ACTION PLANS & implementation schedule This Action Plan covers six class periods as follows:

1. Communications Components Ned Dawes, Marblehead Veterans Middle School July 2012 ACTION PLANS & implementation schedule This Action Plan covers six class periods as follows: Lesson No. 1 – Introduce the concept of Communications Technology. Discuss with the students the use of Internet shorthand symbols and the potential for miscommunications. Introduce the concept of the different components within a typical communications system. Students break into teams and do a Morse Code activity using flash lights. Demonstrate to the students the use of lasers for communications. Relate it to Verizon FIOS’s advertisements that is “bringing the light” to their house. Lesson No. 2 – Continue to discuss the concept of communications. Students watch two Brain Pop videos on how a telephone and a cell phone work. Start the project where by student team designing new two-way outer space communications device. Student teams follow the Engineering Design Process (EDP) as they go through the process of designing their new communications device. The focus of today’s class is for students to brainstorm and research possible solutions – no building. Lesson No. 3 – Continue with the concept of communications. Discuss with students the issues of communicating in a vacuum - space. Introduce the concept of sound waves vs. other forms of electro-magnetic waves that are used for communications. After developing possible solutions, the student teams select their best alternative and then start to make their prototypes out of cardboard. They can test their device to ensure it meets their original need. Students also work on preparing a CAD drawing of their final design using the classroom computers and labeling the major components and their functions. Lesson No. 4 – Student teams are provided the final class period to build and test their communications devices. Also, students work on preparing their final CAD drawing using the classroom computers. Lesson No. 5 – Student teams make a short – about 5 minutes – presentation outlining their proposed communications devices. Students turn in their CAD drawings. Lesson No. 6 – Discuss the use of “codes” in our everyday lives from UPC and QR codes to the concept of encryption for online purchases. Relate the use of codes with how it fits into a communications system – encoding and decoding information. Watch video on how to read the information contained in a UPC. Students complete UPC Breaking the Code worksheet. Schedule– I am planning to teach this content area it towards the end of the seventh grade rotation, which I typically have during the third and fourth quarters. Therefore, I am planning on implementing this Action Plan around the end of March 2013 for the first section of seventh graders and around early June 2013 for the second section. Project goal/objective Students will be able to list the components of a typical communications system (source, encoder, transmitter, receiver, decoder, and destination) and explain their functions. • STUDENT deliverables • Eachstudentteam would provide the following: • A CAD drawing of their proposed outer space two-way communication device with the encoder, transmitter, receiver, and decoder labeled and the function of each of these items explained. • A cardboard prototype of their proposed device. • Make a class presentation of their proposed device. • Complete UPC Breaking the Code worksheet. Project definition One of the major elements within the 8th Grade Science, Technology/Engineering MCAS test concerns the Communications Technology Strand. As a result of reviewing historical MCAS test results for my school, it showed that students have a difficult time remembering the different components of a typical communications system and their functions. It is thought that by providing a more hands-on activity associated with this learning strand, students will retain the concepts. The proposed hands-on activity will also reinforce other previously discussed learning strands (e.g., Engineering Design Process). Also, by working in teacher-assigned teams, all students will get additional practice collaborating and learning from each other during the activity. STEPS OF THE ENGINEERING DESIGN PROCESS Brainstorm possible solution(s). Articulate the possible solution(s) in two and three dimensions Examine the current state of the issue and current solutions. Step 1 Identify the Need or Problem Step 2 Research the Need or Problem Step 3 Develop Possible Solution(s) Determine the solution(s) that best meet(s) the original need or solve(s) the original problem. Overhaul the solution(s) based on information gathered during the tests and presentation. Step 8 Redesign and Reevaluate Step 4 Select the Best Possible Solution(s) Create an engineering presentation that includes a discussion on how the solution(s) best meet(s) the initial need or problem Discuss societal impact and tradeoffs for the solution(s) Model the selected solution(s) in two and three dimensions Does it work? Does it meet the original design constraints? Step 5 Construct a Prototype Step 7 Communicate the Solution(s) Step 6 Test & Evaluate the Solution(s) • Teachers deliverables • The teacher would provide the following items: • PowerPoint presentation on communications system components • Morse Code activity worksheet and flash lights • Fiber optic cable and laser communications equipment • Brain Pop videos • Handout for designing two-way outer space communications device and rubric • Supplies for making the prototypes • CAD software installed on in-class computers • UPC Breaking the Code worksheet Performance monitoring I would review the MCAS test results to see if this new activity has a positive impact on the student’s scores.