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Course Reflection

7/22/2015

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Programming our Microcontroller: An Arduino Challenge

7/21/2015

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Learning Goal: We are learning to connect our Arduino to the computer and to program it to do as we say.

Using the Arduino software, try to accomplish the following:


1. Get the LED on your Arduino to repeatedly blink on for 5 seconds and off for 5 seconds. 
2. Get the LED to stay on for 10 seconds and off for 1 second repeatedly. 
3. Attach an LED to your breadboard and get it to blink at the same rate as the green LED.
4. Attach an LED to your breadboard and get it to blink at a different rate than the green LED.

*Remember to save each sketch with a different filename so you can share it later!

Materials available:
-Wires
-Wire stripper
-LED
-Resistor
-Breadboard

-Arduino Micro

Once you've succeed at all four steps of this challenge, share your code in the comments section of this post. 

Click the picture to find out more about breadboards!

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Click the diagram to find out more about LEDs!

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Stuck? Visit the Arduino website to find examples to help you get started.

Setup Code

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You will need to tell the Arduino which digital pin your code will be controlling. The LED on the Arduino is connected to digital pin 13. 
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Success! Maryam, Merlyn, Rhea, Sharmini have completed all four challenges. Now, they've moved on to crazier things... :)

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Pro Salaries and Unit Rates

7/21/2015

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Nathaniel

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Maryam

Sana

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Visiting the Digital Innovation Hub

7/19/2015

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Today, we took advantage of an opportunity to visit the Toronto Public Library's 100th branch and its Digital Innovation Hub. If you have a library card, you can access the 3D printing services, as well as some of the audio/visual equipment they have available, to help you with your projects. You'll need parental consent for any 3D printing and, before printing, you will need to complete a 1 hour training course.

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What is an "Arduino" anyway?

7/19/2015

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Our Arduino Micro

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Getting Set-Up

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Ben at the Digital Innovation Hub provided us with this information about our Arduino Microcontroller:

-With a microcontroller, you can send out a signal and tell "something" to do what you want it to do.

-It is flexible because you can connect multiple components and control each differently. 

-A breadboard allows you to connect electronic components without soldering 

-One LED pin is longer than the other which indicates positive (anode) and negative (cathode)

-A resistor is like a kink in a garden hose. We use it as a breaker switch to limit chance of a power spike

-Electricity moves from an area of high energy to low energy

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Starting from Scratch: Celebrating Small Victories

7/15/2015

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1. Take a screenshot (or use the snipping tool) to capture an image that shows the Scratch work you are most proud of. 
2. Save the picture. 
3. Open the picture in Paint and add text (your name and the name of the challenge).
3. Email the picture to Mr. Garraway.
4. Your picture will be posted in the gallery below.
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Eric's Coin Game
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Should coding be taught in schools?

7/15/2015

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Mimetics presents...

7/14/2015

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Today we are fortunate to have @mykepredko the founder of Mimetics Digital Education come in to introduce us to his Jade Robot. After the workshop, post a question or feedback comment in the comments section. Each student must post either a question or comment. 

The Jade Robot

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Programming in the Jade Support Software (similar to Scratch).

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Intro to Coding

7/13/2015

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What exactly is coding? 

Coding is what makes it possible for us to create computer software, apps and websites. Your browser, your OS, the apps on your phone, Facebook, and this website – they’re all made with code.


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Click the Code.org logo to complete activities that will help you to learn the basic concepts of Computer Science with drag and drop programming. 


Each activity is a game-like, self-directed tutorial starring video lectures by Bill Gates, Mark Zuckerberg, Angry Birds and Plants vs. Zombies. Learn repeat-loops, conditionals, and basic algorithms. 

1. Complete an "Hour of Code"

Below is a link to a quick tutorial on how to code using coding blocks. 
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2. For more advanced users... Try these Scratch challenges. Check in with Mr. Garraway after completing a challenge.

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Scratch uses coding blocks much like Code.org but it allows you to take your coding skills slightly further. 

"With Scratch, you can program your own interactive stories, games, and animations — and share your creations with others in the online community.

Scratch helps young people learn to think creatively, reason systematically, and work collaboratively — essential skills for life in the 21st century."
From 
https://scratch.mit.edu/about/
Use this SCRATCH CHALLENGE TRACKING SHEET to log your progress. 
*Get a teacher initial once you've finished each challenge.

Flappy Bird Scratch Edition

https://scratch.mit.edu/projects/16743509/

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Day 6: Presenting Our Prototypes

7/8/2015

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Jalen, Malachi, Terron


Taranpal, Kojo, Sana

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Merlyn, Aleya, Maryam


Krishna, Ashley, Shawmia


Thushan, Sanjeev, Shancheev


Eric, Maalik, Ajikash

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Showmiha, Nathaniel, Haadia

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Day 5: Tinkering With TinkerCAD and Presenting our Prototypes.

7/7/2015

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Continue working with TinkerCAD to create a prototype of your chair.

  • Create your prototype
  • Figure out the dimensions of your chair
  • When satisfied with your design, print a copy
  • Label the printed copy with the dimensions
  • Approximately how much material would you need to buy if you were to 3D print your design?
  • What material would you use?
  • How much would it cost to 3D print your design with your chosen material?
  • Prepare a presentation that might persuade your classmates to fund the production of your prototype.

This is how your group will be evaluated.
Download and print a copy of the rubric and use it to ensure that all of the criteria is being met.

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Day 4: Using CAD Software to Create 3D Chair Designs

7/5/2015

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On Friday we embarked on Design Challenge #2 which challenged us to design a chair to meet a character's unique needs. Each group began to create five iterations of their chair using a variety of materials (Plasticine, Popsicle sticks, pipe cleaners, drawings, cardboard). The five characters are listed below along with some student work:

Grandpa

Grandpa is an elderly man who is achy and sometimes a bit grouchy. He has trouble getting around, so he walks with a cane. He also has difficulty getting into and out of his chair. He sits in his chair most of the day.
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Ralph

Ralph is a high schooler who spends 8 hours a day in class. Most of the time, Ralph has to sit in uncomfortable chairs, sitting up and facing the front of the room. When Ralph moves between classes, he carries a large backpack. When he gets to class he needs a place to put his things.
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Maggie

Maggie is a 1 year old who loves to play and crawl around everywhere. Maggie likes to explore on her own and be independent while she sucks on her binky. When it’s time for her to sit still she gets whiny and squirmy. 
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Neil

Neil is an astronaut who travels to space. When he is in his space ship, he is in a weightless environment. This is cool most of the time, but it is a challenge when he needs to sit down and drink his Tang. Neil also has a bulky space suit that often gets in the way.
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Lisa

Lisa is a marathon runner who runs every single day. She hates being stationary, and because she exercises so much she has really sore muscles. When she finally does sit down it’s really important that her chair be very comfortable to help her relax and recover for her run the next day.
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Reflecting on Our Work


1. What are some things that groups did well in regards to communicating their thinking?

2. What are some things that groups can improve upon in regards to communicating their thinking?


Today's Learning Goal: 

To learn how to use TinkerCAD to create a 3D representation of my group's chair design. 

During the Plan and Create phase, we constructed several different iterations of our char. Some materials were easier to work with than others. Some did a better job of allowing us to express in detail what we wanted our respective chairs to look like. Taking our iterations digital using a CAD program will allow us to create a digital 3D representation of our chair that can be saved, edited, shared, and 3D printed. 

What does "CAD" mean?

"CAD" is an acronym for computer-aided design. A CAD system is a combination of hardware and software that enables engineers and architects to design everything from furniture to airplanes.

Creating an Account and Logging in:

1. Go to https://www.tinkercad.com/ and click Sign Up

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2. Enter your country and a birth date. 
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3. When asked for email, use your TDSB email address (firstname.lastname@student.tdsb.on.ca).  Set your password as something you will remember or write it down on your name tag as I have no way of recovering forgotten passwords.
4. Once you've registered and verified your email, click Sign In and go to Create Project. 
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"Tinker" around until you have something cool!
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Day 3: Engineering Simulations & Design Challenge #2

7/2/2015

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What Do Engineers Do?

Click here to view information on the 10 Most Important Engineering Achievements of All Time  


Engineers build and test their iterations (like drafts in writing) while applying their critical thinking skills and creativity to solve problems. They must also demonstrate patience and resilience in the face of challenges and frustrations when things don't work out.


Try these simulations out! 




Applying the EDP: 5 Chairs Challenge

  • Build 5 chairs

    • Draw a Chair 3 minutes

      • Using the provided Sharpies, draw three sketches of a chair on a piece of paper.

    • Cut a Chair 5 minutes

      • Using ONLY your scissors and the sheet of corrugated cardboard, make a standing representation of your chair

    • Bend a Chair 4 minutes

      • Using as many or as few of the provided pipe cleaners, make an expression of your chair.

    • Mold a Chair 5 minutes

      • Using the provided clay, make a model of your chair.

    • Assemble a Chair 5 minutes

      • Using tape and toothpicks, build your chair.


  • Discussion Questions

    • What was it like to build your chairs using the design principles you identified?

    • What was it like to create different iterations of your design?

    • What did you change along the way? What did you learn from your prototypes?

    • Did anyone get stuck at any point? What was that like? What did you do to get unstuck?

    • Which material did you enjoy working with the most? Why?

    • Which material did you like the least? Why?

    • Which material best expresses the essence of the chair your drew?

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Day 2: Testing and Improving

7/2/2015

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Today groups will be testing and perfecting their designs to maximize the structural efficiency of their diving boards/platforms. For our purposes, structural efficiency will be calculated using the following formula:


Group 1: Aleya, Shawmia, Rhea, Krishna, Sharmini

Platform design

Mass of structure: 600 g
Mass supported: 1700 g
Structural efficiency: 2.83

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Group 2: Ashley, Merlyn, Maryam, Shathurshika, Taranpal

Platform design

Mass of structure: 500 g
Mass supported: 5000 g
Structural efficiency: 10

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Group 3: Ajikash, Thushan, Sancheev, Showmiha, Haadia

Platform design

Mass of structure: 1050 g
Mass supported: 1000 g
Structural efficiency: 0.47

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Group 4: Nathaniel, Jalen, Terron, Eric, Malachi

Platform design

Mass of structure: 1000 g
Mass supported: 1800 g
Structural efficiency: 1.8

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Group 5: Maalik, Sana, Kojo, Sanjeev

Platform design

Mass of structure: 200 g
Mass supported: 160 g
Structural efficiency: 0.8

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    Welcome to Summer School!

    Join us on our journey as we explore the links between Science, Technology, Engineering and Mathematics.


    Pro Salaries and Unit Rates

    It is clear that professional athletes are well-paid. Anyone who has been following the recent free agent frenzy in the NBA, or the transfer window in soccer, is aware of the enormous sums of money top players earn. In comparison to other professions, these salaries can seem pretty ridiculous. 

    Math Connection: Unit Rates


    A Unit Rate is the ratio of two measurements in which the second term is 1.  
    e.g., beats per minute, dollars per hour, kilometres per hour, 0.99/lb, $4.54/kg. 

    If Krishna earns $180 in 20 hours, then unit rate of her earning is given as 180/20 = $9 per hour.


    Learning Goal: We are learning to use unit rates to determine how much a professional athlete makes yearly, monthly, bi-weekly, weekly, per day, and per hour on average.


    1. Choose a professional athlete to examine. Ensure that you can find information about that person's current salary before deciding on them. Click a link in the list below. Search for your athlete. Find their salary. 

    Basketball Reference
    WhoScored.com (Soccer) 
    Pro Football Reference
    Hockey Reference
    Baseball Reference


    2. Use your knowledge of unit rates to determine how much your professional athlete makes yearly, monthly, bi-weekly, weekly, per day, and per hour on average.

    3. Display your data in an attractive visual format to be shared on this website. You may use markers and chart paper (we'll take a picture of it) or create a document that can be shared digitally. Show all work!



    Success Criteria for Visual Display


    I will be successful if:
    -My work is labeled (a subheading for each different calculation, each unit is labeled)
     

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