Student: “I want it to go forward then turn for five seconds then stop and go back.”

1. Student: “I want it to go forward then turn for five seconds then stop and go back.” Warm-up Problem! A student’s program and comments are shown above. • Find the mistake in this program and describe a fix for it. • What actions or steps would you take to help this student?

2. Part 1Review

3. Line Following • Line Following questions?

4. Part 2Engineering Problem Solving

5. Student: “I want it to go forward then turn for five seconds then stop and go back.” What happened here? • Not all problems are on the code level • Treating this as a “program” problem is doomed • There’s more to programming than programs! “Kobayashi Maru” problem

6. What’s Wrong? • Misunderstandings occur at many levels • If you take the problem at face value... • This isn’t a “picked the wrong mode” problem • Student misunderstanding is on the level of behavior planning and selection • Probably won’t get through the S step in STAR without running into big problems – this is a dead giveaway • What is a good way to do planning?

7. Obstacle Course Prep • Re-view: NVT Obstacle Course 1 • What is the first problem solving technique? • Analysis • Break down the problem into smaller pieces • What is the second problem solving technique? • Iterative Design • Build the solution around each piece in order • The secret to programming is not-programming • Failing to plan is… • … planning to fail

8. Analysis • NVT Obstacle Course 2-3 • Break the problem down into steps • Steps 1-5 match the stated objectives • Review your analysis • What did we find? • We missed some… • Add them in (2.5 and 3.5) • Work in Progress!

9. Iterative Design • NVT Obstacle Course 4-5 • Failed approaches • Everything at once • Fails why? • Everything in pieces • Fails why? • Iterative approach • Do one step • Test • Do next step; repeat

10. Solve the Problem • Complete the challenge • DON’T use steps 6-8 in the video! • Abbreviated Journal Assignment • Present (1 min) on one interesting problem you found and solved • Checkpoints • Each time you reach a whole-numbered objective, write the number of the objective in the question box • If you get done early… • Formalize your presentation about the problem in your journal

11. Presentations “One interesting problem you found and solved” • Your experience • Hardware and Software judges are looking for evidence of problem solving! • Being able to explain how you got to your current program or design helps your students prove that they did valuable work • Keeping documentation is an Engineering “best practice” • Reflection is valuable for students’ growth

12. Engineering Techniques • Techniques used in this lesson: • Checkpoints • Feedback for pacing • Keeps students on-task • Documentation (Journal + Presentation) • Reflection for self-improvement • Helps to explain design processes and results • Public speaking practice

13. For Next Week… • Additional Challenges • Choose an Additional Challenge from the Challenges section and complete it for directed practice • Crystallizing value • Identify one critical concept from this course that you think will be useful to you or your students • If it’s for your students: • Create a poster in any format you want that will help to explain the concept to your students (e.g. 8.5”x11” poster or PowerPoint slide) • If it’s for you: • Write yourself a note summarizing the point, and give yourself an example of how you could use it with your team

14. Closing Thoughts • Class activity: Review • Programming concept: Line Following • Class activity: Problem Solving • Mentor concept: More to Programming than Programs • Engineering concept: Analyzing a problem • Engineering concept: Iterative Design • Class activity: Engineering • Coaching concept: Engineering Techniques for FLL