SuperBee Supercomputer
Click to download Learning Experience as a .doc Format
Author:
Robert McGreevy, Jeffrey Buckingham, Tresa Wilson and
Madrid-Waddington Central Public School Students
School District: Madrid-Waddington Central School
Intended Audience:
Content Area: Computer Technology/Technology Education
Course Title: Robotics, Cisco IT Essentials, Service Learning Credit
Grade Level: 9-12
Technology Integration:
Technology Hardware: “Legacy” Apple computers, mostly model G4, assorted linking cable & support devices (ie. firewire, hub), “Legacy” IBM mainframe computer case to house the portable portion of the supercomputer
Technology Software: Leopard MAC OS version 10.5.4 unlimited client software containing Xgrid Server Software
Internet Resources:
apple.com,
gatech.edu,
xgrid.forcedperfect.net,
terragen.de ,
web.cern.ch,
nasa.gov
Other Content Areas for STEM Integration:
Content Area: Math, Science, Technology, Computer Technology
New York State Learning Standards and Performance Indicators Addressed by this Learning Experience:
Include the full wording of the standard(s) and specific performance indicator(s).
Mathematics, Science, and Technology
Standard 1: Analysis, Inquiry, and Design
Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
Specific Performance Indicator: Students searched the Internet to find products that utilize supercomputer processing power/speed
Standard 2: Information Systems
Students will access, generate, process, and transfer information using appropriate technologies.
Specific Performance Indicator: Student developed/designed/host web site to support and document supercomputer project
Standard 3: Mathematics
Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.
Specific Performance Indicator: Data analysis of raw information compiled through tests and comparison processing of the supercomputer, including:;speed of proccessing Pi through TCPIP, and XGrid through firewire, with an average desktop PC
Standard 4: Science
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Specific Performance Indicator: Research of the history of supercomputers and national supercomputer rankings for speed, including standard changes, throughout the months of the current project.
Standard 5: Technology
Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
Specific Performance Indicator: Students will build the supercomputer and sett up the structure to support the portable portion of the supercomputer
Standard 6: Interconnectedness: Common Themes
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
Specific Performance Indicator: Students understand the uses and applications of supercomputers in the world of research and education.
Standard 7: Interdisciplinary Problem Solving
Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
Specific Performance Indicator: Students will decide which science project (ie.) CERT, NASA to devote the MWCS supercomputer processing time.
Problem Statement:
This should be posed as a problem that students will be addressing. This will be the focus of the learning experience.
How can we benefit society with our supercomputer and encourage others to create a supercomputer.
Essential Question:
This is one focus question that promotes inquiry based learning and allows for multiple solutions and processes.
How can we use “legacy” equipment to inexpensively create and operate a supercomputer to solve math, science, and social science problems.
Learning Objectives:
By the end of this learning experience students will be able to:
Discuss the practical need for, prudent uses of, and actually assemble, operate, and evaluate a supercomputer, through the use of legacy equipment, to conserve development costs
Necessary Resources:
List all materials that the teacher or students need to complete this learning experience.
Textbook(s), Workbook(s): None
Reference Book(s): Supportive web resources (will constantly change) are recommended as the data needs to be more current than published material can support
Handout(s): none
Other: Student created web site documenting this year’s project and assisting others who wish to join our project or create their own spercomputer. Click here
Steps for Implementing Learning Experience:
List the actions that take place during this learning experience.
The implemantation steps were document by the students on the student created web site:
mwcsk12.org
Instructional Modifications:
List all modifications to the classroom setting as well as those used to enhance learning for all students.
This Learning Experience included typical public school students of varying ability. The triad spent much time breaking the project functions down into very small, short-term goals, with carefully deliniated steps. In the last months of the project, a “staff meeting” initiated the lesson, with students discussing their activites, problems, and use of time. A great effort was made to assure that all students could address all aspects of the supercomputer, even if they were not the “expert” master of a particular content area.
Time used for Planning:
Time spent without students to prepare.
See attached time sheet
Time for Implementation & Assessment:
List each day that the learning experience occurs along with the timeframe of the day in minutes.
Triad member time is recorded on the attached time sheet.
This Learning Experience was usually incorporated into 20+ minutes/3 days a week in the Cisco IT Essentials classroom setting, with additional students using time from study halls and Service Learning Credit time.
Assessment Tools:
List all forms of assessment for the learning experience.
Performance indicators as listed above in the Specific Performance Indicators under the NYS Learning Standards
Reflection:
Share the pros and cons of the learning experience. State any modifications that you would make next time this lesson is implemented.
The pro’s of this project are:
The number of New York State Learning Standards that are met.
The con’s are:
The amount of time necessary the first year of the project due to the triad learning curve.
The only major modification our triad would make is to get started on the project earlier in the school year
Student Work:
Attach one sample of student work that demonstrates a mastery, average, or below average level.
Rigor and Relevance Target:
The Rigor/Relevance Framework has four quadrants. Each is labeled with a term that characterizes the learning performance of the student at that level. Select the quadrant that is most appropriate regarding this learning experience.
Provide Supporting Information to Validate the Quadrant in Which This Learning Experience is Located.
See the Student created web site that supports the project
As well as the Specific Performance Indicators listed for the New York State Learining Standards above
