Unit 7.6 – Control & Monitoring

1. Key Stage 3 National Strategy ICT Strand Unit 7.6 – Control & Monitoring Overview

2. Lesson 1: Understanding control in everyday life • check pupils prior knowledge • discussion with pupils of their prior experiences and understanding • example of traffic lights • exploring video clip of traffic lights to develop & consolidate understanding • creating / improving sequences of instructions to control events • card sequencing task to develop sequences for a pair of traffic lights; discussion of outcomes • merits of using ICT to control events • discussion with reference to traffic lights scenario

7. Lesson 2: using flowchart symbols and writing instructions • sequencing instructions • making tea (or similar example) • flowchart symbols • introduction to symbols used in Flowol • writing instructions using planning sheet • describing everyday actions in precise instructions • using software to control events • using Flowol to control simple event e.g. lighthouse • matching instructions to actions • feedback from pupils on the previous activity

8. Making coffee • Boil water • Drink coffee • Take coffee from cupboard • Fill kettle Put the instructions in the right order. Identify instructions that are missing. Teacher Resource 3.ppt

9. Start Boil water Put coffee in cup Add water Yes Add milk Milk? No Drink coffee Stop Making coffee

10. Flowchart symbols Start or stop Input or output Process Subroutine Decision

11. Start Switch on TV Yes Is programme interesting? Watch programme No Switch off TV Stop Watching TV

14. KS3 ICT Monitoring and Control Brushing Your Teeth Special Schools Pilot

15. Click on the steps to brush your teeth. Make sure they are in the right order. Stop Start

16. Start Stop

17. Start Stop

18. Start Stop

19. Start Stop

20. Start Stop

21. Start WELL DONE! Stop

22. Notes on lessons 1 & 2 • Teachers may wish pupils to use software in lesson 1 • One approach for lesson 1 would be to: • follow parts 1 & 2 of lesson 1 • introduce pupils to basic flowchart symbols and Flowol • pupils then use Flowol and ‘bridge light’ mimic to create the sequence for 1 set of lights • in the plenary some pupils could demonstrate their solutions to the class

23. Notes continued • In lesson 2: • re-examine the traffic light video • pupils use card-sort activity to plan the sequence for the second set of lights • pupils then use Flowol to develop their earlier system to include the second set of lights • plenary to review solutions inc. different approaches (e.g. 1 vs 2 flowcharts) • alternative plenary to consider pro’s and con’s of using computers to control events

24. Lesson 3: using a sensor as a switch in a control model • using a webcam to sense and log movement • using Logitech 4000 pro (or similar) camera and software • introducing loops in control systems • completing flowcharts on paper; example of lighthouse mimic • using software to control events • pupils use lighthouse mimic, using loops / decisions to respond to an input (could use variable or simple ON/OFF) • improving the efficiency of a system • plenary to review how using loops can improve efficiency of the system

25. Web camera sensing Cat is captured by web camera Sensitivity can be set manually Sensitivity level triggers software to start filming, take picture or sound alarm

27. Turn lamp on Flowchart with loop Start Yes Is light less than 50? No Teacher resource 5.ppt

28. Turn lamp on Flowchart with loop Start Yes Is light less than 50? No Turn lamp off

29. Turn lamp on Flowchart with loop Start Yes Is light less than 50? No Turn lamp off Beep

30. Turn lamp on Flowchart with loop Start Yes Is light less than 50? No Turn lamp off Beep

31. Scenarios • An automatic bell rings in a shop when somebody enters • Gates open when somebody approaches them • The turnstile at the fun park registers people as they want to enter and displays a green light 7.6 T2a

32. Flowchart with loop

34. Lesson 4: creating and testing control models • linking flowcharts to systems • paper-based starter to match flowcharts to scenarios • more complex systems • paper-based design of temperature control system involving 2-3 outputs • simulation including more than one variable • pupils use Flowol to implement their solutions • monitoring two variables at once • extension: new scenario involving 2 inputs • plenary • review pro’s and con’s on systems involving loops • OR, set part of greenhouse task for homework

35. Burglar alarm

36. Automatic doors

37. Street light

39. Systems that use sensors: • a burglar alarm • automatic doors • a street light

40. Keeping the right temperature: • a cooling fan • an electric fire • a temperature sensor

44. Lesson 4 Homework:Controlling greenhouse conditions • Set this task. You may want to give one or two examples of physical conditions, such as humidity, air temperature, dampness of soil, light intensity. Monitoring growing conditions • Write down the physical conditions that a gardener may wish to monitor in a greenhouse. • Create a flowchart to show how a computer could control one of these conditions.

45. Lesson 5: creating an efficient system to monitor an event • identifying characteristics of a model • discussing a lighthouse model which uses a sub-routine to create a flashing light • developing the model and the use of software • explaining the use of sub-routines • using procedures to build a program • pupils design, then implement and test/develop, a system to create a system with a flashing light (e.g. lighthouse, doorbell for hearing impaired persons, etc.) • understanding a system • plenary to share solutions and consolidate learning

46. Zebra crossing

47. Lighthouse

48. Street light

49. Emergency flashing light

50. Sources of light: • zebra crossing • lighthouse • street light • emergency flashing light