Lesson Plan Industry Sector
Engineering & Design

## AOI Logic- "Are you smarter than a 10th Grader?", Part 1

### Lesson Plan Overview / Details

Students will gain familiarity and experience with And, Or, Inverter gates and see examples of practical uses of these different logic gates. The lesson will be made real to them as they create a game that mimics the popular TV show  "Are You Smarter than a 5th Grader?". Students will follow the design process in creating their solution to the game design parameters found in the accompanying design brief.

### Lesson Time

2 Full class periods
60 Minutes

### Objectives and Goals

• Students will be able to classify and recognize the differences between And, Or, and Inverter gates, recognize their symbols, abbreviations and numerical classifications and use them in electronic schematics.
• Students will be able to determine the information and principles that are relevant from the design brief in order to create a viable electronic prototype.
• Students will be able to choose the best solution among thier own project and that of their peers as they review the various designs produced.
• Students will be able to produce a functional prototype, on the breadboard trainers from the electrical schematic they produce.
• Students will be able to troubleshoot their prototype electrical circuit using multimeters.
• Students will be able to apply group problem-solving strategies and critical thinking skills to solving the problem laid out in the design brief.

### Activities in this Lesson

• When students come into the room they will find on each table a box with 8 switches, a 7-segment display, and an on/off button. Along with the box is a handout entitled “Are you smarter than a 10th grader?”. The handout will include 8 questions, one corresponding to each switch, and will relate to courses common to 10th graders. As class begins teacher will show 1 or both of the clips from the TV show "Are you Smarter than a 5th grader?" to make sure that all students are familiar with the show. Then students will work in small groups to decide on the  answers to the questions in front of them and flip the corresponding switches to represent their answers. When they have answered all 8 questions, then they will flip the on button to determine if they passed or failed as being smarter than a 10th grader. If they pass, a P is displayed on the 7-segment display. If they did not get all 8 questions correct, an F displays on the 7-segment display. Take a few minutes to determine which groups were able to pass, and which did not. Give an opportunity to change answers and try a second time to pass. (Cross curricular opportunity to take sample questions from English, history, science, etc teachers of current topics that can be included as these questions)

• Relying on the design process previously covered in the course, review the design specifications of this lesson as a game company wants to roll out a new game mimicked off of “Are You Smarter than a 5th Grader?” See design brief.

Students will be assessed on their ability to meet the design parameters with AOI logic gates and properly document the process of arriving at their design.

• Dovetailing with the presentation of the design brief the attached powerpoint will be used to help the students work through solving the creation of this game. Rather than being note intensive, a copy of the powerpoint will be placed in a common workspace folder at www.workspace.office.live.com.  Students can then modify the presentation and add their own notes to it on their tablet pc's. (This is done in OneNote so that students may keep these in their Engineering Notebooks as digital copies, however the same could be done on traditional paper, -ring type notebooks) This PowerPoint introduces AOI (And, Or, Inverter) gates and how they would be used to solve this design.

• Brainstorming - Group Work

Knowledge of AOI logic is applied back to the problem at hand. In small groups (2-3) students are then asked to brainstorm which gates could be used to solve the design problem. They will have time to bounce ideas off of each other and find a consensus on a solution. While students are brainstorming for solutions, the teacher will go from group to group in order to provide support, encouragement, or tips to the teams. When each team feels they have found a potential solution they will write it down and submit it as a group.

• As the groups reach their solutions bring the class back together and share out as a class which solutions they felt were the best. Poll the groups to see how many decided on which gates. Let the students know that it will be determined which solution works best during breadboarding tomorrow, and assign homework practice problems.

• Students will gain practice in properly identifying the correct AOI gates for problems by completing the attached extra practice problems for homework.

• Breadboarding - Lab / Shop

Start the second day with a breadboard trainer on display showing review of some of the components previously used in class. Distribute chip schematics and describe how to read them. Use the remainder of this day to allow groups to wire their solutions to the game with appropriate gates and test their solutions.

• Review completion of student homework and breadboarded solution to design. Use results to determine if lesson objectives were reached and if a round of looping is required.

### Assessment

Assessment Types:
Projects, Practice Problems

Completed homework with AOI gate sample usages.

Operational electronic schematic of the electrical components of game.

Operational prototype of the electronics involved in the game.