On Sunday, June 23, 2019, C. Cossé <cco...@gmail.com> wrote: > 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. >
https://en.m.wikipedia.org/wiki/Socratic_method Just don't hold up a finger when you've solved it and you should be fine. > > On Sun, Jun 23, 2019 at 12:14 PM Wes Turner <wes.tur...@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.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_ >>>>>>> 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@python.org >>>>>>> https://mail.python.org/mailman/listinfo/edu-sig >>>>>>> >>>>>> >>>>>> >>>>>> -- >>>>>> >>>>>> ccosse.github.io >>>>>> >>>>> >>>> >>>> -- >>>> >>>> ccosse.github.io >>>> >>> > > -- > > ccosse.github.io >
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