From kirby.urner at gmail.com Sat Jun 10 15:19:51 2017 From: kirby.urner at gmail.com (kirby urner) Date: Sat, 10 Jun 2017 12:19:51 -0700 Subject: [Edu-sig] How does Python help with Calculus? Message-ID: The obvious answer is via Sage and SymPy, which will do differentiation and integration symbolically to some degree. http://www.scipy-lectures.org/advanced/sympy.html#differentiation However even plain old core Python helps in that students get a sense of functions as top-level citizens. I'm not saying Python is alone in providing this. If the C language could be written: function func(function f1, function f2):{ } with type function both eaten and returned, then we could use C for this kind of thing also. http://mathforum.org/kb/message.jspa?messageID=10168568 (more on this general topic) The repl below (you may skip modal window) shows my latest slimmed down version of Compose, something I introduce to the O'Reilly course as well. https://repl.it/HxMo/2 Function type objects don't ordinarily multiply but what if we want to write h = f * g instead of h(x) = f(g(x)). For one thing, why mention x at this point (the argument object) as we're simply defining a function, not calling it with an input right? The Compose class is just the ticket, swallowing and wrapping a function with a __mul__ API. Now * is your compose operator. Or use __matmul__ for @ symbol. Note then, the use of Compose as a class decorator to the same end. Feel free to recycle this animal in your own lesson plans. MIT license or whatever. Kirby PS: one of the Pycon keynotes was about the affordability of nuke energy, with the claim / calculation that it's less risky to workers than coal. I didn't have time to go up to the podium after and listen in on the conversation. We should have started a BOF. Simulating / modeling risk is something I'm into through CERM Academy. We could start a thread on Facebook. -------------- next part -------------- An HTML attachment was scrubbed... URL: From calcpage at aol.com Sat Jun 10 17:09:25 2017 From: calcpage at aol.com (A Jorge Garcia) Date: Sat, 10 Jun 2017 17:09:25 -0400 Subject: [Edu-sig] How does Python help with Calculus? In-Reply-To: References: Message-ID: <37ff932b-9ee5-46ed-a8cf-b405a61cd792@aol.com> My students and I solved last year's AP Calculus exam with python last year for fun! Have a look, http://shadowfaxrant.blogspot.com/2016/06/how-to-part-ii-pythonic-calculus.html HTH, AJG ?Sent from BlueMail ? On Jun 10, 2017, 3:20 PM, at 3:20 PM, kirby urner wrote: >The obvious answer is via Sage and SymPy, which will do differentiation >and >integration symbolically to some degree. > >http://www.scipy-lectures.org/advanced/sympy.html#differentiation > >However even plain old core Python helps in that students get a sense >of >functions as top-level citizens. I'm not saying Python is alone in >providing this. > >If the C language could be written: > >function func(function f1, function f2):{ } > >with type function both eaten and returned, then we could use C for >this >kind of thing also. > >http://mathforum.org/kb/message.jspa?messageID=10168568 (more on this >general topic) > >The repl below (you may skip modal window) shows my latest slimmed down >version of Compose, something I introduce to the O'Reilly course as >well. > >https://repl.it/HxMo/2 > >Function type objects don't ordinarily multiply but what if we want to >write h = f * g instead of h(x) = f(g(x)). > >For one thing, why mention x at this point (the argument object) as >we're >simply defining a function, not calling it with an input right? > >The Compose class is just the ticket, swallowing and wrapping a >function >with a __mul__ API. Now * is your compose operator. Or use __matmul__ >for >@ symbol. > >Note then, the use of Compose as a class decorator to the same end. > >Feel free to recycle this animal in your own lesson plans. MIT license >or >whatever. > >Kirby > >PS: one of the Pycon keynotes was about the affordability of nuke >energy, >with the claim / calculation that it's less risky to workers than coal. > I >didn't have time to go up to the podium after and listen in on the >conversation. We should have started a BOF. Simulating / modeling risk >is >something I'm into through CERM Academy. We could start a thread on >Facebook. > > >------------------------------------------------------------------------ > >_______________________________________________ >Edu-sig mailing list >Edu-sig at python.org >https://mail.python.org/mailman/listinfo/edu-sig -------------- next part -------------- An HTML attachment was scrubbed... URL: From calcpage at aol.com Sat Jun 10 18:02:14 2017 From: calcpage at aol.com (A. Jorge Garcia) Date: Sat, 10 Jun 2017 18:02:14 -0400 Subject: [Edu-sig] How does Python help with Calculus? In-Reply-To: <37ff932b-9ee5-46ed-a8cf-b405a61cd792@aol.com> Message-ID: <15c94076f34-2b9c-4617@webprd-a28.mail.aol.com> FYI, here's my YouTube playlist including final projects for AP Calculus and AP Computer Science from 2012-2016. Screencasts for 2017 will be forthcoming soon!? https://www.youtube.com/playlist?list=PLL956Pn2cKSjxPBTcG2XYzNOB5tQ1txgx This year we'll be using SMC (Sage Math Cloud) https://cloud.sagemath.com, recently renamed https://cocalc.com. CoCalc includes everything you need to code in the cloud. I think it's on GCP (Google Compute Platform) as opposed to https://repl.it, https://cs50.io and https://c9.io which are on AWS (Amazon Web Services). On Cocalc you can make 3 different types of documents: SAGE WorkSheet, Jupyter NoteBook and LaTEX Documents. Also, here's my 2016 playlist for the AP Calculus exam comparing the use of TI84C, TI92, TI nSpire CX CAS, SageCell and python! https://www.youtube.com/playlist?list=PLL956Pn2cKSje0HeHkR38C8BVWbTeOFUy HTH,? 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 -------------- next part -------------- An HTML attachment was scrubbed... URL: From calcpage at aol.com Sat Jun 10 18:12:07 2017 From: calcpage at aol.com (A. Jorge Garcia) Date: Sat, 10 Jun 2017 18:12:07 -0400 Subject: [Edu-sig] How does Python help with Calculus? In-Reply-To: <15c94076f34-2b9c-4617@webprd-a28.mail.aol.com> Message-ID: <15c94107c2d-2b9c-4651@webprd-a28.mail.aol.com> (SRY, TYPOS FIXED) FYI, here's my YouTube playlist including final projects for AP Calculus and AP Computer Science from 2012-2016. Screencasts for 2017 will be forthcoming soon!? https://www.youtube.com/playlist?list=PLL956Pn2cKSjxPBTcG2XYzNOB5tQ1txgx This year we'll be using SMC (Sage Math Cloud)?https://cloud.sagemath.com, recently renamed?https://cocalc.com. CoCalc includes everything you need to code in the cloud. I think it's on GCP (Google Compute Platform) as opposed to?https://repl.it,?https://cs50.io?and?https://c9.io?which are on AWS (Amazon Web Services). On Cocalc you can make 3 different types of documents: SAGE WorkSheet, Jupyter NoteBook and LaTEX Documents. Also, here's my 2016 playlist for the AP Calculus exam comparing the use of TI84C, TI92, TI nSpire CX CAS, SageCell and python! https://www.youtube.com/playlist?list=PLL956Pn2cKSje0HeHkR38C8BVWbTeOFUy HTH,? 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 -------------- next part -------------- An HTML attachment was scrubbed... URL: From funcalculus at gmail.com Mon Jun 12 01:01:47 2017 From: funcalculus at gmail.com (Peter Farrell) Date: Sun, 11 Jun 2017 22:01:47 -0700 Subject: [Edu-sig] Edu-sig Digest, Vol 167, Issue 1 In-Reply-To: References: Message-ID: Jorge and Kirby, Great ideas! You're preaching to the choir here. Especially the line "Why don't we toss out the Graphing Calculators and just learn a little bit of coding?" I spoke with the math department head at a rich private High School nearby who finished proving her school didn't need my techy, codey nonsense by saying, "We already use technology in our math classes: the TI-84." And once you have some practice creating functions to calculate derivatives and integrals, you can get fancy and personalize the notation like Kirby showed. The programmer can do anything, with a toolbox like Python! Peter On Sat, Jun 10, 2017 at 3:17 PM, wrote: > Send Edu-sig mailing list submissions to > edu-sig at python.org > > To subscribe or unsubscribe via the World Wide Web, visit > https://mail.python.org/mailman/listinfo/edu-sig > or, via email, send a message with subject or body 'help' to > edu-sig-request at python.org > > You can reach the person managing the list at > edu-sig-owner at python.org > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of Edu-sig digest..." > > > Today's Topics: > > 1. How does Python help with Calculus? (kirby urner) > 2. Re: How does Python help with Calculus? (A Jorge Garcia) > 3. Re: How does Python help with Calculus? (A. Jorge Garcia) > 4. Re: How does Python help with Calculus? (A. Jorge Garcia) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Sat, 10 Jun 2017 12:19:51 -0700 > From: kirby urner > To: "edu-sig at python.org" > Subject: [Edu-sig] How does Python help with Calculus? > Message-ID: > gmail.com> > Content-Type: text/plain; charset="utf-8" > > The obvious answer is via Sage and SymPy, which will do differentiation and > integration symbolically to some degree. > > http://www.scipy-lectures.org/advanced/sympy.html#differentiation > > However even plain old core Python helps in that students get a sense of > functions as top-level citizens. I'm not saying Python is alone in > providing this. > > If the C language could be written: > > function func(function f1, function f2):{ } > > with type function both eaten and returned, then we could use C for this > kind of thing also. > > http://mathforum.org/kb/message.jspa?messageID=10168568 (more on this > general topic) > > The repl below (you may skip modal window) shows my latest slimmed down > version of Compose, something I introduce to the O'Reilly course as well. > > https://repl.it/HxMo/2 > > Function type objects don't ordinarily multiply but what if we want to > write h = f * g instead of h(x) = f(g(x)). > > For one thing, why mention x at this point (the argument object) as we're > simply defining a function, not calling it with an input right? > > The Compose class is just the ticket, swallowing and wrapping a function > with a __mul__ API. Now * is your compose operator. Or use __matmul__ for > @ symbol. > > Note then, the use of Compose as a class decorator to the same end. > > Feel free to recycle this animal in your own lesson plans. MIT license or > whatever. > > Kirby > > PS: one of the Pycon keynotes was about the affordability of nuke energy, > with the claim / calculation that it's less risky to workers than coal. I > didn't have time to go up to the podium after and listen in on the > conversation. We should have started a BOF. Simulating / modeling risk is > something I'm into through CERM Academy. We could start a thread on > Facebook. > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: 20170610/0585f449/attachment-0001.html> > > ------------------------------ > > Message: 2 > Date: Sat, 10 Jun 2017 17:09:25 -0400 > From: A Jorge Garcia > To: kirby urner > Cc: A Jorge Garcia via Edu-sig > Subject: Re: [Edu-sig] How does Python help with Calculus? > Message-ID: <37ff932b-9ee5-46ed-a8cf-b405a61cd792 at aol.com> > Content-Type: text/plain; charset="utf-8" > > My students and I solved last year's AP Calculus exam with python last > year for fun! Have a look, http://shadowfaxrant.blogspot. > com/2016/06/how-to-part-ii-pythonic-calculus.html > HTH, > AJG > > ?Sent from BlueMail ? > > On Jun 10, 2017, 3:20 PM, at 3:20 PM, kirby urner > wrote: > >The obvious answer is via Sage and SymPy, which will do differentiation > >and > >integration symbolically to some degree. > > > >http://www.scipy-lectures.org/advanced/sympy.html#differentiation > > > >However even plain old core Python helps in that students get a sense > >of > >functions as top-level citizens. I'm not saying Python is alone in > >providing this. > > > >If the C language could be written: > > > >function func(function f1, function f2):{ } > > > >with type function both eaten and returned, then we could use C for > >this > >kind of thing also. > > > >http://mathforum.org/kb/message.jspa?messageID=10168568 (more on this > >general topic) > > > >The repl below (you may skip modal window) shows my latest slimmed down > >version of Compose, something I introduce to the O'Reilly course as > >well. > > > >https://repl.it/HxMo/2 > > > >Function type objects don't ordinarily multiply but what if we want to > >write h = f * g instead of h(x) = f(g(x)). > > > >For one thing, why mention x at this point (the argument object) as > >we're > >simply defining a function, not calling it with an input right? > > > >The Compose class is just the ticket, swallowing and wrapping a > >function > >with a __mul__ API. Now * is your compose operator. Or use __matmul__ > >for > >@ symbol. > > > >Note then, the use of Compose as a class decorator to the same end. > > > >Feel free to recycle this animal in your own lesson plans. MIT license > >or > >whatever. > > > >Kirby > > > >PS: one of the Pycon keynotes was about the affordability of nuke > >energy, > >with the claim / calculation that it's less risky to workers than coal. > > I > >didn't have time to go up to the podium after and listen in on the > >conversation. We should have started a BOF. Simulating / modeling risk > >is > >something I'm into through CERM Academy. We could start a thread on > >Facebook. > > > > > >------------------------------------------------------------------------ > > > >_______________________________________________ > >Edu-sig mailing list > >Edu-sig at python.org > >https://mail.python.org/mailman/listinfo/edu-sig > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: 20170610/94dece1c/attachment-0001.html> > > ------------------------------ > > Message: 3 > Date: Sat, 10 Jun 2017 18:02:14 -0400 > From: "A. Jorge Garcia" > To: kirby.urner at gmail.com > Cc: edu-sig at python.org > Subject: Re: [Edu-sig] How does Python help with Calculus? > Message-ID: <15c94076f34-2b9c-4617 at webprd-a28.mail.aol.com> > Content-Type: text/plain; charset="utf-8" > > FYI, here's my YouTube playlist including final projects for AP Calculus > and AP Computer Science from 2012-2016. Screencasts for 2017 will be > forthcoming soon!? > https://www.youtube.com/playlist?list=PLL956Pn2cKSjxPBTcG2XYzNOB5tQ1txgx > > This year we'll be using SMC (Sage Math Cloud) https://cloud.sagemath.com, > recently renamed https://cocalc.com. CoCalc includes everything you need > to code in the cloud. I think it's on GCP (Google Compute Platform) as > opposed to https://repl.it, https://cs50.io and https://c9.io which are > on AWS (Amazon Web Services). On Cocalc you can make 3 different types of > documents: SAGE WorkSheet, Jupyter NoteBook and LaTEX Documents. > > Also, here's my 2016 playlist for the AP Calculus exam comparing the use > of TI84C, TI92, TI nSpire CX CAS, SageCell and python! > https://www.youtube.com/playlist?list=PLL956Pn2cKSje0HeHkR38C8BVWbTeOFUy > > HTH,? > 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 > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: 20170610/76e4d32a/attachment-0001.html> > > ------------------------------ > > Message: 4 > Date: Sat, 10 Jun 2017 18:12:07 -0400 > From: "A. Jorge Garcia" > To: kirby.urner at gmail.com > Cc: edu-sig at python.org > Subject: Re: [Edu-sig] How does Python help with Calculus? > Message-ID: <15c94107c2d-2b9c-4651 at webprd-a28.mail.aol.com> > Content-Type: text/plain; charset="utf-8" > > (SRY, TYPOS FIXED) > FYI, here's my YouTube playlist including final projects for AP Calculus > and AP Computer Science from 2012-2016. Screencasts for 2017 will be > forthcoming soon!? > https://www.youtube.com/playlist?list=PLL956Pn2cKSjxPBTcG2XYzNOB5tQ1txgx > > This year we'll be using SMC (Sage Math Cloud)?https://cloud.sagemath.com, > recently renamed?https://cocalc.com. CoCalc includes everything you need > to code in the cloud. I think it's on GCP (Google Compute Platform) as > opposed to?https://repl.it,?https://cs50.io?and?https://c9.io?which are > on AWS (Amazon Web Services). On Cocalc you can make 3 different types of > documents: SAGE WorkSheet, Jupyter NoteBook and LaTEX Documents. > > Also, here's my 2016 playlist for the AP Calculus exam comparing the use > of TI84C, TI92, TI nSpire CX CAS, SageCell and python! > https://www.youtube.com/playlist?list=PLL956Pn2cKSje0HeHkR38C8BVWbTeOFUy > > HTH,? > 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 > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: 20170610/3ad047d8/attachment.html> > > ------------------------------ > > Subject: Digest Footer > > _______________________________________________ > Edu-sig mailing list > Edu-sig at python.org > https://mail.python.org/mailman/listinfo/edu-sig > > > ------------------------------ > > End of Edu-sig Digest, Vol 167, Issue 1 > *************************************** > -------------- next part -------------- An HTML attachment was scrubbed... URL: From kirby.urner at gmail.com Mon Jun 12 13:14:29 2017 From: kirby.urner at gmail.com (kirby urner) Date: Mon, 12 Jun 2017 10:14:29 -0700 Subject: [Edu-sig] good news: many schools not competitive! Message-ID: On Sun, Jun 11, 2017 at 10:01 PM, Peter Farrell wrote: > Jorge and Kirby, > > Great ideas! You're preaching to the choir here. Especially the line "Why > don't we toss out the Graphing Calculators and just learn a little bit of > coding?" I spoke with the math department head at a rich private High > School nearby who finished proving her school didn't need my techy, codey > nonsense by saying, "We already use technology in our math classes: the > TI-84." > > The competitive spirit in me is encouraged by your news. So many schools are deliberately holding their kids back. That means more of my students will get the fun work, less of theirs. Yay. I know that sounds selfish, but it's their choice to self-cripple with TI-only curricula. You're in California right? A backward state by most accounts. > And once you have some practice creating functions to calculate > derivatives and integrals, you can get fancy and personalize the notation > like Kirby showed. The programmer can do anything, with a toolbox like > Python! > > Peter > I've got Jorge Garcia memorialized as a master teacher on math-teach [1], but then he's already gotten a few rewards. I bet you'll be getting some as well if you continue to champion quality education in the face of know-nothing schools. Kirby [1] http://mathforum.org/kb/thread.jspa?threadID=2864078 I'm really glad he recorded audio from his classroom, live, and put that on Youtube. Only a small percentage of teachers have the guts to do that. Great contribution! PS: remember to change the subject line and you don't have to quote the entire digest. -------------- next part -------------- An HTML attachment was scrubbed... URL: From calcpage at aol.com Mon Jun 12 13:46:28 2017 From: calcpage at aol.com (A Jorge Garcia) Date: Mon, 12 Jun 2017 13:46:28 -0400 Subject: [Edu-sig] good news: many schools not competitive! In-Reply-To: References: Message-ID: <5cccf03a-6932-4839-ae4d-645fdd11567f@aol.com> Wow, Kirby, thanx! That's high praise indeed! BTW, I'm always sharing your 3D geometry pages with my colleagues. Regards, AJH ?Sent from BlueMail ? On Jun 12, 2017, 1:15 PM, at 1:15 PM, kirby urner wrote: >On Sun, Jun 11, 2017 at 10:01 PM, Peter Farrell >wrote: > >> Jorge and Kirby, >> >> Great ideas! You're preaching to the choir here. Especially the line >"Why >> don't we toss out the Graphing Calculators and just learn a little >bit of >> coding?" I spoke with the math department head at a rich private High >> School nearby who finished proving her school didn't need my techy, >codey >> nonsense by saying, "We already use technology in our math classes: >the >> TI-84." >> >> >The competitive spirit in me is encouraged by your news. So many >schools >are deliberately holding their kids back. That means more of my >students >will get the fun work, less of theirs. Yay. > >I know that sounds selfish, but it's their choice to self-cripple with >TI-only curricula. > >You're in California right? A backward state by most accounts. > > >> And once you have some practice creating functions to calculate >> derivatives and integrals, you can get fancy and personalize the >notation >> like Kirby showed. The programmer can do anything, with a toolbox >like >> Python! >> >> Peter >> > >I've got Jorge Garcia memorialized as a master teacher on math-teach >[1], >but then he's already gotten a few rewards. I bet you'll be getting >some >as well if you continue to champion quality education in the face of >know-nothing schools. > >Kirby > >[1] http://mathforum.org/kb/thread.jspa?threadID=2864078 >I'm really glad he recorded audio from his classroom, live, and put >that on >Youtube. Only a small percentage of teachers have the guts to do that. >Great contribution! > >PS: remember to change the subject line and you don't have to quote >the >entire digest. > > >------------------------------------------------------------------------ > >_______________________________________________ >Edu-sig mailing list >Edu-sig at python.org >https://mail.python.org/mailman/listinfo/edu-sig -------------- next part -------------- An HTML attachment was scrubbed... URL: From funcalculus at gmail.com Wed Jun 14 16:35:26 2017 From: funcalculus at gmail.com (Peter Farrell) Date: Wed, 14 Jun 2017 13:35:26 -0700 Subject: [Edu-sig] Mathematically Backward States Message-ID: > > > 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 -------------- next part -------------- An HTML attachment was scrubbed... URL: From pythonic.math at gmail.com Thu Jun 15 01:28:41 2017 From: pythonic.math at gmail.com (michel paul) Date: Wed, 14 Jun 2017 22:28:41 -0700 Subject: [Edu-sig] Mathematically Backward States In-Reply-To: References: Message-ID: On Wed, Jun 14, 2017 at 1:35 PM, Peter Farrell > > ?... ? > 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 =================================== -------------- next part -------------- An HTML attachment was scrubbed... URL: From calcpage at aol.com Thu Jun 15 10:09:54 2017 From: calcpage at aol.com (A. Jorge Garcia) Date: Thu, 15 Jun 2017 10:09:54 -0400 Subject: [Edu-sig] Help with Jupyter Notebook, please? In-Reply-To: Message-ID: <15cac16cdd0-7bb7-12525@webprd-m98.mail.aol.com> 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/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-32979ac7240f/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-aac9-60bc5b24bb1a/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-aac9-60bc5b24bb1a/files/NEW:%202017%20AB2%20Python.ipynb 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 -------------- next part -------------- An HTML attachment was scrubbed... URL: From andre.roberge at gmail.com Thu Jun 15 10:36:27 2017 From: andre.roberge at gmail.com (Andre Roberge) Date: Thu, 15 Jun 2017 11:36:27 -0300 Subject: [Edu-sig] Help with Jupyter Notebook, please? In-Reply-To: <15cac16cdd0-7bb7-12525@webprd-m98.mail.aol.com> References: <15cac16cdd0-7bb7-12525@webprd-m98.mail.aol.com> Message-ID: On Thu, Jun 15, 2017 at 11:09 AM, A. Jorge Garcia via Edu-sig < edu-sig at 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 >>> Andr? > > > 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 at python.org > https://mail.python.org/mailman/listinfo/edu-sig > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From calcpage at aol.com Thu Jun 15 10:45:27 2017 From: calcpage at aol.com (A Jorge Garcia) Date: Thu, 15 Jun 2017 10:45:27 -0400 Subject: [Edu-sig] Help with Jupyter Notebook, please? In-Reply-To: References: <15cac16cdd0-7bb7-12525@webprd-m98.mail.aol.com> Message-ID: <7b66b7c9-932c-4d26-98a7-2d35fb660e3c@aol.com> 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 wrote: >On Thu, Jun 15, 2017 at 11:09 AM, A. Jorge Garcia via Edu-sig < >edu-sig at 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 >>>> > > >Andr? > >> >> >> 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 at python.org >> https://mail.python.org/mailman/listinfo/edu-sig >> >> -------------- next part -------------- An HTML attachment was scrubbed... URL: From andre.roberge at gmail.com Thu Jun 15 10:54:54 2017 From: andre.roberge at gmail.com (Andre Roberge) Date: Thu, 15 Jun 2017 11:54:54 -0300 Subject: [Edu-sig] Help with Jupyter Notebook, please? In-Reply-To: <7b66b7c9-932c-4d26-98a7-2d35fb660e3c@aol.com> References: <15cac16cdd0-7bb7-12525@webprd-m98.mail.aol.com> <7b66b7c9-932c-4d26-98a7-2d35fb660e3c@aol.com> Message-ID: On Thu, Jun 15, 2017 at 11:45 AM, A Jorge Garcia 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 Andr? > 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, at 10:37 AM, Andre Roberge > wrote: >> >> >> >> On Thu, Jun 15, 2017 at 11:09 AM, A. Jorge Garcia via Edu-sig < >> edu-sig at 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 >> >>> >> >> >> Andr? >> >>> >>> >>> 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 at python.org >>> https://mail.python.org/mailman/listinfo/edu-sig >>> >>> >> -------------- next part -------------- An HTML attachment was scrubbed... URL: From calcpage at aol.com Thu Jun 15 11:22:20 2017 From: calcpage at aol.com (A. Jorge Garcia) Date: Thu, 15 Jun 2017 11:22:20 -0400 Subject: [Edu-sig] Help with Jupyter Notebook, please? In-Reply-To: Message-ID: <15cac591f44-7bb7-1297b@webprd-m98.mail.aol.com> Well, I thought I'd try one of these cloud severs for a change. cocalc.com has the latest version the latest version of SAGE, I just assumed it had the latest version of Python too. Silly me! That's why i need to input a=float(0) for the first Riemann Sum. It didn't click. Sorry, I've been teaching Java all year. This is the first time I used Python this year which is unusual for me. So, instead of a=float(0), could I just write a=0.0 as a=0 brings up this issue? In fact, is it sufficient to write all integer constants as floats like 7.0 instead of 7? Or should I just "import from _future_ division" and be done? Thanx, everyone for your help!!! TIA, AJG 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 -------------- next part -------------- An HTML attachment was scrubbed... URL: From calcpage at aol.com Thu Jun 15 12:35:48 2017 From: calcpage at aol.com (A. Jorge Garcia) Date: Thu, 15 Jun 2017 12:35:48 -0400 Subject: [Edu-sig] Help with Jupyter Notebook, please? In-Reply-To: Message-ID: <15cac9c619c-7bb7-12e73@webprd-m98.mail.aol.com> 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 -------------- next part -------------- An HTML attachment was scrubbed... URL: From funcalculus at gmail.com Thu Jun 15 13:39:28 2017 From: funcalculus at gmail.com (Peter Farrell) Date: Thu, 15 Jun 2017 10:39:28 -0700 Subject: [Edu-sig] AP Calc with Jupyter Message-ID: Hi, Jorge, In the toolbar of Cocalc's Jupyter notebook you can click Kernel and change the kernel to Python 3 or these other choices: [image: Inline image 2] Hope this helps, and great job on the AP Calc responses! I hope you pass. ? Peter Farrell -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image.png Type: image/png Size: 194782 bytes Desc: not available URL: From calcpage at aol.com Fri Jun 16 10:13:52 2017 From: calcpage at aol.com (A Jorge Garcia) Date: Fri, 16 Jun 2017 10:13:52 -0400 Subject: [Edu-sig] AP Calc with Jupyter In-Reply-To: References: Message-ID: <4a6ae71c-acbc-40ba-abdb-d2f06ab6bbf6@aol.com> Thanx, Peter, that's good to know! Since cocalc.com defaults to Python 2 in Jupyter Notebooks, I'll work with it that way for now to avoid confusing my students and my YouTube followers. Regards, Al ?Sent from BlueMail ? On Jun 16, 2017, 10:00 AM, at 10:00 AM, Peter Farrell wrote: >Hi, Jorge, > >In the toolbar of Cocalc's Jupyter notebook you can click Kernel and >change >the kernel to Python 3 or these other choices: > >[image: Inline image 2] > >Hope this helps, and great job on the AP Calc responses! I hope you >pass. ? > >Peter Farrell > > >------------------------------------------------------------------------ > >_______________________________________________ >Edu-sig mailing list >Edu-sig at python.org >https://mail.python.org/mailman/listinfo/edu-sig -------------- next part -------------- An HTML attachment was scrubbed... URL: From carl at nextdayvideo.com Fri Jun 16 12:24:10 2017 From: carl at nextdayvideo.com (Carl Karsten) Date: Fri, 16 Jun 2017 11:24:10 -0500 Subject: [Edu-sig] AP Calc with Jupyter In-Reply-To: <4a6ae71c-acbc-40ba-abdb-d2f06ab6bbf6@aol.com> References: <4a6ae71c-acbc-40ba-abdb-d2f06ab6bbf6@aol.com> Message-ID: I think teaching python v2 will be more confusing, and less useful than learning v3. I know enough people using v3 professionally that I wouldn't shy away from it. many (most active?) tutorials are migrated to v3, example http://www.diveintopython3.net On Fri, Jun 16, 2017 at 9:13 AM, A Jorge Garcia via Edu-sig < edu-sig at python.org> wrote: > Thanx, Peter, that's good to know! Since cocalc.com defaults to Python 2 > in Jupyter Notebooks, I'll work with it that way for now to avoid confusing > my students and my YouTube followers. > Regards, > Al > > Sent from BlueMail > On Jun 16, 2017, at 10:00 AM, Peter Farrell wrote: > >> Hi, Jorge, >> >> In the toolbar of Cocalc's Jupyter notebook you can click Kernel and >> change the kernel to Python 3 or these other choices: >> >> [image: Inline image 2] >> >> Hope this helps, and great job on the AP Calc responses! I hope you >> pass. ? >> >> Peter Farrell >> >> ------------------------------ >> >> Edu-sig mailing list >> Edu-sig at python.org >> https://mail.python.org/mailman/listinfo/edu-sig >> >> > _______________________________________________ > Edu-sig mailing list > Edu-sig at python.org > https://mail.python.org/mailman/listinfo/edu-sig > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From calcpage at aol.com Fri Jun 16 12:31:29 2017 From: calcpage at aol.com (A. Jorge Garcia) Date: Fri, 16 Jun 2017 12:31:29 -0400 Subject: [Edu-sig] AP Calc with Jupyter In-Reply-To: References: Message-ID: <15cb1bec6f2-596a-18500@webprd-a56.mail.aol.com> OK, so let me get this straight.? If I'm using Python 3, then division with integers is more akin to the way it works with doubles in Java? In Java, 2.0/3 = 3/2.0 = 2.0/3.0 = 0.666... In Python 2, 2/3 = 0 In Python 3, 2/3 = 0.666... Right? What about?"div" and "mod"? In Java, 2/3 = 0 2%3 = 2 In Python 2, 2//3 = 0 2%3 = 2 Right? And in Python 3, how do you get "div" and "mod" operations to work on integers? TIA, AJG -------------- next part -------------- An HTML attachment was scrubbed... URL: From wes.turner at gmail.com Fri Jun 16 13:05:00 2017 From: wes.turner at gmail.com (Wes Turner) Date: Fri, 16 Jun 2017 12:05:00 -0500 Subject: [Edu-sig] AP Calc with Jupyter In-Reply-To: <15cb1bec6f2-596a-18500@webprd-a56.mail.aol.com> References: <15cb1bec6f2-596a-18500@webprd-a56.mail.aol.com> Message-ID: On Friday, June 16, 2017, A. Jorge Garcia via Edu-sig wrote: > OK, so let me get this straight. > If I'm using Python 3, then division with integers is more akin to the way > it works with doubles in Java? > > In Java, > 2.0/3 = 3/2.0 = 2.0/3.0 = 0.666... > In Python 2, > 2/3 = 0 > In Python 3, > 2/3 = 0.666... > Right? > > What about "div" and "mod"? > In Java, > 2/3 = 0 > 2%3 = 2 > In Python 2, > 2//3 = 0 > 2%3 = 2 > Right? > > And in Python 3, how do you get "div" and "mod" operations to work on > integers? > There are a number of differences. - https://westurner.github.io/wiki/awesome-python-testing#python-2-python-3 - https://github.com/nandoflorestan/nine/blob/master/nine/__init__.py - http://www.informit.com/articles/printerfriendly/1328795 from __future__ import division #py2 # https://www.python.org/dev/peps/pep-0238/ (2001) ... http://python-future.org/compatible_idioms.html > > TIA, > AJG > -------------- next part -------------- An HTML attachment was scrubbed... URL: From kirby.urner at gmail.com Sun Jun 18 10:54:39 2017 From: kirby.urner at gmail.com (kirby urner) Date: Sun, 18 Jun 2017 07:54:39 -0700 Subject: [Edu-sig] AP Calc with Jupyter In-Reply-To: References: <4a6ae71c-acbc-40ba-abdb-d2f06ab6bbf6@aol.com> Message-ID: On Fri, Jun 16, 2017 at 9:24 AM, Carl Karsten wrote: > I think teaching python v2 will be more confusing, and less useful than > learning v3. > > I agree with you in principle Carl, re 3.x > 2.x, with less quibbling about minor version number (in the case of Python: "each language comes with a story" I tell my students). > I know enough people using v3 professionally that I wouldn't shy away from > it. > > Since I had to venture out on my own following the closing of the O'Reilly School (OST), I'm more in touch with a network of Python trainers / teachers. My colleague Patrick, co-worker at OST (Python track) is flying out to New England to preach 2.x in company already using it and with no plans to ever upgrade. Mostly we both teach Python 3, e.g. for ONLC. They (the NH company) have a working machine, imagine a Victorian steam engine that doesn't break, and see no point whatsoever in moving to 3.x just for the hell of it (unlike Instagram, which made the leap and now advises others on how it's doable). On the other hand, teachers and developers are expected to be up on the latest, so I feel compelled to write little scripts using asyncio (see link below). We have different use communities. In science fiction, I imagine some venerable companies two hundred years from now still running some 2.x engine on a dedicated emulator, because it works and people are smarter in the future and spend less time fixing what's not broken. The business of this NH company has nothing to do with software directly. Imagine a dedicated box that just prints invoices on a particular device, and that's it. It's like a micro-controller or micro-service. We still have bacteria running the same DNA after a billion years, don't we? I'm still a tad confused on the Sage / on-line Jupyter Notebook situation, was surprised to see the kernel names other than vanilla Python 2.x / 3.x and instead seeing SAGE Python 2.7 and Anaconda 3.6 or whatever I saw. Jorge starts right off using not-Python-syntax I thought I witnessed, because Sage is somehow present on bootup? I booted up that cloud service myself and tried some stuff. Still scratching my head. Peter, do you use this service too? I do teach Jupyter Notebooks as a part of my Python classes. Getting students to realize they can run a web server locally and serve themselves, no need for the Internet, is a number one priority, after which JN makes more sense. Boot a web server, have your browser run some Javascript with JSON, and you're in business. JN as a front end to pandas is like Office on steroids, with web server Word and multi-dimensional Excel. Kirby -------------- next part -------------- An HTML attachment was scrubbed... URL: From kirby.urner at gmail.com Sun Jun 18 11:28:00 2017 From: kirby.urner at gmail.com (kirby urner) Date: Sun, 18 Jun 2017 08:28:00 -0700 Subject: [Edu-sig] a simple api for json data Message-ID: [1] also a missing footnote from my previous post: https://github.com/4dsolutions/Python5/blob/master/py_async_get_chemicals.py Feel free to hit against my $5/mo Hacker account with pythonAnywhere for teaching your students how to go against an API with urllib or requests or whatever e.g.: url = "http://thekirbster.pythonanywhere.com/api/elements?elem=Fe" with urllib.request.urlopen(url) as response: html = response.read() html Out[11]: b'[26, "Fe", "Iron", 55.8452, "transition metal", 1493462392, "KTU"]' The API itself is pretty simple and documented on the home page: http://thekirbster.pythonanywhere.com Feel free to ask me questions on this thread on edu-sig. I'm not selling you a product, just yakking about a free service. The complete source code for this tiny Flask application is also visible on Github. I use this for teaching my courses. Kirby -------------- next part -------------- An HTML attachment was scrubbed... URL: From carl at nextdayvideo.com Sun Jun 18 11:43:19 2017 From: carl at nextdayvideo.com (Carl Karsten) Date: Sun, 18 Jun 2017 10:43:19 -0500 Subject: [Edu-sig] AP Calc with Jupyter In-Reply-To: References: <4a6ae71c-acbc-40ba-abdb-d2f06ab6bbf6@aol.com> Message-ID: If you know you need something, then yes, do that. If there is doubt over what version to use, then I am comfortable assuming there is no well defined need or answer else there wouldn't be a discussion. I bet there are more companies running Java or Cobol than Python 2.x... ok, this is getting dumb and ugly ;) Back to this thread - > Since cocalc.com defaults to Python 2 in Jupyter Notebooks I am a little surprised to hear JN defaults to Python 2. Or maybe this is a custom ... thing? On Sun, Jun 18, 2017 at 9:54 AM, kirby urner wrote: > On Fri, Jun 16, 2017 at 9:24 AM, Carl Karsten > wrote: > >> I think teaching python v2 will be more confusing, and less useful than >> learning v3. >> >> > > I agree with you in principle Carl, re 3.x > 2.x, with less quibbling > about minor version number (in the case of Python: "each language comes > with a story" I tell my students). > > >> I know enough people using v3 professionally that I wouldn't shy away >> from it. >> >> > Since I had to venture out on my own following the closing of the O'Reilly > School (OST), I'm more in touch with a network of Python trainers / > teachers. My colleague Patrick, co-worker at OST (Python track) is flying > out to New England to preach 2.x in company already using it and with no > plans to ever upgrade. Mostly we both teach Python 3, e.g. for ONLC. > > They (the NH company) have a working machine, imagine a Victorian steam > engine that doesn't break, and see no point whatsoever in moving to 3.x > just for the hell of it (unlike Instagram, which made the leap and now > advises others on how it's doable). > > On the other hand, teachers and developers are expected to be up on the > latest, so I feel compelled to write little scripts using asyncio (see link > below). > > We have different use communities. In science fiction, I imagine some > venerable companies two hundred years from now still running some 2.x > engine on a dedicated emulator, because it works and people are smarter in > the future and spend less time fixing what's not broken. > > The business of this NH company has nothing to do with software directly. > Imagine a dedicated box that just prints invoices on a particular device, > and that's it. It's like a micro-controller or micro-service. We still > have bacteria running the same DNA after a billion years, don't we? > > I'm still a tad confused on the Sage / on-line Jupyter Notebook situation, > was surprised to see the kernel names other than vanilla Python 2.x / 3.x > and instead seeing SAGE Python 2.7 and Anaconda 3.6 or whatever I saw. > > Jorge starts right off using not-Python-syntax I thought I witnessed, > because Sage is somehow present on bootup? I booted up that cloud service > myself and tried some stuff. Still scratching my head. Peter, do you use > this service too? > > I do teach Jupyter Notebooks as a part of my Python classes. Getting > students to realize they can run a web server locally and serve themselves, > no need for the Internet, is a number one priority, after which JN makes > more sense. Boot a web server, have your browser run some Javascript with > JSON, and you're in business. JN as a front end to pandas is like Office > on steroids, with web server Word and multi-dimensional Excel. > > Kirby > > > > _______________________________________________ > Edu-sig mailing list > Edu-sig at python.org > https://mail.python.org/mailman/listinfo/edu-sig > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From carl at nextdayvideo.com Sun Jun 18 12:23:13 2017 From: carl at nextdayvideo.com (Carl Karsten) Date: Sun, 18 Jun 2017 11:23:13 -0500 Subject: [Edu-sig] a simple api for json data In-Reply-To: References: Message-ID: As soon as http://thecatapi.com supports json it will be my goto site for handy json and that day is coming soon. maybe sooner if you vote now. http://www.websitegoodies.com/pollresults.php?id=76423 On Sun, Jun 18, 2017 at 10:28 AM, kirby urner wrote: > [1] also a missing footnote from my previous post: > https://github.com/4dsolutions/Python5/blob/master/py_async_get_chemicals. > py > > Feel free to hit against my $5/mo Hacker account with pythonAnywhere for > teaching your students how to go against an API with urllib or requests or > whatever e.g.: > > url = "http://thekirbster.pythonanywhere.com/api/elements?elem=Fe" > > with urllib.request.urlopen(url) as response: > html = response.read() > > > html > Out[11]: b'[26, "Fe", "Iron", 55.8452, "transition metal", 1493462392, > "KTU"]' > > The API itself is pretty simple and documented on the home page: > http://thekirbster.pythonanywhere.com > > Feel free to ask me questions on this thread on edu-sig. I'm not selling > you a product, just yakking about a free service. The complete source code > for this tiny Flask application is also visible on Github. I use this for > teaching my courses. > > Kirby > > > _______________________________________________ > Edu-sig mailing list > Edu-sig at python.org > https://mail.python.org/mailman/listinfo/edu-sig > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From calcpage at aol.com Mon Jun 19 19:48:08 2017 From: calcpage at aol.com (A. Jorge Garcia) Date: Mon, 19 Jun 2017 19:48:08 -0400 Subject: [Edu-sig] Mathematically Backward States In-Reply-To: Message-ID: <15cc2c1a1e6-6ce2-1f61e@webprd-m66.mail.aol.com> 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 at python.org https://mail.python.org/mailman/listinfo/edu-sig -------------- next part -------------- An HTML attachment was scrubbed... URL: From roberto03 at gmail.com Tue Jun 20 07:51:38 2017 From: roberto03 at gmail.com (Roberto Catanuto) Date: Tue, 20 Jun 2017 13:51:38 +0200 Subject: [Edu-sig] Mathematically Backward States In-Reply-To: <15cc2c1a1e6-6ce2-1f61e@webprd-m66.mail.aol.com> References: <15cc2c1a1e6-6ce2-1f61e@webprd-m66.mail.aol.com> Message-ID: 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 at 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 at python.org > https://mail.python.org/mailman/listinfo/edu-sig > > _______________________________________________ > Edu-sig mailing list > Edu-sig at python.org > https://mail.python.org/mailman/listinfo/edu-sig > > -- Roberto -------------- next part -------------- An HTML attachment was scrubbed... URL: From nik at naturalnet.de Tue Jun 20 03:07:13 2017 From: nik at naturalnet.de (Dominik George) Date: Tue, 20 Jun 2017 09:07:13 +0200 Subject: [Edu-sig] Fwd: RFC: Terms of use for a new Git hosting platform for educational projects Message-ID: <20170620070712.d67hmstsasfkmlz3@portux.lan.naturalnet.de> Hi everybody, we, Teckids e.V. [0], a German youth organisation around free software, are in the process of making some of our internal systems and services public for use by everyone contributing to or running educational projects, or using free software in education. The two major services will be Edugit, a code hosting platform running GitLab, and a remote desktop system that can be used to use and develop free software for education (RDP and browser-based access to a full Debian desktop). Edugit is, in our view, very necessary because all code hosting platforms, like GitHub and GitLab.com, have terms of use that not only may be bad for privacy or freedom [1], but above all lock out an important group of contributors. Mainly because they are hosted in the US where COPPA applies, all individuals underthe age of 13 are denied access. However, we believe that people of all ages should be able to contribute in education. Therefore, we have started Edugit for our projects, and are now one footstep away from making it public. Please try to *not* discuss the usefulness or what you belive in this thread - please contact us directly if you have concerns. Today, we want to ask for your comments on our drafts for Terms of Use. We tried to keep them as short and easy to understand as possible, while imposing limitations only on the range of use of the platforms. Please also do not provide legal advice - the terms will be reviewed by a lawyer in addition to this RFC ?. Here are the drafts in German and English: https://www.teckids.org/cgit/verein.git/plain/intern/tou_de.txt https://www.teckids.org/cgit/verein.git/plain/intern/tou_en.txt The drafts were created by people who are concerned by it most - a group of contributors from 10 to 27 years of age (children are involved in everything we do, fwiw). We ask for all feedback, ranging from "cool, ack, go on" to all your concerns (content-wise) and ideas. But please think before you post - please do not flood your community's mailing list with "+1", only post there if you want your post discussed. But please always keep me in the recipients, as I am not subscribed to all lists this is posted to. Looking forward to your feedback, Nik P.S.: If you can - and want to - support the projects financially, please see https://www.teckids.org/spenden.htm (German) or just ask. We always need it ?! [0]: https://www.teckids.org/ [1]: https://www.gnu.org/software/repo-criteria-evaluation.html -- Dominik George (1. Vorstandsvorsitzender, p?dagogischer Leiter) Teckids e.V. - Erkunden, Entdecken, Erfinden. https://www.teckids.org/ From kirby.urner at gmail.com Fri Jun 23 04:12:46 2017 From: kirby.urner at gmail.com (kirby urner) Date: Fri, 23 Jun 2017 01:12:46 -0700 Subject: [Edu-sig] Exhibit: Session 2 of 10, a Python training Message-ID: # -*- coding: utf-8 -*- """ Created on Thurs June 22, 2017 Course: PYT-PR (Saisoft.net) Instructor: Kirby Urner kirby.urner at gmail.com Audio Check (6:15 PM PDT) Introduction What's an Object? Types we've seen briefly: int float string datetime list... ... lets keep adding to that python_types.py Mapping versus Sequence: dict & set Looping with for more string formatting Lab 1: In file elements.py, create named tuples for the first 10 elements of Periodic Table. Need at least: protons, abbreviation, long name. Print all elements in a for loop. New types: range enumerate collections.namedtuple collections.Counter Lab 2: create a dict with abbreviations as keys, for your elements, in elements.py Worth watching (some other time): https://youtu.be/lyDLAutA88s David Beazley | Keynote: Built in Super Heroes Objects: What is an API? Internal state Dot Notation (going within) Review / new: sys module and sys.path os module. elements.py is a module too Immutable versus Mutable: tuple versus list, what's the difference? Callable verus not Callable does it need "a mouth" (with or without arguments?) Lab3: create more formatted printing for elements.py (elements_lab3.py) Summary of Session 02 """ >From the shared Google drive lesson folder: # -*- coding: utf-8 -*- """ Created on Thu Jul 7 19:36:12 2016 @author: kurner LAB: Create a namedtuple to represent an element. Use the Periodic Table to define 10 namedtuples corresponding to the first 10 elements. Such as Hydrogen, Helium and so on. Need at least: protons, abbreviation (1 or 2 letters), long name Example: Employee = namedtuple("Job Holder", "name age title") Hint: "{:10} | {:10} | {:10}".format(4.5, 5.8, 9.0) """ from collections import namedtuple Element = namedtuple("Atom", "protons abbrev long_name mass") # FIRST 10 ELEMENTS FROM PERIODIC TABLE all_elements = dict() all_elements["H"] = Element(1, "H", "Hydrogen", 1.00794) all_elements["He"] = Element(2, "He", "Helium", 4.002602) all_elements["Li"] = Element(3, "Li", "Lithium", 6.941) all_elements["Be"] = Element(4, "Be", "Beryllium", 9.012182) all_elements["B"] = Element(5, "B", "Boron", 10.811) all_elements["C"] = Element(6, "C", "Carbon", 12.0107) all_elements["N"] = Element(7, "N", "Nitrogen", 14.0067) all_elements["O"] = Element(8, "O", "Oxygen", 15.9994) all_elements["F"] = Element(9, "F", "Fluorine", 18.998403) all_elements["Ne"] = Element(10, "Ne", "Neon", 20.1797) all_elements["Na"] = Element(11, "Na", "Sodium", 22.98976928) all_elements["Mg"] = Element(12, "Mg", "Magnesium", 24.4050) all_elements["Al"] = Element(13, "Al", "Aluminum", 26.8815386) all_elements["Si"] = Element(14, "Si", "Silicon", 28.0855) all_elements["P"] = Element(15, "P", "Phosphorous", 30.973762) all_elements["S"] = Element(16, "S", "Sulfur", 32.065) all_elements["Cl"] = Element(17, "Cl", "Chlorine", 35.453) all_elements["Ar"] = Element(18, "Ar", "Argon", 39.948) all_elements["K"] = Element(19, "K", "Potassium", 39.0983) all_elements["Ca"] = Element(20, "Ca", "Calcium", 40.078) all_elements["Sc"] = Element(21, "Sc", "Scandium", 44.955912) ordered_elements = \ ["H", "He", "Li", "Be", "B", "C", "N", "O", "F", "Ne", "Na", "Mg", "Al", "Si", "P", "S", "Cl", "Ar", "K", "Ca", "Sc"] print(" PERIODIC TABLE") print() print(" Protons Abbrev Mass") print("-" * 50) for atom in ordered_elements: the_atom = all_elements[atom] print("{0:>10} | {1:^10} | {2:12.8} |".format(the_atom.protons, the_atom.abbrev, the_atom.mass)) -------------- next part -------------- An HTML attachment was scrubbed... URL: From carl at nextdayvideo.com Fri Jun 23 21:32:30 2017 From: carl at nextdayvideo.com (Carl Karsten) Date: Fri, 23 Jun 2017 20:32:30 -0500 Subject: [Edu-sig] Exhibit: Session 2 of 10, a Python training In-Reply-To: References: Message-ID: On Fri, Jun 23, 2017 at 3:12 AM, kirby urner wrote: > Looping with for > more string formatting > Kerby, I am curious about the pedagogy of introducing two distinct concepts at the same time like that. Care to elaborate? I'm trying not to be critical, I am not qualified ;) -------------- next part -------------- An HTML attachment was scrubbed... URL: From kirby.urner at gmail.com Sat Jun 24 12:04:52 2017 From: kirby.urner at gmail.com (kirby urner) Date: Sat, 24 Jun 2017 09:04:52 -0700 Subject: [Edu-sig] Exhibit: Session 2 of 10, a Python training In-Reply-To: References: Message-ID: On Fri, Jun 23, 2017 at 6:32 PM, Carl Karsten wrote: > > On Fri, Jun 23, 2017 at 3:12 AM, kirby urner > wrote: > >> Looping with for >> more string formatting >> > > > Kerby, I am curious about the pedagogy of introducing two distinct > concepts at the same time like that. Care to elaborate? > I introduce string formatting with {placeholders} early in the training, and then keep using that. I also use the keywords list (keyword.kwlist) for raw material, when introducing for loops. So something like this: from keyword import kwlist for word in kwlist: if word.islower(): # showing how conditionals work print("Lowercase keyword: | {:20} |".format(word)) The format method is a good stand-in for callables in general in that we can start looking at positional versus named arguments, * and ** as argument exploders etc. So yeah, my technique is to keep introducing new concepts (e.g. for loop) while continuing to use those looked at so far (e.g. print formatting). Kind of like a juggling act, where one keeps introducing more balls. Kirby Kirby -------------- next part -------------- An HTML attachment was scrubbed... URL: From jurgis.pralgauskis at gmail.com Sat Jun 24 12:09:54 2017 From: jurgis.pralgauskis at gmail.com (Jurgis Pralgauskis) Date: Sat, 24 Jun 2017 19:09:54 +0300 Subject: [Edu-sig] PyCharm Edu with Stepik Message-ID: Hi, anybody else tried/uses Pycharm Edu? I like, that it proposes some simple integration with learning management in cloud https://blog.jetbrains.com/pycharm/2017/06/integration- with-stepik-for-educators/ -- Jurgis Pralgauskis tel: 8-616 77613; Don't worry, be happy and make things better ;) http://galvosukykla.lt -------------- next part -------------- An HTML attachment was scrubbed... URL: From aharrin at luc.edu Sat Jun 24 12:36:39 2017 From: aharrin at luc.edu (Andrew Harrington) Date: Sat, 24 Jun 2017 11:36:39 -0500 Subject: [Edu-sig] PyCharm Edu with Stepik In-Reply-To: References: Message-ID: I'd rather use http://interactivepython.org/runestone/static/thinkcspy/index.html for a gentle introduction all in one place, and when we want to do more elaborate varied projects, just use PyCharm community edition. Dr. Andrew N. Harrington Computer Science Department Graduate Program Director gpd at cs.luc.edu Loyola University Chicago 529 Lewis Towers, 111 E. Pearson St. (Downtown) 417 Cudahy Science Hall (Rogers Park campus) http://www.cs.luc.edu/~anh Phone: 312-915-7982 Fax: 312-915-7998 aharrin at luc.edu (as professor, not gpd role) On Sat, Jun 24, 2017 at 11:09 AM, Jurgis Pralgauskis < jurgis.pralgauskis at gmail.com> wrote: > Hi, > > anybody else tried/uses Pycharm Edu? > I like, that it proposes some simple integration with learning management > in cloud > https://blog.jetbrains.com/pycharm/2017/06/integration-with- > stepik-for-educators/ > > -- > Jurgis Pralgauskis > tel: 8-616 77613; > Don't worry, be happy and make things better ;) > http://galvosukykla.lt > -------------- next part -------------- An HTML attachment was scrubbed... URL: From carl at nextdayvideo.com Sat Jun 24 12:48:15 2017 From: carl at nextdayvideo.com (Carl Karsten) Date: Sat, 24 Jun 2017 11:48:15 -0500 Subject: [Edu-sig] Exhibit: Session 2 of 10, a Python training In-Reply-To: References: Message-ID: Um.... > So yeah, my technique is to keep introducing new concepts (e.g. for loop) while continuing to use those looked at so far (e.g. print formatting). That I get. > Looping with for > more string formatting That looks like deliberately introducing two new concepts at the same time (for and *more* string formatting) Are you trying to introduce two more balls? I have always made a point of one at a time, but maybe that is boring and the student tunes out. On Sat, Jun 24, 2017 at 11:04 AM, kirby urner wrote: > On Fri, Jun 23, 2017 at 6:32 PM, Carl Karsten > wrote: > >> >> On Fri, Jun 23, 2017 at 3:12 AM, kirby urner >> wrote: >> >>> Looping with for >>> more string formatting >>> >> >> >> Kerby, I am curious about the pedagogy of introducing two distinct >> concepts at the same time like that. Care to elaborate? >> > > > I introduce string formatting with {placeholders} early in the training, > and then keep using that. I also use the keywords list (keyword.kwlist) for > raw material, when introducing for loops. So something like this: > > from keyword import kwlist > > for word in kwlist: > if word.islower(): # showing how conditionals work > print("Lowercase keyword: | {:20} |".format(word)) > > The format method is a good stand-in for callables in general in that we > can start looking at positional versus named arguments, * and ** as > argument exploders etc. > > So yeah, my technique is to keep introducing new concepts (e.g. for loop) > while continuing to use those looked at so far (e.g. print formatting). > > Kind of like a juggling act, where one keeps introducing more balls. > > Kirby > > > Kirby > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From kirby.urner at gmail.com Sat Jun 24 21:56:26 2017 From: kirby.urner at gmail.com (kirby urner) Date: Sat, 24 Jun 2017 18:56:26 -0700 Subject: [Edu-sig] PyCharm Edu with Stepik In-Reply-To: References: Message-ID: My current practice is to show Spyder in one course (40 hours over 5 weeks), while I use Wing IDE in another (3 day intensive). But then I emphasize that choice of IDE is a personal decision (or should be) and hype many others, such as PyCharm, Eclipse and so on. "After this course is over, go shop around" is the kind of thing you'll hear me saying. Spyder, included in Anaconda, is a good one for on-line teaching, because I can scroll up, keeping the REPL's newest content at the top, without necessarily clearing (IDLE doesn't do this right?). Wing is great for its debugger windows, especially Debug Probe. The teaching world tends to break into two: trainings that spin up a desktop for you, in the cloud, so that every student has the same rig; and trainings that talk you into putting the software on your own laptop or other BYOD. In both classes I dive into Jupyter Notebooks as well, but not as a substitute for an IDE. JN is more like a cross between Word saving to HTML and Excel / Access, where pandas is your multi-dimensional spreadsheet or database and Python is like your VBA (like Visual Basic, but so much better). Kirby -------------- next part -------------- An HTML attachment was scrubbed... URL: From harry.c.riley at gmail.com Sat Jun 24 13:19:53 2017 From: harry.c.riley at gmail.com (Harry Riley) Date: Sat, 24 Jun 2017 13:19:53 -0400 Subject: [Edu-sig] Edu-sig Digest, Vol 167, Issue 15 In-Reply-To: References: Message-ID: On Jun 24, 2017 12:49, wrote: Send Edu-sig mailing list submissions to edu-sig at python.org To subscribe or unsubscribe via the World Wide Web, visit https://mail.python.org/mailman/listinfo/edu-sig or, via email, send a message with subject or body 'help' to edu-sig-request at python.org You can reach the person managing the list at edu-sig-owner at python.org When replying, please edit your Subject line so it is more specific than "Re: Contents of Edu-sig digest..." Today's Topics: 1. Re: Exhibit: Session 2 of 10, a Python training (kirby urner) 2. PyCharm Edu with Stepik (Jurgis Pralgauskis) 3. Re: PyCharm Edu with Stepik (Andrew Harrington) 4. Re: Exhibit: Session 2 of 10, a Python training (Carl Karsten) ---------------------------------------------------------------------- Message: 1 Date: Sat, 24 Jun 2017 09:04:52 -0700 From: kirby urner To: Carl Karsten Cc: "edu-sig at python.org" Subject: Re: [Edu-sig] Exhibit: Session 2 of 10, a Python training Message-ID: Content-Type: text/plain; charset="utf-8" On Fri, Jun 23, 2017 at 6:32 PM, Carl Karsten wrote: > > On Fri, Jun 23, 2017 at 3:12 AM, kirby urner > wrote: > >> Looping with for >> more string formatting >> > > > Kerby, I am curious about the pedagogy of introducing two distinct > concepts at the same time like that. Care to elaborate? > I introduce string formatting with {placeholders} early in the training, and then keep using that. I also use the keywords list (keyword.kwlist) for raw material, when introducing for loops. So something like this: from keyword import kwlist for word in kwlist: if word.islower(): # showing how conditionals work print("Lowercase keyword: | {:20} |".format(word)) The format method is a good stand-in for callables in general in that we can start looking at positional versus named arguments, * and ** as argument exploders etc. So yeah, my technique is to keep introducing new concepts (e.g. for loop) while continuing to use those looked at so far (e.g. print formatting). Kind of like a juggling act, where one keeps introducing more balls. Kirby Kirby -------------- next part -------------- An HTML attachment was scrubbed... URL: ------------------------------ Message: 2 Date: Sat, 24 Jun 2017 19:09:54 +0300 From: Jurgis Pralgauskis To: "edu-sig at python.org" Subject: [Edu-sig] PyCharm Edu with Stepik Message-ID: Content-Type: text/plain; charset="utf-8" Hi, anybody else tried/uses Pycharm Edu? I like, that it proposes some simple integration with learning management in cloud https://blog.jetbrains.com/pycharm/2017/06/integration- with-stepik-for-educators/ -- Jurgis Pralgauskis tel: 8-616 77613; Don't worry, be happy and make things better ;) http://galvosukykla.lt -------------- next part -------------- An HTML attachment was scrubbed... URL: ------------------------------ Message: 3 Date: Sat, 24 Jun 2017 11:36:39 -0500 From: Andrew Harrington To: "edu-sig at python.org" Subject: Re: [Edu-sig] PyCharm Edu with Stepik Message-ID: Content-Type: text/plain; charset="utf-8" I'd rather use http://interactivepython.org/runestone/static/thinkcspy/index.html for a gentle introduction all in one place, and when we want to do more elaborate varied projects, just use PyCharm community edition. Dr. Andrew N. Harrington Computer Science Department Graduate Program Director gpd at cs.luc.edu Loyola University Chicago 529 Lewis Towers, 111 E. Pearson St. (Downtown) 417 Cudahy Science Hall (Rogers Park campus) http://www.cs.luc.edu/~anh Phone: 312-915-7982 Fax: 312-915-7998 aharrin at luc.edu (as professor, not gpd role) On Sat, Jun 24, 2017 at 11:09 AM, Jurgis Pralgauskis < jurgis.pralgauskis at gmail.com> wrote: > Hi, > > anybody else tried/uses Pycharm Edu? > I like, that it proposes some simple integration with learning management > in cloud > https://blog.jetbrains.com/pycharm/2017/06/integration-with- > stepik-for-educators/ > > -- > Jurgis Pralgauskis > tel: 8-616 77613; > Don't worry, be happy and make things better ;) > http://galvosukykla.lt > -------------- next part -------------- An HTML attachment was scrubbed... URL: ------------------------------ Message: 4 Date: Sat, 24 Jun 2017 11:48:15 -0500 From: Carl Karsten To: kirby urner Cc: "edu-sig at python.org" Subject: Re: [Edu-sig] Exhibit: Session 2 of 10, a Python training Message-ID: Content-Type: text/plain; charset="utf-8" Um.... > So yeah, my technique is to keep introducing new concepts (e.g. for loop) while continuing to use those looked at so far (e.g. print formatting). That I get. > Looping with for > more string formatting That looks like deliberately introducing two new concepts at the same time (for and *more* string formatting) Are you trying to introduce two more balls? I have always made a point of one at a time, but maybe that is boring and the student tunes out. On Sat, Jun 24, 2017 at 11:04 AM, kirby urner wrote: > On Fri, Jun 23, 2017 at 6:32 PM, Carl Karsten > wrote: > >> >> On Fri, Jun 23, 2017 at 3:12 AM, kirby urner >> wrote: >> >>> Looping with for >>> more string formatting >>> >> >> >> Kerby, I am curious about the pedagogy of introducing two distinct >> concepts at the same time like that. Care to elaborate? >> > > > I introduce string formatting with {placeholders} early in the training, > and then keep using that. I also use the keywords list (keyword.kwlist) for > raw material, when introducing for loops. So something like this: > > from keyword import kwlist > > for word in kwlist: > if word.islower(): # showing how conditionals work > print("Lowercase keyword: | {:20} |".format(word)) > > The format method is a good stand-in for callables in general in that we > can start looking at positional versus named arguments, * and ** as > argument exploders etc. > > So yeah, my technique is to keep introducing new concepts (e.g. for loop) > while continuing to use those looked at so far (e.g. print formatting). > > Kind of like a juggling act, where one keeps introducing more balls. > > Kirby > > > Kirby > > > -------------- next part -------------- An HTML attachment was scrubbed... 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