Unit 1: INTRODUCTION TO THE ELECTRONICS INDUSTRY · Web viewUnit 1: INTRODUCTION TO THE...

Unit 1: INTRODUCTION TO THE ELECTRONICS INDUSTRYTime: 13 hours

DescriptionIn 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.

ExpectationsThe following expectations are covered in this unit’s activities :Strand Overall SpecificTheory and Foundation

TVF.01.1WTVF.02.1W TVF.03.1W TVF.04.1W

TF1.01.1W TF2.02.1WTF2.03.1WTF2.04.1WTF2.05.1WTF2.06.1W

TF2.07.1WTF2.08.1WTF2.10.1WTF2.12.1W TF3.01.1WTF3.02.1W

Skills and Processes

SPV.01.1W SPV.02.1WSPV.03.1W

SP1.01.1W SP1.02.1WSP1.03.1WSP1.04.1WSP1.05.1WSP1.06.1W SP2.01.1WSP2.02.1W SP2.04.1W

SP2.05.1W SP2.06.1W SP3.01.1WSP3.02.1W SP3.03.1WSP3.04.1WSP4.02.1W SP4.03.1W

Impact and ConsequencesICV.02.1W ICV.03.1WICV.04.1W

IC2.01.1W IC2.02.1W IC2.03.1W IC2.04.1W

IC3.01.1W IC3.02.1WIC3.03.1WIC3.04.1W

Activities

Activity Activity Title Time (minutes)

1 The Electronic Detective 2402 The Electronic Test Bench 3003 The Electronic Career Frontier 240

Unit 1 Overview - 1 - TGJ3E (Microelectronics)

HRDC NOC Specialized SkillsMost careers identified by HRDC as related to electronics can benefit from the skills and knowledge addressed in this unit, the following career categories are directly related to the activities in this unit:

2133 Electrical and Electronics Engineers2147 Computer Engineers2162 Computer Systems Analysts2241 Electrical and Electronics Engineering Technologists and Technicians 2242 Electronic Service Technicians (Household and Business Equipment) 2243 Industrial Instrument Technicians and Mechanics 2244 Aircraft Instrument, Electrical and Avionics Mechanics, Technicians and Inspectors 6221 Technical Sales Specialists, Wholesale Trade 7245 Telecommunications Line and Cable Workers 7246 Telecommunications Installation and Repair Workers 7247 Cable Television Service and Maintenance Technicians 7332 Electric Appliance Servicers and Repairers 9483 Electronics Assemblers, Fabricators, Inspectors and Testers 9484 Assemblers and Inspectors, Electrical Appliance, Apparatus and Equipment

Manufacturing

Prior KnowledgeBefore working in a shop environment, students must be briefed on and follow any safety-related aspects of equipment being used, (e.g. safe operation, guard placement and the use of safety glasses), and follow general shop rules and safety requirements. Teachers must verify student’s knowledge of safety through either a signed “safety passport’ (Appendix B), and/or a check on safety knowledge.

Before contacting and working with businesses or community groups, students must follow personal conduct and professional standards as established by the teacher. Before visiting a local business, students must also demonstrate its specific safety rules.

Students should have a basic understanding of mathematical concepts such as algebraic equation manipulations, unit conversions, metric and Imperial units and exponents.

Students should have a basic knowledge of Internet research and keyboarding techniques and procedures (preferred), in conjunction with acceptable use policies as established by the school board.

Unit Planning NotesThe first two activities described in this unit are designed as introductory activities to be conducted at the beginning of the course. The third activity, a career investigation, can be conducted at any time during the course at the discretion of the teacher.

Aspects of these activities are integrated with curriculum from other courses. English course work assists with report writing, research and technical report writing skills. Physics and Mathematics are very useful for understanding the theoretical aspects of electronics. Computer courses, in particular Computer Engineering, will help in knowledge of computer-based electronic applications and control systems. Design Technology would be useful for enhancing understanding of consumer electronic product design and the product development process.


In this unit, students are expected to set up and maintain a technician’s test bench for efficient project work throughout the course. Standard equipment required for the course includes test instrumentation such as multimeters (hand or bench type), oscilloscopes, power supplies, breadboards, assorted tools such as wire strippers, soldering stations, and assorted safety equipment such as safety glasses.

Each activity will provide the opportunity for students to focus on specific career options and provide insights into the skills required for a variety of related professions. A number of teaching/learning strategies employed in the classroom will allow for career orientation; i.e., job shadowing, computer career and education research, field trips and guest speakers.

Teaching/Learning StrategiesActivity 1 requires students to investigate the role electronics plays in everyday life, and to learn what components are inside typical electronic devices. Activity 2 challenges students to set up a technician’s test bench and to learn how technicians operate within a typical repair or test facility. Activity 3 requires that students investigate typical careers in communication electronics and report on career related information.

This unit has a hands-on project orientation and incorporates a variety of teaching and learning strategies, including; teacher-directed activities, individual learning activities, group work and co-operative learning strategies. Students should be able to work independently and in groups to perform the following tasks;

problem solving and troubleshooting brainstorming safely use hand and power tools following typical design processes collecting information write technical research reports manage time and resources

Safe use of hand and power tools is addressed primarily through teacher demonstrations but may be reinforced with safety posters displayed in the room or safety notices placed near equipment. Evaluation on the safe operation of specific equipment may take written form or may take place in the technical facility through teacher evaluation of safe equipment operation. (See Appendix B)

Teachers can accommodate the variable learning rates of students by allowing increased time for activities, enhancing or compacting course content, assisting during evaluation processes, and/or facilitating peer-tutor assistance where possible.


Assessment/EvaluationAssessment is an on-going daily process that may include review of a daily/weekly log, (See Appendix D, Sample Daily Log), observations of efforts in problem solving and critical thinking, participation in discussions, and self and/or peer critiques. Students are evaluated on project deliverables such as reports, products and presentations based on assessment charts presented in each activity.

Teachers must ensure that all students have an opportunity to demonstrate their mastery of the course expectations, individually even if working in a group. This can be accomplished through one-on-one daily conferencing, daily journal log entries, individual deliverables such as reports or presentations or individually signed elements of reports or forms.

ResourcesHuman Resources Development Canada: National Occupational Classification Database-

http://www.hrdc-drhc.gc.ca/nocOntario Prospects-

http://www.edu.gov.on.ca/eng/general/elemsec/job/prospect/eng/index.htmlHow Things Work- http://www.howthingswork.com/Telephone DirectoriesIndustrial Directories


The Electronic Detective Unit 1 Activity 1

240 minutesDescriptionStudents will examine how electronics is used in everyday life, and take a close look at the nature of electronic components and circuitry. By investigating consumer electronic devices, particularly computers, students will gain an understanding of the trends in electronic device design, how electronic circuits work, and appreciate how electronics is used in everyday life. Students will be made aware of safe operating practices while taking apart electronic equipment and examining its underlying structure.

Strands and ExpectationsStrand Overall SpecificTheory and Foundation Components, Processes and Systems

TVF.02.1W

TF2.02.1WTF2.03.1WTF2.04.1WTF2.05.1WTF2.06.1W

TF2.07.1WTF2.08.1WTF2.10.1WTF2.12.1W

Skills and ProcessesInterdisciplinary Applications

SP4.02.1WSP4.03.1W

Impact and Consequences ICV.02.1W IC2.01.1W IC2.02.1WSee Appendix E for full description of TGJ3E expectations

HRDC NOC Specialized Skills2133 Electrical and Electronics Engineers

2133.1.1 2133.1.3 2133.1.4 2133.1.62241 Electrical and Electronics Engineering Technologists & Technicians

2241.1.1 2241.1.5 2241.2.1 2241.2.22241.2.4 2241.2.6

9483 Electronics Assemblers, Fabricators, Inspectors And Testers 9483.1.3 9483.3.1 9483.4.1

2242 Electronic Service Technicians (Household And Business Equipment) 2242.1.2

2243 Industrial Instrument Technicians And Mechanics 2243.1.3

9484 Assemblers And Inspectors, Electrical Appliance, Apparatus & Equipment Manufacturing 9484.1.2 9484.1.3 9484.1.4 9484.2.1

7332 Electric Appliance Servicers and Repairers 7332.1.1 7332.1.3 7332.2.1 7332.2.5

7246 Telecommunications Installation and Repair Workers 7246.1.1 7246.1.3 7246.2.27246.4.1 7246.4.2

7247 Cable Television Service And Maintenance Technicians 7247.2.3

2244 Aircraft Instrument, Electrical and Avionics Mechanics, Technicians And Inspectors 2244.1.2

See Appendix F for full description of NOC Specialized SkillsHRDC NOC Essential Skills

finding information use of documents writing reading oral communications

Unit 1: Activity 1 - 5 - TGJ3E (Microelectronics)

See Appendix A for Essential Skill rubrics

Prior Knowledge Simple algebraic equation manipulation Simple graphic and report production techniques

Planning NotesMaterials such as those found in the list below should be accessible:

computers and other devices such as phones or other communication equipment (ideally, older or unused equipment)

tools such as screwdrivers, pliers, etc…

safety glasses

Other resources necessary for this activity include: a teacher-developed handout detailing assignment requirements, (see Appendix 1.1.1); an assortment of materials for presentation posters

Teaching/Learning Strategies Examining consumer electronic devices exerciseStudents are asked to identify the products of everyday life that are electronic in nature. Students are asked to list these devices as they go about their day and night (until the following day). Teachers review the format of the list report required, (see Appendix 1.1.1). Students hand in this list for assessment and/or evaluation. Teachers review the lists in class the next day, noting the number of electronic devices, their uses, devices used daily, and the number of devices with built in intelligence (i.e. microprocessor devices). Current trends in developing smarter devices should be discussed. Teachers note examples of intelligent devices in automobiles, home systems such as heating and ventilation systems, and microcomputer based communication equipment.

Examining electronic circuits exerciseStudents will be asked to take apart selected computers and electronic devices to examine circuit boards and components. Before students take apart any equipment, teachers describe the safety aspects of the task, (never open covers before removing power, proper way to use tools, eye protection, need for clean working environment, etc.). Teachers either select individual students or teams to remove covers of the selected devices. Please note that proper safety procedures for desoldering must be covered if individual components are to be removed from boards.

Teachers conduct a “show and tell” session, illustrating common electronic components, (resistors, capacitors, ICs, transistors, conduction paths, etc.). Teachers describe the inner workings of the computer, identifying major components and their associated functions. The process of signal transmission from input device through process to output device is described.


The role of the microprocessor and the current and historical developments of progress in microelectronic design are discussed, as are the difference of analog and digital electronics and the process of digitization of signals.

The basics of electronic circuits, and the relation of resistance, voltage and current is discussed and illustrated. Teachers may elect to describe the water analogy in illustrating circuit basics. A few selected students are asked to point out and describe basic circuit components and pathways using the circuit boards before them. Teachers illustrate basic measuring techniques (voltage, resistance, current) using multimeters.

Researching basic components exerciseStudents select (alternatively, teachers allocate), a basic component of electronic circuits that they will research and present to the class. Teachers ask students to prepare an informational poster and class presentation to demonstrate their knowledge of electronic components, circuits and associated measuring techniques. The information poster is to be used as a future teaching aid.

Students are given time to prepare their posters, (using a combination of hand drawn graphics, computer labeling, and physical circuit components or boards, for example.) Teachers assist the students in their productions as required.

Students conduct a brief presentation to demonstrate their knowledge and understanding of electronic components and related functions for assessment and evaluation.

Assessment / Evaluation Students will be assessed and evaluated on several aspects of this project:

demonstration of knowledge (verbally, oral presentation, written content), (initiative, depth of content, presentation, originality)

informational poster on circuit basics (initiative, depth of content, presentation, originality)

verbal presentation: (depth of understanding of subject, quality and effort of presentation)


Sample Assessment RubricCriteria

Students will: Level 1 Level 2 Level 3 Level 4

KnowledgeTVF.02.1WTF2.02.1WTF2.03.1W TF2.04.1W TF2.05.1W TF2.06.1WTF2.07.1W TF2.08.1WTF2.10.1WTF2.12.1W

Student displays limited initiative in researching and demonstrating knowledge of identified concepts

Student demonstrates adequate initiative in researching and demonstrating knowledge of identified concepts

Student demonstrates considerable initiative in researching and demonstrating knowledge of identified concepts

Student exhibits exceptional initiative and depth in researching and demonstrating knowledge of identified concepts

Demonstrates limited effort in understanding key concepts

Demonstrates adequate effort in understanding key concepts

Demonstrates considerable effort in understanding key concepts

Demonstrates exceptional effort in understanding key concepts

CommunicationSP4.02.1WSP4.03.1W

Student's presentation and poster demonstrates limited clarity, knowledge of facts or accurate conclusions.

Student presentation and poster demonstrates some accurate facts and communicates with some sense of audience and purpose.

Student presentation and poster clearly communicates the ideas and issues and demonstrates insightful conclusions.

Student communicates meaningful information with an exceptional degree of clarity and with a strong sense of audience and purpose.

ApplicationICV.02.1WIC2.01.1WIC2.02.1W

Student requires constant supervision and reminders to work safely and cleanly

Student works safely and cleanly with some required supervision at all times

Student works safely and cleanly with minimal supervision at all times

Student assists and supervises others to work safely and cleanly

Accommodations Strategies to accommodate the variety of learning styles in the classroom may include:

Additional handouts to illustrate discussion material; Additional time allowance for completion of poster materials; Flexibility in acceptable formats for presentations; Additional research assignments; Concentrated assistance with concept identification; Additional one-on-one time by teacher or peer tutors; Alternative activities to meet student needs; Providing enrichment opportunities such as requirements for more in-depth research

If required, consultations should be held with students, parents, resource, guidance and special education departments when required to assist in creating an educational plan (IEP) for individual students.


Resources

Books, TextsPetruzella, 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)

Websites

Electronics for Beginners- ourworld.compuserve.com/homepages/g_knott/Alex’s Electronic Test Bench (glossary and resource catalog)- www.iserv.net/~alexx/index.htmePanorama, portal for everything electronics-- www.us-epanorama.net/Williamson Labs information on electronics- www.williamson-labs.com/home.htmPopular Science, latest innovations in transportation and consumer products-

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

www.popularmechanics.com


Appendix 1.1.1: THE ELECTRONIC DETECTIVEName: Course: Date:

ASSIGNMENTElectronic devices are all around us and are increasingly important in our daily lives. To recognize this, you are asked to list all devices you encounter in a 24 hour period that contains any measure of electronic circuitry. Keep your eyes open at school, at home and at play for any devices you can think of that use electronics to function, and fill in the list below. Please note: there may be seasonal items that you are not using at the moment, or devices you may not use at all, list these to the best of your ability. Prizes for the biggest list!

DeviceFunction

(i.e. communication, sport, leisure, health, school, etc.)

Do you use personally?

(Y/N?)

Daily, weekly, monthly,

seasonally, yearly

(D/W/M/S/Y)

Microprocessor(Y/N?)

Total devices: Total devices used personally: Total devices used daily: Total analog devices: Total digital devices: Total microprocessor devices:

Appendix1.1.1 - 10 - TGJ3E (Microelectronics)

The Electronic Test Bench Unit 1 Activity 2

300 minutes

DescriptionStudents will set up their own electronic test bench for testing and building projects. They will demonstrate understanding of the role of technicians and technologists in the repair, maintenance and construction of electronic equipment. Students will also appreciate the need for organized workspaces, safe operating practices as well as the operation of basic test equipment. Students will also develop a computerized inventory spreadsheet for maintaining facility control.

Strands and Expectations:Strand Overall Specific

Theory and Foundation TVF.02.1W TVF.04.1W

TF2.06.1WTF2.07.1WTF2.08.1WTF2.10.1WTF2.12.1W

TF3.01.1WTF3.02.1W

Skills and Processes SPV.02.1WSPV.03.1W

SP1.01.1W SP2.04.1WSP2.05.1W

SP2.06.1W SP3.02.1W

Impact and Consequences ICV.02.1W IC2.01.1WIC2.02.1W

IC2.03.1WIC2.04.1W

See Appendix E for the TGJ3E coded expectations and descriptions

HRDC NOC Specialized Skills2133 Electrical and Electronics Engineers

2133.1.1 2133.1.22241 Electrical and Electronics Engineering Technologists and Technicians

2241.1.1 2241.1.5 2241.1.6 2241.2.12241.2.5 2241.2.6 2241.2.7

9483 Electronics Assemblers, Fabricators, Inspectors and Testers9483.4.1

2242 Electronic Service Technicians (Household and Business Equipment) 2242.1.2

2243 Industrial Instrument Technicians and Mechanics 2243.1.2 2243.1.4

9484 Assemblers and Inspectors, Electrical Appliance, Apparatus and Equipment Manufacturing 9484.1.1

7332 Electric Appliance Servicers and Repairers 7332.1.3 7332.2.3

7246 Telecommunications Installation and Repair Workers 7246.1.2 7246.4.3

2244 Aircraft Instrument, Electrical and Avionics Mechanics, Technicians and Inspectors 2244.1.1 2244.1.2 2244.2.1

See Appendix F for full description of NOC Specialized Skills


HRDC NOC Essential Skills computer use finding information numeracy writing job-task planning working with others


Prior Knowledge Understanding of general lab rules and safety (reinforcement and attention to specific

equipment and situations is still required)

Planning NotesStudents learn the terminology and function of electronic test equipment and circuit components as well as procedures in basic electrical measurements in this exercise. Teachers may elect:

to provide data sheets or to require students to develop their own; to discuss specifications for test instrumentation through the use of associated manuals, if

available; to provide an outline drawing of the facility for students use or to require students to develop

their own as part of the test bench setup section of this activity.

Teachers should arrange teams or groups depending on available equipment. Teachers should prearrange for assorted components, (resistors, capacitors, working or non-working circuits), to be ready for testing. The idea is to provide working spaces that represent a typical technician’s test bench. Standard equipment for each station should contain:

Multimeter (preferably bench models) Power supply (preferably regulated bench type) Oscilloscope Frequency Generator (optional) Capacitance and/or LC meter (optional) IC tester (optional) Logic Probe Soldering station Breadboard(s) PCB (printed circuit board) tools and supplies (optional) Assorted jumper wires, parts, (may be kept in other locations) Tools (wire stripper, screwdrivers, etc., may be kept in other locations)

Other resources necessary for this activity include: a teacher-developed handout detailing assignment requirements and definition/symbol list

(optional); safety goggles, anti-static mats as required WHIMIS MDS sheets applicable to the lab Safety hazard identification materials computer with spreadsheet capabilities


Teaching/Learning Strategies Test Bench SetupStudents are told that they are now professional technicians in charge of a communications electronics firm. They are asked to develop a laboratory for use in research and development. This will include setting up workstations, establishing safety procedures, and developing and maintaining an inventory of all tools.

The teacher initiates a discussion on unsafe hazards in electricity and electronics, and illicit suggestions for preventative measures from students (i.e., how to deal with unsafe wiring or extension cords). The teacher discusses WHIMIS, and describes how to identify and deal with hazardous materials. (Teachers may elect to give the students a check on their safety knowledge at this point). Students develop a simple one- or two-page safety report outlining:

Location of safety equipment in the facility, (fire extinguishers and types, power-off panic buttons, eyewash stations, first aid kits, safety eyewear cupboards, WHMIS binders/MDS sheets, fire exits, etc.). Note: this should take the form of a computer drawing showing all required items.

Safety item checklist/report including hazards identified, (such as proper and safe extension and equipment wiring, availability of safety eyewear, test results of panic buttons, eyewash stations, record of items in first aid kits, identified materials under WHMIS

Students observe and follow teachers as they demonstrate a proper setup of a test bench. Students take notes on the identification and terminology of equipment. Teams are developed, (ideally partnership of two), and selected teams set up their work stations as prescribed. (Note that some students can be selected to setup specific systems such as PCB (printed circuit board) manufacturing stations, computerized circuit simulation stations, inventory room, etc., depending on facility). Discussions as to the safe operation of each of the items are conducted as required.

Students take an inventory of their equipment. Teachers may elect to have the students enter costs if known and desired. This inventory is entered into a spreadsheet, with the following headers:

Item Make Model Serial Number Inventory Number (if applicable) Notes (i.e. function of equipment, condition, etc.)

The spreadsheet is to be maintained till the end of the course. Students hand in their spreadsheets for evaluation.

Test Measurement ExerciseResistance, voltage and current and their associated units are reviewed. Teachers describe the common carbon resistor and discuss the colour identification code. Measuring resistance with an ohmmeter is demonstrated. Students are given 5 resistors each to determine their value through the colour code and their actual measurements through the use of the ohmmeter. Students record their measurements in their notebooks.

Students are given a simple series circuit to build that includes power supply and assorted loads for measuring of voltage and current. Teachers demonstrate the measurement of voltage and current, and ask students to do the same with their circuits as well. Students record their measurements in their notebooks. A discussion and illustrations of Ohm’s Law for finding unmeasured parameters is conducted.

Students hand in their testing report for evaluation.


Assessment/EvaluationStudents will be assessed and evaluated on several aspects of this project; quality of equipment inventory spreadsheet (initiative, depth of content, presentation, originality) Measurement Report on basic circuit (initiative, depth of content, presentation, originality)

Sample Assessment Rubric for Test Bench Setup, Inventory and Safety ReportCriteria


KnowledgeTF2.06.1WTF2.12.1WTF3.01.1WTF3.02.1WSP2.06.1W

Student displays limited initiative in demonstrating knowledge of identified equipment concepts, terminology and symbols; may be missing important elements

Student demonstrates some adequate initiative in demonstrating knowledge of identified equipment concepts, terminology and symbols; may be missing minor elements

Student demonstrates considerable initiative in demonstrating knowledge of identified concepts, terminology and symbols; no missing required elements

Student exhibits exceptional initiative and depth in demonstrating knowledge of identified concepts, terminology and symbols; shows evidence of further research

May be missing important elements of spreadsheet and safety report as prescribed

May be missing minor details of elements of spreadsheet and safety report as prescribed

All elements of spreadsheet and safety report are included as prescribed

Demonstrates additional elements of spreadsheet and safety report beyond those prescribed

InquirySPV.02.1WSP2.04.1WSP2.05.1W

Demonstrates proper and safe setup of equipment with some important exceptions

Demonstrates proper and safe setup of equipment with minor exceptions

Demonstrates proper and safe setup of equipment as required

Establishes exceptional clean and safe setup of equipment beyond normal requirements

Demonstrates some knowledge of safe handling of troubleshooting procedures but requires constant remedial help in following instructions

Demonstrates safe handling of troubleshooting procedures, but requires remedial help in following instructions

Demonstrates thorough and safe handling of troubleshooting procedures

Demonstrates ability to assist others in following safe and thorough testing and troubleshooting procedures

CommunicationsSPV.03.1W

Spreadsheet and report demonstrates limited clarity of information, knowledge of spreadsheet and/or word processing basics

Spreadsheet and report demonstrates adequate clarity of information (may have some content and/or formatting errors requiring remediation); adequate or basic knowledge of spreadsheet and/or word processing basics are demonstrated

Spreadsheet and report clearly communicates all required concepts and ideas, demonstrates knowledgeable spreadsheet and/or word processing functions

Spreadsheet and report creatively communicates meaningful information with an exceptional degree of clarity beyond required elements

ApplicationTVF.04.1WSP1.01.1WIC2.01.1WIC2.02.1WIC2.03.1WIC2.04.1W

Demonstrates some knowledge of safety standards but requires remediation in important details

Demonstrates adequate knowledge of industry safety standards but may require some remediation in minor details

Demonstrates working knowledge of industry safety standards in report

Demonstrates additional research into knowledge of industry safety standards

Student requires constant supervision and reminders to work safely & cleanly

Student works safely and cleanly with some required supervision

Student works safely and cleanly with minimal supervision at all times

Student assists and supervises others to work safely and cleanly

Can explain only some details regarding how to handle hazardous materials in accordance with WHMIS guidelines

Can explain most details on how to handle hazardous materials in accordance with WHMIS guidelines

Can explain how to handle hazardous materials in accordance with WHMIS guidelines

Can demonstrate how to handle hazardous materials in accordance with WHMIS guidelines


Sample Assessment Rubric for Measurement ExerciseCriteria


KnowledgeTVF.02.1WTF2.07.1WTF2.08.1WTF2.12.1WTF3.01.1WTF3.02.1W

Demonstrates understanding of only some key terms, component functions; displays some major errors in measurement techniques or calculations

Student displays limited initiative in proper use of terminology and symbols, demonstrating knowledge of identified concepts and techniques

Demonstrates understanding of most key terms, component functions; displays minimal errors in measurement techniques and/or calculations

Student demonstrates some adequate initiative in proper use of terminology and symbols, demonstrating knowledge of identified concepts and techniques

Demonstrates understanding of all key terms, component functions and unit values; displays correct measurement techniques and calculations

Student demonstrates considerable initiative in proper use of terminology and symbols, demonstrating knowledge of identified concepts and techniques

Demonstrates thorough and comprehensive understanding of all terminology; component functions and unit values; advanced knowledge of measurement techniques and precision calculations

Student exhibits exceptional initiative in use of terminology and symbols and demonstrating knowledge of identified concepts and techniques

InquirySPV.02.1WSP2.05.1W SP3.02.1W

Demonstrates proper and safe use of testing equipment with some important exceptions

Demonstrates some knowledge of safe handling of testing, troubleshooting and recording procedures but requires constant remedial help in following instructions

Demonstrates proper and safe use of testing equipment with minor exceptions

Demonstrates safe handling of testing, troubleshooting and recording procedures, but requires remedial help in following instructions

Demonstrates proper and safe use of testing equipment as required

Demonstrates thorough and safe handling of testing, troubleshooting and recording procedures

Establishes exceptional clean and safe use of testing equipment beyond normal requirements

Demonstrates ability to assist others in following safe and thorough testing, troubleshooting and recording procedures

CommunicationSPV.03.1W

Test report requires important remedial work; contains missing elements or errors

Test report requires minimal remedial work; contains some minor missing elements or errors

Test report is clear and contains all required elements without error

Test report contains researched elements beyond requirements; demonstrates professional level work and effort

ApplicationSP1.01.1WICV.02.1WIC2.01.1W

Requires constant prodding to work with colleagues in completing assignment

Demonstrates some trouble in identifying important hazards and demonstrates proper safety procedures with a high level of supervision required

Requires a high level amount of supervision and reminders to work safely and cleanly

Requires some minimal prodding to work with colleagues in completing assignment

Can identify all important hazards and demonstrates proper safety procedures with a low level of supervision required

Works safely and cleanly with a low level of required supervision

Works well with colleagues in completing assignment

Can identify all hazards and demonstrates proper safety procedures at all times

Works safely and cleanly with minimal supervision at all times

Goes out of way to assist others in completing assignments

Can identify all general and specific hazards and demonstrates a thoroughness in applying proper safety procedures at all times, including before and after class

Demonstrates leadership in assisting and supervising others to work safely and cleanly



Additional handouts such as drawings, terminology sheets, spreadsheets or forms to facilitate input;

Additional time allowance for completion of reports; Flexibility in acceptable formats for reports; Additional one-on-one time by teacher or peer tutors; Concentrated one-on-one assistance in hands-on activities; Additional research assignments; Alternative activities to meet student needs; Providing enrichment opportunities such as requirements for more in-depth research; Additional responsibilities such as project or facility managers


ResourcesSuppliers

ABRA Electronics Corp.5787 PareMontreal, Que.H4P 1S11-800-361-5237Fax [email protected]

Radio Shack(see local phone book)

Active Surplus Toronto

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

Electrolab Training SystemsBellevillehttp://www.elabonline.com

Books, TextsPetruzella, 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)

WebsitesAlex’s Electronic Test Bench (glossary and resource catalog)- www.iserv.net/~alexx/index.htmElectronics for Beginners- ourworld.compuserve.com/homepages/g_knott/ePanorama, portal for everything electronics- www.us-epanorama.net/Williamson Labs information on electronics- www.williamson-labs.com/home.htm


The Electronic Career Frontier Unit 1 Activity 3

240 minutesDescriptionStudents research careers involved in electronic and photonics based technology to gain a perspective on the field of electronics including local opportunities and future trends. Students will select an appropriate method for communicating their research results to the class. Methods of relaying their results may include oral presentations involving presentation materials; guest speaker invitations; informational posters/publications and/or multimedia, video and/or audio productions. An important focus for this activity is the planning and design of a communications production.

Strands and ExpectationsStrand Overall Specific

Theory and Foundation TVF.01.1WTVF.03.1W

TF1.01.1W TF3.01.1WTF3.02.1W

Skills and Processes SPV.01.1WSPV.02.1WSPV.03.1W

SP1.01.1WSP1.02.1WSP1.03.1WSP1.04.1WSP1.05.1WSP1.06.1W

SP2.01.1WSP2.02.1WSP3.01.1WSP3.03.1WSP3.04.1WSP4.02.1W

Impact and Consequences ICV.03.1WICV.04.1W

IC2.03.1W IC3.01.1W

IC3.02.1WIC3.03.1WIC3.04.1W

See Appendix E for full description of TGJ3E expectations

HRDC NOC Specialized SkillsThis project involves the research and analysis of electronics and photonics related careers, and would therefore cover the specialized skills in all careers in a general way. The career groups listed by HRDC include the following:

2133 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

Note: Each group includes a list of related careers related to this activity.


HRDC NOC Essential Skills finding information reading oral communication computer use


Prior Knowledge Knowledge of word processing, simple graphics and/or presentation techniques and

methods

Planning NotesTeachers should do preliminary research of local businesses involved in any aspect of electronics, such as repair, maintenance, communications, design or manufacturing, in their area. Teachers may also want to contact local businesses ahead of time to discuss the project and to request assistance. Teachers should also request assistance and materials from the school Guidance/Student Services department and the library resource staff. A list of possible career opportunities may be prepared ahead of time to direct students efforts.

Teachers may pre-select methods of research presentations based on available resources or facilities. It is important that students select and rationalize their own methods of presenting their research, though teachers may direct them to certain techniques as required.

Resources that may be necessary for this activity include: Use of a telephone for calling businesses Computers, printers, projectors for word processing, graphic production and/or multimedia

presentation development Audio/video production capabilities Imaging and editing capabilities

Teachers also need to develop a design brief outlining the parameters of the assignment. This brief may also contain a suggested list of leads to direct students if required. The design brief should include requirements to fulfill the following research headings:

Job description of chosen career Methods of performance appraisals Educational requirements to enter career and maintain career options Position within company and organizational structure Significant aspects of daily routines/responsibilities Organizational and industry safety requirements related to the business Personal reflection on research results

Breakdown Students are presented with the design brief outlining project rationale, statement of design problem, design considerations, suggested process, timelines, deliverables and evaluation rubric. A discussion on possible strategies and location of resources is initiated.


Effective techniques in presenting information is discussed. In particular, general rules of graphics, publishing and presentation techniques are discussed. Communication techniques to be discussed should include:

media pre-production (storyboards, thumbnails, comps, flowcharts, etc.) guidelines for selecting proper media document and slide formatting proper use of fonts colour theory, (psychology of colour) rules of effective layout story telling techniques effective information delivery to targeted audiences

Students develop a proposal for the career they wish to research, and optionally, who they wish to work with. Written proposals are handed in for appraisal, and upon acceptance, students are allowed to conduct their research. Proposals include: Career for consideration, (should include some details to show preliminary research) Suggested team or partner, (if applicable) Proposed process for conducting research Proposed presentation delivery method

Presentation schedules are posted. Students conduct their research and prepare their presentation materials. Teachers facilitate the research and presentation production as required.

Assessment/EvaluationStudents will be assessed and evaluated on several aspects of this project; quality of material content (initiative, quality and depth of research, originality) quality of presentation (initiative, depth of information, clarity, originality)


Sample Assessment Rubric for Career Research PresentationCriteria


KnowledgeTVF.03.1WTF3.01.1WTF3.02.1W

Student displays limited knowledge of media concepts, terminology and symbols; may be missing important elements

Student demonstrates adequate knowledge of media concepts, terminology and symbols; may be missing minor elements

Student demonstrates considerable knowledge of identified media concepts, terminology and symbols; no missing required elements

Student exhibits exceptional depth of knowledge of media concepts, terminology and symbols; shows evidence of extensive research and decision making

InquiryTVF.01.1WTF1.01.1WSPV.02.1WSP1.01.1WSP1.02.1WSP1.03.1WSP1.04.1WSP1.06.1WSP2.02.1W

Provides very few unique alternative ideas for selection of media (minimal uniqueness or effort)

Provides a few unique alternative ideas for selection of media (adequate uniqueness or effort)

Provides a wide range of unique alternative ideas for selection of media(considerable uniqueness and/or effort)

Provides a wide range of unique alternative ideas for selection of media along with demonstration of progressive strategy

Demonstrates limited planning and rational selection from a few ideas

Demonstrates some planning and rationalization in selecting from a few ideas

Demonstrates rational planning and selection from a multitude of ideas

Demonstrates insightful planning and rationalization of selection from a multitude of ideas

Can describe the process of arriving at design decisions with minimal clarity

Can describe some elements of the process of arriving at design decisions with effective clarity

Can fully describe the process of arriving at design decisions with effective clarity

Can fully describe the process of arriving at design decisions with effective clarity, along with descriptive ideas for enhanced or future decision strategies

CommunicationsSPV.02.1WSPV.03.1WSP1.05.1WSP2.01.1WSP3.01.1WSP3.03.1WSP3.04.1WSP4.02.1W

Demonstrates limited knowledge of appropriate industry media techniques

Demonstrates adequate knowledge of appropriate industry media techniques

Demonstrates considerable knowledge of appropriate industry media techniques

Demonstrates thorough and well researched knowledge of appropriate industry media techniques

Demonstrates limited initiative and effort in planning and documenting planning strategies, requires more work

Demonstrates adequate initiative and effort in planning and documenting planning strategies

Demonstrates considerable initiative and effort in planning and documenting planning strategies

Demonstrates exceptional initiative and thorough effort in planning, insightful documentation of planning strategies

ApplicationICV.03.1WICV.04.1WIC2.03.1WIC3.01.1WIC3.02.1WIC3.03.1WIC3.04.1W

Demonstrates adequate effort in researching career details

Demonstrates adequate effort in researching career details

Demonstrates considerable effort in researching career details

Demonstrates considerable effort in researching career and related career details

Demonstrates limited knowledge of career paths and associated educational requirements

Demonstrates adequate knowledge of career paths and associated educational requirements

Demonstrates considerable knowledge of career paths and associated educational requirements

Demonstrates exceptional knowledge and evaluation of career paths, associated educational requirements

Demonstrates some knowledge of safety standards particular to business researched

Demonstrates adequate knowledge of industry safety standards particular to business researched

Demonstrates working knowledge of industry safety standards particular to business researched

Demonstrates considerable research into knowledge of industry safety standards



make available pre-assembled research materials; additional time allowance for completion of research; flexibility in acceptable formats for presentation materials; additional one-on-one time by teacher or peer tutors; concentrated one-on-one assistance in research and/or media development activities; additional and/or enhanced research assignments; alternative activities to meet student needs; providing enrichment opportunities such as requirements for more in-depth research; additional responsibilities such as project management or technical assistants.


ResourcesNewspaper career sections (local, Globe and Mail, National Post, etc.)

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

WebsitesCareer sites, (there are many, search any search engine for the latest list) http://monster.caePanorama, portal for everything electronics- www.us-epanorama.net/Williamson Labs information on electronics- www.williamson-labs.com/home.htmHuman Resources Development Canada: National Occupational Classification Database-

http://www.hrdc-drhc.gc.ca/nocOntario Prospects-

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


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