SHS1 Physics · Semester 2 Week 14: Analogue Electronics

Lesson notes

Learning Objectives

Indicator: 1.3.3.LI.3 - Describe the processes of the following transducers: microphone, loudspeaker, buzzer, low voltage DC motor, electromagnetic relays and infra-red diodes.

By the end of the lesson, learners can:

Describe, in sequence, how a microphone converts sound waves (mechanical energy) into electrical audio signals.
Explain how a loudspeaker performs the reverse process, converting electrical signals back into sound waves.
Describe the input and output processes of a buzzer, low voltage DC motor, electromagnetic relay, and infra-red diode, identifying the form of energy at each stage.
Classify each of the six transducers as either an input transducer (sensor) or an output transducer (actuator).
Work collaboratively in mixed groups to role-play the microphone-to-loudspeaker pathway and evaluate peer explanations using critical thinking.

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Curriculum details

Strand: Electric Field, Magnetic Field and Electronics (Strand 3)
Sub-strand: Analogue Electronics (3.3)
Content standard: 1.3.3.CS.2 - Demonstrate knowledge and understanding of the Input and Output processes of a Transducer 1.3.3.LO.2 Distinguish between input and output of transducers and show their applications in thermistors, light dependent resistors, infra-red diodes, microphones, buzzers, loudspeakers and electromechanical relays.
Indicator: 1.3.3.LI.3 - Describe the processes of the following transducers: microphone, loudspeaker, buzzer, low voltage DC motor, electromagnetic relays and infra - red diodes.
Suggested placement: Semester 2, Week 14 (Week 34 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 74

Exemplars (from the NaCCA curriculum)

Role Play: Using role play, explain how the voice of preacher can heard by the congregation in a church. Mechanical wave (sound) -to -transducer microphone - to - Electrical signal (audio signal).
Engage learners in discussions and activities that examine prevalent myths or misconceptions surrounding gender and disabilities in the context of physics, encouraging critical thinking and dispelling these misconceptions through evidence-based exploration.
Assessment (1.3.3.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding.
Teaching and Learning Resources:
- Videos
- Interactive simulations
- Flash cards