RobertTalbert

Information about Assessments in MTH 325

General Information

Success in MTH 325 involves demonstrating evidence that you are satisfying the 20 learning targets that we have discussed. These learning targets are posted in several different places on Blackboard, most especially on the Lessons and Learning Targets board. Your primary opportunity to demonstrate proficiency on those learning targets is on Assessments.

Assessments are short, timed quiz-like assignments that occur in specially-designated class meetings. Those class meetings are scheduled on the calendar and reminders of those dates will be posted on Blackboard usually in the Friday "Weekly Preview" posts. With some exceptions, the general pattern is that every other Monday is used for assessments.

Some important facts about assessments include:

RobertTalbert

Matt,

I promised I would send you some thoughts about the Tech Symposium keynote before we meet on Monday, and that's what this email is for. The title of the talk is "How can technology extend the humanity of learners? A dialogue" and I think what I'd like to see is the two of us asking each other questions that address the larger question in the title. The more I worked on an outline for the talk the less it seemed like an outline was really the right tool for the job. So below I have a list of questions that are given, all of which get at the larger question in the title, in the order in which they could be asked. I can see us taking turns asking each other these questions and giving answers and back-and-forth on these.

• Questions about our students
  • Begin with anecdotes about students: Something we've seen a student do recently that drives us crazy, something that a student's done that makes us step back and say "wow".
  • Question: What motivates our students? Why do they do the things they do?

RobertTalbert

simplenextto = [(1,2), (2,1), (2,3), (3,2), (3,4), (4,3)]

simpledivides = [(2,2), (2,4), (2,6), (2,8), (2,10), (4,4), (4,8), (6,6), (8,8), (10, 10)]

RobertTalbert

This was one of the main concerns about moving to Slack in the first place, so I understand the question. However it turns out there are a couple of ways to handle this that I think are pretty simple and relatively unobtrusive.

One way is to download the Slack app for your phone, if you have a smartphone, and set it up to give you notifications. That way you’ll be pinged if something gets posted (you can adjust what events cause a notification, and shut off notifications if needed).

Another way is that you can configure Slack to send you email notifications of direct messages or mentions. Here’s the official page with instructions: https://get.slack.help/hc/en-us/articles/201649273-Email-notifications Note that this does NOT send you notifications just of any posting whatsoever, just if someone messages you or mentions you directly. Those would be the notifications that typically you would want to respond to the most quickly. Then, for regular postings, if it were me I would set a recurring reminder on m

RobertTalbert

def warshall(M):
    n = M.nrows()
    W = M
    for k in range(n):
        for i in range(n):
            for j in range(n):
                W[i,j] = W[i,j] or (W[i,k] and W[k,j])
    return W

RobertTalbert

# Eulerian circuits 
EC = g.eulerian_circuit()
g.plot(edge_colors={‘red’:EC})

# Hamiltonian circuits
hc = g.hamiltonian_cycle().edges(labels=False)
g.show(edge_colors={'red':hc})

RobertTalbert

Testing git

$$\int \frac{1}{1+x^2} , dx = \arctan(x) + C$$

Written with StackEdit.

RobertTalbert

def rec_binom(n,k):
    if (k == 0) or (n == k): return 1
    else: 
        return binom(n-1, k) + binom(n-1, k-1) 

RobertTalbert

Guided Practice for 1.6: The second derivative

Overview

In this section we study the second derivative of a function, which is just the derivative of the first derivative. That is -- "taking a derivative" is something we do to a function, and since the derivative f' is a function, we can take its derivative too. The second derivative is an important ingredient for understanding the subtle behaviors of a function, and in particular the concept of concavity will distinguish between a function that is increasing at an increasing pace and a function that is increasing at a decreasing pace. Our main highlight for this section is to have a clear understanding of the relationships between the sign of f', the sign of f'' (the second derivative), the increasing/decreasing behavior of f, and the concavity of f.

Learning objectives

BASIC learning objectives

Each student will be responsible for learning and demonstrating proficiency in the following objectives PRIOR to the class meeting. **The e

RobertTalbert

MTH 325: Discrete Structures for Computer Science 2

Guided Practice 13: Hamilton Paths

Overview

In the last lesson, we learned about Euler paths, which are paths in a graph that traverse all the edges of a graph exactly once. We can ask a similar question about whether there is a path in a graph that visits each vertex exactly once. That kind of path is called a Hamilton path. This lesson focuses on developing some rules for knowing whether Hamilton paths exist in a graph. This turns out to be a much harder problem than finding Euler paths! So we will be working toward 2-3 theoretical results that give some conditions under which Hamilton paths exist.