George is a good prof. It is just that the class is very hard.

It's math, its hard, this prof makes it as good as it can be.

I find Mr. Patrick has a genuine interest in seeing his students
succeed. This is evident in his presentation style and use of humor in
the class. Out of my four math classes as a second year Eng student he
is my favorite professor.

Very enjoyable lectures. He kept powering through even if students
weren't listening which was good so that people could still learn. He
wouldn't punish everyone for some of the student's behavior.

Very good at handling such a large classroom. Is by far the most
interesting, entertaining and effective math professor I have seen. I
know a lot of students who changed math sections because this one was
being taught by Patrick. When I sign up for math, I always look for the
one's being taught by Patrick. Excellent Teacher!

Professor Patrick was the best math teacher I had in the four
engineering maths I had to take. The course again was very difficult,
just as the maths before it. It's such a shame because even if we
learn everything we are taught in class, then you go to write a test
and none of that is on there because it has been replaced with some
theoretical question we had never seen before. That is not
fair. Patrick made it interesting though

Teacher knows his math, and spices the class up with humor! the class
lectures he gives covers materials well, and makes the quizzes and
midterms alot easier. One thing is he needs to write neater. ; )

Very good teaching style. Incorporated alot of examples into the
lectures and explained them very well. Humorous when appropriate and
overall an excellent professor.

I'm gonna let you finish, but George Patrick is my favorite professor
of all time. Of all time! Just saying.

GP knows his stuff!!! Give him a raise...without raising tuition

Professor Patrick is one of the better math profs that I have had
here. I like how he is able to joke around with the class and makes it
more interesting. The assignments in this class have definitely improved
compared to Math 223; I have found that the questions are more
relevant and related to the questions that we are asked on the quizzes
and midterms. One thing that could be improved about this class is
having the assignment solutions posted before the quizzes so we can
check out work and see if we are doing things the right way.

Dr. Patrick is thorough and clear. He does exceptionally well
maintaining class order and also keeps a positive attitude, especially
considering his struggle against most of the engineering "kids" in the
lecture who insist on carrying on conversations throughout. I hate to
say this, because I enjoy going through theory and proofs, and also
because Dr. Patrick gives ample examples in class, but given the
nature of the class I wonder if there could be slightly ::gasp:: fewer
proofs (I believe you!) and more pertinent examples. Again, the proofs
are helpful, but the thought crossed my mind. Honestly, if I was not
trying to finish this degree as quickly as possible to support my
family I would do a dual-degree with Mathematics: fascinating. I enjoy
the historical background and practical explanations of topics covered
as well (there could be more of both if time permitted). Thanks.

George was an excellent prof. He was very humorous even though math is
a dry subject. The math course itself was malicious and unrewarding. I
put in the most effort into this class and by far have the worst
mark. The homework assessments need to be more carefully checked and
the notation for examinations should be the same as the textbook to
avoid unnecessary confusion

Best math prof I have ever had hands down. You teach the material but
at the same time you make it fun to learn with your comments/stories
about your wife and childhood.

George was an outstanding professor. There are very few lectures I
enjoy purely because of the prof, but this is certainly one of them. I
would really appreciate if the assignments were similar to questions
on part A of the exam. I find some of them are counterproductive as
far as studying goes.

Great prof, knows his stuff. His sense of humor and crazy math
analogies are extremely helpful in keeping my interest throughout the
class. Probably one of the better profs I've had.

Course material and teaching method is good. Shortcoming comes with
the quizzes and examinations. Very few questions seem to come from the
assignments and homework problems. The homework questions give us a
good basis of the knowledge needed for the course material. This gives
us a basic understanding. Examinations and quizzes seem to be composed
of questions that do not resemble any that are given for practice
problems. It is very difficult to show our understanding of the
material when the examinations are composed of tricks and
twists. Students in the class have a much better understanding than
the marks show due to this. A example of this is on recent
examinations one question required us to have memorized a formula that
when integrated resulted in Tan inverse and another formula. These
examinations are supposed to test us on the knowledge of the
procedures taught in the lecture material and not on whether we have
memorized a specific integral identity.

I quite often was left wondering what exactly we were suppose to do
with what we were being taught. I think Professor Patrick should
continue teaching the way he does but incorporate a summary to
chapters that shows a direct way to do the problems. One thing that
irritated me was that the assignments quite often were ahead of the
lecture material which left the students to teach themselves from the
textbook. I also found the textbook rather useless in trying to
explain theory.

Examples given in class related to the material on graded material,
but were no where near the difficulty level that was required on
quizzes and assignments so we were often left with still no clue how
to link the simple examples given in class to the much more difficult
questions asked on graded material. Many of us, including myself,
didn't have a clue how to bridge from the easy to the hard. Smaller
class size would have been preferable as the noise was often
distracting to both students and professor. Otherwise, George Patrick
was an excellent instructor.

Weekly assignments where way harder than they should have been -
marking depended on which TA was markinqg the exam - quizzes where fair.

Very difficult course. George Patrick was an excellent prof. with
great examples and teaching skills. This would be a very difficult
class to make interesting, and he did a great job. One of my major
problems with this class is the last assignment that was assigned. 30
questions due 4 days before the final is a very strange assessment. not
really sure on the thought behind this. the assignment was not even an
entire course review. I don't understand how such a large assignment
can be given for such a small portion of the course right before the
final. My personal opinion is that there is a little too much content
in this course. It is doable, but very rushed. If more time could be
spent on the concepts, I'm sure that students would enjoy this course
more.

We love George Patrick. The material is very difficult, goes quickly,
but it's just how Math is and I guess we can't do a whole lot about
that. Some of those quizzes and midterm questions are downright dirty,
though. And the amount of times that there is a typo on the
assignments that isn't corrected until AFTER the assignment due date
is very very very annoying. Typos on assignments are very frustrating
BECAUSE: What typically happens is there is a typo on the assignment,
and we point it out to the instructors that none of us can get the
question and there must be something wrong with it etc etc etc, and
they do nothing at first. Then we work on the question for hours
throughout the week, wasting precious time that could be used on
assignments for other classes or for studying (or for relaxing for
once...) Once the assignment is due and we submit whatever answer we
think is "close enough", we get an email from the Coordinator saying
that "There was a typo in that question and it will be disregarded in
the marking. Now that question is worth 0 and the assignment is marked
out of 9 rather than out of 10". So now, every other question is worth
even more. (Instead of being worth 10% of the assignment, each
question is now worth 11%) So now, we lose in the end because we have
spent so much time wasted trying to figure out the question (that they
told us there was nothing wrong with to begin with, which clearly is
not true), and every other question is now worth more. (So we lose
even more marks if we got anything else on the assignment wrong).I
SUGGEST: If there is a typo on an assignment, instead of disregarding
the question and marking it out of one less mark, why not give us a
bonus mark for the question, regardless of our answer, and mark the
assignment out of 10 still? It's a very small bonus for our wasted
time and effort, but it's better than nothing I guess. My small rant
for Math 224. I will be very happy to be done with the Engineering
Math classes, I can tell you that. : )

Class noise was extremely distracting. Besides an occasional "please
be quiet", no effort was made to remove the noise from the class. I
say "remove" because it was always the same 2 or 3 groups of people
making all the noise, they could've easily been asked to leave the
class. Given sufficient warning of the consequences, I see no reason
why a grown adult would have to be told more than once to be quiet and
if they do, they obviously see no value in attending the lectures
anyway. Please review the policy for removing disruptive students from
lectures. Also regarding the noise makers; the groups that talked the
most were students from the other section attending Patrick's section
for "a different viewpoint" on the material. Perhaps a more strict
section attendance policy is needed? I can definitely say my grades in
this class have suffered in comparison to Math 223 due to a lack of
concentration during lectures. Trying to listen to calculus
explanations over weekend gossip was next to impossible. The notes are
meaningless when they're being written down without any degree of
comprehension. The assignments did very little to test general
knowledge or techniques of the material. The questions were most often
worded or constructed in a way that required knowledge of a "trick" or
similarity to some other abstract idea in order to complete with any
degree of ease. If the goal of the assignments was to fill up the Math
Help room, then mission accomplished. I worked on the assignments as
suggested (required?), by myself, with no help from other classmates
and I believe the grades I received reflect this. Its extremely
frustrating to watch students copy each other while I struggle
honestly, only to be rewarded with a lower grade. Perhaps the old
fashioned way of grading result and work shown is the better method
for assignments? The quizzes and exams were also formatted poorly in
my opinion. Half easy questions, half impossible questions doesn't
result in an enjoyable learning experience. If this is the policy then
a better method would be to have the assignments, quizzes, and exams
to all have the EXACT same format. 60/40 split of easy to hard
questions. It would be much easier to measure ones strengths in the
materials this way, and then there's no surprises when the scary exams
are placed in front of the student. The part B questions need to be
toned down as well, we're training to be engineers, not
mathematicians. Given the extreme constraints on time during tests,
even if one has time to work the part b section, they definitely don't
have time to try different things, explore solution possibilities,
etc. Unless you've taken the course once or twice before, most of the
part B questions may as well be written in another language. On a
lighter note, Prof. Patrick is a good instructor. His thorough
knowledge of the subject matter shows and I haven't seen him stumped
by a student's question yet. He draws excellent parallels between
ideas and knows when to simplify topics and when to give more
details. The class examples are at times too simple, as the test
questions are often several degrees of difficulty higher, but they do
convey the topics discussed decently well.

I found him to be a very good teacher. He is clearly very
knowledgeable, not only about math, but about all sciences and physics
topics. He was able to provide examples of when and where, in various
disciplines, most of the math techniques were used, which for me gave
the material more importance. He provided lots of examples, which is
always helpful. However, I would like for there to be more difficult
examples. Most of them were fairly easy, and always worked out very
nicely, but the assignment questions were always much more difficult
and harder examples in class would have been very helpful. As well, it
seemed we were always one class behind. This itself did not bother me,
but it seemed as though the assignments did not change to meet
this. Assignments were due every Monday morning, and every morning in
class we had examples that directly related to the assignments. It
would have been extremely beneficial to have had one more class with
those examples before the assignments were due.

Would like to hear more feedback regarding exams, such as averages,
and which questions were done well or poorly

For this class I completed weekly text assignments, weekly
assignments, attended class, a weekly review session with Charles
Cuell and wrote a weekly math quiz. However, I found little overlap
between the text assignments, quizzes, homework assignments, and what
was taught in class. Instead of having redundancy to re-inforce
concepts, I found that I was scrambling to learn many different
things, none of which seemed to help improve my grades on quizzes and
midterms. In lectures, it would be helpful if the prof was explicit as
to where we were in the text, and where we were going. Overall, an
unenjoyable, frustrating course.

This class is very difficult and takes up way too much time. The
assignments are long and very difficult, it is completely unrealistic
to think that every student should be able to complete all of the
questions on their own. The weekly assignments and quizzes take up a
great deal of time which affects other classes. Other marks suffer due
to the difficulty and work required for this class. George is a great
professor, but the course is just too demanding. Some quizzes were
fair and some were far too difficult. As for the tests, they are
completely unfair. "Part B" is too difficult to consider for bonus
questions, let alone 40% of the exam. Part B basically sets a limit of
60% for any test. There is not enough time to properly answer part B,
and the questions are usually too difficult to answer in the first
place. The tests would be perfect if they just left out part B, even
if a couple of Part A questions were added. This class seems to be
designed to produce very low marks which is very frustrating. I will
be extremely happy when this course is completed and I no longer have
to take math classes like this.

The assignments for the most part provide good practice. However, the
more difficult or longer questions (like questions that are too long
too put on tests) only encourage cheating and are very rarely done
thoroughly or correctly by individual students and thus serve of
little value. Stick to shorter questions that are more likely to
appear on tests to encourage students to do their own work since it
would be valuable practice.

Math 223 and 224 are very difficult classes to receive fair or even
passing grades in. In all other engineering classes it is relatively
easy to receive grades 60 or higher with a strong effort. EXCEPT these
math classes are made so difficult by the MATH DEPT that they are
ridiculous. The effort that is needed to succeed (pass) in math would
get me an 80 or higher in any other class. The material that is tested
on in exams and quizzes is not similar to what is taught in class and
the examples in text. There is always some other trick to solving the
question that was not discussed. ESPECIALLY THIS PART B stuff makes it
very very difficult to attain a good grade on exams. This not only
frustrated students it takes away from the learning experience. The
part B system is not implemented in first year math and should not be
used in second year, there is NO BENEFIT in doing so except for the
math department's pleasure of failing students. If part B is necessary
for the exams may I suggest that they are not weighted as heavily on
the tests. These math classes have not only ruined my interest in math
they have frustrated me to no end. Trust me it is frustrating when you
study hours on end and are well prepared and still fail examination
because of the content. Please take this into consideration. Thanks.

The text is very hard to follow. I'm not a mathematician. I don't
understand the test structure. Why have an exam that has a relatively
easy part A and a part B that everybody fails? Why not just have a
exam that is more difficult than part A but not as difficult as part
B? When only a few students are successful at part B it shows that
either most people do not understand the material to the level you
expect or that you are doing a poor job teaching.

The one complaint I have is in the marking for midterms because there
were definitely some that marked way easier, especially on Part B. I
know some of my friends received basically free marks for showing no
work - only a few formulas. However, some students wrote nearly a page
of work at attempting to do the question (with those same formulas)
and received close to zero marks. I didn't think this was fair and it
was difficult to complain about because it meant comparing between
another's work instead of what is given in the solutions as a basis.

Patrick is great to listen to, but did not always explain theories
clearly. The material is very difficult to grasp and the textbook
always skips intermediate steps. This course is a huge time investment
and there is never time to do the homework problems on top of the
assignment questions. However it is still good to know which textbook
questions are most applicable. It would be very helpful if the course
was slowed down and even broken into two courses.

Some assignment questions were on chapters that hadn't yet been
discussed in class.

Average class.

Testing of the material is absurdly difficult. I believe that, even
though most of the students do know the chapter contents and the
assignments well enough, the meaningless complexity causes most of us
to loose track of what we were attempting do demonstrate. Another case
is that when a certain tool obtained from the text and classroom was
attempted to be tested, a concept that was learned in a class before
that was known to be difficult in the first place was tossed into the
question without prior review just to make it more difficult. As a
result, being unable to answer the hard part of the question would
make the easier part unattainable as well. This is especially
irritating when the easy part of the equation is the part that was
taught within the course and was essentially what should have been
tested on. Also, just because people complained that we couldn't use
calculators doesn't mean that they should be allowed. The result of
allowing them to has made the instructors create questions that
require ...

The professor would frequently say "it's easy" or "this is very
simple". This frustrated me as I struggle with this course.

Should have weekly help desks before quiz and before due date for
assignment.