Unplugged

Computing Unplugged

Advice for teachers who have to teach coding and robotics without computers or access to electronic robotics components.

Step 1 - Make use of AI to:

Gain the background knowledge and understanding needed to teach this topic (see the suggested prompts below).
Generate your own lesson plans.
Create notes for the learners to help them to prepare for assessment tasks.
Create teaching resources and assessment tools.

Try using these prompts with the generative AI, Chat GPT (use the age or age range that matches your learners):

Provide me with a simple explanation of the following terms for use when teaching coding and robotics to learners aged 12 years old, computer control, automation, robotics, physical computing, AI robotic systems.
Create a simple vocabulary list with definitions for use by 12 year old children which includes all of the terms they should understand when learning about coding and robotics.
Create three lesson plans of 40 minutes each which will teach 12 year old children everything they need to know about coding and robotics. Please include as many practical activities as possible but these must be unplugged as the learners to not have access to computers or any robotic hardware.
Create an unplugged activity which uses role play to teach 12 year old children about automated vehicle control.
Explain the difference between an automated robotic system which does not make use of artificial intelligence and one which does.
Create a multiple choice test of 20 questions, 4 choices per question that will assess the knowledge and understanding of 12 year old learners who have just finished learning about coding, computer control, automation, robotics and AI for automation. Please provide a mark scheme.

Step 2 - Join Computing at School https://www.computingatschool.org.uk/account/new-member-application/ it is totally free for teachers.

Step 3 - Develop a library of resources to use when teaching coding and robotics such as - vocabulary lists, notes, diagrams, videos, assessment tools, etc..

Step 4 - Develop a library of activities which engage the learners and enable them to gain a deeper knowledge and understanding of the topic.

Escape the maze

Step 5 - Rewrite the lesson plans making use of steps 1-4 via Chat GPT.

Watch the video below to understand the issues created in schools lacking the resources to carry out practical work on physical computing and robotics. There are some alternative methods for teaching coding and rebotics using an 'unplugged' approach. Two of these are explained in the video.

Unplugged Activities

Becoming familiar with robotic components

The resource for this is sheets of pictures of robotic components. These could be cut from a component catalogue or copied from the internet.

Match the components to the description.

Create a two column table. In column 1 are written descriptions of robotic components. The learners must glue a picture of each component in column 2 OR set it the other way round. Provide images and the learners must explain the functions.

Create diagrams of robotic systems.

Using pictures of components the learners must create a robotic system clearly showing the input and output components as well as the processor.

They must then explain the purpose of the system and how the system works including the function of each of the component parts with an explanation of how they work.

This activity teaches the learners how to build actual robotic systems using the real components.

E.g. Automated light switch.

Purpose: The light must be turned on automatically as it gets dark.

Components:

LDR - An LDR (Light Dependent Resistor), also called a photoresistor, works as a light sensor by changing its resistance depending on the amount of light that hits it. As the resistance changes the value input to the processor increases .

Processor - The processor is coded to compare the input value with a default setting. Once the input value rises above the default setting, the processor outputs the value 1 to the lamp.

Lamp - When the output 1 is sent to the lamp the lamp is turned on.

The process is reversed as the light intensity increases to turn the lamp off.

Coding with lego bricks

The video below is a really neat way of using Lego bricks to represent blocks of code in an algorithm.

You can make your own story cards on grids. The design can be anything. Ask your lerners to come up with their own ideas such as:

a plan of your school
a plan of your village or nearest town
a map of your country or even the whole world
a space station
a factory or hospital

Jam sandwich robot

A role play activity to investigate algorithmic thinking.

This can be done as a class activity or with learners working in small groups.

The learners plan and write done their algorithm.

A learner or the whole class act as the computer or processor, reading out the instructions for the robot to follow.

Another learner or the teacher acts as the robot, listening to and acting out each instruction exactly as read. The robot must not make any decisions or change the instructions. It does NOT possess and AI capability.

See video below.

CS Unplugged

Visit these websites for other suggestions on how to teach computer science without a computer.

https://www.csunplugged.org/en/

https://www.stem.org.uk/resources/collection/3909/computer-science-unplugged

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