Internal assessment resource Digital Technologies 2.47 for Achievement Standard 91374
Sample Evidence Guide: Digital Technologies AS91374 (Vs 1) (2.47) Demonstrate Understanding of Advanced
Concepts used in the Construction of Electronic Environments.
Important Note- This template is NOT an assessment schedule; it is simply a guide to help you develop your own valid assessments
and judgements. The concepts and components and the modes of assessment outlined below are only examples of what the minimum
requirement for the standard is.
Developed by ETITO for planning purposes- not an official MOE resource. Use alongside official documents e.g.
especially the Indicators of Progression /Teacher Guidance document to be released in January 2012
Note- the student must demonstrate understanding in all the selected concepts and components. If students display weakness in some areas, further opportunities for reassessment should be made available according to school policy.
Teaching programme design should follow the guidance given in the Conditions of Assessment for AS91374 (2.47).
Note- when planning an assessment it is essential to have these three
documents beside you1) the Achievement Standard- download from NZQA site.
2) the Conditions of Assessment (COA)- download from TKI.
3) the guidance assessment material - download from TKI.
Evidence/Judgements
for Achievement
Evidence/Judgements for
Achievement with Merit
Evidence/Judgements for
Achievement with Excellence
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Internal assessment resource Digital Technologies 2.47 for Achievement Standard 91374
ConceptsComponentsMode of
Student Evidence
The student
Assessmentrequired
for
Achieveddemonstrates
See below for a
- types of
possible
microcontroller
Understanding The evidence is to be understanding of
advanced concepts
(compulsory).
selection from
could be
presented by each
used in the design and
the list in EN 4gathered from
student in a final
construction of
(see
the
COA)
individual report that
See below for a
electronic environments.
e.g.
- annotating
demonstrates the
selection from
photos or
student’s personalised Note- this level requires
the list in EN 5(1) component
the student to describe
circuit
understanding of the
function varying, e.g.
advanced concepts of
diagrams
selected
concepts
and
depending how
- capacitor types
electronics and
components.
and where it is
- reporting on
- npn transistors
advanced operational
used in a circuit.
the results of
function of components
- sensors (LDR,
an experiment Note- a report is
(2) analogue
in practical contexts.
photodiode,
required which should
investigation
and digital
thermistor,
-a mix of short contain and identify all Describe- e.g. give a
signals,
microphone).
the required evidence
brief account, say what
practical and
(3) Logical AND - actuators
for Achieved and
it looks like or does, give
formal tests
and OR
additional
evidence
for
details- ‘what is it like?’
(relay, DC
and
statements in
Merit &/or Excellence if ‘what does it do?’.
motor, solenoid, assignments
programming,
these grades apply.
servo).
over a period
Refer to EN 2 for
(4) power and
of time.
guidance.
heat dissipation.
Concept (1) Evidence shows
that the student
understands
how a
component’s
role can vary in
a circuit.
e.g. resistors,
capacitors or
transistors.
Examples: a
resistor used to
limit current to
an LED, but also
used in a
potential divider;
a capacitor used
Evidence
could include:
- annotated
schematics.
- labelled
photos.
- video
clips (student
interview or
student
presentation).
Student pastes
evidence (or provides
video evidence) into
their final report.
The student demonstrates
in-depth understanding of
advanced concepts used in
the design and construction
of electronic environments.
Explain- e.g. give a reason
or reasons, interpret,
clarify, say why or how
something works, uses
‘because’, ‘so that’ ,
provides examples etc.
The student demonstrates
comprehensive understanding of
advanced concepts used in the
design and construction of
electronic environments.
Note- this level requires the student
to use advanced concepts to
discuss the implications of multiple
variables on the performance of
electronic environments and to
discuss the advantages and
disadvantages of using different
components to achieve desired
advanced operational functions.
Discuss- e.g. analyse, examine in
detail to reach a decision, take
more than one perspective,
compare and contrast, justify
choices, identify issues, suggest
improvements.
Refer to EN 2 for guidance.
Refer to EN 2 for guidance.
The student describes
different roles for
component types in
different parts of a circuit
by labelling a circuit
diagram or photo with
the descriptions of the
component’s different
roles, or explaining
these verbally in a short
video.
The student explains in
terms of its function as part
of the circuit’s subsystems,
how a component’s role
can vary.
Evidence for Merit plusThe student discusses the
advantages and disadvantages of
using different component types
(not ‘brands’) to achieve a required
advanced function in a circuit.
e.g. ‘this resistor here
does this, whereas this
resistor over here is
used for this function’
etc.
Repeat for other
e.g. this resistor does this
particular job by (explain
how it works in the circuit
subsystem) and this job by
(explain how it achieves
this different function).
Note- this level requires the
student to use advanced
concepts to explain
electronic environments
and the advanced
operational function of
components in a practical
context.
This could be a report
written about a particular
circuit diagram, or a
detailed explanation in a
short video.
e.g. discussion of the merits of
using different transistor types and
subsystem configurations for a
particular job in a circuit, such as
amplifying a signal to a speaker.
This could be a report written about
a particular circuit diagram, or a
detailed presentation by the student
recorded in video format.
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Internal assessment resource Digital Technologies 2.47 for Achievement Standard 91374
for filtering as
component types.
well as timing.
Concept (2)Evidence shows
that the student
understands the
meaning of
digital and
analogue as
applied to
signals.
Concept (3)Evidence shows
the student
understands
logical AND and
OR statements
and functions.
Evidence
could include:
-report from a
practical
session.
- labelled
schematics
showing
waveforms.
- video clips
made by the
student.
-written report
based on
research of
information.
Student pastes
evidence (or provides
video evidence) into
their final report.
Evidence
could include:
- result of a
practical
assessment in
which the
student
explores AND,
OR and simple
Student pastes results
from their assessment
into their final report.
Repeat for other
component types.
The student can
describe analogue and
digital signals using
sketches and a brief
report from practicals in
which different signals
are generated and
observed. Schematics
and sketches should be
included.
The student can explain
the difference between
analogue and digital signals
in terms of how information
is coded and show how a
analogue signal value can
be digitised (3-bit).
The student describes
the difference between
logical AND and OR
statements and can
construct truth tables
(based on their practical
work).
The student can explain
how AND and OR functions
can work together in
applications.
The student can also give
examples of where
analogue and digital signals
are used in real-world
applications.
Evidence for Merit plusThe student can discuss wider
applications in technology of
analogue and digital signals and
compare the advantages and
disadvantages of using each,
where either can be used. Digital
and analogue radio or LP vs CD
might be rich topics to explore here.
Evidence for Merit plusThe student can analyse some
real-world applications in terms of
their logic functions and design
simple logic circuits using AND and
OR gates given a scenario e.g.
design a car seat belt alarm set-up.
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Internal assessment resource Digital Technologies 2.47 for Achievement Standard 91374
combinations
of these gates
in terms of
their inputs
and outputs.
Concept (4)Evidence shows
the student
understands the
concept of
power and heat
dissipation.
Components
(compulsory)Microcontroller
(different types).
Evidence
could include:
-notes from
experiments
with light bulbs
or heating
coils
- an
assignment
using provided
component
data.
- an
assignment
involving
power
calculations.
Student pastes results
from their experiment
and/or assignments
into their final report.
Evidence
could include:
-an
assignment in
which the
student looks
at the different
Student pastes
findings from their
assignment and/or
practical exercise into
their final report.
The student can
describe what power
and heat dissipation is in
terms of their
experimental results and
their research and can
perform simple
calculations involving
power.
Evidence for Achieved
plusThe student can explain
how power is related to
circuit values (V, I, R and t)
and perform calculations
with these values involving
real problems e.g.
calculating the value and
rating of a resistor
supplying a set of
Christmas tree lights.
Evidence for Merit plusThe student can discuss in detail
and compare the ways in which
power requirements are met for
different applications e.g. sound
systems, heating and lighting
systems. A typical assignment
might be to study alternative energy
options for a house in terms of
power requirements and supply
options.
The student can also
explain why it is important
to consider power
requirements when thinking
about output devices (e.g.
motors) and the subsystems that they are part
of.
The student can
describe (name and
give examples of the
use of) two different
microcontrollers in
common use.
The student can briefly
explain how two different
microcontrollers can be
programmed to perform a
simple function in a circuit.
The student can discuss different
practical applications in the real
world for of microcontrollers and
compare the advantages of using
different types in these applications.
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Internal assessment resource Digital Technologies 2.47 for Achievement Standard 91374
types of micros
in use.
-a practical in
which the
student
programmes
two kinds of
micros.
Components
(selection)- capacitor types
- npn transistors
- sensors (LDR,
photodiode,
thermistor,
microphone).
- actuators
(relay, DC
motor, solenoid,
servo).
Demonstration
of these
components
working, from
which the
student makes
notes.
Circuits could
be made up to
involve several
of these
components at
once.
Student pastes their
written account from
the practical
demonstration(s) into
their final report.
The student can
describe what these
components do in the
circuit(s), in their own
words.
The student can explain
how components work
together in subsystems to
create an overall new
function and what factors
can change this function.
The student can discuss and
justify the relative merits of
choosing different components and
configurations of components for a
particular practical application
e.g. a timer or a simple amplifier.
e.g. explain how an RC
network works and can be
modified. At least two
examples of subsystems
should be reported on.
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