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Digitech/Science Lesson 9- Combining Scratch and Makeymakey

October20

Goal:

I can make code in Scratch that communicates with Makey Makey

APK:

Venn diagram comparing Scratch & Makeymakey

New Information:

Make groups of 4 (note-these will NOT be the groups for your project).

Watch videos & take notes:

Group 1:

Quick paper circuit video

How to make a #DIY switch w #makeymakey for Interactive Room Challenge! #makered #makerspace

A post shared by colleengraves.org (@makerteacherlibrarian) on

Group 2:

 

control a Tesla:

 

Group 3:

 

Group 4:

many projects:

interactive display:

 

Group 5:

media centre controls:

 

Group 6:

music

game controllers:

 

pressure plate switch:

interactive story telling:

Application:

Name 5 different things you could do with a makeymakey and scratch

Create code for your makeymakey to make a sound/ to answer a question/ to move an animation-make it work with your makeymakey

Extension- can you use code to make your makeymakey be an OUTPUT rather than an INPUT?

 

Goal Reflection:

What sorts of solutions could be created by joining scratch with MakeyMakey?

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Digitech/Science Lesson 7 Introduction to coding

October8

Goal:

I understand how to use simple coding language and techniques

APK:

List things that computers can do

Looking back on our binary lesson- what is binary?

New Information:

– discuss- what did you find interesting?

 

 

Most websites, games and applications that they use today are developed with this thing called ‘code’…

Image result for coding

These steps are called…..

 

 

ALGORITHMS!

 

computer coding is a type of communication that turns binary into more complex commands. It uses simple language/words (as we discovered in our algorithm lesson).

Computer ‘brains’ are a lot simpler than our brains (at present) and cant deal with the intricacies of our style of language. So we use simpler language with much less variety of possibilities and subtle differences- but still can do AMAZING things- the things we listed in our APK

HTML code (Hypertext Markup Language) is the coding language used to create websites-we can expose this coding on any website ……let’s try here! (OPEN UP ‘DEVELOPER TOOLS)

 

Go to https://thimbleprojects.org/HTTP/antsclass/328440/ -have a look-what is unusual?

This has been changed by changing the html script/code using a site that does this-https://goggles.mozilla.org

HAVE A GO AT CHANGING SOMETHING ON A WEBSITE- LOOK AT THE WAY IT HAS BEEN CODED

What are some examples of coding languages used to program computers?

 

  • HTML for websites
  • Javascript
  • Java
  • Python
  • Ruby
  • C++

We will be looking at SCRATCH which is block coding-it hides the script version of the code in blocks that are easy to put together.

For our project in later weeks we will combine Scratch programming with external devices to design a solution to a problem.

If you are working at a level where you have mastered SCRATCH  before you can choose to explore other coding options to communicate with the devices we supply.

Watch:

discuss block code components

Here are some examples:

And here’s my version: https://scratch.mit.edu/projects/178146805/#player

what’s changed?-‘look inside’

show how simple the code can be:

https://scratch.mit.edu/projects/11729808/#player https://scratch.mit.edu/projects/15001737/#player

https://scratch.mit.edu/projects/10128067/

intermediate- https://scratch.mit.edu/projects/10128431/#editor

or how complex- pacman

Application:

Go to: https://scratch.mit.edu/help/videos/

Choose your level of competency and look at videos

Create a game or animation or quiz with a partner on SCRATCH

Starting points: https://scratch.mit.edu/starter_projects/

 

Here are some extension options for those who want to take their investigation further:

Extension:

Watch these video tutorials to create SCRATCH programs:

other forms of coding:

https://code.org/learn (this will be looked by yr 5s at during the hour of code in December)

http://www.codecademy.com/ – to look at html coding

https://www.tynker.com/ -Ant’s class is created here ready for you to explore-click sign in-choose ‘student’, and get your login details from Ant

 

Goal Reflection:

  • What are three coding examples you can explain?
  • What are some technical words or acronyms we use in relation to coding (and what they mean)
  • What was something you found easy?
  • What was something you found challenging?
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Digitech/Science Lesson 6- What is a CIRCUIT?

September17

Related image

Image result for funny circuit diagramGoal:

I understand how to make and draw a circuit, and explain how it works.

APK:

Discuss your drawings of torches from yesterday- what are pros & cons of the drawings

 

New Information 1:

ROLE PLAYING A CIRCUIT

So…how is an electrical circuit created?

A circuit needs 3 parts-

  • a cell to give energy,
  • a conductor to conduct the energy,
  • a resistor/load to use up the energy- What are some types of resistors?light bulb, bell, buzzer or motor

 

When you connect the negative end of the cell with the positive end using a conductor (wire) and have a resistor/load in the middle, you have a complete circuit. Electricity will only travel in a current if the circuit is complete and has no break.

 

A ‘cell’ contains chemicals. When the chemicals in the cell react, they release energy. This energy gives the electrons in the atoms at the negative end (electrons are negatively charged) an energetic ‘push’.

This energy is carried around the circuit by the electrons to the resistor where the electrical energy is changed into another form of energy, such as light, sound, heat or movement.

The current of electrons then continues having lost its extra energy, through the circuit to the positive end of the cell.

The circuit can be repeated over and over as long as the chemical reaction continues.

Electrons flow through a circuit and are not consumed. It is the electrical energy they carry that is changed into other forms of energy, such as heat and light; nothing is used up or consumed, just changed.

 

When a torch switch is turned on, it completes the electric circuit, making a complete path for the electrons to flow around.

 

If you don’t have a cell you have no energy to start things going …..

If you don’t have a conductor, you don’t have anything for the energy to travel along to complete the circuit …..

If you don’t have a resistor, the energy created in the cell doesn’t get used up-if this happens then the energy will come out as heat in the conductor and burn up!-this is called a ‘short circuit’– and is the major cause of electrical accidents …..

You can have many of these parts-many cells (becoming a ‘battery’)/ many conductors- wires in many parts of the circuits/ many resistors – such as a series of lights or lights and buzzers etc

Vocab: electrons, circuit, positive and negative terminals, battery/cell, switch, movement, light and sound resistors, conductors and insulators, chemicals, chemical reaction, current short-circuit

more information available here if students want to clarify or research further:

eSchooltoday

Discuss and make connections to the role play- what parts were what?

Application 1:

Draw a circuit from the demonstration and explanation

New Information 2:

Scientists use a series of symbols to represent the parts of a circuit- why do you think they do this?

Show symbols (students paste in books):

Discuss open/closed switch & difference between cell & battery.

Discuss what voltmeter & ammeter might measure. (not needed at this level)

 

Look at these 2 diagrams- T&T- what are the similarities & differences

Which do you prefer? why?

Which do you think scientists prefer? why?

It is important to draw circuits with clean straight lines, as shown in diagram B. Scientists avoid realistic sketches like diagram a-why?

Application 2:

Student review their cutaway diagram of how a torch could work from the last lesson and update or redraw this diagram to include what they now know, such as names/symbols of parts and the need for a complete circuit for the torch to light.

 

Share & discuss

 

 

NOT LIKE THIS ONE-

MORE LIKE ONE OF THESE-

 

 

 

 

 

Application 3:

Introduce snap circuit sets. Show how the symbols for the items are ON the items. Show how they snap together and the many possible circuits that can be created.

In groups of 3 or 4, students should make a circuit using circuit items available.

Once made, students should draw a technical diagram of their circuit using the symbols they have learned. They should give it a title saying what it does. (Students should have labeled the basics – cell/battery, wires, item that uses power/switch)

IT IS IMPERATIVE THAT STUDENTS ARE DILIGENT NOT TO CREATE SHORT CIRCUITS- NO BATTERIES SHOULD BE PUT IN PLACE IN THE CIRCUIT UNTIL IT HAS BEEN DRAWN AND SEEN BY A TEACHER TO ENSURE AGAINST SHORT CIRCUIT.

Circuits should then be tested and troubleshot if necessary

If there’s time, students can make another circuit

 

Goal reflection:

 

3 important facts I remember

2 connections I made during the lesson

1 question I still have

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Digital Technologies/ Science- Lesson 5: What is electricity?

September10

Goal:

I can clarify my understandings about how electricity works

APK:

  • Riley turned on the computer.
  • When Barry shuffles his feet on the carpet, his hair gets crazy and stands up.
  • I need to charge my phone.
  • Lightning struck during the last storm.
  • The engineer wired the circuit board.
  • A lot of power is made in the desert using solar panels.
  • After Cameron slides down the slide, he can shock you.

 

What do all these sentences have in common?

 

We use electricity every day, but you may not know what it is, how it works and how we can control it. So that you understand electricity, this lesson will build on the science you already know, such as energy, the parts of an atom and types of materials.

How many of these sentences involved an engineer or engineered technology?

Everyone, take a moment to write a sentence that relates engineering and electricity?

 

New Information:

watch & take notes- discuss & clarify:

What is electricity?

Write down any questions you have.

Demonstration with plasma globe & light ….

electricity demonstration

get predictions before and explanation after-why does this happen?

What are the connections between the 2 videos’ information?

Application:

In circle students grouped in pairs- objects arranged in centre.

Teachers to switch on as many of these objects.

Students to record responses to questions, such as:

  • What does the device do?  What makes it go?  How does the device work?  Where does it get its energy from?

Discuss the advantages and disadvantages of batteries and battery-operated devices.

 

Write down any questions you have.

Students are to imagine that they can see inside the torch and draw in their book a cutaway diagram of what they think they would see.

A cutaway diagram includes a title and a drawing showing what the inside of the object looks like. It includes labels with lines or arrows to indicate the feature.

 

Goal reflection:

Share observations about the workings of different electrically–operated devices and record at least one question for further investigation.

Share with partners.

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Digitech lesson 3-Binary!

August28

Goal:

I understand the counting system of binary and why computers use it.

APK:

WHAT ARE CODES? Name some- explain them to your partner

What’s the point?

New Information:

Quickly review meanings of data and information.

Binary is a way to communicate data & information when the only thing you can do is switch on or off- so it’s not a code to keep things secret, but one that makes use of a the limited capabilities of a computer- basically all it can do is switch on or off (Lucky it can do it AMAZINGLY QUICKLY!)

So….how does it work?

Take notes & discuss

Basically it uses a different place value system- instead of base 10 (where there are 10 different symbols and we move up to the next place value when we get to 10 times the value of a unit/one, and shifts a place value whenever it gets to 10 times bigger), Binary is a base 2 system-it only has two symbols (representing off-0 or on-1)

Watch this & discuss:

(mistake at 1:24- she means “1 X 2” not “1 X 1”)

Another explanation if you’d like:

What’s it all about?

Computers today use the binary system to represent information. It is called binary because only two different digits are used. It is also known as base two (humans normally use base 10). Each zero or one is called a bit (binary digit). A bit is usually represented in a computer’s main memory by a transistor that is switched on or off, or a capacitor that is charged or discharged. When data must be transmitted over a telephone line or radio link, high and low-pitched tones are used for the ones and zeros. On magnetic disks (floppy disks and hard disks) and tapes, bits are represented by the direction of a magnetic field on a coated surface, either North-South or South-North. Audio CDs, CD-ROMs and DVDs store bits optically—the part of the surface corresponding to a bit either does or does not reflect light. One bit on its own can’t represent much, so they are usually grouped together in groups of eight, which can represent numbers from 0 to 255. A group of eight bits is called a byte. The speed of a computer depends on the number of bits it can process at once. For example, a 32-bit computer can process 32-bit numbers in one operation, while a 16-bit computer must break 32-bit numbers down into smaller pieces, making it slower. Ultimately bits and bytes are all that a computer uses to store and transmit numbers, text, and all other information. In some of the later activities, we will see how other kinds of information can be represented on a computer.

 

Application:

For this activity, you will need a set of five cards, as shown below, with dots on one side and nothing on the other. Choose five children to hold the demonstration cards at the front of the class. The cards should be in the following order:


Discussion
What do you notice about the number of dots on the cards? (Each card has twice as many as the card to its right.)
How many dots would the next card have if we carried on to the left? (32) The next…?
We can use these cards to make numbers by turning some of them face down and adding up the dots that are showing. Ask the children to make 6 (4-dot and 2-dot cards), then 15 (8-, 4-, 2- and 1-dot cards), then 21 (16, 4 and 1)…
Now try counting from zero onwards.
The rest of the class needs to look closely at how the cards change to see if they can see a pattern in how the cards flip (each card flips half as often as the one to its right). You may like to try this with more than one group.
When a binary number card is not showing, it is represented by a zero. When it is showing, it is represented by a one. This is the binary number system.

Ask the children to make 01001. What number is this in decimal?

What would 17 be in binary?
Try a few more until they understand the concept.

Make a binary table:

 

Cut out the cards on your sheet and lay them out with the 16-dot card on the left as shown here:


Make sure the cards are placed in exactly the same order.
Now flip the cards so exactly 5 dots show—keep your cards in the same order!-

 

represent this with a 0 when it’s blank and a 1 when there’s a number- so how do you write 5 in binary?

Find out how to get 3, 12, 19.

Is there more than one way to get any number?
What is the biggest number you can make? What is the smallest? Is there any number you can’t make between the smallest and biggest numbers?

Extra for Experts: Try making the numbers 1, 2, 3, 4 in order. Can you work out a logical and reliable method of flipping the cards to increase any number by one?

 

Binary decoding game- http://games.penjee.com/binary-numbers-game/

Next level up- http://games.penjee.com/binary-bonanza/

Goal Reflection:

What are some interesting things you noticed about the binary counting system?

What are the advantages and disadvantages of using binary?

Share reflections

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A new unit- Digital Technologies/ Science /Design Technologies

August20

Image result for digital technologies

In this Mega-Unit we will be exploring the new Digital Technologies area of the curriculum.

We will learn about technological systems, the way computers ‘think’, electronic circuits and coding. We will bring all of this knowledge

We will make use of all this knowledge to design a solution to a problem that we identify can be solved using technology…it’s new, and exciting!

Our first lesson is about

Digital Systems

The Parts of a Computer

Goal:

I understand how the parts of a computer work as a system

APK:

Draw a labelled diagram of a computer.

 

 

 

New Information:

Take note of all new vocabulary and definitions to use during the Application

When thinking of systems we can generalise that they have:

  •  Inputs (things that go into it)
  •  Processes (things that are done to the inputs)
  • Outputs (things that come out at the end changed by the process).

Here are some examples:

What are others you can think of ?

Can you say for each one what the inputs, process and outputs are?

 

Computers can be thought of as a system

 

They have:

  1. Inputs (data)-how does this get inputted?/interface
  2. Processes (turns data into information ready for output)
  3. Outputs (intended- e.g a picture or game or answer & unintended-e.g heat or sound…?)

Where would storage  &  feedback fit into this model?

Vocab:

data- unprocessed information (just the facts/ numbers- no organisation)

information- data that has been processed and organised so that it provides a solution

interface- the place and way humans can make inputs and receive outputs

 

Application:

Look at the website- https://www.gcflearnfree.org/computerbasics/ -particularly sections 2-5     &  the deconstructed computer in our class

Find all the labelled parts of the computer- Draw a labelled diagram-using input/ processing/output in brackets….are there any that are more than 1.

What are some of the functions/jobs computers do for us?

Make a flow chart of something a computer does using the terms input/ processing/output and any other vocabulary you can include.

 

Goal Reflection:

Reflect on the picture you drew at the start- what would you change now?

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