Don't Step on a Lego Reflection Section 2 by Melissa Negreiros

Haley Benson

2024-09-17 19:08:22 UTC

Decomposition: my group and I made our big Lego piece into a smaller one that was more accessible and accurate for the little robot.

pattern recognition: we looked for what worked in the trial with me (blindfolded) and processed that information and recognized patterns within what I found easy and what I didn’t

abstraction: We focused on the most important piece of information (getting over the large bump).

Algorithms: when I couldn’t understand their directions, they modified them so I was able to complete the maze and not step on the lego.

Landon Oliver

2024-09-17 19:31:28 UTC

My group used computational thinking by using decomposition which is breaking down problems into smaller simpler problems by guiding our robot using exact measurements instead of what we did for our human robot which was using words like "step" "move right." We broke down this complex maze into very simple directions

Emily Lipe

2024-09-17 20:43:35 UTC

The "Don't step on a Lego" activity cultivated Computational Thinking by breaking down a complicated problem into simple steps. If we want a robot to complete a maze without touching the lego walls, we have to build the maze using legos and then write out each step the human robot/Dash must take to complete the maze.

Savannah Wurst

2024-09-19 13:36:00 UTC

The "Don't Step on a Lego" activity cultivated computational thinking through the process of decomposition. We broke down a complex problem- talking Haley through the route blindfolded- into smaller, more manageable steps for her. Through this process, we also used problem-solving, decomposition, and algorithms to form our final coding system for the robot.

Emily P.

2024-09-19 14:52:55 UTC

The "don't step on a lego" activity and coding the robot helped us break down the steps needed to complete a task. It reminded me of in school when we would be asked "how do you make a pb&j sandwich" which we would say you put peanut butter on one side of bread and jelly on the other but then our teacher would say something like "well how did you get the bread, how did you spread the peanut butter and jelly" meaning we needed to explain that we opened the pantry, grabbed the peanut butter, opened the jar, etc. So instead of telling our robot to move forward, we needed to specify exactly how far.

Cara Seymour

seymourcg — 2024-09-19 15:30:27 UTC

This activity built our computational thinking skills through forcing us to figure out HOW exactly the robot needed to be instructed in order to make it through the maze that we created. Specific directions were needed, from distance measurements to turning angles. words like "scooch" and "one tiny half step" mean nothing to a robot that responds to ones and zeroes.

Piper Frith

2024-09-20 14:25:28 UTC

The activity engaged our group in Computational thinking which allowed us to break down a large project into smaller pieces. We first completed this by human coding with no technology. Our group made a maze using legos and coded me to walk through it. We could see how some things needed to be perfected or changed. Once we were done, we used that data to send Dash through the same maze. Dash needed different instructions then I did.

Marie

2024-09-26 22:36:45 UTC

The logo activity focused on the standards tested for the "Computational Thinker." This activity allowed us to dive deeper into the concept of these standards, where we were tasked with developing and using various strategies to understand and solve problems through technology. The method we used helped us explore how technology can enhance problem-solving. The most interesting and fun part of the activity was decoding. We had a great time with that! The strategy aspect was also engaging, and it was exciting to interact with technology in such a creative way. Thinking about how children could have access to similar activities and develop those abilities is very exciting.

Kaylee Evans

2024-09-30 21:16:50 UTC

The "Don't Step on a Lego" activity helped cultivate computational thinking in multiple ways. The first that I found most easy to identify was the problem-solving skills that it took to guide the robot around our "maze". It took multiple times of trial and error for our group to get just the right distance before turning. Additionally, it took skills of decomposition and breaking down the steps so that we could put them together correctly. We had to take the time to build, and then write our directions, and then execute and when that was unsuccessful we had to almost start from step one and rework our plan.