3.2 and 3.3, due on August 31

1. (Difficult) Working backwards through the Euclidean algorithm and using the extended Euclidean algorithm is easy enough in theory. It's just tricky in practice because it's so easy to make an algebraic mistake. Also, finding inverses in modular arithmetic makes sense in theory but I'd be uncomfortable right now if I saw it on a test having no practice. Inverse practice will be helpful.

2. (Reflective) So a recap just for me. If the gcd(divisor, n) = 1 then divide and use fractions like normal. Otherwise, fractions don't work and before dividing a congruence relation first divide by the gcd. So far these sections are making sense. Of course, I've worked in modular arithmetic before.

1.1-1.2 and 3.1, due on August 29

1. (Difficult) I think these sections would make a lot more sense if there were some examples. For instance, "Here's the plaintext: It is said that one day... and here it is ciphertext: Kn ki iuky npun ... and the encryption key is: k=i n=t, i=s, ..." because I thought I got it and now I'm not sure. Are the encrpyt and decrypt texts or keys?

Also, how is the algorithm of encryption different than the key? Because Kerckhoff's principle says Eve knows the algorithm of encryption but not the key. What's the difference? 

2. (Reflection) I did not know that cryptography was such an art. I should have, but never thought about it. There is a lot of theory, techniques, vocabulary, ... about it. Wow!

Introduction, due on August 29

Year and major: Senior and Math/MathEd

Upper math courses: All calc classes plus linear algebra, both theory of analysis classes, abstract algebra, ode's, adv. topics in applied math (513R), survey of geometry, history and philosophy of math, complex analysis, and number theory.

Why this class: It sounded interesting and I needed another upper level math class.

Most/least effective teacher: At BYU the most effective teacher I had orchestrated class discussion really, really well. Meaning, there was no such thing as a dumb question and it was ok to make mistakes and slow down in class. So everyone really delved into the subject and we did a lot of math- lots of examples- during class.  The least effective teacher was just the opposite. He never checked for understanding and talked over our heads.

Computer programs: I've used Java, Fortran, C, C++, and Matlab but not really Mathematica, Maple, or SAGE. So I'm not that comfortable but I think I can pick up quickly on SAGE.

Unique Me: I and all my siblings are girls.

Office Hours: I can't make yours but anytime 10 to 12:50 would work, M-F.