Discussion 1:
WMD, Names, Operations
Welcome to Data 6!
٩(^ᗜ^ )و ´-
Agenda
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About Me
me with some friends at stanford for the big game!
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Ice breaker: Uncommon Commonalities!
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Q1: Weapons of Math Destruction 💥
1. Weapons of Math Destruction 💥
1.1) O'Neil critiques the college ranking system for turning higher education into a competitive market rather than a learning environment.
How did college rankings influence your or your peers' decisions about where to apply or attend? Do you believe this influence was positive or negative?
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1. Weapons of Math Destruction 💥
1.2) O’Neil suggests that ranking systems can exacerbate inequalities. From your experience, how accessible is higher education for people from different socioeconomic backgrounds? How might ranking systems contribute to these challenges?
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1. Weapons of Math Destruction 💥
1.2) O’Neil suggests that ranking systems can exacerbate inequalities. From your experience, how accessible is higher education for people from different socioeconomic backgrounds? How might ranking systems contribute to these challenges?
Accessibility to higher education can vary widely by socioeconomic status. Students from wealthier backgrounds often benefit from better preparatory resources such as attending schools with more funding, enhancing their college applications. Rankings can exacerbate these disparities by emphasizing metrics like alumni contributions and faculty resources, which tend to be higher in more affluent institutions. Such factors create a feedback loop where prestigious, well-resourced schools attract even more resources, maintaining their high rankings and perpetuating inequality.
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1. Weapons of Math Destruction 💥
1.3) In pairs, use one laptop to access the following two data-fied views of UC Berkeley:
Compare the numeric data shared on the first few pages of each webpage. How do you think these number shape a visitor's view of the "educational excellence" of this university?
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Q2: Order of Operations (PEMDAS) 🤔
2. Order of Operations (PEMDAS) 🤔
Evaluate each of the following arithmetic expressions. If an expression results in an error, write 'ERROR' and explain why. Note that abs() represents absolute value in Python.
(5 + 7) * min(3, 4) # Q1.1
abs(max(5, 2) - min (7, 10) # Q1.2
max(abs(5 - 12 // 2), min(3, 4), 2 ** 3) # Q1.3
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2. Order of Operations (PEMDAS) 🤔
2.1)
(5 + 7) * min(3, 4)
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2. Order of Operations (PEMDAS) 🤔
2.1)
(5 + 7) * min(3, 4)
12 * min(3, 4)
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2. Order of Operations (PEMDAS) 🤔
2.1)
(5 + 7) * min(3, 4)
12 * min(3, 4)
12 * 3
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2. Order of Operations (PEMDAS) 🤔
2.1)
(5 + 7) * min(3, 4)
12 * min(3, 4)
12 * 3
36
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2. Order of Operations (PEMDAS) 🤔
2.2)
abs(max(5, 2) - min (7, 10)
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2. Order of Operations (PEMDAS) 🤔
2.2)
abs(max(5, 2) - min (7, 10)
SyntaxError: incomplete input
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2. Order of Operations (PEMDAS) 🤔
2.3)
max(abs(5 - 12 // 2), min(3, 4), 2 ** 3)
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2. Order of Operations (PEMDAS) 🤔
2.3)
max(abs(5 - 12 // 2), min(3, 4), 2 ** 3)
max(abs(5 - 6), min(3, 4), 2 ** 3)
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2. Order of Operations (PEMDAS) 🤔
2.3)
max(abs(5 - 12 // 2), min(3, 4), 2 ** 3)
max(abs(5 - 6), min(3, 4), 2 ** 3)
max(abs(-1), min(3, 4), 2 ** 3)
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2. Order of Operations (PEMDAS) 🤔
2.3)
max(abs(5 - 12 // 2), min(3, 4), 2 ** 3)
max(abs(5 - 6), min(3, 4), 2 ** 3)
max(abs(-1), min(3, 4), 2 ** 3)
max(1, min(3, 4), 2 ** 3)
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2. Order of Operations (PEMDAS) 🤔
2.3)
max(abs(5 - 12 // 2), min(3, 4), 2 ** 3)
max(abs(5 - 6), min(3, 4), 2 ** 3)
max(abs(-1), min(3, 4), 2 ** 3)
max(1, min(3, 4), 2 ** 3)
max(1, 3, 2 ** 3)
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2. Order of Operations (PEMDAS) 🤔
2.3)
max(abs(5 - 12 // 2), min(3, 4), 2 ** 3)
max(abs(5 - 6), min(3, 4), 2 ** 3)
max(abs(-1), min(3, 4), 2 ** 3)
max(1, min(3, 4), 2 ** 3)
max(1, 3, 2 ** 3)
max(1, 3, 8)
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2. Order of Operations (PEMDAS) 🤔
2.3)
max(abs(5 - 12 // 2), min(3, 4), 2 ** 3)
max(abs(5 - 6), min(3, 4), 2 ** 3)
max(abs(-1), min(3, 4), 2 ** 3)
max(1, min(3, 4), 2 ** 3)
max(1, 3, 2 ** 3)
max(1, 3, 8)
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Lab Notebook
Once you’ve finished, submit to Gradescope! (Due today, 8/29 at 5pm)
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