children’s literature - pioneer central schools / overvie · web vieweveryday device that...

DIGITAL ELECTRONICS Cook L

Digital Electronics

8892 TERM Year Students can receive college credit @ RIT and fourth year math credit in high school.

Mr. Cook PIONEER CENTRAL HIGH SCHOOL

Technology (PLTW)

Room-E-104716-492-9300 [EXT. 1504]

[email protected] Student who need help can see Mr. Cook during 4th, 5th. or 8th periods.

COURSE DESCRIPTION AND GOALS

Digital Electronics(DE) Course Description

Digital Electronics TM is the study of electronic circuits that are used to process and control digital signals. In contrast to analog electronics, where information is represented by a continuously varying voltage, digital signals are represented by two discreet voltages or logic levels. This distinction allows for greater signal speed and storage capabilities and has revolutionized the world electronics. Digital electronics is the foundation of all modern electronic devices such as cellular phones, MP3 players, laptop computers, digital cameras, high definition televisions, etc.

The major focus of the DE course is to expose students to the design process of combinational and sequential logic design, teamwork, communication methods, engineering standards, and technical documentation.

Utilizing the activity-project-problem-based (APPB) teaching and learning pedagogy, students will analyze, design and build digital electronic circuits. While implementing these designs students will continually hone their interpersonal skills, creative abilities and understanding of the design process.

Digital Electronics TM (DE) is a high school level course that is appropriate for 10th or 11th grade students interested in electronics. Other than their concurrent enrollment in college preparatory mathematics and science courses, this course

1

mailto:[email protected]


assumes no previous knowledge.

The course applies and concurrently develops secondary level knowledge and skills in mathematics, science, and technology.The course of study includes:

Foundations of Digital Electronics Scientific and Engineering Notations Electronic Component Identification Basic Soldering and PCB Construction Electron Theory & Circuit Theory Laws Circuit Simulation Breadboard Prototyping Component Datasheets & Troubleshooting

Combinational Logic Analysis and Design Binary, Octal and Hexadecimal Number Systems Boolean Algebra and DeMorgan’s Theorems AND-OR-INVERT, NAND Only, and NOR Only Logic Design. Binary Adders and Two’s Complement Arithmetic Combinational Logic Design with Field Programmable Gate Arrays

Sequential Logic Analysis and Design Flip-Flops, Latches and Their Applications. Asynchronous Counter Design with Small and Medium Scale

Integrated Circuits. Synchronous Counter Design with Small and Medium Scale

Integrated Circuits. Sequential Logic Design with Field Programmable Gate Arrays Introduction to State Machines.

Introduction to Microcontrollers Software Development for an Introductory Microcontroller Real-World Interface: Introduction to Hardware Controls Process control with a micro controller.

2


LEARNING GOALS OF THE COURSE

Digital ElectronicsCourse OutlineVersion 5/16/2014 © 2014 Project Lead The Way, Inc. DE Course Outline | 2PLTW EngineeringDigital ElectronicsOpen doors to understanding electronics and foundations in circuit design.Digital electronics is the foundation of all modern electronic devices such as cellular phones,MP3 players, laptop computers, digital cameras, high definition televisions, etc. Students learnthe digital circuit design process to create circuits and present solutions that can improvepeople’s lives.Learn how advancements in foundational electronic components and digital circuit designprocesses have transformed the world around you.Digital electronics is the study of electronic circuits that are used to process andcontrol digital signals. In contrast to analog electronics, where information isrepresented by a continuously varying voltage, digital signals are represented by twodiscrete voltages or logic levels. This distinction allows for greater signal speed andstorage capabilities and has revolutionized the world of electronics.The major focus of the DE course is to expose students to the design process ofcombinational and sequential logic design, teamwork, communication methods,engineering standards, and technical documentation.Utilizing the activity-project-problem-based (APB) teaching and learning pedagogy,students will analyze, design, and build digital electronic

3


circuits. While implementingthese designs, students will continually hone their professional skills, creative abilities,and understanding of the circuit design process.Digital Electronics (DE) is a high school level course that is appropriate for 10th or11th grade students interested in exploring electronics. Other than their concurrentenrollment in college preparatory mathematics and science courses, this courseassumes no previous knowledge.Version 5/16/2014 © 2014 Project Lead The Way, Inc. DE Course Outline | 3The following is a summary of the units of study that are included in the course for the2014-2015 academic year. Alignment with NGSS, Common Core, and other standardswill be available through the PLTW Alignment web-based tool. Activities, projects, andproblems are provided to the teacher through the PLTW Learning ManagementSystem in the form of student-ready handouts, teacher notes/lesson planningresources, and supplementary materials, including simulations, instructional videos, andonline resources as appropriate.While many students may have been exposed to basic circuits and electricity in ascience course, Digital Electronics is typically a unique experience for students becauseof its focus on understanding and implementing circuit design skills. The course isplanned for a rigorous pace, and it is likely to contain more material than a skilledteacher new to the course will be able to complete in the first iteration. Buildingenthusiasm for rigorous exploration of electronics and circuit design for students is aprimary goal of the course.DE Unit Summary

4


Unit 1………………Foundations in ElectronicsUnit 2………………Combinational LogicUnit 3………………Sequential LogicUnit 4………………Controlling Real World SystemsVersion 5/16/2014 © 2014 Project Lead The Way, Inc. DE Course Outline | 4Unit 1: Foundations in ElectronicsIn Unit 1 Foundations in Electronics, students will explore the fundamentalcomponents, concepts, equipment, and skill sets associated with circuit design. Theywill learn an engineering design process that can be used to guide the creation ofcircuits based on a set of design requirements. Throughout the course students willlearn about advancements in circuits and circuit design that have shaped the world ofdigital electronics.Foundations in Electronics Lesson SummaryLesson 1.1………………Introduction to ElectronicsLesson 1.2………………Introduction to Circuit DesignLesson 1.1 Introduction to ElectronicsIn Lesson 1.1 Introduction to Electronics, students will learn to distinguishbetween analog and digital components. They will begin by exploring basiccircuits and the measurement tools used to characterize and validate calculationsthat predict a circuit’s behavior. Students will be able to clearly describeelectrical circuits, voltage, current, resistance, series and parallel circuits, Ohm’slaw, and how to use a digital multimeter to measure voltage. Students will beintroduced to common components such as resistors, capacitors, light emittingdiodes (LEDs), seven-segment displays, combinational logic gates, and sequentiallogic gates.Lesson 1.2 Introduction to Circuit Design

5


In Lesson 1.2 Introduction to Circuit Design, students will explore fundamentalcircuit designs, manipulate circuits to understand their function, and explore theexamples that combine analog, digital combinational logic, and digital sequentiallogic.This lesson is meant to serve as a broad overview of circuit design and toexpose students to basic designs they will be exploring and incorporating intotheir own future designs.Version 5/16/2014 © 2014 Project Lead The Way, Inc. DE Course Outline | 5Unit 2: Combinational LogicHow do you design a circuit to “do what you want it to do”? The goal of Unit 2 is forstudents to gain in-depth understanding of the combinational logic circuit design.Student will explore creation of circuits with discrete components and how to simplifythese circuits to implement more efficient designs.Combinational Logic Lesson SummaryLesson 2.1………………AOI Combinational Logic Circuit DesignLesson 2.2………………Alternative Design: Universal Gates and K-MappingLesson 2.3………………Specific Combinational Logic DesignsLesson 2.4………………Introduction to Programmable Logic Devices (PLDs)Lesson 2.1 AOI Combinational Logic Circuit DesignLesson 2.1 focuses on AND, OR, Inverter (AOI) combinational logic circuitdesign. Students will reinforce concepts that were introduced in the previousunits, including binary number systems, truth tables, and Boolean expressions.They will then expand on these concepts by exploring how mathematics can beused to reduce circuit size, cost, and complexity. Using the systematic

6


approaches of AOI simplification, AOI logic analysis, and AOI implementation,students will learn to take design specifications and translate them into the mostefficient circuit possible.Lesson 2.2 Alternative Design: Universal Gates and K-MappingIn the first lesson of this unit, students learned how to use a design process totransform design specifications into functional AOI combinational logic. Thoughthe result of this work was a functioning circuit, this process does not address afew issues.First, Boolean algebra was required to simplify the logic expressions. ThoughBoolean algebra is an important mathematical process, applying its numeroustheorems and laws is not always the easiest task to undertake in simplifyingcircuits.Second, AOI circuit implementations are rarely the most cost-effective solutionsfor combinational logic designs.Version 5/16/2014 © 2014 Project Lead The Way, Inc. DE Course Outline | 6After completing a series of guided foundational activities on Karnaugh maps,NAND only logic design, and NOR only logic design, the students will apply thecombinational logic design process to develop a Fireplace Control Circuit. Thisprocess will walk the students through the steps required to transform a set ofwritten design specifications into a functional combinational logic circuitimplemented with either NAND only or NOR only logic.Lesson 2.3 Specific Combinational Logic DesignsThis lesson will address a few fundamental topics related to combinational logic.

7


These topics include hexadecimal and octal number systems, XOR, XNOR, andbinary adders, 2’s complement arithmetic, and multiplexers/de-multiplexers.These designs are commonly used in digital circuit designs related toadding/subtracting numbers, the use of seven segment displays in designs, andcarrying multiple signals through the same pathway in a circuit.Lesson 2.4 Introduction to Programmable Logic Devices (PLDs)In the first three lessons of this unit, students learned how to use a designprocess to transform design specifications into functional AOI, NAND, andNOR combinational logic circuits. In this lesson students apply all that they havelearned to design a circuit in which they define some of the design specificationsthemselves for the first time.Students will design, simulate, and breadboard a circuit that displays their uniquebirthdate. Circuit implementation is then demonstrated at the next level byutilizing a programmable logic device called a Field Programmable Gate Array(FPGA). FPGA is a state-of-the-art programmable device capable ofimplementing large, sophisticated designs. In this course we have limited ourdesigns to four inputs and circuits that are manageable for breadboarding. ThePLD shows us the next evolution of circuit design, allowing us to design morecomplex circuits in a shorter period of time. Students quickly see the benefit ofthis new design tool and strategy over designing discrete logic gates.

8


Version 5/16/2014 © 2014 Project Lead The Way, Inc. DE Course Outline | 7Unit 3: Sequential LogicHow do you get a circuit to do what you want it to do, when you want it to do it?Sequential logic introduces students to event detection and memory. Sequential logichas two characteristics that distinguish it from combinational logic. First, sequentiallogic must have a signal that controls the sequencing of events. Second, sequential logicmust have the ability to remember past events.A keypad on a garage door opener is a classic example of an everyday device thatutilizes sequential logic. On the keypad, the sequencing signal controls when a key canbe pressed. The need to enter the passcode in a specific order necessitates memory ofpast events.These characteristics are made possible by a simple device called a flip-flop. The flipflopis a logic device that is capable of storing a logic level and allowing this stored valueto change only at a specific time. For this reason the flip-flop is the fundamentalbuilding block for all sequential logic designs.Sequential Logic Lesson SummaryLesson 3.1………………Sequential Logic Circuit DesignLesson 3.2………………Asynchronous CountersLesson 3.3………………Synchronous CountersLesson 3.1 Sequential Logic Circuit DesignIn this lesson students begin the study of sequential logic by examining the basicoperation of the two most common flip-flop types, the D and J/K flip-flops. Aspart of this analysis, they will review the design of four typical flip-flopapplications: event detector, data synchronizer, frequency divider, and shiftregister. In later lessons the application of flip-flops for

9


asynchronous counters,synchronous counters, and state-machines will be studied.Lesson 3.2 Asynchronous CountersThe ability to count in a digital design application is a fundamental need in mostcircuits. These counting applications range from the simple Now Serving sign atthe neighborhood deli counter to the countdown display used by NASA tolaunch rockets. A number of techniques are used to design counters, but they allfall into two general categories, each with their own advantages anddisadvantages. These two categories are called asynchronous counters andsynchronous counters.Version 5/16/2014 © 2014 Project Lead The Way, Inc. DE Course Outline | 8The primary design characteristic of asynchronous counters that distinguishthem from synchronous counters is that the flip-flop of each stage is clocked bythe flip-flop output of the prior stage. Thus, rather than all the flip-flops changingsimultaneously, the clock ripples its way from the first flip-flop to the last. This iswhy asynchronous counters are sometimes referred to as ripple counters.After completing a series of activities on the process for designing Small ScaleIntegration (SSI) and Medium Scale Integration (MSI) asynchronous counters, thislesson will conclude with a design problem that requires the students to design,simulate, and create a Now Serving display circuit.Lesson 3.3 Synchronous CountersAs discussed in the previous lesson of this unit, the two categories of digitalcounters are asynchronous and synchronous. The analysis and design of

10


synchronous counters is the topic of study of this lesson. The primary designcharacteristic of synchronous counters is that all of the flip-flops are clockedsimultaneously. This simultaneous clocking avoids the rippling effect that ispresent in asynchronous counters.After completing a series of activities on the process for designing SSI and MSIsynchronous counters, this lesson will conclude with a project that requires thestudents to design and simulate a Sixty Second Timer circuit.Unit 4: Controlling Real World SystemsIn Unit 4 students make the final transition from the transistor, to logic gates, tointegrated circuits, to PLDs, to the microcontrollers and computers used widely today.State machines and embedded controllers allow student to integrate sensors andmotors. This allows us to create circuits that exist in the world around us.Controlling Real World Systems Lesson SummaryLesson 4.1………………Introduction to State MachinesLesson 4.2………………Introduction to MicrocontrollersLesson 4.1 Introduction to State MachinesState machines, sometimes called Finite State Machines (FSM), are a form ofsequential logic that can be used to electronically control common everydaydevices such as traffic lights, electronic keypads, and automatic door openers.Version 5/16/2014 © 2014 Project Lead The Way, Inc. DE Course Outline | 9In this lesson students will learn and apply the state machine design process. Thisdesign process will be used to implement state machines utilizing both discretelogic gates and programmable logic.After completing a foundational activity on state machine design, the lesson will

11


conclude with a design problem where the students will be assigned the task ofdesigning and implementing a state machine that controls the operation of afixture. This state machine will be implemented using programmable logic.Lesson 4.2 Introduction to MicrocontrollersA microcomputer is a small, relatively inexpensive computer with amicroprocessor as its central processing unit. Microcontrollers are used tocontrol many everyday products like garage door openers, traffic lights, homethermostats, and robots. Embedded controllers are everywhere.Up until now, input devices and output devices have been limited to the sensorsand human input devices available in your classroom. In today’s world ofelectronics, there are a tremendous number of other devices you could use inyour designs.In this unit students will create their first programs (Sketches) to controlsystems with unique sensors, human input controls, motors, and servos that youmay not have used previously. The ATmega328 microcontroller found on theArduino™ Uno Microcontroller Board will be used to explore these controlsand inputs.Programming languages have their own grammar called syntax. Programs writtenwith the Arduino software are called Sketches. A Sketch (program written withArduino software) will contain a title, a setup() function, a loop() function, andpossibly other functions, constants, and/or variables.If the syntax of a language is not followed, the program will

12


not compilecorrectly. This means that no executable code will be produced. Fortunately, theArduino IDE (integrated development environment) will provide you with errormessages that will help you fix your bad grammar, called syntax errors.Arduino is used without permission and is in no way affiliated with Arduino.NI myDAQ is either a registered trademark or trademark of National Instruments in the United States and/or other countries.Parallax is either a registered trademark or trademark of National Instruments in the United States and/or other countries.Cmod S6 is either a registered trademark or trademark of Digilent in the United States and/or other countries.All other marks are properties of their respective owners.

COURSE TEXT(S) AND/OR RESOURCES [websites]No text used, power points will be provided.Teacher Webpage: www.pioneerschools.org Click High School then Teacher Tab

GENERAL EXPECTATIONS: READY, RESPECTFUL, RESPONSIBLEAcademic Honesty: The Pioneer Central High School policy will be adhered to in all cases of academic misconduct. Plagiarism is a serious offense. All work is expected to be your own, original undertaking. Using another’s work, with or without their permission and attempting to pass it off as your own is never permitted and will be severely penalized. (Consequences for academic dishonesty will be given consistent with the Code of Conduct).

Statement Regarding Student Conduct: Preparing to become a graduate of Pioneer involves more than academic preparation in the classroom. Every day you need to demonstrate positive attitudes and behaviors that are consistent with our Code of Conduct. All adults in our school will be watching to see that you are developing appropriate behavior and will provide you with feedback on your journey toward becoming world-class citizens.

Class Attendance and Active Participation: Students not attending class on a regular basis will not be able to keep up with the rigor and requirements of the course.

13

http://www.pioneerschools.org/


Student Submissions of required work: All work is assigned and due by end of marking period. Assignments should be done a couple of days after the lesson or demonstration so teacher can hand back assignments and go over with the class.

Other: Students may come in any period of the day and work on their assignments as long as they have permission from the teacher responsible for them that period.

GRADINGVocabulary crosswords- Based on number of terms.Labs-All labs are different in point value, teacher will notify students and will be listed in grade book.Tests- Teacher discretion- Students will be notified.

MAJOR LEARNING ACTIVITIES AND PROJECTS (there may be more or less assignments given at the teacher’s discretion):

Digital Electronics Detailed Outline

Unit 1 Fundamentals of Analog and Digital Electronics (32 Total Days)

Lesson 1.1 Foundations and the Board Game Counter (9 days)

Understandings Addressed in Lesson:

1. Safety is an important concept that must be considered for the safety of the individual, class, and overall environment of the classroom/laboratory.

2. Electricity, even at the nominal levels used in this curriculum, can cause bodily harm or even death.

14


3. Engineers and technicians use scientific notation, engineering notation, and Systems International (SI) notation to conveniently write very large or very small numbers frequently encountered when working with electronics.

4. Manufacturers of resistors and capacitors use an accepted industry standard to label the nominal value of resistors and capacitors.

5. Soldering is the process of joining two metal surfaces together to form an electrical connection. Soldering is used extensively in the assembly of electronic components.

6. The ability to properly solder electronic components and recognition of improper solder connections is an important skill for engineers and technicians.

Lesson 1.2 Introduction to Analog (11 days)


1. Analog and digital signals have different waveforms with distinctive characteristics.

2. Digital signals have two well-defined voltage levels, one for logic high and one for a logic low.

3. Analog signals have an infinite number of voltage levels that vary continuously over the voltage range for that particular system.

4. The atomic structure of a material determines whether it is a conductor, an insulator, or a semiconductor.

5. An understanding of the basics of electricity requires the understanding of three fundamental concepts of voltage, current, and resistance

6. Engineers and technicians use Circuit Design Software as a tool to verify functionality of their analog and digital designs.

Lesson 1.3 Introduction to Digital (12 days)


1. The manufacturer datasheet contains a logic gate’s general description, connection diagram, and function table.

2. Integrated circuits are categorized by their underlying circuitry, scale of integration, and packaging style.

3. Transistor-Transistor Logic (TTL) gates are available in a series of sub-families, each having their own advantages and disadvantages related to speed and power.

15


4. Logic gates are depicted by their schematic symbol, logic expression, and truth table.

5. The input and output values of combinational and sequential logic function differently.

6. Combinational logic designs implemented with AND gates, OR gates and INVERTER gates are referred to as AOI designs.

7. The flip-flop is the fundamental building block of sequential logic.

Unit 2 Combinational Logic (60 Total Days)

Lesson 2.1 Introduction to AOI Logic (20 days)


1. An understanding of the binary number system and its relationship to the decimal number system is essential in the combinational logic design process.

2. The first step in designing a combinational logic circuit is to translate a set of design specifications into a truth table.

3. A truth table describes the behavior of a combinational logic design by listing all possible input combinations and the desired output for each.

4. Logic expressions can be derived from a given truth table; likewise, a truth table can be constructed from a given logic expression.

5. All logic expressions can be expressed in one of two forms: sum-of-products (SOP) or products of sum (POS).

6. All logic expressions, whether simplified or not, can be implemented using AND, OR, & Inverter Gates.

7. There is a formal design process for translating a set of design specifications into a functional combinational logic circuit.

Lesson 2.2 Introduction to NAND and NOR Logic (14 days)


1. Karnaugh Mapping is a graphical technique for simplifying logic expressions containing two, three, and four variables.

2. A don’t care condition is a situations where the design specifications “don’t care” what the output is for one or more input conditions. Don’t care conditions in K-Maps can lead to significantly simpler logic expressions and circuit implementations.

16


3. A NAND gate is considered a universal gate because it can be used to implement an AND gate, OR gate, and an inverter gate. Any combinational logic expression can be implemented using only NAND gates.

4. A NOR gate is considered a universal gate because it can be used to implement an AND gate, OR gate, and an inverter gate. Any combinational logic expression can be implemented using only NOR gates.

5. There is a formal design process for translating a set of design specifications into a functional combinational logic circuit implement with NAND or NOR gates.

6. Combinational logic designs implemented with NAND gates or NOR gates will typically require fewer Integrated Circuits (IC) than AOI equivalent implementations.

Lesson 2.3 Date of Birth Design (9 days)


1. Seven-segment displays are used to display the digits 0-9 as well as some alpha characters.

2. The two varieties of seven-segment displays are common cathode and common anode.

3. Any combinational logic expression can be implemented with AOI, NAND, or NOR logic.

4. A formal design process exists for translating a set of design specifications into a functional combinational logic circuit.

Lesson 2.4 Specific Comb Logic Circuits & Miscellaneous Topics (8 days)


1. An understanding of the hexadecimal and octal number systems and their relationship to the decimal number system is necessary for comprehension of digital electronics.

2. XOR and XNOR gates can be used to implement combinational logic circuits, but their primary intended purpose is for implementing binary adder circuits.

3. The addition of two binary numbers of any bit length can be accomplished by cascading one half-adder with one or more full adders.

4. Multiplexer/de-multiplexer pairs are most frequently used when a single connection must be shared between multiple inputs and multiple outputs.

5. Electronics displays that use multiple seven-segment display utilize de-multiplexers to significantly reduce the amount of power required to operate the display.

17


6. Two’s complement arithmetic is the most commonly used method for handling negative numbers in digital electronics.

Lesson 2.5 Programmable Logic – Combinational (9 days)


1. Engineers and technicians use Circuit Design Software to enter and synthesize digital designs into programmable logic devices.

2. Programmable logic devices can be used to implement combinational logic circuits.

3. Circuits implemented with programmable logic devices require significantly less wiring than discrete logic, but they typically require a dedicated printed circuit board to hold the device.

4. Programmable logic devices can be used to implement any combinational logic circuits but are best suited for larger, more complex designs.

Unit 3 Sequential Logic (56 Total Days)

Lesson 3.1 Latches & Flip-Flops (6 days)


1. The flip-flop and transparent latch are logic devices that have the capability to store data and can act as a memory device.

2. Flip-flops and transparent latches have both synchronous and asynchronous inputs.

3. Flip-flops can be used to design single event detection circuits, data synchronizers, shift registers, and frequency dividers.

Lesson 3.2 Asynchronous Counter (14 days)


1. Asynchronous counters, also called ripple counters, are characterized by an external signal clocking the first flip-flop. All subsequent flip-flips are clocked by the output of the previous flip-flop.

2. Asynchronous counters can be implemented using small scale integrated (SSI) and

18


medium scale integrated (MSI) logic gates.

3. Asynchronous counters can be implemented with either D or J/K flip-flops.

4. Up counters, down counters, and modulus counters all can be implemented using the asynchronous counter method.

Lesson 3.3 Synchronous Counters (14 days)


1. Synchronous counters, also called parallel counters, are characterized by an external signal clocking all flip-flops simultaneously.

2. Synchronous counters can be implemented using small scale integrated (SSI) and medium scale integrated (MSI) logic gates.

3. Synchronous counters can be implemented with either D or J/K flip-flops.

4. Up counters, down counters, and modulus counters all can be implemented using the synchronous counter method.

Lesson 3.4 Introduction to State-Machine Design (20 days)


1. A state machine is a circuit design that sequences through a set of predetermined states controlled by a clock and other input signals.

2. State machines are used to control common everyday devices such as elevator doors, traffic lights, and combinational (electronics) locks.

3. State machines can be implemented in one of two variations: Mealy or Moore.

4. State machines can be implemented using small and medium scale integrated gates and programmable logic devices.

Unit 4: Microcontrollers (29 Total Days) Optional (2013-2014)

Lesson 4.1 Introduction to Microcontrollers (9 days)


19


1. Flowcharting is a powerful graphical organizer used by technicians, computer programmers, engineers, and professionals in a variety of roles and responsibilities.

2. Basic programming skills include variable declaration, loops, and debugging.

3. Programming languages have their own grammar, called syntax.

4. Many everyday products use microcontrollers.

5. Variables used in programming are declared and given a size that is expressed in binary.

Lesson 4.2 Microcontrollers – Boe-Bot (9 days)


1. Microcontrollers are used to control many everyday products like robots, garage door openers, traffic lights, and home thermostats.

2. A servo motor is one that delivers continuous motion at various speeds.

3. Microcontrollers can be programmed to sense and respond to outside stimuli

Lesson 4.3 Boe-Bot Design Projects (11 days)


1. Digital devices are only relevant if they can interact with the real world.

2. Digital control devices are increasingly necessary for mechanical systems.

3. Realistic problem solving with a control system requires the ability to interface analog inputs and outputs with a digital device.

4. Microcontrollers are a practical tool for controlling a mechanical system.

MISCELLANEOUS:Students should see Mr. Cook for any missed assignments or lessons.

20


Parent Signature Student Signature

Printed Name and Date Printed Name

21

children’s literature - pioneer central schools / overvie · web vieweveryday device that...

Documents