MARYMOUNT

SCHOOL Creative Computing and Rockin Robotics CSTA/July 10, 2012 CLASS I: BEE_BOT The Bee-Bot turtle robot responds to forward, back, left, and right commands entered via the red arrow buttons. Bee-Bot can remember up to 40 consecutive commands and executes them when the green GO button is pressed. Bee-Bot blinks and beeps at the end of each command and then signals when the program has concluded. Students use the Bee-Bot, both in their STEM Class, and in their Homeroom, to develop spatial and kinesthetic skills and to develop a fundamental understanding of algorithmic processes. Students program the Bee-Bot to follow basic and complex paths. CLASS II: INVENTION CONVENTION During their study of inventions, Class II scientists learn that inventing is a process rather than something that happens quickly. Some inventions arise when there is a need to fix a problem, and others are developed completely by accident (like chocolate chip cookies)! Students also read stories about successful female inventors, like the women responsible for the creation of windshield wipers, White Out, and the paper bag machine. The focus then shifts to robotic engineering. Using a PicoCricket Invention Kit, students explore the mechanical design, construction, and programming of robots. At the beginning of this unit, students complete a series of challenges in order to learn about the many sensors and components of the PicoCricket Kit. For example, in one Science class, the children were challenged to build a toy animal that makes a sound when you pet it. As a result of solving this challenge, they learned how to use the light sensor and sound box. Once students are familiar with the PicoCricket Kit, each partnership brainstorms one idea for a new invention and then use the PicoCricket Kit, Legos, and other classroom materials to build a working prototype. During Inventors Workshops, students assemble and refine their prototypes. This experience reinforces the concept that inventing is a process and that creative solutions are needed to overcome unanticipated obstacles along the way. Finally, each partnership created a colorful advertisement on DoodbleBuddy, an iPad application, to promote the usefulness of their invention.

CLASS III: SPACE ROBOTICS The Space Robotics unit provides an introduction to the LEGO Mindstorm NXT Robotics System. This unit exposes students to the mechanical design, construction, and programming of robots and provides a context to introduce complex physics and mathematics concepts such as degree angles, acceleration, and power. Editor of Classroom Robotics: Case Stories of 21st Century Instruction for Millenial Students, Mark Gura, describes the use of robotics in the classroom as, filled with intense concentration, camaraderie, and self-directed learning. It provides vibrant learning and student empowerment. During Science class, students work in groups of three to program the robots to move, react, and make sounds to solve challenges. Here are some examples of recent classroom challenges: Program your robot to move from the starting line and end on one of the circles on the floor. Program your robot to follow a black line. Attach a marker to your robot and program it to write a letter in the alphabet. Each group has also designed a creative routine for their robot that demonstrates their favorite robotic moves. CLASS IV: SCRATCH In the first half of Class IV Technology class, students learn how to write computer programs using Scratch, a childrens programming language developed at MIT. Scratch is designed to make it easy for kids to create their own interactive stories, animations, games, music, and art. Scratch serves as an excellent introduction to computational ideas and programming techniques. Students are encouraged to think creatively, reason systematically, and work collaboratively. By the end of the first semester, each student is expected to complete several small screen-based projects. For more information on Scratch, see www.scratch.mit.edu. During the second semester of Class IV Technology class, students learn about user interface design and human computer interaction by using the PicoBoard for Scratch. The PicoBoard is a small controller for Scratch that you can attach to any computer. The controller has several built in sensors (touch, light, sound), as well as the ability to add any other external sensors. The PicoBoard allows students to build physical computing projects that sense and respond to the physical world. Students will explore inputs, outputs, analog, and digital as well as other basic hardware and interface design concepts. By the end of the second semester, students are expected to create a finished interface for an interactive computer program that they coded themselves. For more information on the PicoBoard, see www.picocricket.com/picoboard.html

 CLASS V: ENGINEERING DESIGN PROCESS In the Class V Technology and STEM (Science, Technology, Engineering, and Mathematics) Classes, students learn about the Engineering Design Process through a series of hands-on projects that use 2-D and 3-D CAD (Computer Aided Design) software and the digital fabrication tools available in the Fabrication Laboratory. Students learn how to use Adobe Illustrator (and other drawing software) to design two-dimensional objects on a computer and then cut them out using the Laser Cutter or Vinyl Cutter. Students also learn how to use three-dimensional drawing programs (TinkerCAD, 3DTin, and Google SketchUp) to design objects that they can create using the MakerBot 3-D Printer or the ShopBot computer controlled wood router. With an emphasis on the iterative engineering design process, students will design and fabricate prototypes of both art objects and objects that attempt to solve their everyday problems. CLASS VI & VII: PROCESSING In the Class VI Technology course, students learn about computer programming and physical computing. Students explore basic concepts in computer programming through Processing, a free and open-source software development program. Based on the Java programming language, Processing was developed at MIT as an easy way for artists, students, and other non-programmers to rapidly sketch and test programming ideas. During sessions held in the FabLab at 97th Street, students learn the basics of physical computing, or how to make digital objects that sense and respond to the physical world. Students experiment with the Arduino, an open- source electronics prototyping platform based on flexible, easy-to-use hardware and software. It's intended for artists, designers, hobbyists, students, and anyone interested in creating interactive objects or environments. With an emphasis on the iterative engineering design process, students design and fabricate prototypes of both interactive art objects and objects that attempt to solve their everyday problems. For more information on Processing, see www.processing.org. For more information on Arduino, see www.arduino.cc CLASS VIII: TECH & FABLAB Class VIII students meet weekly in the Fab Lab, our digital fabrication laboratory. They explore concepts in physical computing and programming using the Arduino and Processing platforms. With an emphasis on the design process and access to state of the art fabrication equipment, by the end of Class VIII, each student will have designed, built, and tested their own digital invention. CLASS IX: COMPUTER SCIENCE This course provides students with an introduction to the art and science of computer programming. It offers digital natives who utilize technological tools on a daily basis an understanding of how computers work. Studying how the code for websites and web apps is written, students are introduced to HTML (hypertext

markup language), CSS (cascading style sheets), and JavaScript. Students develop a basic understanding of syntax and logic during the course of the year in order to lay the groundwork for more abstract programming languages. Students write basic, and where appropriate, more advanced programs to discover the relationship between programming and output. CLASS X/XI: vPYTHON in CHEMISTRY/PHYSICS vPython is the Python programming language plus a 3D graphics module called "Visual" originated by David Scherer in 2000. VPython makes it easy to create navigable 3D displays and animations, even for those with limited programming experience. Because it is based on Python, it also has much to offer for experienced programmers and researchers. vPython is used as a learning tool in both Chemistry and Physics as an introduction to 3D graphics programming. Students apply their knowledge of assignment, data types, while loops and conditional execution in Python and objects in motion to create animations and representations of 3D objects and processes. CLASS XII: PROGRAMMING FOR THE MOBILE ENVIRONMENT This course provides an introduction to iOS programming in which students develop an understanding of the logic and syntax of iOS programming languages, including variables, data structures, loops, subroutines, and file input-output. Students primarily use modern, programmer-friendly languages that support procedural and functional styles of programming while remaining fully object- oriented. While learning programming syntax, program design fundamentals, and the necessity of testing, students will write brief and then medium-sized programs involving text processing, data analysis, and network interaction. Students will also write some programs in small teams to gain exposure to team programming. As a final project in the spring, design and code an iOS App for use on an iPhone, iPod Touch or iPad.