Radio,Television and Electronics Works Scheme of Work SSS1

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Scheme of Work

Access Free Unified SSS1 Radio, Television and Electronics Works Scheme of Work. SS1 Radio and Television for Senior Secondary School Lagos State – Schemeofwork.com

Radio and Television Scheme of Work SSS1 First Term

WKSTOPICSLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCES
1SOURCES AND PRECAUTIONS OF HAZARD •Concept of safety • Sources of hazards like •electric shock, horseplay etc…  By the end the lesson, students should be able to: • describe the concept safety • define safety • explains what hazard is •  list sources of HazardsStudents in small groups, uses flash cards, charts and other materials to explain the concept of safety Students as a class, brainstorm sources of hazards•Problem solving •Critical thinking •Personal development •Communication •collaborationAUDIO VISUAL RESOURCES Safety boot, Laboratory caot, Hand glove, other related personal Protective Equipment
WEB RESOURCES https://www.deakin.edu.au/students/faculties/sebe/abe-students/workshop/rules-safety  

2SAFETY RULES AND REGULATIONS • Explanations on safety rules and regulations • Safety, rules and regulations • Accident prevention measures • Firefighting materials e.g sand buckets, fire extinguisherBy the end of the lesson, students should be able to: • explains safety rules and  regulations • list the safety rule and regulation • analyze accident prevention measures • state firefighting materials • use the fire extinguisher to quench a fireStudents as individuals uses flash cards, video clips and charts to list and explain safety rules and  regulations   Students in small groups analyses accidents prevention measure. They also discuss materials used in fire fighting Students share themselves in two groups practice the use of available safety devices e.g., they use the fire extinguisher to quench a simple fire made    •Problem solving •Critical thinking •Personal development •Communication •collaborationAUDIO VISUAL RESOURCES Sand bucket, safety boot, Hand glove, Fire extinguisher. WEB RESOURCES https://www.hsa.ie/eng/Your-Industry/Quarrying/Mainbtenance_Operations/Workshop-Safety
3STRUCTURE OF MATTER •Definition •Structure •Atom and its partBy the end of the lesson, students should be able to: •defines a matter •highlight the composition •explain the structure of a matter •explain atom and list its part  Students as a class are asked to identify different matters available in their environments and group them into different physical states.                                                                                                 They list the state of matter and draw structure of an atom Students share themselves in two groups. Each group is given a block of ice, the ice is then exposed to the sun and observable differences noted on recording sheet provided. The resulting state of matter is then placed in a small bowl and left under the rays of the sun fort to•Problem solving •Critical thinking •Personal development •Communication •collaborationAUDIO VISUAL RESOURCES Charts showing the structure of matter   WEB RESOURCES  

WKSTOPICSLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCES
   three -days depending on how intensified the rays are. Observable differences are then noted: They are then compared with the results of other pairs in the class and a final conclusion is made by the class in general•Problem solving •Critical thinking •Personal development •Communication •collaboration 
4CONDUCTORS AND INSULATORS. •Definition of conductors •Conducting materials •Analysis of Valence electrons •Definition of Insulators •Insulating materials •Valence electron analysis for insulatorsBy the end of the class, students should be able to: •define a conductor •explain conducting materials •define an insulator •explain insulating materials •give examples of insulating materials  Students in pairs differentiate between the available conducting materials and insulating materials.  Students in small groups compare and contrast the conducting and insulating materials. Students as individual give examples of insulating material•Problem solving •Critical thinking •Personal development •Communication •collaborationAUDIO VISUAL RESOURCES Copper wire, Aluminium wire, Steel wire, pieces of wood, Paper, Rubber, Plastic WEB RESOURCES https://byjus.com/physics/conductors-insulators/

5SEMICONDUCTORS •Meaning •Materials •Comparing semiconductors with conductors and insulators •Analysis of valence electron of semiconductors ‘By the end of the lesson, students should be able to: •define semiconductors •explain the semiconducting materials •give examples of semiconducting materials like Silicon Germanium •differentiate semiconductors from conductors and Insulators •explain/infer valence electron of ‘4’ for semiconducting elementsStudents are grouped into three to bring out the differences between conductors, insulators and semiconductors   Students as individuals differentiate semiconductors from conductors and insulators   Students in small group analyses valence electron of semi-conductors  •Problem solving •Critical thinking •Personal development •Communication •collaborationAUDIO VISUAL RESOURCES Charts of different semiconductors, semiconductor devices like diode, transistors, DIAC etc. WEB RESOURCES https://electronics.howstuffworks.com/doiode.htm
6CURRENT VOLTAGE AND RESISTANCE •Definitions •Units and symbols •Instruments for measurementsBy the end of the lesson, students should be able to: •define current, voltage and ressistance •state the symbols and units of of these parameters •explain the instruments needed for each parameterStudents in pairs state the symbols and units of measurement of current, voltage and resistance   Students in small groups explain the instruments needed for each pareameters.   Student in small groups define current, voltage and resistance.•Problem solving •Critical thinking •Personal development •Communication •collaborationAUDIO VISUAL RESOURCES Charts of different Meters, Chart showing the relationship between current, voltage and resistance   WEB RESOURCES https://science4fun.info/voltage-current-and-resistance

WKSTOPICSLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCES
7MID TERM TEST
8ATTRACTION AND REPULSION OF CHARGES •Description of the attraction and repulsion of charges •Laws of attraction and repulsionBy the end of the lesson, students should be able to: •state the laws of attraction and repulsion •create attraction and repulsion processesStudents in small group, demonstrate attraction and repulsion using a pair of bar magnet   Students as individual state the laws of attraction and repulsion•Problem solving •Critical thinking •Personal development •Communication •collaborationAUDIO VISUAL RESOURCES Bar magnet/Horse Shoe magnet, Chart showing attraction and repulsion and magnetic line of force   WEB RESOURCES https://www.bbc.co.uk/bitesize/guides/z2bvfcw/revision/2  
9ELECTRONIC  COMPONENTS I • Identification of components by name, type, graphic symbol, value arid ratingsBy the end of the lesson, students should be able to:  •identify different types of electronic components  •differentiate the identified componentsStudents in pairs identify and differentiate the electronic components in a circuit board.   Students in small groups, differentiate the identified components•Problem solving •Critical thinking •Personal development •Communication •collaborationAUDIO VISUAL RESOURCES Chart showing electronic components Video tape of electronic components. Circuit board.   WEB RESOURCES https://components101.com/articles/electronics-components-and-their-symbols

10ELECTRONIC COMPONENTS II Graphic symbols of different electronic components.By the end of the lesson, students should, be able •Draw the graphical symbol of the identified electronic componentsStudents in small groups, identify different electronic components graphical symbols’ a circuit board or as placed on the table for the students.  •Problem solving •Critical thinking •Personal development •Communication •collaborationAUDIO VISUAL RESOURCES Different electronic components Charts of different electronic components   WEB RESOURCES https://components101.com/articles/electronica-components-and-their-symbols
11Practical/ Project    
12&13End of Term Examination    


Radio, Television and Electronics Works Scheme of Work SSS1 Second Term

WKSTOPICSLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCES
1WELCOME TEST/ ELECTRONIC HAND TOOLS • Types of hand tools such as screw drivers, soldering iron, lead sucker, stripper etc. • Uses of hand toolsBy the end of the lesson, students should be able to: • answer questions in line with their first term works • identify and select common electronic  hand tools • state the uses of the electronic hand tools • sketch hand  tools and label their parts use the appropriate tool to remove electronic componentsStudents as a class identify and select common electronic hand tools   Students as individual uses flash cards, posters or charts to state the uses of the electronic hand tools   Students in small groups sketch hand tools and label their parts. They also use appropriate tool to remove electromagnetic components•Problem solving •Critical thinking •Personal development •Communication •collaborationAUDIO VISUAL RESOURCES Screw drivers, diagonal cutters, solders, soldering iron, lead sucker, stripper, pocket knife   WEB RESOURCES https://www.tdiinternational.com/product-categoey/hand-tools/
2ELECTRONCS AND ELECTRONIC CIRCUITS • Electronics • Electronic circuitBy the end of the lesson, students should be able to: • define electronic • describe an electronic circuit.    Students as individual uses flash cards, charts or posters to give brief explanations on electronic and electronic circuit   Students in small groups identify an electronic circuit They affirm the different types of electronic components in the circuit board•Problem solving •Critical thinking •Personal development •Communication •collaborationAUDIO VISUAL RESOURCES Electronic circuit board Radio/TV circuit board   WEB RESOURCES https://www.sciencedirect.com/topics/materials-science/electronic-circuit  

3CONCEPT OF EMISSION • Definition of emission • Types of emission • Application(s) of emissionBy the end of the lesson, • Define emission • enumerate various types of emission • justify its meaning with areas of application  Students in small groups enumerate the various types of emission. They also state its application   Students in pairs explain the concept of emission and demonstrate it with Cathode Ray Tube.•Problem solving •Critical thinking •Personal development •Communication •collaborationAUDIO VISUAL RESOURCES Charts of valves, cathode ray tube (CRT), Video, VCD or DVD player and monitor   WEB RESOURCES https://britannica.com/students/article/photoelectric-device  
4PHOTOELECTRIC DEVICES • Definition of Photoelectric devices • Application of photoelectric devicesBy the end of the lesson, students should be able to • explain the photoelectric devices • illustrate photoelectric devices with various area of applicationStudents in small groups, illustrate photoelectric devices with various area of application   Students as individuals draws at least two photoelectric devices with full labeling on a cardboard. The cardboard is then pasted in class and marks•Problem solving •Critical thinking •Personal development •Communication •collaborationAUDIO VISUAL RESOURCES Light Emitting Diode(LED), Light Dependent Resistor (LDR) or photo resistor, phototransistor etc


WKSTOPICSLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCES
   awarded     WEB RESOURCES Https://kids.britannica.com/students/article/photoelectirc-device/276409  
5SEMl CONDUCTOR • Simple semi-conductor junction • Types of semiconductor devices • Rectification on semi- conductors  By the end of the lesson, students should be able to: • explain the formation of PN-junction • enumerate types of semi-conductor devices • describe the concept of rectificationStudents in small groups demonstrate the formation of PN-junction. They also design a rectifying circuit.   Students in pairs enumerate types of semiconductor device  • Problem solving • Critical thinking • Personal development • Communication • CollaborationAUDIO VISUAL RESOURCES Semi-conductor diodes, soldering iron, solder, breadboard, veroboard, capacitor, digital Multiimeter   WEB RESOURCES https://www.britannica.com/science/semiconductor 

6SEMI CONDUCTOR DEVICES • Principles of operation of semiconductor diodes • Characteristics of. semiconductor diodes • Application of semiconductor diodes.By the end of the lesson, students should be able to: • explain the principles of operation of semi conductor diodes • analytically state the characteristics of . semiconductor diodes • devise by practical means the application of semi-conductor diode.Students in pairs state the symbols and units of measurement of current, voltage and resistance   Students in small groups explain the instruments needed for each parameter.   Students as individuals define current, voltage and resistance.• Problem solving • Critical thinking • Personal development • Communication • CollaborationAUDIO VISUAL RESOURCES Semiconductor diodes, chart showing biasing of P-N junction (forward and reverse), breadboard, veroboard, digital multimeter   WEB RESOURCES https://www.elprocus.com/semiconductor-devices-types-and-applications  
7MID TERM TEST

8ELECTRONIC COMMUNICATION SYSTEMS • Definition of electronic communication system. • Types of communication systems and their difference.  • Block diagram of electronic communication systemBy the end of the lesson, students should be able • define electronic communication system • differentiates the types of communication system • Interpret the block diagram of an electronic communication system after drawing itStudents as individual uses charts to define electronic communication system   Students in small groups differentiate the types of communication system   Students in pairs interpret the diagram of an electronic system after drawing It    •Problem solving •Critical thinking •Personal development •Communication •collaborationAUDIO VISUAL RESOURCES Chart showing the block diagram of an electronic communication system, chart showing source   WEB RESOURCES https://en.m.wikipedia.org/wiki/Communicartions_system
9ELECTRONIC COMMUNICATION SYSTEMS.  By the end of the lesson, students should be able to:  Students in pairs identify and differentiate the electronic components in a circuit board.  • Problem solving • Critical thinking • Personal developmentAUDIO VISUAL RESOURCES Block diagram of an electronic

WKSTOPICSLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCES
 • Operation and function of each stages of electronic communication system • Noise in communication system: internal and external noise• define noise as related to communication system • classify noise into the broad categories generate noise in a means of communication  Students in small groups differentiate the identified components.   Students as a class generate noise as,a rneans,of . communication.  • Communication • Collaborationcommunication system showing source channel, and destination WEB RESOURCES bp/1elscironiosoak.cc’ mlnoise-incommunicatcns tkan,html

10ELECTROMAGNETIC SPECTRUM • Definition of electromagnetic spectrum. • Propagation of radio wavesBy the end of the lesson, students should be able: • define electromagnetic spectrum. • describe how radio waves are propagated  Students in small groups, discusses concept of electromagnetic spectrum and how waves are propagated   Students as individuals learns types of electromagnetic spectrum waves with its propagation and then discuss it to the class,• Problem solving • Critical thinking • Personal development • Communication • CollaborationAUDIO VISUAL RESOURCES Chart or sketch showing wave propagation WEB RESOURCES – https://www.britannina.com/science/electromagnetic-spectrum
11PRACTICAL/ PROJECT Design a full wave rectifier to power a 5v device    
12Revision    
13Examination    

Radio, Television and Electronics Works Scheme of Work SSS1 Third Term

WKSTOPICSLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCES
1WELCOME TEST/ ELECTROMAGNETIC SPECTRUM •Frequency ranges of electromagnetic spectrum •Applications of frequency range in electronic communicationBy the end of the lesson, students should be able to: •answer questions in line with second term works •Breakdown the electromagnetic spectrum into ranges frequency such as: Ø VLF:<30KHZ Ø LF: 30KHZ -300KHZ Ø MF: 300KHZ -3MZ Ø HF: 3MZ- 30MZ Ø VHF:30MZ -300MZ Ø UHF:300MHZ-3GHZ Ø SHF:3GHZ- 30GHZ Ø EHF:30GHZ- 300GHZ Analyze the applications of these frequency ranges  Students in pairs itemize and materials needed to design a circuit operation at a frequency   Students in small groups breakdown the electromagnetic spectrum in ranges• Prolem Solving • Critical thinking Personal development • Communication • CollaborationAUDIO VISUAL RESOURCES Chart or sketch showing frequency ranges WEB RESOURCES https://intl.siyavula.com/read/scirence/grade-10/electromagneticradiation/11-electronic-radiation-03

2TRANSDUCERS •Definition of transducers in electronic communication system •Types of transducers •Functions of transducers like microphone, loudspeaker, video camera, ORT, LCDBy the end of the lesson, students should be able to: •define transducers •outline the types of, transducers •infer the importance of the transducersStudents as a class analyse the features of the transducers and their composition   Students in small groups outline the types of transducers. They also Infer the importance of transducers.• Prolem Solving • Critical thinking Personal development • Communication • CollaborationAUDIO VISUAL RESOURCES Loudspeakers Video Camera, CRT LCD, Microphone   WEB RESOURCES https://whatis.com.techtarget.com/definition/transducer  
3MODULATION 1 • Definition of modulation • Types of modulation, amplitude modulation (AM) and frequency modulation (FM)By the end of the lesson, students should be able to: • define modulation • enumerate and describe the types of modulationStudents as individuals gives their understanding on principle of modulation.   Students in pairs enumerate and describe the types of modulation• Problem Solving • Critical thinking Personal development • Communication • CollaborationAUDIO VISUAL RESOURCES Charts showing detector stage in AM and FM   WEB RESOURCES https://www.britannica.com/tchnology/modulation-communications  

4MODULATION II Waveform of modulation AM and FM indicating AM percentagesBy the end of the week, students should be able to: • construct the waveform for amplitudeStudents as a class uses charts to analyse the peaks and valleys of a modulation Students in pairs construct• Prolem Solving • Critical thinking Personal development • Communication • CollaborationAUDIO VISUAK RESOURCES Charts showing AM and FM  


RADIO, TELEVISION AND ELECTRONICS WORKS

WKSTOPICSLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCES
 Modulation peaks and valleys Carrier wave  modulation and frequency •analyse the peaks and valleys of a modulation • explain the function of carrier wave in radio communication.the waveform for amplitude modulation and frequency modulation   WEB RESOURCES https://www.sciencedirect.com/topics/engineerimg/peak-modulation

5DEMODULATION •Definition of demodulation •Types of demodulation (AM and FM) etc  By the end of the lesson, students should be able to: • describe the process of demodulation •compare and contrast types of demodulationStudents in small groups use charts or sketches to compare and contrast the types of demodulation. They also describe the process of demodulation• Prolem Solving • Critical thinking Personal development • Communication • CollaborationAUDIO VISUAL RESOURCES Charts or sketches showing detector stage in the AM and FM receivers.   WEB RESOURCES https://en.m.wikipedia.org/wiki/demolutaion  
6SOLDERING AND DE- SOLDERING IN ELECTRONIC CIRCUITS •Techniques of soldering and de- soldering •Precautions while soldering and de- solderingBy the end of the lesson, students should be able to: • explain soldering and de- soldering •carry out soldering and de soldering processes •observe precautions while soldering and de- solderingStudents as a class carry out soldering and de-soldering processes. They also observe precautions while soldering and de-soldering.• Prolem Solving • Critical thinking Personal development • Communication • CollaborationAUDIO VISUAL RESOURCES Soldering iron, lead sucker, circuit board, veroboard, and breadborad.   WEB RESOURCES https://www.sciencebudies.org/science-fair-projects/references/how-to-solder

7MID TERM BREAK    
8SOLDERING AND DE SOLDERING ELECTRONIC CIRCUIT II Types of soldering Types of flux (a) Amber resin (b) Sodiurñ Chloride solutionsBy the end of the lesson, Students should be able to: •enumerate types of solder • identifies the suitable soldering process • apply the right flux while soldering or de- solderingStudents as Individuals uses charts to enumerate types of solder. They also identify the suitable solder fore particular solder process   Students share themselves in two groups. Each group uses the solder to join components to Veroboard. They apply the flux to the surface where soldering is taking place to  allow for smooth fIow of the solder  • Prolem Solving • Critical thinking Personal development • Communication • CollaborationAUDIO VISUAL RESOURCES Charts of solder and fluxes different fluxes available, solders of different categories.   WEB RESOURCES https://www.thomasnet.com/articles/machinery-tools-supplies/types-of-solder

9ELECTRONIC MEASURING INSTRUMENTS Types and variousBy the end of the lesson, students should be able to: enumerate and explainStudents in small groups enumerate and explain different electronic measuring instrument• Prolem Solving • Critical thinking Personal development • CommunicationAUDIO VISUAL RESOURCES Digital Multimeter, Analogue


RADIO, TELEVISION AND ELECTRONICS WORKS

WKSTOPICSLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCES
 examples of electronic measuring instrumentsdifferent electronic measuring instruments availableavailable  • CollaborationMultimeter, voltmeter, Ammeter Ohmmeter, Galvanometer Oscilloscope Signal generator etc   WEB RESOURCES https://www.britannica.com/trchnology/measurement  

10USING MULTIMETER MEASURE VALUES of Current, Voltage and resistance of active and passive electronic components and circuitsBy the end of the lesson, Students should be able: Use the instrument such Multimeter to measure the value of current, voltage and resistance of some components and circuit boardStudents in pairs use the Multimeter to measure the value of current, voltage and resistance of components and circuit board available• Prolem Solving • Critical thinking Personal development • Communication • CollaborationAUDIO VISUAL RESOURCES Digital or Analog Multimeter   WEB RESOURCES https://www.electronics-notes.com/articles/test-methods/meters/multimeter-resistance-measurement.php    
11PRACTICAL/ PROJECT Designing a circuit using microphone and speaker (amplifier) Disassembling of CRT and re assembling.    
12REVISION    
13EXAMINATION    

ACHIEVEMENT STANDARDS

  • The auto-mechanic scheme of work is designed to help students to:
  • Acquire relevant knowledge for repairing motor vehicles and other related machinery
  • Develop adequate knowledge and skills for employment in job areas such as service station and repair shops
  • Develop adequate knowledge and skills for self-employment
  • Acquire positive altitude towards practical skills
  • Adopt precautions for safe use and care of tools and resources in the workshop
  • Provide an avenue for upward mobility into tertiary programme in Auto Mechanics
  • Promote good customer relationship and take good care of customer’s prpperties

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