COMMUNICATIONS TECHNOLOGY Grade 11 Workplace (TGJ3E)

MICROELECTRONICS FOCUS

Curriculum Resource Document

Fall 2000

Communications Technology Microelectronics Focus

Course Title: Communications Technology

Course Code: TGJ3E

Grade: 11

Course Type: Workplace

Policy Document: Ontario Curriculum Grades 11 and 12, Technological Education, 2000

Development Team: Michael A. Scott Special Program Assignment Teacher (OCCDSB)

Karen Chalmers Teacher – Sir Wilfrid Laurier (OCDSB)

Heather Mace Program Division (OCDSB)

in conjunction with CIODE (Canadian Institute of Occupational Development in Education)

Development Date: August 2000

Credit Value: One

Career Data Source: Human Resources Development Canada National Occupational Classification Code Database

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Contents

Item PageCourse Overview

IntroductionCourse descriptionCourse overviewOSS policy applicationCourse deliveryHRDC National Occupation CodesHRDC Essential Skills

iiiiiiiiiiii

Course StructureUnit structureUnit descriptions

iviviv

Course deliveryPlanning NotesSafety IssuesTeaching and Learning StrategiesAssessment and Evaluation StrategiesAccommodations and ModificationsCourse EvaluationResources

vvvvviviviivii

Unit 1: Introduction to the Electronics IndustryOverviewActivity 1.1: The Electronic Detective

Appendix 1.1.1: The Electronic DetectiveActivity 1.2: The Electronic Test BenchActivity 1.3: The Electronic Career Frontier

15101117

Unit 2: Analog ElectronicsOverviewActivity 2.1: 555 Timer

Appendix 2.1.1: 555 Timer Design BriefAppendix 2.1.2: 555 Timer HandbookAppendix 2.1.3: Engineering Test Report FormatAppendix 2.1.4: Electronic Instrumentation Primer

Activity 2.2: Audio Electronics: Signal ProcessingAppendix 2.2.1: Audio Amplifier Design Brief Appendix 2.2.2: 1-Watt Amplifier Example Circuit

Activity 2.3: Audio Electronics: Project LoudspeakerAppendix 2.3.1: Project Loudspeaker Design BriefAppendix 2.3.2: Support Materials for Project Speaker

232733354243455254566264

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Unit 3: Digital Logic Circuits / Counting BITSOverviewActivity 3.1: Learning Binary

Appendix 3.1.1: The Binary Number SystemAppendix 3.1.2: Binary CountingAppendix 3.1.3: ASCII Code ChartAppendix 3.1.4: Binary Number System and Conversion Rubric

Activity 3.2: Digital Decision MakingAppendix 3.2.1: Logic GatesAppendix 3.2.2: Logic Gate QuizAppendix 3.2.3: Basic Logic Gate TestAppendix 3.2.4: Implementation Functions in NAND LogicAppendix 3.2.5: Digital Logic Word ProblemsAppendix 3.2.6: Wiring of Logic Gates Rubric

Activity 3.3: Count and ConvertAppendix 3.3.1: RSP Flip-FlopAppendix 3.3.2: Clocked RS Flip-FlopAppendix 3.3.3: The JK Master/Slave Flip-FlopAppendix 3.3.4: Flip-FlopsAppendix 3.3.5: JK Flip-Flop SynchrogramsAppendix 3.3.6: Assignment: Flip-Flop SynchrogramsAppendix 3.3.7: Counter WorksheetAppendix 3.3.8: Activity: Pinouts workshopAppendix 3.3.9: Logic Gate Rubric

Activity 3.4: Countdown to Blast OffAppendix 3.4.1: A troubleshooting problemAppendix 3.4.2: Code TranslatorsAppendix 3.4.3: Build a Model Rocket Launch TimerAppendix 3.4.4: Rocket launch timer rubric

75788082848586909394969799100104105106108109110111112114115117118120128

Unit 4: Applications in ElectronicsOverviewActivity 4.1: Communicating with Light

Appendix 4.1.1: Communicating with Light: Design BriefAppendix 4.1.2: Communicating with Light: Questions to AskAppendix 4.1.3: Communicating with Light: Optional Experiment

Activity 4.2: Microprocessor ControlAppendix 4.2.1: Microprocessor Control: Design Brief

Activity 4.3: The Meaning of RobotsAppendix 4.3.1: Robotics Competition: Design Brief

129133138142143145150152158

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AppendixAppendix A: HRDC Essential Skills rubrics

Computer UseDecision MakingFinding InformationJob-task planningNumeracyOral CommunicationProblem-solvingReadingSignificant Use of MemoryUsing DocumentsWorking with OthersWriting

Appendix B: Safety PassportAppendix C: Design BriefAppendix D: Skills Log Sheet Appendix E: TGJ3E coded expectationsAppendix F: HRDC National Occupation Classification Codes

161163165166168169171172173174176177179181183185188

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IntroductionCourse DescriptionThis course examines communication systems and design and production processes in one or more of the areas of electronic, live, and graphic communications. Students will be given the opportunity to develop and apply practical skills to assemble, repair, operate, maintain, and test various systems. Students will also study industry standards and regulations and health and safety issues, and will explore careers, the importance of lifelong learning, and the impact of communications technology on society and the environment.

Course OverviewThis course takes into account four methods of modern communications:

1. Human to Human (H2H): communicating ideas to others2. Human to Machine (H2M): communicating to machines through interfaces3. Machine to Human (M2H): utilizing machines to give us information4. Machine to Machine (M2M): machine intercommunications, particularly computer-based

machines

This particular course focuses the area of communication electronics, specifically microelectronics. Students will learn the basis for modern communications through a series of activities that explore the production and manipulation of electronic signals, including the use of microelectronic devices for signal amplification and propagation. This course, Communications Technology with a Microelectronics focus is a prerequisite for the Grade 12 Workplace course. It is designed to lead to entry-level technical careers in the electronics and microelectronics industries. Entry-level careers can lead toward increasing responsibility including management or entrepreneurship, along with opportunities to take post-secondary education throughout a career.

Job data from the Human Resources Development Canada's (HRDC) National Occupation Classification (NOC) database have been tied to the expectations from the Ontario Ministry of Education's Ontario Curriculum Grades 11 and 12, Technological Education, 2000. The database contains both specific and essential skills for identified jobs in the communications electronics field. The course is designed to give students opportunities to develop and demonstrate these key specific and essential skills to prepare them for their studies in grade 12, and ultimately for a variety of careers in the field of communications electronics and microelectronics.

This course program is designed to fit into a course pack of Grade 11 and 12 courses to support well-rounded development of the skills required for entry-level careers in microelectronics and telecommunications. Courses in this course pack include:

Communication Technology (core course) Mathematics English Science

Other courses that would add value to the learning environment include Grade 11 Computer Engineering (ICE3E), Technological Design (TDJ3E) and Manufacturing Technology (TMJ3E). Preparatory courses include Grade 9 Integrated Technologies (TTI1O), Grade 10 Communications Technology (TGJ2O), Computer Engineering (TEE2O), Technological Design (TDJ2O) and Manufacturing Technology (TMJ2O).

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OSS Policy ApplicationDiploma requirements require students to take either 1 credit from Science [Grade 11 or Grade 12] or Technological Education [Grade 9 –12]. The Grade 11 Communications Technology course is designated as a Technological Education program. This is a workplace destination course, appropriate for students who are considering entering the workplace directly from high school, or for school-to-work programs such as apprenticeships or combination on the job training/post secondary education. (See the Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 1999 for a description of course types.) The TGJ3E could be taken either to meet the compulsory diploma requirements or as an optional course in a student’s course load.

Students are introduced to practical and theoretical aspects of Communication Technology. The curriculum provides opportunities for students to undertake hands-on practical activities, as well as to conduct research and analysis. There is a wide range of teaching/learning strategies and accommodation to meet the needs of all students. Anti-discrimination education, equity/social justice issues, career goals/cooperative education, conflict resolution/violence prevention and community partnerships are addressed in the course. All of these support many of the Ontario Secondary School (OSS) Policies.

Career exploration throughout all units will be made available to students with specific reference to Choices into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999.

Course DeliveryTeachers must ensure that all the expectations for Communications Technology Grade 11 (Workplace) are covered, as outlined in the Ontario Curriculum Grades 11 and 12, Technological Education, 2000 document. These coded expectations are found in Appendix E of this document. A sequence of activities (or projects) will provide opportunity for students to demonstrate their mastery of the expectations. The subcategories of expectations to consider are:

Theory and Foundation The Design ProcessComponents, Processes, and SystemsStandards

Skills and ProcessesOrganizational SkillsProduction SkillsDocumentation and StandardsInterdisciplinary Applications

Impact and ConsequenceImpactsSafety and LegislationEducation, Training, and Career Opportunities

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HRDC National Occupational Classification CodesThe following occupations are addressed in this document. Please note that new job classifications may be created as technology changes. Refer to the HRDC web sites listed under Resources periodically for new job category postings. See Appendix F for a full listing of the specific skills

Code Job Category2133 Electrical and Electronics Engineers2241 Electrical and Electronics Engineering Technologists and Technicians 9483 Electronics Assemblers, Fabricators, Inspectors and Testers 2242 Electronic Service Technicians (Household and Business Equipment) 2243 Industrial Instrument Technicians and Mechanics

9484 Assemblers and Inspectors, Electrical Appliance, Apparatus and Equipment Manufacturing

7332 Electric Appliance Servicers and Repairers 7246 Telecommunications Installation and Repair Workers 7245 Telecommunications Line and Cable Workers 7247 Cable Television Service and Maintenance Technicians 2244 Aircraft Instrument, Electrical and Avionics Mechanics, Technicians and Inspectors 6221 Technical Sales Specialists, Wholesale Trade 2147 Computer Engineers2162 Computer Systems Analysts

HRDC Essential SkillsHRDC identified a set of Essential Skills required for a wide variety of everyday life and work tasks or applicable to a variety of job classifications. These include:

numeracy reading text writing computer use use of documents finding information working with others use of memory job-task planning oral communication decision making problem solving

Rubrics describing the criteria and levels for these Essential Skills were created within this Curriculum Resource document and are found in Appendix A. These can be used throughout the course as they are generic to any task.

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Course Structure

Unit StructureThe units are designed so that students can follow a progressive sequence of activities to build a foundation of career skills applicable in any number of fields but particularly suited to entry-level high-technology sector occupations.

Unit One Introduction to the Electronics Industry 13 hoursUnit Two Analog Electronics 38 hoursUnit Three Digital Electronics 32.5 hoursUnit Four Applications in Microelectronics 26.5 hours

Unit DescriptionsUnit 1: INTRODUCTION TO THE ELECTRONICS INDUSTRY (13 hours)In this unit, students examine the electronics industry and the role that electronics and computers play in everyday life. Students explore typical career opportunities in the electronics field, as well as the significant trends in consumer electronic design. Students will set up and maintain an electronics workbench with associated tools with an emphasis on safe-operating practices in this unit.

Unit 2: ANALOG ELECTRONICS (38 hours)In this unit students perform a series of circuit construction activities to develop an understanding of analog components and circuit design. Students develop practical skills in troubleshooting and learn to observe safe work practices in an electronic shop environment. Students will learn the basis for communications signal production and manipulation, particularly in the area of sound reproduction. Students will then learn the procedures in creating printed circuit boards, and gain awareness of manufacturing processes in communication electronics.

Unit 3: DIGITAL ELECTRONICS (32.5 hours)In this unit, students study the basics of digital electronics, such as number systems, binary logic gates and digital signal processing. Students develop skills in designing and testing digital circuits from defined problems. Students will design solutions to a timer circuit problem by using digital circuit components.

Unit 4: APPLICATIONS IN MICROELECTRONICS (26.5 hours)In this unit students utilize microelectronic circuits to process communication signals. Students will solve open-ended problems by using microcomputers, photonics and analog/digital components. A major project will incorporate concepts learned throughout the course.

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Course Delivery

Planning NotesThis program is designed for students wishing to learn more about the communication electronics industry. The sequence of units provides an increasingly in-depth use of design skills from troubleshooting to open-ended engineering problem solving. This allows students to improve their skills on an on-going basis. As this course is designed to provide students with the skills and knowledge they need to enter the workplace directly from high school, an emphasis on career awareness is essential. Further awareness of careers in communication electronics could be gained through the use of job shadowing, co-op opportunities, computer research, field trips, and/or guest speakers. Expectations that relate to practical skills as well as theoretical knowledge of principles of electronics will be assessed throughout the course.

Safety IssuesTeachers must address safety issues surrounding equipment and materials at appropriate times during the course, and continually reinforce safety aspects of working in a shop environment. A general set of classroom policies should be developed during the course introduction to address expectations for both teacher and student. Included in this policy must be a statement requiring students to be checked out on all equipment before using it for the first time. The use of a “safety passport”, a signed document detailing the student’s understanding of all safety issues, is recommended, and is included in Appendix B.

Following initial discussions and testing, teachers should reintroduce specific topics at the time required, (for example, before cutting wood on a table saw, the teacher should review specific table saw safety items). This Just-In-Time (JIT) method will ensure students have more than one opportunity to learn very important skills.

Many potential electrical hazards are due to improper care and maintenance of shop facilities and equipment. Teachers must ensure that students maintain a clean working environment at all times. Teachers must also pay particular attention to the condition of electrical equipment, power supplies and wiring.

Teachers must also address safety/censorship on the Internet by implementing School Board policies on appropriate student use and access to Internet services.

Teaching and Learning StrategiesThe variety of course activities and projects lends itself to a variety of strategies for learning. These strategies are dependent on the project type, the level of student understanding and experience, and the availability of local facilities and resources. Possible teaching and learning strategies in a design project include:

Group collaboration: students work in teams or with partners to accomplish specific tasks, modeled after a typical design or engineering firms where individuals with differing strengths, skills and knowledge work together to solve problems or issues.

Individual work: students work individually to accomplish specific tasks. This may include research, reporting, or individual tasks within a group project such as drawing, drafting, model building or presentation preparation.

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Class Discussion: students actively participate by taking turns discussing current issues. Teachers may direct discussions by posing initial questions, by demonstrating specific procedures, (i.e., a proper and safe tool operation), or by presenting a media topic related to the current activity, (i.e., a video or newspaper clipping).

Theoretical study: students learn concepts and theory in application through the study and analysis of case studies, by testing and observing scientific and engineering principles through experimentation, through Socratic lessons provided by the teacher or invited guests, or through assignments that involve research and investigation into critical issues as applied to the current activities.

Key concepts in this course are developed through a sequence of hands-on projects. Teachers may choose provide a project list at the course onset or introduce projects in sequence. Students perform a task, and analyze results. The analysis of results develops theoretical knowledge as students are required to make inferences as part of the thinking/inquiry process.

A sample Design Brief is included in Appendix C. This template can be used as an organizational tool to introduce students to a given activity.

Assessment/Evaluation StrategiesThe assessment and evaluation process should aim to improve student performance, as well as accommodate a variety of learning styles. Giving assessment feedback to students prior to a final evaluation is essential to their progress. Assessment and evaluation techniques may include the following:

evaluation or assessment through daily journals (recording of process and progress) student classroom presentations student-teacher conferencing written tests formal and informal observation performance assessment rubrics based on deliverable products reflective learning including self assessment peer assessment rubrics

The essential skills rubrics should be available to students at the start of the course to encourage the development of all necessary skills (see Appendix A). Task-specific rubrics or other assessment tools should be available to each student at the onset of an activity to ensure their awareness of the task criteria and the evaluation process and to encourage a mastery level achievement in the project deliverables.

Accommodations and ModificationsSince every teacher will approach the units in a unique way, there are ample opportunities for extensions, modifications and applications. Various accommodations may be necessary to assist students with physical and developmental needs. Possible program accommodations may include using wheelchair accessible equipment and tools, enlarged print, adapted handouts and pre-designed articles. Other accommodations may include teacher/student conferencing, teacher/student/parent conferencing, small group learning, peer tutoring and the use of a buddy system.

Opportunities for enrichment may include increased complexity of the tasks, requirements for a more in-depth analysis of theoretical concepts, and/or development of extensions to particular activities.

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Course EvaluationTeachers and students may evaluate this course through a variety of methods. Teachers may network with colleagues from other schools, subject associations, and peers at the local school to determine what modifications or new ideas could be incorporated into the units. The community, local school and business community, may have input on various aspects of the transportation technology course.

The following areas should be assessed: Are curriculum expectations being met? Are the learning styles of all students being met through teaching strategies? Are a variety of teaching/learning strategies used? Are a variety of assessment/evaluation tools used? Does assessment/evaluation measure student expectations in a reliable and accurate

manner? Are parents/guardians informed of student performance on a regular basis? Are the needs of students being met?

ResourcesVarious resources are available for use throughout the course, including textbooks and/or reference books, web sites, outside experts, technical manuals and instructional videos. Teacher/librarians may be asked to assist in searching for material related to the activity.

Equipment required includes testing instrumentation such as multimeters, logic probes and oscilloscopes. Power supplies can take the form of bench-type DC units or batteries. (Power supplies from unused computers are a good source for regulated DC power). Electronic simulation software such as Electronic Workbench or Crocodile Clips is recommended to assist the student in the design process. A selection of component supplies, and associated bin organizers is required. Ready-made electronic kits may be used to reinforce project work.

SuppliersABRA Electronics Corp.5787 PareMontreal, Que.H4P 1S11-800-361-5237Fax 514-731-0154sales@abra-electronics.com

Addison Electronics Ltd.8018, 20e AvenueMontreal, P.Q.H1Z 3S7Tel: 514-376-1740

Radio Shack(see local phone book)

Active Kits 345 Queen Street W.Toronto, OntarioM5V 2A41-800-465-KITS

Parallax Inc.599 Menlo Drive, Suite 100Rocklin, CA 95765Phone: 916-624-8333Fax: 916-624-8003

Electrolab Training SystemsBellevillehttp://www.elabonline.com

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Books, Texts Frenzel, Loius E. Jr. Communication Electronics. McGraw Hill, New York, 1989. ISBN 0-

07-058230-0 Horn, Delton T. 101 Solderless Breadboarding Projects. TAB Books Inc., Blue Ridge

Summit PA; 1988. ISBN 0-8306-0385-9 Mims, Forrest. Getting Started in Electronics. USA: Radio Shack, 1983. Cat No 276-5003 Mims, Forrest M. III, Engineer’s Mini-Notebook, (series), Radio Shack/Archer, Fort Worth,

1984-1990. Network Cabling Specialist: Apprenticeship Training Standards, Trade 631A. Ministry of

Training Colleges and Universities, 1999. ISBN 0-7778-8808-4 Petruzella, Frank D. Introduction to Electricity and Electronics, McGraw-Hill Ryerson,

Toronto, 1986. ISBN 0-07-548899-X (Book 1), ISBN 0-07-548900-7 (Book 2) Shoemaker, Charles. 101 Sound, Light, and Power IC Projects. TAB Books Inc., Blue

Ridge Summit PA. 1988; ISBN 0-8306-9604-0 Tokheim, Roger L. Digital Electronics, McGraw-Hill Publishing, New York, 1990. ISBN 0-

07-065035-7

MagazinesElectronics Now, Gernsback Publications Inc., Farmingdale New YorkPopular Electronics, Gernsback Publications Inc., Farmingdale New York

KitsThe Journey Inside. Intel Corporation. Part of The Journey Inside Education kit-http://secure.wesweb.com/intel/form.htmContains two videos, an instructional binder, and electronic components.

Simulation SoftwareCrocodile ClipsSpectrum Educational Supplies125 Mary StreetAurora, OntarioL4G 1G3Phone: 905-727-6265http://www.spectrumed.com

Electronic Workbench111 Peter Street, Suite 801Toronto Ont.M5V 2H1Phone: 416-977-5550 ext. 255

OrganizationsStrategic Microelectronics ConsortiumHead Office: 50 Hines Road, Suite 240Kanata OntarioK2K 2M5Phone:613-271-1894Fax: 613-271-1896

Note: Master IC lists and data books exist from various manufacturers such as Motorola

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WebsitesNote: Almost all manufacturers have established websites containing technical specifications

and product lines. Many sites exist that define terms in electronics and provide explanations for the design of circuits. These sites can be found be entering electronic keywords or component manufacturing firm name in any search engine or search catalog.

Human Resources Development Canada: National Occupational Classification Database-http://www.hrdc-drhc.gc.ca/noc

Ontario Prospects- http://www.edu.gov.on.ca/eng/general/elemsec/job/prospect/eng/index.html

Electronics for Beginners- ourworld.compuserve.com/homepages/g_knott/Intel's How Transistors Work- http://intel.com/education/transworks/INDEX.HTMUMass Robotics Internet Resources Page- www-robotics.cs.umass.edu/robotics.htmlAlex’s Electronic Test Bench (glossary and resource catalog)-

www.iserv.net/~alexx/index.htmSchematica (freeware for resistor and 555 timer calculations)-

www.schematica.com/index.htmePanorama, portal for everything electronics- www.us-epanorama.net/Williamson Labs information on electronics- www.williamson-labs.com/home.htmParallax Incorporated (makers of microcontrollers and kits)- www.parallaxinc.com

www.stampsinclass.comPopular Science, latest innovations in transportation and consumer products-

www.popoularscience.comPopular Mechanics, latest information of innovations and inventions-

www.popularmechanics.comHistory of Technology, list of resources on the development of technology-

www.englib.cornell.edu/ice/lists/historytechnology/historytechnology.htmlHow Things Work- http://www.howthingswork.com/

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