Used with caution because it encourages passivity, the exact antithesis of what is required. Besides Maple, Mathematica, and the TI 93 calculator, what other technologies should we look at? I think that the course is too crowded to do extra projects, although one instructor has successfully assigned technology projects.
Do you use the Technology Projects? If not, to save pages, would you prefer they be removed from the book? If so, do you use 2 per chapter or just 1? If you do use them, would it be sufficient to have these on a website for the book? Would it be better to keep them out of the book, and then have a “lab style” workbook for the Technology Projects that left room for students to fill in answers? Should these lab books include tutorials on the specific application used? For example, we could have lab books for Maple, Mathematica, and the TI 93 calculator that would include enough of a tutorial that students could learn the technology. electric circuits) in the chapter on on ODE. One respondent said he didn’t have time to treat the applications (e.g. But we do this material in the second semester. 6.Do you cover any part of Chapter 18 on Differential Equations? Which parts? If this coverage is minimal, is there any way to move a topic into an existing section or chapter? Would it be sufficient to have Chapter 18 on the web? Yes. I teach two and three dimensions at the same time. I would box the first formula on page 574 and emphasize that these are two different notations for the same thing. I avoid the notation ha, bi because I think it is not used in other subjects and because I like to emphasize the difference between vectors and points. In particular, I would teach the boxed formula on page 573 as the definition of the dot product and the boxed formula on page 572 as a theorem.
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I would give each geometric definition first and then immediately follow it with a theorem which says how to compute it. If the two sections were merged, what exercises are essential? For which kinds of exercises could we reduce the number, if any? I would merge them. Should Sections 13.2 Vectors in the Plane: Geometric Approach, and 13.3 Vectors in the Plane: Algebraic Approach be combined into one? They are both short sections, but the approach to vectors is different. (The students should know this material already.) Section 1.2 is not appropriate for us since we de-emphasize calculators. How much of these do you cover? Even if you don’t cover these, is it important to have them in the book for students’ reference? Are there topics in precalculus that can be omitted? I would leave most of this material in, but we don’t usually go over it in class. Chapter 1 and almost half of Chapter 2 are precalculus review. Many of us view this as the object of the second semester course as it uses analytic geometry, polar coordinates, and vectors to explain one of the great achievements of human history. Do you recommend covering them in them in the new edition? If so, where would you the coverage, and how much material is required? Kepler’s laws (at least in the exercises). Please list topics that you cover in your course THAT ARE NOT covered in this book. Indicate the chapters and sections you DO NOT cover by putting a line through them. This has not been a major problem for us. What changes, if any, would you recommend to the organization of the topics? Why? The order of the topics does not correspond to our syllabus and we are contemplating a further change (series to the end). Comment on the overall scope and coverage of the book. In my remarks below, I will try to reflect the diversity of opinion I heard. In general the like the Varberg text, but there is no unanimity on minor complaints. In preparing this report I made an informal survey of the instructors who used the text this year. Answers should be given based on your current or previous use of the book Varberg, Purcell, and Rigdon: Calculus, 8e. Please answer all applicable questions below. May we mention your name in the preface of the text? Yes Are you considering writing a text? Yes. Varberg, Purcell, and Rigdon: Calculus 9e Review Questionnaire: Name: Joel W Robbin School: University of Wisconsin, Madison, WI 53706 Dept: Department of Mathematics Phone # 6 Email: Home Address: 2240 Rowley Avenue, Madison, WI 53726 Course Title: Calculus and Analytic Geometry Annual Enrollment: 3500 Text in Use: Varberg, Purcell, and Rigdon: Calculus, 8e.
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