Thursday, May 11, 2017

exam 4 is history!

Exam 4 started at 3:30 pm, Thursday, May 11. The exam covers sections 14.1-14.8. Calculators and phones are not allowed at the exam. We will provide you with this equation sheet. Confused by the integral theorems? Here is an incomplete guide to using the theorems to compute line and surface integrals.

The equation sheet does not contain the transformation equations for cylindrical/polar coordinates, but you should know them by now, along with the formulas for $dA$ and $dV$.

Practice integration and partial differentiation. Know how to change variables in double and triple integrals. Know how to compute dot and cross products. Know how to compute the divergence and curl of a vector function. Know how to parametrize circles and lines. Know the cosine and sine of common angles like $0$, $\pi/6$, $\pi/4$, $\pi/3$, $\pi/2$, $\pi$, and $2\pi$ radians.

Your exam room is a function of the first three letters of your last name.

  • Aaa through Iri, go to CR 302
  • Jag through Rac, go to CR 306
  • Rai through Zzz, go to CR 310

  • Once again, we are sharing the rooms with Calculus II (or I) students. Don't sit next to another Calculus III student.

    To practice for the exam, use your MyMathLab, discussion, and mock exam problems. Solutions are available for these problems. If you don't understand something ask questions in class, at your discussion section, or during our office hours.

    How to prepare for this exam?
    ... I didn’t just do a math homework problem and turn it in. Instead, particularly if it was an important homework problem, I would work it and rework it fresh, spacing the practice out over several days. I wouldn’t peek at the answer unless I absolutely had to. That ensured I really could solve the problem myself—that I wasn’t just fooling myself that I knew it. After I was comfortable that I could really solve the problem by myself on paper, I then “went mental,” practicing the steps in my mind until the solution could flow like a sort of mental song. I could perform this kind of mental practice at times people often don’t think to use for studying—like in the shower, or when I was walking to class. I found that this attention to chunking eventually gave me sort of magic powers—I could glance at many problems, even ones I’d never seen before, and know virtually instantly how to solve them. ... Sometimes people think they suffer from test anxiety when they perform poorly on [a] test, but surprisingly often, they don’t. They’re simply experiencing panic as they suddenly realize they don’t know the material as well as they thought they did. They haven’t created neural chunks.