Analogue Electronics · SHS1 Physics

Lesson notes

Learning Objectives

Indicator: 1.3.3.LI.1 - Explain the terminologies “input” and “output” of a transducer with examples.

By the end of the lesson, learners can:

Define the terms “input” and “output” in relation to a transducer, using correct physics terminology.
Identify whether a given device is producing an input or an output signal in a simple circuit.
Classify at least four everyday devices (thermistor, LDR, infra-red diode, microphone, buzzer, loudspeaker, electromechanical relay) as either input transducers or output transducers.
Explain, using one concrete example, how a transducer converts one form of energy into another.
Work collaboratively in mixed groups to sort and justify the classification of transducers, respecting the contributions of all group members.

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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.1 - Explain the terminologies "input" and "output" of a transducer with examples.
Suggested placement: Semester 2, Week 13 (Week 33 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)

Experiential Learning: Learners should distinguish between an input and an output and relate it with the transducer.
Foster collaborations that broaden students' exposure to diverse physics-related career paths and role models.
Assessment (1.3.3.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding.
Teaching and Learning Resources:
- Videos
- Interactive simulations
- Flash cards