CyberPi: Sound Recorder I

Description

In this lesson, students will transform the CyberPi into a pocket-sized audio recorder and playback device by combining the speaker, microphone and integrated storage. Through an iterative process, students will evaluate their projects and improve their sound recorders.

Objectives

• Create a program in mBlock that records and plays back audio.

• Follow an iterative process to develop a solution to a computing problem.

Preparation

For the teacher and students:

• Computer with mBlock 5 installed from here: https://www.mblock.cc/en/download/ or mBlock Web version

• CyberPi with USB-C cable

• Pocket shield (optional)

Example program(s): CyberPi – Lesson 3 – Sound Recorder 1 & CyberPi – Lesson 3 – Sound Recorder 2

Warm Up

Evolving Computing Solutions

1. Discuss with students how programming solves everyday, real-world problems. As a class, compile a list of computer solutions that students and their families come across on a daily basis. Some examples may include:

• Smartphone

• Alarm Clock

• Refrigerator Alarm

• Automobiles

• Public Transit

• GPS

• Microwave

• Weather Report

2. Discuss with students how programs have evolved over time.

Here is a specific example you may want to share:

Tour of mBlock 5

1. Open the mBlock software or mBlock 5 Web version.

2. Introduce students to the following key areas of the software interface:

Connect the CyberPi

3. Plug the CyberPi into the computer using the included cable. The CyberPi should boot up and the screen will display either the last program uploaded or the Home menu.

4. On the "Devices" tab in mBlock, click the "Add" button. Select CyberPi and click "Ok".

5. Click the "Connect" button. Then, select the USB port and click "Connect".

6. If connected successfully, the button will change to "Disconnect".

Hands On

Make a Plan

1. Using the following problem statement, guide students through planning a solution to the problem. A sample solution has been provided for you. Note, keep the initial solution very simple. This will allow for students to iterate and add features as they work on developing a feature-rich sound recorder.

Create Sound Recorder 1.0

2. Now that the program is planned, it is time to learn about the new blocks needed to program the pseudocode.

3. Open the mBlock 5 software or mBlock 5 Web version. Add the CyberPi in the Devices tab and connect in Live mode.

4. Remind students how to drag-and-drop blocks from the color-coded categories in the Block Area. Instruct students to build the following scripts and test the program:

5. Ask students if the device is ready to give to the classmate to use in their foreign language class. Many students will begin to identify areas of improvement for this design. Have students brainstorm and create a list of ways to improve this basic sound recording device. If students need additional guidance, consider asking the following questions:

• How will your classmate know how to use the CyberPi Sound Recorder?

• How will your classmate know if the CyberPi is recording?

• What other features could be useful for your classmate?

• What other components of the CyberPi can be used to create a more feature-rich solution? (i.e., display, LED strip, speaker, motion sensor)

Try It

Plan and Create Sound Recorder 2.0

1. Explain to students that programmers and software developers improve upon their solutions often. (Note, this is why software apps have updates and redesigns.) Software development is an iterative process.

2. Using the list of improvements, they created in the previous section, have students identify the three most important features they would like to add to the Sound Recorder program.

3. Have students describe and justify the features they will be adding. Then, have students write the pseudocode for each feature. A sample plan is provided below:

Note, there are two example programs included with this lesson. These should be for the teacher to review. Students should be encouraged to brainstorm and create a program from their own ideas.

4. Have students create the Sound Recorder 2.0 using their pseudocode as a guide. Require that they implement one of the features from the list they created.

Extension

• Have students explore UX Design (User Experience Design) and the role it plays in software development. This includes how practical, valuable, and easy it is to use.

• Have students research accessibility and usability with software development.

Wrap-Up & Quick Check

Summarize

1. Have students share a few of the ideas they incorporated into their sound records.

2. Remind students that the next activity will have them continue developing the Sound Recorder project through an iterative process.

Example Program

CSTA

• 2-CS-1: Recommend improvements to the design of computing devices, based on an analysis of how users interact with the devices.

K12 CS Framework

• Practice 3-1: Identify complex, interdisciplinary, real-world problems that can be solved computationally.

• Practice 5-1: Plan the development of a computational artifact using an iterative process that includes reflection on and modification of the plan, taking into account key features, time and resource constraints, and user expectations.

• Practice 6-1: Systematically test computational artifacts by considering all scenarios and using test cases.

• Practice 6-2: Identify and fix errors using a systematic process.

• Practice 6-3: Evaluate and refine a computational artifact multiple times to enhance its performance, reliability, usability, and accessibility.

Grade 6-8

CTF

- Planning, creating, appraising and communicating in response to challenges. 

- Working independently and with others while exploring careers and technology.

Grade 6-7

ADST

• Generate potential ideas and add to others’ ideas 

• Identify and evaluate the skills and skill levels needed, individually or as a group, in relation to a specific task, and develop them as needed 

• Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task 

Grade 8

ADST

• Generate potential ideas and add to others’ ideas 

• Make a plan for production that includes key stages, and carry it out, making changes as needed

• Identify and evaluate the skills and skill levels needed, individually or as a group, in relation to a specific task, and develop them as needed

• Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task

Grade 6

Science (Overall Skills and Attitudes)

• 6-0-4a: Carry out procedures that comprise a fair test. Include: controlling variables; repeating measurements to increase accuracy and reliability.

• 6-0-4c: Work cooperatively with group members to carry out a plan, and troubleshoot problems as they arise.

Grade 7

Science (Overall Skills and Attitudes)

• 7-0-4a: Carry out procedures that comprise a fair test. Include: controlling variables, repeating experiments to increase accuracy and reliability

• 7-0-4c: Work cooperatively with team members to carry out a plan, and troubleshoot problems as they arise.

Grade 8

Science (Overall Skills and Attitudes)

• 8-0-4a: Carry out procedures that comprise a fair test. Include: controlling variables, repeating experiments to increase accuracy and reliability

• 8-0-4c: Work cooperatively with team members to carry out a plan, and troubleshoot problems as they arise.

Grade 6-8

Science (Attitude Outcome)

• 425: show a continuing curiosity and interest in a broad scope of science-related fields and issues

• 430: persist in seeking answers to difficult questions and solutions to difficult problems

• 431: work collaboratively in carrying out investigations, as well as in generating and evaluating ideas

Grade 6-8

Science

• GCO: Skills - Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.

Grade 6

Mathematics

N09 Students will be expected to explain and apply the order of operations, excluding exponents, with and without technology (limited to whole numbers). 

Performance Indicators: 

N09.01 Demonstrate and explain, with examples, why there is a need to have a standardized order of operations. 

N09.02 Apply the order of operations to solve multi-step problems with or without technology (e.g., computer, calculator). 

PR03 Students will be expected to represent generalizations arising from number relationships using equations with letter variables. 

Performance Indicators: 

SCO PR03 Students will be expected to represent generalizations arising from number relationships using equations with letter variables. [C, CN, PS, R, V] 

PR03.01 Write and explain the formula for finding the perimeter of any regular polygon. 

PR03.02 Write and explain the formula for finding the area of any given rectangle. 

PR03.03 Develop and justify equations using letter variables that illustrate the commutative property of addition and multiplication (e.g., a + b = b + a or a × b = b × a). 

PR03.04 Describe the relationship in a given table using a mathematical expression. 

PR03.05 Represent a pattern rule using a simple mathematical expression, such as 4d or 2n + 1. 

ICT

• P2: Students will be expected to use digital tools to develop ideas and original works in innovative ways.

• TOC1: Students will be expected to

* safely use many forms of current technology for learning with growing competence

* demonstrate conceptual understanding of how information and communication technology, digital tools, and authorized networks support their learning

* use terminology related to information and communication technology

Grade 7

Mathematics

PR05 Students will be expected to evaluate an expression given the value of the variable(s). 

Performance Indicator: 

PR05.01 Substitute a value for an unknown in a given expression and evaluate the expression. 

Technology

• GCO1: Students will be expected to design, develop, evaluate, and articulate technological solutions

• GCO2: Students will be expected to operate and manage technological systems

Grade 8

Technology

• GCO1: Students will be expected to design, develop, evaluate, and articulate technological solutions

• GCO2: Students will be expected to operate and manage technological systems

Grade 6

Mathematics: Algebra (Coding)

• C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves conditional statements and other control structures

Grade 7

Mathematics: Algebra (Coding)

• C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves events influenced by a defined count and/or sub-program and other control structures

Grade 8

Mathematics: Algebra (Coding)

• C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves the analysis of data in order to inform and communicate decisions

Grade 6-8

Science

• GCO: Skills - Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.

Grade 6-8

Science (Strategies)

• Exploring various ways of solving the problem

• Exchanging information

• Comparing different possible explanations for or solutions to a problem in order to assess them (e.g. full-group discussion)

Grade 6-8

Science (Goals)

• Develop Scientific and Technological Skills – Students will develop the skills required for scientific and technological inquiry, problem solving, and communicating; for working collaboratively; and for making informed decisions.