Biocalculus I
MATH 220A  Fall 2011
Contents:
Instructor: Dr. Timothy D. Comar 
Location: Monday, Wednesday, Friday: TBA 

Office: Birck 128 

Phone: (630) 829  6555 
Time: MWF: 9:30 a.m. 10:40 a.m. 

Email: tcomar@ben.edu 

Web Site: http://www1.ben.edu/faculty/tcomar/index.htm D2L login: https://ben.desire2learn.com/ 
Office Hours:


Textbooks: T. Comar, et al., Calculus and Mathematical Models for the Biological Sciences, (draft preprints of chapters) C. Neuhauser, Calculus for Biology and Medicine, 3e, Prentice Hall, 2010


Calculator: TI83 or TI84 series strongly recommended. Calculators with computer algebra systems are not permitted on exams. 
This is the first course in a twosemester sequence in calculus with biological applications. There is a strong emphasis on biological models using real biological data. Topics include semilog and loglog plots, sequences, basic difference equations, discrete time models, limits, continuity, differentiation and antidifferentiation of algebraic, trigonometric, and transcendental functions, applied problems on maxima and minima, equilibria and stability, basic differential equations, and the fundamental theorem of calculus. The course uses the computer algebra system Maple, Excel, and modeling program Berkeley Madonna to explore calculus concepts and biological models
We will approach material using the Rule of Four: Symbolically, Graphically, Numerically, and Verbally. We will emphasize the technical aspects of the course material as well as effective communication of the mathematics. We will use technology including graphing calculators, the computer algebra system, Derive, Excel, and the modeling program Berkeley Madonna to solve problems when appropriate.
We would like to develop proficient understanding of the course material and the ability to use the course material in further course work as well as outside the classroom. To serve these ends, we will emphasize critical thinking and effective communication skills, both verbal and written. Success in this course will be dependent upon your ability to communicate your technical understanding of course material to your peers as well as to the instructor. You will also be expected to successfully work collaboratively with others.
This biocalculus course is different from a traditional calculus course is that mathematical, biological, and compuational content is integrated throughout the course. You will be expected to think about problems and issues from each of these three perspectives.
Basic skills include: (ISBE Math Content Area Standards in bold)
This course contributes to the science component of the core. The course is intended to enable students to continue to meet the following core goals:
1. Demonstrate an effective level of cognitive, communicative, and research skills;
2. Achieve a college level of computational skills and an ability to understand and interpret numerical data;
3. Acquire a knowledge of the history and heritage of western civilization to include: c) scientific literacy through a knowledge of the history, the methods, and the impact of science on the individual, society, and the environment;
5. Apply liberal learning in problem solving contexts as preparation for active participation in society;
6. Make informed ethical decisions that promote personal integrity, the legitimate rights and aspirations of individuals and groups, and the common good.
To successfully complete this course, the student will:
IDEA Objectives:
Expectations:
This course is fastpaced and demanding. It is expected that you will study at least two hours for each class hour. You should devote at least ten hours of study to this class per week. You are expected to read the required section in the text and attempt the assigned problems from the section before the material is either summarized or expanded upon in class. Your notes from studying should include the following: the title of the section, a list of key concepts from the section, a brief summary of the ideas and techniques presented, solutions to the problems you have solved and a list of questions and problems you have not solved. Ask questions! If there is material with which you are not fully comfortable, you are expected to ask questions either during class, online, or during office hours.
We are a community of learners working together to achieve our course goals. As such, it is incumbent upon all class members to show appropriate respect for each other. Each class member has something important to contribute to the class and should feel comfortable sharing with the class.
Students are expected to use Desire to Learn for all course communications, accessing notes and course information, and the completion of certain assignments as indicated in this syllabus. Students are expected to be familar with graphing calculuators and are expected to learn how to use the computer algebra system Maple in the concurrent MATH 207 course. In this course, students will learn how to use MS Excel to represent data graphically and to work with basic discrete dynamically systems. Additional Maple content will introduced in the this course. Students may also learn how work with basic discrete and continuous dynamically systems using Berkeley Madonna. Portions of quizzes and exams may require or prohibt the use of calculators and/or computers.
Quizzes/InClass Work 
5% 
Daily Questions 
10% 
Group Homework and Projects 
35% 
Exam 1 
10% 
Exam 2 
15% 
Final Exam 
25% 
The grading scale is 90% for A, 80% for B, 70% for C, and 60% for a D. It is the student’s responsibility to seek clarification of the course requirements and evaluation policy.
The homework assignment sheet lists the sections that will be covered in each class and suggested homework problems for you to use to reinforce the text's concepts. It is recommended that you attempt at least seventy percent of the suggested problems listed. These problems may be the content of quizzes. It is your responsibility either to know how to solve all assigned problems or to ask for assistance. Your homework assignments also require daily questions. (Read on.)
There will be ten or eleven Group Homework assignments throughout the term. These assignments will be a primary medium for you to experiment and learn the course material. These assignments are designed to help deepen your understanding of the course material through basic problem solving, writing, and applications. In particular, you will work with Excel and Maple to analyze problems arising from biological models. You will have the opportunity to rethink, reorganize, and build upon ideas that have been discussed in class. Moreover, you will be to learn computational techniques that can be transfered into other academic and research environments. You will collaboratively with 23 other class members and submit one solution set for a grade. Any of the group homework problems may appear on pop quizzes or on exams. There may be additional reading and writing assignments in group homework assignments, which will be submitted individually. Group Homework will count for 35% of the semester grade. No late work will be accepted.
Studying mathematics is a social process. Much benefit can be gained by sharing insights and by struggling through problems with your peers. You are strongly encouraged to study and work with other class members. You are also strongly encouraged to consult Dr. Comar outside of the class periods either during office hours or via email at tcomar@ben.edu or via the Desire to Learn site for the course.
There may be unannounced quizzes based on homework assignments, readings, and classroom activities. You should be prepared for quizzes daily. Be prepared!
Cooperativelearning exercises will take place on a regular basis. Learn to work with each other and learn from each other. Some activities may require followup work and rewriting outside of class. Some exercises will be graded for accuracy, and others will be granted credit for participation. Additionally, you will be required to write onepage summaries of talks by inclass speakers. The summaries will be included in this grade component. Each summary will count up to one percent of the total semester grade.
Reading a mathematics textbook is very different from reading a novel and is often difficult. To help you gain practice reading mathematics, you will be required to read the assigned sections, answer a question based on the reading, and submit at least two important questions of your own related to each assigned section. The questions you pose may be significant questions that the text answers for you. (In this case, provide a brief answer.) Other important questions may arise from concepts that are unclear to you or from issues or extensions of concepts that the text does not discuss.
Questions should be significant and should indicate that you have thought carefully about what you have read. Questions should not be of the form "What was Section 7.3 about?", "Does anybody really care about Section 7.3", "Can you do problem 46?", or "What does "homeomorphism" mean?" You still encouraged to ask about specific homework problems or examples in the text as long as you clearly indicate your issue with such problems or examples. You may find that by identifying your difficultly and looking back in the text may enable you to answer your own questiona job well done! All questions will be answered either in class, outside of class, or in written form. Moral: ask questions!
Many of the basic concepts in the text will not be addressed explicitly in class. Your questions will help direct discussion to important, yet difficult, issues and leave time for applied or exploratory activities.
Your questions and responses are required prior to each nonlab session and should be submitted to Dr. Comar via Desire to Learn in the following manner.
Responses to Instructor’s Study Questions: Email in Desire to Learn
Your Questions: Discussion tool in Desire to Learn
These are due by to 7:00 a.m. prior to the next class meeting. Questions not submitted in by this time will not receive credit and may not be addressed in the next day’s class. Your postings will be graded as a participation grade. Credit is earned by submitting your questions and by seriously attempting to answer to the study questionsright or wrong. Extra credit of one half a participation score may be earned (once each submission day) by correctly responding to a fellow’s student question before class discussion of the question. The instructor reserves the right to post questions with responses to the class discussion board on WebCT.
There will two inclass exams and a twohour comprehensive final exam. The inclass exam dates are 9/30/11 and 11/11/11. The comprehensive final exam will take place on Friday, 12/16/11. Exams and quizzes cannot be made up or retaken. If you miss an exam, your total exam score will be based on your performance on the other exams including the final. Use of graphing calculators is strongly recommended on tests and quizzes. Calculators with computer algebra systems including the TI89, TI92, and the TI92+ are not permitted on exams. The instructor reserves the right to delete all calculator memory prior to an exam.
Absence due to documented illness, participation
in
The search for truth and the dissemination
of knowledge are the central missions of a university.
Your name should appear on all of your submissions
of your work. If collaboration is allowed, you must state with whom
you have collaborated. You are responsible for understanding any authorized
collaboriation policies on specific assignments.
You must also properly reference any other print, electronic, or human resource
that you consult.
Academic Accommodations
For Religious Obligations (AAFRO)
A student whose religious obligation conflicts
with a course requirement may request an academic accommodation from the instructor.
Students must make such requests in writing by the end of the first week of
the class.
One aspect of being a member of a community of scholars is to show respect for others by the way you behave. One way of showing respect for others in the educational community is to do your part to create or maintain an environment that is conducive to learning. That being said, allowing your cell phone to ring in class is completely inappropriate because it distracts your classmates and thus degrades their overall classroom experience. For the sake of your classmates, you are expected to turn off your cell phone or set it to mute/silence BEFORE you enter classevery class. Furthermore, if you use your cell phone in any manner during class (e.g. text messaging, games, etc.), you will be dismissed from class and will forfeit any points you might have earned in the remainder of the period. If you use your cell phone in any manner during a test or quiz, you will receive a zero for that test or quiz. (This policy also applies to pagers, iPODs, BlackBerrys, PDAs, Treos, MP3 players and all other electronic communication and/or data storage devices.)
Americans with Disabilities Act (ADA):
If you have a documented learning, psychological, or physical disability, you may be eligible for reasonable academic accommodations or services. To request accommodations or services, contact Student Success Center, Krasa 012, (630) 8296340 All students are expected to fulfill essential course requirements. The University will not waive any essential skill or requirement of a course or degree program.
Final Drop Date: December 4, 2011
Policy for switching from 210/207 or 220/207 to 170/171 (Fall only):
If you feel that the pace of this
course is too fast for you, the department offers a slowerpaced version of
Calculus I, Math170, which includes a more extensive review of precalculus.
Like Math210 and 220, Math170 also has a corresponding lab, Math171, which
is taken concurrently with the course. Please note that MATH 170 together
with MATH 200 is the same as taking Math210 or 220. So, if you need 210 or
220 for your major, then passing Math200 with a 'C' or higher satisfies this
requirement. If this is an option you would be interested in, you must let
me know by 11:59 p.m. on October 2, 2011. Please contact me and the Math170
instructor, Dr. Nadolski, at jnadolski@ben.edu by this time. You are also
expected to attend the Math170 class no later than Monday, October 3, 2011
and obtain all appropriate documentation to officially make the course change
from 210/207 or 220/207 to 170/171. (N.B. This option will be offered to students
as long as seats are available in Math170.)
This syllabus is subject to change. Any changes will be communicated to all class members electronically.
Contact Dr. Comar: tcomar@ben.edu
Benedictine University Homepage  Department
of Mathematics
