1. Control Technology at KS2
Approaches to Delivering ICT Control Using Virtual Systems

2. Science Discipline Definitions
If it moves … it’s Biology
If it changes colour …it’s Chemistry
And if it doesn’t work …
It’s Control Technology

3. Developing Ideas and Making Things Happen
KS2 2b Pupils should be taught how to create, test, improve and refine sequences of instructions to make things happen; to monitor events and to respond to them

4. Reviewing, Modifying and Evaluating
KS2 4b Describe and talk about the effectiveness of their work with ICT, comparing it with other methods and considering the effect it has on others
KS2 4c Talk about how they could improve future work

5. Control Technology Level Descriptors
1c They recognise that many everyday devices respond to signals and instructions. They make choices when using such devices to produce different outcomes
2c They plan and give instructions to make things happen and describe the effect
2d They use ICT to explore what happens in real and imaginary situations
3c They use sequences for instructions to control devices and achieve specific outcomes
4f They use ICT systems to control events in a predetermined manner and to sense physical data
5d They create sequences of instructions to control events and understand the need to be precise when framing and sequencing instructions
6d They develop, try out and refine sequences to monitor and control events and show efficiency in framing these instructions

6. Why Virtual Environments?
No control interface
No supplementary components
Ease of delivery / whole class / suites
Reliability
Wider range of real world applications
Ability to develop own application
Focus on developing ICT concepts rather than DT

7. Advisory Team: Oxford County Council LEA
Completely virtual?
Ideally children should experience controlling “real” external devices and hence one could argue that the simulation type software is not a totally satisfactory solution. However we are conscious of the cost of the equipment and the difficulty some teachers have in managing this type of activity.
Therefore we would suggest that schools both at key stage 2 and key stage 3 initially opt for the simulation program approach i.e. Flowol (with extra mimics).
Advisory Team: Oxford County Council LEA

8. Flowol (Data Harvest) Flowchart sequencing Logical symbols
Builds up commands
Uses “mimics”
Can use interface for demonstration
Can create own mimics
VFM

9. Demonstration Task
Design a control system that will keep the Belisha Beacons flashing at the Zebra Crossing.

10. Putting the Task Into Context
Why are they called Belisha Beacons?
What are they designed to do?
Why are there four?
Why is the post striped?
What is the flash sequence / delay?
Are there any near your school / home?

11. Planning the task …
Zebra Crossing
Light goes on.
Stays on for 2 seconds.
Light goes off.
Stays off for 2 seconds.
Plan through each stage using ordinary boxes and non -specialist language. Use arrows to show the flow of the sequence.

12. First Attempt …
Single flash routine including turning one output on and off with a suitable time delay.
Has linked together separate commands in a logical sequence but has not achieved the specific outcome.
Can modify routine by changing delay values.

13. After evaluating and modifying …
Has modified existing procedure by introducing recursion.
Can apply this routine to other single output mimics and assess its effects.
Can modify this procedure to suit the new mimic.

14. Bridge Traffic Lights

15. Traffic Lights Context
What is the traffic light sequence from red back to red?
What are the timings?
Why are there two sets of lights?
What is one set doing while the other is changing?
Do they change at exactly the same time?
Are the timings important to safety?

16. Storyboarding Sequences
Let the children storyboard the sequence directly from the highway code and discuss meaning.

17. Storyboarding the Bridge Lights
Side A
Side B

18. Planning the task …
Green on this side, red far side
Wait for 10 seconds
Amber this side, red and amber far side
Wait for 2 seconds
Red this side, green far side
Plan through using non-control language and flow arrows
Wait for 10 seconds

19. Bridge Light Flowchart
Features; multiple inputs, drawn flow arrows. Could this be done in another way?

20. The Lighthouse

21. Putting the lighthouse task into context …
Research information from the internet about flash sequences
Local lighthouses
Visit to Smeaton’s Tower
Trinity House website

22. Flowcharts for Lighthouse Task

23. Helpful Tips
You can turn up to four outputs on or off within the same output box.
You can have up to 20 flowcharts running at the same time and up to 50 subroutines.
You can draw flow lines manually
You can use Run What? to test subroutines.
You can use the command stop all in a stop box as an emergency stop routine.
You can select ,copy and paste flowcharts.
Use ALT+PRINTSCREEN to copy mimics to the clipboard to paste into a presentation.

24. COFFEE

25. ASSESSMENT TASKS

26. Smeaton’s Tower Specification
OUTPUT 1 Main Light
OUTPUT 2 Top Window
OUTPUT 3 Lower Window
OUTPUT 4 Fog Horn
INPUT 1 Sun

27. Write Flow Charts for the Following Specifications
Reproduce the Eddystone Lighthouse flash and foghorn sequence.
Make the windows flash in sequence with the main light. Change the sequences to opposites.
Make the windows light up when the moon is out and go off when the sun is out.
Light the flash and foghorn at night and turn them off during the day.

28. Eddystone Lighthouse Details
ESTABLISHED
1698
HEIGHT OF TOWER
49 METRES
HEIGHT OF LIGHT ABOVE MEAN HIGH WATER
41 METRES
OPTIC
4TH ORDER 250 MM ROTATING
LAMP
70 WATT
CHARACTER
WHITE GROUP FLASHING TWICE EVERY 10 SECONDS
INTENSITY
199,000 CANDELA
RANGE OF LIGHT
22 SEA MILES
FOG SIGNAL CHARACTER
3 BLASTS EVERY 60 SECONDS

29. Eddystone Flash Sequence
Research on the Internet;
Characteristic and Range: White group flash 2 every 10 seconds, visible for 17 nautical miles.
Fog Signal: Automated horn, three blasts every 60 seconds.
The use of sub routines and parallel programming puts this at Level 3.8.

30. Windows on at Night
First flowchart that uses a decision making box. This feed back element places this piece of work at Level 4.2.
Use ICT systems to control events in a predetermined manner and to sense physical data

31. Light the flash and foghorn at night and turn them off during the day.
Parallel programming, subroutines and decision boxes provide evidence that this work is within Level 4. The flowcharts plus a verbal explanation would place it at 4.5.

32. Assessment Task 1
Open the Robot Mimic and explore the switches and outputs.
TASK
Use the green input to activate the eyes and mouth in a sequence of events.
Use the blue button to activate the microphone and the yellow button to make the aerial pump up and down.
Program the red button to be an emergency stop button that halts all action.
Present a small report in Word or Publisher that includes the mimic, your flowcharts and an explanation of what the program does.

33. Assessment Task 2
Open the Pelican Crossing Mimic and explore the inputs and outputs.
TASK
Draw a series of flowcharts that control and co-ordinate all of the components of this mimic so that it acts as a fully functional pelican crossing.
You may use the storyboard sheet to help you plan the sequences.
Present a small report in Word or Publisher that includes the mimic, your flowcharts and an explanation of what the program does.

34. Control Technology Level Descriptors
1c They recognise that many everyday devices respond to signals and instructions. They make choices when using such devices to produce different outcomes
2c They plan and give instructions to make things happen and describe the effect
2d They use ICT to explore what happens in real and imaginary situations
3c They use sequences for instructions to control devices and achieve specific outcomes
4f They use ICT systems to control events in a predetermined manner and to sense physical data
5d They create sequences of instructions to control events and understand the need to be precise when framing and sequencing instructions
6d They develop, try out and refine sequences to monitor and control events and show efficiency in framing these instructions

35. Has long sequences of instructions in a logical order but does not use subroutines.
Can modify simple parts of the program e.g. delays or outputs.
3.2

36. Includes some recursion to keep routines going
Includes some recursion to keep routines going. Has used multiple input and output commands. Has more than one flowchart running at the same time. Can see opportunities for modifying their program. Can explain their sequence verbally. Can see opportunities for applying their sequence to another scenario.
3.8

37. Has done all of the above plus they have used a decision box or input in their sequence that enables the program to make a choice.
4.2

38. Has used decision boxes that call sub-routines
Has used decision boxes that call sub-routines. Have identified that different delays are needed. Can give a step-by-step account of the programming. Can give reasons as to why they have sequenced in the way that they have.
4.5

39. Has used decision boxes that call sub-routines
Has used decision boxes that call sub-routines. Have identified that different delays are needed. Can give a step-by-step account of the programming. Can give reasons as to why they have sequenced in the way that they have. Can evaluate and modify sequence to improve or adapt. Can suggest opportunities for applying the sequence to other mimics / uses.
4.8

40. Has used a number of decision boxes within the same routine
Has used a number of decision boxes within the same routine. Has used recursion to constantly check an input with a changing value. They demonstrate elegance and brevity in their sequences. They can evaluate and refine these sequences and can give an account of the process.
5.2 – 5.5

41. Assessing 5E I can turn a device on and off using a mimic
I can turn a number of devices on and off using a mimic
I can write a procedure to switch a device on and off
I can write a procedure to switch a number of devices on and off
I can program a sequence to switch devices on and off at the right time

42. Assessing 6c
 I can write a procedure using decision boxes and recursion
 I can use an input device to control an output
 I can control an input device using a sensor
 I can use and program two input sockets
 I can control two or more output devices using two or more input devices

43. 6C Control and Monitoring – What happens when …?
QCA Units
5E Controlling Devices
6C Control and Monitoring – What happens when …?

44. 5E Controlling Devices Context and experience
Explain to the class that a number of everyday devices rely on simple control features to make them operate. Some of these devices rely on a single instruction, for example a barrier in a car park where money or a ticket will make it operate. Other devices rely on a sequence of instructions to operate, for example a pelican crossing where a button activates the lights then the walk signal.
Ask the class to identify the devices at home and at school that operate on instructions and discuss whether they rely on a single instruction or on a sequence.

45. 5E Controlling Devices Sequencing
Introduce the children to the control box and show them how to plug a light bulb into output socket 1. Explain that the light can be switched on and off using a control language, for example 'switch on 1' turns the light on, 'switch off 1' turns the light off. Show the children that the command relates to the socket in which a device is plugged, for example if the bulb was in socket 3 the command would be 'switch on 3'.
Demonstrate setting up a procedure to flash the light. Demonstrate repeat commands and name the procedure. Introduce the idea of using sensible names for procedures so that everyone will have an idea what they do. Call the procedure to make the bulb flash 'flash'.
Divide the children into pairs and ask them to write their own procedures to flash a light bulb and sound a buzzer in short bursts.
Children should record their procedures and describe the effects.

46. 5E Controlling Devices Sub-routines and repeats
Show the class a simple traffic light set-up, using a pre-built model or three different coloured bulbs, and discuss the sequence of lights. Ask the children to work in pairs to produce a story board of a pelican crossing. The storyboard should show the lights before, during and after the button is pressed.
Ask each pair to write the control language to produce the correct sequence. They will need to use language learnt in the previous exercise and will need to know how to turn on more than one output at a time, for example to produce red and amber at the same time. Children should be encouraged to write separate small procedures for each part of the sequence, for example stop, wait and go.
The children should then enter and test their procedure on the computer. They should record any amendments and describe the results. Finally, ask them to get the computer to repeat the sequence a number of times.

47. 5E Controlling Devices Timed procedures
Write a program which will turn the classroom heater on before the children arrive in the morning, off at lunch, on again after lunch and off when they all go home.
Give the children a set of simple instructions for the heater and ask them to predict what the instructions will do.
Also ask them to identify errors or omissions in the sequence which might lead to problems in turning the heating on and off.

48. 5E Controlling Devices Integrated Task
Explain to the class how an advertising display sometimes uses coloured lights and buzzers to draw attention to the product being sold, for example a fairground ticket machine. Tell the class that they are going to work in small groups to create their own advertising display with lights, buzzers and a small motor.
Give each group a control box, the output devices and the appropriate leads and ask them to think about what sequence their display will perform. Children should storyboard the sequence and produce, test and compare three different displays.
Ask children to programme their sequences and discuss how they might 'tidy up' any small procedures.

49. 6C Control and Monitoring – What happens when …? Context and Experience
Discuss with the class how a variety of cause and effect devices work, eg central heating, security lights, road lights, supermarket freezers.
Talk about how the environment is monitored constantly to check if changes have occurred, eg when it gets cold the heating comes on, or street lights come on when it gets dark.
Discuss the difference between a timed event and an event that occurs as a result of measuring physical change.
Ask the children to identify three systems that use monitoring to control events.
Ask them to write a simple desription of how each system might work.

50. 6C Control and Monitoring – What happens when …? Sequencing
Remind the pupils of the simple procedure used to make a lightbulb come on. Explain that the computer is going to have an input device added to it – in this case a simple switch. When the switch is pressed the lightbulb will come on.
The children will need to understand the concept of an endless loop – repeat forever – because the computer has to check continually if the switch has been pressed. Write a simple procedure with the children to produce this effect, eg
repeat forever if Input 1 on then lamp end repeat where lamp is a simple procedure to turn on the bulb, wait two seconds and switch it off.
Ask the class to work in small groups to check that the bulb always comes on when the switch is pressed.

51. 6C Control and Monitoring – What happens when …? Using Inputs
Repeat the previous lesson but use a light meter to monitor light and darkness. Ask the children to design a simple lighthouse using a bulb, a cardboard tube and a light sensor. Tell the children they are now going to make their lighthouse work.
Ask the children to write a procedure to make the lightbulb flash every second. Ask the children to draw a diagram of their lighthouse and show where the wires are plugged into the control box. Allow them to test and amend their procedures. Now ask them to use the light sensor to make the sequence occur when it is dark and not when it is light.

52. 6C Control and Monitoring – What happens when …? Two inputs
Discuss how automatic doors sometimes operate using pressure pads. Explain that when something comes in contact with the pads, they send a signal to a motor which opens the doors. When pressure is taken off the pads the doors close.
Describe the other input devices used to control doors, eg light beams and heat sensors.
Ask the children to describe a system, draw a picture and then write two procedures to open and close a door. Allow the children to enter their procedures, test and modify them.

53. 6C Control and Monitoring – What happens when …? Tasks
¨    Explain to the class that they are going to make a house security system with a floodlight and house lights that come on after dark and go off in the morning, a window alarm based on a magnetic switch, a door alarm based on a pressure pad and a burglar alarm with a loud buzzer and flashing lights.
¨    Ask the children to work in groups to build a model of a house with a variety of input and output devices attached. This could just be the front façade, built out of cardboard or other material. The house will need a floodlight and light sensor outside and lights at one or more windows inside. The front door will need a pressure pad under the door mat and the window will need a magnetic switch. Both door and window will need to open. There should be a coloured light and buzzer on the front of the house marked ‘alarm’.
Ask each group to write a sequence of instructions to switch lights on at night and off in the morning and for the alarms to sound if the door or window is opened. They should write separate sequences for each event, not try to combine them all. Ask them to record their programs, draw and annotate a diagram and describe the results.