# User talk:Salman Ahmad

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(→Week 1 Journal Feedback: completed week 1 feedback) |
(→Week 9 Spreadsheet Feedback: added needed corrections to spreadsheet) |
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+ | == Week 9 Spreadsheet Feedback == | ||

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+ | * I've reviewed the spreadsheet you submitted for your week 9 assignment. It all looks correct, except for the following: | ||

+ | ** On the "statistics" worksheet, you made a mistake on the formula for the Average Log Fold Change for t15. The cell reference in the formula does not include all of the replicates for t15. This will need to be fixed before doing the Week 12 assignment. | ||

+ | ** In formatting your "final" worksheet, you had four decimal places for the fold changes, not the two decimal places requested in the protocol. | ||

+ | |||

+ | ''— [[User:Kam D. Dahlquist|Kam D. Dahlquist]] 01:35, 9 April 2013 (EDT)'' | ||

+ | |||

== Week 1 Journal Feedback == | == Week 1 Journal Feedback == | ||

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— [[User:Kam D. Dahlquist|Kam D. Dahlquist]] 02:20, 31 January 2013 (EST) | — [[User:Kam D. Dahlquist|Kam D. Dahlquist]] 02:20, 31 January 2013 (EST) | ||

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- | Hello | + | You asked: "Hello Dr. Fitzpatrick: Students are learning higher levels of math earlier in their lives than before, how do you think that will affect the applications of math in the future? Salman Ahmad 21:23, 22 January 2013 (EST)" |

- | + | My answer: That's a really good question. I don't think universities in general (or LMU in particular) have caught up educational programs to the way students are being taught pre-college. College calculus classes (depending on the professor) can be very different from high school ones, tho. I'd hope that it will help "across the board" with people being able to approach a lot of things more quantitatively. So many applications today involve large data sets in which the data points have many attributes (we often call this high dimensional data). I think the need may drive the math, rather than the other way around. We may see the type of math taught changing from calculus based stuff to linear algebra (vectors and matrices), statistical, and computational. | |

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- | + | '''[[User:Ben G. Fitzpatrick|Ben G. Fitzpatrick]] 14:00, 3 February 2013 (EST)''' | |

- | == | + | == Week 2 Journal Feedback == |

- | + | ||

- | + | * Thanks for submitting your work on time. | |

+ | * Your discussion is a bit thin. You need to include a little more detail on the simulations you performed. | ||

+ | * Graphs would be very helpful in backing up your discussion. See Elizabeth's page for a good example of a file containing some well-annotated simulations, or Ashley's for graphs embedded in the discussion. Paul's screencaps, while a bit difficult to view due to size, may also help you. | ||

+ | * How might you model waste with the differential equations? | ||

+ | |||

+ | '''[[User:Ben G. Fitzpatrick|Ben G. Fitzpatrick]] 14:00, 4 February 2013 (EST)''' | ||

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+ | ---- |

## Revision as of 00:35, 9 April 2013

## Week 9 Spreadsheet Feedback

- I've reviewed the spreadsheet you submitted for your week 9 assignment. It all looks correct, except for the following:
- On the "statistics" worksheet, you made a mistake on the formula for the Average Log Fold Change for t15. The cell reference in the formula does not include all of the replicates for t15. This will need to be fixed before doing the Week 12 assignment.
- In formatting your "final" worksheet, you had four decimal places for the fold changes, not the two decimal places requested in the protocol.

*— Kam D. Dahlquist 01:35, 9 April 2013 (EDT)*

## Week 1 Journal Feedback

- Thank you for submitting your assignment on time.
- There are a few of things that you need to fix on your individual user page and shared journal page. Please make these changes by next week's journal deadline (midnight, February 8) to earn back the points you missed on this assignment.
- You need to put the complete street address for your box at LMU.
- On the Week 1 shared journal page, put the link to your user page underneath the header for your section.
- In addition to posting a question on Dr. Fitzpatrick's talk page, you need to post a question on my talk page.
- You have not filled out the summary field when you save changes to your pages. You need to fill it out
*every time*you make a change. - You need to demonstrate that you can "comment out" something. Your comment was just what was put there by the OpenWetWare script.
- Your link to a file needs a label. What you did works, but it would be better to use the complete wiki syntax. I.e., use [[Media:AhmadResume.doc | my resume]], which looks like this: my resume, instead of just Media:AhmadResume.doc.
- While you have created a template, you have not actually
*invoked*it on your page. To invoke your template, use the wiki syntax {{Salman Ahmad}} on your page. Furthermore, you need to use your template to your advantage. It should contain links for each of the class assignment pages, your journal pages, and the class shared journal pages. It is also helpful to put the class category on it as well. Currently, the category is currently missing from your user page. If you put it in your template and then invoke the template, you will never forget to put it in your journal page.

- Please feel free to delete the message from OpenWetWare below.

— Kam D. Dahlquist 02:20, 31 January 2013 (EST)

You asked: "Hello Dr. Fitzpatrick: Students are learning higher levels of math earlier in their lives than before, how do you think that will affect the applications of math in the future? Salman Ahmad 21:23, 22 January 2013 (EST)"

My answer: That's a really good question. I don't think universities in general (or LMU in particular) have caught up educational programs to the way students are being taught pre-college. College calculus classes (depending on the professor) can be very different from high school ones, tho. I'd hope that it will help "across the board" with people being able to approach a lot of things more quantitatively. So many applications today involve large data sets in which the data points have many attributes (we often call this high dimensional data). I think the need may drive the math, rather than the other way around. We may see the type of math taught changing from calculus based stuff to linear algebra (vectors and matrices), statistical, and computational.

**Ben G. Fitzpatrick 14:00, 3 February 2013 (EST)**

## Week 2 Journal Feedback

- Thanks for submitting your work on time.
- Your discussion is a bit thin. You need to include a little more detail on the simulations you performed.
- Graphs would be very helpful in backing up your discussion. See Elizabeth's page for a good example of a file containing some well-annotated simulations, or Ashley's for graphs embedded in the discussion. Paul's screencaps, while a bit difficult to view due to size, may also help you.
- How might you model waste with the differential equations?

**Ben G. Fitzpatrick 14:00, 4 February 2013 (EST)**