0. Intro to All These Lectures (README!!)

The video script introduces a computational science course, welcoming students to the class and highlighting the course's objectives. Reuben Landau, a professor of physics at Oregon State University, and Sally Hair, the director and editor, introduce themselves. The course aims to teach students how to use computers for scientific problem-solving, assuming prior knowledge of basic computing skills. The script mentions the support from Oregon State University, the National Science Foundation, and the Engaging People in Cyber Infrastructure program. It also introduces the course material based on the book 'A Survey of Computational Physics' by Reuben Landau, Manuel Baez, and Christian Bordiano. The lectures will be video-based with PowerPoint slides and are designed to be viewed flexibly, with options to read the book before or after watching the lectures.

This paragraph discusses how to make the most out of the video lectures and accompanying book. It emphasizes the importance of reading the book for more in-depth information than what can be covered in the lectures. The script explains that the lectures are less formal and aim to convey key concepts. It also describes the technical aspects of viewing the lectures through a web browser, the availability of a table of contents for easy navigation, and the option to stop, pause, or repeat sections as needed. The paragraph encourages the use of headphones, especially in a laboratory setting, and mentions the availability of additional materials such as programs, applets, color animations, and visualizations that can be customized for local classes.

The paragraph outlines the philosophy behind the course, which is centered on the belief that the best way to learn computation is by doing it. It argues that computing can motivate students to learn more about science and mathematics. The script advocates for creativity with computers and hands-on experience, moving away from the outdated view of computation as a 'black box.' It also touches on the importance of understanding what goes on 'inside the box' and encourages students to get 'dirty' with practical applications. The paragraph mentions the use of sample codes to save time and allow for exploration, and it highlights the value of projects as a means of personal investigation and learning.

This section provides recommendations for software and tools that students should use for their computational projects. It emphasizes the importance of using a properly equipped computer for practical work, rather than a generic laptop. The script lists several pieces of software, including the Java Development Kit, various visualization tools, and matrix libraries, all of which are free and can be used across different platforms. It also suggests learning to use different editors and shells, and it touches on the importance of understanding computer hardware and tuning for better performance in computational tasks.

The paragraph discusses the paradigm shift in scientific research due to the rise of computational science. It explains how computation and simulation have become fundamental pillars of scientific inquiry, complementing theoretical and experimental approaches. The script encourages students to explore models of the real world using computers to solve complex problems that may be beyond analytic solutions or human endurance. It positions the computer as a tool for calculation, a simulated laboratory, and an intellectual lever, highlighting the freedom and opportunities that computational science offers to both students and professionals in the field.

This section delves into the multi-disciplinary nature of computational science, distinguishing it from traditional interdisciplinary approaches. It explains that computational science involves elements from computer science, applied mathematics, and the specific scientific domain (the 'x' in 'computational x'). The script uses a ven diagram to illustrate the overlap and integration of these fields, emphasizing the commonality of techniques and methods across different scientific disciplines. It also contrasts computational science with computer science, highlighting the different focuses and objectives of each field.

The paragraph outlines the structure of the course and its adherence to a problem-solving paradigm. It describes the process of moving from a scientific model to a computational model, simplifying theories, and using numeric or symbolic methods to solve problems. The script discusses the importance of implementation, where students learn to write programs, and assessment, which involves checking and debugging work. It also mentions the use of visualization as a tool for assessment and debugging, and it provides an overview of the course topics, which include computational basics, errors and uncertainties, trial and search errors, visualization, object-oriented programming, and more.

The final paragraph presents a concept map that visually represents the interconnectedness of the topics covered in the course. It provides a big-picture overview of the course material, showing how mathematical concepts, scientific applications, and computer science tools are interlinked. The script highlights the importance of understanding these connections and how they apply to the study of computational science. It ends with an encouraging note, suggesting that students may initially find the material challenging but will eventually overcome their fears and develop a love for the subject.