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Oswego Update Project

A Graduate Research ProjectUpdating Course Outlines in Technology Education

June 2004

“Digital Electronics”

In collaboration with:

Developer:

Mr. Sean Brown, Graduate Research, SUNY–Oswego, sean_brown@liverpool.k12.ny.us

Project Directors:

Dr. William Waite, Professor, SUNY-Oswego, waite@oswego.edu Mr. Eric Suhr, Laisson, New York State Education Department, esuhr@mail.nysed.gov

Content Consultants:

Mr. Dan Drogo, Liverpool High School, Dan_Drogo@liverpool.k12.ny.usMr. Wilbur Greene, G. Ray Bodley High School, wgreene@fulton.central.edu Mr. Chris Hurd, Cazanozia High School, Churd@cazhigh.edu

Revision Writing Team (1998):

Mr. Howard SassonMr. George LeggMr. Robert F. CaswellMr. James GoldstineMr. Joseph SarubbiMrs. Sandra P. SommerMr. Bruce G. Kaiser

Digitally available at

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www.oswego.edu/~waite

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Forward

The “Oswego Update Project” is a collaboration between SUNY Oswego and the NYS Education Department to refresh and modernize existing Technology Education course outlines. New York State Learning Standards will be identified and organized.

The original work was a NYSED initiative during the transformation from Industrial Arts to Technology Education in the 1980s. These courses have proven to be very popular and most durable for the profession. In fact, many have been used as course models in other states.

Hundreds of sections are offered in New York state each year, according to the Basic Educational Data System (BEDS). However, the objectives need to be revisited with a current eye, successful teaching strategies need to be surveyed in the field, bibliographies should be updated, and Internet resources added, as they were unavailable during the original project.

It is hoped that this graduate-level research endeavor will accomplish the following:

provide a solid graduate research project for the developers involved (learning by doing)

involve known, successful teachers as consultants to the process through a common interview template

honor the work and dedication of the original writing teams

refresh course objectives and teaching strategies

forge a more uniform format between and among course outlines

update the bibliography of each course to reflect the last ten years of literature review

include Internet resources both useful as general professional tools, and as specific content enhancement

develop an index showing how NYS M/S/T standards are accomplished for each course objective

The result will be an enhancement for graduate students at SUNY-Oswego, NYSED implementation goals, and Technology Education teachers in New York state. Course outlines will be digitally reproduced and made available through appropriate Internet and electronic media.

Dr. William Waite, ProfessorSUNY Oswego, Dept. of TechnologySchool of Education

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Overview of the Course

Course Goals

Students will be able to:1. Define the basic principles of voltage, current ,and resistance and the laws governing their relationships2. Effectively use digital equipment3. Identify the difference between analog and digital signals4. Understand and apply concepts of the binary, octal, hexadecimal, and BCD number

systems5. Apply Boolean algebraic processes in the design of combinational logic circuits.6. Understand sequential logic circuits as they are used in data transfer and memory

applications7. Understand the principles and operation of digital ripple and synchronous counters and

the application of display devices8. Construct the application of decoders, multiplexers and demultiplexers9. Define the basic principles of shift registers and their applications10. Understand the operation and applications of A-D and D-A converters11. Interpret and create schematic diagrams, technical drawings, and flow charts

Course Description/Rationale

The need to understand electronics in the ever-changing digital world drives the need to develop a foundation of core concepts. Digital Electronics gives high school student the opportunity to break down and analyze the smallest parts of electrical concepts and theories. Digital Electronics distinguishes itself from analog electronics in that it uses the science of electricity to solve problems in the digital world. All laboratory tasks can be classified and can be represented by strong mathematical theories. In the digital age we live in today all digital equipment, such as computers, DVD players, and MP3 walkmans, use binary code to perform their digital functions. In order for students to understand how digital devices work, they must first master the fundamentals of logic, electrical theory, and Boolean Algebra. The Digital Electronics, course will teach students how apply theories need during the design phase of build digital devices that will can later be tested to produce a predictable outcome. Students should use this course as a solid foundation for that wish to study in the engineering field, but will also be useful as general education.

Course Skills, Knowledge, and Behaviors to be Developed

Students will demonstrate the understanding of:1. Proper safety techniques for all types of circuits and components, as well as OSHA

standards2. How to identify a problem and apply appropriate theories to solving3. The ability to transfer concepts from the abstract to real life 4. Identify solutions and communicate effectively their design intentions5. The ability follow complex instructions and use of time management to meet timelines6. The use of organizational skills to prioritize design goals and functions7. Proper troubleshooting techniques and the use of listening skills or assisting devices to

assess signals and symptoms of malfunctions8. Working cooperatively in a group environment that delegates responsibilities9. Basic assembly skills, including soldering and desoldering techniques and the use of

solderless terminals10. The usage of digital electronic software and equipment to synthesize research11. Using multiple resources for working through and discovering solutions12. Ability to arrive at concrete answers to design questions after research

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Content Outline

Module 1 - Analog and Digital Electronics Foundations

1.1 Introduction to Digital Electronics1.2 Information and Logic1.3 Voltage as Logic High and Logic Low

1.3.1 Combinations of Inputs Implement Logical Statements

2.1 Analog and Digital Waveforms2.2 Differences Between Analog and Digital Waveforms2.3 Reading Waveforms

2.3.1 Use of the Logic Probe and Logic Analyzer2.3.2 Relationship Between Logic, Pulses and Square Waves

3.1 Voltages, Current, and Resistance in a Simple Circuit3.2 Ohm’s Law3.3 Reading the Digital Multimeter

3.3.1 Resistor Color Code3.3.2 Recognize and Generate Wave Forms

2.1 Voltage Sources, Single Source Loops4.2 Voltage Sources4.3 Building Single Source Circuits

Module 2 - Number Systems used in Electronics

1.1 Counting and Converting Number Systems1.2 Binary1.3 Adding and Subtracting in Binary

1.3.1 Subtracting Two Positive Binary Numbers1.3.2 Apply 1’s Complement for Subtracting

Module 3 - Logic Gates

1.1 Logic Gates1.2 The Logic Symbols for the AND, OR, NOT, NAND, NOR Gates.1.3 Writing the Truth Tables for the Common Gates.

1.3.1 Writing the Boolean Expression for Each Gate.1.3.2 The Enable/Inhibit Functions of Two Input Gates.1.3.3 Using NAND and NOR Gates as Inverters.

2.1 The Exclusive OR and Exclusive NOR Functions construct and test2.2 XOR Gate.2.3 Parity Generator Circuit

2.3.1 Error Checking Circuit Using Parity.2.3.2 Parity Detector Circuit.2.3.3 Exclusive NOR Gate

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Module 4 - Using Digital Logic and simple Interfacing

1.1 IC Specifications1.2 Use a Databook to Determine1.3 Fanout

Module 5 - Constructing Circuit using Boolean Algebra and Decoding

1.1 Boolean Expressions for Combinational Circuits1.2 Boolean Expressions and Truth Tables1.3 Develop Boolean Expressions for Truth Tables.

1.3.1 DeMorgan’s Theorems.1.3.2 Logic Simplification.1.3.3 Boolean Simplification

2.1 Waveforms2.2 Develop Output Waveforms from Truth Tables2.3 Gate Selection for Particular Waveforms

3.1 Combinational Logic3.2 Automobile Alarm System

4.1 Binary Coded Decimal To Seven-Segment Display Decoding4.2 Creating the Truth Table4.3 BCD to Seven-Segment Decoding

Module 6 - Binary Arithmetic1.1 Adder and Subtractor Design1.2 Half Adder Function1.3 Draw Half Adder Logic Diagram Using Logic Gates

1.3.1 Construct a Truth Table for a Half Adder1.3.2 Explain the Function of the Full Adder

Module 7- Flip-Flops, Multivibrators, and IEEE1.1 Introduction to Latches and Flip-Flops1.2 Build Flip-Flops Using Crossed-NAND (NOR) Gates1.3 Memory Storage

2.1 Constructing the R-S Flip-Flop Using Gates2.2 Operation of a Set-Reset Flip-Flop2.3 Operation of a Gated R-S Flip-Flop

2.3.1 Construct, Test, Demonstrate and Verify the Operation of a R-S 2.3.2 Operation of a Clocked R-S Flip-Flop2.3.3 Integrated Circuit Latches in the Place of Gates

3.1 The JK Flip-Flop3.2 Operation of a JK Flip-Flop3.3 Toggling a JK Flip-Flop

4.1 The Monostable Multivibrator and the 555 Timer4.2 Operation of a Two Phase, Non-Overlapping Clock

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4.3 555 Timer as a Monostable Multivibrator (One-Shot)4.3.1 555 Timer as a Free-Running Multivibrator (Astable )4.3.2 Produce Square Waves with Differing Duty Cycles with a Timer

Module 8 - Counters

1.1 Ripple Counter and Divide by N Counters1.2 Operation of a Counter Using J-K Flip-Flops1.3 Divide by N Counter Using J-K Flip-Flops

1.3.1 Operation of the Basic Counter as a Down Counter1.3.2 Operation of a Serial BCD Counter Constructed and Interfaced to a BCD Decoder and Seven-Segment Display

2.1 Up/Down Counters2.2 Operation of a Synchronous Up/Down Counter2.3 Operation of a Ripple Counter as a Up/Down Counter

3.1 Displays3.2 Light Emitting Diodes3.3 Seven Segment LED Displays

3.3.1 Liquid Crystal Displays

Module 9 - Digital Systems 1.1 Elements of a System1.2 The Calculator1.3 The Computer

1.3.1 The Microcomputer1.3.2 The Digital Clock1.3.3 Electronic Games

General Instructional Strategies

Lessons will be presented each day discussing fundamentals of each module as it relates to digital electronics a ong with all the theories that support these foundations. The use of digital equipment will be demonstrated then students will be giving a chance to tryout their new skills. Projects will be assigned that tests the student’s knowledge of concepts and theories incorporated with use materials and time management to complete assigned daily tasks. Using software simulation and digital equipment, students will be able to generate different waveforms/voltages. Presentations walking students through a tour of the digital classroom software will allow the instructor to decided on specific components of focus and projects.

The teacher will facilitate instruction by leading class discussion followed by example demonstrations on how to read digital and analog waveforms using software. The teacher will also present lessons on the differences between analog and digital circuitry and how simple gates can affect waveforms. The students should work in cooperative learning groups during lab time. All project work will be based on forty five minute lab block allowing the teacher flexibility in determine time frames for extended work.

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Module 1.0

Analog and Digital Electronics Foundations

Performance indicators/Supporting Competencies

The student will be able to:

1. Define the basic characteristics of electricity, including voltage, current and resistance.2. Identify Series, Parallel, and Series parallel circuits.3. Use Ohm’s Law, Kirchhoff’s Laws, and circuit theory to solve for unknown in circuits.4. Distinguish and categorize devices as either using an analog or digital signal.5. Differentiate between digital and analog signals and identify the high and low

portions of the digital waveform6. Compare and contrast several reasons for using a digital circuits7. Analyze simple logic level indicators of any type of circuit

Suggested Specific Instructional Strategies

1. After a review of basic Safety and proper laboratory etiquette, begin by asking for a definition of electricity. Agree to define electricity as electrons moving through a conductor and ask why they move. Will the electrons flow through a wire without a battery (voltage source)? Why don’t all of the electrons leave a flashlight battery the instant it’s turned on? Use this type of questioning to lead in to explanations about current, voltage, and resistance.

2. In class discussion define voltage, current and resistance and how the are relatedIn Ohm’s law

3. Pause during discussions and take time to define key vocabulary. Keep a list and encourage your students to do the same in a dedicated vocabulary section of their notebooks.

4. Administer resistor color code charts defining resistance tolerances5. Discuss and draw on a board various ways a circuit can be connected. Identify Series,

Parallel, and Series parallel circuits and their defining characteristics6. Break down Kirchhoff’s Laws on current and voltage as they correlate

to series and parallel circuits

7. Use Ohm’s Law, Kirchhoff’s Laws, and circuit theory to solve for unknown in circuits.8. Identify and categorize signals as either analog or digital9. Students will transfer theory to the real world electronics by discovering truths in a lab

that test voltage, current and resistance10. Students will construct and test a series and parallel circuit11. Students will build a circuit with resistors and measure the actual resistance

against the predicted resistance

Module 2.0

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Number Systems use in Electronics

Performance indicators/Supporting Competencies

The student will be able to:

1. Demonstrate an understanding of the idea of place value 2. Explain the significance of each column in a number system3. Translate binary numbers to decimal and decimals numbers to binary4. Add positive and negative binary numbers5. Change between bases

Suggested Specific Instructional Strategies

1. In a class discussion, outline the use and functions of the number system2. After demonstrating the use of the number system have students complete

simple operations using this knowledge3. Strengthen students understanding of positive and negative numbers4. Compile and calculate stings of binary into decimal symbols5. Have students read basic schematics with time to differentiating between the

numbering

Module 3.0

Logic Gates

Performance indicators/Supporting Competencies

The student will be able to:

1. Define the name, symbol, truth table, function of the eight basic logic gates2. Use the logic function of gates using symbols, truth tables3. Identify from IEEE standard and conventional symbols4. Draw and label truth tables for all primary gates 5. Convert one type of basic gate to other logic functions6. Trouble shoot simple logic gate circuits7. Sketch logic diagrams illustrating how – inputs could be used to create gates with more inputs

Suggested Specific Instructional Strategies

1. In a class lecture/ discussion, talk about the use of gates and truth tables,also presenting DeMorgan’s law on construction of all logic functions

2. Introduce to the class logic symbols for AND, OR, NOT, NAND, NOR, gates3. Incorporate that binary logic gates are the building block of all digital circuits4. Have students draw and label a functional truth table5. Produce a truth table that can be tested and proven in theory by Boolean expression6. After demonstrating the theory behind gates have student trouble shoot

some simple circuits7. Construct and test circuits on the digital trainers establishing the most significant

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Logic switches and also the least significant switch.

Module 4.0

Using Digital Logic and simple Interfacing

Performance indicators/Supporting Competencies

The student will be able to:

1. Differentiate the properties of TTL and CMOS IC families based on the manufacturers specifications

2. Calculate the maximum fan-out capabilities of TTL and CMOS devices.3. Determine the define the noise reject band of TTL and CMOS devices based on

manufacturers specifications4. List several safety precautions for handling and designing with CMOS IC5. Analyze interfacing circuits for LED’s and incandescent lamps using both

TTL and CMOS IC6. Draw and label TTL to CMOS and CMOS to TTL interfacing circuits7. Describe the operation of stepper motor driver circuits8. Trouble shoot a simple logic circuit

Suggested Specific Instructional Strategies

1. Introduce TTL and CMOS IC and show difference and similarities between theseSpecifications

2. Demonstrate the performance of the fan-our and talk about its functioning3. Draw logic diagrams for interfacing TTL to CMOS logic gates4. Assign an individual logic problem to each student that must be

Be constructed and proven

Module 5.0

Constructing Circuits using Boolean Algebra and Decoding

Performance indicators/Supporting Competencies

The student will be able to:

1. Symbolically represent conditions using standard Boolean algebraic relationships2. Simplify a given Boolean argument using algebraic identities, DeMorgan’s Theorem,

and Karnough mapping techniques3. Design, draw, build and troubleshoot combinational logic circuits to perform specified

functions4. Identify the characteristics and applications of several

Commonly used codes 5. Trouble shoot a faculty decoder/ diver and seven segment display circuits

Suggested Specific Instructional Strategies

1. In a class discussion, outline Boolean logic and its foundations to electronics2. Demonstrate DeMorgan’s theorem at work and discuss mapping3. Form a Boolean expression from a truth table4. Construct a truth table from a Boolean expression5. Demonstrate the coding of a seven segment display

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Module 6.0

Binary Arithmetic

Performance indicators/Supporting Competencies

The student will be able to:

1. Demonstrate mastery of binary addition and signed number addition2. Use their understanding of truth tables and primary gate functions to design and build half

and full adder circuits using primary gates3. Draw and label block diagrams for parallel adder and subtractor

Circuits using half adders, full adders, and gates 4. Solve problems using binary multiplication

Suggested Specific Instructional Strategies

1. In a class lecture/ discussion talk about binary addition and number addition2. Sketch logic diagrams illustrating how two-input gates could be used

to create gates with more inputs3. Demonstrate how to use half adders and full adder circuitry using logic gates4. Trouble shoot simple logic gate symbols used in notations

Module 7.0

Flip Flops, Multivibrators, and IEEE

Performance indicators/Supporting Competencies

The student will be able to:

1. Design, build and troubleshoot, monostable, bistable, and astable timers of specific pulsewidth or frequency, based on the 555IC

2. Identify flip-flop types from their schematic symbols. Determine when inputs are enabled (high v. low), edge triggered (negative edge v. positive edge) or state triggered (high v. low), and whether outputs are active high or low

3. Wire, test and troubleshoot flip-flops and predict the Q output during Synchronous and Asynchronous functioning, for all possible combinations of inputs

4. Describe the operation of Schmitt trigger devices and cite their applications

Suggested Specific Instructional Strategies

1. In class discussion explain the function of each input and output on several Types of flip-flops

2. Use truth tables to determine the mode of operation and outputs of a flip-flop3. Classify flip-flops as synchronous or asynchronous and compare the triggering

of the synchronous units4. Discuss the organization and use of a 4-bit latch and predict the operation of IC5. Compare traditional with newer IEEE flip flop symbols

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Module 8.0

Counters

Performance Indicators/Supporting Competencies

The student will be able to:

1. Understand the topography and wiring requirements of common-anode and common-cathode seven segment displays

2. Demonstrate an understanding of state-machines by designing up-down counters3. Draw and label a circuit diagram of a ripple counter using J-K Flip Flop4. Interpret the operations of a block diagramming frequency divider circuitry5. List the use of test equipment used in trouble shooting circuits

Suggested Specific Instructional Strategies

1. In class discussion analyze the circuit action of any synchronous counter2. Demonstrate programming a ripple counter using gates to decode the outputs3. Draw a circuit diagram of a ripple counter using J-K flip flop4. Trouble shoot a faulty ripple counter circuit

Module 9.0

Digital Systems

Performance Indicators/Supporting Competencies

The student will be able to:

1. Identify six elements found in most systems2. Describe the internal organization of a typical calculator3. Diagram the general organization of a computer and a microcomputer

and detail the execution of a program4. Analyze the operation of a simple microcomputer address decoding system5. List applications of microcontrollers

Suggested Specific Instructional Strategies

1. In class discussion label and explain the major components of typical systems2. Draw and label the organization on a microcomputer schematic3. Define aspects of both serial and parallel data transmission4. Answer questions about debugging and error detection techniques5. Analyze the operation of a digital clock system including display multiplexing

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Bibliography

Bechtel, Dave A. (1995). Digital electronics. New York: Prentice Hall Professional Reference.

Bignell, James. Donovan, Robert (1994). Digital electronics 3 rd Edition , New York: Delmar Publishers Inc.

Comer, David J. (1994). Digital logic and state machine design. New York: CBS College Publishing.

Dugger, William E., Gerrish, Howard H. (1994). Electronics technology devices and circuits. New York: Goodheart-Willcox Company Inc.

Evans, Alvis J. (1997). Basic digital electronics. New York: Delmar Learning.

Floyd L. Thomas.; (1997). Digital Fundamentals 6 th Edition . New Jersey: Englewood Cliffs Prentice-Hall.

Forbes, Mark, Brey, Barry B. (1995). Digital electronics. Indiana: The Bobbs-Merrill Company Inc.

Green, Derek C. (1998). Digital electronics. Ohio: Pearson Education.

Libes Sol.; (1994). Digital electronics concepts and applications, Lab Volt.Maine: Buick Engineering Co.

Paynter, Robert T. (1994). Introductory electronic devices and circuits. New Jersey: Prentice-Hall Inc.

Roth Jr., Charles H. (1995). Fundamentals of logic design. Minnesota: West Publishing Company.

Strieb, William J.; (1997). Digital Circuits. Tinley Park, IL: Goodheart-Willcox Company, Inc,

Tocci, Ronald J.; (1997). Digital systems principles and applications 6 th Edition. New Jersey: Prentice Hall Inc.

Tokheim, Roger L. (1999). Digital electronics principles and applications. Ohio: Glencoe/McGraw-Hill.

Witte, Robert A. (2002). Electronic test instruments: analog and digital measurements. New York: Pearson Education.

.

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DVD, VHS, and Other Instructional Technology Resources

Understanding Digital Electronics: Video 1 (AND Gates) –VHS Tape $145.00 (13 min) Understanding Digital Electronics: Video 2 (OR Gates/NOT Gates) – VHS Tape $145.00 (11 min) Understanding Digital Electronics: Video 3 ( NAND Gates/ NOR) – VHS Tape $145.00 (13 min) Understanding Digital Electronics: Video 4 (XOR / XNOR Gates) – VHS Tape $145.00 (16 min)The Journey Inside by Intel Corporation: - Free VHS (40 min)A Teacher Introduction to the Journey Inside the Computer by Intel: -Free VHS (57 min)The Challenge of the Unknown: Mathematics equations – VHS $85 (21 min)Empire of the Air by Ken Burns: PBS Video – DVD $35 (120 min)Understanding the Digital Economy where and why you will use electronic commerce – VHS (45 min)Firepower 2000, Vol. 2: Digital Dogfight – Distant battles in electronic skies - VHS $50 (45 min)Basic optical engineering for electrical engineering - VHS $555.00 (56 minutes) Micro-E at R.I.T: Mind power for tomorrow’s technology – Free VHS (15 min)

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Appendices

General Web Resources

Academy of Applied Science (AAS)American Association for the Advancement of ScienceAmerican Chemical Society (ACS)American Society of Mechanical Engineers (ASME)   ASEE EngineeringK12 CenterAssociation for Career and Technical Education (ACTE)Council on Technology Teacher Education (CTTE)Dr. Waite's SUNY Oswego Academic Web SiteEinstein ProjectElectronic Industries FoundationEpsilon Pi Tau Honorary Fraternity in TechnologyFlorida Technology Education AssociationFor Inspiration and Recognition of Science and Technology (FIRST)Four County Technology Association (Rochester Area)Future Scientists and Engineers of America (FSEA)History of Education - Selected Moments of 20th CenturyHistory of Science SocietyInner AutoInnovation Curriculum Online NetworkInstitute for Electrical and Electronic Engineers (IEEE)International Society for Technology in EducationInternational Technology Education AssociationJETSJournal of Technology EducationJournal of Technology EducationKISS Institute for Practical Robotics (KIPR)Microsoft Educator ResourcesMohawk Valley Technology Education AssociationMontgomery Public SchoolsNASA - Education ProgramNassau Technology Educators AssociationNational Academy of EngineeringNational Academy of Engineering: TECHNICALLY SPEAKINGNational Aeronautics and Space Administration (NASA)National Renewable Energy Laboratory (NREL)National Research CouncilNational Science FoundationNational Society of Professional EngineersNew York State Technology Education AssociationNiagara County & Western New York TEAOhio State UniversityOswego Technology Education AssociationProject Lead The WaySills USA Society for Philosophy and TechnologySociety for the History of Technology

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Suffolk Technology Education AssociationSUNY Oswego Dept of TechnologyTeacher Certification Office NYSTECH CORPSTech LearningTechne JournalTechnology for All Americans Project (standards)Technology Student AssociationTechnology Student Association (TSA)The Learning Institute of Technology Education (LITE)TIES MagazineU.S. Department of Education

Specific Content Web Resources

http://www.fh-aalen.de/dti/DTI_LAB_eng.htmhttp://www.ttiedu.com/105cat.htmlhttp://www.aade.com/links.htmhttp://www.howstuffworks.comhttp://www.pltw.org.aindex.asphttp://www.elconsystems.com/http://www.intel.com/http://www.satcomweb.com/http://www.amd.com/http://www.quicklogic.com/http://www.play-hookey.com/digital/http://thalia.spec.gmu.edu/~pparis/classes/notes_101/node97.htmlhttp://scitec.uwichill.edu.bb/cmp/online/P10F/p10f.htmhttp://hyperphysics.phy-astr.gsu.edu/hbase/electronic/digcktcon.htmlhttp://www.eleinmec.com/category.asp?3http://www.ece.rochester.edu/~sde/http://www.electronicsusa.com/http://www.ee.ic.ac.uk/hp/staff/dmb/courses/dig2/dig2.htmhttp://www.ieee.org/portal/index.jsphttp://www.fbe.fh-darmstadt.de/fbee/english/studium/identical_main_studies/digital_electr__microproc.htmhttp://www.epanorama.net/links/digital.htmlhttp://www.electronics-lab.com/projects/games/001/http://science-ebooks.com/electronics/basic_electronics.htmhttp://www.grc.nasa.gov/WWW/K-12/Sample_Projects/Ohms_Law/ohmslaw.htmlhttp://www.williamson-labs.com/resistors.htmhttp://ourworld.cs.com/gknott5413/http://www.tml.hut.fi/Opinnot/Tik-110.250/1999/Kalvot/vemppa195/http://www.projects.cappels.org/http://www.electronic-projects.net/http://www.hw-server.com/docs/http://www.glencoe.com/ps/ee/bsee/careers.php?book=digitalhttp://www.centsiblelighting.com/led-lights.htmhttp://electronickit.HobbyTron.net/electronickits.html?ovchn=GGL&ovcpn=electronic&ovcrn=electronics+education&ovtac=PPCwww.clarkson.edu/camp/conference/index.htmwww.cranfield.ac.uk/sims/materials/processing/

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www.pegasus.cc.ucf.edu/~ampac/home.htmlwww.irc.bham.ac.uk/www.technet.pnl.gov/dme/materials/index.stmwww.engineeringtalk.com/indexes/categorybrowsemt.html

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Appendix A - Correlation Matrix with NYS Learning Standards for Math, Science, and Technology (Complete text of standards available on line at : www.emsc.nysed.gov Go to MST icon)

Content Standards Performance Standards

Modules Within This Course

Standard 1“Analysis, Inquiry, and Design”

Mathematical analysis

Modules 1, 2, 3, 5, 6, 7, 8

Scientific inquiry Modules 1, 3, 4, 7, 8Engineering design Modules 1, 2, 3, 4, 5, 6, 7, 8, 9

Standard 2“Information Systems”

Retrieve Modules 1, 2, 3, 5, 6Process Modules 1, 2, 3, 4, 5, 6, 7, 8Communicate Modules 2, 3, 4, 5, 7, 8Impacts Modules 1, 2, 3, 4, 5, 6, 7, 8, 9Limitations Modules 1, 2, 3, 4, 5, Ethics Modules 1, 2, 3, 4, 5, 6

Standard 3“Mathematics”

Mathematical reasoning

Modules 1, 2, 3, 5, 6, 8

Number and numeration

Modules 2, 5, 6

Operations Modules 1, 2, 3, 5, 6Modeling Modules 1, 3, 5, 7, 8Measurement Modules 1, 2, 3, 5, 6, 7, 8Uncertainty Modules 1, 2, 3, 4, 5, 6Patterns Modules 1, 2, 3, 4, 5, 6

Standard 4“Science”

Physical setting Modules 1, 4, 9Living environment Modules 1, 4, 9

Standard 5“Technology”

Engineering design Modules 1, 2, 3, 4, 5, 6, 7, 8, 9Tools, resources, and technological processes

Modules 1, 2, 3, 4, 5, 6, 7, 8, 9

Computer technology

Modules 1, 3, 5, 7, 8

Technological systems

Modules 1, 2, 3, 5, 7, 8, 9

History of technology

Modules 1, 7, 8, 9

Impacts Modules 1, 7, 8, 9Management Modules 1, 2, 3, 5

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Standard 6“Interconnectiveness: Common Themes”

Systems thinking Modules 1, 2, 3, 4, 5, 6Models Modules 1, 2, 3, 4, 5, 6Magnitude and scale

Modules 1, 2, 3, 4, 5, 6, 7, 8

Equilibrium and stability

Modules 1, 2, 3, 4, 5, 6

Patterns of change Modules 1, 2, 3, 4, 5, 6, 7, 8, 9Optimization Modules 1, 2, 3, 4, 5, 6

Standard 7 - “Interdisciplinary Problem Solving”

Connections Modules 1, 2, 3, 4, 5, 6, 7, 8, 9Work habits Modules 1, 2, 3, 4, 5, 6, 7, 8Skills and strategies

Modules 1, 2, 3, 4, 5, 6, 7, 8

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Appendix B - Students with Disabilities

The Board of Regents, through part 100 Regulations of the Commissioner, the Action Plan, and The Compact for Learning, has made a strong commitment to integrating the education of students with disabilities into the total school program. According to Section 100.2(s) of the Regulations of the “Commissioner of Education, “Each student with a handicapping condition as such term is defined in Section 200.1(ii) of this Chapter, shall have access to the full range of programs and services set forth in this Part to the extent that such programs and services are appropriate to such student’s special educational needs”. Districts must have policies and procedures in place to make sure that students with disabilities have equal opportunities to access diploma credits, courses, and requirements.

The majority of students with disabilities have the intellectual potential to master the curricula content requirements of a high school diploma. Most students who require special education attend regular education classes in conjunction with specialized instruction and/or related services. The students must attain the same academic standards as their non-disabled peers to meet graduation requirements, and, therefore, must receive instruction in the same content area, at all grade levels. This will ensure that they have the same informational base necessary to pass statewide testing programs and meet diploma requirements.

Teachers certified in the subject area should become aware of the needs of students with disabilities who are participating in their classes. Instructional techniques and materials must be modified to the extent appropriate to provide students with disabilities the opportunity to meet diploma requirements. Information or assistance is available through special education teachers, administrators, the Committee on Special Education (CSE) or student’s Individualized Education Program (IEP).

Strategies for Modifying Instructional Techniques and Materials.

1. Students with disabilities may use alternative testing techniques. The needed testing modification must be identified in the student’s Individualized Education Program (IEP). Both special and regular education teachers need to work in close cooperation so that the testing modifications can be used consistently throughout the student’s program.

2. Identify, define, and pre-teach key vocabulary. Many terms in this syllabus are specific, and some students with disabilities will need continuous reinforcement to learn them. It would be helpful to provide a list of these key words in the special education teacher in order to provide additional reinforcement in the special education setting.

3. Assign a partner for the duration of a unit to a student as an additional resource to facilitate clarification of daily assignments, timelines for assignments, and access to daily notes.

4. When assigning long-term projects or reports, provide a timeline with benchmarks as indicators for completion of major sections. Students who have difficulty with organizational skills and time sequence ma need to see completion of sections to maintain the organization of a lengthy project or report.

Infusing Awareness of Persons with Disabilities Through Curriculum.

In keeping with the concept of integration, the following subgoal of the Action Plan was established.

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In all subject areas, revisions in the syllabi will include materials and activities related to generic subgoals, such as problem solving, reasoning skills, speaking, capacity to search for information, the use of libraries, and increasing student awareness of and information about the disabled.

The purpose of this subgoal is to ensure that appropriate activities and materials are available to increase student awareness of disabilities.

The curriculum, by design, includes information, activities, and materials regarding persons with disabilities. Teachers are encouraged to include other examples as may be appropriate to their classroom or the situation at hand.

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Appendix C - Student Leadership Skills

Development of leadership skills is an integral part of occupational education in New York state. The New York State Education Department states that “each education agency should provide to every student the opportunity to participate in student leadership development activities. All occupational education students should be provided the opportunity to participate in the educational activities of the student organization(s) which most directly relate(s) to their chosen educational program”.

Leadership skills should be incorporated in the New York state occupational education curricula to assist students to become better citizens with positive qualities and attitudes. Each individual should develop skills in communications, decision making/problem solving, human relations, management, and motivational techniques.

Leadership skill may be incorporated into the curricula as competencies (performance indicators) to be developed by every student or included within the suggested instructional strategies. Teachers providing instruction through occupational educational curricula should familiarize themselves with the competencies. Assistance may be requested from the State adviser of the occupational student organization related to the program area.

Students who elect to become active members in student leadership organizations chartered by NYSED have the advantage of the practical forum to practice leadership skills in an action-oriented format. They have the potential for recognition at the local, state, and national level.

More information in Technology Education can be found at the Technology Education Student Association web site at:

http://www.tsawww.org

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Appendix F – Other

In my research I found that the foundations of electronics has not changed much over the years but what has changed is how it’s presented and how it’s applied. The material is rather rigorous and sometime dry in some areas. It is the creativity of its teachers that make this course either a great success or failure. The basics of digital electronics are as concrete as I have found in any other curriculum. It takes dedicated, driven students to push this course to its potential and a motivated instructor to make each year another chapter in new learning experiences. I think this course attracts young talent that have an idea that they might want to pursue the engineering field and then there are some students that just like to take things apart. Either way I think this course is a great concept course that can lead into many other core courses and gives students a better understanding of the digital world we live in today. I think the experiences they take away from this course are second to none and I would highly recommend students take this course.