On Wednesday, October 4, 2017, Wes Turner <wes.tur...@gmail.com> wrote:
> > > On Wednesday, October 4, 2017, Charles Cossé <cco...@gmail.com > <javascript:_e(%7B%7D,'cvml','cco...@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.ur...@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@python.org >>> https://mail.python.org/mailman/listinfo/edu-sig >>> >>> >>
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