Useful Circuits Nico Beute IEEE & Nico Beute IEEE & Cape Peninsula University of Technology Cape Peninsula University of Technology

Focus Series and Parallel Circuit Design

Overview Introduction Educational issues Documents & materials Tasks Use bulbs buzzers switches etc. Design – Build - Discuss Conclusion

Objective To enable engineers to lead a training session for teachers on an engineering related topic

Understand the educational system –Educational terms Curriculum Outcomes {CO, DO & LO} Assessment standards –Educational environment Knowledge of learners Knowledge of teachers

How Make it practical – give examples from the workplace Keep it simple Try it out today

Educational Issues Critical Outcomes Developmental Outcomes Learning Outcomes

Critical Outcomes Critical Outcomes As a result of the activities, all learners should develop and demonstrate the ability to;  identify and solve problems and make decisions using critical and creative thinking; work effectively with others as members of a team, group, organisation and community; organise and manage themselves and their activities responsibly and effectively; collect, analyse, organise and critically evaluate information; communicate effectively using visual, symbolic and/or language skills in various modes; use science and technology effectively and critically showing responsibility towards the environment and the health of others; and demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation.

The Developmental Outcomes The Developmental Outcomes require learners to be able to: The Developmental Outcomes reflect on and explore a variety of strategies to learn more effectively; participate as responsible citizens in the life of local, national and global communities; be culturally and aesthetically sensitive across a range of social contexts; explore education and career opportunities; and develop entrepreneurial opportunities.

Learning Outcomes Learning Outcomes LO1: Technology, Society and the Environment - The learner is able to demonstrate an awareness and understanding of the interrelationship between Technology, society and the environment. LO2: Technological Process - The learner is able to understand and apply the Technological process. LO3: Knowledge and Understanding - The learner is able to demonstrate an understanding of the concepts and principles related to Electrical Technology. LO4: Application of Knowledge - The learner is able to apply principles and practices related to Electrical Technology.

Documentation and Materials Nico Get documents ready before presentation –The IEEE has a number of well prepared sets Update for Scottish use in consultation with your education department –Draw up documents –Requirements: Must enable teacher to present lesson Must consider the educational environment –Affordable –Level of knowledge of learners –Technical knowledge of teachers

Resources Teacher resource documents Student worksheets Student Resource Sheeets

Materials Affordable Easily obtainable As practical as possible Robust Re-usable

Alignment to Applicable Curriculum Statements Is the activity aligned to applicable curriculum standards?

The Activities Security: Alarm 10:30 Quiz Master 10:45 Two lights 11:00 Traffic Lights 11:15 Conclusion 11:45

Security: Alarm You are a security engineer! Design a circuit where an alarm will sound if an intruder steps on it. Design a circuit where an alarm will sound when a drawer is opened

Quiz Master You are a broadcast engineer. Design a circuit using circuit diagram symbols and correct answers, where the correct answer will light a bulb or sound a buzzer

Two Lights You are an electrical engineer! You need to design a circuit where you can control two bulbs, with a switch, so that both bulbs are equally bright, and could be located in different rooms of a house

Traffic Lights You are an civil engineer! You need to design a traffic light circuit where the red, amber and green bulbs can be switched on and off separately, but the red and amber bulbs can also light together. You need not include interlocking of switches for this exercise – e.g. green should not be on simultaneously for both through and cross traffic Draw up a table showing in what sequence the switches you are using in your design should be switched

Traffic Lights Through Traffic Cross Traffic

Traffic Light Switching

Traffic Light Switch

Traffic Light Switching

Conclusion Nico

Your evaluation of this activity Documentation –does it meet educational requirements –does it give and allow for practical applications –can it be used by teachers clear and understandable guidelines Usable handout for students Materials –affordable –robust

Thank you