Professor: Weldon A. Lodwick
Office: CU-Denver Building, Room 622
Telephone: 556‑8462 (office - voice mail), 556‑8442 (secretary), 556-8550 (fax)
E-Mail: wlodwick@math.cudenver.edu
Web Site: http://www-math.cudenver.edu/~wlodwick
Text: Advanced Calculus: A Course in Mathematical Analysis by Patrick M. Fitzpatrick, PWS Publishing Company, 1996.
Office
Hours: Mondays 4:30-5:30pm
622 CU-Denver Bldg
Tuesdays/Thursdays 9:45-10:45am 130 Science – MERC Lab
Tuesday 3:45 - 4:45pm 622 CU-Denver Bldg
Other times by arrangement
Students with Disabilities: If you have a disability that requires accommodation in this course, please see me as soon as possible. I am happy to make appropriate accommodations, provided timely notice is received.
Cell
Phones: Please turn off your cell phones prior to entering the
classroom. This is especially important
when coming in for exams.
MY APPROACH TO TEACHING
I believe that teaching is
a process that involves an active partnership.
My role is that of a guide to your learning. We will endeavor to discover how we
mathematically know within the structure of this course. If we have a mathematical problem, it is
because we don’t know its solution. If
we knew the solution, we would not have a problem. Thus, when we “solve” the problem, how do we
know the answer we obtain is the solution to our problem? Thus to know mathematically (mathematical
epistemology) is a central component of my teaching approach. This means that I believe it is important to
know how one obtains the solution to a mathematical problem. Thus, it is imperative that you demonstrate
the process by which you arrive at a solution, that is, you are
to demonstrate knowledge of mathematics by articulating how you obtained the
correct solution.
I believe that I am
responsible to open the way, to encourage, and to, perhaps, nudge you toward
your own learning. I will help guide you
toward this learning by providing mathematics for you to experience. It is my aim to communicate mathematics in a
way that is supportive of your efforts. Your role is to find a way to
experience and articulate the mathematics that is presented and that you
encounter. I believe that it is your
responsibility to let me know when you find yourself not understanding
mathematical concepts that are presented in class. Once you make this known, it is our
responsibility to work on trying to attain clarity. I will try to be as proactive as
possible. I believe that results on
examinations and quizzes give us the opportunity to clearly see where the areas
of mathematical understanding are and what areas need more attention.
EVALUATIVE CRITERIA
There are two evaluative criteria: in-class
exams and in-class quizzes. On
quizzes and exams, you are always to show your work sufficient for me to
understand how you obtained your answer.
EXAMS: There are two exams (1.5 hours each) September 28th
and November 18th, and a comprehensive final (2 hours)
either December 14th or 16th. The final exam covers all the material we’ve
studied in the semester roughly equally weighted with a little more emphasis on
the last sections. All exams are
in-class, closed book, closed notes (no “cheat” sheet) and open mind.
Note about asking me questions during an
exam. I will NOT answer questions about the
exam. Understanding what the problem is
asking is part of the problem. It may be
the case that for a problem, there will be someone for whom the problem is not
clear. Everyone must work with the
problems as stated. If you think the
problem is in error, please correct the error and state precisely what was in
error and how you corrected it. Then
continue with the problem. If you are
correct, you will receive full credit and perhaps a bonus if the correction is
more than a typo. If you were to come up
and ask for help on a problem, you disturb others. A colleague and I will take the exam prior to
your taking the exam. Thus, the exam
will have been “debugged” and tested to the best of our ability.
QUIZZES: There will be 10 in-class quizzes (each worth 12.5 points so you will
have extra credit in case you miss a quiz where the maximum number of points
possible is 100 so that you do not have to ask about being excused unless you
miss more than two quizzes for legitimate reasons). Each quiz will be given 6:00pm-6:10pm on the
following Tuesdays: August 31st, September 7th, 14th
and 21st, October 12th, 19th and 26th,
November 2nd, and 9th, December 7th
and will have two problems of which you choose one to answer. The problems will be taken from the assigned
problems listed below. Thus, I will not
collect problems to grade. You can
practice on the problems by asking me questions during office hours.
GRADE POINT DISTRIBUTION
|
Evaluative
Criterion |
POINTS POSSIBLE
|
POINTS |
|
Quizzes |
10x10 |
100 |
|
Exams |
2x100 |
200 |
Final
|
200 |
200 |
|
Total |
|
500 |
I do give +/- unless your school does
not recognize +/- grades in which case I grade without +/-.
A =
94%-100% B+ = 88%-90% C+ = 78% - 80% D+ = 68% - 70%
A =
94%-100% B = 84%-87%
C = 74% - 77% D =
64% - 67%
A- = 91%-93% B- = 81%-83% C- =
71% - 73% D- = 60% - 63%
F
less than 60%
Note:
If your school (for example the School of Engineering) does not. recognize plus/minus , then an A is 93% to
100%, B is 83% to 92%, C is 73% to 82%, D is 60% to 72% and an F is less than
60%.
General advice: Keep all materials that I turn back in case you think I have not credited you with the points you earned. I can only correct your score if you have what I have turned back to you. It is a good idea to xerox anything that you turn in just in case I lose what you turn in. Please check to make sure that the points you earned are the points I have recorded. The statistics that I have read about correctness of professors in grading and recording grades state that there is a 6% error rate. Please make sure that I have correctly graded and recorded your points.
Advice on exam taking: Some exams may be longer (or more demanding or both) than what you are accustomed. Thus, it is wise (imperative) for you take exams as follows. Do all the problems you can do first. Don't waste too much time on making sure that you have done your arithmetic correctly since arithmetic mistakes are usually discounted at half a point per mistake unless your arithmetic mistake totally trivializes the problem in which case the deduction will be severe. That is, you should work on generating the most number of points per unit of time.
POLICIES
Drops and incomplete
grades: See Schedule of Courses for the relevant
dates with respect to dropping this course.
The incomplete policy of the Mathematics Department and the College of
Liberal Arts and Sciences is strictly enforced. Incomplete grades are given only in situations
in which a student who has been in good standing all semester, is prevented from completing a course assignment (for
example the final exam) due to circumstances beyond her/his control (for
example, hospitalization, jury duty, revised job assignments, death in the
family).
Missing Examinations: If you miss a test for acceptable reasons and we have met before the test and agreed that indeed this is the case you will be given a make-up exam. You are to take the final exam on the given date. If you have more than two final exams on date of our final, this will have to be resolved at least one week in advance of our final exam. There are cases where an exam is missed without your being able to notify me ahead of time. These will be exceptional cases and we can work these out as long as your reasons are legitimate.
Legitimate Excuses: Legitimate excuses for missing tests and
quizzes are for some situations that are beyond your control. You may be required to produce official,
signed documentation. If you are needed
in a wedding, for example, you must talk to me prior to the (blessed) event.
If you are legally arrested, then this is not a legitimate excuse. For matters that are within your control, the
general rule is that it is not excused.
However, talk to me prior to
the event.
16 August: (5:00 pm) Payment plan deadline for students registering by 23 July 2004
18 August: Students not on financial aid are “disenrolled” for non-payment.
26 August: Last day to select the wait-list for a closed course. Students should check wait-list status
daily.
30 August - 8 September: Students are responsible for verifying an accurate Fall 2004 registration
via SMART.
2 September (midnight): Last day to add courses via the web SMART system.
6 September: Labor Day, no classes.
8 September (5:00 pm) Last day to add 16-week structured courses. Treated as an absolute deadline.
The 8 Sept. add deadline does not apply to independent study, internships, and late-starting courses.
8 September (5:00 pm): Last day to drop a course for full refund. Last day to select P/F grade option
1 November: Last day to drop a Fall 2004 course without associate dean approval.
12 November: Last day to drop a Fall 2004 course for CLAS students. Treated as an absolute
deadline.
21-27 November: Full week of Fall Break, no classes.
11-17 December: Final Exam week.
Tentative Schedule of Topics
We will cover Chapters 1-4, 6-9 this
semester (sections to be covered listed below corresponding to the problem
sets). Roughly, we will cover one and a
half sections per class period. Quizzes
will be over the material we have covered between the last quiz and the last
lecture. The two exams will be over the
material covered between the last exam and the last quiz taken. The final is comprehensive roughly being
equality weighted with a little more emphasis on the final sections we cover
between exam 2 and the last lecture.
PROBLEM
SETS
Advanced Calculus I
1.1) 1,2,4,5,9
1.2) 1,3,4,5,6,9 – Consider the following
Theorem. For n a natural number, the
limit as n goes to infinity of 1/n >0.
Proof: Let S(n) be the statement 1/n > 0. 1. S(1) is true since 1/1 = 1 > 0. Given S(k) true, S(k+1) is true since 1/(k+1)
> 0. Thus S(n) is true for all
natural number and therefore the theorem is proved. One of three things must be true: (i) this
theorem is true and what you have learned in calculus I about limits is false,
(ii) the Principle of Mathematical Induction (page 12 of our text is false), or
(iii) this theorem is false. Pick the
option from the three listed above and correctly explain your choice.
1.3) 1,2,4,9,11a,
2.1) 3,4,5,7,10,20
2.2) 3,4,5,8
3.1) 2,4,5,8
3.2) 2,3,5,7
3.3) 1,3,4,5,10
3.4) 1,2,4,6,9,11,13,17
3.5) 4,6,10,12,13,14,16
3.6) 1,2,4,10
4.1) 3,13,14,16
4.2) 4,6,10
4.3) 4,5,9,10,18
4.4) 1,2,9
Omit 4.5, 4.6 and Chapter 5
6.1) No problems
6.2) 2,4,8,10
6.3) 2
6.4) 2,3,4,5,8
6.5) 2,3,4,5
7.1) 1,2,3,4,5,6
7.2) 2,3
7.3) 3,4,5
7.4) 3,7,8
8.1) 2,4,5
8.2) 1,3,4,9,10
8.3) 3
Omit 8.4 – 8.7
9.1) 1,2
9.2) 2,3,6
9.3) 3,4
9.4) 1,3,8
Advance Calculus II
10.1) 2,6,7,9,13
10.2) 1,2,6,8
10.3) 1,2,7,10
11.1) 1,2,5,6,7
11.2) 1,4,5,6,7,8,9
11.3)
12.1) 1,2,3,4,8,10
12.2) – 12.5)
13.1) 3,11
13.2) 5,12
13.3) 1,2,3,4,7,9
14.1) 5,7,8,11
14.2) 1,5,7,10
14.3) 1,8,9,11
15.1) – 15.3), 16.1) – 16.3), 17.1) – 17.3), 18.1) – 18.4), 19.1)
– 19.3)