Week 24 - Electronic Waste

CLASS OBJECTIVE

Learn about the fate of electronic devices after their use and disposal, and how this knowledge can help improve our consumer habits to support the planet's ecology.

INTRODUCTION

Today, it’s impossible to imagine life without electronic gadgets like computers, cell phones, earphones, speakers, clocks, watches, TVs, ovens, washing machines, and more.

Every electronic device is made of hazardous materials such as cadmium, lead, antimony, nickel, and mercury.

What is the most common reason you replace your phone? Was the change truly necessary?

What happens to these gadgets once they are discarded?

Here's your first activity

RESEARCH ACTIVITY

As with previous topics, you will conduct a research activity. Use either web sources or artificial intelligence to answer the following questions.

Write today's title, class objective, write questions and answers.

1. Ethically speaking, what does “reducing shelf life to improve sales” mean?
2. What is planned obsolescence?
3. Which companies have historically used planned obsolescence?
4. What happens to the discarded electronic devices?

1. What is the meaning of e-waste?
2. Is a problem the cheapening of electronic products?
3. What is the Internet of things?
4. How much electronic waste is generated today?
5. Name at least four toxic materials used in the production of electronic devices
6. Where is the biggest e-waste dump in the world?
7. How can e-waste be avoided?

Now, we'll watch two videos to get deeper into it.

From minute 3:00 to 6:15

Closed caption suggested and 0.8x speed

From minute 1:45 to 11:00

Closed caption suggested and 0.8x speed

Video conclusions from minute 14:20 to 16:00

CONCLUSIONS

Add a last question to your notes and answer it:

• What can we do in our community to reduce e-waste? Provide a list of three proposals

Week 23 - Pseudocode practice

CLASS OBJECTIVE

Create and execute a program using pseudocode (algorithm written in your own words) to perform a specific task inside the classroom, so we can write our first program using words and statements.

To reinforce the concepts from our last class, today we'll begin creating our first programs. Before you start, there are a few key points and guidelines to understand.

• First, you need to know the goal of the task—what the program is supposed to accomplish.
• Next, take a sheet of paper and design the procedure, using program structures such as decision-making statements and loops, with a minimal set of instructions. Keep in mind that you should only include actions the program is capable of performing.
• Once you've completed your program, you won’t be running it yourself; another entity, the Interpreter, will handle its execution.

ACTIVITY

PHASE 1. PROGRAMMER

1. Pick a sheet of paper, select one of the next goals and write it on the paper as a title.
• Open/Close window. Select the windows by its number.
• Turn on/off the fan.
2. Now, write the pseudocode using natural English, but structured in a way that reflects programming logic. Use the next reserved words list:
• START
• END
• ACTIONS
• Step_forward
• Step_back
• Turn_left
• Turn_Right
• Switch_on
• Switch_off
• Open
• Close
• IF condition DO
• Action 1
  
• Action 2
• Action n
• ELSE
• Action 1
• Action 2
• Action n
• (LOOP) WHILE condition DO
• Action 1
• Action 2
• Action n
3. You can stand up (respectfully) to test your program
4. Once it's finished, write your student number (NO NAME) and give it to your teacher.

PHASE 2. INTERPRETER

To grade the pseudocodes, some students will take on the role of an Interpreter. This means they will follow the program’s instructions to evaluate its design.

• The teacher will call on students one by one to stand up and execute a randomly selected program.
• If the program doesn’t achieve the desired goal, the sheet will be returned to the programmer for corrections. 
• If it works as expected, the programmer will simply add their name.

CLASS NOTES

As usual, write down the class title, the class objective, and answer the following questions:

• Is this activity written in a programming language? Why or why not? What’s the difference?
• When writing the program, did you use statements and delimiters? Provide an example.
• Did you identify any reserved words? If so, name three of them.
• Were there any variables in this activity? Was any data necessary to complete the task? If so, list it.

Week 22 - Programming Languajes Theory

 CLASS OBJECTIVE 

Establish the bases for the work of the next phase, whose main topic will be the Programming Languages, through a research that will be resumed in plenary with brainstorming.

RESEARCH ACTIVITY

THEORY OF PROGRAMMING LANGUAGES
You'll research the following concepts on the Internet and later we will return them in plenary with brainstorming.

In Classroom you will receive a document to recover the investigated information .

• What does pseudocode mean?
• What are programming languages?
• What are statements in a programming language?
• What are delimiters in a programming language?
• What are "reserved words" in a programming language?
• What is a variable in programming?
• What are the data types in programming?

CLASS NOTES
As always, you will write down the title of this class, the objective and the above questions, but in this activity you will use your own words to describe what you understood about each concept.

HOMEWORK
Write down the answers to the following instructions in your notebook:

• Research on the Internet What is PseInt?
• Also look for an image of the main PseInt work screen and draw it.

Week 21 - Canva

 CLASS OBJECTIVE

Create an Instagram post for the Grease Musical event using Canva web service.

CANVA.COM

Elements that will be requested for the design of the publication in Canva

Do not use templates, each publication must be original.

Each student will make a design for publication on Social Networks, preferably Instagram (due to its size 1080x1350 and preference for use in the educational community)

• Post Name: Registration + Full Name
• Change of background, solid or gradient.
• Insert the IdeC shield, in the Brand option.
• Insert at least a couple of elements directly related to the musical (Grease), such as Shapes or Frames, Stickers or images from the Collections. They can also be photos, if you already have them.

Informative texts:

• Title of the musical (Grease)
• Date and time of the event (May 23 and 24, 4:00 and 8:00 p.m.)
• Where to buy tickets (Online platform pending)
• Teatro Diana (Av. 16 de Septiembre 710, Guadalajara, Jal.)