Ahh, that's a good point! But the whole problem can be worked-out from scratch, in front of them in one hour if you're fast. On Sun, Jun 23, 2019 at 12:14 PM Wes Turner <wes.turner@gmail.com> wrote:
It would be a good team-teaching lesson, one teacher on the white-board lecturing, and the other typing the python-translation of the lecture into code on a big screen.
Do you find teamed presentations to be more effective, contrived, or overwhelming than just speaking aloud to model the cognitive process of model development? Modeling a mature process for correcting for mistakes and errors is sometimes absent from prepared demos that make it look like it's so easy for *them* (because they spent time preparing and rehearsing)
On Sunday, June 23, 2019, Wes Turner <wes.turner@gmail.com> wrote:
On Sunday, June 23, 2019, C. Cossé <ccosse@gmail.com> wrote:
On Sun, Jun 23, 2019 at 11:36 AM Wes Turner <wes.turner@gmail.com> wrote:
In one lesson developing a simple solar system in pygame, for example, you can teach everything from the meaning of pi, periodic motion, dynamic graphics, orders of magnitude, scaling, OOP, ... all kinds of stuff.
What a fun problem! Does PyGame have 2D physics? Kerbal Space Program looks fun, too
It might by now ... but that's another big lesson: don't use somebody else's physics libs ... do that yourself too! For the above problem there is nothing more than F=ma (W=mg ... Weight=mass x accel_due2_grav) ... the rest is circle stuff.
AND basically lay the ground-work for developing their own 2D plotting software.
What grade levels or math and physics knowledge would you think appropriate for these tasks?
No prior knowledge ... it's all on the teacher to be familiar enough to walk all over and essentially "drag them through" (the kids=them) the process of developing their own quick solar system model. It would be a good team-teaching lesson, one teacher on the white-board lecturing, and the other typing the python-translation of the lecture into code on a big screen.
Do you start with 2D observational data; as a model development exercise? Is that freely available online somewhere?
For the 3D cube projected into 2D space rotation problem: https://en.wikipedia.org/wiki/Lorentz_transformation
In each reference frame, an observer can use a local coordinate system (most exclusively Cartesian coordinates in this context) to measure lengths, and a clock to measure time intervals. An observer is a real or imaginary entity that can take measurements, say humans, or any other living organism—or even robots and computers. An event is something that happens at a point in space at an instant of time, or more formally a point in spacetime. The transformations connect the space and time coordinates of an event as measured by an observer in each frame.[nb 1]
They supersede the Galilean transformation of Newtonian physics, which assumes an absolute space and time (see Galilean relativity). The Galilean transformation is a good approximation only at relative speeds much smaller than the speed of light. Lorentz transformations have a number of unintuitive features that do not appear in Galilean transformations. For example, they reflect the fact that observers moving at different velocities may measure different distances, elapsed times, and even different orderings of events, but always such that the speed of light is the same in all inertial reference frames. The invariance of light speed is one of the postulates of special relativity.
- Specify the coordinates of the vertices of a cube - Draw the cube in 3D (2D from a perspective) - Rotate the cube or move the 'camera/observer's (around a point other than the origin) in 3D space and draw each frame at time t
-Charlie
On Sun, Jun 23, 2019 at 11:09 AM kirby urner <kirby.urner@gmail.com> wrote:
Somewhere every summer, I tend to call into question the wisdom of buying the kids another scientific calculator at the drug store (we call them that here, pharmacies have calculators hanging on racks at the checkout, to cash in on gullibility and impulse buys).
This year:
https://nbviewer.jupyter.org/github/4dsolutions/School_of_Tomorrow/blob/mast...
That's of course the read-only version (vs. mybinder.org) with the benefit of a free video at the bottom, not visible on Github, where I give my viewers the elevator speech i.e. pitch Jupyter Notebooks using Python as superior to slaving away with a graphing calculator.
Not that anyone is still using graphing calculators right? Sorry if I'm beating a dead horse (idiom).
Kirby
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