Controlling a lego model

Create a sequence of instructions to control events including the use of feedback from input devices. Controlling & Monitoring

 

Year Group some children will not have made so much progress and will most children will some children will have progressed further and will
Y6 Use a sequence of instructions, changing elements for different effects. May need help in getting the logic correct. Recognise that sensors can be used to link input and output commands.

Create a sequence of instructions to control events including the use of feedback from input devices.

E.g. control a buggy to go backwards and forwards and to detect obstacles using a push switch

Use sensors and procedures more effectively. Be able to test and refine individual components. Recognise the weaknesses of a system, and improve efficiency.

E.g.include control of a buggy into a wider system such as a fairground ride.

 
  • I know how to program a device to wait for something to happen.
  • I know how to put a loop into my program, so that my commands are repeated for as long as I like.
  • I know how to program a device so that it is controlled by a sensor.
  • I know how to build and program a model with devices and sensors.
  • I know how to use a sensor to change the actions of a device.
  • I know how to change instructions to make a device work more efficiently

 

 

Linked Planning Linked Resources

Controlling & Monitoring

smartboardControl and monitoring Lesson 1

word Robolab challenges

word Large icons
 

smartboard Robolab
Lesson 2

word Robolab challenges - sensors

word Flow diagram
  smartboardRobolab
Lesson 3
word Icons  

 

Controlling & Monitoring

wordClick here to download the planning seen below

Week

Area of study (From NC PoS)

Learning Objectives

Activities

Key Vocabulary

Resources

Assessment Outcomes

 

1

Monitor events and respond to them.

To identify the role of sensors in controlling everyday devices.

Identify devices which make use of sensors.  Create a flow diagram to record this process.

Devices, sensors, control, flow diagram

Example flow diagram

Level 4:
I can create a set of instructions which I have planned for a particular task.

I can use ICT systems to sense physical data.

Level 5:
I can create a set of instructions to carry out a task.  I know that the order and accuracy of these instructions are important.

 

2

Create, test, improve and refine sequences of instructions … and to monitor events & respond to them.

To control a lego model using a sensor.

Use Pilot levels 1 and 2 to control the motors and light on a lego model using ‘wait until’ (sensor).

Robolab, RCX brick, transmitter, control, wait until, sensor

Robolab software
RCX brick, transmitter, lego model e.g. bumper car

 

3

Create, test, improve and refine sequences of instructions.

To use Robolab to create a two step program.

Use Pilot levels 3 to control a lego model using ‘wait for’ (timers) and LOOP to run continuously.

Robolab, RCX brick, transmitter, control, wait for, timer, loop

Robolab software
RCX brick, transmitter, lego model e.g. bumper car

 

4

Create, test, improve and refine sequences of instructions.

To plan a sequence of instructions.

Write / draw their own sequence of instructions to control lego model using ‘wait until’ (sensors) and LOOP to run continuously.

Robolab, RCX brick, transmitter, control, sensor, loop

 

 

5

Create, test, improve and refine sequences of instructions … and to monitor events & respond to them.

To control a lego model using a sensor.

Use Pilot levels 3 to control a lego model using ‘wait until’ (sensors) and LOOP to run continuously.

Robolab, RCX brick, transmitter, control, wait until, sensor, loop

Robolab software
RCX brick, transmitter, lego model e.g. bumper car