Design-An-App Project - U1L09 CS Discoveries 18-19 S2

Overview

To conclude their study of the problem solving process and the input/output/store/process model of a computer, students will propose an app designed to solve a real world problem. This project will be completed across multiple days and will result in students creating a poster highlighting the features of their app that they will present to their classmates. A project guide provides step by step instructions for students and helps them organize their thoughts. The project is designed to be completed in pairs though it can be completed individually.

Purpose

This project combines the two major themes of Unit 1, problem solving, and the input-output-store-process model of a computer. This project ties both themes to a broader goal of identifying real world problems and finding ways to use technology to help solve them. Students collaborate in the creation of their app and also take part in a structured peer review process that they will see many more times throughout the course. This project should be a fun and creative experience as well, and gives students a chance to tie the field of computer science to their own interests and ambitions.

Agenda

• Warm Up (10 min)
• Introduce the Project
• Activity (150 min)
• Project Guide
• Wrap Up
• Presenting Apps
• Extended Learning
• Shark Tank

CSTA K-12 Computer Science Standards

AP - Algorithms & Programming

• 2-AP-10 - Use flowcharts and/or pseudocode to address complex problems as algorithms.
• 2-AP-15 - Seek and incorporate feedback from team members and users to refine a solution that meets user needs.
• 2-AP-18 - Distribute tasks and maintain a project timeline when collaboratively developing computational artifacts.

CS - Computing Systems

• 2-CS-02 - Design projects that combine hardware and software components to collect and exchange data.

RUBRIC: Where did you see Creativity, Collaboration, Communication, Problem-Solving,

and Persistence as you created your new Application?  Be prepared to show these in your

presentation as a self-critique with the class.  Use the Rubric Criteria below to refine your

ideas, and the final project prior to the presentation.

Criteria	Yes/No	Comments
The problem is well-defined, including a target audience, details of the problem, and how to tell it has been solved.
The app is clearly described including what it does and why someone would use it.
The outputs of the app are clearly described and could be used to address the problem.
The inputs of the app could be used to produce the outputs.
The way that the information is processed to produce the output is clearly described.
Stored information is listed and is appropriate for the functionality of the app.
The peer review provides useful and constructive feedback.
Peer review feedback has clearly been incorporated into the final version of the project.
The final presentation includes all information required by the project guide.

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Plan A Trip Project Presentations - U1L01 Problem-Solving Process 18-19 MP2

Students will spend time in class presenting their "Plan A Trip" Projects to the group. Students will be asked to show the Problem Solving Steps, and how they were used to create a plan for a class trip.

   Plan a Trip Project

Students will need to work online for this problem to use Google Maps - Website or some other tool that will allow them to plan a road trip.

Demonstrate: Move the class on to the Plan a Trip problem. Each member of the group will individually be developing a plan for a trip that follows criteria they'll develop as a team. Before sending groups off you'll want to demonstrate how the tool they're using will work. A good set of steps to show them might be.

• Find your school on the map.
• Search for something familiar to students close to the school.
• Generate directions from the school to the other location, choosing the method of travel (walking/bus/car/etc.)
• Highlight where the tool shows the total time of the trip

Integrating the Problem Solving Process: This problem is intentionally very open-ended and in fact has students develop the criteria they'll use to measure success. This problem does the best job of highlighting all 4 steps of the process and walks students more intentionally through the Define, Prepare, Try, and Reflect stages.

CSTA K-12 Computer Science Standards  

AP - Algorithms & Programming

• 1B-AP-08 - Compare and refine multiple algorithms for the same task and determine which is the most appropriate.
• 1B-AP-11 - Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
• 1B-AP-13 - Take on varying roles, with teacher guidance, when collaborating with peers during the design, implementation and review stages of program development.

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CSD: The Problem Solving Process U1L03 18-19 S2

Code.Org Discoveries (Middle School Curriculum)

- Please go to Code.Org/join and enter the following codes to join the classes:
- Once you have joined the classes, please complete the student pre-course survey!

MXNQZW

MYNMLB

Objective

In this lesson students apply the problem solving process to three different problems in order to better understand the value of each step. They will solve a word search, arrange seating for a birthday party, and plan a trip. The problems grow increasingly complex and poorly defined to highlight how the problem solving process is particularly helpful when tackling these types of problems. The lesson concludes with students reflecting on their experience with the problem solving process. They will justify the inclusion of each step and will brainstorm questions or strategies that can help them better define open-ended problems, as this is often the most critical step.

This lesson will likely take two class periods or more to complete. The first two problems may fit into a single class period but the third will need to be moved to a second day.

Purpose

This lesson provides students with more practice with the problem solving process in a variety of contexts. It highlights the fact that the problem solving process is particularly helpful when approaching poorly defined problems. The final brainstorm of the lesson provides students with some strategies and questions they can ask to better define problems for themselves, since this is often the most critical step. The problems seen in this lesson also help to drive a discussion in the following lesson about the types of problems that computers are well-suited to solve.

Agenda

• Warm Up (5 min)
• Setting the Stage
• Activity (75 min)
• Solving Problems
• Wrap Up (20 min)
• Understanding the Problem Solving Process

CSTA K-12 Computer Science Standards

AP - Algorithms & Programming

• 1B-AP-08 - Compare and refine multiple algorithms for the same task and determine which is the most appropriate.
• 1B-AP-11 - Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
• 1B-AP-13 - Take on varying roles, with teacher guidance, when collaborating with peers during the design, implementation and review stages of program development.