Machine Metamorphosis Slides System Evolution Lab // L1
Machine
Metamorphosis
Tracing the incredible journey from room-sized giants to pocket-sized powerhouses.
The Giant Leap vs. Your Wrist
Apollo 11 Computer (1969)
The AGC (Apollo Guidance Computer) helped humans land on the moon.
Weight: 70 lbs (32 kg)
Speed: 0.04 MHz
Memory: 4 KB RAM
Modern Smartwatch (Today)
A tiny device that tells time and tracks your heart rate.
Weight: 0.07 lbs (32 g)
Speed: Over 1,000 MHz
Memory: 1 GB RAM (250,000x more!)
Wait... how did the computer get so small and so fast?
ENIAC: The Room-Sized Brain
CIRCA 1945
The ENIAC was one of the first digital computers. It was built for calculations during WWII.
SIZE 1,800 sq ft (A whole basement)
COMPONENTS 17,468 Tubes (Vacuum tubes)
[Imagine a room filled with cabinets, flashing lights, and thousands of wires]
The Magic of Miniaturization
Vacuum Tubes
The size of a lightbulb. They were hot, fragile, and broke often.
Transistors
Invented in 1947. Tiny switches that replaced tubes. Smaller, faster, cooler!
Microchips
Thousands (now billions) of transistors carved onto a tiny piece of silicon.
Moore's Law: Every two years, the number of transistors on a chip doubles while the cost halves!
Bringing Computers Home
The "IBM PC" (1981) - One of the first widely used home computers.
Personal Computing
Computers moved from large offices to people's desks. They became affordable for families.
GUI (Visual Displays)
Instead of typing lines of code, users could click icons using a mouse.
Standard Components
Monitor, Keyboard, Mouse, and "Tower" (the case with the brains).
The Power of "Anywhere"
As components got even smaller, computers didn't just stay on desks. They went in our pockets.
Laptops
Computing on the go.
Smartphones
Computing in your palm.
Why it matters?
"The best computer is the one you have with you."
Always connected to the internet
Built-in cameras and sensors
Runs on rechargeable batteries
Quick Discussion
If computers keep getting smaller and more powerful (Moore's Law), where will they be in 10 years?
Think about: clothes, contact lenses, our environment, or even inside our bodies!
Shrinking Giants Worksheet Shrinking Giants
Computer Science // System Evolution Lab // Lesson 1
Name:
Date:
Part 1: The Evolution Timeline
Draw a line matching the computing era to its main technology and its approximate size.
Era / Device
ENIAC (1940s)
Mainframes (1960s)
Desktop PCs (1980s)
Smartphones (2010s)
Core Technology
Silicon Microchips
Vacuum Tubes
Early Transistors
Integrated Circuits
Physical Size
Size of a large desk
Fits in a pocket
Fills a whole room
Size of a refrigerator
Part 2: The Power of Doubling
Moore's Law says that the number of transistors we can fit on a chip doubles about every 2 years. This makes computers smaller , cheaper , and faster .
Observation Challenge
A laptop from 10 years ago and a laptop today look very similar. Based on what you learned about Moore's Law, what is happening inside the machine even if the outside looks the same?
Prediction Table
Year Power Level Year 0 100 Units Year 2 200 Units Year 4 _______ Units Year 6 _______ Units Year 10 _______ Units
Part 3: Mini-Case Study
APOLLO vs. WATCH
The Apollo Guidance Computer (AGC) weighed 70 lbs and helped put humans on the moon. Today's smartwatch is thousands of times faster but fits on your wrist.
What is one thing the Apollo computer could do that a modern computer still does today?
Why was it "okay" for the Apollo computer to be big and heavy, while a smartwatch must be tiny?
Evolution Teacher Guide Teacher Resource // L1
Evolution Teacher Guide
This guide provides pedagogical strategies and an answer key for the "Evolution of the Machine" lesson.
Lesson Objectives
Identify major milestones in computing history from 1945 to present.
Define Moore's Law in simple terms (doubling power/halving size).
Explain the role of vacuum tubes, transistors, and microchips.
Analyze how shrinking components lead to new form factors.
Discussion Prompts & Key Points
The Apollo Hook
When comparing the Apollo computer to a smartwatch, students often focus on the "cool" factor of space. Pivot them to the physicality .
"If the Apollo computer was 70 lbs, where did they put it? In the small capsule! That meant less room for food, oxygen, or water. Shrinking computers isn't just about cool tech; it's about making space for other human needs."
Moore's Law Simplified
Students struggle with exponential growth. Use the "Paper Folding" analogy: If you fold a paper in half, it gets twice as thick each time. After 42 folds, it reaches the moon. Miniaturization is similar—small changes stack up into world-changing differences.
Answer Key: Shrinking Giants Worksheet
Part 1: Timeline Match-Up
ENIAC (1940s) Vacuum Tubes Fills a whole room
Mainframes (1960s) Early Transistors Size of a refrigerator
Desktop PCs (1980s) Integrated Circuits Size of a large desk
Smartphones (2010s) Silicon Microchips Fits in a pocket
Part 2: Prediction Table
Year 0: 100
Year 2: 200
Year 4: 400
Year 6: 800
Year 10: 3,200 (800x2=1600 @ Yr 8, then 3200 @ Yr 10)
Part 3: Analysis
Apollo vs Today: Modern computers are general purpose (do many things), while Apollo was specialized .
Why big was okay: Apollo computers didn't need to be moved by hand once installed. A watch is worn, so weight/size is the most critical design factor.
Perfect Fit Slides System Evolution Lab // L2
Perfect
Fit
Why do computers come in so many different shapes and sizes?
Form vs. Function
The Big Idea
Form
The physical design of a device.
How big is the screen?
Is it portable or heavy?
How long is the battery life?
Function
The primary purpose or job of the device.
Creating art vs. checking mail
Heavy gaming vs. reading
Tracking health vs. writing code
"Design is not just what it looks like and feels like. Design is how it works." — Steve Jobs
The Workstation / Gaming PC
Why it's big
It needs space for huge fans to keep fast processors cool. It plugs into a wall for unlimited power.
Best Function
Video editing, 3D modeling, high-end gaming, or long hours of office work.
FORM: NON-PORTABLE // HIGH POWER
The Tablet / Hybrid
Form: Touch-First // Ultra-Slim
Why it's flat
Designed for reading and drawing. It removes the keyboard to make the screen the main attraction.
Best Function
Consuming media (YouTube, Netflix), digital art, or checking data while walking around.
The Smartwatch / Wearable
Why it's tiny
It has to stay attached to a human body. It uses low-power chips so the battery lasts all day.
Best Function
Quick notifications, heart rate monitoring, step counting, and emergency alerts.
12,450
Steps Today
The Goldilocks Challenge
Who needs which computer? Let's match the user to the device based on their specific needs.
The Artist
"I need to draw directly on the screen with a digital pen while sitting in a park."
The Film Editor
"I need to edit 4K movies with three giant monitors and a massive hard drive."
The Triathlete
"I need to track my speed and heart rate while swimming, biking, and running."
The Bottom Line
There is no "Best Computer."
Goldilocks Device Challenge Worksheet The Goldilocks Device
Computer Science // System Evolution Lab // Lesson 2
Name:
Date:
"Just like Goldilocks choosing porridge, users have to find the computer that is 'just right' for their job. A computer that is too big is hard to carry, but a computer that is too small might not have enough power."
Part 1: Match the Specialist
Read the user descriptions below. Decide which device (Desktop, Laptop, Tablet, or Smartwatch ) is their "Goldilocks" fit and why .
Avery the Explorer
"I'm climbing a mountain and need to check my GPS and heart rate without using my hands."
DEVICE NAME
WHY THIS FORM FACTOR?
Beatrix the Big-Screen Editor
"I edit Hollywood movies. I need three 4K monitors and a super-fast processor that never gets too hot."
Charlie the College Student
"I need to write long essays in the library, but I also need to take my computer to every class."
Dani the Digital Artist
"I want to draw on the screen like it's paper. It should be light enough to hold in one hand while I paint."
Part 2: The Trade-Off Challenge
In engineering, a trade-off is when you give up one thing to get another. Explain the trade-offs for these design choices:
Design Choice
Making a smartphone screen twice as big .
The Trade-Off (Negative):
Design Choice
Making a laptop extremely thin .
The Trade-Off (Negative):
"The perfect computer is not the most powerful one—it's the one that fits the human using it."
Form vs Function Guide Teacher Resource // L2
Form vs Function Guide
Strategies for teaching design thinking and device classification to 5th graders.
Core Concepts
Ergonomics
How the design of the device interacts with the human body (e.g., how a watch sits on a wrist vs. a mouse in a hand).
Portability
The ease of moving the device. Often inversely proportional to raw processing power.
Efficiency
How well the device performs its specific task using the minimum amount of resources (battery, heat, space).
Teaching Tips: The Design Mindset
The "Why" Question: When students identify a device, always push for the "Why."
Student: "The artist needs a tablet."Teacher: "Correct. Why wouldn't a desktop work for them?"Student: "Because they want to draw in the park."Teacher: "Exactly—the environment dictates the form ."
Defining Trade-Offs: This is a high-level engineering concept. Explain it like a "Budget." You only have so much "Design Space." If you spend it all on a Big Screen , you might run out of space for a Big Battery .
Answer Key: Goldilocks Challenge
Part 1: Match the Specialist
User Ideal Device Primary Reason (Why?) Avery (Explorer) Smartwatch Needs to be hands-free; wearable design for constant body tracking. Beatrix (Editor) Desktop Needs cooling for high-speed work; doesn't need to move; lots of ports for screens. Charlie (Student) Laptop Balance of portability and having a physical keyboard for long essays. Dani (Artist) Tablet Direct screen input; lightweight enough to hold like a sketchbook.
Part 2: Trade-Offs
Bigger Smartphone Screen
Trade-off: Harder to fit in pockets; requires more battery power to light up; heavier to hold for long periods.
Thinner Laptop
Trade-off: Less room for cooling fans (might get hot); fewer ports (no USB or HDMI); smaller battery capacity.
Hidden Brains Slides System Evolution Lab // L3
Hidden
Brains
Exploring the world of Embedded Systems and the Internet of Things.
What is an Embedded System?
DEFINITION
An Embedded System is a computer designed to do one specific job inside a larger device.
Usually NO:
Screen (sometimes)
Keyboard
Web Browser
Mouse
"The Hidden Brain"
It's "embedded" because it's built into the hardware of something else, like a microwave or a car.
How they "Think"
SENSE
Uses sensors to gather data from the world (temp, light, motion).
THINK
The processor follows instructions to make a decision.
ACT
Uses actuators to do something (turn on light, beep, lock door).
IoT: Connecting the World
IoT happens when these hidden computers talk to the Internet and to each other .
Why connect?
Control your home from your phone.
Traffic lights that change based on traffic flow.
Fridges that tell you when you're out of milk.
Smart Home
Connected Cars
Smart Factory
Med-Tech
LAB ACTIVITY
Hardware Hunt!
How many "Hidden Computers" can you find in our school building right now?
Observation
Analysis
Mapping
Hardware Hunt Worksheet Hardware Hunt
Computer Science // System Evolution Lab // Lesson 3
Investigator:
Sector:
Mission Briefing
Your mission is to locate Embedded Systems —computers hidden inside non-computer objects. Look for things that react to their environment, move automatically, or have digital displays.
Object Found SENSE (Sensor) THINK (Process) ACT (Actuator) EXAMPLE:
Motion Light
|
PIR Sensor (detects infrared heat/motion)
|
If motion detected AND dark, then start timer.
|
Turn on light bulb for 60 seconds.
|
| | | | |
| | | | |
| | | | |
The IoT Upgrade
Pick one of your objects from the table above. How would it change if it was connected to the Internet of Things (IoT) ?
What new data could it share? How could it be controlled remotely?
Design Detective
Why do these hidden computers usually NOT have a keyboard or a mouse?
Think about size, cost, and the specific job they do.
Embedded Secrets Guide Teacher Resource // L3
Embedded Secrets
Guidance for leading the scavenger hunt and explaining the "Sense-Think-Act" model of computing.
Facilitating the Hunt
Where to Look
The school is full of embedded systems! Encourage students to look at:
Kitchen/Cafeteria: Microwaves, refrigerators, ovens.Restrooms: Automatic flush valves, hand dryers, automatic soap dispensers.Halls/Walls: Thermostats, fire alarms, PA systems, card readers.Transportation: Bus dashboard electronics, digital street signs.
Scaffolding "Think"
Students often struggle with the "Think" part because they don't see the code. Encourage them to use "If... Then..." statements.
"If the sensor sees my hands, then turn on the dryer motor."
IoT Misconceptions
Students might think that "connected" just means having a screen. Clarify that IoT is about Data Exchange .
Normal Embedded System
A thermostat that turns on the heater when the room gets cold.
IoT Upgrade
A thermostat that checks the weather forecast on the internet and pre-heats the house before a snowstorm.
Example Hunt Log (Answer Key)
Object Sensor (Sense) Logic (Think) Actuator (Act) Automatic Soap Dispenser Infrared sensor (detects proximity) If object < 5cm away, run pump for 0.5s. Motor/Pump to push soap out. Smart Thermostat Thermometer (temp sensor) If temp < 68°F, turn on Heat. Switch to activate HVAC system. Traffic Light Inductive loop (detects metal car over it) If car present for >30s, change light to green. Colored Light Bulbs. Microwave Buttons (Input) & Timer Decrease time by 1s until zero. Magnetron (heats food) & Beep sound.
Pedagogical Note:
Remind students that these machines are not conscious . They are simply following Pre-programmed Logic based on the inputs they receive.
Beyond The Screen Slides System Evolution Lab // L4
Beyond
The Screen
Exploring Specialized Peripherals and Input/Output Systems.
What is a Peripheral?
HARDWARE 101
A peripheral is any external device that provides input or output for the computer.
INPUT
Information going INTO the computer.
OUTPUT
Information coming OUT of the computer.
The Core
Medical Specialized I/O
Robotic Surgery
Surgeons use specialized peripherals to perform operations from across the room—or across the world.
INPUT:
High-precision hand controllers.
OUTPUT:
Robotic arms moving a scalpel.
[Video of Surgeon controlling robotic arms]
The 3D Printer
Manifesting Digital Ideas
Instead of outputting ink on paper, this peripheral outputs plastic in 3D space.
How it works:
The computer sends G-Code (coordinates) to the printer. The printer's actuators move the nozzle and squeeze out hot plastic layer by layer.
The Code
Digital Instruction
The Object
Physical Reality
VR: Closing the Loop
Tracking (Input)
Sensors track where your head and hands are moving in real-time.
Immersion (Output)
Two screens (one for each eye) create a 3D world that moves with you.
Why is this better than a normal screen and mouse?
What's Next?
If we can have robotic arms and 3D printers as peripherals, what new sense or new action would you want to give a computer?
Smell? Taste? Flight?
Peripheral Power Worksheet Peripheral Power
Computer Science // System Evolution Lab // Lesson 4
Engineer:
Station:
Part 1: The Gateway Sort
Categorize these peripherals by placing their letter in the correct box. Some might be both!
A. VR Headset
B. Barcode Scanner
C. Inkjet Printer
D. Braille Display
E. Flight Joystick
F. Digital Scale
INPUT ONLY
OUTPUT ONLY
BOTH (Input & Output)
Part 2: Specialized Systems
Explain how a computer's peripherals change its capabilities for these specific jobs.
1. The Robotic Surgeon
HEALTHCARE
UNIQUE INPUT:
UNIQUE OUTPUT:
2. The Pilot's Flight Sim
AVIATION
UNIQUE INPUT:
UNIQUE OUTPUT:
Design for Inclusion
Standard peripherals like mice and screens don't work for everyone. A Braille Display is a peripheral that uses tiny pins to create bumps for a blind person to "read" the computer screen.
Is a Braille Display an Input or Output device? Explain your reasoning.
Specialized Systems Guide Teacher Resource // L4
Specialized Systems Guide
A facilitation guide for exploring specialized input/output devices and accessibility peripherals.
Core Discussion Topics
1
The "Invisible" Link
Help students understand that even though a 3D printer looks like a machine, it is useless without the Computer sending it instructions. The printer is just the "arm" of the digital brain. This reinforces the idea of a System .
2
Accessibility as Innovation
Peripherals aren't just for specialized jobs; they are for specialized needs . Use the Braille Display example to show that "computing" is about information, not just light on a screen.
Extension: Ask students to brainstorm how a person with no use of their hands might give input to a computer (Voice control, eye-tracking).
Multimedia Integration
When showing the video of robotic surgery (suggested in the lesson plan), pause and ask students to identify the specific Inputs and Outputs .
Ask:
"If the surgeon moves their hand 1 inch, why does the robot move only 1 millimeter?"
Reasoning: The computer is processing the input to make it safer/steadier.
Ask:
"Why does the surgeon need a special headset instead of just a TV screen?"
Reasoning: Depth perception (3D output) is critical for surgery.
Answer Key: Peripheral Power
Part 1: The Gateway Sort
Input Only: B (Scanner), E (Joystick), F (Scale)Output Only: C (Printer), D (Braille Display*)Both: A (VR Headset - contains screens for output and sensors for input)*Note: Advanced Braille displays can be both if they have buttons for input, but typically they are considered tactile output.
Part 2: Specialized Systems
1. Robotic Surgeon
Input: Force-feedback hand controllers.Output: Micro-surgical robotic arms; 3D Video Feed.
2. Flight Simulator
Input: Yoke (joystick), Rudder pedals, Throttle.Output: Motion base (moves the pilot), Wraparound screens.
Part 3: Braille Reasoning
A Braille display is primarily an
Invention Lab Slides System Evolution Lab // L5
Invention
Lab
Applying what we've learned to design the computing systems of the future.
Your Design Challenge
MISSION
THE PROMPT
"Invent a new computing system for a specific user in a specific environment."
USER
ENVIRONMENT
FUNCTION
FORM
The Engineering Process
01
Define Needs
What is the environment? Is it underwater? Outer space? A hospital?
02
Select I/O
What sensors (input) and actuators (output) does it need for the job?
03
Design Form
Where will it live? Is it wearable? Handheld? Hidden?
Example: Dolphin Comm
"Design a computer for a dolphin to communicate with researchers underwater."
Constraint:
Needs to be waterproof and have no small buttons (dolphins have no fingers!).
I/O Solution:
Input: Hydrophone (underwater mic). Output: Visual signal lights or sound pings.
[Sketch of Dolphin using a nose-activated touchscreen]
Ready to Build?
Final Task
Open your Future Tech Blueprint . Use labels, arrows, and clear descriptions to show how your computer works.
Labeled Diagram
Input/Output List
User Story
Future Tech Blueprint Worksheet Design Document v1.0
Future Tech Blueprint
Computing Systems Design Lab // Final Project
Designer:
Date:
1 The Mission
Who is using this computer? Where are they? What is the Primary Function?
USER & ENVIRONMENT
PRIMARY JOB / FUNCTION
2 System Components (I/O)
Inputs (Sensors / Controls)
How does the device get information from the world or the user?
Outputs (Actuators / Displays)
How does the device show results or take action?
3 Visual Blueprint
Draw a detailed diagram of your invention. Label the sensors , the body/form , and any outputs .
Component Label
Component Label
The Trade-Off Analysis
Every design has a trade-off. If you make your device super powerful, it might be too heavy. What is one trade-off you had to make for your design?
Invention Rubric Teacher Guide Teacher Resource // L5
Invention Rubric
Assessment criteria for the Future Tech Design project, focusing on system thinking and design constraints.
Criteria Expert (4) Proficient (3) Developing (2-1) Form vs Function Device form perfectly matches environmental constraints and user needs. Device form is appropriate for the job, with minor design gaps. Device form is generic and doesn't consider the specific user or environment. System I/O Inputs and outputs are highly specialized and clearly labeled. System loop is logical. Identifies standard I/O (e.g., buttons, screen) that work for the task. Missing clear input or output components; I/O doesn't match the function. Trade-Off Analysis Deep understanding of engineering trade-offs (e.g., battery vs. weight). Identifies a simple trade-off (e.g., bigger screen = bigger device). Struggles to identify any negative consequences of design choices. Visual Blueprint Diagram is detailed, organized, and clearly communicates how the system works. Diagram is clear and labels most parts, but lacks some detail. Sketch is messy or lacks labels, making the system hard to understand.
Facilitating the Gallery Walk
Peer Feedback Prompts
"What is one environmental challenge this design handles well?"
"How does the user give Input to this machine?"
"If you had to improve one Trade-Off , what would it be?"
Teacher Check-In Questions
"How did you decide on the size of this device?"
"What happens if the sensor doesn't work?"
"Why did you choose this output instead of a normal screen?"
Total Score Calculation
Expert: 14-16 pts | Proficient: 10-13 pts | Developing: 4-9 pts
/16
