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Caution & Safety  Considerations:

Primer:  "Aaron, I can imagine no way in which this thing could be considered anywhere remotely close to safe. All I know is I spent six hours in there and I'm still alive... You still want to do it?"

• As with any activity, please make sure you are using appropriate safety equipment.   If you are coding, writing, reading, or working a lab, make sure you stand up and stretch every hour or so,  Please consider any safety issues connecting to a Raspberry Pi, Arduino, computers and other electronic equipment.

Essential Questions:

• How will earning a DMM certificate make me safer, more confident, and more effective when working with real electrical and electronic systems?

• In what ways does this certificate demonstrate to employers that I can troubleshoot problems and contribute immediately in a technical role?

• How does mastering DMM skills support my long-term goals in engineering, electronics, robotics, or skilled technical trades?

Key Academic Vocabulary or Concepts:

• Digital Multimeter (DMM) – An electronic measuring instrument combining multiple functions.

• Probes/Leads – Wires with pointed tips used to connect the DMM to a circuit.

• Probe Polarity – Correct placement of the red and black probes to ensure accurate readings and prevent circuit damage.

• Voltage (V) – The electrical potential difference between two points in a circuit, measured in volts.

• Current (I) – The flow of electric charge through a circuit, measured in amperes and measured in series.

• Resistance (Ω) – The opposition to current flow in a circuit, measured in ohms.

• Continuity – A test mode that checks for an unbroken electrical path, typically indicated by an audible tone.

• Diode Test Mode – A DMM function used to measure the forward voltage drop of diodes and semiconductor junctions.

• Reference Ground – The common electrical point used as the measurement baseline for voltage readings.

• COM (Common) Terminal – The reference input on a DMM, typically connected to circuit ground.

• Measurement Range – The maximum and minimum values a DMM can accurately measure for a selected function. Limits set on the DMM dial.

• Resolution – The smallest change a DMM can display.

• AC/DC – Alternating Current / Direct Current.

• Least Significant Digit (LSD) – The final displayed digit, representing resolution but not always accuracy.

• True RMS – A DMM capability that allows accurate measurement of non-sinusoidal AC waveforms.

• Input Impedance – The effective resistance a DMM presents to the circuit being measured, affecting measurement accuracy.

• Series Measurement – A current-measurement technique where the DMM is inserted into the circuit path so all current flows through the meter.

• Parallel Measurement – A voltage-measurement technique where the DMM probes are placed across two points without interrupting circuit operation.

• In-Circuit Measurement – Taking measurements on components while they remain connected in the circuit, requiring interpretation of parallel effects.

• Out-of-Circuit Measurement – Measuring a component after it has been electrically isolated to obtain an accurate value.

• Zero Offset / Relative Mode – A DMM function used to subtract lead resistance or baseline values from a measurement.

• Min/Max Capture – A feature that records the highest and lowest values during a measurement interval.

• Measurement Loading – The effect a DMM has on a circuit due to its input impedance or burden voltage.

• Measurement Validation – The practice of confirming readings by cross-checking against schematics, expected values, or known-good measurements.

Digital Multimeters:
Certification Topics, Lessons, & Labs

This is a work in progress, and the topics & labs below will be updated for the 2026-2027 year.  Students in the 2025-2026 year will test out some of these labs. The over arching goal is to produce a DMM certification, that is indorsed by 3-4 local companies (Dupont, Fluke, Western Digital, Samsung, Analog Devices, AMD, Nvidia... )

More stuff to measure, build labs for:

3. AC Voltage Measurement and RMS Understanding

Expected skill:

• Measure AC line and low-voltage AC signals

• Understand RMS vs peak vs peak-to-peak

• Know when a DMM is insufficient (frequency limitations)

Lab expectation:

• Measure transformer output and explain RMS meaning

• Identify incorrect readings caused by non-true-RMS meters

4. Continuity Testing for PCB Shorts and Opens

Expected skill:

• Use audible continuity mode correctly

• Distinguish between true shorts and capacitive charging effects

Lab expectation:

• Check PCB nets against schematics

• Diagnose solder bridges and broken traces

5. Resistance Measurement In-Circuit vs Out-of-Circuit

Expected skill:

• Know when resistance readings are invalid due to parallel paths

• Lift one lead when necessary

Lab expectation:

• Measure pull-up resistors in-circuit and explain errors

• Confirm correct resistor values after removal

6. Current Measurement (Series Measurement Technique)

Expected skill:

• Break a circuit correctly to insert meter in series

• Select correct current range to avoid fuse damage

Lab expectation:

• Measure board idle current and startup current

• Replace a blown DMM fuse and explain why it blew

7. Power Consumption Calculation

Expected skill:

• Calculate power using measured voltage and current (P = V × I)

Lab expectation:

• Measure rail current and voltage

• Estimate thermal load and regulator dissipation

8. Diode Test Mode for Semiconductor Verification

Expected skill:

• Use diode mode to check:

• Diodes

• LEDs

• BJT junctions

• MOSFET body diodes

Lab expectation:

• Identify reversed diodes on a PCB

• Verify ESD diode integrity on I/O pins

9. Identifying Shorted Power Rails

Expected skill:

• Measure resistance from rail to ground on unpowered boards

• Compare values to known-good boards

Lab expectation:

• Diagnose a shorted 3.3V rail caused by a failed capacitor or IC

10. Board Bring-Up Power-Up Procedure Using a DMM

Expected skill:

• Verify power rails before enabling logic

• Check regulator output sequencing

Lab expectation:

• Follow a bring-up checklist using only a DMM

• Stop power-up when abnormal readings are found

11. Measuring Voltage Drops Across Components

Expected skill:

• Measure voltage drop across resistors, fuses, and MOSFETs

• Infer current flow and faults

Lab expectation:

• Diagnose an open fuse or high-resistance connector

12. Ground Integrity and Reference Verification

Expected skill:

• Verify ground continuity across board

• Identify floating or broken ground connections

Lab expectation:

• Find a ground break causing unstable ADC readings

13. Using Min/Max and Hold Functions

Expected skill:

• Capture transient voltage drops or inrush current events

Lab expectation:

• Identify brown-out conditions during motor startup

14. Measuring Batteries and Power Sources

Expected skill:

• Measure open-circuit voltage

• Measure loaded voltage and voltage sag

Lab expectation:

• Identify weak batteries that pass open-circuit tests but fail under load

15. Polarity Awareness and Probe Discipline

Expected skill:

• Maintain correct probe polarity

• Avoid accidental shorts with probe tips

Lab expectation:

• Demonstrate probing dense SMT boards without slipping

16. Verifying Connector Pinouts Using a DMM

Expected skill:

• Use continuity mode to map connectors to schematic nets

Lab expectation:

• Validate cable assemblies and harnesses

17. Understanding Measurement Accuracy and Resolution

Expected skill:

• Interpret DMM resolution, accuracy, and least-significant digit

• Avoid false precision

Lab expectation:

• Compare readings from two different meters and explain discrepancies

18. Identifying When a DMM Is the Wrong Tool

Expected skill:

• Recognize when an oscilloscope or logic analyzer is required

Lab expectation:

• Explain why a PWM signal reads incorrectly on a DMM

19. Documenting Measurements for Debug and QA

Expected skill:

• Record readings clearly with units and test conditions

• Compare against specifications

Lab expectation:

• Complete a standardized test report for a PCB

20. Systematic Troubleshooting Using a DMM

Expected skill:

• Use divide-and-conquer logic

• Verify assumptions with measurements

Lab expectation:

• Diagnose a non-functional board using only:

  • Schematic

  • DMM

  • Power supply

chatGPT - https://chatgpt.com/share/69487832-9b44-8002-b18e-39e1171e5de2

chatGPT- other chat - https://chatgpt.com/share/69487851-c140-8002-b487-1df10658d524 

Reference, Attribution & Resources:

Teachers - Unit, Module and Lesson Plans

If you are a teacher and want to connect and teach this Lesson or Module, discuss how I teach it, give me feedback, please contact me at TopClown@STEAMClown.org 

To access this Lesson Plan and the Teacher collaboration area, you will have needed to connect with me so I can Share the content with you.  Please go to  the Teachers & Partner Page, check out my Licensing and fill out my Collaboration and Curriculum Request Form.  I'll review and then grant you access to the requested areas and lesson plans if they exist.

If you have questions or feedback on how I can make a presentation, lesson, lab better please give use my Feedback Form.

Standards Alignments & Objectives:

NGSS (Next Generation Science Standards)

(Standards aligned to measurement, electronics, and engineering practices)

• HS-ETS1-2 – Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

• HS-ETS1-4 – Use a computer simulation or physical prototype to evaluate solutions to a complex problem based on prioritized criteria and trade-offs.

• HS-PS2-6 – Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.

• Science & Engineering Practice (SEP): Using Mathematics and Computational Thinking – Use tools and measurements to analyze and interpret data.

California CTE Standards (Engineering & Architecture / Manufacturing & Product Development)

• E1.1 – Apply engineering skills in a project-based environment using tools, materials, and processes.

• E2.4 – Use appropriate tools and test equipment to diagnose and solve technical problems.

• E2.6 – Interpret technical drawings, schematics, and specifications to complete tasks.

• MPD.C2.2 – Apply measurement, inspection, and quality-control techniques to manufactured products.

Related Instructional Objectives (SWBAT – Students Will Be Able To)

(Skill-based instructional standards for certification and assessment)

• SWBAT-1 – Safely configure and operate a digital multimeter to measure voltage, current, resistance, and continuity.

• SWBAT-2 – Apply correct series and parallel measurement techniques to diagnose electrical and electronic circuits.

• SWBAT-3 – Interpret DMM measurements using schematics and specifications to identify faults.

• SWBAT-4 – Document measurement results using professional engineering and quality-control practices.

Common Core & Related Literacy / Math Standards

• CCSS.MATH.HSN-Q.A.1 – Use units as a way to understand problems and guide the solution of multi-step problems.

• CCSS.MATH.HSN-Q.A.3 – Choose a level of accuracy appropriate to limitations on measurement.

• RST.11-12.3 – Follow precisely a complex multistep procedure when carrying out experiments or measurements.

• WHST.11-12.2 – Write informative technical texts, including lab reports and test documentation.

• A-CED.A.1 – Create equations to model relationships between quantities (e.g., V, I, R, and power).

Main Standard (Anchor Standard)

• Engineering Measurement and Diagnostics – Students apply safe, accurate electrical measurement techniques using professional tools to analyze, test, and troubleshoot real-world systems.

Priority Standards (Standards most critical for certification mastery and employability)

• Accurate electrical measurement using industry-standard tools

• Safe lab practices and electrical safety awareness

• Interpretation of schematics and specifications

• Systematic troubleshooting and documentation

National Standards (Career & Technical / Engineering)

• ITEEA STL 8 – Students develop an understanding of the attributes of design.

• ITEEA STL 9 – Students develop an understanding of engineering design.

• ITEEA STL 12 – Students develop abilities to use and maintain technological products and systems.

• NATEF / ASE Foundations – Apply electrical measurement tools to diagnose and verify system performance.

Program-Level Note: This standards set supports an industry-recognized DMM certificate and aligns well with:

• CTE concentrator pathways

• Community college electronics programs

• Workforce readiness and entry-level technician roles

Resource Attribution:
Sites Referenced or Summarized:

• Reference Text Book - Basic College Mathematics with Early Integers 4th edition - Elayn Martin-Gay - University of New Orleans - Pearson

• Reference Sites - 

Images:

• https://imgbin.com/png/ZJtzkYZZ/under-construction-png

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Random Stuff To Sort

Resource Key:

<Unit> - <Module Name> - Lessons - Daily/Weekly Lesson Plan

Key: 📰 Slides / Audio 🎧 / 📽️▶️ Video/YouTube / 🎧▶️📽️ Audio/Video / ✨ Resources /  🖼️ Tutorial / 📖 Reading Activity / 📝 Writing Activity / 📖 📝 Reading/Writing / 📟 Coding / 🛠️ LAB Activity / 🚀 Quiz /  🔎 Review /  ✔️ Mastery Check / ✍️ Sign Up /🍕 Extra Credit / 🕸️ Web Links / 👩🏽‍🎓🧑🏽‍🎓🧑🏿‍🎓👩‍🏫 Class / 🏵️📜📃 Certificate / 🗂️ 📈 Collecting Survey Data

/🧟 Review / 🦾 Practice / 🆙Level Up /

🎚️🦑📤🎯  🚧

- 🦑 Special Project -

Assignment Type: ⚓ Establishing (Minimum Standard) / ⛏️ Developing (Digging Deeper) / 💎 Aspiring (Putting It Together)

This is an ⚓ Establishing Assignment (Minimum Standard)  - "Everyone Do" Assignment

This is an ⛏️ Developing (Digging Deeper) - "Everyone Should Do, To Stretch" Assignment

This is an 💎 Aspiring (Putting It Together)  - "When you have done the ⚓ Establishing and⛏️ Developing" Assignment

• 🚀 Formative Quiz - 🔎 Review

• 🚀 Quiz -🔀 Mastery Path

• 🚀 Summative Quiz -✔️ Skills Mastery Check

Quiz - verify that they are all listed as a "Formative", "Mastery Path", or "Summative" 

• 🚀 Formative Quiz - These are quizzes that the students can take a few times. I have them either set for unlimited times, or 3-5 times, where the final score is their average. The idea is that these Formative Quizzes are designed for students to learn and master a skill.  while I want them to ger 100%, and when it's set to unlimited tries, the student should get 100% eventually.  When the quiz is set to 3-5 tries with an average, then they should be prepared and should take the quiz seriously. I set the quiz to not show the right answer, but I do let them see their wrong answer.  I also put the explanation of the right and wrong answer in the right and wrong answer prompt for each question.  That way they can see why they got the answer wrong and learn from that experience.  

  • 8.1.0.3.2.4 - Python - Ch 3 - Functions - Quiz #2 -Built-In Functions - 🚀 Formative Quiz

• 🚀 Quiz -🔀 Mastery Path - These Mastery path quizzes are to be presented after the student has had a chance to do some labs and some Formative quizzes.   The goal is to let students have 2 chances to take this quiz, and take the average of the 2 attempts.  Based on the average, they will be presented with a Canvas Mastery Path, where they will have an option for take additional quiz and assignments to help with remediation.  This will get them ready to take the Summative Quizzes.

  • 8.1.0.3.3.1 -  Python - Ch 3 - Functions - Mastery Quiz #1 - 🚀 Quiz -🔀 Mastery Path

• 🚀 Summative Quiz -✔️ Skills Mastery Check - These Mastery path quizzes are to be presented after the student has had a chance to do some labs and some Formative quizzes.   The goal is to let students have 2 chances to take this quiz, and take the average of the 2 attempts. That will be their final module/subject topic grade.

  • 8.1.0.3.3.1 -  Python - Ch 3 - Functions - Skills Mastery Check Quiz #1 - 🚀 Summative Quiz -✔️ Skills Mastery Check