How to teach basic lab skills for scientific computing.

Reverse instructional design: Escape sequences

Posted on:
2014-07-30
Author:
Sarah Simpkin

This assessment would be given after introducing the concept of escape sequences. Q1. Given the following Ruby code, what would you expect to see by running the program? exercise_result = “\tHello everybody!\nHow are you today?” puts exercise_result A. Hello everybody! How are you today? B. Hello everybody! How are you today? C. Hello everybody!How are […]

Posted in Assessment, Round 10/2 | 2 Comments

Reverse instructional design – simple task CVS with Git

Posted on:
2014-07-29
Author:
Klemens Noga

Just recently I’ve given training course for novice users about control version with Git. In evaluation survey which I’ve sent after training I’ve given simple multi choice question: Could you tell which command is used to get all new changes from remote repository (called by alias “origin”) to your local one? 1. git checkout origin master […]

Posted in Assessment, Round 10/3 | Tags: | 2 Comments

Reverse instructional design – using Python for data processing

Posted on:
2014-07-29
Author:
Xu Fei

The questions are based on a short introduction on “Processing data in Python instead of spreadsheets”. 1. Which one of the following answers describes the benefit of using Python for data processing over spreadsheets? a) Python is easier to learn than spreadsheets. b) It is always faster to write a Python script to process data […]

Posted in Assessment, Python, Round 10/3 | Tags: | 1 Comment

Reverse instructional design- glm in R

Posted on:
2014-07-27
Author:
Easton White

Below is the first 6 records of a data set for miles per gallon (mpg) and a number of other variables for cars. 1) In R, how would we correctly use glm() to run a generalized linear model with mpg as the response variable with explanatory variables: cylinders, displacement, and year. We also want to […]

Posted in Uncategorized | 2 Comments

Bio: Rainer Kiko

Posted on:
2014-07-27
Author:
Rainer Kiko

I am a postdoctoral fellow at the GEOMAR Helmholtz Centre for Ocean Research Kiel, Germany. I work on zooplankton ecophysiology and particle dynamics in the tropical Atlantic and Pacific. I am mainly using Python for oceanographic data processing with Postgres SQL and Matplotlib. I have started picking up scientific computing at the end of 2011 […]

Posted in Biography | No Comments

Reverse Instructional Design — Insert and Select in SQL

Posted on:
2014-07-27
Author:
Rainer Kiko

Question1: You have the following two sql_tables A and B: A Column      |          Type          |          Modifiers —————–+————————+—————————— indx            | text                   | not null ctd_filename    | text                   | depth           | double precision       | oxygen          | double precision       | B Column      |          Type          |          Modifiers —————–+————————+—————————— indx            | text                   | not null ctd_filename    | text                   | depth           […]

Posted in Round 10/3 | No Comments

Rev. Inst. Design — BASH File Management

Posted on:
2014-07-26
Author:
Joseph Viviano

## topic — bash file management # You’re using an alpha-stage program on a set of files in ‘/inputs’ of the format ‘XXXX.csv’. It does the right thing 99% of the time, but for the other 1 fails completely, throws no errors, and outputs an empty text file instead of the desired output. These files […]

Posted in Uncategorized | Tags: | 1 Comment

Reverse instructional design: finding file sizes and copying files on the command line

Posted on:
2014-07-26
Author:
Emily Coffey

You are working on a remote computer and have just found an anomaly in subject S15′s dataset. You wish to upload the subject’s data to your lab server so that a colleague can give a second opinion. The data of interest are stored in directories that start with “S15″ and end in “.ds” Q1: Your […]

Posted in Uncategorized | 5 Comments

Reverse instructional design: questions about “design”

Posted on:
2014-07-26
Author:
Piotr Banaszkiewicz

My pitch, while not the best one, and definitely not the clearest one, was about motivating for learning design. During one short, 10-15min lesson I’d like to show people what design really is about and the differences between good user interface and good user experience. Question: The general role of design is to: solve problems […]

Posted in Assessment, Round 10/3 | 3 Comments

Reverse instructional design: mutable vs immutable parameters

Posted on:
2014-07-26
Author:
Dominic Barraclough

Back grouund – this question was motivated by a recent observation by a friend. While Sean is a very experienced and knowledgable software engineer, he is not that familiar with python and mentioned that he was caught out by the different behavior of mutable vs immutable objects when they are passed as parameters Given this, […]

Posted in Round 10/3 | 1 Comment

Reverse Instructional Design: python dict

Posted on:
2014-07-26
Author:
Clare Sloggett

Multiple choice: Consider the following Python code, which creates and manipulates a dictionary: favourite_things = {‘blue’:'sky’, ‘red’:'scarf’, ‘yellow’:'daffodils’} favourite_things['blue'] = ‘ocean’ del favourite_things['yellow'] print sorted( favourite_things.values() ) What will be printed if you run this code? a) ['blue', 'daffodils', 'ocean', 'red', 'scarf', 'sky', 'yellow'] b) ['blue', 'daffodils', 'ocean', 'red', 'scarf'] c) ['ocean', 'scarf'] d) ['blue', […]

Posted in Round 10/3 | 5 Comments

Reverse Instructional Design: regex

Posted on:
2014-07-25
Author:
Daisie Huang

This would be following a lesson on regex (using perl syntax)   In the following code snippet: “foo bar 123 bar23 foo baz” =~ /(.+?\s){3}..(.+)\s/; what would be the result in $2 (the second captured group)? a) o b) r23 foo c) r23 d) bar23 How would one capture the expression “123″ from that same […]

Posted in Assessment, Round 10/3 | 1 Comment

Reverse Instructional Design- Git Basics

Posted on:
2014-07-24
Author:
Scott Talafuse

1.  You have created a new git repository in your current directory with the ‘git init’ command. Further, you have edited and saved a new file name ‘README’ to the current directory. What sequence of commands will permanently save the new file ‘README’ to your repository? a) git status; git add README; git diff –staged; […]

Posted in Uncategorized | 1 Comment

Assessment – data aggregation with dplyr

Posted on:
2014-07-24
Author:
Kara Woo

Which of the following creates a data frame of average petal length and width by species from the iris dataset? # A iris %>% group_by(Species) %>% summarize(mean(Petal.Length), mean(Petal.Width)) # B iris %>% summarize(mean(Petal.Length), mean(Petal.Width)) # C iris %>% group_by(Species) %>% summarize(mean(Petal.Length)) %>% summarize(mean(Petal.Width)) # D summarize(iris, group_by(Species), mean(Petal.Length), mean(Petal.Width)) Using the warpbreaks dataset, generate a […]

Posted in Assessment, Round 10/3 | No Comments

Reverse instructional design – creating a map using Google Fusion Tables

Posted on:
2014-07-24
Author:
Catherine McGoveran

Question 1: You’re working with an open dataset from the City of Ottawa and you want to map the data to city wards using Google Fusion Tables. To do this, you’ll have to merge the open dataset with the spatial data representing the shape of each ward. Which of the following is not a requirement to […]

Posted in Assessment, Round 10/2 | No Comments

Reverse Instructional Design – Pipes and Shell

Posted on:
2014-07-24
Author:
Sarah Edwards

1) You have a file called fruit.txt containing the following lines: apple dragonfruit cantaloup apple banana sort will order the rows of the input in alphabetical order.  Likewise uniq will eliminate duplicate rows from the input (but only when they are adjacent).  Both commands send their output to stdout. Which of the following sequence of […]

Posted in Assessment | 5 Comments

Reverse instructional design – summarising data in R

Posted on:
2014-07-24
Author:
Andy Leung

This assessment will be given after a short introduction to summarising data in R. The introduction will cover only summarise and ddply from the plyr package. In the following questions we will be using the Seatbelts dataset in R. The dataset gives the monthly totals of car drivers in Great Britain killed or seriously injured Jan 1969 to […]

Posted in Assessment | 2 Comments

Assessment – Navigating the file system from the command line

Posted on:
2014-07-23
Author:
Jeff Walton

This assessment would be given after a short lesson on the basics of the file system. Q1.  Given the Unix file system shown in the tree diagram below, if your current working directory was smalldir, which of the following commands would you use to change to the planets2 directory? A) cd planets2 B) cd planets/planets2 […]

Posted in Assessment, Round 10/3 | 6 Comments

Reverse Instructional Design — Data extraction and manipulation with awk

Posted on:
2014-07-23
Author:
Leonor Garcia-Gutierrez

Before asking these questions, I would take 10-15 min to teach this about awk: column numbering/accessing, printing columns subject to conditions, and specifying delimiters. If needed, also logical (&&, ||), relational (>,<,>=,<=, ==, !=) and arithmetic (+, -, *, /) operators. We have a tab-separated datafile (patient_data.txt, see preview below), containing data for 100 patients: […]

Posted in Assessment, Round 10/3 | 1 Comment

Reverse instructional design – using ggplot2 in R

Posted on:
2014-07-23
Author:
James Robinson
screenshot

Consider the following dataset named “temp” of the goals and assists scored by 10 hockey players from the USA and Canada: Q1. Using ggplot2 in R, how would you make a scatter plot of the number of goals against number of assists, coloured by the country? a) ggplot(data=temp, x=goals, y=assists, col=country) b) ggplot(data=temp, x=goals, y=assists, aes(col=country)) […]

Posted in Assessment, R, Round 10/3 | 1 Comment