Animated Artworks

It has become my habit in the STEM Lab to experiment, so to speak, on the 5th graders. When I devise a new project or new activity or practice, I find it useful to try it out on the group of students who will have gone on to middle school next year. That way, the necessary tweaks and alterations can be made for the following year. This unit is not entirely mine as much is adapted from a number of different activities I have seen done by my various Twitter friends.

Having said that, this is very much an experimental unit in which the 5th grade has been working. It is no secret that I do all that I can to bring concepts and skills from other subject areas into my lab projects. I have wanted to implement a unit with a fine arts focus for a while, and I felt like the 5th graders finally had the requisite physical computing skills to be successful. The project involves students creating their own interpretations of a famous artist's work, both digitally and physically.

Students started by doing some research into the life and work of a particular artist. The first two rotation groups got Vincent Van Gogh (because the first group was shorted 3 days due to various interruptions) and the third group is at work on Claude Monet. (I have not settled on an artist for the last group, yet.) These were chosen because they have a wide range of works to choose from. Students selected a work and sketched it into their notes. This gave me the chance to teach some basic drawing techniques which was a novel experience.

Next, students used Scratch to create an animated version of the painting they selected that also shared information about their artist. First they had to download an image of the painting. We used Wikimedia Commons for this because the images are free to use with attribution (which is another thing I have been working to get students in the habit of, citing their sources). They then uploaded that image into Scratch as a background. All of that is something they have learned previously. The next bit, however, took a little practice. They uploaded the image of the painting again, this time as a sprite and used the paint editor tools to erase most of the painting, leaving only the piece they intended to make move with code. In Van Gogh's "Starry Night" this may have been the moon or the clouds, in Monet's "Tulip Field" it was the flowers or the windmill blades. That sprite was then placed exactly over its corresponding place on the background so that it would only appear as a separate element when then triggering event key was pressed. Students repeated this process until they had at least 3 different animated elements in their chosen work. They also added a sprite that told about the life and work of their artist.

Here are a few example projects:
Van Gogh, Irises
Van Gogh, Starry Night
Monet, Boat on the Epte

The second part of the unit moved us into the realm of physical computing with the Raspberry Pi. First I introduced students to the Explorer HAT add on board. It is a self contained set of inputs and outputs capable of running both LEDs and motors. It has a small breadboard (which students learned to use last year) on top for building the circuits. Students are able to program the lights and motors using Scratch, albeit an older version which takes a bit of getting used to for them. Armed with their upgraded skills, students worked in teams to use the Scratch paint editor to create a digital interpretation of their chosen painting. This too takes some practice, but it also allows them to get creative with how they accomplish the drawing. Some use the shape drawing tools and fill them with color, while others use the line drawing tools. Meanwhile, the other partner is drawing the same painting on paper with colored pencils and markers. Both drawings done, the physical and the digital, teams added 2 LEDs to different places on their drawing, wired them to the Raspberry Pi, and programmed them to light up on different key presses. They also drew and cut out a detail from their painting, attached it to the the axle on a motor, and added the motor to the drawing as well. This was programmed to spin on a key press. The lights and motors matched elements in their digital drawing that they had animated on screen, similar to what they did during week 1. They also added a sprite to talk about the artist and the painting.

At this point the rotations are about half over and I am generally pleased with how it has gone so far. I think for the future I will create a gallery of paintings and artists for the students to choose from. Hopefully that will lead to a greater diversity of projects in the gallery.

It's Time to Light the Lights

For their second turn in the lab, fourth grade is taking their knowledge of circuits to the next level using the Raspberry Pi computer. During their classroom science lessons on electricity and circuits, students learned to create complete pathways for electricity using regular light bulbs and D-cell batteries. In this unit, they used the kinds of electromechanical components employed by digital makers, LEDs, breadboards, resistors, and tactile buttons.

We started by spending a couple of days getting acquainted with these new components. Students built simple circuits using a battery pack and an LED. Then they added a button that could be used to turn the light on when it is pressed and off again when it is released. They had a good deal of time to experiment and tinker adding more LEDs. An interesting discovery many students made is that the LEDs require slightly different voltages so depending on how the circuit was set up, some lights would not light together. My favorite part of this segment of the unit is, after getting all 4 of their LEDs glowing, the teams start clamoring for more lights.

After learning to control their circuits mechanically (with moving parts like a button), students moved to the Raspberry Pi stations to learn how to take control digitally (with computer code). They started by using an add on board called Traffic HAT. Traffic because it is a set of 3 LEDs in red, yellow, and green resembling a stop light, and HAT for Hardware Attached on Top. This saves them from the distraction of learning a new way of wiring the LEDs while also learning the programming constructs that are used to control the circuits. The versions of Scratch that are embedded in the Raspberry Pi operating system have extensions that allow for physical computing (using a computer to control or gather information from physical components like LEDs, motors, buttons, and sensors). This is my favorite part of the entire unit solely because of the excitement that sweeps the room as LEDs begin to blink. What inevitably follows is students tinker with their code creating new effects, then call out to their neighbors to show what they have done.

Next, after becoming comfortable with the coding and still using the Traffic HAT, students use a breadboard and wires to add a button that they can use to control their LEDs. They also learn that the button can be used to make things happen on the computer screen. It can make characters talk or move, backgrounds can be changed, and just about anything else they can imagine. After that, I remove the Traffic HAT and provide students with a box of components like those they used at the beginning of the unit so that they have to build all of their circuits from scratch. Their final task for the unit is to create a game of some kind that uses at at least two LEDs and one button. I provide them with a guide for making a multiplication facts game, but they have the freedom to make any kind of game they want. Some make the math game, while others make quizzes about dinosaurs, Texas history, or Pokemon.

As always, I have been genuinely impressed by all of the creative ways the students have applied their new physical computing skills to the creation of projects that represent their interests and personalities.

Makey Makey That Poster Interactive!

The first grading cycle of the year is nearly over, and I find myself a little bit behind on my blog posting schedule. I will do my best to get caught up and to stay on track starting now.

The third graders started the year by "graduating" to the full version of the Scratch programming language. Student who were at Sinclair for second grade got an introduction to Scratch at the end of last year. They only used the offline version and so were not able to share projects or interact with the Scratch online community. So before they began their projects for this unit, they logged into Scratch for the first time. That was after a thorough discussion of the responsibilities of being a member of an online community and correct digital etiquette.

That done, students got to work on the actual project. Students selected a topic to research. Each class had different topic choices in order to have a greater diversity of projects. They used BrainPop and Britannica School to gather information on their chosen subjects and took notes in their journals. The next step involved planning and programming a Scratch project to share their learning. Their programs were required to utilize key press events to run different scripts to share information. I also showed them how to import images to Scratch that were downloaded from the online encyclopedia, and how to cite their work.

Once the programs were finished, students moved on to creating a poster that complemented their programming project. The poster designs were entirely up to the students, and it was interesting to see the choices they made about what information to highlight.

The final step of this project is to make the project interactive. This is done by adding brass fasteners as "buttons" and using copper foil tape as wires. We use a device called a Makey Makey to connect the poster to the Scratch program. It is an input/output board (sort of like a keyboard). The board interprets contact with the buttons as key presses triggering the scripts in the program. So as users touch different points on the poster, different elements of the program run on screen.

Projects like these that use Scratch as a means for students to share their learning are an essential element of the Sinclair STEM Lab program. One of my goals is that students learn to use computer programming to complete tasks, as a tool for doing work as well as for personal expression. Only a small fraction of the students who pass through the lab are likely to become computer programmers or software engineers. But every student that spends time in the Sinclair STEM Lab leaves knowing that computer programming is something that they CAN do, even if they choose not to.

Circuit Masters

Last year I introduced my 5th graders to the joys and wonders of physical computing, using a computer to program the behavior of components likes LEDs and buttons. My hope then was to eventually push physical computing down to 3rd, or even 2nd, grade. This unit sees the 4th graders take the next step in their computer science learning journey.

Students started by learning to use a breadboard, LEDs, resistors, jumper wires, and batteries to build simple circuits. Electrical circuits are not new to 4th graders, having covered them in science class already. However, these particular components are. We identified each part, discussed its function, and went over the proper handling of each. Students were then guided through building a complete circuit. As always, when that first LED blazed to life, the room was filled with gasps and sqeals of delight. (That NEVER gets old for me.) With one LED in place, the teams immediately set about adding more.

Having gotten them comfortable with the breadboard and other components, I introduced the tactile button. We started with a short overview of how the button works and compared it to the switches they had used in science class when studying circuits. So far they have all done well recreating the first day's circuit with the button from the notes in their journals. They also have thrown themselves enthusiastically into the challenge of controlling multiple LEDs with a single button. We wrap up these first few days by identifying the differences between series and parallel circuits, both of which they have now built and recorded in their notes.

Using a switch or button to control the flow of electricity is a mechanical process and something of a review for 4th graders. Memories refreshed on the topic of circuits, we moved into the substance of the unit, physical computing. In the lab we are fortunate to have 10 Raspberry Pi computers. Each is equipped with 40 GPIO pins (General Purpose Input/Output) and it is these that make physical computing possible. Students began with a basic introduction to the Pi and how it like a regular PC as well as how it is different. Among the many languages available to students on the Raspberry Pi is a version of Scratch with an extension that allows for physical computing. For the first day, so that they could focus on programming, and not on juggling LEDs and resistors, we used an add-on board called Traffic HAT. It has 3 gumdrop sized LEDs and an adapter that fits neatly over 4 of the pins on the Pi and greatly reduces the time it takes students to get to blinking lights. I am so proud of how the students have been working together to debug when programs don't work as expected. The best thing to see is when one team gets the lights going in some wild pattern and calls across the room, "Woah! Look at that!". The inevitable response is a chorus of, "How did you do that?". Soon the room is full of the sounds of genuine engagement as teams call out programming tips to their friends.

Students complete the unit by learning to use the breadboard and other components with the Raspberry Pi. First they add a button to control the start of the light sequence on the Traffic HAT. This usually proves harder than most of them think it will be. Again, there is lots of cooperative debugging and problem solving. With that task accomplished, they use LEDs, resistors, and buttons and experiment with programming the components to behave in different ways. This generally becomes an exercise in making the lights blink as fast as possible in the greatest variety of patterns.

This has been a fun unit and I am looking forward to next year with this group and pushing their digital making skills to the next level.

How Fast Can the LED Blink?

This highly unusual school year has settled down to the point where things feel more-or-less back to normal. So I will be going back to my rough schedule of one post every couple weeks, each highlighting the work of a particular grade level. This post starts at the top with 5th grade.

Physical computing refers to using a computer to control the actions of physical objects. It is a chance for the 5th graders to combine their computer programming skills with their knowledge of electrical circuits. The computer gives them more control of their circuits than a typical switch. For this unit, students used the Raspberry Pi computer. It is a low cost, single board device that has all of the functionality of a typical desktop, but with a set of 40 input/output pins that allows users to connect and program components like LEDs, buttons, buzzers, and motors. The Pi operating system includes a number programming languages for students of all levels. We started with Scratch, a block- based programming language with which students are already familiar.

The unit began with an overview of the Raspberry Pi itself, with attention to how it is similar to and different from a traditional PC. Following that, we reviewed the use of components like LEDs, resistors, jumper wires, and breadboards. This group of students used these parts last year, but it was necessary to explain how their use differs on the computer. Over the course of the first week, students worked with partners to build increasingly complex circuits controlled by Scratch programs. The final "test" was to build an LED traffic light and program it to run the sequence from red to green to yellow and back to red at the push of a button. The teams quickly realized that this simple sounding task is not quite as easy as it sounds. Getting each part working in the correct order took more planning than they expected, but each group got their lights going eventually. Then, as usual, they set the wait time to a decimal and competed to see who could get the LEDs blinking the fastest.

Once they were feeling confident with physical computing using Scratch, I introduced them to Python. This is a professional level programming language that is user friendly enough for 5th graders. We repeated the same circuits they had built for their Scratch programs so that they could compare programs that achieve the same end with different means. After a couple of days, most students say they prefer Python to Scratch for physical computing. Some say that it's faster to type the Python than to move all the Scratch blocks around, while others feel like Python is more real. In any case, everyone has done well with their taster lessons on text based programming.

For their culminating project, the student teams returned to Scratch to create some kind of quiz game that incorporated the electromechanical components studied. Most of the teams in this block opted to make multiplication games, and one decided to make a world capitals quiz instead. This was the first of the 4 groups that will come through the lab for this unit and I am excited to see how it goes with the others!

We Need More LEDs!

We have had a busy start to the new year for the 4th and 5th graders in the STEM lab. Between half weeks, holidays, early dismissals, rain delays, and 5th graders going to camp; we have had to make some adjustments. However, we have persevered and filled our time with flashing lights and 3D design.

This unit has a two part focus, electric circuits and 3 dimensional design and printing. My goals for the electricity portion were to give the students more hands-on practice building circuits and to teach them to use bread boards and LEDs as a lead in to the physical computing unit coming up in the 4th nine weeks. As for the 3D design/printing, these classes have spent the year so far engineering and building with their hands in the physical world and I wanted them to have some exposure to designing objects in the digital realm.

We began our work on circuits by reviewing what students already knew about the topic. The students are all well versed in the vocabulary of electrical circuits, conductor, insulator, open and closed circuits, switches, and so on. We discussed the various components that we would be using and how they fit into the students' existing knowledge. New terms included resistor and breadboard. Most had heard of an LED but were not familiar with what it stands for, light emitting diode. We examined the breadboard and sketched out how the different sets of holes are connected. Then I talked the students step by step through setting up a complete circuit. The best part of this unit so far has been the loud "oohs" and "aahs" that have accompanied the moment that first LED begins to glow. From there students build circuits using the remaining LEDs and resistors. In the next lesson, students are introduced to adding a button that turns their lights on when it is pressed. This exercise provides a great teachable moment in debugging circuits because there is always a group or two that wires the button in such a way that it turns the lights off by creating a short circuit when it is pressed. Once the students master the button, I have them add a buzzer. (Truth be told, these buzzers are much louder than I thought they would be when I ordered them.) The final challenge is then to connect all 5 LEDs and the buzzer to the button. Because of the small size of the breadboards we are using, the students must figure out how to use both halves of it in order to connect all of the components.

The materials for this part of the unit were provided by the generous individuals who supported my Donors Choose grant earlier this year. I cannot thank them enough.

The other half of this unit centers on the principles of 3D design and 3D printing. Students use a series of lessons provided by Project Ignite to learn hoe to use the tools in Tinkercad. This elementary computer assisted design program allows students create 3 dimensional objects digitally. These can then be printed on the classroom 3D printer. Students must complete the lessons and demonstrate mastery of the vocabulary and tools before being allowed to design and print an original object. One issue that keeps cropping up is that students get distracted designing some truly amazing things mid lesson and lose track of what they are supposed to be doing. (I suppose they are staying true to the spirit of tinkering.) A number of students have been able to print so far, and many more have completed the lessons and will be able to design and print during the next rotation. Moving forward, this year and into next, I will have students design and print objects not for their own sake, but as parts of other projects.