|Section Title||Primary information||Description and Notes||Suggested resources|
|Lesson Length||The expected lesson length will be approximately one hour||
Some variation possible.
Assessment Level 1
|Students||The lesson is suitable for KS3 and KS4 students||Since this is a new specification, the lesson is suitable for Year 7 to 9 students and differentiated by outcome|
|Overall Focus||This lesson will look again at how computers can control objects and record events.||
This lesson will look at the main ways that computers control other devices, though control of devices is central to how a computer itself works.
|Key words||3D printer, control, robot, code, automation, instrumentation, CAD/CAM||These words need to be reinforced throughout the series of lessons|
|Assessment||identify situations where codes control events and record physical data||
Evidence here will be student's own work and assessor observations.
|Key Questions||Some questions to get learners thinking about the topics||Some questions about what can be measured and what some of the issues might be in this.||Why automate data collection? Why are computers better at this automation? What physical data can you collect with a computer device? Is there anything you can't collect?|
You can work across departments here to explore as many control devices as possible and discuss their main attributes and why they are deployed.
|If you are using the Learning Machine learning system, students can add their comments and material to this site as evidence of their growing understanding. The site, if used consistently, will show progression via charts of activity and outcomes.|
|Teaching and Learning Elements||
The main focus of this particular assessment criterion is the way that computers and control devices can be designed to collect physical data. Computers and robotic devices are usually much better in extreme conditions and for long and arduous collection tasks.
Students could be asked to create a table of areas where computer control can be used for data collection, perhaps with some suggested equipment, the equipment features and possible uses.
|Lesson Structure||Possible structure||
Students can bring in examples from other subject areas as examples or work with other departments, such as 3D printing in DT or measuring atmospheric or temperature changes in science. Maybe explore more traditional methods compared to computer controlled ones and see the strengths and weaknesses of both.
If possible, arrange to visit a local company that does CAD/CAM to see the relationship between computer control and the output.
|Homework||Complete table of examples of control equipment, where it is used and why.||Students can vary their homework depending on their level of understanding||Students can continue to document their experience on their portfolio system for assessment|