# MATH 1325

# Mathematics for Business & Social Sciences II (formerly, Business Calculus)

### Math 1325

**State Approval Code:**2703015219**Semester Credit Hours:**3**Lecture Hours per Week:**3**Contact Hours per Semester:**48

### Catalog Description

Limits and continuity, the derivative, the antiderivative, the definite integral; applications. 2703015219 (3-3-0) (spring)

### Prerequisites

TSIP math completed & high school Algebra II or high school precalculus or MATH 1324.

### Course Curriculum

### Basic Intellectual Compentencies in the Core Curriculum

- Reading
- Writing
- Speaking
- Listening
- Critical thinking
- Computer literacy

### Perspectives in the Core Curriculum

- Establish broad and multiple perspectives on the individual in relationship to the larger society and world in which he/she lives, and to understand the responsibilities of living in a culturally and ethnically diversified world.
- Stimulate a capacity to discuss and reflect upon individual, political, economic, and social aspects of life in order to understand ways in which to be a responsible member of society.
- Recognize the importance of maintaining health and wellness.
- Develop a capacity to use knowledge of how technology and science affect their lives.
- Develop personal values for ethical behavior.
- Develop the ability to make aesthetic judgments.
- Use logical reasoning in problem solving.
- Integrate knowledge and understand the interrelationships of the scholarly disciplines.

### Core Components and Related Exemplary Educational Objectives

### Communication (composition, speech, modern language)

- To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.

### Mathematics

- To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations.
- To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically.
- To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments.
- To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results.
- To interpret mathematical models such as formulas, graphs, tables and schematics, and draw inferences from them.
- To recognize the limitations of mathematical and statistical models.
- To develop the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines.

### Instructional Goals and Purposes

Panola College's instructional goals include 1) creating an academic atmosphere in which students may develop their intellects and skills and 2) providing courses so students may receive a certificate/an associate degree or transfer to a senior institution that offers baccalaureate degrees.

### General Course Objectives

Successful completion of this course will promote the general student learning outcomes listed below. The student will be able 1. To apply problem-solving skills through solving application problems.

2. To demonstrate arithmetic and algebraic manipulation skills.

3. To read and understand scientific and mathematical literature by utilizing proper vocabulary and methodology.

4. To construct appropriate mathematical models to solve applications.

s - physical, symbolic, graphical, and verbal - to solve application problems

5. To interpret and apply mathematical concepts.

6. To use multiple approaches - physical, symbolic, graphical, and verbal - to solve application problems

### Specific Course Objectives

Major Learning Objectives Essential Competencies

Upon completion of **MATH 1325**, the student will be able to demonstrate:

1. Competence in finding limits for function, if they exist, at a point and approaching infinity and in applying these concepts to continuity and asymptotes.

2. Competence in finding derivatives for functions using the definition of the derivative.

3. Competence in applying the rules for finding derivatives of functions.

4. Competence in finding higher order derivatives.

5. Competence in using the first and second derivatives, asymptotes, x- and y-intercepts, points of inflection, extrema, and symmetry to graph functions.

6. Competence in finding first and second derivatives implicitly.

7. Competence in applying derivatives to optimization (applied max/min) problems.

8. Competence in finding the indefinite integral for a variety of functions.

9. Competence in finding the definite integral.

10. Competence in finding the areas under and between curves.

11. Competence in evaluating improper integrals.

### General Description of Each Lecture or Discussion

Algebra Concepts and Functions

Upon completion of this section, the student will be able to correctly

1. Give an example of and/or use in an applied situation the following symbols and terms: a. set builder (set specification) notation b. null or empty set ( ) c. element ( ) d. universal set ( ) e. subset ( ) f. proper subset ( ) g. equality of sets ( ) h. total number of possible subsets (and proper and nonempty) of a given set

2. Define the following terms: a. relation b. domain c. range d. function

3. Apply (identify) the above terms in applied problems.

4. Sketch the graph of a relation and determine by using the function vertical line test if it is the graph of a function.

5. Determine the domain and range of a relation that is specified via a graph.

6. Determine the slope of a line given two ordered pairs.

7. Determine the slope of any given horizontal line.

8. Identify the slope of any given vertical line as *undefined*.

9. Given two sets of ordered pairs, determine if the indicated line segments are parallel, perpendicular, or neither.

10. Graph an equation of the form y = c or x = c, where c is a constant.

11. Graph an equation of the form y = mx + b.

12. Write the equation of a line when given a point and the slope.

13. Write the equation of a line when given a point and the equation of a line parallel or perpendicular to the desired line.

14. Write the equation of a line when given two points on that line.

15. Write the equation of a line when given the x- and y-intercepts of that line.

16. Write a linear cost function when given the variable cost and the fixed costs.

17. Write a cost function when given that (i) the function is linear and (ii) ordered pairs (q,p) (quantity, price).

18. Solve a system of equations using the addition/elimination method.

19. Translate word problems into systems of equations and solve.

20. Find the break even point when given a linear cost function and a linear revenue function. 21. Find the market equilibrium point given the supply equation and the demand equation.

22. Determine if a relation is a function.

23. State the domain and range of certain specified functions.

24. Use functional notation.

25. Graph linear functions.

26. Find slopes of parallel and perpendicular lines.

27. Write equations of lines given certain data.

28. Formulate, graph, and evaluate total cost, total revenue, and profit functions.

29. Find break-even points

30. Evaluate and graph supply and demand functions.

31. Find market equilibrium.

32. Determine if a vertex of a parabola is a maximum point or a minimum point.

33. Find the vertex of the graph of a quadratic function. 34. Find the zeros (x-intercepts) of a quadratic function. 35. Graph quadratic functions.

### Methods of Instruction/Course Format/Delivery

Methods employed will include Lecture/demonstration, discussion, problem solving,
analysis, and reading assignments. *Homework will be assigned. *Faculty may choose from, but are not limited to, the following methods of instruction:

(1) Lecture

(2) Discussion

(3) Internet

(4) Video

(5) Television

(6) Demonstrations

(7) Field trips

(8) Collaboration

(9) Readings

### Assessment

Faculty may assign both in- and out-of-class activities to evaluate students' knowledge and abilities. Faculty may choose from – but are not limited to -- the following methods

Attendance

Book reviews

Class preparedness and participation

Collaborative learning projects

Compositions

Exams/tests/quizzes

Homework

Internet

Journals

Library assignments

Readings

Research papers

Scientific observations

Student-teacher conferences

Written assignments

Four (4) **Major Exams **at 15% each **60% Homework Notebook/Folder 10% Note: There will be no make-up exams**. If you miss an exam your Final Exam percentage will be used as a substitute for
the missing grade. If you **do not miss **any exams, your one lowest Exam grade will be replaced by the Final Exam percentage
provided it (the Final Exam percentage) is higher. **Comprehensive Final Examination 30% Letter Grades for the Course will be assigned
as follows: A: **90 <**Average **< 100 **B: **80 < **Average **< 90 **C: **70 < **Average **< 80 **D: **60 < **Average **< 70 **F: **00 <**Average **< 60