asynchronous inputs of a simulations) into a coherent reading, text book, flip-flop. understanding of a process, large group & small group phenomenon, or concept, discussions. resolving conflicting information when possible. ECTII-2.22 Describe the Produce clear and coherent Labs using Electronics Teacher observation, worksheets, reflections, timing diagram of each type writing in which the Workbench, Breadboards, student questions, teacher of flip-flop. development, organization, and bench lab work. questions, worksheet, and style are appropriate to reading, text book, demonstration task, purpose, and audience. large group & small group discussions. ECTII-2.23 Describe counter Write Labs using Electronics Teacher observation, worksheets, reflections, and register characteristics. informative/explanatory Workbench, Breadboards, student questions, teacher texts, including technical and bench lab work. questions, worksheet, processes. reading, text book, demonstration large group & small group discussions. ECTII-2.24 Explain wave Produce clear and coherent Labs using Electronics Multiple choice, matching, written response, teacher shaping circuits and writing in which the Workbench, Breadboards, questions explaining their purposes. development, organization, and bench lab work. and style are appropriate to reading, text book, task, purpose, and audience. large group & small group discussions. Labs Electronics ECTII-2.25 Analyze up, Synthesize information Multiple choice, matching, written response down and modulus from a range of sources Workbench, Breadboards, asynchronous and (e.g., texts, experiments, and bench lab work. synchronous counters. simulations) into a coherent reading, text book, understanding of a process, large group & small group phenomenon, or concept, discussions. resolving conflicting information when possible.
asynchronous inputs of a flip-flop. simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. reading, text book, large group & small group discussions. ECTII-2.22 Describe the timing diagram of each type of flip-flop. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTII-2.23 Describe counter and register characteristics. Write informative/explanatory texts, including technical processes. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTII-2.24 Explain wave shaping circuits and explaining their purposes. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Multiple choice, matching, written response, teacher questions ECTII-2.25 Analyze up, down and modulus asynchronous and synchronous counters. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Multiple choice, matching, written response
Electronics%20%20Computer%20Curriculum%20Guide.docx