Teams document how the product works, sketch their designs on paper and write an advertisement for the new system or product stating its top three features.Students meet and develop a plan for their coding system or product.If they are struggling, ask questions that will lead them to a solution quicker. (Give students regular “time checks” so they stay on task. Use a timer or an on-line stopwatch (count down feature) to ensure you keep on time.Announce the amount of time they have to design (1 hour recommended).They should consider adding new benefits to the system or product (for example, an entire product manual could be embedded in a chip that could tell a futuristic washing machine what temperature to set the water to safely wash a load of similar shirts). Explain to students that they must develop a new coding system or product on paper to solve the problems they discussed in item #6 above.Before they begin, ask them to consider three shortcomings of the current barcode system (for example, sometimes the barcode is scratched and the computer can’t pick it up, or sometimes the check-out person has to run it across two or three times before the computer picks it up). Instruct students to start brainstorming and outlining their coding system or product.– Use the “Checking the Code” worksheet to perform a mathematical check on the barcodes. – Search for and print out barcodes for 5 items they would potentially like to buy. – Visit the Internet UPC Database (and type in several barcodes to help identify the products.
Before students begin brainstorming and designing their coding system or product, instruct students to:.Discuss the topics in the Background Concepts Section.Hand out the Cracking the Code worksheet, as well as some sheets of paper for sketching designs.
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