Math 151–152 is the introductory year course in the calculus sequence in New Brunswick for majors in the mathematical sciences, the physical sciences, and engineering.

- The
**first semester**, Math 151 or 153, presents the differential calculus of the elementary functions of a single real variable: the rational, trigonometric and exponential functions and their inverses; various applications via the Mean Value Theorem; and an introduction to the integral calculus. - The
**second semester**, Math 152, continues the study of the integral calculus, with applications, and covers the theory of infinite series and power series, touching on complex numbers and a few other topics as well.

### How the course grade is determined:

The final exam is worth 200 points. The first midterm exam is worth 100 points. The second midterm exam is worth 100 points. The quizzes are worth 50 points. The workshop writeups are worth 40 points. The WebAssign homework is worth 40 points. At the end of the semester, each student will have a **total course score**, which is the sum of the points that the student earned in each of these categories (final exam, first midterm exam, second midterm exam, quizzes, workshop writeups and WebAssign). The significance of this **total course score** and the relevance of homework and workshops are described in the next two paragraphs.

After the ﬁnal exam is graded, the Math Department determines what score on the ﬁnal exam is an A, what score is a B+, what score is a B, all the way down through all of the grades. This determination is based both on how well students have mastered the required material and on the diﬃculty of the final exam. Each lecturer is then directed to count how many students in that lecturer's sections received ﬁnal exam grades of A, B+, B, etc. These numbers determine the total numbers of A’s, B+’s, B’s, etc., that the lecturer gives as course grades to that lecturer's students. A student’s letter grade on the ﬁnal exam is not necessarily their letter grade in the course. In order to assign grades to particular students, each instructor sorts all of the students, from highest to lowest, based on the students’ **total course score**. The lecturer then starts at the top of the list, counts oﬀ the number of each grade allocated to the class, and assigns the grades in descending order. For example, suppose that 10 students get A’s on the ﬁnal exam, and 5 students get B+’s. Then the students with the 10 highest **total course scores** will get A’s, and the student with the next 5 highest **total course scores** will get B+’s. The instructor proceeds down the list, assigning the total number of allocated B’s, C+’s, C’s, D’s, and F’s, until each student has a grade. Thus a student’s course grade is sometimes not the same as their ﬁnal exam grade. The reason why this system is fair is that everyone enrolled in Math 152 across the university takes an equivalent version of the same ﬁnal exam, so counting how many of each grade was earned on the ﬁnal exam by a particular section is an accurate way of measuring how well that section mastered the required material. This way, a grade of A in Math 152 corresponds to the same level of mastery, independent of the professor, recitation, and diﬃculty level of the midterm exams and quizzes. Please note that this method of assigning grades means a student’s rank in the class is essentially a meaningless statistic. A student ranked, say 33 out of 75, is no more or less entitled to an A than a student ranked 1 out of 75 or 56 out of 75. The number of A’s for the class is determined by the class’s performance on the ﬁnal exam. Thus, being at a certain rank or higher does not guarantee a particular letter grade. Letter grades are determined by the method described above and only by that method.

Graded homework assignments exist primarily to give students **feedback** on their ability to calculate correct answers at an early stage of the learning process. They are **not intended** to measure a student's mastery of the material. Likewise, the workshop writeups are designed to give the students feedback on their thought process at an early stage of the learning curve. Only the midterm exams and the final exam measure mastery of the course material, and without doing well on these, it is impossible to pass the course, even with a perfect score on the homework and workshops. Make sure you take full advantage of the homework and workshops to get as much feedback as possible on your problem solving and your thought processes. If you can solve WebAssign and workshop problems without help, then your efforts will show up in your exam scores, and these will largely determine your grade.

### Transitioning from Math 135 to Math 152:

Students who intend to go directly from Math 135 to Math 152 will need to fill in some gaps through self-study.

The details are in the document: **Transferring From 135 to 152**

### Textbook:

Textbook: For current textbook please refer to our Master Textbook List page

### Course Materials

- Practice Midterm 2, Spring 2019
- Solutions to Practice Midterm 2, Spring 2019
- Practice Midterm 1, Spring 2019
- Solutions to Practice Midterm 1, Spring 2019
- 152: Syllabus and Homework
- 152: Announcements and Review Sheets
- General Course Information for Math 151-152 (Spring 2019)
- Going from math 135 to math 152