I have a Mavic Pro drone I’ve been playing with for a while now. It’s been great fun, and has also proved useful on occasion. For example, my school expanded it’s parking lot last year, and I was able to take updated aerial photos of the new layout. This also allowed me to make some neat new campus maps by tracing designs over the photo in Illustrator. I had my drone out again recently because I wanted some new shots of the parking area with the landscaping grown in a bit. While I was flying anyway, I decided to try some new techniques. I took some 360 panoramas (I used Litchi software to automate this, but it’s perfectly doable in the DJI software). I then took the pictures into Microsoft’s free Image Composite Editor software. I think the results are pretty cool! I’ll definitely be doing more of this.
I could have sworn that I published this already! I gave this to my 6th graders a while ago. One group out of four finished it, with two others hot on the trail at the end of our time (one hour). I was really impressed with the teamwork!
I made a thing for poetry month. It’s finally mounted in our library, just a bit late for National Poetry Month. With some luck, though, it will just be early for next year! Special thanks to Mag-net on Thingiverse for sharing such a great design!
I decided to put my spring break to good use this year with a visit to DC’s museums. At the top of my list was the National Cryptologic Museum, just outside of NSA headquarters. I have to admit that my expectations were low – how many people would be interested in the subject, and how much support could be behind such a project? Well, I was very pleasantly surprised! The museum was definitely my favorite in DC, and that’s stiff competition! This very unassuming building holds a treasure trove of great exhibits, and was presented in a very well considered fashion. I managed to jump onto a tour with a very knowledgeable docent, who was able to present the stories in such a way to interest the four or five young teens in the audience, as well as the adults. Highlights for me were getting hands-on with an actual Enigma, and seeing the Bombe up close. The museum is a bit of a trek if you’re coming from the Mall, but well worth the journey!
I teach a unit in cryptography in my 6th grade computer science course. It’s not an obvious addition to my curriculum, and it’s not one I’ve seen listed in many other CS classes at this level. Here’s why I think it’s important.
Cryptography requires students to practice complex problem solving. Students try different approaches until they find one that works. What works with one problem might not work for another. This is the opposite from problems students usually receive, in which they apply the same methods they’ve learned. It also requires students to research, and to stay with a problem even when it’s frustrating. These are skills that are necessary for higher math and for computer science, but they are very difficult to get to in a classroom. Cryptography presents a way to practice these skills in a game-like format.
Cryptography also encourages students to think about privacy and security in very practical ways. It can lead to really great discussions, particularly since issues around cryptography are very much in the news.
Cryptography allows me to sneak in some other topics the kids may not have been exposed to. Prime numbers, probability, and frequency analysis are easy to talk about in this context. There are also numerous examples of failed cryptography that allow me to delve into history and technology.
The big reason for teaching cryptography, though, is that I really enjoy the topic myself. This gives me the energy to make a lot of practical challenges for class. The kids pick up on my enthusiasm, and really focus on the class. And they love the challenges.
Here’s my latest challenge:
Inspired by a conference I attended this summer, I decided to try something different with coding for my 6th graders this year. Rather than teach a traditional lesson with exercises, I gave the students an open-ended challenge. Each student or team had to create an original game in Scratch. I gave no further guidance, although I was available to help with specific coding questions. The games would be presented to the class at the end of the unit, and students were encouraged to comment (constructively) on others’ efforts.
I was more than a little nervous about this approach. I had much less time with this unit – only 30 minutes once a week, over the course of about eight weeks. The students had already been introduced to Scratch and seen some demos, but only a few had actually programmed anything themselves. This had the potential to be a colossal waste of time!
Last week was the presentation. Not everyone in the class had produced a game ready to show, and of those games that were ready, only a handful were finished. That said, there were a couple really good games. More importantly, everyone in the class had produced some good code, and had struggled and learned along the way.
I had the students complete a reflection at the end, to see what they thought of the experience and what they had learned. The comments were much more positive than I expected (in fact, I’d hoped for some more criticisms, to help shape changes in the future). Here are some of the more insightful comments:
I got a lot more experience learning how to program. I think it would be fun to make something more in the future and this practice will be very helpful for that. I also learned that there are a lot of challenges making a game- you cant just make it in one day with no problems.
Troubleshooting! When I tried to add things to my scratch game or change some coding, I could make the entire this spiral out of control. this was pretty tricky, and it was sometimes hard to get the sprites or the backdrops to do what I wanted them to do.
I learned about troubleshooting when a code wasn’t working and about how to think out what you wanted your sprite to do.
I love snow days! So much time to work on my backlog of projects. I think this one turned out really well!
I recently bought a new 3D printer. It was cheap, and had a build area much, much larger than the Flashforge Creator Pros I’ve been using, and the price was great (under $500!). Even so, I almost passed on it, because it’s different. It makes so much sense to have a lot of the same kind of printer – parts are interchangeable, there’s no additional learning curve, etc. But I am SO glad I took this chance. Because now I can print Abe.
One of the benefits I’ve always touted in 3D printing is the ability to reproduce museum pieces. Because, kids, what’s the first rule of museums? Not anymore! And years ago I printed an example of this – a miniature scan of Abraham Lincoln’s head from the Smithsonian. I could pass this around to the kids, and explain that when Lincoln was alive, he had a plaster cast made of his head. That cast was made into a bronze. And that bronze was scanned with lasers, and now you can touch an exact replica of Lincolns head. That still amazes me. But the kids didn’t really get it.
But now, after a hundred hours of printing, I have a FULL SIZE replica of Lincoln’s head! The kids can’t help but get it! It’s like a museum piece, but you can touch it! Bwhahaha!