A Two Week Path to Computational ThinkingStephen Wolfram Blog. The Summer Camp Was a Success How far can one get in teaching computational thinking to high school students in two weeks Judging by the results of this years Wolfram High School Summer Camp the answer is remarkably far. Ive been increasingly realizing what an immense and unique opportunity there now is to teach computational thinking with the whole stack of technology weve built up around the Wolfram Language. But it was a thrill to see just how well this seems to actually work with real high school studentsand to see the kinds of projects they managed to complete in only two weeks. Weve been doing our high school summer camp for 5 years now as well as our 3 week Summer School for more experienced students for 1. And every time we do the camp, we figure out a little more. Brand Manual Novo Nordisk News more. And I think that by now we really have it downand were able to take even students whove never really been exposed to computation before, and by the end of the camp have them doing serious computational thinkingand fluently implementing their ideas by writing sometimes surprisingly sophisticated Wolfram Language code as well as creating well written notebooks and computational essays that communicate about what theyve done. Fc9c%2Fc9cf0719-1e84-4f48-884a-0ff32bfc62c1%2FphpUMPdmL.png' alt='Java Program Number To Roman Numeral' title='Java Program Number To Roman Numeral' />Over the coming year, were going to be dramatically expanding our Computational Thinking Initiative, and working to bring analogs of the Summer Camp experience to as many students as possible. But the Summer Camp provides fascinating and important data about whats possible. The Setup for the Camp. So how did the Summer Camp actually work We had a lot of applicants for the 4. Some had been pointed to the camp by parents, teachers, or previous attendees. But a large fraction had just seen mention of it in the WolframAlpha sidebar. There were students from a range of kinds of schools around the US, and overseas though we still have to figure out how to get more applicants from underserved populations. Our team had done interviews to pick the final studentsand I thought the ones theyd selected were terrific. The students past experience was quite diverse. Some were already accomplished programmers almost always self taught. Others had done a CS class or two. But quite a few had never really done anything computational beforeeven though they were often quite advanced in various STEM areas such as math. But almost regardless of background, it was striking to me how new the core concepts of computational thinking seemed to be to so many of the students. How does one take an idea or a question about almost anything, and find a way to formulate it for a computer To be fair, its only quite recently, with all the knowledge and automation that weve been able to build into the Wolfram Language, that its become realistic for kids to do these kinds of things for real. So its not terribly surprising that in their schools or elsewhere our students hadnt really been exposed to such things before. An impressive collection of computational thinking projects from students at Wolfram HighSchool Summer Camp. Flight routes, birdcalls, biomechanics, fruit ripeness. A Java program to convert an integer into roman numerals. Questions and Answers from the Community. It doesnt. The page that you see when you ask a new question is the page that everyone will see. Vanity License Plate Frames. In order to help you navigate around the page, I have decided to implement Netscape 2. Frame features. But its now possibleand that means theres a great new opportunity to seriously teach computational thinking to kids, and to position them to pursue the amazing range of directions that computational thinking is opening up. Its important, by the way, to distinguish between computational thinking and straight coding. Computational thinking is about formulating things in computational terms. Coding is about the actual mechanics of telling a computer what to do. One of our great goals with the Wolfram Language is to automate the process of coding as much as possible so people can concentrate on pure computational thinking. When ones using lower level languages, like C and Java, theres no choice but to be involved with the detailed mechanics of coding. But with the Wolfram Language the exciting thing is that its possible to teach pure high level computational thinking, without being forced to deal with the low level mechanics of coding. What does this mean in practice I think its very empowering for students as soon as they get a concept, they can immediately apply it, and do real things with it. A Google ingyenes szolgltatsa azonnal lefordtja a szavakat, kifejezseket s weboldalakat a magyar s 100 tovbbi nyelv kombincijban. ODLIS Online Dictionary for Library and Information Science by Joan M. Reitz Now available in print Order a copy of the hardcover or paperback from Libraries Unlimited. And it was pretty neat at the Summer Camp to see how easily even students whod never written programs before were able to express surprisingly sophisticated computational ideas in the Wolfram Language. Sometimes it seemed like students whod learned a low level language before were actually at a disadvantage. Though for me it was interesting a few times to witness the aha moment when a student realized that they didnt have to break down their computations into tiny steps the way theyd been taughtand that they could turn some big blob of code theyd written into one simple line that they could immediately understand and extend. Suggesting Projects. The Summer Camp program involves several hours each day of lectures and workshops aimed at bringing students up to speed with computational thinking and how to express it in the Wolfram Language. But the real core of the program is every student doing an individual, original, computational thinking project. And, yes, this is a difficult thing to orchestrate. But over the years weve been doing our Summer School and Summer Camp weve developed a very successful way of setting this up. There are a bunch of pieces to it, and the details depend on the level of the students. But here lets talk about high school students, and this years Summer Camp. Right before the camp we well, actually, I came up with a list of about 7. ZaImEXhg1o/0.jpg' alt='Java Program Number To Roman Numeral' title='Java Program Number To Roman Numeral' />Some are quite specific, some are quite open ended, and some are more like metaprojects e. Wolfram Data Repository and analyze it. Some are projects that could at least in some form already have been done quite a few years ago. But many projects have only just become possiblethis year particularly as a result of all our recent advances in machine learning. I tried to have a range of nominal difficulty levels for the projects. I say nominal because even a project that can in principle be done in an easy way can also always be done in a more elaborate and sophisticated way. I wanted to have projects that ranged from the extremely well defined and precise implement a precise algorithm of this particular type, to ones that involved wrangling data or machine learning training, to ones that were basically free form and where the student got to define the objective. Many of the projects in this list might seem challenging for high school students. But my calculation which in fact worked out well was that with the technology we now have, all of them are within range. Its perhaps interesting to compare the projects with what I suggested for this years Summer School. The Summer School caters to more experienced studentstypically at the college, graduate school or postdoc level. And so I was able to suggest projects that require deeper mathematical or software engineering knowledgeor are just bigger, with a higher threshold to achieve a reasonable level of success. Matching Projects to Students. Before students start picking projects, its important that they understand what a finished project should look like, and whats involved in doing it. So at the very beginning of the camp, the instructors went through projects from previous camps, and discussed what the output of a project should be. Maybe itll be an active website maybe an interactive Demonstration maybe itll be a research paper. Its got to be possible to make a notebook that describes the project and its results, and to make a post about it for Wolfram Community. After talking about the general idea of projects, and giving examples of previous ones, the instructors did a quick survey of this years suggestions list, filling in a few details of what the imagined projects actually were. After this, the students were asked to pick their top three projects from our list, and then invent two more potential projects of their own.