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Explore TryComputing.org's collection of interactive pre-university computing lessons below.

Virtual Reality and Anaglyph Stereoscopic Technology

3D glassesWith the mass production and availability of low cost and robust head-mounted displays (HMDs), there has been increasing interest in virtual reality technologies - for example the Oculus Rift, HTC Vive, Samsung VR Gear, Microsoft HoloLens, and Sony’s PlayStation VR. These display technologies are based around artificial stereo images, and provide a view with illusions of 3D depth in virtual environments. Students will use the scientific method to study ‘anaglyph’ (movie 3D) technologies to model computer science design and learn how stereo images create the illusion of 3D.

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Public Keys, One Way Functions and Hard Problems

Public KeySecurity has always been a major focus of computer science research, and with the explosion of Internet use by commerce, the need for secure transactions has taken on more urgency. Most recently, cyber-thieves demonstrated that true security on the Internet is going to require a new level of understanding of how to protect personal data, and more importantly, financial transactions. This lesson introduces two important concepts: public key encryption and one-way functions. It provides an opportunity for students to understand the underpinnings of almost all Internet security: they will come to appreciate that any lock can be eventually broken, and that theoretical computer scientists study ‘hard’ problems to lengthen the time it will take to break a lock. Note that this is not a lesson in encryption, but in how mathematics is used to secure information.

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Smart Buildings and the Internet of Things

IOT‘Smart buildings’ meld environmentally responsible design with cutting-edge computing technology. This lesson explores the practical, scientific, ethical, and environmental issues that emerge in building ‘smart buildings’ that rely on ‘the internet of things’. Students work in teams using resourced technology to design and perhaps later implement, smart building solutions to make their school a better place in which to live.

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Vector Graphics Use Functions

yoga logoFor a half century computing technology has played an increasing role in how we create visual imagery. Vector graphics was the original method for rendering images on a display screen. It fell out of favor in the 1990s as increasing memory size allowed raster, or bitmap images, to be stored. Within the last decade there has been a resurgence of vector graphics to efficiently support graphic displays as large as billboards and as small as postage stamps. Vector graphics are dependent upon functions. This lesson introduces vector graphics and functions through a collaborative design activity.

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Coloring Discrete Structures

coloring conceptIs it true or false that Discrete Structures and Discrete Mathematics are the same thing? This is the kind of question that is asked in this field – or both fields if they are indeed different. Most Middle School students see a mix of discrete and continuous math without ever noticing the difference. This lesson introduces them to areas of mathematics that computer scientists use to do computational problems. Search techniques through discrete structures are illustrated through graph traversal and graph coloring.

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Data Representation: Millions of Colors

crayons
Display devices on cellphones, tablets and computers of all sizes, use bits of information to represent color. By first creating, and then playing a card game, students learn how additive color is represented as binary and hexadecimal numbers. They will also get practice in recognizing and manipulating binary and hexadecimal representations.

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Animation with Object Efficiency

open book with paintingsOne of the most important ideas in modern computer science is the object. Without objects, modern window-based user interfaces and much of modern film techniques would be almost impossible to do. Objects allow designers and programmers to encapsulate information so that other details can be ignored when necessary. This lesson shows how an object made of connected parts can be animated by displaying it as a series of graphic images. This lesson can be done entirely off computer by building a traditional flip book with a PostIt note pad, or entirely on a computer using slide production software (PowerPoint, Keynote, Google Drive Slides). Or you can combine them for a very rich experience.

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Sorting Socks is Algorithm Complexity

socksHow do you know how fast a computer can calculate an answer, or whether an answer can be calculated at all? The field of Computational Complexity is the study of whether problems can be solved, and how fast. This lesson introduces some simple ideas about algorithms and their complexity through a series of exercises involving a collection of socks. Of course, other objects can be used as well. This is an active learning lesson that does not require access to a computer. Linear, polynomial, and logarithmic algorithms are explored building an intuitive understanding of order of magnitude.

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Recursion: Smaller Sibling Pyramids

humanRecursion, Iteration (Looping), and Concurrency. In the first of two sessions (at most an hour each), students are asked to calculate a simple summation by themselves, based on a procedure they are given. Then, through a guided role-playing procedure, students are asked to do the same problem by pushing a sub-problem off onto a ‘little sibling’. In the second session, they use a divide-and-conquer approach to understand a simple formula for summation. During this session they also talk about the big ideas behind these three problem solving methods.

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Networks

network on mapYoung people take the Internet for granted. Through a serious of web-based explorations and kinesthetic exercises students explore the basic principles of graph theory and how it applies not only to their social connections but to how information is passed around.

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Pages

RISC processor
John Hennessy
John Hennessy

Have you ever wondered how computers can execute complex commands in mere seconds? John Hennessy is a pioneer of reduced instruction set computing (RISC) architecture which employs small, highly-optimized sets of instructions to greatly enhance computer performance. He was instrumental in transferring the technology, specifically MIPS RISC architecture, to industry. He co-founded MIPS Technologies and co-authored the classic textbook with David A. Patterson, on Computer Architecture.

As Stanford faculty he rose to be the Chairman of the Computer Science Department, Dean of the School of Engineering, then Provost and finally the President of Stanford in 2000 (and till date). Hennessy holds a Master’s and Ph.D. in Computer Science from SUNY Stony Brook. He is an IEEE Fellow and was selected to receive the IEEE Medal of Honor in 2012. Hennessey also launched significant activities that helped to foster interdisciplinary research in the biosciences and bioengineering at Stanford.

Gordon and SenseCam QUT
Gordon Bell
Gordon and SenseCam QUT

Gordon Bell is a pioneering computer designer with an influential career in industry, academia and government. He graduated from MIT with a degree in electrical engineering. From 1960, at Digital Equipment Corporation (DEC), he designed the first mini- and time-sharing computers and was responsible for DEC's VAX as Vice President of R&D, with a 6 year sabbatical at Carnegie Mellon University. In 1987, as NSF’s first, Ass't Director for Computing (CISE), he led the National Research Network panel that became the Internet. Bell maintains three interests: computing, lifelogging, and startup companies—advising over 100 companies. He is a Fellow of the, Association of Computing Machinery, Institute of Electrical and Electronic Engineers, and four academies. He received The 1991 National Medal of Technology. He is a founding trustee of the Computer History Museum, Mountain View, CA. and is an Researcher Emeritus at Microsoft. His 3 word descriptor: Computing my life; computing, my life.

MATLAB graph
Cleve Moler

Cleve Moler improved the quality and accessibility of mathematical software and created a highly respected software system called MATLAB. He was a professor of mathematics and computer science for almost 20 years at the University of Michigan, Stanford University, and the University of New Mexico. In the late 1970’s to early 1980’s he developed several mathematical software packages to support computational science and engineering. These packages eventually formed the basis of MATLAB, a programming environment for algorithm development, data analysis, visualization, and numerical computation. MATLAB can be used to solve technical computing problems faster than with traditional programming languages, such as C, C++, and Fortran. Today, Professor Moler spends his time writing books, articles, and MATLAB programs.

Listen to what Professor Moler has to say about his life’s work: http://www.youtube.com/watch?v=IT5umwNSAxE

Punch card from a COBOL program
Jean Sammet

Jean E. Sammet was one of the first developers and researchers in programming languages. During the 1950’s - 1960’s she supervised the first scientific programming group for Sperry Gyroscope Co. and served as a key member of the original COBOL (COmmon Business-Oriented Language) committee at Sylvania Electric Products. She also taught one of the first graduate programming courses in the country at Adelphi College. After joining IBM in 1961, she developed and directed the first FORMAC (FORmula MAnipulation Compiler). This was the first widely used general language and system for manipulating nonnumeric algebraic expressions. In 1979 she began handling Ada activities for IBM’s Federal Systems Division. Ada is a structured, object-oriented high-level computer programming language, designed for large, long-lived applications, where reliability and efficiency are paramount. Jean has a B.A. from Mount Holyoke College and an M.A. from the University of Illinois, both in Mathematics. She received an honorary D.Sc. from Mount Holyoke (1978).

Liz Gerber - Image credit Lisa Beth Anderson
Liz Gerber
Liz Gerber - Image credit Lisa Beth Anderson

Liz Gerber earned her MS and PhD in Product Design and Management Science and Engineering at Stanford. She specializes in design and human-computer interaction, particularly how social computing supports the innovation process. Her current research investigates crowd-funding as a mechanism for reducing disparities in entrepreneurship.
Gerber's work funded by the US National Science Foundation and the National Collegiate Inventors and Innovators Alliance has appeared in peer-reviewed journals, including Transactions on Computer Human Interactions, Design Studies, and Organization Science.
As an award-winning teacher and researcher, Liz has touched the lives of more than 6,000 students through her teaching at Northwestern's Segal Design Institute and Stanford University's Hasso Plattner's Institute of Design and through her paradigm-shifting creation, Design for America, a national network of students using design to tackle social challenges.

Image credit - Lisa Beth Anderson

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