1 General Course Syllabus Department: Mathematics and Engineering Discipline: Mathematics Course Number: Math 0315 Course Title: Beginning Algebra Credit: 3 Lecture: 3 Lab: 1 This course satisfies a core curriculum requirement: No Prerequisites: Minimum score of 42 on Accuplacer or 180 on THEA. Available Formats: conventional/internet Campuses: Levelland Campus, Reese Campus, Plainview Center, Byron Martin ATC Textbook: Elementary and Intermediate Algebra, Sullivan/Struve/Mazzarella, 2010, Second Edition, Prentice Hall/Pearson Education Supplies: Please see the instructor‘s course information sheet for specific supplies. Course Description: This course is designed for those students who need MATH 0320 and have not had one year of high school algebra. It includes properties of signed numbers, algebraic expressions, linear equations in one unknown and geometry. Time in a math lab is required. This course will not satisfy graduation requirements. The course is required if testing indicates a need. Course Purpose/Rational/Goal: The purpose of this course is to provide a background in beginning algebra concepts necessary for MATH 0320. Course Requirements: To maximize the potential to complete this course, a student should attend all class and laboratory meetings, take notes and participate in class, complete all homework assignments and examinations including final examinations.2 Student Learning Outcomes/Competencies: Upon completion of this course and receiving a passing grade, the student will be able to: 1. Add, subtract, multiply and divide real numbers. 2. Use the order of operations to simplify an expression. 3. Simplify algebraic expressions. 4. Solve linear equations. 5. Translate and solve word problems. 6. Solve linear inequalities. 7. Graph equations in two variables by the intercept method and the slope-intercept method. 8. Evaluate expressions using exponent rules. 9. Add, subtract, multiply and divide polynomials. 10. Factor polynomials. 11. Solve quadratic equations by factoring.3 MATH 0315—Beginning Algebra South Plains College, Levelland campus Fall Semester 2011 Section: 012, TR, 1:00-2:45 p.m. Room: Levelland Math Bldg., Room 126 Instructor: Mr. Robert E. Plant, II, M.S. Office Info: Room—Levelland Math Bldg. 116B Phone—(806) 716-2734 Hours—the following table will display the regular office hours. Monday Tuesday Wednesday Thursday Friday 9:30-10:45 a.m. 9:30-10:45 a.m. 9:30-10:45 a.m. 9:30-10:45 a.m. 9:00 a.m.-Noon OR BY APPOINTMENT E-mail: [email protected] O.P.I.*: This syllabus is © 2011 by Mr. Robert E. Plant, II * O.P. I. means ―other pertinent information,‖ or in layman terms, ―something else that you need to know.‖ Tutoring: Free tutoring is available in room 116 of the Mathematics-Engineering Building, at the Reese Center campus in room RC256 and in Building 8, and at the Byron Martin ATC in Lubbock (34th and Avenue Q). (Please remember to sign in when you seek the help of a tutor in each of these places.) Videotapes for this course are also available. Students are encouraged to view these tapes in room 116 or check them out. Also, online access to these tapes is available through WebCT (Username: mvideos, Password: mvideos). There are alternate tutoring resources available online upon request. “True knowledge exists in knowing that you know nothing.” —Socrates4 Fundamental Principles of Mathematics Mathematics is built upon two fundamental principles—pattern recognition and problem solving. Students must become able to recognize patterns in order to solve types of problems. Too often have I observed students hang a majority of time up on each specific problem, so it is my mission as your instructor to emphasize that there are sets of problems within the homework (HW) assigned that require one concept or skill to solve all problems in each set! It is the ultimate objective of this and any other mathematics course to enable you as the student to become proficient in both of these areas. But until you have reached the point of mastery in both, I submit to you a paraphrase of a quote taken from Tupac Shakur: “All eyes on me!” Guide to Being Successful in This Course In order for YOU the student to be successful at this or any other level of higher education, YOU must be aware of one very important aspect: student accountability. I as the instructor am accountable for aiding in your success by properly presenting the mathematical concepts of this course, as well as any real-world applications, in a manner that allows for the general group of students to display understanding of said information. YOU as the student are accountable for your success by putting forth the effort necessary to gain such understanding. This is achieved by completing all assignments using the information that I have presented in the lecture and by asking questions regarding any concepts that are not understood. If YOU fail to do what is required in this course, then YOU will be responsible for the just grade that is received. Guide to Solving Mathematical Problems When solving a mathematical problem, the following questions must be answered: Q1. What known information does the problem give me? A1. You will be shown, through examples given by the instructor, how to list the known information of the problem. Use this process unless a more suitable one is known by you. Spare no details until you have mastered this concept of setting up the problem. Once you have done so, then you can afford to spare some of the details. Q2. What information given in the problem do I not know, and how do I find it? A2. In this course, you will deal with problems that have unknown information which must be found. Most of these problems will have one unknown; however, there will be a few that will have two, which is the maximum number of unknowns that will be examined for any problem. The instructor will show you the procedures necessary for finding these unknowns. Q3. When is the problem solved or completed? A3. The problem will be solved or completed when there is no unknown information remaining. Each section covered in this course will have problem exercises that are designed to reinforce the concept(s) of the section, and there will be more than one problem assigned per concept (unless otherwise stated