ECTII-1.10 List fiber optics Synthesize information Labs using Electronics Teacher observation, worksheet, performance, hazards to skin and eyes. from a range of sources Workbench, Breadboards, demonstration (e.g., texts, experiments, and bench lab work. simulations) into a coherent reading, text book, understanding of a process, large group & small group phenomenon, or concept, discussions. resolving conflicting information when possible. ECTII-1.11 Explain the Determine the central ideas Labs using Electronics Written reports, oral report, student questions, teacher reasons for safety in the or conclusions of a text; Workbench, Breadboards, questions following areas: electrical summarize complex and bench lab work. and electronic safety, concepts, processes, or reading, text book, electrostatic discharge information presented in a large group & small group (ESD), electromagnetic text by paraphrasing them discussions. interference (EMI), fire in simpler but still accurate safety, physical safety, fiber terms. optics cable, magnets, safety and maintenance issues. Labs Electronics ECTII-1.12 List the safety Produce clear and coherent Multiple choice, matching, written response, teacher precautions to be taken writing in which the Workbench, Breadboards, questions when working with diodes, development, organization, and bench lab work. transistors, thyristors, and style are appropriate to reading, text book, integrated circuits, task, purpose, and audience. large group & small group optoelectronic devices, discussions. power supplies, amplifiers, operational amplifiers, oscillators, and circuits. ECTII-1.13 Write Labs using Electronics Teacher observation, Employ skills worksheet, performance, necessary to differentiate informative/explanatory Workbench, Breadboards, demonstration among investigative typologies texts, including technical and bench lab work. including processes. reading, text book,
ECTII-1.10 List fiber optics hazards to skin and eyes. 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 using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Teacher observation, worksheet, performance, demonstration ECTII-1.11 Explain the reasons for safety in the following areas: electrical and electronic safety, electrostatic discharge (ESD), electromagnetic interference (EMI), fire safety, physical safety, fiber optics cable, magnets, safety and maintenance issues. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Written reports, oral report, student questions, teacher questions ECTII-1.12 List the safety precautions to be taken when working with diodes, transistors, thyristors, integrated circuits, optoelectronic devices, power supplies, amplifiers, operational amplifiers, oscillators, and circuits. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Labs Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Multiple choice, matching, written response, teacher questions ECTII-1.13 Employ skills necessary to differentiate among investigative typologies including Write informative/explanatory texts, including technical processes. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, Teacher observation, worksheet, performance, demonstration
Electronics%20%20Computer%20Curriculum%20Guide.docx