Scores
Preparation: 47.35
Presentation: 47.25
Total: 94.6
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Comments:
1.c What did I learn
The theory behind the fake coin problem. (3)
Try to understand the idea behind a problem, and use technique
for future probelm. (4)
The idea of using simple cases. (4)
One may extend the idea. (2)
The beauty of mathematics.
Finding fake coin using a balance efficiently. (10)
Use of formula 3^{m-1} < 3^k =< 3^m and the log_3(k) notation. (6)
The formula/method for finding fake coin. (3)
Many ways to divide cases.
Meaning of the "ceiling" and "floor" signs.
How to approach problem and use the easy cases. (2)
How to generate a general formula.
Simple problems may lead to difficult ones.
2.a Things you like
Interesting topic/game. (11)
Interesting method.
Related to daily life.
Easy to understand. (3)
Good organization.
The game and idea can be further explored/extended. (4)
The presentations is good for beginners (2)
Can always reduce difficult problems to simple cases.
The personal stories of the instructor.
Active classroom atmosphere. (2)
The more difficult game of not knowing whether the coin
is lighter or heavier in interesting. (3)
The problem leads to research theory. (2)
Diving 8 coins into 3 groups is better than 2!
Enthusisatism of presenter. (2)
The formula 3^{m-1} < k =< 3^m
There are efficient way to solve problem in real life.
2.b Possible improvements
With real coins to play. (3)
Pace too fast. (5)
More student participation. (3)
Deeper/more explanation. (2)
More questions.
Describe more connection to daily life. (4)
More presentation likes this.
Speak slower. (2)
Use Chinese to explain if students do not understand.
Do more mathematical games.
A longer break between the two classes.
Could explain more clearly in the last part. (3)
Discuss more about the difficult problems. (2)
List the steps and solutions more clearly.
More pictures in the slides.
Three pan balane does not seem to exist in real life.