Embedded Systems · SHS1 Engineering

Lesson notes

Learning Objectives

Indicator: 1.4.2.LI.1 - Identify examples of embedded systems in the community.

By the end of the lesson, learners can:

Define an embedded system in their own words and state at least three defining features of embedded systems.
Identify at least five examples of embedded systems found in their school, home, or community and explain the specific role each one plays.
Classify a given electronic product as either an embedded system or a general-purpose computer, justifying their answer with reasons.
Propose how an existing non-embedded product in their community could be improved by adding an embedded system, explaining the expected benefit.
Work collaboratively in mixed-ability groups to survey their local environment and present a short report of embedded systems found there.

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Curriculum details

Strand: Automation and Embedded Systems (Strand 4)
Sub-strand: Embedded Systems (4.2)
Content standard: 1.4.2.CS.1 - Demonstrate knowledge and understanding of features and application of embedded systems. 1.4.2.LO.1 Explain the importance and applications of embedded systems. 1.4.2.LO.2 Differentiate between the various microcontroller architectures. 1.4.2.LO.3 Explain the various memory architectures. 1.4.2.LO.4 Use the Arduino IDE and configure the environmental variables appropriately.
Indicator: 1.4.2.LI.1 - Identify examples of embedded systems in the community.
Suggested placement: Semester 2, Week 15 (Week 35 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. 61

Exemplars (from the NaCCA curriculum)

Initiating Talk for Learning:
- Initiates a discussion using questions and answers to introduce embedded systems, their evolution over time, features, application areas and some limitations.
- Learners cite some electronic products within their environment, discuss the role of embedded systems within them, and also propose how some existing products could be improved by embedded systems.
Case studies: learners can study real-world examples of computer systems that use CISC, RISC, and ARISC and learn about the trade-offs between performance, power consumption and cost. For example, they can compare how a modern smartphone using ARM RISC architecture uses less power than traditional x86 CISC-based laptops.
Project-based Learning: learners research a specific computer architecture or type of memory and present their findings to the class. They can also compare and contrast different architectures and memory types in terms of their features, advantages, and disadvantages.
Classroom Discussions and Debates: As learners learn about different computer architectures and memory types, they can engage in class discussions and debates about the pros and cons of each.
Talk for Learning: Inviting a local IT professional or engineer to come and speak to the class about their experiences working with CISC, RISC, ARISC, and different types of memory can be a great way to make the material more relatable and engaging for learners.
Experiential Learning: Virtual reality has great potential in teaching computer architectures and memory types. It will help learners to see computer architectures and memory types in an interactive way, making it easy to understand.

Assessment (1.4.2.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:
- Arduino Embedded System Kits
- Video documentaries
- Audio-visual equipment and laptops with MS Office installed