COURSE OUTLINE
Faculty of Science
Department of Mathematics and Statistics
Contents
General Information.................................................................................................................................1
Course Teaching Team............................................................................................................................4
Section H Information.............................................................................................................................4
Assessment..............................................................................................................................................5
Course Policies and Expectations............................................................................................................7
Campus Resources...................................................................................................................................9
Academic Integrity................................................................................................................................11
Tips For Success....................................................................................................................................12
General Information
Course Name: Applied Calculus I
Course Number: MATH 1013
Term: Fall 2022
Section: H
Prerequisites: MATH 1520, or 12U Calculus and Vectors (MCV4U) or equivalent
Note: MATH 1013 is a prerequisite for MATH 1014 and MATH 1310.
Please consult https://www.yorku.ca/science/mathstats/sc-math-courses/ to ensure you have the
required prerequisites for the course, and that you will actually get credit for this course.
Course Webpages: It is important to check both of the webpages regularly.
• For all sections: https://eclass.yorku.ca/course/view.php?id=78741
• For Section H: https://eclass.yorku.ca/course/view.php?id=61911
Course Vision/Purpose: This is the first in a three-course sequence in Calculus to be followed by MATH
1014 and MATH 2015. The second one in the sequence, MATH 1014, builds directly from knowledge in
this course and thus it is essential to have mastery of the materials in this course for success in MATH
1014. It covers the theory and applications of differential calculus of single-variable functions. It also
introduces the fundamental idea of integral calculus of single-variable functions, which is further
studied in MATH 1014. The overarching topics include limits, derivatives of essential functions,
Riemann sums, definite integrals, and the Fundamental Theorem of Calculus. The applications include
problems of optimization, related rates and areas.
Course Calendar Description: Introduction to the theory and applications of both differential and
integral calculus. Limits. Derivatives of algebraic and trigonometric functions. Riemann sums, definite
integrals and the Fundamental Theorems of Calculus. Logarithms and exponentials, Extreme value
problems, Related rates, Areas and Volumes.
Course Format: The section H of this course is taught via a combination of asynchronous pre-class
activities and in-person meetings twice per week (Wednesdays and Fridays).
List of Topics: This course will cover much of Chapters 1-5 of the course textbook, including:
• Pre-Calculus (exponentials, logarithms, trigonometry)
• Limits (limit properties, continuity, limits at infinity)
• Differentiation (rules, implicit and logarithmic differentiation, related rates)
• Applications (optimization, curve sketching, linear approximations, L’Hospital’s Rule)
• Integration (antiderivatives, Fundamental Theorem of Calculus)
Course Text:
Name of Textbook: Calculus - Early Transcendentals
Edition: 9th ed
Publisher: Cengage Learning
Authors: Stewart, Clegg, and Watson
Options to purchase: We recommend you purchase one of the options from the York University
bookstore to make sure that you get the right one.
Option 1: eBook (1 year access license) - $76.95, ISBN 978-0-357-68790-1 (this option does not have
access to WebAssign. For this course, WebAssign is NOT mandatory)
Option 2: print book + WebAssign code (solutions manual included in WebAssign access) - $159.95,
ISBN 978-0-357-46628-5 (the print book alone option costs more, $199) One more, WebAssign is NOT
mandatory for this course. There will be NO components in this course that require WebAssign. You
may want to purchase this or the next option for extra resources including the solution manual.
Option 3: eBook + WebAssign code (solutions manual included in WebAssign access) - $99.95, ISBN
978-0-357-12893-0
Optional resource:
Print solutions manual part 1 - $60 , ISBN 978-0-357-02238-2
Print solutions manual part 2 - $60, ISBN 978-0-357-04315-8
Course Learning Outcomes (CLOs): There are five CLOs that students should achieve after successful
completion of this course. Mastery of each CLO is
demonstrated by Lesson Objectives(LOs) which will be
assessed via the summative assessments (see Assessment).
The following diagram shows the hierarchical levels of
learning (Bloom’s taxonomy,
https://en.wikipedia.org/wiki/Bloom's_taxonomy). While
the summative assessments will assess higher levels of the
taxonomy, the formative assessments will assess lower levels
of the taxonomy throughout the course to support the
students’ learning process. In the following table, the
cognitive processes are in italics and the subject matter content is in bold. The verbs in the
parentheses indicate the levels in the taxonomy.
(credit: Jessica Shabatura, https://tips.uark.edu/using-blooms-taxonomy/)
CLO LO
(analyze) effectively use 1. (apply) carry out procedures to find attributes of functions that
essential functions to solve involve exponential, logarithmic, trigonometric, and inverse
problems with relevant trigonometric functions. The attributes include graph, domain,
evaluations. and range.
2. (analyze) analyze the inverse relation between exponential and
logarithmic functions.
3. (analyze) solve equations and inequalities involving exponential,
logarithmic, trigonometric, and inverse trigonometric expressions.
(evaluate) evaluate limits of 1. (analyze) analyze limits of functions through the methods:
functions for proper numerical, graphical, one-sided, limit laws, algebraic
analysis of given problems manipulation, limits of composite functions, Squeeze theorem,
and L’Hospital’s rule.
2. (evaluate) find vertical/horizontal asymptotes of functions. [skip
slant asymptotes]
3. (evaluate) determine continuity and types of discontinuity of
functions using the definition of continuity.
4. (evaluate) evaluate the location of solutions of equations using the
Intermediate Value Theorem.
(evaluate) effectively use 1. (analyze) Analyze rates of changes in various perspectives
the concept of derivative in including secant/tangent, average/instantaneous velocity, and
computations and derivatives.
applications. 2. (evaluate) Determine the differentiability of a function
3. (evaluate) Apply effective differentiation methods to find a
derivative: basic differentiation rules, chain rule, implicit
differentiation, logarithmic differentiation, and (inverse)
trigonometric differentiation.
4. (evaluate) Strategically solve problems about
a. the equation of a tangent line.
b. related rates
c. Mean Value Theorem
d. shape of the graph of a function
e. optimizations
f. approximations: linear approximations, Newton’s method
(analyze) effectively use the 1. (apply) Express definite integrals as limits of Riemann sums
concept of integral in and carry out approximations.
computations and 2. (apply) Calculate definite integrals using the Fundamental
applications. Theorem of Calculus
3. (analyze) Apply integrals to solve area, distance, and net-
change problems.
(create) Construct written Refer to the basic rubric given in Course Policies and Expectations.
arguments to demonstrate
communication fluency
Course Teaching Team
Course Director: Jihyeon Jessie Yang (jyang21 at yorku dot ca)
Co-Instructors: Arash Islami, Allysa Lumley, Mohammad Reza Peyghami, Igor Poliakov, Iouldouz
Raguimov, Jihyeon Jessie Yang
Teaching Assistants: TBA
Section H Information
Section Director: Jihyeon “Jessie” Yang
Email: jyang21 at yorku dot ca
Email will be checked during normal business hours and will be responded within two business days.
Kindly resend an email if you do not receive a reply within two business days.
Office Hours: These are in fact ``Student hours". You, as my student, are all welcome and invited to
visit me during these hours. Well, you have nothing to ask? That is absolutely fine. We can be quiet
study buddies, or you may have chances to be engaged with other students' questions. You may not
visit me in person? I have virtual office hours via Zoom meetings. Check them out below. *For security,
use your York email to join. None of these hours works for you? Ask me for an arrangement. I will do
my best to accommodate your needs.
Wednesday
11:00-11:30 AM Zoom
11:30 AM-12:30 PM S516 Ross
1:00-1:30 PM Director office hour at Zoom
1:30 -2:00 PM Director office hour at S516 Ross
*Director office hours are open to every student from all sections, Teaching assistants, and co-
instructors.
*If
In-person class time and location:
Wednesday Friday
9:30-10:20 AM CLH G LAS C
* CLH: Curtis Lecture Halls
* LAS: Lassonde Building
Assessment
There are two types of assessments for the final grade for the course: formative one (17%) to assess
your progress in learning. This is to encourage you to actively own your learning through consistent
class participation and keep up with the learning schedule. To successfully achieve the course learning
objectives by the end of the course, it is essential to study on a regular schedule to experience
deepening your knowledge. The other one is summative assessment (83%). This is to assess your
achievements of the course learning objectives, i.e., how much you have learned. More details follow:
Formative assessment:
5% Class Participation:
• Pre-class activities (asynchronous): each in-person class (except the first week) is preceded by a
pre-class activity which is posted in the section eClass site. Students must submit the pre-class
activity by 9:20 AM of each class day. This is to resolve the problem of limited time we have in
classes. Depending on your background knowledge, you can spend as much time as you like to
prepare for classes by doing the pre-class activities. Unless I face technical problems, I will make
them available so that you have at least 5 days to work on them. To maintain the purpose of
this activity, there will be NO extension of due dates. However, to add flexibility for your
individual situations including technical problems, there will be 20% excuse points. For
example, suppose the total points for these activities by the end of the course is 300 points, you
are excused for 60 points for any reason. That is, you will get the maximal grade by obtaining
240 points (80%).
• Various brief activities throughout the course including surveys and reflections.
12% Monday eQuiz & retake (6 x 2%): Tentative.
• Starting on September 19 (week 3), you take a quiz posted on the all-section eClass site every
Monday except October 3, October 10, and October 31 until November 28. The quiz will be
available any time between 9:00 AM and 11:59 PM. You will have 50 minutes to complete the
quiz. The 50 minutes begins when you start the quiz. You will be given a list of practice
problems from the textbook on which the quiz will be based. The quiz questions are of basic to
medium difficulty level. This activity is to make sure that you study at least the minimum to
continue to the next topics and to encourage you to study by yourself using many resources
including the textbook.
• Starting on September 26 (week 4), you can retake the very previous quiz every Monday
except October 3, October 10, and October 31 until December 5. For example, on October 17
(week 7), you must take eQuiz 3 but you can also retake eQuiz 2 (not eQuiz 1). However, you
can only claim up to 70% of the full score of the quiz. For example, if your eQuiz 2 score is 5 out
of 10 and you retake eQuiz 2 and get a score 9 out of 10, your retake score will be 7 out of 10.
Then, your final eQuiz 2 score is the larger one, 7 out of 10. This is to encourage students to
learn from their mistakes while preventing discouraging them to do their best at the first take.
• There will be up to 8 eQuizzes in total. Your grade will be based on your best 6 quizzes. Each of
your best 6 quizzes is worth 2% of your final grade. This is again to add flexibility for your
individual situations including technical problems. Thus, there will be neither extensions nor
make-up quizzes.
Summative assessment:
30% Term Tests (2 x 15%)
There will be two term tests, each worth 15% of your final grade. The dates and locations are
TBA.
However, tentatively, they will be held weekday evenings. You will be notified as soon as they
are decided.
Sample tests will be available one week in advance.
18% Written Assignments (2 x 9%)
There will be two written assignments available, each worth 9% of your final grade, due at
11:59pm (EST) on the following Fridays: October 28th and November 25th. To allow for any
technical difficulties or upload issues, and in accordance with Universal Design for Learning
(UDL), submissions will be accepted without penalty up until 11:59pm (EST) on the Sunday
immediately following the deadline (that is, midnight Sunday on October 30 th and November
27th, respectively). Assignments submitted after midnight Sunday will have a 5% per hour
lateness penalty applied.
35% Final Examination
The Final Exam will cover all material from the entire course. A schedule will be released by
York University (typically in early November) and we will post detailed information on eClass
closer to the examination period.
Course Policies and Expectations
Instructor Expectations of Students: As your instructor, I expect you to keep up with the lecture
materials, participate in all in-person meetings of the course, send professional e-mails that include
appropriate subject lines, complete the majority of the practice problems suggested, reflect on any
mistakes you make on assessments, set goals to improve your study skills and ask for help (promptly)
whenever needed.
Student Expectations of Instructors: As a student in this class, you should expect me to have the
weekly module in the section eClass contain necessary guidelines at least before the first class of the
week (I aim to complete it at least a week ahead) You should expect me to listen, and respond to
student feedback, demonstrate how course topics can be applied, provide lecture examples and
activities that will help you with assessments, respond to e-mails within two business days and to
sincerely want you to succeed in this course.
If I have not responded within this timeframe, send me a reminder or visit my office hours – there are
certain times of the year when I receive so many emails a day and sometimes things get lost!
Time Management: For a 3-credit course (whether online or in a traditional classroom), the
expected workload is 3 hours of class time each week with an additional 5-6 hours of work per week in
preparation, practice problems, and assignments. Note that in this course, we have 2 hours of in-
person class time and 1 hour of asynchronous class time for pre-class activities. If you find you are
working less than 5 hours a week, then you are probably not devoting enough time to the course. If
you find you are working more than 10 hours a week, then you might be missing some prerequisites
for the course.
Grading: The grading scheme for the course conforms to the 9-point grading system used in
undergraduate programs at York (e.g., A+ = 9, A = 8, B+ - 7, C+ = 5, etc.). For a full description of York
grading system see the York University Undergraduate Calendar http://calendars.students.yorku.ca/
and follow the links to “Academic and Financial Information” and then “Grades and Grading Schemes”.
Basic Rubric: Each question follows its own grading scheme. However, the following may guide you
when you write up your answers, especially for the written assignments.
Well-Executed Well-Communicated Essentially Correct
• Applies a strategy that • Readable: Work stands alone • Precision: Performs
makes sense for the given (retains context) and is neat mathematical operations
question and professional in correctly and derives the
• Applies appropriate appearance correct results
mathematical concepts and • Organized: Provides a clear • Uses an appropriate
processes logical flow from beginning to degree of accuracy
• Does not introduce end • Draws correct inferences
superfluous material • Provides sufficient supporting from graphical or
• Technology is used detail and explanation numerical data
appropriately throughout • Any computational or
• Work is logical and includes • Work is free from grammatical algebraic errors are trivial
a sanity check of the final errors and isolated
answer • Mathematical composition, • Correct units are used
terminology, and notation is
correct
• Results and/or conclusions are
clearly annotated
A: This is well-executed, well communicated, and essentially correct.
B: You know how to solve the problem, but there are some mathematical and/or communication
errors that need addressing.
C: You have an impressive “D”. For example, you have made a serious mistake, but you realized it
and communicated how you know that it is a mistake.
D: Adequately executed but there is at least one serious flaw or inconsistent communication
F: Unsatisfactory execution and/or communication with fundamental errors
Missed Assessments:
• Missed Class Participation and eQuizzes: We understand that there are many reasons why you
may miss a quiz or a class participation activity during the semester and that there is a dignity in
not having to justify your absence. Class participation and eQuizzes have their own built-in
flexibility: 20% excuse points for Class Participation and only 6 best eQuizzes for the final score
for eQuizzes. Please check their details in Assessment. You do not have to email your
instructor to use these flexibility-options.
• Missed Written Assignments: Missed written assignments will be handled on a case-by-case
basis by your instructor, but it is the student’s responsibility to show that they were absent
from studies for the entire availability of the assignment (typically 1-2 weeks). Late assignments
will, in general, not be accepted otherwise.
• Missed Term Tests: The weight of each term test will be transferred to the weight of the final
exam. Due to the concern for fairness and logistical problems, there will be no make-up tests.
• Missed Final Exam: Students must formally request deferred standing by submitting the Final
Exam/Assignment Deferred Standing Agreement form to their instructor. The deadline to
submit this form is no later than one week after the missed exam. Detailed information,
including the form itself, can be found at http://myacademicrecord.students.yorku.ca/deferred-
standing.
Course Announcements and Resources: the TWO eClass sites will be used for the online course
websites. Weekly practice problems, assessment instructions, course resources, announcements,
grades, etc. will be posted on eClasses. You are responsible for being actively and regularly on eClasses
to ensure that you have the latest information about the course.
Technology Use and Privacy
Technical Requirements: There are technical requirements for students to be able to complete this
course. You need a reliable high-speed internet connection to attend lectures via Zoom or complete
tests or exams. For more information, visit the following resources:
• Student Guide to eClass (formerly Moodle) - lthelp.yorku.ca/student-guide-to-moodle
• Zoom at YorkU (see the guides at the bottom) - yorku.zoom.us
• Students Getting Started - uit.yorku.ca/students-getting-started
• Speedtest (to check your internet connection) – speedtest.net
Students shall note the following:
• Zoom is hosted on servers in the U.S. This includes recordings done through Zoom.
• If you have privacy concerns about your data, provide only your first name or a nickname when
you join a session.
• The system is configured in a way that all participants are automatically notified when a session
is being recorded. A session cannot be recorded without you knowing about it.
• Technology requirements and FAQs for eClass can be found here -
https://lthelp.yorku.ca/95440-student-faq
University-wide Dates and Deadlines: University-wide dates and deadlines, including the “Drop
deadline” (the last date to drop a course without receiving a grade) can be found at
http://registrar.yorku.ca/enrol/dates
Campus Resources
The office hours provide you with an opportunity to ask questions about homework or mathematics in
general. The schedule for office hours will be posted on our section eClass page by the first day of
classes. You are also encouraged to contact me via email to book additional appointments at other
times.
The Math and Stats Lab provides tutorial help for MATH 1013 (and other courses). A detailed schedule
will be posted on eClass.
Peer Tutoring at Bethune College aims to help students in Science and/or Engineering gain an enhanced
understanding of the concepts and material presented in class. Peer Tutors are volunteer, undergraduate students
who have performed admirably in the courses that they tutor and will assist you to the best of their ability.
https://www.yorku.ca/colleges/bethune/get-help/peer-tutoring/
Peer Assisted Study Sessions (PASS) are facilitated study groups: voluntary, regularly scheduled, informal review
study sessions in which students compare notes, discuss readings, develop organizational tools and predict test items.
Students work together to learn how to integrate course content and study skills.
https://www.yorku.ca/colleges/bethune/get-help/pass/.
Peer Mentoring at Bethune College is designed to assist first-year students in making a successful transition to
university life. All incoming first-year Bethune students are matched with a peer mentor before September classes
start. The mentors are successful upper-year students who are trained as peer mentors. These mentors are in the
same program as the incoming student, and are available to answer questions, give advice, and help incoming
students adapt to university life. https://www.yorku.ca/colleges/bethune/get-help/peer-mentoring/
Learning Commons unites learning services to better support students’ academic success.
Together in the Learning Commons, learning services (such as library research support, writing
instruction, learning skills and careers education & development services) collaborate to offer students
enriched support and learning resources. The Learning Commons services support students as they
develop the many skills, tactics, and strategies required for success in university and beyond.
http://learningcommons.yorku.ca/about/
Student Accessibility Services (SAS): It is the student's right to request and receive academic
accommodations for a disability. Student Accessibility Services provides academic accommodation and
support to students with disabilities in accordance with the Ontario Human Rights Commission's Policy
on accessible education for students with disabilities and York University Senate Policy on Academic
Accommodation for Students with Disabilities. Contact Student Accessibility Services
(http://accessibility.students.yorku.ca/) for more information. Each student registered with SAS is
assigned their own Accessibility Counsellor. This counsellor remains the student's key contact while
they complete their studies at York. Counsellors work with the student to help them navigate the
academic and administrative landscape.
Student Counselling & Development (SCD): Personal Counselling Services (PCS) aims to help York
students realize, develop, and fulfil their personal potential to maximally benefit from their university
experience and manage the challenges of university life. Students come to PCS because of a wide range
of concerns including, but not limited to depression, anxiety, abuse, stress, self-esteem, relationship
issues, eating and body image as well as issues related to sexuality.
http://counselling.students.yorku.ca/
Learning Skills Services (LSS): Learning skills are about learning how to learn and improving your
effectiveness and efficiency as a learner. See https://www.yorku.ca/scld/learning-skills/ for details and
a calendar of events. These workshops are for everyone, and I highly recommend them.
Academic Advising:
Students in the Faculty of Science, go to https://www.yorku.ca/science/academic-advising/ or
to someone (for example, the UPD, Undergraduate Program Director) in your home
department.
Students in Lassonde School of Engineering, go
to https://lassonde.yorku.ca/student-life/connect-with-an-academic-advisor
Students in the Faculty of Health, go to https://www.yorku.ca/health/academic-advising/
Any students not in these programs and don't know where to go, contact the course director,
Jessie Yang.
Academic Integrity
Cheating is the attempt to gain an improper advantage in an academic evaluation. Acts of
academic dishonesty in this course will be treated seriously. The MathStats Department has people
who are expert in the detection of cheating in this online environment. If you are found to have
cheated, they can seek the most severe penalties available. According to the Senate, these penalties
could include failure of the course, notation on your transcript, or suspension from the University. If
you cheat, you may need to plan for a job where your employer doesn't care that there is a notation on
your university transcript indicating that you cannot be trusted.
For more details, see York’s Academic Honesty Policy
(https://www.yorku.ca/secretariat/policies/policies/academic-honesty-senate-policy-on/) and
information on Academic Integrity for Students(https://spark.library.yorku.ca/academic-integrity-
what-is-academic-integrity/)
Academic integrity benefits everyone in our community. It not only helps you reach the real
goal of this class-learning, but also allows for the university and program to be perceived positively by
others. When students are dishonest, they lose out on valuable learning that will help them perform
well in their career.
Examples of acts of academic dishonesty include, but are not limited to:
• Copying another person's answer (for example, via texting or chat),
• Consulting or getting help from another person or an online source during a test,
• Helping others to cheat, even if you didn’t intend for your classmate to cheat.
Academic Honesty Academic Dishonesty
Asking someone to help you Asking someone to do the work for you
Having a tutor give you guidance towards an Having a tutor answer an assignment question
answer to an assignment problem, having them for you prior to the due date
answer a similar problem, or having them help
answer a question for you after the due date
Discussing assignment problems with your peers, Copying full or parts of solutions from peers, or
separating, and then constructing your own dividing up questions on an assignment between
independent answer based on your peers with the intent to share answers
understanding of the problem afterwards
Showing a peer how to do an exam or explaining Giving full or partial answers to assignment
a technique from class questions to your peers prior to the due date
Searching the internet for background Looking up the answer to an assignment problem
information, or solutions to similar problems on the internet or posting an assignment
problem to the internet
Performing computations yourself and using Using technology that has not been approved to
technology to check your answers do all the computations for you
Completing a test or exam by yourself Consulting other individuals or non-authorized
materials during an examination
Tips For Success
Mathematics is best learned by doing. Our classroom will be an active classroom – you will be
expected to take an active role in the class and work with your peers. It has been known that there has
been a strong relationship between students’ in-class participation and student success in the course.
Don’t be afraid to make mistakes. Students are often hesitant to volunteer their answers because
they’re not sure if they’re correct. However, making mistakes is an integral part of learning (everyone
makes mistakes). By analyzing our mistakes, we can often help clear up confusion and further develop
our understanding of complex concepts.
Work together. I highly encourage you to work with your peers on your coursework. If you’re looking
for opportunities to meet other people from our course and discuss the course material, I encourage
you to try a PASS session offered by Bethune College.
