[Edu-sig] seasonal challenge to calculator dominance in high schools

[C. Cossé]

Ahh, that's a good point!  But the whole problem can be worked-out from
scratch, in front of them in one hour if you're fast.





On Sun, Jun 23, 2019 at 12:14 PM Wes Turner <wes.turner at gmail.com> wrote:

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

-- 

ccosse.github.io
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