Upload
others
View
9
Download
0
Embed Size (px)
Citation preview
Teaching and Learning Program
Technology 1
Technology mandatory
Crack the Code 10 weeks (25 hours)
Teacher
Class
Semester/term
Year
Unit description
Using control technologies, students are required to individually design, produce and evaluate an alarm/alert system using a coding software
(e.g. Arduino) and relevant hardware. The system must include correct coding, working inputs and outputs and include a specified end-use
application. Throughout the unit, students will learn programming concepts and commands and how to modify code to suit an identified need.
Students will also learn how to assemble basic electronic circuits using a microcontroller to produce their final design idea.
Extension: Students can modify the code to add functionality to their project design which adds complexity to their code.
Area of study
Information and Communications
Design specialisation
Software
Technology
Control technologies
Design project
Design, produce and evaluate an alert/alarm system using working
inputs and outputs and using an Arduino Microcontroller.
Teaching and Learning Program
Technology 2
Focus outcomes
4.1.1 – applies design processes that respond to needs and opportunities in each design project
4.3.1 – applies a broad range of contemporary and appropriate tools, materials and techniques with competence in the development of design projects
4.3.2 – demonstrates responsible and safe use of a range of tools, materials and techniques in each design project
4.5.1 – applies management processes to successfully complete design projects
4.5.2 – produces quality solutions that respond to identified needs and opportunities in each design project
4.6.1 – applies appropriate evaluation techniques throughout each design project
Contributing outcomes
4.1.2 – describes factors influencing design in the area of study
4.2.1 – generates and communicates creative design ideas and solutions
4.2.2 – Selects, analyses, presents and applies research and experimentation from a variety of sources.
Technology (Mandatory) Years 7-8 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of
New South Wales, 2003
Resources PowerPoint “Control Technologies – What are they and How do they work?”, DEC 2016
“Crack the Code” Teacher Book, July 2017
“Crack the Code” Student Work Book, July 2017
Arduino software (open source) https://www.arduino.cc/
Museum of Applied Arts and Sciences https://maas.museum/learn/thinkershield/
Circuit illustration software (open source) http://fritzing.org/download/
Optional Video Resource available from http://vea.com.au
MAAS ThinkerShield (to purchase) https://maas.museum/product/thinkershield/
Teaching and Learning Program
Technology 3
Crack the Code — weeks 1 to 2
Outcome Students learn
about
Students learn
to
Learning experiences and instruction Evidence of
learning and
assessment
Register/date
4.1.1 Design processes
including
analysing needs,
problems and
opportunities
Establish a
design process
that responds to
an identified need
and opportunity
Overview of Crack the Code unit
Classroom expectations and organisation
Teacher distributes booklets to students.
Introduce students to the room drawing upon prior learning
experiences.
4.1.1 Design processes including analysing needs, problems and opportunities Apply a design
process when
developing quality
solutions for each
design project
Explain that the glossary will be completed progressively throughout
the unit as new concepts are learnt.
Students complete
Glossary terms to
demonstrate
knowledge of
content
metalanguage
4.1.1 Design processes including analysing needs, problems and opportunities Identify needs
and opportunities
that require
solutions in the
areas of study
Design Process
Introduce students to the design process.
Explain the importance of ongoing evaluation throughout all design
projects.
Read design situation and brief. Explain the project constraints.
Students – Highlight key terms in the brief and record in portfolio.
Design brief and
analysis recorded in
booklet.
4.1.1 Needs and
opportunities in
the areas of study
- establishing a criteria for success
Establish criteria
for successful
achievement of
needs and
opportunities
Establish criteria for success through LACE and then refine to 5 key
points.
- Control system
- Alert/alarm system
- Must use a microcontroller
- Must include working inputs
- Must include working outputs
Record criteria for
success
Teaching and Learning Program
Technology 4
Outcome Students learn
about
Students learn
to
Learning experiences and instruction Evidence of
learning and
assessment
Register/date
4.3.1 Component
categories for
hardware,
including input
devices,
processors and
output devices
Recognise,
connect and use
input and output
devices to
construct systems
including sensors,
switches, wiring,
lights and motors
for a design
project
Control Technologies
- Resource: PowerPoint Presentation. ‘Control Technologies: What are they and how do they work?’
- Use the PowerPoint Notes section to see ‘Teacher Notes’ to help explain the concepts.
Examples of simple control technology systems
- Traffic lights
- Refrigerator
- Dishwasher
How does a basic control technology work?
Watch Tickle-Me-Elmo YouTube clip (mute volume)
https://www/youtube.com/watch?v=65maMPzLFjg
- Ask students questions about how the toy works. (see discussion questions in PPT Notes section and student booklet).
Students record
examples of
common control
technology systems
and complete
questions about how
basic control
technologies work to
demonstrate their
understanding
4.3.1 Component categori es for har dwar e, incl udi ng input devi ces , processors and output devices Recog nise, connect and use i nput and output devices to constr uct systems i ncludi ng sensors, switches , wiring, lights and motors for a desig n project TV Remote Control
- Use the images in the slideshow to explain to students the electronic components are used and how they form a circuit to control the outputs of the toy (see PPT Notes section for answers). Students record component definitions in booklet.
- Note: If you have a tactile example this may improve student engagement
Students label
remote control
components
diagram to build
knowledge of control
technologies
4.3.1 Component categori es for har dwar e, incl udi ng input devi ces , processors and output devices Recog nise, connect and use i nput and output devices to constr uct systems i ncludi ng sensors, switches , wiring, lights and motors for a desig n project Input Processing Output (IPO) Model
Teacher explains (using PPT and ‘Teacher notes’ section) to
demonstrate how control systems work
- Input device (sensor)
- Processor (decision maker)
- Output (actuator)
Students complete
IPO chart in folio to
refer throughout the
unit
Teaching and Learning Program
Technology 5
Outcome Students learn
about
Students learn
to
Learning experiences and instruction Evidence of
learning and
assessment
Register/date
4.3.1 Component categori es for har dwar e, incl udi ng input devi ces , processors and output devices Recog nise, connect and use i nput and output devices to constr uct systems i ncludi ng sensors, switches , wiring, lights and motors for a desig n project Teacher explains common examples of simple IPO charts
- Sensor light
- Automatic headlights on a car
- Dyson hairdryer (new 2016) https://www.youtube.com/watch?v=N46Nx53Rsel
Participation in class
discussion
4.3.1 Component categori es for har dwar e, incl udi ng input devi ces , processors and output devices Recog nise, connect and use i nput and output devices to constr uct systems i ncludi ng sensors, switches , wiring, lights and motors for a desig n project Defining a Control Technology
Students:
- Use Think Pair Share to brainstorm examples of control technologies. Record in folio
Student:
- Define ‘control technologies’ and share with class.
Class:
- Create a class definition of control technologies. Record in glossary.
Brainstorm of
examples
Participation in class
discussion
Record definition for
a Control
Technology
4.3.1 Programmable
logic controllers
(PLCs) and
associated
hardware.
Recognise,
connect and use
input and output
devices to
construct systems
including sensors,
switches, wiring,
lights and motors
for a design
project
Microcontrollers
- (Continue PowerPoint Presentation
- ‘Control Technologies: What are they and how do they work?’)
- Use the PowerPoint Notes section to see ‘Teacher Notes’ to help explain the concepts.
Teacher explains
- what a microcontroller is and the functions it performs Presentation
- Programmable Logic Controllers (PLCs)
- How a microcontroller works
Students complete close passage in their portfolio from the PowerPoint
Students complete
Cloze Passage to
learn new specific
content
metalanguage and
to gain knowledge of
microcontrollers
Teaching and Learning Program
Technology 6
Outcome Students learn
about
Students learn
to
Learning experiences and instruction Evidence of
learning and
assessment
Register/date
4.3.1 Component
categories for
hardware,
including input
devices,
processors and
output devices.
Recognise,
connect and use
input and output
devices to
construct systems
including sensors,
switches, wiring,
lights and motors
for a design
project
Hardware
- (Continue PowerPoint Presentation ‘Control Technologies: What are they and how do they work?’)
Teacher introduces the
- Arduino Microcontroller
- MAAS ThinkerShield
- Note: support with a tactile examples to support student engagement
Student
- Labels Arduino Microcontroller diagram
- Records a definition of a ‘shield’
- Labels MAAS ThinkerShield diagram
Students familiarise
themselves with the
microcontroller and
ThinkerShield
components to
support their future
coding practise in
this unit
4.3.1 a. Specific tools
relating to
control
technologies
b. the function,
selection and
correct use of a
range of
contemporary
tools including
- simple programs that meet identified needs
- construction tools
Select and
correctly use tools
for the
construction,
maintenance and
management of
systems for a
design project
Setup and Experiment
- (Continue PowerPoint Presentation ‘Control Technologies: What are they and how do they work?’)
Teacher explains and demonstrates
- How to connect the Arduino board and ThinkerShield to the computer
- Resource: MAAS Booklet 2015 ‘Get on with it’
- Identify safety concerns when using a microcontroller
Students
- Connect Arduino board and ThinkerShield to computer
- identify board and port
- list safety issues to consider when using a microcontroller
Students connect
hardware correctly.
Students
demonstrate an
understanding of the
safety issues
associated with the
hardware
Teaching and Learning Program
Technology 7
Outcome Students learn
about
Students learn
to
Learning experiences and instruction Evidence of
learning and
assessment
Register/date
4.3.1 a. Specific tools r elating to control technologies
b. the function, selecti on and correc t use of a range of contempor ar y tools including
- simple programs that meet identifi ed needs
- construc tion tools
Sel ect and corr ectl y use tools for the construction, mai ntenance and management of systems for a design pr ojec t TV Loading the Sketch
Students
- Complete the control system block diagram to control an Light Emitting Diode (LED)
Teacher demonstrates
- how to load the Blink Sketch and introduces the Interactive Development Environment (IDE) by identifying the key functions of the sketch
Students
- load Blink sketch and run code
- use wordbank to complete the ‘understanding the sketch’ diagram
- record the meanings of the sketch command functions you have a tactile example this may improve student engagement
Students apply
knowledge of control
system block
diagrams
Students load the
Blink Sketch and
build a knowledge of
the commands in
the IDE
4.3.1 Compiling
programs
Select and use
appropriate
program
development
techniques and
structures for an
identified need
Arduino Language
- (Continue PowerPoint Presentation ‘Control Technologies: What are they and how do they work?’)
Teacher outlines
- The use of computer programming language and how it makes a microcontroller perform certain functions using the PPT
Student
- Completes cloze passage using PPT resource
Completed cloze
passage
4.3.1 Compiling programs Sel ect and use appr opri ate program devel opment techniques and s tructures for an identified need
Pseudocode
Teacher
- Introduces the concept of pseudo-code
Students
- Activity 1: lay on floor (See instructions in PowerPoint)
- Activity 2: Write the pseudo-code in workbook to make the light in the room blink on and off
Completed pseudo-
code activities to
compare their logic
to the program logic
Teaching and Learning Program
Technology 8
Outcome Students learn
about
Students learn
to
Learning experiences and instruction Evidence of
learning and
assessment
Register/date
4.3.1 Compiling programs Sel ect and use appr opri ate program devel opment techniques and s tructures for an identified need
Binary numbers – Why?
Teacher explains
- The use of Binary numbers and how they relate to coding and computer technology
Students
- Complete the cloze passage using the wordbank provided
Students gain
background
knowledge on binary
to support their
understanding of
computer coding
Students complete
cloze passage
4.3.1 Compiling programs Sel ect and use appr opri ate program devel opment techniques and s tructures for an identified need
Activity: Making Connections
Teacher
- Directs student to re-run the blink program and observe the connections between the pseudo-code and the Arduino code.
Students
- Complete table to define the commands in the Blink Sketch
Students compare
their logic to the
computer logic
Students complete
command definitions
to demonstrate their
knowledge and
understanding of the
sketch
4.3.1 Compiling programs Sel ect and use appr opri ate program devel opment techniques and s tructures for an identified need
Blink Challenges
Students
- Apply their understanding of the content so far by modifying the Blink Sketch to complete a series of challenges.
- Reflect on their progress by completing the self-reflection.
Teacher provides feedback on student achievement.
Students complete
Blink Challenges to
apply their
knowledge of coding
4.3.1 Compiling programs Sel ect and use appr opri ate program devel opment techniques and s tructures for an identified need
Commands in Arduino
Teacher explains the three main parts of the Arduino Sketch and how
to use variables.
Students experiment by changing the integer command in the Sketch.
Note: this will make it easier to code later on
Students experiment
with the code by
modifying the
integer command
Teaching and Learning Program
Technology 9
Crack the Code — weeks 3 to 4
Outcome Students learn
about
Students learn
to Learning experiences and instruction Evidence of
learning and
assessment
Register/date
4.3.1 Robots and other
mechatronic
devices, sensors,
actuators such as
motors, switches
and lights.
Recognise,
connect and use
input and output
devices to
construct systems
including sensors,
switches, wiring,
lights and motors
for a design
project
Inputs
- (Continue PowerPoint Presentation ‘Control Technologies: What are they and how do they work?’)
Inputs (sensors)
Teacher introduces a variety of input components that are used in
control technologies. Explain the function of each using the Teacher
Notes section in the ‘Notes Section’ of the PowerPoint Presentation.
- Switches
- Motion sensors
- Light sensors
- Sound sensors
- Level Sensors
- Pressure sensors
- Thermal sensors
- Mechanical Sensor (Potentiometer)
Students list
examples of
common items
which use varying
sensors
4.3.1 a. program
design
b. compiling
programs
c. connecting
interdependent
devices
d. modelling and
prototyping
systems
Select and use
appropriate
program
development
techniques and
structures for an
identified need.
Connect
interdependent
devices for the
purposes of a
design solution.
PRP#02: Digital Input – Button
Students:
- Complete the control system block diagram to control an Light Emitting Diode (LED) with a button
Teacher demonstrates:
- How to load the Button Sketch
Students:
- Load Button sketch and run code
- Change the pin number to 7 on the ThinkerShield to allow the button to be used as the input in the control system
Students identify the
components of the
control system
diagram
Student modifies the
code to allow
functionality
Teaching and Learning Program
Technology 10
Outcome Students learn
about
Students learn
to
Learning experiences and instruction Evidence of
learning and
assessment
Register/date
4.5.2 a. testing
systems in the
working
environment
b. suitable
materials, tools
and techniques
for design
projects
c. skill
development
and refinement
d. construction
steps that
contribute to a
quality solution
Troubleshoot
problems with
systems
Identify suitable
materials, tools
and techniques
for each design
project
Practice and
refine skills
needed for design
projects
The Integer “Int” Command in use
Teacher and students identify the integer command in the Button
Sketch and discuss its significance.
- To allow intuitive labels for pins and other values.
- To simplify changes to pins in the code
Students complete
- The pseudocode for how to make a light turn on and off using a switch.
- Making connections questions to reflect on their logic vs the program logic
Students complete
the pseudocode
activity
4.5.2 e. testi ng sys tems in the wor ki ng environment
f. suitabl e materials, tools and techniques for design proj ects
g. skill devel opment and r efi nement
h. construc tion s teps that contri bute to a quality solution
Troubleshoot problems with systems
Identify suitabl e materials, tools and techniques for each design pr ojec t
Practice and refi ne skills needed for design proj ects
Button Challenges
Students complete a series of challenges where they modify the Button
sketch to change the functions.
Student completes evaluation questions and teacher provides
feedback of student achievement.
Students apply their
knowledge in the
button challenges
Teacher provides
feedback
Teaching and Learning Program
Technology 11
Outcome Students learn
about
Students learn
to
Learning experiences and instruction Evidence of
learning and
assessment
Register/date
4.5.2 i. testi ng sys tems in the wor ki ng environment
j. suitabl e materials, tools and techniques for design proj ects
k. skill devel opment and r efi nement
l. construc tion s teps that contri bute to a quality solution
Troubleshoot problems with systems
Identify suitabl e materials, tools and techniques for each design pr ojec t
Practice and refi ne skills needed for design proj ects
PRP#03: Analog Input – Potentiometer and LDR
Students:
- Complete the control system block diagram to control an Light Emitting Diode (LED) with a potentiometer
Teacher demonstrates:
- How to load the Analogue Input Sketch
Students:
- Load Analog Input sketch and run code
- Change the pin number on the ThinkerShield to allow the potentiometer (pin 4) to be used as the input in the control system
Students complete
the control system
block diagram
Students load
sketch and modify
the input pin number
4.5.2 m. testi ng sys tems in the wor ki ng environment
n. suitabl e materials, tools and techniques for design proj ects
o. skill devel opment and r efi nement
p. construc tion s teps that contri bute to a quality solution
Troubleshoot problems with systems
Identify suitabl e materials, tools and techniques for each design pr ojec t
Practice and refi ne skills needed for design proj ects
Serial Monitor
Teacher demonstrates how to view the Serial Monitor so that the
students can see the number values associated with the Potentiometer
control
Students complete:
- Pseudocode to make the LED blink faster and slower depending on the number values on the serial monitor
- Making connections questions to compare their logic to the logic in the sketch
Students complete
the pseudocode
activity and
questions to make
connections
between the logic
4.5.2 q. testi ng sys tems in the wor ki ng environment
r. suitabl e materials, tools and techniques for design proj ects
s. skill devel opment and r efi nement
t. construc tion s teps that contri bute to a quality solution
Troubleshoot problems with systems
Identify suitabl e materials, tools and techniques for each design pr ojec t
Practice and refi ne skills needed for design proj ects
Analog Input Challenges
Students complete a series of challenges where they modify the
Analog Input sketch to change the functions, including changing the
input to the Light Dependant Resistor (LDR).
Student completes evaluation questions and teacher provides
feedback of student achievement.
Students apply their
knowledge by
completing the
challenges
Students change the
input pin
Teaching and Learning Program
Technology 12
Outcome Students learn
about
Students learn
to
Learning experiences and instruction Evidence of
learning and
assessment
Register/date
4.3.1 Robots and other
mechatronic
devices, sensors,
actuators such as
motors, switches
and lights.
Recognise,
connect and use
input and output
devices to
construct systems
including sensors,
switches, wiring,
lights and motors
for a design
project
Outputs
- (Continue PowerPoint Presentation ‘Control Technologies: What are they and how do they work?’)
Outputs (actuators)
Teacher introduces a variety of output components that are used in
control technologies. Explain the function of each using the Teacher
Notes section in the ‘Notes Section’ of the PowerPoint Presentation.
- Light
- Sound
- Motion
Students identify
common items
which use the
outputs listed
4.3.1 a. program
design
b. compiling
programs
c. connecting
interdependent
devices
d. modelling and
prototyping
systems
Select and use
appropriate
program
development
techniques and
structures for an
identified need
Connect
interdependent
devices for the
purposes of a
design solution
PRP#04: Digital Output – Buzzer
Students:
- Complete the control system block diagram to identify the inputs and outputs required
- Type up sketch from workbook
Students complete:
- Pseudocode to make buzzer sound
- Making connections questions to compare their logic to the logic in the sketch
- Additional: change the code to modify the tone of the buzzer so that it sounds like an alarm
Students complete
the control system
block diagram
Students type
sketch into the IDE
and test
Students complete
the pseudocode
activity
Student modifies the
output sound
4.5.2 a. testing
systems in the
working
environment
b. suitable
materials, tools
and techniques
for design
projects
Troubleshoot
problems with
systems
Identify suitable
materials, tools
and techniques
for each design
project
Practice and
Buzzer Challenges
Students complete a series of challenges where they modify the
Buzzer sketch to change the functions
Student completes evaluation questions and teacher provides
feedback of student achievement.
Extension Activities
Students can modify the code to:
- Enhance the quality of the code
Students apply their
knowledge in the
challenges
Teacher provides
feedback
Students complete
extension activities
Teaching and Learning Program
Technology 13
Outcome Students learn
about
Students learn
to
Learning experiences and instruction Evidence of
learning and
assessment
Register/date
c. skill
development
and refinement
d. construction
steps that
contribute to a
quality solution
refine skills
needed for design
projects
- Change some of the variables
- Add a sensor and change the alarm characteristics
- Make a simple car alarm
- Make use of the tone command
4.3.1 a. data types,
formats and
information as
inputs of
design and
production
b. the function,
selection and
correct use of
a range of
contemporary
tools including
c. simple
programming
languages
d. program
design
e. industrial
production
methods
Identify and select
appropriate data
for use in a
design project
Select and
correctly use tools
for the
Construction,
maintenance and
management of
systems for a
design project
Suggested Video: Introduction to Programming: Unlocking the Secrets
(VEA, 2006)
http://www.vea.com.au/secondary-school/introduction-to-
programming.html
- This video is very useful for explaining the basics of creating computer programs including creating algorithms, fundamentals of computer languages and process of writing and compiling programs. The video content explains these concepts in a meaningful way and helps make connections for students to abstract concepts.
- If you choose to use this resource, you will need to access the VEA worksheet and print the section ‘During the Program’ for students to complete.
Student completes
video worksheet to
demonstrate their
understanding of
programming
languages
Teaching and Learning Program
Technology 14
Crack the Code — weeks 5 to 7
Outcome Students learn about Students learn to Learning experiences and instruction Evidence of learning
and assessment
Register/
date
4.1.1 design processes including
- researching
- generating creative ideas
- communicating ideas
- experimenting and testing ideas
- risk management
- managing resources
- producing design solutions
- evaluating ideas and solutions
Record design
processes and
decision making in a
design folio for each
design project
Consider short-term
and long-term
consequences of
design in the design
process
Evaluate design
processes
Managing your Design Project. Teacher explains the Know
Want Learned (KWL) Chart and references the:
- design brief
- project constraints
- criteria for success
Students
- Review the design brief at the beginning of the workbook and complete the KWL chart
- Consider the components required for their project and complete a block diagram using the template provided
- Brainstorm possible design solutions
Criteria for success
indicates understanding
of design brief
Students complete KWL
chart to determine their
progress and direction
Brainstorm of ideas
4.5.1 a. resource availability
including
- time
- money
- materials, tools and techniques
- human resources including skills and expertise
- other resources
b. management
techniques including
action, time and budget
planning
a. Identify resource
availability and
apply realistic
limitations in each
design project
b. Develop and apply
action, time and
budget plans in
design projects
Students complete:
- Time/action plans by identifying the action/activity, time of expected completion and ongoing evaluation
- Finance planning to determine project costs
- List possible websites to source project components
Students record actions
in action plan and items
in finance planning.
Ongoing evaluation
completed progressively.
Teaching and Learning Program
Technology 15
Outcome Students learn about Students learn to Learning experiences and instruction Evidence of learning
and assessment
Register/
date
4.2.1 Methods used to generate
creative design ideas
including
- mind mapping
- brainstorming
- sketching and drawing
- modelling
- experimenting and testing
Communication methods
including drawing,
sketches and models
Use a variety of
methods to generate
creative design ideas
for each design
project.
Sketch, draw and
model to aid design
development.
Generating and Developing Ideas
Teacher explains that students will need to develop four
basic control system designs using the Arduino
technology. Teacher provides ideas of good design
solutions e.g. closed loop, simple functions, have an
appropriate end-use application.
Students
- Generate 4 possible design ideas from their brainstorm. Each must have a name, end-use application and a block diagram
- Evaluate each design idea using Plus, Minus and Interesting (PMI)
Stimulus provided from PRP Tutorials completed in class
and students can research other possible ideas on the
Internet. Constraints:
- Use a microcontroller e.g Arduino
- Include working inputs (sensors) and outputs (actuators)
4 ideas developed within
constraints
4.5.2 Relationship of quality
solutions to needs and
opportunities and the
criteria for success for
each design project.
Produce solutions
reflecting quality
standards
appropriate to each
design project.
Aapply design
processes that
responds to needs
and opportunities for
each design project.
Generating and Developing Ideas
Teacher explains that students will need to develop four
basic control system designs using the Arduino
technology. Teacher provides ideas of good design
solutions e.g. closed loop, simple functions, have an
appropriate end-use application.
Students
- Generate 4 possible design ideas from their brainstorm. Each must have a name, end-use application and a block diagram
- Evaluate each design idea using Plus, Minus and Interesting (PMI)
Stimulus provided from PRP Tutorials completed in class
and students can research other possible ideas on the
Ideas developed within
constraints.
Teaching and Learning Program
Technology 16
Outcome Students learn about Students learn to Learning experiences and instruction Evidence of learning
and assessment
Register/
date
Internet.
Constraints:
- Use a microcontroller e.g Arduino
- Include working inputs (sensors) and outputs (actuators)
4.6.1 Developing criteria for
success as a tool for
assessing design
development and
production.
Ongoing evaluation of
design ideas and
decisions.
Apply criteria for
success in decision
making during the
development of each
design project
Use criteria for
success to reflect on
the design process
used and the
solutions
Testing of Ideas
Students
- Choose two possible design ideas to test
- Test the chosen design ideas against the criteria for success and include a screen shot of the code to be inserted into the workbook
- Evaluate each design solution using Plus, Minus and Interesting (PMI)
- Justify their final selection based on the two trials and criteria for success
Note: once the code is correct using the ThinkerShield,
students will need to remove the ThinkerShield and
assemble their control system using electronic
components.
Students evaluate ideas
through PMI
Students generate 2 final
idea possibilities
Students develop
screenshot and evaluate
trials through PMI.
Students justify final
selection.
4.2.1 Use of design folio to
record and reflect on
design ideas and
decisions.
Use of design folio to
record and reflect on
design ideas and decisions.
Testing of Ideas
Students
- Choose two possible design ideas to test
- Test the chosen design ideas against the criteria for success and include a screen shot of the code to be inserted into the workbook
- Evaluate each design solution using Plus, Minus and Interesting (PMI)
- Justify their final selection based on the two trials and criteria for success
Note: once the code is correct using the ThinkerShield, students
will need to remove the ThinkerShield and assemble their control
system using electronic components.
Students evaluate ideas
through PMI
Students generate 2 final
idea possibilities
Students develop
screenshot and evaluate
trials through PMI.
Students justify final
selection.
Teaching and Learning Program
Technology 17
Outcome Students learn about Students learn to Learning experiences and instruction Evidence of learning
and assessment
Register/
date
4.2.2 Experimentation and
testing of design ideas.
Relationship of
experimentation to success
criteria.
Apply the results of
experimentation to
designing and
making when
developing each
design project
N/a N/a
4.6.1 Final evaluation
considering
- design solutions
Evaluate prior, during
and at completion of
each design solution
N/a N/a
Teaching and Learning Program
Technology 18
Crack the Code — Weeks 8 to 9
Outcome Students learn
about Students learn to Learning experiences and instruction Evidence of learning
and assessment
Register/
date
4.3.1 - Connecting interdependent devices
- Simple testing tools including multimeter
Connect interdependent
devices for the purposes
of a design solution.
Select and correctly use
tools for the
construction,
maintenance and
management of systems
for a design project.
Components of Circuits
Students
- Identify different circuit components in their workbook using the word bank provided.
- Identify which components are classified as sensors and actuators
Teacher
- Explains what each component is and their function.
- Information about some component can be found below to assist in your explanation.
o LED https://www.youtube.com/watch?v=T99kfbQRGD0&index=12&list=PLA9212719342ED971
o Resistor https://www.youtube.com/watch?v=TZYlPQU9B4M&list=PLA9212719342ED971&index=2
o Diode https://www.youtube.com/watch?v=MVy_MG0X2h4&index=1&list=PLA9212719342ED971
o Potentiometer https://www.youtube.com/watch?v=MXFvWLrpVSk&index=3&list=PLA9212719342ED971
o Breadboards https://www.youtube.com/watch?v=l-TnHfwi-WY&list=PLA9212719342ED971&index=5
Students identify
hardware components
of circuits that are
relevant to the design
project
4.3.1
- Connecti ng interdependent devices
- Simple testi ng tools incl udi ng multi meter
Connect i nterdependent devices for the purposes of a design sol ution.
Sel ect and corr ectl y use tools for the construction, mai ntenance and management of systems for a design pr ojec t.
Understanding Electronic Circuits and Arduino
Teacher explains:
- The flow of electricity in a circuit
- Use of a power source
- Use of a resistor
Students participate in
discussion
Teaching and Learning Program
Technology 19
Outcome Students learn
about
Students learn to Learning experiences and instruction Evidence of learning
and assessment
Register/
date
- Use of a multimeter
- Open and Closed Circuits
4.3.2 a. risk management
strategies
b. responsible
behaviour in
working
environments
c. Occupational
Health and Safety
practices
d. the safe and
responsible use
of materials, tools
and techniques in
each design
project
e. maintenance of
tools and
equipment
Manage risk when
developing design
projects
Use tools, materials and
techniques in a
responsible and safe
manner in each design
project
Maintain tools and
equipment including
computer equipment
Tools, Equipment and Safety Concerns with Control
Technologies
Teacher
- Introduces tools and equipment that will be used in the construction of electronic circuits throughout the unit of work
- Question students to consider the safety issues associated with each
Students
- Identify each piece of equipment, its use and the safety concerns for each.
- There is space provided for an additional piece of equipment of that is relevant to you.
Circuit Assembly
Teacher demonstrates different methods of how to assemble a
basic circuit and identifies the safety concerns for each
Follow WHS guidelines, ESIS
Safety testing, recording and file
Students complete table
in workbook.
Completion of safety
test.
Teaching and Learning Program
Technology 20
Crack the Code — Week 10
Outcome Students learn
about
Students learn
to Learning experiences and instruction Evidence of
learning and
assessment
Register/
date
4.1.1 Design processes,
including evaluating
ideas and solutions.
Evaluate design
processes.
Final Design
Students
- Edit final design and present as a tactile, working project.
Students produce:
- Block diagram of their control system
- Materials list for their final design
- Production plan and ongoing evaluation
- A working circuit to run their code on
Resource: Planning tool for circuit assembly and Arduino –
http://fritzing.org/download/
Presentation options:
- Students can create a video diary to document their process and record the use of their design solution at home.
- Students can present their design process to the class in the form of an oral presentation, document the prototype in the form of a video diary or other multimedia presentation
Final Evaluation
Using Blooms Taxonomy to reflect on their learning process by completing the
final evaluation.
Final product
presented.
Student
completes final
evaluation.
4.2.1 Communication
methods including
- Drawings, sketches and models
- Oral presentations
- Digital presentations
Manipulate images
with tools such as
editing, resizing,
grouping, aligning
and positioning.
Final Design
Students - Edit final design and present as a tactile, worki ng project.
Students produce: - Block di agram of their control system
- Materials list for their fi nal design
- Produc tion plan and ongoing evaluati on - A worki ng circui t to r un their code on
Resource: Planning tool for circui t assembl y and Ar dui no – http:// fritzing.org/download/
Presentation options:
- Students can cr eate a vi deo di ar y to document their pr ocess and r ecord the use of their design sol uti on at home. - Students can present their design process to the cl ass i n the for m of an oral presentation, document the prototype i n the for m of a vi deo di ar y or other multimedia pr esentati on
Final Ev aluation
Using Bl ooms Taxonomy to r eflect on their l ear ning process by compl eting the final eval uation.
Final product pr esented.
Student compl etes final eval uation.
Teaching and Learning Program
Technology 21
Outcome Students learn
about
Students learn
to
Learning experiences and instruction Evidence of
learning and
assessment
Register/
date
4.6.1 Final evaluation
considering
- Design process used
- Design solutions
- Reflection on learning
Evaluate prior,
during and at
completion of each
design solution.
Self-assess and
peer-assess design
solutions.
Final Design
Students - Edit final design and present as a tactile, worki ng project.
Students produce: - Block di agram of their control system
- Materials list for their fi nal design - Produc tion plan and ongoing evaluati on
- A worki ng circui t to r un their code on
Resource: Planning tool for circui t assembl y and Ar dui no – http:// fritzing.org/download/
Presentation options: - Students can cr eate a vi deo di ar y to document their pr ocess and r ecord the use of their design sol uti on at home.
- Students can present their design process to the cl ass i n the for m of an oral presentation, document the prototype i n the for m of a vi deo di ar y or other multimedia pr esentati on
Final Ev aluation
Using Bl ooms Taxonomy to r eflect on their l ear ning process by compl eting the final eval uation.
Final product pr esented.
Student compl etes final eval uation.