Crack the Code Program€¦ · Explain the importance of ongoing evaluation throughout all design...

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.


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/

https://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/technology_md_78_syl.pdf

https://www.arduino.cc/

https://maas.museum/learn/thinkershield/

http://fritzing.org/download/

http://vea.com.au/

https://maas.museum/product/thinkershield/


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


Technology 4


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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

https://www/youtube.com/watch?v=65maMPzLFjg


Technology 5


about

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to


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assessment

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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

https://www.youtube.com/watch?v=N46Nx53Rsel


Technology 6


about

Students learn

to


learning and

assessment

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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


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


Technology 7


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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


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


Technology 8


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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


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


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


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


Technology 9



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


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


Technology 10


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to


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assessment

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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


Technology 11


about

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to


learning and

assessment

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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




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




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




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).




knowledge by

completing the

challenges

Students change the

input pin


Technology 12


about

Students learn

to


learning and

assessment

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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


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



Extension Activities

Students can modify the code to:

- Enhance the quality of the code


knowledge in the

challenges

Teacher provides

feedback

Students complete

extension activities


Technology 13


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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

http://www.vea.com.au/secondary-school/introduction-to-programming.html

http://www.vea.com.au/secondary-school/introduction-to-programming.html


Technology 14


Outcome Students learn about Students learn to Learning experiences and instruction Evidence of learning

and assessment

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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.


Technology 15


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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.


Technology 16


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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.


Technology 17


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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


Technology 18

Crack the Code — Weeks 8 to 9


about Students learn to Learning experiences and instruction Evidence of learning

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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

https://www.youtube.com/watch?v=T99kfbQRGD0&index=12&list=PLA9212719342ED971

https://www.youtube.com/watch?v=T99kfbQRGD0&index=12&list=PLA9212719342ED971

https://www.youtube.com/watch?v=TZYlPQU9B4M&list=PLA9212719342ED971&index=2

https://www.youtube.com/watch?v=TZYlPQU9B4M&list=PLA9212719342ED971&index=2


Technology 19


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.


Technology 20

Crack the Code — Week 10


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 –


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.




Technology 21


about

Students learn

to


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.


Crack the Code Program€¦ · Explain the importance of ongoing evaluation throughout all design...

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