Electronic Components and Circuits

Curriculum details

Strand

Electrical and Electronic Technology (Strand 5)

Sub-strand

Electronic Components and Circuits (5.2)

Content standard

3.5.2.CS.1 - 3.5.2.CS.1 Demonstrate knowledge and understanding of electronic components and use them to design and construct electronic circuits. 3.5.2.LO.1 Demonstrate knowledge and understanding of electronic components and use them to design and construct electronic circuits.

Indicator

3.5.2.LI.5 - Describe types of logic gates

Suggested placement

Semester 2, Week 16 (Week 36 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.

Source document note

The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

• content standard text - p.191: prints the content-standard code as "2.5.2.CS.1"; filed under the section's own 3.5.2.CS.1
• content standard text - p.191: prints the learning-outcome code as "2.4.2.LO.1"; filed under the section's own 3.5.2.LO.1
• content standard text - p.191: the front page prints "Strand 4." for Electrical and Electronic Technology inside the YEAR THREE section, where Year 3's strand 4 is Wood Technology (printed pp.164 and 170); the Contents page (printed p.6) prints "STRAND 5. ELECTRICAL AND ELECTRONIC TECHNOLOGY" for Year 3 and Year 2 numbers the same strand 5, so the row is filed under strand 5
• indicator text - p.191: prints the learning-indicator code as "2.5.2.LI.5"; filed under the section's own 3.5.2.LI.5
• exemplars - p.191: prints the assessment code as "2.5.2.AS.5"; filed under the section's own 3.5.2.AS.5

Curriculum reference

NaCCA curriculum document, p. 191

Exemplars (from the NaCCA curriculum)

Focal Are a: Types of Logic Gates 1.Types-AND, NAND, OR, NOR, NOT) 2.Logic Gates symbols
3. Truth tables of each Pedagogy
Collaborative Learning: With the use of the internet, engage learners in mixed ability groups to undergo the following activities:
- Define the term 'Logic Gate '
- Outline the types of Logic gates that we have and give examples i. e. Basic logic gate e.g. AND, NOT and OR gates and Universal Logic Gates e.g. NAND and NOR gates.
Experiential Learning/collaborative learning: In mixed-ability groups and with the use of the internet, task learners to:
- describe how each gate operate and outline their applications as well.
Experiential Learning: Engage learners to work in mixed gender groups to:
- Construct the truth table for the various logic gates and determine the output functions of the various gates from the Boolean expressions given.
- Task learners to present their findings from the group work
Experiential Learning/collaborative learning/ project-based learning: Group learners to in mixed-ability and guide them to perform experiments on logic gates functions E.g. F = (A. B) + A) .B) NB. Ensure all learners participate in all varieties of practical activities and project work given mixed gender groupings as well and also ensure mixed gender grouping when practical work such as constructing amplifier circuits is being carried out.

Assessment (3.5.2.AS.5). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Materials:
- Computers installed with multism software
- Electronic Components
- multimeters
- the use of the internet