Baseball and Not Baseball
What I Learned This Week
110 Syllabus Winter 2017
November 28, 2016
Posted by on [This was an attempt to publish from stackedit.io to a blog. As you can see the table of contents failed to be transferred correctly. Otherwise it did OK].UPDATE: I fixed it by exporting from the full page view of stackedit and then viewing the source and replacing the code here.
HENRY FORD COLLEGE
Mathematics Department Course Syllabus
General Instructor and Course Information
MATH 11071 and 73: Intermediate Algebra (4 cr. hrs) WINTER 2017
INSTRUCTOR: Mr. Jeff Morford (“Jeff”, or “Mr. Morford” are acceptable)
CONTACT INFORMATION:
Telephone: (313) 3174046
EMail: jmorford@hfcc.edu
Office: G120D
Office Hours: 11Noon on Monday through Friday. I can be in my office before the 5:25 class most Tuesdays and Thursdays if you contact me ahead of time.
Catalog Course Description: Covers solving quadratic, rational, and square root equations; an introduction to functions; graphs of linear and quadratic functions; rational expressions; rational exponents; and radical expressions. Includes techniques of problem solving and applications. Requires a scientific calculator and access to an online homework management system.
Prerequisite: A grade of C or better in Math 080 or Math 089 or a satisfactory score on the placement test.
Course Goals:
 To develop in students intermediate algebraic skills necessary for success in subsequent mathematics courses and other courses requiring mathematical skills.

To develop in students intermediate algebraic skills necessary for success in
subsequent mathematics courses and other courses requiring mathematical skills.
 To develop in students the problemsolving skills needed to interpret, analyze and
solve applied problems requiring intermediatelevel algebraic skills.
Core Course Topics and Objectives
(* indicates critical thinking objectives)
1. Factoring Polynomials
Factor polynomials by factoring out the greatest common factor.
Factor fourterm polynomials by grouping.
Factor trinomials.
Factor perfectsquare trinomials, the difference of two squares, and the sum and difference of cubes.
Apply the appropriate factoring strategy to factor a polynomial.
Solve quadratic equations by factoring.
2. Rational Expressions and Rational Equations
Simplify rational expressions.
Perform algebraic operations of addition, subtraction, multiplication, and division on rational expressions.
Simplify complex fractions.
Solve rational equations algebraically.
Solve rational equations for a specified variable.
Solve applications that can be modeled by rational equations.*
3. Functions and Graphs
Write equations of lines using slopeintercept form and pointslope form, including parallel and perpendicular lines.
Define a relation and express the domain and range of a relation in set builder and interval notation.
Determine algebraically or graphically whether a relation is a function.
Use function notation.
Solve applications that can be modeled by a linear function.*
Evaluate polynomial and rational functions and specify their domains.
4. Radicals, Rational Exponents, and Complex Numbers
Evaluate perfect roots.
Convert expressions in radical form to exponential form and vice versa.
Simplify expressions involving rational exponents.
Simplify radical expressions.
Perform algebraic operations of addition, subtraction, and multiplication on radical expressions.
Rationalize the denominator of a radical expression.
Solve radical equations algebraically.
Solve applications that can be modeled by using Pythagorean Theorem.*
Write square roots with negative radicands as imaginary numbers.
Add, subtract, multiply and divide with complex numbers.
5. Quadratic Functions and Equations
Solve quadratic equations using the square root property.
Solve quadratic equations by completing the square.
Solve quadratic equations using the quadratic formula.
Solve equations that are quadratic in form. –
Graph a quadratic function by hand after finding the vertex, the axis of symmetry, and the intercepts.*
*Fulfills HFCC General Education Outcome for critical thinking and problem solving.
Materials
Textbook and Materials
• Algebra: A Combined Approach Package for Henry Ford College , by Elayn MartinGay
(Pearson; ISBN13: 9781323172995)
• A scientific calculator is required of each student.
• The Student’s Solution Manual is available in MyMathLab.
• MyMathLab use is required in this course, and an access code will be packaged with a new textbook. The MyMathLab student access code can also be purchased separately at the bookstore or through the publisher when registering online for MyMathLab.
MyMathLab Instructor’s Course ID:
You will have required MyMathLab homework due emost Tuesdays at 8AM. (It is really an 8 hours extension of a Monday at 11:59 PM deadline and not a push back of a before class deadline.) The code you need to create your course and start working is: morford04928
Core Course Topics (textbook)
Before doing 6.1 you may wish to review special products from Section 5.6 and assign the MML review for special products.
Chapter 6: Factoring Polynomials (Sections 6.1 – 6.7)
Chapter 7: Rational Expressions (Sections 7.1 – 7.7)
Chapter 8: Graphs and Functions (Sections 8.1 – 8.4)
Chapter 10: Rational Exponents, Radicals, and Complex Numbers (Sections 10.1 – 10.7)
Chapter 11: Quadratic Equations and Functions (Sections 11.1, 11.2, 11.3, 11.5, 11.6)
Instructional Policies
Assignments:
Homework: I will check your homework on the days indicated in MyMathLab. Your homework score will count as 10% of your course grade.
Quizzes: You will have a quiz on (or due on) most Thursdays. I will drop your lowest two quiz scores and take an average of the remaining quizzes. Some quizzes may be on MyMathLab instead of in class. Your quiz average will count as 20% of your course grade.
Tests: You will have 5 tests, one on each chapter. I will drop your lowest test score and take an average of your remaining tests. Your test average will count as 60% of your course grade.
Final Exam: You will take a cumulative final exam worth 20% of your course grade.
Attendance:
College Policy: Regular class attendance is necessary if a student is to receive maximum benefit from classes. Students are expected to attend all the sessions of the classes in which they are enrolled, and absences in no way lessen student responsibility for meeting the requirements of the class. Penalties may be imposed, at the discretion of the individual instructors, whenever the quality of the student’s work has been affected by absence or tardiness.
Students, as a matter of courtesy, should contact their instructors concerning absences. Lack of attendance may affect the student’s final grade.
Absences in connection with participation in authorized college activities must be considered in the total picture of absences for all purposes, and it is the responsibility of the student to make up work missed.
Students are required to be present at the final examination. In case of absence, it is the student’s responsibility to contact the instructor in regard to makeup.
Never Attended Designation
Since student success depends on active engagement, Henry Ford College requires students to actively participate in their learning with regular and sustained interaction. Students who have NOT actively participated in a class by the College’s Never Attended deadline will not be permitted into that class even if they are enrolled in the class and will receive a Never Attended (NA) designation as the grade for the course. Note that merely attending class, obtaining a syllabus, or logging in to an online class will not necessarily be adequate.
Consequences of receiving a Never Attended (NA) designation and grade:
• The student may not participate in the course.
• The student is responsible for paying the tuition and fees associated with the course.
• The grade for the course on the student record will be NA.
• The student will receive no credit hours for the class.
• The NA grade will negatively affect Satisfactory Academic Progress (SAP).
• The NA grade will negatively affect a student’s ability to maintain and/or receive financial aid.
Instructor Policy: A student must attend a full class session and actively participate by working problems assigned to individuals, by cooperating with others in groups, and by taking notes during lecture in order to avoid the never attended designation.
Grading Procedures:
I will create a weighted average of the grades as specified in the section about assignments. Then I will round that score to the nearest percent. I will then assign grades based on this table.
Percentage Score  Grade 

90 to 100  A 
85 to 89  B+ 
80 to 84  B 
75 to 79  C+ 
68 to 74  C 
55 to 68  D 
0 to 54  E 
Discipline
Generally there are not discipline problems in college classrooms.
However I have occasionally noticed some problems. These include student conversations that disrupt discussions and lectures, or use inflammatory or insulting language. Students are expected to conduct themselves with polite demeanor towards fellow students and the instructor. In addition, sleeping, doing work for other classes and eating more than a small snack and leaving the room without a serious reason are disruptive.
Students who disrupt class in the above ways will face appropriate campus discipline policies. In extreme circumstances students can be removed from the course without refund of tuition.
Electronic Devices
Cell phone ring tones disrupt the classroom. If your employer or day care provider requires you to have a cellular phone make sure it is set to silent and leave the room to answer any calls. Violation of this policy will be handled according to appropriate campus discipline policies. In extreme circumstances students can be removed from the course without refund of tuition.
Before texting or accessing the internet for something not related to the class remember that your brain cannot easily follow two or more tasks at once. You are not fully present when you are continually sending and reading text messages, reading and updating social media, or using your phone for other purposes. If your grade is not an A or if you need to learn the material well enough to take another class you may wish to give your full attention to the course for at least two hours per day.
You may not use any device that can access the internet or a phone network during a test. If you do I will immediately collect your test and grade it as though you finished.
Drop Policy:
College Policy: A student may officially drop a class without academic penalty until 60% of the class is completed. (The exact date may be found by reviewing the current semester Academic Calendar that can be accessed from http://www.hfcc.edu/programs/academic_calendar/default.asp.) A “W” will be recorded on the student’s transcript. If a student stops attending a class without officially withdrawing from the class, the instructor may record either an E or DR grade.
Instructor Policy: Students should drop through the registrars office. In case of emergencies I can issue a DR grade at the end of the semester. In most semesters no student has what I consider an emergency.
Academic Dishonesty:
College Board of Trustees Policy #8500 (adopted 3/17/97):
…It shall be the policy of the College that determination of the fact of academic dishonesty by a student shall be a matter of individual judgment by the instructor. The instructor may administer a penalty up to, and including, failure in the particular course…
Instructor Policy: Students who cheat on exams receive an E in the course. Further I file a letter with the registrar explaining the reason for the E grade. Cheating on other assignments follows a progressive penalty beginning with a 0 on the assignment and ending with an E in the course and a letter to the registrar for repeated offenses.
Mathematics Department Policy on the CutOff Date for Drop Downs
“Registered students may only dropdown (moveup) to another fullsemester math class within the first three weeks of the Fall and/or Winter Semesters. During the fourth and fifth weeks of the Fall and/or Winter Semesters, registered students may only dropdown (moveup) to a twelveweek course. (In the Spring and/or Summer semesters, students have only one and onehalf weeks to dropdown (moveup) to another class.)
In order to dropdown (moveup), a student must:
 Obtain the written permission of his/her current instructor stating that the student was misplaced.

See the Associate Dean of Math & Science for assistance in finding an appropriate section. The Associate Dean of Math & Science will select a section with fewer than 32 students to which to add the student and contact the Registration Office.
The Associate Dean of Math & Science will exercise due consideration with respect to classroom size and total contractual load, and will notify the teacher of the section in a timely manner.”
Pearson Interfaces Are Abysmal
November 28, 2016
Posted by on Pearson has decided to make it harder on teachers to use MyMathLab. Personally I don’t mind because I’d like our department mandate to go away. The harder they make it to use the better. So, now it takes multiple clicks after logging in to get to a class.
But, it gets better. When copying a course the button right next to the search window does not do the implied search. If only Pearson had access to instructional designers…
Final Test for Today
November 22, 2016
Posted by on Final Test
OK Here is what I plan.
Create a document with many features
I will have a multiple headers, a table, some equations a bulleted list and so on.
I will save it as html on the desktop.
Here is a bulleted list and some equations for no good reason. The list was screwing up the TOC for some reason. I pulled it.
I will upload it to WordPress as html and fix the equations.
Having a numbered list and a bulleted list seems to be a sin.
I’ll leave it for now just to see if I can get this to work.
Maybe Only New Posts Use Markdown after Activation
November 22, 2016
Posted by on [TOC]
Testing
More testing
A super lot of testing
I needed a space after the headings. TOC does not work. I need to use latex to make equations. I guess I can build these in StackEdit, convert to html and then fix all the equations until I find a better solution.
Dropping Some Mark Down
November 22, 2016
Posted by on Experimenting with Stack Edit
November 22, 2016
Posted by on Testing
More testing
A super lot of testing
I made this in StackEdit, saved as HTML, opened the file, nabbed the source and posted it here. Let’s see what happened. (It looks like it ate the equation, but did the rest right.
It deleted:
<p><script id=”MathJaxElement2″ type=”math/tex”>\sqrt[3]{x^2}=x^\frac23script>p>
So, I need to see if I can get that to work in WordPress.
Edit: Trying
The thing I tried that worked was putting latex in brackets around the formatting and a closing latex in brackets. I will next make a post using just the markdown from Stackedit to see if that works.
Removing Barriers to Student Success
November 19, 2016
Posted by on Power Math Camp
November 19, 2016
Posted by on Scaling CoRequisite Models to Additional Pathways
November 18, 2016
Posted by on NOT BASEBALL
Gary Sigler et al from Texas State at Waco
IntermediateCollege Algebra was their original coreq pairing. They had 4 weeks of developmental review (intensive intermediate algebra) followed by 10 weeks of College Algebra with additional justintime review. These are cotaught. I’m not sure if they have two teachers funded by magic*, or by high enrollment. It sounds like they have student tutors in there, too. (I’m having trouble understanding exactly what happens). Based on pictures it appears it is funded by magic*.
(We had a sidetrack on desks that can be written on with dry erase markers. There was no discussion of mess.)
They now have something called a Gen Ed Practicum that goes the first few weeks before College Algebra or Trigonometry. They have a MLA pairing, but it is not team taught.
I’m having trouble following and don’t expect to have much applicable to us. They just add an hour and some computers it seems. They are also able to fund the multiple tutors, and teachers.
*OK, the funding magic is explained Texas funds based on how much the students make over minimum wage. The administration is willing to double fund because these students are likely to make more money and hence return more money. This is specific to this school. We have learned that there are 24 students in these classes. And there are multiple tutors (Perkins funded because of the school type).