Internal Assessment Resource Digital Technologies Level 1

Internal assessment resource Digital Technologies 1.
49 v2 for Achievement Standard 91079

PA! "#$ T!A%&!$ 'S!
Internal Assessment Resource
Digital Technologies Level 1
This resource su((orts assessment against)
Achievement Standard 91079
Im(lement *asic techni+ues in constructing a s(ecified
electronic and em*edded s,stem
Resource title: Automatic Guided Vehicle
- credits
This resource)
%larifies the re+uirements of the standard
Su((orts good assessment (ractice
Should *e su*.ected to the school/s usual assessment +ualit, assurance
(rocess
Should *e modified to ma0e the conte1t relevant to students in their school
environment and ensure that su*mitted evidence is authentic
Date version (u*lished *,
2inistr, of !ducation
3ovem*er 2012 4ersion 2
To su((ort internal assessment from 201-
5ualit, assurance status These materials have *een +ualit, assured *, 365A.
365A A((roved num*er A7A7117201279107970174-08
Authenticit, of evidence Teachers must manage authenticit, for an, assessment
from a (u*lic source9 *ecause students ma, have
access to the assessment schedule or student e1em(lar
material.
'sing this assessment resource :ithout modification
ma, mean that students/ :or0 is not authentic. The
teacher ma, need to change figures9 measurements or
data sources or set a different conte1t or to(ic to *e
This resource is co(,right ; %ro:n 2012 Page 1 of 1<
365A
A((roved
Internal assessment resource Digital Technologies 1.49 v2 for Achievement Standard 91079
PA! "#$ T!A%&!$ 'S!
investigated or a different te1t to read or (erform.
365A
A((roved
PA! "#$ T!A%&!$ 'S!
Achievement Standard Digital Technologies 91079: Im(lement
*asic techni+ues in constructing a s(ecified electronic and
em*edded s,stem
Resource reerence: Digital Technologies 1.49 v2
Resource title: Automatic uided 4ehicle
!redits: -
Teacher guidelines
The follo:ing guidelines are su((lied to ena*le teachers to carr, out valid and
consistent assessment using this internal assessment resource.
Teachers need to *e ver, familiar :ith the outcome *eing assessed *, Achievement
Standard Digital Technologies 91079. The achievement criteria and the e1(lanator,
notes contain information9 definitions9 and re+uirements that are crucial :hen
inter(reting the standard and assessing students against it.
!onte"t#setting
This activit, re+uires students to im(lement *asic techni+ues to construct and test
functional s,stems and :rite and de*ug em*edded soft:are for a s(ecified electronic
and em*edded s,stem9 such as a line7follo:ing ro*ot.
T:o a((roaches are (ossi*le :hen using this standard for assessment)
1. The students are ste((ed through the design and creation (rocess and all
(roduce a similar outcome9 follo:ing a common set of s(ecifications. The teacher
ma, create the s(ecifications for this outcome in discussion :ith the class and=or
ma, allo: individual students to negotiate a variation of the selected outcome.
See Student $esource A for sam(le s(ecifications. These should *e re:or0ed to
suit ,our (articular conte1t and selected outcome.
2. The students have *een engaged in technological (ractice and are at the (oint
:here the, have full, esta*lished the s(ecifications for their outcome and are
read, to construct it.
In either case9 ensure that)
the s(ecifications relate to the monitoring and control of varia*les in *oth
hard:are and soft:are9 define the functional +ualities re+uired9 and :ill (rovide
sufficient sco(e for the students to meet the re+uirements of the standard
the electronic environment includes a functional com*ination of hard:are and
soft:are
there is an agreed ste(7*,7ste( (lan that descri*es a sound and ro*ust (rocess
for develo(ing the outcome > this (lan could *e develo(ed as the students
(ractise the techni+ues (rior to assessment and=or in negotiation :ith ,ou
,ou conference :ith the students and su((ort them as the, construct their
s,stem ?for events that ma, occur :ith the e+ui(ment or :ithin the com(uter
s,stem and that are not intended to *e (art of the tas0@
This resource is co(,right ; %ro:n 2012 Page - of 1<
PA! "#$ T!A%&!$ 'S!
,ou (rovide guidance on the tests to *e a((lied to ensure that the s,stem is
constructed accuratel, and meets s(ecifications.
Students :ill *e assessed on the s0ilfulness and efficienc, :ith :hich the,
im(lement *asic techni+ues.
Prior learning
!nsure that all students have the necessar, (rior learning *efore *eginning this
activit,)
Provide them :ith multi(le o((ortunities to (ractise the *asic techni+ues.
!nsure that the, 0no: ho: to :rite and annotate code correctl,.
!onditions
This is an individual assessment tas0. It is recommended that the students *e given
7 :ee0s ?-0 hours@ of in7class time to com(lete it.
Aecause ,ou are re+uired to assess the :a,s in :hich the techni+ues are
im(lemented as :ell as the +ualit, of the outcome9 the students should com(lete all
their (ractical :or0 in class time.
Resource re$uirements
!ach student :ill re+uire)
a microcontroller s,stem that includes a sim(le s:itch and a (air of light sensors
that can detect the line. The microcontroller also needs to *e a*le to control the
electric motor that (o:ers the ro*ot
a construction set that easil, allo:s a gearing s,stem to *e included to manage
the s(eed of the ro*ot > this could *e a construction set that includes all of the
a*ove com(onents read, to (lug and (la,9 for e1am(le9 a PI%AB! 0it line7
follo:ing (latform
soldering e+ui(ment9 light7de(endent resistors9 1.28C resistors around 100D9
and some form of co((er7clad circuit *oard on :hich to *uild the sensor circuit9
for e1am(le9 4ero*oard9 :hich is availa*le from Ea,car9 2ailtronics9 or similar
com(anies
access to a com(uter and suita*le soft:are for (rogramming the microcontroller
*atteries to (o:er the ro*ot > usuall, these :ill *e mounted in a *atter, holder
attached to the ro*ot.
Additional inormation
This standard re+uires ,ou to ma0e .udgements a*out the :a,s in :hich the
techni+ues :ere im(lemented as :ell as a*out the +ualit, of the outcome.
"or e1am(le9 ,ou are re+uired to notice ?for 2erit@ :hether the student has
Fconstructed and tested relia*le functional s,stems :ith :ell7soldered .ointsG and
F:ritten9 de*ugged9 and annotated em*edded soft:are so that the (rogram is logicalG
and ?for !1cellence@ Fconstructed and tested functional s,stems9 :ith :ell7soldered
.ointsG and Fo(timised trac0 and com(onent la,out and secure9 relia*le9 :ell7
organised connections to an, com(onents that are mounted off the *oardG and
F:ritten and de*ugged em*edded soft:are so that the (rogram is logical9 efficient9
and clearl, annotated.G
PA! "#$ T!A%&!$ 'S!
Hou must *e a*le to .ustif, ,our .udgements *, (roviding evidence *ased on
classroom o*servations and discussions :ith students.
This assessment activit, is *ased on ma0ing a line7follo:ing ro*ot. &o:ever9 it could
easil, *e ada(ted for different conte1ts9 such as a dancing ro*ot or an automated
tem(erature control s,stem for a glasshouse. The ta*le *elo: e1em(lifies the
standard re+uirements for *oth these o(tions.
%"am&le In&ut varia'le (ut&ut varia'le Interace hard)are
reenhouse
tem(erature or
moisture detector
Tem(erature
2oisture
2otor ?for
controlling
:indo:s@
or
&eater or fan
Thermistor or other
tem(erature sensor
2otor control circuit
&umidit, or moisture sensor
Dancing ro*ot
Aoundar,
detector
2otor that
controls the
ro*ot
2otor control circuits and
light sensors to detect the
*oundar, of the dance area
PA! "#$ ST'D!3T 'S!
Achievement Standard Digital Technologies 91079: Im(lement
*asic techni+ues in constructing a s(ecified electronic and
em*edded s,stem
Resource reerence: Digital Technologies 1.49 v2
Resource title: Automatic uided 4ehicle
!redits: -
Achievement Achievement )ith *erit Achievement )ith
%"cellence
Im(lement *asic techni+ues
in constructing a s(ecified
electronic and em*edded
s,stem.
S0ilfull, im(lement *asic
techni+ues in constructing a
s(ecified electronic and
em*edded s,stem.
!fficientl, im(lement *asic
techni+ues in constructing a
s(ecified electronic and
em*edded s,stem.
Student instructions
Introduction
This assessment activit, re+uires ,ou to construct a line7follo:ing ro*ot that meets
certain s(ecifications. The activit, is also suita*le for an alternative s,stem that ,ou
have trialled through technological (ractice and that is no: read, to *e constructed in
its final form.
Teacher note) This assessment activit, is *ased on ma0ing a line7follo:ing ro*ot.
&o:ever9 it could easil, *e ada(ted for another outcome9 such as a dancing ro*ot or an
automated tem(erature control s,stem for a glasshouse.
In creating the line7follo:ing ro*ot9 ,ou :ill 0ee( to the s(ecifications and follo: a
ste(7*,7ste( (lan. Hour teacher ma, (rovide these9 or ,ou ma, develo( them
inde(endentl, and have them confirmed *, ,our teacher.
Hou :ill *e assessed on)
the e1tent to :hich ,our line7follo:ing ro*ot meets the s(ecifications
the manner in :hich ,ou im(lement techni+ues and a((l, testing (rocedures to
create the s(ecified outcome. Hour inde(endence9 as :ell as ,our accurac, and
efficienc,9 :ill *e ta0en into account.
This is an individual tas0. Hou have 7 :ee0s ?-0 hours@ of in7class time to com(lete
it.
Teacher note) Ada(t the time allo:ed to meet the needs of ,our students.
+re&arator, activit,
$ead the scenario *elo: or devise one that descri*es the need or o((ortunit, ,ou
(lan to address. "or e1am(le)
Line-following robots are sometimes used in large factories to move products
from one location to another. These robots need to follow guidelines on the floor,
stop when there is an obstacle in their path, and know when they have reached
This resource is co(,right ; %ro:n 2012 Page < of 1<
PA! "#$ ST'D!3T 'S!
their destination.
If ,our teacher has (rovided s(ecifications for the line7follo:ing ro*ot9 read and
a*sor* them. Alternativel,9 devise ,our o:n ?see Student $esource A for an
e1am(le@ and then confirm :ith ,our teacher that the, are suita*le. This :ill ensure
that ,ou do not s(ecif, an outcome that is either too sim(le or too com(le19 and that
,ou :ill have access to all grades of achievement.
If ,our teacher has (rovided a ste(7*,7ste( (lan9 read it carefull,. If not9 :rite ,our
o:n ste(7*,7ste( (lan for ma0ing ,our line7follo:ing ro*ot and confirm it :ith ,our
teacher. "amiliarise ,ourself :ith the techni+ues ,ou :ill need to use as ,ou carr,
out the ste(s. ?See Student $esource A for e1am(les of techni+ues.@
!nsure that ,ou 0no: ho: to a((l, these techni+ues so that ,ou com(l, :ith
relevant health and safet, regulations.
%hec0 that ,our (lan descri*es ho: and :hen ,ou :ill test ,our develo(ing outcome.
?See Student $esource % for information a*out testing@.
Decide ho: ,ou :ill 0ee( *rief evidence of :hat ,ou did9 :hen ,ou did it9 ho: it
:or0ed9 and ho: ,ou addressed (ro*lems. "or e1am(le9 ,ou could 0ee( a dail, log9
or ,ou could annotate each ste( of ,our (lan as ,ou com(lete it. !vidence should
include the codes for ,our com(uter (rogram.
Tas-
Produce and test ,our line7follo:ing ro*ot9 :or0ing accuratel,9 efficientl,9 and
inde(endentl, and using the ste(7*,7ste( (lan. As ,ou follo: the agreed (lan9 ,ou
:ill)
Teacher note) If ,our students are constructing an alternative o(tion9 ada(t these
instructions accordingl,.
Select a((ro(riate electronics com(onents for an interface that lin0s the line
detection to the microcontroller. Iee( a record of ho: ,ou have used data sheets or
calculations to assist in selecting these com(onents. ?Hou ma, use circuit diagrams.@
As ,ou develo( ,our line7follo:ing ro*ot9 0ee( a record of :hat ,ou do9 including the
results of all testing.
Crite a com(uter (rogram that)
controls the line7follo:ing ro*ot
allo:s it to :or0 according to the s(ecifications.
Test and de*ug a :or0ing model of the line7follo:ing ro*ot s,stem and record the
de*ugging (rocess clearl, and succinctl, in the annotations of the soft:are.
Chen ,ou have com(leted the a*ove tas0s)
demonstrate to the teacher that ,our line7follo:ing ro*ot meets the s(ecifications
hand in for assessment ,our ro*ot and ,our documentation9 including ,our
com(uter code and an, diagrams9 annotated (hotogra(hs9 or other evidence of
the construction and testing.
PA! "#$ ST'D!3T 'S!
Student Resource A: Sam&le s&eciications or a line.
ollo)ing ro'ot
The ro*ot)
follo:s the line
sto(s :hen it reaches the end of the line.
Teacher note) S(ecifications are short statements that descri*e the function of
the finished (roduct. The, should not descri*e a (articular s0ill or efficienc,. At
all grade levels9 the (roduct is re+uired to meet s(ecifications. S0ilful and
efficient im(lementation is not re+uired at the Achieved level.
Student Resource /: /asic techni$ues or ma-ing ,our line.ollo)ing
ro'ot
Crite9 de*ug9 and annotate em*edded soft:are so that the (rogram is logical9
efficient9 and clearl, annotated. Hour com(uter (rogram should *e clearl, set out
and correctl, indented. It should have comments that e1(lain e1actl, :hat the
(rogram is doing at each ste(. It should also use la*els so it is eas, to read and
understand the (rogram.
%onstruct :ell7soldered .oints. A :ell7soldered .oint is contained :ithin its (adJ
the solder should *e smooth and shin, and the .oint should have no (ro*lems
conducting electricit,.
!nsure o(timised trac0 and com(onent la,out and secure9 relia*le9 :ell7
organised connections to an, com(onents that are mounted off the *oard. This
means)
> the line7follo:ing sensors should *e connected securel, and relia*l, to the
microcontroller
> the connecting :ires should not *rea0 if the, are moved a fe: times ?in
addition to the soldering9 the, should *e fi1ed to the sensor *, some other
means@
> there should *e no strain (laced on the soldered .oint
> the trac0s on the circuit *oard should *e :ide enough to co(e :ith the current
that :ill flo: through them
> the trac0s should *e far enough a(art that solder is not li0el, to accidentall,
.oin t:o trac0s together. Solder (ads for com(onents should *e *ig enough so
that :hen a hole is drilled through them for the com(onent to *e inserted9
there is still a com(lete ring of co((er around the hole for the solder to attach
to. The com(onents should *e arranged com(actl, on the *oard9 :hich
should *e no *igger than necessar,
> the :ires are *undled together and are near the com(onent to :hich the,
connect
> it is eas, to see :here :ires are going and therefore to access and change
(arts.
A((l, these techni+ues in a :a, that com(lies :ith relevant health and safet,
regulations.
This resource is co(,right ; %ro:n 2012 Page K of 1<
PA! "#$ ST'D!3T 'S!
Student Resource !: Testing ,our ro'ot
This means chec0ing thoroughl, that the line7follo:ing ro*ot :or0s according to the
s(ecifications and then ta0ing actions to correct it :here it is not (erforming as
e1(ected.
Initial testing should include)
visual chec0s of soldering
visual chec0s of s,stem construction
visual chec0s of trac0 and com(onent la,out9 ma0ing sure the circuit is correct
(ractical testing for line follo:ing and for sto((ing at the end of the line
electrical tests of circuit connectivit,
chec0s that the (rogram has *een clearl, set out and (ro(erl, annotated
chec0s that there are no errors in the (rogram code.
$es(onses to testing could include)
reconstruction at the stage :here the item can still *e altered if necessar,
chec0s that the (rogram has *een (ro(erl, de*ugged. This means that an,
errors have *een found and corrected.
PA! "#$ T!A%&!$ 'S!
Assessment schedule: Digital Technologies 91079 Automatic Guided Vehicle
%vidence#0udgements or Achievement %vidence#0udgements or Achievement )ith
*erit
%vidence#0udgements or Achievement )ith
%"cellence
The student has im(lemented *asic techni+ues
in constructing a s(ecified electronic and
em*edded s,stem.
The student has)
constructed and tested functional s,stems
For example, the line-following robot
functions according to the specifications.
However
not all !oints are well soldered, for
example, the student has used too much
solder, or the !oint was not hot enough
when the soldering was done, so the
solder has not flowed into it completely,
or the !oint was dirty, so the solder did not
stick to it
the system is not always reliable, for
example, not all !oints are reliable "some
are loose and prone to breaking#
the wires are not always bundled
together or near the components to which
they connect
it is not always easy to follow and see
where wires are going, making it difficult
to access and replace parts.
:ritten and de*ugged em*edded soft:are
For example
the bug fixes are published through
different versions of the software
the student$s construction and debugging
The student has s0ilfull, im(lemented *asic
techni+ues in constructing a s(ecified electronic
and em*edded s,stem.
The student has)
constructed and tested relia*le functional
s,stems :ith :ell7soldered .oints
For example, the line-following robot
functions according to the specifications and
the !oints are well soldered
the system is reliable, for example, all
!oints are reliable, secure, and not prone
to breaking.
However
for connections to any components off
the board, the wires are not always
bundled together or near the
components to which they connect
it is not always easy to follow and see
where wires are going, making it difficult
to access and replace parts.
:ritten9 de*ugged9 and annotated em*edded
soft:are so that the (rogram is logical
For example
the bug fixes are published through
different versions of the software
the debugging process is recorded in the
annotations on the software
the student$s construction and
The student has efficientl, im(lemented *asic
techni+ues in constructing a s(ecified electronic and
em*edded s,stem.
The student has)
constructed and tested relia*le functional s,stems
:ith :ell7soldered .oints
o(timised trac0 and com(onent la,out and secure9
relia*le9 :ell7organised connections to an,
com(onents that are mounted off the *oard
For example, the line-following robot functions
according to the specifications and
the wires are bundled together and are near
the component to which they connect
it is easy to see where wires are going and
therefore to access and change parts.
:ritten and de*ugged em*edded soft:are so that
the (rogram is logical9 efficient9 and clearl,
annotated.
For example
the bug fixes are published through different
versions of the software
the debugging process is recorded clearly
and succinctly in the annotations on the
software, such as %This is the software error,
and this is the rewritten software that
overcame problem &.'
the student$s construction and debugging
resulted in code shown in the (xcellence
exemplar in )ppendix *.
PA! "#$ T!A%&!$ 'S!
have resulted in the code shown in the
)chieved exemplar in )ppendix *.
This description relates to only part of what is
re+uired, and is indicative only.
debugging has resulted in code shown in
the ,erit exemplar in )ppendix *.
-ee )ppendix . for examples of evidence for
(xcellence
"inal grades :ill *e decided using (rofessional .udgement *ased on a holistic e1amination of the evidence (rovided against the criteria in the
Achievement Standard.
PA! "#$ T!A%&!$ 'S!
A&&endi" 1: !ode e"em&lars
Excellence
=L this (iece of code :aits allo:s a ro*otic vehicle to follo: a *lac0 line along a curved (ath.
The ro*ot sto(s at the end of the (ath :hen it detects a *lac0 rectangle.L=
Minclude Nmotor.hO ==*rings in a Pli*rar,/ :hich consists of some (re7
:ritten code to manage a (air of motors
*,te for:ards Q 1J ==sets u( la*els to ma0e the code more reada*le and
easil, understood
*,te reverse Q 2J
*,te off Q 0J
2otor motorJ ==defines motor as a (articular instance of a more
general class of functions called 2otor
void setu(?@ R ==there are no s(ecial things to do in the setu(
section for this (rogram
S ==although in this s,stem9 setu(?@ can not *e left out.
void loo(?@ R ==sets the (rogram u( to run continuousl,
if?analog$ead?leftTsensor O 400@@ ==chec0s if left sensor is on :hite *ac0ground motor.
U.motor?for:ards@J ==if so the left motor is turned on
if?analog$ead?leftTsensor N 401@@ ==chec0s to see if left sensor is on *lac0 line
U.motor?off@J ==if so the left motor is turned off
if?analog$ead?rightTsensor O 400@@ ==chec0s to see if the right sensor is on the :hite
*ac0ground
$.motor?for:ards@ ==if so the right motor is turned on
if?analog$ead?rightTsensor N 401@@ ==chec0s to see if the right sensor is on the *lac0 line
$.motor?off@J ==if so the right motor is turned off.
S
Assessor comments
This (iece of code is clearl, :ritten9 :ell annotated9 and :ell structured.
The code is correctl, indented9 so it is clear ho: man, lines of code each FifG
statement a((lies to.
The la*els FleftTsensorG9 FrightTsensorG9 Ffor:ardsG9 FreverseG9 and FoffG ma0e the
code straightfor:ard and eas, to understand.
The comments are clearl, se(arated from the code9 so it is eas, to see :hich is
:hich.
The comments e1(lain :hat is ha((ening at each ste( of the (rogram.
Assessor 1udgement: !1cellence
PA! "#$ T!A%&!$ 'S!
Merit
=L this (iece of code :aits allo:s a ro*otic vehicle to follo: a *lac0 line along a curved (ath.
The ro*ot sto(s at the end of the (ath :hen it detects a *lac0 rectangle.L=
Minclude Nmotor.hO
2otor motorJ
void setu(?@ R
S
void loo(?@ R

if?analog$ead?0@O 400@@
U.motor?1@J ==start left
if?analog$ead?0@N 401@@
U.motor?-@J ==sto( left
if?analog$ead?1@ O 400@@ ==start right
$.motor?1@
if?analog$ead?1@@ ==sto( right
$.motor?0@J
S
Assessor comments
The code is correctl, indented and logical. The (rogram :or0s correctl,.
There is the odd comment that indicates :hat is ha((ening at those (oints.
There are la*els that indicate :hich motor ?U.motor or $.motor@ is *eing turned on or
off.
&o:ever9 *oth the commenting and the la*elling could *e more com(lete and
informative.
Therefore the e1am(le is not at !1cellence level.
Assessor 1udgement: 2erit
This resource is co(,right ; %ro:n 2012 Page 1- of 1<
PA! "#$ T!A%&!$ 'S!
Achieved
Minclude Nmotor.hO
2otor motorJ
void setu(?@ R
S
void loo(?@ R
if?analog$ead?0@O 400@@
U.motor?1@J
if?analog$ead?0@N 401@@
U.motor?-@J
if?analog$ead?1@ O 400@@
$.motor?1@
if?analog$ead?1@@
$.motor?0@J
S
Assessor comments
The code is correct and logical. It correctl, ma0es the ro*ot follo: the line and sto( at
the end.
&o:ever9 there is no annotation.
3o indentation is used to hel( ma0e the structure of the (rogram clear.
The lines are all .ammed together9 and this o*scures the structure of the (rogram.
Ua*elling is non7e1istent e1ce(t for those la*els that are *uilt into the li*rar, functions
and that the student could not avoid using.
Assessor 1udgement: Achieved
PA! "#$ T!A%&!$ 'S!
A&&endi" 2: %"am&les o evidence or %"cellence
Trac0s are :ell set out
and solder .oints are
clean.
%om(onents have a com(act la,out. 3ote
ho: the three :ires (ass through a hole in the
*oard *efore arriving at the soldering (oint on
the other side. This (revents an, mechanical
strain from *eing a((lied to the soldering and
greatl, im(roves the ro*ustness of the
attachment.
This :ire is *oth crim(ed and soldered to the
(lug. It :ill not come off.
This (lug is securel,
soldered to the
connecting lead.
This finished lead :ill attach the
*atter, to the ro*ot.
PA! "#$ T!A%&!$ 'S!
This resource is co(,right ; %ro:n 2012 Page 1< of 1<
The com(uter is
securel, attached
to the ro*ot.
$o*ot
The motor/s leads are
securel, attached to
the ro*ot.

Internal Assessment Resource Digital Technologies Level 1

Загружено:

Сведения о документе

Исходное описание:

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Internal Assessment Resource Digital Technologies Level 1

Загружено:

Авторское право:

Доступные форматы

Internal assessment resource Digital Technologies 1.

49 v2 for Achievement Standard 91079

Вам также может понравиться