Systems, sensors and embedded intelligence
Modern products increasingly sense their environment and respond automatically — a fridge that beeps when the door is left open, or a bike light that switches on in the dark.
Part of your national curriculum
- Technical knowledge: Understand how more advanced mechanical and electrical systems can be used in their products, and apply computing to embed intelligence in products
Lesson overview
What you'll learn in this lesson
Understand how more advanced mechanical and electrical systems can be used in their products, and apply computing to embed intelligence in products
Key learning points
- • Mechanical and electrical systems
- • Sensors as inputs
- • Embedding intelligence with computing
This lesson at a glance
- 28 minutes
- 14 parts to scroll through
- 3 quick checks
- Marked quiz at the end
- Gentle pace: short sittings with pauses
Words to know
Scroll down — the lesson carries on below
Watch & discover
Part 1 of 14
Watch first
Systems, sensors and embedded intelligence
An English teaching video on this topic from SlackPress. Watch it, then scroll down for the lesson.
In a nutshell
Understand how more advanced mechanical and electrical systems can be used in their products, and apply computing to embed intelligence in products
Learning cycle
Part 2 of 14
Learning cycle 1 of 2
Part 1 · Mechanical and electrical systems
A short piece of teaching, then a check to make sure it has landed.
Explore the idea
Part 3 of 14
Learn
Mechanical and electrical systems
A system takes an input, processes it, and produces an output. A simple electrical system might use a switch (input), a circuit (process) and a buzzer (output). More advanced systems combine sensors, motors and gears to detect conditions and react to them.
Explore the idea
Part 4 of 14
Learn
Sensors as inputs
Light-dependent resistors, temperature sensors and push switches all convert something physical into an electrical signal a circuit or microcontroller can use, allowing a product to 'know' about its surroundings.
Quick check
Part 5 of 14
Quick check
In a system, what does a sensor provide?
Reset break
Part 6 of 14
Pause
That's sitting 1 of 2 done
Stretch, get a drink, look out of the window. There is no timer and nothing is counting down — your place is saved, so you can come back in five minutes or tomorrow.
Quick check
Part 7 of 14
Quick check
What runs the code that decides a product's output?
Learning cycle
Part 8 of 14
Learning cycle 2 of 2
Part 2 · Embedding intelligence with computing
A short piece of teaching, then a check to make sure it has landed.
Explore the idea
Part 9 of 14
Learn
Embedding intelligence with computing
Microcontrollers, such as those used in simple programmable boards, run code that decides what output happens for a given input — for example, turning on an LED only when a sensor reading passes a set threshold. This is how 'smart' behaviour is added to everyday products.
Quick check
Part 10 of 14
Quick check
A light-dependent resistor is an example of a…
Challenge round
Part 11 of 14
Game · Sort it
Which of these are true?
Drag each card into the right column. Tap a card first if dragging is fiddly.
True
Not true
Challenge round
Part 12 of 14
Game · Fill the gaps
Finish the sentences
Choose the word that belongs in each gap.
A simple ____ system might use a switch (input), a circuit (process) and a buzzer (output).
More ____ systems combine sensors, motors and gears to detect conditions and react to them.
This is how 'smart' behaviour is added to everyday ____.
Mastery quiz
Part 13 of 14
Marked quiz
End of lesson quiz: Systems, sensors and embedded intelligence
3 questions, marked with the reasoning shown. No timer.
1. In a system, what does a sensor provide?
2. What runs the code that decides a product's output?
3. A light-dependent resistor is an example of a…
Lesson round-up
Part 14 of 14
Lesson round-up
Ready when you are
Quiz score
Not sat
Games
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Points this lesson
0
Best run
0 in a row
Luna: 0 out of 3 on the practice checks. Only if you feel up to it — one more?
Ask LunaDo the work
Your written work for this lesson
This is the part you'd do in your book at school. Pick the pieces below, write here or on paper, and photograph anything you draw or work out.
Why the first prototype broke
A team designed a phone stand from 3 mm plywood. The brief said it must hold a 200 g phone at 60° and survive being knocked. The first prototype looked right but snapped at the joint after two knocks.
The team tested again and found the grain of the plywood ran across the narrowest part of the joint, so the wood split along it. They widened the joint from 8 mm to 20 mm, turned the piece so the grain ran along the load, and added a small fillet at the corner to spread the force.
The second prototype survived twenty knocks. It used 15% more material and took four minutes longer to cut — a trade-off the team recorded in their evaluation.
Written for Good Learning Co.
Reading questions
- Name the fault in the first prototype and explain why it happened.
- List the three changes the team made and what each one does.
- Write an evaluation of the second prototype against the brief, including the trade-off.
Design sheet
DiagramSketch two ideas with measurements and notes, then photograph the sheet.
2 labelled sketches
Evaluation
WritingWrite how well your idea meets the brief and what you would change next time.
6–8 sentences
Saved as you type.
Part 1 of 14 · Watch & discover
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Understand how more advanced mechanical and electrical systems can be used in their products, and apply computing to embed intelligence in products