CTE Lesson Notes 2

Agenda + Teacher + Student Activities

- Freshmen gone - retreat

CS Unplugged:

- Exercise 1.1 - "Programming Languages - activity in pairs"

- for the 1st picture ("Greek Temple") - have 1 student describing/programming, and 2 students drawing/executing

- for 2nd picture ("house")

- I will highlight the elements: double-lined roof, greek columns, and rounded corders base/rect.

- Then, I will describe/program and 3 students will draw/execute.

- ask the students: what went well? what didn't work? WHY?

- point out helpful things: common, precise vocabulary (prog. lang.), abstraction/generalization (roof, columns, base)

- ask a student to go through the math algorithm (subtracting 2 numbers, 3 digits each).

- ask what went well and what didn't? Why>

Exercise 1.2 - "Algorithm vs. Heuristic"

- show "Kruskal's card counting trick"

- ask if it is an algorithm or heuristic? Why?

- steps not guaranteed to lead to success

- example of algorithm - show the "Power of Three" card trick - steps guaranteed to lead to success

Scratch:

- I show Scratch website: scratch.mit.edu

- GUI elements

- show the cat moving and drawing a circle

- use move 10, turn 15, repeat 30

- show how to abstract the circle into a new custom block - like the elements of the drawing (the house vs. the temple)

- Exercise 2:

- ask students to draw a "picnic table" (see on the right ---> )

- ask them to do it two ways:

- with move/turn blocks, and

- with goto x,y blocks (show the grid background/stage as a hint)

Extra Experience: Draw multiple "picnic tables" on the stage, all different sizes. What do you wish you had, so as to make the creation of this easier or more efficient?

- semester 1, both CS.1 and CS.2 have 30 min.

- put name tents with numbers on each computer - used for seat assignment

- use the seat assignment sheet

- ask students to follow the instructions on the seat assignment sheet

- basically write their names on name tents

- Explain that everyone followed an ALGORITHM (set of instructions, or recipe)

- ask each student to say if they had any programming experience

- Ask students to bring a binder and pencil (and iPad for taking photo) to every class - part of being prepared

- talk about seat assignment:

- This will have you practice staying focused on projects/work, no matter where you sit, and help your neighbor, regardless of who they are.

- I will change seats if I see that students are not focused - and this will be their new permanent seat.

- First, Show Scratch Demo Collage

if there is time, I go to scratch.mit.edu

- quickly show some UI vocabulary, and user interface elements

- move, turn, clear, pen up/down, go to, point in direction

- Sem. 1 - 30 minutes

- Intro - the importance of being precise, and using "careful language" when programming

- show the "Fractals 2" (Hilbert Curve) project, and after showing a good run (press 4),

- change one turn value from 90 to 80, and re-run

Do CS Unplugged (as described above):

- in pairs: 1 student instruct the pair member to draw "Greek Temple"

- do show & tell of results

- we discuss what went well and not well

- draw some conclusions

if there is time:

- inpairs: swap roles, the other student instructs pair member to draw the "House"

- do show & tell of results

- discuss

- I describes the math algorithm (summing to 9)

- did everyone get 9?

- why?

- I show Presentation: CTE Intro - full/long version (in Google Drive (GD), CTE Stage)

- students should take notes in binder (iPad is for taking pictures and uploading)

- then, show the Schoology course website

- links to the syllabus, GD materials folders, Scratch User Guide, Course Intro presentation

- I show some UI parts and vocabulary

- students play around with Scratch - at a minimum: draw a square

- Review (possibly again) Scratch UI and vocab.

- students should take notes in binder

- If haven't done yet: Students Create a Scratch account: per the instructions on GD ("Creating a Scratch Account")

- Use the Pinewood account: HSCS, pwd: pwcs

- In prep for the "Hello House"

- I show an example of an embedded project (e.g. accessible with my google acct: color blindness test , or

- show NEW sites/ePortfolio with "Hello House" for pinewood email/account - need to switch google accounts/users:

https://sites.google.com/pinewood.edu/mrmarkseportfolio/hello-house?pli=1&authuser=3

- demo/show in WIP project: https://scratch.mit.edu/projects/420002119/editor

- in an empty Scratch program

- change cat costume to arrow costume

- show move, turn, pen up, pen down and a repeat loop to draw a polygon and a circle

Then show:

- program one sprite to draw one square (explain/use repeat loop, and 4 right turns)

- have to put in a "wait" otherwise, the arrow moves to fast

- create another sprite (in prep for Hello House), and have it draw another square

- on top of the first square (so 4 left turns)

- show scenario 1 - the 2 sprites work independently

- show scenario 2 - the 2 sprites work with broadcasts

- sprite 1 broadcasts to sprite 2 (done with square)

- sprite 2 broadcast back to sprite 1, so sprite 1 can say "House All done"

- Show the "Hello House" activity - per the GD doc

- students start on it

Agenda:

- I show an example of an embedded project (e.g. accessible with my google acct: color blindness test , or accessible with my pinewood email acct: Hello House)

- Students show & tell - Hello House - 3 ways to create

- new students - Create ePortfolio

- All - fill out form (CTE001, CTE002, CTE003, CTE004) for ePortfolio site

- All - create a new project page in ePortfolio

- All - share and embed Hello House project

- All - turn in Schoology - Hello House ePortfolio page

- I show Koch Curve project

- students start doing gen. 1, 2, 3 following the instructions

- When everyone is done with ePortfolio + at least 1 Koch gen.

- I show CitN - Example 1 (The Joking Computer)

- Use the Pinewood account: HSCS, pwd: pwcs

CTE003 - turn in 2 assignments: ePortfolio form/link, Hello House ePortfolio link

Agenda:

- create/finish the Hello House Project - following the "Hello House" lab activity doc.

- create an ePortfolio per "Creating an ePortfolio on Google Sites" on GD

- show students an ePortfolio page of studentCTE001

- fill in Google From with ePortfolio link (open/display Veracross assignment)

- embed Scratch per "Embedding a Scratch project in your ePortfolio" on GD

- start "background project" - Koch Curve - show a few generations + GD doc.

- review CitN?

- show/review the "Creating an ePortfolio on Google Sites" doc on GD

- show the Google Form for turning in the ePortfolio link

- show/review the Embedding a Scratch project in your ePortfolio" doc on GD

- Students follow the "Hello House" lab activity doc

- should use loops (repeat)

- should do Extra Experience:

- draw the house with 2 sprites (1 for the roof, 1 for the walls)

- draw with 2 broadcasting sprites

- Ask students to name the project "Hello House"

- save

- share it publicly

- if done with house:

- Create an ePortfolio site on google-sites - per the doc "Creating an ePortfolio on Google Sites"

- Display the instructions for creating an ePortfolio on Google Sites (on GD)

- emphasize using a "portfolio template" (can use the Pinewood/Morrell's template)

- enable comments on the project page (from the Google Sites "Page Settings": "Pinewood can edit")

- use the EMBED URL to embed the project in their ePortfolio as an Embed

- Embed the "Hello House" Scratch project in the ePortfolio page - per the doc "Embedding a Scratch project in your ePortfolio"

- Publish/"Display" the Project assignment for "Hello House" on Veracross - open Dropboxes

- make sure students can see the assignment.

- Ask students to submit the Scratch URL to "Hello House" project through Veracross Dropbox

- check to see that everyone knows how to do this

- "background project" - if done with Hello House:

- new project, one of several, due at the end of the semester:

- draw Koch Curve 1, 2, 3, ... 7 generations

- show fractal nature: Koch Fractal odyssey: https://youtu.be/C4UK1hCnCEI?t=218

- show GD doc.

- we will implement the Koch Curve with Custom Blocks later,

so students should have it done the "brute-force" way before.

- Finish (at least the Classic) Koch Curve (and maybe students want to use this technique for the square, Minkowski) - in the GD Koch Curve doc

- show students how to do Koch Curve with broadcasts and multiple sprites

- this is Divide & Conquer - making each script shorter, but having more sprites

Make sure students finish Hello House - per Veracross

Agenda:

- introduce CitN

- upload class notes (instructions for using PDF Converter app - in Veracross)

- show the Google Form for turning in the ePortfolio link

- do Koch Curve - Classic Koch

if done with this do Square Koch

- Introduce Computing in the News (CitN)

- show example 1 - The Joking Computer

http://joking.abdn.ac.uk/jokebook.shtml

- Show global spreadsheet for CitN. Make sure students/pairs pick a topic for CitN for the due date

- use a shared Google spreadsheet

- after showing students the Koch Curve odyssey,

- show the square Koch Scratch demo

- ask them to do the Square Koch in the Koch Curve doc.

- Upload weekly notes into Veracross Dropbox (instructions for using PDF Converter app - in Veracross)

- finish House (with broadcast)

- if done with house:

- Create an ePortfolio site on google-sites - per the doc "Creating an ePortfolio on Google Sites"

- I display the instructions for creating an ePortfolio on Google Sites (on GD)

- emphasize using a "portfolio template" (can use the Pinewood/Morrell's template)

- enable comments on the project page (from the Google Sites "Page Settings": "Pinewood can edit")

- Ask students to fill out the Google Form for sharing their ePortfolio URL

- capture ALL student ePortfolio pages in a GD doc - to be used later for peer SOUL reflections

- check that all students have submitted ePortfolio project URL for "Hello House" in Veracross

- check that all students have submitted ePortfolio Homepage URL on Google Form

- use the EMBED URL to embed the project in their ePortfolio as an Embed

- Embed the "Hello House" Scratch project in the ePortfolio page - per the doc "Embedding a Scratch project in your ePortfolio"

- Publish/"Display" the Project assignment for "Hello House" on Veracross - open Dropboxes

- make sure students can see the assignment.

- Ask students to submit the ePortfolio page link to "Hello House" project through Veracross Dropbox

- check to see that everyone knows how to do this

- If done with house and ePortfolio page + embedding:

- Continue with the Koch Curve (show examples) - Classic Koch

if done with this do Square Koch

- in prep for CitN - show Example 2 - Smart Guns

- before students keep working on Square Koch

- Show Square Koch on Mobile device - from MAD course

- then show Koch Fractal odyssey: https://youtu.be/C4UK1hCnCEI?t=218

- show Mandelbrot odyssey - https://www.youtube.com/watch?v=VPHbgHVxLYY

(or local copy on hard drive in CTE folder: Mandelbrot Odyssey.mp4)

- or show Koch odyssey - https://www.youtube.com/watch?v=PKbwrzkupaU

- see http://fractalfoundation.org/resources/fractivities/koch-curve/

- or see http://ecademy.agnesscott.edu/~lriddle/ifs/kcurve/kcurve.htm

- Best Practice: create shorter program - they are more readable. Loops (vs. linear commands) help shorten.

- Best Practice: initialize the program to a known and well-defined condition

- let students start/continue with Koch Curve

- we will see how to make it shorter - with custom block

- in prep for the 1st pop quiz

- go over Scratch UI

- mention: multiple scripts, multiple scripting areas, costume editor, etc.

- mention/show "pick random n1 to n2" - it's on Quiz 1.x

- in "A bit about me" project - there is a random block - as a suggestion for Ex Ex

- show randomness in the Mobile App for Koch Curve "FractalCurves-Matthew"

- Prep for CitN this week

- show sources for ideas for presentations

- go over list of topics laready covered

- in prep for the first student CitN

- show 2nd example: Smart Guns

- Upload student notes to Veracross

- use PDF converter

- take pictures of all notes/pages, convert all images to a SINGLE PDF, upload

- Finish Koch Curve (classic, square, Minkowski) - in the GD Koch Curve doc

- show students how to do Koch Curve with broadcasts and multiple sprites

- this is Divide & Conquer - making each script shorter, but having more sprites

Agenda:

- Start "A bit about me"

- CitN - 2 presentation

- if not done yet: mention/show "pick random n1 to n2" - it's on Quiz 1.x

- in "A bit about me" project - there is a random block - as a suggestion for Ex Ex

- show randomness in the Mobile App for Koch Curve "FractalCurves-Matthew"

- for semester 2 (9/8 and 9/9 coming up) - show Pi Day scratch project

For 1st semester? - to have students know each other better:

instead of Scratch Tutorial online maybe:

- ??? example of conditionals:

Two Truths and a Lie (in Middle School club GD) - from Google's CS-First

announce:

- save & put aside "Koch Curve" - we'll get back to it later.

- we'll do show and tell in class

- we'll do SOUL + peer SOUL

- In prep for A Bit About Me

- show my version of "A bit about me" - go over highlights

- in CTEstudent001 ePortfolio https://sites.google.com/site/studentcte001/artifact

- show the need for "known initial state" (The sailboat sprite in my own project) - where the project starts running the same way every time)

- demo a bit more of Scratch

- glide/goto vs. move+turn. global vs. local view

- also with glide/goto - cannot use repeat/loops

- show sprite animation with 2 costumes (the cat walking)

- show when "sprite is clicked"

- show "play music until done"

- change backgrounds

- Read with students the project instruction in GD: "A bit about me - project"

- Start work on the "A bit about me" project

- Publish/"Display" the Project assignment for "A bit about me" on Veracross

- make sure students can see the homework/assignment.

- go over ePortfolio URLs - identify missing parts

- check that all students have submitted ePortfolio project URL for "Hello House" in Veracross

- check that all students have submitted ePortfolio Homepage URL on Google Form

1/30 - CitN x 2

- CitN

- create a new ePortfolio page for ALL CitNs

- turn link to ePortfolio page in Veracross

May delay or skip submission until we do Koch with Custom Blocks:

- Embed Koch project and turn in Koch Curve ePortfolio page in Veracross

- continue with A Bit About Me project

- open WIP - A bit about me: https://scratch.mit.edu/projects/198938238/#editor

- show init for all sprites (cat, giga, helicopter, stage)

- hide sprites if not in correct background/scene

- show the helicopter flying and growing until it lands on the Rio beach (in WIP - A bit about me) - or show a bird flapping wings and growing as it "swoops" (moves in loop)

1/31 - CitN x 2

- Upload notes from Student Binder

- students who have not done it yet: fill out form (Veracross) with ePortfolio home link

- continue with the "A bit about me" project

(we will review SOUL reflection next class)

- Quiz 1.0

- review quiz

- Review requirements for a SOUL Reflection assignment

- students take notes - to upload at the end of the week

- show my SOUL in my "A bit about me" project

- review SOUL guidelines doc (on GD)

- review strong/weak SOUL examples (on GD)

- Quiz 1.1

- review quiz

- 9/13 - CTE001 - CitN x 2

- 9/16 - CTE 002 - CitN x 1

- Continue work on the "A bit about me" project

- announce: students need to finish in the next class, then do show & tell

- finished students:

- embed "A bit about me" in ePortfolio

- Write SOUL reflection

- turn in the ePortfolio link in Veracross

- if students are done, start or continue with (show example:) Koch Curve

- do both Classic Koch and Square Koch

- Show Description & Examples of SOUL reflections

9/8 = 9.8 = September 8 - Pi Squared day: show https://scratch.mit.edu/projects/84155498/#editor

Agenda:

- Continue/finish "A bit about me"

- if not finished: homework: finish project + self SOUL (we'll do show & tell next class)

- embed in ePortfolio

- review examples and write SOULs - self

If Finished with project programming:

- Ask students to embed the "A bit about me" project in a new ePortfolio page

- submit the ePortfolio page for "A bit about me" project through Veracross Dropbox

- check to see that everyone knows how to do this

- Ask students to write a SOUL on their own "A bit about me" project

- finish the "A bit about me" project

- embed

- add SOUL reflection

- check that all students submitted ePortfolio project URL for "A bit about me" in Veracross

- check ePortfolio pages - enable comments

- finished students:

- do the project "Koch Curve" (3 generations)

- do classic and square Koch

- then do the Extra-Extra experience: The Minkowski or The Sierpinski Triangle (at the bottom of the Koch doc)

- then "When Fortunes Collide"

- summarize SOUL reflection in notes, then

- upload notes

- announce show & tell - Thursday 9/20

- keep working on "A bit about me"

- finish all reqs

- including creating your own costumes using the costume editor

- embed in ePortfolio

- enable commenting on ePortfolio page + edit permission

- write own SOUL

- if done, do The Minkowski (in the Koch Curve doc)

- Students show & tell - "a bit about me"

- due with SOUL in Veracross

Agenda:

- show & tell: "A bit about me"

- TBD - I show CitN example 3 (origami)

- write own SOUL - "A bit about me"

- write 2 peer SOULs - "A bit about me"

- Students do show & tell on "A bit about me"

- Summarize projects: Evidence of WISCR (in GD)

- I show another example of Computing in the News (CitN)

- show example 3 - Origami Engineering (with FractalGrower.jar demo of Sierpinski triangle)

- show CitN - Computing Aspects Examples

TED Talk - The Internet Filter Bubble (Google, Facebook, etc.): https://www.youtube.com/watch?v=B8ofWFx525s&feature=youtu.be

- finish their own SOUL

- students write 2 SOULs for 2 peers (per the ePortfolio list - 2 students below them)

Finished students:

- do the project "Koch Curve" (3 generations)

- if done, start the project "When Fortunes Collide"

- CitN x 2

- show WISCR - and ask how it applied to the projects/activities so far.

- show CitN example 3 - Origami Robots

Agenda:

- start the "Whack-a-duck" game

- I review with students how to add a SCORE variable to the "Whack-a-duck" game

- "Lives (or variables) are like a box of Tea (or storage)"

- upload note binder - whack-a-duck

- I show and explain "Whack-a-duck" game + enhancements:

- students take notes

- I explain variable for Score - whack-a-duck-WIP

- students work per the doc "Whack-a-duck" in GD

- students do Enhancements:

- I show adding run/pause toggle button

- students do Extra Experience: adding start/stop music toggle button

- The skills/knowledge students picked up in "A bit about me" can be used to program a simple game "Whack-a-duck":

- I show and explain "Whack-a-duck"

- I show the duck moving randomly, with "goto x y"

- I show "when sprite clicked" - making sound

- I show students how to add a SCORE variable to the "Whack-a-duck" game

- Students program and embed:

- "Whack-a-duck" per the doc "Whack-a-duck" in GD and embed in ePortfolio

- students do extra experience

- add score (variable)

Finished Students:

- do the project "Koch Curve" (3 generations)

- continue/start "When Fortuned Collide"

9/9 = 9.9 = September 9 - Pi Squared day: show https://scratch.mit.edu/projects/84155498/#editor

2/11 - show & Tell: A Bit About Me

Agenda:

- students work per the doc "Whack-a-duck" in GD

- students do Enhancements (at least run/pause. extra: music start/stop

- turn-in/due by next class before 8AM

- Continue/finish "Whack-a-duck" game

- I show adding run/pause toggle button

- show how you compare = without spaces for the word!!!

- students do Extra Experience: adding start/stop music toggle button

- Students complete "Whack-a-duck" game

- Review with students "Scratch Concepts and Principles" in GD

Finished Students:

- do the project "Koch Curve" (3 generations)

- continue/start "When Fortuned Collide"

Do "worked out examples" a-la Mark Guzdial:

https://computinged.wordpress.com/2012/06/27/inventing-a-worked-examples-and-self-explanation-method-for-cs-courses/

- finish Whack-a-duck

- pause/play

- start/stop music

- start When Fortunes Collide

- it's a background project

- Finish Whack-a-duck

- show & tell next class

- if done, start "When fortunes Collide"

- short day (30 min.)

- CitN x 2

if short class, I show Example 3 of CitN: Origami Robots

- Binder notes - upload

- Show & Tell - "Whack-a-duck"

- finish When Fortunes Collide

- if not done, it's OK since it's a background project

S2 - After Presidents' Day Break:

- Show & Tell - "Whack-a-duck"

- Tessellations

- Intro - The Math of M.C. Escher - BBC (4 min)

- https://www.youtube.com/watch?v=Kcc56fRtrKU

- The Alhambra Palace in Granada, Spain (4 min. start min 1)

- no sound - https://youtu.be/XEqTR7px-OU?t=69

- nice animation - https://www.youtube.com/watch?v=CoJ6u8trLvg&pbjreload=10

- good pics of the palace + explanations -

- Then focus on the Alhambra Tiles:

- Show a finished tessellation in Scratch "Tessellations - Alhambra pattern"

- Mehgna - https://scratch.mit.edu/projects/95374877/fullscreen/

- show http://scratch.mit.edu/projects/26250143/#fullscreen - rhombus creation

- 1 sprite, 2 costumes/tiles - rhombus with arcs

- the instructions for creating a tile are in a doc in the GD resource folder

- "Creating an Alhambra-like tessellation"

- Show MANUAL tessellation creation in Scratch (with change x, change y, stamp commands)

- on separate tab: https://scratch.mit.edu/projects/26250143/#editor

- work with Scratch project "Tessellations - Alhambra pattern"

- Emphasize - use loops as much as possible to create a smaller program - you want to make your program as compact as possible

- continue with Alhambra Tessellation - program the loops/repeats

- Continue working on "Tessellations - Alhambra pattern"

- tesselate to fill the entire stage (most of it - not to the edges or beyond, since it messes up the x, y coordinates/calculations)

- keep working on the Alhambra Tessellation

- different ways to tile the plane (alternating tiles)

- more tiles

- forever tiling the plane (loop)

- using a variable to determine the tile size and tile spacing (change x,y)

- 10/4 - CitN presentations x 2

- Binder Notes upload

- go over CitN - Just the Computing Aspects examples

- continue and finish Alhambra Tessellation

- mobius strip (from the M. C. Escher video clip (min. 2:38) )

- if you cut it

- in the middle

- along 1/3 (one third)

- 2 strips (1 left twisted, 1 right twisted) - get 2 hearts (for Valentine's Day)

- if students done with Alhambra tessellation:

- add a variable to control the size of the tile

- continue with "background project"

- "when fortunes collide"

- Koch Curve

- just for CS1 - since they are behind on Alhambra Tessellations

- CS2 will start working on Square Tessellation next class, and when they are done, while waiting for CS1, they'll work on "When Fortunes Collide"

- 10/15 CS1 - work independently (I'm in Maryland) - finish Alhambra, start Square tessellation

- 10/16 - finish Alhambra, start Square

- 10/16 - CS2 CitN catch up x 1 (Devon + Natasha)

- CitN x 2

- finish Alhambra, start Square

- emphasize: putting topic in Google Sheet, sharing preso, embedding in single ePortfolio, turning ePortfolio link in Veracross

- For the Square (2nd) tessellation:

- Show Escher Tessellation collection (6 min) -

- https://www.youtube.com/watch?v=VpbiJaLO4Jo (1:48 min.)

- https://www.youtube.com/watch?v=t-Gcz9FIB4w (10:50 min.)

- ( no longer online: https://www.youtube.com/watch?v=njp6yexWbfw)

- show tessellation 3 (square) - http://scratch.mit.edu/projects/26044086/#editor

- Square tessellation - step-by-step stamp-move-turn

- doc in GD - "Creating a Square Tessellations"

- Emphasize - use loops as much as possible to create a smaller program - you want to make your program as compact as possible

- more advanced - square tessellation - tessellations 4

- multiple different costumes

- variables for size of tile

- http://scratch.mit.edu/projects/26060363/

- doc in GD "Creating Square Tessellations"

if finished:

- embed the 2 tessellations on the same (new) ePortfolio page

- more advanced - tessellations with triangles tessellations - Tessellation 5 - http://scratch.mit.edu/projects/24815306/

- doc in GD - "Creating Triangle Tessellation.pdf"

- I show triangle tessellation - extra experience

- students continue/finish working on tessellations (Alhambra + Square)

- embed 2 tessellations on a new ePortfolio page (both on same page)

if finished:

- more advanced - tessellations with triangles tessellations

- Tessellation 5 - http://scratch.mit.edu/projects/24815306/

- doc in GD - "Creating a Triangle Tessellation"

- if done with triangle tessellation

- do the "When Fortunes Collide" game

- if done, do Rock-Paper-Scissors game, Show students:

https://scratch.mit.edu/projects/215533809/fullscreen/

- version 1: https://scratch.mit.edu/projects/27045398/

- version 2: https://scratch.mit.edu/projects/84976216/

winter break - 2/16-2/25

- I remind students: square tessellation, triangle tessellation

- I show "When Fortunes Collide"

- Finish and embed at least 2 tessellations

- Alhambra

- Square

- Triangle

- if done, optionally

- add a size variable to the square tessellation, or

- if done, start "When Fortunes Collide"

- CitN presentations x 2

- Tessellations - students show & tell

- Summarize projects: Evidence of WISCR (in GD)

- Custom Blocks - intro

- describe ABSTRACTION

- I show (in GD Stage) "How to Draw an Owl" - steps 1-2, then 1-6, then 1-10

- show example of Google Maps - driving directions from SFO to LAX

- high level directions (abstracted) vs. low level details

- show tessellation abstraction example

- https://scratch.mit.edu/projects/96444278/#editor

(Abstraction - Custom Blocks - Tessellation example)

Intro:

- show Vi Hart's Fibonacci petals

https://www.youtube.com/watch?v=lOIP_Z_-0Hs

- Show students how to put all blocks into a "make flower" block

- show Abstraction - fixed blocks

https://scratch.mit.edu/projects/26403466/#editor

- ask students which program is clearer/readable (#1-details, or #2-custom blocks/abstraction)

- show custom blocks for "make flower"

- show how to reuse "make flower" to create 3 flowers (#4)

- switch to WIP - https://scratch.mit.edu/projects/26525760/editor

- start by making custom blocks for initialize, make petals, make stem, make leaves

- start with blocks for the petals

- then put code in the blocks

- make flower (the whole flower is one block and you can move it around/duplicate on stage

- decompose flower to: make petals, make stem, make leaves

- try to create 2 flowers in different locations, by calling flower, then change-x, change-y (and NOT go-to), the flower

- need to take care of "initial conditions"

http://scratch.mit.edu/projects/26461684/#editor

- convert the flower to blocks - abstraction (finished project)

- follow the GD doc titled "Flower Garden - Lab Activity"

- Student activity

- Create a flower - fixed: 5 petals, 3 leaves

- show end result: random flower garden with random (parametrized) flowers

- https://scratch.mit.edu/projects/25957579/fullscreen/

- add Ask block and answer variable:

- show https://scratch.mit.edu/projects/26403466/editor and add ask/answer

- show make flower (custom block of custom blocks)

- show when clicking 1, and when clicking 2

or end result:

- show https://scratch.mit.edu/projects/26461684/#editor

- Parameters:

- show https://scratch.mit.edu/projects/207356415/#editor and add parameters to make petals

- Show final result: custom blocks

- with no parameters - ask block

https://scratch.mit.edu/projects/121981078/#editor

- with parameters - random flower garden

https://scratch.mit.edu/projects/26461684/#editor

- Tell the story/analogy for parameters (formal and actual):

- procedure for greeting visitors to the CS lab:

seat visitor 1 on a chair and twirl them 3 times

seat visitor 2 at the teacher desk and stick a pencil behind their ear

- formal parameters: visitor 1 and visitor 2

- actual parameters: Mr. Gardner, Ms. Eble

- Go over the GD doc titled "Flower Garden - Lab Activity"

- Students add parameters per the GD doc titled "Flower Garden - Lab Activity"

- show color effects for flower/petals/leaves - Scratch project

http://scratch.mit.edu/projects/48427110/#editor

- Student activity:

- make petals block - prarms: size of petals, number of petals and color

- make leaves block - prarms: size of leaves, number of leaves and color

- make a stem block - prarms: size of stem, thickness of stem

- make a flower block

Classwork/Homework - post on Veracross:

- make a random flower garden - and share project

- post garden on ePortfolio

- write own SOUL

- Ask students (with no commitment) if any of them are considering taking "Fundamentals of CS" in Semester 2

- show FCS Collage FCS collage

- show Pi Day project

https://scratch.mit.edu/projects/84155498/#fullscreen

- 3/7 - because of student Chat Bots: show Eliza:

http://psych.fullerton.edu/mbirnbaum/psych101/Eliza.htm

Finish random flower garden:

- example: show http://scratch.mit.edu/projects/25957579/#editor

- show geo-flower: https://scratch.mit.edu/projects/77688710/#editor

- Students continue/finish the Random Flower Garden

- including flowers and a garden with geometric shapes (g-flower, g-garden)

- write own SOUL

Classwork/Homework - post on Veracross:

- make a random flower garden - and share project

- make geo flower/garden

- post garden(s) on ePortfolio

- write own SOUL

- 10/31 - CitN presentations x 2

- Finish Geo-Flower - if done, as Extra Experience

- continue Flower Garder + Geo

- finish and turn in by next class (do Show & Tell)

- write own SOUL

Classwork/Homework - post on Veracross:

- make a random flower garden - and share project

- make geo flower/garden

- post garden(s) on ePortfolio

- write own SOUL

- 10/29 - Since Emily/Alex did Boston Dynamics: Show need we fear AI

- video w/o voiceover

- video WITH voiceover

11/1 - CitN presentations x 2

- Students Show & Tell - Random flower garden (and geo-garden (extra experience) if done)

- After done with Flower Garden - apply custom blocks with parameters:

- Use custom blocks to simplify the "Koch Curve"

- Before showing Koch with custom blocks - ask a student to show their long version

of Generation 3 - so we can compare length/efficiency of programs.

- or show my long version: https://scratch.mit.edu/projects/207412150/#editor

- (show WIP: https://scratch.mit.edu/projects/207412150/#editor - and do 2nd generation)

- Show gen 1 and 2 of the solution: https://scratch.mit.edu/projects/207400075/#editor

- use custom blocks to simplify/abstract Koch Curve (at leat 4 generations)

- follow "Using Custom Blocks for Efficiency - Koch Curve" on GD

- if done - start on the "When fortunes collide" game

or any of the following depending on how much they did while I was in Israel in Jan 2017:

When Fortunes Collide,

or rock-paper-scissors, show students:

https://scratch.mit.edu/projects/215533809/fullscreen/

- version 1: https://scratch.mit.edu/projects/27045398/

- version 2: https://scratch.mit.edu/projects/84976216/

- (Optional - if interested in simulation in addition to Meet Me on Mars) Acing Racing Lab Assignment

- show a run: https://scratch.mit.edu/projects/45019808/#editor

- enable the RESULTS TABLE for editing by all students

- review the GD doc

- students work on creating custom blocks with parameters

- students fill out GD spreadsheet with x,y locations and speeds of racers

- if students finish

- read on variables and implement vars for racer speeds

- start working on homework: SOUL on 2 peers

- finish/enhance the game "when fortunes collide"

- start working on a new game "rock-paper-scissors"

- prep for conditionals (if-then-else)

- Get notebooks - to write reqs for MMoM

- validate presenters for CitN - missing students due to Thailand trip

- Summarize projects: Evidence of WISCR (in GD)

- Optional - a simulation in addition to Meet Me on Mars:

- Acing Racing Lab Assignment - continue/finish

- Simulation: Motivation - programming used to simulate and understand real-world phenomena

- show/example: Newton's Cradle - simulation:

https://scratch.mit.edu/projects/32945434/#fullscreen

Another Simulation - Meet Me on Mars (and back on Earth):

https://scratch.mit.edu/projects/149109721/fullscreen/

- run video in theater mode (wide screen), and double-speed. + cover dates with emacs (distraction)

- show rocket rendezvous of orbits: https://www.youtube.com/watch?v=B_YT0vAJnpQ

- #show NASA/JPL Mars landing: https://www.youtube.com/watch?v=XRCIzZHpFtY

- show planet sizes: https://youtu.be/B4dK_083LrA?t=6

- show/demo MMoM: https://scratch.mit.edu/projects/149109721/#editor

- I show - Demo "prep Meet Me on Mars - WIP" - use of variables/conditions and "wait until" and "repeat until":

https://scratch.mit.edu/projects/208691680/#editor

- don't show mars/earth year length and sizes - students to figure it out

(e.g, https://www.youtube.com/watch?v=Sp3Xyt7AtXY)

Diameters: E: ~8000 mi, M: ~4000mi

Distances: E: 93M mi, M: 142M mi

Year length: E: 365, M: 687

- follow instructions in GD doc

- Optional - Review with students the spreadsheet with racing results

- anything "not right" with the results?

- what's the ratio/relationship between the speeds of the fast and slow racers?

- students show & tell on Acing Racing

- Get notebooks to write reqs for MMoM

- present CitN

- in CTE004 only 1 preso - so I show CitN ex. 4 - 3D Printing

- Students keep working on MMoM (Meet Me on Mars)

S2 - Spring Break

- if not shown already - show rocket crashing into the Sun in MMoM

- explain the rocket algorithm - step by step (all repeat loops and conditions)

- show another simulation: using Hohmann path (half a circle) for lower speed:

https://scratch.mit.edu/projects/16123862/#player

- for a rocket speed of 2, launch at around 170 degrees

- for a rocket speed of 1, launch at around 30 degrees

- continue Meet Me on Mars (and back on Earth)

- continue working on project

- CTE004 - CitN presentation

- show (again?) background project: game "rock-paper-scissors"

https://scratch.mit.edu/projects/215533809/fullscreen/

- version 1

- version 2

- I showed CTE004 CitN - 3D Printing example (Beetle Blocks)

- 10/26 - show another simulation: using Hohmann path (half a circle) for lower speed:

- for finished students - quickly show Rock-Paper-Scissors (or Cole Takara's version)

- show the logic/cod in the WIP project

- creating 2 variables per player: one for player points and 1 for player call

- generate a random number in the range 1-3

- map the random number to R, P, S

- the logic for the referee: if player_1_call = 1 AND player_2_call = 2

- finish Meet Me on Mars (and back on Earth)

- if students finish

- start/finish/enhance the game "when fortunes collide"

- start working on a new game "rock-paper-scissors"

- prep for conditionals (if-then-else)

- CitN presentations

- Show & Tell Meet Me on Mars (and back on Earth)

- 10/31 Halloween - Dress up as Count Ockham

explain Ockham's Razor - https://youtu.be/YQ1qvuioRlk?t=18

- Summarize projects: Evidence of WISCR (in GD)

Agenda:

- I Show random square, triangle, polygon,

- show asking questions (day of week),

- show balloons

- show basketball example for "Variables and Conditions"

https://scratch.mit.edu/projects/26353687/#editor

- work on "Variables and Conditions 0" doc in GD

- work on "Variables and Conditions 1" doc in GD

- motivation for variables: the speed of the rocket in MMoM, score in Whack-a-Duck, racers in Acing Racing lab activity

- Variables & Conditionals

- need for variables:

- http://scratch.mit.edu/projects/26353687/#editor

- create a random-sized square - "Variables and Conditionals 0" example

- Concept demo/visualization/concretization:

- variables = boxes with names, and content inside

- conditions (if/else) = doors; multiple if = multiple doors, either within rooms or from the corridor

- Student classwork/activity:

- follow the instructions in "Variables and Conditions 0" in GD

- square, triangle, blocks, conditions, variables

- what's your name?

- what day is it today?

- if finished with "Variables and Conditions 0"

- follow the instructions in "Variables and Conditions 1" in GD

- including the "Extra Extra Experience"

- Conditionals - review

- show (or class/student exercise): the balloons + basketballs example ("variables" on Scratch)

- If done with "Rock, Paper, Scissors"

- do "Clock project"

Spring break 4/1 - 4/6

Semester 2: ERB tests - CTE003

CTE004 - continue/Finish "Variables and Conditions 0"

- keep working on background projects

- Koch with custom blocks

- "when fortunes collide"

- "Rock, Paper, Scissors"

- "Clock project"

- simple https://scratch.mit.edu/projects/33498936/

- with setting https://scratch.mit.edu/projects/150977296/

- CitN presentations x 2

- Finish "Variables and Conditions 0"

https://scratch.mit.edu/projects/26353687/#editor

- Show/explain "Variables and Conditions 1"

- students do "Variables and Conditions 1"

https://scratch.mit.edu/projects/26353687/#editor

- if done do

- Koch with custom blocks

- "when fortunes collide"

- "Rock, Paper, Scissors"

- "Clock project"

Next class:

- prep for Quiz: I Show students and ask them to do the last part of "Variables and Conditions 1"

https://scratch.mit.edu/projects/26353687/#editor

- conditions of true/false

- in Scratch: https://scratch.mit.edu/projects/81139394/#editor

- including the "Extra Extra Experience"

- In prep for Pi Day - show Pi Digits program

https://scratch.mit.edu/projects/84155498/#fullscreen

- show hundreds of digits: http://www.angio.net/pi/digits.html

- Students finish "Variables and Conditions 0" and "Variables and Conditions 1"

https://scratch.mit.edu/projects/26353687/#editor

- Finished students - If done with "Variables and Conditions 1"

- do "Rock, Paper, Scissors"

- CitN presentations x 2

- in prep for Quiz 2 - go over the extra extra experience with variables and conditions 1

https://scratch.mit.edu/projects/26353687/#editor

- Students finish "Variables and Conditions 0" and "Variables and Conditions 1"

- including the "Extra Extra Experience" at the end of "1"

- when done, and if done with "When Fortunes Collide",

do - start Rock-Paper-Scissors, clock, or pong

- show 2 versions of "Rock, Paper, Scissors"

- for finished students

- show the students:

https://scratch.mit.edu/projects/215533809/#editor

- finish variables & conditions 1 and 2

- embed both and turn in

- work on "background projects"

- when fortuned collide

- r-p-s

- clock

Sem. 1 - Thanksgiving break

- in prep for Quiz 2:

- Students Do the above (2 sets/images) in the "Variables and Conditions 1" google doc) in a new project: Problem of the Day (PotD)

- create a new project for ALL PotD - an on-going project/activity

- students do PotD # A

- I show "variables and conditionals 1" last part:

https://scratch.mit.edu/projects/26353687/#editor

or

https://scratch.mit.edu/projects/81139394/#editor

- show Sample logic/conditions (Referee) in Rock Paper Scissors:

https://scratch.mit.edu/projects/215533809/#editor

- Conditionals Quiz (Quiz 2.0)

- review

- CitN presentations (4/13 + 4/16 catchup)

- if done, continue Fortunes or Rock-paper-scissors

- Give Quiz 2.1 (retake)

- review

- Conditionals Quiz (Quiz 2.1)

- get pencil & paper

- Review quiz

- example of why "true OR false" is true: if I tell you that "the number 10 is positive OR it is negative", is my statement true or false?

- example of why "true AND false" is false: if I tell you that "the number 10 is positive AND it is negative", is my statement true or false?

- 11/29 - CitN

Sem. 1 - did not do "Guess My Number", but had students keep working on

the "background projects:

- When fortunes...

- Rock-paper-...

- if done, start Pong game

First ask the students how they'd go about guessing a number between 1-10.

Explain that randomly picking a number is not guaranteed to guess it:

In prep for "Guess My Number":

- show randomness which is not really random

- https://scratch.mit.edu/projects/152798493/#editor

- compare to finding any digit sequence in the number pi:

- http://www.angio.net/pi/

Start:

- Student activity/classwork - "Guess My Number":

- Just do Version 2 of "Guess My Number",

- Go over doc in GD

- version 1.0 (simple/dumb) of the game - "guess my number" - user guesses the computer number

- version 1.1 - add clues higher/lower to the game "guess my number" - user guesses

- Briefly review (don't go into algorithm):

- version 2.0 - the user picks a secret number and the program/computer guesses it

- efficient search (binary search algorithm)

- Conditionals - review:

- Student show & tell

- balloons and basketballs

- show:

- Rock, Paper, Scissors - if done or anything to show

- Student continue activity/classwork - "Guess My Number":

- explain the algorithm - show the pseudo code.

- show layering of operations, divide, round, add (for calculating the average.

Sem 2 - spring break

- ask a finished student to demo "Guess My Number", and ply in the range of 1-1,000,000

- ask students to guess how many guesses will it take

- explain "Binary Search" and adding one guess to double the range

- will help in writing half-SOUL (Just Strength and Understanding)

- Finish Version 2 of "Guess My Number",

- Explain the binary search algorithm for version 2

- record students number of guesses (in Google Docs spreadsheet)

- for ranges up to 10, 100, 200

- Write SOUL on binary search algorithm (Strengths, Understandings)

- Student continue activity/classwork - "Guess My Number" in GD (version 1.0, 1.1, 2.0)

- record students number of guesses (in Google Docs spreadsheet)

- for ranges up to 10, 100, 200, 1000

- I show pong (1 paddle and 2 paddle versions)

- if done with Guess My Number - Finish up

- Rock-Paper-Scissors - when fortunes collide,

- clock

- "Pong" - manual, player vs. machine

- if done with all these:

- Tic-Tac-Toe

- or, with a winning strategy: Tic-Tac-No (https://scratch.mit.edu/projects/507864181/editor)

- ask a finished student to demo "Guess My Number", and ply in the range of 1-1,000,000

- ask students to guess how many guesses will it take

- explain "Binary Search" and adding one guess to double the range

- Start PotD

- A., B., C., D. - conditions (age ranges, sleep in)

- I show A, C, students do B, D

- Students post all CitN on ePortfolio page

- Finished students

- implement Pong game

- Tic-Tac-Toe

- students do PotD

- E, F, G

- New segment - Telling stories

- the six word story - Ernest Hemingway ("For Sale, baby shoes, never worn")

http://www.openculture.com/2015/03/the-urban-legend-of-ernest-hemingways-six-word-story.html

- Hemingway also said: “There is nothing to writing. All you do is sit down at a typewriter and bleed.”

- show http://www.sixwordmemoirs.com/teens/

- show and review my linear story ("But there is only one Mom")

- Demo - show and tell the 6 word story "Not All Journals Are Created Equal"

- show interacting with the user, alternatives/conditionals

- I show custom blocks in

- "But, There is only one mom" - the walking custom block

- show some ideas from http://www.sixwordstories.net/

- classwork (on Veracross): Create your own 6 word story - rated G

- Planning Template and Requirements in GD doc

- After Guess My Number demo - students fill out Course Survey/questionnaire

- Summarize projects: Evidence of WISCR (in GD)

- Finished students do/continue - instructions in GD

- "Rock, Paper, Scissors"

- "When fortunes collide"

- start "Pong"

11/20 - 11/24 - Thanksgiving Break

- I show pong (1 paddle and 2 paddle versions)

- do PotD

- H, I

- any questions about the CS Electives? - pitch/video (Electives Presentation 2017, or Electives Presentation 2016)

- continue "Six word story"

- show/demo Vi Hart's story "Wind and Mr. Ug"

- https://www.youtube.com/watch?v=4mdEsouIXGM

- do PotD

- K, L (skip J)

- show use of custom blocks in "But there is only one Mom"

- continue with the 6 word story

- do PotD

- M, N

- for N - show physically how to swap 2 objects in two hands

- I show students "six word story"

- show custom blocks with parameters in the "There is only one mom" project

- check for all requirements: custom blocks, new blocks, voice recordings/sound, etc.

- embed on your ePortfolio

- write your own SOUL

- For students who finished

- Tic-Tac-Toe

- or, with a winning strategy: Tic-Tac-No (https://scratch.mit.edu/projects/507864181/editor)

- Gravity Game

- do PotD

- O, P

- Continue the "6 word story"

- I show custom blocks in "There is only one mom"

- check for all requirements: custom blocks, new blocks, voice recordings/sound, etc.

- embed on your ePortfolio

- write your own SOUL

- students complete class survey

- CitN - make sure you have a new ePortfolio page embedding all presentations

- TEST for sharing and Submit the CitN ePortfolio URL through Veracross

- Finish "six word story"

- check for all requirements: custom blocks, new blocks, voice recordings/sound, etc.

- (if there is time at end of semester) write own SOUL

Presentation in Google Drive: "Need We Fear Artificial Intelligence?"

- I show HAL9000 + Google/Boston Dynamics robots clips (embedded in doc)

Last Class - Sem. 2

- do PotD

- Q

- Review for Final Test:

- all PotDs

- The prep material for the Final: quiz-like questions

- Watch part of the movie A.I. Artificial Intelligence?

Not done in Sem. 2:

- Quiz 3.0

- get pencil & paper

- review quiz

- CitN presentations

- Continue Six Word Story

- following to next class - Show & Tell

- Finished students:

- finish Rock, Paper, Scissors

- finish "When fortunes collide"

- finish clock

- implement Pong game

- Tic-Tac-Toe

- or, with a winning strategy: Tic-Tac-No (https://scratch.mit.edu/projects/507864181/editor)

- Gravity

- Quiz 3.1

- get pencil & paper

- review quiz

- 12/13 - Describe Final Test - 2 parts (analysis + synthesis)

- CS Electives - pitch/video (Electives Presentation 2017, or Electives Presentation 2016)

- show FCS collage - preview for next class

- also show 2 Image processing examples:

- https://trinket.io/library/trinkets/8dabca5210

- https://trinket.io/library/trinkets/67c328135b

- turn in at least 2 of the following:

- when fortunes collide

- Rock-Paper-Scissors

- Pong

CTE003 - CitN - make sure you have a new ePortfolio page embedding all presentations and SHARED/visible

- Finished students:

- finish Rock, Paper, Scissors

- finish "When fortunes collide"

- finish clock

- implement Pong game

- Tic-Tac-Toe

- Gravity

Announce - Six Word Story

- Show and Tell next week

- 5/10 - - CitN presentations

- Do Problem of the Day

- In trouble because of Parrot - prob. H

- In trouble because of Monkeys - prob. I

- Driving - prob. J

- 12/14 - Describe Final Test - 2 parts (analysis + synthesis)

- New segment - Game development

Motivation: show Mazes video at