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Electronic fundamentals
Electronic fundamentals
This section is designed to be Teacher-Led. While the student site provides the structure, the learning happens in the discussion. Do not simply give students access to this page.
Depth over Brevity: The answers below are "shorthand." If a student manages to find this page, simply copying these answers is not enough. They are required to expand on these points, provide context, and verify the details in their own words.
Discussion First: Use the prompts below to lead a class debate or storytelling session before releasing the students to do the research tasks.
Night Light Project
Night Light Project
Steve Dunford (Burnside High School) created this set of instructions. It is an excellent resource that outlines what needs to be taught, supported by practical advice from his time teaching Year 9s. It also clearly identifies where to introduce specific electronics theory concepts during the project.
Picaxe Project
Picaxe Project
Avoid the "Lego Kit" Mentality
Avoid the "Lego Kit" Mentality
This section requires strict pacing control. The danger with the Construction phase is that students rush to "finish" rather than to "learn." They will want to grab the soldering iron immediately.
The "Stop" Points: This guide includes mandatory "Theory Pauses." You must stop the class before they solder specific components to teach the underlying theory (e.g., explaining what a resistor does before they solder R1).
Troubleshooting IS the Lesson: When a student's board doesn't work, do not fix it for them. This is the most valuable part of the unit. Force them to trace the circuit, check solder joints, and verify component orientation using the theory they should have learned.
Soldering: The "Synchronized" Approach
Soldering: The "Synchronized" Approach
Do not set them loose on the PCB immediately. Bad habits form in the first 10 minutes. To ensure quality, use a "Lock-Step" delivery method for the first few components (usually the Resistors):
Teacher Demo: Under the document camera, demonstrate soldering one single leg of a resistor. Talk through the heat transfer (Iron touches Pad + Leg -> Wait 2s -> Feed Solder).
Student Action: Students go to their stations and solder only that one leg.
The "Tug Test": Have them inspect their own joint. Is it shiny? Is it a volcano shape?
Release: Only once you are satisfied with the class standard should you allow them to proceed at their own pace.
Theory Integration Strategy:
Don't Front-Load: Do not teach 3 weeks of dry theory before starting.
Just-in-Time Learning: Teach the theory of the component as they pick it up to solder it. This anchors the knowledge to a physical object.
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