Review Logarithms lessons (both!)

[schanzer]

• [x] the lesson point that introduces logarithmic form for equations feels very misplaced - where should this actually come into play? - RT

• [x] Answer "As a class: why are these coefficients similar to one another?" - ES

• [x] Make sure all pages that need to be in the workbook are

• [x] Audit section overviews

• Make any small changes

• Check with Emmanuel if they're online and there's a big change, otherwise just go ahead and make it

• TAG THIS ISSUE with any related commits

• [x] Emmanuel adds annotated table showing growth

[flannery-denny]

• [x] Add to glossary: logarithmic function/relationship, asymptote
• [x] solution pages are missing
• [x] Exploring the Countries - exponent from R^2 is landing on the fitb
• [x] Could we call Transforming the x-Axis something more like "Logarithmic scaling"
• [x] There are several directions on this page asking students to interact with Desmos where I'm not sure what it is we want them to observe (for example the magnifying glass - why not just tell them?). Can we add no. 1 to the directions above and cut questions 2,4,5? Feels like perhaps a notice and wonder might make more sense here?
• [x] we should have them zoom out as soon as they switch to logarithmic scale
• [x] There are several directions on this page asking students to interact with Desmos where I'm not sure what it is we want them to observe (for example the magnifying glass - why not just tell them?). Can we add no. 1 to the directions above and cut questions 2,4,5? Feels like perhaps a notice and wonder might make more sense here?
• [x] we should have them zoom out as soon as they switch to logarithmic scale
• [x] linked desmos file in "Transforming the Data" wbpage does not match the file linked in the lesson plan
• [x] The files in this lesson use ln and log and I'm pretty sure we never actually explain what those functions do. I would expect us to define them, explain them, have students find some logs and natural logs by hand before letting the computer make graphs using those functions, and explain why we choose to use one v the other. - ES
• [x] The wealth v health -transformed (desmos) file has two tables. points are only turned on for one of them. If someone gets curious like I did and turns the other sets of points on, we provide zero guidance as to what they're seeing when they look at both sets of points simultaneously and why we have the first table in this file in the first place. ES
• [x] We need to provide an answer for "As a class: why do these coefficients match?" ES
• [x] The lesson plan discusses that the transformation in pyret will allow us to run a linear regression and includes screenshots of that... but it never engages students with making an lr plot! And then it never has students use the regression line to write a logarithmic function and use fit-model to see how beautiful the curve is or that R^2 matches. We need another workbook page guiding students through making these plots themselves! FD
• And ideally we need another dataset where students can try this independently! But in the meantime, maybe there's a workbook page we can make where students practice some of these steps offline? (It would be soooo much better if we had a second teaching dataset!) adding to wishlist
• [x] It feels like each of these lesson need a second teaching dataset. Could our Beta materials perhaps each include a paragraph where they reference the idea that a second teaching dataset is in development and describe how it would be used by students as part of the lesson?
• We've also just introduced them to the code for building a column and should probably have them practice building a different column of their own. ES voted this off island because it's not a learning goal

[flannery-denny]

@schanzer I'm going to pick up with this in the am. Can you tell me why these are two separate lessons?

[schanzer]

@flannery-denny they once were. No need to continue with them as separate lessons.

[flannery-denny]

@schanzer Please have a look at transforming-data.adoc and ask yourself whether it really needs to be written with such an unfriendly intro of garbledygook. I have been seeing an increasing amount of specialty css rules and definitions used in .adoc files and would like to encourage you not to use that as your default. It makes it harder/more time consuming for me and Rachel to edit files you've made. And it will make onboarding anyone else much more complicated if they find themselves confronted with files like this one.

[schanzer]

@flannery-denny aside from the easily collapsible CSS at the top of the page, can you tell me what you find unfriendly? If it's just the CSS at the top, I can move that to a separate file so you don't need to look at it.

[flannery-denny]

The @font-face section is ugly as all get out and goes on for several screens! long enough that it's hard to know whether there will be anything intelligible to follow.

But the kind of thing that has actually made it time consuming to clean up files you've made recently is css like this:

++++

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where it's effortful to decide when and when not to keep your special new formatting because I have to figure out how many times it's been applied to a file, whether it's helping or hurting edits I'm working on, and whether removing it from the spot I'm working on will break other things.

[schanzer]

@flannery-denny thanks - knowing what the problem is makes it much easier to identify a solution. Sounds like you're concerned about three specific files from a different lesson. I'll push a commit momentarily that resolves the issue.

[flannery-denny]

Thanks @schanzer. I don't necessarily need a fix in the other files. But I definitely think a fix in the file in this lesson would be worthwhile. Mostly just wanted to flag that I'm seeing more and more stuff at the top of .adoc files and wanted it to be on your radar that, while it serves a purpose, it has an impact on other authors and should be used with that cost-benefit consideration in mind.

[schanzer]

@flannery-denny factoring out the CSS and improving the authoring experience required a lot of learning about asciidoctor, but I think the hour was well-spent. I've pushed an update that affects transforming-axis and transforming-data, which I think will make you happy.

[flannery-denny]

@schanzer I love the idea of using fragments for this! What an improvement! I think that hour of learning will save gazillions of future authoring hours :)

For some reason one of the icons in transforming-axis now says FOO and the dotted circle is appearing as the inverse version of what it previously looked like.

[schanzer]

@flannery-denny I want to push back on the idea that students need to practice building another column their own. This is not a learning goal for the lesson, and level of comfort they need with defining filter and build functions is very minimal. I think adding more practice for them here shifts the lesson more fully in the direction of programming, when it really should stay rooted in logarithms.

[retabak]

Looking for Patterns

• [x] the links to the desmos pages in exploring-countries open in the same tab, rather than a new one. Can we fix that @schanzer ?
• [x] All of the various hyperlinks in exploring-countries go to the same page, and not to individual slides. If we can't change this (I don't think we can?), it would make more sense to say "Advance to the next slides of the Desmos activity, and find the best quadratic/exponential model you can."

Logarithmic Functions

• [x] first image feels redundant and extraneous. (Maybe it existed before we had the Desmosm activity in Looking for Patterns?) Deleting it.
• [x] classifying descriptions has tons of white space and only 6 questions. Not sure if students need to show work here. Might be nice to put ten problems? Or some space for reflection. (e.g., what clues did you use to identify a linear function? Quadratic? Exponential?)
• [x] classifying-descriptions should possibly be the LAST classifying worksheet (needs to change for #1510 and #1509 also?)
• classifying-tables should be part of the launch (for #1510 and #1509 as well) - ES voted these don't need to be consistent
• [x] @schanzer - there is not graphing-models for this lesson and I think there should be! Its absence feels odd.

... to be continued!

[schanzer]

@retabak I've updated the exploring-countries page to fix the issues you listed. Thanks for reporting!

[flannery-denny]

• [x] Decide whether we want them discussing shape of the scatter plot for median-lifespan versus pc-gdp in the first or second lesson section. Right now we're discussing twice.
• [x] I'm seeing a transforming wealth/data practice page in the repo that isn't linked in the lesson plan. Looks good to me. Wondering if there's a reason it isn't linked? Currently there's an optional challenge problem on logarithmic models that I think addresses the same thing, but doesn't provide scaffolding. Need to remove the question from that page if we include the other.
• [x] Noticing that our rubys don't match for logarithmic functions... and it feels like some of them are pretty wrong. Is the last one the best we can do? or are there other words we should be using?

also need to align this with the wording used in the last section of the lesson plan

• [x] if we decide not to call a scaling factor, we need to change the section title on graphing logarithmic models.
• [x] Is it ok to rename the transforming the x-axis page to Changing the scale?
• [x] If we're going to bold the word transformations here, we should actually be adding it to the glossary and using @vocab{}

[schanzer]

@flannery-denny I believe I've addressed all of these issues. Let me know if some of them still feel undone?

[flannery-denny]

@schanzer

• [ ] In the night I was thinking about how some of these lessons helped students to practice interpreting models and our logarithm lesson doesn't do that. I wanted to put it on the wishlist... but I'm seeing a page in the pages folder called interpreting-log-models that isn't referenced in the lesson plan. Is it ready for inclusion in the lesson?
• [ ] Need to add solutions here
• [x] Need to add solutions here
• [x] Need to add solutions here
• [x] why are the rows of this table so much taller than others? <img width="854" alt="Screen Shot 2023-09-15 at 10 24 54 AM" src="https://github.com/bootstrapworld/curriculum/assets/66691020/7a666a44-c1de-4741-818d-0abed809e547"> such as this one, using same asciidoc table

[schanzer]

@flannery-denny fixed the table height. The interpretation page was a draft that never got polished, but with a little love it could easily be included! Want to take a crack at it?

[schanzer]

@flannery-denny I've pushed solutions for all but one of your checkboxes. I don't think it's possible come up with a meaningful set of solutions for the page where students are making models of their own.

Is the lesson ready to have slides made? I feel like now all the feedback is on the workbook pages...

[flannery-denny]

ready to ship once @schanzer makes slides and checks solutions