2021 Coding Camp

Zoom link Find this page at https://tinyurl.com/QN2021camp1

2021 Virtual Camp, June 21-25

Time Zone

Session 1

Break

Session 2

Eastern & Atlantic

9 AM-1 PM

1-3 PM

3-5 PM

Central

8 AM -12 PM

12-2 PM

2-4 PM

Mountain

7-11 AM

11 AM -1 PM

1-3 PM

Hawaii

3-7 AM

7-9 AM

9-11 AM

Fellows

Adam LaMee, Coding Lead Fellow, (Univ. of Central FL)
850-567-2288, adamlamee@gmail.com

Peter Apps (Rochester), Coding Fellow

Tiffany Coke (Univ. of Hawaii), Coding Fellow

Chris DiMenna (Johns Hopkins), Coding Fellow

Gerry Gagnon (Boston), Teaching & Learning Fellow

Jodi Hansen (Univ. of Minnesota), Teaching & Learning Fellow

Joy Scales (Va Tech), Coding Fellow

Jeremy Smith (Johns Hopkins), Teaching & Learning Lead Fellow

Campers

Name

QuarkNet Center

Brian Burcham

Fermilab

Carol Lund

Boston

Dave Parent

Minnesota

Donna Martin

OSU

Jasun Burdick

Florida State Univ

Jim Deane

Kansas

Julia Cook

Oklahoma State Univ

Marteen Nolan

Virtual Center

Michael Cartwright

Minnesota

Michael Hirsh

Northeastern/Brown

Sundara Ghatty

Kansas

Tracie Schroeder

KSU

Before Camp

Here’s the Invitation letter with the original advert.

  • Tech stuff
    • You’ll need a device with a mic and camera that can run Zoom 
    • You’ll also need a desktop, laptop, or Chromebook for the coding activities logged into a Google account that isn’t linked to your school account (there may be school restrictions that cause problems). Test your setup by doing some (or all) of this Intro coding activity. If you have trouble with that, let Adam know (email above) and we’ll get you sorted out.
    • Tablets and iPads aren’t great for the coding activities we’re doing. If you needed, you could Zoom with a tablet and do the coding parts on another computer (without mic & camera), but it’s way easier if you’re doing it all on the same device.
    • Need to buy a better router, modem, headphones, cheap Chromebook, upgraded laptop? We’ll reimburse up to $250 of your purchases to help you join virtually. Save your receipts to submit at the end of camp.
  • Studying up
    • You 100% don’t need to read or study at all before the camp. But if you’re itching to get started, see the “Resources” section at the end of this page for ways to spend your time while you’re avoiding other stuff around the house.
  • Money and grad credit
    • $500 stipend for completing the week
    • 3 graduate-level science education course credit through University of St. Francis
  • Questions? Email Adam at adamlamee@gmail.com

Workshop Goals

  1. Review and reteach core concepts of particle physics, such as the framework of the Standard Model, the anatomy of a particle accelerator and detector, and the methods for calculating invariant mass from 4-vector data.
  2. Review and apply basic aspects of computer programming in Python, such as conditionals, math functions and plotting, and file manipulation.
  3. Use simple programming tools to analyze large datasets generated from the CMS experiment in the 2010 and 2011 runs, and run analyses of these data. Generate conclusions about these analyses that include both calculations and plots (e.g. of invariant or transverse mass).
  4. Search for new scientific datasets available online and write code to perform analyses of these new data.
  5. Design a series of code-centered activities that either add onto existing units in a high school physics course, or replace an already existing activity; create a plan for implementation of these activities.

QuarkNet Enduring Understandings

  1. Claims are made based on data that constitute the evidence for the claim.
  2. Particle physicists use conservation of energy and momentum to discover the mass of fundamental particles.
  3. Indirect evidence provides data to study phenomena that cannot be directly observed.
  4. Scientists continuously check the performance of their instruments by performing calibration runs, using particles with well-known characteristics.
  5. Data can be analyzed more effectively when properly organized; charts and histograms provide methods of finding patterns in large data sets.
  6. Data can be used to develop models based on patterns in the data.
  7. Physicists use models to make predictions about and explain natural phenomena.
  8. Particle decays are probabilistic for any one particle.
  9. Physicists must identify and subtract “noisy” background events in order to identify the “signal.”
  10. Well-understood particle properties such as charge, mass, and spin provide data to calibrate detectors.
  11. The Standard Model provides a framework for our understanding of matter.
  12. Research questions, experiments and models are formed and refined by observed patterns in large data sets.

Agenda

Mon June 21

Session 1

Zoom Link

(15 min) Welcome

  • introductions
  • student hat first, then teacher hat

 

(15 min) Norms discussion and activity (w/Adam)

 

(15 min) Our philosophy re:coding (w/Jodi)

 

BREAK

 

(15 min) Getting started

 

(3 hrs) Introductory Jupyter notebooks

Session 2

Zoom Link

(1.75 hr) Big datasets2_Projectile in air: the 100,000 brightest stars in the Milky Way

 

(15 min) All hands meeting

  • Daily feedback survey
  • Is the probability of getting 10 heads in 10 trials different from 10% chance each flip?
  • Graduate credit info
    • Link to USF Registration here. (scroll to the Fermilab list)
    • Download syllabus and Quarknet-specific task here. 

 

Tues June 22

Session 1

(30 min) All Hands meeting

  • Successes / challenges from yesterday’s notebooks
  • Other cool things discovered
    • data.head() ← what’s the significance of “data”
  • How to keep reinforcing norms throughout the year?
  • Groups are assigned their decay mode
    • Jim Deane    J/Psi --> uu
    • Carol Lund    J/Psi --> uu
    • Tracie Schroeder    J/Psi --> ee
    • Sundara Ghatty    J/Psi --> ee
    • Donna Martin    Y --> uu
    • Marteen Nolan    Y --> uu
    • Julia C Cook    Y --> ee
    • Jasun Burdick    Y --> ee
    • Michael Hirsh    Z --> uu
    • Dave Parent    Z --> uu
    • Brian Burcham    Z --> ee
    • Michael Cartwright    Z --> ee
  • Oregon State Physicists for Inclusion in Science shirts

 

(30 min) Particle Physics review (w/Jeremy)

 

(3 hrs) Big CMS dataset analysis

  • take breaks as needed
  • swap driver/navigator periodically
  • ask us for help if you get stuck

Session 2

(30 min) continue CMS analysis

 

(30 min) Guest: Katrina Miller, particle physics PhD student, AAAS Mass Media Fellow @ WIRED, and co-founder of iamstemproject.org

 

(40 min) Breakout Groups of 6 (by Decay Mode)

  • Finish any last-minute tasks with partner group
  • Share and discuss results with other group assigned same decay mode
  • Discuss the follow-up questions

 

(10 min) All Hands Meeting

 

Wed June 23

Session 1

(30 min) All Hands

  • Thoughts from yesterday
  • CMS 3D printed models on Thingiverse here
  • CERN S’cool lab and their library of 3D printed models

 

(30 min) Dr. Kati Lassila-Perini, leads the CMS data preservation and open access project OpenData

 

(30 min) Breakout Groups of 6 (by Decay Mode)

  • Finish any last-minute tasks with partner group
  • Share and discuss results with other group assigned same decay mode
  • Discuss the follow-up questions

 

(30 min) All Hands

 

(1 hr) Preliminary data investigation

Session 2

(15 min) Start to generate Teacher Hat ideas

 

(1.5 hrs) Teacher Hat work time

 

(5 min) Daily feedback survey

 

Thurs June 24

Session 1

(0.5 hrs) Guest: Dr. Talat Rahman, Professor and Computational Physicist at Univ of Central Florida

 

(1 hrs) All Hands

 

(2 hrs) Teacher Hat working time

Session 2

(30 min) Guest: Dr. Renata Rawlings-Goss, Biophysicist and Executive Director of the NSF South Big Data Hub

 

(1.5 hrs) Teacher Hat mode

 

(5 min) Daily feedback survey

 

Fri June 25

Session 1

(15 min) All Hands

  • Thoughts from yesterday 
  • Invite to next week’s speakers
  • Ideas for optional breakouts later:
    • GitHub (w/Adam)
    • analyzing student-collected data & Google Sheets (w/Adam)
    • other physics coding resources (w/Chris & Adam)
    • more particle physics Q&A (w/Jeremy)

 

(1 hr) Continue working on implementation plans

 

(20-30 min) Quarknet Accounting

 

(1.5 hr) Continue working on implementation plan

  • 30 min optional - various tips & tricks from Adam

 

(10 min) All Hands

Session 2

(40 min) Share plans for implementation in groups of 4

  • 5 minutes of each camper “Driving” one notebook; 5 minutes of feedback/questions
  • Briefly decide upon ONE activity (of the four) that you want to “showcase” to the whole group
  • listen and watch as a student might, and author can write # comments/feedback into the notebook
     

Brian Burcham: notebook and plan

Carol Lund: Notebook, Plan

Dave Parent: notebook and plan

Donna Martin

JaSun Burdick

Jim Deane

Julia Cook: notebook and plan

Marteen Nolan

Michael Cartwright

Michael Hirsh

Sundara Ghatty

Tracie Schroeder

 

(45 min) Showcase to the whole group

  • The three Showcasers will screen share, briefly summarize lesson, and mention some of the feedback received during the small group session

 

Here’s the group photo for your scrapbook

Jim’s recommendation: The Friendly Orange Glow

 

PearDeck - Three month free trial code?

               - Three month free trial code from Aug 2020?

PearDeck - Professional Development link

Post-Camp To Do List

Resources

Learning to code

Data Science

Physics

Colab Techniques

 

Zoom link Find this page at https://tinyurl.com/QN2021camp2

 

2021 Virtual Camp, June 28 - July 2

 

Time Zone

Session 1

Break

Session 2

Eastern & Atlantic

9:30 AM-1:30 PM

1:30-3:30 PM

3:30-5:30 PM

Central

8:30 AM-12:30 PM

12:30-2:30 PM

2:30-4:30 PM

Mountain

7:30-11:30 AM

11:30-1:30 PM

1:30-3:30 PM

Pacific

6:30-10:30 AM

10:30-12:30 PM

12:30-2:30 PM

Hawaii

3:30-7:30 AM

7:30-9:30 AM

9:30-11:30 AM

Contacts

Adam LaMee, Coding Lead Fellow, (Univ of Central FL) 850-567-2288, adamlamee@gmail.com

Peter Apps (Rochester), Coding Fellow

Tiffany Coke (Univ. of Hawaii), Coding Fellow

Chris DiMenna (Johns Hopkins), Coding Fellow

Gerry Gagnon (Boston), Teaching & Learning Fellow

Jodi Hansen (Univ. of Minnesota), Teaching & Learning Fellow

Joy Scales (VA Tech), Coding Fellow

Jeremy Smith (Johns Hopkins), Teaching & Learning Lead Fellow

Campers

Name

QuarkNet Center

Allen Sears

Univ of Illinois-Chicago

Amy Tursi

University of Iowa

Janice Valletta

UC Berkeley

Joel M May

University at Buffalo

John S Pisanic Jr.

Johns Hopkins

Karin Foss

Minnesota

Nicole DeVito

Brookhaven National Laboratory - Stony Brook University

Paul Koziel

Catholic University of America

Robert Hesman

University of Iowa

Shira Eliaser

Univ of Illinois-Chicago

Stephanie Metz-Miller

Syracuse

Vance J. Nannini

William and Mary College

Before Camp

Here’s the Invitation letter with the original advert.

  • Tech stuff
    • You’ll need a device with a mic and camera that can run Zoom 
    • You’ll also need a desktop, laptop, or Chromebook for the coding activities logged into a Google account that isn’t linked to your school account (there may be school restrictions that cause problems). Test your setup by doing some (or all) of this Intro coding activity. If you have trouble with that, let Adam know (email above) and we’ll get you sorted out.
    • Tablets and iPads aren’t great for the coding activities we’re doing. If you needed, you could Zoom with a tablet and do the coding parts on another computer (without mic & camera), but it’s way easier if you’re doing it all on the same device.
    • Need to buy a better router, modem, headphones, cheap Chromebook, upgraded laptop? We’ll reimburse up to $250 of your purchases to help you join virtually. Save your receipts to submit at the end of camp.
  • Studying up
    • You 100% don’t need to read or study at all before the camp. But if you’re itching to get started, see the “Resources” section at the end of this page for ways to spend your time while you’re avoiding other stuff around the house.
  • Money and grad credit
    • We’ll cover that later.
  • Questions? Email Adam at adamlamee@gmail.com

Workshop Goals

  1. Review and reteach core concepts of particle physics, such as the framework of the Standard Model, the anatomy of a particle accelerator and detector, and the methods for calculating invariant mass from 4-vector data.
  2. Review and apply basic aspects of computer programming in Python, such as conditionals, math functions and plotting, and file manipulation.
  3. Use simple programming tools to analyze large datasets generated from the CMS experiment in the 2010 and 2011 runs, and run analyses of these data. Generate conclusions about these analyses that include both calculations and plots (e.g. of invariant or transverse mass).
  4. Search for new scientific datasets available online and write code to perform analyses of these new data.
  5. Design a series of code-centered activities that either add onto existing units in a high school physics course, or replace an already existing activity; create a plan for implementation of these activities.

QuarkNet Enduring Understandings

  1. Claims are made based on data that constitute the evidence for the claim.
  2. Particle physicists use conservation of energy and momentum to discover the mass of fundamental particles.
  3. Indirect evidence provides data to study phenomena that cannot be directly observed.
  4. Scientists continuously check the performance of their instruments by performing calibration runs, using particles with well-known characteristics.
  5. Data can be analyzed more effectively when properly organized; charts and histograms provide methods of finding patterns in large data sets.
  6. Data can be used to develop models based on patterns in the data.
  7. Physicists use models to make predictions about and explain natural phenomena.
  8. Particle decays are probabilistic for any one particle.
  9. Physicists must identify and subtract “noisy” background events in order to identify the “signal.”
  10. Well-understood particle properties such as charge, mass, and spin provide data to calibrate detectors.
  11. The Standard Model provides a framework for our understanding of matter.
  12. Research questions, experiments and models are formed and refined by observed patterns in large data sets.

Agenda

Mon June 28

Session 1

Zoom Link

(30 min) Welcome

 

(30 min) Norms discussion and activity (w/Adam)

 

(15 min) Our philosophy re:coding (w/Chris)

 

BREAK

 

(3 hrs) Driver/navigator time

Session 2

(30 min) Guest: Sergei Gleyzer, physics prof. @ U of Alabama & machine learning @ CMS, sgleyzer@ua.edu

 

(30 min) Big datasets: the 100,000 brightest stars in the Milky Way

  • go until :45 after the hour

 

(30 min) Particle Physics review (w/Tiffany)

 

(15 min) All hands meeting

  • Google can be the best programming help
  • Daily feedback survey
  • Graduate credit info
    • Link to USF Registration here. (scroll to the Fermilab list)
    • Download syllabus and Quarknet-specific task here. 

 

Tues June 29

Session 1

(30 min) All Hands meeting

  • Successes / challenges from yesterday’s notebooks
  • How to keep reinforcing norms throughout the year?
    • Driver/navigator → share the air
  • Other cool things discovered
    • data.head() ← what’s the significance of “data”
  • (10 min) Take a 2nd look at the muon mass activity
  • Groups are assigned their decay mode

 

(3 hrs) Big CMS dataset analysis

  • take breaks as needed
  • swap driver/navigator periodically
  • ask us for help if you get stuck
  • Groups
    • J/Psi→ ee
      • Nicole, Paul
    • J/Psi→ uu
      • Shira & Robert
    • Y→ ee
      • Vance, Karin, Janice
    • Y → uu
      • Amy & Stephanie
    • Z→ uu
      • Joel, Allen, John

Session 2

(30 min) All hands

  • Take a look at each group’s mass plot
  • What cuts did you make? Why?
  • HEP questions

 

(30 min) Guest: Farrah Simpson, PhD student @ Brown working on CMS (Brown spotlight, LinkedIn)

 

(50 min) CMS analysis working time

 

(10 min) All Hands Meeting

 

Wed June 30

Session 1

(30 min) All Hands

 

(30 min) Breakout Groups of 6

  • Finish any last-minute tasks with partner group
  • Briefly share and discuss your group’s results
  • Discuss the follow-up questions

 

(30 min) All Hands

 

(2? hr) Preliminary data investigation

Session 2

(30 min) Guest: Cindy Joe, Engineering Physicist at Fermilab

 

(15 min) Start to generate Teacher Hat ideas

 

(1 hr) Teacher Hat work time

 

(5 min) Daily feedback survey

 

Thurs July 1

Session 1

(1 hr) All Hands

  • Thoughts from yesterday
  • Introduce your pets
  • BlackInPhysics.org and the essay series in Physics Today we all should read
  • Each teacher shares their work from yesterday (3-5 min each)
    • Amy Tursi
    • Robert Hesman
    • Janice Valletta
    • Joel M May
    • John S Pisanic Jr.
    • Karin Foss
    • Nicole DeVito
    • Paul Koziel
    • Allen Sears: fire & weather study
    • Shira Eliaser
    • Stephanie Metz-Miller
    • Vance J. Nannini

 

(3 hrs) Teacher Hat working time

 

Sometime this session, check/update your Quarknet.org profile

  • Ken’s how-to guide for updating
  • forgot your password? Go to login page, then upper right “request a new password”
  • Can't login but you’re pretty sure you have a profile? Email Shane at swood5@nd.edu
  • Don’t have a profile on Quarknet.org? Request a profile

Session 2

(30 min) Guest: Dave Austin, UCF Computational Physics PhD student

 

(1.5 hrs) Teacher Hat mode

 

(5 min) Daily feedback survey

 

Fri July 2

Session 1

(45 min) All Hands

  • Thoughts from yesterday 
  • recap norms
  • group photo later this AM
  • Ideas for optional breakouts later

 

(45 min) Continue working on implementation plans

 

(30 min) Guest: Dr. Kaitlin Rassmussen, exoplanet postdoc @ U Mich

 

(10 sec) Group photo

 

(20-30 min) Quarknet Accounting

  • Attendance sign-in
  • Teacher survey
    • If you’ve done one already in 2019 or 2020, here’s the short survey (5-6 min)
    • If you haven’t done the long Quarknet survey in a few years, here’s the long one (15-20 min)

 

(1.5 hr) Continue working on implementation plan

  • optional break sessions:
    • HEP questions
    • Is downloading Jupyter and using GitHub worth it?
    • entry points
    • learning more python

 

(9 min 50 sec) All Hands

  • One of my lessons includes NGSS citing and explaining redshift, cmb and composition of matter....I'd like to know how other teachers might include particles for the composition of matter?
  • Colab Survival Guide

Session 2

(40 min) Share plans for implementation in groups of 4

 

Attendance sheet (so you can get paid)

 

(45 min) Showcase to the whole group

  • The three Showcasers will screen share, briefly summarize lesson, and mention some of the feedback received during the small group session

 

PearDeck - Three month free trial code?

               - Three month free trial code from Aug 2020?

PearDeck - Professional Development link

Post-Camp To Do List

  • Adam with email about: Money, grad credit, fame, fortune: TBA

Resources

Learning to code

Data Science

Physics

Colab Techniques