Course Profile
Integrated Technologies, Grade 9 open, Public
Unit 4: Computer Science and Technology
Activity 1 | Activity 2
| Activity 3 | Activity 4
Unit Developer(s)
Rob Tigwell
Michael Scott
Norm Emptage
Stan Galda
Ann Pepin
Simcoe County District School Board: Lead Board
Development Date: July 1999
Students use computers and a computer programming language to complete a multitude of tasks. Through a variety of projects, students develop a needs assessment survey for a service-based industry, create an image of a static scene (lakeside, garden, or other natural setting), send digital messages over a specified distance, and create a 3-dimensional virtual reality object using Virtual Reality Modelling Language.
Strand(s): Theory and Foundations, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01X, TFV.02X, TFV.03X, TFV.04X, TFV.05X, SPV.01X, SPV.03X, SPV.02X, SPV.03X, SPV.05X, ICV.01X, ICV.03X, ICV.04X, ICV.05X.
Specific Expectations: TFS.01X, TFS.02X, TFS.03X, TFS.04X, TFS.06X, SPS.01X, SPS.02X, SPS.03X, SPS.04X, SPS.05X, SPS.07X, SPS.08X, SPS.09X, ICS.01X, ICS.02X, ICS.05X, ICS.06X, ICS.07X.
|
Activity 1 |
Programming A Lakeside Scene |
300 minutes |
|
Activity 2 |
Design a Technical Facility |
320 minutes |
|
Activity 3 |
Design A Computer |
300 minutes |
|
Activity 4 |
Programming Using Virtual Reality Modelling Language |
400 minutes |
Ensure all necessary references, equipment, and resources listed in each activity are available for students' use. Materials for review, activities, and research may be obtained from a variety of sources including web site addresses, and school and community libraries. Teachers should become familiar with computer hardware and software available to the students. As well, students and teachers benefit from contacting local businesses in the computer sector. These community members may also provide students with insights into career opportunities and education requirements, as well as potentially offer students co-operative education learning opportunities in Grades 11 or 12. Teachers should perform the activity before implementation to familiarize themselves with all necessary safety considerations and to ensure that all facility, equipment, and material requirements are available.
Students must demonstrate an understanding of: the operation of a service-based business, technology used in the industry, factors contributing to the efficient operation of systems, word-processing skills, how to evaluate their own design in terms of meeting criteria, the fundamentals of computer operation, how to log onto a networking system, and safe and acceptable use policies with respect to computer hardware and Internet use. They must know how to use computers as a tool to find information and produce documentation.
Students have received an introduction to the design and construction of series parallel electrical circuits. Participants are aware of basic safety precautions and correct usage of power and hand tools.
This unit incorporates a variety of teaching and learning strategies, including teacher-directed activities, individual learning activities, group work, and co-operative learning strategies. Teachers provide students with the information, resources, and guidance necessary to complete each task safely and with maximum opportunity for success. Students are provided with opportunities to work independently and in groups to perform the following tasks: problem solving, brainstorming, following various design procedures, collecting information, writing reports, assessing and evaluating projects, and making classroom presentations. Activities are modified to meet the needs of all learners by applying accommodations such as: allowing increased time for activities, enhancing or compacting content, assisting during the evaluation processes, and facilitating peer-tutor assistance where possible. Teachers must supervise students' safe operation of only those hand and power tools that the teachers themselves are skilled at using safely. If a teacher is uncertain about the correct use of equipment, then an alternate activity should be selected for students.
Methods of assessment and evaluation must include a wide variety of approaches to enhance student learning. Assessment methods may include: student-designed assessment criteria, performance assessments such as projects and skill demonstrations, personal communication, assessment processes such as instructional questions and answers, conferences, classroom discussions, journals or log books, and standardized tests such as classroom tests or examinations. Each activity contains a sample rubric for assessment, which may be used by the teacher and/or student.
Resources required for this unit include: the Corel Suite 8 manual, An Introduction to Visual Basic 5 and 6 or The Turing Tutorial Guide is of value for programming reference and interesting projects, The Don't Panic Guide to Programming, Holt Software c. 1999, Choices 99 or Career Cruising, and informational resources for VRML code samples and tutorials.
Small electronic hand tools, prototype circuit boards, electricity sources (batteries or low-voltage power supplies), 26-gauge wire (e.g., surplus telephone wire), small low-voltage lamps (or light emitting diodes - LED's).
A computer training kit The Journey Inside, available from Intel Corporation, contains two videos, an instructional binder, and electronic components.
Time: 300 minutes
Students create a computer-generated image of a static lakeside, garden, or other natural setting. Specific elemental graphical units are applied in a step-by-step fashion. Animation is also included in this image-making process. Students demonstrate knowledge of fundamental programming, graphics structures, planning practices, design processes, communication, and related computer-programming skills.
Strand(s): Theory and Foundations, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.05X, SPV.03X, SPV.05X.
Specific Expectations: TFS.02X, TFS.06X, TFS.03X, TFS.04X, SPS.01X, SPS.04X, SPS.09X, ICS.06X.
Careful preparation is required to complete a programming project. Teachers introduce a problem-solving model to prepare students for their task of approaching and developing a solution logically and successfully. This project requires the use of a programming language such as Visual Basic or Turing that supports graphical structures. These programs operate suitably on a Pentium workstation in the range of a P266 or higher. Several graphics related projects in the Teacher Resource Book produced by Turing publisher Holt Software provide excellent starting points for this project. Initial planning stages of the problem-solving model require flowcharting and word-processing software such as Corel Wordperfect Suite or Microsoft Office.
Students have mastered the fundamentals of computer operation, including opening, saving, managing, and printing files on a computer system. Some students know how to log onto a networked system and are aware of the safe and acceptable use policies with respect to computer hardware and Internet use. In addition, they should have experience in communicating design specifics to an appropriate audience using various tools including word processors, handwritten descriptions, drawings, and oral presentations.
Teachers "walk" students through a sample graphical activity to introduce the problem-solving model and its application. This walk through formally introduces the various language statements available in the selected programming language, including drawing lines, circles, rectangles, and points, filling objects, and creating animation. This introduction may be adapted to accommodate learners with varying levels of computer programming skills and experience. For example, teachers may show sample projects to students who need more detailed help as they design their own projects. This accommodation ensures all students' project proposals are feasible for the time allowed. Teachers apply a step-by-step problem-solving model. A teacher-directed delivery model allows students to work with the teacher to create a common lakeshore (water, beach, grass, one tree, etc.), and ensures all students can initiate the project successfully and work through all stages of the process, including debugging. To enhance the learning opportunity, teachers allow students to continue by individualizing the scene.
Planning
1. Students type a description and sketch the scene and its various components.
Students develop a top-down flowchart to illustrate the order in which components are implemented.
Implementation
Students prepare pseudo-code instructions of the scene.
Students translate the flowchart into actual instructions and coding into computer.
Students debug the program.
Evaluation/Presentation
Students verify the product satisfies the original specifications.
Students suggest enhancements/improvements.
Students compare a programmed solution to one using an alternate software tool.
Students present the final product.
Teachers outline the planning steps with the sample scene. Students carry out the planning steps with their chosen design. Teachers carefully explain the operation of various drawing commands, the use of loops, variables, and decision structures, and the co-ordinate system and how it works - particularly for students who require concrete logical instructions. Teachers exercise caution in teaching about syntax/logic errors and debugging programs in addition to the other programming structures. Teachers should avoid an exhaustive treatment of programming theory at the Grade 9 level. Instead, students are allowed to assimilate the theory from an intuitive perspective. Teachers may take a natural and logical approach by implementing the flowchart modules as individual procedures within the program. Students may work in pairs, depending on time constraints and levels of sophistication in student projects. This approach is very effective for accommodating differing levels of ability among students. A class discussion helps students explore other software tools such as CorelDRAW™ or Animator Pro as more effective vehicles for completing this project. Hopefully, students use one of the alternate tools to solve the same problem and analyse the benefits of both approaches.
Using a word processor, students write a proposal describing how the graphics scene should look and work. The proposal includes a discussion of careers relating to this area of computer studies and examples researched from the Internet. Related careers include commercial design and film production, among others. Students create a top-down flowchart of the project. This planning step allows for a logical analysis of each component. Pseudo-code is required at this point. Students write instructional statements such as "draw a line from (0,0) to (24,56) in red" or "fill in blue the area below line #5". This activity helps students appreciate that a large project is synthesized from smaller individual instructions/units. The pseudo-code from Planning step 3 above is translated into real computer instructions in the chosen language. Students create a module of code and then follow by debugging this code. They run the module and correct errors in syntax and logic until the module operates satisfactorily.
Students evaluate the product when the program is completed. Students prepare a written report outlining the extent that the project adhered to the original design and why any changes made were necessary. This report includes an analysis of how the project can be improved or enhanced, and a potential target audience if it were to be distributed or marketed. Presentation is a natural next step after creating a piece of artwork. Students are given the opportunity to print the work on a colour printer for pasteboard display and/or use a presentation tool such as Corel Presentations or Microsoft Power Point to create a slide show of all the projects in the class.
In order for the teacher to determine at what level each student is in regard to computer programming, it is suggested that a pre-assessment test be given to all students to ensure they progress and achieve. Evaluation is an on-going process. In addition to class performance each stage of product development may be evaluated individually. Teachers may award a percentage of the final mark to the written proposal prepared on a word processor and correctly formatted, the flowchart created either with pencil and ruler or a desktop publishing program, the pseudo code created on a word processor, and the program. Peer- and self-assessment during presentations allow students to view all products and compare them in terms of quality and levels of difficulty. In addition, each student evaluates their own project based upon criteria set by teachers and/or class consensus. Teachers grade the written proposals and monitor the proposals' appropriate level of difficulty for each student. This approach enables students of differing ability to attempt projects within their grasp.
Understanding all stages of the problem-solving model, plus being able to apply the basic programming statements, might be included in a test, provided that some portion of the test involves actual computer programming on the computer.
|
|
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge and understanding TFV.05X TFS.02X TFS.03X TFS.06X |
- demonstrates limited knowledge of concepts and terminology |
- demonstrates some knowledge of concepts and terminology |
- demonstrates considerable knowledge of concepts and terminology |
- demonstrates thorough knowledge of concepts and terminology |
|
Communication SPV.05X |
- uses language, symbols, and visuals with limited accuracy and effectiveness |
- uses language, symbols, and visuals with some accuracy and effectiveness |
- uses language, symbols, and visuals with considerable accuracy and effectiveness |
- uses language, symbols, and visuals with a high degree of accuracy and effectiveness |
|
Application SPV.03X SPS.01X SPS.09X SPS.04X |
- uses procedures correctly only with supervision |
- uses procedures correctly with some supervision |
- uses procedures correctly |
- demonstrates and promotes the correct use of procedures |
|
Communication ICS.06X TFS.04X |
- communicates information with limited clarity |
- communicates information with moderate clarity |
- communicates information with considerable clarity |
- communicates information with a high degree of clarity and confidence |
Teachers help students who experience difficulty creating the program by providing them with several ready-made projects, complete with all planning documentation and program code. In addition, a pre-formatted word processor template may be appropriate for individuals who have difficulty adhering to a particular formatting style. For students who show an interest in this area or require greater challenges, teachers should be prepared with a list of project extensions or sample problems that require non-graphical applications of computer programming.
The Corel Suite 8 manual or resource book is useful for teachers and students. The language reference, for example, An Introduction to Visual Basic 5 and 6 or The Turing Tutorial Guide is of value for programming reference and interesting projects. As mentioned earlier, the Holt Software "Teacher's Resource Book" is invaluable when introducing programming through graphics. Choices 99 and Career Cruising are most useful when searching for careers and educational paths in the computer graphics area.
Time: 320 minutes
Students design a technical facility through the application of the design process. They then develop a computer program using a computer programming language that compares the cost of various materials used in their design. The activity may be expanded to include the building of a model to display their design.
Strand(s): Theory and Foundations, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01X, TFV.03X, TFV.05X, SPV.01X, SPV.05X.
Specific Expectations: TFS.01X, TFS.04X, TFS.06X, SPS.01X, SPS.09X.
Preparation for the design of the technical facility includes research into local technical businesses and the costing of various products. This activity requires at least one computer for every pair of students. A programming language and a word processing program must be available on the computers.
For this activity, students benefit from having some familiarity with local businesses. A tour of the school technology department may be an alternative. Students should be able to demonstrate an understanding of the factors that contribute to an inviting working environment and to an efficient service provider. Students evaluate their own designs in terms of addressing the need of the client and the modifications required to improve the end result. Students use a word-processing program and perform area calculations. An ability to generate a plan view drawing of a room assists the students in performing this activity.
Student must first engage in a group activity (The Perfect Mime), which emphasizes the importance of accuracy in computer programming. Working with computers, the teacher next assigns programming language tasks of progressively increasing complexity. Activities may be modified to suit varying learning needs (see Accommodations). Finally, in pairs, students design a technical facility and do the interior design, then create a program that generates a comparison of the cost of using various products and different technical facility sizes. An alternative would be to cost out the building materials required for a product, using various materials.
The teacher displays to the class a list of instructions to accomplish the task of frying an egg. The teacher then reads the list to the class, having one student mime the motions as the reading takes place. The student is instructed to do nothing more than exactly what is said. The teacher may wish to set up the student beforehand to purposely misinterpret an instruction.
In small groups, students choose a task to be described by their group and generate a list of task instructions. Suggested tasks for description include baking a cake, changing a flat tire, riding a bicycle, walking to school, cleaning one's teeth, tying a shoe lace, building a tree fort, etc.
When finished, students present their lists to the class. For each presentation, the teacher selects a second group to act as "critical mimes". Each group should have an opportunity to critique. The critical mimes record the number of times they could do a required action incorrectly by following instructions provided by the presenting group. This value is used later to evaluate this activity. Students may return to their workstations to correct or improve their instruction descriptions based on the actions of the critical mimes.
To conclude the activity, the teacher explains that accuracy is important when programming because:
· computers do exactly what one says;
· computers do not make assumptions;
· computers do not work if instructions are not given perfectly.
The computer is, in effect, the "perfect mime".
The teacher provides an introduction to the programming language of his or her choice. Working in pairs, students are provided with an example of the "Hello World" program (see Resources) and are encouraged to expand the concept of generating computer output to display various types of information.
To further develop understanding, students are asked to create programs that greet them with their own names. Students then change seats. The teacher uses the fact that all of the computers now greet their users incorrectly as an introduction to input and variables. The teacher may generate a sample program that requests the user's name, stores it in a variable, and then uses the variable content to greet the user with the entered name.
The introductory lesson on input/output includes exploratory learning and creative expression from the students. Students generate simple computer programs using the assigned computer language. For example, students can be asked to design a program that asks questions about their favourite sport or music, and another that can make simple calculations for payslips that uses constants. The final lessons should include graphics for selection and output.
Students learn the importance of formatting the output and assessing the ease of comprehension. Graphics on the input screens and in the paper output are required.
Students work in pairs. Each team decides on the type of technology service facility they will design (e.g., hair salon, motorcycle repair facility, computer repair facility, marina technical facility, ceramics facility, auto mechanics facility, a textiles facility). This design does not include any special tools or fixtures. Students think about the needs of the customer and the business owner. Environmental issues arising from the use of various building materials are discussed in class to help students select materials that are least harmful to the environment. Students draft the outline of their technical facility with approximate dimensions included.
Student groups then research (using the school library/resource centre, various catalogues, and local advertising flyers) the types of products they could use to finish the interior of their design. They use this information for the input portion of their program. They should choose at least three different products for the walls, floors, and ceilings. Students use the Internet and school library/resource centre to research floor, wall, and ceiling fabrication choices and costs.
The teacher and students establish what information is required to complete the programming task (e.g., dimensions, costs, items, etc.). In consultation with the teacher, groups choose an appropriate format to display their results. Each team then presents their project proposal to the class.
After all proposals have been presented, teams have the opportunity to include desirable features from other groups' plans and remove unwanted items from their own plans.
Students create a program that generates the comparable costs of their design. The completed program interacts with the user, allowing for input of all relevant information, and should allow the results to be printed out on a local printer. The printed copy is used by the team to determine which combination of products is the most expensive, and which is the least expensive. Teachers may have the dimensions of the classroom available with appropriate area calculations so students may check the calculation portion of their program.
Students take the information they have learned and build a model of the least or most costly design. The model includes colour chips, samples of flooring, and wall coverings.
Students alter this program to cost out any project they wish to complete in a technology setting or in their personal life.
Depending on the comfort level of students, they may include loops and decision structures to create a more sophisticated program.
|
|
Level One |
Level Two |
Level Three |
Level Four |
|
Understanding of Concepts TFV.01X TFV.05X TFS.06X |
- demonstrates limited understanding of computer concepts |
- demonstrates some understanding of computer concepts |
- demonstrates considerable understanding of computer concepts |
- demonstrates thorough and insightful understanding of computer concepts |
|
Thinking Skills TFS.01X TFS.04X SPS.01X |
- solves design problems with limited effectiveness |
- solves design problems with moderate effectiveness |
- solves design problems with considerable effectiveness |
- solves design problems with a high degree of effectiveness |
|
Use of language and symbols SPS.09X |
- communicates information with limited clarity |
- communicates information with moderate clarity |
- communicates information with considerable clarity |
- communicates information with a high degree of clarity and confidence |
|
Making connections ICV.03X ICS.06X |
- makes connections relating services to the needs of the community with limited effectiveness |
- makes connections relating services to the needs of the community with moderate effectiveness |
- makes connections relating services to the needs of the community with considerable effectiveness |
- makes connections relating services to the needs of the community with a high degree of effectiveness |
Pre-assessment testing is suggested to assist the teacher in establishing students’ computer knowledge prior to commencing the activity. During critiquing stage (Part 1: The Perfect Mime), the teacher may assess students’ understanding of project criteria and ability to suggest improvements.
Through observation, the teacher assesses the students’ appropriate use of computers (following school guidelines) and their ability to save their work successfully. Teachers provide the students with a checklist of the necessary criteria in their design report to ensure that all aspects of the design report are addressed. The design of the technical facility is presented in a format that has been established prior to the onset of the project. The teacher must assess the design work as it is ongoing to ensure that the student is meeting all of the requirements of this component. Self- and peer-assessment takes place at the end of the activity, when student groups are presenting their final product. As a class, a marking scheme is developed prior to the presentations, to reflect all aspects of the presentation.
Students with special needs may use a visual language to create their cost comparison program. The visual group of languages utilizes easy access to incorporate large fonts for visually-challenged students, as well as sound files and voice recognition to assist with reading and typing handicaps. Varying the type of facility design tasks or the mime topic can accommodate learners with varying skill levels and prior knowledge.
Turing Version 8.0a; Holt Software C. 1998, Cdn.; Qbasic Freeware provided with Microsoft Operating Systems; Quick Basic Version 4.5, Microsoft Corporation C. 1985, Borland Turbo Pascal, Borland Inc. C. 1992. The Don't Panic Guide to Programming, Holt Software c. 1999, Cdn
Online tutorial of QBASIC/QUICKBASIC 4.5
http://www.alphalink.com.au/~alain/qbas/
A Pascal page linking you to many excellent references
http://www.borland.com/pascal/turpas15.html
How to purchase Pascal
http://www.borland.com/ecommerce/
Turing examples and purchase information
http://www.holtsoft.com/
The "Hello World" example can be found at
http://www.alphalink.com.au/~alain/qbas/
Time: 300 minutes
Working in groups of three or four, students design a computer. Using information from the Internet, students research the required components and their specifications, create a database of components, calculate the total cost using a spreadsheet and, if possible, build their system (see Teaching/Learning Strategies for options). The project also includes the development of a manual that describes their computer system, including terms, intended use, components, and cost.
Strand(s): Theory and Foundations, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01X, TFV.02X, SPV.01X, SPV.03X, SPV.04X, ICV.05X.
Specific Expectations: TFS.03X, TFS.04X, SPS.01X, SPS.04X, SPS.05X. SPS.06X, ICS.02X.
· This activity requires at least one computer for every two students complete with Internet access, a word-processing program, a spreadsheet program, a database program, and access to a printer. The word processor is used to help students create their manual.
· Required materials include the computer training kit The Journey Inside (see Resources). Although this kit contains some of the components necessary, more are required for the class. An old computer to disassemble at the beginning of the project assists in recognition of the component technology. It would also be beneficial to have printed resources available, such as computer books and magazines.
· The teacher should periodically check the Internet sites being used by the students to ensure they are still available and contain the required information.
· Invite a local computer supplier/technician to demonstrate the assembly of a system or to help make one for the classroom. This will enable students to complete the task of building a complete operational computer system.
Students should have experience working in groups as well as in using the computer for conducting research on the Internet. Students are to create word-processed documents and be familiar with the school's Acceptable Use Computer Policy and the expectations regarding the use of hand tools in a technical facility. The students are to keep organized notebooks detailing their increased knowledge.
The video, The Journey Inside, helps students understand concepts and reinforce lab discussions and activities. Student notebooks must include a glossary of terms, which are developed throughout this activity. Encourage students to use this terminology fluently.
Introduction to the design process includes a discussion on how to identify the computing needs of a potential client and how to generate appropriate solutions to their needs. Students are then presented with a problem and asked to find the best design for their system that meets client needs.
The use of the Internet as a research tool requires an explanation of searching techniques, web address protocol, and how to evaluate various types of sites. Students use a variety of available software to create a database of their system components research, spreadsheets to calculate costs, and word processing to write the computer manual. In this activity the teacher reviews safety concerns regarding use of the computer for extended periods of time. Advise students to sit up straight at the keyboard, not sit too close to the monitor, and take the occasional break to stand and stretch.
Students have an opportunity to handle and install various computer components either individually or in groups. The system assembly portion of this activity varies significantly depending on available funding, resources, and technical expertise. Students may simply reassemble an older computer system or participate in the design and assembly of an up-to-date system. Demonstrated knowledge of a respect for the working environment as well as computer-related tools and components would be essential.
The teacher introduces the activity by asking students to identify the components in a system such as a bicycle or the nervous system. The students and teacher then discuss how the components in a system must interact for the system to work. This discussion should then be compared to a functional computer.
Students view the video The Journey Inside which gives a foundation of the concepts to be researched by the students. Students note the concepts of input, memory (two types), information processing, and output. Teachers may introduce various items from the kit to the students to complement the introductory lesson.
Students can begin a glossary of computer terms by researching on the Internet the meanings of key components for a computer system such as: monitor, scanner, printer, keyboard, mouse, motherboard, video card, sound card, central processor, random access memory (RAM), power supply, etc. (See Resources for appropriate web site address.) This would be an ideal opportunity to discuss the challenges with research on the Internet. Students review how to enter search terms, understand web address protocol, and how to evaluate sites once they have accessed them. Print resources such as computer magazines may be used to supplement the Internet research activity.
The procedure for disassembling an old computer (without damaging the parts) is demonstrated by the teacher to assist students in the physical identification of components and provide an opportunity to reinforce key safety considerations.
Safety issues to review include:
· ensure that all power cords are removed;
· never attempt to open a monitor due to the danger associated with some internal components;
· the safe use of basic hand tools.
If additional old systems are available, students may work in small groups to disassemble their own machines. Handling the components enhances the students’ understanding of the challenge and provides the background knowledge to begin the challenge.
Design a Computer System
The teacher presents the students with the problem of designing a computer that meets the needs of the average high school student. The students' solution to the design challenge must include a reference manual document that describes the system components, performance characteristics, and costs. Depending on the availability of older systems, school resources, and community support, the actual finished computer system students' produce will vary significantly.
A class discussion should be held to describe what an acceptable computer system and manual would look like, and what skills the students require to complete this task successfully. Working in groups, students then discuss the needs of the user and begin a plan for the design of their computer. It must be noted that the original plan may change as students learn more about computer components. At this point students share their thoughts and ideas for their group's system. This strategy assists students in clarifying their thinking and allows them to use other students as a resource.
Each group is asked to assign individuals to specific tasks (i.e. research, data entry, spreadsheet calculation and word processing). Students are rotated through each role to allow them the opportunity to experience each task. By the end of the exercise each student should have researched computer design considerations and the components necessary for their system, compiled the information in a database, calculated the projected costs, and entered information into their computer manual. The teacher may create a database and spreadsheet template that students can retrieve from a central directory to track their role at any time in the activity.
In the role of researcher, encourage students to use current print resources available in the library/resource centre and computer lab. Students should be encouraged to communicate relevant information to the appropriate member of their team so that all members can complete their assigned tasks. Entries are made and files stored in a directory for their team. While on-line, encourage students to use the on-line dictionary to help them with any terms that are unfamiliar to them. Students may be given specific time limits in each role.
Upon completion of the group's research into the characteristics of their computer system, each group compiles their findings and presents their design and manual to the rest of the class. They also have an opportunity to evaluate the designs and manuals presented by other groups.
Depending on resources available, the culminating practical exercise may have the students:
· disassemble and reassemble an older system and reconfigure it to working order;
· diagnose and repair an old system;
· create a computer with available parts (discuss compatibility);
· upgrade an older system to enhance its performance;
· assemble and configure a new system if the resources and technical support is available.
Throughout this activity, it is important to encourage students to use all computer terminology correctly.
|
|
Level One |
Level Two |
Level Three |
Level Four |
|
Understanding of Concepts TFV.01X SPS.O5X ICS.O2X |
-demonstrates limited understanding of computer component concepts |
-demonstrates some understanding of computer component concepts |
-demonstrates considerable understanding of computer component concepts |
-demonstrates thorough and insightful understanding of computer component concepts |
|
Thinking Skills SPV.03X SPV.04X SPS.01X |
-solves design problems with limited effectiveness |
-solves design problems with moderate effectiveness |
-solves design problems with considerable effectiveness |
-solves design problems with a high degree of effectiveness |
|
Communication TFV.02X TFS.03X |
-communicates information with limited clarity |
-communicates information with moderate clarity |
-communicates information with considerable clarity |
-communicates information with a high degree of clarity and with confidence |
|
Making Connections SPV.01X SPS.06X |
-makes connections relating services to the needs of the community with limited effectiveness |
-makes connections relating services to the needs of the community with moderate effectiveness |
-makes connections relating services to the needs of the community with considerable effectiveness |
-makes connections relating services to the needs of the community with a high degree of effectiveness |
To have students review their learning, the teacher may incorporate a number of paper and pencil tests. Teachers conference with groups as the project develops to assist the students in any areas they are experiencing difficulty. Peer-assessment of student-developed computer manuals allows students to view all products and compare them in terms of quality of information and presentation. The final project is assessed by their peers using a rubric either created by the teacher or created by the students at the beginning of the project. The teacher evaluates the computer manual. Tracking sheets for each team member are used as a time management tool. These are submitted to the teacher with the computer manual but not assessed.
Students with special needs may use materials that have been enlarged (e.g., computer screen magnifier). The use of magnifiers in the classroom for the components would also be helpful. Students with minimal prior experience with computers may be paired with someone who has more experience. Teachers may create ready-made templates for students’ use during the database and spreadsheet portion. The activity may be extended to challenge students by having them view the complete video The Journey Inside. It contains several modules that explain how data is processed and also the impact of technology on industry. Other enrichment opportunities may include asking some students to add peripherals and the corresponding components to their systems. The amount of time allowed for each stage of the activity could be altered to allow for the needs of individual students.
White, Ron. How Computers Work. Quebec, Canada, 1997. ISBN 01-56-276546-9
Norton, Peter. Essential Concepts. McGraw-Hill Ryerson Limited, 1999. ISBN 0-02-804394-4
Dictionary
http://www.webopedia.com
Design and Research
http://www.aug.edu/~sbastk/Upgrading.htm
Product Information 	
http://www.intel.com/intel/product/index.htm
http://www.paragon-tech.com/
Quality on the Internet Tutorial
http://www.netskills.ac.uk/TonicNG/cgi/sesame?tng
Intel Corporation. The Journey Inside. 1996. (Video, Instructional Binder, Electronic Components)
Time: 400 minutes
Students demonstrate knowledge of computer-programming concepts by creating 3-dimensional virtual reality objects using Virtual Reality Modelling Language (VRML). Students employ the principles of design, computer programming, and co-ordinate geometry to model simple objects in 3-D for viewing on local computers or through the Internet. VRML is a no-cost, text-based language that can be used to model everything from simple geometry to complex animations. This activity integrates computer programming, communications, design, mathematics, and science.
Strand(s): Theory and Foundations, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01X, TFV.02X, TFV.04X, TFV.05X, SPV.01X, SPV.02X, SPV.03X, SPV.05X, ICV.03X, ICV.04X, ICV.05X.
Specific Expectations: TFS.0lX, TFS.02X, TFS.03X, TFS.04X, TFS.06X, SPS.01X, SPS.02X, SPS.03X, SPS.04X, SPS.05X, SPS.07X, SPS.09X, ICS.02X, ICS.05X, ICS.06X, ICS.07X.
Virtual Reality Modelling Language (VRML) is a free ASCII text-based language for describing 3-D objects and scenes called 'worlds'. Like HTML (Hypertext Markup Language), it can be produced with simple, free editors; is viewed with a free browser; and can be posted on the Internet. While capable of dealing with complex geometry, interactively, while scripting, VRML coding can also be accomplished by using simple primitives such as spheres, cylinders, boxes, and cones. All manners of objects can be built using primitives. For example, a cylinder can be made to represent everything from a flat plate to a flagpole. Specific programs are required to interpret codes, display scenes, and allow interactive viewing. These programs exist as plugins for Internet Explorer and Netscape Communicator browsers and are available for free downloads. Teachers download and install the required plugin to prepare for this activity.
This design project presents open-ended problems to be solved within a major theme or framework. Teachers prepare a project description (design brief - see Appendix 1) that outlines the criteria for the design. Initial criteria are kept simple to allow students to grasp the mathematical concepts. Students initially take example files and modify the code to learn the structure. Teachers develop a project theme that allows separate teams or individuals to work on a small part of a greater whole. Sample project themes include:
· a simple geometric robot;
· cartoon-like characters or avatars;
· modules of a space station or Martian colony;
· simple buildings to be arranged in a community;
· rooms in a particular building, such as the school.
Through the modelling capabilities of VRML, students represent a wide variety of imagery of varying ethnocultural or religious backgrounds, and the local community. Teachers should look for project ideas that reflect Canadian and local community values and culture.
Students are made aware of the full design process, including identifying needs and criteria, researching current situations, proposing and analysing possible solutions, developing models, testing solutions against established criteria, and preparing analysis for further developments.
After analysing project requirements as outlined in the design brief, students sketch their proposals, using dimensioning to locate the relationship between parts. Students are introduced to pseudo code as a tool to organize their work. (Pseudo code is a literal description used as a framework to build code, such as "move 2 units in the x direction, make a red cylinder.")
Students analyse existing code line-by-line to understand its structure. Teachers help students analyse code of simple worlds as they work to become familiar with the structure and relationships between elements. Students take existing code and modify parameters until they master the code structure before moving to more complex concepts. Students build a vocabulary list.
Participants have a working knowledge of computer operations such as word processing, creating graphics, printing documents, and managing files. Participants have some knowledge of Internet research and are familiar with computer usage regulations as defined at the local or board level. Students with expertise in computer operations may be paired with students less knowledgeable.
Since VRML can be used to model physical systems, almost any curriculum expectations outlined in the Ontario Curriculum Grades 1-8 Science and Technology document may be reinforced through virtual reality modelling. For example, particular project themes may be adapted from Matter and Materials, Structures and Mechanisms, and Earth and Space Systems. Teachers may also address topics selected from other curricula, highlighting the importance of integrating computer technology into the learning process. Virtual reality modelling integrates mathematical concepts such as co-ordinate geometry, logic, and measurement.
This activity incorporates a variety of experiential learning strategies, including hands-on computer programming, implementing problem-solving procedures using the design process, communicating ideas through graphic design, presenting completed work, writing technical reports, and participating in group design activities. Students' individual work includes sketching and dimensioning, developing pseudo code, report writing, and researching, while group activities include brainstorming, making design decisions, and organizing duties. Students present the final product within their classroom, or with other classrooms or community groups.
2. Students experience the concept of virtual reality by examining sample worlds freely available through the Internet or on CDs. Teachers highlight the concept of modelling engineering, architectural, or scientific products or ideas, and the importance of this step in the design process. Teachers emphasize that modelling by computer is faster, cheaper, and more powerful than physical modelling. Students explore currently available virtual worlds and become familiar with the navigational controls of the virtual reality viewer.
Teachers assign students projects to be modelled in virtual reality. Students receive a project description (design brief), duty outlines for particular design teams (as required), deadlines for deliverables, and project assessment criteria.
Students use grid paper and CAD software or drafting tools to become familiar with the principles of co-ordinate geometry (XYZ axis, translation, and rotation of points in 3-D space). They construct objects using primitive geometry (spheres, cylinders, boxes, cones, and text) and define colour using RGB (Red, Green, Blue) values. Students draft code on paper using pseudo code.
Students analyse sample code line-by-line to identify key concepts of VRML code, such as case sensitivity, the use of comments and indentation to retain readability, placement of brackets, and the principles of object properties, transforms, and grouping.
Students analyse the requirements for their particular virtual reality model, brainstorm key concepts, produce sketches with appropriate dimensions, and write project proposals for teacher approval. An additional activity may include a session where students sell or "pitch" their ideas to the teacher and/or class.
Students edit and save files in a text editor, load files into the viewer, debug problems using trouble-shooting procedures, and generate code in a 'build-up' fashion for on-going testing.
Students produce their assignments to specifications outlined in the original design brief.
Students develop a technical report outlining the original goals of the design exercise, the design process undertaken, troubleshooting procedures followed (with results), and suggestions for further work. The report includes a printout of the code and a screenshot of the completed work.
Students demonstrate their completed projects to the class. Printouts of completed projects are displayed around the classroom or in a display case. Class discussions focus on how virtual realty modelling can be applied to other curricula, such as modelling molecules in Science, illustrating historical architecture in Social Science, designing sets for plays in drama, etc.
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Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Understanding of concepts TFV.01X, TFV.04X, TFV.05X, SPS.02X, ICV.03X, ICV.04X |
- demonstrates limited understanding of virtual reality programming or co-ordinate geometry concepts |
- demonstrates some understanding of virtual reality programming or co-ordinate geometry concepts |
- demonstrates considerable understanding of virtual reality programming or co-ordinate geometry concepts |
- demonstrates thorough and insightful understanding of virtual reality programming or co-ordinate geometry concepts |
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Thinking/Inquiry TFS.01X, TFS.06X, ICS.05X, ICS.06X |
- uses thinking skills to identify and solve problems with limited effectiveness |
- uses thinking skills to identify and solve problems with moderate effectiveness |
- uses thinking skills to identify and solve problems with considerable effectiveness |
- uses thinking skills to identify and solve problems with high degree of effectiveness |
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Application of inquiry/design TFS.02X, TFS.04X, SPV.03X, SPV.05X, SPS.01X |
- applies few strategies such as sketching, dimension calculation, and pseudo code generation |
- applies some strategies such as sketching, dimension calculation, and pseudo code generation |
- applies a variety of strategies such as sketching, dimension calculation, and pseudo code generation |
- applies many effective strategies such as sketching, dimension calculation, and pseudo code generation |
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Communication of Information TFV.02X, TFS.03X, SPV.02X, SPS.03X |
- communicates design ideas and finished products with limited clarity |
- communicates design ideas and finished products with moderate clarity |
- communicates design ideas and finished products with considerable clarity |
- communicates design ideas and finished products with a high degree of clarity |
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Application of equipment, procedures and technology SPV.01X, SPS.04X, SPS.05X, SPS.07X, SPS.09X, ICV.05X, ICS.02X, ICS.07X |
- uses procedures, file management strategies, and computer-related equipment correctly only with supervision |
- uses procedures, file management strategies, and computer-related equipment correctly with some supervision - demonstrates limited knowledge of acceptable computer use policy |
- uses procedures, file management strategies, and computer-related equipment correctly with minimal supervision - demonstrates some knowledge of acceptable computer use policy |
- demonstrates and promotes the correct use of procedures, file management strategies, and computer-related equipment - demonstrates full knowledge of acceptable computer use policy |
Diagnostic testing is recommended at the beginning of the activity to ensure that the teacher is aware of the level of prior knowledge of all students. Students are assessed at various stages of program development, designing, and reporting. Teachers conference with individuals and groups to assist in trouble-shooting any problems that develop. Peer- and self-assessment during presentations allow students to view all products and compare them in terms of quality and levels of difficulty. In addition, each student evaluates their own product based on the criteria set out by the teacher and/or class consensus.
Teachers may adapt this activity by varying the amount of research required, the degree of difficulty in project work, and the depth of detail of computer programming concepts covered. Teachers provide more guidance and/or allocate simpler designs for individuals with limited computer knowledge or who are experiencing difficulties with computer usage. Special needs students are paired with students who have more advanced knowledge or skills in computer applications, or are provided the opportunity to work with peripheral assignments such as constructing physical models of virtual reality designs, composing project-associated web pages, or designing and constructing posters. More advanced students may take advantage of the leadership opportunities provided through project manager functions.
Teachers may build enrichment activities/extensions by providing projects of increasing complexity involving animated elements or triangulated geometry. VRML 2.0 allows for the animation of objects and facilitates viewer interactivity using sensors, interpolators, and routing. VRML animation uses the concept of input, process, and output, where a sensor (such as a clock or a mouse click) is routed to an interpolator (such as one that defines colour, transparency, position, or rotational angle) which is then routed to an object to redefine its corresponding properties. Any matter of interactivity can be introduced, such as the blinking of lights, generation of sound, or opening of doors. VRML animation should only be attempted after the basic code is mastered.
Resources required for this activity include informational resources for VRML code samples and tutorials. Sources include libraries, booksellers, Internet sources, and teaching packages.
A few of the many Internet resources include:
The VRML Repository (comprehensive list of resources, viewers, editors, tutorials)
http://www.sdsc.edu/vrml/
Cosmo Software (free VRML viewer plugin for most platforms and browsers)
http://cosmosoftware.com
Scotty's VR Shack (samples of student work, code guides, project ideas)
http://www.igs.net/mascott/vrml/vrtalk.htm
Many books outline VRML coding. The book/CD considered essential is:
Ames, Andrea L, John Moreland, and David Nadeau. The VRML 2.0 Sourcebook. New York: Wiley and Sons, 1997. ISBN 0-471-16507-7 (see http://www.wiley.com/compbooks/ or http://amazon.com)
Programming virtual reality objects in VRML can be accomplished by assembling basic geometric primitives such as the sphere, the cylinder, the box, or the cone. For example, a robot head may be constructed using a box for the head, two spheres for eyes, a cone for a nose and a box for the mouth. Objects are placed within a scene by translating the XYZ co-ordinates before creating the object, where by default the positive X axis is to the right along the screen, the positive Y axis is toward the top of the screen, and the positive Z axis is toward the viewer. Note that primitives are placed at their centres by default. Characteristics such as colour are easily changed as well. Colour is defined as red, green, blue (RGB) values between zero and one, for example, 1.0 0.0 0.0 is bright red, where as 1.0 1.0 1.0 is white.
The strategy to teach VRML coding is to provide sample code that the student can then modify. A simple sample is illustrated below. Students practise editing by changing colour, geometric parameters such as height, or even the geometry. Note that the indentation and placement of brackets is for readability only, and is standard code formatting for programming languages such as Visual Basic, C++ or Java.
#VRML V2.0 utf8
# A simple pine tree, with brown cylindrical trunk and green cone top
Shape{
appearance Appearance{
material Material{
diffuse Color 0.8 0.5 0.2
}
}
geometry Cylinder{
radius 0.5
height 2.0
}
}
Transform{
translation 0.0 2.0 0.0
children Shape {
appearance Appearance{
material Material {
diffuse Color 0.0 1.0 0.0
}
}
geometry Cone {
bottom Radius 2.0
height 4.0
}
}
}
Note that most causes for errors are missing or misplaced brackets, or the wrong case for letters. For more simple examples, see the resources mentioned in the VR Programming activity.
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