In this unit children learn how to control simple devices, such as buzzers, small motors and lights, using basic control boxes. They learn how to control devices by turning them on and off according to a set of instructions. This will be developed so that children understand how to sequence a set of instructions to get a desired outcome.
They will apply what they have learnt in this unit when learning about the built environment, for example traffic lights, or simple manufacturing processes.
Where this unit fits in
This unit builds on Unit 4E 'Modelling effects on screen'.
This unit assumes that children understand procedures.
Technical vocabulary
- switch on
- wait
- switch off
- repeat
- procedures
- control box
- simple switches and output devices such as buzzers, lights and small motors
Sounds
Software suitable to use:
Sherston-Crystal RainForestSherston-Mission Control V2
Flowol2 (Data Harvest)
Lego RCX brick + Robolab RM, (Commotion)
Coco with control box (Commotion)
Roamer control box and RoamerWorld (Valiant)
Visit our Roamer pages
Who’s in Control? (Granada Learning)
Online Resources-for Teachers:
COLLINS COFFEE (Northumberland)
http://ngfl.northumberland.gov.uk/ict/qca/ks2/unit3D/colins%20coffee/colins%20coffee.html
GROWING PLANTS (BBC)
http://www.bbc.co.uk/schools/scienceclips/ages/5_6/growing_plants.shtml
ROBOTS (CH4)
http://www.channel4.com/science/microsites/R/robots/
DUCK GAME (CGP)
http://www.cgpbooks.co.uk/online_rev/duck/duck.htm
PLANET 10 (Planet Science)
http://www.planet-science.com/wired/?page=/planet10/
BUILD A CITY (CH4)
http://www.channel4.com/science/microsites/B/buildingthebest/game_city.html
RALLY GAME (Mofunzone)
http://www.mofunzone.com/online_games/rallytrophy.shtml
Online Resources- for Pupils:
Objectives:
key idea: that devices can be controlled through direct instructions
key idea: that a control box and software can be used to control an output device
technique: to control simple devices, such as small motors, light bulbs, buzzers, by giving direct instructions
key idea: to control more than one output device
techniques: to use simple procedures to control more than one output device
- to use simple control language to activate multiple devices concurrently
- to create a sequence of instructions which can control a number of output devices
QCA-ACTIVITIES:
Section 1: SETTING THE SCENE
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.
Section 2: SHORT FOCUSED TASKS
Introduce the children to the control box and show them how to plug a light bulb into output socket 1. Explain that the light can be switched on and off using a control language, for example 'switch on 1' turns the light on, 'switch off 1' turns the light off. Show the children that the command relates to the socket in which a device is plugged, for example if the bulb was in socket 3 the command would be 'switch on 3'. Demonstrate setting up a procedure to flash the light. Demonstrate repeat commands and name the procedure. Introduce the idea of using sensible names for procedures so that everyone will have an idea what they do. Call the procedure to make the bulb flash 'flash'. Divide the children into pairs and ask them to write their own procedures to flash a light bulb and sound a buzzer in short bursts. Children should record their procedures and describe the effects.
Section 3: SHORT FOCUSED TASKS
Show the class a simple traffic light set-up, using a pre-built model or three different coloured bulbs, and discuss the sequence of lights. Ask the children to work in pairs to produce a story board of a pelican crossing. The storyboard should show the lights before, during and after the button is pressed.
Ask each pair to write the control language to produce the correct sequence. They will need to use language learnt in the previous exercise and will need to know how to turn on more than one output at a time, for example to produce red and amber at the same time. Children should be encouraged to write separate small procedures for each part of the sequence, for example stop, wait and go. The children should then enter and test their procedure on the computer. They should record any amendments and describe the results. Finally, ask them to get the computer to repeat the sequence a number of times.
Section 4: SHORT FOCUSED TASKS
Write a program which will turn the classroom heater on before the children arrive in the morning, off at lunch, on again after lunch and off when they all go home. Give the children a set of simple instructions for the heater and ask them to predict what the instructions will do. Also ask them to identify errors or omissions in the sequence which might lead to problems in turning the heating on and off.
Section 5: INTEGRATED TASK
Explain to the class how an advertising display sometimes uses coloured lights and buzzers to draw attention to the product being sold, for example a fairground ticket machine. Tell the class that they are going to work in small groups to create their own advertising display with lights, buzzers and a small motor.
Give each group a control box, the output devices and the appropriate leads and ask them to think about what sequence their display will perform. Children should storyboard the sequence and produce, test and compare three different displays.
Ask children to programme their sequences and discuss how they might 'tidy up' any small procedures.
Expectations
most children will: design and create a simple advertising display which produces a combination of events; write simple procedures and be able to link output devices together; amend their procedures to get a desired outcome
some children will not have made so much progress and will: design and create a simple advertising display which produces a limited number of events; need help to write simple procedures and design the display
some children will have progressed further and will: design and create an imaginative advertising display which produces a combination of events; write, correct and improve procedures to link output devices together; realise the limitations of the system
Assessment
2Simple-2Assess
Activities
Control a light,
Control a fan,
Program a fan,
Flash a light,
Fair ground program.
Activities by QCA-Control a light, Control a fan, Program a fan, Flash a light, Fairground Program,
