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In view of the next Midterm 3 on Tuesday, December 2nd, 2003, I am changing the office hours only for this week.
- I'll be available on Monday, December 1st, 2003, from 10.10a.m. to 12.05p.m. and from 3.35p.m. to 4.25 p.m.
There will be no office hours on Tuesday and Wednesday.
It has come to my notice that very few students turn up for the morning office hours on Mondays and Wednesdays. The common complaint being that most of you have something or else to do at that time and you find it difficult to come. So, here are some more changes in my office hours. The Office hours on Mondays and Wednesdays are shifted from morning to the afternoon between 3.35p.m.-4.25p.m. Please see my schedule.
The final two quizes (Quiz 10 and Quiz 11) will be on November 25th, 2003 and December 9th, 2003, which fall on Tuesdays and NOT on Thursdays. The Quiz 10 will cover Sections: 6.3, 6.4, 6.5 and the Quiz 11 will cover the sections 7.1, 7.2, 7.3 and 7.4. The dates and the sections that will be covered for the other quizes are
- Quiz 09 - Thursday, November 20th, 2003 - Sections: 5.5, 5.6, 5.7
- Quiz 10 - Tuesday, November 25th, 2003 - Sections: 6.3, 6.4, 6.5
- Quiz 11 - Tuesday, December 09th, 2003 - Sections: 7.1, 7.2, 7.3, 7.4
I'll be posting Cheat Sheet 02 soon. You might want to have a look at it.
You can come and collect your Quiz 07 and Homework 08 on Monday between 10.10a.m. and 12.05p.m. or between 3.35p.m. and 4.25 p.m.
Due to the Midterm2, I am changing the office hours only for this week.
- I'll be available on Monday from 10.10a.m. to 12.05p.m. and from 3.35p.m. to 4.25 p.m.
There will be no office hours on Tuesday and Wednesday.
Grading of Homework 8: 2 point for each problem you tried and 4 points for Problem No. 27 of Section 4.5.
Grading of Homework 7: 1 point for each problem you tried and 4 points for Problem No. 2 of Section 3.7.
Change in Office Hours - see my schedule.
For the Homework 06 (Problem No. 90 of Section 3.2) do not confuse yourself by trying to solve the first derivative. You only need to find the second derivative and deduce the inference from the graph given.
Here are the Midterm Scores (in descending order).
The grading basis for Question No. 5 of Midterm 1 is as follows:
+ 5 points for correctness of the product/quotient rule;
+ 5 points each for differentiating the individual terms;
+ 5 points for simplification and its correctness;
+ 5 points for finding f'(0);
+ 5 points for overall presentation.
The grading of Midterm I is now complete. You'll be returned your answer-sheets on Tuesday. If you are curious you can e-mail me to know your points. (Your marks can be sent only to your University mail account.(e.g., firstname.lastname@example.org)
Since the Problem No. 2 of Quiz 4 requires you to know the extended power rule or the chain rule both of which are in covered Section 2.8 which was not supposed to there in the quiz, it has been decided that everybody will be awarded full points for the second problem.
The "new" points to the "super-quiz"(Quiz 02, September 18) will be based on the points of the Homework 05. Basically, the "new" points you get on the "super-quiz" will be the maximum of the points you actually scored on the quiz and three times the points you score on the Homework 05. That is, if you scored q2/30 on the Quiz 02 and h5/10 on the Homework 05 then your "new" points on Quiz 02 will be 3*h5 if q2 < 3*h5 and q2 otherwise.
Only Problems #19 and #35 of section 2.2 will be graded for Homework 04.
Here's a comment from the feedback-web-page:
"I was just wondering why all of the homework has to be verbally explained. The homework takes me a really long time as it is and it is difficult to find the words to explain numbers."
The answer to the above question:
"The earlier the students understand what the instructors mean by explanation, the better. The students' writing is not to show that they know the answer, it is to communicate the answer together with argument for its correctness.
- a grader might not be able to guess what your writing has to do with the problem
- a grader might not be able to guess whether you know WHY your steps are correct
- your formulas tend to float around on the page without clear order in which they should be read
- you are more likely to make mistakes and be unorganized
Words are used
- in general to explain nontrivial steps that concern the main point of the problem: not ALL has to be made verbal, only the main things!
- to connect steps and to relate your text to the question, e.g. "therefore", "so", "from this we obtain", "the limit does not exist", ...
- to cite theorems, e.g. "by the quadratic formula", "by the limit principles", " equality hold by the continuity principles", ...
- to explain the meaning of numbers or formulas for the problem question
- circumvent using formulas, if you don't know how to put it in a formula
- say something else to the grader "It seems to me that...", "I did something wrong here, but cannot figure out what", ... ."
May be if you try to see through the eyes of an independent grader you'll have an idea of what exactly you should write. You can also try to read aloud your solutions and then think if that made sense to a person listening to it. And you should not be much concerned with the time taken since even if you do not write out the words, most of the times you are speaking these words in your mind and writing it out would not take very long. As for "finding the words to explain the numbers", I believe from above points, it should be clear to you that we are not looking for words for numbers but we just want you to express your thoughts on paper in a proper manner.
The solutions to the worksheet 1 should give you an idea how to write out the solution to a problem. We will post more examples soon.