source commit: 586301c

Author: actions-user

2023-11-20_tolkien_counts.xlsx

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+- [Belinda Weaver](https://github.com/weaverbel), Griffith University Library

2024-05-20_comp-think-open-version.pptx

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+---
+title: "Contributor Code of Conduct"
+---
+
+As contributors and maintainers of this project,
+we pledge to follow the [The Carpentries Code of Conduct][coc].
+
+Instances of abusive, harassing, or otherwise unacceptable behavior
+may be reported by following our [reporting guidelines][coc-reporting].
+
+
+[coc-reporting]: https://docs.carpentries.org/topic_folders/policies/incident-reporting.html
+[coc]: https://docs.carpentries.org/topic_folders/policies/code-of-conduct.html

2024-05-31_script-for-teaching-comp-thinking.pdf

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+---
+title: "Licenses"
+---
+
+## Instructional Material
+
+All Carpentries (Software Carpentry, Data Carpentry, and Library Carpentry)
+instructional material is made available under the [Creative Commons
+Attribution license][cc-by-human]. The following is a human-readable summary of
+(and not a substitute for) the [full legal text of the CC BY 4.0
+license][cc-by-legal].
+
+You are free:
+
+- to **Share**---copy and redistribute the material in any medium or format
+- to **Adapt**---remix, transform, and build upon the material
+
+for any purpose, even commercially.
+
+The licensor cannot revoke these freedoms as long as you follow the license
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+
+Under the following terms:
+
+- **Attribution**---You must give appropriate credit (mentioning that your work
+  is derived from work that is Copyright (c) The Carpentries and, where
+  practical, linking to <https://carpentries.org/>), provide a [link to the
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+- **No additional restrictions**---You may not apply legal terms or
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+  license permits.  With the understanding that:
+
+Notices:
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+* You do not have to comply with the license for elements of the material in
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+* No warranties are given. The license may not give you all of the permissions
+  necessary for your intended use. For example, other rights such as publicity,
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+
+## Software
+
+Except where otherwise noted, the example programs and other software provided
+by The Carpentries are made available under the [OSI][osi]-approved [MIT
+license][mit-license].
+
+Permission is hereby granted, free of charge, to any person obtaining a copy of
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+
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+
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+
+[cc-by-human]: https://creativecommons.org/licenses/by/4.0/
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+[mit-license]: https://opensource.org/licenses/mit-license.html
+[ci]: https://communityin.org/
+[osi]: https://opensource.org

AUTHORS.md

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+---
+title: Computational thinking in practice
+teaching: 20
+exercises: 10
+---
+
+::::::::::::::::::::::::::::::::::::::: objectives
+
+- Understand the difference between programming and computational thinking
+- Recognize how computational thinking is applied in everyday life
+- Learn the steps of computational thinking such as problem breakdown, pattern recognition, and developing algorithms
+
+::::::::::::::::::::::::::::::::::::::::::::::::::
+
+:::::::::::::::::::::::::::::::::::::::: questions
+
+- What is the difference between programming and computational thinking?
+- How is computational thinking used in daily life?
+- What are the steps involved in computational thinking?
+- How can structure diagrams help in breaking down problems?
+
+::::::::::::::::::::::::::::::::::::::::::::::::::
+
+
+While thinking computationally is a prerequisite for programming, programming and computational thinking are not the same thing.
+
+| **Programming** |   |  **Computational thinking** |
+| :---: | :---: | :---: | 
+| instructs a computer to carry out a sequence of steps in a particular order. |   | is the process that helps decide what those steps will be, i.e.  what the computer will be told to do. |      
+
+------
+
+Computers are precise, and computing instructions must be clear and unambiguous, as the computer cannot think - it can only follow orders. Unlike humans, computers do not get bored or distracted, they process data very quickly, and will carry out the same tedious, repetitive tasks over and over again without making mistakes.
+
+![The computational thinking process in action](fig/proc-diagram.png){alt="Computational thinking at work" width="100%"}
+
+#### Computational thinking in our daily lives
+
+Subconsciously, we practise computational thinking every day of our lives. 
+
+::::::::::::::::::::::::::::::::::::::::::: testimonial
+
+“Computational thinking describes the mental activity in formulating a problem to admit a computational solution. The solution can be carried out by a human or machine.”
+
+— Jeannette Wing
+
+:::::::::::::::::::::::::::::::::::::::::::::::::::::::
+
+Every time we need to plan to do something, we use some of the steps of computational thinking such as problem breakdown, pattern recognition and developing algorithms. 
+
+- Project managers use computational thinking to plan complex activities such as building a tunnel or revamping a playground. 
+
+- Epidemiologists use it to identify patterns that help predict how a disease outbreak will spread. 
+
+- Parents use it to juggle work, parenting, community responsibilities and housework.
+
+- Lost hikers can use it to try to find their way out of the forest.
+
+#### Breaking problems down with structure diagrams
+
+When trying to solve problems, it is essential to break them down into their constituent parts. Pasting sticky notes on a wall is one way to visualise the necessary steps. 
+
+Structure diagrams also allow you to plan problem breakdown visually. At the top should be the objective, and the steps underneath should start with high level considerations. These high level considerations can then be broken down into smaller and smaller steps.
+
+In the hiking scenario, the group of four people have to try to solve the problem of being lost. This diagram is the very start of their thinking about their immediate needs. 
+
+![Basic Structure Diagram](fig/structure.png){alt="Structure diagram" width="100%"}
+
+---------
+
+:::challenge
+## Practice
+
+Imagine that night is now falling fast, and our friends are still stuck in the forest. Add some more detail to the structure diagram to help them survive the night.
+:::
+
+:::::::::::::::::::::::::::::::::::::::: keypoints
+
+- Computational thinking involves breaking down problems, recognizing patterns, and developing algorithms.
+- While programming is instructing a computer to carry out tasks, computational thinking helps decide what those tasks will be.
+- Computational thinking is used in various fields, from project management to epidemiology, and even in daily tasks.
+- Structure diagrams are useful tools for visually breaking down and planning problem-solving steps.
+
+::::::::::::::::::::::::::::::::::::::::::::::::::
+

CODE_OF_CONDUCT.md

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+---
+title: Computational thinking in programming
+teaching: 30
+exercises: 10
+---
+
+::::::::::::::::::::::::::::::::::::::: objectives
+
+- Understand the importance of decomposition in programming
+- Learn how to break down a problem into discrete parts for programming
+- Recognize the difference between linear and branching code
+- Apply pattern recognition to adapt existing code for new problems
+
+::::::::::::::::::::::::::::::::::::::::::::::::::
+
+:::::::::::::::::::::::::::::::::::::::: questions
+
+- Why is decomposition crucial in programming?
+- How can we break down a problem like counting words in a text?
+- What is the difference between linear and branching code?
+- How can pattern recognition help in programming?
+
+::::::::::::::::::::::::::::::::::::::::::::::::::
+
+*Decomposition* is crucial in any kind of problem breakdown, but especially so in programming. The computer must be told **precisely** what to do, and in what order, so problems must be broken down into discrete parts and each section coded appropriately.
+
+Suppose we want to find the ten words most commonly used in a text. How might we go about that?
+
+#### Linear code
+
+While there are many different ways to do this task, this is one way, where all the commands are run in a linear sequence, e.g.,
+
+![Counting words in a text](fig/count-words.png){alt="counting words in a text" width="60%"}
+
+First we save the file in `.txt` format to eliminate all the "smart" formatting created by programs like Word (as they would otherwise introduce a messy bunch of extraneous characters). Then we progressively eliminate everything from the text that is not a word, i.e. punctuation. 
+
+Converting all the words to lower case means we end up with a single version of each word - not two. This is important because, to a computer, `Word` (starting with an upper case letter) does not equal `word` (starting with a lower case letter) - it treats them as two separate entities. 
+
+By replacing spaces with `new line` characters, each word will end up on its own line, which makes them easy to sort alphabetically and then count.
+
+Each part of the sequence would need to be individually programmed. Fortunately, programmers can adapt code that others have already used to do similar tasks, such as code to identify letter, number or word frequency. Once you are coding, this is where the computational thinking skill of *pattern recognition* comes in - identifying similar code that can be used for or adapted to the specific problem you want to solve. 
+
+--------
+
+#### Branching code
+
+Programming rarely works in such a linear fashion. Code generally includes branching so that different pathways can be taken, depending on whether or not certain conditions are met, e.g., different responses to a `Yes/No` or `True/False` decision, as in the example here.
+
+![Branching code](fig/workflow.png){alt="Branching code" width="90%"}
+
+----------------
+
+:::challenge
+## Hiking Preparation Strategy
+
+Our friends have finally made it out of the forest and back to civilisation. Their experience, while unpleasant, has not put them off hiking. Draw a structure diagram of the planning they need to do for next time to avert another disaster.
+:::
+
+:::::::::::::::::::::::::::::::::::::::: keypoints
+
+- Decomposition is essential for breaking down problems into discrete parts in programming.
+- Computers require precise instructions, and problems must be broken down accordingly.
+- Linear code runs commands in a sequence, while branching code allows for different pathways based on conditions.
+- Pattern recognition helps programmers adapt existing code for new problems.
+
+::::::::::::::::::::::::::::::::::::::::::::::::::

LICENSE.md

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+---
+title: Exercise
+teaching: 25
+exercises: 20
+---
+
+In this exercise, we will see how computational thinking can be used to add up all the numbers between 1 and 200 in our heads, i.e. `1 + 2 + 3 + 4` and so on. We should be able to do this in less than a minute. 
+
+Seems impossible?
+
+It's not.
+
+Using the first computational thinking step - *Decomposition* - we break the problem up into smaller pieces. Rather than trying to add the numbers up sequentially, which would be challenging for many people to do in their heads, let's approach the task in a different way.
+
+::::::::: challenge
+
+## Decomposition
+
+Let's begin at each end of the 1-200 sequence by adding up the first and last numbers.
+
+What is `200 + 1`? 
+
+:::::::: solution
+The answer is `201`.
+:::::::
+
+Let's now add up the second and the second last numbers, i.e. `199 + 2`. 
+
+:::::::: solution
+The answer is `201`.
+:::::::
+
+Let's now add up the third and the third last numbers, i.e. `198 + 3`. 
+
+:::::::: solution
+The answer is `201`.
+:::::::
+
+:::::::::
+
+-------
+
+### Pattern recognition
+
+Using our second step - *Pattern recognition* - we should be able to spot a clear pattern, i.e. that each pair of numbers appears to add up to `201`.
+
+![Spotting a pattern](fig/word-count.png){alt="Spotting a pattern" width="25%"}
+
+If we follow this same process with **all** the numbers between 1 and 200, we will end up with **100 pairs**, each of which will add up to `201`.
+
+-------
+
+### Algorithm
+
+Using an *Algorithm* - another name for a series of steps - how do we calculate the final total?
+
+We multiply the `number of pairs` (100) by `201` (the total to which each pair adds up).
+
+`100 * 201` gives us the answer of `20,100`.
+
+So far, so good.
+
+Now, what about about our fourth step, *Abstraction*? 
+
+-------
+
+### Abstraction 
+
+*Abstraction* will enable us to generalise from that experience, i.e. repeat the process we used to add up all the numbers between 1 and 200 to add up a *different* set of numbers, e.g., 1-500.
+
+The *Algorithm* will be 
+
+(`number to be added` divided by 2) multiplied by (`number to be added` +1). We can express that as an algebraic formula:
+
+`(x/2) * (x + 1)`
+
+where *`x`* is the `number to be added`.
+
+-------------
+
+That's it! Using those four key steps, we have learned the basics of computational thinking.
+
+---------
+
+::::::::::::::::::::::::::::::::: challenge
+
+## Practice
+
+Use the algorithm above to add up all the numbers between 1 and 24, 1 and 50, and 1 and 1,000.
+
+::::::::::::::
+
+::::::::::::::::::::::::::::::::: discussion
+
+## Discussion
+
+The numbers above are all even numbers. What would be the process for adding up numbers if the final number is an odd one, e.g., 17? Can you use the same formula? If not, what adaptations would you need to make to the formula?
+:::

computation_practice.md

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+---
+site: sandpaper::sandpaper_site
+---
+
+Computational thinking is an essential prerequisite for anyone wanting to learn to program computers and write code. 
+This workshop will take you through the steps to develop a computational mindset. This lesson was initially conceived and designed by 
+[Belinda Weaver](https://github.com/weaverbel) ([ORCiD](https://orcid.org/0000-0002-6156-7997)).
+
+## Learning Objectives
+
+Once you have completed this workshop, you should be able to:
+
+- Identify the steps involved in computational thinking
+- Break a problem down into more manageable parts
+- Develop a series of steps (an *algorithm*) to solve the problem
+- Generalise the steps to make the algorithm re-usable (*abstraction*)
+
+:::: prereq
+
+## Prerequisites
+
+To successfully complete this workshop you will need: 
+
+- A pen and paper
+
+::::
+

computation_programming.md

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+---
+title: 'Instructor Notes'
+---
+
+Slides and notes for this lesson: 
+
+- [Introducing Computational Thinking powerpoint](2024-05-20_comp-think-open-version.pptx)
+- [Notes for Slides](2024-05-31_script-for-teaching-comp-thinking.pdf)