Unit 3. Information and the Internet
Revision Date: Jul 19, 2017 (Version 2.1.1)Summary
The Internet is growing to connect to everything we do in our lives. Over the years, it has grown from being a representation of static content, to web 2.0: a place where users interact to a collection of users and "things." In this lesson, the students will conceptualize devices that collect data and send it through the Internet.
Outcomes
Overview
The Internet is an ever-evolving system of increasing complexity. It has evolved from representing static information to providing interactivity of data between users and objects (things).
Student computer usage for this lesson is: optional
Students need access to paper for documentation.
Blown to Bits (Abelson, Ledeen, Lewis). Text is free as pdf: http://www.bitsbook.com/
Access to Internet connectivty for these links/videos:
In the Lesson Resources Folder:
The next three activities are used to generate ideas for examples of "things" that either are connected or could be connected to the Internet.
Show the video (no audio except music) on how an average everyday person uses objects connected to the Internet in our current society: https://www.youtube.com/watch?v=ZgWbWCv0J5E (3:58)
Summary: A day in the life of the Internet of things shows these things connected to the Internet: cell phone, thermostat in the house, car entry system and radio, car GPS intelligently looking for available parking, parking sensors on the ground using mesh networking (short-range connections to a larger deployment system in a central box), a heart rate monitor with results that can be viewed online in real time, a watch that connects with a cash register/inventory system, a package pickup system that connects with a drone to take the package directly to the customer.
Ask students if there were any objects that they did not think about that are connected to the Internet. Adjust the list as needed. Analyze which devices would continue to be a high priority or useful if the ability to communicate on the Internet was suddenly diminished by an event like a hurricane or earthquake. Journal. Pair and share. What systems on the Internet are most critical? Which systems use a small amount of bandwidth but perform a valuable service? (Ex: twitter or texting in an emergency)What if the Internet was limited in size and only the wealthy could afford to connect and use it. How would it be different? Reiterate that the size and speed of systems on the Internet affect its use.
With a partner, imagine a device that might someday be a part of the "Internet of Things," but currently does not exist. An example might be a shoe that has its own wireless acquired IP address and keeps track of how many steps one takes each day. (Note: This may already exist.)
As a small group, the students should submit a document answering the following questions:
This document should also include a sketch of the device.
Students display a thumbs up or thumbs down to this question: Did this lesson help you comprehend the concept of the Internet as an entity that is comprised of both people (users) and objects or machines?
Read Blown to Bits (Pg 303 - 306) - IP Addresses - stop at "The Key to It All: Passing Packets."
The document in the Lesson Resources folder called "Commercial Python Project" is a project designed to give students Python coding practice and allow them to explore more about the "Internet of Things" by creating their own product commercial template. Consider adding the requirement that their program include conditional statements. Extra time will be needed.
The rubric for this project can also be found in the Lesson Resources Folder
Ask students to think about and document how their selected device may have an impact on our daily lives. Could their be any controversy associated with their device or the use of their device? If so, what is that controversy? Students should document their opinions and/or findings.
When selecting the pairs, aim for diversity of background, so the students learn how others view technology.
With a partner, imagine a device that might someday be part of the Internet of Things, but currently does not exist.
As a group, the students should submit a document answering the following questions:
This document should also include a sketch of the device.
How does the Internet effectively connect devices and networks?
How do devices and networks that make up the Internet communicate?