Syllabus for MATHEMATICS 55 (Elementary Analysis III)
Prerequisite: Math 54 or equivalent
Instructor: Carmen Amarra, mcamarra@math.upd.edu.ph
Consultation hours: TTh 12–4 p.m., WF 10–11:30 a.m.
MB 248
Course requirements: Three unit exams (2/3) and one final
exam (1/3). The first exam covers parts I–II.4; the second
exam covers parts II.5–III, and the third exam covers part
IV. The final exam covers all topics.
Course outline:
I. Differential calculus of multivariable functions (con-
tinued from Math 54)
1. Directional derivatives and gradients
2. Tangent planes to level surfaces
3. Relative extrema and the Second Derivative Test
4. Absolute extrema and Lagrange multipliers
II. Integral calculus of multivariable functions
1. Parametric surfaces and surfaces of revolution
2. Double integrals
3. Double integrals in polar coordinates
4. Applications of double integrals: area, volume,
mass of a lamina, surface area
5. Triple integrals
6. Triple integrals in cylindrical and spherical coordi-
nates
References:
1. Anton, H., I. Bivens, and S. Davis, Calculus: Early Transcendentals (10th edition).
2. Leithold, L., The Calculus 7.
2 1
Grading system: Final grade x := × (average of unit exam scores) + × (final exam score)
3 3
x∈ [0, 55) [55, 60) [60, 65) [65, 70) [70, 75)
Grade 5.00 4.00 3.00 2.75 2.50
CLASS POLICIES. Enlistment in the class is tantamount to acceptance of these policies. Those who cannot do so are
free to transfer to another class.
What is expected of the student (i.e., you)
Attendance. The maximum number of absences, both ex-
cused and unexcused, is six (6). For an absence to be
counted as excused, an excuse letter (medical certificate)
must be submitted within one (1) week of reporting back
to class. If the number of absences exceeds 6, then the
student gets a grade of
(a) DRP if the majority of the absences are excused, and
(b) 5.00 otherwise.
A student who arrives more than 40 minutes after the
scheduled start of class will be marked absent.
Missed exams. If one unit exam is missed due to a valid
reason, then the score for that exam will be replaced by the
score in the final exam. If another unit exam is missed, re-
gardless of the reason, then the score for that exam will be
7. Applications of triple integrals: volume, mass of a
solid
III. Vector calculus
1. Vector fields; curl and divergence
2. Line integrals of scalar and vector fields
3. The Fundamental Theorem for Line Integrals and
independence of path
4. Green’s Theorem
5. Surface integrals of scalar and vector fields
6. Stokes’s Theorem and Gauss’s Divergence Theorem
(optional)
IV. Sequences and series
1. Sequences and their convergence
2. Series of constant terms; and the nth Term Test for
Divergence
3. Convergence tests for series with nonnegative
terms: Integral, Comparison, and Limit Compari-
son Tests
4. Convergence tests for series with positive and neg-
ative terms: Ratio, Root, and Alternating Series
Tests
5. Power series: radius and interval of convergence;
differentiation and integration of power series
6. Taylor and Maclaurin series; binomial series
7. Approximation using Taylor polynomials
[75, 80) [80, 84) [84, 87) [87, 90) [90, 93) [93, 100]
2.25 2.00 1.75 1.50 1.25 1.00
zero (0). If the final exam is missed due to a valid reason,
then the student will incur a grade of
(a) INC if the average of the unit exams is passing, and
(b) 5.00 otherwise.
Grading system. The sole basis for grading is your perfor-
mance in exams. Solutions and answers should be
• clear: Solutions should be written legibly and using cor-
rect notation, and demonstrate your knowledge of the
relevant concepts and mastery of the required skills. It
is not the teacher’s job to guess what is in your mind. It
is your job to communicate this to the teacher.
• coherent: Every solution tells the story of how an an-
swer is obtained. In your solution, perform the individ-
ual steps accurately and in the right order, and present
clearly the general procedure.
1
• complete: The process by which an answer is obtained is
just as important (if not more so) than the answer itself.
In your solution, show all calculations, and justify every
claim and conclusion.
• concise: Your solution should include only those steps
which are necessary in obtaining the answer. Leave out
anything that is irrelevant to the problem.
Credit will be given according to the degree to which the
above are met. These standards are non-negotiable.
Study habits. As university students and young adults, you
are expected to be
• disciplined: You should be able to manage your time
wisely, forego immediate gratification in the pursuit of
long-term goals, and not let early difficulty or failure dis-
courage you. Mathematical competence is not a gift but,
rather, is an acquired skill, which is developed by regular
(and often frustrating) practice.
• self-motivated: Your study habits are your responsibility,
not the teacher’s. It makes no sense to blame one’s fail-
ure on the fact that the teacher does not give seatwork or
homework (using the reasoning that these are necessary
to “force” the student to study). It is not the teacher’s
job to “force” you to study — the teacher is not your
substitute parent.
• capable of independent study: You should be able to do
exercises on your own, outside of class hours, even with-
out a solution key. You should be able to learn on your
own how to solve problems which are variations (not ex-
act replicas) of those solved in class. (See below, Lectures
and content.)
Conduct in class. While the lecture is going on, you are
required to Remain Awake, Pay Attention, and Take Notes
By Hand. It is rude to sleep during a lecture; if you
do not feel well then do not come to class at all. Like-
wise, it is bad manners to listen to music, read on your
phone/tablet/computer, speak to your seatmate on topics
other than the lesson, or do work for other courses during
class.
Studies* have shown that writing by hand activates cog-
nitive processes which promote memory formation. Tran-
scribing notes by hand requires greater focus and engage-
ment with the information received (for instance, you sum-
marize and organize the information on the page in the
way that most suits your thinking process), and is thus
a form of “active” learning; in contrast, simply reading
someone else’s notes or lecture slides is “passive.” The for-
mer is associated with better comprehension and longer
retention. In view of this you will not be allowed to
record the lecture or take pictures of the black-
board. (*http://www.scientificamerican.com/article/a-
learning-secret-don-t-take-notes-with-a-laptop/)
What you can expect of the
teacher and of the course
Subject matter. The subject matter is mathematics, and
MATH — IS — HARD. It is not the teacher’s job to make it
easy. The teacher’s job is to make it clear.
Mathematical learning involves two types of skills: first,
the ability to produce detailed solutions or proofs with pre-
cision and accuracy; and second, the ability to understand
the broader significance of and interrelationships among
abstract concepts. The second skill is the concern of the
teacher, and the lectures will reflect this. The first skill
(which is your responsibility) is developed by (often) long
and hard practice, which is done outside of class hours.
Lectures and content. In view of the above, a significant
part of each lecture shall consist of explanation of con-
cepts. Proofs will be shown provided that these use elemen-
tary techniques, and deepen understanding of the concepts.
Some examples will be given to demonstrate solutions to
specific types of problems, and will be enough to enable
you to solve exercises by yourself. However, due to limited
time, not all types of problems can be shown as examples.
(See above, Study habits.)
The mode of lecturing shall be traditional “chalk-and-
talk.” This is in order to allow the teacher to slow down
the discussion, as well as to encourage note-taking. (See
above, Conduct in class.) Slides will not be used. Hand-
outs, however, will be provided, which contain a “skeleton”
of each lecture (definitions, relevant results, some sample
problems without solutions). The handouts are not in-
tended to replace handwritten notes, but rather only to
supplement them.
Requirements. Apart from class attendance and exams, the
course has no other requirement. There will be no board-
work, graded or otherwise, because of limited class time
(which will be barely enough for lectures). There will be
no graded homework because the teacher has no time to
check these, the reason being that UP faculty have other
duties besides teaching, in particular, research and exten-
sion work.
Consultation. You may come for consultation outside of the
regular consultation hours, provided that you negotiate this
with the teacher beforehand. A consultation is not a tuto-
rial. You are required to have done practice exercises and
reviewed the lecture notes prior to the consultation. Dur-
ing consultation, you are allowed to ask specific questions
on specific problems or to clarify concepts. The teacher
will give hints or a sketch of the solution to a problem, or
explain further a certain idea, but will neither give detailed
solutions/answers to all practice problems nor repeat an
entire lecture.
Classroom environment. The classroom environment shall
be informal while remaining conducive to learning. Filipino
(Tagalog) will often be used as the spoken medium, even
more so than English. All written notes and materials shall
be in English. Students are welcome to raise questions in
either English or Filipino.
A lecture is an academic activity, whose primary pur-
pose is to foster learning. Do not expect to be entertained.
While entertainment and learning are not mutually exclu-
sive, learning shall always take precedence, and whatever
finite energy the teacher has shall be allocated accordingly.
***
Final remarks. You are students in what is acknowledged to
be the top university in the Philippines, and as such you are
called the country’s “best and brightest,” Iskolar ng Bayan,
pag-asa ng bayan: terms which, fair or not, carry the weight
of an entire society’s expectations. Upon graduation, your
UP degree will bring you opportunities which will not be
available to graduates of other institutions — all because
of certain assumptions about the quality of your education.
The standards in this course are intended to develop you
into professionals who are worthy of this high regard and
who can meet these expectations. Because, remember, it
doesn’t end with passing the UPCAT.