Survey of calculus homework, quizzes and test

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I am looking for someone to do my survey of calculus homework, quizzes, and test for university. All of the assignments are online. Class is a survey of calculus that includes excel.

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Math 1320-01 Survey of Calculus SU-21 Syllabus Instructor – Mike May, S.J Office - Ritter Hall 229 e-mail – mike.may@slu.edu Phone – 314-977-8174 Class is asynchronous online – May 24-August 15 Prerequisite A C or better in Math 1200, College Algebra Office Hours -Online office hours will be arranged after surveying students. Text – Business Calculus with Excel, https://mathstat.slu.edu/~may/ExcelCalculus/ Students may have either a hardcopy or the electronic book. Technology – Students are required to have a laptop computer with Excel. They also need a way to turn handwritten documents into PDF files. Catalog Description: Functions and graphs; limits; the derivative; rules of differentiation; graphing and optimization; antiderivatives; the definite integral; multivariable calculus and partial derivatives. I) Course objectives: A. Learn calculus – This includes learning the techniques and concepts of calculus, applying this knowledge in multiple representations, and showing the ability to apply your knowledge to solve unfamiliar problems. B. Improve skills useful in learning technical material – The ability to read and take notes on technical material, acquire technical skills, work effectively in groups and explain material to others, construct visualizations and work with real world examples, seek outside help, develop reliable technical skills will be useful both in this course and in future courses. C. Learn to do math with Excel II) The text is available online at https://mathstat.slu.edu/~may/ExcelCalculus/. A. The text has been designed for a one semester applied calculus course that will probably be the last math course the students will take. There is an emphasis on conceptual learning. The applications aim toward business rather than physics. (Even if you are not in business, most students want to be the boss someday.) B. The text and course assume that you will be using Excel, since it is the standard tool in business. There is no assumption that students have any experience with Excel. An active learning pedagogy assumes that students read the material before coming to class. C. The structure of the class assumes an active learning style where students read the text. Past experience shows that this is quite different from the students' past experience. There will be a short reading quiz each day on WeBWorK, https://webwork.slu.edu/webwork2/SU21-Math-1320-May/ that is due at the beginning of class each day. D. For any typo in the book, the first student to email a description of the typo will receive a small extra credit bonus. III) The structure of a “day” of summer school class. This course is being offered online asynchronously over the summer. It is being offered over a 12-week term so that the pacing of the course is not very different form the in-class experience during the regular semester. The asynchronous feature is desired so students can accomplish other things during the semester. (Most students also want to get a job over the summer.) However, students do better when they are kept to a strict schedule and not allowed to fall behind. Everything is available in advance so you can arrange your work time as you like. You can get ahead, but you may not fall behind, A. With each day, there a section to be covered. 1) Students are expected to read the section and take the reading quiz before the class is to be covered. 2) By the end of the day for the section the students are to watch the video for the section. (It should be 20-30 minutes.). They are to post to the forum the most interesting think about the section and the issue they find most confusing. 3) There will be a homework assignment of about 10 problems using webwork. It is due two class days after the material is to be covered. B. Each week there will be a worksheet with more open-ended questions on the material which will include a group quiz. For full credit students are to post to forum a link to a zoom group work section. IV) Special assignments for the first week. With an online course there are technology issues to be cleaned up before we worry about the math content of the course. A. Be ready to submit a test. Put something mathematical onto at least two pages of standard sized paper. (It can be a drawing of a cat doing arithmetic. Formulas from algebra, or anything else you care to produce. that Turn the pages into a single PDF file and submit it through blackboard. B. Post a link to a zoom video of yourself and someone else in the class doing mathematics. Post it to the discussion board. C. Write an introduction about yourself and post it to blackboard. In a face to face class I would have you break into groups and do problems together. I typically announce that anyone who is not working with another student is volunteering to present to the class. Introductions are easy face to face. Online they are harder. You should at least include: your year in school, your major, the city you are residing in, and the time zone of that city. V) Math is learned by doing. Thus, the first job of the professor is to get the students to spend enough time doing problems so that the students have some chance of learning the material. Past experience shows, for a 12-week course, that you should plan on spending at least 9 hours a week doing homework for this class if you want to learn the material. With that in mind we have some ground rules for the class. A. As noted above, this means the students are expected to read the appropriate sections of the book in advance. As a standing assignment, students are to read a section per class with calendar corrections made each Friday. The intended schedule is posted on blackboard. A reading quiz is assigned through WeBWorK for each section. B. Most homework will be done through the electronic system WeBWorK. Students are given individual assignments and immediate feedback on problems. C. There will also be homework turned in as spreadsheets via blackboard. D. There will be a worksheet to be done in groups each week. The lowest 2 quiz worksheets will be dropped. VI) Students are encouraged to use office hours. A. Virtual office hours will be established after a survey the first week. Office hours are drop in. Students can also make appointments. B. Part of my job is to see that at risk students give themselves a chance. After the first test, any student with less than a C test average must come to office hours each week or get a zero for all grades that week. If a student with less than a C test average fails to come to office hours 2 or more weeks in a test period, he or she gets a zero on the next test and fails the course. C. The above rule applies before the first test to students who are repeating the course with a grade of C or lower in the previous attempt or who got a C- or lower in College Algebra. VII) Math is cumulative. Math courses assume and build upon previous courses. There will be two prerequisite quizzes during the semester over material from college algebra. Each is worth 2% of the final grade. Each quiz is all or nothing for points. Points can be earned by either getting 80% correct on the initial quiz, or by getting 90% on the alternative assignment in WeBWorK. VIII) Experience shows that math is more effectively learned when you work in groups where you spend some time explaining to others. (Having a tutor is not a replacement for a study group.) Thus, I strongly encourage students to form study groups to do their homework in. To encourage formation of productive study groups I have some rules and incentives. A. Study groups may turn in worksheet assignments as a group. (Only one copy of the homework is required per group.) Some classwork will be done in groups. B. To form a study group and turn in group assignments, all group members must sign a contract turned in at least one class before turning in any group assignment. The contract is to cover what group members can expect of each other. The minimal commitment allowed in a contract is to specify a time outside of class when the group will work together. Groups may dissolve their contracts at any time. The instructor will dissolve all contracts at every test. C. It is expected that a group assignment will only include names of students who have contributed to the assignment. Adding a name of a student who has not contributed will be considered a violation of academic honesty by all members of the group. IX) Experience shows that technology can greatly aid in learning mathematics. It is also part of how you will do math after this course. A. Students are required to have a laptop computer with Excel installed. B. Most homework, quizzes, and tests will all assume that the student has access to Excel. C. Some extra computer software will be used. X) There will be three 1-hour tests. The anticipated dates of the tests are Tuesday June 15, Thursday July 8 and Monday Aug 2. The final is Thursday August 12. In general, there are no make-ups for missed tests. If a test is missed for an emergency, (defined as being verifiable, unpredictable, and out of your control) the instructor will determine how to fairly compute the grade. Otherwise, a missed test, results in a score of zero being averaged in. XI) For computing the course grade: The paper portions of each test or the final counts for 10% of the course grade. The Excel portions of each test and the final counts for 5% of the course grade. The WeBWorK homework average counts for 10% of the course grade. The WeBWorK reading quizzes count a total of 5% of the grade. Forum participation counts for 8% of the course grade. Worksheets/quizzes/Excel Assignments count for 13% of the course grade. Prerequisite quizzes count for 4% of the grade. Student Learning Outcomes: Student Learning Outcomes from traditional survey of calculus: 1. Students will be able to find the equation of a line and graph the line. 2. Students will find zeros and maxima/minima of quadratic functions 3. Students will be able to evaluate exponential and logarithmic functions. 4. Students will compute derivatives 5. Students will demonstrate knowledge of Marginal Analysis in Business and Economics 6. Students will be able to apply the Differentiation rules 7. Students will be able to find a derivative using the technique of Implicit Differentiation 8. Students will be able to find a derivative using the technique of Related Rates 9. Students will be able to find the maxima and minima of a function 10. Students will compute anti-derivatives 11. Students will evaluate integrals using The Fundamental Theorem of Calculus 12. Students will evaluate Functions of Several Variables 13. Students will be able to compute Partial Derivatives Additional Student Learning Outcomes with Excel: 1. Students will be able to use best fitting curves, Goal Seek and Solver to solve mathematical problems. 2. Students will be able to use absolute and relative cell references, offset, and conditional and rounding commands to build worksheets to solve mathematical problems. 3. Students will be able to use free computer algebra systems to plot and to solve integration and differentiation problems. 4. Students will be able to use numeric approximation techniques for differentiation and integration. 5. Students will be able to solve basic calculus problems given using the language and context of business and economics. College and University Policies - Legal Notices The following are copies of university policies, posted on university level websites. In cases where the following conflicts with the official posted policy, the official posted policy is to be followed. Student Success Center Syllabus Statement: In recognition that people learn in a variety of ways and that learning is influenced by multiple factors (e.g., prior experience, study skills, learning disability), resources to support student success are available on campus. The Student Success Center assists students with academic and career related services, is located in the Busch Student Center (Suite, 331) and the School of Nursing (Suite, 114). Students can visit www.slu.edu/success to learn more about:   Course-level support (e.g., faculty member, departmental resources, etc.) by asking your course instructor.    University-level support (e.g., tutoring services, university writing services, disability services, academic coaching, career services, and/or facets of curriculum planning).   Disability Services Academic Accommodations Syllabus Statement Students with a documented disability who wish to request academic accommodations must formally register their disability with the University. Once successfully registered, students also must notify their course instructor that they wish to use their approved accommodations in the course. Please contact Disability Services to schedule an appointment to discuss accommodation requests and eligibility requirements. Most students on the St. Louis campus will contact Disability Services, located in the Student Success Center and available by email at Disability_services@slu.edu or by phone at 314.977.3484. Once approved, information about a student’s eligibility for academic accommodations will be shared with course instructors by email from Disability Services and within the instructor’s official course roster. Students who do not have a documented disability but who think they may have one also are encouraged to contact to Disability Services. Confidentiality will be observed in all inquiries.   Title IX Syllabus Statement Saint Louis University and its faculty are committed to supporting our students and seeking an environment that is free of bias, discrimination, and harassment. If you have encountered any form of sexual misconduct (e.g., sexual assault, sexual harassment, stalking, domestic or dating violence), we encourage you to report this to the University. If you speak with a faculty member about an incident that involves a Title IX matter, that faculty member must notify SLU’s Title IX coordinator (or that person’s equivalent on your campus) and share the basic facts of your experience. This is true even if you ask the faculty member not to disclose the incident. The Title IX contact will then be available to assist you in understanding all of your options and in connecting you with all possible resources on and off campus. For most students on the St. Louis campus, the appropriate contact is Anna R. Kratky (DuBourg Hall, room 36; anna.kratky@slu.edu; 314-977-3886). If you wish to speak with a confidential source, you may contact the counselors at the University Counseling Center at 314-977-TALK. To view SLU’s sexual misconduct policy, and for resources, please visit the following web addresses: https://www.slu.edu/here4you and https://www.slu.edu/general-counsel.   Academic Integrity Syllabus Statement Academic integrity is honest, truthful and responsible conduct in all academic endeavors. The mission of Saint Louis University is "the pursuit of truth for the greater glory of God and for the service of humanity."  Accordingly, all acts of falsehood demean and compromise the corporate endeavors of teaching, research, health care, and community service via which SLU embodies its mission. The University strives to prepare students for lives of personal and professional integrity, and therefore regards all breaches of academic integrity as matters of serious concern.   The governing University-level Academic Integrity Policy was adopted in Spring 2015, and can be accessed on the Provost's Office website at: http://www.slu.edu/provost/policies/academic-and-course/policy_academic-integrity_6-26-2015.pdf The college policy is found on the College Website at: https://www.slu.edu/arts-and-sciences/student-resources/academic-honesty.php

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