The student comments are very difficult to hear in this lecture. There are occasions where they are not audible, but the instructor is responding to them.
The announcement slide discusses one of the homework problems, and make the point that one of the skills learned in an algorithms class is being able to understand problems. The lecture starts out fairly slowly.
This slide was intended to be used as a student submission, but was not reached in the previous lecture. After the slide is introduced, have students submit their answers. This was done interactively at UW, although it is very difficult to hear the student responses.
At about 7:40 the instructor asks the cross over between n100 and 2n/100. An imprecise answer of somewhere between 10,000 and 100,000 is given. You may ask the students to estimate the cross over.
The technical definition of Omega is discussed. There are different definitions that are used - but for this course the details are not that important. This is a technicality that can be ignored.
These true-false questions can be done as a submission. At UW, the class was asked the answers one at a time (although you won't be able to hear the responses). I thought this slide worked quite well.
The discussion of graph theory begins with a question of how much background do the students have. The discussion then relates this to UW courses - including mentioning specific course numbers. This can be ignored.
The class is asked the question "True or false - if there is a path from a to b, there is a simple path from a to b". A student gives the response, but you cannot hear it. You should stop the lecture to have a student answer this.
At 29:25 there is a complicated student question. Although I answered it, I wasn't entirely sure what was being asked. This one can be skipped.
At 30:30 there is an inaudible student question. The student was commenting on my a technicality - I said that a simple cycle did not repeat any vertices, and he was correcting me by pointing out that the first and the last vertices are repeated.
Although the Breadth First Search slide is set up as a student submission, you should not use it - just watch the instructor do the BFS.
At 39:17 stop the video and ask why we can't have an edge between vertices 2 and 8 in a breadth first search.
At 42:13 stop the video, and have the class two color the graph to test if it is bipartite. Students should discover that they are unable to two-color the graph. The remainder of the lecture discusses two coloring. I wasn't entirely happy with my discussion, and end up repeating some of it at the start of lecture 5.
