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View fib.py
def fib(n):
if n == 0 or n == 1:
return 1
else:
return fib(n-1) + fib(n-2)
View 10A-DP-sequence.py
def A(n):
if n == 1:
return 1
elif n == 2:
return 4
else:
return A(n-1) + 2*A(n-2)
@RobertTalbert
RobertTalbert / weightedgraphs.py
Last active Oct 16, 2020
Sage code for generating random weighted undirected graph
View weightedgraphs.py
## Generates a random weighted undirected graph.
## n = number of nodes
## p = probability that two nodes are adjacent; must be between 0 and 1.
## lower_weight and upper_weight = lower and upper edge weights, respectively. If left out, the defaults are 1 and 100.
##
## Examples of usage:
## g = random_weighted_graph(20, 0.5) <-- Uses default lower and upper weights of 1 and 100.
## h = random_weighted_graph(10, 0.35, 5, 50) <-- Weights will be integers between 5 and 50.
## g.show(edge_labels = True) <-- Include the argument to display the weights
## h.show() <-- leave the argument out to hide the weights
View Week7schedule.md

Here's a suggested work plan for the week. As always, this assumes you are putting aside 2 hours per weekday for work on MTH 201; if you can do that, and stick to the plan, you'll be free and clear for the weekend.

  • Monday: 30 minutes to get started on Daily Prep for Module 6B; 30 minutes to get started with WeBWorK for Module 5; 30 minutes to work on an AEP (new draft or a revision); 30 minutes on the Derivative Computation WeBWorK set.
  • Tuesday: 30 minutes to complete Daily Prep 6B; 30 minutes on an AEP; 30 minutes on the WebWorK for Module 6; 30 more minutes the Derivative Computation set.
  • Wednesday: 30-45 minutes to complete Followup for Module 6A; 30 minutes on WeBWorK for Module 6; 30 minutes on an AEP; 30 minutes checking in with Campuswire and asking questions.
  • Thursday: 30 minutes to start Followup for Module 6B; 30 minutes for WeBWorK; then an hour on an AEP.
  • Friday: 30 minutes to complete Followup for Module 6B; 30 minutes to complete WeBWorK for Module 6; 30
View Twitter.md

A couple of weeks ago, I made the difficult decision to leave Twitter. I have a full statement here but I wanted to expand on this.

First of all, I haven't exactly "left". I am keeping the @RobertTalbert account around but it is "broadcast-only", meaning that I only use it to post snippets of interest such as blog post announcements, articles I want to share, reading updates from GoodReads, and so on. But I am no longer responding to replies and only occasionally checking direct messages. I have Twitter blocked on my laptops and removed from my phone. I'm done using it except for broadcasts.

Why am I doing this? In my full statement I said that there is much difficult work to do in the coming months, and "If I am not only to succeed personally but also help others to be successful – as has been my primary mission throughout 23+ years in higher education – I need to disconnect from anything that consumes more energy than it produces." To put it more bluntly:**Twitter has, f

View MTH 201 Module 1A Daily Prep.md

MTH 201: Calculus

Daily Preparation, Module 1A: How do we measure velocity?

**Due by: 11:59pm ET, Wednesday September 2 **

Estimated time requirement: About 60 minutes for the whole assignment. If you have worked on this assignment for 30 minutes and you're not at least halfway done, DON'T work any further --- instead, stop and ask for help on the #dailyprep channel on CampusWire.

Overview

View MTH 225 Fall 2020 Course Objectives.md

Course Level Objectives for MTH 225 (Discrete Structure for Computer Science 1)

  1. Compute basic numerical and symbolic expressions involving numbers in different bases, modular arithmetic, sets, functions, and symbolic logic.
  2. Solve complex counting problems using computational thinking and the tools of combinatorics.
  3. Formulate computational problems in terms of sets, functions, logic, and combinatorics.
  4. Write clear, correct, and convincing arguments to explain the correctness of a solution using combinatorial proof and mathematical induction.
  5. Apply effective problem-solving skills in solving computational problems.
  6. Explain methods and solutions of computational problems in a clear way to a specified target audience.
  7. Demonstrate fluency in applying computer programming in the formulation and solutions of mathematical problems.
  8. Assess one's own work in mathematical problem solving and apply feedback to make improvements to one's own work
View MTH 201 Fall 2020 Course and Module Objectives.md

MTH 201 Fall 2020 Course and Module Objectives

  • Group F: Use functions and other pre-Calculus mathematics proficiently.
    • F.1: I can find the average rate of change of a function on an interval.
  • Group L: Calculate, use, and explain the concept of limits.
    • L.1: (CORE) I can find the limit of a function at a point using numerical, graphical, and algebraic methods.
    • L.2: I can identify limits in indeterminate form and apply L'Hopital's Rule to evaluate them.
  • Group D: Explain and interpret the meaning of the derivative of a function.
    • D.1 (CORE): I can find the derivative of a function, both at a point and as a function, using the definition of the derivative.
View MTH 201 Fall 2020 Learning Targets.md

MTH 201 Fall 2020 Learning Targets

  1. I can find the average rate of change of a function on an interval.
  2. (CORE) I can find the limit of a function at a point using numerical, graphical, and algebraic methods.
  3. (CORE) I can find the derivative of a function, both at a point and as a function, using the definition of the derivative.
  4. (CORE) I can use derivative notation correctly, state the units of a derivative, estimate the value of a derivative using difference quotients, and correctly interpret the meaning of a derivative in context.
  5. (CORE) Given information about $f$, $f'$, or $f''$, I can correctly give information about $f$, $f'$, or $f''$ and the increasing/decreasing behavior and concavity of $f$ (and vice versa).
  6. I can determine where a function is continuous or differentiable given a graph or formula of the function and explain my reasoning.
  7. I can find the equation of the tangent line to a function at a point and use the tangent
View Long list of learning tasks for MTH 201.md

Original stupidly long list of Module Level Objectives for MTH 201

Module 1: How do we measure velocity? (1.1, 1.2)

  • Compute the average velocity of a function on an interval using either of the average velocity formulas.
  • Explain the differences between average velocity and instantaneous velocity.
  • Find the instantanous velocity of a moving object through a sequence of average velocities.
  • Explain the notation used for limits.
  • Find the limit of a function as the input approaches a point, using tables and graphs.
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