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Team Roles Team Member Manager: reads the questions aloud, makes sure everyone contributes appropriately, and keeps track of time. Jeremiah Howard Consultant: observes team dynamics, talks with instructor and other teams, and presents conclusions to the class. Marko Tojagić Quality Assurance: guides consensus-building process, records team answers, and provides team reflection to instructor. Danny Trujillo Activity 1: Algorithms Each week, you will work in teams of 3–4 students to learn new concepts. This activity will introduce you to the process. We’ll use a simple game to explore basic searching algorithms. Model 1 Hi-Lo Game Hi-Lo is a number guessing game with simple rules, played by school children. a) There are two players – A and B . b) Player A thinks of a number from 1 to 100. c) Player B guesses a number. d) Player A responds with “too high”, “too low”, or “you win”. e) Players B and A continue to guess and respond until B wins (or gives up).

Questions (20 min) 1. How many different answers can player A give? 1-100 2. When does the game end? When player B gives up or guesses the number 3. Play the game a few times to ensure that everyone understands the rules. 4. Create 4 or 5 different guessing strategies that Player B could use. Each strategy should describe a different approach to the game. For example: Start at 1, and count up until the correct answer is found. In computer science, we call such strategies algorithms . You can use the example for strategy (a). Come up with 3 or 4 more. Try to have a mixture of simple and clever algorithms, including ones that young children could use. a) Keep guessing from number 1 to 100 b) Start at 50 and change based on the too high or too low response c) Count From 100 to 1 d) Randomly guess around the range e) Count up from 1 in increments of 5 5. Rank order the algorithms by how fast they will find the right answer. Write 1 for the fastest algorithm (fewest guesses) and 5 for the slowest one (most guesses). 5. A 4.C 3.E 2.D. 1.B 6. Rank order the algorithms by how easy they are to describe. (Suppose you had to explain them to a first grader so that they could play the game.) Write 1 for the algorithm that is easiest to describe and 5 for the one that is hardest. 1. A 2. C 3. B 4. D

5. E 7. For each algorithm (a to e), plot its fast and easy values on the graph: A. 1 difficulty / 3 speed B. 3 difficult/ 1 speed C. 1 difficulty/ 3 speed D. 2.5 difficulty/ 2.5 speed E. 5 difficulty / 4 speed 8. In complete sentences, describe the relationship between the fast and easy rankings, including what you see from the graph. Whatever would allow player B to guess less decided how fast we rated it, And difficulty is how easy it is to describe the method and perform it. Hi-Lo is not just a game. In computing, we often must search for a particular item in a set. For example, the Harvard University Library has roughly 16,000,000 volumes, and the US Library of Congress has roughly 22 million cataloged books and over 100,000,000 total items. Data scientists are particularly interested in searching very large sets, with millions or billions of values.

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How Computers Work Introduction The goal of this activity is to understand the major portions of the computer and how they work together. I. (4 minutes) Consider each the following systems: Geiger counter, thermostat, metal detector, calculator 1. Why do people use the Geiger counter? People use Geiger Counter to measure radiation. 2. Compare and contrast a metal detector and a Geiger counter. Metal detectors detect metal, not radiation. 3. In the thermostat, what determines whether the furnace or AC is turned on? The temperature it’s set at. 4. What does a calculator do? Calculate input. 3 minutes – Report Out II. (7 minutes) Compare and contrast the systems 1. What are common characteristics of the LCD panel on a calculator and the temperature display on the thermostat? They display numbers. 2. What are common characteristics of the temperature sensor, keypad on the calculator, and detector of the Geiger counter? They all take input 3. What are common characteristics of the circuit within a thermostat, a calculator microchip, and a human brain? They process the input 4. Draw a 3-element model that represents the commonalities in the structure of all these systems. Do not list specific systems in your model. Rather find words that more generally describe the commonalities. Calculator, Brain, Microchip, thermostat

Commonalities: All take input, all give outputs, all process certain information, 5. Describe any limitations of this model. Doesn’t address specific input that each device takes and processes, nor how they process them. 7 minutes – Report Out III. (5 minutes) Consider the following systems: audio tape recorder, digital camera, film camera, computer 1. What is the difference between a digital camera and a film camera? Digital Cameras store pictures on the device while Film cameras print out picture after picture is taken. 2. What is the difference between a tape recorder and a camera? Tape recorder records sound, camera records or captures visual information and sound. 3. What do all the devices have in common with a computer? They all process information. They all give outputs All take inputs All require a user 4. What are common characteristics of a compact disc (CD), camera film, a flash memory card, and an audio cassette tape? They all store information, and require a user to give the information 4. Draw a 4-element model (add an element to the 3-element model from the previous section) that includes the commonality in the structure of all these systems (e.g., tape recorder, camera, computer). Do not list specific systems in your model. Rather find words that more generally describe the commonalities. All take input, all give outputs, all process certain information ,stores information 5. Describe any limitations of this model. Doesn’t address specific input that each device takes and processes, nor how they process them.

10 minutes – Report Out (Have students draw model on board) IV. (6 minutes) Consider the following systems: Scanner and printer connected to computer, automatic teller machine (ATM), and airline kiosk. 1. Map each system into your 4-element model. Scanner takes input, Computer processes the information and printer gives an output User inputs the data on the keypad, it processes the information and gives an output (money) User inputs the data on the keypad, it processes the information and gives an output (ticket) 2. Are there subsystems of each of these systems that could also be mapped into your model? What are they? subsystem for scanner the scanner would scan data and printer would make a physical copy of the data inputted into the scanner. Subsystem for th ATM would be the part of the machine that counts the money that the user needs making sure it is the exact amount they requested Subsystems for the Airline Kiosk the destination would be imputed into the system and the system would display the location times of flights and the price of tickets. 7 minutes – Report Out VI (5 minutes) Application One simple example of a computer that uses the architecture that you have discovered is that of an LED highway sign. These highway signs display traffic messages such as notifications of when there is an accident or roadwork. The typical message must be split into two or more pieces in order for it to be displayed on the highway sign. The signs display the first part of the message for five seconds and then display the second part of the message, alternating between the two. a. What component is responsible for keeping track of how long a portion of the message has been displayed? The computer b. What component is responsible for displaying the message? The LED Sign

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c. What component is responsible for saving the message so that it can be displayed over a span of several hours or a day? The computer d. When the message displayed by the LED sign must be changed, the following steps must be taken: Step 1. User enters a message via the input component. Step 2. Message is subdivided into two or more segments in the process component. Step 3. Segments are stored in the storage component. Step 4. The processor retrieves the message segments from the storage component and sends the segments to the output component, controlling the amount of time each segment is displayed. e. Assume that the power supply was cut off after Step 1. If the power was turned back on, could the message be displayed? Why or why not? No because the message was not processed or stored for display. f. Assume that the power supply was cut off after Step 2 (instead of after Step 1). If the power was turned back on, could the message be displayed? Why or why not? No because the message was not stored for display. g. Assume that the power supply was cut off after Step 3 (instead of after Step 2). If the power was turned back on, could the message be displayed? Why or why not? Either the message would not display because it hasn’t been processed or is displayed if it gets received after the power cut off. h. Assume that the power supply was cut off after Step 4 (instead of after Step 3). If the power was turned back on, could the message be displayed? Why or why not? It would display because all of the steps in the algorithm have already been completed. 5 minutes – Report Out

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