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Course : Grade 12 Course Code : TEJ 4MO Level : University/College

Unit : 3 x 2 Memory Circuit

Time : 2 x 75min Periods (150 minutes)

Lesson 2 : BOM and Circuit Schematic

Prior Student Knowledge:

Students knowledge & skills as taught throughout the unit. The Design Process Collaborating in Office 365 with Office software (Word, Excel, PowerPoint) Working and navigating through D2L Experience using Crocodile Clips

Minds On: 15 minutes

Day 1

Ask students to retrieve one of their ICs (computer chips) from their kits, and using the ID tag on the kit, locate the datasheet online. Discuss the need to use datasheets to access important information and specs about the hardware being used for the project. Briefly discuss as a class the need for a BOM (Bill of Materials) and what information should be included as a minimum. Launch Crocodile Clips Circuit Design software on the SMART Board. Ask several students to come up to the front and demonstrate how to add various parts and make a simple circuit. This will be a review for students.

Day 2

Launch an exemplar circuit using Croc Clips and the SMART Board. Ask students how it works. Most students will not fully understand why or how at this point. Pose the question: Why are we using this software? The obvious answer is that they will need it in order to build their actual circuit. That is certainly true, but its a very powerful tool they can use to demonstrate HOW the circuit works. Direct them to the handout that explains how each sub-circuit functions. Why do we need to understand all the parts to understand the whole?

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Action/Work On:
Day 1: BOM and Circuit Design Remind students to follow what they have on their GANTT charts. They will have 2 days to complete the BOM and Circuit Design, as per the project requirements. They can use any software to create the BOM, but they must do the Circuit Design in Croc Clips. Work with the students who require the most help. Most students should finish these two tasks with plenty of time to spare, however you will need to sit one-on-one or in small groups with several students to assist them, and/or guide them. Day 2: BOM and Circuit Schematics Remind students that both the BOM and Circuit Schematic are due in the Dropbox by the end of class. Invite students who are finished to take part in doing screencasts using the SMART Board and using their circuit schematics. Encourage them to come up with creative ways to communicate what they know about their circuits. They can take video of the circuit, and do a screencast using the Croc Clips as it will simulate what the circuit does.

Consolidation and Connections / Debrief:

Day 1

Class discussion what kind of software did you use to create the BOM and why? Ask some students to outline the tasks listed on their GANTT charts and why they planned it out this way. Are some planning on completing the video before they build the circuit? Discuss some possibilities: live video demonstration of circuit and/or screencast with Croc Clips.

Day 2

Time Management: Many will be finishing up their work and submitting it. Gather those who are finished and inquire as to what their next course of action will be tomorrow. Do they need to work on something this evening? If so, what? Encourage them to do a little bit at home everyday, and emphasize this efficient way of managing their time.

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Modifications and Accommodations

Identified Students Computer options (most of it is done on computer) One-on-one assistance with explaining/rewording information Close proximity to instructor Organization coaching Working in groups with, and on computers next to, strong students Extended time, if required ELL Students Partnering with a strong student during group activities Peer tutoring Repetition of information with one-on-one assistance from instructor Rewording/rephrasing of information Chunking of new skills and concepts Organization coaching Oral responses Extra time, if required

Differentiation
Content

The project is streamlined for a reason. Students are constructing a large circuit that is capable of storing data. There isnt much flexibility in how that circuit functions, therefore there isnt much flexibility in the content. Certain parts must be completed and students will use their breadboards, ICs and discrete components. HOW students complete it, WHEN they start and end certain tasks, and WHAT tools they use to complete it is entirely differentiated.

Process How students choose to complete the tasks is up to them. They could start with trying to understand how the circuit functions and then complete the BOM, followed by the Circuit Schematic; or they could not even bother with how the circuit works and just complete the 2 milestones/deliverables. Product

How the BOM is completed is also entirely open-ended. Students can use any software they wish and they are free to expand it by adding in information contained in the datasheets of the parts they are using as part of their circuit.

Environment Students have many options: they can work on their own with music, use the computers in the class, bring their own computers, work in close proximity to their peers or on their own in a quiet space or even an alternative workspace outside the class.

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Materials/Equipment Needed:

SMART Board, SMART Board Notebook Software, LCD Projector, Speakers, Computer D2L setup with files, links, Dropboxes and Discussions Office 365 with Class Wiki Computers for students, and software (Croc Clips, SMART Board Notebook software) Whiteboard and markers

Overall and Specific Curriculum Expectations:

A1. demonstrate an understanding of internal buses and storage devices, and of advances in computer technology; A1.1 describe the function of internal buses within computer systems (e.g., data bus; memory bus; address bus; buses in CPUs, RAM, and chipsets); A1.2 identify appropriate storage devices for various computing requirements (e.g., optical drives, flash drives, single and arrayed hard drives); B3. design, build, test, and troubleshoot interfaces and other circuits that meet specific design requirements; B3.1 use a design process (see pp. 2223) and appropriate software (e.g., circuit simulation software, CAD [computer-aided design] software) to design circuits;

Assessment & Evaluation:

Assessment : Teacher observation Oral descriptive feedback Evaluation: BOM (Bill of Materials) Circuit Schematic

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