Presentation This presentation will be used during the whole workshop.

The video is embedded in the presentation at the end. Additionally the quiz link is provided as well. Project the presentation on the large screen. Encourage participants in the workshop to pull up the Prezi if they have a hard time seeing or want a closer view. http://prezi.com/un0ohwhvrzho/?utm_campaign=share&utm_medium=copy Video The video shows the hands-on part of the activity. The video will allow all the learners sitting anywhere in the classroom to see what is going on. The small parts that the kit consists of arent good for a large group. By using video it will display a bigger picture and allow everyone to see. Remind the workshop that they can pull up the video anytime if they need help while working on this at home or at work. http://youtu.be/sw1OvX5n-sQ Quiz The quiz link will be provided at the end of class. Learners can log in and take the quiz. It will take approximately five minutes per student. http://www.surveymonkey.com/s/CG5H2W2 Survey The survey will emailed to the attendees after the class. http://www.surveymonkey.com/s/CBCLFFL Worksheet I have completed the work sheet to show what it might look when finished.

Instructional plan (Revised) I made a few changes based on the comments you provided. 1. Topic Attendees of this workshop will learn about the different variations of microcontrollers and their capabilities. They will find out what the capabilities are and how they can implement them. They will prototype an Arduino microcontroller to turn on and off a light. This project is a good starting point and prepares them to experiment on their own. They will learn the general coding format and be able to implement their own input and output devices.

2. Target population The target learners are adult learners with careers as exhibit designers, curators, or programmers for museums. They are the target audience because they can decide and incorporate programmable electronics into exhibits at their museums. With their ability to choose what is included in exhibits, they decide to implement this technology. Learning will be done as individuals as well as group discussions until the Arduino project at the end. At that point the learners will be in groups of 2 or 3. These groups will be determined by their seating location. 3. Curriculum links This lesson will take place at the yearly American Alliance of Museums (AAM) conference in the form of a workshop. A variety of people from the museum industry attend this event such as curators, creative directors, designers, technicians, and vendors. The theme of this years conference is Creativity on a small budget. Other workshops will have themes educating attendees on various ways they can improve an exhibit without spending much money. They will be similar introductory lessons that the attendees can take back to their jobs and improve exhibits. Prior knowledge of the learner will be basic and simple electronics. They will not have needed to use a microcontroller before this unit. Upon leaving this workshop they can take more advanced workshops that include more accessories and deeper integration with exhibits. There will also be a brainstorming session were museums can share possible uses and applications of microcontrollers in exhibits.

4. Objectives in the format of Dick and Carey. When asked in writing to name types of microcontrollers the learner will name three different types. When asked in writing to describe the capabilities of microcontrollers the learner will describe 3 different capabilities. Given the Arduino and other electrical parts to build the blink project the learner will build the project so that it functions properly. Given a museum interactive the learner will develop opportunities to incorporate a microcontroller.

5. Standards American Allegiance of Museum has standards that can retrieved at: http://www.aamus.org/resources/ethics-standards-and-best-practices/characteristics-of-excellence-for-u-s-museums. The standards that this workshop serves to meet are: The museum establishes measures of success and uses them to evaluate and adjust its activities. The museum strategically plans for the use and development of its collections. The museum uses techniques, technologies and methods appropriate to its educational goals, content, audiences, and resources.

6. Materials and time This workshop will take three hours to complete. It will contain about two hours of instruction and discussion with one hour of a hands on activity. The instructor will provide a Prezi presentation, a video, worksheet, the Arduino project, online quiz, and a survey. The learner will be provided with the materials to complete the project along with a laptop preloaded with the software and access to the online quiz. 7. Scope and sequence Content is provided in sequence. Some of the areas have information for the instructor to read and some is just a starting point for discussion.

Introduction Think of the possibilities if you could easily make an exhibit that lights up when a visitor is sensed, plays a sound track, and moves the animatronics. After this workshop you will be on your way to being able to complete a task like that and more. We are going to discuss microcontrollers and how you can set them up and program them with minimal knowledge in programming or electronics. We are going to look at the types, functions, and uses of microcontrollers. We are then going to focus on the Arduino microcontroller and how you can begin to use it. This is going to be fun and your imagination will be coming up with many new possibilities. Types of microcontrollers Discuss three main types of microcontrollers. These microcontrollers are all at a similar price of $35-$50. BASIC Stamp One of the first do-it-yourself microcontrollers It uses the programming language BASIC Fairly easy to buy and many different hardware and software packages to add to the capabilities.

Arduino Picaxe It isnt as popular in the US but does have some users. It uses BASIC programming language and has an option to use a graphical interface to program. Its target audience is education and is designed for use in a classroom although it can be used for other purposes. It is currently the most common microcontroller due to its popularity in the Maker culture. It has many hardware options and software options to increase the capabilities. Several popular electronic sites offer specialized accessories to make projects assemble quicker. It uses its own programming language.

Functions of microcontrollers Smart Switches o o o o Much like a switch on a wall, a microcontroller acts as a switch. It is a switch that can turn on and off objects based on commands, time frames or, other inputs. Describe why it works as a switch (reference binary code). Describe why a switch may be on or off. Describe how the switch may change settings.

Calculator o In order for a microcontroller to work, no matter what it is doing, it solves a math problem. It uses a math function like addition put the code together and solves. That solution is the output of the microcontroller. Describe the math capabilities of the Arduino. (Describe in terms of what is useful to a museum exhibit and not theoretical.) Compare math capabilities with receiving inputs. (For example, pressing one button and nothing changes [1 + 0 = 1 Wrong], press two buttons and soundtrack plays the answer [1 + 1 = 2 Correct].)

o o

Central hub o A microcontroller can understand information coming from different objects. Depending on what the object tells the Arduino to do, it will react. The different inputs can result in different outputs, the microcontroller operates like an old fashion telephone switchboard operator. Describe a pin Define pin types. (Analog verse Digital) Describe why you use an analog pin. Describe the importance of digital pins.

o o o o

Uses of microcontrollers Describe objects you can connect to a microcontroller: Switches Sensors Lights Sounds Visual Motors

Discussion of project ideas Project examples to get the audience thinking Use a microcontroller as an assessment tool such as a use counter or how long they actively used part of an exhibit. Ask audience how this information could be useful. A microcontroller could measure the duration a user operated a bike. The duration could be translated in to electricity created, calories burned, or miles rode. Ask audience to think about the input and possible output. A light can be turned on and steered by a user without them touching the light. Audience can think about delicate or small objects and how visitors can interact without breaking anything. Ask for additional project ideas o Through conversation determine if the idea is possible.

Arduino We are going to focus on one microcontroller so that we can go more in depth. We will review the programming, the layout of the hardware, and then build a small project. The Arduino was chosen because it is currently the most popular and has the most active and indepth user groups. As you take on new challenges and come up with new ideas you will find a vast amount of information on how-tos. The best place to start to find project ideas, answers to questions, or capabilities go to: http://www.arduino.cc/. Structure of code for the Arduino Show the structure code using the blink code. Provide a quick overview of coding structure such as the use of back slashes, parentheses, and semi colons. Identify area for variables o Describe when and why you use variables. Relate back to the functions of a calculator. Identify area for setup o Describe the type of code that should be in the area. Describe with an analogy to a book and having an introduction. Identify the area for the loop o Describe how the Arduino reads this section.

Remove the blink code from the screen and have a discussion with the learners. Through full group discussion they need to come up with the code. Instructor can provide hints and direct logic so that they can complete it. The code can be written on their worksheet.

Example code for blink

int led = 13; void setup() { pinMode(led, OUTPUT); } void loop() {

digitalWrite(led, HIGH); // turn the LED on (HIGH is the voltage level) delay(1000); // wait for a second digitalWrite(led, LOW); // turn the LED off by making the voltage LOW delay(1000); // wait for a second }

Wiring the Arduino. A wire diagram is called schematics Identify the locations of pins and the basic structure with schematic.

Notice that the use of the 13 pin and the code that was used. The code initializes pin 13 so it will work. The schematic calls for a resistor and LED to be connect inline to the Arduino.

Have learners watch YouTube video of the assembly of this project. Activity (approximate time of 30 minutes) Split audience into groups of 2 or three. Audience will mostly already be split based on table locations. Provide them with Arduino parts and a laptop. Give them one hour to complete the project. Instructor

may provide guidance. Learners may watch the video or discuss code in order to complete the project. A correct project will blink the light on for one second and blink off for one second repeatedly. To encourage teams to work together the first and second place teams will both receive an Arduino starter pack as a reward. Conclusion Award the first and second place teams with their Arduino starter packs. To conclude the lesson, ask the learners to each individually log into the computer and complete the 5 question quiz. This should take approximately 5 minutes apiece. As the learners are ready to leave, collect their emails so that a survey can be sent to them. Ask for their opinions so that next years workshop can be improved upon. 8. Supplementary Materials Worksheet Worksheet provided will help the learners organize code and draw out the schematic of the blink project. See example at the end of this section. Video The video will show the assembly process of the Arduino. This will include the materials needed and the wiring. It will be a step by step and visual so that the learners can see how to complete the wiring. It will be about 3 minutes in length. Activity The Arduino card, wires, resistors, LED, power supply, connector cable, and laptop preinstalled with the Arduino software will be provided to the learners. Quiz The quiz will address the objectives of the unit and be 5 questions. It will be an online quiz that will be hosted by surveymonkey.com. Questions for the quiz are below in the evaluation of learners section. Survey The survey will ask learners what they thought of the class. What they learned the most about and the least. It will ask for what would be most useful for them to know. It will be emailed to the learners at the conclusion of the class and be hosted by survey monkey.

Worksheet example:

9. Evaluation of learners The goal for this unit is that the learners understand the content on microcontrollers as well as the Arduino technology. Learners will be graded on three aspects, the completion of the Arduino project, completing the worksheet, and the final quiz. The project is a group effort and will be considered successful when the light blinks. The project is evaluating learners on their understanding of the technology. The worksheet will evaluate learners on their understanding of both the content and technology. Their understanding of the technology will be evaluated because they will have completed a schematic of the Arduino technology as well as the code for the blink project. Their understanding of the content will be evaluated because the code they complete will show proper structure and understanding of the code that was learned during the

content. The quiz will evaluate the learners understanding of the content. It will focus on a few of the items discussed in the presentation. Quiz example questions: 1. List three types of microcontrollers. Answer: BASIC Stamp, Arduino, PICAXE 2. What are the functions of a microcontroller? Check all that apply. Answer: Calculator, Central Hub, Smart Switch 3. List three possible objects you can connect to a microcontroller? Answer: Switch, Sensor, Motor. 4. In the structure of Arduino code there are three main sections. The first section is for variables, what are the other two? Answer: Setup and Loop 5. Briefly describe one way you can incorporate an Arduino. Answer: Brief description. 10. Evaluation of the instruction The evaluation of this instruction will come from two sources, a survey and the ability of the learners to complete the project. The survey will be sent to the learners after the workshop and ask them to rate their experience, what they learned, and how the workshop could be improved. The ability of the learners to complete the project will evaluate the instruction because it will show their understanding of the prior presentation and discussion. If the instructor needs to provide groups more help in wiring or programming then the instruction needs to change to address those problems. An instructor that reflects on the formative evaluation they needed to provide during the project can adapt the instruction so those same questions dont come from the learners the next time.