10/31/06

SYLLABUS
CODE: DIVISION:

MATH 153 MATHEMATICS

TITLE: DEPARTMENT:

PRE-CALCULUS MATHEMATICS MATHEMATICS

COURSE DESCRIPTION: This course, preceded by MATH 152, prepares students for the study of calculus. Problems are approached from a variety of perspectives, including graphical, numerical, verbal, and algebraic. The topics require students to exhibit critical thinking skills as they analyze a variety of problems, create functions from a problem situation, and solve optimization problems using those functions. Students use their calculators and their understanding of the behavior of functions to perform regression analysis on data sets, including linear, quadratic, exponential, logistic, and sinusoidal models. Types of functions studied include rational, inverse trigonometric, exponential, and logarithmic. Parametric equations are introduced and used to define circles, ellipses, and hyperbolas. A graphing calculator is required; the specific model is determined by the department. (Prerequisites: A grade of C or higher in MATH 152 or equivalent) PREREQUISITES:

A grade of C or higher in MATH 152 or equivalent is required as a

prerequisite.
CREDITS:

REQUIREDMATERIALS : 1. Textbook: Connally et al, A Function Approach to College Algebra, Trigonometry, and Precalculus, John Wiley & Sons, 2006. Note: This is a customized book. It is only available in the College bookstore. 2. Graphing Calculator: The calculator for this course is the TI-83 (any version) or TI-84 (any version). The use of any other calculator should be discussed with the instructor. The TI-89 and TI-92 may not be used for testing. 3. Graph paper 4. Ruler: You should bring a small ruler to each class.

ADDITIONALTIME REQUIREMENTS : There are group projects during the course. You will need to allow some on-campus time during each project to meet with your group. Other Time Commitments:

Besides the regular class hours, you will need to set aside time each week for homework. The weekly time will vary by topic and level of difficulty, but as an estimate, you should expect two homework hours for each class hour per week. For example, if your class meets for four hours per week, you should expect to spend about eight hours per week on homework. If you are having any difficulty with the course material, you may need to allow time to see your instructor during office hours or to get help in the Math Lab.

INTENDEDCOURSELEARNINGOUTCOMES /COURSEGOALS(CORE COMPETENCIES ): Course Goals: After completing this course, you will be able to: 1. Demonstrate the mathematical skills appropriate to this course. (Mathematical/Scientific Reasoning Core Competency) 2. Identify and distinguish among the following functions: linear, exponential, logarithmic, quadratic, power, polynomial, rational, piecewise, and trigonometric and their transformations and inverses by interpreting verbal, graphical, numerical, and symbolic representations. (Mathematical/Scientific Reasoning Core Competency, Critical Thinking Core Competency) 3. Use the appropriate function model to analyze and solve application problems. (Mathematical/Scientific Reasoning Core Competency, Critical Thinking Core Competency) 4. Interpret solutions in the context of the problem. (Mathematical/Scientific Reasoning Core Competency, Critical Thinking Core Competency) 5. Use a graphing calculator to understand concepts and to explore and solve problems. (Mathematical/Scientific Reasoning Core Competency, Technological Literacy Core Competency) Note that detailed outcomes for each unit of the course are on pages 5, 6, and 7. GRADINGSTANDARD : In this course, you will be evaluated by means of tests, projects, quizzes and labs (and possibly homework). A. TESTS There will be three tests, one after each unit. Each test will have two parts: a graphing calculator part and a non-calculator part. All supporting work must be shown on tests in order for your instructor to properly assess your understanding of the material. The tests will be given in class and it is expected that you will be in class to take the test on the day it is given. If you are very ill (verifiable with a doctors note) or you have some other emergency, you must contact your instructor immediately. Each test will be worth 25% of your grade. B. LABS/QUIZZES/HOMEWORK There are periodic quizzes in the course and there may be several labs. Labs are done in groups during class time and may be assessed either individually or as a group assignment. Your instructor may also choose to use homework assignments for evaluation. C. PROJECTS

There will be at least three projects for the course, to be done in groups outside of class. In the projects, you will apply the concepts and skills learned in class to a problem situation, present the mathematics, write careful explanations, and interpret your results. Specific guidelines for the projects will be handed out with Project 1. GRADING Each test is graded on the basis of 100 points and is worth 25% of your grade. Labs, quizzes, homework, and projects result in a combined grade worth 25% of your grade. Your instructors addendum will state the exact percentages. FINAL GRADE Your final grade is determined by your final course average, which is a weighted average of your three test grades and your project/lab/quiz grade. Your final grade is determined as follows: If your final course your final grade is average is 90 100 A 87 89 B+ 80 86 B 77 79 C+ 70 76 C 60 69 D** Below 60 F ** To use this course as a prerequisite for another mathematics course, you must have a grade of C or better. Incomplete INC is only given at the discretion of your instructor. This may occur in documented cases of hardship or emergency. In this case, you must meet with the instructor to discuss the work that must be completed to earn a grade in the course. All work must be completed within 21 days of the end of the term, exclusive of official college closings. Withdrawal You may withdraw from the course, without penalty, up to a date set by the College. If you do not withdraw from the course but stop attending, your grade at the end of the semester will be F. DEPARTMENTPOLICIES : The Math Department wants you to be successful in this course. Because of this, we have compiled a list of strategies and behaviors. Attendance and class participation If you want to be successful in this course, attend every class. Come to class on time, and stay for the entire class period. If you are late or leave during class, you will miss important class material and you will also distract your classmates and your instructor. (See the Student Conduct Code)

Turn off your cell phone during class. You and your classmates need to be free from distractions. (See the Student Conduct Code) Bring your book and graphing calculator to every class. Respect your classmates and your instructor. Listen carefully to questions asked and answers given. Treat all questions with respect. Participate fully in class. Volunteer answers, work problems, take careful notes, and engage in discussions about the material. Above all, stay on task. Contribute your share to your in-class group work and do your best to make the group experience a positive one for all members. Do your own work on tests and quizzes. Cheating will not be tolerated. (See the Academic Integrity Code.) Homework Homework is the way you practice the ideas and skills that are introduced in class. To be successful on the tests, you must do the homework. Homework may be collected and homework questions may be included on quizzes or tests. All the homework assignments are in the homework assignment packet. There is one packet for each unit. When you do the homework, write down all supporting work. Using the correct process is at least as important as getting the correct answer, so your work and steps are very important. Remember to check your answers. They will either be in the back of the text or in the back of the homework packet. If there are questions you cant get or dont understand, ask about them at the beginning of the next class. If you have trouble with more than a few problems, try starting your homework in the Math Lab, where help is available. Absence If you are sick and an absence is unavoidable, please call or email your instructor. You are still expected to read the course material and to try to do the homework. Make time to see your instructor when you return so that you can get any papers you missed. Remember that you are expected to be in class for the tests. Getting Help After you have tried the homework, if you need help, there are several things you can do: Look in your text and your class notes for examples similar to the problems you are finding difficult. See your instructor during office hours or make an appointment. Bring the work you have done. Form a study group with other class members. Working with other students can be a great way to learn. If you do have a group to work with, consider exchanging phone numbers or email addresses. Go to the Math Lab to get extra help on your homework or simply go and do your homework there. Someone will be there if you get stuck. You dont need an appointment.

ADDITIONALSUPPORT /LABS: MathLab In the Math Lab, you can: Obtain help on your course-related questions. Use videos related to your coursework (with your Brookdale ID)

During the Fall and Spring semesters, the Math Lab hours are: Monday Thursday Friday Saturday 8:00am - 8:45pm 8:00am - 4:15pm 10:00am - 3:00pm

Your instructor will inform you of Math Lab hours during the Summer semesters.

COLLEGEPOLICIES : For information regarding: Brookdales Academic Integrity Code Student Conduct Code Student Grade Appeal Process Please refer to the STUDENT HANDBOOK AND BCC CATALOG. NOTIFICATIONFOR STUDENTSWITH DISABILITIES : If you have a disability and wish to self-identify, you must contact the Disabilities Services Office at 732-224-2730, provide appropriate documentation of the disability, and request specific services. If you qualify, services and reasonable accommodations, which are appropriate for the college level and are recommended in the documentation, will be approved. UNIT TOPICSAND/OR UNIT OUTCOME[OBJECTIVES ]: Unit 1: In this unit, you will review properties of functions and study rational functions, inverses and compositions of functions, and the inverse trigonometric functions. You will also practice the skills needed to simplify related expressions and solve equations. Unit 1 Outcomes: You will:

o Demonstrate a knowledge of and proficiency with the definitions, notation, and properties of functions. o Demonstrate an understanding of the following types of functions and their properties: linear, quadratic, power, and polynomial. o Know the definition of a rational function. (5.7) o Identify the long-run behavior and any horizontal asymptotes of a rational function. (5.7) o Produce graphical, numerical, and analytic evidence concerning the long-run behavior of a rational function. (5.7) o Find the zeros and vertical asymptotes of a rational function. (5.8) o Produce graphical, numerical, and analytic evidence concerning the vertical asymptotes of a rational function. (5.8) o Graph a rational function by hand by identifying the long-run and short-run behavior of the function. (5.8) o Find the equation of a rational function given sufficient information. (5.8) o Solve rational equations algebraically and graphically. (5.7, 5.8) o Solve application problems involving rational functions. (5.7) o Find the composition of two or more functions (6.1) o Express a given function as the composition of two or more functions. (6.1) o Use inverse function notation correctly. (6.2) o Determine whether two functions are inverses of each other. (6.2) o Find the inverse of a given function. (6.2) o Find and simplify the sum, difference, product, and quotient functions given two functions. (6.3) o Demonstrate a knowledge of and proficiency with the trigonometric functions, including graphing, use of identities, and solving equations. o Define the inverse sine, cosine, and tangent functions, their domains and ranges, properties of their graphs, and identities. (6.4) o Define the inverse cotangent, secant, and cosecant functions and their domains and ranges. (6.5) o Solve trigonometric equations using inverse trigonometric functions. (6.6) o Solve trigonometric equations graphically. (6.6) Unit 2: In this unit, you will study exponential and logarithmic functions, as well as the skills needed to simplify related expressions and solve equations. Unit 2 Outcomes: You will: o Demonstrate a knowledge of and proficiency with the properties of exponents. (Appendix A) o Know the definition of an exponential function (7.1) o Know the properties of the graphs of exponential functions (7.1, 7.3) o Determine whether a table represents a linear or an exponential function by examining rates of change and successive ratios (7.2) o Determine the equation of an exponential or linear function from a table, equation, or verbal description (7.2) o Solve exponential equations graphically (7.2, 7.3) o Solve application problems involving exponential functions (7.1-7.4) 6

Define the number e (7.4) Model continuous growth using e (7.4) Graph and write equations of transformations of exponential functions. (7.5) Convert between exponential and logarithmic form (8.1) Know and apply the properties of logarithms (8.1) Use the properties of logarithms to solve exponential equations (8.1, 8.2) Identify equations that cannot be solved algebraically and solve them graphically or numerically (8.2) o Use logarithms to solve applications of exponential functions algebraically, including finding the doubling time or half life (8.2) o Know the definition of a logarithmic function (8.3) o Know the properties of the graphs of logarithmic functions (8.3) o Graph and write equations of transformations of logarithmic functions. (8.4) o Compare the relative growth rates of power, exponential, and logarithmic functions. (8.5) Unit 3: In this unit students will use the knowledge and skills of previous units to create mathematical models from data sets, create and analyze new functions that are combinations of those previously studied, and solve application problems by constructing and analyzing functions. Parametric equations are also introduced and used to define circles, ellipses, and hyperbolas. Finally, students will use algebraic and visualization skills to solve problems involving the intersection of two graphs. o o o o o o o Unit 3 Outcomes: Students will: o Use technology to determine linear, quadratic, exponential, power, or logistic regression equations for a set of data and decide which one to use in a given situation. (10.1, 10.2) o Interpret the correlation coefficient for a linear regression equation. (10.1, 10.2) o Use a regression equation to approximate or predict function values for a data set and give an opinion about the reliability of that approximation. (10.1, 10.2) o Use a sinusoidal regression to model a function for a set of periodic data. o Interpret the parameters of the sinusoidal regression in the context of the situation. o Find the formula for a trigonometric function using information given in an application problem. (9.1) o Use trigonometric functions that are given as models to solve application problems. (9.1) o Know the definitions of algebraic and transcendental functions. (9.2) o Identify a function as either algebraic or transcendental. (9.2) o Given a transcendental function, determine the following properties: domain, range, intercepts, symmetry, asymptotes, intervals where the function is increasing or decreasing, and intervals where the function is concave up or concave down. (9.2) o Create a function that models a given problem situation and use that function to answer questions (including optimization) about the situation. (9.3) o Use a graphing calculator to graph parametric equations and identify the direction of the plot. (9.4) o Identify the center and radius of a circle from its equation and graph it by hand and using the graphing calculator. (9.5) o Write the equation of a circle given its center and radius. (9.5)

o Identify the center and lengths of the minor and major axes of an ellipse from its equation and graph it by hand and using the graphing calculator. (9.6) o Write the equation of an ellipse given its center and lengths of the major and minor axes. (9.6) o Identify the center, vertices, and asymptotes of a hyperbola from its equation and graph it by hand and using the graphing calculator. (9.7) o Write the equation of a hyperbola given sufficient information about its graph. (9.7) o Find points of intersections of two graphs algebraically, when possible, and graphically. (9.8) o Solve application problems requiring points of intersection and interpret the results in the context of the situation. (9.8) o Identify equations that cannot be solved algebraically and solve them graphically or numerically. (9.8)