Peter B Gilkey
202 Deady Hall,1-541-346-4717 (office phone) 1-541-346-0987 (fax) email: gilkey@uoregon.edu
Mathematics Department, University of Oregon, Eugene Oregon 97403 USA

Math 282 Spring 2015: Version 3

  • Office Hours:  Monday, Wednesday, Friday 1000-1050 or by appointment.
  • Meets MUWF 08:00-08:50.
  • 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

  • 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: 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.

    1. 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.
    2. 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.
    Rubric for Math 282: 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 studentsÕ 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 gender-based 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:
    1. 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.
    2. 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.
    3. 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.
    4. 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.
    5. 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 make-up 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. Take-home 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 CouncilÕs 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.
    Web page updated on 17 May 2015 by Peter B Gilkey 202 Deady Hall, Department of Mathematics at the University of Oregon, Eugene OR 97403-1222, U.S.A. Phone 1-541-346-4717 Email:peter.gilkey.cc.67@aya.yale.edu of Deady Spider Enterprises