Grade 8 Control Technology Module - Section III - Unit 1 - Big Ideas

Grade 8 Control Technology Module (Interim Edition - September 2006) 23

Section III: Unit 1 - Big Ideas

Unit 1

Big Ideas

Overview Purpose

The purpose of the big ideas section is to provide students with an introduction to the ideas, terminology and concepts covered in the module. In this section, students will develop knowledge of the following topics:

• Topic 1: Control Systems - An Introduction• Topic 2: Fluidic Control Systems • Topic 3: Electronic Control Systems• Topic 4: Robotics• Topic 5: Programming and Interfacing• Topic 6: Control System Safety • Topic 7: Careers in Control Technology

Profi le

This unit introduces the concept of control technology as a purposeful activity that employs a broad range of tools and methodologies. Specifi c tools and methods will be introduced as examples. In particular, students will be introduced to basic control technology concepts, processes and strategies.

The unit may include connections to other subjects, and will likely include non-class activities, such as homework.

The section does not have “design and make” activities.

Grade 8 Control Technology Module (Interim Edition - September 2006)24

Section III: Unit 1 - Big Ides

Evaluation of the Big Ideas Unit

Implementation

This section should be completed in not more than 6 hours maximum class time. Consideration should be given to integrating parts of this section with Unit 2: Basic Skills and Unit 3: Design Activity.

The Big Ideas section is intended to introduce ideas,terminology and concepts related to control technology. Evaluation will focus primarily on student’s understanding of this information.

Although activities and evaluation suggestions are offered with each topic, it is not intended that signifi cant detail be covered, or that students engage in any great depth of treatment. Much of the content will actually be learned while engaging in the activities of Unit 2: Basic Skills and Unit 3: Design Activity.

The Big Ideas unit should account for 20% of the evaluation for the Control Technology Module.



Outcomes and Strategies



Suggested Teaching and Learning StrategiesSpecifi c Curriculum Outcomes

Grade 8 Control Technology Module

Students will be expected to

Topic 1: Control Systems - An Introduction

1.01 trace the evolution of control technologies [3.301, 3.305]

1.02 defi ne the terms ‘system’ and ‘subsystem’ and describe examples of each [2.304]

1.03 defi ne control in terms of the processes: sensing, switching and regulating [2.304]

1.04 differentiate between open-loop and closed-loop systems [2.304]

Organization and Preparation

Control Technology is commonplace in the world around us and greatly impacts upon many of our everyday tasks. Even though it is a commonplace technology most people tend to know very little about it. The teacher will need to introduce the topic by referencing technology processes and products existing in their immediate environment. Some suggestions:

• The teacher could provide/reference examples of common control technology systems:

Fluidic Control Systems:

• Heavy equipment that utilizes hydraulics systems (e.g., front end loader, dumptruck, backhoe)

• Hydraulic brake system on an automobile

• Conveyor System in a manufacturing plant that uses pneumatic control systems

• Hydraulic automobile jack

• ‘Two-sided’ copying feature on a photocopying machine that utilizes air (vacuum) to keep paper aligned properly in the feed tray

Electronic Control Systems:

• Radio-controlled (Remote control) toys.

• Flight Controls on an aircraft. Computer systems control other electronic and fl uidic systems onboard the aircraft.

• Automobile Electronics system is predominantly controlled by an onboard computer

• A thermostat that is used to control HVAC (Heating-Ventilation-Air Conditioning) systems

(Continued on page 28)



ResourcesSuggested Assessment and Evaluation Strategies

Technology Interactions (Harms and Swernofsky) pp. 23-24.

Technology Interactions (Teacher’s Resource Guide) (Harm, Swernofsky et al) pp. 63-64.

Design and Problem Solving in Technology (Hutchinson, Karsnitz) pp. 137-140, 171-188, 190-204, 315-16.

Design and Problem Solving in Technology - Instructor’s Guide (Hutchinson, Karsnitz) pp. 43-53, 90.

Design and Technology (Garratt) pp. 67-69

Strategies

Teachers should:

• Determine students’ ability to distinguish between non-control systems and control systems and their associated sub-systems.

• Determine students’ ability to differentiate between the processes of sensing, switching and regulating as it applies to control technology systems

• Determine students’ ability to identify and differentiate between a range of open-loop and closed-loop systems.

Criteria for Assessment

Teachers should assess and evaluate the students’ understanding of the material by using criteria such as:

• Accuracy of information • Range and scope of information• Understanding of the material • Communication style/skills • Quality of report and other materials • Level of language and indication of technological literacy • Group and individual dynamics • Accountability of individuals within the group






(Continued from page 26)


• A system has a purpose or goal. It is an assemblage of components, which collectively perform a function that the individual components could not. A car, for example, is a system designed for personal transportation. A sub-system has a specifi c purpose and is constructed of components. It is usually designed to perform a sub task within a larger system. The brake system and the electrical system in a car are examples of sub-systems. All systems are defi ned to have inputs, processes and outputs.

• Systems can be naturally occurring, as in a river, or sociological, as in a government. Systems that have been designed and built to perform specifi c functions and which involve the human- made world are considered technological. A computer operating system, a hair dryer, and an airplane are all technological systems and all contain many sub-systems.

• Control is defi ned in terms of the processes: sensing, switching and regulating. Sensing deals with a control system receiving input from a device or source (e.g., a switch). Switching deals with a control system providing output to a device (e.g., a lamp). Regulating deals with the constant monitoring of events occurring within a control system and providing the necessary feedback/outputs to the system.

• Open-loop systems are those that perform a task or function, but have no way to determine if there was success. Broadcast radio is open-loop. The signal is sent but the transmitter has no way of determining if it was received.

• A closed-loop system has a feedback loop built in. The response to the system from the feedback loop is used to modify the operation of the system. A household fridge is a closed-loop system since a thermostat controls the on/off cycle and the temperature. It is open-loop in the sense that the refrigerator system has no way of knowing if it is empty or full, or whether the food spoils.


(Continued on page 30)









Technology Interactions (Teacher’s Resource Guide) (Harms, Swernofsky et al) pp. 63-64.









(Continued from page 28)

Sample Student Projects and Activities

• Development of a timeline that examines control technology evolution (Students could work in groups and select an era to research and investigate)

• Development of a presentation of a particular system and its associated sub-systems (e.g, automobile, mechanical alarm clock, computer, ball point pen). The presentation could involve a “live” showing of the system and identifi cation of the system’s sub-systems.












Fluidic control systems in the Grade 8 Control Technology Module deal with those control systems that employ hydraulics and/or pneumatics. Hydraulics systems use oil or another liquid, whereas pneumatics use air or another gas. Students will focus on the use of ‘water hydraulics’ and ‘air pneumatics’ in Unit 2- Basic Skills. Chapter 12 (pp. 228-245) in the Technology Interactions text and Chapter 9 (pp. 190-204) in the Design and Problem Solving in Technology texts provide a wealth of information on fl uidic power and fl uidic control systems.

As preparation for implementing this unit teachers could:

• Provide and/or demonstrate examples of common devices/systems that utilize fl uidic control technology (e.g., heavy equipment machinery, manufacturing plants).

• Provide and/or demonstrate the components of common fl uidic control systems. Components include a fl uid (gas or liquid), compressor/pump, reservoir/receiver, control valves, actuators, fl ow regulators and transmission lines.

• Review with the students the advantages and disadvantages of each of the hydraulics and pneumatics fl uidics systems. Refer to the course texts for information.


• Development of a presentation dealing with one of the following fl uidic control technology systems: hydraulic brakes on an automobile, aircraft actuator controls (e.g., landing gear), bulldozers, car jacks, cranes, tire changers at garages, pneumatic air tools, amusement rides (the fair), air brakes, jackhammers, pneumatic doors on buses.

• Brainstorm activities that result in the development of a chart listing uses, advantages and disadvantages of using pneumatics and hydraulics.

• Participation in a fi eld trip to an industry that utilizes fl uidic control technology (e.g., fi sh processing plant, farms, mills, mines, manufacturing plants).

1.05 identify components of a simple fl uidic control system and describe each of their functions [2.304]

1.06 describe the similarities and differences between pneumatics and hydraulics fl uidics control systems [2.304]

1.07 list the advantages and disadvantages of using pneumatics fl uidic control systems [2.304]

1.08 list the advantages and disadvantages of using hydraulics fl uidic control systems [2.304]

1.09 demonstrate an understanding of the application of fl uidic control systems in industry and society [2.304, 4.301, 4.302]

Topic 2: Fluidic Control Systems




Technology Interactions (Harms and Swernofsky) Ch. 12 pp. 228- 242.


Design and Problem Solving in Technology (Hutchinson, Karsnitz) pp. 190-204

Design and Problem Solving in Technology - Instructor’s Guide (Hutchinson, Karsnitz) pp. 49-53, 157-159.

Design and Technology (Garratt) Chapter 7: pp. 168-173, 188-191.

Strategies

Teachers should:

• Determine students’ ability to describe and differentiate between the hydraulics and pneumatics control technology systems

• Determine students’ ability to list and describe the basic components of fl uidic control systems

• Determine students’ ability to describe the advantages and disadvantages of using a particular fl uidic system type (hydraulics or pneumatics) to accomplish a specifi ed task


Teachers should assess and evaluate the students’ undestanding of the material by using criteria such as:

• Accuracy of information • Range and scope of information • Understanding of the material • Communication style/skills • Quality of report and other materials • Level of language and indication of technological literacy • Group and individual dynamics • Accountability of individuals within the group

Grade 8 Control Technology Module(Interim Edition - September 2006)34






A discussion of the electronic control systems topic can become quite complex and lengthy. The purpose of the topic’s inclusion in the Grade 8 Control Technology Module is to introduce students to the basics of the role electronics plays in control technology. A brief introduction to the basic terminology associated with electronics and the concept of circuitry will provide students with an introductory understanding of electronics. This will provide them guidance for theircompletion of work in Unit 2 - Basic Skills and Unit 3 - Design Activity. Teachers could:

• focus an introductory discussion around the four basic requirements of an electrical circuit: power source (battery),transmission medium (wire), control device (switch) and load (lamp); and some of the basic components of electronic circuits: resistors, capacitors, diodes, transistors, and power sources (Cell, Battery, AC Current)

• describe/demo the various electronic components and describe each of their functions in the context of a specifi c electronic control system.

• Defi ne electricity (movement of electrons through a conductor) and electronics (control of the fl ow of electrons and electricity)


• Identifi cation and documentation of the components of a disassembled and ‘uncharged’ electronic control system. (Safety: Capacitors require discharging - e.g., do not use fl ash cameras). Good examples would include a simple DC powered Flashlight and Electronic Toys.

• Development of a presentation/demonstration that deals with a specifi c electronics control technology system (e.g., remote control for television).

• Development of a presentation that deals with the use of specifi c electronics control technology systems (e.g.,airplane, remote-controlled toys, computer systems’ printer)

1.10 identify components of a simple electronic control system and describe each of their functions [2.304]

1.11 identify and describe the function of specifi c electronic control systems [2.304]

1.12 demonstrate an understanding of the application of electronic control systems in industry and society [2.304, 4.301, 4.302]

Topic 3: Electronic Control Systems




Technology Interactions (Harms and Swernofsky) Chapter 15: pp. 286-307; Chapter 16: pp. 308-325.

Technology Interactions (Teacher’s Resource Guide) (Harms, Swernofsky et al) pp. 91-94, 183-186.

Design and Problem Solving in Technology (Hutchinson, Karsnitz) pp. 80-81; Chapter 8: pp. 166-189.

Design and Problem Solving in Technology - Instructor’s Guide (Hutchinson, Karsnitz) pp. 43-48, 141-157.

Design and Technology (Garratt) Ch. 6: pp. 108-167.

Strategies

Teachers should:

• Determine students’ ability to list and describe the basic components of electronics control systems

• Determine students’ ability to describe the function of specifi c electronics control systems

• Determine students’ ability to identify common usages of electronics control systems in industry and society.









The study of robotics can be an exciting venture for students at the Grade 8 level. Robotics technology is quite abundant in industry and assists us with many tasks and processes. Robotics can utilize fl uidic control technology systems, electronic control technology systems and others. Robotics devices can range from the simple to the complex but all are characterized by common components and systems. Teachers could:

• deliver a presentation that provides a brief historical overview of the evolution of robots and the use of robotics in industry and society.

• deliver a presentation that identifi es the common components of a robot/robotic system.

• identify specifi c robotics technologies that employ either fl uidics control systems, electronic control systems, or both.

• gather information from web sites and other sources that deal with robotics systems (e.g., assembly line manufacturing, hazardous environment interaction - bomb disposal, toxic chemical identifi cation) and present fi ndings to class.


• Development of a list that outlines the various uses of robotics in industry and society. Descriptions/explanations of the uses would accompany the list.

• Students would role play a robotic device that has to complete certain tasks identifi ed by the students or teacher (e.g., mimic a robot that has only three degrees of freedom that must pick up and place a pen in a specifi c location). Focus could be placed on the relationship between parts of the human body used for movement and typical components of a robot. Students could record each of the movements the robot makes to gain an understanding of the level of programming required for a robotic device to complete a simple task (can be linked to Unit 1: Topic 5 - Programming and Interfacing).

1.13 defi ne the terms ‘robot’ and ‘robotics’ [2.304, 4.301, 4.302]

1.14 identify components of a simple robotics system and describe each of their functions [2.304]

1.15 describe how robotics technology utilizes electronic and fl uidic control systems [2.304]

1.16 demonstrate an understanding of the application of robotics in industry and society [2.304, 4.301, 4.302]

Topic 4: Robotics




Technology Interactions (Harms and Swernofsky) Chaper 17: pp. 326-347.


Design and Problem Solving in Technology (Hutchinson, Karsnitz) Chapter 8-9: pp. 166-204 (indirect referencing); pp. 317-318.

Design and Problem Solving in Technology - Instructor’s Guide (Hutchinson, Karsnitz) pp. 43-53.

Design and Technology (Garratt) p. 109

Strategies

Teachers should:

• Determine students’ ability to defi ne and understand the terms ‘robot’ and ‘robotics.’

• Determine students’ ability to list and describe the basic components of robotics systems.

• Determine students’ ability to describe the utilization of fl uidics and electronic control systems by robotics systems.

• Determine students’ ability to identify common usages of robotics systems in industry and society.









Topic 5: Programming and Interfacing

1.17 defi ne programming in terms of communications within control technology systems [2.304]

1.18 describe the function of specifi c simple programs [2.304, 4.302]

1.19 demonstrate an understanding of the importance and usage of fl owcharts in program design and development [2.304]

1.20 describe how a tool or device operates as an interface between different components of a control technology system [2.304]


Programming in the Grade 8 Control Technology Module is of an introductory nature and is meant to provide students with a basic communications system that can enable them to construct functional control technology systems. Students need to understand that programming is a means of developing a set of operations that specify what a particular mechanism or system should accomplish. Programs list the steps and tasks of a particular operation in a logical and sequential order. A program can be manually executed by a human (e.g., moving control levers of a hydraulically controlled excavator in a particular sequence to accomplish the task of digging a hole) or a program can be executed by a computer (e.g., the controlling of the oxygen and fuel mixture in a fuel injected automobile by the automobile’s computer).

As preparation, teachers could:

• Present/demonstrate a detailed and sequenced list of manual steps required for the completion of a simple task (e.g., the movement of a pencil by the human hand from a resting position on the desk to a position where it can be used to write text on paper, or the movement of a student to another part of the room so that he/she can turn on a light).

• Present/demonstrate simple computer programs. The programs can include commonly available application software (e.g., WordPerfect) or specifi c control technology programs (e.g., Visual Basic Programs provided as resources for the Module). Students should understand that the program interfaces have a particular design and afford the user a means of communication with a particular system.

• Present/demonstrate the MicroWorlds Pro software as a simple programming language. The language used is ‘Logo’ and is suited toward the elementary/intermediate level student.




Strategies

Teachers should:• Determine students’ ability to defi ne and understand the

purpose of programming• Determine students’ ability to describe the importance of

fl owchart usage in program design and development• Determine students’ ability to describe the function of

an interface (tool or device) within a control technology system



• Accuracy of information • Range and scope of information • Understanding of the material • Communication style/skills • Quality of report and other materials • Level of language and indication of technological literacy • Group and individual dynamics

Technology Interactions (Harms and Swernofsky) pp. 336-342

Technology Interactions (Teacher’s Resource Guide) (Harms, Swernofsky et al) (no direct reference)

Design and Problem Solving in Technology (Hutchinson, Karsnitz) (no direct reference)

Design and Problem Solving in Technology - Instructor’s Guide (Hutchinson, Karsnitz) (no direct reference)

Design and Technology (Garratt) (no direct reference)

** A specifi c resource will be provided to teachers to deal with Topic 5: Programming and Interfacing. The information will be made available through the Module’s professional development package.







• Development of a list of common programs that are used at home and at school. Most of the programs will likely be computer-related. Explanation of each the program’s design, interface and function would accompany the list.

• Development of a presentation that examines a series of program fl owcharts for the purpose of describing the purpose of each component of the fl owchart. Students could also develop their own fl owcharts and employ fl owchart symbols for a variety of tasks. Flowcharts an be developed with pencil and paper, or commonly available wordprocessing software.

1.17 defi ne programming in terms of communications within control technology systems [2.304]

1.18 describe the function of specifi c simple programs [2.304, 4.302]

1.19 demonstrate an understanding of the importance and usage of fl owcharts in program design and development [2.304]

1.20 describe how a tool or device operates as an interface between different components of a control technology system [2.304]

Topic 5: Programming and Interfacing




Technology Interactions (Harms and Swernofsky) pp. 336-342

Technology Interactions (Teacher’s Resource Guide) (Harms, Swernofsky et al) (no direct reference)




** A specifi c resource will be provided to teachers to deal with Topic 5: Programming and Interfacing. The information will be made available through the Module’s professional development package.






Topic 6: Control Technology System Safety

1.21 identify the health and safety hazards associated with specifi c control technology systems. [5.302, 5.303]

1.22 demonstrate an understanding of health and safety procedures to be employed when working with control technology systems [5.302, 5.303]


Teachers could:

• Present an overview/review of general safety procedures to be followed when working in the technology education lab/classroom. Make reference to specifi c control technology processes and provide demonstrations/presentations of safe procedures to employ with the processes.

• Review safety procedures covered during the implementation of the Grade 8 Production Technology Module. Students will be involved in production activities as part of their participation in Unit 2 - Basic Skills and Unit 3 - Design Activity.

• In the next unit, Unit 2 - Basic Skills, there will be opportunity to demonstrate safe procedures and practices for production/control tool and equipment use. To be effective, any procedure required of the students must be practised (modelled) by the teacher.

• Develop safety tests and certifi cation for students who pass the test. Administer it and give them out in the next section.

• Bring a guest speaker to the class to talk about safety practices on a job or workplace.

• Plan a fi eld trip to a workplace or industrial site wherehealth and safety issues have to be addressed in obvious ways.


• Development of safety posters and information bulletins related to specifi c control technology systems. General health and safety issues as well as those dealing with specifi c control technology resources available to the student could be addressed.

• Development and presentation of a list of control technology system components and safety procedures to be adhered to when working with them.

• Completion of a research project which identifi es and describes information about various safety associations and organizations dealing with control technology issues (e.g., CSA - Canadian Standards Association).




Strategies

Teachers should:

• Determine students’ ability to identify health and safety hazards related to the use and employment of control technology systems

• Determine students’ ability to identify and discuss the consequences of unsafe practices when working with control technology systems

• Determine students’ ability to state a rationale for safe practices

• Determine students’ ability to employ safe practices




Technology Interactions (Harms and Swernofsky) pp. 152, 230, 232, 248-263.

Technology Interactions (Teacher’s Resource Guide) (Harms, Swernofsky et al) pp. 43-60

Design and Problem Solving in Technology (Hutchinson, Karsnitz) pp. 202-203, 233


Design and Technology (Garratt) pp. 15-16, 119, 172, 180.






Topic 7: Careers in Control Technology

1.23 identify and describe a range of control technology careers [4.301]


Teachers could:

• Prepare a presentation that highlights and describes common control technology related careers (e.g., heavy equipment mechanic, HVAC (Heating-Ventilation-Air Conditioning) technician, electrical engineer).

• Invite guest speakers from the local control technology related industry to present information about their career to the class.

• Consult career planning experts at the school level or district level for information related to current career opportunities in the fi eld of control and related technologies.


• Students may be able to build upon projects related to careers covered during their involvement in the Grade 8 Production Technology Module. Many production related careers are closely associated with control technology careers.

• Because of the wide range and abundance of control technology careers, a possible activity might involve students (working in teams) developing and presenting information on a particular career to their classmates. The presentation could utilize a single medium or a variety of media (e.g., electronic presentation, poster, web site, brochure, demonstration) It is possible for the class, as a whole, to develop a broad overview of some of the careers in existence.

• Individual students could compile short descriptions of the characteristics and requirements of a prepared list of control technology careers.




Technology Interactions (Harms and Swernofsky) pp. 324, 346, 156, 244

Technology Interactions (Teacher’s Resource Guide) (Harms, Swernofsky et al) pp.




Strategies

Teachers should:

• Determine students’ ability to describe some of the control technology careers

• Determine students’ ability to describe the wide range of control technology careers available, including those involving fl uidics and electronics control technology systems, as well as robotics.

Criteria for assessment include:

• accuracy of information • range and scope of information • understanding of the material • communication style/skills • quality of report and other materials • level of language and indication of technological literacy • group and individual dynamics • accountability of individuals within the group

Grade 8 Control Technology Module - Section III - Unit 1 - Big Ideas

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