Year 9 (New Curriculum)

Systems and Control

Year 9 Overview

This year 9 course is designed for a half year, approximately 50 contact hours, compulsory unit for all year 9 students that covers

Topics Covered

Whilst there are lots of areas that can be covered these are the key areas chosen to focus on as they covered what is needed to meet the progress outcomes. The approach of less is more has been taken.

Topic 1: System Thinking, What is it?

4–6 periods

Covering:

Choose real electronic, mechatronic and digital systems and explain what they do.
Identify inputs, processes, outputs and the separate energy supply.
Use universal system diagrams, boundaries and subsystem models.
Test a control rule in the simulator and explain what changes.
Compare open-loop control with feedback control.
Connect these ideas to electricity and electronics.

Curriculum connections

Explain how parts and subsystems achieve a purpose; communicate energy and information flows; interpret tests and feedback to suggest improvements.

Topic 2: Electronics - Night Light Project

6–8 periods

Covering:

Build a light-sensitive circuit on a copper-tape house template.
Make and check reliable soldered connections.
Identify and measure resistors and a light-dependent resistor (LDR).
Predict and test how light changes a sensor signal.
Fit the LED and transistor in the correct direction.
Test, find faults, fold and decorate a working house.

Curriculum connections

Select safe supplies and components; communicate the circuit; diagnose connection and component faults; use test evidence to improve a useful outcome.

Topic 3: Arduino Basics

6–8 periods

Covering:

Build or simulate a simple circuit, then make it follow instructions.
Use sequence, repetition and decisions to control lights and sound.
Compare digital inputs with changing analogue readings.
Read a sensor, store its value and choose a useful switching threshold.
Test inputs and outputs separately before combining them.
Build and test in Tinkercad, then compare with a real Arduino circuit.

Curriculum connections

Integrate electronic and digital subsystems; communicate control sequences; test sensor inputs and outputs; use evidence to refine reliable control.

Topic 4: Mechatronics - Bridge Task

16–20 periods

Covering:

Investigate how shape, materials and connections affect a structure.
Compare loads, stability and alignment using models.
Build, test and improve a bridge against agreed requirements.
Record what changed and what the test showed.
For a moving bridge, investigate the pivot, movement, friction and control separately.
Explain how structural and mechanical parts work together.

Curriculum connections

Select structures, mechanisms and materials; test forces, stability and alignment; diagnose faults and refine performance. A moving bridge also provides evidence of movement and friction.

Topic 5: PICAXE — Traffic Light Project

Covering:

Assemble and check the AXE092 board.
Test LED, button, light-sensor and sound interfaces separately.
Use PICAXE BASIC sequences, repetition and decisions.
Compare digital inputs with analogue readings.
Program a traffic-light sequence, then a railway-crossing challenge.
Investigate energy use, test reliability and justify improvements.

Curriculum connections

Combine electronic and digital subsystems; communicate circuits and control sequences; choose a safe supply; diagnose hardware and program faults; use test evidence and user requirements to improve a control system.

Find this project under Year 9 → 9.5 PICAXE: Traffic Light Project.

Topic 6: Onshape – Design for Laser Cutting

Covering:

Start a sketch on a plane and identify its geometry and origin.
Use dimensions and constraints to control size and position.
Recognise closed profiles and diagnose gaps or conflicting rules.
Plan cutting and engraving separately and test a paper model.
Export a sketch as DXF and check imported scale and paths.
Use measurements and manufacturing trials to improve a component.

Curriculum connections

Use accurate representations, select suitable materials and connections, and record tests that support improvements. Apply the CAD skills to a sensor mount, control panel or moving-bridge component to support an integrated Systems and Control outcome.

Start at 9.6 Onshape: Design for Laser Cutting. Four activity pages take you from a first sketch to a checked manufacturing file.

Links to Curriculum

Systems and Control Technology

Knowledge

Practices

Systems Thinking

Systems are designed to transform inputs into outputs that meet an identified purpose (e.g. automated gate, irrigation system, security system).
Mechanical, structural, electronic, and digital subsystems, including programmable control elements, can be integrated into mechatronic systems that perform coordinated tasks.
Feedback from within and outside of the system provides information about performance and supports monitoring, maintenance, adjustment, and improvement.
System representations (e.g. system diagrams, circuit diagrams, annotated sketches) communicate relationships between components, subsystems, and flows of energy or information (see Year 9 Science: Electric Charge and Energy Transfer in Circuits).

Systems Thinking

Analyse an existing system to explain how components and subsystems interact to achieve a purpose.
Use system diagrams, circuit diagrams, annotated sketches, and sequenced instructions to communicate how a system operates.
Evaluate system performance against identified functional, user, safety, and environmental requirements.
Record and interpret testing evidence to explain system behaviour and inform improvements.

Physical Systems

Electrical and electronic systems require suitable power sources, components, and connections to operate safely and reliably.
Mechanical performance is influenced by forces, movement, friction, stability, alignment, and material selection.
Testing identifies faults and performance issues that can be used to improve system function and reliability (e.g. misalignment, loose connections, excessive friction, incorrect wiring).

Physical Systems

Select appropriate components, mechanisms, structures, and materials for an intended system outcome.
Identify, diagnose, and correct faults in simple electrical, mechanical, or structural systems.
Refine system performance by addressing issues relating to reliability, stability, friction, alignment, movement, or component connections.

Overall

Design and make an authentic, fit-for-purpose Systems and Control outcome.

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