►
From YouTube: Education & Workforce WG: Getting into K12 Classrooms: a partnership between UCF & local schools
Description
Date: 01/08/21
Presenter: Adam LaMee
Institution: UCF
Title: "Getting into K12 Classrooms: a large-scale partnership between UCF Physics and local schools integrating data science into core middle grades curriculum with free, open source materials"
http://sbdh-prod.ideas.gatech.edu/resources/newsblog/education-and-workforce-working-group
B
All
right
I'll
show
you
that
in
just
a
second
thanks,
everybody
for
being
here,
thanks
renata
for
having
me
and
yeah
I'll,
first
say
that
it
is
a
a
chaotic
world.
So
I
really
appreciate
everyone
taking
time
out
of
out
of
your
life.
Maybe
this
is
a
little
bit
of
a
respite
for
you
to
focus
on
some
some
positive
change
in
the
world.
B
Sort
of
organically
from
that
interaction
is
that
you
know
what
one
of
the
keys
to
to
getting
folks
to
to
be
a
good
partner,
for
you
is
to
to
ask
them
what
they
need.
First
off
right.
Do
they
have
any
problems
that
they're
hoping
to
get
some
help
on,
because
I
know
that
I
was
going
to
ask
them
for
help
on
some
things
and
they
said
wow.
B
You
know
we're
getting
all
this
pressure
from
from
the
state
department
of
education
to
do
more
coding,
instruction
and
computer
science
from
elementary
all
the
way
through
high
school,
and
we
don't
really
know
how
to
do
that
large
scale,
so
that
happened
serendipitously
at
the
same
time
that
I
was
working
with
some
folks
in
high
energy
physics
on
on
using
jupiter
as
a
platform
to
do
some,
some
coding
and
data
science
instruction.
So
I'll
I'll
show
you.
B
So,
since
my
background
is
in
high
school
science
teaching,
we
we
took
the
approach
of.
Can
we
take
things
that
we
used
to
use
excel
for,
and
google
sheets
and
use
programming
instead
to
analyze
large
data
sets
or
relevant
data
to
to
whatever
the
the
middle
school
or
high
school
science
course
curriculum
was.
B
So
our
focus
was
on
teaching
science
concepts
and
not
on
teaching
programming.
So
that
means
that
the
bar
is
pretty
low.
For
for
the
programming
knowledge
that
that
needs
to
happen
right,
our
our
largest
pool
of
teachers,
using
these
were
middle
school
science
teachers
and
probably
one
out
of
200,
had
programmed
before
right.
So
we
needed
a
really
easy
on-ramp.
B
B
B
The
code
already
works
error-free
and
we
try
to
minimize
the
number
of
lines
of
code
that
it
took
to
do
each
task
so
that
typically,
these
activities
will
start
off
reading
in
some
large
data
set
and
then
previewing
the
first
few
entries.
So
we
have
years
you
know
1880
up
to
1884
with
some
various
temperature
readings.
B
B
They'll
see
that
it
says
I
need
a
label
down
here
on
the
graph
on
the
x-axis
and
up
here
it
says
I
need
a
label
prefaced
by
xlabel
right.
There
are
lots
of
different
ways
to
assign
text
to
an
axis,
but
so
we
we
try
to
cut,
choose,
commands
and
and
syntax
that
were
easily
readable
for
non-programmers,
and
they
do
things
like
change
the
axis
label
and
then
re-plot
their
graph,
and
now
it
says
year
right.
B
B
The
u.s
geological
survey
has
this
wonderful
csv
file
that
updates
every
15
minutes
with
seismic
sensor
readings
globally.
There
are
thousands
of
them
in
this
network,
and-
and
you
can
this
plots
a
map
of
the
earth
with
with
a
dot
for
every
seismic
sensor
reading
and
it
maps
out
things
like
plate
tectonic
boundaries.
B
So
this
gives
us
an
inquiry-based
way
to
for
students
to
learn
about
things
like
plate,
tectonics
really
organically,
by
looking
at
a
data
set
of
where
do
tremors
happen
and
noticing
that
it's
not
randomly
distributed
across
the
globe
and
anyway,
so
we
have
star
catalogs,
title
height
data.
You
can
tell
the
difference
between
a
spring
tide
and
a
neap
tide.
B
So
I
won't
go
through
all
of
the
the
boring
details.
But
if
any
of
this
interests
you
logistically
on
the
teachers
page,
I
have
some
some
descriptions
of
of
the
tech
choices
that
we
made.
So
you
might
recognize
that
we
use
python
for
all
of
these
in
part,
because
I
come
from
a
physics
background
and
that's
pretty
ubiquitous,
where
I
work
as
well
as
that,
it's
that's
a
pretty
minimal,
syntax
language
and
so
for
people
who
don't
know
how
to
program
anything.
B
B
We
can
prompt
them
to
go
to
one
of
these
data
science
activities
and
since
the
code
already
works,
they're
not
having
to
wrestle
with
tracking
down
error
messages
and
that
sort
of
thing
and-
and
it
has
worked
surprisingly
smoothly
despite
the
audience's
lack
of
of
programming
experience
now.
The
last
thing
that
has
really
made
this
critical
to
rolling
it
out.
A
large
scale
is
not
requiring
local,
install
of
jupiter
or
anaconda.
B
But
when
we're
talking
about
you
know,
200
middle
school
science,
teachers
that
each
have
a
class
of
30
students
and
it's
gotta
work
the
first
time.
No,
you
know
four
or
four
errors
or
anything
like
that.
Google
colab
has
been
our
our
go-to
resource,
and
the
neat
thing
about
google
co-laboratory
is
that
it
integrates
with
google
drive
seamlessly,
so
you
can
run
your
jupyter
notebook
and
then
save
it
to
your
google
drive.
A
lot
of
schools
are
using
google
already.
B
B
The
google
ai
has
been
making
the
news
a
lot
recently
for
all
of
the
wrong
reasons,
but
but
all
that
being
said,
google
collaboratory
has
allowed
us
to
do
this
with
thousands
of
students
a
year
with
a
pretty
easy
rollout
and
so
I'll.
Give
you
here
are
a
couple
slides
from
a
talk
that
I'm
giving
next
week
just
things
that
we're
looking
at
next
jupiter
book
is
a
more
robust
version
of
jupiter,
and
so
you
can
almost
have
like
an
interactive
textbook,
but
it's
all
composed
of
jupiter
notebooks.
B
So
imagine
your
your
all
of
these
activities
being
nicely
packaged
in
a
single
book,
but
you
can
still
run
this
either
locally
or
or
through
some
online
server.
The
folks
at
jupiter
and
binder
have
now
started
just
this.
Past
year,
a
non-profit
called
two
i2c
looking
at
jupiter
cloud
service
options
to
help
get
around
being
beholden
to
thing.
Services
like
google,
collab
or
amazon
offered
something
similar
through
azure
notebooks,
but
they
with
sort
of
short
notice,
terminated
that
project
this
past
fall.
B
You
can
imagine
that
for
each
of
these
activities,
since
we're
really
focused
on
the
science
content
and
not
the
programming,
we're
getting
more
wide
scale,
adoption
by
science,
teachers
and
school
districts
with
this,
mainly
because
teachers
don't
have
to
carve
out
extra
time
to
do
these
data
science
activities
right,
but
instead
of
the
plate,
tectonics
activity
that
they've
done
for
the
last
five
years.
They
do
this
one
instead
and
it
takes
the
same
amount
of
time.
B
They're
able
to
ask
students
similar
levels
of
questions,
and
so
then
it
just
remains
to
find
an
appropriate
data
set
for
every
bit
of
science
content
in
a
science
course,
and
maybe
not
every
bit,
but
we
have
about
five
or
six
for
a
few
different
projects.
We
have
about
five
or
six
of
these
per
grade
level,
spanning
sixth,
seventh
and
eighth
grade,
and
then
that's
that
was
continuing
to
grow
when
the
pandemic
hit.
So
I'm
hoping
that
we
picked
that
back
up
and
so
cern.
B
This
is
the
particle
physics
lab
at
in
in
switzerland
it
has
a
great
open
data
resource
and
then
the
university
of
california
irvine
machine
learning
repository
is
a
wonderful
place
if
you're
looking
for
data
sets.
So
I
feel
like
this
is
really
the
you
know.
What
I've
been
working
on
is
the
precursor
or
the
the
k12
version
of
what
mandy
is
looking
at,
you
know
is
doing
with
her
undergrads
right.
Is
it's
a
little
bit
more
structured?
B
Here's
the
data
set,
tell
me
what
you
see
and
manipulate
some
things
and
we're
hoping
that
at
the
high
school
and
an
undergrad
level,
this
really
primes
us
for
more
open-ended,
hey,
find
a
data
set
that
you
want
to
investigate
and
come
up
with
some
research
question
that
you
think
is
answerable
with
that.
A
couple
other
things
to
look
next.
Are
you
know
more
more
scientific
studies
of
how
this
stuff
works
right?
I
I
anecdotally.
We.
B
B
B
My
default
answer
is
yes
to
whatever
question
it
is
so
I'll
close
this
just
by
saying
that
so
we
we've
affected,
we've
impacted
in
the
past
few
years
over
15
000
middle
school
students
and
it's
at
a
low
level
right,
because
this
is
just
a
step
up
from
having
them
use
excel
to
analyze
a
data
set.
But
these
these
are
students
who
are
at
five
or
six
times
throughout
the
school
year,
interacting
with
python
and
jupiter,
and
asking
some
really
interesting.
A
B
This
has
been
a
really
easy
on-ramp
to
provide
a
working
script
in
python
or
whatever
that
that
gets
students
working
with
this
stuff
right
and
the
next
thing
you
know
they
start
googling
right.
Well,
what
are
the
different
parameters
for
you
know
or
arguments
for
this
for
this
pandas
function
or
numpy
or
scipy
function,
that's
being
called
here
right.
How
do
I?
How
do
I
modify
that
so
anyway?
So
I'll
wrap
it
up
there
and
open
up
for
anybody
who
has
any
questions
or
comments?
B
I'd
love
to
hear
what
you're
thinking
or
if
that
gives
anybody
ideas
of
where
I
and
my
colleagues
should
be
looking
next,
maybe
anyway,
thank
you.
So
much
for
having
me
thank
you
for
carving
time
out
of
oh
crazy
week
that
I
think
we
had
hoped
would
be
a
respite
from
2020
and
it's
turning
out,
not
quite
yet
so
so,
thanks
for
being
here,
everybody
and
yeah
and
renata.
Thank
you
as
well.
A
B
I'll
respond
to
your
comment,
thanks
for
the
the
props-
and
I
there
are
great
data,
sets
yeah
for
municipal
utilities
and
waste
water
and
water
usage,
and
we
actually
have
a
couple
of
these
activities
in
the
in
the
pipeline.
From
my,
my
fair
state
of
florida
has
lots
of
wonderful
waterways
that
are
ridiculously
polluted,
but
the
data
is
really
accessible
because
we
have
some
some
state
level
law
that
allows
public
access
to
most
of
our
institutional
data.
C
I
I
just
appreciated
the
way
you
went
through
that
first
example
of
how
you
changed
the
plot.
I
think
one
of
the
things
that's
really
hard
is
where
to
start
with
people
that
don't
have
any
background
in
coding
and
we
want
to
jump
in
with
you
know,
get
our
feet
totally
get
get
submerged
in
the
water,
but
you
really
have
to
get
people's
feet
wet
wet
just
with
the
gradual
approach.
I
really
like
that,
and
so
I'm
just
going
to
thank
you
for
that,
because
I'm
I'm
I'm
always
suffering
from
a
let's.
C
Actually,
even
that
experience,
while
very
frustrating
for
data
scientists,
I
think,
is
really
important
for
students
to
go
through
that
struggle.
But
it's
certainly
more
of
a
not
the
first
thing
that
you
want
to
experience.
When
you
start
working
on
a
data
science
project,
you
want
to
have
a
little
bit
easier
entry.
So
I
appreciated
that.
B
Yeah
yeah
cool
yeah-
I
I
I
I'm
a
fan
of
this
right.
Sometimes
we
call
that
scaffolding
right
pedagogically,
but
to
make
sure
that
that
we
have
lots
of
small
steps
and
that
our
more
advanced
students
and
teachers
that
use
this
they
just
they
they
move
through
those
steps
really
quickly
but
they're
at
least
there
for
the
the
other
ones
who
are
just
having
some
major.
You
know
mental
block
on
what
is
going
on,
but
yeah.
I've
been
really
surprised
at
how
easy
that's
been
to
implement.
A
B
Yeah,
so
renata
was
kind
enough
to
speak
with
one
group
over
this
past
summer
of
ours.
So
I
I
I
do
work
with
a
handful
of
different
teacher
groups.
One
is
called
quarknet,
which
is
u.s
a
u.s
particle
physics,
outreach
group,
and
so
there
we've
embedded
these
activities
in
teacher
workshops
that
we
usually
we
used
to
do
excel
analysis
on
kind
of
large,
excel
files,
and
now
we
can
do
ridiculously
large
data
sets
with
python,
so
partnering.
B
Finding
people
that
are
already
doing
teacher
workshops
is
a
great
way
to
do
that
right,
because
then
we
don't.
We
didn't
need
to
establish
that.
You
know
the
other
95
of
the
program
right,
we're
just
coming
in
and
saying
hey
here,
here's
another
cool
way
to
do
things.
We
got
school
districts
to
partner
with
us
again
like
I
said
they
already
have
pressure
to
how
how
do
we
do
more
coding
in
computer
science?
Our
state
legislators
have
told
us
that
we
have
to
do
this.
B
They
don't
know
what
it
looks
like
and
they
don't
know
how
to
make
it
happen.
Nobody's
telling
us
how
to
make
it
happen,
and
so
we
found
schools
and
school
districts
and
teachers
really
receptive.
We
coupled
that
with,
like
I
said,
with
a
budget
of
my
position
already
being
funded
so
that
I
could
help
coordinate
some
of
this.
B
A
couple
thousand
dollars
a
year
for
undergraduate
labor
to
do.
Google
searches
for
you,
know,
20
hours,
a
piece,
and
then
the
school
districts
had
plenty
of
budget
to
pay
their
teachers
stipends
to
do
a
summer
workshop
to
get
trained
on
this
because
they
were
gonna.
Most
school
districts
are
gonna
pay
their
teachers
over
the
summer
for
a
little
bit
to
training
on
whatever
the
the
flavor
of
the
week
is
anyway
right.
We.
B
You
know
a
teacher
stipend
of
maybe
100
or
150
a
day
for
two
to
five
days
of
training
on
this
stuff
times:
200
teachers.
Now
you
start
getting
into
you,
know:
nsf
requests
right
and
not
not
just
a
casual
little
thing,
but
school
districts
are
already
paying
to
train
their
teachers
on
stuff,
so
so
that
that
turned
out
to
be
a
really
nice
partnership,
I'll
jump
down
to
the
last
question
in
the
ether
pad,
which
was
the
real
motivator
for
me
to
do.
B
This
is
equity
and
access
for
tech.
Tech
literacy
like
this
is
usually
pretty
bad
because
for
a
student
to
get
exposed
to
programming
or
data
science
or
advanced
science,
they
either
need
to
have
enough
freedom
in
their
high
school
schedule
to
take
that
elective
course,
but
if
you're
also
forced
to
take
that
remedial
reading
class
you're
not
getting
to
see
this
or
it's
a
after-school
club
which,
if
you
ride
the
bus.
B
B
So
so
our
our
approach
was
being
able
to
saturate
an
entire
grade
level
of
you
know.
Orange
county
schools
is
like
the
the
eighth
or
ninth
largest
school
district
in
the
u.s,
and
they
just
put
it
into
their
standard.
Sixth,
seventh
and
eighth
grade
curriculum,
and
so
it's
not
really
deep,
but
we're
touching,
you
know
80
or
90
of
the
students
in
a
very
diverse
school
district.
C
A
So
we
did
pilot
that
out
for
institutions
that
were
in
our
data
up
program,
so
about
eight
or
nine
institutions
being
able
to
run
their
own
jupiter
or
we
run
the
jupiter
hub,
but
they
were
able
to
access
it
directly.
I
think
that
our
partnership
was
with
microsoft,
azure,
specifically
to
do
the
cloud
hosting
and
again
that
problem
of
hiring,
so
we
hired
a
software
engineer
that
was
running
it
and
deploying
it
even
in
the
university
of
puerto
rico,
which
is
part
of
our
virgin
islands
and
other
places.
A
But
the
google
collaboratory
thing
is
something
that
would
be
interesting
because,
as
you
say,
with
the
partnership
with
the
cloud
providers,
it
was
a
pilot
partnership
and
then
how
you
sustain
it
through
when
people
are
using
it
and
at
a
university
level,
people
start
to
use
it
for
more
research
grade
purposes.
So
I'm
wondering
you
know
at
middle
school,
it's
pretty,
it
may
stay
under
limits.
A
B
B
You
know
noticing
scripts,
taking
particularly
long
to
run
all
right
or
or
running
out
of
resources,
so
yeah
I
I've
spent
a
decent
amount
of
time
managing
jupiter
hub
installs
on
you
know,
aws
and
google
cloud
compute
and
just
wow
when,
when
google
collab
came
out,
I
mean
you
know:
yeah,
that's
expensive
right.
You
need
somebody
who's
who's
dedicated
a
decent
percentage
of
their
time
to
manage,
manage
that
with
google
colab
there's
zero
upkeep.
B
B
A
B
Last
comment
is
donald.
I
noticed
that
you
mentioned
in
your
in
your
intro
on
the
on
the
ether
pad
that
maybe
it
would
be
nice
to
to
see
us
coalesce
on
some
set
of
standards
for
stuff,
and
I
know
that
everybody
who
suggests
that
is
going
to
suggest
their
own
standard,
and
so
now
we
go
from
10
options
to
suggesting
another
one,
and
now
we
have
11
instead
of
condensing
to
one.
B
You
know
easy
easy
thing
to
to
implement
for,
but
you
know
school
districts
don't
have
a
budget
for
somebody
to
manage
their
jupiter
hub
and
we
went
through
that
for
about
a
year
and
we
found
a
you
know
another
for-profit
company
that
was
going
to
do
a
canvas
plug-in
to
run
a
jupiter
hub
through
their
students,
canvas
learning
management
account
and
yeah.
We
wrestled
for
a
long
time
and
the
collab
came
up
and
it
was
just
like
hitting
the
easy
button.
A
Yeah
so
yeah,
that's
something
we
should
definitely
talk
about
if
others
are
interested
in
that
put
that
in
the
bed.
For
sure,
because
I
know
we're
interested
in
that,
you
know
trying
to
make
that
case
for
the
at
the
undergraduate
level.
I
think
it's
very
similar
around
on-ramps
and
even
sharing
curriculum
or
sharing
data
sets.
A
Also
looking
at
the
jupiter
books,
that's
something
that
is
new
or
something
I
hadn't
heard
of
before,
because
we
called
our
jupiter
hub
interactive
textbooks
like
that.
We
were
trying
to
help
people
do
interactive
textbooks.
So
that's
that's
an
interesting
thing
as
well
all
right!
Well,
it's
after
time,
people
I
you
know
we
can
stay,
but
anyone
who
needs
to
go.
You
know
feel
free.