Week 4

Session 1

Part 1

Guiding Question

  • How can we detect life on Mars using a robot?

Subquestions

  • How to program a Lego robot to make turns using Gyro sensor?

Outcomes

  • Explain the functions of the Move Steering Block, Loop Block, Display Block and Gyro Block.

  • Explain what is "drift" for the gyro sensor and what can be done to compensate for the "drift".

  • Solve problems using the Move Steering Block, Loop Block, Display Block and Gyro Block.

CT Components

Data Collection

  • Students collect data on the parameters of the Move Steering, Loop, Display, and Gyro Blocks.

Decomposition

  • Students break a problem in the worksheet into parts.

Communication

  • Students discuss problems and solutions.

Entry Event

5 minutes

Teacher asks the follow questions:

1. What does a Gyro sensor do?

2. How can we program Lego robots to make perfect turns?

How to program a Lego robot to make turns using Gyro sensor?

Small-group Hands-on Scientific Inquiry (30 minutes)

Students research about how to determine if life ever arose on Mars and how to detect life on Mars. They produce a group oral report or a PowerPoint Presentation on their research question(s).

Directions

  1. Distribute laptops and Worksheet 5 to the students.

  2. Part 1 in Worksheet 5 (Note: Worksheet 5 has two parts)

  3. Have student read the first problem in Worksheet 5.

  4. Have students research and explore relevant blocks needed to solve the problem on Worksheet 5.

  5. Have a group discussion on the first problem and possible solutions.

  6. Have students test their solutions and debug.

  7. Have students work on Part 2 of Worksheet 5 [Hold off on the Problem 5b here, it will be done in Part II]

  8. Have a group discussion on the first problem and possible solutions.

Resources

10 minute break

Part 2

Guiding Question

  • How can we detect life on Mars using a robot?

Subquestions

  • How can we debug when the programs run into some trouble?

Outcomes

  • Explain how to debug codes when the programs run into some trouble.

  • Use appropriate techniques to debug.

CT Components

Data Collection

  • Students collect data, through reading and discussion, on how to debug their codes when their program went wrong.

Algorithms

  • Students follow instructions and figure out how to debug their programs and how to program avoiding obstacles on the Mars.

Decomposition

  • Students define problems that needs to be solved with different combinations of sensors to avoid obstacles on the Mars.

Conditional Logic

  • Students use "if-then-else" logic to commend the robot for different conditions.

Simulation & Modeling

  • Students manipulate the data on how to use debug their codes when their programs went

Entry Event

10 minutes

Teachers asks the following questions:

1. How is debugging useful?

2. How can we figure out what went wrong in your program?

How can we debug when the programs run into trouble?

Small-group Hands-on Scientific Inquiry (55 minutes)

Students read Debug their code when their program runs into some matters and take notes on the important facts and knowledge they found during their research.

  1. Have a group discussion on the use of different techniques and where it is in the program, or knowing what values the sensors see.

  2. Have students work on Problem 5b in Worksheet 5. (Note: This problem uses a debugging technique - showing the value of gyro sensor)

  3. Have a group discussion on the first problem and possible solutions.

  4. Have students test their solutions and debug.

  5. Collect the finished worksheets.

End of Session Reflection and Debriefing

5-10 minutes

Teacher briefly explains the computational thinking (CT) skill embedded in the Problem Solving Process Diagram. Using the problem solving process diagram, the teacher will ask students to identify what kind of problem solving skills/process/computational thinking they used in this session and explain how they used it. The following are some sample questions that can guide the debrief.

  • What did I learn today?

  • What problem solving skills/processes or CT components in this diagram did I use today?

  • How did I use the problem solving skills/processes/CT components?