Download Electronic Circuits

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Oswego Update Project
A Graduate Research Project
Updating Course Outlines in Technology Education
June 2004
“Electronics/Electricity”
In collaboration with:
Developer:
Mr. Aaron Gross, Graduate Research, SUNY – Oswego, [email protected]
Project Directors:
Dr. William Waite, Professor, SUNY-Oswego, [email protected]
Mr. Eric Suhr, Laisson, New York State Education Department, [email protected]
Content Consultants:
Mr. Dan Drogo, Liverpool Central School District, [email protected]
Mr. Paul Mizer, Baldwinsville Central School District, [email protected]
Original Writing Team (1985):
Mr. Howard Sasson, Team Leader, City College of New York
Mr. Robert Caswell, Liverpool, High School
Mr. James Goldstine, Hauppauge High School
Mr. Bruce Kaiser, Liverpool High School
Mr. George Legg, Ossining High School
Mr. Joesph Sarubbi, Hudson Valley Community College
Ms. Sandra P. Sommer, Wantagh High School
Digitally available at
www.oswego.edu/~waite
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Forward
The “Oswego Update Project” is a collaboration between SUNY Oswego and the NYS
Education Department to refresh and modernize existing Technology Education course
outlines. New York State Learning Standards will be identified and organized.
The original work was a NYSED initiative during the transformation from Industrial Arts
to Technology Education in the 1980s. These courses have proven to be very popular
and most durable for the profession. In fact, many have been used as course models in
other states.
Hundreds of sections are offered in New York state each year, according to the Basic
Educational Data System (BEDS). However, the objectives need to be revisited with a
current eye, successful teaching strategies need to be surveyed in the field,
bibliographies should be updated, and Internet resources added, as they were
unavailable during the original project.
It is hoped that this graduate-level research endeavor will accomplish the following:

provide a solid graduate research project for the developers involved (learning by
doing)

involve known, successful teachers as consultants to the process through a common
interview template

honor the work and dedication of the original writing teams

refresh course objectives and teaching strategies

forge a more uniform format between and among course outlines

update the bibliography of each course to reflect the last ten years of literature
review

include Internet resources both useful as general professional tools, and as specific
content enhancement

develop an index showing how NYS M/S/T standards are accomplished for each
course objective
The result will be an enhancement for graduate students at SUNY-Oswego, NYSED
implementation goals, and Technology Education teachers in New York state. Course
outlines will be digitally reproduced and made available through appropriate Internet and
electronic media.
Dr. William Waite, Professor
SUNY Oswego, Dept. of Technology
School of Education
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Overview of the Course
Course Description
As we are in the middle of the information age, everybody is in contact daily with a vast
majority of electrical devices from computers to cell phones. A basic understanding of electrical
and electronics theory and application will enhance the ability of students to manage new
technologies as they emerge. This course gives students the opportunity to explore the field of
electronics and electricity and what careers are available.
Students will be able to apply the basic elements common to all technological systems –
input, comparison, adjustment, process, control, output, and feedback through experimentation
and problem-solving instruction. Students will understand the basics behind everyday electronic
devices. This is not a course where any prior knowledge of electronics is necessary.
Course Goals, Skills, Knowledge, and Behaviors to be Developed
Students will be able to:
1. Identify low voltage and line voltage devices and circuits in the home and be aware of
their applications in other systems.
2. Interpret the extent of electrical technologies and what kind of effect they have on other
technologies.
3. Properly and safely use the tools and equipment found in the electronics laboratory.
4. Read and interpret graphical representations of electrical components, devices, and
circuits.
5. Assemble and fabricate simple electrical and electronic circuits, using common methods
of breadboarding or circuit board fabrication.
6. Identify the passive and active components studied by matching the real component to its
schematic symbol and labeling its unit of measurement.
7. Interpret schematic diagrams.
8. Discuss how the advancement of electronics technology has impacted one’s life and the
environment.
Content Outline
Module 1.0: Introduction to Electricity with Low Voltage Applications
1.1 Electrical Technologies
1.1.1 Electrical versus Electronic
1.1.2 Technological Systems Applications
1.1.2.1 Power and energy
1.1.2.2 Manufacturing
1.1.2.3 Construction
1.1.2.4 Communication (including fiber optics)
1.1.2.5 Transportation
1.1.2.6 Agriculture
1.1.2.7 Aerospace/military
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1.1.3 Home Applications
1.1.3.1 Generation and distribution (heat, light, etc.)
1.1.3.2 Major appliances
1.1.3.3 Communication/entertainment
1.1.3.4 Automotive
1.1.3.5 Personal computers
1.1.3.6 Health and medical
1.2.0 Safety Education
1.2.1 Safety Practices
1.2.1.1 Rules and regulations
1.2.1.2 Tools, machines, and equipment
1.2.2 Electrical Safety
1.2.2.1 Home environment
1.2.2.2 Laboratory environment
1.3.0 Electrical Construction and Fabrication
1.3.1 Tools and Hardware
1.3.1.1 Electrical hand tools
1.3.1.2 Wire selection and preparation
1.3.1.3 Connectors – temporary/pressure
1.3.2 Electrical Diagrams
1.3.2.1 Bill of materials
1.3.2.2 Graphic symbols
1.3.2.3 Schematics
1.3.2.4 Wiring/pictorials CAD
1.3.3 Fabrication and/or Breadboarding
1.3.3.1 Drilling
1.3.3.2 Mounting
1.3.3.3 Assembly
1.3.3.4 Modular component/circuit assembly
1.3.4 Soldering – Desoldering
1.3.4.1 Preparation and safety
1.3.4.2 Tools and materials
1.3.4.3 Technology
1.4.0 Electrical Theory
1.4.1 Electrical Classification of Materials
1.4.1.1 Conductors
1.4.1.2 Insulators
1.4.1.3 Semiconductors
1.4.1.4 Electron theory
1.4.2 Electrical Current
1.4.2.1 Movement of particles
1.4.2.2 Direct and alternating
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1.4.3 Electrical Circuit
1.4.3.1 Source
1.4.3.2 Load
1.4.3.3 Conductors
1.4.3.4 Control – switches
1.5.0 Low Voltage Systems
1.5.1 Simple Series Circuits
1.5.1.1 Observing voltage and current
1.5.1.2 Applications
1.5.2 Simple Parallel Circuits
1.5.2.1 Observing voltage and current
1.5.2.2 Applications
1.5.3 Basic Servicing Techniques
1.5.3.1 Continuity/voltage tests
1.5.3.2 Battery testing and charging
1.5.3.3 Installing telephone jacks/plugs
1.5.4 Applications
1.5.4.1 Battery-powered systems
1.5.4.1.1 Automotive
1.5.4.1.2 Entertainment equipment
1.5.4.1.3 Toys and games
1.5.4.1.4 Camping equipment
1.5.4.1.5 Cameras, etc.
1.5.4.2 Multivoltage/Step-Down Transformer
1.5.4.2.1 Voltages
1.5.4.2.2 Windings/color codes
1.5.4.3 Residential systems
1.5.4.3.1 Bells, buzzers, chimes, etc.
1.5.4.3.2 Telephones
1.5.4.3.3 Alarms
1.5.4.3.4 Low voltage lighting
1.5.4.3.5 Toy train/ racing sets, etc.
Module 2.0: Introduction to Electricity with Line Voltage Applications
2.1 Common Sources of Electricity
2.1.1 Cells and Batteries
2.1.2 Generators
2.1.3 Solar Cells
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2.2 House Wiring
2.2.1 Generation and Distribution Systems
2.2.1.1 Electrical service
2.2.1.2 Kilowatt-hour meter
2.2.1.3 Service center
2.2.1.4 Circuits
2.2.1.5 Fuses and circuit breakers
2.2.1.6 Checking and resetting
2.2.2 Electrical Lines and Wiring
2.2.2.1 National Electrical Code
2.2.2.2 Common wire sizes and color codes
2.2.2.3 Wall, surface, and underground lines
2.2.2.4 Extension cords
2.2.2.5 Exterior wiring systems
2.2.3 Basic Servicing
2.2.3.1 Continuity/ground tests
2.2.3.2 Replacing switches and receptacles
2.2.3.3 Junction and outlet boxes
2.3 Appliance Systems
2.3.1 Lighting Systems
2.3.1.1 Incandescent devices
2.3.1.2 Fluorescent devices
2.3.1.3 Track and recessed lighting
2.3.1.4 Common ratings and specifications
2.3.2 Heating Systems
2.3.2.1 Common elements/devices
2.3.2.2 Controls: manual, electronic, programmable
2.3.2.3 Common ratings and specifications
2.3.3 Electromagnetic Systems
2.3.3.1 Magnetic effect
2.3.3.2 Universal motors
2.3.3.3 Motor-driven applications
2.4 Consumer Education
2.4.1 Manufacturer Specifications and Ratings
2.4.1.1 Operating instructions and parameters
2.4.1.2 Efficiency ratings
2.4.2 Criteria for Evaluating and Purchasing Products
2.4.3 Consumer Protection and Services
2.4.3.1 Warranty and guarantee
2.4.3.2 Consumer publications
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Module 3.0: Electronics
3.1 Introduction to Electronics – Systems and Subsystems
3.1.1 Common Systems
3.1.1.1 Communications
3.1.1.2 Knowledge/information
3.1.1.3 Production/manufacturing
3.1.1.4 Transportation
3.1.1.5 Energy
3.1.2 Component Subsystems
3.1.2.1 Passive
3.1.2.2 Active
3.1.2.3 Integrated circuits
3.2 General Safety Instruction
3.2.1 Personal safety – physiological effects of current/voltage
3.2.2 Emergency first aid for electrical shock
3.2.3 Accident prevention
3.3 Introduction to Basic Passive Devices and Circuit Applications
3.3.1 Resistors
3.3.1.1 Common types
3.3.1.1.1 fixed
3.3.1.1.2 variable
3.3.1.1.3 special
3.3.1.2 Laboratory skills
3.3.1.2.1 Symbols
3.3.1.2.2 Units of measurement
3.3.1.2.3 Color code charts
3.3.1.2.4 Testing
3.3.1.3 Applications
3.3.1.3.1 Limiting current
3.3.1.3.2 Energy consumption
3.3.1.3.3 Heat dissipation
3.3.2 Capacitors
3.3.2.1 Common types
3.3.2.1.1 fixed
3.3.2.1.2 variable
3.3.2.1.3 special
3.3.2.2. Laboratory skills
3.3.2.2.1 Symbols
3.3.2.2.2 Units of measurement
3.3.2.2.3 Testing opens/shorts
3.3.2.3 Applications
3.3.2.3.1 Filters
3.3.2.3.2 Tuners
3.3.2.3.3 Timing
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3.3.3 Inductors
3.3.3.1 Common types
3.3.3.1.1 air core
3.3.3.1.2 iron core
3.3.3.2 Laboratory skills
3.3.3.2.1 Symbols
3.3.3.2.2 Units of measurement
3.3.3.2.3 Testing
3.3.3.3 Applications
3.3.3.3.1 Antennas
3.3.3.3.2 Tuners
3.3.3.3.3 Transformers
3.3.3.3.4 Relays
3.4
Introduction to Basic Active Devices and Circuit Applications
3.4.1 Diodes
3.4.1.1 Common types
3.4.1.1.1 Silicon
3.4.1.1.2 Germanium
3.4.1.1.3 LED’s
3.4.1.2 Symbols, specifications, lead identification, and testing
3.4.1.3 Applications
3.4.1.3.1 Rectification
3.4.1.3.2 Blocking
3.4.1.3.3 LED indicators
3.4.2 Transistors – Bipolar
3.4.2.1 Common types – NPN/PNP
3.4.2.2 Symbols, specifications, lead identification, and testing
3.4.2.3 Applications
3.4.2.3.1 Switching
3.4.2.3.2 Amplification
3.4.3 Silicon Controlled Rectifier (SCR)
3.4.3.1 Common types
3.4.3.2 Symbols, specifications, lead identification, and testing
3.4.3.3 Applications
3.4.3.3.1 Alarm systems
3.4.3.3.2 Trigger systems
3.5 Laboratory Experimentation and Circuit Fabrication
3.5.1 Methods of Circuit Construction and Safety Practices
3.5.1.1 Use of functional system block diagrams
3.5.1.1.1 Guitar amplifier
3.5.1.1.2 Light dimmer
3.5.1.1.3 Strobe light
3.5.1.1.4 Crystal detectors, etc.
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3.5.1.2
3.5.1.3
3.5.1.4
3.5.1.5
3.5.1.6
Use of laboratory equipment
Use of tools and machinery
Printed circuit fabrication
Wire wrapping and soldering
Testing and troubleshooting
3.5.2 General Safety Instruction Refresher
3.5.2.1 Personal safety – physiological effects of current/voltage
3.5.2.2 Emergency first aid for electrical shock
3.5.2.3 Accident prevention
3.6 Introduction to Integrated Circuits
3.6.1 Digital and Linear Types
3.6.1.1 Definition of each, specific to operation
3.6.1.2 Common types and uses
3.6.2 Laboratory Experimentation with Digital IC’s
3.6.2.1 Operating characteristics
3.6.2.2 Pin locations, wiring considerations, and handling
3.6.2.3 Using digital logic information – binary number system
3.6.3 Laboratory Experimentation with Linear IC’s
3.6.3.1 Operating characteristics
3.6.3.2 Using linear devices
3.6.4 Impacts of Integrated Circuit Technology
3.6.4.1 Human needs as an influence on technology
3.6.4.2 Technology as an influence on human needs
3.6.4.3 Future trends
3.6.4.3.1 Global interdependence
3.6.4.3.2 Cultural transitions
3.6.4.3.3 Industrial to information based society
3.6.4.4 Robotics
3.6.4.4.1 Pros and Cons
3.6.4.4.2 Future
3.7 Career Exploration
3.7.1 Examination/Research of diverse electricity/electronics opportunities
3.7.2 Developing a career plan
3.8 Consumer Awareness
3.8.1 Developing criteria for evaluating electronic products/services
3.8.1.1 Human needs
3.8.1.2 Quality, efficiency, and cost
3.8.1.3 Frequency of repair
3.8.2 Impacts on resources and environment
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General Instructional Strategies
This should be a course that involves a lot of hands on work by the students. It is
recommended that the class size be set to a 20 student maximum. Students should work in pairs
for all of the activities. There should be enough equipment so each group has their own set of
things. Oscilloscopes, multimeters, and soldering irons are the bare essentials for the course. It is
also highly recommended to have access to computers that have some kind of program similar to
Electronics Workbench.
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Module 1.0
Introduction to Electricity with Low Voltage Applications
Performance Indicators/Supporting Competencies
Students will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Distinguish between electrical and electronic products and systems
Differentiate between energy and power and list five forms of energy
Draw and label a system block diagram illustrating the energy transfer in a
common electrical product
Demonstrate and use safe practices of the tools and machines
Recognize common causes of electrical accidents
Interpret a bill of materials and specifications for common electrical components
Read and understand schematic diagrams for electrical circuits
Produce an electrical circuit from a schematic diagram with breadboarding or
printed circuit techniques
Perform soldering practices and procedures correctly
Execute tests to troubleshoot an electrical circuit
Explain a complete electrical circuit by including “source,” “load,” “conductors,”
and “control device”
Differentiate between conductors and insulators and list examples for both
Distinguish between alternating and direct current according to movement of
particles
Identify simple series and parallel circuits and describe an application in the
home for both
Read and understand schematic diagrams for simple low voltage circuits
Differentiate between transformer and battery operated circuits
Produce and test-operate a low voltage circuit from a schematic diagram
Identify common low voltage systems and applications in the home environment
Suggested Specific Instructional Strategies
1. In a class discussion, differentiate between electrical vs. electronic and energy
vs. power. Construct a short outline of applications and their impacts of electrical
technologies on other technological fields. Include audiovisual materials of the
electrical technology in these fields.
2. After demonstrating safe use of the tools, have students complete a performance
test to check mastery of safe tool use.
3. After teaching students how to interpret a schematic drawing and perform simple
breadboarding operations, have the students complete a project. A few examples
are: a battery tester or voltage tester.
4. Strengthen students’ understanding of voltage, current, resistance, energy, and
power through computer assisted instruction.
5. Bring in a speaker from a telephone or alarm system company to explain their
electrical circuit installation procedures along with emerging technology in their
field.
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Module 2.0
Introduction to Electricity with Line Voltage Applications
Performance Indicators/Supporting Competencies
Students will be able to:
1. Distinguish between source of alternating and direct current
2. Identify chemical, electromagnetic, and solar sources of electrical energy
3. Draw and label a functional block diagram showing the basic energy conversion
taking place in each source
4. Discuss the function of the National Electrical Code either verbally or written
5. Read and explain simple house wiring schematic diagrams
6. Replace a two-way switch, three-way switch, and receptacle using the correct
color code, practices, and procedures.
7. Differentiate between light, heat, and electromagnetic applications of electric
current
8. Produce and test-operate simple circuits from diagrams that represent basic
lighting, heating, and/or electromagnetic applications or electric current
9. Explain and compare basic specifications, parameters, and efficiency ratings for
common electrical appliances.
10. Read and interpret basic wiring and installation diagrams for common electrical
appliances.
Suggested Specific Instructional Strategies
1. In a class lecture/discussion, talk about energy conversion and basic theory of
operation for dry cells, generators, and solar cells. Create a list of natural
resources that are used for power generation and discuss problems that are
related to resource management.
2. After demonstrating safe laboratory practices, color coding, and wire sizes, have
students rewire a lamp, replace a switch, or install external lighting for a
driveway.
3. Have students assemble simple breadboard modules of basic lighting, heating,
and universal motor circuits.
4. Have the students install some type of appliance (light fixture, or ceiling fan). As
a class, discuss basic operating specifications, parameters, and efficiency.
Students will give feedback on their thoughts of the manual, both positive and
negative.
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Module 3.0
Electronics
Performance Indicators/Supporting Competencies
Students will be able to:
1. Identify passive, active, and integrated circuit electronic subsystems functions.
2. Identify various components and match them to their schematic symbol and unit
of measurement.
3. Read and interpret schematic drawings.
4. Maintain a safe working environment by showing proper handling of
semiconductors, circuits, hand tools, and equipment during activities in the
electronics lab.
5. Use a color code chart to interpret resistor size and tolerance.
6. Differentiate between fixed and variable component operation.
7. Produce an electronic circuit from a schematic diagram with breadboarding or
printed circuit techniques.
8. Test for proper functioning circuits.
9. Describe the physiological effects of electric current on the human body by listing
the potentially hazardous levels of voltage and current and their effects.
10. Differentiate between integrated circuits and discrete components.
11. Draw and explain two applications of digital and linear integrated circuits using a
systems model for each application.
12. List different occupations in the electronics and electricity fields.
13. Analyze electronic products’ function and cost efficiency in terms of basic human
needs and wants.
Suggested Specific Instructional Strategies
1. Introduce simple circuits that are dependant somehow on passive, active, and
integrated circuit components. A few of these simple circuits are a burglar alarm
a photoelectric control.
2. Invite a speaker who is involved in the electronics or electricity field.
3. Divide students in to groups to develop a decision-making checklist to aid in the
selection and purchase of an electronic product. Students may then use the
checklist individually or in their groups to investigate and report on a particular
consumer product in the class.
4. Give students a simple electronic circuit and have them draw out the schematic
diagram of that circuit.
5. Give students a printed circuit board and schematic. Have them assemble the
circuit individually or in pairs.
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Bibliography
Boylestand, R. (2002). Introductory circuit analysis (10th edition). Upper Saddle River, New
Jersey: Prentice Hall.
Boylestad, R., Nashelsky, L. (2001). Introduction to electricity, electronics, and
electromagnetics (5th Edition). Upper Saddle River, New Jersey: Prentice Hall.
Buban, Schmitt, and Carter.(1999). Electricity and electronics technology. Columbus, OH:
Glencoe/McGraw-Hill.
Buchla, D., Floyd. (2005). The science of electronics dc/ac. Upper Saddle River, New Jersey:
Prentice Hall.
Fardo, S., Patrick, D. (2001). Electricity and electronics: a survey (5th edition). Upper Saddle
River, New Jersey: Prentice Hall.
Floyd, T.L.(1998). Electronic circuit fundamentals. Englewood Cliffs, NJ: Prentice Hall.
Gates, E. (2001). Introduction to electronics. New York: Delmar Thomson Learning, Inc.
Gibilisco, S. (2001). Teach yourself electricity and electronics. New York: McGraw-Hill/TAB
Electronics.
Herman, S. (2003). Delmar’s standard textbook of electricity, 3e. Clifton Park, NY: Delmar
Learning.
Krenz, J.(2000). Electronic concepts. New York: Cambridge University Press.
Mileaf, H. (1998). Electricity one – seven (3rd edition). Upper Saddle River, New Jersey: Prentice
Hall.
Nilsson, J., Riedel, S. (2002). Electric circuits. Upper Saddle River, New Jersey: Prentice Hall.
Petruzella, F.(2001). Essentials of electronics. New York: Glencoe/McGraw-Hill.
Slone, R. (2000). Tab electronics guide to understanding electricity and electronics. New York:
McGraw-Hill/TAB Electronics.
Van Valkenburgh, N. (1995). Basic electricity: complete course, volumes 1-5 in 1. Clifton Park,
NY: Delmar Learning.
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Appendices
General Web Resources
Academy of Applied Science (AAS)
American Association for the Advancement of Science
American Chemical Society (ACS)
American Society of Mechanical Engineers (ASME)
ASEE EngineeringK12 Center
Association for Career and Technical Education (ACTE)
Council on Technology Teacher Education (CTTE)
Dr. Waite's SUNY Oswego Academic Web Site
Einstein Project
Electronic Industries Foundation
Epsilon Pi Tau Honorary Fraternity in Technology
Florida Technology Education Association
For Inspiration and Recognition of Science and Technology (FIRST)
Four County Technology Association (Rochester Area)
Future Scientists and Engineers of America (FSEA)
History of Education - Selected Moments of 20th Century
History of Science Society
Inner Auto
Innovation Curriculum Online Network
Institute for Electrical and Electronic Engineers (IEEE)
International Society for Technology in Education
International Technology Education Association
JETS
Journal of Technology Education
Journal of Technology Education
KISS Institute for Practical Robotics (KIPR)
Microsoft Educator Resources
Mohawk Valley Technology Education Association
Montgomery Public Schools
NASA - Education Program
Nassau Technology Educators Association
National Academy of Engineering
National Academy of Engineering: TECHNICALLY SPEAKING
National Aeronautics and Space Administration (NASA)
National Renewable Energy Laboratory (NREL)
National Research Council
National Science Foundation
National Society of Professional Engineers
New York State Technology Education Association
Niagara County & Western New York TEA
Ohio State University
Oswego Technology Education Association
Project Lead The Way
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Sills USA
Society for Philosophy and Technology
Society for the History of Technology
Suffolk Technology Education Association
SUNY Oswego Dept of Technology
Teacher Certification Office NYS
TECH CORPS
Tech Learning
Techne Journal
Technology for All Americans Project (standards)
Technology Student Association
Technology Student Association (TSA)
The Learning Institute of Technology Education (LITE)
TIES Magazine
U.S. Department of Education
Specific Web Resources
http://www.esfi.org/index.php
http://www.st-andrews.ac.uk/~www_pa/Scots_Guide/intro/electron.htm
http://www.reprise.com/host/circuits/default.asp
http://www.technologypupil.com/elec1/elecex.htm
http://www.electronics-tutorials.com/basics/basic-electronics.htm
http://science-ebooks.com/electronics/basic_electronics.htm
http://www.electronics-tutorials.com/basics/basic-electronics.htm
http://home.att.net/~basicelectronics/
http://www.ethanwiner.com/HWTutor.html
http://circuit-fantasia.com/tutorial/intro/welcome.html
http://www.epemag.wimborne.co.uk/solderfaq.htm
http://bach.ece.jhu.edu/~tim/programs/xcircuit/goodschem/goodschem.html
DVD, VHS, and Other Instructional Technology Resources
Title
Introduction to circuits
Electricity
Electrical circuits: Ohm’s
Law
Source
National Geographic Society
Sunburst Communications
Meridian Education Corp
Format
VHS
VHS
VHS
Length
21 mins
18 mins
19 mins
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Appendix A - Correlation Matrix with NYS Learning Standards for Math, Science, and Technology
(Complete text of standards available on line at : www.emsc.nysed.gov
Go to MST icon)
Content Standards
Performance
Standards
Modules Within This Course
Mathematical
analysis
Scientific inquiry
Engineering design
All modules
Standard 1
“Analysis, Inquiry, and
Design”
All modules
All modules
Standard 2
“Information Systems”
Retrieve
Process
Communicate
Impacts
Limitations
Ethics
All modules
All modules
All modules
Standard 3
“Mathematics”
Mathematical
reasoning
Number and
numeration
Operations
Modeling
Measurement
Uncertainty
Patterns
All modules
All modules
Standard 4
“Science”
Physical setting
Living environment
Standard 5
“Technology”
Engineering design
Tools, resources,
and technological
processes
Computer
technology
Technological
systems
History of
technology
Impacts
Management
Standard 6 –
“Interconnectiveness:
Common Themes”
All modules
All modules
All modules
All modules
Module 1
All modules
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Systems thinking
Models
Magnitude and
scale
Equilibrium and
stability
Patterns of change
Optimization
All modules
All modules
Connections
Work habits
Skills and
strategies
All modules
Module 3
All modules
All modules
Standard 7 “Interdisciplinary
Problem Solving”
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Appendix B - Examples of Instructional Materials
Light Flasher
This is a very basic circuit for flashing one or more LEDS and also to alternately flash one or
more LEDs.
It uses a 555 timer setup as a stable multivibrator with a variable frequency.
With the preset at its max. the flashing rate of the LED is about 1/2 a second. It can be increased
by increasing the value of the capacitor from 10uF to a higher value. For example if it is increased
to 22uF the flashing rate becomes 1 second.
There is also provision to convert it into an alternating flasher. You just have to connect a LED
and a 330ohm as shown in Fig.2 to the points X and Y of Fig.1. Then both the LEDs flash
alternately.
Since the 555 can supply or sink in up to 200mA of current, you can connect up to about 18
LEDS in parallel both for the flasher and alternating flasher (that makes a total of 36 LEDs for
alternating flasher).
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Appendix C - Examples of Assessment Materials
Basic Electricity / Electronics Final
____
1.
Replacing a fuse with one of a higher current rating can cause:
a. lights in a house to flicker.
c. wiring to overheat.
b. a short circuit.
d. all of these
____
2.
Most school accidents are caused:
a. because safety rules are not observed.
b. due to lack of knowledge on the part of the student.
c. due to lack of proper instruction by the instructor.
d. because unsafe equipment is used.
____
3.
Generally, any voltage above ____ V is considered dangerous.
a. 9
c. 120
b. 30
d. 240
____
4.
Anyone who works in the electrical field should:
a. enroll in a first-aid course.
b. be prepared to get a few severe electric shocks.
c. never work on a live circuit.
d. all of these
____
5.
Electricity is commonly defined as:
a. the flow of free protons along a conductor.
b. the exchange of free nuclei in the conductor from one atom to another through the
conductor.
c. electromagnetic induction.
d. the flow of free electrons from one atom to another through a conductor.
____
6.
The law of electric charges states:
a. like charges can neither repel nor attract.
b. like charges repel, unlike charges attract.
c. unlike charges can neither repel nor attract, whereas like charges can both repel and
attract.
d. unlike charges repel, like charges attract.
____
7.
In the battery, or voltaic cell, electrons are transferred from one electrode to the other. The
electrode that gains electrons is:
a. the negative terminal.
c. the electrolyte.
b. the positive terminal.
d. both a and c
____
8.
Electric energy used in homes is measured using:
a. a voltmeter.
c. an ammeter.
b. an ohmmeter.
d. a kilowatthour meter.
21
____
9.
Other factors remaining constant, what would the effect on current flow be in a given circuit if
the applied voltage were doubled?
a. it would double
c. it would be divided by two
b. it would remain the same
d. it would be divided by four
____ 10.
When applying solder to form a soldered terminal connection, the solder is applied:
a. directly to the soldering tip.
b. at the instant that the heat is applied.
c. to the terminal after it has been heated for a few seconds.
d. both a and b.
____ 11.
Circuit conductors:
a. are used to complete the path from component to component.
b. have low resistance.
c. are usually insulated.
d. all of these
____ 12.
A string of lamps is connected in parallel to a voltage source. If one lamp burns out, all the other
lamps:
a. will go out.
c. will not be affected.
b. will get brighter.
d. will get dimmer.
____ 13.
A reading of 4.7 k on the display of a digital multimeter indicates a resistance reading of:
a. 47,000 .
c. 470 .
b. 4700 .
d. 47 .
____ 14.
Technician A says connecting a voltmeter in series with a load will overload the meter.
Technician B says connecting an ammeter in parallel with a voltage source will overload the
meter. Who is correct?
a. Technician A only
c. both Technician A and Technician B
b. Technician B only
d. neither Technician A nor Technician B
____ 15.
Generally speaking, the higher the wattage rating of a resistor:
a. the higher its ohmic-resistance value.
c. the greater its physical size.
b. the smaller its ohmic-resistance value.
d. the smaller its physical size.
____ 16.
If two 12- resistors are connected in parallel in a circuit, their total resistance will be:
a. 0.13 
c. 6 
b. 24 
d. 16 
____ 17.
A 470,000- resistor may be designated as:
a. 47 M
b. 470 k.
c. 47 k
d. 4.7 M.
____ 18. Ohm's law may be interpreted for purposes of calculation as:
a. I = V x R.
c. V = R/I
b. V = I/R.
d. I = V/R
22
____ 19.
Which is the general formula for electric power?
a. P = V x I
c. P = V / I
b. P = V x R
d. P = I x R
____ 20. A series circuit has:
a. one pathway for current flow.
b. two pathways for current flow
c. three pathways for current flow.
d. as many pathways for current flow as there are loads connected in series.
____ 21. The total resistance of a series circuit:
a. increases as more loads are connected in series.
b. decreases as more loads are connected in series.
c. is the sum of all the individual load resistances.
d. both a and c
____ 22. Three resistors (R1, R2, and R3) are connected in series to a 120-V source. The values of V1 and
V3 are measured and found to be 42 V and 8 V, respectively. The value of V2 would then be:
a. 40 V
c. 70 V
b. 24 V
d. 56 V
____ 23. Two voltage sources are connected series-opposing. Technician A says the two voltages are
added to obtain the total equivalent voltage. Technician B says the equivalent voltage is given
the polarity of the greater voltage. Who is correct?
a. Technician A only
c. both Technician A and Technician B
b. Technician B only
d. neither Technician A nor Technician B
____ 24. A parallel circuit has:
a. one pathway for current flow.
b. two pathways for current flow.
c. three pathways for current flow.
d. as many pathways for current flow as there are loads connected in parallel.
____ 25. In a parallel circuit, the current flow through each load resistor:
a. is exactly the same value.
b. varies according to the resistance value of the resistor.
c. is greater for resistors with low resistance values.
d. both b and c
23
____ 26. Kirchhoff's voltage law states:
a. that the voltage in a circuit varies directly as the resistance varies.
b. that the voltage in a circuit is directly proportional to the resistance and inversely
proportional to the current.
c. that the product of all the voltages in a circuit is equal to zero.
d. that around any closed loop in an electric circuit, the sum of the voltage drops is equal to
the applied voltage.
____ 27. Consider the circuit in Figure 1. The known voltages and currents are as indicated. Applying
Kirchhoff's voltage and current laws, the value of the voltage drop across R2 would be:
a. 60 V.
c. 20 V.
b. 50 V.
d. 40 V.
____ 28. Consider the circuit in Figure 1. The known voltages and currents are as indicated. Applying
Kirchhoff's voltage and current laws, the value of the current flow through R1 would be:
a. 24 A.
c. 5 A.
b. 9 A.
d. 3 A.
____ 29. Consider the circuit in Figure 1. The known voltages and currents are as indicated. Applying
Kirchhoff's voltage and current laws, the value of the current flow through R3 would be:
a. 12 A.
c. 5 A.
b. 18 A.
d. 3 A.
____ 30. Consider the circuit in Figure 1. The known voltages and currents are as indicated. Applying
Kirchhoff's voltage and current laws, if resistor R3 becomes short-circuited, the total resistance
will:
a. increase.
c. remain the same.
b. decrease.
d. be zero.
____ 31. Consider the circuit in Figure 1. The known voltages and currents are as indicated. Applying
Kirchhoff's voltage and current laws, answer the following question.
The value of the applied voltage source would be:
a. 28 V.
c. 24 V.
b. 36 V.
d. 9 V.
____ 32. The energy capacity of a battery is rated in:
a. ampere hours.
b. volts.
c. amperes.
d. ohms.
24
____ 33. Electric energy is considered to be:
a. the energy carried by moving electric changes.
b. the energy carried by moving water.
c. the energy carried by moving sound waves.
d. the energy carried by moving light waves.
____ 34. An electric lamp transforms electric energy into:
a. chemical energy.
c. heat energy.
b. light energy.
d. both b and c
____ 35. An electric iron is rated for 5 A and 110 V. How much will it cost to operate theiron for one hour
if the electric rate is 5 cents per kWh?
a. 0.55 cents
c. 55 cents
b. 2.75 cents
d. $5.50
____ 36. Direct current is current that:
a. flows in one direction only.
b. changes direction at regular intervals.
c. flows from negative to positive.
d. flows from positive to negative.
____ 37. The standard frequency of the AC voltage available from the electric outlet in your home is:
a. 120 V.
c. 60 Hz.
b. 60 V.
d. 120 Hz.
____ 38. Wire insulation is color coded to:
a. make wiring less expensive.
b. identify the ends of the conductors.
c. make wiring safer.
d. all of these
____ 39. The local electrical inspector is required to:
a. inspect all original electrical wiring in a house before power will be supplied to it.
b. inspect any replacement of electrical switches or receptacles in a house.
c. inspect the service drop connection only.
d. both a and b
____ 40. The smallest AWG size of copper wire allowed for permanently installed house wiring is:
a. No. 8.
c. No. 14.
b. No. 10.
d. No. 16.
____ 41. Outlet boxes serve to:
a. provide a terminus for the wire cable connections.
b. support wiring devices.
c. provide ground continuity.
d. all of these
____ 42. A switch is stamped with the following ratings:
10A/250 VAC
"T"
This switch would not be approved for use in a circuit:
a. rated for 120 V.
c. operated from a DC supply.
b. rated for 5 A.
d. controlling tungsten filament light bulbs.
25
____ 43. A double-pole, single-throw switch is designed to be used to:
a. control light(s) from two positions.
b. control light(s) from three positions.
c. control light(s) from one position.
d. switch both live wires on 240-V heavy-duty circuits.
____ 44. The purpose of fuses or circuit breakers used in house wiring installations is:
a. to limit the amount of current that can be passed through a given conductor.
b. to prevent overheating of the conductors used in the installation.
c. to automatically open the circuit when an electrical fault or overload occurs.
d. all of these
____ 45. A polarized plug cap is one:
a. marked for north and south poles.
b. in which the prongs are always inserted into the receptacle in the same position.
c. marked for positive and negative polarity.
d. the front of which is completely insulated when assembled.
____ 46. The fluorescent bulb produces light by:
a. heating a filament to a white-heat temperature.
b. means of a chemical reaction within the tube.
c. means of an electron arc established between two cathodes.
d. means of magnet induction between two electrodes.
____ 47. The etching of a PC board involves:
a. mounting the components in their proper position on the board.
b. soldering component leads to pad connections.
c. removing all of the non protected copper.
d. all of these
____ 48. The waveform displayed on the screen of the oscilloscope represents a plot of:
a. voltage versus time.
c. current versus time.
b. voltage versus current.
d. current versus resistance.
____ 49. Nonmetallic sheathed cable is not designed to be:
a. buried in plaster.
b. located near hot-water pipes or hot-air ducts.
c. bent sharply.
d. all of these
____ 50. When energy is converted from one form to another:
a. a small percentage is usually lost due to inefficiency.
b. the total amount of energy converted remains constant.
c. the total amount of the new energy form(s) is always less than the original.
d. both a and c
26
Answers to final exam
3.9
3.13
3.17
3.21
3.25
3.29
3.33
3.37
3.41
3.45
3.49
3.53
3.57
C
D
A
B
B
D
D
B
A
C
D
B
D
3.10
3.14
3.18
3.22
3.26
3.30
3.34
3.38
3.42
3.46
3.50
3.54
3.58
A
B
C
B
D
C
D
B
D
B
C
C
D
Example Project Rubric
Burglar Alarm
Schematic Drawing
Etching of circuit board
Fabrication of circuit board
Safety rules followed
Participation
30%
25%
25%
10%
10%
3.11
3.15
3.19
3.23
3.27
3.31
3.35
3.39
3.43
3.47
3.51
3.55
B
A
D
C
A
B
D
D
B
A
D
C
3.12
3.16
3.20
3.24
3.28
3.32
3.36
3.40
3.44
3.48
3.52
3.56
A
D
C
C
A
D
A
A
A
C
D
A
27
3.59 Appendix D - Students with Disabilities
The Board of Regents, through part 100 Regulations of the Commissioner, the Action
Plan, and The Compact for Learning, has made a strong commitment to integrating the education
of students with disabilities into the total school program. According to Section 100.2(s) of the
Regulations of the “Commissioner of Education, “Each student with a handicapping condition as
such term is defined in Section 200.1(ii) of this Chapter, shall have access to the full range of
programs and services set forth in this Part to the extent that such programs and services are
appropriate to such student’s special educational needs”. Districts must have policies and
procedures in place to make sure that students with disabilities have equal opportunities to
access diploma credits, courses, and requirements.
The majority of students with disabilities have the intellectual potential to master the
curricula content requirements of a high school diploma. Most students who require special
education attend regular education classes in conjunction with specialized instruction and/or
related services. The students must attain the same academic standards as their non-disabled
peers to meet graduation requirements, and, therefore, must receive instruction in the same
content area, at all grade levels. This will ensure that they have the same informational base
necessary to pass statewide testing programs and meet diploma requirements.
Teachers certified in the subject area should become aware of the needs of students with
disabilities who are participating in their classes. Instructional techniques and materials must be
modified to the extent appropriate to provide students with disabilities the opportunity to meet
diploma requirements. Information or assistance is available through special education teachers,
administrators, the Committee on Special Education (CSE) or student’s Individualized Education
Program (IEP).
Strategies for Modifying Instructional Techniques and Materials.
1. Students with disabilities may use alternative testing techniques. The needed testing
modification must be identified in the student’s Individualized Education Program
(IEP). Both special and regular education teachers need to work in close cooperation
so that the testing modifications can be used consistently throughout the student’s
program.
2. Identify, define, and pre-teach key vocabulary. Many terms in this syllabus are
specific, and some students with disabilities will need continuous reinforcement to
learn them. It would be helpful to provide a list of these key words in the special
education teacher in order to provide additional reinforcement in the special
education setting.
3. Assign a partner for the duration of a unit to a student as an additional resource to
facilitate clarification of daily assignments, timelines for assignments, and access to
daily notes.
4. When assigning long-term projects or reports, provide a timeline with benchmarks as
indicators for completion of major sections. Students who have difficulty with
organizational skills and time sequence ma need to see completion of sections to
maintain the organization of a lengthy project or report.
28
Infusing Awareness of Persons with Disabilities Through Curriculum.
In keeping with the concept of integration, the following subgoal of the Action Plan was
established.
In all subject areas, revisions in the syllabi will include materials and activities related to
generic subgoals, such as problem solving, reasoning skills, speaking, capacity to search for
information, the use of libraries, and increasing student awareness of and information about
the disabled.
The purpose of this subgoal is to ensure that appropriate activities and materials are
available to increase student awareness of disabilities.
The curriculum, by design, includes information, activities, and materials regarding persons
with disabilities. Teachers are encouraged to include other examples as may be appropriate
to their classroom or the situation at hand.
29
Appendix E - Student Leadership Skills
Development of leadership skills is an integral part of occupational education in New York
state. The New York State Education Department states that “each education agency should
provide to every student the opportunity to participate in student leadership development
activities. All occupational education students should be provided the opportunity to
participate in the educational activities of the student organization(s) which most directly
relate(s) to their chosen educational program”.
Leadership skills should be incorporated in the New York state occupational education
curricula to assist students to become better citizens with positive qualities and attitudes.
Each individual should develop skills in communications, decision making/problem solving,
human relations, management, and motivational techniques.
Leadership skill may be incorporated into the curricula as competencies (performance
indicators) to be developed by every student or included within the suggested instructional
strategies. Teachers providing instruction through occupational educational curricula should
familiarize themselves with the competencies. Assistance may be requested from the State
adviser of the occupational student organization related to the program area.
Students who elect to become active members in student leadership organizations
chartered by NYSED have the advantage of the practical forum to practice leadership skills in
an action-oriented format. They have the potential for recognition at the local, state, and
national level.
More information in Technology Education can be found at the Technology Education
Student Association web site at: http://www.tsawww.org