the gοod, the bad, and the ugly.

the good. after my analysis lecture today, i was erasing the blackboard when a student came up with a question. i gave my standard co-question [1], and when she said no, i asked what it was.

she wanted to discuss-
not a homework problem,
not the quiz from wednesday ..

but an example or two from the textbook. there were a few steps she didn't quite follow.

i don't think i was that studious, as a student. good for her! (-:

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the bad & the ugly. during my calculus lecture today, an example that i thought would take 5 minutes actually took 15. in retrospect i shouldn't have done it.

it was two blackboards of gory computations. my intent was to have a visual example of unit tangent and normal vectors, but it didn't occur to me until, at the end:

i don't draw as well in chalk as i do with paper and ink. so the end result was just a powdery mess under stark fluorescent white light.

[sighs]
oh well. calculus isn't always exciting, i guess.

[1] that is, "was it on the board, and did i just erase it?"