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.
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Crack the Code Program€¦ · Explain the importance of ongoing evaluation throughout all design projects. Read design situation and brief. Explain the project constraints. Students
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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.
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
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
- 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.
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.
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.