Life Skills: Building Mechatronic and Automated Systems

Syllabus Part 1 Identifying and defining

Different Mechatronic Systems

🎯 (CTLS-EVL-01, CTLS-DPM-01)

📌 Identify a range of mechatronic systems

A mechatronic system has moving parts, electrical parts and a computer. The computer tells the system what to do.

Here are some examples:

An automatic door in a shop. It opens when a person walks close.
A robot vacuum. It moves around a room and cleans the floor.
A toy line-following robot. It follows a dark line on the floor.
A plant watering system. It waters plants when the soil is dry.

Each one senses something. Each one moves something. A computer controls each one.

Try this Use photos from a magazine or a device. A teacher can help.

Look at three machines in photos or real life.
For each one, ask: Does it sense something? Does it move? Does a computer control it?
Tick each machine that does all three.

Sensors and Moving Parts

🎯 (CTLS-DPM-01)

📌 Identify various sensors, actuators and effectors/manipulators used within mechatronic systems

A sensor detects something around it. It is like your eyes or ears for a machine.

Examples of sensors:

A light sensor, which detects how bright it is.
A touch switch, which detects when something presses it.
A distance sensor, which detects how far away something is.

An actuator makes something move. A motor is one example. It is like your muscles.

An effector is the part that does the job. A gripper at the end of a robot arm is an effector. It is like your hand.

A manipulator is a robot arm that moves and holds objects.

Try this Use a picture or a toy.

Find a machine that senses. For example, a motion light outside a house.
Find the part that moves. For example, a fan motor.
Name the part that does the job. For example, the claw on a toy crane.

Mechatronic Systems that Solve Problems

🎯 (CTLS-EVL-01)

📌 Recognise mechatronic systems that have solved existing problems

Many mechatronic systems were made to solve a problem. Each one saves time, helps people or makes a task easier.

An automatic door helps people carrying bags, prams or wheelchairs. They do not have to push the door.
An automatic tap starts the water when hands move under it. People do not have to touch the tap.
A pet feeder with a timer feeds a pet at set times. This helps when people are out.

To recognise a solved problem, ask two questions. What was the problem? How does the machine fix it?

Try this Pick one machine you use. Draw, point or say instead of writing.

Write the problem it fixes in one sentence.
Write how the machine fixes it. For example: "A sensor opens the door."
Say your answers to a trusted adult.

Solving a Real-Life Problem

🎯 (CTLS-THI-01, CTLS-DPM-01)

📌 Use a real-life scenario with an identified problem and outline possible solutions using available mechatronic and/or automated systems

A real-life problem is a problem that happens to real people. Start by describing it in one sentence.

Example: The school garden plants dry out on hot days. Nobody remembers to water them on weekends.

Here are two possible solutions:

A timer that starts a small water pump each morning. This is an automated system.
A soil sensor that starts the pump only when the soil is dry. This is a mechatronic system.

Any pump or motor should be small and battery-powered. An adult must watch every test.

Try this Use a notebook or a whiteboard. Draw, point or say instead of writing.

Write one problem in one sentence.
Write two possible solutions.
For each solution, name one sensor or moving part it needs.

Human Control or Automatic Control

🎯 (CTLS-THI-01)

📌 Compare mechatronic systems in terms of human or automated control

Some machines need a person to control them. This is human control. Other machines follow their own rules. This is automatic control.

The table shows how they differ.

Question	Human control	Automatic control
Who makes the choices?	A person	The computer, using set rules
Does a person need to watch all the time?	Yes	No
Example	A remote-control toy car	An automatic door

Many machines use both. A person may press start on a robot vacuum. After that, it cleans on its own.

Try this Pick two machines, such as a bike and an automatic door. Draw, point or say instead of writing.

For each machine, ask: Does a person have to keep controlling it?
Write "human" or "automatic" next to each one.
Check your answers with a trusted adult.

Impact on Environment and Society

🎯 (CTLS-SAF-01, CTLS-EVL-01)

📌 Describe the impact of mechatronic systems and their application on the environment and society

Mechatronic systems change how people live and work. Some changes are good. Some changes cause problems.

Good effects include:

Machines can save time. A robot vacuum cleans while you do other things.
Machines can help people. Automatic doors help people with prams and wheelchairs.

Problems can include:

Machines need power, such as batteries or electricity.
Old batteries and electronics are waste. They should be recycled safely.
Some jobs may change as machines do more of the work.

Ask yourself: who gets help, and who may be affected?

Try this Think about one machine you know.

Write one good effect it has.
Write one problem it may cause.
Talk about both with a family member or your teacher.

Draw, point or say instead of writing.

Data from Mechatronic Systems

🎯 (CTLS-DAT-01, CTLS-DAT-02)

📌 Identify how data can be used and collected from various mechatronic systems

Data is information that a machine collects. Sensors collect data. A number, such as a temperature, is data. So is a yes or no, such as "door open?"

Example: a plant watering system has a soil sensor. It records how wet the soil is. The system uses this data to decide when to water.

Data can also be saved and looked at later. A light sensor could check how bright a room is each hour.

Data about people needs care. Always ask who can see it, and why.

Try this Use a tally sheet. You act as the sensor.

Draw a table with two columns: Time and Count.
Count the steps from your desk to the door. Make one tally mark for each step.
Write the total in the table.

Draw, point or say instead of writing.

Privacy and GPS Trackers

🎯 (CTLS-SAF-01)

📌 Explore the ethical considerations for a person’s right to privacy when using global positioning system (GPS) trackers

A GPS tracker uses satellite signals to find where it is.

Privacy means you have a say over who sees your information.

Questions to explore:

Did the person agree to be tracked?
Who can see the location?
Can the person turn tracking off?

A tracker on a pet dog can be a good idea. Tracking a person who did not agree is a problem.

If someone tracks you without permission, tell a trusted adult.

Try this Work with a trusted adult. Ask someone to read it aloud.

Read the three questions above.
Answer each one for a tracker on a pet.
Say one rule you would set for sharing your own location.

Show what you know Try one of these ways. Point to the sensor and the motor on a picture of an automatic door. Say one machine that solves a problem. Draw a simple machine and label its parts.

Syllabus Part 2 Researching and planning

Planning and Managing a Project

🎯 (CTLS-COL-01, CTLS-THI-01)

📌 Use a scaffold to plan and manage projects individually and/or collaboratively

A scaffold is a plan with steps. It helps you know what to do next. Think of a recipe or a checklist.

A project plan has four parts:

The name of the project.
The steps, in order.
Who does each step, and when.
A tick box for each step, to show it is done.

When you work in a group, put a name beside each step. Working together like this is called collaboration.

Try this Use a sheet of paper with four columns: Step, Who, When and Done. Draw, point or say instead of writing.

Write three steps for a small project, such as a flag lifter.
Write a name and a date next to each step.
Tick each step when it is finished.

Key Parts of a Mechatronic System

🎯 (CTLS-DPM-01)

📌 Identify key components in mechatronic systems

These are key parts of many mechatronic systems. Each part has its own job.

A sensor takes in information. It is like your eyes and ears.
A controller decides what to do. It is like your brain.
An actuator makes things move. It is like your muscles.
A power source, such as a battery, gives energy. It is like food for your body.

A controller can be a microcontroller. This is a small computer that runs the program.

The frame holds all the parts in place. A toy robot's plastic body is a frame.

Try this Use a toy robot or a picture of one.

Point to the part that senses.
Point to the part that makes it move.
Say where its power comes from.

Simple Machines Inside Systems

🎯 (CTLS-DPM-01)

📌 Recognise that a combination of simple machines is found within all mechatronic systems

A simple machine is a basic tool that makes work easier. There are six simple machines.

The first three are the lever, the wheel and axle, and the pulley. The others are the inclined plane, the wedge and the screw.

A mix of simple machines is found in every mechatronic system.

A door handle is a lever.
A bike wheel on its axle is a wheel and axle.
Some toy cranes use a pulley to lift a load.

Try this Look around the room, or use a toy.

Find a lever, such as a door handle or a pair of scissors.
Find a wheel and axle, such as a bike wheel.
Say how each one makes work easier.

Inputs and Outputs in Systems

🎯 (CTLS-THI-01)

📌 Describe the ways in which a mechatronic system uses inputs and outputs to sense its environment

A mechatronic system uses inputs and outputs to sense its surroundings. Its surroundings are its environment.

Input is information going in. A sensor sends an input.
Process is the thinking step. The controller decides what to do with the input.
Output is the action or result. A motor turning is an output.

Example: an automatic door.

Input	Process	Output
A sensor detects a person	The controller decides to open the door	The motor opens the door

Try this Use a night light or a picture of one.

Draw three boxes: Input, Process and Output.
Write what the light sensor detects in the Input box.
Write what the light does in the Output box.

Draw, point or say instead of writing.

Ethics of Everyday Automated Systems

🎯 (CTLS-SAF-01)

📌 Explore ethical considerations of the everyday use of mechatronic and/or automated systems

An ethical question asks what is fair, safe and kind. Machines that act on their own raise these questions too.

Ask these questions about everyday machines:

Is it safe for everyone who uses it?
Does it collect information about people? If so, who can see it?
If it breaks, who is responsible for fixing it?

Example: a school gate that opens by itself helps people carry bags. If it keeps records of who passes through, those records need protecting.

If a machine worries you, tell a trusted adult.

Try this Pick one automatic machine at home or school. Draw, point or say instead of writing.

Answer the three questions above.
Write one fair thing about the machine, and one thing to improve.
Share your answers with a trusted adult.

Programming a Mechatronic System

🎯 (CTLS-ALG-01)

📌 Engage in programming a mechatronic system to complete a task

A program is a list of steps that a machine follows. Each step is one instruction.

This example is pseudocode. Pseudocode is a plan for a program, written in plain words.

# Example only: water the plants when the soil is dry
WHEN the soil sensor says DRY
  TURN the pump on
  WAIT 10 seconds
  TURN the pump off

Flowchart

Water the plants when the soil is dry

A flowchart of the watering example above. Each box is one step, and the diamond is a question with a Yes exit and a No exit.

What to notice

After START, the first step is a question. The answer is Yes or No.
Only the Yes answer turns the pump on.
The pump runs for 10 seconds, then it turns off.

Try thisDraw this flowchart on paper. Use a box for each step and a diamond for the question. Check that both answers have a label.

Try this Use a block coding tool, with a teacher beside you. Draw, point or say instead of writing.

Write the steps on paper, in order.
Test the steps with a teacher. Does the machine do what you planned?
Change one step, and test again.

Future Mechatronic Innovations

🎯 (CTLS-EVL-01, CTLS-COM-01)

📌 Discuss future innovations of mechatronic and/or automated systems

An innovation is a new idea, or a new way of doing something. Mechatronic and automated systems keep changing.

People are researching ideas such as robots that help with work. Others study machines that check crops on a farm. Some ideas will never be built. Others may become common.

To discuss an idea, think about two sides. What good could it do? What could go wrong?

Try this Pick one future idea from class or a trusted source.

Write one good thing it could do.
Write one worry about it.
Talk about both with your teacher.

Draw, point or say instead of writing.

Jobs and Skills in Mechatronics

🎯 (CTLS-COL-01)

📌 Participate in researching various jobs and skills associated with mechatronic systems

Many people work with mechatronic systems. Their jobs can include building, programming and fixing machines.

Each job needs skills. A skill is something you can do well. Many of these jobs use skills such as:

Solving problems step by step.
Working safely with tools and power.
Reading plans and drawings.
Working well in a team.

To find out more, ask a careers adviser at school.

Try this Pick one job. Ask a teacher or trusted adult to help. Draw, point or say instead of writing.

Find one fact about the job.
Write down two skills the job needs.
Share your facts with the class.

Show what you know Try one of these ways. Point to a sensor on a toy robot and say what it does. Draw an input, process and output chart for one machine. Say one step in your plan and who does it.

Syllabus Part 3 Producing and implementing

Building a Simple Mechatronic System

🎯 (CTLS-DPM-01)

📌 Use simple machines to create a mechatronic system that performs a basic function

A simple machine can do one basic job. In this example, a wheel and axle lifts a flag.

A toy motor is the actuator. It turns the axle. A push button is the input that starts it.

Watch out Use only a battery-powered toy motor kit. An adult must check the wiring first.

Try this Build a flag lifter with an adult watching.

Tie a string to a small paper flag.
Wrap the other end of the string around the motor axle.
Connect the motor, battery and button as the kit shows.
Press the button. Count how many times the flag lifts in five tries.

Designing a Machine Using CAD

🎯 (CTLS-DPM-01, CTLS-THI-01)

📌 Design a machine using Computer Aided Design (CAD) software to solve an everyday problem

CAD stands for Computer Aided Design. It is software that lets you draw a machine before you build it. You can change the drawing as often as you need.

Example: a phone holder for a desk. The drawing shows the shape and the size. You can check the size before you build anything.

Use a design program your school allows. An adult should show you how to use it safely.

Try this Use squared paper if you cannot use a computer.

Draw the phone holder on squared paper. Count the squares to set each side length.
Write the length of each side next to it.
Show your drawing to a trusted adult. Ask: does it solve the problem?

Draw, point or say instead of writing.

Changing Existing Mechatronic Code

🎯 (CTLS-ALG-01)

📌 Modify existing programs (code) for mechatronic systems

To modify a program means to change it. You change a program to make a machine do something different.

Example: a motor runs for 3 seconds. You want it to run for 5 seconds. You only need to change one number.

# Example only: the motor runs for 3 seconds
TURN the motor on
WAIT 3 seconds
TURN the motor off

To make the change, replace the 3 with a 5. Then test the machine again.

Always save the old program first. Then you can go back if the change does not work.

Try this Work with a teacher or trusted adult.

Save a copy of the program before you change it.
Change one number. Change nothing else.
Test it. Did the motor run for 5 seconds?

Testing and Checking a Design

🎯 (CTLS-DPM-01)

📌 Test and assess the effectiveness of designs using a scaffold

A test checks whether a design works. To assess a design means to judge how well it works.

Use a checklist to plan your tests. A checklist is a kind of scaffold. Write each test, then mark the result.

Example: You test a flag lifter ten times. It lifts the flag nine times. It works nine times out of ten.

Keep a record of each result. It helps you see what to fix.

Try this Make a simple checklist on paper. Draw, point or say instead of writing.

Write three tests. For example: "Lifts the flag?" and "Stops at the top?"
Run each test three times. Mark Yes or No each time.
Circle any test that failed. Decide what to change.

Developing Solutions to Problems

🎯 (CTLS-THI-01, CTLS-DPM-01)

📌 Develop solutions to identified issues

An issue is a problem you find when you test. To develop a solution means to make a fix for that issue.

Example: the flag stops halfway up. The string slips on the axle. A possible fix is tape around the axle. The string then grips.

Test the fix several times before you decide it works.

Try this Use your flag lifter, with an adult watching. Draw, point or say instead of writing.

Write the issue in one sentence. For example: "The string slips."
Write two possible fixes.
Try the first fix. Test it five times. Write down the results.

Show what you know Try one of these ways. Point to the input button and the motor on your built system. Say the steps your program follows, in order. Show your test checklist with the ticks and crosses.

Syllabus Part 4 Testing and evaluating

Does the Solution Fix the Problem?

🎯 (CTLS-COL-01, CTLS-DPM-01)

📌 Independently or collaboratively evaluate how a designed solution can address a defined problem

To evaluate a solution means to judge how well it solves the problem. You can do this alone or with a partner.

Ask these four questions:

Did it solve the problem?
Did it work most of the time?
Was it safe to use?
Who was happy with it?

Example: a fish feeder feeds the fish at 8 am each day. It solved the problem of forgetting. But it sometimes runs out of food. The judgement is: good, with one thing to fix.

Try this Use your test checklist, or ask a partner. Draw, point or say instead of writing.

Write the problem in one sentence.
Answer the four questions. Use Yes, No or Some.
Write one good thing and one thing to improve.

Problems Found When Testing

🎯 (CTLS-DPM-01)

📌 Identify issues encountered when testing solutions

An issue is a problem found while testing. Finding issues is useful. It shows you what to fix.

Common issues include:

A sensor or button does not respond.
A motor runs too slowly, or not at all.
A battery runs out too soon.
A part comes loose.
A bug is a mistake in the program.

Example: a robot turns left when you want it to turn right. The cause may be a wheel fitted the wrong way round. It may also be a wrong step in the program.

Try this Test your design five times. Draw, point or say instead of writing.

Each time something goes wrong, write a short note.
Look at your notes. Which issue happens most?
Start with that issue when you plan your next fix.

Design Ethics: Society and Environment

🎯 (CTLS-SAF-01)

📌 Recognise ethical considerations that a design could have on society and/or the environment

A design can affect people and the environment. Ethics asks whether the design is fair, safe and kind to both.

Could it hurt anyone, even by accident?
Can everyone use it? For example, a person in a wheelchair?
Does it use lots of power, or make waste that is hard to recycle?

Example: a bin that opens on its own helps people who have full hands. Its battery should be recycled safely at the end of its life.

Try this Pick your own design or a machine you know.

Answer one question from the list above.
Draw one change that would make it fairer or kinder.
Explain your change to a classmate.

Show what you know Try one of these ways. Say one ethical issue your design could have. Draw your design and label one effect on people or the environment.