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Previously Established & Goals

This lesson follows a lesson on circuits using Squishy Circuits. This lesson will introduce a new concept of coding using SCRATCH while tying in circuits from the previous lesson using the Makey Makey, Previously, it had been discussed with students what a circuit is, the difference between an open and closed circuit, and how electrons flow through a circuit. This is necessary information for students to understand prior to this lesson, as a complete circuit is needed to make the Makey Makey work.

Objectives

• Students will be able to call on their previous knowledge of circuits and apply it to the new material • Students will understand the basics of coding, such as the “cause and effect” idea of using SCRATCH, and necessity of timing and “chain reaction” that can occur with coding (loops, etc.). • Students will understand how circuits are connected to the Makey Makey, and will experiment with different materials to discover the concept of conductivity.

Activit ies

1. Students will begin by filling out the handout on circuits

to review the idea of a closed circuit

2. An instructor will have an app with a piano on it. This will

serve as an example for the “cause and effect” that is

Materials

• Computers with

internet

• SCRATCH Programming

account

• Makey Makey (1 for

every 2 students)

• Conductive material

such as pencil lead or

play dough

• Makey Makey YouTube

video:

https://www.youtube.co

m/watch?v=rfQqh7iCcO

U

• Student Handout

• Ipad with Piano App

Set-Up/Preparation

• Create SCRATCH

Account

Lesson Example: Intro to Programming

Lesson Detai ls : This lesson was written introduce 3-5th grade students to SCRATCH programming at an after-school club.

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basic programming.

a. Ask, “What programming did the computer

engineer do for this program?” The idea is that the

person had to tel l the computer to make a sound

when that specific button (key) was pressed

3. Students will then open SCRATCH.com and either make

their own account or sign into the club account

4. Students will then have 15 minutes to experiment with the

software

a. No formal instruction will be given on how to use

the software because it is a club, not a class.

b. Additionally, the students have coded before with

other programs. The instructors will float around

the classroom to help when needed, encouraging

for exploration and peer support

5. Students will be handed a Makey Makey for each pair of

students. The students will take turns hooking up their

Makey Makey, and using dough to start their programs

created on SCRATCH. After each student has had an

opportunity to start their project with the Makey Makey,

they will follow the handout with different materials to try

inserting into their circuit. They will be asked to fill out the

table in their engineering journal.

• Have computers loaded

to SCRATCH.com

• Have conductive and

non-conductive

materials available to

handout

• Create engineering

journal supplements

Miscellaneous:

None

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Previously Established

Students have been split into 2 groups prior to this lesson, each with 10 students. Following that, students are split into two smaller groups of 5 students each. This activity will last one hour.

Objectives

• Students will understand what a laser cutter is and what it can do • Students will understand the importance of brainstorming and creating multiple different designs as a part of the engineering design process by sketching out multiple drafts before even touching a computer • Students will learn basic computer control shortcuts and the basics of Adobe Illustrator

Activit ies

6. Students and instructor will all sit on the same level in a

circle and discuss what they know about laser cutting and

what it might do

a. Instructor being on same level as students

reinforces the camp atmosphere rather than

classroom

b. Questions to ask:

i. “Does anyone know what a laser cutter is?”

ii. “Have any of you seen a laser cutter

before?

iii. “What do you think a laser cutter does?”

iv. “What are some things that you think you

Materials

• Pencils

• Frame template print

out (paper)

• Adobe Illustrator

• Computers

• Birch Wood

• Laser Cutter

• Tips Sheet

• USB drive

Set-Up/Preparation

• Create frame template

on Adobe Illustrator

o (We made 2x2

frames inside

square and 5x5

outer border)

• Load frame template

onto all computers

Lesson Detai ls : This lesson was written introduce 7th grade students to using a vector software to encourage creative design while using a laser cutter on site.

Lesson Example: Vector Software Intro

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could cut with a laser?

v. “What are some things you might not want

to cut with a laser? Why not?”

vi. “Who remembers the steps in the

engineering design process we discussed at

the beginning of class?”

7. Students are given a printout of the frame template on

adobe (see attached). They are asked to spend a

minimum of ten minutes sketching out different ideas. If

students finish early, they are required to stay at their

station and try and come up with more ideas,

emphasizing the engineering design process. All students

are given two frame printouts at the very beginning of the

lesson to encourage coming up with more than one idea

8. Before students are allowed to start drawing, they will

discuss with the STEPS teacher in a group setting what

type of designs will and will not work on their frame

a. Things that will not work well:

i. A single line with no width

ii. A cut that goes through the frame

iii. Anything in the center of the frame

iv. A loopy font

v. Very specific drawings… geometric shapes

should be used to create more complex

shapes

9. After completing their design, students are asked to put

their design upside down on the table and come to a

computer

10. While students are working on sketching out their ideas,

the teacher will be responsible for opening both the

empty AI page as well as the frame template, minimizing

the latter.

• Create example

Miscellaneous:

Students finish at very different

paces with this activity. Be

prepared to address all

different skill and interest

levels.

Contingency Plan

Students who complete their

frames early will be asked to

help their peers. Once multiple

students have finished, they

will complete the spaghetti

activity, monitored by SPPL

staff or Regina.

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11. Students are given 10 minutes to just explore the Adobe

Illustrator software. It is emphasized to students that this

time is not to work on their frame, but to understand the

capabilities.

a. It is verbally communicated to students the value

of understanding the tools we are using before

using them for production-i.e. they might make

less mistakes on the final draft, and may come up

with new ideas after exploring their options on the

software

12. After exploring the software, students are asked to open

the frame template and save it to a specified location

under their name. This is done via step-by-step

instructions, asking students to cross their arms in-

between steps to prevent working ahead.

13. Students are then given half an hour to design their

frame. Students are encouraged to help one another

before asking an instructor for help

14. When students complete and save their final design, an

instructor loads the design onto a USB to be brought to

the laser cutter at UST.

Notes:

There are 2 attachments with this lesson: the frame template and AI tips and tricks

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Not to scale

5 in

ches

2 in

ches

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Part 1

SCRATCH Challenge #1: Make your sprite (the cat) move across the screen 50 steps, then turn the sprite upside down. (Hint- use the “motion” buttons…) (Hint #2 –There are 180˚ in half of a circle.) Don’t forget to add an event like we practiced before class to start your code! Write down your code here: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ SCRATCH Challenge #2: Keeping the same code from Challenge #1, insert another motion button to turn your cat back to right-side up. (Hint - it will be the opposite direction of the button used in #1) (Hint #2 – try inserting a “wait” 1 second button in-between the “turn” buttons. Why might this be important? Write down your changes to the code below: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

Student Handout: Intro to Programming Lesson Detai ls : This lesson was written introduce 3-5th grade students to SCRATCH programming at an after-school club. It was written following a lesson on circuits using Squishy Circuits and an introduction to Makey Makey. Because of the amount of students in the course and the limited amount of time, the lesson is designed to be easy to follow with clear instructions to provide basic skills in hopes that students can take this knowledge with them to create their own code.

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SCRATCH Challenge #3: Now, make your cat make the sound “meow.” (Hint-use the “Sound” button). Add this to your existing code. Write down your changes to the code below: ________________________________________________________________________________ ________________________________________________________________________________ SCRATCH FINAL Challenge (#4) For the final challenge, you will try to make your cat walk across the screen. Try to make the cat change to a new “sprite.” (To see the 2nd sprite, look at the costumes tab.) Notice that it has a different leg position than the first sprite. Using the motion and control buttons, make your sprite change back and forth between costumes to make it look like it is walking! (You can do this!) Remember: Ask 3, then me! Write your f inal code below: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Draw a picture of what your cat appears to be doing- you programmed this! You are on your way to becoming a software engineer!

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Part 2: Using Code that you have created, set the event button to when “space” clicked. Now, when it is your turn, you will be ready to use the Makey Makeys! Explore with different materials, and what is and is not conductive. Fill out the table below:

Material: Conductive?

Yes or No

Plastic Pencil

Another Person

Piece of Paper

Pencil Lead

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1.

2.

3. 4.

1. The Stage is where you

can see your characters act based on w

hat code you w

rote. 2. The “Scripts A

rea” is w

here you write your

code. This is how you tell

your characters “acting” on the stage w

hat to do. 3. This is the “Blocks Palette.” Here you can

choose different actions for your character to do. Drag these into the scripts

area. 4. Sprites are characters. The “Sprite L

ist” is a list of all of the characters in your code.

SC

RA

TC

H B

asics

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T i n k e r C A D W o r k s h o p :

1. Go to https://www.tinkercad.com/ and sign up!

2. When you have completed the sign-up process, click on “Lessons” on the left hand side

3. Begin the lesson “My First Lesson: Learning the moves”

4. When complete, choose another tutorial on the page that looks interesting to you. They don’t take long

and completing them will save you time in the long run.

Student Handout: Intro to CAD Lesson Detai ls : This lesson was written to work with college students majoring in subjects other than engineering, to allow them to use 3D printers with minimal instruction. Lesson packets were intended to be used with or without an instructor present.

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5. After completing the second tutorial of your choice, click “Create Project.”

6. A new window will open; click “create new design.” You will know you are in the right place when you

see a blue grid on the screen

a.

7. Now, use the attached sheet of controls to help you navigate creating your first project.

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8. When you exit your design, it will automatically save. If you want to change the name, click on the gear

in the corner of your design. From there, choose properties:

9. Next, a window like the one below will show up. Use this to change the name of your design.

10. When you are finished, go back to your design page with the blue grid and your newly created object.

Choose “Design.”

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11. From this menu, choose “Download for 3D printing.”

12. A window will pop up asking how you would like to save it. C h o o s e “ . S T L ” file. This is important!

After choosing this, save the file to your desktop. (You will not be able to open the file, but when you

send it to someone via email or with a USB drive, it can be opened on a computer with the software

to print.)

13. You can now put your file onto a USB drive and give it to someone with a computer in the Creative

Space to help you print