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Course Description

Prompt

Please generate a detailed course description for the following course
using Bloom's 2001 taxonomy.

Create a derailed course description that describes a 14 week
hands-on course on teaching computational thinking using
a low-cost STEM robot.

The target audience for this course is students in the 9 to 12th grade
of high school that have
little or no experience with coding.  The goal is to get
them exposed to the ideas of computational thinking
using a fun hands-on $35 STEM robot.

The robot is built around the Cytron RP2040 Maker Pi board.
It has two DC motors and a time-of-flight sensor as well
as a 128x64 monochrome OLED display.  All coding
is done using MicroPython v1.24.1 using the Thonny.

The students will have access to Thonny installed on their
computer lab systems before the class begins.

The rough outline is:

1. What is computational thinking: algorithms, abstraction, decomposition and pattern matching
2. Why fun low-cost robots the best way to learn computational thinking
3. Overview of physical computing: sensors, motors, displays and controllers
5. Overview of the robot hardware (DC motor, Cytron board, Time-of-flight sensor, OLED display)
5. Getting started with Thonny: desktop, syntax of Python
6. Blinking an LED on the Cytron board
7. Changing color on a NeoPixel
8. Moving a pixel up and down a LED NeoPixel strip
9. Playing a sound
10. Driving a motor forward and reverse
12. The I2C bus
13. Reading the distance sensor
14. The SPI bus
15. Using the OLED display
16. Drawing commands (text, line, circle, polygon)
17. Drawing a chart of distance measurements
18. Running the collision avoidance program
19. Changing the collision avoidance parameters
20. Drawing a face on the robot
21. Student projects: adding sensors, breadboarding, displays, AI
22. Summary: What we have learned about computational thinking

Use Bloom's taxonomy to create a list of learning objectives.

ChatGPT Response

Course Description

This 14-week, hands-on course introduces high school students (grades 9--12) to computational thinking through engaging, interactive activities with a $35 STEM robot. Designed for students with little to no prior coding experience, the course leverages the Cytron RP2040 Maker Pi board, a platform featuring DC motors, a time-of-flight sensor, and a 128x64 monochrome OLED display. Students will explore the fundamentals of physical computing, programming in MicroPython using the Thonny IDE, and problem-solving through computational thinking.

Through weekly challenges and creative projects, students will gain proficiency in algorithms, decomposition, pattern recognition, and abstraction while building practical programming and engineering skills. This course emphasizes experiential learning, encouraging students to tinker, create, and innovate. The final project empowers students to extend their robot's capabilities by incorporating additional sensors or displays, fostering creativity and technical confidence.

Learning Objectives

Using Bloom's 2001 taxonomy, the course objectives are structured across cognitive levels to ensure comprehensive understanding and skill development:

Remembering

  • Identify the key components of computational thinking: algorithms, decomposition, pattern matching, and abstraction.
  • Recognize the primary functions of the Cytron RP2040 Maker Pi board, including its sensors, motors, and display.
  • Recall the syntax and basic commands of MicroPython.

Understanding

  • Explain how physical computing integrates hardware (e.g., sensors, motors, and displays) with software.
  • Describe the purpose of the I2C and SPI communication protocols in robotics.
  • Interpret basic distance measurements from the time-of-flight sensor.

Applying

  • Demonstrate how to blink an LED and control a NeoPixel using MicroPython.
  • Write code to control motor movements, such as driving forward and reversing direction.
  • Create simple visualizations on the OLED display, such as text or charts.

Analyzing

  • Compare different collision avoidance parameters and their effects on robot behavior.
  • Examine the impact of distance sensor readings on motor control logic.
  • Distinguish between hardware and software issues when debugging a robot program.

Evaluating

  • Assess the efficiency of different algorithms for navigating the robot in various scenarios.
  • Critique student-created programs for clarity, functionality, and adherence to computational thinking principles.
  • Test and validate the accuracy of time-of-flight sensor readings using a visual chart on the OLED display.

Creating

  • Design and implement a custom program that integrates additional sensors or displays with the robot.
  • Build a unique robot behavior, such as drawing animated faces or creating interactive games.
  • Develop a creative final project that demonstrates mastery of computational thinking concepts and physical computing skills.

Weekly Course Schedule Outline

Weeks 1--2: Foundations of Computational Thinking and Robotics

  • Introduction to computational thinking principles and the benefits of learning through robotics.
  • Overview of robot hardware and physical computing.

Weeks 3--5: Getting Started with MicroPython and Thonny IDE

  • Familiarization with the Cytron Maker Pi board and basic Python syntax.
  • Hands-on activities: blinking LEDs, controlling NeoPixels, and playing sounds.

Weeks 6--8: Exploring Sensors, Motors, and Communication Protocols

  • Coding motor control for driving and reversing.
  • Using the I2C bus for distance sensing and the SPI bus for display communication.

Weeks 9--10: Advanced Display Programming and Data Visualization

  • Drawing shapes, text, and charts on the OLED display.
  • Implementing a collision avoidance program and tuning its parameters.

Weeks 11--12: Creative Programming Challenges

  • Drawing animated faces and customizing robot behaviors.
  • Adding new components via breadboarding and extending robot capabilities.

Weeks 13--14: Final Project and Course Summary

  • Student-designed projects integrating sensors, displays, and creative coding.
  • Reflection and discussion on computational thinking skills acquired throughout the course.

Assessment Methods

  • Quizzes: Weekly assessments on coding syntax, robotics concepts, and computational thinking principles.
  • Hands-On Labs: Regular programming assignments and challenges to reinforce skills.
  • Final Project: An open-ended robotics project demonstrating mastery of course objectives.
  • Participation: Active engagement in discussions, labs, and collaborative problem-solving.

This course offers an exciting introduction to computational thinking, sparking curiosity and fostering a lifelong interest in technology and engineering!

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