Modified a few questions that students stumbled on. #20
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I'm suggesting some question tweaks based on my experience
TA-ing the class at Brown. I have notes on each homework and will
finish going through them shortly. I think they should clarify some
things for students as well as save TAs a bit of repeating various
explanations in person and while grading.
Description:
Q2.2: The second part of this question can be hard to understand
if you don't recognize the dynamical importance of type II vs
type I neurons. Having noted the obvious qualitative diff,
some students think they're missing something and make stray
observations in response.
Q2.4: Some students were unclear what was being asked of them
with regards to the mathematical manipulation in 2.4.
Q3.1: The ordering language confused a lot of students, and many
would give "orderings" and explanations that were at odds.
Q3.3: The actual order of unit activation is not necessarily
the same as the order of correct unit activation, which is what
the question is really about. Students would thus report wrong
and or highly detailed info about transients rather than the main
thing.