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Hatimi Hamzah ,Izzan Kassim, Syahrul Bahri

Abdul Hatimi Hamzah

on 28 February 2014

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Transcript of TPCK FRAMEWORK

Specialisation Area
MTeach Computer Studies (Secondary)
Logic gates
Target audience
Year 9-11
Logic Gate Simulator (Online App)


Logic Gate Simulator (PC Software)

Use a flowchart or MS Visio to show students step by step the flow from the input to the output at each step for the different inputs.
Teaching and Student Learning (Pedagogy)
Students should be able to:
1. Combine different types of logic
gates to create specific output
2. Know how to read the diagram
and draw truth table for
combined logic gate
3. Given an output and some inputs,
students should be able to trace
back through the diagram and
find the missing inputs
4. Find errors in the truth table and
explain why the error occurs
Student Learning:
Create truth table for the following diagram

Can create their own truth table to trace back and fill the missing input
Explore the various ways how a combination of various logic gates can replicate another gate for the same input and output (E.g. Creating an OR gate using only NAND gate)

These activities can be done individually, in small groups or as whole class activities
Knowledge Dimension
Plan A
Online flash game can be incorporated in lesson for students to practice on “counting on” information from truth table and logic gates and at the same time, able to distinguish the functions of each types of logic gates while having fun.


Plan B
Online interactive logic gates

Plan C
Answering exercise using Ms Visio apps

Plan D
Interactive Whiteboard
Teaching and Student Learning (Pedagogy)
Students should be able to:
1. Recognize types of logic gates
2. Understand how each gate works
3. Draw types of logic gates diagram
4. Apply logic gates formula
5. Draw the truth table

Student Learning:
Students will answer from the exercise given by teachers.
Participate in class where teacher will display interactive logic gates.
Ask students to draw the diagram logic gates.
Students analyse information from truth table, interpret and represent the information into a logic gates diagrams; and vice versa.

Draw each type of logic gate digitally.
Teach technique how to remember the gates for each boolean expression.
Recap how boolean expression works.
Illustrate the formula for each gates via truth tables.
Knowledge Dimension
Use projector to show the explanation and definition of logic gates and the diagram itself

Using Microsoft PowerPoint slides displaying explanation of logic gates, with interactive circuit diagrams.

Source: http://www.facstaff.bucknell.edu/mastascu/elessonshtml/Logic/Logic1.html#Example

Using Ms. Visio to draw diagrams of logic gates such as AND, OR and NOT gate.

Online flash videos that displays sets of logic gates and at the same time, explaining the types of logic gates
Teaching and Student Learning (Pedagogy)
Students should be able to:
1. Explain what Logic gate is.
2. Define binary numbers
3. Differentiate between Binary
1 & 0 (Off/On) or (True/False).
4. Understand Boolean expression
5. Recognise type of logic gates and
function of each logic gates.
6. For an ‘N’ number of inputs, the
highest possible combination for
a gate is 2N where 2 stands for
binary or the possibility of either
‘1’ or ‘0’ (two options) and where
‘N’ is the number of inputs
Student Learning:
Students engage in multiple learning experience such as visually and auditory
Students will do group online activity and present what they understand about the topic.
Student practice recognizing and comparing types of logic gates

After students’ presentation, teacher will show and explain with diagrams about types of logic gates, binary numbers.
Show students the different logic gates & its truth table
Show students that 0 & 1 is on/off
Give students a link to a resource where they can refer to the different logic gates & truth table for their extra reading resources.

Knowledge Dimension
Hands-on practical on the logic gates circuit.

Computer software such as “Logic Gate Simulator” that imitates the function of logic gates; thus has the capability to make any possible combinations of logic gates and gives the outcome of the combinations; in addition to check and compare if two or more combinations have the same final outcome. Then, students able to create their own electronic circuit e.g. for robot control.

Teaching and Student Learning (Pedagogy)
Students should be able to:
1. With the knowledge that the
student have learnt, student
would able to create their own
electronic circuit; e.g. Robot
Control / Electric LED circuit
Student Learning:
Students have opportunities to make decisions about making combinations of logic gates to produce desired outcome
Each combinations of logic gates is a student collaboration for investigating the possible combinations types of logic gates and each one of them may be different with other individuals/groups, thus promoting students’ creativity and critical thinking.

This activity can be done individually, in small groups or as a whole class activity.
Teacher facilitates or guides students throughout the activity.
Knowledge Dimension
Topic: Logic Gates

Duration: 3 lessons
Lesson 1: Procedural
Lesson 3: Strategic
Lesson 2: Schematic
Explore what is 'Logic Gates'?
Apply the knowledge to practical
Create circuit from the knowledge
Logic Gates

AND Gate
Any Questions
Lesson plan
Teacher teaches using Interactive Whiteboard and Realtimeboard
Students doing the online group activity – divided into groups
Realtimeboard interface
Group 1 doing their activity work
Group 2 doing their activity work
Students’ group work
Inverter or NOT GATE
Is it Useful?
Every digital product, like computers, mobile, calculators even digital watches contains logic gates.
What is Logic Gates?
A logic gate is an elementary building block of a digital circuit. Most logic gates have two inputs and one output which use two binary conditions (0) or (1) only.
OR Gate
Logic Gate
Is it Important?
Our next generation can develop our own brand of computers, handphones, digital watches ,etc without relying to others anymore.
Group 36
Full transcript