SHS1 Engineering · Semester 2 Week 13: Automation Technologies

Lesson notes

Learning Objectives

Indicator: 1.4.1.LI.1 - Identify basic automation components and materials and their respective functions or roles in the automation industry.

By the end of the lesson, learners can:

Name at least five basic automation components (relays, motors, switches, sensors, and PLCs) and state the function of each in an automated system.
Match given automation components to their roles in familiar automated systems in their community, such as automated street lights, water level controllers, and automated doors.
Describe the historical development of automation and explain how automation has contributed to industrialisation in Ghana and globally.
Work collaboratively in mixed groups to propose how basic automation components could be combined to automate a simple activity in their school or community.
Identify automation components during a workshop tour or video demonstration and verbally explain the role each component plays in the system shown.

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Curriculum details

Strand: Automation and Embedded Systems (Strand 4)
Sub-strand: Automation Technologies (4.1)
Content standard: 1.4.1.CS.1 - Demonstrate knowledge and understanding of general concepts, components and systems in the Automation Industry. 1.4.1.LO.1 Examine fundamental automation components and systems. 1.4.1.LO.2 Interpret basic engineering schematics and technical drawings related to the automation industry.
Indicator: 1.4.1.LI.1 - Identify basic automation components and materials and their respective functions or roles in the automation industry.
Suggested placement: Semester 2, Week 13 (Week 33 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 55

Exemplars (from the NaCCA curriculum)

Initiating Talk for Learning: The facilitator initiates a discussion by introducing the history of automation, its role in industrialisation, common components such as relays, motors, switches, sensors, and PLCs and how they have been used in common automation systems around learners' community such as automated irrigation systems, automated street lights, water level controllers, automated doors and gates at public places. Learners discuss the specific roles components or subsystems play in each of the cited automated systems.
Experiential Learning: Watch videos on different kinds of automated systems with a focus on the role of automation in industrialisation and the roles of system components or sub-systems in realising the specific automation systems. Learners should be taken on a tour of the automation workshop to see and experience the various automation components. They should also visit any local innovation hub or factory which has any automated system(s) installed to observe how the various components work together to achieve the design objective.
Collaborative Learning: Work in groups and discuss learner observations on the role of automation in industrialisation as well as system component functions. Learners should be given a task to propose how some of the components could be put together to automate some activities within their communities. Groups should make presentations on their observations.
Self-Directed Learning: Explore online resources: There are many online resources available that can help Learners learn more automation systems.

Assessment (1.4.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Automation workshop
- Video documentaries
- Audio-visual equipment
- Laptops with MS Office installed