Useful Circuits

Nico Beute IEEE &

Cape Peninsula University of Technology

Focus

Series and Parallel Circuit Design

Overview• Introduction• Educational issues• Documents & materials• Tasks

Use bulbs buzzers switches etc.Design – Build - Discuss

• Conclusion

Objective

• To enable engineers to lead a training session for teachers on an engineering related topic

Understand the educational system

– Educational terms• Curriculum• Outcomes {CO , DO & LO}• Assessment standards

– Educational environment• Knowledge of learners• Knowledge of teachers

How

• Make it practical – give examples from the workplace

• Keep it simple• Try it out today

Educational Issues

Critical Outcomes

Developmental Outcomes

Learning Outcomes

Critical Outcomes As a result of the activities, all learners should develop and

demonstrate the ability to; identify and solve problems and make decisions using critical and

creative thinking;• work effectively with others as members of a team, group,

organisation and community;• organise and manage themselves and their activities responsibly and

effectively;• collect, analyse, organise and critically evaluate information;• communicate effectively using visual, symbolic and/or language skills

in various modes;• use science and technology effectively and critically showing

responsibility towards the environment and the health of others; and• demonstrate an understanding of the world as a set of related systems

by recognising that problem solving contexts do not exist in isolation.

 

The Developmental Outcomes require learners to be able to:

reflect on and explore a variety of strategies to learn more effectively;

• participate as responsible citizens in the life of local, national and global communities;

• be culturally and aesthetically sensitive across a range of social contexts;

• explore education and career opportunities; and• develop entrepreneurial opportunities.

Learning Outcomes • LO1: Technology, Society and the Environment -  The

learner is able to demonstrate an awareness and understanding of the interrelationship between Technology, society and the environment.

• LO2: Technological Process - The learner is able to understand and apply the Technological process.

• LO3: Knowledge and Understanding - The learner is able to demonstrate an understanding of the concepts and principles related to Electrical Technology.

• LO4: Application of Knowledge -  The learner is able to apply principles and practices related to Electrical Technology.

Documentation and MaterialsNico

• Get documents ready before presentation– The IEEE has a number of well prepared sets

• Update for Scottish use in consultation with your education department

– Draw up documents – Requirements:

• Must enable teacher to present lesson• Must consider the educational environment

– Affordable– Level of knowledge of learners– Technical knowledge of teachers

Resources

• Teacher resource documents• Student worksheets• Student Resource Sheeets

Materials

• Affordable• Easily obtainable• As practical as possible• Robust• Re-usable

Alignment to Applicable Curriculum Statements

• Is the activity aligned to applicable curriculum

standards?

The Activities

• Security: Alarm 10:30

• Quiz Master 10:45

• Two lights 11:00

• Traffic Lights 11:15

• Conclusion 11:45

Security: Alarm

You are a security engineer!

• Design a circuit where an alarm will sound if an intruder steps on it.

• Design a circuit where an alarm will sound when a drawer is opened

Quiz Master

• You are a broadcast engineer. Design a circuit using circuit diagram symbols and correct answers, where the correct answer will light a bulb or sound a buzzer

Two Lights

• You are an electrical engineer! You need to design a circuit where you can control two bulbs, with a switch, so that both bulbs are equally bright, and could be located in different rooms of a house

Traffic Lights

You are an civil engineer! • You need to design a traffic light circuit where

the red, amber and green bulbs can be switched on and off separately, but the red and amber bulbs can also light together. You need not include interlocking of switches for this exercise – e.g. green should not be on simultaneously for both through and cross traffic

• Draw up a table showing in what sequence the switches you are using in your design should be switched

Traffic Lights

Through Traffic

Cross Traffic

Traffic Light Switching

Traffic Light Switch

Traffic Light Switching

Traffic Light Switching

Conclusion

Nico

Your evaluation of this activity

• Documentation– does it meet educational requirements– does it give and allow for practical applications– can it be used by teachers

• clear and understandable guidelines• Usable handout for students

• Materials– affordable– robust

Thank you