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Introductions

Names, School, Camp

Name, Role, School, Teaching Area

Undergraduate Leaders

Teacher Leaders

Names, School, Camp

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Camp Dates

Names, School, Camp

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Training Goals

Understand the purpose and goals of the camp
Understand the role of the facilitator for the camp

Be able to guide students through the activities and help them acquire the skills the activity teaches
Understand the purpose of the icebreakers and what to focus on
Facilitate group work and critical thinking

Review the program activities to understand purpose, leader, and student roles
Practice Micro:bit activities to be able to troubleshoot with students during the camp

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Camp Goals

Students will gain experience with computer science in a variety of real-world applications.�

Students will be able to solve a real-world problems using computational thinking and practices.�

Students will develop an increased interest for knowledge of how computational thinking is utilized to solve real-world problems.�

Diverse students will engage in practices that mirror the real world of work for scientists and engineers.

Students will be mentored in this program by like near-peers and industry mentors

Empower students to pursue a career in computer science

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Camp Overview

This camp is an exciting opportunity to spend a week engaging in real-world engineering design projects using Micro:bits and sensors. Students will have opportunities to work with local industries and near-peer and like mentors in the field.

Day 1: Getting to know each other, computational thinking, and programming basics
Day 2: Completing a design challenge to build, modify and extend code to create new programs to solve a problem
Days 3-5: Design, prototype, engineer, and present a technological solution to a real-world problem

Week Overview

Skills and Concepts

Computational Thinking
System Thinking
Coding and Programming
Process Mapping
Solving Real-World Problems
Collaborating
Troubleshooting/Debugging
Constructive Feedback
Project Management
Real-World Communication Practices

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Introductions

Programming Basics

Applications

Micro:bit Pet

Design Challenge

Technical Design Challenge: Empathize, Define, Ideate, Prototype 1, Test, & Refine

Technical Design Challenge: Prototype 2, Test, Refine,

Final Design

Final Design Pitch Presentations

BBC Micro:bit

Full Day Model

KD 1 min

We focused the camp around using a BBC Micro:bit. This is a microcontroller that is very easy to use in the beginning and is a tool that we can scale in complexity as our students gain more knowledge and confidence in using the tool. We start with basic block coding with core elements of the microbit and through the week work on programming external devices like LEDs, sensors, and microservos. An extension of the camp would be to introduce students to python, another language that can be used with the Micro:bits

On our roadmap we see different stages. We use these stages in the EQuIPD grant to scaffold building conceptual knowledge, and we felt they apply as students build knowledge in computational thinking and programming.

Monday is foundations we elicit what the students know about programming and their possible experiences with tools like a microbit.

Tuesday we take the foundations and continue to DEVELOP our understanding by add a design thinking lens where students create a microbit pet for each other.

Wednesday and Thursday we Deploy and REFINE out understanding through our technical design challenge focused around a problem proposed by mentors or you as the donor

Friday is when students finalize their final designs and create and deliver a professional pitch to the other teams and mentors

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General Overview of Daily Schedule

Welcome

Computational Thinking

Ice Breaker

Programming Activities

Design Challenges

Lunch and Outside Playtime

Programming Activities

Design Challenge

Continued

Wrap Up & Recap the Day

7 – Hour Day 8 AM – 3 PM

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Training Schedule

Date

Overview of program

Camp Day 1

Introduction into coding and Micro:bit

Date

Camp Day 2

Designing Micro:bit Pet and extensions

Date

Camp Days 3-5

Technical Design Challenge

Date

Open support

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Training Plan

Introduce

Introduce the Activity

Review

Review what students and instructors are doing in each activity

Practice

Practice all activities

Understand

Understand topic and goals

Complete

Complete selected activity

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Monday

Programming Basics

Coding Applications

Icons & Strings

Debug

Loops

Logic

Programming Language

Micro:bit & MakeCode

Computational Thinking

Process Mapping

Program a Game

Data Collection

Introductions

Build Foundation

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Icebreaker 1:

Purpose

Introductions
This teaches students that computers work by following direct instructions, even when it does not make sense

Students

Have students sort themselves by their birthdays without talking

Allows them to introduce themselves

Have students draw a picture from the instructions that you give exactly.

Instructors

Give instructions for first activity
Give the students instructions on how to draw a picture of some form (ex a house using multiple steps, or a star)

Repeat 1-2 times with students giving directions on what to draw

Camp Time: 40 min Training Time: 5 min

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Introductions:

Briefly go over the norms of group work

Express the camps expected norms (can be found in the activity guide also):

Ask questions
Be present
Treat others with respect
Share your thoughts
Keep an open mind
Do your part
Treat technology and tools with care
Listen with intent

Camp Time: 20 min Training Time: 2 min

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Small Group Activities:

Process Mapping

Goal is for the students to learn and understand process mapping and how it connects to programming

Students

Have students map out their morning routines step by step

Have students then map out how to make a peanut butter and jelly, being very specific and stating each step

Have students share these maps and see the differences between each person's processing

Instructors

Facilitate activity by expressing the reason for why each step is important to explain and how it translates to computer programming

Camp Time: 30 min Training Time: 10 min

Inputs

Outputs

Decisions

Actions/

Steps

Process Map Key

The start of your process

The end result of your process

The steps in the process: how to get from the start to the end

Questions or choices that can change the flow of the process

Show the direction of the steps in the process

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Small Group Activities:

Micro:bit Name Badge

Goal is for the students to learn the basics of Micro:bits and basic coding skills

Students

Have students make a process map for their name badge including forever loop and pauses
Have students code their basic name badge
Have students download their code and show their name badge
Have students add more to their name tag such as sounds or more icons

Instructors

Show the students the code blocks and point out the ones they may need to use for the activity
Walk students through how to download code onto the Micro:bit
Show the students more complex examples, including input and output codes (ex. noise, flashing, etc.)

Camp Time: 30min Training Time: 5 min

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Small Group Activities:

Understanding Logic

Goal is for the students to understand the logic of code using computational thinking

Students

Have students create a process map of an if/then code for the ice cream scenario where it is a variable and depending on the value the micro:bit displays an icon

Students will need to make a variable labeled "ice cream" for this code

Instructors

Explain the usage use of if/then codes and explain the use for an ice cream variable that students will code
Have students code a basic example and then a more complex example with a higher range of numbers (ex. 0-2 versus just ice cream=1)

Camp time: 30 min Training Time: 8 min

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Small Group Activities:

Troubleshooting and Debugging

Goal is for the students to understand coding and processes and be able to identify where the code when wrong

Instructors

Give students the "bugged" example and have them copy the "bugged" code and try to load it onto Micro:bit

Students

Identify the "bug" and solution to fix it

Repeat this twice with both examples given in the Activity Guide

Camp Time: 30 min Training Time: 8 min

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Small Group Activities:

Problem Solving

Students are introduced on how to solve a problem like a computer using computational thinking

Students

Have students brainstorm ideas of problems or situations that a computer can solve, identify the type of problem listed and create a process map.

Instructor

Give students the instructions and assist when needed.

Camp Time: 20 min Training Time: 3 min

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Coding Applications:

Creating Rock, Paper, Scissors Game

Students can use their coding knowledge to program a micro:bit to play a game of rock, paper, scissors game against it

Students

Have students create a process map

Have students follow the process map to create the program

Have students play against the micro:bit

Have students add different lights or flashes during the game

Repeat playing the game

Instructor

Guide students through the program requirements

Assist students when needed

Camp Time: 60 min Training Time: 30 min

Pick Random

Rock, Paper, Scissors

Shake to Start

Show Different Icons

Play Rock, Paper, Scissors

Actions Process Map

Show Countdown to start game

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Rock Paper Scissors

Process Mapping

Review the process map for the ACTIONS we created for the Micro:bit to play Rock, Paper, and Scissors.

Recall the process map symbols
What is the input? What is the output?
Which actions do you think need to happen to get the end result?

Create a process map for the CODE you will need to make the actions happen

What kinds of code blocks will you need?
What kind of input do you want use to start the game?
What is the sequence the code needs to run in?
How could you use Logic to make different actions happen based on different inputs?

Program Requirements

Micro:bit needs a countdown to start playing the game – just like you say “Rock, Paper, Scissors, Shoot!”
Micro:bit needs to randomly choose between Rock, Paper, or Scissors
Micro:bit needs to display an icon for Rock, Paper, or Scissors
Micro:bit needs an input to know when to start the game

Add More to the game!

Micro:bit needs to have at least one of the following:

Different number of flashes for each of the Rock, Paper, or Scissor icons
Play different tones for Rock, Paper, or Scissors
Display different lights or flashes of lights for Rock, Paper, or Scissors

Code It!

Use the MakeCode editor to map out code to play rock, paper, and scissors.
Test your code periodically using the simulator or Micro:bit to identify any bugs or test your sequence.

Pick Random

Rock, Paper, Scissors

Shake to Start

Show Different Icons

Play Rock, Paper, Scissors

Actions Process Map

Show Countdown to start game

D1A3.1 S

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Rock Paper Scissors

Process Mapping

Review the process map for the ACTIONS needed for the Micro:bit to play Rock, Paper, and Scissors.

Recall the process map symbols
What is the input? What is the output?
Which actions do you think need to happen to get the end result?

Create a process map for the CODE you will need to make the actions happen

What kinds of code blocks will you need?
What kind of input do you want use to start the game?
What is the sequence the code needs to run in?
How could you use Logic to make different actions happen based on different inputs?

D1A3.1 S

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Coding Applications

Collect Light Intensity Data and Create an Automatic Light

Students will use coding knowledge to collect light intensity data, they will collect, plot and analyze data to establish a relationship between light intensity and distance.

Students

Students will create a process map and use that to code to collect and graph data.
Students will then measure from multiple distances to collect and record data. They will take the data and create a chart using a line graph.

Instructors

Explain the goals and instructions
Assist when needed

Camp Time: 75 min Training Time: 30 min

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Goldberg Gator�Engineering Explorers�Summer Camp 2022

Program Leader Trainings

Training #2

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Tuesday

Design a Micro:bit Pet

Design Thinking Process

Design a Micro:bit Pet Extension

More Advanced Programming

Technical Design Challenge

Mentor Presentations
Design Teams

*Design Challenge theme to be determined from either mentors or donor

Design Challenges

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Design Cycle

http://steamcurriculum.weebly.com/design-thinking.html

Stanford Design Thinking Model

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Designing Micro:bit Pet

Goals

Students will understand the design challenge, will use the design thinking process to identify users' needs and create a design plan. Students will execute the programing skills learned and map out the actions and functions of the design.

Students

Have students will find a partner and interview them to attain what kind of pet their partner wants
Have students to define their design criteria and ideate Micro:bit pet designs.
Have students receive feedback from their partner on their ideas
Have students create prototype 1 and receive feedback on the protype.
Have students create prototype 2 and receive feedback on second prototype.
Have students finalize design and create the Micro:bit Pet
Have students present the pet and create an adoption advertisement on FlipGrid

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Designing Micro:bit Pet

Instructors

Outline the goals and instructions for the activity
Guide timing for the students and ensure they are on the right track with their pets
Assist when students are stuck

Camp Time: 225 min Training Time: 20 min

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Micro:bit Pet Overview

Empathize

Define

Ideate

Ideate Test & Refine

(Leader & Student)

Prototype 1

Prototype 1 Test & Refine

(Student)

Prototype 2

Prototype 1 Test & Refine

(Student)

Final Design

Adoption Advertisement

Extension Activities

Communicate - Bluetooth
Movement - MicroServo
Sensor - Accelerometer
Sensor - Ultrasonic Detector

Refinement Tracker Between Ideate, P1, P2, Final Design

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Empathize

Define

Ideate

Test & Refine (Feedback)

With students you will take each step of the design cycle at a time – the activities are mapped in the activity guide.

To optimize time in the training, we will review a group of them together

You will then go into Breakout Rooms to work with a partner on the cluster of steps

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Design Plan – Micro:bit Pet

Design a Micro:bit Pet

Empathize: Get to know your product users

Before you start designing a Micro:bit pet, you need to learn what its future owner would like in a robot pet. Interview your partner to learn about the kid of pet they would like to have designed for them.

What kind of pets does your partner want? (an Animal? Insect?)

What are the attributes they would like in their pet?

Looks:

Size:

Emotions:

Movements:

Sounds:

How does the owner want to interact with their pet?

Designer Name:

Pet Owner Name:

D2A2 S

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User Problem Statement: *Pet Owner Name* needs a pet that…..

Which Micro:bit inputs and features do you need to use? (Buttons, LEDs, Accelerometer, etc.)

What are the required tools and materials needed for the project?

(Add-ons to Micro:bit: buttons, lights, paper, tape, drawing tools, etc.)

Are there any constraints to the design based on resources?

Are there any other details you need to ask the other team about for their pet?

Design Plan – Micro:bit Pet

Design a Micro:bit Pet

Define: the design criteria for the product

Designer Name:

Pet Owner Name:

D2A2 S

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Draw 4 versions of what the Micro:bit pet could look like based on the interview. Label the parts of the pet.

Draw what each of the actions (emotions, sounds, etc.) will look like. Note in the drawing which inputs would start each of the actions.

Design Plan – Micro:bit Pet

Design a Micro:bit Pet

Ideate: Brainstorming the initial design

Designer Name:

Pet Owner Name:

D2A2 S

Printed

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Group Leader Checkpoint: Get feedback from another group leader in the room. Make any design changes after the feedback.

What I like about the design

Questions I have about the design

What I do not like about the design

I want the creator to know…

For Design Group - Identify Refinements

What I agree with about the feedback:

What I disagree with about the feedback:

What is going to change about the design in the next version:

Design Plan – Micro:bit Pet

Design a Micro:bit Pet

Test and Refine: Feedback from users to make refinements

Designer Name:

Pet Owner Name:

Group Leader Name:

D2A2 S

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Ideate User Feedback: Get feedback from your partner (the user). Make any design changes after the feedback.

Design Plan – Micro:bit Pet

Design a Micro:bit Pet

Test and Refine: Feedback from users to make refinements

Designer Name:

Pet Owner Name:

Feedback Partner Name:

What I like about the design

Questions I have about the design

What I do not like about the design

I want the creator to know…

For Design Group - Identify Refinements

What I agree with about the feedback:

What I disagree with about the feedback:

What is going to change about the design in the next version:

D2A2 S

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Prototype

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Instructions:

Grab a blank sheet of paper and label it: PROTOTYPE 1 with your name at the top
Create 2 process maps for the (1) ACTIONS of the Micro:bit pet and the (2) CODE you are going to use to create the pet. Label the process maps.
Begin building a prototype of your Micro:bit pet based on the design ideas you came up with in the ideate stage.
Add any additional resources you may have used to the DEFINE page of the design plan.
Answer the questions on the REFINEMENT page to track the changes in your design

Design a Micro:bit Pet

Prototype: Building and testing different designs

PROTOTYPE 1

Design Plan – Micro:bit Pet

Actions Process Map

Code Process Map

Example Paper

Name

Prototype 1

D2A2 S

Set Up on Blank Paper

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Design Plan – Micro:bit Pet

Design a Micro:bit Pet

Refinement: Making and tracking changes to the design

Designer Name:

Pet Owner Name:

Stage	What stayed the same from your previous design? How does it support the problem statement?	What changed from your previous design? How does it support the problem statement?
Ideate to Prototype 1	>	>
Prototype 1 to Prototype 2	>	>
Prototype 2 to Final Design	>	>

D2A2 S

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Prototype 1 User Feedback: Get feedback from your partner (the user). Make any design changes after the feedback.

Design Plan – Micro:bit Pet

Design a Micro:bit Pet

Test and Refine: Feedback from users to make refinements

Designer Name:

Pet Owner Name:

Feedback Partner Name:

What I like about the design

Questions I have about the design

What I do not like about the design

I want the creator to know…

For Design Group - Identify Refinements

What I agree with about the feedback:

What I disagree with about the feedback:

What is going to change about the design in the next version:

D2A2 S

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Instructions:

Grab a blank sheet of paper and label it: PROTOTYPE 2 with your name at the top
Create 2 process maps for the (1) ACTIONS of the Micro:bit pet and the (2) CODE you are going to use to create the pet. Label the process maps.
Begin building a prototype of your Micro:bit pet based on the design ideas you came up with in the ideate stage.
Add any additional resources you may have used to the DEFINE page of the design plan.
Answer the questions on the REFINEMENT page to track the changes in your design

Design a Micro:bit Pet

Prototype: Building and testing different designs

PROTOTYPE 2

Design Plan – Micro:bit Pet

Actions Process Map

Code Process Map

Example Paper

Name

Prototype 2

D2A2 S

Set Up on Blank Paper

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Prototype 2 User Feedback: Get feedback from your partner (the user). Make any design changes after the feedback.

Design Plan – Micro:bit Pet

Design a Micro:bit Pet

Test and Refine: Feedback from users to make refinements

Designer Name:

Pet Owner Name:

Feedback Partner Name:

What I like about the design

Questions I have about the design

What I do not like about the design

I want the creator to know…

For Design Group - Identify Refinements

What I agree with about the feedback:

What I disagree with about the feedback:

What is going to change about the design in the next version:

D2A2 S

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Instructions:

Grab a blank sheet of paper and label it: FINAL DESIGN with your name at the top
Create 2 process maps for the (1) ACTIONS of the Micro:bit pet and the (2) CODE you are going to use to create the pet. Label the process maps.
Begin building a prototype of your Micro:bit pet based on the design ideas you came up with in the ideate stage.
Add any additional resources you may have used to the DEFINE page of the design plan.
Answer the questions on the REFINEMENT page to track the changes in your design

Design a Micro:bit Pet

Prototype: Building and testing different designs

Final Design

Design Plan – Micro:bit Pet

Actions Process Map

Code Process Map

Example Paper

Name

Final Design

D2A2 S

Set Up on Blank Paper

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Create a flyer advertisement using Word or PowerPoint to showcase the pet you designed for adoption.
The advertisement has to have the following information:

Description

A written description of the Micro:bit pet to create vivid images for the reader.

Use facts, specific information that can be proven, in the description.

Describe how to interact with the pet

Which inputs to use

Special Attributes and Features

Provide an example of something you think people would want to know about your Micro:bit pet.
Write an explanation to connect the design of your pet to the wants and needs of the users.

Picture

Image of your Micro:bit Pet

Personal Story

Write a personal anecdote, a short story, about an experience you have with the Micro:bit pet.

AFTER you create the flyer for the Micro:bit pet you designed, create an advertisement for the Micro:bit pet.
The presentation should include you talking about:

Introduce the problem statement
Introduce the Micro:bit pet

Description of the pet
How to interact with the pet
Special attributes

Why you should adopt this pet

A personal story/anecdote

How it met the owner’s wants and needs
A challenge you had to overcome when designing the pet from ideas to real-life

Adoption Advertisement

D2A2 S

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Description

Write a description of the Micro:bit pet to create vivid images for the reader.
Use facts, specific information that can be proven, throughout the description.

How to interact with the pet

Which inputs to use

Personal Story

Write a personal anecdote, a short story, about an experience you have with the Micro:bit pet.

Picture

Special Attributes and Features

Provide an example of something you think people would want to know about your Micro:bit pet.
Write an explanation to connect the design of your pet to the wants and needs of the users.

Adoption Advertisement

Pet Name:

___________________

D2A2 S

Set Up on own PowerPoint slide

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Extension Activities

Communicate - Bluetooth
Movement - MicroServo
Sensor - Accelerometer
Sensor - Ultrasonic Detector

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Designing Micro:bit Pet Extension

Bluetooth Communication

Students will gain more practice on advanced programing with the Micro:bit

Students

Have students create a process map for a walkie talkie usage
Have students use the process map to create a basic code
Have students expand on this code and communicate with another student

Instructor

Facilitate activity by giving instructions
Ensure each group is on a different frequency
Assist when needed

Camp Time:30 min Training Time: 10 min

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COMMUNICATE

Using the Bluetooth function (radio) of the Micro:bit, work with a partner to have your Micro:bit pets talk with each other.

Things to consider:

Need to have matching radio numbers (provided by group leader)
Need to send “strings” as inputs for different actions
Process map your actions and codes
Add loops and logic to support your actions

Micro:bit Pet Talk Process Map

Actions

Code Essentials:

Hear message from other radio

Push Button

Message sent

Audio sends to other radio

Talk into Radio

Design a Micro:bit Pet

Extend Challenge: Design a way for your Micro:bit pets to communicate, move, or sense its surroundings

Design Plan – Micro:bit Pet

Designer Name:

Pet Owner Name:

D2A3 S

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Designing Micro:bit Pet Extension

Movement with Servo Motor

Students will gain more practice on advanced programing with the Micro:bit

Students

Students will create a process map and then use to map to code the servo motor
Have students experiment with different coding to create more motion and more advanced movement

Instructor

Facilitate activity by giving instructions
Assist when needed

Camp Time:30 min Training Time: 10 min

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MOVEMENT

Using a Servo Motor program the Micro:bit to move when commanded.

Things to consider:

Servo Motor write locations are 0-360
Wire the Servo correctly
Make sure you are programming the correct pin
Servo Motors work best in Pins 0-3

Micro:bit Pet Move Process Map

Actions

Code

Reset

Push Button (Input)

Action Complete

Motion 2

Motion 1

Design a Micro:bit Pet

Extend Challenge: Design a way for your Micro:bit pets to communicate, move, or sense its surroundings

Design Plan – Micro:bit Pet

Designer Name:

Pet Owner Name:

D2A3 S

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Designing Micro:bit Pet Extension

Reaction to Sensors- Ultrasonic Detector

Students will gain more practice on advanced programing with the Micro:bit

Students

Students will create a process map and then use to map to code the ultrasonic detector

Instructor

Facilitate activity by giving instructions and help add the sonar extension
Assist when needed

Camp Time:30 min Training Time: 10 min

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SENSOR

This sensor is built into the Micro:bit and detects when the Micro:bit experiences different types of motion.

Things to consider:

Check the threshold and direction of the accelerometer sensor

Micro:bit Pet Movement Process Map

Actions

Code

Else: be happy

Input

(Movement)

Senses and reacts to motion

Show Reaction

Design a Micro:bit Pet

Extend Challenge: Design a way for your Micro:bit pets to communicate, move, or sense its surroundings

Design Plan – Micro:bit Pet

Designer Name:

Pet Owner Name:

D2A3 S

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SENSOR

This sensor is external to the Micro:bit and detects distance from the sensor.

Things to consider:

The units for the detector distance
The threshold for the detector

Micro:bit Pet Distance Detector Process Map

Actions

Code

Else: be happy

Input

(Distance < 2 in.)

Senses and reacts to something being close or far

Show Sad Reaction

Design a Micro:bit Pet

Extend Challenge: Design a way for your Micro:bit pets to communicate, move, or sense its surroundings

Design Plan – Micro:bit Pet

Designer Name:

Pet Owner Name:

D2A3 S

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Goldberg Gator�Engineering Explorers�Summer Camp 2022

Program Leader Trainings

Training #3

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Technical Design Challenge

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Technical Design Challenge Overview

Design Challenge Introduction, Team Creation, Roles, Norms, Project Management (Kanban)

Empathize (Interview)

Define

Ideate

Ideate Test & Refine

(Mentor & Peer)

Prototype 1

Prototype 1 Test & Refine

(Mentor & Peer)

Present Prototype 1

Progress Check (Gallery Walk)

Update Kanban Board

Prototype 2

Prototype 2 Test & Refine

(Mentor & Peer)

Final Design

Final Design Plan Presentation

Progress Check (Jigsaw Design Plan)

Kanban Update

Final Design Prep

Create Pitch Presentation

Present

Refinement Tracker Between Ideate, P1, P2, Final Design

S groups = 4

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Design Challenge

Introduction Day

Students will understand the design challenge and how the engineering design process works
Students will learn how to interview to gather information, teamwork, and project management

Students

Students will listen to the mentor presentations and learn about their experiences
Students will create teams of 4, team roles, and team norms
Students will produce four design ideas and present them
Students will create a kanban board

Instructors

Explain the challenge and make sure students are on the right track
Walk through the worksheets with the student

Camp Time: 60 min

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Design Team Member Names:

Team Roles and Norms

As a team, discuss what roles are important for the success of your design task and assign the roles to the members.

List the norms that you want your team to follow during the whole design process.

Team Norms:

Write Norms for working together
Remember our group Norms

Role	Team Member
Lead Designer Interview the user, inform the engineers and programmers to users, interface back with the user, lead design brainstorming, provide feedback for prototypes
Lead Engineer Work with the designer to make something that will actual work, identify the actions and technology needed for the design, process maps the actions
Lead Programmer Create the code to use the technology and program any actions, process map the code
Lead Communicator Interview the user, Run Kanban Board, check on tasks, make sure everyone is documenting and communicating, lead on the design pitch and progress presentations
Whole Group Construct prototypes

D2A4 S

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Design Group Kanban Board.

Team members decide which tasks are assigned to who and create sticky notes for each task and place them under To Do column.
At the end of each day, each member moves the sticky notes to the corresponding column.

Name	To Do	In Progress	Testing & Refining	Complete
Johnny
Sally

Task 1

Task 2

Task n

Task 1

Task 2

Task n

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Whole Group Kanban board.

At the end of each day, students will move sticky notes containing specific tasks to the corresponding stage of the design process.

Interview mentor.

Define design criteria.

Brainstorm about design ideas.

Talk to mentor about design ideas and get feedback.

Talk to another group about design ideas and get feedback.

Build and test prototype 1.

Talk to mentor about prototype 1 and get feedback.

Talk to another group about prototype 2 and get feedback.

Build and test prototype 2.

Talk to mentor about prototype 2 and get feedback.

Talk to another group about prototype 2 and get feedback.

Present prototype 1.

Present prototype 2.

Build and test final design.

Talk to mentor about final design and get feedback.

Talk to another group about final design and get feedback.

Present final design.

Sample sticky notes to provide to students.

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Wednesday

Empathize

(Interview User)

Define

(Determine Product Needs)

Ideation

(Brainstorm)

Prototype Version 1

Mentor Feedback

Peer Feedback

Refine

Check-In: Present Refined Prototype 1

(Gallery Walk)

Design Cycle

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Design Challenge

Icebreaker-Sorting Networks

Students will use their team working skills and computational thinking to solve a problem.

Students

Students will make pairs, pairs will step into the box drawn, introduce themselves, and decide which letter or number comes before (right) or after (left) the box. Then students will repeat this process until the the end is reached.

Instructors

Ensure that the students are continuing moving and asisst when stuck

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Design Challenge�Cont.

Students will go through the cycle of engineering design process and experience a rapid prototyping testing challenge

Design Challenge Continued

Have students interview their mentor to get to know more information about the design process and the design needs.
Have students define the design criteria and needs.
Have students brainstorm 4 versions of the design and names for them
Students will receive feedback form their mentor and another design team.
Students will build prototype 1 and receive feedback
Students will refine their initial prototype and present their prototype in a gallery walk
Students will update the Kanban board

Students

Assist students in creating their model when needed

Instructors

Camp Time: 310 min

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Technical Design Challenge

For this training, your “problem” is that I (and maybe you) continue to sleep through my alarm and need to create a more aggressive alarm clock.

You will be put into pairs and go through the design process up to an initial prototype.

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User Design Request

Help! My alarm clock no longer wakes me up, I sleep with the television on, and the alarm sounds are no longer jarring enough to wake me up. This is hindering my work as I am always late and having to rush. I can’t keep missing my morning events.

This is a personal example to understand the goals of the design challenge. Students will have industry related ‘problems’ to design solutions for.

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Empathize: Get to know your product users

Interview your mentor to get information about your design plan.

Choose a mentor who is working for a company focusing on designs like yours.

Design Team Member Names:

Design Attributes

What are the attributes of your design?

Looks:

Size:

Emotions (if any):

Movements (if any):

Sounds (if any):

How can the users interact with the design (if possible)?

Get to know the intended users

Who are the intended users of your design?

What are the needs of the users?

Purpose of the design

What is the purpose of your design?

How will your design help the intended users (if applicable)?

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User Problem Statement: *User* needs a way to…..

Which Micro:bit inputs and features do you need to use? (Buttons, LEDs, Accelerometer, etc.)

What are the required tools and materials needed for the project? (Add-ons to Micro:bit: Servo motors, external buttons, sensors, lights, paper, tape, etc.)

Are there any constraints to the design based on resources?

Are there any other details you need to ask the mentors about the design materials and constraints?

Design Team Member Names:

Define: Set design criteria for the product

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Design Team Member Names:

Ideate: Brainstorm initial designs

Draw 4 versions of what your design could look like based on the interviews. Label the parts of the design.

Draw what each of the actions (sensors, movements, etc.) will look like. Note in the drawing which inputs would start each of the actions.

Brainstorm a few names for your product:

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Printed

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Ideate Mentor Feedback: Get feedback from your mentor or teacher. Identify and make any design changes after the feedback.

What I like about the design

Questions I have about the design

What I do not like about the design

I want the creator to know…

For Design Group - Identify Refinements

What I agree with about the feedback:

What I disagree with about the feedback:

What is going to change about the design in the next version:

D3A2 S

Test and Refine: Feedback to make refinements

REPEATED FOR PEER FEEDBACK

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Prototype: Build and test different designs

PROTOTYPE 1

Design Team Member Names:

D3A2 S

Instructions:

Grab a blank sheet of paper and label it: PROTOTYPE 1 with your name at the top
Create 2 process maps for the (1) ACTIONS of the Micro:bit and the (2) CODE you are going to use to create the design. Label the process maps.
Begin building a prototype of your design based on the ideas you came up with in the ideate stage.
Add any additional resources you may have used to the DEFINE page of the design plan.
Answer the questions on the REFINEMENT page to track the changes in your design

Actions Process Map

Code Process Map

Example Paper

Names

Prototype 1

Set Up on Blank Paper

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Stanford Design Model

Empathize

Define

Ideate

Test & Refine (Feedback)

Prototype

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Prototype 1 Mentor Feedback: Get feedback from your mentor or teacher. Identify and make any design changes after the feedback.

What I like about the design

Questions I have about the design

What I do not like about the design

I want the creator to know…

For Design Group - Identify Refinements

What I agree with about the feedback:

What I disagree with about the feedback:

What is going to change about the design in the next version:

D3A2 S

Test and Refine: Feedback to make refinements

REPEATED FOR PEER FEEDBACK

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Refinement: Making and tracking changes to the design

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Stage	What stayed the same from your previous design? How does it support the problem statement?	What changed from your previous design? How does it support the problem statement?
Ideate to Prototype 1	>	>
Prototype 1 to Prototype 2	>	>
Prototype 2 to Final Design	>	>

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Present your User Problem Statement and users
Show and demonstrate your prototype
When presenting, show and explain the following:

The actions process map showing your prototype’s intended function.
The program (codes and sequence) on your MakeCode editor.
How your designs changed from ideate to prototype 1
What are your next steps?

Move the sticky notes on the Kanban board to show where you are on your Design Challenge and what needs to be done to complete it.

Progress Check In: Present Prototype 1

Design Team Member Names:

Present your prototype to the whole group. Use the following to guide your presentation.

Presentation

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What I like about the design

What I have questions about

Set Up on Chart Paper

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Goldberg Gator�Engineering Explorers�Summer Camp 2022

Program Leader Trainings

Training #4

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Thursday

Prototype Version 2

Mentor Feedback

Peer Feedback

Refine

Final Product Design

Begin Final Product Build

Check-In: Present Prototype 2 to Final Build Ideas

Design Cycle

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Design Challenge

Design Challenge Continued

Students will go through the cycle of engineering design process and experience a rapid prototyping testing challenge

Students

Students will build prototype 2 and receive feedback
Students will refine their prototype and begin a final design plan and presentation
Students will create a jigsaw design plan
Students will update the Kanban board

Instructors

Assist students in creating their model when needed

Camp Time: 360 min

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Prototype: Build and test different designs

PROTOTYPE 2

Design Team Member Names:

D3A2 S

Instructions:

Grab a blank sheet of paper and label it: PROTOTYPE 2 with your name at the top
Create 2 process maps for the (1) ACTIONS of the Micro:bit and the (2) CODE you are going to use to create the design. Label the process maps.
Begin building a prototype of your design based on the ideas you came up with in the ideate stage.
Add any additional resources you may have used to the DEFINE page of the design plan.
Answer the questions on the REFINEMENT page to track the changes in your design

Actions Process Map

Code Process Map

Example Paper

Names

Prototype 2

Set Up on Blank Paper

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Prototype 2 Mentor Feedback: Get feedback from your mentor or teacher. Identify and make any design changes after the feedback.

What I like about the design

Questions I have about the design

What I do not like about the design

I want the creator to know…

For Design Group - Identify Refinements

What I agree with about the feedback:

What I disagree with about the feedback:

What is going to change about the design in the next version:

D3A2 S

Test and Refine: Feedback to make refinements

REPEATED FOR PEER FEEDBACK

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Prototype: Build and test different designs

Final Design

Design Team Member Names:

D3A2 S

Instructions:

Grab a blank sheet of paper and label it: Final Design with your name at the top
Create 2 process maps for the (1) ACTIONS of the Micro:bit and the (2) CODE you are going to use to create the design. Label the process maps.
Begin building a prototype of your design based on the ideas you came up with in the ideate stage.
Add any additional resources you may have used to the DEFINE page of the design plan.
Answer the questions on the REFINEMENT page to track the changes in your design

Actions Process Map

Code Process Map

Example Paper

Names

Final Design

Set Up on Blank Paper

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Design Team Member Names:

Present your plan for your final design to the whole group. Use the following to guide your presentation.

Progress Check In: Present Final Design Plan

Present your User Problem Statement and users
Show and demonstrate your prototype
When presenting, show and explain the following:

The actions process map showing your prototype’s intended function.
The program (codes and sequence) on your MakeCode editor.
How your designs changed from Prototype 1 to prototype 2 to Final Design
What are your next steps?

Move the sticky notes on the Kanban board to show where you are on your Design Challenge and what needs to be done to complete it.

D3A2 S

Presentation

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Progress Check In: Present Final Design Plan

Jigsaw – Each member of your design group will break off into a new group. You will represent your design group in your new small group. Each design group representative will present their design update and receive feedback.

What I like about the design

What I do not like about the design

Questions I have about the design

What I like about the design

What I do not like about the design

Questions I have about the design

What I like about the design

What I do not like about the design

Questions I have about the design

What I like about the design

What I do not like about the design

Questions I have about the design

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Printed

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Friday

Complete Final Product Build

Develop Design Product Pitch Presentation

Showcase product & design process

Feedback From Audience

Celebrate!

Professional Presentation

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Final Design Prep

Students have time to finalize their designs after the jigsaw feedback and before creating their pitch presentations.

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Create Pitch Presentation with your design team
Create a 5-minute pitch presentation to showcase their final design. They will use the following points as a guide for their presentation. Each student will be assigned one of the talking points below:

Introduce the problem statement, Introduce the Product: Name, the users, the purpose (Communicator)
How does your product meet the user’s needs? Demonstrate what your final product can do. (Designer)
Explain how the designs changed from the ideate, prototype stages 1 and 2, and the final design? (Engineer)
What was the biggest challenge or barrier your group had to overcome while moving from ideas on paper to a final product? (Programmer)
What could be improved about the product? (Communicator)

We will then hold a “pitch competition” where each design team will present their design products and receive votes.

Present Final Design

Design Team Member Names:

Present your final design to the whole group. Use the following to guide your presentation.

Design Name: _______________

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Final Design Presentation Rubric Chart

Product Name:
Category	Rating 1-5 (1 lowest, 5 highest)
The final product has a clear purpose.
The final product meets the users needs.
There was a clear progression in product design from each of the design stages. (Ideate, Prototype 1, Prototype 2, Final Design)
The design team was able to identify and explain how they overcame a barrier in the design process.
The design team had a firm understanding of where future improvements could be made.
The pitch presentation was organized and easy to understand.
Total Points	______/30 points

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Design Rubric

	Capstone	Milestones		Benchmark
	4	3	2	1
Empathize
Define Design Criteria	Demonstrates the ability to construct clear and accurate design criteria with evidence of all relevant factors including design users, purpose, attributes and requirements to build the design.	Demonstrates the ability to construct clear and accurate design criteria with evidence of most, but not all relevant factors including design users, purpose, attributes and requirements to build the design	Begins to demonstrate the ability to construct clear and accurate design criteria with evidence of all relevant factors, but design requirements are incomplete.	Demonstrates a limited ability in constructing design criteria or defining relevant factors.
Identify and Propose Design Ideas	Proposes one or more design ideas that indicates a deep comprehension of the needs of the user.	Proposes one or more design ideas that indicates a superficial comprehension of the needs of the user.	Proposes one design idea that is “off the shelf” rather than individually designed to address the specific needs of the users.	Proposes a design idea that is difficult to evaluate because it is vague or only indirectly addresses the needs of the users
Test and Refine Design	Evaluation of design is deep and elegant (for example, contains thorough and insightful explanation) and includes, deeply and thoroughly, all of the following: user needs, reviews feedback from mentor and peers, examines doability of solution, and weighs impacts of solution.	Evaluation of design is adequate (for example, contains thorough explanation) and includes the following: user needs, reviews feedback from mentor and peers, examines doability of solution, and weighs impacts of solution.	Evaluation of design is brief (for example, contains thorough explanation) and includes some of the following: user needs, reviews feedback from mentor and peers, examines doability of solution, and weighs impacts of solution.	Evaluation of design is superficial and lacking explanation of one or more of following: user needs, reviews feedback from mentor and peers, examines doability of solution, and weighs impacts of solution.
Final Design Presentation/Implementation	Presents and desmonstrates the final design in a manner that addresses thoroughly and deeply multiple factors including all fo the following: user needs, reviews feedback from mentor and peers, examines doability of solution, and weighs impacts of solution.	Presents and desmonstrates the final design in a manner that addresses thoroughly and deeply multiple factors including some of the following: user needs, reviews feedback from mentor and peers, examines doability of solution, and weighs impacts of solution.	Presents and desmonstrates the final design but ignores relevant contextual factors such as user needs, reviews feedback from mentor and peers, examines doability of solution, and weighs impacts of solution.	Did not present nor demonstrate the final design.