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Summary
This systems and control project is about designing and making a 3D diorama, or moving picture, with a crime reduction message. Pupils start by researching a chosen crime topic and then design and make their own diorama, using mechanical and virtual movement elements. Detailed support is provided for systems and control, programming and interfacing PICs.
Support and Resources












Programming your PIC with sound

You can experiment with the SOUND settings in PIC Logicator and other PIC programming software to create your own tunes. The 'Secret PIN' diorama program on Page15 refers to a MACRO called 'spooky music'.

If you have Logicator software, you can download and run the PIC Logicator file containing this macro by following these instructions. Click the right mouse button (or press Control and click the mouse on a Mac) on Spooky Music. Choose 'Save Target as...' From the 'Save as type:' drop down, select 'All files' and save the file to your hard drive. If you run the macro, you should recognise the tune it plays!
Citizenship issues
 • Anti-social behaviour
• Living in your community
• Living within the law
Extended activities
 Our interactive streetscene "Streetwise", provides the basis for further crime-related tasks which can be used at KS3&4, or set for homework activities. The Related Tasks require pupils to browse and search Streetwise for information on different issues, including crime in schools, and then complete related tasks.

Click here to view Related Tasks >>>

The case studies developed by Design Against Crime provide an excellent starting point for individual or group research and study. In particular, the case studies relating to school design and community parks will be of interest to KS3 and KS4 pupils interested.

To find out more about the case studies click here.
A free copy of the published case studies is also available from Design Against Crime.
Please email k.a.smart@shu.ac.uk for a copy.
Crime Links
 www.crimereduction.gov.uk

The best and most comprehensive UK online resource for crime reduction. This government website includes a fully searchable knowledge database, toolkits of good practice and mini-sites on specific topics. An excellent resource for all those interested in crime reduction information.

Mini sites include:

Street Crime www.crimereduction.gsaferscov.uk/streetcrime01.htm
Safer Schools www.crimereduction.gov.uk/hools01.htm

Toolkits include:

Antisocial behaviour www.crimereduction.gov.uk/toolkits/as00.htm
Rural Crime www.crimereduction.gov.uk/toolkits/rc00.htm
Street Crime www.crimereduction.gov.uk/toolkits/sc00.htm
D&T and Citizenship Links
National Curriculum Online KS3 D&T: www.nc.uk.net/servlets/NCFrame?subject=D26T

D&T Online: www.dtonline.org/

Design Technology Online: www.designtechnologyonline.co.uk/

DATA: www.data.org.uk

UK Parliament website - www.parliament.uk

The Citizenship Foundation - www.citizenshipfoundation.org.uk/

The Citizenship website - www.dfes.gov.uk/citizenship/

The Standards Site - www.standards.dfes.gov.uk/schemes2/citizenship/

For details of suppliers, see links in the full teachers notes below.


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Crime Scene Teachers Notes
About the project
 This project is about creating a moving picture or scene which is controlled by a PIC. The topic of the diorama is concerned with crime. The outcomes should be used to bring to people's attention a particular issue or give information about crime or present an anti-crime message. The purpose is to provide some interesting action which will provide entertainment, thus reinforcing the message given by the diorama. To facilitate this, the project includes specific teaching about:

• creating a diorama;
• using mechanisms;
• using input and output functions of a PIC;
• using software to program a PIC;
• evaluating the project outcomes.
Rationale for Systems and Control Dioramas
With the introduction of Peripheral Interface Controller (PIC) technology and its associated programming software, it is now easier to include this aspect of D&T into schemes of work. However, topics for project work often limit the pupil learning experience. Many schemes start with focused practical tasks such as traffic light sequences and car park barriers. These are useful learning tools but do not encourage creativity in this aspect of D&T. Crime Scene: Systems and Control Dioramas is a project which builds on these skills by providing an application with ample opportunity for pupils to demonstrate their talents as designers and technologists. Crime Scene is suitable for Y10 pupils but could be used at Y9 if pupils have a sound foundation in the more technological aspects of D&T.
Crime issues: Analytical tasks
 The purpose of the analytical tasks is to provide pupils with opportunities to learn about crime issues and to do research to inform their thinking prior to designing their DAC diorama. This research is prompted by the inclusion of the Interesting facts leading into the brainstorming activity. Interesting facts are presented to enhance the issues. It is anticipated that pupils will do further research when prompted by these facts by searching appropriate web sites or collecting information locally. Town halls, police stations and public libraries usually have this sort of information available.

The following crime topics are used to aid pupils engaging with this activity:

• Rural Crime;
• Street Crime;
• Historic Crime;
• Anti-social Behaviour.


The research could be either class work, homework or a combination of the two. Useful websites which can be used to research these crime topics are listed at the end of these notes.
Further research is encouraged in the gathering information section on pages 6 and 7. Questionnaires are often used within D&T. However, this section gives pupils guidance about how to design their questionnaire by introducing them to different types of question. Good questionnaire design is complex and time consuming. The emphasis here is for pupils to explore question types and to develop a short questionnaire with a small number of well designed questions.


Results of the questionnaires can be recorded and displayed in graphs or charts using ICT or using hand graphic methods. Pupils should be encouraged to use the information they present as the basis for their diorama or as a prompt to identify a particular crime issue or topic they could use in their diorama design. For example, it may highlight or a particular concern about crime or challenge a widely held opinion.
Creating a diorama
 The purpose of the analytical tasks is to provide pupils with ideas that can be used in designing a diorama. .Page 8 prompts pupils' thinking down one of the following three routes:

• A diorama depicting a crime being committed and show the consequences of the crime.
• A diorama showing a statistic or piece of information about a type of crime in order to raise awareness.
• A diorama displaying an anti-crime message which could help combat crime.

Thinking of the message is the starting point followed by finding and/or creating images to convey the message. Pupils may carry out further research into the crime topic they selected earlier in the project. For example, searching history books or web sites for illustrations might help pupils formulate their ideas for the historic crime topic. Pupils may find that books concerned with drawing cartoons are helpful at this stage as well as information about lettering and text styles.

Differentiated teaching is important at this stage to ensure that there is a good match between what pupils want to do and what they are capable of achieving.

Once the idea is firmly established, pages 9 to 18 can be used to develop the technological aspects of the diorama.

To facilitate speedy construction, making a vertical display supported by a base can be used to move pupils into the constructional part of the project. MDF, plywood or similar materials can be used for this. However, this construction can be used to support the main elements of the diorama which can be made from model board. This material can be cut using modelling knives. Model board, which is about 5 mm thick, is easily used to produce a three dimensional effect to the diorama. The Secret PIN diorama on page 13 has an illustration of a key pad made in model board in order to achieve a three dimensional effect. More adventurous dioramas could have mechanisms or lights hidden from view by using images of bushes or a wall placed in front of the main diorama. Examples of using these techniques can be seen on the Crime Scene poster.
Again, pupils can use hand graphic methods or ICT to produce the images for their diorama.




Health & Safety note
 Introducing the use of sharp cutting tools such as modelling knives significantly increases the H&S risk.
Peripheral Interface Controllers (PICs)
 Peripheral Interface Controllers (PIC) are small computers on a chip which can be programmed to respond to inputs, make comparisons, make decisions, remember events, count and turn electrical/mechanical devices on or off. PICs can be used to ‘source’ or ‘sink’ an electrical current. This means that the outputs can be at either +volts, in order to supply current (source) up to 20 mA, or they can be at 0volts to allow current to flow to ground (sink) up to 25 mA. Current values of 20/25 mA are only able to drive devices such as LEDs, so any useful work requires interfacing of the output through a transistor or relay. There is also a limit to the total current that a PIC chip can source or sink; control software suppliers usually have this information available. The most convenient way to interface PICs is to use a darlington driver chip which, when connected to a PIC, can sink as much as 550mA for each of the outputs, thus making it easy to control motors and higher powered light bulbs.


Page 11 shows how inputs are interfaced to PICs, and page 12 how output devices are connected. It is important to ensure that an input is held at either +V or OV, using a 10k resistor achieves this. Project boards developed by software suppliers usually include resistors already soldered to the board.


Suppliers of control software have project boards available which include transistors or a darlington driver chip together with easily identified connections for pupils to wire their input and output devices. These boards are recommended for ease of use, thus maximizing the use of pupil time to develop and make their diorama and learn the programming skills to make their diorama work.
Control systems
 Several D&T equipment suppliers have PIC programming systems available for use in schools. The Crime Scene workbook illustrates Economatics PIClogicator which uses a flow sheet system to build up the programme. A particularly effective feature is the use of macros. A macro is a freestanding sequence of commands that is called by the main program. Each macro can be developed and tested independently before being embedded into the main program. This is particularly effective when programming sequences such as sound.

Care needs to taken in selecting the appropriate PIC and making sure that it provides an appropriate number of inputs and outputs. The 16F627 PIC used in the examples illustrated in the Design Scene work book provides 8 outputs and 7 inputs.





Sound

An output of a PIC can be connected to a piezo sounder or small loudspeaker and used to enhance the action of the diorama. Incorporating sound provides opportunities for differentiated teaching. For example, the flowchart on page 15 has a MACRO called SPOOKY MUSIC. Pupils can make decisions about whether to use simple ‘beeps’ to enhance their diorama or able pupils may like to convert musical notes into a series of numbers, which can then be programmed into a tune. Control software manuals usually include a ch




art showing numbers and the musical notes they represent.
Programming PICs
 Software suppliers usually supply a PIC programmer which is then connected to a computer. Once a flow sheet or program has been developed, a simulation can be run on the computer to check for correct operation and modifications made if necessary. Once satisfied that the program is correct, it can be downloaded to the PIC by inserting the PIC into the programmer and using the download function of the software. The PIC can then be transferred to the diorama for testing. This operation needs to be done carefully as the pins on PICs are easily broken off. Care needs to be taken to ensure pupils align pin 1 of their PIC with pin1 socket on the chip holder soldered to the board. PICs can be programmed an infinite number of times, so it is possible for pupils to test their diorama for correct operation and, if working correctly, add further features to their program.

PICAXE supplied by Revolution does not require a programmer as the control program is downloaded directly to the control board. This eliminates the problem of plugging and un-plugging the PIC. However, the PICAXE system relies on the PICs being pre-programmed by Revolution.
Building blocks: Mechanisms
 Choosing mechanisms which can be used to add movement to a diorama needs to be done with care to ensure satisfactory operation and ease of programming. Most suppliers of D&T materials sell small electric motors. However, they do need gearing down for most applications. The motors/gearboxes shown in the illustrations are available from TEP. Rapid Electronics also supplies an excellent worm drive motor/gearbox unit together with a range of cams, gears, axles, pulleys and wheels. Bearing in mind that considerable skill is required to make the parts of mechanisms, using readily available components enables pupils to get their diorama working quickly and reliably. Careful manufacture of the mechanism is essential to avoid frustrations associated with poorly made mechanisms which fail to work effectively.

The pop-up mechanism can either use a motor gearbox unit or, for very rapid movement, a small motor without a gearbox. Turning the motor on for one second works well and is surprisingly reliable. Worm drive gearboxes do not work in this application, so some experimentation is needed. Gear reductions of 2:1 and 3:1 work satisfactorily. Above this there is too much friction and inertia in the system to enable the balance weight to return the mechanism to its starting point.

Rocking mechanisms and turntables are easily made and can produce good effects. Pupils should be encouraged to work out the sizes of the crank mechanism either by drawing or modelling.
Building Blocks: Virtual Movement
 Virtual movement can produce excellent effects but care is needed to work out the sequence correctly. In the example shown on page 18, the falling raindrops can be programmed either in rows or randomly. LEDs can also be used to provide the impression of twinkling stars or flickering flames. Superbright LEDs are excellent, but care should be taken in connecting them to the controller. Self adhesive copper track is ideal for this, as the LEDs can be soldered directly to the track, thus avoiding a profusion of wires. Short wires will be needed to connect the tracks to the control board.

Using a mix of mechanisms and LEDs produces particularly effective dioramas.



DACtiles
 DACtiles is a type of domino game to be played by groups of pupils. Its purpose is to promote discussion both about the crime issues and about the D&T learning that are embedded in this project. The DACtiles are supplied on a separate sheet and will need to be cut out before play can start. The scissors icon marks where the tiles should be cut down the middle - each tile has a black end and a white end. The tiles can be used several times, providing the set remains intact (laminating the tiles will make them last longer). Instructions for playing the game are on page 22 of the workbook.



Evaluation and Reflective tasks
 The evaluation and reflective tasks are designed to promote discussion about:

• the design, making and effectiveness of pupils’ dioramas;
• crime issues and living in the community.

The evaluation task on page 21 is designed to encourage pupils to think about the criteria they would use when assessing dioramas. Working in pairs, pupils produce their own criteria and then proceed to mark their own work and that of their partner. This exercise concludes with pupils working individually to give their view, with reasons, about the importance of two of the criteria.

As with all the Design Against Crime projects the workbook concludes with reflective tasks designed to promote further discussion about crime issues that will enable pupils to reach conclusions which they can record on Pages 22 to 24. These tasks are all about living in the community, including responsibility for one's own actions and consideration for others.

The first task invites pupils to think about and list all the people they should consider when planning a party. The questions which follow invite pupils to consider several scenarios and to record their responses. These tasks make ideal homework activities.

The final two pages focus pupils’ attention on understanding community issues particularly how they can be considerate to other people and have their considerations taken into account. These tasks are ideal for group discussion which could then be followed up with individual homework.
Useful websites
 Below are listed some resources for teachers and students, including some of the main sources of information and statistics on crime related issues in the UK. Also included are sites which may be useful for teachers planning schemes of work for citizenship. Details correct at time of going to print.
Design Against Crime
 www.designagainstcrime.org

Website for the Design Against Crime initiative, this site includes full details of our design and teaching materials as well as information on each strand of the initiative.

The Education section includes separate areas for pupils and teachers with information and tasks to complement each of the workbooks available.

The Resources section includes pupils’ tasks, the interactive streetscene, and downloads of all Design Against Crime reports and research papers to date. The case studies resources provide an excellent opportunity for extended work for pupils at KS3 and beyond.
Crime Reduction website
 www.crimereduction.gov.uk

The best and most comprehensive UK online resource for crime reduction. This government website includes a fully searchable knowledge database, toolkits of good practice and mini-sites on specific topics. An excellent resource for all those interested in crime reduction information.

Mini sites include:

Street Crime www.crimereduction.gov.uk/streetcrime01.htm

Safer Schools www.crimereduction.gov.uk/saferschools01.htm

Toolkits include:

Antisocial behaviour www.crimereduction.gov.uk/toolkits/as00.htm

Rural Crime www.crimereduction.gov.uk/toolkits/rc00.htm

Street Crime www.crimereduction.gov.uk/toolkits/sc00.htm
Home Office website
 www.homeoffice.gov.uk/

For a summary (Excel format) of recorded crime data from 1898 to 2001/02 go to www.homeoffice.gov.uk/rds/recordedcrime1.html
Design Council
www.design-council.org.uk/

The Design Council's purpose is to inspire and enable the best use of design by the UK. It works to raise the profile of design across the education spectrum, aiming both to help pupils make the most of their creativity and to nurture the designers of the future.
Contains news articles, case studies, publications relating to designing out crime.
Secured By Design
 www.securedbydesign.com

UK Police flagship initiative supporting the principles of designing out crime. It supports the creation of secure, quality places where people wish to live and work.
Includes guidelines for building safe playing areas in and outside of schools.
The Citizenship website
 www.dfes.gov.uk/citizenship

DFES website for citizenship. Issues, curriculum resources, training and development.
The Standards Site
 www.standards.dfes.gov.uk/schemes2/citizenship

Includes a teacher's guide and ideas for Citizenship at KS3.
The Citizenship Foundation
 www.citizenshipfoundation.org.uk

The Citizenship Foundation is an independent charity working to promote more effective citizenship through education about the law, democracy and society.
UK Parliament website
 www.parliament.uk

Includes information on how parliament and the electoral system work.
Suppliers
The following suppliers are able to supply PICs, motors and mechanisms, LEDs and other supplies.


Hindleys
Hill Crest Works
230, Westbourne Road
Sheffield S9 3LQ

Tel: 0114 278 7828
Fax: 0114 278 8558
www.hindleys.com


TEP
Middlesex University Teaching Resources
Unit 10, The IO Centre
Lea Road
Waltham Cross
Herts EN9 1AS

Tel: 01992 716052
Fax: 01992 719474
Orders: 0845 6014773
www.mutr.co.uk


Rapid Electronics
Severalls Lane
Colchester
Essex CO4 5JS

Tel: 01206 751166
Fax: 01206 751188
www.rapidelectronics.co.uk/


Economatics (Education) Ltd
Epic House
Darnall Road
Sheffield S9 5AA

Tel: 0114 281 3260
Fax: 0114 243 9306
 www.economatics.co.uk


Revolution
4 Old Dairy Business Centre Melcombe Road
Bath BA2 3LR

Tel: 01225 340563
Fax: 01225 340564
www.rev-ed.co.uk


Commotion
Unit 11 Tannery Road
Tonbridge
Kent TN9 1RF

Tel: 01732 773399
Fax: 01732 773390
www.commotiongroup.com





May 2003

Tel: 0114 225 2643
Fax: 0114 225 2603

Email: k.a.smart@shu.ac.uk
www.designagainstcrime.org
 Design Against Crime

Centre for Design and Technology Education
Sheffield Hallam University
Psalter Lane Campus
Sheffield S11 8UZ
 

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Design Against Crime Teachers Notes
About Design Against Crime
 Design Against Crime is a major design and technology (D&T) curriculum development project spanning the education continuum from key stage 3/4 in secondary schools through higher education courses in universities to professional design practice. The project is funded by the Home Office, and the Design Council. These notes relate to the Design Against Crime key stage 3/4 projects.


The nature of the projects
 The core element of each project is a design and make assignment that fits in with the delivery of the design and technology national curriculum. Embedded in each project is additional teaching and learning material to enable D&T teachers to make a positive contribution to:
 
  • • numeracy
    • literacy
    • information and communication technology (ICT).
  Above all, this complete teaching and learning package enables D&T teachers to make a valuable contribution to the teaching of
 
  • • citizenship.
The workbooks
 Each Design Against Crime key stage 3 project has a pupil workbook. These have been designed for pupils to use in place of their usual folio. Each workbook has spaces for pupils to complete set exercises, record research data, generate and record ideas, and engage in evaluation. Additionally, the books contain information to support learning after the manner of a textbook. In some cases the text describes a particular manufacturing process in others there is information to help with designing. In all cases information is available to prompt further investigation and to support learning.

A key element is pupils’ ownership of their workbook and that they see it as a high quality resource for their work. The workbooks provide added value and support whilst still enabling teachers to tailor projects to their own particular style of teaching.
The structure of the projects
 Each project begins with research and analysis exercises based on crime data. These exercises can be individual or group activities. Activities, which involve drawing graphs, can be used as the basis of an Information Communication Technology (ICT) lesson. Pupils can then glue their graphs in place in their workbook.

The first Design Against Crime exercises are intended to stimulate pupils’ thinking and contextualise subsequent activity. Pupils are then led into structured design and make activities; again these can be focused upon group or individual work. The 'note pads' in the workbook provide opportunities for pupils to record information that they can use in the evaluation of their project. This is designed to support evaluation as an on going rather than an end of project task. Towards the end of the project there is a more formal evaluation or assessment task.

The workbook ends with tasks that can be used as homework or group activities. These tasks include word searches and crosswords. The final section in each workbook focuses on the effects criminal activities can have on people. This provides pupils with opportunities to gain an understanding of the wider aspects of the effects of criminal activity on both individuals and on society as a whole.


Teaching Design Against Crime
 Many of the Design Against Crime tasks can involve group work. This is seen as a key element in addressing citizenship issues. Discussions about crime should be teacher initiated and structured to ensure that pupils remain on task. An overemphasis on punishment of the criminal should be avoided in the discussions. The aim should always be to remain positive and focus upon responsible behaviour, consideration for others and the recognition of the benefits of living within a crime free society.
Tasks which involve the analysis of data could involve formal teaching inputs as appropriate. Groups or working in pairs can be used for brainstorming sessions when generating ideas. Many of the tasks and related activities can be set as homework. Design Against Crime projects should be used in a flexible manner to suit the individual teacher and a school's particular requirements.
Assessment of Design Against Crime projects
 Assessment of Design Against Crime projects should be in line with school and departmental policy. However, as each project has a number of specific tasks these could be assessed separately and contribute to the overall assessment of the project. As the projects encourage paired and/or group work there is ample opportunity to establish formative assessment. Record keeping of formative assessment could be part of the pupil's task and recorded in the 'note pad' or 'sketch pad' spaces provided in the project workbooks.
Design Against Crime projects in a departmental scheme of work.
 Design Against Crime projects are designed to enhance the D&T curriculum in schools. In developing these projects it has been envisaged that at least one will be embedded in the KS 3 departmental scheme of work. Each project covers a considerable number of the design and technology programmes of study in the national curriculum. Additionally, it is possible to use the project workbooks with KS 4 GCSE examination work if more advanced product design work is being undertaken.
The posters
 Within each project pack is a poster that can be displayed in D&T workshops, studios or laboratories. These are to provide both stimulus and useful information for pupils as they engage in their Design Against Crime project.



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