6 CONTROL SYSTEMS The Car Park Barrier To be able to describe what a subroutine is. Learners are assessed – To be able to explain what a subroutine is. based on the Expected Pupils’ Outcomes: To be able to analyse what a subroutine is. completion of tutorials, By the end of the lesson pupils should have learnt to: To be able to evaluate what a subroutine is. exercises, portfolio of To be able to compare what a subroutine is with a normal routine. work and project diary To be able to use a flowchart to control one side of a car park file. Students update barrier which uses sensors and motors to control a barrier. their project diary at To know that sensors & motors can be combined into control the end of every lesson systems. The purpose of sub-routines in complex control systems. Digital Technologies Processes and production skills - Digital implementation that shows evidence of – To understand how large & complex control systems are split into their work using more manageable which make programming them Design plans, using a sequence of steps, and represent them diagrammatically screenshots of their ‘chunks’ easier & allows them to be adjusted. and in English, to solve a problem and to predict output for a given input to work. Students explain identify errors (ACTDIP029) the skills they have Implement and modify solutions, that include user interfaces within a learned and what they programming environment, including the need for choice of options and/or could improve in their repeating options (ACTDIP030) learning and skills. Task 5: Students produce control and monitoring solutions a flowchart-based interface. Pupils produce various control systems that use simple loops and basic outputs, and systems with multiple inputs and outputs. They will refine their solutions using subroutines and variables.
6 CONTROL SYSTEMS – The Car Park Barrier Expected Pupils’ Outcomes: By the end of the lesson pupils should have learnt to: To be able to use a flowchart to control one side of a car park barrier which uses sensors and motors to control a barrier. To know that sensors & motors can be combined into control systems. The purpose of sub-routines in complex control systems. To understand how large & complex control systems are split into more manageable ‘chunks’ which make programming them easier & allows them to be adjusted. To be able to describe what a subroutine is. To be able to explain what a subroutine is. To be able to analyse what a subroutine is. To be able to evaluate what a subroutine is. To be able to compare what a subroutine is with a normal routine. Digital Technologies – Processes and production skills - Digital implementation Design plans, using a sequence of steps, and represent them diagrammatically and in English, to solve a problem and to predict output for a given input to identify errors (ACTDIP029) Implement and modify solutions, that include user interfaces within a programming environment, including the need for choice of options and/or repeating options (ACTDIP030) Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Students update their project diary at the end of every lesson that shows evidence of their work using screenshots of their work. Students explain the skills they have learned and what they could improve in their learning and skills. Task 5: Students produce control and monitoring solutions a flowchart-based interface. Pupils produce various control systems that use simple loops and basic outputs, and systems with multiple inputs and outputs. They will refine their solutions using subroutines and variables.
Y8_Information_Technology_2016_Assessment_Outline.docx