Peter B Gilkey
202 Deady Hall,1-541-346-4717 (office phone) 1-541-346-0987
(fax) email: email@example.com
University of Oregon,
Oregon 97403 USA
Math 282 Winter 2013 24131 306 Deady
Office Hours: Monday, Wednesday, Friday 0900-0950 or by appointment.
Meets MUWF 14:00-14:50 in Deady 306
Text: MultiVariable Calculus by James Stewart (Thomson Brooks/Cole) is
the textbook. (7th Edition (2012) ISBN-10: 0538497874 ISBN-13: 9780538497879 from Cengage Publishing).
However the 5th edition and the 6th edition are all equally
acceptable for this course and probably are cheaper.
Homeworks will be graded using
the problems will not be specific to the particular edition used -- your account
will probably not be active until sometime early January 2013.
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.
Homework: The homework will be assigned and graded using
It is due at 0800 PST Tuesday morning
following the week for which it was assigned. More details will be availble presently.
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
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 30 January 2013
100 points Exam #2 Wednesday 27 February 2013
Final Exam 15:15 Tuesday 19 March 2013 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. 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.
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.
Week 1 7 Jan-11 Jan 2013:
Read the material on Double integrals over rectangles and Iterated
integrals. Sample Homework (yours will be
Week 2 14 Jan-18 Jan 2013
Read the material on Double integrals over General Regions and on Double
integrals in Polar Coordinates. Sample
Homework (yours will be different).
Week 3 22 Jan-25 Jan 2013 (Monday 21 January 2013 is a holiday MLK):
Read the material on Applications of double integrals, Surface area, and
Week 4 28 Jan-29 Feb 1 2013
Exam #1 Wednesday 30 January 2013.
Read the material on Triple Integrals in Cylindrical and Spherical Coordinates
Week 5 4 Feb - 8 Feb 2013.
Read the material on Change of Variables in Multiple Integrals and on Vector
Week 6 11 Feb - 15 Feb 2013.
Read the material on Line Integrals and on The fundamental theorem for line
- Week 7 18 Feb - 22 Feb 2013
Read the material on Green's theorem and on Curl and divergence.
Week 8:25 Feb-01 Mar 2013Exam #2 Wednesday February 27 2013
Read the material on Parametric surfaces and their areas.
Week 9 4 Mar - 8 Mar 2013:
Read the material on Surface integrals and on Stoke's theorem.
Week 10 11-15 Mar 2013:
Read the material on The divergence theorem.
Week 1118-22 Mar 2013 Final Exam 15:15 Tuesday 19 March 2013.
Department Undergraduate Grading Standards
There are two important issues that this grading policy recognizes.
Rubric for Math 282:
- 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
- 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
100-level courses and most calculus courses are examples in this category
although these are not the only examples.
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.
- 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
- 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
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
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.