Unit 5E: Controlling devices Section 1: SETTING THE SCENE
Objectives
Children should learn:
key idea: that devices can be controlled through direct instructions
Activities
Outcomes
Children:
Explain to the class that a number of everyday devices rely on simple control features to make them operate. Some of these devices rely on a single instruction, for example a barrier in a car park where money or a ticket will make it operate. Other devices rely on a sequence of instructions to operate, for example a pelican crossing where a button activates the lights then the walk signal.
Ask the class to identify the devices at home and at school that operate on instructions and discuss whether they rely on a single instruction or on a sequence.
recognise that control technology is all around them and that things do not happen without cause and effect
recognise that these devices rely on a set of instructions that can be repeated
Points to note
Discussion with the children is likely to focus on who or what makes things work 'automatically'.
It is important to discuss why machines do some things and not people: what are the advantages and disadvantages? A good example is what would happen if the school replaced their 'lollipop' person with a pelican crossing. Children could discuss safety, economy and efficiency.
This unit is divided into sections. Each section contains a sequence of
activities with related objectives and outcomes. You can view this unit by
moving through the sections or print/download the whole unit.
