Unit 1: INTRODUCTION TO THE ELECTRONICS INDUSTRY

Time:13 hours

Description

In this unit, students examine the electronics industry and the role that electronics and computers play in everyday life. Students explore typical career opportunities in the electronics field, as well as the significant trends in consumer electronic design. Students will set up and maintain an electronics workbench with associated tools with an emphasis on safe-operating practices in this unit.

Expectations

The following expectations are covered in this unit’s activities:

Strand / Overall / Specific
Theory and Foundation / TVF.01.1W
TVF.02.1W
TVF.03.1W
TVF.04.1W / TF1.01.1W TF2.02.1W
TF2.03.1W
TF2.04.1W
TF2.05.1W
TF2.06.1W / TF2.07.1W
TF2.08.1W
TF2.10.1W
TF2.12.1W
TF3.01.1W
TF3.02.1W
Skills and Processes / SPV.01.1W
SPV.02.1W
SPV.03.1W / SP1.01.1W SP1.02.1W
SP1.03.1W
SP1.04.1W
SP1.05.1W
SP1.06.1W
SP2.01.1W
SP2.02.1W
SP2.04.1W / SP2.05.1W SP2.06.1W SP3.01.1W
SP3.02.1W SP3.03.1W
SP3.04.1W
SP4.02.1W SP4.03.1W
Impact and Consequences / ICV.02.1W
ICV.03.1W
ICV.04.1W / IC2.01.1W
IC2.02.1W IC2.03.1W
IC2.04.1W / IC3.01.1W
IC3.02.1W
IC3.03.1W
IC3.04.1W

Activities

Activity / Activity Title / Time (minutes)
1 / The Electronic Detective / 240
2 / The Electronic Test Bench / 300
3 / The Electronic Career Frontier / 240
HRDC NOC Specialized Skills

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

2133

/

Electrical and Electronics Engineers

2147

/

Computer Engineers

2162

/

Computer Systems Analysts

2241

/

Electrical and Electronics Engineering Technologists and Technicians

2242

/

Electronic Service Technicians (Household and Business Equipment)

2243

/

Industrial Instrument Technicians and Mechanics

2244

/

Aircraft Instrument, Electrical and Avionics Mechanics, Technicians and Inspectors

6221

/

Technical Sales Specialists, Wholesale Trade

7245

/

Telecommunications Line and Cable Workers

7246

/

Telecommunications Installation and Repair Workers

7247

/

Cable Television Service and Maintenance Technicians

7332

/

Electric Appliance Servicers and Repairers

9483

/

Electronics Assemblers, Fabricators, Inspectors and Testers

9484

/

Assemblers and Inspectors, Electrical Appliance, Apparatus and Equipment Manufacturing

Prior Knowledge

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

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

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

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

Unit Planning Notes

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

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

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

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

Teaching/Learning Strategies

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

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

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

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

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

Assessment/Evaluation

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

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

Resources

Human Resources Development Canada: National Occupational Classification Database-

Ontario Prospects-

How Things Work-

Telephone Directories

Industrial Directories

Unit 1 Overview- 1 -TGJ3E (Microelectronics)

The Electronic Detective

Unit 1 Activity 1

240 minutes

Description

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

Strands and Expectations

Strand / Overall / Specific
Theory and Foundation
Components, Processes and Systems / TVF.02.1W / TF2.02.1W
TF2.03.1W
TF2.04.1W
TF2.05.1W
TF2.06.1W / TF2.07.1W
TF2.08.1W
TF2.10.1W
TF2.12.1W
Skills and Processes
Interdisciplinary Applications / SP4.02.1W
SP4.03.1W
Impact and Consequences / ICV.02.1W / IC2.01.1W / IC2.02.1W

See Appendix E for full description of TGJ3E expectations

HRDC NOC Specialized Skills

2133 Electrical and Electronics Engineers

2133.1.1 / 2133.1.3 / 2133.1.4 / 2133.1.6

2241 Electrical and Electronics Engineering Technologists & Technicians

2241.1.1 / 2241.1.5 / 2241.2.1 / 2241.2.2
2241.2.4 / 2241.2.6

9483 Electronics Assemblers, Fabricators, Inspectors And Testers

9483.1.3 / 9483.3.1 / 9483.4.1

2242 Electronic Service Technicians (Household And Business Equipment)

2242.1.2

2243 Industrial Instrument Technicians And Mechanics

2243.1.3

9484 Assemblers And Inspectors, Electrical Appliance, Apparatus & Equipment Manufacturing

9484.1.2 / 9484.1.3 / 9484.1.4 / 9484.2.1

7332 Electric Appliance Servicers and Repairers

7332.1.1 / 7332.1.3 / 7332.2.1 / 7332.2.5

7246 Telecommunications Installation and Repair Workers

7246.1.1 / 7246.1.3 / 7246.2.2
7246.4.1 / 7246.4.2

7247 Cable Television Service And Maintenance Technicians

7247.2.3

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

2244.1.2

See Appendix F for full description of NOC Specialized Skills

HRDC NOC Essential Skills
  • finding information
/
  • use of documents
/
  • writing

  • reading
/
  • oral communications

See Appendix A for Essential Skill rubrics

Prior Knowledge

  • Simple algebraic equation manipulation
  • Simple graphic and report production techniques

Planning Notes

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

  • computers and other devices such as phones or other communication equipment (ideally, older or unused equipment)
/
  • tools such as screwdrivers, pliers, etc…
/
  • safety glasses

Other resources necessary for this activity include:

  • a teacher-developed handout detailing assignment requirements, (see Appendix 1.1.1);
  • an assortment of materials for presentation posters

Teaching/Learning Strategies

Examining consumer electronic devices exercise

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

Examining electronic circuits exercise

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

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

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

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

Researching basic components exercise

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

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

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

Assessment / Evaluation

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

  • demonstration of knowledge (verbally, oral presentation, written content), (initiative, depth of content, presentation, originality)
  • informational poster on circuit basics (initiative, depth of content, presentation, originality)
  • verbal presentation: (depth of understanding of subject, quality and effort of presentation)

Sample Assessment Rubric

Criteria
Students will: / Level 1 / Level 2 / Level 3 / Level 4
Knowledge
TVF.02.1W
TF2.02.1W
TF2.03.1W TF2.04.1W TF2.05.1W TF2.06.1W
TF2.07.1W TF2.08.1W
TF2.10.1W
TF2.12.1W / Student displays limited initiative in researching and demonstrating knowledge of identified concepts / Student demonstrates adequate initiative in researching and demonstrating knowledge of identified concepts / Student demonstrates considerable initiative in researching and demonstrating knowledge of identified concepts / Student exhibits exceptional initiative and depth in researching and demonstrating knowledge of identified concepts
Demonstrates limited effort in understanding key concepts / Demonstrates adequate effort in understanding key concepts / Demonstrates considerable effort in understanding key concepts / Demonstrates exceptional effort in understanding key concepts
Communication
SP4.02.1W
SP4.03.1W / Student's presentation and poster demonstrates limited clarity, knowledge of facts or accurate conclusions. / Student presentation and poster demonstrates some accurate facts and communicates with some sense of audience and purpose. / Student presentation and poster clearly communicates the ideas and issues and demonstrates insightful conclusions. / Student communicates meaningful information with an exceptional degree of clarity and with a strong sense of audience and purpose.
Application
ICV.02.1W
IC2.01.1W
IC2.02.1W / Student requires constant supervision and reminders to work safely and cleanly / Student works safely and cleanly with some required supervision at all times / Student works safely and cleanly with minimal supervision at all times / Student assists and supervises others to work safely and cleanly

Accommodations

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

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

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

Resources

Books, Texts

Petruzella, Frank D., Introduction to Electricity and Electronics, McGraw-Hill Ryerson, Toronto, 1986. ISBN 0-07-548899-X (Book 1), ISBN 0-07-548900-7 (Book 2)

Websites
Electronics for Beginners-ourworld.compuserve.com/homepages/g_knott/
Alex’s Electronic Test Bench (glossary and resource catalog)-

ePanorama, portal for everything electronics--

Williamson Labs information on electronics-

Popular Science, latest innovations in transportation and consumer products-

Popular Mechanics, latest information of innovations and inventions-

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

Appendix 1.1.1: THE ELECTRONIC DETECTIVE

Name:

Course:

Date:

ASSIGNMENT

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

Device / Function
(i.e. communication, sport, leisure, health, school, etc.) / Do you use personally? (Y/N?) / Daily, weekly, monthly, seasonally, yearly
(D/W/M/S/Y) / Microprocessor
(Y/N?)

Total devices:

Total devices used personally:

Total devices used daily:

Total analog devices:

Total digital devices:

Total microprocessor devices:

Appendix1.1.1- 1 -TGJ3E (Microelectronics)

The Electronic Test Bench

Unit 1 Activity 2

300 minutes

Description

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

Strands and Expectations:

Strand / Overall / Specific
Theory and Foundation / TVF.02.1W
TVF.04.1W / TF2.06.1W
TF2.07.1W
TF2.08.1W
TF2.10.1W
TF2.12.1W / TF3.01.1W
TF3.02.1W
Skills and Processes / SPV.02.1W
SPV.03.1W / SP1.01.1W SP2.04.1W
SP2.05.1W / SP2.06.1W SP3.02.1W
Impact and Consequences / ICV.02.1W / IC2.01.1W
IC2.02.1W / IC2.03.1W
IC2.04.1W

See Appendix E for the TGJ3E coded expectations and descriptions

HRDC NOC Specialized Skills

2133Electrical and Electronics Engineers

2133.1.12133.1.2

2241Electrical and Electronics Engineering Technologists and Technicians

2241.1.12241.1.52241.1.62241.2.1

2241.2.52241.2.62241.2.7

9483 Electronics Assemblers, Fabricators, Inspectors and Testers

9483.4.1

2242 Electronic Service Technicians (Household and Business Equipment)

2242.1.2

2243 Industrial Instrument Technicians and Mechanics

2243.1.22243.1.4

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

9484.1.1

7332 Electric Appliance Servicers and Repairers

7332.1.37332.2.3

7246 Telecommunications Installation and Repair Workers

7246.1.27246.4.3

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

2244.1.12244.1.22244.2.1

See Appendix F for full description of NOC Specialized Skills

HRDC NOC Essential Skills
  • computer use
/
  • finding information
/
  • numeracy

  • writing
/
  • job-task planning
/
  • working with others

See Appendix A for Essential Skill rubrics

Prior Knowledge

  • Understanding of general lab rules and safety (reinforcement and attention to specific equipment and situations is still required)

Planning Notes

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

  • to provide data sheets or to require students to develop their own;
  • to discuss specifications for test instrumentation through the use of associated manuals, if available;
  • to provide an outline drawing of the facility for students use or to require students to develop their own as part of the test bench setup section of this activity.

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