Professional Documents
Culture Documents
June 2004
“Electronics/Electricity”
In collaboration with:
Developer:
Project Directors:
Content Consultants:
Forward
The “Oswego Update Project” is a collaboration between SUNY Oswego and the NYS
Education Department to refresh and modernize existing Technology Education course
outlines. New York State Learning Standards will be identified and organized.
The original work was a NYSED initiative during the transformation from Industrial Arts
to Technology Education in the 1980s. These courses have proven to be very popular
and most durable for the profession. In fact, many have been used as course models in
other states.
Hundreds of sections are offered in New York state each year, according to the Basic
Educational Data System (BEDS). However, the objectives need to be revisited with a
current eye, successful teaching strategies need to be surveyed in the field,
bibliographies should be updated, and Internet resources added, as they were
unavailable during the original project.
It is hoped that this graduate-level research endeavor will accomplish the following:
• provide a solid graduate research project for the developers involved (learning by
doing)
• update the bibliography of each course to reflect the last ten years of literature
review
• include Internet resources both useful as general professional tools, and as specific
content enhancement
• develop an index showing how NYS M/S/T standards are accomplished for each
course objective
Course Description
As we are in the middle of the information age, everybody is in contact daily with a vast
majority of electrical devices from computers to cell phones. A basic understanding of electrical
and electronics theory and application will enhance the ability of students to manage new
technologies as they emerge. This course gives students the opportunity to explore the field of
electronics and electricity and what careers are available.
Students will be able to apply the basic elements common to all technological systems –
input, comparison, adjustment, process, control, output, and feedback through experimentation
and problem-solving instruction. Students will understand the basics behind everyday electronic
devices. This is not a course where any prior knowledge of electronics is necessary.
1. Identify low voltage and line voltage devices and circuits in the home and be aware of
their applications in other systems.
2. Interpret the extent of electrical technologies and what kind of effect they have on other
technologies.
3. Properly and safely use the tools and equipment found in the electronics laboratory.
4. Read and interpret graphical representations of electrical components, devices, and
circuits.
5. Assemble and fabricate simple electrical and electronic circuits, using common methods
of breadboarding or circuit board fabrication.
6. Identify the passive and active components studied by matching the real component to its
schematic symbol and labeling its unit of measurement.
7. Interpret schematic diagrams.
8. Discuss how the advancement of electronics technology has impacted one’s life and the
environment.
Content Outline
1.5.4 Applications
1.5.4.1 Battery-powered systems
1.5.4.1.1 Automotive
1.5.4.1.2 Entertainment equipment
1.5.4.1.3 Toys and games
1.5.4.1.4 Camping equipment
1.5.4.1.5 Cameras, etc.
3.3.1 Resistors
3.3.1.1 Common types
3.3.1.1.1 fixed
3.3.1.1.2 variable
3.3.1.1.3 special
3.3.1.3 Applications
3.3.1.3.1 Limiting current
3.3.1.3.2 Energy consumption
3.3.1.3.3 Heat dissipation
3.3.2 Capacitors
3.3.2.1 Common types
3.3.2.1.1 fixed
3.3.2.1.2 variable
3.3.2.1.3 special
3.3.2.3 Applications
3.3.2.3.1 Filters
3.3.2.3.2 Tuners
3.3.2.3.3 Timing
8
3.3.3 Inductors
3.3.3.1 Common types
3.3.3.1.1 air core
3.3.3.1.2 iron core
3.3.3.3 Applications
3.3.3.3.1 Antennas
3.3.3.3.2 Tuners
3.3.3.3.3 Transformers
3.3.3.3.4 Relays
3.4.1 Diodes
3.4.1.1 Common types
3.4.1.1.1 Silicon
3.4.1.1.2 Germanium
3.4.1.1.3 LED’s
3.4.1.3 Applications
3.4.1.3.1 Rectification
3.4.1.3.2 Blocking
3.4.1.3.3 LED indicators
This should be a course that involves a lot of hands on work by the students. It is
recommended that the class size be set to a 20 student maximum. Students should work in pairs
for all of the activities. There should be enough equipment so each group has their own set of
things. Oscilloscopes, multimeters, and soldering irons are the bare essentials for the course. It is
also highly recommended to have access to computers that have some kind of program similar to
Electronics Workbench.
11
Module 1.0
Module 2.0
Module 3.0
Electronics
Bibliography
Boylestand, R. (2002). Introductory circuit analysis (10th edition). Upper Saddle River, New
Jersey: Prentice Hall.
Buban, Schmitt, and Carter.(1999). Electricity and electronics technology. Columbus, OH:
Glencoe/McGraw-Hill.
Buchla, D., Floyd. (2005). The science of electronics dc/ac. Upper Saddle River, New Jersey:
Prentice Hall.
Fardo, S., Patrick, D. (2001). Electricity and electronics: a survey (5th edition). Upper Saddle
River, New Jersey: Prentice Hall.
Floyd, T.L.(1998). Electronic circuit fundamentals. Englewood Cliffs, NJ: Prentice Hall.
Gates, E. (2001). Introduction to electronics. New York: Delmar Thomson Learning, Inc.
Gibilisco, S. (2001). Teach yourself electricity and electronics. New York: McGraw-Hill/TAB
Electronics.
Herman, S. (2003). Delmar’s standard textbook of electricity, 3e. Clifton Park, NY: Delmar
Learning.
Mileaf, H. (1998). Electricity one – seven (3rd edition). Upper Saddle River, New Jersey: Prentice
Hall.
Nilsson, J., Riedel, S. (2002). Electric circuits. Upper Saddle River, New Jersey: Prentice Hall.
Slone, R. (2000). Tab electronics guide to understanding electricity and electronics. New York:
McGraw-Hill/TAB Electronics.
Van Valkenburgh, N. (1995). Basic electricity: complete course, volumes 1-5 in 1. Clifton Park,
NY: Delmar Learning.
15
Appendices
http://www.esfi.org/index.php
http://www.st-andrews.ac.uk/~www_pa/Scots_Guide/intro/electron.htm
http://www.reprise.com/host/circuits/default.asp
http://www.technologypupil.com/elec1/elecex.htm
http://www.electronics-tutorials.com/basics/basic-electronics.htm
http://science-ebooks.com/electronics/basic_electronics.htm
http://www.electronics-tutorials.com/basics/basic-electronics.htm
http://home.att.net/~basicelectronics/
http://www.ethanwiner.com/HWTutor.html
http://circuit-fantasia.com/tutorial/intro/welcome.html
http://www.epemag.wimborne.co.uk/solderfaq.htm
http://bach.ece.jhu.edu/~tim/programs/xcircuit/goodschem/goodschem.html
Appendix A - Correlation Matrix with NYS Learning Standards for Math, Science, and Technology
(Complete text of standards available on line at : www.emsc.nysed.gov
Go to MST icon)
syste
ms
History of Module 1
techno
logy
Impacts All modules
Management
Standard 6 –
“Interconnectiveness:
Common Themes”
Systems thinking All modules
Models All modules
Magnitude and
scale
Equilibrium and
stabilit
y
Patterns of change
Optimization All modules
Standard 7 -
“Interdisciplinary
Problem Solving”
Connections All modules
Work habits Module 3
Skills and All modules
strateg
ies
19
Light Flasher
This is a very basic circuit for flashing one or more LEDS and also to alternately flash one or
more LEDs.
It uses a 555 timer setup as a stable multivibrator with a variable frequency.
With the preset at its max. the flashing rate of the LED is about 1/2 a second. It can be increased
by increasing the value of the capacitor from 10uF to a higher value. For example if it is increased
to 22uF the flashing rate becomes 1 second.
There is also provision to convert it into an alternating flasher. You just have to connect a LED
and a 330ohm as shown in Fig.2 to the points X and Y of Fig.1. Then both the LEDs flash
alternately.
Since the 555 can supply or sink in up to 200mA of current, you can connect up to about 18
LEDS in parallel both for the flasher and alternating flasher (that makes a total of 36 LEDs for
alternating flasher).
20
____ 1. Replacing a fuse with one of a higher current rating can cause:
a. lights in a house to flicker. c. wiring to overheat.
b. a short circuit. d. all of these
____ 7. In the battery, or voltaic cell, electrons are transferred from one electrode to the other. The
electrode that gains electrons is:
a. the negative terminal. c. the electrolyte.
b. the positive terminal. d. both a and c
____ 9. Other factors remaining constant, what would the effect on current flow be in a given circuit if
the applied voltage were doubled?
a. it would double c. it would be divided by two
b. it would remain the same d. it would be divided by four
____ 10. When applying solder to form a soldered terminal connection, the solder is applied:
a. directly to the soldering tip.
b. at the instant that the heat is applied.
c. to the terminal after it has been heated for a few seconds.
d. both a and b.
____ 12. A string of lamps is connected in parallel to a voltage source. If one lamp burns out, all the other
lamps:
a. will go out. c. will not be affected.
b. will get brighter. d. will get dimmer.
____ 13. A reading of 4.7 kΩ on the display of a digital multimeter indicates a resistance reading of:
a. 47,000Ω . c. 470Ω .
b. 4700Ω . d. 47Ω .
____ 14. Technician A says connecting a voltmeter in series with a load will overload the meter.
Technician B says connecting an ammeter in parallel with a voltage source will overload the
meter. Who is correct?
a. Technician A only c. both Technician A and Technician B
b. Technician B only d. neither Technician A nor Technician B
____ 15. Generally speaking, the higher the wattage rating of a resistor:
a. the higher its ohmic-resistance value. c. the greater its physical size.
b. the smaller its ohmic-resistance value. d. the smaller its physical size.
____ 16. If two 12-Ω resistors are connected in parallel in a circuit, their total resistance will be:
a. 0.13 Ω c. 6 Ω
b. 24 Ω d. 16 Ω
____ 18. Ohm's law may be interpreted for purposes of calculation as:
a. I = V x R. c. V = R/I
b. V = I/R. d. I = V/R
22
____ 22. Three resistors (R1, R2, and R3) are connected in series to a 120-V source. The values of V1 and
V3 are measured and found to be 42 V and 8 V, respectively. The value of V2 would then be:
a. 40 V c. 70 V
b. 24 V d. 56 V
____ 23. Two voltage sources are connected series-opposing. Technician A says the two voltages are
added to obtain the total equivalent voltage. Technician B says the equivalent voltage is given
the polarity of the greater voltage. Who is correct?
a. Technician A only c. both Technician A and Technician B
b. Technician B only d. neither Technician A nor Technician B
____ 25. In a parallel circuit, the current flow through each load resistor:
a. is exactly the same value.
b. varies according to the resistance value of the resistor.
c. is greater for resistors with low resistance values.
d. both b and c
23
____ 27. Consider the circuit in Figure 1. The known voltages and currents are as indicated. Applying
Kirchhoff's voltage and current laws, the value of the voltage drop across R2 would be:
a. 60 V. c. 20 V.
b. 50 V. d. 40 V.
____ 28. Consider the circuit in Figure 1. The known voltages and currents are as indicated. Applying
Kirchhoff's voltage and current laws, the value of the current flow through R1 would be:
a. 24 A. c. 5 A.
b. 9 A. d. 3 A.
____ 29. Consider the circuit in Figure 1. The known voltages and currents are as indicated. Applying
Kirchhoff's voltage and current laws, the value of the current flow through R3 would be:
a. 12 A. c. 5 A.
b. 18 A. d. 3 A.
____ 30. Consider the circuit in Figure 1. The known voltages and currents are as indicated. Applying
Kirchhoff's voltage and current laws, if resistor R3 becomes short-circuited, the total resistance
will:
a. increase. c. remain the same.
b. decrease. d. be zero.
____ 31. Consider the circuit in Figure 1. The known voltages and currents are as indicated. Applying
Kirchhoff's voltage and current laws, answer the following question.
The value of the applied voltage source would be:
a. 28 V. c. 24 V.
b. 36 V. d. 9 V.
____ 35. An electric iron is rated for 5 A and 110 V. How much will it cost to operate theiron for one hour
if the electric rate is 5 cents per kWh?
a. 0.55 cents c. 55 cents
b. 2.75 cents d. $5.50
____ 37. The standard frequency of the AC voltage available from the electric outlet in your home is:
a. 120 V. c. 60 Hz.
b. 60 V. d. 120 Hz.
____ 40. The smallest AWG size of copper wire allowed for permanently installed house wiring is:
a. No. 8. c. No. 14.
b. No. 10. d. No. 16.
____ 44. The purpose of fuses or circuit breakers used in house wiring installations is:
a. to limit the amount of current that can be passed through a given conductor.
b. to prevent overheating of the conductors used in the installation.
c. to automatically open the circuit when an electrical fault or overload occurs.
d. all of these
____ 48. The waveform displayed on the screen of the oscilloscope represents a plot of:
a. voltage versus time. c. current versus time.
b. voltage versus current. d. current versus resistance.
Burglar Alarm
The Board of Regents, through part 100 Regulations of the Commissioner, the Action
Plan, and The Compact for Learning, has made a strong commitment to integrating the education
of students with disabilities into the total school program. According to Section 100.2(s) of the
Regulations of the “Commissioner of Education, “Each student with a handicapping condition as
such term is defined in Section 200.1(ii) of this Chapter, shall have access to the full range of
programs and services set forth in this Part to the extent that such programs and services are
appropriate to such student’s special educational needs”. Districts must have policies and
procedures in place to make sure that students with disabilities have equal opportunities to
access diploma credits, courses, and requirements.
The majority of students with disabilities have the intellectual potential to master the
curricula content requirements of a high school diploma. Most students who require special
education attend regular education classes in conjunction with specialized instruction and/or
related services. The students must attain the same academic standards as their non-disabled
peers to meet graduation requirements, and, therefore, must receive instruction in the same
content area, at all grade levels. This will ensure that they have the same informational base
necessary to pass statewide testing programs and meet diploma requirements.
Teachers certified in the subject area should become aware of the needs of students with
disabilities who are participating in their classes. Instructional techniques and materials must be
modified to the extent appropriate to provide students with disabilities the opportunity to meet
diploma requirements. Information or assistance is available through special education teachers,
administrators, the Committee on Special Education (CSE) or student’s Individualized Education
Program (IEP).
1. Students with disabilities may use alternative testing techniques. The needed testing
modification must be identified in the student’s Individualized Education Program
(IEP). Both special and regular education teachers need to work in close cooperation
so that the testing modifications can be used consistently throughout the student’s
program.
2. Identify, define, and pre-teach key vocabulary. Many terms in this syllabus are
specific, and some students with disabilities will need continuous reinforcement to
learn them. It would be helpful to provide a list of these key words in the special
education teacher in order to provide additional reinforcement in the special
education setting.
In keeping with the concept of integration, the following subgoal of the Action Plan was
established.
In all subject areas, revisions in the syllabi will include materials and activities related to
generic subgoals, such as problem solving, reasoning skills, speaking, capacity to search for
information, the use of libraries, and increasing student awareness of and information about
the disabled.
The purpose of this subgoal is to ensure that appropriate activities and materials are available
to increase student awareness of disabilities.
The curriculum, by design, includes information, activities, and materials regarding persons
with disabilities. Teachers are encouraged to include other examples as may be appropriate
to their classroom or the situation at hand.
29
Leadership skills should be incorporated in the New York state occupational education
curricula to assist students to become better citizens with positive qualities and attitudes.
Each individual should develop skills in communications, decision making/problem solving,
human relations, management, and motivational techniques.