mth 134

AMTH 108= APPLIED COLLEGE ALGEBRA, 3 CREDIT= S

UNIVERSITY OF SOUTH CAROLINA, AIKEN, &nb= sp; SPRING 200= 7

SECTION 006 Monday, Wednesday 2:00 p.m. –= 3:50 p.m. Room ADMN 224

SECTION 300 Tuesday, Thursday = 5:25 p.m. – 7:15 p.m. &nb= sp; Room ADMN 224

INSTRUCTOR:

Bruce Manoly&= nbsp; ( <= /b>(803) 641-3346, BruceM@usca.edu, Office AD= MN 229 )

CALENDAR= :

    = First day of classes: 1-16-2007

    = Last day to drop: 1-22-2007

    = Last day of classes: 4-30-2007

    = Final exam: 5-3-2007 at 5:00 p.m.

    = Holidays: 1-15, 3-12 through 3-16=

PREREQUI= SITE:

By placement, grade of C or better in an approved Elementary Algebra class, or consent of the Mathematics Department.

COURSE GOALS:

At the completion of this course the student will be abl= e to

   work with functions by graphical methods with the aid = of technology;

   solve linear, quadratic, exponential and logarithmic equations

      (both by hand and on the graphing calculator);

   utilize the laws of exponents and logarithms;

   use algebra as a language for expressing problems;

   use algebraic and graphical methods for solving proble= ms;

   use technology for data analysis.

COURSE DESCRIPTION:

Study of functions and graphical methods with the aid of technology. Topics include linear, quadratic, exponential and other functions; solving equations; properties of logarithms and exponents. Emphasis will = be on using algebra as a language for expressing problems and using algebraic and graphical methods for solving problems, data analysis, and other applicatio= ns.

OFFICE H= OURS (in room ADMN 229):

M, W   &n= bsp;      4:00 p.m.    --     5:00 p.m.<= /span>   (fi= rst come first served)     =

T, Th   &= nbsp;       1:00 p.m.    --     5:00 p.m.<= /span>   (fi= rst come first served)

F        &= nbsp;       by appointment only

Any other time you find me in my office, please feel free to come in and ask questions.

ADDITION= AL HELP IS AVAILABLE:

The MATH LAB (Room ADMN = 221) features free tutors, computers/software, videotapes, and calculator/comput= er help. For free online tutoria= ls, go to www.usca.edu/math/facu= lty.html then click on the photo of your instructor.

GRADING SCALE:

      A         = 90   - 100 %            =             C=          = 70   -    77 %

      B+       87   -    90 %            =             D= +       67   -    70 %

      B         = 80   -    87 %            =             D=          = 60   -    67 %

      C+       77   -    80 %            =             F=         &= nbsp; 0   -    60 %

GRADING WEIGHTS:

60 %     for the chapter tests. The lowest test score will be dropped.

15 % = ;    for homework quizzes. The two low= est quiz scores will be dropped.

25 %     for the comprehensive final exam.=

GRAPHING CALCULATORS ARE REQUIRED:

The ti-83, ti-84, ti-83 plus, ti-84 plus, ti-83 plus silver edition or ti-84 pl= us silver edition may be used.

<= span style=3D'font-size:8.0pt;font-family:Arial;mso-bidi-font-family:"Times New = Roman"'>

ATTENDAN= CE BONUS:

If you have at most one absence (arriving late or leaving early counts as half= an absence) then you get an extra 2% added to your overall final grade for the course.

ACADEMIC HONESTY:

Please read the Academic Code of Conduct in the USC Aiken Student Handbook. Any cheating on a test will result= in a score of zero on that test, the loss of your lowest test being dropped and = may result in further sanctions. You are encouraged= to work together on the homework and to study in groups for tests. However, it is not acceptable to m= erely copy the homework, as that is both a violation of the code and not very use= ful for learning the material that will be on the test.

SPECIAL CIRCUMSTANCES:

If you have a physical, psychological, and/or learning disability which might affect your performance in this class, please contact the Office of Disability Services, 126A, B&E, (803) 641-3609, as soon as possible. The Disability Services Office will determine appropriate accommodations based on medical documentation.

MAKE-UP = TESTS:

Sometimes students will have a legitimate reason for missing a test. This is accommodated by dropping t= he lowest test rather than by giving make-up tests. There will be no mak= e-up tests. You get to miss one te= st per semester and “excused” or “unexcused” makes no difference. If you miss more = than one test, a score of zero will be averaged into your grade. It is best not to miss any so that= you can take maximum numerical advantage of the lowest test being dropped. If you have two “excusedR= 21; missed tests then your final exam score will be used in the place of one of them. Refer to the USCA Bulle= tin for a description of excused absences.&nbs= p;

MAKE-UP HOMEWORK QUIZZES:

The reason we drop the two lowest quiz scores is so that we don't have to deal with make-up quizzes. There will be = no make-up quizzes.

HOMEWORK QUIZZES:

You will be quizz= ed on your homework on the class meeting after it is assigned (except for test days). These quizzes will be = during the first few minutes of class, so be on time for class to avoid a score of= zero. Some of these quizzes will be open homework but closed book and will have instructions such as “copy pro= blem 14 B from page 987 off your homework”. Problem 14 B will not be typed out= on the quiz, so if you didn’t do number 14 B you’ll be unhappy. Other quizzes will consist of one = or two problem(s) that is(are) very similar to the home= work. Each quiz will be worth 10 points.=

USE OF C= LASS TIME:

The first part of each class will be lecture/discussion and the second part will often be a g= roup work “lab”. Chapt= er tests will be during the last hour of class. If we get behind schedule, then questions on previous material can not be answered during the first hour of class. Always feel free to ma= ke use of my office hours.

ON BEING= LATE TO CLASS:

Coming late is always better than not coming at all. If you come in late, sneak in quie= tly.

DISCLAIM= ERS:

You are responsib= le for all material covered in class whether you attend or not. You are responsible for all announcements made in class whether you attend or not. You will be held to the policies i= n the syllabus whether you read it carefully or not. In the event of a dispute, we will= refer back to the syllabus.

BEHAVIOR= :

It is assumed that college students will remain quiet once class has started so that their classmates may receive the full benefit of their education.

    = Please feel free to raise your hand and stop me to ask questions any time you need to.

Cell phones and beepers are = to be turned OFF during class unless your employer requires you to be on call during class.<= span style=3D'mso-spacerun:yes'> If you make or receive a social ph= one call during class, you will be required to leave class for the remainder of= the day.

Any use of a cell phone, beeper, palm pilot, or any similar device during a test will result = in a test score of zero.   If = the instructor hears your cell phone either ring or vibrate during a test, you = will get a score of zero for the test. If your employer requires you to be on ca= ll during a test, please inform me in writing on each test day before I hand out the tests.

  &n= bsp;         The instructor reserves the right to dismiss any student who “demonstrates inability to profit by instruction through an unwillingness to comply with class procedures or whose behavior interferes with the educational progress= of other students”.

TEXT:

      "Colle= ge Algebra in Context" Second Edition, by Harshbarger & Yocco (required)

      "AMTH = 108 Course Packet"&nb= sp; (required)

      The student solution manual is optional (students usually tell me it is worthwhile).

      The Graphin= g Calculator Guide= is optional (no one ever reads this, so save your money).

MATERIAL= TO BE COVERED:

We will cover mos= t of chapters 1 through 4, and parts of the algebra toolboxes in those chapters.= We will also cover dimensional ana= lysis (unit conversions) with a handout.

WHY WE H= AVE TO GO “TOO FAST”:

Sometimes students say math classes go “too fast.” I wish I could go at the pace each student feels most comfortable with, but each math class has pretty much the same amount of material to cover in most colleges across the nation, and we only have a certain number of class sessions to cover it in. That means if we don’t go at= the speed the other colleges go at, we won’t get all the required material covered that you need to prepare you for success in the next class. It would also mean our courses her= e wouldn’t transfer to other schools because they wouldn’t be equal. I want you to understand that my h= ands are really tied on the speed issue. I think that these speeds were set a long time ago when grade schools and high schools provided and required more of a math background. If I slow down too much on one thi= ng, I’d be forced to zoom through something else later in the semester. I want to thank you in advance for understanding our limitations on the speed issue.

WHY DO W= E HAVE TO STUDY MATH ANYWAY?&n= bsp; or<= span style=3D'font-size:10.0pt;font-family:Arial;mso-bidi-font-family:"Times New= Roman"'>

WHEN WIL= L I EVER USE THIS?

= 1.&n= bsp;      To get the job you want, with the p= ay you want, you usually need a college degree. To get the degree you have to sati= sfy the requirements and that means taking math. This is just the way it is, and it= has been that way ever since long before I was born. In most cases, the math you have t= o take is determined by your department and not by the math department.=

= 2.&n= bsp;      Many jobs do require you to be able= to use math.

<= /p>
= 3.&n= bsp;      You want to be the one who gets the promotions and the better assignments.&nbs= p; Example: years ago, my wife was the only one at the post office who understood how to plug the numbers into the productivity formula, so she got the desk job while her coworkers had to continue to lug around 60 pound sac= ks of mail.

<= /p>
= 4.&n= bsp;      It is good to be able to figure out when your new car loan is ripping you off for several thousand dollars duri= ng the life of the loan because then you can take action.

<= /p>
= 5.&n= bsp;      Years ago, a study was presented to congress pointing out that regardless of what field they go into, the only women that achieve pay equity with men are those who have had seve= ral college level math classes.

WAYS TO SURVIVE AND GET A HIGHER GRADE:

I know that for a lot of students, math is their hardest subject. My wife (a very smart lady) has two masters’ degrees, but she says that her undergraduate math classes we= re harder than any classes in graduate school. She told me she “studied five hours every night, got a tutor, went to office hours and nearly died.” She said it̵= 7;s ok to tell you she didn’t pass every math class the first time. Believe it or not math is not her favorite subject. Math isn= 217;t quite that hard for everybody, but if you are like my wife, here are some t= ips to help and ease the pain a little.

= 1.&n= bsp;      Get into a study group/support syst= em with some of the other students in this class.

<= /p>
= 2.&n= bsp;      Use the tutors in the MATH LAB. My wife had to pay for her tutors,= but yours are free.

<= /p>
= 3.&n= bsp;      Use my office hours.

<= /p>
4.   Work on your homework right a= fter class. That way you are moving concepts from your short term memory into your long term memory before you = get time to forget what you learned in class (you won’t have to figure it= out all over again from scratch).

<= /p>
5.   Whatever you do, don’t = get behind on the homework. Besid= es missing classes, it’s the fastest way to get confused and discouraged. Doing well in co= llege courses usually requires 3 hours of study/homework for every hour spent in class and for math classes it is often 4 or 5 hours or more. If you don’t understand some= thing in the homework (or from the lecture/discussion), it is your responsibility= to study the book or to get help so that you do understand it prior to the next class meeting. It is much eas= ier to keep up than to catch up in math. = History has shown that students who don't keep up to date on the homework seldom pass math courses!!!!! Math is not a spectator sport.=

<= /p>
= 6.&n= bsp;      Remember, every person is good at s= ome things and not so good at others. I teach math because I’m really bad at English and history and psycholo= gy and car repair and cooking! I= f this one subject is hard for you it does not mean you are a failure, and it doesn’t mean you need to feel bad.&n= bsp; It makes me sad when I see students cry during a math test or get an= gry at themselves, the teachers, the books, the school, or the whole college sy= stem because math frustrates them. I’d rather you come to my office hours whenever you can and le= t me help you. I’ll do every= thing I can to help you make it through.

= 7.&n= bsp;      Come to every class meeting!!<= /o:p>

TENTATIVE SCHEDULE (MW version)

(dates of tests are very likely to change)

DATE

TEXT &n= bsp; SECTIONS

1<= o:p>

1-= 17

Sy= llabus, 1.1

2<= o:p>

1-= 22

1.= 5, Toolbox

3<= o:p>

1-= 24

1.= 2, 1.3

4<= o:p>

1-= 29

1.= 4, 1.6

5<= o:p>

1-= 31

1.= 7, 1.8

6<= o:p>

2-= 5

To= olbox

7<= o:p>

2-= 7

Ch= apter 1 test

8<= o:p>

2-= 12

2.= 1

9<= o:p>

2-= 14

2.= 2

10=

2-= 19

2.= 3

11=

2-= 21

2.= 4

12=

2-= 26

2.= 5

13=

2-= 28

2.= 6

14=

3-= 5

2.= 7

15=

3-= 7

To= olbox

16=

3-= 19

Ch= apter 2 test

17=

3-= 21

3.= 1

18=

3-= 26

3.= 2

19=

3-= 28

3.= 3

20=

4-= 2

3.= 4

21=

4-= 4

3.5 (part of)

22=

4-= 9

to= olbox

23=

4-= 11

Ch= apter 3 test

24=

4-= 16

4.= 1

25=

4-= 18

4.= 2

26=

4-= 23

4.= 3

27=

4-= 25

Di= mensional analysis and review

28=

4-= 30

Ch= apter 4 test

TENTATIVE SCHEDULE (TTh version)

(dates of tests are very likely to change)

DATE

TEXT &n= bsp; SECTIONS

1<= o:p>

1-= 16

Sy= llabus, 1.1

2<= o:p>

1-= 18

1.= 5, Toolbox

3<= o:p>

1-= 23

1.= 2, 1.3

4<= o:p>

1-= 25

1.= 4, 1.6

5<= o:p>

1-= 30

1.= 7, 1.8

6<= o:p>

2-= 1

To= olbox

7<= o:p>

2-= 6

Ch= apter 1 test

8<= o:p>

2-= 8

2.= 1

9<= o:p>

2-= 13

2.= 2

10=

2-= 15

2.= 3

11=

2-= 20

2.= 4

12=

2-= 22

2.= 5

13=

2-= 27

2.= 6

14=

3-= 1

2.= 7

15=

3-= 6

To= olbox

16=

3-= 8

Ch= apter 2 test

17=

3-= 20

3.= 1

18=

3-= 22

3.= 2

19=

3-= 27

3.= 3

20=

3-= 29

3.= 4

21=

4-= 3

3.5 (part of)

22=

4-= 5

to= olbox

23=

4-= 10

Ch= apter 3 test

24=

4-= 12

4.= 1

25=

4-= 17

4.= 2

26=

4-= 19

4.= 3

27=

4-= 24

Di= mensional analysis and review

28=

4-= 26

Ch= apter 4 test

	DATE	TEXT &n= bsp; SECTIONS
1<= o:p>	1-= 17	Sy= llabus, 1.1
2<= o:p>	1-= 22	1.= 5, Toolbox
3<= o:p>	1-= 24	1.= 2, 1.3
4<= o:p>	1-= 29	1.= 4, 1.6
5<= o:p>	1-= 31	1.= 7, 1.8
6<= o:p>	2-= 5	To= olbox
7<= o:p>	2-= 7	Ch= apter 1 test
8<= o:p>	2-= 12	2.= 1
9<= o:p>	2-= 14	2.= 2
10=	2-= 19	2.= 3
11=	2-= 21	2.= 4
12=	2-= 26	2.= 5
13=	2-= 28	2.= 6
14=	3-= 5	2.= 7
15=	3-= 7	To= olbox
16=	3-= 19	Ch= apter 2 test
17=	3-= 21	3.= 1
18=	3-= 26	3.= 2
19=	3-= 28	3.= 3
20=	4-= 2	3.= 4
21=	4-= 4	3.5 (part of)
22=	4-= 9	to= olbox
23=	4-= 11	Ch= apter 3 test
24=	4-= 16	4.= 1
25=	4-= 18	4.= 2
26=	4-= 23	4.= 3
27=	4-= 25	Di= mensional analysis and review
28=	4-= 30	Ch= apter 4 test