Crack the Code Program Explain the importance of ongoing evaluation throughout all design projects.

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Transcript of Crack the Code Program Explain the importance of ongoing evaluation throughout all design projects.

  • Teaching and Learning Program

    Technology 1

    Technology mandatory

    Crack the Code 10 weeks (25 hours)

    Teacher

    Class

    Semester/term

    Year

    Unit description

    Using control technologies, students are required to individually design, produce and evaluate an alarm/alert system using a coding software

    (e.g. Arduino) and relevant hardware. The system must include correct coding, working inputs and outputs and include a specified end-use

    application. Throughout the unit, students will learn programming concepts and commands and how to modify code to suit an identified need.

    Students will also learn how to assemble basic electronic circuits using a microcontroller to produce their final design idea.

    Extension: Students can modify the code to add functionality to their project design which adds complexity to their code.

    Area of study

    Information and Communications

    Design specialisation

    Software

    Technology

    Control technologies

    Design project

    Design, produce and evaluate an alert/alarm system using working

    inputs and outputs and using an Arduino Microcontroller.

  • Teaching and Learning Program

    Technology 2

    Focus outcomes

    4.1.1 – applies design processes that respond to needs and opportunities in each design project

    4.3.1 – applies a broad range of contemporary and appropriate tools, materials and techniques with competence in the development of design projects

    4.3.2 – demonstrates responsible and safe use of a range of tools, materials and techniques in each design project

    4.5.1 – applies management processes to successfully complete design projects

    4.5.2 – produces quality solutions that respond to identified needs and opportunities in each design project

    4.6.1 – applies appropriate evaluation techniques throughout each design project

    Contributing outcomes

    4.1.2 – describes factors influencing design in the area of study

    4.2.1 – generates and communicates creative design ideas and solutions

    4.2.2 – Selects, analyses, presents and applies research and experimentation from a variety of sources.

    Technology (Mandatory) Years 7-8 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of

    New South Wales, 2003

    Resources PowerPoint “Control Technologies – What are they and How do they work?”, DEC 2016

    “Crack the Code” Teacher Book, July 2017

    “Crack the Code” Student Work Book, July 2017

    Arduino software (open source) https://www.arduino.cc/

    Museum of Applied Arts and Sciences https://maas.museum/learn/thinkershield/

    Circuit illustration software (open source) http://fritzing.org/download/

    Optional Video Resource available from http://vea.com.au

    MAAS ThinkerShield (to purchase) https://maas.museum/product/thinkershield/

    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/

  • Teaching and Learning Program

    Technology 3

    Crack the Code — weeks 1 to 2

    Outcome Students learn

    about

    Students learn

    to

    Learning experiences and instruction Evidence of

    learning and

    assessment

    Register/date

    4.1.1 Design processes

    including

    analysing needs,

    problems and

    opportunities

    Establish a

    design process

    that responds to

    an identified need

    and opportunity

    Overview of Crack the Code unit

    Classroom expectations and organisation

    Teacher distributes booklets to students.

    Introduce students to the room drawing upon prior learning

    experiences.

    4.1.1 Design processes including analysing needs, problems and opportunities Apply a design

    process when

    developing quality

    solutions for each

    design project

    Explain that the glossary will be completed progressively throughout

    the unit as new concepts are learnt.

    Students complete

    Glossary terms to

    demonstrate

    knowledge of

    content

    metalanguage

    4.1.1 Design processes including analysing needs, problems and opportunities Identify needs

    and opportunities

    that require

    solutions in the

    areas of study

    Design Process

    Introduce students to the design process.

    Explain the importance of ongoing evaluation throughout all design

    projects.

    Read design situation and brief. Explain the project constraints.

    Students – Highlight key terms in the brief and record in portfolio.

    Design brief and

    analysis recorded in

    booklet.

    4.1.1 Needs and

    opportunities in

    the areas of study

    - establishing a criteria for success

    Establish criteria

    for successful

    achievement of

    needs and

    opportunities

    Establish criteria for success through LACE and then refine to 5 key

    points.

    - Control system

    - Alert/alarm system

    - Must use a microcontroller

    - Must include working inputs

    - Must include working outputs

    Record criteria for

    success

  • Teaching and Learning Program

    Technology 4

    Outcome Students learn

    about

    Students learn

    to

    Learning experiences and instruction Evidence of

    learning and

    assessment

    Register/date

    4.3.1 Component

    categories for

    hardware,

    including input

    devices,

    processors and

    output devices

    Recognise,

    connect and use

    input and output

    devices to

    construct systems

    including sensors,

    switches, wiring,

    lights and motors

    for a design

    project

    Control Technologies

    - Resource: PowerPoint Presentation. ‘Control Technologies: What are they and how do they work?’

    - Use the PowerPoint Notes section to see ‘Teacher Notes’ to help explain the concepts.

    Examples of simple control technology systems

    - Traffic lights

    - Refrigerator

    - Dishwasher

    How does a basic control technology work?

    Watch Tickle-Me-Elmo YouTube clip (mute volume)

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

    - Ask students questions about how the toy works. (see discussion questions in PPT Notes section and student booklet).

    Students record

    examples of

    common control

    technology systems

    and complete

    questions about how

    basic control

    technologies work to

    demonstrate their

    understanding

    4.3.1 Component categori es for har dwar e, incl udi ng input devi ces , processors and output devices Recog nise, connect and use i nput and output devices to constr uct systems i ncludi ng sensors, switches , wiring, lights and motors for a desig n project TV Remote Control

    - Use the images in the slideshow to explain to students the electronic components are used and how they form a circuit to control the outputs of the toy (see PPT Notes section for answers). Students record component definitions in booklet.

    - Note: If you have a tactile example this may improve student engagement

    Students label

    remote control

    components

    diagram to build

    knowledge of control

    technologies

    4.3.1 Component categori es for har dwar e, incl udi ng input devi ces , processors and output devices Recog nise, connect and use i nput and output devices to constr uct systems i ncludi ng sensors, switches , wiring, lights and motors for a desig n project Input Processing Output (IPO) Model

    Teacher explains (using PPT and ‘Teacher notes’ section) to

    demonstrate how control systems work

    - Input device (sensor)

    - Processor (decision maker)

    - Output (actuator)

    Students complete

    IPO chart in folio to

    refer throughout the

    unit

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

  • Teaching and Learning Program

    Technology 5

    Outcome Students learn

    about

    Students learn

    to

    Learning experiences and instruction Evidence of

    learning and

    assessment

    Register/date

    4.3.1 Component categori es for har dwar e, incl udi ng input devi ces , processors and output devices Recog nise, connect and use i nput and output devices to constr uct systems i ncludi ng sensors, switches , wiring, lights and motors for a desig n project Teacher explains common examples of simple IPO charts

    - Sensor light

    - Automatic headlights on a car

    - Dyson hairdryer (new 2016) https://www.youtube.com/watch?v=N46Nx53Rsel

    Participation in class

    discussion

    4.3.1 Component categori es for har dwar e, incl udi ng input devi ces , processors and output devices Recog nise, connect and use i nput and output devices to constr uct systems i ncludi ng sensors, switches , wiring, lights and motors for a desig n project Defining a Contro