Binary+Quiz+(Kyle+Skabelund)

Have a program, that explains how to convert base 10 numbers into binary, and binary numbers into base 10. Then quiz the user on this and correct them.

Intro: Explain how to convert base 10 to base 2.

Pages 1. Introduction to binary. 2. Examples 3. Counting 4. Mathematics 5. Quiz/Results 6. Conclusion/

Content 1. Describe some of the history of binary, and explain its importance. A. a way of representing text or computer instructions by the use of two binary digits, 0 and 1. B. Binary numbers were first described in 100 BC. Binary code was first introduced by Eugene Paul Curtis, a English philosopher and mathematician. C. the programming languages—C, C++, Java, and C#— supports and relies heavily on them as the basic numeric data type. You can't do any serious programming in those languages if you're uncomfortable with binary.

2. Show examples of the conversions, and explain how to do them. A. Show the user an example of conversions from base 2 to base 10. 011111 - 63 100011 - 35 110011 - 51 010110 - 22 (Or something like that)

3. Show the user how to count in binary. The first spot in binary is 1, the second is 2, the third is 4, the fourth is 8, the fifth is 16, and the sixth is 32. ^^Will be more clear\

4. Show and explain how to add and subtract binary numbers. A. Show an Example like: 101 __+101__ 1010 B. Explain how to work the problem. In Binary, 1+1= 10. So carry the ones and you get: 1010 C. Show an Example like: 1010 __- 110__ 100 D. Explain how to work the problem. In binary 0-0=0, 1-1=0 and 10-1=1. (this can be cleaned up and explained further)

5. Ask questions about the material that was covered and show them the results. Have a program that gives the users a quiz and keep track of how many they got right/wrong.

Incorporate questions that include: Conversions from base 10 to base 2, conversions from base 2 to base 10, adding two binary numbers, and subtracting two binary numbers.

6. Wrap up why we should know binary.

Vicki: Can we redesign this to be more interactive? While presenting material and quizzing the students is useful, the goal of the ILMs is that the student interacts with the material through experimentation. Consider the iLM at http://csilm.usu.edu/lms/nav/activity.jsp?sid=__shared&cid=emready@binary_numbers&lid=1. In that example, the students can play around with the visual representation of the binary values. Vicki: I also worry about providing too much in the way of explanation. It seems like the ILMs work best in conjunction with a formal introduction to the problem which is done by the teacher.

Mr. Weeks: In reference to the above ILM, I like the idea of it being more interactive, and I also do not always march through all of the text. It took me way too long to find out how to regroup the pieces when going left. I don't know how, but it would be nice if there was something more intuitive like if the pieces overlap, they reform/merge into the next power of two maybe changing colors as an additional cue. Also, I still do not know what the horizontal line is for. I thought the first operand was supposed to be built in the top row and the second operand in the second row rather than forming the sum and putting the blocks anywhere in the column. It might also be possible to show two's complement to show how to represent a negative number and then use addition without having to build a subtract circuit. I'm not sure if that is currently how subtraction is done in actual practice on today's computers.