Lesson Plan Overview / Details
Students will demonstrate an understanding of both cathode and anode 7-segment displays as they are able to wire them and set up simulations of how they would function to display their desired message. The lesson will build upon students prior knowledge with these displays as it uses calculators familiar to the students.
- 1 Full Class Period
- 60 Minutes
California Career and Technical Education Standards
- ED.D.D1.1 Understand the classification and use of various electronic components, symbols,...
- ED.D.D3.6 Classify and use various electrical components, symbols, abbreviations, media, a...
- ED.D.D5.6 Build a prototype from plans and test it.
- ED.FS.11.0 Demonstration and Application
- ED.FS.6.2 Understand the critical elements of health and safety practices related to stori...
California Academic Content Standards (Reinforced)
- ELA.9-10.R.CAGT.2.5 Extend ideas presented in primary or secondary sources through original analysis...3
- ELA.9-10.R.CAGT.2.6 Demonstrate use of sophisticated learning tools by following technical direction...2
Objectives and Goals
- Students will be able to classify anode and cathode 7-segment displays and use appropriate symbols, and abbreviations for them in electronic drawings.
- Students will be able to make an electrical drawing to represent a given character on a 7-segment display.
- Students will be able to build a prototype from plans and test it.
- Students will be able to show their knowledge of electrical breadboarding by demonstration and application of their knowledge in building their projects.
- Students will be able to demonstrate proper health and safety practices related to storing, cleaning, and maintaining tools, equipment, and supplies in the creation of their projects.
Activities in this Lesson
- How many words? - Hooks / Set
As students enter the class each will be given a very simple calculator (I buy them at the local Dollar store). They will be asked to use it to compile a list of as many "words" as they can on the display in 5 minutes. Encourage students not to share their lists at this point as the goal is to come up with the most words. You may wish to offer a simple reward for the winner, I do a few points of extra credit. While students compile their lists I take roll.
- The 7-segment display - Lecture
As students 5 minutes are up to brainstorm a list, bring the class together again to find the longest list. Make a master list on the board of all of the words that students came up with. Discuss which letters were available to students and how they were formed on the calculators. Invite students to look at the display that constitutes each number on the calculator. Use this as the segway into the short powerpoint of 7-segment displays, both anode and cathode varieties.
- Seven segment powerpoint [ Download ]
- Breadboarding - Demo / Modeling
With an understanding of the workings of a 7-segment display, show students a breadboarded display for the letter C. You may choose to do an example with issues common to students, such as overly long wires, so that such potential problems may be pointed out. Review with students the need for resistors, and go over the application of the spec. sheet to real life wiring. Discuss potential troubleshooting ideas for this project.
- Design Brief - Lab / Shop
Hand out to students their breadboarding design brief for the 7-segment display. Give them a few minutes to go over them. Randomly choose students to respond to questions to check for understanding of what they are to do. Be sure to check that students realize they are not all making the same characters for their display. Once understanding of the assignment is established, oversee proper check out of materials to complete the breadboarding. Assist groups in troubleshooting techniques as needed.
- 7 segment display design brief [ Download ]
- Finalized Project and Sign-Off - Projects
As students complete their breadboarding of each display, check it for proper wiring, resistance, and functionality. Record a grade and move the completed projects to a common table for viewing of all of the projects together.
- "HIGH SCHOOL" - Closure
When a set of projects is complete, place them together on a table to spell out "HIGH SCHOOL". Discuss with the students that often multiple circuits are put together to accomplish a common task. Review with the class what problems they encountered while wiring their circuits and how they overcame them.
- Assessment Types:
- Projects, Demonstrations, Observations,
As the students complete a very visual project it will be readily evident whether or not they grasped the concepts required to properly use a 7-segment display in a circuit. Direct observations of the process of breadboarding their displays will be included, as well as troubleshooting techniques used. Students will help each other when appropriate and also be accountable for proper safety considerations employed and adequate clean-up.