LessonnotesGH

SHS3 Applied Technology · Semester 2, Week 18

Electronic Components and Circuits

Lesson notes

Learning Objectives

Indicator: 3.5.2.LI.9 - Apply principles of logic gates in designing electronic circuits.

By the end of the lesson, learners can:

  1. Obtain Boolean logic expressions from given logic gate circuits with up to three inputs.
  2. Design logic gate circuits from given Boolean expressions using AND, OR, NOT, NAND and NOR gates.
  3. Draw labelled logic gate circuits for simple real-world conditions and derive their truth tables.
  4. Construct and test a simple logic circuit on breadboard or simulation software, verifying its output against the predicted truth table.
  5. Present and justify design choices made in group circuit design tasks, explaining how the logic expression matches the circuit.

This lesson builds directly on the logic gate types (Week 16), truth tables and output functions (Week 17), and Boolean algebra manipulation (Week 18, earlier in the same week). Learners now move from identifying and describing gates to the higher-order skill of moving between circuit diagrams, Boolean expressions, and truth tables in both directions.

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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.9 - Apply principles of logic gates in designing electronic circuits .
Suggested placement
Semester 2, Week 18 (Week 38 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.194: 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.194: 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.194: 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.194: prints the learning-indicator code as "2.5.2.LI.9"; filed under the section's own 3.5.2.LI.9
  • exemplars - p.194: prints the assessment code as "2.5.2.AS.9"; filed under the section's own 3.5.2.AS.9
Curriculum reference
NaCCA curriculum document, p. 194

Exemplars (from the NaCCA curriculum) 

Focal Area: 1.Obtaining logic expressions from circuits 2.Designing circuits with gates B. Pedagogy
Collaborative Learning: With the use of the internet, engage learners in mixed ability groups to undergo the following activities: '
- 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.
3. 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.
- Draw circuits with logic gates and obtain their logic expressions
- Design flip-flops using logic gates
- Task learners to present their findings from the group work 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.9). 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
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