never mind the optics

I started a new topic with both S3 Standard Grade classes this week.

I introduced the idea of representing an electronic system by a block diagram and used the interactive mobile phones on the Sony Ericsson site to provide examples.  My link takes you to the simulator for the SE W995 (shown below) but you can change the phone model using the links on the left of the screen.

I stuck to keyed models, rather than smart phones, since it is easier to explain the use of a switches under a keypad than touch sensitive screens.

The Sony Ericsson phone simulators work well on a SMARTBoard, provided you have taken time to orient the board beforehand – I use the 12-point wide setting.

Pupils worked in groups of three to select a phone operation; making a call, sending a text message, listening to the radio or watching a video and identified the input, process and output devices.  These were arranged on three Show Me boards and the function was demonstrated to the class using the SE phone simulator on the SMARTBoard.

We discussed the energy changes taking place in each example and it was good to see pupils making links to the Telecommunications topic we studied at the beginning of the course.

The int1 electronics class is now well into the project phase of the course.  This final stage is assessed by a combination of internal and external moderation of a project set by the SQA.  In my first year of running the course, I opted for the alternative cycle lights project as it is the simpler option on offer.

We’re all at different stages of the project and there has been a steep learning curve, not least for myself.  I’ve discovered the limitations of some equipment I had allocated for this course way back in June.  This means my empty budget has had to find cash for a whole load of items necessary to complete the projects.

As those in front have moved from design to prototype to laying out on stripboard for soldering, I thought I would share some of the pictures we have taken over the past week to mark these milestones.

I like this course, the idea is sound even if I have issues with the way it has been implemented.  Some of these problems may be resolved next year, although staffing within Physics may result in the course moving to the Technical dept. for a year or two.  Recently, we’ve explored problem-solving techniques that are more advanced than simply checking for loose connections.  I wonder how many of these pupils ever anticipated learning how to use an oscilloscope to measure the pulse frequency of a timer chip?  

This is a skill that many in my Higher class have yet to master.