1. Begin using Matlab.
2. Increase confidence with scientific computing.

The activity supports students to enter and format data, correct mistakes, and interpret error messages. Then, they generate scatter plots of real elevation survey data and practice changing basic properties of the figures. At the end of the 1 hour activity, students save figure and data files.

This activity can be used in undergraduate or advanced high school courses. The instructions are written for an in-class implementation, but can also be used online.

The intended audience is students who have absolutely no experience with Matlab and little to no experience coding, and targets those with low confidence with computing in general.

The only technical knowledge/skill is that they can log in to Matlab online and know how to copy/paste data from a spreadsheet.

In a 1 hour class period, support students to first log in to their Matlab online account (required). Each student should be working their own computer but have a partner nearby to check in with as needed. Each student receives a printed or electronic copy of the assignment sheet to complete.

After everyone is logged in, the instructor asks students to read the "Before you begin" statements on the assignment sheet and rate how they true each one is for them.

a) I have experience with computer coding. Very true | Somewhat | Neutral | Not really | Not at all true
b) The idea of computer coding terrifies me. Very true | Somewhat | Neutral | Not really | Not at all true

Give students 1 minutes to share their ratings with their partner and then introduce the activity by saying that it is intended to help absolute beginners. Those with experience, please offer grace and support to peers who are just starting out. Also encourage students that if at any point they are stuck and their partner can't help, to raise their hand.

The instructor begins by sharing their screen and walking students through the steps 1 through 3, asking for a thumbs up when each step is complete.

Then, students work through step 4 to the end, with the support of a peer. If possible, the instructor moves around the classroom to check in with students who are struggling.