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Caution & Safety  Considerations:

Primer:  "Aaron, I can imagine no way in which this thing could be considered anywhere remotely close to safe. All I know is I spent six hours in there and I'm still alive... You still want to do it?"

• As with any activity, please make sure you are using appropriate safety equipment.   If you are coding, writing, reading, or working a lab, make sure you stand up and stretch every hour or so,  Please consider any safety issues connecting to a Raspberry Pi, Arduino, computers and other electronic equipment.

Essential Questions:

• Is building an Arduino based Rover fun?

Key Academic Vocabulary or Concepts:

• Microcontroller - A compact integrated circuit designed to govern a specific operation in an embedded system; the heart of an Arduino board.

• Digital and Analog I/O - Input and output signals; digital refers to binary (HIGH/LOW), analog involves a range of values (e.g., from sensors).

• Sketch vs Program - A C++ program written in the Arduino IDE, typically composed of setup() and loop() functions.

• Variables and Data Types - Core programming concepts including int, float, char, and bool used to store and manipulate data.

• Functions - Modular blocks of code that perform specific tasks; include built-in Arduino functions (digitalWrite(), delay()) and user-defined ones.

• Control Structures - Programming logic used for decision-making and repetition: if, else, for, while, etc.

• Pin Mapping - Assigning functions to physical pins on the Arduino; crucial for circuit interaction and correct I/O operation.

• Serial Communication - Data exchange between the Arduino and a computer (or other devices) using protocols like UART via Serial.print().

• Library - Pre-written code that extends Arduino functionality—like controlling displays, motors, or sensors easily.

• Embedded System - A hardware-software system designed for a dedicated function; Arduino projects exemplify embedded systems in practice.

Getting Started

Unit Topics and Lessons

Reference, Attribution & Resources:

Teachers - Unit, Module and Lesson Plans

If you are a teacher and want to connect and teach this Lesson or Module, discuss how I teach it, give me feedback, please contact me at TopClown@STEAMClown.org 

To access this Lesson Plan and the Teacher collaboration area, you will have needed to connect with me so I can Share the content with you.  Please go to  the Teachers & Partner Page, check out my Licensing and fill out my Collaboration and Curriculum Request Form.  I'll review and then grant you access to the requested areas and lesson plans if they exist.

If you have questions or feedback on how I can make a presentation, lesson, lab better please give use my Feedback Form.

Standards Alignments & Objectives:

I’ll work on getting these in, but it’s the last thing I want to work on :-) When I have them updated, I’ll move to the top of the Lesson Plan. 

• NGSS: <list standard numbers>

• California CTE Standards: <list standard numbers>

• Related Instructional Objectives (SWBAT):  <list standard numbers>

• CCSS: nnn, RSIT: nnn, RLST: nnn, WS: nnn, WHSST: nnn, A-CED: nnn, ETS: nnn  <list standard numbers>

• Main Standard:

• Priority standards:

• National Standards:

Resource Attribution:
Sites Referenced or Summarized:

• Reference Text Book - Basic College Mathematics with Early Integers 4th edition - Elayn Martin-Gay - University of New Orleans - Pearson

• Reference Sites - 

Images:

• https://imgbin.com/png/ZJtzkYZZ/under-construction-png

• 
  

Random Stuff To Sort

Welcome to C++ Essentials 1

• Understanding Course Structure and Certification Opportunities

• Getting Started with C++ Programming

Module 1: Intro to Programming and Basics of C++

• Differentiating between machine and high-level languages

• Understanding machine code and compilation

• Working with variables, integers, and characters

• Utilizing comments in code

• Basics of flow control

• Dealing with streams and basic I/O operations

• Writing simple programs

• Module 1 Test

Module 2: Control Structures and Data Types in C++

• Controlling program flow

• Exploring more data types

• Conditional instructions: if, else, switch

• Understanding loops and controlling loop execution

• Working with logic, bitwise, and arithmetic operators

• Introduction to vectors and multidimensional arrays

• Declaring and initializing structures

• Module 2 Test

Module 3: Functions, Pointers, and Memory Management

• Designing, declaring, and invoking functions

• Understanding pointers and their usage

• Different methods of passing parameters and their purpose

• Working with default parameters and inline functions

• Understanding overloaded functions

• Sorting data

• Managing memory dynamically

• Module 3 Test

Module 4: Advanced Data Handling and Exception Handling in C++

• Understanding arrays of pointers

• Working with conversions

• Manipulating strings: declarations, initializations, assignments

• Utilizing strings as examples of objects: methods and properties

• Declaring and using namespaces

• Handling exceptions in code

• Module 4 Test

Course Completion

• C Essentials 2 – Final Test (Score 70% or more to qualify for a 20% discount on the CPE exam)

• Become CPE certified (Paid Option)

Chapters - Lessons - Lectures - Labs:

ddd

Module 1: Absolute Basics - Introduction to Computer Programming

• languages: natural and artificial;

• machine languages;

• high-level programming languages,

• obtaining the machine code: compilation process;

• variables;

• integer values in real life and in C++;

• integer literals;

• characters;

• comments;

• the basics of flow control;

• dealing with streams and basic I/O operations;

• writing simple programs.

Module 2: Advanced flow control and data aggregates

• how to control the flow of the program;

• more data types;

• conditional instructions: if, else, switch;

• loops and controlling the loop execution;

• logic, bitwise and arithmetic operators;

• vectors, multidimensional arrays;

• declaring and initializing structures.

Module 3: Extending expressive power: pointers, functions, and memory

• designing, declaring, and invoking functions;

• pointers;

• different methods of passing parameters and their purpose;

• default parameters;

• inline functions;

• overloaded functions;

• sorting;

• memory on demand.

Module 4: Accessing various data types

• arrays of pointers;

• conversions;

• strings: declarations, initializations, assignments;

• strings as an example of objects: (methods and properties)

• using and declaring namespaces;

• dealing with exceptions.

Section 1 Test

Resource Key:

<Unit> - <Module Name> - Lessons - Daily/Weekly Lesson Plan

Key: 📰 Slides / Audio 🎧 / 📽️▶️ Video/YouTube / 🎧▶️📽️ Audio/Video / ✨ Resources /  🖼️ Tutorial / 📖 Reading Activity / 📝 Writing Activity / 📖 📝 Reading/Writing / 📟 Coding / 🛠️ LAB Activity / 🚀 Quiz /  🔎 Review /  ✔️ Mastery Check / ✍️ Sign Up /🍕 Extra Credit / 🕸️ Web Links / 👩🏽‍🎓🧑🏽‍🎓🧑🏿‍🎓👩‍🏫 Class / 🏵️📜📃 Certificate / 🗂️ 📈 Collecting Survey Data

/🧟 Review / 🦾 Practice / 🆙Level Up /

🎚️🦑📤🎯  🚧

- 🦑 Special Project -

Assignment Type: ⚓ Establishing (Minimum Standard) / ⛏️ Developing (Digging Deeper) / 💎 Aspiring (Putting It Together)

This is an ⚓ Establishing Assignment (Minimum Standard)  - "Everyone Do" Assignment

This is an ⛏️ Developing (Digging Deeper) - "Everyone Should Do, To Stretch" Assignment

This is an 💎 Aspiring (Putting It Together)  - "When you have done the ⚓ Establishing and⛏️ Developing" Assignment

• 🚀 Formative Quiz - 🔎 Review

• 🚀 Quiz -🔀 Mastery Path

• 🚀 Summative Quiz -✔️ Skills Mastery Check

Quiz - verify that they are all listed as a "Formative", "Mastery Path", or "Summative" 

• 🚀 Formative Quiz - These are quizzes that the students can take a few times. I have them either set for unlimited times, or 3-5 times, where the final score is their average. The idea is that these Formative Quizzes are designed for students to learn and master a skill.  while I want them to ger 100%, and when it's set to unlimited tries, the student should get 100% eventually.  When the quiz is set to 3-5 tries with an average, then they should be prepared and should take the quiz seriously. I set the quiz to not show the right answer, but I do let them see their wrong answer.  I also put the explanation of the right and wrong answer in the right and wrong answer prompt for each question.  That way they can see why they got the answer wrong and learn from that experience.  

  • 8.1.0.3.2.4 - Python - Ch 3 - Functions - Quiz #2 -Built-In Functions - 🚀 Formative Quiz

• 🚀 Quiz -🔀 Mastery Path - These Mastery path quizzes are to be presented after the student has had a chance to do some labs and some Formative quizzes.   The goal is to let students have 2 chances to take this quiz, and take the average of the 2 attempts.  Based on the average, they will be presented with a Canvas Mastery Path, where they will have an option for take additional quiz and assignments to help with remediation.  This will get them ready to take the Summative Quizzes.

  • 8.1.0.3.3.1 -  Python - Ch 3 - Functions - Mastery Quiz #1 - 🚀 Quiz -🔀 Mastery Path

• 🚀 Summative Quiz -✔️ Skills Mastery Check - These Mastery path quizzes are to be presented after the student has had a chance to do some labs and some Formative quizzes.   The goal is to let students have 2 chances to take this quiz, and take the average of the 2 attempts. That will be their final module/subject topic grade.

  • 8.1.0.3.3.1 -  Python - Ch 3 - Functions - Skills Mastery Check Quiz #1 - 🚀 Summative Quiz -✔️ Skills Mastery Check