This morning, Dr. Panoff gave the students the task of remembering each otherâs names in a non-repeating chain, what he called a "self-avoiding walk". He then introduced himself and Shodor, as well as the Shodor apprenticeship program. He explained the "Expectation, Observation, Reflection" concept to the class. Using the reduction of the fraction 16/64, he illustrated how he values the concept of knowing how to solve problems. He explained the origin of the name "Shodor", and the goals of Shodor as a foundation. He continued with examples of how expectations can influence observations in both positive and negative ways. He passed around jars of spaghetti sauce to explain things that are necessary and sufficient. He discussed magic squares and used it to explain things that are true by construction as opposed to by definition. After the break, Dr. Panoff discussed the order of operations and how conventions work in science and computing. The class looked at different calculators, including two on the Mac OS and one in Google search. Dr. Panoff used the Google search calculator to explain numerals, and how different things can represent values. Looking at the ratio of the Earthâs mass to that of Mars, he explained how uncertainty could be present when making predictions. He continued the example to show how sources can differ in information, leading to error. The students looked at the boiling point of Radium and the population of Durham County as examples of uncertainty.After lunch, Dr. Panoff began discussing numerical representations of values in computers by showing Excelâs failure to evaluate floating-point decimals with perfect precision. He continued using Excel to explain numerical pathology. He then looked at how models work, using explanations for certain scenarios. The class then looked at examples of how things can be wrong but can be recognized as patterns by the human brain. The students were taken to the conference room where Dr. Panoff demonstrated the bouncing of two similar balls with different elasticity. This was used to explain how there are a different number of parameters that could be adjusted. He also used cards to explain tricks and algorithms and their difference.After the afternoon break, Dr. Panoff used a partner activity to explain the algorithmic card trick. In it, he showed how many card tricks donât consist of a slight of hand or edited deck, but rather algorithms that elude the audience. He showed a few different card tricks and let the students partner with each other for practice. Near the end, Dr. Panoff asked why they had been practicing card tricks for the remainder of the day. He said that card tricks were excellent examples of algorithmic and logical thinking. The day ran smoothly. The SSP students were attentive and actively absorbing new information. Dr. Panoff presented the lessons well, posing good questions and actively engaging the audience.