COALITION MATH 151, FALL 1997

        Group II (S. A. Fulling, assisted by Cary Lasher)

                             Day 1.1


    1.  Hello

        A.  Reintroduce self and assistant.

        B.  Check progress on CalcLab signups; explain special 
        status of labs during first two weeks.

        C.  E-mail addresses; use for issue bin and +/Deltas; 
        office hours announced later.

    2.  Math Web pages

        A.  Instructor's course home page; math syllabus page.

        B.  Bring up the page for today's class.  Should have 
        been read; cf. scavenger hunt door sheets. 

        C.  Questions about procedures?  

        D.  Web pages will be provided only when the textbook is 
        inadequate.

    3.  Basic math in Maple

        A.  2 + 5;
        *.  Activity:  Try the other 3 arithmetic operations.  
        Who observed something interesting?

        B.  24973/315;  evalf(");

        C.  1440^100;

        D.  a/b*c;  (Be careful about grouping.)

        E.  Save the worksheet.  (.mws vs .txt)

        F.  (x^2 + 2*x + 3) * (3*x - 5);  expand(");  factor(");

        G.  simplify(");   Other examples (Activity).
OMITTED FOR LACK OF TIME.

    4.  Housekeeping commands

        A.  Already saw:  Saving; Double quote.

        B.  Comments and text regions.

        C.  Plotting.
            1.  Functions with names:  sin, sqrt; Pi
            2.  Expressions.
            3.  Plot ranges.
            4.  scaling = constrained.
            5.  Two graphs on the same axes.
STOPPED HERE.  TIME RAN OUT PARTLY BECAUSE OF LATE TEAM 
ASSIGNMENTS (STUDENTS TOOK A LONG TIME TO GET SEATED) AND BECAUSE 
OF AWKWARD COMPUTER SETUP -- BOTH HOPEFULLY UNIQUE TO THIS 
SEMESTER.
    AT THE START OF NEXT DAY I QUICKLY HIT POINTS 6, 5C, AND 4D.

        D.  Assignment statements:  a := ...;  a := 'a';

    5.  Reemphasize from Web page:

        A.  Goals of the computer lab.

        B.  Why we still need to learn calculus.

        C.  How to learn calculus.

            *.  Activity:  Write down circumstances where you 
            SHOULD memorize and use a general formula, rather 
            than analyze a special case from first principles.
            (Cf. Rundell's Rule.)

    6.  Reading and active learning vs. lectures

        A.  The wisdom of Lao-Tzu (see Web).

        B.  The wisdom of Ralph Boas (paraphrase:  Students would 
        rather listen to incomprehensible lecures than read an 
        incomprehensible book.  But surely a comprehensible book 
        would be better than either.)

        C.  Family Circle cartoon (Know what I like about books?  
        You can have as many instant replays as you want.)

    7.  Activity:  Work exercises from pp. 12-14 of CalcLabs.