In this lesson, students will finalize building and celebrate their success in building the computer. Following this lesson, students can identify the different components that make up a computer and how they work together to form a computing system.
This is the wrap-up lesson for building the computer. Students will continue to work together and celebrate their success in building the computer and seeing it work by applying power. In this final phase, students will be able to identify the different components that make up a computer and how they work together.
Students will:
Explore how physical connections to components build a computer system, including both input and output devices.
Construct a model that illustrates how hardware and software work as a system.
Troubleshoot and problem solve to ensure Piper computer and components power up correctly.
Lesson Preperation
Students are in the same teams as before, or make adjustments as necessary to facilitate good teamwork.
Charge the batteries before every session.
Retrieve student team storage boxes with Piper build components.
Hand out batteries to students when they have completed their build and you have checked it for accuracy. Tell them to not turn off the battery until they learn the proper shut down sequence.
PIPER 5E INSTRUCTIONAL MODEL
Engage
Introduction (2-5 minutes)
Announce expectation: Today is the last session to build your Piper Computer.
Remind students to use the Teamwork chart. Ask, “What can we do today to ensure that we hear and see teamwork?”
Explain to students that they are working on a system. Have students predict the last step in completing their system (the computer). You can use the “After” column of their Graphic Organizer.
Ask, “How do we get power to a computer? How do we turn the computer on?”
(Hold up a Piper battery pack) “The power bank for our computer needs to be charged. I will handle that for you for safety reasons. You’ll know it is fully charged when all the lights are blue. There is an on/off switch that you use to turn it on. Each class, you will return your battery to me so that we can ensure they are charged up.”
Ask, “Why do we have to be careful about power sources and plugging things in?” Example answer: to prevent electrical shock.
Students finish building the kit using the blueprint. Try not to micromanage here; students will make mistakes and find ways to solve the problem themselves.
After each team finishes the build, they should ask for a checkoff.
Use the blueprint or the build video to reference a fully built Piper Computer.
Go through each of the components and cables out loud.
Give accolades for good work and suggestions for improvement.
Celebrate! They just built their first computer!
When the computer is complete, give the team a battery to plug in. Tell them to verify that the computer comes on and wait until you can come back to demonstrate the proper shutdown sequence.
Explain
Debriefing Activity (25% of class time)
Teacher-led discussion:Guide students through the importance of connections in their build. The goal is to have students identify the connections that needed to be made in order to have a complete and functional Piper Computer.
Students should:
Take notes from the slides and update their graphic artifacts or parts poster/notes
Explain to teammates or the whole group by swapping notes or posters
Review vocabulary words and definitions that were encountered during the lesson.
Through group discussion, encourage early adopters to help others:
Clarify misconceptions
Answer questions as needed
Elaborate
Discussion
Have a group discussion comparing their Piper Computers to other computers the students interact with daily (desktops, laptops, tablets, smartphones, etc.). Encourage students to share observations about similarities and differences.
Share information about earlier versions of computers, including:
The human computers of NASA (e.g., Dorothy Vaughan)
The original IBM computers
Steve Jobs’ early prototypes
Have students consider how computers have evolved over the course of history.
Discuss the question: “How would you define a computer?” Encourage students to think about the fundamental characteristics and functions of computers.
* This extension discussion could help you reinforce the computer science learning around the role of technology in society and culture (reference CA CS standard CA CS 3-5.IC.20 Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.)
Evaluate
Closing Activity (15-20% of class time)
Co-produce your learners' own “top 10” concepts by summarizing the building slides in their own words.
Review initial answers from the Lesson 1.1 Assessment.
Output Device A piece of hardware that converts information into a form humans can sense and understand.
Input Device A hardware device that sends data to a computer, allowing interaction and control.
Raspberry Pi A small, low-cost microcomputer. Together with the Raspberry Pi OS, a special operating system, it can do many things that a full-sized computer can do.
Beginning with phase 1, all phases will align with standards that apply to all the lessons in the phase. For this phase the CA 2019 K-12 Computer Science Content Standards, 2017 Computer Science Teachers Association (CSTA) K-12 Computer Science Standards (csteachers.org/standards) and K–12 Computer Science Framework (k12cs.org) informed the development and alignment of the lessons that follow. Use them with daily or weekly agendas and planning. Phase 1 is where the learners first build a Piper kit.
We are excited to be aligned with the following standards.
Concepts
Standards
Computing Systems: Devices, Troubleshooting
3-5.CS.1 Describe how computing devices connect to other components to form a system. (P7.2)
3-5.CS.3 Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies. (P6.2)
6-8.CS.2 Design a project that combines hardware and software components to collect and exchange data. (P5.1)
6-8.CS.3 Systematically apply troubleshooting strategies to identify and resolve hardware and software problems in computing systems. (P6.2)
Algorithms & Programming
3-5.AP.13 Decompose problems into smaller, manageable tasks which may themselves be decomposed. (P3.2)
3-5.AP.18 Perform different roles when collaborating with peers during the design, implementation, and review stages of program development (ie. following the Piper Blueprint)
6-8.AP.13 Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs. (P3.2)
6-8.AP.18 Distribute tasks and maintain a project timeline when collaboratively developing computational artifacts. (P2.2, P5.1)
Impacts of Computing
CA CS 3-5.IC.20 Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.
6-8.IC.21 Discuss issues of bias and accessibility in the design of existing technologies. (P1.2)
Practices
P1. Fostering an Inclusive Computing Culture
P2. Collaborating Around Computing
P4. Developing and Using Abstractions
P5. Creating Computational Artifacts
P6. Testing and Refining Computational Artifacts
Concept
Standard
Generate and compare multiple solutions that use patterns to transfer information.
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem (Performance Expectation).
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. (P.E.3.4.7)
Piper Computer Kit
Project Manager: Salary $104,920/yr
Construction Manager: Salary $101,480/yr
Architect: Salary $93,310/yr
Computer Hardware Engineer: Salary $132,360/yr
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Piper Computer Kit Blueprint