Printing Abe

I recently bought a new 3D printer. It was cheap, and had a build area much, much larger than the Flashforge Creator Pros I’ve been using, and the price was great (under $500!). Even so, I almost passed on it, because it’s different. It makes so much sense to have a lot of the same kind of printer – parts are interchangeable, there’s no additional learning curve, etc. But I am SO glad I took this chance. Because now I can print Abe.

One of the benefits I’ve always touted in 3D printing is the ability to reproduce museum pieces. Because, kids, what’s the first rule of museums? Not anymore! And years ago I printed an example of this – a miniature scan of Abraham Lincoln’s head from the Smithsonian. I could pass this around to the kids, and explain that when Lincoln was alive, he had a plaster cast made of his head. That cast was made into a bronze. And that bronze was scanned with lasers, and now you can touch an exact replica of Lincolns head. That still amazes me. But the kids didn’t really get it.

But now, after a hundred hours of printing, I have a FULL SIZE replica of Lincoln’s head!  The kids can’t help but get it! It’s like a museum piece, but you can touch it! Bwhahaha!

Abe's Head

Lock picking in Computer Science

I incorporated lock picking in my 6th grade computer science class many years ago. It began by accident – I was making a point about security. I wanted to teach the kids to question what digital security was, and used a padlock as an analogy. The kids all agreed it appeared secure, and yet in seconds I was able to open it. I’m not sure if the kids got the analogy. But I definitely got their attention!

Each year since, kids have asked me to teach them lock picking, and I’ve promised to show them IFF we can cover the other material I want to cover with time left. It takes about 10 minutes to explain how locks work and show them how to pick them. I have a number of easy locks for them to practice on, and it takes most kids 5-15 minutes to pick their first lock. I generally have about half the class learn to pick (they do this on their own time), and I usually have a handful who really develop their skills. This year I had three develop enough skill to pick a typical front door lock, which meant they spent many hours in practice!

I have had many questions about teaching lock picking, though, so I thought I’d revisit it here and address some of the questions that come up.

  • Lock picking is seldom if ever used to break into houses. I’ve discussed this with several locksmiths, and they all agree.
  • Parents are intrigued. I’ve had many ask me about lock picking, but I’ve never had any express concern. I’ve also had a number of parents tell me how excited their kids were to learn to pick locks, and that they had bought their kids locks.
  • I make sure to emphasize the importance of ethical picking with the kids. Not because of rules, but because they are good people. To drive this home, I have them swear a solemn (well, somewhat comical-they are sixth graders) oath before teaching them.
  • I set them some goals. There are easy locks, so they can experience of hearing the satisfying click of a picked lock. That’s the most important. I also have a 3D printed medal for one of my harder locks. That’s enough for many of them to continue when it begins to get more difficult.
  • I firmly believe that anything that inspires a kid to learn something on their own is worthwhile and important. As much as I like the curriculum I’ve developed, I’d so much rather the kids develop the ability to learn on their own, driven only by their own passions. This is the primary reason I’ve kept the lock picking around.
  • It really is easy to get started. I picked up the very basics at DEFCON, and I’m still basically a beginner. With a bit of time on YouTube and a very small investment, I think anyone can pick their first lock in well under an hour. One on one, I can usually show somebody how to do it in under 10 minutes.

Re-thinking 6th Grade Computer Science

I recently finished my fourth time through this class. I thought it would be nice to reflect on what has changed, so I looked back to my post immediately after my first class had finished. First, here’s what hasn’t changed. It’s still a 6 week unit, with two classes every day. The kids are still great, and I still have great classroom teachers to lean on. They still respond best to lessons that have a physical component, and are wildly enthusiastic about a great number of the topics I cover. Finally, I’m still making my own curriculum from scratch (although now I do have a lot more resources to draw from.)

So what’s different? Well, first of all, there are a LOT more really good resources out there. While I haven’t found a single program that covers everything I want to cover in the time I’ve got to work with, there are an abundance of resources I am pulling ideas from now. For example, Code.org has gone beyond coding to add a library of excellent videos on computer science. I used a lot of these this year! Also, the British have recently revamped their entire national computing curriculum, and they have some great lessons available to the rest of us. It seems like everywhere I look, now, great CS resources are being added. This is a huge departure from the heavy emphasis on coding and applications skills I saw five years ago.

Another thing that’s changed is the amount of emphasis on security. It may be because of my own increase in security-mindedness, or just because of the interest the students take, but we spend more time each year talking about security, frauds, and hacking. I do think that’s fully justified, considering the increasing threats and privacy issues we face on a daily basis. But the kids can’t get enough. Hardly a day went by after I introduced a James Veitch video that I wasn’t asked if we could watch more. And I was really amazed at how many students told stories of their parents or grandparents falling victim to a scammer. I’m fairly confident that my students will not fall for easy scams down the road, at any rate.

Likewise, I’ve given increasing attention to copyright. When I first introduced this into the curriculum, I thought I’d just get through it quickly, because the kids needed to be aware. But we’ve had such great discussions about it that I’ve been devoting a lot more time to the issue.

I have started introducing coding into my class. I give it a couple weeks near the end, and I do get some more time in the winter to code with them. Every year I’ve done this, I’ve added a bit more structure to it, and every year I get better results. I’m still looking for the winning formula, though, to balance having everyone on the same page and making sure everyone is challenged. I’ve started mostly on Code.org’s Express course, with advanced students doing Scratch. And each year I’ve had a couple students move on to Khan Academy’s JavaScript unit.

So here’s what I’m covering as it stands.

Boot Camp
Classroom proceedures, documents, printing, logging in, good passwords, search, basic troubleshooting
Digital Citizenship
Dangers online, creating a positive digital footprint, scams, being a good citizen
Hardware
History of computing, parts of a computer
Networking
How computers communicate, how the Internet works
Data
Binary numbers, encoding text and images, copyright, cryptography
Programming and Computational Thinking
Using Code.org, Scratch, Khan Academy
Other common topics
Presentation software, 3D design, “hacking”

My latest 3D-printed helmet

This was not my finest work, but after 200 hours of printing and at least 40 hours of finishing work, I thought I should put it up here. The kids have been enjoying it, and asking lots of questions, so I’m calling it a success. IMG_0070.JPGIMG_0069 (2).JPGIMG_0061.JPGIMG_0057.JPGIMG_0016.JPGIMG_0008.JPGIMG_0003.JPG

An update to my never-ending quest for cheap Chromebook storage

I don’t think I’ve posted my two current Chromebook storage schemes. Both have been in use for a while without significant problems. Both are really cheap. One uses an Ikea bookshelf with 3D-printed holders and wood separators that I made myself. The other uses file holders I got from Office Depot and a cheap plastic box.

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Surface Laptop

I had very high hopes for the new surface laptop when I first saw it. It’s a great looking machine, meant to fit into the education market by competing with the Macbook. The display looks wonderful, and it will work with a pen (although that’s not included. I really like the Surface 4, and thought this might be a less costly alternative. Unfortunately, I think Microsoft really missed the mark. First, the price ensures that this ONLY competes with the MacBook. Microsoft is completely missing the low-end (and the middle!) of the market. Half the laptops in schools are now Chromebooks, and most educators seem to be really happy with them. This is only an inexpensive education computer if comparing it to previous Surface models!

But I think they are also missing the high-end market. This laptop is using a stripped-down version of Windows, which won’t appeal to power users. It also doesn’t have terribly impressive specs in the base model. It doesn’t have a discrete graphics processor. It lacks USB-C and thunderbolt ports. It ships with 4 GB RAM. This makes the machine less useful for video editing or heavy use. In other words, less useful for anything that a Chromebook can’t handle.

All this is unfortunate, because at first glace, this looked like a machine I really wanted to own!

Ars Technica First Look at the Surface Laptop

What I learned from my first CTF

My older son is a hacker. He’s going off to school to learn to be a better hacker. And the way hackers compete for fun, apparently, is a game called Capture the Flag. Two weeks ago, my hacker started a new CTF. It looked so fun, I decided to give it a shot as well.

The game I joined was picoCTF. It works like this: you create an account (usually with a pseudonym) and solve challenges for points. Each challenge results in a “flag,” which you can enter into the website. The flags are often strings of numbers and characters, and they may be found in any number of ways and require a multitude of tools and skills. Here is the one that got me hooked:

You’ve found a mystery machine with a sticky note attached to it! Oh, there’s also this picture of the machine you found.

While I’ve talked about Enigma to my classes, I’d never actually used it before. And a lot of the challenges were like that for me. I knew about SQL injections, where a poorly coded website can be made to execute foreign code through an input box like login name. Now, I have actually done it.

Most of the questions took me between ten minutes and 10 hours of research to solve. One particularly frustrating problem I finally managed dealt with decrypting an RSA-CRT code. I had to write a program in Python (in which I am not proficient) to solve it, using math I have never used before. While I’d heard of RSA and knew generally what it was used for, I had never bothered to look into the details. Now I know a lot more about both RSA and Python, including the difference between using exponents in the form x**y, which may take hours to computer, and using the pow() function, which may take seconds.

And this is the real value of the CTF to me. I have learned a lot of things that are good to know, such as the basics of assembly language or steganography. And I’ve learned to use some really neat tools, such as hex editors and debuggers. And I really got familiar with command-line tools such as nc and pico. And, aside from some help from my son, I learned all this on my own at the prompting of the contest. All for points which can’t be exchanged for anything but pride.

I highly recommend giving picoCTF a try. Even if you only solve a couple challenges, you are sure to learn something. I will definitely be taking some of these ideas into my classroom!

 

 

ExploreEDU at Google

I had the opportunity to attend ExploreEDU today, at Google Atlanta. I want our schools to look like this! The space is exciting, and filled with conveniences. It’s inspiring just to hang out here. 

Breakout challenge

breakout-2

I made my 6th graders a second breakout challenge, after they kept clamoring for one. It was slightly too long for the 45 minutes they had, and did require some collaboration  between groups. I had two groups out of 8 finish, both a few minutes after the 45 minutes. A number of other groups were close behind. The students said afterward that they had fun and that it wasn’t too difficult, but I would either use more time or a couple slightly easier puzzles next time.

Design:

Students given Black Ammo Box, Clue Sheet, and lockpicks

Black Ammo Box with lockout hasp, 3 locks
Lock 1- pickable clear padlock
Lock 2 – directional lock, clue #2, combo is Up – Left – Up – Right
Lock 3 – clue #1 Hex decodes to “How you get wifi + the ultimate answer” combo=WAP42

Inside box – Final Challenge sheet (taped in place to avoid box tampering)
Has website and quiz with clues to key (Key is TURING)

Website – “The clue is below:”
Clue is white text on white background, encrypted with Vigenere, key is given by quiz
Clue: PBFEN YVUCT RJMBV NNZAY IWSOG ZFZZG MCFVG KVBEW YUZSK MYRMB FU
Clue decodes to: Who was called the Father of Information Technology Tell Thom
Answer is Claude Shannon

Challenge skills:
Lockpicking
Google search
Recognize hexadecimal numbers and decode to ASCII
Search hidden text on a website
Decrypt Vigenere cipher
Remember important CS facts
Find an IP address

Clue Sheet

#1.
48 6f 77 20 79 6f 75 20 67 65 74 20 77
69 66 69 20 2b 20 74 68 65 20 75 6c 74
69 6d 61 74 65 20 61 6e 73 77 65 72

#2
Frogger! The Frogger Musical

#3
Directional lock directions:
push hasp in twice to clear BEFORE putting in combination
Combination is four movements

Final Challenge

The final challenge is at https://sites.google.com/cliffvalley.org/finalpuzzle/home

You’ll need a key, though. Use the clues below to find it.

Which of the following is an input device?
Hard Drive E
Monitor S
Speakers K
Microphone T

What part of a computer processes information?
RAM T
WAP E
CPU U
SSD A

What are the first three digits of your computer’s IP address?
255 S
168 W
192 R
120 E

Which type of memory is the fastest?
RAM R
Hard Drive D
Cache I
Flash Drive S

What is measured in GHz?
CPU speed N
Amount of memory C
IP Address D
Hard Drive F

What decimal number is represented in binary as 10011?
19 G
18 B
21 T
35 S