0 Uh, problem sets. We have nine
problem sets that we project will be assigned during the
semester. Uh, a couple of things about the problem sets. (Late)
Homeworks won't generally be accepted.
About problem sets: we expect to have nine problem sets during the semester. We project that there will be nine problem sets assigned during the semester. I have a couple of things to say about them. As a general rule we will not accept homework after the due date. We will not generally accept late homework. It will not be accepted.
[Late]
homeworks [The word late is missing but it is clear that he means it.] A problem set is homework, students do it at home and hand it in. Homework has to be handed in by a specific date, called "the due date." Homework that is handed in after the due date is called "late homework."
homeworks Most English speakers treat "homework" as a collective noun that has no plural. The general rule in this course is that the instructors do not accept late homework.
9.735323383084578 Uh, if you're
extenuating stance -- circumstances you should make prior
arrangements with your recitation instructor.
Sometimes students submit their homework late because they were ill or for other serious reasons. Such reasons are called "extenuating circumstances." If you have extenuating circumstances, you should contact your recitation instructor before the due date. You should arrange things with the instructor prior to the due date, You should make prior arrangements with the instructor.
If you're extenuating circumstances The lecturer misreads from his notes. It should be "If you have extenuating circumstances."
prior arrangements = arrangements that are made before a certain date; usually the due date or deadline for some assignment or project. The word prior can also be used in the expression: prior to: You must pay for your tickets at list 24 hours prior to the event.
17.129353233830848 In fact, almost all the
administrative stuff ... You shouldn't come to me to ask,
say: "Can I turn in something late?". You should be
talking to your recitation instructor.
The same is true about almost all administrative questions. You should not come to me with such questions. For example, you shouldn't come to me to ask: "Can I turn in something late?" In all such situations, you should be talking to your recitation instructor.
administrative stuff The word stuff is informal and a little dismissive. The professor wants to show that administrative stuff is necessary but boring and less important than the subject matter of the course.
turn in = Hand it, submit
you should be talking The Progressive Infinitive is used because he is talking about a rule that will apply on many occasions throughout the semester.
24.39303482587065 OK, um ... you can read
the other things about the, uh, the form uh. There are both, uh
... But let me just mention that there are exercises that should
be solved but not handed in,
There is more material here about the form of the problem sets. You can read it yourselves. There are two kinds of problems or exercises. I will not say much about them. Let me just mention that there will be exercises that you solve but don't turn in. They should be solved but not turned in.
Let me just mention A more polite way of saying "I will only mention."
37.257711442786075 as well (as), uh, to
give you drill on the material. I highly recommend you doing
the exercises. They both test your understanding of the
material, and exercises have this way of finding themselves on
quizzes.
Exercises give you practical work on the material of the lecture. They give you practice on the material. I strongly recommend that you do the exercises. I recommend it highly. They test your understanding of the material. Also, an exercise can be used as a question on a quiz or a test. Somehow they get into those quizzes.
as well as This is a conjunction that usually connects two things. (You can find bread in the kitchen as well as raisins and tea.) It is not clear what it connects in this sentence.
drill repeating practice; usually fire drill or military drill
I highly recommend I very much recommend
I recommend you doing the exercises = I recommend that you do the exercises. This is an "object + participle" construction. We recommend that you use the simpler construction. There are verbs with which this construction is more common: I saw you doing the exercises.
exercises have this way of finding themselves = We sometimes include those exercises as questions on quizzes. This is a joke: he says that exercises do it by themselves, he doesn't know how, and they themselves are a little surprised to find themselves on quizzes.
48.82686567164179 Um,
You're often asked to describe algorithms, and here's
a little outline of what you can use to describe an algorithm.
In problem sets, we often ask you to describe an algorithm. When you describe an algorithm, you should follow a standard outline.Here is a little outline for describing an algorithm. It is here, in this document.
a little outline Not a very detailed outline
58.452736318407965 OK. uh, The
grading policy is something that somehow I cover and always,
every term, there's at least a couple of students, who
pretend like I never showed them this. Ok.
When we give grades, we follow a set of rules. Such a set of rules is called a policy. We have a grading policy. I always explain this policy. Every semester there are a couple of students who say that I never explained it. They pretend that I never showed them the policy. I don't know how this happens. Somehow this happens that they pretend like I never showed them this policy.
cover (some material) = to go over, explain
every term = every semester
there's a couple of students = There are a couple of students. The form there's is used in colloquial speech with plural nouns.
they pretend like = They pretend that; They pretend as if. The word like is often used in non-standard ways in today's American English. See comment below.
71.83482587064678 So, uh, if you skip
problems, it has a nonlinear effect on your grade. ok.
Nonlinear, ok. So, if you don't skip any problems, no effect
on your grade, ok. Uh, if you skip one problem, eh, hundredth of
a letter grade, we can handle that. ok.
So, the policy. Your grade is a function of how many problems you skip (do not do). It is NOT a linear function. It is a non-linear function. If you skip problems, the effect on your grade is non-linear. If you skip no problems, there is zero effect on your grade. There no effect on your grade. If you skip one problem, you lose one hundredth of your grade. That's not important. We can handle that. It will have practically no effect on your letter grade.
a non-linear effect This whole passage is a little bit of a joke. He explains the grading policy in mathematical terms. The grade is a function of how many problems you skip. It is not a linear function. For zero skipped problems, the effect is zero. For one skipped problem, the effect is 1/100 of the grade, and it will not change your letter grade.
letter grade The possible grades are A, B, C, D, and F (failing grade). All grades except F can have a plus or a minus after it: A+ (the best), B-, and so on. There are two numerical systems. One simply copies letters to numbers: A=4, B=3, C=2, D=1, F=0. For +, 1/3 is added; for minus 1/3 is subtracted. The other numeric system goes from 100 to 0, but anything below 55 or so is considered an F. Losing one point in this system (from 100 to 99) has no effect on your letter grade.
95.34129353233831 But, two problems,
it's a tenth. And as you see by the time you've
skipped, uh, like five letter grades, it's already a third
of -- five problems. This is not problem sets by the way, this
is problems. ok? Uh, you're down a third of a letter grade.
Ok?
But if you skip two problems, you lose one tenth of your course grade. As you can see, if you skip five problems, you lose one third of you grade. By "problems" I really mean individual problems, not problem sets. So, if you skip five problems, you lose one third of your letter grade. (We subtract 1 1/3 from your letter grade. If it is A, it becomes B-.)
by the time you've
skipped ...five letter grades The lecturer misspoke: he meant "five problems," and he later corrects himself.
you've
skipped, like, five letter grades The word like here means "approximately, something like." This use of like has become very common in the last decade or so. People say things like: He's ill, like, every other week. (= He is ill about every other week), or even: And I'm like "What's going on in here?" and he's like, "We're not friends any more." (Meaning that he said something like "We are not friends any more.")
114.43283582089553 And if you,
uh, don't do nine or more, so that's typically about,
uh, three to four problem sets, ok, you don't pass the
class, OK? So I always have some students coming in at the end
of the year saying ah, I didn't do any of my problems, can
you just pass me cause I did ok on the exams? Answer? No. OK?
Very simple answer 'cos we've said it up front, OK?
If you skip nine or more problems, you don't get a passing grade (A to C-). You don't pass the class. You fail the class. You get an F. (Typically, nine problems is about three to four problem sets.) I always have some student who say: "I did well on the exams but I didn't do any of my problems. Can I pass the course? Can you pass me?" What is the answer? The answer is NO. It's a very simple answer. It's a legitimate answer because we told you in the very beginning of the course. We said it up front.
That's typically about three to four problem sets. This sentence is a little redundant. "About three" means "usually three but may be two or four"
138.96517412935324 So problem sets
are an integral part of the, uh, the course. Collaboration
policy. This is extremely important, so everybody pay
attention: if you're asleep now, wake up ... OK. Um. Yeah,
like that's gonna wake anyone up, right ... OK.
So, problem sets cannot be separated from the rest of the course. They are an integral part of the course. Next topic is collaboration policy. This is our policy on how you can work together on your homework. This is very important. Please pay attention. If you are asleep, now is the time to wake up. Is this going to wake anybody up? I doubt it.
collaboration = Working together
collaboration policy A set of rules about how you can collaborate and what you should not do when you collaborate
like that's gonna wake anyone up The lecturer expresses doubt that his words will wake anyone up. Most likely, he saw that there were students in the room who were falling asleep and felt that a joke would help them wake up. Note the use of like.
156.74228855721395 Um, so the goal of
homework, uh ... Professor Demaine's and my philosophy is
that the goal of homework is to help you learn the material.
These rules about homework are not just rules. They are based on principles. They are based on beliefs. Professor Demaine and I believe that the goal of homework is to help you learn the material. This is our philosophy with respect to homework.
Professor Demaine's and my philosophy Since the topic is important, he makes it clear that he expresses the common opinion, and he refers to Erik formally, as Professor Demaine.
philosophy = A set of beliefs that explains behavior and policy.
163.92736318407964 And one way of
helping to learn, is not to just be stuck and unable to solve
something, 'cos then you're in no better shape when the
exam rolls around, Ok, which is where we're actually
evaluating you.
Homework does not help you to learn if you are stuck on some problem. If you are unable to solve something, you are not learning. This doesn't help you on the exam. You have spent a lot of time trying to solve one problem, but you are not better off when the exam arrives. You're not in better shape when the
exam rolls around. The exam is where we evaluate you. We evaluate what you have learned.
stuck = Unable to move forward (The car got stuck in the mud. I am stuck on this problem.) This is Past Participle of the irregular verb to stick stuck stuck.
you are in no better shape = You are not in a better condition
when the exam rolls around = When the exam comes. Here the exam is compared to a ball that rolls upon you from the future. An exam is an event. Verbs of motion are often used to describe the beginning of an event: When the exam comes, arrives, descends upon you, rolls around.
176.34328358208955
OK. So, you're encouraged to collaborate, but there are uh,
there are some, uh, common sense things about collaboration: if
you go and you collaborate, to the extent that all you're
doing is getting the information from somebody else, you're
not learning the material. Ok, and you're not gonna do well
on the exams.
So we encourage you to collaborate. You are encouraged to work together on your homework. However, there are some rules about collaboration. They are common sense rules. Collaborate doesn't mean simply "get information from somebody else." If this is all you are doing, then you are not learning the material. If all you are doing is getting information from somebody else, you are not learning the material and you are not going to do well on the exams.
All you are doing is getting the information from somebody else The subject of this sentence is "all [that] you are doing." It is the pronoun all followed by a relative clause. The predicate is "getting the information from somebody else."
196.07363184079605 Um,
so, in our experience, students who collaborate generally do
better than students who work alone, Ok, uh, but you owe it to
yourself, if you're gonna work in a study group, uh, to be
prepared for your study group meeting, and specifically you
should spend a half an hour to forty five minutes, uh, on each
problem before you go to your group, so you're up to speed,
and you've tried out your ideas.
We have noticed that students who collaborate generally do
better than students who work alone. In our experience, collaboration helps. But if you work in a group, it is in your interest to also do some work on your own. You owe it to yourself to come to your group meeting prepared. Before you go to your study group meeting, you should spend a half an hour to forty five minutes on each
problem. This will make you prepared. As you prepare and practice, you move faster through the material. You gain speed. If you don't prepare, you will be slow, not up to the same speed as other people. Also, if you spend some time on each problem, this will give you time to try your own ideas.
You owe it to yourself to do X = It is in your interest to do X.
study group meeting A meeting of a study group. A study group is a group of people who study together.
up to speed = prepared.
222.3303482587065 Ok? And you may have
solutions to some, you may be stuck on some other ones, but at
least you've applied yourself to it, OK?
You may have solutions to some problems, and you may be stuck on some other problems, but at least you have tried them all. You have applied yourself to your homework.
solutions to some, stuck on some other ones, applied yourself to it Many pronouns, no nouns because it is clear what he is talking about.
230.40099502487564 After 35 ... 30-45
minutes, if you can't get the problem, just sitting there
and banging your head against it makes no sense. Ok, it's
not a productive use of your time. And I know most of you have,
uh, issues with having time on your hands, right?
If you cannot solve the problem after 30-45 minutes, you are stuck. It is not a good idea to continue. It's like banging your head against the wall. It makes no sense. It is not a productive use of your time. And most of you don't have enough time. You have a problem with having time on your hands.
after 35 ... He earlier said "half an hour to 45 minutes," so he corrects himself and repeats the same times.
banging your head against it A common expression is "bang your head against the wall." It means "to try to move forward when it is impossible; try to make a hole in the wall by banging your head against it."
you have issues with having time A complex way of saying "you don't have enough time." See Unit 1, "have an issue of not wanting to be on the video tape."
on your hands = In your possession
246.26467661691547 OK. Like it's not
there, ok. So don't go banging your head against problems
that are, that are too hard, ok, or where you don't
understand what's going on or whatever.
Free time - it's just not there. So don't spend a lot of time on problems that are too hard. There will be problems that you will not be able to solve because they are too hard, or because you don't understand what's going on, or for whatever other reason. Don't bang your head against such problems.
Like it's not there. Another use of "like."
don't go banging your head = Don't continue, don't keep on banging your head
or whatever When you have listed several things, and there are other possibilities, but there are too many of them, or it would take too much time to list them all, or you don't know them all, or whatever, then that's what you say: or whatever.
257.0567164179105 So, that's when the
study group can, can help out. And as I mention, we'll have
homework labs which will give you an opportunity to go and do
that, and coordinate with other students, rather than
necessarily having to form your own group. And the TA's
will be there.
That's when the study group can help. It can help you out of your difficulty. As I mentioned, we'll also have homework labs. They will give you an opportunity to work with other students, and it will coordinate the time, so you don't have to form your own group. And the TAs will be there.
help out more specific than simply help it suggests helping in a situation when you're stuck and need help getting out.
go and do that Go where? Do what? More or less clear from context.
coordinate with other students Study groups often find it difficult to schedule meetings, to find times when everybody is free. Homework labs are scheduled for specific times, so it is easier to coordinate meetings.
270.74825870646765
Um, uh, so if your group is unable to solve the problem, then
talk to other groups or ask your recitation instructor. Now,
that's how you go about solving 'em. OK. Writing up the
problem sets however is your individual responsibility and
should be done alone. You don't write up your problems'
solutions with other students.
If your group together cannot solve the problem, then talk to other groups or ask your recitation instructor.
Until now, this discussion has all been about solving problems. It has been about how you go about solving problems. After the problems are solved, you have to write up the answers. You alone are responsible for that. Writing up the answers to problem sets is your individual responsibility. You should do it alone. You don't write up problem sets with other students.
X is unable to do Y X cannot do Y; X is incapable of doing Y.
This is how you go about X. This is how you do X; this is a proper procedure for doing X.
write up = Write the results of some procedure or experiment. Write up a lab. Write up a problem.
292.8995024875622 You write them up on
their own - on your own, ok? And, uh, you should, uh, on your
problem sets -- because this is an academic place, we
understand that the source of academic information is very
important, if you collaborated on solutions, you should write a
list of the collaborators. Say, I worked with so and so on the
uh, this solution, ok. It does not affect your grade. It's
just a question of being scholarly.
You write them up on your own. And remember, this is a university, a place of study, an academic place. We understand that the source of academic information is very important. If you collaborated on a solution, you should write a list of people with whom you collaborated. Simply say: "I collaborated with such and so on this solution." This does not affect your grade. This has no effect on your grade. This is just part of being a scholar. It's a question of being scholarly.
on their own - on your own The lecturer misspoke and corrected himself.
on your own = Alone, by yourself.
And you should, on your
problem sets ... Students who have collaborated with others on their homework must say so. It is dishonest to use somebody else's work but not say about it. This is called "plagiarism." It is a big problem in American universities. They all have strict policies about plagiarism. (See the next segment.)
with so and so with some person
affect = influence, have an impact, have an effect. Note the difference in spelling between the verb affect and the noun effect.
322.1950248756219 Ok? Um, it is a
violation of this policy to submit a problem solution that you
can not orally explain to a member of the course staff. So you
say, oh, well my write-up is similar to that other person's
because, you know, we, uh, uh, I didn't copy them, you
know. We may ask you to orally explain your solution. If
you're unable, the presumption is, according to this
policy, the presumption is that you cheated.
So we have a policy on collaboration. It is a violation of this policy to submit a solution that you cannot explain. A member of the course staff may ask you to explain your solution. It will be in a conversation. We may ask you why your write-up is similar to another person's write-up. Suppose you say: "It just happened that they are similar. I didn't copy that person's write-up." Then we may ask you for an oral explanation of the solution. If you are unable to explain, we conclude, according to this policy, that you cheated. The conclusion is that you cheated.
orally in speech, not in writing
I didn't copy them, you know = I didn't copy those solutions.
the presumption is Actually, presumption is something you assume before you see any facts. In the scenario he describes, this is a conclusion.
cheated This is a very strong word. Cheating is very bad. A student caught cheating can be given an F for the course, or even expelled from the university for a year.
353.01791044776127 So do not write up
stuff that you don't understand. Ok? You should be able to
write up the stuff that you understand, understand how you, uh,
you know ... why you're putting down what you're putting
down.
So don't write up something you don't understand. You should only write up things that you do understand. You must understand why you are putting down what you are putting down.
stuff This word is again used as a colloquial equivalent of more specific words.
So don't write up stuff Because the point is very important, he repeats it three more times.
364.60398009950256 If it
isn't obvious, no collaboration whatsoever is permitted on
exams. Exams is when we evaluate you, ok. And now we're not
interested in evaluating other people, we're interested in
evaluating you. Ok, so no collaboration on exams.
This is obvious but I will say it anyway: you may not collaborate on the exams. No collaboration whatsoever is permitted on exams. Exams are for evaluating you. The time of exams is the time when we evaluate you. We are not interested in evaluating other people. We are interested in evaluating you, individually. So: no collaboration on exams.
Exams is when we evaluate you. It should be Exams are ... . He means "Exams, together, form one special time; this time is when we evaluate you."
382.7960199004975 We will have a take-home
exam for the second quiz. So you should look at the schedule.
If there are problems with the schedule of that, we want to
know early. Ok, um, and we'll give you more details about
the collaboration in the lecture on Monday, November 28th.
The second quiz will be a take-home quiz. This will take a lot of your time. Look at the schedule. Try not to have many other important things to do at that time. If you have problems with that schedule - for instance, if you have other exams at the same time - we want to know soon. We want to know early, so we can find a solution to this difficulty. We will talk more about collaboration in the lecture on Monday, November 28. We will give you more details.
take-home exam Usually exams take place in the classroom. The instructor is also there, so it is difficult, but not impossible, to cheat. On a take-home exam, students are given questions and they write their answers at home. Take-home exams are typically more difficult and take more time. However, it is easier to cheat on a take-home exam. This is probably why the students will be given more details about collaboration on November 28th.
398.6278606965174 Now generally, the
lectures here, ok, are, they're mandatory in that you have
to know them, but I know that some people say, gee, 9:30's
kinda early. Especially on a Monday, you know, or whatever, ok.
It can be kinda early to get up, ok.
About coming to lectures. Lectures are mandatory in the sense that you must know them. You must know the material of the lectures. Our lectures start at 9:30am. I know that for some people, this is early. Some people say: "Gee, 9:30 is kinda early." Especially on Monday, or whatever. It can be kind of early to get up.
X is mandatory X must be done. "Lecture attendance is mandatory" means: "You must attend the lectures."
The lectures ... are mandatory in that you have to know them. This is an indirect way of saying that attending the lectures is NOT mandatory. He doesn't want to say that directly, but everybody understands.
kinda colloquial pronunciation of "kind of;" similarly sorta for "sort of"
414.5293532338309 Um, however, on Monday,
November 28th, ok, you fail the exam if you do not show up to
lecture, on time. Ok, that one day, you must show up. Any
questions about that? Ok. That one day, you must show up here,
Ok, even if you've been watching them on the web. Ok.
However, on November 28th you must come to lecture. You must show up, and you must show up on time. If you don't come to that lecture, you fail the take-home exam. On that one day, you absolutely must show up. Any questions about that? On that one day, you must show up here even if you have been until then watching the lectures on the web.
show up attend, be present
even if you've been watching them Present Perfect tense, to indicate action that goes on over a period of time up to a certain point. The word them clearly refers to lectures.
435.4029850746269 Um. and-um, generally,
if you think you've transgressed, best is to come to us to
talk about it. We can usually work something out. It's when
we find somebody has transgressed from a third party or from
obvious analyses that we do of homeworks, that's when, um,
uh, that's when things get messy.
Back to the topic of cheating. If you think you have done something wrong, the best thing to do is come and talk to us about it. We can usually find a solution. We can work something out that will not be too painful. What is really bad is when we find ourselves that somebody has transgressed. We can find out from another person, or from an obvious analysis of your homework. It's when we find out ourselves that things get unpleasant. Things get messy.
transgress do something wrong, violate the rules
best is = The best thing to do is. This is very colloquial.
work something out Find a solution, a way out of a difficult situation.
a third party A case of cheating involves two participants, or parties: the course staff and the cheating student. A third party is somebody who is not the cheater and not on the course staff. It may be another student.
analyses plural of analysis
things get messy A formal investigation of cheating is a long and messy procedure. Nobody likes to do that.
458.53631840796027 Ok. So if you think
you've for some reason or another, you think, oh, I may
have done something wrong, please come and talk to us, ok.
We're actually, we were students once too, albeit many
years ago.
So, if you think that, for some reason or another, you have done something wrong, come and talk to us. It was many years ago, but we were students once too. We were students too, albeit many years ago. We remember and understand what it's like to be a student.
for some reason or another = For some reason, whatever it may be.
469.4646766169155 Ok, any
questions? So this class has great material! Fabulous material,
ok. And, uh, it's, uh, it's really um, it's really
fun, uh but you do have to work hard. Ok, so let's talk
content!
Any questions? We have finished with the administrative stuff. We can talk about the material of this class. This class has great material. This course has fabulous content. And it's really fun, but you have to work hard. So, let's talk about content. Let's talk content!
class Usually class means an individual lecture or recitation within a course, but here it clearly means the entire course.
Let's talk content. Usually you talk about something, but you can use a direct object to indicate a kind and manner of talking. Common examples are "talk business" and "talk nonsense." Talking content is very different from talking administrative stuff, and much more fun.
Grammar topics:
- colloquial speech:
- Progressive tenses, especially Future Progressive
- count and mass nouns (homework vs. home assignment)
- irregular plurals (analysis)
- much vs. many; little vs. few; little vs. a little; few vs. a few
Expressions:
as well as; for some reason or another; so and so;
Vocabulary:
cheat (on the exam, homework); plagiarism, plagiarize; transgress; late (assignment, homework, problem set); hand in, turn in (homework); attendance; mandatory; skip (a lecture, a problem set); extenuating circumstances; prior arrangements; affect (v.); effect (n.); have an effect