Peter B Gilkey
202 Deady Hall,15413464717 (office phone) 15413460987
(fax) email: gilkey@uoregon.edu
Mathematics
Department,
University
of Oregon,
Eugene Oregon 97403 USA
Math 281 Winter 2015 08:00 CRN 23704 and 14:00 CRN 23705
Syllabus  version 4 as of 21 November 2014
Office Hours Deady 202: Monday, Wednesday, Friday 09:0009:50 or by appointment
Gilkey will also be in his office most Sundays 10:0010:50. Call to be let into the
building (64717). It is best to verify in advance Gilkey will be in on any given Sunday.
Meets
 CRN 23704  08:0008:50 Monday, Tuesday, Wednesday, Friday in 307 Deady
 CRN 23705  14:0014:50 Monday, Tuesday, Wednesday, Friday in 307 Deady
Text: MultiVariable Calculus by James Stewart (Thomson
Brooks/Cole) is the textbook. The 5th edition, the 6th edition, and the 7th edition
are all equally acceptable for this
course and previous editions can perhaps be obtained more cheaply on the web.
Homeworks will be graded using WEBWORKS
 23704 Webworks location will be
https://webwork2.uoregon.edu/webwork2/Math28123704 (8AM Section)
 23705 Webworks location will be
https://webwork2.uoregon.edu/webwork2/Math28123705 (2PM Section)
and the problems will not be specific to the particular edition used  your account will probably not be active
until 1 January 2015. You will login with your regular
UO credentials (the same username and password as your UO email). The
connection to the webwork server is now secure (https) so it is OK to be typing
your real password to authenticate.
Organization. Homework is probably the most important activity in
the course in terms of helping you internalize the material. Homework will
be due each Tuesday on the material of the previous week. The Monday class
period will be a discussion section for the homework to be due the subsequent
day by 0800  there will be a quiz the last 20 minutes of class most Monday's.
If you are a student with a documented disability please meet with me soon
to discuss your needs. If you have not already requested a notification
letter from Disability Services outlining recommended accommodations, please do
so soon.
Grades:
100 points Homework and Quiz Average (The 2 lowest scores from the combined
list of HW and QZ scores will be dropped)
100 points Exam #1 Friday 30 January 2015 (Week 4)
100 points Exam #2 Friday 27 February 2015 (Week 8)
200 points
Final
Exam There will be a combined final Monday 16 March 2015 at 1700.
According to faculty legislation, final exams may not be given early
under any circumstances. So please do not ask for special treatment to have an
early final exam as this will not be granted.
An incomplete can be assigned when the quality of work is satisfactory but a minor yet
essential requirement of the course has not been completed for reasons acceptable to the
instructor (NOTE: this grade requires a contract to be completed).
Your final grade will be assigned on the basis of the total point score
of 500 points. Any student getting at least a B on the final will receive
at least a C in the course; no student can pass the course unless they
receive a grade of D or better on the final exam.
You must bring your photo ID to all exams.
You may bring a 3x5 inch index card with any formulas on it to any exam
or quiz if you wish. Similarly, you may bring with you a hand held graphing
calculator to any exam or quiz if you wish.
Teaching Associate: Ekaterina
Puffini
See
Academic Calendar
Reading and homework Assignments

Week 1 (5 January  9 January 2015). Read the 3 sections on
3dim coord systems, Vectors, The Dot Product.
 Week 2 (12 January  16 January 2015). Read the 3 sections on
The Cross Product, Equations of Lines and Planes, Cylinders and Quadratic
Surfaces.
 Week 3 (20 January  23 January 2015 ). Read the 4 sections on
Vector Functions and Space Curves, Derivatives and Integrals of Vector Functions,
Arc Length and Curvature [but ignore the part on curvature], and
Motion in Space: Velocity and Acceleration. The 19th of January is a national Holiday.
 Week 4 (26 January  30 January 2015). Review all previous readings.
Exam #1 Wednesday 28 January 2015
 Week 5 (2 February6 February 2015). Read the 3 sections on
Functions of Several Variables, Limits and Continuity, and Partial Derivatives.
 Week 6 (9 February  13 February 2015). Read the 2 sections on
Tangent Planes and Linear Approximations, and The Chain Rule.
 Week 7 (16 February  20 February 2015). Read the 3 sections on
Directional Derivatives and the Gradient Vector, Maximum and Minimum Values, and Taylor and Maclaurin Series [this is in
an earlier chapter].
 Week 8 (23 February  27 February 2015). Review the previous readings.
Exam #2 Wednesday 25 February 2015.
 Week 9 (2 March  6 March 2015).
Read the 1 section on Lagrange Multipliers.
 Week 10 (9 March  13 March 2015). Review all the previous readings.

Week 11
Final exam week
Combined Final Exam Monday 16 March 2015 at 1700.
According to faculty legislation, final exams may not be given early
under any circumstances. So please do not plan to leave earlier in the exam week
as there is no possibility of taking the final exam before than the scheduled time.
Course objective:
Understand the geometry of space (cross product, dot product, projection formula, equations of lines
and planes), understand the basic quadratic surfaces (paraboloids, hyperboloids of one sheet,
hyperboloids of two sheets, ellipsoids, cylinders), be able to compute partial derivatives, obtain
the best linear approximation, determine the tangent plane. Students should be able to compute with
and apply the chain rule, compute directional derivatives, and understand Taylor and Maclaurin series. Students
should understand the geometry of the gradient  the gradient points in the direction of maximal increase
and minus the gradient points in the direction of maximal decrease  at a local minima or maxima
the gradient vanishes (i.e. the function has a critical point).
Students should be able to apply the second derivative test (Hessian) to find
label a critical point as a local minima, local maxima, saddle point, etc.
Students should be able to solve problems involving the methods
of LaGrange multipliers to find local minima and maxima of functions subject to constraints.
Learning outcomes
Note Learning outcomes are brief statements identifying the major
skills, abilities, and concepts a student is expected to acquire from your course.
The word "outcomes" can be used interchangeably with "goals" or "objectives"
as long as the abilities in question are meaningfully evaluated using exams, papers,
and other accepted means. The point is to make your expectations more transparent
by articulating what may be only implicit in your course description, lesson topics, and
assignments. Three to six short sentences or bullet points will suffice. Active verbs
(evaluate, analyze, demonstrate, etc.) concretize expectations better than vague
ones (appreciate, study, learn, etc.). And, of course, to invent nonverbs like "concretize".
Students should be able to compute the cross product and the dot product of vectors in space,
to determine the projection of a vector on a line, to determine the equations of lines
and planes, and to be able to recognize, distinguish between, and graph
the basic quadratic surfaces (paraboloids, hyperboloids of one sheet,
hyperboloids of two sheets, ellipsoids, cylinders). They should
be able to compute partial derivatives, obtain
the best linear approximation, and to
determine the tangent plane. Students should be able to compute with
and demonstrate understanding of the chain rule, to compute directional derivatives, and
demonstrate understanding of and compute specific examples of Taylor and Maclaurin series. Students
should be able to demonstrate understanding of
the geometry of the gradient  the gradient points in the direction of maximal increase
and minus the gradient points in the direction of maximal decrease  at a local minima or maxima
the gradient vanishes (i.e. the function has a critical point).
Students should be able to apply the second derivative test (Hessian) to find
label a critical point as a local minima, local maxima, saddle point, etc.
Students should be able to solve problems involving the methods
of LaGrange multipliers to find local minima and maxima of functions subject to constraints.
Mathematics
Department Undergraduate Grading Standards
(November 2011).
There are two important issues that this grading policy recognizes.
 Mathematics is hierarchical. A student who is given a grade of C or
higher in a course must have mastery of that material that allows
the possibility of succeeding in courses for which that course is a
prerequisite.
 Some mathematics courses are primarily concerned with techniques
and applications. In such courses student success is measured by the
student's ability to model, successfully apply the relevant technique,
and bring the calculation to a correct conclusion. The department's
100level courses and most calculus courses are examples in this category
although these are not the only examples.
Rubric for Math 281:
 A: Consistently chooses appropriate models, uses
correct techniques, and carries calculations through to a correct answer. Able
to estimate error when appropriate, and able to recognize conditions
needed to apply models as appropriate.
 B: Usually chooses appropriate models and uses correct techniques,
and makes few calculational errors. Able to estimate error when
prompted, and able to recognize conditions needed to apply models
when prompted.
 C: Makes calculations correctly or substantially correctly, but requires
guidance on choosing models and technique. Able to estimate error
when prompted and able to recognize conditions needed to apply
models when prompted.
 D: Makes calculations correctly or substantially correctly, but unable
to do modeling.
 F: Can neither choose appropriate models, or techniques, nor carry
through calculations.
Modeling, in mathematical education parlance, means the process of taking
a problem which is not expressed mathematically and expressing it mathematically
(typically as an equation or a set of equations). This is usually followed by
solving the relevant equation or equations and interpreting the answer in terms
of the original problem.
Detailed interpretation of the rubrics depends on the content and level of
the course and will be at the discretion of instructors.
Whether to award grades of A+ is at the discretion
of instructors.
Academic dishonesty
Academic Misconduct: The University Student Conduct Code (available at conduct.uoregon.edu) defines academic misconduct.
Students are prohibited from committing or attempting to commit any act that constitutes academic misconduct. By way of
example, students should not give or receive (or attempt to give or receive) unauthorized help on assignments or examinations
without express permission from the instructor. Students should properly acknowledge and document all sources of information
(e.g. quotations, paraphrases, ideas) and use only the sources and resources authorized by the instructor. If there is any
question about whether an act constitutes academic misconduct, it is the studentsŐ obligation to clarify the question with the
instructor before committing or attempting to commit the act. Additional information about a common form of academic
misconduct, plagiarism, is available at
http://library.uoregon.edu/guides/plagiarism/students/index.html see also
http://uodos.uoregon.edu/StudentConductandCommunityStandards/AcademicMisconduct/tabid/248/Default.aspx.
Title IX
Under Title IX, I have a duty to report relevant information.
The UO is committed to providing an environment free of all forms of prohibited discrimination
and sexual harassment, including sexual assault, domestic and dating violence and
genderbased stalking. Any UO employee who becomes aware that such behavior is occurring
has a duty to report that information to their supervisor or the Office of Affirmative Action and
Equal Opportunity. The University Health Center and University Counseling and Testing Center
can provide assistance and have a greater ability to work confidentially with students.
Note: UO employees also have a duty to report child abuse. For those classes and/or
processes in which students have historically reported information regarding child abuse,
the language can be expanded to provide that notice as well by adding the following statement:
All UO employees are required to report to appropriate authorities when they have reasonable cause
to believe that any child with whom they come in contact has suffered abuse or any person with
whom they come in contact has abused a child.
Ethical Standards
From the President's Office 2 May 2014:
The University of Oregon is a community of scholars dedicated
to the highest standards of academic inquiry, learning, and service.
We are also committed to the highest standards of ethics as we work to fulfill our mission.
We all share responsibility for ensuring that we conduct our transactions in ways that are ethical,
honest, and reflect sound fiduciary practices.
To accomplish this, it is important that all UO employees review, understand, and
consistently practice the standards included in the following laws, rules, and policies including:
 ORS Chapter 244, which codifies ethics and conflict of interest policies that you are required to follow as you conduct University of Oregon business. See the guide for public officials here.
 The Oregon University System (OUS) has a responsibility to prevent and detect fraud, waste, and abuse and to hold accountable those who engage in it. The OUS Fraud, Waste, and Abuse policy sets forth guidelines for reporting known or suspected fraud, waste, or abuse within any OUS institution.
 If you are aware of fraud, waste, or abuse occurring at the UO or within the OUS, matters can be reported to campus management, OUS Internal Audit Division, or OUS Financial Concerns Hotline. Additional information is also available on the UO Business Affairs and UO vice president for finance and administration webpages.
 The OUS information security policy and UO information security policy set forth your responsibilities relating to the security of electronic information systems and confidentiality of data.
A more comprehensive listing of state laws and rules that guide our operations is available here.
 The UO will continue a similar focus on these important issues under our new governance structure. We will communicate any changes to reporting protocols after July 1. We are all responsible for understanding and complying with ORS 244, applicable government regulations and policies. We also have a responsibility to raise compliance and ethics concerns through established channels. I appreciate your commitment to integrity and honesty, as it is an essential element in maintaining an ethical and secure UO workplace environment for everyone.
Statement on Final Exams
1. In the week preceding final examination during fall, winter, and spring terms:
No examination worth more than 20% of the final grade will be given, with
the exception of makeup examinations.
No final examinations will be given under any guise.
No work that will be evaluated for grades/credit will be due unless it
has been clearly specified on the class syllabus within the first two weeks of the term.
2. Takehome examinations will be due no earlier than the day of the formally assigned final examination for the class in question.
This action clarifies and extends earlier faculty legislation (1911 Faculty Assembly archives)
prohibiting the giving of final examinations earlier than officially scheduled.
In addition, you should be aware of the Faculty Advisory CouncilŐs statement on students with
multiple exams:
Examination schedules are listed each term in the Time Schedule. Students who are scheduled to take more than three examinations within one calendar day may take the additional examination(s) as makeup examination(s) later in the examination week. The instructor(s) of record for the course(s) beyond the third examination, counting in the order the examination(s) are scheduled, will arrange for (a) makeup examination(s).
The following procedures were approved by the Undergraduate Council to address rare circumstances of competing exam times. Students with examination conflicts may contact the Office of Academic Advising for assistance.
In the case of two examinations scheduled at the same time, the course with the largest enrollment must provide an alternate examination. For conflicts between regular courses and combined examinations, the combined examination course must provide the alternate examination. For combined examinations with conflicts, the largest combined enrollment course must provide the alternative examination.
Questions and concerns regarding this policy should be directed first to the relevant instructor, then the department head, and finally the dean if necessary. You may also find reference to the policy on the Academic Affairs website. If additional input is needed, please contact
srviceprovost@uoregon.edu.
To rest on the blue of the day, like an eagle rests on the wind,
over the cold range, confident on its wings and its breadth.