BASIC EDUCATION ASSISTANCE FOR MINDANAO PHYSICS - YEAR 4 DEVELOPMENTS IN ELECTRONICS TECHNOLOGY PARTS OF A WHOLE Information about this Learning Guide

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Physics - Year 4

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Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be given by the author(s) or the BEAM Project Management Unit and the source must be clearly acknowledged.

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Information about this Learning Guide

Recommended number of lessons for this Learning Guide: 6

Basic Education Curriculum Competencies

Year 4 Science: Developments in electronics technology

• Differentiate between discrete electronic components and integrated circuits • Understand how logic circuits are used in common electronic devices

• Differentiate between digital and analog methods in sending information

Objectives

• Identify and describe electronic components (capacitors, diodes, resistors and transistors)

• Interpret codes written in electronic components • Describe integrated circuits.

• Compare and contrast one electronic component from another.

• Explain the importance of electronic components to the development of society. • Differentiate between electronic components and integrated circuits.

• Enumerate uses of integrated circuits in modern electrical devices (e.g. computers) • Demonstrate understanding of Boolean algebra and truth tables through various

exercises.

Essential concepts, knowledge and understandings targeted

• The transistor acts like a switch. It can turn electricity on or off, or it can amplify current. In computers, it is used to store information. In stereos, it is used as amplifier to make the sound signal stronger.

• Transistors are the fundamental building blocks of computers. They have a combination of letters and numbers in their outer shells.

• The resistor limits the flow of electricity and gives us the possibility to control the amount of current that is allowed to pass. Resistors are used, among other things, to control the volume in television sets and radios.

• Resistors are color coded for easy reading. The outer portion of a resistor show patterns of colored stripes to indicate resistance.

• The capacitor collects electricity and releases it all in one quick burst; like in cameras where a tiny battery can provide enough energy to fire the flashbulb.

• Capacitors are marked with values in its outer covering. These values indicate capacitance or the ability to store charge.

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• Diodes have two terminals. One is called anode, the other cathode.

• The integrated circuit is a very advanced electronic circuit which is made from different electrical components such as transistors, resistors, capacitors and diodes, that are connected to each other in different ways.

• Logic circuits are the basic building blocks used to realize consumer and industrial products that incorporate digital electronics.

• Modern technology has produced integrated logic circuits that perform complex logical functions.

• The creation of integrated circuits helped in the advancement of human society. Modern technological tools such as computers, cars, television sets, CD/DVD players, cellular phones and other digital devices have integrated circuits that make them very useful and functional.

Specific vocabulary introduced

• capacitors • diodes • resistors • transistors

• integrated circuit (IC) • logic circuit

• logic gate • tolerance • multiplier • truth table

Suggested organizational strategies

• Organize students into small groups.

• Assign roles to students within the groups (e.g. recorder, materials manager, quality control officer, reporter, leader)

• Prepare copies of the activity sheets prior to the lessons.

• Prepare how and why questions related to the topic. (Some questions are provided in the activities)

Activities in this Learning Guide

Activity 1: WHAT'S INSIDE?

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Skills

• Relate knowledge from several areas • Identification of components

Activity 2: RANDOM IDEAS

Multiple Intelligences • Interpersonal • Body/Kinaesthetic • Visual/Spatial

Skills

• Seeing patterns

• Identification of components Activity 3: RESISTORS

Multiple Intelligences • Interpersonal • Visual/Spatial

• Logical/Mathematical Skills

• Use information • Grasp meaning Activity 4: DIODES

• Recognition of hidden meanings • Grasp meaning

Activity 5: TRANSISTORS

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Skills

• Grasp meaning • Seeing patterns

• Understanding information Activity 6: CAPACITORS

• Grasp meaning • Seeing patterns

• Understanding information

Activity 7: INTEGRATED AND LOGIC CIRCUITS

Multiple Intelligences • Interpersonal • Verbal/Linguistic • Visual/Spatial Skills

• Understanding information • Identification of components

• Solve problems using required skills or knowledge Activity 8: LOGIC GATES

Multiple Intelligences • Body/Kinaesthetic • Visual/Spatial

• Logical/Mathematical

Skills

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Activity 9: TRUTH TABLES

Multiple Intelligences • Logical/Mathematical

Skills

• Use information

Activity 10: WHERE THEY BELONG

Multiple Intelligences • Intrapersonal • Visual/Spatial

Skills

• Knowledge of major ideas

• Compare and discriminate between ideas

• Solve problems using required skills or knowledge Activity 11: RULES TO ROLL

Multiple Intelligences • Interpersonal

Skills

• Translate knowledge into new context

• Solve problems using required skills or knowledge Activity 12: RAP'A'TRONICS

Multiple Intelligences • Interpersonal • Verbal/Linguistic

Skills

• Use information

• Use methods, concepts, theories in new situations Activity 13: ELECTRONIC COMPONENTS AT HOME

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• Visual/Spatial

Skills

• Verify the value of evidence • Use information

• Identification of components

Key Assessment Strategies

• Rubric • Journal • Worksheets

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Mind Map

The Mind Map displays the organization and relationship between the concepts and activities in this Learning Guide in a visual form. It is included to provide visual clues on the structure of the guide and to provide an opportunity for you, the teacher, to

reorganize the guide to suit your particular context.

Stages of Learning

The following stages have been identified as optimal in this unit. It should be noted that the stages do not represent individual lessons. Rather, they are a series of stages over one or more lessons and indicate the suggested steps in the development of the targeted competencies and in the achievement of the stated objectives.

Assessment

All six Stages of Learning in this Learning Guide may include some advice on possible formative assessment ideas to assist you in determining the effectiveness of that stage on student learning. It can also provide information about whether the learning goals set for that stage have been achieved. Where possible, and if needed, teachers can use the formative assessment tasks for summative assessment purposes i.e as measures of student performance. It is important that your students know what they will be assessed on.

1. Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they know about the topic and connect it with their past learning. Activities could involve making personal connections.

Background or purpose

This stage assists you to find out if students have any idea about electronics. They will be shown photos of appliances then they will be asked to name objects or things that are functioning inside those appliances.

Strategy

NOTE-MAKING FRAMEWORK – a strategy for recording information presented by the teacher for the purpose of improving students' recollection and understanding of previous events. The framework typically includes diagrams to emphasize key areas of study.

In this stage, photos of specific objects are included to help students visualize the internal components of electronic devices.

Materials

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• Teacher Resource Sheet 1, WHAT'S INSIDE, page 19 Activity 1 – WHAT'S INSIDE?

1. Organize students into small groups. (e.g. 5 per group)

2. Assign roles for each member. (e.g. Recorder, materials manager, quality control officer, reporter and leader)

3. Distribute Student Activity Sheet 1.WHAT'S INSIDE, found on page 18. 4. Let them perform the activity. Ensure that they understand the procedure. 5. After the activity, lead the class to discuss their findings. (You may call on a

reporter from one group then find out if the others have similar or different results)

Formative Assessment

Check students' outputs. Refer to Teacher Resource Sheet 1, WHAT'S INSIDE?, on page 19 for possible answers. You may ask each group to post their outputs in corners of the room. Roundup

At this point the students should have been able to enumerate some internal components of electronic devices.

2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the objectives/expectations for the learning experience and an overview how the learning experience will fit into the larger scheme.

This is the stage where you assess whether students are familiar with resistors, capacitors, diodes and transistors.

In this stage, students will make use of photos of electronic components. They will organize the photos into four groups then create a name for each category based on the consensus of their group.

Strategy

PICTURE CLUSTERS — a strategy that involves collecting/gathering pictures from a given set of pictures and organizing them into clusters.

For this stage, photos will be cut from an activity sheet then organized and pasted on to another sheet.

Materials

• Pair of scissors • Glue or paste

• Student Activity Sheet 2, RANDOM IDEAS, pages 21 and 22 • Teacher Resource Sheet 2, page 23

Activity 2 – RANDOM IDEAS

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2. Tell them that the activity will require them to use scissors. Lead them to develop safety measures when using it.

3. Encourage them to actively participate in and perform Activity 2, RANDOM IDEAS on pages 21 and 22.

4. Challenge them to think of a realistic/relevant name for each category. 5. Ask them to present their output to the entire class.

Check students' outputs. For Activity 2, refer to Teacher Resource Sheet 2, RANDOM IDEAS, on page 23 for answers. Ask your students to post their outputs in corners of the room; ask the entire class to help you examine how they arranged the photos into categories.

Roundup

The students should have organized the photos into categories and created names related but not limited to:

a) capacitors b) diodes c) resistors d) transistors

e) integrated circuits (IC)

3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students. Students should be encouraged to discover their own information.

This is the stage where students will be exploring each of the electronic components mentioned in the first two stages.

There will be seven activities under this stage. The first activity will guide students to describe a resistor and get familiar with the digits that the colored bands represent. The second activity will let them explore diodes. The third activity will let them get familiar with transistors. The fourth activity will allow them to investigate what capacitors are. The fifth activity will make them understand what integrated circuits are and how they differ from resistors, capacitors, diodes and transistors. The sixth and seventh activities will let students explore logic gates and truth tables.

Strategy

SMALL GROUP LEARNING— a strategy that involves a smaller number of participants in each group. With this strategy, it is hoped, that all members of the group feel connected to each other in the accomplishment of a common goal, that each group member shares and collaborates with other members in a way that promote continued progress, and that they develop social skills with your support as their teacher.

INVESTIGATION - a good strategy to develop inquisitiveness among students. It allows students to look closely into a particular situation. It encourages them to pursue a problem, make careful observations, gather and record their data, make

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LECTURETTE — a strategy that teachers are very familiar with. This is most helpful when you want to emphasize or highlight essential concepts that you want the students to internalize. To avoid “monopolizing the scene”, you may raise questions in between and/or ask students to write their thoughts on the board so that there will be an exchange of ideas between you and the students and among the students themselves.

Materials for Activity 3.1

• Student Activity Sheet 3.1, RESISTORS, pages 24 and 25 • Teacher Resource Sheet 3, RESISTORS, pages 26 and 27 • 5 resistors

Activity 3.1 – RESISTORS

1. Organize students in small groups.

2. Tell your students to read the instructions carefully before carrying out the activity.

3. Remind them to be extra careful/cautious in handling the resistors as their ends may be sharp.

4. Distribute Student Activity Sheet 3.1, RESISTORS, found on pages 24 and 25. 5. Ensure that they understand how the activity will be done.

6. For further information about resistors, please refer to Teacher Resource Sheet 3, RESISTORS found on pages 26 and 27.

7. To strengthen concept formation, give a short lecture to the class about: • what resistors are.

• digit the bands represent. • multiplier and tolerance values. Materials for Activity 3.2

• Student Activity Sheet 3.2, DIODES, pages 28 and 29 • Teacher Resource Sheet 4, DIODES, pages 30 and 31 • 5 diodes

Activity 3.2 – DIODES

1. Let your students form small groups.

2. Remind them to read the instructions carefully prior to performing the activity. 3. Encourage them to exercise care in handling the diodes.

4. Distribute Student Activity Sheet 3.2, DIODES, found on pages 28 and 29. 5. Ensure that they understand how the activity will be done.

6. For further information about diodes, please refer to Teacher Resource Sheet 4, DIODES found on pages 30 and 31.

7. To enhance concept formation, give a short lecture to the class about: • what diodes are.

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• the diode coding systems (Pro-Electron and JEDEC). Materials for Activity 3.3

• Student Activity Sheet 3.3, TRANSISTORS, pages 32 and 33 • Teacher Resource Sheet 5, TRANSISTORS, pages 34 and 35 • 5 transistors

Activity 3.3 – TRANSISTORS

1. Make use of the same small groupings in Activity 3.1.

2. Encourage them to read the instructions carefully before carrying out the activity. 3. Distribute Student Activity Sheet 3.3, TRANSISTORS, found on pages 32 and 33. 4. Ensure that they understand how the activity will be done.

5. For further information about transistors, please refer to Teacher Resource Sheet 5 found on pages 34 and 35.

6. To strengthen concept formation, give a short lecture to the class about: • what transistors are.

• the transistor coding systems (Pro-Electron and JEDEC). • schematic symbols for transistors.

Materials for Activity 3.4

• Student Activity Sheet 3.4, CAPACITORS, page 36. • Teacher Resource Sheet 6, CAPACITORS, pages 37 and 38 • 5 capacitors

Activity 3.4 – CAPACITORS

2. Encourage them to read the directions before carrying out the activity. 3. Distribute Student Activity Sheet 3.4, CAPACITORS, found on page 36. 4. Ensure that they understand how the activity will be done.

5. For further information about capacitors, please refer to Teacher Resource Sheet 6 found on pages 37 and 38.

6. To strengthen concept formation, give a short lecture to the class about: • what capacitors are.

• capacitance.

• how capacitances are expressed/written. Materials for Activity 3.5

• Student Activity Sheet 3.5, INTEGRATED and LOGIC CIRUCITS, pages 39, 40, 41, 42, 43 and 44

• Teacher Resource Sheet 7, INTEGRATED and LOGIC CIRUCITS, page 45

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• 1 (or 2) IC('s)

Activity 3.5 – INTEGRATED AND LOGIC CIRCUITS 1. Organize students in small groups.

2. Encourage them to read the directions before carrying out the activity.

3. Distribute Student Activity Sheet 3.5, INTEGRATED and LOGIC CIRCUITS, found on pages 39, 40, 41, 42, 43 and 44.

4. Ensure that they understand how the activity will be done.

5. For answers to activity please refer to Teacher Resource Sheet 7, INTEGRATED and LOGIC CIRCUITS, on page 45.

6. For further information about integrated and logic circuits, please refer to Teacher Resource Sheet 8, INTEGRATED CIRCUIT and LOGIC CIRCUIT found on pages 46, 47, and 48.

7. To strengthen concept formation, give a short lecture to the class about: • what Integrated Circuits are.

• history and invention of IC's.

• proponents of the Integrated Circuits. • what logic circuits are.

• what logic gates are. • what logic gates are for. Materials for Activity 3.6

• Student Activity Sheet 3.6, LOGIC GATES, pages 49 and 50 • Teacher Resource Sheet 9, LOGIC GATES, page 51

Activity 3.6 – LOGIC GATES

2. Encourage them to read the directions before carrying out the activity. 3. Check that each group have the necessary materials.

You have the option to let students explore more gates using domino chips. Materials for Activity 3.7

• Student Activity Sheet 3.7, TRUTH TABLES,page 52 • Teacher Resource Sheet 10, TRUTH TABLES, page 53 Activity 3.7 – TRUTH TABLES

2. Distribute Student Activity Sheet 3.7, TRUTH TABLES, page 52. 3. Tell them to read the directions before carrying out the activity.

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Facilitate checking of group work. Refer to the attached Teacher Resource Sheets for every activity. Also read through Teacher Resource Sheet 7, INTEGRATED and LOGIC CIRCUITS, on page 45. Invite students to say something about their answers if deemed necessary.

Roundup

1. The students should have identified the values of and described the following: a) capacitors

b) diodes c) resistors d) transistors

e) integrated circuit (IC)

2. They should have differentiated among the electronic components mentioned above.

3. They should have described a logic circuit and its importance in electronic devices such as computers.

4. Check for Understanding of the Topic or Skill

This stage is for teachers to find out how much students have understood before they apply it to other learning experiences.

This is the stage to determine whether students were able to have a grasp of the concepts they are supposed to have learned.

In this stage, they will be tasked to perform an activity that would confirm their

understanding about the differences among capacitors, diodes, resistors, transistors and integrated circuits as well as their understanding about logic gates and truth tables. Strategy

SMALL GROUP LEARNING – for description, please refer to Strategy under Stage 3, page 11 Materials

• Student Activity Sheet 4.1, WHERE THEY BELONG, page 54 • Teacher Resource Sheet 11, WHERE THEY BELONG, page 55 • Student Activity Sheet 4.2, RULES TO ROLL, page 56 Activity 4 – WHERE THEY BELONG

1. Make them work individually.

2. Encourage them to read the directions before carrying out the activity.

3. Distribute Student Activity Sheet 4.1, WHERE THEY BELONG, found on page 54. 4. Ensure they understand how the activity will be done.

5. Conduct a follow up if concepts are not yet clear to students. Formative Assessment

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Roundup

Students should have performed and completed the activity under this stage. They should have realized that integrated circuits are made up of electronic components such as transistors, capacitors, resistors and diodes and; can differentiate among them.

5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and transfer their learning to new or different situations.

This is the stage where students will be led to find out if they have a grasp of the topics in this module. They will be tasked to accomplish an activity that will lead them to reflect on the things/terms they encountered.

Strategy

POEM/SONG - WRITING – this is a strategy that would enhance students' creativity and imagination. In this stage, they would be composing a poem about everything they

understood about Electronic Components and Integrated Circuits. You could assign them to work on this task for a couple of days, in small groups or individually.

Materials

• Student Activity Sheet 5, RAP'A'TRONICS found on page, 57

• Teacher Resource Sheet 12, Rubric for Assessing RAP'A'TRONICS found on page 58 Activity 5 – RAP'A'TRONICS

1. Challenge the students to compose a poem/rap that would reflect the things they learned from this module.

2. Read to them the mechanics/rubric so they would be able to have a basis in the development of their poems and raps.

3. Assign this activity days ahead so that they could prepare well. Formative Assessment

You may want to use rubrics to evaluate your students' outputs. Please refer to Teacher Resource Sheet 12, page 58 for a sample.

Let them present their work as a group.

You have an option to include your students in the evaluation process. You may hand out rubrics to each group and explain how the process of evaluating their outputs using the rubrics is done. In this way, they would be encouraged to pay attention to the group that is presenting.

Roundup

They should have completed the activity and presented their composition in class.

6. Closure

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To assess students' mastery of the concept, make them reflect and write a journal about the things they learned, make them list down as many electronic devices they have in their homes that function with the help of integrated circuits and electronic components such as resistors, diodes, capacitor ans transistors.

Emphasize to the students that the next unit will make use of their understanding about this module.

Strategy

INVESTIGATION – a good strategy to develop inquisitiveness among students. It allows students to look closely into a particular situation. It encourages them to pursue a problem, make careful observations, gather and record their data, make

experimentations, analyze their results or data and then form generalizations.

JOURNALS - a good strategy to encourage students to reflect on what they learned. They will use a sheet of paper to draw their reflections about a certain concept.

Materials

• Student Activity Sheet 6, ELECTRONIC COMPONENTS AT HOME, page 59 Activity 6 – ELECTRONIC COMPONENTS AT HOME

1. Make students work individually or in pairs.

2. Let them prepare their journals where they can write their data, observations and reflections. Distribute Activity Sheet 6, ELECTRONIC COMPONENTS AT HOME, found on page 59.

Roundup

They should have reflected on the things they learned from the series of lesson under this module.

Teacher Evaluation

(To be completed by the teacher using this Teacher’s Guide) The ways I will evaluate the success of my teaching this unit are: 1.

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Student Activity Sheet 1

WHAT'S INSIDE?

Tiny objects are found inside all electronic devices. These objects/materials help the devices function properly.

Challenge: Think of as many objects as you can that are found inside the following appliances. Write them on the left column.

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Teacher Resource Sheet 1

WHAT'S INSIDE?

Some probable answers are listed but students may mention components not written in the table below. Please check to see if their answers are correct.

APPLIANCES OBJECTS/THINGS INSIDE

Digital wristwatch

• battery/ies

• liquid crystal display

• electroluminescent dials, lamps and circuits • small bearings and knots

• microprocessor, or programmed components

Refrigerator

• lamp • switch

• door sealer/self-sealing board • magnets

• electrical coils

• system for attaching wire shield to plug • panel mounted lever connector

Laptop computer

• CPU

• Memory card • Optical drive • Card reader • Built-in webcam • lithium ion battery

DVD/CD player

• single and multiple disc panel

• interlaced or progressive scanning system • adjustable valves

• surround sound decoder • audio disc support system • LED

Television

• Picture tube • transformers • coils

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Radio Player

• dual auto reverse system • control valves

• electrical coils

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Student Activity Sheet 2

RANDOM IDEAS

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RANDOM IDEAS

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Teacher Resource Sheet 2

RANDOM IDEAS

CAPACITORS (or other group

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Student Activity Sheet 3.1

RESISTORS

Materials: 5 different resistors

Directions: A. Examine your resistors and study the table below. Select which description/s best suit them. Write the letter of your answer/s on the lines below. (There are more lines than the expected answers).

A converts energy to heat when _{current flows through} D a two-terminal electronic _component

B shows pattern of colored stripes to _{indicate resistance} E used as part of electrical networks _{and electronic circuits}

C have bands of varied hues F color-coded for easy reading

B. Study the Resistor Color Code Chart below. Figure out the value of your resistors by by determining the number/digit corresponding to the color of each band from the chart. Resistance is expressed in ohms. (Refer to example on next page)

(*If a resistor has 5 color bands, write the corresponding number of the 3rd band to the right of the 2nd before you multiply by the number corresponding to the multiplier band.)

BAND COLOR

DIGIT IT REPRESENTS

1st_{band 2}nd_{band 3}rd_band Multiplier (x) Tolerance

BLACK 0 0 0 1

BROWN 1 1 1 10 _±1 %

RED 2 2 2 100 _±2 %

ORANGE 3 3 3 1,000

YELLOW 4 4 4 10,000

GREEN 5 5 5 100,000 _±0.5 %

BLUE 6 6 6 1,000,000 _±0.25 %

VIOLET 7 7 7 10, 000,000 _±0.10 %

GRAY 8 8 8 100,000,000 _±0.05 %

WHITE 9 9 9 1,000,000,000

GOLD 0.1 _±5 %

SILVER 0.01 _±10 %

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This is an example of a 1K-ohm, 4-band resistor.

To read this resistor, start at the opposite side of the GOLD tolerance band (5%) and read from left to right. Write down the corresponding number from the Color Chart for the 1st color band (BROWN - 1). To the right of that number, write the

corresponding number for the 2nd band (BLACK - 0) . Multiply that number (you should have 10) by the corresponding multiplier number of the 3rd band (RED - x100). Your answer will be 1000 or 1K. It's that easy.

Guide Questions:

1. What are the values of each of your resistors? Write them on the table below.

R1 R2 R3 R4 R5

2. Describe how you obtained the values of each resistor.

________________________________________________________ ________________________________________________________ ________________________________________________________ 3. Are all resistors the same? Support your answer.

________________________________________________________ ________________________________________________________ ________________________________________________________

Brown

Black 5 %

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Teacher Resource Sheet 3

RESISTORS

ANSWERS to ACTIVITY 3.1

A. Physical description of resistors --- Letters B, C, D, F B. Answers may depend on the color codes of their resistors. What are Resistors?

Resistors "resist" the flow of electrical current. The higher the value of resistance (measured in ohms) the lower the flow of current will be.

Resistors are coded with a series of colored stripes used to represent the value of the resistor, tolerance, and and sometimes the reliability or temperature coefficient. The first two bands on a resistor are always the first two

digits of the resistance. The third band contains the third digit, but may not be included in some resistors. After the first two or three digits comes the multiplier. This number represents the power of 10 that is then multiplied with the first two (or three) digits to give the resistance. The next band, and most often the last, is the tolerance band. This

band indicates what the actual value of the resistor may be. The actual resistance of the resistor must be within this percentage of the rated value, or else it is considered no good.

The reliability and temperature coefficient bands are not included on many resistors, and they will never both be on the same resistor. A reliability band indicates the failure rate per 100 hours. The temperature coefficient band

specifies the maximum change in resistance with change in temperature, measured in parts per million per degree Centigrade (ppm/°C). You will see reliability bands more often on older resistors, and temperature coefficient bands on newer ones. Multiplier and Tolerance

If a resistor has four bands total (or three bands if the tolerance is ±20%), it will contain two digits, a multiplier, and a tolerance band. If a resistor has five bands and is a newer one, it most likely has three digits, a multiplier, and a tolerance band. If an older resistor contains five bands, it is probably one containing two digits, a multiplier, tolerance, and reliability band.

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of the value on the resistor. So the actual value of the resistor may be anywhere from 4,465 ohms to 4,935 ohms. If we were to then measure the resistance of the resistor with a multimeter and found that it was <4,465 ohms or >4,935 ohms it would be defective.

RESISTOR CODING CHART

BAND COLOR DIGIT IT REPRESENTS

1st_band ₂nd_band ₃rd_band Multiplier (x) Tolerance

BLACK 0 0 0 1

BROWN 1 1 1 10 ±1 %

RED 2 2 2 100 ±2 %

ORANGE 3 3 3 1,000

YELLOW 4 4 4 10,000

GREEN 5 5 5 100,000 ±0.5 %

BLUE 6 6 6 1,000,000 ±0.25 %

VIOLET 7 7 7 10, 000,000 ±0.10 %

GRAY 8 8 8 100,000,000 ±0.05 %

WHITE 9 9 9 1,000,000,000

GOLD 0.1 ±5 %

SILVER 0.01 ±10 %

NONE ±20 %

The tolerance band is usually gold or silver, but some may have none. Because resistors are not the exact value as indicated by the color bands, manufactures have included a tolerance color band to indicate the accuracy of the resistor. Gold band indicates the resistor is within 5% of what is indicated. Silver = 10% and None = 20%. Others are shown in the chart below. The 1K ohm resistor in the example (left), may have an actual measurement any where from 950 ohms to 1050 ohms. Sometimes figuring out what end is what can be difficult. Some resistors will have the bands close to one end, indicating the starting point. On others, the last band will be larger than any of the others. But in many resistors it is common for all stripes to be evenly distributed and equal in width. If you have a gold or silver stripe, the end that stripe is furthest from is your starting point, because we know gold and silver cannot be used for any of the digit values. But sometimes you might have a resistor such as brown, green, black, red, brown. It could either be read as a 15k ohm ±1% or 12M ohm ±1% resistor. If you are stuck in a situation where you cannot figure out what end is what, the next best thing is to just get a Multimeter and measure it.

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Student Activity Sheet 3.2

DIODES

Materials: 5 different diodes

Directions: A. Examine the diodes and study the table below. Select which

description/s best suit them. Write the letter of your answer/s on the space below. (There are more lines than the expected answers).

A a two-terminal electronic _component D labeled a or + for anode and k or - _{for cathode}

B allows electric current to pass in _{one direction} E one end is called anode another is _cathode

C used as voltage regulator and _{tuning device in circuits} F has a combination of letters and _{numbers in it}

B. Study the Coding Systems below. Figure out the value of the diodes using the two coding systems.

1. Pro-Electron Coding System

First Letter

(Specifies semiconductor material)

Second Letter (Specifies type of device)

Subsequent Characters

A Germanium B Silicon

C Gallium Arsenide R Compound materials

A Diode - low power or signal B Diode - variable capacitance E Tunnel diode

H Diode - sensitive to magnetism

X Diode multiplier Y Diode rectifying

Z Diode - voltage reference

The characters following the first two letters form the serial number of the device. Those intended for domestic use have three numbers, but those intended for commercial or industrial use have letter followed by two numbers, i.e. A10 - Z99.

2. JEDEC Numbering and Coding System

First Number Second Letter Subsequent Numbers

1 - diode 2 - transistor

3 - FET

N Serial Number of _Device

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http://www.electronics-Guide Questions:

1. Study your diodes. What type of diodes are they? (Refer to the Pro-Electron Coding System)

Diode 1 ______________ Diode 4 ______________ Diode 2 ______________ Diode 5 ______________ Diode 3 ______________

2. If the diode uses the JEDEC System, what band colors are inside the them? Identify the band colors inside the diodes using the code below. Write your answers on the blank. (Separate the colors with commas e.g. red, black, blue)

BAND COLOR DIGIT IT REPRESENTS 1st_band ₂nd_band ₃rd_band

BLACK 0 0 0

BROWN 1 1 1

RED 2 2 2

ORANGE 3 3 3

YELLOW 4 4 4

GREEN 5 5 5

BLUE 6 6 6

VIOLET 7 7 7

GRAY 8 8 8

WHITE 9 9 9

3. Are all diodes the same? Support your answer.

________________________________________________________ ________________________________________________________ ________________________________________________________

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Teacher Resource Sheet 4

DIODES

A. Physical Description of diodes – Letters A, F, D(may or may not be applicable - depending on the diode)

B. Answers may depend on the color codes of their diodes. What are Diodes?

Diodes are electronic components which allow electricity to flow in only one direction. They are the electrical version of a valve. Early diodes were actually called valves.

In simple language, a diode is like a valve, a one-way valve, which allows electric current to flow in one direction but generally does not allow it to flow in the opposite direction. The direction of the electric current in the diode may be reversed. However, even if it is, the flow will still be one directional.

A diode contains two electrodes that act in much the same manner as

semiconductors. The positive or p-type is usually the anode and the negative or n-type is the cathode. In other words, the cathode is negatively charged as compared to the anode. If the cathode is charged at the same or very similar voltage to the anode, current will not flow.

In electronics, a diode acts similar to charge carriers. Diodes can also be compared to check valves or switches. If liquid or water were involved instead of current, it would essentially be similar to water flowing upstream or downstream. Put simply, a diode tends to allow for upstream to downstream flow but not the other way around.

To alter the direction of the flow, the cathode must be charged at a greater voltage than the anode. This is known as avalanche voltage, but despite the name, it does not always require a large number of volts to change the direction. It can in fact be a difference of only a few volts.

There are also diodes which emit "light", of course these are known as light-emitting-diodes or LED's. Diodes are extremely versatile.

Schematic symbols for Diodes

A few schematic symbols for diodes are:

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way it is possible to specify a specific type of diode by using its type number or code.

Pro-Electron Coding System

First Letter (Specifies semiconductor

material)

C Gallium Arsenide R Compound materials

A Diode - low power or signal B Diode - variable capacitance E Tunnel diode

H Diode - sensitive to magnetism

X Diode multiplier Y Diode rectifying

Z Diode - voltage reference

The characters following the first two letters form the serial number of the device. Those intended for domestic use have three numbers, but those intended for

commercial or industrial use have letter followed by two numbers, i.e. A10 - Z99.

JEDEC Numbering and Coding System

3 – FET

A diode can convert electric current from AC to DC or from Alternating Current to Direct Current. This is called rectification, and rectifier diodes are most commonly used in low current power supplies. A switching diode is most often used to turn a circuit on or off, and band switching diodes are used for switching high frequency band signals. A Zener diode is known as a constant voltage diode, due to the fact that even if power supply voltage varies, the Zener voltage remains at a constant level. A Schottky barrier diode, when used for high speed switching rather than basic rectification, is used for things like UHF (Ultra High Frequency) and other high frequency signals.

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Student Activity Sheet 3.3

TRANSISTORS

Materials: 5 different transistors

Directions: A. Look at your transistors and study the table below. Select which description/s best suit them. Write the letter of your answer/s on the space below.

A consists of three layers of semi-_{conductor material} D fundamental building block of _computers

B

packaged individually but most are

found in integrated circuits _E mounted as a through hole metal or a through hole plastic (use of pins on the components that are inserted into holes)

C a semiconductor device commonly used to amplify or switch electronic

signals on or off. F

has a combination of letter codes and number codes

B. Study the Coding Systems below. Figure out the value of your transistors using the two coding systems.

1. Pro-Electron Coding System

material)

C Gallium Arsenide R Compound materials

C Transistor - audio frequency, low power

D Transistor - audio frequency, power

F Transistor - high frequency, low power

L Transistor - high frequency, power S Transistor - switching low power U Transistor - switching, power

The characters following the first two letters form the serial number of the device. Those intended for domestic use have three numbers, but those intended for commercial or industrial use have letter followed by two numbers, i.e. A10 - Z99.

3 – FE

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1. Study the transistors. What type of transistors are they? (Refer to the Pro-Electron Coding System)

Transistor 1 ______________ Transistor 4 ______________ Transistor 2 ______________ Transistor 5 ______________ Transistor 3 ______________

2. If the transistor uses the JEDEC System, what band colors are inside the them? Identify the band colors inside the transistor using the code below. Write your answers on the blank. (Separate the colors with commas e.g. red, black, blue)

BAND COLOR DIGIT IT REPRESENTS 1st_band ₂nd_band ₃rd_band

BLACK 0 0 0

BROWN 1 1 1

RED 2 2 2

ORANGE 3 3 3

YELLOW 4 4 4

GREEN 5 5 5

BLUE 6 6 6

VIOLET 7 7 7

GRAY 8 8 8

WHITE 9 9 9

3. Are all transistors the same? Support your answer.

________________________________________________________ ________________________________________________________ ________________________________________________________

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Teacher Resource Sheet 5

TRANSISTORS

A. Physical description of transistors --- Letters A, E, F

B. Answers may depend on the color codes of their transistors.

A transistor is a semiconductor, differentiated from a vacuum tube primarily by its use of a solid, non-moving part to pass a charge.

Transistors are crucial components in virtually every piece of modern electronics, and are considered by many to be the most important invention of the modern age (as well as a herald of the Information Age).

The design of a transistor allows it to function as an amplifier or a switch. This is accomplished by using a small amount of electricity to control a gate on a much larger supply of electricity, much like turning a valve to control a supply of water. Transistors are composed of three parts – a base, a collector, and an emitter. The base is the gate controller device for the larger electrical supply. The collector is the larger electrical supply, and the emitter is the outlet for that supply. By sending varying levels of current from the base, the amount of current flowing through the gate from the collector may be regulated. In this way, a very small amount of current may be used to control a large amount of current, as in an amplifier. The same process is used to create the binary code for the digital processors but in this case a voltage threshold of five volts is needed to open the collector gate. In this way, the transistor is being used as a switch with a binary function: five volts – ON, less than five volts – OFF.

The development of the transistor grew directly out of huge advances in diode technology during World War II. In 1947, scientists at Bell Laboratories unveiled the first functional transistor, after a number of false starts and technological

stumbling blocks. The first important use of the transistor was in hearing aids, by military contractor Raytheon — inventor of the microwave oven and producer of many widely-used missiles, including the Sidewinder and Patriot missiles.

The first transistor radio was released in 1954 by Texas Instruments, and by the beginning of the 1960s transistor radios had become a mainstay of the worldwide electronics market. Also in the 1960s transistors were integrated into chips, laying the groundwork for the technology that would eventually allow personal computers to become a reality. In 1956, Bill Shockley, Walter Brattain, and John Bardeen won the Nobel Prize for physics for their development of the transistor.

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material)

Second Letter (Specifies type of device) Subsequent Characters

A Germanium B Silicon C Gallium Arsenide R Compound materials

C Transistor - audio frequency, low power D Transistor - audio frequency, power F Transistor - high frequency, low power L Transistor - high frequency, power S Transistor - switching low power U Transistor - switching, power

The characters following the first two letters form the serial number of the device. Those intended for domestic use have three numbers; those intended for commercial or industrial use have letter followed by two numbers, i.e. A10 - Z99.

3 – FET

The primary type of transistor in use is known as a bipolar junction transistor, which consists of three layers of semi-conductor material, two of which have extra electrons, and one which has gaps in it. The two with extra electrons (N-Type) sandwich the one with gaps (P-Type). This configuration allows the transistor to be a switch, closing and opening rapidly like an electronic gate, allowing voltage to pass at a determined rate. If a bipolar transistor is not shielded from light, the light may be used to open or close the gate, in which case it is referred to as a phototransistor, functioning as a highly-sensitive photodiode.

The secondary type of transistor is known as a field-effect transistor (FET), and consists either entirely of N-Type conductive material or P-Type semi-conductive material, with the current controlled by the amount of voltage applied to the transistor.

What Is Through Hole?

Through-hole technology, also spelled "thru-hole",

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Student Activity Sheet 3.4

CAPACITORS

Materials: 5 different capacitors

Directions: A. Examine the capacitors and study the table below. Select which description/s best suit them. Write the letter of your answer/s on the space below.

A marked with numbers and letters on its _covering D marked with a value to indicate the _{maximum working voltage}

B

used with resistors in timing circuits because it takes time for a capacitor to

fill with charge E

used in filter circuits because capacitors easily pass AC (changing) signals but they block DC (constant) signals

C

constructed with two electrode plates

facing each other F

marked with a value which indicates their capacitance - their ability to store charge

B. The unit for capacitance is F or Farad. Identify the capacitances of your capacitors using the three prefixes (multipliers), µ (micro), n (nano) and p (pico):

• µ means 10-6 (millionth), so 1000000µF = 1F

• n means 10-9 (thousand-millionth), so 1000nF = 1µF • p means 10-12 (million-millionth), so 1000pF = 1nF

Capacitor Codes Capacitance

µF nF PF

1. 2. 3. 4. 5.

C. Are all capacitors the same? Support your answer.

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Teacher Resource Sheet 6

CAPACITORS

A. Physical description of capacitors --- Letters A, C, D, F B. Answers may depend on the color codes of their capacitors.

What are Capacitors?

The capacitor is constructed with two electrode plates facing each other, but separated by an insulator.

The capacitor's function is to store electricity, or electrical energy. The capacitor also functions as a filter, allowing alternating current (AC) to pass, and blocking direct current (DC). This symbol is used to indicate a capacitor in a circuit diagram.

When DC voltage is applied to the capacitor, an electric charge is stored on each electrode. While the capacitor is charging up, current flows. The current will stop flowing when the capacitor has fully charged.

When a circuit tester, such as an analog meter set to measure resistance, is connected to a 10

microfarad (µF) electrolytic capacitor, a current will flow, but only for a moment. You can confirm that the meter's needle moves off from zero, but returns to zero right away.

When you connect the meter's probes to the capacitor in reverse, you will note that current once again flows for a moment. Once again, when the capacitor has fully charged, the current stops flowing. So the capacitor can be used as a filter that blocks DC current. (A "DC cut" filter.)

However, in the case of alternating current, the current will be allowed to pass. Alternating current is similar to repeatedly switching the test meter's probes back and forth on the capacitor. Current flows every time the probes are switched. The value of a capacitor (capacitance), is designated in units called the Farad (F). The capacitance of a capacitor is generally very small, so units such as the

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Sometimes, a three-digit code is used to indicate the value of a capacitor. There are two ways in which the capacitance can be written. One uses letters and numbers, the other uses only numbers. In either case, there are only three characters used. [10n] and [103] denote the same value of capacitance. The

method used differs depending on the capacitor supplier. In the case that the value is displayed with the three-digit code, the 1st and 2nd digits from the left show the 1st figure and the 2nd figure; and the 3rd digit is a multiplier which determines how many zeros are to be added to the capacitance. Picofarad ( pF ) units are written this way.

For example, when the code is [103], it indicates 10 x 103_{, or 10,000pF = 10}

nanofarad( nF ) = 0.01 microfarad( µF ).

If the code happened to be [224], it would be 22 x 104_{, or 220,000pF = 220nF =}

0.22µF.

Values under 100pF are displayed with 2 digits only. For example, 47 would be 47pF. The capacitor has an insulator( the dielectric ) between 2 sheets of electrodes. Different kinds of capacitors use different materials for the dielectric.

http://www.interq.or.jp/japan/se-inoue/e_capa.htm

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Student Activity Sheet 3.5

INTEGRATED and LOGIC CIRCUITS

Directions: Read the selection and pick out very important ideas about Integrated and Logic Circuits then answer the guide questions that follow. Notice that there are words where some letters have a number below. The number represents the letter. Take note of the corresponding number below the letter that it represents. You will use them to decode a secret message later.

Integrated circuits can be found in almost every modern electrical device such as computers, cars, television sets, CD players, cellular phones, digital microwave ovens etc. But what is an integrated circuit and what is the history behind it? Integrated circuit design, or IC design, is a subset of electrical engineering,

encompassing the particular logic and circuit design techniques required to design integrated circuits, or ICs. ICs consist of

miniaturized electronic components built into an electrical network on a monolithic semiconductor substrate by photolithography.

IC design can be divided into the broad categories of digital and analog IC design. Digital IC design is used to produce components such as microprocessors, FPGAs, memories (RAM, ROM, and flash) and digital ASICs. Digital design focuses on logical correctness, maximizing circuit density, and placing circuits so that clock and timing signals are routed efficiently. Analog IC design also has specializations in power IC design and RF IC design. Analog IC design is used in the design of op-amps, linear regulators, phase locked loops, oscillators and active filters. Analog design is more concerned with the physics of the semiconductor devices such as gain, matching, power dissipation, and resistance. Fidelity of analog signal amplification and filtering is usually critical and as a result, analog ICs use larger area active devices than digital designs and are usually less dense in circuitry. Modern ICs are enormously complicated. A large chip, as of 2006, may well have more transistors than there are people on Earth. The rules for what can and cannot be manufactured are also extremely complex. An IC process as of 2006 may well have more than 600 rules. Furthermore, since the manufacturing process itself is

not completely predictable, designers must account for its statistical nature. The complexity of modern IC design, as well as market pressure to produce designs rapidly, has led to the extensive use of automated design tools in the IC design process.

Jack Kilby is probably most famous for his invention of the integrated circuit, for which he received the Nobel Prize in Physics 2000. His idea that led to this

breakthrough came while he was newly employed at

26 25 21 20 18 17 24 23 22 19

The 7400 chip, containing four NANDs. The two additional pins supply power (+5 V) and connect the ground.

5

4

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Texas Instruments (TI). After his success with the integrated circuit, Kilby stayed with TI and, among other things, he led the team that invented the hand-held calculator.

Before the integrated circuit was developed, circuits were put together manually. This generated too many errors for more complex circuits. Also, the components used in the circuits weren't small enough. Thus, advanced circuits would be too large and slow. Jack Kilby's solution was to make the circuit and its components out of the same material, using metal to connect the components. His chip, the first integrated circuit, was the start of modern chip production. Today's most advanced circuits contain several hundred millions of components on an area no larger than a fingernail.

Robert Noyce came up with his own idea for the integrated circuit. He did it half a year later than Jack Kilby. Noyce's circuit solved several

practical problems that Kilby's circuit had, mainly the problem of interconnecting all the components on the chip. This made the integrated circuit more suitable for mass production. Besides being one of the early pioneers of the integrated circuit, Robert Noyce was also one of the co-founders of Intel. Intel is one of the largest

manufacturers of integrated circuits in the world.

The invention of the hand-held calculator in 1967 was a result of Texas Instrument's search for a product that could make the integrated circuit a household item. Jack Kilby led the team that invented the hand-held calculator. When it hit the stores in 1971, it was priced at 150 US dollars (roughly Php 6,750). Despite the high price, it was an instant success and created a market that didn't exist before. Today, nearly 100 million pocket calculators are sold worldwide each year.

A computer consists of many different parts. The most important is an integrated circuit called the Central Processing Unit, CPU or microprocessor. The

microprocessor serves as the “brain” of the computer and takes care of logic and math. By itself, the computer is stupid. It needs instructions to function. Its components are arranged systematically using a set of techniques called logic family. By this technique, the computer is able to analyze and execute the information fed to it by humans. The electronic company Intel released the tiny 4004 microprocessor in 1971. It had 2,300 transistors and a clock speed of 108 kHz, and was marked as a “computer on a chip”. It was the first integrated circuit that could be mass produced at a low cost and then adapted through programming to meet the customer's needs.

A logic circuit is an electric circuit whose output depends upon the input in a way that can be expressed as a function in symbols; it has one or more binary inputs (capable of assuming either of two states, e.g., “on” or “off”) and a single binary

Photo:

Intel Museum Archives Photo: Texas Instruments

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output. A major use of logic circuits is in electronic digital computers. Logic circuits in computers provide a memory function if

information is to be manipulated at the speeds the logic is capable of. Logic circuits that perform particular functions are called gates. Basic logic circuits include the AND gate, the OR gate, and the NOT gate, which perform the logical functions AND, OR, and NOT. Logic circuits can be built from any binary electric or electronic devices, including switches, relays, electron tubes, solid-state diodes, and transistors; the choice depends upon the application and design requirements. Modern technology has produced integrated logic circuits, modules that perform complex logical functions.

Before the widespread use of integrated circuits, various solid-state and vacuum-tube logic systems were used but these were never as standardized and as inter operable as the integrated circuit devices.

With excerpts from:

http://nobelprize.org/educational_games/physics/integrated_circuit/history/

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A. Base all your answers from the selection you read.

1. Prior to the development of Integrated Circuits, how were circuits assembled?

__________________________________________________________________ _________________________________________________________________ 2. What was/were the weakness/es of using large circuit components?

__________________________________________________________________ __________________________________________________________________ _________________________________________________________________ 3. How did Jack Kilby assemble his first integrated circuit?

__________________________________________________________________ __________________________________________________________________ 4. What was Robert Noyce's major contribution in the development of the IC?

_________________________________________________________________ 5. Based from the selection, what effects did the development of integrated

circuits have on society? (Mention 2.)

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 6. Who's invention made it possible for microchips to be sold at a cheaper

price?

_________________________________________________________________ 7. What is it that makes logic circuits important in electronic devices such as

computers?

__________________________________________________________________ __________________________________________________________________ _______________________________________________________________ 8. What are logic circuits made up of?

__________________________________________________________________ __________________________________________________________________ _______________________________________________________________ 9. What are logic circuits for?

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B. Decode the hidden messages. From the same article read, write the letter represented by the number on the spaces provided.

1.

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

26 13 18 13 7 22 20 9 26 7 22 23

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

24 18 9 24 6 18 7 18 8 14 26 23 22

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

21 9 12 14 23 18 21 21 22 9 22 13 7

___ ___ ___ ___ ___ ___ ___ ___ ___ ___

22 15 22 24 7 9 18 24 26 15

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

24 12 14 11 12 13 22 13 22 8 8 6 24 19

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ,

26 8 7 9 26 13 8 18 8 7 12 9 8

___ ___ ___ ___ ___ ___ ___ ___ ___ , ___ ___ ___ ___ ___ ___ &

9 22 8 18 8 7 12 9 8 23 18 12 23 22 8

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

24 26 11 26 24 18 7 12 9 8 7 19 26 7

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

26 9 22 24 12 13 13 22 24 7 22 23 7 12

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

22 26 24 19 12 7 19 22 9 18 13

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ .

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2.

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

15 12 20 18 24 24 18 9 24 6 18 7 8

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

26 9 22 7 19 22 25 26 8 18 24

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

25 6 18 15 23 18 13 20 25 15 12 24 16 8

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

6 8 22 23 7 12 9 22 26 15 18 1 22

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

24 12 13 8 6 14 22 9 26 13 23

___ ___ ___ ___ ___ ___ ___ ___ ___ ___

18 13 23 6 8 7 9 18 26 15

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

11 9 12 23 6 24 7 8 7 19 26 7

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

18 13 24 12 9 11 12 9 26 7 22

___ ___ ___ ___ ___ ___ ___

23 18 20 18 7 26 15

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ .

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Teacher Resource Sheet 7

INTEGRATED and LOGIC CIRCUITS

Answers to Activity 3.5 A.

1. Before the integrated circuit was developed, circuits were put together manually.

2. Large circuit components create too large and too slow circuits.

3. Jack Kilby made the circuit and its components out of the same material, using metal to connect the components.

4. Robert Noyce's contributions to the IC were that they: (any one of the two)

• solved several practical problems that Kilby's circuit had, mainly the

problem of interconnecting all the components on the chip

• made the integrated circuit more suitable for mass production

5. invention of hand held calculator, invention of computers 6. Robert Noyce's

7. (Any one of the two)

• IC's such as microprocessors in computers analyze and execute the

information fed to them by humans.

• IC's function as the “BRAIN” of computers. Without IC's, computers are

stupid devices.

8. Logic circuits are made of any binary electric or electronic device, including switches, relays, electron tubes, solid-state diodes, and transistors.

9. Logic circuits in computers provide a memory function if information is to be manipulated at the speeds the logic is capable of.

They perform complex logical functions

Answers to Activity 3.5 B - Decoding the hidden messages B.1

An integrated circuit is made from different electrical components such as transistors, resistors, capacitors and diodes, that are connected to each other in different ways

B.2

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Teacher Resource Sheet 8

INTEGRATED CIRCUIT and LOGIC CIRCUIT

What are Integrated Circuits?

Our world is full of integrated circuits (IC's). You find several of them in computers. For example, most people have probably heard about the microprocessor. The microprocessor is an

integrated circuit that processes all information in the computer. It keeps track of what keys are pressed and if the mouse has been moved. It counts numbers and runs programs, games and the operating system. Integrated circuits are also found in almost every modern electrical device such as computers, cars, television sets, CD players, cellular phones, etc. But what is an integrated circuit and what is the history behind it?(http://nobelprize.org/educational_games/physics/integrated_circuit/history/)

The History of IC's

The integrated circuit is nothing more than a very advanced electric circuit.An integrated circuit is made from different electrical components such as

transistors, resistors, capacitors and diodes, that are connected to each other in different ways. These components have different behaviors.

The transistor acts like a switch. It can turn electricity on or off, or it can amplify current. It is used for example in computers to store information, or in stereo amplifiers to make the sound signal stronger.

The resistor limits the flow of electricity and gives us the possibility to control the amount of current that is allowed to pass through a conductor. Resistors are used, among other things, to control the volume in television sets or radios.

The capacitor collects electricity and releases it all in one quick burst; like for instance in cameras where a tiny battery can provide enough energy to fire the flashbulb.

The diode stops electricity under some conditions and allows it to pass only when these conditions change. This is used in, for example, photocells where a light beam that is broken triggers the diode to stop electricity from flowing through it. These components are like the building blocks in an electrical construction kit. Depending on how the components are put together when building the circuit, everything from a burglar alarm to a computer microprocessor can be constructed. 1958: Invention of the Integrated Circuit