Technology Learning Area Plan

UNIT TITLE: Teaching Kids to Code – Binary Codes

UNIT OUTLINE

In this unit students will investigate the following questions: How do digital systems use whole numbers as a basis for representing a variety of data types.

In this unit, students will gain an understanding of how the binary system is used in computer systems. The concept of binary is used to illustrate how a computer codes data that will be stored for use later. It incorporates the idea of opposites, then describes versions of opposites (like up/down and off/on) that can substitute for the stereotypical ones and zeros. As a final activity in this phase, the unit introduces a coding exercise where students learn to encode their initials in a form that they can take home.

YEAR LEVEL ACHIEVEME

NT STANDARD

TECHNOLOGY

By the end of Year 6, students explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks. They explain how digital systems use whole numbers as a basis for representing a variety of data types.Students define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems. They incorporate decision-making, repetition and user interface design into their designs and implement their digital solutions, including a visual program. They explain how information systems and their solutions meet needs and consider sustainability. Students manage the creation and communication of ideas and information in collaborative digital projects using validated data and agreed protocols.

CONTENT DESCRIPTOR

SDigital Technologies Knowledge and Understanding

Examine how whole numbers are used to represent all data in digital systems(ACTDIK015)

ASSESSMENT Students will use their knowledge of the ASCII Code to create a bookmark using their initials.

DEVELOPING INQUIRING AND REFLECTIVE LEARNERS Community Contributor Leader and Collaborator

Effective Communicator Active Investigator

Designer and Creator Quality Producer

CROSS CURRICULA PRIORITIESCatholic Ethos Aboriginal and Torres Strait

Islander Histories and Cultures Asia and Australia’s Engagement

with AsiaThe overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future.

Defining Features, Diocese of Cairns

The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.

Active engagement of inclusive curriculum practices, which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflect the Gospel message and the mission of the Church.

The curriculum provides opportunities to value and respect:

1. Traditional knowledge and practices2. Culture and natural heritage3. Spirituality

And to critically examine and/or challenge:1. Social constructs 2. Prejudice and racism

This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia.

The curriculum provides opportunities to know, understand and be able to:

1. Understand ‘Asia’2. Develop informed attitudes and values3. Know about contemporary and

traditional Asia4. Connect Australia and Asia5. Communicate effectively with people of

the Asian region both within and outside Australia confidently

Sustainability Education Social Emotional Learning Inclusive Education

Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation.

The curriculum provides opportunities to reflect upon:

1. The gift of creation2. An attitude of responsible stewardship

And to critically examine and/or challenge:1. The impact of human interaction with

the natural, built and social environment

2. Current environmental issues

Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital.

The curriculum provides opportunities to develop:

1. Self Awareness2. Social Awareness3. Responsible Decision Making4. Self-Management5. Relationship Management

It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions.

The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.

GENERAL CAPABILITIES Literacy Numeracy Information and

Communication Technology Critical and Creative

ThinkingStudents become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas.

Literacy involves students engaging with the language and literacy demands of each learning area.

As they become literate students learn to: Interpret, analyse, evaluate,

respond to and construct increasingly complex texts (Comprehension and composition)

Understand, use, write and produce different types of text (Texts)

Manage and produce grammatical patterns and structures in texts (Grammar)

Make appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary (Vocabulary)

Use and produce a range of visual materials to learn and demonstrate learning (Visual information)

Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful.

As they become numerate, students develop and use mathematical skills related to: Calculation and number Patterns and relationships Proportional reasoning Spatial reasoning Statistical literacy Measurement.

Students develop ICT competence when they learn to: Investigate with ICT: using ICT to

plan and refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems

Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks

Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology)

Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed

Apply appropriate social and ethical protocols and practices to operate and manage ICT.

Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation.As they develop critical and creative thinking students learn to: Pose insightful and purposeful

questions Apply logic and strategies to uncover

meaning and make reasoned judgments

Think beyond the immediate situation to consider the ‘big picture’ before focussing on the detail

Suspend judgment about a situation to consider alternative pathways

Reflect on thinking, actions and processes

Generate and develop ideas and possibilities

Analyse information logically and make reasoned judgments

Evaluate ideas and create solutions and draw conclusions

Assess the feasibility, possible risks and benefits in the implementation of their ideas

Transfer their knowledge to new situations

Ethical Behaviour Personal and Social Competence Intercultural Understanding

Students develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good.

As they develop ethical behaviour students learn to: Recognise that everyday life involves

consideration of competing values, rights, interests and social norms

Identify and investigate moral dimensions in issues

Develop an increasingly complex understanding of ethical concepts, the status of moral knowledge and accepted values and ethical principles

explore questions such as: o What is the meaning of right and wrong

and can I be sure that I am right? o Why should I act morally? o Is it ever morally justifiable to lie? o What role should intuition, reason,

emotion, duty or self-interest have in ethical decision making?

Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.

As they develop personal and social competence students learn to: recognise and understand their own emotions,

values and strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness)

manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management)

perceive and understand other people’s emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness)

form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).

Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people.

As they develop intercultural understanding students learn to: identify increasingly sophisticated

characteristics of their own cultures and the cultures of others

recognise that their own and others’ behaviours, attitudes and values are influenced by their languages and cultures

consider what it might be like to ‘walk in another’s shoes’

compare the experiences of others with their own, looking for commonalities and differences between their lives and seeking to understand these

reflect on how intercultural encounters have affected their thoughts, feelings and actions

accept that there are different ways of seeing the world and live with that diversity

stand between cultures to facilitate understanding

take responsibility for developing and improving relationships between people from different cultures in Australia and in the wider world

contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.

LEARNING AND TEACHING STRATEGIES

WEEK 1 2 3 4 5 6 7 8 9 10LEARNING INTENTIONS SUCCESS CRITERIAStudents will:

Learn that a computer does not understand language the way that we do

Find out that all kinds of information can be stored with different combinations of just two choices.

Learn to encode letters into binary Learn how to decode binary into letters

I will be able to: Understand that a computer does not understand language the way that we do Identify that all kinds of information can be stored with different combinations of just two

choices Encode letters into binary Encode binary into letters

Engage Explore Explain Elaborate EvaluateENGAGE RESOURCES

Main Goal: To introduce binary and the idea of coding

Explaining the usefulness of binary is a great way to help wrap a student’s mind around computer science. Begin this lesson by telling the class that they are going to learn how to understand the language of the computer.

Does a computer communicate the same way that we do? Does it understand English? Chinese? No. Deep down, a computer is

translating every piece of information that it gets into its own simply processed language called binary.

The Hardware Lecture is a good way to introduce the idea that data is transformed before it’s stored.

Next, challenge the class to figure out how to decode some letters that have been encoded as binary. Finally, allow students to practice transforming their own information.

For this section, we have provided a Computer Image Pack. If you have access to the inside of a computer, deconstructed hard drive, and/or R+ - DVD disk, feel free to use those as examples instead of photographs. It is important to make sure that the students know what is happening inside of a computer. If you are comfortable in this area, you can use this section as a road map for your own lecture. Otherwise, a Sample Script has been provided in the Resources section of this unit.

You will see that an intricate series of wires carries power and information from one place to another. Once you know that, you may realise why “off” and “on” are so important.

Do computers actually speak English? Do they store information as sentences that we could understand?

Student Resources:• Computer Image Pack

Teacher Resources:The Hardware Lecture and Sample Script from “ThinkerSmith – Binary Baubles”Inside the Machine Powerpoint

PLEASE CLICK ON THE LINK TO VIEW THE RESOURCES SUGGESTED:https://code.org/files/CSEDbinary.pdfhttp://csunplugged.org/wp-content/uploads/2015/03/CSUnplugged_OS_2015_v3.1.pdfASSESSMENT OPPORTUNITIES

No. Computers transmit and store information by encoding it into combinations of digits with only two choices per spot. Most people think of those choices as zeros and ones (like in the movie “The Matrix”). In reality, information can be encoded many ways.

Hard Disk Drives (Image 2 in Computer Image Pack) use a combination of TECHNOLOGIES LANGUAGEASCII - “American Standard Code for Information Interchange” encoding of characters. Binary - A notation that utilizes only two options for each selection. Bit - Short for “Binary Digit”. It is one digit’s location in a binary number. Code/Coding - Transformation from one representation to another. Decode - Convert a coded message into something familiar. Encode - Convert a familiar message into code.

LEARNING AND TEACHING STRATEGIES

WEEK 1 2 3 4 5 6 7 8 9 10LEARNING INTENTIONS SUCCESS CRITERIAStudents will:

Learn that a computer does not understand language the way that we do Find out that all kinds of information can be stored with different combinations

of just two choices. Learn to encode letters into binary Learn how to decode binary into letters

I will be able to : Understand that a computer does not understand language the way that we do Identify that all kinds of information can be stored with different combinations of

just two choices Encode letters into binary Encode binary into letters

Engage Explore Explain Elaborate EvaluateENGAGE RESOURCES

Main Goal: Data – The Raw Material

How can we store information in computers?The word computer comes from the Latin computare, which means to calculate or add together, but computers today are more than just giant calculators. They can be a library, help us to write, find information for us, play music and even show movies. So how do they store all this information? Believe it or not, the computer uses only two things: zero and one!

What is the difference between data and information?Data is the raw material, the numbers that computers work with. A computer converts its data into information (words, numbers and pictures) that you and I can understand.

How can numbers, letters, words and pictures be converted into zeros and ones?In this section we will learn about binary numbers, how computers draw pictures, how fax machines work, what is the most efficient way to store lots of data, how we can prevent errors from happening and how we measure the amount of information we are trying to store.

Activity: Count the DotsBefore giving out the worksheet on page 6, it can be helpful to demonstrate the principles to the whole group.For this activity, you will need a set of five cards, as shown below, with dots on one side and nothing on the other. Choose five students to hold the demonstration cards at the front of the class. The cards should be in the following order:

Student Resources:A set of Binary Cards (5 cards) for each student) Worksheet : Binary Numbers

Additional worksheetsWorksheet: Working with Binary Numbers p.8Worksheet: Sending Secret Messages Worksheet: Email and ModemsWorksheet: Counting higher than 31Worksheet: More on Binary NumbersWorksheet: What’s it all about

CS UnPlugged eBook (Resources Folder)Teacher Resources:CS Unplugged eBook p 4-15Set of 5 Binary Cards (demonstration size)ASSESSMENT OPPORTUNITIES

Completion of Worksheet activities

As you give out the cards (from right to left), see if the students can guess how many dots are on the next card. What do you notice about the number of dots on the cards? (Each card has twice as many as the card to its right.)

How many dots would the next card have if we carried on to the left? (32) The next…? (64)

We can use these cards to make numbers by turning some of them face down and adding up the dots that are showing. Ask the students to show 6 dots (4-dot and 2-dot cards), then 15 (8-, 4-, 2- and 1-dot cards), then 21 (16, 4 and 1)… The only rule is that a card has to be completely visible, or completely hidden.

What is the smallest number of dots possible? (They may answer one, but it’s zero).

Now try counting from zero onwards.

The rest of the class needs to look closely at how the cards change to see if they can see a pattern in how the cards flip (each card flips half as often as the one to its right). You may like to try this with more than one group.When a binary number card is not showing, it is represented by a zero. When it is showing, it is represented by a one. This is the binary number system.

Ask the students to make 01001. What number is this in decimal? (9) What would 17 be in binary? (10001)Try a few more until they understand the concept.Below are five optional follow-up extension activities, to be used for reinforcement. The students should do as many of them as they can.

1. Worksheet: Working with Binary Numbers2. Worksheet: Sending Secret Messages3. Worksheet: Email and Modems4. Worksheet: Counting higher than 31

TECHNOLOGIES LANGUAGE

LEARNING AND TEACHING STRATEGIES

WEEK 1 2 3 4 5 6 7 8 9 10LEARNING INTENTIONS SUCCESS CRITERIAStudents will:

Learn that a computer does not understand language the way that we do Find out that all kinds of information can be stored with different combinations

of just two choices. Learn to encode letters into binary Learn how to decode binary into letters

I will be able to: Understand that a computer does not understand language the way that we do Identify that all kinds of information can be stored with different combinations of

just two choices Encode letters into binary Encode binary into letters

Engage Explore Explain Elaborate EvaluateENGAGE RESOURCES

Main Goal: ASCII Codes

To boost confidence before the main activity, it can be helpful to go over a few examples together. One of the best ways to help the class understand this is to read an encoded letter aloud, then see if they can figure out the decoded character with help of their ASCII Encoder Card.

In this part of the guide, Thinkersmith intentionally uses the terms “off” and “on” or “color” and “don’t color” rather than “one” and “zero”. Since this activity is often done in elementary school, we prefer not to mess with a student’s burgeoning sense of arithmetic. However, if you are teaching this activity to students in grades 6+ the words “one” and “zero” are perfectly appropriate choices for your vocabulary.

Choose any letter from the ASCII Encoder Card. In this example, we will use ‘K’:

Keep the selected letter to yourself until after you have read the binary combination out loud. Challenge the students to listen as you call out the bits.

The letter K might sound like:

Student Resources:ASCII Encoder Card (1 per student)Paper Initial Cut-Out (1 per student)Colored Markers or Crayons (1 or 2 per student)(Binary Baubles pdf – see Resources folder)

Teacher Resources:Info section (p18-20 of Binary Baubles)

ASSESSMENT OPPORTUNITIES

If the class is able to shout out the correct letter upon direction, then you can continue with another example or two, and move on to the next segment.If the students remain perplexed, draw the encoded letter on the board or overhead projector. Encourage the students to match the first set of four boxes, before they try to match the second set.

This is a great place to explain what bits are. See Info Section for details (page 18-20 of Binary Baubles)

Once the students are comfortable guessing your letter, let them turn the tables. Have students come up with an encoding as a group (with the help of either a teaching assistant or a designated volunteer). Give them a two minute time limit. This prevents them from deliberating over the selection for too long.Using your ASCII Encoder Card, decode the letter in the same way that the class did earlier. If the letter that you decode is different from what they intended, return to the beginning of the example and try again. Otherwise, congratulate the crew and transition into the activity. Sometimes, individual students decide that they would like a turn leaving the room and returning to guess an encoded letter. This is a good way to add time to the overall lesson without going into additional technical detail.If everyone is still enjoying themselves and time permits, you can pair the students to encode letters or words for each other. It can be a lot of fun to work in small groups to create encodings, then trade with other groups to solve them.This is also a helpful technique to pull around the last handful of students who feel like they are having a hard time grasping the concept of binary encoded ASCII.

Make sure that every student has an ASCII Encoder Card, Paper Initial Cut-Out, and marker. Let them know that this section is where they get to make a take-home reminder of the lesson. While small paper squares are simple and convenient, it is also possible to adhere 1-inch squares of quad paper (graph paper with 4 squares per linear inch) to a 1-inch square magnet and give the students a more useful bauble. The lesson can also be done with quad paper that has been run through a sticker machine or printed on shrink film in order to make this activity a doorway for more involved projects.

Often, students need help making the jump from a linear encoding system (where all 8-bits are presented on one line):

TECHNOLOGIES LANGUAGEASCII - “American Standard Code for Information Interchange” encoding of characters. Binary - A notation that utilizes only two options for each selection. Bit - Short for “Binary Digit”. It is one digit’s location in a binary number. Code/Coding - Transformation from one representation to another.Decode - Convert a coded message into something familiar. Encode - Convert a familiar message into code.

LEARNING AND TEACHING STRATEGIES

WEEK 1 2 3 4 5 6 7 8 9 10LEARNING INTENTIONS SUCCESS CRITERIAStudents will:

Learn that a computer does not understand language the way that we do Find out that all kinds of information can be stored with different combinations

of just two choices. Learn to encode letters into binary Learn how to decode binary into letters

I will be able to : Understand that a computer does not understand language the way that we do Identify that all kinds of information can be stored with different combinations of

just two choices Encode letters into binary Encode binary into letters

Engage Explore Explain Elaborate EvaluateENGAGE RESOURCES

Main Goal: Assessment Task

This activity is meant to solidify encoding and decoding concepts for the students. It is usually done as an individual exercise, but can be modified easily for pairs by allowing students to help one another determine which bits go onto which row.

Students will select two letters (just one if using the bookmark style strips) to encode onto their Paper Initial Cut-Outs. Once their letters have been chosen, they can either take the intermediate step of writing the encoding on a blank piece of paper, or they can encode directly onto their Cut-Outs. Using a marker, each student will fill in the bits of their Cut-Outs according to the pattern for their selected letter.

Generally, the black squares (considered “off”) are the squares that get colored, but occasionally students will flip the code and color the squares that are considered “on”. This is perfectly alright, as long as they make their method clear. Occasionally, students will “mess-up” on their patterns. If you have enough Paper Initial Cut-Outs to allow them a new one, it is okay to do so. If you find yourself limited in the number of Paper Initial Cut-Outs available, then challenge the student to figure out what their alternate encoding means in ASCII and let the think of a new idea for what their encoding might symbolise. When the students are done with their Paper Initial Cut-Out you can encourage them to share it with others or find a prominent place to display it.

When students are happy with their code, cut it out and glue it onto a cardboard bookmark. Write an explanation on the back of the bookmark that explains how the binary code used could be translated into whole numbers.

Student Resources:ASCII Encoder Card (1 per student)Paper Initial Cut-Out (1 per student)Colored Markers or Crayons (1 or 2 per student)

Teacher Resources:Info section (p18-20 of Binary Baubles

ASSESSMENT OPPORTUNITIES

See criteria and task sheet

TECHNOLOGIES LANGUAGE

ASCII - “American Standard Code for Information Interchange” encoding of characters. Binary - A notation that utilizes only two options for each selection. Bit - Short for “Binary Digit”. It is one digit’s location in a binary number. Code/Coding - Transformation from one representation to another.Decode - Convert a coded message into something familiar. Encode - Convert a familiar message into code.

Educational ModificationsCLASSROOM ACCOMMODATIONS FOR WHOMSeat near teacherAssign student to low- distraction areaSeat near positive peer modelsUse support groups / cooperative learningUse rows instead of tablesUse learning centreUse of time-outStand near student when giving instructionArrange classroom for safe visibility, accessibility and movement

PRESENTATION OF LESSONS FOR WHOMAdjust work load, reduce assignments or give alternative assignmentsUse visual aids with oral presentationTeacher gives student outlines or study guidesEnsure regular lesson revisits/reviewsHighlight instructions (marker or highlighter tape)Give clear behavioural objectivesAsk student to repeat instructions for clarification and understandingUse high- impact game-like materialsCall on student oftenAcknowledgment effort put forthGive reminders for student to stay on task, monitor student is on task/topicUse large type/font and dark inkKeep page format simpleUse visual promptsDivide page into clearly marked sectionsRemove distractions from paper

ALTERNATIVE EVALUATION PROCEDURES FOR WHOMReduce number of itemsPractice completely similar questionsArrange for oral testingHave support staff administer testPermit student to type or use word processingAdjust grading criteria based on individualAdjusted grading option

NOTE TAKING STRATEGIES FOR WHOMProvide student the means to recordArrange for note taker e.g. AideGive student a copy of notesProvide time for periodic review of student’s notes (written, dictated, word processed)

ORGANISATIONAL STRATEGIES FOR WHOMUse calendar to plan assignmentsUse of assignment notebook or work checklist especially diaryDaily scheduleGive time top organise desk during class

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AM check-in to organise for the dayLunch-time check-in to organise for PMPM check-out to organise for homeworkArrange a duplicate set of classroom material for use at homeDevelop parent/school contractTraining in time management

SUPPORT SERVICES FOR WHOMPeer tutoringCross-age tutoringStudent buddyWork with school officerMeet with staff during available timesTeach student to monitor own behaviourImplement behaviour contract/rewardSelf advocacy/communication skill trainingConflict resolution strategiesOther _____________________

Adapted with permission from Positive Partnerships PD Facilitators GuideModule 5 Support materials

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Appendix 3

Assessment Task Sheet and Criteria Sheet

Diocese of Cairns Catholic Education Services 18

Assessment Task Sheet

Student Name: Year Level:

Name of Task: ASCII Coding Bookmarks

Teacher:

Learning Area/s: Teacher

Date Commenced: Date Due:

Type of Task: Oral Written Other

Task Conditions: Individual Pair Group Work

In Class Homework Other

Opportunity to Access: Books Notes Library Technology

Assessed By: Self Peer Teacher

Task Description (needs to include purpose and audience)

You will select 2 letters to encode on onto a paper initial cut out. You may choose to use your initials or another 2 letters. Use a marker to “encode” the cut out with the ASCII code for your letters. Once you are happy with your code, cut it out and paste onto a cardboard strip. You may decorate the strip as you wish. An extension activity is to write an explanation of how the binary code they have used could be translated into whole numbers.

Procedure (You will)

1. Choose your letters to encode – you may choose your initials or another 2 letters.

2. You may wish to plan your encoding on a black sheet of grid paper before encoding directly onto the paper cutout.

3. Choose 2 colours to use for your code. You must decide which colour is considered “off” and which should be considered “on”.

4. When you are happy with your code, cut it out and glue it onto a cardboard bookmark. Write an explanation on the back of your bookmark that explains how the binary code you have used could be translated into whole numbers. Decorate the bookmark and submit.

Resources:

ASCII Code card, coloured markers, Paper Initial Cut out, grid paper.

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Learning with Faith and Vision

CRITERIA SHEET TITLE

Criteria A B C D E

The student work demonstrates evidence of:Visual representation of ASCII code of initials

Correctly encoded 2 letters into ASCII code independently

Correctly encoded 2 letters into ASCII code in minimal assistance

Correctly encoded 2 letters into ASCII code with assistance

Incorrectly encoded 2 letters into ASCII code

Did not encode 2 letters into ASCII code

Explains how whole numbers are used to represent all data in digital systems

Detailed and thorough explanation of how whole numbers are used to represent letters in binary code

Explanation of how whole numbers are used to represent letters in binary code

Some explanation of how whole numbers are used to represent letters in binary code

Explanation of how whole numbers are used to represent letters in binary code is confusing

Did not provide an explanation of how whole numbers are used to represent letters in binary code

Feedback

Signed: Date

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Learning with Faith and Vision

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