Math 157 Calculus I Fall 2021



Thomas' Calculus: Early Transcendentals, 14th edition, by Hass, Heil, and Weir.


An introduction to calculus for engineering, science, and mathematics students, with an emphasis on conceptual understanding, problem solving, and modeling. Topics covered include: limits, continuity, derivatives of algebraic, trigonometric, and transcendental functions, applications of the derivative including optimization problems and linear approximations, antiderivatives, introduction to the definite integral, and the Fundamental Theorem of Calculus. Prerequisite: MATH 147, minimum grade: C.


Students will develop facility with the language and techniques of calculus and analytic geometry. Students will work with the formal definitions of a limit, continuity, and the derivative. Students will use limit laws, theorems about continuity, and differentiation rules to take limits, determine when/where a function is continuous, and evaluate derivatives. Students will learn to evaluate integrals using the fundamental theorem of calculus and substitution. Students will use these techniques to solve problems coming from other disciplines. Students will also learn to create sound mathematical arguments in the context of this class, particularly in determining when and where limits exist and when and where a function is continuous. Students will also develop their skills at mathematical writing as they communicate increasingly complex solutions.

Outcomes for a Core Mathematics Course:

These learning outcomes support the University Core curriculum learning outcomes:
A) Students will be able to use the basic modes of inquiry and expression of the disciplines that represent liberal education.
C) Students will be able to communicate clearly and persuasively, using ideas and arguments based on evidence, logic, and critical thinking.


Grades will be based on scores on exams, WeBWorK, and worksheets. There will be four exams during the semester, each worth 10% of the final grade. In addition, a cumulative final exam will count for 20% of the grade. The remaining 40% of the grade will come from scores on WeBWorK assignments (20%) and worksheets (20%). An approximate schedule for the semester is on the course website. No extra credit will be given. Final grades will be assigned using the following scale (with + or - for the top and bottom scores within appropriate ranges):
Score Grade
90-100 A
80-90 B
70-80 C
60-70 D
0-60 F


Graded homework sets will be assigned using a free online system called WeBWorK. You will have about one WeBWorK assignment each week. Solutions are automatically and instantaneously checked and you are allowed to retry each problem as often as you want. You should take advantage of this to get a perfect score on the WeBWorK.

A list of additional suggested exercises in the textbook is posted on the course web page. These problems will not be collected or graded, however, math is a skill (like playing a musical instrument) and practice is the only way to build that skill. In general, I try to make the WeBWorK assignments short (in terms of number of problems) but challenging. This means I avoid some of the routine problems that are important for building facility with a new technique. Instead, those problems are in the suggested exercises. I expect you to do enough of those problems to feel comfortable solving the more difficult problems on the WeBWorK. It is up to you to determine how much practice is enough (I think more is always better, but you're the expert on how you learn, so I'm leaving it up to you to decide).


I will try to provide a worksheet for each section of the book. These worksheets generally have two goals:

Questions in the first category will be graded for completion only while others will be scored for accuracy. I'll provide some class time for worksheets, but you'll also have to work at home. You're encouraged to collaborate on the worksheets, but anything you turn in should reflect your own understanding of the solution (otherwise my feedback isn't helpful to you). All worksheets and deadlines will be posted on the course web page.


Exams encourage you to review, practice, and refine your calculus skills. My goal is to make exams long enough to cover the relevant material, but short enough that it doesn't take me forever to grade and return them. Examples of past exams can be found on the old editions of the course web page.

Math Lab:

Help on the homework or any other class material may be available via the Math Lab: Math Lab.

Harassment, non-discrimination, and sexual misconduct:

Consistent with its mission, Gonzaga seeks to assure that all community members learn and work in a welcoming and inclusive environment. Title VII, Title IX and Gonzaga's policy prohibit gender-based harassment, discrimination and sexual misconduct. Gonzaga encourages anyone experiencing gender-based harassment, discrimination or sexual misconduct to talk to someone from the Campus and Local Resources list found in the Harassment and Non-Discrimination Policy.

It may be helpful to talk about what happened in order to get the support needed and for Gonzaga to respond appropriately. There are options for support and resolution, namely confidential support resources, and campus reporting and support options available. Gonzaga will respond to all reports of sexual misconduct in order to stop the harassment, discrimination, or misconduct, prevent its recurrence and address its effects. Responses may vary from support service referrals to formal investigations.

As a faculty member, I want get you connected to the resources here on campus specially trained in and experienced in assisting in such complaints, and therefore I will report all incidents of gender-based harassment, discrimination and sexual misconduct to Title IX (in fact, I am required to report such incidents). A representative from that office will reach out to you via phone and/or email to explore options for support, safety measures and reporting. I will provide our Title IX Director with all relevant details, including names and identifying information, of the information reported. For more information about policies and resources or reporting options, please visit the following websites: Equity and Inclusion and Title IX. If you would like to directly make a report of harassment, discrimination or sexual misconduct directly, you may fill out an online Sexual Misconduct Report Form or contact the Title IX Director by phone, email, or in person:
Stephanie N. Thomas
Title IX Director
Business Services Building 018

Notice to students with disabilities and/or medical conditions:

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability/medical condition requiring an accommodation, please call or visit the Disability Access Office (second floor of Foley Center Library, Room 208.)


Gonzaga University presumes that students have sufficient maturity to recognize their responsibility for regular class engagement, and attendance is a general expectation no matter the teaching modality. However, in order to prioritize the health and safety of all community members, Gonzaga's regular in-person attendance policy may be modified (Amended Class Attendance Policy). I will record attendance solely for the purposes of contact tracing. When we do meet in person, you must follow COVID-related protocols as described in the Student Arrival & Return to Gonzaga Guides, and you will in no way be penalized for following these protocols; see Amended Class Attendance Policy. If you become sick or need to miss class for COVID-related reasons, I will work with you to help you catch up. Don't ever come to class if you are feeling sick. Please communicate directly with me regarding any absences, if possible before they occur.

A note on recorded meetings:

Our class sessions might be recorded for the benefit of students who are unable to attend in-person. Only the instructor may cause a class meeting to be recorded for those students. You shall not make audio or video recordings of class meetings without the prior written authorization of the instructor. By remaining registered in this course, you agree to your voice and image being recorded, and you agree to use any recordings of our class meetings ONLY for the educational purposes of this class (or other sections of this class taught by the same instructor). You agree to delete recordings of our class meetings no later than the end of this semester. You do not have permission to use or share recordings (video or audio) of our class meetings beyond the reach of our class for any purpose, including, but not limited to, posting to any digital application or platform, such as social media. You may not duplicate or distribute recordings of class sessions. In short, your instructor and your classmates intend to appear in these videos only for the purposes of carrying out our teaching and learning in this class. Your compliance with the terms of this syllabus regarding use of class session recordings is subject to the Student Code of Conduct; violations will be reviewed according to the provisions in the Administration of Student Code of Conduct.

FERPA and Privacy:

Under FERPA (Family Educational Rights and Privacy Act), your student records are confidential and protected. Under most circumstances your records will not be released without your written and signed consent; exception includes some directory information. Instructors are not allowed to publicly post grades by student name, social security number, GU student identification number, or any other identifiable means, without written consent from students involved. The FERPA policy does not apply to third party online applications that may be used in courses (i.e. WeBWorK and Gradescope) such that it is the student's responsibility to read the privacy documentation at each website.

Academic integrity:

All members of the Gonzaga community are expected to adhere to principles of honesty and integrity in their academic endeavors, and I will abide strictly by procedures and guidelines of the University's Academic Integrity Policy. Students and faculty are governed by this policy, and I encourage you to familiarize yourself with its scope and procedures. Ignorance of the policy will not serve as a defense against any violations.

Religious Accommodations for Students

In compliance with Washington State law (RCW 28.10.039), it is the policy of Gonzaga University to reasonably accommodate students who, due to the observance of religious holidays, expect to be absent or endure a significant hardship during certain days of their academic course or program. The Policy on Religious Accommodations for Students describes procedures for students requesting a Religious Accommodation and for faculty responding to such a request.

Course evaluation:

At Gonzaga, we take teaching seriously, and we ask our students to evaluate their courses and instructors so that we can provide the best possible learning experience. In that spirit, we ask students to give us feedback on their classroom experience near the end of the semester. I will ask you to take a few minutes then to carry out course/instructor evaluation in class. Please know that I appreciate your participation in this process. This is a vital part of our efforts at Gonzaga to improve continually our teaching, our academic programs, and our entire educational effort.

Links and class resources

Office hours

Logan Axon
Department of Mathematics
MSC 2615
Gonzaga University
Spokane, WA 99258
Office: Herak 307A
Phone: 509.313.3897

Last updated 9/8/2021