Summer Workshops and Events 2018

 Course Overview

This workshop introduces object oriented programming development and design using Java. Students will learn basic programming language concepts including Java syntax, input/output, memory allocation and control structures. Object oriented concepts will be introduced including Java classes that contain variables and methods. Students will focus on problem solving skills by algorithm design and development using sound software engineering practices.

This course will start with the very basics, assuming that students do not have any previous Java programming experience. It does not require any other programming experience. This course will introduce basic programming concepts using the Java programming language.

Java is a programming language originally developed by James Gosling at Sun Microsystems. The language derives much of its syntax from C and C++. Java applications are typically compiled to byte code (class file) that can run on any Java Virtual Machine (JVM) regardless of computer architecture. Java is a general-purpose, concurrent, class-based, object-oriented language that is specifically designed to have as few implementation dependencies as possible. It is intended to let application developers “write once, run anywhere.” Java is currently one of the most popular programming languages in use, and is widely used in application software and web applications.

Course Goals and Learning Outcomes

• Develop Java programs that contain sequence, selection and iteration control structures.
• Develop Java programs that contain methods that may have parameters and a return type.
• Understand the concepts of Java Classes and Objects.

Structure

This course is taught using classroom and lab instruction employing lecture/demonstration, in-class exercises, student participation, and class activities leading to a final project. Classes will include introductory concept presentations, followed by in-class exercises. While students are invited to bring their own laptops to class, the UCSD lab will have all necessary hardware and software installed for their use each day. Java is cross platform and may be run under Windows, Mac OS X or Linux

Topics to be covered during the week

Module 1: –Introduction to Java

–Introduction to the IDE environment

–Java keywords

–Primitive data types

–Input/Output

Module 2: -Conditional Control Structures

-Methods

-Algorithm Development

Module 3: -Iterative Control Structures

-Class Design and Method Development

Module 4: -String Class

-Java Swing Introduction (JOptionPane input and output windows)

-GUI Development

Module 5: -Final Projects: Putting the pieces together.

Prerequisites:

• Must be a current high school student in grade 9-12.
• Successful completion of Algebra 2 or Integrated III. Please provide transcripts.
• A basic understanding of computers.

 Course Description

Bring your imagination and spend a fun week creating animated Android Apps using MIT’s App Inventor 2, a free web-based software. Create and import your own sounds, avatars, and objects. Invent interactive game apps and share them with your friends!

• Past programming experience is helpful, but not necessary
• Students will use small tablets to create and run their apps
• Student created apps can be downloaded to an Android phone
• Students will be given online resources to continue creating apps at home on their own
• All software is free and is available online–even after the course is over

Course Overview

This workshop introduces Android mobile app programming design and development using the Java programming language and the Android Studio Integrated Development Environment. Students will learn basic mobile programming language concepts including Java’s syntax and Android views, haptic (touch screen) objects, user interplay, memory allocation and control structures. Object oriented concepts will be introduced including classes that contain variables and methods. Students will focus on problem solving skills through program design, algorithm development using sound software engineering practices.

This course will start with the very basics, assuming that students do not have any previous mobile programming experience. It does not require any other programming experience. This course will introduce basic programming concepts using the Android 3 programming environment.

Android is a programming environment for development of all Android powered mobile devices. All software is free and development will be done on either a Windows or Macintosh. Students are encouraged to bring their own laptop, but a personal Windows station will be provided for those who do not

Course Goals and Learning Outcomes

• Develop Android Apps that contain logical sequencing, haptic selection with conditional and iterative control structures.
• Develop a familiarity with Android’s palettes and underlying XML.
• Develop storyboarding techniques that contain good flow and an intuitive user interface.
• Develop a comfort level with Java Class/Object design and implementation.

Structure

This course is taught using classroom and lab instruction employing lecture/demonstration, in-class exercises, student participation, and class activities leading to a final project of the student’s choosing. Classes will include introductory concept presentations, followed by in-class exercises. Students will design their own Android App for their own personal use and may upload it to Google Play [there is a developer fee to access the Google App store] . While the UCSD lab will have all necessary hardware and software installed for use each day, students are encouraged to bring their own laptops, Windows or Macintosh, to class.

Information on loading all free software will be given to students prior to the first day of class.

Prerequisites:

• Must be a current high school student entering grade 9-12.
• Successful completion of Algebra 1 or Integrated I.
• A basic understanding of computers.

Course Overview
Seasons change. Plants grow, flower and produce seeds.
Woodpeckers store acorns in the fall and eat them in the winter,
and then do it all again and again. Year after year water falls as
rain, runs over watersheds into rivers and down to the sea.
In this summer experience students will investigate the cycles of
nature and find out how they influence each other. They will
identify native plants using tech based keys and look at those
plants as part of a whole habitat.They will observe food webs
and chart the distribution of organisms. Students will design and
use an online journal to record their experiences. They will use
the natural areas of the UCSD campus as a window into the
wonders of nature.

Course Goals and Learning Objectives
The goal of this course is to develop skills and knowledge and an
appreciation for:
Phenology: The study of the ebb and flow of life in the natural
world.

Students will learn:
• Earth Science Concepts:
Seasons, weather and climate; global cycles – water and
carbon
• Biological Science Concepts:
Metamorphosis; synchronized life cycles; food webs;
distribution of organisms; habitats
• Media and Communication:
Recall relevant information from experiences – journaling;
Website design: Google Sites and Google Drawing
How the Class will be taught
This course will be taught through a combination of hands-on
science investigation, observation, and challenges, plus
technology based tutorials and activities, along with individual
and small group instruction. Students will also share their
experiences and knowledge through media and in-class
discussions.

Topics to be Covered During This Workshop (and Tentative
Schedule)
Day 1:
Weather and Climate
Intro to Native species – Native Plant identification
via technology
Design an e-Journal
Day 2:
Water Cycle
Introduction to Habitats – Campus Hike
e-Journaling – Google Drawings
Day 3:
Carbon Cycle
Life Cycles Campus Hike
Photo e-Journal
Day 4:
Global Cycles
Food Webs – Campus Hike
e-Journaling
Day 5:
Plant Transects
Organism distribution – Campus Hike
Journal Presentations for parents
Instructor: Ann Marie Wellhouse, M.A. Learning Design and
Technology, B.S. Biology

Prerequisites:
Must be a n elementary school student in grade 3-5

Course Overview:

Learn to program Android phone apps: art, coding, and sound.

MIT App Inventor for Android is a programming tool that makes it easy for anyone — programmers and non-programmers, adults and kids — to create mobile applications for the Android phone.

Mobile applications are triggering a fundamental shift in the way people experience computing. Ten years ago, people “went to the computer” to perform tasks and access the Internet, and they used cell phones only to make calls. Today, smartphones have become computers in our pockets, serving our communication and information needs and making the web part of all that we do. Ten years ago, people’s use of computing was largely dissociated from real life. Today, with the ubiquity of social networking and pervasive communication, online and offline life are becoming fused.

App Inventor is motivated by the vision that all of us should be able to create mobile applications rather than just consume them — with “tinkerable” platforms that we can control and reshape.

What We Will Cover During This Workshop:

Monday  – Hello Kitty – Creating Your First App Within A Matter Of Minutes!

Find out all about App Inventor and why it is creating such a buzz in the programming community. The programming environment and tools such as the Component Designer, Blocks Editor, and Emulator will be discussed. We will create a simple digital portfolio where your apps will be made accessible for others to download. Next you will create your own paint programming program as we learn to create interaction, change pixel size, change colors, buttons, event handlers, and take a picture on the camera and the draw on it.

We will also create your own Paint Pot app.  The Paint Pot app lets the user draw on the screen in different colors, and then update it so that the user can take a picture and draw on that instead.

Tuesday  – Creating Advanced Applications.

We will make a Whack-A-Mole game where a mole pops up on random locations on the screen. Touching the mole will cause the phone to vibrate and add to your score. We will learn about sprites, time/clocks, sound, and buttons. You will post your apps online and learn how to create quick response codes so that others can download and play your game.

Who does not love to text? Today we will create the No Texting While Driving app receives text messages, and notifies the user even when the app is not currently running. If the app is running (visible on the screen), when it receives an SMS, the message will be displayed on the screen. If it’s not running, the user will receive a Notification in the status bar, which can be viewed by pulling down the status bar.

Lastly we will work on Mini Golf, an addictive little game app that demonstrates how to use the Fling, TouchUp and TouchDown gestures on Sprites. Hold down the positioning arrows to move the ball to the desired position on the tee, then Tee Off by flinging the ball toward the hole. After a hole is scored, the screen randomly sets up a new hole, providing a unique challenge every time.

Wednesday –  Creating Advanced Applications

We will make a Ladybug Chase game app.  In this “first-person chewer” game, the user will be represented by a ladybug, whose movement will be controlled by the device’s tilt.  This brings the user into the game in a different way from Whack-A-Mole.

We will make a Breakout game app.  In this app the user will control a paddle and attempt to bounce a moving ball off the paddle and when it hits bricks, they are removed from the game.  The goal being to remove all the bricks, and not let the ball touch the bottom.

Finally, we will make a Paris Map Tour App.  This app will be a tour guide for a virtual trip to Paris.  This app brings in two high-level components to help access Google Maps; ActivityStarter which makes it possible for you to launch another app from your app, and the WebViewer, which shows any web page you want within a subpanel of your app.

Thursday – Creating Advanced Application

We will make a Xylophone app.  This app will be a xylophone that uses the Sound component to play different audio files.  In addition, we will program it to remember our selections and replay the sound selections we have chosen.

Next, we will make an Magic 8 Ball app.  For this app, we will program the oscillation sensor.  So, when a user shakes the device, the app will display an answer to the users yes/no question.

Finally, we will make a QuizMe app.  This is a trivia game about baseball, but you can use it as a template to build quizzes on any topic.

Friday  – Creating Advanced Applications.

Now it is time for you to design your very own app. We will sketch out the design and programming flow, create the art and sound elements, code the app, and save online for your friends and family to download.

Sean Gullikson has taught various forms of programming for the last 15 years for at Middle and High Schools in St. Paul, MN, Hawthorne, CA and El Cajon, CA.

Prerequisites:

• Must be a current middle or high school student in grades 7-10.
• Interested in learning how to program your own Android applications
• Willingness to work in teams
• Eager to ask questions, share ideas, and help others in the class
• No prior programming needed.

Course Overview

San Diego is a leader when it comes to building Remotely Operated Vehicles, (ROV’s), especially when it comes to exploring our ocean.  This technology, also known as Blue Technology, is an ever expanding field with many employment opportunities available. Over 70% of our planet is covered with water.  There are places in our ocean we have never seen but with the advent of ROV’s mounted with cameras, we can explore virtually anywhere depending on how the ROV was designed.  In this course, we will build a generic ROV, test it out and then redesign/build another ROV that will be more efficient based on our trial and error testing.

What is an ROV?

A remotely operated vehicle (ROV) is an unoccupied underwater robot that is connected to a ship by a series of cables. These cables transmit command and control signals between the operator and the ROV, allowing remote navigation of the vehicle.

Why are ROVs advancing ocean science?

Technology to support deep-ocean exploration, research, and information collection has steadily improved but greater improvements are needed to significantly increase the pace, effectiveness, and scope of understanding our ocean world. Advancements will enable us to explore longer, deeper, and across greater spans while collecting and sharing new and more data. As always, these tools must withstand the rigors of depth, salinity, and pressure.

There’s a lot to Learn so Let’s See What Topics Will be Covered This Week:

Day 1 – Introduction to the ROV and the Science Behind them

– What is an ROV

– Buoyancy

– Density

– Building our first prototype in groups of 2-3

Day 2 – Complete construction

– Electricity – how motors work

– Test ROV  (Pool)

ReDesign

– New design

– Start to build new ROV

– Test ROV (afternoon in the Pool)

Day 4 – Ocean trial

– Repairs/Adjustments to new design

– Ocean trials with mounted camera

Day 5 – Day at the Beach

– Visit local beach for more robot adventures!

Prerequisites:

• Must be a middle school student in grade 7-8
• Eager to ask questions, share ideas, and help others in the class

Course Overview

This workshop introduces the Raspberry Pi 3 programmable board. R Pi 3 is a fully operational computer (but w/o peripherals: keyboard, mouse, monitor) that runs a modified Debian Linux operating system. Students will focus on problem solving skills using both hardware configuration and software, learning both some Linux and Python. The introductory kit includes: the four-core chip,1 GHz, I GB RAM, built-in WiFi, Ethernet, 4 USB ports, GPIO. Students will learn good hardware/software program design and algorithm development using sound software engineering practices.

This course will start with the very basics, assuming that students do not have any previous hardware or programming experience. It does not require any other programming experience. We will introduce basic programming concepts using the Python programming language as part of the kit, which students will keep and take home with them at the end of the week.

Raspberry Pi is a microprocessor board (as opposed to just a microcontroller such as Arduino) fully capable of running a Linux operating system and various programming languages (Python, Java). It was originally designed by a professor at Cambridge University in the UK to help entering computer science students to better understand hardware/software processes. It has since become a world-wide phenomenon with tutorials, forums and projects on the Internet that teach and guide students’ sense of design and creativity

As the kit does not come with a keyboard, mouse or monitor, we will be providing those to the students. These peripherals are easily integrated with the R Pi through one of the many USB ports and are easily come-by: purchased for very little or cannibalized from older setups laying around gathering dust somewhere

Course Goals and Learning Outcomes

• Set up a Raspberry Pi hardware and software using the micro SD card
• Learn basic command line Linux (although GUI is also available)
• Learn Python, introductory PyGame and Mathematica (all come as part of the kit)
• Introductory hardware programming with the GPIO (Breadboard, LEDs and resistors are part of the kit)
• Become acquainted with various online forums available for continued and advanced projects (homemade weather station, music jukebox, robotics, etc….)

Structure

This course is taught using classroom and lab instruction employing lecture/demonstration, in-class exercises, student participation, and class activities leading to a final project of the student’s choosing. Classes will include introductory concept presentations, followed by in-class exercises. While the UCSD lab will have all necessary hardware and software including keyboards, mice and monitors to work with the kits.

Prerequisites:

• Must be a current high school student entering grade 9-12.
• Successful completion of Algebra 1 or Integrated I.
• A basic understanding of computers.

Course Overview

“Engineering” or “science” are probably not the first words that come to mind when you think “skateboarding”. However, skateboarders require reliable, precisely-shaped skateboards for progressing as both athletes and artists.

In this course, students will turn seven sheets of Hard Rock Maple veneers into a custom-shaped skateboard deck. Along the way, students will learn how the features of skateboard decks affect skateboarding, design a board using CAD (Computer Aided Design), shape a foam mold, use atmospheric pressure to laminate their board, and learn basic woodworking skills.

At the end of the course, students will have a deck that is truly their own to skate! We will also provide trucks and wheels so students are ready to ride!

Course Goals and Learning Objectives

The goal of this course is to expose students to the design/build process and empower them to create and turn ideas into reality. Students will learn

• Computer Aided Design (CAD)
• Mold-making
• Vacuum forming
• Woodworking and finishing
• Tool use and safety

And, at the end of the class, each student will have his or her own skateboard deck – and they will understand how engineering and science have been used as tools to help them produce a high-quality product.

How the Class Will Be Taught

This class will be taught primarily with demonstrations and hands-on student activities that lead to the production of a skateboard deck. Before each student activity, the purpose of the activity will be discussed and a demonstration will be shown, with continuous opportunity to ask questions.

Power tools will be used in a portion of the class, and students will be taught how to use the tools safely and responsibly.

Topics to be Covered During This Workshop (and Tentative Schedule)

Day 1:

Introduction to skateboard design:

Why certain shapes, why certain materials?

Design your skateboard deck shape

Introduction to CAD:

Why is CAD important?

Getting started in DraftSight

Modeling skateboards in CAD

Day 2:

Finishing CAD models

Introduction to vacuum forming and mold making

How does vacuum forming work?

Start mold making

Day 3:

Finish molds

Introduction to vacuum forming

Press the skateboard

Day 4:

Tool use

How can we be safe with power tools?

How do the tools we use work?

How to cut out your board

Making templates

Cutting the boards

Day 5:

Finishing, sanding, art, sealing

Skateboard safety

Discussion, lessons learned

Prerequisites:

• Must be a current high school student in grades 10-12

Course Overview

California occasionally erupts into flames and we have to understand the challenges. Wildfires and roads may not seem to be related but fighting wildfires is dependent on getting access to backcountry areas. The roads that firefighters use in natural areas are often just made of dirt. That is a problem because dirt roads unless they are engineered correctly tend to wash out during heavy rainstorms.

Road building is an art based on science and engineering skills. Students in this course will learn about dirt, soil, and sediment: how soil forms and its composition (weathering and organics); how it moves (erosion); and where it settles (deposition). They will learn about slope, watershed, and drainage and the importance of native vegetation for erosion control.

Hands-on experience combined with technology and data analysis will build their knowledge base. Students will develop communication skills by reporting their observations in a website they design and build, then share findings with the UCSD Student Tech community.

The course culminates in a real-world challenge to actually build a model of a dirt road that will not erode.

Course Goals and Learning Objectives

The goal of this course is to develop earth science and engineering skills and knowledge that allow them to solve real world problems, and communication skills so they can share what they have learned. It is based on the California State Standards for Earth Science and Engineering.

Students will learn:

• Earth Science Concepts:
  • Rainfall helps to shape the land and affects the types of living things found in a region. Water…breaks rocks, soils and sediments into smaller particles and moves them around. (Earth Systems 4-ESS2)
• Engineering Practices:
  • Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon.
  • Cause and effect relationships are identified, tested, and used to explain change.
• Media and Communication:
  • Recall relevant information from experiences.
  • Website design: Google Sites

How the Class will be taught:

This course will be taught through a combination of hands-on science investigation, observation, and challenges, plus technology based tutorials and activities, along with individual and small group instruction. Students will also share their experiences and knowledge through media and in-class discussions.

Topics to be Covered During This Workshop (and Tentative Schedule)

Day 1:

Pretest

Introduction to Earth Science concepts:

Online learning sequence:

Sediment

Decomposition, erosion, deposition

Team Challenge

Presentation: Fire! In the Watershed

Introduction to website design:

Google site design tutorial

Team website design

Day 2:

Hands-on earth science learning stations

Continue team website development

Begin Road design

Group discussion

Presentation: Slippery Slope!

Team Journal entry

Day 3:

Hands-on earth science stations – take data

Continue website development

Begin road development

Test road design

Group discussion

Presentation: What’s a Culvert? What’s a Berm?

Team Journal entry

Day 4:

Continue website development

Continue road development and testing

Group discussion

Presentation: It’s All About Roots

Team Journal entry

Day 5:

Continue road development

Final road test

Group Discussion

Final Team Journal entry

Post-test

Course Overview:
This is an introductory course where students will learn the fundamentals of web design.  Using Google Sites, students will learn how to add content such as text, images, and video as well as working with pages and customizing the layout and design.

Structure:
This course is taught using a combination video/interactive lessons, group activities,  and individual work. Students will work through the design of multiple iterations of their web site.  In addition, students will learn how to reflect on their work as well as provide constructive feedback to peers using a formal protocol.

Requirements (No textbook necessary):
There are no prior skills necessary.  However, students must be willing and open to working with others as well as reflecting on their own work to build multiple iterations of the web site.

Course Schedule (tentative):
Day 1:
Introduction to Web Design
●   Introduction to Web Design

●   Introduction to a Critical Feedback Reflective process

●   Introduction to Google Sites

●   Introduction to G Suite Training Extension

●   Choose Topic for web site

Day 2:
Web Site Layout / Building Google Site
●   Design Site layout

●   Present Site layout for feedback and refine

●   Google Sites Pages and Themes

●   Begin building Google Site

Day 3:
Building Google Site
●   Embedding content (e.g. Video, Calendar, Maps)

●   Present site for feedback

●   Begin next iteration

Day 4:
Building Google Site
●   Adding content from Google Drive

●   Present prototype for feedback and refine

Day 5:
Final Project
●   Complete Google Site final project

●   Project presentations

Course Overview

This workshop introduces students to the power of data using geospatial technology. Students will learn the fundamentals of data collection, analysis and visualization using industry standard tools and technology. Students will gain hands on experience with data collection using GPS and will examine the importance of crowd sourced data through the using geographic information systems.

This course will start with understanding the importance of spatial learning and decision-making. Students will begin to make connections between data while increasing their knowledge of the world around them. Students will work with a number of different datasets, from GPS data collected around campus, to health and demographic data to social media and crowd-sourced data. Students will learn to collect, question, and look for patterns and correlations in their investigations. The goal of this workshop is to connect the “where” in the “why” and the “what” of data.

A geographic information systems (GIS) lets us visualize, question, analyze, and interpret data to understand relationships, patterns, and trends. It provides insight into datasets that might otherwise not be identified. The amount of data collected and stored is massive. Finding ways to use that data and make sense of what is out there is an emerging and important task. Geospatial science provides a powerful way of visualizing and understanding data.

Course Goals and Learning Outcomes

• Develop data collection and analytical skills.
• Recognize the vast wealth of data available and critically question and investigate its validity
• Develop geospatial data visualization skills using online GIS tools.
• Understand the importance of looking at data from a geospatial viewpoint to identify patterns and correlations.

Structure

This course is taught using classroom and lab instruction, in-class exercises, student participation, and class activities leading to a final project. Students will be getting outside of the classroom to collect data using GPS around the campus. Students will work in a collaborative environment, teamwork is encouraged. While students are invited to bring their own laptops to class, the UCSD lab will have all necessary hardware and software installed for their use each day.

Topics to be covered during the week

Module 1: –What is Geospatial Science?

–Basic mapping principles and the power data visualization

–Basic spreadsheet/database design

Module 2: -Global Positioning Systems

-Data collection

-Visualizing GPS data

Module 3: -Working with geospatial technology – learning the software

-Asking spatial questions and creating visualizations

Module 4: -Working with crowd-sourced or social media data

-Creating story maps and customizing mapping applications

-Collecting our own crowd-sourced data

Module 5: -Final Projects: Putting the pieces together – asking a question, collecting the data, visualizing the data, analyzing the data and asking more questions.

Prerequisites:

• Must be a current high school student in grade 9-12.
• Some spreadsheet experience is recommended but not necessary
• A basic understanding of computers.

Course Overview

“Engineering” or “science” are probably not the first words that come to mind when you think “skateboarding”. However, skateboarders require reliable, precisely-shaped skateboards for progressing as both athletes and artists.

In this course, students will turn seven sheets of Hard Rock Maple veneers into a custom-shaped skateboard deck. Along the way, students will learn how the features of skateboard decks affect skateboarding, design a board using CAD (Computer Aided Design), shape a foam mold, use atmospheric pressure to laminate their board, and learn basic woodworking skills.

At the end of the course, students will have a deck that is truly their own to skate! We will also provide trucks and wheels so students are ready to ride!

Course Goals and Learning Objectives

The goal of this course is to expose students to the design/build process and empower them to create and turn ideas into reality. Students will learn

• Computer Aided Design (CAD)
• Mold-making
• Vacuum forming
• Woodworking and finishing
• Tool use and safety

And, at the end of the class, each student will have his or her own skateboard deck – and they will understand how engineering and science have been used as tools to help them produce a high-quality product.

How the Class Will Be Taught

This class will be taught primarily with demonstrations and hands-on student activities that lead to the production of a skateboard deck. Before each student activity, the purpose of the activity will be discussed and a demonstration will be shown, with continuous opportunity to ask questions.

Topics to be Covered During This Workshop (and Tentative Schedule)

Day 1:

Introduction to skateboard design:

Why certain shapes, why certain materials?

Design your skateboard deck shape

Introduction to CAD:

Why is CAD important?

Getting started in DraftSight

Modeling skateboards in CAD

Day 2:

Finishing CAD models

Introduction to vacuum forming and mold making

How does vacuum forming work?

Start mold making

Day 3:

Finish molds

Introduction to vacuum forming

Press the skateboard

Day 4:

Tool use

How can we be safe with power tools?

How do the tools we use work?

How to cut out your board

Making templates

Cutting the boards

Day 5:

Finishing, sanding, art, sealing

Skateboard safety

Discussion, lessons learned

Prerequisites:

• Must be a current middle school student in grades 7-9

Course Overview

Imagine it, engineer it, and make it go! Explore the exciting world of automation, robotics, and engineering using LEGO MINDSTORMS® and VEX® Robotics. The versatility of the LEGO® and VEX® building systems are combined with the intuitive drag-and-drop NXT Programming, C-Based Programming Language, and motors and sensors. This adventure encourages teamwork, friendship, creativity, and problem solving all while having fun.

Course Goals

The goal of this course is to immerse students in STEM through the excitement of building and programming robots. Today’s tools will be used to shape the minds of tomorrow’s problem solvers.

Learning Objectives

•    Operate effectively as a member of a team.
•    Describe the relationship between science, technology, engineering, and math.
•    Describe the purpose and use of automation and robotics and its effect on society.
•    Provide examples of STEM careers and the need for these professionals in our society.
•    Apply knowledge of mechanisms to solve a unique problem for speed, torque, force, or type of motion.
•    Describe the purpose of pseudocode and comments within a computer program.
•    Design, build, wire, and program both open- and closed-loop systems.
•    Use motors and sensors appropriately to solve robotic problems.
•    Troubleshoot a malfunctioning system using a methodical approach.
•    Explain the roles and responsibilities of mechanical, electrical, and computer engineers who solve robotic problems.

How the Class Will Be Taught

This course will use a variety of instructional strategies to move students progressively toward a stronger understanding of automation and robotics and, ultimately, greater independence in engineering and programming. Students will be introduced to new topics through demonstrations or brief readings of mission objectives and suggested programming followed by the opportunity to put the concepts into practice. Each lesson or challenge will build upon the last. Students will be expected to work collaboratively to troubleshoot and to solve open-ended challenges.

Curriculum

LEGO® Engineering Conference Workbook

Tufts University Center for Engineering Education and Outreach

Topics to Be Covered

Module 1:

Level 1 – Introduction to LEGO MINDSTORMS® NXT

•    Build and program a robotic LEGO vehicle to drive a certain distance.
•    Program an NXT vehicle to collect data that will allow you to graph the vehicle’s velocity.

Level 2 – Introduction to Sensors and Loop Blocks

•    Program NXT vehicle to use touch & light sensors to stop.
•    Program NXT vehicle to use a light sensor and loop to avoid a black line.

Level 3 – Open Ended Activities

•    Light In The Tunnel
•    Crawl From The Wall
•    Follow A Line
•    Complete A Maze

Module 2: Introduction To First Lego League

•    Core Values
•    Research Project
•    Robot Game

Module 3: Introduction To Engineering

•    STEM Careers
•    Mechanical Gears
•    VEX® Robotics
•    Robot C Programming

Course  Overview

This workshop introduces object-oriented programming development and design using Python. Students will learn basic programming language concepts including Python syntax, input/output and control structures. Object oriented concepts will be introduced including Python classes that contain variables and methods. Students will focus on problem solving skills by program design and algorithm development using sound software engineering practices.

This course will start with the very basics, assuming that students do not have any previous Python programming experience. It does not require any other programming experience. This course will introduce basic programming concepts using the Python programming language.

Python (named after the British comedy troupe and not the snake) is an interpreted programming language originally developed by Guido van Rossum and used by companies in the Arts, Business and Education. Since its inception years ago, Python has become one of the most popular programming languages in commerce and gaming.

Course Goals and Learning Outcome

• Develop Python programs that contain sequence, selection and iteration control structures.
• Develop Python programs that contain methods that may have parameters and a return type.
• Understand the concepts of Objects and Python classes.
• Work with PyGame, a set of Python modules designed for writing games.

Structure

This course is taught using classroom and lab instruction employing lecture/demonstration, in-class exercises, student participation, and class activities leading to a final project. Classes will include introductory concept presentations, followed by in-class exercises. While students are invited to bring their own laptops to class, the UCSD lab will have all necessary hardware and software installed for their use each day. Python is cross platform and may be run under Windows, Mac OS X or Linux.

Topics to be covered during the week

Module 1: –Introduction to Python

–Introduction to the IDE environment

–Python keywords

–Primitive data types

–Input/Output

Module 2: -Selection Control Structure

-Methods

-Algorithm Development

Module 3: -Iteration Control Structure

-Algorithm Development

Module 4: -PyGame Introduction

-Game Design and Implementation

Module 5: -Final Project: Putting the pieces together.

Prerequisites:

• Must be a current high school student in grade 9-12.
• Successful completion of Algebra 1 or Integrated I.
• A basic understanding of computers.

Course Description

Join this fun and engaging beginner’s workshop and play 5-10 songs in just one week! Experience the joy of playing music without really using a piano. Music principles will be taught with fun and motivating activities. Learn how to recognize musical notes, key signatures and timing. Practice scales in different keys, learn chords, and more. Families are invited to the end-of-the-week student recital.

Note: This workshop is a prep course but it is not a substitute for formal piano instruction.

• Students will use tablets and PC laptop computers
• Resources provided so students can continue playing songs at home
• All software is free and is available online–even after the course is over
• Each student will receive a copy of the music theory booklet
• Parents and families invited to the student concert on the last day of class

Schedule of Activities

Monday, July 23……….. Welcome. Introduce yourself. Trying out the keyboard!

Tuesday, July 24            Musical note games, scales and keys, lines and spaces, practice first songs

Wednesday, July 25……….. Key signatures, timing practice, computerized metronomes, practice songs

Thursday, July 26……….. Chords, songs with chords, two-handed songs

Friday, July 27            Student musical concert, presentation of certificates.

Prerequisites:
Must be a student in 3^rd, 4^th, or 5^th grade.
No programming experience needed!

Course Overview

Learn how to create computer games just like the professionals. Students will create games using Unity, the most popular game development software for mobile devices. In this course, students will develop all the skills necessary to design and develop a space invaders game and a sprite animated platform game. Some of the main concepts learned are camera movement, object transformations, collision handling, physics, and artificial intelligence. In the process of creating these games, students will also learn C#, game programming algorithms, and valuable problem solving strategies. Students will leave the course ready to create games from their own imagination.

Course Goals

The goals of this course are to give students a thorough understanding of modern game development software, get students excited and interested in computer programming, and give students opportunities to develop their problem solving skills in a fun and enjoyable environment.

How the Class Will Be Taught

This is a hands on course where students will complete games from scratch in a step-by-step manner. Students will learn the details of various game programming techniques and will problem solve using these skills to add a particular enhancement to their game. Students will learn to solve problems individually and in collaborative teams. The students will continue this process until they have a finished game.

Topics to be Covered:

Day 1:

• Introduction to the Unity game development environment.
• Learn the basics of C#.
• Learn scripting to interact with cameras, materials, input, and game objects.

Day 2:

• Learning scripting for object translation and rotation, object instantiation, object collision handling, displaying of text, and sound.
• Use your new Unity skills to begin creating a Space Invaders game.

Day 3:

• Finish creating the Space Invaders game.
• Learn about sprite animation.

Day 4:

• Learn about the Animator Controller to switch between sprite animations.
• Learn about the Character Controller to control the movement of the player.
• Use your new Unity skills to begin creating a side-scroller Super Mario Brothers game.

Day 5:

• Finish creating the Super Mario Brothers game.
• Explore 3D and VR games with the HTC Vive and Unity.

Instructor

Jeffrey Yee has taught computer game programming for the past six years at Mission Vista High School. Jeffrey previously worked as a software engineer in the interactive 3D graphics industry including for Lockheed Aircraft developing software for a 360 degree domed flight simulator.

Prerequisites

• Must currently be an 9-12 grade student.
• Must have a basic understanding of a text based programming language (e.g. Java, Python, C++, or JavaScript) Must be familiar with conditional statements and loops.

Course Overview

There has been an increase in Great White shark encounters off the coasts of Southern California and Baja Mexico in the last few years. This has led scientists and engineers to create autonomous tracking devices that can give us more information on why there has been an increase of these magnificent creatures near our beaches. Although we have gained much needed research about sharks through the use of these modern technologies, the sharks are always aware of the robotic tracking devices that follow them due to their specialized sensory systems. This is an issue because we cannot get credible evidence if the tracking robots are disturbing the shark’s natural behaviors. Therefore, our mission in this course is twofold:

1. To better understand Great White sharks sensory organs that allow them to be aware of underwater robots and to better understand what the robots are doing to “alert” the shark’s awareness.
2. To engineer prototype robots that can lessen the electrical fields and “ping” frequencies that disturb the shark’s natural behaviors. We will model our prototypes from the REMUS.

What is a REMUS?

REMUS (Remote Environmental Monitoring Unit System), designed by Woods Hole Oceanographic Institution, is a specially outfitted autonomous underwater vehicle (AUV) equipped with GoPro cameras and navigational instrumentation that enable it to locate, track, and film a tagged marine animal, such as a shark. This “SharkCam” vehicle is preprogrammed to home in on a signal from a transponder tag attached to the shark’s dorsal fin and can follow it to depths of 600 meters.

**REMUS tracking a tagged Great White shark**

What Topics Will be Covered This Week:

Day 1 – July 30

• What’s a REMUS?
• Why do we need REMUS for understanding sharks?
• Choose your Digital Pet Shark
• Waterproofing and Neutral Buoyancy
• Initial Designing of REMUS prototypes

Day 2 – July 31

• Field trip to Birch Aquarium; viewing of Shark Feeding
• Shark Sensory Organs
• Testing of the prototypes in water

Day 3 – Aug 1

• Electric Field emissions labs
• Sound waves/ Radio waves labs
• Revisions/ Testing of Prototypes

Day 4 – Aug 2

• Motor (electromagnetic) added to prototype
• Revisions/ Testing of Prototypes
• Data collection concepts

Day 5 – Aug 3

• Adding Data collectors to prototypes
• Final Revisions and Testing
• Measurements/ Final testing of prototypes in swimming pool

Prerequisites:

• Must be a middle school student in grade 6-8
• Eager to ask questions, share ideas, and be resilient in the science and engineering processes.

Course Overview

Bring your exercise mat! Coding isn’t just for serious techies anymore. Coding With Chrome: Blockly is a fun introduction to code for beginners. This course takes it one step beyond the chair and desktop to develop exercise rhythms with tech and then real exercise routines to go with it.

We will also create maze games using Coding with Chrome and then play the game in life-sized real space and time inside an outdoor maze we make.

Course Goals and Learning Objectives

The goal of this course is to develop skills and knowledge in computer coding and have fun with tech based movement.

Students will learn:

• How to code with Blockly
• How to create music and rhythms with Blockly
• How to create a maze game with Coding With Chrome

How the Class will be taught

This course will be taught through a combination of technology, movement, observation, and challenges, plus technology based tutorials and activities, along with individual and small group instruction.

Topics to be Covered During This Workshop (and Tentative Schedule)

Day 1: Introduction to Blockly

Develop rhythm sets

Move to the tech rhythms

Day 2: Coding with Chrome: Drawing

Blockly animation

Day 3: Advanced Blockly: Games

Day 4: Recreate Blockly game as a physical maze

Day 5: Presentation – Parents invited

Instructor:y, B.S. Biology

Prerequisites:  3rd-5th Grade Students

Course Overview

This workshop introduces iOS mobile app programming design and development using Apple’s Swift programming language and Xcode’s Integrated Development Environment. Students will learn basic mobile programming language concepts including Swift’s syntax, views, haptic (touch screen) objects, user interplay, memory allocation and control structures. Object oriented concepts will be introduced including iOS’ UIKit classes that contain variables and methods. Students will focus on problem solving skills through program design, algorithm development using sound software engineering practices.

This course will start with the very basics, assuming that students do not have any previous mobile programming experience. It does not require any other programming experience. This course will introduce basic programming concepts using the Swift 4.0 programming language in the Xcode Integrated Development Environment.

Swift is a programming language originally developed and released in 2014 by Apple as the core language for its suite of devices (iPhone, iPad, iMac, Apple Watch, and Mac tv). Swift will eventually replace Objective-C 2.0 as the language of choice when developing Apps and Applications.

All development will be done on a Macintosh system running Mac OS 10.13.3 or later.

Course Goals and Learning Outcomes

• Develop iOS Apps that contain logical sequencing, haptic selection with conditional and iterative control structures.
• Develop a familiarity with iOS Frameworks and the UIKit in particular.
• Develop iOS storyboarding that contain good flow and an intuitive user interface.
• Develop a comfort level with Swift Class/Object design and implementation.

Structure

This course is taught using classroom and lab instruction employing lecture/demonstration, in-class exercises, student participation, and class activities leading to a final project of the student’s choosing. Classes will include introductory concept presentations, followed by in-class exercises. While the UCSD lab will have all necessary hardware and software installed for use each day, students are encouraged to bring their own MacBooks to class.

Information on loading all free software will be given to students prior to the first day of class.

Topics to be covered during the week

Module 1: –Introduction to Xcode & the Swift Playground

–Data Types and Control Structures

–UIKit and StoryBoard Design

–User Input/Output

Module 2: -Outlets and Actions

-Strings and Methods

-Algorithm Development

Module 3: -Frameworks & Storage

-Tables

-Timers

Module 4: -Classes & Objects

-Animation & SpriteKit

Module 5: -Apple’s App Store

-Advanced iOS topics

-Final Project

Prerequisites:

• Must be a current high school student entering grade 9-12.
• Successful completion of Algebra 1 or Integrated I.
• A basic understanding of computers.

Course Overview:
This is an introductory course in designing and prototyping 3D models.  Students will learn the concepts of 3D design while using the Design Thinking process developed at the Stanford d.school to design and iterate multiple prototypes.  During the course of this class, students will design both physical and virtual 3D models.

Structure:
This course is taught using a combination video/interactive lessons, group activities, design challenges and individual work. Students will use the Design Thinking process (developed at the Stanford d.school) to work through the design of multiple iterations of their prototype.  In addition, students will learn how to reflect on their work as well as provide constructive feedback to peers using a formal protocol.

Requirements (No textbook necessary):
There are no prior skills necessary.  However, students must be willing and open to working with others as well as reflecting on their own work to build multiple prototypes.

Course Schedule (tentative):
Day 1:
Introduction to Design Thinking and Critical Feedback
●   Introduction to Design Thinking

●   Introduction to a Critical Feedback Reflective process

●   2D vs. 3D models

●   Design challenge #1

Day 2:
Introduction to Tinkercad
●   Learn the basics of Tinkercad

●   Design challenge #2

Day 3:
Tinkercad Project
●   Design challenge #3

●   Begin Tinkercad project

●   Present prototype for feedback

●   Begin next iteration

Day 4:
Continue Tinkercad Project
●   Design challenge #4

●   Continue Tinkercad project

●   Present prototype for feedback

Day 5:
Continue Tinkercad Project
●   Complete Tinkercad final project

●   Project presentations

Course Overview

Imagine it, engineer it, and make it go! Explore the exciting world of automation, robotics, and engineering using LEGO MINDSTORMS® and VEX® Robotics. The versatility of the LEGO® and VEX® building systems are combined with the intuitive drag-and-drop NXT Programming, C-Based Programming Language, and motors and sensors. This adventure encourages teamwork, friendship, creativity, and problem solving all while having fun.

Course Goals

The goal of this course is to immerse students in STEM through the excitement of building and programming robots. Today’s tools will be used to shape the minds of tomorrow’s problem solvers.

Learning Objectives

•    Operate effectively as a member of a team.
•    Describe the relationship between science, technology, engineering, and math.
•    Describe the purpose and use of automation and robotics and its effect on society.
•    Provide examples of STEM careers and the need for these professionals in our society.
•    Apply knowledge of mechanisms to solve a unique problem for speed, torque, force, or type of motion.
•    Describe the purpose of pseudocode and comments within a computer program.
•    Design, build, wire, and program both open- and closed-loop systems.
•    Use motors and sensors appropriately to solve robotic problems.
•    Troubleshoot a malfunctioning system using a methodical approach.
•    Explain the roles and responsibilities of mechanical, electrical, and computer engineers who solve robotic problems.

How the Class Will Be Taught

This course will use a variety of instructional strategies to move students progressively toward a stronger understanding of automation and robotics and, ultimately, greater independence in engineering and programming. Students will be introduced to new topics through demonstrations or brief readings of mission objectives and suggested programming followed by the opportunity to put the concepts into practice. Each lesson or challenge will build upon the last. Students will be expected to work collaboratively to troubleshoot and to solve open-ended challenges.

Curriculum

LEGO® Engineering Conference Workbook

Tufts University Center for Engineering Education and Outreach

Topics to Be Covered

Module 1:

Level 1 – Introduction to LEGO MINDSTORMS® NXT

•    Build and program a robotic LEGO vehicle to drive a certain distance.
•    Program an NXT vehicle to collect data that will allow you to graph the vehicle’s velocity.

Level 2 – Introduction to Sensors and Loop Blocks

•    Program NXT vehicle to use touch & light sensors to stop.
•    Program NXT vehicle to use a light sensor and loop to avoid a black line.

Level 3 – Open Ended Activities

•    Light In The Tunnel
•    Crawl From The Wall
•    Follow A Line
•    Complete A Maze

Module 2: Introduction To First Lego League

•    Core Values
•    Research Project
•    Robot Game

Module 3: Introduction To Engineering

•    STEM Careers
•    Mechanical Gears
•    VEX® Robotics
•    Robot C Programming

Course Overview

Last year in Southern California, we experienced a large number of rampant wildfires, destructive flooding and mudslides following excessively dry weather, and an outbreak of Hepatitis A in our own hometown of San Diego!  So how exactly do emergency management agencies  handle these situations when one of these situations arise?  One of the most important tools they use is a system call Geographic Information Systems, or GIS, which is a data analysis and visualization tool that can be used for either preparing for or responding to an emergency.  GIS models can help to predict the potential spread of a fire or flood, can identify parts of the population that should receive a warning about evacuation, and can provide information to the public about where a particular outbreak is concentrated.  If you have some form of data about an emergency, then it can be mapped, analyzed and utilized to inform the public in a timely manner.  In this workshop, we will learn a little bit about each of these three types of emergencies (fire, flood/mudslides, and disease outbreak), become familiar with GIS using a software program called QGIS, and will use simulated data to assess a situation in a mock scenario.  This workshop involves a large about of time in the computer-lab but will end in a test of your GIS capabilities during our mock scenario, so will require a small amount of time outdoors during the week to prepare for this.

TENTATIVE SCHEDULE

Monday Aug. 13^th

• Introduction to emergency management and how disasters are handled
• How to use and operate a GPS
• GIS Basics: Learn the basics in QGIS (http://www.qgis.org/en/site/)

Tuesday Aug. 14^th

• Fire: Introduction to the fire emergency response tactics in CA using GIS
• GIS Mapping using data collected from previous fires
• Short time collecting GIS data on campus
• Create a fire response map from data you are provided

Wednesday Aug. 15^th

• Floods: Introduction to the flood emergency response tactics in CA using GIS
• GIS Mapping using data collected from previous floods
• Short time collecting GIS data on campus
• Create a flood response map from data you are provided

Thursday Aug. 16^th

• Disease Outbreak: How do health personnel know that a disease outbreak is occurring?
• Review a few methods of data that can be used in GIS applications
• Short time collecting GIS data on campus
• Template GIS project for your “Outbreak” activity using data collected during the week

Friday Aug. 17^th

• Finalize and generate a map of the school and outbreak data will be provided. You will be tasked with predicting the spread of the outbreak based on various student activity and structural components of the school
• Outbreak challenge: a mock outbreak will be represented on campus and you will have to use your GIS project to determine the source of the outbreak! There will be clues hidden on campus so you will be using your expectations of the path of the disease to find patient 0!