Scope and
Sequence (F-10)

Learning programs to support implementation

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Year Levels

Topics

Units

Get connected 12 hours Year 7
Discuss the various types of networks, simulate a network and discuss security requirements.
Network and performance 10 hours Year 8
Develop a basic understanding of network performance and ways to connect wirelessly or by wired connections.
Data and information 10 hours Year 7
This sequence uses the context of meal planning to demonstrate a process to solve a problem; in this case, what meal to cook for teenagers with various needs.
Computers and binary 9 hours Year 8
Examine the ways all computer data including text, images and sound is represented using binary.
Creating an app or game 16 hours Year 7
Use the context of apps and digital games development to learn text-based programming.
Robotics and embedded systems 20 hours Year 8
Explore the way computer programming uses a collection of smaller programs – functions to solve problems.
Digital citizenship 7 hours Year 7
As people connect to the internet in more social and interactive ways, it is important to carry out online relationships responsibly.
Connected or distracted, informed or misinformed? 6-8 hours Year 8
Social media has enabled us to communicate, build social networks and share our thoughts, however; with access to this technology comes some pitfalls.

Unit Robotics and embedded systems
Year Level: 8 Topic: Creating digital solutions Time: 20 hours

Student should develop an understanding of computer programming as a collection of smaller programs – functions that collectively work to solve complex problems. Students could use programmable robots or microcontrollers to solve problems of increasing complexity, progressively adding additional functions such as the control of motors, lights, sounds and sensors. Students should apply the problem-solving processes of defining the problem, generating design solutions and prototypes and following their algorithm when implementing their program. The final solution should be evaluated against stated criteria.

Topic Overview Topic Unit Map Unit Overview Unit SOLO Taxonomy

Flow of Activities

Activity The Internet of Things

What problems can be solved using a programming board?

Australian Curriculum Alignment

Investigating and defining (ACTDIP027)

What's this about?

Before a solution can be designed and created it is necessary to find out what is the cause of any existing problem and what will solve it or for a new situation, what is required of a solution. This means students must initially define the problem and decompose into a set of functional requirements that consider the social, technical and usability constraints to their solution.

Electronic programming boards can be used by students to create digital solutions for a range of problems. The programming boards typically use a microcontroller which is a small chip (a tiny computer) that sends and receives signals to turn things on and off. The microcontroller is connected to inputs such as buttons or sensors and outputs such as lights or a speaker. These components combined together are referred to as an embedded system. An embedded system is designed to run one program.

Examples of programing boards include Arduino (many different types including Lily Pad, Nano or Esplora), BBC MicroBit, Raspberry Pi and BlueBerry4.

LEGO® MINDSTORMS® products such as EV3 incorporate an on-board microcontroller referred to as an intelligent brick.

Discuss the internet of things (IoT), which has made it possible to automate many processes we undertake in our daily lives. Now with the emergence of AI and the opportunities for voice commands, another level of automation is possible. It is possible student’s developed systems incorporate speech recognition to identify spoken commands.

Learning tasks

Provide students with the opportunity to brainstorm a list of problems that can be solved digitally by creating a solution using resources available in the classroom that incorporate a microcontroller.
For the selected problem, students should state two or three features (requirements) that the solution must be able to perform. They also need to consider if there are any special user needs or technical requirements regarding the solution.
Discuss the ‘Internet of Things’ and the way in which devices around the home can be controlled via networked devices. Brainstorm solutions to problems that they can design a prototype to meet the need. For example, while away a plant needs to be watered, turning lights on and off to mimic being at home while being on holiday or an alarm system.
Students can negotiate their own projects to use embedded systems for example, projects that use Raspberry Pi / Lilypad Arduino, Arduino Nano / BBC:microbit or BlueBerry4 .
Provide an overview and walk through of the resources available for example if students have access to the Arduino Lily Pad discuss the input and outputs so that students are aware of its capabilities when designing their solutions. At a later stage they will need guidance as to the syntax used to program the board.

Supporting Resources

Lesson ideas

Home automation with AI

In this lesson, we explore the AI that could power a home automation system. This lesson provides a level of differentiation to cater for students’ range of programming skills.

Resources

Assessment

Achievement Standard Define and decompose problems in terms of functional requirements and constraints.

Suggested approaches:

List of two problems that could be solved using a programmable board with an explanation as to why.
List of specific technical devices needed for the solution (technical constraints).
Explanation as to why a programmable board solution would meet a social need.