Initial+rough+STEM+ideas

Why teach coding videos: http://scratch-tpjhs.wikispaces.com/Why+Teach+Coding

With STEM I would like to see students becoming makers and producers instead of consumers. I also want student to become self-directed learners rather than depending on a teacher. Students should be putting together robotics and code for testing using higher order thinking skills, math and graphs. Students should be giving an opportunity to use their skills to create something they are passionate about. The big question is how to facilitate this.

Clay is fun to work with because it is a versatile medium to create with. A “robotic clay” could be pieced together using computer animation and graphics, LEGO & VEX Robotics, microprocessors & controllers, and 3D printing for students to create with. Students can learn basic literacy in each of the above areas or circles. Then student will be able to see and interpret the world through these circles. The next step is to allow students to overlap these circles like in a Venn diagrams. This will produce a creative-competency in robotics through which to see the world and produce.

Having a course with a diversity of content/units allows for differentiation and “passion projects.” Having set-skills for students to learn will give them a repertoire to pick from. The start of each course will be skills heavy, but class periods later in the course will use less time to teach new skills. When new skills are not being acquired, students will do projects that interest them or extend their skills in an area. Students can be directed and encouraged to do a project that highly interests them. This may lead students to teach themselves outside of class time. This also ensures the success of students who acquire skills at a slower pace. The goal of each unit is to teach students just enough to see possibilities and get them to start teaching themselves to building their skill set beyond what the whole class could be taught. Teaching creativity, problem solving, and how to teach oneself is the real goal.

Assembly and code requirements would be given for each unit as a skills base.

Unit Ideas: Standard Robotics: __Unit 1__ Computer graphics and animation/game coding Done with Scratch and a photo editor. This will get students started coding. http://robotstpjhs.wikispaces.com/4th+Quarter+assignments Code classic games like pong, Mario, asteroids, helicopter, etc. __Unit 2__ Robotics- basic movement Done with LEGO Mindstorm and Robotics Engineering program. __Unit 3__ Robotics- sensing and movement Done with LEGO Mindstorm and Robotics Engineering program. __Unit 4__ Robotics Challenge Mix in Robot-C language and VEX parts. Have robots compete at tasks. Students form robotics competition club.

“Robotics Clay”: __Unit 5__ Microprocessors and Electronics Experimentation Kit for Arduino/ http://ardx.org/src/guide/2/ARDX-EG-ADAF-WEB.pdf /  http://www.adafruit.com/products/170 /  http://arduinotpjhs.wikispaces.com http://www.amazon.com/Arduino-Adventures-Escape-Gemini-Station/dp/1430246057/ref=sr_1_29?ie=UTF8&qid=1368046726&sr=8-29&keywords=arduino+books __Unit 6__ DIY Microprocessor Controlled Robots or Arms http://www.amazon.com/Make-extending-MINDSTORMS-open-source-electronics/dp/1449321062 __Unit 7__ DIY Mini-Computers http://www.geek.com/chips/raspberry-pi-turned-into-a-portable-workstation-1504031/ http://www.raspberrypi.org/phpBB3/viewtopic.php?f=2&t=4809 http://www.bing.com/search?q=raspberry+pi+minecraft&src=IE-SearchBox&Form=IE8SRC&adlt=strict http://minecraftedu.com/ http://raspberrypitpjhs.wikispaces.com/ __Unit 8__ 3D Printing and Computer Aided design. CAD program and 3D printer http://printrbot.com/shop/assembled-printrbot-plus/

Real World Robotics: __Unit 9__ Solar Energy and Remote Sensing/ (Students could also assemble a microclimate sensing rover.) Make a rover that tends a mini-solar farm. Assemble solar cells into tiny solar panels. Use a microprocessor to remotely sense and monitor energy production and the weather. Have a robot move from panel to panel, keeping them aimed at the sun for maximum efficiency. Have teams compete to produce the most power. http://www.amazon.com/Environmental-Monitoring-Arduino-Building-Devices/dp/1449310567/ref=sr_1_25?ie=UTF8&qid=1368046726&sr=8-25&keywords=arduino+books __Unit 10__ Mapping Terrain and Plant Populations (Aerial photography for local realtors) Will be done with a few GPS, sonar, and camera enabled drone helicopter. Stich the pictures from the drones into a map. Determine elevations using survey techniques and math. Statistically compare the populations of different plant species and plot them on the map. http://www.arducopter.co.uk/what-do-i-need.html __Unit 11__ DIY Drones, Robots and 3D printer Production (Teach them to fish) Use open source plans and have student learn how to make their own robots, drones and 3D printers. Students will reproduce additional drones, robots and printers used in the STEM program. They will leave with the skills to make their own at home. __Unit 12__ Student Passion Project/ Science Project Another possible none vegan project. Microprocessor controlled and water quality monitored Algae and Fish farm/aquaponics. http://www.aquaponicsauthority.com/blog/aquaponics/getting-started/aquaponics-for-dummies/ http://www.concreteconstruction.net/admixtures/waterproof-concrete.aspx Anther program to look at. http://www.pltw.org/our-programs/middle-school-engineering-program Students who “thought outside the box” and taught themselves: http://www.popsci.com/diy/article/2012-11/you-built-what-remote-controlled-robo-arm http://www.nbcnews.com/technology/futureoftech/whiz-kid-grows-algae-under-her-bed-wins-intel-science-1C8835461 http://news.yahoo.com/move-over-mozart-15-old-inventor-kevin-doe-215621312.html http://www.popsci.com/science/article/2012-02/boy-who-played-fusion Links: http://stemrobotics.org/mediawiki/index.php?title=STEMRobotics http://www.gears2robots.com/