\documentstyle{amsppt}
\magnification=1200
\define\nin{\noindent}
\loadmsam
\loadbold
\loadmsbm
\loadeufm
\loadeusm
\UseAMSsymbols
\NoBlackBoxes
\font\boldtitlefont=cmb10 scaled\magstep2
\font\sectionfont=cmb10 scaled\magstep1
\NoRunningHeads
\noindent
{\bf Subject:}	Information about {\bf Math 106}
\medskip
\noindent
{\bf From:}  Prof. Cecil Mast
\medskip
\noindent
{\bf Prepared by:}  A. Alexandrou Himonas
\medskip
\noindent
{\bf For:}  The Undergraduate Committee
\medskip
\noindent
{\bf Date:}  November 26, 1996
\bigskip
\noindent
{\bf 1. Syllabus:}  
\bigskip
\noindent
{\bf Review}  Many students were weak in background and some had never
encountered exponential or logarithmic functions.
\bigskip
\noindent
{\bf a.}  For the period Aug 28-Sept 16 (Test 1 Sept 18), I covered
material in the following section:

Chap. 1, Sec. 1.5, 1.6, 1.7, 1.8

Chap. 2.  Sec. 2.1, 2.2, 2.3

Chap. 3 Sec 3.1, 3.2, 3.3

Chap. 4  All (Also handout on Newton's law of cooling)

Chap. 5  Sec. 5.1
\bigskip
\noindent
{\bf b.}  For the period Sept 20 - Oct. 14 (Test 2 Oct. 16).  I  covered
material in the following section

Chap. 5 Sec. 5.2, 5.4

Chap 6.  Sec. 6.1, 6.2 (using approximation by upper and lower step
functions.) 6.3, 6.4, 6.5

Chap. 8  All

Chap. 9  Sec. 9.1, 9.3
\bigskip
\noindent
{\bf c.}  For the period Oct. 18 - Nov. 20 (Test 3 Nov. 22)  I covered the
material in the following sections

Chap. 9 \ Sec. 9.5, 9.6

Chap. 10  Sec 10.1, 10.2, 10.4, 10.5

Handouts on linear first order differential equations and predator prey
problem.

Chap. 11 Sec. 11.1.
\bigskip
\noindent{\bf d.}  Starting Nov. 25 to end of term.  I plan to cover remaining
sections of Chapter 11.  Handouts on elementary notions of probability and
statistics will be covered.  (Text has almost nothing on probability 
theory, or sampling and display techniques.  If time permits, I will briefly
discuss some of the material in Chapter 7.




\newpage
\noindent
 {\bf 2.  Comments about course content:}  
 \bigskip
\noindent
There are only 2 business students (both seniors).  The remaining students
are A$\&$L or architecture.  In view of this, I oriented the course toward
the needs of the majority and did not go into great depth in the technique
of integration and solution of differential equations but, rather, stressed
the ideas involved in these notions and applications.
\bigskip
\noindent
 {\bf 3.  Name of Textbook and comments about its quality:}
 \bigskip
\noindent
Calculus and it's Applications, 7th Ed.
\newline
\noindent
Goldstein, Schneider, and Lay
\smallskip
\noindent
The text used was adequate for M-106 as it used to be taught.  However, if
the course is to be slanted to A$\&$L and architecture students then it
should be replaced.  In particular, the chapter on probability and calculus
is very sketchy.
\bigskip
\noindent
 {\bf 4.  Are computers used in the teaching, homework, and in which way? 
Should computers be incorporated in this course?}
\bigskip
\noindent
I didn't use a computer in teaching or homework other than hand
calculators.  Calculators were not allowed in the last two tests and will not
be allowed in the final.
\bigskip
\noindent
{\bf 5.  What is the pace of teaching in this course? Fast? Slow? About
right?}
\bigskip
\noindent
Pace was slow at times, especially in coverage of exponential and
logarithmic functions and applications, due to the fact that many students
did not have Math 105.  Also more than average time was spent on
qualitative theory of differential equations and applications.  Students
seemed rather weak on curves and their properties.
\bigskip
\noindent
{\bf 6.  How are the Teaching Assistants doing in this course?  Any
suggestion for a better use of the TA's?}
\bigskip
\noindent
No T.A.'s were involved in this course.
\bigskip
\noindent
{\bf 7.  How is the testing and grading done in this course?  Any
suggestions for improvements?}
\bigskip
\noindent
Three tests spaced about a month apart and a final exam totalled 300
points for tests and 150 points for final.  30 points for homework and 20
points for class participation.
\bigskip
\noindent
{\bf 8.  What are the failing rates in this course?}
\bigskip
\noindent
Three students out of 52 got a failing grade at midterm.  Scores seemed to
be skewed toward high and low grades.
\bigskip
\noindent
{\bf 9.  Specific suggestions you may have for the next teacher of this
course:}
\bigskip
\noindent
Depends on future of M-106.

 
 
\end