SYS 3.1 Students identify and describe relationships between inputs, processes and outputs in systems.	SYS 3.2 Students assemble and trial systems they design by considering inputs, processes and outputs.
Students know that: · systems have inputs, processes and outputs. Students identify and describe relationships between inputs, processes and outputs as they: · identify inputs, processes and outputs of systems - use simple flowcharts, drawings and diagrams to record how systems operate - draw a flowchart of a water-treatment system that identifies unfiltered water, filtering processes and clean water as inputs, processes and outputs - list inputs, processes and outputs of different systems - label diagrams or models to show names of inputs, processes or outputs · identify relationships between components - discuss and record what happens to an input as a result of a process - water becomes cleaner during a treatment process - ingredients change chemically during cooking processes - bread changes to toast during the heating process - describe effects that may arise from changing an input or process - describe the effects if the number of batteries in a lighting circuit is doubled - describe the result of increasing oven temperature when baking a cake - describe the impact of electric vehicles on the transport systems of the future - describe how navigation aids assist blind students to navigate their way around the school.	Students know how: · to assemble and trial systems. Students consider inputs, processes and outputs as they: · design and assemble systems · develop different systems that carry out similar tasks - systems for serving food at a school camp — selfservice or table service - systems for storing school books — storing books in desks or storing books in bags · develop a system to achieve specific outputs - design and make a system to help keep school lunches cool - combine components in a simple electronic circuit to make an alarm to identify if a person is at the door · describe the function of components in a system - identify the effect a heating process is meant to have on an input - draw diagrams and explain to others how their systems operate · trial systems they design - test and evaluate their own and others’ designs for consistency of outputs - describe how an alarm rings when the switch is activated · consider the appropriateness of inputs, process and outputs - time taken for system to operate - cost of inputs - effectiveness of processes.
At each level, activities should occur in a range on contexts. Students should consider aspects of appropriateness and management within these activities. Examples · Students identify the inputs, processes and desired outputs for a system for cooking and distributing food on a school camp and design a system that they can trial at the camp. · Students identify relationships between inputs, processes and outputs in a mail system and assemble and trial a mail system for distributing mail around the classroom and school. · Students describe some relationships that exist between components in electronic circuits and design and trial a simple alarm system for a window or door. · Students disassemble old toys that contain systems and determine how they could use the components in these to create new systems to meet their needs or the needs of others.