Curriculum analysis _o_1

Department Vocational Pedagogy
Electronic EET- EL-7 VP-9
1
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1. curriculum analysis.................................................................................................2
2.content analysis ......................................................................................................3
3.Didactic analysis .....................................................................................................9
4.Learning Objectives: .............................................................................................10
4.1 General Objectives : .......................................................................................10
5.lesson plan............................................................................................................11
5.1Topic: Inverting and non inverting amplifier......................................................11
5.1.1Specific Learning Objectives: ....................................................................11
5.1.2 Processes : ..............................................................................................12
5.1.3list of attached teaching material ...............................................................14
5.1.4References :..............................................................................................14
5.2Topic: Comparator Amplifier. ...........................................................................15
5.2.1Specific Learning Objectives : ...................................................................15
5.2.2 Processes : ..............................................................................................15
5.2.3 list of attached teaching material ..............................................................18
5.2.4References :..............................................................................................18
5.3Topic: Summing amplifier ................................................................................19
5.3.1Specific Learning Objectives: ....................................................................19
5.3.2 Processes : ..............................................................................................20
5.3.3list of attached teaching material ...............................................................22
5.3.4References :..............................................................................................22

2
1. curriculum analysis
This course talks about Operations amplifiers [167 ELC]. The contact
hours for this course are 5 hours. The hours of lecture are 3 hours. The
hours of workshop are 2 hours. This course will make the trainees will
gain practical and theoretical skills on how to deal .After studying
electronic items resistance and condenser and file and diode and
transistor in decision electronic items and are now in electronic
circuits course the student will learn transistor amplifiers and
operations amplifiers and timers and oscillators sine of electronic
circuits are used extensively in electronic devices,
telecommunications, computers control areas and signal
generators examines and analyzes the trainee electronic circuit
theory and practical as a trainee must use the programs in the
simulation circuit . The trainee understand the material circuit
and performed at stake and are trained to solve the exercises in
the art circuit composed this article from four modules:
1 .Transistor amplifiers
2 .Operations amplifiers
3 .Timers
4 .Sinusoidal oscillators
At the end of each unit on the trainee solving exercises and to
guarantee the trainee of his response at the end of the unit in the
decision circuit acquires trainee basic knowledge in transistors
amplifiers and operations amplifiers and timers and oscillators
sine and the trainee able to figure out the function of any circuit
with the account and measure the input resistance and the output
resistance and the gain voltage and current capacity.

3
2.content analysis
The topic is about the operational amplifier invention of the operational
amplifier during labor war in the forties and she was doing calculations
in the computers and symbol to him (1-1).
operational amplifier (1-1)
The trainee will learn about the operational amplifier that has one
output and two input inverter and the other non-inverter and also will
recognize the trainee in the Shaped amplifier and also will recognize the
trainee to saturation voltage (1-2(.
Shaped the operational amplifier (1-2(
Also learn about the trainee about resistance Rim, a resistance input
Amplifier mean that this affects the source of the input signal is equal to

4
the extent 1MΩ . trainee will learn the output resistance Rout which are
very small (1-3)
resistance input and output Amplifier (1-3)
And also learn the trainee on operational amplifiers about feedback
operations and there are two types of feedback negative and the other
positive feedback leads increase background nutrition Negative input
signal lead to decreased input(1-4)
nutrition Negative input signal(1-4)
The student learns the operational amplifiers specifications, including
the Source effort and the power Dissipation and the degree of operating
temperature and the resistance over the input voltage and the extent of
the output voltage and the CMRR and the trainee to conduct the
analysis of computational exercises on it. The trainee will learn the Slew
Rate determines the speed of change in the output signal level and the
higher the value, the maximum increased frequency the trainee solution
of aerobic exercise about the lesson and explain shape (1-5) (1-6)

5
power Dissipation for the output and input (1-5) (1-6)
And trainees will to learn know the ideal magnifier and real magnifier
and teacher displays the difference between the amplifiers in theory and
practical processes and also will recognize the trainee Inverting Amplifier
and the design and knowledge in solving the Aerobics and the output
and adjusted input rate and earn effort and also learn trainee Band
width is the scope of the department open circuit and see the laws
used . The trainee know what non-reflective amplifier and on the design
and computational exercises on magnifier inverter and non-reflective
and the output rate (1-8) (1-9)
show the student the out singal (1-8)(1-9)

6
The trainee will recognize a magnifier comparator and the goal of
comparative efforts together is when learn about design and knowledge
of the form of the output signal and the comparator input (1-10) (1-11)
(1-12)
Comparator amplifier and output (1-10) (1-11)
The time with output signal(1-12)
The trainee will learn the summing amplifier the summing magnifier
collects efforts at the input of the amplifier and uses this magnifier in the
calculations and the trainee learns to form and the laws for output and
some aerobic exercise (1-13)

7
summing amplifier(1-13)
Also will recognize the trainee on differential amplifier this magnifier in
mathematical operations such as integration and differential, and the
knowledge of the laws and the form of the circuit and the input signal
and the output will learn trainee magnifier Integrative which integrate
the electronic signal is a collection of time for the value of the input
signal voltage and teach the trainee the form of the circuit and also on
laws used and the shape of the output signal input and the trainee
solving exercises to understand the lesson (1-14) (1-15).
differential amplifier with the law(1-14)
Integrative amplifier with the law (1-15)

8
The trainee learn on filters which are used in the telecommunications
and heard over bandwidth and prevent the passage of anything else,
there are two types of filters Active and Passive and the trainee used
the laws in the circuit, as well as learn the trainee on the practical
applications in this lesson will recognize the Active low pass filter circuit
and Active high pass filter circuit and Active band pass filter circuit and
the trainee will know the design of the circuit and aerobic exercise on
this lesson(1-16) (1-17) (1-18) (1-19) .
The Active low pass filter circuit and laws and ship(1-16) (1-17) (1-18) (1-19) .

9
3.Didactic analysis
In my lesson I use the Horizontal Didactic (from Abstract to simple ) by
ask my trainees about something is obscure so my trainees try to solve
it and define it. After that I start explain my lesson I will ask trainees
about the operational amplifier why I ask because my subject depends
on it. Also the trainees must be have a knowledge about how the
operational amplifier work to give me a right idea about it. Trainees
must also understand the tasks of operational amplifier and to
understand the difference between the idea and the real operational
amplifier. Next I will talk about the operational amplifier inverter and
non-Inverter and I will explain the output operational amplifier signals.
After that, I will explain the differential and integrated amplifier and
explain some of the equations. If trainees understanding amplifiers.
After that , I will explain effective filters. After that, trainees understands
that the operational amplifier is an integrated circuit and are frequently
used electronic devices.
I’ll use a different methods for example :
 I will division of trainees into two group and I will give them a
problem that problem is how we make (manufacture) a memory
so that problem help me to bring the mind of the trainees to the
class also to solve that problem by them self (problem based
learning).
 Classroom-Conversation this methods help the trainer to make the
trainees reactive also to motivate them, this methods also help
trainees to breaking down barriers between them and trainer.
 Lecture the lecture is useful to gain the information and share
experience whit the trainees. This allowed the trainer to controlling
the class.
 Group Work this methods is the best because it make all trainees
are active and it broking the shy. This methods it is useful for the
trainees because they are converse together and help us to
understand the lesson.

10
4.Learning Objectives:
4.1 General Objectives :
The Trainees:
1. come on time and respect the rules of the college e.g. (wear the uniform).
( Affective )
2. work together in a team and cooperate with other to solve the exercises.
( Affective )
3. summarize the lesson in the end of class. ( Cognitive )
4. to communicate with other and break the shy barrier.(Affective)
5. finish their task on time. ( Affective )
6. razing hand when they need to answer. ( Affective )
7. write some notes about the lesson. ( Cognitive )
8. finish all the tasks on time. ( Affective )
9. are willing to answer the questions by raising their hand.
( Affective )
10. write and draw clearly on the worksheet. ( Psychomotor )
11. finish all the tasks on time. ( Affective )
12. are willing to answer the questions by raising their hand.
( Affective )
13. write and draw clearly on the worksheet. ( Psychomotor )
14. improve their English language skills. ( Cognitive )
15. ask questions about the topic. ( Affective )
16. help the student to acquire logical thinking. ( Cognitive )
17. the student able to analysis the problem and solve the problem. ( Affective )
18. follow the rules good communication in classroom. ( Affective )
19. are encouraged to write and draw on the Whiteboard. ( Affective )

11
5.lesson plan
5.1Topic: Inverting and non inverting amplifier.
5.1.1Specific Learning Objectives:
The students:
1. analyze the general idea to how inverting and non inverting
amplifier.(Cognitive)
2. identify to how inverting and non inverting amplifier circuit
work.(Cognitive)
3. analyze combination of inverting and non inverting amplifier
circuit.(Cognitive)
4. are able to know the difference between inverting and non
inverting amplifier circuit.(Psychomotor)
5. identify the equations of inverting and non inverting amplifier
circuit.(Cognitive)
6. design inverting and non inverting amplifier circuit by
themselves.(Psychomotor Cognitive)

12
5.1.2 Processes :
Body (Information / Elaboration)
Methodology Media
Time
MinutesExpected Trainer-
action
Expected
Trainee-action
The trainer let trainees
share what they find
about the topic and
discuses about it.
Trainees share
what they find
and active with
their trainer. Also
take notes about
lesson.
Classroom
Conversation
Internet 5
The trainer draws the
circuit of inverting
amplifier on
Whiteboard.
Trainees try to
understand and
try drawing the
circuit to the
Whiteboard.
Classroom
Conversation
Whiteboard 4
The trainer explain
equations of inverting
Trainees must
listen and take
Lecture Whiteboard 5
Opening / Entrance / Motivation
Methodology Media
Time
Expected Trainer-
action
Expected Trainee-action Minutes
The trainer
welcomes to the
trainees and
division of students
into two group and
let them to search
about the topic by
using internet.
Trainees welcomes to the
trainee and listen to him
and take notes. Also
connect the ideas to
gather and find out why is
important.
Indicative
Approach
Classroom
Conversation
Internet 5

13
amplifier. notes, if they
don't understand
ask question
Classroom
Conversation
The trainer gives
trainees some
important point about
inverting amplifier on
Whiteboard.
Trainees should
listen carefully to
the trainer and
take notes.
The trainer gives to
trainees questions on
paper about inverting
amplifier.
Trainees read the
paper and start to
answer the
questions.
Individual
Work
Handout(1) 5
The trainer draws the
circuit of non inverting
amplifier on
Whiteboard.
Trainees try to
understand and
try drawing the
circuit to the
Whiteboard.
The trainer explain
equations of non
inverting amplifier on
Whiteboard.
Trainees must
listen and take
notes, if they
don't understand
ask question.
The trainer gives
trainees some
important point about
non inverting amplifier
on Whiteboard.
Trainees should
listen carefully to
the trainer and
take notes.
trainees questions on
paper about non
inverting amplifier.
Trainees read the
paper and start to
answer the
questions.
Individual
Work
Handout(2) 5

14
Close (Reflection, Exercises,
Homework, Feedback)
Methodology Media
Time
action
Expected Trainee-
action
The trainer gives
trainees some
application about
the inverting and
non inverting
amplifier, also the
trainer tell them
where we use it in
our live.
Trainees share the
idea with the trainer
and try to name
some application ,
also they should
take a notes.
Lecture
Classroom
Conversation
Whiteboard 5
The trainer gives
trainees a quiz, and
explain if they don't
understand
Trainees start to
answer the quiz and
ask the trainer if
they don’t
understand the
question.
Individual
Work
Handout(3) 10
5.1.3list of attached teaching material
We will use :
 Internet.
 Handout.
 Markers.
 Whiteboard.
5.1.4References :
 TVTC Curriculum RCT book " Electronics circuits"

15
5.2Topic: Comparator Amplifier.
5.2.1Specific Learning Objectives :
The students:
1. analyze the general idea about Comparator
Amplifier.(Cognitive)
2. identify to how comparator amplifier circuit work.
(Cognitive)
3. analyze combination of digital circuits. (Cognitive)
4. identify the equations from truth table . (Cognitive)
5. design digital circuit by them self.
(PsychomotorCognitive)
5.2.2 Processes :
Opening / Entrance / Motivation Methodology Media Time
Expected Trainer-
action
Expected Trainee-
action
Minutes
The trainer
welcomes to
trainees, and he
gives them symbol
quiz about
Inverting and non
Inverting Amplifier.
After that he gives
questions about
Comparator
Amplifier and how
we used in real
live.
Trainees answer the
symbol quiz. They listen
to the trainer and
answer the question.
Also connect the ideas
to gather and find out
why is important.
Classroom
Conversation
Projector
Slide(1)
Handout(1)
8

16
Methodology
Media Time
action
Expected
Trainee-action
The trainer explains
the symbol and
structure of
Comparator Amplifier.
Trainees active
and write notes
about lesson
Lecture Projector
Slide(2)
Whiteboard
4
The trainer discuss
with trainees about
input and output. Also
the trainer talk
Trainees try to
Understand .
Lecture
Classroom
Conversation
Projector
Slide(2)
Whiteboard
3
The trainer talks about
volt satiated and how
to move inside it.
Trainees ask the
trainer if don't
understand .
Lecture
Classroom
Conversation
Projector
Slide(2.3)
Whiteboard
3
The trainer chooses
one of trainees to draw
it in Whiteboard.
Trainee draw it
and trainees help
him.
The Trainer says to his
trainees set as partner
work and answer the
questions in the
handout (2).
Trainees read the
handout and
start to answer
the questions
With each other.
Classroom
Conversation
Partner Work
Projector
Slide(4)
Handout(2)
9
The trainer gives them
some point for more
information.
Trainees listen,
focus and write
notes.
Lecture Projector
Slide(5)
5
The trainer answers to
questions about points
that trainees did not
understand.
Trainees say
questions about
points they didn't
understand.
Classroom
Conversation
Projector
Slide(5)
4
The trainer says to his
trainees set a group
Trainees read the
handout and
Lecture Projector 10

17
work and answer the
questions in the
handout (3).
start to answer
the questions
With each other.
Classroom
Conversation
Slide(6)
Handout(3)
The trainer gives
trainees amp-714 real
element in order to
reach the information
clearly.
Trainees take
their element and
see him try and
discuss how the
way work.
Lecture
Classroom
Conversation
Projector
Slide(6)
5
Homework, Feedback)
Methodology
Media Time
Minutes
Expected Trainer-
action
Expected Trainee-
action
The trainer gives
trainees some
application about
the Comparator
Amplifier also the
trainer tell them
where we use it
Trainees share with
the Trainer and try
to name some
application , also
they must to take a
notes.
Lecture
Classroom
Conversation
Projector
Slide(7)
5
If the trainer have
more time he gives
them quiz about it .
Trainees start to
answer the Quiz and
ask the trainer if
they don’t
understand the
question.
Individual
Work
Handout(4) ---

18
5.2.3 list of attached teaching material
We will to use :
 Handout.
 Markers.
 Whiteboard.
 Worksheet.
5.2.4References :

19
5.3Topic: Summing amplifier
5.3.1Specific Learning Objectives:
The students:
1. analyze the general idea to how summing
amplifier.(Cognitive)
2. identify to how summing amplifier circuit work.(Cognitive)
3. analyze combination of summing amplifier
circuit.(Cognitive)
4. are able to know the output summing amplifier
circuit.(Psychomotor)
5. identify the equations of summing amplifier
circuit.(Cognitive)
6. design summing amplifier circuit by
themselves.(Psychomotor Cognitive)

20
5.3.2 Processes :
Methodology Media
Time
action
Expected Trainee-
action
The trainer explain
to trainees the
topic.
Trainees listen and
take notes, if they
don't understand ask
question.
The trainer draws
the circuit of
summing amplifier
on Whiteboard.
Trainees try to
understand and try
drawing the circuit to
the Whiteboard.
Classroom
Conversation
Whiteboard 4
Opening / Entrance / Motivation
Methodology Media
Time
Expected Trainer-
action
Expected Trainee-action Minutes
The trainer
welcomes to the
trainees and
remembering what
we did last lesson by
asking questions.
Trainees welcomes to the
trainee and listen to him
and answer their
questions.
Classroom
Conversation
--- 3
The trainer ask
trainees about what
they know about the
topic.
Trainees discussion what
they know about the
topic.
Indicative
Approach
Classroom
Conversation
---- 3

21
The trainer explain
equations of
summing amplifier
on Whiteboard.
Trainees must listen
and take notes, if
they don't understand
ask question.
Lecture
Classroom
Conversation
Whiteboard 4
The trainer gives
trainees some
important point
about summing
amplifier on
Whiteboard.
Trainees should
listen carefully to the
trainer and take
notes.
trainees questions
on paper about
summing amplifier.
Trainees read the
paper and start to
answer the
questions.
Individual
Work
Handout(1) 5
The trainer explain
output signal of
summing amplifier
on Whiteboard.
Trainees must listen
and take notes, if
they don't understand
ask question.
The trainer make a
group work to
solve questions.
Trainees make a
group and start to
find solutions about
questions.
Group Work Handout(2) 7
The trainer gives
trainees exercises
about summing
amplifier.
Trainees try solve
exercises.

22
Homework, Feedback)
Methodology Media
Time
action
Expected Trainee-
action
The trainer gives
trainees some
application about
the summing
amplifier, also the
trainer tell them
where we use it in
our live.
Trainees share the
idea with the trainer
and try to name
some application ,
also they should
take a notes.
Lecture
Classroom
Conversation
Whiteboard 5
The trainer gives
trainees a quiz, and
explain to trainees
if they don't
understand.
Trainees start to
answer the quiz and
ask the trainer if
they don’t
understand the
question.
Individual
Work
Handout(3) 10
5.3.3list of attached teaching material
We will use :.
 Handout.
 Markers.
 Whiteboard.
5.3.4References :

Curriculum analysis _o_1

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