> 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.tur...@gmail.com> wrote: > > > On Sunday, June 23, 2019, C. Cossé <cco...@gmail.com> wrote: > >> >> >> On Sun, Jun 23, 2019 at 11:36 AM Wes Turner <wes.tur...@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.ur...@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_To >>>>> morrow/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@python.org >>>>> https://mail.python.org/mailman/listinfo/edu-sig >>>>> >>>> >>>> >>>> -- >>>> >>>> ccosse.github.io >>>> >>> >> >> -- >> >> ccosse.github.io >> >
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