Connecticut Technical High School System
Electronics Technology Grade 9
GOAL I: Introduce electronic shop and trade safety.
Big Idea: To provide a safe learning environment for the students
Essential Question(s)
Learning Outcomes
Students will:
As evidenced by:
I.1 Demonstrate an understanding of proper safety
techniques for all types of circuits and
components (DC circuits, AC circuits, analog
circuits, digital circuits, discrete solid-state
circuits, microprocessors)

Adhere to shop dress code as outlined in the
student handbook / shop safety rules

Score at least 100% on a standardized shop
safety test
I.1A Demonstrate an understanding of and compliance
with relevant OSHA safety standards
I.1.B Utilize proper shop safety techniques at all times
including the proper use of eye protection.
I.2 Follow rules, regulations, dress code and policies
as established including interpreting
employer/employee handbook and procedures
I.2 A Assume responsibility for own decisions and
actions
I.2b Identify proper work habits including neatness,
thoroughness, systematic procedures, and work ethics
Resources: Student Handbook, MSDS Sheets, EIA Standards, OSHA, Hand/power tools (for demonstration) Text
Book, Lab Book
Extension Activity:
Informal Assessment(s)
Instructor observations
Formal Assessment(s)
Written Safety test
Pursuant to OSHA Certification
REVISED 2/16/2016
Connecticut Technical High School System
Electronics Technology Grade 9
GOAL II: Knowledge of safe and proper use of common hand tools used in the electronic field.
Big Idea: Hand tool and basic assembly proficiency
Essential Question(s)
Learning Outcomes
Students will:
II.1 Demonstrate an understanding of basic
assembly skills using hand and power tools
II.2 Demonstrate the ability to select and use
solderless connector and crimping tool to affect a
mechanical connection commensurate with
professional standards.


As evidenced by:
Be able to produce products that meet
minimum quality standards
Demonstrate the ability to produce a proper
solderless connection.
Resources: Instructions, schematic diagrams, components, hand tools, protoboards, perfboards/pc boards
soldering tools Text Book, Lab Book
Extension Activity: Assemble various projects
Informal Assessment(s)
Instructor observations
Formal Assessment(s)
Evaluation of the completed projects and processes
REVISED 2/16/2016
Connecticut Technical High School System
Electronics Technology Grade 9
GOAL III: Know and understand when, where, and how to use DC power source.
Big Idea: Power supplies may be used to provide power to electronic circuits
Essential Question(s)
Learning Outcomes
Students will:
III.1 Know and understand when, where, and how to
use DC power source.

III.2 Know and understand when, where, and how to
use Multimeters to measure voltage current
and resistance.

As evidenced by:
Correctly set the output voltage/current of a DC
power supply
Correctly set the proper scale range and polarity
to measure voltage current and resistance using
analog and digital multimeters.
Resources: Multimeters, power supplies, appropriate components, protoboards, equipment manuals Text Book,
Lab Book
Extension Activity: Lab activities that requires students to measure and document voltage, current, and resistance
Informal Assessment(s)
Instructor observations
Formal Assessment(s)
Written and performance assessments that satisfy
system/school initiatives
REVISED 2/16/2016
Connecticut Technical High School System
Electronics Technology Grade 9
GOAL IV: Introduction to components and schematic symbols
Big Idea: Identify various basic components used in electronics and construct basic circuits from schematic
diagrams
Essential Question(s)
Learning Outcomes
Students will:
As evidenced by:
IV.1 Demonstrate an understanding of the
interpretation and creation of electronic
schematics, technical drawings, and flow
diagrams. with an emphasis construction and
measurements
IV.2 Demonstrate an understanding of the
interpretation of Resistor Color Codes

Pass a schematic symbol identification test.

Construct basic circuits from schematic
diagrams

Create technical drawings that reflect verbal
descriptions

Create a flow diagram from technical drawing

Pass a Resistor Color Code test
Resources: Components, power source, instructions, schematic diagrams, Text Book, Lab Book
Extension Activity: Lab activities that requires students to construct and measure resistive circuits, Activities that
require the interpretation of the Resistor Color Code, Activities that require the identification of common
electronic components
Informal Assessment(s)
Instructor observations
Formal Assessment(s)
Written and performance assessments that satisfy
system/school initiatives
REVISED 2/16/2016
Connecticut Technical High School System
Electronics Technology Grade 9
GOAL V: Introduction to Ohms Law and series circuits.
Big Idea: Predict voltages, current, and resistances in a given simple and series circuit.
Essential Question(s)
Learning Outcomes
Students will:
V.1 Demonstrate an understanding of the meaning of
and relationships among and between voltage,
current, resistance, and power in DC with an
emphasis on calculations.
1.a. Demonstrate ability to use a simple electronic
calculator.
1.b Simplify and solve algebraic expressions and
formulas.
1.c Select and use formulas appropriately.
1.d Understand and use engineering notation.

As evidenced by:
Be able to calculate and measure unknown
voltage, current or resistance and express the
results in engineering notation
Resources: Text Book, Lab Book, multimeters, components, power source, calculator, protoboard or equivalent
Extension Activity: Lab activities that requires students to calculate, measure and document voltage, current,
resistance and calculate power for simple and series circuits.
Informal Assessment(s)
Formal Assessment(s)
Instructor observations
Written and performance assessments that satisfy
system/school initiatives
REVISED 2/16/2016
Connecticut Technical High School System
Electronics Technology Grade 9
GOAL VI: Introduction to computer applications in electronics.
Big Idea: Become proficient in the basic use of the computer as a tool used in electronics
Essential Question(s)
Learning Outcomes
Students will:
VI.1 Demonstrate ability to use standard software
such as word processors, and spreadsheets

As evidenced by:
Be able to produce computer generated lab report
and/or classroom assignments.
VI.2 Demonstrate the ability to use standard
electronic software applications including
schematic capture and circuit simulation
software packages.
VI.3 Demonstrate an understanding
of audio visual editing Concepts
using linear and non-linear
methods.
Resources: internet accessible computers, software, printers
Extension Activity: Activities that requires students to generate documents / reports using the computer
Informal Assessment(s)
Instructor observations
Formal Assessment(s)
Typed and performance assessments that satisfy
system/school initiatives
REVISED 2/16/2016
Connecticut Technical High School System
Electronics Technology Grade 10
GOAL I: Introduce electronic shop and trade safety.
Big Idea: To provide a safe learning environment for the students
Essential Questions: What is the purpose of safety in a shop environment?
Learning Outcomes
Students will:
As evidenced by:
I.1 Demonstrate an understanding of proper safety
techniques for all types of circuits and
components (DC circuits, AC circuits, analog
circuits, digital circuits, discrete solid-state
circuits, microprocessors)

Adhere to shop dress code as outlined in the
student handbook / shop safety rules

Score at least 100% on a standardized shop
safety test
I.1A Demonstrate an understanding of and
compliance with relevant OSHA safety standards
I.1.B Utilize proper shop safety techniques at all
times including the proper use of eye protection.
I.2 Follow rules, regulations, dress code and
policies as established including interpreting
employer/employee handbook and procedures
I.2 A Assume responsibility for own decisions and
actions
I.2b Identify proper work habits including neatness,
thoroughness, systematic procedures, and work ethics
Resources: Student Handbook, MSDS Sheets, EIA Standards, OSHA, Hand/power tools (for demonstration)
Text Book, Lab Book
Extension Activity:
Informal Assessment(s)
Instructor observations
Formal Assessment(s)
Written Safety test
Pursuant to OSHA Certification
REVISED 2/16/2016
Connecticut Technical High School System
Electronics Technology Grade 10
GOAL II: Demonstrate an understanding of DC circuits.
Big Idea: The understanding of the principles of DC circuitry is essential to understanding more complex
electronics.
Essential Questions: Why do we need to understand basic DC circuit analysis?
When are circuit laws applicable?
Learning Outcomes
Students will:
II.1 Demonstrate an understanding of application of
Ohms Law to series, parallel and seriesparallel circuits with an emphasis on
calculations, construction and measurements
1.a Demonstrate an understanding of network analysis.
II.2 Understand the principles and operations and
design concepts of DC series-parallel and
bridge circuits
2.a Understand principles and operations of DC
voltage divider circuits (loaded and unloaded)
II.3 Understand principles and operations of DC
RC and RL circuits with emphasis on
characteristics of capacitors and inductors
3.a Demonstrate an understanding of the physical,
electrical characteristics of capacitors and
inductors


As evidenced by:
From a schematic, calculate, construct and
measure series, parallel, series-parallel, bridge
and network circuits that include resistors
and/or capacitors and inductors
Design construct and test DC circuits that
perform to a given criteria
Resources: Text Book, Lab Book, multimeters, components, power source, calculator, protoboard or
equivalent
Extension Activity: Lab activities that require students to calculate, measure and document various electrical
quantities in series, parallel, series-parallel, bridge and network circuits that include resistors and/or capacitors
and inductors. Activities that require students to design, construct, and test DC circuits that perform to a given
criteria
Informal Assessment(s)
Formal Assessment(s)
Instructor observations
Written and performance assessments that satisfy
system/school initiatives
REVISED 2/16/2016
Connecticut Technical High School System
Electronics Technology Grade 10
GOAL III: Demonstrate an understanding of AC circuits.
Big Idea: Proficiency in the analysis, design, and construction, of AC circuits
Essential Questions: Why do we need to understand basic AC circuit analysis?
When are circuit laws applicable?
Learning Outcomes
Students will:
As evidenced by:
III.1 Demonstrate an understanding of the
 From a schematic, calculate, construct and
properties of an AC signal with an emphasis
measure series, parallel, series-parallel and
on calculations, construction and
network AC circuits that include resistors
measurements
and/or capacitors and inductors/ transformers
1.a Demonstrate an understanding of sources of
electricity in AC circuits
1.b Demonstrate an understanding of the principles of
operation and characteristics of sinusoidal and
non-sinusoidal wave forms
1.c Demonstrate an understanding of measurement of
power in AC circuits
III.2 Understand principles and operations of AC
capacitive circuits
III.3 Understand principles and operations of AC
 Design construct and test AC circuits that
inductive circuits
perform to a given criteria
3.a Understand principles and operations of AC
circuits using transformers
3.b Demonstrate an understanding of impedance
matching theory
III.4 Understand principles and operations and
design concepts of AC RC, RL, and RLC
circuits
4.a Understand principles and operations of AC series
and parallel resonant circuits
4.b Understand principles and operations of AC
frequency selective filter circuits
Resources: Text Book, Lab Book, multimeters, components, power source, calculator, protoboard or
equivalent
Extension Activity: Lab activities that require students to calculate, measure and document various electrical
quantities in series, parallel, series-parallel, bridge and network circuits that include resistors and/or capacitors
and inductors and transformers. Activities that require students to design, construct, and test AC circuits that
perform to a given criteria
Informal Assessment(s)
Formal Assessment(s)
Instructor observations
Written and performance assessments that satisfy
system/school initiatives
REVISED 2/16/2016
Connecticut Technical High School System
Electronics Technology Grade 10
GOAL IV: Demonstrate proficiency in the use of common electronic test equipment.
Big Idea: Proper use of test equipment is important in the development of an outstanding electronic
technician
Essential Questions: Why is it important to understand the proper use of electronic test equipment?
Learning Outcomes
Students will:
IV.1 Know and understand how the following test
equipment or tool works and when, where,
and how to use it.
A. Meter(VOM, DMM, etc)
1. Voltage
2. Current
3. Frequency
B. Function generator
1. Waveform
2. Amplitude
3. Frequency
C. Isolation transformer
D. Oscilloscope
1. Amplitude
2. Period



As evidenced by:
Correctly set the proper output waveform,
amplitude and frequency of a signal/function
generator
Correctly set the proper scale range and
polarity to measure voltage current and
frequency using a digital multimeter.
Be able to use an oscilloscope to correctly
measure amplitude and period of any given
electronic signal.
Resources: Text Book, Lab Book, test equipment, components, signal source, calculator, protoboard or
equivalent
Extension Activity: Lab activities that require students to measure and document various electrical quantities
in DC and AC circuits
Informal Assessment(s)
Instructor observations
Formal Assessment(s)
Written and performance assessments that satisfy
system/school initiatives
REVISED 2/16/2016
Connecticut Technical High School System
Electronics Technology Grade 11
GOAL I: Knowledge of shop and electronics safety.
Big Idea: To provide a safe learning environment for the students
Essential Questions: What is the purpose of safety in a shop environment?
Learning Outcomes
Students will:
As evidenced by:
I.1 Demonstrate an understanding of proper safety
techniques for all types of circuits and
components (DC circuits, AC circuits, analog
circuits, digital circuits, discrete solid-state
circuits, microprocessors)

Adhere to shop dress code as outlined in the
student handbook / shop safety rules

Score at least 100% on a standardized shop
safety test
I.1A Demonstrate an understanding of and
compliance with relevant OSHA safety standards
I.1.B Utilize proper shop safety techniques at all
times including the proper use of eye protection.
I.2 Follow rules, regulations, dress code and
policies as established including interpreting
employer/employee handbook and procedures
I.2 A Assume responsibility for own decisions and
actions
I.2b Identify proper work habits including neatness,
thoroughness, systematic procedures, and work ethics
Resources: Student Handbook, MSDS Sheets, EIA Standards, OSHA, Hand/power tools (for demonstration)
Text Book, Lab Book
Extension Activity:
Informal Assessment(s)
Instructor observations
Formal Assessment(s)
Written Safety test
Pursuant to OSHA Certification
REVISED 2/16/2016
Connecticut Technical High School System
Electronics Technology Grade 11
GOAL II: Demonstrate an understanding of the properties of semiconductor materials
Big Idea: The PN junction is the basic building block of all modern electronic components.
Power Supplies are used in all electronic equipment.
Essential Questions: Why is the understanding of PN junctions necessary?
What is the basic principle of a diode?
Why is it important to understand the principles of rectification?
Learning Outcomes
Students will:
II.1 Demonstrate an understanding of the
properties of semiconductor materials


II.2 Understand principles, construct and analyze
operations of diode circuits including:
rectifier, multiplier, clipper, and clamper circuits


2.a Understand the properties of a PN junction

2.b Understand the operation of specialty diodes
such as Zener, LED, Tunnel, Vari-cap, Schottky

2.c Understand the operation of capacitive and
inductive filtering


As evidenced by:
Identify semiconductor materials
Explain the concepts of atomic structure, ions,
covalent bonding, temperature coefficient,
electron vs. hole flow, majority and minority
carriers
Analyze and construct the following diode
circuits: rectifier, multiplier, clipper, and
clamper circuits
Test and verify proper circuit operations
utilizing test equipment
Build a basic power supply in a project box
Resources: Text Book, Lab Book, multimeters, components, power source, calculator, protoboard or
equivalent
Extension Activity: Lab activities that require students to calculate and predict current flows and voltage drops
in a dc diode circuit and that show the effects of temperature on diodes
Lab activities that require students to calculate, measure and document rectifier, multiplier, clipper, clamper,
zener regulator, and filtering circuits.
Informal Assessment(s)
Formal Assessment(s)
Instructor observations
Written and performance assessments that satisfy
system/school initiatives
REVISED 2/16/2016
Connecticut Technical High School System
Electronics Technology Grade 11
GOAL III: Demonstrate an understanding of transistors
Big Idea: Transistors are widely used for both amplifier circuits and electronic switches.
Transistors come in two types.
Essential Questions: What are the two main uses of a BJT?
What are the differences of a PNP and NPN BJT?
Learning Outcomes
Students will:
III.1 Demonstrate an understanding of bipolar
transistors


III.2 Demonstrate an understanding of field effect
transistors (FET's/MOSFET's)




As evidenced by:
Explain the basic characteristics of BJT’s
including beta β
Use a data sheet to identify transistor
characteristics
Properly identify base lead and type of BJT
using a multimeter
Identify thermal characteristics associated with
transistors
Compare and contrast the basic characteristics
of FET’s and BJT’s
Explain the use of the BJT as a switch
Resources: Text Book, Lab Book, multimeters, components, power source, calculator, protoboard or
equivalent
Extension Activity: Lab activities that require students to identify transistor leads, bias transistors, construct
circuits that demonstrate transistor currents and switching characteristics.
Informal Assessment(s)
Instructor observations
Formal Assessment(s)
Written and performance assessments that satisfy
system/school initiatives
REVISED 2/16/2016
Connecticut Technical High School System
Electronics Technology Grade 11
GOAL IV: Demonstrate an understanding of amplifier circuits.
Big Idea: There are three main amplifier configurations.
There are three types of coupling networks.
Essential Questions: What are common base, emitter, and collector configurations?
What are the methods used to cascade amplifier stages?
Learning Outcomes
Students will:
IV.1 Understand principles and operations of
single stage amplifiers
IV.2 Understand principles and operations of
multistage amplifiers
IV.3 Understand principles and operations of audio
power amplifiers





As evidenced by:
Compare and contrast amplifier configurations
and classes of operation
Construct, analyze, and demonstrate the
operations of amplifier configurations and
classes
Test and verify proper circuit operations
utilizing test equipment
Compare and contrast 3 different coupling
techniques used in multistage amplifiers
Predict loading effects on multistage
amplifiers
Resources: Text Book, Lab Book, multimeters, components, power source, calculator, protoboard or
equivalent
Extension Activity: Lab activities that require students to calculate construct measure and document various
single stage and multistage amplifier configurations.
Informal Assessment(s)
Instructor observations
Formal Assessment(s)
Written and performance assessments that satisfy
system/school initiatives
REVISED 2/16/2016
Connecticut Technical High School System
Electronics Technology Grade 11
GOAL V: Demonstrate an understanding of operational amplifiers.
Big Idea: Operational amplifiers are widely used in many different electronic applications.
Essential Questions: What type of electronic circuits use operational amplifiers
Learning Outcomes
Students will:
V.1 Understand principles and operations of
operational amplifier circuits





As evidenced by:
Compare and contrast discrete vs. IC operation
amplifier circuits
Use a data sheet to identify IC op-amp
characteristics
Explain the operation of different op-amp
circuits to include differential amp,
comparator, window comparator, summing
amp, integrator, differentiator, impedance
matching, active filters, phase inverters, and
linear amp
Analyze, construct, and demonstrate several
different op-amp circuits to include linear,
differential, comparator, and filter
Test and verify proper circuit operations
utilizing test equipment
Resources: Text Book, Lab Book, multimeters, components, power source, calculator, protoboard or
equivalent
Extension Activity: Lab activities that require students to calculate construct measure and document various
op-amp circuits.
Informal Assessment(s)
Instructor observations
Formal Assessment(s)
Written and performance assessments that satisfy
system/school initiatives
REVISED 2/16/2016
Connecticut Technical High School System
Electronics Technology Grade 11
GOAL VI: Demonstrate an understanding of oscillators.
Big Idea: Electronic oscillators produce an AC signal.
There are both sinusoidal and non-sinusoidal oscillators
Crystal oscillators are the most stable of the oscillator circuits.
Essential Questions: What is the purpose of an oscillator?
What type of output signals are available from an oscillator?
Why are crystal oscillators becoming more prevalent?
Learning Outcomes
Students will:
VI.1 Understand principles and operations of
sinusoidal and non-sinusoidal oscillator
circuits
1.a Crystal and non crystal
oscillators
As evidenced by:
 Explain the operation of sinusoidal and nonsinusoidal oscillator circuits
 Analyze, construct, and demonstrate the
proper operation of the Crystal and nonCrystal oscillators.
 Test and verify proper circuit operations
utilizing test equipment
Resources: Text Book, Lab Book, multimeters, components, power source, calculator, protoboard or
equivalent
Extension Activity: Lab activities that require students to calculate construct measure and document
various oscillator circuits.
Informal Assessment(s)
Instructor observations
Formal Assessment(s)
Written and performance assessments that satisfy
system/school initiatives
REVISED 2/16/2016
Connecticut Technical High School System
Electronics Technology Grade 11
GOAL VII: Demonstrate an understanding of regulated power supplies.
Big Idea: Power supplies convert the AC power into DC power for all electronic equipment.
Regulation helps a power supply maintain a constant output level.
Switching power supplies have smaller, more efficient components than a linear power supply
Essential Questions What is the main function of a power supply?
What is regulation?
Why are switching power supplies becoming more prevalent than linear power supplies
Learning Outcomes
Students will:
VII.1 Understand principles and operations of
regulated and switching power supply
circuits
As evidenced by:
 Explain the operation of shunt and series
regulators
 Explain the operation of switching power supplies
 Analyze, construct, and demonstrate the operation
of both shunt, series, and switching regulator
circuits
 Test and verify proper circuit operations utilizing
test equipment
Resources: Text Book, Lab Book, multimeters, components, power source, calculator, protoboard or
equivalent
Extension Activity: Lab activities that require students to calculate construct measure and document various
power supply circuits
Informal Assessment(s)
Instructor observations
Formal Assessment(s)
Written and performance assessments that satisfy
system/school initiatives
REVISED 2/16/2016
Connecticut Technical High School System
Electronics Technology Grade 11
GOAL VIII: Demonstrate an understanding of communication circuits.
Big Idea: Both AM and FM systems are widely used.
All modern communication systems use heterodyning of signals.
Essential Questions: Why is it so important to understand both modulation processes?
Why should you know the block diagram of a superhetrodyne receiver?
Learning Outcomes
Students will:
VIII.1 Understand principles and operations of
signal modulation systems (AM, FM, stereo)


As evidenced by:
Explain the operation of continuous wave,
amplitude, and frequency modulation circuits,
detector circuits, and superhetrodyne circuits
Define selectivity, sensitivity, and bandwidth
as they apply to receivers
Resources: Text Book, Lab Book, multimeters, components, power source, calculator, protoboard or
equivalent
Extension Activity: Lab activities that require students to demonstrate a modulated carrier signal using an
oscilloscope
Informal Assessment(s)
Instructor observations
Formal Assessment(s)
Written and performance assessments that satisfy
system/school initiatives
REVISED 2/16/2016
Connecticut Technical High School System
Electronics Technology Grade 11
GOAL IX: Demonstrate an understanding of semiconductor control devices.
Big Idea: Thyristors are widely used in many different electronic systems including security systems
Essential Questions: Where are thyristors used?
Learning Outcomes
Students will:
VIII.1 Understand principles and operations of
thyristor circuitry (SCR, TRIAC, etc.)



As evidenced by:
Compare and contrast SCR’s and TRIAC’s
Analyze, construct, and demonstrate the
proper operations of SCR and TRIAC circuits
Test and verify proper circuit operations
utilizing test equipment
Resources: Text Book, Lab Book, multimeters, components, power source, calculator, protoboard or
equivalent
Extension Activity: Lab activities that require students to calculate construct measure and document various
thrysistor circuits
Informal Assessment(s)
Instructor observations
Formal Assessment(s)
Written and performance assessments that satisfy
system/school initiatives
REVISED 2/16/2016
Connecticut Technical High School System
Electronic Technology Grade 12
GOAL I: Knowledge of shop and electronics safety.
Big Idea: To provide a safe learning environment for the students
Essential Questions:
Learning Outcomes
Students will:
As evidenced by
I.1 Demonstrate an understanding of proper safety
techniques for all types of circuits and
components (DC circuits, AC circuits, analog
circuits, digital circuits, discrete solid-state
circuits, microprocessors)

Adhere to shop dress code as outlined in the
student handbook / shop safety rules

Score at least 100% on a standardized shop
safety test
I.1A Demonstrate an understanding of and
compliance with relevant OSHA safety standards
I.1.B Utilize proper shop safety techniques at all
times including the proper use of eye protection.
I.2 Follow rules, regulations, dress code and
policies as established including interpreting
employer/employee handbook and procedures
I.2 A Assume responsibility for own decisions and
actions
I.2b Identify proper work habits including neatness,
thoroughness, systematic procedures, and work ethics
Resources: Student Handbook, MSDS Sheets, EIA Standards, OSHA, Hand/power tools (for demonstration)
Text Book, Lab Book
Extension Activity:
Informal Assessment(s)
Instructor observations
Formal Assessment(s)
Written Safety test
Pursuant to OSHA Certification
REVISED 2/16/2016
Connecticut Technical High School System
Electronic Technology Grade 12
GOAL II: NOCTI Prep
Big Idea: To provide an on-going review of knowledge and skill acquired in the previous 3 years to
prepare the student for success on the NOCTI exam
Essential Questions:
Learning Outcomes
Students will:
II.1 Display proficiency in Safety Practices,
Fundamental Electrical Principles, Electronic
Testing, DC Circuit Analysis, AC Circuit Analysis,
Electronic Device Analysis and Applications, Digital
Electronic Circuits, Communications, and
Prototyping and Fabrication Techniques for the
Written Assessment

As evidenced by:
Successfully demonstrate their previous
knowledge in these areas through the use of
varied techniques which may include oral
review, testing, practical application, circuit
design, etc.
II.2 Display proficiency in Power Supply
Construction / Circuit Analysis, Op Amp circuit
construction/analysis, and Combinational Logic
Circuit Design and Construction
Resources: NOCTI Website, ISCET Study Guide, Steering Committee generated practice test
Extension Activity: Practice tests, practice jobs
Informal Assessment(s)
Formal Assessment(s)
Instructor observations, ISCET Test, Practice Tests,
Practice jobs
NOCTI Test
REVISED 2/16/2016
Connecticut Technical High School System
Electronic Technology Grade 12
GOAL III: Demonstrate an understanding of basic digital concepts and digital number systems.
Big Idea: The student will become familiar with digital signal creation and with numbering systems used
in digital electronics
Essential Questions:
Learning Outcomes
Students will:

III.1 Convert to and from any of the following
numbering systems: Decimal, Binary, BCD
(Binary Coded Decimal), Octal, and
Hexadecimal
1.a Compare and contrast analog vs.
digital concepts such as signal types and
characteristics
As evidenced by:
Construct, analyze, and demonstrate the
operations of devices used to generate digital
signals

Demonstrate proficiency in numbering system
conversions

Construct, analyze, and demonstrate the
operations of encoders and decoders
III.2 Understand principles and operations of types
of digital encoders and decoders
Resources: Text Book, Lab Book, multimeters, components, power source, calculator, protoboard or
equivalent, data books
Extension Activity: Lab activities that require students to construct, demonstrate and analyze digital signal
generators, encoders, and decoders.
Informal Assessment(s)
Instructor observations
Formal Assessment(s)
Written and performance assessments that satisfy
system/school initiatives
REVISED 2/16/2016
Connecticut Technical High School System
Electronic Technology Grade 12
GOAL IV: Demonstrate knowledge and use of logic gates.
Big Idea: Student will identify the 7 basic logic functions, Truth Tables, Gates, and Boolean expressions
along with the use of the universal gate and logic probe
Essential Questions:
Learning Outcomes
Students will:
IV.1 Understand principles and operations of
types of logic gates including logic symbols,
truth tables, and Boolean expressions

As evidenced by:
Construct and demonstrate types of logic gate
circuits

Construct and demonstrate the combining of
individual logic gates to create multiple input
logic gates

Construct and demonstrate the use of the
NAND gate to replace all other logic gates

Construct and demonstrate the use of inverters
to convert logic gates

Use data sheets to identify IC pin assignments

Troubleshoot digital circuits to the logic gate
level
1.a Understand the use of the NAND gate as a
universal gate
1.b Understand the use of inverters to convert gates
Resources: Text Book, Lab Book, multimeters, logic probe, components, power source, calculator,
protoboard or equivalent, Data Books
Extension Activity: Lab activities that require students to construct, demonstrate and analyze digital logic
gates, design multiple input gates, use the inverter to convert gates, and use the NAND as a universal gate
Informal Assessment(s)
Instructor observations
Formal Assessment(s)
Written and performance assessments that satisfy
system/school initiatives
REVISED 2/16/2016
Connecticut Technical High School System
Electronic Technology Grade 12
GOAL V: Demonstrate knowledge of combinational logic circuits.
Big Idea: Student will simplify and construct combinational logic circuits from Truth Tables, Boolean
Expressions, and Gate Arrays
Essential Questions:
Learning Outcomes
Students will:
V.1 Understand principles and operations of
combinational logic circuits and data
selectors
V.2 Convert between truth tables, Boolean
expressions, and combinational logic circuit
diagrams

As evidenced by:
Construct logic circuits from Boolean
expressions

Simplify Boolean expressions using K-Maps

Construct and demonstrate combinational
logic circuits

Troubleshoot combinational logic circuits

Construct and demonstrate the use of NAND
gates to replace AND/OR/NOT logic in
combinational logic circuits

Construct, demonstrate, and troubleshoot
adder/subtractor circuits
Resources: Text Book, Lab Book, multimeters, logic probe, components, power source, calculator,
protoboard or equivalent, Data Books
Extension Activity: Lab activities that require students to construct, demonstrate, and simplify digital
combinational logic circuits.
Informal Assessment(s)
Instructor observations
Formal Assessment(s)
Written and performance assessments that satisfy
system/school initiatives
REVISED 2/16/2016
Connecticut Technical High School System
Electronic Technology Grade 12
GOAL VI: Demonstrate knowledge of interfacing combinational logic circuits.
Big Idea: Student will understand the need to consider the voltage and current characteristics when
combining TTL, CMOS, and analog devices in digital circuits
Essential Questions:
Learning Outcomes
Students will:
VI.1 Understand the concepts of interfacing
between different families/sub-families of
IC’s and between digital circuits and analog
circuits

As evidenced by:
Construct, and troubleshoot circuitry to
interface between different logic families/subfamilies and analog devices

Construct and troubleshoot switch debouncing
circuitry

Construct, demonstrate, and troubleshoot
various alpha-numerical display circuitry
1.a Understand the principles and operations of
alpha-numerical displays
Resources: Text Book, Lab Book, multimeters, logic probe, components, power source, calculator,
protoboard or equivalent, Data Books
Extension Activity: Lab activities that require students to construct, demonstrate, and analyze interfacing
circuitry and display circuitry
Informal Assessment(s)
Instructor observations
Formal Assessment(s)
Written and performance assessments that satisfy
system/school initiatives
REVISED 2/16/2016
Connecticut Technical High School System
Electronic Technology Grade 12
GOAL VII: Demonstrate knowledge of sequential logic circuits.
Big Idea: Student will understand the basic flip flop circuit and it’s uses in counters, shift registers,
and other sequential circuits
Essential Questions:
Learning Outcomes
Students will:
VII.1 Understand principles and operations of
types of counters and registers
1.a Understand principles and operations of types of
flip-flops

As evidenced by:
Construct, demonstrate, and troubleshoot
types of flip-flop circuits

Verify the operations of IC flip-flops

Construct ,demonstrate, and troubleshoot
types of counter and register circuits
Resources: Text Book, Lab Book, multimeters, logic probe, components, power source, calculator,
protoboard or equivalent, Data Books
Extension Activity: Lab activities that require students to construct, demonstrate, and analyze flip flop
circuits, counter circuits, and shift register circuits
Informal Assessment(s)
Instructor observations
Formal Assessment(s)
Written and performance assessments that satisfy
system/school initiatives
REVISED 2/16/2016
Connecticut Technical High School System
Electronic Technology Grade 12
GOAL VIII: Demonstrate ability to use multiple resources to design and construct a final project that
includes digital circuitry.
Big Idea: Student will apply the knowledge and skills acquired through the curriculum
Essential Questions:
Learning Outcomes
Learning Outcomes
Students will:
VIII.1 Understand the process of designing,
prototyping, and debugging electronic
circuitry

Learning Outcomes
As evidenced by:
Produce a flowchart and/or block diagram
which reflects the operation of their design

Utilize various resources to aid in the design
of their final circuit

Produce a schematic diagram of their circuit
design

Construct a working prototype of their circuit
design
Resources: Text Book, Lab Book, multimeters, logic probe, components, power source, calculator,
protoboard or equivalent, Internet, Magazines, Catalogs, Data Books
Extension Activity: Final project designed and constructed by student
Informal Assessment(s)
Instructor observations
Formal Assessment(s)
Written and performance assessments that satisfy
system/school initiatives
REVISED 2/16/2016