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 282 Spring 2015: Version 4
Office Hours: Monday, Wednesday, Friday 10001050 or by appointment.
Meets MUWF 08:0008:50.
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 are perhaps available more cheaply on the internet.
Homeworks will be graded using WEBWORKS
the problems will not be specific to the particular edition used  your account
will probably not be active until Monday 30 March 2015.
The log in information on this server is as your duckID for username and
UO ID number for password.
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.
Homework: The homework will be assigned and graded using WEBWORKS.
It is due at 0800 PST Tuesday morning
following the week for which it was assigned.
The log in information on this (temporary) server remains as your
duckID for username and UO ID number for password.
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 Wednesday 22 April 2015
100 points Exam #2 Wednesday 20 May 2015
200 points
Final Exam 10:15 Wednesday 10 June 2015.
According to faculty legislation,
final exams may not be given early under any circumstances.
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; to pass the course, you must get at least a "D" 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. Additional information: Academic calendar.
Reading Assignments

Week 1 30 March  3 April 2015:
Read the material on Double integrals over rectangles and Iterated
integrals. Sample Homework (yours will be
different).

Week 2 6 April  10 April 2015
Read the material on Double integrals over General Regions and on Double
integrals in Polar Coordinates. Sample
Homework (yours will be different).

Week 3 13 April  17 April 2015:
Read the material on Applications of double integrals, Surface area, and
Triple Integrals.

Week 4 20 April  24 April 2015
Exam #1 Wednesday 22 April 2015.
Read the material on Triple Integrals in Cylindrical and Spherical Coordinates

Week 5 27 April  1 May 2015.
Read the material on Change of Variables in Multiple Integrals and on Vector
fields.

Week 6 4 May  8 May 2015.
Read the material on Line Integrals and on The fundamental theorem for line
integrals.
 Week 7 11 May  15 May 2015
Read the material on Green's theorem and on Curl and divergence.

Week 8:18 May  22 May 2015Exam #2 Wednesday May 20 2015
Read the material on Parametric surfaces and their areas.

Week 9 25 May  29 May 2015:
Read the material on Surface integrals and on Stoke's theorem.
Week 10 1 June  5 June 2015:
Read the material on The divergence theorem.

Week 1110:15 Wednesday June 10 Final Exam:
According to faculty legislation,
final exams may not be given early under any circumstances
Course objective: Students should be able to evaluate integrals of
functions over regions in the plane and in space both as iterated integrals and
by applying the change of variable theorem. Spherical coordinates,
cylindrical coordinates, polar coordinates, elliptical coordinates, and
toroidal coordinates are common transformations. Applications include
determination of the center of mass, of the moment of inertia, and of the total
mass of a region with a variable mass density. Certain improper integrals can be
evaluated. Students should be able to evaluate surface area integrals, arc
length integrals, line integrals, and flux integrals. Applications include work
done and mass flow across a membrane as well as center of gravity and total
mass of a thin wire or a membrane. Students should be able to compute the
gradient, curl, and divergence of vector fields. Students
should be able to determine if a vector field is conservative and, if so, to
find the potential function. Applications include evaluating certain line
integrals. Students should be able to understand and to compute both sides of
the equations in Green's theorem, Stoke's theorem, and Gauss's theorem. Being
able to state the hypotheses for these three theorems and to determine if they
apply in various settings is crucial. In addition, students should be able to
use these 3 results to push curves around and surfaces around to evaluate flux
and line integrals of certain vector fields. Students should be able to use
Green's theorem to evaluate certain area integrals in the plane and find their
centers of gravity and make other simple applications of these theorems and to
understand the conservation theorems that result thereby. Must be able to make
calculations correctly or substantially correctly.
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 evaluate integrals of
functions over regions in the plane and in space both as iterated integrals and
by applying the change of variable theorem. Students must be able to use
Spherical coordinates,
cylindrical coordinates, polar coordinates, elliptical coordinates, and
toroidal coordinates are common transformations in these calculations.
Students must be able to determine and calculate correctly
the center of mass, the moment of inertia, and the total
mass of a region with a variable mass density. Students must be able to compute
certain improper integrals, surface are integrals, arc
length integrals, line integrals, and flux integrals. Students must be able
to find the work
done and the mass flow across a membrane as well as center of gravity and total
mass of a thin wire or a membrane. Students should be able to compute the
gradient, curl, and divergence of vector fields. Students
should be able to determine if a vector field is conservative and, if so, to
find the potential function. Students should be able to evaluate certain line
integrals. Students should be able to understand and to compute both sides of
the equations in Green's theorem, Stoke's theorem, and Gauss's theorem
and demonstrate their knowledge by solving problems involving conservation laws. Being
able to state the hypotheses for these three theorems and to determine if they
apply in various settings is crucial. In addition, students should be able to
use these 3 results to push curves around and surfaces around to evaluate flux
and line integrals of certain vector fields. Students should be able to use
Green's theorem to evaluate certain area integrals in the plane and find their
centers of gravity and make other simple applications of these theorems and to
understand the conservation theorems that result thereby. Students must be able to make
calculations correctly or substantially correctly.
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 282:
 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.
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.
No student can pass the course unless they
receive a grade of D or better on the (cumulative) final exam.
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.