Engr de 6_unitplan_flip_flopcircuits
- 1. ENGINEERING AND TECHNOLOGY PATHWAY: COURSE: UNIT 6: Electronics Digital Electronics ENGR-DE-6 Flip-Flop Circuits Annotation: This unit covers SR, D, T and JK flip-flops and latches. Waveforms and truth tables are used to express component functionality. Grade(s): 9th 10th X 11th X 12th Time: 5 Hours Author: Jesse Kuzy Students with Disabilities: For students with disabilities, the instructor should refer to the student's IEP to be sure that the accommodations specified are being provided appropriately. Instructors should also familiarize themselves with the provisions of Behavior Intervention Plans that may be part of a student's IEP. Frequent consultation with a student's special education instructor will be beneficial in providing appropriate differentiation. Many students (both with and without disabilities) who struggle with reading may benefit from the use of text reading software or other technological aids to provide access to printed materials. Many of these are available at little or no cost on the internet. CTAE Resource Network Digital Electronics • Grades 9-12 • Unit 6 Page 1 of 6
- 2. GPS Focus Standards: ENGR-DE-4 Students will use truth tables and interpret waveforms to determine flip-flop modes of operation and outputs. a. Discuss RS, D, and JK flip-flop circuits. GPS Academic Standards: SCSh3. Students will identify and investigate problems scientifically. SCSh6. Students will communicate scientific investigations and information clearly. SCSh7. Students analyze how scientific knowledge is developed. SCSh8. Students will understand important features of the process of scientific inquiry. MM3P1. Students will solve problems (using appropriate technology). MM3P3. Students will communicate mathematically. MM3P4. Students will make connections among mathematical ideas and to other disciplines. MM3P5. Students will represent mathematics in multiple ways. Enduring Understandings: Deriving the functional modes of electronics components from truth tables is a specific application of the general skill of deductive reasoning; conversely, determining the rules of operation from waveform diagrams is inductive reasoning. By working within the symbolic, rule-based system of electronic component theory, students will strengthen their general logic skills and their ability to manipulate abstractions of real-world systems. Essential Questions: • • • • How do truth tables compare to waveform diagrams as an expression of flip-flop functionality? How are the different functionalities of flip-flops related? What are some potential applications of latches and flip-flops? Why is metastability undesirable? Knowledge from this Unit: Students will: • Interpret truth tables and waveform diagrams • Distinguish between different types of flip-flops and latches • Explain how some latches can be reconfigured to function as other latch types Skills from this Unit: Students will be able to: • Employ truth tables to characterize latches and flip-flops • Generate waveform diagrams from truth tables • Outline basic flip-flop circuits Assessment Method Type: CTAE Resource Network Digital Electronics • Grades 9-12 • Unit 6 Page 2 of 6
- 3. Pre-test CTAE Resource Network Digital Electronics • Grades 9-12 • Unit 6 Page 3 of 6
- 4. Objective assessment - multiple-choice, true- false, etc. __ Quizzes/Tests __ Unit test Group project Individual project Self-assessment - May include practice quizzes, games, simulations, checklists, etc. __ Self-check rubrics __ Self-check during writing/planning process __ Journal reflections on concepts, personal experiences and impact on one’s life __ Reflect on evaluations of work from teachers, business partners, and competition judges __ Academic prompts __ Practice quizzes/tests Subjective assessment/Informal observations __ Essay tests __ Observe students working with partners __ Observe students role playing Peer-assessment __ Peer editing & commentary of products/projects/presentations using rubrics __ Peer editing and/or critiquing Dialogue and Discussion __ Student/teacher conferences __ Partner and small group discussions __ Whole group discussions __ Interaction with/feedback from community members/speakers and business partners Constructed Responses __ Chart good reading/writing/listening/speaking habits __ Application of skills to real-life situations/scenarios Post-test • LESSON 1: INTRODUCTION TO LATCHES AND FLIP-FLOPS 1. Identify the standards. Standards should be posted in the classroom. ENGR-DE-4 Students will use truth tables and interpret waveforms to determine flip-flop modes of operation and outputs. CTAE Resource Network Digital Electronics • Grades 9-12 • Unit 6 Page 4 of 6
- 5. a. Discuss RS, D, and JK flip-flop circuits. 2. Review Essential Question(s). Post Essential Questions in the classroom. • How do truth tables compare to waveform diagrams as an expression of flip-flop functionality? • How are the different functionalities of flip-flops related? • What are some potential applications of latches and flip-flops? • Why is metastability undesirable? 3. Identify and review the unit vocabulary. Terms may be posted on word wall. For definitions, see the FlipFlops and Latches Vocabulary Teacher’s Guide. Latch T latch Waveform diagram Flip-flop D latch Truth table SR latch JK latch Metastability 4. Lecture using the Flip-Flops and Latches Lecture Notes. Use a whiteboard, overhead projector or other display device to draw out the waveform diagrams. When drawing waveform diagrams, leave out the output waveforms and have the class determine the output from the input and truth tables. 5. Have students complete the Truth Tables and Waveform Diagrams Worksheet. 6. At the end of this lesson, students should understand the functionality of SR, T, D, and JK latches and flipflops, as well as master-slave D latch circuits. Students should be able to relate truth tables and waveform diagrams to flip-flop functionality. • ATTACHMENTS FOR LESSON PLANS Flip-Flops and Latches Vocabulary Teacher’s Guide Flip-Flops and Latches Lecture Notes Truth Tables and Waveform Diagrams Worksheet Culminating Unit Performance Task Title: Applications of Flip-Flops Culminating Unit Performance Task Description/Directions/Differentiated Instruction: Students will examine a theoretical system for sending Morse code messages encoded in flip-flop waveforms. Students will decode these messages using their knowledge of flip-flop functionality and their ability to interpret waveform diagrams. Students will need access to a table for decoding Morse code to fully decode the messages. CTAE Resource Network Digital Electronics • Grades 9-12 • Unit 6 Page 5 of 6
- 6. Attachments for Culminating Performance Task: Applications of Flip-Flops Handout Web Resources: • • http://www.cs.ucr.edu/~ehwang/courses/cs120b/flipflops.pdf http://www.allaboutcircuits.com/vol_4/chpt_10/5.html Materials & Equipment: • Whiteboard, overhead projector or other display device 21st Century Technology Used: Slide Show Software Interactive Whiteboard Student Response System Web Design Software Animation Software Email CTAE Resource Network Graphing Software Calculator Desktop Publishing Blog Wiki Website Audio File(s) Graphic Organizer Image File(s) Video Electronic Game or Puzzle Maker Digital Electronics • Grades 9-12 • Unit 6 Page 6 of 6
- 7. Attachments for Culminating Performance Task: Applications of Flip-Flops Handout Web Resources: • • http://www.cs.ucr.edu/~ehwang/courses/cs120b/flipflops.pdf http://www.allaboutcircuits.com/vol_4/chpt_10/5.html Materials & Equipment: • Whiteboard, overhead projector or other display device 21st Century Technology Used: Slide Show Software Interactive Whiteboard Student Response System Web Design Software Animation Software Email CTAE Resource Network Graphing Software Calculator Desktop Publishing Blog Wiki Website Audio File(s) Graphic Organizer Image File(s) Video Electronic Game or Puzzle Maker Digital Electronics • Grades 9-12 • Unit 6 Page 6 of 6