Day 5
Building circuits with automobile electric parts is not something I could easily do in my classroom, but there are other devices that can be recycled. I know, for example, that there are some plug-in relays in the back room of my class. I have thought many times that it would be interesting to have the students build relay-logic circuits (switches in series make an AND gate, switches in parallel make an OR gate). The problem is to find the matching sockets for the relays.
The Logicator software seems like a great way to introduce students to the concepts of programming. A flow chart has always been one of the ways that new programmers learn how to create algorithms. The great aspect of Logicator is the ability to simulate the programming of real world equipment like traffic lights, and see the results on the screen.
After watching the presentation about comparing Web Browsers, I was motivated to go and download some of the most recent versions available. By the way, at the moment, my old favorite Mozilla version 4 is rated as the fastest browser available. Of course that is true only until the next version of Chrome or another competitor. It can also lead to a discussion of how Microsoft deals with it's competitors.
Several of the projects involved building electronic circuits. I have found that the grade nine students enjoy working with electronics, particularly when they are successful. Using simulation software is one way to introduce them to the subject, and it is usually an easy way to get started. I find that solder-less breadboards are not easy to understand for beginners, because the connections are invisible. I recently purchased some transparent breadboards, but even then it is not always clear what is inside the board. So for that reason, I usually have the students build circuits using the traditional bread boarding approach -- soldering components onto nails driven into a piece of plywood. It is primitive, but it is easy to see the circuit, plus they learn how to solder.
I'm not sure that learning Photoshop is really an aspect of Computer Technology, however it can certainly be linked to Computer Technology. The students could for example use Photoshop to enhance or label pictures of computer hardware. Or trace the pictures in a drawing program to learn about computer hardware and technical drawing.
In general, I think it is important to keep the new name of the grade nine course in mind when planning activities that give the students opportunities for Exploring Technology. If they get engaged in hands-on challenges that allow them to be creative in the solution of the problem, they are likely to return to take more technology courses in the future.
Several of the projects involved building electronic circuits. I have found that the grade nine students enjoy working with electronics, particularly when they are successful. Using simulation software is one way to introduce them to the subject, and it is usually an easy way to get started. I find that solder-less breadboards are not easy to understand for beginners, because the connections are invisible. I recently purchased some transparent breadboards, but even then it is not always clear what is inside the board. So for that reason, I usually have the students build circuits using the traditional bread boarding approach -- soldering components onto nails driven into a piece of plywood. It is primitive, but it is easy to see the circuit, plus they learn how to solder.
I'm not sure that learning Photoshop is really an aspect of Computer Technology, however it can certainly be linked to Computer Technology. The students could for example use Photoshop to enhance or label pictures of computer hardware. Or trace the pictures in a drawing program to learn about computer hardware and technical drawing.
In general, I think it is important to keep the new name of the grade nine course in mind when planning activities that give the students opportunities for Exploring Technology. If they get engaged in hands-on challenges that allow them to be creative in the solution of the problem, they are likely to return to take more technology courses in the future.
