Standards Draft Eltn 130

	A	B	C	D
1	In order to get a:
2	C = 80% of Level I
3	B = All of Level I, 80% of Level II
4	A = All of Levels I and II, 50 % of III
5	A+ = All of Levels I to III, some IV's
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8	Technical Communication Skils
9	Sub-Subject	Standard	Level	Example Objective / Assesment
10	Client Management / Community Participation	Student arrives where they are commited to be be when they are commited to be there	I	Student arrives in class and is seated by the start time of that class.
11	Client Management / Community Participation	Student turns in the work requested of them.	I	Student fills out and turns in worksheets, posts lab assignments, attempts in class excercies and shows them to the professor.
12	Client Management / Community Participation	Student engages in timely communication.	I	Work is turned in by the due date, if student knows that will not be possible that is communicated to the teacher when it is assigned or at the very least before the assignment is due
13	Social Media / Community Participation	Student can publish their projects on social media in a way that makes it easy for others with similar interests to find their work	I	Student uses the class tumblr, uses appropriate tags
14	Vocabulary	Students use Level I vocabularly correctly in oral and written communication	I	In the lab work and in the class room students use the correct terminology to answer questions. i.e. "I meausered this resistor across it's leads to get compare its actual value in Ohms to the value represented by the color code. I used Ohm's Law caluculate what the current would have been when my battery was operating at its full voltage."
15	Content Organization & Analysis	Students can communicate problems that they had completing assignment in a manner that allows their peers to help them troubleshoot future problems.	II	If the student struggled with any part of the lab, they indicated the causes by • Stating what the symptoms were • Stating what they think those symptoms represent • Stating any steps they took to test their assumptions • The results of those test • What they would try next
16	Vocabulary	Students use Level II vocabulary correctly in written answers	II	In the lab work and in the class room students use the correct terminology to answer questions.
17	Content Organization & Analysis	Students can describe their project in a way that allows others can reproduce their work.	III	Students post lab assignments to the tumblr in a format that would allow those not in the class to reproduce what they did.
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23	Test Equipment Skills
24		Standard	Level	Example Objective / Assesment
25	Digital Multimeter	check for continuity	I
26	Digital Multimeters	Voltage reading of known quantities	I	Place leads across battery, is the battery still good?
27	Digital Multimeters	Voltage reading of unknown quantities	I	Test the voltage drop across a resistor in a given circuit
28	Digital Multimeters	Amperage reading of known quantities	I	The data sheet say your LED should have current in a given range. Is that what you are getting in this circuit?
29	Digital Multimeters	Amperage reading of unknown quantities	I	How much current does your dollar store device need to run?
30	Digital Multimeters	Resistance reading of known quantities	I	Test a resistor with a Multimeter, compare your reading to the color code / Watch change of Potentiometer
31	Digital Multimeters	Resistance reading of unknown quantities	I	Determine the internal resistance of a motor coil
32	Oscilliscope	Student can use Oscilliscope as a Voltmeter	III, IV	Watch PWM or sensor inputs going into a microcontroller circuit
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34	Assembly Skills
35	Sub-subject	Standard	Level	Example Objective / Assesment
36	Safety	Student demonstrate proper safety considerations in the lab, including an awareness of lethal current values.	I	The soldering iron is not a light saber. The benchtop supply isn't to be used to reenact scenes from medical dramas. Does not interrupt other students while they are using an iron.
37	Soldering	Students is able to make a reliable solder joint without excess solder or a cold joint	I	Student creates a stable solder joint between a component and copper tape
38	Soldering	Students is able to splice two wires using proper technique, i.e. have the wires resist reasonable force pulling on both ends before the solder is applied	II	Student cuts two stranded lead wires from roll in class room and creates a longer wire that can then carry current from the power supply to his or her copper tape circuit.
39	Soldering	Student has learned, can demonstrate the techniques required to solder lead wires onto various component with lug-style terminations.	II	Student solders lead wires to a potentiometer or switch provided by the instructor. Student demonstartes to the instructor that the lead wires are electrically sound with a multimeter.
40	Breadboard, Schematic	Student demonstrates an understanding of the layout of a breadboard and how to use it to prototype basic circuits	II or III	Student can reproduce a 4 component series circuit on a Breadboard
41	Soldering	Student can splice thin wires in heat-sensitive scenarios.	III or IV	Student solders a resistor onto the lead of an LED
42	Soldering	Student can solder a circuit onto perf board when given a previously soldered circuit to copy	IV	Insert example project
43	Soldering, Schematic	Student can solder a circuit onto perf board when given a circuit's schematic	IV	Student can reproduce a 4 component series circuit on a perferated protoboard.
44	Soldering	Student can solder through-hole parts into a PCB	IV	Insert example project
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47	Component and Skematic Skills
48	Sub-Subject	Standard	Level	Example Objective / Assesment
49	Component	Battery I – Student can predict the ability of a battery to drive a circuit based on its rating for common batteries.	I	Student records what batteries their device uses and indicates how much voltage they can provide at full power in the configuration they were in the device.
50	Component	LED I - Student understands that is a polar part and how tell what direction it should be placed in a circuit	I	Student consistently puts an LED into a circuit with the correct orientation the first time.
51	Schematic	Students can recognize Level I component schematics symbols and reproduce the circuit with real parts on either a copper tape practice board, nail board or alligator clips	I	Student is given a piece of paper with a schematic on it that they must produce
52	Schematic	Students can draw in a circuit Level I component schematics symbols when given a circuit of real parts from a copper tape practice board, nail board	I	Students given a circuit can produce a schematic of that circuit on Upverter or on paper
53	Component	Capacitor I - Understands safety issues	I	Student can identify what capacitors can kill them and knows to never touch the leads.
54	Component	Capacitor I - Student relates schematic symbol of the capacitor to actual construction techniques used to make capacitors	I	Student builds their own capacitor or takes apart an existing capacitor and can identify the plates and the dielectric.
55	Schematic	Students can recognize Level II component schematics symbols	II	Student when given a schematic on a piece of paper can label the parts
56	Schematic	Students can draw in a circuit Level II component schematics symbols	II	Students when given a circuit that contains Level II components on either a copper tape practice board, nail board, alligator clips student can then draw that circuit.
57	Schematic	Students can recognize Level II component schematics symbols and is capable of reproducing the circuit with real parts on a copper tape practice board, nail board, alligator clips or breadboard	II	Student is given a piece of paper with a schematic on it that they must produce.
58	Schematic	Students can draw a circuit with Level II components based on a real circuits with an advanced part layout	II	Students when given a circuit that contains Level II components on either breadboard or clips student can then draw that circuit.
59	Component	Capacitor I - Polarity of Electrolytic Capacitors	II	Can identify polarity of electrolytic capacitors
60	Component	Capacitor I - Can identify common useages, why it would be in a DC circuit	II	Student when shown a circuit with a capacitor can deduce the component is there to store energy for the circuit to use later or provide a safety valve for power spikes and/or that the circuit may infact have an AC element to it.
61	Schematic	Students can recognize Level I component schematics symbols and reproduce the circuit on a breadboard	III	Student is given a piece of paper with a schematic on it that they must produce
62	Schematic	Students can draw in a circuit Level I component schematics symbols based on a circuit given to them on a breadboard	III	Students given a circuit can produce a schematic of that circuit on Upverter or on paper
63	Component	Capacitor II - Can identify common useages, why it would be in an AC circuit	III	Student when shown an AC circuit with a capacitor can deduce it is perhaps working as a filter
64	Component	Capacitor II - Saftey II Proper dissipation	IV	Student can build a circuit to safely dissipate a capacitor
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68	Math Skills
69	Sub-Subject	Standard	Level	Example Objective / Assesment
70	Ask Ms. Starbird for help with math standards
71	Ratios		III	Determining Vout in a Voltage Divder Circuit
72	Fractional Math
73	Algebra I	Students can solve for X in an equation that uses multiplication and division	II	Missing value in Ohms law
74	Summations			Kirkoff's Law, Voltage
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76	Concept Skills
77	Sub-Subject	Standard	Level	Example Objective / Assesment
78	This is section still very raw
79	Electricity	Students understands that Electricity is the movement of electrons and knows what an electron is	I	Student can draw an Atom and label the parts, but most especially the electron.
80	Electricity	Students understand that atoms and materials have differing amounts of stability in how their electrons are arranged and that the less stable the electrons the more likely that atom or material is to be conductive.	I	Student use multimeter's continuity and Ohmeter settings to identify good conductors and bad conductors. Can begin to predict what their results will be.
81	Electricity	Students understands Valence Shells	IV	When shown a Periodic Table of Elements that only has atomic numbers, students can predict where the good conductors will be
82	Electrical Potential	Students relate to the idea of electrical pressure in a circuit and can tie them both to the appropriate unit.	I	Student when asked what voltage represents in the circuit say electrical pressure.
83	Electrical Potential		II
84	Electrical Potential		III
85	Electrical Potential		IV
86	Current	Current = Qty of Electrons = Amps	I
87	Current	Conventional Current v. Flow of Electrons	II
88	Current	Amps drive the Load	III
89	Current		IV
90	Capacitance	Student know that the definition of Capacitance is "the property of being able to collect a charge of electricity" and correlate the word to the component "Capacitor"	II	When shown a circuit with a capacitor can discuss why something that can hold charge over time might be important in that type of circuit.
91	Capacitance	Students can distinguish a Capacitor from a Battery	III or IV	Students can explain under what circumstance one might be able to use a capacitor instead of a battery, and when one couldn't.
92	Ohms Law	Student is aware of Ohms Law, knows what it is used for	I	Student can give Ohms law as both V=IR and Volts/Amps = Ohms
93	Ohms Law	Student can use Ohms law to derive a single missing values in a basic 4 component of less circuit	II	Student is given the voltage of a battery and the current draw and voltage requirements of an LED. Student determines what resistor will complete the circuit.
94	Ohms Law		III
95	Ohms Law		IV
96	Kirkoff's Laws	Student understands the first law of thermodynamics, but not necessarily by that name	I	Teacher claps and discusses with students how the movement (kinetic energy) gets translated to noise since the energy built up by the movement has to go somewhere.
97	Kirkoff's Laws	Kirkoff's Law of Voltage - The directed sum of the electrical potential differences (voltage) around any closed network is zero	II	Student given a series circuit with a power source can demonstrate that the voltage drops are equal to the voltage source
98	Kirkoff's Laws	Kirkoff's Law of Current - At any node (junction) in an electrical circuit, the sum of currents flowing into that node is equal to the sum of currents flowing out of that node	IV	Multiple power sources? Paralell Circuits When they come back together?
99	Orders of magnitude	Orders of Magnitude and component tolerance	I	The 3rd color is the most important on the resistor color code, explain why.
100	Orders of magnitude	Units go up by powers of 10 and each power of 10 has its own prefix	II	Given these prefixes student can put them in order centi, milli, pico, micro, kilo