LessonnotesGH

SHS2 Engineering · Semester 2, Week 17

Automation Technologies

Lesson notes

Learning Objectives

Indicator: 2.4.1.LI.1 - Design and build simple automation systems using basic electronic components like transistors, resistors, capacitors, relays, LEDs, LDRs, motors, etc.

By the end of the lesson, learners can:

  1. Identify at least five basic electronic components (transistor, resistor, capacitor, relay, LED, LDR, motor) and state the function of each in an automation circuit.
  2. Read and interpret a simple schematic diagram of an automated circuit, such as an automated streetlight.
  3. Assemble a simple automated circuit on a breadboard using an LDR, transistor, resistor, LED and a power source.
  4. Modify a basic automation circuit to change its behaviour, for example by adding a timing function or adjusting sensitivity.
  5. Troubleshoot a non-working automation circuit by checking connections, component orientation and power supply.

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Curriculum details

Strand
Automation and Embedded Systems (Strand 4)
Sub-strand
Automation Technologies (4.1)
Content standard
2.4.1.CS.1 - Demonstrate understanding of the concepts of basic electronics for automation systems. 2.4.1.LO.1 Utilise basic electronic components for simple automation tasks.
Indicator
2.4.1.LI.1 - Design and build simple automation systems using basic electronic components like transistors, resistors, capacitors, relays, LEDs, LDRs, motors, etc.
Suggested placement
Semester 2, Week 17 (Week 37 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. 100

Exemplars (from the NaCCA curriculum) 

Experiential Learning: The facilitator guides learners to assemble electronic components on a breadboard to build a simple automated circuit, such as an automated streetlight with LDR and explains the functions of each component in the circuit. Learners are then left to modify the circuit to increase its functionality and complexity by adding timing functions or motion sensors, for example. Learners should be given schematics of common automation circuits to assemble and practice with them by modifying components to vary performance.
Project-based Learning: Learners work on a project that involves designing and implementing an electronic circuit for an automation problem, given the requirements.
Self-Directed Learning: Learners are given access to online resources to explore further electronic automation circuits for implementation and experimentation. Learners should be motivated to individually build and test at least three (3) of such circuits on their own.
Collaborative Learning: Learners work in groups to design, implement, test and document an electronic circuit for an automation problem. Each group should assign a specific role(s) to members towards the solution of the challenge. Roles may, for example may, be modelled after typical design and production teams in the industry to give them the relevant exposure and develop team and collaborative skills in them.

Assessment (2.4.1.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:
- Industrial Automation Workshop
- Video documentaries
- audio-visual equipment
- laptops with MS Office installed
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