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2016/2017 Student Competency Record
Digital Electronics (PLTW)
8440 - 36 weeks
School Year
Teacher Signature
Traditional letter or numerical grades do not provide adequate documentation of student
achievement in competency-based education; therefore, the Virginia Standards for CBE require a
recording system to provide information about competencies achieved to employer, studentemployee, and teacher. The Student Competency Record provides a means for keeping track of
student progress. Ratings are assigned by the teacher for classroom competency achievement and
by the teacher-coordinator in conjunction with the training sponsor when competence is
evaluated on the job.
Tasks/competencies designated "Required" are considered essential statewide and are required of
all students. In some courses, all tasks/competencies have been identified as required.
Tasks/competencies marked "Optional" are considered optional; they and/or additional
tasks/competencies may be taught at the discretion of the school division. Tasks/competencies
marked with an asterisk (*) are considered sensitive, and teachers should obtain approval by the
school division before teaching them.
Note: Students with an Individualized Education Program (IEP) or an Individualized
Student Alternative Education Plan (ISAEP) will be rated, using the following scale, only
on the competencies identified in their IEP or ISAEP.
Students will be expected to achieve a satisfactory rating (one of the three highest marks) on
the Student Competency Record (SCR) rating scale on at least 80% of the required (essential)
competencies in a CTE course.
1 - Can teach others
2 - Can perform without supervision
3 - Can perform with limited supervision
4 - Can perform with supervision
5 - Cannot perform
Digital Electronics (PLTW)
Date Rating
Demonstrating Workplace Readiness Skills: Personal Qualities and People Skills
Required 1
Demonstrate positive work ethic.
Required 2
Demonstrate integrity.
Required 3
Demonstrate teamwork skills.
Required 4
Demonstrate self-representation skills.
Required 5
Demonstrate diversity awareness.
Required 6
Demonstrate conflict-resolution skills.
Required 7
Demonstrate creativity and resourcefulness.
Demonstrating Workplace Readiness Skills: Professional Knowledge and Skills
Required 8
Demonstrate effective speaking and listening skills.
Required 9
Demonstrate effective reading and writing skills.
Required 10
Demonstrate critical-thinking and problem-solving skills.
Required 11
Demonstrate healthy behaviors and safety skills.
Required 12
Demonstrate an understanding of workplace organizations,
systems, and climates.
Required 13
Demonstrate lifelong-learning skills.
Required 14
Demonstrate job-acquisition and advancement skills.
Required 15
Demonstrate time-, task-, and resource-management skills.
Required 16
Demonstrate job-specific mathematics skills.
Required 17
Demonstrate customer-service skills.
Demonstrating Workplace Readiness Skills: Technology Knowledge and Skills
Required 18
Demonstrate proficiency with technologies common to a
specific occupation.
Required 19
Demonstrate information technology skills.
Required 20
Demonstrate an understanding of Internet use and security
Required 21
Demonstrate telecommunications skills.
Examining All Aspects of an Industry
Required 22
Examine aspects of planning within an
Required 23
Examine aspects of management within an
Required 24
Examine aspects of financial responsibility within an
Required 25
Examine technical and production skills required of workers
within an industry/organization.
Required 26
Examine principles of technology that underlie an
Required 27
Examine labor issues related to an industry/organization.
Required 28
Examine community issues related to an
Required 29
Examine health, safety, and environmental issues related to
an industry/organization.
Addressing Elements of Student Life
Required 30
Identify the purposes and goals of the student organization.
Required 31
Explain the benefits and responsibilities of membership in
the student organization as a student and in
professional/civic organizations as an adult.
Required 32
Demonstrate leadership skills through participation in
student organization activities, such as meetings, programs,
and projects.
Required 33
Identify Internet safety issues and procedures for complying
with acceptable use standards.
Engineering Option 2: The following tasks are part of Virginia's "Project Lead
the Way" program. For course content and additional information, please
contact the Technology Education Specialist at the Virginia Department of
Education (804-786-4210).
Introducing Electronics
Demonstrate safety precautions for working with
Required 34
Required 35
Take measurements with a digital multimeter (DMM).
Required 36
Identify the way numbers are expressed in scientific
notation, engineering notation, and System International (SI)
Required 37
Solve for unknown values within circuits (e.g., series,
parallel, and combination circuits), using Ohm’s Law,
Kirchhoff’s Voltage Law, and Kirchhoff’s Current Law.
Required 38
Utilize circuit design software (CDS) to validate hand
calculations of analog circuit solutions.
Required 39
Identify common components used in electronics.
Required 40
Determine a resistor’s nominal value by reading its color
Required 41
Determine a capacitor’s nominal value by reading its labeled
Required 42
Solder and de-solder components on printed circuit boards.
Required 43
Identify the function of AND, OR, and INVERTER gates.
Required 44
Convert numbers between the binary and decimal number
Required 45
Count from 0-15 in binary.
Introducing Circuit Design
Required 46
Solve for a simple series and parallel circuit, using Ohm’s
Law, Kirchhoff’s Voltage Law, and Kirchhoff’s Current
Required 47
Analyze simple analog circuits, using circuit design software
Required 48
Analyze simple series and parallel analog circuits, using a
breadboard and DMM.
Required 49
Determine the amplitude, period, frequency, and duty cycle
of analog and digital signals.
Required 50
Design simple digital oscillators, using the 555 Timer chip.
Required 51
Simulate a complete analog design, using CDS.
Exploring Digital
Required 52
Identify commonly used electronic components by their part
numbers or schematic symbols.
Required 53
Identify various integrated circuit (IC) package styles.
Required 54
Explain the fundamental differences between combinational
and sequential logic.
Required 55
Describe the functions of AND, OR, and inverter gates.
Required 56
Simulate a simple combinational logic circuit designed with
AND, OR, and inverter gates, using CDS.
Required 57
Describe the function of a D flip-flop.
Required 58
Test a simple sequential logic circuit design with D flipflops, using CDS.
Required 59
Simulate a complete design containing both combinational
and sequential logic, using CDS.
Exploring AND-OR-Invert (AOI) Logic
Required 60
Translate design specifications into truth tables.
Required 61
Extract unsimplified logic expressions from truth tables.
Required 62
Construct truth tables from logic expressions.
Required 63
Simplify logic expressions by using the rules and laws of
Boolean algebra, including DeMorgan’s laws.
Required 64
Analyze AOI combinational logic circuits to determine their
equivalent logic expressions and truth tables.
Required 65
Identify AOI integrated circuit chips, using IC numbers and
wiring diagrams.
Required 66
Translate a set of design specifications into a functional AOI
combinational logic circuit following a formal design
Required 67
Create an AOI logic circuit prototype, using CDS and a
digital logic board (DLB).
Exploring Universal Gates and K-Mapping
Required 68
Simplify combinational logic problems containing two,
three, and four variables, using the K-Mapping technique.
Required 69
Create K-maps that contain one or more Don’t Care
Required 70
Compare and contrast the quality of combinational logic
designs implemented with AOI, NAND, and NOR logic
Required 71
Translate a set of design specifications into a functional
NAND or NOR combinational logic circuit following a
formal design process.
Required 72
Use current technology to convert AOI designs to universal
gate designs.
Required 73
Simulate NAND and NOR logic circuits, using CDS and a
Detailed Combinational Logic Designs
Display alphanumeric values, using a seven-segment display
Required 74
in a combinational logic design.
Required 75
Wire common cathode and common anode seven-segment
Required 76
Translate a set of design specifications.
Required 77
Design AOI, NAND, and NOR solutions for a logic
Required 78
Simulate AOI, NAND, and NOR logic circuits, using CDS
and a DLB.
Exploring Specific Comb Logic Circuits and Miscellaneous Topics
Required 79
Convert numbers between number systems.
Required 80
Design binary half-adders and full-adders, using XOR and
XNOR gates.
Required 81
Design binary adders.
Required 82
Design electronics displays, using seven-segment displays.
Required 83
Use the two’s complement process.
Required 84
Simulate specific combinational logic circuits, using CDS
and a DLB.
Required 85
Describe how the addition of two binary numbers of any bit
length can be accomplished by cascading one half-adder
with one or more full-adders.
Exploring Programmable Logic
Required 86
Design combinational logic circuits.
Required 87
Compare the advantages and disadvantages of
programmable logic devices with those of discrete logic
Required 88
Simulate combinational logic designs implemented with
programmable logic.
Exploring Sequential Logic Circuit Design
Draw detailed timing diagrams in response to a variety of
Required 89
synchronous and asynchronous input conditions.
Required 90
Design introductory flip-flop applications.
Required 91
Simulate introductory flip-flop applications.
Exploring Asynchronous Counters
Explain the advantages and disadvantages of counters
Required 92
designed using the asynchronous-counter method.
Required 93
Describe the ripple effect of an asynchronous counter.
Required 94
Design up, down, and modulus asynchronous counters.
Required 95
Analyze up, down, and modulus asynchronous counters.
Required 96
Simulate SSI and MSI asynchronous counters.
Required 97
Describe where a count starts, stops, and repeats on a
modulus asynchronous counter.
Exploring Synchronous Counters
Required 98
Explain the advantages and disadvantage of counters
designed using the synchronous-counter method.
Required 99
Design up, down, and modulus synchronous counters.
Required 100
Analyze up, down, and modulus synchronous counters.
Required 101
Simulate and prototype SSI and MSI synchronous counters,
using CDS and a DLB.
Exploring State-Machine Design
Required 102
Describe the components of a state machine.
Required 103
Construct a state transition table for a state machine.
Required 104
Derive a state machine’s Boolean equations from its state
transition table.
Required 105
Implement Boolean equations into a functional state
Required 106
Simulate SSI and MSI synchronous counters.
Exploring State Machines
Required 107
Describe the components of a state machine.
Required 108
Construct a state transition table for a state machine.
Required 109
Derive a state machine’s Boolean equations from its state
transition table.
Required 110
Implement Boolean equations into a functional state
Required 111
Simulate state machine designs implemented with discrete
and programmable logic.
Exploring the Microcontroller
Required 112
Program a microcontroller to control a servo motor.
Required 113
Program and test a microcontroller to control a real system
based on inputs.
Required 114
Calculate programming values, using mathematics.
Required 115
Build a timing device.
Required 116
Program a microcontroller to guide a robot through a maze.
Locally Developed Tasks/Competencies