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Intermediate Electronics ~ NCEA L1 / GCSE equivalent
Intermediate Electronics ~ NCEA L1 / GCSE equivalent
Year 11 is all about ākonga exploring and learning a range of skills whether this is the first time they have experienced Electronics or they have experienced before either at school or home.
This course should be fun whilst also having to problem solve more, especially with the range of hardware and software available.
Whether you are following the NCEA system or not, all the courses are easily adaptable to suit the environment and time you have.
Fundamentals
Fundamentals
Power, energy, efficiency in circuits.
Voltage dividers and potential dividers.
Transistor as a switch/amplifier.
Simple logic gates (AND, OR, NOT) and truth tables.
Intro to microcontrollers (Arduino, Micro:bit, etc.).
Basic sensors (light, temp, sound).
Skills
Skills
Designing circuits with multiple components.
Using simulation software (TinkerCAD, CircuitLab, Multisim).
Programming microcontrollers for basic tasks.
Creating small, functional projects (night light, temperature alarm, simple robot).
Making and testing simple PCBs (if resources allow).
Project Ideas
Project Ideas
Desk Gadget: LED lamp, clock, or USB charger with custom Fusion 360 casing.
Game/Timer Device: Reaction tester, digital dice, or simple handheld game.
Audio Amplifier: Mini speaker with amp circuit in a designed housing.
Environmental Sensor Device: Light/temp alarm with buzzer or LEDs. (Emphasis on demonstrating correct circuits, PCB basics, and housings.)
Focus:
Structured projects demonstrating basic electronics knowledge & design skills.
Students should design, build, and evaluate 1–2 projects across the year.
Outcomes: demonstrate circuits, soldering, CAD housings, and testing.
------{ NZ Curriculum }------
------{ NZ Curriculum }------
Students will develop an understanding of computer science principles that underlie all digital technologies. They’ll learn core programming concepts so that they can become creators of digital technology, not just users.
Progress outcome 6
Within authentic contexts and taking account of end-users, students determine and compare the “cost” (computational complexity) of two iterative algorithms for the same problem size. They understand the concept of compression coding for different media types, its typical uses, and how it enables widely used technologies to function.
Students use an iterative process to design, develop, document and test basic computer programs. They apply design principles and usability heuristics to their own designs and evaluate user interfaces in terms of them.
Through usability heuristics, students draw on interactive design principles that guarantee usability and provide a simple, quick testing-regime.
Students will learn how to design quality, fit-for-purpose digital solutions.
Progress outcome 4
In authentic contexts, students investigate and consider possible solutions for a given context or issue. With support, they use an iterative process to design, develop, store and test digital outcomes, identifying and evaluating relevant social, ethical and end-user considerations. They use information from testing and apply appropriate tools, techniques, procedures and protocols to improve the quality of the outcomes and to ensure they are fit-for-purpose and meet end-user requirements.
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