ELECTRONICS Advanced Higher · 2. Explaining the function of each block in a microprocessor-based...

ELECTRONICSAdvanced Higher

Second edition – published April 2000

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NOTE OF CHANGES TO ARRANGEMENTSSECOND EDITION PUBLISHED ON CD-ROM APRIL 2000

COURSE TITLE: Electronics (Advanced Higher)

COURSE NUMBER: C 027 13

National Course Specification

Course Details Core skills statements expanded

National Unit Specification

All Units Core skills statements expanded

D143 13, Analogue and Digital Electronics Revisions made

D145 13, Electronics Project Revisions made

Administrative Information

Publication date: April 2000

Source: Scottish Qualifications Authority

Version: 02

© Scottish Qualifications Authority 2000

This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived fromreproduction and that, if reproduced in part, the source is acknowledged.

Additional copies of this specification (including unit specifications) can be purchased from the Scottish QualificationsAuthority for £7.50. Note: Unit specifications can be purchased individually for £2.50 (minimum order £5).

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National Course Specification

ELECTRONICS (ADVANCED HIGHER)

COURSE NUMBER C027 13

COURSE STRUCTURE

The course comprises three mandatory units as follows:

D143 13 Analogue and Digital Electronics (AH) 1 credit (40 hours)D144 13 Microprocessor Systems Hardware (AH) 1 credit (40 hours)D145 13 Electronics Project (AH) 1 credit (40 hours)

In common with all courses, this course includes 40 hours over and above the 120 hours for thecomponent units. This is for induction, extending the range of learning and teaching approaches,support, consolidation, integration of learning and preparation for external assessment. This time is animportant element of the course and advice on its use is included in the course details.

Whilst the course is integrative in nature some sequential teaching will be required and it is advised thatthe units are approached in the sequence listed above. This will ensure that concepts are encounteredat the appropriate stage of the course and can be reviewed, reinforced and further developed throughapplication within later units. Every opportunity should be taken to integrate concepts where possible.

RECOMMENDED ENTRY

While entry is at the discretion of the centre, candidates would normally be expected to have attainedone of the following:• Scottish Group Award at Higher in a related area• Higher Electronics• equivalent National units

Engineering 1: Electronics Advanced Higher Course 3

National Course Specification: course details (cont)

COURSE Electronics (Advanced Higher)

Centres may also wish to consider qualifications in other related subjects such as computer studies orequivalent clusters of National units at Higher.It is recommended that candidates should have achieved a minimum of Standard Grade 2 inMathematics or demonstrated competence in the equivalent National units.

CORE SKILLS

This course gives automatic certification of the following:

Complete core skills for the course Problem Solving HNumeracy H

Additional core skills components for the course None

For information about the automatic certification of core skills for any individual unit in this course,please refer to the general information at the beginning of the unit.




RATIONALE

This course develops the fundamental theoretical and practical skills acquired through the study ofHigher Electronics or equivalent. It is intended to provide the candidate with further understanding ofelectronics principles, components, circuits and systems. A wide range of topics is treated in sufficientdepth to provide a basis for study of this rapidly developing subject area.

Advanced Higher Electronics provides essential background knowledge for courses in electronics andmechatronics at Higher National Diploma and Degree level and is an important core course forcandidates specialising in these areas. It is also suitable for those in other disciplines who need a goodworking knowledge of electronics.The central theme of the course is the analysis, design and implementation of analogue and digitalcircuits. The course comprises the three main building blocks of many electronic products, namelyanalogue, digital and microprocessor-based systems. Practical skills in electronics are developedthroughout by using a variety of equipment such as multimeters, signal generators, oscilloscopes, digitaland analogue measuring instruments, power supplies and logic probes. Engineering software tools nowplay an important role in the design and simulation of electronic circuitry. The candidates will beencouraged to use such software tools throughout the course in support of practical circuitimplementations using currently available Integrated Circuits (ICs).

As in all fields in which design is a major activity, the main task is to solve new problems as well as toapply known solutions. The kinds of tasks that arise in electronics include:• designing a circuit to meet a specification• evaluating the design using simulation techniques• constructing and testing the design• diagnosing faults and resolving them.

Common to all these tasks is the requirement that the candidate copes with new and unexpectedproblems. It is intended that the candidate experiences the excitement of mastering a complex appliedtechnology through the application of theory to the solution of practical problems. It is this widercapability that the course is seeking to foster.

There are subsidiary aims which support this wider capability. In order to achieve these aims, triedand tested circuits are used as a basis for the study of the relevant electronic engineering techniques.These are often the starting point of the problem-solving tasks listed above and so are importantcomponent parts of the wider capability.

Further development of the wider capability is achieved by the project. It provides opportunities to useproblem-solving skills in a technical context. It integrates the tasks listed above into one goal drivenactivity. It offers the candidate an opportunity to experience the challenge and excitement of the widerelectronic engineering capability.




COURSE CONTENT

The content of this course reflects a systems approach in which the key areas of analogue, digital andmicroprocessor electronics are explored.

All of the course content will be subject to sampling in the external assessment.

The course aims are to develop:(a) an understanding of selected key technical issues within the field of electronics, the context in

which they may be viewed and the constraints within which solutions or designs must be achieved(b) knowledge and skills of electronic principles and the application of these principles in solving

problems or in meeting specifications(c) skills in communication and presentation(d) a receptive attitude towards technical change in the field of electronics(e) the ability to seek out research, analyse and apply such information as is necessary for the above

aims.

The course is divided into three units of equal length. Throughout the course practical activities usingmanufacturers’ integrated circuits, test equipment and computer simulation are employed to exemplifythe principles introduced.

The Analogue and Digital Electronics unit provides opportunities to explore key building blocks in theseareas of electronics. The Microprocessor Systems Hardware unit enables the study of microprocessorsystems and their interfacing. Both units involve practical examples. The Electronics Project unitallows the integration of knowledge and understanding covered in the other two units and earlier bymeans of a practical exercise.

A brief description of the content of the three units which comprise the course follows.

SUMMARY OF COURSE CONTENT

Analogue and Digital Electronics (AH)This unit gives the candidate an understanding of analogue and digital electronic principles,components, circuits and systems. It develops the theoretical and practical skills required to performelectronic engineering analysis, design and development. Several topics are studied to provide a basisof understanding for this rapidly developing subject area.

The central theme of this unit is analysis, design and development of analogue and digital circuits usingmanufacturers’ integrated circuits, test equipment and computer simulation. There are four areas ofstudy:• the analysis, design, development and testing of operational amplifier circuit applications which

include the 2nd order filter, window comparator and difference amplifier• the application of specialised analogue integrated circuits which implement timer, phase-locked loop

and waveform generation functions




• the minimisation of Boolean expressions using both Boolean Algebra and Karnaugh Map methodsand subsequent circuit simulation prior to PLD programming

• the analysis and test of MSI sequential logic devices.

The content statements given in the left-hand column of the table below describe what the candidateshould do to demonstrate the knowledge and understanding associated with the Analogue and DigitalElectronics unit. The right-hand column suggests appropriate contexts, applications, illustrations andactivities.

Content statements Contexts, applications, illustrations andactivities

Operational amplifier circuit applications

1. Explaining the function of 2nd order filters,window comparators and differenceamplifiers from given schematic diagrams.

Teaching notes and tutorial examples.

2. Explaining the parameter’s cut-off frequency,roll-off, pass-band gain and damping factor asapplied to second order filters.

Use normalised filter tables and denormalisationfactor.

3. Deriving the difference equation for thedifference amplifier.

Use the superposition theorem..

4. Explaining the parameter’s upper and lowerthreshold as applied to window comparators.

Tutorial sheets.

5. Performing calculations.6. Analysis and simulation to demonstrate the

correct operation of given circuits.Tutorial sheets.Use appropriate software package and compareresults with the calculated results.

Analogue integrated circuit applications

1. Explaining the operation of specialisedanalogue integrated circuits such as thewaveform generator, the time and the phase-locked loop.

Use block diagrams. Teaching notes.Written descriptions.

2. Calculating circuit parameters for each of thespecified integrated circuits.

Use given formulae.

3. Explaining the parameter’s duty cycle andtiming components.

Use tutorial sheets.

4. Explaining the parameter’s duty cycle andsymmetry as applied to the waveformgenerator.

Use tutorial sheets.

5. Designing, building and testing two of thespecified circuits to a particular specification.

Use manufacturer’s data sheets and givenformulae.

6. Understanding and drawing schematicdiagrams for waveform generators, timers andphase-locked loops.

Use manufacturer’s data sheets.




Combinational logic circuit design and PLDprogramming

1. Minimise Boolean expressions using BooleanAlgebra and Karnaugh Maps.

Use tutorial examples using both methods.Use truth tables.

2. Simulate the minimised circuit. Use appropriate software package.3. Program and test a PLD with the minimised

circuit.Use appropriate test equipment and software.

MSI Sequential logic devices

1. Explaining state tables, synchronouus andasynchronous inputs for both JK and D-typebistables.

Use tutorial examples and manufacturer’s datasheets.

2. Testing Modulo-N MSI 4-bit counter. Use manufacturer’s data sheets and pre-constructed circuit.

3. Testing 8-bit MSI SIPO shift register. Use manufacturer’s data sheets and pre-constructed circuit.





Microprocessor Systems Hardware (AH)This unit focuses on four main aspects of microprocessor-based systems as follows:• their architecture and basic operation• input and output data transfer methods• parallel interfacing methods• assembly language programming.

The content statements in the left-hand column of the table below describe what the candidate shoulddo to demonstrate the knowledge and understanding associated with the Microprocessor SystemsHardware unit. The right-hand column suggests appropriate contexts, applications, illustrations andactivities.


Microprocessor-based systems

1. Describing a microprocessor-based system. Teaching notes and tutorials examples.2. Explaining the function of each block in a

microprocessor-based system.Use microprocessor-based system block diagram.

3. Describing the internal architecture of amicroprocessor.

Use the internal block diagram of amicroprocessor.

4. Explaining memory structures and maps. Use manufacturer’s data sheets and applicationnotes.

5. Explaining memory address decodingtechniques.

Use manufacturer’s data sheets and applicationnotes.

6. Explaining the instruction fetch/execute cycle. Use instruction cycle timing diagram.7. Explaining system bus functions. Use data, address and control bus timing

diagrams.

Input and output data transfers

1. Explaining parallel data transfers. Use microprocessor-based system blockdiagrams. Synchronous and asynchronous datatransfer. Handshaking.

2. Explaining the use of interrupts. Hardware and software interrupts, system resetand interrupt vectors. Appropriate applicationssoftware.

3. Explaining the operation of non-maskableinterrupts.

Apply to a specific system.Appropriate applications software.




Peripheral interfaces

1. Explaining the operation of programmableperipheral interface integrated circuits.

Manufacturer’s data sheets and applicationinformation.

2. Configuring programmable peripheralinterface integrated circuits.

Manufacturer’s data sheets and applicationinformation. Control codes and tutorial examples.

3. Testing and modifying configurations inprogrammable peripheral interface integratedcircuits.

Use microprocessor system or simulation.Electronics laboratory environment.

Assembly language programming

1. Analysing assembly language programmes. Use chosen microprocessor manufacturer’sinstruction data.

2. Interpreting a software specification. Use prepared control programme examples.3. Preparing a program change for a given

software specification.Tutorial examples.

4. Modifying an existing program. Use appropriate software tools.5. Testing a program modification. Use appropriate software tool.





Electronics Project (AH)This is an integrative project offering opportunities for review and consolidation. Its purpose is to applyknowledge and understanding gained earlier in the course to solve a technical problem.

Candidates should be provided with broad guidelines which allow a reasonable choice of problem andbe given adequate scope to reach a personal solution. The project topic should require a problem-solving activity set in an industrial or commercial context. Research should be necessary, alternativesolutions proposed and the one chosen should be justified.

Access should be provided to reference materials, computing facilities and a suitable laboratory.Components and materials should be provided within a specified budget. The majority of projectactivities should be undertaken in an electronics laboratory environment.

Candidates should work independently and be self-motivating. The project supervisor should adopt amainly advisory role. The project supervisor must intervene if safe working practices are not beingemployed or if the project is drifting outwith an acceptable technical standard.

The project should be set in a time framework acceptable to the centre. The candidate has to producea bar chart project schedule and make progress reports at appropriate milestones. Supervisor andcandidate responses to the progress reports have to be made and recorded. The content statements inthe left-hand column of the table below describe what the candidate should do to demonstrate theknowledge and understanding associated with the Electronics Project unit. The right-hand columnsuggests appropriate contexts, applications, illustrations and activities.


Preparing a brief

1. Writing a project brief. Use exemplar brief as a guide.2. Identifying project objectives. Use exemplar objectives as a guide.3. Identifying project parameters. Use a general specification to identify the

project’s main parameters.

Outline alternative solution strategies.

1. Researching alternatives. Provide adequate information.2. Creating alternative solutions. Discussions with supervisor or in groups.3. Analysing alternative solutions. Use a comparison framework designed to meet

the project’s main requirements.4. Justifying a chosen project solution in terms of

time and resource constraints.Provide exemplar justification.




Implement a solution

1. Preparing a plan. Use a Gantt chart.2. Monitoring a plan. Use the Gantt chart.3. Reporting the progress of a project at agreed

intervals.Use progress reports. Provide report format.

4. Taking effective action on receiving feedbackfrom a project supervisor.

Record the feedback and action on the progressreports.

5. Checking the project solution against the briefand specification.

6. Using appropriate tests, requisite equipment,the brief and the specification.

Evaluate the solution

1. Evaluating a project solution. Use the project brief, the specification and theobjectives as the basis for the evaluation.

2. Appraising project achievements.3. The wider implications of the technical

solution are given due consideration.4. Drawing conclusions at the end of a project.5. Presenting conclusions clearly and concisely. Use a structured report format.

ASSESSMENT

To gain the award of the course, the candidate must pass all the unit assessments as well as theexternal assessment. External assessment will provide the basis for grading attainment in the courseaward.

When units are taken as component parts of a course, candidates will have the opportunity to achievea level beyond that required to attain each of the unit outcomes. This achievement may, whereappropriate, be recorded and used to contribute towards course estimates, and to provide evidence forappeals. Additional details are provided, where appropriate, with the exemplar assessment materials.Further information on the key principles of assessment are provided in the paper Assessment,(HSDU, 1996) and in Managing Assessment (HSDU, 1998).

DETAILS OF INSTRUMENTS FOR EXTERNAL ASSESSMENT

The external assessment will be a written examination paper. The time allocation for the questionpaper will be 3 hours. The paper will be worth 100 marks and will be in two parts as follows:

Section A – 40 marksA number of short questions will be set. The questions will sample widely across the course.Candidates should attempt all questions in this section.

Section B – 60 marksFour structured questions will be set to test the candidate’s ability to deal with the integrated coursecontent. Candidates should attempt three questions in this section. Each question will carry 20 marks.




GRADE DESCRIPTIONS

The grade of award A, B or C will be based on the total score obtained from the two sections of thequestion paper. The descriptions below indicate the nature of the achievement which is required forthe award of grade C and grade A in the course assessment. They are intended to assist candidates,teachers, lecturers and users of the certificate and to help establish standards when question papersare being set.

Grade AFor performance at grade A the candidate should be able to:• use knowledge, understanding and skills which have been developed well in advance of those

required for the basic study of the component units of this course• demonstrate the ability to integrate advanced skills acquired in component units to solve larger

problems of both a theoretical and a practical nature• apply advanced knowledge and understanding to comprehensively solve complex and sometimes

unstructured problems presented in a variety of contexts.

Grade CFor performance at grade C the candidate should be able to:• use the appropriate knowledge, understanding and skills acquired through the study of the

component units of this course• demonstrate the ability to integrate skills acquired in component units to solve problems of both a

theoretical and practical nature• apply knowledge and understanding to solve problems presented in unfamiliar contexts.

APPROACHES TO LEARNING AND TEACHING

The course covers key areas of electronics. Sequential delivery of the units is preferable since this willassist candidates to gain a well structured appreciation of analogue and digital electronics andmicroprocessor systems hardware.

For the unit Analogue and Digital Electronics it is recommended that it be taught in a laboratory withaccess to computers installed with suitable electronic simulation software. It is envisaged that theunderlying theory be supplemented by investigative exercises based on practical activities usingrelevant manufacturers’ ICs. Where possible, computer simulation should be used to aid in the designand analysis of more complex circuit arrangements, for example in investigating filters. The candidateshould always be made aware of practical industrial or commercial applications.

The candidate should be made aware of the current trends in microprocessor development and therange of support hardware required for the development of a microprocessor-based system. Thecandidate should be introduced to assembly language to enable only the modification of existingsoftware rather than the development of new software.

The issues of electrical safety, environmental awareness and responsibility should permeate thelearning and teaching process.




The project will test the candidate’s ability to seek out, research, analyse and apply knowledge andunderstanding gained during the course. In addition the project aims to develop:(a) an understanding of selected key technical issues within the field of electronics, the context in

which they may be viewed and the constraints within which solutions or designs must be achieved(b) knowledge and skills of electronic principles and the application of these principles in solving

problems or in meeting specifications(c) skills in communication and presentation(d) a receptive attitude towards technical change in the field of electronics(e) the ability to seek out research, analyse and apply such information as is necessary for the above

aims.

For the project, the outcomes should be undertaken in the context of an integrative project set in anindustrial or commercial context which requires the candidate to apply knowledge gained across theother units in the course. A typical project would involve candidates interpreting a specification andproviding a design solution for a proposed instrumentation or communication system. An example of atypical project is a microprocessor-based temperature measuring system. This project would involve arange of elements that could be easily split between a number of candidates such as the design of thesignal processing circuits for various transducers, the data acquisition system, the input/output interfaceand software modifications.

Candidates should be expected to research ideas for solutions. All aspects of the project should beinvestigated with respect to the given specification. Special consideration should be given to mattersrelating to safety, efficiency and the environment. A critical evaluation of the effectiveness of thesolution in meeting the specification should be produced. Candidates should be encouraged to maintaina project portfolio.

It is envisaged that the project will provide additional support for the course. Within the 40 hourscandidates could be given the opportunity to revisit areas of the course.




SUBJECT GUIDES

A Subject Guide to accompany the Arrangements Documents has been produced by the Higher StillDevelopment Unit (HSDU) in partnership with the Scottish Consultative Council on the Curriculum(SCCC) and Scottish Further Education Unit (SFEU). The Guide provides further advice andinformation about:

• support materials for each course• learning and teaching approaches in addition to the information provided in the Arrangements

document• assessment• ensuring appropriate access for candidates with special educational needs.

The Subject Guide is intended to support the information contained in the Arrangements document.The SQA Arrangements documents contain the standards against which candidates are assessed.

SPECIAL NEEDS

This course specification is intended to ensure that there are no artificial barriers to learning orassessment. Special needs of individual candidates should be taken into account when planninglearning experiences, selecting assessment instruments or considering alternative outcomes for units.For information on these, please refer to the SQA document Guidance on Special Assessment andCertification Arrangements for Candidates with Special Needs/Candidates whose FirstLanguage is not English (SQA, 1998).


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Additional copies of this unit specification can be purchased from the Scottish Qualifications Authority. The cost foreach unit specification is £2.50 (minimum order £5).

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National Unit Specification: general information

UNIT Analogue and Digital Electronics (Advanced Higher)NUMBER D143 13COURSE Electronics (Advanced Higher)

SUMMARY

This is a specialist unit which enables the candidate to acquire a knowledge of the analysis, design anddevelopment of analogue and digital circuits. This unit is suitable for inclusion in a programme of studyfor Electronics candidates at engineering technician level.

OUTCOMES

1. Analyse operational amplifier circuit applications.2. Analyse and use analogue integrated circuits in specific applications.3. Minimise a combinational logic circuit and programme a Programmable Logic Device.4. Analyse and test sequential logic devices.

RECOMMENDED ENTRY

While entry is at the discretion of the centre, candidates will normally be expected to have attained oneof the following:• Scottish Group Award at Higher in a related area• Higher Electronics

CREDIT VALUE

1 credit at Advanced Higher.

Engineering 1: Unit Specification – Analogue and Digital Electronics: Electronics (AH) 16

National Unit Specification: general information (cont)

UNIT Analogue and Digital Electronics (Advanced Higher)

CORE SKILLS

This unit gives automatic certification of the following:

Complete core skills for the unit Numeracy H

Additional core skills components for the unit None


National Unit Specification: statement of standards


Acceptable performance in this unit will be the satisfactory achievement of the standards set out in thispart of the unit specification. All sections of the statement of standards are mandatory and cannot bealtered without reference to the Scottish Qualifications Authority.

OUTCOME 1

Analyse operational amplifier circuit applications.

Performance criteriaa. Explain the operation of operational amplifier circuit applications correctly.b. Circuit calculations are performed from given formulae.c. Two different operational amplifier circuit applications are accurately simulated using an

appropriate software package.

Note on the range of the outcomeOperational amplifier applications: 2nd order filters (using tables), window comparator, differenceamplifier.

Evidence requirementsWritten and graphical evidence (software printouts) that the candidate can explain the operation ofspecific operational amplifier applications with the aid of relevant calculations.

OUTCOME 2

Analyse and use analogue integrated circuits in specific applications.

Performance criteriaa. Explain the operation of specialised analogue integrated circuits correctly.b. Circuit calculations are performed from given formulae.c. Two different analogue integrated circuit applications are correctly designed and tested.

Note on the range of the outcomeAnalogue integrated circuits: Waveform generator, timer, phase-locked loop.

Evidence requirementsWritten and graphical evidence that the candidate can explain the operation of the specific analogueintegrated circuits with the aid of relevant calculations. Performance evidence that the candidate candesign, construct and test analogue integrated circuit applications correctly.


National Unit Specification: statement of standards (cont)


OUTCOME 3

Minimise a combinational logic circuit and programme a Programmable Logic Device.

Performance criteriaa. Correctly minimise a logic function of 4-input variables from a truth table using Boolean algebra.b. Correctly minimise a logic function of 4-input variables from a truth table using a Karnaugh map.c. Simulate the minimised circuit to confirm that it operates to the original truth table.d. Program and test a PLD to implement accurately the minimised expression.

Evidence requirementsWritten and graphical evidence is required to show that the candidate can minimise a logic functionusing both Boolean algebra and Karnaugh map techniques and can generate a minimised circuit thatcan be programmed onto a PLD and correctly tested.

OUTCOME 4

Analyse and test sequential logic devices.

Performance criteriaa. Construct correctly the state tables for both the JK and D type bistables.b. State correctly the function of the synchronous and asynchronous inputs on JK and D type

bistables.c. Analyse and test a 4 bit MSI modulo N counter.d. Analyse and test an 8 bit MSI SIPO shift register.

Note on the range of the outcome4 bit binary counter as a modulo N counter: Modulo N: N from 8 to 14.

Evidence requirementsWritten and graphical evidence is required to show that the candidate can analyse basic sequentiallogic circuits and test MSI devices correctly.


National Unit Specification: support notes


This part of the unit specification is offered for guidance. The support notes are not mandatory.

It is recommended that you refer to the SQA Arrangements document for Advanced HigherElectronics before delivering this unit.

While the exact time allocated to this unit is at the discretion of the centre, the notional design length is40 hours.

GUIDANCE ON THE CONTENT AND CONTEXT FOR THIS UNIT

This is essentially an investigative unit and should be taught in a laboratory environment. Acombination of theory matched with practical activities should be involved. Every opportunity shouldbe taken to examine commercial circuits and diagrams.

The candidate should at all times comply with safety procedures and regulations.

Underpinning knowledge of basic analogue op-amp parameters and configurations as well asmathematics is assumed. This may be obtained through the study of the unit Signal Processing andNoise (H). Underpinning knowledge of basic digital concepts, such as digital representation, numbersystems and truth tables, is assumed. This may be obtained through the study of the unitsCombinational Logic (Int 2) and Analogue and Digital Interfacing (H).

GUIDANCE ON LEARNING AND TEACHING APPROACHES FOR THIS UNIT

Investigative exercises using both computer simulation and manufacturers’ ICs should be used. Theseshould be supported by candidate-centred support notes.

The candidates should be encouraged to expand on their earlier knowledge by investigating filterarrangements, LEDs, specialised analogue integrated circuit applications, synchronous systems andPLDs. Data sheets should be used wherever possible.

The concept of synchronous sequential logic design may be studied by examining a practical systemsuch as a carwash or coffee dispenser.

GUIDANCE ON APPROACHES TO ASSESSMENT FOR THIS UNIT

The candidate might produce a brief report in a standard format which contains evidence of the workundertaken in completing each assignment. An observation checklist could be kept by theteacher/lecturer as evidence of candidates completing practical assignments successfully.

A candidate-centred resource-based approach to learning should be adopted in which candidates areencouraged to complete assignments in an independent manner.


National Unit Specification: support notes (cont)


SPECIAL NEEDS

This unit specification is intended to ensure that there are no artificial barriers to learning orassessment. Special needs of individual candidates should be taken into account when planninglearning experiences, selecting assessment instruments or considering alternative outcomes for units.For information on these, please refer to the SQA document Guidance on Special Assessment andCertification Arrangements for Candidates with Special Needs/Candidates whose FirstLanguage isnot English (SQA, 1998).


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UNIT Microprocessor Systems Hardware (Advanced Higher)NUMBER D144 13COURSE Electronics (Advanced Higher)

SUMMARY

This unit is designed to enable the candidate to explain the operation of a microprocessor-based systemand its associated memory and input/output devices.

OUTCOMES

1. Describe a microprocessor-based system.2. Explain methods of input and output data transfer.3. Use a programmable peripheral interface integrated circuit.4. Suitably modify an assembly language program.

RECOMMENDED ENTRY

While entry is at the discretion of the centre, candidates would normally be expected to have attainedone of the following:• Scottish Group Award at Higher in a related area• Higher Electronics

CREDIT VALUE


CORE SKILLS

There is no automatic certification of core skills or core skills components in this unit.

Engineering 1: Unit Specification – Microprocessor Systems Hardware: Electronics (AH) 21


UNIT Microprocessor Systems Hardware (Advanced Higher)


OUTCOME 1

Describe a microprocessor-based system.

Performance criteriaa. Given the block diagram of a microprocessor-based system, the function of four blocks is clearly

described.b. Semiconducting memory, memory organisation and memory decoding techniques used in

microprocessor systems are clearly explained.c. The internal architecture of a microprocessor system is clearly described.d. The basic instruction cycle and system bus functions are clearly explained.

Note on the range of the outcomeMicroprocessor-based system: memory devices, microprocessor, input/output interface, address,control and data bus interconnections.Memory organisation: dynamic random access memory (DRAM), static random access memory(SRAM), programmable read only memory (PROM), video random access memory (VRAM), cachememory.Memory organisation: system memory map, memory and dedicated input/output.

Evidence requirementsWritten and graphical evidence that the candidate can correctly describe the function of each part of amicroprocessor-based system in terms of internal memory, memory organisation, memory decoding,the instruction cycle and system bus.

OUTCOME 2

Explain methods of input and output data transfer.

Performance criteriaa. Parallel data transfer techniques are clearly explained.b. The technique of interrupts to synchronise data transfer is clearly explained.c. The operation of a non-maskable interrupt (NMI) as a technique for determining the priority of an

interrupting device is clearly explained.

Evidence requirementsWritten and graphical evidence that the candidate can correctly explain parallel methods of datatransfer and the technique of interrupting in data transfer.




OUTCOME 3

Use a programmable peripheral interface integrated circuit.

Performance criteriaa. Given the block diagram of a programmable peripheral interface integrated circuit, its operation is

clearly explained.b. Using a manufacturer’s data sheets, a programmable peripheral interface integrated circuit

configuration is designed to meet a given specification.c. Given suitable software and hardware, a programmable peripheral interface integrated circuit is

configured and tested to meet a particular mode of operation.

Note on the range of the outcomeThe range of the outcome is fully expressed in the performance criteria.

Evidence requirementsWritten and graphical evidence that the candidate can explain the operation of a programmable parallelinterface integrated circuit.

Performance evidence that the candidate can programme and test a programmable parallel interfaceintegrated circuit.

OUTCOME 4Suitably modify an assembly language program.

Performance criteriaa. Given a functional assembly language program, it is analysed and its operation is clearly explained.b. A specified operational change for the assembly language program is correctly designed.c. The specified operational change for the assembly language program is implemented and tested

until fully functional.

Note on the range of the outcomeThe range of the outcome is fully expressed in the performance criteria.

Evidence requirementsWritten and graphical evidence that the candidate can explain and modify a given assembly languageprogram.

Performance evidence that the candidate can implement and test a specified modification to anassembly language program until it is functional.








Microprocessor Systems Hardware should be regarded as a specialist unit introducing the candidate tomicroprocessor-based systems. This unit is part of Advanced Higher Electronics and would be bestdelivered in an integrated manner in conjunction with other units of the course. Underpinningknowledge of basic digital concepts and analogue interfacing is assumed. This may be obtainedthrough the study of the unit Analogue and Digital Interfacing (H).

This unit should be studied in a laboratory environment where theory, simulation and practicalinvestigation can be undertaken.

The candidates should be encouraged to consider the advantages and disadvantages of using amicroprocessor in the control of a system, for example a washing machine or engine management unit.

Simulation software showing the instruction cycle could be used to show bus activities or amicroprocessor connected to a logic analyser.

Candidate-centred notes should be used supported by practical demonstrations using assemblylanguage programs supplied for the microprocessor. The candidate should gain familiarity withassembly language.


A candidate-centred resource-based approach to learning should be adopted in which candidates areencouraged to complete assignments in an independent manner.


The candidate could produce a brief report in a standard format which contains evidence of the workundertaken in completing each assignment. An observation checklist should be kept by theteacher/lecturer as evidence of candidates completing practical assignments successfully.


National Unit Specification: support notes (cont)


SPECIAL NEEDS

This unit specification is intended to ensure that there are no artificial barriers to learning orassessment. Special needs of individual candidates should be taken into account when planninglearning experiences, selecting assessment instruments or considering alternative outcomes for units.For information on these, please refer to the SQA document Guidance on Special Assessment andCertification Arrangements for Candidates with Special Needs/Candidates whose FirstLanguage isnot English (SQA, 1998).


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UNIT Electronics Project (Advanced Higher)NUMBER D145 13COURSE Electronics (Advanced Higher)

SUMMARY

This unit is designed to enable the candidate to apply their knowledge to solve an electronicengineering problem and meet a given specification.

OUTCOMES

1. Prepare a project brief for an electronic engineering problem.2. Analyse alternative solutions for an electronic engineering problem, and select the most appropriate.3. Implement and test your chosen solution for an electronic engineering problem.4. Produce a technical report.

RECOMMENDED ENTRY

While entry is at the discretion of the centre, candidates would normally be expected to have attainedthe other units of the Advanced Higher Electronics, ie:• Analogue and Digital Electronics (AH)• Microprocessor Systems Hardware (AH).

CREDIT VALUE


Engineering 1: Unit Specification – Electronics Project: Electronics (AH) 25

National Unit Specification: general information (cont)

UNIT Electronics Project (Advanced Higher)

CORE SKILLS

This unit gives automatic certification of the following:

Complete core skills for the unit Problem Solving H

Additional core skills components for the unit None





OUTCOME 1

Prepare a project brief for an electronic engineering problem.

Performance criteriaa. The brief includes a clear and accurate statement of the electronic engineering problem.b. The brief includes a valid identification of the objectives to be achieved and the parameters to be

considered.c. The brief clearly identifies that consideration has been given to health and safety requirements.

Evidence requirementsThe candidate is required to prepare a written project brief.

OUTCOME 2

Prepare and analyse alternative solutions for an electronic engineering problem, and select the mostappropriate.

Performance criteriaa. Alternative solutions for an electronic engineering problem are accurately described.b. The solutions are critically analysed, one chosen and the choice clearly justified.c. The chosen solution is appropriate in terms of time, cost and resource constraints.

Evidence requirementsThe candidate will be required to prepare a written report, and simulation results or printouts if used.

OUTCOME 3

Implement and test your chosen solution for an electronic engineering problem.

Performance criteriaa. Planning documentation is clear in terms of resources and time scale.b. Progress is clearly reported to the project supervisor at agreed intervals.c. Effective action is taken on feedback from the project supervisor.d. The chosen solution is constructed and tested until functional.

Evidence requirementsThe candidate will be required to provide a plan and at least three progress reports showing the actiontaken from the project supervisor’s feedback.

The candidate is required to construct a tested functional solution in the form of an electronic circuit orsimilar piece of hardware. A circuit simulation or a software programme may not be offered asevidence.




OUTCOME 4

Produce a technical report.

Performance criteriaa. The report clearly identifies the given problem.b. Evidence of the analysis is thorough.c. The proposed solution is fully justified.d. The effectiveness of the approach taken is critically reviewed.e. The wider implications of the technical solution are given due consideration.f. Conclusions drawn are soundly based and well argued.g. The report is clear, concise, suitably structured and well presented.

Evidence requirementsWritten and graphical evidence of the candidate’s ability to produce a technical report which correctlyanalyses a problem and justifies the solution reached through research and investigation.

The candidate should achieve the level of competence of someone who is able to communicate asolution to an electronics problem by applying knowledge and understanding of electronics and justifythe solution reached in a technical report.








1. General guidelines including relevance to the course being undertaken, scope and complexity of theproject, the purpose of project briefs, and the standard of presentation.

2. Analysis of factors such as available resources, materials, function, utility, time and costs.3. Planning procedures, use of Gantt charts, attitude and conduct, and safe working practices.4. Analysis of effectiveness of implementation in terms of function, quality and accuracy in relation to

the declared objectives.


There should be easy access to reference materials, computing facilities, laboratory and workshopequipment, and basic components.

The project supervisor should adopt an advisory role except in aspects of safety or if the project isdrifting outwith an acceptable technical standard.


The candidate should produce a formal report containing evidence of the work undertaken to completeeach outcome. In addition a piece of functioning hardware should be produced.

SPECIAL NEEDS

This unit specification is intended to ensure that there are no artificial barriers to learning orassessment. Special needs of individual candidates should be taken into account when planninglearning experiences, selecting assessment instruments or considering alternative outcomes for units.For information on these, please refer to the SQA document Guidance on Special Assessment andCertification Arrangements for Candidates with Special Needs/Candidates whose FirstLanguage is not English (SQA, 1998).

ELECTRONICS Advanced Higher · 2. Explaining the function of each block in a microprocessor-based...

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