Grade 10 - Control

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

devise ways to monitor, modify, and improve systems by incorporating control devices
devise troubleshooting strategies for correcting malfunctions in a system
demonstrate an understanding of the principles involved with interconnected control devices in product manufacturing
design and construct a system that uses a control device, and assess its environmental and social implications

To view the prescribed learning outcomes for Control in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

For students to design, diagnose, or repair technological systems, they need a fundamental understanding of control theory. They should understand that technological systems (e.g., transportation, communication, production) are managed by sensors, switches, and regulating devices.

To help students understand how sensors (e.g., optical, magnetic, mechanical) are used to initiate an action in an electronic or mechanical system, have them build an electronic alarm system or investigate the mechanism used to change gears in a simple transmission (e.g., bicycle). As students work on the control device, ask questions such as:
- What is the purpose of this control device?
- How is information sensed by and incorporated into this system?
- Can this device be integrated with others to form a system?
- What other control devices can be used in a similar way?
Work with students to brainstorm a list of strategies to diagnose or troubleshoot problems. Have them work in teams to create flow charts of the steps used to identify faults in an electronic or mechanical system. Examples include finding defective components in a simple electric circuit (e.g., flasher) or a fault in a small engine. Students annotate the completed flow charts and include them in their design portfolio.
Have students design and construct devices to perform specific operations (e.g., pick-and-place, sort, transport). As part of the design criteria, each device should incorporate the type of power (e.g., fluid system, mechanical, electric) most appropriate to the device selected.

SUGGESTED ASSESSMENT STRATEGIES

As students design and construct control system, they demonstrate their knowledge of a variety of sensors, switches, and regulating devices and their skill at diagnosing and repairing problems in a system.

Observe

Students demonstrate their understandings of interconnected control devices by directing their classmates in skits that illustrate devices they have researched. Look for evidence that students are able to identify:
- individual control devices within the system
- the function of each device
- how each control device affects others within the system

Question

Have students analyse a malfunctioning system that they have constructed or been given. Note the extent to which students are able to:
- systematically test subsystems to isolate a malfunction
- identify the cause of the malfunction
- explore and test alternative solutions

Collect

Collect student-constructed systems that include sensors and their design portfolio for the project. Look for evidence of:
- appropriate choice or modification of a sensor
- effectiveness of the product
- efficiency of the control device
- reflection of initial criteria set out in the design process