The exam will cover the material in lectures 1 through 8 of the syllabus. This is, roughly, the material in sections 6.1 through 6.5 and sections 7.1 through 7.6 of the textbook.
The exam is scheduled for 80 minutes, from 5 PM to 6:20 PM on Thursday, October 8, in our usual classroom for Thursdays. I will get to the classroom early and am willing to start early and maybe stay, at least slightly, late.

From the course coordinator
The course coordinator will be the primary writer of the uniform Math 152 final exam, intended for all sections of Math 152, so students should have some familiarity with the style of these problems.

• The course coordinator's formula sheet for the first exam
  This will be given out with the first exam in Math 152H. Take a look at it so that you can be familiar with what's there if you need it. Students who need to consult such a formula sheet extensively usually don't know the material of the course well.
  No other formula sheets and no calculators may be used on the exam.
  The first page of the linked material will be handed out. The second page discusses what is not on this formula sheet (!) and will not be reproduced.
• The course coordinator's review problems
  We will discuss these problems on Wednesday, October 8, before the first exam so you can probably not look at this until then.
• The course coordinator's notes on the review problems
  These are heavy duty hints for solutions. The link for this states:

  Spoiler Alert Looking at these notes before you have worked seriously through the problems will make the review problems much less useful to you. If you haven't finished working on them yourself, you are better off coming back to this page later to print out these notes.

From the instructor
I will write the exam you will take so you should be familiar with my "style".
The cover sheet for your exam will state:

• A My first exam in spring 2009
  This was given for a course using the same textbook and covering the same material as the first exam here. Here are answers to that exam.
• B My first exam in spring 2008
  This was given for a course using a different textbook and a slightly different syllabus. Here are answers to that exam.
  Please note that problem 6 on that exam refers to material which will not be tested on our exam since we haven't covered it yet. An appropriate problem to replace it with is problem 7 on this exam which has answers here.
• C My first exam in spring 2007
  Again, a different text and different syllabus. All of the problems on this exam except for problem 2 are valid sample problems for our first exam. Here are answers to that exam.
• D There is also the first exam given in Math 192 the last time I taught the course. Although the list of course content is nearly identical, I taught that course somewhat differently and with somewhat different emphasis from our course. Answers are here.

My old exam problems in relation to our syllabus
Here is a list of problems from those old exams "keyed" to each section of the syllabus. This may be useful to you.

Lecture	Sections	Topics	My exam problems
1	6.1	Introduction and review of concepts from 151	B5 C1 D1
2	6.2-6.4	Volumes, Average Value	A1 B2 C7 D2
3	6.5	Work	A8 B3
4	7.1	Numerical integration	A2 A1 B7 C6 D7
5	7.2	Integration by parts	A4  B6 (just the antiderivative!) C1 (just the antiderivative) C4 D4 D5 (just the antiderivative)
6	7.3	Trigonometric integrals	A6 B2 C7
7	7.4	Trigonometric substitution	A7 A1 B8 C8
8	7.6	Partial fractions	A3 B1 C3 D3
Integration without an obvious method (maybe!). Most of these problems are solved with "rationalizing substitutions" so that antidifferentiation becomes use of partial fractions.			A5 B4 C5 D4

My design criteria for calculus exams
I try to ask questions about most (hopefully all) important topics which were covered in the period to be tested. I try to avoid asking problems which require special "finicky" tricks, and do try to inquire about techniques which are broadly applicable.

I want to give, on any calculus exam, questions which require reading and writing graphical information, reading and writing symbolic information, reading and writing quantitative information ("numbers"), and, finally, some question(s) requiring students to exhibit some reasoning and explanation, appropriate to the level of the course and also recognizing the limited time of an exam. I certainly don't always "hit" this target but that's my aim.

Maintained by greenfie@math.rutgers.edu and last modified 9/25/2009.