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Universal Systems Model (USM)
Troubleshooting
Unit 3: Systems
Lesson 2: Systems Model
Lesson Snapshot
Big Idea: The universal systems model—input, process, output, and feedback—help users isolate system components so that they may be properly
used and maintained.
Purpose of Lesson: reinforces your abilities to identify systems within technological devices to prepare you to use the universal systems model to
properly operate a system.
Activity Highlights
Engagement: brainstorm to identify the input, process, output, and feedback for sending a message using a communication device (e.g. Mobile phone,
email).
Exploration: brainstorm to compile a list of systems with which they come into contact on a daily basis. List these systems as technological, social, or
environmental. Choose one of the systems on the list and identify input, process, output, and feedback of the system (File 3.2.1).
Explanation: define the term, Universal Systems Model, and explains about stability of a system and open- and closed-loop systems. List examples
from a mobile phone and other systems on the list from the Exploration activity to guide you to explore the implications of a user who is not familiar with
a system and/or uses it unsafely (e.g., using a mobile phone while driving, a dropped mobile phone call)
Extension: write instructions for calling and texting on a mobile phone for a new user (File 3.2.2). The directions explain the safe and successful
operation of the system, specifically describing how the feedback loop assists in properly using the system.
Lesson Overview
Technology: Standards for Technological Literacy
Understanding the core concepts of technology which are the building blocks of technology, are embedded within larger technological, social, and
environmental systems
You will develop abilities to apply the design process. Refine a design by using prototypes and modeling to ensure quality, efficiency, and productivity of
the final product
Science: Benchmarks for Science Literacy
The Nature of Technology, Design and Systems
• Almost all control systems have inputs, outputs, and feedback. 3B/M3a
Habits of Mind Manipulation and Observation
• Follow instructions in manuals or seek help from an experienced user to learn how to operate new mechanical or electrical devices. 12C/H1*
Learning Objectives
1. Operate systems so that they function in the way they were designed.
2. Identify the safe procedures and directions so a new user can recognize the input, process, output, and feedback components of, and operate two
different systems.
3. Explain that systems, which are the building blocks of technology, are embedded within larger technological, social, and environmental systems.
4. Use systems in the design and development of technology.
5. Differentiate between larger technological, social, or environmental systems from smaller components and subsystems.
6. Identify the various systems embedded within the larger system (technological, social, or environmental), using the language of the core technologies
(input, process, output, feedback).
7. Design a troubleshooting diagram and manual for another user to maintain the safe and proper operation of a system or product.
Resource Materials
Internet Search Terms and Suggested Sites
• Universal systems model Gehbauer, Peter. (n.d.). Input, Process, Output. Retrieved from
http://www.brainfood.ca/assistant/computing/design/patterns/ipo.htm
Ashburnham Westminster Regional School District. (n.d.). Technological Systems Model Retrieved from http://www.awrsd.org
Required Knowledge and/or Skills
Students should be able to search for information on the Internet and know how to use word-processing and presentation software.
Lesson Plan
Engagement
View a picture of a mobile phone (or other communication device) that the teacher projects at the front of the class. brainstorm, to identify the input,
process, output, and feedback for sending a message using the communication device.
Exploration
Compile a list of systems with which they come into contact on a daily basis.
Record the ideas as technological, social, or environmental systems, based on the category identified by the student.
Brainstorm how you interact with systems on a daily basis and categorize each system as technological, social, or environmental.
Identify the input, process, output, and feedback of the system for their assigned system (File 3.2.1).
Explanation
Explains that the Universal system model consists of input, process, output, and feedback
The stability of a technological system is influenced by all of the components in the system, especially those in the feedback loop.
The feedback loop allows the system to make necessary adjustments during operation. Feedback maybe part of a closed-loop system
Explains that new and frequent users need to operate systems so that they function in the way they were designed to avoid malfunctions or safety
issues.
Extension
Identify the safe procedures for the use of calling and texting on a mobile phone for a new user (File 3.2.2). The directions explain the safe and
successful operation of the system, specifically describing how the feedback loop assists in properly using the system.
Unit 3: Systems
Lesson 2: Systems Model
File 3.2.1: Parts of a System
All systems have the following parts:




Input
Process
Output
Feedback
In the last activity, you brainstormed a variety of different systems. In this activity, you are assigned a specific system.
Identify and list the parts of the system, or you may sketch the system in the space below and label the parts.
Selected system:
Input:
Process:
Output:
Feedback:
Sketch:
Find the answers at:
http://wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/1057/1%20-t.e.d/Unit%203/Presentation%203.2.1.pptx
Universal Systems Model
A systems model involves a combination of elements or parts to complete a task. When the parts of a system work together, they accomplish a goal. A
universal model of a system is presented in the illustration below.
System Inputs
The “inputs” to the system provide all the needed resources to accomplish the goals of the system. The “processes” are the action which brings about system goals
using the inputs (resources).
The “inputs” to the system provide all needed resources to accomplish the goals of the system. Six general inputs to technology education systems are 1) people, 2)
knowledge, 3) materials, 4) energy, 5) fixed capital-land, buildings, tools, and equipment and 6) money.
System Processes
The “processes” area of the system is where action takes place to achieve the goals of the system. Knowledge of the processes and how to perform processes is called
technology.
System Outputs
The “output” of a system is the goal to which all of the inputs and processes are applied. These may be products, services, new knowledge, and impacts of the system
on society.
The “outputs” of the system include the ends or goals (products, services, and/or societal impacts).
Feedback
Information can be transferred back to any position in the system for evaluation to see if things are going as planned. Corrections can be made in inputs and processes
to alter the outputs from the system.
Unit 3: Systems
Lesson 2: Systems Model
File 3.2.2: Design Brief: Give Me Direction!
Background
In two weeks your grandparents are headed on vacation, and you’re concerned about their health and well-being as they travel. Because you are a kind
person, you volunteer to allow them the use of your mobile phone on vacation.
Problem
Up to this point, neither grandparent has ever used a mobile phone and does not know what the term
"text messaging" means.
Your task is to send along a set of directions with them, (created in Word so they can print it out) so
that they can use the mobile phone in the event of emergency.
Your grandparents are familiar with the universal systems model and your instructions must follow the
format of the universal systems model.
Be sure to include a detailed description of how the feedback loop can assist them in operating the
mobile phone.
The following rubric will be used to evaluate your work:
Category
Steps
Systems Model
Feedback
Below Target
At Target
Above Target
The student listed 2-3 steps to
use the mobile phone.
The student listed a number of
steps to use the mobile phone
(one page or less).
The student listed a number of
very detailed steps to use the
mobile phone (one page or
less).
The student identifies at least
two components of the systems
model within the directions for
use of the mobile phone.
The student identifies each
component of the systems
model within the directions for
use of the mobile phone.
The student clearly identifies
each component of the systems
model within the directions for
use of the mobile phone.
The student briefly explains how
the feedback loop can help the
grandparents operate the
mobile phone.
The student explains how the
feedback loop can help the
grandparents properly operate
the mobile phone.
The student explains how the
feedback loop can help the
grandparents properly operate
the mobile phone, citing multiple
feedback mechanisms.
Unit 3: Systems
Lesson 2: Systems Model
File 3.2.3: Brainstorm Organizer
Input
Process
Output
Feedback
Unit 3: Systems
Lesson 2: Systems Model
File 3.2.5: Brief Constructed Response
Write a one-paragraph response to each for the following:



Engineers refine a design by using prototypes and modeling to ensure quality, efficiency, and productivity of the final product.
Almost all control systems have inputs, outputs, and feedback.
It is best to follow instructions in manuals or seek help from an experienced user to learn how to operate new mechanical or electrical devices.
This rubric will be used to evaluate your brief constructed response.
Below Average
Category
Understanding
Focus
Use of Related
Information
Response demonstrates an implied,
partial, or superficial under-standing of the
text and/or the question.
Lacks transitional information to show the
relationship of the support to the question
Uses minimal information from the text to
clarify or extend meaning.
Average
Response demonstrates
an understanding of the
text.
Addresses the demands
of the question
Uses some expressed or
implied information from
the text to clarify or
extend meaning.
Excellent
Response demonstrates an understanding of
the complexities of the text.
Exceeds the demands of the question
Effectively uses expressed or implied
information from the text to clarify or extend
meaning.
Unit 3: Systems
Lesson 2: Systems Model
File 3.2.6: Give Me Direction! Design Brief Rubric
Category
Below Average
Average
Excellent
Steps
The student listed 2-3 steps to
use the device.
The student listed a number of
steps to use the device.
The student listed a number of very detailed
steps to use the device.
Self Test and Revision
The student completed a selftest and did not revise the
directions.
The student completed a selftest and revised the directions.
The student completed a self-test and
revised the directions, adding many detailed
steps.
Test and Revision
The student gave the
directions to another student
to test and did not revise the
directions.
The student gave the
directions to another student
to test and then revised the
directions once more.
The student gave the directions to another
student to test and then revised the
directions once again, providing more detail.