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
11, 12
Elective
4
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
Integration &
Testing
Implementation
Detailed Design
Prior Art
Survey
Solution Space
Exploration
High-Level
Design
Vertically Integrated Curriculum
Integrated Curriculum
Increasing learning efficiency + Maximizing learning outcomes
SKILL SET BUILD UP
STEMR - Advanced STEM Research
R&ED - Robotics & Engineering Design
CT – Computational Thinking
TECHNOLOGY TRANSFER
College Research
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.
CT Essential Questions
X
Computer Anatomy
Binary World
Logic Gates &
Boolean Function
Digital Circuits
Design
Algorithms
Programming
Software
Applications
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
•
Homework Assignments (HW)
(10 pts)
•
Tests/Quizzes (QZ)
(20 pts)
•
Class/Lab Participation and Engagement (CL)
(10 pts)
•
Project Deliverables and Presentations (PR)
•
Weighting Factor of Individual Contribution (WF) (0 ~ 100)*
(60 pts)
• 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]
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