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

3. 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

8. 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

9. 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

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

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

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

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

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

17. Start Stop

18. Start Stop

19. Start Stop

20. Start Stop

21. Start Stop

22. WELL DONE! Start

23. 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

24. 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

25. 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

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

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

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

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

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

32. 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

33. Flowchart with loop

35. 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

36. Burglar alarm

37. Automatic doors

38. Street light

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

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

45. 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.

46. 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

47. Zebra crossing

48. Lighthouse

49. Street light

50. Emergency flashing light

51. Sources of light: zebra crossing lighthouse street light emergency flashing light

52. START Take right shoe Put polish on Brush firmly Set aside Take left shoe Put polish on Brush firmly Set aside STOP Cleaning shoes

53. START Take right shoe Put polish on Brush firmly Set aside Take left shoe Put polish on Brush firmly Set aside STOP Cleaning shoes

54. START Take right shoe Put polish on Brush firmly Set aside Take left shoe Put polish on Brush firmly Set aside STOP Cleaning shoes

55. START Take right shoe Proc polish Take left shoe Proc polish STOP Cleaning shoes PROC polish Put polish on Brush firmly Set aside END proc

59. Mimics used Lighthouse Bridge light Alarm (house) Autohome Alternatively, other mimics could be used. Mimic Creator can be used to create mimics featuring your school or locality, increasing pupil engagement