Course Guide Electronics AS LEVEL

I have come that you might have life & have it to the full John 10 v10 Twyford Church of England High School Course Guide Electronics AS LEVEL Academic year commencing September 2014

Contents 1. COURSE OVERVIEW... 3 2. ASSESSMENT SCHEDULE... 12 3. GENERAL EXPECTATIONS... 14 4. PREPARING FOR LESSONS AND HOMEWORK ASSIGNMENTS... 15 5. RESOURCES... 16 6. THE LEVEL 4 PROGRAMME YEAR 12... 16 7. STRETCHING THE MOST ABLE AND DIFFERENTIATION... 18 8. COMMUNITY SERVICE... 19 9. ADDITIONAL LEARNING OPPORTUNITIES AND WORK EXPERIENCE... 19 10. COMPLETING AN EXTENDED PROJECT... 20 11. CELEBRATING SUCCESS AND STUDENT VOICE... 21 Page 2 of 21

1. COURSE OVERVIEW Syllabus AQA Course Name GCE Electronics (Science) Web Address www.aqa.org.uk Are classes set No, they are of mixed ability see section 7 Modules As Unit 1 ELEC1 Introductory Electronics Written Examination 67 marks, 6 or 7 compulsory questions of varying length. 1 hour 35% of the total AS marks 17½% of the total A Level marks Available in June only Unit 2 ELEC2 Further Electronics Written Examination 67 marks, 6 or 7 compulsory questions of varying length. 1 hour 35% of the total AS marks 17½% of the total A Level marks Available in June only Unit 3 ELEC3 Practical System Development Coursework 50 marks Focused on the content of AS units 1 and 2 30% of the total AS marks 15% of the total A Level marks Available in June only A2 Unit 4 ELEC4 Programmable Control Systems Written Examination 80 marks, 7 or 8 compulsory questions of varying length. 1½ hours 17½% of the total A Level marks Available in June only Unit 5 ELEC5 Communications Systems Written Examination 80 marks, 7 or 8 compulsory questions of varying length. 1½ hours 17½% of the total A Level marks Available in June only Unit 6 ELEC6 Practical System Synthesis Coursework 50 marks Focused on the content of A2 units 4 and 5 15% of the total A Level marks Available in June only Page 3 of 21

Scheme of Work - Content Overview Week Content/Specification No. Term 1 1 System synthesis recognise and understand that simple systems consist of an input, a process, an output and possibly feedback; analyse and design system diagrams where the lines between subsystems represent the flow of information; represent complex systems in terms of subsystems; recognise that signals may be analogue or digital in nature, and differentiate between them; describe and explain the operation of modern electronic systems which may make use of several sensors. 2 Voltage (V), current (I), resistance (R), power (P) understand the need for identifying a zero volt point in a circuit; define and apply the fact that resistance,r, is the ratio of the voltage across a V conductor,v, to the current, I, flowing through it, R ; I calculate the combined resistance of resistors connected in series using RT R1 R2 R3... ; calculate the combined resistance of resistors connected in parallel using 1 1 1 + ; R R1 R 2 select appropriate preferred values for resistorsfrom the E24 series; identify the value ofresistors using the colour code and BS 1852 code; define and apply the fact that power dissipated in a componentis the product of V, the voltage across a component in a circuit, and I, the current through that component; apply the formula VI, or I 2 R, or V 2 /R to calculate the power dissipation in a circuit or component. Page 4 of 21

Week Content/Specification No. 3 Diodes + voltage dividers describe the use of light-emitting diodes (LEDs), silicon diodes and Zener diodes and carry out relevant calculations; calculate the value of the series resistor for dc circuits; sketch I V characteristics for silicon diodes and Zener diodes; select appropriate silicon diodes and Zener diodes from given data sheets; describe how a Zener diode can be used with a current limiting resistor to form a simple regulated voltage supply; calculate the value and power rating of a suitable current limiting resistor. 4 Resistive input transducers interpret and use characteristic curves (which may use logarithmic scales) of resistive input transducers; describe and explain the use of LDRs, negative temperature coefficient thermistors, variable resistors and switches in a voltage divider circuit to provide analogue signals; calculate suitable values for series resistors for use with and for protection of LDRs and thermistors; carry out calculations on voltage dividers consisting of resistors and resistive input transducers. 5 Transistors and MOSFETs describe the use of an npn junction transistor as a switch; describe the use of an n-channel (enhancement mode) MOSFET as a switch; compare the advantages and disadvantages of a MOSFET and a junction transistor when they are both used as switches. 6 Output Devices describe the use of electromagnetic relays, solenoids, buzzers, motors, and sevensegment displays in a system and understand and explain circuit protection provided by a diode in parallel with a relay, solenoid or motor; understand and use COM, NO and NC notation. Half term Page 5 of 21

Week Content/Specification No. 7 Operation amplifiers (op-amps) recall the characteristics of an ideal op-amp and be aware how these may be different for a typical op-amp; know, understand and use the difference between inverting and non-inverting inputs; understand the power supply requirements and output voltage swing limitations of real op-amps leading to saturation; describe, understand and explain the use of an op-amp in a comparator circuit. 8 Logic gates and Boolean algebra identify and use NOT, AND, OR, NAND, NOR and EX-OR gates in circuits; construct, recognise and use truth tables for NOT, AND, OR, NAND, NOR and EX-OR gates and simple combinations of them; understand the operation of, and use combinations of NOT, AND, OR, NAND, NOR and EX-OR gates to form other logic functions; generate the Boolean expression from a truth table or logic diagram. 9 Design and simplification of combinational logic systems design a logic system from a truth table, written description or Boolean algebra expression using combinations of gates; simplify a logic system using either Boolean algebra or Karnaugh maps; convert logic systems comprising mixed gates into either NOR or NAND gates only; describe and explain the operation of combinational logic systems. 10 Capacitors recall that a capacitor is capable of storing electrical charge and electrical energy; recall that a capacitor will block a direct current but will allow the passage of an alternating current; recall that the unit of capacitance is the farad and that practical capacitors are usually measured in pf, nf and µf; calculate the combined capacitance of capacitors connected in series and parallel combinations; select appropriate capacitors given data on maximum working voltage, polarisation and leakage current. Page 6 of 21

Week Content/Specification No. 11 dc RC networks explain the meaning of and calculate the value of the time constant for RC circuits; recall that after one time constant: for a charging capacitor, V = 0.63Vs; for a discharging capacitor, V = 0.37Vs; where Vs is the supply voltage and V is the voltage across the capacitor; recall that: after 0.69RC, V = 0.5Vs; after 5RC for a charging capacitor, V Vs; after 5RC for a discharging capacitor, V 0; sketch graphs of voltage against time for a capacitor charging and discharging. 12 Timing subsystems recall that a monostable circuit has one stable output state and one unstable output state; recognise, draw and use the circuit diagram of a monostable based on a 555 timer circuit; describe the operation of a monostable based on a 555 timer; calculate the time period of such a monostable using T = 1.1RC; recall that an astable circuit has no stable output states but continually changes; recognise, draw and use the circuit diagram of an astable based on a 555 timer circuit; describe the operation of an astable based on a 555 timer; calculate the time, tl, that the output is low using tl = 0.7RBC; calculate the time, th, that the output is high using th = 0.7(RA+RB)C; 1.44 calculate the output frequency using F. C(R 2 R ) A B Term 2 Week Content No. 1 Coursework 2 Coursework 3 Coursework 4 Coursework Page 7 of 21

Week Content/Specification No. 5 Sequential logic subsystems recall the circuit diagram of a bistable latch based on NAND gates and describe its operation and function; recall the symbol for a rising edge triggered D-type flip-flop and describe its operation and function; recall that in a shift register information is passed along from one element how rising edge triggered D-type flip-flops can be used to form a shift register and describe its operation and applications.to the next on each clock pulse; recall 6 Counter subsystems describe the use of feedback to make a rising edge triggered D-type flip-flop divide by 2; design 4-bit up or down counters based on rising edge triggered D-type flip-flops, and draw timing diagrams for these counters; design 4-bit modulo-n counters based on rising edge triggered D-type flip-flops, and draw timing diagrams for these counters; convert a 4-bit binary number to decimal or hexadecimal notation; describe the use of a BCD or hexadecimal decoder with a seven segment display. Half term 7 The Operational Amplifier recall the properties of an ideal op-amp; recall that for a real op-amp, the product of voltage gain and bandwidth is a constant; recall that negative feedback is used to reduce the overall voltage gain of an op-amp amplifier subsystem. Page 8 of 21

Week Content/Specification No. 8-9 Amplifier subsystems use the formula Vout voltage gain ; Vin recall and use the definition of bandwidth of an amplifier as the frequency range over which the voltage gain is within 70% of the maximum; draw and recognise the inverting op-amp amplifier circuit and describe its applications; use the formula Vout Vin Rf ; R in recall that the input resistance is equal to the value of the input resistor, and that the circuit has a virtual earth point; draw and recognise a summing op-amp amplifier circuit and describe its applications; V use the formula 1 V2 V3 V out R f R1 R2 R ; 3 recall that the input resistance of each input is equal to the value of its input resistor, and that the circuit has a virtual earth point; draw and recognise the single op-amp difference amplifier circuit and describe its applications; R use the formula Vout V V f ; R 1 recall that the input resistance of each input is different and comparatively low; draw and recognise the non-inverting op-amp amplifier circuit and describe its applications; V use the formula out R 1 f ; Vin R1 recall that the input resistance is equal to that of the op-amp; draw and recognise the voltage follower op-amp amplifier circuit and describe its applications; recall that the voltage gain of a voltage follower is 1, but that the current and power gain can be very large; recall that the input resistance is equal to the resistance of the op-amp. Page 9 of 21

Week No. 10-11 Content/Specification Power amplifier subsystems use the formula Pout Power Gain ; Pin recall and use the definition of bandwidth of an amplifier as the frequency range over which the power gain is within 50% of the maximum; draw and recognise the enhancement mode MOSFET (both n- and p-channel) source follower amplifier circuits and describe their applications; estimate the power dissipated in a source follower and describe methods for removing the excess heat generated; draw and recognise the push-pull amplifier circuit using p- and n-channel enhancement mode MOSFETs and describe its operation and applications; describe the common types of distortion associated with push-pull amplifier subsystems (cross-over and saturation/clipping) and how they can be reduced; describe the advantages of push-pull amplifier subsystems over single ended output subsystems; estimate the maximum power output from a push-pull amplifier subsystem. Term 3 Revision Page 10 of 21

Coursework requirements The coursework will require candidates to design, construct and assess an electronic system which solve a specific electronics problem. Candidates should be encouraged to select a problem to solve in which they are interested and which is considered achievable by their supervisor. The expected outcome is a working electronic system, a written report detailing the work undertaken and an assessment of the success of the work in solving the initial problem. The coursework is expected to be carried out alongside the theoretical work of AS Unit 1 and Unit 2 and should be such that it can be completed in 30 hours (with a suggestion of 20 hours laboratory/workshop time and 10 hours private study) and must contain at least three active devices. There should be sufficient detail in the report to enable someone else to carry out the same work and know what to expect in terms of the system s function and performance. Within the Coursework students should: identify a specific problem to be solved; consider alternative solutions and give reasons for selecting the solution they have chosen; conduct research so that a list of performance parameters can be provided; using at least three active devices, devise appropriate circuit diagrams calculating appropriate component values; construct the system; test the system and make suitable modifications; Produce a report which details all stages of the development. Practical requirements A large amount of the theoretical work will be backed up by lab work involving the building and testing of circuits. On arrival to the course you will be issued with a kit of components and a prototyping board which will then be used within practical activities. Page 11 of 21

2. ASSESSMENT SCHEDULE Date Assessment Type Covering Last week Question Paper Unit 1 Ohms Law and the basics of first half of term 1 Nov Assessment week Assessment week Test (+student voice questionnaires) Unit 1 Diodes, Voltage Dividers, Transistors, Input and output devices Last week Past Exam Paper Unit 1 - (all) of Term 1 Feb 25 Final Coursework deadline Unit 3 coursework Feb Assessment week Test (+student voice questionnaires) Unit 2 Sequential logic systems and counters End of Past Exam Paper Unit 2 (all) Term 2 June Public Exam Unit 1 June Public Exam Unit 2 Grade boundaries % Grade 90 a* 80 A 70 B 60 C 50 D 40 E Interventions What happens if I fail a test or get a low grade in it? You may be offered 1 re sit but this is on the teachers descression What happens if I hand in Homework or Assignments late? Your teacher is thus not obliged to mark the work and you would gain a U grade. This of course will also be recorded and used What if I am not completing homework tasks? If this is a regular occurrence then your head of year will be informed and you will be issued a warning. Page 12 of 21

What happens if I am struggling to keep up with the work? You should speak to your teacher about this as soon as possible to discuss a resolution. Your teacher wants you to succeed and asking for help is the best starting point to sorting things out What happens if I some of the above issues continue? You may be put into the course for concern cohort. This will mean the involvement of your head of year and possibly parents. You will be given a number of opportunities to get back on track, but there are consequences if things do not improve. Page 13 of 21

3. GENERAL EXPECTATIONS At Least 1 hour study per day outside of lessons Bring all books, folders and tasks to lessons Min 5 days per week Bring a scientific calculator and equipment to every lesson Key areas: Organisation Working at home (1 hour per day) Planning (using your diary) Use resources provided (support booklets etc) Completing set tasks on time Meeting deadlines Fully applying yourself during all lessons Seeking help when needed Daily actions: 1 hour every day revising, reading, taking notes on sections, checking through the course spec or completing AS tasks set by your teacher Record in your folder questions to ask in class Keep a glossary of electronics terms and notes When revising at home: Complete exam questions (use AQA website to find specimen papers) Watch videos from www.allaboutcircuits.com Read and research from the internet of from your support booklet Keep a list of questions to ask teacher in class Keep an electronics dictionary of terms that you keep adding to as you learn new words practice writing descriptions of how circuits function draw circuit diagrams from memory find/write the meanings/definitions for a number of electronics terms/words Construct and test circuits on circuit simulator (live wire) calculate component values Recall and use prefixes and multiples summarise an electronics text drawing out the key information take notes on a key area from your current module review your progress by ticking off all the parts of the specification that you feel you are competent within The main thing to remember is to keep referring to your specification and use this as a starting point for revision. Revise the things that you are week on. Identify these areas from your specification sheet. Page 14 of 21

4. PREPARING FOR LESSONS AND HOMEWORK ASSIGNMENTS Homework You will be set Homework tasks regularly but when not set you are expected to follow the guidance given within section 3 (General Expectations) for your 1 hours home study for that day. Preparing for the lessons You should find out at the end of each lesson what topics you are going to be covering next so that you can prepare yourself. You may be asked to prepare for the lesson by following a specific method. Lesson preparation methods Method Name Method Description Evidence Method A Read on topic and take bullet point notes on it On paper Method B Derive key words and record the meaning for each On paper Method C Re write in your own words On paper Method D Memorise 10 facts on the topic of Be able to recall Method E Compare the differences between. And On paper Method F Describe in your own words the function of On paper Method G Create a set of questions and answers for. On Paper Method H Memorise the circuit diagram for... Be able to recall Method I Record formula and re arrangements of for On Paper Page 15 of 21

5. RESOURCES The following lists the resources and equipment that you will be responsible for bringing to each and every one of your lessons within this subject No of Item Bring to every lesson? 1 Scientific Calculator Yes 1 Unit 1 Support Book (you will be given this) Yes (first part of year) 1 Unit 2 Support Book (you will be given this) Yes (second part of year) 1 Pencils yes 1 Pencil case containing drawing/writing equipment yes 1 A4 Ring Binder with at least 15 dividers Yes 1 USB Memory Stick (at least 1GB capacity) yes Student resources and support material Resource Name Course Specification Past Exam Papers Question packs videos Revision Site Course information Resource Location Within your unit 1 and 2 support pack but also available at www.aqa.org.uk www.aqa.org.uk key material/past papers DT Electronics Student Menu From School Computers www.allaboutcircuits.com http://www.reviseomatic.org/ www.aqa.org.uk /qualifications/a Levels/ Science/ Electronics 6. THE LEVEL 4 PROGRAMME YEAR 12 To be at level 4 you should be working at a level beyond A level (Level 4 is equivalent to the first year of a undergraduate degree and Level 3 is A level). Level 4 students are highly independent and motivated students who show a mastery of their subject and demonstrate higher level thinking skills (Analysis, Synthesis, Evaluation etc). Page 16 of 21

Within this subject a level 4 student will: Complete the Extended Project to a high level Complete the Induction task with a demonstration of higher level thinking skills Be passionate about the subject and conduct their own on going research and investigations into the subject Have the desire to become and expert within this subject Keep track of their own progress Contribute to the electronics department with ideas and expertise Be highly organised Complete at least 1 hour of lesson prep each day Aspires to continue to study the subject at to higher levels at a top class University What is the criteria to be a level 4 student Target or grade of A in this subject or projected a grade from termly grades What do you need to get into the TOP 10 universities for Electronics Example of entrance requirements league table for Engineering (see www.ucas.com) University of Cambridge (R) A*AA Imperial College London (R) A*AA University of Sheffield (R) AAB University of Bristol (R) AAA University of Surrey ABB University of Loughborough ABB University of Nottingham(R) ABB University of Southampton (R) AAA University of Bath AAA University of Strathcylde BBB What do you need to do to get an A* in this subject To achieve an A* grade in A-Level Electronics you require a grade A (80%) on your full A Level qualification and an A* (90%) on the aggregate of your A2 units. A level 4 student would be expected to take part in: Extension stretch activities one task per week Community Service Additional learning Opportunities including work experience Extended projects All of these are detailed below Page 17 of 21

7. STRETCHING THE MOST ABLE AND DIFFERENTIATION Level 4 student stretch and challenge textbook: Electronics Explained - M.W. Brimcombe o Publisher: Nelson Thornes, 1st Edition (2000) o ISBN-978 0 17 448303 8 There are copies of this book within the electronics department that you can read while you are there. You may be allowed to borrow them to take home. However buying your own copy would make a good investment for future study as this book will take you into first year degree level study. AS Year Extension Tasks From the Electronics Explained book, To be signed off by your teacher on successful completion. Task Syllabus Links Reading/Study Material Pages Task Pages 1 Power supplies 1-16 Page 17-20 2 Digital systems 21-51 52-60 3 Analogue Systems 61-80 81-86 4 Timing Circuits 87-100 101-103 5 Sequential 104-120 121-126 Systems 6 Signal Processing 127-148 149-154 7 Transistor Circuits 155-172 173-177 Teacher Signature These tasks are fairly large but you are expected to be able to complete between 5 and 7 of them by the end of the AS year, along with the Extended Task and any other extension tasks you may be set or be doing as part of your own investigations/research Page 18 of 21

8. COMMUNITY SERVICE What is going to make you stand out from the crowd when applying to Universities? Having shown your engagement with your community, your drive, your commitment and your enthusiasm! There are many opportunities within Twyford to get involved in different areas of the school and in different subjects. Within the Electronics Department we have student mentoring programs that will see you offering your expert help to students lower down the school who may be struggling to keep up with the demands of their courses. At GCSE (year 11) there is a large demand on students to produce an extensive piece of coursework and then complete a written exam. In Year 10 GCSE electronics some students find it difficult to grasp some of the fundamental theoretical elements of the course and could do with help here. If you would like to help a student in this department then please come and speak with your teacher about how you could mentor/guide a student through the tougher parts of their courses. Assign yourself to 1 or more struggling students Meet with them at least once per week Keep a meeting log and set and manage targets with this student Report to electronics teacher each support session to have your community service hours logged 9. ADDITIONAL LEARNING OPPORTUNITIES AND WORK EXPERIENCE Science museum trip Extended Project Talks from year 13 students regarding their experiences Feedback from past Twyford students who are now studying Electronics based subjects at University Visit to Electronic Engineering design company Talk on Electronics in industry given by Electronic Engineers currently working in industry Visit to Electronic Engineering Department of London University Video lectures from MIT University (Electronic Engineering and Robotics) Page 19 of 21

10. COMPLETING AN EXTENDED PROJECT There are 3 optional extended project briefs to choose from. The extended project will allow you to go beyond the course syllabus into areas that would normally be covered within a Level 4 Program of study (HNC, BTEC or Foundation year etc). This work will be completed within your own time and does not form part of the assessment for your A level (but does look very good on your UCAS application). If you are keen on extending your scope of experience and knowledge within this subject then you should discuss the extended project with your teacher. For each project you must create an electronic system and document the design process clearly. Extended project briefs: 1. Create a weather station that monitors temperature and light level and can record highest and lowest values for each (involves logic circuits and or programming a microcontroller) 2. Use and program microcontrollers to create a relatively simple electronic game that is based around testing and developing either the users logic or memory skills/abilities (involves programming) 3. Switch a light on and off wirelessly? Page 20 of 21

11. CELEBRATING SUCCESS AND STUDENT VOICE Electronics Notice Board in D05 containing: o Student comments, feedback and questions whiteboard (anonymous) o Information and feedback from past students of A Level Electronics o Careers information Attainment results o Student attainment grades projected on board regularly Celebration of Achievement Evening o You may be nominated for an award if you are consistently working to a high standard and have shown mastery within most areas of the A level Electronics syllabus. Departmental Involvement o If you are excelling within this subject you may want to become more involved within the department by helping create new and innovative teaching and learning resources and contribute to departmental discussions/meetings regarding subject specific developments. o You may want to try your hand at delivering lessons to the other students within your class on specific topics. Feedback and student voice (questionnaires) o It is important for you to share your ideas and thoughts with us relating to your course and there will be a chance to do this during each assessment week. Page 21 of 21