Problem: Last year I taught a physics-focused computer science and engineering course for 9th graders at Columbia Secondary School (CSS). My goal was for them to eventually obtain a sufficient understanding of computer programming and electronic design that would allow them to create interactive devices using the Arduino physcial computing platform. This goal boiled down to two major hurtles: getting students to engage with programming, and incorporating regents physics (circuits) content effectively.
Abstract: We began the year using a logo turtle draw program. Next we programmed 3D characters in Alice to create video games. Python was our bridge to text-based programming. Modeling instruction (circuits) curriculum was the final bridge to Arduino.
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