SHS1 Robotics · Semester 2 Week 2: Digital and Analogue System Design

Lesson notes

Learning Objectives

Indicator: 1.2.1.LI.2 - Critically analyse analogue and digital systems and observe how they relate to both discrete and continuous-time machine designs.

By the end of the lesson, learners can:

Distinguish between analogue and digital signals by describing their key characteristics, using examples of signals they encounter daily.
Classify at least five everyday machines found in Ghana as either analogue, digital, or hybrid (containing both), and justify their classifications.
Relate analogue signals to continuous-time machine designs and digital signals to discrete-time machine designs using specific machine examples.
Critically evaluate a given machine’s input and output signals to determine whether it operates on analogue or digital principles, explaining their reasoning.
Construct a simple comparison chart showing the differences between analogue and digital systems, including signal type, accuracy, and examples.

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Curriculum details

Strand: Robot Design Methodologies (Strand 2)
Sub-strand: Digital and Analogue System Design (2.1)
Content standard: 1.2.1.CS.2 - 1.2.1.CS.2 Demonstrate practical skills in assembling electronic circuits. 1.2.1.LO.2 Assemble electronic circuits from schematic diagrams and analyse their application in discrete and continuous-time machine design.
Indicator: 1.2.1.LI.2 - Critically analyse analogue and digital systems and observe how they relate to both discrete and continuous-time machine designs.
Suggested placement: Semester 2, Week 2 (Week 22 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. 49

Exemplars (from the NaCCA curriculum)

Project-Based Learning: Introduce learners to analogue and digital signals. Learners observe and contrast the outputs of digital and analogue systems in an attempt to spot the differences. Provide learners with examples of discrete and continuous-time machines (e.g., analogue radio sets, ceiling fans, wall clocks, pulse meters, digital and analogue scales, etc). Observe the inputs and outputs of these machines and classify them as analogue or digital.

Assessment (1.2.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Solderless Breadboards
- Digital multimeters
- Schematic diagrams
- Videos
- Pictures
- Online resources
- Textbooks