Dr.

AbdelNaser Al-Hasan (Iwais)

Al-Luban Al-Sharqiyyah-Nablus
MAT21201, Calculus III
Section 5
Syllabus
Fall 06
Sat.,Mon., & Wedn. 10am-11am
Room 14B4220
I. BASIC INFORMATION
Department: Mathematics
Course Catalog Description:
Parametric equations and polar coordinates; vectors in R2 and R3 & surfaces; vector-
valued functions; partial differentiation with applications; multiple integrals.

Text:
Calculus by Swokowski, Olinick, and Pence, 6th Edition.

II. OBJECTIVES
Realm: Symbolics realm:
By means of the core courses in this realm, the student is to:
1. Recognize and value the human person’s unique privilege of rational
expression and to use it for the well-being of individual and society
2. Develop the ability to understand and use symbols to communicate
3. Develop the ability to think critically and logically
4. Recognize and value diversity in rational expression across different cultures
and historical periods

Department:
G1: Develop a body of knowledge based upon a core curriculum in
mathematics
O1.1: Demonstrate knowledge of the theory and methods of this course

G2: Develop a good foundation in mathematical reasoning and proof

O2.1: Reason inductively and deductively
O2.2: Ability to modeling real world problems and analyze the results

G3: Develop problem solving skills

O3.1: Demonstrate the ability to apply appropriate mathematics tools and
methods to novel or non-routine problem-solving situations
 O3.2: Demonstrate the ability to use various approaches in problem-
solving situations, and to see connections between these varied mathematics approaches

G4: Develop an understanding and appreciation for the relationship of

mathematics to other fields
O4.1: Apply mathematics to solve problems in other fields, thus be aware
of the applicability of mathematics in other disciplines
O4.2: Build and use mathematical models of concrete situations or real
phenomena
O4.3: make connections in math from context to context
O4.4: Work cooperatively in multi-disciplinary teams
O4.5: Choose appropriate technology to solve problems in other
disciplines
O4.6: Develop familiarity with historical/social contexts of mathematics

G5: Develop the ability to communicate mathematics/computer

science effectively
O5.1: Proficiency in oral and written communication of mathematics to
peers as well as to people with less mathematics background
O5.2: Work as part of a team to do mathematics
O5.4: Understand and interpret written material in mathematics

G6: Develop the ability to demonstrate the use of technology

effectively
O6.1: Demonstrate proficiency in using calculators and computers to do
mathematics and solve problems
O6.2: Develop an awareness of limitations of technology

G7: Develop the ability of becoming an independent learner

O7.1: Demonstrate proficiency as an independent and critical thinker
O7.2: Use the library and other non-classroom resources to solve problems
in mathematics
O7.3: Ask the right questions to learn something new or apply something
known to a new situation

G8: Develop the ability to recognize the historical contributions of the

Islamic civilization to mathematics
O8.1: Demonstrate knowledge of contributions of Islam to mathematics
O8.2: Identify names of Islamic scholars who contributed to mathematics

G9: Develop a positive attitude towards learning mathematics

O9.1: Develop an attitude that learning mathematics is an individual
responsibility
O9.2: Develop an attitude that demonstrates the ability to ask questions
and to be persistent in seeking answers
 O9.3: Develop an attitude that demonstrates enjoyment and appreciation
of the beauty of mathematics

Course:
• Learning:
This course is designed as an introductory course. By the end of this course, the result of
students’ participation in this course, the student will:
• Be able to understand and describe, where possible, a function
algebraically, numerically, and graphically
• Be able to demonstrate an acceptable level of understanding of properties
of a function
• Be able to demonstrate an acceptable level of understating the concept of
differentiation and its application
• Be able to demonstrate an acceptable level of understating the concept of
integration and its application

III. POLICIES AND EVALUATION

Academic Honesty and Integrity
In keeping with the values and mission of An-Najah National University, the university is
an academic community dedicated to the intellectual, social and ethical development of
each of its members. In keeping with these goals, all students are expected to strive for
integrity in both academic and non-academic pursuits. Acts that involve any attempt to
deceive, to present another’s ideas as one’s own, or to enhance one’s grade through
dishonest means violate the integrity of both the student and the University. A faculty
member has the right and authority to deal with such violations the first time they may
occur with a given student; however, a student who commits multiple violations against
academic integrity shall be subject to administrative disciplinary action, which may
include suspension or dismissal from the University.

Documented Disability:

Requirements:

Test 1 25%
Test 2 25%
Final Exam 40%
Participation, attendance, project 10%

IV. OFFICE HOURS, CONTACT INFORMATION

Dr. AbdelNaser Al-Hasan
 Office: 2470, Ext. 2298
E-mail: alhasana@najah.edu
Office Hrs: Sa, M, W 9-10am, 11-12pm, 2-3pm
Su, T 9:30-11am

V. SCHEDULE OF DAILY ASSIGNMENTS &

EXPECTATIONS
Coverage:
Section Problems
9.1 2,3,6,7,9,10,13,15,16,19,24,25,28
9.2 1,5,6,7,9,13,18,20,23,31
9.3 1,4,5,9,13,17,20,21,25,29,33,34,37,41,45,49,54,57
9.4 4,5,7,10,13-16,19,21,23,26
10.1 1,5,9,13,16,21,23,25,27,29,31,33,47
10.2 3,11,15,17,22,23,28,33
10.3 1,5,7,13,14,16,17,19,22,23
10.4 1,7,10,12,13,17-20
10.5 3,5,7,10,13,15,17,21,25,27,41,43,47,51,53,55,57,61
11.1 1,5,21,27
11.2 3,7,11,17,21,27,29,31
12.1 2,3,5,9,13,21,27,29
12.2 1,4,5,7,9,10,13,15,17,19,21-24,29,33,34
12.3 2,4,7,11,17,21,24,27,34,40,45,51
12.4 1,3,11,12,15,19,22,23,26,28,33
12.5 5,9,11,12,16,17,21,22,24,37,39,43,45
12.6 4,5,12,14,16,18,19,21,25,28-32
12.7 1,6,9,11,14,15,22,25,28
12.8 1,4,8,12,16,17,23,25,28,31,32,35,37,40
12.9 1,9,11,12,15
13.1 1,5,7,13,15,17,19,21,23,24,26,27,31,33,37,41,43,45-50
13.2 1-4,7,9,11,13,15,19,21,23,25,29,39
13.3 3,4,7,13,15,17,19,21
13.4 1,5,7,8,9,11,20,23

Technology: Math software

Goal:
I have several goals in this course. Probably my primary goal is to convince you
that you can completely understand everything that is done in Calculus III and that you
are capable of understanding and using formulas . Almost equally important I hope to
convince you that working problems or discovering facts are pretty much all the same
and is a lot of fun! You will learn to express your ideas carefully and precisely both
verbally and in writing and this will be valuable to you in many ways that have nothing to
do with mathematics. You will learn the importance of understanding and using
definitions and axioms in solving problems.

To the student:

I want you to be successful in this course. This means that I want you to achieve the
goals that I have set with a level of understanding that earns you a grade that is high
enough for you to feel proud of what you have done. This note is to dispel some
common myths about learning mathematics and to inform you of what is required of you
to succeed.
The first myth is embodied in the statement “I just can’t learn the mathematics in this
course.” Nonsense! If you meet the course prerequisites, have a genuine desire to learn
the material, and work hard, you can learn mathematics. I will explain what it means to
“work hard” below.
The second myth is contained in the statement “If I can’t solve problem right away (say
in 5 to 20 minutes), than I will never be able to solve the problem.” This is also
nonsense! Persistence will often pay off, don’t give up too soon! Take a break; discuss
the problem with someone and come back to it later. Of course nobody can solve every
mathematics problem and not even professional mathematician can solve every problem
in your text in just a few minutes. The most important problems often take time and
considerable effort to solve.

The Instructor’s Job

The instructor’s job is primarily to provide a framework for guiding your learning: set
the course goals, schedule the course materials, structure class time, clarify and
augment the material, and evaluate your work. It is not the instructors job to
“program” you with isolated facts and problem types or to provide you with
“templates” for solving homework problems.

The Student’s Job

Your primary job as a student is to take responsibility for learning the mathematics in this
course.
Attend class. This is essential. This is the main place where communication with your
instructor and fellow students takes place. This is a place to get your questions answered,
to get material clarified, and to show what you have learned. When you miss a class you
do not only do not contribute on that day but you are not likely to be able to contribute at
the next class meeting. If you must miss class you should try to see me in my office to
find out what happened before the next class meeting. And it is your responsibility to see
to it that you get any handouts or work returned that you missed because of an absence.
Participate in class. Class participation is extremely important. Your comments and
discussions from your seat will count as part of your class participation grade. Part of the
final grade depends on class participation and attendance.

Work outside of class. Class time is at a premium. It must be used efficiently. You
cannot learn everything you need to know in this classroom. It is your responsibility to
learn the material. Most of this learning takes place outside of the class time. A
good rule of thumb is that, on the average, you must put in at least two hours outside of
class for every hour in class.

Essential Activities Outside of Class

READ FOR UNDERSTANDING. Reading is an important part of this course. If you

have literally never read a mathematics book before, this may came as a big shock.
Remember that it’s YOUR RESPONSIBILITY to cover the assigned material. A
mathematics text is not a novel. It’s a peculiar hybrid of encyclopedia, dictionary, atlas,
anthology, daily newspaper, shop manual, and novel. Reading it is HARD WORK that
involves reading certain passages many times, writing marginal notes, and asking your
instructor to clarify obscure passages. Here are some suggestions on reading a
mathematics text:

Read the Narrative. Each section’s narrative is designed to be read from beginning to
end. The examples, in particular, are supposed to illustrate ideas and make them
concrete-not just serve as templates for homework exercises.

Read the Examples. Examples are, if anything, more important than theorems, remarks
and other “talk”.

Read the Pictures. This is important in establishing the graphical point of view. An
ability to think “pictorially”—as well as symbolically and numerically—about
mathematical ideas may be one of the most important benefits math can offer.

Read with a Calculator and Pencil. Check calculation to convince yourself that they
make sense. Mastering mathematical ideas takes more than reading; it takes doing,
drawing, and thinking.

Read the Language. Mathematics is not a “natural language” like English or Arabic, but
it has its own vocabulary and usage rules. Understanding such words goes a long way
toward understanding the mathematics they convey; misunderstanding the words leads
inevitable to confusion. Whenever in doubt, consult the index.

WORK THE ASSIGNED PROBLEMS. This is how the ideas are developed and this
is also a good check on your understanding of the material. Of course this is essential
preparation for the quizzes. You are encouraged to do more than the minimal assigned
homework to have a better understanding of the material. REMEMBER, your success in
Calculus II will depend heavily on your success in Calculus I.

Other suggestions for facilitating your learning: Form a study group so that you can read
the text and work problems with others. Always be sure to get your questions answered
by your instructor (in class, during office hours, or by e-mail) or by your fellow students.

Finally, I would like to inform you that Calculus is an exciting subject, justly considered
to be one of the greatest achievements of human intellect. I hope you will discover that it
is not only useful to your future studies but also intrinsically beautiful.

Important Dates:
26/8 First day of classes
21/10-25/10 No classes, Eid Al-Fitr
15/11 No Classes, Independence Day
16/12-22/12 Final week