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Academic Enhancement Center

Course Syllabus
Summer Term 2010

Course # Course Name Credit Class Schedule

Science &
Pre-Calculus & M-W-F 1 to 2:45 PM
MAT 182 3 Credits Technology

Name of Instructor: Steven Diaz

Phone: 305-628-6643 (office); 786-546-2415 (Cell)
Email: sdiaz2@stu.edu
Twitter: CafeRico
IM: kaferico (Google & Yahoo)
Office Hours:
Monday-Friday 8 - 9 AM & T-Th 1:30 – 3 PM

Course Description:

This course is designed for those students whose majors require Calculus I, Calculus II or any
advanced mathematics. Topics include: Trigonometric functions, it relations and graphs, radian
measures, functions of compound angles, solution of right and oblique triangles, solution of
trigonometric equations, fundamentals problems of analytic geometry, circles, parabolas,
ellipses and hyperbolas, polar coordinates and parametric equations.

Pre-requisite: MAT 181

Course Competencies

Basic Planar Trigonometry and Angles

1. Understand and operate with angles and their measures.

2. Translate different units of measurement of angles.
3. Calculate the length of the arc, the sector area, and the angular speed.
4. Review properties of triangles and how to classify them. Congruent and Similar triangles.
Ratios and proportions.
5. Trigonometric ratios in right triangles. Pythagorean Theorem.
6. The laws of Sine and Cosine. Generalized Pythagorean Theorem.
7. Solve right triangles and apply them to real-life examples.

Reviewing basic properties of functions and operations on functions

8. Understand the concept of function.

9. Do algebraic operations with functions.
10. Symmetric properties of functions: Even and odd functions, translations, mirror images,
rotations, squeezing and stretching.
11. Domain and range of a function. Basic elements of graphing.
Trigonometric functions

12. Understand the concept of periodic functions.

13. Identify the graphs of basic trigonometric functions: Sine, Cosine, Tangent, and
14. Identify trigonometric functions of any angle.
15. Graphing trigonometric functions by using transformations.
16. Identify the concepts of amplitude, wavelength, frequency, and phase shift.
17. Explain how wave intensity is measured and its relationship to the decibel scale.
Logarithms and trigonometric functions.
18. Modeling with trigonometric functions.

Trigonometric Identities and Equations

19. Identify trigonometric identities.

20. Identify trigonometric functions of multiple angles, sum and difference of angles, and
21. Proof trigonometric identities.
22. Understand and identify inverse trigonometric functions.
23. Solve trigonometric equations.

Trigonometry, Complex Numbers, and Vectors

24. Complex numbers review. Addition, multiplication and division of complex numbers.
Powers and radical of complex numbers.
25. Relate trigonometric functions with complex numbers.
26. Understand the concept of vectors and operate algebraically with them. Construct vector
sums by graphical means. Resolve a vector into mutually perpendicular components.
27. Absolute value of a vector and its relationship with the concept of distance. Dot product
and cross product. The use of matrices and determinants in vector algebra.
28. Vectors and applications.

Conics, Planar curves and Polar coordinates

29. Identify the equation of the Parabola. Determine all geometrical points associated with
this curve. Determine the line tangent to a parabola. Determine the line crossing a
parabola and the crossing points.
30. Identify the equation of the Circle and the Ellipse. Determine all geometrical points
associated with these curves. Determine the line tangent to a circle and/or an ellipse.
Determine the line crossing a circle and the crossing points.
31. Identify the equation of the Hyperbola. Determine all geometrical points associated with
this curve. Determine the line tangent to a hyperbola. Determine the line crossing a
hyperbola and the crossing points.
32. Apply the equations of the parabola, ellipse and hyperbola to real-life situations.
33. Understand the concept of polar coordinates and how to represent planar curves in polar
34. An overview of the most common planar curves.
Course Text & Materials:
 Pre-Calculus,3rd edition by Beecher, Penna, and Bittinger; Pearson/Addison Wesley:
ISBN 0321460065
 MyMathLab Online Course for Precalculus. ISBN: 0321465474

Student-Centered Learning Environment

Students must take the initiative and responsibility to use all the available resources to actively
learn the course content. Instructional time will be spent less on listening class lectures and
more on learning by doing and reflecting.

Taking into consideration our diverse population of students and to ensure they are involved as
much as possible in the learning process, this course will be based on a blended learning
approach. In a blended course, students complete 50% of the learning activities online (i.e.
Blackboard and MyMathLab), and the other learning activities (50%) takes place in the face-to-
face classroom. Here is what students should expect in this course:

 Face-to-Face Meetings: Class will meet 3 times a week in the classroom, where
students ask questions to clarify what they did not understand from the course readings
and e-Lectures. Students will also demonstrate and discuss how to work problems from
the course textbook that will count toward their participation grade. Finally, students take
the scheduled tests during the class meetings.
 Computer assisted instruction: A learning and assessment web-based system (i.e.
MyMathLab or MML) is used to help students grasp and master the course content.
Students receive immediate feedback for their performance in the interactive practice
sets. They will have access to SHOW ME HOW tools that assist them learning course
 Online Learning Resources: MML provides detailed explanations and demonstrations
of the concepts and skills covered in the course. It also provides supplementary
resources such as videos, animations, Power Point presentations, and the course
textbook (i.e. e-book). In addition, students have access in Blackboard of additional
instructor-made resources (i.e. handouts, Power Points, screencasts, etc.) and math
links to other Internet sites that provide tutorials, virtual manipulatives, and multimedia
 Available Assistance: Students have many alternatives to seek assistance to succeed
in this course: (a) Visit the math center to get individual assistance from the instructor
(see office hours info); (b) Visit the math center during business hours to sign up for a
tutoring session; (c) Ask questions using the Question thread in the discussion board of
Blackboard (questions will be answered within 24 hours); and (d) Class discussions are
a great opportunity to learn collaboratively the course content.
 Reflection Journals: Students will post a reflection in the Bb discussion board on what
they have learned in the course. These reflections are based on instructor’s guided
 Bb Quizzes: Students will watch e-lectures in Bb and take an online quiz based on the
Grading Policy:

A= 100 – 95 % B+= 89 – 87 % C+= 79 – 77 % D+= 69 – 65 %

A- = 94 – 90 % B = 86 – 83 % C = 76 – 73 % D = 64 – 60 %
B-= 82 – 80 % C-= 72 – 70 % F = less than 60 %

Course Grading Criteria:

 Your grade for this course will be based on the following criterion:

Grading Categories
Class Participation 20%
MML Practice Sets 20%
Tests 40%
Bb Quizzes 10%
Reflection Journals 10%
TOTAL 100%

Course Outline/Schedule:

Week Item/Subject Readings Assignments

 Course Introduction
 Intro to Graphing  Watch e-Lectures
 1.1 – 1.2  Bb Qz 1
1  Review of Basic
Concepts of Geometry  Appendix  Discussion Board
 CW Set

 Trigonometric Functions
of Acute Angles  Watch e-Lectures
 Bb Qz 2
2  Applications of Right  5.1 - 5.2
 CW Set
 MML Practice Set

 Trigonometric Functions
of Any Angle  Watch e-Lectures
 Bb Qz 3
3  Radians, Arc Length,  5.3 – 5.4
 CW Set
and Angular Speed
 MML Practice Set

 Law of Sines
 Watch e-Lectures
 Discussion Board
4  Law of Cosines  7.1 – 7.2
 CW Set
 Test 1: Wks 1-4 (Fri.)
 More on Functions
 Watch e-Lectures
 The Algebra of Functions
 Bb Qz 4
5  Symmetry and  1.5 – 1.7  CW Set
 MML Practice Set

 Circular Functions:
Graphs & Properties  Watch e-Lectures
 Graphs of Transformed  Bb Qz 5
6 Sine and Cosine  5.5 – 5.6  CW Set
Functions  MML Practice Set
 Identities: Pythagorean
and Sum and Difference  Watch e-Lectures
 Identities: Cofunction,  Bb Qz 6
7 Double-Angle, and Half-  6.1 – 6.2  CW Set
Angle  MML Practice Set

 Watch e-Lectures
 Proving Trigonometric
 Discussion Board
8 Identities  6.3
 CW Set
 Test 2: Wks 5-8 (Fri.)
 Inverses of
 Watch e-Lectures
Trigonometric Functions
 Bb Qz 7
9  Solving Trigonometric  6.4 – 6.5  CW Set
 MML Practice Set

 The Complex Numbers  Watch e-Lectures

 Complex Numbers:  Bb Qz 8
10 Trigonometric Form  7.3 & 2.2  CW Set
 MML Practice Set
 The Parabola
 Watch Video Lectures
 The Circle and the
 Bb Qz 9
11 Ellipse  9.1 – 9.3  CW Set
 The Hyperbola
 MML Practice Set

 Watch e-Lectures
 Polar Coordinates and
 CW Set
12 Graphs  7.4  Discussion Board
 Test 3: Wks 9-12 (Fri.)

1 Practice Problem Sets and Tests

There are 2 types of practice problem sets: Classwork sets and MyMathLab (MML) sets. Classwork sets
are problems from the course textbook that will be discussed during the classroom meetings. Students’
participation grade is based on their performance working the classwork sets (see rubric in this
document). MML sets are interactive problems sets done in MyMathLab. Students’ grade is based on
the number of problems they got correct out of the total number of problems. MML sets are scheduled to
be on Friday’s class meetings at the computer lab of the Academic Enhancement Center.

Scheduled tests are taken only in the classroom (Fridays). There are no make up for tests.
2 Attendance
Educational research has proven there is a positive connection between attendance and academic
success, so students are strongly urged to attend classes regularly. Face-to-Face attendance is
mandatory. Students who miss a third of the class sessions will automatically earn a failing (F)
grade. Contact immediately the instructor to find out how to make up an absence.
3 Use of Computers
“Computers and network systems offer powerful tools for communications among members of the St.
Thomas community and of communities outside St. Thomas. When used appropriately, these tools can
enhance dialogue, education, and communications. Unlawful or inappropriate use of these tools,
however, can infringe on the rights of others. Activities that are expressively forbidden on St. Thomas’
computers include but are not limited to the viewing, downloading or use of inappropriate materials,
vandalism, virus propagation and installation of unauthorized materials. In addition, you are expected to
act as a professional and use the equipment only when directed or appropriate to classroom activities. A
lack of compliance with any of these directives could result in disciplinary action and dismissed of class
or course.
4 Expected Classroom Behavior
Students have a responsibility to maintain both the academic and professional integrity of the school
and to meet the highest standards of academic and professional conduct. Students are expected to do
their own work on examinations, class preparation and assignments and to conduct themselves
professionally when interacting with fellow students, faculty and staff. Academic and/or professional
misconduct is subject to disciplinary action including course failure and/or probation of dismissal. No
food allowed in the classroom. Dress appropriately to attend class. For additional clarification,
please see Student Code of Conduct as stated in the Student Handbook.
5 Cell Phones and Calculators
Cell phones must be turned off or in vibrating mode. If a student must answer a phone call then the
students must leave the classroom without disrupting the flow of the class. Students who spend a
considerable amount of time attending a phone call outside the classroom will be considered absent.
Calculators are permitted during class and tests. Access to a graphing calculator is recommended.
6 Assistance and Tutoring
Students should take advantage of the individualized assistance from the instructor during his office
hours at the Math Center (Academic Enhancement Center). One of the keys to pass this course is to
ask questions without hesitation. In addition, students can sign up for tutoring sessions at the Academic
Enhancement Center. Visit the center for additional info.
7 Incomplete Grade
Students will be granted an incomplete grade only on extenuating circumstances (instructor’s discretion)
and if they have a passing grade by the last week of the course. An incomplete grade grants the student
another week to complete pending assignments. Request for an incomplete grade must be done in
person, not phone calls or e-mails.

Rubrics are a list of expectations for the different assignments in MAT 181. It is a scoring guide
that seeks to evaluate a student's performance based on the sum of a full range of criteria
(expectations). Students should use the rubrics when working on the assignments since their
scores are based on the expectations presented in this scoring guide. In addition, students
should use the rubrics to review and analyze their assignments by comparing the earned scores
with the list of expectations. Rubrics help students understand the meaning behind their grades,
and it helps them to improve their performance.

The following rubric will be used for participation:

Score Label Description

Correct solutions and appropriate strategies are shown or explained,
and the solutions are shown with correct labels or descriptions if
necessary; communicates effectively to the identified audience;
5 shows full understanding of the problem's mathematical ideas and
processes; identifies all the important elements of a problem; may
include examples and counterexamples; presents strong supporting
Complete and appropriate strategies are shown or explained, but
incorrect solutions are given due to simple computational or careless
Competent errors; communicates effectively to the identified audience; shows
responses full understanding of the problem's mathematical ideas and
processes; identifies the most important elements of the problems;
presents solid supporting arguments.
Completes the problems satisfactorily, but the explanations may be
muddled; argumentations may be incomplete; communication is
Serious Flaws
somewhat vague or difficult to interpret; shows limited
3 But Nearly
understanding of the underlying mathematical ideas; identifies the
few important elements of the problems; presents weak supporting
Begins the problems appropriately but may fail to complete or may
Serious Flaws omit significant parts of the problems; may fail to show full
2 And Not understanding of mathematical ideas and processes; may make major
Satisfactory computational errors; may misuse or fail to use mathematical terms;
communication is vague or difficult to interpret.
Shows some work or explanation beyond re-copying data, but work
Unable to would not lead to correct solutions; one or more incorrect
1 Begin approaches attempted or explained; shows no understanding of the
Effectively problem situations; major computational errors; communicates
No Attempt
0 No work or solution shown or explained.
The following rubric will be used to score test items.

Points Expectation
Correct answer. Work or process to support answer is logical and
1-point neatly organized. It reveals student understanding of concepts
and skills.
1 1 2 3 Incorrect answer. Work or process to support answer is logical
, , , or - point and neatly organized. It reveals student understanding of
4 2 3 4 concepts and skills. Minor computational or careless mistakes.
Correct or Incorrect answer. Work or process to support answer
0-point is not logical or shown. It reveals student’s misunderstanding of
concepts and skills. Major computational mistakes.

The following rubric will be used to grade students’ reflection posts in the discussion board:

Score Criteria
Response is coherent and well structured. Mathematical ideas are communicated
clearly and concisely. Student demonstrates full understanding of the mathematical
ideas and processes. Student identifies all the key points of the activity and presents
strong supporting arguments. Response includes examples and counterexamples.

Response is coherent and adequately structured. Mathematical ideas are communicated

fairly well. Student demonstrates sufficient understanding of the mathematical ideas
and processes. Student identifies most of the key points of the activity and presents
good supporting arguments.
Response is somewhat coherent and structured. Mathematical ideas are vaguely
communicated. Difficult to make sense student’s explanation or reasoning. Student
2 demonstrates limited understanding of the underlying mathematical ideas and
processes. Student identifies few key points of the activity and presents weak
supporting arguments.

Response is incomplete. Ideas are incoherent. Ideas are written in fragments;

1 therefore, student omits most key points of the activity. Student fails to prove
understanding of the mathematical ideas and processes.

0 No response or ideas are completely irrelevant and inadequate.

Become an Active Learner

An active learner takes control and ownership of the learning process to meet the course’s
goals and expectations. Active learners decide why, what and how of their learning. They do not
wait for learning to happen; instead, they make it happen. The instructional model of this course
requires students to become active learners to meet successfully the course objectives. The
following traits are typical of active learners:

1. Identify personal goals and the steps necessary to achieve the goals.
2. Use resources. Identify the people and tools available to aid in goal pursuit.
3. Learn how to solve almost any problem they ever have to face.
4. Look at situations objectively.
5. Ask the right questions.
6. Use time well. They organize and set priorities.
7. Apply good reading, studying, and questioning skills to course materials.
8. Apply good listening skills in the classroom.
9. Find patterns and take effective notes to organize materials for studying.
10. Assess progress along the way and revise their plans.

Source: http://www.lafayettehigh.org/Course%20Guide/becoming_an_active_learner.htm

English Second Language Learners

For students who do not speak English as their first language, the following suggestions may be
helpful to succeed in this course:

1. Bring a dictionary that translates from the student’s native language to English and vice
versa. If a student does not have a dictionary, the following website provides word and
text translation: http://www.foreignword.com/.
2. Find a classmate or group of students who speak English fluently to study for the class
and to gain proficiency with the English language.
3. If there is a classmate that speaks the same native language, students can ask for
clarification or assistance using their native language as long it does not disrupt the
classroom learning experience.
4. The instructor of this course is bilingual (English-Spanish) and welcome students to
speak Spanish during office hours or before-after class. In addition, there are many
languages that have words which are pronounced and written similarly. Therefore, the
instructor encourages students to sometimes use words in their native language to
communicate ideas, concerns, or questions.
5. If students learned different ways or methods for simplifying or solving math problems in
their countries, the instructor encourages these students to share their methods with
Students with Disabilities

Please note that students requiring accommodations as a result of a disability must contact
Maritza Rivera (e-mail: mrivera@stu.edu and phone number: 305-628-6563) at the Academic
Enhancement Center.

Note for Changes: The instructor reserves the right to change this syllabus at any time during
the term in order to better meet the needs of this particular class group.