TECHNOLOGY EDUCATION 11 12 - British Columbia · 2013-09-11 · TECHNOLOGY EDUCATION 11 AND 12:...

TECHNOLOGYEDUCATION11 AND 12

ElectronicsIntegrated Resource Package 2002

Ministry of Education

IRP 122

Copyright © 2002 Ministry of Education, Province of British Columbia.

Copyright Notice

No part of the content of this document may be reproduced in any form or by any means, including electronic storage,

reproduction, execution or transmission without the prior written permission of the Province.

Proprietary Notice

This document contains information that is proprietary and confidential to the Province. Any reproduction,

disclosure or other use of this document is expressly prohibited except as the Province may authorize in writing.

Limited Exception to Non-reproduction

Permission to copy and use this publication in part, or in its entirety, for non-profit educational purposes within

British Columbia and the Yukon, is granted to all staff of B.C. school board trustees, including teachers and

administrators; organizations comprising the Educational Advisory Council as identified by Ministerial Order; and

other parties providing direct or indirect education programs to entitled students as identified by the School Act or the

Independent School Act.

TECHNOLOGY EDUCATION 11 AND 12: Electronics • I

TABLE OF CONTENTS

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III

INTRODUCTION TO TECHNOLOGY EDUCATION 11 AND 12 AND ELECTRONICS

Rationale for Technology Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1The Electronics 11 and 12 Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Rationale for Electronics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Curriculum Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Suggested Instructional Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Suggested Assessment Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Integration of Cross-Curricular Interests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

CURRICULUM: ELECTRONICS 11 AND 12

Grade 11. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Grade 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

APPENDICES

Appendix A: Prescribed Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-3Appendix B: Recommended Learning Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-3Appendix C: Assessment and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-3Appendix D: Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-3Appendix E: Offering an Electronics Program in Your School . . . . . . . . . . . . . . . . . . . E-3

TECHNOLOGY EDUCATION 11 AND 12: Electronics • III

TABLE OF CONTENTSPREFACE: USING THIS INTEGRATED RESOURCE PACKAGE

This Integrated Resource Package (IRP)provides basic information teacherswill require in order to implement the

Electronics 11 and 12 curriculum. Theinformation contained in this IRP is alsoavailable via the Ministry website: http://www.bced.gov.bc.ca/irp/irp.htm

The following paragraphs provide briefdescriptions about each section of the IRP.

THE INTRODUCTION

The Introduction provides generalinformation about the Technology Education11 and 12 curriculum as a whole, includingspecial features and requirements. It alsoprovides a rationale for teaching Electronics11 and 12 in BC schools.

THE TECHNOLOGY EDUCATION 11 AND 12:ELECTRONICS CURRICULUM

The provincially prescribed curriculum forElectronics 11 and 12 is structured in terms ofcurriculum organizers. The main body ofthis IRP consists of four columns ofinformation for each organizer. Thesecolumns describe:

• provincially prescribed learning outcomestatements

• suggested instructional strategies forachieving the outcomes

• suggested assessment strategies fordetermining how well students areachieving the outcomes

• provincially recommended learningresources

Prescribed Learning Outcomes

Learning outcome statements are contentstandards for the provincial educationsystem. Prescribed learning outcomes set outthe knowledge, enduring ideas, issues,concepts, skills, and attitudes for each

subject. They are statements of what studentsare expected to know and be able to do ineach grade. Learning outcomes are clearlystated and expressed in observable terms. Alllearning outcomes complete the stem: “It isexpected that students will…”. Outcomestatements have been written to enableteachers to use their experience andprofessional judgment when planning andevaluating. The outcomes are benchmarksthat will permit the use of criterion-referenced performance standards. It isexpected that actual student performancewill vary. Evaluation, reporting, and studentplacement with respect to these outcomesdepend on the professional judgment ofteachers, guided by provincial policy.

Suggested Instructional Strategies

Instruction involves the use of techniques,activities, and methods that can be employedto meet diverse student needs and to deliverthe prescribed curriculum. Teachers are freeto adapt the suggested instructionalstrategies or substitute others that willenable their students to achieve theprescribed learning outcomes. Thesestrategies have been developed by specialistand generalist teachers to assist theircolleagues; they are suggestions only.

Suggested Assessment Strategies

The assessment strategies suggest a varietyof ways to gather information about studentperformance. Some assessment strategiesrelate to specific activities; others are general.These strategies have been developed byspecialist and generalist teachers to assisttheir colleagues; they are suggestions only.

IV • TECHNOLOGY EDUCATION 11 AND 12: Electronics

INTRODUCTION TO MATHEMATICS 10

Provincially RecommendedLearning Resources

Provincially recommended learningresources are materials that have beenreviewed and evaluated by BC educators incollaboration with the Ministry of Educationaccording to a stringent set of criteria. Theseresources are organized as Grade Collections.A Grade Collection is the format used toorganize the provincially recommendedlearning resources by grade and bycurriculum organizer. It can be regarded as a“starter set” of basic resources to deliver thecurriculum. These resources are typicallymaterials suitable for student use, but theymay also include information primarilyintended for teachers. Teachers and schooldistricts are encouraged to select thoseresources that they find most relevant anduseful for their students, and to supplementthese with locally approved materials andresources to meet specificlocal needs.

The recommended resources listed in themain body (fourth column) of this IRP arethose that either present comprehensivecoverage of the learning outcomes of theparticular curriculum organizer or provideunique support to specific topics. Furtherinformation about these recommendedlearning resources is found in Appendix B.

The Appendices

A series of appendices provides additionalinformation about the curriculum, andfurther support for the teacher.

• Appendix A lists the curriculum organizersand the prescribed learning outcomes foreach grade for the curriculum.

• Appendix B consists of generalinformation on learning resources as wellas Grade Collection organizational chartsand annotations for the provinciallyrecommended resources. New resourcesare evaluated and added to the GradeCollections on a regular basis.

• Appendix C contains assistance forteachers regarding provincial evaluationand reporting policy. Prescribed learningoutcomes have been used as the source forsamples of criterion-referencedevaluations.

• Appendix D acknowledges the manypeople and organizations that have beeninvolved in the development of this IRP.

• Appendix E provides information onprovincially approved Grade 12 coursesthat may be offered as an extension toElectronics 11 and 12.

PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE

TECHNOLOGY EDUCATION 11 AND 12: Electronics • V

TABLE OF CONTENTSPREFACE: USING THIS INTEGRATED RESOURCE PACKAGE

SUGGESTED INSTRUCTIONAL STRATEGIESPRESCRIBED LEARNING OUTCOMES

the

SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES

GRADE 11 • Health and Safety

GRADE 11 • Health and SafetyGrade Curriculum Organizer

Grade Curriculum Organizer

• Conduct a tour of the shop, having students locate anddescribe safety features on each piece of shopequipment. Also have them locate the first aid room,emergency exits, fire extinguishers, and alarms,pointing out special facilities and equipment, whereappropriate.

• Have students list the protective apparel that should beworn during specific activities. Insist that studentsalways have all required personal protective equipmentprior to participating in any electronics class activities.

• Provide a teacher demonstration of the safe approachfor any new procedure or piece of equipment. Thenobserve as students do the same.

• Have students review and report on the informationcontained in available safety resources such as:- Electronics Technician Common Core Competency

A1 module- WCB brochures and information sheets- electrical safety videos.Reinforce key points in class discussion.

• Provide WCB regulations and post WHMIS informationposters for students to review and discuss in class.

• Observe students as they work on projects, providingfeedback wherever the safety of their practices could orshould be improved.

• Invite a member of the local fire department to conductextinguisher training. As a follow-up, have groups ofstudents identify or demonstrate the procedure.

• As students work in the shop, observe the extent towhich they are able to:- demonstrate safe use of tools and equipment- demonstrate safe handling of potentially

hazardous materials- utilize safe and healthy work practices.

• Have students write a brief report that reviews atour of the shop. The report should include a shoplayout showing the location of fire extinguishers,fire alarms, eye wash stations, emergency exits, etc.

• Use multiple-choice and short-answer tests to assessstudents’ knowledge of safety regulations, policies,and procedures related to the use of test equipment.

• When students are handling hazardous materials,assess responses based on questions such as:- What do these WHMIS symbols mean?- What is the purpose of MSD sheets?- What kind of information do the sheets provide?- What products must be labelled? Why?

It is expected that students will:

• identify potential hazards in an electronics workenvironment

• demonstrate the safe use of tools, equipment, andmaterials

• describe electrical safety and emergency responseprocedures

• identify WCB regulations that apply to anelectronics work environment

• demonstrate a familiarity with WHMIS

Prescribed LearningOutcomes

The Prescribed LearningOutcomes column lists

the specific learningoutcomes for

each curriculumorganizer .

Suggested InstructionalStrategies

The SuggestedInstructional Strategiescolumn suggests a varietyof instructional approachesthat include group work,problem solving, and theuse of technology. Teachersshould consider these asexamples they mightmodify to suit thedevelopmental levelof their students.

Suggested AssessmentStrategies

The SuggestedAssessment Strategies

offer a wide range ofassessment approaches

useful in evaluatingthe prescribed

learning outcomes.Teachers should consider

these as examples theymight modify to suittheir own needs and

instructional goals.

Recommended LearningResources

The RecommendedLearning Resourcescomponent is a compilationof provincially recommendedresources that support theprescribed learningoutcomes. A completelist including a shortdescription of the resource,its media type, anddistributor is included inAppendix B of the IRP.

Print Materials

• Applied Electricity and Electronics• Digital Electronics: Principles and Applications,

5th Edition• Essentials of Electronics, 2nd Edition

Video

• Electrical Safety• Electronic Circuit Troubleshooting: Applying

the Principles• Electronic Circuit Troubleshooting: Common

Failures and Detection Aids• Electronic Circuit Troubleshooting: Testing

Methods and Equipment• Electronic Circuit Troubleshooting:

Understanding the Process and A Safe Approach

TECHNOLOGY EDUCATION 11 AND 12: Electronics • 1


RATIONALE FOR TECHNOLOGY EDUCATION

Technology is embodied in devices thatextend human capabilities. It provides thetools to extend our vision, to send andreceive sounds and images around theworld, and to improve health, lifestyle,economies, and ecosystems. As technologyassumes an increasingly dominant force insociety, technological literacy is becoming asessential as numeracy skills and the ability toread and write. In providing thefundamentals of technological literacy,technology education helps young peopleprepare to live and work in a world ofcontinuously evolving technologies.

A technologically literate person uses tools,materials, systems, and processes in aninformed, ethical, and responsible way. To beresponsible members of society, studentsmust be aware of the impact that ever-changing technology has on their lives. Theyneed to reflect critically on technology’s rolein society and consider its positive andnegative effects. Technology educationfosters the development of skills andattitudes that increase students’ abilities toresponsibly address the social and ethicalissues of technological advancements.

To meet career challenges, students must beable to communicate effectively, makeindependent decisions, solve problems, workindependently and cooperatively withindividuals from diverse backgrounds, andbecome technically competent. Indeed, theConference Board of Canada has identifiedthese skills as critical to employment in the21st century (see the Board’s “EmployabilitySkills 2000+” brochure, available online athttp://www.conferenceboard.ca/education/learning-tools/employability-skills.htm or from the Board at255 Smyth Road, Ottawa, ON, K1H 8M7,Tel. 613-526- 3280, Fax. 613-526-4857). In

Technology Education 11 and 12 coursesstudents have the opportunity to develop avariety of skills and abilities essential foremployment in today’s economy.

Activities in Technology Education provideopportunities for students to develop,reinforce, and apply:

• numeracy skills as they calculate, estimate,and measure

• information skills as they identify, locate,gather, store, retrieve, process, and presentinformation

• communication skills as they applytechnology to communicate their designideas, solutions, reflections, and products

• problem-solving skills as they identify,describe, and analyse problems, and testtheir ideas and solutions

• social and cooperative skills as theyinteract with others to solve problems andcomplete projects

• leadership and project-management skillsas they set goals, plan, address challenges,and resolve conflicts

• physical skills as they carry outtechnological tasks using tools, equipment,and materials correctly, efficiently, andsafely.

Technology Education Objectives

The aim of the Technology Educationcurriculum is to help students developtechnological literacy and lifelong learningpatterns that they need to live and workeffectively in a changing technologicalsociety. To achieve this, the curriculumprovides a framework for students to learnhow to design and construct solutions toreal-world problems and opportunities toput into practice what they have learned.

2 • TECHNOLOGY EDUCATION 11 AND 12: Electronics


Technology Education should providestudents with opportunities to:

• develop the ability to solve technologicalproblems

• develop the ability to design and buildprojects

• develop the ability to deal ethically withtechnology

• develop lifelong learning patterns neededto function effectively in a changingtechnological environment

• acquire skills and attitudes needed towork with technology both independentlyand as a cooperative member of a group

• develop appropriate attitudes andpractices with respect to work safety andpersonal health

• gain competence in working with tools,materials, and processes to produce high-quality work

• develop language and visualcommunication skills to investigate, explain,and illustrate aspects of technology

• apply and integrate skills, knowledge, andresources across disciplines and intechnological activities

• explore and pursue technological careersand associated lifestyles

• become discerning users of materials,products, and technical services.

THE ELECTRONICS 11 AND 12 CURRICULUM

This Integrated Resource Package (IRP) setsout the provincially prescribed curriculumfor the Technology Education 11 and 12:Electronics curriculum. Additional TechnologyEducation 11 and 12 courses include:

• Automotive Technology (2001)• Carpentry and Joinery (2001)• Drafting and Design (2001)• Industrial Design (1997)• Metal Fabrication and Machining (2002)

The development of this IRP has beenguided by the principles of learning:• Learning requires the active participation

of the student.• People learn in a variety of ways and at

different rates.• Learning is both an individual and a

group process.

Health and Safety

Safe work practices and procedures, andcreating an understanding of what isrequired for a safe work environment, areabsolutely essential. As students begin towork with tools and equipment, safetyprocedures must be introduced andreinforced throughout.

It is essential that teachers address thefollowing questions before, during, and afteran activity:

• Have safe work procedures beenmodelled?

• Have students been given specificinstruction on how to use and handleequipment, tools, and circuitry safely andcorrectly?

• Have students been given specificinstruction on how to use, handle, anddispose of hazardous materials?

• Are the tools and equipment in goodrepair, electrically safe, and suitablyarranged for students?

• Are students being properly supervised?• Do the facilities provide adequate lighting

for detailed electronics work andappropriate ventilation for activities suchas soldering and circuit board etching?

• Have students been made aware ofhazards in the facility area?

• Have students been made aware ofappropriate school-based and industrialsafety standards and procedures,including WHMIS?



Teachers should ensure that safety practicesare implemented. The following is not an all-inclusive list, but a guide to help teachersestablish a safe learning environment.Students should:

• wear appropriate attire and safetyequipment

• follow established rules and routines• select tasks that are within their abilities• demonstrate safe work practices and

attitudes• show self-control and respect for the safety

of themselves and others• recognize hazards in work areas.

RATIONALE FOR ELECTRONICS

Electronics is a fundamental technology inour society, affecting the welfare of oureconomy and lifestyle. All moderneconomies and technologies such asbiotechnology, telecommunication, medicine,and transportation depend on electroniccircuitry and systems. A basic understandingof electronics is essential for the technologicalliteracy required to pursue a number ofvocational and avocational interests.

Electronics 11 and 12 enables students tounderstand how electronic systems anddevices work, how they are applied in real-world situations, and how they affect oursociety in many complex ways. Thecurriculum sets out the prescribed learningoutcomes for an introductory Electronicsprogram. It is designed to meet the needs ofa broad spectrum of students, ranging fromthose who are not bound for a career inelectronics to those who may eventuallywish to pursue electronics engineering. Itthus has a much broader focus than a coursedesigned solely to align with post-secondaryelectronics technician curricula.

More specifically, the Electronics 11curriculum is designed for beginningstudents in electronics. It stresses hands-onexperimentation and project work as aneffective means to focus attention onfoundational theory, practical skills, andcareer, social, and ethical aspects ofelectronics. The Electronics 12 curriculumbuilds on the Electronics 11 foundation andfurther integrates knowledge, skills, andcritical thought through an emphasis onproject design, production, andmanagement. In grade 12, students take anincreased responsibility for their ownlearning and pursue design activities relatedto their personal and career interests.

The Electronics 11 and 12 curriculum isaimed at motivating and engaging studentsin a way that:

• stimulates interest in the field ofelectronics and lifelong learning

• prepares for post-secondary education andcareers related to electronics

• increases capability to integrateknowledge, skills, and ethics

• creates discerning users and criticalassessors of technology

• increases capability to innovate, design,and create.

CURRICULUM ORGANIZERS

The prescribed learning outcomes for thecourses described in this Integrated ResourcePackage are grouped under a number ofcurriculum organizers. These curriculumorganizers reflect the main areas ofElectronics that students are expected toaddress. They form the framework of thecurriculum. The organizers are notequivalent in terms of number of outcomesor the time that students will require in orderto achieve these outcomes. The sequence of



the following set of curriculum organizers isnot meant to convey an order of importanceor instruction:

Grade 11

• Careers and Society• Health and Safety• Tools and Equipment• Systems, Circuits, and Components• Analog Circuits• Digital Circuits

Grade 12

• Careers and Society• Health and Safety• Tools and Equipment• Project Design• Project Production

Careers and Society (Grades 11 and 12)Students need to learn about careeropportunities associated with electronics,understand related social issues, andappreciate the need for ethical practice. Specialattention should be paid to developing:

• awareness of the wide range of careerpossibilities in electronics

• understanding that electronics is closelybound to many societal issues

• the ability to assess the ethical implicationsof technological pursuits.

Health and Safety (Grades 11 and 12)The focus in this area is on safe workpractices and procedures and on what isrequired for a healthy work and learningenvironment. These learning outcomesshould be introduced as students begin towork with tools and equipment, andreinforced through all electronics courses.

Tools and Equipment (Grades 11 and 12)The use of test equipment, power sources,and manufacturing tools is an essential partof hands-on activities. The prescribedlearning outcomes focus on the development

of safe and approved operational andmaintenance skills associated with electronictools and equipment.

Systems, Circuits, and Components (Grade 11)It is important that students understand howcomponents play a role within a circuit andhow circuits are combined to make systems.This organizer includes a study of generalelectronic and component theory and ananalysis of systems and circuits. Importantlaws of physics, such as Ohm’s andKirchhoff’s, are used to describe and predictthe functioning of DC series, parallel, andcombined circuits.

Analog Circuits (Grade 11)This organizer introduces students to a rangeof analog circuits such as DC powersupplies, oscillators, and small amplifiers.Topics include the history of analog circuits,basic theory of analog circuits, and analogversus digital circuits. Through a focus onproject and experimental work, studentsintegrate theory, building, testing, andmodification of analog circuits.

Digital Circuits (Grade 11)This organizer is an introduction to digitalcircuits including the history of digitalcircuits, digital logic families, basic logicgates, and simple microcontrollers andmicroprocessors. Hands-on experimentaland project work are the primary means ofaddressing the topics included under thisorganizer.

Project Design (Grade 12)Grade 12 Electronics students are challenged,individually or in teams, to engage in designproblems. This organizer focuses on threemajor topics:

• the process of technological design itself• system and circuit design and

modification• printed circuit board design



Students will use and extend their Grade 11knowledge of systems, analog and digitalcircuits, components, tools and equipment,and health and safety to complete the designprocess. The technical knowledge acquiredby each student will vary depending on theproject.

Project Production (Grade 12)Students are challenged to fabricate a printedcircuit board of their design and selectmaterials to fabricate an appropriateenclosure for their project. In this organizer,students are expected to manage theirproduction process through lab and shoporganization, planning, machine set-up,project construction, and quality control.Students may work individually, in teams, ordecide to engage as an entire class in batchproduction.

The following graphics summarize the mainthemes and topics addressed in the Grade 11and 12 Electronics curricula.



Grade 11 Electronics CurriculumFocus: Introduction and survey of electronics

Careers and Society• career awareness• social issues• ethical practice

Careers and Society• ongoing safety

education and practice

Tools and Equipment• hand and power tools• electronic test

equipment

Systems, Circuits and Components• technical knowledge

Analog Circuits• technical knowledge

Digital Circuits• technical knowledge

Integration of curriculum organizers through hands-on, minds-on:• experimentation• projects

Grade 12 Electronics CurriculumFocus: Design and problem solving in electronics

Careers and Society• career awareness• social issues• ethical practice

Careers and Society• ongoing safety

education and practice

Tools and Equipment• hand and power tools• electronic test

equipment

Technical Knowledge*(Prior Grade 11 and new knowledge as required for design tasks)• systems, circuits, and

components• analog circuits• digital circuits

* Although "Technical Knowledge" is not a Cirriculum Organizer, it is included to indicate that prior and new technical knowledge will be required to complete a design task. Since such tasks are highly individual, it is not possible to prescribe specific technical knowledge.

Project Design• comprehensive design

process• system and circuit

design• printed circuit board

(PCB) design• enclosure design

Project Production• PC board production• production materials• enclosure production

Integration of curriculum organizers through hands-on, minds-on:• design and production



SUGGESTED INSTRUCTIONAL STRATEGIES

In this Integrated Resource Package,instructional strategies have been includedfor each curriculum organizer and grade.These strategies are suggestions only,designed to provide guidance for generalistand specialist teachers planning instructionto meet the prescribed learning outcomes.The strategies may be either teacher-directed, student-directed, or both.

There is not necessarily a one-to-onerelationship between learning outcomes andinstructional strategies, nor is thisorganization intended to prescribe a linearmeans of course delivery. It is expected thatteachers will adapt, modify, combine, andorganize instructional strategies to meet theneeds of students and to respond to localrequirements.

Teachers should include as manyinstructional methods as possible to presenttechnical information. Blending live repairswith simulated (i.e., instructor-prepared)tasks will maximize learning. For optimumlearning, a combination in-shop and in-classapproach is recommended.

The suggested instructional strategies maybe undertaken by individual students,partners, or small groups. Electronics 11 and12 emphasizes skills needed in a changingsociety. As a result, emphasis is given to thefollowing strategies:

• Strategies that develop applied skills.In order to see technology education, ingeneral, as relevant and useful, studentsmust learn how it can be applied to avariety of real workplace situations.Students learn more quickly and retaintheir learning better when they areactively involved in the learning process.Using a variety of activities with built-inlearning situations will help students to

understand, identify, and solve problemsthat occur in life.

• Strategies that foster the development ofindividual and group skills.In the workplace, people need to knowhow to work effectively, individually andwith others, to solve problems andcomplete tasks. Students need opportunitiesto work independently to enhance theirorganizational and self-evaluation skills.Students also need to experience thedynamics of group work to enhance theirunderstanding of group problem-solvingprocesses. Group work focuses on suchskills as collaboration, communication,leadership, and cooperation.

• Strategies that foster research and critical-thinking skills.In order to make informed and responsiblechoices about the appropriate use oftechnology, students need to receive andprocess information critically. To developdecision-making and problem-solvingskills, students need to be challenged toidentify problems and develop solutions.

• Strategies that use technology.The ability to use technology to solveproblems is a necessary skill in theworkplace and in post-secondaryeducation. Students use technology toaccess information, to performcalculations, and to enhance thepresentation of ideas.

Other ways to enhance the program include:

• forming an electronics club• offering a career preparation program• offering apprenticeship programs (some

may include corporate sponsorship)• constructing laboratory demonstration

units• arranging field trips• holding contests.



Critical Thinking and Problem-Solving Models

To develop decision-making and problem-solving skills, students need to be challengedto identify problems and develop solutions.The problems students identify or areassigned in Electronics 11 and 12 involve:

• assessing systems• improving existing products and systems• designing and developing new products

or systems• assessing the social and ethical

implications of electronics products orelectronics-related activities.

Models that describe these processes should bedeveloped with students so they understandthe recurring nature of solving real-worldproblems (i.e., as part of a problem is solved,new problems arise and some steps in theprocesses recur). The accompanying diagrams,“The Design Process,” “A Systems AnalysisModel,” and “A Model for Social and EthicalAssessment” offer descriptions of the variouscritical and problem-solving processes that teachers and students work with in Electronics. These models are intended to provide teachers with ways to plan technology education activities.

Project FocusIt is expected that students will complete variouslab activities and produce a variety of projects ineach course. These activities and projects will formthe basis upon which student learning will beassessed. The comprehensive nature of the activityor project will allow students to experience asense of accomplishment and to demonstrate skillsacquired in relation to a range of learningobjectives.

Technical CommunicationTechnical communication skills must be anintegrated part of the study of electronics, in orderto develop a student’s ability to effectively acquireand convey technical knowledge. Such skills willinclude:• drawing and interpretation of schematic

diagrams• use of appropriate technical vocabulary• verbal and written explanations of complex

problems.

Compare againstoriginal specificationsMake modifications

Tests madeConclusions

Ideas and SolutionsDevelopment

Working DrawingsModelsPlanning

Make improvementsas needed



A Systems Analysis Model(Grades 11 and 12 troubleshooting)

Identify purpose of system (inputs and outputs).

�

Identify purpose of subsystems (inputs and outputs).

�

Test each subsystem.

�

Isolate problems and implement solution.

�

Test solution.

A Model for Social and Ethical Assessment(Grades 11 and 12)

Identify known and unintended social consequences of the technology in a variety of social and cultural settings.(original purpose versus unanticipated consequences; how different cultures, social groups, and stakeholders may view the

technology; environmental effects; physical effects on people; social effects on people; etc.)

�

Identify and clarify appropriate ethical values that can be used to assess the merits of the technology.(What is right and wrong? corporate profit, novelty, user needs, simplicity, extravagance, etc.)

�

Using identified ethical values, judge the benefits and disadvantages of the technology and its applications.(What social good or damage can arise? In what situations is the technology most useful, most damaging?)

�

Make ethical decisions about the technology.(ban, adapt technology to beneficial social purpose, use without restriction, use only in specific ways, provide

user warnings, recommend future or on-going assessment, limit use to qualified specialists, etc.)



SUGGESTED ASSESSMENT STRATEGIES

Teachers determine the best assessmentmethods for their students. The assessmentstrategies in this document describe a varietyof ideas and methods for gathering evidenceof student performance. The assessmentstrategies column for a particular organizeralways includes specific examples. Somestrategies relate to particular activities, whileothers are general and could apply to anyactivity. These strategies may be introducedby a context statement that explains howstudents at this age can demonstrate theirlearning, what teachers can look for, andhow this information can be used to adaptfurther instruction.

Assessment is the systematic process ofgathering information about students’learning in order to describe what theyknow, are able to do, and are workingtoward. From the evidence and informationcollected in assessments, teachers describeeach student’s learning and performance.They use this information to providestudents with ongoing feedback, plan furtherinstructional and learning activities, setsubsequent learning goals, and determineareas requiring diagnostic teaching andintervention. Teachers base their evaluationof a student’s performance on theinformation collected through assessment.

Teachers determine the purpose, aspects, orattributes of learning on which to focus theassessment; when to collect the evidence;and the assessment methods, tools, ortechniques most appropriate to use.Assessment focuses on the critical orsignificant aspects of the learning to bedemonstrated by the student.

The assessment of student performance isbased on a wide variety of methods andtools, ranging from portfolio assessment to

pencil-and-paper tests. Appendix C includesa more detailed discussion of assessment andevaluation.

INTEGRATION OF CROSS-CURRICULAR

INTERESTS

Throughout the curriculum developmentand revision process, the development teamhas done its best to ensure that relevance,equity, and accessibility issues are addressedin this IRP. Wherever appropriate for thesubject, these issues have been integratedinto the learning outcomes, suggestedinstructional strategies, and suggestedassessment strategies. Although it is neitherpractical nor possible to include anexhaustive list of such issues, teachers areencouraged to continue ensuring thatclassroom activities and resources alsoincorporate appropriate role portrayals,relevant issues, and exemplars of themessuch as inclusion and acceptance.

The Ministry, in consultation withexperienced teachers and other educators,has developed a set of criteria for evaluatinglearning resources. Although the list isneither exhaustive nor prescriptive, most ofthese criteria can be usefully applied toinstructional and assessment activities aswell as learning resources. Brief descriptionsof these criteria, grouped under the headingsof Content, Instructional Design, TechnicalDesign, and Social Considerations, may befound on pages 30 through 45 of Evaluating,Selecting, and Managing Learning Resources(2000), document number RB0065. ThisMinistry document has been distributed toall schools. Additional copies may beordered from Office Products Centre,1-800-282-7955 or (250) 952-4460, if inVictoria.



Gender Issues in Technology Education

The education system is committed tohelping both male and female studentssucceed (equally well). This is particularlyimportant in the area of technologyeducation, where female participation is low.Since technology has traditionally beensocially constructed through primarily malevalues, it is important for girls to see ahuman connection to the technology.Teaching, assessment materials, learningactivities, and classroom environmentsshould place value on the experiences andcontributions of all people and cultivateinterest and access for female students.

Teachers should consider the diversity oflearning styles and watch for gender bias inlearning resources, and bias in interactionwith students. In particular they should besensitive to the tendency of boys to focus toonarrowly on the technology itself and notenough on its social applications andimplications. The following instructionalstrategies for technology education areprovided to help teachers deliver gender-sensitive programs.

• Feature women who make extensive useof technology in their careers—perhaps asguest speakers or subjects of study in theclassroom.

• Develop instruction to acknowledgedifferences in experiences and interestsbetween young women and young men.

• Demonstrate the relevance of technologyeducation to careers and to daily life inways that appeal to a variety of studentsin the class or school. Successful linksinclude sciences and environmental issues.

• Provide practical learning opportunitiesdesigned specifically to help youngwomen develop confidence and interest intechnology education and non-traditionalroles.

Adapting Instruction forDiverse Student Needs

Technology education has traditionally beena significant area for pre-employment skill-development opportunities and an ideal areafor students with special needs. Technologyeducation, with its focus on the benefits ofconcrete, real-world experiences, providesstudents with opportunities to workeffectively in group situations, focusing onobservation and experimentation, andalternative methods of evaluation. Forstudents with exceptional gifts or talents, thiscurriculum area is also ideal for creativelearning experiences and critical-thinkingactivities. Opportunities for extension andacceleration are rich in technology education,and, for some students with special needs,this curriculum can provide opportunities toapply personal experiences to enrich theirlearning.

When students with special needs areexpected to achieve or surpass the learningoutcomes set out in the TechnologyEducation 11 and 12 curriculum, regulargrading practices and reporting proceduresare followed. However, when students arenot expected to achieve the learningoutcomes, modifications must be noted intheir Individual Education Plans (IEPs).Instructional and assessment methodsshould be adapted to meet the needs of allstudents. When students require adaptationsin order to meet the regular learningoutcomes, these too should be noted in anIEP. The following strategies may helpstudents with special needs succeed intechnology education.



Adapt the Environment

• cluster-group students with particulargifts or needs

• make use of preferential seating toenhance learning

• create a space with minimum distractions• change the location of the learning activity

to optimize concentration• make use of cooperative grouping or

pairing of learners

Adapt Presentation or Instruction

• make extensions of activities for studentswith special gifts and talents

• offer choices for self-directed learning• provide advance organizers of key

technology education concepts• demonstrate or model new concepts• adjust the pace of activities as required• change the wording of questions or

instruction to match the student’s level ofunderstanding

• provide functional, practical opportunitiesfor students to practise skills

• use bilingual peers or volunteers to helpESL students (e.g., clarify safety rules)

Adapt Materials and Equipment

• use techniques to make the organization ofactivities more explicit (e.g., colour-codethe steps used to solve a problem)

• use manipulatives• provide large-print charts or activity

sheets• use opaque overlays to reduce the

quantity of visible print• highlight key points in written material• provide software that defaults to a larger

font size• use adapted computer technology

hardware and appropriate software• provide alternative resources on the same

concepts at an easier comprehension level

• use translated material for information(e.g., safety rules)

• provide or arrange opportunities forindependent research (e.g., CD-ROM)

Adapt Methods of Assistance

• train and use peer tutors to assist studentswith special needs

• arrange for teacher assistants to work withindividuals or small groups

• collaborate with support teachers todevelop appropriate strategies forindividual students with special needs

Adapt Methods of Assessment

• allow students to demonstrate theirunderstanding of technology educationconcepts in a variety of ways (e.g., throughmurals, displays, models, oralpresentations)

• match assessment tools to students’ needs(e.g., oral or open-book tests, tasksperformed without time limits, teacherand student conferencing)

• set short-term achievable goals withfrequent feedback

• provide opportunities for students to doself-assessment and individualized goalsetting

RECOMMENDED LEARNING RESOURCESSUGGESTED ASSESSMENT STRATEGIES


CURRICULUMElectronics 11 and 12

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES


GRADE 11 • Careers and Society


• identify and apply employability skills relatedto an electronics work environment

• identify and describe electronics-related careerand education opportunities

• identify social and cultural issues related toelectronic technologies

• apply ethical values to personal work

• Have students suggest how various employabilityskills might be applicable in an electronics workenvironment. For more on employability skills,contact the Conference Board of Canada athttp://www.conferenceboard.ca/education/learning-tools/employability-skills.htm or at 255Smyth Road, Ottawa, ON, K1H 8M7,Tel. 613-526-3280, Fax. 613-526-4857.

• Have students research and report on:- differences between electrician, electronics

technician, technologist, and engineer- other related occupations (e.g., computer

programmer, stereo retailer, medicaltechnologist)

- local companies that use, design, ormanufacture high-tech electronics.

• Invite a former student pursuing post-secondarystudy in electronics or employed in the field todiscuss career prospects in electronics. Havestudents prepare questions in advance and write afollow-up report.

• Ask electronics work experience students to keepa journal of on-the-job experiences to share withthe class. As a class, highlight any “lessons” to bedrawn.

• Provide a list of electronics-related issues such as:- hearing loss from portable CD players- effects of microwave radiation (cellular phones)- working conditions in electronics assembly

shops in developing countries- electronic surveillance and personal privacy- the ergonomics of computer use (eye problems,

electro-magnetic frequencies, off-gassing,positive ionization, repetitive stress injuries).

Have students research and report on one issue.• Have students perform a social cost-benefit

analysis on their project work, using questionssuch as:- What are the benefits of this device?- Is this a novelty or does it have real social value?- Could this device harm someone?- Does this device infringe on privacy or

property rights?- Are there unanticipated consequences of this

technology?- Can this device be modified to enhance its

benefits?




• As students research a particular occupation in thefield of electronics, note the extent to which they:- consider the work environment- consider health and safety- identify wages or salary as a factor- explore the extent of gender equity- identify the skills, training, and other

qualifications required to obtain and performthe job.

• Have students self-assess the extent to which theyhave developed employability skills. Havestudents defend their self-assessment in a student-teacher conference.

• In assessing students’ work on an issue related toelectronics, look for evidence that they:- identify unanticipated consequences- list examples of how the technology can

provide negative social outcomes- have gained increased awareness of issues

related to electronics.• As students reflect on the ethical value of personal

work, assess the extent to which they identify andanalyse:- the social benefits of their work- possible unanticipated outcomes of their work.

Print Materials

• Cell Phones: Invisible Hazards in the WirelessAge

• Digital Electronics: Principles andApplications, 5th Edition

• Essentials of Electronics, 2nd Edition• In the Absence of the Sacred• The Social Impact of Computers• Why Things Bite Back





• identify potential hazards in an electronicswork environment

• demonstrate the safe use of tools, equipment,and materials

• describe electrical safety and emergencyresponse procedures



• Conduct a tour of the shop, having students locateand describe safety features on each piece of shopequipment. Also have them locate the first-aidroom, emergency exits, fire extinguishers, andalarms, pointing out special facilities andequipment, where appropriate.

• Have students list the protective apparel thatshould be worn during specific activities. Insistthat students always have all required personalprotective equipment prior to participating in anyelectronics class activities.

• Provide a teacher demonstration of the safeapproach for any new procedure or piece ofequipment. Then observe as students do the same.

• Have students review and report on theinformation contained in available safety resourcessuch as:- WCB brochures and information sheets- electrical safety videos.Reinforce key points in class discussion.

• Provide WCB regulations and post WHMISinformation posters for students to review anddiscuss in class.

• Observe students as they work on projects,providing feedback wherever the safety of theirpractices could or should be improved.

• Invite a member of the local fire department toconduct fire extinguisher training. As a follow-up,have groups of students identify or demonstratethe procedure.




• As students work in the shop, observe the extentto which they are able to:- demonstrate safe use of tools and equipment- demonstrate safe handling of potentially


• Have students write a brief report that reviews atour of the shop. The report should include a shoplayout showing the location of fire extinguishers,fire alarms, eye wash stations, emergency exits, etc.

• Use multiple-choice and short-answer tests toassess students’ knowledge of safety regulations,policies, and procedures related to the use of testequipment.

• When students are handling hazardous materials,assess responses based on questions such as:- What do these WHMIS symbols mean?- What is the purpose of MSD sheets?- What kind of information do the sheets

provide?- What products must be labelled? Why?

Print Materials

• Applied Electricity and Electronics• Digital Electronics: Principles and

Applications, 5th Edition• Essentials of Electronics, 2nd Edition

Video





Understanding the Process and A SafeApproach



GRADE 11 • Tools and Equipment


• identify, maintain, and use the following handand power tools:- screwdrivers- pliers and cutters- wire strippers- soldering irons- desoldering pump- drill presses- basic sheet metal and plastic fabrication

tools• identify and demonstrate skilful use of the

following test equipment:- DC power supply- multimeter- signal generator- frequency counter- oscilloscope- logic probe

• use solderless breadboards safely andcorrectly

• Demonstrate and consistently model the correctand safe use of hand tools, power tools, and testequipment. Then have students demonstrate theirability to safely operate the tools and equipment.

• Have students select and use appropriate tools todisassemble discarded electronic devices andsalvage usable components.

• Encourage students to use test equipmentwherever possible as they work on lab activitiesand projects.

• Have students practise planning breadboardlayouts on paper prior to undertaking work withmaterials.




• Through the use of a written safety test coveringhand tools, power tools, and safety equipment,note to what extent students are able to describe:- proper ways to hold tools- the correct procedure for operating machines- the correct procedure for changing machine

components (bits, tips, wheels).• For a given task or project, look for evidence that

the student:- selects the appropriate tool(s) or equipment for

the task- inspects the tool or equipment prior to use- properly prepares the tool or equipment for use- uses the tool safely and correctly.

• Have students self-assess their hand tool skillsusing the following criteria:- soldered connections are the appropriate colour

and shape- after soldering there is no flux residue- components are correctly mounted- general appearance is acceptable- safety issues are identified- set-up procedures- procedures for proper use.

Then use the same criteria for teacher assessment.• When assessing students’ breadboard construction

techniques, consider the extent to which:- wires lie flat- wires have been appropriately stripped- parts are laid out in a logical manner- overlapping of wires has been avoided.

Print Materials

• Applied Electricity and Electronics• Applied Robotics• Basic Digital Electronics• Build Your Own Programmable LEGO®

Submersible• Build Your Own Underwater Robot and Other

Wet Projects• Digital Electronics: Principles and

Applications, 5th Edition• Digital Magic: Mr. Circuit Two• Discover Electronics! Mr. Circuit One• Essentials of Electronics, 2nd Edition• High-Power Audio Amplifier Construction

Manual• Real-Word Interfacing with Your PC• The Robot Builder’s Bonanza, 2nd Edition

Video

• Electrical Circuits: Ohm’s Law• Electrical Components - Part I• Electrical Components - Part II• Electrical Components - Part III• Electrical Principles• Electrical Safety• Electrical Troubleshooting• Electronic Circuit Troubleshooting: Applying




Understanding the Process and A Safe Approach• Electronics Components - Part I• Electronics Components - Part II• Electronics Components - Part III

Software

• Electronics Workbench: Multisim 2001• EZ-Route 2000



GRADE 11 • Systems, Circuits, and Components


• describe the following three levels of systemsanalysis:- black box with main input and final output- functional units or sections- discrete electronic components

• describe the concepts of source, load, control,conductor, voltage, current, resistance,insulator, AC, and DC

• use Ohm’s Law, Joule’s Law (the “PowerLaw”), and Kirchhoff’s Laws to calculatevoltage, current, resistance, and power in DCseries, parallel, and combination resistivecircuits

• use units of measure and prefixesappropriately, including:- volts- amps- ohms- hertz- farads- henry- wavelength

• calculate and measure voltage, current, andresistance in DC circuits

• demonstrate the use of the resistor colour code• explain the function and theory of common

electronic devices, including:- resistors- capacitors- diodes- SCRs- transistors- integrated circuits- transformers

• read and draw schematic diagrams

• Following teacher demonstration of systemsanalysis, provide students with an electroniccircuit, and have them identify input, output, andfunctional units.

• Have students construct a simple circuit on abreadboard and use test equipment to confirm thebasic laws of electronics.

• Provide a collection of assorted components fromdiscarded electronic devices, and have studentssort these into resistors, capacitors, diodes, SCRs,transistors, and transformers. As a follow-up, havethem produce a schematic symbol for eachcomponent.

• When students are determining voltage, current,and resistance values, have them use calculationsbased on laws. Then have them verify by takingmeasurements.

• Using worksheets have students practise unitconversions (e.g., farads to microfarads).

• Have students create mnemonics or rhymes forremembering the resistor colour code.

• Use a water or traffic analogy as a way ofexplaining various types of current flow through acircuit. Discuss the limitations of each analogy(e.g., when water flow is restricted, the speed offlow will change, but this is not true of electricity).A role play of current flow also can be used, withstudents variously playing the roles of current andcomponents.

• When explaining transformers and how theywork, explain the relationship between magnetismand the generation of force fields. Have studentsdemonstrate transformer action by constructing asimple transformer.



GRADE 11 • Systems, Circuits, and Components

• In ongoing assessment, look for evidence thatstudents consistently use appropriatemeasurement units and prefixes.

• As students construct simple circuits based ongiven schematic diagrams, check for evidence thatthey are able to:- identify electronic components by symbol- interpret circuit diagrams- place meters correctly.

• To assess students’ understanding of Ohm’s Law,Kirchhoff’s Laws, and Power Formula, administera written and practical test, involving analysis ofcircuit diagrams and making measurements inbreadboarding experiments.

• When students communicate (orally or in writing)about electronic devices, look for evidence thatthey can distinguish among the three levels ofsystems analysis and can engage in the diagnosticthinking associated with each level.

Print Materials



Wet Projects• CMOS Cookbook, 2nd Edition• Digital Electronics: Principles and Applications,

5th Edition• Digital Magic: Mr. Circuit Two• Discover Electronics! Mr. Circuit One• Essentials of Electronics, 2nd Edition• High-Power Audio Amplifier Construction

Manual• Programming and Customizing the BASIC

Stamp Computer, 2nd Edition• Programming and Customizing PICmicro

Microcontrollers, 2nd Edition• Real-Word Interfacing with Your PC• The Robot Builder’s Bonanza, 2nd Edition• Robots, Androids, and Animatrons, 2nd Edition:

12 Incredible Projects You Can Build

Video






Software




GRADE 11 • Analog Circuits


• identify the characteristics that make a circuitanalog

• explain the purpose and operation of thefollowing functional units of a power supply:- voltage transformation- rectification- filtering- regulating- load

• explain the purpose, operation, andapplication of amplifiers, oscillators, and timercircuits

• build, test, and modify the following circuits:- power supply- semi-conductor switch- amplifier- oscillator- timer

• Have students complete a research project on thehistory of analog electronics. Possible topics ofinquiry could include:- early radio- early recorders- early amplifiers and oscillators.

• Have students breadboard and verify thefunctional units of a power supply.

• Have students breadboard an LM 386 1-wattamplifier. Then have them test it by:- injecting signals from the audio signal

generator and tracing them with theoscilloscope

- using a microphone and output speaker.• Have students design and build an annunciator

(remote call buzzer or siren) using an LM555oscillator. Challenge students to find appropriateapplications for this device, and have them sharetheir findings with the rest of the class.

• Have students select an analog device andresearch and report on it.



GRADE 11 • Analog Circuits

• When students conduct research on the history ofanalog electronics, assess the extent to which theycan identify the characteristics and evolution oftheir selected focus.

• During the breadboarding of a power supply,assess the extent to which students can explain:- how voltage transformation works- the advantages and disadvantages of half-wave

rectifiers, full-wave rectifiers, and full-wavebridge rectifiers

- the action of filtering and regulation- the waveform seen on the oscilloscope at all

stages.• During the construction of an amplifier circuit, use

a checklist to assess students’ abilities to:- observe the action of amplification- explain amplifier operation- change the gain of the amplifier.

• During the construction of an oscillator, determinethe extent to which students:- note the process of oscillation by listening to the

sound produced or by observing a flashinglight

- explain oscillator operation- are able to control the rate of oscillation.

Print Materials



Wet Projects• Digital Electronics: Principles and Applications,

5th Edition• Discover Electronics! Mr. Circuit One• Essentials of Electronics, 2nd Edition• High-Power Audio Amplifier Construction

Manual• Principles of Electronic Communication Systems• Programming and Customizing the BASIC




Video






Software




GRADE 11 • Digital Circuits


• identify the characteristics that make a circuitdigital

• describe the features, characteristics, andadvantages of digital logic families

• explain the function of the following basiclogic gates and devices:- buffer- inverter- AND- NAND- OR- NOR- XOR- XNOR

• build, test, and modify simple digital circuitsthat use basic logic gates

• explain the purpose and operation ofmicrocontrollers/microprocessors

• use microcontrollers/microprocessors forsimple applications

• Have students complete a research project on thehistory of digital electronics or the contemporarydigital logic families. Possibilities include:- ENIAC computer- RTL, DTL, TTL logic- CMOS technology.

• Show students samples of old electronic devicesthat use tube components. Explain how theyworked and compare them with present-daydigital devices. Students can then interview olderrelatives or neighbours about the state ofelectronics technology 50 years ago, and sharetheir findings with the class.

• As part of a class discussion, compile acomparison chart that presents the advantagesand disadvantages of the various logic families.

• Introduce the binary number system to showstudents the number of possible variations in atruth table (i.e., function table). Provide a varietyof opportunities for students to apply the binarynumber system in practical ways.

• Use matching and linking exercises (games) tohelp students become familiar with thecorrespondence between various logic devices andparticular truth tables and their schematicsymbols. Have students use truth tables whendesigning a simple digital circuit using basic logicgates.

• Assist students in building simple digital logicprojects and have them solve practical problemsinvolving logic gates as a way of improving theirunderstanding of the principles learned.

• Have students control simple circuits using a basicstamp.

• Have students design and breadboard a six-inputdigital combination lock.

• Have students design and build an eight-terminalquiz master that identifies the first person to pressa response button.



GRADE 11 • Digital Circuits

• When students research the history of digitalelectronics, determine the extent to which they canidentify the characteristics and evolution of thetechnology.

• Use written quizzes to assess students’understanding of the characteristics of basic logicgates.

• During construction of basic digital circuitry,consider the extent to which students demonstrateunderstanding of:- basic logic gates- combination of logic gates- circuit analysis, logic levels, and

troubleshooting.• In assessing students’ construction of applications

using microcontrollers or microprocessors, lookfor evidence that they:- observe the behaviour of the entire system and

its sections- can explain the system operation.

Print Materials

• Applied Electricity and Electronics• Applied Robotics• Basic Digital Electronics• CMOS Cookbook, 2nd Edition• Digital Electronics: Principles and Applications,

5th Edition• Digital Magic: Mr. Circuit Two• Discover Electronics! Mr. Circuit One• Essentials of Electronics, 2nd Edition• Programming and Customizing the BASIC




Video

• Electrical Principles• Electrical Troubleshooting• Electronic Circuit Troubleshooting: Applying the

Principles• Electronic Circuit Troubleshooting: Common




Software






• demonstrate employability skills• evaluate career possibilities in electronics• evaluate the social, cultural, and economic

effects of specific applications of electronicstechnology

• assess how individual choices and private andpublic policies affect the development ofelectronics technology

• analyse ethical dilemmas associated with thefield of electronics

• Review employability skills, discussing ways inwhich they are developed through a study ofelectronics. Have students develop and maintain aportfolio of projects.

• Have students interview someone employed in anelectronics-related occupation, focusing on therequired qualifications and personal attributes, aswell as working conditions, remuneration, etc.Students then formulate and defend an opinionabout this occupation.

• Have students organize and participate in a fieldtrip to a company that uses, designs, ormanufactures high-tech electronic systems.

• Use the history of technology to illustrate hownegative attributes of new technologies are oftenslow to emerge (e.g., the automobile is nowassociated with pollution, global warming, urbansprawl, gridlock). Have students in small groupsidentify possible future problems linked topresent-day electronic technologies.

• Clarify the difference between “technophobe,”“technophile,” and “appropriate technologist.”Have students find examples of people ororganizations that illustrate each.

• Discuss the proposition that, “technologies are notneutral or value-free; each has inherent andidentifiable social, political, and environmentalconsequences” (Mander, 1991). Have studentsexplain this statement and formulate and defendopinions about the extent to which it is true ofparticular electronic or electronic-dependentproducts.

• Have students:- use various media to research a new consumer

or other electronic product- use their findings to analyse social benefits,

costs, drawbacks, and unintendedconsequences associated with the product.

• Provide workplace scenarios that illustrate social,cultural, and economic issues related to electronics(e.g., making honest representation, respectingproperty rights, protecting privacy andconfidentiality, enhancing workplace and productsafety). Discuss the scenarios, having studentsidentify ethical and unethical behaviours.




• As students research a particular career in the fieldof electronics, note the extent to which they:- consider the work environment- consider health and safety- identify wages or salary as a factor- consider opportunities for gender equity- identify the skills, training, and other

qualifications required to obtain and do the job.• During analysis of the effects of a particular

electronic technology (e.g., cellular telephone),determine the extent to which students cancritically evaluate the positive and negativeeffects.

• During a class discussion on the ethical issues in aparticular situation (e.g., an engineer knowinglydevelops and markets a potentially unsafe device),assess students’ responses to questions such as thefollowing:- Who is potentially harmed by the behaviour?- Is the behaviour ethical or unethical? Why?- What legal issues are involved?- Whose responsibility is it to monitor and

address unethical behaviour?

Print Materials

• Cell Phones: Invisible Hazards in the WirelessAge

• Digital Electronics: Principles andApplications, 5th Edition

• Essentials of Electronics, 2nd Edition• In the Absence of the Sacred• The Social Impact of Computers• Why Things Bite Back





• assess potential hazards in an electronics workenvironment

• consistently demonstrate the safe use of tools,equipment, and materials

• apply electrical safety and emergencyresponse procedures, as required


• demonstrate understanding of WHMIS codesencountered in the electronics workenvironment

• Have students perform a safety assessment of theelectronics shop.

• Have students research the potential long-termhealth consequences associated with exposure tochemicals used in electronics (e.g., solvents, solder,chemicals for manufacturing printed circuitboards).

• Review safety procedures and rules forequipment, tools, and machines. Have studentskeep a safety manual, adding new procedures asthey are learned.

• Have students take turns to work in pairs toconduct weekly safety inspections. Have themprepare and submit periodic reports.

• Have students review any accidents in the shopand prepare a report on an incident, suggestingways a particular accident could have beenprevented. As an extension, have studentsexamine case studies of accidents to identifycauses, probable consequences for victims, andmeasures that could have prevented the situation.

• Present statistics (e.g., from WCB) on workplaceaccident rates in BC. Use these as the basis for aclass discussion focused on injury causes, injuryprevention and emergency first-responseprocedures.




• As students work in the shop, observe the extentto which they are able to:- demonstrate safe use of tools and equipment- demonstrate safe handling of potentially


• Use written tests to assess students’ knowledge ofsafety procedures.

• Assess the extent to which students’ safetyinspection reports:- adhere to WCB regulations- are legible and well organized- include all equipment in the shop- contain recommendations for safety

improvements.• When students are challenged to identify solutions

to safety problems in a work environment,consider the extent to which they proposecomprehensive or long-term solutions rather thanshort-term solutions.

• As students describe the procedures required tosafely and healthfully manufacture a printedcircuit board (PC board), consider the extent towhich they address:- material and equipment selection- sequence of procedures- set-up of equipment- use of personal protective equipment- first-aid procedures.

Print Materials

• Applied Electricity and Electronics• Digital Electronics: Principles and

Applications, 5th Edition• Essentials of Electronics, 2nd Edition

Video





Understanding the Process and A SafeApproach





• skilfully and safely use electronics-relatedhand and power tools and test equipment

• demonstrate skill in the use of computers fordesign and simulation

• demonstrate skill in the use and application ofprinted circuit board production equipment

• Provide instruction with respect to tools and testequipment as needed for design activities.

• Have students use oscilloscopes to accuratelymeasure voltage, period, and phase angle whilethey are working on their projects. Comparestudent measurements against theoreticalmeasurements or measurements taken by theteacher.

• Assign circuit operations, and have students usecomputer software to simulate the operations.

• Have students use computer software to designprinted circuits for given purposes.

• Following teacher demonstration, have studentsproduce printed circuit boards using printedcircuit resist and etching equipment.

• Have students work in groups to demonstrate thecorrect operating procedures for basic machinesand test equipment (e.g., drill presses, dremeldrills, etching tank, multimeter soldering iron,oscilloscope).




• Look for evidence that students’ use of electronics-related hand and power tools and test equipmentdoes not result in harm to themselves or others, ordamage to equipment.

• When assessing students’ measurements with amultimeter or oscilloscope, establish theexpectation that their results shall be within 10%of the theoretical or calculated values and within5% of the values measured by the instructor.

• As a class, determine criteria for assessing aproject being tested or repaired. Use these criteria,including the correct use of tools and equipment,as the basis for self-assessment, peer assessment,and teacher assessment.

• After students have constructed PC boards, givethem an opportunity to compare their projectswith those that have been produced in theappropriate manner. Observe and assess the extentto which the students’ work aligns with a model,according to criteria such as the following:- joints are correctly soldered- components are correctly placed- adequate clearance is maintained- there is no flux residue.

Print Materials



Wet Projects• Digital Electronics: Principles and Applications,

5th Edition• Digital Magic: Mr. Circuit Two• Discover Electronics! Mr. Circuit One• Essentials of Electronics, 2nd Edition• High-Power Audio Amplifier Construction

Manual• Real-Word Interfacing with Your PC• The Robot Builder’s Bonanza, 2nd Edition

Video






Software




GRADE 12 • Project Design


• design an analog or digital system or circuit,using the following process:- identify problems- set specifications- research available resources and related

technical knowledge- explore solutions- acquire needed knowledge of systems,

circuits, and components- build circuits on breadboards and printed

circuit boards- obtain or design an appropriate enclosure- test, evaluate, modify, and refine

• document the design process• give a presentation on the design process

• Have students research related technicalknowledge for a given design, including:- systems analysis, basic laws, and circuit and

component theory- new technical information necessary to

complete the design task.• Provide students with manufacturers’ data sheets

and conduct a group discussion on interpretingdata sheets relevant to the design task.

• Have students, individually or in groups, designand build an analog device such as:- an LED or incandescent light organ- an FM transmitter- a sub-woofer power amplifier- a simple short-wave receiver.

• Have students, individually or in groups, designand build a simple digital device such as:- a digital alarm clock- a counter- multi-segmented LED chasers- advertisement display signs.

• Have students, individually or in groups, design,build, and apply a microcontroller, PLC, or PIC tosolve a real-life problem (e.g., moving lumberthrough a pulp mill).

• Conduct a class discussion and brainstormpossible solutions for different problems thatstudents might encounter in their work.

• Have students develop a technical report on theirproject for inclusion in a portfolio.



GRADE 12 • Project Design

• When assessing students’ prototypes, look forevidence that they have:- identified problems- set specifications- researched available resources and related

technical knowledge- explored solutions- acquired needed knowledge of systems,

circuits, and components- built circuits on breadboards and PC boards- obtained or designed an appropriate enclosure- tested, evaluated, modified, and refined their

prototypes.• Work with students to develop a rating scale for a

product or prototype. Criteria might include:- satisfies specific design parameters- durable- stable- safe- cost effective.

• When assessing students’ portfolios, look forevidence that they have included:- circuit description- schematic- PC board layout- parts placement- wiring connection drawing- enclosure fabrication- troubleshooting procedure.

• When assessing student presentations, look forevidence that they have:- included diagrams and interpretation of

schematics- used appropriate technical vocabulary- presented material in a logical sequence- spoken clearly and confidently- offered a conclusion or summary that is

supported by the data.

Print Materials




5th Edition• Digital Magic: Mr. Circuit Two• Discover Electronics! Mr. Circuit One• High-Power Audio Amplifier Construction





Video

• Electrical Circuits: Ohm’s Law• Electrical Components - Part I• Electrical Components - Part II• Electrical Components - Part III• Electrical Principles• Electrical Safety• Electrical Troubleshooting• Electronic Circuit Troubleshooting: Applying the

Principles• Electronic Circuit Troubleshooting: Common




Software




GRADE 12 • Project Production


• develop and monitor a production plan for afinished product by:- evaluating materials- creating production flow charts- creating 3-D models- making tool and equipment set-ups- identifying appropriate quality control

procedures• manufacture and populate a printed circuit

board• prepare or make an enclosure for an electronic

apparatus• install electronic circuitry in an enclosure• inspect and correct deficiencies in

manufactured products• evaluate the effectiveness of the production

plan and final product

• Help students generate a list of tasks they need toaccomplish in order to produce the product.Students then incorporate this into theirproduction flow charts.

• Organize students into work production teams.Following class discussion, have each groupdetermine the roles and responsibilities of theindividual group members (e.g., person doinginspection should be different from person doingthe work).

• Following teacher demonstration, have studentsfollow PC board manufacturing methodology.

• Have students develop a marketing plan (targetmarket, name, retailing strategy) for their finishedproducts.

• Introduce and have students utilize ISO standardsto promote quality in production.



GRADE 12 • Project Production

• When assessing student production teams, to whatextent do students:- participate willingly and constructively in the

group- initiate, develop, and sustain interactions in the

group- approach problems systematically- identify interrelationships- explore alternative production solutions?

• When assessing production plans, look for evidencethat:- students’ flow charts and 3-D models are logical

and representative- tool and equipment set-ups are appropriate,

correct, and safe- inspection procedures assure quality control.

• When assessing student manufacturing andpopulating of PC boards, look for evidence thatthey have:- included strict assembly procedures- made high-quality solder joints.

• When assessing student installation of electroniccircuitry in an appropriate enclosure, look forevidence that students have:- arranged controls, PC boards, and wires

logically- observed electrical and mechanical safety

protocols.• Assess the extent to which student products meet

or exceed expectations by asking questions such as:- Does the final product meet the original

expectations and specifications?- Is the product safe to use?- How is this product helpful to society?

Print Materials




5th Edition• Digital Magic: Mr. Circuit Two• Discover Electronics! Mr. Circuit One• High-Power Audio Amplifier Construction





Video






Software


APPENDICESElectronics 11 and 12

APPENDIX APrescribed Learning Outcomes

A-3

Grade 11 Grade 12

APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Electronics 11 and 12

• identify and apply employability skillsrelated to an electronics workenvironment

• identify and describe electronics-relatedcareer and education opportunities

• identify social and cultural issuesrelated to electronic technologies

• apply ethical values to personal work

CAREERS AND SOCIETY


• demonstrate employability skills• evaluate career possibilities in

electronics• evaluate the social, cultural, and

economic effects of specific applicationsof electronics technology

• assess how individual choices andprivate and public policies affect thedevelopment of electronics technology

• analyse ethical dilemmas associatedwith the field of electronics

A-4

Grade 11 Grade 12


• identify potential hazards in anelectronics work environment

• demonstrate the safe use of tools,equipment, and materials

• describe electrical safety andemergency response procedures

• identify WCB regulations that apply toan electronics work environment


HEALTH AND SAFETY


• assess potential hazards in anelectronics work environment

• consistently demonstrate the safe use oftools, equipment, and materials


• identify WCB regulations that apply toan electronics work environment

• demonstrate understanding of WHMIScodes encountered in the electronicswork environment

A-5

Grade 11 Grade 12


• identify, maintain, and use thefollowing hand and power tools:- screwdrivers- pliers and cutters- wire strippers- soldering irons- desoldering pump- drill presses- basic sheet metal and plastic

fabrication tools• identify and demonstrate skilful use of

the following test equipment:- DC power supply- multimeter- signal generator- frequency counter- oscilloscope- logic probe


• skilfully and safely use electronics-related hand and power tools and testequipment

• demonstrate skill in the use ofcomputers for design and simulation

• demonstrate skill in the use andapplication of printed circuit boardproduction equipment

TOOLS AND EQUIPMENT


A-6

Grade 11 Grade 12


• describe the following three levels ofsystems analysis:- black box with main input and final

output- functional units or sections- discrete electronic components

• describe the concepts of source, load,control, conductor, voltage, current,resistance, insulator, AC, and DC

• use Ohm’s Law, Joule’s Law (the“Power Law”), and Kirchhoff’s Laws tocalculate voltage, current, resistance,and power in DC series, parallel, andcombination resistive circuits

• use units of measure and prefixesappropriately, including:- volts- amps- ohms- hertz- farads- henry- wavelength

• calculate and measure voltage, current,and resistance in DC circuits

• demonstrate the use of the resistorcolour code

• explain the function and theory ofcommon electronic devices, including:- resistors- capacitors- diodes- SCRs- transistors- integrated circuits- transformers


SYSTEMS, CIRCUITS, AND COMPONENTS


N/A

A-7

Grade 11 Grade 12


• identify the characteristics that make acircuit analog

• explain the purpose and operation ofthe following functional units of apower supply:- voltage transformation- rectification- filtering- regulating- load

• explain the purpose, operation, andapplication of amplifiers, oscillators,and timer circuits

• build, test, and modify the followingcircuits:- power supply- semi-conductor switch- amplifier- oscillator- timer

ANALOG CIRCUITS


N/A

A-8

Grade 11 Grade 12


• identify the characteristics that make acircuit digital

• describe the features, characteristics,and advantages of digital logic families

• explain the function of the followingbasic logic gates and devices:- buffer- inverter- AND- NAND- OR- NOR- XOR- XNOR

• build, test, and modify simple digitalcircuits that use basic logic gates

• explain the purpose and operation ofmicrocontrollers/microprocessors

• use microcontrollers/microprocessorsfor simple applications

DIGITAL CIRCUITS


N/A

A-9

Grade 11 Grade 12


PROJECT DESIGN


• design an analog or digital system orcircuit, using the following process:- identify problems- set specifications- research available resources and

related technical knowledge- explore solutions- acquire needed knowledge of

systems, circuits, and components- build circuits on breadboards and

printed circuit boards- obtain or design an appropriate

enclosure- test, evaluate, modify, and refine

• document the design process• give a presentation on the design

process

N/A

A-10

Grade 11 Grade 12


PROJECT PRODUCTION


• develop and monitor a production planfor a finished product by:- evaluating materials- creating production flow charts- creating 3-D models- making tool and equipment set-ups- identifying appropriate quality

control procedures• manufacture and populate a printed

circuit board• prepare or make an enclosure for an

electronic apparatus• install electronic circuitry in an

enclosure• inspect and correct deficiencies in

manufactured products• evaluate the effectiveness of the

production plan and final product

N/A

APPENDIX BLearning Resources

General Information

B-3

APPENDIX B: LEARNING RESOURCES • General Information

WHAT IS APPENDIX B?

Appendix B consists of general information onlearning resources, as well as Grade Collectioninformation and alphabetical annotations of theprovincially recommended resources.

WHAT IS A GRADE COLLECTION?

A Grade Collection is the format used toorganize the provincially recommendedlearning resources by grade and by curriculumorganizer. It can be regarded as a “starter set” ofbasic resources to deliver the curriculum. Inmany cases, the Grade Collection provides achoice of more than one resource to supportcurriculum organizers, enabling teachers toselect resources that best suit different teachingand learning styles.

There may be prescribed learning outcomeseither partially or not at all supported by learningresources at this time. Many of these are best metby teacher-developed activities. Teachers mayalso wish to supplement Grade Collectionresources with locally selected materials.

WHAT KINDS OF RESOURCES ARE FOUND IN A

GRADE COLLECTION?

Learning resources in a Grade Collection arecategorized as either comprehensive oradditional. Comprehensive resources provide abroad coverage of the learning outcomes formost curriculum organizers. Additionalresources are more topic specific and supportindividual curriculum organizers or clusters ofoutcomes. They provide valuable support for orextension to specific topics and are typicallyused to supplement or fill in the areas notcovered by the comprehensive resources.

HOW ARE GRADE COLLECTIONS KEPT CURRENT?

Under the provincial continuous submissionsprocess, suppliers advise the ministry aboutnewly developed resources as soon as they arereleased. Resources judged to have a potentially

significant match to the learning outcomes forindividual IRPs are evaluated by practisingclassroom teachers who are trained by ministrystaff to use provincial evaluation criteria.Resources selected for provincialrecommendation receive Ministerial Order andare added to the existing Grade Collections.The ministry updates the Grade Collectionson a regular basis on the ministry web site(http://www.bced.gov.bc.ca/irp_resources/lr/resource/gradcoll.htm). Please check this sitefor the most current version of Appendix B.

HOW LONG DO LEARNING RESOURCES

KEEP THEIR RECOMMENDED STATUS?

Learning resources will retain theirrecommended status for a minimum of fiveyears after which time they may be withdrawnfrom the Grade Collections, thereby terminatingtheir provincially recommended status.Decisions regarding the withdrawal of learningresources will be based on, but not limited to,considerations of curriculum support, currency,and availability. Schools may continue to use alearning resource after withdrawal providedlocal school board approval is obtained.

HOW CAN TEACHERS CHOOSE LEARNING

RESOURCES TO MEET THEIR CLASSROOM NEEDS?

As outlined in Evaluating, Selecting andManaging Learning Resources: A Guide (Revised2000), there are a number of approaches toselecting learning resources. Teachers maychoose to use:

• provincially recommended resources tosupport provincial or locally developedcurricula

• resources that are not on the ministry’sprovincially recommended list (resourcesthat are not on the provinciallyrecommended list must be evaluated througha local, board-approved process).

B-4


The Ministry of Education has developed avariety of tools and guidelines to assist teacherswith the selection of learning resources. Theseinclude:

• Evaluating, Selecting and Managing LearningResources: A Guide (Revised 2000) withaccompanying CD-ROM tutorial andevaluation instruments

• Grade Collection(s) in each IRP. Each GradeCollection begins with a chart which listsboth comprehensive and additional resourcesfor each curriculum organizer. The chart isfollowed by an annotated bibliography withsupplier and ordering information (price andsupplier information should be confirmed atthe time of ordering).

• Resource databases on CD-ROM or on-line• Sets of recommended learning resources are

available in a number of host districtsthroughout the province to allow teachers toexamine the materials first hand at regionaldisplays.

• Catalogue of Recommended Learning Resources

WHAT ARE THE CRITERIA TO CONSIDER WHEN

SELECTING LEARNING RESOURCES?

There are a number of factors to consider whenselecting learning resources.

Content

The foremost consideration for selection is thecurriculum to be taught. Prospective resourcesmust adequately support the particularlearning objectives that the teacher wants toaddress. Teachers will determine whether aresource will effectively support any givenlearning outcomes within a curriculumorganizer. This can only be done by examiningdescriptive information regarding that resource;acquiring additional information about thematerial from the supplier, published reviews,or colleagues; and by examining the resourcefirst-hand.

Instructional Design

When selecting learning resources, teachers mustkeep in mind the individual learning styles andabilities of their students, as well as anticipate thestudents they may have in the future. Resourcesshould support a variety of special audiences,including gifted, learning disabled, mildlyintellectually disabled, and ESL students. Theinstructional design of a resource includes theorganization and presentation techniques; themethods used to introduce, develop, andsummarize concepts; and the vocabulary level.The suitability of all of these should be consideredfor the intended audience.

Teachers should also consider their own teachingstyles and select resources that will complementthem. The list of recommended resourcescontains materials that range from prescriptiveor self-contained resources, to open-endedresources that require considerable teacherpreparation. There are recommended materialsfor teachers with varying levels and experiencewith a particular subject, as well as those thatstrongly support particular teaching styles.

Technical Design

While the instructional design of a package willdetermine the conceptual organization, it is thetechnical design that brings that structure intoreality. Good technical design enhances studentaccess and understanding. Poor technicalquality creates barriers to learning. Teachersshould consider the quality of photographs andillustrations, font size and page layout, anddurability. In the case of video, audible and age-appropriate narration and variation inpresentation style should be considered. Whenselecting digital resources, interactivity,feedback, constructive engagement, usability,and functionality are important.

B-5


Social Considerations

An examination of a resource for socialconsiderations helps to identify potentiallycontroversial or offensive elements which mayexist in the content or presentation. Such areview also highlights where resources mightsupport pro-social attitudes and promotediversity and human rights issues.

The intent of any Social Considerationsscreening process, be it at the local or provinciallevel, is not to remove controversy, but toensure that controversial views and opinionsare presented in a contextual framework.

All resources on the ministry’s recommendedlist have been thoroughly screened for socialconcerns from a provincial perspective.However, teachers must consider theappropriateness of any resource from theperspective of the local community.

Media

When selecting resources, teachers shouldconsider the advantages of various media.Some topics may be best taught using a specificmedium. For example, video may be the mostappropriate medium when teaching aparticular, observable skill, since it provides avisual model that can be played over and overor viewed in slow motion for detailed analysis.Video can also bring otherwise unavailableexperiences into the classroom and reveal“unseen worlds” to students. Software may beparticularly useful when students are expectedto develop critical-thinking skills through themanipulation of a simulation, or where safetyor repetition are factors. Print or CD-ROMresources can best be used to provide extensivebackground information on a given topic. Onceagain, teachers must consider the needs of theirindividual students, some of whom may learnbetter from the use of one medium thananother.

USE OF INFORMATION TECHNOLOGY

Teachers are encouraged to embrace a variety ofeducational technologies in their classrooms. Todo so, they will need to ensure the availabilityof the necessary equipment and familiarizethemselves with its operation. If the equipmentis not currently available, then the need must beincorporated into the school or districttechnology plan.

WHAT FUNDING IS AVAILABLE FOR

PURCHASING LEARNING RESOURCES?

As part of the selection process, teachers shouldbe aware of school and district funding policiesand procedures to determine how much moneyis available for their needs. Funding for variouspurposes, including the purchase of learningresources, is provided to school districts.

Learning resource selection should be viewedas an ongoing process that requires adetermination of needs, as well as long-termplanning to co-ordinate individual goals andlocal priorities.

EXISTING MATERIALS

Prior to selecting and purchasing new learningresources, an inventory of those resources thatare already available should be establishedthrough consultation with the school anddistrict resource centres. In some districts, thiscan be facilitated through the use of district andschool resource management and trackingsystems. Such systems usually involve acomputer database program (and possibly bar-coding) to help keep track of a multitude oftitles. If such a system is put on-line, thenteachers can check the availability of aparticular resource via computer.

APPENDIX BElectronics 11 and 12

Grade Collections

B-9

APPENDIX B: ELECTRONICS 11 AND 12 • Grade Collections

This section begins with an overview of thecomprehensive resources for this curriculum,then presents Grade Collection charts for eachgrade. These charts list both comprehensive andadditional resources for each curriculumorganizer for the grade. The charts are followedby an annotated bibliography. Teachers shouldcheck with suppliers for complete and up-to-date ordering information. Most suppliersmaintain web sites that are easy to access.


Media Icons Key

Audio Cassette

CD-ROM

Film

Games/Manipulatives

Laserdisc/Videodisc

Multimedia

Music CD

Print Materials

Record

Slides

Software

Video

B-10


TECHNOLOGY EDUCATION 11 AND 12:ELECTRONICS GRADE COLLECTIONS

Each Grade Collection lists the recommendedresources that match the greatest number ofprescribed learning outcomes for that grade andsubject.

Grade Collections are not prescriptive; they areintended to provide assistance and advice only.Teachers are encouraged to select additionalresources to meet their specific classroom needs.It is recommended that teachers use theTechnology Education 11 and 12: Electronics IRPwhen making resource decisions.

Resources that are identified through theContinuous Submission process as havingstrong curriculum match will be added to theCollections as they become available.Information about new ProvinciallyRecommended Resources can be found at:www.bced.gov.bc.ca/irp_resources/lr/resource/res_main.htm

This site is updated and resources are organizedaccording to the IRP.

Categories of Resources

Learning resources selected for each GradeCollection have been categorized as eithercomprehensive or additional.

• Comprehensive resources tend to provide abroad coverage of the learning outcomes formost curriculum organizers.

• Additional resources are more topic-specific andsupport individual curriculum organizers orclusters of outcomes. They are recommendedas valuable support or extension for specifictopics. Additional resources will typically beused to supplement or fill in the areas notcovered by the comprehensive resources.

In many cases, Grade Collections provide morethan one resource to support specific outcomes,enabling teachers to select resources that bestmatch different teaching and learning styles.

Outcomes Not Supported By Resources

There may be prescribed learning outcomeseither partially or not at all supported bylearning resources at this time. Many of thesecould be met by teacher-developed activities.

Grade Collection Information

The following pages begin with an overview ofthe comprehensive resources for thiscurriculum, then present Grade Collectioncharts for each course. These charts list bothcomprehensive and additional resources foreach curriculum organizer for the grade. Pleaseconfirm with the suppliers for complete andup-to-date ordering information. Each chart isfollowed by an annotated bibliography. There isalso a chart that shows the alphabetical list ofGrade Collection titles for each grade and ablank template that can be used by teachers torecord their individual choices.

OVERVIEW OF COMPREHENSIVE RESOURCES FOR

ELECTRONICS 11 AND 12

• Applied Electricity and Electronics(Grades 11 and 12)

This resource consists of a well-organizedtextbook accompanied by an instructor’smanual and a laboratory manual.

The 685-page textbook is divided into sixsections: Fundamentals of Direct Current;Electronic Assembly; Fundamentals ofAlternating Current; Inductance, Capacitance,and RCL Circuits; Ac Power and Motors; andElectronics Principles. Learning objectives aresupported by summaries, review questions,and problems. Technical terms are clearlydefined and emphasized throughout. Thetextbook is a unique blend of theory andapplication.

The instructor’s manual details methods ofimplementing an electronics curriculum, and isbeneficial to both the novice and experiencedinstructor. Answers are provided to all the

B-11


questions in the textbook, laboratory manual,and quizzes. The appendix also includesreproducible masters.

The laboratory manual consists of a widevariety of activities, with each activity dividedinto the following sections: Discussion,Objectives, Materials and Equipment,Procedures, and Summing Up. In manyactivities, students are directed to write theirobservations.

Note: Some network theorems and the chapteron complex circuit analysis (Chapter 27) gobeyond the expectations of the curriculum.

• Digital Electronics: Principles and Applications,5th Edition(Grades 11 and 12)

This print package provides a solid theoreticalbase to digital systems. It includes a 406-pagetextbook, an instructor’s manual, and anexperiments manual.

The textbook is designed as an introduction toactive discrete components. Binary mathematicsand Boolean concepts are also introduced andexplained as needed. The text design uses aconsistent colour-coding of circuit components.The inclusion of informative “Did You Know”,“Job Tips”, and “About Electronics” sidebarswill enhance class discussions.

The instructor’s manual contains two parts: 1)Instructor Resources (parts and equipment listfor experiments manual, performanceobjectives, answers to student textbook andexperiments manual questions) and 2) Masters(projects, instrumentation, text figures).

The comprehensive experiments lab manualconsists of digital design problems,troubleshooting problems, and chapter tests.The breadboarding, circuit simulations, andtroubleshooting techniques are those used byengineers, designers, and technicians. Most ofthe activities are guided lab experiments, and

each uses the following format: Objectives,Materials, System Diagrams, Procedure, andQuestions.

• Electronics Workbench: Multisim 2001(Grades 11 and 12)

Electronics Workbench: Multisim is a softwarereference tool used in conjunction with mostelectronics textbooks and other relatedresources. For example, several of thecomprehensive and additional resources listedin this IRP’s grade collections refer to thisparticular software program. It is mainly usedfor circuitry simulation and testing, andprovides a range of components and diagnostictools to be assembled to simulate realapplication, functions and behaviours.

The resource provides students withopportunities to create circuits, analyze pre-built circuits, work through virtual laboratoryassignments, simulate circuit behaviour, andtroubleshoot for faults. The complexmathematics and theory of electronics issimplified and brought to life through design,simulation and experimentation.Note: The user interface may be difficult forsome novice users.

• Essentials of Electronics, 2nd Edition(Grades 11 and 12)

Essentials of Electronics consists of a 726-pagetextbook, an activities manual, an instructor’smanual, and an electronics experiments manual(the latter is a CD-ROM). The resource providesa strong foundation on the concepts andterminology of electronic circuits.

The textbook is divided into two major units:DC Circuits and AC Devices. Each chapteropens with an introduction to the topicscovered, learning objectives, key terms, andrelated Internet research sites. Key terms arehighlighted. Each chapter ends with a “Reviewand Applications” section containing: related

B-12


formulas, review questions, problems, criticalthinking, portfolio projects, and circuitchallenge. The activities manual containsinstructions for hands-on lab work and amultiple-choice test for each chapter.

The instructor’s manual contains answers toquestions and problems as they appear in thetext and activities manual. Also included aretransparency masters of selected text figures.

The electronics experiments manual is anoptional text with CD-ROM student package.*The CD-ROM contains simulation activities forevery chapter of the resource. The activitieswere created especially for use with ElectronicsWorkbench® (see Electronics Workbench:Multisim above), and correlate to the text,chapter-by-chapter. The activities can be usedfor individual practice or for class assignments.

*Note: Only the CD-ROM of the ElectronicsExperiments Manual was available forevaluation. An additional component forEssentials of Electronics includes the Instructor’sProductivity Center CD-ROM which was notavailable for evaluation.

• EZ-Route 2000(Grades 11 and 12)

This resource is a printed circuit board andmanufacturing software program. It allows theuser to design a PC board using a variety ofschematic symbols and transferring them to aPC board layout. Conductive Pathways(tracks/traces) are then connected by the useror can be connected automatically via the use ofthe “Auto Route” function of the program. Theoutput of the design can be plotted using avariety of plotters and printer, or the design canbe saved to disk and shipped to a manufacturerfor production purposes.

An instruction booklet and upgrades are alsoavailable.

B-13


Electro

nics 11 Grade C

ollectio

ns

Careers andS

ociety

Co

mprehensive R

esources

Additio

nal Reso

urces – Print

Health andS

afetyTo

ols and

Equipm

entS

ystems,

Circuits, and

Co

mpo

nents

Analog

Circuits

Digital

Circuits

Applied Electricity and Electronics

Digital Electronics: Principles and Applications, 5th Edition

Electronics Workbench: M

ultisim 2001

Essentials of Electronics, 2nd Edition

EZ-Route 2000

Applied Robotics

Basic Digital Electronics

Build Your Ow

n LEGO

® Submersible

Build Your Ow

n Underw

ater Robot and Other W

et Projects

Cell Phones: Invisible Hazards in the W

ireless Age

CMO

S Cookbook, 2nd Edition

Digital M

agic: Mr. Circuit Tw

o

Discover Electronics! M

r. Circuit One

High-Pow

er Audio Amplifier Construction M

anual

In the Absence of the Sacred

Principles of Electronic Comm

unication Systems

Programm

ing and Customizing the BASIC Stam

p Computer,2nd Edition

Programm

ing and Customizing PICm

icro Microcontrollers, 2nd Edition

Real-World Interfacing w

ith Your PC

The Robot Builder’s Bonanza, 2nd Edition

Robots, Androids, and Animatrons, 2nd Edition: 12 Incredible Projects

You Can Build

The Social Impact of Com

puters

Why Things Bite Back

✔✔

✔✔

✔✔

✔✔

✔✔

✔✔

✔✔

✔✔

✔✔

✔✔

✔✔

✔✔

✔

✔✔

✔✔

✔✔

✔✔

✔✔

✔

✔✔

✔✔

✔✔

✔✔

✔✔

✔✔

✔

✔✔

✔✔

✔✔

✔✔

✔✔

✔✔

✔✔

✔✔

✔✔

✔

✔

✔✔

✔

✔

B-14


Ele

ctro

nics

11

Gra

de C

olle

ctio

ns

Car

eers

and

So

ciet

y

Add

itio

nal R

eso

urce

s –

Vid

eo

Hea

lth

and

Saf

ety

Too

ls a

ndE

quip

men

tS

yste

ms,

Cir

cuit

s, a

ndC

om

pone

nts

Ana

log

Cir

cuit

sD

igit

alC

ircu

its

✔✔

✔✔

✔✔

✔✔

✔✔

✔✔

Elec

trica

l Circ

uits

: Ohm

’s La

w

Elec

trica

l Com

pone

nts

- P

art I

Elec

trica

l Com

pone

nts

- P

art I

I

Elec

trica

l Com

pone

nts

- P

art I

II

Elec

trica

l Prin

ciple

s

Elec

trica

l Saf

ety

Elec

trica

l Tro

uble

shoo

ting

Elec

troni

c Ci

rcui

t Tr

oubl

esho

otin

g: Ap

plyin

g th

e Pr

incip

les

Elec

troni

c Ci

rcui

t Tro

uble

shoo

ting:

Com

mon

Fai

lure

s an

dD

etec

tion

Aids

Elec

troni

c Ci

rcui

t Tro

uble

shoo

ting:

Test

ing

Met

hods

and

Equ

ipm

ent

Elec

troni

c Ci

rcui

t Tro

uble

shoo

ting:

Und

erst

andi

ng th

e Pr

oces

s an

dA

Safe

App

roac

h

Elec

troni

cs C

ompo

nent

s - P

art I

Elec

troni

cs C

ompo

nent

s - P

art I

I

Elec

troni

cs C

ompo

nent

s - P

art I

II

✔✔

✔✔

✔✔

✔✔

✔✔

✔✔

✔✔

✔✔

✔

✔✔

✔✔

✔

✔✔

✔✔

✔

✔✔

✔✔

✔

✔✔

✔✔

✔✔

✔✔

✔✔

✔✔

B-15


Electro

nics 12 Grade C

ollectio

ns

Co

mprehensive R

esources

Additio

nal Reso

urces – Print

Careers andS

ociety

Health andS

afetyTo

ols and

Equipm

entP

roject

Design

Pro

jectP

roductio

n

✔

✔✔

✔✔

✔✔

✔✔

✔✔

✔✔

✔

✔✔

✔✔

✔

✔✔✔

✔✔

✔✔

✔✔

✔✔

✔✔

Applied Electricity and Electronics

Digital Electronics: Principles and Applications, 5th Edition

Electronics Workbench: M

ultisim 2001

Essentials of Electronics, 2nd Edition

EZ-Route 2000

Applied Robotics

Basic Digital Electronics

Build Your Ow

n LEGO

® Submersible

Build Your Ow

n Underw

ater Robot and Other W

et Projects

Cell Phones: Invisible Hazards in the W

ireless Age

CMO

S Cookbook, 2nd Edition

Digital M

agic: Mr. Circuit Tw

o

Discover Electronics! M

r. Circuit One

High-Pow

er Audio Amplifier Construction M

anual

In the Absence of the Sacred

Principles of Electronic Comm

unication Systems

Programm

ing and Customizing the BASIC Stam

p Computer,2nd Edition

Programm

ing and Customizing PICm

icro Microcontrollers, 2nd Edition

Real-World Interfacing w

ith Your PC

The Robot Builder’s Bonanza, 2nd Edition

Robots, Androids, and Animatrons, 2nd Edition: 12 Incredible Projects You Can Build

The Social Impact of Com

puters

Why Things Bite Back

✔✔

✔

✔✔

✔

✔✔

✔✔

✔✔

✔✔

✔

✔✔ ✔✔

✔✔

✔✔

✔✔

✔✔

B-16


Elec

trica

l Circ

uits

: Ohm

’s La

w

Elec

trica

l Com

pone

nts

- P

art I

Elec

trica

l Com

pone

nts

- P

art I

I

Elec

trica

l Com

pone

nts

- P

art I

II

Elec

trica

l Prin

ciple

s

Elec

trica

l Saf

ety

Elec

trica

l Tro

uble

shoo

ting

Elec

troni

c Ci

rcui

t Tro

uble

shoo

ting:

Appl

ying

the

Prin

ciple

s

Elec

troni

c Ci

rcui

t Tro

uble

shoo

ting:

Com

mon

Fai

lure

s an

d D

etec

tion

Aids

Elec

troni

c Ci

rcui

t Tro

uble

shoo

ting:

Test

ing

Met

hods

and

Equ

ipm

ent

Elec

troni

c Ci

rcui

t Tro

uble

shoo

ting:

Und

erst

andi

ng th

e Pr

oces

s an

d A

Safe

App

roac

h

Elec

troni

cs C

ompo

nent

s - P

art I

Elec

troni

cs C

ompo

nent

s - P

art I

I

Elec

troni

cs C

ompo

nent

s - P

art I

II

Ele

ctro

nics

12

Gra

de C

olle

ctio

ns

Add

itio

nal R

eso

urce

s –

Vid

eo

Car

eers

and

So

ciet

yH

ealt

h an

dS

afet

yTo

ols

and

Equ

ipm

ent

Pro

ject

Des

ign

Pro

ject

Pro

duct

ion

✔✔

✔✔

✔✔

✔✔

✔

✔✔

✔

✔✔

✔✔

✔✔

✔

✔✔

✔✔

✔✔

✔✔

✔✔

✔✔

✔✔

✔✔

✔✔

✔

✔✔

✔✔

✔✔

✔✔

✔

B-17


APPENDIX BLearning Resources

Complete listings


Student, Teacher ResourceCategory:

General Description: This resource consists of a well-organized 685-page

textbook, accompanied by an instructor's manual and a laboratory manual.

Sections of study include: Fundamentals of Direct Current; Fundamentals of

Alternating; Inductance, Capacitance, and RCL Circuits; Ac Power and

Motors; and Electronics Principles. Learning objectives are supported by

summaries, review questions, and problems. Technical terms are clearly

defined and emphasized throughout. The instructor's manual includes an

answer key and reproducible masters. The lab manual consists of a wide

variety of activities, many of which direct students to write their

observations.

Note: Some network theorems and Chapter 27 re: complex circuit analysis,

go beyond the expectations of the curriculum.

Audience: General

Author(s): Bayne, C.

Applied Electricity and Electronics Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

Student Text: 1-56637-707-2

Instructor's Manual: 1-56637-709-9

Laboratory Manual: 1-56637-708-0

Student Text: $75.65

Instructor's Manual: $79.05

Laboratory Manual: $19.80

164 Commander Boulevard

Toronto, ON

M1S 3C7

Tel.: 1-800-667-1115 Fax: (416) 293-9009

Web: www.gagelearning.com

Email: [email protected]

Gage Learning Corporation

Copyright Year: 2000

2002Year Recommended in Grade Collection:


General Description: This print resource includes a CD-ROM and is

designed to give a thorough and complete introduction into the field of

robotics using simple projects and easy-to-read explanations. Extensive

schemata and descriptions guide the student through the challenges of

building a working robot. The resource introduces issues surrounding

robotic systems, i.e., mechanical design, sensory systems, electronics

control, and computer software intelligence. Also included: fuzzy logic and

microcontroller systems; serial and memory mapped interfacing. Applied

Robotics is an excellent reference resource that can be used in conjunction

with the recommended comprehensive resources identified in the grade

collections.

Audience: General

Author(s): Wise, E.

Applied Robotics Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

Text: 0-7906-1184-8 (CD-ROM

included)

Text: US$29.95 (CD-ROM included)

5436 West 78th Street

Indianapolis, IN

46268

Tel.: 1-800-428-7267 Fax: 1-800-552-3910

Web: www.samswebsite.com


SAMS Technical Publishing



B-19



General Description: In this resource, the basic concepts and fundamentals

of digital system functions are explained. There are also detailed

explanations of how digital circuits are designed and applied in systems that

execute specific tasks. Basic Digital Electronics is written in a

straightforward manner, is easy to read, uses detailed illustrations, and

introduces practical applications and examples to solidify the understanding

of the concepts discussed. Multiple-choice quizzes and a set of questions

and problems at the end of each chapter reinforce the learning. Basic

Digital Electronics is an excellent reference resource that can be used in

conjunction with the recommended comprehensive resources identified in

the grade collections.

Audience: General

Basic Digital Electronics Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

0-945053-23-1

US$12.76

7101 N. Ridgeway Avenue

Lincolnwood, IL

60712

Tel.: (847) 763-0916 Fax: (847) 763-0918

Web: www.masterpublishing.com


Master Publishing, Inc.




General Description: The project in this resource focuses on constructing

an AUV (Autonomous Under Vehicle). The scientific principles and the

technology available to solve the problems relate to construction and wiring,

waterproofing the tiny computer (i.e., the brain of the "Sea Angel" is a

microcomputer) and designing a motor controller. Product information is

provided in the Resources Section of this text.

Audience: General

Author(s): Bohm, H. et al.

Build Your Own Programmable

LEGO® Submersible

Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

Not Available

$7.00

3036 Waterloo Street

Vancouver, BC

V6R 3J6

Tel.: 604-731-5565 Fax: 604-731-5565


Westcoast Words




General Description: The projects in this resource vary from the simple to

the more complex, and are supported by stories that present a problem to be

solved. All of them feature important lessons about a particular kind of

underwater craft. The scientific principles and the technology available to

solve the problems are extremely well woven in the book. This is an

excellent resource to support the recommended comprehensive resources.

Audience: General

Author(s): Bohm, H. et al.

Build Your Own Underwater Robot

and Other Wet Projects

Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

0-9681610-0-6

$11.22

3036 Waterloo Street

Vancouver, BC

V6R 3J6

Tel.: 604-731-5565 Fax: 604-731-5565


Westcoast Words



B-20



General Description: This student-teacher resource generally provides

information about the complexity of technology and society interactions, and

particularly re: EMFs (electromagnetic fields). Students can use the resource

to research the negative social effects of an electronic technology. The book

discusses the alarming evidence an industry insider found in his study of the

health effects of cell phones. The book also explains how industry

responded by not renewing his research funding. Questions are raised about

many possible negative health effects of cell phones, and tensions between

"profit" technology and human values are discussed.

Note: The book introduces students to one side of a controversy. Teachers

should avoid taking sides, and encourage students to understand the

dimensions of the controversy.

Caution: The book introduces students to one side of a controversy.

Teachers should avoid taking sides, and encourage students to

understand the dimensions of the controversy.

Audience: General

Author(s): Carlo, G. et al.

Cell Phones: Invisible Hazards in the

Wireless Age

Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

0-7867-0960-X

$18.00

250A Carlton Street

Toronto, ON

M5A 2L1

Tel.: (416) 934-9900 Fax: (416) 934-1410

Web: www.pgw.com

Publishers Group Canada




General Description: This resource introduces all that is necessary to know

in order to understand and profitably use CMOS digital logic. It outlines all

the basics of working with digital logic and many of its end applications.

The text can be used as a self-learning guide, a reference handbook, a project

idea book, and/or a teaching text for digital logic.

Audience: General

Author(s): Lancaster, D. et al.

CMOS Cookbook, 2nd Edition Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

0-7506-9943-4

US$29.99

5436 West 78th Street

Indianapolis, IN

46268

Tel.: 1-800-428-7267 Fax: 1-800-552-3910

Web: www.samswebsite.com


SAMS Technical Publishing



B-21



General Description: This print package provides a solid theoretical base

to digital systems. The 406-page textbook is designed as an introduction to

active discrete components, and includes a consistent colour-coding of

circuit components. The instructor's manual contains two parts: 1)

Instructor's Resources and 2) Masters. The comprehensive experiments lab

manual contains digital design problems, troubleshooting problems, and

chapter tests. It includes breadboarding, circuit simulations, and

troubleshooting techniques. Most of the activities are guided lab

experiments.

Audience: General

Author(s): Tokheim, R.

Digital Electronics: Principles and

Applications, 5th Edition

Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

Student Edition: 0-02-804161-5

Intructor's Manual: 0-02-804164-X

Instructor's Annotated Edition:

0-02-804163-1

Student Edition: $98.86


Instructor's Annotated Edition: $155.95

300 Water Street

Whitby, ON

L1N 9B6

Tel.: 1-800-565-5758 (orders) Fax:

1-800-463-5885

Web: www.mcgrawhill.ca

McGraw-Hill Ryerson Ltd. (Ontario)




General Description: This resource is recommended as an introduction to

basic digital understanding. It uses a lab approach to supplement the theory

content. Topics include: logic gates (how they are built and how they

work), principles of Boolean Algebra, combining logic gates to build

complex digital devices (e.g., clocks, flip-flops, timers, etc.), binary

numbers, binary and decade digital counting circuits, digital divider, and

digital display decoder and multiplexers. The resource includes pictorial and

schematic diagrams.

Audience: General

Digital Magic: Mr. Circuit Two Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

1281

$32.36

2060 Rosser Avenue

Burnaby, BC

V5C 5Y1

Tel.: 1-888-921-7770 Fax: 604-738-3002

Web: www.rpelectronics.com


RP Electronics



B-22



General Description: This text provides an excellent introduction to basic

electronics. It uses a lab approach to supplement the theory content. There

are over 30 lab experiments and projects for students to build and explore.

Each lab activity comes with a complete write-up, plus a schematic and

pictorial diagram of the breadboard project wiring. Matching parts kits for

each lab activity are available from the book publisher and distributor.

Audience: General

Discover Electronics! Mr. Circuit One Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

1181

$27.86

2060 Rosser Avenue

Burnaby, BC

V5C 5Y1

Tel.: 1-888-921-7770 Fax: 604-738-3002

Web: www.rpelectronics.com


RP Electronics




General Description: This 23-minute video resource contains good

instructional materials. The following topics are covered: properties of

series, parallel, and series-parallel circuits; and electron flow. Ohm's Law is

illustrated with charts and basic calculations that isolate each section of the

circuit.

Note: Although the pace of the presentation is rather slow and at times

repetitive, it does provide a solid foundation into the subject matter.

Audience: General

Electrical Circuits: Ohm's Law Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

700061

$135.00

75 First St., Suite 203

Orangeville, ON

L9W 5B6

Tel.: 1-800-565-3036 Fax: (519) 942-8489

Web: www.mcintyre.ca


McIntyre Media Ltd.



B-23



General Description: This 49-minute video is the first program in the

three-part series dealing with electrical components. It introduces the

fundamental operating concepts of electrical components. Live action

footage and computer animation shows how electrical components, such as

resistors, batteries, and switches operate. The program features the symbols

for various electrical components throughout the presentation. The

accompanying print material includes video discussion suggestions and

lesson aids.



Audience: General

Electrical Components - Part I Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

700062

$135.00


Orangeville, ON

L9W 5B6

Tel.: 1-800-565-3036 Fax: (519) 942-8489



McIntyre Media Ltd.




General Description: The second part of a three-part series, this 25-minute

video continues the study of basic electrical components with the

introduction of capacitors, fuses, fusible links, circuit breakers, flashers,

coils, and other electrical components. The program demonstrates how these

devices are constructed and how they actually operate. The accompanying

print material includes video discussion suggestions and lesson aids.



Audience: General

Electrical Components - Part II Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

700063

$135.00


Orangeville, ON

L9W 5B6

Tel.: 1-800-565-3036 Fax: (519) 942-8489



McIntyre Media Ltd.



B-24



General Description: This 25-minute video is the final program in the

three-part series dealing with electrical components. It builds upon the

knowledge acquired from the previous videos concerning the construction

and operation of electrical devices. This program demonstrates the design

and operation of transformers, relays, buzzers, solenoids, and electric

motors. The accompanying print material includes video discussion

suggestions and lesson aids.



Audience: General

Electrical Components - Part III Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

700064

$135.00


Orangeville, ON

L9W 5B6

Tel.: 1-800-565-3036 Fax: (519) 942-8489



McIntyre Media Ltd.




General Description: In this 29-minute video, students will be introduced

to the relationships between atoms, free electrons, and the flow of current

through a circuit. The program covers the following topics: atoms,

conductors, insulators, free electrons, voltage, current, resistance,

magnetism, attraction-repulsion, electromagnet, and other electrical

principles. The accompanying print material includes video discussion




Audience: General

Electrical Principles Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

700060

$135.00


Orangeville, ON

L9W 5B6

Tel.: 1-800-565-3036 Fax: (519) 942-8489



McIntyre Media Ltd.




General Description: This 21-minute video program covers school lab

safety as well as on-the-job safety. Students will learn about

electrical-related accidents that can occur and the ways to prevent them. The

function of each electrical shop work area is explained, along with the rules

to follow to prevent accidents. The accompanying print material includes

video discussion suggestions and lesson aids.



Audience: General

Electrical Safety Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

700152-21

$149.00


Orangeville, ON

L9W 5B6

Tel.: 1-800-565-3036 Fax: (519) 942-8489



McIntyre Media Ltd.



B-25



General Description: This 21-minute video resource summarizes and

explains the basic procedures used to troubleshoot electrical circuits and

components utilized in the home and industry. Students will learn how to

diagnose and repair common electrical problems, and how to use certain

electrical testing equipment. The program features common problems found

in resistors, capacitors, relays, circuit breakers, motors, and other

components. The accompanying print material includes video discussion




Audience: General

Electrical Troubleshooting Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

700196

$145.00


Orangeville, ON

L9W 5B6

Tel.: 1-800-565-3036 Fax: (519) 942-8489



McIntyre Media Ltd.




General Description: This 22-minute video is part of a series dealing with

electronic circuit troubleshooting. This program focuses on the application

of principles. It examines the basic troubleshooting procedure used to verify

a problem, with safety being stressed. Details of various testing methods

and equipment are also examined.



Audience: General

Electronic Circuit Troubleshooting:

Applying the Principles

Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

950105

$89.75


Orangeville, ON

L9W 5B6

Tel.: 1-800-565-3036 Fax: (519) 942-8489



McIntyre Media Ltd.



B-26




electronic circuit troubleshooting. This program focuses on the common

failures and detection aids. It examines the basic troubleshooting procedure

used to verify a problem, with safety being stressed. Details of various

testing methods and equipment are also examined.



Audience: General


Common Failures & Detection Aids

Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

950103

$89.75


Orangeville, ON

L9W 5B6

Tel.: 1-800-565-3036 Fax: (519) 942-8489



McIntyre Media Ltd.





electronic circuit troubleshooting. This program focuses on testing methods

and equipment. It examines the basic troubleshooting procedure used to

verify a problem, with safety being stressed. Details of various testing

methods and equipment are also examined.



Audience: General


Testing Methods & Equipment

Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

950104

$89.75


Orangeville, ON

L9W 5B6

Tel.: 1-800-565-3036 Fax: (519) 942-8489



McIntyre Media Ltd.



B-27




electronic circuit troubleshooting. The program focuses on the process, and

examines the basic troubleshooting procedure used to verify a problem, with

safety being stressed. Details of various testing methods and equipment are

also examined.



Audience: General


Understanding the Process & A Safe

Approach

Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

950102

$89.75


Orangeville, ON

L9W 5B6

Tel.: 1-800-565-3036 Fax: (519) 942-8489



McIntyre Media Ltd.




General Description: This 26-minute video is the first program in a

three-part series on electronic components. It describes the construction,

design, and operation of basic electronic devices. Topics include: how

semiconductor materials allow diodes to function the way they do;

procedures necessary to test the operating conditions of a basic diode;

transistors; distinctions between an NPN transistor and a PNP transistor;

and, why transistors are more dependable than electrical relays. The


lesson aids.



Audience: General

Electronics Components - Part I Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

700065

$135.00


Orangeville, ON

L9W 5B6

Tel.: 1-800-565-3036 Fax: (519) 942-8489



McIntyre Media Ltd.



B-28



General Description: The second part of the three-part series on electronic

components, this 26-minute video uses the information provided in the first

video to expand the student's knowledge of transistors, diodes, and other

components. Transistor testing procedures demonstrate the methods used to

check the operation of certain transistors. Students will also learn how

transistors can be used to produce current amplification in a circuit.

Computer animation along with actual bench tests demonstrate how some of

these electronic components are used for industrial purposes. The


lesson aids.



Audience: General

Electronics Components - Part II Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

700066

$135.00


Orangeville, ON

L9W 5B6

Tel.: 1-800-565-3036 Fax: (519) 942-8489



McIntyre Media Ltd.




General Description: This 27-minute video concludes the three-part series

on the basic design and operation of electronic components. Introduction to

electronics devices include: light emitting diodes, phototransistors, solar

cells, integrated circuits, logic gates, and other components. Students will

learn how these devices operate and how they are put to use for industrial

applications. Basic concepts of fiber optics are discussed. The program also

introduces the basic principles which allow a computer to operate or "think".

The accompanying print material includes video discussion suggestions and

lesson aids.



Audience: General

Electronics Components - Part III Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

700067

$135.00


Orangeville, ON

L9W 5B6

Tel.: 1-800-565-3036 Fax: (519) 942-8489



McIntyre Media Ltd.



B-29



General Description: Multisim 2001 is a software reference tool used in

conjunction with most electronics textbooks and other related resources. It

is mainly used for circuitry simulation and testing, and provides a range of

components and diagnostic tools to be assembled to simulate real

application, functions and behaviours. Students are provided with

opportunities to create circuits, analyze pre-built circuits, work through

virtual lab assignments, simulate circuit behaviour, and troubleshoot for

faults.

Note: The user interface may be difficult for some novice users.

Windows System Requirements: Pentium 166 or greater PC; Windows

95/98/NT; 32MB RAM (64MB RAM recommended); 200MB hard disk

space(min.); CD-ROM drive; 800x600 minimum screen resolution; Graphics

Card.

Audience: General

Electronics Workbench: Multisim

2001

Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

Software: Not available

Educator User Guide: 1-55169-088-8

Getting Started and Tutorial:

1-55169-085-3

Check with Supplier

801-111 Peter St.

Toronto, ON

M5V 2H1

Tel.: 1-800-263-5552 Fax: (416) 977-1818

Web: www.electronicsworkbench.com

Electronics Workbench




General Description: This comprehensive resource package consists of a

726-page textbook, an activities manual, an instructor's manual, and an

electronics experiments manual (the latter in CD-ROM format). The

resource provides a strong foundation on the concepts and terminology of

electronic circuits. The textbook is divided into two major units: 1) DC

Circuits and 2) AC Devices. Key terms are highlighted, and each chapter

ends with a "Review and Applications" section. The instructor's manual

contains an answer key and transparency masters. The electronics

experiments manual is an optional text with CD-ROM* student package.

* The CD-ROM contains activities for every chapter of the resource. The

activities were created especially for use with Electronics Workbench®.

Note: Only the CD-ROM component of the Electronics Experiments

Manual was available for evaluation. An additional component for

Essentials of Electronics includes the Instructor's Productivity Center

CD-ROM which was not available for evaluation.

Audience: General

Author(s): Petruzella, F.

Essentials of Electronics, 2nd Edition Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

Text: 007 821 0488

Instructor's Manual: 0-07-821050-X

Activities Manual: 0-07-821049-6

Text: $87.51


Activities Manual: $42.46

300 Water Street

Whitby, ON

L1N 9B6

Tel.: 1-800-565-5758 (orders) Fax:

1-800-463-5885





B-30



General Description: This resource is a printed circuit board and

manufacturing software program. It allows the user to design a PC board

using a variety of schematic symbols and transferring them to a PC board

layout. Conductive Pathways (tracks/traces) are then connected by the user

or can be connected automatically via the use of the "Auto Route" function

of the program. The output of the design can be plotted using a variety of

plotters and printer, or the design can be saved to disk and shipped to a

manufacturer for production purposes. An instruction booklet and upgrades

are also available.

Audience: General

Author(s): Bolin, P.

EZ-Route2000 Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

Not available

Check with Supplier

5115 East Georgia Street

Burnaby, BC

V5B 1V2

Tel.: (604) 291-6171 Fax: (604) 298-4274


Specific Instruments Ltd.



Teacher ResourceCategory:

General Description: This resource is a step-by-step guide to the

fundamentals of audio amplifiers. The following topics are covered:

fundamentals of high power audio amplifiers, misinformation in audio, basic

of audio power amplifiers, input stages configurations and analyses, voltage

amplifier stages and output stages. Also featured are discussion,

construction techniques and considerations, power amplifier diagnostic

equipment and testing procedures, as well as a complete appendix regarding

supporting materials.

Note: The reading level of this text is fairly advanced.

Audience: General

Author(s): Slone, G.

High-Power Audio Amplifier

Construction Manual

Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

0-07-134119-6

$47.56

300 Water Street

Whitby, ON

L1N 9B6

Tel.: 1-800-565-5758 (orders) Fax:

1-800-463-5885





B-31



General Description: This teacher resource is especially useful for the

introductory course in electronic communications. The entire resource

package consists of the textbook, instructor's management system,

transparency masters, and lab manual. All major segments of the

communications field (cellular telephone system, satellites, paging,

facsimile) are covered in a balanced way. Topics include: introduction to

advanced circuits and processes, broad coverage of data communications,

coverage of test equipment and troubleshooting.

Note: It is assumed that students have had a good background in algebra and

trigonometry fundamentals, as well as in AC principles and circuits.

System Requirements: IBM PC 386 SX or higher, 486 preferred; Windows

3.1 or higher; 4 MB on hard-drive; Colour monitor; Sound card optional;

Mouse required; Printer recommended.

Audience: General

Author(s): Frenzel, L.

Principles of Electronic

Communication Systems

Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

Student Text: 0-02-800409-4

Instructor's Management System:

0-02-800411-6

Student Text: $120.66

Instructor's Management System: $42.95

300 Water Street

Whitby, ON

L1N 9B6

Tel.: 1-800-565-5758 (orders) Fax:

1-800-463-5885






General Description: The resource details the features of the PICmicro and

demonstrates how to use these embedded chips to access and control

different devices. It includes 12 complete projects, 30 experiments, explains

tools needed for developing code, and even includes a printed circuit board.

How the devices are electronically programmed are explained very clearly.

The appendices provide additional resources for help in developing and

debugging PICmicro applications, as well as expert tips on avoiding typical

application problems.

Note: The reading level is fairly advanced.

Audience: General

Author(s): Predko, M.

Programming and Customizing

PICmicro® Microcontrollers, 2nd

Edition

Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

0-07-136172-3 (CD-ROM included)

$67.11 (CD-ROM included)

300 Water Street

Whitby, ON

L1N 9B6

Tel.: 1-800-565-5758 (orders) Fax:

1-800-463-5885





B-32



General Description: This comprehensive tutorial on the easy-to-use

BASIC Stamp single board computer that runs a PIC Microcontroller does

not require any assembly language programming. The resource offers a

primer on basic electronics including reading schematics, identifying

components and constructing prototypes. There are 12 complete projects

that demonstrate various BASIC Stamp applications and allow you to use

your newly acquired knowledge. A BASIC Stamp Quick Reference Guide

and CD are also a part of this resource. The CD provides all the software

tools needed to begin developing PIC applications.

Note: The reading level of this resource is fairly advanced.

Audience: General

Author(s): Edward, S.

Programming and Customizing the

BASIC Stamp Computer, 2nd Edition

Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

0-07-137192-3 (CD-ROM included)

$54.36 (CD-ROM included)

300 Water Street

Whitby, ON

L1N 9B6

Tel.: 1-800-565-5758 (orders) Fax:

1-800-463-5885






General Description: The focus in this resource is an explanation of the

concept of computer controlling devices as they occur in the real world of

work. This is accomplished by constructing a device that acts as an

intermediary between the PC and the real world through the use of the

parallel port. There are sections in the book that provide examples of

projects and functional applications.

Note: Some skills and knowledge in BASIC programming are needed in

order to execute various instructions and functions through the PC.

Audience: General

Author(s): Barbarello, J.

Real-World Interfacing With Your PC,

2nd Edition

Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

0-7906-1145-7

$43.95

1120 Birchmount Road

Scarborough, ON

M1K 5G4

Tel.: 1-800-268-2222/1-800-668-0671 Fax:

1-800-430-4445

Web: www.nelson.com

Nelson Thomson Learning



B-33



General Description: In this resource, the approach to designing working

robots is done in an educational but also fun way. The modular projects start

from building basic motorized platforms to giving the machine a "brain" and

teaching it to walk, talk, and obey commands. This project-oriented book

includes all the necessary information on how to construct the essential

building blocks of personal robots. Suggested alternative approaches, parts

lists, and sources of electronics and mechanical components are provided

when appropriate.

Audience: General

Author(s): McComb, G.

The Robot Builder's Bonanza, 2nd

Edition

Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

0-07-136296-7

$33.96

300 Water Street

Whitby, ON

L1N 9B6

Tel.: 1-800-565-5758 (orders) Fax:

1-800-463-5885






General Description: This is an excellent resource for first-time builders of

robots. If students have the basics, the book provides everything that is

needed to create 12 exciting robotic projects by using off-the-shelf products

and workshop-built devices. Various chapters include a complete parts list.

Audience: General

Author(s): Iovine, J.

Robots, Androids, and Animatrons,

2nd Edition: 12 Incredible Projects

You Can Build

Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

0-07-137683-6

$27.16

300 Water Street

Whitby, ON

L1N 9B6

Tel.: 1-800-565-5758 (orders) Fax:

1-800-463-5885





B-34



General Description: Information presented in this resource is about the

paradoxical nature of technology. It presents factual accounts of the

negative effects of technology in a non-controversial or one-sided way.

Basically, the resource is a collection of stories of "technology's revenge."

Audience: General

Author(s): Tenner, E.

Why Things Bite Back Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

0-679-74756-7

$21.00

2775 Matheson Boulevard East

Mississauga, ON

L4W 4P7

Tel.: 1-800-668-4247 Fax: (905) 624-6217

Web: www.randomhouse.ca

Random House of Canada Ltd./Knopf Canada



B-35


General Description: This resource is useful to inform electronics teachers

and students about the range of social issues related to electronic-mediated

communication. It is especially valuable for teaching the ethical principles

that are used to guide professional technologists and engineers. A

comprehensive look at how computers influence society goes back to the

development of the earliest computers. The reader is introduced to the

concept of technological criticism, and there is an excellent section

explaining engineering ethics, codes, and ethical dilemmas. Examples of

computer application and associated social issues include: business

applications and citizen databases, computer crime, privacy and freedom of

information, and new forms of work, i.e., telecommuting.

Audience: General

Author(s): Rosenberg, R.

The Social Impact of Computers, 2nd

Edition

Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Supplier:

ISBN/Order No:

Price:

0-12-597131-1

US$39-96

525 B Street, Suite 1900

San Diego, CA

92101

Tel.: (619) 699-6468 Fax: (619) 699-6380

Web: www.elsevier.com

Elsevier STM



APPENDIX CAssessment and Evaluation

C-3

Prescribed learning outcomes, expressedin observable terms, provide the basisfor the development of learning

activities, and assessment and evaluationstrategies. After a general discussion ofassessment and evaluation, this appendix usessample evaluation plans to show how activities,assessment, and evaluation might cometogether in a particular technology educationprogram.

Assessment and Evaluation

Assessment is the systematic gathering ofinformation about what students know, are ableto do, and are working toward. Assessmentmethods and tools include: observation,student self-assessments, daily practiceassignments, quizzes, samples of student work,pencil-and-paper tests, holistic rating scales,projects, oral and written reports, performancereviews, and portfolio assessments.

Student performance is evaluated from theinformation collected through assessmentactivities. Teachers use their insight, knowledgeabout learning, and experience with students,along with the specific criteria they establish, tomake judgments about student performance inrelation to prescribed learning outcomes.

Students benefit most when evaluation isprovided on a regular, ongoing basis. Whenevaluation is seen as an opportunity to promotelearning rather than as a final judgment, itshows learners their strengths and suggestshow they can develop further. Students can usethis information to redirect efforts, make plans,and establish future learning goals.

Evaluation may take different forms,depending on the purpose. Criterion-referencedevaluation should be used to evaluate studentperformance in classrooms. It is referenced tocriteria based on learning outcomes describedin the provincial curriculum. The criteria reflecta student’s performance based on specificlearning activities. When a student’s program is

substantially modified, evaluation may bereferenced to individual goals. Thesemodifications are recorded in an IndividualEducation Plan (IEP).

Norm-referenced evaluation is used for large-scale system assessments; it is not to be used forclassroom assessment. A classroom does notprovide a large enough reference group for anorm-referenced evaluation system. Norm-referenced evaluation compares studentachievement to that of others rather thancomparing how well a student meets thecriteria of a specified set of learning outcomes.

Criterion-Referenced Evaluation

In criterion-referenced evaluation, a student’sperformance is compared to established criteriarather than to the performance of otherstudents. Evaluation referenced to prescribedcurriculum requires that criteria are establishedbased on the learning outcomes listed under thecurriculum organizers for Electronics 11 and 12.

Criteria are the basis of evaluating studentprogress; they identify the critical aspects of aperformance or a product that describe inspecific terms what is involved in meeting thelearning outcomes. Criteria can be used toevaluate student performance in relation tolearning outcomes. For example, weightingcriteria, using rating scales, or performancerubrics (reference sets) are three ways thatstudent performance can be evaluated usingcriteria.

Samples of student performance should reflectlearning outcomes and identified criteria. Thesamples clarify and make explicit the linkbetween evaluation and learning outcomes,criteria, and assessment. Where a student’sperformance is not a product, and therefore notreproducible, a description of the performancesample should be provided.

APPENDIX C: ASSESSMENT AND EVALUATION

C-4

Criterion-referenced evaluation may be based on these steps:

▲

Step 1 Identify the expected learning outcomes (as stated in this Integrated Resource Package).

Identify the key learning objectives for instruction and learning.

Establish and set criteria. Involve students, when appropriate, in establishing criteria.

Plan learning activities that will help students gain the knowledge or skills outlined in the criteria.

Prior to the learning activity, inform students of the criteria against which their work will beevaluated.

Provide examples of the desired levels of performance.

Implement the learning activities.

Use various assessment methods based on the particular assignment and student.

Review the assessment data and evaluate each student’s level of performance or quality of work inrelation to criteria.

Where appropriate or necessary, assign a letter grade that indicates how well the criteria are met.

Report the results of the evaluations to students and parents.

▲

Step 2

▲

Step 3

▲

Step 4

▲

Step 5

▲

Step 6

▲

Step 7

▲

Step 8

▲

Step 9

▲

Step 10

▲

Step 11

APPENDIX C: ASSESSMENT AND EVALUATION

APPENDIX CAssessment and Evaluation Samples

C-7

The samples in this section show how ateacher might link criteria to learningoutcomes. Each sample is based on

prescribed learning outcomes taken from one ormore organizers. The samples providebackground information to explain theclassroom context; suggested instructional tasksand strategies; the tools and methods used togather assessment information; and the criteriaused to evaluate student performance.

HOW THE SAMPLES ARE ORGANIZED

There are five parts to each sample:

• identification of the prescribed learningoutcomes

• overview• planning for assessment and evaluation• defining the criteria• assessing and evaluating student

performance.


This part identifies the organizer or organizersand the specific prescribed learning outcomesselected for the sample.

Overview

This is a summary of the key features of thesample.

Planning for Assessment and Evaluation

This part outlines:

• background information to explain theclassroom context

• instructional tasks• the opportunities that students were given to

practise learning• the feedback and support that were offered to

students by the teacher• the ways in which the teacher prepared

students for the assessment.

Defining the Criteria

This part illustrates the specific criteria, whichare based on prescribed learning outcomes, theassessment task, and various reference sets.

Assessing and Evaluating Student Performance

This part includes:

• assessment tasks or activities• the support that the teacher offered students• tools and methods used to gather the

assessment information• the way the criteria were used to evaluate the

student performance.

EVALUATION SAMPLES

The samples on the following pages illustratehow a teacher might apply criterion-referencedevaluation in Electronics 11 and 12.

• Sample 1: Electronics 11Building a Square-Wave 555 OscillatorPage C-8

• Sample 2: Electronics 12Using a 555 Timer in a Design andProduction ApplicationPage C-10

APPENDIX C: ASSESSMENT AND EVALUATION • Samples

C-8

Analog Circuits

• build, test, and modify the following analogcircuit:- …- oscillator- …

OVERVIEW

Students were challenged to build a square-waveoscillator. Components included a 555 timer, timingcapacitor, two timing resistors, and an LED.

PLANNING FOR ASSESSMENT AND EVALUATION

The teacher instructed students on:

• safe work practices• component function, identification, and selection• the proper use of multimeters• the 555 oscillator system and circuit• the proper breadboarding techniques• reading schematic diagrams.

DEFINING THE CRITERIA

As part of instruction, the teacher and studentsdiscussed the criteria for assessing their applicationof the skills on a project. The teacher then introducedthe project assignment and provided students with aschematic of the circuit and a solderless breadboard.

As students worked on their projects, the teachercirculated, observing and discussing their work,recording assessments as appropriate using theEvaluation Criteria checklist (see below).

Following completion of the projects, students wereasked to assess and rate their own work according tothe following scale, using the same criteria used bythe teacher.

ASSESSING AND EVALUATING

STUDENT PERFORMANCE

Students’ final grades in relation to the project werecalculated by blending the teacher’s assessments(75% weighting) and the students’ self-assessments(25% weighting).

▼ SAMPLE 1: ELECTRONICS 11

Topic: Building a Square-Wave 555 Oscillator

PRESCRIBED LEARNING OUTCOMES:


Health and Safety

• demonstrate the safe use of tools, equipment,and materials

Tools and Equipment

• identify, maintain, and use the following hand… tools:- …- pliers and cutters- wire strippers- …

• identify and demonstrate skilful use of thefollowing test equipment:- DC power supply- multimeter- signal generator- frequency counter- oscilloscope- logic probe


Systems, Circuits, and Components

• calculate and measure … resistance in DCcircuits

• demonstrate the use of the resistor colour code• explain the function and theory of common

electronic devices, including:- resistors- capacitors- …- integrated circuits- …



C-9

Criteria

EVALUATION CRITERIA Student Name: ____________________________________________

Student Rating Teacher Rating

Teacher Comments

Teacher Evaluation of Project

• appropriate selection of tools, equipment, and materials, givenintended use

• correct interpretation of the codes for resistance and tolerancewhen reading resistor colour codes

• use of correct symbols for components when drawing schematicdiagrams

• correct interpretation of symbols for components when readingschematic diagrams

• correct and safe operation of tools and equipment

• consistent display of safe work attitude while in the lab

• correct identification of common hand and power tools requiredfor task

• proficient use of breadboarding techniques to build the circuit:

- components correctly mounted- wires lie flat- wires have been appropriately stripped- parts are laid out in a logical manner- overlapping of wires has been avoided- care has been taken to avoid damage to components’ circuit

functions as designed

• operational functionality of student-built circuit.

A 86-100% Criteria met in an excellentmanner.

B 73-85% Criteria met in an effectiveway.

C+ 67-72% Criteria met but with room forimprovement.

C 60-66% Criteria met but withsignificant room forimprovement.

C- 50-59% Criteria met in a minimal way.

I Incomplete Student’s work isincomplete.


C-10

▼ SAMPLE 2: ELECTRONICS 12

Topic: Using a 555 Timer in a Design and Production Application

PRESCRIBED LEARNING OUTCOMES:


Careers and Society

• evaluate the social, cultural, and economiceffects of specific applications of electronicstechnology

Health and Safety

• assess potential hazards in an electronicswork environment

• consistently demonstrate the safe use of tools,equipment, and materials


• demonstrate understanding of WHMIS codesencountered in the electronics workenvironment

Tools and Equipment

• skilfully and safely use electronics-relatedhand and power tools and test equipment

• demonstrate skill in the use and applicationof printed circuit board productionequipment

Project Design

• design an analog or digital system or circuit,using the following process:- identify problems- set specifications- research available resources and related

technical knowledge- explore solutions- acquire needed knowledge of systems,

circuits, and components- build circuits on breadboards and printed

circuit boards- obtain or design an appropriate enclosure- test, evaluate, modify, and refine

Project Production

• develop and monitor a production plan for afinished product by:- evaluating materials- creating production flow charts- creating 3-D models- making tool and equipment set-ups- identifying appropriate quality control

procedures• manufacture and populate a printed circuit

board• prepare or make an enclosure for an

electronic apparatus• install electronic circuitry in an enclosure• inspect and correct deficiencies in

manufactured products• evaluate the effectiveness of the production

plan and final product

OVERVIEW

Students participated in a complete process ofelectronics product development, from initialbrainstorming and analysis through prototypecreation (breadboarding) and modification asnecessary, to the design and production of a PCboard and enclosure that could be manufactured.

PLANNING FOR ASSESSMENT AND EVALUATION

The teacher and students discussed the criteriato be used for project evaluation (see EvaluationCriteria rating sheet). Students thenparticipated in the following activities:

• as a class, identifying possible applications ofelectronics technology (i.e., devices) that meeta human need

• in small groups, evaluating the variousproposed products from technical and socialperspectives

• as a class, developing a list of possible inputs(e.g., LDR, sound, pressure sensor, watersensor), configurations (monostable, bistable,astable), and outputs (e.g., sound, light,120VAC isolated devices) and recording thesein chart form:


C-11

• individually identifying an appropriateapplication (device) and the functionsrequired to create it, including one optionfrom each of the three columns (input,configuration, and output)

• individually designing a circuit schematic,breadboarding and testing the circuit, andmodifying the circuit as required

• individually producing a PC board and anenclosure based on their working prototypes.

DEFINING THE CRITERIA

See the Evaluation Critera rating sheet.

ASSESSING AND EVALUATING

STUDENT PERFORMANCE

Students and teacher conducted separateevaluations of their work, using the criteriaidentified on the Evaluation Critera rating sheetand the following evaluation scale:

Possible Inputs Possible Configurations Possible Outputs

LDR light-sensitive detector

Sound/clap-sensitive detector

Prefixed R-C circuit

Variable R-C circuit

Basic timer

High frequency oscillator

Low frequency oscillator

Pulse generator (single pulse)

Sound output

Light output

120VAC isolated circuit

Relay switching


C-12

Criteria

Evaluation Criteria Student Name: ____________________________________________

Student Rating Teacher Rating

• identification of a worthwhile need based on ethical, social, andcultural considerations

• design of an appropriate circuit, including:- research into existing electronic technologies for meeting the

identified need- interpretation of component specification data- selection of components appropriate to circuit function

• construction of a working prototype

• safe use of:- PC board chemicals (including interpretation of WHMIS symbols,

use of protective equipment, and preparation of work space withadequate ventilation)

- soldering- tools used to manufacture the enclosure

• modification and refinement of the circuit

• design of PC board

• application of an appropriate PC board manufacturing process

• safety and functionality of the enclosure

• wiring and installation of PC board and controls

• implementation of final testing and quality control procedures


A 86-100% Criteria met in an excellentmanner.

B 73-85% Criteria met in an effectiveway.

C+ 67-72% Criteria met but with room forimprovement.

C 60-66% Criteria met but withsignificant room forimprovement.

C- 50-59% Criteria met in a minimal way.

I Incomplete Student’s work isincomplete.

Teacher Evaluation of Project

Teacher Comments

APPENDIX DAcknowledgments

D-3

APPENDIX D: ACKNOWLEDGMENTS

Many people contributed their expertise to this document. The project coordinator wasAdrienne Gnidec O’Henly of the Curriculum Branch, working with ministry personnel and ourpartners in education. We would like to thank all who participated in this process.

THE IRP WRITING AND RESOURCE EVALUATION TEAM

Chris Bastone School District No. 44 (North Vancouver)

Benö Fodor School District No. 59 (Peace River South)

Alan Green University College of the Cariboo

Doug Kearney School District No. 72 (Campbell River)

Michael Star School District No. 61 (Victoria)

Brian Yu School District No. 39 (Vancouver)

APPENDIX EOffering an Electronics

Program in Your School

E-3

APPENDIX E: OFFERING AN ELECTRONICS PROGRAM IN YOUR SCHOOL

The Electronics 11 and 12 curriculumsets out the Prescribed LearningOutcomes for an introductory

Electronics program in a secondary school.These learning outcomes define theknowledge, skills and attitudes that will givestudents a general knowledge in Electronics.

Schools may decide to build on theElectronics 11 and 12 program by offeringadditional courses that provide more in-depth study of electronics. Other Electronicscourses for which provincially prescribedlearning outcomes have been developedinclude the following:

• Electronics 12: Analog Systems• Electronics 12: Digital Systems• Electronics 12: Robotics

Although complete IRPs are not provided forthese courses, the learning outcomes areprovincially prescribed, and students can usethese courses to meet the Applied SkillsFoundation Studies requirement. Theincreased proficiency that students developby taking these courses will better preparethem to pursue future post-secondary,career, or avocational opportunities inElectronics. At the same time, offering one ormore of these courses enables a school’sElectronics program to maintain relevance tostudents’ needs.

Teachers are encouraged to integrate avariety of topics and instructionalapproaches to develop Electronics coursesthat align with the Prescribed LearningOutcomes. They should take advantage ofthe available resources and facilities, andtake into account the different interests,learning styles, and abilities of learners.

In addition to offering courses based onprovincially prescribed outcomes identifiedin this document (including this appendix),schools may continue to develop and offerlocal courses that extend the scope or gobeyond the learning outcomes in curriculumdeveloped by the Ministry. Locallydeveloped (LD) courses must be approvedby the school board as per the Ministry’sLocal Programs Order.


E-4

Curriculum Organizer

ELECTRONICS 12: ANALOG SYSTEMS


It is expected that students will:• assess potential hazards in an electronics work environment• consistently demonstrate the safe use of tools, equipment, and materials• apply electrical safety and emergency response procedures, as required• identify WCB regulations that apply to an electronics work environment• demonstrate understanding of WHMIS codes encountered in the electronics work

environment

It is expected that students will:• evaluate the cultural and social effects of electronic sound production• evaluate career possibilities in the field of audio/analog electronics

It is expected that students will:• select and skilfully use electronics-related hand and power tools appropriate to tasks• select and skilfully use electronics-related test equipment appropriate to tasks• demonstrate skills in the use and application of printed circuit board production

hardware and software

It is expected that students will:• explain how the following types of analog circuits function:

- power supplies- amplifiers- oscillators- converters

• describe the following analog concepts:- waveform- duty cycle- period- impedance- frequency filters- attenuation- feedback- distortion- noise- gain

• identify input and output devices that are commonly used with analog circuits

It is expected that students will:• use test equipment to measure analog circuits• design an analog project• identify, produce, and interpret performance data• document the design process• develop a production plan and build a finished product• give a presentation on the design process and product

HEALTH AND SAFETY▼

CAREERS AND

SOCIETY

▼

TOOLS AND

EQUIPMENT

▼

ANALOG CONCEPTS▼

PROJECT DESIGN

AND PRODUCTION

▼

E-5



ELECTRONICS 12: DIGITAL SYSTEMS



environment

It is expected that students will:• evaluate the ethical, cultural, and social effects of digital electronics and

computerization• evaluate career possibilities in the field of digital electronics and computerization



It is expected that students will:• explain how the following types of digital circuits function:

- logic gates- counters- registers- decoders and converters- microcontrollers/microprocessors

• describe the following digital concepts:- Boolean logic- truth tables- programming in machine and assembly language

• identify input and output devices that are commonly used with digital circuits

It is expected that students will:• use test equipment to measure digital circuits• design a digital project• identify, produce, and interpret performance data• document the design process• develop a production plan and build a finished product• give a presentation on the design process and product


CAREERS AND

SOCIETY

▼

TOOLS AND

EQUIPMENT

▼

PROJECT DESIGN

AND PRODUCTION

▼

DIGITAL CONCEPTS▼


E-6


ELECTRONICS 12: ROBOTICS



environment

It is expected that students will:• evaluate the ethical, cultural, and social effects of robotic technologies• evaluate career possibilities in the field of robotics



It is expected that students will:• research various definitions of the term, “robot”• describe the functional units of robotic systems• explain the applications of various robot types

It is expected that students will:• use test equipment to measure robotic circuits• design a robotic device• identify, produce, and interpret performance data• document the design process• develop a production plan and build a finished product• give a presentation on the design process and product


CAREERS AND

SOCIETY

▼

TOOLS AND

EQUIPMENT

▼

PROJECT DESIGN

AND PRODUCTION

▼

ROBOTICS CONCEPTS▼

Date post:	11-Mar-2020
Category:	Documents
Upload:	others
View:	1 times
Download:	0 times

TECHNOLOGY EDUCATION 11 12 - British Columbia · 2013-09-11 · TECHNOLOGY EDUCATION 11 AND 12:...

Documents