PI08

Enduring Understandings
Many forms of technology, and especially computers, rely on a complex web in inputs, processes, outputs, and feedback. This section will help you look at technology in hopes of understanding the simpler parts of a complex system. In doing so, you will be better able to troubleshoot problems and find solutions for the inevitable times when technology stops doing what we want it to do!

Prior Learning (from S8 Anchors):
S8.A.3.1 Explain the parts of a simple system, their roles, and their relationships to the system as a whole. S8.C.2.1 Describe energy sources, transfer of energy, or conversion of energy.
 * S8.A.3.1.1 Describe a system (e.g., watershed, circulatory system, heating system, agricultural system) as a group of related parts with specific roles that work together to achieve an observed result.
 * S8.A.3.1.2 Explain the concept of order in a system [e.g., (first to last: manufacturing steps, trophic levels); (simple to complex: cell, tissue, organ, organ system)].
 * S8.A.3.1.3 Distinguish between system inputs, system processes, system outputs, and feedback (e.g., physical, ecological, biological, informational).
 * S8.A.3.1.4 Distinguish between open loop (e.g., energy flow, food web) and closed loop (e.g., materials in the nitrogen and carbon cycles, closed-switch) systems.
 * S8.A.3.1.5 Explain how components of natural and human-made systems play different roles in a working system.
 * S8.C.2.1.1 Distinguish among forms of energy (e.g., electrical, mechanical, chemical, light, sound, nuclear) and sources of energy (i.e., renewable and nonrenewable energy)
 * S8.C.2.1.2 Explain how energy is transferred from one place to another through convection, conduction, or radiation.
 * S8.C.2.1.3 Describe how one form of energy (e.g., electrical, mechanical, chemical, light, sound, nuclear) can be converted into a different form of energy.

Working Draft of Learning Objectives: Students will be able to...

 * Apply the knowledge of conservation of energy to explain information processing systems.
 * Apply knowledge of encoding and decoding information in digital devices.
 * Apply flowcharts and concept maps to the input and output systems of a computer.
 * Identify the resources necessary for operation of a computer system.
 * Apply the universal systems model of inputs, processes, outputs, and feedback to a control system (thermostat).
 * Analyze color in terms of additive systems (monitor).
 * Analyze color in terms of subtractive systems (printer).

Working Draft of Essential Learning Activities/Strategies/Technologies

 * Creating AND/OR/NOT electrical circuits
 * Drawing feedback loops - Logic Gates (various scenarios)
 * Analog vs. Digital Information
 * Binary Device Dissection
 * Color Addition (Light Box)
 * Color Subtraction (Online/ Ink Jet Study)

P**Supplemental Resources** http://computer.howstuffworks.com/bios.htm [|http://money.howstuffworks.com/credit-card2.htm]http://www.howstuffworks.com/bytes.htm http://www.howstuffworks.com/boolean.htm http://www.howstuffworks.com/digital-electronics.htm http://richardbowles.tripod.com/dig_elec/tools/sim/sim.htm http://phet.colorado.edu/new/simulations/sims.php?sim=Circuit_Construction_Kit_DC_Only http://www.leefilters.com/lighting/ Swatchball with color transmission spectrum of common filters. [|Boolean Activity] Uses dice to express and/or/not gates; sample logic gates/activity [|Electronic Circuit Symbols] [|Color Filter Spectrographs], from Lee Filters, matching our filter swatch booklets [|Lego Logic Gates], a cool application of lego gears [|Online Decimal to Binary Converter] [|Hard drive dissection] Light Box Kits Online Logic Gate Simulations Online Color Addition/Subtraction Simulations Online Logic Circuit Simulations
 * Bar Code Activity
 * "Dissect" a computer mouse
 * Breadboard Investigations
 * Thermostat Investigation (bimetallic switch circuit)
 * Fiber Optics Kits
 * CD Player "Dissection"
 * photocell Investigation (demonstrate photoconductivity with cadmium sulfide cells and multimeters; show [|Dave's Whizzy Periodic Table] for the concept of electron shells; show [|Conductivity phet sim]; refer to [|Cadmium], [|Sulfur], and [|Cadmium sulfide] articles on Wikipedia to show molecules have different properties than their atomic constituents.
 * Text- Science Spectrum** CH 12.1 Binary Code; CH 12.3 Input/Output; Logic Gates p 419-420: CH 12.3 Hard drives

Instructional Objectives:
//Binary Codes//

//Differentiate between input/output systems.// //Determine the relationship among// //a system's input, processes, outputs, and feedback.// //Reflective Disks// //Flash Memory//
 * Input Systems: Keyboard (electrical switches and circuits)
 * Input Systems: Mouse (optical switches)
 * Output Systems: Monitor (color addition)
 * Output Systems: Printer (color subtraction)
 * Processing Systems (logic gates)
 * electrical circuits
 * Describe the photoelectric effect.
 * Describe the coding of sights and sounds into optical disks.


 * ===References to PDE Academic Standards, Anchors, and Eligible Content===