information and communication technologies · charles kachmar snellville, ga south gwinnett high...

Information and CommunicationTechnologies

Student Guide

Copyright 2006

ATEAdvanced Technological Education

Any opinions, fi ndings, and recommendations or conclusions expressed in this material are those of the author(s) and do not necessarily refl ect those of the National Science Foundation.

Unless otherwise noted, stock images found in this curriculum appear with permission from ClipArt.com or Dustin Wyse-Fisher.

Engaging Technology

Acknowledgments

Project Team:

Directors Michael K. Daugherty, University of Arkansas Rodney L. Custer, Illinois State University

Curriculum Specialists Jenny L. Daugherty, University of IllinoisRichard E. Satchwell, Illinois State University

Art Director and Layout Design Dustin J. Wyse-Fisher, Morton High School

Technical Advisor andPilot Site Coordinator

Cindy M. Evans, Illinois State University

Project Secretaries Lori L. Fox, Illinois State UniversityJudy D. Gion, Illinois State University

External Evaluator John T. Mouw, Professor Emeritus, Southern Illinois University

Contributors Ed Jeff ers, Eau Claire North High School, Eau Claire, WIJohn Petsch, St. Louis Public Schools, St. Louis, MOErik Rich, Illinois State University, Normal, ILNatalie Zimmerman, Keyser High School, Keyser, WV

Pilot Test Sites Robert Eady, Conserve School, Land O’ Lakes, WI

Field Test Sites Bob Predl, Thornton Fractional North High School, Calumet City, ILSusan Presley, North Cobb High School, Kennesaw, GATom Faulkner, Judith Gap Schools, Judith Gap, MTBill Yucuis, Lyman High School, Longwood, FL

International Technology Education AssociationCenter to Advance the Teaching of Technology & Science

Additional Contributors:

James Alicata Fitchburg, MA Fitchburg State College

Ronald Barker Atlanta, GA Georgia Department of Education

Troy Blunier Normal, IL Illinois State University

James Boe Valley City, ND Valley City State University

Marsha Brown St. Charles, IL St. Charles North High School

Barry Burke Reston, VA International Technology Education Association

Brad Christensen Berea, KY Berea College

Cory Culbertson Normal, IL University High School

Michael Geist Wheeling, IL Wheeling High School

Michael Gray Westminster, MD Carroll County Public Schools

Charles Kachmar Snellville, GA South Gwinnett High School

Laura Morford Normal, IL Illinois State University

Mellissa Morrow Tallahassee, FL Florida Department of Education

Brian Rutherford Logan, UT Utah State University

Teresa Sappington Hattiesburg, MS Oak Grove High School

Emma Seiler Mississippi State, MS Mississippi State University

Liability release:

Activities throughout the ProBase Learning Cycles have been reviewed by experts and fi eld tested in secondary schools with instructors and students. The activities have been designed to be safe and engaging activities for students. However, due to numerous variables that exist, the International Technology Education Association, the Center for Advancing the Teaching of Technology and Science, the ProBase Staff , the National Science Foundation, Illinois State University, and those associated with ProBase do not assume any liability for the use of this product. The user is responsible and liable for following all stated and general safety guidelines.

Website disclaimer:

If a specifi c URL is no longer operational, shorten the URL or search under the title of the document if available.

vIntroduction

Preface

THIS IS A NINE-WEEK UNIT OF STUDY designed to explore the area of information and communication technologies. You will examine the diff er-ences between these technologies, the historical developments within this

area, how the use of information and communication technologies can enhance human performance, and the social, cultural, and environmental implications of their use.

Key Concepts

• Technological Systems• Technological Change• Design Constraints• Technological Utilization

Learning Unit GoalThe Learning Unit Goal provides a target for the Information and Communication Technologies Learning Unit. As students complete this unit, they will be able to:

Use historical communication systems and understand their relationship to the communi-cation system model.

viiIntroduction

Table of Contents

Preliminary ChallengeTalking Through the Times................................................................................................. 6

Investigate Methods of Communication

Primary ChallengeBehind Closed Doors, That’s My Stuff ..........................................................................12

Design and Build a Security System

Learning Cycle OneReturn to Sender ....................................................................................................................17

Exploration I - Construct a Telegraph MachineExploration II - Encode a Paper CD Using Binary CodeExploration II - Encode a Paper CD Using Binary CodeExploration IIEngagement - Build a Lighted Keyboard Using Binary Code

Learning Cycle TwoEM Phone Home ................................................................................................................... 41

Exploration I - Assemble a Telephone NetworkExploration I - Assemble a Telephone NetworkExploration IExploration II - Create and Test an ElectromagnetExploration II - Create and Test an ElectromagnetExploration IIEngagement - Make an AM Radio

Learning Cycle ThreeListen Up! ................................................................................................................................. 61

Exploration - Test Electronic Devices’ ElectromagnetismEngagement - Program a 7-Segment Display

Learning Cycle FourInstant Information .............................................................................................................. 85

Exploration - Explore Electronic Input Devices Engagement - Automate Input Devices to BASIC Stamp

viii Project ProBase • Information and Communication Technologies

A Look at the Learning Unit Basics

In this Learning Unit, and throughout the ProBase curriculum, you will fi nd graphical keys to help you navigate within the module. The Learn-ing Units consist of a Preliminary Challenge, a Preliminary Challenge, a Preliminary Challenge Primary Challenge, and several Primary Challenge, and several Primary Challengelearning cycles.

The Preliminary and Primary Challenges

Each Learning Unit consists of a Preliminary Challenge, which readies the student for the learning cycles that follow. The Primary Challenge poses a larger, more robust chal-lenge. Students should be able to solve the Primary Chal-lenge by the end of the Learning Unit.

ixIntroduction

Exploration

En

g a g e m e n t

The Learning CycleThere are four phases of each learning cycle, each actively engaging technology and yourself.

Explore concepts and principles through hands-on activities.

Answer questions, journalize, and connect concepts from Exploration to the Primary Challenge.

Apply concepts and principles from Explorationthrough appropriate activities.

Expand concepts to global situations as well as the Primary Challenge. Careers related to the context and the learning cycle may also be explored during this phase.

Preparingfor the Challenge

Take time to return to the Primary Challengeand apply what you have learned during each learning cycle to help you solve the Primary Challenge.

x Project ProBase • Information and Communication Technologies

AS A PROBLEM-BASED CURRICULUM, the ProBase Learning Units off er a S A PROBLEM-BASED CURRICULUM, the ProBase Learning Units off er a S A PROBLEM-BASED CURRICULUMvariety of opportunities to engage in design activities. When asked to solve a design-based problem during the Learning Unit, it is suggested that you use the

following design model adapted for the ProBase curriculum from the Standards for Technological Literacy (International Technology Education Association, 2000/2002).

The design loop is what designers and engineers use to guide their thinking while developing solutions to problems. Although it is used in many diff erent variations, the strategy of using a design model or loop can help reduce the chances of a faulty or inadequate design solution. The “loop” aspect of the design process will assure periodic feedback so that the proposed solution will continually be reevaluated and designed to meet changing needs. The design loop also helps designers solve problems in a logical and eff ective way by following a series of steps.

Once a problem becomes apparent, the complete nature of the problem is clari-fi ed and understood in order to create a complete solution. A er the problem is identifi ed, the parameters involved in solving the problem are established and outlined. Some typical parameters include the availability of resources, the tech-nical expertise needed, and the amount of money available. A er the problem and the parameters are clarifi ed, the next step in the design loop is to begin brain-storming and identifying multiple potential solutions to the problem.

The solution that best meets both the problem and the parameters is chosen (or a solution is created from condensed and combined ideas). The selected solu-tion is refi ned and fully developed, and then tested and evaluated to determine if it meets the parameters and solves the problem. If refi nements are necessary, they are made, then the solution is tested and evaluated again. A er the problem is believed to be solved, the solution is presented. If other problems or feedback concerning the solution occur, the loop starts over again.

Techn

ologic

al De

sign

Loop Clarifying

the Problem

Brainstorming Ideas

Selecting a Potential Solution

Modeling andPrototyping

Testing

Evaluating and Refining

Implementing

CommunicatingResults

technologicaldesign loop

the

Primary

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6 Project Probase • Information & Communication Technologies

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Talking Through the Times

Introduction

WE ARE SURROUNDED by sounds, information, warnings, adver-tisements, radio waves, and endless inputs into our sensory system. Communication is a central feature of our lives. Imagine a day without

any communication: a day where no one speaks to you, where you don’t listen to the radio or watch television or hear/see any advertisment, or where no sounds are available to alert our senses. The human body literally requires input and communication to survive. In fact, communication is so important that deprivation of sensory input has o en been used as a form of mental control in times of war or in an eff ort to control prisoners.

How long could you go without watching TV or listening to your favorite radio station or favorite sound system? How long could you go without talking to your friends and family? What would you do if you couldn’t receive instant messages on your cell phone?

Not all forms of communication have to Not all forms of communication have to be heard for a message to be under-be heard for a message to be under-stood. There are many forms of non-verbal communication. You’ve probably heard that some Native Americans used smoke signals to communicate. Both the deaf and airline pilots have developed an entire alphabet just developed an entire alphabet just to ensure reliability. The blind even to ensure reliability. The blind even have their own system to commu-have their own system to commu-nicate in writing (e.g., Braille, voice-nicate in writing (e.g., Braille, voice-sensitive word processors).

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7Talking Through the Times

Communication has changed, and will continue to change. Many older forms of communication, such as the telegraph, mimeograph machines, 8-track players, Beta video, and laser disc, have literally disappeared from the marketplace.

All of these historical forms of communication have changed as new tech-nologies are developed daily. Technology has become a fundamental part of communication. New products are constantly being designed for quicker and more eff ective communication. Even with these changes, the communication process is similar in virtually every system of communication. This communi-cation process model (shown in Figure 1) includes: Source – Message – Encoder – Transmi er – Receiver – Decoder – Storage – Retrieval – Destination.

Figure 1. Communication Model

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You will be working in teams of three or four while traveling around the room to stations prepared by your instructor. You will be required to perform activities at each station within a predetermined amount of time. Each team must participate in all of the activities; class discussions will follow based on your experiences with each activity. In situations where instructions might be required, you will fi nd them located at the station. Following is a brief description of each station.

Preliminary Challenge

Station #1 Semaphore

Before the telegraph, phones, or other types of communication were even conceived, people still needed to communicate over long distances. The semaphore communication system was developed to address this need. This system utilized two flags, usually designed with two triangular segments of contrasting colors to distinguish the flags from the sky or background.

Although this fl ag system will be slow for you to use, experts in the past became quite profi cient and were able to communicate almost as fast as they could talk normally. Your team will have an opportunity to communicate using sema-phore.

Station #2 Braille

Visually impaired individuals have used a writing alphabet called “Braille” for genera-tions. Braille appears on bathroom doors, eleva-tors and even at drive-up windows and ATM machines at the bank. This activity will give you the opportunity to write your name in Braille.

Safety

While at Station Two, you will need to wear safety goggles.

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Station #3 Morse Code

Morse code was used regularly for over 100 years and is still used today. If you have ever been near someone with a police radio, periodically you will hear a series of sharp long and short beeps. These are radio carrier waves emi ing frequency modula-tion code, similar to your favorite radio station’s address such as 95.5 FM. In this station you will be given the chance to send messages back and forth to your team using Morse code.

Station #4 International Alphabet

Air traffi c controllers, pilots, and short-wave radio operators use a specifi c alphabet to communicate and avoid confusion. The le ers E, D, C, B, G, T, V, and Z are sometimes confused when transmi ed by radio. As a result, an international alphabet has been developed. You will be decoding and sending messages using the Interna-tional Alphabet.

Station #5 Navajo Windtalkers

Navajo Indians were recruited during World War II to send messages to our troops and were recognized in the movie, Windtalkers. Their native language was a major factor in America’s success during the war, as it was a code that could not be broken by the enemy. In this activity, you will have the opportunity to develop messages using the Navajo language and experience the language of the “Windtalker.”

Station #6 Logos

We experience a number of diff erent types of graphic messages in our daily lives. Compa-nies have developed a system of codes to communicate their messages to the intended audience. Many products are recognized with nothing more than a logo. Examples of this would be McDonald’s® golden arches; the Nike®

swoosh; the swirling red, white, and blue of Pepsi®; and the familiar color combinations and wave of Coca Cola®. In this activity you will use your initials to design a logo that represents you.

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Station #7 Encryption

You’ve probably heard your parents or teachers say, “They only hear half of what I say.” In times of peril, war, or maybe when you just don’t want anyone to know what you’re saying to someone else, codes have been used to keep prying ears from interpreting private communications. In this activity, you will be

developing paragraphs of information with hidden messages, where only a portion of the message is actually saying anything. Only a person who knows the code will be able to inter-pret the message.

Station #9 Database

Information is extremely diffi cult to communicate to others when it is in an unorganized format. It would be similar to writing hundreds of your friends’ phone numbers on your hand and then telling your best friend, “I know Beth or Jose’s phone number is here, just give me a minute to figure out which one it is.” In this activity, you will be given the chance to organize data in order to easily allow another person to locate that information.

Station #8 Sound Guidance

We hear music daily and probably don’t realize that each note represents a le er of the musical score. Sound can entertain, but it can also be used to send messages. A good example of this is the way music is used to create a certain mood in a movie. For example, fast music is used during exciting portions of a fi lm and creepy music for suspenseful moments. In this activity, your team will guide a blindfolded member to a location marked on the wall using only a team-developed sound code to guide them.

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Refl ectionAs you work through the learning cycles of this Learning Unit, you will be challenged to keep the communication model in mind in order to complete the required tasks and, ultimately, the Primary Challenge. All the processes and components of communication will be brought to use in your fi nal design.

As your team rotated through the stations, you probably noticed several char-acteristics of communication. It can be visual, auditory, tactile, or a combina-tion (known as multimedia). You were given a combination of communica-tion types in the Preliminary Challenge and an opportunity to contemplate how ineffi cient some types were and how effi cient others were. Write the answers to the following questions in the Inventor’s Logbook spaces provided and be prepared to discuss them in class.

1. Which types of communication used in the Preliminary Challenge do you think will remain in use in the future? Why do you think these methods will persist?

2. How does the communication system model relate to each of the activi-ties from the Preliminary Challenge?

Logbook PC.1


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MOST MEMBERS OF OUR SOCIETY have determined that our safety is a high priority. Government funds, resources, and personnel have been diverted in an eff ort to provide security. The impacts of this shi in priori-

ties have filtered down to the state, local, and neighborhood levels, and even into our own homes. As a result of the national concern with providing protec-tion and security, many new and innovative devices have been developed, such as explosive sniffi ng devices, non-intrusive X-ray machines, handheld scanners, and more.

Your school has fire, smoke, intrusion, and possibly metal detection and surveillance cameras in an eff ort to protect you while at school. However, there seems to be a major piece of security missing in one very important area: your locker. Currently, student lockers are only protected by a lock that may be provided by the school with access for administrators if needed. There may be cameras in the hall, but there is no security on individual lockers that can truly inform, protect, or deter an intruder from gaining access to your belongings.

Do you know who has been in your locker? What they were doing while they were in there? Did they remove anything? How o en have they been in the locker?

Behind Closed Doors, “That’s My Stuff ”

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Behind Closed Doors, “That’s My Stuff”

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lipar

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As a member of an assigned team, you will be required to research diff erent types of security systems (e.g., preventative, alert, and protective). You will need to then develop and construct a security system for a locker or other personal space (e.g., keepsake chest). You are required to identify the commu-nication systems involved in the collection, transmission, and retrieval of inputs and outputs from such a system and be prepared to share that information with your class during a final presentation. As your team constructs its alarm, each member will be required to keep records of the research and construction process in his or her Inventor’s Logbook.

A er constructing the alarm system, your team must provide:

a. A diagram of how your team’s security system functions.b. A fi ve- to ten-minute presentation that demonstrates the

types of communication your security system has, and identifi es any social, cultural, and political impacts your security system might have.

c. A marketing plan to introduce your security system to school administrators.

d. A comparison of your security system to other security systems.

Your constraints are listed on the next page.

Design Challenge


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Constraints/requirements

Your alarm system must:

• Alert the owner to an intruder.

• Give a visual warning to the intruder.

• Not engage or “go off ” when the owner opens the locker.

• Keep track of the number of locker entries.

• Provide a visual image of the intruder.

• Not exceed 80 decibels within 6 feet from source.

• Work independently from any secu-rity system already in place in the building.

• Must allow adequate room for your coat, backpack, and books in the locker.

• Provide at least three of the four basic types of communication: human to human, machine to machine, machine to human, and human to machine.

• Be defensive only (no a ack lockers!).

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Primary Challenge

Name: Date:

ElementCriteria Total

Points4 3 2 1

Diagram/Drawings

Diagram shows all components, uses proper required

layout, and was done electronically using a

CAD program.

Diagram shows components but

layout is not done as required. CAD

program was used.

Diagram is drawn showing all

components; layout is correct but work is

hand drawn.

Components are shown, layout is

incorrect, and all is hand drawn.

Presentation

Presentation to class demonstrates types of communication used,

includes social and cultural impacts, and conforms to time limit

constraints.

Presentation to class demonstrates types of communication used and conforms to time constraints, but social and cultural impacts are not discussed or

covered.

Presentation to class demonstrates types of communication used, but doesn’t conform to time constraints, nor

does it show the social and cultural impacts.

Presentation to class does not

demonstrate types of communication,

conform to time constraints, and social and cultural impacts are not discussed or

covered.

Marketing Plan

Marketing plan has all required components

and is ready for presentation to administrators.

Marketing plan is missing several

components and is not ready for presentation.

Marketing plan has wri en text, but has no visuals and is not

ready for presentation to administrators.

No marketing plan was prepared.

Security SystemComparison

Security system is compared with current

market-available systems and includes pictures, prices, and

component comparison.

Security system is compared with current market-

available systems and includes pictures and prices, but component comparisons are not

included.

Security system is compared with current market-

available systems, but pictures, prices, and comparisons are not

included.

Security system comparisons are not

done. Pictures are only found.

System Functionality

Alarm system works within all ten design constraints as stated.

Alarm system works within eight design

constraints as stated.

Alarm system works within six design


Alarm system works within four design


Communication Type

Alarm system uses three of four

communication types: human to human,

machine to machine, machine to human and

human to machine.

Alarm system uses two of four

communication types.

Alarm system uses one of four communication

types.

Alarm system uses none of four

communication types.(doesn’t function)

System Size

Functioning alarm system fi ts into locker

and allows coat, backpack, and books to

fi t. Door able to close without forcing.

Alarm system fi ts into the locker, as do books and backpack but coat won’t fi t allowing easy

closure of door.

Alarm system fi ts into the locker, as do coat

and backpack but books have no room to fi t for easy closure of door.

Alarm system doesn’t allow coat, backpack, or books to fi t. Locker door won’t close or has to be

forced shut.

Total Points

PreparingExpansionEngagementRefl ectionExploration

1Return to Sender1Return to Sender11

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Project ProBase • Information & Communication Technologies

1

Introduction

WHAT DO SMOKE SIGNALS AND CELL PHONES have in common? It may seem very li le, but both are actually a means of long-distance communication. Smoke signals may be limited in terms of range, but

both allow for a message to be sent over a long distance without travel. As communication technologies have evolved, the dissemination of information over long distances with greater speed and accuracy has also evolved.

Smoke signals and cell phones are also related by their function. That is, they are both used to transmit messages. In the process of communication, both technologies are used to transmit a message from a sender to a receiver. Throughout this learning unit, you will be exploring the communication process through diff erent information and communication technologies. Each learning cycle will focus on one or more of the elements of communi-cation. Those elements include a sender, a transmission, a receiver, and feedback. This learning unit will focus on the sender and the transmission of information. To learn more about these two elements, you will create your own telegraph machine, learn to transmit information through binary code, and build a keyboard system. You will also have an opportunity to begin thinking about your Primary Challenge solution.

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ObjectivesA er completing this learning cycle, you will be able to:

1. Describe the basic communication process and how it relates to information and communication technologies.

2. Use and interpret binary code.3. Explore technologies that send and transmit

information.

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Why is reliable long-distance communication so important?

Exploration

ExplorationThe generation of a message from the sender is the beginning process of communication. Once the message is generated, a variety of methods or channels can be used to transmit or send the message. To ensure that the message sent is the same message received, the technology used to transmit the message must be reliable. One of the problems with long-distance commu-nication technologies prior to the telegraph was their lack of reliability. The telegraph, created by Samuel Morse, was the fi rst instrument developed that was capable of transforming information into an electrical form that could be transmi ed reliably over long distances.

The fi rst telegraph message, “What hath God wrought?”, was sent in 1844 from Washington DC to Baltimore, Maryland. The fi rst telegraph worked by transmi ing signals through a wire. The pulses of current defl ected an electromagnet, which moved a marker that embossed a piece of paper with dots and dashes. Although the telegraph did not receive wide reception by consumers, bankers realized the profi tability of receiving immediate stock price information and other necessary data. price information and other necessary data.


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In the following activity you will be creating a “sounder” telegraph machine. Soon a er the fi rst telegraph machine was created, it was discovered that people could decipher the noises or clicks the machine made by ear. A sounder telegraph system is basically an electrical current consisting of three parts connected together with a wire. The three parts include a ba ery that supplies the electricity, a key consisting of two pieces of metal to complete or break the circuit, and an electromagnet. The electromagnet consists of a coil of wire that pulls on a piece of metal when it is charged with electricity.

Follow the steps on the following pages to construct your telegraph machine. If the materials need to be cut to size, do that before proceeding to Step 1.that before proceeding to Step 1.

Obtain the following from your instructor:

Piece of 1" x 4" wood, 12" longPiece of 1" x 4" wood, 6" long

(9) Small wood screws or fasteners(2) Large iron nails(3) 4" long strips of ferrous metal

7" long strips of ferrous metal20' or more of 22-30 gauge insu-lated solid wire

(2) C batteries(2) Alligator clip sets

HammerSand paper


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11. Hammer one iron nail into the 12"

long piece of wood as seen in Figure 1. This will become the sounder portion of the telegraph. Make sure to leave the majority of the nail protruding from the wood.

2. Sand both ends of the wire to remove the clear enamel (the device will not work if you skip this step). Wrap the wire around the nail a ached to the board. Leave 5" to 6" of the end of the wire loose. Start from one end of the nail and work your way to the other before starting back. Try to wrap the wire around the nail 100 times. Leave 5" to 6" of wire loose at the other end as well. Figure 2 shows how the wire should be wrapped with both ends having 5" to 6" of wire hanging loose.

3. Take the 7" metal strip and bend one end to make a right angle 1" from the edge. A ach the metal strip onto the board about 2" from the nail with the coil wire. Bend the metal strip over the nail as shown in Figure 3.

4. A ach one 4" metal strip to the board about 2" from the nail, as shown in Figure 2. Bend the metal strip up and measure

the distance needed for both C ba eries to rest on the board. A ach another 4" metal strip to

the other end of the ba eries and bend to create a ba ery holder. Make sure the posi-tive ends face the nail wrapped in wire.

12"

4"

1"

5"

Figure 1. Board setupNote: Drawing not to scale

2"

1"

90o

5-6" of loose wire

Figure 2.Figure 2. Placing the metal strip


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5. Hammer the other iron nail to the 6" piece of wood. This will become the key portion of the telegraph. A ach the last 4" metal strip 2"

from the nail. Bend the metal strip up and over the nail.

6. Connect the sounder and key together by wrapping one end of the loose wire from the coil in Step 2 to the iron nail on the 6" piece of wood from Step 5. Connect the other loose wire from the coil to the closest side of the ba ery holder with an alligator clip. Connect the other end of the ba ery holder to the end of the metal strip on the 6" piece of wood with another alligator clip. See Figure 4 for further guidance in connecting

the two devices. You should make a closed circuit where the key, sounder, and ba ery holder are

all connected.

Practice sending your teammates messages. The messages should be at least ten words long. When the electromagnet pulls on the

iron, it makes a more solid, heavy-sounding click and when it releases the

iron it makes a thinner, lighter-sounding click, which can be converted into dots or

dashes, and then into a message. Refer to the Morse code chart provided during the Preliminary Challenge to

help you decode each other’s messages.

2"

you determinethis distance

Figure 3. Adding the batteries

Figure 4. Connecting your device


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1Refl ectionIn your Inventor’s Logbook, answer the following Refl ection questions.

1. How accurate were the messages your teammates sent to each other? If messages were not received correctly, why not?

2. What role does the key play in the telegraph machine?

3. Using one of the messages you sent with your team’s telegraph, draw a diagram using the communication model to show the process the message went through from sender to receiver.

Logbook 1.1


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What language do electronic devices use to communicate?

Exploration

ExplorationCodes have been used to transmit information for centuries. Smoke signals, semaphore, and the telegraph all use codes to transmit information. A code used to represent all digital information is binary code. Computers, for example, only understand the binary code language of 0’s and 1’s. The computer “reads” the binary code and then performs the given operation. When you think of all of the things that computers are capable of doing, it’s amazing that it all comes down to a simple code of 0’s and 1’s!

While humans fi nd the decimal system easy to use, computers prefer to work in binary. Both the decimal system and the binary system determine the value of a digit by where it stands in relation to the other digits. However, in the decimal system, each position to the le of the decimal indicates an increased power of ten. With the binary system each, place to the le signifi es an increased power of two. As you can see in Figure 5, counting up using the decimal system and the binary system is extremely diff erent.

Decimal Places10 1

0

1

2

3

4

5

6

7

8

9

1 0

Binary Places32 16 8 4 2 1

0

1

1 0

1 1

1 0 0

1 0 1

1 1 0

1 1 1

1 0 0 0

1 0 0 1

1 0 1 0

1 1 1 1

1 0 0 0 0

Figure 5. Binary and decimal counting


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1Binary code can also be used to represent le ers. Computer programmers use a binary code system called the American Standard Code for Information Interchange (ASCII) to represent the characters, le ers, digits, and punctua-tion marks used in wri en communication. Each character, including both upper- and lowercase le ers, has a decimal equivalent that the computer converts to binary in order to store it. The computer stores the information as an 8-bit code (called a byte) of 0’s and 1’s. For example, to store the le er A, the computer converts the le er to the decimal number 65. The number 65 is then converted into an 8-bit binary number by subtracting the largest power of 2 from 65, and then the largest power of 2 from the remainder, and so on, marking 1’s in each column where it is possible and 0’s in the columns where it is not (see Figure 6). 64 is the largest power of 2 that can be subtracted from 65 leaving 1, and then 1 can be subtracted from 1. The 8-bit binary code equiva-lent of the le er A is 01000001.

Now it is your turn to determine the 8-bit binary code for the following le ers and punctuation marks. Complete Table 1 below by filling in the binary code column.

Symbol Decimal Number 8-bit Binary CodeC 67O 79D 68E 69! 33

Table 1

Logbook 1.2

Binary Code for the letter A128 64 32 16 8 4 2 10 1 0 0 0 0 0 1

Figure 6. Binary code example


1

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In addition to receiving input from the keyboard, computers can receive input from CD-ROM disks. Information is stored on CDs in binary code as bytes in the form of small bumps. A CD can store up to 783,216,000 bytes or 783 megabytes. See Figure 7 for the diff erent units used to measure bytes. In terms of words, if each le er occupies one byte, and the average novel contains 60,000 words, with the average word being 10 le ers (600,000 le ers/bytes), a CD could contain 1,000 novels!

Name Abbr. Size

byte B 8 bits

Kilo K 210 = 1,024 bytes

Mega M 220 = 1,048,576 bytes

Giga G 230 = 1,073,741,824 bytes

Tera T 240 = 1,099,511,627,776 bytes

Peta P 250 = 1,125,899,906,842,624 bytes

Exa E 260 = 1,152,921,504,606,846,976 bytes

Ze a Z 270 = 1,180,591,620,717,411,303,424 bytes

Yo a Y 280 = 1,208,925,819,614,629,174,706,176 bytes

Figure 7. Making sense of computer speed


28

1


1

The bytes are arranged in a single spiral track of data that circles the inside of the CD. If you were to li the data track off a CD and stretch it out into a straight line, it would be 0.5 microns (1,000,000th of a meter) wide and almost 3.5 miles long! A computer reads the data stored on the CD by spinning the disc and scanning a laser over the bumps. The speed at which a computer’s CD-ROM drive reads binary code data (data transfer rate) is inter-preted as 1x or 1 speed equals 150 kilo-bytes per second. So, a 4x CD-ROM drive reads data at 600 kilobytes per second or 6 megabytes per second. In terms of words, if each le er is a byte, a computer could read 600,000 le ers a second!


(2) Large pieces of paperDrawing compassRuler

(2) Copies of the ASCII character chart


1

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Task

In the following activity, you will work with a partner. Each of you will write your own binary code message onto a CD, simulated by a piece of paper. You will then decode each other’s message.

On a large piece of paper, draw fi ve to eight concentric circles (circles within circles spaced equidistantly at all points.). Draw four diagonal lines at 0, 45, 90, and 135 degrees as shown in Figure 8. These lines represent the sectors that are used for storing data. Each character of your message needs to be converted to binary and stored in one of the spaces. Think of a short message such as the name of your favorite song, sport, or movie.

To encode a message, use the ASCII chart and place the binary code for each le er desired in your message. Begin by fi lling in the space closest to the center on the right side of the vertical center line. Write the fi rst 8-digit code just above the line using small numbers. The next 8-digit code should be placed clockwise to the right at the same level. When you run out of space on the fi rst inner circle, proceed to the next level at the next

circle, working your way towards the outside of the disk, beginning with the fi rst space to the right of the vertical center line. Trade CDs with your partner and see if you can decode your partner’s message. Keep track of how much time it takes each of you to decode and read the other’s message.

Remove all lines from center hole

Start message here and go clockwise

Figure 8. Concentric Circles


30

1


1Refl ectionIn your Inventor’s Logbook, answer the following Refl ection questions.

1. Record the amount of time it took each of you to decode and read the other’s message and the number of le ers in the message. How many words per minute did it take for you and your partner to decode and read each other’s messages?

2. How do each of your times compare to an 8x CD-ROM drive? What is the data transfer rate for an 8x CD-ROM drive?

3. Using a CD-ROM and a computer, draw a diagram using the commu-nication model to show the process a message would go through from sender to receiver.

Logbook 1.3


1

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E n

g a g e m e n t

EngagementCan you imagine how long it would take you to do all of your writing in binary code? You would fi rst have to determine the decimal number equiva-lent, and then convert that number into binary code. Each word would take a long time to convert. Luckily, computers and other electronic devices are able to read binary code quickly and effi ciently.

In the following activity, you will be exploring binary code even further. In teams assigned by your instructor, you will be creating a keyboard device that uses three lights to display the corresponding binary placement value of the key pressed. For instance, pressing the fi h key would cause light number 4 and light number 1 to turn on because the binary code for 5 is 101 (4 can be subtracted from 5, leaving 1 which can be subtracted by 1).

Before you construct your keyboard device, you will need to determine which lights will need to light up when each key is pressed. In other words, you will need to convert each key (1-7) into binary code and its corresponding binary code placement value (4, 2, and 1). Complete Table 2 by converting each number into binary code and then determine which lights should turn on (placement value) when each key is pressed.

Key Binary Code Lights (4, 2, 1)1234567

Table 2. Determining the binary code used in the keyboard

Logbook 1.4


32

1


1

Now you are ready to construct the keyboard device. The construction of the device has been broken down into six steps with instructions for each step.

Step 1: Materials

In teams assigned by your instructor, obtain the necessary materials.

Step 2: Connector PlateFollow the steps below to construct the connector plate portion of the keyboard device.

a. Create the connector plate using a piece of 10" x 4" cardboard. Using Figure 9 as a guide, draw in the lines in the lengths as shown. Do not make any cuts!

b. Using a pencil, fi rst mark where the fasteners should be placed as shown in Figure 10. Make sure the fasteners will be placed on the keys marked 1 through 7 and that they are lined up evenly in each row as needed.

c. A er determining where the connectors need to go, punch holes through the cardboard and insert brass fasteners.


Cardboard piece (10" x 4")Cardboard piece (4" x 1.5")Aluminum foil6 Volt battery (lantern battery)

(3) LEDs (light-emitting diodes)Duct tapeDouble-sided tape

Utility knifeScissorsWire strippersBrass fastenersRulerMasking tape

(8) Alligator clips4' Speaker wire

Figure 9. Keyboard template

9.50

0.75

1.00

0.50

4.00

1 2 3 4 5 6 7

Figure 10. Template for connector plate; top view


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Step 3: KeysFollow the steps below to create the keys for your keyboard.

a. Create the keys using another piece of 10" x 4" cardboard. Using Figure 11 as a guide, draw in the lines in the lengths as shown and label the keys as shown.

b. This time, cut the keys apart where the lines are do ed. Make sure you leave 1" at the top.

c. Cut strips of double-sided tape and aluminum foil to fi t on each key. Place the double-sided tape on the back of each key. Then place the aluminum foil on top of the tape, making sure that the shiny side is up. (The shiny side will need to make contact with the brass fasteners.) Make sure there is a gap between each key (approx. 0.50") so that the aluminum foil does not touch other keys.

Step 4: CircuitFollow the steps below to construct the circuit for your keyboard device.

a. Cut four pieces of wire, each 12" long. Strip each individual piece of wire, leaving 5" of insulation.

b. Take one wire and wrap it around each fastener on the connector plate in one row (A-D), crimping the fastener down to make a good connec-tion. For example, one wire will connect all of the fasteners in row A as shown in Figure 11. When you are fi nished with this step, you should have four leads coming off the right side of the keyboard.

c. Place a piece of duct tape over the bo om side of the whole board to keep the wires in place and to prevent them from touching one another. Label the wires A, B, C, and D.

Figure 11. Template for connector plate; bottom view

WIR

E LE

AD

S

A

B

C

D

1 2 3 4 5 6 7


34

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1

Step 5: LEDsFollow the steps below to construct the LED portion of your keyboard device.

a. Cut a piece of cardboard approximately 4" x 1.5.” Mark three locations in the center of this piece that are equally spaced across the card-board. Punch holes through the cardboard to receive three LEDs.

b. Insert the LEDs through the holes and number them 1, 2, and 4 from right to le like in Figure 12.

Step 6: Connect the entire device.

a. Using alligator clips, connect wire A from the connector plate to the positive terminal of the ba ery. Note: the positive lead of an LED is usually the longer leg and the negative lead is usually the shorter leg.

b. Connect the positive lead of LED #4 to wire B.

c. Connect the positive lead of LED #2 to wire C.

d. Connect the positive lead of LED #1 to wire D.

Figure 12. LED board


1

35

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e. Connect the negative lead of LED #4 to the negative lead of LED #2.

f. Connect the negative lead of LED #2 to the negative lead of LED #1.

g. Using another set of alligator clips, connect the negative lead of LED #2 to the negative terminal of the ba ery.

h. Connect the connector plate to the keys with duct tape, making a hinge. The heads of the fasteners should make contact with the aluminum foil when each key is pressed. This completes the circuit.

i. Test your keyboard by pressing each key and observing that the appro-priate LED is activated.

Figure 13. LED board


36

1


1Refl ectionA er you have completed and tested your keyboard device, answer the following Refl ection questions:

1. Explain in your own words how the keyboard device revealed the corre-sponding key’s binary code conversion.

2. How is binary code similar to Morse code? How is it diff erent?

3. Why do electronic devices rely on binary code? Are there any limita-tions to binary code?

Logbook 1.5


1

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Expansion

1. Trace the development of the communication process model. What did Claude E. Shannon’s model look like? How did Wilbur Schramm change that model? Why did he change Shannon’s model? What are the basic elements included in the diff erent models? Illustrate the development of the communication process model graphically and create your own graphic depiction of the communication process model. Present your graphics to the class.

2. Research the hexadecimal system. What is it and how is it used in computers? What are the advantages and disadvantages of using this system in computers? Write a one-page position paper providing your opinion about whether this system should be used in computers.

3. You have learned how the telegraph machine sends information and how many electronic devices use binary code to send and receive information. Complete the table on the following page as you analyze ten other devices and learn about how they communicate. Place the required information about each device into the table.

Computer ProgrammerElectrical Installer/RepairerComputer Systems Designer

Here are some careers related to this learning cycle. For more infor-mation, visit the United States Department of Labor’s Occu-pational Outlook Handbook at: www.bls.gov/oco


38

1


1

Meet with your Primary Challenge team and begin designing your locker security system, keeping in mind the constraints/requirements.

Focus on how your locker security system will send informa-tion. Will you need to develop a code? Will your security system

require a power source to operate the system? If so, what type of power source will you use? Spend some time with

your team discussing these questions and researching other security systems. Dra two to three diff erent options for how

your system will send information. Keep track of the research you generate on other security systems and turn this information in with yourPrimary Challenge solution.


Device Powered How? Purpose of Device? Transmits Information How? Decoding/Conversion System Used?


1

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Name: Date:

ElementCriteria

Points4 3 2 1

Exploration I

Completed activity with exceptional quality; worked extremely well

with team.

Completed activity with

above average quality; worked well with team.

Completed most of the

activity with average quality;

encountered diffi culty working

with team.

Completed some of the activity

with below average quality;

did not work well with team.

Exploration II

Completed activity with exceptional

quality; thoroughly grasped binary code; worked

extremely well with partner.


above average quality; grasped

binary code; worked well with partner.


average quality; encountered

diffi culty grasping binary code and

working with partner.

Completed some of the activity; did not grasp binary code and did not work well with

partner.

Engagement

Completed keyboard with

exceptional quality.

Completed keyboard with above average

quality.

Completed keyboard with average quality.

Completed keyboard with poor quality or

did not complete keyboard.

Inventor’s Logbook Entries

Answered all questions correctly

and in detail.

Answered all questions

correctly and in some detail.

Answered most questions

correctly.

Answered few questions

correctly.

Total Points


2EM Phone Home2EM Phone Home241

2

42 Project ProBase • Information & Communication Technologies

2 2THE INVENTION OF THE TELEGRAPH REVEALEDHE INVENTION OF THE TELEGRAPH REVEALEDhow information could be transformed into an how information could be transformed into an electrical form. This sparked the invention of electrical form. This sparked the invention of

the telephone and phonograph and the refi ne-the telephone and phonograph and the refi ne-ment of the radio, which greatly impacted long-ment of the radio, which greatly impacted long-distance communication. Prior to the 19th century, distance communication. Prior to the 19th century, messages needing to be sent over extremely long messages needing to be sent over extremely long distances had to be sent by horse, which distances had to be sent by horse, which took days or even months. With the took days or even months. With the inventions of the telegraph in 1837 and inventions of the telegraph in 1837 and the telephone in the 1870s, long-distance the telephone in the 1870s, long-distance communication has become increasingly communication has become increasingly more reliable and faster. And with the more reliable and faster. And with the refi nement of the radio, wireless infor-refi nement of the radio, wireless infor-mation and communication technolo-mation and communication technolo-gies emerged, such as the cell phone gies emerged, such as the cell phone and wireless Internet. Now commu-and wireless Internet. Now commu-nication can occur instantly, from long distances, almost anywhere in the world!

Introduction

2

43EM Phone Home

2

Key Terms

Electromagnetism:

The phenomena of the

production of magnetism by

the electric current

Electromagnetic spectrum:

The entire range of

wavelengths (or frequencies)

of electromagnetic radiation,

from the longest radio waves

to the shortest gamma rays,

of which visible light is only a

small part

In this learning cycle you will be exploring the telephone and the radio, focusing on the transmission of information to the receiver during the communication process. You will be creating your own telephone network. In addition, you will have the opportunity to understand the principles of elec-tromagnetism and the electromagnetic spectrum (EM). You will learn how infor-mation can be transmi ed and received using sound waves and electromag-nets. During the Engagement phase, you will be constructing a radio capable of picking up AM radio stations.

ObjectivesA er completing this learning cycle you will be able to:

1. Understand the development of telephone communication technologies. 2. Describe the basic principles of electromagnetism and the electromag-

netic spectrum.3. Construct a radio using basic parts.


2 2

Exploration IOnce the telephone hit the world market, communication was never the same. Although there have been many refi nements from Alexander Graham Bell’s fi rst telephone, the current telephone network connection system has not changed much in nearly a century. Your phone is connected to the tele-phone network by copper or fi ber optic wires. When you pick up the receiver a switch is activated, connecting you to the network. A er you have dialed and connected to another person on the line, your voice is digitized by a digital concentrator and sent along the wire, where it is combined with dozens of other voices to the phone company offi ce. If you are talking to someone connected to the same offi ce, then the switch simply creates a loop between your phone and the phone of the person you called. If it is a long-distance call, then your voice is digitized and combined with millions of other voices on the long-distance network, where it travels to the receiving end either through the wire or by satel-lite or microwave towers.

In the following activity, you will create your own telephone network. In teams assigned by your instructor, obtain the necessary materials.

Exploration


(2) Telephones(10-20') Telephone cord

9 V battery300 Ω resistorScissorsWire strippers


2

45EM Phone Home

2

To construct your telephone network follow the instructions below.

1. Strip the protective coating off the phone cord. Keep the plastic ends that plug into the phones a ached.

2. Separate the wires and cut the red wire. (If there are more than two, you will be using the center two.)

3. A ach one end of the red wire to one lead of the 9 V ba ery.

4. Connect the resistor to the other lead of the ba ery.

5. Connect the other end of the red wire to the other end of the resistor.

6. Plug both ends of the phone cord into the telephones.

7. Test your network.

132

465

798

*#0

1 2 34 5 69

* 0 #

7 8

132

465

798

*#0

9 Volt



2 2

Refl ectionIn your Inventor’s Logbook, answer the following Refl ection questions.

1. How far do you think your telephone network would work?

2. If the other person is out of sight, how does he or she know that you want to talk on the phone? What needs to be added to your network? How would you make that adjustment?

3. Using the telephone network you created, draw a diagram using the communication model to show the process the message went through from sender to receiver.

Logbook 2.1


2

47EM Phone Home

2

Exploration IIWhen telephone systems were originally installed on the east coast of the United States, the wires were strung from tree to tree. As you know, phone calls no longer have to be made over wires. Cell phones allow for wireless phone calls to be made. Cell phones are actually radios! How do cell phones, radios, and other wireless communication technologies work without wires connecting the transmi er and receiver?

In a verbal, face-to-face conversation, information is transmi ed without wires, through speech. Similarly to how a person hears a conversation, wire-less communication technologies use sound wave frequencies to transmit and receive information. All sounds create vibrations that are carried through the air as sound waves. Humans are able to hear diff erent sounds because of the variations in sound wave frequency. However, our hearing is limited. The frequency range of sound audible to humans is approximately between 20 and 20,000 Hertz (Hz).

Key Terms

Frequency:

Frequency is the number of

oscillations of a sound wave

in a second. One single

oscillatory cycle per second

corresponds to 1 Hz.

Hertz:

A unit of frequency equal to

one cycle per second

Exploration

Frequency in Hzwaves per second

Wavelength in meters

10 -12 10 -9 10 -6 10 -3 10 310 0

10 21 10 18 10 15 10 12 10 9 10 6

Radio

Microwave

Infrared

Visible

Ultraviolet

X-Ray

Gamma Ray

Shorter wavelengths Longer wavelengths



2 2

There are actually many more sound and energy waves that humans are not able to perceive, which are included in what is called the electromagnetic spectrum (EM). The EM is radiation or energy that spreads out throughout space as it travels. The energy is a stream of photons, which are massless particles, traveling in a wave-like pa ern at the speed of light. The electro-magnetic radiation is unable to reach the surface of the Earth except as very few wavelengths, such as the visible light, radio frequencies, and some ultra-violet wavelengths. When you listen to the radio, watch television, or cook dinner in a microwave, you are actually using electromagnetic waves.

Electromagnetic waves are formed when an electrical fi eld couples with a magnetic fi eld. Electromagnetism is essentially the union of electricity and magnetism or the magnetism created by electricity. A simple electromagnet can be created by running electric current through a wire.

In the following activity you will create a simple electromagnet and experiment with its magnetism. With a partner assigned by your instructor, obtain the necessary materials.

Follow the instructions below to build an iron core coil:

1. Take one end of the wire, leaving at least 10 cm of slack, and begin wrapping the wire around the nail. Be sure to keep each wrap tightly next to the others, without over-lapping the wraps.


(2 meters) 28-gauge magnet wireLarge nailSandpaperAA batteryCompass

Figure 1. Iron core coil


2

49EM Phone Home

2

2. Wrap the wire around the nail as tight and close as possible. Try to make as many wraps around the nail as possible.

3. Before reaching the tip of the nail, leave at least 10 cm of wire loose.

4. Sand off the enamel coating at the ends of the wire of your coil.

5. Connect both ends of the wire to the ba ery as shown in Figure 2.

6. Bring one end of the nail near the compass and observe what eff ect it has on the compass.

Safety

Be careful working with the electromagnet. Keep it away from sensitive electronic equipment (e.g., computer monitors), because it can cause damage.

+-

SN Figure 2. Attach coil to battery



2 2


1. What impact do you think the iron nail has on the electromagnet?

2. How is electromagnetism related to the electromagnetic spectrum?

3. Experiment with the electromagnet you just created. Is the magnet strong enough to pick up paper clips or other metal objects? Try increasing the number of wraps on the nail. Does this strengthen or weaken the electromagnet?

Logbook 2.2


2

51EM Phone Home

2

EngagementRadios receive information through radio waves sent over the electromagnetic spectrum that humans are not able to see or hear. Radio transmission involves pu ing audio frequency information on an electromagnetic wave called a carrier wave. The process of superimposing the electrical image of the sound information on to a carrier wave is called modulation—amplitude modulation (AM) or frequency modulation (FM). Radios detect and pick up the carrier waves through an antenna. The radio then converts the radio waves into elec-trical impulses that create audible sounds through the speakers.

Radio stations send information to a radio’s receiver through frequencies usually equal to the station number times 1,000,000 Hz. AM radio carrier frequencies are in the frequency range or band of 535 to 1605 kHz. Frequen-cies below AM waves (30-535) are used for maritime communication and navigation for aircra . The FM radio band is 88 to 108 MHz. FM stations are assigned center frequencies at 200 kHz separation, starting at 88.1 MHz for a maximum of 100 stations. For example, 101.5 FM is an FM radio signal at a frequency of 101.5 MHz. The frequency range for cell phones is around 824 frequency of 101.5 MHz. The frequency range for cell phones is around 824

to 849. Ultrahigh radio frequency or the to 849. Ultrahigh radio frequency or the L-Band, which is used for a variety of L-Band, which is used for a variety of

satellite communication purposes, satellite communication purposes, is 390 to 1550 MHz.

E n

g a g e m e n t



2 2

In the following activity you will be constructing a radio capable of picking up AM radio signals. The radio uses an electromagnetic coil similar to the one you just built. However, this coil is an air coil, not an iron core coil.

Follow the steps below to construct the air coil.

1. Punch two holes near the top of the bo le and two corresponding holes near the bo om of the bo le. See Figure 3 for more information.

2. Sand both ends of about 50' of wire to remove the protective coating.

3. Thread one end of the wire through the top holes of the bo le. Wrap the remaining wire around the bo le fi ve times, keeping each wire wrap-ping tight and as close to each other as possible. (You may need to use masking tape to help keep the wire tight and close.)

4. Once you have completed fi ve turns, use a pencil or pen and make one wrap around the pencil to create a small loop as shown in Figure 4.

In teams assigned by your instructor, obtain the neces-sary materials:

Plastic bottle or large plastic pipe50' of #24-gauge insulated wire

Pencil or penScissors or knifeSandpaperGermanium diode (1N34A)47k Ω resistor

(2) Alligator clipsCrystal set earplugSoldering ironSolderMasking tape (optional)Ground rod (optional)

Figure 3. Plastic bottle with holes punched

Figure 4. Wrapping the wire


2

53EM Phone Home

2

5. Make fi ve more wraps around the bo le only (not with the pencil). Then create another small loop using the pencil.

6. Repeat step 5 making fi ve wraps and then a small loop all the way down the length of the bo le until you reach the other two holes you punched in the bo le (using as much of the 50' of wire as possible).

7. String the wire through the bo om two holes, leaving about 8" to 10" of wire.

8. Remove the insulation from the ends of the small loops with sandpaper or by scraping it off . However, be careful not to remove all of the insula-tion from the loops. You may want to insert the pencil into the loop to provide leverage for sanding.

Follow the steps below to connect the electronic components to the air coil.

You will be soldering parts together. If you have never soldered before, notify your instructor.

1. Separate the end of the crystal earplug into two wires. You may need to cut the end off to separate the wires.

2. Solder one end of the 47k Ω resistor to one of the earplug wires and the other end of the resistor to the other earplug wire.

3. Solder one end of the diode to one of the earplug wires. (It does not ma er which end of the diode you use.) See Figure 5 on the next page.



2 2

4. A ach the free end of the diode to an alligator clip. (To make this easier, you can twist the end of the diode onto a screw and then a ach the alli-gator clip to the screw where the diode is twisted.)

5. A ach the other end of the alligator clip to one of the small loops.

6. String any le over wire you have outside a window or a ach it to a tree for the antenna. To determine the proper length the antenna should be, use this formula (an approximate length is ok):

length (ft) = 984/frequency (mHz) of the radio station

7. Connect this wire to the wire coming out of the top of the plastic bo le.

8. A ach the wire coming out of the bo om of the plastic bo le to a cold water pipe or ground rod. Wrap the wire around the pipe tightly and tape to keep it in place.

9. Your radio receiver should now be able to pick up any AM radio signals that are being transmi ed to your location. Try connecting the alligator clip to another small loop to get be er reception or pick up other signals.

10. If you do not hear anything, check your wiring to make sure everything is secured and appropriately a ached.

Safety

Do not string the wire near or below electrical power lines!

1N34Adiode

headphone

solder theseconnections

ground rod

extra wire for antenna

Figure 5. Creating the radio receiver


2

55EM Phone Home

2


1. How many stations were you able to pick up with your radio? Were the stations clear or was there a lot of static?

2. Why do you think an air coil instead of an iron core coil was used?

3. Using one of the radio stations you were able to pick up, draw a diagram using the communication model to show the process the message went through from sender to receiver.

Logbook 2.3



2 2

Expansion

1. Alexander Graham Bell is famous for inventing the telephone. However, at the same time, another inventor had created his own telephone, leading to a legal ba le over the patent rights. Research this famous legal ba le over the invention of the telephone. Who was this other inventor? How were their inventions similar? How where they diff erent? Who won the case and why? Present your fi ndings to the rest of the class in a half-page narrative summary.

2. Fiber optic wires can carry 65,000 times more infor-mation than copper wires. What are fiber optic wires? How are they made? Who developed the tech-nology? How are they used? Research the development of fiber optic wires and answer the questions provided. Present your findings to the class.


2

57EM Phone Home

2

3. Use of the EM is regulated and o en licensed by the Federal Communi-cations Commission (FCC). When was the FCC established? Why? How does it regulate the EM? How does it enforce regulations? What is the international equivalent of the FCC? How does this group regulate use of the EM internationally? Write a one-page summary answering the ques-tions above and present your findings to the class.

4. As mentioned, the EM spreads out and travels throughout space. Many objects in space such as planets, stars, and comets emit light and sound

at many diff erent wavelengths. Radio astrono-mers use a variety of methods to capture the lights and sounds from space. Research one of the world’s premier astronomical radio obser-vatories, the Very Large Array (VLA) in New Mexico. What is the VLA? How does it work? Duplicate the VLA graphically and present your fi ndings about the VLA to the class.

Sound Engineering TechnicianUltrasonographerPhysical MeteorologistsPhysical MeteorologistsPhysical MeteorologistsPhysical Meteorologists




2 2

As you have learned, electronic devices can send and receive information with or without wires. Will your locker security

system communicate or operate using wires or will it be wireless? What type of device or devices does your system

need to incorporate? How will this change the designs you generated in the fi rst learning cycle? Make any additions or

subtractions to your design(s).



2

59EM Phone Home

2

EM Phone Home

Name: Date:

ElementCriteria

Points4 3 2 1

Exploration I

Completed telephone network with exceptional quality; worked extremely well

with team.

Completed telephone network

activity with above average

quality; worked well with team.

Completed the telephone network with

average quality; encountered

diffi culty working with team.

Completed telephone network

with below average quality or

did not complete it; did not work well

with team.

Exploration II

Completed activity with exceptional quality; worked extremely well with partner.


above average quality; worked

well with partner.

Completed most of the activity with average quality;

encountered diffi culty working

with partner.

Completed some of the activity with

below average quality; did not work well with

partner.

EngagementCompleted radio with exceptional

quality.

Completed radio with above

average quality.

Completed radio with average

quality.

Completed radio with poor quality.


Answered all questions correctly

and in detail.



Answered most questions correctly.


correctly.

Total Points


3Listen Up!3Listen Up!361

3

3


3

AN IMPORTANT PART OF THE COMMUNICATION PROCESS is the feedback provided a er the message has been sent. Feedback is the infor-mation given by the receiver to the sender indicating whether the message

was sent successfully or not. In human-to-human communication, feedback can be in the form of comments, suggestions, or gestures. With communi-

cation devices, feedback is o en given through an output device. The message is sent by an input device (keyboard, microphone, so ware, etc.), which is interpreted by the device, displaying feedback through digital displays,

monitors, or audio signals.

Sometimes the message is not sent to the receiver successfully. Interference in the form of static, noise, or distrac-tion can interrupt or confuse the inter-

pretation of the message. Information and communication devices are susceptible to interference from diff erent sources, such as thick walls of buildings or

the electromagnetic fi eld created by large power lines.

Introduction

3 3

63Listen Up!

In this learning cycle, you will be exploring some causes of interference in the transmission of communication

signals. In addition, you will be exploring feed-back or output in information and communication devices. During the Engagement phase, you will be

working with the BASIC Stamp® HomeWork Board™. The information you learn will help you determine

how you will receive feedback and troubleshoot communication problems with your security

system for the Primary Challenge.

ObjectivesA er completing this learning cycle, you will be

able to:

1. Demonstrate how communication devices are aff ected by interference.

2. Explain the role of output in communication devices.3. Construct a device that can provide a visible output.

3


3

Exploration

ExplorationHave you ever been engrossed in a movie at the theater when a cell phone rings? Cell phones and other telecommunication devices are now common personal possessions, traveling everywhere with people. However, in some circumstances these devices can be irritating and disruptive. Due to the fact that these communication devices transmit signals that can penetrate walls and travel almost anywhere and may actually interfere with other electronic devices, many places such as hospitals and airplanes prohibit their use. Some commercial businesses are even developing signal blocking technologies. Currently, the United States does not allow anyone to intentionally block transmissions from cell phones or pagers. However, other countries have allowed this to happen. What do you think of this technology? What implica-tions could this kind of restriction have on our society, the way we do busi-ness, or our personal rights?

Although some would like to intentionally interfere with communication devices, o en the problem is reducing or eliminating the unintentional causes of interference. Materials in buildings, other electronic devices, and even lightning can cause interference. Many people rely on mobile communication devices and it can be frustrating and even costly when they do not work.

During the following activity, you will be exploring possible causes of signal loss in communication devices. As you learned in the previous learning cycle, the electromagnetic spectrum is used by many devices to send information over radio waves. However, electromagnetism in other electronic devices can cause

interference. In teams assigned by your instructor, you will work through the following activities to explore the causes of interference. As you work through the four diff erent stations, record your observations in the Inventor’s Logbook spaces provided. You will meet as a class to discuss your observations.

Obtain the following from your instructor:Magnetic Field Viewer CardWalki-takies


3 3

65Listen Up!

Station 1: That Signal is Cooking

1. Take one of the walkie-talkies and tape the PTT bu on (Push-To-Talk, which is depressed to send a message) with some masking tape so that it is always sending.

2. Turn on a sound device (tape recorder or CD player with speaker) and place it inside the microwave.

3. Turn on the walkie-talkie you taped and place it in the microwave.

4. Close the door to the microwave.

5. Turn on the second walkie-talkie and stand two meters from the micro-wave oven. Listen for signals coming from the walkie-talkie inside the microwave.

6. Record your observations (sound level, clarity of signal, etc.) at the following distances in the Inventor’s Logbook spaces below.

7. Remove the masking tape from your walkie-talkie, turn off both walkie-talkies, and remove the sound device from the microwave.

Safety

The microwave oven should be off and unplugged. We are simply using the micro-wave to create interference—not to cook the recorder!

Distance Observations2 meters

3 meters

4 meters

5 meters

6 meters

Logbook 3.1


3


3

Station 2: Ironing Out

1. Plug in the iron, set it upright, and let it warm up for a few minutes.

2. Take one walkie-talkie and place it near (but not touching) the iron.

3. The other walkie-talkie will need to be at the distances listed below while transmi ing a signal. Conduct a conversation between two members of your team. Be sure to transmit using both walkie-talkies, one from the source of potential interference and the other at the distances designated below.

4. Record your observations (sound level, clarity of signal, etc.) at the following distances in the Inventor’s Logbook spaces provided:

Safety

Be extremely careful with the hot iron.


3 meters

4 meters

5 meters

6 meters

Logbook 3.2


3 3

67Listen Up!

5. Use a Magnetic Field Viewer Card to reveal where and how many magnetic poles are surrounding the iron. Sketch your observations in the space provided in the Inventor’s Logbook.

6. How would the magnetic fi eld surrounding the iron aff ect the transmis-sion of the signal over the walkie-talkies?

7. If your team is the last to use the iron, turn the iron off and unplug it.

Logbook 3.3

Logbook 3.4


3


3

Station 3: Sending Things Your Way

1. Place one walkie-talkie near the back of the computer monitor.

2. The other walkie-talkie will need to be at the various distances away from the monitor as indicated while transmi ing a signal. Conduct a conversation between two members of your team. Be sure to transmit using both walkie-talkies, one from the source of potential interference and the other at the designated distances.

3. Record your observations (sound level, clarity of signal, etc.) at the following distances in the Inventor’s Logbook spaces provided.


3 meters

4 meters

5 meters

6 meters

Logbook 3.5


3 3

69Listen Up!

4. Use a Magnetic Field Viewer Card to reveal exactly where and how many magnetic poles are surrounding the computer monitor. Sketch your observations in the Inventor’s Logbook space provided.

5. How would the magnetic fi eld surrounding the computer aff ect the transmission of the signal over the walkie-talkies?

Logbook 3.6

Logbook 3.7


3


3

Station 4: Rev It Up

1. Place one walkie-talkie near the electric motor of the designated device, such as a vacuum cleaner. (Your instructor will let you know what piece of equipment will be used.)

2. The other walkie-talkie will need to be at the following distances while transmi ing a signal. Conduct a conversation between two members of your team. Be sure to transmit using walkie-talkies, one from the source of potential interference and one at the designated distances.

3. Record your observations (sound level, clarity of signal, etc.) at the following distances in the Inventor’s Logbook spaces provided.


3 meters

4 meters

5 meters

6 metersLogbook 3.8

Safety

Make sure proper safety precau-tions are followed around machinery.


3 3

71Listen Up!

4. Use a Magnetic Field Viewer Card to reveal exactly where and how many magnetic poles are surrounding the motor. Sketch your observa-tions in the Inventor’s Logbook space provided.

5. How would the magnetic fi eld surrounding the motor aff ect the trans-mission of the signal over the walkie-talkies?

6. If you are the last team at this station, make sure you notify the instructor so the machine can be turned off .

Logbook 3.9

Logbook 3.10


3


3


1. Which activities demonstrated the most interference? Which demonstrated the least? Why did some objects generate more inter-ference than others?

2. Did distance aff ect any of your observations? Which activity showed the greatest eff ect made by distance?

3. Which devices had the largest magnetic fi eld surrounding them according to your observations using the Magnetic Field Viewer Card? What eff ect did this have on the interference you observed?

Logbook 3.11


3 3

73Listen Up!

EngagementEven when interference occurs, feedback is usually generated that notifi es the sender that the message was not clearly and completely given. That is why feedback is so vital to the communication process. Communication devices provide feedback in many diff erent ways. One common way communication devices provide feedback and other information is through digital displays. For example, electronic devices such as microwaves have displays that communicate or show the time when not in use. A cooking time is communi-cated by the sender by pressing the appropriate bu ons. The display provides feedback to the sender, counting down the time and fl ashing and beeping when done. A microwave has a microcontroller inside that communicates

to the display. When bu ons are pushed, the display reveals the corresponding informa-tion and the microcontroller turns the device on and off .

During the following activity, you will be working with the BASIC Stamp Home-Work board. The BASIC Stamp (BS2) is a microcontroller which receives input

signals from a computer program and sends output signals to devices such as motors, switches, or displays. You will be programming the BS2 to display numbers and le ers onto a 7-segment display. A 7-segment display is a rectangular block of 7 lines (o en composed of 7 LEDs or light-emi ing diodes) of equal length that can be lit selectively to display digits and some le ers. You will need to follow the directions and sche-matics on the following page to build your circuit with the 7-segment display.

E n

g a g e m e n t


3


3

In teams, you are now going to build the circuit and connect it to a personal computer. Once each component is connected, you will need to insert a program into the BASIC Stamp Editor so ware which will program the microcontroller. The program is essentially telling the BS2 to deliver a series of high and low (on and off ) signals to each input/output (I/O) pin. You may not entirely understand the program commands, but be sure to follow the instructions exactly as wri en and answer the questions that follow.

Pictures are useful for developing a general idea of how various electronic components work. However, pictures o en do not reveal the complexity of a given circuit. Thus, schematic diagrams like Figure 1 are used to convey electrical circuits throughout the rest of the learning cycles. Sche-matic diagrams use abstract symbols that represent the component parts of technical systems and connect those symbols with lines to indicate their relationships. A visual repre-sentation of this schematic is shown in Figure 2 to help you understand how schematics are laid out.


BASIC Stamp HomeWork Board BASIC Stamp serial programming cable7-segment LED display

(8) 1 k Ω Resistors (5) Jumper wires

9-volt BatteryAccess to a personal computer with BASIC Stamp Editor version 2.1

P151K

Vss

P13

P14

P12

P11

P10

P9

P8679105421

1K

1K

1K

1K

1K

1K

1K

3Figure 1. Engagement schematic


3 3

75Listen Up!

Schematic diagrams are used extensively to illustrate electronic circuitry in service manuals, engineering designs, and during technical instruction. Schematic symbols have been standardized so that circuitry designs can be read by anyone who understands the symbols (in any language). Figure 3 illustrates the schematic symbols used to represent a few common electric components.

Construct the circuit exactly as shown in the picture and schematic. Make sure that the resistors connected to pins (P) 15 through 8 are not touching. Notice that the resistors in P13 through P8 are connected to the circuit board one row below where they are a ached to the pin. There should be a gap in the row on the circuit board between the resistor in P14 and P13.

Open the BASIC Stamp Editor program on the computer and type in the program listed on the following page. Type it exactly as shown, including all punctuation, spaces, and line breaks. (Computer programs are very sensitive to small diff erences in forma ing.)

Figure 3. Schematic symbols for common electrical components

light emitting diode

resistor

Battery

Figure 4. 7-segment LED display


p0

p15

p14

p13

p12

p11

p9

p10

p8

Figure 2. Visual representation of schematic

3


3

‘ $STAMP BS2‘ $PBASIC 2.5

DEBUG “Display Identifi cation”

OUTH= %00000000 DIRH= %11111111

OUTH= %10000000 PAUSE 1000OUTH= %01000000 PAUSE 1000OUTH= %00100000 PAUSE 1000OUTH= %00010000 PAUSE 1000OUTH= %00001000 PAUSE 1000OUTH= %00000100 PAUSE 1000OUTH= %00000010 PAUSE 1000OUTH= %00000001 PAUSE 1000

DIRH= %00000000

END

A

G

D

C

B

E

F

1 2 3 4 5

10 9 8 7 6

Common Cathode

Common Cathode

Figure 5. LED display


Imag

e ad

apte

d fr

om P

aral

lax,

Inc.

Note:The common cathode is the ground to complete

the circuit.

3 3

77Listen Up!

Connect the programming cable to the HomeWork Board project platform and the computer, and then insert the ba ery. Press the “CTRL” and “r” keys at the same time to load the program into the BASIC Stamp.

Press the “CTRL” and “r” keys again and record which line segments light up at each OUTH command using Figure 5. Complete the chart at le .

An Explanation of the Program

Computer programs may not make sense until you understand how to inter-pret the words and symbols. Here is a line-by-line explanation of the program that you ran on the BS2.


These two lines are special instructions to tell the BASIC Stamp Editor what version of the BASIC Stamp hardware and so ware you are using. These lines need to appear at the beginning of every program.

DEBUG “Display Identifi cation”

The fi rst command “DEBUG” tells the BS2 to send information to a new window on the computer screen. This window will display “Display Identifi cation” Display Identifi cation” Display Identifi cation

on the computer screen.

OUTH= Line Segment

%10000000

%01000000

%00100000

%00010000

%00001000

%00000100

%00000010

%00000001


Logbook 3.12

3


3

OUTH= %00000000

The “OUTHThe “OUTHThe “ ” command controls the high or low signals sent to each I/O pin, using binary numbers (0’s and 1’s). A binary 1 sends a high signal and binary 0 sends a low signal. There are eight diff erent high/low signals in each “OUTH“OUTH“ ”command. The “OUTH= %00000000command. The “OUTH= %00000000command. The “ ” command sets all pins to low or off .

DIRH= %11111111

The “DIRH” command controls the direction the signals can be sent, either as input or output, to pins 8 through 15. “DIRH= %11111111” sets pins 8-15 to output. DIRH= %11111111” sets pins 8-15 to output. DIRH= %11111111

OUTH= %10000000

A er pins 8-15 have been set to output by the above command, this “OUTH“OUTH“ ”command sends a high signal to pin 15 turning on segment B. Each “OUTH“OUTH“ ”command that follows sends a combination of high and low signals, turning on one or more line segments. The “OUTH= %00001000on one or more line segments. The “OUTH= %00001000on one or more line segments. The “ ,” however, sends a high OUTH= %00001000,” however, sends a high OUTH= %00001000

signal to the decimal point.

PAUSE 1000

The “PAUSE” command pauses the program for 1 second (1000). This causes the line segment preceding this command to be displayed for 1 second.

DIRH= %00000000 END

The fi nal “DIRH” command sets pins 8-15 to input, thus turning them off . The “END” command ends the program.


3 3

79Listen Up!

More Complexity

Now that you understand the basic commands used to turn each line segment on or off , you can display number and spell out words. Insert the following program and answer the questions that follow.


DEBUG “Combination”

OUTH= %00000000 DIRH= %11111111

OUTH= %10000100 PAUSE 2000

OUTH= %01110011 PAUSE 2000

OUTH= %11010011 PAUSE 2000

End

1. What le ers or numbers were displayed using the above command?

2. Explain why those le ers or numbers were displayed. Which commands sent signals to the circuit? Why did it display what it did?

3. How would you change the program to display more le ers or numbers?


Logbook 3.13

3


3

Your turn

Now it is your turn to modify the program to display the word below. First, determine the program that you will need to use in order to display the word. Write the program in the space provided below. Then insert the program and observe the display. If time allows, send a word of your choice.

FISHProgram:

Word of your choiceProgram:


Logbook 3.14

3 3

81Listen Up!

1. As mentioned during the Exploration, many commercial businesses and other organizations are experimenting with materials and technologies that will block or “jam” communication devices from working within their walls. Research some of the materials and technologies being developed. Who is developing them? Why do some businesses and others want to block communication devices? A er you have researched this issue, write a one-page position paper on the topic answering whether or not you think this is a good idea. Support your position with the information you gathered.

2. Besides lightning, there are other natural occurrences that can cause interference with communication devices, such as solar fl ares. What are solar fl ares and how can they aff ect communication devices? What can be done to avoid this interruption? Write a one page report answering these questions.

3. Many electronic devices contain digital displays to communicate infor-mation to the user. Most of these digital displays are liquid crystal displays (LCDs). What is an LCD? How do they work and why are they used? Research how LCDs are made and find five diff erent examples of how they are used in electronic devices. Present your findings to the class.

Private InvestigatorElectrical EngineerAudiovisual Specialist



3


3

Meeting with your Primary Challenge team, you will need to work on two important aspects for your solution. First you will need to decide

how your security system will provide feedback. How will your system keep track of the number of locker entries? How will

your system provide a visual warning to the intruder? What kind of alert will your system provide to the owner? Once you

have determined how your system will provide feedback to the owner, make any necessary changes to the design of your system.

Secondly, your team will need to begin working on the marketing plan for your security system. How will you market your system to school administra-tors? What information will they want to know about your system? What is the estimated implementation cost? What are some reasons why it is important for students to have a security system? Will you answer these questions with a brochure, a multimedia presentation, or with charts and graphs? As you work through these and other questions, begin constructing your marketing plan to present to school administrators. Use the space below to record notes.



3 3

83

Listen Up!

Name: Date:

ElementCriteria

Points4 3 2 1

Exploration

Completed all four

stations with exceptional

quality; made thorough

and detailed observations.

Completed all four stations with above

average quality; made

thorough observations.

Completed three of the

four stations or all four

with average quality; made

incomplete observations.

Did not complete all or did complete all four with

below average quality;

made poor observations.

Engagement

Completed 7-segment

display circuit activity with exceptional

quality.

Completed 7-segment

display circuit activity with

above average quality.

Completed 7-segment

display circuit activity with

average quality.

Completed 7-segment

display circuit activity with poor quality.



correctly and in detail.




correctly.


correctly.

Total Points


4Instant Information4Instant Information485

4


4 4

CURRENTLY, WE ARE LIVING IN WHAT IS CALLED the Informa-tion Age. The transition from agriculture to manufacturing, known as the Industrial Revolution, progressed into the Information Age, named

because of the increased production, transmission, consumption, and reliance on information. One of the most signifi cant developments of the Information Age is the Internet or the “Information Superhighway.” During the end of the twentieth century, developments like the diff usion of personal computers, e-commerce, and a computer-literate workforce changed not only communica-tion, but also how we live and work.

Using and working with communication technologies has become vital in a society that relies on information. One way to explore these technologies is through a modifi cation of the communication process explored in the fi rst three learning cycles. This learning cycle will bring all of the parts of the process together by focusing on communication technologies. However, instead of examining the sending and receiving ends of the communication process, we will focus on input and output devices and the processing that is involved in diff erent communication technologies.

The communication process shown below in Figure 1 illustrates how commu-nication devices communicate information on a larger scale. If you break each part down, the input and output depends on the perspective of the device or user. Keyboards, for example, are an input device for the user. The

Introduction

Figure 1. Communication process

4

87Instant Information

4

keyboard, however, converts the physical input from the user into signals that a computer can understand. The keyboard’s signals can then be considered output. Printers take signals that a computer outputs as input. The printer then converts the computer’s signals into output representations that human users can see or read. There are a series of inputs and outputs when working with communication devices, such as computers.

In this learning cycle you will be exploring diff erent input and output devices, the communication process that occurs between them, and the feedback provided to the user. The processing device you will be working with is the BS2. You will be constructing diff erent circuits working with a push-bu on, a light sensor, a speaker, and with the 7-segment display. A er working through this learning cycle, your team should be adequately prepared to complete the Primary Challenge.

Objectives A er completing this learning cycle, you will be able to:

1. Explain how communication technolo-gies communicate to each other and provide feedback to humans.

2. Demonstrate input and output devices using a microcontroller.

Information

Information

Superhighway

Superhighway


4 4

Exploration

ExplorationMicrocontrollers (or microprocessors) are used in most of the electronic devices we use everyday to process input and control a given output. Almost every product or device that humans interact with has at least one microcon-troller inside. Televisions, digital cameras, and laser printers all rely on micro-controllers to help perform many of their functions. Even automobiles contain one, if not six or seven, microcontrollers controlling the engine, the anti-lock brakes, and/or cruise control.

A microcontroller is actually a “special purpose computer.” Like personal computers, they have central processing units (CPUs), random-access memory (RAM), and input and output devices. Microcontrollers, however, are usually low-power devices embedded inside a larger device. They are also usually dedicated to one task, which runs one specifi c program. As you discovered in the previous learning cycle, the BS2 is an easy to use microcontroller. The BS2 can be programmed to receive input from diff erent devices such as a push-bu on sensor and display output through diff erent devices such as a piezoelectric speaker.

To build the circuit, you will need to obtain the following from your instructor:

BASIC Stamp HomeWork BoardBASIC Stamp serial programming cablePiezoelectric speakerPush-button sensor

(2) Jumper wires9 V batteryAccess to a personal computer with the

BASIC Stamp Editor

Cons

ider

This

How is technology used to detect a changing condition in the surrounding environment?


4


4

The BS2 receives input from the push-bu on sensor and then sends signals to the piezoelectric speaker, causing an element in the speaker’s positive terminal to vibrate. The speaker is essentially converting the electrical energy from the microcontroller into physical vibrations, which creates a buzzing sound.

In teams, construct the circuit by following the schematic to the right. Make sure you connect the negative (-) lead of the speaker directly to the Vss pin and make sure you a ach the push-bu on to the circuit board in pins 8 and 10.

Open the Basic Stamp Editor program on the computer and type in the following program:


FREQOUT 13, 10000, 2000 END

Connect the programming cable to the HomeWork Board and the computer and then insert the ba ery. Press the “CTRL” and “r” keys at the same time to load the program into the BS2. A er the program loads, press the push-bu on. What do you hear?

Vss

P13

Figure 1. Push-button schematic

Be sure to enter the code

just as printed including the

‘ marks. These ‘ marks are

used to separate comments

from the executable code that

work to make the program

function.



4 4


FREQOUT 13, 10000, 2000

The "FREQOUT"command sends signals to the speaker to make the sound. The first number (13) following the "FREQOUT" command sends high signalsto pin 13.

The following number (10000) tells the speaker to play the tone for ten seconds.

The last number (2000) sets the frequency of the tone, in Hertz. In this case, the frequency is set at 2 kiloHertz (kHz).

Your turn

Modify the program, changing the duration and frequency arguments as noted below.

1. Change the frequency to 3000. How and why did this change the tone?

Logbook 4.1


4


4


1. Divide and label each part of the communication process between the user, the microcontroller, the push-bu on, the speaker, and the computer into input and output devices.

2. How could this device be used to communicate?

3. How could you use either the push-bu on or speaker in your Primary Challenge security system?

Logbook 4.2



4 4

E ng a g e m e n t

EngagementOne of the many reasons why communication technologies and devices are used to transmit, store, and process information is because of their effi ciency. Electronic devices have improved the speed of both the input and output processes involved in communication. Effi cient data inputs, for example, reduce the number of intermediate steps between the origination of data and its processing. In other words, the input for some communication devices do not have to be manually collected or altered before it is processed. Effi cient data input is best accomplished by source data automation; the use of special equipment or devices like sensors to collect data at the source. Commercial and residential buildings, for example, use automatic sensors to effi ciently control heating and cooling systems. The sensors collect data (the temperature) at the source and automatically turn on or off the heating or cooling system.

While completing the following activity, you will be combining the 7-segment display you worked with in the previous learning cycle with an automatic light sensor or photo-cell. This type of sensor has many industrial applications. For example, light sensors are used in factories to distinguish colors among diff erent parts, which is then communicated to a robotic arm for sorting. The photocell you will be using can measure the visible spectrum of light and communicate information to the 7-segment display.


HomeWork Board project platform BASIC Stamp serial programming cablePhotocell7-segment display0.01 μF Capacitor

(7) Jumper wires(8) 1k Ω Resistors

220k Ω Resistor9 V batteryAccess to a personal computer with the

BASIC Stamp Editor


4


4

In teams, construct the circuit exactly as shown in the schematic (See Figure 2). The circuit is constructed exactly the same for the 7-segment display as in the previous learning cycle. The only additions are the photocell and the capacitors.

Open the BASIC Stamp Editor program on the computer and type in the following program. Type it exactly as shown, including all punctuation, spaces, and line breaks.


index VAR Nib time VAR Word

OUTH= %00000000 DIRH= %11111111

DO HIGH 0

PAUSE 3

RCTIME 0,1, time

PAUSE time

IF index = 6 THEN index = 0 LOOKUP index, [%01000000, %10000000, %00000100, %00000010, %00000001, %00100000], OUTH index = index + 1

LOOP

P151K

Vss

P13

P14

P12

P11

P10

P9

P8679105421

1K

1K

1K

1K

1K

1K

1K

3

Vss220 ohm

P0

photocellFigure 2. Sensor schematic


Key Terms

Capacitor:

A device used to send stored

energy to another component


4 4

Connect the programming cable to the HomeWork Board and the computer and then insert the ba ery. Press the “CTRL” and “r” keys at the same time to load the program into the BASIC Stamp.

Expose the photocell to diff erent levels of light. For example, shine a fl ash-light above the photocell. Place your hand over the photocell to block the light. How does the circular pa ern of the 7-segment display respond to the diff erent levels of light?


The program uses a few of the same commands with the 7-segment display. The following will explain the new commands introduced with the above program.

index VAR Nibtime VAR Word

These two lines declare the two variables (VARThese two lines declare the two variables (VARThese two lines declare the two variables ( ) that will be used in the VAR) that will be used in the VAR

program (index and timeprogram (index and timeprogram ( ).

DO…LOOP

The “DO…LOOP” command simply repeats the program stated between the “DO” command and the “LOOP” command.

HIGH 0PAUSE 3

The “HIGH 0” sends high signals to P0, charging the capacitor that is a ached to pin 0. The “PAUSE” command delays the execution of the next program for 3 milliseconds, allowing time for the capacitor to charge.


4


4

RCTIME 0,1, timePAUSE time

A er the capacitor is charged, the next command, “RCTIME,” takes the measurement of how long it takes for the capacitor to discharge. The fi rst number sends high signals to pin 0, so the photocell is activated. The next number (1) changes the I/O pin (0) from an output to an input so the photo-cell can receive the stored energy from the capacitor. The “timecell can receive the stored energy from the capacitor. The “timecell can receive the stored energy from the capacitor. The “ ” command time” command time

measures the time it takes for the capacitor to lose its charge to the photocell. The “PAUSE” command then causes the program to pause for the amount of “time“time“ ” measured by the previous ”time” measured by the previous ”time RCTIME” measured by the previous ”RCTIME” measured by the previous ” ” command. So, if it takes 3 milli-seconds to discharge, the program will pause for 3 milliseconds.

IF index = 6 THEN index = 0LOOKUP index, [%01000000, %10000000, %00000100, %00000010, %00000001, %00100000], OUTHindex = index + 1

This next set of commands causes the 7-segment display to create a circular pa ern by displaying the six outside line segments. The “LOOKUP” com-mand contains the six “OUTH” commands that correspond with the outside line segments. For purposes of this program the six “OUTH” commands are labeled 0-5.

The “index = index + 1” command causes the next “OUTH” command in the pa ern to light up. So, once the fi rst “OUTH” command, labeled 0, is executed, lighting a line segment, the program adds 1 to 0, making the next “OUTH” command (1) to be executed, lighting the next line segment.



4 4

The “IF…THEN” command at the beginning of the sequence causes the entire “LOOKUP” sequence of “OUTH” commands to repeat. When the last “OUTH” command, which is labeled as 5, is executed, the “index = index + 1” adds 1 to the 5 which equals 6. The “IF…THEN” command takes over, which states that once the “OUTH” commands get to 6, the first “OUTH” command (0) should be executed. The result is a repeating circular pa ern on the display.

Answer the following questions, to help you be er understand the program and how the circuit works.

1. In your own words, describe how a capacitor works. What role does it play in the circuit you just built?

2. How do the photocell and the 7-segment display communicate between each other?

3. In your own words, describe how the program controls the circular pa ern of the 7-segment display.

Logbook 4.3


4


4

More Complexity

Now that you understand how the photocell works with the 7-segment display, you can add the piezo-electric speaker back to the circuit (along with a jumper wire) and a line to the code to see how all three can work together.

Follow the schematic below to add the speaker to the 7-segment

display and photocell circuit. Insert the same program as shown on page 95, but add the following command sequence between the “index = index + 1 but add the following command sequence between the “index = index + 1 but add the following command sequence between the “command” and the “LOOP.” You will be using theLOOP.” You will be using theLOOP ”FREQOUT”FREQOUT” ” command you used during the Exploration activity.

index = index + 1

FREQOUT 1, 1, 3400LOOP

Press the “CTRL” and “r” keys at the same time to load the new program into the BS2 and answer the questions below.

• What sound does the speaker make? • How do the speaker’s sounds correspond with the circular pa ern of the

display?


BASIC Stamp HomeWork Board BASIC Stamp serial programming cablePhotocell7-segment displayPiezoelectric speaker0.01 μF Capacitor

(8) Jumper wires(8) 1k Ω Resistors

220k Ω Resistor9 V battery


Logbook 4.4


4 4

Your Turn

The sensitivity of the photocell to light can be manipulated with the “PAUSE time” command. For example, by multiplying the time variable by 5 (PAUSE time * 5), the display will cycle at one-fi h the speed.

Manipulate the ”PAUSE time” variable and record how this changes the sound the speaker makes and the speed of the circular display. Complete the chart below.

In addition, the frequency of the speaker’s tone can be manipulated by altering the last number in the “FREQOUT” command. The frequency can range from 1kHz to 6kHz or more. Try a random sample of diff erent frequencies in the program. Is the tone higher or lower when the frequency command is replaced with a larger number?

Variable Speaker DisplayPAUSE time * 5

PAUSE time * 10

PAUSE time * 20

PAUSE time /2


4


4

ExpansionSelect one of the following Expansion activities in which to engage and follow the directions.

• Bar codes or universal product codes (UPC) are on most of the prod-ucts we buy at the grocery store. On what are bar codes? When did they originate and why? How does a scanner read bar codes? What other less obvious applications have bar codes been used or been proposed to be used? Research the development and use of bar codes and present your fi ndings to the class.

• Assistive technology is a branch of technology designed to aid people with physical, cognitive, and speech disabilities. Locate fi ve diff erent assistive technolo-gies that have been developed to help people communicate. Present your fi ndings to the class and explain how each of the fi ve technologies work.

• During a 24-hour span, observe your environment and list all of the diff erent input devices that are used to communicate feedback to you. List and describe all of the diff erent input devices you observe. Create a graphic representation of each of the devices explaining the input they receive, the processing, and the output or feedback generated.

03586 0262 55535



4 4As you complete this fi nal learning cycle, it is time to pull your knowledge together to solve the Primary Challenge. In your teams,

review the constraints/requirements listed at the beginning of the Learning Unit. Are you able to meet all of them? What ques-tions still need to be answered? Discuss possible answers to

these questions with your team and the larger class, if needed. The remaining time in this unit will be devoted to working as a

team as you develop a solution to the Primary Challenge.


Computer-Control ProgrammerIndustrial EngineerOptometristHVACR TechnicianHVACR Technician

Here are some careers related to this learning cycle. For more infor-

mation, visit the United States Department of Labor’s Occu-

pational Outlook Handbook at: www.bls.gov/oco


4


4

Instant Information

Name: Date:

ElementCriteria

Points4 3 2 1

Exploration

Completed circuit with exceptional quality; worked extremely well

with team.

Completed circuit with

above average quality; worked very well with

team.

Completed circuit with average

quality; worked well with team.

Did not complete circuit or with below average

quality; did not work well with

team.

Engagement

Completed circuit with exceptional

quality; made modifi cations w/ exceptional

quality.

Completed circuit with

above average quality; made above average modifi cations.

Completed circuit with average quality; made

average quality modifi cations.

Completed circuit poorly;

made poor modifi cations.



correctly and in detail.




correctly.


correctly.

Total Points

information and communication technologies · charles kachmar snellville, ga south gwinnett high...

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