Radio and Television Scheme of Work SSS2 First Term
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDEDCORE SKILLS
LEARNING RESOURCES
1
SAFETY CHECKS IN SERVICING TELEVISION WORKSHOP Power supply Picture tube Extra high voltage section Component rating
By the end of the lesson, students should be able to: • discharge smoothening capacitors in the power supply section of the Television • Clean debris and dust collected around high voltage cage on the anode of the tube •take care and dispose picture tube property.
Student as a class clean debris and dust collected around high voltage cage on the anode of tube Students in pairs discharge smoothening capacitors in the power section of the television
• Prolem Solving • Critical thinking • Personal development • Communication • Collaboration
KIRCHHOFFS LAW Definition of kirchhoff’s first and second laws Diagram and Algabraic expression of kirchhoff’s laws Calculation involving Kirchhdff’s laws Applications of kirchhoffs Laws
By the end of the lesson, students should be able to: • define and state vector diagram of kirchhoff’s laws: the current law and the voltage law • explain the current law using vector diagram • solve simple numerical problems involving current and voltage low.
Students as individual state the algebraic expression for Kirchhoiff’s laws. They use vector diagram to explain the laws Students in small groups solve simple, numerical problems involving current and voltage law
• Prolem Solving • Critical thinking • Personal development • Communication • Collaboration
FAULT FINDING EQUIPMENT Identification, uses operations of: Oscilloscope, Signal Tracer Digital Frequency Counter.. TV Analyzer.
By the end of the lesson, students should be able to: identify each of the instrument explain the operations, uses of functional parts and limitation of fault finding equipment localizing fault to a component using test equipment
‘Students in small group discuss the techniques for troubleshooting in a Television set, list the common faults the various stages of a Television e.g. receiver starting with a tuner stage, IF amplifier stage, video amplifier stage etc.,
• Prolem Solving • Critical thinking • Personal development • Communication • Collaboration
RESISTIVE INDUCTIVE, CAPACITIVE RLC CIRCUITS Calculations of capacitance reactance – Calculation of inductive reactance Calculation involving RC,RL,LC circuits Calculation involving series and parallel RLC circuits
By the end of the lesson, students should be able to: * solve simple problems involving inductive and capacitive reactance’ solve sin.ple problems involving RC,RL,LC and RLC circuit
Students in small groups solve simple problems involving inductive and capacitive reactance Students in pairs discusses The difference between purely reactive and purely resistive load circuit
• Prolem Solving • Critical thinking • Personal development • Communication • Collaboration
FEEL BACK IN AMPLIFIER Concept of feedback in Amplifier Negative and Positive feedback and their differences. Advantages of negative feedback Effect of a positive feedback on Amplifier, bandwidth, noise, gain end distortion
By the end of the lesson, students should be able to: •explain the basic concepts feedback in Amplifier •enumerate types of negative feedbacks and their characteristics •explain the effects of positive feedback on Amplifier •state the advantages of negative feedback
Students share themselves in two groups, Each group discuss the differences between the safety & and positive feedback. They illustrate the types of feedback using circuit diagram, They also demonstrate the effect of positive feedback cc an Amplifier using a radio set. Students vi smell groups uses charts, flash cards or posters to explanations on the basic concept feedbacks in amplifier
• Prolem Solving • Critical thinking • Personal development • Communication • Collaboration
OSCILLATORS AND MULTIVIBRATORS Principle of Oscillators Hartley, Colpitt, Tuned collector etc. Types of Multi-vibrator (IC 555), bistable monostable of a typical Oscillator circuit
By the end of the lesson, students should be able to: • explain the principles, design and application of simple oscillators and multi-vibrator Build a simple Oscillator and Multi-vibrator • explain the various types of Oscillator and their application
Students as individuals gives examples where principle oscillator. and multi vibrators are applied Students as a class explain the principles, design and applications of simple oscillators and multi-vibrator.
• Prolem Solving • Critical thinking • Personal development • Communication • Collaboration
AUDIO VISUAL RESOURCES Schematic diagram of a Radio and television Set, Radio Set, Oscillator and Multi-vibrator components, Tools, Cathode Ray Oscilloscope WEB RESOURCES https://4qoltec.com/mvibs.html
7
MID TERM BREAK
8
TELEVISION TRANSMITTER Basic working principle of a Television transmitter Block diagram of a Television transmitter Stages of a Television transmitter
By the end of the lesson, students should be able to: * explain the basic working. principle of a Television Transmitter * draw the block diagram of a Television Transmitter
Students in small groups, discuss the working principle Television transmitter in order to generate the information video and audio signals, modulate, amplify and process the signal for transmission
• Prolem Solving • Critical thinking • Personal development • Communication • Collaboration
PRODUCTION IN T.V RECEIVER Principle of scanning Video Signals
E3 the end of the lesson, students should be able to: ‘ describe how image is – ‘reproduced by the process of scanning in a television receiver “ explain the video signal “pith from the antenna to the picture tube or the ‘display unit
Students in pairs explains the sequence of movement of the electron, gun in the cathode ray tube (CRT) while the TV is working. Students in small groups explains how the video signals enter the set through the antenna to-the circuit and then the CRT.
• Prolem Solving • Critical thinking • Personal development • Communication • Collaboration
MONOCHROME TELEVISION RECEIVER Concept of Television. Receiver Application of Television system Function and operation Black and White Television receiver
B the end of the lesson students should be able to explain the basic concept of Television Receiver draw the block diagram of a monochrome television receiver ,explain the function and operation of a monochrome Television
Students in small groups discuss the basic system of television Receiver. Students in pair explain the block diagram drawn for monochrome television receiver. They also explain’, the operation of each stages of the monochrome television receiver starting from the antenna to the tube
• Prolem Solving • Critical thinking • Personal development • Communication • Collaboration
Radio, Television and Electronics Works Scheme of Work SSS2 Second Term
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDEDCORE SKILLS
LEARNINGRESOURCES
1
WELCOME TEST/ ELECTRONIC MEASURING INSTRUMENT
By the end of the lesson, students should be able to: * define measuring instrument * describe the principle of operation of measuring instrument with their functional part * state the different types of measuring instrument and their using e.g. voltmeter, Ammeter, . Ohmmeter, voltmeter
Students in pairs uses measuring instrument to measure electrical quantities Student in small groups describe the principle of operation of measuring instruments with their functional part; They also state the different types of measuring instruments and their uses
• Prolem Solving • Critical thinking • Personal development • Communication • Collaboration
By the end of the lesson, students should be able to: * describe power supply unit * identify types of power supply unit with reference to dry cells, color cells, accumulator, power pack, AC supply. * Identify each stage of a regulated power supply’ unit using a block diagram
Students as a class uses flash cards, posters or chart to gives: brief understanding of the concept of power supply . Students as individuals used the power supply unit and Multimeter to check their output voltages : Students in pairs use the power supply unit and Multimeter to. check their output voltages .
• Prolem Solving • Critical thinking • Personal development • Communication • Collaboration
By the end of the lesson, students should be able to: * define Amplifier with its” circuit symbol * Outline the functions of an Amplifier * describe each class of. Amplifier, (A,B,C and AB)
Students in small groups participate in the instruction of a single stage Amplifier Students in pairs outline the functions of an amplifier. They also describe each class of amplifier (A, B, C, and AS)
• Prolem Solving • Critical thinking • Personal development • Communication • Collaboration
By the end of the lesson, students should be able to: explain the function operation of a radio transmitter with block diagram. identify :he function each stage of a radio transmitter
Students in small groups,’ participate in identifying the’ function of each block of a radio transmitter after successful studying charts of block diagram of a radio transmitter .
• Prolem Solving • Critical thinking • Personal development • Communication • Collaboration
By the end of the lesson, students should be able to: explain the function and operation of a radio receiver with block diagram identify the various types of radio receivers, stating their advantages and disadvantages
Students as individuals identifies the function of each block of a radio receiver after successfully studying charts o block diagram of a radio transmitter Students in pairs explains the function and operation of a radio receiver with block diagram
• Prolem Solving • Critical thinking • Personal development • Communication • Collaboration Communication, Collaboration
By the end of the lesson, students should be able to: *define selectivity and sensitivity. *explain the function of tuner in radio receiver. * identify the tuner in a radio receiver
Students in pairs dismantle and reassemble a radio receiver to identify the tuner and understand its working principle Students in small groups explain the function of tuner radio reciever2
• Prolem Solving • Critical thinking • Personal development • Communication • Collaboration
By the end of the lesson, student should be able to: * define resonance * define resonance frequency * derive mathematical representation of resonance frequency * identify the types of resonances : series and parallel resonance * identify the frequency ranges for bandwidth
Students in small groups discuss their basic understanding on resonance frequency of different local radio stations. Students in pairs identify the types of resonance. They also derive representations of resonance frequency Students in small groups, discuss the bandwidth of operation of some local radio stations by varying the frequency using a radio receiver students in pairs identify the frequency ranges for bandwidth
• Prolem Solving • Critical thinking • Personal development • Communication • Collaboration
By the end of the lesson, students should be able to: Explain the basic principles of satellite system
Students as individual are asked to give their understanding of the principles of satellite and how they feel communication takes place Student as a class-tekd field trip
• Prolem Solving • Critical thinking • Personal development • Communication • Collaboration
(a) Basic concept of entrepreneurship (b) Entrepreneurship education (c) Qualities an entrepreneur (d) Importance of entrepreneurship
By the end of the lesson, students should be able to: explain the term entrepreneurship; 2. examine the concept entrepreneurship education critically; 3. outline the importance entrepreneurship 4. analyse the qualities of an entrepreneur,
1.Whole class discussion on the meaning of entrepreneurship, Students in small groups discuss the term entrepreneurship education and share their knowledge with the class. 3. Students, as a class, discuss 4. Students, In the same groups, critically analyse the qualities of an entrepreneurship
• Prolem Solving • Critical thinking • Personal development • Communication • Collaboration
Radio, Television and Electronics Works Scheme of Work SSS2 Third Term
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDEDCORE SKILLS
LEARNINGRESOURCES
1
WELCOME TEST/ SATELL1TE COMMUNICATION SYSTEMS
By the end of the lesson students should able to: explain the basic elements of socialite communication system explain the types of satellite systems
Students in small groups uses charts to explain the basic elements of satellite communication systems Student as class take a field trip to a cable network station the locality
• Prolem Solving • Critical thinking • Personal development • Communication • Collaboration
By the end of ft lesson students should be able to: * explain the transmission and reception of Satellite communication system install a Satellite Communication System Use parabolic dish
Student as a class take a field trip Students as individuals participate in tracking signal using decoder and dish Students in small groups participate in the installation of Satellite Television signal independently of other groups
• Prolem Solving • Critical thinking • Personal development • Communication • Collaboration
By the end of the lesson, students should be able to: * dismantle and reassemble power supply unit in a radio set * dismantle ad reassemble RF, IF, detector stages in a radio receiver set
Students in pairs are handed necessary tools for dismantling and reassembling power supply unit in Radio Set Students in small groups are- handed necessary tools for dismantling and reassembling RF, detector stage of radio set and were guided
• Prolem Solving • Critical thinking • Personal development • Communication • Collaboration
By the end of the lesson, students should be able to: * diagnose fault by using fault finding pieces of equipment and logical trouble shooting procedure * identify the types of fault in radio
Students in small groups diagnose faults and troubleshoot such faults in a radio set
• Prolem Solving • Critical thinking • Personal development • Communication • Collaboration
By the end of the lesson, students should be able to: Remedy to faults in Radio Receiver.
Students as individuals participate in fault finding and R cuss their basic understanding on resonance of different local radio stations Students in pairs identify the types of once They also derive mathematical representations of resonance frequency
• Prolem Solving • Critical thinking • Personal development • Communication • Collaboration
Basic concepts of marketing (a) Meaning of marketing (b) Methods of marketing (c) Importance of marketing (d) Marketing/distribution channel chart
By the end of the lesson, students should be able to: 1 describe the term marketing, 2. Examine the methods of marketing 3. Analyse the importance of marketing, 4. Create a flow chart of the Marketing of channel distribution
1. students as a class brainstorm on the term marketing 2. Whole class discuss on the different method of radio marketing 3. Students In small group discussion on why marketing is important Small groups, activities on chart of distribution channels of marketing.
• Prolem Solving • Critical thinking • Personal development • Communication • Collaboration
By the end of the lesson, students should be able to: 1. highlight the factors to be considered in product price tag 2. distinguish between the term packaging & Branding 3. develop a feasibility study for setting up a profitable business or a production unit; 4. creatively design a befitting package for their products,
Whole class discussion on the factors to be considered before fixing a product price Students in pairs discuss the differences between packaging & branding, 3. Students in email groups, present a feasibility study of a said production or business setup (Group project). 4, Students, in the same groups produce or come up with befitting packages for their products.
• Prolem Solving • Critical thinking • Personal development • Communication • Collaboration
