Professor: Weldon A. Lodwick
Office:
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
Tuesdays/Thursdays 3:45 - 4:45pm MERC Lab Science 130
Other times by arrangement – I may change office hours depending on the
accessibility of the above times
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/assignments.
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) February 22nd and
April 5th, and a comprehensive final (2 hours) either May
10th or 12th.
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.
QUIZZES: There will be 10 in-class
quizzes/assignments (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: January 25th, February 1st,
8th and 15th, March 8th, 15th
and 29th, April 19th, and 26th, May
3rd, and will have two problems from those assigned of which you
choose one to answer and one definition or theorem statement. The problems will be taken from those
assigned (see below) as well as theorem statements and definitions that occur
in the relevant sections. 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/assignments |
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
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.
Drop with full refund (see university website)
Drop without instructor’s permission (see university website)
Drop with dean’s permission (see university website)
21-25 March: Full week of Fall Break, no classes.
9 -13 May: Final Exam week.
Tentative Schedule of Topics
We will cover Chapters 10 - 18 this semester
(sections to be covered listed below corresponding to the problem sets). Roughly, we will cover one section per class
period. Quizzes will be over the
material we have covered between the last quiz and the last lecture. Note that any definitions or statements of
theorems in these sections are fair game for quiz questions in addition to
problems in these sections. 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
Advance Calculus II – Note that the pace is one section per class
period
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)
skip
12.1) 1,2,3,4,8,10
12.2) 1-3, 5, 8-11, 14-16, 12.3)
– 12.5) skip
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) 1-6, 9-11
15.2) 1-3, 6, 8, 10
15.3) 1-3, 8, 9
16.1) 1-5, 8
16.2) 1-3, 7
16.3) 1, 3, 5, 6, 11
17.1) 1-3, 7, 9
17.2) 1, 4, 6, 9 17.3)
skip
17.4) 1, 2, 4, 6, 7, 11
18.1) 2-5, 8, 10, 11, 14
18.2) 1-4, 6, 9
18.3) 1-6 18.4)
skip
Lebesgue and Stieltjes Integration – notes and problems to follow
IF WE HAVE TIME - 19.1), 19.2), 19.3)