Suspected violations of academic integrity (cheating) will definitely be reported. Students should be familiar with Rutgers policies on academic integrity. The penalties for infractions (breaking the rules) can be quite severe. Students who are not sure should discuss this with any of their course instructors, please!

It's my intention that we move at about the same pace as indicated in the official version of the syllabus (a more compact version for printing is here). Any serious difference with pace and content will be noted in the course diary. There are recommended problems in the syllabus, and students should be able to do most of them. Students will be requested to hand in solutions to a few of these problems every week at workshop meetings, but the problems to be handed in are intended to be minimal homework assignments and successful students will do much more work.

Late textbook homework and late workshop writeups will generally not be accepted.

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 cellphone use necessary, 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 should notify the lecturer using e-mail (preferred: greenfie@math.rutgers.edu), by phone (at (732) 445-2390 x3074 [equipped with an answering machine]), or through the Math Department Undergraduate Office (at (732) 445-2390 x2390) 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".

Although this is subject to change, students should expect that grades will be determined using the following point distribution:

	First exam in class:	100 points
	Second exam in class:	100 points
	Final exam:	200 points
	Workshops:	75 points
	Textbook homework:	40 points
	Quizzes & attendance:	70 points
	Total:	585 points

Unannounced short quizzes may be given at any class meeting, and no make ups will be given for these. One-point quizzes in lecture earn full credit for any answer (!). You are responsible for attending all class meetings. Math 153 is an experimental course, and the people involved in planning the course believe strongly that attendance is important. This will be reflected in strict penalties applied to the grades of students who miss 4 or more classes.
Generally, students who do not attend many classes in 151-152-251 usually get very low grades.

However, students whose exam grades are all near bare passing or are failing may fail the course in spite of numerical averages: students must show that they can do adequate work connected with this course independently and verifiably.

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 how 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 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 (you'll learn what that is!) 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.