Draft Information Flier for Girls Robotics Summer Camps

Well, it’s looking like it’s going to be more and more of a reality. As we approach the end of February and wrap-up a successful week of touring at Ferris Intermediate with the FTC 11242 robot, it’s time to get an information flier ready for our girls robotics summer camps.

Still have a few logistical issues to iron-down and these fliers will be ready for prime-time. Hopefully, they’ll be ready to go out this time next week.

Number Conversions from Base 10

I have written a few posts (Post 1, Post 2, & Post 3) concerning various base number systems. In all of these posts, I covered how to convert from a non-decimal base into a decimal base. In other words, I covered how to get INTO base-10. This post is going to cover the inverse (decimal base into non-decimal base).

Modulus

We will need to start by reviewing the concept of modulus division. Let’s look at the standard division problem 5/2. We would typically say that the answer is 2.5 and this would be correct.

Now, modulus is simply the remainder of a division problem. Go back to when you were first introduced to division. In Texas, this is typically in 4th grade. Let’s take a look at that division problem of 5/2 again. When you were learning division, you would have said the answer was 2r1. The 1 is the modulus. When we’re writing the problem to just solve modulus, we would write it as 5%2.

Mechanics

Decimal to Octal

Let’s say that we have the decimal number (base 10) 4,814 and we want to convert it to an octal (base 8).

We will be building the number from right-to-left. The first thing we will do is solve 4,814/8. This equals 601r6. So, our first digit of the solution (starting on the right) is 6.

6

Now, we solve 601/8, which equals 75r1. So, our second digit of the solution (floating from right-to-left) is 1.

16

Now, we solve 75/8, which equals 9r3. So, our third digit of the solution (floating from right-to-left) is 3.

316

Now, we solve 9/8, which equals 1r1. So, out fourth digit of the solution (floating from right-to-left) is 1.

1316

Finally, we solve 1/8, which equals 0r1. So, our fifth and final digit of the solution (floating from right-to-left) is 1.

11316

So, the decimal number (base 10) 4,814 is equal to the octal (base 8) 11316.

As you can see, this is a bit of a process, but once you know the process, it is very simple. I now want to take a look at going to number systems with more digits than base 10, for example: base 16.

Decimal to Hexadecimal

Let’s say that we have the decimal number (base 10) 4,814 and we want to convert it to a HEX (base 16).

We start by solving 4,814/16, which gives us 300r14. Remember, that is number systems with more than 10 digits, we start using letters.

10 = A
11 = B
12 = C
13 = D
14 = E
15 = F

So, the first digit of our solution (building from right-to-left) is E.

E

Now, we solve 300/16, which gives us 18r12. So, the second digit of our solutions (building from right-to-left) is C.

CE

Now, we solve 18/16, which gives us 1r2. So, the third digit of our solution (building from right-to-left) is 2.

2CE

Finally, we solve 1/16, which gives us 0r1. So, the fourth digit of our solution (building from right-to-left) is 1.

12CE

So, the decimal number (base 10) 4,814 is equal to the hexadecimal (base 16) 12CE.

CS1 07-Feb-2018 to 13-Feb-2018

Lesson Name:

Women Pioneers in Computer Science

TEKS – §126.33 (Computer Science 1):

  • c.1 – Creativity and innovation. The student develops products and generates new understandings by extending existing knowledge. The student is expected to:
  • c.1.C – participate in relevant, meaningful activities in the larger community and society to create electronic projects.
  • c.5 – Digital citizenship. The student explores and understands safety, legal, cultural, and societal issues relating to the use of technology and information. The student is expected to:
  • c.5.E – investigate how technology has changed and the social and ethical ramifications of computer usage.

Lesson Objectives:

  1. The student will be able to identify key women pioneers in the field of Computer Science
  2. The student will be able to identify the contributions of women pioneers in the field of Computer Science

Materials Needed:

  1. Group Assignments
  2. Pioneers Assigned to Research

Description of Lesson:

Students will be assigned to groups and each group will be assigned a woman pioneer in Computer Science to research.

Each group will have two (2) full class sessions to develop a presentation about their assigned pioneer.

The presentation can be in any media the group chooses (PowerPoint, song, round table discussion, Socratic seminar, etc…). The presentations will be conducted on the 3rd day of the project.

Grade(s):

  • Major Grade – Project Presentation

PAE 05-Feb-2018 to 09-Feb-2018

Lesson Name:

Women Pioneers in Engineering

TEKS – §130.402 (Principles of Applied Engineering):

  • c.2 – The student investigates the components of engineering and technology systems. The student is expected to:
  • c.2.A – investigate and report on the history of engineering science

Lesson Objectives:

  1. The student will be able to identify key women pioneers in the field of Engineering
  2. The student will be able to identify the contributions of women pioneers in the field of Engineering

Materials Needed:

  1. Group Assignments
  2. Pioneers Assigned to Research

Description of Lesson:

Students will be assigned to groups and each group will be assigned a woman pioneer in Engineering to research.

Each group will have four (4) full class sessions to develop a presentation about their assigned pioneer.

The presentation can be in any media the group chooses (PowerPoint, song, round table discussion, Socratic seminar, etc…). The presentations will be conducted on the 5th day of the project.

Grade(s):

  • Major Grade – Project Presentation

CS1 26-Jan-2018 to 05-Feb-2018

Lesson Name:

Iterative Loops Project in Python

TEKS – §126.33 (Computer Science 1):

  • c.2 – Communication and collaboration. The student communicates and collaborates with peers to contribute to his or her own learning and the learning of others. The student is expected to:
  • c.2.A – create and properly display meaningful output
  • c.2.D – write programs with proper programming style to enhance the readability and functionality of the code by using meaningful descriptive identifiers, internal comments, white space, spacing, indentation, and a standardized program style
  • c.4 – Critical thinking, problem solving, and decision making. The student uses appropriate strategies to analyze problems and design algorithms. The student is expected to:
  • c.4.E – identify reusable components from existing code
  • c.4.H – identify and debug errors
  • c.4.I – test program solutions with appropriate valid and invalid test data for correctness
  • c.4.J – debug and solve problems using error messages, reference materials, language documentation, and effective strategies
  • c.4.U – demonstrate proficiency in the use of the relational operators
  • c.4.V – demonstrate proficiency in the use of the logical operators
  • c.6 – Technology operations, systems, and concepts. The student understands technology concepts, systems, and operations as they apply to computer science. The student is expected to:
  • c.6.O – choose, identify, and use the appropriate data types for integer, real, and Boolean data when writing program solutions
  • c.6.P – demonstrate an understanding of the concept of a variable
  • c.6.V – compare and contrast strongly typed and un-typed programming languages

Lesson Objectives:

  1. The student will demonstrate mastery of for loop programming in Python.
  2. The student will demonstrate mastery of do loop programming in Python.
  3. The student will demonstrate mastery of do while loop programming in Python.

Materials Needed:

  1. Repl.it Access

Description of Lesson:

Students will be given 5 different problems to solve involving iterative loops. Students will be given 5 class periods to develop a solution to each of the given problems.

Grade(s):

  • Minor Grade – Solution to Problem 1 (50%) & Solution to Problem 4 (50%)
  • Major Grade – Solution to Problem 2 (33%), Solution to Problem 3 (33%), & Solution to Problem 5 (33%)

CS1 24-Jan-2018

Lesson Name:

Programming Iterative Loops in Python

TEKS – §126.33 (Computer Science 1):

  • c.2 – Communication and collaboration. The student communicates and collaborates with peers to contribute to his or her own learning and the learning of others. The student is expected to:
  • c.2.A – create and properly display meaningful output
  • c.2.D – write programs with proper programming style to enhance the readability and functionality of the code by using meaningful descriptive identifiers, internal comments, white space, spacing, indentation, and a standardized program style
  • c.4 – Critical thinking, problem solving, and decision making. The student uses appropriate strategies to analyze problems and design algorithms. The student is expected to:
  • c.4.E – identify reusable components from existing code
  • c.4.H – identify and debug errors
  • c.4.I – test program solutions with appropriate valid and invalid test data for correctness
  • c.4.J – debug and solve problems using error messages, reference materials, language documentation, and effective strategies
  • c.4.U – demonstrate proficiency in the use of the relational operators
  • c.4.V – demonstrate proficiency in the use of the logical operators
  • c.6 – Technology operations, systems, and concepts. The student understands technology concepts, systems, and operations as they apply to computer science. The student is expected to:
  • c.6.O – choose, identify, and use the appropriate data types for integer, real, and Boolean data when writing program solutions
  • c.6.P – demonstrate an understanding of the concept of a variable
  • c.6.V – compare and contrast strongly typed and un-typed programming languages

Lesson Objectives:

  1. The student will demonstrate mastery of for loop programming in Python.
  2. The student will demonstrate mastery of do loop programming in Python.
  3. The student will demonstrate mastery of do while loop programming in Python.

Materials Needed:

  1. Repl.it Access

Description of Lesson:

Students will cover hands-on how to create a for, do, and do while loop in Python. Further discussion on benefits and pitfalls of each iterative looping structure will be discussed.

Grade(s):

  • Daily Grade – Guided Practice Lesson File

PAE 23-Jan-2018 to 02-Feb-2018

Lesson/Unit Name:

Materials Engineering

TEKS – §130.402 (Principles of Applied Engineering):

  • c.2 – The student investigates the components of engineering and technology systems. The student is expected to:
  • c.2.F – conduct and present research on emerging and innovative technology
  • c.3 – The student presents conclusions, research findings, and designs using a variety of media throughout the course. The student is expected to:
  • c.3.A – use clear and concise written, verbal, and visual communication techniques
    c.4 – The student uses appropriate tools and demonstrates safe work habits. The student is expected to:
  • c.4.C – recognize the classification of hazardous materials and wastes
  • c.4.D – dispose of hazardous materials and wastes appropriately
  • c.4.F –  describe the implications of negligent or improper maintenance
  • c.5 – The student describes the factors that affect the progression of technology and the potential intended and unintended consequences of technological advances. The student is expected to:
  • c.5.A – describe how technology has affected individuals, societies, cultures, economies, and environments
  • c.5.C – describe how and why technology progresses
  • c.6 – The student thinks critically and applies fundamental principles of system modeling and design to multiple design projects. The student is expected to:
  • c.6.B – identify the chemical, mechanical, and physical properties of engineering materials
  • c.6.D – use consistent units for all measurements and computations

Lesson Objectives:

  1. The student will be able to identify different types of materials (metal, ceramic, polymer, composite, and other) by their characteristics.
  2. The student will be able to identify alternative materials for products to be composed of and the advantages and disadvantages of each proposed alternative.
  3. The student will be able to identify the various properties of different materials.
  4. The student will be able to demonstrate mastery of materials engineering concepts by developing a material concept to protect items in transport on a pallet.

Materials Needed:

  1. Pre-Test, Vocabulary Activity, Key Terms Shared Document, Lab 9.1
  2. Lab 9.2
  3. Lab 9.3, Various Materials for Testing/Observation
  4. Lab 9.4

Description of Lesson:

Students will be introduced on the first day of the lesson to the start-of-unit activities and various types of materials (metal, ceramic, polymer, composite, and other). Students will complete Lab 9.1 as homework that is due by 26-January-2018.

Students will be introduced to the concept that products can be made of alternative materials and there are advantages and disadvantages to all materials.

Students will be introduced to different properties of materials, such as physical, mechanical, electro-magnetic, chemical, thermal, and optical/acoustical. Students will research the properties for various given materials.

Students will be assigned a task of creating a lightweight material that can wrap products placed on a wooden transport pallet. The materials must be protected from the elements and must be held stable on the pallet. Students will present their ideas to the class at the conclusion of the project.

Grade(s):

  • 23-Jan-2018
    • Daily Grade – Pre-Test
    • Daily Grade – Key Terms
    • Daily Grade – Vocabulary Activity
    • Minor Grade – Lab 9.1 (Due 26-Jan-2018)
  • 24-Jan-2018
    • Daily Grade – Lab 9.2
  • 25-Jan-2018
    • Daily Grade – Lab 9.3
  • 26-Jan-2018
    • Minor Grade – Lab 9.5 Problem Definition
  • 29-Jan-2018 to 02-Feb-2018
    • Major Grade – Lab 9.5 Full Solution

CS1 22-Jan-2018

Lesson Name:

Iterative Loops – Hands-On

TEKS – §126.33 (Computer Science 1):

  • c.4 – Critical thinking, problem solving, and decision making. The student uses appropriate strategies to analyze problems and design algorithms. The student is expected to:
  • c.4.U – demonstrate proficiency in the use of the relational operators
  • c.4.V – demonstrate proficiency in the use of the logical operators

Lesson Objectives:

  1. The student will demonstrate an understanding of the three main iterative looping structures (do, do while, and for).

Materials Needed:

  1. Worksheets – 2018-01-22 – Hands-On with Iterative Loops

Description of Lesson:

Students will be given a list of physical instructions to repeat in an iterative pattern in a do, do while, and for loop. Students will perform the physical tasks the number of times the iterative instructions provide.

Students will then complete a worksheet using Python to solve for given iterative mathematical problems enclosed in various loop structures.

Grade(s):

  • Daily Grade – Participation in Physical Iterative Loops
  • Daily Grade – Iterative Mathematical Problems