PI


 * [[image:Anchor_Understandings.png link="PI#Understandings"]] || [[image:Anchor_Prior.png link="PI#Prior"]] || [[image:Anchor_Objectives.png link="PI#Objectives"]] || [[image:Anchor_Essential.png link="PI#Essential"]] || [[image:Anchor_Supplemental.png link="PI#Supplemental"]] || [[image:Anchor_Document.png link="PI#Document"]] ||

Overview
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Enduring Understandings

 * Many forms of technology rely on a complex web of inputs, processes, outputs, and feedback.
 * Complex information can be simplified into streams of binary digits.

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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.

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Learning Objectives: Working Draft

 * 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).

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Essential Learning Activities/Strategies/Technology: Working Draft

 * 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)

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Supplemental Resources
[] [|http://money.howstuffworks.com/credit-card2.htm][] [] [] [] [|The Point: The Science behind Information Technology] [] [] 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

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Embedded Curriculum Document
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