It's my intention that we move at about the same pace as indicated in the standard course syllabus. Any serious difference with pace and content will be noted in the course diary. Students should note the recommended problems on the syllabus, and be able to do most of them. Students will be requested to hand in solutions to a few of these problems every week at recitation meetings, but those problems are intended to be minimal homework assignments and students should do much more work.

1. A formula sheet will be provided for each exam. A copy will be available for students several days before each exam.
2. No other notes or textbook material may be used during the exam.
3. No electronic devices may be used during the exam. This includes any calculators, any cellphones, and any musical devices. If emergencies make using a cellphone mandatory, inform the instructor before such use.
4. Make-up exams will be given only in the case of illness, a major emergency, or a major outside commitment. Verification of each of these should be done through the appropriate Dean's office, and a written note from the Dean requesting a make up exam should be presented to the lecturer. You will need some form of proof (like a doctor's note, a police report, a towing bill etc.).
   If the reason for the make up is known in advance you must ask for permission before the exam. In all other cases, you must notify the lecturer using e-mail (preferred: greenfie@math.rutgers.edu), by phone (at (732) 445-3074 [equipped with an answering machine]), or through the Math Department Undergraduate Office (at (732) 445-2390) as soon as possible.
   No make ups will be granted for reasons like "the alarm clock didn't go off", "not knowing when the exam will be", or "not feeling prepared".

It is my intent to write and grade the exams so that approximately the following percentage cut-offs for letter grades can be used: 85 for an A, 70 for a B, 55 for a C, and 50 for a D. So there are "absolute standards" for letter grades rather than "a curve". I will be happy if every student gets a high grade.

Students should know have to use the devices that they own. Many of them can be very helpful in checking intermediate computations on homework problems. Many handheld devices can be fooled quite easily, however. Some common difficulties are described here and also here. There is more discussion on pages 2 and 3 of the local matter in the text.

More elaborate environments for computation exist, such as Maple, Mathematica, and Matlab. In particular, Maple is available on eden and most other Rutgers computer systems. Basic introductory material on Maple is here. The material can likely be used by many students in Math 152. It was created for students in Math 251, but I have used it in several sections of second semester calculus. I mention that I almost always have a Maple window open when I'm at the computer, and almost surely I will prepare lectures and exams for this class using Maple to check what I'm doing. All engineering students and many other students will become familiar with Matlab.

Here's a question which students may ask at times during the semester: "Why do I need to learn this stuff since a computer can do it?" Certainly a computer can tell you that 25.46 multiplied by 38.04 is 968.4984, but if I type PLUS instead of TIMES, I'll read 63.50. I should have enough "feeling" to look at the answer and know that something is fouled up, somewhere. Similarly, if I ask a computer to find an antiderivative of (x²+2)/(x²+1), the answer will be x+arctan(x) (yes, yes, "+C"). But if I omit one or another pair of parentheses (or both) I get these answers: 2x-2/x,(x³/3)+2arctan(x), (x³/3)-(2/x)+x. This is a rather simple indefinite integral, and things get much more complicated with more complicated questions. Students should know the "shape" of the answer (so 25.46 multiplied by 38.04 is hundreds, not 63.50!). And that, to me, is an important aim of the course.