Mathematical questions - what skills do we need to teach in schools?
Present concept of modeling to K-12 students such as cause and effect
Present computational science concepts to grades 6-12 students
Panoff: Language of computational science is fractions, percents, reading and interpreting graphs
**** importance of reasoning and computational thinking in schools
without this understanding, computational science is nothing!
In SC, you see powerful problem solving machines; "All the preparation work to be done is to be done by people who sit in your classrooms"
Do different disciplines define computational science?
No, different scientists work on different problems; vocabs are different (That's all)
Algorithm:
In addition to IO, should we add SQL?
Parallel programming:
Where do we learn?
Not widely taught yet.
http://www.shodor.org
Some of you are here to work
Some of you are here to shop
Shop for products that exist as resources
Then we will look at pathways to supercomputing
Pathways are components of national science digital library
Did you solve the problem right? - verification
Did you solve the right problems? - validation
Is the right problem for my children to attempt to solve - accreditation
Both are different.
What is the right learning object?
What is the work that we could be doing in the next few years?
Desktop to grid in mathematics
Shodor.org
Math as a way of communicating patterns
We use equations all the time.
Force causes mass to accelerate; there is a language of mathematics
F=ma
Not just measurement only; what is the language of this math concept
3
Plus
2
Times
6
Calculator = 30
Scientific calculator understands order of operation
Computer algebra system versus computer assisted algebra systems
64/16 =4 (did we get this by canceling 6?)
Math exercise
Zoomit – zooms like mac
It is not dynamic when you do a movie like mac
In google search window
If you do 3+2*6
Gives the scientific calc
III+II+VI
Three plus two times six
Google does simple calculations
Minus 4 squared
Google does this as -16
Excel makes it 16
Representation is algorithmic
Properties.xls
355/113
101/113
52/103
Three times of 101 plus 51
Excel does not do it correctly numerically even though algebraic representation is correct
Base 2 versus base 10 – differences
10 in A1
9.8 in A2
Use fill in
Great pattern
Now put your mouse on each cell
Notice the numbers of each cell example may be 5.20000000000001 and not 5.2
As you go, it is worse
How good an answer do you need?
What kind of answer did you have in mind?
Arithmetic computing in computer may be different from your representation.
Satisfaction is reality divided by expectation
Lower your expectation, every one is satisfied
http://Shodor.org/talks/ncsi
Interactivate
Simple plot
Function flyer
Look at mathtools for precollege level
MathDL for college level
Tools for the classroom
Fractal microscope
Grid math resource – because any one on the Internet can use Interactivate resources like fractal microscope
Sunday, November 11, 2007
Saturday, November 10, 2007
Panoff ob Desktop to Grid computing examples across the disciplines
http://www.shodor.org
Some of you are here to work
Some of you are here to shop
Shop for products that exist as resources
Then we will look at pathways to supercomputing
Pathways are components of national science digital library
Did you solve the problem right? - verification
Did you solve the right problems? - validation
Is the right problem for my children to attempt to solve - accreditation
Both are different.
What is the right learning object?
What is the work that we could be doing in the next few years?
Support education; let application people talk to comuter scientists; we need to help computational scientists understand what the problems are; computer science should flow into applicaiton area (Ken Wilson, 1983)
We are singing waves in free space
shodor.org/talks/ncsi/efield.html
Some of you are here to work
Some of you are here to shop
Shop for products that exist as resources
Then we will look at pathways to supercomputing
Pathways are components of national science digital library
Did you solve the problem right? - verification
Did you solve the right problems? - validation
Is the right problem for my children to attempt to solve - accreditation
Both are different.
What is the right learning object?
What is the work that we could be doing in the next few years?
Support education; let application people talk to comuter scientists; we need to help computational scientists understand what the problems are; computer science should flow into applicaiton area (Ken Wilson, 1983)
We are singing waves in free space
shodor.org/talks/ncsi/efield.html
What do these competencies mean for grades 6-12?
Mathematical questions - what skills do we need to teach in schools?
Present concept of modeling to K-12 students such as cause and effect
Present computational science concepts to grades 6-12 students
Panoff: Language of computational science is fractions, percents, reading and interpreting graphs
**** importance of reasoning and computational thinking in schools
without this understanding, computational science is nothing!
In SC, you see powerful problem solving machines; "All the preparation work to be done is to be done by people who sit in your classrooms"
Do different disciplines define computational science?
No, different scientists work on different problems; vocabs are different (That's all)
Algorithm:
In addition to IO, should we add SQL?
Parallel programming:
Where do we learn?
Not widely taught yet.
Present concept of modeling to K-12 students such as cause and effect
Present computational science concepts to grades 6-12 students
Panoff: Language of computational science is fractions, percents, reading and interpreting graphs
**** importance of reasoning and computational thinking in schools
without this understanding, computational science is nothing!
In SC, you see powerful problem solving machines; "All the preparation work to be done is to be done by people who sit in your classrooms"
Do different disciplines define computational science?
No, different scientists work on different problems; vocabs are different (That's all)
Algorithm:
In addition to IO, should we add SQL?
Parallel programming:
Where do we learn?
Not widely taught yet.
SC 07
Chad Thompson
Computational literacy – doing science the modern way
We used to do
A theory
B experiment
Now the third element is computational models
Car engineers did car design and crash test
Capacity to understand the relationship between domain knowledge of science and knowledge required to understand and apply computational models
Study by Krell Institute
Measure student performance on computational literacy and curriculum content
Treatment – taught usinig interactive simulation (scaffolded computational model)
Control 0 students using traditional
Predator/prey
Spread of disease
Carbon cycle
Rock cycle
Computationallabotroy.org
Pre test to 600 students
Then removed the ones who had problems to control variables like lack of computers, access to alb etc
Also between control and treatment, verified the variable of race and income
Evidence of improvement is there, but there is no proof
What did Chad learn from research?
Teachers matter
Type of simulation matters
The story behind the simulation matters
Technical environment matters
www.krellinst.org
www.computationallaboratory.org
Look here for the simulations
Saturday, November 10, 2007
Chad Thompson of Krell Institute presented his research on computational literacy in four states.
Steve Gordon
What minimum computational science skills should undergraduates have?
What minor?
Simulation and modeling
programming and algorithms
Differential equations and discrete dynamical systems
numerical methods
optimization
parallel programming
scientific visualization
Should all students have the skills?
Based in feedback from industries, they have now created modules
Example:
MODSIM:
1. Explain the role of modeling in science and engineering
2. Analyze modsim in computational science
create a model
examine mathematical functions
etc
Programming and algorithm competencies
fundamentals of problem solving
understand and write pseudo code
code in programmng lan
use of fundamentals of algorithm
DQ and discrete dynamical systems
---first order linear differential and difference eequeations
--- Laplace transforms
Numerical methods
-- Monte carlo methods
-- ordinary and partial DQ
Optimization
-- use
-- linear and nonlinear systems
Parallel programming
-- related architectures
-- pp using MPI
-- parallel scalability
Scientific visualization (SV)
--- SciVis needs
-- computer graphics concepts
-- ise surface
-- volumetric rendering
Integrated approach
Project based learning approach
capstone experiences
-- computationally oriented course in major disciplines
-- research or internship experience
www.rrscs.org/minor/competencyfinal.pdf
minor/courses.shtml
Research: Ekiga
Computational literacy – doing science the modern way
We used to do
A theory
B experiment
Now the third element is computational models
Car engineers did car design and crash test
Capacity to understand the relationship between domain knowledge of science and knowledge required to understand and apply computational models
Study by Krell Institute
Measure student performance on computational literacy and curriculum content
Treatment – taught usinig interactive simulation (scaffolded computational model)
Control 0 students using traditional
Predator/prey
Spread of disease
Carbon cycle
Rock cycle
Computationallabotroy.org
Pre test to 600 students
Then removed the ones who had problems to control variables like lack of computers, access to alb etc
Also between control and treatment, verified the variable of race and income
Evidence of improvement is there, but there is no proof
What did Chad learn from research?
Teachers matter
Type of simulation matters
The story behind the simulation matters
Technical environment matters
www.krellinst.org
www.computationallaboratory.org
Look here for the simulations
Saturday, November 10, 2007
Chad Thompson of Krell Institute presented his research on computational literacy in four states.
Steve Gordon
What minimum computational science skills should undergraduates have?
What minor?
Simulation and modeling
programming and algorithms
Differential equations and discrete dynamical systems
numerical methods
optimization
parallel programming
scientific visualization
Should all students have the skills?
Based in feedback from industries, they have now created modules
Example:
MODSIM:
1. Explain the role of modeling in science and engineering
2. Analyze modsim in computational science
create a model
examine mathematical functions
etc
Programming and algorithm competencies
fundamentals of problem solving
understand and write pseudo code
code in programmng lan
use of fundamentals of algorithm
DQ and discrete dynamical systems
---first order linear differential and difference eequeations
--- Laplace transforms
Numerical methods
-- Monte carlo methods
-- ordinary and partial DQ
Optimization
-- use
-- linear and nonlinear systems
Parallel programming
-- related architectures
-- pp using MPI
-- parallel scalability
Scientific visualization (SV)
--- SciVis needs
-- computer graphics concepts
-- ise surface
-- volumetric rendering
Integrated approach
Project based learning approach
capstone experiences
-- computationally oriented course in major disciplines
-- research or internship experience
www.rrscs.org/minor/competencyfinal.pdf
minor/courses.shtml
Research: Ekiga
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