Women, Computer Science Majors, and Lego Mind Storms: 

A Winning Combination for Attracting High School Girls to Computer Science?

                                                                   

Day 1:

I.          Introduction

A.        Who we are?  Where we’re from?  

                        1.  Junior & Senior Computer Science majors at St. Xavier University 

B.         Discuss what we will do in the project

                        1.  How many sessions and the different things we will learn to do

                        2.  We can show them a beginners and advanced robot              

II.        Video – Clip

A.        Show the Lego Mind Storm video-clip about the project

III.       Survey

A.        Hand-Out/Collect the pre-survey to the girls

IV.       Pre-packaged Legos

A.        Divide the girls into 5-6 groups

B.         Pass out the pre-packaged legos and the Lego booklet (how to build your robot)

C.        Have the girls start building their robots

Conclusion

Things to bring:  Nametags, Boxes with equipped Legos and labels, Laptops

 

 

Day 2:

I.          Introduction

A.        Wrap-up what we did last week and what we will work with today

B.         Show them their equipment (robot, USB infrared transmitter) and how it will be used and discuss how the USB infrared transmitter works

II.        Small Movements

A.                 Basic Big Blocks

1.       Have the robot do a little movement (forward, backward, right, left)

2.       Have the groups work on their own BASIC movements ONLY for 5 minutes

B.                 Small Blocks (Beeps )

1.       Introduce sound option

2.       Combine big blocks with small blocks sound

3.       Have the groups work on their own combination and then have some groups show

C.                 Loops

1.       Tell class to make their robot make a square

a.       F – 2, L – 1.7, F – 2, L – 1.5, F – 2, L – 1.6, F – 2

Note: If a group or 2 finish early have them show or explain it the rest of the groups

2.       Then tell the class to make their robot form a square twice

3.       Thirdly, introduce the Loop function and relate it to programming and how it enables them to run the program several times (counting loop)

a.       Counting Loop – What it is?  How it’s used in programming? (Worksheet A)

b.       Robot can move in a square 2x, 3x, 4x, etc.

4.       If time permits:  Introduce the Wait for function

a.       Have robot move forward then wait (5 sec) and then turn left

5.       Hand out suggested activities, if time remains

a.       I.E.  make the robot move in a figure 8, etc.

Conclusion                 

 

 

Day 3:

I.          Introduction

A.        Wrap-up what we did last week and what we will work with today (more loops)

B.         Show them their new equipment  -- SENSORS

II.        More Movement

A.     Different Loops – Explain the different types of loops a programmer can use

a.       Time Loop - Make robot dance for 3 minutes.

b.      Infinite Loop - (i.e. Fares Wheel)

                                                                           i.      Tell the class when we will work with our sensors we will show them an example of an infinite loop (the robot following the black trail)

B.     Have groups work on making their robot do different activities using different loops

III.       Build Sensors

A.     Give students their sensor and booklet

a.       Attach their sensor to their robot

IV.       Collect all equipment back and finish sensors next week

 

Conclusion                 

 

 

Day 4:

I.          Introduction

A.        Wrap-up what we did last week and what we will work with today - Sensors

II.        Sensors                       

B.           Show the students the sensor by using the IF dark command

C.          Have students create their own IF dark command, and show it the class

D.         Introduce the class to the Follow Line program and run it for them

E.          If time permits, have class work with all movements

a.       big blocks, small blocks, beeps, and sensors

b.      Provide Handouts with suggested activities

III.       Collect Robots 

A.        Collect all robots, USB transmitter, booklets 

Conclusion                 

 

 

 Day 5:

I.          Introduction

A.        Wrap-up what we did last week and what we will work with today – Bumpers & Challenges

 

II.        Bumpers

A.                 Hand-Out pre-packaged Bumpers

B.                 Have students remove sensors and build bumpers on robots

C.                  Have groups work on making their robot do different activities using their bumpers

III.       Challenges/Missions

A.                 Have students work on challenges

a.       Challenge 1 -- Requires Bumper

                                                                          i.      Make robot move backward/forward until touched

b.      Challenge 2 --Requires Bumper

                                                                          i.      Goal ΰ Avoid obstacles

1.      Start by zigzag forward, when the left or right bumper hits an obstacle, make robot beep, move backward, then turn away from the obstacle and zigzag forward again.

c.       Challenge 3 – Requires Sensor (students must take off bumper and re-build sensor)

                                                                          i.       Line Follower (Infinite Loop example)

1.      Must make the robot follow the black circle on the mat (provided)

IV.       Collect all equipment back and tell students about the last week (prizes)

Conclusion 

 

  

Day 6:

I.          Introduction

A.        Wrap-up what we did overall

II.        Survey

D.                 Hand-Out/Collect the post-survey to the girls

E.                  Thank them for having us etc.

F.                  Hand-out t-shirts and have the farewell gathering

Conclusion