Final Main Booklet - UniSA

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Table of ContentsCONTEXT OF INDUSTRY3BRAINSTORMING IDEAS3SYSTEM3TEACHING PHILOSOPHY4PUBLIC PEDAGOGIESINTELLECTUAL QUALITYRELEVANCECLASSROOM ENVIRONMENT4444UNIT OVERVIEW5ACARA CONTENT DESCRIPTORS6DESIGN /ASSESSMENT BRIEF8PART 1 - FORMATIVE ASSESSMENT (INDIVIDUAL)PART 2 - SUMMATIVE ASSESSMENT FOLIO (GROUP)DELIVERABLES888ASSESSMENT RUBRIC9LESSON PLANS10LESSON PLAN 1LESSON PLAN 2LESSON PLAN 3-4LESSON PLAN 5LESSON PLAN 6LESSON PLAN 7-8LESSON PLAN 9LESSON PLAN 10LESSON PLAN 11-12LESSON PLAN 13-15LESSON 16-17LESSON PLAN 18-19LESSON PLAN 20-21LESSON PLAN 22LESSON PLAN 23LESSON 24-25LESSON PLAN 26-35LESSON PLAN 36-37111213141517181920212223242526272829TEACHER RESOURCES30POWERPOINT LESSON 2POWERPOINT LESSON 5POWERPOINT LESSON 6POWERPOINT LESSON 2331333537Page 1 of 58

STEM DESIGN FOLIOPUBLICTRANSPORTANDAUTOMATEDSAFETYSYSTEMS- RESEARCH ASSIGNMENTLASER DIODEMODULESAMPLE CODE:PROJECT 6: PHOTOCELL SENSORSAMPLE CODECODE FOR FLASHING LIGHTSPASSIVE BUZZER MODULESAMPLE CODEBUZZER AND 2 LIGHTS IN SYNC RUNNING WITH PHOTO RESISTOR.LED LIGHT MODULESAMPLE CODESWEEPSAMPLE CODE 1SAMPLE CODE 2404245454748495051525455565658This unit of work was designed in 2019 byZac BorlaceMartin OakleyHarrison TurnerMatthew WalshPage 2 of 58

Context of IndustryThe Department of Planning, Transport and Infrastructure (DPTI) serves the SouthAustralian community by providing safe, effective and efficient planning, transport andinfrastructure networks across the state and facilitating development of the State’sInfrastructure, in accordance with South Australia’s Strategic Plan and the StateInfrastructure Plan.While our industry visits were held through the Traffic Management Division, we hadconnections to both the Traffic Management Division and the Adelaide Rail Network,this meant that we could explore two different avenues to develop a unit of work. Wedecided to focus on the Rail Network as the Rail Network allows the safe transportationof 10000’s of commuters through numerous level crossing and other safety featureswhich are found on the Rail Network.Brainstorming IdeasBefore our first meeting going into DPTI, many Ideas were formed on what we could baseour project on, a few ideas were; Building a working intersection though the use of anArduino program. Designing a modern-day boat ramp which included digital signals andparking locations. Both ideas would have been relevant to the topic but both had largecomplications attached to them.After our first meeting, we went in a totally new path, because during our visit we wereshown the complexities and design of the Adelaide Rail Network. This lead us to the idea ofmaking a railway crossing so that the students could develop an understanding of theconcepts which allows the safe travel of both trains and motorists through Adelaide.The system would have to be designed to react in real time of when a train was about toenter the intersection which would activate a boom gate. This idea could include othersafety aspects of the intersection.SystemThe STEM unit that we were creating would in a small way, duplicate what students seewhen traveling through Adelaide and allow them to understand how one of these complexsystems work in providing a safe means of transport. Through this unit of work, studentswould have an opportunity to start to learn and understand code through an Arduinobased system and to develop a system which would meet the design brief. This projectwould also involve the use of advanced manufacturing to develop the train which would beused for their model as well. Electronic skills would also be involved in wiring up the trainby using a basic DC circuit as well as the connection of the Arduino circuit to motors,lights and buzzers. Students could further themselves though adding more sensorsand outputs to the Arduino system to help further the model and create a more accuraterepresentation of a real-world Scenario. The Science component of this STEM unit wouldinclude; electronics, circuits, current flow, resistance and Ohm's Law. The Technologycomponent would include; laser cutting and Information Technology (Computer use). ThePage 3 of 58

Engineering component would include; Arduino and coding. The Mathematics componentwould include; Using numbers in scientific notation, problem solving using rates and ratiosand describing events using mathematical language.Teaching PhilosophyPublic pedagogiesIn an ideal situation, it would be important and beneficial to include a field-trip to theAdelaide Rail Operations Centre at Dry Creek. However, having detailed informationshowing how the systems work and function would also allow students to see how the railnetwork operates in a real-world environment.Intellectual QualityIt is important that students were encouraged to use higher order thinking skillsthroughout this unit of work. Students will be challenged the use these skills by learningcode, understanding code and being able to troubleshoot it. Students will have to beable to provide evidence of this which will be assessed through both formative andsummative assessments. It is important the use of metalanguage is used as educators sothat students can be modelled on the technical language that is associated within this topic,so that they can convey ideas and problems clearly.RelevanceThroughout this unit of work, students will demonstrate a high level of knowledgeimplemented across a broad range of learning capabilities due the STEM focus. This projectfits the interdisciplinary definition as the content is pulled from different fields anddisciplines. It allows students to connect to a real-life situation, i.e. understanding howa system in the rail network works, and how these systems allow the safe travel of allcommuters.Classroom EnvironmentAs this is a group project this unit will eventually allow students to self-govern how theywant to proceed with the project. Students will have to be able to plan their systems andself-regulate themselves to complete the tasks at hand. Because of the unit of work andthe learning requirements the students have to undertake, it is important that aseducators we create an environment which is supportive of their learning and will allowthe students to be engaged within the classroom, while still being in a safe environment.Page 4 of 58

Unit on of LessonsShowcase of model and overview of courseLooking at DPTI and the Rail NetworkExcursion to DPTIExcursion to DPTIIntroducing Arduino code through TinkerCad,Light and photo resistor task in TinkerCadArduino IntroductionLight and photo resistor task with Arduino boardCatch up lessonAssignment on the Adelaide Rail NetworkCont.Cont.TinkerCad diagramsCont.Cont.Train – DC theoryCont.Refresher on soldering or learning to solderSoldering train kit togetherAssemble train Illustrator introAssemble train laser cut partsIntro to folio - Students get into assigned pairs for group projectStart students on main project first on the light system componentCont.Cont.Groups now work independently to develop all system Cont.Presentation of System and Hand-Up of FolioCont.Page 5 of 58

ACARA Content DescriptorsTechnologiesKnowledge and Understanding:Investigate the role of hardware andsoftware in managing, controlling andsecuring the movement of and access to datain networked digital systems (ACTDIK034)Students will:Investigate programable hardware (Arduino) tocontrol digital systems in level crossing.Processes and Production SkillsAnalyse and visualise data to createinformation and address complex problems,and model processes, entities and theirrelationships using structured data(ACTDIP037)Analyse data surrounding train transport whilefocusing on safety, timing and complexity.Define and decompose real-world problemsprecisely, taking into account functional andnon-functional requirements and includinginterviewing stakeholders to identify needs(ACTDIP038)Identifying the needs such as a safe passage fortrains through level crossings while taking intoaccount all road users.Design algorithms representeddiagrammatically and in structured English andvalidate algorithms and programs throughtracing and test cases (ACTDIP040)Design and structure clear code using C language that controls all systems sensorsthrough an Arduino.Implement modular programs, applyingselected algorithms and data structuresincluding using an object-orientedprogramming language (ACTDIP041)Implement code using C language thatcontrols all systems sensors through anArduino.Plan and manage projects using an iterative andcollaborative approach, identifying risks andconsidering safety and sustainability(ACTDIP044)Work in groups to achieve the outcome of asimulated level crossing that operates to allowsafe passage for trains and other road users.ScienceUse and Influence of Science: Values and needs of contemporary society caninfluence the focus of scientific research(ACSHE228)Planning and Conducting: Select and use appropriate equipment,including digital technologies, to collect andrecord data systematically and accurately(ACSIS166)Students will:Students will gain appreciation into the needfor safe public transport and how societyinfluences research and advancement.Identify the correct equipment to use and codewhile maintaining an accurate record of data in adesign folio.Page 6 of 58

Evaluating: Critically analyse the validity of information inprimary and secondary sources and evaluate theapproaches used to solve problems (ACSIS172)MathematicsChance:Describe events using language of 'at least',exclusive 'or' (A or B but not both), inclusive 'or' (A orB or both) and 'and'. (ACMSP205)Real numbers: Solve a range of problems involving rates andratios, with and without digital technologies(ACMNA188)Analyse information retrieved through researchto complete minor assignment. Explore howDPTI has solved problems in regards to safe andsustainable public transport.Students will:Describe how all systems are dependent ontrain passing through and triggering first sensorand how this will affect the way its probability iscalculated.Face, identify and solve a range of problemswhen: coding timing ratios, building train DCcircuitry and adjusting the speed of the trainusing the potentiometer.Page 7 of 58

Design / Assessment BriefSafety Systems involved within the Adelaide Rail NetworkPart 1 - Formative Assessment (Individual)You will be graded on the following throughout your individual work:1. Class participation and contribution to tasks.2. Problem solving abilities.3. Engaging with enquiry activities and questions.4. Understands theoretical concepts of code.5. Digital skills involved with laser cutting and using Illustrator.6. Completion of the Activities Booklet.Part 2 - Summative Assessment Folio (group)From your knowledge of electronics, programming with Arduino andDC theory, create a safe working railway crossing for bothmotorists and commuters.DeliverablesYou need to submit:o A group folio that shows planning strategies and idea growth with anevaluation at the end discussing the overall success of your project(Investigate, Generate, Produce, Evaluate).o List showing group participation levels.o TinkerCad drawings showing correct Arduino circuits.o 4 sub-systems of code plus one main code of the whole system.Page 8 of 58

Assessment Rubric4Successfullyimported imageonto train. Safelyuses laser cutter.Solidconstruction.Componentsneatly fixed totrain. Rolls andfunctionsperfectly.TrainTinkerCADDC CircuitResearchAssignmentTinkerCAD circuitdiagrams are veryneat. Used correctpins on Arduino.Easy read code.Simulation ofsystems functionas they should.Well-ordered andclean wiring.Soldering isexcellent.Functions withoutfault.Marks: 16/20 to20/20321Successfullyimported imageonto train. Safelyuses laser cutter.Goodconstruction.Componentsfixed to train.Rolls andfunctions well.Imported imageonto train notconverted toblack. Used lasercutter. Okconstruction.Componentsplaced in train.Rolls andfunctions ok.No image ontrain. Unsafelyuses laser cutter.Weakconstruction.SomeComponents intrain. Rolls andfunctions.TinkerCAD circuitdiagrams are setout well. Usedcorrect pins onArduino. Coded.Simulation ofsystems functionas they should.TinkerCAD circuitdiagram set out isok. Used correctpins on Arduino.Partially coded.Simulation ofsystems functionsometimes.TinkerCAD circuitdiagrams are done.Used incorrect pinson Arduino. Notcoded. Simulationof systems do notfunction.Neat and cleanwiring. Soldering isgood. Functionswell.Wiring is ok.Soldering is ok.Functions withsome faults.Wiring is messy.Too muchsolder/not enough.Does not function.Marks: 11/20 to15/20Code is mostlycorrect.Explanation ofcode mostlythroughout.Marks: 6/20 to10/20Marks: 0/20 to5/20Code is partiallycorrect. Littleexplanation ofcode throughout.Code is ok. Little tono explanation ofcode throughout.ArduinoSystemsCodingCode is correct.Explanation of codethroughout.Group Design FolioFolio followstemplate. All workrecorded in folio.Pictures andexplanations areexcellent. Allstages (Investigate,Generate, Produce,Evaluate) clearlyrecorded.Folio followstemplate. Most ofthe work recordedin folio. Picturesand explanationsare good. All stages(Investigate,Generate, Produce,Evaluate) clearlyrecorded.Folio followstemplate mostly.Some workrecorded in folio.Some pictures andexplanations are infolio. Not all stages(Investigate,Generate, Produce,Evaluate)recorded.Folio followstemplate in someparts. Little to nowork recorded infolio. Little to nopictures withexplanations. Notall stages(Investigate,Generate, Produce,Evaluate)recorded.Participation ingroupWorkload evenlyshared. Allmembers equallycontributed.Memberscontributionrecorded in folio.Most of the workevenly shared.Most membersequallycontributed. Mostof the contributionrecorded in folio.Some of the workevenly shared.Some membersequallycontributed. Somememberscontributionrecorded in folio.Workload notevenly shared.Some members didnot contribute.Memberscontribution notrecorded in folio.Page 9 of 58

Lesson PlansPage 10 of 58

Lesson Plan 1CONTEXTUAL DETAILSYear Level: 9No. of Students: 26Location: ClassroomLesson: 1 – Overview of topicEstimated Duration of Activity: 45 minsAREA OF LEARNING: Technologies.BAND: Digital TechnologiesTOPIC: Safe Transportation in the Adelaide Railway NetworkBROAD OUTCOMEFor students to gain an understanding of the automated safety systems which occur within the AdelaideRailway Network.SPECIFIC LEARNING OUTCOME/STo introduce students to the overall project and research specific components of the project.ACARA LINKSDesign TechnologiesImplement modular programs, applying selected algorithms and data structures including using an objectoriented programming language (ACTDIP041)coding separate modules that perform discrete functions but collectively meet the needs of the solutiondefining classes that represent the attributes and behaviour of objects in the real world or in a gameconsidering different algorithms and selecting the most appropriate based on the type of problem, forexample choosing appropriate algorithms for particular problemsselecting different types of data structures such as an array, record and object to model structured dataPREPARATION / ORGANISATIONHave the working model of the train and the railway track ready to be shown.Have a working example of a simple LED system operating to explain how arduino works.RESOURCESComputersSmartboard or projectorPowerPointArduino UnoVarious other arduino modulesPhoto resistorResistorsPin WiringBreadboardsPROCESS Students will be introduced to the topic they will participate in the following 9 weeks bywatching a working model of the train track being used and safety systems operatingautonomously. – 10 minutes They will then be given a 8 week plan of the expected timeline – 5 minutes Students will then be introduced to Arduino and briefed on how the boards operate andfunction with other input and output components. This will be completed by using a simpleLED light and showing the coding to operate it, mensioning features such as outputs andinput, how the arduino is the brain of the system and how DC power needs to be a completedcircuit. – 15 minutesStudents are then given the remainder of the lesson to research and extend theirunderstanding of Arduino and ask questions to the teacher. Giving students key words togoogle and suggested YouTube videos.Student debrief at the end of the lesson – 5 minutesPage 11 of 58

Lesson Plan 2CONTEXTUAL DETAILSYear Level: 9No. of Students: 26Location: ClassroomLesson: 2 – Looking at DPTIEstimated Duration of Activity: 45 minsAREA OF LEARNING: Technologies.BAND: Digital TechnologiesTOPIC: Safe Transportation in the Adelaide Railway NetworkBROAD OUTCOMEFor students to gain an understanding of the automated safety systems which occur within the AdelaideRailway Network.SPECIFIC LEARNING OUTCOME/SStudents will research DPTI and gain an understanding of their roll within the Adelaide Rail NetworkDesign Technologies Define and decompose real-world problems precisely, taking into account functional and nonfunctional requirements and including interviewing stakeholders to identify needs (ACTDIP038)PREPARATION / ORGANISATIONResearch DPTI and Adelaide MetroCompile information into PowerPointCreate summary sheet for digital handout to studentsCheck room has functioning rSmartboard or projectorIntro PowerPointInternetStudentsLaptopsPROCESSStudents will sit at their desks, with their devices away. Mark the roll. – 5 minutesTeacher will present the PowerPoint on the course introduction. Ensure to read the room, clarifyingany queries as the presentation is shown. Students will take notes as necessary. – 20 minutesStudents will then research DTPI’s website, and record three facts about the department into theiractivity book. – 15 minutesIf time permitting, lead a class discussion about what safety measures they think are present in a trainstation crossing.Advise students about the next lesson’s excursion to DPTI before they leave. – 5 minutesPage 12 of 58

Lesson Plan 3-4CONTEXTUAL DETAILSYear Level: 9No. of Students: 26Location: ClassroomLesson: 3 4 – Excursion to DPTIEstimated Duration of Activity: 90 minsAREA OF LEARNING: Technologies.BAND: Digital TechnologiesTOPIC: Safe Transportation in the Adelaide Railway NetworkBROAD OUTCOMEFor students to gain an understanding of the automated safety systems which occur within the AdelaideRailway Network.SPECIFIC LEARNING OUTCOME/SFor students to visit DPTI and gain more of a general insight to their roll in public transport in AdelaideDesign TechnologiesImplement modular programs, applying selected algorithms and data structures including using an objectoriented programming language (ACTDIP041)coding separate modules that perform discrete functions but collectively meet the needs of the solutiondefining classes that represent the attributes and behaviour of objects in the real world or in a gameconsidering different algorithms and selecting the most appropriate based on the type of problem, forexample choosing appropriate algorithms for particular problemsselecting different types of data structures such as an array, record and object to model structured dataPREPARATION / ORGANISATIONHave a bus booked ready for students to leave ASAP.First aid kit.Ensure DPTI are prepared for our visit.RESOURCESStudents are to have some kind or recording device ie pen and paperPROCESS Students will board the bus and travel to Norwood to visit Steve. (15mins) From here Steve will provide students with a tour of the building and also present hisPowerPoint presentation on the Adelaide Railway system. (60mins) Student will catch the bus back to school while teacher leads a discussion of what everyonele

page 2 of 58 stem design folio 40 public t ransportand a utomated s afety s ystems- research assignment 42 laser diode m odule 45 sample code: 45 project 6: photocell senso r 47 sample code 48 code for flashing lights 49 passive buzzer module 50 sample code 51 buzzer and 2 lights in sync running with photo resistor.52 led light module 54 sample code 55 sweep 56 sample code 1 56

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