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® is a non-profit dedicated to expanding access to computerscience, and increasing participation by women and underrepresented minorities. Our vision is that every student in every school should have the opportunity to learn computerscience, just like biology, chemistry or algebra. https://code.org/about.
However, one thing that’s often overlooked is computerscience education, an incredibly essential subject and skill in today’s digital era. While the science aspect (chemistry, biology, and physics) and mathematics (calculus and algebra) is a breeze to figure out, the engineering and technology aspects are less straightforward.
A Practical Guide to Quantum Computing. Soils: Science, Practice, and Sustainability. Lab Techniques in Chemistry. AI and Science: An Introduction to AI and its Role in Modern Research. Using ComputerScience to Model our World. Introduction to the Theory of Computation. Cultivate a Microbial Garden.
This is the second part of a two-parter where I am going into detail about how the grading system in my current course, Linear Algebra and Differential Equations, is set up. The first part, where I described the big picture of the course, its learning objectives, and what a "C" and "A" semester grade should mean, is here.
Mathematics is normally done at the level of “specific mathematical concepts” (like, say, algebraic equations or hyperbolic geometry)—that are effectively the “populated places” (or “populated reference frames”) of metamathematical space. Chemistry / Molecular Biology. Perhaps not for chemistry as it’s done today.
Mathematics is normally done at the level of “specific mathematical concepts” (like, say, algebraic equations or hyperbolic geometry)—that are effectively the “populated places” (or “populated reference frames”) of metamathematical space. Chemistry / Molecular Biology. Perhaps not for chemistry as it’s done today.
And one view of the Wolfram Language is that its whole goal is to set up a collection of transformations that do as many computations that we know how to do as possible. Some of those transformations effectively incorporate “factual knowledge” (like knowledge of mathematics, or chemistry, or geography).
And what determines our experience—and the science we use to summarize it—is what characteristics we as observers have in sampling the ruliad. And these ideas build crucially on the paradigm of A New Kind of Science. In traditional chemistry, things like this generally aren’t “observed”.
Reflecting on my own self-identification, I had a vague sense it had something to do with Holifield’s Algebra II class, which I took in ninth grade. Still, Holifield helped make math practical for her when she took Algebra II with him, she says. She had taken Algebra I, Algebra II and calculus with him.
years of my career at Weehawken High School, where I taught Algebra I (students in grades seven to nine) and AP Calculus (grades 11-12). years, I have been teaching Algebra I and geometry for grades nine and 10 at Becton Regional High School. Starting my career at the height of COVID literally altered my brain chemistry as an educator.
And in May 2021 that intersected with practical blockchain questions , which caused me to write about “ The Problem of Distributed Consensus ”—which would soon show up again in the science and philosophy of observers. Let’s talk first about chemistry. I never found chemistry interesting as a kid.
You can… docs.google.com Neil Plotnick replying to @kellylougheed I have my students code algebra equations like the distance formula. Ideal gas laws in chemistry. For example, there is the Four 4's Challenge, and also this 1996 Challenge: 0.3 Also stuff for geometry such as area and volume measurements. Ohms law for physics.
But the computer let me discover just by systematic enumeration the 2-state, 3-color machine that in 2007 was proved universal (and, yes, it’s the simplest possible universal Turing machine). In 2000 I was interested in what the simplest possible axiom system for logic (Boolean algebra) might be.
In 2015 Ed told me a nice story about his time at Caltech: In 1952–53, I was a student in Linus Pauling’s class where he lectured Freshman Chemistry at Caltech. “Lick” Licklider —who persuaded Ed to join BBN to “teach them about computers”. Then McCarthy started to explain ways a computer could do algebra.
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