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PBL SAMPLE CURRICULUM- 1
1
PBL SAMPLE CURRICULUM - 1
PBL SAMPLE CURRICULUM - 1
PBL SAMPLE CURRICULUM- 1
1
Project Based Learning in VET
Intellectuel Output No: 2.1
PBL SAMPLE CURRICULUM -1
Output Coordinator:
Mazhar Zorlu Mesleki ve Teknik Anadolu Lisesi, İzmir- TURKEY
2019
“Funded by the Erasmus+ Program of the European Union. However, European Commission and Turkish National Agency cannot be held responsible for any use which may be made of the information
contained therein”
This PBL Curriculum and Lesson Plan is just a case study and is based on the "Microcontroller"
vocational Lesson. However, there are other approaches that use the PBL method that the
reader can take into account.
The development of this module book has been possible due to Erasmus+ KA2 program funds,
with 2017-1-TR01-KA202-045991 project number.
© All Rights Reserved. - 2019
PBL SAMPLE CURRICULUM- 1
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REVISION HISTORY
Revision Date Organization Description
V1 11/09/2018 Mazhar Zorlu VET Draft of main content
V1.1 10/10/2018 All partners
Feedback received on
preliminary draft
during the 2rd
Transnational
Meeting
V2 14/11/2018 Mazhar Zorlu VET
Compilation of
content based on
partners’ feedback
V3 11/01/2019 Mazhar Zorlu VET Final Version
PBL SAMPLE CURRICULUM- 1
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CONTENT
REVISION HISTORY .............................................................................................................. 2
CONTENT ............................................................................................................................. 3
MODULES OF LESSON .......................................................................................................... 5
NATIONAL LESSON DESCRIPTION ........................................................................................ 6
CONTENTS OF LESSON MODULES...................................................................................... 10
PROJECT OVERVIEW AND LESSON PLAN ........................................................................... 18
PROJECT OVERVIEW ........................................................................................................ 19
PROJECT TEACHING AND LEARNING GUIDE .................................................................... 26
PROJECT CALENDAR ........................................................................................................ 28
LESSON DESIGN / EVALUATION CRITERIA........................................................................ 35
MODULES OF LESSON DAY BY DAY ................................................................................... 36
PROJECT OVERVIEW DETAIL .............................................................................................. 38
PROJECT NAME ............................................................................................................... 39
PROJECT IDEA.................................................................................................................. 39
CONTENT AND SKILLS STANDARTS .................................................................................. 40
DRIVING QUESTION ........................................................................................................ 40
ENTRY EVENT AND MOTIVATION .................................................................................... 40
21. CENTURY SKILLS ........................................................................................................ 41
ASSESSED SKILLS .......................................................................................................... 41
ENCOUREGED SKILLS .................................................................................................... 41
PBL SAMPLE CURRICULUM- 1
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CULMINATING PRUDUCTS AND PERFORMANCES ........................................................... 43
GROUP: ........................................................................................................................ 43
INDIVUDUAL ................................................................................................................ 43
ASSESSEMENTS ............................................................................................................... 44
FORMATIVE ASSESSEMENT ......................................................................................... 44
SUMMATIVE ASSESSEMENT ......................................................................................... 44
ALL RUBRICS ...................................................................................................................... 45
FORM-01: STUDENT EXPECTATIONS AND AGREEMENT .................................................. 46
FORM-02: WEEKLY STUDENT PLANNING BRIEF FORM .................................................... 48
FORM-03: DRAFTS FORM ................................................................................................ 50
FORM-04: GROUP OBSERVATION CHECKLIST .................................................................. 51
FORM-05: COOPERATIVE LEARNING RUBRIC.................................................................. 52
FORM-06: LITERACY ASSESSMENT .................................................................................. 53
FORM-07: COLLABORATION RUBRIC /PEER EVULATION FORM ....................................... 55
FORM-08: PRUDUCT EVALUATION FORM ....................................................................... 56
FORM-09: PRESENTATION RUBRIC FORM ....................................................................... 60
FORM-10: INTEREST PROPOSAL ...................................................................................... 61
FORM-11: PROJECT REPORT FORM ................................................................................. 62
RESOURSCES NEEDED ........................................................................................................ 63
PBL SAMPLE CURRICULUM- 1
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MODULES OF LESSON Lesson Hours: 5 (per week)
Modules of Lesson
Microcontroller Hardware
Microcontroller Programming Basics
LCD and Servo Motor Control with Microcontroller
Analogue Processor With Microcontroller
Line Follower Robot Production
PBL SAMPLE CURRICULUM- 1
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NATIONAL LESSON DESCRIPTION
PBL SAMPLE CURRICULUM- 1
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Lesson Title Microcontroller
Area Industrial Automation Technologies
Professional /
Branch
Public areas
Class / Year Grade 12
Recommended
Time
5 lessons per week
The lesson is determined by selecting the module
from the module pool by considering the equipment
and regional characteristics of the school and the
regional characteristics of the school.
The Aim Of The
Lesson
In this lesson, the student to select the appropriate
microcontroller to install the program,
microcontroller with basic input and output
operations, microcontroller to control the drive
elements, to make analog operations with
microcontroller, advanced program with
microcontroller, microcontroller circuit set-up,
microcontroller to make advanced applications, It is
aimed to gain application development
competencies with microcontroller.
Definition Of
Lesson
Students will be taught microcontroller
programming, digital and analog operations and
application development.
PBL SAMPLE CURRICULUM- 1
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Qualifications At lesson; 1. Install a program by selecting the appropriate microcontroller to do the job 2. To do basic input-output operations with microcontroller 3. Controlling drive elements with microcontroller 4. To make analog operations with microcontroller. 5. Making advanced programs with microcontroller. 6. Set up the microcontroller circuit. 7. To make advanced applications with microcontroller. 8. Develop application with microcontroller Qualifications will be gained.
Content Of The
Lesson
This lesson,
1. Microcontroller structure
2. Basic Microcontroller operations
3. Control of drive elements with microcontroller
4. Analogue operations with microcontroller
5. Advanced programming with microcontroller
6. Setting up a microcontroller circuit
7. Advanced applications with microcontroller
8. Application development with microcontroller
Includes topics.
Methods And
Techniques
Lecture, demonstration, problem solving, question-
answer, group work, practical work, project work; to
make observations in the enterprises using
automation systems; methods and techniques can be
applied.
PBL SAMPLE CURRICULUM- 1
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Educational
Environment And
Hardware
Environment: Microcontroller laboratory, Electrical -
Electronic Workshop, Mechanical Workshop
Electrical - Electronic laboratory test tables,
multimeters, oscilloscope, power supplies,
electronic experiment sets, soldering tools, hand
tools, logic experiment sets, table type drill
machines, electronic element catalogs, overhead
projector, projection, computer.
Quantification And
Consideration
The qualifications and lectures given to the students
by the module are measured and evaluated
according to the Class Transition Regulation.
Teachers / Trainers This lesson should be given by teachers who are
trained in Industrial Automation Technologies.
Institutions And
Organizations To
Cooperate
Students will be able to make communication,
research and observation on the subject; other field
teachers, universities, social partners, non-
governmental organizations, enterprises in the
environment, private, public institutions and
organizations.
PBL SAMPLE CURRICULUM- 1
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CONTENTS OF LESSON MODULES MODUL NAME: Microcontroller Hardware
TEACHING METHODS TECHNIQUES: Lecture (presentation), question-answer, discussion,
problem solving, laboratory (experiment), case study methods, brainstorming,
demonstration, dual and group work, micro learning, computer assisted teaching
techniques will be used in one or more.
DESCRIPTION: Microcontroller catalogs, microcontroller, electronic circuit elements,
electronic material catalogs, multimeter, print circuit and soldering tools, microcontroller
programming editor, computer, data download program should be provided.
GENERAL OBJECTIVES: The student will be able to download programs by selecting a
microcontroller suitable for the work to be done.
GOALS:
Student;
1. Ability to select microcontroller and hardware correctly
2. Use microcontroller programming editor in accordance with microcontroller
specifications
3. Microcontroller to install the sample program and the program to make the error-free
operation
CONTENT
1. MICROCONTROLLER DEFINITION TYPES
1.1. Basic computer hardware
1.2. Microcontroller operation
1.3. Memory and functions
1.4. Microcontroller structure
1.5. Microcontroller types
1.6. Development of the microcontroller program
PBL SAMPLE CURRICULUM- 1
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2. EXPRESSION OF NUMBERS IN MICROCONTROLLER
2.1. Type of numbers
2.2. What is Binary Digit?
2.3. What is hexadecimal digitize?
2.4. Conversion between number systems
3. MICROCONTROLLER STRUCTURE
3.1. Clock layout
3.2. Command flow
3.3. Registers
3.4. Program memory
3.5. Data memory
3.6. I / O port
3.7. Reset circuit
3.8. Oscillator properties
MEASUREMENT AND EVALUATION:
Checklists technique, project assignments technique and multiple choice, classic etc.
examining one or more types of exam types using the student's
1. Whether the microcontroller and hardware can make the selection correctly,
2. Whether the Microcontroller programming card can be done without error,
3. Using microcontroller programming editor in accordance with microcontroller
specifications,
4. The performance criteria will be evaluated whether the sample program loading and
testing the microcontroller can be performed without error.
PBL SAMPLE CURRICULUM- 1
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MODULE NAME: Microcontroller Programming Basics
TEACHING METHODS TECHNIQUES: Lecture (presentation), question-answer, discussion,
problem solving, laboratory (experiment), case study methods, brainstorming,
demonstration, dual and group work, micro learning, computer assisted teaching
techniques will be used in one or more.
DESCRIPTION: Microcontroller catalogs, microcontroller, electronic circuit elements,
electronic material catalogs, multimeter, print circuit and soldering tools, microcontroller
programming editor, computer, data download program should be provided.
GENERAL OBJECTIVES: The student will be able to perform numerical operations with
advanced programming with microcontroller.
OBJECTIVES:
Student;
1. Will be able to install the microcontroller compiler without any problem.
2. Will be able to get the necessary numerical data from microcontroller with advanced
programming.
CONTENT
1. C COMPILERS
1.1. Compiler types 1.2. Compiler Features 1.3. Compiler functions
2. ENVIRONMENTAL UNITS CONTROL APPLICATIONS
2.1. LED CONTROL 2.2. BUTTON CONTROL 2.3. SEVEN SEGMENT DISPLAY CONTROL 2.4. SERIAL CONTACT
2.5. STEP MOTOR CONTROL 2.6. DC MOTOR CONTROL
PBL SAMPLE CURRICULUM- 1
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MEASUREMENT AND EVALUATION :
Checklists technique, project assignments technique and multiple choice, classic etc.
examining one or more types of exam types using the student's
1. Whether to install the microcontroller compiler seamlessly into the computer, 2. To get the necessary numerical data from the microcontroller with advanced programming, performance criteria will be evaluated.
MODULE NAME: LCD and Servo Motor Control with Microcontroller
TEACHING METHODS TECHNIQUES: Lecture (presentation), question-answer, discussion,
problem solving, laboratory (experiment), case study methods, brainstorming,
demonstration, dual and group work, micro learning, computer assisted teaching
techniques will be used in one or more.
DESCRIPTION: Computer, microcontroller programming card, electronic circuit elements,
printed circuit tools, soldering tools must be provided.
GENERAL OBJECTIVE: The student will be able to install and program the microcontroller
circuit with the appropriate microcontroller.
OBJECTIVES:
Student;
1. The microcontroller can make the display circuit and get the correct output values at the
end of the programming.
2. It will be able to correctly connect and program the motor elements with
microcontroller.
PBL SAMPLE CURRICULUM- 1
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CONTENT
1. Display control with microcontroller
1.1. Environmental Elements
2. Motor Control with Microcontroller
2.1. Circuit Elements
MEASUREMENT AND EVALUATION:
Checklists technique, project assignments technique and multiple choice, classic etc.
examining one or more types of exam types using the student's
1. Perform microcontroller display circuit and get correct output values at the end of
programming,
2. It cannot program and program the motor elements with the microcontroller correctly,
performance criteria will be evaluated.
MODULE NAME: Analogue Processor with Microcontroller
TEACHING METHODS TECHNIQUES: Lecture (presentation), question-answer, discussion,
problem solving, laboratory (experiment), case study methods, brainstorming,
demonstration, dual and group work, micro learning, computer assisted teaching
techniques will be used in one or more.
DESCRIPTION: Microcontroller catalogs, microcontroller, electronic circuit elements,
electronic material catalogs, multimeter, print circuit and soldering tools, microcontroller
programming editor, computer, data download program should be provided.
GENERAL OBJECTIVES: Student can make analog operations with microcontroller.
PBL SAMPLE CURRICULUM- 1
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OBJECTIVES:
Student;
1. The microcontroller A / D will perform a D / A cycle check.
2. Will make temperature control with microcontroller.
CONTENT
1. TRANSFORMERS 1.1. Processor amplifier 1.2. Injecting amplifier 1.3. Reversing amplifier circuit 1.4. Inverted amplifier circuit 1.5. Using as a comparator 1.6. Voltage tracking circuit
2. D / A CONVERTER 2.1. DA converter principle 2.2. DA converter application 2.2.1. DA converter 2.2.2. Experiment of the DA converter 2.2.3. Wave gear construction
3. A / D CONVERTER 3.1. AD converter principle 3.2. Valculating principle of AR inverter type 3.3. AD converter principle
4. HEAT SENSOR 4.1. Structure 4.2. Catalog information
5. A / D CONVERTER 5.1. Structures 5.2. Catalog information
6. PARALLEL INPUT SERIES OUTPUT INTEGRATED 6.1. Structures 6.2. Catalog information
7. CIRCUIT DIAGRAM 8. SAMPLE PROGRAM
PBL SAMPLE CURRICULUM- 1
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MODULE NAME: Line Follower Robot Production
TEACHING METHODS TECHNIQUES: Lecture (presentation), question-answer, discussion,
problem solving, laboratory (experiment), case study methods, brainstorming,
demonstration, dual and group work, micro learning, computer assisted teaching
techniques will be used in one or more.
DESCRIPTION: Aluminum plaque, various gears, hand tooling tools, hand tools, bending
apparatus, computer, microcontroller programming card, DA motor, bread board,
soldering tools, print circuit tools must be provided.
GENERAL OBJECTIVES: The student will be able to control the microcontroller controlled
mechanism, electronic circuit in accordance with the given scheme and control the
program and mechanism.
GOALS:
Student;
1. Will be able to determine the robot following the line.
2. The line will be able to monitor the following robot electronic circuit according to
the given shape.
CONTENT
1. ROBOT STRUCTURE
1.1. Robot Formation
1.2. Robot construction procedures
1.2.1 Collecting and analyzing information
1.2.2. Design configuration
1.2.3. Mechanical part design
1.2.4. Assembly
1.2.5. Control unit
1.2.6. Production of printed circuit
PBL SAMPLE CURRICULUM- 1
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1.2.7. Control circuit installation
1.2.8. Programming
1.2.9. Control operations
2. DRAWING ROBOTIN HARDWARE DESIGN
2.1. Basic plan
2.2. Target of the robot following the line
2.3. Robot control
3. CONTROL SYSTEM
3.1. Circuit design for microcontroller
3.2. Microcontroller basic circuit
3.2.1. Driver circuit
3.2.2. Sensor circuit
3.2.3 Control of the circuit
4. PROGRAM WRITING
4.1. Program writing procedures
4.1.1. Program design
4.1.2. Program writing
5. TEST PROCESS
5.1. Mechanical adjustments
5.2. Preparing the path that the robot will follow
5.3. Sensor sensitivity adjustment
MEASUREMENT AND EVALUATION:
Checklists technique, project assignments technique and multiple choice, classic etc.
examining one or more types of exam types using the student's
1. Whether the robot following the line is capable of performing the specified mechanical
parts,
2. Whether the line following robot electronic circuit is in accordance with the given figure,
performance criteria will be evaluated.
PBL SAMPLE CURRICULUM- 1
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PROJECT OVERVIEW AND LESSON PLAN
PBL SAMPLE CURRICULUM- 1
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PROJECT OVERVIEW
*This page developed by STEM MI Champions (MACUL) © 2008 Buck Institute for Education
P R O J E C T O V E R V I E W
Name of Project: AUTONOMOUS FARM Duration:20 Week
Subject/Course: Microcontroller Grade Level: 12
Other subject areas
to be included, if
any:
Electronic, Mechanics, Motors, Sensors, Agriculture,
Greenhouse, Livestock
Project Idea
Summary of the
issue, challenge,
investigation,
scenario, or problem:
You bought a farm. You want to make agriculture,
greenhouse and livestock.
You will plow the field and sow. You have made roads with
white paint for your riding and planting in your field. You
want to make an autonomous robot for these operations.
This robot will follow the white roads and drive the field,
when it comes to the marked places, it will give a warning
and leave seeds. You will show the degree of humidity in the
lights. If it is damp, green and dry, you will give a red warning.
In addition, a greenhouse will be made, the temperature of
the greenhouse will be kept constant at a certain
temperature and the temperature value will be indicated by
PBL SAMPLE CURRICULUM- 1
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leds. You will give an audible warning at high temperature.
Irrigation will be done according to the humidity value.
By making an automatic door to your animals' shelter, the
animals will be opened automatically when they arrive and
then shut down. It will illuminate its surroundings when it
happens at night. You will set up a system that will indicate
when the water level in your water tank is under a certain
level.
You want to do a prototype of such a farm. Because the idea
of an autonomous farm will increase your yield and you will
have more time.
Driving Question How do you design an autonomous farm system?
Content and Skills
Standards to be
addressed:
1. Use a microcontroller-based control circuit (PIC-based or
Arduino etc)
2. Use sensors. (Infrared, Temperature, Humidity, LDR, Gas,
Utrasonic etc.)
3. Use DC motor and RC Servo motor.
4. Programming to System
5. Design an autonomous system
6. Show your artistic and design skills.
PBL SAMPLE CURRICULUM- 1
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T+A E T+A E
21st Century Skills
to be explicitly
taught and assessed
(T+A) or that will be
encouraged (E) by
project work, but not
taught or assessed:
Collaboration X Design &
Imagination X
Presentation X
Communicatio
n (oral and
written)
X
Critical Thinking: X Critical
Thinking X
Leadership X Information
Literacy X
Productivity X Civil Literacy X
Problem solving X Health Literacy X
Initiative and Self-
Orientation X
Social Literacy
and
Intercultural /
Multicultural
Literacy
X
PBL SAMPLE CURRICULUM- 1
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Presentation
Audience:
Culminating
Products and
Performances
Group: • Each Team will consist of 6
students.
• In each group, 2 students will share
one of the 3 processes of the farm.
(Field, Greenhouse, Animal Shelter)
• Students who are prototyping of
field riding work will be working on
robot based on autonomous line.
• Students who are interested in the
greenhouse will design a greenhouse
covered with soil.
• The students working on the animal
shelter will design an animal shelter
and implement them on this design.
• Each team will eventually design a
farm.
• Each team will make a
presentation. (There will be project
construction stages, pictures and
results in the presentation.)
Class: X
School: X
Community
PBL SAMPLE CURRICULUM- 1
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Individual: Each student will complete the
following events independently.
• Student Planning Summary
• Cooperation evaluation.
• Self-assessment for the team.
• Project evaluation.
Experts:
Web:
Other:
Entry event to
launch inquiry,
engage
students:
• Students will watch videos related to agriculture and animal
husbandry and monitor the use of technology in these areas.
• Gather information about greenhouse and livestock and tell their
ideas.
• Investigate the contribution of agriculture and animal husbandry to
the economy. They will identify important points for efficient
agriculture and livestock.
• Create a team and share team meetings and tasks.
PBL SAMPLE CURRICULUM- 1
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Assessments Formative
Assessments
(During
Project)
Quizzes/Tests X Practice Presentations
Journal/Learning
Log Notes X
Preliminary
Plans/Outlines/
Prototypes
X Checklists
Rough Drafts Concept Maps
Online
Tests/Exams Other:
Summative
Assessments
(End of
Project)
Written
Product(s), with
rubric:
Other Product(s) or
Performance(s), with
rubric:
X
Oral
Presentation,
with rubric
X Peer Evaluation X
Multiple
Choice/Short
Answer Test
Self-Evaluation X
Essay Test X Project Report X
PBL SAMPLE CURRICULUM- 1
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.
Resources
Needed
On-site people,
facilities:
Equipment: Lab. Hardware, PC,
Materials: Circuit Boards, Sensors, DC and RC Servo Motors, Electronic Materials, Art materials
Community resources: Module Book, Lecture Notes, Internet
Reflection
Methods
(Individual,
Group, and/or
Whole Class)
Journal/Learning
Log Focus Group X
Whole-Class
Discussion
Fishbowl
Discussion
Survey Other:
PBL SAMPLE CURRICULUM- 1
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PROJECT TEACHING AND LEARNING GUIDE
Project: AUTONOMOUS FARM Course/Semester: 2nd Semester
Knowledge and Skills Needed by
Students
to successfully complete culminating
products and performances, and do
well on summative assessments
Scaffolding / Materials / Lessons
to be Provided
by the project teacher, other
teachers, experts, mentors,
community members
Know Microcontroller Controlled
Circuits.
➔ PIC or Arduino Based Circuit
Designs and Structures
Know Microcontroller Programming. ➔ Sample Programs. (CCS C and
Arduino Programming)
Know LED, Display, LCD and Button
Use
➔ Sample Indicator and Button
Applications
Know Sensor Types and Usage. ➔ Sensor Application Examples
Knows DC Motor Control. ➔ DC Motor Control Applications
and PWM
PBL SAMPLE CURRICULUM- 1
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Know RC Servo Motor Control. ➔ RC Servo Motor Sample
Applications
Learn about agriculture, greenhouse
and animal husbandry.
➔ Various Videos and Internet-
Based Research and
Presentations
PBL SAMPLE CURRICULUM- 1
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PROJECT CALENDAR
Project: AUTONOMOUS FARM Start:
3 DECEMBER 2018
M O N D A Y TUESDAY WEDNESDAY THURSDAY FRIDAY
1 . W E E K ( 3 - 4 D E C E M B E R 2 0 1 8 )
Arduino Card, Types and
Features
Arduino Programming
Rules
Arduino
Programming
Variables, Decision
Structures and
Cycles
2 . W E E K ( 1 0 - 1 1 D E C E M B E R 2 0 1 8 )
Arduino LED and Button
Applications,
QUIZ-1
Arduino Display and
LCD Applications,
QUIZ -2
3 . W E E K ( 1 7 - 1 8 D E C E M B E R 2 0 1 8 )
Sensor Applications with
Arduino (Infrared, LDR,
Temperature, Humidity)
QUIZ -3
Sensor Applications
with Arduino
(PIR, Ultrasonic)
QUIZ -4
PBL SAMPLE CURRICULUM- 1
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4 . W E E K ( 2 4 - 2 5 D E C E M B E R 2 0 1 8 )
DC Motor Control and
PWM with Arduino
QUIZ -5
RC Servo Motor and
Stepper Motor
Application with
Arduino
QUIZ -6
5 . W E E K ( 7 - 8 J A N U A R Y 2 0 1 9 )
Project Idea and Driving
Question
Video and Presentations
on Agriculture and
Livestock
Creation of Project
Teams
Team Meeting, Task
Sharing and Planning
Line Follower,
Design and Draft for
greenhouses and
Animal Shelters
(FORM-01)
(FORM-03)
PBL SAMPLE CURRICULUM- 1
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6 . W E E K ( 1 4 - 1 5 J A N U A R Y 2 0 1 9 )
Line Follower, Design
and Draft for
greenhouses and Animal
Shelters
(FORM-04)
Evaluation of Drafts
and Designs
(FORM-02)
7 . W E E K ( 4 - 5 F E B R U A R Y 2 0 1 9 )
Design and Construction
(Robot Crate,
Greenhouse and Animal
Shelter Construction)
Design and
Construction
(Robot Crate,
Greenhouse and
Animal Shelter
Construction)
8 , W E E K ( 1 1 - 1 2 F E B R U A R Y 2 0 1 9 )
Design and Construction
(Robot Crate,
Greenhouse and Animal
Shelter Construction)
(FORM-04)
Evaluation of
Designs
(FORM-02)
PBL SAMPLE CURRICULUM- 1
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9 . W E E K ( 1 8 - 1 9 F E B R U A R Y 2 0 1 9 )
Devrelerin
Donanımlarının Temini
ve Devre
Tasarımı/Çizimlri
Devrelerin
Donanımlarının
TeQUIZ ve Devre
Tasarımı/Çizimleri
1 0 . W E E K ( 2 5 - 2 6 F E B R U A R Y 2 0 1 9 )
Circuit Design / Drawings
(FORM-04)
Evaluation of
Circuits Design and
Drawings
(FORM-02)
1 1 . W E E K ( 4 - 5 M A R C H 2 0 1 9 )
Programming of Circuits Programming of
Circuits
1 2 . W E E K ( 1 1 - 1 2 M A R C H 2 0 1 9 )
Programming of Circuits Programming of
Circuits
PBL SAMPLE CURRICULUM- 1
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1 3 . W E E K ( 1 8 - 1 9 M A R C H 2 0 1 9 )
Programming of Circuits Programming of
Circuits
1 4 . W E E K ( 2 5 - 2 6 M A R C H 2 0 1 9 )
Programming of Circuits Programming of
Circuits
1. EXAM
1 5 . W E E K ( 1 - 2 A P R I L 2 0 1 9 )
Evaluation of Circuits'
Programs
(FORM-04)
Evaluation of
Circuits' Programs
(FORM-02)
(FORM-08)
PBL SAMPLE CURRICULUM- 1
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1 6 . W E E K ( 8 - 9 A P R I L 2 0 1 9 )
FINISHING AND
EVALUATION OF THE
PROJECTS
(FORM-08)
FINISHING AND
EVALUATION OF
THE PROJECTS
(FORM-05)
(FORM-06)
(FORM-08)
1 7 . W E E K ( 1 5 - 1 6 A P R I L 2 0 1 9 )
FINISHING AND
EVALUATION OF THE
PROJECTS
(FORM-08)
2. EXAM
FINISHING AND
EVALUATION OF
THE PROJECTS
(FORM-07)
(FORM-08)
(FORM-10)
1 8 . W E E K ( 2 2 A P R I L 2 0 1 9 )
PREPARATION OF
PROJECT
PRESENTATIONS
(FORM-08)
PBL SAMPLE CURRICULUM- 1
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1 9 . W E E K ( 2 9 - 3 0 A P R I L 2 0 1 9 )
PRESENTATION OF
PROJECTS
(FORM-08)
(FORM-09)
PRESENTATION OF
PROJECTS
(FORM-08)
(FORM-09)
2 0 . W E E K ( 6 - 7 M A Y 2 0 1 9 )
PREPARATION AND
DELIVERY OF PROJECT
REPORTS
(FORM-11)
PREPARATION AND
DELIVERY OF
PROJECT REPORTS
(FORM-11)
PBL SAMPLE CURRICULUM- 1
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1
LESSON DESIGN / EVALUATION CRITERIA:
Careful construction of lessons to remove barriers and provide
assess for all students.
Checkpoints: Includes
6-QUIZ average and absenteeism status for each student will be evaluated POINT-1.
✓ Multiple ways to represent information
✓ Alternatives to text
✓ Support provided for text comprehension
✓ Flexible technology-based materials, strategies and tools
✓ Multiple ways for students show what they know
✓ Conspicuous supports for learning new strategies
✓ Mechanism for rapid feedback to learners
✓ Active student-centered methods
✓ Choice, Challenge, Novelty
✓ Connected, relevant learning
Each student's work in teams, Draft Design, Evaluation of the Observation Team Member, Business collaboration and discipline, and harmony in the team and diligence will be considered as POINT-2.
Teams will issue a Weekly Project Report. Reports given will be affected by Team Note (POINT-2).
Each student will be assessed both individually and within the team. POINT-1 with the individual grade and Team-Note with POINT-2.
NOTE TO BE SUBMITTED TO THE FINAL PROJECT STUDY AND REPORT, WILL BE USED AS A PERFORMANCE NOTE-1.
EVERY STUDENT'S FERDI AND TEAM NOTES (NOTE-1 AND NOTE-2) AND TEACHERS ‘PERFORMANCE NOTE-2”.
2 WRITTEN EXAMS WILL BE MADE DURING THE PROJECT. IF THE 2 EXAMS AND 2 PERFORMANCE NOTE AVERAGE WILL BE SUCCESS POINT
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MODULES OF LESSON DAY BY DAY
1. Week Module-1: What is the Microcontroller? What is the Arduino?
DAY -1: Mini Lesson: What are the Microcontroller and Arduino? How can we programming the Microcontroller and Arduino? Student Handbook: Get Arduino Uno Training Kit at Cheapest Price
DAY-2:
Mini Lesson: Variables, Decision Structures and Cycles Student Handbook: Let’s begin programming to Arduino
2. Week Module-2: Using LED, Button and Display
DAY -1: Mini Lesson: Using LED and Button
Student Handbook: Use Button and LED Quiz-1
DAY-2: Mini Lesson: Using Display and LCD
Student Handbook: Write your name on the LCD screen Quiz-2
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3. Week Module-3: Using Sensors
DAY -1:
Mini Lesson: Using Infrared, LDR, Temperature and Humidity Sensor Student Handbook: Let’s use sensor Quiz-3
DAY-2: Mini Lesson: Using PIR and Ultrasonic Sensor
Student Handbook: Detect Motion and Find Distance Quiz-4 4. Week Module-3: Using Motors
DAY -1: Mini Lesson: Motor Types, DC Motor control with PWM
Student Handbook: Adjust the speed of the DC motor manually and change direction Quiz-5
DAY-2: Mini Lesson: Using RC Servo Motor and Stepper Motor
Student Handbook: Use motors with angular values Quiz-6 5. – 20. Week PBL application will be performed in these weeks. Please apply the forms specified in the
curriculum according to the project calendar.
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PROJECT OVERVIEW DETAIL
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PROJECT NAME: AUTONOMOUS FARM
PROJECT IDEA:
You bought a farm. You want to make agriculture, greenhouse and
livestock.
You will plow the field and sow. You have made roads with white paint for
your riding and planting in your field. You want to make an autonomous robot
for these operations. This robot will follow the white roads and drive the field,
when it comes to the marked places, it will give a warning and leave seeds.
You will show the degree of humidity in the lights. If it is damp, green and dry,
you will give a red warning.
In addition, a greenhouse will be made, the temperature of the greenhouse
will be kept constant at a certain temperature, the temperature value will be
indicated by leds. You will give an audible warning at high temperature.
Irrigation will be done according to the humidity value.
By making an automatic door to your animals' shelter, the animals will be
opened automatically when they arrive and then shut down. It will illuminate
its surroundings when it happens at night. You will set up a system that will
indicate when the water level in your water tank is under a certain level.
You want to do a prototype of such a farm. Because the idea of an
autonomous farm will increase your yield and you will have more time.
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CONTENT AND SKILLS STANDARDS (CURRICULUM SKILLS):
1. Use a microcontroller-based control circuit (PIC-based or Arduino etc)
2. Use sensors. (Infrared, Temperature, Humidity, LDR, Gas, Utrasonic etc.)
3. Use DC motor and RC Servo motor.
4. Programming to System
5. Design an autonomous system
6. Show your artistic and design skills.
DRIVING QUESTION:
How do you design an autonomous farm system?
ENTRY EVENT AND MOTIVATION:
• Students will watch videos related to agriculture and animal husbandry and monitor the
use of technology in these areas.
• Gather information about greenhouse and livestock and tell their ideas.
• Investigate the contribution of agriculture and animal husbandry to the economy. They
will identify important points for efficient agriculture and livestock.
• Create a team and share team meetings and tasks.
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21. CENTURY SKILLS (EXPLANATORY INFORMATION MUST BE WRITTEN)
ASSESSED SKILLS:
• Presentation : Presentation Rubric Form (Form-09)
• Productivity: Product Evaluation Form (Form-08)
• Information Literacy: Literacy Assessment (Form-06)
• Civil Literacy: Literacy Assessment (Form-06)
• Health Literacy: Literacy Assessment (Form-06)
• Social Literacy and Intercultural / Multicultural Literacy: Literacy Assessment (Form-
06)
ENCOUREGED SKILLS:
• Collaboration: Students are asked about the importance of collaborative work. Then,
the importance of collaborative work is explained by examples from real life by the
teacher.
• Design & Imagination: Examples of works of art that reveal design and imagination
are given. If possible, visit an art museum. During the project, students are
encouraged to use their imagination and to develop their design skills.
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• Communication (oral and written): During the project, students will be prepared to
communicate with each other. Group meetings and group meeting reports are
requested as often as possible. The teacher frequently communicates with the
students. He listens to the ideas and wishes of the students.
• Critical Thinking: During the project, students are asked questions to think. They are
provided with insight into what they can do to further their projects. Students are
encouraged to actively express their opinions in group meetings.
• Leadership: Students with prominent leadership skills are also given other tasks.
Student is appreciated. Students with weak leadership characteristics are given new
responsibilities within the group. Leadership aspects are supported.
• Problem solving: The problems that students can solve for the development of
problem solving ability are left to the students. In the face of the problems
encountered during the project, the idea of solution is taken from each student.
Solving ideas is appreciated.
• Initiative and Self-Orientation: Attempt to develop orientation skills and business
ideas from students. The lives of young entrepreneurs known worldwide are given as
homework. Various personal development videos are displayed. Personal
development and entrepreneurship books are recommended.
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CULMINATING PRODUCTS AND PERFORMANCES
GROUP:
• Each Team will consist of 6 students.
• In each group, 2 students will share one of the 3 processes of the farm. (Field,
Greenhouse, Animal Shelter)
• Students who are prototyping of field riding work will be working on robot based on
autonomous line.
• Students who are interested in the greenhouse will design a greenhouse covered with
soil.
• The students working on the animal shelter will design an animal shelter and
implement them on this design.
• Each team will eventually design a farm.
• Each team will make a presentation. (There will be project construction stages, pictures and results in the presentation.)
INDIVUDUAL
Each student will complete the following events independently.
• Student Planning Summary
• Cooperation evaluation.
• Self-assessment for the team.
• Project evaluation.
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ASSESSEMENTS (Must be written to weekly information)
FORMATIVE ASSESSEMENT (DURING PROJECT)
• Quizzes/Tests: A total of 6 quizzes will be made.
(Quiz-1 and Quiz-2 → 2. Week,
Quiz-3 and Quiz -4 → 3. Week,
Quiz-5 and Quiz-6 →4.Week)
• Notes: Students will give a weekly project report and student plans. (Form-02)
• Preliminary Plans/Outlines/Prototypes: Draft drawings will be made at the
beginning of the project. (Form-03)
• Weekly Performance : Group Observation Checklist (Form-04)
SUMMATIVE ASSESSEMENT (END OF PROJECT)
• Oral Presentation, with rubric: Presentation Rubric Form (Form-09) (19. Week)
• Peer Evaluation: Cooperative Learning Rubric Form (Form-05) (16.Week)
• Self-Evaluation : Cooperative Learning Rubric Form (Form-05) (16.Week)
• Essay Test: A total of 2 exams will be made. (Exam-1 > 14.Week)
(Exam-2> 17.Week)
• Pruduct Evaluation: Pruduct Evaluation Form (Form-08) (18 and 19. Week)
• Project Report: Project Report Form (Form-11) (20. Week)
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ALL RUBRICS
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FORM-01: STUDENT EXPECTATIONS AND AGREEMENT
Student Expectations and Agreement
Project Overview
Essential Question:
Proposed
solution/project:
Goal for the project:
How the goal will be
measured:
Group Overview
Group Member
Role in the project
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Task Overview
Which tasks must be completed to ensure success of your project?
Task
Student(s)
who will
complete the
task
Due Date
Notes
Student Agreement
My project is specific, realistic, and measurable. I know how my group will measure
the effectiveness of our goal. I understand and agree to the distribution of tasks
outlined on this paper. I will notify my teacher of any changes.
By the end of this project, I will have learned how to:
Signed:
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FORM-02: WEEKLY STUDENT PLANNING BRIEF FORM
Student Product Brief
Project: Student(s): Date:
What products do I/we want to construct?
What research do I/we need to conduct?
What are my/our responsibilities for this product?
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I/we expect to learn the following from working on this
product:
I/we will demonstrate what we've learned by:
I/we will complete the product by:
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FORM-03_DRAFTS FORM
Drafts
Please / Write/draw your sketches/ drawings here:
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FORM-04: GROUP OBSERVATION CHECKLIST
Project: Group Members: Date:
Observe a group for five to ten minutes. Check the boxes that best describe group member participation.
All
Members
Most
Members
Some
Members
Few
Members
Not
Applicable
When starting a new task, group members: Agree on an agenda or plan ▭ ▭ ▭ ▭ ▭
Begin work promptly ▭ ▭ ▭ ▭ ▭
Get out project materials ▭ ▭ ▭ ▭ ▭
Figure things out without teacher
assistance
▭ ▭ ▭ ▭ ▭
Share responsibilities ▭ ▭ ▭ ▭ ▭
Consult primary sources ▭ ▭ ▭ ▭ ▭
Take notes ▭ ▭ ▭ ▭ ▭ Have relevant conversations ▭ ▭ ▭ ▭ ▭
Evaluate the significance of new information ▭ ▭ ▭ ▭ ▭
Stay on task ▭ ▭ ▭ ▭ ▭
Ask clarifying questions ▭ ▭ ▭ ▭ ▭
Give each other a chance to speak ▭ ▭ ▭ ▭ ▭
Make decisions efficiently ▭ ▭ ▭ ▭ ▭
Record decisions and plans ▭ ▭ ▭ ▭ ▭
Share essential information ▭ ▭ ▭ ▭ ▭
Stay on task ▭ ▭ ▭ ▭ ▭
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Exceptional Admirable Acceptable Amate
Group Participation
All students
enthusiastically
participate
At least 3/4 of students
actively participate At least half the students
confer or present ideas;
Only one or two
persons activel
participate
Shared
Responsibility
Responsibility for task is
shared evenly Responsibility is shared
by most group members
Responsibility is shared
by 1/2 the group
members
Exclusive reliant
one person
Quality of Interaction
Excellent listening and
leadership skills
exhibited; students
reflect awareness of
others’ views and
opinions in their
discussions
Students show adeptness
in interacting; lively
discussing centers on the
task
Some ability to interact;
attentive listening; some
evidence of discussion
or alternatives
Little interact very
brief conversations;
students were
disinterested o
distracted
Roles within Group
Each students assigned a
clearly defined role;
group members perform
roles effectively
Each students assigned a
role but roles not clearly
defined or consistently
adhered to
Students assigned roles
but roles were not
consistently adhered to
No effort mad
assign role to
members
FORM-05: COOPERATIVE LEARNING RUBRIC
Cooperative Learning Project
Evaluation Form : Process
Group
Date
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FORM-06: LITERACY ASSESSMENT
Group: Name:
Civil Literacy, Health Literacy, Social and Intercultural / Multicultural Literacy
Assessment
Please answer the following questions by researching:
1. Do you want to do Agriculture and Livestock? Why?
2. What is the importance of organic agriculture and greenhouse? What are the
drawbacks of GMO products in terms of health?
3. What are the important geographic regions / provinces that made agriculture,
greenhouse and livestock? Which agricultural products are our cities famous?
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4. Which countries have advanced in agriculture and animal husbandry? Compare with
our country with statistics and figures. Which agriculture and animal products are high
in our exports and which imports are high?
5. Automation systems for use in agriculture and animal husbandry country / city to
Give examples to explain the manner in use?
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FORM-07: COLLABORATION RUBRIC / PEER EVULATION FORM Proje: Grup: Tarih: No/İsim:
Collaboration Rubric_Self
Instructions:
Please share your opinion about your participation in your group. For each category, circle the description that best reflects your effectiveness as a team leader. Then answer the questions behind.
Catagory 4 3 2 1
Additives
I have consistently presented
useful ideas when participating
in the group and the class
discussion. I was a real leader
who contributed and
contributed a lot.
I often provided useful
ideas when
participating in the
group and the class
discussion. I was a
strong leader with a lot
of effort.
I sometimes offered useful
ideas when participating in
the group and the class
discussion. I was a leader
who did what was
necessary.
I rarely presented
useful ideas when I
joined the group and
the class discussion.
Sometimes I refused to
participate.
Working
with
others
I have always listened, shared
with others, and always
supported their efforts. I made
an effort to keep people working
well together.
I listened with others,
shared with them, and
supported their efforts.
I did not cause
”turbulence “ in the
group.
I often listened to others,
shared with them, and
supported their efforts, but
sometimes I wasn't a good
team member.
I rarely listened to
others, rarely shared
with them, and I had
little support for their
efforts. Mostly I wasn't
a very good team
member.
Problem
Solving
I actively looked for problems
and made recommendations.
I've developed
solutions that others
offer.
I didn't offer a solution, or
didn't improve others, but I
was willing to try out the
solutions that others would
offer.
I didn't try to solve the
problems or help the
others. I left to solve
the problems.
Focus on
Task
I've always focused on the task
and what needs to be done. I
was able to guide and manage
myself quite well.
Most of the time I've
focused on the task and
what needs to be done.
The other group
members could trust
me.
I have focused on the task
and what needs to be done
from time to time. The
other group members were
reminded that I had to
focus on me from time to
time.
I rarely focused on the
task and what to do.
The others did the job.
Attitude,
Approach
I never criticized the works of
other group members. I've
always been positive about the
mission.
Other group members
have rarely criticized
their works. I'm usually
positive about the task.
I've sometimes criticized
the work of other group
members. I'm relatively
positive about the task.
Other group members
have often criticized
their works. I'm usually
unfamiliar with the
mission.
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1. What were the roles and responsibilities that you had taken during the mission? What was your job in
the group?
2. What are the things you and your group think you're doing well?
3. How could you and your group work more effectively?
4. Who were the other members of your group?
5. Paint the circle of the circle below to represent the extent to which each member of your group is
doing the job while working together. Please specify the name of the person you refer to in each
section.
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FORM-08: PRUDUCT EVALUATION FORM
Group: Date:
Members:
Autonomous Line Follower Agriculture Robot
Standard Yes No
Was the robot chassis originally designed?
Has the sensor been used?
Is the LED used for the humidity level?
Is robot mechanics and equipment economical?
Is the engine used and rotating with pwm?
Can the robot follow the white line?
Can the robot leave any seeds in the marked places?
Is the robot software unique?
Is the robot integrated into the farm and combined with other projects?
Reported and delivered?
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Group: Date:
Members:
Greenhouse Evaluation
Standard Yes No
Is the greenhouse originally designed?
Has the sensor been used?
Is the LED used for the temperature level?
Is greenhouse mechanics and equipment economical?
Is the engine used and the motor rotating?
Is the temperature maintained?
Is irrigation done according to humidity?
Is the greenhouse software encoded original?
Is the greenhouse integrated into the farm and combined with other projects?
Reported and delivered?
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Group: Date:
Members:
Animal Shelter Evaluation
Standard Yes No
Is the shelter originally designed?
Has the sensor been used?
Has the LED been used for the water level?
Is shelter mechanics and equipment economical?
Does the shelter door work automatically and properly?
Is there an audible warning for the water level?
Is night lighting done?
Is the shelter software originally encoded?
Is the shelter integrated into the farm and combined with other projects?
Reported and delivered?
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FORM-09: PRESENTATION RUBRIC FORM
RUBRIC FOR POWERPOINT PRESENTATION*
The Presentation must include the background information discovered by the team, the plan (blueprints) developed for the architectural structure, and the final project products.
CATEGORY 4 3 2 1
Oral Presentation:
Preparedness
The team prepared and
rehearsed in advance.
The team looked ready
but needed a few more
rehearsals..
The crew seemed a little
ready, but it still had to be
a rehearsal.
The team was not ready
to make presentations at
all.
Oral Presentation:
Enthusiasm
The gestures and gestures
and body language of the
team made it clear that
they were very interested
and willing.
The gestures and facial
expressions of the team
and body language were
generally relevant and
willing
The gestures and gestures
and body language of the
team tried to be very
relevant and enthusiastic
about the subject, but not
very successful.
Very few gestures, facial
expressions and body
language were used. The
team was clearly
indifferent.
Thoroughness The presentation
contained all the material
that could be needed and
provided comfort.
There were a few
shortcomings in the
presentation, many of the
materials that could be
needed and that would
provide comfort.
The presentation had
more than one key
element missing.
There were many
shortcomings and
inconsistencies in the
presentation.
Background
Knowledge
The presentation
contains 10 slides that
summarize the
discovered information.
Draft, drawing, visual
etc. available.
The presentation
contains 7 slides that
summarize the
information discovered.
Draft, drawing, visual etc.
available.
The presentation
contains 5 slides that
summarize the
information discovered.
Draft, drawing, visual
etc. available.
The presentation
contains 1-4 slides
that summarize the
information
discovered.
In our presentation,
draft, drawing, visual,
etc. no. * This rubric was made in part through the use of www.rubistar.com
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FORM-10: INTEREST PROPOSAL
A PUBLIC INTEREST PROPOSAL / PROJECT IDEA
What’s your a public interest proposal / project idea?
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FORM-11: PROJECT REPORT FORM
Project Report Evaluation
Considerations in the Project Report:
1. The page structure will be 2 cm gap on the bottom, top and two sides. The subjects will
be Times
New Roman with 14 pt and body text will be 11 pt.
2. In the Project Cover, the school logo, lesson title, project name, group members
and teacher names will be given.
3. Titles to be submitted to you must be in the project report. (Detailed information will
be given to you.)
4. Your Project Report and Product Assessment will impact your Performance Point-1.
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RESOURSCES NEEDED
On-Site People:
None
Equipment:
• Lab. Hardware, PC, 3D Printer
Materials:
• Circuit Boards, Sensors, DC and RC Servo Motors, Electronic Materials, Art materials
Community Resources:
• Module Book, Lecture Notes, Internet
Reflection Methods:
• Focus Group: The project should be owned by all group members.
Knowledge and Skills Needed by Students
• Know Microcontroller Controlled Circuits.
• Know Microcontroller Programming.
• Know LED, Display, LCD and Button Use
• Know Sensor Types and Usage.
• Knows DC Motor Control.
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• Know RC Servo Motor Control.
• Learn about agriculture, greenhouse and animal husbandry.
Scaffolding/Materials/Lesson to be Provided
• PIC or Arduino Based Circuit Designs and Structures
• Sample Programs. (CCS C and Arduino Programming)
• Sample Indicator and Button Applications
• Sensor Application Examples
• DC Motor Control Applications and PWM
• RC Servo Motor Sample Applications
Various Videos and Internet-Based Research and Presentations
- End -
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NOTES: