Fundamentals of Calculus I
is the first course in a two course sequence. The underlying applications of differential calculus will be investigated (chapters 1
6 and 13 of the Lial textbook). This will include an understanding of
rates of change
(including implicit), and
. The understanding will be discovered and shown via mathematical modeling of real world situations. An emphasis will be made to understand these new concepts graphically, numerically, verbally, and algebraically. The course work will involve some fairly intense computations and mathematical modeling, and it is required that students purchase or obtain an appropriate calculator.
A TI-83/84 Graphing calculator is highly recommended. Course Goals:
The motivating goal behind this course is to introduce the
calculus. Upon the
of the course, a student will have stronger quantitative reasoning skills and a student will have enhanced his or her problem solving techniques.
A typical follow-up course is Math 020.
Method of Instruction:
Due to the class being fully on-line, much of the instruction duties fall on the student. However, I will go out of my way to ensure that you are keeping up with the materials. I will do the following:
Post Detailed Section Notes, including worked out problems.
Post Brief Audio/Video Podcasts, highlighting some trickier problems.
Send Daily/Weekly Messages, reminding students of pending due-dates and dead-lines.
Be Available to meet with students for questions, either in-person at
my office on UVM’s Campus or
Respond to any emails or questions within 24 hours.
In general, help you become a better mathematics student.
Note: On-Line classes are quite different than face-to-face classes; however, many students find the method of instruction much more liberating, as it allows them to move at their own pace. I will have all materials available at the start of class to facilitate those students who prefer to work at a quicker pace. Please do not hesitate to contact me with any questions. You can choose to work at the pace stated in the schedule shown below, but if you would like to proceed at a quicker or slower
pace, please feel free to do so. However, please don’t forgo an
understanding of the material by moving at too quick of a pace. Lastly, if you feel that you are becoming overwhelmed by the material, please do not hesitate to send me an email, and I can work with you. Again, a majority of the effort in the class is put on
the student, so please don’t feel uncomfortable asking for help.