dakotahhoward.weebly.com€¦ · Web viewThis leads to the Technology Education classes having very similar student demographics as the school overall. Contextual Factors of the

Impact on Learning through Pre-Post AssessmentCareer and Technical Education

University of Arkansas

Dakotah Howard

I. Unit ContextContextual Factors of the Community

The city of Springdale has a total population of 73,123 people as of 2012. It is one of the fastest growing cities in the United States, growing at a rate of 52.4 percent over a ten year span. The city’s population is represented by several ethnicities, consisting of 52 percent Caucasian, 35 percent Hispanic or Latino origin, and the remaining 13 percent split between African American, Native American and Asian ethnicities. School age individuals, age 5 to 17, make up about 23 percent of the total population. The growing population in Springdale has led to the addition of several new schools, including a new high school, in recent years.

Contextual Factors of the School

Springdale High School is a 10th – 12th grade public school with a current enrollment of 2146 students. Of those students, 1100 are Hispanic, 748 White, 192 Pacific Islander, 46 African American, 38 Asian, and 5 Native American. Springdale has a large selection of courses for students to choose from, including Agriculture, Art, Band, Business, Engineering and Architecture, Family and Consumer Science, Information Technology, Journalism, Law, Medical, and others. In addition, Springdale High contains several academies, including Information Technology, Medical, Engineering and Architecture, and Law and Public Safety. Springdale offers several Advance Placement courses and is also an International Baccalaureate School. While most Technology Education classes at Springdale High School are part of the Engineering and Architecture Academy, the classes are open to all students. This leads to the Technology Education classes having very similar student demographics as the school overall.

Contextual Factors of the Classroom and Learners

My ILPPA will be conducted with my 2nd hour Principles of Engineering class. This class consists of 16 total students, including 13 males and 3 females. 8 students are Caucasian, 7 are Hispanic and 1 student is Pacific Islander. Roughly half of the students qualify for the free or reduced lunch program. 4 of the students are classified as English language learners (ELL). 14 students showed proficiency in literacy and mathematics, including 10 advanced in math and 7 advanced in literacy. All students in the class show an interest in technology, including 12 students that are part of the Engineering and Architecture Academy. The non-academy students have shown an interest in the curriculum but not necessarily as a career choice in the future.

II. Design for Instruction

I have chosen to do my ILPPA based on benchmarks outlined in the Standards for Technological Literacy: Standards 2, 9, 10, and 17. These standards cover the following information:

Standard 2: Students will develop an understanding of the core concepts of technology.BM Y: The stability of the technological system is influenced by all of the

components in the system, especially those in the feedback loop. BM FF: Complex systems have many layers of controls and feedback loops

to provide information.

Standard 9: Students will develop an understanding of engineering design.BM F: Design involves a set of steps which can be performed in different

sequences and repeated as needed.BM J: Engineering design is influenced by personal characteristics, such as

creativity, resourcefulness, and the ability to visualize and think abstractly.

Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.BM F: Troubleshooting is a problem-solving method used to identify the

cause of a malfunction in technological system.

Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies. BM M: Information and communications systems allow information to be

transferred from human to human, human to machine, and machine to machine.

BM Q: Technological knowledge and processes are communicated using symbols, measurement, conventions, icons, graphic images, and languages that incorporate a variety of visual, auditory, and tactile stimuli.

Learning Goals(6 days to cover unit: 2 days presenting information and 4 days for activities)

Day 1

Standard 2 BM Y: The stability of the technological system is influenced by all of the components in the

system, especially those in the feedback loop. BM FF: Complex systems have many layers of controls and feedback loops to provide

information.

Standard 17

BM M: Information and communications systems allow information to be transferred from human to human, human to machine, and machine to machine.

BM Q: Technological knowledge and processes are communicated using symbols, measurement, conventions, icons, graphic images, and languages that incorporate a variety of visual, auditory, and tactile stimuli.

Day 2 & 3

Standard 9 BM F: Design involves a set of steps which can be performed in different sequences and

repeated as needed. BM J: Engineering design is influenced by personal characteristics, such as creativity,

resourcefulness, and the ability to visualize and think abstractly.

Standard 10 BM F: Troubleshooting is a problem-solving method used to identify the cause of a

malfunction in technological system.

Day 4

Standard 2 BM Y: The stability of the technological system is influenced by all of the components in the

system, especially those in the feedback loop. BM FF: Complex systems have many layers of controls and feedback loops to provide

information.

Standard 9 BM J: Engineering design is influenced by personal characteristics, such as creativity,


Standard 17 BM M: Information and communications systems allow information to be transferred from

human to human, human to machine, and machine to machine. BM Q: Technological knowledge and processes are communicated using symbols,

measurement, conventions, icons, graphic images, and languages that incorporate a variety of visual, auditory, and tactile stimuli.

Day 5 & 6

Standard 9 BM F: Design involves a set of steps which can be performed in different sequences and

repeated as needed. BM J: Engineering design is influenced by personal characteristics, such as creativity,


Standard 10 BM F: Troubleshooting is a problem-solving method used to identify the cause of a

malfunction in technological system.

Lesson Plans

Day1: Lesson Introduction / Programming Basics

Learning Objectives:

The learners will be able to…

Understand how to break down a complex behavior into basic behaviors in order to create pseudocode that sequentially defines a robots intended actions.

Identify the required elements necessary for a working program. Identify commonly used commands in the ROBOTC program.

Introduction:

We have learned about the individual motors and sensors that we will be using for the next few weeks. These motors and sensors are used to create working robots. However, robots also require us to create a program in a language that the robot understands that will tell the robot what to do. We will be learning how to create these programs for the next several days.

Learning Activities:

Students will complete a pre-test covering the basic programming information to be covered during the unit.

Students will take notes over a PowerPoint that outlines what a program is and the elements of a program.

Summary of Lesson:

Today we learned about robot behaviors as well as how to set up a working program that will allow our robot to perform those behaviors. Tomorrow we will begin applying what we learned today by creating simple programs with ROBOTC.

Formative Assessment:

Pre-Test

Day 2 & 3: Basic Outputs Programming Activity


Develop working code when given pseudocode for a behavior. Apply knowledge to create working code that will control LEDs, motors and sensors. Identify a greater set of commands that can be used in ROBOTC.

Introduction:

Yesterday we looked at the basics of programming with the ROBOTC software. Today we will apply that knowledge in an activity. We will be learning to create simple programs that will control different motors and sensors on our testbeds. Everyone will be given their own testbed to program and will be responsible for completing the activity.

Learning Activity:

Students will work to complete Activity 3.1.2 Basic Outputs Programming by the end of class on day 3.

Students will be encouraged to ask the instructor and fellow students questions during the activity but will be responsible for completing the activity individually.

Summary of Lesson:

We have now learned how to create simple programs that will control various motors and sensors. We also looked at several commands that can be used within the ROBOTC software. Tomorrow we will begin looking at more advanced programming that will allow us to perform more complex behaviors with our robots.


Activity 3.1.2 Basic Outputs Programming

Day 4: Loops, Variables and Functions


Identify the advantage of using more complex programming techniques such as loops, variables and functions.

Understand how Boolean logic is used to create true / false conditions for while loops and if – else statements.

Compare how while loops and if-else statements are used to allow a program to make decisions.

Introduction:

We have now learned how to create simple programs that will control various motors and sensors. Today we will be doing a group activity that will help us to learn about loops, variables and functions. These programming techniques will allow us to create programs that will give us more control over the actions of our robot.

Learning Activity:

The students will complete a jigsaw activity with readings over while loops, if-else statements, variables and functions.

Each student will take notes over their own topic as they read their handout. The students will also be responsible for taking notes over their group members’ topics as they share out at the end of class.

Summary of Lesson:

Today we have looked at several new programming techniques that can be used with ROBOTC. Tomorrow we will complete an activity similar to activity 3.1.2 that will allow us to explore these new techniques and help us learn how to implement them in our programs.


Participation in jigsaw activity (presenting to group and taking notes during activity)

Day 5 & 6: While Loops and If-Else Structures Activity


Apply knowledge to create new code using while loops and if – else statements when given pseudocode.

Understand how Boolean logic is used to create true / false conditions for while loops and if – else statements.

Introduction:

Today we will further explore while loops and if – else statements by completing an activity similar to the basic outputs activity from earlier in the week.

Learning Activity:

Students will complete activity 3.1.4 While Loops and If-Else Structures by the end of class on day 6.

Students will be encouraged to ask the instructor and fellow students questions during the activity but will be responsible for completing the activity individually.

Summary of Lesson:

We have now learned how to create while loops and if-else statements that will allow us to create code that can control a robot to easily complete complex tasks. We will soon be applying this knowledge by completing a design activity that will require us to build and program a robot to complete a task.


Activity 3.1.4 While Loops and If-Else Structures

Post-Test

III. Assessment Plan

Vex Programming Pre/Post Assessment

Directions: Fill in each question with the appropriate answer from the word bank. Each word is used once.

1. A ____________________ is anything your robot does.

2. ____________________ is used to describe a robot’s actions using short phrases.

3. ____________________ controls how long or how many times a loop repeats.

4. ____________________ may occur when a sensor is pressed or released, causing the

value to alternate between 0 and 1 briefly.

5. ____________________ are sections of text used for annotation purposes that are

ignored when the program is ran.

6. The ____________________ is used to confirm that all inputs and outputs are working

as expected.

7. ____________________ allow a section of code to be repeated as long as a certain

condition remains true.

8. ____________________ can only be true or false.

9. ____________________ are used to when a loop needs to repeat for a controlled

amount of time.

10. ____________________ allow for separate commands to run depending on whether a

condition is true or false.

WORD BANK

Comments Condition

Behavior Boolean statement

If-else statements Bounce

Pseudocode While loop

Timers Debugger

Activity 3.1.2 Basic Outputs Programming – VEXIntroduction

Computer programs are used in many applications in our daily life. Devices that are controlled by a processor are called outputs. These devices have a variety of functions such as producing motion, light, and sound. In this activity you will use ROBOTC to control several outputs.

Equipment Computer with ROBOTC software POE VEX testbed PLTW ROBOTC template

Procedure1. Form groups of four and acquire your group’s POE VEX Kit under your teacher’s

direction.

2. Within your four student group, form a two student team known as Team A and a two student team known as Team B.

a. Team A will use the VEX Testbed without the ultrasonic and the light sensor.

b. Team B will use the VEX Testbed without the servo motor and flashlight.

c. At the appropriate time, both teams will exchange testbeds.

3. Connect the POE VEX testbed Cortex to the PC.

4. Open the PLTW ROBOTC template. Click File, Save As, select the folder that your teacher designated for you to save your ROBOTC programs in, then name the file A3_1_2_Part1.

5. In this activity you will use the Green LED, rightMotor, leftMotor, and Servo. Leave the previously connected motors and sensors wired to the Cortex. Go to the Motors and Sensors Setup window. Configure the Motors and Sensors Setup to reflect the inputs and outputs to be used. Note that additional motors and sensors that are physically attached may be configured; however, these are not required to be configured. Click OK to close the window.

Cortex Wiring Diagram

6. Copy and paste or create the program below in the task main() section of the program between the curly braces.

turnLEDOff(green);

wait(1);

turnLEDOn(green);

wait(1);

turnLEDOff(green);

wait(1);

turnLEDOn(green);

wait(1);

turnLEDOff(green);

7. Power on the Cortex.

8. Compile and download the program. If you have any errors, check with your instructor to troubleshoot your program.

9. Press Start to run the program and observe the behaviors.

10.Save the program and document this program as pseudocode simple behaviors.

11.Open the PLTW ROBOTC template. Click File, Save As, select the folder that your teacher designated, then name the file A3_1_2_Part2. Setup the motors and sensors as done previously.

12.The wiring configuration and motors and sensors tabs should be the same as above.

13.Write a program that performs the following simple behaviors. Use the natural language functions where appropriate as shown below. Add comments at the end of each command line to explain the purpose of each step.

a. Turn the rightMotor on forward at half speed for 5 seconds.

b. Stop the motor.

14.Test the program and troubleshoot if needed until the expected behavior has occurred.

15.Modify the program above to include this simple behavior.

Turn on leftMotor at the same time that rightMotor is turned on.


17.Modify the program above to include this simple behavior.

Reverse both motors using two different programming methods.

18.Test the program and troubleshoot if needed until the expected behavior has occurred. Save the program.

19.Open the PLTW ROBOTC template. Click File, Save As, select the folder that your teacher designated, then name the file A3_1_2_Part3. Setup the motors and sensors as done previously.


a. Turn the rightMotor on forward at half speed for 5 seconds, then stop.

b. Turn the leftMotor on in reverse at three-fourths speed for 2.5 seconds, then stop.

c. Turn both motors on at full power, and spinning in the same direction, for 7.25 seconds, then stop.


22.Team A will open the PLTW ROBOTC template. Click File, Save As, select the folder that your teacher designated, then name the file A3_1_2_Part4. Setup the motors and sensors as done previously.

23.Copy and paste or create the program below in the task main() section of the program between the curly braces.

setServo(ServoMotor, -127);

wait(2);

setServo(ServoMotor, 0);

wait(2);

setServo(ServoMotor, 127);

wait(2);

24.Power on the Cortex and Compile and Download the program. If you have any errors, check with your instructor to troubleshoot your program.

25.Document what this program would look like as pseudocode simple behaviors. Save the program.


a. Program the servo to go to position -127 for 2 seconds

b. Go to position -63 for 3 seconds

c. Go to position 0 for 2 seconds

d. Go position 63 for 3 seconds

e. Go to position 127 for 2 seconds.

27.Test the program and troubleshoot if needed until the expected behavior has occurred. Save the program.

28.Team A will exchange testbeds with team B. Team B will complete the previous steps.

29. Follow teacher direction and either print the programs or submit electronically with this activity.

Activity 3.1.4 While Loops and If-Else Structures – VEXIntroduction

One of the powerful attributes of a computer program is its ability to make decisions. Although it can be argued that only humans are capable of decision making, computers are able to make decisions using criteria. They are able to compare two values and determine whether one is larger than the other. They can determine whether a statement is true or false, based on empirical data.

Equipment Computer with ROBOTC software POE VEX® testbed PLTW ROBOTC template

Procedure30.Form teams of two and acquire your team’s POE testbed under your teacher’s

direction.

31.Connect the POE VEX testbed Cortex to the PC.

Part 1: A Flashlight Responding to Light32.Open the PLTW ROBOTC template. Click File, Save As, select the folder that

your teacher designated for you to save your ROBOTC programs in, then name the file A3_1_4_Part1.

33. In this activity you will use all of the testbed input and outputs. Go to the Motors and Sensors Setup window. Configure the Motors and Sensors Setup to reflect the inputs and outputs to be used. Note that additional motors and sensors that are physically attached may be configured; however, these are not required to be configured. Click OK to close the window.

Cortex Wiring Diagram

34.A while loop is a structure within ROBOTC which allows a portion of code to be run over and over, as long as a certain condition remains true.

35.Copy and paste or create the program below in the task main() section of the program between the curly braces. Note that the light threshold will vary depending on ambient light, so you may have to change the 700.

while(1 == 1){

if (SensorValue(lightSensor)>700)

{

turnFlashlightOn(flashlight, 127);

}

if (SensorValue(lightSensor) <= 700)

{

turnFlashlightOff(flashlight,0);

}

}

36.Save the program, power on the Cortex, compile, and download the program. If you have any errors, check with your instructor to troubleshoot your program.

37.Press Start to run the program and observe the behaviors.

38.Document this program with pseucode and line-by-line comments.

39.An if-else statement is one way to allow a computer to make a decision. With this command the computer will execute one of two pieces of code, depending on whether the condition is true or false. Examine the following code.

40.Modify your program to use an if-else statement as shown below.

if (condition)

{

statement;

}

else

{

statement;

}

41. Adjust the line-by-line comments, and save your program. Explain why the single if-else structure in #11 might be preferable to the two if structures in #6.

Part 2: A Flashlight Responding to Light and a Switch

42.Open the PLTW ROBOTC template. Click File, Save As, select the folder that your teacher designated, and then name the file A3_1_4_Part2.

43.Write a program that performs the behavior below. You can use the while loop structure below (or any other structure that accomplishes the task) and Boolean Logic table below when developing the program.

Task: Program the Cortex so that when the limit switch is pressed, the flashlight responds to light. When the limit switch is pressed, the flashlight should turn on when it is dark in the room (or the sensor is blocked) and off when it is bright in the room. When the limit switch is not pressed, the flashlight should always be off. The program should loop indefinitely, waiting until the limit switch is pressed again. If your group doesn’t have the flashlight, use a motor instead.

while (condition) //repeat indefinitely

{

while (condition) //repeat while limitSwitch pressed

{

if (condition) //respond to lightSensor

{

}

else

{

}

}

//do this when the limitSwitch is not pressed

}

Boolean Logic

44.Test the program and troubleshoot until the expected behavior has occurred. Make sure your code is documented with a task description, pseudocode, and line-by-line comments. Save the program.

Part 3: Blinking LED with Switch45.Open the PLTW ROBOTC template. Click File, Save As, select the folder that

your teacher designated, and then name the file A3_1_4_Part3.

46.Copy and paste or create the program below in the task main() section of the program between the curly braces.

ClearTimer(T1);while ( time1(T1) < 20000) //Loop for 20 sec{

turnLEDOn(green);

wait(2);

turnLEDOff(green);

wait(2);

}

47.Compile, download and run the program, and observe its behavior.

48.Modify the program to perform a new task. Copy the following task into your code’s task description:

When the bump switch is pressed, the LED flashes. When the bump switch is not pressed, the LED is off.

49.Write pseudocode to implement this task, describing the simple behaviors. Copy the pseudocode into the task main, turning it into line-by-line comments. Write code to implement the task, changing the comments, if needed, to match your revisions.

50.Follow the teacher direction and either print the programs or submit electronically with this activity.

Part 4: Additional Practice51.Create programs to accomplish one or more of the following tasks as directed by

your teacher. For each task to be completed, open the PLTW ROBOTC template. Use Save As to create a new file named A3_1_4_Part4A (or 4B, etc.). Copy the task into the task description and create the corresponding pseudocode. Copy the pseudocode into the task main as a starting point for your line-by-line comments

A. Make a motor spin as long as the bump switch is being held down. Its direction depends on whether a person is within 20 cm of the ultrasonic sensor. If the button is released, the behavior will repeat if it is pressed again.

B. Make the servo position itself to the left or right depending on whether the line follower is covered by your hand.

C. Make the servo position itself to the left or right depending on whether the line follower is covered by your hand. This behavior will only apply if the button is pressed; if the button is released, the servo is in a middle position, awaiting the button to be pressed again.

D. Make one motor spin whenever a button is pressed and a second motor spin whenever a limit switch is pressed. This behavior repeats indefinitely, the two things being independent.

Jigsaw Readings

Formative Assessment Summary:

Day 1: Lesson Introduction / Programming Basics

Take notes over programming basics during presentation.

Pre-Test

Day 2 & 3: Basic Outputs Programming Activity

Activity 3.1.2 Basic Outputs Programming

Day 4: Loops, Variables and Functions

Participate in Jigsaw activity and take notes over all topics presented.

Day 5 & 6: While Loops and If-Else Structures Activity

Activity 3.1.4 While Loops and If-Else Structures

Post-Test

Learning Goal Table:

Pre - Test % Post - Test % Gain Shown

Learning Goal Met?

Student 1 4 40% 5 50% 1 NoStudent 2 7 70% 10 100% 3 YesStudent 3 2 20% 3 30% 1 NoStudent 4 Absent NA 5 50% NA NoStudent 5 Absent NA 7 70% NA YesStudent 6 0 0% 5 50% 5 NoStudent 7 4 40% 7 70% 3 YesStudent 8 Absent NA 3 30% NA NoStudent 9 5 50% 7 70% 2 YesStudent 10 Absent NA 7 70% NA YesStudent 11 0 0% 8 80% 8 YesStudent 12 2 20% 7 70% 5 YesStudent 13 1 10% 3 30% 2 NoStudent 14 4 40% 10 100% 6 YesStudent 15 3 30% 10 100% 7 YesStudent 16 Absent NA 5 50% NA NoAverage 2.9 29% 6.3 63% 3.9

IV. Analysis of Student Learning Over Time

I feel that, overall, my lessons and activities during my ILPPA were moderately successful at impacting student learning. I was pleased to see that all of my students improved between the pre-assessment and the post-assessment. While a few of my students showed significant gains, as many as eight additional questions, there were several students who only improved by one or two questions and did not meet the learning goals for the unit.

Three of the students who failed to meet the learning goals were students who did not give full effort during the two big activities in the unit. I believe that I did not do a good job of ensuring that they understood the foundation of lesson and their uncertainty lead to them giving less effort. These students may have benefitted from more individualized instruction early on to make sure they were comfortable with the material before jumping into a big assignment. Further, there were a few students who were on a field trip during the first two days of the unit who did not get a chance to take the pre-assessment so their gain could not be shown. Three of these students also performed poorly on the post-assessment due to missing important information early in the unit. I tried to quickly bring the students up to speed but should have given them more time and resources before beginning Activity 3.1.2.

During this unit, I believe that some of my activities were more successful and some were less successful at encouraging student learning. I believe my most successful activity was the jigsaw group activity that the student participated in on the fourth day of the unit. I had noticed during my first day of instruction that the students were not responding well to a more direct, lecture- based approach to the lesson and decided to use the jigsaw method to engage the students and give them a more hands-on role in learning about loops and functions on day four. I feel that the students were able to reach a greater level of understanding through this activity because it was fun and required them to really learn their topic to teach to the rest of their group.

The learning activity that I though was least successful was Activity 3.1.2 that we participated in on days 2 and 3 of the unit. The programming information covered in this unit was brand new to almost all of my students. That being said, I feel that many students were still a little confused after the first day of instruction and could have benefitted from more explanations and examples from me. Due to this lingering confusion, I think many of the students went through the activity without really understanding how programming works and why it is used. They were able to get through the activity with assistance but I feel that I should have built a stronger foundation to help make this activity more successful for enhancing student learning.

If I were to do this lesson again, I would increase the length of the unit to allow for more instruction time on the basics of programming. I would incorporate additional, smaller activities during the first couple of days in the unit to assess the students’ understanding and help me to adjust my teaching early on. This would allow the students to obtain a better understanding before participating in the bigger activities of the unit. Further, I hope to use this experience to help me create more coherent lessons in the future that do a better job of scaffolding my students when presented with new, complex material.

Documents

dakotahhoward.weebly.com€¦ · Web viewThis leads to the Technology Education classes having very similar student demographics as the school overall. Contextual Factors of the