[Edu-sig] strategies for teaching Python

[Wes Turner]

On Wednesday, October 4, 2017, Wes Turner <wes.turner at gmail.com> wrote:

>
>
> On Wednesday, October 4, 2017, Charles Cossé <ccosse at gmail.com
> <javascript:_e(%7B%7D,'cvml','ccosse at gmail.com');>> wrote:
>
>> Hi Kirby,
>>
>> A good Python + math investigation could be to use Python to generate
>> some type of simulated event data (network, physics, pure math, etc), not
>> limited to just 2 parameters per event, and then use plotting software to
>> appreciate how different the same data can look in various representations
>> (ie, time-series, xy, 2d scatter, 3d scatter, 1d histo, 2d histo, cell
>> plot, etc).   Idk ... just a thought, just throwing it out there.  Sounds
>> like fun!
>>
>
> Ideas for simulation data
>
> ## Bank transactions:
> (id, desc, [location], amount)
>
> https://github.com/westurner/pypfi/blob/develop/pypfi/datagenerator.py
> https://github.com/westurner/pypfi/blob/develop/pypfi/pypfi.py (a bunch
> of pivot tables in static HTML; no charts/graphs yet)
>
> ## particle collisions
> https://en.wikipedia.org/wiki/Particle_accelerator
> https://en.wikipedia.org/wiki/Collider
> https://en.wikipedia.org/wiki/Large_Hadron_Collider
> (https://en.wikipedia.org/wiki/CERN LHC)
>
> http://opendata.cern.ch/
>
> https://home.cern/about/computing/processing-what-record
> > The raw data per event is around one million bytes (1 Mb), produced at a
> rate of about 600 million events per second.
> > […]
> > In the first stage of the selection, the number of events is filtered
> from the 600 million or so per second picked up by detectors to 100,000 per
> second sent for digital reconstruction. In a second stage, more specialized
> algorithms further process the data, leaving only 100 or 200 events of
> interest per second.
>
> http://opendata.cern.ch/getting-started/CMS
> http://opendata.cern.ch/about/CMS-Physics-Objects
> https://twiki.cern.ch/twiki/bin/view/CMSPublic/WorkBookDataFormats
>

- RAW
  - https://en.wikipedia.org/wiki/Delimiter#Field_and_record_delimiters
  - https://en.m.wikipedia.org/wiki/Delimiter#Bracket_delimiters

  - https://en.wikipedia.org/wiki/Code_injection#Preventing_problems --;\n
  https://cwe.mitre.org/data/definitions/1005.html

... https://en.wikipedia.org/wiki/Sensor_fusion

- RECO
> - AOD
> - [ ] find an example actual RECO or AOD file
>   - [ ] open it in Notepad++/ViM/Emacs
>   - would it make sense to store this in git? as a torrent web seed?
>
> - https://en.wikipedia.org/wiki/Signal-to-noise_ratio
> - https://en.wikipedia.org/wiki/Dimensionality_reduction
>
>
>
> ## object collisions
> (origin_x, origin_y, t, object_id)
> (object_id, […], radius)
>
> Distance
> - https://en.wikipedia.org/wiki/Euclidean_distance
> - https://en.wikipedia.org/wiki/Minkowski_distance
>
> https://en.wikipedia.org/wiki/Collision_detection
> - class SceneGraph(OrderedDict)
>
>
>
>> -Charles
>>
>>
>>
>> On Mon, Oct 2, 2017 at 2:35 AM, kirby urner <kirby.urner at gmail.com>
>> wrote:
>>
>>>
>>> Given I'm spending 3-4 days a week with 5th & 6th graders, teaching them
>>> Python, I'm looking for ways to sync with what Common Core says they should
>>> be learning math-wise.
>>>
>>> They general strategy here is to look for topics already in the
>>> curriculum and develop coding skills around those topics.
>>>
>>> Turns out that prime versus composite is important at that age, and the
>>> classic algorithm used to teach that is the Sieve of Eratosthenes.  Most
>>> coders have written at least one of those.
>>>
>>> Since we're transitioning from block-based MIT Scratch with not much
>>> keyboarding, to full-fledged lexical Python, I'm thinking to assess
>>> facility with keyboarding (typing) by having them hand-enter a Sieve, and
>>> running it to check for any syntax errors.
>>>
>>> While we're still doing natural and whole numbers it makes sense to look
>>> at other number series as well, ones we can explore using very simple
>>> Python.
>>>
>>> Triangular and square numbers, then polyhedral number sequences, such as
>>> successive shells around a nucleus. 1, 12, 42, 92...
>>>
>>> http://oeis.org/A005901  (note link to my website under links)
>>> https://github.com/4dsolutions/Python5/blob/master/STEM%20Ma
>>> thematics.ipynb
>>>
>>> Pascal's Triangle is an important hub for studying number sequences.  It
>>> even embeds the Fibonacci Numbers.
>>>
>>> These are the kinds of ideas I've been circling for some years.
>>> http://4dsolutions.net/ocn/numeracy0.html
>>>
>>> What's new is I'm getting more opportunities to test them in real world
>>> classrooms. Coding with Kids is keeping me busy.
>>>
>>> With my adult students, I'm looking at what I call the "Five Dimensions
>>> of Python" wherein they expand their awareness of the language, from
>>> keywords (dimension 0) to 3rd party ecosystem (dimension 4).
>>>
>>> http://mybizmo.blogspot.com/2017/09/five-dimensions-of-python.html
>>> (links to another Jupyter Notebook)
>>>
>>> I've finally figured out that Codesters (codesters.com) is about Python
>>> 2.7, not Python 3.x.  I've been confused on that score.
>>>
>>> Given cryptography is playing a more important role in everyday
>>> eCommerce, it makes sense to beef up some of the Number and Group Theory
>>> aspects of K-12.
>>>
>>> I've been arguing on math-teach that right when we introduce primes
>>> versus composites, we should likewise introduce Fermat's primality test.
>>>
>>> http://mathforum.org/kb/message.jspa?messageID=10241002
>>> http://mathforum.org/kb/thread.jspa?threadID=2883906
>>>
>>> Kirby
>>>
>>>
>>> _______________________________________________
>>> Edu-sig mailing list
>>> Edu-sig at python.org
>>> https://mail.python.org/mailman/listinfo/edu-sig
>>>
>>>
>>
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