ABOUT THE BOOK Ada Lovelace (1815–1852) was the daughter of Lord Byron, a poet, and Anna Isabella Milbanke, a mathematician. Her parents separated when she was young, and her mother insisted on a logic-focused education, rejecting Byron’s “mad” love of poetry. But Ada remained fascinated with her father and considered mathematics “poetical science.” Via her friendship with inventor Charles Babbage, she became involved in “programming” his Analytical Engine, a precursor to the computer, thus becoming the world’s fi rst computer programmer. This picture book biography of Ada Lovelace is a portrait of a woman who saw the potential for numbers to make art. Note about this guide and Ada’s Ideas Ada Lovelace was a mathematician far ahead of her time. Because of this, much of the math included in Ada’s Ideas are quite complex. Because of this, Ada’s Ideas could be used for a wide range of students from early-elementary, focusing on Ada’s impact on math, to college, focusing on her use of complex math to write the fi rst computer programs. Within this guide, you will fi nd activities and discussion questions that primarily focus on its use in elementary and middle classrooms, but this does not limit it to these grade levels. VOCABULARY These vocabulary words can be found throughout the book (in the order they are listed). Use these words as a starting point for a vocabulary study with Ada’s Ideas. Research shows that reading and discussing vocabulary within the context of reading is one of the most eff ective ways to learn vocabulary. FUNDespaired AC Steady Aff ectionate Eligible Corresponding Foresaw Era Whirred Carrier Pigeon Thrust Loom Impact Defy Clanked Confi ned Regimented Thereby Stunned Reckless Newly Poetical Re-ignited Algorithm Envision Parallelogram Harnessed expression Potential Compute Infl uence Mechanical Aside Orient Potential CROSS THE CURRICULUM ACTIVITIES: Use these activities to extend student learning with Ada Twist, Scientist ANA’S PARENTS Ana’s parents are both well-renowned and intelligent; however, they are both very diff erent. Get to know George Byron • 1 • Have your students read the first stanza of “She Walks in Beauty” by Lord Byron. Analyze the stanza with them and discuss: How is Lord Byron describing the subject of his poem? Does it fit your idea of “Romantic” as Lord Byron was considered a leading figure in the Romantic Movement of poetry. She walks in beauty, like the night Of cloudless climes and starry skies; And all that’s best of dark and bright Meet in her aspect and her eyes; Thus mellowed to that tender light Which heaven to gaudy day denies. GET TO KNOW ANNE ISABELLA BYRON Lady Byron was wealthy and educated. She was tutored by a Cambridge University professor as a child and found she excelled at mathematics. Discuss with your students: How did Lady Byron’s fascination of mathematics influence Ana’s life? Do you think her life would have been the same if her mother had not been a mathematician herself? NATURE VS. NURTURE Discuss with your students the idea of nature vs. nurture. Lord and Lady Byron worked hard to separate Lord Byron from Ada to try and limit her poetical and imaginative behavior; however, Ada still ended up with quite the imagination. What does this show us about nature vs. nurture? Was Ada’s mother able to change how she was going to grow up by separating her from her father, or did it not matter since she is biologically his daughter? Have your students break into two sides and research the ideas of nature vs. nurture then debate whether a person’s DNA decides their development or if experiences and environment can change the development. Extension: Move the debate to Ada’s situation instead of a generic debate about the idea. INDUSTRIAL REVOLUTION The Industrial Revolution was possible because of the engineers, scientists, and mathematicians who put theory into practice. These new exciting feats of engineering and science included the first reliable steam engine, the cotton gin, telegraph, dynamite, vaccines, telephone, light bulb, airplane, and automobile. Individually, in partners, or in groups, assign a different Industrial Revolution invention and look at how it was created, how it changed the world, and how it changed science/math/engineering then present their findings to the class. After learning more about the Industrial Revolution, tie it back to Ada Lovelace’s life by discussing if the class believes that Ada’s accomplishments could have happened during a different time in history. INFLUENCE Ada Lovelace’s findings are largely said to be the first computer program. Her programs, in conjunction with Babbage’s hardware, were a theory over a century before the first computers were invented in the United States and England. Even though she was not part of the actual invention and start of computer science, she influenced much of modern computer science. Use the information below as the starting point for a research paper/project or discussion. Some of the ways Ada has influenced computer science are: Mill made by Babbage’s son • Charles Babbage’s son made the part of the analytical engine called the mill which carried out numerical operations. Alan Turing • Babbage and Lovelace’s analytical engine was the original “drum” computer though Turing is often portrayed as the inventor of the idea. John Graham-Cumming • Graham-Cumming is a British programmer who is working to bring the analytical engine, known as Plan 28, to realization. Some ways Ada has been commemorated: ADA: a standardized computer language used by the US Department of Defense • 2 • • A computer language that appeared for the first time in 1980 and is still used today. Ada Lovelace Day • Ada Lovelace Day was founded in 2011 and aims to share female pioneers in STEM fields. Ada Lovelace Day is the second Tuesday of October. DISCUSSION QUESTIONS: Use these questions as whole class discussions, reading check-ins, or as writing prompts with Ada’s Ideas. The discussion questions are written as if they are being asked to a student. Ada’s schedule as an 8-year-old was very intense. Compare and contrast your current schooling schedule to what Ada was expected to do daily. How many hours did she spend on each subject? How long do you spend? Do you feel like what was expected of her was too high of expectations or fair? How did Ada’s contraction of measles change her life? Why did the author choose to cover Ada’s comforter in geometric shapes on the page when she is suffering with measles? Ada surrounded herself with some very intelligent and influential people including Mary Fairfax Somerville, nominated to be jointly the first female member of the Royal Astronomical Society; Charles Dickens, one of the greatest novelist of the Victorian era; Florence Nightingale, the founder of modern nursing; and Charles Babbage. How do you think having these historical figures as her friends helped influence her focus and trajectory in life? The mentorship of Charles Babbage changed Ada’s life as well as the trajectory of computer science. How did Ada influence Charles’s work and vice versa? Do you think either could have accomplished what they did without each other? Compare their work to modern technologies: Ada’s work ended up influencing the creations of __________, and Mr. Babbage’s work ended up influencing the creations of __________. How did Joseph-Marie Jacquard’s loom influence Ada’s idea of the program for the Analytical Engine? The author’s note about Bernoulli Numbers states that Ada chose them as “beautiful examples” of the complexity of the Analytical Engine. Elaborate on this statement: Why would Ada choose something so complicated as the first program she wrote for the Analytical Engine? The illustrations of Ada’s Ideas are Japanese watercolor pieces cut out and rearranged at different depths to achieve 3-D artwork then photo- graphed. How does this artwork fit Ada’s story? Would another type of illustrations have been able to capture Ada’s ideas and personality as well? COMMON CORE STANDARDS Examples of English Language Arts Common Core Anchor Standards that can be met by extending Ada’s Ideas with the above discussion questions/activities. CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-LITERACY.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCSS.ELA-LITERACY.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text. CCSS.ELA-LITERACY.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCSS.ELA-LITERACY.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CCSS.ELA-LITERACY.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. • 3 • CCSS.ELA-LITERACY.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. COMPUTER SCIENCE TEACHERS ASSOCIATION STANDARDS Computational Thinking: Grades K-3, #4 The student will be able to recognize that software is created to control computer operations.