|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.||What activities in your day would you like to control and why? What control devices have you seen in your day, how effective were they? Can you predict what the code is for something like traffic lights?|
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||
If or science or DT have some software and hardware for measurement and data collection, these can be used to explore the ways that physical data can be collected, stored, analysed and presented. The more range the better.
There are various Raspberry Pi projects at this site, including a relatively straight-forward one to control the house lights.
|Lesson Structure||Possible structure||
Students can bring in examples from home of what devices they use daily which have some element of control, such as their audio equipment or the controllers for the TV set. Any examples of devices at home that do not have control but could do with it?
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|