Curriculum analysis __1

Department Vocational Pedagogy

Electronic EET- EL-7 VP-9

1

stnetnoC fo elbaT 1. curriculum analysis ................................................................................................. 2

2.content analysis ...................................................................................................... 3

3.Didactic analysis ..................................................................................................... 9

4.Learning Objectives: ............................................................................................. 10

4.1 General Objectives : ....................................................................................... 10

5.lesson plan ............................................................................................................ 11

5.1Topic: Inverting and non inverting amplifier. ..................................................... 11

5.1.1Specific Learning Objectives: .................................................................... 11

5.1.2 Processes : .............................................................................................. 12

5.1.3list of attached teaching material ............................................................... 14

5.1.4References : .............................................................................................. 14

5.2Topic: Comparator Amplifier. ........................................................................... 15

5.2.1Specific Learning Objectives : ................................................................... 15

5.2.2 Processes : .............................................................................................. 15

5.2.3 list of attached teaching material .............................................................. 18

5.2.4References : .............................................................................................. 18

5.3Topic: Summing amplifier ................................................................................ 19

5.3.1Specific Learning Objectives: .................................................................... 19

5.3.2 Processes : .............................................................................................. 20

5.3.3list of attached teaching material ............................................................... 22

5.3.4References : .............................................................................................. 22



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1. curriculum analysis

This course talks about Operations amplifiers [167 ELC]. The contact

hours for this course are 5 hours. The hours of lecture are 3 hours. The

hours of workshop are 2 hours. This course will make the trainees will

gain practical and theoretical skills on how to deal .After studying

electronic items resistance and condenser and file and diode and

transistor in decision electronic items and are now in electronic

circuits course the student will learn transistor amplifiers and

operations amplifiers and timers and oscillators sine of electronic

circuits are used extensively in electronic devices,

telecommunications, computers control areas and signal

generators examines and analyzes the trainee electronic circuit

theory and practical as a trainee must use the programs in the

simulation circuit . The trainee understand the material circuit

and performed at stake and are trained to solve the exercises in

the art circuit composed this article from four modules:

1 .Transistor amplifiers

2 .Operations amplifiers

3 .Timers

4 .Sinusoidal oscillators

At the end of each unit on the trainee solving exercises and to

guarantee the trainee of his response at the end of the unit in the

decision circuit acquires trainee basic knowledge in transistors

amplifiers and operations amplifiers and timers and oscillators

sine and the trainee able to figure out the function of any circuit

with the account and measure the input resistance and the output

resistance and the gain voltage and current capacity.



3

2.content analysis

The topic is about the operational amplifier invention of the operational

amplifier during labor war in the forties and she was doing calculations

in the computers and symbol to him (1-1).

operational amplifier (1-1)

The trainee will learn about the operational amplifier that has one

output and two input inverter and the other non-inverter and also will

recognize the trainee in the Shaped amplifier and also will recognize the

trainee to saturation voltage (1-2(.

Shaped the operational amplifier (1-2(

Also learn about the trainee about resistance Rim, a resistance input

Amplifier mean that this affects the source of the input signal is equal to



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the extent 1MΩ . trainee will learn the output resistance Rout which are

very small (1-3)

resistance input and output Amplifier (1-3)

And also learn the trainee on operational amplifiers about feedback

operations and there are two types of feedback negative and the other

positive feedback leads increase background nutrition Negative input

signal lead to decreased input(1-4)

nutrition Negative input signal(1-4)

The student learns the operational amplifiers specifications, including

the Source effort and the power Dissipation and the degree of operating

temperature and the resistance over the input voltage and the extent of

the output voltage and the CMRR and the trainee to conduct the

analysis of computational exercises on it. The trainee will learn the Slew

Rate determines the speed of change in the output signal level and the

higher the value, the maximum increased frequency the trainee solution

of aerobic exercise about the lesson and explain shape (1-5) (1-6)



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power Dissipation for the output and input (1-5) (1-6)

And trainees will to learn know the ideal magnifier and real magnifier

and teacher displays the difference between the amplifiers in theory and

practical processes and also will recognize the trainee Inverting Amplifier

and the design and knowledge in solving the Aerobics and the output

and adjusted input rate and earn effort and also learn trainee Band

width is the scope of the department open circuit and see the laws

used . The trainee know what non-reflective amplifier and on the design

and computational exercises on magnifier inverter and non-reflective

and the output rate (1-8) (1-9)

show the student the out singal (1-8)(1-9)



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The trainee will recognize a magnifier comparator and the goal of

comparative efforts together is when learn about design and knowledge

of the form of the output signal and the comparator input (1-10) (1-11)

(1-12)

Comparator amplifier and output (1-10) (1-11)

The time with output signal(1-12)

The trainee will learn the summing amplifier the summing magnifier

collects efforts at the input of the amplifier and uses this magnifier in the

calculations and the trainee learns to form and the laws for output and

some aerobic exercise (1-13)



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summing amplifier(1-13)

Also will recognize the trainee on differential amplifier this magnifier in

mathematical operations such as integration and differential, and the

knowledge of the laws and the form of the circuit and the input signal

and the output will learn trainee magnifier Integrative which integrate

the electronic signal is a collection of time for the value of the input

signal voltage and teach the trainee the form of the circuit and also on

laws used and the shape of the output signal input and the trainee

solving exercises to understand the lesson (1-14) (1-15).

differential amplifier with the law(1-14)

Integrative amplifier with the law (1-15)



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The trainee learn on filters which are used in the telecommunications

and heard over bandwidth and prevent the passage of anything else,

there are two types of filters Active and Passive and the trainee used

the laws in the circuit, as well as learn the trainee on the practical

applications in this lesson will recognize the Active low pass filter circuit

and Active high pass filter circuit and Active band pass filter circuit and

the trainee will know the design of the circuit and aerobic exercise on

this lesson(1-16) (1-17) (1-18) (1-19) .

The Active low pass filter circuit and laws and ship(1-16) (1-17) (1-18) (1-19) .



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3.Didactic analysis

In my lesson I use the Horizontal Didactic (from Abstract to simple ) by

ask my trainees about something is obscure so my trainees try to solve

it and define it. After that I start explain my lesson I will ask trainees

about the operational amplifier why I ask because my subject depends

on it. Also the trainees must be have a knowledge about how the

operational amplifier work to give me a right idea about it. Trainees

must also understand the tasks of operational amplifier and to

understand the difference between the idea and the real operational

amplifier. Next I will talk about the operational amplifier inverter and

non-Inverter and I will explain the output operational amplifier signals.

After that, I will explain the differential and integrated amplifier and

explain some of the equations. If trainees understanding amplifiers.

After that , I will explain effective filters. After that, trainees understands

that the operational amplifier is an integrated circuit and are frequently

used electronic devices.

I’ll use a different methods for example :

I will division of trainees into two group and I will give them a

problem that problem is how we make (manufacture) a memory

so that problem help me to bring the mind of the trainees to the

class also to solve that problem by them self (problem based

learning).

Classroom-Conversation this methods help the trainer to make the

trainees reactive also to motivate them, this methods also help

trainees to breaking down barriers between them and trainer.

Lecture the lecture is useful to gain the information and share

experience whit the trainees. This allowed the trainer to controlling

the class.

Group Work this methods is the best because it make all trainees

are active and it broking the shy. This methods it is useful for the

trainees because they are converse together and help us to

understand the lesson.



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4.Learning Objectives:

4.1 General Objectives :

The Trainees:

1. come on time and respect the rules of the college e.g. (wear the uniform).

( Affective )

2. work together in a team and cooperate with other to solve the exercises.

( Affective )

3. summarize the lesson in the end of class. ( Cognitive )

4. to communicate with other and break the shy barrier.(Affective)

5. finish their task on time. ( Affective )

6. razing hand when they need to answer. ( Affective )

7. write some notes about the lesson. ( Cognitive )

8. finish all the tasks on time. ( Affective )

9. are willing to answer the questions by raising their hand.

( Affective )

10. write and draw clearly on the worksheet. ( Psychomotor )

11. finish all the tasks on time. ( Affective )

12. are willing to answer the questions by raising their hand.

( Affective )

13. write and draw clearly on the worksheet. ( Psychomotor )

14. improve their English language skills. ( Cognitive )

15. ask questions about the topic. ( Affective )

16. help the student to acquire logical thinking. ( Cognitive )

17. the student able to analysis the problem and solve the problem. ( Affective )

18. follow the rules good communication in classroom. ( Affective )

19. are encouraged to write and draw on the Whiteboard. ( Affective )



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5.lesson plan

5.1Topic: Inverting and non inverting amplifier.

5.1.1Specific Learning Objectives:

The students:

1. analyze the general idea to how inverting and non inverting

amplifier.(Cognitive)

2. identify to how inverting and non inverting amplifier circuit

work.(Cognitive)

3. analyze combination of inverting and non inverting amplifier

circuit.(Cognitive)

4. are able to know the difference between inverting and non

inverting amplifier circuit.(Psychomotor)

5. identify the equations of inverting and non inverting amplifier

circuit.(Cognitive)

6. design inverting and non inverting amplifier circuit by

themselves.(Psychomotor \ Cognitive)



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5.1.2 Processes :

Body (Information / Elaboration)

Methodology Media Time

Minutes Expected Trainer-

action

Expected

Trainee-action

The trainer let trainees

share what they find

about the topic and

discuses about it.

Trainees share

what they find

and active with

their trainer. Also

take notes about

lesson.

Classroom

Conversation

Internet 5

The trainer draws the

circuit of inverting

amplifier on

Whiteboard.

Trainees try to

understand and

try drawing the

circuit to the

Whiteboard.

Classroom

Conversation

Whiteboard 4

The trainer explain

equations of inverting

Trainees must

listen and take

Lecture Whiteboard 5

Opening / Entrance / Motivation

Methodology Media

Time

Expected Trainer-

action Expected Trainee-action Minutes

The trainer

welcomes to the

trainees and

division of students

into two group and

let them to search

about the topic by

using internet.

Trainees welcomes to the

trainee and listen to him

and take notes. Also

connect the ideas to

gather and find out why is

important.

Indicative

Approach

Classroom

Conversation

Internet

5



13

amplifier. notes, if they

don't understand

ask question

Classroom

Conversation

The trainer gives

trainees some

important point about

inverting amplifier on

Whiteboard.

Trainees should

listen carefully to

the trainer and

take notes.


The trainer gives to

trainees questions on

paper about inverting

amplifier.

Trainees read the

paper and start to

answer the

questions.

Individual

Work

Handout(1) 5

The trainer draws the

circuit of non inverting

amplifier on

Whiteboard.

Trainees try to

understand and

try drawing the

circuit to the

Whiteboard.


The trainer explain

equations of non

inverting amplifier on

Whiteboard.

Trainees must

listen and take

notes, if they

don't understand

ask question.


The trainer gives

trainees some

important point about

non inverting amplifier

on Whiteboard.

Trainees should

listen carefully to

the trainer and

take notes.



trainees questions on

paper about non

inverting amplifier.

Trainees read the

paper and start to

answer the

questions.

Individual

Work

Handout(2) 5



14

Close (Reflection, Exercises,

Homework, Feedback)



action

Expected Trainee-

action

The trainer gives

trainees some

application about

the inverting and

non inverting

amplifier, also the

trainer tell them

where we use it in

our live.

Trainees share the idea with the trainer

and try to name some application , also they should

take a notes.

Lecture

Classroom

Conversation

Whiteboard 5

The trainer gives

trainees a quiz, and

explain if they don't

understand

Trainees start to answer the quiz and

ask the trainer if they don’t

understand the question.

Individual

Work

Handout(3) 10

5.1.3list of attached teaching material

We will use :

Internet.

Handout.

Markers.

Whiteboard.

5.1.4References :

TVTC Curriculum RCT book " Electronics circuits"



15

5.2Topic: Comparator Amplifier.

5.2.1Specific Learning Objectives :

The students:

1. analyze the general idea about Comparator

Amplifier.(Cognitive)

2. identify to how comparator amplifier circuit work.

(Cognitive)

3. analyze combination of digital circuits. (Cognitive)

4. identify the equations from truth table . (Cognitive)

5. design digital circuit by them self.

(Psychomotor\Cognitive)

5.2.2 Processes :

Opening / Entrance / Motivation Methodology Media Time

Expected Trainer-

action

Expected Trainee-

action

Minutes

The trainer

welcomes to

trainees, and he

gives them symbol

quiz about

Inverting and non

Inverting Amplifier.

After that he gives

questions about

Comparator

Amplifier and how

we used in real

live.

Trainees answer the

symbol quiz. They listen

to the trainer and

answer the question.

Also connect the ideas

to gather and find out

why is important.

Classroom

Conversation

Projector

Slide(1)

Handout(1)

8



16


Methodology

Media Time


action

Expected

Trainee-action

The trainer explains

the symbol and

structure of

Comparator Amplifier.

Trainees active

and write notes

about lesson

Lecture Projector

Slide(2)

Whiteboard

4

The trainer discuss

with trainees about

input and output. Also

the trainer talk

Trainees try to

Understand .

Lecture

Classroom

Conversation

Projector

Slide(2)

Whiteboard

3

The trainer talks about

volt satiated and how

to move inside it.

Trainees ask the

trainer if don't

understand .

Lecture

Classroom

Conversation

Projector

Slide(2.3)

Whiteboard

3

The trainer chooses

one of trainees to draw

it in Whiteboard.

Trainee draw it

and trainees help

him.


The Trainer says to his

trainees set as partner

work and answer the

questions in the

handout (2).

Trainees read the

handout and

start to answer

the questions

With each other.

Classroom

Conversation

Partner Work

Projector

Slide(4)

Handout(2)

9

The trainer gives them

some point for more

information.

Trainees listen,

focus and write

notes.

Lecture Projector

Slide(5)

5

The trainer answers to

questions about points

that trainees did not

understand.

Trainees say

questions about

points they didn't

understand.

Classroom

Conversation

Projector

Slide(5)

4

The trainer says to his

trainees set a group

Trainees read the

handout and

Lecture Projector 10



17

work and answer the

questions in the

handout (3).

start to answer

the questions

With each other.

Classroom

Conversation

Slide(6)

Handout(3)

The trainer gives

trainees amp-714 real

element in order to

reach the information

clearly.

Trainees take

their element and

see him try and

discuss how the

way work.

Lecture

Classroom

Conversation

Projector

Slide(6)

5


Homework, Feedback)

Methodology

Media Time

Minutes

Expected Trainer-

action

Expected Trainee-

action

The trainer gives

trainees some

application about

the Comparator

Amplifier also the

trainer tell them

where we use it

Trainees share with the Trainer and try

to name some application , also

they must to take a notes.

Lecture

Classroom

Conversation

Projector

Slide(7)

5

If the trainer have

more time he gives

them quiz about it .

Trainees start to answer the Quiz and



Individual

Work

Handout(4) ---



18

5.2.3 list of attached teaching material

We will to use :

Handout.

Markers.

Whiteboard.

Worksheet.

5.2.4References :




19

5.3Topic: Summing amplifier

5.3.1Specific Learning Objectives:

The students:

1. analyze the general idea to how summing

amplifier.(Cognitive)

2. identify to how summing amplifier circuit work.(Cognitive)

3. analyze combination of summing amplifier

circuit.(Cognitive)

4. are able to know the output summing amplifier

circuit.(Psychomotor)

5. identify the equations of summing amplifier

circuit.(Cognitive)

6. design summing amplifier circuit by

themselves.(Psychomotor \ Cognitive)



20

5.3.2 Processes :




action

Expected Trainee-

action

The trainer explain

to trainees the

topic.

Trainees listen and

take notes, if they

don't understand ask

question.

Lecture

Whiteboard 5

The trainer draws

the circuit of

summing amplifier

on Whiteboard.

Trainees try to

understand and try

drawing the circuit to

the Whiteboard.

Classroom

Conversation

Whiteboard 4

Opening / Entrance / Motivation

Methodology Media

Time

Expected Trainer-

action Expected Trainee-action Minutes

The trainer

welcomes to the

trainees and

remembering what

we did last lesson by

asking questions.

Trainees welcomes to the

trainee and listen to him

and answer their

questions.

Classroom

Conversation

---

3

The trainer ask

trainees about what

they know about the

topic.

Trainees discussion what

they know about the

topic.

Indicative

Approach

Classroom

Conversation

----

3



21

The trainer explain

equations of

summing amplifier

on Whiteboard.

Trainees must listen

and take notes, if

they don't understand

ask question.

Lecture

Classroom

Conversation

Whiteboard 4

The trainer gives

trainees some

important point

about summing

amplifier on

Whiteboard.

Trainees should

listen carefully to the

trainer and take

notes.



trainees questions

on paper about

summing amplifier.

Trainees read the

paper and start to

answer the

questions.

Individual

Work

Handout(1) 5

The trainer explain

output signal of

summing amplifier

on Whiteboard.

Trainees must listen

and take notes, if

they don't understand

ask question.


The trainer make a

group work to

solve questions.

Trainees make a

group and start to

find solutions about

questions.

Group Work Handout(2) 7

The trainer gives

trainees exercises

about summing

amplifier.

Trainees try solve

exercises.




22


Homework, Feedback)



action

Expected Trainee-

action

The trainer gives

trainees some

application about

the summing

amplifier, also the

trainer tell them

where we use it in

our live.

Trainees share the idea with the trainer

and try to name some application , also they should

take a notes.

Lecture

Classroom

Conversation

Whiteboard 5

The trainer gives

trainees a quiz, and

explain to trainees

if they don't

understand.

Trainees start to answer the quiz and



Individual

Work

Handout(3) 10

5.3.3list of attached teaching material

We will use :.

Handout.

Markers.

Whiteboard.

5.3.4References :


Education

Curriculum analysis __1