bert lo
408.864.8268
s54a

welcome to spring quarter 2022
office hours MW 1:30pm-2:20pm & TTh 8:55pm-9:45pm in Zoom
send a Canvas Inbox e-mail when you enter the waiting room
(no earlier than 5 minutes before office hours start)
in order to be added to the queue

A moment of historical ignorance: In 1897, Dr. Edward Goodwin convinced the Indiana House of Representatives to unanimously pass a bill       which would have effectively pegged the value of Pi at 3.2, 3.23 or 4. Learning even if math is not your best subject, you can still be a smart student the similarities and differences between knowing and not knowing thoughts on grading and learning intuition multi-tasking 1 multi-tasking 2 multi-tasking 3 why we make the same mistakes twice [pay attention to the last paragraph] don't put your faith in technology blindly 1 don't put your faith in technology blindly 2 Confidence a photographic metaphor on skill & confidence (click through) does confidence lead to success fake confidence helicopters self-compassion, not self-esteem whining Cheating where cheating can get you 1 where cheating can get you 2 cheating as a form of personality disorder Math in the Real World The following links are from a 2006 article Think how cell phones have changed since 2006 Consider how math has changed industry and the world since then math will rock your world how math transforms industries how much math do you need to know marketing is more about analysis (numbers) than creativity nsa: security in numbers Money poor financial decision making & your credit cards

No one cares more about your success than you


• mon jun 20 @ 2.00pm
  
  
  Math 1C: Here is the solution key for Midterm 3.
  
  
  Math 1C Midterm 3
  
  
• sun jun 19 @ 6.00pm
  
  
  Math 2A: Here is the solution key for Quiz 4.
  
  
  Math 2A Quiz 4 Key
  
  
• fri jun 17 @ 6.50pm
  
  
  Math 1C: Here is Quiz 4.
  
  
  Math 1C Quiz 4
  
  
• fri jun 17 @ 4.25pm
  
  
  Math 1C: Here are the links to the Zoom recordings. (* indicates that the beginning of the lecture is missing.)
  
  
  Week 11: 10.30 6-13   6-14   6-15   6-16   6-17  
                  12.30 6-13   6-14   6-15   6-16   6-17  
  Week 10: 10.30 6-  6   6-  7   6-  8   6-  9   6-10  
                  12.30 6-  6   6-  7   6-  8   6-  9   6-10  
  Week   9: 10.30 5-30   5-31   6-  1   6-  2   6-  3
                  12.30 5-30   5-31   6-  1   6-  2   6-  3
  Week   8: 10.30 5-23   5-24   5-25   5-26   5-27
                  12.30 5-23   5-24   5-25   5-26   5-27
  Week   7: 10.30 5-16   5-17   5-18   5-19   5-20
                  12.30 5-16   5-17   5-18   5-19   5-20
  Week   6: 10.30 5-  9   5-10   5-11   5-12   5-13
                  12.30 5-  9   5-10   5-11   5-12   5-13
  Week   5: 10.30 5-  2   5-  3   5-  4   5-  5   5-  6
                  12.30 5-  2   5-  3   5-  4   5-  5   5-  6
  Week   4: 10.30 4-25   4-26   4-27   4-28   4-29
                  12.30 4-25   4-26   4-27   4-28   4-29
  Week   3: 10.30 4-18   4-19   4-20   4-21   4-22
                  12.30 4-18   4-19   4-20   4-21   4-22
  Week   2: 10.30 4-11* 4-12   4-13   4-14   4-15
                  12.30 4-11   4-12   4-13   4-14   4-15
  Week   1: 10.30 4-  4   4-  5   4-  6   4-  7   4-  8*
                  12.30 4-  4   4-  5   4-  6   4-  7   4-  8
  
  
• thu jun 16 @ 10.05pm
  
  
  Math 2A: Here are the links to the Zoom recordings. (* indicates that the beginning of the lecture is missing.)
  
  
  Week 11: 6-14   6-16  
  Week 10: 6-  7   6-  9  
  Week   9: 5-31   6-  2
  Week   8: 5-24   5-26
  Week   7: 5-17   5-19
  Week   6: 5-10   5-12
  Week   5: 5-  3   5-  5
  Week   4: 4-26   4-28
  Week   3: 4-19   4-21
  Week   2: 4-12* 4-14
  Week   1: 4-  5   4-  7
  
  
• thu jun 16 @ 9.00am
  
  
  Math 1C: Here is a space curve grapher to help you visualize space curves (ie. 3D parametric curves) (section 13.1).
  
  
  Math3D
  
  
• thu jun 16 @ 8.30am
  
  
  Math 1C: Here is Midterm 3.
  
  
  Math 1C Midterm 3
  
  
• wed jun 15 @ 10.15am
  
  
  Math 1C: Here is a handout for the equations of lines and planes in 3D (section 12.5).
  
  
  Math 1C 3D lines & planes handout
  
  
• mon jun 13 @ 2.00pm
  
  
  Math 1C: Here is the solution key to use for grading Quiz 3, and a scoring sheet you will fill out and submit in Canvas with your graded quiz (together in one PDF, with the scoring sheet as page 1).
  
  
  Math 1C Quiz 3 Key
  Math 1C Quiz 3 Scoring Sheet
  
  
  • See instructions from Sun May 1 posting (below).
  • If you have any questions about whether you should earn points for a different method,
    or for a single algebraic or arithmetic error, you must talk to me no later than Thu Jun 16 @ 9:45pm.
  • Your graded quiz and scoring sheet are due in Canvas on Fri Jun 17 @ 2:00pm.
    If you do not resubmit the graded quiz and scoring sheet by that date, you will get 0 for the quiz.
  
  
• mon jun 13 @ 6.30am
  
  
  Math 2A: Here is the grading key I will be using to grade Midterm 3.
  
  
  Math 2A Midterm 3 Key
  
  
• thu jun 9 @ 2.55pm
  
  
  Math 1C: Here is the updated homework list (up to 12.5).
  
  
  Math 1C tentative homework list
  
  
• sat jun 4 @ 6.00pm
  
  
  Math 2A: Here is the solution key to use for grading Quiz 3, and a scoring sheet you will fill out and submit in Canvas with your graded quiz (together in one PDF, with the scoring sheet as page 1).
  
  
  Math 2A Quiz 3 Key
  Math 2A Quiz 3 Scoring Sheet
  
  
  • See instructions from Sat Apr 23 posting (below).
  • If you have any questions about whether you should earn points for a different method,
    or for a single algebraic or arithmetic error, you must talk to me no later than Wed Jun 8 @ 2:20pm.
  • Your graded quiz and scoring sheet are due in Canvas on Thu Jun 9 @ 6:00pm.
    If you do not resubmit the graded quiz and scoring sheet by that date, you will get 0 for the quiz.
  
  
• fri jun 3 @ 2.00pm
  
  
  Math 1C: Here is the grading key I will be using to grade Midterm 2.
  
  
  Math 1C Midterm 2 Key
  
  
• fri may 27 @ 6.00pm
  
  
  Math 2A: Here is the grading key I will be using to grade Midterm 2.
  
  
  Math 2A Midterm 2 Key
  
  
• sun may 22 @ 2.00pm
  
  
  Math 1C: Here is the solution key to use for grading Quiz 2, and a scoring sheet you will fill out and submit in Canvas with your graded quiz (together in one PDF, with the scoring sheet as page 1).
  
  
  Math 1C Quiz 2 Key
  Math 1C Quiz 2 Scoring Sheet
  
  
  • See instructions from Sun May 1 posting (below).
  • If you have any questions about whether you should earn points for a different method,
    or for a single algebraic or arithmetic error, you must talk to me no later than Wed May 25 @ 2:20pm.
  • Your graded quiz and scoring sheet are due in Canvas on Thu May 26 @ 2:00pm.
    If you do not resubmit the graded quiz and scoring sheet by that date, you will get 0 for the quiz.
  
  
• tue may 17 @ 8.25am
  
  
  Math 1C: Here are various handouts related to parametric curves (section 10.1).
  
  
  Math 1C parametric curve sketching handout
  Math 1C parametric curve analysis handout
  Math 1C parametric curve equation writing (time shifting) handout
  
  Here are various handouts related to polar (section 10.3).
  
  
  Math 1C polar graph paper
  Math 1C polar equation conversion
  Math 1C polar graphing handout
  Math 1C polar graphing 2 handout
  Math 1C polar graphing 3 handout
  Math 1C polar graph intersection handout
  
  
• sat may 14 @ 6.00pm
  
  
  Math 2A: Here is the solution key to use for grading Quiz 2, and a scoring sheet you will fill out and submit in Canvas with your graded quiz (together in one PDF, with the scoring sheet as page 1).
  
  
  Math 2A Quiz 2 Key
  Math 2A Quiz 2 Scoring Sheet
  
  
  • See instructions from Sat Apr 23 posting (below).
  • If you have any questions about whether you should earn points for a different method,
    or for a single algebraic or arithmetic error, you must talk to me no later than Wed May 18 @ 2:20pm.
  • Your graded quiz and scoring sheet are due in Canvas on Thu May 19 @ 6:00pm.
    If you do not resubmit the graded quiz and scoring sheet by that date, you will get 0 for the quiz.
  
  
• sat may 14 @ 2.00pm
  
  
  Math 1C: Here is the grading key I will be using to grade Midterm 1.
  
  
  Math 1C Midterm 1 Key
  
  
• thu may 12 @ 9.55am
  
  
  Math 2A: Here is a handout to help you determine the correct form of the particular solution for the Method of Undetermined Coefficients.
  
  
  Math 2A form of particular solution
  
  
• tue may 10 @ 5.45pm
  
  
  Math 2A: Here is a handout to help you organize the algebraic techniques for solving higher order linear DEs.
  
  
  Math 2A higher order linear DE solution techniques
  
  
• thu may 5 @ 6.00pm
  
  
  Math 2A: Here is the grading key I will be using to grade Midterm 1.
  
  
  Math 2A Midterm 1 Key
  
  
• sun may 1 @ 2.00pm
  
  
  Math 1C: Once again, the following handout describes the self grading policy for quizzes.
  
  
  Math 1C self grading policy
  
  Here is the solution key to use for grading Quiz 1, and a scoring sheet you will fill out and submit in Canvas with your graded quiz (together in one PDF, with the scoring sheet as page 1).
  
  
  Math 1C Quiz 1 Key
  Math 1C Quiz 1 Scoring Sheet
  
  
  • Items marked (boxed, circled or underlined) in red are the correct answers or steps you needed to show to get credit.
    You do not automatically earn full credit for correct answers. You must also show correct work.
  • The number of points for each item is near the marked item.
  • Do your grading in red pen.
    Blue, black, pencil, highlighter etc. are not OK. 3 point service charge for using any of those.
  • Underline the parts of your work that match the marked work on the solution key,
    and next to them, write the number of points you earned on each part inside a circle.
    Do not use subtractive grading (ie. do not just subtract points from the maximum score for incorrect or missing work.)
  • If some step(s) of your work is (are) different from the key, but (you think) still correct,
    put an asterisk (*) next to that work, and come to office hours to defend your work and possibly get the credit.
  • Fill in the boxes on the scoring sheet for Course, Student ID and Test, and answer the Self Assessment question.
  • Write the number of points you earned for each question in the box on the scoring sheet under the question number.
  • Write your total score for the quiz in the box on the scoring sheet next to TOTAL.
    You must fill in the scoring sheet completely to earn any points.
  • If you have any questions about whether you should earn points for a different method, or for a single algebraic or arithmetic error,
    you must talk to me no later than Thu May 5 @ 9:45pm.
  • Your graded quizzes are due in Canvas by Fri May 6 @ 2:00pm.
    If you do not resubmit the graded quiz and completed scoring sheet by that deadline, you will get 0 for the quiz.
  
  Here is a sample to show you what is required. This student will defend their work in office hours.
  
  
  Math 1C quiz 1 grading sample (incomplete)
  
  Notice that in this sample,
  
  
  • They grade in red pen.
    
  • They underline the required parts of their solutions, and write the points next to them in circles.
    
    
  • Their work contains a lot of "handwaving" - statements which are not justified by proper algebra, but rather appeals to "intuition", with significant errors in their "reasoning".
    
    
  • In question 2a, in the first step, they incorrectly replaced 2n+1 with 2n+2, instead of with 2(n+1)+1.
    This causes all their remaining work to be incorrect.
    They believe they deserve partial credit because their remaining work is consistent with this error.
    They underline the items, and put asterisks (*) next to them.
    Their error resulted in less complex algebraic work, so they will receive less partial credit.
    
    In question 2b, they only listed 3 terms, so they did not realize the terms changed direction after that.
    They correctly compared the first 2 terms, but made the wrong conclusion.
    They believe they deserve partial credit because they listed 3 of the 4 required terms.
    They underline the items, and put asterisks (*) next to them.
    
    
  • In question 3a, they referenced the correct second series and stated that it was positive,
    but made a false comparison between the original series and this second series,
    and did not attempt to prove the comparison (which would have been impossible anyway).
    They failed to identify the value of p, but otherwise, they used the p-series test correctly to conclude the second series converges.
    They correctly concluded that the original series converges, but used a convergence test whose conditions they had not properly checked.
    They believe they deserve partial credit because the convergence test they reference is consistent with the statements they made
    They underline the item, and put an asterisk (*) next to it.
    They will not receive credit for consistency, since using a non-applicable convergence test reduced the required amount and complexity of work.
    
    
  • In question 3b, they made a false comparison (again without proof) between the original series and an incorrect second series.
    They did state the correct final conclusion, but using an invalid convergence test.
    They will not defend the incorrect and missing work for additional partial credit.
    
    
  • In question 3c, they did not prove the bounds of the cosine expression, but they did use those bounds to correctly support their convergence conclusion.
    They failed to identify the value of r, but otherwise, they used the geometric series test correctly to conclude the second series converges.
    They failed to identify which series they were claiming converges at the end, and which convergence test supported their conclusion.
    They believe they deserve partial credit for stating "converges".
    They underline the partially correct conclusion, and put an asterisk (*) next to it.
    Forgetting to state which series converges/diverges is often accompanied by forgetting to name the correct convergence test used to reach that conclusion.
    This is especially common when multiple convergence test are required.
    
    
  • They underline all the other parts of their work which exactly match the required parts on the grading key,
    and write the points next to each of them in a circle.
    
  • They will come to office hours to defend their work for additional partial credit for the parts they mark with asterisks.
    
  • Since they intend to defend parts of every question except 3b, they only subtotal their score for 3b, and will subtotal and total the others after they talk to me in office hours.
  
  Here is another sample. This student will not defend their work in office hours.
  
  
  Math 1C quiz 1 grading sample (complete)
  
  Notice that in this sample,
  
  
  • They grade in red pen.
    
  • They underline the required parts of their solutions, and write the points next to them in circles.
    
    
  • In question 2a, they didn't show one step in their fraction work,
    and made distributive rule errors which led to an incorrect expression they could not prove the sign of,
    so they could not make a conclusion.
    They will not defend the missing and incorrect work for additional partial credit.
    
    In question 2b, they incorrectly tried to use a positive derivative to justify that the sequence was increasing,
    but failed to notice that the derivative did not exist at one point in the required interval.
    They will not defend their work for additional partial credit.
    
    
  • In question 3a, they didn't show one step in their fraction work,
    and they didn't state what condition had to be true about the limit they found.
    They correctly identified the p-series test as justification for their intermediate conclusion,
    but failed to identify the value of p, as well as what condition had to be true about that value.
    They will not defend the missing work for additional partial credit.
    
    In question 3b, they didn't show the intermediate work (including chain rule) for their use of L'Hopital's Rule.
    They also didn't show the intermediate limits.
    They will not defend the missing work for additional partial credit.
    
    In question 3c, they didn't show the intermediate step for the bounds of the cosine expression.
    They also didn't state that the terms were all positive, as required for the comparison test.
    They also failed to identify what had to be true about the value of r.
    They will not defend the missing work for additional partial credit.
    
    
  • They underline all the other parts of their work which exactly match the required parts on the grading key,
    and write the points next to each of them in a circle.
    
  • They decide not to come to office hours to defend their work for additional partial credit.
    
  • They fill in the scores on the scoring sheet for all parts of all questions, and they fill in the total.
  
  
• sat apr 23 @ 6.00pm
  
  
  Math 2A: Once again, the following handout describes the self grading policy for quizzes.
  
  
  Math 2A self grading policy
  
  Here is the solution key to use for grading Quiz 1, and a scoring sheet you will fill out and submit in Canvas with your graded quiz (together in one PDF, with the scoring sheet as page 1).
  
  
  Math 2A Quiz 1 Key
  Math 2A Quiz 1 Scoring Sheet
  
  
  • Items marked (boxed, circled or underlined) in red are the correct answers or steps you needed to show to get credit.
    You do not automatically earn full credit for correct answers. You must also show correct work.
  • The number of points for each item is near the marked item.
  • Do your grading in red pen.
    Blue, black, pencil, highlighter etc. are not OK. 3 point service charge for using any of those.
  • Underline the parts of your work that match the marked work on the solution key,
    and next to them, write the number of points you earned on each part inside a circle.
    Do not use subtractive grading (ie. do not just subtract points from the maximum score for incorrect or missing work.)
  • If some step(s) of your work is (are) different from the key, but (you think) still correct,
    put an asterisk (*) next to that work, and come to office hours to defend your work and possibly get the credit.
  • Fill in the boxes on the scoring sheet for Course, Student ID and Test, and answer the Self Assessment question.
  • Write the number of points you earned for each question in the box on the scoring sheet under the question number.
  • Write your total score for the quiz in the box on the scoring sheet next to TOTAL.
    You must fill in the scoring sheet completely to earn any points.
  • If you have any questions about whether you should earn points for a different method, or for a single algebraic or arithmetic error,
    you must talk to me no later than Thu Apr 28 @ 9:45pm.
  • Your graded quizzes are due in Canvas by Fri Apr 29 @ 6:00pm.
    If you do not resubmit the graded quiz and completed scoring sheet by that deadline, you will get 0 for the quiz.
  
  Here is a sample to show you what is required. This student will defend their work in office hours.
  
  
  Math 2A quiz 1 grading sample (incomplete)
  
  Notice that in this sample,
  
  
  • They grade in red pen.
    
  • They underline the required parts of their solutions, and write the points next to them in circles.
    
    
  • In question 2a, most of their phase portrait is correct but the direction of the lowest arrow is reversed.
    They believe they deserve partial credit because they were able to translate all the other information into the phase portrait.
    They underline the item, and put an asterisk (*) next to it.
    
    Question 2b will be graded by me and the score will be entered in Canvas.
    They will add that score into their score for question 2 and put that into their scoring sheet.
    
    In question 2c[ii], their answer is incorrect and no points were assigned for logic.
    They will not defend their work for additional partial credit.
    
    In question 2d, their answer is incorrect due to the error in their phase portrait in 2a.
    They believe they deserve partial credit because their answer is consistent with their erroneous phase portrait.
    They underline the item, and put an asterisk (*) next to it.
    
    
  • In question 3, the volume of solution in the tank is incorrect because they didn't account for the brine entering the tank.
    Also, they forgot the domain restriction for the DE, and they forgot the initial value.
    They believe they deserve partial credit because they had the correct rate of the solution leaving the tank and the correct amount of salt in the tank,
    and their simplification of the DE was consistent with the error in the previous expression.
    They underline those items, and put asterisks (*) next to them.
    
    
  • In question 4a, they forgot the chain rule in both the first and second derivative.
    They believe they deserve partial credit because one factor in each derivative is correct/consistent,
    and the remaining work and conclusion are consistent with their errors.
    They underline the partially correct and consistent items, and put asterisks (*) next to them.
    Due to the derivative errors, they also didn't check the initial values, which reduces the amount of work.
    They also forgot to state their conclusion.
    They will not defend that missing work for additional partial credit.
    Since they forgot the chain rule twice, that counts as two separate errors, and they will receive fewer points for being consistent.
    
    In question 4b, they did not justify their answer.
    They will not defend their work for additional partial credit.
    If points are assigned for an answer together with its justification,
    a correct answer which is incorrectly or not justified, or inconsistent with its justification, is worth 0 points.
    
    
  • In question 5a, they forgot the chain rule for the third time.
    They believe they deserve partial credit because one factor in the derivative is correct.
    They underline the item, and put an asterisk (*) next to it.
    However, instead of trying to find their error, they insisted the question was incorrect ("NOT A SOLUTION") without checking with the instructor.
    They will not defend the missing work for additional partial credit.
    
    The error in question 5a also impacts questions 5b and 5d, and completely eliminates the work required.
    They will not defend the missing work for additional partial credit.
    
    
  • They underline all the other parts of their work which exactly match the required parts on the grading key,
    and write the points next to each of them in a circle.
    
  • They will come to office hours to defend their work for additional partial credit for the parts they mark with asterisks.
    
  • Since they intend to defend parts of every question, they will not subtotal their scores until after they talk to me in office hours.
  
  Here is another sample. This student will not defend their work in office hours.
  
  
  Math 2A quiz 1 grading sample (complete)
  
  Notice that in this sample,
  
  
  • They grade in red pen.
    
  • They underline the required parts of their solutions, and write the points next to them in circles.
    
    
  • Question 2b will be graded by me and the score will be entered in Canvas.
    They will add that score into their score for question 2 and put that into their scoring sheet.
    
    
  • In question 3, they forgot to justify the total rate of salt entering the tank and the domain restriction.
    They will not defend the missing work for additional partial credit.
    
    
  • In question 4b, their justification did not match the grading key.
    They will not defend their work for additional partial credit.
    They should defend their work, since their justification matches the elaboration in the grading key.
    If they defend their work, they would receive full credit for this part.
    
    
  • In question 5b, they found the correct value of C, but forgot to write the final solution.
    They will not defend the missing work for additional partial credit.
    
    In question 5d, they didn't identify the condition that was not met that resulted in E&U not applying to the IVP.
    They will not defend the missing work for additional partial credit.
    
    
  • They underline all the other parts of their work which exactly match the required parts on the grading key,
    and write the points next to each of them in a circle.
    
  • They decide not to come to office hours to defend their work for additional partial credit.
    
  • They fill in the scores on the scoring sheet for all parts of all questions (including the score in Canvas for question 2b), and they fill in the total.
  
  
• wed apr 20 @ 4.35pm
  
  
  Math 1C: Here are some handouts to help you organize the work needed to run each convergence test, and strategies for how and when to run each test.
  
  
  Math 1C series convergence tests
  Math 1C series convergence testing strategies
  
  
• wed apr 20 @ 9.30am
  
  
  Math 2A: Here are 2 worksheets to practice deciding which technique(s) to use to solve first order ODEs.
  
  
  Math 2A first order ODE techniques
  Math 2A first order ODE practice problems
  
  
• tue apr 12 @ 4.20pm
  
  
  Math 2A: In class, we will use the slope field applet at https://www.geogebra.org/m/Pd4Hn4BR for section 2.1.
  You may also use it for your homework.
  
  
• sun apr 3 @ 3.30pm
  
  
  Math 1C: Here are some handouts you need for the first day of the quarter.
  
  
  Math 1C greensheet
  10.30 class         12.30 class
  Math 1C tentative schedule
  10.30 class         12.30 class
  Math 1C tentative homework list
  Math 1C prerequisites review
  Math 1C score calculator
  Math 1C self grading policy
  
  The following handout demonstrates how to perform multilevel integration by parts more efficiently using tabular organization.
  For this class, you will only need to use integration by parts on integrals like those on pages 1-5 of the handout.
  
  
  Math 1B integration by parts (table method) (section 7.1)
  
  
• sun apr 3 @ 3.30pm
  
  
  Math 2A: Here are some handouts you need for the first day of the quarter.
  
  
  Math 2A greensheet
  Math 2A tentative schedule
  Math 2A tentative homework list
  Math 2A prerequisites review
  Math 2A score calculator
  Math 2A self grading policy
  
  The following handout demonstrates how to perform multilevel integration by parts more efficiently using tabular organization.
  For this class, you will only need to use integration by parts on integrals like those on pages 1-5 of the handout.
  
  
  Math 1B integration by parts (table method) (section 7.1)
  
  

farewell to fall quarter 2021