Differential Calculus Lab
Math 2200L
Spring 2007

Objectives

To give students a better "feel" for the material of Math 2200. Mathematics is often presented as a purely deductive, rational science, although this is often not the way in which it is discovered. This is particularly true of the calculus which wasn't necessarily considered a rigorous branch of mathematics until the 1800s (underlying ideas were known by Archimedes, Newton and Liebniz developed much of the modern theory and notation during the 1600s).

In particular, it should be understood that the point of this course isn't to learn to use Maple or to mindlessly complete a certain set of exercises. Rather, students should use Maple as a "laboratory" with which to experiment with mathematics in order to gain a better understanding of the underlying ideas of calculus and a better ability to visualize and understand real-world situations and objects that can be modeled with mathematics.

To summarize, by way of example, I am less concerned with whether or not you know exactly how to differentiate a given function algebraically than with whether or not you understand why you would want to and what the resulting derivative tells you. Differentiating functions algebraically is just a technique of calculus, and while it is beneficial to develop a "toolbox" of such techniques, it is difficult to do so (as it would be, analogously, with any subject) without having a good conceptual outline of calculus, which has little to do with individual, specific techniques.

Projects

In order to fulfill the above objectives, we will use the following labs, listed together with the dates on which exercises and written assignments will be due. Assigned material is due by 5pm on the dates listed below. Late work will not be accepted, unless there are genuine extenuating circumstances (medical issues, etc. - documentation required). Work will be submitted through WebCT (see below).

Grading

Your course grade will be calculated approximately as follows:

projects	85%
quizzes	10%
journal	5%

Lab Format

Put your name at the top of every lab worksheet. Replace the parenthetical remark at the bottom of every lab worksheet (in the Academic Honesty section) with the names of people you worked with and type your name at the bottom of every lab worksheet. Number your answers to each question and place all work (maple commands etc.) below the appropriate number. When a sentence or two of explanation is required, it may be placed on the same line as the number (right after the number).

Journal

Students will be expected to keep a journal (a simple list in this case). The journal should be updated at the end of every 2200 (not 2200L) class day and should simply indicate what was covered in the 2200 class on that day and to which labs that we've covered those topics are relevant. A simple example would be, on a day on which the limit concept was covered:

date	class topic	relevant labs
1/08/2007	limit concept	introduction to limits, tangent lines, home mortgages (limiting value of monthly cost - a lower bound for the monthly payments).

The journal may be kept on a piece of notebook paper and will be collected at the end of the term. Extra credit may be awarded for particularly creative (and correct) connections a student finds.

Attendance

Lab Rules

1. No cell phones. No food or drink.
2. Working in groups is encouraged but the work you turn in must be your own. Do not cut and paste another students work into your lab report. In particular, the UGA Academic Honesty Policy applies to this course and I will be forced to report possible violations. The UGA academic honesty policy may be found at: http://www.uga.edu/ovpi/academic_honesty/academic_honesty.htm

WebCT and additional information about projects

This document describes a general plan for the course. Changes may be necessary.