DE Scope & Sequence

CONTENT AREA: Digital Electronics

CONTENT STRAND: Fundamentals of Analog & Digital

PERFORMANCE STANDARDS

SAMPLE ACTIVITY / ASSESSMENT:

Explanation

· How will the knowledge about soldering aid you in designing a circuit?

Interpretation

· Using the Key Terms of the lesson, students will write an essay explaining their understanding of how a digital circuit works.

· Students will explain to a third grader the importance of following safety protocols when working with electricity.

Application

· Demonstrate to an adult an alternative method of remembering the color code on a resistor.

CONTENT AREA: Digital Electronics

CONTENT STRAND: Fundamentals of Analog & Digital

PERFORMANCE STANDARDS

SAMPLE ACTIVITY / ASSESSMENT:

Explanation

· Students will demonstrate and explain to another student the parts of an atom and how it works.

Application

· Assess a student’s engineering notebook for evidence of effective communication of ideas such as,

a. Do students’ sketches and drawings clearly communicate their ideas?

b. Have students used a variety of methods to communicate their ideas?

c. Have students integrated information from a variety of sources into their work?

Perspective

· Students will select a common household product they use everyday and prepare a one page essay that expresses two points of view about what role electronics has on the operating of the product.

CONTENT AREA: Digital Electronics

CONTENT STRAND: Fundamentals of Analog & Digital

PERFORMANCE STANDARDS

SAMPLE ACTIVITY / ASSESSMENT:

Application

· Students will analyze and interpret ways in which political, cultural, social, and psychological concepts are explored in the world of electronics.

Interpretation

· Students will explain the role of geometric shapes to the design of their puzzle cube.

Self-Knowledge

· Students will be required to reflect on their work in their journals by recording their thoughts and ideas. They may use their self-assessments as a basis for improvement. Ideas and questions students may pose and answer in their journals are:

· Today, the hardest part for me to understand was…

· When I work in a group, I find that…

· When I work by myself, I find that…

· What did I accomplish today?

· Now that I have done this, what is next?

CONTENT AREA: Digital Electronics

CONTENT STRAND: Combinational Logic

PERFORMANCE STANDARDS

SAMPLE ACTIVITY / ASSESSMENT:

Explanation

· How will the knowledge about AOI Logic aid you in designing, building, and testing of a circuit?

Interpretation

· Students will define and explain the difference between a AND gate, OR gate, and an inverter gate.

Self-knowledge

· Explain to a fifth grader the difference between a binary and decimal number system.

CONTENT AREA: Digital Electronics

CONTENT STRAND: Combinational Logic

PERFORMANCE STANDARDS

SAMPLE ACTIVITY / ASSESSMENT:

Explanation

· Students will explain the differences between NAND and NOR logic.

Application

· Students will demonstrate to an administrator how to K-Map a combinational logic problem

Self-knowledge

· Students will create a brainstorming list of improvements that could be made to the CDS software and justify why these changes would make the learning curve easier for students.

CONTENT AREA: Digital Electronics

CONTENT STRAND: Combinational Logic

PERFORMANCE STANDARDS

SAMPLE ACTIVITY / ASSESSMENT:

Explanation

· Students will explain why design options of a project are determined by criteria and constraints.

Application

· Students will demonstrate and explain to another student how their date of birth problem works.

Empathy

· Students will discuss in their engineering notebook concerns they may have for the environment regarding electronic components.

CONTENT AREA: Digital Electronics

CONTENT STRAND: Combinational Logic

PERFORMANCE STANDARDS

SAMPLE ACTIVITY / ASSESSMENT:

Explanation

· Students will explain the advantages and disadvantages of combinational logic circuits.

Interpretation

· Students observe a fellow classmate and hypothesize its intended function of the logic circuit.

Perspective

· Having the advantage of hind-sight, at the conclusion of the design experience students will reflect on what they would have done differently if the project were to be repeated.

CONTENT AREA: Digital Electronics

CONTENT STRAND: Combinational Logic

PERFORMANCE STANDARDS

SAMPLE ACTIVITY / ASSESSMENT:

Explanation

· Explain to your teacher how a programmable logic device works.

Application

· What are the types of daily used products that have benefited from the programmable technology used in this lesson?

· Students will verbally present, to their teacher, the stages of the design process that was covered during the Date of Birth problem.

CONTENT AREA: Digital Electronics

CONTENT STRAND: Sequential Logic

PERFORMANCE STANDARDS

SAMPLE ACTIVITY / ASSESSMENT:

Interpretation

· Students will make journal entries reflecting on their learning and experiences. Example of prompts for the general entries: Write about what you learned in class today. What is something you learned today that you did not understand or know before?

Application

· Students will demonstrate and explain to another student the difference between and active high and active low signals.

CONTENT AREA: Digital Electronics

CONTENT STRAND: Sequential Logic

PERFORMANCE STANDARDS

SAMPLE ACTIVITY / ASSESSMENT:

Explanation

· Students will explain in their engineering notebook why a clock signal is important when using asynchronous counters.

Interpretation

· What common household products use clock inputs and outputs to relay data?

Empathy

· Students will discuss in their engineering notebook concerns they may have for the environment regarding the creation of electronic products. They will determine how they may be able to dispose or recycle the product once the lifecycle has expired.

CONTENT AREA: Digital Electronics

CONTENT STRAND: Sequential Logic

PERFORMANCE STANDARDS

SAMPLE ACTIVITY / ASSESSMENT:

Explanation

· Students will explain in their engineering notebook what the common threads are between asynchronous and synchronous counters.

Interpretation

· What common household products use flip-flops in their circuitry?

.

CONTENT AREA: Digital Electronics

CONTENT STRAND: Sequential Logic

PERFORMANCE STANDARDS

SAMPLE ACTIVITY / ASSESSMENT:

Explanation

· Students will verbally explain the difference between the two variations of state machines to the instructor.

Interpretation

· Students will research products that use state machine design and present their finding to the class.

Application

· Assess engineering notebook for evidence of effective communication of ideas such as,

o Do students’ sketches and schematics clearly communicate their ideas?

o Have students used a variety of methods to communicate their ideas of state machines?

CONTENT AREA: Digital Electronics

CONTENT STRAND: Microcontrollers

PERFORMANCE STANDARDS

SAMPLE ACTIVITY / ASSESSMENT:

Explanation

· Students will explain what a microcontroller is and how it is used.

· Students will explain the differences in types of loops.

· Students will explain the purpose of the Debug screen.

Application

· Students will apply their knowledge of BASIC to write programs that use the Debug screen, variables, loops, inputs, and outputs.

CONTENT AREA: Digital Electronics

CONTENT STRAND: Microcontrollers

PERFORMANCE STANDARDS

SAMPLE ACTIVITY / ASSESSMENT:

Explanation:

· Students will explain how changes in command are reflected in the operation of a servo motor.

Application:

· Students will apply their knowledge of programming to program a robot to complete given

CONTENT AREA: Digital Electronics

CONTENT STRAND: Microcontrollers

PERFORMANCE STANDARDS

SAMPLE ACTIVITY / ASSESSMENT:

Explanation:

· Students will explain their choice of design projects.

Application:

· Students will apply their knowledge of programming to program a robot to maneuver through a design course.