Cdi T1 2018-19 G11 TG

Creative Design and Innovation
G11 Teacher’s Guide
Term 1 2018-19
V olume 01
Table of Content:
Contents
Table of Content:................................................................................................................... 1
Introduction: .......................................................................................................................... 2
Instructional Planner:............................................................................................................. 3
Lesson Plans:.......................................................................................................................... 9
Week 1 Lesson Plan 1 of 2: ................................................................................................ 9
Week 1 Lesson Plan 2 of 2: .............................................................................................. 26
Week 2 Lesson Plan: ........................................................................................................ 32
Week 3 Lesson Plan: ........................................................................................................ 47
Week 4 Lesson Plan: ........................................................................................................ 68
Week 5 and Week 6 Lesson Plan (this lesson plan extends for two weeks – 6 periods):87
Week 7 Lesson Plan: ........................................................................................................ 97
Week 8 Lesson Plan: ...................................................................................................... 116
Week 9 Lesson Plan: ...................................................................................................... 125
Week 10 Lesson Plan:..................................................................................................... 132
Week 11 Lesson Plan:..................................................................................................... 144
1
Introduction:
This Teacher’s Guide aims to provide the teachers of Creative Design and Innovation with
a set of teacher support materials. This includes the Instructional Planner (IP), the Lesson
Plans (LPs) and Answer Keys.
The Instructional Planner aims to provide teachers with the scope and sequence during
the term. Teachers will be able to have a detailed idea of when to teach each section
of the book and accordingly organise their work during the entire term in advance. The
Instructional Planner also highlights the material that will not be assessed throughout the
term (self-study), where the details are in the lesson plans in the next section of the
Teacher’s Guide. This IP can be found on LMS, where some very important resources are
attached to each week and need to be downloaded by the teacher.
Note that the IP is divided into weeks, not lessons. The same applies to Lesson Plans.
Assessment weeks will be confirmed by ADU throughout the term and the current
distribution of weeks might need to be slightly tweaked by the teacher accordingly.
The Lesson Plans provide a model teaching strategy for Creative Design and Innovation
teachers. It highlights the core points that allows teachers to support the progress of their
students and it divides the lesson into phases to allow an optimum comprehension of the
lessons for students. It also provides a plenty of advices for the teachers to follow in class
promoting various teaching methodologies, practices and strategies. It contains answer
keys for all the questions and activities within the book, in order to provide teachers with
model answers that guarantee a moderate and consistent level for answers across the
country. Throughout the book, there are several references to the Project Booklet (PB).
The PB is another supplementary material aims to provide students with extra projects
that they can practice in their own time. It will be shared with teachers through SharePoint
throughout the term.
As a CDI teacher for Grade 11 students, you are given a golden opportunity to introduce
this subject to your students for the first time in their lives. Please remember that this
responsibility is of a high importance and always encourage them to explore the
revolutionary world of technology putting in mind the two core pillars of this subject,
creativity and innovation. The United Arab Emirates and its leadership have always
promoted these values and through CDI, they shall be adopted by the students of the
Emirati school. It is also important to make sure they understand that the subject is project
based. This unconventional approach does not only excite them, it also keeps them
aware with regards to assessment and what they are expected to do during the term.
W ishing you a very successful and fruitful term with your creative and innovative students!
The authors,
July, 2018
2
Instructional Planner:
Trimester Planner (Instructional Planner)
Term one for 2018/2019
SUBJECT: Creative Design and Innovation (CDI)
Grade 11
Chapter
Period
Week Overview Learning Outcomes
• Analyse a brief
Section 1:
• Distinguish between different types of research
The design process
• Carry out and present research and investigation
1 1
• Create neat possible solution sketches
Trimester Project: Design of Portable
• Create an improved final solution design
Speaker
• Evaluate the final project
1 • Describe the attributes of an entrepreneur

2/9 • Evaluate the attributes of a successful entrepreneur
Section 2:
2 1 • Identify and record the risks and rewards of becoming an
Entrepreneurship
entrepreneur
• Research and present examples of successful entrepreneurs
Self-study
Section 1: • Define an embedded system.

2 Embedded systems and • Define a microcontroller.
microcontrollers • Demonstrate real life examples of embedded systems.
• Understand what a breadboard is, and how to use it to build a simple

1 Section 2: circuit.
3 2
2/9 Introduction to electronic components
• Read a resistance value using a colour code table.
• Understand the difference in 4- and 5-band resistors.
3
Chapter
Period
• Distinguish between the different types of variable resistors and how

2 1
they work.
9/9
• Compare, and calculate, the total resistance in series and parallel
2 2
Islamic New circuits.
Year 11/9
1 day 3 • Recognise how switches and fuses work and identify their applications.
• Distinguish between the different types of capacitors and identify their

1 application.
• Recognise how diodes work and identify their applications.
• Distinguish between the different types of transistors and identify their

3
2 2 application.
16/9
• Identify the basic functions and uses of a relay.
• Test the continuity in electrical circuits using a multimeter.

3 Project 1: Smart LEDs • Interpret schematic diagrams
• Build smart LEDs circuit
1 Project 1: Smart LEDs Continue the previous lesson

4 • Identify the basic functions and uses of a 555 timer IC.
2 2 Section 3:
23/9 • Distinguish between the different modes of a 555 timer IC.
Integrated Circuits
3 • Identify the basic functions of an Op-amp and calculate the gain.
1
5
2
30/9 • Interpret schematic diagrams.
3
Section 4: • Build an analogue amplifier circuit for a portable speaker.
1
2 Trimester Project: Design of a portable• Reproduce a breadboard circuit using a copper PCB.
6 2 speaker • Solder the components of an electronic circuit into a copper PCB.
7/10 • Test the functionality of an electronic circuit.
3
4
Chapter
Period
• Explain the role of the Arduino microcontroller in electronics.

1
• Identify the main parts of the Arduino board.
Section 1:
• Recognise the layout of the Arduino ide programming interface.
What is Arduino?
• Explain the Arduino programming structure.
2
• Configure the Arduino IDE software to work with the Arduino board.
7 Section 2: • Explain how to control the LCD screen.
3
14/10 3 Arduino display tools • Configure the Arduino IDE software to work with the Arduino board.
(serial monitor part: self-study) • End of chapter project
• Understand the different types of algorithm description.
self-study
Section 3: • Understand the importance of flowcharts and pseudocode in

Pseudocode and flowcharts computer programming.
• Use flowcharts and pseudocode to understand how a program works.
• Register for fusion 360
• Open a new design
• Save a file
Section 1:
1 4 • Navigate the toolbar
What is Fusion 360?
• Open and navigate the data panel
• Share work from your data panel
• Download files and upload files to your data panel
• Identify 2D sketch tools

8
• Identify and distinguish between planes
21/10
• Create Dimensioned 2D sketch
Section 2:
• Create 3D model using extrude tool
2 4 Introduction to basic modelling /
• Distinguish between different hole types
Creating LED Matrix holder
• Create a hole using the hole tool
• Distinguish between different pattern types
• Create a hole pattern using rectangular pattern tool
Section 3: • Recap on skills from section 1

3 4
Creating model of speaker base • Create and extrude square base
5
Chapter
Period
• Create a fillet or chamfer

Shell the base to make a hollow model
• Create 5x5 hole pattern to match LED matrix
• Insert a canvas
Section 4: • Scale and position a canvas
1 4 Modeling inspired by Aldar • Create a 2D sketch profile using the canvas.
Headquarters building • Use Revolve tool to create 3D model.
• Shell revolved model.
• Create a new plane
• Complete profile sketches
2 4 • Complete guide rail sketches
9
• Define and create a lofted model
28/10 Section 5:
• Recap on the shell feature
Creating lofted model of speaker
• Create a new plane
housing
• Complete profile sketches
3 4 • Complete guide rail sketches
• Define and create a lofted model
• Recap on the shell feature
Section 5 (continued):
10 • Create extrudes and extruded cuts
1 4
4/11 Creating lofted model of speaker • Mirror bodies and features about a plane
housing
6
Chapter
Period
• Combine bodies to form one body Save a body as an STL file

• Create a bottom cover
Section 6: • Create a new Flashprint project
2 4 Preparing and 3D printing finished • Import an STL file
Fusion 360 models. • Rotate and move models
• Add supports for printing
• Create a GX file for printing
Section 1: • Assemble LED matrix

3 5
Assembling speaker model • Program your final LED matrix pattern
• Mount speakers to model

• Solder speakers to PCB board
1
• Assemble all electrical components to model using glue or provided
nuts
11 Section 1 (Continued): • Solder speakers to PCB board
2 5
11/11 Assembling speaker model • Assemble all electrical components to model using glue or provided
nuts
• Solder speakers to PCB board
3
• Assemble all electrical components to model using glue or provided
nuts
7
Chapter
Period
• Identify what is the semiconductors, microelectronics, and CMOS

technology.
• Recognise the main steps in the CMOS fabrication process.
6: G11 Advance ONLY • Identify some of the popular semiconductor devices and applications.
• Learn about the semiconductors technology in UAE.
Section 1:
self-study
• Learn about the basics of MOSFET and its working principle.

Introduction to microelectronics
• Learn about the main applications of MOSFETs.
Section 2:
• Differentiate between the two modes of MOSFETs operating as a
Semiconductors applications
switch.
• Learn the main features and characteristics of MOSFET’s switch modes.
• Explain how MOSFETs can operate as a resistor.
• Build practical circuits to ensure understanding of some of main
MOSFET’s applications.
12
1
18/11
2 Assessment Revision Week

Prophets
• “Not decide yet. Could be a different week and will be confirmed later by ADU”
birthday
19/11 3
1 day
13
1
25/11
Martyrs day Assessment Week
2 • “Not decide yet. Could be a different week and will be confirmed later by ADU”
30/11
1 day 3
8
Lesson Plans:
Week 1 Lesson Plan 1 of 2:
Grade 11 Section 1: The engineering design process
Content
Chapter 1: Engineering design Section 2: Entrepreneurship
Time allocated
2 x 45-minute periods
Aim:
In this lesson, you will understand each stage of the design process and why it is important.
You will also understand why the design process follows a specific loop and stages cannot be
skipped or left out without affecting the finished design. Upon completion of section 1, you will
have completed a small design portfolio to design a portable smart speaker.
To conclude this lesson, you will be introduced to the characteristics of a good entrepreneur.
You will study examples of successful entrepreneurs and identify where they demonstrated
creativity, determination, problem-solving, passion, risk-taking and teamwork.
Teacher Learning Objectives:

Learning objective refers to what you as a teacher will have taught the student by the end of
the lesson. Teachers are to tick the box when they have covered a learning objective.
 Introduce key areas of a brief and the given project brief.
 Explain different types of research.
 Introduce sketching techniques.
 Critique and give feedback on solutions.
 Introduce the design realisation stage.
 Introduce types and examples of entrepreneurs.
 Explain risks vs rewards
 Facilitate entrepreneurial activities.
9
Student Learning Outcomes: Learning outcomes refer to what the student can expect
from the lesson, Teachers must share these outcomes with all students. Teachers are to tick the
box when the outcome is achieved. Learning outcomes can be assessed using oral
questioning and the written activities.
Students should be able to:
 Analyse a brief
 Distinguish between different types of research
 Carry out and present research and investigation
 Create neat possible solution sketches
 Create an improved final solution design
 Describe the attributes of an entrepreneur.
 Evaluate the attributes of a successful entrepreneur.
 Identify and record the risks and rewards of becoming an entrepreneur.
 Demonstrate entrepreneurial attributes throughout the project.
 Research and present examples of successful entrepreneurs.
Keywords What are the keywords the students must learn?

• Analysis
• Research
• Design Realisation
• Evaluate
• Arduino
• LED Matrix
Resources What resources are required?
• textbooks
• projector
• sketching equipment
Prior Knowledge • Demonstrate creative ideas through meaningful
sketches.
• Utilize 3D printers in producing 3D models
Possible teaching method(s) or approach for this lesson

(teacher to tick the relevant method)
 Collaborative Teaching (student centred)
 Instructional / Demonstrative Teaching (teacher centred)
 Inquiry-based Teaching (student centred)
 Lecture Style Teaching (teacher centred)
 Coach Style Teaching (teacher centred)
 Facilitator Style Teaching (student centred)
10
Essential and non-essential Sections:
In some lessons it may not be possible to cover every section of the book due to time constraints
or lesson variables. Below is a guideline to essential sections for examination and project
knowledge.
Topic Page
Chapter Section Focus Essential Non-essential/Self Study Assessment
Analysis of brief 22-25 - -
Research and investigation 26-31 - -
Possible solutions 32-36 - 35-36
Sec. 1
Ch. 1 Final design solution 37-39 - 38-39
Design realisation /
40 -
Manufacture
Sec. 2 Entrepreneurship - 43-55 -
11
Learning Phases:
Notes for
differentiation
Development
[Phases or chunks of learning] Note: All lessons can
be different
depending on ability
Phase
Note: All lessons start with Phase 1, Assessment and success of

Lessons can move back and forth
opportunities previous lesson.
between phases 2 and 3 as content is
Place additional
covered and then students engage. All
notes or activities to
lessons must finish with phase 4 to
cater for
evaluate learning.
differentiation where
necessary throughout
the lesson.
Teacher to introduce students to the
Phase 1 of lesson (Connect) - Starter
lesson aim.
Teacher to place all student learning
outcomes on the board and ensure
student understanding of aims and
outcomes.
Discuss prior knowledge of the
engineering design process and
entrepreneurship. Questioning
Teacher Tip:
Teacher to set high expectations which
inspire, motivate and challenge pupils.
Teacher to introduce all key words,

Phase 2 of lesson (Activate)
discuss meaning and ensure Oral assessment

understanding before progressing.
a) Teacher to explain the importance of
a brief and key areas in a brief.
Introduce the given brief
Introduce analysis of brief and identify
key words to be defined
b) Introduce students to different

methods of research and design
inspiration.
Analyse given example mood board
c) Introduce the given possible solution
12
Demonstrate correct sketching
techniques using isometric paper and
crating.
d) Introduce assessment sketch and

available marks.
e) Explain how a final solution is arrived

at before introducing the marks for Fina
design assessment activity.
f) Introduce and explain the importance

of the design realisation stage.
Discuss the skills that will be developed
to manufacture the project over the
coming weeks.
g) Introduce Chapter 1 section 2 to

pupils.
Explain the importance of
entrepreneurship in creative innovation
and design.
Teacher Tip:
Teacher to demonstrate good subject
and curriculum knowledge
a) Divide students into groups assigning

each group a number of key words. Activity 1.1.1 -1.1.3
Phase 3 of lesson (Engage and Demonstrate)
Facilitate as students analyse the brief

using activities 1.1.1 - 1.1.3
b) Facilitate as student’s complete Written Activity 1.14 -1.1.6

activities 1.1.4-1.1.6 to carry out their own
unique research. Sketch 1.1.7
c) Facilitate as students complete Official assessment

sketching activity 1.1.7 activity 1.1.8
d) Provide feedback on first sketch Official assessment

before students complete second activity 1.1.9
possible solution
e) Facilitate as students complete an

individual and unique final design for
assessment sketching activity
f) Students to discuss the importance of

each skill in the completion of a working
speaker.
g) Divide students into groups to discuss

entrepreneurship and entrepreneur
13
examples. Students to further study
entrepreneurship at home.
Teacher Tip:
Use groupwork as appropriate, get to
know your class and organise groups to
support mixed ability’s.
Teacher to facilitate as students Oral Assessment
Phase 4 of lesson - Plenary (Consolidate)
evaluate learning.
Question pupils on what they have Student evaluation
learned. Have learning outcomes been
met? Has the lesson aim been
achieved?
All students must complete the official
assessment tasks and reflections
Students to complete the study of

Section 2: Entrepreneurship for
homework. It shall NOT be assessed.
14
Answer Key
QR code links:
Page Topic Link
33 Sketching https://www.youtube.com/watch?v=wPFc70KNws0
Activity 1.1.1
Keyword Meaning:
Fusion 360 A computer software for 3D modelling.
An open-source electronics platform or board and the software

Arduino
used to program it.
Portable Easily moved from one place to another.
Electronic device for increasing the amplitude of electrical signals,

Amplifier
used commonly in sound reproduction.
Assemble To join parts together to create a finished product.
LED Matrix An arrangement of LEDs to display a desired pattern.
Iconic Characteristics of a famous person or thing.
Architecture The practice of designing structures or buildings.
15
Activity 1.1.2
Key areas of brief: Possible Questions Explain the key areas in speaker brief
Aims and objectives W hat is the overall aim? The overall aim is to design and manufacture
W hat steps will you take a portable smart speaker. The speaker must
to meet this aim? amplify sound and display a unique pattern
on a LED matrix.
I will complete the amplifier circuit and further
my electronic and soldering skills.
I will improve my Arduino knowledge to
create an LED matrix program.
I will develop a 3D model on Fusion 360 and
3D print the model.
I will assemble all parts.
Budget and schedule Do you have a The speaker must be completed with the
budget? given materials.
W hen must your project The speaker must be completed by the last
be completed? week of term 1.
Target Audience W ho do you think might Young people who are interested in music.
purchase this portable
smart speaker? People with an interest in architecture.
Materials W hat restrictions will you
have to deal with when
3D printers can print PLA or ABS.
choosing materials for
manufacture?
Style or theme Is there a style or theme
The speaker must incorporate iconic
required for the speaker
architecture into its style or theme.
design?
16
Activity 1.1.3
In the space below create your own mind map, add key information you have taken from activity
1.1.2:
17
Activity 1.1.4
Design research
Answer the questions below to help you carry out design research:
1) W ill the colour of your design affect the finished product? How?
Color can affect the first impression of a new product. Eye catching colors can benefit the sales of
a product.
2)W hat style must my design be?
My design must follow an iconic architecture style.
3) W hat materials are suitable for 3D printing?
Acrylonitrile butadiene styrene (ABS)
Polylactic Acid (PLA)
4)W hat is the maximum 3D printing area of the 3D printer in your classroom?
140mm x 140mm
5)W hat is the diameter of the speakers provided for the project? How will this affect design?
Measure given speakers, The diameter will affect the size of holes for mounting speakers.
18
Activity 1.1.5
Audio amplifier circuit research
Answer the questions below to help you carry out research on an audio amplifier circuit:
Note: Use amplifier circuit provided in chapter 2 to help research.
1) Identify the amplifier chip that will be used to drive the speaker?
LM386 audio amplifier chip
2) W hat is the function of a potentiometer? What effect does a potentiometer have in this circuit?
A potentiometer is a three-terminal resistor with a sliding or rotating contact that forms an adjustable
voltage divider. If only two terminals are used, one end and the wiper, it acts as a variable resistor
In this circuit the potentiometer is connected the audio input and feeds to the input of the LM386.
As the resistance is changed this will lower and raise the volume of the speaker.
3) W hat is the function of a capacitor?
A capacitor is a device used to store an electric charge. It consists of one or more pairs of
conductors separated by an insulator. A capacitor can store electrical energy and give this
energy again to the circuit when necessary. In other words, it charges and discharges the electric
charge stored in it
4)W hy are capacitors placed across the power supply as shown?

These capacitors are used as decoupling capacitors. They smooth out the power supply and help
to reduce power supply noise or hum. The capacitor across the power supply will also help removing
bebber and protecting the IC from instant power supply.
5) W hat is the rating of the speakers supplied for this project?
8 ohms
19
Activity 1.1.6
In the space below create a mood board/research page to display the information gathered in
activities 1.1.2 – 1.1.5. You must use a combination of images or sketches and notes.
20
Activity 1.1.7
Sketch the given possible solution (Error! Reference source not found.)
Use the dotted grid to help you create the outline shape before refining your sketch. Sketch the
speaker design in separate stages as shown below. Remember to sketch lightly in pencil then refine.
Advantages:
___________________________________________________________________________________
Disadvantages:
_________________________________________________________________________________
21
Assessment Task
Possible Solution Key Skills: 3D sketches, Rendering, Shading
Activity 1.1.8
Sketch a new improved possible solution based on research gathered:

Use the Isometric grid paper as a help if required, if not you may use the blank page.
Advantages:
___________________________________________________________________________________
Disadvantages:
_________________________________________________________________________________
22
Advantages:
___________________________________________________________________________________
Disadvantages:
_________________________________________________________________________________
Student Grade Teacher Grade
Teacher Feedback
What went well What could be better
23
Assessment Task
Final Solution Key Skills: 3D sketches, Rendering, Shading, Labelling, Annotations
Activity 1.1.9
Sketch one final design for your Portable Smart Speaker
• State three reasons for choosing this design.
• Select suitable materials for manufacture.
24
Detail sketches:
Reasons for choosing this design:

_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Materials:
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Reasons for choosing the materials:
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Student Grade Teacher Grade
Teacher Feedback
What went well What could be better
25
Week 1 Lesson Plan 2 of 2:
Grade 11
Section 2: introduction to electronic components
Content Chapter 2: Fundamentals of
Part 1: breadboards and fixed resistors
electronics
Time allocated
Aim:
This section aims to introduce the basic electronic components and integrated circuits. In this
lesson, students will learn how to use breadboards and how to read the value of the resistance
using the colour code table. They should realise the purpose of using resistors in electrical
circuits. Students will also be able to recognise resistors’ schematic symbols and differentiate
between 4- and 5-band resistors.

 Understand what a breadboard is, and how to use it to build a simple circuit.
 Distinguish between the different types of variable resistors and how they work.
 Build circuits on the breadboards properly.
 Calculate the resistance value using the colour code table.
26
• Breadboard

• textbooks
• projector
Prior Knowledge • Understand what an electrical circuit is.

• Identify basic electronic components.


knowledge.
Topic Page
Getting started - 58
2.1.1 Embedded systems - 58-60
Sec. 1
2.1.2 Controller - 60
2.1.3 Microcontroller - 61
2.2.1. Basic electronic
65-99 -
Sec. 2 components and devices
-
Ch. 2 2.2.2. Project 1: Smart LEDs 100-114 -
Getting started 118 -
Sec. 3 2.3.1 555 Timer 119-124 -
2.3.2 Operational amplifier 125-128 -
2.4.1. Circuit design 132-136 -
Sec. 4 2.4.2. Soldering 137-152 -
Assessment task page - 153
27
Learning Phases:
Notes for
differentiation
Development
be different
Phase

Place additional
cater for
evaluate learning.
the lesson.
lesson aim.
outcomes.
Discuss prior knowledge of basic
electronic components.
Show motivational videos / models to Questioning
outline the end goal of the term.
Teacher Tip:

Phase 2 of lesson
Teacher to introduce students to the use

(Activate)
of breadboards in building electrical

circuits, then explain their connection
structure.
Teacher to discuss the first electronic
component, fixed resistors. Explain how
to use the colour code table to read
resistance values for 4 and 5 band
resistors.
28
Question students on what aspects are
new to them when compared to prior
knowledge discussion.
Teacher to monitor the students’

progress throughout the lesson by using
the different assessment opportunities.
Teacher Tip:
Peer teaching
Task 1:
Divide students into groups and assign Written Activities 2.2.1 –
each group a breadboard. Allow 2.2.3.
students to read the labels on the it (+,-
,numbers, letters). Then explain the Finish for homework if
breadboard’s connection structure. incomplete.
Students demonstrate learning by

completing activity 2.2.1.
Teacher to facilitate as peer teaching

takes place.
Task 2:
Divide students into groups, then assign
each group a set of resistors that has
different values. Introduce the colour
code table and allow the students to use
it to calculate the resistance value of the
assigned resistors.
Teacher to facilitate as collaborative

learning takes place.

completing activities 2.2.2 and 2.2.3.
Teacher Tip:
Use group work as appropriate, get to
29
Phase 4 of lesson - Plenary (Consolidate) Teacher to facilitate as students Oral Assessment
evaluate learning.
Question pupils on what they have
learnt. Have learning outcomes been Student evaluation
achieved?
All students must complete the student

evaluation.

Section 1: Embedded Systems for
30
Answer Key
Activity 2.2.1
Look at the picture below. Which LED is connected correctly? The red LED or the blue LED?
Explain.
The blue LED is connected correctly.
Activity 2.2.2
Using the colour code table shown in Figure 2.2. 9, find the resistance value for the 5-band
resistor. The resistance value for the 4-band resistor is done for you as an example.
colour 1 colour 2 colour 3 colour 4

1st digit 2nd digit multiplier tolerance
4-band 1 0 100 5%
r= digit1 digit 2 x multiplier ± tolerance
r = 10 x 100 ± 5% = 1000 Ω ± 5% = 1kΩ ± 5%
colour 1 colour 2 colour 3 colour 4 colour 5
1 digit
st 2 digit
nd 3 digit
rd multiplier tolerance
5-band (yellow) 4 (blue) 6 (black) 0 (golden) 0.1 (brow) 1%
r= digit1 digit2 digit3 x multiplier ± tolerance
r = 460 x 0.1 Ω ± 1% = 46 Ω ± 1%
Note: students may choose different colours, for example, for the tolerance they might see
the colour as brown not golden. Please use this opportunity to tell the students that this is the
reason why colour code tables are not very efficient and that in future lessons they will be
introduced to a better method to find the resistance value. That is using the multimeter.
Activity 2.2.3
W hat is the range of resistance (R) for the 5-band resistor in Figure 2.2. 9 above?
𝑇𝑜𝑙𝑒𝑟𝑎𝑛𝑐𝑒 = ±1 % 𝑜𝑓 46 Ω
1
1% 𝑜𝑓 46 Ω = × 46 Ω = 0.46 Ω
100
∴ 𝑇𝑜𝑙𝑒𝑟𝑎𝑛𝑐𝑒 = ±(1 % 𝑜𝑓 46) = ±0.46 Ω
∴ 𝑅 = 46 Ω ± 0.46 Ω
∴ 𝑅 𝑖𝑠 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 (46 − 0.46) Ω 𝑎𝑛𝑑 (46 + 0.46) Ω
∴ 𝑅 𝑖𝑠 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 (45.54) Ω 𝑎𝑛𝑑 (46.46) Ω
31
Week 2 Lesson Plan:
Grade 11 Section 2: introduction to electronic components
Content Chapter 2: Fundamentals of Part 2: variable resistors, calculate the total
electronics resistance, switches and fuses.
Time allocated Lesson 1: Variable resistors 1 x 45-minute period

Lesson 2: Mini project (total resistance) 1 x 45-minute period
Lesson 3: switches and fuses 1 x 45-minute period
Aim:
week, students will learn how to distinguish between the different types of variable resistors
and how they work. They will also learn how to calculate the total resistance in series and
parallel circuits and identify the differences between them. Then, they will apply this
knowledge in building a circuit that represents a real-life example, that is an automatic night
lamp. Finally, they will be introduced to switches and fuses. Students will explore how they
work, their different types and applications.

Lesson 1
 Distinguish between the different types of variable resistors and how they work.
Lesson 2
 Compare and calculate the total resistance in series and parallel circuits.
Lesson 3
 Recognise how switches and fuses work and identify their applications.
Lesson 1
 Identify the different types of resistors and recognise their applications.
Lesson 2
 Complete the mini project: automatic night lamp.
Lesson 3
 Identify the different types of switch and build a simple circuit where an LED lights when
a pushbutton is pressed.
 Identify the importance of fuses in electrical circuits and calculate the fuse rating.
32
• Fuse

• textbooks
• projector
o Lesson 1
- Breadboard
- 9V battery
- Potentiometer
- LED
- Rheostat resistor
- LDR
- 100kΩ, 330 Ω and 470Ω resistors
- BC547 transistor
o Lesson 2
- 9V power supply
- BC547C NPN transistor
- 20KΩ resistor
- 10KΩ resistor
- 220Ω resistor
- LDR
- LED (yellow)
- breadboard
- jumper wires
o Lesson 3
- Breadboard
- 9V battery
- Pushbutton
- LED
- 470Ω resistor

33
knowledge.
Topic Page
Getting started - 58
2.1.1 Embedded systems - 58-60
Sec. 1
2.1.2 Controller - 60
2.1.3 Microcontroller - 61
65-99 -
-
Ch. 2 2.2.2. Project 1: Smart LEDs 100-114 -
Getting started 118 -
Sec. 3 2.3.1 555 Timer 119-124 -
2.3.2 Operational amplifier 125-128 -
2.4.1. Circuit design 132-136 -
Sec. 4
2.4.2. Soldering 137-152 -
Sec. 4 Assessment task page - 153
34
Learning Phases: Lesson 1
Notes for
differentiation
Development
be different
Phase

Place additional
cater for
evaluate learning.
the lesson.
lesson aim.
outcomes.
Teacher Tip:
Teacher to introduce all key words, Oral assessment

discuss meaning and ensure

Teacher explain how variable resistors

work, then introduce their different types
and schematic symbols.


35
Teacher Tip:
Task 1: Peer teaching
Teacher explain the first type of variable
resistor, potentiometer. Then, divide Written Activities 2.2.4 –
students into groups to build the circuit in 2.2.6.
activity 2.2.4.
Teacher to facilitate as collaborative Given as homework if

learning takes place. incomplete during class
time.
Task 2:
Ask students to find a partner and scan
the QR code shown in Figure 2.2.15 to
learn about rheostat resistors. Then,
students should demonstrate learning by

takes place.
Task 3:
Teacher to introduce digital resistor and
the special resistors.

Task 4:
Divide the students into groups and ask
them to make a mind map that
summarises the type of resistors they
studied.
Teacher Tip:
36
evaluate learning.
achieved?

evaluation.
37
Answer Key
QR code links:
Page Topic Link
70 Variable resistor https://ibb.co/bTNVF5
How to use a
71 https://www.youtube.com/watch?v=XR8ede6V6eA
Potentiometer
72 W hat is a Rheostat https://www.youtube.com/watch?v=lFnTaylcSEs
LDR animation –
75 https://ibb.co/e7jWoQ
activity 2.2.6
Activity 2.2.4
Construct the circuit shown below to test the functionality of a potentiometer.
If the circuit constructed properly, as students rotate the knob of the potentiometer the
brightness of the LED must change.
Note: students can use TinkerCad website to build the circuit and practice at home.
https://www.tinkercad.com/
Activity 2.2.5
Measure the resistance of a rheostat using a multimeter. Connect one of the multimeter
probes to the rheostat wiper. Connect the other probe to the rheostat’s other terminal. Rotate
the rheostat’s knob. W hat do you notice?
Answers may vary.
Activity 2.2.6
The figure below shows the torch is off when the resistance of the LDR is high. No current passes
through it. W hen the torch is turned on, the resistance of the LDR decreases. This allows current
to pass through it. The resistance of an LDR may typically have the following resistances:
Daylight = 5000 Ω
Dark = 20,000,000 Ω
LDR is a resistor where the resistance decreases with the strength of the light. In this circuit, the
transistor you use works as a switch. It closes the circuit when the LDR doesn’t sense light (dark)
and opens the circuit when the LDR senses light (light). Hence, if the circuit is constructed
properly, when the LDR detects light the LED will turn off.
38
Notes for
differentiation
Development
be different
Phase

Lessons can move back and forth opportunities previous lesson.
Place additional
cater for
evaluate learning.
the lesson.
lesson aim.
outcomes.
Teacher Tip:

Teacher give a quick recap on how to

calculate total resistance then introduce
the project.


Teacher Tip:
39
Task 1:
Students revise how to calculate the

total resistance in parallel and series
circuits.

Task 2:
Divide the students into groups and
provide them with the needed resources
to build the circuit.

Task 3:
Students answer the questions in the
discussion part.
Teacher Tip:
evaluate learning.
achieved?

evaluation.
40
Answer Key
Discussion
Question 1
How many resistors did you use in the circuit?
13 resistors (14 including the LDR).
Question 2
W hat are the advantages of using fewer resistors for reconstructing the same circuit? Think
of the following aspects: design and schematic, wiring, cost, practicality, time, effort, size,
etc.
Using less components will:

- make the design less complex and user friendly
- make it easy to interpret the schematic diagram
- make it easy to wire up the circuit and have tidier connections
- generally cost less as less components are to be purchased
- be more practical as:
- it will save time
- it requires less effort
- it makes the design compact (enhances size efficiency)
- it decreases the probability of having faulty equipment, and hence non -functional
circuits
In summary:
Teacher to let students conclude that using less resources is the ideal design approach to
follow.
Students are then encouraged to find a solution through the next steps.
Question 3
Now that you have reached your conclusion design an automatic night lamp circuit using
fewer resistors. Using the resources in your kit, reconstruct this circuit using two resistors only.
Try it out!
In the box below, draw the schematic diagram of your simplified circuit.
41
- Students should use their knowledge of calculating total resistance in figuring out the total
resistance in the left branch
(Series: 20K+20K+20K+10K+10K+10K+10K = 100K)
They should replace all these resistors by a single 100K resistor from their Kit.
- Students should use their knowledge of calculating total resistance in figuring out the total
1 1 1
resistance in the right branch ( 𝑅 = 220Ω + 220Ω, R Parallel = 110) This will be repeated for the
𝑝𝑎𝑟𝑎𝑙𝑙𝑒𝑙
3 parallel branches.
(Series: 110 + 110 + 110 = 330)
They should replace all these resistors by a single 330 resistor from their Kit.
42
Notes for
differentiation
Development
be different
Phase

Place additional
cater for
evaluate learning.
the lesson.
lesson aim.
outcomes.
Teacher Tip:


Teacher introduce the functions and

applications of switches and fuses in
electrical circuits.


43
Teacher Tip:
Teacher explain briefly the four main
types of switches. Then discusses in more Written Activities 2.2.7 –
details the toggle and pushbutton 2.2.9.
switches.

completing activity 2.2.7 in pairs.

takes place.
Task 2:
Ask students to find a partner and scan
the QR code shown in Figure 2.2.25 to
learn about fuses. Then, students should
demonstrate learning by explaining to
their mates how the fuses work and why
they are important in electrical circuits.

takes place.
Students should complete activity 2.2.8.
Task 3:
Teacher to introduce the equation for
calculating the fusing rate.

Teacher Tip:
44
evaluate learning.
achieved?

evaluation.
45
Answer Key
QR code links:
Page Topic Link
82 Toggle switches https://www.youtube.com/watch?v=uNIPx_bJ8VY
83 Fuse basics https://www.youtube.com/watch?v=4MUeIdH3Zhk
Activity 2.2.7
Use a pushbutton to light an LED when pressed.
If the circuit constructed properly, when the students press the pushbutton the LED should
turn on.
Note: students can use TinkerCad website to build the circuit and practice at home.
https://www.tinkercad.com/
Activity 2.2.8
Have you ever seen a fuse? Take out your laptop chargers and look at the plug. What is
written on the back?
Fused.
Now, flip it. Take off the cap and check the fuse inside it. Can you read the amperes?
3A.
Activity 2.2.9
Calculate the fuse rating for the fuse used in this cake mixer?
Note: the power and voltage values are written on the mixer’s
image.
𝑃𝑜𝑤𝑒𝑟 (𝑊𝑎𝑡𝑡)
𝐹𝑢𝑠𝑒 𝑟𝑎𝑡𝑖𝑛𝑔 = ( ) × 1.25
𝑉𝑜𝑙𝑡𝑎𝑔𝑒 (𝑉)
500𝑊
= 240𝐴
× 1.25 = 2.6 𝐴
46
Week 3 Lesson Plan:
Grade 11 Section 2: introduction to electronic components
Content Chapter 2: Fundamentals of Part 3: capacitors, diodes, transistors, relays and
electronics smart LEDs project
Time allocated Lesson 1: capacitors and diodes 1 x 45-minute period

Lesson 2: transistors and relays 1 x 45-minute period
Lesson 3: smart LEDs project 1 x 45-minute period (part 1)
Aim:
week, students will learn the basic features, functions and applications of capacitors, diodes,
transistors and relays. Students will then be introduced to the smart LEDs project where they
will learn how to perform the continuity test and interpret schematic diagrams.

Lesson 1
 Distinguish between the different types of capacitors and identify their application.
 Recognise how diodes work and identify their applications.
Lesson 2
 Distinguish between the different types of transistors and identify their application.
 Identify the basic functions and uses of a relay.
Lesson 3
 Test the continuity in electrical circuits using a multimeter.
 Interpret schematic diagrams.
47
Lesson 1
 Recognise how capacitors work and differentiate between their types.
 Recognise how diodes work.
Lesson 2
 Recognise how transistors work and identify their applications.
 Identify the basic functions and uses of a relay.
Lesson 3
 Perform continuity test using the multimeter.

• Capacitor
• Diode
• Relay
• Multimeter
• textbooks
• projector
o Lesson 1
- Breadboard
- 9V battery
- Diode
- LED
o Lesson 2
- 9V power supply
- LED
- 470Ω resistor
- 47kΩ resistor
- 1MΩ resistor
- Pushbutton
- jumper wires
- breadboard
- 17µF capacitor
- 10µF capacitor
- 1kΩ resistor
- 4.7kΩ resistor
48
- Multimeter


In some lessons it may not be possible to cover every section of the book due to time constraints or
lesson variables. Below is a guideline to essential sections for examination and project knowledge.
Topic Page
Getting started - 58 -
2.1.1 Embedded systems - 58-60 -
Sec. 1
2.1.2 Controller - 60 -
2.1.3 Microcontroller - 61 -
65-99 - -
Ch. 2 2.2.2. Project 1: Smart LEDs 100-114 - -
Getting started 118 - -
Sec. 3 2.3.1 555 Timer 119-124 - -
2.3.2 Operational amplifier 125-128 - -
2.4.1. Circuit design 132-136 - -
Sec. 4
2.4.2. Soldering 137-152 - -
49
Notes for
differentiation
Development
be different
Phase

Place additional
cater for
evaluate learning.
the lesson.
lesson aim.
outcomes.
Teacher Tip:


Teacher to introduce the main functions

of capacitors and diodes.


50
Teacher Tip:
Teacher explain how capacitors work,
how to calculate the capacitance value Written Activities 2.2.11 –
and what factors affect the 2.2.16.
capacitance value.
Given as homework if
Activity 2.2.10 is optional. incomplete during class
time.
Task 2:
Teacher introduce the different types of

capacitors and how to read their
capacitance value.
Divide students into groups and aske

them to solve activities 2.2.12 and 2.2.13.

Task 3:
Teacher explain the behaviour of
capacitors when connected with a DC
power supply vs when its connected with
an AC power supply.

Task 4:
Teacher explain how diodes work and
how to connect them properly in a
circuit.

Teacher Tip:
51
evaluate learning.
achieved?

evaluation.
52
Answer Key
QR code links:
Page Topic Link
How to make a capacitor
86 https://youtu.be/uC7HN9oFpZ0
Activity 2.2.10
90 Capacitors behavior with AC/DC currents https://ibb.co/iHBVtQ
92 Diode rectifier circuit https://ibb.co/cesoF5
Activity 2.2.11
Solve the following question using the previous equation. If we have a DC voltage source of
5V and a capacitor of 220μF, find out the amount of charge stored in the capacitor.
𝑞 = 𝐶 ∗ 𝑉 = 220 × 10−6 𝐹 × 5𝑉 = 1100 × 10−6 𝐶 = 1.1 𝑚𝐶
Activity 2.2.12
W hat do you think would happen to this capacitor if it is placed in a 12V DC circuit?
The maximum voltage this capacitor can tolerate between its terminals is 10V. connecting it
in a 12V circuit would damage it.
Activity 2.2.13
W hat is the capacitance for each of the ceramic capacitors below?
0.003 is a decimal.
So, 0.003 means 0.003 µF.
22 is a whole number.
22 is <100.
So, 22 means 22 pF.
53
104 is a whole number.
104 is >100.
So, we’ll use: 𝐷𝑖𝑔𝑖𝑡 1𝐷𝑖𝑔𝑖𝑡 2 ×
10𝐷𝑖𝑔𝑖𝑡3 𝑝𝐹.
Digit1 is 1, Digit2 is 0 and Digit 3
is 0.
So, 𝐷𝑖𝑔𝑖𝑡 1𝐷𝑖𝑔𝑖𝑡 2 × 10𝐷𝑖𝑔𝑖𝑡3 𝑝𝐹
= 10 × 104 𝑝𝐹
= 10 × 104 × 10−12𝐹
= 10 × 104+(−12) 𝐹
= 10 × 10−8 𝐹
= 𝟎. 𝟏 µ𝑭
Activity 2.2.14
Search for three applications of capacitors.
Answers will vary.
Activity 2.2.15
Can you tell from the figure above which way the current can flow through the diode? Draw
the arrow on the figure.
It will allow the current to go from the left side to the right side (from the anode to the
cathode).
Research applications that use diodes.
Answers will vary. Applications may include all electronic devices, power supplies and
lighting appliances.
54
Activity 2.2.16
Test the concept shown in Figure 2.2. 38. Build the circuits shown in the figures below and
observe the status of the LED.
Case 1: LED turns on.

Case 2: LED stays off.
55
Notes for
differentiation
Development
be different
Phase

Place additional
cater for
evaluate learning.
the lesson.
lesson aim.
outcomes.
Teacher Tip:


Teacher to introduce the main functions

of transistors and relays.


56
Teacher Tip:

Teacher explain how transistors work and
introduce their schematic diagram and Written Activities 2.2.17 –
main applications. 2.2.21.
Task 2: Given as homework if

Teacher explain the role of transistors as incomplete during class
amplifiers and as switches. The teacher time.
can use the QR codes provided in the
book as visual aids in explaining these
two applications.

individually completing activity 2.2.17.

each group to build one of the circuits
shown in activity 2.2.18. Students can
then share their findings/observation.

Task 3:
Teacher explain how relays work, their
types and applications. Teacher can
play the video in the QR code shown in
Figure 2.2.45 as a visual aid in explain
how the relays work.

completing activities 2.2.19-2.2.21.
Activity 2.2.20 should be completed as a

group work.

Teacher Tip:
57
evaluate learning.
achieved?

evaluation.
58
Answer Key
QR code links:
Page Topic Link
93 Transistors as amplifiers https://www.youtube.com/watch?v=mDUTTLCM2K8
94 Transistors as switches https://www.youtube.com/watch?v=HqhE-8xXeCQ
96 How relays work https://www.youtube.com/watch?v=1_YfuH_AcxQ
W iring an automotive
99 https://www.youtube.com/watch?v=Tw9QkkT2ptU
relay
Activity 2.2.17
If an input current of 50mA is applied and the amplified current is 5A, find out the gain of the
amplifier.
𝑶𝒖𝒕𝒑𝒖𝒕 𝟓𝑨
𝜷= = = 𝟏𝟎𝟎
𝑰𝒏𝒑𝒖𝒕 𝟓𝟎 × 𝟏𝟎−𝟑 𝑨
Activity 2.2.18
If an input current of 50mA is applied and the amplified current is 5A, find out the gain of the
amplifier.
The transistor as a switch Observation
59
o If the pushbutton switch is open, the transistor is
locked and the LED is dark.
o If you close the pushbutton switch, the transistor

is "saturated" and switches through completely.
The LED lights up.
o https://www.youtube.com/watch?v=HqhE-8xXeCQ
The transistor as an amplifier Observation

The voltage at the output is amplified.
An example of the expected multimeters reading is
shown in the figure below.
Activity 2.2.19
W hat are the advantages of using electromagnetic relays? Search for the answer.
- They cost less.

- A heat sink isn’t required.
- They have multiple poles.
- They can switch AC and DC with equal ease.
Activity 2.2.20
60
Construct the circuit shown below to test the functionality of the relay.
- W hen the switch is off
- W hen the switch is on
LED status
NO. Condition
Red LED Blue LED
1 When the switch is off Off On
2 When the switch is on On Off
Activity 2.2.21
DIY!
Your friend drives a 2009 Mazda 6. The headlights have suddenly stopped working. The car
mechanic told your friend that the headlight relay is defective. It must be changed to make
the lights run again. Help your friend locate the headlight relay by drawin g a circle on it. You
can use the Mazda 6 fuse box diagram to help you.
This activity is meant to be interactive and fun!

61
Ask the students about their favourite car/ father’s car/ own car and check if they know their
cars have relays.
The fuse box diagram clearly shows that the headlight relay is in location #11 among the other
relays.
Students are asked to CIRCLE the headlight relay in the next image “2009 Mazda 6 fuse box
opened” as follows:
Extension activity: Ask the students to check their cars’ relays at home with the assistance of
an elder family member.
Notes for
differentiation
Development
be different
Phase

Place additional
cater for
evaluate learning.
the lesson.
lesson aim.
(Connect) - Starter
Phase 1 of lesson

outcomes.
Teacher Tip:
62
Teacher to introduce the three sections

to be studied to complete the smart LEDs
project. W hich are: continuity test,
interpreting schematic diagrams and
building the circuit. In this lesson students
must complete the first two sections.


Teacher Tip:
Teacher explain what the continuity test
is and how to perform it. Written Activities 2.2.12 –

2.2.26.
them to complete activities 2.2.22 and Finish for homework if
2.2.23. incomplete.

Task 2:
Teacher explain how to interpret
schematic diagrams starting by
identifying the schematic symbols of the
different electrical components.

individually completing activities 2.2.24
and 2.2.25.
Task 3:
Teacher explain how to read the
schematic diagrams in order to build the
circuit.
63
Divide the students into groups and go
through the example shown in Figure
2.2.55 together. Then ask the groups to
complete activity 2.2.26.

Teacher Tip:

evaluate learning.
achieved?

evaluation.
64
Answer Key
QR code links:
Page Topic Link
102 Using the multimeter https://ibb.co/cZd9nk
Activity 2.2.22
W rite down the correct category for the below materials (conductor/insulator).
Conductors Insulators
gold wood
copper plastic
silver glass
aluminium rubber
Activity 2.2.23
Let’s try it out! Your teacher will give a multimeter and a breadboard to each group. Follow
the steps below.
1. Teacher to guide students through Step 1.
2. The multimeter emits a tone. The light indicator turned on. This means that current is flowing
through the circuit as there is very little resistance between the two points (the probes).
3. The multimeter emits a tone. The light indicator turned on. There is continuity.
4. The multimeter does NOT emit a tone. There is NO continuity.
5. The multimeter emits a tone if we connect nodes within a terminal stripe (horizontally) or
nodes within a power rail (vertically). This proves that they are connected.
65
Activity 2.2.24
Draw the schematic diagram of the circuits shown below.
Activity 2.2.25
Draw the schematic diagram of the breadboard circuit shown below.
66
Activity 2.2.26
Build the breadboard circuit using the schematic diagram shown below.
Component Schematic symbol
1 Battery (3V)
2 Ceramic capacitor
3 Potentiometer
4 Speaker
67
Week 4 Lesson Plan:
Grade 11
Section 2: introduction to electronic components
Content Chapter 2: Fundamentals of
Section 3: integrated circuits
electronics
Time allocated Lesson 1: smart LEDs project 1 x 45-minute period (part 2)

Lesson 2: 555 timers 1 x 45-minute period
Lesson 3: operational amplifiers 1 x 45-minute period
Aim:
In this week, students will complete the smart LEDs project by building the electrical circuit and
testing its functionality. Students will then start Section3 of this chapter, introducing them to
integrated circuits. Namely, the 555 timer and op-amp ICs.

Lesson 1
 Design the smart LEDs circuit.
 Test the circuit functionality.
Lesson 2
 Identify the basic functions and uses of a 555 timer IC.
 Distinguish between the different modes of a 555 timer IC.
Lesson 3
 Identify the basic functions of an op-amp and calculate the gain.
Lesson 1
 Build the smart LEDs circuit and test its functionality.
Lesson 2
 Recognise how the 555 timer work and identify its three modes of operation.
Lesson 3
 Recognise how amplifiers work and identify their applications.
68
• IC
• Electrical oscillation

• textbooks
• projector
o Lesson 1
- 9V power supply
- 0.1µF capacitor
- red LED
- yellow LED
- green LED
- blue LED
- 1kΩ resistor
- 10kΩ resistor
- 1MΩ resistor
- condenser microphone
- jumper wires
- breadboard


69
Topic Page
Sec. 1
65-99 - -
Sec. 3 2.3.1 555 Timer 119-124 - -
2.4.1. Circuit design 132-136 - -
Sec. 4
2.4.2. Soldering 137-152 - -
70
Notes for
differentiation
Development
be different
Phase

Place additional
cater for
evaluate learning.
the lesson.
lesson aim.
outcomes.
Teacher Tip:


Teacher to discuss the function of the

smart LEDs circuit and its possible
applications in real life devices.


71
Teacher Tip:
Task 1: Collaborative learning
Teacher give a quick recap on
performing the continuity test and
interpreting schematic diagrams.
Task2:
assign each group a set of components.
Then, ask them to test the components
using the multimeter by performing the
continuity test.

Task 3:
assign each group the resources needed
to build the smart LEDs circuit. Students
should use Figures 2.2.56 and 2.2.57 to
build the circuit.

Task 4:
Students go through the questions in
Tasks 2-4.

Task 5:
Teacher makes sure that all students
participated in building the circuit.
Teacher can use a ‘pick a chit’
technique. Some questions will be
written on small chits and will be placed
in a bowl / box. Student pick a question
from the box and answer. The questions
will be related to performing the
continuity test to check the components,
interpreting the schematic diagrams to
build the circuit, the circuit’s wire
connections…etc.
72
Teacher Tip:

evaluate learning.
Question pupils on what they have End of section
learnt. Have learning outcomes been assessment
achieved? Student evaluation

evaluation.
73
Answer Key
QR code links:
Page Topic Link
110 Dancing LEDs circuit https://gfycat.com/gifs/detail/demandingfreehuia
Step by step guide to build the circuit:

1kΩ resistor
1kΩ resistor
1kΩ resistor
74
1kΩ resistor
10kΩ
1MΩ
0.1µF
10kΩ
75
Discussion:
Question 1
W hat is the function of transistors?
A transistor is commonly used to amplify electronic signals, or as a switch.
Question 2
A high-pass filter (HPF) allows high-frequencies to pass through and blocks low-frequencies;
normally used for noise reduction. A low-pass filter (LPF) is the exact opposite; it allows low
frequencies to pass through and blocks high-frequencies. Label the diagrams below as HPF or
LPF.
Question 3
Once you have built the circuit, take a picture of it and paste it in the box below.
76
End of section assessment
In an LDR the resistance changes when:

a. The temperature changes
b. Light intensity changes
c. Pressure changes
An electric safety device that protects circuits from excessive current

a. Relay
b. Transistor
c. Fuse
A variable resistor can change electrical current
a. True b. False
Relays work as electromagnetic switches
a. True b. False
If the power of a kettle is 0.3kW and the voltage is 240V, calculate the fuse rating?
𝑷𝒐𝒘𝒆𝒓 ( 𝒘𝒂𝒕𝒕𝒔) 𝟎.𝟑×𝟏𝟎𝟎𝟎𝒘𝒂𝒕𝒕𝒔

Fuse rating = ( )× 𝟏. 𝟐𝟓 = ( ) × 𝟏. 𝟐𝟓 = 1.5625A
𝑽𝒐𝒍𝒕𝒂𝒈𝒆 ( 𝒗 ) 𝟐𝟒𝟎𝒗
Calculate the gain of amplification knowing that the input current is 10mA and the output current
is 1A?
𝑹𝒇 𝟏𝟓 × 𝟏𝟎𝟎𝟎
𝑮𝒂𝒊𝒏 = − = = −𝟔𝟖. 𝟏𝟖
𝑹𝒊𝒏 𝟐𝟐𝟎
77
Notes for
differentiation
Development
be different
Phase

Place additional
cater for
evaluate learning.
the lesson.
lesson aim.
outcomes.
Teacher Tip:

Phase 2 of lesson
(Activate)
Teacher to introduce the functions and

applications of integrated circuits in
general and of the 555 timer IC in
specific.

78
Teacher Tip:
Teacher discuss the history and
applications of the 555 timer and op- Written Activities 2.3.1 –
amp ICs while students research the 2.3.4.
topic by completing activity 2.3.1.
Students to complete all
Task2: the activities and finish in
Teacher explain the circuit diagram of their free time if not
the 555 timer IC and its schematic completed.
diagram.
Task 3: Encourage the students to

Teacher explains the first operation check the project

mode of the 555 timer, astable mode. booklet.
Teacher can use the QR code in this Project 6: Burglar alarm
section to help the students understand. Project 7: Smart hand
The QR code when scanned shows a Project 8: Clap on clap off
simulation of the effect of the output Project 9: Traffic lights
signal of a 555 timer in astable mode on Project 10: Piano
an LED. Project 11: Fridge door
alarm
Activity 2.3.2 is optional since it requires Project 12: Police vehicle
the use of the oscilloscope. But, students
can still build the circuit on the TinkerCad
software to observe the output signal of
the IC when connected in astable
mode.
Task 4:
Teacher explain the second operation
mode of the 555 timer, monostable
mode. Teacher can use the QR code in
this section to help the students
understand. The QR code when
scanned shows a simulation of the effect
of the output signal of a 555 timer in
monostable mode on an LED.

Task 5:
Teacher explain the third operation
mode of the 555 timer, bistable mode.
Teacher can use the QR code in this
section to help the students understand.
79
The QR code when scanned shows a
simulation of the effect of the output
signal of a 555 timer in bistable mode on
an LED.

Teacher Tip:

evaluate learning.
learnt. Have learning outcomes been
achieved?

evaluation.
80
Answer Key
QR code links:
Page Topic Link
120 Astable 555 timer https://ibb.co/fGtsA5
122 Monostable 555 timer https://ibb.co/d5Q5V5
123 Bistable 555 timer https://ibb.co/ds0TiQ
Activity 2.3.1
Research the following scientists. W hat are their contributions to the electronic components
mentioned above?
(Joseph Henry, Edward Davy, Hans Camenzind)
Answers may vary.
Activity 2.3.2
Construct the circuit shown in the figure below. This will allow you to monitor the output pulses
of the 555 timer when wired in astable mode. The LED will turn on when the output is a high
pulse and will turn off when it’s a low pulse.
The output signal shown be similar to the one shown in Figure 2.3.6.
Activity 2.3.3
A monostable 555 timer has the following component values: R1 is 100kΩ, and C1 is 100μF.
Calculate the time duration that the timer will stay on.
Time On = 1.1 x R1 x C1
= 1.1 x (100 x 1000) x (100 x 10−6) = 11s
Activity 2.3.4
a) W hat circuit will produce a constant on-off digital output?

Astable mode
b) W hat formula is used to calculate the time duration of a monostable circuit?

Time ON (seconds) = 1.1 × R 1 × C1
81
Notes for
differentiation
Development
be different
Phase

Place additional
cater for
evaluate learning.
the lesson.
lesson aim.
outcomes.
Teacher Tip:


Teacher to introduce the functions and

applications of the operational amplifier
IC.


82
Teacher Tip:
Teacher explain the circuit diagram of
the op-amp IC and its schematic Written Activities 2.3.5 –
diagram. 2.3.8.
Students demonstrate learning by Students to complete all

completing activity 2.3.5. the activities and finish in
their free time if not
Task 2: completed.
Teacher explains the op-amp
applications, while students research the
topic and complete activity 2.3.6. Encourage the students to
check the project
Students demonstrate learning by booklet.
completing activity 2.3.7. Project 13: Temperature
controlled LEDs
Task 3: Project 14: Electronic
Teacher explains how to calculate the thermometer
op-amp gain.

Teacher Tip:
83
evaluate learning.
met? Has the lesson aim been Student evaluation
achieved?

evaluation.
84
Answer Key
QR code links:
Page Topic Link
Learning basic op-
125 https://www.youtube.com/watch?v=9IweZqC9N44
amp
Activity 2.3.5
Look at the circuit diagram of the op-amp above. Match each pin number with its function.
Pin 5 is solved for you.
Pin Function
Pin 1 Offset/Null
Pin 2 Inverting input
Pin 3 Non-inverting input
Pin 4 Negative supply
Pin 5 Not used
Pin 6 Output
Pin 7 Positive Supply
Pin 8 Offset/Null
Activity 2.3.6
Research other types of operational amplifiers and state them below.
-summing amplifier
-inverting amplifier
-non-inverting amplifier
-voltage follower
-differential amplifier
-integrator
Activity 2.3.7
a) W hat is the function of a comparator?

A comparator identifies (compares) the difference between two inputs.
b) W hat are the inputs of the op-amp?

Inverting and non-inverting are inputs on an op-amp.
85
Activity 2.3.8
Calculate the gain of an op-amp where R f = 50 kΩ and R in = 5 kΩ.
𝑅𝑓 50 × 103
𝐺𝑎𝑖𝑛 = − =− = −10
𝑅𝑖𝑛 5 × 103
Note that the gain cannot be negative. The negative sign just means that the output is
inverted.
1) Give an application of the 555 timer.

It is used in a variety of timers, pulse generators and oscillator applications.
2) Name the 3 connection modes of the 555 timer, and explain one of them.
Astable mode
Monostable mode
Bistable mode
Students can explain any of them.
3) Calculate the gain of an op-amp where Rf = 15 kΩ and Rin = 220 Ω? W hat does the ‘–’
sign mean?
𝑅𝑓 15 × 103
𝐺𝑎𝑖𝑛 = − =− = −68.18
𝑅𝑖𝑛 220
The negative sign just means that the output is inverted.
86
Week 5 and Week 6 Lesson Plan (this lesson plan extends for tw o w eeks – 6 periods):
Grade 11
Section 4: Trimester Project: Design of a portable
Content Chapter 2: Fundamentals of speaker
electronics
Time allocated
6 x 45-minute period
Aim:
In the next two weeks, students will build a portable audio speaker using an amplifier circuit.
They are going to design a circuit that amplifies audio signals. The circuit uses an IC chip called
LM386. This 8-pin op-amp IC is the core of the circuit where the input audio signal is going to
be amplified. If this chip isn’t used, the sound won’t be audible as it’s not amplified.

 Build an analogue amplifier circuit for a portable speaker.
 Reproduce a breadboard circuit using a copper PCB.
 Solder the components of an electronic circuit into a copper PCB.
 Test the functionality of an electronic circuit.
box when the outcome is achieved. Learning outcomes can be assessed usi ng oral
 Build the smart portable speaker circuit and test its functionality.
 Rebuild the circuit on a PCB and solder it.
87
• IC
• LM386 timer IC
• solder/soldering
• textbooks
• projector
• 3-pin toggle switch
• 3.5 mm audio socket
• 0.1 µF capacitor
• 10Ω resistor
• 470pF capacitor
• 10kΩ resistor
• 1000 µF capacitor
• 10kΩ variable resistor
• 10µF capacitor
• 100µF capacitor
• LM386 op-amp
• 8 pin IC chip holder
• 8 Ω speaker
• 9V power supply
• breadboard
• 27x 22 blank PCB
• jumper wires
• 3.5 mm Aux cable
• solder wire
• electric soldering iron
Prior Knowledge • Identify the electric principles of Ohm’s law.
• Use breadboards for building electronic circuits.
• Use basic electronic components.
• Distinguish between parallel and series circuits.
• Use different IC chips in electronic circuits.
• Identify the resistance of colour-coded resistors.

88
Topic Page
Sec. 1
65-99 - -
Sec. 3 2.3.1 555 Timer 119-124 - -
2.4.1. Circuit design 132-136 - -
Sec. 4
2.4.2. Soldering 137-152 - -
89
Learning Phases:
Notes for
differentiation
Development
be different
Phase

Place additional
cater for
evaluate learning.
the lesson.
lesson aim.
outcomes.
Teacher Tip:

Phase 2 of lesson
Teacher to introduce the portable

(Activate)
speaker project.
Teacher must plan to complete the

project in 6 periods.

90
Teacher Tip:
Teacher give a quick recap on
performing the continuity test and
interpreting schematic diagrams.
Task 2:
assign each group the resources needed
to build the portable speaker circuit.
Students should use Figures 2.4.1 and
2.4.2 to build the circuit.

Task 3:
Students go through the questions in
Tasks 2-4.

Task 4:
Teacher makes sure that all students
participated in building the circuit.
Teacher can use a ‘pick a chit’
technique. Some questions will be
written on small chits and will be placed
in a bowl / box. Student pick a question
from the box and answer. The questions
will be related to performing the
continuity test to check the components,
interpreting the schematic diagrams to
build the circuit, the circuit’s wire
connections…etc.
Task 5:
Teacher to explain the importance of
soldering electrical components to a
PCB. Explain how to prepare the solder
iron, how to solder and to introduce the
correct soldering technique.
91
Task 6:
Students go through the steps shown in
the book to solder their circuit, starting
from Figure 2.4.20.

Teacher Tip:

evaluate learning.
Question pupils on what they have Assessment task page
met? Has the lesson aim been Student evaluation
achieved?

evaluation.
92
Answer Key
QR code links:
Page Topic Link
Preparing the solder
139 https://www.youtube.com/watch?v=jJw0W2ln3_c
iron
Soldering a resistor to a
142 https://www.youtube.com/watch?v=cwWOfag54JQ
PCB
93
Step by step guide to build the circuit:
Step 1
Step 2
Step 3
0.1µF
470pF
Step 4:
94
Step 4 10µF
10kΩ 10Ω or 220Ω
1000µF
0.1µF
Step 5
100µF 0.1µF
Step 6
95
Step 7: follow the previous steps to duplicate the circuit (both circuits share input from
POT)
96
Week 7 Lesson Plan:
Grade 11 Section 1: What is Arduino?
Content
Chapter 3: Essentials in Arduino I Section 2: Arduino display tools
Time allocated Section 1: 2 x 45-minute periods

Section 2: 1 x 45-minute periods
Aim:
Section 1 aims to introduce you to Arduino and explains the basic features of Arduino IDE software.
The session starts with a brief introduction to Arduino, and the Arduino board, introducing its various
ports and hardware components. This is followed by an explanation of the Arduino IDE software
and its key features. A step by step procedure on how to upload a test sketch to the Arduino board
will be the final task in this lesson.
Section 2 aims to introduce you to Arduino’s display tools, namely the LCD and the serial
monitor. Both serv e as useful tools for v isualising and monitoring the v alues sent and
receiv ed from your Arduino board. The former is a hardw are tool, w hile the latter is a
softw are tool.

Section 1
 Explain the applications of the Arduino microcontroller.
 Identify the main parts of the Arduino board.
 Recognise the layout of the Arduino ide programming interface.
 Explain the Arduino programming structure.
 Configure the Arduino IDE software to work with the Arduino board.
Section 2
 Explain how to control the LCD screen.
 Explain how to use Arduino’s serial monitor.
 Configure the Arduino IDE software to work with the Arduino board.
97
 Use the LCD to display messages.
 Use the serial monitor to display messages.
 Describe the main features of the Arduino board and software.
 W rite a simple Arduino program and upload it to the Arduino board.
 Use Arduino programming syntax.

• microcontroller
• Arduino board
• pins
• power supply
• GND
• IDE
• Sketch
• Serial monitor
• LCD
• Variables
• textbooks
• projector
• Arduino Leonardo board
• LED
• LCD shield
Prior Knowledge • Use breadboards for building electronic circuits.
• Identify the basic electronic components.

98
knowledge.
Topic Page
Explore the Arduino board 159-163 - -
Explore the Arduino IDE
164-165 - -
Sec. 1 software
Arduino code structure 165-171
Arduino code syntax 172-173 - -
Sec. 2 Arduino – LCD 179-184 - -
Sec. 2 Arduino – Serial monitor - 185-190 -
Flowchart algorithm
- 194-195 -
Ch. 3 description
Pseudocode algorithm
- 196 -
description
Sec. 3
Representing the Arduino
programs using
- 197-198 -
pseudocode and
flowcharts
End of chapter project 205-208 - -
Assessment task page - 209
99
Learning Phases: Section 1
Notes for
differentiation
Development
be different
Phase

Place additional
cater for
evaluate learning.
the lesson.
lesson aim.
outcomes.
Teacher Tip:


Teacher to introduce the role of Arduino

microcontroller in electronics, while
students research the topic.

Teacher to lead the class discussion

about parts of the Arduino board and
the IDE software layout.
100
Teacher to introduce the Arduino code
structure and allow students to explore
their first Arduino program.

Teacher Tip:
Ask students to find a partner and make
a mind map about the advantages, Written Activities 3.1.1-
disadvantages and uses of the Arduino 3.1.9
microcontroller. Students to complete
Activity 3.1.1. Students must complete
all activities in their free
Teacher to facilitate as peer teaching time if not completed
takes place. during class time.
Task 2:
Divide students into groups and assign
each group an Arduino board. Allow
students to label the Arduino board as a
group. After they finish students will
complete activities 3.1.2 and 3.1.3.
Task 3:
Students to be given an IDE software
layout, each group to fill out one section.
The answers will be given through a class
discussion.

Task 4:
Students to learn the basic Arduino code
structure. They should be able to use the
basic Arduino syntax to blink an LED. And
the proper steps to follow to upload their
program to the Arduino board.

Task 5:
Students to upload and test the On-
board LED program individually.

101
Task 6:
Students to study the Arduino code
syntax and complete activities 3.1.8 and
3.1.9.


completing activities 3.1.1-3.1.9 and
finish for homework if incomplete.
Teacher Tip:
evaluate learning.
All students must complete the end of

section assessment and the student
evaluation. This can be given as
homework.
Students are encouraged to solve the

challenge activity on page 159.
102
Answer Key
QR code links:
Page Topic Link
160 Various Arduino https://www.youtube.com/watch?v=B7dtdBgOHWM
projects
171 Fritzing http://fritzing.org/download/?donation=0
171 TinkerCad https://www.tinkercad.com/#/
Activity 3.1.1
1. Take out your Arduino board and place it in front of you. Can you identify the board model?
The board is an Arduino Leonardo model.
Activity 3.1.2
Look at the Arduino board shown in Figure 3.1.4 above. Match each number with its
function.
1. microcontroller
2. USB jack
3. power jack
4. reset button
5. LEDs set
6. power socket
7. analog IN socket
8. digital socket
Activity 3.1.3
2. Identify the four power socket pins and write down their names.
1. 3.3V pin
2. 5V
3. GND pins
4. VIN pins
3. How many analogue pins are there in the Analog IN socket? Name them.
6 analogue pins. A0, A1, A2, A3, A4, A5.
4. How many digital pins are there in the digital socket?

14 digital pins.
103
Activity 3.1.4
Match the toolbar button to its description.
5. responsible for uploading the code in the sketch file

verify to the connected Arduino board
upload 6. creates a new blank sketch
new 7. checks the code and makes sure that it is free of

mistakes
open 8. displays all the serial data sent and received by the
serial interface
save 9. allows the user to open a stored sketch file
serial monitor 10. allows the user to save the sketch file
Activity 3.1.5
How can you make the LED blink (turn off and on)? W rite the code, then test your answer and
write your observation.
digitalWrite(13,HIGH);
delay(1000);
digitalWrite(13,LOW);
Note: the delay can be any value
Activity 3.1.6
W e now know that using the ‘delay’ function we can tell the Arduino how many seconds to
wait before changing the status of the LED. In other words, the ‘delay’ function can be used to
control how fast or slow an LED blinks.
In which of the following cases does the LED blink faster? Justify.
Case 1:
delay(550);
The LED w ill blink faster than in case 2 since the w aiting time is less.
Case 2:
delay(2000);
The LED w ill blink slow er than in case 1 since the w aiting time is more.
104
Activity 3.1.7
Check the status of the ‘L LED’. W hat happens?
The LED will turn on and off (blink) with a delay of 1 second.
Activity 3.1.8
Read the syntax explanation written in the table below and try to match it with its corresponding
name. The first one is done for you.
2. semicolon
3. block comments
3. line comments
4. variables
5. variable declaration
Activity 3.1.9
Use the information provided in Error! Reference source not found. to answer the following
questions:
11. Find the syntax errors in the lines of code below, and then correct them.
int variable_$ = 3;
setup(){
pinMode(3, INPUT)
Error Correction Justify

int variable_$ = 3; int variable= the variable name must be
3; meaningful, include no spaces or
special characters
pinMode(3, INPUT) pinMode(3, semicolon is used to end a statement
INPUT);
setup(){ setup(){ unbalanced braces will result in a
pinMode(3, INPUT) pinMode(3, compiler error
INPUT)
}
12. Mark the lines below as a comment using two different methods.
Blink
Turns on an LED on for one second, then off for one second, repeatedly.
105
Method 1:
/*
Blink
Turns on an LED on for one second, then off for one second, repeatedly.
*/
Method 2:
//Blink
//Turns on an LED on for one second, then off for one second, repeatedly.
13. Declare the variables below.
declare ‘y’ as an integer, and set its initial value to 0
int y= 0;
declare ‘age’ as a character
char age;
Add the missing curly braces in the following lines of code.
int threshold = 10;

int analogPin = 0;
int ledPin = 13;
void loop() {
int analogValue = analogRead(analogPin);
if (analogValue > threshold) {
digitalWrite(ledPin, HIGH);
}
else {
digitalWrite(ledPin, LOW);
}
}
Note: let the students write the code in Arduino and check it for syntax error using
the ‘Verify’ button.
106
End of section assessment:
1. Label the missing Arduino board parts.
2. Label the name of the buttons in the toolbar menu of the Arduino IDE. Then write its function.
 checks the code for syntax errors (like missing
semicolons or brackets)
1 verify/compile  converts the Arduino code into machine code; this is
a language that the microcontroller on the Arduino
board can understand
2 upload  sends the code to the Arduino board
3 new  opens a new code window tab/new sketch
4 open  opens an existing sketch
5 save  saves the currently active sketch
 opens a window that displays any serial information
6 serial monitor
the Arduino board is transmitting or receiving
3. W rite a simple Arduino code to blink an LED connected to pin number 5 fast then slow.
case 1: blinking fast
void setup() {
// put your setup code here, to run once:
pinMode(5,OUTPUT);
}
void loop() {
// put your main code here, to run repeatedly:
delay(500);
delay(500);
}
107
case 2: blinking slow
void setup() {
pinMode(5,OUTPUT);
}
void loop() {
delay(5000);
delay(5000);
}
Challenge activity
Arduino code:
int red = 10;
int yellow = 9;
int green = 8;
void setup(){
pinMode(red, OUTPUT);
pinMode(yellow, OUTPUT);
pinMode(green, OUTPUT);
}
void loop(){
changeLights();
delay(15000);
}
void changeLights(){
// green off, yellow on for 3 seconds
digitalWrite(green, LOW );
digitalWrite(yellow, HIGH);
delay(3000);
108
// turn off yellow, then turn red on for 5 seconds
digitalWrite(yellow, LOW);
digitalWrite(red, HIGH);
delay(5000);
// red and yellow on for 2 seconds (red is already on though)

digitalWrite(yellow, HIGH);
delay(2000);
// turn off red and yellow, then turn on green

digitalWrite(yellow, LOW);
digitalWrite(red, LOW );
digitalWrite(green, HIGH);
delay(3000);
}
109
Learning Phases: Section 2
Notes for
differentiation
Development
be different
Phase

Place additional
cater for
evaluate learning.
the lesson.
lesson aim.
outcomes.
Teacher Tip:


Teacher to introduce the Arduino display

tools – LCD and serial monitor, while
students research the topic.


110
Teacher Tip:
Divide students into groups and assign
each group an Arduino LCD shield. Allow Written Activities 3.2.1-
students to label the LCD shield parts as 3.2.2
a group.
If incomplete finish for

Teacher to facilitate as peer teaching homework
takes place.
Task 2:
Teacher to demonstrate the Arduino
HelloW orld example code. Teacher can
show the students the expected
message on the LCD shield first, then go
through the code with the students’ line
by line.
Students can then test the code
themselves by attaching the LCD shield
to the Arduino board then uploading the
code.

Teacher Tip:
111
evaluate learning.
All students must complete the end of

section assessment and the student
evaluation. This can be given as
homework.
Students to complete the study of the

‘serial monitor’ part of Section 2 for

Section 3: Pseudocode and flowcharts
for homework. It shall NOT be assessed.
112
Answer Key
Activity 3.2.1
W rite the Arduino code to print the following message on the LCD screen:
Arduino code:
void setup() {
lcd.begin(16, 2);
lcd.setCursor(2, 0);
lcd.print("Expo 2020");
lcd.print("Dubai, UAE");
}
Activity 3.2.2
Modify the Arduino example to print your name. Take a picture of the LCD screen and paste it
below.
Arduino code:
#include <LiquidCrystal.h>
// initialize the library with the numbers of the interface pins
LiquidCrystal lcd(8, 9, 4, 5, 6, 7);
void setup() {
// set up the LCD's number of columns and rows:
lcd.begin(16, 2);
// Print a message to the LCD.
lcd.print(“NAME");
}
void loop() {
// set the cursor to column 0, line 1
// (note: line 1 is the second row, since counting begins with 0):
113
// print the number of seconds since reset:
lcd.print(millis() / 1000);
}
Activity 3.2.3
1. Try pressing the Arduino’s Reset button a few times. W hat happens?
W henever the reset button is pressed the message is printed once on the serial monitor.
2. Now, write the print function inside the loop() function. Verify and upload the code and
then observe what happens.
The message will be displayed on the serial monitor repeatedly.
Activity 3.2.4
W rite the proper statements for the following statements:
14. Define an integer variable, name it ‘count’ and give it a value of zero.
Int count=0;
15. Print out an explanation message.

Serial.println(“Counting integer numbers starting from 0”);
16. Display the current count.

Serial.print(“Count = “);
Serial.println(count);
17. Implement a procedure to increase the counts.

Count=count +1;
18. Add 100 milliseconds of delay time.

Delay(100);
19. W hich one of those steps needs to be done only once?
The counter initialisation and the explanation message.
20. W hich one of those steps needs to be run continuously in a loop?
Updating the counter and displaying its value.
114
1. Study the following code, then write the expected outcome on the LCD shown below.
2. W rite an Arduino code that adds two numbers (3.5 and 7) and then displays the addition result
on the serial monitor.
//define a variable to hold the value of 3.5

float num_1 = 3.5;
//define a variable to hold the value of 7
int num_2 = 7;
//define a variable to hold the addition result
void setup() {
Serial.begin(9600);
while (!Serial);
//addition
Serial.print("addition result = ");
Serial.print(num_1+num_2);
}
void loop() {
}
115
Week 8 Lesson Plan:
Grade 11 Section 1: What is Fusion 360?
Content Chapter 4: Introduction to 3D Section 2: Introduction to basic modelling
modeling Section 3: Creating model of speaker base
Time allocated
Aim:
Upon completion of this lesson you will have completed sections 1-3, you will understand what
Fusion 360 is capable of as a software. You will understand how to register and download
Fusion 360 on your personal computer, as well as a mobile application.
You will open a new design and understand how to create a 2D sketch on a chosen plane.
You will then create an extruded 3D model from this 2D sketch before creating a hole in the
extruded cuboid. Finally, you will create 25 holes using the pattern tool. The aim is to create a
5x5 LED matrix holder.
You will use these basic skills to create the base of the speaker. You will recap on the skills of
2D sketching, extruding, creating holes and the pattern tool. You will also learn the new skills
of shelling bodies and creating fillets/chamfers.

 Introduce fusion 360 download procedure.
 Demonstrate creating and saving files and navigating all tool bars.
 Demonstrate the function of data panel, sharing work and downloading files.
 Explain all sketch tools that will be used.
 Distinguish between planes and demonstrate a sketch a 2D sketch.
 Demonstrate the extrude tool.
 Explain hole types and demonstrate the hole tool to create these holes.
 Demonstrate the pattern tool
 Facilitate as students create extrude for base
 Explain and demonstrate the difference between fillets and chamfers
 Explain and demonstrate the shell feature.
 Facilitate as students create a matching 5x5 hole pattern.
116
 Register for Fusion 360.
 Open a new design in Fusion 360.
 Save a file in Fusion 360.
 Navigate the toolbar.
 Open and navigate the data panel.
 Share work from your data panel.
 Download files and upload files to your data panel
 Identify 2D sketch tools.
 Identify and distinguish between planes.
 Create dimensioned 2D sketch.
 Create 3D model using extrude tool.
 Distinguish between different hole types.
 Create a hole using the hole tool.
 Distinguish between different pattern types.
 Create a hole pattern using rectangular pattern tool.
 Recall basic skills in 3D modelling
 Create and extrude a square base.
 Create a fillet or chamfer.
 Shell a base to make a hollow model.
 Create 5x5 hole pattern to match the LED matrix.

•
• CAD
• Computer Aided
• Design)
• Autodesk Fusion 360
• data panel
• toolbar
• 2D Sketch
• extrude
• hole
• pattern
117
• fillet
• chamfer
• shell
• textbooks
• projector
• Fusion 360
Prior Knowledge • Fusion 360 introduction
• Demonstrate creative ideas through meaningful
sketches.
• Utilize 3D printers in producing 3D models
• Demonstrate creative ideas through meaningful
sketches.
• demonstrate creative ideas through meaningful
sketches.
• use the extrude tool to transform shapes from 2D to 3D
• hole tool
• pattern tool

knowledge.
Topic Page
Installing and registering for
212
Sec. 1 Fusion 360 -
Opening a new design 213-215 -
Sec. 1 Downloading files 216-217
2D sketching 220-225
Ch. 4 Sec. 2
LED Matrix 225-228 229
Extruding base 232
-
Fillet base 232-233
Sec. 3 238
Shell base and add hole
235-237
pattern
118
Learning Phases:
Notes for
differentiation
Development
be different
Phase

Place additional
cater for
evaluate learning.
the lesson.
lesson aim.
outcomes.
Discuss prior knowledge of Fusion 360
or other CAD programs
Questioning
Teacher Tip:

Phase 2 of lesson
a) Demonstrate the installation of Fusion

360 applications
(Activate)
b) Demonstrate opening and navigation

Fusion 360 software. Answer any
questions students may pose.
c) Demonstrate the given MOE CDI file

and how it can be downloaded and
uploaded to data panel.
119
d) Introduce 2D sketching and all the
possible sketching tools. (A visual
demonstration on Fusion 360 here can
aid the textbook diagram)
e) Demonstrate the planes in Fusion 360
and question pupils on correct plane to
create cylinder.
f) Demonstrate how to sketch and

dimension a simple square.
g) introduce the first part of project, The

LED matrix. Demonstrate the required
base sketch and how to extrude to a 3D
shape.
h) Explain the hole toll and types of holes.

Show how to create a 5mm hole in the
centre of piece.
Demonstrate creating 25 holes using the
pattern tool.
i) Facilitate as students extrude base.
j) Teacher to explain the difference

between chamfers and mates. Use
examples to reinforce. Demonstrate
creating and editing fillet on Fusion 360
k) Demonstrate the new skill of shelling a

solid model.
Facilitate as students create matching
hole pattern.
Teacher Tip:
a) Install application if not installed.

(install mobile application at home)
Phase 3 of lesson (Engage
b) Students to observe and question any

and Demonstrate)
areas of fusion that cause concern.
c) Students to Access sample file and

download to PC. Students should then
upload to their own data panel and
open and explore the file.
d) Students should note all the possible

sketch tools and question the purpose of
any sketch tools they are unsure of
120
e) Students to complete activity 4.2.1 on Activity 4.2.1
plane selection.
f) Students to observe and question

demonstration. Students then to Activity 4.2.2
complete all shapes in activity 4.2.2
g) Open a new Fusion 360 design and

sketch and extrude the square for LED Official assessment task
matrix. for matrix holder
(Section2)
h) Create a 5mm hole using the hole tool.
Use the pattern tool to create a 5x5 hole
pattern
i) Students to use previous skills to extrude

speaker base. Activities 4.3.1-4.3.2
j) Students to create and edit a fillet while

completing fillet/chamfer activities.
k) Hollow 3D model by completing a Activity 4.3.3

shell. Recap on hole and pattern tools by Official assessment task
creating matching pattern in speaker for speaker base
base (Section3)
Teacher Tip:

evaluate learning.
Phase 4 of lesson - Plenary

achieved?
(Consolidate)

121
Answer Key
QR code links:
Page Topic Link
211 Section 2 video guide: LED matrix https://autode.sk/2HGTrRQ
220 Section 3 video guide: Modeling https://autode.sk/2JJLD2F
speaker base
Activity 4.2.1
W hat 2D shape would you sketch to create a 3D cylinder?

Circle
W hat Plane would you select to create cylinder 2 and 3?
2) XY
3) YZ
122
Activity 4.4.2
You now understand how to choose a plane for 2d sketching. Open a new design and create a
new sketch on the XZ plane as shown below
On the XZ plane sketch and dimension the shapes shown below.
Note: Pay attention for correct dimensions and fully defined sketches.
Activity 4.3.1
Yes, a sketch with corners rounded instead of a square
Could this shape have been

achieved by creating a different
base sketch? Make a sketch in the
space provided.
123
Activity 4.3.2
Edit your design to change the radius to 30mm:

Based on your experience of editing the fillet radius. Do you think it is best practice to add fillets to
the sketch or use the fillet feature tool on a 3D model? Give a reason for your answer.
Best practice is to use the fillet tool as it can be easily edited to change dimensions. Editing the
sketch is more difficult and requires the extrude to also be updated.
Activity 4.3.3
W hat two features did you use to create the 25 holes in the LED matrix holder?
1) Hole tool
2) Rectangle pattern
124
Week 9 Lesson Plan:
Grade 11 Section 4: Creating model of speaker base
Content Chapter 4: Introduction to 3D Section 5a: Introduction to basic modelling
modeling Section 5b: Introduction to basic modelling
Time allocated
Aim:
Upon completion of this lesson you will be able to create the back section of the speaker. This
section takes design inspiration from Aldar Headquarters building in Abu Dhabi. To create a
shape similar to this building you will learn to use the revolve tool to create a revolved 3D
model from a 2D sketch.
You will then begin to create the speaker housing based on the Sydney opera house. You will
learn to create new planes and sketch on these planes. You will then learn to use the loft tool
to create a 3D profile between two sketches. You will recap on basic tools such as sketch, and
shell.

 Demonstrate how to download and insert the given canvas.
 Demonstrate how to position and scale a canvas.
 Demonstrate sketching over a canvas.
 Explain the revolve tool before revolving the sketch 360 degrees.
 Recap on the shell feature to hollow the revolved model.
 Demonstrate how to create a plane at an angle.
 Demonstrate sketches for profiles and rails.
 Explain the loft tool before creating a loft between profile sketches.
 Facilitate as students loft and shell model
125
 Insert a canvas.
 Scale and position a canvas.
 Create a 2D sketch profile using the canvas.
 Use Revolve tool to create 3D model.
 Shell a revolved model in Fusion 360.
 Create a new plane in Fusion 360.
 Complete profile sketches in Fusion 360.
 Complete guide rail sketches in Fusion 360.
 Define and create a lofted 3D model in Fusion 360.
 Recap on the shell feature.

• canvas
• revolve
• loft
• sketch plane
• textbooks
• projector
• Fusion 360
sketches.
• Applying dimensions to distances and angles in 2D
sketches.
• Recall basic skills in 3D modelling using Fusion 360
• Demonstrate creative ideas through meaningful 2D
sketches.
• Use the extrude tool to transform shapes from 2D to 3D
• Use the shell tool to create a cavity in a 3D model
126
knowledge.
Topic Page
Sketching on a canvas 241-245
Creating a revolve 245
Sec. 4 247
Shell revolve and move
245-246
features on the timeline
Ch. 4 Creating new plane 250 -
Sec. 5a Creating loft profiles 251-255 258
Lofting and shelling profile 256-257
Creating second loft 260-263
Sec. 5b 268
Creating third loft 264-267
127
Learning Phases:
Notes for
differentiation
Development
be different
Phase

Place additional
cater for
evaluate learning.
the lesson.
lesson aim.
outcomes.
Recap on Fusion 360 skills from
previous lesson
Questioning
Teacher Tip:


a) Introduce the revolve tool.
b) demonstrate uploading and scaling a

canvas.
Create and dimension 2D sketch over
canvas.
c) Demonstrate creating a revolve from

the sketch profile and centre axis.
d) Demonstrate creating a plane at an

angle
128
e) Select this plane and demonstrate
creating front profile sketch 1
Demonstrate creating a point as profile 2
f) Demonstrate how to create a plane

through points and sketch the sketch
rails.
g) Explain the loft tool and demonstrate

creating a loft between profile 1 and 2
while using rails to define shape.
h) Facilitate as students use the shell tool.
i) Introduce the final speaker housing

shape to be created by repeating the
skills of loft one to create two more lofts
at a smaller angle.
Teacher Tip:
a) Students to take note of the revolve

tool function and applications.
b) Students to upload the given canvas

and create the 2D sketch profile of the

Aldar coin building.
Official assessment task
c) Students to create 3D model of coin for speaker base (Section
using the revolve tool. 4)
d) Students to create a plane at the

desired angle
e) Students to create profile sketches 1

and 2
f) Students to create plane through point

and sketch all guide rails.
g) Students to use the loft tool to create

3D model from sketches.
h) Students to recall knowledge of shell

tool and hollow out lofted model. Official assessment task
for speaker base (Section
i) Students to create two more lofts using 5)
skills learned from loft 1. Again, recall
knowledge of shell tool to hollow lofts.
129
Teacher Tip:
evaluate learning.

achieved?
130
Answer Key
QR code links:
Page Topic Link
241 Aldar canvas http://bit.ly/2lLQzph
246 Section 4 video guide: Modeling https://autode.sk/2lgtmer
inspired by Aldar Headquarters
building
257 Section 5a video guide: Lofted https://autode.sk/2M2GGPg
model of speaker housing
267 Section 5b video guide: Lofted https://autode.sk/2tqsd7L
model of speaker housing
131
Week 10 Lesson Plan:
Grade 11 Section 5: Introduction to basic modelling
Chapter 4: Introduction to 3D Section 6: Preparing and 3D printing finished
Content modeling Fusion 360 models
Chapter 5: Assembly of speaker Section 1: Assembling, programming and testing
model speaker model
Time allocated
Aim:
Upon completion of this lesson you will finish the 3D model of the speaker. You will add a face
to the lofted model before using extruded cuts to create a mounting hole for the speaker.
Once one speaker housing is complete you will learn to duplicate it u sing the mirror feature.
You will then become familiar with combining bodies and saving bodies/components as STL
files. You will recap on skills from sections 1-5 to create a bottom cover for your model. You will
also be familiar with FlashPrint 3D printing software and be able to import and 3D print the
required parts. As parts are printing you will assemble and solder the 5x5 LED matrix.

 Demonstrate creating extruded face and extruded cut to mount speaker.
 Demonstrate how to duplicate speaker housing using mirror feature.
 Explain and demonstrate combining bodies to 3D print as one piece.
 Facilitate as students create a bottom cover for their model.
 Demonstrate how to save separate parts as STL files.
 Demonstrate how to create a FlashPrint Project and facilitate as students print all parts
(begin with LED matrix)
 Demonstrate how to assemble and solder one row of LED matrix
 Facilitate as students assemble full LED matrix
132
 Create extrudes and extruded cuts.
 Mirror bodies and features about a plane.
 Combine a number of bodies to form one body.
 Create a bottom cover for the 3D speaker model.
 Save a body as an STL file.
 Create a new FlashPrint project.
 Import an STL file.
 Rotate and move 3D models in Fusion 360.
 Add supports to a 3D printed model and understand their importance.
 Create a GX file for 3D printing.
 Assemble LED matrix.
 Use Arduino microcontroller to program an LED matrix pattern.

• Offset
• combine
• STL
• FlashPrint
• textbooks
• projector
• Fusion 360
sketches.
• Applying dimensions to distances and angles in 2D
sketches.
• Recall basic skills in 3D modelling using Fusion 360
• Demonstrate creative ideas through meaningful 2D
sketches.
• Use the extrude tool to transform shapes from 2D to 3D
• Use the shell tool to create a cavity in a 3D model
133
knowledge.
Topic Page
Adding front face 270-271
275
Creating extruded cuts 271-273
Sec. 5c
Mirror feature 276-278 280
Ch. 4 Creating switch holes 281
-
Combining bodies 283
Sec. 6 Creating bottom cover 284-286 292
3D printing 287-290
Ch. 5 Sec. 1 Assemble LED Matrix 296-300 -
134
Learning Phases:
Notes for
differentiation
Development
be different
Phase

Place additional
cater for
evaluate learning.
the lesson.
lesson aim.
outcomes.
Recap on Fusion 360 skills from
previous lesson
Questioning
Teacher Tip:

Phase 2 of lesson
a) Demonstrate adding front face to

speaker housing
(Activate)
b) Demonstrate creating extruded cuts

to create hole for mounting speaker and
to cut through base.
c) Explain the function of the mirror tool.

Demonstrate mirroring bodies and
features to finish the speaker model.
135
d) Facilitate as student’s complete
activity 4.5.1
e) Demonstrate how to combine

multiple bodies into one body and then
save as an STL for 3D printing.
f) Demonstrate importing STL to FlashPrint

and saving as a GX file for 3D printing.
g) Introduce chapter 5: Assembly of

speaker. Begin by demonstrating the
Assembly and soldering of LED matrix.
h) Facilitate as student’s program LED

matrix using Arduinio
Teacher Tip:
a) Student to create an offset sketch and

extrude front face
b) Student to create an extruded cut Official assessment task

through base for front face
Student to create circle sketches and
create cuts to mount the speaker
c) Student to finish speaker model by Official assessment task

mirroring the speaker housing bodies for mirroring bodies
and cuts across the centre plane.
d)Students to use previous skills to create Activity 4.5.1

mounting holes for switch and
potentiometer.
e) Students to combine bodies to create

one body. Use skills developed in Activity 4.6.1
sections 1-5 to create a bottom cover
Save all bodies and LED matrix as STL files.
f) Students to 3D print all parts. Begin with

LED matrix as needed first in Assembly
chapter.
g) Students to observe and note

technique for assembling LED matrix.
Students then assemble and solder full
LED matrix.
h) Students to wire matrix to Arduino and Official assessment task

program and test unique pattern for assembling
136
Teacher Tip:
evaluate learning.

achieved?
Make sure all parts are printed or left
printing for next lesson as will be needed
to finish assembly of speaker.
137
Answer Key
QR code links:
Page Topic Link
278 Section 5c Fusion video guide https://autode.sk/2M9xg4f
Example LED matrix program
int colPin1 = 8; Teacher tips:

int colPin2 = 9; Note the pin numbers of the rows and
int colPin3 = 10; columns. Do they match the assembled LED
int colPin4 = 11; matrix and Leonardo board.
int colPin5 = 12;
int rowPin1 = 1;
int rowPin2 = 2;
int rowPin3 = 3;
int rowPin4 = 4;
int rowPin5 = 5;
void setup() {
pinMode(colPin1, OUTPUT);
pinMode(rowPin1, OUTPUT);
}
// DIAGONAL UP Only a high and low together will turn on an
void loop() LED. A low row and column or high row and
{ column will result in the LED being off.
digitalWrite(colPin1, LOW);
digitalWrite(colPin2,HIGH); In this first loop all rows are set to low apart
digitalWrite(colPin3,HIGH); from row 1 which is high
digitalWrite(colPin4, LOW); This means row one is now receiving power
digitalWrite(colPin5,HIGH); through the resistor.
digitalWrite(rowPin1, HIGH); To turn on any led in row one the column must
digitalWrite(rowPin2, LOW); be set as low to complete the circuit.
digitalWrite(rowPin3, LOW); Here column 1 and 4 are set to low, this
digitalWrite(rowPin4, LOW); means led 1 and 4 in row 1 will light.
digitalWrite(rowPin5, LOW);
delay(250); The delay is set to 250ms (this can be set lower
or higher to alter the pattern speed)
digitalWrite(colPin1, HIGH); In the second loop we have moved to row 2
digitalWrite(colPin2,LOW); In order to turn on LED 2 and 5 we set these
digitalWrite(colPin3,HIGH); columns to low
digitalWrite(colPin4, HIGH);
138
digitalWrite(colPin5,LOW);
digitalWrite(rowPin2, HIGH);
delay(250); Again the delay is set to 250ms
digitalWrite(colPin1, LOW); W e now move to row 3 and back to columns

digitalWrite(colPin2,HIGH); 1 and 4 being low.
digitalWrite(colPin3,HIGH);
delay(250);
digitalWrite(colPin2,LOW); This pattern continues all the way to row 5
digitalWrite(colPin3,HIGH); moving between columns 1,4 and 2,5
delay(250);
delay(250);
//DIAGONAL REVERSE
digitalWrite(colPin1, HIGH); Now the same pattern is used in reverse from
digitalWrite(colPin2,LOW); row 5 down to row 1
139
delay(250);
delay(250);
delay(250);
delay(250);
delay(250);
//STRAIGHT
140
delay(100);
delay(100);
delay(100);
delay(100);
141
delay(100);
delay(100);
//STRAIGHT EDGES
This part of the program is to light the outer
digitalWrite(colPin1, LOW); columns (1,2,4,5)
digitalWrite(colPin3,HIGH); Again we begin with row 1 high and work to
digitalWrite(colPin4, LOW); row 5
delay(100);
delay(100);
142
delay(100);
delay(100);
delay(100);
delay(100);
}
143
Week 11 Lesson Plan:
Chapter 5: Assembly of speaker Section 1: Assembling, programming and testing
Content model speaker model
Time allocated
Aim:
Upon completion of this lesson, you will understand how to assemble the 3D printed
model of your speaker with the electrical components. This will include mounting the speakers
with hot glue, soldering the LED Matrix into the 3D printed holder, gluing the LED matrix into
place and soldering the speakers to the PCB board. You will also mount the power switch, the
volume potentiometer and the 3.5mm audio jack in the holes created. W hen you are finished,
you should have a fully assembled and functioning portable smart speaker

 Demonstrate gluing speakers to 3D printed model.
 Demonstrate soldering speakers to PCB
 Facilitate as student’s glue
 Mount speakers to a 3D printed model.
 Solder speakers to PCB board.
 Use glue or nuts to assemble electronic components to a 3D printed model
 Assemble LED matrix.
 Use Arduino microcontroller to program an LED matrix pattern.
144
• assemble
• to solder/soldering

• textbooks
• projector
• Fusion 360
Prior Knowledge • Solder the components of an electronic circuit into a a
copper PCB
• Recognizes the basic Arduino microcontroller software
and hardware applications
145
knowledge.
Topic Page
Essential Non- Assessment
Chapter Section Focus essential/Self
Study
Adding power supply and
301-302
potentiometer
Ch. 5 Sec.1 Adding speakers 303-304 - 307
Assembly of switch, volume
304-306
potentiometer and audio jack
146
Learning Phases:
Notes for
differentiation
Development
be different
Phase

Place additional
cater for
evaluate learning.
the lesson.
lesson aim.
(Connect) - Starter
Phase 1 of lesson

outcomes.
Assess progress of pupil’s assembly
and 3D printed parts Questioning
Teacher Tip:


a) Demonstrate adding power supply,
toggle switch and potentiometer to
circuit.
b) Demonstrate gluing and soldering

speakers in place.
c) Facilitate as students assemble all

components inside the speaker base.
Teacher Tip:
a) Student to solder power supply, switch

lesson
Phase
Demo
(Enga
nstrat
and potentiometer to circuit

and
3 of
ge
e)
147
b) Student to glue speaker into model
before soldering speaker wires to PCB
c) Students to assemble all components Official assessment task

inside speaker base and mount bottom for assembling
cover.
Teacher Tip:
evaluate learning.

achieved?
Students to return to Chapter one and
complete project evaluation.
148

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Creative Design and Innovation

G11 Teacher’s Guide

SUBJECT: Creative Design and Innovation (CDI)

Week Overview Learning Outcomes

1 • Describe the attributes of an entrepreneur

Section 1: • Define an embedded system.

• Understand what a breadboard is, and how to use it to build a simple

• Distinguish between the different types of variable resistors and how

• Distinguish between the different types of capacitors and identify their

• Distinguish between the different types of transistors and identify their

• Test the continuity in electrical circuits using a multimeter.

1 Project 1: Smart LEDs Continue the previous lesson

• Explain the role of the Arduino microcontroller in electronics.

Section 3: • Understand the importance of flowcharts and pseudocode in

• Identify 2D sketch tools

Section 3: • Recap on skills from section 1

• Create a fillet or chamfer

• Combine bodies to form one body Save a body as an STL file

Section 1: • Assemble LED matrix

• Mount speakers to model

• Identify what is the semiconductors, microelectronics, and CMOS

• Learn about the basics of MOSFET and its working principle.

2 Assessment Revision Week

Teacher Learning Objectives:

Keywords What are the keywords the students must learn?

Possible teaching method(s) or approach for this lesson

Note: All lessons start with Phase 1, Assessment and success of

Teacher to introduce all key words,

discuss meaning and ensure Oral assessment

b) Introduce students to different

c) Introduce the given possible solution

d) Introduce assessment sketch and

e) Explain how a final solution is arrived

f) Introduce and explain the importance

g) Introduce Chapter 1 section 2 to

a) Divide students into groups assigning

Facilitate as students analyse the brief

b) Facilitate as student’s complete Written Activity 1.14 -1.1.6

c) Facilitate as students complete Official assessment

d) Provide feedback on first sketch Official assessment

e) Facilitate as students complete an

f) Students to discuss the importance of

g) Divide students into groups to discuss

Students to complete the study of

Fusion 360 A computer software for 3D modelling.

An open-source electronics platform or board and the software

Portable Easily moved from one place to another.

Electronic device for increasing the amplitude of electrical signals,

Assemble To join parts together to create a finished product.

LED Matrix An arrangement of LEDs to display a desired pattern.

Iconic Characteristics of a famous person or thing.

Architecture The practice of designing structures or buildings.

2)W hat style must my design be?

My design must follow an iconic architecture style.

3) W hat materials are suitable for 3D printing?

Acrylonitrile butadiene styrene (ABS)

Polylactic Acid (PLA)

Audio amplifier circuit research

Note: Use amplifier circuit provided in chapter 2 to help research.

LM386 audio amplifier chip

3) W hat is the function of a capacitor?

4)W hy are capacitors placed across the power supply as shown?

5) W hat is the rating of the speakers supplied for this project?