Math 251 Spring 2005 Sections 14-15: Prof. Bumby

Some links

• main course page.
• Lecturer's Home Page. Look here for information about office hours, including extra hours at the end of term.
• Recitation Instructor's Home Page (New, Feb. 02 ).
• Lecture schedule and homework. This page will grow during the semester, but should always be complete through the next exam. (New, Jan. 31 )Links to slides and Maple worksheets will be added to this page, so it should be checked frequently.

Announcements

• The recitation class on Thursday, January 20 met in the InstructionalMicroLab Loree 023 instead of the scheduled location. This meeting was devoted to an introduction to the Maple Symbolic Computation program. Printed copies of the Maple Instructions and the description of Maple Lab0 will be distributed at this meeting. In this class, the seed file for the lab was obtained from the course web page and saved to eden using WebDrive, Maple was started, and work on Lab0 was begun. Students were shown how to recognize common mistakes encountered in Lab0 and shown how to save work in an eden directory in order to continue working on the lab. For subsequent labs, no printed material will be distributed. Students will be responsible for printing the lab description and obtaining worksheet files from the main course page.
• You have approximately two weeks to complete each Maple lab assignment. Several revisions will be needed to produce an attractive report, so you should work on parts of the project whenever you have time.
• This section is enrolled in the Maple Adoption Program. Among other things, this program allows students in this section to purchase a personal copy of the student version of Maple9.5 for the reduced price of 75.00 US $ (plus applicable shipping charges and taxes). Contact the instructor if you are interested. Currently, the program is primarily distributed as a (very large) download from the Maple web site.
• The order of topics in this section will be different from that shown in the department syllabus. In particular the Vector Calculus material from Chapter 16 will be distributed throughout the course, and there will be four class exams. Details will be added soon, but the syllabus will resemble that of previous versions of Math 251 that can be found from the lecturer's home page.

Calendar

• Wed., Jan. 19: First class.
• Thur., Jan. 20: Introduction to Maple in IML.
• Wed., Feb. 02: Maple Lab 0 due.
• Mon., Feb. 07: Exam 1 (curves).
• Wed., Feb. 16: Maple Lab 1 due.
• Mon., Feb. 28: Exam 2 (planes, functions of two variables).Postponed: the University cancelled classes because of snow. Exam will be held on Wed., Mar. 02
• Thur., Mar. 03: Here are some extra problems providing a bridge between the second and third parts of the course for use in discussion in this recitation class or as homework for the next class (at the discretion of the recitation instructor).
• Here is the proposed adjustment of the schedule to accommodate the disruption caused by the missed class and the delay in returning the first graded Maple lab.
• Wed., Mar. 09: Maple Lab 2 due. (originally scheduled for Wed., Mar. 02)
• Wed., Mar. 30: Maple Lab 3 due. (originally scheduled for Wed., Mar. 23)
• Mon., Apr. 04(originally scheduled for Wed., Mar. 30, postponed as a result of a vote of class on Mar. 02): Exam 3 (changes of variable in double integrals, including integration in polar coordinates; surfaces, including flux integrals and the curl of a vector field required by Stokes' Theorem; and the examples included in the extra problems prepared for Thur., Mar. 03, but not surface area since so few surface area integrals can be evaluated in closed form.)
• Wed., Apr. 13: Maple Lab 4 due. (originally scheduled for Wed.,Apr. 06)
• Wed., Apr. 20 : Exam 4 (three dimensional objects)
• Fri., May 06, 4-7 PM in CHM-106 (the regular lecture room): Final exam.

Exams

Exam 1 has been graded. The average score was 61.83 and the median was 64. Individual grades have been entered in the FAS Gradebook. There is also a distribution of scores (but no attempt to assign letter grades) and scaled averages (formed my dividing by the maximum possible score [or base score ] and multiplying by 10) for each problem. Scaling allows easy comparison of the difficulty of problems of different weight, since the maximum score is always 10.

Exam 2 has been graded. The average score was 61.04 and the median was 64. The scatter plot shows a comparison of grades on the two exams along with a trend line showing how the score on the first exam predicts the score on the second. Lines showing totals of 150, 135, 125 and 110 on the two exams have been added. These show the beginnings of a clustering of grades. A total of 110 was considered the lowest satisfactory grade, and "warnings" were recorded when the grade was lower. Individual grades, with "warning" entered in the comment field where appropriate, should have been entered in the FAS Gradebook, but the grades were not recorded. (This will be corrected as soon as possible, but many will have the graded exams in their hands before they can retrieve the grades on-line. I apologize for the inconvenience.) There is also a distribution of scores (but no attempt to assign letter grades) and scaled averages (formed my dividing by the maximum possible score [or base score ] and multiplying by 10) for each problem. Scaling allows easy comparison of the difficulty of problems of different weight, since the maximum score is always 10.

Exam 3 has been graded. The average score was 45.45 and the median was 45. The scatter plot shows a comparison of this grade to the total of the first two exams along with a trend line. To emphasize the clustering of grades, additional lines have been drawn for totals of 220, 200, 185, 165, 150 and 135. While these show a qualitative distinction, it may not correspond to the distinction shown in the course grades. Individual grades have been entered in the FAS Gradebook. There is also a distribution of scores (but no attempt to assign letter grades) and scaled averages (formed my dividing by the maximum possible score [or base score ] and multiplying by 10) for each problem. Scaling allows easy comparison of the difficulty of problems of different weight, since the maximum score is always 10.

Exam 4 has been graded. The average score was 54.565 and the median was 58. The first scatter plot shows a comparison of this grade to the total of the first three exams along with a trend line. To emphasize the clustering of grades, additional lines have been drawn for totals of 270, 245, 230, 200, and 185. While these show a qualitative distinction, it may not correspond to the distinction shown in the course grades. Individual grades have been entered in the FAS Gradebook. There is also a distribution of scores (but no attempt to assign letter grades) and scaled averages (formed my dividing by the maximum possible score [or base score ] and multiplying by 10) for each problem. Scaling allows easy comparison of the difficulty of problems of different weight, since the maximum score is always 10.

There are also plots comparing the exam scores of those taking all class exams with grades on Maple labs and recitation work. Both of these graphs contain trend lines and the plot with the labs has lines showing clusters of totals (at 335, 275, 235, and 200).

The Final Exam has been graded. The median score was 130 out of 200. A scatter plot shows a comparison of this grade to the total of all scores during the term (4 exams, 4 Maple labs, and a recitation grade) along with a trend line. The sum of these two numbers gives the number on which the course grade is based, so the lines showing totals of 600, 540, 475, 450, and 380 give the letter-grade divisions. Individual grades on the exam and course letter grades have been entered in the FAS Gradebook. The course grades have been officially submitted and will show up in your transcript shortly.