Focus outcomes 4.1.1 – applies design processes that respond to needs and opportunities in each design project 4.3.1 – applies a 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 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. © 2003 for and on behalf of the Crown in right of the State of New South Wales. 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) Museum of Applied Arts and Sciences Circuit illustration software (open source) Optional Video Resource available from MAAS ThinkerShield (to purchase) 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 the Code unit Classroom expectations and organisation Teacher distributes booklets to students. Introduce students to the room drawing upon 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 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 system Must use a microcontroller Must include working inputs Must include working outputs Record criteria for success
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 Teacher explains common examples of simple IPO charts Sensor light Automatic headlights on a car Dyson hairdryer (new 2016) Participation in discussion 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 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 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
4.3.1 Component categories for hardware, including 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 relating to control technologies function, selection and correct use of a 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 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
4.3.1 Specific relating to control technologies 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 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 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 Select and use appropriate program development techniques and structures 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 activities to compare their logic to the program logic
the Code — weeks 3 to 4 Outcome Students learn about Students to Learning experiences and instruction Evidence of learning and assessment Register/date 4.3.1 Robots and mechatronic devices, sensors, actuators such as motors, switches and lights. Recognise, connect and use 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 Sensors Pressure sensors Thermal sensors Mechanical Sensor (Potentiometer) Students list examples of common items which use varying sensors
4.3.1 program design compiling programs connecting interdependent devices 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 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 functionality 4.5.2 testing systems in the working environment suitable materials, tools and techniques for design projects skill development and refinement 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 logic vs the program logic Students complete the pseudocode activity
4.5.2 testing systems in the working environment suitable materials, and techniques for design projects skill development and refinement construction 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 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 4.3.1 Robots and other mechatronic devices, sensors, actuators such as motors, switches and lights. Recognise, connect and use 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 program design compiling programs connecting interdependent devices 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 diagram Students type sketch into the IDE and test Students complete the pseudocode activity Student modifies the output sound 4.5.2 testing systems in the Troubleshoot problems with Buzzer Challenges Students complete a series of challenges where they modify the Students their knowledge in the
industrial production methods Crack the Code — weeks 5 to 7 Outcome Students learn about Students to Learning experiences and instruction Evidence of learning and assessment 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 for each design project Consider 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 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 resource availability including time money materials, and techniques human resources including skills and expertise resources management techniques including action, time and budget planning Identify resource availability and apply realistic limitations in each design project Develop and apply action, time and budget plans in design projects Students complete: Time/action 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 in finance planning. Ongoing evaluation completed progressively. 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 Internet. Constraints: Use a microcontroller e.g Arduino Include working inputs (sensors) and outputs (actuators) Ideas developed within constraints.
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 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 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.