Cdi T1 2018-19 G11 TG
Cdi T1 2018-19 G11 TG
Cdi T1 2018-19 G11 TG
Term 1 2018-19
V olume 01
Table of Content:
Contents
Table of Content:................................................................................................................... 1
Introduction: .......................................................................................................................... 2
Instructional Planner:............................................................................................................. 3
Lesson Plans:.......................................................................................................................... 9
Week 1 Lesson Plan 1 of 2: ................................................................................................ 9
Week 1 Lesson Plan 2 of 2: .............................................................................................. 26
Week 2 Lesson Plan: ........................................................................................................ 32
Week 3 Lesson Plan: ........................................................................................................ 47
Week 4 Lesson Plan: ........................................................................................................ 68
Week 5 and Week 6 Lesson Plan (this lesson plan extends for two weeks – 6 periods):87
Week 7 Lesson Plan: ........................................................................................................ 97
Week 8 Lesson Plan: ...................................................................................................... 116
Week 9 Lesson Plan: ...................................................................................................... 125
Week 10 Lesson Plan:..................................................................................................... 132
Week 11 Lesson Plan:..................................................................................................... 144
1
Introduction:
This Teacher’s Guide aims to provide the teachers of Creative Design and Innovation with
a set of teacher support materials. This includes the Instructional Planner (IP), the Lesson
Plans (LPs) and Answer Keys.
The Instructional Planner aims to provide teachers with the scope and sequence during
the term. Teachers will be able to have a detailed idea of when to teach each section
of the book and accordingly organise their work during the entire term in advance. The
Instructional Planner also highlights the material that will not be assessed throughout the
term (self-study), where the details are in the lesson plans in the next section of the
Teacher’s Guide. This IP can be found on LMS, where some very important resources are
attached to each week and need to be downloaded by the teacher.
Note that the IP is divided into weeks, not lessons. The same applies to Lesson Plans.
Assessment weeks will be confirmed by ADU throughout the term and the current
distribution of weeks might need to be slightly tweaked by the teacher accordingly.
The Lesson Plans provide a model teaching strategy for Creative Design and Innovation
teachers. It highlights the core points that allows teachers to support the progress of their
students and it divides the lesson into phases to allow an optimum comprehension of the
lessons for students. It also provides a plenty of advices for the teachers to follow in class
promoting various teaching methodologies, practices and strategies. It contains answer
keys for all the questions and activities within the book, in order to provide teachers with
model answers that guarantee a moderate and consistent level for answers across the
country. Throughout the book, there are several references to the Project Booklet (PB).
The PB is another supplementary material aims to provide students with extra projects
that they can practice in their own time. It will be shared with teachers through SharePoint
throughout the term.
As a CDI teacher for Grade 11 students, you are given a golden opportunity to introduce
this subject to your students for the first time in their lives. Please remember that this
responsibility is of a high importance and always encourage them to explore the
revolutionary world of technology putting in mind the two core pillars of this subject,
creativity and innovation. The United Arab Emirates and its leadership have always
promoted these values and through CDI, they shall be adopted by the students of the
Emirati school. It is also important to make sure they understand that the subject is project
based. This unconventional approach does not only excite them, it also keeps them
aware with regards to assessment and what they are expected to do during the term.
W ishing you a very successful and fruitful term with your creative and innovative students!
The authors,
July, 2018
2
Instructional Planner:
Trimester Planner (Instructional Planner)
Term one for 2018/2019
Grade 11
Chapter
Period
• Analyse a brief
Section 1:
• Distinguish between different types of research
The design process
• Carry out and present research and investigation
1 1
• Create neat possible solution sketches
Trimester Project: Design of Portable
• Create an improved final solution design
Speaker
• Evaluate the final project
4
Chapter
Period
Week Overview Learning Outcomes
5
Chapter
Period
Week Overview Learning Outcomes
Section 5 (continued):
10 • Create extrudes and extruded cuts
1 4
4/11 Creating lofted model of speaker • Mirror bodies and features about a plane
housing
6
Chapter
Period
Week Overview Learning Outcomes
7
Chapter
Period
Week Overview Learning Outcomes
8
Lesson Plans:
Week 1 Lesson Plan 1 of 2:
Grade 11 Section 1: The engineering design process
Content
Chapter 1: Engineering design Section 2: Entrepreneurship
Time allocated
2 x 45-minute periods
Aim:
In this lesson, you will understand each stage of the design process and why it is important.
You will also understand why the design process follows a specific loop and stages cannot be
skipped or left out without affecting the finished design. Upon completion of section 1, you will
have completed a small design portfolio to design a portable smart speaker.
To conclude this lesson, you will be introduced to the characteristics of a good entrepreneur.
You will study examples of successful entrepreneurs and identify where they demonstrated
creativity, determination, problem-solving, passion, risk-taking and teamwork.
9
Student Learning Outcomes: Learning outcomes refer to what the student can expect
from the lesson, Teachers must share these outcomes with all students. Teachers are to tick the
box when the outcome is achieved. Learning outcomes can be assessed using oral
questioning and the written activities.
Students should be able to:
Analyse a brief
Distinguish between different types of research
Carry out and present research and investigation
Create neat possible solution sketches
Create an improved final solution design
Describe the attributes of an entrepreneur.
Evaluate the attributes of a successful entrepreneur.
Identify and record the risks and rewards of becoming an entrepreneur.
Demonstrate entrepreneurial attributes throughout the project.
Research and present examples of successful entrepreneurs.
Topic Page
Chapter Section Focus Essential Non-essential/Self Study Assessment
Analysis of brief 22-25 - -
Research and investigation 26-31 - -
Possible solutions 32-36 - 35-36
Sec. 1
Ch. 1 Final design solution 37-39 - 38-39
Design realisation /
40 -
Manufacture
Sec. 2 Entrepreneurship - 43-55 -
11
Learning Phases:
Notes for
differentiation
Development
[Phases or chunks of learning] Note: All lessons can
be different
depending on ability
Phase
lesson aim.
Teacher to place all student learning
outcomes on the board and ensure
student understanding of aims and
outcomes.
Discuss prior knowledge of the
engineering design process and
entrepreneurship. Questioning
Teacher Tip:
Teacher to set high expectations which
inspire, motivate and challenge pupils.
12
Demonstrate correct sketching
techniques using isometric paper and
crating.
Teacher Tip:
Teacher to demonstrate good subject
and curriculum knowledge
13
examples. Students to further study
entrepreneurship at home.
Teacher Tip:
Use groupwork as appropriate, get to
know your class and organise groups to
support mixed ability’s.
Teacher to facilitate as students Oral Assessment
Phase 4 of lesson - Plenary (Consolidate)
evaluate learning.
Question pupils on what they have Student evaluation
learned. Have learning outcomes been
met? Has the lesson aim been
achieved?
All students must complete the official
assessment tasks and reflections
14
Answer Key
QR code links:
Page Topic Link
33 Sketching https://www.youtube.com/watch?v=wPFc70KNws0
Activity 1.1.1
Keyword Meaning:
15
Activity 1.1.2
Key areas of brief: Possible Questions Explain the key areas in speaker brief
Aims and objectives W hat is the overall aim? The overall aim is to design and manufacture
W hat steps will you take a portable smart speaker. The speaker must
to meet this aim? amplify sound and display a unique pattern
on a LED matrix.
I will complete the amplifier circuit and further
my electronic and soldering skills.
I will improve my Arduino knowledge to
create an LED matrix program.
I will develop a 3D model on Fusion 360 and
3D print the model.
I will assemble all parts.
Budget and schedule Do you have a The speaker must be completed with the
budget? given materials.
W hen must your project The speaker must be completed by the last
be completed? week of term 1.
Target Audience W ho do you think might Young people who are interested in music.
purchase this portable
smart speaker? People with an interest in architecture.
Materials W hat restrictions will you
have to deal with when
3D printers can print PLA or ABS.
choosing materials for
manufacture?
Style or theme Is there a style or theme
The speaker must incorporate iconic
required for the speaker
architecture into its style or theme.
design?
16
Activity 1.1.3
In the space below create your own mind map, add key information you have taken from activity
1.1.2:
17
Activity 1.1.4
Design research
Answer the questions below to help you carry out design research:
1) W ill the colour of your design affect the finished product? How?
Color can affect the first impression of a new product. Eye catching colors can benefit the sales of
a product.
4)W hat is the maximum 3D printing area of the 3D printer in your classroom?
140mm x 140mm
5)W hat is the diameter of the speakers provided for the project? How will this affect design?
Measure given speakers, The diameter will affect the size of holes for mounting speakers.
18
Activity 1.1.5
Answer the questions below to help you carry out research on an audio amplifier circuit:
1) Identify the amplifier chip that will be used to drive the speaker?
2) W hat is the function of a potentiometer? What effect does a potentiometer have in this circuit?
A potentiometer is a three-terminal resistor with a sliding or rotating contact that forms an adjustable
voltage divider. If only two terminals are used, one end and the wiper, it acts as a variable resistor
In this circuit the potentiometer is connected the audio input and feeds to the input of the LM386.
As the resistance is changed this will lower and raise the volume of the speaker.
A capacitor is a device used to store an electric charge. It consists of one or more pairs of
conductors separated by an insulator. A capacitor can store electrical energy and give this
energy again to the circuit when necessary. In other words, it charges and discharges the electric
charge stored in it
8 ohms
19
Activity 1.1.6
In the space below create a mood board/research page to display the information gathered in
activities 1.1.2 – 1.1.5. You must use a combination of images or sketches and notes.
20
Activity 1.1.7
Sketch the given possible solution (Error! Reference source not found.)
Use the dotted grid to help you create the outline shape before refining your sketch. Sketch the
speaker design in separate stages as shown below. Remember to sketch lightly in pencil then refine.
Advantages:
___________________________________________________________________________________
Disadvantages:
_________________________________________________________________________________
21
Assessment Task
Activity 1.1.8
Advantages:
___________________________________________________________________________________
Disadvantages:
_________________________________________________________________________________
22
Advantages:
___________________________________________________________________________________
Disadvantages:
_________________________________________________________________________________
Teacher Feedback
What went well What could be better
23
Assessment Task
Activity 1.1.9
24
Detail sketches:
Materials:
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Reasons for choosing the materials:
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Teacher Feedback
What went well What could be better
25
Week 1 Lesson Plan 2 of 2:
Grade 11
Section 2: introduction to electronic components
Content Chapter 2: Fundamentals of
Part 1: breadboards and fixed resistors
electronics
Time allocated
1 x 45-minute periods
Aim:
This section aims to introduce the basic electronic components and integrated circuits. In this
lesson, students will learn how to use breadboards and how to read the value of the resistance
using the colour code table. They should realise the purpose of using resistors in electrical
circuits. Students will also be able to recognise resistors’ schematic symbols and differentiate
between 4- and 5-band resistors.
Student Learning Outcomes: Learning outcomes refer to what the student can expect
from the lesson, Teachers must share these outcomes with all students. Teachers are to tick the
box when the outcome is achieved. Learning outcomes can be assessed using oral
questioning and the written activities.
Students should be able to:
Build circuits on the breadboards properly.
Calculate the resistance value using the colour code table.
26
Keywords What are the keywords the students must learn?
• Breadboard
Topic Page
Chapter Section Focus Essential Non-essential/Self Study Assessment
Getting started - 58
2.1.1 Embedded systems - 58-60
Sec. 1
2.1.2 Controller - 60
2.1.3 Microcontroller - 61
2.2.1. Basic electronic
65-99 -
Sec. 2 components and devices
-
Ch. 2 2.2.2. Project 1: Smart LEDs 100-114 -
Getting started 118 -
Sec. 3 2.3.1 555 Timer 119-124 -
2.3.2 Operational amplifier 125-128 -
2.4.1. Circuit design 132-136 -
Sec. 4 2.4.2. Soldering 137-152 -
Assessment task page - 153
27
Learning Phases:
Notes for
differentiation
Development
[Phases or chunks of learning] Note: All lessons can
be different
depending on ability
Phase
lesson aim.
Teacher to place all student learning
outcomes on the board and ensure
student understanding of aims and
outcomes.
Discuss prior knowledge of basic
electronic components.
Show motivational videos / models to Questioning
outline the end goal of the term.
Teacher Tip:
Teacher to set high expectations which
inspire, motivate and challenge pupils.
28
Question students on what aspects are
new to them when compared to prior
knowledge discussion.
Teacher Tip:
Teacher to demonstrate good subject
and curriculum knowledge
Peer teaching
Task 1:
Divide students into groups and assign Written Activities 2.2.1 –
each group a breadboard. Allow 2.2.3.
students to read the labels on the it (+,-
,numbers, letters). Then explain the Finish for homework if
Phase 3 of lesson (Engage and Demonstrate)
Task 2:
Divide students into groups, then assign
each group a set of resistors that has
different values. Introduce the colour
code table and allow the students to use
it to calculate the resistance value of the
assigned resistors.
Teacher Tip:
Use group work as appropriate, get to
know your class and organise groups to
support mixed ability’s.
29
Phase 4 of lesson - Plenary (Consolidate) Teacher to facilitate as students Oral Assessment
evaluate learning.
Question pupils on what they have
learnt. Have learning outcomes been Student evaluation
met? Has the lesson aim been
achieved?
30
Answer Key
Activity 2.2.1
Look at the picture below. Which LED is connected correctly? The red LED or the blue LED?
Explain.
The blue LED is connected correctly.
Activity 2.2.2
Using the colour code table shown in Figure 2.2. 9, find the resistance value for the 5-band
resistor. The resistance value for the 4-band resistor is done for you as an example.
Note: students may choose different colours, for example, for the tolerance they might see
the colour as brown not golden. Please use this opportunity to tell the students that this is the
reason why colour code tables are not very efficient and that in future lessons they will be
introduced to a better method to find the resistance value. That is using the multimeter.
Activity 2.2.3
W hat is the range of resistance (R) for the 5-band resistor in Figure 2.2. 9 above?
𝑇𝑜𝑙𝑒𝑟𝑎𝑛𝑐𝑒 = ±1 % 𝑜𝑓 46 Ω
1
1% 𝑜𝑓 46 Ω = × 46 Ω = 0.46 Ω
100
∴ 𝑇𝑜𝑙𝑒𝑟𝑎𝑛𝑐𝑒 = ±(1 % 𝑜𝑓 46) = ±0.46 Ω
∴ 𝑅 = 46 Ω ± 0.46 Ω
∴ 𝑅 𝑖𝑠 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 (46 − 0.46) Ω 𝑎𝑛𝑑 (46 + 0.46) Ω
∴ 𝑅 𝑖𝑠 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 (45.54) Ω 𝑎𝑛𝑑 (46.46) Ω
31
Week 2 Lesson Plan:
Grade 11 Section 2: introduction to electronic components
Content Chapter 2: Fundamentals of Part 2: variable resistors, calculate the total
electronics resistance, switches and fuses.
Aim:
This section aims to introduce the basic electronic components and integrated circuits. In this
week, students will learn how to distinguish between the different types of variable resistors
and how they work. They will also learn how to calculate the total resistance in series and
parallel circuits and identify the differences between them. Then, they will apply this
knowledge in building a circuit that represents a real-life example, that is an automatic night
lamp. Finally, they will be introduced to switches and fuses. Students will explore how they
work, their different types and applications.
Student Learning Outcomes: Learning outcomes refer to what the student can expect
from the lesson, Teachers must share these outcomes with all students. Teachers are to tick the
box when the outcome is achieved. Learning outcomes can be assessed using oral
questioning and the written activities.
Students should be able to:
Lesson 1
Identify the different types of resistors and recognise their applications.
Lesson 2
Complete the mini project: automatic night lamp.
Lesson 3
Identify the different types of switch and build a simple circuit where an LED lights when
a pushbutton is pressed.
Identify the importance of fuses in electrical circuits and calculate the fuse rating.
32
Keywords What are the keywords the students must learn?
• Fuse
o Lesson 2
- 9V power supply
- BC547C NPN transistor
- 20KΩ resistor
- 10KΩ resistor
- 220Ω resistor
- LDR
- LED (yellow)
- breadboard
- jumper wires
o Lesson 3
- Breadboard
- 9V battery
- Pushbutton
- LED
- 470Ω resistor
Prior Knowledge • Understand what an electrical circuit is.
• Identify basic electronic components.
33
Essential and non-essential Sections:
In some lessons it may not be possible to cover every section of the book due to time constraints
or lesson variables. Below is a guideline to essential sections for examination and project
knowledge.
Topic Page
Chapter Section Focus Essential Non-essential/Self Study Assessment
Getting started - 58
2.1.1 Embedded systems - 58-60
Sec. 1
2.1.2 Controller - 60
2.1.3 Microcontroller - 61
2.2.1. Basic electronic
65-99 -
Sec. 2 components and devices
-
Ch. 2 2.2.2. Project 1: Smart LEDs 100-114 -
Getting started 118 -
Sec. 3 2.3.1 555 Timer 119-124 -
2.3.2 Operational amplifier 125-128 -
2.4.1. Circuit design 132-136 -
Sec. 4
2.4.2. Soldering 137-152 -
Sec. 4 Assessment task page - 153
34
Learning Phases: Lesson 1
Notes for
differentiation
Development
[Phases or chunks of learning] Note: All lessons can
be different
depending on ability
Phase
lesson aim.
Teacher to place all student learning
outcomes on the board and ensure
student understanding of aims and
outcomes.
Discuss prior knowledge of basic
electronic components.
Show motivational videos / models to Questioning
outline the end goal of the term.
Teacher Tip:
Teacher to set high expectations which
inspire, motivate and challenge pupils.
35
Teacher Tip:
Teacher to demonstrate good subject
and curriculum knowledge
Task 1: Peer teaching
Teacher explain the first type of variable
resistor, potentiometer. Then, divide Written Activities 2.2.4 –
students into groups to build the circuit in 2.2.6.
activity 2.2.4.
time.
Task 2:
Ask students to find a partner and scan
the QR code shown in Figure 2.2.15 to
learn about rheostat resistors. Then,
students should demonstrate learning by
completing activity 2.2.5.
Task 3:
Teacher to introduce digital resistor and
the special resistors.
Task 4:
Divide the students into groups and ask
them to make a mind map that
summarises the type of resistors they
studied.
Teacher Tip:
Use group work as appropriate, get to
know your class and organise groups to
support mixed ability’s.
36
Phase 4 of lesson - Plenary (Consolidate) Teacher to facilitate as students Oral Assessment
evaluate learning.
Question pupils on what they have
learnt. Have learning outcomes been Student evaluation
met? Has the lesson aim been
achieved?
37
Answer Key
QR code links:
Page Topic Link
70 Variable resistor https://ibb.co/bTNVF5
How to use a
71 https://www.youtube.com/watch?v=XR8ede6V6eA
Potentiometer
72 W hat is a Rheostat https://www.youtube.com/watch?v=lFnTaylcSEs
LDR animation –
75 https://ibb.co/e7jWoQ
activity 2.2.6
Activity 2.2.4
If the circuit constructed properly, as students rotate the knob of the potentiometer the
brightness of the LED must change.
Note: students can use TinkerCad website to build the circuit and practice at home.
https://www.tinkercad.com/
Activity 2.2.5
Measure the resistance of a rheostat using a multimeter. Connect one of the multimeter
probes to the rheostat wiper. Connect the other probe to the rheostat’s other terminal. Rotate
the rheostat’s knob. W hat do you notice?
Activity 2.2.6
The figure below shows the torch is off when the resistance of the LDR is high. No current passes
through it. W hen the torch is turned on, the resistance of the LDR decreases. This allows current
to pass through it. The resistance of an LDR may typically have the following resistances:
Daylight = 5000 Ω
Dark = 20,000,000 Ω
LDR is a resistor where the resistance decreases with the strength of the light. In this circuit, the
transistor you use works as a switch. It closes the circuit when the LDR doesn’t sense light (dark)
and opens the circuit when the LDR senses light (light). Hence, if the circuit is constructed
properly, when the LDR detects light the LED will turn off.
38
Learning Phases: Lesson 2
Notes for
differentiation
Development
[Phases or chunks of learning] Note: All lessons can
be different
depending on ability
Phase
lesson aim.
Teacher to place all student learning
outcomes on the board and ensure
student understanding of aims and
outcomes.
Discuss prior knowledge of basic
electronic components.
Show motivational videos / models to Questioning
outline the end goal of the term.
Teacher Tip:
Teacher to set high expectations which
inspire, motivate and challenge pupils.
Teacher Tip:
39
Teacher to demonstrate good subject
and curriculum knowledge
Task 1:
Phase 3 of lesson (Engage and Demonstrate)
Task 2:
Divide the students into groups and
provide them with the needed resources
to build the circuit.
Task 3:
Students answer the questions in the
discussion part.
Teacher Tip:
Use group work as appropriate, get to
know your class and organise groups to
support mixed ability’s.
Teacher to facilitate as students Oral Assessment
Phase 4 of lesson - Plenary (Consolidate)
evaluate learning.
Question pupils on what they have
learnt. Have learning outcomes been Student evaluation
met? Has the lesson aim been
achieved?
40
Answer Key
Discussion
Question 1
Question 2
W hat are the advantages of using fewer resistors for reconstructing the same circuit? Think
of the following aspects: design and schematic, wiring, cost, practicality, time, effort, size,
etc.
In summary:
Teacher to let students conclude that using less resources is the ideal design approach to
follow.
Students are then encouraged to find a solution through the next steps.
Question 3
Now that you have reached your conclusion design an automatic night lamp circuit using
fewer resistors. Using the resources in your kit, reconstruct this circuit using two resistors only.
Try it out!
In the box below, draw the schematic diagram of your simplified circuit.
41
- Students should use their knowledge of calculating total resistance in figuring out the total
resistance in the left branch
(Series: 20K+20K+20K+10K+10K+10K+10K = 100K)
They should replace all these resistors by a single 100K resistor from their Kit.
- Students should use their knowledge of calculating total resistance in figuring out the total
1 1 1
resistance in the right branch ( 𝑅 = 220Ω + 220Ω, R Parallel = 110) This will be repeated for the
𝑝𝑎𝑟𝑎𝑙𝑙𝑒𝑙
3 parallel branches.
(Series: 110 + 110 + 110 = 330)
They should replace all these resistors by a single 330 resistor from their Kit.
42
Learning Phases: Lesson 3
Notes for
differentiation
Development
[Phases or chunks of learning] Note: All lessons can
be different
depending on ability
Phase
lesson aim.
Teacher to place all student learning
outcomes on the board and ensure
student understanding of aims and
outcomes.
Discuss prior knowledge of basic
electronic components.
Show motivational videos / models to Questioning
outline the end goal of the term.
Teacher Tip:
Teacher to set high expectations which
inspire, motivate and challenge pupils.
43
Teacher Tip:
Teacher to demonstrate good subject
and curriculum knowledge
Task 1: Peer teaching
Teacher explain briefly the four main
types of switches. Then discusses in more Written Activities 2.2.7 –
details the toggle and pushbutton 2.2.9.
switches.
Task 2:
Ask students to find a partner and scan
the QR code shown in Figure 2.2.25 to
learn about fuses. Then, students should
demonstrate learning by explaining to
their mates how the fuses work and why
they are important in electrical circuits.
Task 3:
Teacher to introduce the equation for
calculating the fusing rate.
Teacher Tip:
Use group work as appropriate, get to
know your class and organise groups to
support mixed ability’s.
44
Phase 4 of lesson - Plenary (Consolidate) Teacher to facilitate as students Oral Assessment
evaluate learning.
Question pupils on what they have
learnt. Have learning outcomes been Student evaluation
met? Has the lesson aim been
achieved?
45
Answer Key
QR code links:
Page Topic Link
82 Toggle switches https://www.youtube.com/watch?v=uNIPx_bJ8VY
83 Fuse basics https://www.youtube.com/watch?v=4MUeIdH3Zhk
Activity 2.2.7
If the circuit constructed properly, when the students press the pushbutton the LED should
turn on.
Note: students can use TinkerCad website to build the circuit and practice at home.
https://www.tinkercad.com/
Activity 2.2.8
Have you ever seen a fuse? Take out your laptop chargers and look at the plug. What is
written on the back?
Fused.
Now, flip it. Take off the cap and check the fuse inside it. Can you read the amperes?
3A.
Activity 2.2.9
Calculate the fuse rating for the fuse used in this cake mixer?
Note: the power and voltage values are written on the mixer’s
image.
𝑃𝑜𝑤𝑒𝑟 (𝑊𝑎𝑡𝑡)
𝐹𝑢𝑠𝑒 𝑟𝑎𝑡𝑖𝑛𝑔 = ( ) × 1.25
𝑉𝑜𝑙𝑡𝑎𝑔𝑒 (𝑉)
500𝑊
= 240𝐴
× 1.25 = 2.6 𝐴
46
Week 3 Lesson Plan:
Grade 11 Section 2: introduction to electronic components
Content Chapter 2: Fundamentals of Part 3: capacitors, diodes, transistors, relays and
electronics smart LEDs project
Aim:
This section aims to introduce the basic electronic components and integrated circuits. In this
week, students will learn the basic features, functions and applications of capacitors, diodes,
transistors and relays. Students will then be introduced to the smart LEDs project where they
will learn how to perform the continuity test and interpret schematic diagrams.
47
Student Learning Outcomes: Learning outcomes refer to what the student can expect
from the lesson, Teachers must share these outcomes with all students. Teachers are to tick the
box when the outcome is achieved. Learning outcomes can be assessed using oral
questioning and the written activities.
Students should be able to:
Lesson 1
Recognise how capacitors work and differentiate between their types.
Recognise how diodes work.
Lesson 2
Recognise how transistors work and identify their applications.
Identify the basic functions and uses of a relay.
Lesson 3
Perform continuity test using the multimeter.
Interpret schematic diagrams.
o Lesson 2
- 9V power supply
- LED
- 470Ω resistor
- 47kΩ resistor
- 1MΩ resistor
- Pushbutton
- BC547C NPN transistor
- jumper wires
- breadboard
- 17µF capacitor
- 10µF capacitor
- 1kΩ resistor
- 4.7kΩ resistor
48
- Multimeter
In some lessons it may not be possible to cover every section of the book due to time constraints or
lesson variables. Below is a guideline to essential sections for examination and project knowledge.
Topic Page
Chapter Section Focus Essential Non-essential/Self Study Assessment
Getting started - 58 -
2.1.1 Embedded systems - 58-60 -
Sec. 1
2.1.2 Controller - 60 -
2.1.3 Microcontroller - 61 -
2.2.1. Basic electronic
65-99 - -
Sec. 2 components and devices
Ch. 2 2.2.2. Project 1: Smart LEDs 100-114 - -
Getting started 118 - -
Sec. 3 2.3.1 555 Timer 119-124 - -
2.3.2 Operational amplifier 125-128 - -
2.4.1. Circuit design 132-136 - -
Sec. 4
2.4.2. Soldering 137-152 - -
Sec. 4 Assessment task page - 153
49
Learning Phases: Lesson 1
Notes for
differentiation
Development
[Phases or chunks of learning] Note: All lessons can
be different
depending on ability
Phase
lesson aim.
Teacher to place all student learning
outcomes on the board and ensure
student understanding of aims and
outcomes.
Discuss prior knowledge of basic
electronic components.
Show motivational videos / models to Questioning
outline the end goal of the term.
Teacher Tip:
Teacher to set high expectations which
inspire, motivate and challenge pupils.
50
Teacher Tip:
Teacher to demonstrate good subject
and curriculum knowledge
Task 1: Peer teaching
Teacher explain how capacitors work,
how to calculate the capacitance value Written Activities 2.2.11 –
and what factors affect the 2.2.16.
capacitance value.
Given as homework if
Activity 2.2.10 is optional. incomplete during class
time.
Students demonstrate learning by
completing activity 2.2.11.
Task 2:
Phase 3 of lesson (Engage and Demonstrate)
Task 3:
Teacher explain the behaviour of
capacitors when connected with a DC
power supply vs when its connected with
an AC power supply.
Task 4:
Teacher explain how diodes work and
how to connect them properly in a
circuit.
Teacher Tip:
Use group work as appropriate, get to
know your class and organise groups to
support mixed ability’s.
51
Phase 4 of lesson - Plenary (Consolidate) Teacher to facilitate as students Oral Assessment
evaluate learning.
Question pupils on what they have
learnt. Have learning outcomes been Student evaluation
met? Has the lesson aim been
achieved?
52
Answer Key
QR code links:
Page Topic Link
How to make a capacitor
86 https://youtu.be/uC7HN9oFpZ0
Activity 2.2.10
90 Capacitors behavior with AC/DC currents https://ibb.co/iHBVtQ
92 Diode rectifier circuit https://ibb.co/cesoF5
Activity 2.2.11
Solve the following question using the previous equation. If we have a DC voltage source of
5V and a capacitor of 220μF, find out the amount of charge stored in the capacitor.
Activity 2.2.12
W hat do you think would happen to this capacitor if it is placed in a 12V DC circuit?
The maximum voltage this capacitor can tolerate between its terminals is 10V. connecting it
in a 12V circuit would damage it.
Activity 2.2.13
0.003 is a decimal.
So, 0.003 means 0.003 µF.
22 is a whole number.
22 is <100.
So, 22 means 22 pF.
53
104 is a whole number.
104 is >100.
So, we’ll use: 𝐷𝑖𝑔𝑖𝑡 1𝐷𝑖𝑔𝑖𝑡 2 ×
10𝐷𝑖𝑔𝑖𝑡3 𝑝𝐹.
Digit1 is 1, Digit2 is 0 and Digit 3
is 0.
So, 𝐷𝑖𝑔𝑖𝑡 1𝐷𝑖𝑔𝑖𝑡 2 × 10𝐷𝑖𝑔𝑖𝑡3 𝑝𝐹
= 10 × 104 𝑝𝐹
= 10 × 104 × 10−12𝐹
= 10 × 104+(−12) 𝐹
= 10 × 10−8 𝐹
= 𝟎. 𝟏 µ𝑭
Activity 2.2.14
Activity 2.2.15
Can you tell from the figure above which way the current can flow through the diode? Draw
the arrow on the figure.
It will allow the current to go from the left side to the right side (from the anode to the
cathode).
Answers will vary. Applications may include all electronic devices, power supplies and
lighting appliances.
54
Activity 2.2.16
Test the concept shown in Figure 2.2. 38. Build the circuits shown in the figures below and
observe the status of the LED.
55
Learning Phases: Lesson 2
Notes for
differentiation
Development
[Phases or chunks of learning] Note: All lessons can
be different
depending on ability
Phase
lesson aim.
Teacher to place all student learning
outcomes on the board and ensure
student understanding of aims and
outcomes.
Discuss prior knowledge of basic
electronic components.
Show motivational videos / models to Questioning
outline the end goal of the term.
Teacher Tip:
Teacher to set high expectations which
inspire, motivate and challenge pupils.
56
Teacher Tip:
Teacher to demonstrate good subject
and curriculum knowledge
Task 3:
Teacher explain how relays work, their
types and applications. Teacher can
play the video in the QR code shown in
Figure 2.2.45 as a visual aid in explain
how the relays work.
Teacher Tip:
Use group work as appropriate, get to
know your class and organise groups to
support mixed ability’s.
57
Phase 4 of lesson - Plenary (Consolidate) Teacher to facilitate as students Oral Assessment
evaluate learning.
Question pupils on what they have
learnt. Have learning outcomes been Student evaluation
met? Has the lesson aim been
achieved?
58
Answer Key
QR code links:
Page Topic Link
93 Transistors as amplifiers https://www.youtube.com/watch?v=mDUTTLCM2K8
94 Transistors as switches https://www.youtube.com/watch?v=HqhE-8xXeCQ
96 How relays work https://www.youtube.com/watch?v=1_YfuH_AcxQ
W iring an automotive
99 https://www.youtube.com/watch?v=Tw9QkkT2ptU
relay
Activity 2.2.17
If an input current of 50mA is applied and the amplified current is 5A, find out the gain of the
amplifier.
𝑶𝒖𝒕𝒑𝒖𝒕 𝟓𝑨
𝜷= = = 𝟏𝟎𝟎
𝑰𝒏𝒑𝒖𝒕 𝟓𝟎 × 𝟏𝟎−𝟑 𝑨
Activity 2.2.18
If an input current of 50mA is applied and the amplified current is 5A, find out the gain of the
amplifier.
59
o If the pushbutton switch is open, the transistor is
locked and the LED is dark.
o https://www.youtube.com/watch?v=HqhE-8xXeCQ
Activity 2.2.19
W hat are the advantages of using electromagnetic relays? Search for the answer.
Activity 2.2.20
60
Construct the circuit shown below to test the functionality of the relay.
LED status
NO. Condition
Red LED Blue LED
1 When the switch is off Off On
2 When the switch is on On Off
Activity 2.2.21
DIY!
Your friend drives a 2009 Mazda 6. The headlights have suddenly stopped working. The car
mechanic told your friend that the headlight relay is defective. It must be changed to make
the lights run again. Help your friend locate the headlight relay by drawin g a circle on it. You
can use the Mazda 6 fuse box diagram to help you.
Students are asked to CIRCLE the headlight relay in the next image “2009 Mazda 6 fuse box
opened” as follows:
Extension activity: Ask the students to check their cars’ relays at home with the assistance of
an elder family member.
Notes for
differentiation
Development
[Phases or chunks of learning] Note: All lessons can
be different
depending on ability
Phase
Teacher Tip:
Teacher to set high expectations which
inspire, motivate and challenge pupils.
62
Teacher to introduce all key words,
discuss meaning and ensure Oral assessment
understanding before progressing.
Phase 2 of lesson (Activate)
Task 2:
Teacher explain how to interpret
schematic diagrams starting by
identifying the schematic symbols of the
different electrical components.
Task 3:
Teacher explain how to read the
schematic diagrams in order to build the
circuit.
63
Divide the students into groups and go
through the example shown in Figure
2.2.55 together. Then ask the groups to
complete activity 2.2.26.
Teacher Tip:
Use group work as appropriate, get to
know your class and organise groups to
support mixed ability’s.
evaluate learning.
Question pupils on what they have
learnt. Have learning outcomes been Student evaluation
met? Has the lesson aim been
achieved?
64
Answer Key
QR code links:
Page Topic Link
102 Using the multimeter https://ibb.co/cZd9nk
Activity 2.2.22
W rite down the correct category for the below materials (conductor/insulator).
Conductors Insulators
gold wood
copper plastic
silver glass
aluminium rubber
Activity 2.2.23
Let’s try it out! Your teacher will give a multimeter and a breadboard to each group. Follow
the steps below.
2. The multimeter emits a tone. The light indicator turned on. This means that current is flowing
through the circuit as there is very little resistance between the two points (the probes).
3. The multimeter emits a tone. The light indicator turned on. There is continuity.
5. The multimeter emits a tone if we connect nodes within a terminal stripe (horizontally) or
nodes within a power rail (vertically). This proves that they are connected.
65
Activity 2.2.24
Activity 2.2.25
66
Activity 2.2.26
Build the breadboard circuit using the schematic diagram shown below.
1 Battery (3V)
2 Ceramic capacitor
3 Potentiometer
4 Speaker
67
Week 4 Lesson Plan:
Grade 11
Section 2: introduction to electronic components
Content Chapter 2: Fundamentals of
Section 3: integrated circuits
electronics
Aim:
In this week, students will complete the smart LEDs project by building the electrical circuit and
testing its functionality. Students will then start Section3 of this chapter, introducing them to
integrated circuits. Namely, the 555 timer and op-amp ICs.
Student Learning Outcomes: Learning outcomes refer to what the student can expect
from the lesson, Teachers must share these outcomes with all students. Teachers are to tick the
box when the outcome is achieved. Learning outcomes can be assessed using oral
questioning and the written activities.
Students should be able to:
Lesson 1
Build the smart LEDs circuit and test its functionality.
Lesson 2
Recognise how the 555 timer work and identify its three modes of operation.
Lesson 3
Recognise how amplifiers work and identify their applications.
68
Keywords What are the keywords the students must learn?
• IC
• Electrical oscillation
69
Essential and non-essential Sections:
In some lessons it may not be possible to cover every section of the book due to time constraints or
lesson variables. Below is a guideline to essential sections for examination and project knowledge.
Topic Page
Chapter Section Focus Essential Non-essential/Self Study Assessment
Getting started - 58 -
2.1.1 Embedded systems - 58-60 -
Sec. 1
2.1.2 Controller - 60 -
2.1.3 Microcontroller - 61 -
2.2.1. Basic electronic
65-99 - -
Sec. 2 components and devices
Ch. 2 2.2.2. Project 1: Smart LEDs 100-114 - -
Getting started 118 - -
Sec. 3 2.3.1 555 Timer 119-124 - -
2.3.2 Operational amplifier 125-128 - -
2.4.1. Circuit design 132-136 - -
Sec. 4
2.4.2. Soldering 137-152 - -
Sec. 4 Assessment task page - 153
70
Learning Phases: Lesson 1
Notes for
differentiation
Development
[Phases or chunks of learning] Note: All lessons can
be different
depending on ability
Phase
lesson aim.
Teacher to place all student learning
outcomes on the board and ensure
student understanding of aims and
outcomes.
Discuss prior knowledge of basic
electronic components.
Show motivational videos / models to Questioning
outline the end goal of the term.
Teacher Tip:
Teacher to set high expectations which
inspire, motivate and challenge pupils.
71
Teacher Tip:
Teacher to demonstrate good subject
and curriculum knowledge
Task 1: Collaborative learning
Teacher give a quick recap on
performing the continuity test and
interpreting schematic diagrams.
Task2:
Divide the students into groups and
assign each group a set of components.
Then, ask them to test the components
using the multimeter by performing the
continuity test.
Task 3:
Divide the students into groups and
assign each group the resources needed
to build the smart LEDs circuit. Students
should use Figures 2.2.56 and 2.2.57 to
build the circuit.
Task 4:
Students go through the questions in
Tasks 2-4.
Task 5:
Teacher makes sure that all students
participated in building the circuit.
Teacher can use a ‘pick a chit’
technique. Some questions will be
written on small chits and will be placed
in a bowl / box. Student pick a question
from the box and answer. The questions
will be related to performing the
continuity test to check the components,
interpreting the schematic diagrams to
build the circuit, the circuit’s wire
connections…etc.
72
Teacher Tip:
Use group work as appropriate, get to
know your class and organise groups to
support mixed ability’s.
evaluate learning.
Question pupils on what they have End of section
learnt. Have learning outcomes been assessment
met? Has the lesson aim been
achieved? Student evaluation
73
Answer Key
QR code links:
Page Topic Link
110 Dancing LEDs circuit https://gfycat.com/gifs/detail/demandingfreehuia
1kΩ resistor
1kΩ resistor
74
1kΩ resistor
10kΩ
1MΩ
0.1µF
10kΩ
75
Discussion:
Question 1
Question 2
A high-pass filter (HPF) allows high-frequencies to pass through and blocks low-frequencies;
normally used for noise reduction. A low-pass filter (LPF) is the exact opposite; it allows low
frequencies to pass through and blocks high-frequencies. Label the diagrams below as HPF or
LPF.
Question 3
Once you have built the circuit, take a picture of it and paste it in the box below.
76
End of section assessment
a. True b. False
a. True b. False
If the power of a kettle is 0.3kW and the voltage is 240V, calculate the fuse rating?
Calculate the gain of amplification knowing that the input current is 10mA and the output current
is 1A?
𝑹𝒇 𝟏𝟓 × 𝟏𝟎𝟎𝟎
𝑮𝒂𝒊𝒏 = − = = −𝟔𝟖. 𝟏𝟖
𝑹𝒊𝒏 𝟐𝟐𝟎
77
Learning Phases: Lesson 2
Notes for
differentiation
Development
[Phases or chunks of learning] Note: All lessons can
be different
depending on ability
Phase
lesson aim.
Teacher to place all student learning
outcomes on the board and ensure
student understanding of aims and
outcomes.
Discuss prior knowledge of basic
electronic components.
Show motivational videos / models to Questioning
outline the end goal of the term.
Teacher Tip:
Teacher to set high expectations which
inspire, motivate and challenge pupils.
78
Teacher to monitor the students’
progress throughout the lesson by using
the different assessment opportunities.
Teacher Tip:
Teacher to demonstrate good subject
and curriculum knowledge
Task 1: Collaborative learning
Teacher discuss the history and
applications of the 555 timer and op- Written Activities 2.3.1 –
amp ICs while students research the 2.3.4.
topic by completing activity 2.3.1.
Students to complete all
Task2: the activities and finish in
Teacher explain the circuit diagram of their free time if not
the 555 timer IC and its schematic completed.
diagram.
Task 4:
Teacher explain the second operation
mode of the 555 timer, monostable
mode. Teacher can use the QR code in
this section to help the students
understand. The QR code when
scanned shows a simulation of the effect
of the output signal of a 555 timer in
monostable mode on an LED.
Task 5:
Teacher explain the third operation
mode of the 555 timer, bistable mode.
Teacher can use the QR code in this
section to help the students understand.
79
The QR code when scanned shows a
simulation of the effect of the output
signal of a 555 timer in bistable mode on
an LED.
evaluate learning.
Question pupils on what they have Student evaluation
learnt. Have learning outcomes been
met? Has the lesson aim been
achieved?
80
Answer Key
QR code links:
Page Topic Link
120 Astable 555 timer https://ibb.co/fGtsA5
122 Monostable 555 timer https://ibb.co/d5Q5V5
123 Bistable 555 timer https://ibb.co/ds0TiQ
Activity 2.3.1
Research the following scientists. W hat are their contributions to the electronic components
mentioned above?
(Joseph Henry, Edward Davy, Hans Camenzind)
Activity 2.3.2
Construct the circuit shown in the figure below. This will allow you to monitor the output pulses
of the 555 timer when wired in astable mode. The LED will turn on when the output is a high
pulse and will turn off when it’s a low pulse.
The output signal shown be similar to the one shown in Figure 2.3.6.
Activity 2.3.3
A monostable 555 timer has the following component values: R1 is 100kΩ, and C1 is 100μF.
Calculate the time duration that the timer will stay on.
Time On = 1.1 x R1 x C1
= 1.1 x (100 x 1000) x (100 x 10−6) = 11s
Activity 2.3.4
81
Learning Phases: Lesson 3
Notes for
differentiation
Development
[Phases or chunks of learning] Note: All lessons can
be different
depending on ability
Phase
lesson aim.
Teacher to place all student learning
outcomes on the board and ensure
student understanding of aims and
outcomes.
Discuss prior knowledge of basic
electronic components.
Show motivational videos / models to Questioning
outline the end goal of the term.
Teacher Tip:
Teacher to set high expectations which
inspire, motivate and challenge pupils.
82
Teacher Tip:
Teacher to demonstrate good subject
and curriculum knowledge
Task 1: Collaborative learning
Teacher explain the circuit diagram of
the op-amp IC and its schematic Written Activities 2.3.5 –
Phase 3 of lesson (Engage and Demonstrate)
diagram. 2.3.8.
Teacher Tip:
Use group work as appropriate, get to
know your class and organise groups to
support mixed ability’s.
83
Phase 4 of lesson - Plenary (Consolidate) Teacher to facilitate as students Oral Assessment
evaluate learning.
Question pupils on what they have End of section
learnt. Have learning outcomes been
met? Has the lesson aim been Student evaluation
achieved?
84
Answer Key
QR code links:
Page Topic Link
Learning basic op-
125 https://www.youtube.com/watch?v=9IweZqC9N44
amp
Activity 2.3.5
Look at the circuit diagram of the op-amp above. Match each pin number with its function.
Pin 5 is solved for you.
Pin Function
Pin 1 Offset/Null
Pin 2 Inverting input
Pin 3 Non-inverting input
Pin 4 Negative supply
Pin 5 Not used
Pin 6 Output
Pin 7 Positive Supply
Pin 8 Offset/Null
Activity 2.3.6
-summing amplifier
-inverting amplifier
-non-inverting amplifier
-voltage follower
-differential amplifier
-integrator
Activity 2.3.7
85
Activity 2.3.8
𝑅𝑓 50 × 103
𝐺𝑎𝑖𝑛 = − =− = −10
𝑅𝑖𝑛 5 × 103
Note that the gain cannot be negative. The negative sign just means that the output is
inverted.
2) Name the 3 connection modes of the 555 timer, and explain one of them.
Astable mode
Monostable mode
Bistable mode
3) Calculate the gain of an op-amp where Rf = 15 kΩ and Rin = 220 Ω? W hat does the ‘–’
sign mean?
𝑅𝑓 15 × 103
𝐺𝑎𝑖𝑛 = − =− = −68.18
𝑅𝑖𝑛 220
86
Week 5 and Week 6 Lesson Plan (this lesson plan extends for tw o w eeks – 6 periods):
Grade 11
Section 4: Trimester Project: Design of a portable
Content Chapter 2: Fundamentals of speaker
electronics
Time allocated
6 x 45-minute period
Aim:
In the next two weeks, students will build a portable audio speaker using an amplifier circuit.
They are going to design a circuit that amplifies audio signals. The circuit uses an IC chip called
LM386. This 8-pin op-amp IC is the core of the circuit where the input audio signal is going to
be amplified. If this chip isn’t used, the sound won’t be audible as it’s not amplified.
Student Learning Outcomes: Learning outcomes refer to what the student can expect
from the lesson, Teachers must share these outcomes with all students. Teachers are to tick the
box when the outcome is achieved. Learning outcomes can be assessed usi ng oral
questioning and the written activities.
Students should be able to:
Build the smart portable speaker circuit and test its functionality.
Rebuild the circuit on a PCB and solder it.
87
Keywords What are the keywords the students must learn?
• IC
• LM386 timer IC
• solder/soldering
Resources What resources are required?
• textbooks
• projector
• 3-pin toggle switch
• 3.5 mm audio socket
• 0.1 µF capacitor
• 10Ω resistor
• 470pF capacitor
• 10kΩ resistor
• 1000 µF capacitor
• 10kΩ variable resistor
• 10µF capacitor
• 100µF capacitor
• LM386 op-amp
• 8 pin IC chip holder
• 8 Ω speaker
• 9V power supply
• breadboard
• 27x 22 blank PCB
• jumper wires
• 3.5 mm Aux cable
• solder wire
• electric soldering iron
Prior Knowledge • Identify the electric principles of Ohm’s law.
• Use breadboards for building electronic circuits.
• Use basic electronic components.
• Distinguish between parallel and series circuits.
• Use different IC chips in electronic circuits.
• Identify the resistance of colour-coded resistors.
88
Essential and non-essential Sections:
In some lessons it may not be possible to cover every section of the book due to time constraints or
lesson variables. Below is a guideline to essential sections for examination and project knowledge.
Topic Page
Chapter Section Focus Essential Non-essential/Self Study Assessment
Getting started - 58 -
2.1.1 Embedded systems - 58-60 -
Sec. 1
2.1.2 Controller - 60 -
2.1.3 Microcontroller - 61 -
2.2.1. Basic electronic
65-99 - -
Sec. 2 components and devices
Ch. 2 2.2.2. Project 1: Smart LEDs 100-114 - -
Getting started 118 - -
Sec. 3 2.3.1 555 Timer 119-124 - -
2.3.2 Operational amplifier 125-128 - -
2.4.1. Circuit design 132-136 - -
Sec. 4
2.4.2. Soldering 137-152 - -
Sec. 4 Assessment task page - 153
89
Learning Phases:
Notes for
differentiation
Development
[Phases or chunks of learning] Note: All lessons can
be different
depending on ability
Phase
lesson aim.
Teacher to place all student learning
outcomes on the board and ensure
student understanding of aims and
outcomes.
Discuss prior knowledge of basic
electronic components.
Show motivational videos / models to Questioning
outline the end goal of the term.
Teacher Tip:
Teacher to set high expectations which
inspire, motivate and challenge pupils.
speaker project.
90
Teacher to monitor the students’
progress throughout the lesson by using
the different assessment opportunities.
Teacher Tip:
Teacher to demonstrate good subject
and curriculum knowledge
Task 1: Collaborative learning
Teacher give a quick recap on
performing the continuity test and
interpreting schematic diagrams.
Task 2:
Divide the students into groups and
assign each group the resources needed
to build the portable speaker circuit.
Students should use Figures 2.4.1 and
2.4.2 to build the circuit.
Task 3:
Students go through the questions in
Tasks 2-4.
Task 4:
Teacher makes sure that all students
participated in building the circuit.
Teacher can use a ‘pick a chit’
technique. Some questions will be
written on small chits and will be placed
in a bowl / box. Student pick a question
from the box and answer. The questions
will be related to performing the
continuity test to check the components,
interpreting the schematic diagrams to
build the circuit, the circuit’s wire
connections…etc.
Task 5:
Teacher to explain the importance of
soldering electrical components to a
PCB. Explain how to prepare the solder
iron, how to solder and to introduce the
correct soldering technique.
91
Task 6:
Students go through the steps shown in
the book to solder their circuit, starting
from Figure 2.4.20.
Teacher Tip:
Use group work as appropriate, get to
know your class and organise groups to
support mixed ability’s.
evaluate learning.
Question pupils on what they have Assessment task page
learnt. Have learning outcomes been
met? Has the lesson aim been Student evaluation
achieved?
92
Answer Key
QR code links:
Page Topic Link
Preparing the solder
139 https://www.youtube.com/watch?v=jJw0W2ln3_c
iron
Soldering a resistor to a
142 https://www.youtube.com/watch?v=cwWOfag54JQ
PCB
93
Step by step guide to build the circuit:
Step 1
Step 2
Step 3
0.1µF
470pF
Step 4:
94
Step 4 10µF
1000µF
0.1µF
Step 5
100µF 0.1µF
Step 6
95
Step 7: follow the previous steps to duplicate the circuit (both circuits share input from
POT)
96
Week 7 Lesson Plan:
Grade 11 Section 1: What is Arduino?
Content
Chapter 3: Essentials in Arduino I Section 2: Arduino display tools
Aim:
Section 1 aims to introduce you to Arduino and explains the basic features of Arduino IDE software.
The session starts with a brief introduction to Arduino, and the Arduino board, introducing its various
ports and hardware components. This is followed by an explanation of the Arduino IDE software
and its key features. A step by step procedure on how to upload a test sketch to the Arduino board
will be the final task in this lesson.
Section 2 aims to introduce you to Arduino’s display tools, namely the LCD and the serial
monitor. Both serv e as useful tools for v isualising and monitoring the v alues sent and
receiv ed from your Arduino board. The former is a hardw are tool, w hile the latter is a
softw are tool.
Section 2
Explain how to control the LCD screen.
Explain how to use Arduino’s serial monitor.
Configure the Arduino IDE software to work with the Arduino board.
97
Student Learning Outcomes: Learning outcomes refer to what the student can expect
from the lesson, Teachers must share these outcomes with all students. Teachers are to tick the
box when the outcome is achieved. Learning outcomes can be assessed using oral
questioning and the written activities.
Students should be able to:
Use the LCD to display messages.
Use the serial monitor to display messages.
Describe the main features of the Arduino board and software.
W rite a simple Arduino program and upload it to the Arduino board.
Use Arduino programming syntax.
98
Essential and non-essential Sections:
In some lessons it may not be possible to cover every section of the book due to time constraints
or lesson variables. Below is a guideline to essential sections for examination and project
knowledge.
Topic Page
Chapter Section Focus Essential Non-essential/Self Study Assessment
Explore the Arduino board 159-163 - -
Explore the Arduino IDE
164-165 - -
Sec. 1 software
Arduino code structure 165-171
Arduino code syntax 172-173 - -
Sec. 2 Arduino – LCD 179-184 - -
Sec. 2 Arduino – Serial monitor - 185-190 -
Flowchart algorithm
- 194-195 -
Ch. 3 description
Pseudocode algorithm
- 196 -
description
Sec. 3
Representing the Arduino
programs using
- 197-198 -
pseudocode and
flowcharts
End of chapter project 205-208 - -
Assessment task page - 209
99
Learning Phases: Section 1
Notes for
differentiation
Development
[Phases or chunks of learning] Note: All lessons can
be different
depending on ability
Phase
lesson aim.
Teacher to place all student learning
outcomes on the board and ensure
student understanding of aims and
outcomes.
Discuss prior knowledge of basic
electronic components.
Show motivational videos / models to Questioning
outline the end goal of the term.
Teacher Tip:
Teacher to set high expectations which
inspire, motivate and challenge pupils.
100
Teacher to introduce the Arduino code
structure and allow students to explore
their first Arduino program.
Teacher Tip:
Teacher to demonstrate good subject
and curriculum knowledge
Task 1: Peer teaching
Ask students to find a partner and make
a mind map about the advantages, Written Activities 3.1.1-
disadvantages and uses of the Arduino 3.1.9
microcontroller. Students to complete
Activity 3.1.1. Students must complete
all activities in their free
Teacher to facilitate as peer teaching time if not completed
takes place. during class time.
Phase 3 of lesson (Engage and Demonstrate)
Task 2:
Divide students into groups and assign
each group an Arduino board. Allow
students to label the Arduino board as a
group. After they finish students will
complete activities 3.1.2 and 3.1.3.
Task 3:
Students to be given an IDE software
layout, each group to fill out one section.
The answers will be given through a class
discussion.
Task 4:
Students to learn the basic Arduino code
structure. They should be able to use the
basic Arduino syntax to blink an LED. And
the proper steps to follow to upload their
program to the Arduino board.
Task 5:
Students to upload and test the On-
board LED program individually.
Teacher Tip:
Use group work as appropriate, get to
know your class and organise groups to
support mixed ability’s.
Teacher to facilitate as students Oral Assessment
Phase 4 of lesson - Plenary (Consolidate)
evaluate learning.
Question pupils on what they have End of section
learnt. Have learning outcomes been assessment
met? Has the lesson aim been
achieved? Student evaluation
102
Answer Key
QR code links:
Page Topic Link
160 Various Arduino https://www.youtube.com/watch?v=B7dtdBgOHWM
projects
171 Fritzing http://fritzing.org/download/?donation=0
171 TinkerCad https://www.tinkercad.com/#/
Activity 3.1.1
1. Take out your Arduino board and place it in front of you. Can you identify the board model?
Activity 3.1.2
Look at the Arduino board shown in Figure 3.1.4 above. Match each number with its
function.
1. microcontroller
2. USB jack
3. power jack
4. reset button
5. LEDs set
6. power socket
7. analog IN socket
8. digital socket
Activity 3.1.3
2. Identify the four power socket pins and write down their names.
1. 3.3V pin
2. 5V
3. GND pins
4. VIN pins
3. How many analogue pins are there in the Analog IN socket? Name them.
6 analogue pins. A0, A1, A2, A3, A4, A5.
103
Activity 3.1.4
serial monitor 10. allows the user to save the sketch file
Activity 3.1.5
How can you make the LED blink (turn off and on)? W rite the code, then test your answer and
write your observation.
digitalWrite(13,HIGH);
delay(1000);
digitalWrite(13,LOW);
Activity 3.1.6
W e now know that using the ‘delay’ function we can tell the Arduino how many seconds to
wait before changing the status of the LED. In other words, the ‘delay’ function can be used to
control how fast or slow an LED blinks.
In which of the following cases does the LED blink faster? Justify.
Case 1:
delay(550);
The LED w ill blink faster than in case 2 since the w aiting time is less.
Case 2:
delay(2000);
The LED w ill blink slow er than in case 1 since the w aiting time is more.
104
Activity 3.1.7
The LED will turn on and off (blink) with a delay of 1 second.
Activity 3.1.8
Read the syntax explanation written in the table below and try to match it with its corresponding
name. The first one is done for you.
2. semicolon
3. block comments
3. line comments
4. variables
5. variable declaration
Activity 3.1.9
Use the information provided in Error! Reference source not found. to answer the following
questions:
11. Find the syntax errors in the lines of code below, and then correct them.
int variable_$ = 3;
setup(){
pinMode(3, INPUT)
12. Mark the lines below as a comment using two different methods.
Blink
Turns on an LED on for one second, then off for one second, repeatedly.
105
Method 1:
/*
Blink
Turns on an LED on for one second, then off for one second, repeatedly.
*/
Method 2:
//Blink
//Turns on an LED on for one second, then off for one second, repeatedly.
int y= 0;
char age;
void loop() {
int analogValue = analogRead(analogPin);
if (analogValue > threshold) {
digitalWrite(ledPin, HIGH);
}
else {
digitalWrite(ledPin, LOW);
}
}
Note: let the students write the code in Arduino and check it for syntax error using
the ‘Verify’ button.
106
End of section assessment:
1. Label the missing Arduino board parts.
2. Label the name of the buttons in the toolbar menu of the Arduino IDE. Then write its function.
checks the code for syntax errors (like missing
semicolons or brackets)
1 verify/compile converts the Arduino code into machine code; this is
a language that the microcontroller on the Arduino
board can understand
2 upload sends the code to the Arduino board
3 new opens a new code window tab/new sketch
4 open opens an existing sketch
5 save saves the currently active sketch
opens a window that displays any serial information
6 serial monitor
the Arduino board is transmitting or receiving
3. W rite a simple Arduino code to blink an LED connected to pin number 5 fast then slow.
case 1: blinking fast
void setup() {
// put your setup code here, to run once:
pinMode(5,OUTPUT);
}
void loop() {
// put your main code here, to run repeatedly:
digitalWrite(5,HIGH);
delay(500);
digitalWrite(5,LOW);
delay(500);
}
107
case 2: blinking slow
void setup() {
// put your setup code here, to run once:
pinMode(5,OUTPUT);
}
void loop() {
// put your main code here, to run repeatedly:
digitalWrite(5,HIGH);
delay(5000);
digitalWrite(5,LOW);
delay(5000);
}
Challenge activity
Arduino code:
int red = 10;
int yellow = 9;
int green = 8;
void setup(){
pinMode(red, OUTPUT);
pinMode(yellow, OUTPUT);
pinMode(green, OUTPUT);
}
void loop(){
changeLights();
delay(15000);
}
void changeLights(){
// green off, yellow on for 3 seconds
digitalWrite(green, LOW );
digitalWrite(yellow, HIGH);
delay(3000);
108
// turn off yellow, then turn red on for 5 seconds
digitalWrite(yellow, LOW);
digitalWrite(red, HIGH);
delay(5000);
109
Learning Phases: Section 2
Notes for
differentiation
Development
[Phases or chunks of learning] Note: All lessons can
be different
depending on ability
Phase
lesson aim.
Teacher to place all student learning
outcomes on the board and ensure
student understanding of aims and
outcomes.
Discuss prior knowledge of basic
electronic components.
Show motivational videos / models to Questioning
outline the end goal of the term.
Teacher Tip:
Teacher to set high expectations which
inspire, motivate and challenge pupils.
110
Teacher Tip:
Teacher to demonstrate good subject
and curriculum knowledge
Task 1: Peer teaching
Divide students into groups and assign
each group an Arduino LCD shield. Allow Written Activities 3.2.1-
students to label the LCD shield parts as 3.2.2
a group.
Phase 3 of lesson (Engage and Demonstrate)
Task 2:
Teacher to demonstrate the Arduino
HelloW orld example code. Teacher can
show the students the expected
message on the LCD shield first, then go
through the code with the students’ line
by line.
Students can then test the code
themselves by attaching the LCD shield
to the Arduino board then uploading the
code.
Teacher Tip:
Use group work as appropriate, get to
know your class and organise groups to
support mixed ability’s.
111
Phase 4 of lesson - Plenary (Consolidate) Teacher to facilitate as students Oral Assessment
evaluate learning.
Question pupils on what they have End of section
learnt. Have learning outcomes been assessment
met? Has the lesson aim been
achieved? Student evaluation
112
Answer Key
Activity 3.2.1
W rite the Arduino code to print the following message on the LCD screen:
Arduino code:
void setup() {
lcd.begin(16, 2);
lcd.setCursor(2, 0);
lcd.print("Expo 2020");
lcd.setCursor(0, 1);
lcd.print("Dubai, UAE");
}
Activity 3.2.2
Modify the Arduino example to print your name. Take a picture of the LCD screen and paste it
below.
Arduino code:
#include <LiquidCrystal.h>
// initialize the library with the numbers of the interface pins
LiquidCrystal lcd(8, 9, 4, 5, 6, 7);
void setup() {
// set up the LCD's number of columns and rows:
lcd.begin(16, 2);
// Print a message to the LCD.
lcd.print(“NAME");
}
void loop() {
// set the cursor to column 0, line 1
// (note: line 1 is the second row, since counting begins with 0):
lcd.setCursor(0, 1);
113
// print the number of seconds since reset:
lcd.print(millis() / 1000);
}
Activity 3.2.3
1. Try pressing the Arduino’s Reset button a few times. W hat happens?
W henever the reset button is pressed the message is printed once on the serial monitor.
2. Now, write the print function inside the loop() function. Verify and upload the code and
then observe what happens.
Activity 3.2.4
14. Define an integer variable, name it ‘count’ and give it a value of zero.
Int count=0;
114
End of section assessment
1. Study the following code, then write the expected outcome on the LCD shown below.
2. W rite an Arduino code that adds two numbers (3.5 and 7) and then displays the addition result
on the serial monitor.
115
Week 8 Lesson Plan:
Grade 11 Section 1: What is Fusion 360?
Content Chapter 4: Introduction to 3D Section 2: Introduction to basic modelling
modeling Section 3: Creating model of speaker base
Time allocated
3 x 45-minute periods
Aim:
Upon completion of this lesson you will have completed sections 1-3, you will understand what
Fusion 360 is capable of as a software. You will understand how to register and download
Fusion 360 on your personal computer, as well as a mobile application.
You will open a new design and understand how to create a 2D sketch on a chosen plane.
You will then create an extruded 3D model from this 2D sketch before creating a hole in the
extruded cuboid. Finally, you will create 25 holes using the pattern tool. The aim is to create a
5x5 LED matrix holder.
You will use these basic skills to create the base of the speaker. You will recap on the skills of
2D sketching, extruding, creating holes and the pattern tool. You will also learn the new skills
of shelling bodies and creating fillets/chamfers.
116
Student Learning Outcomes: Learning outcomes refer to what the student can expect
from the lesson, Teachers must share these outcomes with all students. Teachers are to tick the
box when the outcome is achieved. Learning outcomes can be assessed using oral
questioning and the written activities.
Students should be able to:
Register for Fusion 360.
Open a new design in Fusion 360.
Save a file in Fusion 360.
Navigate the toolbar.
Open and navigate the data panel.
Share work from your data panel.
Download files and upload files to your data panel
Identify 2D sketch tools.
Identify and distinguish between planes.
Create dimensioned 2D sketch.
Create 3D model using extrude tool.
Distinguish between different hole types.
Create a hole using the hole tool.
Distinguish between different pattern types.
Create a hole pattern using rectangular pattern tool.
Recall basic skills in 3D modelling
Create and extrude a square base.
Create a fillet or chamfer.
Shell a base to make a hollow model.
Create 5x5 hole pattern to match the LED matrix.
117
• fillet
• chamfer
• shell
Resources What resources are required?
• textbooks
• projector
• Fusion 360
Prior Knowledge • Fusion 360 introduction
• Demonstrate creative ideas through meaningful
sketches.
• Utilize 3D printers in producing 3D models
• Demonstrate creative ideas through meaningful
sketches.
• demonstrate creative ideas through meaningful
sketches.
• use the extrude tool to transform shapes from 2D to 3D
• hole tool
• pattern tool
In some lessons it may not be possible to cover every section of the book due to time constraints
or lesson variables. Below is a guideline to essential sections for examination and project
knowledge.
Topic Page
Chapter Section Focus Essential Non-essential/Self Study Assessment
Installing and registering for
212
Sec. 1 Fusion 360 -
Opening a new design 213-215 -
Sec. 1 Downloading files 216-217
2D sketching 220-225
Ch. 4 Sec. 2
LED Matrix 225-228 229
Extruding base 232
-
Fillet base 232-233
Sec. 3 238
Shell base and add hole
235-237
pattern
118
Learning Phases:
Notes for
differentiation
Development
[Phases or chunks of learning] Note: All lessons can
be different
depending on ability
Phase
lesson aim.
Teacher to place all student learning
outcomes on the board and ensure
student understanding of aims and
outcomes.
Discuss prior knowledge of Fusion 360
or other CAD programs
Questioning
Teacher Tip:
Teacher to set high expectations which
inspire, motivate and challenge pupils.
119
d) Introduce 2D sketching and all the
possible sketching tools. (A visual
demonstration on Fusion 360 here can
aid the textbook diagram)
e) Demonstrate the planes in Fusion 360
and question pupils on correct plane to
create cylinder.
Teacher Tip:
Teacher to demonstrate good subject
and curriculum knowledge
120
e) Students to complete activity 4.2.1 on Activity 4.2.1
plane selection.
121
Answer Key
QR code links:
Page Topic Link
211 Section 2 video guide: LED matrix https://autode.sk/2HGTrRQ
220 Section 3 video guide: Modeling https://autode.sk/2JJLD2F
speaker base
Activity 4.2.1
122
Activity 4.4.2
You now understand how to choose a plane for 2d sketching. Open a new design and create a
new sketch on the XZ plane as shown below
On the XZ plane sketch and dimension the shapes shown below.
Note: Pay attention for correct dimensions and fully defined sketches.
Activity 4.3.1
Yes, a sketch with corners rounded instead of a square
123
Activity 4.3.2
Activity 4.3.3
W hat two features did you use to create the 25 holes in the LED matrix holder?
1) Hole tool
2) Rectangle pattern
124
Week 9 Lesson Plan:
Grade 11 Section 4: Creating model of speaker base
Content Chapter 4: Introduction to 3D Section 5a: Introduction to basic modelling
modeling Section 5b: Introduction to basic modelling
Time allocated
3 x 45-minute periods
Aim:
Upon completion of this lesson you will be able to create the back section of the speaker. This
section takes design inspiration from Aldar Headquarters building in Abu Dhabi. To create a
shape similar to this building you will learn to use the revolve tool to create a revolved 3D
model from a 2D sketch.
You will then begin to create the speaker housing based on the Sydney opera house. You will
learn to create new planes and sketch on these planes. You will then learn to use the loft tool
to create a 3D profile between two sketches. You will recap on basic tools such as sketch, and
shell.
125
Student Learning Outcomes: Learning outcomes refer to what the student can expect
from the lesson, Teachers must share these outcomes with all students. Teachers are to tick the
box when the outcome is achieved. Learning outcomes can be assessed using oral
questioning and the written activities.
Students should be able to:
Insert a canvas.
Scale and position a canvas.
Create a 2D sketch profile using the canvas.
Use Revolve tool to create 3D model.
Shell a revolved model in Fusion 360.
Create a new plane in Fusion 360.
Complete profile sketches in Fusion 360.
Complete guide rail sketches in Fusion 360.
Define and create a lofted 3D model in Fusion 360.
Recap on the shell feature.
126
Possible teaching method(s) or approach for this lesson
(teacher to tick the relevant method)
Collaborative Teaching (student centred)
Instructional / Demonstrative Teaching (teacher centred)
Inquiry-based Teaching (student centred)
Lecture Style Teaching (teacher centred)
Coach Style Teaching (teacher centred)
Facilitator Style Teaching (student centred)
In some lessons it may not be possible to cover every section of the book due to time constraints
or lesson variables. Below is a guideline to essential sections for examination and project
knowledge.
Topic Page
Chapter Section Focus Essential Non-essential/Self Study Assessment
Sketching on a canvas 241-245
Creating a revolve 245
Sec. 4 247
Shell revolve and move
245-246
features on the timeline
Ch. 4 Creating new plane 250 -
Sec. 5a Creating loft profiles 251-255 258
Lofting and shelling profile 256-257
Creating second loft 260-263
Sec. 5b 268
Creating third loft 264-267
127
Learning Phases:
Notes for
differentiation
Development
[Phases or chunks of learning] Note: All lessons can
be different
depending on ability
Phase
lesson aim.
Teacher to place all student learning
outcomes on the board and ensure
student understanding of aims and
outcomes.
Recap on Fusion 360 skills from
previous lesson
Questioning
Teacher Tip:
Teacher to set high expectations which
inspire, motivate and challenge pupils.
128
e) Select this plane and demonstrate
creating front profile sketch 1
Demonstrate creating a point as profile 2
Teacher Tip:
Teacher to demonstrate good subject
and curriculum knowledge
129
Teacher Tip:
Use groupwork as appropriate, get to
know your class and organise groups to
support mixed ability’s.
Teacher to facilitate as students Oral Assessment
evaluate learning.
Phase 4 of lesson - Plenary (Consolidate)
130
Answer Key
QR code links:
Page Topic Link
241 Aldar canvas http://bit.ly/2lLQzph
246 Section 4 video guide: Modeling https://autode.sk/2lgtmer
inspired by Aldar Headquarters
building
257 Section 5a video guide: Lofted https://autode.sk/2M2GGPg
model of speaker housing
267 Section 5b video guide: Lofted https://autode.sk/2tqsd7L
model of speaker housing
131
Week 10 Lesson Plan:
Grade 11 Section 5: Introduction to basic modelling
Chapter 4: Introduction to 3D Section 6: Preparing and 3D printing finished
Content modeling Fusion 360 models
Chapter 5: Assembly of speaker Section 1: Assembling, programming and testing
model speaker model
Time allocated
3 x 45-minute periods
Aim:
Upon completion of this lesson you will finish the 3D model of the speaker. You will add a face
to the lofted model before using extruded cuts to create a mounting hole for the speaker.
Once one speaker housing is complete you will learn to duplicate it u sing the mirror feature.
You will then become familiar with combining bodies and saving bodies/components as STL
files. You will recap on skills from sections 1-5 to create a bottom cover for your model. You will
also be familiar with FlashPrint 3D printing software and be able to import and 3D print the
required parts. As parts are printing you will assemble and solder the 5x5 LED matrix.
132
Student Learning Outcomes: Learning outcomes refer to what the student can expect
from the lesson, Teachers must share these outcomes with all students. Teachers are to tick the
box when the outcome is achieved. Learning outcomes can be assessed using oral
questioning and the written activities.
Students should be able to:
Create extrudes and extruded cuts.
Mirror bodies and features about a plane.
Combine a number of bodies to form one body.
Create a bottom cover for the 3D speaker model.
Save a body as an STL file.
Create a new FlashPrint project.
Import an STL file.
Rotate and move 3D models in Fusion 360.
Add supports to a 3D printed model and understand their importance.
Create a GX file for 3D printing.
Assemble LED matrix.
Use Arduino microcontroller to program an LED matrix pattern.
133
Possible teaching method(s) or approach for this lesson
(teacher to tick the relevant method)
Collaborative Teaching (student centred)
Instructional / Demonstrative Teaching (teacher centred)
Inquiry-based Teaching (student centred)
Lecture Style Teaching (teacher centred)
Coach Style Teaching (teacher centred)
Facilitator Style Teaching (student centred)
In some lessons it may not be possible to cover every section of the book due to time constraints
or lesson variables. Below is a guideline to essential sections for examination and project
knowledge.
Topic Page
Chapter Section Focus Essential Non-essential/Self Study Assessment
Adding front face 270-271
275
Creating extruded cuts 271-273
Sec. 5c
Mirror feature 276-278 280
Ch. 4 Creating switch holes 281
-
Combining bodies 283
Sec. 6 Creating bottom cover 284-286 292
3D printing 287-290
Ch. 5 Sec. 1 Assemble LED Matrix 296-300 -
134
Learning Phases:
Notes for
differentiation
Development
[Phases or chunks of learning] Note: All lessons can
be different
depending on ability
Phase
lesson aim.
Teacher to place all student learning
outcomes on the board and ensure
student understanding of aims and
outcomes.
Recap on Fusion 360 skills from
previous lesson
Questioning
Teacher Tip:
Teacher to set high expectations which
inspire, motivate and challenge pupils.
135
d) Facilitate as student’s complete
activity 4.5.1
Teacher Tip:
Teacher to demonstrate good subject
and curriculum knowledge
136
Teacher Tip:
Use groupwork as appropriate, get to
know your class and organise groups to
support mixed ability’s.
Teacher to facilitate as students Oral Assessment
evaluate learning.
Phase 4 of lesson - Plenary (Consolidate)
137
Answer Key
QR code links:
Page Topic Link
278 Section 5c Fusion video guide https://autode.sk/2M9xg4f
void setup() {
pinMode(colPin1, OUTPUT);
pinMode(colPin2, OUTPUT);
pinMode(colPin3, OUTPUT);
pinMode(colPin4, OUTPUT);
pinMode(colPin5, OUTPUT);
pinMode(rowPin1, OUTPUT);
pinMode(rowPin2, OUTPUT);
pinMode(rowPin3, OUTPUT);
pinMode(rowPin4, OUTPUT);
pinMode(rowPin5, OUTPUT);
}
// DIAGONAL UP Only a high and low together will turn on an
void loop() LED. A low row and column or high row and
{ column will result in the LED being off.
digitalWrite(colPin1, LOW);
digitalWrite(colPin2,HIGH); In this first loop all rows are set to low apart
digitalWrite(colPin3,HIGH); from row 1 which is high
digitalWrite(colPin4, LOW); This means row one is now receiving power
digitalWrite(colPin5,HIGH); through the resistor.
digitalWrite(rowPin1, HIGH); To turn on any led in row one the column must
digitalWrite(rowPin2, LOW); be set as low to complete the circuit.
digitalWrite(rowPin3, LOW); Here column 1 and 4 are set to low, this
digitalWrite(rowPin4, LOW); means led 1 and 4 in row 1 will light.
digitalWrite(rowPin5, LOW);
delay(250); The delay is set to 250ms (this can be set lower
or higher to alter the pattern speed)
digitalWrite(colPin1, HIGH); In the second loop we have moved to row 2
digitalWrite(colPin2,LOW); In order to turn on LED 2 and 5 we set these
digitalWrite(colPin3,HIGH); columns to low
digitalWrite(colPin4, HIGH);
138
digitalWrite(colPin5,LOW);
digitalWrite(rowPin1, LOW);
digitalWrite(rowPin2, HIGH);
digitalWrite(rowPin3, LOW);
digitalWrite(rowPin4, LOW);
digitalWrite(rowPin5, LOW);
delay(250); Again the delay is set to 250ms
digitalWrite(colPin1, HIGH);
digitalWrite(colPin2,LOW); This pattern continues all the way to row 5
digitalWrite(colPin3,HIGH); moving between columns 1,4 and 2,5
digitalWrite(colPin4, HIGH);
digitalWrite(colPin5,LOW);
digitalWrite(rowPin1, LOW);
digitalWrite(rowPin2, LOW);
digitalWrite(rowPin3, LOW);
digitalWrite(rowPin4, HIGH);
digitalWrite(rowPin5, LOW);
delay(250);
digitalWrite(colPin1, LOW);
digitalWrite(colPin2,HIGH);
digitalWrite(colPin3,HIGH);
digitalWrite(colPin4, LOW);
digitalWrite(colPin5,HIGH);
digitalWrite(rowPin1, LOW);
digitalWrite(rowPin2, LOW);
digitalWrite(rowPin3, LOW);
digitalWrite(rowPin4, LOW);
digitalWrite(rowPin5, HIGH);
delay(250);
//DIAGONAL REVERSE
digitalWrite(colPin1, HIGH); Now the same pattern is used in reverse from
digitalWrite(colPin2,LOW); row 5 down to row 1
digitalWrite(colPin3,HIGH);
digitalWrite(colPin4, HIGH);
digitalWrite(colPin5,LOW);
digitalWrite(rowPin1, LOW);
digitalWrite(rowPin2, LOW);
digitalWrite(rowPin3, LOW);
139
digitalWrite(rowPin4, LOW);
digitalWrite(rowPin5, HIGH);
delay(250);
digitalWrite(colPin1, LOW);
digitalWrite(colPin2,HIGH);
digitalWrite(colPin3,HIGH);
digitalWrite(colPin4, LOW);
digitalWrite(colPin5,HIGH);
digitalWrite(rowPin1, LOW);
digitalWrite(rowPin2, LOW);
digitalWrite(rowPin3, LOW);
digitalWrite(rowPin4, HIGH);
digitalWrite(rowPin5, LOW);
delay(250);
digitalWrite(colPin1, HIGH);
digitalWrite(colPin2,LOW);
digitalWrite(colPin3,HIGH);
digitalWrite(colPin4, HIGH);
digitalWrite(colPin5,LOW);
digitalWrite(rowPin1, LOW);
digitalWrite(rowPin2, LOW);
digitalWrite(rowPin3, HIGH);
digitalWrite(rowPin4, LOW);
digitalWrite(rowPin5, LOW);
delay(250);
digitalWrite(colPin1, LOW);
digitalWrite(colPin2,HIGH);
digitalWrite(colPin3,HIGH);
digitalWrite(colPin4, LOW);
digitalWrite(colPin5,HIGH);
digitalWrite(rowPin1, LOW);
digitalWrite(rowPin2, HIGH);
digitalWrite(rowPin3, LOW);
digitalWrite(rowPin4, LOW);
digitalWrite(rowPin5, LOW);
delay(250);
digitalWrite(colPin1, HIGH);
digitalWrite(colPin2,LOW);
digitalWrite(colPin3,HIGH);
digitalWrite(colPin4, HIGH);
digitalWrite(colPin5,LOW);
digitalWrite(rowPin1, HIGH);
digitalWrite(rowPin2, LOW);
digitalWrite(rowPin3, LOW);
digitalWrite(rowPin4, LOW);
digitalWrite(rowPin5, LOW);
delay(250);
//STRAIGHT
140
digitalWrite(colPin1, HIGH);
digitalWrite(colPin2,HIGH);
digitalWrite(colPin3,LOW);
digitalWrite(colPin4, HIGH);
digitalWrite(colPin5,HIGH);
digitalWrite(rowPin1, HIGH);
digitalWrite(rowPin2, LOW);
digitalWrite(rowPin3, LOW);
digitalWrite(rowPin4, LOW);
digitalWrite(rowPin5, LOW);
delay(100);
digitalWrite(colPin1, HIGH);
digitalWrite(colPin2,HIGH);
digitalWrite(colPin3,LOW);
digitalWrite(colPin4, HIGH);
digitalWrite(colPin5,HIGH);
digitalWrite(rowPin1, HIGH);
digitalWrite(rowPin2, HIGH);
digitalWrite(rowPin3, LOW);
digitalWrite(rowPin4, LOW);
digitalWrite(rowPin5, LOW);
delay(100);
digitalWrite(colPin1, HIGH);
digitalWrite(colPin2,HIGH);
digitalWrite(colPin3,LOW);
digitalWrite(colPin4, HIGH);
digitalWrite(colPin5,HIGH);
digitalWrite(rowPin1, HIGH);
digitalWrite(rowPin2, HIGH);
digitalWrite(rowPin3, LOW);
digitalWrite(rowPin4, LOW);
digitalWrite(rowPin5, LOW);
delay(100);
digitalWrite(colPin1, HIGH);
digitalWrite(colPin2,HIGH);
digitalWrite(colPin3,LOW);
digitalWrite(colPin4, HIGH);
digitalWrite(colPin5,HIGH);
digitalWrite(rowPin1, HIGH);
digitalWrite(rowPin2, HIGH);
digitalWrite(rowPin3, HIGH);
digitalWrite(rowPin4, LOW);
digitalWrite(rowPin5, LOW);
delay(100);
digitalWrite(colPin1, HIGH);
digitalWrite(colPin2,HIGH);
digitalWrite(colPin3,LOW);
digitalWrite(colPin4, HIGH);
digitalWrite(colPin5,HIGH);
141
digitalWrite(rowPin1, HIGH);
digitalWrite(rowPin2, HIGH);
digitalWrite(rowPin3, HIGH);
digitalWrite(rowPin4, HIGH);
digitalWrite(rowPin5, LOW);
delay(100);
digitalWrite(colPin1, HIGH);
digitalWrite(colPin2,HIGH);
digitalWrite(colPin3,LOW);
digitalWrite(colPin4, HIGH);
digitalWrite(colPin5,HIGH);
digitalWrite(rowPin1, HIGH);
digitalWrite(rowPin2, HIGH);
digitalWrite(rowPin3, HIGH);
digitalWrite(rowPin4, HIGH);
digitalWrite(rowPin5, HIGH);
delay(100);
//STRAIGHT EDGES
This part of the program is to light the outer
digitalWrite(colPin1, LOW); columns (1,2,4,5)
digitalWrite(colPin2,LOW);
digitalWrite(colPin3,HIGH); Again we begin with row 1 high and work to
digitalWrite(colPin4, LOW); row 5
digitalWrite(colPin5,LOW);
digitalWrite(rowPin1, HIGH);
digitalWrite(rowPin2, LOW);
digitalWrite(rowPin3, LOW);
digitalWrite(rowPin4, LOW);
digitalWrite(rowPin5, LOW);
delay(100);
digitalWrite(colPin1, LOW);
digitalWrite(colPin2,LOW);
digitalWrite(colPin3,HIGH);
digitalWrite(colPin4, LOW);
digitalWrite(colPin5,LOW);
digitalWrite(rowPin1, HIGH);
digitalWrite(rowPin2, HIGH);
digitalWrite(rowPin3, LOW);
digitalWrite(rowPin4, LOW);
digitalWrite(rowPin5, LOW);
delay(100);
digitalWrite(colPin1, LOW);
digitalWrite(colPin2,LOW);
digitalWrite(colPin3,HIGH);
digitalWrite(colPin4, LOW);
digitalWrite(colPin5,LOW);
digitalWrite(rowPin1, HIGH);
digitalWrite(rowPin2, HIGH);
digitalWrite(rowPin3, LOW);
142
digitalWrite(rowPin4, LOW);
digitalWrite(rowPin5, LOW);
delay(100);
digitalWrite(colPin1, LOW);
digitalWrite(colPin2,LOW);
digitalWrite(colPin3,HIGH);
digitalWrite(colPin4, LOW);
digitalWrite(colPin5,LOW);
digitalWrite(rowPin1, HIGH);
digitalWrite(rowPin2, HIGH);
digitalWrite(rowPin3, HIGH);
digitalWrite(rowPin4, LOW);
digitalWrite(rowPin5, LOW);
delay(100);
digitalWrite(colPin1, LOW);
digitalWrite(colPin2,LOW);
digitalWrite(colPin3,HIGH);
digitalWrite(colPin4, LOW);
digitalWrite(colPin5,LOW);
digitalWrite(rowPin1, HIGH);
digitalWrite(rowPin2, HIGH);
digitalWrite(rowPin3, HIGH);
digitalWrite(rowPin4, HIGH);
digitalWrite(rowPin5, LOW);
delay(100);
digitalWrite(colPin1, LOW);
digitalWrite(colPin2,LOW);
digitalWrite(colPin3,HIGH);
digitalWrite(colPin4, LOW);
digitalWrite(colPin5,LOW);
digitalWrite(rowPin1, HIGH);
digitalWrite(rowPin2, HIGH);
digitalWrite(rowPin3, HIGH);
digitalWrite(rowPin4, HIGH);
digitalWrite(rowPin5, HIGH);
delay(100);
}
143
Week 11 Lesson Plan:
Chapter 5: Assembly of speaker Section 1: Assembling, programming and testing
Content model speaker model
Time allocated
3 x 45-minute periods
Aim:
Upon completion of this lesson, you will understand how to assemble the 3D printed
model of your speaker with the electrical components. This will include mounting the speakers
with hot glue, soldering the LED Matrix into the 3D printed holder, gluing the LED matrix into
place and soldering the speakers to the PCB board. You will also mount the power switch, the
volume potentiometer and the 3.5mm audio jack in the holes created. W hen you are finished,
you should have a fully assembled and functioning portable smart speaker
Student Learning Outcomes: Learning outcomes refer to what the student can expect
from the lesson, Teachers must share these outcomes with all students. Teachers are to tick the
box when the outcome is achieved. Learning outcomes can be assessed using oral
questioning and the written activities.
Students should be able to:
Mount speakers to a 3D printed model.
Solder speakers to PCB board.
Use glue or nuts to assemble electronic components to a 3D printed model
Assemble LED matrix.
Use Arduino microcontroller to program an LED matrix pattern.
144
Keywords What are the keywords the students must learn?
• assemble
• to solder/soldering
145
Possible teaching method(s) or approach for this lesson
(teacher to tick the relevant method)
Collaborative Teaching (student centred)
Instructional / Demonstrative Teaching (teacher centred)
Inquiry-based Teaching (student centred)
Lecture Style Teaching (teacher centred)
Coach Style Teaching (teacher centred)
Facilitator Style Teaching (student centred)
In some lessons it may not be possible to cover every section of the book due to time constraints
or lesson variables. Below is a guideline to essential sections for examination and project
knowledge.
Topic Page
Essential Non- Assessment
Chapter Section Focus essential/Self
Study
Adding power supply and
301-302
potentiometer
Ch. 5 Sec.1 Adding speakers 303-304 - 307
Assembly of switch, volume
304-306
potentiometer and audio jack
146
Learning Phases:
Notes for
differentiation
Development
[Phases or chunks of learning] Note: All lessons can
be different
depending on ability
Phase
Teacher Tip:
Teacher to set high expectations which
inspire, motivate and challenge pupils.
Teacher Tip:
Teacher to demonstrate good subject
and curriculum knowledge
Demo
(Enga
nstrat
ge
e)
147
b) Student to glue speaker into model
before soldering speaker wires to PCB
Teacher Tip:
Use groupwork as appropriate, get to
know your class and organise groups to
support mixed ability’s.
Teacher to facilitate as students Oral Assessment
evaluate learning.
Phase 4 of lesson - Plenary (Consolidate)
148