ALEX Classroom Resources

   View Standards     Standard(s): [DLIT] (6) 7 :

1) Remove background details from an everyday process to highlight essential properties.

Examples: When making a sandwich, the type of bread, condiments, meats, and/or vegetables do not affect the fact that one is making a sandwich.

[DLIT] (6) 12 :

6) Identify steps in developing solutions to complex problems using computational thinking.

[DLIT] (6) 13 :

7) Describe how automation works to increase efficiency.

Example: Compare the amount of time/work to hand wash a car vs. using an automated car wash.

[DLIT] (6) 36 :

30) Discuss and apply the components of the problem-solving process.

Example: Students will devise a plan to alleviate traffic congestion around the school during drop-off and pick-up.

[DLIT] (7) 11 :

5) Solve a complex problem using computational thinking.

[DLIT] (7) 12 :

6) Create and organize algorithms in order to automate a process efficiently.

Example: Set of recipes (algorithms) for preparing a complete meal.

[DLIT] (7) 14 :

8) Formulate a narrative for each step of a process and its intended result, given pseudocode or code.

[DLIT] (7) 36 :

30) Apply the problem-solving process to solve real-world problems.

[DLIT] (8) 8 :

2) Explain how abstraction is used in a given function.

Example: Examine a set of block-based code and explain how abstraction was used.

[DLIT] (8) 11 :

5) Discuss the efficiency of an algorithm or technology used to solve complex problems.

[DLIT] (8) 12 :

6) Describe how algorithmic processes and automation increase efficiency.

[DLIT] (8) 35 :

29) Create an artifact to solve a problem using ideation and iteration in the problem-solving process.

Examples: Create a public service announcement or design a computer program, game, or application.

Have you ever had a complex problem that you needed to solve? This could be a math problem, science experiment, an essay you need to write, and coding and game design. It could even be as simple as planning the best route to school or baking your favorite cookies!

Computational thinking can be used to take a complex problem, understand what the problem is and develop possible solutions to solve or explain it.

Students will complete Quests to learn about the four stages of computational thinking:

• Decomposition: Decomposition is to break down a complex problem or system into smaller, more manageable parts.
• Pattern Recognition: Pattern recognition is looking for patterns and sequences.
• Abstraction: Abstraction is focusing on important information only, ignoring irrelevant detail.
• Algorithms: Using algorithms you develop a step-by-step solution to the problem, or the rules to follow to solve the problem.

LEARNING OBJECTIVES:

When you have completed this activity you will:

1. understand computational thinking [Computational Thinker]
2. be able to solve complex problems using computational thinking. [Computational Thinker]
3. be able to break down a problem into smaller more manageable parts. [Computational Thinker]
4. know how to look for patterns and sequences. [Computational Thinker]
5. be able to focus on important information only. [Computational Thinker]
6. be able to develop a step-by-step solution to the problem. [Computational Thinker]
7. know how to use coding to automate a task [Computational Thinker]
8. understand computational design by applying technology to a problem [Innovative Designer]
9. understand programming as you complete hands-on activities, solving problems encountered [Computational Thinker]
10. understand the coding your program creates [Empowered Learner]

   View Standards     Standard(s): [DLIT] (5) 8 :

2) Create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.

Examples: Program the movement of a character, robot, or person through a maze.
Define a variable that can be changed or updated.

[DLIT] (5) 9 :

3) Create an algorithm that is defined by simple pseudocode.

[DLIT] (5) 10 :

4) Create a simple pseudocode.

[DLIT] (5) 11 :

5) Develop and recommend solutions to a given problem and explain the process to an audience.

[DLIT] (6) 11 :

5) Identify algorithms that make use of sequencing, selection or iteration.

Examples: Sequencing is doing steps in order (put on socks, put on shoes, tie laces); selection uses a Boolean condition to determine which of two parts of an algorithm are used (hair is dirty? True, wash hair; false, do not); iteration is the repetition of part of an algorithm until a condition is met (if you're happy and you know it clap your hands, when you're no longer happy you stop clapping).

[DLIT] (6) 12 :

6) Identify steps in developing solutions to complex problems using computational thinking.

[DLIT] (6) 13 :

7) Describe how automation works to increase efficiency.

Example: Compare the amount of time/work to hand wash a car vs. using an automated car wash.

[DLIT] (7) 9 :

3) Create algorithms that demonstrate sequencing, selection or iteration.

Examples: Debit card transactions are approved until the account balance is insufficient to fund the transaction = iteration, do until.

[DLIT] (7) 12 :

6) Create and organize algorithms in order to automate a process efficiently.

Example: Set of recipes (algorithms) for preparing a complete meal.

[DLIT] (8) 11 :

5) Discuss the efficiency of an algorithm or technology used to solve complex problems.

[DLIT] (8) 12 :

6) Describe how algorithmic processes and automation increase efficiency.

Computer programs often need to process a sequence of symbols such as letters or words in a document, or even the text of another computer program. Computer scientists often use a finite-state automaton to do this. A finite-state automaton (FSA) follows a set of instructions to see if the computer will recognize the word or string of symbols. We will be working with something equivalent to a FSA—treasure maps!

The goal of the students is to find Treasure Island. Friendly pirate ships sail along a fixed set of routes between the islands in this part of the world, offering rides to travelers. Each island has two departing ships, A and B, which you can choose to travel on. You need to find the best route to Treasure Island. At each island you arrive at you may ask for either ship A or B (not both). The person at the island will tell you where your ship will take you to next, but the pirates don’t have a map of all the islands available. Use your map to keep track of where you are going and which ship you have traveled on.

   View Standards     Standard(s): [DLIT] (6) 13 :

7) Describe how automation works to increase efficiency.

Example: Compare the amount of time/work to hand wash a car vs. using an automated car wash.

[DLIT] (8) 12 :

6) Describe how algorithmic processes and automation increase efficiency.

In this lesson, students look at a simple example of how a computer could be used to complete the decision making step of the data problem-solving process. Students are given the task of creating an algorithm that could suggest a vacation spot. Students then create rules, or an algorithm, that a computer could use to make this decision automatically. Students share their rules and what choices their rules would make with the class data. Then, they use their rules on data from their classmates to test whether their rules would make the same decision that a person would. The lesson concludes with a discussion about the benefits and drawbacks of using computers to automate the data problem-solving process.

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