CTHSS Electronics Technology

Electronics Technology
Consultant: Jon Waleski
860- 807-2179
jon.waleski@ct.gov

Eight years of relevant, varied, hands on electronics experience. It is important that the applicant show evidence of experience that covers all areas in the program description concerning the in order to effectively teach the approved electronics curriculum.
Apprentice training or formal training (college or technical institutes) can count up to five years. Formal training could be applied for coursework directly associated with electronics. Transcript review should determine percentage of time devoted to electronics and be applied appropriately. Two thousand (2,000) hours of apprentice training equals one year based on letter of completion from the Connecticut Labor Department.
No trade license required.
Part-time job experience counts as ½.
A #090 endorsement for the Instructor position is required. A #110 endorsement for the Department Head position is required.
Combined experience can be counted to obtain multiple endorsements. An applicant who is eligible for electronics could also qualify for Electro-Mechanical trade certification due to sequential theory and practicum required in each being similar.
If applicant shows experience on only a few areas of electronics, this clearly shows that he/she cannot teach all areas of the curriculum.

EXPLORATORY AND INTRODUCTION TO ELECTRONICS TECHNOLOGY (3 credits)
All Grade 9 students go through the Exploratory Program. Students deciding to enter the field of electronics are instructed in trade-specific safety. Students begin their training covering the following topics: proper use of hand tools and common electronic equipment; soldering; parts identification and schematic symbols; Ohm’s law and very basic direct current (DC) circuits; project assembly; and introduction to computers and software. Technology-related mathematics in the Math Lab, reading in the Language Arts Lab writing, vocabulary, electronics schematic reading and science are integrated throughout the curriculum.

DIRECT CURRENT/ALTERNATING CURRENT (DC/AC) CIRCUITS (3 credits)
In Grade 10, students delve into a wide range of topics in the realm of basic electronics theory. Specific topics include series and parallel circuits; direct current (DC) circuits; alternating current (AC) circuits; magnetism and electromagnetism; capacitors, inductors and transformers; instruments and measurements and computer applications. Students continue to receive instruction in safety requirements and demonstrate sound safety practices. Technology-related mathematics, reading, writing, vocabulary, electronics schematic reading and science are integrated throughout the curriculum.

ANALOG ELECTRONICS (3 credits)
In Grade 11, students advance from learning individual components and test circuits to combining each of these into larger circuits. Specific topics include semiconductors; operational amplifiers; oscillators and power supplies; advanced audio circuits and introduction to video electronics; troubleshooting techniques and computer applications; and introduction to integrated circuits. Students will perform in-school electronics projects for customers. Students continue to receive instruction in safety requirements and demonstrate sound safety practices. Students reaching an acceptable level of proficiency may be eligible for Work Based Learning (WBL). Technology-related mathematics, reading, writing, vocabulary, electronics schematic reading and science are integrated throughout the curriculum.

DIGITAL ELECTRONICS (3 credits)
In Grade 12, students begin their final year with the study of digital electronics. They design digital circuits to perform to certain criteria. Emphasis is placed on innovative and creative approaches to problem resolution in their designs. Specific topics include digital electronics, including logic gates; counters, shift registers and memory devices; combinational and sequential logic circuits; industrial microprocessors; basic computer theory; troubleshooting and repair and LAN fundamentals. Special projects are designed to meet the needs of local employers and the interests of the students. Students continue to receive instruction in safety requirements and demonstrate sound safety practices. Students will perform in-school electronics projects for customers. Students will demonstrate the ability to complete a job application and interview, and to perform entry-level job readiness and trade skills as evidenced by their portfolio. Each student will take the National Occupational Competency Testing Institute (NOCTI) exam, which is a performance-based test. Students reaching an acceptable level of proficiency may be eligible for Work Based Learning (WBL). Technology-related mathematics, reading, writing, vocabulary, electronics schematic reading and science are integrated throughout the curriculum.