Hinchingbrooke SchoolYear 7 Control and Monitoring (Based on Unit 7.6)

About this unit
This unit helps pupils to understand that technology is used to control many everyday events, such as the operation of traffic lights and he rising of car barriers. Pupils use the Flowol 2 software to simulate a range of familiar scenarios and develop and refine flowcharts for control programs. The efficiency of the programs is enhanced through the ‘auto home’ mimic and how the systems controlling the home can benefit society.
The unit is expected to take 5 – 60 minutes lessons including the assessment. /
Expectation
At the end of this unitMost pupils will: consider the advantages and disadvantages of ICT
Understand and be able to use flowcharts to represent instructions
Learn how to use the control program ‘Flowol’ and be able to change and add instructionsDevelop concept of ‘Control’ and using Flowcharts to give precise instructions
Consider decisions within flowcharts – feedback loops
Pupils develop flowcharts showing understanding of how sensors can be built into a control system
Some pupils will not have made so much progress and will: Create basic flowcharts in ‘Flowol’ and understand the basic concept of control. To recreate a concept introduced by the teacher.
Some pupils will have progressed further and will: further consider the advantages and disadvantages of automating processes
Further consideration of how sensors can be used to monitor and measure input/output
Where the unit fits in
This unit is designed to build on the skills pupils have learned in Key Stage 2 and enables teachers to introduce some of the ICT framework objectives in the theme ‘Developing ideas and making things happen’ . /
Resources
Resources include:
  • Flowol control software
  • Projector and whiteboard
  • Webcam with movement sensor software
  • Material from Unit 7.6 Key Stage 3 Strategy Assessment Task

ICT Department(This SOW will also be used for 2004/5 Year 8 and 9)

Learning Objectives
Pupils should learn / Possible teaching activities / Learning outcomes / Points to note
Lesson 1
  • Pupils develop flowcharts showing understanding of how sensors can be built into a control system
  • To compile a set of instructions to carry out a simple control task
  • To be able to identify those instructions that can be grouped to form procedures or loops.
/ Starter – Pupils to write down the instructions on how to make a cup of tea. Choose one student, teacher can try and act out instructions in front of class. Are they sufficient? Pupils back to books and create an improved version.
Main: Discuss with students what they understand by ‘Control’, write word on board. Show Teacher Resource 1.wmv, a video clip from traffic at lights. Pupils think about ‘what is causing the traffic to move in the two lanes? And ‘What is controlling the flow of traffic’? Watch the clip again and pupils to write down the sequence the light go through. Student to copy flowchart symbols into their books. Create a flow of traffic light through pupil feedback on board. Demonstrate Flowol through the ‘briligh’ mimic. Pupils produce flowchart for the sequence from red through to green for one set of lights. Run the mimic through the large display and introduce loops to keep the flow continuous. Show teacher resource 2.wmv to introduce the second set of lights. Distribute sequence cards for pupils to work in pairs and then fours to compare. Pupils create flowchart in Flowol for second set of lights next to the first one, so that both can work concurrently. Pupils must have three annotated printouts to show processes.
Plenary – Discuss ‘how do traffic lights ‘know’ the set of instructions they are supposed to carry out’? ‘Who told the traffic lights what to do?’ and ‘What happens if the traffic system breaks down?
Homework – Compare to systems of crossings; manned school crossing and an automated pelican crossing. How do they work differently? /
  • Will have planned what instructions are needed to create simple and complex shapes
  • Will be able to produce a flowchart to a control simple task
  • Will understand the purpose of loops
  • Will have annotated printouts to explain the stages they went through to produce the final printout
/ Citizenship
Literacy
Key words: Automatic, control, decision box, input/output symbol, start/stop symbol, process symbol, loop
Resources:
Teacher resource 1.wmv
Teacher resource 2.wm
Pupil resource 1.pdf
Lesson 2
  • To represent simple processes as diagrams
  • To break down a task into smaller ones
  • To show any decisions that might affect the task
  • To identify what initial information is needed to complete the task
/ Starter – Refer pupils to their homework and discuss ‘what are the advantage of an automated pelican crossing’? and ‘What are the advantages of a person controlling traffic outside the school?’ Take the discussion further by asking ‘would coffee making be a suitable activity to be controlled’? Show Slide 1 Teacher Resource 3.ppt and pupils work in pairs to complete the task. Show Slide 2 and ask students to identify the different symbols in the flowchart. Explain the purpose of a decision box. Show Slide 3 for pupils to write the instructions for watching TV in groups. Ask for feedback before showing Slide 4. Distribute and complete the flowchart planning sheet for making a piece of toast independently or in groups. Complete a class set of instructions for this task. Load the ‘pelican’ mimic from Flowol and demonstrate how to create a flowchart to control the button you press to activate the lights. Pupils now use this information to create a flowchart to control the entrance barrier in the ‘car park’ mimic. Print and annotate to explain the purpose of a decision box in this situation.
Plenary – show slide 2and ask ‘which symbol tells the program to start’? ‘give another example of a decision’, ‘could another decision achieve the same result at this point’?, ‘give an example of a process’ and encourage the more able pupils to suggest ways to extend the program .g. add an initial decision box o choose between cappuccino or latte’
Homework – Worksheet entitled ‘watching TV’ /
  • Will be able to creak down a task into smaller ones
  • Will be able to complete a flowchart planning sheet for a particular task
  • Will be able to create flowcharts using decision boxes
  • Will have annotated printouts to explain the purpose of decision boxes
/ Literacy
Citizenship
Keywords: Decision, logic, start, stop, flowchart, efficient, program
Resources:
Teacher resource 3.ppt
Pupil resource 3.ppt
Learning Objectives
Pupils should learn / Possible teaching activities / Learning outcomes / Points to note
Lesson 3
  • To consider how sensors are used to control an output
  • To compile sets of instructions to carry out a simple task which is controlled by a sensor
  • To test and refine sets of instructions
  • To create flowcharts that make use of subroutines
/ Starter – using a web cam linked to the large display small groups of pupils consider ‘what is happening as people move in front of the camera?’ ‘How is the camera sensing movement?’ and ‘how movement sensing could be used in real life?’ Also discuss how sensors are used in the wider world. Show teacher resource 5, slides 1-4. Stop at slide 4 and explain the system for monitoring light levels and controlling the lamp. Show slide 5 and pupil’s complete resource 5. Show teacher resource 6.ppt, slides 1-3 and discuss how each sensor works. Show slide 4 and pupils in pairs complete resource 6.pdf. Show slide 5 and discuss how the three items listed might control the temperature in a room. Demonstrate how sensors are used to control temp, light and moisture though the mimic ‘greenhouse’. Pupils work independently to produce flowcharts with subroutines to control the roof lamp heater and roof window and finally the sprinkler system.
Plenary- discuss the advantages of a computer controlled greenhouse to farmers
Homework – Worksheet ‘know your sensors’. /
  • Will be able to discuss the use of sensors
  • Will have understood the implications of using sensors
  • Will have produced flowcharts for everyday outputs that are controlled by sensors
  • Will use subroutines to make flowcharts more efficient
  • Will have annotated printouts to explain the role of the sensor and subroutines
/ Literacy
Citizenship
Key words: subroutines, improve, efficiency, subtask, system
Resources:
Teacher resource 5.ppt
Pupil Resource 5.pdf
Teacher Resource 6.ppt
Pupil Resource 6.pdf
Lesson 4
  • To work independently to complete an assessment
/ Starter – Review skills learnt to date through the ‘greenhouse’ mimic. Encourage as many pupils to participate. Recap on Whiteboard some basic control instructions i.e. how to turn the light on
Explain the assessment and the conditions under which it is to be conducted. Distribute task sheet, pupils to complete independently and submit at the end of the lesson for marking.
Plenary – Feedback from students about the assessment
Homework – none / Literacy
Citizenship
Resources:
Assessment sheet
Please find assessment sheet in shared folder

*This SOW needs some extra work, as I would like to include one more lesson before the assessment.

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Hinchingbrooke School – C. J. W. Lucas 16/10/2018 ICT - Year 7 Control and Monitoring Unit 7.6 Page