Computer Control

n the modern world, computers control most machines to a greater or lesser extent. The ‘computer’ may be nothing more than a microchip in a little electronic panel, or it may be a giant computer complex. But the principle is the same – pulleys and strings have been replaced by computers. Think of a washing machine – it appears to be much the same as the ones on sale in the 1970s but the way it is controlled has completely changed. On the control panel push buttons have largely replaced knobs and switches; and if you looked behind the panel you would see electronic circuit boards where there used to be electro-mechanical components.

The basic principles of computer control are as important for children today as woodwork and needlework were to our generation. The traditional skills are not, in the main, redundant – rather we must add computer control to the children’s curriculum.

Control at Level One
At this level children should be given the opportunity to explore any simple electrical devices in a constructive way. Torches, bicycle lamps and battery-operated toys are ideal for this. They should progress to more complex devices such as tape recorders and understand that their actions will have a result.

Their work at the computer should be aimed at learning the actions of the more common control keys (such as the arrow keys) and developing mouse control. Software should include simple maze games in which the user has to guide a character on the screen through a maze by using the appropriate keys.

Control at Level Two
Children should be introduced to a programmable robot at this level. They should explore the commands available, and be able to give single instructions to control its movements, starting with simple forward movement, and progressing to explore and discover units of turn. They will discover that forward motion and direction of turn are relative to the robot.

At the computer they should be introduced to a programming language such as LOGO. They should be able to give single commands to control the movement of a character or screen turtle. They will be aware from their work with the floor robot that directions are relative to the way the screen turtle is travelling. They should explore using the turtle to draw simple shapes.

Control at Level Three
Work at Level Three should build on the skills and concepts developed so far. Floor robot activities should be more structured and children should be encouraged to give a series of instructions to achieve a desired effect. Keys in addition to the simple ‘Forward’, ‘Backward’ and ‘Turn’ should be used (e.g. ‘Repeat’).

Using LOGO they should be able to give a series of instructions to control the screen turtle. They will have knowledge of degrees and of right angles and will be able to draw simple geometric shapes.

If suitable equipment is available the children could experiment with controlling real models attached to the computer via an interface. The software may use different commands (such as ‘Turn on’ and ‘Turn off’ instead of ‘Forward’ and ‘Backward’) but the principle of giving instructions one at a time, and later as a complete sequence is the same.

Control at Level Four
Work at Level Four involves creating, testing and modifying procedures. At this level the floor turtle is not the best tool (although Roamer does handle procedures). A control language such as Logo is really required.

On screen, the children should use procedures to name sequences of commands in order to draw geometric shapes or to create pictures. They should use variables to allow for different sized pictures to be drawn using the same procedure. They should combine procedures to create more complex designs, patterns and pictures.

At this level the children should control real models attached to the computer via an interface. Procedures will allow for complex control of models such as traffic lights and fairground rides. At this level they should also include simple feedback, perhaps by adding a push button to a traffic light and creating a pelican crossing, or building a lift or burglar alarm system.

Feedback in models is one way of using the computer to detect physical changes. Sensors, which measure light, temperature, sound, etc., can also be used in science activities.

Control at Level Five
Work at Level Five consists of extending the activities undertaken at level four. A wider range of models should be developed and controlled. Feedback should allow for increasingly sophisticated activities to take place.

There is one important addition at this level, however. Children should pay attention to efficiency in their programming, creating procedures and sub-procedures which program the actions of their models economically and efficiently.

Related Activities
In order to fully understand computer control, other skills and knowledge which are not directly related to ICT should be developed at all ages.

Spatial awareness and an understanding of relative direction can be developed in PE lessons. For example, working in pairs, one child could play the part of a robot and be directed around a maze of chairs by the other giving directions.

Experiments with batteries and bulbs in science will reinforce the concept of switches and circuits. This knowledge is required when children are controlling real models through a computer interface.

In Design and Technology children will build simple working models either from scratch or using construction kits such as Lego. Later, they can connect these models to a computer through a control interface and program them.

Resources required to deliver the Control strand of IT capability

• Electrical toys, torches, radio and tape recorders.
• A programmable floor robot.
• A computer with suitable software installed, including simple maze games and the LOGO programming language.
• Suitable models, interface and software which allow children to program the models from the computer.
• Suitable materials from which scratch built models can be constructed (e.g. motors, wires, batteries, bulbs, switches, wood, card, glue, etc)

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