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 Fall 2015 08:00 CRN 13825
Syllabus  version 6 as of 15 April 2015
Office Hours Deady 202: Monday, Wednesday, Friday 10:0010:50 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.
08:0008:50 Monday, Tuesday, Wednesday, Friday in DEA 306
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
and the problems will not be specific to the particular edition used  your account will probably not be active
until classes start. 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. An average wellprepared student should expect
to spend about 12 hours per week on this class, but of course, there can be a lot of variation
depending on background and ability.
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 have a notification letter from the Accessible Education Center,
please give me a copy as soon as possible so
the relevant accommodations can be finalized
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 21 October 2015 (Week 4)
100 points Exam #2 Wednesday 18 November 2015 (Week 8)
200 points
Final
Exam Tuesday 8 December 2015 10:1512:15.
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: Sept 28 Oct 2 2015. Read the 3 sections on
3dim coord systems, Vectors, The Dot Product.
 Week 2: Oct 5Oct 9 2015. Read the 3 sections on
The Cross Product, Equations of Lines and Planes, Cylinders and Quadratic
Surfaces.
 Week 3: Oct 12Oct16 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: Oct 19Oct 23 2015. Review all previous readings.
Exam #1 Wednesday 28 January 2015
 Week 5: Oct 26Oct 30 2015. Read the 3 sections on
Functions of Several Variables, Limits and Continuity, and Partial Derivatives.
 Week 6: Nov 2Nov 6 2015. Read the 2 sections on
Tangent Planes and Linear Approximations, and The Chain Rule.
 Week 7: Nov 9Nov 13 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: Nov 16Nov 20 2015. Review the previous readings.
Exam #2 Wednesday 25 February 2015.
 Week 9: Nov 23Nov 25 2015.
Read the 1 section on Lagrange Multipliers.
 Week 10: Nov 30 Dec 4 2015. Review all the previous readings.

Week 11
Final exam week
Tuesday 8 December 2015 10:1512:15.
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 the course:
 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, The instructor has 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.