Embedded Files
Under Development: This Course is still having work done on it behind the scenes. Please watch this space
Y13 Overview
Learn Electronics Skills
Robot Project (91904)
Electronics Inquiry (91900)
Electronics Development91907 & 91611
Summary External (91909)
OVERVIEW OF COURSE
OVERVIEW OF COURSE
Welcome to your second year of Electronics and Mechatronics!
This is where the theory from last year starts to hum, buzz, and actually do something. This course is your chance to take those fundamental laws and transform your concepts into functional hardware. Whether you’re looking to master PCB design, dive into embedded systems, or just want to build something that doesn't immediately release the "magic smoke," you’re in the right place.
~~~ TIMELINE ~~~
~~~ TIMELINE ~~~
~~~ COURSE MATERIAL ~~~
~~~ COURSE MATERIAL ~~~
Foundations & Skill Development (Weeks 1–5)
Foundations & Skill Development (Weeks 1–5)
Before we dive into assessment, we focus on mastery. This is your "crash course" in electronics and programming. You will experiment with circuit design, soldering, and code logic in a "tutorial" setting.
Focus: Experimentation, software seat-time, and prototyping basics.
Teamwork: If you plan to work in a team later, use this time to test your workflow and decide on your strengths (e.g., Lead Coder vs. Hardware Designer). If you work in a team you will have to have clear pieces of work for assessment.
The Soccer Robot – Embedded Engineering (12 Weeks)
The Soccer Robot – Embedded Engineering (12 Weeks)
This unit moves beyond basic circuitry and into the world of Embedded Systems. You will follow a structured brief to build a soccer-playing robot that doesn't just move, but communicates.
AS91904: Use advanced techniques to develop an electronics outcome (6 Credits).
The Goal: To produce a robust, wireless-controlled robot capable of navigating a pitch and interacting with a ball using advanced embedded logic.
Optional Inquiry – Research & Context (3 Weeks)
Optional Inquiry – Research & Context (3 Weeks)
For those looking to add depth to their portfolio, this unit allows you to investigate a specific area of electronics or digital impact. If your interested in scholarship this is highly recommended but the inquiry isn't recommended if you don't need to
AS91900 (Optional): Conduct an inquiry into an aspect of a digital technologies outcome (6 Credits).
The Goal: Research how your chosen technology impacts humans/society, which provides great context for your Phase 4 project.
Major Project – Development & Prototyping (Terms 2 & 3)
Major Project – Development & Prototyping (Terms 2 & 3)
This is the "Big Build." Using the skills from your robot project, you will develop a unique electronic prototype of your own design.
Project Presentation (optional)
(approximately 1 week)
To end your 16 weeks of work you will put together a presentation of your project, showcasing it!
External Summary (Term 4)
External Summary (Term 4)
To wrap up the year, you will reflect on the development of your Major Project. This is an external report submitted for national marking.
AS91909: Present a summary of developing a digital outcome (3 Credits).
The Goal: Explain the technical decisions, testing, and troubleshooting that led to your successful project.
NZ CURRICULUM
NZ CURRICULUM
Digital Technologies Progress Outcomes
Digital Technologies Progress Outcomes
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 8
Within authentic contexts and taking account of end-users, students evaluate concepts in digital technologies (for example, formal languages, network communication protocols, artificial intelligence, graphics and visual computing, big data, social algorithms) in relation to how key mechanisms underpin them and how they are applied in different scenarios when developing real world applications.
Students understand accepted software engineering methodologies and user experience design processes and apply their key concepts to design, develop, document and test complex computer programs.
Students will learn how to design quality, fit-for-purpose digital solutions.
Progress outcome 6
Within authentic contexts, students independently investigate a specialised digital technologies area and propose possible solutions to issues they identify. They work independently or within collaborative, cross-functional teams to apply an iterative development process to plan, design, develop, test and create quality, fit-for-purpose digital outcomes that enable their solutions, synthesising relevant social, ethical and end-user considerations as they develop digital content.
Students integrate in the outcomes they develop specialised knowledge of digital applications and systems from a range of areas, including:
network architecture
complex electronics environments and embedded systems
interrelated computing devices, hardware and applications
~~~ Big Ideas in Electronics ~~~
~~~ Big Ideas in Electronics ~~~
The discipline of Electronics embodies whanaungatanga. Outcomes are made by people, for people, within cultural, social, and environmental contexts
The discipline of Electronics embodies whanaungatanga. Outcomes are made by people, for people, within cultural, social, and environmental contexts
It means that electronic outcomes are created by people for people and deeply connected to culture, society, and the environment. It emphasizes the importance of technology serving society's well-being, respecting various cultures, and being eco-conscious. This approach ensures that Electronics innovations are meaningful, sustainable, and closely tied to human experiences.
Electronic outcomes are created for a purpose by following established processes
Electronic outcomes are created for a purpose by following established processes
Electronics outcomes are meticulously crafted for a specific purpose by following well-established processes. Students are taught to adopt an iterative approach which involves a cycle of designing, constructing, testing, refining, and re-testing their outcomes.
The discipline of Electronics embodies auahatanga. Outcomes solve problems and enhance and expand human possibilities.
The discipline of Electronics embodies auahatanga. Outcomes solve problems and enhance and expand human possibilities.
Here, outcomes are designed to address real-world problems and expand human possibilities. Electronics and computers are versatile tools, leveraging data and algorithms to solve complex problems and perform tasks beyond human capability. Students learn how knowledge, skills, and collaboration empower them to improve existing solutions and create innovative responses. They understand that possibilities are limited only by their imagination, making Electronics a fast-moving field driven by creative thinking and experimentation.
All digital technologies are underpinned by algorithms and computer science principles
All digital technologies are underpinned by algorithms and computer science principles
Electronics is inherently built upon the foundation of algorithms and computer science principles, where computers excel in rapidly processing extensive data. Algorithms play a pivotal role as precise instructions guiding computers in solving problems, providing the flexibility that makes them invaluable in various applications. In the field of Electronics, students will delve into these fundamental principles, gaining a deeper understanding of the core concepts that underpin the technology and its vast potential.
Page updated
Google Sites
Report abuse