Course Information

About the Course

Calculus was invented in the 17th and 18th centuries to analyze and solve problems in physics. Since then, it has been developed and extended as an invaluable tool for solving a wider and wider variety of problems.

Calculus starts with problems: find the relation between acceleration, velocity, and position; or find the total work done by a force that varies with position. To solve such problems, we need ideas or concepts such as the "derivative" or "integral". We also need theory that relates these ideas to each other and summarizes the general truths about them. And we need techniques so that we can work through examples to give reality to the ideas and the theory, and so that we can eventually provide complete solutions to the problems we tackle.

Your goals should be:

• a high level of competence in technique, for without such competence you cannot solve problems or even understand some of the ideas;
• an understanding of concepts and theory, for without such understanding you will never be able to apply calculus in an effective way, or even to understand how other people apply it;
• the ability to work through and solve unfamiliar problems.

Technical competence comes from attentive (not mindless) practice; it is your responsibility to do enough. Understanding comes from thinking about the ideas, and working with a good variety of applications and problems. Problem-solving skill has some techniques (see the text, pages 76-81[80-85]). It is very important to keep trying new problems, with careful reading, with a willingness to experiment, and with the recognition that you may have to invent a solution by applying your understanding of the concepts, and your knowledge of the theory.

Textbook and Clickers

CALCULUS, Early Transcendentals, 6th edition, by James Stewart is the required text for APSC 171 and 172. (You do not want the "Single Variable" version.) We will again be using "clickers" (or "response cards") in the lectures this year. These are small electronic devices that are used to submit responses to multiple choice discussion questions during the lectures. If you purchase your textbook at the Campus Bookstore, the clickers will be bundled with the textbook. If you choose to buy a used textbook make sure it is the right edition. You will then have to purchase a clicker separately, which will cost about $53.

You may also wish to purchase the Student Solution Manual (it is not required). It contains solutions to all odd-numbered problems.

Interactive Course Notes

In addition to the textbook for the course, we will be using the APSC 171 Interactive Course Notes sold in the Campus Bookstore (about $15). These interactive notes are intended as a basis for the lecture notes taken by the students during class. You can also download these Interactive Course Notes for the year 2009.

Calculator Policy

The Faculty of Engineering and Applied Science has a strict policy with regard to the use of calculators on tests and exams. In APSC 171 only non-communicating calculators without text storage, graphing capability or long-term memory are permitted. The bookstore sells the CASIO 991, which has been cleared by the Faculty of Engineering and Applied Science as acceptable at all exams. For other calculators you must obtain approval for use at tests and examinations by taking it to room 104 in the ILC (Beamish-Munro Hall). It will be allowed for use in APSC 171 only if they mark it with a gold sticker. You can examine this policy and the description of this class of calculator more fully by clicking here.

Your Department Student Council Representatives

Your "DSC Reps" are there to serve as channels of communication between you and the course instructor on matters that pertain to the general nature and conduct of the course. In particular, around the ninth week of the term, they will administer a course evaluation questionnaire whose results are tabulated by the university's USAT office (I do not know what that acronym stands for either) and is used to assess the course as well as the performance of the instructors and the tutors. The DSC also occasionally organizes events to facilitate communication between students and instructors outside the classroom.