Table of Contents

Introduction ................................................................................................................................ 3
Project Outline ........................................................................................................................... 3
Prior Knowledge......................................................................................................................... 3
Student Activities ....................................................................................................................... 4
Activity 1 – Project Introduction .................................................................................................. 4
Activity 2 – Introduction to Web Based Simulators for Circuit Building ........................................ 5
Activity 3 – Introduction to Voltage, Current and Resistance in Electric Circuits ......................... 6
Activity 4 – Using a Breadboard to create Electric Circuits ......................................................... 7
Activity 5 – Introduction to Ohm’s Law ....................................................................................... 8
Activity 6 – Series Circuits .......................................................................................................... 9
Activity 7 – Parallel Circuits .......................................................................................................10
Activity 8 – Introduction to Microcontrollers ...............................................................................11
Activity 9 – Using a Digital Input with a Microcontroller ..............................................................12
Activity 10 – Using a Digital Input Sensor with a Microcontroller ...............................................13
Activity 11 – Using an Analog Input with a Microcontroller ........................................................15
Activity 12 – Using an Ultrasonic Sensor with a Microcontroller ................................................16
Activity 13 – Using Boolean Operators in Programming ............................................................17
Activity 14 – Culminating Task ..................................................................................................18
Resources.................................................................................................................................19
Video Links: ..............................................................................................................................19
Instructional Strategies..............................................................................................................20
Overall and Specific Expectations .............................................................................................21
Overall Expectations:.............................................................................................................21
Specific Expectations: ...........................................................................................................21
Safety Concerns and Expectations ...........................................................................................22
Applicable SAFEDocs ...............................................................................................................22
Differentiation of the Project / Activity ........................................................................................22
Assessment and Evaluation ......................................................................................................23
Constructing “Social Distancing” Detector Rubric ..................................................................23
Accommodations ......................................................................................................................25
Enrichment Activities .................................................................................................................26

1
Reflection or Design Report ......................................................................................................26
Appendix A – Exit Card – Voltage, Current, and Resistance .....................................................27
Appendix B – Assignment – Ohm’s Law....................................................................................28
Appendix C – Quiz - Ohm’s Law and Series Circuits .................................................................29
Appendix D – Quiz – Digital and Analog input devices ..............................................................31
References ...............................................................................................................................32

2
Introduction
Course Code: TIJ1O / TEJ1O
Broad base Technology: Exploring Technologies and Computer Technology
Destination: Open
Grade Level: 9
Prerequisite: None
Online Project Name: Social Distancing Detector

Project Outline
In the spring of 2020, we all became familiar with the phrase “social distancing” due to the impact
of the COVID 19 virus on Canada and the rest of the world. Staying a minimum of two meters
apart became something that was highly recommended to minimize the spread of the virus. In
this project, our goal is to design a wearable device that can be physically mounted on the front
of a person used to remind us to stay a distance of two meters from one another.

Prior Knowledge
As this is a grade 9 project, it will be assumed that students have a basic knowledge of electricity
from previous grades. As for computer programming, it will be assumed that students do not
have any knowledge of programming skills and concepts. It will be beneficial if the student has
already been exposed to block programming using Scratch or some other block programming
tool.

3
Student Activities

Activity 1 – Project Introduction

The goal(s) of this activity are to introduce the students to the project of building a “Social
Distancing” detector using a microcontroller and output and input devices such as sensors.

Time required: 20 minutes

In class activities:

i) Teacher shall introduce project to class

ii) Teacher should review the design process with the students and illustrate with an example
iii) Students shall be introduced to video series

Materials/Equipment required if in class: For an introduction, the teacher may show Arduino UNO
boards and connecting cables, Arduino software installed on class computers, passive infrared
sensor, ultrasonic sensor, piezo speaker, male-to-male connecting wires, male to female
connecting wires

Resources: The details of this activity will be described in a video that student can watch on the
OCTE website or the OCTE YouTube channel. If the student is at school, the student can watch
the video in class or at home and then complete the activity using the tools and supplies in class.
If the student is at home, they can begin working on the task using the web-based simulator.
Supplementary resources can be used if the student is home for an extended period of time.

Web link: Video – Introduction to project task

Synopsis of video: This video introduces students to the culminating task, which is a “Social
Distancing” detector. Students will be shown using an illustration how the detector should work.
The video shows how they are to design a wearable device using an Arduino microcontroller that
will detect if another person comes with a range of two meters.

Assessment/Evaluation: Informal assessment can take place in the form of providing feedback to
students as they progress through this activity. Students should be encouraged to ask questions
to increase their understanding and to reveal areas where they need support.

4
Activity 2 – Introduction to Web Based Simulators for
Circuit Building
The goal(s) of this activity are to introduce students to a web-based simulator that will help
students learn how to build circuits and program a microcontroller in a virtual environment.

Time required: 30 minutes

In class activities:
i) Students shall build simple DC circuits in class
ii) Students shall watch next video in the video series (link below)

Materials/Equipment required if in class: 9 Volts batteries, breadboards, small lightbulbs with

connecting wires, 9V battery connector, connecting wires

Resources: The details of this activity will be described in a video that student can watch on the
OCTE website or the OCTE YouTube channel. If the student is at school, the student can watch
the video in class or at home and then complete the activity using the tools and supplies in class.
If the student is at home, they can begin working on the task using the web-based simulator.
Supplementary resources can be used if the student is home for an extended period of time.

Web link: Video – Introduction to web based simulator for Arduino and circuit building

Synopsis of video: This video introduces students to web based simulator that will be used
throughout this project. The web-based simulator is a free online tool called Tinkercad and can
be found at tinkercad.com. If a student is at home for an extended period of time, the student can
be working through the video series. All the student needs at home is access to a computer, the
Internet, and a browser. Using the simulator, a simple circuit using a battery, a switch, and a
lightbulb is created illustrating a simple circuit design.

Assessment/Evaluation: Informal assessment can take place in the form of providing feedback to
students as they progress through this activity. Students should be encouraged to ask questions
to increase their understanding and to reveal areas where they need support.

5
Activity 3 – Introduction to Voltage, Current and Resistance
in Electric Circuits
The goal(s) of this activity are to introduce students to the concepts of voltage, current, and
resistance in a simple electric circuit.

Time required: 60 minutes

In class activities:
i) Students shall be introduced to the concepts of voltage, current and resistance
ii) Students shall review metric prefixes commonly used with electricity (ie: kilo, milli)
iii) Students shall be introduced to fixed resistors colour codes for carbon resistors
iv) Students shall be shown how to use a multimeter
v) Students will watch next video in the video series
vi) Students will be given exit card on voltage , current, and resistance

Materials/Equipment required if in class: 9 Volts batteries, breadboards, small lightbulbs with

connecting wires, 9V battery connector, connecting wires, multimeters

Resources: The details of this activity will be described in a video that student can watch on the
OCTE website or the OCTE YouTube channel. If the student is at school, the student can watch
the video in class or at home and then complete the activity using the tools and supplies in class.
If the student is at home, they can begin working on the task using the web-based simulator.
Supplementary resources can be used if the student is home for an extended period of time.

Web link: Video – Introduction to voltage, current and resistance

Synopsis of video: This video introduces students to electrical theory and the concepts of voltage,
current, and resistance. Students build a simple circuit with a lightbulb, 9 V battery and a slide
switch. As well, students learn how to make measurements with a multimeter including measuring
voltage, current, and resistance.

Assessment/Evaluation: exit card on voltage, current, and resistance (see Appendix A)

6
Activity 4 – Using a Breadboard to create Electric Circuits
The goal(s) of this activity is to demonstrate how to build an electric circuit using a breadboard.

Time required: 30 min

In class activities:
i) Teacher will give introduction to breadboards and how they can be used
ii) Students shall watch next video in the video series
iii) Students will build various circuits in class and demonstrate to teacher. Note: The web-
based simulator can be used if the supplies are not available.

Materials/Equipment required if in class: breadboards, male-to-male connecting wires, lightbulbs,

9 Volt batteries and battery connectors

Resources: The details of this activity will be described in a video that student can watch on the
OCTE website or the OCTE YouTube channel. If the student is at school, the student can watch
the video in class or at home and then complete the activity using the tools and supplies in class.
If the student is at home, they can begin working on the task using the web-based simulator.
Supplementary resources can be used if the student is home for an extended period of time.

Web link: Video – Using a breadboard to create electric circuits

Synopsis of video: This video introduces students to how you set up a breadboard to build electric
circuits. This includes supplying DC voltage to the + and – power rails and how to use to the
power rails to build a circuit.

Assessment/Evaluation: Demonstration of working circuit to the teacher

7
Activity 5 – Introduction to Ohm’s Law
The goal(s) of this activity are to introduce students to the relationship of voltage, current, and
resistance using Ohm’s Law.

Time required: 40 minutes

In class activities:
i) Teacher will give examples illustrating Ohm’s Law
ii) Students shall complete handout on Ohm’s law
iii) Students shall watch next video in the video series
iv) Students shall complete Ohm’s Law assignment for homework

Materials/Equipment required if in class: handout on Ohm’s Law, assignment on Ohm’s Law

Resources: The details of this activity will be described in a video that student can watch on the
OCTE website or the OCTE YouTube channel. If the student is at school, the student can watch
the video in class or at home and then complete the activity using the tools and supplies in class.
If the student is at home, they can begin working on the task using the web-based simulator.
Supplementary resources can be used if the student is home for an extended period of time.

Web link: Video – Introduction to Ohm’s Law

Synopsis of video: This video introduces students to Ohm’s Law and the relationship between
voltage, current, and resistance. Students are shown how to calculate current given voltage and
resistance.

Assessment/Evaluation: Assignment on Ohm’s Law (see Appendix B)

8
Activity 6 – Series Circuits
The goal(s) of this activity is to introduce students to series circuits.

Time required: 30 minutes

In class activities:
i) Students will be introduced to series circuits and build a series circuit using a resistor in
series with an LED.
ii) Students will be given the chance to build a simple circuit in class. Note: The web-based
simulator can be used if the supplies are not available.
iii) Students will watch next video in the video series
iv) There will be a quiz on Ohm’s Law

Materials/Equipment required if in class: breadboards, male-to-male connecting wires, lightbulbs,

9 Volt batteries and battery connectors

Resources: The details of this activity will be described in a video that student can watch on the
OCTE website or the OCTE YouTube channel. If the student is at school, the student can watch
the video in class or at home and then complete the activity using the tools and supplies in class.
If the student is at home, they can begin working on the task using the web-based simulator.
Supplementary resources can be used if the student is home for an extended period of time.

Web link: Video – Introduction to series circuits

Synopsis of video: This video introduces students to series circuits and how to identify one.
Students are shown how to set up a circuit, which includes a resistor in series with an LED.

Assessment/Evaluation: quiz on Ohm’s Law (see Appendix C)

9
Activity 7 – Parallel Circuits
The goal(s) of this activity is to introduce students to parallel circuits.

Time required: 30 minutes

In class activities:
i) Students will be introduced to parallel circuits and will build a parallel circuit using a resistor
in series with an LED
ii) Students will be given the opportunity to build parallel circuits in class. Note: The web-
based simulator can be used if the supplies are not available.
iii) Students shall watch next video in the video series

Materials/Equipment required if in class: breadboards, male to male connecting wires, lightbulbs,

9 Volt batteries and battery connectors, slide switches

Resources: The details of this activity will be described in a video that student can watch on the
OCTE website or the OCTE YouTube channel. If the student is at school, the student can watch
the video in class or at home and then complete the activity using the tools and supplies in class.
If the student is at home, they can begin working on the task using the web-based simulator.
Supplementary resources can be used if the student is home for an extended period of time.

Web link: Video – Introduction to parallel circuits

Synopsis of video: This video introduces students to parallel circuits and how to identify them.
They will be shown how to create a two branch series circuit using a breadboard. Students are
shown that the current from the source can travel in more than one path.

Assessment/Evaluation: Demonstration of working circuit to the teacher

10
Activity 8 – Introduction to Microcontrollers
The goal(s) of this activity is to introduce students to a microcontroller and how it can be used.

Time required: 30 minutes

In class activities:
i) The teacher will introduce microcontrollers and block programming
ii) Students set up a computer with their Arduino board and create a simple flashing circuit
using block program and an LED circuit. Note: The web-based simulator can be used if
the supplies are not available.
iii) Students will watch next video in the video series
iv) Students will be given an exit card on microcontrollers

Materials/Equipment required if in class: LEDs, 220 Ohm resistors, breadboards, male to male
connecting wires, 9 Volt batteries and battery connectors, Arduino UNOs and connecting cables,
computers, and Arduino programming software (WEB LINK to Arduino website)

Resources: The details of this activity will be described in a video that student can watch on the
OCTE website or the OCTE YouTube channel. If the student is at school, the student can watch
the video in class or at home and then complete the activity using the tools and supplies in class.
If the student is at home, they can begin working on the task using the web-based simulator.
Supplementary resources can be used if the student is home for an extended period of time.

Web link: Video – Introduction to microcontrollers

Synopsis of video: This video introduces students to microcontroller and specifically the Arduino
microcontroller. Students learn how to build a simple flashing circuit using an Arduino UNO along
with block programming. Students are also shown the text form of this program in C++.

Assessment/Evaluation: Demonstration of working circuit to the teacher

11
Activity 9 – Using a Digital Input with a Microcontroller
The goal(s) of this activity is to have students create a digital input using a microcontroller.

Time required: 30 minutes

In class activities:
i) The teacher will introduce how to create a digital input circuit with a microcontroller. A solid
understanding of pull down and pull up resistors in digital input circuits is always a
challenging topic for students. A student must try to understand that when no current
flows in a circuit there is no voltage drop across a resistor. This can be difficult for students
to understand.
ii) Students set up a computer with their Arduino board and create an input with a pushbutton.
Note: The web-based simulator can be used if the supplies are not available.
iii) Students shall watch next video in the video series

Materials/Equipment required if in class: LEDs, 220 Ohm resistors (or some value close),
pushbuttons, pull down/up resistors (10 kOhm), Arduino UNOs and connecting cables,
computers, and Arduino programming software (WEB LINK to Arduino website)

Resources: The details of this activity will be described in a video that student can watch on the
OCTE website or the OCTE YouTube channel. If the student is at school, the student can watch
the video in class or at home and then complete the activity using the tools and supplies in class.
If the student is at home, they can begin working on the task using the web-based simulator.
Supplementary resources can be used if the student is home for an extended period of time.

Web link: Video – Using a digital input with a microcontroller

Synopsis of video: This video introduces students to how a pushbutton is used along with a pull
down/up resistor to create a digital input to a microcontroller. The video demonstrates the use of
a pull down resistor with a pushbutton and how it can turn on an LED circuit.

Assessment/Evaluation Demonstration of working circuit to the teacher

12
Activity 10 – Using a Digital Input Sensor with a Microcontroller
The goal(s) of this activity is to have students use a digital input sensor such as a passive infrared
sensor (PIR) to a microcontroller.

Time required: 30 minutes

In class activities:
i) The teacher will introduce sensors as digital inputs to a microcontroller. Students will set
up a PIR sensor and see how it operates. Students should be warned that this device is
sensitive to infrared and may be triggered by light coming in through the class window or
from the lights in the classroom. Students can search the internet to determine the function
of the two potentiometers on the side of the PIR sensor. They will need a Phillips
screwdriver to set these potentiometers. Students should see if they can turn on an LED
when the PIR is activated.
ii) Students shall watch next video in the video series
iii) Students demonstrate use of PIR sensor to teacher using the materials listed below and
their Arduino boards. Note: The web-based simulator can be used if the supplies are not
available.

Materials/Equipment required if in class: LEDs, 220 Ohm resistors (or some value close), passive
infrared sensor (PIR), small Phillips screwdriver (to set pots on PIR), Arduino UNOs and
connecting cables, computers, and Arduino programming software (WEB LINK to Arduino
website)

IMPORTANT: The passive infrared sensor (PIR) detects infrared and is sensitive to sunlight
coming in through windows and lights in the classroom. Warn students of this before handing out
this device. This will be a good opportunity to teach students that not all sensors will function
exactly as expected and time will be needed to test this device in various environments. Note
that there is a sensitivity potentiometer on the side of the device that can be set to help with this
issue.

Resources: The details of this activity will be described in a video that student can watch on the
OCTE website or the OCTE YouTube channel. If the student is at school, the student can watch
the video in class or at home and then complete the activity using the tools and supplies in class.
If the student is at home, they can begin working on the task using the web-based simulator.
Supplementary resources can be used if the student is home for an extended period of time.

Web link: Video – Using digital input sensor (PIR) with a microcontroller

13
Synopsis of video: This video introduces students to the PIR sensor and how it functions in a
virtual environment. The video demonstrates how a PIR sensor can be set up to turn on an LED
when the PIR sensor is activated. The simulator uses a click of the mouse to simulate the
presence of an infrared source.

Assessment/Evaluation: Demonstration of working circuit to the teacher

14
Activity 11 – Using an Analog Input with a Microcontroller
The goal(s) of this activity is for students to create an analog input and send this input to a
microcontroller.

Time required: 30 minutes

In class activities:
i) The teacher will introduce variable resistors and how they can act as an analog input to a
microcontroller. The teacher will also give examples of other devices that can act as
analog inputs such as volume controls and dimmer controls for lights.
ii) Students shall watch next video in the video series
iii) Students demonstrate use of analog input to teacher using the materials listed below and
their Arduino boards

Materials/Equipment required if in class: potentiometers, Arduino UNOs and connecting cables,

computers, and Arduino programming software (WEB LINK to Arduino website)

Resources: The details of this activity will be described in a video that student can watch on the
OCTE website or the OCTE YouTube channel. If the student is at school, the student can watch
the video in class or at home and then complete the activity using the tools and supplies in class.
If the student is at home, they can begin working on the task using the web-based simulator.
Supplementary resources can be used if the student is home for an extended period of time.

Web link: Video – Using an analog input with a microcontroller

Synopsis of video: This video introduces students to how an analog input is used with a
microcontroller. In the video, a potentiometer is used as an input device and students learn how
a range of voltages from zero to 5 Volts is interpreted to a ten bit binary number by the
microcontroller (0 to 1023). The students are shown the voltage change on the input using a
voltmeter and how the serial monitor can be used to see the value of the ten bit binary number.

Assessment/Evaluation: Demonstration of working circuit to the teacher

15
Activity 12 – Using an Ultrasonic Sensor with a Microcontroller
The goal(s) of this activity is to introduce students to an ultrasonic sensor and how it can be used
as an analog input to a microcontroller.

Time required: 40 min

In class activities:
i) The teacher will introduce ultrasonic sensors and how they function through the use of
sound waves.
ii) Students shall watch next video in the video series
iii) Students demonstrate use of ultrasonic sensors to teacher using the materials listed below
and their Arduino boards

Materials/Equipment required if in class: ultrasonic sensors, Arduino UNOs and connecting

cables, computers, and Arduino programming software (WEB LINK to Arduino website)

Resources: The details of this activity will be described in a video that student can watch on the
OCTE website or the OCTE YouTube channel. If the student is at school, the student can watch
the video in class or at home and then complete the activity using the tools and supplies in class.
If the student is at home, they can begin working on the task using the web-based simulator.
Supplementary resources can be used if the student is home for an extended period of time.

Web link: Video – Using an ultrasonic sensor with a microcontroller

Synopsis of video: This video introduces students to how an ultrasonic device operates through
the use of sound waves. Students learn how sound waves are sent out of the transmit port of the
device and then bounce off an object and return and enter the receive port of the device.

Assessment/Evaluation: Quiz – Digital and Analog input devices (see Appendix D)

16
Activity 13 – Using Boolean Operators in Programming
The goal(s) of this activity are to show how to use Boolean operators for accepting multiple inputs
to a microcontroller.

Time required: 30 minutes

In class activities:
i) The teacher will introduce the “and” and “or” Boolean operators and the truth tables for
each.
ii) Student will build a two digital input circuit using two pushbuttons and pull down resistors.
Students will then create the code to check both input states from the pushbuttons and
will turn on an LED based on the “and” and “or” Boolean operators.
iii) Students shall watch next video in the video series

Materials/Equipment required if in class: pushbuttons, 220 Ohm resistors, LEDs, Arduino UNOs
and connecting cables, computers, and Arduino programming software (WEB LINK to Arduino
website)

Resources: The details of this activity will be described in a video that student can watch on the
OCTE website or the OCTE YouTube channel. If the student is at school, the student can watch
the video in class or at home and then complete the activity using the tools and supplies in class.
If the student is at home, they can begin working on the task using the web-based simulator.
Supplementary resources can be used if the student is home for an extended period of time.

Web link: Video – Using Boolean Operators in Programming

Synopsis of video: This video introduces students to the “and” and “or” Boolean operators and
how they can be used in conjunction with input devices.

Assessment/Evaluation: Quiz – Demonstration of working circuit to the teacher.

17
Activity 14 – Culminating Task
The goal(s) of this activity is to review the details of the culminating task

Time required: 60 minutes

In class activities:

i) Students shall watch the final video in the video series. This reviews the task as well as
the keys to success.
ii) Students will be given class time to complete the culminating task which is a “Social
Distancing” detector. Students will be handing in a document showing the design process
for this task (see Reflection or Design Report)

Materials/Equipment required if in class: passive infrared sensors, ultrasonic sensors, piezo

speakers, Arduino UNOs and connecting cables, computers, and Arduino programming software
(WEB LINK to Arduino website)

Resources: The details of this activity will be described in a video that student can watch on the
OCTE website or the OCTE YouTube channel. If the student is at school, the student can watch
the video in class or at home and then complete the activity using the tools and supplies in class.
If the student is at home, they can begin working on the task using the web-based simulator.
Supplementary resources can be used if the student is home for an extended period of time.

Web link: Video – Concluding video for culminating task

Synopsis of video: This video reviews the project details as well as the keys to success.

Assessment/Evaluation: Demonstration of working circuit to the teacher. As well, students will

include a submission of wiring diagram and connections with the microcontroller along with the
project code. Students will be handing in a document showing the design process for this task
(see Reflection or Design Report)

18
Resources
Simulation website: Autodesk Tinkercad website

Arduino website: Arduino

Video Links:
Video 1 - Introduction to task
http://www.octe.ca/application/files/7215/9207/5726/TEJ10_-
_VIDEO_1_INTRODUCTION_TO_TASK.mp4

Video 2 - Introduction to simulator

http://www.octe.ca/application/files/1715/9207/5822/TEJ10_-
_VIDEO_2_INTRODUCTION_TO_SIMULATOR.mp4

Video 3 - Voltage, Current, Resistance

http://www.octe.ca/application/files/9515/9207/5940/TEJ10_-
_VIDEO_3_VOLTAGE_CURRENT_RESISTANCE.mp4

Video 4 - Using a breadboard

http://www.octe.ca/application/files/6115/9207/6113/TEJ10_-
_VIDEO_4_USING_A_BREADBOARD.mp4

Video 5 - OHM’s law

http://www.octe.ca/application/files/1615/9207/6203/TEJ10_-_VIDEO_5_OHMS_LAWS.mp4

Video 6 - Series circuits

http://www.octe.ca/application/files/6615/9207/6325/TEJ10_-
_VIDEO_6_SERIES_CIRCUITS.mp4

Video 7 - Parallel circuits

http://www.octe.ca/application/files/9615/9207/6464/TEJ10_-
_VIDEO_7_PARALLEL_CIRCUITS.mp4

Video 8 - Intro to microcontrollers

http://www.octe.ca/application/files/7115/9207/6681/TEJ10_-
_VIDEO_8_INTRO_TO_MICROCONTROLLERS.mp4

Video 9 - Using a digital input

http://www.octe.ca/application/files/7315/9207/6884/TEJ10_-
_VIDEO_9_USING_A_DIGITAL_INPUT.mp4

Video 10 - Using a digital input sensor

http://www.octe.ca/application/files/1215/9207/7047/TEJ10_-
_VIDEO_10_USING_A_DIGITAL_INPUT_SENSOR.mp4

19
Video 11 - Using an analog input
http://www.octe.ca/application/files/1215/9207/7231/TEJ10_-
_VIDEO_11_USING_AN_ANALOG_INPUT.mp4

Video 12 - Using an ultrasonic sensor

http://www.octe.ca/application/files/6815/9207/7391/TEJ10_-
_VIDEO_12_USING_AN_ULTRASONIC_SENSOR.mp4

Video 13 - Using Boolean operators

http://www.octe.ca/application/files/1515/9218/2980/TEJ10_-
_VIDEO_13_USING_BOOLEAN_OPERATORS.mp4

Video 14 - Closing video

http://www.octe.ca/application/files/8215/9207/7551/TEJ10_-
_VIDEO_13_CLOSING_VIDEO.mp4

Instructional Strategies
Due to the situation with COVID-19 in the spring of 2020, this series was developed with the
possibility that students may not be in school full time for the fall of 2020. As a result, the majority
of this project can be completed with the online simulator where students can create simple
electric circuits along with microcontroller circuits. Students can complete tasks at home if
required and hand in a screen capture showing their circuit and code or by completing a screen
recording and handing it in to their learning management system. New tasks can be created by
the teacher that stem from what is shown in the video series. For example:

i) A simple circuit showing a 900 Ohm resistor connected to a 9 Volt battery with a current
meter
ii) A series circuit that contains two 220 Ohm resistors and two LEDs
iii) A parallel circuit that contains three branches with a 220 Ohm and an LED in each branch

20
Overall and Specific Expectations in support of Ontario
Curriculum Grades 9 -10 Technological Education
Overall Expectations:
A1. Demonstrate an understanding of the fundamental concepts and skills required in the
planning and development of a product or service, including the use of a design process
and/or other problem-solving processes and techniques;

B1 Use problem-solving processes and project-management strategies in the planning and

fabrication of a product or delivery of a service

B2. Fabricate products or deliver services, using a variety of resources.

Specific Expectations:
A1.1 Describe a design process or other problem solving process for planning and developing
products and/or services

A1.2 Describe problem-solving processes and techniques for solving various kinds of
problems in different technological areas;

A1.3 Apply correctly the mathematical and scientific concepts and skills required in the
planning and development of a product and/or service;

B1.1 Apply the steps of a design process or other problem-solving process to plan and
develop products and services

B1.2 Apply the steps and/or techniques of appropriate problem-solving processes and
methods (e.g., diagnostics, reverse engineering, trial and error, divide and conquer, parts
substitution, extreme cases) to solve a variety of problems in different technological areas

B1.3 Identify and discuss solutions that have been developed to address key technological
problems or meet human needs in various areas of technology

B2.1 Use appropriate tools, materials, and equipment (e.g., tools: hammer, chisel,
screwdrivers, soldering iron, cheese grater, sieve, seam ripper; pruning shears, hair clipper;
materials: wood, aluminum, polystyrene, paper, wax, clay, textiles, electronic components,
mulch, hair colour; equipment: drill press, test meter, computer, software, printer, video
camera, thermometer, grill, sewing machine, autoclave, curling iron) to create products or
deliver services;

B2.2 Make accurate measurements using a variety of tools (e.g., ruler, scale, tape measure,
caliper, micrometer, thermometer, measuring cup), in metric or imperial units, as appropriate;

B2.3 Meet all design criteria (e.g., technical requirements, type and quality of materials,
appearance, ease of use, safety, timeline, client’s expectations) in creating a product or
delivering a service;

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 B2.4 Demonstrate the ability to use, maintain, and store tools and equipment properly and
with care.

Safety Concerns and Expectations

The majority of the activities can be completed at home using the online simulator. This portion
does not require supervision by a parent. If a student has a real Arduino board at home, the
project voltage is low voltage (5 Volts) and the Arduino board limits the amount of current supplied.

Applicable SAFEDocs
Please refer to the Computer Technology SAFEDocs located on the OCTE website.

Differentiation of the Project / Activity

Students will be given opportunities to learn using various formats including the web based circuit
simulator and the actual Arduino microcontroller. Students will have the opportunity to learn
through virtual circuit building as we as building circuits using breadboards and microcontrollers
in class.

Students will also be able be assessed in various formats from text to oral demonstrations to
screen captures and screen recordings. Screen captures and screen recordings are an excellent
way for students to demonstrate their knowledge if they have “learn from home” extended periods
of time. There are many free screen recording apps that student may use.

To support access to written text, students can be encourage to use apps such as Goggle Read
and Write or other text to speech apps.

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Assessment and Evaluation
Constructing “Social Distancing” Detector Rubric
Categories 50-59% 60-69% 70-79% 80-100%
(Level 1) (Level 2) (Level 3) (Level 4)
Knowledge and Understanding – Subject-specific content acquired in each course
(knowledge), and the comprehension of its meaning and significance (understanding)
The student:
Knowledge of content demonstrates demonstrates demonstrates demonstrates
Student knows how to limited some considerable thorough
create the software and knowledge knowledge knowledge of knowledge of
connect the hardware for of content of content content content
the microcontroller

Understanding of content demonstrates demonstrates demonstrates demonstrates

Student understands limited some considerable thorough
different measuring units understanding understanding understanding understanding
for voltage, current and of of of content of
resistance content content content

Thinking – The use of critical and creative thinking skills and/or processes

The student:
Use of planning skills uses planning uses planning uses planning uses planning
Student could plan the skills with skills with skills with skills with a
construction of the limited some considerable high degree of
hardware circuit and effectiveness effectiveness effectiveness effectiveness
software code while building
their box
Use of processing skills uses uses uses uses
Student could identify the processing processing processing processing
input and output pins for skills with skills with skills with skills with a
input and output devices limited some considerable high degree of
effectiveness effectiveness effectiveness effectiveness

Use of critical/creative uses critical/ uses critical/ uses critical/ uses critical/
thinking processes creative creative creative creative
Student was able to use thinking thinking thinking thinking
creative thinking to processes processes processes processes with
determine how to detect with limited with some with a
another human within two effectiveness effectiveness considerable high degree of
meters effectiveness effectiveness

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 Categories 50-59% 60-69% 70-79% 80-100%
(Level 1) (Level 2) (Level 3) (Level 4)
Communication – The conveying of meaning through various forms

The student:
Expression and expresses expresses expresses expresses and
organization of ideas and and and organizes ideas
and information organizes organizes organizes and information
Student was able to ideas ideas ideas with
organize their ideas and and and and considerable
present their information information information information effectiveness
clearly in a wiring with limited with some with expresses and
diagram effectiveness effectiveness considerable organizes ideas
effectiveness and information
with a high
degree of
effectiveness

Communication for communicates communicates communicates communicates

different audiences for for for for
in oral, visual, and different different different different
written audiences audiences audiences audiences
forms and purposes and purposes and purposes and purposes
Student was able to with limited with some with with a high
demonstrate and effectiveness effectiveness considerable degree of
describe how hardware effectiveness effectiveness
and software work with uses
microcontroller conventions

Use of conventions uses conventions, uses uses

vocabulary, and conventions, vocabulary, conventions, conventions,
terminology vocabulary, and vocabulary, vocabulary, and
of the discipline in and terminology of and terminology of
oral, visual, and written terminology of the discipline terminology of the discipline
forms the discipline with some the discipline with
Student can use with limited effectiveness with a high degree
terminology associated effectiveness considerable of
with software and uses effectiveness effectiveness
hardware circuits

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 Categories 50-59% 60-69% 70-79% 80-100%
(Level 1) (Level 2) (Level 3) (Level 4)
Application – The use of knowledge and skills to make connections within and between
various contexts
The student:
Application of knowledge applies applies applies applies
and in familiar knowledge knowledge knowledge knowledge
contexts and skills in and skills in and skills in and skills in
Student was able to familiar familiar familiar familiar
create a social distancing contexts with contexts with contexts with contexts with a
detector using software limited some considerable high degree of
and hardware effectiveness effectiveness effectiveness effectiveness

Transfer of knowledge transfers transfers transfers transfers

and skills to new knowledge knowledge knowledge knowledge
contexts and skills and skills and skills and skills
Student was able to to new to new to new to new contexts
transfer knowledge of contexts contexts contexts with a high
digital and analog inputs with limited with some with degree
to various sensors effectiveness effectiveness considerable of effectiveness
effectiveness

Making connections makes makes makes makes

within and between connections connections connections connections
various within and within and within and within and
contexts between between between between
Student will make various various various various contexts
connections between contexts contexts contexts with a high
various input circuits for a with limited with some with degree
microcontroller (ie: PIR vs effectiveness effectiveness considerable of effectiveness
ultrasonic) effectiveness

Accommodations
Each activity in this project is supported with a video. Students can watch the video a number of
times as required at school or at home. If students have access to a computer and the internet at
home, they can practice using the simulator as much as required. For the hearing impaired, a
student may watch the videos through YouTube using close captioning.

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Enrichment Activities
Students will begin programming using block programming in the simulator. For those who have
understood block programming they may move on to text programming using C++. Student who
complete the task early may look at how to program the microcontroller to limit or eliminate “false
positives” as the sensors may send back incorrect or unwanted feedback to the microcontroller.
Students could program the microcontroller to eliminate the outlier data that could trigger a false
positive.

Reflection or Design Report

At the end of the culminating task, students will demonstrate working circuit to their teacher. As
well, students will complete a design report that contains the following elements:

1. The problem – Social distancing of 2 meters required

2. Imagine – Brainstorm a solution and choose an idea
3. Plan – Include a circuit drawing with connections to the microcontroller
4. Create – Follow the plan and complete initial testing
5. Improve – Review results and determine what can work better and repeat steps 1 to 5

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Appendix A – Exit Card – Voltage, Current, and Resistance
1. What is the resistance of a circuit if the current is 8 A and the DC source is 16 V? (Answer: b)

a. 0. 5 Ω c. 128 Ω

b. 2 Ω d. 50 mΩ

2. If the current flowing in a circuit is 12.4 Amps and the resistance is 8.2 Ohms, what is the
voltage of the DC source? (Answer: c)

a. 1.51 Volts c. 101.68 Volts

b. 15.1 Volts d. 1016.8 Volts

3. In an electric circuit if the resistance goes up and the battery voltage stays the same then:
(Answer: a)

a. the current must go down c. the current stays the same

b. the current must go up

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Appendix B – Assignment – Ohm’s Law
1. If a circuit had a voltage of 100 V and a resistance of 8 Ohms what would be the current in the
circuit? (Answer: a)

a. 12.5 mA c. 0.8 A

b. 1.25 mA d. 0.08 A

2. If the voltage in a circuit is 15 Volts and the current flowing is 80 A, what is the resistance in
the circuit? (Answer: d)

a. 5.33 Ohms c. 0.01875 Ohms

b. 0.533 Ohms d. 0.1875 Ohms

3. If the current in a circuit is 0.25 A and the resistance in the circuit is 500 Ohms, what is the
voltage supplied by the DC battery in the circuit? (Answer: c)

a. 2 kV c. 125 V

b. 2 V d. 12.5 V

4. What is the colour code of the resistor (R1) in the electric circuit shown below when the switch
is closed if A1 is 4.2 mA and the battery voltage is 92.4 Volts? (Answer: red, red, orange)

colour of first band ______ colour of second band ______ colour of third band __________

5. As you increase the resistance in a potentiometer connected in a circuit containing a DC source,

the voltage drop across the potentiometer ___________ and the current in the circuit
_______________. (Answer: b)

a. goes up , goes up c. goes down , goes up

b. goes up , goes down d. goes down , goes down

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Appendix C – Quiz - Ohm’s Law and Series Circuits
1. Using the circuit diagram below, what is the value of A1 to one decimal place given the values
below? Battery voltage = 18 V, R1 = 3 Ohms, R2 = 3 Ohms, R3 = 3 Ohms (Answer: c)

a. 4.0 A c. 2.0 A

b. 1.3 A d. 0.5 A

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2. Using the circuit diagram below, fill out all missing values in the table below. Do not forget to
show all of your work.

Battery voltage = 385.04 V

R1 colour code = brown orange brown gold

R2 colour code = yellow purple orange gold

R3 colour code = brown black red gold

Resistance Current Voltage

R1 = _______ Ω V1 = __________
I = ____________ A

R2 = _______ Ω V2 = __________

R3 = _______ Ω ______ Amps V3 = __________

Answers:

R1 = 130 Ω, R2 = 47 kΩ , R3 = 1 kΩ

Current = 0.008 A or 8 mA

V1 = 1.04 V, V2 = 376 V , V3 = 8 V

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Appendix D – Quiz – Digital and Analog input devices
1. A digital input for the Arduino microcontroller is design to accept a voltage of _______
Volts or _______ Volts.
2. Inputs A0 to A5 on an Arduino UNO are referred to as ___________ inputs.
3. Circle the correct answer. A passive infrared sensor is a type of _____________
(analog/digital) input sensor.
4. Circle the correct answer. An ultrasonic sensor is a type of _____________
(analog/digital) input sensor.
5. The range of values shown in the serial monitor for your Arduino microcontroller for the
input from a potentiometer are from _____ to _____.

Answers:
1. zero or 5 Volts
2. analog
3. digital
4. analog
5. zero to 1023

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References
21st Century Competencies: Foundation Document for Discussion. Phase 1: Towards Defining
21st Century Competencies for Ontario, Winter 2016 Edition, 2016
http://www.edugains.ca/resources21CL/About21stCentury/21CL_21stCenturyCompetencies.pdf

Arduino Website https://www.arduino.cc/

Autodesk Tinkercad Website https://www.tinkercad.com/

Course Codes for Emphasis courses in the Revised Curriculum: Technological Education,
Grades 11 and 12, 2009
http://www.edu.gov.on.ca/eng/curriculum/secondary/techedemphasiscourses.pdf

Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First Edition,
Covering Grades 1 to 12, 2010 www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf

Learning for All – A Guide to Effective Assessment and Instruction for All Students,
Kindergarten to Grade 12, 2013
http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf

The Differentiated Instruction Scrapbook

http://www.edugains.ca/resourcesDI/EducatorsPackages/DIEducatorsPackage2010/2010DIScr
apbook.pdf

The Ontario Curriculum, Grades 9 and 10: Technological Education, 2009 (revised)
http://www.edu.gov.on.ca/eng/curriculum/secondary/teched910curr09.pdf

The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009 (revised)
http://www.edu.gov.on.ca/eng/curriculum/secondary/2009teched1112curr.pdf

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