## Eggs Away! Look Out Below!

In my Principles of Technology class, we performed the classic “egg drop” rig building experiment. As this is a fundamental physics class, we’re using this to discuss Unit 2: Conservation of Energy and Momentum where we cover Newton’s 3 laws of motion.

The students were given three 90-minute class sessions to research ideas for their drop rigs and to build them.

Following these three class sessions, we performed the drops.

The first drop was done from the ground at a height of 2 meters (~6.56 feet). Of the 20 rigs that were dropped, 18 survived and 2 failed.

The second drop was done from the basket of a pneumatic boom lift at a height of 7 meters (~22.96 feet). Of the 18 rigs that were dropped, 10 survived and 8 failed.

The third drop was also done from the basket on the boom.lift at a height of 15.5 meters (~50.85 feet). Of the 10 rigs that were dropped, 5 survived and 5 failed.

The final drop was done like the third drop, but each rig was thrown as opposed to only being accelerated by gravity. Of the 5 rigs that were thrown, 3 survived and were declared the “winner” and 2 failed.

Following the last drop, I took a quick panoramic picture using Google Cardboard Camera. It was a nice view around Ferris today!

## Base 10, 2, & 8 Addition and Subtraction Worksheet

A few weeks ago I covered base-10 (decimal), base-2 (binary), base-8 (octal), and base-16 (hexadecimal) number systems with my UIL Computer Science team. I am now getting to that same concept with my Computer Science I class.

I am starting with the basics of bases 10, 2, and 8 on the first day. We’ll cover what they are and then how to add and subtract numbers within those numbering systems. Of course, for base-10, this should be very easy. However, I realized that covering the mechanics of what actually happens when you add or subtract numbers in base-10 tremendously helps when covering the other numbering systems.

Following this exercise, we’ll add base-16 to the mix and then discuss how to convert between the systems.

## Robotics Parts Are Coming!

After several weeks and months of preparing for this moment, we now have robotics parts on order!

Our first parts will be coming in from PITSCO shortly and will consist of our TETRIX Competition Kit of Parts set as well as additional TETRIX components that are needed that are not part of the basic KOP.

We also ordered a starter communications bundle from PITSCO which contains two Moto – G Second Generation phones, two Logitech control pads, OTG cables for the phones, and a USB hub to allow for the control pads to interface with the driver station phone.

We also have parts en route from AndyMark, which is providing the upgraded motors for our robot along with some of the competition field materials, such as the beacons for us to practice with for the season.

We are extremely happy to have AndyMark as one of our vendors this season and look forward to working with them in future seasons as we expand our program further.

McMaster-Carr is our supplier for general mechanical parts and fasteners. They are providing all of our nuts, bolts, washers, screws, and hand-tools for the robotics team. All of the parts we are using from McMaster-Carr are stainless steel to replace the aluminum parts provided in the PITSCO KOP.

We were going to use Grainger for these parts, but McMaster-Carr had exactly what we needed and Grainger had some of the exact parts and only approximations of others.

Finally, we have a our “catch-all” vendor – Amazon. We are receiving numerous items from Amazon that we could otherwise not get from other vendors easily.

We are also using Amazon to purchase all of the Anderson PowerPole products that we need that we cannot purchase from PowerWerx. Unfortunately, PowerWerx only sells products to pre-pay customers. Public school districts are typically post-pay. As such, we had to go with another vendor to get the parts that we needed.

In addition to these Anderson PowerPole products, we are also purchasing battery chargers, safety glasses, fuses, and numerous other components from Amazon for our competition team.

The first 25% of the 2016/2017 Academic Year is now in the books! Hard to believe – but, it’s true. This past Friday, 14-October-2016 marked the end of the first 9-week grading quarter of the year.

Here’s a recap of how the grades broke out for my various classes:

Computer Science I (1B)

This quarter ended with an introduction into iterations, which is one of the more challenging concepts for students to comprehend. As such, the grades fluctuated a little bit at the end of the grading cycle.

The only 2 failures were due to poor performance on the unit tests and not taking advantage of the opportunity to submit corrections to bring the grades higher.

Principles of Technology (2A)

The quarter ended with an introduction to Conservation of Energy and Momentum. The only two failures in the class were not a direct result of poor performance on a test, but due to lack of participating on projects.

The only 2 failing students elected to not participate on various major projects during the first quarter (e.g. air skimmer, water bottle rocket, etc…).

Robotics & Automation (3A)

Unlike the previous two classes, all students in this class passed all objectives for the quarter. Any low-grades were once again due to students not submitting work and not due to lack of understanding.

While the graph shows 1 student failing this class during this period, that grade was adjusted up to passing as it was within the 69.0 to 69.9 range. I personally do not let students sit on a “9”. I always override and round up the 69, 79, and 89.

As such, like the 3A Robotics and Automation class, this class had no failures!

Like the BIM class before it, this class had no failures! However, this class genuinely had zero failures and also held the highest average of all of my BIM classes! Way to go BIM 3B!

Like the BIM class before it, this class also genuinely had zero failures and came in a close second for the highest average of my BIM classes! Good work BIM 4A!

Like the BIM class before it, this class also genuinely had zero failures. However, this class had the highest number of low-C’s of any of the BIM classes. I am going to need to watch this class closely as there were far too many students who were too close to falling below the cut-off for my comfort.

What Will Be Changing

As we enter the 2nd Quarter of the year a few things will be changing in all of my classes.

1. Seating chart will be established for Computer Science I to cut down on incidents of students disrupting class and interfering with learning.
2. Seating chart will be established for Principles of Technology to address incidents of student disruptions.
3. Seating chart will be established for Business Information Management (4B) to address student interactions that are preventing work from being completed in a timely manner.
4. Students who fail to complete an assignment will be immediately assigned to come in for lunch/advisory on that day if in 1st or 2nd periods and on the next day if in 3rd or 4th periods.
5. Students will not be allowed to take “breaks” on the computers when working. They will be allowed to listen to music, but video games will be blocked until complete and proper work is submitted.
6. Campus late policy will be implemented as written. Work will no longer be taken after 5 days from assigned date except in rare and extreme cases.

## Iterations Exam 1

In Computer Science I, we have now completed our first exam over iterations. This was a high-level look at basic iterative structures such as:

• for loops
• while loops
• nested while loops
• do while loops

The test was administered in a single 90-minute class and then reviewed for corrections which were submitted during the next class session.

The raw (uncurved) exam grades came in with a MEDIAN of 53% and a MEAN of 60.4%. The curved exam grades had a final MEDIAN of 74.05% and a MEAN of 77.8%.

Following validation of the 25 questions, it was determined that only 1 question (#6) was a bad question and was discarded. The remaining 24 questions were considered valid and correct.

## Why Wait ‘Til the End?!?!?!?

As we rapidly approach the conclusion of the last day of our 9-weeks grading cycle, I have a plethora of students who are asking what they can do in order to bring their grades up.

While this in and of itself is not unusual (this is my 14th year working in education), what frustrates me is the number of them who are in what is arguably the easiest of my 4 classes (Business Information Management).

Everything in this class is handed to the students in step-by-step instructions with screen shots. All students must do is follow the instructions, whether they are reading on their own or following along with me, and then submit their work when done.

While I do not feel that I will ultimately have very many failures in this class, it frustrates me that many choose to wait until the end of the grading cycle to perform. Why just not perform the entire time and the stress level will be much lower?

## Android Studio Setup for FTC

Finally got around to setting up the FTC programming team laptops with Android Studio today. We’re using 4 HP EliteBook 840 laptops for programming and 1 HP EliteBook 840 for our design and mechanical team.

The plan is to setup all of the hardware to interface with Github for a common development repository for our FTC programming efforts. Obviously, the programming team will be working with this repository much more than the design and mechanical team will.

Once the laptops were ready, Android Studio was downloaded and installed. The installation went fairly smoothly. The SDK that was installed at this time was for Android 5.0 as this is what our driver station and on-board phones will be running.

We’ll be running the Motorola G 2nd Generation as both our driver station and on-board phones.

We purchased them as part of the starter kit from PITSCO this year. After the ZTE Speed, the Moto-G 2nd Generation appears to be the next smallest volume phone. As we’ll be fighting for every cubic millimeter of space inside the robot, we need to go with the smallest hardware when possible.

Now, to find CAD files of this phone so my design and mechanical team can build a mounting system to hold this and an OTG cable inside the robot.

## Proposal for 2017/2018 Robotics Program Expansion in Draft

Well, my proposal for the expanded robotics program has started to take shape and I’ve started discussing it with my district leadership as outlined as one of my T-TESS professional goals.

The initial discussion has been very positive and looks like it has a high degree of being adopted by the district for the 2017/2018 school year.

The possible schedules and classes are as follows:

Proposed Schedule 1

08:00 – 08:53 FJH – Robotics 6 (FLL) or STEM Lab
08:58 – 10:01 FJH – Robotics 7/8 (FTC)
10:06 – 10:59 FJH – Conference/Planning
11:10 – 12:20 FHS – Lunch & Advisory
12:25 – 13:55 FHS – AP Computer Science I [A-Day]
14:00 – 15:30 FHS – Robotics I (FTC) [A-Day]
12:25 – 13:55 FHS – AP Computer Science II [B-Day]
14:00 – 15:30 FHS – Robotics II (FRC) [B-Day]

Proposed Schedule 2

08:00 – 09:30 FHS – AP Computer Science I [A-Day]
09:35 – 11:10 FHS – Robotics I (FTC) [A-Day]
08:00 – 09:30 FHS – AP Computer Science II [B-Day]
09:35 – 11:10 FHS – Robotics II (FRC) [B-Day]
11:10 – 12:20 FHS – Lunch & Advisory
12:41 – 13:34 FJH – Conference/Planning
13:39 – 14:32 FJH – Robotics 7/8 (FTC)
14:37 – 15:30 FJH – Robotics 6 (FLL) or STEM Lab

Next Step

My next step is to go see our STEM Lab at FJH in action with students engaged in it. I’ll also be going over to evaluate components and equipment they are currently using and how a robotics team could be implemented in conjunction with it, namely with the 6th graders. For the 7th/8th graders, the plan is to simply offer a second STEM elective as a robotics course that aligns with FTC.

Funding Sources

I am also in the process of working with Samantha Bradbury – STEM Co-Coordinator for Education Service Center – Region 10 to communicate with program teachers and coordinators across the region to identify where junior high-level robotics programs can and are being funded from.

## Microsoft Word Exam #1

We recently gave the first exam for Microsoft Word. In our textbook, Microsoft Word was broken into 4 distinct units (A, B, C, and D).

We started the school year working on developing or refining keyboarding skills using Alfatyping. As such, we didn’t get started in the book until mid-September.

Our current grading cycle closes on 14-October. Up to this point, we have only covered through Unit C of Microsoft Word. At the conclusion of each unit we have given a unit “concepts quiz” and have taken numerous daily grades. Unfortunately, we have not yet had the opportunity to take a major grade.

After some discussion, we agreed to create an “intermediate” exam that would cover only Units A, B, and C. We created both an application (hands-on) exam and a concepts (knowledge) exam. The plan is to utilize the materials created by my predecessor (who is no longer able to teach BIM due to additional administrative duties) for an “end of Word” exam that would cover Units A, B, C, and D.

Our application test was the following:

Students were presented with a file with partial content and a set of 20 instructions to complete for formatting. They also had to complete the content in the file. Each major numbered task was worth 5 points.

Our concepts test was the following:

Students were presented with a total of 30 multiple choice questions. Approximately 10 questions from each unit (A, B, & C) were presented to the students.

Students were told that the exam was “open resource” and they were welcome to use whatever research techniques they had at their disposal. Examples of using the book, searching online, and discussing with a neighbor were all presented to the students.

Both tests were given over 2 90-minute classes. The application test was presented at the start of the first 90-minute class while the concepts test was presented at the start of the second 90-minute class.

On average, 65% of students completed the application test by the conclusion of the first 90-minute class. The remaining 35% completed the application test by the conclusion of the second 90-minute class following their work on the concepts test.

## Base 2, 8, 10, & 16 Numbering

We are starting the UIL Computer Science season by looking at 4 major numbering systems. We are looking at the Base-2 (binary), Base-8 (octal), Base-10 (decimal), and Base-16 (hexadecimal) numbering systems.

### Base-10

Base-10 is also known as decimal or abbreviated to dec.

This system is comprised of 10 unique digits: 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9.

The decimal numbering system is arguably the easiest numbering system since it is what we are the most familiar with.

In the decimal numbering system, numbers are read from left-to right, but the place-values run from right-to-left. Each place-value position is 10 times larger than the position to its right.

Let’s examine the decimal number 1,22210

In this case, the 2 that is in the tens place is 10 times larger than the 2 that is in the ones place.

The 2 that is in the hundreds place is 10 times larger than the 2 that is in the tens place and 100 times larger than the 2 in the ones place.

The decimal numbering system working in multiples and fractions of 10.

### Base 2

Base-2 is also known as binary or abbreviated to bin.

This system is comprised of 2 unique digits: 0 and 1.

Binary numbers are read from left-to-right like decimal numbers and the place-values run from right-to-left.

 Place Value Position 02 = Base-10 Value 12 = Base-10 Value 1 010 110 2 010 210 3 010 410 4 010 810 5 010 1610 6 010 3210 7 010 6410 8 010 12810

Let’s look at the following binary number: 1012

When reading from right-to-left, the first place value holds a 12 and has a Base-10 value of 110.

The second place value holds a 02 and has a Base-10 value of 010.

The third place value holds a 12 and had a Base-10 value of 410.

To calculate the Base-10 value, we add the values of each place value together (110 + 010 + 410). In this case, the binary number 1012 has a Base-10 value of 510.

Let’s take a look at another binary number: 100111012

• Place Value 1 – 12 = Base-10 Value = 110
• Place Value 2 – 02 = Base-10 Value = 010
• Place Value 3 – 12 = Base-10 Value = 410
• Place Value 4 – 12 = Base-10 Value = 810
• Place Value 5 – 12 = Base-10 Value = 1610
• Place Value 6 – 02 = Base-10 Value = 010
• Place Value 7 – 02 = Base-10 Value = 010
• Place Value 8 – 12 = Base-10 Value = 12810

Add all of the Base-10 values together (12810 + 1610 + 810 + 410 + 110) and we get 15710. So, in this case, the binary number 100111012 has a Base-10 value of 15710.

### Base-8

Base-8 is also known as octal or abbreviated to oct.

This system is comprised of 8 unique digits: 0, 1, 2, 3, 4, 5, 6, and 7.

Octal numbers are read from left-to-right, like Base-10 numbers but we must read the place-value position from right-to-left, like Base-2 numbers.

Let’s examine the octal 25618.

(28 X 83) + (58 X 82) + (68 X 81) + (18 X 80)

102410 + 32010 + 4810 + 110 = 1,39310

So, the octal 25618 has a Base-10 value of 1,39310.

In the solution, note the first digit in each set of parenthesis corresponds to the digits in the octal (2, 5, 6, and 1). We multiplied each of those by 8 raised to the power of their position in the octal from right-to-left with the first position having a power of 0.

### Base 16

Base-16 is also known as hexadecimal or abbreviated to hex.

This system is comprised of 16 unique digits: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, A, B, C, D, E, and F.

Hexadecimal numbers can be written one of two ways and either way is considered acceptable.

Method 1: 2AF316

Method 2: 0x2AF3

To convert a hexadecimal to Base-10 is very similar to the process for converting an octal to Base-10.

Let’s examine the hex 2AF316

(216 X 163) + (A16 X 162) + (F16 X 161) + (316 X 160)

Before we can continue, we need to discuss the Base-10 equivalents of the hexadecimal digits.

• 016 = 010
• 116 = 110
• 216 = 210
• 316 = 310
• 416 = 410
• 516 = 510
• 616 = 610
• 716 = 710
• 816 = 810
• 916 = 910
• A16 = 1010
• B16 = 1110
• C16 = 1210
• D16 = 1310
• E16 = 1410
• F16 = 1510

Now, we can continue:

(216 X 163) + (A16 X 162) + (F16 X 161) + (316 X 160)

(210 X 163) + (1010 X 162) + (1510 X 161) + (310 X 160)

8,19210 + 2,56010 + 24010 + 310 = 10,99510

### Where Are They Used?

Base-10 is used as our standard counting and arithmetic system of the world around us. While it works great for our natural purposes, it does not lend itself to adequate use for internal processes of computer applications.

Base-2 is used as the fundamental basis of computing and boolean logic. Since Base-2 only has 2 digits this can equate to yes/no, on/off, true/false and any other absolute polar response query.

Base-8 is used in computer systems that parse 12-bit, 24-bit, and 36-bit binary words. Many of these computer systems are no longer in use and have been replaced with 32-bit and 64-bit binary word systems. As such, octal-based computing is no longer considered an efficient way to process data.

Base-16 is used to represent numerical data in a more concise manner for programming purposes that isn’t as fundamental as Base-2.

An example is the HEX color system. Let’s look at the HEX color 9FBDDF16. HEX colors are broken into 3 parts (1st 2 character represent amount of red, 2nd 2 characters represent amount of green, and 3rd 2 characters represent the amount of blue).

9F16 is the amount of red in the color. BD16 is the amount of green in the color. DF16 is the amount of blue in the color.

• In this example, we have 9F16 equal to 15910.
• If we continue, we have BD16 equal to 18910.
• Finally, we have DF16 equal to 22310.

It is much easier for a programmer to enter the following:

`background-color: #9FBDDF;`

as compared to:

`background-color: rgb(159, 189, 223);`