CALCULUS AND ANALYTIC GEOMETRY

Instructor’s Guide
October 25, 2002

Note that department policy requires advance approval for

any section deviating significantly from this official syllabus!

Text: Varberg, Purcell, Rigdon: CALCULUS (8th Edition) Prentice Hall.

PREREQUISITES:
For 221: Math 112 and 113 or Math 114 or satisfactory placement scores.
For 222: Math 221 or Math 171 and 217.
For 234: Math 222.

General Remarks and Suggestions:

The purpose of this sequence of courses is to train future users of mathe-
matics rather than future mathematicians. The primary emphasis should be on
problem solving techniques, with an intuitive understanding of why they work.
There is a separate calculus honors sequence, Math 275-276-277. Except in
those courses, informal explanations are likely to be more valuable than rigor-
ous proofs. Almost none of the students in the non-honors courses 221-222-234
will identify themselves as math majors, although there will be a number of
gifted and highly competent individuals in these courses. It might be appro-
priate to identify some of these and to encourage them to enroll in the honors
sections of subsequent courses.
Students seem to consider the idea that calculus could be interesting and
intellectually stimulating to be ridiculous. That belief is unfortunate but is
not sufficient reason to dismiss the students as dumb or impossible to teach.
We obviously know that mathematics is exciting, and should view the student
attitude as a challenge to be overcome. “Converting” a student is a real ac-
complishment. Many students approach these courses by seeking to develop a
library of methods for solving standard problems in lieu of thinking. While it
may be impossible to eliminate this approach, we urge attempts to reduce it.
The use of study guides with many problem solutions should be discouraged.

Course Organization: 221 and 222

These courses are generally given in the lecture-discussion format, while some
sections use a “satellite” format. In the lecture-discussion format, the lecturer

1
meets the class three times per week (some sections may have two 75-minute
lectures Tuesday and Thursday instead of three 50-minute lectures Monday-
Wednesday-Friday), covers the new material, prepares and works illustrative
examples and assigns homework problems. The students also meet twice a week
in a discussion section taught by a Teaching Assistant. It is in these TA sections
that assigned problems are discussed and most questions are answered. (It is, of
course, vital that each TA be prepared to work all of the problems.) The TAs are
required to attend the lectures and to hold office hours for their students. (Part
of the time for which TAs are being paid is the lecture time.) It is essential that
lecturers meet periodically with their TAs in order to discuss the progress of the
course and to get feedback from them. Generally, the TAs will collect and grade
at least some of the students’ homework and it is they who, in consultation with
the lecturer, assign final course grades to each student. Although the precise
responsibilities delegated to the TAs may vary from lecturer to lecturer, it is
customary to allow the TA’s evaluation of each student, based on homework,
quizzes and class participation, to be a component of the final grade.
In the satellite format, a faculty member teaches a section meeting five days
per week and supervises TAs who teach their own sections five days per week.
The faculty member and the TAs stay on the same schedule and give common
exams. There must be close coordination of these sections: By agreeing to
teach a satellite section, a faculty member is implicitly agreeing to carry out the
supervision and coordination necessary to make this format work. Typically
this will require weekly meetings involving the faculty member and all of the
TAs working with him or her. The schedule data below do not apply exactly
to the satellite format since the lecture/discussion distinction is gone, but the
material covered must still be the same.

Course Organization: 234

234 is generally taught in a lecture-discussion format where each student
is registered for three lectures and one discussion section each week. It was
originally intended that the lecture have 80 students and each discussion section
have 20, but in fact a lecture more typically has between 160 and 220 students.
Compared with 221 and 222, you will probably find that you have more than
enough lecture time to cover the minimum material, but that you must expect
less of the teaching assistants.
The course should begin with a quick review of vectors even though this is
part of the syllabus of 222. Many transfer students (even from other schools in
the UW system) will be placed in 234 after having had a calculus course not
including vectors but otherwise comparable with 222.
The role of the TA in 234 is clearly different from that in 221 and 222,
and how the lecturer and TA can be most effective has required some thought
and experiment. Here are some ideas which may help. The TA is typically
being employed to teach 4 sections, each of about 20 students and meeting one
50-minute hour per week. Two of his/her sections will meet after one of your
lectures and the other two after a different lecture. For that reason, the TA will
not be able to play much of a role in filling in material which may have been

2
omitted in lecture. (That should not be a problem, since 234 covers material at a
more leisurely pace than 221 or 222.) In the department’s work agreement with
the TAs, the TA is being paid for 90 hours of grading during the semester. This
is 5-6 hours per week, so it is quite reasonable to expect the TAs to grade some
homework or quizzes. (This time would cover about half the grading they’d be
expected to perform in 221 or 222, and includes grading of other items such as
exams.)
With four discussion sections (up to 100 students) to meet, and fewer quizzes
or homework assignments to base classwork grades on, it is easy for the TA
to lose involvement with his/her students. Here are some suggestions to get
students working at the beginning of the semester, and to keep them showing
up for discussion sections:
1. Give an early first exam, which covers material on vectors which may not
have been covered in 222.
2. Make one or more individual projects part of the course. This might
involve writing up careful proofs of the first or second Kepler laws. Other
ideas are given in various books on student projects in calculus.
3. Ask the TAs to take attendance fairly regularly, and have them let their
students know that this record of attendance could make a difference in
final grades for borderline cases.

Grading and Other Responsibilities

The lecturer or satellite leader is responsible for supervising the TAs and
evaluating their performance. In addition to a two hour final exam written by
the lecturer or satellite supervisor, there should be at least two midterm exams.
The exams should consist largely of problems comparable in difficulty to the
assigned homework. Include one or two more difficult problems which require
a greater depth of understanding and some original thought, but resist the
temptation to give a problem so interesting that no student can do it. Many
instructors feel that students should be able to give coherent definitions and
even write easy proofs (e.g. (uv)0 = u0 v + uv 0 ); the latter is feasible if you ask
a proof from a list of proofs that the students have been told to prepare.
Because there are barely enough lectures to complete the following syllabi,
these exams may be given in the evening. This has the advantage that longer
time slots can then be used. (We recommend that students be given at least 90
minutes to show what they can do.) In order to maximize uniformity of grading
of the exams, the usual procedure is for the lecturer and all of the TAs to get
together for a joint grading session. Each problem is then graded either by a
single individual or by several people who have agreed on a common scheme
for assigning partial credit. It is a good idea for the lecturer to establish these
partial credit assignment schemes. TAs should be instructed to write helpful
comments on tests when they deduct points and to deduct points for bad or
unclear exposition and any false statements, even if the final answer is correct.

3
 Much discussion time can be saved if exam solutions are distributed at the
end of the test. The preparation of the solution sheet also gives a good idea
about the length and difficulty of the exam. The last step in the grading process,
usually done by the lecturer and TAs together, is the establishment of an ap-
propriate “curve”. To insure some uniformity of grading from lecture to lecture
and to prevent “grade inflation”, we propose that about 15% of the students get
As and ABs and that the median grade be a BC. (While the quality of students
may vary significantly from section to section, it seems fairly safe to assume
that a large lecture or the union of the satellite sections will be approximately
“average” within some population. The populations differ with time, however:
Generally in the spring semester 221 students are apt to be weaker than in the
fall; fall sections of 222 include a mixture of advanced placement freshmen, apt
to be very good, and students who either failed 221 before or had to take pre-
calculus courses. In recent years the advanced placement group has frequently
been a majority.)
Students often want to know exactly what they have to write on an exam to
prove that they understand. This is a difficult political issue, and you should
think carefully about how you respond to this issue and how you word an exam
question to be consistent with your response.

Timing and Content

It is essential to follow these syllabi closely. Students normally take these
courses to meet requirements which assume certain material is learned. Students
also switch from one instructor to another between 221 and 222, or between 222
and 234. There is little extra time and every effort should be made not to
fall behind schedule. The material at the ends of these courses should not be
sacrificed for the sake of a more extended treatment of earlier topics. Lecturers
should be careful in monitoring progress and the number of lectures remaining
to avoid running out of time, and be ruthless in resisting the temptation to
exceed the budgeted time. Some topics could be assigned as outside reading.
Learning on their own is an important skill for students to develop and it is
not a bad idea for them to be held responsible for material not covered directly
in class, but they have probably never had that responsibility so they deserve
warning.
A typical semester has 15 weeks but usually the first Monday is a holiday
(Labor Day in the fall and Martin Luther King Day in the spring) and in
the fall the Friday following Thanksgiving is a holiday. Thus there will be 43
MWF lectures in a typical semester. A lecturer should always allow at least
one discussion section between any lecture introducing new material and any
exam; in particular, new material should not be covered in the last lecture. The
Wednesday before Thanksgiving and the Friday before spring break may not be
suitable for covering important new material. Effectively, this mean that the
lecturer should say everything s/he has to say in 40 lectures. The approximate
schedules below must be adjusted proportionally for a TR schedule, which will
include approximately the same lecture time.
The suggested schedules below go through the text almost in order. Students

4
frequently find it confusing to jump around in the text in another order, and
doing so requires extreme care in selecting problems to assign so as to avoid
using material not yet covered. The one major deviation from covering the
chapters in order is the insertion of chapter 18 on Differential Equations in 222.

Math 221 (Starting Fall 2002)

You should cover the first 7 chapters of the official text, Varberg, Purcell,
Rigdon: Calculus, Eighth Edition. The schedule below shows a rough sched-
ule for completing the course in the allotted time. Remember that teachers of
subsequent courses will assume that students have seen this material. As long
as you adhere to this constraint, there is no need to follow the schedule given
below religiously. Some of the topics listed as optional (such as precise treat-
ment of limits, related rates, work, and hyperbolic functions) may be considered
absolutely essential by some instructors. It is certainly possible to cover some
of them, but NOT at the expense of topics identified as central.
Week 1
1.1-1.8, 2.1-3 Review of Precalculus. Many students will need this review,
but if you spend to much time on it, you will run out of time at the end of the
semester. Remember that your students have shown, on the placement test, that
they can do most of this material under some circumstances. Of course they will
deny it if asked; to admit it would be to invite being held responsible for it. So
go ahead and hold them responsible for it and you may be surprised how many
will rise to your desires rather than fall to your expectations. Review Cartesian
coordinates, the distance formula (Pythagorean Theorem), and equations for
lines and circles. Advertise the three review sessions run by the tutorial program
early in the semester. You might have the TA’s give an algebra skills quiz in the
discussion section before the first lecture. Parametric equations are not used in
the text until section 6.4 where they are introduced in the section on arclength.
You might want to use them more systematically; for example, the parametric
equations
x = cos θ, y = sin θ
help students decide the sign of the various trig functions in each quadrant.
2.4-2.6 Limits. Most students will not grasp ε − δ; starting the course with
it will create much anxiety. If you want to teach ε − δ, it might be better to
wait until the students have successfully learned something else. Explain that
the variable x in limx→a is a dummy variable. Cover the concept of “dummy
variables” again when doing sums and definite integrals in chapter 5.
Week 2
2.6-2.10 Limits and continuity. Emphasize the definition of continuity and
the limit laws and the correct use of notation. Note the theorem
sin t 1 − cos t
lim = 1, lim = 0,
t→0 t t→0 t

5
appears here as Theorem B on page 78, earlier in Varberg than in other texts
like Thomas or Stewart. This is the hard part of the proof that the derivative
of the sine is the cosine which is proved in section 3.4.
Students often use the word “exists” incorrectly. On page 85 (problems 48
and 49 for example) the text distinguishes three possible answers to the question
“find the limit”, namely (1) there may be a (finite) number L with limx→a F (x) =
L, (2) either limx→a F (x) = ∞ or limx→a F (x) = −∞, and (3) the limit does
not exist even in the infinite sense. Students who have had calculus may think
that the answer ”the limit does not exist” is appropriate in both cases (2) and (3)
and you should force them to distinguish these two cases. WARNING: Many
students have had calculus in high school and have already learned l’Hôpital’s
rule. When you test this material, you may want to word your exam questions
to explicitly forbid their using l’Hôpital’s rule.
3.1 Tangent and Velocity. This is what calculus is about. Over a small time
interval the average velocity is roughly the same as the instantaneous velocity
(the derivative). The Varberg text will define the average velocity for a function
in section 5.7 (page 255); unfortunately, it does not point out there that the
Fundamental Theorem tells us that the average velocity in the sense of 3.1 is
the same as the average velocity in the sense of 5.7.
Week 3
3.2 The Derivative. Students confuse derivatives and limits. Emphasize that
a derivative is a special case of a limit.
3.3 Differentiation formulas.
3.4 Derivatives of trig functions. The Varberg text has already done the hard
part in 2.7.
Week 4
3.5 Composite functions. It may be helpful to motivate the chain rule with
velocity in miles/hour as compared to miles/minute, and more generally y =
f (x), x = g(t) as a change of scale from x-units to ‘t-units’. Do some examples
which cannot be done without the chain rule.
3.6-3.7 Leibniz notation and higher derivatives. Emphasize correct use of
notation. Note the table on page 133 which contains all the common notations
for derivatives.
3.8 Implicit differentiation. The text does the power law for rational powers
here.
Week 5
3.9 Related Rates. Related rates is listed as optional, but a small amount of
time on this can provide good examples of “story” problems as well as situations
where the chain rule is obviously essential.
3.10 Linear Approximation. Like most texts the treatment of differentials is
confusing. (∆x = dx!?). It is best just to say that the equation dy = g(x) dx

6
 dy
is an abbreviation for the equation = g(x). Emphasize that the students
dx
should not write an infinitesimal on one side of an equation but not on the
other. Linearization should be more than a method for computing approxima-
tions. The idea that “differentiable functions are almost straight if you just
look closely enough” can be assisted by calculator or computer exercises or
demonstrations. You can mention linear approximation, quadratic approxima-
tion, and hint that this process can be continued; this will plant the seeds that
will facilitate (Taylor) series in 222.
Week 6
4.1 Max Min.
4.2 Monotonicity and Concavity. Note that the proof of the Monotonicity
Theorem is postponed till 4.7. As is customary in most modern calculus texts
Varberg uses the terms concave up and concave down instead of convex and
concave.
4.3 Local Max Min.
Week 7
4.4 Max Min word problems. Students have difficulty setting up the problem,
i.e. translating words into formulas. Skip 4.5 (Economic Applications) and the
optional material on least squares in 4.4.
4.6 Curve sketching. Curve sketching needs motivation in an era of graphing
calculators. Graphing calculators can be allowed on exams if graphing questions
ask for understanding and not just a picture. For example, you can give a list
of properties of a function and ask for a sketch, without specifying a function,
or you can give the graph to the students and ask them to extract properties.
It is crucial that students know the shape of basic functions: xn , x( − 1/n), trig,
exp, ln,... They also must learn to recognize key features of a function (e.g.
singularities).
Week 8
4.7 Mean Value Theorem. Here is the proof of the Monotonicity Theorem and
the theorem that two functions with the same derivative differ by a constant.
If time permits, mention (or even prove) that similar arguments prove “concave
up implies tangent line below and secant line above”.
Week 9
5.1-5.2 Antiderivatives and Differential equations. Emphasize that the for-
mulas F 0 = f and f (x) dx = F (x) + C are synonymous and explain that the
R

latter is motivated by the Fundamental Theorem which will be proved later.

Do the equation y 00 = −g where g is constant and solve some easy differential
equations using separation of variables. Emphasize that solving an initial value
problem involves evaluating the constant of integration.

7
5.3 Sigma Notation. Make sure the students can use sigma notation correctly
and use it (as does the text) to explain Riemann sums. Cover the concept of
“dummy variables” while doing sums and definite integrals.
4.4-5.5 The definite integral (area under a curve). Emphasize that a Riemann
sum approximates the integral. Consider assigning homework questions like
“Find a Riemann sum bigger than the integral ...” where the integrand is
complicated or where only partial information is given about the integrand.

The last day when students may drop a course typically falls in the
9th or 10th week. It is a good idea that the weak students know who
they are before this.

Week 10 (Mar 31- Apr 5)

4.4-5.5 The definite integral (area under a curve).
5.6-5.7 The Fundamental Theorem. Point out that the Fundamental Theorem
tells us that the average velocity in the sense of 3.1 is the same as the average
velocity in the sense of 5.7. Skip the Mean Value Theorem for Integrals.
Week 11
5.8 Evaluating Integrals. Note that Example 7 on page 253 in section 5.7
uses substitution although this is not justified till section 5.8. Be sure to cover
substitutions with definite integrals (Theorem B on page 260), and get students
to use this method rather than do all substitutions with indefinite integrals.
6.1-6.? Applications of the integral. Skip work or center of mass rather than
run out of time to treat chapter 7 well. (Both these applications are treated
again in 234.) Arclength (section 6.4) is important because it is the first point
in the text where parametric equations are used.
Week 12
7.1 The natural log.
7.2 Inverse Functions. The view of the text is that the graphs y = f (x) (suit-
ably restricted) and x = f −1 (y) are exactly the same. This is better than what
most texts do; namely, to tell the students to graph y = f −1 (x) by interchang-
ing x and y in y = f (x) and then solving for x in terms of y. (In general, label
the axes when you draw a graph and don’t confine yourself to the case where
the horizontal axis is the x-axis and the vertical axis is the y-axis.
7.3 The exponential function.
7.4 Logs and exponentials base a.

Thanksgiving recess typically falls in the 12th or 13th week in the

fall.

8
Week 13
7.5 Exponential growth. The equation y 0 = ky.
7.6 First order linear ODE. The equation y 0 +P (x)y = Q(x). In 7.5 and 7.6 you
can use differential notation (like is done in science courses) to derive differential
equations governing exponential growth and mixtures.
Week 14
7.7 Inverse trig functions.
7.8 Hyperbolic functions. This is optional. You could introduce eiθ = cos θ +
i sin θ as motivation, but the text never uses this notation. In any case, point
out that the solutions of y 00 + y = 0 are linear combinations of sine and cosine
and the solutions of y 00 − y = 0 are linear combinations of sinh and cosh.
Week 15
9.1-9.2 Indeterminate forms (l’Hôpital’s Rule). You needn’t prove l’Hôpital’s
Rule as in the book (i.e. using the Cauchy Mean Value Theorem) but might
just do the easy case where the denominator has a non vanishing derivative.
You might want to do these topics earlier in the semester, but beware of the
fact that some problems use logs and exponentials and should not be assigned
before Chapter 7 is studied.

Math 222 (Starting Spring 2003)

Math 222 is divided into four parts: formal integration, infinite series, differ-
ential equations, and analytic geometry. Like 221 it is overcrowded; unlike 221
there is no unifying theme. Here are some general comments on each of the four
parts.

1. Formal Integration. Most of the integrals done here can be done by sym-
bolic computation programs like Maple or Mathematica. The primary
purpose should be to improve algebra skills. Reinforce understanding of
the Fundamental Theorem and changing the limits of integration (Theo-
rem B on page 260) by giving some definite integrals as problems.
2. Infinite Series (including improper integrals). Students find this the most
difficult topic in the entire course, and neither they nor the departments
who require them to take the course generally see any need for very formal
treatment of series. Power series and approximation of functions are the
only topics in this chapter which most other departments find useful, and
the only topics we ourselves ask the students to use in any detail in courses
following soon after calculus. Students who need more detailed knowledge
of series, including fluency with convergence tests, will be taking higher
level courses where they can learn the real mathematics involved.
3. Differential Equations. We used to cover this topic in Math 223 where
we allotted five weeks to it. After extensive negotiations with the College

9
 of Engineering we added some differential equations to Math 222 and
replaced Math 223 (a five credit course) by Math 234 (a three credit
course). There is little time to do more than second order linear equations
with constant coefficients. First order linear equations should be treated
in Math 221, but a quick review in Math 222 is appropriate.
4. Analytic Geometry (including vectors). The choice of material taught
should be governed by the objective of ending the course with planetary
motion, i.e. the derivation of Kepler’s laws from Newton’s Third Law and
Newton’s Inverse Square Law (or the reverse). To our knowledge, the only
other place in the curriculum where this is taught is Physics 311 a course
which attracts only seventy students per year.

The following schedule shows how you can cover all this in a semester.
Week 1
8.1 Integration is Antidifferentiation.
8.2 Integration of Trig Functions.
8.3 Integration by Trig Substitution.
Week 2
8.4 Integration by Parts.
8.5 Integration of Rational Functions.
Week 3
8.6 Miscellaneous Problems.
9.3-4 Improper Integrals. Emphasize integrals over unbounded intervals more
than integrals of unbounded functions. Point out that the Fundamental Theo-
rem will not work if there is an interior discontinuity. This material is probably
worth two lectures: A good understanding of improper integrals can pave the
way for series. Convergence and divergence testing for improper integrals can
build some understanding of rate of growth of a function. You should do this
just before starting series, and emphasize the similarities between convergence of
an integral on the positive x-axis and convergence of a series. You can combine
the formula Z ∞ Z b Z ∞
f (x) dx = f (x) dx + f (x) dx
a a b
with the comparison test to motivate the idea that when we know why an
improper integral converges, we can also estimate the error between the definite
integral with b ≈ ∞ and the improper integral.
Week 4
10.3-5 Convergence Tests. There is not enough time to cover all convergence
tests, nor is it necessary. Comparison, geometric series, and the ratio test are
the most important. The Limit Comparison and Integral tests are worthwhile

10
but are candidates to drop if you don’t have enough time. If you can fit it into
the available time, the integral test (a) builds a connection to improper integrals
and (b) can be applied right away to show when p-series converge. If you do
not do the integral test you will probably want to include the facts on p-series
anyway, perhaps just as “we don’t have the tools to show this but here is what
happens”, so that they can be used for comparisons.
You can combine the formula
∞
X N
X ∞
X
ak = ak + ak
k=0 k=0 k=N +1

with the convergence tests to motivate the idea that when we know why an
infinite series converges, we can also estimate the error between the finite sum
with N ≈ ∞ and the infinite sum. Emphasize that absolute convergence implies
convergence. If you do alternating series, be sure to explain that Theorem A on
pages 453-4 shows that the next term gives an error estimate.
Week 5
10.6-7 Power Series and Taylor Series. Stress that a function is not always
equal to its Taylor series, but that where it is analytic (this term is not used
in the text) one can operate on the function by operating on the series term
by term. Point out how this can simplify computation of a Taylor series, e.g.
by comparing direct calculation of the series for sin(x)/x to reducing all of the
exponents in the series for sin(x) by 1.
Week 6
10.8,11.1 Taylor’s Formula - Estimating the Error. Note that Lagrange’s
form for the remainder is proved in 10.8 and used in 11.1. Theorem C in 10.8
states that a function is analytic iff limn→∞ Rn (x) = 0. On page 434 in 11.1
there is some discussion of computational error.
Week 7
7.6,18.1 Differential Equations. Quickly review section 7.6 in case students
have never had (or have forgotten) it.
Week 8
18.1 Linear Homogeneous. Emphasize second order with constant coefficients.
You can do higher order with constant coefficients as preparation for the method
of undetermined coefficients.
18.2 Linear Inhomogeneous. The text does both the method of undetermined
coefficients (which works when the inhomogeneous term is the root of a homoge-
neous linear differential equation with constant coefficients) and the method of
variation of parameters (which works when you can do the integral that results).
Week 9
18.3 Applications. If you have time do exercise 14 on page 785 illustrating
resonance (and bridge collapse?).

11
 The last day when students may drop a course typically falls in the
9th or 10th week. It is a good idea that the weak students know who
they are before this.

Week 10
12.1-3 Conic Sections. The text defines a conic section as a section of a cone
and uses the focus-directrix definition after asserting the equivalence. If you
want to prove the equivalence of these definitions be warned that the picture is
very hard to draw on the blackboard. The text then shows that the focus-focus
definition of the ellipse is the same and describes the optical properties. (Very
nice.) Some of these pictures can be nicely done using a computer. Bob Wilson
has a Maple routine that lets you tip the slicing plane back and forth and see
what the intersection looks like.
12.4-5 Changing Coordinates. This is done completely (unlike some texts)
and is a central topic.
Week 11
12.6-7 Polar Coordinates. You will need the polar equation for the ellipse to
do planetary motion.
12.8 Calculus in Polar Coordinates. You will need the formula dA = 12 r2 dr dθ
to do planetary motion.
Week 12 The material in Chapters 13 and 14 can be done simultaneously:
vectors in the plane are a special case of vectors in space.
13.1 Parametric Equations.
−−→
13.1-3,14.1-2 Vectors. The text (like most texts) uses AB and v to denote
vectors: The arrow notation is used only for the representation of a vector by
→
−
a directed line segment. In lecturing it is customary to write V rather than
v. Point out the need for a handwritten symbol replacing bold-faced type.
Distinguish between points P and vectors v and indicate that the choice of an
−−→
origin O makes points and vectors correspond via the radius vector r = OP .
Note that the text uses lower case boldface for vectors and writes P = (x, y, z)
for points rather than P (x, y, z) as in some texts. The text introduces the
notation ha, bi as synonymous with ai + vj on page 571. The notation ha, bi
is not heavily used (to my knowledge) in client departments. Emphasize that
these are two different notations for the same thing. On page 571 the book
points out that (a, b) is a point and ha, bi is a vector.
Week 13
13.3,14.2-3 Dot Product and Cross Product.

Thanksgiving recess typically falls in the 12th or 13th week in the

fall.

12
Week 14
14.4 Lines and Planes.
13.4-5,14.5 Velocity, Acceleration, and Curvature. Include the material from
these sections which is necessary for your treatment of the Kepler problem.
Leave sections 14.6 (surfaces in three space) and 14.7 (polar and spherical
coordinates) for Math 234.
Week 15
Notes The Kepler Problem. The present text does not cover this material, but
many other calculus texts (e.g. Thomas Finney Fifth) do. Several department
members have produced their own notes on the topic. See for example
http://www.math.wisc.edu/~passman/planet.pdf or
http://www.math.wisc.edu/~robbin/234dir/kepler.pdf
(Tell the Calculus Committee if you have notes you are willing to contribute.)

Math 234 (Starting Fall 2003)

234 is a three credit course, unlike 221 and 222. As such it will meet fewer
times in the semester, but on the other hand the students who have finished
222 and continue to 234 are generally more mathematically able as well as more
advanced in study skills. Thus they can be expected to take a larger role in
working through new material. In addition the smaller(?) classes allow for
more effective use of class time. The schedule below assumes two hours per
week are devoted to new material and one to discussion, testing, etc.
Week 1
14.1-5 Review of vectors. Many instructors do not like to start the semester
with a review. However, it is probably appropriate here since transfer stu-
dents (even those from other campuses in the UW system) are often placed in
Math 234 after having had a calculus course not covering vectors but otherwise
comparable to our Math 222.
13.5,14.5 Velocity, acceleration, and curvature. Do these since curvature was
optional in Math 222. The binormal B is defined on page 616. You might have
time to do the Frenet equations
dT dN dB
= κN, = −κN − τ B, = τ N,
ds ds ds
but these are not covered in the text.
Week 2
14.6 Surfaces in three-space. You could discuss parametric surfaces

x = x(s, t), y = y(s, t), z = z(s, t),

13
although the text only treats them as part of a “technology project” at the end
of Chapter 17.
14.7 Cylindrical and Spherical coordinates. The sphere of radius a has the
parametric equations
x = a cos θ sin φ, y = a sin θ sin φ, z = a cos φ.
Note that the text specifies spherical coordinates in the order (ρ, θ, φ) while
some others use (ρ, φ, θ) and some books use entirely different names for the
variables.
Week 3
15.1 Multivariate functions.
15.2 Partial derivatives. Students often have difficulty using differentiation
rules for one variable in calculating partial derivatives.
Week 4
15.3 Continuity. Do not go into all the nuances of limits of functions of several
variables. Do point out that continuity with respect to each variable separately
does not suffice for continuity of a multi-variable function.
15.4 Differentiability. Here the key formula is
f (P + h) = f (P ) + ∇f (P ) · h + ε(h) · h
on page 652. There is a typo on page 652: hfx (P0 ), fy (P0 )i · h should appear
where (fx (P0 ), fy (P0 ))·h appears. (See page 571.) It is probably better to write
ai + bj rather than ha, bi to better emphasize the distinction between points and
vectors.
Week 5
15.5 Directional derivatives and gradients.
15.6 Chain rule.
Week 6
15.7 Tangent planes and linear approximation. Emphasize local linearization,
the idea being that the surface described by a differentiable function is “almost
a plane (the tangent plane) if you just look closely enough.” This idea motivates
the chain rules for several variables and directional derivatives. The text uses
the notation hx − x0 , y − y0 , z − z0 i rather than (x − x0 )i + (y − y0 )j + (z − z0 )k
on page 667. The notation hx − x0 , y − y0 , z − z0 i was introduced on page 571
(in Math 222) but is not heavily used (to my knowledge) in client departments.
15.8 Max and min. You can relate this to rotation of the axes by studying
functions of form
f (x, y) = A(x − x0 )2 + B(x − x0 )(y − y0 ) + C(y − y0 )2
and describing the level curves.

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Week 7
15.9 Lagrange multipliers. Some departments would like us to give a lot of
attention to constrained max/min and Lagrange multipliers. You may not have
time to do that. If you do cover constrained max/min, however, emphasize prob-
lems for regions with boundaries, using Lagrange multipliers for the boundary
analysis. Confine your attention to problems with one constraint.
Week 8
16.1-2 Double integrals and iterated integrals.
Week 9
16.3 Integrals over nonrectangular regions.
16.4 Polar coordinates.

The last day when students may drop a course typically falls in the
9th or 10th week. It is a good idea that the weak students know who
they are before this.

Week 10
6.6,16.5 Center of mass. The centroid (by definition) is the center of mass
when the mass distribution is uniform. Figure 10 on page 308 says that “the
center of mass is the center of mass of the centers of mass.” This can now be
explained as special case of the formula for computing a two or three dimensional
centroid.
16.6 Surface area. The right way to do surface area is to parameterize the
surface via
R = x(s, t)i + y(s, t)j + z(s, t)k
and then do Z
∂R ∂R
A= dA, dA = × ds dt
∂s ∂t
with appropriate limits of integration. The formula in the book is the special
case
R = xi + yj + f (x, y)k.
The formula dA = r dr dθ is the special case

R = r cos θi + r sin θj.

More generally, the change of variables formula in a double integral is also a

special case.
Week 11
16.7, 16.8 Triple integrals. While multiple integrals may be motivated by
volumes, be sure to stress that they need not represent volumes.

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Week 12
17.1 Vector fields.
17.2 Line integrals.

Thanksgiving recess typically falls in the 12th or 13th week in the

fall.

Week 13
17.3 Independence of the path. Emphasize that the integral
Z
M dx + N dy + P dz
C

is independent of the parameterization of C but that the integral

Z
∂f ∂f ∂f
dx + dy + dz
C ∂x ∂y ∂z

only depends on the endpoints (i.e. is independent of the path).

17.5 Surface Integrals.
Week 14
17.4 Green’s Theorem.
17.6 The Divergence Theorem.
Week 15
17.7 Stokes Theorem.

Technology
Graphing calculators are now readily available, and many students will have
them, and may find them helpful in learning the subject. Some instructors
believe that these calculators should be allowed on exams (and that questions
of the sort: “plot the graph of y = x/(x2 + 1)” are thus not appropriate). These
calculators can be programmed to store notes and formulas, and so, in fairness,
if they are allowed for exams, every student should be allowed to bring a page
of notes. Note that there is little time in the semester to discuss how it can
happen that a calculator can give misleading results.
One approach which can help get get students more involved is to assign
topics for them to study and write up, possibly in groups. This will work
best in Math 234 where there is more time. The MAA book Student Re-
search Projects in Calculus by Cohen et al gives some advice on running
such projects, as well as some possible topics. The use of projects has been
successful when tried; students like them and put some real effort into them.
There are many suitable projects suggested in the five-volume collection Re-
sources for Calculus published by the MAA; copies may be borrowed in 218

16
Van Vleck. Another book in a similar vein is Bringing Calculus to Life, by
Decker and Williams. Projects which involve the formulation of mathematical
models for scientific problems and whose solution may be aided by computer
software such as Maple or other technology are especially valuable for students
interested in physical sciences and engineering. Maple (and Matlab) are readily
available to students, but you can’t assume the TAs know these technologies.
Computer software can improve teaching and learning in calculus. Our large
lecture rooms and several of the smaller classrooms have equipment which can
be used to advantage at many points in the 221-222-234 sequence. Room B107
has workstations which can be used by students.
Some of the ways computer technology can be used in teaching calculus
amount to improved versions of pictures or calculations which the teacher has
traditionally done on the board, while others simply would not have been prac-
tical without the computer. Some specific suggestions are:
(1) Computer generated “movies” can show the tangent line moving along a
curve, illustrating both how the slope changes and how the line approximates
the curve near the point of tangency.
(2) Software can illustrate graphically changing solutions to a differential equa-
tion as the initial conditions are changed. This can be done at an early stage,
when differential equations are treated informally as solution for position in
terms of velocity, or later when there is a more formal study. The graphical
illustrations can be more or less detailed, a few curves through different points
or complete direction fields with overlaid solutions.
(3) A simple construction in Maple will accept a function, an interval, and a
number of (equal length) subintervals, and will both compute and graphically
illustrate Riemann sums. Varying the choice of right, left, upper, or lower sums,
and refining the partition, gives the students a much better feel for the limit
underlying the integral than any static picture.
(4) Graphs of functions of two variables, produced by the computer using color
and shading, are much easier for students to see as three dimensional than what
is practical to draw on the board.
Each instructor needs to choose ways to use these technologies which are
appropriate to his or her teaching style, but for virtually any style there will be
opportunities to use the computer in genuinely helpful ways. The University has
site licenses which make it possible for instructors to have copies of computer
software such as Maple and Matlab. Those products (as well as several others)
are also available in a reduced-price version for students who wish to have their
own copies: Such software is also available for student and faculty use in many
computer labs across campus. Several instructors have created or collected
assignments which you can give to students, which are intended to make use of
such software to go beyond what is normally learned in these courses or to help
drive home points we usually teach. There are also published collections of such
assignments, usable as supplementary texts and including “how-to” information
on software which is available for student use, such as Maple V Calculus

17
Labs by Fattahi and CalcLabs with Maple V by Boggess, et al. A book
which has some good laboratory ideas but which assumes that the students are
using Mathematica, which we no longer have generally available, is Calculus
Laboratories with Mathematica by Kerchhove and Hall. Another good
reference Calculus the Maple Way by Robert Israel; this is written as a text
supplement for students but has lots of things that make good class demos.
It is not necessary for the instructor to be able to use the software in order
to give such assignments. It is definitely not necessary to use lecture time to
teach computing skills.
Remark: Math 234 is particularly appropriate for assigning some “major”
projects, requiring the students to extend or apply classwork. Either individ-
ually or in small groups they can be asked to work on problems which may
take them several weeks, and which are to be written up in extensive detail.
These projects might involve applications in areas the students care about, or
extensions of material covered in class, possibly using the computer labs. The
TAs can be expected to grade such projects.

Prepared by Brauer and Isaacs, Dec 1985. Revised by Nagel, Aug 1990. Revised by
Brauer, Isaacs and Smart, Dec 1991, Aug 1992, Dec 1992, June 1993, Aug. 1993,
minor revisions May 1994 and Jan 1995. Revised by Brauer and Wilson Aug 1996
for Stewart text. Revised by Brauer and Wilson, 1st order ODE added to 222, 223
evolved to 234, in Dec 1996. Revised by Wilson and Shea to drop exact equations
from 222, clean up lots of little things, Nov 1997. Revised by Wilson, mainly re how
234 is organized, Aug 1998 and Apr 1999. Revised by Robbin for the Varberg text,
Sep 2002.

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