Computational Thinking Chin-Sung Lin Eleanor Roosevelt High School

Personal Background Name: Chin-Sung Lin Academic Background: BSEE, MSEE, MST Working Experience: Research, Hardware Design Engineer & Teacher Teaching Experience: Math, Physics & Technology Current Courses: Computational Thinking, Regents Physics, Robotics & Engineering Design, and Advanced STEM Research

Three Layers of STEM Curriculum Course Grade Type Period/wk Length CT 10 Mandatory 3 ½ year R&ED 11, 12 Elective 4 1 year STEMR 1 yaer Research & Development Advanced STEM Research (STEMR) Design & Problem Solving Robotics & Engineering Design (R&ED) Concept & Skill Building Computational Thinking (CT)

Engineering Design Process Model Problem Identification Prior Art Survey Solution Space Exploration High-Level Design Detailed Design Implementation Integration & Testing

Vertically Integrated Curriculum Increasing learning efficiency + Maximizing learning outcomes College Research STEMR - Advanced STEM Research R&ED - Robotics & Engineering Design CT – Computational Thinking Skill Set Build Up Technology Transfer Dynamic Curriculum Reflecting the state-of-art advancements in the STEM field

Computational Thinking (CT) The thought processes involved in formulating problems and their solutions so that the solutions are represented in a form that can be effectively carried out by an information-processing agent. [Cuny, Snyder, Wing 2010] A problem solving method that uses computer science techniques.

C P R CT Essential Questions C – Computer Principles How does a computer work? P – Problem Solving How can we solve problems in a “computer” way? R – Real-World Applications How can we apply CT in real-world applications?

X Logic Gates & Boolean Function Digital Circuits Design Computer Anatomy Binary World Software Applications Algorithms Programming Mobile Apps

1 Computer Purchasing Project

2 Decoding Project

3 Logic Gates Project

4 Logic Circuits Design Project

5 Algorithms for Skyscrapers Project

6 Algorithms for Data Analysis Project

7 Digital Artist Project

8 Mobile Applications Project

Course Features One semester, class: 3 days/week, work: 5 days/week Project-based/problem-based learning with strong support Dynamic content, fast pace, and real-world setting Lab time (outside the class lecture time) is part of the class activities Group project, team spirit, and individual accountability Independent planning, studying, and time management

Unit Projects Unit Projects are the core learning experience in this course. Unit projects are complex and need at least 5 – 10 hours to finish. Lecture Presentations are preparing you to do the projects. Homework and quizzes are leading to the projects. Project worksheets/videos provide detail instructions. Each student needs to be ready to present your project. Submit the deliverables through Google Classroom (identify your partner’s name in your submission)

Instructional Resources School Class Website https://classroom.google.com/c/NDI5MzIxOTY3NVpa (period 1) https://classroom.google.com/c/NDI5MzExNTg1Nlpa (period 2) Google Classroom Website https://classroom.google.com/ CT Section 1 Class Code: 4v0tzf CT Section 2 Class Code: 5mdcbh

Grading Policy Your Grade = PR x WF % + HW + QZ + CL Homework Assignments (HW) (10 pts) Tests/Quizzes (QZ) (20 pts) Class/Lab Participation and Engagement (CL) (10 pts) Project Deliverables and Presentations (PR) (60 pts) Weighting Factor of Individual Contribution (WF) (0 ~ 100)* Your Grade = PR x WF % + HW + QZ + CL Paper assignment due in the beginning of the class on due day Electronic assignment due by the midnight on due day

Computer Resource Each student is assigned a specific MacBook Air™ laptop. Be aware that 6 classes are sharing the same laptops! Use computer resource only for class work ONLY. Use computer resource in a safe and responsible way. Use your assigned account, and log out when you are done. Backup your work through email / USB flash everyday. Reshelf your laptop and plug in the power in a designated way. After school use of computer are ONLY limited to the lab.

Course Expectations Preview the lesson before coming to the class. Attend class on time and ready to work. Actively participate in class and taking notes. Respect your classmates and their right to learn. Work as a team with your partner. Complete and submit assignments on time. Review the current lesson after the class. Academic integrity per school policy.

Technical Support After School Lab Time: Project groups that need technical advice, access computer resource, tools, or work on their projects may come to the lab (Room 501) on Mon. through Fri.

HW: Student Information Form Go to Google Classroom to find the student info form Fill in your basic information Inventory your computer skills Contemplate your short-term (class) & long-term (academic/career) goals Let me know your issues and concerns about learning Share your expectations with the class [The assignment is due Thursday, 02/02/2017]

HW: Introduction Letter Go to Google Classroom and find following documents Introduction letter Syllabus Lab safety guidelines [Return slips will be collected on Friday, 02/03/2017]

[The assignment is due Monday, 02/06/2017] HW: Grouping Choose your partner (two students per group), and submit the Google form through Google Classroom (more/less than two students per group needs special permission) [The assignment is due Monday, 02/06/2017]

Optional: Project Aids (PA) Anyone interested in becoming a Project Aide (PA) can fill out the form Acquiring additional domain knowledge and skills through PA time Learning how to do the unit projects in advance and in depth Helping peers doing their projects during the afterschool Lab Time [This optional assignment is due Wednesday, 02/08/2017]

Major Challenge – Accuracy A generation been trained with partial credits…… what will happen? Consider the following scenario: If you did 2/3 right (or 1/3 wrong) in an class assignment. After getting the assignment back, you tried to correct it, and did 2/3 right (or 1/3 wrong) of the correction part. After getting the assignment back again, you tried to correct it, and did 2/3 right (or 1/3 wrong) of the correction part. Assume this process continues forever…. If fixing 1/3 of the errors means spending 1/3 of time on the assignment, what does this imply?

Major Challenge – Accuracy A generation been trained with partial credits…… what will happen? Consider the following scenario: S = 1/3 + (1/3)2 + (1/3)3 + (1/3)4 + (1/3)5 + …… 3S = 1 + 1/3 + (1/3)2 + (1/3)3 + (1/3)4 + (1/3)5 + …… 2S = 1 S = ½ It means that you will spend 50% more time (money, human resource, etc.) to finish your assignment.

Major Challenge – Complexity

Q & A