TEXT: Explorations in College Algebra, First Edition, by Kime/Clark

REQUIRED: TI-83 Graphing Calculator (Note: If you are purchasing a calculator for this class, you are required to purchase a TI-83. If you already have a graphing calculator, consult your instructor about its acceptability.)

ATTENDANCE POLICY: It is highly recommended that the student not miss any class. However, the Attendance Policy established by the Department of Mathematical Sciences states that the maximum number of unexcused absences allowed in this class before a penalty is imposed is four. Please refer to the 1998-99 Bulletin, page 27, for further information.

GRADING POLICY: GRADING SCALE:

3 Major Exams 20% each A 90 - 100 C 70 - 74

Classwork/Homework/Projects 20% B+ 85 - 89 D+ 65 - 69

Cumulative Final Exam 20% B 80 - 84 D 60 - 64

C+ 75 - 79 F 0 - 59

SPECIAL NOTE: If you have a physical or learning disability which might affect your performance in this class, please contact the Office of Disability Services as soon as possible. Once an evaluation has been made, appropriate accommodations will be determined.

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COURSE PHILOSOPHY: Until recently, math classes had to put their major emphasis on algebraic computation. With the advent of hand-held technology for graphing, tabling, and computer algebra, much of this computation can be shifted to machines and the time and energy thereby freed up can be reallocated to the study of conceptual issues. To best prepare students for the world of work and for the world of modern college-level mathematics coursework, there is a need to put less emphasis on pencil-and-paper algebraic manipulation and to focus more on using graphs and tables and more on understanding and interpreting results.

This class may not look much like other math classes you have attended. The instructor might lecture a lot less, and you may find yourself working with your classmates in small groups. The exploratory approach results in much more questioning and discussion than is common in math classes. Sometimes you might wonder why the instructor does not tell you straight out what you are supposed to learn, instead of allowing you to explore the issue. The answer is that sometimes there is no "straight out" solution to the problem, and that the process of exploring can be as important as memorizing the "facts".

This course is designed to emphasize:

• Strengthening students’ conceptual understanding in mathematics
• Building an intuitive understanding of properties of functions, using the rule of 4:

students explore each function graphically, numerically, and algebraically, then

communicate their conclusions in both written and oral forms

• Giving student-centered learning experiences in small groups and individualized

work based on open-ended inquiry problems

• Using real world data
• Integrating technology with mathematical processes
• Stimulating students to become critical readers of quantitative arguments
• Providing a model for future teachers of the new pedagogies
• Expanding students’ interest and opportunities in pursuing additional quantitative courses either in mathematics or in other disciplines

• Use of variables and replacement values for these variables
• Operations with positive and negative numbers
• Coordinates on a graph of the Cartesian plane
• Concept of average rates of change
• Properties of linear functions-domain, range, intercepts, slope-intercept form (y = mx + b), meaning of m and b, parallel and perpendicular lines, applications to problems involving real data
• Systems of linear equations and various methods of solution, interpretation of point of intersection in real-life contexts
• Expressions involving positive and negative exponents, scientific notation, orders of magnitude, estimating results
• Properties of exponential functions-domain, range, meaning of constants in y = Ca^x , applications of exponentials in real-life contexts
• Properties of power functions, polynomial functions, and logarithms to base 10, implications of positive and negative powers, direct and inverse proportion
• Properties of quadratic functions-domain, range, vertex, maximum or minimum values, meaning of

a, b, and c in y = ax² + bx + c, roots of quadratic found by graphing, factoring and quadratic formula,

applications of quadratics in real-life contexts

ASSIGNMENTS: Complete solutions to all Algebra Aerobics must be kept in a loose leaf notebook which be will checked periodically. Additional homework assignments will be given and should be kept in the same notebook. Students should be prepared to turn in any assignments when requested for grading. All classwork will be graded and must be turned no later than the next class period. NO LATE WORK WILL BE ACCEPTED. Some assignments will be in the form of oral presentations. Details will be given in class.

MAKE-UPS: If you must miss a scheduled exam, contact me as soon as possible after the exam to arrange a make up. Exams not made up within one week of the regular test will be recorded as 0’s.

M Aug 24 Chapter 1 Making Sense of Data

W Aug 26 Chapter 1

M Aug 31 Chapter 1

W Sep 2 Chapter 2 An Introduction to Functions

W Sep 9 Chapter 2

M Sep 14 Chapter 3 Rates of Change

W Sep 16 Chapter 3

M Sep 21 Exam I Chapters 1 - 3

W Sep 23 Chapter 4 When Rates of Change are Constant

M Sep 28 Chapter 4

W Sep 30 Chapter 4

M Oct 5 Chapter 5 Looking for Links

W Oct 7 Chapter 5

M Oct 12 Chapter 6 When Lines Meet

W Oct 14 Chapter 6

M Oct 19 Exam II Chapters 4 – 6

W Oct 21 Chapter 7 Deep Time and Deep Space

M Oct 26 Chapter 7

W Oct 28 Chapter 7

W Nov 4 Chapter 8 Growth and Decay

M Nov 9 Chapter 8

W Nov 11 Chapter 9 Functioning with Powers

M Nov 16 Chapter 9

W Nov 18 Exam III Chapters 7 – 9, Collect Data for Projects

M Nov 23 Chapter 11 Parabolic Reflections

M Nov 30 Chapter 11

W Dec 2 Projects

M Dec 7 Projects/ Review

W Dec 16 Cumulative Final Exam, 8:00 a.m.