This section includes recent syllabi for my online and face-to-face sections of Calculus III, as well as the SBG Course Standards, Grading Rubric, and Advice for Calculus III Students from the Fall 2019 Calculus III Students.
I am currently revising my notes for this course, but I wanted to share those materials that I use in my course right now. Check out the links on this page to see recent syllabi, SBG course standards and rubric, course notes, completed course notes, and quiz keys from the most recent semester.
Multivariable calculus is an extension of differential and integral calculus to n-dimensions. It reinforces the students' visualization skills and requires the student to think about how we interpret derivatives, integrals, and vector objects geometrically and in applications. The quizzes and notes below reflect that emphasis in our course. In class, I strive to show the students where each of the formulas come from, what they mean geometrically and in applications, and how to use the formulas and techniques, geometrically and in applications.
I view this course as less about the skill-building that is necessary in Calculus I and II. By the time a student has reached Calculus III, hopefully they understand single-variable limits, derivatives, antiderivatives, and integrals, and how they are interpreted geometrically and in applications. In Calculus III, we extend that understanding to n-dimensions. At this point, some students are comfortable with geometry but not computation, while others are comfortable computing but not comfortable with geometry. In this course, students are stretched to develop (1) their geometric intuition, (2) conceptual understanding, and (3) computational and procedural fluency. We focus on extension and application rather than skill-building here.
The quizzes aren't as straight-forward as they were in Calculus II, because in this course, many concepts, applications, and computations may comprise a single standard. A standard covering vector fields is necessarily more involved than a single standard devoted to integration by parts or volume using cylindrical shells. There are more ideas to connect. The computations themselves aren't difficult if the student is armed with excellent prerequisite skills, but keeping track of notation and the meaning of each mathematical object can be challenging. My goal is to help students meet that challenge. In chapter 16, we'll be able to compute quantities with calculus that would have been unimaginable back in algebra class, if we've done the work of understanding the foundation. It's like going hiking...We're working our way toward a beautiful view.
With these goals in mind, I allow one 8.5" by 11" hand-written, student-created formula sheet for vector identities, graphs of known functions, derivative and antiderivative rules for each quiz. Given our goals, this seems appropriate. (I allow two pages of notes for each unit exam in the online section of this course.) I use standards based grading in the face-to-face sections, and unit exams in the online sections. Lectures focus on derivations, computation, and meaning.
I hope you find multivariable calculus as beautiful as I do.
There's so much that we're building upon in Calculus III. If you need review materials, please view the materials on the corresponding pages on this site.
If you're unable to find a resource because I haven't yet uploaded it, let me know, and I'll be happy to find and upload it, or direct you to other online resources.
I made some videos for our class. They break the lesson up into quite a few small chunks. Please watch the videos that you need to. Don't feel the need to watch all of them from beginning to end.
Blank class notes and homework are shown below. Students are encouraged to use the class notes to organize their thinking and their study of the material we covered in class.
Completed class notes are provided so that students can check their work. This is on the honor system; the expectation is that students will do their own work for learning's sake and use the solutions to check their reasoning.
This semester, I'm revising my notes to make them more detailed, so that students in my online courses have access to the same information I give students in my face-to-face classes. As I create these notes, I will post them here.
Blank class notes and homework from Thomas' Calculus Early Transcendentals, 13th edition, are linked below. These are the notes covering vector-valued functions. Completed class notes are available for download as well.
Blank class notes and homework are linked below. The homework problems are selected from Thomas' Calculus Early Transcendentals, 13th edition. Completed class notes are available for download as well.
Blank class notes and homework covering multiple integration are shown below. All textbook problems are assigned from Thomas' Calculus Early Transcendentals, 13th edition. Completed class notes are also linked below.
The blank class notes and homework from the Thomas' Calculus Early Transcendentals, 13th edition, are shown below.
After lecture, students are encourage to complete these class notes and practice problems in preparation for the corresponding quiz.
Completed class notes are available for download here as well.
I use standards based grading in the face-to-face sections of this course. When using SBG, rather than assessing student understanding using tests, I use more frequent quizzes that cover the major topics (called standards) of our course. This course has about 30 standards. The online section covers exactly the same content, with the material assessed through unit exams and a comprehensive final rather than quizzes and a final.
The students are given access to quiz keys so that they can see A-level work, and so that they can familiarize themselves with the format of the quizzes and exams. Students know that I won't simply ask them the same questions with different numbers. Students need a thorough understanding of each standard and the related concepts and techniques in order to be successful.
The first 8 quiz keys have been posted here. The Fall 2019 Quiz 9 key will be posted at a later date. Quiz 10, which covers surface integrals, Stokes's theorem, and Gauss's divergence theorem, is administered as a take-home quiz before the final. The keys to in-class quizzes will be posted here.
Students are encouraged to create one-page 8.5" by 11" formula sheet for each quiz in Calculus III.
These are the quiz keys for the current semester. Remember, these are representative questions. Reassessments require exactly the same conceptual understanding, but the problems are likely to be different, especially the application problems. Come see me during office hours if you need anything at all.