2/01 lecture feedback about 55 responses 1 1KnowDollar-Notation: 1 1KnowDollar-Notation: 1) very bad 2 1KnowDollar-Notation: 2) bad 11 1KnowDollar-Notation: 3) ok 21 1KnowDollar-Notation: 4) good 19 1KnowDollar-Notation: 5) very good 1 1LecDollar-Notation: 1 1LecDollar-Notation: 2) bad 17 1LecDollar-Notation: 3) ok 24 1LecDollar-Notation: 4) good 12 1LecDollar-Notation: 5) very good 1 2KnowStrings: 2 2KnowStrings: 2) bad 19 2KnowStrings: 3) ok 26 2KnowStrings: 4) good 7 2KnowStrings: 5) very good 1 2LecStrings: 28 2LecStrings: 3) ok 20 2LecStrings: 4) good 6 2LecStrings: 5) very good 2 3KnowRandom-Numbers: 1 3KnowRandom-Numbers: 1) very bad 7 3KnowRandom-Numbers: 2) bad 17 3KnowRandom-Numbers: 3) ok 21 3KnowRandom-Numbers: 4) good 7 3KnowRandom-Numbers: 5) very good 1 3LecRandom-Numbers: 1 3LecRandom-Numbers: 0) don't remember seeing it 1 3LecRandom-Numbers: 1) very bad 5 3LecRandom-Numbers: 2) bad 16 3LecRandom-Numbers: 3) ok 25 3LecRandom-Numbers: 4) good 6 3LecRandom-Numbers: 5) very good 1 4KnowBirthday-Simulation: 2 4KnowBirthday-Simulation: 1) very bad 8 4KnowBirthday-Simulation: 2) bad 24 4KnowBirthday-Simulation: 3) ok 16 4KnowBirthday-Simulation: 4) good 4 4KnowBirthday-Simulation: 5) very good 1 4LecBirthday-Simulation: 7 4LecBirthday-Simulation: 2) bad 17 4LecBirthday-Simulation: 3) ok 25 4LecBirthday-Simulation: 4) good 5 4LecBirthday-Simulation: 5) very good 2 5KnowVector-Operations: 2 5KnowVector-Operations: 1) very bad 5 5KnowVector-Operations: 2) bad 15 5KnowVector-Operations: 3) ok 17 5KnowVector-Operations: 4) good 14 5KnowVector-Operations: 5) very good 1 5LecVector-Operations: 1 5LecVector-Operations: 0) don't remember seeing it 3 5LecVector-Operations: 2) bad 19 5LecVector-Operations: 3) ok 22 5LecVector-Operations: 4) good 9 5LecVector-Operations: 5) very good 2 6KnowPascals-Triangle: 5 6KnowPascals-Triangle: 1) very bad 18 6KnowPascals-Triangle: 2) bad 17 6KnowPascals-Triangle: 3) ok 11 6KnowPascals-Triangle: 4) good 2 6KnowPascals-Triangle: 5) very good 2 6LecPascals-Triangle: 4 6LecPascals-Triangle: 1) very bad 12 6LecPascals-Triangle: 2) bad 28 6LecPascals-Triangle: 3) ok 6 6LecPascals-Triangle: 4) good 3 6LecPascals-Triangle: 5) very good 1 8LecPace: 3 8LecPace: 2) generally too slow 28 8LecPace: 3) generally ok 20 8LecPace: 4) generally too fast 3 8LecPace: 5) generally way too fast 1 9LecOverall: 2 9LecOverall: 2) bad 23 9LecOverall: 3) ok 29 9LecOverall: 4) good ---- q> The last part of the lecture on the Pascals Triangle was very q> rushed. yes, i plan to do it again on tuesday. i wanted to touch upon it last thursday to at least get people to start thinking about it. ---- q> The birthday simulation was well done up until you first started q> talking about throwing darts at a board and then all of a sudden q> switched over to doing something with darts and buckets. I still q> don't quite know what that was all about. The description of q> random number feature was good. sorry. original idea: throw darts at calendar. revised idea: replace each square of the calendar by a bucket, so now we are throwing darts into buckets. ---- q> I feel as if we are going over topics randomely and just jumping q> around back and forth instead of learning things systematically, q> and this confuses me. ---- q> I really liked seeing working code and the process that went on to q> develop the code. It brings multiple ideas together and makes me q> think of the stuff I learned differently than I had q> before. Especially with the birthday example today, it was q> difficult at first but gave me a new look at something I definitely q> wouldn't have thought of. ---- q> I think we should go over the pascal triangle and random number q> things ---- q> I knew Pascal's Triangle from previous programming experience, the q> only reason i rated it 'bad' was that we did not have enough time q> in lecture to explain how to use it, or to present the code q> necessary to make use of this mathematical relation. ---- q> Too bad we didn't have enough time for Pascal's triangle. It would q> really help for the project. ---- q> Today's lecture went a little slower and I actually understood most q> of the concepts covered. I really liked how you gladly went over q> the whole average concept one more time when we showed uncertainty. ---- q> I know that you said you would go over Pascal's triangle again q> which is good because I didn't fully understand. ---- q> I've been having trouble following everything in lecture. I learnt q> more in section the other day than I have in a majority of the q> lectures. I also learnt more from doing the exercises and project q> than I have in lecture. I don't understand the material that is q> covered in lecture. When I get to a computer and have someone help q> me there and show me the material, it makes it much easier the q> learn everything. please come talk to me. maybe there is something i can do differently to make lectures more accessible to you. if not, then at least we are not totally failing you since you are learning from section and homework. ---- q> Sometimes, I feel that the lecture seems to assume knowledge of q> programming, even though the class isn't supposed to. I feel very q> much at a lost for not ever having a programming course in high q> school. please feel free to come talk to me about this. ---- q> The exercises are helpfulbut don't cover a lot of material. q> Perhaps excercises a little longer at an easier level would help q> give a better idea if we have grasped all the necessary material. ---- q> Random numbers was a little confusing to me, maybe writing more q> down would have helped me out more. Sometimes you write down q> Matlab language and I don't always understand all the code yet so I q> get confused. Pascals Triangle was obviously rushed at the end so q> I can't mark my understanding as good, yet. ---- q> the pace of the lecture could be a bit faster. in any class, there will be a spread of students who find the pace too slow, just right, and too fast. current feedback suggests that if any adjustment be made, that lecture be slightly slower. sorry. q> we would like to know to what part of the book the material q> explained in class corresponds for future reference or if we want q> more details and examples. ---- q> Today was an important lecture, I thought. It seems that the q> birthday problem was complicated enough to use a bunch of the q> functions, conditionals, and loops that we've learned. I hope to q> see more of these in depth problems in lectures, or on the examples q> page. q> I am a little confused about Pascal's triangle. (Maybe it was right q> at the end of the lecture.) But everything else seems ok. It would q> be nice if I could know what to focus on reading in the Matlab q> book, in preparation for the upcoming prelim. ---- q> I got a little lost following the birthday problem, but I q> understood it after going through it a second time. I didn't quite q> get the significance of the Pascal's Triangle, but other than that, q> everything was good. I feel much more confident about the class now q> than I did last week this time. ---- q> I liked the more complex examples, e.g. Pascal's triangle. They q> give me insight as to how I can actually apply the stuff I'm q> learning in CS to my other areas of study (maths, science, etc). ---- q> good lecture overall ---- q> we didn't have enough time to go over pascal's triangle in depth. ---- q> Many of the things we are working on now are pretty simple and easy q> to understand. The pace at which we are working is good. I think q> when things get to be a bit more complicated it may be better to q> slow down a bit, but for now everything is good. ---- q> Please place an emphasis on the most important things we do in q> lecture so that we know what to focus on. ---- q> The birthday problem was really long-winded. I understand it was q> somewhat complicated and required significant explanation but the q> pace might have been a bit much. ---- q> why do we use the dollar signs and when do we use them? use them in text (e.g. lecture notes or inside comments in a program) to mark program elements, e.g. variable and function names. for example, compare 1. type help plot at the matlab prompt versus 2. type "help plot" at the matlab prompt. versus 3. type $help plot$ at the matlab prompt version#1: it is hard to tell what is program code (in fact, $type$ is a matlab command!) version#2: it is clearer what is program code: the stuff inside the quotes. but the problem is that double quotes are often valid program elements, so should the double quotes be typed or not? version#3: for us, dollar signs are never program elements, so there is no ambiguity: type everything inside the dollar signs but excluding the dollar signs. q> how do you instruct the computer to perform Pascal's triangle q> function? q> I do not understand random numbers! please ask in section or office hours. ---- q> I wish you could give us some more examples...that way I think it's q> easier to understand the concept and how to use those we learned in q> the lecture.