Instructor:	Dr. Jan Pearce		C.P.O.:	1815
Office:	304-B Draper Hall (859) 985-3569		Office Hours:	MTWRF 3:00-3:50 pm
Email:	pearce@berea.edu		Feel free to send email for appointments at other times.

The Course Goals To become more comfortable with exploring functions graphically, algebraically, and numerically. To become familiar with the major concepts and techniques of precalculus, including linear, quadratic, exponential, logarithmic, and trigonometric functions. To develop skills in formulating, solving, and interpreting mathematical problems. To gain experience with real world applications of precalculus concepts. To use a scientific calculator to explore concepts of precalculus. To practice communicating mathematical ideas to others. To become a more independent learner and logical thinker.

A Scientific Calculator
	Students are required to bring and use a non-graphing scientific calculator to class in this course. All scientific calculators will be fine as long as they can perform roots, exponentiation, logarithmic, and trigonometric calculations. Sorry, graphing calculators will not be allowed since not everyone will have one.

The Text The main text Algebra and Trigonometry is by Paul A. Foerster. We will cover topics from chapters 2, 3, 5, 6, 13, 14, 15:
Chapter 2, Functions and Relations Functions are a mathematical way of understanding and formalizing relationships and trends in commonly occurring types of data. We will consider the concept of a function algebraically as well as graphically since we will find both very useful.
Chapter 3, Linear Functions A linear function is a function which forms a line when graphed and has a constant rate of increase (or decrease). Many, many relationships can be graphed as lines, so this is a very, very important function. An example is the amount you pay for photocopies; each copy is $0.07, so the per copy increase in cost to you is constant.
Chapter 5, Quadratic Functions Quadratic functions are "bowl-shaped" like the inside of a satellite dish. When you throw a ball into the air and graph its height as a function of time, you get a graph of a quadratic function. We will consider these functions and develop the tools needed to solve real world questions involving them.
Chapter 6, Exponential and Logarithmic Functions Exponential functions have a graph shaped like a "boomerang" lying on one of its sides. Our planet's human population continues to grow exponentially causing many people to worry about running out of certain resources on the planet. Logarithms will help us to understand and answer questions which involve exponential functions.
Chapter 13, Trigonometric and Circular Functions Trigonometric functions are periodic functions, so can be used to model many types of natural cyclic phenomenon. One such example is the depth of the ocean as the tides force the water to rise and fall. In this chapter we will look at the graphs and the equations of some of these functions.
Chapter 14, Properties of Trigonometric and Circular Functions This chapter is in a sense a continuation of the previous chapter and focuses on some "algebraic" properties of the trigonometric and circular functions.
Chapter 15, Triangle Problems This chapter looks at triangle problems, and explore the relationships between triangles and trigonometric and circular functions. We will only be able to cover the initial sections of the chapter.
A list of all of the assignments is located at assignments.

The System of Evaluation
Evaluated Items Points Grading Percentages Test 1 Test 2 Test 3 Test 4 Quiz Total Homework Final Exam 100 100 100 100 100 100 200 12.5 % 12.5 % 12.5 % 12.5 % 12.5 % 12.5 % 25.0 %		Maximum 90-100 % 80-89 % 70-79 % 60-69 % 0-59 % Scale A's B's C's D's F

Please refer to the GRADING section of the current Berea College Catalog for the College-wide interpretations of these letter grades.

The Course Home Page Our course home page is located at http://www.berea.edu/Math/Faculty/Jan/MAT110/. Use this page as a resource to find this syllabus and other course-related information.

The Grading Policies For the benefit of the students in the class, all course grade computations are continually updated by the instructor, so students may check frequently on their in-progress course grade during the term.
	After having completed all work prior to the final exam and before dropping any points or receiving any bonuses, any student who is receiving an A or B on the above maximum scale using the appropriately weighted set of tests, quizzes, homework, and labs and who is satisfied with her or his grade, may elect to receive that grade as a final grade and will not be required to take the final exam. So that all are in agreement, this decision must be discussed in advance with the instructor.
	For students taking the final exam, the lowest score earned on one 100 point exam score, quiz total or homework item will be dropped before computing the final grade. If the lowest percentage score is earned on the 200 point final exam, then one half of the final exam score will be dropped.
	A student's final grade may be raised above her or his earned percentage grade if in the instructor's opinion the student shows significantly improved work in the course or on the comprehensive final exam.

The Tests and Quizzes Tests and frequent short quizzes will be given in this course. Approximately one announced quiz will be given each week in which there is no test. In general, the announced quizzes will consist of questions on the assigned text readings or homework-like problems. The most likely dates of the four tests will be:
Test 1: Friday, September 13 on topics from chapters 2 and 3 Test 2: Friday, October 4 on topics from chapter 5 Test 3: Friday, November 1 on topics from chapter 6 Test 4: Friday, November 29 on topics from chapters 13, 14, and 15
Problems that appear on the tests will be more varied in nature, ranging from homework-like problems to problems that require a deeper synthesis of ideas and from true or false questions to short-answer questions.

The Final Exam The comprehensive final exam will be during the evening scheduled final exam period, Tueday, December 10, from 6:30 to 8:20 pm, on the second day of Fall Term finals. By Berea College policy, no instructor can reschedule a final exam on his or her own, so please plan now to take it then.

The Homework Bonus

Homework will be assigned on a near-daily basis, since doing homework thoughtfully and conscientiously is one of the keys to success in this course. Through homework, students get the needed practice of application of the concepts. Because the instructor desires to strongly encourage a diligent effort on homework, students who turn in each of their homework assignments with no more than three assignments submitted late, will be awarded an additional 10% on the homework grade!

On Homework Collection All written work should be neat, organized, and should show sufficiently many steps to demonstrate a clear understanding of the techniques used. Homework is due at the beginning of class on the announced date due. If a student must miss class due to either a sickness or a planned absence, homework is still expected to be submitted on time. Assignments may be requested in advance. Late assignments will be accepted for reduced credit up until the homework is returned, and late work must be labeled as late. Written or printed homework assignments may be turned in before class or at the instructor's office, but should NOT be sent through the CPO, attached in email, or given to a student assistant. A selection of the assigned homework problems will be graded for credit, and assignments not meeting the above standards may receive reduced credit.

On Teamwork Learning to work in teams effectively is strongly encouraged. Some homework assignments may be specifically designed for teamwork, others for individual work, but on most homework you can choose to work alone or in a team. All homework assignments must clearly include all of the authors' names at the top of each page. On any assignment in which half or more of the work was completed in a team, a single copy of the assignment should be handed in with all of the team's participants listed as authors. Teams can generally consist of one, two, or three members due to the nature of the work in this course. Unless otherwise stated, teams shall not consist of more than three members for most work. On any assignment where less than half of the work was completed in a team, individual assignments should be handed in with the author acknowledging all of the help received for each problem. This includes significant help received from the instructor or in the Math/CS Lab Consultants. Note that the instructor or a Math/CS Lab Consultant may help with homework, and while this help should not be acknowledged as co-authorship, it should still be mentioned. This is meant to be a sharing process; do not "give credit" to other students who have not attempted to contribute to the work or to the team's work, because it is ultimately not a help for the student who did not contribute to the work. Thoughtful practice, not (even mindful) copying, is ultimately the best way to learn. Note that on all team-completed assignments, students must describe the roles played by each author on the assignment. Warning: Please be careful to conform to these standards for teamwork, since they are designed to encourage good learning practices. (Furthermore, copying another's work or otherwise failing to adhere to these standards may even result in a charge of academic dishonesty.)

The Attendance Policy Class lectures, discussions, and in-class calculator work are considered to be a vital key to success in this course. It is the hope of the instructor that class sessions are both informative and useful, therefore attendance is expected at each class session unless a specific exception is made. This policy will be enforced in several ways. Quizzes may be announced or occasionally "popped," and because the lowest quiz grade will be dropped, under nearly all circumstances, make-up quizzes will not be given. Likewise, make-up tests will under almost no circumstances be given, so missed tests will therefore count as the student's dropped 100 points. Absences from class are noted, and repeated absences will adversely affect the student's grade. The final grade may be lowered by one third of a letter grade for each absence after the fourth. Thus, it is the responsibility of the student to speak to the instructor about each absence from class. This should be done as soon as possible, and if at all possible before the absence occurs. Students who miss class are held responsible for all of the material covered, assigned, and collected during their absence.

The Class Atmosphere The members of this class constitute a learning community. Learning in such a community best takes place in an atmosphere in which instructor and the students treat everyone with mutual respect. Students need not always \raise their hands in order to ask questions or to make comments, but they should not interrupt the instructor or fellow students in doing so. Students typically find the atmosphere set by the instructor to be a sometimes playful and nearly always relaxed one, but students will still need to work hard and consistently both in and out of class in order to do well. If at anytime you have thoughts, comments, or suggestions about how the class atmosphere could be improved or made into one which is more supportive of your learning, please come by or drop me a note about it. I welcome such suggestions.

For Additional Help The teaching assistant for this course will be assigned later. She or he and most of the other Math Lab Consultants will also be able to answer questions about the mathematical content in the course during consultations in the Math/CS Lab. Located in Draper 302, the Math/CS Lab is open each Sunday from 6:00 to 7:45 PM and each Monday through Thursday 7:00 to 9:15 PM (except on evenings of convocations when it closes early). Students are strongly encouraged to make use of the help available in the Math/CS Lab, as well as in the instructor's office hours. Best results are obtained trying to solve problems alone or in a group before asking for help, so in either place, students should be prepared to show what they have already tried. Topics in this course build throughout the course, so students should be sure to do their best to keep up with the class, so as to not get behind and possibly forever lost. Remember, no question to which one does not know the answer is ever "dumb" unless it goes unanswered because it remained unasked.