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67 visualizações10 páginasCourse syllabus for MAT 182

May 17, 2010

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Course syllabus for MAT 182

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Course syllabus for MAT 182

Attribution Non-Commercial (BY-NC)

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Course Syllabus

Summer Term 2010

Science &

Pre-Calculus & M-W-F 1 to 2:45 PM

MAT 182 3 Credits Technology

Trigonometry

105

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.

Course Competencies

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.

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

13. Identify the graphs of basic trigonometric functions: Sine, Cosine, Tangent, and

Cotangent.

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.

20. Identify trigonometric functions of multiple angles, sum and difference of angles, and

semi-angles.

21. Proof trigonometric identities.

22. Understand and identify inverse trigonometric functions.

23. Solve trigonometric equations.

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.

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

coordinates.

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

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

content.

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

materials.

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

questions.

Bb Quizzes: Students will watch e-lectures in Bb and take an online quiz based on the

content.

Grading Policy:

A- = 94 – 90 % B = 86 – 83 % C = 76 – 73 % D = 64 – 60 %

B-= 82 – 80 % C-= 72 – 70 % F = less than 60 %

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:

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

Triangles

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

Transformations

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

Equations

MML Practice Set

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.)

COURSE POLICIES

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

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.

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;

Exemplary

5 shows full understanding of the problem's mathematical ideas and

responses

processes; identifies all the important elements of a problem; may

include examples and counterexamples; presents strong supporting

arguments.

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

4

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

Satisfactory

few important elements of the problems; presents weak supporting

arguments.

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

ineffectively.

No Attempt

0 No work or solution shown or explained.

Made

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

5

ideas and processes. Student identifies all the key points of the activity and presents

strong supporting arguments. Response includes examples and counterexamples.

fairly well. Student demonstrates sufficient understanding of the mathematical ideas

4

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.

1 therefore, student omits most key points of the activity. Student fails to prove

understanding of the mathematical ideas and processes.

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

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

him.

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.

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