SLOG #8: Assignment 3

So I've been working on assignment 3 for a while now, decided to take a break and write a SLOG. It's been going okay, I've been having problems with proving the big-Oh, big-Omega, big-Theta. Basically this unit in general has got me kind of confused. I haven't gotten around to asking people yet, but from just what I've learned from the lectures, I can only do the first and second question flawlessly... the other three I'm having a lot of problems. L'Hopital's rule is confusing to me, which explains why I don't understand question 3, and 4 and 5 just don't make too much sense at the moment. Re-learning what L'Hopital's rule is, then going to tackle question 4 and 5 more properly.

SLOG #7: Sick... Catching Up

Last week I was sick for a good 3 days... So I did miss out on some classes. Hopefully, the class notes will help me out and I won't miss out on too much. I am aware of the assignment coming up, but before I can start that, I have to know what I'm doing first. So far, the notes don't make too much sense from just reading them. I plan on asking a friend to help me out, to try and understand this unit.

SLOG #6: Test DONE

Finished the test today. it was much easier than I was expecting, and the solutions just popped into my head as soon as I saw the question. Going to take a small break from CSC165, I have both psychology and math to catch up on. And by break, I mean until Monday.

SLOG #5: Test Prep

Studying for the test, so decided to take a quick break to update my SLOG. So far, I've been practicing on the past test that was given by the professor, and it's been going okay-ish. I've struggled quite a bit in spots I really shouldn't be struggling in, but I've managed to figure them out after a while. No time to go into detail on what and what hasn't been working for me, but hopefully by the end of tonight, (or whatever time I go to bed) I'll be prepared for the test tomorrow.

SLOG #4:Quick Day

Friday's lecture was relatively simple to understand, not much to ask on my part. Graph was a bit weird for me though, I had to stare for quite a while before understanding  why the graph look like such. Other than that, used today to go over a bit of the notes, as well as looked up the solutions for A2, and by the looks of it, we (my partner and I) managed to get at least 4 or 5 of them, and maybe some part marks for the last one, which is much better than I had expected. Other than that, a relatively slow day in productivity for this course. Also, lost an hour for today. Sad about that.

SLOG #3: Handed In... on time?

Yesterday, Assignment 2 was due at 11:59 pm, and I had handed it in... at 11:56 pm. I was still struggling to figure out question 6, and I was not that satisfied with the answer I had come up with. After asking my peers,  I finally figured out question 5, and how to prove it. It turned out much simpler than I though, all I had to do was prove both sides separately. What I had done for question 6 was prove 2 different parts of the proof, and then compare them to get the total proof. This doesn't make much sense when written down, which is probably why it through me off a lot before handing it in. I was originally contemplating on handing it in without even answering question 6, because I was that unsure about my solution, but I figured I might get more part marks than just 20% if I handed in what I had done.
My partner showed me what he had worked on (We split the work. Not the best way to do this, but I figured I'd be doing all the work anyways) and he hadn't answered a single question properly... Should've worked together more throughout the time we had to do the assignment, I guess. In the end, I re-did most of his work, but I made sure he understood what was going on. Hopefully, he'll know what to do for the nexxt term test.

SLOG #2: Assigment 2

Major problem, I underestimated assignment 2. Question 1 to 4, sure, not a great deal of problems. Question 5 and 6... It's time to seek help. My main problem is not completely understanding what the statement is saying, and I've tried figuring it out multiple times, but each time I end up with something different when I double check. And since I can't figure that out, figuring out whether or not I should prove or disprove it is another question altogether. I'm going to ask around for assistance, hopefully someone can help clarify what exactly the statement means. Then I'll tackle question 6.

In class, the concept of the proof was also a bit confusing at first, but thanks to prior knowledge of insertion sorting, today's class was a simple one for me to understand.

Forgotten... Attempt to Salvage

So. This blog has obviously not been updated. And I have no (good) excuse for not updating it. So in attempt to try and obtain SOME sort of mark for this stupid, silly, forgotten mistake of mine, I'll try and attempt to update this blog bi-daily, a day after each class, to try and salvage whatever is left of my mark for this blog. I never intended to mess this up this badly, but I did. But now it's inputted into my schedule, and if I forget or fail to update on time, my reason will definitely be a reasonable one next time. Hopefully there isn't a next time.

SLOG #1: Weird Symbols

Week 1.

Everything covered today was a complete mystery to me. Without even knowing what kind of course CSC165 was, what I wasn't expecting was a course on expressing myself. My whole reason for avoiding any English course; now in vain. This course also required me to keep a blog, something else I wasn't keen on doing. I had never been much for using the internet to express my life, thinking that my life was my business, and no one out there probably would care to read such boring entries of complaints after complaints. Nonetheless, SLOG #1 is here. (Against all my will.) Even at the end of the lecture, I still wasn't entirely sure what CSC165 was about, and instead I just assumed I would understand in the next class. Since then, topics such as ambiguity and balance were covered, and for the most part, made sense. I was relieved (to say the least) that nothing went in one ear and out the other.

The following classes started to have Computer Science terms in them, and a certain line in the example threw me off.

>>> [x * 2 for x in [1, 2, 3]]

[2, 4, 6]

At a first glance, I had never seen any line like this one in my half-year of CSC108. Programming, even though it is my major, wasn't exactly something I was completely confident in. At first, I panicked, thinking I missed something important last semester and would have to look into something as basic as for loops again. I later read the line over and over, and realized it was rather simple, just multiplying x by 2, for the number in the list. Professor Heap went on to explain that this method of for loops is what will be used in this course, as well as in CSC148, so it seemed like an important thing to take note of.

In-class quiz 1. 'quant1'. What in the world...? Again, my Computer Science failed me, and it didn't help that I hadn't managed to catch the question or even which example I was supposed to answer. After a pitied help from the person sitting beside me, I realized I had to do example 3. After reading the 'quants', I subconsciously knew that there had to be a difference between 'quant1' and 'quant3', but my ignorant self choose to ignore that, so I had put the same description as 'quant1'. After feeling proud that I had actually answered the question, I couldn't help but notice that something was off. When he told us to hand it in, it struck me; not all of L1 was a subset of L2 for it to be true, only some needed to be. Quickly erasing and rewriting, I handed in my quiz, now properly proud, and slightly embarrassed about my first reading, and made a mental note to read more carefully the next time around.

The last class had symbols. Oh the symbols. I had never seen an such things, and the handwriting of Professor Heap had me doubting what the symbols even looked like. When the quiz came around, I panicked like no tomorrow. I was looking left and right, thinking to myself, how do all these people know what they are doing? They know what that 'U' means? Even that line about the O? Again, not feeling confident, I simply copied what he had written previously, taking a complete guess. After the class, I immediately rushed to the class website (I hadn't brought my laptop with me) and looked up in the past slides if there was anything I should've already known. After finding nothing, I made a quick check to the course documents and found the page that saved my life. (Like 10 minutes before I started this blog.)
A ⊆ B - A is a subset of B
A ⊊ B - There exist at least one element of B not contained in A
∅ - Empty Set

These were the main symbols that had confused me, for a good 2-3 hours. Luckily, thanks to the confusion they gave, these symbols have now been burned into my memory.

What a start.
P.S. Had a lot to complain about, really don't think i'll have this much to say in the following SLOG's.