where are they? (we?). set for lunch? call today @ 9:30am alternative: g's they do have...
TRANSCRIPT
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Where are they? (We?)
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Where are they? (We?)
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Where are they? (We?)
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Set for Lunch?
call today @ 9:30am
alternative: G's
they do have Hawaiian lunch plates…
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Ice-breaking challenge: Ready … Set …
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Ice-breaking challenge: Ready … Set …
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Ice-breaking challenge: Ready … Set …
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Ice-breaking challenge: Ready … Set …
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We don't need more CS stuff…
There is lots of it
out there!
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We don't need more CS stuff… though we're always happy for more!
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… we need more CS support with all that excellent material
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… we need more CS support with all that excellent material
… we need more
CS connections
to other topics
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Biology-inspired algorithms
What looks complex in biology can often be explained by simple rules
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Biology-inspired algorithms
What looks complicated in biology can often be explained by simple rules
Biology creates self-similar forms
Fractals
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Yes... and no.Are these rules for real?
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Dragon's-blood Tree
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Tree Rules
(1) At each new dot:(2) Draw a T with dots on its
ends(3) Divide height by 2 Go back to step (1) and
continue
height = 4 cm
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Tree Rules
(1) At each new dot:(2) Draw a T with dots on its
ends(3) Divide height by 2 Go back to step (1) and
continue
height = 4 cm
(1) At each new dot:(2) Draw a T with dots on its
ends(3) Divide height by 2 Go back to step (1) and
continue
height = 4 cm
Change the underlined parts... ...to create this "tree"
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There still has to be an end…
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or else!
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Cyriak: conceptually disruptive self-similarity…
here, it's made far less natural
handfingers
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Are these rules for real? Yes... and no.
An elegant recursive drawing site…
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Are these rules for real?
Where does fractal growth
happen in animals?
Yes... and no.
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Are these rules for real?
What are these?
Yes... and no.
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Are these rules for real?
Comparing skeletons
Yes... and no.
green: cell's skeleton (microtubules)blue?
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Cells: they live their own lives!
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But what controls each cell?
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What controls each cell?
each cell has
its own
program (life)!
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Simple cell rules
= Living cell
A
B
C
D
1 2 3 4
E
F
5 6
= Empty space
C3A grid of cells depending on
(1) their rules (DNA)
(2) environment (neighbors)
How many live cells are in this grid?
B2
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Simple cells
A
B
C
D
1 2 3 4
E
F
5 6
C3 Name
B2Live or empty?
= Living cell
= Empty space
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A
B
C
D
1 2 3 4
E
F
5 6
Cell C3 has 8 neighbors
Living neighborsC3
Neighbor cells
= a living cell
= empty space
C3
Empty neighbors
How many are living?
How many are empty?
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Neighbor cells
A
B
C
D
1 2 3 4
E
F
5 6
C3
B2
# of Living neighbors
= Living cell
= Empty spaceA6
C4
E4E2
A6
C4
E4
E2Each cell's future depends on its living neighbors
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all depend on how many living neighbors each cell has
The rules…
BEFORE
A
B
C
D
1 2 3 4
E
F
5 6
4 4 3 0 02
3 4 4 2 12
2 3 2 1 11
0 1 2 2 10
1 1 1 0 00
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A living cell with 2 or 3 living neighbors survives. Others die.
An empty cell with exactly 3 living neighbors comes to life.
The rules…
Which ones will be living AFTER these rules run?
A
B
C
D
1 2 3 4
E
F
5 6
BEFORE
A
B
C
D
1 2 3 4
E
F
5 6
4 4 3 0 02
3 4 4 2 12
2 3 2 1 11
0 1 2 2 10
1 1 1 0 00
3 2 2 1 11
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Rules of Life
AFTER
A
B
C
D
1 2 3 4
E
F
5 6
A living cell with 2 or 3 living neighbors survives. Others die.
An empty cell with exactly 3 living neighbors comes to life.
BEFORE
A
B
C
D
1 2 3 4
E
F
5 6
4 4 3 0 02
3 4 4 2 12
2 3 2 1 11
0 1 2 2 10
1 1 1 0 00
3 2 2 1 11
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Fill in the number of living neighbors on top of this grid.
A
B
C
D
1 2 3 4
E
F
5 6
A
B
C
D
1 2 3 4
E
F
5 6
Rules of Life
then, fill in the next generation here.
A living cell with 2 or 3 living neighbors survives. Others die.
An empty cell with exactly 3 living neighbors comes to life.
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A
B
C
D
1 2 3 4
E
F
5 6
A
B
C
D
1 2 3 4
E
F
5 6
Rules of Life
and TWO are born.Only TWO survive,
Fill in the next generation here.
A living cell with 2 or 3 living neighbors survives. Others die.
An empty cell with exactly 3 living neighbors comes to life.
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A
B
C
D
1 2 3 4
E
F
5 6
AFTER
A
B
C
D
1 2 3 4
E
F
5 6
A living cell with 2 or 3 living neighbors survives. Others die.
An empty cell with exactly 3 living neighbors comes to life.
Rules of Life
BEFORE next...?
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Simple cells
Complex behavior
living cellsempty space
Simple rules+
=
A living cell with 2 or 3 living neighbors survives. Others die.
An empty cell with exactly 3 living neighbors comes to life.
"Game of Life"
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Let's see it in action…
Lives of a cell, Harvard University
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Everything's algorithms…
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Cup Algorithms
An Introduction to Coding, Functions, and Parameters
overview, activities, and
answers
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Motivation
• Algorithms + Robots are cool• Robots need instructions = algorithms!• Robots need very clear instructions in a
language they can understand• Let’s create a language for a cup-tower
building robot.• We can then express tower algorithms in our
language!
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Our language (code)
= Pick up cup = Set cup down= Move ½ cup width forward= Move ½ cup width backward= Flip cup over
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Let’s try our language!(Example)
Consider this tower, we might write this as:
0 1 2 3 4
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1. Decode this stack:
Draw your stack here:
Try it!
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Let’s try our language! (Build)
Try building a tower byFollowing these instructions
0 1 2 3 4
Answer
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2. Encode this tower:
0 1 2 3 4
Try it!
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Now let’s encode!(Encode)
How would we write ourRobotic instructions?
0 1 2 3 4
Answer
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Now, try designing your own!
• Design a 3-5 cup tower• Encode the tower with the language• Trade codes with a partner• Build their tower using just their code (no help!)• If the design and the tower are the same,
awesome!• If there are some differences, try to figure out
why that happened! similar to the
lego-tower
activity
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3. Try building your own tower and writing its code:
4. Exchange codes with a partner, build the stack, then draw it here:
Draw your stack here:
Try it!
similar to the
lego-tower
activity
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How about this one?
• This would take 328 arrows !! • It would be really hard to write, read, or fix if
we make mistakes!• Do we have any patterns we can use?
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Functions
• A function is any process that we can repeat• Let’s use a function to make our language
easier to write and understand!
Our new function:
= Move forward times
Example: 5 =
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5. Decode this tower:
2 24 46 65 52 2
Draw your stack here:
Try it!
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Try making this tower!2 2
4 4
6 6
5 5
2 2
0 1 2 3 4 5 6
Answer
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6. Encode this tower:
0 1 2 3 4 5 6 7 8
Try it!
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Let’s use our new function!
2468
2468
• Easier to understand• Easier to write• We can build more
interesting towers!
Let’s encode this tower!
Answer
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We can make any function!
What does this function do?
=(It places a cup spots away)
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7. Decode this tower:
Draw your stack here:
2 4 3
Try it!
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Step By Step
Step 1
Step 2
Step 3
Answer
2 4 3
2
2
2
4
4 3
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8. Encode this tower:
0 1 2 3 4 5 6 7 8
Hint: use this “place cup” function!
Try it!
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Encoding with our new function
• How would we encode this?
Answer
2 4 3 6 5 4
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Make your own function!
Let’s re-visit this tower:
• Do you see any patterns?• What would a useful function for this be?• How could we write this function?
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The flipped tower function
• Let’s make a function that makes a flipped tower some spaces away from the start
=Let’s try using our new symbol!
0 1 2 3 4
2 4 =
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Functions are powerful!
2 4 6 8
10 12 14 16
We went from a tower that needed 328 arrows, to one that just just uses 8 symbols!
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Create your own function!
Give an example of a tower that can be made that uses your function
What’s the symbol for your function, and what does it do?
How would you represent your function using only arrows and functions we’ve already created?
Bonus: Part 1
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2. Encode a tower that uses your new function at least twice.
3. Exchange codes with a partner, build the stack, then draw it here:
Draw your stack here:
Bonus: Part 2
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Monte Hall paradox…
inspiring the “Monty Hall paradox”
short
activity
Monte Hall
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Let's make a deal…
'63-'86
inspiring the Monty Hall paradox
Monty
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Let's make a deal: what's wrong with goats?!
… but what if you considered the goat the grand prize!?inspiring the Monty Hall paradox
Monty
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Try it LOTS of times…
inspiring the Monty Hall paradox
Monty
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A
B
C
D
E
F
G
H
0 1 2 3 4 5 6 7 8 9
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A
B
C
D
E
F
G
H
0 1 2 3 4 5 6 7 8 9
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Take-home message
Understanding problems is the key to solving them -- and it's much more
important than solving a particular one!
CS is the science of analyzing/solving information-based problems.
Usually, that means algorithms…
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Why CS ~ a course-wide module
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Why CS ~ it's everywhere…
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CS tourism!
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Google's aura?
https://www.youtube.com/watch?v=PA54HWLZ2e4
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Not only Google…
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MyCS
Units 4-6 (can) transition students into a more complete CS pipeline in high-school
Scratch programming
Broadening topics
Six 3-week units, deployed depending on the teacher, subject, and school.
What are these other curricula?
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CS curriculum opportunities
AP CS Principles: Beauty and Joy
ECS: Exploring CS
AP CS A: Java programming
MyCS: Middle-years CS6-10
grades
10
11
12
CS through Python or …13+
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CS curriculum opportunities
AP CS Principles: Beauty and Joy
ECS: Exploring CS
!!! AP CS A: Java programming
MyCS: Middle-years CS6-10
grades
10
11
12
CS through Python or …13+
opportunity…
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Short activities that might spark interest…
Geoguessr
PencilCode Gym
Scratch Mazes (gentle intro)
CS First
@2:30 pm ~ t-shirts & final surveys
Hour of CodeFlappy bird…
LightBot
Python (text-based language)
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Short activities that might spark interest…
Geoguessr
PencilCode Gym
Scratch Mazes (gentle intro)
CS First
@2:30 pm ~ t-shirts & final surveys
Hour of CodeFlappy bird…
LightBot
Python (text-based language)
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Short activities that might spark interest…
Geoguessr
PencilCode Gym
Scratch Mazes (gentle intro)
CS First
@2:30 pm ~ t-shirts & final surveys
Hour of CodeFlappy bird…
LightBot
Python (text-based language)
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Short activities that might spark interest…
Geoguessr
PencilCode Gym
Scratch Mazes (gentle intro)
CS First
@2:30 pm ~ t-shirts & final surveys
Hour of CodeFlappy bird…
LightBot
Python (text-based language)
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Short activities that might spark interest…
Geoguessr
PencilCode Gym
Scratch Mazes (gentle intro)
CS First
@2:30 pm ~ t-shirts & final surveys
Hour of CodeFlappy bird…
LightBot
Python (text-based language)
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Short activities that might spark interest…
Geoguessr
PencilCode Gym
Scratch Mazes (gentle intro)
CS First
@2:30 pm ~ t-shirts & final surveys
Hour of CodeFlappy bird…
LightBot
Python (text-based language)
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GeoGuessr
GeoGuessr ~ you're dropped in a random "street view" location and need to figure out where you are… . Once
you have a guess, check how close you were!
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GeoGuessr
GeoGuessr ~ you're dropped in a random "street view" location and need to figure out where you are… . Once
you have a guess, check how close you were!
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Short activities that might spark interest…
Geoguessr
PencilCode Gym
Scratch Mazes (gentle intro)
CS First
@2:30 pm ~ t-shirts & final surveys
Hour of CodeFlappy bird…
LightBot
Python (text-based language)Try 1-2 of these of your
choice – all linked from
the MyCS webpage…
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Try it!
www.cs.hmc.edu/MyCS
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… building positive computational identity
among middle-years students
Our goalComputing is fun.
I am good at computing.
Programming is hard.
I can become good at computing.
I'm interested in a computing career.
I like the challenge of computing.
Computer jobs are boring.
I'm interested in more computing.
Pre vs. post interest
Computing is something that people like me do.
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Data on the MyCS experience…
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M-y women (left cols) vs. men (right cols)
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C-y women (left cols) vs. men (right cols)
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M-y students vs. C-y students
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Final surveys…
www.cs.hmc.edu/MyCS
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Thank you!
parting thoughts?
parting t-shirts!
photo!
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Workshop schedule: Thursday
9-9:20 ~ Google logistics
9:20-10:20 ~ CS Teaching Tips project
10:20-11 ~ tour/demos/CSTT talk
CS curricula
11:30-2:30 ~ project work
2:30-3 ~ demos ~ gallery walk ~ t-shirts3pm ~ final surveys / photo
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Workshop schedule: Thursday
9-9:20 ~ Google logistics
9:20-10:20 ~ CS Teaching Tips project
10:20-11 ~ tour/demos/talk
CS curricula
11:30-2:30 ~ project work
2:30-3 ~ demos ~ gallery walk ~ t-shirts3pm ~ final surveys / photo
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Workshop schedule: Thursday
9-9:20 ~ Google logistics
9:20-10:20 ~ CS Teaching Tips project
10:20-11 ~ tour/demos/talk
CS curricula
11:30-2:30 ~ project work
2:30-3 ~ demos ~ gallery walk ~ t-shirts3pm ~ final surveys / photo
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Workshop schedule: Thursday
9-9:20 ~ Google logistics
9:20-10:20 ~ CS Teaching Tips project
10:20-11 ~ tour/demos/talk
CS curricula
11:30-2:30 ~ project work
2:30-3 ~ demos ~ gallery walk ~ t-shirts3pm ~ final surveys / photo
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We don't need more stuff… though we're always happy for more!
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… we need more support with all that excellent material
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MyCS
Units 4-6 (can) transition students into a more complete CS pipeline in high-school
Scratch programming
Broadening topics
Six 3-week units, deployed depending on the teacher, subject, and school.
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Scratch Music
Advanced Scratch Games
Web Unit
Safety and Security
A-maze-ing Scratch
Scratch Plays
Codes
Computer Disassembly/AI
Algorithms
Intro to Computing
Feedback Session
Binary and Legos
Problem Solving
Scratch Games
3 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 4
Mutual assessment…
How compelling was each topic?
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Workshop schedule: Thursday
9-9:20 ~ Google logistics
9:20-10:20 ~ CS Teaching Tips project
10:20-11 ~ tour/demos
CS curricula
11-noon and 1-2:15 ~ project work
2:15-3 ~ demos / wrap-up survey3pm ~ t-shirts and photo
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Workshop schedule: Thursday
9-9:20 ~ Google logistics
9:20-10:20 ~ CS Teaching Tips project
10:20-11 ~ tour/demos
CS curricula
11-noon and 1-2:15 ~ project work
2:15-3 ~ demos / wrap-up survey3pm ~ t-shirts and photo
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Workshop schedule: Thursday
9-9:20 ~ Google logistics
9:20-10:20 ~ CS Teaching Tips project
10:20-11 ~ tour/demos/CSTT talk
CS curricula
11:30-2:30 ~ project work
2:30-3 ~ demos ~ gallery walk ~ t-shirts3pm ~ final surveys / photo
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Tree Rules
(1) At each new dot:(2) Draw a T with dots on its ends(3) Divide height by 2 Go back to step (1) and
continue
height = 4 cm
(1) At each new dot:(2) Draw a T with dots on its ends(3) Divide height by 2 Go back to step (1) and
continue
height = 4 cm
Change the underlined parts... ...to create this "tree"
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BEFORE
A
B
C
D
1 2 3 4
E
F
5 6
A
B
C
D
1 2 3 4
E
F
5 6
Rules of Life
Fill in the next generation here.
A living cell with 2 or 3 living neighbors survives. Others die.
An empty cell with exactly 3 living neighbors comes to life.