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ICT at key stage 3    (Year 9)

Unit 13: Control systems
Section 3: Activity 3

QCA

Objectives
Children should learn:
  • to translate plans into specific procedures
  • to implement conditions, and control constructs and counters using inputs and outputs
  • the need to document systems effectively
  • to document their procedures
  • to set up and test elements of the system

Activities

Outcomes
Children:
  • Review the pupils' homework and the correct solution to the state table. Discuss with the pupils the need to extend the state table, eg to investigate when there is more than one boat in the system to ensure that it is still safe.
  • Review software and control techniques and introduce new techniques that are needed in this activity, demonstrating where necessary, and discuss their application with the pupils, eg illustrate the development of a procedure to activate the camera switch and how it can receive input from a light sensor, and in this example the need to know when a boat has passed through a section of the ride.
  • Describe and discuss the task with the pupils and identify one section, eg the camera operation. Ask pupils working in groups of four to describe the section carefully, identify the inputs and outputs, and generate a procedure to ensure the camera will take a picture. This can be extended by asking pupils how they will position the sensor to ensure the photograph is of the people screaming on their way down the slide.
  • Draw the pupils together and review their progress. Discuss and illustrate the need to document each procedure and its variables, inputs and outputs. Ask pupils to then work individually to document the procedure they have completed.
  • Ask pupils to work in groups to develop procedures for the remaining parts of the system, eg for the different sections of the ride, and the information that needs to pass between each section.
  • Following a class discussion on their progress, ask pupils to develop and test individual components and ensure the procedures work together.
  • produce working procedures including the use of conditions, counters, inputs and outputs
  • document systems effectively
  • set up and test elements of the system

Points to note
  • The camera shot is the procedure with the simplest solution and provides a good starting point. Pupils should be able to select the appropriate looping construct.
  • Effective and timely intervention is vital to ensure pupils do not spend too long going down blind alleys and remain on task.
  • The provision of paper copies of the tasks and crib sheets of operators applicable to the specific software can be helpful aids.
  • This unit introduces the concept of documenting ICT systems and it is important to introduce the idea near the beginning of the process. It is also important to reinforce the need for documentation throughout the unit.
  • There might be the opportunity to collaborate with the design and technology department in the construction of a boat model, not necessarily using water.
  • Homework could extend the work in class or complete the planning, eg homework could be to extend the state table to illustrate whether the system works with two or three boats. As sections of the system are completed homework could include the production of documentation.

Sections in this unit

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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.
1. Activity 1
2. Activity 2
3. Activity 3
4. Activity 4
5. Activity 5