Learning objective
Input & Output
Input & Output Devices
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Exploring how input devices capture data from the physical world and how output devices display, sound, or physically express digital information across computing systems.
Buttons & Displays
Recognize basic input devices (keyboard, mouse, button) and output devices (screen, speaker, printer).
Let's Go!
Routine: See-Think-Wonder
Look at a digital camera and printer. Which one takes information in, and which one puts information out?
Teacher note: Facilitate the See-Think-Wonder routine for 2โ3 minutes. Encourage students to connect the prompt to Form (Input and output devices allow humans to interact with computer technology.).
Learn
Input devices bring information INTO the computer (keyboard, mouse, microphone). Output devices send information OUT to you (screen, speakers, printer). Touchscreens do both! In computing, input and output devices allow humans to interact with computer technology. As you explore the interactive Hardware Simulator below, focus on how to explain how input devices send data into the computer and output devices present data out.
CPU Core Frequency3.8 GHz8 Cores / 16 Threads Active
Motherboard Bus SpeedPCIe 4.0 x1631.5 GB/s Direct CPU Link
Thermal Dissipation42ยฐC (Optimal)Fan curve: 1,200 RPM active
E-Waste & Modularity9.5 / 10Right-to-Repair modular slots
Data Bus Traffic & Signal PipelineHigh-Speed Bus
โจ๏ธ Input (Keyboard)
โฌ๏ธ USB Controller Bus
๐ง CPU (Instruction Fetch & Decode)
โฌ๏ธ Memory Bus (DDR5 Dual Channel)
๐ฆ RAM (Workbench Buffer)
โฌ๏ธ PCIe x16 Direct Bus
๐จ GPU -> ๐ฅ๏ธ HDMI Display Output
Component Specification MatrixHardware Spec
| Component | Bus Interface | Bandwidth | Function |
|---|---|---|---|
| CPU | AM5 / LGA1700 | Direct Fabric | Executes calculations and OS kernel |
| RAM | DDR5 DIMM | 51.2 GB/s | Fast volatile working memory |
| NVMe SSD | M.2 PCIe 4.0 | 7,000 MB/s | Non-volatile persistent storage |
| GPU | PCIe 4.0 x16 | 31.5 GB/s | 3D Graphics rasterization & shaders |
| USB-C | Type-C 3.2 Gen2 | 10 Gbps | External high-speed data & 100W PD |
Apply Simulator Skills โข Try it yourself
Sort Input and Output Devices
๐ Open a practice space
๐ Student Project GuideSuccess Criteria & WAGOLL (What A Good One Looks Like)
๐ฏ Task Success Criteria (Rubric)
Foundation
Can name one input device (mouse) and one output device (screen).
Developing
Sorts physical cards into input and output device categories.
Secure (Goal)
Explains how input devices send data into the computer and output devices present data out.
Mastery
Categorizes dual input/output devices like touchscreens.
๐ What A Good One Looks Like (WAGOLL)
โญ Secure Standard๐
Save to Your Website Portfolio:
When you finish creating your project in your software, copy the share link or take a screenshot and publish it onto your student portfolio website!
Reflect
Learning check
Teacher setup, curriculum links and progress descriptors
Spark support
Routine: See-Think-Wonder
Teacher notes: Facilitate the See-Think-Wonder routine for 2โ3 minutes. Encourage students to connect the prompt to Form (Input and output devices allow humans to interact with computer technology.).
Achievement pathway
- Foundation: Can name one input device (mouse) and one output device (screen).
- Developing: Sorts physical cards into input and output device categories.
- Secure: Explains how input devices send data into the computer and output devices present data out.
- Mastering: Categorizes dual input/output devices like touchscreens.
Curriculum links
Curriculum strand: Hardware & Devices
Outcome: INOU.01.B.1.1 โ Recognize basic input devices (keyboard, mouse, button) and output devices (screen, speaker, printer).
PYP: Form ยท Input and output devices allow humans to interact with computer technology.
Learner profile: Inquirer
Competency tags
Gate support
Accessibility alternative: Students may verbally explain or point to the correct answer for "Which of the following is an INPUT device?" with a teacher or teaching assistant.
Teacher override: allow
Locked level
Level 2: Data Flow
Complete the previous learning check to unlock this next level.
Data Flow
Trace the flow of data from input action through computer processing to output result.
Learning objective
Students will trace how an input action (pressing a key) is processed by a computer to produce a specific output (character on screen).
Let's Go!
Routine: Think-Pair-Share
When you press 'A' on a keyboard, how does the computer know to draw 'A' on your screen?
Teacher note: Facilitate the Think-Pair-Share routine for 2โ3 minutes. Encourage students to connect the prompt to Function (Computer processing transforms user input into visual and auditory outputs.).
Learn
Every computer interaction follows a 3-step flow: 1. Input (user presses key) -> 2. Processing (computer calculates response) -> 3. Output (speaker plays sound or screen lights up pixels). In computing, computer processing transforms user input into visual and auditory outputs. As you explore the interactive Keyboard Mouse Simulator below, focus on how to explain how different inputs lead to corresponding outputs in software.
๐ฏ Click Me!
Bubbles Popped: 0 / 3
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Enter โต
Shift โง
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โซ Del
Tab โฅ
Spacebar
Apply Simulator Skills โข Try it yourself
Trace the Signal Path
๐ Open a practice space
๐ Student Project GuideSuccess Criteria & WAGOLL (What A Good One Looks Like)
๐ฏ Task Success Criteria (Rubric)
Foundation
Traces pressing a key to seeing a letter appear on screen.
Developing
Draws a 3-step flowchart: Input -> Processing -> Output.
Secure (Goal)
Explains how different inputs lead to corresponding outputs in software.
Mastery
Diagnoses output failures by checking input signal pathways.
๐ What A Good One Looks Like (WAGOLL)
โญ Secure Standard๐
Save to Your Website Portfolio:
When you finish creating your project in your software, copy the share link or take a screenshot and publish it onto your student portfolio website!
Reflect
Learning check
Teacher setup, curriculum links and progress descriptors
Spark support
Routine: Think-Pair-Share
Teacher notes: Facilitate the Think-Pair-Share routine for 2โ3 minutes. Encourage students to connect the prompt to Function (Computer processing transforms user input into visual and auditory outputs.).
Achievement pathway
- Foundation: Traces pressing a key to seeing a letter appear on screen.
- Developing: Draws a 3-step flowchart: Input -> Processing -> Output.
- Secure: Explains how different inputs lead to corresponding outputs in software.
- Mastering: Diagnoses output failures by checking input signal pathways.
Curriculum links
Curriculum strand: Hardware & Processing
Outcome: INOU.02.B.1.2 โ Trace the flow of data from input action through computer processing to output result.
PYP: Function ยท Computer processing transforms user input into visual and auditory outputs.
Learner profile: Communicator
Competency tags
Gate support
Accessibility alternative: Students may verbally explain or point to the correct answer for "What is the correct order of data flow in a computer?" with a teacher or teaching assistant.
Teacher override: allow
Locked level
Level 3: Environmental Inputs
Complete the previous learning check to unlock this next level.
Environmental Inputs
Explore how sensors (light, temperature, sound) act as automatic input devices.
Learning objective
Students will understand that sensors act as digital input devices that collect physical measurements from the environment.
Let's Go!
Routine: See-Think-Wonder
How do automatic doors open when you walk up to them without touching a button?
Teacher note: Facilitate the See-Think-Wonder routine for 2โ3 minutes. Encourage students to connect the prompt to Connection (Automated systems use sensors to collect environmental data and trigger outputs.).
Learn
Sensors are special input devices that read physical energy from the environment. Light sensors measure brightness, sound sensors measure volume, and motion sensors detect movement! In computing, automated systems use sensors to collect environmental data and trigger outputs. As you explore the interactive Audio Soundboard Simulator below, focus on how to program a sensor input to trigger an output LED or buzzer.
Track 1: Drums & 8-Beat GridKick, Snare, Hi-Hat
Vol: 80%
Pan: C
Track 2: Synth Bass LineLow-end Sub & Groove
Vol: 70%
Pan: C
Track 3: Melody & MIDI Piano RollChords, Arps & Quantize
๐น Click keys above to record melody notes
Vol: 85%
Pan: R20
Track 4: Voice Note & Foley FXHost Narration & SFX Ambience
Mic Standby (15cm Distance Recommended)
Vol: 90%
Pan: L15
Apply Simulator Skills โข Try it yourself
Program a Sensor Trigger
๐ Open a practice space
๐ Student Project GuideSuccess Criteria & WAGOLL (What A Good One Looks Like)
๐ฏ Task Success Criteria (Rubric)
Foundation
Identifies a light sensor or thermometer as an input collector.
Developing
Explains how automatic streetlights use light sensors as inputs.
Secure (Goal)
Programs a sensor input to trigger an output LED or buzzer.
Mastery
Compares manual human inputs with automated sensor inputs.
๐ What A Good One Looks Like (WAGOLL)
โญ Secure Standard๐
Save to Your Website Portfolio:
When you finish creating your project in your software, copy the share link or take a screenshot and publish it onto your student portfolio website!
Reflect
Learning check
Teacher setup, curriculum links and progress descriptors
Spark support
Routine: See-Think-Wonder
Teacher notes: Facilitate the See-Think-Wonder routine for 2โ3 minutes. Encourage students to connect the prompt to Connection (Automated systems use sensors to collect environmental data and trigger outputs.).
Achievement pathway
- Foundation: Identifies a light sensor or thermometer as an input collector.
- Developing: Explains how automatic streetlights use light sensors as inputs.
- Secure: Programs a sensor input to trigger an output LED or buzzer.
- Mastering: Compares manual human inputs with automated sensor inputs.
Curriculum links
Curriculum strand: Sensing Systems
Outcome: INOU.03.B.1.3 โ Explore how sensors (light, temperature, sound) act as automatic input devices.
PYP: Connection ยท Automated systems use sensors to collect environmental data and trigger outputs.
Learner profile: Thinker
Competency tags
Gate support
Accessibility alternative: Students may verbally explain or point to the correct answer for "Which of these is an AUTOMATIC sensor input?" with a teacher or teaching assistant.
Teacher override: allow
Locked level
Level 4: Assistive Technology
Complete the previous learning check to unlock this next level.
Assistive Technology
Evaluate specialized input/output devices including assistive technologies (eye trackers, braille displays, haptics).
Learning objective
Students will evaluate how specialized and assistive input/output devices enable diverse users and industry professionals to interact with technology.
Let's Go!
Routine: Chalk Talk
How can someone who cannot use their hands still type commands into a computer?
Teacher note: Facilitate the Chalk Talk routine for 2โ3 minutes. Encourage students to connect the prompt to Responsibility (Inclusive technology uses specialized input and output devices to empower all users.).
Learn
Specialized I/O devices make technology accessible for everyone. Eye-trackers and puff switches act as inputs for people with physical disabilities, while haptic feedback gloves and refreshable Braille displays provide tactile outputs! In computing, inclusive technology uses specialized input and output devices to empower all users. As you explore the interactive Split Screen Simulator below, focus on how to evaluate how eye-trackers and refreshed braille displays bridge accessibility gaps.
Volcanoes: Earth's Fiery Chimneys!
Melted subterranean rock called magma rises through vents. When it erupts onto the surface, it becomes glowing red lava!
๐๐ฅ
My Study Notes
Apply Simulator Skills โข Try it yourself
Design an Inclusive I/O Setup
๐ Open a practice space
๐ Student Project GuideSuccess Criteria & WAGOLL (What A Good One Looks Like)
๐ฏ Task Success Criteria (Rubric)
Foundation
Identifies adaptive switches and screen readers as assistive tools.
Developing
Matches user needs with specialized I/O hardware solutions.
Secure (Goal)
Evaluates how eye-trackers and refreshed braille displays bridge accessibility gaps.
Mastery
Designs an accessible I/O interface for users with motor or sensory impairments.
๐ What A Good One Looks Like (WAGOLL)
โญ Secure Standard๐
Save to Your Website Portfolio:
When you finish creating your project in your software, copy the share link or take a screenshot and publish it onto your student portfolio website!
Reflect
Learning check
Teacher setup, curriculum links and progress descriptors
Spark support
Routine: Chalk Talk
Teacher notes: Facilitate the Chalk Talk routine for 2โ3 minutes. Encourage students to connect the prompt to Responsibility (Inclusive technology uses specialized input and output devices to empower all users.).
Achievement pathway
- Foundation: Identifies adaptive switches and screen readers as assistive tools.
- Developing: Matches user needs with specialized I/O hardware solutions.
- Secure: Evaluates how eye-trackers and refreshed braille displays bridge accessibility gaps.
- Mastering: Designs an accessible I/O interface for users with motor or sensory impairments.
Curriculum links
Curriculum strand: Accessibility & Hardware
Outcome: INOU.04.B.1.4 โ Evaluate specialized input/output devices including assistive technologies (eye trackers, braille displays, haptics).
PYP: Responsibility ยท Inclusive technology uses specialized input and output devices to empower all users.
Learner profile: Principled
Competency tags
Gate support
Accessibility alternative: Students may verbally explain or point to the correct answer for "What type of device is a refreshable Braille display?" with a teacher or teaching assistant.
Teacher override: allow
Locked level
Level 5: Signals & Conversion
Complete the previous learning check to unlock this next level.
Signals & Conversion
Contrast continuous analog input signals with discrete digital signal processing (ADC / DAC).
Learning objective
Students will understand the conversion between continuous analog physical signals and discrete digital data in input/output systems.
Let's Go!
Routine: See-Think-Wonder
A real human voice is a smooth, continuous wave. How does a computer store it as 1s and 0s?
Teacher note: Facilitate the See-Think-Wonder routine for 2โ3 minutes. Encourage students to connect the prompt to Perspective (Converters translate continuous real-world signals into discrete digital data.).
Learn
Real-world inputs (sound, temperature) are continuous ANALOG signals. Computers can only read discrete DIGITAL numbers (1s and 0s). An Analog-to-Digital Converter (ADC) samples the analog input thousands of times per second! In computing, converters translate continuous real-world signals into discrete digital data. As you explore the interactive Microcontroller Simulator below, focus on how to demonstrate how sample rate affects the accuracy of digitized input signals.
micro:bit
๐ก RF
0
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3V
GND
Buzzer:Silent
Actuator:Centered (90ยฐ)
Radio Packet:Ch: 1 (Idle)
GPIO Logic Voltage3.3 V LogicEdge pin logic level reference.
PWM Duty Cycle50.0% (1.5ms)Servo Pulse Width Modulation.
Circuit SafetySafe / NormalZero short circuits between 3V and GND.
RF 2.4GHz BandConnectedBroadcast packet telemetry stream.
Sensor Raw ADC & I2C Telemetry10-Bit ADC
| Sensor Input | Bus Type | Raw Digital | Converted Unit |
|---|---|---|---|
| โ๏ธ Photocell (Light) | Internal Matrix | 128 | 50% Lux |
| ๐ก๏ธ Thermistor (Temp) | I2C Subsystem | 490 | 24ยฐC |
| ๐ณ Accelerometer (X,Y,Z) | LSM303AGR I2C | (0, 0, 1024) | 1.0g Flat |
| ๐ GPIO Pin 0 | Edge Connector | 0 | 0.0V (Low) |
Oscilloscope Signal Waveform50 Hz PWM
CH1: GPIO Pin 0 (PWM Servo) | 20ms/div | 3.3V pk-pk
Apply Simulator Skills โข Try it yourself
Simulate ADC Conversion
๐ Open a practice space
๐ Student Project GuideSuccess Criteria & WAGOLL (What A Good One Looks Like)
๐ฏ Task Success Criteria (Rubric)
Foundation
Distinguishes between continuous sound waves and digital audio files.
Developing
Explains how Analog-to-Digital Converters (ADC) digitize microphone inputs.
Secure (Goal)
Demonstrates how sample rate affects the accuracy of digitized input signals.
Mastery
Analyzes the complete pipeline from analog sound input through ADC processing to DAC speaker output.
๐ What A Good One Looks Like (WAGOLL)
โญ Secure Standard๐
Save to Your Website Portfolio:
When you finish creating your project in your software, copy the share link or take a screenshot and publish it onto your student portfolio website!
Reflect
Learning check
Teacher setup, curriculum links and progress descriptors
Spark support
Routine: See-Think-Wonder
Teacher notes: Facilitate the See-Think-Wonder routine for 2โ3 minutes. Encourage students to connect the prompt to Perspective (Converters translate continuous real-world signals into discrete digital data.).
Achievement pathway
- Foundation: Distinguishes between continuous sound waves and digital audio files.
- Developing: Explains how Analog-to-Digital Converters (ADC) digitize microphone inputs.
- Secure: Demonstrates how sample rate affects the accuracy of digitized input signals.
- Mastering: Analyzes the complete pipeline from analog sound input through ADC processing to DAC speaker output.
Curriculum links
Curriculum strand: Signal Processing
Outcome: INOU.05.B.1.5 โ Contrast continuous analog input signals with discrete digital signal processing (ADC / DAC).
PYP: Perspective ยท Converters translate continuous real-world signals into discrete digital data.
Learner profile: Knowledgeable
Competency tags
Gate support
Accessibility alternative: Students may verbally explain or point to the correct answer for "What component converts continuous analog microphone sound into digital data?" with a teacher or teaching assistant.
Teacher override: allow
Locked level
Level 6: Robotic Control Loops
Complete the previous learning check to unlock this next level.
Robotic Control Loops
Design closed-loop control systems where sensor inputs continuously adjust actuator outputs (motors, valves, heaters).
Learning objective
Students will design and evaluate closed-loop feedback systems where input sensor data continuously controls output actuators.
Let's Go!
Routine: Compass Points
How does a smart thermostat keep a room at exactly 21ยฐC all day without a human touching it?
Teacher note: Facilitate the Compass Points routine for 2โ3 minutes. Encourage students to connect the prompt to Reflection (Closed-loop control systems automate industrial and ecological processes through continuous feedback.).
Learn
In automated control systems, output devices are called ACTUATORS (motors, servos, pumps, heaters). In a CLOSED-LOOP system, sensor inputs provide continuous FEEDBACK to adjust actuator outputs until a target state is reached. In computing, closed-loop control systems automate industrial and ecological processes through continuous feedback. As you explore the interactive Network Packet Simulator below, focus on how to construct a control loop simulation where a temperature sensor input regulates a fan motor output.
Client PC
192.168.1.42
1 Gbps
Gateway Router
192.168.1.1
WAN Fiber
DNS Resolver
8.8.8.8
Cloud Web Server
104.22.45.9
Classroom Device Network Linking
Click the buttons below to establish network connections between classroom hardware:
๐ฆ Wire-Level Packet Dissector
Inspect the protocol headers and data payload inside a captured network frame:
Ethernet II
Source MAC: 00:1A:2B:3C:4D:5E โ Dest MAC: 00:1A:2B:99:88:77Internet Protocol v4
Src IP: 192.168.1.42 โ Dst IP: 104.22.45.9 (TTL: 64)Transmission Control Protocol
Src Port: 52140 โ Dst Port: 443 (HTTPS), Seq: 1001, ACK: 1Encrypted TLS 1.3 Payload (1420 bytes):
7f a4 3c e8 91 2b 44 8a c9 e1 0f 42 88 bc 19 33 00 48 21 fb de ad be ef 12 34 56 78 9a bc de f0 [Encrypted Application Data Scrambled via AES-256-GCM]
๐งญ Network Protocol Quick Reference
DNS (Port 53)Translates URLs (names) to numerical IP addresses.
HTTP vs HTTPS (Ports 80 / 443)HTTP is unencrypted plain text; HTTPS encrypts data with TLS certificates.
TCP vs UDPTCP guarantees packet delivery with ACKs; UDP sends faster without resending lost packets.
Apply Simulator Skills โข Try it yourself
Build a Automated Climate Control System
๐ Open a practice space
๐ Student Project GuideSuccess Criteria & WAGOLL (What A Good One Looks Like)
๐ฏ Task Success Criteria (Rubric)
Foundation
Identifies motors, servos, and valves as physical output actuators.
Developing
Explains the difference between open-loop and closed-loop feedback systems.
Secure (Goal)
Constructs a control loop simulation where a temperature sensor input regulates a fan motor output.
Mastery
Evaluates control loop stability, deadbands, and sensor noise handling in robotic systems.
๐ What A Good One Looks Like (WAGOLL)
โญ Secure Standard๐
Save to Your Website Portfolio:
When you finish creating your project in your software, copy the share link or take a screenshot and publish it onto your student portfolio website!
Reflect
Learning check
Teacher setup, curriculum links and progress descriptors
Spark support
Routine: Compass Points
Teacher notes: Facilitate the Compass Points routine for 2โ3 minutes. Encourage students to connect the prompt to Reflection (Closed-loop control systems automate industrial and ecological processes through continuous feedback.).
Achievement pathway
- Foundation: Identifies motors, servos, and valves as physical output actuators.
- Developing: Explains the difference between open-loop and closed-loop feedback systems.
- Secure: Constructs a control loop simulation where a temperature sensor input regulates a fan motor output.
- Mastering: Evaluates control loop stability, deadbands, and sensor noise handling in robotic systems.
Curriculum links
Curriculum strand: Robotic Systems
Outcome: INOU.06.B.1.6 โ Design closed-loop control systems where sensor inputs continuously adjust actuator outputs (motors, valves, heaters).
PYP: Reflection ยท Closed-loop control systems automate industrial and ecological processes through continuous feedback.
Learner profile: Reflective
Competency tags
Gate support
Accessibility alternative: Students may verbally explain or point to the correct answer for "What is an ACTUATOR in a physical computing control system?" with a teacher or teaching assistant.
Teacher override: allow