10th Grade Curriculum - Connecticut Regional Vocational-Technical ...

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Connecticut Technical High School System

Electrical Engineering and
Electronics Technology Grade 10


GOAL I:

Students will know basic electronic shop and trade safety.


Big Idea
:
A safe learning environment is essential for the well

being of the student.

Essential Questions:
What is the safe way to study Electronic Technology?

Why is it important to adhere to rules and regulations?

What are some precautions one must take to handle electricity safely?

* Power Standards in bold


Stud
ents will:


As evidenced by:



I.1
Demonstrate

an understanding of
proper
safety techniques

for all types of
circuits

and
components

(DC circuits, AC circuits, analog
circuits, digital circuits, discrete solid
-
state
circuits, microprocessors)




1
.
a

De
monstrate

an
understanding of and
compliance

with relevant
OSHA safety standards


1
.
b

Utilize

proper shop safety techniques at all
times including the proper use of
eye
protection
.



I.2
Follow

rules, regulations
, dress code and
policies
as

established i
ncluding interpreting
employer/employee
handbook

and procedures


2
.
a

Assume

responsibility for own
decisions

and
actions


2
.
b

Identify proper work habits including neatness,
thoroughness, systematic procedures, and
work ethics








Adhere to shop dress cod
e as outlined in the
student handbook / shop safety rules




Score at least 100% on a standardized shop
safety test



Resources
: Student Handbook, MSDS Sheets, EIA Standards, OSHA, Hand/power tools (for demonstration)
Text Book, Lab Book

Extension Activity
:


Informal Assessment(s)

Formal Assessment(s)

Instructor observations

Written Safety test

Pursuant to OSHA Certification


Connecticut Technical High School System

Electrical Engineering and
Electronics Technology Grade 10


GOAL II:
Students will d
emons
trate an understanding of DC circuits.

Big Idea
:
The understanding of the principles of DC circuitry is essential to understanding more
complex electronics.

Essential Questions:
Why do we need to understand basic DC circuit an
alysis?


When
and where
are
DC
circuit laws applicable?

* Power Standards in bold


Students will:


As evidenced by:

II.1
Demonstrate

an understanding of application
of
Ohms Law

to
series, parallel and series
-
parallel ci
rcuits

with an emphasis on
calculations, construction and
measurements

1.a Demonstrate an understanding of network
analysis.

II.2

Understand

the principles and operations
and
design concepts
of
DC series
-
parallel and
bridge circuits

2.a

Understand princip
les and operations of DC
voltage divider circuits (loaded and unloaded)

II.3
Understand

p
rinciples and operations of
DC
RC and RL circuits

with emphasis on
characteristics of capacitors and inductors

3
.a

Demonstrate an understanding of the physical,
electr
ical characteristics of capacitors and
inductors

and how these devices work.






From a schematic, calculate, construct and
measure series, parallel, series
-
parallel, bridge
and network circuits that include resistors
and/or capacitors and inductors










Construct and test DC circuits that perform to a
given criteria


Resources
:
Text Book, Lab Book, multimeters, components, power source, calculator, protoboard or
equivalent

Extension Activity:

Lab activities

that require students to
calculate,
measure a
n
d document
various electrical
quantities in
series, parallel, series
-
parallel, bridge and network circuits that include resistors and/or capacitors
and inductors
. Activities that require students to design, construct, and test DC circuits that perform to

a given
criteria

Informal Assessment(s)

Instructor observations

Formal Assessment(s)

Written and performance assessments that satisfy
system/school initiatives







Connecticut Technical High School System

Electrical Engineering and Electronics Technol
ogy Grade 10

GOAL III:
Students will d
emonstrate an understanding of AC circuits
.

Big Idea:
An understanding of AC circuits is required to be proficient

in the analysis, design, and
construction of AC circuits.

Es
sential Quest
ions: Why do we need to understand basic AC circuit analysis
?

When
and where
are
AC
circuit laws applicable?



Power Standards in bold







Students will:

As evidenced by:

III
.1

Demonstrate

an understanding of the
properties

of an
AC signal

with an emphas
is on calculations,
construction and measurements

1
.a

Demonstrate an understanding of sources of electricity
in AC circuits

1.b

Demonstrate an understanding of the principles of
operation and characteristics of sinusoidal and non
-
sinusoidal wave forms

1.c

Demonstrate an understanding of measurement of
power in AC circuits

III.2
Understand

principles and operations of
AC
capacitive circuits

with an emphasis on

calculations, construction &
measurements

2.a

Demonstrate an understanding

of phasors and leading
a
nd lagging phase relationships.

2.b

Demonstrate an understanding of reactance and how it
is represented with imaginary numbers.

2.c

Demonstrate an understanding of Rectangular to Polar
coordinate conversion as it applies to phase analysis.

III.3
Understand

principles and operations of
AC
inductive circuits

with an emphasis on

calculations, construction &
measurements

3.a

Understand principles and operations of AC circuits
using transformers

3.b

Demonstrate an understanding of impedance matching
theory

III.4

Understand

principles and operations

and design
concepts

of
AC RC, RL, and RLC circuits

with
an emphasis on calculations, construction and
measurements

4.a

Understand principles and operations of AC series and
parallel resonant circuits

4.b
Understand pri
nciples and operations of AC frequency
selective filter circuits

4.c Understand logarithms as it applies to Frequency plots
on semi
-
log graph paper.



From a schematic, calculate, construct
and measure series, parallel, series
-
parallel and network AC circui
ts that
include resistors and/or capacitors and
inductors/ transformers












Construct and test AC circuits that
perform to a given criteria



Plot phasor diagrams



Analyze reactive circuits using imaginary
numbers in polar and rectangular
formats.



Plot c
ircuit voltage and current phase
relationships.



Plot frequency domain phase and
amplitude filter response.

Informal Assessment(s)

Instructor observations

Formal Assessment(s)

Written and performance assessments.



Connecticut Technical High School System

Electrical Engineering and
Electronics Technology Grade 10


GOAL IV:
Students will d
emonstrate proficiency in the use of common electronic test equipment

and
trainers
.

Big Idea
:
Proper use of test equipment is importan
t in the

development of

outstanding electronic


Technicians and E
ngineers.

Essential Questions:
Why is it important to understand the proper use of electronic test equipment?

What do the various types of test equipment tell us?

* Power Standards

in bold

Learning Outcomes

Students will:

Learning Outcomes

As evidenced by:

IV.1
Know

and
understand

how the following
test
equipment

or
tool

works and when, where,
and how to use it.

A.

Meter(VOM, DMM, etc)


1.

Voltage

2.

Current

3.

Frequency

B.


Function generator

1.

W
aveform

2.

Amplitude

3.

Frequency

C.


Isolation transformer

D.


Oscilloscope

1.

Amplitude

2.

Period

3.

phase relationships


IV.2 Know and understand how


The parallax stamps in class


trainer works and how to


use it.





Correctly set the proper outpu
t waveform,
amplitude and frequency of a signal/function
generator



Correctly set the proper scale range and
polarity to measure voltage current and
frequency using a digital multimeter.



Be able to use an oscilloscope to correctly
mea
sure amplitude and peri
od of a

given
electronic signal.



Be able to use an oscilloscope to measure the
phase relationship between two waveforms.





Correctly program the stamp microprocessor
and construct circuits to go with the stamp.



Resources
:
Text Book, Lab Book, test equi
pment, components, signal source, calculator, protoboard or
equivalent

Extension Activity:

Lab activities

that require students to

measure an
d document various electrical quantities
in DC and AC circuits


Informal Assessment(s)

Instructor observations

Fo
rmal Assessment(s)

Written and performance assessments that satisfy
system/school initiatives



Connecticut Technical High School System

Electrical Engineering and Electronics Technology Grade 10


GOAL V:
Students will d
emonstrate an understanding of Indu
ctive and Capacitive Filters

Big Idea: Capacitors and Inductors can be combined with Resistors to make Frequency Filters.

Essential Questions: How are Low Pass, High Pass, and Band Pass filters designed?

What are the advantages

and disadvantages of the different types?

* Power Standards in bold

Learning Outcomes

Students will:

Learning Outcomes

As evidenced by:

V.1
be able to design Low Pass
, High Pass, and
Band Pass

Filters with Capacitors

and
Resistors


V.2

b
e

able to desig
n
Low Pass,
High Pass
, and
Band Pass

Filters with
Inductors

and Resistors


V.2 be able to design
Low Pass, High Pass, and
Band Pass Filters with Capacitors, Inductors,
and Resistors




Design, construct, and test

Low Pass,
High
Pass
, and Band Pass
RC filter
s

to a given
specification.



Design, construct, and test

Low Pass, High
Pass, and Band Pass RL

filter
s

to a given
specification.



Design, construct, and test Low Pass, High
Pass, and Band Pass RLC filters to a given
specification.


Resources
:
Text Book, Lab

Book, test equipment, components, signal source, calculator, protoboard or
equivalent.

Extension Activity:

Build and measure Low Pass, High Pass, and Band Pass filters.


Informal Assessment(s)

Instructor observations

Formal Assessment(s)

Peer review of
project and presentation.



Connecticut Technical High School System

Electrical Engineering and Electronics Technology Grade 10

GOAL V
I
:
Students will d
emonstrate engineering design principles and project construction skills.

Big Idea: Engineering principles are applied in the design and construction of new products
.

Essential Questions:
What do Engineers do
?

What are some engineering principles needed for the design and construction of
electronic projects?

* Power Standards
in bold

Learning Outcomes

Students will:

Learning Outcomes

As evidenced by:

V
I
.1
Know

the Engineering Design Principles of
Brainstorming, Prototyping, Test, and
Adjust.

A. Be able to apply these principle in the
construction of projects.



V
I
.2

Be able to

construct
electronics
projects to
industry standard

quality.

A. Be able to document and present their
projects.




Designing and building working electronics
projects.



Designing and building Robots



Resources
:
Internet access, Electronic magazine constru
ction articles, Electronic Project Books, and an
assortment of common electronic parts.

VEX Robotic Systems including Programming Module.

Extension Activity:

Demonstrate, document and present their project
s

to their classmates.


Informal Assessment(s)

In
structor observations

Formal Assessment(s)

Peer review of project and presentation.



Connecticut Technical High School System

Electrical Engineering and Electronics Technology Grade 10

GOAL VII:
Students will d
emonstrate

the
construction and re
-
work skil
l
s

needed
in working with
Surface Mount components.

Big Idea: Surface Mount components are now the dominate component type used in industry.

Engineers and Technicians need to be proficient in their use.

Essential Questions: Wha
t is the difference between Surface Mount components and Through Hole
components?

What are the tools and techniques required to work with surface mount parts?

* Power Standards in bold

Learning Outcomes

Students will:

Learning Outcomes

As evidenced by:

V
II
.1
Know

how to identify SMT resistors, capacitors
and ICs.

A. Know the various types of SMT packages.



V
I
.2

Be able to safely remove and replace SMT parts
on PC boards.

A.

Be able to use Hot Air tools to solder/de
-
solder
.

B.

Be able to use micro tip soldering

irons to
solder/de
-
solder.

C.

Be able to use re
-
flow techniques to assemble
SMT boards.




Proper identification of SMT parts
.







Ability to re
-
work boards containing
surface mount components using micro
irons and hot air.



Ability to assemble PC boards contai
ning
SMT components using a re
-
flow oven.



Resources
:
Practice boards containing SMT components, Surface Mount Re
-
work stations, Reflow oven,
SMT components.

Extension Activity:

Build pro
jects using Surface Mount parts
.


Informal Assessment(s)

Instruc
tor observations

Formal Assessment(s)

Peer review of project and presentation.