The University of Findlay

College of Sciences

Spring Semester 2008

The Mission of the University is to equip our students

for meaningful lives and productive careers.

Course Number/Title:	Math 142 at St. Wendelin Calculus II
Credit Hours:	4
Class Time/Place:	St. Wendelin High School – Room 210 9:24 a.m. – 10:44 a.m. every other day (period 4)
Prerequisites:	"C" or better in MATH 141, Calculus I
Instructor:	Mrs. Sharyn Lininger (419) 894-6736 (home) (419) 435-8144 (school) sharyn.lininger@stwendelin.org
Office Hours:	Any day before/after school or by appointment
Course Description	This course is a continuation of Calculus I (Math 141), which focuses on the techniques and applications of integral calculus. Topics include: logarithmic and exponential integration, inverse functions, volumes of solids of revolution, arc length, integration by parts, trigonometric substitutions, sequences, series, and polar equations of curves. This course satisfies the general education requirements for a B.S. degree.
Relationship to the Conceptual Framework	Math 142 is a course that provides students with an understanding of the relationship between differentiation and integration. It exposes students to the use of calculus in real-world situations. It is the second course in the mathematics major.
Final Exam	Week of April 28, 2008 – day to be determined
Course Objectives	The student will be able to: use basic integration rules to find antiderivatives. evaluate a definite integral using the Fundamental theorem of Calculus. use the substitution method to evaluate a definite integral. find the area of a region between two curves using integration. find the volume of a solid with known cross sections. find the volume of a solid of revolution using the disk method, the washer method, and the shell method. find the arc length of a smooth curve. find the center of mass of a planar lamina. find the area of a surface of revolution. find fluid pressure and fluid force. integrate natural log and exponential functions. use exponential functions to model compound interest and exponential growth. use exponential functions to model growth and decay problems. develop properties of the hyperbolic functions. differentiate and integrate hyperbolic functions. find antiderivatives using integration by parts. understand the concept of partial fraction decomposition. use partial fraction decomposition with linear factors to integrate rational functions. use partial fraction decomposition with quadratic factors to integrate rational functions. solve trigonometric integrals involving powers of sine and cosine, as well as secant and tangent. use trigonometric substitution to solve an integral. evaluate an indefinite integral using a table of integrals and reduction formulas. approximate a definite integral using the Trapezoidal Rule and Simpson’s Rule. handle improper integrals. understand conic sections and applications. understand and interpret polar coordinates. find area of polar regions. know when sequences converge or diverge. determine monotonic sequence when bounded. understand the properties of series. understand and apply the nth test for divergent series. understand and apply the p-series test. understand and apply the alternating series test. know when series converge absolutely and conditional. create Taylor polynomials and Maclaurin polynomials. create and use Taylor and Maclaurin series.

General Education Learning Outcomes Addressed

Goal 1. Students will take courses which expose them to a range of basic religious beliefs and diverse ethical perspectives and which encourage them to develop their own perspectives on global issues.
Goal 2. Students will become familiar with the historical, scientific, literary, and/or philosophical content of a range of disciplines.	X
Goal 3. Students will acquire and practice skills for reading, writing, speaking, listening, abstract inquiry, critical thinking, logical reasoning, and using computers and related technology.	X
Goal 4. Students will develop an appreciation for and means of analyzing art, literature, music, communication, science, and/or theatre.	X
Goal 5. Throughout their general education experience, students will analyze and reflect upon the challenges facing our global society as well as the importance of being a life-long learner and responsible citizen.

Required Textbooks and other materials

Larson, Hostetler, & Edwards. Calculus of a Single Variable 8^th edition, Houghton Mifflin Company 2006 Graphing Calculator (TI 83+ or TI 84+ recommended)

Instructional Strategies

Case Analysis		Library and Internet Research
Debate		Practice/drill	X
Discovery/Independent Research		Problem solving	X
Discussion/Questioning/Interviewing	X	Reading assignments	X
Experiential Learning		Role playing/simulation games
Field Experience		Service Learning
Group Presentation		Video/Audio Review and Critique
Laboratory Experiences
Lecture	X	Technology	X

Methods of Assessment

Abstracts		Participation	X
Attendance	X	Peer Evaluation
Capstone Project		Portfolio
Case Study		Portfolio Lab Performance
Exams	X	Presentations
Group or Individual Projects		Professional Evaluation
Homework Assignments	X	Quizzes	X
Internet Research		Research project
Journaling		Final Exam	X
Lab Performance
Oral/written review of literature

Grading	Tests – 40% Quizzes – 20% Homework – 20% Final Exam – 20%
Grading Scale/Distribution	A = 93% - 100% A- = 90% - 92% B+ = 87% - 89% B = 83% - 86% B- = 80% - 82% C+ = 77% - 79% C = 73% - 76% C- = 70% - 72% D+ = 67% - 69%
Honor Code	I will not knowingly engage in any dishonorable behavior, cheat, steal, lie, or commit any act of plagiarism during my academic work, course, or endeavor. If I observe an act which I believe violates the University’s Honor Code, I may, in my discretion, report it to the appropriate personnel.
	For this course, it is expected that all work on graded assignments, quizzes, and tests will be the work of the individual student. Unless otherwise directed, you may consult each other on homework. The honor code will be enforced. Note that it is a violation to give help as well as to receive it.
Course Policies and Practices
Special Services	If you are a student with a disability, it is your responsibility to register with the Office of Disability Service and notify your instructor one week prior to any needed service so that reasonable accommodations can be made for you.

Tentative Course Outline (Course outline is subject to change throughout the semester)

Chapter 4	Integration	5 classes
Chapter 5	Transcendental Functions	5 classes
Chapter 6	Differential Equations	1 class
Chapter 7	Applications of Integration	8 classes
Chapter 8	Integration Techniques, L’Hopital’s Rule, and Improper Integrals	7 classes
Chapter 9	Infinite Series	7 classes
Chapter 10	Conics, Parametric Equations, and Polar Coordinates	2 classes

Course/College Specific Information

This course meets the following objectives of from the NCTM Program Standards for Mathematics Education:

Programs prepare prospective teachers who can…

1.5.2 apply numerical computation and estimation techniques and extend them to algebraic expressions.

1.5.3 apply the process of measurement to two- and three-dimensional objects using customary and metric units.

1.5.4 use geometric concepts and relationships to describe and model mathematical ideas and real-world constructs.

1.5.8 use algebra to describe patterns, relations, and functions, and to model and solve problems.

1.5.10 have a firm conceptual grasp of limit, continuity, differentiation and integration, and a thorough background in the techniques of calculus.

1.5.12 use mathematical modeling to solve problems from fields such as natural sciences, social sciences, business, and engineering.

1.6 have a knowledge of historical development in mathematics that includes the contributions of underrepresented groups and diverse cultures.

This course upholds the objectives of the Teacher Education Department and The Conceptual Framework of the College of Education.

Assessment of these objectives is done through homework, quizzes, tests, and a final examination. Students must then pass the mathematics section of the Praxis II Examination and must be able to teach mathematics during their student teaching experience.