2010 planning

2010 YR8 TECHNOLOGY UNIT PLAN - WALL CABINET

Key Competency:Term 1 Self ManagementTerm 2 Science & Technology:

ThinkingTerm 3 To Be ConfirmedTerm 4 To Be Confirmed

ThemeIn 2010, the initial overarching theme for Fairfield Intermediate is Self Management. A banner saying ‘Workshop Technologists manage themselves by setting personal goals, high standards, making plans, and managing resources’ will be displayed clearly in the workshop environment. Throughout their time in the workshop, students will be encouraged to consider how they can manage themselves by considering one or more of these factors at any one time:

goal-setting - based on their initial designs

having high standards - a daily attention to detail,

planning - thinking ahead, as well as considering th eir next steps carefully in order to minimise mistakes and maximise their final outcome and success, and

managing resources – considering theirs and their classmates needs with regard to workspace, tools, equipment, safety, and also by minimising waste

JustificationThis wall cabinet project has been selected and designed as a focus for students in 2010 as it provides a number of achievable challenges, a pleasing outcome, room for personalisation, and a broad experience with various basic workshop tools and techniques.

This project and accompanying student workbook have been designed with a view to preparing students for yr9-11 Technology

instruction and skills.

ProgressionThis project will initially require students to complete a

small pencil holder which in itself, requires accuracy and attention to detail in marking out, cutting, and assembly.The students then begin their major project, which can be considered to be finished at three strategic points. For those students who require more time, the simple wall cabinet with two shelves finished well will be acceptable. For those students who progress further, the finger-jointed drawer will be an added feature. Finally, for those who make good progress, the bespoke lap-jointed panel door will be a pleasing touch.

Within the Technology Department, the eight various Achievement Objectives have been delegated across the three codes: Workshop, Fabric, and Food Technology. Within Workshop Technology, the following Achievement Objectives will be taught and assessed. Others may be taught although only these will be specifically assessed:

Brief Development (BD) Planning for Practice (PP) Technological Modelling (TM) Technological Products (TP) Outcome Development &

Evaluation (ODE)

In the student workbook, each of the AO linked assessment tasks is accompanied with an Assessment Criteria rubrik, which both the student and the teacher assess. The Assessment Criteria are based upon the level two Indicators of Progression.

Differentiation / Literacy & Numeracy Within the workshop environment, a number of structures exist to support

students at their level. These include: A3 colour laminated flipcharts

on each workbench, providing easy visual access for all students to each step of the project.

a spreadsheet style ‘tracker’ on a computer monitor indicating individual student progress. Students update their tracker log each time a step is complete. The tracker is a visual incentive for students, and a big-picture indicator for the teacher.

a PowerPoint style display on a large LCD screen illustrating the current task for the majority of the students

A3 colour laminated posters mounted on the side of each bench. Each poster shows one tool, its’ name, and brief description. These are designed to support workshop literacy.

A1 colour laminated posters on the walls, for students to browse and view as they continue with their tasks. These are not specifically related to the wall-cabinet task although are relevant and are designed to generate interest and again, improve workshop literacy.

‘Keys to Technology’ posters displayed indicating various commonly used key words within the FIS Technology Dept.

This project has been designed with a minimum of jigs, requiring students to carefully use appropriate measuring and marking out tools, thereby creating a more authentic workshop experience.

TimeframeTechnology instruction at Fairfield Intermediate School affords students 13 weeks of workshop instruction. Each fortnight, students will have three 1.5 hour lessons, resulting in a total of 18-19 1.5 hour sessions.

St Joseph’s students have less time in each Technology, with a total of ten weeks per class. This means they receive 15 classes. As a result, some design tasks are skipped. These students are also more likely to finish their wall cabinet with a drawer only.

Health & SafetyThis a primary concern for students experiencing the workshop environment. As shown on the unit plan, students’ first session involves an orientation with a focus on safe

self-management in what can be a dangerous space. Students are taught and reminded of the need for them to come prepared, and to beware of their surroundings. Six

main safety and self-management factors are reinforced for all students:

1. Covered footwear should be worn

2. Aprons should be worn

3. Long hair should be tied up4. Sharp pencil should be brought5. One person operating each

machine6. Workspace should be kept tidy

LessonIndicator of

Achievement # Lesson sequencePotential Hazards

Digital Resources, Equipment &

Materials

Students should have…

1.5hr blocks

Workshop Safety

1

We are learning how to: recognise hazards in the workshop

Discuss: potential hazards and what might be done to minimise them

Tour of the workshop highlighting hazards and basic shop safety rules

Task: draw four workshop safety icons Allocate monitors for the daily procedures: Brush off

the drills, aprons hanging neatly, tidy table 1,2,…6, sweep floor, sweep each table, ensure absent students work is packed away, ensure tool racks are tidy, etc

Students being nosey

Touching sharp tools

Students turning on machinery

Student workbooksPencils / colour pencilsPencil sharpenerTidy workshopApronsTracker ready

Drawn four clear and simple safety icons

½

Design Brief

(3BD) Describe the physical

and functional nature of the

outcome, explaining how it will address the need or opportunity

2

We are learning how to: write a ‘Design Brief’Video: making of the London Eye. Ask students to

watch for what was originally required when designing.

Review design brief from videoIntro: ‘Design Brief’ conceptIntro: ‘Design Brief’ section in student workbook. Intro: keyword: attributesReview assessment criteriaTask: complete Design Brief

None if lesson carried out in Design Room

Students getting off task and playing with tools

Student workbooksSharp pencilsVideo: Making of the

London Eye

Watched the ‘London Eye’ video and completed writing their own Design Brief

½

Planning

(3PFP) develop a plan

identifying key stages & required

resources

3

We are learning how to: explain clearlyDiscuss: cooking recipe analogy and its’ valueReview & Discuss: rubrik associated with ‘Planning’Task: students complete planning section

appropriately[This process could also be completed step by step, at

the completion of each stage]

None if lesson carried out in Design Room

Students getting off task and playing with tools

Student workbooksPencils / colour pencilsPencil sharpener

Completed planning section appropriately as discussed with regard to the rubrik

1.5

Or several ½ hour

blocks

Modelling

(3TM) explain how different

modeling forms provide different types of evidence.

4

We are learning how to: compare and contrast various modelling methodsDiscuss, one after the other, each of the following

modelling methods, recording at each stage the different types of evidence each method would

provide [Talking, 3D Animation, Thinking, Prototype, Drawing, Scale Model]

None if lesson carried out in Design Room

Students getting off task and playing with tools

Student workbooksPencils / colour pencilsPencil sharpenerVarious physical

models

Completed ‘Modelling’ section

½

Materials

(2TP) describe the performance properties of

particular materials

5

We are learning how to: compare and contrast materials

Introduce and discuss concepts of good value, aesthetics, and durability.

Task: students record paraphrased definitions for each

Introduce: four potential construction materials for the door insert and discuss merits of each with regard to the three keywords discussed.

Task: students rate each of the materials using the star system as indicated in their workbook

None if lesson carried out in Design Room

Students getting off task and playing with tools

Student workbooksPencils / colour pencilsPencil sharpener

Completed ‘Materials’ section appropriately as discussed with regard to the rubrik

½

‘H’ test

(ODE)Evaluate

suitability of materials/components, based

on their performance properties, to select those

appropriate for use in the

production of the outcome

6

We are learning how to: construct ‘Housing Joints’Discuss: importance of cutting accuratelyIntro: ‘H’ testDemo: mark Housing JointTask: mark out Housing JointDemo: Tenon Saw safetyDemo: Tenon Saw accuracyDemo: cut Housing JointsTask: cut Housing JointsSafety: highlight dangers of sharp chiselsIntro: chisel and malletDemo: wasting with chisel and mallet & test-fitTask: wasting & test-fitDemo: glue-up of ‘H’ frameTask: glue-up

Misuse of Tenon Saws

Sharp chiselsHeavy malletsStudents without

shoes must not be engaged in this learning

Pine pieces precut for ‘H’ test

Tenon SawsSharp pencilsChiselsMalletsPVA glue bottlesQuick clampsTri-squares

Constructed their test ‘H’ frame to stand with minimal wobble

2

Design Outcome

(3ODE) Describe

design ideas for potential outcomes

6

We are learning how to: use scribbles to help design

Discuss: How do we design? What makes a good design?

Discuss and demo: Process of reviewing and refining ideas.

Intro: scribble designingReview: Assessment CriteriaTask: design handle, door and side cutout

None if lesson carried out in Design Room

Students off task and playing with tools

Student workbooksSharp pencils

Clearly drawn their handle design, door cutouts, and side detailing

½

Create templates

(3ODE) Produce and

trial a prototype of the outcome

7

We are learning how to: construct templates from designs

Demo: copy designs into cardboard models to test idea

Safety: sharp knives are dangerous. Blades should always be withdrawn when not in use. Bracing hands should be behind blade – NOT in front

Task: transfer final designs onto card templatesDemo: convert final model into foam-board templates

Sharp knivesSwallowing foam

pieces

Student workbooksThin card/heavy paper

squaresSharp pencilsScissorsFoam board squaresCarbon paper

Constructed two cardboard models & one florist-foam handle model

½

Prepare Housing

Joints(3ODE)

Produce and trial a

prototype of the outcome

8

We are learning how to: create accurate ‘Housing Joints’

Show: construction joint cardsDiscuss: which joints could we use and why?Justify use of ‘Housing Joint’Demo: how to construct Housing JointsTask: prepare four Housing Joints

Wood chips in eyes

Wood splintersSlipping on wood

shavingsTenon SawsSharp Chisels

Student workPine pieces precutTenon SawsChisels & MalletsPVA glue & SpreadersWet spongesQuick clampsTri-squares, Steel rules

Constructed four neat recesses ready for assembling housing joints

2

Assemble basic 4-pc

frame

(3ODE) Produce and

trial a prototype of the outcome

9 We are learning how to: Use PVA Glue effectively Discuss: joint surface area versus strengthDemo: PVA use appropriately on all touching joint

surfacesDemo: how to clamp without damaging work

PVA Glue should be washed off after use

Fingers in clamps

Student workPVA Glue bottlesGlue spreadersWet spongesQuick clamps

Completed assembling and clamping their Housing Jointed frame

½

Demo: how to remove excess PVA GlueTask: assemble Housing Jointed basic frame

Back panel (3ODE) Produce and

trial a prototype of the outcome

10

We are learning how to: brace a cabinet square Discuss: reasons to have back panel

(aesthetic/structural)Demo: checking for squareDemo: affixing back panelTask: check for square and affix back panel

Sharp edges of tri-squares

Small nails falling and causing slips on floor

Student workTri-squaresPanel pins & hammersBack panelsPVA glue & spreadersWet sponges

Affixed their back panel so that their cabinet is square

¼

Planed top (3ODE) Produce and

trial a prototype of the outcome

11

We are learning how to: use a Jack Plane safelyDiscuss: possible methods for shaping top and base

edgeIntro: Jack PlaneDemo: safe Plane useDemo: accurate Plane useOptional: use sandpaper to finish shape smoothTask: plane top and base of cabinet

Very heavy body of Jack Planes

Sharp blade of Jack Planes

Student workJack Planes – checked

Completed planing their top and bottom pieces

½

Dowel jointed top

& base (3ODE) Produce and

trial a prototype of the outcome

12

We are learning how to: construct Dowel Joints Show: construction joint cardsDiscuss: possible construction joints for top/baseJustify: use of dowel jointsDemo: marking out, drilling, centre-points, re-drillingTask: marking out, drilling, centre-points, redrillingDemo & Task: test-fitting, PVA application, clamping,

clean-up of dowel-jointed top and base

Dowels falling and causing slips on floor

Fingers in clamps

Student workQuick ClampsPVA GlueWet spongesGlue spreadersCentre-pointsFluted 8mm dowelsDrills: 8mm wood bitsConstruction Joint

cards

Dowel Jointed their top and base on to their basic frame

1

Photograph student progress as evidence for workbooks

Task: students paste photo into workbooks as photo #1

Student workbooksPhotos printed outScissors, Glue Sticks

¼

French Cleat (3ODE)

Produce and trial a

prototype of the outcome

13

We are learning how to: construct a French CleatDiscuss: possible hanging methods for wall cabinetsIntro & Justify: French CleatIntro & Demo: Safe use of Smoothing PlaneDemo: Making French CleatTask: French Cleat

Very heavy body and sharp blades of Jack Planes

Sharp edges and splinters

Spinning drill bits in drill Press

Student workSmoothing planes -

checkedPrecut Pine piecesDrills with 3mm bitsCountersink tool

Completed planing and fitting French Cleat

1

Routered door frame (3ODE)

Produce and trial a

prototype of the outcome

14

We are learning how to: use a Router safelyShow: Possible doorsDiscuss: Pros / cons of eachJustify: Panel DoorShow: Assemble 5 pieces of demo panel doorDemo: How a router works & how to use a router

safelyTask: cut panel groove in door frame using router

Sharp spinning tools in router

Student workPrecut Pine piecesTable router with

correct bit at correct depth

Cutting jigs

Routered their panel door frame

¼

Lap Jointed door frame – marking

out

(3ODE) Produce and

trial a prototype of the outcome

15

We are learning how to: mark out Lap JointsShow: assemble 5 pieces of demo panel doorShow: construction joint cardsDiscuss: pros /cons of eachJustify: panel doorDemo: mark out Lap joints and wasteTask: mark out Lap Joints and waste

Student workConstrn Joint cardsDemo doorSharp pencilsSteel rulesTri-squares

Completed marking out lap joints ready for cutting

½

Lap Jointed door frame – cutting

(3ODE) Produce and

trial a prototype of the outcome

16

We are learning how to: accurately cut Lap JointsReview: mark out Lap Joint and wasteDemo: Cut Lap Joint using 3-step methodTask: cut Lap JointsDemo: test fit and trim with files/chiselsTask: test fit and trim with files/chisels

Misuse of Tenon Saws

Sharp and heavy chisels

Heavy mallets

Student workTenon SawsChiselsFiles

Completed cutting out lap joints

1

Panel Door cut-out (3ODE)

Produce and trial a

prototype of the outcome

17

PROGRESS CHECK POINT: Students must skip this step if there are three of less lessons remaining

We are learning how to: create cutouts with Coping Saws

Review: completed templatesDemo: transfer template shapesDemo: using a Coping SawDemo: Coping Saw safetyDemo: tidyup with sandpaperTask: door panel cutouts

Sharp and fragile Coping Saws

Abrasive sandpaper

Student workCoping SawsSandpaperStudent templates

Completed panel door cutout

1

Assemble door (3ODE)

Produce and trial a

prototype of the outcome

18

We are learning how to: assemble a Panel Door Show: 5 pieces of demo doorReview: Glue vs Surface AreaReview: appropriate use of PVA on all contact surfacesReview: Clamping without damaging workReview: Removing excess PVA GlueTask: Assemble, glue, clamp panel door

Fingers in clamps

Student workQuick ClampsPVA glueWet spongesGlue spreaders

Completed assembling panel door

½

Mark Drawer Finger Joints

(3ODE) Produce and

trial a prototype of the outcome

19

We are learning how to: mark out Finger JointsShow: construction joint cardsDiscuss: pros and cons of various jointsJustify: finger jointDemo: marking and labelling finger jointsTask: marking finger joints

Student workConstrn Joint cardsTri-squares / templatesSharp PencilsGlue sticks

Completed marking out Finger Joints

½

Cut Drawer Finger Joints

(3ODE) Produce and

trial a prototype of the outcome

20

We are learning how to: cut Finger Joints Review: marking and labelling finger jointsDemo: cutting finger joints using Tenon SawDemo: wasting finger joints using Coping SawTask: students mark, label, cut, and waste finger

joints

Sharp Tenon Saws

Sharp and fragile Coping Saws

Student workCoping SawsTenon SawsSharp Pencils

Completed cutting Finger Joints

1

Fit Drawer Finger Joints

(3ODE) Produce and

trial a prototype of the outcome

21 We are learning how to: assemble Finger JointsReview: marking, labelling, cutting, wasting Finger

JointsDemo: check fit of fingersDemo: fine tuning fingers

Sharp ChiselsHeavy mallets

Student workChisels & FilesSandpaperQuick ClampsPVA Glue & Spreaders

Completed fitting Finger Joints

¼

Demo: glue-up and clamp drawer with internal baseTask: check fit, fine-tune, glue-up, clamp drawer

Wet sponges

Cut and fit recessed hinges (3ODE)

Produce and trial a

prototype of the outcome

22

We are learning how to: mark out and fit hingesDiscuss: possible methods for affixing hingesIntro: chisel and malletDemo: marking out hinge locationsSafety: care with very sharp tools e.g. chiselsDemo: cutting chisel recess with chisel and malletTask: marking and cutting chisel recessDemo: affixing hinges with screws & screwdriverShow: threaded screw modelDemo: fixing screws without ‘threading’ holesTask: student affix hinges with screws & screwdriver

Sharp ChiselsHeavy mallets

Student workHingesChiselsMalletsSharp pencilsTri-squaresSteel rulesThreaded Screw Model

Completed cutting and fitting recessed hinges

1

Manufacture handle

(3ODE) Produce and

trial a prototype of the outcome

23

We are learning how to: create small wooden articles

Review: students’ own original handle designDemo: tips for manufacture of custom handlesTask: students manufacture handles as per design

Unique designs will call for various tools construction methods

Student workPrecut pine blanks for

handlesOther tools & materials

as students request

Completed manufacturing their custom made handle

1

Affix handle(3ODE)

Produce and trial a

prototype of the outcome

24We are learning how to: affix a wooden handleDemo: pilot hole & screw fixing handle to doorTask: pilot hole & screw fixing method or otherwise

Sharp screwsStudent workScrews & ScrewdriversDrills: 3+4mm bits

Completed fitting their handle ½

Photograph student progress as evidence for workbooks

Task: students paste photo into workbooks as photo #1

Student workbooksPhotos printed outScissors, Glue Sticks

¼

2010 INVENTOR CENTRE UNIT PLAN

Intro # Demonstration Sequence Resources Students should…

Cardboard Circuit Board

1

Prior Knowledge Required:We are learning how to: assemble a simple circuitShow: demo CCBIntro: explain reason for making CCB & how it worksDemo: laying out of copper tracksTask: laying out of copper tracksDemo: piercing holes and populatingTask: piercing holes and populatingDemo: checking and trimming componentsTask: checking and trimming components

Copper tracks

ResistorsResistor colour code poster

ScribesCircuit & card blanks

Have completed assembling their cardboard circuit board

How to Solder

2

Prior Knowledge Required:We are learning how to: solder safelyShow: a soldering ironDiscuss: why we use them and how they workDemo: how to solder safelyDemo: how to solder accuratelyTask: solder their circuit boardsDemo: explain how these circuits work

Side cutterSolder ironsSolderGlassesDamp sponges

Soldering demo board

Have a complete and working cardboard circuit board

Assignment

3

Students are to choose one famous inventor/pioneer from the electrical/electronics industry from a given list and present their findings about how and what they invented/discovered, their background, and what has changed since then. The presentation should include a freebee for the audience, be no longer than 2 minutes, and should include an A3 Poster presenting their findings.

Assignment sheets

Basic Circuits

# Demonstration Sequence Resources Students should…

Simple compone

nts

4

Prior Knowledge Required:We are learning to: recognise simple components and

featuresIntro: introduce this as the building blocks of electronicsOne-by-one, intro each of the following components, their

function, appearance, units, values, and have students record these details in a table in their workbooks

Demo components: cells, resistors, diodes, LEDs, capacitors…

Blank component cards

Handout components

Hot glue guns

Be able to recall the function of basic components

Advanced Compone

nts

5

Prior Knowledge Required:We are learning to: recognise advanced components &

features One-by-one, intro each of the following components, their

function, appearance, units, values, and have students record these details in a table in their workbooks

Demo components: LDRs, transistors, microcontrollers…

Handout components

Hot glue guns

Be able to recall the function of advanced components

Resistance,

Voltage, & Current

6

Prior Knowledge Required:We are learning how to: understand resistance,

voltage, and current in a circuitDraw a large diagram of a simple circuit with battery,

bulb, and resistor. For each of voltage, current, resistance, refer to the units and how to measure them on a multimeter

Intro: voltage as the ‘potential difference across’ any item, representing this on the diagram.

Intro: current as ‘flow of current’ through something, and that it is the same within a circuit.

Show: Voltage & Current video clip on Inventor Centre blog

Intro: resistance as the ‘restriction of current’Intro: power as the energy lost (usually as heat) when

current flows through a resistance Discuss: connection of R/V/I in simple circuit diagrams on

w/b

R/V/I demo board

Voltage & Current video clip from blog

Be able to describe the difference between current, voltage, and resistance in a circuit

Using a Multimete

r

7

Prior Knowledge Required:We are learning how to: use a multimeter safelyShow: various multimetersDiscuss: their various functionsHave students CCBs available for them to test.Demo: How to use a multimeter for each of the following

before allowing students to explore that particular function on their own multimeter and CCB

Functions to explore: voltage, resistance, current, continuity

Student’s workbooks

Student’s multimeters

Students CCBs

Be confident in using a multimeters basic functions

Parallel & Series

Circuits

8

Prior Knowledge Required:We are learning how to: understand parallel & series

circuitsDiscuss how adding resistors in a circuit in various

combinations affects circuit’s performance.Ensure that while discussing, some circuits are drawn

differently to show that they can be represented in different ways

Using series and parallel demo board to illustrate: simple circuit, series circuit, parallel circuit

Task: students draw & record differences between series & parallel circuits in their workbooks

Student’s workbooks

Series and Parallel demo boards

Student’s multimeters

Be able to describe how resistors in series or parallel affect a circuits total resistance

Ohms Law

9

Prior Knowledge Required:We are learning how to: use ‘Ohms Law’ to find

resistance/current/voltage in simple circuitsDraw large simple circuit on w/bReview: difference between voltage, current, resistance,

recording these with diagram on w/bDemo: how increasing voltage increases currentDemo: how increasing resistance decreases currentDiscuss: how the three are related and can be easily

found if you know two of the threeShow: Ohms Law video clip on Inventor Centre blogReview: video clip and discussTask: simple ohms law problems w/b & workbooks

W/b with markers

Ohms law clip with projector

Ohms law worksheets

Be able to use Ohms Law to calculate current, resistance, or voltage in a simple circuit

Voltage Dividers

10

Prior Knowledge Required:We are learning how to: calculate current and voltages

within Voltage Dividers’Using Voltage Divider demo boardReview: voltage, current, resistance, and ohms lawDiscuss: how to find voltages at points within the voltage

dividerRemind: current within a circuit is the sameDemo: calculate voltages based on current and resistance

values

Voltage Divider demo board

Be able to find voltages at the centre point of a voltage divider

Programm-ing

# Demonstration Sequence Resources Students should…

Theory & intro to Editor

12

Prior Knowledge Required:We are learning how to: navigate the Picaxe EditorIntro: discuss high and low commands and how these

relate to on and off. Explain that this is how computers remember things with millions of ‘bits’ that are either high or low.

Continue to introduce the following commands: high, low, pause, and goto,

Picaxe manuals

Be familiar with the terms high and low

Rudolph Boards

13

Prior Knowledge Required:We are learning how to: control a microcontroller with

simple BASIC commandsEnsure enough PCs are available for at most two students

per computer. Ensure software is loaded and Rudolph boards are connected and fully operational

Seat students two per PC with their workbooks. Intro: Picaxe manuals, 3 sections. Tell students this is

their ‘torch in the dark’.Show students how to turn the Rudolph nose on, then off,

then with varying pauses. Show students how to alternate LEDs. Introduce sound command. Have students refer to manuals with the introduction of each new command.

Picaxe manuals

PCsRudolph Boards

Serial cables

Be able to control the Rudolph LEDs with simple high, low, and pause commands

Advanced Rudolph Boards

14

Prior Knowledge Required:We are learning how to: control microcontrollers with

advanced commands e.g. ReadADCReview: previous learning of basic commandsIntroduce ReadADC command and how it can be used to

trigger the LED at various points.Task: students explore ReadADC with regular interventionRemind students of how sounds are generated before

introducing them to the tunes folder. Show: how to transfer premade tunes into codeTask: allow students to explore various tunesCompetition: quickfire challenges to refresh, sharpen thinking, and increase excitement

Rudolph Boards

PCsPICAXE manuals

Power Supplies

Serial cables

Be able to trigger an LED at various light levels using the readADC command

Assemble PICAXE proto-boards

15

Prior Knowledge Required:We are learning how to: accurately populate and solder

a printed circuit boardDistributes manuals that came with the protoboards and

have students read them first. Follow with specific questions which are important for the assembly and operation of the boards

Have students highlight key points to beware ofDistribute protoboards to studentsRemind students to start assembling with smallest

components first, reminding: resistor colour code, LED & PICAXE orientation

Demo: correct installation of wiresCheck student work after populating, snipping, wiring,

solderingTask: students solder protoboards, then have them

checkedCheck student soldering before connecting to PCsCheck circuits can be downloaded toRemind students that these should go home for

exploration of various commands and function

Protoboard manuals

ProtoboardsSoldering Irons

SolderComponent recognition chart

Resistor Colour Code poster

Have a complete and operational PICAXE protoboard to take home

T-boards 16

Prior Knowledge Required:We are learning how to: control outputs w/high level

commandsHave students read T-board manuals first, followed by

pointed questions for them to answerIntroduce LETpins command, discussing how it makes

programming quickerStudents highlight key points in manuals, such as PIC

type, outputs numbers for 7-seg display, Challenge students to display a number on the 7-seg

display without any teacher interventionChallenge students to display countdown timer on button

pressWork alongside students having difficultyIntroduce students to servos and how they can be

controlledDemo: servo control via T-boardsTask: students challenged to control servos via T-boardAllow students to explore various features of the T-boards,

encouraging them to refer to the manuals where possible

T-boardsServosPCsPICAXE manuals

Power Supplies

Serial cables

Be able to control a 7-segment display using the LETpins command

Buggies 18

Prior Knowledge Required:We are learning how to: control two motors using

LETpinsThis session should be fun for the students.Allow them to check the manuals for PIC types and any

nuances, before questioning as per normalDemo: use of LETpins command in controlling motorsTask: students to control buggies via LETpins commandsDemo: using IF command to control buggies via bumper

switches.Task: students to explore controlling buggiesChallenge students to get buggies to complete obstacle

course.Allow students to enjoy themselves & explore own

tangents.

BuggiesPICAXE Manuals

Buggy Manuals

PCsSerial cables

Be able to control a buggy’s motion to be dependent upon the bumper switches and IF commands

Circuit Design

# Demonstration Sequence Resources Students should…

Bread-boarding

19

Prior Knowledge Required:We are learning how to: use a breadboard to trial

circuitsIntro: problem of needing to quickly check circuit ideasDemo: a breadboard in use via a simple schematicTask: students to highlight connected rails with perm.

MarkersDraw a series of simple circuit diagrams on w/b and have

students breadboard themIf Pebble software is available, intro students to Pebble

and allow freedom to exploreTask: produce a simple flashing PICAXE circuit via Pebble

PCs with Pebble

Be able to construct a simple circuit on a breadboard from a schematic

Interfacing Inputs

20

Prior Knowledge Required:We are learning how to: interface simple inputs to a

PICIntro: Interfacing Inputs section, allow students time to

peruseShow: Interfacing Inputs demo board, discussing each

with relation to it’s relevant diagram in the manualDemonstrate how to use Pebble to interface inputsAllow students to explore interfacing inputs via Pebble

Picaxe manuals

Interfacing Inputs Demo board

PCs with pebble

Be confident in locating interfacing information for sensors

Interfacing Outputs

21

Prior Knowledge Required:We are learning how to: interface simple outputs to a

PIC Intro: Interfacing Outputs section, allow students time to

peruseShow: Interfacing Outputs demo board, discussing each

with relation to it’s relevant diagram in the manualHave students explore interfacing outputs via PebbleAllow students to explore interfacing inputs via Pebble

Picaxe manuals

Interfacing Inputs Demo board

PCs with pebble

Be confident interfacing outputs with a PIC

Functional blocks

22

Prior Knowledge Required:We are learning how to: illustrate electronic circuits

with functional diagramsDiscuss: electric fan’s inputs and outputsChallenge students to flowchart simple appliances as in

2009Students to complete a flowchart for Rudolph, Buggies, T-

boardsStudents to spend time producing flow chart for possible

project

Flowcharting worksheets

Be confident drawing functional block diagrams for appliances

Design Project

Proposal

23

Prior Knowledge Required:We are learning how to: research and present a

proposal Discuss: what made a winning BrightSparks project in

2009.Explain the limitations, expectations, timeframe for the

project.Distribute page headers and have student file in orderIntroduce Proposal and what will be sought. Discuss what a good project might beHave students brainstorm ideas on w/b

Project Page headers

Produce a clear Proposal for their final project

Testing & Trialling

24

Prior Knowledge Required:We are learning how to: confidently trial circuitsReview: use of breadboards, Interfacing Sections in

manual, Pebble, to research and plan projectsDemo: how to test ideas using Pebble with projector,

given a random idea from a student

PCs with Pebble

Laptop & projector

Be able to test circuit ideas using Pebble

Costing & Parts List

25

Prior Knowledge Required:We are learning how to: create a parts list and costing Upon completion of testing and trialling (which may last

for a several weeks), demo generation of parts list and costing

Work with individual students to cost out their projects. Liaise with parents as to approximate cost of projects.

Parts/Costing sheets

Be able to create a parts list and costing therefrom

Circuit constructi

on

26

Prior Knowledge Required:We are learning how to: construct a working circuit for

entry into the BrigthSparks competitionBy this point, most students will have a good idea of what

they intend to design and make. Encourage students to think critically however will need support to choose best solutions

[As required]

(With guidance) be able to construct their projects

Testing & Fault

diagnosis

27

Prior Knowledge Required:We are learning how to: locate, diagnose, and repair

faultsUpon completion of physically complete project, attention

or fine tuning will likely be required. Encourage students to consider faults and repairs. Guidance will allow them to achieve this much more efficiently

Some will need to make tough decisions as to whether or not to continue with original plan or to complete a cut-down version.

Encourage students to work smarter, instead of working harder.

[As required]

(With guidance) be able to locate and correct faults