On Tue, Apr 25, 2017 at 8:38 AM, Louis Talman <firstname.lastname@example.org> wrote:
> On Tue, 25 Apr 2017 04:43:58 -0600, Robert Hansen <email@example.com> wrote: > > But what does this have to do with Scratch and its obvious non-technical >> consumption? >> > > It is "just" animation and graphics. > > - --Lou Talman >
Lou won that debate for sure.
Look around you: animation. Keith Devlin is on the right track in wanting to link film to delta calc.
Each frame of film is a tiny piece of the action, a delta, and summed, you see energy being spent.
action/time = mvd/t = E = hf (energy is a function of frequency isn't it). E/t = power (like watts).
In addition to sheer competence, the students are learning "how things work", an aspect of education routinely neglected.
Kids use the Internet every day, yet know nothing about how it works? Crazy.
Learning to program ('code') is exactly the same thing as learning 'algorithms' yet the former is CS and the latter is math?