Mathematically Backward States
You're in California right? A backward state by most accounts.
I'd be offended but everything I've experienced here on the San Francisco peninsula supports your claim. We have a huge STEM and Maker movement but the "M" is only making the odd polyhedron (yes, Kirby they're odd, except for the even ones) or eating pie once a year. My friend's Catholic school is very open to STEM stuff but perhaps only because it's an elementary school. Once the Peninsula kid is in high school the worrying begins and anything that's not on the SATs is seen as suspect. I'm not exaggerating. Another friend of mine was a math teacher, and a fairly traditional, non-techy one at a Catholic high school nearby until this year. He had the audacity to use "non-mathematical language" (he made some joke about "parent" and "child" functions) and he brought in a meat grinder to help the students visualize function input and output. (I play it safe and only draw function machines on the whiteboard.) He lost his job in the middle of the school year, and a student at that school confirmed to me that teachers who explain things in a different way get fired. I jokingly emailed his ex-supervisor and asked about the job. She wrote back with a description that included words like "innovative" and she looked at my webpage (all Python and 3D graphics...) and thinks I should apply for the position! For all she knows, I could be Harry Freaking Potter and cover everything from the Babylonians up to Emmy Noether and still fit in my silly techy stuff. Living in Silicon Valley I thought we'd have a more progressive math curriculum but the techy stuff is only for after-school clubs and summer tech camps. It makes sense, since Americans think we do everything the right way, and especially in such a rich area as Silicon Valley, we're damn near perfect so why change anything? Maybe folks in the Central Valley or beyond are more open minded. Peter Farrell
On Wed, Jun 14, 2017 at 1:35 PM, Peter Farrell <funcalculus@gmail.com>
... anything that's not on the SATs is seen as suspect.
Yep. That's the whole problem. One of my fondest memories from teaching was when a student's eyes got really wide when I showed her how the parts of a list comprehension matched the structure of sigma notation. She got very excited and exclaimed, "This makes total sense! I never understood sigma before!" Living in Silicon Valley I thought we'd have a more progressive math
curriculum
I would have thought so as well, but the education industry is clearly monolithic. At the time the backwardness I found in the LA area surprised and frustrated me, but if it still exists even in SV, then it makes my experience more understandable. -- Michel =================================== "What I cannot create, I do not understand." - Richard Feynman =================================== "Computer science is the new mathematics." - Dr. Christos Papadimitriou ===================================
OK, I never used a Jupyter notebook before, but I've used Python from the command line on my Linux Box and on SAGE for years. Anyway, here's my problem. My AP Calculus BC students have used a TI nSpire CX CAS Graphing Calculuator all year. In our final project, I collected the Graphing Calculators and I'm trying to show these students how to use other computing environments. On the AP Exam, roughly half the questions are calculator active. However, the Graphing Calculator used need only do these 4 operations (ie no CAS): 1) Graph a function in a user defined window, 2) Solve equations numerically, 3) Calculate Derivatives at a point numerically and 4) Evaluate Definite Integrals numerically. By numerically we mean in decimal form usually rounded to 3 decimal places (and in scientific or engineering notation if answers are too large or too small). So, here's my SAGE Worksheet from cocalc.com (aka SMC aka http://cloud.sagemath.com) accomplishing these 4 tasks: https://cocalc.com/projects/9b02cebf-ad0d-4213-a57b-32979ac7240f/files/Calcu... And here's my Jupyter Notebook from cocalc.com accomplishing these 4 tasks: https://cocalc.com/projects/9b02cebf-ad0d-4213-a57b-32979ac7240f/files/summa... The problem is that we tried doing the same thing when solving this year's AP Exam's FRQs and I FUBARed the Jupyter Notebook version! Here's my SAGE Worksheet from cocalc.com (with correct answers) https://cocalc.com/projects/77404da1-af58-43f6-aac9-60bc5b24bb1a/files/2017A... And here's my Jupyter notebook from cocalc.com but parts 2b and 2c are wrong??? https://cocalc.com/projects/77404da1-af58-43f6-aac9-60bc5b24bb1a/files/NEW:%... So, what did I miss? I'm sure it's something glaringly obvious! Or am I making some sort of conceptional error or misunderstanding the new Jupyter paradigm? BTW, here's the AP Exam FRQ section in question: https://secure-media.collegeboard.org/ap/pdf/ap-calculus-ab-frq-2017.pdf Any help would be greatly appreciated! Thanx in advance, A. Jorge Garcia http://shadowfaxrant.blogspot.com http://www.youtube.com/calcpage2009
On Thu, Jun 15, 2017 at 11:09 AM, A. Jorge Garcia via Edu-sig < edu-sig@python.org> wrote:
OK, I never used a Jupyter notebook before, but I've used Python from the command line on my Linux Box and on SAGE for years.
Anyway, here's my problem. My AP Calculus BC students have used a TI nSpire CX CAS Graphing Calculuator all year. In our final project, I collected the Graphing Calculators and I'm trying to show these students how to use other computing environments. On the AP Exam, roughly half the questions are calculator active. However, the Graphing Calculator used need only do these 4 operations (ie no CAS): 1) Graph a function in a user defined window, 2) Solve equations numerically, 3) Calculate Derivatives at a point numerically and 4) Evaluate Definite Integrals numerically. By numerically we mean in decimal form usually rounded to 3 decimal places (and in scientific or engineering notation if answers are too large or too small).
So, here's my SAGE Worksheet from cocalc.com (aka SMC aka http://cloud.sagemath.com) accomplishing these 4 tasks: https://cocalc.com/projects/9b02cebf-ad0d-4213-a57b-32979ac7 240f/files/Calculus%20Summary%20SAGE%20style.sagews And here's my Jupyter Notebook from cocalc.com accomplishing these 4 tasks: https://cocalc.com/projects/9b02cebf-ad0d-4213-a57b-32979ac7 240f/files/summary.ipynb
The problem is that we tried doing the same thing when solving this year's AP Exam's FRQs and I FUBARed the Jupyter Notebook version! Here's my SAGE Worksheet from cocalc.com (with correct answers) https://cocalc.com/projects/77404da1-af58-43f6-aac9-60bc5b24 bb1a/files/2017AB2-SAGE.sagews And here's my Jupyter notebook from cocalc.com but parts 2b and 2c are wrong??? https://cocalc.com/projects/77404da1-af58-43f6-aac9-60bc5b24 bb1a/files/NEW:%202017%20AB2%20Python.ipynb
On line 17, you have a print statement without parentheses ... this indicates that it is running Python 2 and you are likely doing integer division with unexpected results. Without using Jupyter, here's what I get from one of your tests: Python 3.5.2 |Anaconda 4.2.0 (64-bit)| (default, Jul 5 2016, 11:41:13) [MSC v.1900 64 bit (AMD64)] on win32 Type "help", "copyright", "credits" or "license" for more information.
from math import sin, log def f(t): ... return 10 + 0.8*t * sin(t**3/100) ... def diff(x, h): ... return (f(x+h) - f(x))/h ... for x in range(5): ... print(diff(7, 10**-x)) ... -4.282867047679119 -8.137863980094284 -8.124544588531002 -8.120073755899071 -8.119596547775387
Python 2.7.12 |Continuum Analytics, Inc.| (default, Jun 29 2016, 11:07:13) [MSC v.1500 64 bit (AMD64)] on win32
from math import sin, log def f(t): ... return 10 + 0.8*t*sin(t**3/100) ... def diff(x, h): ... return (f(x+h) - f(x))/h ... for x in range(5): ... print diff(7, 10**-x) ... -6.92738740298 -31.9684243335 -246.430148122 -2391.1761091 -23838.6799499
André
So, what did I miss? I'm sure it's something glaringly obvious! Or am I making some sort of conceptional error or misunderstanding the new Jupyter paradigm?
BTW, here's the AP Exam FRQ section in question: https://secure-media.collegeboard.org/ap/pdf/ap-calculus-ab-frq-2017.pdf
Any help would be greatly appreciated!
Thanx in advance, A. Jorge Garcia http://shadowfaxrant.blogspot.com http://www.youtube.com/calcpage2009
_______________________________________________ Edu-sig mailing list Edu-sig@python.org https://mail.python.org/mailman/listinfo/edu-sig
Ah, therein lies the rub? So the Jupyter Notebook is using Python 2.x not 3.x? I thought it was strange when I could replace print() with print! How do I setup the Jupyter Notebook so it switches to Jupyter 3.x? This us what happens when you depend in a cloud service rather than installing everything yourself on your own Linux Box as I would usually do. TIA, AJG Sent from BlueMail On Jun 15, 2017, 10:37 AM, at 10:37 AM, Andre Roberge <andre.roberge@gmail.com> wrote:
On Thu, Jun 15, 2017 at 11:09 AM, A. Jorge Garcia via Edu-sig < edu-sig@python.org> wrote:
OK, I never used a Jupyter notebook before, but I've used Python from
command line on my Linux Box and on SAGE for years.
Anyway, here's my problem. My AP Calculus BC students have used a TI nSpire CX CAS Graphing Calculuator all year. In our final project, I collected the Graphing Calculators and I'm trying to show these students how to use other computing environments. On the AP Exam, roughly half
questions are calculator active. However, the Graphing Calculator used need only do these 4 operations (ie no CAS): 1) Graph a function in a user defined window, 2) Solve equations numerically, 3) Calculate Derivatives at a point numerically and 4) Evaluate Definite Integrals numerically. By numerically we mean in decimal form usually rounded to 3 decimal
the the places
(and in scientific or engineering notation if answers are too large or too small).
So, here's my SAGE Worksheet from cocalc.com (aka SMC aka http://cloud.sagemath.com) accomplishing these 4 tasks: https://cocalc.com/projects/9b02cebf-ad0d-4213-a57b-32979ac7 240f/files/Calculus%20Summary%20SAGE%20style.sagews And here's my Jupyter Notebook from cocalc.com accomplishing these 4 tasks: https://cocalc.com/projects/9b02cebf-ad0d-4213-a57b-32979ac7 240f/files/summary.ipynb
The problem is that we tried doing the same thing when solving this year's AP Exam's FRQs and I FUBARed the Jupyter Notebook version! Here's my SAGE Worksheet from cocalc.com (with correct answers) https://cocalc.com/projects/77404da1-af58-43f6-aac9-60bc5b24 bb1a/files/2017AB2-SAGE.sagews And here's my Jupyter notebook from cocalc.com but parts 2b and 2c are wrong??? https://cocalc.com/projects/77404da1-af58-43f6-aac9-60bc5b24 bb1a/files/NEW:%202017%20AB2%20Python.ipynb
On line 17, you have a print statement without parentheses ... this indicates that it is running Python 2 and you are likely doing integer division with unexpected results.
Without using Jupyter, here's what I get from one of your tests:
Python 3.5.2 |Anaconda 4.2.0 (64-bit)| (default, Jul 5 2016, 11:41:13) [MSC v.1900 64 bit (AMD64)] on win32 Type "help", "copyright", "credits" or "license" for more information.
from math import sin, log def f(t): ... return 10 + 0.8*t * sin(t**3/100) ... def diff(x, h): ... return (f(x+h) - f(x))/h ... for x in range(5): ... print(diff(7, 10**-x)) ... -4.282867047679119 -8.137863980094284 -8.124544588531002 -8.120073755899071 -8.119596547775387
Python 2.7.12 |Continuum Analytics, Inc.| (default, Jun 29 2016, 11:07:13) [MSC v.1500 64 bit (AMD64)] on win32
from math import sin, log def f(t): ... return 10 + 0.8*t*sin(t**3/100) ... def diff(x, h): ... return (f(x+h) - f(x))/h ... for x in range(5): ... print diff(7, 10**-x) ... -6.92738740298 -31.9684243335 -246.430148122 -2391.1761091 -23838.6799499
André
So, what did I miss? I'm sure it's something glaringly obvious! Or am
I
making some sort of conceptional error or misunderstanding the new Jupyter paradigm?
BTW, here's the AP Exam FRQ section in question:
https://secure-media.collegeboard.org/ap/pdf/ap-calculus-ab-frq-2017.pdf
Any help would be greatly appreciated!
Thanx in advance, A. Jorge Garcia http://shadowfaxrant.blogspot.com http://www.youtube.com/calcpage2009
_______________________________________________ Edu-sig mailing list Edu-sig@python.org https://mail.python.org/mailman/listinfo/edu-sig
On Thu, Jun 15, 2017 at 11:45 AM, A Jorge Garcia <calcpage@aol.com> wrote:
Ah, therein lies the rub? So the Jupyter Notebook is using Python 2.x not 3.x?
I would simply use from __future__ import division André
I thought it was strange when I could replace print() with print! How do I setup the Jupyter Notebook so it switches to Jupyter 3.x? This us what happens when you depend in a cloud service rather than installing everything yourself on your own Linux Box as I would usually do.
TIA, AJG
Sent from BlueMail <http://www.bluemail.me/r?b=9856> On Jun 15, 2017, at 10:37 AM, Andre Roberge <andre.roberge@gmail.com> wrote:
On Thu, Jun 15, 2017 at 11:09 AM, A. Jorge Garcia via Edu-sig < edu-sig@python.org> wrote:
OK, I never used a Jupyter notebook before, but I've used Python from the command line on my Linux Box and on SAGE for years.
Anyway, here's my problem. My AP Calculus BC students have used a TI nSpire CX CAS Graphing Calculuator all year. In our final project, I collected the Graphing Calculators and I'm trying to show these students how to use other computing environments. On the AP Exam, roughly half the questions are calculator active. However, the Graphing Calculator used need only do these 4 operations (ie no CAS): 1) Graph a function in a user defined window, 2) Solve equations numerically, 3) Calculate Derivatives at a point numerically and 4) Evaluate Definite Integrals numerically. By numerically we mean in decimal form usually rounded to 3 decimal places (and in scientific or engineering notation if answers are too large or too small).
So, here's my SAGE Worksheet from cocalc.com (aka SMC aka http://cloud.sagemath.com) accomplishing these 4 tasks: https://cocalc.com/projects/9b02cebf-ad0d-4213-a57b-32979ac7 240f/files/Calculus%20Summary%20SAGE%20style.sagews And here's my Jupyter Notebook from cocalc.com accomplishing these 4 tasks: https://cocalc.com/projects/9b02cebf-ad0d-4213-a57b-32979ac7 240f/files/summary.ipynb
The problem is that we tried doing the same thing when solving this year's AP Exam's FRQs and I FUBARed the Jupyter Notebook version! Here's my SAGE Worksheet from cocalc.com (with correct answers) https://cocalc.com/projects/77404da1-af58-43f6-aac9-60bc5b24 bb1a/files/2017AB2-SAGE.sagews And here's my Jupyter notebook from cocalc.com but parts 2b and 2c are wrong??? https://cocalc.com/projects/77404da1-af58-43f6-aac9-60bc5b24 bb1a/files/NEW:%202017%20AB2%20Python.ipynb
On line 17, you have a print statement without parentheses ... this indicates that it is running Python 2 and you are likely doing integer division with unexpected results.
Without using Jupyter, here's what I get from one of your tests:
Python 3.5.2 |Anaconda 4.2.0 (64-bit)| (default, Jul 5 2016, 11:41:13) [MSC v.1900 64 bit (AMD64)] on win32 Type "help", "copyright", "credits" or "license" for more information.
from math import sin, log def f(t): ... return 10 + 0.8*t * sin(t**3/100) ... def diff(x, h): ... return (f(x+h) - f(x))/h ... for x in range(5): ... print(diff(7, 10**-x)) ... -4.282867047679119 -8.137863980094284 -8.124544588531002 -8.120073755899071 -8.119596547775387
Python 2.7.12 |Continuum Analytics, Inc.| (default, Jun 29 2016, 11:07:13) [MSC v.1500 64 bit (AMD64)] on win32
from math import sin, log def f(t): ... return 10 + 0.8*t*sin(t**3/100) ... def diff(x, h): ... return (f(x+h) - f(x))/h ... for x in range(5): ... print diff(7, 10**-x) ... -6.92738740298 -31.9684243335 -246.430148122 -2391.1761091 -23838.6799499
André
So, what did I miss? I'm sure it's something glaringly obvious! Or am I making some sort of conceptional error or misunderstanding the new Jupyter paradigm?
BTW, here's the AP Exam FRQ section in question: https://secure-media.collegeboard.org/ap/pdf/ap-calculus-ab-frq-2017.pdf
Any help would be greatly appreciated!
Thanx in advance, A. Jorge Garcia http://shadowfaxrant.blogspot.com http://www.youtube.com/calcpage2009
______________________________ _________________ Edu-sig mailing list Edu-sig@python.org https://mail.python.org/mailman/listinfo/edu-sig
OK, I fixed it! Here's a ScreenCast: https://youtu.be/Ey0jEC6f1Ko Thanx! Sincerely, A. Jorge Garcia Applied Math, Physics & CS http://shadowfaxrant.blogspot.com http://www.youtube.com/calcpage2009 2013-2017 NYS Secondary Math http://PAEMST.org Nominee
Finally, here's my attempt at using the Python3 kernel in a Jupyter Notebook on cocatc.com! https://www.youtube.com/watch?v=fKthpFIV-TU https://cocalc.com/projects/77404da1-af58-43f6-aac9-60bc5b24bb1a/files/2017%... Enjoy, A. Jorge Garcia Applied Math, Physics & CS http://shadowfaxrant.blogspot.com http://www.youtube.com/calcpage2009 2013-2017 NYS Secondary Math http://PAEMST.org Nominee
Way cool. I made some notes: I like how you muddle your way through, showing where you're getting confused. Students looking over your shoulder want to help. Not intimidating. Shows how we're meant to explore, even as teachers. You get confused that cells may be Markdown, as shown up top, vs. Code. Like a spreadsheet, you can write lots of text between code sections. The markdown punctuation is a lot like what's used in Wikis, restructured text. Cheat sheet: https://github.com/adam-p/markdown-here/wiki/Markdown-Cheatsheet (you can embed links, pictures, even Youtubes). Example: http://nbviewer.jupyter.org/github/4dsolutions/Python5/blob/master/Pi%20Day%... Also, it's not that the cells are "isolated" but define objects top to bottom, just like a Python module, so yes, if you come in cold and start running to last cells first, NameError problems are likely. Running them all, in order, is a one click option, as you mention. Nothing wrong with doing that. Speadsheets work the same way don't they? MathCAD does: you need all the names mentioned already defined higher up. Regarding your diff function, one *could* pass a function as an argument, no problemo, no need for fancy parsing etc. i.e. functions are just callable objects e.g.: def diff( func, x, h=1e-8): return ( func(x+h)-func(x) )/h then: def g(x): return x**2 - 2
diff(g, 2) # passing the function as an argument, accept h default
When you imported * from numpy, you got sin from there. You sounded surprised you could do that without importing it from math. More evidence of how the * may lead to confusion. The math version of sin and cos is what you *don't* want, as you're trying to feed in an np.arange, whereas the math version just accepts scalar numbers (degrees or radians) from numpy import arange, linspace would be another way to lose the np prefix, short of using a star. Tack on sin, cos. The sin, cos in math are *not* able to handle arange or linspace objects, so getting these from numpy is what you needed all along. Might not have needed math at all. But then explain how numpy is so vary oriented towards array processing. from numpy import arange, sin # this will work t = arange(0, 2, 0.1) sin(t) array([ 0. , 0.09983342, 0.19866933, 0.29552021, 0.38941834, 0.47942554, 0.56464247, 0.64421769, 0.71735609, 0.78332691, 0.84147098, 0.89120736, 0.93203909, 0.96355819, 0.98544973, 0.99749499, 0.9995736 , 0.99166481, 0.97384763, 0.94630009]) from math import sin # uh oh, this import of sin gets in the way sin(t) Traceback (most recent call last): Python Shell, prompt 8, line 1 builtins.TypeError: only length-1 arrays can be converted to Python scalars Note that in Python3, range(a, b) creates a "range type object", not a list, which is why you don't see the output as a list until the list comprehension. list(range(a,b)) will always get you the list representation. Thanks again! Kirby
Thanx, Kirby, for all your insightful comments! Well, I tried! I think I'm spoiled by using Sage all these years where everything is imported for you and it's all based on standard Python. I had no idea that numpy was so different. I thought it just built extra functionality on top of Python. BTW, I was initially attracted to Python because it reminded me so much of MATLAB. In MATLAB everything is declared as a matrix whether it be an actual rectangular 2x3 matrix or a square 2x2 matrix or a column vector 3x1 or a row vector 1x4 or even a scalar 1x1! So, my thinking was that everything in Python is based on lists and list comprehensions. Another point in Python's favor for a Pythonic math class is that said lists and list operators are great for dealing with sequences and series and hence recursive sequences like we use in Newton's method as well as series that arise in Reiman Sums. Also, I've been using SageCell for a few years now and forgot about the top down model you refer to when using multiple cells. When using Sage proper or Jupyter, I'll have to be careful about that unless I just use one huge cell! Thanx for all the constructive criticism. I have a lot of work to do! Regards, AJG Sent from BlueMail On Jul 2, 2017, 10:19 PM, at 10:19 PM, kirby urner <kirby.urner@gmail.com> wrote:
Way cool.
I made some notes:
I like how you muddle your way through, showing where you're getting confused. Students looking over your shoulder want to help. Not intimidating. Shows how we're meant to explore, even as teachers.
You get confused that cells may be Markdown, as shown up top, vs. Code.
Like a spreadsheet, you can write lots of text between code sections. The markdown punctuation is a lot like what's used in Wikis, restructured text. Cheat sheet:
https://github.com/adam-p/markdown-here/wiki/Markdown-Cheatsheet
(you can embed links, pictures, even Youtubes).
Example: http://nbviewer.jupyter.org/github/4dsolutions/Python5/blob/master/Pi%20Day%...
Also, it's not that the cells are "isolated" but define objects top to bottom, just like a Python module, so yes, if you come in cold and start running to last cells first, NameError problems are likely. Running them all, in order, is a one click option, as you mention. Nothing wrong with doing that.
Speadsheets work the same way don't they? MathCAD does: you need all the names mentioned already defined higher up.
Regarding your diff function, one *could* pass a function as an argument, no problemo, no need for fancy parsing etc. i.e. functions are just callable objects e.g.:
def diff( func, x, h=1e-8): return ( func(x+h)-func(x) )/h
then:
def g(x): return x**2 - 2
diff(g, 2) # passing the function as an argument, accept h default
When you imported * from numpy, you got sin from there. You sounded surprised you could do that without importing it from math.
More evidence of how the * may lead to confusion.
The math version of sin and cos is what you *don't* want, as you're trying to feed in an np.arange, whereas the math version just accepts scalar numbers (degrees or radians)
from numpy import arange, linspace
would be another way to lose the np prefix, short of using a star. Tack on sin, cos.
The sin, cos in math are *not* able to handle arange or linspace objects, so getting these from numpy is what you needed all along. Might not have needed math at all. But then explain how numpy is so vary oriented towards array processing.
from numpy import arange, sin # this will work t = arange(0, 2, 0.1) sin(t) array([ 0. , 0.09983342, 0.19866933, 0.29552021, 0.38941834, 0.47942554, 0.56464247, 0.64421769, 0.71735609, 0.78332691, 0.84147098, 0.89120736, 0.93203909, 0.96355819, 0.98544973, 0.99749499, 0.9995736 , 0.99166481, 0.97384763, 0.94630009])
from math import sin # uh oh, this import of sin gets in the way sin(t)
Traceback (most recent call last): Python Shell, prompt 8, line 1 builtins.TypeError: only length-1 arrays can be converted to Python scalars
Note that in Python3, range(a, b) creates a "range type object", not a list, which is why you don't see the output as a list until the list comprehension.
list(range(a,b)) will always get you the list representation.
Thanks again!
Kirby
Good evening again Jorge -- I wouldn't see these newer pure Python skills supplanting so much as supplementing your Sage skills. You're widening your base of operations. You'll be able to reach out to a different demographic: students already comfortable in Python3 but wanting to review Calculus (for example). If your code stays close to their day job tool set, so much the better. Python is compared with MATLAB a whole lot, as you know. The economics is similar to what brought us Linux and open source in general: students get hooked on expensive power tools while in university, and then suffer cold turkey when they graduate, leading to a vicious circle of getting out of shape, losing access to all those workouts. You're a musician deprived of your instrument! A fish out of water! You're Richard Stallman without the passwords to the systems you yourself wrote. Pycon 2017 featured science luminaries explaining why the rush into Jupyter Notebooks: the intelligent layperson / hobbyist / amateur / enthusiast has a way to play, to co-explore. Also: here's a way to really share the number crunching behind those published papers, for those who really care about the nitty gritty. Read the journal article, download the notebook that goes with. Yes, numpy is grounded in those APL, J and R-like languages that take any-dimensional arrays as their bread and butter, you're certainly right about that. The J language (APL's inventor Iverson one of its designers) is especially like that: a pipeline of transformations, as the arrays travel right to left. (jsoftware.com) You're right to love this way of thinking. So many for loops go away when numpy gets its freedoms. What I keep wondering about, in addition to the wonderful stuff you're doing, is integrating SymPy, with its ability to do indefinite integrals and the like, full fledged computer algebra. What Amit shows off to good effect. https://github.com/aktech Maybe Sage is better at that too. Pure Python starting from scratch is pretty low level, even with Numpy here to help. But you take it a long way just in your one hour of code. Kirby
OK, here's another stab at it! https://cocalc.com/app#projects/77404da1-af58-43f6-aac9-60bc5b24bb1a/files/2... https://www.youtube.com/watch?v=vCjyotXsXgY In this version I tried to reorganize the screencast a bit so it would be a little shorter. Thanx to Kirby for his suggestions which I included here a bit. Sincerely, A. Jorge Garcia Applied Math, Physics & CS http://shadowfaxrant.blogspot.com http://www.youtube.com/calcpage2009 2013-2017 NYS Secondary Math http://PAEMST.org Nominee
Thanks for the shout-out to me in the middle Jorge! Also, thanks for keeping Take 1, as I think it helps other teachers to watch you work out, and share snapshots as you improve. I keep old relics around for the same reason sometimes, to show the deltas (changes) -- "the deltas" sounds like muscles in this "workout" context, like "abs". I've linked to Take 2 from Math Forum 206, as an exhibit of what a master teacher does to stay in shape. Said link might not show up quite yet (posted minutes ago, moderated forum), but it's supposed to reply to this one in the archives: http://mathforum.org/kb/message.jspa?messageID=10187668 Of course after boasting about working out (with the greatest) I then drop a juggling ball and forget the actual link. Par for the course. :-D Kirby On Sun, Jul 9, 2017 at 3:52 PM, A. Jorge Garcia <calcpage@aol.com> wrote:
OK, here's another stab at it! https://cocalc.com/app#projects/77404da1-af58-43f6-aac9- 60bc5b24bb1a/files/2017%20Pythonic%20Calculus%20Executive% 20Summary%20(Take%202)!.ipynb <https://cocalc.com/app#projects/77404da1-af58-43f6-aac9-60bc5b24bb1a/files/2017%20Pythonic%20Calculus%20Executive%20Summary%20%28Take%202%29%21.ipynb> https://www.youtube.com/watch?v=vCjyotXsXgY In this version I tried to reorganize the screencast a bit so it would be a little shorter. Thanx to Kirby for his suggestions which I included here a bit.
Sincerely, A. Jorge Garcia Applied Math, Physics & CS http://shadowfaxrant.blogspot.com http://www.youtube.com/calcpage2009 2013-2017 NYS Secondary Math http://PAEMST.org Nominee
Thanx, Kirby, for all your help! I always learn something new from your posts and suggestions! So, I had to mention you in the "Take 2" ScreenCast audio as well as in the description/caption below the Screencast on my YouTube.\ channel: https://www.youtube.com/user/calcpage2009 It's very seldom that I rerecord a ScreenCast, or even edit one. But I had to make this one a bit shorter. I did leave the first take for comparison. However, I replaced the video in the following playlist where I compare and contrast Graphing Calculators vs Coding in Math class solving Graphing Calculator active FRQs from the AP Calculus Exam 2016 and 2017: https://www.youtube.com/playlist?list=PLL956Pn2cKSje0HeHkR38C8BVWbTeOFUy You've commented in the past that you like my "Live" ScreenCasts, and I enjoy these the most too. However, in the interest of saving student's time viewing the ScreenCast, I've been recording more "Shorts" these days which are shorter summaries after the topic has been covered in class. Regards, Al Sincerely, A. Jorge Garcia Applied Math, Physics & CS http://shadowfaxrant.blogspot.com http://www.youtube.com/calcpage2009 2013-2017 NYS Secondary Math http://PAEMST.org Nominee
FYI, here's a whole playlist comparing and contrasting Graphing Calculators to SAGE and Python! Sincerely, A. Jorge Garcia Applied Math, Physics & CS http://shadowfaxrant.blogspot.com http://www.youtube.com/calcpage2009 2013-2017 NYS Secondary Math http://PAEMST.org Nominee
(SORRY, FORGOT THE LINK) FYI, here's a whole playlist comparing and contrasting Graphing Calculators to SAGE and Python! https://www.youtube.com/playlist?list=PLL956Pn2cKSje0HeHkR38C8BVWbTeOFUy Sincerely, A. Jorge Garcia Applied Math, Physics & CS http://shadowfaxrant.blogspot.com ; http://www.youtube.com/calcpage2009 ; 2013-2017 NYS Secondary Math http://PAEMST.org Nominee
OOPS, I almost missed what you said there, Michel. You were talking about teaching in the past tense. Are you retired? I thought you were at Beverly Hills HS teaching with Edna, right? Sincerely, A. Jorge Garcia Applied Math, Physics & CS http://shadowfaxrant.blogspot.com http://www.youtube.com/calcpage2009 2013-2017 NYS Secondary Math http://PAEMST.org Nominee _______________________________________________ Edu-sig mailing list Edu-sig@python.org https://mail.python.org/mailman/listinfo/edu-sig
All the best for your new effort in teaching, Peter. You deserve the best of luck. On Tue, Jun 20, 2017 at 1:48 AM, A. Jorge Garcia via Edu-sig < edu-sig@python.org> wrote:
OOPS, I almost missed what you said there, Michel. You were talking about teaching in the past tense. Are you retired? I thought you were at Beverly Hills HS teaching with Edna, right?
Sincerely, A. Jorge Garcia Applied Math, Physics & CS http://shadowfaxrant.blogspot.com http://www.youtube.com/calcpage2009 2013-2017 NYS Secondary Math http://PAEMST.org Nominee _______________________________________________ Edu-sig mailing list Edu-sig@python.org https://mail.python.org/mailman/listinfo/edu-sig
_______________________________________________ Edu-sig mailing list Edu-sig@python.org https://mail.python.org/mailman/listinfo/edu-sig
-- Roberto
participants (7)
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A Jorge Garcia -
A. Jorge Garcia
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Andre Roberge -
kirby urner -
michel paul -
Peter Farrell -
Roberto Catanuto