1. Scott Pauls Department of Mathematics Dartmouth College
Math 3, Fall 2014
Scott Pauls
Department of Mathematics
Dartmouth College
Lecture 1 - 9/15/2014

2. Contact Information
Scott Pauls 303 Kemeny Hall (but, mail through canvas is preferred) I’ll announce office hours later in the week.
Lecture 1 - 9/15/2014

3. Introduction to the course
Administration and course repository: canvas.dartmouth.edu Text: Stewart’s Calculus 7th Edition Supplemental Material: Khan Academy videos (khanacademy.org) Homework: Khan Academy practice problems Exams: Two midterms (October xx, November x) Final Exam (November xx)
Lecture 1 - 9/15/2014

4. Logistics: Preparing for class
Class preparation will take most of your time outside of class. It includes reading, watching short video lectures, and doing practice problems and occasional quizzes.
Lecture 1 - 9/15/2014

5. Logistics: In-class
Brief lecture – recap of main points, focus on pieces that you are having difficulty with.
Work on focus areas
Recap and launch into next class
Lecture 1 - 9/15/2014

6. Logistics: After class
After class, students review materials, practice problems again. Concurrently, students prepare for the next class period.
Lecture 1 - 9/15/2014

7. Problems -> Mastery Class Time
Prep:
Reading
Videos
Problems
Prep:
Reading
Videos
Problems
Review:
Reading/Videos/
Notes
Problems -> Mastery
Class Time
Review:
Reading/Videos/
Notes
Problems -> Mastery
Class Time
Lecture 1 - 9/15/2014

8. Course Grading Scheme Percentage
KA practice problems and quick quizzes 5%
Mastery of KA exercises
by the end of term
15%
Midterm 1
25%
Midterm 2
Final Exam
30%
Total
100%
Lecture 1 - 9/15/2014

9. Mastery and Final Grades
Level 2
Level 1
Lecture 1 - 9/15/2014

10. Outcomes There are two major learning outcomes for the course:
Students will be able to generate solutions to unfamiliar problems.
Students will be able to identify areas in mathematics and other fields where Calculus is useful.
Lecture 1 - 9/15/2014

11. Generating solutions to unfamiliar problems
Three levels – low, medium, and high. Low level pieces are basic definitions, concepts, and techniques. These are the fundamental pieces that we spend most of our time learning, discussing, and applying.
Lecture 1 - 9/15/2014

12. Generating solutions to unfamiliar problems
Lower level objectives:
Define terms
Describe techniques
Apply these to simple applications
Content mastery: by the end of the course, achieve mastery in all Khan Academy skills associated with the course.
Lecture 1 - 9/15/2014

13. Generating solutions to unfamiliar problems
Mid-level objectives:
Students will be able to decompose problems into more easily approachable components.
Students will be able to match problems with effective techniques of solution.
Students will be able to combine different techniques to solve complex problems.
Lecture 1 - 9/15/2014

14. Generating solutions to unfamiliar problems
Higher-level objectives:
Students will be able to discriminate between competing methods of solution.
Students will be able to evaluate the effectiveness of methods, techniques, and algorithms in different contexts.
Students will be able to explain and interpret the results of techniques in the context of the problem they are trying to solve.
Lecture 1 - 9/15/2014

15. Applications of Calculus
Throughout the course, we will explore different applications of the ideas and techniques we learn. From these examples, students will learn how to recognize problems in other fields where calculus might be an appropriate tool.
Lecture 1 - 9/15/2014

16. Adequate scores on exams:
Grade
Description A
Excellent mastery of course material
Student performance indicates a very high degree of originality, creativity, or both
Excellent performance in analysis, synthesis, and critical expression, oral or written
Student works independently with unusual effectiveness B
Good mastery of course material
Student performance demonstrates a high degree of originality, creativity, or both
Good performance in analysis, synthesis, and critical expression, oral or written
Student works well independently C
Acceptable mastery of course material
Student demonstrates some degree of originality, creativity, or both
Acceptable performance in analysis, synthesis, and critical expression, oral or written
Student works independently at an acceptable level D
Deficient in mastery of course material
Originality, creativity, or both apparently absent from performance
Deficient performance in analysis, synthesis, and critical expression, oral or written
Ability to work independently deficient E
Serious deficiency in mastery of course material
Originality, creativity, or both clearly lacking
Seriously deficient performance in analysis, synthesis, and critical expression, oral or written
Cannot work independently
Prerequisite:
C students must have an average of Level 1 mastery on problems by the end of the course.
Adequate scores on exams:
C students demonstrate the ability to replicate straightforward problems similar to those in the problems sets.
Lecture 1 - 9/15/2014

17. Grade
Description A
Excellent mastery of course material
Student performance indicates a very high degree of originality, creativity, or both
Excellent performance in analysis, synthesis, and critical expression, oral or written
Student works independently with unusual effectiveness B
Good mastery of course material
Student performance demonstrates a high degree of originality, creativity, or both
Good performance in analysis, synthesis, and critical expression, oral or written
Student works well independently C
Acceptable mastery of course material
Student demonstrates some degree of originality, creativity, or both
Acceptable performance in analysis, synthesis, and critical expression, oral or written
Student works independently at an acceptable level D
Deficient in mastery of course material
Originality, creativity, or both apparently absent from performance
Deficient performance in analysis, synthesis, and critical expression, oral or written
Ability to work independently deficient E
Serious deficiency in mastery of course material
Originality, creativity, or both clearly lacking
Seriously deficient performance in analysis, synthesis, and critical expression, oral or written
Cannot work independently
Prerequisite:
B students must have an average of Level 2 mastery on problems by the end of the course.
Good scores on exams:
B students demonstrate the ability to replicate straightforward problems similar to those in the problems sets as well as problems which combine techniques in novel but relatively simple ways.
Lecture 1 - 9/15/2014

18. Excellent scores on exams:
Grade
Description A
Excellent mastery of course material
Student performance indicates a very high degree of originality, creativity, or both
Excellent performance in analysis, synthesis, and critical expression, oral or written
Student works independently with unusual effectiveness B
Good mastery of course material
Student performance demonstrates a high degree of originality, creativity, or both
Good performance in analysis, synthesis, and critical expression, oral or written
Student works well independently C
Acceptable mastery of course material
Student demonstrates some degree of originality, creativity, or both
Acceptable performance in analysis, synthesis, and critical expression, oral or written
Student works independently at an acceptable level D
Deficient in mastery of course material
Originality, creativity, or both apparently absent from performance
Deficient performance in analysis, synthesis, and critical expression, oral or written
Ability to work independently deficient E
Serious deficiency in mastery of course material
Originality, creativity, or both clearly lacking
Seriously deficient performance in analysis, synthesis, and critical expression, oral or written
Cannot work independently
Prerequisite:
A students must have an average of complete mastery on problems by the end of the course.
Excellent scores on exams:
A students demonstrate the ability to replicate straightforward problems similar to those in the problems sets, problems which combine techniques in novel but relatively simple ways, and, most importantly, truly novel problems which require application of known techniques in new combinations.
Lecture 1 - 9/15/2014

19. Evaluation of the course
Does this course structure work better than a course with “traditional” lectures?
So far, the evidence points to a fairly strong yes -
Freeman et al., PNAS 2014
Math 3 from the fall of last year
We will continue to evaluate our results in the context of past versions of math 3. To that end, we will occasionally collect data from you concerning your progress in and attitudes towards the course.
Lecture 1 - 9/15/2014

20. Next Steps
Sign up for Khan Academy with your Dartmouth ID as your user id. Add two coaches with codes W6E8E7 and 8GN3PJ.
In tomorrow’s xhour, I’ll give an introduction to the Khan Academy platform.
Take the diagnostic exam on canvas by Sunday.
Fill out the background survey on canvas by Sunday.
Do class preparation assignment #1 by Thursday at 6pm. This first assignment is light on the KA work so our first class time will be mostly Q&A – if you have questions that arise, please mail them to me from within Canvas.
Lecture 1 - 9/15/2014