Day 5: Binary Numbers

We began with the “getting started” activity in Unit 1 lesson 5 . Then we related these symbols to 1’s and 0’s and discussed that given just 2 symbols and a system, we could make any number.

Next, we played with exploding dots in pairs using counting chips and big dry erase boards. I challenged the class to find a shortcut as converting numbers using a 2<–1 machine became increasingly tedious. With time and discussion, Learners were able to explain that each place doubles in value. After they could verbalize how binary works, I gave the the binary practice sheet from the activity so they could test and refine their assumptions.

While the class was still working on the practice sheet, I distributed the Flippy Do from the lesson and made this available as a resource. Most of the learners decided not to use it because they felt like they did not need it.

As a close they logged in to their code.org accounts and completed the reflection questions from lesson 5.

Day 4: Number Systems

Whelp, this was an interesting lesson. I followed the code.org lesson plan for unit 1 lesson 4, where learners did the warm up where they listed many ways to represent the number 7. Next, I presented the class with the challenge of listing all of the possible combinations of circles, triangles, and squares in groups of 2 and 3. Students worked at listing all of the possible permutations of the three symbols. We followed this with a brief discussion and each group explained how they determined the possible combinations.

The second challenge of this activity was to assign values to the symbols by creating a set of rules and then listing the symbols from smallest to largest. A few of the groups developed creative, logical systems.

One group developed a system that sparked a very heated discussion:This number system includes a “purity system” and a “classism system” where permutations containing symbols that are the same have a higher value. This system, developed a few weeks after Charlottesville, led to very heated debates about the assumptions underlying this system and whether or not it is acceptable. I did my best to facilitate a productive discussion both relating to individuals thoughts on the value of diversity and in the inherent hierarchy of a numerical system. The class thought we were off task and that I would become frustrated, but it was an important discussion and I found it completely worthwhile. I wish could have recorded it! It was awesome.

To close the lesson, learners responded to the prompt below on index cards:

Day 3: Sending Binary Messages with the Internet Simulator

This was my favorite lesson yet! On Fridays, we have 45 minute class periods, so I skipped the binary signal test part of the lesson plan. It was such a great way to end my first week of the school year. I assigned pairs and allowed learners 3 minutes to try to figure out how it worked, then we had a short discussion and they were off working, on task for the rest of the period. I circulated giddily listening to their conversations. This time I used the Activity Guide, giving a copy to each learner to fill out turn in.  I think it helped them to direct their thinking.

Day 2: Sending Binary Messages

 

We began by finishing the rapid prototyping from last class. I distributed notebooks and we defined a few terms. Then learners worked in pairs to send messages of increasing complexity. For the last few minutes of class we all logged into studio.code.org and joined the class account. They answered the questions in the lesson as both a closure and a way for me to see what their work looks like from the teacher’s account.

We are up to 8 students in the class now!

Day 1: Rapid Prototyping

It is the first day of school and we only had 15 minute class periods. My class began with 6 students enrolled, but today I worked with the counselor and hopefully we will have more students added to the class soon.

Here is how I used our first 15 minutes of AP Computer Science Principles.

1. I assigned two groups of 3 using Flippity’s random name picker and handed each lerner a few post its as they entered the room.
2. The board had a question posted:  “What is something you know a lot about?” and teach learner wrote 1 idea per post it.
3. I collected their interests after a few minutes, read them aloud as I stuck them to the dry erase boards.
4. I gave each individual a copy of the Personal Innovations Activity Guide from the code.org curriculum and asked them to pick 4 that seemed interesting to them, then complete the other two columns for each of their selected interests.
   

   

    

And that is all we had time for!

I encouraged them to be creative and not to get stuck too long on developing a perfect idea. Tomorrow they will pick one in small groups and make a fast prototype as a warm up activity. It was a good way to get to know the students interests and to get them thinking creatively on the first day of the year. Hopefully by the time class starts tomorrow I have many more learners enrolled in the class.