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This approach involves decomposing or breaking down a problem into parts; creating and using sequences of steps called algorithms; organizing and analyzing data to identify meaningful patterns; and developing and using models, including simulations, of natural and designed systems. Computers can do these things.
Whale Problem Smithsonian Science Education Center PROTECTING WHALES ... Smithsonian Science Education Center Created Date: 10/3/2022 10:39:06 AM ...
Chapter 1. An Introduction to Computer Science and Problem Solving. What is in This Chapter ? This first chapter explains what computer science is all about. It will help you understand that the goal of a computer scientist is to solve problems using computers.
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Use a visual model of whales’ and ships’ patterns of movement as evidence to support a claim about where whales are likely to get hit by ships. Apply scientific ideas from data and text to design a solution to decrease the number of whales getting injured or killed by ship strikes.
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- Curriculum Design Team Members
- Sponsors & Supporters
- Hardware
- Software
- Introduction to Curricular Approach
- 1. Organizing for Effort
- 2. Clear Expectations
- 4. Recognition of Accomplishment
- 5. Academic Rigor in a Thinking Curriculum
- 6. Accountable Talk
- 7. Socializing Intelligence
- 8. Self-management of Learning
- 9. Learning as Apprenticeship
- Engage
- Explore
- Explain
- Elaborate
- Concrete Instructional Strategies
- Assessment
- Focus
- PR ROB
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George Benainous, Hollywood High School, Los Angeles, California Robb Cutler, Tutor Crossing, Inc., Santa Clara, California Judy Hromcik, Arlington High School, Arlington, Texas Michelle Hutton, The Girl’s School, Mountain View, California John Landa, South East High School, South Gate, California
Joanna Goode, University of Oregon Gail Chapman, Computer Science Equity Alliance Jane Margolis, UCLA David Bernier, UCLA Todd Ullah, Los Angeles Unified School District Diane Watkins, Los Angeles Unified School District Chris Stephenson, Computer Science Teachers Association
This curriculum was created under the auspices of the Broadening the Participation in Computing National Science Foundation grant, "Into the Loop: An University K-12 Alliance to Increase and Enhance the Computer Science Learning Opportunities for African-American, Latino/a, and Female Students in the Second Largest School District in the Country". ...
An ideal laboratory environment for this course would include one computer for each student in the class. These computers can be either Macintosh or PC depending on availability. A networked system would make installation of software easier for the teacher.
Each computer in the classroom should have a web browser installed that allows students to perform searches and make use of a variety of websites and internet tools. Teachers will need to download and install the Scratch programming language available at http://www.scratch.mit.edu and the Python programming language available at http://www.python....
Exploring Computer Science teaches the creative, collaborative, interdisciplinary, and problem-solving nature of computing with instructional materials which feature an inquiry-based approach to learning and teaching. As part of this curriculum, students will delve into real-world computing problems that are culturally-relevant and address social ...
An effort-based school replaces the assumption that aptitude determines what and how much students learn with the assumption that sustained and directed effort can yield high achievement for all students. Everything is organized to evoke and support this effort, to send the message that effort is expected and that tough problems yield to sustained ...
If we expect all students to achieve at high levels, then we need to define explicitly what we expect students to learn. These expectations need to be communicated clearly in ways that get them "into the heads" of school professionals, parents, school communities and, above all, students themselves. Descriptive criteria and models of work that meet...
If we expect students to put forth and sustain high levels of effort, we need to motivate them by regularly recognizing their accomplishments. Clear recognition of authentic accomplishment is the hallmark of an effort-based school. This recognition can take the form of celebrations of work that meets standards or intermediate progress benchmarks en...
Thinking and problem solving will be the "new basics" of the 21st century, but the common idea that we can teach thinking without a solid foundation of knowledge must be abandoned, so must the idea that we can teach knowledge without engaging students in thinking. Knowledge and thinking are intimately joined. This implies a curriculum organized aro...
Talking with others about ideas and work is fundamental to learning but not all talk sustains learning. For classroom talk to promote learning it must be accountable to the learning community, to accurate and appropriate knowledge, and to rigorous thinking. Accountable talk seriously responds to and further develops what others in the group have sa...
Intelligence is much more than an innate ability to think quickly and stockpile bits of knowledge. Intelligence is a set of problem-solving and reasoning capabilities along with the habits of mind that lead one to use those capabilities regularly. Intelligence is equally a set of beliefs about one's right and obligation to understand and make sense...
If students are going to be responsible for the quality of their thinking and learning, they need to develop and regularly use an array of self-monitoring and self-management strategies. These meta- cognitive skills include noticing when one doesn't understand something and taking steps to remedy the situation, as well as formulating questions and ...
For many centuries most people learned by working alongside an expert who modeled skilled practice and guided novices as they created authentic products or performances for interested and critical audiences. This kind of apprenticeship allowed learners to acquire complex interdisciplinary knowledge, practical abilities, and appropriate forms of soc...
Asks questions such as, Why did this happen? What do I already know about this? What can I find out about this? How can I solve this problem? Shows interest in the topic. Creates interest. Generates curiosity. Raises questions and problems. Elicits responses that uncover student knowledge about the concept/topic.
Thinks creatively within the limits of the activity. Tests predictions and hypotheses. Forms new predictions and hypotheses. Tries alternatives to solve a problem and discusses them with others. Records observations and ideas. Suspends judgment. Tests idea Encourages students to work together without direct instruction from the teacher. Observe...
Explains their thinking, ideas and possible solutions or answers to other students. Listens critically to other students' explanations. Questions other students' explanations. Listens to and tries to comprehend explanations offered by the teacher. Refers to previous activities. Uses recorded data in explanations. Encourages students to explain...
Applies scientific concepts, labels, definitions, explanations, and skills in new, but similar situations. Uses previous information to ask questions, propose solutions, make decisions, design experiments. Draws reasonable conclusions from evidence. Records observations and explanations Expects students to use vocabulary, definitions, and explan...
There are several concrete instructional strategies that are included in each unit to implement this culturally relevant, student-centered, and inquiry-based vision. Each unit begins with a description of the topic, an explanation of the importance of this topic, possible social applications of this topic, and objectives/standards for the unit. ...
With the exception of the final projects, there are no specific assessments listed in the lesson plans. There are also very few specific “homework” assignments. Differences in grading policies, types of assessments required, and student schedules make it difficult to gauge the best combination of assessment tools to use in a particular environmen...
Terminology Hardware components Software components Interaction of components Purchasing a computer Internet elements/Terminology Search engine fundamentals Search engines and directories Refining search parameters Evaluating Web sites Security on the Internet What is intelligence? Natural language Knowledge-based syst...
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Principles of Computer Organization Internet Concepts Models of Intelligent Behavior Interdisciplinary Utility of Computers and Problem Solving in the Modern World
The student will be introduced to the major components of the computer, including: input, output, memory, storage, processing, software, and the operating system. Students will consider how Internet elements (e.g. email, chat, WWW) are organized and will engage in effective searching. They will explore a variety of web applications. Fundamental n...
Identify the various functional components of a computer. Match a list of computer terms and definitions/functions. Describe the interaction of the various functional components of the computer. Make appropriate decisions when purchasing a computer for home use. List at least three strengths and weaknesses of each of three Internet elements...
Problem Solving and Program Design Discrete Mathematics—Logic and Functions Connections between Mathematics and Computer Science
Cultural background of cornrow braiding Students read the cultural background and how to braid sections (csdt.rpi.edu, Cornrow Curves). Group discussion on cultural background of cornrow braiding Divide students into groups of 3-4 and ask each group to reflect on one of the following sections: African Origins Middle Passage Civil War to Civil Right...
Cultural background of cornrow braiding Students read the cultural background and how to braid sections (csdt.rpi.edu, Cornrow Curves). Group discussion on cultural background of cornrow braiding Divide students into groups of 3-4 and ask each group to reflect on one of the following sections: African Origins Middle Passage Civil War to Civil Right...
Cultural background of cornrow braiding Students read the cultural background and how to braid sections (csdt.rpi.edu, Cornrow Curves). Group discussion on cultural background of cornrow braiding Divide students into groups of 3-4 and ask each group to reflect on one of the following sections: African Origins Middle Passage Civil War to Civil Right...
Cultural background of cornrow braiding Students read the cultural background and how to braid sections (csdt.rpi.edu, Cornrow Curves). Group discussion on cultural background of cornrow braiding Divide students into groups of 3-4 and ask each group to reflect on one of the following sections: African Origins Middle Passage Civil War to Civil Right...
Cultural background of cornrow braiding Students read the cultural background and how to braid sections (csdt.rpi.edu, Cornrow Curves). Group discussion on cultural background of cornrow braiding Divide students into groups of 3-4 and ask each group to reflect on one of the following sections: African Origins Middle Passage Civil War to Civil Right...
Cultural background of cornrow braiding Students read the cultural background and how to braid sections (csdt.rpi.edu, Cornrow Curves). Group discussion on cultural background of cornrow braiding Divide students into groups of 3-4 and ask each group to reflect on one of the following sections: African Origins Middle Passage Civil War to Civil Right...
Cultural background of cornrow braiding Students read the cultural background and how to braid sections (csdt.rpi.edu, Cornrow Curves). Group discussion on cultural background of cornrow braiding Divide students into groups of 3-4 and ask each group to reflect on one of the following sections: African Origins Middle Passage Civil War to Civil Right...
Cultural background of cornrow braiding Students read the cultural background and how to braid sections (csdt.rpi.edu, Cornrow Curves). Group discussion on cultural background of cornrow braiding Divide students into groups of 3-4 and ask each group to reflect on one of the following sections: African Origins Middle Passage Civil War to Civil Right...
Cultural background of cornrow braiding Students read the cultural background and how to braid sections (csdt.rpi.edu, Cornrow Curves). Group discussion on cultural background of cornrow braiding Divide students into groups of 3-4 and ask each group to reflect on one of the following sections: African Origins Middle Passage Civil War to Civil Right...
Cultural background of cornrow braiding Students read the cultural background and how to braid sections (csdt.rpi.edu, Cornrow Curves). Group discussion on cultural background of cornrow braiding Divide students into groups of 3-4 and ask each group to reflect on one of the following sections: African Origins Middle Passage Civil War to Civil Right...
Cultural background of cornrow braiding Students read the cultural background and how to braid sections (csdt.rpi.edu, Cornrow Curves). Group discussion on cultural background of cornrow braiding Divide students into groups of 3-4 and ask each group to reflect on one of the following sections: African Origins Middle Passage Civil War to Civil Right...
Cultural background of cornrow braiding Students read the cultural background and how to braid sections (csdt.rpi.edu, Cornrow Curves). Group discussion on cultural background of cornrow braiding Divide students into groups of 3-4 and ask each group to reflect on one of the following sections: African Origins Middle Passage Civil War to Civil Right...
Cultural background of cornrow braiding Students read the cultural background and how to braid sections (csdt.rpi.edu, Cornrow Curves). Group discussion on cultural background of cornrow braiding Divide students into groups of 3-4 and ask each group to reflect on one of the following sections: African Origins Middle Passage Civil War to Civil Right...
Cultural background of cornrow braiding Students read the cultural background and how to braid sections (csdt.rpi.edu, Cornrow Curves). Group discussion on cultural background of cornrow braiding Divide students into groups of 3-4 and ask each group to reflect on one of the following sections: African Origins Middle Passage Civil War to Civil Right...
Cultural background of cornrow braiding Students read the cultural background and how to braid sections (csdt.rpi.edu, Cornrow Curves). Group discussion on cultural background of cornrow braiding Divide students into groups of 3-4 and ask each group to reflect on one of the following sections: African Origins Middle Passage Civil War to Civil Right...
Cultural background of cornrow braiding Students read the cultural background and how to braid sections (csdt.rpi.edu, Cornrow Curves). Group discussion on cultural background of cornrow braiding Divide students into groups of 3-4 and ask each group to reflect on one of the following sections: African Origins Middle Passage Civil War to Civil Right...
Cultural background of cornrow braiding Students read the cultural background and how to braid sections (csdt.rpi.edu, Cornrow Curves). Group discussion on cultural background of cornrow braiding Divide students into groups of 3-4 and ask each group to reflect on one of the following sections: African Origins Middle Passage Civil War to Civil Right...
Cultural background of cornrow braiding Students read the cultural background and how to braid sections (csdt.rpi.edu, Cornrow Curves). Group discussion on cultural background of cornrow braiding Divide students into groups of 3-4 and ask each group to reflect on one of the following sections: African Origins Middle Passage Civil War to Civil Right...
Cultural background of cornrow braiding Students read the cultural background and how to braid sections (csdt.rpi.edu, Cornrow Curves). Group discussion on cultural background of cornrow braiding Divide students into groups of 3-4 and ask each group to reflect on one of the following sections: African Origins Middle Passage Civil War to Civil Right...
Cultural background of cornrow braiding Students read the cultural background and how to braid sections (csdt.rpi.edu, Cornrow Curves). Group discussion on cultural background of cornrow braiding Divide students into groups of 3-4 and ask each group to reflect on one of the following sections: African Origins Middle Passage Civil War to Civil Right...
Cultural background of cornrow braiding Students read the cultural background and how to braid sections (csdt.rpi.edu, Cornrow Curves). Group discussion on cultural background of cornrow braiding Divide students into groups of 3-4 and ask each group to reflect on one of the following sections: African Origins Middle Passage Civil War to Civil Right...
Cultural background of cornrow braiding Students read the cultural background and how to braid sections (csdt.rpi.edu, Cornrow Curves). Group discussion on cultural background of cornrow braiding Divide students into groups of 3-4 and ask each group to reflect on one of the following sections: African Origins Middle Passage Civil War to Civil Right...
Cultural background of cornrow braiding Students read the cultural background and how to braid sections (csdt.rpi.edu, Cornrow Curves). Group discussion on cultural background of cornrow braiding Divide students into groups of 3-4 and ask each group to reflect on one of the following sections: African Origins Middle Passage Civil War to Civil Right...
Cultural background of cornrow braiding Students read the cultural background and how to braid sections (csdt.rpi.edu, Cornrow Curves). Group discussion on cultural background of cornrow braiding Divide students into groups of 3-4 and ask each group to reflect on one of the following sections: African Origins Middle Passage Civil War to Civil Right...
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Aug 3, 2023 · For researchers whose expertise is outside of computer sciences, ensuring a proper application of ML methods and keeping track of new developments is challenging. The aim of the present review is to serve as a resource for marine ecologists who want to apply ML to their own data.
Introduction to Computers 1 and Programming. TOPICS. 1.1 Introduction. 1.2 Hardware and Software. 1.4 How a Program Works. 1.5 Using Python. 1.3 How Computers Store Data. 1.1. Introduction. of the different ways that people use computers. In school, students use com-puters for tasks such as writing papers, searching for articles, s.
