Jim

Course: Electronic Communications This course is a survey of the main technologies used for electronic communications.
 * Jim Swartos

Step 1 Situational Factors**

The age of my students ranges from 16 to 50+ years old. Classe size is 6 - 27. Contact time 6 hours (or more) per day, Monday - Friday. The class is a mix of class and lab time.. Our customers are our employers (the people who hire our graduates). The Electronics program serves a very diverse group of employers including, but not limited to: Manufacturing (biomed, industrial, semiconductor, aviation, power supplies, etc), Telecommunications (cell, land line, fiber, internet, etc), BioMed (hospitals, labs, clinics and manufacturing) and more. Each of these businesses and industries use our training as a baseline or requirement for hiring our graduates. Some companies are very specific about the kind/type of training they want us to provide. We offer several industry recognized certifications. For much of our coursework there is typically one right answer (but sometimes two ways to get the answer!). Understanding concepts and storing basic knowledge is very important, but knowing how to solder, handle components, build circuits, etc. is also very important. I've had full-time, part-time, running start, singles, adults with families, working students (sometimes with more than one job), usually every quarter. A small number of students have a limited background of knowledge or training. About 30% of my students usually have at least a bachelors degree. My students typically enroll because they want a job in the Electronics field. Over 25 years of experience and training in this field. I've taught this course several times and will teach it again.
 * Specific Context**
 * Expectations of External Groups:**
 * Nature of the Subject**
 * Characteristics of the Learners**
 * Characteristics of the teacher**


 * Special Challenges**

Radiowaves (Radio Frequency) is invisible to the eye. Helping students to visualize the process of transmitting and receiving these signals can be a challenge.


 * Step 2 Significant Learning Goals**

A year after this course is over, I hope my students will:

Foundational Knowledge: Remember the basics of electronics (e.g. Ohms Law, Troubleshooting and Safety.

Application: Have a growing appreciation for technology, and an increasing ability to understand it Understand the basics of the business world Be able to apply their foundational knowledge to increasingly complex problems

Integration: Be able to integrate different technologies & protocols

Human Dimension: See themselves as an important part of their organization See themselves as an important part of their community

Caring:

Be interested in new technology & developments

Learning how to learn:

Be life-long learners


 * Step 3 Feedback and Assessment**

1. Forward Looking Assessment A. The student will use their knowledge to troubleshoot a electronic device.

2. Criteria and Standards Desired Outcome: Selecting and using the proper test equipment, the student will troubleshoot the electronic device, identifying the circuit that is causing the malfunction. 10 pts - Select and use the proper test equipment to determine the fault with a maximum of 5 tests. 8 pts - Select and use the proper test equipment to determine the fault with a maximum of 7 tests. 6 pts - Select and use the proper test equipment to determine the fault with a maximum of 9 tests. 4 pts - Select and use the proper test equipment, but experiences difficulty connecting and using the equipment and after 10 tests is still unsure of fault. 2 pts - Has difficulty selecting the proer equipment and connecting and using it. After 10 tests in still unsure of fault. 0 pts - Doesn't know what test equipment to use and has no idea how to connect to the circuit to do tests. Unsure of how to determine fault.

3. Self Assessment A. Students evaluate their own work based on the criteria in step 2. Students then present a report to the class on how they proceeded and how they could improve the process.

4. FIDeLITY Feedback A. After the students have presented their self-assessment, do a group discussion having students present (in their own words) the best part of the exercise, the hardest part and one or two things that they learned along the way. B. The instructor will provide positive feedback on their work, providing examples of how the task could possibly be completed in a more efficient or timely manner.


 * Step 4 Teaching and Learning Activities**

A. Experiences 1. Students will be required to complete a certain number of labs 2. Students will interview at least one person in this field (using supplied interview questions as a basis/starting point) and give a report to the class. 3. On-line research 4. Instructor demonstrations

B. Information and Ideas 1. Test equipment manuals 2. Text 3. Equipment manuals 4. Internet 5. Library

C. Reflection 1. One Minute Paper 2. Group discussion 3. Q & A Time with instructor or other industry expert.


 * Step 5 Integrate the Component Parts**


 * Learning Goals Feedback &** **Assessment** **Learning Activities**

Foundational Knowledge: Background knowledge probe Written presentation Basics of electronics Authentic assessment Class instruction Ohm's Law, Safety & Self assessment Class discussion Troubleshooting Written exam Lab exercises

Application: Have a Background knowledge probe Written presentation growing appreciation Authentic assessment Class instruction for technology and apply Self assessment Class discussion knowledge to complex Written exam Lab exercises problems.

Integration: Be able to Authentic assessment Written presentation integrate different Self assessment Class demonstration technologies Demonstation Discussion Written exam Lab exercises

Human Dimension: See Self assessment Class discussion themselves as an Authentic assessment Research paper important part of their Written exam Role playing community. Writing assignment

Caring: Be interested in Self assessment Class discussion new technologies and Authentic assessment Role playing developments. Writing assignment Research paper Written exam

Learning how to learn: Problem-based case One Minute Paper Be life-long learners Self assessment Role playing Writing assignment Discussion


 * Step 6 Course Structure**

A. Different Types of Modulation B. Receivers & Transmitters C. Transmission Protocols D. Transmission Lines & Antennas E. Microwave & Satellite F. Telecomm & Cellular G. Optical & Wireless


 * Step 7 Teaching Strategy and Step 8 Learning Activities**


 * **Major Topics in Course** |||||||||||||||||| Instructional Strategy--- ||
 * Different types of modulation || In class ||  || R.A.P. and labs ||   || Case Study & quiz ||   || Labs, discussion, quiz ||   || Labs, Review & Test ||
 * ^  ||  Out of class  || Reading and homework ||   || Homework ||   || Homework ||   || Homework & review ||   ||
 * Receivers and Transmitters ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Transmission Protocols || In Class ||  ||   ||   ||   ||   ||   ||   ||   ||
 * Transmission Line and Antennas ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Microwave and Satellite || In class ||  ||   ||   ||   ||   ||   ||   ||   ||
 * ^  ||  Out of class  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Telecomm & Cellular ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Optical and Wirleless || In Class ||  ||   ||   ||   ||   ||   ||   ||   ||
 * ^  ||  Out of class  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * || In class ||  ||   ||   ||   ||   ||   ||   ||   ||
 * ^  ||  Out of class  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * || In Class ||  ||   ||   ||   ||   ||   ||   ||   ||
 * ^  ||  Out of class  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * || In class ||  ||   ||   ||   ||   ||   ||   ||   ||
 * ^  ||  Out of class  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ^  ||  Out of class  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * || In class ||  ||   ||   ||   ||   ||   ||   ||   ||
 * ^  ||  Out of class  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ^  ||  Out of class  ||   ||   ||   ||   ||   ||   ||   ||   ||


 * Step 9 Grading System**


 * Step 10 Possible Problems

Step 11 Write Syllabus

Step 12 Evaluate Course and Teaching**