Math 1241 Syllabus, Fall 2019
General information
Synopsis of course
Math 1241, Calculus and dynamical systems in biology, is an introduction to calculus, but it has a significantly different focus than a typical Calculus I course. As evidenced by the title, we will introduce the concepts of calculus and related mathematics through modeling the dynamical behaviors of processes and systems in biology. Biological systems are constantly in flux, and the mathematical rules we can develop to capture the dynamics of living systems provide an ideal basis for introducing the basic elements of calculus.
Using models of biological systems as a guide to the development of the mathematics, our goal is to elucidate both how mathematics can lead to a deeper understanding of biological systems and how biology can unlock some of the mystery of calculus, dynamical systems, and other areas of mathematics. Compared to a traditional calculus course, Math 1241 will focus less on specific computational techniques and more on the concepts underlying the mathematical tools and their application to modeling living systems.
For more details on the course content, see the course description.
Relationship to other Calculus courses, prerequisites
Math 1241 will develop the tools of calculus from scratch, so no previous experience of calculus is required. However, Math 1241 is not an exact substitute for a traditional Calculus I course. Math 1241 includes a broader range of topics than a traditional Calculus I course, covering topics from more advanced calculus courses or outside calculus altogether. By the same token, it will not cover all the topics of Calculus I in the same depth as a traditional first semester of calculus. For this reason, it does not satisfy the prerequisites for Calculus II (Math 1272). If you discover you wish to take Calculus II after taking Math 1241, you will need to discuss your options with your instructor.
Class format
Math 1241 will use an “inverted” (or flipped) format for class instruction. The lecture material will be posted online in the form of videos and text that will be watched and read at home. Given that you will be expected to spend significant time outside of class with the lecture material, there will be less homework assigned than in a typical math course. Instead, much of the “homework” will be done in class, where you will work on problems and projects in groups.
Course materials
Math Insight
Lecture videos, additional expository material, interactive applets, quizzes, and exercises will be posted on the Math Insight website.
Geogebra
Some assignments will involve the use of Geogebra, a graphics program that will allow you to visualize both mathematical models and data.
Textbook
Modeling the Dynamics of Life: Calculus and Probability for Life Scientists, Third Edition, by Frederick Adler (optional)
Grading
The course has a “gateway” algebra exam. In order to receive a passing grade (C- or above), a student must obtain a passing score on the exam.
Assuming a passing score on the gateway exam is achieved, the course grade will be based on points achieved. The points are distributed among exams, quizzes, problem sets, and projects.
| Course component | Points each | Total points |
|---|---|---|
| Written module exams | 200 | 400 |
| Computer-graded module exams | 100 | 200 |
| Comprehensive final exam | 300 | 300 |
| Computer-graded quizzes | 8 | 80 |
| Computer-graded problem sets | 3 | 90 |
| Group projects | 30 | 120 |
| Participation | 20 | |
| Course total | 1210 |
Assuming you achieve a passing score on the gateway exam, you can calculate your minimum grade from your score. If you obtain at least 70% of the points, you will receive at least at C-. If you obtain at least 80% of the points, you will receive at least a B-. If you obtain at least 90% of the points, you will receive at least an A-.
Gateway exam
In order to pass the course, a passing grade must be achieved on the algebra “gateway” exam. The exam is at a slightly higher level than the placement exam that was taken to qualify to take calculus, except without trigonometry. It emphasizes functions, variables, parameters, and inequalities.
The computer-graded gateway exam can be taken multiple times on Thursdays, between 11:15 AM and 2:15 PM, until a passing grade is achieved. To maintain good standing in the course, minimum scores must be achieved by the following deadlines.
- A score of 60% or above: September 12
- A score of 80% or above: October 10
Students who fail to reach the required score on the gateway exam can either withdraw from the course by the drop deadline or receive a failing grade.
Exams
The course is divided into five modules. The first and third modules have an associated written exam worth 200 points. The second and fourth modules have an associated computer-graded exam worth 100 points. The fifth module does not have an associated exam but will be tested as part of the comprehensive final exam.
Each written exam can be taken one or two times. If you take the exam twice, your score for the exam will be the maximum score of the two attempts. The 50-minute written exam are to be taken in Tate Hall B20 at 11:15am, 12:20pm, or 1:25pm on the following Thursdays:
- Written exam 1: September 26 and October 3
- Written exam 2: October 31 and November 7
Each computer-graded exam can be taken one or two times. If you take the exam twice, your score for the exam will be the maximum score of the two attempts. The 50-minute computer-graded exam dates are offered in Tate Hall B20 at 11:15am, 12:20pm, or 1:25pm on the following Thursdays:
- Exam 2: October 17 and October 24
- Exam 4: November 14 and November 21
The comprehensive final exam will take place 12 noon - 3:00 p.m., Friday, December 13. The final exam cannot be retaken.
Quizzes
Quizzes will be taken online. Each quiz can be taken repeatedly up to the deadline. Your maximum score will be recorded. Your best 10 scores out of 11 quizzes will be included in your overall course score.
Problem sets
Problem sets will be worked on individually or in groups during class. Each problem set will entered online for grading. Like quizzes, problem sets answers may be entered repeatedly until the deadline, and your maximum score will be recorded. Your best 30 scores out of a total of 33 problem sets will be included in your overall course score.
Group projects
There will be Four projects to be completed in groups of three or four students. Each group should print and submit one write-up at the beginning of the class on the date it is due.
Participation
You will be assigned a team of up to 9 students. At least once a week, your team will be given the opportunity to have a supervised team discussion on a problem or concept from the course. All members of the team who are present will earn one participation point.
If all present members of the team are actively involved in a discussion of exceptionally high quality, the supervising teaching assistant/instructor could elect to award a bonus point. With bonus points, it is possible to earn more than 20 participation points.
Policies
Make-ups
Students must make arrangements in advance if they will not be handing in homework on time or will miss an exam. Exam absences due to recognized University related activities, religious holidays, verifiable illness, and family/medical emergencies will be dealt with on an individual basis. See official University Policy on Makeup Examinations for Legitimate Absences.
Drop dates
You may drop the course without permission by the end of the eighth week of the semester. If you drop before the end of the second week, no mention of the course will appear on your transcript. Otherwise, you receive a "W" for the course. The full schedule for drop deadlines can be found through One Stop.
Incompletes
A final grade of incomplete is given only if you have successfully completed all but a small portion of the work of the course, and have a very compelling, well documented excuse from completing the course. Simply being behind in your work does not qualify you for an incomplete.
University grading policies
See https://policy.umn.edu/education/gradingtranscripts.
Scholastic conduct
The University of Minnesota Student Conduct Code governs all activities in the University, including this course. Students who engage in behavior that disrupts the learning environment for others may be subject to disciplinary action under the Code. This includes any behavior that substantially or repeatedly interrupts either the instructor’s ability to teach or student learning. The classroom extends to any setting where a student is engaged in work toward academic credit or satisfaction of program-based requirements or related activities. Students responsible for such behavior may be asked to cancel their registration (or have their registration canceled).
Scholastic dishonesty includes plagiarizing, cheating on assignments or exams, using an unapproved calculator while taking an exam or quiz, engaging in unauthorized collaboration on academic work, and taking, acquiring, or using exam materials without faculty permission. Scholastic dishonesty in any portion of the academic work for a course shall be grounds for awarding a grade of F or N for the entire course. For more information see the Office for Community Standards.
Student privacy and course website
In this class, our use of technology will sometimes make students' names and U of M Internet IDs visible within the course website, but only to other students in the same class. Since we are using a secure, password-protected course website, this will not increase the risk of identity theft or spamming for anyone in the class. If you have concerns about the visibility of your Internet ID, please contact your instructor for further information.
Liberal education requirement
This course fulfills the Mathematical Thinking component of the Liberal Education requirements at the University of Minnesota. An important part of any liberal education is learning to use abstract thinking and symbolic language to solve practical problems. Calculus is one of the pillars of modern mathematical thought, and has diverse applications essential to our complex world. In this course, students will be exposed to theoretical concepts at the heart of calculus and to numerous examples of real-world applications.
Equity and Equal Opportunity
The University provides equal access to and opportunity in its programs and facilities, without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. For more information, see the Board of Regents Policy.
Accessibility
The University of Minnesota is committed to providing equitable access to learning opportunities for all students. The Disability Resource Center (DRC) is the campus office that collaborates with students who have disabilities to provide and/or arrange reasonable accommodations. If you have, or think you may have, a disability (e.g., mental health, attentional, learning, chronic health, sensory, or physical), please contact the DRC at 612-626-1333 to arrange a confidential discussion regarding equitable access and reasonable accommodations. If you are registered with the DRC and have a current letter requesting reasonable accommodations, please contact your instructor as early in the semester as possible to discuss how the accommodations will be applied in the course. More information is available on the DRC website, by calling 612-626-1333 (for both voice and TTY), or by sending an email to drc@umn.edu.
Mental Health and Stress Management
As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance and may reduce your ability to participate in daily activities. University of Minnesota services are available to assist you. You can learn more about the broad range of confidential mental health services available on campus via the Student Mental Health Website.
Sexual Harassment
Sexual harassment interferes with academic performance and creates a hostile academic environment. Such behavior is not acceptable in the University setting. For additional information, see the Board of Regents Policy.
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