of 6 Graded Problem Sets

20%

Lowest of 6 problem set scores dropped

4 of 5 Quizzes

80%

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Math 220 Calculus Lecture Syllabus

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Math 220. Calculus

Lecture Syllabus

Textbook: Stewart, Calculus: Early Transcendentals,

8th edition, with Enhanced Webassign, Thomson Brooks/Cole.

This syllabus assumes MWF lectures and Tuesday-Thursday discussion sections, with 43 lecture hours in the semester. It includes 36 lectures, leaving 7 hours for leeway and exams. Note that a minimum of 4 one-hour exams is recommended for Math 220, but one can give 5 if there is time.

Math 220 is intended for students who have NOT had a year of calculus in high school.

This is primarily a course on calculation and problem solving; proofs should not be emphasized. Chapter 1 is optional since it represents review material. Instructors may choose to eliminate it or cover it at a pace more rapid than that suggested by the 4 lecture provision. However, many Math 220 students do need review of this material.

It is assumed that the Teaching Assistants in this course may need to do some lecturing in their discussion sections so as to keep the timeline for the syllabus on track.

Chapter 1: Functions and Models (4 lectures)

1.1 Four Ways to Represent a Function

1.2 Mathematical Models: A Catalog of Essential Functions

1.3 New Functions from Old Functions

1.5 Exponential Functions

1.6 Inverse Functions and Logarithms

Chapter 2: Limits and Derivatives (5 lectures)

2.1 The Tangent and Velocity Problems

2.2 The Limit of a Function

2.3 Calculating Limits Using the Limit Laws

2.4 The Precise Definition of a Limit (optional)

2.5 Continuity

2.6 Limits at Infinity; Horizontal Asymptotes

2.7 Derivatives and Rates of Change

2.8 The Derivative as a Function

Chapter 3: Differentiation Rules (8 lectures)

3.1 Derivatives of Polynomials and Exponential Functions

3.2 The Product and Quotient Rules

3.3 Derivatives of the Trigonometric Functions

3.4 The Chain Rule

3.5 Implicit Differentiation

3.6 Derivatives of Logarithmic Functions

3.7 Rates of Change in the Natural and Social Sciences

3.8 Exponential Growth and Decay

3.9 Related Rates

3.10 Linear Approximations and Differentials

3.11 Hyperbolic Functions

Chapter 4: Applications of Differentiation (7 lectures)

4.1 Maximum and Minimum Values

4.2 Mean Value Theorem

4.3 How Derivatives Affect the Shape of a Graph

4.4 Indeterminate Forms and L'Hospital's Rule

4.5 Summary of Curve Sketching

4.7 Optimization Problems

4.8 Newton's Method

4.9 Antiderivatives

Chapter 5: Integrals (7 lectures)

5.1 Areas and Distances

5.2 The Definite Integral

5.3 The Fundamental Theorem of Calculus

5.4 Indefinite Integrals and the Net Change Theorem

5.5 The Substitution Rule

Chapter 6: Applications of Integration (5 lectures)

6.1 Areas Between Curves

6.2 Volumes

6.3 Volumes by Cylindrical Shells

6.4 Work

6.5 Average Value of a Function

Course Prerequisite: An adequate ALEKS placement score as described at http://math.illinois.edu/ALEKS/, demonstrating knowledge of topics of MATH 115. Students who take Math 115 to prepare for Math 220 are recommended to have a C or higher as well as the required ALEKS score.

Revised 10/26/17

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Syllabus for Math 220, Spring 2021

Syllabus for Math 220, Spring 2021

Instructor: Sarka Petrickova, petrckv2@illinois.edu
Virtual Office Hours: TBA
Course webpage: https://learn.illinois.edu/ (moodle)

Students will need to purchase WebAssign. Please read the following paragraph carefully:
Homework & Book:   Homework will be on the online system WebAssign, which automatically comes
with the eBook that we will be using, Stewart's Calculus, Early Transcendentals, 8th edition. (You will
NOT need to purchase a physical copy of the textbook.) Access to WebAssign and the eBook will be free
during the first two weeks of the semester. After that, you will need the access code, which can be
purchased at the University Webstore at
https://webstore.illinois.edu/shop/search.aspx?keyword=stewart. There are basically two purchase
options: multi-semester ($109) and 1-semester ($76.50). It is up to you which one you choose. The same
system (and the same eBook) is used in Calculus I,II,III, so if you plan to take Calc II, it is probably worth
your while to purchase the multi-semester option. Note that other classes that use Webassign (Diff Eq,
Linear Algebra) use a different book and your calculus access will not transfer to those other classes. If
you have several classes this semester that use WebAssign, you might want to look into Cengage
Unlimited. For more details see http://go.illinois.edu/CalculusBookInfo.

Course Description:
This is a standard first course in Calculus. Topics for this course include functions, limits, continuity, the
derivative, differentiation of algebraic and trigonometric functions with applications including curve
sketching, anti-differentiation and applications of integrals, the Riemann sum, and the Fundamental
Theorem of Calculus. More info about the course here: https://math.illinois.edu/resources/department-
resources/syllabus-math-220
Grades:
The final grade will be computed based on these percentages:
•
WebAssign 15% (Lecture-quizzes 5% + Homework 10%)
•
Participation in discussion sections: 10%
•
6 Midterm Exams: 50% (Highest five scores:  10% each.)
•
Final Exam:  25%
Grade cutoffs:
A+ above 97, A above 93, A- above 90
B+ above 87, B above 83, B- above 80
C+ above 77, C above 73, C- above 70
D+ above 67, D above 63, D- above 60
F below 60

WebAssign (15%)
Lecture-quizzes (5%): You will be asked to watch prerecorded videos and answer simple questions every
Monday, Wednesday, Friday. We really want students to complete these lecture-quizzes on the day of
the lecture because the material will be in the worksheet the next day (Tuesday and Thursday). To
encourage students to start working early, there will be extra credit for lecture-quiz questions finished
on or before the day of the lecture.
Homework (10%): Homework will be assigned for each lecture.
You should always try to finish the homework before the next lecture. The hard deadline will however
be two lectures after it was assigned:
Lecture-quiz* and Homework from Monday's lecture will be due Friday 11:59pm, Illinois Time.
Lecture-quiz* and Homework from Wednesday's lecture will be due Monday 11:59pm, Illinois Time.
Lecture-quiz* and Homework from Friday's lecture will be due Wednesday 11:59pm, Illinois Time.
(* 10% Extra credit for Lecture-quiz questions finished on or before the day of the lecture.)
All assignments for the week will be released by Sunday 8am, so you can start working on them early.
There are NO EXTENSIONS (no late homework will be accepted). Your 2 lowest Lecture-quiz scores and 2
lowest homework scores will be dropped at the end of the semester.
To access WebAssign, login here using your U of I netid and password:
•
https://www.webassign.net/uiuc/login.html
To ensure your HW scores are correctly recorded, you should always use the above link to access
WebAssign. You may need to wait 24-48 hours after registering for the course to be able to log in to
WebAssign. For technical problems, contact WebAssign student support.

Participation (10%)

Active participation in the online learning environment is vital to your success in this course.
Discussion sections on Tuesday/Thursday will be mostly be Live via Zoom. Links to Zoom meetings will
be available on the course webpage in the tab called 'Zoom'. These will be run by a graduate Teaching
Assistant (TA). The TA will break you into small groups (3-4 students) where you will work on a
worksheet focused on the topics you learned in lecture videos from the previous day. Worksheets will
be graded for effort and participation with emphasis on working together as a group. Missing a
worksheet results in a score of zero, but the lowest 2 scores in this category will be dropped. You must
be on time and stay for the whole discussion section to obtain any participation points.
Your 2 lowest worksheet scores will be dropped at the end of the semester.

Midterm Exams (50%)
We will have six short midterm exams, first one during the third week and then every two weeks. All our
midterm exams will be on Thursdays 7pm- 7:50pm. The conflict exams will likely be: the same evening
(Thursday 8pm-8:50pm) and the morning after (Friday 8 AM-8:50 AM).
•
All our exams will be online on PrairieLearn and will be proctored through the Computer Based
Testing Facility (CBTF online).
•
No books, no notes, no calculators.
Tentative exam schedule (will be confirmed by January 25):
Exam
Date
Material Covered
Midterm 1
February 11
Weeks 1--3
Midterm 2
February 25
Weeks 3--5
Midterm 3
March 11
Weeks 5--7
Midterm 4
March 25
Weeks 7--9
Midterm 5
April 8
Weeks 9--11
Midterm 6
April 22
Weeks 11-13
Every Midterm Exam will contain one problem from a lecture, one problem from a worksheet, and one
problem from a WebAssign homework.

Final Exam (25%)
This will cover all class material.
Regular time:  TBA
Conflict times: TBA

Netiquette:
Write clearly and professionally. In any course-related communication (emails, chats, discussions), use
standard proper English with correct grammar. Stay on topic. Whether you are writing a discussion post
or a message to your instructor, stay focused on the topic. In an online course, most communication is
done through written messages either in private posts or public discussions. It is important that students
in online courses be especially sensitive to how messages and sentiment are communicated and
received. Remember you are communicating with real people.  Be kind and ethical. Do not belittle other
students or the TAs or the instructor. You may disagree with what someone says, but focus on the issue,
not the person. Instead, be overly kind. Thank people for their response. Let them know you appreciate
their time, how quickly they responded, etc. Behave online as you would in person. Be forgiving of the
mistakes of others. Thank you!

Academic integrity
Violations of academic integrity will be taken seriously, and will be handled under the procedures of
Article I, Part 4 of the student code.

Resources for students with disabilities:
To obtain disability-related academic adjustments or auxiliary aids, students with disabilities should
contact the course instructor and Disability Resources and Educational Services (DRES).
To contact DRES, you may visit 1207 S. Oak St., Champaign, call 333-4603, e-mail disability@illinois.edu
or go to the DRES website.

Support resources and supporting fellow students in distress
As members of the Illinois community, we each have a responsibility to express care and concern for
one another. If you come across a classmate whose behavior concerns you, whether in regards to their
well-being or yours, we encourage you to refer this behavior to the Student Assistance Center (333-
0050) or online at odos.illinois.edu/community-of-care/referral/. Based upon your report, staff in the
Student Assistance Center reaches out to students to make sure they have the support they need to be
healthy and safe.

 Further, we understand the impact that struggles with mental health can have on your experience at
Illinois; significant stress, strained relationships, anxiety, excessive worry, alcohol/drug problems, a loss
of motivation, or problems with eating and/or sleeping can all interfere with optimal academic
performance. We encourage all students to reach out to talk with someone, and want to make sure you
are aware that you can access mental health support at the Counseling Center
(counselingcenter.illinois.edu) or McKinley Health Center (mckinley.illinois.edu). For mental health
emergencies, you can call 911 or walk-in to the Counseling Center, no appointment needed.