Learning outcomes

At the end of the course, students should be able to apply the integral calculus to find critical points, determine local minima and maxima, solve word problems involving maximation, recognize and draw curves, use L'Hospital's rule and other methods to evaluate limits - both at finite points and also at infinity, determine the best linear and quadratic approximations, study population growth and other problems obeying an exponential growth and decay rate. To do this it is necessary to understand the basic underpinnings of limits and to be able to apply the various algorithmic rules for differentiation (derivatives of polynomial, exponential, trigonometric, inverse trigonometric, log, etc.), the chain rule, the quotient and product rules, etc.

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.

• 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.

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

Title IX

Ethical Standards

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

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.