Grade 11 - Systems Integration(Principles and Concepts of Technology)

PRESCRIBED LEARNING OUTCOMES

• summarize developments in computer and microelectronics technology related to systems integration, including:
  • electrical
  • electronic
  • pneumatic
  • hydraulic
  • mechanical
• demonstrate an understanding of the application of computer control, including characteristics and configurations
  • describe the performance of systems and subsystems in terms of input, process, and output
  • describe the functions of analogue and digital components

To view the prescribed learning outcomes for Systems Integration (Principles and Concepts of Technology)  in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Provide students with an overview of sound reproduction from analogue to digital to illustrate how performance and reliability have improved as technology has advanced. Have them choose similar changes in other systems (e.g., mechanical to electronic switching systems) and research and report their findings to the class.
• Present students with a diagram, including a cutaway of a thermostat. Explain the function of each component and how it works. Ask them to identify applications of thermostats at home, at school, and in industry. As an extension, have students list careers associated with repairing these types of systems and emerging changes in these occupations.
• To help students understand how computer-controlled systems can monitor many inputs simultaneously, ask them to determine the fuel requirements for an electronic fuel-injection engine. Have them make a list of the variables they need to consider.

Variables	How it is Monitored	Effect on Fuel Requirements
Air Temperature
Water Temperature
Throttle Position
Load
Engine RPM
Air Density
Altitude
Manifold Pressure
O2 Content

SUGGESTED ASSESSMENT STRATEGIES

• Have small groups of students investigate a variety of discarded control devices from home, school, or industry. Ask each student to make a short oral presentation on one of these devices to the rest of his or her group. Observe the presentations for evidence that students are able to:
  • identify inputs, outputs, and process and feedback components
  • identify individual components of the control devices and their functions
  • explain how the devices monitor and sense
  • identify practical applications for these devices
  • use correct terminology
• Have students analyse a robotics system and identify the various subsystems by answering the following questions:
  • What is the power source?
  • What types of sensor are used?
  • How are the actuators utilized?
  • What feedback systems are incorporated?
• Ask students to submit charts and reports demonstrating their understanding of how a computer-controlled system can monitor many different inputs simultaneously (e.g., an electronic fuel-injection system). Note to what extent they are able to:
  • identify how each of the variables is monitored
  • use correct terminology
  • identify what effect a change in a variable would have on the requirements (e.g., fuel delivery in a fuel-injection system)
• Have students research developments in a particular area of computer or microelectronics technology (e.g., video editing, computer systems in cars, microchip technology), and ask them to reflect on what they have learned by completing the following sentences:
  • One thing I learned that surprised me was ____________.
  • Two applications of this technology are ____________.
  • A way this technology might be advanced in the future is ____________.

• Auto Electricity and Electronics Technology
• Electrical/Electronic Systems
• Energy
• Tracktronics

• Ecological Design
• Energy Choices
• Fluid Power Technology
• Fluid Power Technology at Work
• Introduction to Fluid Power
• Technology for the Disabled

• Lasy Control 10 Day Module

• Digital Electronics Kit

• Mitchell...Repair Information System
• Welcome to...PC Sound, Music, and MIDI

Previous Organizer Next Organizer

  BC Ministry of Education Home Page