Marcus McGuff

My office hours are posted on my home page here. I am also available for appointments at other times. Email me or call in advance to set up a time.

Academic Systems Elementary Algebra Personal Academic Notebook by Academic Systems Algebra/PLATO Leaning.

For the license to be valid, it must be purchased new from the official ACC bookstore with the original cellophane wrap and stickers. Don't unwrap it except according to the instructions here. Also, please be sure to get the version for your semester (sometimes the edition changes). The RGC bookstore at 817 W. 12th St. has books for the Distance Learning classes. At other official ACC campus bookstores (on campus at ACC), if they don't have it in, you can order it and they will get it for you from RGC within a few days.

Special information for Spring 2008 only:

IMPORTANT WARNING: We are using a different edition of the textbook/software for the course this semester than the other online classes are. It is the same material and company, but a newer, more up-to-date version. You must be sure to get the correct version to take the course. To get the correct version, you must do the following:

1. The only place you can buy the textbook/software we are using is at the Rio Grande ACC Bookstore, at 817 W. 12th St. in Austin. I'm sorry, but this is the ONLY bookstore where you can get the book this semester. (It's a long story, and I apologize for the inconvenience, especially for those of you coming from out of town, but this is really the only way we can be sure there will actually be books there when you go to purchase one.)
2. It should be available starting around Friday, Feb. 1. (If you are coming from out of town, you might want to call before coming in.)
3. You MUST ask for the book for MATD 0370, synonym 14943. This is IMPORTANT - You need to be sure they give you the one for this section (be sure to check the synonym number). No matter what anyone at the bookstore tells you, do not buy a different version of the book. Your book should look like this (click for larger picture):
   
   
4. If you have already bought the other edition of the book, do not open the cellophane wrapping. Please go back to the bookstore to exchange it for the correct version. (If you have already opened the cellophane wrapping or already have the book, from taking the course last summer or fall, please contact me right away to find out what to do.

• Computer Requirements
• email
• notebook paper for working problems at the computer and in your homework assignments
• pencils with erasers
• scientific calculator - An inexpensive scientific calculator, which you will need for the entire semester, especially during tests. If you already have a portable (battery-operated or solar) scientific, it should be fine. If you need to buy a calculator, they may be found at most grocery stores, office supply stores, or large discount stores.
• rectangular coordinate graph paper
• some mailing envelopes
• materials provided at this web site that you may need to print out (see my sections on Handouts and Homework/Test reviews)

This course is a personal computer/modem course in which students work on software and some locally-prepared supplements, participate in online discussions, do paper homework, and take paper-and-pencil tests in an ACC Testing Center.

C or better in Basic Math Skills, MATD 0330 taken in spring 2000 or later or C or better in Prealgebra, MATD 0350, or its equivalent knowledge, or appropriate score on the placement test. (See my page on Advising for details.)

Elementary Algebra is a course designed to develop the skills and understanding contained in the first year of secondary school algebra. Topics include review of operations on real numbers, graphing linear equations, variation, solving linear and quadratic equations, solving systems of linear equations, polynomials, factoring, and applications.

As with all developmental math courses, Elementary Algebra is designed to provide you with the mathematical foundation and personal confidence to enable you to use mathematics in your future life. This course is designed to prepare you for MATD 0390 Intermediate Algebra and the algebra-based courses which follow it. It also may provide you with sufficient preparation to be able to pass the math portion of the TASP test. It also offers you one way to prepare for MATH 1332 and 1342, after you have passed the math portion of the TASP test.

You are expected to spend a minimum of about 8 hours per week (perhaps more) on the software, working at least three different days during the week. You are also expected to spend about 4-6 hours per week on paper homework, the supplements, and preparing for and taking tests.

If you are continually caught up in the course according to the course calendar, keeping up with the class participation requirments (see below), and making at least B's on the homework and tests, then I do not require that you spend any certain amount of time on the course.

If you fall behind in the course, fail to meet the participation requirements, or your homework/test grades fall below 70, you must spend at least 8 hours on the software and 6 hours on other work in the course each week in order to remain enrolled. If you are more than one week behind, I may require you to spend even more time on the software or I may withdraw you from the course.

For some of you, this is a required developmental course. This means you have not satisfied the math portion of the TASP/THEA test and have been permitted to enroll in other credit courses only on the condition that you participate in this course. Consequently, I am required to keep track of your participation in the course. If you are "TSI mandated" (previously known as "TASP mandated"), you could be withdrawn from all of your ACC classes if you withdraw (or are withdrawn) from this course. If you fall more than a week behind and do not meet the minimum time commitment for the course (see immediately above) for more than one week, I may withdraw you from the course. If you have computer problems at home, you can do your work in the Learning Labs. When you arrive at the Learning Lab, ask specifically to use the PLATO (may also be called "Academic Systems") software and bring your login/password.

For more information, please read the important TSI/TASP notice below. (This notice appears in the course handout of all developmental math courses.)

• TSI Warning: If you are relying on this course to meet a requirement that you be in mandatory remediation in mathematics this semester*, then:
  1. if you are not "continually in attendance" in this course, you should be withdrawn from the course by your instructor,
  2. if you withdraw yourself from this course or are withdrawn by your instructor, you will be automatically withdrawn from all of your other college courses if this is the only TASP-mandated course you are taking.

  * If you are unsure whether or not this warning applies to you, see an ACC advisor immediately.

Here is a memo describing the new TSI rules:

One of the drawbacks to taking a distance learning course is that students can't interact with each other and the instructor as easily as they can in a classroom-based course. Since this is such an important part of learning, we will use an online discussion board to allow some interaction between everyone in the class. We will use the Blackboard course management system to allow this. I will also post all class announcements on this system and you can check your grades on this system as well. Before you log onto Blackboard for the first time, go here for instructions. Please note that using Blackboard is not optional in this course; it is a requirement. Note that, even though there are some linited discussion capabilities built into the PLATO math software for the course, we will use Blackboard for discussion boards (and class participation credit).

As part of your grade in this course, you must participate in the class through the online discussion boards. To receive full credit for your class participation grade, you must participate at least twice each week during the course (or do some of the other possible participation activities listed below). Before you post to the message boards, be sure to read the instructions here about use of the message boards and what I consider appropriate behavior. You will only receive credit for posts that follow these guidelines.

You may receive class participation credit for any of the following activities (remember, you need credit for 2 things each week):

• Post a math related question on the message boards. (See guidelines.)
• Answer someone else's question on the message boards. (See guidelines.)
• Email me answers to one of the sets of "participation problems" I post from time to time (on Blackboard). Usually, I post a set of these every week or so; be sure to check back after the posted deadline to see the solutions posted. (See guidelines.)
• Email me a "status report" on your learning. (See guidelines; notice that there are specific questions that you must answer with this.)
• Come and ask me questions during my office hours - I will consider giving credit if you call me with math questions during my office hours as well, though some things really can't be answered over the phone. (Be sure to remind me by email to give you credit if you do either of these.)
• Attend a review session for one of the tests - There will be a review session for the final exam, as well as at least one other session earlier in the semester. (Be sure to remind me by email to give you credit if you do either of these.)

Additionally, you may do the following for a one-time participation credit:

• Post a "personal introduction" about yourself in the "Welcome, Introductions, and Other Stuff" section of the message boards - You may receive credit for this only once, and only during the first 2 weeks of class. (See guidelines. Please don't post anything private that you wouldn't want to be read by everyone.)
• Post a "wrap-up" message at the end of the semester about what you liked, disliked, felt good about, or had a lot of trouble with in taking an online math course like this. - You may receive credit for this only once, and only during the last week of class. (See guidelines.)

Each of these activities will receive a grade of either 2 points (you made a serious attempt to contribute to the class), 1 point (well, you did something, but you didn't really put much effort into it), or 0 points (you didn't really do much of anything). At the end of the semester, all of these will be added together and divided by the total possible number of points to determine your class participation grade.

Class participation grades can be earned ONLY at the indicated time. More posts to the message boards later won't replace missing posts earlier, as far as the participation grade. It will only count during the week it is actually posted (and you cannot carry over posts from one week to the next for credit). Honestly, I really hope that you get so used to asking and answering questions on the message boards that you know you will get 100% on your participation grade. (You can always post more than the minimum, if you find it helpful...) All of the participation problem sets I post will have a deadline attached to them (after which the solutions will be posted) as well.

It is your responsiblitity to check the message boards regularly so that you know what questions other people are asking (that you might want to reply to) and if someone replies to a question you posted.. If you do not receive an answer to your question from one of your classmates or from me in a few days (I usually won't jump in right away answering questions), you can always email me your question. Also, you are responsible for checking for announcements in Blackboard several times a week. This is how I will communicate with the class as a whole; all important announcements will be posted on Blackboard. Again, even though the PLATO software has a method for me to post announcements, I will post all official announcements on Blackboard, so you need to be sure to check Blackboard regularly.

All of your tests and the final exam will be paper and pencil tests administered at one of the nine ACC testing centers. (They will not be on the computer.) When you fill out the Online Orientation Form, Part 2, you will choose the testing center you will use for all of your tests. For each test, there will be a scheduled time period during which you must go to this testing center and take the exam (see the schedule for deadlines). (You are also required to keep working on new lessons in the material during that time.)

This is not a self-paced course. If you are working ahead and want to test early, please contact me at least one week before you want to take it to see if I can get the test to your testing center early. No make-ups or retests will be given, but, when I average grades at the end of the semester, I will use your Final Exam grade to replace the lowest grade on the previous tests if your Final Exam score is higher AND your class participation grade is at least 80% AND your homework grade is at least 90%. Questions about late tests are answered here.

Before you go to a Testing Center, read the rules at http://www.austincc.edu/testctr/

Be sure to pay careful attention to the hours of the Testing Center and the rules. Some of the testing centers are fairly crowded and so you may have to wait in line, especially if you go in the late afternoon or early evening. Do not wait until the last day to take the test and NEVER start a test if you don't have at least 1 1/2 hours available to take it before the Testing Center closes and you must leave. Allow more time if you are slow at working the problems in your homework.

I will post your grades in the online gradebook on Blackboard (details here). You may go over your tests with me during office hours in person or (in some cases) by telephone. Individual appointments outside of office hours are also possible, depending on my schedule. When reviewing the test, please have a copy of the problems on the relevant Test Review handy. I have found that trying to review tests via email doesn't work very well if you have missed more than about 10 or 15 points. The best thing to do is to come into my office so you can actually see what you did wrong, if this is at all possible.

Final Exam

Your final grade in this course will be determined by five components.

Grades will be assigned as follows based on your total course average:

• A : 90% or better with a grade of at least an 80 on the Final Exam.
• B : 80% - 89% with a grade of at least a 70 on the Final Exam.
• C : 70% - 79% with a grade of at least a 60 on the Final Exam.
• D : 60% - 69% with a grade of at least a 50 on the Final Exam
• F : Less than 60%.
• I : Incomplete Grades (I) are given only in very rare circumstances. Generally, to qualify for a grade of "I", a student must have completed at least 80% of the course, including all exams, homework, and assignments, have a passing grade, and have a personal tragedy occur within the final 20% of the course that prevents course completion.
• IP : In Progress Grades (IP) are also rarely given. In order to earn an "IP" grade the student must work diligently on the material during the entire semester, meet all requirements for participation during the entire semester, make progress in the material, and not be meeting the standards set to earn the grade of C or better in the course. Students who are given an IP grade must register and pay tuition for the same course during the next semester.

Class Participation Credit:

Late Homework:

Late Tests:

The following objectives are listed in a sequence ranging from the simple to the more complex. As such, this document should not be viewed as a chronological guide to the course, although some elements naturally will precede others. These elements should be viewed as mastery goals which will be reinforced whenever possible throughout the course.

Overall objectives:

• Students will feel a sense of accomplishment in their increasing ability to use mathematics to solve problems of interest to them or useful in their chosen fields. Students will attain more positive attitudes based on increasing confidence in their abilities to learn mathematics.
• Students will learn to understand material using standard mathematical terminology and notation when presented either verbally or in writing.
• Students will improve their skills in describing what they are doing as they solve problems using standard mathematical terminology and notation.

1. Description and classification of whole numbers, integers, and rational numbers using sets and the operations among them

• identify and use properties of real numbers
• simplify expressions involving real numbers
• evaluate numerical expressions with integral exponents

2. Polynomials

• distinguish between expressions that are polynomials and expressions that are not
• classify polynomials in one variable by degree and number of terms
• simplify polynomials
• add, subtract, multiply, and divide polynomials (including the use of long division techniques and the distributive law)
• factor polynomials in one or more variables (including factoring out the greatest common factor, factoring by grouping, factoring trinomials in which the leading coefficient is one, factoring trinomials in which the leading coefficient is not one, and factoring the difference of two squares)
• understand and use the exponent laws involving integer exponents
• convert numbers into and out of scientific notation and perform multiplication and
• division with numbers written in scientific notation

3. Solve linear equations in one variable involving integral, decimal, and fractional coefficients and solutions

4. Solve and graph linear inequalities

5. Application problems

• write and evaluate linear expressions from verbal descriptions
• solve application problems which lead to one of the following types of equations: linear
• equations in one variable, systems of two linear equations in two variables, quadratic equations
• solve literal equations for a specified variable using addition and multiplication principles
• use given data to estimate values and to evaluate geometric and other formulas
• solve problems involving the Pythagorean theorem

6. Linear equations in two variables

• identify the relationship between the solution of a linear equation in two variables and its graph on the Cartesian plane
• understand and use the concepts of slope and intercept
• determine slope when two data points are given
• graph a line given either two points on the line or one point on the line and the slope of the line
• write an equation of a line given one point on the line and the slope of the line, or two points on the line
• identify lines given in standard, point-slope, or slope-intercept forms and sketch their graphs
• solve systems of linear equations

7. Quadratic equations

• find solutions to quadratic equations using the technique of factoring and using the principle of square roots
• recognize a need to use the quadratic formula to solve quadratic equations and solve quadratic equations by using the quadratic formula when simplification of square roots other than perfect squares is not needed

8. Description and classification of irrational numbers

• simplify perfect square radical expressions
• use decimal approximations for radical expressions

9. Rational expressions

• determine for which value(s) of the variable a rational expression is undefined
• simplify rational expressions containing monomials, binomials, and trinomials
• multiply and divide rational expressions containing monomials, binomials, and trinomials
• add and subtract rational expressions with like denominators

10. Geometry

• understand the difference between perimeter and area and be able to use formulas for these appropriately
• solve application problems involving angles and polygons

It is the student's responsibility to initiate all withdrawals in this course. The instructor may withdraw students who fail to make the minimum time committment of the course for two weeks, but makes no commitment to do this for the student. (If you decide to stop working on the course, you had best make sure that you drop the course. While I MIGHT do this, it is YOUR responsibility. If you fail to do so, you could receive an F on your permanent record.) After the withdrawal deadline, neither the student nor the instructor may initiate a withdrawal. If you are withdrawn by mistake, I will only consider reinstating you if you have taken all necessary tests, are current in your homework, and are caught up in all coursework to the point at which you are requesting reinstatement.

Please check the schedule page for the withdrawal deadline for the semester.

Students who withdrew or were withdrawn generally will not be reinstated unless they have completed all course work, projects, and tests necessary to place them at the same level of course completion as the rest of the class.

Acts prohibited by the college for which discipline may be administered include scholastic dishonesty, including but not limited to, cheating on an exam or quiz, plagiarizing, and unauthorized collaboration with another in preparing outside work. Academic work submitted by students shall be the result of their thought, work, research or self-expression. Academic work is defined as, but not limited to, tests, quizzes, whether taken electronically or on paper; projects, either individual or group; classroom presentations; and homework.

Students who violate the rules concerning scholastic dishonesty will be assessed an academic penalty that the instructor determines is in keeping with the seriousness of the offense. This academic penalty may range from a grade penalty on the particular assignment to an overall grade penalty in the course, including possibly an F in the course. ACC's policy can be found in the Student Handbook page 33 or on the web at: http://www.austincc.edu/handbook/

Each ACC campus offers support services for students with documented physical or psychological disabilities. Students with disabilities must request reasonable accommodations through the Office of Students with Disabilities on the campus where they expect to take the majority of their classes. Students are encouraged to do this three weeks before the start of the semester.

Students who are requesting accommodation must provide the instructor with a letter of accommodation from the Office of Students with Disabilities (OSD) at the beginning of the semester. Accommodations can only be made after the instructor receives the letter of accommodation from OSD.

Institutions of higher education are conducted for the common good. The common good depends upon a search for truth and upon free expression. In this course the professor and students shall strive to protect free inquiry and the open exchange of facts, ideas, and opinions. Students are free to take exception to views offered in this course and to reserve judgment about debatable issues. Grades will not be affected by personal views. With this freedom comes the responsibility of civility and a respect for a diversity of ideas and opinions. This means that students must take turns speaking, listen to others speak without interruption, and refrain from name-calling or other personal attacks.

Classroom behavior should support and enhance learning. Behavior that disrupts the learning process will be dealt with appropriately, which may include having the student leave class for the rest of that day. In serious cases, disruptive behavior may lead to a student being withdrawn from the class. ACC's policy on student discipline can be found in the Student Handbook page 32 or on the web at: http://www.austincc.edu/handbook/

Clearly, since this is a distance learning course, there is no actual "classroom" per se, but this policy applies to use of the message boards, email, and other class-related activities.