- Instructor Information
- Sections
- Learning Assistant
- Common Syllabus
- DON’Ts and DOs
- Document Assembly Standards
- Appropriate Equation Writing

## Instructor Information

Instructor |
Brett Crow |

eMail |
bcrow@boisestate.edu |

Office |
Math Building (MB) 236-C |

Office Hours |
MW 9:00-9:30am WF noon-12:30pm or by appointment |

## Sections

Section | Meeting Time | Location |
---|---|---|

003 | MWF 10:30-11:45am | MPCB 201 |

008 | MWF 3:00-4:15pm | ILC 403 |

## Learning Assistant

Learning Assistant | Sessions |
---|---|

Emily Kuehl (003) | TBA |

Thomas Reinking (008) | TBA |

- Students in Math 175 can attend any LA session for the common courses.
- Here is a calendar for all LA sessions for the common Calculus II courses.

## Common Syllabus

- This course is part of the common calculus courses and uses the Math 175 Common Syllabus
- The Course Webpage includes information about: Daily Assignments and Notes, Quizzes, and Exams.
- The Course Calendar gives an overview of due dates and what will be worked on in class.

## DON’Ts and DOs

- Learning and using mathematics requires appropriate mathematical communication. This chart will help you avoid certain communication errors.

You will NEVER: |
Instead, you will ALWAYS: |
---|---|

plus anything | add terms |

minus anything | subtract terms |

times anything | multiply factors |

FOIL anything | multiply factors |

square root anything | compute a square root or extract roots |

derive, to find a derivative | differentiate a function |

antiderive, to find an antiderivative | antidifferentiate a function or integrand |

compute an “el-en” | compute a natural logarithm, as in |

solve an expression | as needed, compute the value of expressions |

solve an expression | as needed, seek solutions for equations |

## Document Assembly Standards

- Most weekly quizzes will be take home quizzes. The three basic rules below apply to the work you hand in. You will lose points by not following these rules.
**Use proper paper.**Standard 8.5 inch by 11 inch paper as used by a typical printer is best. Substantially similar options (like lighter weight engineering paper or nearly the same dimensions) are also acceptable.*Do not*use substantially different paper types or sizes, partial sheets, or leave scruffy edges on spiral notebook sheets.**Staple multiple sheets, correctly.**Appropriate stapling aligns top and left edges, uses one staple within 1/2 inch of the upper left corner, orients the staple from southwest to northeast, and inserts staple prongs from the front.*Do not*submit unattached sheets, use other methods to attach sheets, or rely on having a stapler provided.**Arrange work sensibly.**This usually means the order in which problems were given. Arrange sheets to avoid back and forth page flipping. Be sure that sheet tops match front to back, like pages in a book.

## Appropriate Equation Writing

- Equations are fundamental in mathematical work. They require correct use of the equal symbol () to convey sameness of numerical value (same area, same amount, same rate, etc.). Here are five usage rules. You will lose points by writing equations poorly or not at all.
**Label quantities**by writing equations. For example, write the solution of as . Writing only the number , with or without a circle or box around it, does not identify the number as a value of . Similarly, use to begin answering an area calculation question or to begin answering a volume calculation question.**Avoid false equations**created by incorrect labels. For example, evaluate the function at by writing*both*the function equation and the evaluation equation . Writing the single equation wrongly states that the function is both constant (the value ) and varies with (the expression ).**Avoid false equations**created by incorrectly connected operations. For example, write half of the difference between and with the*two*equations and . Writing the single equation wrongly states that is .**Maintain a line of reasoning**by writing equations. For example, factoring helps solve the equation . Writing the equation keeps the idea of solving because equations can often be solved. Writing only the expression deletes the idea of solving because expressions are never solved.-
Know that

**equations are never equal.**For example, a detailed solution of would use the*equivalent*equations (equations with the same solution set) and . But writing all of that as one equation, namelywrongly states such things as and and being equal.