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| | =Course Information= | | =Course Information= |
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| − | MATH224: Multivariable calculus, including partial derivatives, multiple integration, and vector calculus.
| + | MATH235: ??? |
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| | ==Instructor Information == | | ==Instructor Information == |
| − |
| |
| − | ===Section A===
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| − | Instructor : [http://ams.mines.edu/ams.php/people/facPage?id=ggreivel Gus Greivel]
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| − |
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| − | Office : Stratton Hall 202
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| − |
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| − | Office Phone : 303.273.3840
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| − |
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| − | email : ggreivel@mines.edu
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| − |
| |
| − | ===Section B===
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| | | | |
| | Instructor : [http://www.mines.edu/~sstrong Scott Strong] | | Instructor : [http://www.mines.edu/~sstrong Scott Strong] |
| | | | |
| − | Office : Stratton Hall 205 and CASA 122 | + | Office : Stratton Hall 205 |
| | | | |
| − | Office Phone : 303.384.2446 (@ Stratton Hall) | + | Office Phone : 303.384.2446 |
| | | | |
| | email : sstrong@mines.edu | | email : sstrong@mines.edu |
| | | | |
| − | Office Hours: MWF @ 4:00pm in SH205 (drop in), MWF 10am-2:50pm (by [https://scottastrong.youcanbook.me/ appointment]) | + | Office Hours: MWF @ 12:00pm in SH205 |
| | | | |
| − | Onenote shared notebook: [https://onedrive.live.com/redir?page=view&resid=61E3E186CFA6712D!1190&authkey=!AI6ZK91xyL3D41A Onenote Notebook]
| + | ==Syllabus== |
| | | | |
| − | Lecture Boards: [https://www.dropbox.com/sh/5s4bvn9eygge3mo/AABESPZ_bSqJBApYBX-4H9Yga?dl=0 Pictures]
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| | | | |
| − | == Syllabi ==
| + | * |
| | | | |
| − |
| |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/MATH224ASyllabus-F15-Greivel%281%29.pdf Section A Syllabus]
| |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Syllabus/MATH224F15-Syllabus.pdf Section B Syllabus]
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| − |
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| − | == Laboratory Notebook Information ==
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| − |
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| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/MATH224_LabDoc.pdf Lab notebook: Format and expectations(pdf)]
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| − |
| |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/MATH224_LabDoc.docx Lab notebook: Format and expectations(docx)]
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| | | | |
| | | | |
| | == Textbook Information == | | == Textbook Information == |
| | | | |
| − | * [https://www.dropbox.com/sh/6r6s9kbx89bq4tj/AAB9n1kEdBZsLBVj4MZW968Ha?dl=0 Thomas Text] | + | * |
| − | | + | |
| − | * [https://www.dropbox.com/s/435y4ax4s4195wt/ch10_text_notes.pdf?dl=0 Chapter 10(Conics) - Thomas: Notes and suggested problems]
| + | |
| − | | + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Thomas/text/ch12_text_notes.pdf Chapter 12(quadric surfaces) - Thomas: Notes and suggested problems]
| + | |
| − | | + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Thomas/text/ch14_text_notes.pdf Chapter 14(limits and differentiation) - Thomas: Notes and suggested problems]
| + | |
| − | | + | |
| − | == Mathematica Information ==
| + | |
| − | | + | |
| − | CSM has a site license for Mathematica which can be used for instruction and academic research. It can be installed on personal computers and the following links will take you to the relevant information. Big thanks to Prof. Eklund for spearheading this acquisition.
| + | |
| − | | + | |
| − | * [https://scottastrong.wordpress.com/2014/08/21/re-post-mathematica-computational-resources/ Old blog post about how to get Mathematica]
| + | |
| − | | + | |
| − | * [http://inside.mines.edu/CCIT-Mathematica Mines CCIT page about Mathematica site license]
| + | |
| − | | + | |
| − | == Studio Materials==
| + | |
| − | | + | |
| − | | + | |
| − | ===Studio 1===
| + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Mathematica/00.MathematicaLinePlanesParabola.nb An introduction to Mathematica through a review of parabola, lines and planes]
| + | |
| − | | + | |
| − | | + | |
| − | ===Studio 2===
| + | |
| − | | + | |
| − | * [https://www.surveymonkey.com/r/MATH224-QSPre Lab 2 - Pretest]
| + | |
| − | | + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Mathematica/01.ConicsAndQuadricSurfaces.nb Conics and Quadric Surfaces.nb]
| + | |
| − | | + | |
| − | | + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Labs/Studio2/What%20do%20you%20know%20about%20Mathematica%20that%20you%20think%20other%20students%20might%20not%20know%20but%20would%20want%20to%20know.pdf What do you know about Mathematica that you think other students don't know but would want to know? (pdf)] and [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Labs/Studio2/What%20do%20you%20know%20about%20Mathematica%20that%20you%20think%20other%20students%20might%20not%20know%20but%20would%20want%20to%20know.docx Word Doc Source]
| + | |
| − | | + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Labs/Studio2/What%20would%20you%20like%20to%20see%20in%20future%20studios_9_9.pdf What would you like to see in future studios?(pdf)] and [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Labs/Studio2/What%20would%20you%20like%20to%20see%20in%20future%20studios_9_9.docx Word Doc Source]
| + | |
| − | | + | |
| − | * I am comfortable with simple plotting in Mathematica
| + | |
| − | Strongly Agree: 12%
| + | |
| − | Agree: 60%
| + | |
| − | Neutral: 23%
| + | |
| − | Disagree: 4%
| + | |
| − | Strongly Disagree: 0%
| + | |
| − | | + | |
| − | * Mathematica plotting commands are helping me understand functions of several variables
| + | |
| − | Strongly Agree: 30%
| + | |
| − | Agree: 50%
| + | |
| − | Neutral: 16%
| + | |
| − | Disagree: 3%
| + | |
| − | Strongly Disagree: 0%
| + | |
| − | | + | |
| − | ====Results====
| + | |
| − | | + | |
| − | * [https://www.dropbox.com/sh/ia1l2y8hoyu8m9v/AADJ_Cf7wKdUlcnxLs0VryJfa?dl=0 Conics and Quadric Surfaces - Shared Dropbox Folder]
| + | |
| − | | + | |
| − | Notes from the TAs
| + | |
| − | The following reports were quite good: 37, 29, and 12.
| + | |
| − | | + | |
| − | ===Studio 3===
| + | |
| − | | + | |
| − | | + | |
| − | * [https://www.surveymonkey.com/r/MATH224-QSPre Quadric Surfaces Take Again Please]
| + | |
| − | | + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Labs/MATH224-Studio03_Final.pdf Limits and Partial Derivatives (pdf)] for those interested [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Labs/MATH224-Studio03_Final.docx here is the .doc file source].
| + | |
| − | | + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Mathematica/03.DerivativesAndDifferentialEquations.nb 03.Derivatives and Differential Equations.nb]
| + | |
| − | | + | |
| − | ===Studio 4===
| + | |
| − | | + | |
| − | * Quadric surfaces [https://www.surveymonkey.com/r/MATH224-QSPre quiz] results.
| + | |
| − | | + | |
| − | Question x: Attempt 1 - Percent Correct | Attempt 2 - Percent Correct
| + | |
| − | Question 1: 77% | 94%
| + | |
| − | Question 2: 79% | 76%
| + | |
| − | Question 3: 69% | 84%
| + | |
| − | Question 4: 67% | 93%
| + | |
| − | Question 5: 86% | 98%
| + | |
| − | Averages: 76% | 89%
| + | |
| − | | + | |
| − | The drop in the second question may be due to the fact that a circular cone was presented just before attempt 1. However, it still seems that cones are problematic.
| + | |
| − | | + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Labs/MATH224-Studio04.pdf Linearizations and Propagation of Error(pdf)] and the WordDoc for those interested in editing [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Labs/MATH224-Studio04.docx Linearizations and Propagation of Error(docx)]
| + | |
| − | | + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Mathematica/04.TangentPlanesForDifferntiableFunctions.nb 04.TangentPlanesForDifferntiableFunctions.nb]
| + | |
| − | | + | |
| − | === Studio 5 ===
| + | |
| − | | + | |
| − | It is clear that more can be accomplished with team-work than without. However, there is a latent assumption that a team is functioning, which is not always the case. Team development takes time and goes through phases as described by [https://en.wikipedia.org/wiki/Tuckman's_stages_of_group_development Tuckman]. If we barrow a bit from management theory then we can use the [https://en.wikipedia.org/wiki/Team_Role_Inventories#Belbin_Team_roles Belbin team roles] to demystify some of the impediments of team development. Many of us naturally fall into specific roles and often it is useful to adopt a role, which may not be natural to us, in order to further the group cause. We would like everyone to take a bit of time to look through these two pieces of information. On the next group submission you will be asked some questions about role identification and group function. Some more resource links are below.
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| − | | + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Labs/MATH224-Studio05.pdf Partial Derivatives, Directional Derivatives and the Mulivariate Chain Rule] and the WordDoc for those interested in editing [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Labs/MATH224-Studio05.docx Studio5(docx)]
| + | |
| − | | + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Mathematica/05.SolveCommandAndExtremeValues.nb 05.SolveCommandAndExtremeValues.nb]
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| − | | + | |
| − | | + | |
| − | * [https://scottastrong.wordpress.com/2014/09/04/team-building-and-first-meetings/ Old blog post about team building]
| + | |
| − | * [http://pdfs.cpm.org/studyTeam/Using_Team_Roles_with_Study_Teams.pdf Pdf about team roles]
| + | |
| − | * [http://www.scottastrong.com/group-meeting-assignment-survey/ A blog post about Belbin team roles]
| + | |
| − | | + | |
| − | === Studio 6 ===
| + | |
| − | | + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Labs/MATH224-Studio06.pdf MATH224-Studio06.pdf] and the WordDoc for those interested in editing [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Labs/MATH224-Studio06.docx MATH224-Studio06.docx]
| + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Mathematica/06.SolveCommandAndExtremeValues.nb 06.SolveCommandAndExtremeValues.nb]. Note: This is a chilled out version of the notebook given out during studio5. Specifically, [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Mathematica/05.SolveCommandAndExtremeValues.nb 05.SolveCommandAndExtremeValues.nb] is "automated" in the sense that the output of the current command is fed into the next command. Consequently, the command structure is complicated. [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Mathematica/06.SolveCommandAndExtremeValues.nb 06.SolveCommandAndExtremeValues.nb] rips out the essentials at a cost of the "automation." Choose the notebook consistent with your comfort level.
| + | |
| − | | + | |
| − | | + | |
| − | How are the groups doing? [Based on Studio 4 Data]
| + | |
| − | Work Distribution: Equal (82%), Unequal (13%), EqualUnequal (5%)
| + | |
| − | Skill/capabilities gains due to team activity: Yes (90%), No (10%)
| + | |
| − | Team effectiveness: Effective (93.5%), Ineffective (6.5%)
| + | |
| − | Team communication: Excellent (15%), Good (53%), Satisfactory (31%), Poor (2%)
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| − | | + | |
| − | '''Comment''': At the heart of any function working group is an efficient and productive communication mechanism. Based on the above data, which is generally positive, we would like to see teams communication better. To support your growth in this category, let us remind you of:
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| − |
| + | |
| − | *[https://en.wikipedia.org/wiki/Team_Role_Inventories#Belbin_Team_roles Belbin Team Roles]: Remember that everyone has behaviors and that sometimes these behaviors clash. When clashes occur, strong emotions manifest. A way to keep emotions from getting out of control is by assessing where both parties are coming from. It is often easier to understand a behavior when they are depersonalized with a label from a taxonomy. The Belbin team roles can be used for exactly this. Moreover, increased awareness of these archetypes allows one to transition between them as needs of the group change. You may want to take the personal inventory given [https://www.123test.com/team-roles-test/ here] (save your results, we may ask you to submit them in an individual survey).
| + | |
| − | | + | |
| − | Instruction Team Dispositions
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| − | [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Belbin/GusBelbinIdentification.png Gus]: Executive (19%), Explorer (17%), Innovator (14%), Team Player (11%), Analyst (11%), Expert (8%), Chairman (8%) ,Completer (8%),Driver (3%)
| + | |
| − | Izzy: Innovator (17%), Driver (17%), Explorer (17%), Team Player (14%), Expert (11%), Chairman (11%), Completer (8%), Analyst (6%), Executive (0%)
| + | |
| − | [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Belbin/MichaelBelbinIdentification.png Michael]: Driver (19%), Explorer (17%), Analyst (11%), Expert (11%), Chairman (11%), Innovator (8%), Team Player (8%), Completer (8%), Executive (6%)
| + | |
| − | [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Belbin/ScottBelbinIdentification.png Scott]: Innovator (22%), Driver (17%), Team Player (14%), Explorer (11%), Expert (8%), Chairman (8%), Executive (8%), Analyst (6%), Completer (6%)
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| − | | + | |
| − | | + | |
| − | * [https://en.wikipedia.org/wiki/Active_listening '''Active Listening''']: Understanding yourself and your teammates does not guarantee that things will always run smoothly. Any team, even highly functional teams, succumb to strife. When this happens we must adopt practices that get us through the issues as quickly as possible. [https://en.wikipedia.org/wiki/Active_listening Active listening] is a [https://en.wikipedia.org/wiki/Active_listening#Tactic tactic] one uses to make a conscious effort to hear not only the words that another person is saying but, more importantly, try to understand the complete message being sent. [https://youtu.be/lL0sDXCzRu0 This youtube video] gives a quick overview of the salient features of the tactic. Our advice is, don't wait for a breakdown to occur, start using this tactic right now and make a habit of using it daily. Everyone loves good listeners!
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| − | | + | |
| − | | + | |
| − | === Studio 7 ===
| + | |
| − | | + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Labs/MATH224-Studio07.pdf MATH224-Studio07.pdf] (Lagrange Multipliers) and the [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Labs/MATH224-Studio07.docx docx].
| + | |
| − | | + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Mathematica/07.NSolveCommandAndLagrange.nb07.NSolveCommandAndLagrange.nb]
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| − | | + | |
| − | === Studio 8 ===
| + | |
| − | | + | |
| − | The following is a summary of the data collected from individual responses to studio 6.
| + | |
| − | | + | |
| − | Satisfaction with Group Meetings
| + | |
| − | Very Satisfied 32.08%
| + | |
| − | Satisfied 35.85%
| + | |
| − | Somewhat Satisfied 28.30%
| + | |
| − | Not Satisfied 3.77%
| + | |
| − | | + | |
| − | Satisfaction with Group Communication
| + | |
| − | Very Satisfied 32.69%
| + | |
| − | Satisfied 36.54%
| + | |
| − | Somewhat Satisfied 26.92%
| + | |
| − | Not Satisfied 3.85%
| + | |
| − | | + | |
| − | Satisfaction with Group Report Writing
| + | |
| − | Very Satisfied 42.31%
| + | |
| − | Satisfied 50.00%
| + | |
| − | Somewhat Satisfied 7.69%
| + | |
| − | Not Satisfied 0.00%
| + | |
| − | | + | |
| − | Satisfaction with Group's Utilization of Time
| + | |
| − | Very Satisfied 46.15%
| + | |
| − | Satisfied 32.69%
| + | |
| − | Somewhat Satisfied 21.15%
| + | |
| − | Not Satisfied 0.00%
| + | |
| − | | + | |
| − | Have your skills and capabilities increased through participation in your team?
| + | |
| − | Yes: 83.6%
| + | |
| − | No: 16.3%
| + | |
| − | | + | |
| − | How effective is the work of your team?
| + | |
| − | Effective: 98%
| + | |
| − | Ineffective: 2%
| + | |
| − | | + | |
| − | Did you read about the Belbin group roles?
| + | |
| − | Yes: 68%
| + | |
| − | No: 34%
| + | |
| − |
| + | |
| − | Strong Identification with:
| + | |
| − | Analyst: 31%
| + | |
| − | Chairman: 14%
| + | |
| − | Completer: 24%
| + | |
| − | Driver: 17%
| + | |
| − | Executive: 28%
| + | |
| − | Expert: 24%
| + | |
| − | Explorer: 17%
| + | |
| − | Innovator: 20%
| + | |
| − | Team player: 29%
| + | |
| − | | + | |
| − | Somewhat identify with:
| + | |
| − | Analyst: 42%
| + | |
| − | Chairman: 36%
| + | |
| − | Completer: 36%
| + | |
| − | Driver: 40%
| + | |
| − | Executive: 30%
| + | |
| − | Expert: 37%
| + | |
| − | Explorer: 29%
| + | |
| − | Innovator: 50%
| + | |
| − | Team player: 50%
| + | |
| − |
| + | |
| − | Weakly identify with:
| + | |
| − | Analyst: 22%
| + | |
| − | Chairman: 34%
| + | |
| − | Completer: 24%
| + | |
| − | Driver: 31%
| + | |
| − | Executive: 30%
| + | |
| − | Expert: 34%
| + | |
| − | Explorer: 33%
| + | |
| − | Innovator: 23%
| + | |
| − | Team player: 15%
| + | |
| − |
| + | |
| − | Did not identify with:
| + | |
| − | Analyst: 4%
| + | |
| − | Chairman: 16%
| + | |
| − | Completer: 16%
| + | |
| − | Driver: 12%
| + | |
| − | Executive: 12%
| + | |
| − | Expert: 5%
| + | |
| − | Explorer: 22%
| + | |
| − | Innovator: 7%
| + | |
| − | Team player: 6%
| + | |
| − | | + | |
| − | Did taking the role type test help you understand your own behaviors when working in group?
| + | |
| − | Yes: 26.53%
| + | |
| − | No: 24.49%
| + | |
| − | Somewhat: 48.98%
| + | |
| − | | + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Labs/MATH224-Midterm-Review-GG.pdf Mid-term exam review.pdf] and the [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Labs/MATH224-Midterm-Review-GG.docx docx file]
| + | |
| − | | + | |
| − | === Studio 9 ===
| + | |
| − | | + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Labs/MATH224-Studio09.pdf Studio09.MultipleIntegration.pdf]
| + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Mathematica/09.MultipleIntegration.nb 09.MultipleIntegration.nb]
| + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Mathematica/09_MathematicaNotes.pdf Hand calculations for Mathematica notebook]
| + | |
| − | | + | |
| − | | + | |
| − | === Studio 10 ===
| + | |
| − | | + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Labs/MATH224-Studio10.pdf Studio10.TripleIntegrals.pdf]
| + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Labs/Cylindrical-and-Spherical-lecture.docx Cylindrical and Spherical Lecture (docx)]
| + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Labs/Cylindrical-and-Spherical-lecture.pdf Cylindrical and Spherical Lecture (pdf - no markups)]
| + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Labs/Cylindrical-and-Spherical-lecture2.pdf Cylindrical and Spherical Lecture (pdf - markups but no good symbols)]
| + | |
| − | | + | |
| − | | + | |
| − | === Studio 11 ===
| + | |
| − | | + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Labs/MATH224-Studio11_final.pdf Studio11.GeneralTransformations.pdf]
| + | |
| − | | + | |
| − | | + | |
| − | === Studio 12 ===
| + | |
| − | | + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/VectorCalculus_F15/LineIntegration.pdf Typeset notes with problems at the back. ] '''I've updated the problems so that value of the integral in #6 is correct and the integral from #2 has been relegated to a challenge problem.'''
| + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Mathematica/12a.LineIntegralOverScalarFields.nb Line Integration over Scalar Fields.nb]
| + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Mathematica/12b.LineIntegralOverVectorFields-plane.nb Line Integration over Vector Fields-Plane.nb]
| + | |
| − | *[https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Mathematica/12c.LineIntegralOverVectorFields-ThreeSpace.nb Line Integration Over Vector Fields - Three space.nb]
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| − | | + | |
| − | === Studio 13 ===
| + | |
| − | | + | |
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| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/VectorCalculus_F15/SurfaceIntegration.pdf Typeset notes with problems at the back. ]
| + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Mathematica/13a.SurfaceIntegralOverVectorFields.nb Surface Integration over Scalar Fields]
| + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Mathematica/13b.SurfaceIntegralOverVectorFields-plane.nb Surface Integral Over Vector Fields]
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| − | | + | |
| − | == Student Submission Links and Returned Work ==
| + | |
| − | Work submissions will occur electronically. [http://www.scottastrong.com/math224-preliminary-information-f15/ This post] from Prof. Strong's associated blog talks about the first submission and links to [https://scottastrong.wordpress.com/2014/08/28/online-homework-submission-test/ this old, old blog post] about tools that students can use to make digital records of their work.
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| − | | + | |
| − | ''' A note about due dates:''' Your instructors understand that you are involved with many other courses outside of MATH224. As such, you should consider most due dates as soft deadlines. If you are in the middle of time critical work for another class that cannot wait then please do not stress. The submission site will be open and ready to receive your work if things run long. That said, please do not fall behind. If you feel like you are falling behind then please talk to your instructor ASAP.
| + | |
| − | | + | |
| − | ===Submission Links===
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| − | | + | |
| − | * [http://form.jotformpro.com/form/52364419275964 Test Submission Form - Due Aug. 31st by 11:59pm]
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| − | * [http://form.jotformpro.com/form/52464999924979 Conics and Quadric Surfaces Submission form - Due by Sept. 9th at 11:59pm]: '''Note:''' Please read the form completely and carefully before filling anything out.
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| − | | + | |
| − | * [http://form.jotformpro.com/form/52567651175966 Limits and Derivatives Submission form - Due by Sept. 16th at 11:59pm (soft)]: '''Note:''' Please read the form completely and carefully before filling anything out.
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| − | | + | |
| − | * [http://form.jotformpro.com/form/52637583170963 Linearizations, Propagation of Error and Graphing (group)]
| + | |
| − | * [http://form.jotformpro.com/form/52636730154958 Linearizations, Propagation of Error and Graphing (individual)]
| + | |
| − | | + | |
| − | * [http://form.jotformpro.com/form/52708538469973 Multivariate chain rule, PDE and directional derivatives (group)]
| + | |
| − | * [http://form.jotformpro.com/form/52708584095969 Multivariate chain rule, PDE and directional derivatives (individual)]
| + | |
| − | | + | |
| − | * [http://form.jotformpro.com/form/52786083386972 Critical Points and Second Derivative Testing (group)]
| + | |
| − | * [http://form.jotformpro.com/form/52785881276975 Critical Points and Second Derivative Testing (individual)]
| + | |
| − | | + | |
| − | * [https://form.jotform.com/52878496785985 Lagrange Multipliers (group)]
| + | |
| − | * [https://form.jotform.com/52878797925985 Lagrange Multipliers (individual)]
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| − | | + | |
| − | | + | |
| − | | + | |
| − | | + | |
| − | '''A note about submissions''': We would like only one write up per group as opposed to a conglomeration of materials from each individual's notebooks. With this write up you should think about distilling and manicuring your results/discussion/reflections. Also, the quality of scans have been lacking in some submissions. We would like to point you to [https://www.camscanner.com/ Cam Scanner], which is a free app that will take pictures, straighten, grey-scale them and output a single pdf file. If you are not using this, or something equivalent, then please think about starting.
| + | |
| − | | + | |
| − | * [https://form.jotform.com/53066953674970 Multiple Integration (group)]
| + | |
| − | * [https://form.jotform.com/53067012019950 Multiple Integration (individual)]
| + | |
| − | | + | |
| − | * [https://form.jotform.com/53144057993966 Triple Integration(group)]
| + | |
| − | * [https://form.jotform.com/53144585430958 Triple Integration (individual)]
| + | |
| − | | + | |
| − | * [https://form.jotform.com/53223665791965 General Transformations (group)]
| + | |
| − | * [https://form.jotform.com/53224415619958 General Transformations (individual)]
| + | |
| − | | + | |
| − | * [https://form.jotform.com/53373290552960 LineIntegration (group)]
| + | |
| − | | + | |
| − | * [https://form.jotform.com/53439290331958 Surface Integration (group)]
| + | |
| − | | + | |
| − | ===Submission Tools===
| + | |
| − | | + | |
| − | * [http://smallpdf.com/merge-pdf PDF Merge:] This can take multiple PDFs and compile them into a single PDF.
| + | |
| − | | + | |
| − | ===Returned Work===
| + | |
| − | | + | |
| − | * [https://www.dropbox.com/sh/ia1l2y8hoyu8m9v/AADJ_Cf7wKdUlcnxLs0VryJfa?dl=0 Conics and Quadric Surfaces - Shared Dropbox Folder]
| + | |
| − | * [https://www.dropbox.com/sh/023z5yuj2gt63wm/AABaaM5hUWncr6xiPhCVjd7La?dl=0 Limits and Partial Derivatives ]
| + | |
| − | * [https://www.dropbox.com/sh/w4dajqaeb079e3j/AACIzDZQ70M2we474cDnTpZca?dl=0 Linearization and Error]
| + | |
| − | * [https://www.dropbox.com/sh/sti761yyxo7z8ya/AADafo65qioWHbO_jr1TlJxGa?dl=0 Multivariate chain rule, PDE and directional derivatives]
| + | |
| − | * [https://www.dropbox.com/sh/xk8tm7xdqfr0uwg/AAC2WDyHcjuHOHzNdtKUI1Oka?dl=0 Critical Points and Second Derivative Testing]
| + | |
| − | * [https://www.dropbox.com/sh/dhgfbr3qp9ikxgx/AAC3TSBn1zEy2ycEZ6CSlxI0a?dl=0 Lagrange Multipliers]
| + | |
| − | | + | |
| − | ==Exam Information==
| + | |
| − | | + | |
| − | Important Dates
| + | |
| − | October 9th - Group Problems Due
| + | |
| − | October 16th - Studio Review Day
| + | |
| − | October 23rd - Mid-term (In studio)
| + | |
| − |
| + | |
| − | | + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Labs/MATH224-Exam-Challenge.pdf MATH224: Mid-Term Exam Challenge]
| + | |
| − | * [https://dl.dropboxusercontent.com/u/31308033/Digital%20Self/Fall%202015/MATH224/Calculus%20III.pdf Mid-term rework instructions: Due Nov. 16th at 5:00pm ]
| + | |
| − | * [https://form.jotform.com/53186078625967 Jotform submission link (NOW POSTED)]
| + | |
| − | | + | |
| − | <!--
| + | |
| − | ==Course Pictures==
| + | |
| − | | + | |
| − | ===Fall 2013===
| + | |
| − | | + | |
| − | [ 8.20.2013], [http://imgur.com/a/9BVNQ#nIkerzO 8.21.2013], [http://imgur.com/a/FvRpT 8.23.2013], [http://imgur.com/a/098Ty 9.22.2013 Picture Dump: Not Organized], [http://imgur.com/a/m4cwv 10.7.2013],[http://imgur.com/a/sPk1V 10.8.2013],[http://imgur.com/a/zV7E4 10.9.2013],[http://imgur.com/a/Ugpgn 10.11.2013], [http://imgur.com/a/usENs 10.16.2013],[http://imgur.com/a/uAchk 10.18.2013], [http://imgur.com/a/f0hpy 10.21.2013],[http://imgur.com/a/6TVT1 10.22.2013],[http://imgur.com/a/CVFMN 10.23.2013],[http://imgur.com/a/YNKsL 10.28.2013],[http://imgur.com/a/GXOsc 10.29.2013],[http://imgur.com/a/DxN3H 11.01.2013],[http://imgur.com/a/qlffk 11.04.2013],[http://imgur.com/a/JM0aJ 11.05.2013],[http://imgur.com/a/l75UH 11.06.2013],[http://imgur.com/a/oKilv 11.08.2013]
| + | |
| − | | + | |
| − | ==Homework and Journal Information==
| + | |
| − | | + | |
| − | ===Fall2013===
| + | |
| | | | |
| − | [http://db.tt/DF29A3OQ Response] to the [https://scottastrong.wordpress.com/2013/08/22/8-21-2013-journal-prompt/ 8.21.2013 Prompt]
| + | == Chronological listing of hyperlinks == |
| | | | |
| − | --> | + | * [[https://form.jotform.com/60104954122950 MATH235 - Initial Poll]] |
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