| 19:40 "Mewtwo is below lambda one" I've never heard of that Pokemon, is it new?####[] | |
| thank you MIT OCW for sharing such wonderful knowledge with detail explanation, for those who are not able to get source to learn things, it is really very great and awesome platform. thank you!####[['MIT OCW', 'Other', 'POS']] | |
| What I am inferring from the comments is it is ideal to work from right to left when determining the decomposition####[['work', 'Other', 'POS']] | |
| This course is excellent, so much needed in the modern world.####[['course', 'Course_General_Feedback', 'POS']] | |
| @[USERNAME] ...uni ?? I went over to Australia and that was the only place i've ever heard that term. Are you form Australia? Just wondering if Australia is the only one who has the term ' uni '.####[] | |
| After viewing the 3blue1brown video on Duality, I am just seeing xT*A*x as the results of applying a linear transformation to a vector x and then projecting that new vector back onto x; if the vectors still point "in the same direction" i.e. the projection is positive, then A is positive definite####[['3blue1brown video on Duality', 'Course_General_Feedback', 'NEU']] | |
| Is this MIT's university or MIT's high school?####[] | |
| The solution for x involving w and z should be w+(v^T w)z/(1-v^T z). Strang has (vw^T)z in the numerator.####[] | |
| @[USERNAME]Thank you man! That was a very good explanation :)####[['explanation', 'Course_General_Feedback', 'POS']] | |
| This guy is awesome! Really enjoy the lectures.####[['NULL', 'Instructor', 'POS'], ['lectures', 'Course_General_Feedback', 'POS']] | |
| My godness, stop moving the camera :<####[['camera', 'Teaching_Setup', 'NEG']] | |
| 36:24 ...SPORTS. IT'S IN THE GAME!####[] | |
| Yeah, it should have been s= velocity, and ds/dt=acceleration. The derivative of velocity is acceleration.####[] | |
| Going to differentiate sec x. "Never mind, we'll do that in a sec". Pun intended?####[] | |
| Went over my head. I have to rewatch.####[] | |
| Einstein couldn't do it, but... Gilbert can!####[['Gilbert', 'Instructor', 'POS'], ['Einstein', 'Instructor', 'NEG']] | |
| @[USERNAME]Hendersen-haselbach equation for pKa and pH is using this method least square method####[] | |
| because ur not steve jobs :( neither am i.####[] | |
| Did a crash course on Lin Algebra that purely calculated these. I knew all the steps. But did I really know it? Now i do.. Thank you Gilbert Strang. I endeavour to do ALL your courses that you have available on the internet. What a remarkable world we live in today..####[['Gilbert Strang', 'Instructor', 'POS'], ['courses', 'Course_General_Feedback', 'POS']] | |
| So much love and respect for Prof. Strang! Thank you so much!####[['Prof. Strang', 'Instructor', 'POS']] | |
| I thought these MIT wizards were meant to be the cream of the cream, how have they not come across the cosine rule yet? I'm not even out of high school and we've done far more complex stuff!####[['MIT wizards', 'Other', 'NEG']] | |
| @[USERNAME]i totaly agree this is insane! My mathematics degree is much much more difficult than this!!!####[['NULL', 'Other', 'NEU']] | |
| No thank you.I'm okay with Calculus####[['Calculus', 'Mathematical_Related_Concept', 'POS']] | |
| 19:16, why are all 5x5 matrices in a 25 dimension vector space?####[['5x5 matrices', 'Mathematical_Related_Concept', 'NEU'], [' 25 dimension vector space', 'Mathematical_Related_Concept', 'NEU']] | |
| He is amusing.. Keeps the lecture interesting####[['NULL', 'Instructor', 'POS'], ['lecture', 'Course_General_Feedback', 'POS']] | |
| 4:28 God, isn' it false ? Shouldn't it be x = 1 and y = 2 ? Y is okay but x = -1 doesn't seem correct####[['NULL', 'Mathematical_Related_Concept', 'NEU'], ['NULL', 'Mathematical_Related_Concept', 'NEU'], ['NULL', 'Mathematical_Related_Concept', 'NEU'], ['NULL', 'Mathematical_Related_Concept', 'NEU']] | |
| 25:10 student: - *cough sound* professor: - something you wanna say..?####[] | |
| yes, both stays the same!####[] | |
| This guy is an amazing professor, I've learned Linear Algebra from him, despite being in college. Love from Brazil <3####[['professor', 'Instructor', 'POS']] | |
| You've had a new shirt professor :D.####[] | |
| Timestamps and Summary for Lecture 3: Quotient Spaces, the Baire Category Theorem and the Uniform Boundedness Theorem0:00 - Recap of Lecture 2Last lecture: linear operators between normed vector spaces are continuous if and only if they are bounded. The space of bounded operators between two such NVS's itself forms an NVS, under the operator norm. When the target is a Banach space, this space of bounded operators also becomes Banach: this is a way to identify new Banach spaces from existing ones, by considering all bounded operators into them. 0:59 - SubspacesA subspace of a given vector space is internally closed under addition and scaling (linear combinations). Theorem: a subspace W of a Banach space V is itself Banach if and only if it is a closed subspace of V with respect to the metric induced by the norm. Closure amounts to showing that W contains all of its limit points (every convergent sequence in W has its limit in W). We can take any sequence in W; by hypothesis (completeness) it is Cauchy and converges in W. Conversely, if the subspace is closed, we can take a Cauchy sequence in W -- regarding it as a sequence in the ambient Banach space V, it converges to an element in W by closure. This shows every Cauchy sequence in W converges in W, so W is Banach. 5:14 - Quotient SpacesAnother crucial way to form new spaces from old by passing to substructures involves the process of taking quotients. Given a subspace W of V, introduce (and verify) an equivalence relation on vectors in V by identifying two vectors together if their difference lies in W. This allows us to form the quotient set V/W under that equivalence relation; furthermore, it naturally inherits the operations from V and becomes a vector space in its own right. 11:31 - From Seminorms to NormsRecall that a seminorm satisfies homogeneity and the triangle inequality, but not necessarily definiteness -- consider the norm of the derivative of a function; it exhibits the former two properties but resolves to zero on constant functions. Theorem: a seminorm on a vector space descends to a norm on its quotient taken with the subspace of all vectors on which the seminorm is zero. Intuitively: the presence of vectors with seminorm zero represent an "obstruction" of the seminorm from becoming a norm. By collapsing the obstruction in the quotient, we obtain a true norm. 23:11 - Baire Category TheoremA cornerstone of general topology with vital applications in analysis. The version given here states that if a complete metric space can be expressed as the countable union of closed sets, then at least one of the closed sets contains an open ball (eq. has an interior point/nonempty interior). It can be reformulated to state that the countable intersection of open, dense sets in a complete metric space remains dense. (Note: a second result, not as relevant to functional analysis, states that the same holds true for locally compact regular spaces. This is especially important in the study of locally compact Hausdorff spaces. The version proven here requires some form of the Axiom of Choice; over ZF it turns out equivalent to a weaker form of Choice that is sufficient to build up most of real analysis). 50:39 - The Uniform Boundedness TheoremOur first major functional analysis result: it states that a sequence of pointwise-bounded operators on a Banach space is also bounded uniformly. More precisely, a sequence of linear operators from a Banach space to a normed vector space is bounded uniformly in the operator norm as soon as each individual operator is bounded. By showing that each of these operators have bounds that might vary with each point, this theorem claims that a bound can be chosen for all operators in the sequence that is independent of the point, and can be applied globally.####[] | |
| I thought that he was gonna start crying at 46:37 =/####[['NULL', 'Other', 'NEG']] | |
| Teaching is just a paycheck to this guy.####[['Teaching', 'Course_General_Feedback', 'NEG'], ['NULL', 'Instructor', 'NEG']] | |
| 10 people were 10 years old####[] | |
| Why does he say his definition is ambiguous? In what ways does defining a function as some subset of AxB make the definition less ambiguous?####[[' AxB ', 'Mathematical_Related_Concept', 'NEU']] | |
| This is not on the divergence theorem..####[] | |
| For the last part, why is it (right - left)? It is because the Method 2, setting the limit section on y-axis and evaluating the change of x-axis. That means (y+2)-(y^2) = dx. From the x-axis perspective, the x value from straight line (x=y+2) is definitely greater than the x value from Arc BC (x=y^2). Or you can just simply draw a line e.g. y=1(horizontal line). You will know the x value from straight line> x value from Arc BC####[] | |
| just in-case anyone was wondering the program he used to generate those parabola is 3D-XplorMath its a really fun program relatively easy to use its even how i generated my display picture :)####[['3D-XplorMath', 'Other', 'POS'], ['program', 'Other', 'POS']] | |
| Of course it's going to be easy for a high schooler to understand this. It's the third lecture... People in that classroom only have high school math behind them.####[['lecture', 'Course_General_Feedback', 'POS'], ['NULL', 'Other', 'POS']] | |
| thank you MIT you are the best !####[['MIT', 'Other', 'POS']] | |
| Thanks (2 years after) because I didn't understand it. Now it's obvious :D !####[['NULL', 'Other', 'POS']] | |
| How can he compare sum of areas to volume? Its better if we use n*(n+1)*(2n+1)/6 to represent the sum of n^2 terms and compare it with other two terms.####[['sum of areas to volume', 'Mathematical_Related_Concept', 'NEU'], ['n*(n+1)*(2n+1)/6', 'Mathematical_Related_Concept', 'NEU'], ['sum of n^2 terms', 'Mathematical_Related_Concept', 'NEU']] | |
| "And died earlier too..." LOL####[] | |
| this one lecture covers most of my math and control engineering module. guys a genius####[['lecture', 'Course_General_Feedback', 'POS'], ['NULL', 'Instructor', 'POS']] | |
| 1:02:16 you indeed made me feel bad for choosing (c). This by far the most humiliating check-in yet.####[['NULL', 'Other', 'NEG']] | |
| Listen with your headphones at the beginning, it would give you a classroom experience.####[] | |
| this guy is so cool####[['NULL', 'Instructor', 'POS']] | |
| I am an engineering student at a two-year college that shall go unnamed. I can follow this man's MIT lecture far better than any other math professor I've had at junior college....Go figure.####[["man's MIT lecture", 'Course_General_Feedback', 'POS'], ['math professor', 'Instructor', 'NEG']] | |
| I’m confused about how he explained adding a x particular to nullspace will not give a subspace. I think it this way. Nullspace should always contain the origin, so in this case it is a plane going through the origin, since x particular is a vector not in that plane, adding them together will never give a zero, so it is not a subspace.####[] | |
| For those curious, the law of cosines is also called “Al-Kashi’s law” (in France and the Arab and Persian world). Al Kashi was a Persian mathematician (I encourage you to check his wikipedia page). Great lecture! I was genuinely surprised that what students in Syria are taught in 11th grade, Americans learn in university.. To those from other countries, when did you learn dot product? Just curious####[['lecture', 'Course_General_Feedback', 'POS']] | |
| 11:41"Rows of C are combinations of rows of B."But, this only works for square matrices, isn't it?####[['Rows of C', 'Mathematical_Related_Concept', 'NEU']] | |
| This video repeatedly halts at about 20:00I was hoping to catch the review which was about to begin here and then goo back to textbook problems,also i can't seem to catch lecture 8 in my browser; that's anothe hitch.####[['video', 'Course_General_Feedback', 'POS']] | |
| The thing is Calculus seems hard when you first take it, but afterwards when you move on take even higher level classes, you realize that Calculus is just the introduction to higher level math. My favorite math has always been Differential Equations.####[['Calculus', 'Mathematical_Related_Concept', 'NEU'], ['Differential Equations', 'Mathematical_Related_Concept', 'POS']] | |
| very useful and helpful i'd saythanks MIT.####[] | |
| I think it's better to first watch the amazing TA Linan Chen video then come back and watch this lecture####[['TA Linan Chen', 'Instructor', 'POS'], ['lecture', 'Course_General_Feedback', 'POS']] | |
| heyyy stop moving the camera####[['NULL', 'Teaching_Setup', 'NEG']] | |
| 5:14 how many rows must a man walk down..####[['rows', 'Mathematical_Related_Concept', 'NEU']] | |
| Dear guys : any books recommended for accompanying this excellent course ? Thanks####[['course', 'Course_General_Feedback', 'POS']] | |
| @[USERNAME]do you know about Taylor series or Bernoulli's-L'Hopital's rule? This is only the first lecture. The first several lectures (for example math) in technical universities all over the world is repeat of last school lessons. 23 people is schoolie like you, imho.####[] | |
| My high school teacher moves way faster than this guy and at 8:00 AM when I still am not awake. Someone should talk to her.####[['high school teacher', 'Other', 'NEG']] | |
| an essential theorem like this its proof is not explained in the so-called great university .and a stupid algebric operation in an integral is proved .such a shame####[['university', 'Other', 'NEG']] | |
| his teaching is rigorous, precise, strict and concise, to the point, helps me clarifying the cloudy understanding in statistics.####[['teaching', 'Course_General_Feedback', 'POS']] | |
| What book is Gilbert sir following? Can anyone give the name? I am from India about to pursue my masters and I need this course####[['course', 'Course_General_Feedback', 'NEU']] | |
| Please I can't see well...####[] | |
| Minute 40. Left nullspace. I am yelling in my room: "Yes! Is there, I am looking at it!####[] | |
| This guy is the Mr. Rogers of linear algebra.####[['NULL', 'Instructor', 'POS'], ['linear algebra', 'Mathematical_Related_Concept', 'POS'], ['Mr. Rogers', 'Other', 'POS']] | |
| The difference between EE and Math dept is EE starts counting at 0 and Math at 1....paraphrased at 18:10. That made me laugh.####[['difference', 'Mathematical_Related_Concept', 'NEU']] | |
| Very helpful to future students! Great work! Thank you!####[['work', 'Course_General_Feedback', 'POS'], ['NULL', 'Instructor', 'POS']] | |
| finally everything in the last couple of lectures is coming together. Im finally understanding!####[['lectures', 'Course_General_Feedback', 'POS']] | |
| @[USERNAME] It's because not all of the students pay all of that $50K (that's what it is now). About 85% of the students receive some sort of grants from MIT. In order to maintain and make sure that future students will get those those scholarships they need donations.####[] | |
| Lol. The 'R' in the ideal gas equation is not 'radius'.####[['R', 'Mathematical_Related_Concept', 'NEU']] | |
| Beautiful lecture, just beautiful. Prof. Strang is drawing the beauty of Linear Algebra on a blackboard.####[['lecture', 'Course_General_Feedback', 'POS'], ['Prof. Strang', 'Instructor', 'POS'], ['blackboard', 'Teaching_Setup', 'POS'], ['Linear Algebra', 'Mathematical_Related_Concept', 'NEU']] | |
| those first words "the final class in linear algebra at MIT this fall" makes you feel nostalgic already :'(####[['class', 'Course_General_Feedback', 'NEU'], ['linear algebra', 'Mathematical_Related_Concept', 'NEU'], ['MIT', 'Other', 'NEU']] | |
| i watch all the lectures at 1.25x but not this guy. he is fast.####[['lectures', 'Course_General_Feedback', 'NEU'], ['NULL', 'Instructor', 'NEU']] | |
| This guy is amazing...When teachers taught this in my college everything went right off the top of my hat...####[['NULL', 'Instructor', 'POS'], ['teachers', 'Instructor', 'POS']] | |
| Really useful. Thanks a lot####[] | |
| The subtitles said "Windowed financially bathroom" 31:13What the hell?####[] | |
| Best explanation for the exponential family####[['explanation', 'Mathematical_Related_Concept', 'POS']] | |
| non-trivial solutions doesn't exist for nxn matrix if their columns are linearly independent####[['nxn matrix', 'Mathematical_Related_Concept', 'NEU'], ['columns', 'Mathematical_Related_Concept', 'NEU'], ['linearly independent', 'Mathematical_Related_Concept', 'NEU']] | |
| Thank you for you videos andlLecture notes I wish I could donate, but maybe if i .m succeful in this n earn better pay by the Grace of Allah####[['videos', 'Course_General_Feedback', 'POS'], ['Lecture notes', 'Teaching_Setup', 'POS']] | |
| i ask our lourd to preseve you and your whole familly .and thanks MIT open courseware for all####[['NULL', 'Course_General_Feedback', 'POS']] | |
| Surprised that Prof. Gilbert could finish this lecture without any mindblowing which shows how professional he is####[['Prof. Gilbert', 'Instructor', 'POS'], ['lecture', 'Course_General_Feedback', 'POS']] | |
| 00:00 - 10:14component of vector along a direction10:15 - 24:25Area of 2D pentagon, determinant of two vectors in 2D space24:26 - 32:453D space: volume32:46 - 47:06cross product3D space: area47:07 Volume without determinant####[] | |
| How do you get to chose a random number for x? like x=0. How is this possible? what am I missing?####[['random number for x', 'Mathematical_Related_Concept', 'NEG'], ['x=0', 'Mathematical_Related_Concept', 'NEG']] | |
| I love that many universities and colleges do this sort of thing. Looking at different points of view on the same subject is very helpfull. This is extremely well explained, thank you.####[['universities and colleges', 'Other', 'POS']] | |
| "Lemme just do it the old fashioned way..."blows my mind....####[] | |
| Thank you for your leasons!####[['NULL', 'Instructor', 'POS'], ['leasons', 'Course_General_Feedback', 'POS']] | |
| This is an amazing video! Here is my tutorial on Stochastic Gradient Descent with code explanation (in python). Hope it could be of help too. https://youtu.be/uXuBUkW_0tA####[['video', 'Course_General_Feedback', 'POS'], ['Stochastic Gradient Descent', 'Mathematical_Related_Concept', 'NEU']] | |
| Why you give as an examples about the hight , in min 40 , if we know that it is continuous variable and we talk about discrete variables ? Plz correct my ideas If I miss understand some thing####[['hight', 'Mathematical_Related_Concept', 'NEU']] | |
| Excellent lecture, great visual and conceptual explanations, much appreciated!####[['lecture', 'Course_General_Feedback', 'POS'], ['explanations', 'Mathematical_Related_Concept', 'POS']] | |
| is there any material i can use to practice by myself i can find anywhere?####[] | |
| Wow, can't believe he was only 30 years old here.####[['he ', 'Other', 'POS']] | |
| After three or more years of studying linear algebra, I finally understood the fundamental meaning of SVD ... really took me a long long way to get here... Thank you Dr. Strang.####[['Dr. Strang', 'Instructor', 'POS'], ['fundamental meaning of SVD', 'Mathematical_Related_Concept', 'NEU'], ['linear algebra', 'Mathematical_Related_Concept', 'NEU']] | |
| I'll have some of whatever you're drinking :)####[] | |
| Great, then I assume you've at least browsed the mathematics courses MIT actually has to offer? This is a course which you may or may not have to take depending on individual circumstances and your field of interest. This material and 18.03 Differential Equations is sufficient for much of physics, so it really doesn't matter when you actually cover it as long as you end up knowing it.####[['course', 'Course_General_Feedback', 'NEU']] | |
| Can anyone explain to me how he wrote the inverses at 21:42####[['inverses', 'Mathematical_Related_Concept', 'NEU']] | |
| About 19:55 minutes in to subject.####[] | |
| @[USERNAME] Above all these comments there is a link to the course materials. Follow that link and select Readings. There you will find the book's author and title.####[] | |
| Correction of error from previous lecture 0:43Introduction to the four fundamental subspaces(column space, null space, row space, left null space) 4:20Basis and dimension of each fundamental subspace 11:44Basis and dimension of the column space 12:50Dimension of the row space (it is the rank) 14:41Basis and dimension of the null space 17:05Dimension of the left null space (m - rank) 19:41Basis of the row space (nonzero rows in the rref) 21:08Basis of the left null space 29:48Review of the four fundamental subspaces 42:09A new vector space of all 3 by 3 matrices 42:32####[] | |
| You go to school to get an extremely expensive piece of paper which confirms that you know the things that others can learn for free :)####[['school', 'Other', 'NEU']] | |
| Free physics preview! My favorite!####[['preview', 'Course_General_Feedback', 'POS']] | |
| Superb clarity.world renowned professor of Mathematics.see how he acts on the stage one should inspire.I grace your heels.####[['clarity', 'Teaching_Setup', 'POS'], ['professor', 'Instructor', 'POS']] | |
| Gill gets savage on Trig 2:30####[['Gill', 'Instructor', 'POS']] | |
| I thought retards who played music in the class only existed in shitty colleges like mine in third world countries. Guess these retards are everywhere unfortunately...####[['retards', 'Other', 'NEG']] | |
| Lecture video timeline LinksLecture 0:0Elimination pivots and an example 3:9Failure of Elimination method 10:34Augmented matrix 14:50Operations of matrices elimination 19:24Row operations of Matrices Multiplication 20:22Column operations of Matrices multiplication 21:43Elementary Matrix 24:46Include all elimination steps in one Matrix 33:29####[] | |
| omg.. this is just amazing, thank you MIT thank you professor Strang####[[' professor Strang', 'Instructor', 'POS']] | |
| why is everyone laughing? is it at his accent?####[] | |
| The way he connects the flow of ideas..........####[['NULL', 'Instructor', 'POS']] | |
| haha he gave those kids the "i hate you and i am about to kill you... oh crap im being filmed" look####[['NULL', 'Instructor', 'NEU']] | |
| @[USERNAME]Keep your crap out of videos like this. You're really going to spam MIT math lectures? Nut.####[['crap', 'Other', 'NEG']] | |
| As a German I'm obliged to note that: "Eigen" is a German word and means "own" or "selv".####[] | |
| lol im here becaue my calc3 professor at purdue gave the worst 2 course review lectures EVER!! going to do make a ratemyprofesor account just to talk about hiim####[['professor', 'Instructor', 'NEG']] | |
| 42:34 can someone explain the probability question again pls?####[['probability question', 'Mathematical_Related_Concept', 'NEU']] | |
| The binomial theorem can be applied to any real or complex exponent, so the limit power rule proof holds for any exponent####[] | |
| Oh my cheese sticks!!! I actually understood (some of) what he was saying. Kudos to the professor!!!####[['professor', 'Instructor', 'POS']] | |
| i watch 3 lectures of his every week. This is amazing.####[['lectures', 'Course_General_Feedback', 'POS']] | |
| i can actually understand this!woohoo!####[['NULL', 'Course_General_Feedback', 'POS']] | |
| Good lectures but this guy is kind of a d*ck.####[['lectures', 'Course_General_Feedback', 'POS'], ['NULL', 'Instructor', 'NEG']] | |
| Einstein tells me keeping information handy such as the speed of sound or light is not necessary but i like to anyway and the process to calculate it methods of madness to quantum consciousness to many variables in chaos itself####[] | |
| finished!!! But I probably need to watch them all over again####[] | |
| A thanks from me as well. I've really enjoyed this series, and have thoroughly learned linear algebra, which is now my favorite branch of math.####[['series', 'Teaching_Setup', 'POS'], ['linear algebra', 'Course_General_Feedback', 'POS']] | |
| Maths is not limited to formulas and algebra, it's about insights and thought process, and that makes it beautiful. Thanks Prof Gilbert Strang for wonderful lectures####[['Prof Gilbert Strang', 'Instructor', 'POS']] | |
| What are the exercises that I could practice so that it incorporates what I have learnt watching this video?####[] | |
| Pure beauty. I just finished this course just for the joy of very nicely explained mathematics. Thank you very much prof. Auroux and MIT. God bless you.####[['course', 'Course_General_Feedback', 'POS'], ['prof. Auroux', 'Instructor', 'POS'], ['MIT', 'Other', 'POS'], ['mathematics', 'Mathematical_Related_Concept', 'POS']] | |
| Just when I thought he ran out of blackboard to write he moves to the right and lo and behold there's more of them####[] | |
| Magnitude of cross product is the area..But how do I find the magnitude of a vector that has three componentsi,j,k?####[['Magnitude of cross product', 'Mathematical_Related_Concept', 'NEU'], ['area', 'Mathematical_Related_Concept', 'NEU'], ['magnitude of a vector', 'Mathematical_Related_Concept', 'NEU'], ['three componentsi,j,k', 'Mathematical_Related_Concept', 'NEU']] | |
| 18:09 why the range of r goes from 0 to 1? I think the definition of S in this problem needs further clarification. S should be a paraboloid of z = x^2 + y^2 between z=0 and z=1. It is a little confusing by justing saying "above the unit disk".####[['S', 'Mathematical_Related_Concept', 'NEG'], ['r', 'Mathematical_Related_Concept', 'NEG']] | |
| When a wise man points at the moon, the fool looks at his finger.####[] | |
| 26:05 "What did it cost?"~40:00 "Everything"####[] | |
| 1.25 speed seen to be normal.####[] | |
| Linear Algebra useless? Silly boy, the very computer you're writing this comment on wouldn't exist without it... heck, nothing in the modern world works without the linear algebra being utilised in the background. Learn something before you share your lack of knowledge.####[['Linear Algebra', 'Mathematical_Related_Concept', 'POS']] | |
| This was a much easier lecture than the previous ones. Thank god for the break.####[['lecture', 'Course_General_Feedback', 'POS']] | |
| I love the sarcasm of his voice in 27:50 "In case you care" xd####[['voice', 'Other', 'POS']] | |
| The beauty of calculus is that the machinery itself is not complicated, there are limited tools, but the scope and application has been as wide as humanity's imagination.You just have to develop the intuition and everything is easy then, good lectures by OCW, as always####[['lectures', 'Course_General_Feedback', 'POS']] | |
| It is awesome! Thank you professor!####[['professor', 'Instructor', 'POS'], ['NULL', 'Course_General_Feedback', 'POS']] | |
| Thank you very much Dr. Strang for making this intuitive and natural. I had only gone through SVD in bits and pieces and never had what I could consider a good enough understanding until I saw this lecture.####[['Dr. Strang', 'Instructor', 'POS'], ['SVD', 'Mathematical_Related_Concept', 'POS'], ['lecture', 'Course_General_Feedback', 'POS']] | |
| Feels like I know everything well in lecture, but as I sit to do the exercises I can't solve most of them. Is it worth continuing?####[['lecture', 'Course_General_Feedback', 'POS'], ['exercises', 'Other', 'NEG'], ['NULL', 'Course_General_Feedback', 'NEG']] | |
| From about 20:00 onward the professor didn't explain clearly how he switched dx.dy to r.dr.d(theta).Could anybody help me? I mean, show me step by step.I'd get so thankful.[iminent=aqC6F9gUWfOB] Noble atitudes deserve recognising.####[['professor', 'Instructor', 'NEU'], ['dx.dy', 'Mathematical_Related_Concept', 'NEU'], ['r.dr.d(theta)', 'Mathematical_Related_Concept', 'NEU']] | |
| Thank you so much! God bless you!####[] | |
| Thanks to Professor Strang and whole MIT team for providing one of the best content free of cost. I have completed the journey today.####[['Professor Strang', 'Instructor', 'POS'], ['MIT team', 'Other', 'POS']] | |
| Since 10:40 Professor changed the notation, right? I think he swaps the notation of g(.) and b(.).####[['Professor', 'Instructor', 'NEU'], ['g(.)', 'Mathematical_Related_Concept', 'NEU'], ['b(.)', 'Mathematical_Related_Concept', 'NEU']] | |
| God, I love the way you teach!####[['NULL', 'Instructor', 'POS']] | |
| after 10 years, I still cannot clearly understand why the dimension of the null space is n-r...####[['null space', 'Mathematical_Related_Concept', 'NEU']] | |
| For a clearer images of the chalkboard contents, check out their OCW Scholar page for each lecture.Here's the one for this lecture:https://ocw.mit.edu/courses/mathematics/18-02sc-multivariable-calculus-fall-2010/2.-partial-derivatives/part-c-lagrange-multipliers-and-constrained-differentials/session-42-constrained-differentials/####[] | |
| He's creating a ratio of a complete circle. Kind of like saying 90/360 = 1/4. Another way to get his equation is to integrate the equation for arc length:Arc = rθ∫Arc = Arc area = ∫rθ dθ = 1/2 r^2 θ####[] | |
| Can somebody tell me why at 7:50 the second ∆x tends to 1 and not zero please ?####[['∆x', 'Mathematical_Related_Concept', 'NEU']] | |
| Man I wish my college had those blackboards. Nah, I kid - MIT rocks! I wish I had this professor!####[['professor', 'Instructor', 'POS'], ['blackboards', 'Teaching_Setup', 'POS']] | |
| Can somebody explain the thing he said at 15:58 ,delta L is equal to delta h by delta L, where did he get that formula####[] | |
| So... why do people pay to go to college? Why not just watch it on youtube, download the textbook, and take some standardized tests? No college bullshit, learn at your own rate. You could learn so much faster too.####[['college', 'Other', 'NEG']] | |
| Glad to see these lectures. It would have been an honour being taught by this professor! A lot of things are making sense today, that didnt make sense when I took college a decade ago.####[['lectures', 'Course_General_Feedback', 'POS'], ['professor', 'Instructor', 'POS']] | |
| Not at all (assuming you are about in the top 10%). The people at MIT have shown dedication, interest, ingenuity as well as being fairly clever. Most students at top universities are not brilliant at all. They are simply hard better students.####[['people at MIT', 'Other', 'POS'], ['students', 'Other', 'NEG']] | |
| Kids saw first time cycloid, and JEE students in INDIA remembering after solving ROTATION questions :)####[['cycloid', 'Teaching_Setup', 'POS']] | |
| Prof: "you are easily amused" hahahahaha @35:47####[['Prof', 'Instructor', 'NEU']] | |
| Views are less than 100k already.####[] | |
| aight need to watch this again. matrix multiplication as elim and movement####[] | |
| If you want to know the concept of graph filtering with in 5min check this and comment your opinions https://youtu.be/AlpVGHMONI0####[] | |
| 4:37 to 4:42 Yeah, turn that off. It's distracting me.####[['NULL', 'Other', 'NEG']] | |
| I have passed enough math and other subject exams.i quit class because other students and lecturers are crazy####[['students', 'Other', 'NEG'], ['lecturers', 'Instructor', 'NEG']] | |
| Really Enjoyed this lecture..helped me to understand double integration by perfect visualisation...thank you prof.####[['lecture', 'Course_General_Feedback', 'POS'], ['prof', 'Instructor', 'POS']] | |
| What is the question at 30:51? Oh, and the word Parallelipiped sounds funny.####[['Parallelipiped', 'Mathematical_Related_Concept', 'POS']] | |
| We do that in high school in French --'But good teacher btw####[] | |
| I have no doubt this man is a linear algebra genius, but I have no idea what he is talking about. His manner of speaking is not linear.####[['man', 'Instructor', 'NEG']] | |
| what is the professor's name ?####[] | |
| Hey, I know school is back and summer classes are hear with us meaning the essays and assignments are back. I could be of your assistance in handling the papers and I guarantee you value for your money with an A+ essay results. Kindly reach out to me through my email address [email protected]####[] | |
| Is there a sequel? Like Linear algebra 2?####[['Linear algebra 2', 'Mathematical_Related_Concept', 'NEU']] | |
| This is the most correct way to learn linear algebra.Establish direct sense but not be buried by thousands of definition and proof.####[['definition and proof', 'Mathematical_Related_Concept', 'NEG'], ['way', 'Course_General_Feedback', 'POS'], ['direct sense', 'Other', 'POS']] | |
| Damn, this is a great lecture.... somehow connect to the least square problem by the interpretation of pure linear algebra without using calculus. what an enlightenment.####[['lecture', 'Course_General_Feedback', 'POS'], ['pure linear algebra', 'Mathematical_Related_Concept', 'POS']] | |
| nice lecture, thanks mr auroux####[['lecture', 'Course_General_Feedback', 'POS'], ['mr auroux', 'Instructor', 'POS']] | |
| LOL at taking a vote on the sum formula of sine####[['sum formula of sine', 'Mathematical_Related_Concept', 'POS']] | |
| It does help to have a geometric view of it. Great lecture!####[['lecture', 'Course_General_Feedback', 'POS']] | |
| i just had one of those OOOOOOOOh moments####[] | |
| Fun fact, not mentioned in the video:If the matrix A is singular, then the process is losing information because two linearly independent vectors in the input space could be mapped to the same output vector, making them indistinguishable. When the professor discussed the matrix for ordinary differentiation of a polynomial function, notice that it was singular. This corresponds to the arbitrary constant of integration i.e. information will be lost, so you save it ahead of time via initial conditions so you can reconstruct the input vector.Linear algebra is amazing for this kind of insight.####[] | |
| 18:42 Why did they start clapping? Lol####[['NULL', 'Other', 'NEU']] | |
| 2:43 Why disturb Siri after midnight?####[] | |
| findingsat every entry it seems that a ratio of energy of any element and hydrogen renders half its mass I think that the kinetic energy of any element is the total mass of hydrogen what does this mean I think that all the elements are moving at the same kinetic energy and their distiction is a result of something else more research I require tell me if you find the answer please come and get me anyone I am growing tired of a peasant's life####[] | |
| It snows in Boston at this time?####[] | |
| a new course, we are your students.####[] | |
| nine people accidentally missed the like button by a couple centimeters####[['like button', 'Course_General_Feedback', 'POS']] | |
| If you're not getting why those entries turned out to be zero. Here is a proof for it: https://ltcconline.net/greenl/courses/203/MatricesApps/cofactors.htm####[] | |
| What's with the goddamn a-holes that stroll in 14 minutes late and commence moving furniture and zipping & unzipping their f-kn book bags? I wish Strang had some Sadoway in him and tossed the arrogant morons out.####[['Strang', 'Instructor', 'NEG']] | |
| "Using Math to Understand Art" by Ingrid Daubechies | TEDxDuke: https://www.youtube.com/watch?v=jrF1SGPyF4g####[] | |
| For anyone who is confusing why u[t] = exp(At)* u[0] is showed up here, a video made by @3Blue1Brown really explains it well:Title: 'How (and why) to raise e to the power of a matrix | DE6'Link: https://www.youtube.com/watch?v=O85OWBJ2ayo&list=PLZHQObOWTQDNPOjrT6KVlfJuKtYTftqH6&index=7&ab_channel=3Blue1BrownHope this could help you out~####[['3Blue1Brown', 'Instructor', 'POS'], ['u[t] = exp(At)* u[0]', 'Mathematical_Related_Concept', 'NEU']] | |
| 1. What are eigenvectors and eigenvalues? @00:002. Example 1: Eigenvectors of Projection Matrices @5:243. Example 2: Eigenvectors of Permutation Matrices @10:424. How to find eigenvalues and eigenvectors @16:35 a. Det(A - lambda * I) = 0 @16:45 b. Finding eigenvalues @23:25 c. Finding eigenvectors @26:205. A + 3*I has same eigenvectors as A while the eigenvalues added by 3 @29:376. Eigenvalues(A + B) != Eigenvalues(A) + Eigenvalues(B) @32:537. Eigenvalues of rotation matrices @37:00 a. Complex eigenvalues @42:048. Eigenvectors of shear matrices @45:42####[] | |
| If I had tattoos, I would make a tattoo with Gilbert Strang's name on it:) Amazing guy, amazing lecture, amazing MIT####[[" Gilbert Strang's", 'Instructor', 'POS'], ['lecture', 'Course_General_Feedback', 'POS']] | |
| upload courses taught on computer screen in a infographic way####[] | |
| 18:13 to review the meaning of span####[] | |
| I bought the book Linear Algebra and Learning from Data, it is used as the course notes for the course series . I could borrow it from my university library for free, but I really think it is a book worth keeping and I want to show my respect to Dr. Strang for sharing his wisdom selflessly, thank you professor.####[['Dr. Strang', 'Instructor', 'POS']] | |
| 19:07 second piece of the lecture####[] | |
| Wow, MIT is awesome for putting these up on Youtube.####[['NULL', 'Course_General_Feedback', 'POS'], ['MIT', 'Other', 'POS']] | |
| Lecturer :"i am actually tend to speak faster , so I hope y'all understand"Me : play in 2x speed####[['Lecturer', 'Instructor', 'NEU']] | |
| ALL I KNOW NOW IS circle with line is theta and sin and 2 thats pretty much bout it in trig####[] | |
| This goes to show that you can be a brilliant person but a crap teacher.MIT or not I'm going to stick with Khan Academy.####[['MIT', 'Course_General_Feedback', 'NEG'], ['Khan Academy.', 'Course_General_Feedback', 'NEG']] | |
| change the order of integration. upon doing this you should get limits on outer integral: lower=0, upper=3; limits on inner integral: lower=0, upper=y/3 where the integral is e^(y^2)dxdy. now you get xe^(y^2) and evaluate that from 0 to y/3 to get y/3e^(y^2)dy. Now use substitution u=y^2du=2ydy du/2=ydy which gives 1/6e^u for the integrand, limits being 0 and 9, and when evaluated gives 1/6(e^9-1)####[] | |
| Just a phenomenal professor and course. I looked at a couple lectures to help one of my kids in her calc course and ended up doing the whole class because it was so enjoyable. ENJOYABLE! Great job MIT. The effort you put into these OCW courses is really appreciated.####[['professor', 'Instructor', 'POS'], ['course', 'Course_General_Feedback', 'POS'], [' OCW courses', 'Course_General_Feedback', 'POS']] | |
| Great lectures! It's been blessed to take prof Strang's class online.####[['lectures', 'Course_General_Feedback', 'POS'], ['prof Strang', 'Instructor', 'POS']] | |
| please post the course for introduction to probability! :D thank you for the videos btw!####[['videos', 'Course_General_Feedback', 'POS']] | |
| 37:13 Can anybody tell me why that is that way? (-1/slope of tangent)####[['(-1/slope of tangent)', 'Mathematical_Related_Concept', 'NEU']] | |
| True ... the next generation will be much more intelligent than us ... because eventually every major university will be doing OCW ... and students will get to listent to so many different professors on the same subject####[['university', 'Other', 'NEU'], ['OCW', 'Other', 'NEU'], ['professors', 'Instructor', 'NEU']] | |
| DR. Strang , this is an awesome lecture that demonstrates the power of numerical linear algebra. Control Theory/ Engineering uses a tremendous amount of linear algebra to solve satellite type problems. Robotic systems, which is part of Control Engineering also uses a heavy dose of linear algebra.####[['lecture', 'Course_General_Feedback', 'POS'], ['DR. Strang', 'Instructor', 'POS'], ['numerical linear algebra', 'Mathematical_Related_Concept', 'POS'], ['linear algebra', 'Mathematical_Related_Concept', 'POS']] | |
| thats the easiest part of calcmath should test your logic/problem solving skills, not your memorization skills####[['calcmath', 'Mathematical_Related_Concept', 'NEU']] | |
| Okay, if anyone is like me who is interested in Linear Algebra and not necessarily Differential Equations, but still wants to understand this lecture for the sake of completeness in this course, here is the list of all the Differential Equations theory you need for this lecture and where you can find content to learn it:1. Separable differential equations - Khan Academy - this is for v(t)=exp(Lambda t) v(0)2. 2nd order linear homogeneous equations - Khan Academy - you need this if you want to understand one calculation in the next item on this list (quick to learn anyways)3. Systems of differential equations - MIT OCW 18.03, lectures 24 and 25 - basically does the first example in this lecture, but actually goes through the steps of explaining what is happening, highly recommended to watch both videosAs someone who is unlikely to apply a whole lot of differential equations in the future, I still found this lecture useful to reinforce the properties of Eigenstuff from the previous lecture, also the very last bit of the lecture is very cool####[] | |
| indeed, rocked my world! listening to his lecture is a kind of pleasure!####[['lecture', 'Course_General_Feedback', 'POS']] | |
| I find this lecture little chaotic.####[['lecture', 'Course_General_Feedback', 'NEU']] | |
| I love this guy's style... Can't seem to find videos on their website...####[['NULL', 'Instructor', 'POS']] | |
| A brand new view of the world####[['view', 'Other', 'POS']] | |
| how did you factored that 19:53 diference equation?####[['diference equation', 'Mathematical_Related_Concept', 'NEU']] | |
| Mr. Strang! Ahahaha so nice at 43:10####[['Mr. Strang', 'Instructor', 'POS']] | |
| @[USERNAME]I think this statistics is true. Because I don't think students need to watch again lecture they already have live in uni for second time. I think these videos in major for self learners or those who want to refresh their mind. I am 25 myself and I am not a student.####[['videos', 'Course_General_Feedback', 'NEU']] | |
| @[USERNAME]I'm at 8hrs maths / week####[] | |
| who the hell can put the deslike button in this ? its a free lecture, you become sick and you can find what you lost here!! thank you MIT!####[['lecture', 'Course_General_Feedback', 'POS'], ['MIT', 'Other', 'POS']] | |
| These courses are amazing, Thank you so much MIT OCW####[['courses', 'Course_General_Feedback', 'POS'], ['MIT OCW', 'Other', 'POS']] | |
| So what if he forgot it? My teacher forgets a lot of formulae, he's still a beast at integrating though.####[['formulae', 'Mathematical_Related_Concept', 'NEU'], ['integrating', 'Mathematical_Related_Concept', 'POS'], ['teacher', 'Instructor', 'POS']] | |
| I want to cry happy tears.####[] | |
| Why did he divide (x^10-1) and (x^2-1) by (x-1)? Can someone kindly explain that to me, please? I would really appreciate it. Thanks! :D <3####[['NULL', 'Instructor', 'NEU'], ['(x^10-1)', 'Mathematical_Related_Concept', 'NEU'], ['(x^2-1)', 'Mathematical_Related_Concept', 'NEU'], ['(x-1)', 'Mathematical_Related_Concept', 'NEU']] | |
| Hahaha, at 24:06, I thought the exact same thing, "prof, what are you saying??"####[] | |
| In the end why does he say that matrix converts 5th order differential equation to 1st order differential equation! there are higher orders in the L.H.S...####[['matrix ', 'Mathematical_Related_Concept', 'NEU']] | |
| I'm just watching out of interest, but he explains this muuuuch better than my teacher used to when I was still going to school....####[['NULL', 'Instructor', 'POS'], ['teacher', 'Instructor', 'NEG']] | |
| @[USERNAME]Lol yeah. I mean I love America with all my heart, but fuck man, the people get treated like shit. All they care about are their rich and super rich. That is why once I graduate, PEACE!####[['America', 'Other', 'POS'], ['people', 'Other', 'NEG']] | |
| i just got a rather low grade in my class, wish i spent more time watching his videos...####[['grade', 'Other', 'NEG'], ['videos', 'Course_General_Feedback', 'POS']] | |
| This guy is so cute####[['NULL', 'Instructor', 'POS']] | |
| those 9 people who disliked this video...####[['video', 'Course_General_Feedback', 'NEG']] | |
| at around 14:04, regarding flux what if curve is also moving? how to tackle that?####[['curve', 'Mathematical_Related_Concept', 'NEU']] | |
| This lecture made my brain hurt, probably because I don't know anything about physics.####[['lecture', 'Course_General_Feedback', 'NEG']] | |
| No, I was talking about numerical mathematics, solving stuff like polynome interpolation, numerical integration, solving ODEs by approximation etc :)####[] | |
| Prof. Alex: The world is Sylvester.Tweety: Hey! How about me?####[['Prof. Alex', 'Instructor', 'NEU']] | |
| nice lecture but i can always hear COS product rather than CROSS product...####[['lecture', 'Course_General_Feedback', 'POS']] | |
| X²+y²+z²1 is the equation of the unit sphere####[['X²+y²+z²1', 'Mathematical_Related_Concept', 'NEU'], ['unit sphere', 'Mathematical_Related_Concept', 'NEU']] | |
| why we always consider a level surface to prove that gradient is perpendicular to tangent vector to the surface... what if the particle moves on a surface which doesn't has a constant value throughout its domain of definition####[['level surface', 'Mathematical_Related_Concept', 'NEU'], ['gradient', 'Mathematical_Related_Concept', 'NEU'], ['tangent vector', 'Mathematical_Related_Concept', 'NEU'], ['constant value', 'Mathematical_Related_Concept', 'NEU'], ['domain of definition', 'Mathematical_Related_Concept', 'NEU'], ['perpendicular', 'Mathematical_Related_Concept', 'NEU']] | |
| One of the reasons I truly like this awesome teacher is he always erase three pieces of blackboards in a row, so I get a chance to skip####[['teacher', 'Instructor', 'POS']] | |
| "I didn't GOT to MIT"agreed####[['MIT', 'Other', 'NEU']] | |
| I'm not able to understand because i'm still an eight grader hahahahahahaha####[] | |
| Well this is an awfully unknowledgeable math class. How does one get to multivariable calculus without a firm knowledge of trigonometry and vector geometry?####[['class', 'Course_General_Feedback', 'NEG']] | |
| When proving that (1-cosθ)/θ tends to 0 as θ goes to 0 in the geometric interpretation, shouldn't he be using 2θ in place of θ, as he duplicated the theta when he mirrored it upon what looks to be the x-axis? Also why does he look to be using what looks to me like sinθ (the green line that signifies the height of a specific point on the unit circle) when proving that the numerator of the function decreases significantly "faster" than the denomonator, as θ should be the length of the arc from 0 to a specific angle on the unit circle?####[['(1-cosθ)/θ', 'Mathematical_Related_Concept', 'NEG'], ['sinθ', 'Mathematical_Related_Concept', 'NEG'], ['NULL', 'Instructor', 'NEU'], ['θ', 'Mathematical_Related_Concept', 'NEG']] | |
| This man is a legend. Thanks for everything.####[['NULL', 'Instructor', 'POS']] | |
| For 13 minutes (21:00-34:30), Professor Jerison tries to justify (1-cos x)/x goes to zero, without, I think, making the case. While he convinces me that the "1-cosx gap" goes to zero faster than the arc length, he doesn't show that it goes to zero fast enough. For example, if it went to zero 10 times faster than the arc length, the limit would approach 1/10, not zero. I'm comfortable with his argument about (sinx)/x going to 1 and have in fact used that argument to defend the "small angle" approximation in Physics. (Larson 3rd edition, pg. 81 however, gives a rigorous explanation using limiting cases of triangular areas bounding the section of the circular area swept out by the angle, and then applying the squeeze theorem, (1-cosx)/x is left as an exercise. But once you have the limit of (sinx)/x going to 1, just multiply top and bottom of (1-cosx)/x by (1+cos), the numerator becomes (sinx)^2 and the expression becomes: [(sinx)/x] [(sinx)/(1+cosx)], first factor goes to 1 and the second to zero. It's good to review properties of limits for this.Where fault can be found, the good is often ignored. MIT and the professors involved are doing a GREAT public service by constructing these online courses. I'm amazed at the breadth and complexity of the courses offered. I deeply thank all of the MIT people involved in this. The examples and problems done in the class are excellent. I find many of the proofs easier to follow than in some texts. Thanks Professor Jerison!.####[] | |
| I am completely following the mit courseware to study my pre engineering courses awesome > thanks MIT####[['courseware', 'Course_General_Feedback', 'POS']] | |
| The corn field explanation blew my mind! Thanks, now I understand vector fields!####[['vector fields', 'Mathematical_Related_Concept', 'POS']] | |
| Why is the volume low af####[['volume', 'Teaching_Setup', 'NEG']] | |
| He's got the most cute french accent ^^Great Lecture####[['NULL', 'Instructor', 'POS'], ['Lecture', 'Course_General_Feedback', 'POS']] | |
| "Statistics is about replacing expectations with averages."####[] | |
| So.. line integrals over scalar valued functions are not covered in this course?? How dare u!!####[['course', 'Course_General_Feedback', 'NEG'], ['u', 'Other', 'NEU']] | |
| A quick note for those who are interested in the proof of orthogonal eigenvectors of matrix A, given the condition AA*＝A*A( 15:30 ) http://www.cs.uleth.ca/~holzmann/notes/eigen.pdf see page 2.####[] | |
| oh.my.god.i'm taking multivariable in my senior year of high school right now and my final's next week. this is gold. THANK YOU MIT.####[['multivariable', 'Course_General_Feedback', 'NEU'], ['MIT', 'Other', 'POS']] | |
| That feeling, when you find every thing you need in a MIT course. Much respect Prof.####[] | |
| Can we find the solutions for the problem sets?####[] | |
| Like if you watched It at 1.5x velocity####[] | |
| The invention and development of Google is due to Markov Matrices. The things that we see and use everyday in our lives is built on mathematical theory and concepts.####[['Markov Matrices', 'Mathematical_Related_Concept', 'POS']] | |
| @[USERNAME]How is it a "waist" of time?####[] | |
| All living beings are blessed to have Gilbert Strang among them, whether they realize it or not.####[['Gilbert Strang', 'Instructor', 'POS']] | |
| Blackhole as singular has failed the singularity theory rather represent an unsteady conditions vaporises and disappeares into space cheating markov matrics of singularity.This really is a hats off to Einstein who predicted that Blackhole forming a singularity was not acceptable to him.Whether Hon.Rogen Penrose will explain this?Sankaravelayudhan Nandakumar on behalf of Hubble Telescope Research Committee.9940463369 [email protected].####[] | |
| This is not a lecture, this is art.####[['NULL', 'Course_General_Feedback', 'POS']] | |
| Can it be applied in economics####[['economics', 'Other', 'NEU'], ['NULL', 'Other', 'NEU']] | |
| yeah , it gets complicate when derivated formulus are thrwon in the mix.####[['derivated formulus', 'Mathematical_Related_Concept', 'NEU']] | |
| I find these videos quite interesting, however the disorder at the time of writing that many teachers deal with bothers me. Unclear and messy handwriting. It would be nice if they could improve on those aspects.####[['teachers', 'Instructor', 'NEG'], ['videos', 'Other', 'NEG']] | |
| This guy really is a good teacher.####[['NULL', 'Instructor', 'POS']] | |
| Rather than maths, the other subject vedios donot have lyrics. I hope they will take necessary steps as early as possible.####[['maths', 'Mathematical_Related_Concept', 'NEU'], ['vedios', 'Teaching_Setup', 'NEG'], ['lyrics', 'Teaching_Setup', 'NEG'], ['NULL', 'Instructor', 'NEG']] | |
| 43:30 How can column space of Q be same as column space of A?? I know that their dimensions are same, but Q is composed with orthogonal vectos and A is not. I need some helps guys {{{(>_<)}}}####[['dimensions', 'Mathematical_Related_Concept', 'NEU'], ['orthogonal vectos', 'Mathematical_Related_Concept', 'NEU'], ['column space of Q', 'Mathematical_Related_Concept', 'NEU'], ['column space of A', 'Mathematical_Related_Concept', 'NEU']] | |
| This video is amazing! AMAZING! All the principles fit reality so nicely! LONG LIVE MATRICES.####[['video', 'Course_General_Feedback', 'POS'], ['principles', 'Course_General_Feedback', 'POS'], ['MATRICES.', 'Mathematical_Related_Concept', 'POS']] | |
| Great lecture! Took me a moment to process r x v = constant. I have always thought of Kepler's 2nd as 'equal area in equal time' but that translates to 'proportional to time'####[['lecture', 'Course_General_Feedback', 'POS'], ['r x v = constant', 'Mathematical_Related_Concept', 'NEU']] | |
| I can't believe the students start packing their stuff, slamming desks around, etc. at 48:30 before he's even done talking. So rude. They've just received a lecture by a brilliant mathematician, yet they have no respect!####[['students', 'Other', 'NEG'], ['mathematician', 'Instructor', 'POS']] | |
| this guy is awesome the proffs at the university of toronto dont know shit abt math...####[['NULL', 'Instructor', 'POS'], ['proffs', 'Instructor', 'NEG']] | |
| I just found that the way Strang talks sounds a bit like David Lynch. Anyone agrees?####[] | |
| Thank u sir. Hope u read this !!####[['sir', 'Instructor', 'POS']] | |
| for det( A + B ) = ? there is no formula....####[] | |
| I really appreciate that gilbert strang give such an intuitive course to us. After I see some courses of American colleges I think American's college education is much better than China's.####[['gilbert strang', 'Instructor', 'POS'], ['courses', 'Course_General_Feedback', 'POS']] | |
| I believe there is an issue on 18.01sc (on the MIT OCW website): One of the recitation videos asks us to be aware of representing functions as series before it is introduced.####[['recitation videos', 'Other', 'NEG'], ['representing functions as series', 'Mathematical_Related_Concept', 'NEU']] | |
| The dart board problem. It turns out to be 1% and he says that's pretty high? Seems to me 1% is pretty low.####[['NULL', 'Instructor', 'NEU']] | |
| Oh geez. What happened to the MIT student body? Universities are just politically correct money making evolutionarily illogical units subject to corruption at this point####[['MIT student body', 'Other', 'NEG'], ['Universities', 'Other', 'NEG']] | |
| Love his lectures but I think there's a little mistake in there, correct me if I'm wrong. Professor Strang said {(1,1,2),(2,2,5),(3,3,8)} makes a basis for R^3, but can't that set of vectors only produce vectors where x1 and x2 are equal? So you cant get (1,0,0) from the vectors and certainly not the entirety of R^3, right? The first and second row would even be the exact same written as a Matrix, so they should be linearly dependent for that reason as well. Again, maybe I'm overlooking something but it doesn't add up for me.Edit: Should have sorted comments by new first, it seems a lot of people saw this too but it didn't make it to the top comments####[['lectures', 'Course_General_Feedback', 'POS'], ['Professor Strang ', 'Instructor', 'POS']] | |
| All of our lectures use projectors and computers, nice to see some good old fashioned chalkboards in education =)####[['lectures', 'Course_General_Feedback', 'POS']] | |
| @[USERNAME]This will be a recap before the harder stuff is tackled.####[] | |
| where can I find such practice sets which contains many many such problems?####[] | |
| Is this intro calc? Like if you've taken advanced algebra and trig, is this the best place to start? I have a textbook and a fair bit of free time at the moment. Is this video the right way to begin? Thanks :)####[] | |
| The geometric approach to calculus is so helpful in understanding all sorts of concepts.####[['geometric approach to calculus', 'Mathematical_Related_Concept', 'POS']] | |
| Just finished!. 18.01. Will begin shortly 18.02 as well. Also finished 6.042J / 18.062J, fnished supplementary Single & multi by Herbert Gross. ( btw rest in peace ) had a break from 6.00 ( will continue and finish soon ) . Thank you for these amazing lectures MIT !####[['lectures', 'Course_General_Feedback', 'POS'], ['MIT', 'Other', 'POS'], ['Single & multi', 'Mathematical_Related_Concept', 'POS']] | |
| A transpose is nothing but the row space right? so Null space of A transpose should lie in row space but professor say A^T.(b-P)=0 ,where b-p =e and e is in column space , but it should be in row space.right?####[['transpose', 'Mathematical_Related_Concept', 'NEU']] | |
| An Indian edition of this book is available only in Indiahttp://www.wellesleypublishers.com/buy.html####[] | |
| It seems that this course is a combination of what is usually separated into two courses typically named "Calculus 1" and "Calculus 2". Is that correct?####[['course', 'Other', 'NEU']] | |
| These recitations are actually very good. It is helpful to quickly revise the concepts.####[['recitations', 'Other', 'POS'], ['concepts', 'Mathematical_Related_Concept', 'POS']] | |
| "hm I don't know if I've done this too brilliantly"I also say that after my algebra exams !####[] | |
| Is anyone watching this in 2022?####[] | |
| Whenever I make money I will donate!####[] | |
| Since San Francisco is relatively hilly, the elevation of a home may be a good way to distinguish the two cities.####[] | |
| Who else watched in 1.5x or 1.75x ?Thanks, Prof. Strang.Thanks, MIT OCW.####[['Prof. Strang', 'Instructor', 'POS']] | |
| Wow. I couldn't perceive till I see from this lect. that the Lagrange multiplier method, example, that the maximum values of f are found at infinity to the hyperbola.####[['lect', 'Course_General_Feedback', 'POS'], ['Lagrange multiplier method', 'Mathematical_Related_Concept', 'NEU'], ['maximum values of f', 'Mathematical_Related_Concept', 'NEU'], ['infinity', 'Mathematical_Related_Concept', 'NEU'], ['hyperbola', 'Mathematical_Related_Concept', 'NEU']] | |
| This makes me want to applaud. I watched his summary lecture that reiewed this course and I damn near clapped in my home. I should buy his book - I bought another one that's working fine, but didn't emphasize the row space column space null space left null space fundamental theorem of linear algebra picture that this course develops.####[['lecture', 'Course_General_Feedback', 'POS']] | |
| Someone save me back I didn't use stop loss I didn't see it coming####[['stop loss', 'Mathematical_Related_Concept', 'NEU']] | |
| If Philippe speaks too quickly for you don't forget you can slow down the speed in the settings. I found 0.75 worked for me.####[['Philippe', 'Instructor', 'NEU'], ['speed', 'Teaching_Setup', 'NEU']] | |
| The prerequisite for this course is 18.06 Linear Algebra. For more information and course materials, see MIT OpenCourseWare at: https://ocw.mit.edu/18-065S18.####[] | |
| This is really great and brilliant lecturer i never seen before. I like the methodology he is using and he knows how to engage his students.I can see now how linear algebra is applied.Thanks Gilbert Strang and MIT.####[['lecturer', 'Instructor', 'POS'], ['Gilbert Strang', 'Instructor', 'POS'], ['methodology', 'Mathematical_Related_Concept', 'POS'], ['MIT', 'Other', 'POS'], ['linear algebra', 'Mathematical_Related_Concept', 'POS']] | |
| Why joint density was not divided by f(x) to get posterior probability?####[['f(x)', 'Mathematical_Related_Concept', 'NEU']] | |
| These students don't know how lucky they are sitting in that classroom. Perhaps a future research person sits there who perhaps by standing on the shoulders of past gifted people will help find a cure for some of these dreadful diseases from learning how to apply his way of thinking. Courses such as these train young minds for concepts that will challenge them when they become age 30 and beyond with a a decade or more of real life knowledge. All you youngsters this is your wake up call, BEGIN!####[] | |
| How could the they prepare to leave the class before he finish the lecture , I would stay whole day to listen his lecture !!!####[['lecture', 'Course_General_Feedback', 'POS'], ['NULL', 'Instructor', 'POS']] | |
| i like his accent :D####[['accent', 'Other', 'POS']] | |
| Is Guass-Jordan elimination is only work for square matrices? What about rectangular matrices?####[['Guass-Jordan elimination', 'Mathematical_Related_Concept', 'NEU'], ['square matrices', 'Mathematical_Related_Concept', 'NEU'], ['rectangular matrices', 'Mathematical_Related_Concept', 'NEU']] | |
| Interesting that nobody on the first row of seats looked like taking notes.####[] | |
| Gilbert is really good at teasing the next lecture. I have to force myself to stop watching so I can sleep.####[['Gilbert', 'Instructor', 'POS']] | |
| Where is lecture no 28?####[] | |
| can you please tell me why we took lagrange multiplier in the pyramid?(at the end of lecture)..why gradiend of both func have to be parallel?####[['lagrange multiplier', 'Mathematical_Related_Concept', 'NEU']] | |
| The real part of the lecture starts at 9:55####[] | |
| I nod my head to the screen like listening to rock music, while I am not.####[] | |
| Our indian teachers are best. Jai hind Our teaching style is best as it is both side interaction.####[['indian teachers', 'Instructor', 'POS'], ['teaching style', 'Other', 'POS']] | |
| dead simple, low quality, messy handwriting. Could have been explained way simpler, easier and quicker####[['handwriting', 'Teaching_Setup', 'NEG']] | |
| because knowledge is more important for them than their appearance####[] | |
| Can be explained by lambda calculus, much more concise and graceful####[['lambda calculus', 'Mathematical_Related_Concept', 'POS']] | |
| Heaps of dot-connecting mental exercises for me. Thanks professor. Hopefully, your High-Dimensional Statistics course will be available on youtube as well.####[['professor', 'Instructor', 'POS'], ['High-Dimensional Statistics course', 'Course_General_Feedback', 'POS']] | |
| wow, this lecture has opened my eyes. Thank you, professor Strang!####[['lecture', 'Course_General_Feedback', 'POS'], ['professor Strang', 'Instructor', 'POS']] | |
| at 31.40 can I also say that a matrix is invertible only if linear combination of its columns can create vectors which are linearly independent.####[] | |
| @[USERNAME]correct me if I'm wrong, the function is symmetric across the origin, not across the left and right side as professor Jerison perhaps mistakenly said. Meaning the 1st and 3rd quadrant are symmetric, and the 2nd and 4th quadrant are symmetric.####[] | |
| Am I the only person who is watching this videos with 1.25x speed? :D####[['videos', 'Course_General_Feedback', 'NEU']] | |
| MIT did a really good job####[['MIT', 'Other', 'POS']] | |
| 44:25 "orthogonal matrices don't change the length of x" I guess he meant orthonormal. [Gilbert Strang uses orthogonal and orthonormal interchangeably]####[['orthonormal', 'Mathematical_Related_Concept', 'NEU'], ['Gilbert Strang', 'Instructor', 'NEU'], ['orthogonal', 'Mathematical_Related_Concept', 'NEU']] | |
| Sir, good night/day/afternoon. This video series look great, but I would like to know, what kind of mathematical background do I need to understand this course. Thanks.####[['video series', 'Course_General_Feedback', 'POS']] | |
| How the last prob. Can be solved when u put y=acos(theta) ?. Actually, y=asin(theta) so how y can be acos(theta)?####[['y', 'Mathematical_Related_Concept', 'NEG'], ['acos(theta)', 'Mathematical_Related_Concept', 'NEG'], ['y=acos(theta)', 'Mathematical_Related_Concept', 'NEG'], ['y=asin(theta)', 'Mathematical_Related_Concept', 'NEG']] | |
| 21:47 those blackboards are very nice actually.I also watched the Stanford physics lectures (by professor Leonard Susskind), and they also have very nice blackboards (whiteboards actually).I found that top universities always have excellent blackboards, because those good professors always prefer to do the demonstrations and calculations by themselves on the board.My uni was very mediocre and so were the teachers. after a whole semester they seldom wrote anything on the board, all they do is repeating what's on the textbook and playing the powerpoint with most calculations and results already written on it, One exception was my Mathematical Physics professor, he was a brilliant guy and he always do the demonstrations on the board, and during classes we can often hear him complain about the size of the board and the poor quality of the chalk :)####[] | |
| Prof Gilbert Strang, I was supposed to attend your courses - Linear algebra and Matrix methods for ML as a prerequisite for my graduate program in Electrical engineering at UBC, Canada. I must say, I lost in track of time attending your lectures and you changed my perspective of thinking mathematics. Many Thanks and I owe you a lot for inspiring me. I wish to become a professor like you in future. Wish me well if you happened to see this message! Lots of love, from Simran Suresh, India####[['Prof Gilbert Strang', 'Instructor', 'POS'], ['Linear algebra', 'Course_General_Feedback', 'NEU'], ['Matrix methods for ML', 'Course_General_Feedback', 'NEU'], ['Electrical engineering at UBC, Canada', 'Other', 'NEU'], ['lectures', 'Course_General_Feedback', 'POS']] | |
| At 14:20 the dimension formula is more intuitive if stated as dim(S) + dim(U) - dim(S∩U) = dim(S+U) i.e. " the dimension of S added to the dimension of U minus the dimention of the interscetion of S and U is the dimension of S+U" ... so much easier to visualize stated that way n'est-ce pas?####[['dimension formula', 'Mathematical_Related_Concept', 'NEU']] | |
| he tells you that t is nx^(n-1) which is a way to find the deri\vative. there are other rules i dont know why he wouldnt go over it.####[['NULL', 'Instructor', 'NEU'], ['deri\\vative', 'Mathematical_Related_Concept', 'NEU'], ['t', 'Mathematical_Related_Concept', 'NEU'], ['nx^(n-1)', 'Mathematical_Related_Concept', 'NEU'], ['NULL', 'Mathematical_Related_Concept', 'NEU']] | |
| thank you!wish i have money to donate ;)####[] | |
| where does the logarithm come from?####[['logarithm', 'Mathematical_Related_Concept', 'NEU']] | |
| It is always so sad to think about that an educational video 99% better than all the others only has 70k views 10 years after is was uploaded####[['video', 'Course_General_Feedback', 'NEG']] | |
| Thank You Prof. David Jerison and Prof. Muller. Completed the whole Lecture series just now.18/4/22####[['Prof. David Jerison', 'Instructor', 'POS'], ['Prof. Muller', 'Instructor', 'POS'], ['whole Lecture series', 'Teaching_Setup', 'POS']] | |
| Its very very useful. Thanks a lot.####[['NULL', 'Course_General_Feedback', 'POS']] | |
| This is Analytical Maths,in short the analysis moves from variable and ends at the clarity of the function.....####[['Analytical Maths', 'Mathematical_Related_Concept', 'NEU']] | |
| He pushed the floor instead of the board :))36:13####[] | |
| If you think that you have much to learn. If you don't have much money, but you're capable, you get most of your tuition paid for.####[] | |
| I agree. Ive been taking calculus for 3 years now and this is the first time I truly understood the concept of a differential.####[['concept of a differential', 'Mathematical_Related_Concept', 'POS']] | |
| why is the probability of P(1head) is 3p(1-p)^2...? Shouldnt it be 2p(1-p)^2, because only 2 probability it would happen instead of 3.... or am i not understanding it clearly? its in 9:14 please help####[['probability of P(1head)', 'Mathematical_Related_Concept', 'NEU']] | |
| Thank you Sir, Just wanted to say thank you, for giving me a deeper insight into probability. I studied this from the 1st lecture to this. I will study the last 5 lectures later on.####[['NULL', 'Instructor', 'POS'], ['NULL', 'Course_General_Feedback', 'POS']] | |
| Dear Gilbert Strang!! I wish to kiss your hands, your sacred hands as you are my Guru of Matrix Algebra. You explain so well. your way of teaching is miraculous.####[['Gilbert Strang', 'Instructor', 'POS'], ['way of teaching', 'Other', 'POS'], ['Matrix Algebra', 'Mathematical_Related_Concept', 'POS']] | |
| I agree about the chalk, really. I find myself so tired of looking at a computer screen, and having to deal with the 32 or however many flashes of light per second day in, day out. Somehow the teacher feels more present and more connected to the material when using chalk, I think. I dislike online assignments too.####[['computer screen', 'Teaching_Setup', 'NEG'], ['chalk', 'Teaching_Setup', 'POS'], ['assignments', 'Other', 'NEG']] | |
| When he presents Taylor's formula, it's not quite correct because the formula he presents is for MacLaurin Series since it is centered at 0.####[['NULL', 'Instructor', 'NEU'], ["Taylor's formula", 'Mathematical_Related_Concept', 'NEU'], ['MacLaurin Series', 'Mathematical_Related_Concept', 'NEU']] | |
| this guy is a superman in mathematics####[['NULL', 'Instructor', 'POS']] | |
| I used this to self-learn Vector calculus in my summer finishing year-1 of basic Multi-Calc in college starting from Lesson-15 to Lesson-29. I also made use of Schaum's Vector Analysis for problems and SJ Colley's Vector Calc as an additional reference. I watched all vids in at min 1.25x finishing it up in 2 weeks time. Dennis Auroux is an absolutely delight and his board-rubbing skills are sooo impressive! His explanations are spectacular & I really enjoyed his emphasis on applications (particularly from physics-inertia, maxwell's eqns etc).One thing I missed was lack of info on the Frenet-Serret Equations which I found awesome in general & the lack of practicing more problems but hey, you could do both on your own like I did!Anyways, 12 years after this vid has been released, I'd still recommend this course with all my heart. It is awesome! Thanks MIT for releasing this to the public & thanks Prof. Auroux for just being an amazing lecturer!####[['Dennis Auroux', 'Instructor', 'POS'], ['course', 'Course_General_Feedback', 'POS']] | |
| at 21:04 , the min(X,Y)=2, does the red shaded area cover the whole area of event B? can someone explain, I'm confused####[['min(X,Y)=2', 'Mathematical_Related_Concept', 'NEG']] | |
| Alan Edelman is unmistakably erudite to state the concordance had by Linear Algebra with the applied topics of Machine Learning and Neural Networks.####[['Alan Edelman', 'Instructor', 'POS']] | |
| 18:38 I thought the derivative is not a number? *_* I'm confused####[['NULL', 'Mathematical_Related_Concept', 'NEU']] | |
| Sometimes Maths feels like a religion. Have faith on me till I prove it. At least he proves it.####[['NULL', 'Instructor', 'NEU'], ['Maths', 'Mathematical_Related_Concept', 'NEU']] | |
| @[USERNAME]WHY IN THE WIDE WIDE WORLD OF SPORTS WOULD THAT WORK?!?!?!? Mind. Blown.####[] | |
| hmmm... this is interesting.I never had it in school that you cannot integrate the function exp(-x^2) analytically .And then I solved some similar integral, of exp(-x^3/3)... and got an answer and wondered why everybody told me this cannot be solved. Nope. You actually can. Here is the solution of the integral of exp(-x^2) :https://www.wolframalpha.com/input/?i=integral+of+exp%28-t%5E2%29+from+-inf+to+xthe integral is 1/2*sqrt(pi)*(erf(x)+1)which you actually can get by yourself also with the definition of incomplete gamma functions and integration by parts. You just have to know the incomplete gamma functions. and substitute -x^2 by -t. If you do that you get and integral that is almost the very definition of the incomplete gamma function. https://en.wikipedia.org/wiki/Incomplete_gamma_functionIt seems you have to be precise what you mean with analytic. analytic is all trigonometric functions and exp plus some sqrt and all their possible combinations....Gamma functions and all kind of other integrals not included.So no need to integrate this one numerically if you have incgamma or erf at hand. And I guess there is a reason why you call it error function. And neither do you need tables anymoreThis is one example where analytic math has sort of stopped before the incomplete gamma funciton and other integral defined functions and a like have been invented. I guess this is actually a case where people would vigorously disagree just because they learned it otherwise without defining precisely what means actually analytic in this case.I always wondered why on earth people think it until I came across this video by a german prof actually shading a little light on it. It seems this is only due to the historic definition of analytichttps://www.youtube.com/watch?v=l6w868U8C-Mhttps://en.wikipedia.org/wiki/Liouville%27s_theorem_(differential_algebra) For an enghineer I would say this statement doesnt really make sense. Anyhow calculating gammas and gammainc functions, also hypergeometric functions is another story in itself, especially when multiplying special functions like exp and erf with each other to get them, that much I remember from calculating something also called F1.Anyway... incomplete gamma functions are already seriously cool. Since you can calculate them within standard math libraries and they are the general case of many other special funcitons like error function, exponential integral, I think even airy. For many solutions of variable coefficient second order odes it was useful in many cases. And wolfram alpha knows how to handle it pretty well ^ (try for example integral of exp(-1/3*x^3))####[] | |
| interesting video and very important for engineers.You should take advantage of this information. Congrats!!!####[['video', 'Teaching_Setup', 'POS']] | |
| If you are wondering he is using the slope-point formula in minute 30:38. I would also appreciate if someone can explain to me why he can use O(x²) in minute 47:30 to describe values with bigger exponents then 2 like x³,x⁴ and higher.####[] | |
| Was a very good video.####[['video', 'Course_General_Feedback', 'POS']] | |
| Hi guys! Can you please reupload this with the background static removed?####[['NULL', 'Teaching_Setup', 'NEG'], ['background static', 'Teaching_Setup', 'NEG']] | |
| Best way to teach determinants. I used to worry about how this is the worst part of linear algebra since it involved a big formula that was thrown to me. I loved the intuition about the property 9 about volumes of n dimensional cubes. Never thought determinants would get me this excited.Long Live Prof. Strang.Thankyou MIT.####[['Prof. Strang', 'Instructor', 'POS'], [' linear algebra', 'Mathematical_Related_Concept', 'NEG'], ['volumes of n dimensional cubes.', 'Mathematical_Related_Concept', 'POS']] | |
| Thanks much, this was really helpful####[['NULL', 'Course_General_Feedback', 'POS']] | |
| time to start series 18.02 :)####[] | |
| And thus it became immortal####[['NULL', 'Course_General_Feedback', 'POS']] | |
| I study Computer Engineering at IPN in Mexico and I'm taking Linear Algebra after this summer. I can't believe I just found these videos, It's like taking a course at MIT! There's no way I could fail that course now. Thank you for sharing this helpful information.####[['videos', 'Course_General_Feedback', 'POS']] | |
| Likex100! These lectures are simply amazing.####[['lectures', 'Course_General_Feedback', 'POS']] | |
| lifesaver and im going to cross register every math class at mit. dont know why my professor assume im smarter than mit students####[['mit', 'Other', 'POS'], ['professor', 'Instructor', 'NEG'], ['mit students', 'Other', 'POS']] | |
| Is he just making this up?I have no idea what he is talking about, or why he is talking about it####[['what', 'Other', 'Neu']] | |
| haha XDlaughed my ass off till the end :p####[] | |
| Do you recommend any book to read about the GLM, especially on the Hypotheses testing part which is not covered in the course ? thank you####[['book', 'Other', 'POS'], ['GLM', 'Mathematical_Related_Concept', 'NEU'], ['Hypotheses testing part', 'Mathematical_Related_Concept', 'NEU'], ['course', 'Course_General_Feedback', 'NEU']] | |
| There are very few instances in which I did have difficulty in understandingwhat Prof. Tsitsiklis is saying ...one of them is -- 21:48: There is going to be a fair amount of probability that Y takes the value close to 0.Why ? Can someone please explain to me ...Anyways, these are some of the best (and rigorous) lectures on Probability on youtube. I just love them.Prof. Tsitsiklis and his team of TA's show their complete dedication to deliver this outstanding content, which is commendable.Their commitment and dedication made contribute small funds to MIT OCW for furthering the cause of MIT to spreadeducation to masses.####[['Y', 'Mathematical_Related_Concept', 'NEG'], ['lectures', 'Course_General_Feedback', 'POS'], ['Prof. Tsitsiklis', 'Instructor', 'POS'], ['TA', 'Instructor', 'POS']] | |
| The proof at the end starts off with: f(x) x->a = f(a) - the definition of continuous. So f(x) x->a - f(a)=0. Then simplifies to f'(a)*0, this however only holds if a function is continuous. If a function was not continuous then it would simplify to f'(a)*some constant. As f(x) x->a - f(a)=c - is not continuous.Which would make it not = 0. And in order to be differentiable x-a has to go to zero (by definition). That is how differentiable implies continuous.I hope this helps.####[] | |
| I don't get why rank(P) is 1 .. anyone helps me please.####[['rank(P)', 'Mathematical_Related_Concept', 'NEU']] | |
| Thank you very very much!####[['NULL', 'Instructor', 'POS']] | |
| Is this from a maths course or somthing like physics or engineering####[] | |
| @[USERNAME] Not sure if you someone told you or if you already saw the next video, he did point this out. Not be mean, just wanted to let you know.####[['video', 'Course_General_Feedback', 'NEU']] | |
| In the section Row space orthogonal to null space, (time 25.40) do we need transpose for row. Because (row)*x is the scalar product, not (row)^T*x.####[['transpose for row', 'Mathematical_Related_Concept', 'NEU']] | |
| beautiful method. he even risks seeming stupid during the lecture but his method is so beautiful, so effective. He is a REAL TEACHER.####[['method', 'Course_General_Feedback', 'POS'], ['he', 'Instructor', 'POS']] | |
| 37:19“Independence: that looks at combinations not being zero,Spanning: that looks at all the combinations,Basis: the one that combines independence and spanning,Dimension of a space: number of vectors in any basis ( cause all bases have the same number)“####[] | |
| Is there Any Course on Basic Electronics####[] | |
| @[USERNAME]The Khanacademy ones do give you the intuition but the ability to derive them, at least for me, brings this one over the top.While Mr. Khan is great at giving you intuition, I think it is much better for you to be able to derive the equations in order for you to get the intuition.Also he doesn't tell you how to derive anything, other than a few instances.(From what I have seen.)####[['Khanacademy', 'Course_General_Feedback', 'NEG']] | |
| so sweet... i wish my linear algebra prof was actually interested in teaching math####[['prof', 'Instructor', 'NEU']] | |
| 35:55 Size of identity matrix should be be nxn so that its conformable, shouldn't it?####[['Size of identity matrix', 'Mathematical_Related_Concept', 'NEU']] | |
| If I need to understand this lecture to proceed with the rest of the course, I’d better just give up maths for life...####[['lecture', 'Course_General_Feedback', 'NEG']] | |
| so there is really a mistake at 33:11... it has to be 3*2^(2/3)*V^(2/3)####[] | |
| I think intuitively (right - left) is due to the direction of the axis. Like top is always larger than bottom, the positive direction for the horizontal axis is set from left to the right, hence numbers on the right are larger. it might be an easier way to see this.####[] | |
| this guy is a genius.. holy moly he has a quick mind####[['NULL', 'Instructor', 'POS']] | |
| @[USERNAME]yes but because you differenciate that and G(a) is always a constant then its derivative is G'(x)####[] | |
| is it my computer or is the sound level a bit low?####[] | |
| What was so funny about the plane intersection?####[['plane intersection', 'Mathematical_Related_Concept', 'NEU']] | |
| 20:30 Where is the dx comes from? from d(u*v)/dx=u*dv/dx+v*du/dx get d(u*v)=u*dv+v*du, the integrate both side, ∫1d(u*v)=∫u*dv+∫v*du, finally we get u*v=∫u*dv+∫v*du####[] | |
| Awesome series! However, starting at 31:00 he's using loose language and is not very precise with notation (or I am missing something). IMHO, it is not correct to write Y=g(X). Moreover, below that he is also writing g(x) (lower case "x"). I think the correct ought to be Y=g o X (where "o" is function composition). Only then does g(x) (lowercase "x") make sense. Otherwise if what he is writing "Y=g(X)" is the correct form, what is the domain of g?####[['series', 'Course_General_Feedback', 'POS'], ['NULL', 'Instructor', 'NEG']] | |
| who dislikes a video with this man in it?####[['video', 'Course_General_Feedback', 'POS'], ['NULL', 'Other', 'POS']] | |
| Generally people from India, specially Bihar think that they are very smart in mathematics but that's of type "Rattafication" a/c my experienceHere's the actual mathematics !!!Literally Loved this lecture, wish to complete whole calculus part from here, not for any entrance but just to make my understanding to next level!Thanks MIT :)####[['lecture', 'Course_General_Feedback', 'POS'], ['MIT', 'Other', 'POS'], ['NULL', 'Other', 'NEU'], ['NULL', 'Other', 'NEU']] | |
| This is a masterpiece of explaining the basis of Linear Algebra, although it does not cover the advanced topics, such as derivative, used in ML and DL. Strongly suggest to follow the OCW full course instead of only watching the videos.####[['masterpiece', 'Course_General_Feedback', 'POS']] | |
| I was so nervous about taking multivariable calculus at my college, because I was failing to understand the vector calculus I was learning at the end of calculus 2. I now realize it's not really that hard because I understand it, and that math minor is mine!####[['vector calculus', 'Mathematical_Related_Concept', 'POS'], ['calculus 2', 'Course_General_Feedback', 'NEG'], ['multivariable calculus', 'Course_General_Feedback', 'POS']] | |
| Professor Jerison, thank you so much for giving such a fascinating calculus series!####[['Professor Jerison', 'Instructor', 'POS'], ['calculus series', 'Course_General_Feedback', 'POS']] | |
| the class is so rambunctious.. it must be that sexy french accent####[['class', 'Course_General_Feedback', 'NEU']] | |
| Does anybody tell me the material link?####[] | |
| What is a discontinuity like in that of the function y=1/(x^2) called?####[] | |
| @[USERNAME]That's precisely my point. I'm putting in doubt how true it the 'world class' character or MIT, supousedly an institution reserved to high profile minds. If this is what you have for the first year, and if how you say, alumni have to learn 'by writing things down', thanks but I'm staying here in my free-of-charge public university, and I'll head to Lomonosov Univ. of Moscow for my post-grads! And I was more specific... not about writing things down or not, but about The Exposition...####[] | |
| It's not that she found a numerical error, it was the power of her reasoning for it. I'm shook, whoever that girl is, she's clearly brilliant.####[['NULL', 'Other', 'POS']] | |
| Stop following the guy around with the camera!!I want to see the blackboard. We're here to lean to theorems, not to admire the guy's shirt!!####[['camera', 'Teaching_Setup', 'NEG'], ['blackboard', 'Teaching_Setup', 'NEU'], ['theorems', 'Mathematical_Related_Concept', 'NEU'], ["guy's shirt", 'Other', 'NEG']] | |
| This course really rocks in the math series,####[['course', 'Course_General_Feedback', 'POS']] | |
| this is really helpful, which makes me feel math is not so conceptual####[['NULL', 'Mathematical_Related_Concept', 'POS']] | |
| I'm still confused about independent vectors. how is [112],[225] independent? 2(1)-2 =0. So, we do get a 0 using some linear combination, right?####[['vectors', 'Mathematical_Related_Concept', 'NEU']] | |
| What can I say... I'm taking this lectures at night, before going to sleep, and I never thought I'd like to study calculus just for fun. I don't even like to study at all, but all these MIT lectures are so interesting! Also, Denis is cute :3####[['lectures', 'Course_General_Feedback', 'POS']] | |
| hey...what course does 21.01 stand for??####[] | |
| Even Gilbert Strang doesn't tell us where the determinant formula comes from... Really sad... Properties 1-3 are also deducible from that formula.####[['Gilbert Strang', 'Instructor', 'NEU']] | |
| @aqcpatrick, my bad. You're right, -10 is correct.####[] | |
| Did he just start by saying this is a lot simpler and more intuitive?? Then why did my lecturer always sound like he was from outer space???####[['lecturer', 'Instructor', 'NEG'], ['NULL', 'Instructor', 'POS']] | |
| Very good lecture Professor Strang thank you from Amazon Forest.####[['lecture', 'Course_General_Feedback', 'POS'], ['Professor Strang', 'Instructor', 'POS']] | |
| Camera: I see you're leraning about Morkov Matric- (3:43)Heyy nich shirt ma dude####[] | |
| i don't care, they still charge so much money they can offer these without asking for donations####[] | |
| @[USERNAME]Computers are one of the main reasons people don't understand how to do arithmatic.####[] | |
| why is A-lamda I singular at 19:00?####[['A-lamda I', 'Mathematical_Related_Concept', 'NEU']] | |
| I can barely hesitate to say that these lectures are incomparable to the lectures I attend for Linear Algebra at university. It's uncanny how often when watching these videos I think, "I get it now, I get it!" Cudos to you Prof. Strang!####[['Prof. Strang!', 'Instructor', 'POS'], ['lectures', 'Course_General_Feedback', 'POS'], ['Linear Algebra', 'Mathematical_Related_Concept', 'POS'], ['videos', 'Course_General_Feedback', 'POS']] | |
| 4:14: Okay let's take a vote, is it sin-sin or sin-cosine? Proof by popularity!####[['sin-sin', 'Mathematical_Related_Concept', 'NEU'], ['sin-cosine', 'Mathematical_Related_Concept', 'NEU']] | |
| Professor Strang, simply : Thank you again !!!####[['Professor Strang', 'Instructor', 'POS']] | |
| The professor reminds me of Stuart from Big Bang Theory :)####[['professor', 'Instructor', 'NEU']] | |
| I have one doubt. If EA = U where E is elimination matrix and U is upper tringular , then det(EA) = det(E)*det(A) = det(U). However at property 7 it was discussed that we first carry out elimination , get U and then use property 7 since it is easier that way and determinant of U will be same as A. That's only possible if det(E) = 1 (by using property 9). Is that always the case?####[] | |
| Thx Gilbert Strang and MIT for share this. Ok, ready for the trip! Lets goo####[['Gilbert Strang', 'Instructor', 'NEU']] | |
| lol, i think i see a FACE on 43:17 right next to the + sign!!####[] | |
| 'I was the little brother' lol, great lecture as always####[['lecture', 'Course_General_Feedback', 'POS']] | |
| At 22:00 M = B only applies if B is invertible right? What about other cases when B isnt?####[['B', 'Mathematical_Related_Concept', 'NEU'], ['M = B', 'Mathematical_Related_Concept', 'NEU']] | |
| This class was pure art####[['class', 'Course_General_Feedback', 'POS']] | |
| lol never seen some1 put a period at the end of their equation (around 7:10)####[] | |
| What a wonderful human, and must be excellent teacher as well.####[['teacher', 'Instructor', 'POS']] | |
| mit has high quality of blackboard####[['blackboard', 'Teaching_Setup', 'POS'], ['NULL', 'Other', 'POS']] | |
| 41:10 thank god there are built-in functions in numpy for this cr***####[['built-in functions in numpy', 'Other', 'POS']] | |
| In minute 1:12:26 he says "it's taboo to write on the back board." Why they don't use the back board and why is it taboo?####[] | |
| lol @ 32:20 and the class reaction...####[] | |
| 14:24 This clarifies the difference between Examples 2 and 3. Just shows how unintuitive some probability problems can be.####[['probability problems', 'Mathematical_Related_Concept', 'NEG']] | |
| I like the LaTeX slides####[['LaTeX slides', 'Other', 'POS']] | |
| could any tell me which book has similar explanations as his?####[] | |
| The next lecture can be....pure happiness. :D####[['lecture', 'Course_General_Feedback', 'POS']] | |
| Thank you professor Gilbert Strang and MiT for this absolutely fabulous series on linear algebra, for the benefit of students all over the world. This, for me, is USA at its very best. Greetings from Trondheim , Norway.####[['professor Gilbert Strang', 'Instructor', 'POS'], ['series', 'Course_General_Feedback', 'POS']] | |
| I wish I had this guy for Calculus I and II. I can't believe how much of a difference something like having nice and clear handwriting makes!####[['handwriting', 'Teaching_Setup', 'POS'], ['NULL', 'Instructor', 'POS']] | |
| High and low are relative terms. If you *want* to hit your little brother with a dart, then yeah, 1% is subjectively low, but in probability questions that deal with risk of bodily harm like this, 1% is unacceptably high.Similar if trying to find probability that a new medicine will have a fatal side-effect. Even if the chance of death is .001% - that still means that if one million people take the drug, you'd expect ten people to die from it. Are ten people dying too high or too low to you?####[] | |
| This isn't Taylor, it's McLaurin####[] | |
| Who is responsible for the audio volume fluctuations?GAH!This video is almost unwatchable.####[['video', 'Course_General_Feedback', 'NEG'], ['audio volume fluctuations', 'Teaching_Setup', 'NEG']] | |
| at 45:22 how can be moment of inertia has dimension of [M*l^4] i think it should be [M*l^2] right####[['[M*l^4]', 'Mathematical_Related_Concept', 'NEG']] | |
| where can i access the slides?####[] | |
| want to understand why A_s has two identical rows-.-####[['A_s', 'Mathematical_Related_Concept', 'NEU'], ['identical rows', 'Mathematical_Related_Concept', 'NEU']] | |
| This Lecture seems to be somewhat lacking in examples and illustrations.####[['Lecture', 'Course_General_Feedback', 'NEG'], ['examples', 'Teaching_Setup', 'NEG'], ['illustrations', 'Teaching_Setup', 'NEG']] | |
| Helo,Can anyone help me, how to learn Calculus in Linear fashion? From very basic i mean. Thank you very much, it’ll be a great help.####[['Calculus', 'Mathematical_Related_Concept', 'NEU']] | |
| how is the line intergral limit of example 1: c3 curve from 0 to 1/root2 ??? why is that point (1/root2,1/root2)####[['point', 'Mathematical_Related_Concept', 'NEU'], ['c3', 'Mathematical_Related_Concept', 'NEU']] | |
| Index for you guys5:46 Introduction to the course9:50 beginning of first class25:50 third axiom42:15 discrete uniform law example####[] | |
| Thanks for such an excellent lecture. Please give proof of general l hospital rule.####[['lecture', 'Course_General_Feedback', 'POS']] | |
| Transpose(a)*(b-xa) is a dot product because well you can clearly see Transpose(a) is a vector but what about this expression (b-xa)?! well (b-xa) is a vector because we know that (b) is the vector we also know (a) is vector and (x) is a scalar hence vector-scalar*vector=vector####[] | |
| I high-key thought it was hella cool when he added the two loops together on the picture, subsequently adding the two basis vectors for N(A)^T and creating a dependent vector. I was kind of expecting that to happen just theoretically, but to actually see it happen just blew my puny mind.####[['N(A)^T', 'Mathematical_Related_Concept', 'POS'], ['vector', 'Mathematical_Related_Concept', 'POS'], ['NULL', 'Instructor', 'POS']] | |
| Anybody here who could answer the question (at 42:42) "If matrices A and B have same 4 subspaces, then _____fill_in_the_blank____."####[['matrices', 'Mathematical_Related_Concept', 'NEU'], ['subspaces', 'Mathematical_Related_Concept', 'NEU']] | |
| I'm confused about the intersection of sub spaces. 1) If the intersection doesn't contain the origin then you can't multiply by zero and hence doesn't satisfy condition 22) v&w may be in both sub spaces and can be added or scalar multiplied in either, but once the subspace is constrained, how do you know this is still true?####[['intersection of sub spaces', 'Mathematical_Related_Concept', 'NEU'], ['v&w', 'Mathematical_Related_Concept', 'NEU'], ['intersection', 'Mathematical_Related_Concept', 'NEU'], ['origin', 'Mathematical_Related_Concept', 'NEU'], ['sub spaces', 'Mathematical_Related_Concept', 'NEU']] | |
| 53:38 H is positive definite when we are testing for a minimum. But for convex, if we only need d2f/dx2>=0, then I only need 2 diagonal entries if H be positive. No requirement for fxx and fyy.####[] | |
| This guy could be the worst professor of all time####[['NULL', 'Instructor', 'NEG']] | |
| Great prof..he makes linear algebra makes more sense, and easier to understand..I mean it is suppose to be easier..the purpose of linear algebra is to make complex thing easier to solve...but unfortunately many teachers dont teach it properly, making it seem so hard to learn####[['prof', 'Instructor', 'POS'], ['linear algebra', 'Course_General_Feedback', 'POS'], ['teachers', 'Instructor', 'NEG']] | |
| Never Seen someone like this.... Amazing!!!!####[['NULL', 'Instructor', 'POS']] | |
| i had this done in high school####[] | |
| Any one here at 2020?####[] | |
| Can’t I also choose other values for x2 and x4 to find other particular solutions? Would they not also shift the null space to another spot and cover regions which were not already defined? Or does the particular solution + null space contain the set of all possible solutions for Rx=b?####[['values for x2 and x4', 'Mathematical_Related_Concept', 'NEU']] | |
| could someone explain how to do the integral at 28:00?####[['integral', 'Mathematical_Related_Concept', 'NEU']] | |
| At 42:10, why is Zigma * used in simulating M, can't we just directly use A to do it?####[['Zigma *', 'Mathematical_Related_Concept', 'NEG']] | |
| thanks Professor Strang, You inspire people to love math, as they should!####[['Professor Strang', 'Instructor', 'POS']] | |
| 28:43 I'm kinda confused, why we are getting zero vector here, shouldn't it be vector 3, -1 https://matrixcalc.org/en/#%7B%7B1,2%7D,%7B3,6%7D%7D%2A%7B%7B3%7D,%7B-1%7D%7D####[['zero vector ', 'Mathematical_Related_Concept', 'NEU'], ['vector 3, -1 ', 'Mathematical_Related_Concept', 'NEU']] | |
| I think B_j should be A transpose replaced by b 24:16####[['B_j', 'Mathematical_Related_Concept', 'NEU']] | |
| This series is making my life so easy####[['NULL', 'Other', 'POS']] | |
| i was the little sister and I got a dart right between the eyes, up about a half inch. probability is 1.####[] | |
| Does anyone know something more concrete about the Srebro results? Have they been verified already? How general are they? 44:54####[['results', 'Mathematical_Related_Concept', 'NEU']] | |
| These lectures deserve higher IMDB score than most netflix series.####[['lectures', 'Course_General_Feedback', 'POS']] | |
| Protect this man at all cost! Now we know, what an angel looks like!####[['NULL', 'Instructor', 'POS']] | |
| No, ImageNet is just a training data. It consists of a bunch of pairs of image and description in words of what's in the image. It has nothing to do with neural networks, other than the fact that CNNs are currently the best tools to do image classification, and thus to win ILSVRC challenges.####[['ImageNet', 'Other', 'NEU'], ['neural networks', 'Other', 'NEU'], ['CNNs ', 'Other', 'POS']] | |
| nice!!! This way i never study determinant####[['determinant', 'Mathematical_Related_Concept', 'NEU']] | |
| A*S=S*Lambda (Using the linear combination view (Ax1=b1 column part) of Matrix Multiplication), That is Brilliant and Clear! Thanks!####[['A*S=S*Lambda', 'Mathematical_Related_Concept', 'POS'], ['NULL', 'Other', 'POS']] | |
| Poor dog I liked my own commet how sad.####[] | |
| Taking a break from elden ring to learn something that will help me not die####[['NULL', 'Course_General_Feedback', 'NEU'], ['elden ring', 'Other', 'NEU']] | |
| you can also swap 1,2 and then 3 with one of them.####[] | |
| what's the intuition behind 'Ax = b has no solution, however Transpose(A) Ax = Transpose(A) b has a solution'. I am having a hard time####[['Ax = b', 'Mathematical_Related_Concept', 'NEG'], ['Transpose(A) Ax = Transpose(A) b', 'Mathematical_Related_Concept', 'NEG']] | |
| Why the hell does my video freezes when it reaches 00:27 secods it feels like my ethernet service provider is preventing me from lisnening to a great lec! anyways need some coffee...####[['lec', 'Course_General_Feedback', 'POS']] | |
| also if someone has the course material please tell me where to get them , the link shared below has a broken zip file####[] | |
| then we basically have a bunch of rectangles. when n approaches infinity, the rectangles width gets infinity small, and the values for f(x) over that interval pretty much become equal, they differ very little. so we can multiple f(x) by the differential dx, the very small width, and get the anti derivtive of each one of the rectangles. the sum then becomes of a bunch of rectangles, and is now the following. [F(n)-F(n-1)] + [F(n-1) - F(n-2)] ...-[F(2) - F(1)]. THEN, the amazing part....####[] | |
| Dear Professor, Linear algebra is fascinating. I had difficulty understanding Algebra because I could not see beyond the symbols and notations. But I did not realize before that algebra is a symbolic language to express geometric shapes.####[['Linear algebra', 'Course_General_Feedback', 'POS'], ['Algebra', 'Mathematical_Related_Concept', 'POS']] | |
| I just spent 10 minutes going back and reviewing why the -1 appeared in that second row at 9:00 smh.####[] | |
| c=a-b because it leads from where b is to a. numerically: b+c=b+a-b=a####[] | |
| Finally a real analysis video lecture series from the OCW :'). Thank you####[['lecture series', 'Course_General_Feedback', 'POS']] | |
| Oh I cannot thank you enough!!! Thank you!!####[] | |
| Why everyone clapped at 43:25?####[] | |
| I’m really glad i didn’t give up and came this far, thank your Prof. Strang####[['Prof. Strang', 'Instructor', 'POS']] | |
| Is this the next course after single variable calculus 18.01. I ask because they did some other topics b4 vector calculus in my school, Stuff like Taylor expansions and advanced integration techniques using trig identities.####[] | |
| As someone who has studied mathematics for 40 years and taught mathematics for 30 years, I can say that Professor Strang's wisdom and insight is amazing. Moreover, his ability to share this insight with enthusiasm (however quirky and geeky) is a gift to all of us. Thank you Sir. Bless all those dedicated to teaching.####[['Professor Strang', 'Instructor', 'POS']] | |
| If anyone is struggling with this lecture, Wikipedia does a wonderful job of explaining the second derivative test intuitively: http://en.wikipedia.org/wiki/Second_partial_derivative_test#Geometric_interpretation_in_the_two-variable_case####[['Wikipedia', 'Other', 'POS']] | |
| some of their behavior is really childish####[['behavior', 'Other', 'NEG']] | |
| Finally taking my "first adult analysis class"!####[] | |
| The breakdown of the decimal representation of Real numbers was genius. Thanks!It also calls my attention that in a world-class University like MIT, lectures are still given in such a traditional fashion.####[['breakdown', 'Mathematical_Related_Concept', 'NEU'], ['decimal representation of Real numbers', 'Mathematical_Related_Concept', 'NEU'], ['MIT', 'Other', 'POS'], ['lectures', 'Course_General_Feedback', 'POS']] | |
| Why are free variables chosen for assuming 0 & 1 to solve the equation, why not pivot. If I do, I am getting a different null space & its valid null space.Can someone help to understand why only free variables are chosen why cant we continue with same process with pivot variables to be 0&1 and hence obtain more solutions####[] | |
| Mit student don't know how to calculate determinant####[] | |
| I Really Like The Video Lecture 14 Non-independent variables From Your####[['Video Lecture', 'Course_General_Feedback', 'POS']] | |
| What is the application of dot product in multivar calc? Should we expect to use it to think about gradients? Critical points?####[['dot product', 'Mathematical_Related_Concept', 'NEU']] | |
| 28:37 that was awkward. Looks like he actually left the class, poor guy.####[['NULL', 'Other', 'NEU ']] | |
| We assume that the misconception of complex numbers can conduct to the misunderstanding of algebric algorithms.In that specific case we're also going to cope through practices in workspaces. Building C.####[['complex numbers', 'Mathematical_Related_Concept', 'NEU'], ['algebric algorithms', 'Mathematical_Related_Concept', 'NEU']] | |
| how can i find the number of pivot in a matrix ?####[['number of pivot', 'Mathematical_Related_Concept', 'NEU']] | |
| Which book would be suitable with this lecture series??####[['book', 'Teaching_Setup', 'NEU']] | |
| I don't even understand English so what am I doing here lol####[] | |
| “Handy to have a pair of scissors with you” 28:10####[] | |
| Great Lecture!! Helped me a lot.####[['Lecture', 'Course_General_Feedback', 'POS']] | |
| students get so excited by something minimal.####[['NULL', 'Other', 'POS']] | |
| he gave both forms of the spelling at 0:50####[] | |
| 56:29 subtitle correction instead of personality density, it should have been probability density. Thank you for the content =)####[['subtitle', 'Other', 'NEU'], ['NULL', 'Instructor', 'POS']] | |
| Didn't know 18.06 existed for centuries lol. The exam from year zero.####[['exam', 'Other', 'NEG'], ['18.06', 'Course_General_Feedback', 'NEG']] | |
| 23:32 different ways to generalize solution for test data use Lipschitz Continuity bound to your loss function(Usually while applying SGD we have a methodology which combines the two using Lipschitz Continuity Constraint Projection.####[] | |
| I do make this statement, after understanding Polynominal Crystal Agebra IV with the X-Axis,Y-Axis,& Z-Axis Polynominal Cyrstals revolving around"TIME"= 4D Algebriac, & Calculus Limit Questionaires using Newtonian Physics,WHY Don't you run that"STUPID FREEMASON U.S.A. IDIOT Government ,Now that you Fully Understand the Mathematics of Our UNIVERSE,you certainly can adapt it to"SCIENCE SOCIALISM of ELECTRIFICATION-Photons of Physics Calculus-Algebriac I,II,III & Algebriac IV Polynominal Graphing!!####[] | |
| What if... It's over 9000?####[] | |
| Awesome video sir! Thank you!####[['video', 'Course_General_Feedback', 'POS'], ['you', 'Instructor', 'POS']] | |
| 14:11 - he just launched into this. No theory, no description of the "plan" behind what we were doing. Can we get some THEORY of this instead of taking up time working out algebra? What we actually DO with these ideas?####[['algebra', 'Mathematical_Related_Concept', 'NEG']] | |
| youtube link for lec 14 is actually lec 4####[] | |
| I accidentally clicked into this, and watched it. I was supposed to watch Yoona's Big Mouth on Disney+. Thanks Prof Strang for the knowledge.####[['Prof Strang', 'Instructor', 'NEU']] | |
| @[USERNAME]Yea it was a lame joke. As a part-time teacher I can tell you these jokes never work least of all in the beginning of class. But A for effort lol####[['joke', 'Other', 'NEG']] | |
| This is actually a shitty lecture, he doesn't even explain what it means to integrate both sides####[['lecture', 'Course_General_Feedback', 'NEG']] | |
| 11:34 made a typo in b as it should be [1, 2, 2] right?####[] | |
| 46:47 "It's a very popular model for modeling people who are drunk" lol####[] | |
| If matrix has all connections, it eventually has cycles, but it is not a failure. What is a rigour correct criteria?####[['criteria', 'Mathematical_Related_Concept', 'NEU']] | |
| I've noticed them since I've watched the 4th lecture ..I think its some sort of computer generated comments someone at MIT is using. But to whaat end m not sure. Creepy shit####[['the 4th lecture', 'Course_General_Feedback', 'NEG'], ['computer generated comments', 'Other', 'NEG']] | |
| My favorite way to inverse a matrix of any n×n is to find its determinant (to make sure that it can inverted), then write an augmented matrix such that aug(A)= [A | I] and do row reduction until you get aug(A)= [I | A] where the A on the righthand side of aug(A) is the inverse of A, if the matrix is invertible that is. xD####[] | |
| The host of 'who wants to be a millionaire' was Regis.Hi caption reading comrades!####[] | |
| If Plato was right about theory of forms I'm pretty sure that this is the IDEAL lecture.####[['lecture', 'Course_General_Feedback', 'POS']] | |
| well he literally wrote the book!####[['NULL', 'Instructor', 'POS']] | |
| I also love this series of lectures, but in this lecture I find that he does not explain perpendicular subspaces enough. The example with the blackboard and the floor is just confusing (to me and my colleagues at least), because obviously they form a right angle and thus are perpendicular. And obviously they are both subspaces. Which leads me to believe that the definition is wrong, which I'm sure it isn't.####[['lecture', 'Course_General_Feedback', 'NEG'], ['perpendicular subspaces', 'Mathematical_Related_Concept', 'NEG'], ['example', 'Teaching_Setup', 'NEU'], ['series of lectures', 'Teaching_Setup', 'POS'], ['NULL', 'Instructor', 'NEG'], ['blackboard', 'Teaching_Setup', 'NEU'], ['right angle', 'Mathematical_Related_Concept', 'NEU'], ['perpendicular', 'Mathematical_Related_Concept', 'NEU'], ['subspaces', 'Mathematical_Related_Concept', 'NEU']] | |
| This is a fine lecture on elimination of matrices that I am finally learning for the the first time. DR. Strang, I love the way that you explain matrix multiplication.####[['lecture', 'Course_General_Feedback', 'POS'], ['DR. Strang', 'Instructor', 'POS'], ['elimination of matrices', 'Mathematical_Related_Concept', 'POS'], ['matrix multiplication', 'Mathematical_Related_Concept', 'POS']] | |
| No one: Dr. Strang kept the same attire except on 2-3 lectures where he donned the sweater over the shirt.####[['Dr. Strang', 'Instructor', 'POS'], ['lectures', 'Course_General_Feedback', 'POS']] | |
| Isnt grad(f) supposed to be [x by] instead of [2x 2by]?####[['grad(f)', 'Mathematical_Related_Concept', 'NEU'], ['[x by]', 'Mathematical_Related_Concept', 'NEU'], ['[2x 2by]', 'Mathematical_Related_Concept', 'NEU']] | |
| Maybe it is posible put subtitles spanish, gracias.####[] | |
| Independence, Basis, and Dimension. Hmmm, sounds like a Robert Nozick title. Thank you Dr. Strang !####[['Dr. Strang', 'Instructor', 'POS']] | |
| I'm very thankful for these lectures. Though, the camera movement is sometimes annoying.####[['lectures', 'Course_General_Feedback', 'POS'], ['camera movement', 'Teaching_Setup', 'NEG']] | |
| 46:15 Holy shit! He gave a teaser to abstract algebra right there! I just finished abstract algebra and was just watching these lectures because... I don't need a reason, and I just noticed that now! Prof Strang is amazing. I am glad I can watch these lectures from anywhere and at anytime I want :)####[['abstract algebra', 'Course_General_Feedback', 'POS'], ['NULL', 'Instructor', 'POS'], ['Prof Strang', 'Instructor', 'POS'], ['lectures', 'Course_General_Feedback', 'POS']] | |
| Have about this subject at the moment, don't understand anything about it - low selfconfidence. but watching this lecutre - I understand everything again.####[['lecutre', 'Course_General_Feedback', 'POS']] | |
| I found which one is pink!####[] | |
| Gilbert Strang - a legend in the making...####[['Gilbert Strang', 'Instructor', 'POS']] | |
| numerically incorrect. I accepted that the units were correct over a month ago. learn to read please.####[['units', 'Mathematical_Related_Concept', 'POS']] | |
| GOAT Lectures as first course in probability####[['Lectures', 'Course_General_Feedback', 'POS'], ['probability', 'Mathematical_Related_Concept', 'POS']] | |
| Looks like I were at MIT.####[] | |
| 29:33 should be you can find a non-zero vector x with Ax=0####[['non-zero vector x', 'Mathematical_Related_Concept', 'NEU'], ['Ax=0', 'Mathematical_Related_Concept', 'NEU']] | |
| So you're saying being an engineer is a sedentary job doing calculus and testing out materials?Geez we are scientists then, not engineers.####[] | |
| The passion for mathematics and teaching it, shines through you and it is really infectious. Forever grateful. <3####[['you', 'Instructor', 'POS']] | |
| Why this got only 300k views = 30k views per year from all over the world. There are millions of engineering, math and science students that need linear algebra each year.####[['NULL', 'Course_General_Feedback', 'NEU'], [' linear algebra ', 'Mathematical_Related_Concept', 'POS']] | |
| Dr. Strang thank for helping me to relearn linear algebra and it's important concepts. When I took this class at the University of Maryland Baltimore County the professor did not care if I learn it or not.####[['Dr. Strang', 'Instructor', 'POS'], ['NULL', 'Instructor', 'NEG']] | |
| In 22:38 isnt the dF/dt a vector? Can anyone explain. Thank you####[['dF/dt', 'Mathematical_Related_Concept', 'NEU']] | |
| "We don't really know what it means to divide by differentials."I could have sworn Abraham Robinson was famous for something.. what was that again?####[['NULL', 'Mathematical_Related_Concept', 'NEU']] | |
| I've been able to do two years' worth of my university math over a single summer thanks to MIT OCW.####[['MIT OCW', 'Other', 'POS']] | |
| @[USERNAME]This is Calc 2. Your argument is invalid. ocw (dot) mit (dot) edu/courses/mathematics/18-02-multivariable-calculus-fall-2007/####[] | |
| Maths legend. Thank u sir for your love towards students and teaching maths####[['NULL', 'Instructor', 'POS'], ['maths', 'Mathematical_Related_Concept', 'POS']] | |
| Mmm that last problem: that 3x2 matrix multiplies with the zero matrix [0,0] does not result in another zero matrix?!####[['3x2 matrix ', 'Mathematical_Related_Concept', 'NEU'], [' zero matrix', 'Mathematical_Related_Concept', 'NEU']] | |
| I think the class starts to get messy from 18:30, with occasional clarity, prof. Strang starts to throw out facts that do not have a clear logical connections. For example, the introduction of upper Hessenberg, tri-diagonal and bi-diagonal, why we look for them and in what way do they help QR methods are not very natural to me.####[['prof. Strang', 'Instructor', 'NEG']] | |
| Which book does this class use?####[['book', 'Other', 'NEU']] | |
| I Really Like The Video Lecture 07: Review. From Your####[['Video Lecture 07', 'Course_General_Feedback', 'POS']] | |
| 18:06 Why did he subtract 2 units?####[['units', 'Mathematical_Related_Concept', 'NEU']] | |
| i think there is a very small mistake in the graph of (a_i*x-b)^2. The confusion area is bound is not a_i/b_i but b_i/a_i####[['confusion area', 'Mathematical_Related_Concept', 'NEU'], ['graph of (a_i*x-b)^2', 'Mathematical_Related_Concept', 'NEU'], ['a_i/b_i', 'Mathematical_Related_Concept', 'NEU'], ['b_i/a_i', 'Mathematical_Related_Concept', 'NEU']] | |
| This article is about mathematicians finding that the fastest way to multiply is n*log(n) steps versus the usual n^2.https://www.quantamagazine.org/mathematicians-discover-the-perfect-way-to-multiply-20190411/ Professor Strang shows you how that is in this lecture.####[['Professor Strang', 'Instructor', 'NEU']] | |
| indian ascent is much more clear and understandable then this.####[['NULL', 'Other', 'NEG']] | |
| Don't forget another great thing about MIT. MIT does thing like share these lectures.####[['lectures', 'Course_General_Feedback', 'POS']] | |
| Question: the x-particular needs to have 0 corresponding to the free variables in A, and in order to find the free variables in A you need to row reduce it, but after you have done this, why can't you just arbitrarily select numbers for the pivot variables in x-particular? Why solve for them by setting some "b" when the vector is going to give some valid "b" anyways?####[] | |
| this man is mad funny####[['NULL', 'Instructor', 'POS']] | |
| this inspires me for a small contribution to MIT OCW####[['NULL', 'Course_General_Feedback', 'NEU']] | |
| Very helpful to future students! Great work! Thank you!####[['NULL', 'Instructor', 'POS'], ['work', 'Course_General_Feedback', 'POS']] | |
| Why does the nullspace of A is in Rn instead of Rm when the special solution vectors have m components####[['nullspace of A', 'Mathematical_Related_Concept', 'NEU'], ['Rn', 'Mathematical_Related_Concept', 'NEU'], ['Rm', 'Mathematical_Related_Concept', 'NEU'], ['special solution vectors', 'Mathematical_Related_Concept', 'NEU']] | |
| Everyone here is blessed by MITocw####[['MITocw', 'Other', 'POS']] | |
| Thanks for the wonderful contents :D Professor Strang is my role model. He has the beauty that doesn't rust by times.####[['contents', 'Course_General_Feedback', 'POS'], ['Professor Strang', 'Instructor', 'POS']] | |
| Great Lecture. Could anyone answer my question:I understand that error vector (b-p) is smallest when e is orthogonal to column space. What I am confused at is the squared error portion. Using projection, I thought what was solved is the Xhat that could minimize the error vector instead of error square. Could anyone help me clarifying this?####[['Lecture', 'Course_General_Feedback', 'POS'], ['squared error portion', 'Mathematical_Related_Concept', 'NEU']] | |
| @[USERNAME]I think x is limited to numbers between 0 and 1####[['x', 'Mathematical_Related_Concept', 'NEU']] | |
| Anyone else thinks he talks with the same passion for math, as Walter White does for Chemistry? Love this guy.####[['NULL', 'Instructor', 'POS'], ['Chemistry', 'Other', 'POS'], ['Walter White', 'Other', 'POS']] | |
| @[USERNAME]I don't believe I ever learned that the eigen vectors of a symmetric (or orthogonal) matrix are orthogonal. That seems... magical...####[['eigen vectors', 'Mathematical_Related_Concept', 'NEU']] | |
| Who else watches these at 2x??####[['NULL', 'Course_General_Feedback', 'NEU']] | |
| Actually I noticed the AREA VOLUME CONFUSION at the very first time and also understood the power of 1 :) So I deserve a Thank you from an MIT professor ...Hurrah!####[[' AREA VOLUME CONFUSION', 'Mathematical_Related_Concept', 'POS']] | |
| @[USERNAME]You need a minimum of precalc. Students usually don't skip multi calc (though they can) because very very few highschools teach mv calc, though they offer an advanced standing exam to skip it if you learned however you did.####[['multi calc', 'Mathematical_Related_Concept', 'NEU'], ['minimum of precalc', 'Mathematical_Related_Concept', 'NEU']] | |
| why we have to write dx in an integral ??####[['dx', 'Mathematical_Related_Concept', 'NEU'], ['integral', 'Mathematical_Related_Concept', 'NEU']] | |
| I am an engineering student and I have been looking for this for such a long time. Real analysis, functional analysis. I hope in the future there will be complex analysis. This is extremely useful for digital signal processing stuff. One strange thing is that currently all the machine learning stuffs are not design for things that have complex number inside them####[['Real analysis', 'Mathematical_Related_Concept', 'POS'], ['functional analysis', 'Mathematical_Related_Concept', 'POS'], ['complex analysis', 'Mathematical_Related_Concept', 'POS'], ['machine learning stuffs', 'Mathematical_Related_Concept', 'NEU'], ['complex number', 'Mathematical_Related_Concept', 'NEU']] | |
| Just love the way he teaches ! Thank you####[['NULL', 'Teaching_Setup', 'POS']] | |
| ngl, good video, but thumbnail creeeeeeep####[['video', 'Course_General_Feedback', 'POS']] | |
| Great , great lecture because Prfof Strang elucidates and focuses on the key ideas and the intuitive meaning - not just the mechanics as most books and tutorials do. Thanks Prof. Strang for sharing your great mind and your skills as a great educator!####[['lecture', 'Course_General_Feedback', 'POS'], ['Prfof Strang', 'Instructor', 'POS']] | |
| how many times has watching a lecture brought a smile to your face ? I was constantly smiling - every time he pointed out something that I hadn't thought of in the way he mentions it. Such an amazing teacher!####[['NULL', 'Instructor', 'POS'], ['teacher', 'Instructor', 'POS']] | |
| The prof is quite funny.####[['prof', 'Instructor', 'POS']] | |
| I hope most of you noticed that at 42:21 we were dealing with a "toilet function" ;)####[['toilet function', 'Mathematical_Related_Concept', 'POS']] | |
| Love you sir .love from India .####[['sir', 'Instructor', 'POS']] | |
| this was recorded in 1999.####[] | |
| @3:30, why is he omitting the sigma scalars (singular values) in this sum of left & right singular vectors to produce X? Is that right?####[['sigma scalars', 'Mathematical_Related_Concept', 'NEG']] | |
| Thank God for the student at 38:58. I thought I was losing my mind for a minute there.####[] | |
| A living master of linear algebra who is not intimidated by spontaneous insights as he articulates the deeper meanings hidden in the mysterious mathematical creature called matrices.####[['NULL', 'Instructor', 'POS']] | |
| Thank you MIT, thank you Mr. Strang, this is the way EVERYTHING should be taught!!!####[['MIT', 'Other', 'POS'], ['Mr. Strang', 'Instructor', 'POS']] | |
| He builds to the adjoint for trivial means. Well done.####[['NULL', 'Instructor', 'POS'], ['adjoint', 'Mathematical_Related_Concept', 'POS'], ['trivial means', 'Mathematical_Related_Concept', 'POS']] | |
| how can we relate raws in calculating the dimension of the column space####[] | |
| This seems like a good introductory course and I'm finding it helpful to review and refresh my previous knowledge. There is also a wonderful series of lectures from MIT done in 1970 by the amazing Herb Gross, called "Calculus Revisited." Herb is still alive and doing new videos on K-12 math. If you comment on his calculus videos, he might well reply. He is truly a unique and marvelous lecturer, and I highly recommend that series. You can find it on YouTube or on the same site this lecture series is on.####[['course', 'Course_General_Feedback', 'POS']] | |
| The more I watch these videos, the more I hate the cameraman####[['cameraman', 'Teaching_Setup', 'NEG']] | |
| I'm so excited for this!####[['NULL', 'Other', 'POS']] | |
| Very nice and concise explanation. Thanks.####[['explanation', 'Teaching_Setup', 'POS']] | |
| I followed through the whole series, and this is the BEST Statistics course I have ever taken. Thank you Prof Tsitsiklis for being so clear and concise. I had never imagined a starting statistics course enhancing my understanding so much and giving me so much confidence. This is magic!####[['Statistics course', 'Course_General_Feedback', 'POS'], ['Prof Tsitsiklis', 'Instructor', 'POS']] | |
| Even if God taught linear algebra, it wouldn't have been better than this.####[['linear algebra', 'Course_General_Feedback', 'POS']] | |
| When you're 100% screwed for finals....####[] | |
| Around 33:30, how do we know that x=xp+xn gives a complete solution of Bx=b? The way I think of it is that B*xp+B*xn=b+0, so we only get one particular solution that we chose arbitrarily. Can I make linear combinations with the null space basis vectors to obtain all the other solutions or what am I missing? Thanks####[['x=xp+xn', 'Mathematical_Related_Concept', 'NEU'], ['linear combinations', 'Mathematical_Related_Concept', 'NEU']] | |
| Coming from lecture 4 I feel like my ears are being sensually caressed.####[['lecture 4', 'Course_General_Feedback', 'POS']] | |
| For anyone watching this who doesn't feel like they are completely getting the concept, Prof Strang has an updated lecture in 18.065 on the SVD, which I think lays it out in a cleaner way: https://youtu.be/rYz83XPxiZo####[['Prof Strang', 'Instructor', 'POS'], ['lecture', 'Course_General_Feedback', 'POS']] | |
| anyone wrote the topics he had cover?####[] | |
| 11:57 guy eating in the front row... how disrespectful. I would kick him out of the lecture.####[['NULL', 'Other', 'NEG']] | |
| I love it how he does not even need to explain it carefully, but everyone was already interested in Linear Algebra taught by him. He really encourages students to brainstorm other insights based on strong background that he could provide them.####[['NULL', 'Instructor', 'POS'], ['Linear Algebra', 'Course_General_Feedback', 'POS']] | |
| Took 18.06 in 1992 and he taught it. Great stuff, and an awesome professor.####[['NULL', 'Instructor', 'POS']] | |
| does anyone have solutions to the problem sets on ocw?####[['problem sets', 'Mathematical_Related_Concept', 'NEU']] | |
| My classmate and I independent studied Calc BC...we were told to learn trig substitutions, spent 2-3 weeks on them, then found out they weren't on the AP exam -.- *sigh* trig substitutions screws everyone over.####[['trig substitutions', 'Mathematical_Related_Concept', 'NEG']] | |
| You are one among the best teachers sirGreat regards good health from india...####[['sir', 'Instructor', 'POS']] | |
| He just non-chalantly planted the idea of Group Theory in at the very end of the lecture - Genius!If only one can make a math playlist of all the best lecturers in the world... may be I will do this.####[['NULL', 'Instructor', 'POS'], ['lecture', 'Course_General_Feedback', 'POS']] | |
| Hands Down one of the most intersting lectures, The way Professor showed reseach ideas here and there and almost everywhere just blows me away, It was very very intersting, and best part is it is afforable to non-Math guys too, (thought its coming from a maths guy, however I feel like math part of very little, it was more towards intuitive side of SGD)####[['Professor', 'Instructor', 'POS'], ['SGD', 'Mathematical_Related_Concept', 'POS']] | |
| Watch on speed x2. You're welcome####[] | |
| was he always old? :P####[['NULL', 'Instructor', 'NEU']] | |
| ... and they happen to meet, well, they were *arranged to meet* at point x = 1, y = 2! :))####[['NULL', 'Mathematical_Related_Concept', 'NEU'], ['point', 'Mathematical_Related_Concept', 'NEU']] | |
| 11:20 the matrix is not a rotation of any angle, it is actually a reflection.(You can see that from the fact that det(Q)=-1)####[['matrix', 'Mathematical_Related_Concept', 'NEU']] | |
| Normal people at age 65 or less: I am finally had relief from the hustle if lifeGilbert strangs in future at age 90: Today we are going to start matrix methods....####[['Gilbert strangs', 'Instructor', 'POS']] | |
| The second basis for R^3 is not a basis, since -(1,1,2)+2*(2,2,5)=(3,3,8); i.e., the vectors are not linearly independent.####[] | |
| What an amazing lecture, thank you!####[['lecture', 'Course_General_Feedback', 'POS']] | |
| I finished this lecture on Sep. 16, 2022, at 22:35pm. Thank you Prof. Strang, the last month (Aug. 7 - Sep. 16) was so wonderful, memorable.####[['Prof. Strang', 'Instructor', 'POS']] | |
| 7:19 to 8:09 were the most hopeless and confusing seconds of my life.####[['7:19 to 8:09', 'Other', 'NEG']] | |
| the integral on the witch's cauldron example simply gives the total energy inside the cauldron right? loved this lecture!####[['lecture', 'Course_General_Feedback', 'POS'], ['example', 'Other', 'POS']] | |
| Hey OCW team,Where is the 13th lecture? Was it not recorded?####[['13th lecture', 'Other', 'NEU']] | |
| I hope everybody who get something good from OCW could give back to it in some day anytime if you feel good, making it better and better as we can do and helping more and more people feel good like us, thanks.####[['OCW', 'Other', 'POS']] | |
| I think this could act as a proof of min 18:15 claims: * for the degenerate case, we have a line ( x + b / (2a) * y ) = 0 for wich z is allways 0 . It acts like the case of z = x^2 but rotated ( because the term affecting y^2 is zero in the deg. case ).* for the opposite signs (saddle): if we fix y=0 and let x increase we get possitive values but if we move for the line ( x + b / (2a) * y ) = 0 (the same as for the deg case) we get a decrease in the z values. (because y^2 is positive and the term affecting it is negative for saddle point case).For the conditions of the exercise we start moving from (0,0) and the signs from above are in the case ( 1 / 4a ) is possitive (so change if negative). You can plot some functions on Google: e.g copy paste 6*x**2+5*x*y+y**2 and x**2+4*x*y+4*y**2####[] | |
| @[USERNAME]The union is not a subspace. The union is bigger than P or L so it definitely can't be a subspace of either of them. and by adding a vector from P with a vector from U you can get to a point that is neither in P nor in U or in other words by adding two points from P∪L you can get to points outside of P∪L (somewhere in R³). But to form a subspace you have to be able to add any vectors from that subspace and the result has to be in that subspace.####[] | |
| I have tried to study differentials through multiple sources and am always confused. In this video, he explicitly addresses the problem of trust in differentials. This is my first time to grasp the concept.####[['NULL', 'Instructor', 'POS']] | |
| What u just left at the end of the class was totally shocking me!!####[['What u just left', 'Other', 'NEG']] | |
| cuteness level off the charts @49:35####[['@49:35', 'Other', 'POS']] | |
| Does anyone else really like the yellow chalk at 13:37 ?####[['yellow chalk at 13:37', 'Teaching_Setup', 'NEG']] | |
| Prof Gilbert Strang is a legend by his own right!####[['Prof Gilbert Strang', 'Instructor', 'POS']] | |
| Feynman would have loved Prof Strang.####[['Prof Strang.', 'Instructor', 'POS']] | |
| I think he made a mistake on A+B before 26:23 because I'm not quite sure but as what I saw, he formed a rectangle that has length A and width B, however he said that A+B is the Diagonal of this rectangle, but theoretically speaking all diagonals of a rectangle is the square root of the sum of the squared length and squared width. right?and before the video hits 23:33 I see couple of students asking the question that I should have asked. But NO ONE IS PERFECT. so please be kind to him.####[['NULL', 'Instructor', 'NEU']] | |
| I can't find a good Optimization course(with video lectures) on the MIT website, any suggestion?####[['Optimization course(with video lectures)', 'Course_General_Feedback', 'NEU'], ['MIT website', 'Other', 'NEU']] | |
| the only part of single var calculus i don't like...mostly because i always run out of paper working these problems out!####[['part', 'Course_General_Feedback', 'NEU']] | |
| I m guessing I am the smallest guy who watched this lecture####[] | |
| quad et demonstratum - it's latin for 'which had to be demonstrated..it's commonly used at the end of a mathematical proof.####[] | |
| 48:58 why isn't that 1/2 * a1 * 2u1/sqrt(u1^2+h^2) ?####[['1/2 * a1 * 2u1/sqrt(u1^2+h^2) ', 'Mathematical_Related_Concept', 'NEU']] | |
| Hats Off Professor, You are an inspiration!####[['Professor', 'Instructor', 'POS']] | |
| Very Good but you would think MIT could afford better chalkboard erasers.####[['chalkboard erasers', 'Teaching_Setup', 'NEG']] | |
| Because MIT is just that awesome. Too bad I never heard of the process for applying to US universities. Only 19 people made it to US universities from my country this year. That shows how our country lacks in terms of progress.####[['MIT', 'Other', 'POS']] | |
| I am a computer science undergrad watching these lectures because I felt I needed to understand Linear Algebra better for two fields: Machine Learning and Quantum Information. It's incredible that both of these get some overlap with this linear algebra course (ML was touched on when we did projection matrices as that is exactly the closed form solution to linear regression), and now QI which uses Complex vectors spaces is being covered. :)####[['lectures', 'Course_General_Feedback', 'POS']] | |
| Nice video. I have never seen rising chalkboards. It would be nice to have these when I teach hehe.####[['video', 'Course_General_Feedback', 'POS'], ['chalkboards', 'Teaching_Setup', 'POS']] | |
| Hope we become neighbors in heaven Mr Strang.####[['Mr Strang', 'Instructor', 'POS']] | |
| What an amazing lecture by Prof. Jerison####[['lecture', 'Course_General_Feedback', 'POS'], ['Prof. Jerison', 'Instructor', 'POS']] | |
| Finally I understood the origin of the least squares method... (i'm in 2nd year of aeronautics and this teacher is a thousand times better than my university ones. A few could learn how to teach additionally to the algebra lesson)####[['teacher', 'Instructor', 'POS'], ['NULL', 'Instructor', 'NEG'], ['least squares method', 'Mathematical_Related_Concept', 'NEU']] | |
| during lecture 8 there was exam going on, so no video.####[] | |
| 41:03 *The capital D done 3 times to u.*####[] | |
| they sure have been eager for that friday night party!https://media.tenor.com/images/6cc59dc71e354ee0eca6d4cc3415bcdb/tenor.gif####[] | |
| how can i get this lecture's textbook?? pdf or something####[['textbook', 'Teaching_Setup', 'NEU']] | |
| @[USERNAME]take the partial derivative with respect to x, then to y....####[] | |
| Where is Lecture 26 ? This is the 3rd lecture gone missing :-)####[['lecture', 'Other', 'NEU']] | |
| I agree with you.. I mean I think he means the first one it makes sense better to me :/####[['NULL', 'Other', 'POS'], ['NULL', 'Other', 'POS']] | |
| Great lecture but itd be cool if the camera movenment is less. He writes reasonably clear and very neat. Great prof too####[['lecture', 'Course_General_Feedback', 'POS'], ['NULL', 'Instructor', 'POS']] | |
| 16:30 the free variable, rank, and special solution amount relation####[] | |
| Like watching someone like Aristotle teach####[['Aristotle', 'Other', 'POS'], ['NULL', 'Instructor', 'POS']] | |
| Oh he is such a great teacher!!! with appropriate pause and a moderate speed!! I'm glad that I learn a lot.####[['teacher', 'Instructor', 'POS'], ['appropriate pause', 'Teaching_Setup', 'POS'], ['moderate speed', 'Teaching_Setup', 'POS']] | |
| 33:18 Flirting starts at row 2, not the matrix row I mean.####[['row 2', 'Mathematical_Related_Concept', 'NEU'], ['matrix row', 'Mathematical_Related_Concept', 'NEU']] | |
| this dude must get paid soooo muchhh####[['NULL', 'Instructor', 'NEU']] | |
| guys at the end of the video, why isn't b(transpose) * q1 = 0, like a(transpose)*q2 is 0 ?####[['b(transpose) * q1 = 0', 'Mathematical_Related_Concept', 'NEG']] | |
| Even at old age he is razor sharp. I've seen old lecturers get confused; this man is extremely sharp. Great lecturing and teaching.####[['NULL', 'Instructor', 'POS']] | |
| what is Convext? like that ....hahah####[['Convext', 'Mathematical_Related_Concept', 'NEU']] | |
| "AHHH, sorry he's still there"^.^####[] | |
| This is very informative!! It makes me eager to go to class again tomorrow!!####[['class', 'Course_General_Feedback', 'POS']] | |
| Love this guy. I'm teaching a course like this, and am taking notes. These lectures are a pleasure to listen to! :)####[['NULL', 'Instructor', 'POS'], ['lectures', 'Course_General_Feedback', 'POS']] | |
| How do you know what these 'punks' do or do not know?####[['NULL', 'Other', 'NEG']] | |
| Do not get too excited, he is not wearing a different shirt, he is wearing a coat, you can see the over-loved shirt under it.####[] | |
| @[USERNAME]When the professor mentions that the system is singular, why does he say it is because (0,0,..0) is a solution of the system. Doesn’t a non-trivial nullspace of matrix A make the equation Ax=0 singular?####[['system', 'Mathematical_Related_Concept', 'NEU'], ['he', 'Course_General_Feedback', 'NEU']] | |
| On 4:11, the nullspace vector isn't composed by 5 zeros?####[['nullspace vector ', 'Mathematical_Related_Concept', 'NEU']] | |
| thank you Dr. am from kenya, university of nairobi doing econ, this is very helpful####[['Dr. am', 'Instructor', 'POS']] | |
| At first this guy's style seems awkward and clumsy but then 30 minutes later you realise he's sucked you in completely and totally mesmerised you. Amazing teaching.####[['style', 'Teaching_Setup', 'NEG'], ['teaching', 'Course_General_Feedback', 'POS']] | |
| a big thanks tothis prof for his efforts to give us cours about linear algebra####[['prof', 'Instructor', 'POS']] | |
| Great man. Great teacher. He really gets teaching. He almost becomes the student while he's teaching. I love his humour. "Feign confusion?" I love how down to earth and unfussy he is. God why are my lecturers nothing like him####[['NULL', 'Instructor', 'POS']] | |
| I have a math degree and I still enjoy these lectures. Auroux is a great lecturer.####[['lectures', 'Course_General_Feedback', 'POS'], ['Auroux', 'Instructor', 'POS']] | |
| Where is the timestamp guy?####[['timestamp guy', 'Other', 'NEU']] | |
| If we have any x,y,z to power greater than 1 then we it cannot be solved using linear algebra? If so, what is field that solves it?####[] | |
| At 23:34, why should a_1 and a_2 both be perpendicular to the vector b? How can that be even possible?####[['NULL', 'Mathematical_Related_Concept', 'NEG'], ['a_1', 'Mathematical_Related_Concept', 'NEG'], ['a_2', 'Mathematical_Related_Concept', 'NEG'], ['vector b', 'Mathematical_Related_Concept', 'NEG']] | |
| anyone know if this course is for engineers only?####[] | |
| here you go down to problem set and find which tasks were given to each lecture:https://ocw.mit.edu/courses/18-01-single-variable-calculus-fall-2006/pages/assignments/and here you find the homework with solutions(as a bonus there are supplementary notes):https://math.mit.edu/~jorloff/suppnotes/suppnotes01-01a/index-01A.html####[] | |
| This is the best. Thank you for this free quality knowledge! <3####[['NULL', 'Instructor', 'POS'], ['NULL', 'Course_General_Feedback', 'POS']] | |
| The professor did a good job of explaining these concepts so that they seem intuitive :) Thanks!####[['professor', 'Instructor', 'POS'], ['concepts', 'Mathematical_Related_Concept', 'POS']] | |
| I wrote a proof explaining where the cosine went if anyone is interested. I've published on my github at https://github.com/darrenstarr/JupyterNotebooks/blob/master/Dot%20Product%20(law%20of%20cosines)%20Proof.ipynb####[] | |
| Thank You Prof. Strang for making this available for free####[['Prof. Strang', 'Instructor', 'POS'], ['NULL', 'Course_General_Feedback', 'POS']] | |
| where are lectures: 8,17,26 and 34???####[['lectures', 'Course_General_Feedback', 'NEU']] | |
| 44:58 What is E times A? EA sports####[['E times A', 'Mathematical_Related_Concept', 'NEU'], ['EA sports', 'Other', 'NEU']] | |
| 24:42 what in the!! XD. So random for no reason. This was so unexpected literally caught me so off guard and by surprise lol. Hilarious####[['NULL', 'Other', 'NEU']] | |
| I love this guy, he actually shows the FULL way to do things. And his proof for the product rule is beutiful <3####[['NULL', 'Instructor', 'POS'], ['proof', 'Course_General_Feedback', 'NEU']] | |
| A birds-eye view of optimization algorithms -> http://fa.bianp.net/teaching/2018/eecs227at/####[] | |
| Awesome style of teaching...Thanks a lot !!!####[['style of teaching', 'Teaching_Setup', 'POS']] | |
| thank you 4 the videoi've insomnia so i watch this hope i can get sleep####[['video', 'Course_General_Feedback', 'NEG'], ['insomnia', 'Course_General_Feedback', 'NEG']] | |
| @[USERNAME]stop wishing and do something about it####[] | |
| I just have one question not addressed in this lecture...what actual color is the blackboard?####[] | |
| 6:12 "Negative infinite" should be undefined. Right?####[] | |
| I am a graduate student majored in electrical and computer engineering. Though most of us have learned linear algebra in undergraduate study, I would like to highly recommend this course to those who are interested in machine learning and signal processing. Thank you Prof.Strang!####[['Prof.Strang!', 'Instructor', 'POS'], ['course', 'Course_General_Feedback', 'POS']] | |
| m is a number of rows, and the column space is in R^m?####[['column space', 'Mathematical_Related_Concept', 'NEU'], ['m', 'Mathematical_Related_Concept', 'NEU']] | |
| The discrepency from canadian universities to MIT is an order of magnitude w.r.t to quality. I am so thankful M.I.T did this.####[] | |
| I love the way he says parallelogram <3####[['NULL', 'Instructor', 'POS']] | |
| "the more theta hat moves with theta the more uncertainty it removes from theta's..." wow####[['theta', 'Mathematical_Related_Concept', 'NEU'], ['uncertainty', 'Mathematical_Related_Concept', 'NEU']] | |
| 15:35 when you circle the wrong thing####[] | |
| It surprised me that there were only 200k views for this amazing lecture over 10 years.####[['lecture', 'Course_General_Feedback', 'POS'], ['views', 'Other', 'NEG']] | |
| @[USERNAME]But how do we know B is invertable? I found a proof that does not assume B is invertable:Suppose we have x such that ABx = lambda * x. Left multiply both sides by B: BABx = lambda * Bx. This shows that Bx is an eigen vector of BA, and its eigen value is lambda.####[['B', 'Mathematical_Related_Concept', 'NEU'], ['x', 'Mathematical_Related_Concept', 'NEU']] | |
| I think it great effort####[['NULL', 'Other', 'POS']] | |
| How would you get that?####[['NULL', 'Other', 'NEU ']] | |
| No news to worry. We are listening.####[['news', 'Other', 'POS']] | |
| I feel so sad. I feel like tat I almost touch my bound.####[] | |
| listening to professor Strang is like watching a sci-fi movie, time to time i start seeing the exact same concept in different view points.####[['professor Strang', 'Instructor', 'POS'], ['NULL', 'Mathematical_Related_Concept', 'POS']] | |
| Can anyone tell me why can't we obtain the Lower triangular matrix L directly from the combined E which could just be derived from using gaussian elimination? Thanksss####[['Lower triangular matrix L', 'Mathematical_Related_Concept', 'NEU'], ['combined E', 'Mathematical_Related_Concept', 'NEU'], ['gaussian elimination', 'Mathematical_Related_Concept', 'NEU']] | |
| @[USERNAME]LOL aurox could fold you into 2 mathematically with his brain son####[['aurox', 'Instructor', 'POS']] | |
| Great now I have to watch all of these again.####[] | |
| Why do they keep laughing whenever the professor shows the intersection planes?####[] | |
| it would be great if u stop thinking!####[] | |
| WAAAYYY Better than my Linear Algebra prof####[['Linear Algebra prof', 'Instructor', 'NEG']] | |
| idk wtf nobody answers his questions? why r they ignoring him?? sitting at home and watching his lectures, I was about to reply him when he was asking ;((((####[['NULL', 'Other', 'NEG']] | |
| Why is our world considered three dimensional? Why couldn't it be n-Dimensions?####[['n-Dimensions', 'Mathematical_Related_Concept', 'NEU']] | |
| I hope he lives to AT LEAST 197.####[] | |
| Just the best.... MIT I lov it####[['MIT', 'Other', 'POS']] | |
| 31:59 Basically, the reason why you can solve this problem, you can make a finite automaton which recognizes the language B, is because that finite automaton is going to keep track of the parity of the number of 1'sit's seen before. This has two states, one of them remembering that it's seen an odd number of 1's so far,the other one remembering it's seen an even number of 1's before. And that's going to be typical for these automata,finite automata. There's going to be several different possibilities that you may have to keep track of as you're reading the input, and there's going to be a state associated with each one of those possibilities. So if you're designing an automaton, you have to think about-- as you're processing the input-- what things you have to keep track of. And you're going to make a state for each one of those possibilities41:52 Show finite automata equivalent to Regular Expression.####[] | |
| Why are things like derivative mentioned at the MIT in this way? This is easy school mathematics.####[['derivative', 'Mathematical_Related_Concept', 'NEG'], ['MIT', 'Other', 'NEG'], ['school mathematics', 'Mathematical_Related_Concept', 'NEU']] | |
| the joke about Hillary and Monica...Strang BASED####[] | |
| Is this an undergraduate mathematics course? If so what year would students typically take this course?####[['course', 'Course_General_Feedback', 'NEU']] | |
| may I ask how was 106 phone lines computed? I tried setting pi_b = 0.01 and substituted some numbers to calculate the i needed using the equation at 30:15, but seems the RHS of the equation is getting larger with larger i...####[] | |
| OK, we're executing a determinant formula here. lol!####[['determinant formula', 'Mathematical_Related_Concept', 'NEU']] | |
| As of lecture #2, worst series in OCW I've found. Quality has skydropped since 18.01, what is it with European lecturers? Feeling the right way of teaching lies in proving complicate statements while defining nonintuitive math objects at uneasy peace rather than providing insightful examples, even tho this is just necessary ground knowledge and not the course core; and at the end of the day you can't even figure out how to solve problems from recitations. God I want Jerison back.####[] | |
| Does this make sense if I just know basic math?####[['basic math', 'Mathematical_Related_Concept', 'NEU']] | |
| 10:56 "With new notations comes new responsibility." ~Auroux####[] | |
| I actually passed my 3 Applied Linear Algebra courses with flying colors by just remembering all these results because the lecturer never tried to explaine what's happening behind the scene. So after almost 20 years I'm still here trying to figure out what's what. I shoulda gone to MIT.####[['MIT', 'Other', 'POS'], ['Applied Linear Algebra courses', 'Course_General_Feedback', 'NEG']] | |
| intelligence is the possession of knowledge...smartness = good at learning and/or good at applying or using knowledge.####[['possession', 'Instructor', 'POS']] | |
| Best discussion on Baye's, I have come across.####[['discussion', 'Course_General_Feedback', 'POS']] | |
| Reply to a question below on why we care about the 4 fundamental subspaces in the study of Ax=b: In professor Strang words (not in this lecture) "understanding the four fundamental subspaces elevates the understanding of Ax=b to a vector space point of view, specifically, to to a vector subspace level of understanding"It will pay off when learning different types of matrix factorizations, for ex, Single Value decomposition, SVD, where A=U∑V^T. Where U is composed of orthonormal vectors in the row space, V of orthonormal vectors in the Column Space, ∑ by the diagonal matrix of the squares of the singular values.Similarly, all other matrix factorizations QR, Q(LAMBDA)Q^T, etc benefit from their description in terms of subspaces.This understanding/insight is super powerful, even critical, in Optimization,Machine Learning, ill posed problems, etc Plz don't disregard this Vector Subspace approach, it's only apparently that it doesn't seem to shine when being learnt for the first time, but believe me, it's pure gold, and the clarity with which Professor Strang explains it is invaluable...he said it himself, it bends your mind when extended to sets of matrices, and to sets of functions (the differential equation example, a prelude to Fast Fourier Transform) but the dividends you gain are huge####[['fundamental subspaces', 'Mathematical_Related_Concept', 'POS']] | |
| Upto 19:00 Row operation elimination and back substituton(row eschelon form)####[] | |
| Thumbs up to the camera angle management team; great video audio editing.####[['camera angle management team', 'Other', 'POS'], ['video audio editing', 'Teaching_Setup', 'POS']] | |
| He explains it so clearly its amazing. Instead of just throwing around the definition of it all he actually explains and gives examples on why and how it works, in a simplified manner.####[['NULL', 'Instructor', 'POS']] | |
| It easy wth vietnamese students####[] | |
| Dove chocolate is not smooth as silk. This lecture is. indeed####[['lecture', 'Course_General_Feedback', 'POS']] | |
| 36:05 to sleep in front of 300k people... a fucking legend####[] | |
| Very nice board work and excellent lecture.####[['work', 'Course_General_Feedback', 'POS'], ['lecture', 'Course_General_Feedback', 'POS']] | |
| i recommend first than 3Blue1Brown and this classes try to take a zoom into C.Lay book... that visión can understand much better this video####[['3Blue1Brown', 'Course_General_Feedback', 'POS'], ['C.Lay book', 'Other', 'NEU'], ['video', 'Course_General_Feedback', 'NEU'], ['this classes', 'Course_General_Feedback', 'NEU']] | |
| I've been waiting for this ever since I looked at Sipser's page and saw that it was being reviewed for OCW!####[] | |
| Is this a lesson for the faculty of mathematics?####[['lesson', 'Course_General_Feedback', 'NEU'], ['faculty of mathematics', 'Other', 'NEU']] | |
| u r comment is more random than chaos is.####[['comment', 'Other', 'NEG']] | |
| Next time, please put the main topic of each lecture in the video title.####[['lecture', 'Course_General_Feedback', 'NEU'], ['video title', 'Teaching_Setup', 'NEU']] | |
| Man, these proofs are sloppy as fuck.####[['proofs', 'Instructor', 'NEG']] | |
| Taylor approximation gets almost as much hate as Steve Bartman####[['Taylor approximation', 'Mathematical_Related_Concept', 'NEG'], ['Steve Bartman', 'Other', 'NEG']] | |
| Great video great lecture great professor.####[['professor', 'Instructor', 'POS'], ['video', 'Course_General_Feedback', 'POS'], ['lecture', 'Course_General_Feedback', 'POS']] | |
| I was with him right up until "Hi, this is the first lecture..."####[] | |
| It is my dream to meet prof. Gilbert strang . His voice , his words ,his action touch my soul . Please prof. Read my comment so that I can satisfy only by this And I pray You may live 1000 years .####[['prof. Gilbert strang', 'Instructor', 'POS']] | |
| a blackboard with chalks & dusters ... haven't seen one of these in some time !! ... Surprised this lecture doesn't make use of whiteboards / powerpoint####[['blackboard', 'Teaching_Setup', 'NEU'], ['chalks', 'Teaching_Setup', 'NEU'], ['dusters', 'Teaching_Setup', 'NEU'], ['lecture', 'Course_General_Feedback', 'POS'], ['whiteboards', 'Teaching_Setup', 'NEU'], ['powerpoint', 'Teaching_Setup', 'NEU']] | |
| yellow + blue = green , he teach art too!####[['NULL', 'Instructor', 'POS']] | |
| Remember to increase playback speed to 1.5x’s.####[['playback', 'Teaching_Setup', 'NEU']] | |
| it took 5 months to my teacher to explain this 30 minutes video####[['teacher', 'Instructor', 'NEG'], ['30 minutes video', 'Teaching_Setup', 'POS']] | |
| in conditional PMF, what if the probability of each random variable is not same? Then how do we scale each probability?####[['conditional PMF', 'Mathematical_Related_Concept', 'NEU'], ['probability of each random variable', 'Course_General_Feedback', 'NEG']] | |
| The best course of linear algebra. Thanks Prof. Strang!####[['course', 'Course_General_Feedback', 'POS'], ['Prof. Strang', 'Instructor', 'POS']] | |
| people in the comments really tryna get into mit####[['people', 'Other', 'NEU']] | |
| "your lecturer is not rembrandt" HAHAHAH thanks for that####[['NULL', 'Other', 'POS']] | |
| Thanks professor strang. Your lectures are amazing.####[['professor strang', 'Instructor', 'POS'], ['lectures', 'Course_General_Feedback', 'POS']] | |
| Professor Strang ,thank you for an awesome lecture on Distance Matrices , structure of Neural Nets and the Learning Function. All these mathematical concepts improves my understanding of Machine Learning.####[['Professor Strang', 'Instructor', 'POS'], ['lecture', 'Course_General_Feedback', 'POS']] | |
| 29:48 famous Auroux speed erasing :-)####[] | |
| @[USERNAME]Yip...true that but, when it comes to maths, science and technology MIT is best, the website is web.mit.edu####[['MIT', 'Other', 'POS'], ['maths', 'Mathematical_Related_Concept', 'POS'], ['science', 'Other', 'POS'], ['technology', 'Other', 'POS']] | |
| I really like his lectures!####[['lectures', 'Course_General_Feedback', 'POS']] | |
| @[USERNAME]Well, if you watched until 2:30 you would of heard that it is used in "Science, Engineering, Political Science and Economics" but clearly since you dont understand that, i doubt you understand differentiation in its simpliest form.####[] | |
| I don't like how this man erases the board. But I like his explanation.####[['explanation', 'Course_General_Feedback', 'POS'], ['how this man erases the board', 'Instructor', 'NEG']] | |
| Could someone give me a clue why use A(T)AX(hat)=A(T)b to solve [C,D] at 21:05 ? To my understanding, AX(hat) cannot be b if we fit a line which points are P1, P2, P3 instead of b1, b2, b3 or [1 2 2]_t?####[['A(T)AX(hat)=A(T)b', 'Mathematical_Related_Concept', 'NEU']] | |
| I m here because of learning the mechanics of Fast Fourier Transofr####[] | |
| when finding an orthogonal vector, are there specific steps to find it, or do we have to find a vector (through inspection) which when multiplied by another vector through dot product is zero?####[['orthogonal vector', 'Mathematical_Related_Concept', 'NEU']] | |
| I got goosebumps the first time I saw this lecture. He is an incredible teacher.####[['NULL', 'Instructor', 'POS'], ['lecture', 'Course_General_Feedback', 'POS']] | |
| personal index:def of finite automaton : 20:00regular lang def : 29:00####[] | |
| Indeed, you are like a magnet Prof. Strang! I couldn't believe I finished all your lectures. Why doesn't it go on and on... Thank you!####[['Prof. Strang', 'Instructor', 'POS'], ['lectures', 'Course_General_Feedback', 'POS']] | |
| Dr. Gilbert made these cofactor things are so obvious!####[['Dr. Gilbert', 'Instructor', 'POS']] | |
| hahhaah 29:53 "i think of matrices as people at this point". As we approach the end of the course, i just want to thank you AGAIN, amongst the plethora of other appreciations. This have been a remarkable journey, I dont think any other lecturer in the entire world would have made this as enjoyable as you have Mr Strang. Case-in-point: the comment at this time stamp just adds that additional layer of novelty and enjoyment that makes the whole experience just remarkable.####[[' Mr Strang', 'Instructor', 'POS'], ['comment', 'Teaching_Setup', 'POS']] | |
| Concept of Eigenvector at 1:02####[] | |
| i like the way he prepares to introduce a topic. very thoughtful and enjoyable.####[['NULL', 'Instructor', 'POS']] | |
| 5 years of physics+4 years of phd in astrophysics and this man managed to give me a much clearer picture of algebra operations than what I got from all my professors.Thank you so much for these lectures Proff. Strang!####[['Proff. Strang', 'Instructor', 'POS'], ['lectures', 'Course_General_Feedback', 'POS'], ['algebra operations', 'Mathematical_Related_Concept', 'POS'], ['professors', 'Instructor', 'NEG']] | |
| Why did he chose specifically a square bottomed box??####[['NULL', 'Instructor', 'NEU']] | |
| Why is it that f is taken as X^2 + Y^2 and not something else?####[['f', 'Mathematical_Related_Concept', 'NEU'], ['Y', 'Mathematical_Related_Concept', 'NEU'], ['X', 'Mathematical_Related_Concept', 'NEU']] | |
| what happens in this slot, stays in this slot..####[['slot', 'Other', 'NEU']] | |
| @[USERNAME]You are right: in italian calculus courses there are better proofs, NOT better professors. Big difference here! :) We have a long math tradition but I think our teachers are now too proud and far from students. It isn't a coincidence that there aren't italian open courses on YouTube! Anyway, I'm very sorry for your bad experience, I hope you will have better experiences with italian colleagues.####[] | |
| I Really Like The Video Transposes, Permutations, Spaces R^n From Your####[['Video', 'Course_General_Feedback', 'POS'], ['Transposes', 'Mathematical_Related_Concept', 'POS'], ['Permutations', 'Mathematical_Related_Concept', 'POS'], [' Spaces R^n ', 'Mathematical_Related_Concept', 'POS']] | |
| Awesome to see a functional analysis series uploaded.####[['functional analysis series', 'Mathematical_Related_Concept', 'POS']] | |
| Professor Strang thank you for another well plan lecture on Structure of Neural Nets for Deep and Machine Learning. Learning is a life long process.####[['Professor Strang', 'Instructor', 'POS'], ['lecture', 'Course_General_Feedback', 'POS']] | |
| WOW....Awesome ...Professor is direct, to the point, simple and comprehensive at the same time in explaining the concepts....####[['Professor', 'Instructor', 'POS'], ['concepts', 'Course_General_Feedback', 'POS']] | |
| you'd think MIT would have invented an automatic board erasing device by then.####[['automatic board erasing device', 'Teaching_Setup', 'NEG']] | |
| Wolfgang J. Paul, if you are here: make homework and exams easier!####[['Wolfgang J. Paul', 'Instructor', 'POS']] | |
| "projectors are trying to be identity, but it's impossible."####[['projectors', 'Mathematical_Related_Concept', 'NEU'], ['identity', 'Mathematical_Related_Concept', 'NEU']] | |
| This lecture is a true masterpiece. I was in awe with the similar feeling of watching suspense thrillers.####[['lecture', 'Course_General_Feedback', 'POS']] | |
| how is he "cheating" at 6:50 ? i've taken physics before but not sure what small details he's talking about####[['NULL', 'Other', 'NEG']] | |
| Thank you Prof. Strang & thank you MIT.Brilliant lectures, much appreciated.####[['Prof. Strang', 'Instructor', 'POS'], ['MIT', 'Other', 'POS'], ['lectures', 'Course_General_Feedback', 'POS']] | |
| even the beauty gilbert strang cannot make me love that freaking algebra####[['gilbert strang', 'Instructor', 'POS'], ['algebra', 'Mathematical_Related_Concept', 'NEG']] | |
| Gauss will quit, but Jordan says keep Going. :D####[] | |
| Professor Jerison is the goat####[['Professor Jerison', 'Instructor', 'POS']] | |
| @[USERNAME] What is this stuff about "right and normal"? Why do you associate here with right or wrong?####[] | |
| helps me understand what my teacher is actually talking about, thanks :)####[['teacher', 'Instructor', 'POS']] | |
| Someone said they didn't know the law of cosines, then there is another question, "how did they get into MIT?"####[['NULL', 'Other', 'NEG'], ['law of cosines', 'Mathematical_Related_Concept', 'NEU'], ['MIT', 'Other', 'NEU']] | |
| At 32:32 the expression is actually S*Lamdba^100*c, and not Lambda^100*S*c .####[] | |
| Teachers does not represent the school. It's students who absorb the subject and learned from it. It is not school but the learned knowledge. Oftentimes graduates felt they knew anything about the science they learned ending up looking for genetically common financial aspects. Recovery of education invested.Where is this knowledge dumped these days?Facilties uses this knowhow?What are they doing now?Labor expensive. Application minimal. R&D?Always money matters 4 survival. Survival exploits.####[] | |
| Does he talk somewhere about vector spaces, subspaces, euclidian spaces ?####[['NULL', 'Instructor', 'NEU'], ['vector spaces', 'Mathematical_Related_Concept', 'NEG'], ['subspaces', 'Mathematical_Related_Concept', 'NEG'], ['euclidian spaces', 'Mathematical_Related_Concept', 'NEG']] | |
| funnily enough I was at secondary school in UK in 1968and I completely agree with free-from-influencewell done Gabriella for badgering her husband to make this available####[['Gabriella', 'Other', 'POS']] | |
| @[USERNAME]howd yah do on linear algebra final? i have to learn 100% in a week think im good?####[] | |
| taylor series are awesome everyone flipped shit HAHAHA!! Stupid MIT kid####[['series', 'Course_General_Feedback', 'POS']] | |
| Thank you Prof. An inspiring teacher. Have really enjoyed every one of these lectures. If I had been fortunate enough to have had you as one of my lecturers 52 years ago - things would certainly have turned out differently. (Year 1: Math Stats Phil :: offered completion in all 3 :: Years 2-5 Phil) Career as Math/Computing teacher and software developer. Now retired. Greetings to you and yours####[['Prof', 'Instructor', 'POS'], ['lectures', 'Course_General_Feedback', 'POS']] | |
| the rest wont be uploaded-.####[] | |
| thank you prof Strang..... i'm really appreciate your series of lectures and its make me want to study more advance maths........... i really thank you soo much...####[['prof Strang', 'Instructor', 'POS'], ['series of lectures', 'Course_General_Feedback', 'POS'], ['more advance maths', 'Mathematical_Related_Concept', 'POS']] | |
| VIVA LA FRANCE! This man knows his stuff.####[['man', 'Instructor', 'POS']] | |
| the first lecture has 580k viewers, and lecture 23 has 30k viewers? Are those people really want to learn something?####[['NULL', 'Other', 'NEG'], ['NULL', 'Mathematical_Related_Concept', 'NEU']] | |
| I don' even know why I go to my linear algebra lectures anymore. This guy is amazing.####[['NULL', 'Instructor', 'POS'], ['linear algebra lectures', 'Course_General_Feedback', 'NEG']] | |
| Most glaring thing about raising trigfunctions in powers is that the reciprocal (-1) is used as showing arcus-functions eg. inverse trigs, not reciprocal.####[] | |
| why did he label the axes to weirdly? Why did he use z for the vertical axe when he could have just used y to avoid confusion?####[['NULL', 'Instructor', 'NEG'], ['axes', 'Teaching_Setup', 'NEG'], ['z', 'Mathematical_Related_Concept', 'NEU'], ['vertical axe', 'Mathematical_Related_Concept', 'NEU'], ['y', 'Mathematical_Related_Concept', 'NEU']] | |
| P = A.x(hat) ,right ?so at 32:10 why is he substituting P as x(hat).A.Please help me with the intuition behind that.####[['P', 'Mathematical_Related_Concept', 'NEU']] | |
| So far, this was the only difficult lecture. This lecture, I think, I'll need to work out a lot of what he's saying. It was ok in the beginning. It got tough until 30 min, then it gets back to being easy.####[['lecture', 'Course_General_Feedback', 'NEG'], ['NULL', 'Instructor', 'NEG']] | |
| wow this lecture is really dense####[['lecture', 'Course_General_Feedback', 'NEG']] | |
| this video is enormous.45 min?####[['video', 'Course_General_Feedback', 'NEU']] | |
| Thank you Denis, you're a brilliant lecturer.####[['Denis', 'Instructor', 'POS']] | |
| i love how at the end he keeps nodding his head for the video to end xD####[['he', 'Instructor', 'POS'], ['video', 'Course_General_Feedback', 'NEU']] | |
| Will we have later in the course any explanation of the 9 dimensions example? I didn't get it well although he's a master, a great Professor really.####[['Professor', 'Instructor', 'POS']] | |
| @ 38:30 it is technically India and not China! India is right on the other side of Boston####[] | |
| im amazed that these top universities don't upgrade to whiteboards...or just go ask the tech department for a virtual reality board or something####[['whiteboards', 'Teaching_Setup', 'NEU'], ['universities', 'Other', 'NEG']] | |
| could someone tell me 6:48 why is this true? how can you calculate lambda with trace? Thank youooouuu!####[['lambda', 'Mathematical_Related_Concept', 'NEU'], ['trace', 'Mathematical_Related_Concept', 'NEU']] | |
| My term 2 (semester 2) is about to start. There we have maths 2 and to prepare myself for that I am here.My Senior suggested me this.I am in foundation level (1st year) of IIT MADRAS (India) BS in Data Science and Applications.Seems good one!Yet to explore more!By the way Thanks to Respected Prof Gilbert and MIT.####[['Prof Gilbert', 'Instructor', 'POS'], ['MIT', 'Other', 'POS']] | |
| Great lecture! Thanks professor and MIT.####[['lecture', 'Course_General_Feedback', 'POS'], ['professor', 'Instructor', 'POS']] | |
| The key ideas all in one lecture! Bravo Dr. Gilbert Strang! Love your presentation!####[['lecture', 'Course_General_Feedback', 'POS'], ['Dr. Gilbert Strang', 'Instructor', 'POS'], ['presentation', 'Teaching_Setup', 'POS']] | |
| In my calculus class FTC2 was told to be the simplest one which just showed the change of variable. Here I gotta know the big picture behind it.####[['FTC2', 'Mathematical_Related_Concept', 'POS']] | |
| at 48:42, what algebra is he talking about in order to obtain 1/3 as a result of the sum of all probabilities?####[['NULL', 'Instructor', 'NEU']] | |
| At 28:11 ,How can we assume Nullspace to be 0,if free variables are 0,in Reduced echleon eqn=[-F I] to find nullspace F=0 as free variable is 0,But I can still write 1 in place of I to get Nullspace non zero???####[['Nullspace', 'Mathematical_Related_Concept', 'NEU']] | |
| For current p-sets, I doubt OCW would have them...otherwise ppl would be using them all the time####[['OCW', 'Other', 'NEG']] | |
| @[USERNAME]Are partial derivatives related to PDEs in the same way that derivatives are related to ODEs? I know about a semester's worth about ODEs, and so I assumed that the relation between derivatives and ODEs was the same as with partial derivatives and PDEs. I don't really know anything about PDEs though.####[['PDEs', 'Mathematical_Related_Concept', 'NEU'], ['ODEs', 'Mathematical_Related_Concept', 'NEU']] | |
| I'm confused at around 17:25, detA*I shouldn't be detA^n*I? cause it is the matrix of detA,so each row can be divided over detA, so that is detA^n*I!####[['detA*I', 'Mathematical_Related_Concept', 'NEU'], ['detA^n*I', 'Mathematical_Related_Concept', 'NEU'], ['matrix of detA', 'Mathematical_Related_Concept', 'NEU'], ['detA', 'Mathematical_Related_Concept', 'NEU'], ['detA^n*I', 'Mathematical_Related_Concept', 'NEU']] | |
| That's all I remember from Calc 1, the derivative of x^2 = 2x lol. Of course, that was the "shortcut," but we had to do it with all the dy/dx notation. I remember that I loved doing quotient derivatives for fun. What's wrong with me? Linguistics major BTW.####[['derivative of x^2 = 2x', 'Mathematical_Related_Concept', 'POS']] | |
| Why is this being taught at MIT, I feel as if you attend that school you should at least have a grasp on FTC. Great video though! Thanks MIT####[['video', 'Course_General_Feedback', 'POS'], ['MIT', 'Other', 'POS'], ['FTC', 'Mathematical_Related_Concept', 'NEU']] | |
| which is why you were reviewing your calculas just a year ago.####[['calculas', 'Mathematical_Related_Concept', 'NEU']] | |
| I believe he is talking about ReLU and Batch norm? I'll find out!####[] | |
| can anybody explain me the logic/proof behind rref algorithm?it completely went over my head lol..####[['logic/proof behind rref algorithm', 'Mathematical_Related_Concept', 'NEG']] | |
| 11:19 I think the columns of C are combinations of the columns of B and the rows of C are combinations of the rows of A. If not can someone explain it to me, I am taking notes and I can share them on discord to see how I got to my conclusion####[] | |
| the whole lecture was incredible.godlike.gausslike.stranglike..!!!!!!!!!!!!####[['lecture', 'Course_General_Feedback', 'POS']] | |
| Where is the follow-up lecture on PCA it seems to be missing from the following lectures?####[['lecture', 'Other', 'NEU']] | |
| There's no one in the audience.####[] | |
| I used Professor Strang's Linear Algebra book in 1981. I wish there a way to ask the questions I have about the material. There's one question in particular that I have that keeps bugging me. If anyone knows how and where I can ask my question, please let me know.####[] | |
| Thanks! I prepared my high school final exam from this lecture. This really helped me!!####[['lecture', 'Course_General_Feedback', 'POS']] | |
| You know why he writting so fast . If you think it is for style , Wrong . Because of video length .####[['writting', 'Course_General_Feedback', 'POS']] | |
| Do they all know where is Mumbai at 1:38?####[['NULL', 'Other', 'NEU']] | |
| I like your intelligent advanced lectures.they are very challenging..strang is the smartest.thank you.####[['strang', 'Instructor', 'POS'], ['lectures', 'Course_General_Feedback', 'POS']] | |
| Psh, that example had a much easier solution. Just multiply the first two equations, cancel the xy (as clearly neither can be 0), and you get L^2 = 4.Glad to finally learn Lagrange Multipliers, though; my teacher skipped over them in AP Calc, so they've always seemed like some magical algorithm I would never know that trivially solves optimization problems.####[['solution', 'Mathematical_Related_Concept', 'POS'], ['Lagrange Multipliers', 'Mathematical_Related_Concept', 'POS']] | |
| This lecture was beautiful... The way everything connects and binds together is stunning... Invaluable knowledge! Thanks mr. Strang####[['lecture', 'Course_General_Feedback', 'POS'], ['mr. Strang', 'Instructor', 'POS']] | |
| 27:45. Shouldn't it be just A? i mean A=[a1 a2]. but now we have a1(trans) and a2(trans) in its columns, not just a1, a2. How could that be A(trans.) ??####[['A(trans.)', 'Mathematical_Related_Concept', 'NEU']] | |
| 38:30 -Mr. Strang gives a hint about the Maximum Likelihood Estimate (MLE).####[] | |
| I Really Like The Video Volumes by disks and shells From Your####[['Video', 'Course_General_Feedback', 'POS']] | |
| 33:24 His sun is apparently "female" lol####[['NULL', 'Instructor', 'NEU']] | |
| how about calling it an egg...####[] | |
| I learned a new word "timesing" !####[] | |
| OMG! Like everyone else here the whole lecture series has been mindblowing! I have been obsessed with it for the past week putting around 5 hours per day just absorbing the material, it is magnificent! I always had problems with Linear Algebra and I have a Computer Vision Exam in two weeks that depend a lot on linear algebra. I tried somehow to get around it like I did with other courses but I then decided that enough is enough and I need to understand what Linear Algebra really is about. Never expected it to be that elegant and that simple! This is ART!####[['lecture series', 'Course_General_Feedback', 'POS'], ['Linear Algebra', 'Mathematical_Related_Concept', 'POS']] | |
| It's employed in all the physics that go into making pretty much any electronic device, including the one that you use to spread your stupidity. Without calculus, you'd be stupid AND lonely.####[['calculus', 'Mathematical_Related_Concept', 'POS']] | |
| The derivative is not just the slope of a line. A function can be non-linear or may have 2 lines which are discontinuous... Refer to lecture 1.####[] | |
| Prof. Gilbert Strang's videos had helped me during my M.Eng. study, I watched him once again in 2011-2014 during my PhD. Last year I got his new book, and today I am watching (again) he is teaching linear algebra for data analysis, signal processing and machine learning because I have to teach Fundamentals of AI for my undergrad students. Thank you so much Prof. Strang, you are my best online mentor in mathematics!####[["Prof. Gilbert Strang's videos", 'Course_General_Feedback', 'POS']] | |
| Wow, 15 years ago.. Prof. Strang looks like a kid!####[['Prof. Strang', 'Instructor', 'NEU']] | |
| Very nice explanation.Lot of thanks to you.####[['NULL', 'Instructor', 'POS']] | |
| If A^T A V = V S is the spectral decomposition of A^T A with S diagonal and V orthogonal, we have that (A V)^T (A V)= S. Hence, the nonzero columns of AV, which is associated with the nonzero columns of A, is orthogonal with all other nonzero columns of AV. Hence, is possible to find an orthogonal matrix U such that A V = U sqrt(S) -- note that the diagonal of S give us the squared norm of each column of AV, which means this is completely fine. Now, this means A=U sqrt(S) V^T. Completing U, if necessary, we have the SVD decomposition. In practice, after the calculation of the spectral decomposition of A^T A, we would calculate the Kern of (AV)^T -- orthogonal to Im(AV) -- and find an orthogonal basis to it, and of course, all the singular values associated with this process would be zero.####[] | |
| Really u an excellent and wonderful lecturer for me####[['lecturer', 'Instructor', 'POS']] | |
| Phenomenal series, thank you MIT & Prof. Auroux!####[['Auroux', 'Instructor', 'POS'], ['Prof. ', 'Instructor', 'POS']] | |
| the derivative of 30x^3 + 12x^4 +15+ 1 is 90x^2+48^3=0 right???####[['derivative', 'Mathematical_Related_Concept', 'NEU'], ['30x^3 + 12x^4 +15+ 1', 'Mathematical_Related_Concept', 'NEU']] | |
| Watching this in Denmark for exam preb. Could just have seen this course first, an amazing job. Thank you very much!####[['course', 'Course_General_Feedback', 'POS']] | |
| There is a MISTAKE on the formula of the minute 32:31. It must be S(Λ^100)c in order to work as it is supposed. However it is an excellent lecture, thanks a lot. :)####[['formula', 'Mathematical_Related_Concept', 'NEG'], ['lecture', 'Course_General_Feedback', 'POS'], ['it', 'Course_General_Feedback', 'POS']] | |
| It may be worth to note that instead of partial derivatives one can work with derivatives as the linear transformations they really are, and also looking at the networks in a more structured manner thus making clear how the basic ideas of BPP apply to much more general cases. Several steps are involved. 1.- More general processing units. Any continuously differentiable function of inputs and weights will do; these inputs and weights can belong, beyond Euclidean spaces, to any Hilbert space. Derivatives are linear transformations and the derivative of a neural processing unit is the direct sum of its partial derivatives with respect to the inputs and with respect to the weights; this is a linear transformation expressed as the sum of its restrictions to a pair of complementary subspaces. 2.- More general layers (any number of units). Single unit layers can create a bottleneck that renders the whole network useless. Putting together several units in a unique layer is equivalent to taking their product (as functions, in the sense of set theory). The layers are functions of the of inputs and of the weights of the totality of the units. The derivative of a layer is then the product of the derivatives of the units; this is a product of linear transformations. 3.- Networks with any number of layers. A network is the composition (as functions, and in the set theoretical sense) of its layers. By the chain rule the derivative of the network is the composition of the derivatives of the layers; this is a composition of linear transformations. 4.- Quadratic error of a function. ...——-Since this comment is becoming too long I will stop here. The point is that a very general viewpoint clarifies many aspects of BPP. If you are interested in the full story and have some familiarity with Hilbert spaces please google for papers dealing with backpropagation in Hilbert spaces. A related article with matrix formulas for backpropagation on semilinear networks is also available. For a glimpse into a completely new deep learning algorithm which is orders of magnitude more efficient, controllable and faster than BPP search in this platform for a video about deep learning without backpropagation; in its description there are links to a demo software. The new algorithm is based on the following very general and powerful result (google it): Polyhedrons and perceptrons are functionally equivalent. For the elementary conceptual basis of NNs see the article Neural Network Formalism. Daniel Crespin####[] | |
| awesome how prof. Strang uses an error in lecture 9 to draw attention to the fact that the R(C(A)) = R(C(A')) ... a lot of ego driven profs. would have simply shrugged it off.####[['prof. Strang', 'Instructor', 'POS'], ["the R(C(A)) = R(C(A'))", 'Mathematical_Related_Concept', 'POS']] | |
| Thank you Professor StrangThank you MIT OCW2022/08/07####[['Professor Strang', 'Instructor', 'POS']] | |
| Learning the exact same thing as a high school senior####[] | |
| I was taught that the inverse of matrix A can be found as -> (1/ |A| ) * adj(A) ...... is this ok for me to skip these methods... coz I'm kinda frequent with that####[['inverse of matrix A', 'Mathematical_Related_Concept', 'NEU'], ['(1/ |A| ) * adj(A)', 'Mathematical_Related_Concept', 'NEU']] | |
| This lecture is closed under any other lectures!####[['lecture', 'Course_General_Feedback', 'POS']] | |
| how can I get the paper's that the professor gave to them?does anyone upload it to any page?####[['professor', 'Instructor', 'NEU'], ["paper's", 'Other', 'NEU']] | |
| Wish you long life Prof Strang......the world will never forget your contribution...####[['Prof Strang.', 'Instructor', 'POS']] | |
| Maybe this helps someone: https://notebooks.azure.com/menziess/libraries/Python-Linear-Algebra####[] | |
| The guy wrote the series wrong! The actual series should have been 1/2+1/4+1/8+1/16... And he cannot go any further than double the length of one block, measured from left end of the top block to the right end of the bottom block. And this means he would actually need infinitely many blocks to align the ends of the top and bottom blocks. So the guy actually couldn't pass the bottom block, it just seems like it from that angle. (Trust me, I solved this question in physics class in high school.)####[['NULL', 'Instructor', 'NEG'], ['NULL', 'Instructor', 'NEG']] | |
| Guys about the problem on 16:12 , the integrand fuction is continious for both x = <0 and x>0 so i assume domain of the integrand fuction is R-0 (there was no other restrictions) but the undoing trig sub part (24:21) he assumed theta is <90 so that solution works for x=positives.Did he solve that problem for only x >0 or somehow its related with x<0 too but im missing it ?####[] | |
| I just finished his linear algebra 18.06 from year 2005...Good Heavens! I've studied in university for 10 years and I haven't come across a better math lecturer. Superb teaching!!! I finished the course and I can comfortably do some matrix operations without writing them down. Wishing you many more happy years and good health prof. Strang.####[['prof. Strang.', 'Instructor', 'POS'], ['math lecturer', 'Course_General_Feedback', 'POS'], ['course', 'Course_General_Feedback', 'POS']] | |
| maybe it's because they have to pay their professors so much? And they would probably use the money to fund more in internet education because money is allocated to specific parts within MIT.####[['professors', 'Instructor', 'NEU'], ['MIT', 'Other', 'NEU'], ['internet education', 'Teaching_Setup', 'NEU']] | |
| he is the best professor i know####[['professor', 'Instructor', 'POS']] | |
| "... it's because your sister knows..." Okay, that's creepy!####[] | |
| 46:19 Professor Strange lets his anger out on the class####[['Professor Strange', 'Instructor', 'NEG']] | |
| I don't like this guy as much as the other prof, seems to skip some necessary explanation####[['NULL', 'Instructor', 'NEG'], ['other prof', 'Instructor', 'POS']] | |
| Clerly dependent -v1 + 2v = v3. But he straigts that out next time. It is not so importent in this lecture.####[['NULL', 'Instructor', 'NEU'], ['lecture', 'Course_General_Feedback', 'NEU'], ['dependent -v1 + 2v = v3', 'Mathematical_Related_Concept', 'NEU']] | |
| Thank you Dr. Strang. I graduated from high school functionally illiterate in math. In my journey to teach myself math you have become a great mentor.####[['Dr. Strang', 'Instructor', 'POS']] | |
| What is the text used for this class?####[['text', 'Teaching_Setup', 'NEU']] | |
| Why in the world does this video have so many dislikes. Absolutely amazing lecture.####[['video', 'Course_General_Feedback', 'POS'], ['lecture', 'Course_General_Feedback', 'POS']] | |
| The Business Analytics admission director for McCombs school of business told me to watch these videos for a understanding of linear algebra.####[['videos', 'Course_General_Feedback', 'NEU']] | |
| I've been working on the problem sets for these lectures on the MIT website, but it doesn't seem to give solutions for the part B problems; does anyone know where I could find these?####[['problem sets', 'Mathematical_Related_Concept', 'NEU']] | |
| Nice lecture, but you should also add the lecture contents in the description so that people don't have to go through the entire lecture to find out whether it's relevant to their course or not.####[['lecture', 'Course_General_Feedback', 'POS'], ['description', 'Teaching_Setup', 'NEG']] | |
| I can't figure out how A could ever be a negative number when it's given as e^c and e is a positive number.####[['A', 'Mathematical_Related_Concept', 'NEU'], ['e^c', 'Mathematical_Related_Concept', 'NEU']] | |
| Will the rest of this course be posted also?####[] | |
| sorry i got lost at 32"14 what exactly happened with how he got the last row of that matrix which was almost an identity ?####[['NULL', 'Instructor', 'NEU'], ['matrix', 'Mathematical_Related_Concept', 'NEU']] | |
| If i ever do graduate, it’ll be 100% thanks to this guy.####[['NULL', 'Instructor', 'POS']] | |
| after 5 minutes I realized I was a fucking donkey####[] | |
| Gilbert strang a great math teacher............####[['Gilbert', 'Instructor', 'POS']] | |
| He's leading you to think, rather than proof after theorem.####[['NULL', 'Instructor', 'POS']] | |
| just amazing, thank you ! professor.####[] | |
| This is my favorite lecture####[['lecture', 'Course_General_Feedback', 'POS']] | |
| check how great is this lecturer. I am just from YEMEN>...mit.edu/~jnt/home.html####[['NULL', 'Instructor', 'POS']] | |
| Good explanation but the convention for letters assigned to angles (phi, theta) is different to the more usual one . Theta, usually is used for the angle from z-axis####[['Theta', 'Mathematical_Related_Concept', 'NEG'], ['explanation', 'Other', 'POS']] | |
| When I tell people I attended MIT :-)####[['MIT', 'Course_General_Feedback', 'POS']] | |
| @[USERNAME]Lol, you must accept one or the other, but not make an explanation about how you can get to that point from simpler math.I agree, it would have made it simpler, but I'm not complaining because this is as simple as it gets in a college lecture. Maybe it's somewhere else on the internet.####[] | |
| "shuffle" in practice or "random pick" in theory on 42:00####[] | |
| Great professor changed his shirt####[['professor', 'Instructor', 'POS']] | |
| Hi. Perhaps you could help me. If there are 6 greyhounds in a race, and they all have an equal chance of winning or coming second place, and if I put money on four out of the six greyhounds, what are the odds that one of my four selections will be successful (that is, how likely is it that either one of my four selections will come first or second)??? Hope you can help me! Cheers!####[] | |
| Too much suspense! I'm starting the next video now####[['video', 'Course_General_Feedback', 'NEU']] | |
| I actually walked by his current office. He's on the top floor of the math department of UC Berkeley if you're interested.####[] | |
| jeeeesssssuuuusssss .... have to watch this video in 2x speed. he talks soooo slowly####[['he', 'Instructor', 'NEG']] | |
| I think we can assume the probability of individual points in continuous sample space as epsilon which is infinitely small but when add it turns out to be 1 without sacrificing the math/probability####[] | |
| I think Strang leaves out a key point in the difference equation example, which is that the n unique eigenvectors form a basis for R^n, which is why u0 can be expressed as a linear combination of the eigenvectors.####[['R^n,', 'Mathematical_Related_Concept', 'NEU'], ['u0', 'Mathematical_Related_Concept', 'NEU']] | |
| I Really Like The Video From Your Max-min problems####[['Video', 'Course_General_Feedback', 'POS']] | |
| 31:30 the more meaningful ways of answering, continue with implicit differentiation45:20 related rates####[] | |
| I just want to know who gets into MIT without having already taken Calculus I.####[['Calculus I', 'Mathematical_Related_Concept', 'NEU']] | |
| That guy who asked 'Are we supposed to understand this' just stopped my brain from going under stress, feeling that why ain't i understanding anything####[['NULL', 'Other', 'POS']] | |
| Those chalkboards blow my mind####[['chalkboards', 'Teaching_Setup', 'POS']] | |
| This might help others trying to learn this material. I found it easiest to watch a few lectures, but without being overly concern about learning exactly whats going on. This gives you a basis to work from.Then get the text book and work though it slowly. Write down the examples in the book as you encounter them and get used to forming a mental picture for whats going on. The column picture is key.The row picture is probably what your school math teacher taught you. This just confused me a lot. I don't like dot products, but the "combinations of columns" is very intuitive once you can visualize why it works. The reason I found this easier is that the concepts introduced in the videos are a bit loose, its just an overview. The real learning comes from the text book.####[] | |
| it's so weird how some of these MIT students look like normal people. some of the girls are actually hot! i must say i'm shocked, given the stereotype associated with MIT...####[['MIT students', 'Other', 'POS'], ['girls', 'Other', 'POS'], ['MIT', 'Other', 'NEU']] | |
| i think he breaks with the usual convention for m * n Matrix being: m rows, n collums ... which confused me, but great lecture anyways ...edit: I was wrong9:12 ... misunderstood what he said there, ofc the columspace has m (rows many) components, because colums go m (rows-many) components down ... thanks Robert Smits####[['Robert Smits', 'Instructor', 'POS'], ['m * n Matrix', 'Mathematical_Related_Concept', 'NEU']] | |
| Theres only 3 kinds of mathematicians: those who know how to count and those who don't.####[] | |
| Nicely done, prof! Some people are just good at Linear Algebra, some can make others be good at Linear Algebra!####[['prof', 'Instructor', 'POS'], ['NULL', 'Instructor', 'NEG'], ['NULL', 'Mathematical_Related_Concept', 'NEG'], ['Linear Algebra', 'Mathematical_Related_Concept', 'POS']] | |
| Dear IDidactl, Thank you very much for your reply. I understood now. Thanks again. Are you taking his class as well?####[['IDidactl', 'Instructor', 'POS']] | |
| Try:h t t p://ocw.mit.edu/courses/mathematics/18-06-linear-algebra-spring-2010/video-lectures/(You have to do URL editing at the beginning because YouTube doesn’t allow links in comments.)Lecture 28 is: “Similar matrices and Jordan form.”####[] | |
| he is so dam good at explaning! I love him!!!!!!!!!!!####[['NULL', 'Instructor', 'POS']] | |
| this guy knows his stuff. i enjoyed his class very much. Fair grader too, not tough, but fair.####[['NULL', 'Instructor', 'POS'], ['class', 'Course_General_Feedback', 'POS']] | |
| I was waiting for the question that the student asked.####[] | |
| Took me some time but the whole Ascrewedup example is really neat for seeing why the off diagonals are 0####[['Ascrewedup example', 'Mathematical_Related_Concept', 'POS']] | |
| what prerequisted for this 18.06 ?####[] | |
| That homework he left, is from what book?, and what pages are those?? i really need to practize this!!!####[['homework', 'Teaching_Setup', 'NEU']] | |
| If a point is the intersection of two lines, and a line is the intersection of two planes, then is a plane the intersection of two 3-dimensional spaces? That doesn't make any sense, but it almost seems like it would be true if you kept following the initial logic.####[['NULL', 'Mathematical_Related_Concept', 'NEU'], ['it', 'Mathematical_Related_Concept', 'NEU'], ['line', 'Mathematical_Related_Concept', 'NEU'], ['intersection of two planes', 'Mathematical_Related_Concept', 'NEU'], ['plane', 'Mathematical_Related_Concept', 'NEU'], ['intersection of two 3-dimensional spaces', 'Mathematical_Related_Concept', 'NEU'], ['point', 'Mathematical_Related_Concept', 'NEU'], ['intersection of two lines', 'Mathematical_Related_Concept', 'NEU']] | |
| If anyone is still confused and wants to understand fully how to derive the product rule, check this lecture note from MIT OCW: ocw(dot)mit(dot)edu/courses/mathematics/18-01sc-single-variable-calculus-fall-2010/1.-differentiation/part-a-definition-and-basic-rules/session-9-product-rule/MIT18_01SCF10_Ses9c.pdf####[] | |
| why is y^Tx equal to 1?####[['y^Tx', 'Mathematical_Related_Concept', 'NEU']] | |
| Finished (30/11/22). To the exam! Thank you, Dr Strang and the MIT OCW team!####[['Dr Strang', 'Instructor', 'POS'], ['MIT OCW team', 'Other', 'POS']] | |
| Curve sketching actually begins about 30:00 in. Before that is a review/extension of linear and quadratic approximation techniques.####[] | |
| W. O. W. Nuff said.####[] | |
| @[USERNAME]because proving is math and knowing the prove helps you understand the theorem####[] | |
| This is a great lecture, and Prof Jerison seems a very good teacher.However, although I followed and understood this without any problems, this is only because *I am familiar with the notion of integral anyway*, having already covered it in my mathematical education up to this point.If this lecture was my first exposure to this stuff, I think I'd have been pretty confused about what was going on, with the speed that Jerison went and the way in which he introduced the concepts and notations: the integral sign and the dx on the end just suddenly appearing out of nowhere.On the MIT website, it says that no prior knowledge of calculus is required to take this course: although this is technically true, I think I'd struggle if I'd never seen any of this before.####[] | |
| 8:09 when someone forces you to look at their memes####[] | |
| Dear can u plz tell me abt other online organizations that ARE already free.####[] | |
| He has clearly deep understanding about what is he saying...excellent lecture!!🇧🇩🇧🇩####[['NULL', 'Instructor', 'POS'], ['lecture', 'Course_General_Feedback', 'POS']] | |
| Meh, good video but his lectures are not much better than lecture from my college. Most outstanding teacher from MIT is Walter Lewin :D####[['video', 'Course_General_Feedback', 'POS'], ['lectures', 'Course_General_Feedback', 'NEU']] | |
| Thank you, Prof Strang. 2019-05-17 12:32:56####[['Prof Strang', 'Instructor', 'POS']] | |
| This is the most intuitive and comprehensive calculus lecture I've seen. Thank you, MIT!####[['lecture', 'Course_General_Feedback', 'POS'], ['MIT', 'Other', 'POS']] | |
| Professor u saved me.Thanks for your lectures. Our college teacher is the worst in teaching linear algebra.####[['Professor', 'Instructor', 'POS'], ['lectures', 'Course_General_Feedback', 'POS'], ['college teacher', 'Instructor', 'NEG'], ['linear algebra', 'Course_General_Feedback', 'NEG']] | |
| @[USERNAME]they can afford best chalks in the world. these chalks consist about 28% of calcium this why these chalks very tough and u can draw long straight lines. and if someone have trouble with teeth it can be eaten as well. but before u need smash chalks or scrape off whiteboard and mix it with some limon- or other acid. without acid you wont consume calcium. they called also eatable chalks.####[['chalks', 'Teaching_Setup', 'POS']] | |
| Wish this guy taught me Math 293 and 294 at Cornell. My guy could barely speak English, let alone explain what we were trying to accomplish. I understood that if we wanted eigenvectors perpendicular to x we'd get lift relative to flow...but this guy would have made the math a bit simpler.####[['NULL', 'Instructor', 'POS'], ['Math 293 and 294', 'Course_General_Feedback', 'NEU'], ['eigenvectors', 'Mathematical_Related_Concept', 'NEU'], ['x', 'Mathematical_Related_Concept', 'NEU']] | |
| where is the Asian guy who dividing subjects part by part####[['NULL', 'Other', 'NEU']] | |
| I am an IITian. We do have some professors who teach this well. Most are very boring. Thanks, MIT.####[['professors', 'Instructor', 'NEG']] | |
| Thanks professor strang, really useful!!####[['professor strang', 'Instructor', 'POS']] | |
| It took me 15 seconds to realize that he was speaking English!####[['NULL', 'Instructor', 'NEG']] | |
| MIT students...they even dont know determinant..wtf..####[['MIT students', 'Other', 'NEG']] | |
| I'm really trying to see why matrix multiplication should work the way it does and I cannot find a good resource that talks about this specific topic. The fact that not even Gauss could see it is somewhat a consolation but I'd really love to get my hands on a nice explanation.####[['matrix multiplication', 'Mathematical_Related_Concept', 'NEU']] | |
| I saw that this doesn't require a textbook, but if we wanted a resource to supplement studying with this OCW what textbook would you recommend?####[] | |
| Props to the person at 36:12... I was thinking the same question !! Now it makes me think I am actually there####[] | |
| If all youtube content would be deleted today, the most upsetting thing for me would probably be losing this series of lessons.####[['series of lessons', 'Teaching_Setup', 'POS']] | |
| this is lullaby to me####[] | |
| I undersand now why American suck in math damm (Yes I'm French)####[['math', 'Mathematical_Related_Concept', 'NEU']] | |
| At 45:20, if we are talking about null space then indeed there would be an infinite number of solutions, but if we are talking about Ax=b then there needs to be a particular solution in the first place for the infinite solutions to be existing. Am I right?####[] | |
| Thank you! This is an amazing lecture####[['lecture', 'Course_General_Feedback', 'POS']] | |
| @[USERNAME]in a quite plainly condescending pompous way... That's all.####[] | |
| I've been watching all the precedent videos understanding most of what happens, but I always found that I had no link between what I saw and what I know already. I could not integrate the new set of concepts to my current knowledge. It was quite puzzling. Now with the first 18 mins of this lecture everything just clicked. It's like I was floating in space having a hard time navigating but still could move from one point to another. Now I got gravity. This is quite impressive.####[['lecture', 'Course_General_Feedback', 'POS']] | |
| Thanks a lot Dr. Strang, i'm really excited for the next lecture.####[['Dr. Strang', 'Instructor', 'POS'], ['lecture', 'Course_General_Feedback', 'POS']] | |
| The blackboard and the chalk makes me wanna become a lecturer.####[] | |
| I'm the 951 viewer and 2nd commenter!!####[] | |
| If I replace u => Sc, I get d/dt Sc = A Sc. But, at 30:20, he gets S d/dt c = A Sc. Did he say anywhere that d/dx and S commute?####[] | |
| I don't know why i am crying####[] | |
| I Really Like The Video Graphs, Networks, Incidence Matrices From Your####[['Video Graphs', 'Other', 'POS'], ['Networks', 'Other', 'POS'], ['Incidence Matrices', 'Other', 'POS']] | |
| One of the best lectures on Youtube, thanks Prof. Gilbert for explaining this beautifully.####[['Prof. Gilbert', 'Instructor', 'POS']] | |
| One of the best calculus lectures!####[['calculus lectures', 'Course_General_Feedback', 'POS']] | |
| Watching Dr. Strang is never ever boring####[['Dr. Strang', 'Instructor', 'POS']] | |
| Jerison is only comparing the highest degree terms in both the numerator (1) and the denominator (1/x), because that's all that matters when the limit approaches infinity. And yes, the factor does disappear to zero, after that comparison is made. He's just eliminated the rest of the terms in advance because they're irrelevant when x approaches infinity.####[['Jerison', 'Instructor', 'NEU']] | |
| I actually enjoyed the lectures by professor Miler much more than the lectures by professor Jerison.####[['professor Miler', 'Instructor', 'POS'], ['professor Jerison', 'Instructor', 'NEU']] | |
| Look, your product rule argument is circular. The proof of the product rule "assumes" two things: 1) That the limits exist. 2) that the functions are differentiable (at least around the limits). Continuity can't be proven, if that is the assumption you are beginning with.####[] | |
| i dont think this is what youtube was made for ._.####[] | |
| density in grams per cubic inches???? Weird! He was really in a rush towards the end though...####[['density', 'Mathematical_Related_Concept', 'NEU'], ['NULL', 'Instructor', 'NEU']] | |
| I wish I had instructors like him!####[['NULL', 'Instructor', 'POS']] | |
| Is this statistics related to business field?####[['statistics', 'Mathematical_Related_Concept', 'NEU'], ['business field', 'Other', 'NEU']] | |
| Great lectures (19/20) but same remark than in lect5, there is great confusion between VECTOR SPACE and AFFINE SPACE, and in particular between the AFFINE ORIGINE (0,0,0) and the 0 VECTOR. The 0 vector is NO WHERE. He's NOT living in affine space. Actualy this aparent paradoxes can only be overcome by driling to the heart of the true definition of a vector space. For the 1-dim vector space, they are by serious definition an EQUIVALENT CLASS of infinitely many parrallel affine lines that fill the entire plane. Similarely a 2-dim vestor space is an equivalent class of infinitely many parallel affine planes that fill the entire 3-space R^3. The key word is thus, REPRESENTATION (Vorstellung in German). An affine line is a particular REPRESENTATION, a "minister" of a "King" which give the DIRECTION : the 1-dim VECTOR SPACE. Similarly an affine plane is a particular REPRESENTATION, a minister of a "King&Queen" which fix the TWO-DIRECTION : the 2-dim VECTOR SPACE####[] | |
| You are the king Mr Strang! Thanks####[['You', 'Instructor', 'POS']] | |
| I would be the annoying person with the laser pointer and the chewed paper peashooter.####[] | |
| Thanks so much, Professor Strang!####[['Professor Strang', 'Instructor', 'POS']] | |
| Why does my university not allow for students to record the lectures? It is so good to have those at home in video format. You can re-watch them and rewind time anytime you missed something because you weren't paying attention. Mighty helpful.####[['university', 'Other', 'NEG'], ['students', 'Other', 'NEU'], ['video format', 'Teaching_Setup', 'POS'], ['lectures', 'Course_General_Feedback', 'POS']] | |
| That's because you suck at this.####[['NULL', 'Instructor', 'NEG']] | |
| Why not Leipzig continuous and just bounded?####[['Leipzig', 'Mathematical_Related_Concept', 'NEU']] | |
| Excellent lecture. Thank you for sharing!####[['lecture', 'Course_General_Feedback', 'POS']] | |
| "our little matrix" - a Gilbert Strang production####[] | |
| At t = 21:00, Strang covers the definition of inversion (and at 32:00 he gives an example): first suppose A is an n x m matrix. Then if you have a left inverse L that acts on A, it will produce an identity matrix, call it I_n; similarly, If you have a right inverse R, when A acts on R it will also produce an identity matrix, call it I_m. So a Matrix is non-singular (sometimes mistakenly called regular) only if m = n, A is square, and det(A) (does not) = 0. In particular, if the matrix A have full rank = n, all its columns and rows would be independent, so A would be invertible.####[] | |
| @[USERNAME]@[USERNAME]yeah im learning the basics of this in yr 9 in australia, and came here to learn more before i go into senior school####[] | |
| 47:25 bottom left: How is Var(u^TX)defined? What does the "variance" of a random vector mean? Thank you so much####[['Var(u^TX)', 'Mathematical_Related_Concept', 'NEU']] | |
| This teacher is amazing! Not just that he lightened me up with linear algebra but it made me really happy to see there are still people so passionate about their work. I just love it!####[['teacher', 'Instructor', 'POS']] | |
| At 28:00, he did the thing that Walter Lewin does. Is it a prerequisite for all MIT professors to have the ability to do that "dotted line"?####[['NULL', 'Instructor', 'NEU']] | |
| Today I have finished this course. I just wanna say Prof. David Jerison is an excellent and extraordinary teacher. Bundle of thanks for those who have made this possible to bring this course online and make it available to everyone for free.Thank you very much MIT...####[['Prof. David Jerison', 'Instructor', 'POS'], ['course', 'Course_General_Feedback', 'POS']] | |
| ...because they're goobers, probably a freshman class.####[] | |
| A great lecture. At 38.58 he should have said Likelihood of observing the data given that the data is distributed according to parameters theta####[['lecture', 'Course_General_Feedback', 'POS'], ['NULL', 'Instructor', 'NEU'], ['Likelihood of observing the data', 'Mathematical_Related_Concept', 'NEU'], ['data is distributed according to parameters theta', 'Mathematical_Related_Concept', 'NEU']] | |
| This is THE Michael Sipser of Sipser's Introduction to the Theory of Computation.####[] | |
| 32:12 I do not understand why are the resulting vectors called u1 and u2. I expect Ax1 and Ax2 to be there as a result of A multiplication. If U multiplication is rotation, than u1 and u2 are just rotated unit vectors (exactly as v's, different rotation)... Can somebody prove me wrong please?####[] | |
| isnt this like constructing an iteritve formula for approximating the root?####[['NULL', 'Mathematical_Related_Concept', 'NEU']] | |
| 49 min in and still hoping he'll get to PCA soon hahaha... great lecture though####[['lecture', 'Course_General_Feedback', 'POS']] | |
| I can't buy the book, how much will I miss due to that??####[] | |
| These are too good. I spent days reading abstract definitions and formal explanations in books to understand concepts this professor explains so vividly and creatively with 10 seconds! Thank you!####[['professor', 'Instructor', 'POS']] | |
| O, to have had a professor like this who wanted you to learn math, unlike my classes which were meant to eliminate as many students going forward as possible.####[['professor', 'Instructor', 'POS']] | |
| Hahaha, "33:33 This orgy of greek letters"####[] | |
| That was a beautiful ending. It made me cry####[['ending', 'Course_General_Feedback', 'POS']] | |
| I wish I went to an ivy league school where the lectures are actually comprehensible. Unlike my university |:####[['lectures', 'Course_General_Feedback', 'POS'], ['ivy league school', 'Other', 'POS'], ['university', 'Other', 'NEG']] | |
| In 1:08:10, those lambda's should not be eigen values of Sigma ? (or covariance matrix ?)####[['lambda', 'Mathematical_Related_Concept', 'NEG']] | |
| @[USERNAME]OM MY GOSH, I thought I was the only one who thought this. Powerpoint just doesn't help me I really wish my lecturers would use a blackboard!####[['Powerpoint', 'Course_General_Feedback', 'NEG']] | |
| this woman seems really in love judging from the way she looks at him and talks to him haha :D####[['woman', 'Other', 'NEU']] | |
| If the Angle language is German, both Newton and Leibniz were German, which is great for the German people. It means they can solve their own problems on their own land.####[] | |
| I couldn't find the rest of the course. Where can I find the rest of the course?####[] | |
| I'm just starting online with Prof Strang's class on youtube.. I love his style, his speed and his passion to inspire thought about the answers. The man appears to be one of the truly gifted educators and thinkers. Thanks to MIT for posting this and other knowledge online!####[['Prof Strang', 'Instructor', 'POS'], ['style', 'Teaching_Setup', 'POS'], ['speed', 'Teaching_Setup', 'POS'], ['MIT', 'Other', 'POS']] | |
| this lecture of MIT is for electricl engenering student####[] | |
| Is this a good course for data analytics####[['course', 'Course_General_Feedback', 'POS']] | |
| 1:14:50 i have been thinking about this question for days which is related to pset2 #4 [projection of decidable iff T-recognizable].How can we be sure that proofs itself doesn't cause looping.In the sense of projection problem How can i be sure that recognizable T is trying new inputs and not wasting its time with a pointless circles in specific pair of (x,y)####[['T', 'Mathematical_Related_Concept', 'NEU'], ['[projection of decidable iff T-recognizable]', 'Mathematical_Related_Concept', 'NEU']] | |
| 8th dimensional plane inside a 9th dimensional space. If the values of the 8th and 9th columns are same than it would like a plane over a plane like an onion. I am confused.####[[' 8th ', 'Mathematical_Related_Concept', 'NEU'], [' 9th columns', 'Mathematical_Related_Concept', 'NEU']] | |
| Selfeducation with such good teachers is the future! Thank you Professor Strang.####[['teachers', 'Instructor', 'POS'], ['Professor Strang', 'Instructor', 'POS']] | |
| love how many small extra's he throws in constantly, as small "notes" to know ^^ keeps the mind awake and entertained in wonder :Dwish my professors was as invested in their lectures :)####[['NULL', 'Instructor', 'POS'], ['professors', 'Instructor', 'NEG'], ['lectures', 'Course_General_Feedback', 'NEG']] | |
| What a privilege it must be to have such a marvelous professor.Thanks MIT for these 35 lectures!####[['professor', 'Instructor', 'POS'], ['lectures', 'Course_General_Feedback', 'POS']] | |
| But is the life of a light bulb actually modeled by the memoryless Poisson process? I would think the past takes it's toll on the filament.####[] | |
| why is Q not on the other side, if we move down (South) from where dh/dx is 0 than also h which decrease right? I mean dh/dy < 0 for both points right? why only for the upper one?####[['Q', 'Mathematical_Related_Concept', 'NEU'], ['h', 'Mathematical_Related_Concept', 'NEU'], ['dh/dy < 0', 'Mathematical_Related_Concept', 'NEU'], ['dh/dx', 'Mathematical_Related_Concept', 'NEU']] | |
| Fortunate are those who get to study the book directly from the author...####[] | |
| He sounds like Senator Pat Geary from Godfather 2.####[['NULL', 'Instructor', 'NEU']] | |
| So much energy for a recorded video with an empty class. Thank you so much Professor Gilbert!####[['Professor Gilbert', 'Instructor', 'POS'], ['video', 'Course_General_Feedback', 'POS']] | |
| Damn, his jokes are just not landing.####[['jokes', 'Other', 'NEG']] | |
| This is what I call a "valuable" math lecture. Time is spent to explain to students "why" things are true. While in institutions I've been to, time is spent to read slides for students and show them how to solve problems without even having a slightest idea about the procedure there making to solve a problem.####[['lecture', 'Course_General_Feedback', 'POS'], ['institutions', 'Other', 'NEG']] | |
| @[USERNAME]I made that comment two years ago. Can you imagine me saying that aloud in a MIT classroom?? lmao. That's why I don't go there...Believe it or not, I'm not that shallow. Don't judge my character based on that one comment. I'm teacher's assistant for a calculus lab at my university now. I have 23 students. lol.####[] | |
| is it possible to post old tests, exams or assignments? t'would be much appreciated.####[] | |
| Can you please explain your question?####[] | |
| Come on the accent got killed me####[['accent', 'Other', 'NEG']] | |
| I completed the whole course today, 2021.08.27Can't remember when I started, but the first chapter gave me a bunch of intuition and those encouraged me to keep studying until the end of the courseThank you, Prof. Gilbert Strang. You are my great Mathematics teacher. You inspired me to keep moving on these pieces of stuffI really hope that I can meet you one day####[['Prof. Gilbert Strang', 'Instructor', 'POS'], ['course', 'Course_General_Feedback', 'POS']] | |
| Thanks professor ! It really really helps understanding 3D computer vision works.####[['professor', 'Instructor', 'POS'], ['NULL', 'Other', 'POS']] | |
| What an amazing lecture and capturing lecturer he's. THANK YOU####[['lecture', 'Course_General_Feedback', 'POS'], ['lecturer', 'Instructor', 'POS']] | |
| I have so much respect for professor Gilbert Strang. He's at such an advanced age in these videos yet he can still give such great lectures. In fact it's 2018 and he still is giving lectures!####[['professor Gilbert Strang', 'Instructor', 'POS'], ['lectures', 'Course_General_Feedback', 'POS'], ['videos', 'Course_General_Feedback', 'POS']] | |
| At 32:00, the prove is just the component e and p equal to b. But I think the e should be perpendicular to the line, not to take the y components... i.e. at 32:00, for the proof, there is an assumption that the x component of b,e,p are the same.Anyway, it is a great video series for review. :>####[['e', 'Mathematical_Related_Concept', 'NEG'], ['video series', 'Course_General_Feedback', 'POS']] | |
| @[USERNAME]Because he explained it well.####[['NULL', 'Instructor', 'POS']] | |
| Iam from india I love your teaching####[['teaching', 'Course_General_Feedback', 'POS']] | |
| @[USERNAME]sounds french, or from some francophone country####[] | |
| Ok I don't even know what is going on and don't know where to start learning calculus lol####[['calculus', 'Mathematical_Related_Concept', 'NEU']] | |
| They don't "need" donations. They don't need to give away content for free either but they still do.####[['NULL', 'Other', 'POS']] | |
| life saving god thank you####[['NULL', 'Instructor', 'POS']] | |
| I love this guy. He's so funny and good at explaining stuff.####[['NULL', 'Instructor', 'POS']] | |
| I dont understand... I am really dumb to be in MIT but what the heck is going on with these students... they shouldn't be getting confused over simple shit as that, can someone tell me are MIT students really not that smart as people say?####[['NULL', 'Instructor', 'NEU']] | |
| Thanks for the analogy at 21:00. First time i got this :)####[['analogy', 'Mathematical_Related_Concept', 'POS']] | |
| thanks professor Strang, you don't know how helpful this is for many of us!####[['professor Strang', 'Instructor', 'POS'], ['NULL', 'Course_General_Feedback', 'POS']] | |
| I have a question here, for me a point in 3d is zero dimensional, but if some living entity is smaller than that point some microscopic living thing, for it the point will have some dimension, so, is it so that the vector spaces that i am studying, I can visualise in my existing space, if someone is there in some different space they will do some other vector space?The solution will remain same in different spaces for a particular problem or example??####[['3d is zero dimensional', 'Mathematical_Related_Concept', 'NEU'], ['spaces', 'Mathematical_Related_Concept', 'NEU']] | |
| Damn i thought professor lambeau from good will hunting would be in this####[] | |
| For Check-in 21.2, how comes D rejects <D>1000000 on Step 1?On input w, mark off f(n) tape cells where n = |<D>1000000|. Then what happens?####[['D rejects <D>1000000', 'Mathematical_Related_Concept', 'NEU'], ['w', 'Mathematical_Related_Concept', 'NEU'], ['f(n)', 'Mathematical_Related_Concept', 'NEU'], ['n = |<D>1000000|', 'Mathematical_Related_Concept', 'NEU']] | |
| Could i see (A^t)(A) as a dot product of two vectors in the matrix space?####[['(A^t)(A)', 'Mathematical_Related_Concept', 'NEU']] | |
| How did we arrive at Xpivot=-Fxfree####[] | |
| 44:10 use a diagram to replace the equation, or encoding of the equation####[] | |
| Take really good notes and absorb them. Now, try to present the same lecture without memorizing it all like a script. Not so easy, is it?! You see that Strang is not referring to notes. Keep working at it and you will have internalized the idea.####[['Strang', 'Instructor', 'POS'], ['notes', 'Other', 'POS']] | |
| Just I have wondered. Are they student of MIT? Why are they so silent??????####[['student of MIT', 'Other', 'NEG']] | |
| I'm Fayçal from Casablanca in Morocco and I do thank you so much for this courses, it makes me see matrices clearly :)####[['courses', 'Course_General_Feedback', 'POS']] | |
| Bravo!!! Very much the best and premium stuff.####[['stuff', 'Course_General_Feedback', 'POS']] | |
| What a wonderful man! Just wonderful!####[['NULL', 'Instructor', 'POS']] | |
| One person disliked this video because he realized once 3d flux was explained excellently he still didn't understand it####[['video', 'Teaching_Setup', 'POS'], ['3d flux', 'Mathematical_Related_Concept', 'POS']] | |
| sorry guys, i have a silly question in the minute 9:10 in the second and third matrix in the third colum, why is -2 and 5? i did not undestand that part####[['matrix', 'Mathematical_Related_Concept', 'NEU']] | |
| Can someone please tell us why we are stuck using (*) at 26:32 to find the value of y? If I substitute 2 for x, y^2 will have 2 values, 0.73205 and -2.73205. We can discard -2.73205 as that t=will give imaginary values for y. Can someone please tell me where I am going wrong? Many thanks in advance.####[[' x,', 'Mathematical_Related_Concept', 'NEU'], ['y', 'Mathematical_Related_Concept', 'NEU'], ['t', 'Mathematical_Related_Concept', 'NEU'], ['y', 'Mathematical_Related_Concept', 'NEU']] | |
| "Randomness is a big rug in which we sweep everything, we don't understand." Leap of faith.51:12 - because Real-time observation feels better.####[] | |
| Which book the professor is talking about? 12:19####[] | |
| Wow.....how beautiful it is! How beautiful!!!####[['NULL', 'Other', 'POS']] | |
| 16:15 why interior of Japan flag (second matrix) has rank 1? Maybe it's 2?####[['rank', 'Mathematical_Related_Concept', 'NEG']] | |
| This guy is something else. I go to my Linear Algebra class and I usually go out feeling more confused than when I went in, then I come watch these videos and things make sense in a minutes. It's not just what he knows, but he knows how to explain it, simple brilliant.####[['videos', 'Course_General_Feedback', 'POS'], ['Linear Algebra ', 'Mathematical_Related_Concept', 'NEG']] | |
| This is like pure intellectual chocolate. Gilbert Strang should've taken over Wonka's Chocolate Factory, not Charlie.####[['Gilbert Strang', 'Instructor', 'POS']] | |
| Had to go on Khan academy to learn what this guy was teaching: all he had to do was say "at this point, I am adding zero to this equation."####[['NULL', 'Instructor', 'NEG']] | |
| Reminds me of the role of Alan Turing in The imitation game.####[['Alan Turing', 'Other', 'NEU']] | |
| is there any textbook for this course?####[] | |
| He's just showing applications of linear algebra, not teaching them. That's why it seems "sloppy". You just can't teach Fourier Transform in 30 mins.####[] | |
| This is the best lecture I have ever listed to. Thank you Professor.####[['lecture', 'Course_General_Feedback', 'POS'], ['Professor', 'Instructor', 'POS']] | |
| Please record mathematical statistics 18.655, thanks!####[] | |
| bitch that's what i thought; too bad i finished this class last semester####[['class', 'Course_General_Feedback', 'NEG']] | |
| 5/32 is the probability of x-1/2(5/24)/(4/3) are the areasProbability is so more interesting that the integration formulas (what I'm doing at school)####[['Probability', 'Mathematical_Related_Concept', 'POS']] | |
| MIT OCW, I believe there are a couple typos in the copy of the Unit 4 Exam included on the course website, as the problems given differ from those to which the answer is given in the solutions sheet, specifically for problems #3 and #6a on aforementioned Unit 4 examination.####[] | |
| in 30.41 he writes "set u=Sv" he says that S is the eigenvector Matrix but he does not say nothing for WHAT IS THIS "v small" ,and why did he do that trick..it is disheartening####[['NULL', 'Instructor', 'NEG'], ['set u=Sv', 'Mathematical_Related_Concept', 'NEG']] | |
| fielsjd is right. Your comment is ridiculous b/c (a) this is the an introductory lecture, (b) you do not know the difficulty of the problem sets or exams, which are often much more difficult than the class material, and (c) you don't know the competitveness of the grading, i.e., the "curve." As someone who took Multivariable Calculus at a school up the street from MIT, these are all VERY IMPORTANT considerations.####[['comment', 'Other', 'NEG']] | |
| @[USERNAME]you are still wrong it’s 3.3 not 33####[] | |
| where would i get the exercies from like the homework on the board####[['exercies', 'Other', 'NEU'], ['homework', 'Other', 'NEU']] | |
| I love this guy's accent.####[['accent', 'Instructor', 'POS']] | |
| The integral of sinx is pretty easy.If you want to calculate the area from 0 to n times pi, just check if n is odd or even. If its odd then the area is 2, if its even area is equal to zero.####[['integral of sinx', 'Mathematical_Related_Concept', 'POS'], ['area from 0 to n times pi', 'Mathematical_Related_Concept', 'NEU']] | |
| Proving closures using NFAs feels like a cheat code####[['NFAs', 'Mathematical_Related_Concept', 'NEU']] | |
| "accent this" "accent that", I'm not even a native speaker, my english is very basic and I can understand this guy just fine... why are you americans complaining?####[['NULL', 'Instructor', 'POS']] | |
| Traditional camera angles were WAY easier on the eye.####[['camera angles', 'Teaching_Setup', 'POS']] | |
| Sound is very low and Handwriting also not perfect visible.####[['Sound', 'Teaching_Setup', 'NEG'], ['Handwriting', 'Teaching_Setup', 'NEG']] | |
| Its professor from futurama irl! Haha strang is a living legend.####[['strang', 'Instructor', 'POS']] | |
| This is the best Linear Algebra course in my experience. Words are incapable of expressing my gratitude to Prof. Strang, his TAs, and the OCW team. I am overwhelmed with joy after completing this course.####[['Linear Algebra course', 'Course_General_Feedback', 'POS'], ['Prof. Strang', 'Instructor', 'POS'], ['OCW team', 'Other', 'POS'], ['TAs', 'Other', 'POS']] | |
| I can't believe I'm watching this for entertainment at my own will. He's probably the greatest math teacher I've ever had####[['NULL', 'Instructor', 'POS'], ['NULL', 'Other', 'NEU']] | |
| the third pivot is 3, not 5 as shown in the example. Interestingly, in back substitution -6 yielded a -2 for z as did the -10 that was shown####[] | |
| Like dislike. You plebs can not put a substance in this comment section####[] | |
| what happened to the sound this time? loool more echo this time IM absolutely loving studying this way its soooo better than reading GODDAMN books! he has great proficiency.but dont forget to practice problems on the topics u go thru it helps retain the lecture ideas####[['sound', 'Teaching_Setup', 'POS'], ['NULL', 'Instructor', 'NEU']] | |
| he does it not as if he's doing math, but like art, like poetry####[['NULL', 'Instructor', 'POS']] | |
| i am 17 i and know hat the porf just all said hahah :P####[['porf', 'Instructor', 'NEU']] | |
| It's all easy with this professor####[['professor', 'Instructor', 'POS']] | |
| what did he use for write? in can´t stop thinking about that!####[['that', 'Teaching_Setup', 'NEU']] | |
| The smelly dill pathogenetically list because decimal acutely warm onto a waggish windshield. alive, husky angle####[] | |
| why doesn't you guys upload the latest versions of lectures???####[['NULL', 'Other', 'NEU']] | |
| I completed the 18.06 today.I started on 2020.03.16 in Japan(I'm Chinese) and today is 03.29. These 14 days absolutely changed my life and inspired me.And Math is a whole new thing to me now. This lecture was not like a lecture, it's much more like a game, a journey, an inspiring movie.Thank you, Professor Strang, and thank you, people who made Mandarin subtitles for this video lecture!Professor Strang, you are the BEST TEACHER in my whole life. And I will remember the lecture 18.06 forever.####[['Professor Strang,', 'Instructor', 'POS'], ['lecture', 'Course_General_Feedback', 'POS']] | |
| All the presentations by this lecturer is excellent,and well presented for taking notes and to learn by listening.Well paced .####[['presentations', 'Course_General_Feedback', 'POS']] | |
| is this a lecture for idiots or what? for the past two lectures he said like one or two major points and he is just keep repeating them...####[['lecture', 'Course_General_Feedback', 'NEG'], ['NULL', 'Instructor', 'NEG']] | |
| I'm guessing it's included in required reading and the students will encounter it elsewhere.####[] | |
| Can my linear algebra teacher please learn to teach from you####[['NULL', 'Instructor', 'POS'], ['teacher', 'Instructor', 'NEG']] | |
| He is the most Amazing teacher .The way he shares the knowledge it becomes very easy understand and imagine which is a beauty of his teaching####[['NULL', 'Instructor', 'POS']] | |
| Thanks M.I.T. for making these lectures available to us. It is enlightening to see such talented teachers teach. It is mentally stimulating to think about these concepts. It is satisfying to learn.####[['lectures', 'Course_General_Feedback', 'POS'], ['teachers', 'Instructor', 'POS'], ['M.I.T.', 'Other', 'POS']] | |
| I have some small issue about the Jacobian. Why do we even need to take the absolute value of the determinant? In single variable case, the derivative can similarly be thought of as the "exchange rate" for the dx to du if we change variables and in the sense similar to the Jacobian but in there even if the detivative is negative we don't take absolute values. But why should we take absolute values in the Jacobian determinant case?####[['Jacobian', 'Mathematical_Related_Concept', 'NEU'], ['absolute value', 'Mathematical_Related_Concept', 'NEU']] | |
| @ 30:01, in the loose graph, should the height of the rectangle based on [0,1] be 1/2 which is as tall as the arrowed upright line in the middle?####[] | |
| I prefer to first divide the integration according to the path, then choose the appropriate coordinate system for each path. Thank you.####[['appropriate coordinate system', 'Mathematical_Related_Concept', 'NEU'], ['integration', 'Mathematical_Related_Concept', 'NEU'], ['path', 'Mathematical_Related_Concept', 'NEU']] | |
| you are good teacher ever i have seen so keep it up####[['NULL', 'Instructor', 'POS']] | |
| does anyone know a good textbook to buy for this course?####[] | |
| Is there any lecture notes that I can refer to?####[['lecture notes', 'Other', 'NEU']] | |
| I really have to think and imagine a lot in this lecture and I loved it####[['lecture', 'Course_General_Feedback', 'POS']] | |
| Will this be on edX by any chance?####[] | |
| How the imaginary parts are taken care of in Fourier Basis for JPEG?####[] | |
| Very useful course! You can learn Linear Algebra yourself! Let knowledge spread to everyone, free and efficiently.####[['course', 'Course_General_Feedback', 'POS']] | |
| Man, there is a LOT of coughing happening in the background. In 2021, if someone is coughing that much then clear the fucking room!####[['NULL', 'Other', 'NEG'], ['coughing', 'Other', 'NEG']] | |
| I would lose some points because I would use the standard coordinate system (looking at the contour plot form above) :(####[['standard coordinate system', 'Mathematical_Related_Concept', 'NEU']] | |
| Do these courses pretty much teach you the same thing that a high school AP Calculus AB class would?####[['Calculus', 'Mathematical_Related_Concept', 'NEU']] | |
| I know this is a stupid question but can some explain why r=2acos theta as opposed to 2asec theta?####[['r=2acos theta', 'Mathematical_Related_Concept', 'NEU'], ['2asec theta', 'Mathematical_Related_Concept', 'NEU']] | |
| How many hours per day? I would like to finish all these in a week.####[['these', 'Teaching_Setup', 'NEU']] | |
| Yeah! I understand vector calculus clearly! Good job, teacher!####[['vector calculus', 'Mathematical_Related_Concept', 'POS'], ['teacher', 'Instructor', 'POS']] | |
| i wish my university had that blackboard... it's awesome especiallty cause im SO SLOW####[] | |
| Professor Strang - thank you for the amazing lectures and all the insights that you share with us!####[['lectures', 'Course_General_Feedback', 'POS'], ['Professor Strang', 'Instructor', 'POS']] | |
| Thank you Professor Denis Auroux and MIT. Just now completed the 18.02, (18 August, 2022).Single variable calculus - Prof. David JerisonMultivariable calculus - Prof. Denis Auroux.Thanks again !####[['Professor Denis Auroux', 'Instructor', 'POS'], ['MIT', 'Other', 'POS'], ['Prof. David', 'Instructor', 'POS']] | |
| I am curious if there's another statistics class on OCW that is recommended as well as this course on probability? This is the class I think will benefit me most but I think a statistics class with video lectures would be excellent.####[['course', 'Course_General_Feedback', 'POS'], ['class', 'Course_General_Feedback', 'POS']] | |
| Wouldn't the fact that the king is actually a king lower the probability of the other sibling being a boy? Because if he were a boy and older, the current king would not be king, but his brother would be instead! Could someone please elucidate this?####[['fact', 'Other', 'NEU']] | |
| I think I need my subspace radio.####[] | |
| @[USERNAME]it's only for up 21 yo####[] | |
| is this the first year of college?####[] | |
| I asked to my prof " why do we minimize the square of the error in the LSM?"He replied "To reduce the distance"today I understood what does he mean by that after 3 years####[['square of the error', 'Mathematical_Related_Concept', 'NEU'], ['LSM', 'Mathematical_Related_Concept', 'NEU'], ['prof', 'Instructor', 'NEU']] | |
| MIT I think you sohuld pull off one of these videos, you have two of em.####[] | |
| 20:55 Does that.......make sense? hehe####[] | |
| At 27:20 I have to guess the row since i don't wanna think so i took the row as [x,y,z] and then solve it manually to find that x+z = -3 will solve it. I thought i am so smart but........At 37:40 I couldn't solve it using taking the variables although matrix P was an easy one to think but at time of lecture it seems hard but i guess it comes through practice####[['[x,y,z] ', 'Mathematical_Related_Concept', 'NEU'], [' x+z = -3 ', 'Mathematical_Related_Concept', 'NEU']] | |
| why was M(e) equated to 1?####[['M(e)', 'Mathematical_Related_Concept', 'NEU']] | |
| I just want to say thank you to Sir Strang for making such an amazing series.I am really helped a lot by his series.####[['Sir Strang', 'Instructor', 'POS'], ['series', 'Course_General_Feedback', 'POS']] | |
| Can anyone clarify my question....!At 32.01 it was told that r12(n) = 1- r11(n)... it is correct intuitively but if i calculate r12(n) using normal method i got it as r11(n-1)0.5+r12(n-1)0.8 which is not same as 1- r11(n) (Here r11(n) = r11(n-1)0.2+r12(n-1)0.5)####[['r12(n)', 'Mathematical_Related_Concept', 'NEU'], ['r12(n) = 1- r11(n)', 'Mathematical_Related_Concept', 'NEU'], ['r11(n-1)0.5+r12(n-1)0.8', 'Mathematical_Related_Concept', 'NEU'], ['1- r11(n)', 'Mathematical_Related_Concept', 'NEU'], ['r11(n) \xa0= r11(n-1)0.2+r12(n-1)0.5', 'Mathematical_Related_Concept', 'NEU']] | |
| Professor strang is master of teachingHe is an artist.His way of teaching is a masterpiece.Thank you Sir.Respect, from India####[['Professor strang', 'Instructor', 'POS']] | |
| You don't erase the board at MIT! You just raise it! :P####[] | |
| It is high time that all your theories on magnetism,electrical energy conversions theories and superconductive theories have to be reevaluated as we are being watched by Alien Flying Saucers and there is a possibiity that we may be controlled by them in future.Refer Cheiro's Book on "World Predictions "Sankaravelayudhan Nandakumar.####[] | |
| Perhaps Gil Strang would have replaced Newton if he were his contemporary####[['Gil Strang', 'Instructor', 'POS']] | |
| This is so helpful, the whole series. My professor can't teach his way out of a paper bag. I finally understand all of this! These videos are how I am passing my math class! Thank you!####[['series', 'Course_General_Feedback', 'POS'], ['professor', 'Instructor', 'NEG'], ['videos', 'Course_General_Feedback', 'POS']] | |
| Ok but whats the actually difference between path and surface independence. Can a Field be path independent yet not surface independent.... and 25:50 the divergence of curl of a vector Feild is always 0. Does it imply for all Vector Fields irrespective whether it has scalar potential or not.?####[['difference between path and surface independence', 'Mathematical_Related_Concept', 'NEU']] | |
| One point I think he should have emphasized more is that concatenation with the empty language gives you the empty language.Then it becomes obvious why no arrow is the same as the arrow with and the empty language.####[['NULL', 'Instructor', 'NEG'], ['concatenation', 'Mathematical_Related_Concept', 'NEU'], ['empty language', 'Mathematical_Related_Concept', 'NEU'], ['arrow', 'Mathematical_Related_Concept', 'NEU']] | |
| Everytime I'm stuck in a problem I should ask myself "What would MatLab do?"####[] | |
| 30:00 its2 and -1 right since its in right position####[] | |
| I tried to learn the concept from this video months ago and I swear he made me scared.WHY DOES HE MAKE IT SOUND SO DIFFICULT???This whole lecture is based on the point-slope equation which is really just the slope formula anyway. How do you get slope m?(y_2 - y_1)/(x_2 - x_1) = m --> SlopeThen, get the x's over to the my - y_1 = m(x - x_1) --> point-slope equationThen, we solve for y,y = m(x - x_0) + y_0 --> LinearizationHe makes it seem as if the eq comes out of thin air.. :o####[['NULL', 'Instructor', 'NEG']] | |
| 39:38 wait, why do you get a line? Why wouldn't it sketch out like a solid circle or something? I don't quite get that####[['solid circle ', 'Mathematical_Related_Concept', 'NEU']] | |
| Good observation, In Portugal we learned it using the proof ot the squezze theorem, and that is the correct way. I am actually a mathematician. the intuitive aproach used in the lesson only had the benefit of spare the students the intrincacy of point set topology in its basic sense.####[['proof', 'Mathematical_Related_Concept', 'POS'], ['intuitive aproach', 'Mathematical_Related_Concept', 'NEG']] | |
| The David Attenborough of Mathematics####[] | |
| Well, it's a good thing I'm taking this in grade 11 (voice dripping with sarcasm).####[['NULL', 'Other', 'NEG']] | |
| if you are given the components of two vectors (e.g. u=(2,3,6) and v=(2,3,-6)) how do you use this to find the angle between them?####[['angle', 'Mathematical_Related_Concept', 'NEU']] | |
| What's the sum of the two eigen values? Just tell me what I just said. :D####[['eigen values', 'Mathematical_Related_Concept', 'NEU']] | |
| why is iteration in newtons done..i cant understand the logic behind this####[['iteration in newtons', 'Mathematical_Related_Concept', 'NEU']] | |
| khkhkh i guess that i'll get graduated from a school i've never been in before!####[] | |
| 30:30 i guess this should be at the beginning of the lecturebut it was a very nice lecture thank you for ur efforts <3####[['lecture', 'Course_General_Feedback', 'POS']] | |
| Thank you, Prof. Auroux and MIT! I learn it from lec 1 to the lec 32. 兴隆--2017.11.12####[['Prof. Auroux', 'Instructor', 'POS']] | |
| Hard to appreciate how well presented this is in first go around. The more one learns LA the more one appreciates this style of presentation.####[['LA', 'Course_General_Feedback', 'POS'], ['style of presentation', 'Teaching_Setup', 'POS']] | |
| Thank you Professor Strang! I am going to get up early tomorrow morning and watch this video with the best part of my day!I also need to buy a super expensive notebook only for Professor Strang's class!####[['Professor Strang', 'Instructor', 'POS'], ['video', 'Course_General_Feedback', 'POS']] | |
| i didn't learn anything about linear algebra at my own university. then I found these lectures from MIT.this stuff is GOLD!!####[['lectures', 'Course_General_Feedback', 'POS']] | |
| A derivative is the slope of a line. Like if the line is Y = 2X, the slope is 2, so Y=2 is the derivative of Y=2X. A limit is basically what the graph looks like it is going to do as it gets closer and closer to the limiting value.####[] | |
| I went to a community college and my instructors were at least as good as any of the instructors I've seen on this channel. Specifically my physics instructor, Dr. Lecuyer, my math instructors Dr. Madson and Mr. Young.####[['Dr. Lecuyer', 'Instructor', 'POS'], ['Dr. Madson', 'Instructor', 'POS'], ['Mr. Young', 'Instructor', 'POS']] | |
| at 35:35 if we take derivative of the answer that is not going to be x^3(x^4+2). we need x^4 multiplied by (x^4+2)^6. Can anyone explain what is going on?####[['x^4', 'Mathematical_Related_Concept', 'NEU'], ['(x^4+2)^6', 'Mathematical_Related_Concept', 'NEU']] | |
| I dont understand why individuals dont always make the sample space explicit. That way, a nonconditional probability is conditional on the given sample space. It shows that probability is dependant on sample space and there can be varying specification of it.####[['individuals', 'Other', 'NEG']] | |
| can someone explain to me the hat problem? esp for the variance. thx so much!####[['hat problem', 'Mathematical_Related_Concept', 'NEU'], ['variance', 'Mathematical_Related_Concept', 'NEU']] | |
| Why are these guys not wearing masks ?####[['NULL', 'Other', 'NEU']] | |
| These people are a stand-up comedian's wet dream.####[['people', 'Other', 'NEU']] | |
| if i had this class........ i would fail it.####[['class', 'Course_General_Feedback', 'NEG']] | |
| I believe we live in a simulation now.####[['simulation', 'Other', 'NEU']] | |
| I wish he was my teacher :(. He explains things so clearly and thoroughly!####[['NULL', 'Instructor', 'POS'], ['NULL', 'Mathematical_Related_Concept', 'POS']] | |
| I'm grateful that I had found this course, the professor was pure love, and I managed to learn through the course. Thank you professor, it was an honor.####[['professor', 'Instructor', 'POS'], ['course', 'Course_General_Feedback', 'POS']] | |
| 32:36 talks hypothetically about 9 dimensional space."it's going to be hard to visualize those... i don't pretend to do it."..."pretend you do"i can't though.####[['9 dimensional space', 'Mathematical_Related_Concept', 'NEG']] | |
| Does he talk about the dropping the watermelon example in this video?####[] | |
| what did students do before that man####[['students', 'Other', 'NEU']] | |
| You can find the value 2*y0, when the derivative of 1/x cut the Y exe, by making similar triangles. If the slope reflects a change from y0 to 0 when X changes from x0 to 2*x0 , so it should change from y0 to 2*y0 when X changes from x0 to 0. It's easiest to see in a graph.The notation f' is from Lagrange, not Newton. I love MITOCW. Thanks!####[['MITOCW', 'Course_General_Feedback', 'POS']] | |
| I had this in my bachelor of computer science in german. My prof was way worse and he was talking in my language. I understand more this in english than my prof. In my language. Huge compliment to Dr.strang####[['Dr.strang', 'Instructor', 'POS']] | |
| in case we had two constraints, x>0 & y>0, should we add another variable for x & y too? i guess in this case when x & y are bigger than 0. this variables(gamma_x,gamma_y) would be 0. thanks in advance####[] | |
| I love this prof. Thank you####[['prof', 'Instructor', 'POS']] | |
| If you don't like this professors explanations I recommend you to watch the Thinkwell calculus videos. Unfortunately they are not free, but I have never seen such a intuitive, simple and funny explanation of calculus that will help you to really understand the concepts =)####[['professors', 'Instructor', 'POS'], ['calculus', 'Mathematical_Related_Concept', 'POS'], ['explanations', 'Teaching_Setup', 'POS']] | |
| Oh man, these probabilistic proofs are so ****ing beautiful.....are they intrinsically equivalent to some kind of counting?####[['NULL', 'Mathematical_Related_Concept', 'POS']] | |
| Does anyone know where the notes are?####[] | |
| Thank you, MIT, for posting these.####[['MIT', 'Other', 'POS']] | |
| The Boss Baby has a determinant of zero####[] | |
| 4:20 If A is singular then $\lambda=0$ is an eigenvalue15:00 An nxn matrix will have n eigenvalues and the tr(A) will be the sum of the eigenvalues19:30 “A repeated lambda is the source of all trouble in 18.06”25:00 Shows the polynomial contains the trace and the determinant, in the 2x2 case.37:15 Example: Rotate vector by 90 degrees38:47 The determinant is the product of the eigenvalues.44:20 If we stick to symmetric matrices, or close to symmetric, then the eigenvalues will stay real.46:50 With a triangular matrix, we can read the eigenvalues off of the diagonal####[] | |
| holy crap he's not even your teacher and you're kissing his assi can see you get your profs to pass you####[['NULL', 'Instructor', 'NEG']] | |
| The meat begins at 12:00.05:30 Errr, no, the square is not "made of" points. It *contains* those points. A point just marks a certain location inside that (pre-existing) square. One _cannot_ build the area of the square from points, because POINTS DON'T HAVE ANY AREA BY THEMSELVES!!! Areas could be made only from smaller (e.g. unit) areas. Otherwise there would be no difference between a scalar, a vector, a pseudovector, and a pseudoscalar in Clifford Algebras etc. There's a reason we distinguish those dimensions, right? :PThe ridiculousness of that statement comes out nicely at 06:10 where he writes the sum of the probabilities for these points. He said in the previous lecture that the probability of a point is 0 (because it has no area, and we assumed that area = probability in this model), and he restated this assumption again in this lecture here. So we're actually *adding up 0s here*! And we _cannot_ get a positive result (in this case: 1) from summing up zeros, no matter how much of them we add up (be it 10, 100 or infinitely many). So the right side of this equation cannot be equal to the left side, and the entire equation is false.06:40 No, the mistake is not in this point. The union is fine, as long as we're adding up actual areas. The mistake is in assuming that a point can have an area :P07:20 Of course I can! Cantor's diagonalization argument is one example. Another one is Hilbert's space-filling curve. Long story short: yes, there are ways of ordering points on a surface, as well as in space, by threading them on a line. In other words, there exist functions which map points on a surface (or in space) onto a line. And this is another proof that this is not what is wrong with this argument. The "points have area" assumption is.17:20 If the probability of B is 0, then we're contradicting ourselves, because the "|B" in "P(A|B)" was supposed to mean that B occurred *for sure*. So it _cannot_ be 0! The very statement that "B occurred" means that this probability is _not_ 0, and we are OK to put it in the denominator. Logic, Mr. Titskills :P####[] | |
| Thank you. Please we need Organometallic Chemistry .tq####[] | |
| I think there was a bit of misunderstanding with the question a student asked around 17:30. The student asks why the right hand limit must exist. When the instructor wrote down "right hand limit" he didn't mean the limit from the right hand side (x->a+), he literally mean the limit he wrote on the right.Technically, the right hand limit (x->a+) has to exist otherwise the full limit wouldn't exist, but that goes without saying.####[] | |
| This guy gives the lecture as if there were a full class of students sitting there. Amazing####[['NULL', 'Instructor', 'POS']] | |
| Professor Strang thank you for explaining and analyzing Definitions and Inequalities from probability and statistics. The pictures and examples really help me to understand the quality of this lecture.####[['Professor Strang', 'Instructor', 'POS'], ['lecture', 'Course_General_Feedback', 'POS']] | |
| to the one who asked what the 32 and 11 stood for, for E21 means entry of the 2nd row, 1st column.####[] | |
| Wowwwwwww.....Amazing....My dream is go to mit.....How can I go???which condition mit wants?####[['mit', 'Other', 'POS']] | |
| Thanks Prof. Strang , I really liked your course very much. Thank you so much####[['Prof. Strang', 'Instructor', 'POS'], ['course', 'Course_General_Feedback', 'POS']] | |
| "very appropriate for me as a substitute teacher to tell you about substitution"XD####[['teacher', 'Instructor', 'POS'], ['substitution', 'Mathematical_Related_Concept', 'NEU']] | |
| @[USERNAME]You see the gradient is a sort of operator, when you apply it to a scalar field, it gives a vector field. The gradient it self is not the vector.####[] | |
| he is a legendthanks MIT####[['NULL', 'Instructor', 'POS']] | |
| by 'all 3 by 3 matrix', does he mean matrix has 3 rows and 3 column?####[['3 by 3 matrix', 'Mathematical_Related_Concept', 'NEU']] | |
| It must be something students learn during their first year... the MIT is prestigious, it can't be that basic..####[['MIT', 'Other', 'POS'], ['NULL', 'Mathematical_Related_Concept', 'NEU']] | |
| Technically the set of all infinite binary strings maps to the any countably infinite set such as the integers or the rational numbers, but not the real numbers.####[] | |
| 48:14 you change it by switching from Lagrangian mechanics to Hamiltonian :D####[] | |
| This lecture was pretty confusing####[['lecture', 'Course_General_Feedback', 'NEG']] | |
| Very good instruction. He goes at a perfect speed: good review pace, but if you don’t know about vectors that well, you can learn it very quickly with this speed. Très bon####[['NULL', 'Instructor', 'POS']] | |
| Yay professor Auroux. He's at Berkeley now HA go Bears.####[] | |
| "Statistics is about replacing expectations with averages. That is what all of statistics is about."####[] | |
| Very excited to learn one more Video course from Prof Gilbert Strang, One of the best teachers I have ever had!!####[['Video course', 'Course_General_Feedback', 'POS'], ['Prof Gilbert Strang', 'Instructor', 'POS']] | |
| These are very niece explanation of Linear Transformations and Their Matrices thanks once again to the godfather of linear DR. Gilbert Strang. I took introductory linear algebra at the University of Maryland Baltimore County in the late 1980's and my professor was nothing close to what Dr. Strang is. This MIT legend is a rare find.####[['DR. Gilbert Strang', 'Instructor', 'POS']] | |
| To have in America's schools and universities, good grades, you must not be smart. The biggest idiots get good grades and a student space.####[] | |
| I am confused... For R² subspaces are1 origin2 line itself... Alright upto hereBut last one is it's any line through origin or something else####[['R² subspaces', 'Mathematical_Related_Concept', 'NEG']] | |
| im 17 and doing this in school...####[] | |
| The students are really stupid. The professor is trying to teach how to setup the limit of the integrals but all the students want to do is to compute it. They keep on suggesting ways to "simplify" the computation missing the point that it is not in the least interest of the professor to actually carry out the integration.####[['students', 'Other', 'Neg'], ['professor', 'Instructor', 'NEU']] | |
| How does this idea transfer to eigenvalues and eigenfunctions of differential operators? They don't quite look like matrices, do they?####[['eigenvalues', 'Mathematical_Related_Concept', 'NEU'], ['eigenfunctions', 'Mathematical_Related_Concept', 'NEU']] | |
| I olny had math until 6th form (around 12th grade) and i was invited one day to see a matrix class. And let me tell after the first 14 minutes of this video i really felt in love with maths####[['video', 'Course_General_Feedback', 'POS'], ['maths', 'Mathematical_Related_Concept', 'POS']] | |
| The video series is a great and fast review of linear algebra.####[['video series', 'Course_General_Feedback', 'POS']] | |
| The mic noise and hiss is distracting in this lecture, I hope someone could fix it ..####[['mic noise and hiss', 'Teaching_Setup', 'NEG']] | |