Merge pull request #482 from Microsoft/binary-updates

Binary updates

docs/courses/csintro/binary.md

@@ -1,11 +1,13 @@
 # Binary
 
+![Binary numbers shown on a monitor](/static/courses/csintro/binary/binary-crt.png)
+
 This lesson presents the concept of binary digits and base-2 notation.  Students will learn how data is stored digitally and how it can be read and accessed.
 
 ## Lesson objectives
 
 Students will...
-* Understand what a bit and byte are and how they relate to computers and the way information is processed and stored.
+* Understand what bits and bytes are and how they relate to computers and the way information is processed and stored.
 * Learn to count in Base-2 (binary) and translate numbers from Base-10 (decimal) to binary and decimal.
 * Apply the above knowledge and skills to create a unique program that uses binary counting as an integral part of the program.
 

docs/courses/csintro/binary/project.md

@@ -38,16 +38,21 @@ An implementation of the Binary Cash Register
 
 ![Binary wrist watch project](/static/courses/csintro/binary/binary-wrist-watch.jpg)
 
+To make the strap of the wristwatch, you can put two pieces of duct tape back-to-back, and use Velcro tabs as the fasteners.
+
+![Holder](/static/courses/csintro/binary/microbit-holder.jpg)
+This is a holder that allows the micro:bit to be worn on the wrist.
+
+![Wooden structure to hold the micro:bit on the wrist](/static/courses/csintro/conditionals/microbit-holder.jpg)
+This design supports the micro:bit in a rigid cradle and allows more delicate connections to the pins.
+
 ## Reflection
 Have students write a reflection of about 150–300 words, addressing the following points:
 
-* What were the Variables that you used to keep track of information?
-* What mathematical operations did you perform on your variables? 
-* What information did you provide?
-* Describe what the physical component of your micro:bit project was (e.g., an armband, a wallet, a holder, etc.)
-* How well did your prototype work? What were you happy with? What would you change?
+* Describe what the physical component of yur micro:bit project was (e.g., an armband, a cardboard mount, a holder, etc.)
+* How well did your prototype work? What were you happy with? What would you change? 
 * What was something that was surprising to you about the process of creating this project?
-* Describe a difficult point in the process of designing this project, and explain how you resolved it.
+* Describe one way in which your project differed from the example that was given. How would you recognize it as your own?
 
 ## Assessment
 
@@ -64,7 +69,7 @@ Have students write a reflection of about 150–300 words, addressing the follow
 
 **4 =** micro:bit program:<br/>
 `*` Uses binary in a way that is integral to the program<br/>
-`*` Uses mathematical operations to add, subtract multiply, and/or divide variables<br/>
+`*` Uses mathematical operations to convert decimal-binary<br/>
 `*` Compiles and runs as intended<br/>
 `*` Meaningful comments in code<br/>
 **3 =** micro:bit program lacks 1 of the required elements.<br/>
@@ -73,11 +78,7 @@ Have students write a reflection of about 150–300 words, addressing the follow
 
 ### Reflection
 
-**4 =** Reflection piece includes:<br/>
-`*` Brainstorming ideas<br/>
-`*` Construction<br/>
-`*` Programming<br/>
-`*` Beta testing<br/>
+**4 =** Reflection piece includes addresses all prompts.<br/>
 **3 =** Reflection piece lacks 1 of the required elements.<br/>
 **2 =** Reflection piece lacks 2 of the required elements.<br/>
 **1 =** Reflection piece lacks 3 of the required elements. 

docs/courses/csintro/binary/unplugged.md

@@ -23,7 +23,7 @@ If you have time, create on a poster board, on the whiteboard, or on paper as a
 
 You can also just make a very simple vending machine diagram like the one below:
 
-![Vend-o-matic diagram](/static/courses/csintro/binary/vendomatic.jpg)
+![Vend-o-matic diagram](/static/courses/csintro/binary/vendomatic.png)
 ### ~
 ## Introduction
 Ask the students the following questions to spark discussion:
@@ -105,7 +105,7 @@ Hand out the 32 unit coins, one to each student or pair of students.
 * What is the new maximum price you could pay for an item? _63_
 * What combinations of coins can you use to pay for an item priced from 32 units to this new maximum price? 
 
-![Coins representing binary digits](/static/courses/csintro/binary/coins-as-digits.jpg)
+![Coins representing binary digits](/static/courses/csintro/binary/binary-place-values.png)
 From coins to binary notation - the number 45
 
 Once students are comfortable making combinations of numbers, encourage them to use ones and zeroes to represent the numbers instead. This number system uses the number 2 as its base (each place is two times the one before it.) It is called the Base-2 system, or binary system. The number system we are normally familiar with is the Base-10 system, or decimal system (each place is ten times the one before it.)