Automation Technologies · SHS1 Engineering

Lesson notes

Learning Objectives

Indicator: 1.4.1.LI.2 - Interpret and connect system components according to technical drawings and vice versa.

By the end of the lesson, learners can:

Identify the distinguishing features of electrical, pneumatic, hydraulic, and piping schematics when shown sample drawings.
Trace fluid and signal flows on given schematics, stating the direction and sequence of flow.
Create a functional block diagram for a simple automation system from a written description.
Assemble physical or virtual system components to match a given electrical single-line wiring diagram.
Convert a physical arrangement of components into a correct schematic drawing, working in the reverse direction.

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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.2 - Interpret and connect system components according to technical drawings and vice versa.
Suggested placement: Semester 2, Week 14 (Week 34 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. 56

Exemplars (from the NaCCA curriculum)

Initiating Talk for Learning: The facilitator initiates a discussion by introducing learners to the role of technical drawings in professional practice in general and automation in particular.
Experiential Learning: Introduce learners to Electrical, pneumatic, hydraulic, and piping schematics using samples for them to identify distinguishing features and characteristics. Learners are also guided through hands-on experience on how to identify fluid and signal flows on given schematics. Learners are also exposed to the creation and interpretation of functional block diagrams for automation systems.
Project-based Learning: Learners work on a project that involves interpreting and assembling components from a given electrical single-line wiring diagram.
Digital Learning: Explore online resources. There are many online resources available that can help Learners learn more interpretation of engineering schematics and technical drawings. Learners should be tasked to look for more schematics and technical drawings from these sources implement and report on outcomes.
Collaborative Learning: Work in groups on a mini project which involves interpreting and assembling system components from a given schematic. Display the project for the whole class to observe and comment. Encourage learners to comment respectfully and tolerate others' views.

Assessment (1.4.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: 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