Antelope Valley Union High School District and
Regional Occupational Program (ROP)
Career-Technical Education Course Outline
Course Name:
Digital Electronics
Course Number:
CDE Number:
04137
CDE Industry Sector:
Federal (DOE) Career
Cluster:
CBEDS Code:
O-NET Codes and Job
Titles:
Original Board
Approval Date:
Advisory Board Date
(most recent):
Most Recent Board
Approval Date:
May 5, 2004
LABOR DEMAND:
The following information is from California Occupational Guides Labor market
Information website. www.labormarketinfo.edd.ca.gov/occguides
INSTRUCTIONAL METHODOLOGIES:
Lectures/Discussions:
COURSE SEQUENCE/PATHWAY (if applicable):
INDUSTRY CERTIFICATION REQUIREMENTS:
TOTAL ENROLLMENT HOURS INCLUDING CC/CVE COMPONENT (if applicable):
RELATION TO EXISTING PROGRAM:
TOTAL ANNUAL ENROLLMENT:
CAPSTONE? __No_CONCENTRATOR? __NO_
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INTRODUCTORY? __Yes_
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Antelope Valley Union High School District and
Regional Occupational Program (ROP)
Career-Technical Education Course Outline
Competencies
Standards
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1. School Information
Antelope Valley Regional Occupational Program
School:
Antelope Valley Union High School District (AVUHSD)
District:
Palmdale
City:
www.avdistrict.org
District Website:
Name:
Mariane Doyle
School Course List
Contact:
Title/Position:
CTE Coordinator
Phone with Ext.: 661-575-1030
E-Mail:
mdoyle@avhsd.org
Name:
Teacher
Contact:
Title/Position:
Phone with Ext.:
E-Mail:
2. Previously Approved Courses
Complete outlines are not needed for courses that were previously approved by UC. Was this
course previously approved?
Yes
x No
Is this course modeled after an UC-approved course from another school outside your
district?
Yes
No
If so, which school(s)?
______________________________________________________________________
Course title at other school Same
Is this course classified as Career-Technical Education?
Yes
No
If Yes:
Name of Industry Sector:_____ Arts media, and Entertainment Industry Sector ___
Name of Career Pathway:_____ Media and Design Arts ___
3. Course Description
Digital Electronics
Course Title:
Transcript
Title(s)/Abbreviation(s):
Grade Level(s) for which this course is designed:
x 9
x 10
x 11
x 12
Unit Value
0.5 (half year or semester equivalent)
x 1.0 (one year equivalent)
Other: _______________________________
4. Catalog Description
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Digital Electronics
Brief Course Description (If school has a catalog, the description that is in the catalog. If not, a
brief description of the course) ☝NOTE: DO NOT INCLUDE INFORMATION THAT
COULD IDENTIFY YOUR SCHOOL OR DISTRICT.
This course provides a significant theoretical and practical introduction to the field of Digital
Electronics. Students will start with fundamentals of electronic theory. In the course of doing a
number of projects, students will then progress through Number Systems, Gates, Boolean
Algebra, Combinational Logic Circuit Design, Adding, Flip Flops, Shift Registers and Counters,
Families and Specifications, Microprocessors, and a Capstone Project encompassing all of these.
Pre-Requisites:
Geometry or equivalent with grade of C or higher, and instructor
approval
Co-Requisites:
N/a
Required
Recommended
Required
Recommended
Required
Recommended
Required
Recommended
5. Optional Background Information
Context for Course (optional). (☝ NOTE: DO NOT INCLUDE INFORMATION THAT
COULD IDENTIFY YOUR SCHOOL OR DISTRICT.)
This is the second course to be added to Lancaster High School’s Pre-Engineering Pathway.
All courses will be from Project Lead the Way.
The national standards to be addressed in this course are listed below, copied directly
from the PLTW Curriculum CD for the 2003-4 school year.
The National Academy of Sciences Standards:
1.0 Science Inquiry
1.1 Ability necessary to do scientific inquiry
1.2 Understandings about scientific inquiry
2.0 Physical Science
2.1 Structure of atoms
2.2 Structure and properties of matter
2.3 Chemical reactions
2.4 Motions and forces
2.5 Conservation of energy and increase in disorder
2.6 Interactions of energy and matter
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3.0 Life Science
3.1 The cell
3.2 Molecular basis of heredity
3.3 Biological evolution
3.4 Interdependence of organisms
3.5 Matter, energy, and organization in living systems
3.6 Behavior of organisms
4.0 Science and Technology
4.1 Abilities of technological design
4.2 Understandings about science and technology
5.0 Science in Personal and Social Perspectives
5.1 Personal and community health
5.2 Population growth
5.3 Natural resources
5.4 Environmental quality
5.5 Natural and human-induced hazards
5.6 Science and technology in local, national, and global challenges
6.0 History and Nature of Science
6.1 Science as a human endeavor
6.2 Nature of scientific knowledge
6.3 Historical perspectives
The National Council of Teachers of Mathematics Standards:
1.0 Numbers and Operations
1.1 Understand numbers, ways of representing numbers, relationships among
numbers, and number systems.
1.2 Understand the meaning of operations and how they relate to each other.
1.3 Use computational tools and strategies fluently and estimate appropriately.
2.0 Patterns, Functions, and Algebra
2.1 Understand various types of patterns and functional relationships.
2.2 Use symbolic forms to represent and analyze mathematical situations and
structures.
2.3 Use mathematical models and analyze change in both real and abstract contexts.
3.0 Geometry and Spatial Sense
3.1 Analyze characteristics and properties of two- and three-dimensional geometric
objects.
3.2 Select and use different representational systems, including coordinate geometry
and graph theory.
3.3 Recognize the usefulness of transformations and analyzing mathematical
situations.
3.4 Use visualization and spatial reasoning to solve problems both within and
outside of mathematics.
4.0 Measurement
4.1 Understand attributes, units, and systems of measurements.
4.2 Apply a variety of techniques, tools, and formulas for determining measurements.
5.0 Data Analysis, Statistics, and Probability
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5.1 Pose questions and collect, organize, and represent data to answer those
questions.
5.2 Interpret data using methods of exploratory data analysis.
5.3 Develop and evaluate inferences, predictions, and arguments that are
based on data.
5.4 Understand and apply basic notions of chance and probability.
6.0 Problem Solving
6.1 Build new mathematical knowledge through their work with problems.
6.2 Develop a disposition to formulate, represent, abstract, and generalize in situations
within and outside mathematics.
6.3 Apply a wide variety of strategies to solve problems and adapt the strategies to new
situations.
6.4 Monitor and reflect on their mathematical thinking in solving problems.
7.0 Reasoning and Proof
7.1 Recognize reasoning and proof as essential and powerful parts of mathematics.
7.2 Make and investigate mathematical conjectures.
7.3 Develop and evaluate mathematical arguments and proofs.
7.4 Select and use various types of reasoning and methods of proof as appropriate.
8.0 Communication
8.1 Organize and consolidate their mathematical thinking to communicate with others.
8.2 Express mathematical ideas coherently and clearly to peers, teachers, and others.
8.3 Extend their mathematical knowledge by considering the thinking and
strategies of others.
8.4 Use the language of mathematics as a precise means of mathematical
expression.
9.0 Connections
9.1 Recognize and use connections among different mathematical ideas.
9.2 Understand how mathematical ideas build on one another to produce a coherent
whole.
9.3 Recognize, use, and learn about mathematics in contexts outside of
mathematics.
10.0 Representation
10.1 Create and use representations to organize, record, and communicate
mathematical ideas.
10.2 Develop a repertoire of mathematical representations that can be used
purposefully, flexibly, and appropriately.
10.3 Use representations to model and interpret physical, social, and mathematical
phenomena.
International Technology Education Association Standards:
1.0 The Nature of Technology
1.1 Students will develop an understanding of the characteristics and scope of
technology.
1.2 Students will develop an understanding of the core concepts of technology.
1.3 Students will develop an understanding of the relationships among technologies and
connections between technology and other fields of study.
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2.0 Technology and Society
2.1 Students will develop an understanding of the cultural, social, economic, and political
effects of technology.
2.2 Students will develop an understanding of the effects of technology on the
environment.
2.3 Students will develop an understanding of the role of society in the development and
use of technology.
2.4 Students will develop an understanding of the influence of technology on history.
3.0 Design
3.1 Students will develop an understanding of the attributes of design.
3.2 Students will develop an understanding of engineering design.
3.3 Students will develop an understanding of the role of troubleshooting, research and
development, invention and innovation, and experimentation in problem solving.
4.0 Abilities for a Technological World
4.1 Students will develop the abilities necessary to apply the design process.
4.2 Students will develop the abilities to use and maintain technological products
and systems.
4.3 Students will develop the abilities to assess the impact of products and systems.
5.0 The Designed World
5.1 Students will develop an understanding of and be able to select and use medical
technologies.
5.2 Students will develop an understanding of and be able to select and use agricultural
and related biotechnologies.
5.3 Students will develop an understanding of and be able to select and use energy and
power technologies.
5.4 Students will develop an understanding of and be able to select and use information
and communication technologies.
5.5 Students will develop an understanding of and be able to select and use transportation
technologies.
5.6 Students will develop an understanding of and be able to select and use
manufacturing technologies.
5.7 Students will develop an understanding of and be able to select and use construction
technologies.
History of Course Development (optional) (☝NOTE: DO NOT INCLUDE INFORMATION
THAT COULD IDENTIFY YOUR SCHOOL OR DISTRICT.)
The following list of contributors to this curriculum is copied directly from the PLTW
Curriculum CD for the 2003-4 school year. CJ Amarosa, Project Lead the Way, Inc. ®
Andrew Edwards
Lancaster High School, NY
Robert Hudecek
Brockport High School, NY
John Pierce
Westhill High School, NY
James Pistello
Jamesville DeWitt High School, NY
Donna Scribner
Project Lead The Way, Inc. ®
Jennifer Sherer
Project Lead The Way, Inc. ®
Luther Starkey
Jeffersontown Career Magnet, KY
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Thomas White
Project Lead the Way, Inc. ®
George Zion
Rochester Institute of Technology, NY
6. Texts and Supplemental Instructional Materials
Include list of Primary and Secondary Texts. Make sure to note the books that will be read
entirely and those that will be as excerpts. For the Visual and Performing Arts subject area (f),
textbooks are not required, but if textbooks are used, please complete the information below.
Textbook 1:
Title:
Digital Electronics Principles and Applications (option 1)
Edition:
0-028041615
Publication
Date:
Publisher:
Tokheim
Author(s):
Usage:
Primary
Secondary
Read in entirety or near entirety
Excepts will be read (approx. number of pages: _____)
Textbook 2:
Title:
Digital Electronics (option 2)
Edition:
0-7668-0328-7
Publication
Date:
Publisher:
Bignell and Donovan
Author(s):
Usage:
Primary
Secondary
Read in entirety or near entirety
Excepts will be read (approx. number of pages:_____)
Supplemental Instructional Material(s):
PLTW provides two options for text books. We will choose based on cost.
Option 1
Experiments Manual. Tokheim. ISBN: 0-02-804162-3
Instructor’s Manual. Tokheim. ISBN: 0-02804163-1
Option 2
Lab Manual to Accompany Digital Electronics, 4th Edition. Bignell and Donovan.
ISBN: 0-7668-0330-9
7. Proposed Subject and Discipline for this course:
A – History/Social Science
B – English
C – Mathematics
D – Laboratory Science
E – Language other than English
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G – College Prep Elective: History/Social
Science
G – College Prep Elective: English
G – College Prep Elective: Mathematics
G – College Prep Elective: Laboratory
Science
G – College Prep Elective: Language other
than English
G – College Prep Elective: Visual and
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F – Visual & Performing Arts
Intro
Advanced
Performing Arts
G – College Prep Elective: Other
8. Course Content: College Preparatory Elective – Interdisciplinary/Other
A. Course Purpose. What is the purpose of this course? Please provide a brief description of
the goals and expected outcomes. Note: More specificity than a simple recitation of the
State Standards is needed.
 Demonstrate an understanding of subject content (Digital Electronics)
 Investigate and engage in meaningful activities
 Become independent learners
 Make their own connections between posed questions and prior learning
 Use real life technologies and resources
 Obtain ownership of their learning
 Exhibit growth in areas often ignored: social and life skills, self-management skills and
the ability to learn on one’s own
The following overall objectives are copied directly from the PLTW Curriculum CD for the
2003-4 school year.
Overview: Concepts are the principles, theories and recurring themes important to a student’s
educational development. They are foundational to students truly understanding what is
essential to know in the curriculum. Teachers are constantly using concepts to help students
understand the “why” that supports what they are learning.
2. Skillful researchers are proficient with the technologies and strategies used to gather,
organize, document, and disseminate information.
2. Consideration of the ethical, environmental, social, and economic impacts of the
engineering design process is essential to being a responsible, involved citizen.
3. Mathematics is the body of knowledge used to describe the scientific principles that happen
naturally in the world, and technology is the application of these principles to produce
products and services to benefit society.
4. Individual contributions to group processes facilitate the solving of complex problems and
the achievement of common goals.
5. Critical thinking involves using a variety of established and original problem-solving
techniques.
6. The use of the design process to analyze and solve problems has greatly improved the quality
of, and the speed at which, new products are created.
7. Project success is dependent on problem identification, planning and the allocation of
resources.
8. Individuals who accept the responsibility of continuous self-evaluation will benefit from
personal growth and professional development, increasing their employability.
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9. In order to solve complex problems, systems which monitor and correct performance must be
developed.
B. Course Outline. Detailed description of topics covered. Show examples of how the text is
incorporated into the topics covered.
Unit 1: Fundamentals
Lesson 1.1 Safety
1.1.1. Electrical
1.1.2. Equipment
1.1.3. Hand Tools
1.1.4. Clothing
1.1.5. Procedures
1.1.6. Material Safety Data
Lesson 1.2 Basic Electron Theory
1.2.1. Current Flow
1.2.1.1. Conventional Vs. Electron Flow
1.2.1.2. DC
1.2.1.3. AC
1.2.2 Structure of Atoms
1.2.2.1 Nucleus
1.2.2.2 Protons
1.2.2.3 Electrons
1.2.2.4 Electron Orbit
Lesson 1.3 Prefixes, Engineering Notation
1.3.1. Mega
1.3.2. Kilo
1.3.3. Milli
1.3.4. Micro
1.3.5. Micro-micro
1.3.6. Nano
1.3.7. Pico
Lesson 1.4 Resistors
1.4.1. Theory
1.4.2. Units
1.4.2.1. Ohms
1.4.2.2. Wattage
1.4.3. Fixed
1.4.4. Color Code
1.4.5. Measuring Resistance
1.4.6. Variable
Lesson 1.5 Laws
1.5.1 Circuits
1.5.1.1. Parts to a Simple Circuit
1.5.1.1.1. Source
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1.5.1.1.2. Load
1.5.1.1.3. Control
1.5.1.1.4. Conductor
1.5.1.2. Schematics
1.5.1.3. Series
1.5.1.4. Parallel
1.5.1.5. Series – Parallel
1.5.1.6. Open/closed loop
1.5.1.7. Switches
1.5.1.7.1. Single Pole Single Throw
1.5.1.7.2. Single Pole Double Throw
1.5.1.7.3. Push Button Normally Closed
1.5.1.7.4. Push Button Normally Closed
1.5.1.8. Short Circuit
1.5.1.9. Continuity
1.5.2. Ohm’s Law
1.5.2.1. Measuring Voltage
1.5.2.2. Measuring Current
1.5.3. Kirchhoff’s Law
1.5.3.1. Current
1.5.3.2. Voltage
1.5.4. Voltage
1.5.4.1. In series
1.5.4.2. In parallel
1.5.5. Current
1.5.5.1. In series
1.5.5.2. In parallel
1.5.6. Resistance
1.5.6.1. In series
1.5.6.2. In parallel
Lesson 1.6 Capacitance
1.6.1 Theory
1.6.2. Reading the value
1.6.3. Units
1.6.3.1. Farads
1.6.3.2. Voltage
1.6.4. Type
1.6.4.1. Ceramic
1.6.4.2. Electrolytic
1.6.5. Polarity
1.6.6. Measuring
1.6.6.1. Scope
1.6.6.1.1. Time
1.6.6.1.2. Voltage
1.6.6.2. Capacity Checker
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Lesson 1.7 Analog and Digital Waveforms
1.7.1. Reading Waveforms
1.7.1.1. Signal Generator
1.7.1.2. Wave types
1.7.1.2.1. Square
1.7.1.2.2. Sine
1.7.1.2.3. Sawtooth
1.7.1.3. Period/Wavelength
1.7.1.4. Amplitude
1.7.1.5. Rise and Fall time
1.7.1.6. Offset
1.7.1.7. Pulse Width
1.7.1.8. Duty Cycle
1.7.1.9. Calculating Frequency
1.7.2. Logic Conditions
1.7.2.1. High
1.7.2.2. Low
1.7.3. Multivibrators
Lesson 1.8 Obtaining Data Sheets
1.8.1 Internet Search
1.8.2 Information included
Unit 2: Number Systems
Lesson 2.1 Conversions
2.1.1. Binary to Decimal
2.1.2. Decimal to Binary
2.1.3. Hexadecimal to Binary
2.1.4. Binary to Hexadecimal
2.1.5. Hexadecimal to Decimal
2.1.6. Decimal to Hexadecimal
Unit 3: Gates
Lesson 3.1 Logic Gates
3.1.1. The Logic Symbols for the AND, OR, NOT, NAND, NOR Gates
3.1.2. Reading Pin-out Diagram
3.1.3. Truth Tables
3.1.4. Boolean Expression
3.1.5. Creating Multiple Input Gates
Unit 4: Boolean Algebra
Lesson 4.1 Boolean Expressions
4.1.1. Boolean Expressions and Truth Tables
4.1.2. Minterm Expressions, Sum of Products
4.1.3. Maxterm Expressions, Product of Sums
4.1.4. Unsimplified Boolean Expression and Schematic Circuits
Lesson 4.2 Logic Simplifications
4.2.1. Boolean Simplification
4.2.2. DeMorgan’s Theorems
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4.2.3. Karnaugh Mapping
4.2.4. Electronic Simplification Tools
Lesson 4.3 Duality of Logic Functions
4.3.1. Using NOR Gates to Emulate All Logic Functions
4.3.2. Using NAND Gates to Emulate All Logic Functions
Unit 5: Combinational Circuit Design
Lesson 5.1 Paradigm for Combinational Logic Problems
5.1.1. Word Problem
5.1.2. Construct Truth Table
5.1.3. Create a Logic Equation from a Truth Table
5.1.4. Simplify the Logic Equation
5.1.5. Simulate the Circuit
5.1.6. Construct the Circuit
5.1.7. Troubleshoot
Lesson 5.2 Specific Application MSI Gates
5.2.1. Levels of Integration (SSI, MSI, LSI)
5.2.2. Display Drivers
5.2.3. Code Converters
5.2.3.1. Binary Coded Decimal (BCD)
5.2.3.1.1. BCD to Decimal
5.2.3.1.2. Decimal to BCD
5.2.3.1.3. Binary to Hexadecimal
Lesson 5.3 Programmable Logic Devices (PLD)
5.3.1. Introduction to PLD
5.3.2. PLD Programming Software
5.3.3. PLD Programming Hardware
Unit 6: Adding
Lesson 6.1 Binary Addition
6.1.1. 2’s Complement Notation, Addition and Subtraction
6.1.2. The Exclusive OR and Exclusive NOR Functions
6.1.3. Half Adder Design
6.1.4. Full Adder Design
6.1.5. N Bit Adder Design
Unit 7: Flip-Flops`
Lesson 7.1 Introduction to Sequential Logic
7.1.1. Latches
7.1.2. Flip-Flop
7.1.3. Timing Diagrams
Lesson 7.2 The J-K Flip-Flop
7.2.1. Operation of J-K Flip-Flop
7.2.2. Asynchronous Inputs
7.2.3. Synchronous Inputs
Lesson 7.3 Triggers
7.3.1. Positive-Edge Trigger
7.3.2. Negative-Edge Trigger
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7.3.3. Positive-Level Trigger (Latch)
7.3.4. Negative-Level Trigger (Latch)
Lesson 7.4 Flip-Flop Timing Considerations
7.4.1. Setup and Hold Times
7.4.2. Propagation Delays
7.4.3. Timing Limitations (fmax, Minimum Pulse Width)
Lesson 7.5 Elementary Applications of Flip-Flops
7.5.1. Data Storage
7.5.2. Logic Synchronizing
7.5.3. Clock Division
7.5.4. Switch Debouncing
Unit 8: Shift Registers and Counters
Lesson 8.1 Shift Registers
8.1.1 Discrete Shift Register
8.1.2 Integrated Shift Register
Lesson 8.2 Asynchronous Counters
8.2.1. Discrete Ripple Counter
8.2.2. Discrete Modulus-N Ripple Counter
8.2.3. Integrated Ripple Counter (7493)
8.2.4. Other MSI Counter
Lesson 8.3 Synchronous Counters
8.3.1. Discrete Up Counter
8.3.2. Discrete Down Counter
8.3.3. Discrete Modulus-N Synchronous Counter
8.3.4. Integrated 4-Bit Binary Counter (74163)
8.3.5. Integrated 4-Bit Binary Up/Down Counter (74193)
Unit 9: Families and Specifications
Lesson 9.1 Logic Families
9.1.1. CMOS 9.1.2. TTL
9.1.3. Interfacing Different Logic Families
Lesson 9.2 Spec Sheets
9.2.1. Electronic Sites
9.2.2. Voltage Levels
9.2.3. Current Levels
9.2.4. Fan-out
9.2.5. Switching Characteristics – Propagation Delay
Unit 10: Microprocessors
Lesson 10.1 Microcontrollers
10.1.1. Programming
10.1.2. Development Tools
10.1.3. Output to Sound
10.1.4. Output pins
10.1.5. Limitations
10.1.6. Input devices
10.1.6.1. Switches
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10.1.6.2. Phototransistors
10.1.7. Analog to Digital
10.1.7.1. A to D converters
10.1.7.2. Cadmium Sulfide Cells
10.1.7.3. Thermistors
Lesson 10.2 Interfacing with Motors
10.2.1. Types of Motors
10.2.1.1. AC
10.2.1.2. DC
10.2.1.3. Stepper
10.2.2. Interface Devices
10.2.2.1. Relays
10.2.2.2. H-Bridges
10.2.2.3. OptoIsolators
Unit 11: Student Directed Study Topic
Lesson 11.1 Design Paradigm
C. Key Assignments: Detailed descriptions of the Key Assignments including tests, and
quizzes, which should incorporate not only short answers but essay questions also. How do
assignments incorporate topics? Include all assignments that students will be required to
complete.
There is no busywork anticipated for this course, so all assignments are key. However, the
Capstone Project is of special significance as it guides the students to integrate everything they
have learned throughout the year. The following description of the Capstone Project is copied
directly from the PLTW Curriculum CD for the 2003-4 school year:
As the capstone project for the Digital course, the students will either choose a project that
interests them, or be presented with a project idea by the instructor. Working in pairs, the
students will:

Select a Problem.

Develop a solution to the Problem.

Implement the solution using the computer simulation software.

Breadboard the solution using the appropriate parts.

Present their design to the class.

Submit a report summarizing their work.
Examples of Design Problems that can be used:
 Digital Clock (Floyd)
 Traffic Light (Floyd)
 Lumber control System (Floyd)
 Digital Roulette Wheel (Tokheim)
 Frequency Counter (Tokheim)
 Digital Dice (Tokheim)
 Digital Light Meter (Tokheim)
Students should not be held to just these example projects, but these can give both the
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instructor and the students a place to start.
This project will take a MINIMUM of two weeks to complete.
D. Instructional Methods and/or Strategies:
The following description of instructional strategies is copied directly from the PLTW
Curriculum CD for the 2003-2004 school year, and adequately describes the instructional
strategies to be used, along with their rationale.
John Dewey theorized that learning should not only prepare one for life, but should also be an
integral part of life itself. Stimulating real problems and real problem solving is one function of
project-based learning. Projects assist students in succeeding in life because they allow learners
to apply multiple intelligences in completing a project that has meaning and that they can be
proud of.
This is substantiated by the recent research and developments in education that have lead to
instructional innovations designed to make the classroom into a learning environment which is
more responsive to the varying learning needs and interests of individual students. Using projects
as learning vehicle students are expected to work cooperatively on complex and open-ended
tasks as well as to follow directions in step-by-step learning.
Project work and systematic instruction can be seen as providing complementary learning
opportunities. Students will know how to use a skill but also when to use it. They will learn to
recognize, for themselves, the contexts in which a skill might be useful and what purposes it
most appropriately will serve. In step-by-step, systematic instruction students will acquire the
skills they need and then apply those skills in meaningful contexts by solving problems posed in
projects.
Through projects students demonstrate mastered skills and knowledge, rather than parroting
phrases or concepts on short answer, multiple choice, true/false sets of evaluations. For this
reason authentic assessment is a viable option. This assessment can take the form of structured
observations, checklists, rubrics, and portfolios to match the activities the students use to
demonstrate content mastery.
The curricula created by Project Lead the Way, Inc.® for the various courses embrace the
educational tenets of project based learning. Students develop solutions to solve the problems
posed by the essential and key questions stated in each Unit and Section overview.
E. Assessment Methods and/or Tools:
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