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Mosaic Minutes

Exploring Ancient Egypt Class Summary 12/16/13

12/27/2013

 

Sarcophagi

Students completed the outside of their sarcophagi in our morning class, adding the "egyptian eye" symbol and a door for their mummy's Ba to come and go. 
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Some students chose to add hieroglyphic stamps as decoration.  
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We then placed our mummies in their tombs, along with colored gems and other special items the children had brought from home.
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Writing Games

During the second half of class we played a fun pre-writing game.  Students took turns pulling random items from a grab bag (candy cane, tinker toy, glue bottle, Christmas tree ornament, snowflake, etc) and were challenged to describe how to draw the item to their classmates, who were unable to see what they were holding.  Nothing could be disclosed about the functionality of the item; only an exact description of what the item looks like and how to draw it.
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The students found this activity very fun and everyone was excited to get their turn to choose from the grab bag of mystery items and be in charge of describing what to draw!

Aside from being fun, this activity really flexes some important pre-writing skills. It requires careful listening and mental translation skills on the part of those drawing, and attention to detail and verbal expression on the part of the describer.  

Student drawers did an amazing job capturing the detail of each verbal description. Those in the position of "describer" discovered after the first few rounds, that using precise words and providing a thorough description is very important for successful communication of their ideas.
After a few turns (and some slightly askew drawings!), the drawers took initiative and began asking some clarifying questions - how long should the second line be? does the smaller circle touch the big circle or is it next to it? do I draw the lines spaced evenly apart? Very impressive!
You might enjoy playing this as a family at home.  It's not as easy as you think!

Playing with Measurements

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To think further about measurement we began our afternoon class by reading Is the blue whale the biggest thing there is?  This book encouraged us to think about size creatively. 

Next we made a list of ten things that we would each measure with our own cubit. Then we set to work, recording our measurements on a chart. When we were done we found that we had different measurements for some things, especially the length of the room. This led to some interesting observations about the importance of using the same unit of measure. 

We wonder whether the Ancient Egyptians had any problems using digits, palms, and cubits to measure things?

Philosophy Class Summaries 12/9 & 12/16/13

12/23/2013

 

Foundations of Philosophy (ages 9-11)
December 16

with Sally Zeiner
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Violet, the title character of our final book, has mismatched eyes, blotchy skin, and hair that can't be brushed. Her gaze is direct and unsettling. There are many ways that she defies the stereotype of a princess, and these will play an important role as the story unfolds. In class we considered these differences, and then worked to define beauty. This led us quickly to inner beauty, which all agreed is much more important. 

Together we generated a list of virtues:
  1. Love
  2. Kindness
  3. Caring for others
  4. Niceness
  5. Friendliness
  6. Hard working
  7. Determination
  8. Happiness
  9. Willingness
  10. Self sacrifice
  11. Thoughtfulness
  12. Forgiveness
  13. Intelligence
  14. Listening
  15. Modesty
  16. Honesty
  17. Encouragement

Students then broke into groups to work on organizing this list, grouping things together and defining categories. Over our winter break they should stay in touch with their group via email and complete their group process, writing definitions for their set of virtues, and providing examples from literature as well as life.

Please continue reading Iron Hearted Violet as well, reading at least to Chapter 49. We will see what virtues Violet possesses, and where they will lead her!

Have a wonderful holiday!


Philosophy for Children (ages 12-14)
December 9

with Rich Piscopo
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For our class of December 9, I began the lesson on what makes something precious, and we began to establish criteria for preciousness. One student brought up the idea of a trusting friendship as an example of something precious. It was discussed that true friendships are rare, thereby fulfilling one of the criteria of preciousness. It was agreed that we just can't be friends with everyone.

Then a second student, in a clear, pure voice asked, "Why can't we be friends with everyone?" Silence. The rest of us were stumped. After a moment, the first student said there just wasn't enough time. Another said many people were closed-minded and judgmental, and were therefore difficult to trust. The second student persisted in her query by asking, "Why are humans like that?"

I asked her if she was asking why people aren't more openhearted. She answered, "Yes. Why aren't people more like children? When children who are strangers meet, they become instant friends and immediately start playing together." She then went on to say that people close up. The first student added, "We build a cocoon around ourselves." I asked if all thought we build walls around ourselves because, as the other student had said earlier, people tend to be judgmental and we don't want to be hurt. All agreed. To pursue the original inquiry, I repeated, why does this happen? Why do people "close up"? 

I asked if perhaps our educational system had anything to do with this phenomenon. I referenced my experience of teaching children who were generally much more closed up in the public school system. This led to a discussion on home schooling. The first student said, "Kids are not going to learn if they don't want to learn." He went on to question the curricula of public schools in general. He also cited the huge challenge of teaching millions of children the same material, so that our culture may be passed from one generation to the next. Another said that in many public schools the teachers push their students to rush to judgment. The first student said teachers should guide their students, not push them. I reiterated the saying, "You can't force a plant to grow by tugging on its leaves!"

The comment about students being pushed to judgment brought us back to the phenomenon of people tending to be judgmental. I referred the class to the Bertrand Russell quote on this topic, 

"To endure uncertainty is difficult, but so are most of the other virtues. For the learning of every virtue there is an appropriate discipline, and for the learning of suspended judgment the best discipline is philosophy." 
I also referred them to John Dewey (with whom Matthew Lipman had a relationship). Dewey said we should always be open to new evidence. Maintain a working hypothesis until new evidence presents itself, and then be prepared to abandon the old hypothesis in favor of the new. Don't jump to conclusions. Suspend judgment until more evidence appears.

I also told the class the Zen story of the professor who goes to visit the Zen master. Perceiving the professor is presumptuous, the master invites the professor to tea. The master serves the tea. He pours the tea into the professor's teacup. The cup fills up. The master continues to pour. The cup is overflowing and the professor can no longer restrain himself. He proclaims, "The cup is full! No more will go in!" The master replies, "Just as this cup is full, so are you also full of your own assumptions and preconceived notions. Empty your cup and let me show you Zen."

If we can resist rushing to judgment, continue to seek the truth, keep our hearts and minds open, indeed, keep our cups empty, then perhaps the clear, pure question of a child asking why we can't all be friends will bring us to our senses.

Thank you, all. Thank you for your intrepid spirit in supporting Philosophy for Children. 

May you have a peaceful, loving, and joyous Christmas holiday.

Fun with Prompts!

12/21/2013

 
with Angela Harris
Our last NaNoWriMo class on December 16 was spent sharing and discussing our partner's feedback on the first two pages of our novels. Since most students are still working on their novels, we just addressed the first two pages so that we could practice revising for content, and later proofread and edit for punctuation, spelling, and grammar. We then took a break and enjoyed finishing a fun Christmas writing prompt which our New Jersey students may remember from their 2011-12 Creative Writing class. They were so cleverly written, I offered to publish them here for all to read. We hope you like them!

Merry Christmas from the Mosaic Texas students and families!

Saving Santa...

Prompt: The alert came over the radio -- "Emergency! Santa Claus trapped in chimney. Christmas will likely be canceled." As soon as I heard it, I knew I would have to do something -- and do it fast. I quickly gathered my gear and headed out the door...
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I frantically looked around the neighborhood -- where could Santa be? He was nowhere I could see. I looked to the right and saw the outline of police lights. "He must be there!" I happily thought, "Now that I found him, I can save Christmas!" I ran towards the house that was surrounded by police cars, it was easy to get past the cops, they didn't even try to stop me. They must have known that I was on a quest to save Christmas! I ran to the ladder in front of me and quickly climbed to the top.  There I saw Santa feet-up in the chimney! ''No worries Santa!'' I said to him as I thought of a way to get him out. I couldn't pull him out, he was really stuck. I snapped my fingers as a plan formed. ''I got it! Santa's reindeer!'' I said excitedly. Then I whistled as loud as I could. At first all I heard were the crickets chirping, then out of nowhere I saw Santa's reindeer flying towards me. I took out my handy lasso and lassoed Santa's feet, then as Santa's reindeer landed on the roof I tied the other end of the lasso to the closest reindeer. ''Fly!'' I told them, and with a jump they flew into the air. Santa popped out of the roof, then the reindeer lightly plopped him down, and he jumped up. ''Ho-ho-ho, I'm late! Thank you very much,'' he said as he jumped in the sleigh and flew off. Another Christmas saved! --- Alex C.


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I look up at my chimney, he's not there. I look around frantically. I can't seem to find Santa on any of my neighbors' roofs. I grab my bike out of the garage and ride down my street. Off in the distance, I see the outline of a sleigh on Steve Harden's house. I also see dozens of police lights. I ride up to the police lines and show them my badge. "Santa Rescue League, step aside please," I say. The policemen part and I make my way to the ladder that leads up to the roof. I see Santa face down in the chimney, his legs sticking up in the air. I tie my rope around his legs and tie the other end to a hover rocket. I push the button and the rocket slowly goes up and up, pulling Santa Claus with it. Santa gets tugged out and set down on the shingles, face first. "Thank you so much, what would I do without the SRL?" Santa asks. "Mr. Claus, I saw that you went down head first, you know that is not proper protocol," I say. "I know, I was just getting bored, it won't happen again." "Well, make sure it doesn't!" I wave goodbye as he climbs into his sleigh and shoots off. Another job well done for Ethan Harris, Santa Detective, and the SRL. --- Ethan H.

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Running as fast I could, I quickly remembered to grab my fat-free cookies for Santa. I knew I would need a bigger backpack for all of those cookies. I ran into my house to get a bigger backpack and went onto my laptop to track Santa on the NORAD tracker. I found the house I had to go to. Very conveniently, Santa was at my house! "Don't worry Santa, I'll save you!" I climbed the roof and pulled out my fat-free cookies. I reached down the chimney and handed him the cookies. Santa ate two of them and his stomach instantly shrunk. As he fell through the chimney, Santa thanked me. I hope this takes me off the naughty list. --- Aidan H.


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I went to the Internet for more information. MSN said that he was stuck in California. "Oh no," I thought, "I live in Arkansas. I'll never reach him in time." Then I remembered a web-site I had heard about. It was a Facebook page for reindeer. I typed as quickly as I could -- Reinbook.com. The muscles in my hands burned. "Cupid!" I typed. Cupid had to stay home because he had too many salt licks. "I need your help, Cupid! Santa's stuck in a chimney!" When I posted it, a voice bubble popped up with a "bloop!" "Ok, I'll risk the fine for flying dehydrated! Let's save Santa!" Cupid replied. I heard jingles on the roof -- "He's here!" I thought. I went outside and whistled. Cupid flew down. I jumped on his back and yelled, "To California!" He leapt off the ground and before I knew it, we were standing beside Santa who was pulling on his boots. He tumbled over onto the shingles of the roof. "Oh, thank you!" he said in a hearty voice. "Here -- for your courage and intervention." Santa handed me a wrapped box. I ripped off the paper and opened it. It was a NaNoWriMo certificate -- exactly what I wanted! 
--- Katie K.

Hour of Code Greeting Cards!

12/21/2013

 
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by Aidan
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by Annalise
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by Levi
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by Ethan
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by Caleb

Hour of Code

A few of our Mosaic students (in two states!) participated in Computer Science Education week (December 9-15), by completing the Hour of Code challenge. Students learned basic code by creating original holiday "cards." Nice work, everyone!

We wish all of our families a safe and wonderful holiday season! As a reminder, classes will resume on Monday, January 6, 2014.

Best Wishes,

Jayne & Angela

Computer Science Unplugged Class Summary 12/16/13

12/19/2013

 
with Leigh Ann Yoder

Introducing the Airhead 2000!

Picture{Homework Solution} Airhead 2000 finite state diagram
This week’s class was probably the most challenging of the semester. We continued our study of Finite State Machines, also known as Finite State Automatons – FSM or FSA for short. 

First, we tackled the Airhead 2000 homework by drawing out the FSM together. Some of the students struggled with the homework, but I believe most understood after we reviewed.

Next, I pushed the students beyond their comfort level by illustrating two FSM’s. One was used to add two binary numbers, and the other was a parity checker. The purpose was to cycle back on topics we covered in the beginning of the semester, but now focusing on how the computer is actually instructed by the programmer.

After those mind-boggling examples, we took a break by officially defining an FSM and went on a virtual treasure hunt. The students were pirates and had to take imaginary boats between islands. They were successful when they found the shortest route to Treasure Island. When the students completed the activity they realized they had created another FSM.

With a firm understanding of FSM’s we discussed their applications in Computer Science, specifically in the following areas: the lexical analysis part of the compiler, text editing, computer networks, and string searching within a word processor. 

Finally, we had a brief discussion on artificial intelligence and how a computer can appear to understand and respond appropriately. Think Siri.

We covered a lot of material! The students should be proud of themselves. Grasping the concept of an FSM at such a young age is truly an achievement!

I wish all of my students and their families a blessed holiday. 

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Simple FSM Diagrams
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Teen Writers Circle Class Summary 12/16/13

12/19/2013

 
with Michelle Cameron

Holiday Fun

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Today being the last day before the holiday break, we had some fun with our writing.

First, riffing off The Nightmare Before Christmas, everyone was given a Christmas character – from well-known ones such as Santa Class to less-known (and frankly imaginary) ones, such as the Candy Cane Kid and Lenny the List Maker.

Then we combined them with other holiday characters, such as the Easter Bunny or the Valley Girl Valentine.

While almost no one finished their stories, we had some great starts. I hope some of the kids will finish these off over the break – but they don’t have to.

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After that, we played a TWC-creation – Plotfoolery, a writing board game. The kids rolled the dice to determine the order in which to start, but then they got to take a turn whenever they were finished writing a part of their stories. There are some off-beat and whacky plot twists that they landed on (including being trapped in a sand castle) and everyone had to write the number of sentences based on their roll of the dice. Again, we had some very weird and wonderful (and to borrow their phrase, random) stories that emerged. 

Journal Submissions and End-of-Session Readings

With the holidays up and coming, homework is light. I returned most of their submissions for the online journal. Those that I didn’t will be returned via email by next Wednesday. I ask that they make the editorial changes by 12/23, so I can got our online journal up and running by the time we get back.

In addition, they should decide what they want to read for our end-of-session reading. Rules: up to four double-spaced pages or three poems. It does not need to be what they submitted to the journal, although it can be. 

And please do let me know if you plan to attend the reading – family welcome!
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Happy holidays, everyone!


Foundations of Philosophy Class Summaries 12/2 & 12/9/13

12/12/2013

 
with Sally Zeiner

December 2

PictureIron Hearted Violet
In class on December 2, we began by discussing the prior week's homework -- refining our criteria for friendship. For most of our philosophy students, a friend is someone whom you enjoy being with. Aristotle proposed that for someone to be your friend, the feelings should be mutual. He also defined three types of friendship: use, fun, and moral guidance. Our students agreed that friendship should be mutual. We also considered the Little Prince's friendship with the flower, and his reasons for leaving the planet. Has your child ever felt that they could not be friends with someone who lied or misrepresented themselves, as the little flower did to the Prince?

The  adventures the Little Prince had as he traveled from planet to planet raised interesting questions, especially about authority and ownership. The king says he rules over everything, but does he have any real authority? What is real authority? Where does it come from? We talked about authority in the contexts the students are most familiar with: a parent's authority, teacher's authority, and coach's authority. Our philosophy students determined that authority can come from the responsibility to take care of someone, or by voting, or through force.

The businessman says that the stars belong to him. In class, we began a chart comparing and contrasting the authority and ownership of the king and the businessman with that of the Little Prince. In two weeks, we will begin discussing our final book for the course, Iron Hearted Violet. This is a long book. I highly recommend it as a family read-aloud, or even on audio, for students who may find the book challenging. As we have done all semester, we will begin class each week by working on a simple story map to make sure that we all understand the reading before we begin our discussions.


December 9

PictureFrom "The Little Prince"
We began class by discussing our homework from last week, comparing and contrasting the Little Prince’s concept of authority and ownership with that of the king and the businessman. As we talked, it became clear that we needed to clarify the difference between authority and ownership. We applied this to our own lives, where we can understand it best, in relation to our ownership and responsibilities for the animals in our families. We can own and take care of pets, such as chickens or cats, without having any authority over them. However, for Ava, who is raising a seeing-eye puppy, it is very important that she does have authority over him.

We connected this to the story of the Little Prince. One student suggested that it was as if the flower had authority over the prince, even though the prince took care of the flower.

In Chapter 20 (XX), the Little Prince encounters a flower just like his. The Little Prince says, “I thought I was rich…; and all I had was a common rose.”

We considered the relationship between beauty and friendship. Can we find someone or something more or less beautiful if we know them better? What is the relationship between friendship and responsibility? We will continue to explore the themes of beauty, authority, and friendship as we read Iron Hearted Violet.

In class I asked students to read the first five chapters of Iron Hearted Violet for next week, and then write a paragraph or more answering the following question: How does the friendship between Violet and Demetrius compare to your criteria for friendship? 

Have a great week!

Algebraic Reasoning Class Summary 12/9/13

12/12/2013

 
with Kim Rodgers

Area and Perimeter

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On Monday we talked about using algebra in the real world. Many students had thought about it during the week. One even had a list of professions which use algebra that was a page long! 

Professor Arbegla had been talking about this topic with her students in the college class she teaches, when she realized that algebra was used when she remodeled her bathroom. She was planning on tiling the bathroom floor. She knew the dimensions of the floor (6’ x 7’) and was ready to pick out tiles. Since they were so expensive, she wanted to have an idea of how many tiles she should purchase before going to the store. That’s where our class came in. Each tile was one foot square. The students spent some time figuring out how she could know how many to buy. Some drew pictures. Some knew intuitively that multiplying the number of rows by the number of columns would give us the number of tiles. We discussed why multiplying works and how finding the area of the room could help her with her project. We assigned the letter “l” for length and “w” for width and came up with a rule for area to put on our toolkit.

l x w = area
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We also talked about the terms we use when discussing area. In this specific case each tile is a foot square so we call that square feet. We contrasted that with perimeter. Perimeter is a linear measurement, so we just use “feet” as the measurement. The students came up with a few ways to express perimeter:

l + l + w + w = perimeter
2l + 2w = perimeter
2(l + w) = perimeter
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  • The students were then challenged to write as many equations as they could where the dimensions of the room equaled an area of 36 square feet. Those who finished early were further challenged to come up with dimensions of the room that weren’t whole numbers! After coming up and sharing nine possible equations using whole numbers, they mapped each one out on graph paper. In the midst of this, it came up that each room had a “partner” room, or a room which had the same dimensions but switched as to the length and width, except for a room with the dimensions of 6’ x 6’. We talked about the area of the partner rooms and if they were the same or not. Shapes with the same size and shape are called congruent shapes, which led us into discussing the commutative property of multiplication: 
  • a x b = b x a which we recorded on our toolkit as well. 

Next week we continue discussing area and planning spaces to be used for particular purposes. How does its purpose affect how we lay out the area of the enclosure? What’s the best set up for the enclosure? Some students were interested in pursuing the area of triangles and circles, so they decided to look into that for homework to share with the class next week. I look forward to letting them teach the class a thing or two!

Exploring Ancient Egypt Class Summary 12/9/13

12/11/2013

 

Ka and Ba

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Today in class we discussed the ancient Egytian belief in two distinct parts of a person.  The ka or "spirit" comes into existence when a person is born; crafted by the god Khnum on his potter's wheel.  A persons ka was thought to live on after their body had died, alongside the mummy in the tomb.  Offerings of food and drink were sometimes left at the entrance to the tomb so the ka could continue to eat and drink in the afterlife.  The ba on the other hand, is essentially your "personality".  It's what makes you - You!  The ancient Egyptians believed that the ba, symbolized as a bird, would fly around and make itself useful during the day and at night would return to the tomb, looking for the mummy to which it belonged. 

I asked the students to take a few minutes and think about what makes them unique.  What qualities define who you are?  We discussed whether or not there is anyone else in the world exactly like them.  I then asked them to write a word, a sentence, or a list to express who they are. Many students began by giving physical characteristics - hair color, age, gender.  Then they moved on to listing what they like (cats, dogs, food) or like to do (play soccer, baseball, run, camp).  We dug a little deeper when I asked them if they thought what they looked like or what they did is really who they are.  Hmmm... a deep philosophical question even for adults! We took some of the examples of what they like to do (play the violin) and turned them in to qualities about ourselves (I am musical).  Suddenly, many more qualities came to mind (sporty, playful, kind, curious, helpful, funny, awesome!).

Wrapping up Mummy

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Students spent the remainder of the period working to complete their mummies, canopic jars, and sarcophagi.  They painted gold masks on the plaster mummies they had prepared several weeks ago and continued to craft and paint their canopic jars.  Those that had completed a mummy began to prepare a sarcophagus which we will decorate and fill next week to conclude our unit on mummies.  Because we are making our sarcophagi out of shoe boxes, they will really look more like rectangular tombs or coffins.

Next week we will add hieroglyphics, images of gods and goddesses, egyptian eyes, and any other decorations the students would like.

Homework!

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Trinkets and treasures:  Please have your student bring in any small treasures they would like to place in their sarcophagus, such as coins, buttons, small plastic or stuffed animal, toy food or utensils, etc.
Word search:  Last call for any student that wants to complete the word search and bring it to class for a small prize.  Here is the file to download and print in case you did not pick one up in class.

Enjoy the snow!  See you all next week!


Measuring Like Ancient Egyptians

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What do Pharoahs and pencils have in common? Neither one make a very good unit of measurement!  

The ancient Egyptian cubit was a measurement based on the distance from the Pharoah's elbow to his fingertips.





In our afternoon class students used pencils to measure different things in the class room.
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Then we made our own cubits! 

Next week we will use these to measure things, record our measurements, and compare our results.


What do you think we will find?
We recorded our results.      And compared them.
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Computer Science Unplugged Class Summary 12/9/13

12/10/2013

 
with Leigh Ann Yoder

Message Routing and Third Unit {Representing Procedures}

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We wrapped up our unit on Algorithms today with a game focused on Message Routing. The students were modeled as the Internet and acted both as computers and routers within their own local networks. Their goal was to simulate sending and delivering messages. They discovered that without an algorithm this task is harder than it appears!

Next, we began our third unit, Telling Computers What to Do – Representing Procedures. Now that we have a solid understanding of algorithms and can even put them into words, we will focus on giving the right instructions to the computers. The students will shortly discover that it is not as easy as it sounds!

Finite State Machine

Today we used a variety of games to introduce a simple but powerful tool called a finite state machine. The finite state machine is not really a mechanical entity, but an abstract set of instructions, which a computer can be programmed to follow precisely. The goal was to teach the students to model the behavior of common items and situations using this tool.

This concept is one that is taught in college level courses and sometimes not until graduate level. Hopefully, by using a variety of hands-on activities and instruction all the students will acquire a general understanding. We will continue this topic for at least one more class.
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