# ALEX Resources

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 Learning Activities (1) Classroom Resources (3)

ALEX Learning Activities
Subject: Digital Literacy and Computer Science (6), Social Studies (6)
Title: Putting Henry Ford's Assembly Line to the Test!
Description:

This activity will allow students to explore and examine the efficiency of Henry Ford's assembly line in a way that is hands-on and interactive. Students will be competing against one another to see if it is more efficient to create paper airplanes individually or by using the assembly line method.

ALEX Learning Activities: 1

ALEX Classroom Resources
Subject: Digital Literacy and Computer Science (6 - 8)
Title: Computational Thinking
URL: https://www.remc.org/21Things4Students/21/21-computational-thinking/
Description:

Have you ever had a complex problem that you needed to solve? This could be a math problem, science experiment, an essay you need to write, and coding and game design. It could even be as simple as planning the best route to school or baking your favorite cookies!

Computational thinking can be used to take a complex problem, understand what the problem is and develop possible solutions to solve or explain it.

Students will complete Quests to learn about the four stages of computational thinking:

• Decomposition: Decomposition is to break down a complex problem or system into smaller, more manageable parts.
• Pattern Recognition: Pattern recognition is looking for patterns and sequences.
• Abstraction: Abstraction is focusing on important information only, ignoring irrelevant detail.
• Algorithms: Using algorithms you develop a step-by-step solution to the problem, or the rules to follow to solve the problem.

## LEARNING OBJECTIVES:

When you have completed this activity you will:

1. understand computational thinking [Computational Thinker]

2. be able to solve complex problems using computational thinking. [Computational Thinker]

3. be able to break down a problem into smaller more manageable parts. [Computational Thinker]

4. know how to look for patterns and sequences. [Computational Thinker]

5. be able to focus on important information only. [Computational Thinker]

6. be able to develop a step-by-step solution to the problem. [Computational Thinker]

7. know how to use coding to automate a task [Computational Thinker]

8. understand computational design by applying technology to a problem [Innovative Designer]

9. understand programming as you complete hands-on activities, solving problems encountered [Computational Thinker]

10. understand the coding your program creates [Empowered Learner]

Subject: Digital Literacy and Computer Science (5 - 8)
Title: Finite State Automata
URL: https://classic.csunplugged.org/finite-state-automata/
Description:

Computer programs often need to process a sequence of symbols such as letters or words in a document, or even the text of another computer program. Computer scientists often use a finite-state automaton to do this. A finite-state automaton (FSA) follows a set of instructions to see if the computer will recognize the word or string of symbols. We will be working with something equivalent to a FSA—treasure maps!

The goal of the students is to find Treasure Island. Friendly pirate ships sail along a fixed set of routes between the islands in this part of the world, offering rides to travelers. Each island has two departing ships, A and B, which you can choose to travel on. You need to find the best route to Treasure Island. At each island you arrive at you may ask for either ship A or B (not both). The person at the island will tell you where your ship will take you to next, but the pirates don’t have a map of all the islands available. Use your map to keep track of where you are going and which ship you have traveled on.

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Computer Science Discoveries Unit 5 Chapter 2 Lesson 14: Automating Data Decisions (18-19)
URL: https://studio.code.org/s/csd5-2018/stage/14/puzzle/1?section_id=1888730
Description:

In this lesson, students look at a simple example of how a computer could be used to complete the decision making step of the data problem-solving process. Students are given the task of creating an algorithm that could suggest a vacation spot. Students then create rules, or an algorithm, that a computer could use to make this decision automatically. Students share their rules and what choices their rules would make with the class data. Then, they use their rules on data from their classmates to test whether their rules would make the same decision that a person would. The lesson concludes with a discussion about the benefits and drawbacks of using computers to automate the data problem-solving process.

Note: You will need to create a free account on code.org before you can view this resource.

ALEX Classroom Resources: 3