{"activityType":[{"id":38383,"name":"Physical activity"},{"id":38377,"name":"Practical skills"}],"activityCategory":"Activity","completionTime":"30","cost":"Free","energy":"Ice-breaker","equipmentList":[{"id":38295,"name":"Pens or pencils","description":"","type":"general"},{"id":38358,"name":"Scrap paper","description":"","type":"general"},{"id":0,"name":null,"description":"Lengths of rope","type":"specific"}],"adjustments":"\u003Cp\u003EDepending on the number of logic gates covered, the complexity of the gate combinations made and the number of gate combinations, this activity can be made more or less difficult.\u003C/p\u003E","firstProvidedBy":"","flexibilityStatement":"\u003Cp\u003EWhile some people might grasp the concept of digital immediately, others might need more time. Make sure no-one feels left behind by slowing down the activity, encouraging everyone to ask questions and explaining examples carefully.\u003C/p\u003E","groupSize":"Whole section","guide":null,"meetsRequirements":[{"notes":null,"subRequirementsToQualify":0,"numberOfTimeToComplete":0,"subRequirements":null,"tips":null,"optional":false,"id":45238,"nodeName":null,"title":null,"type":"","image":null,"assets":null,"headerOptions":null,"searchDescription":null,"subHeader":null,"browserTitle":null,"silktide":null,"canonicalUrl":null}],"countsTowardsBadges":[{"title":"Electronics","sections":["Scouts"],"supportedBy":null,"badgeType":{"id":39282,"name":"Activity"},"activityTypes":[],"settings":[],"browserTitle":"Scouts Electronics Activity Badge","url":"/scouts/activity-badges/electronics/","id":45232,"nodeName":"Electronics","type":"badge","image":{"url":"/media/4394/activity-sc-electronics.png","caption":"Activity Sc Electronics","type":"png","size":10548,"width":347,"height":350,"altText":""},"assets":null,"headerOptions":{"headerTitle":"Electronics","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"","subHeader":"","silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC80NTIzMiJ9","canonicalUrl":"https://www.scouts.org.uk/scouts/activity-badges/electronics/"}],"outcome":[{"id":38399,"name":"Problem solve","outcomeLabel":"Problem solve","outcomeDescription":"Find it easier to understand challenges, consider your options, and find solutions."},{"id":38408,"name":"Develop skills","outcomeLabel":"Develop skills","outcomeDescription":"Gain a range of practical and modern skills for school, work, and your social life."}],"preparation":null,"preparationTime":"\u003C5","reflection":"\u003Cp\u003EIt\u2019s a small step from digital circuits to the world of computer programming. Why do you think computers need digital circuits to work? Why couldn\u2019t they have worked with analogue circuits? Some reasons might be the stability of digital circuits, their reliability, their size and the way they work.\u003C/p\u003E\n\u003Cp\u003EWorking out the routes of signals needed you to think carefully and plan ahead. Where else might this skill be useful? Imagine you\u2019re planning a hike or baking a cake.\u003C/p\u003E","relatedActivities":null,"setting":[{"id":38381,"name":"Indoors"}],"supportedBy":null,"takingItFurther":"\u003Cp\u003EIf there\u2019s interest in learning more about digital circuits and computer programming, why not invite an expert to an upcoming session who can explain how these are related in more detail.\u003C/p\u003E","whoIsItFor":"","youthShapedGuidance":"\u003Cp\u003EThis activity is a great opportunity for those with existing skills or interest in electronics to share their knowledge. Encourage young people to pass on their skills to others by helping lead this activity or guiding anyone struggling.\u003C/p\u003E","activityTags":[{"id":38547,"name":"Inventing"}],"roles":[{"id":38724,"name":"Section Teams"},{"id":39231,"name":"Helpers"},{"id":38725,"name":"Young Leaders"}],"sections":[{"name":"Scouts","id":39275,"logo":"","colour":null,"ageRange":""},{"name":"Explorers","id":39276,"logo":"","colour":null,"ageRange":""},{"name":"Cubs","id":39274,"logo":"","colour":null,"ageRange":""}],"themes":[{"id":45036,"name":"Electronics"},{"id":39304,"name":"Science"}],"searchEngineDescription":"Open a gateway to the world of analogue and digital, as we recreate different electronic circuits to see how they work.","plannerTimeSlot":15.000000,"safetyAlerts":[{"title":"Active games","alert":"\u003Cp\u003E\u003Cspan\u003EThe game area should be free of hazards. Explain the rules of the game clearly and have a clear way to communicate that the game must stop when needed. Take a look at our guidance on \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/running-active-and-wide-games/\u0022 title=\u0022Running active and wide games\u0022\u003Erunning active games safely\u003C/a\u003E.\u003C/span\u003E\u003Cspan\u003E\u003C/span\u003E\u003C/p\u003E"},{"title":"Electronics","alert":"\u003Cp\u003E\u003Cspan\u003ERemove any equipment you\u2019re working on from the power source before you begin. Never assume the power circuit\u2019s off \u2013 test it with a voltmeter (and then test it again to be sure).\u00A0\u003C/span\u003E\u003Cspan\u003EOnly connect power to a circuit once you\u2019ve finished working on it and have checked your work. Make sure your circuit isn\u2019t overloaded, and return any covers you\u2019ve removed.\u003C/span\u003E\u003C/p\u003E\n\u003Cp\u003EMake sure that all electronics equipment is properly grounded. Use the right electronics tools, and always replace damaged equipment (for example, replace cables rather than repairing them with insulating tape). Always have safety equipment including a fire extinguisher, basic first aid kit, and mobile phone nearby.\u003C/p\u003E"}],"safetyAlert":"","safetyTags":[],"deliveryMethods":"","permitRequired":false,"scoutLedQualifications":[],"guidance":null,"aalaRequired":false,"externalQualifications":[],"exceptions":[],"listingVideoUrl":"","disableBasicSafetyChecklist":false,"likes":0,"activitiesAdditionalInfo":{"inclusivityStatement":"\u003Cp\u003EAll Scout activities should be \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.scouts.org.uk/volunteers/inclusion-and-diversity/supporting-those-with-additional-needs-and-neurodiversity/reasonable-adjustments/badges-and-awards/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance on flexibility\u0022\u003Einclusive and accessible.\u003C/a\u003E\u003C/p\u003E","standardSafetyAlert":"\u003Cp\u003EAll activities must be safely managed. You must complete a thorough \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u0026nbsp;and take appropriate steps to reduce risk. Use the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/staying-safe-safety-checklist/staying-safe-leaders/\u0022 title=\u0022Staying Safe - Leaders\u0022\u003Esafety checklist\u003C/a\u003E to help you plan and risk assess your activity. Always get\u0026nbsp;\u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval for the activity\u003C/a\u003E, and have suitable\u0026nbsp;\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u0026nbsp;and an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process.\u003C/p\u003E\n\u003Cp\u003EYou must run your activities in line with the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 title=\u0022Safeguarding Code of Conduct for Adults - Yellow Card\u0022\u003ESafeguarding Code of Conduct for Adults (Yellow Card)\u003C/a\u003E and report any concerns to the UK HQ Safeguarding Team.\u003C/p\u003E","basicChecklist":"\u003Cul\u003E\n\u003Cli\u003EComplete a \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EHave the right \u003Ca href=\u0022/volunteers/running-your-section/adult-to-young-people-ratios/\u0022 title=\u0022Adult to Young People ratios\u0022\u003Eratios\u003C/a\u003E of number of adults to provide suitable\u0026nbsp;\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003ESet up an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safe-scouting-and-emergency-procedures/\u0022 title=\u0022Safe Scouting and Emergency Procedures\u0022\u003EKnow what to do in an emergency\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EShare information with parents and carers with an\u003C/span\u003E \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/general-activity-guidance/activity-information-form/\u0022 title=\u0022Activity information form\u0022\u003E\u003Cspan\u003Eactivity information\u003C/span\u003E\u003Cspan\u003E form\u003C/span\u003E\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EGet \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval from your Lead Volunteer.\u003C/a\u003E\u003C/li\u003E\n\u003C/ul\u003E","scoutLedAvailable":"\u003Cp\u003EThis activity can be led by you or someone else in Scouts:\u003C/p\u003E","permitRequired":"\u003Cp\u003EThe activity leader must have an \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/activity-permit-scheme/adventurous-activity-permit-scheme/\u0022 title=\u0022Adventurous Activity Permit Scheme\u0022\u003Eadventurous activities permit\u003C/a\u003E with the right level and permissions for your group.\u003C/p\u003E","externallyLedAvailable":"\u003Cp\u003EYou can go to a centre or use an activity leader who\u0027s not part of Scouts:\u003C/p\u003E","aalaRequired":"\u003Cp\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.hse.gov.uk/aala/index.htm\u0022 target=\u0022_blank\u0022 title=\u0022AALA licence\u0022\u003EAn AALA licence is required\u003C/a\u003E.\u003C/p\u003E","aalaExempt":"\u003Cp\u003EIf the provider is exempt from the AALA licence.\u003C/p\u003E","publicLiabilityInsurance":"\u003Cp\u003EThe provider must have public liability insurance.\u003C/p\u003E","actvityLink":"/activities/"},"duration":15,"instructions":{"layouts":[{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Ch3\u003E\u003Cstrong\u003EBefore you begin\u003C/strong\u003E\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003EUse the\u00A0\u003Cspan\u003E\u003Ca href=\u0022https://www.scouts.org.uk/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/staying-safe-safety-checklist/staying-safe-leaders/\u0022\u003Esafety checklist\u00A0\u003C/a\u003E\u003C/span\u003Eto help you plan and risk assess your activity. Additional help to carry out your \u003Cspan\u003E\u003Ca href=\u0022https://www.scouts.org.uk/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022\u003Erisk assessment\u003C/a\u003E\u003C/span\u003E, including examples can be found here. Don\u2019t forget to make sure all young people and adults involved in the activity know how to take part safely.\u003C/li\u003E\n\u003Cli\u003EMake sure there are pens or pencils and some paper available, for those who prefer to write things down.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Ch3\u003E\u003Cstrong\u003ERun the activity\u003C/strong\u003E\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EExplain the difference between analogue electronics and digital electronics. If in doubt, use these definitions:\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003E\u2018Analogue electronics are electronic systems with a continuously variable signal. They use components like capacitors and resistors to control the voltage and current. As a result, the voltage and current could be any value.\u003C/aside\u003E\n\u003Caside\u003EDigital circuits work in a different way. In a digital circuit, the voltage can only be one of two fixed values. It can either be \u201Con\u201D or \u201Coff\u201D. In digital electronics these on/off values are used to make switches called \u201Clogic gates\u201D.\u2019\u003C/aside\u003E\n\u003Col start=\u00222\u0022\u003E\n\u003Cli\u003EGive out the copies of the \u2018Logic gates guide\u2019. There should be one between two or three. The gates work just like garden gates, opening to let you into your garden, but staying closed to keep intruders out. Point out that the simplest \u2018gates\u2019 have names that describe what they do: \u2018AND,\u2019 \u2018OR\u2019 and \u2018NOT.\u2019\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003EThere might be some raised eyebrows when the group gets a look at the logic gates guide. Draw their attention to the AND, OR and NOT gate diagrams and ignore the others for now.\u003C/aside\u003E\n\u003Col start=\u00223\u0022\u003E\n\u003Cli\u003EExplain what AND, OR and NOT gates do. If in doubt, use these definitions:\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003E\u2018AND gates open to accept two inputs. Both of these (input one AND input two) have to be on for there to be an output. Imagine you and your friend are church bell-ringers. Both of you need to pull on your ropes to ring the bells, or there would be no sound.\u003C/aside\u003E\n\u003Caside\u003EOR gates are also open to accept two inputs. Only one of these (input one OR input two) needs to be on for there to be an output. Imagine the church replaces its church bells with a regular bell. Only one person; you or your friend, needs to ring the bell to make a sound.\u003C/aside\u003E\n\u003Caside\u003ENOT gates open to accept one input. They invert the signal, so that the input is NOT the output. If the input signal is on, they don\u2019t produce an output. If they receive no signal, they do produce an output. Imagine the church replaces the regular bell with an automatic bell on a timer. It rings and makes a sound on its own, with no input from you or your friend, until the day it gets stuck and one or both of you has to do something to stop it!\u2019\u003C/aside\u003E\n\u003Col start=\u00224\u0022\u003E\n\u003Cli\u003EExplain that logic gates are made up of transistors, resistors, diodes and, at the centre, a microchip. They\u2019re the basis for all modern computers. Here are some examples you can share of AND and OR gates in practice:\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003E\u2018Think of an outdoor light with a motion sensor. The light\u2019s power is analogue, as it could potentially be any brightness, day or night. The light\u2019s output is digital, as it\u2019s either on or off. A motion-activated light like this would have an AND gate, as it requires the day to be dark enough and the sensor to detect motion before the light can be activated.\u003C/aside\u003E\n\u003Caside\u003EA fire alarm works with an OR gate, as smoke is detected by one of several different sensors. Any one of those sensors can activate the alarm.\u2019\u003C/aside\u003E\n\u003Col start=\u00225\u0022\u003E\n\u003Cli\u003EHave everyone make logic gates of their own. Everyone should split into groups of three and pick a number: one, two or three.\u003C/li\u003E\n\u003Cli\u003EGive each group a length of rope. Number One should hold the middle of the rope, while Number Two and Three should hold the ends, making a triangle shape.\u003C/li\u003E\n\u003Cli\u003EExplain that for this game, Number Two and Three are inputs, while Number One is the output. Number One should come up with an output signal that they\u2019ll do when the gate opens. For example, they could raise their hand or blow a raspberry.\u003C/li\u003E\n\u003Cli\u003EStart with an AND gate. Both inputs need to send a signal for there to be an output. Number Twos and Number Threes should both tug the rope at the same time if they wish to open the gate. If only one of them or neither of them tugs, the gate shouldn\u2019t open\u003C/li\u003E\n\u003Cli\u003ENow, try an OR gate. Either input can send a signal and produce an output. Either Number Twos or Number Threes can tug their end of the rope and the gate should open. If neither of them tugs, the gate shouldn\u2019t open.\u003C/li\u003E\n\u003Cli\u003EGive out copies of the attached diagram. Try forming some of the larger sets of gates from the diagram. Stick with OR gates for now, so that all inputs have an output.\u003C/li\u003E\n\u003Cli\u003EThe output for everyone apart from Number One, Seven and 11 should be to pull the rope and send the signal on to the next gate. If anyone\u2019s holding more than one rope, they should pull both at the same time. Start by trying to activate Number One, but not Seven or 11.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003EGetting the signal to Numbers Four, Five and Six should in turn activate Number One. But remember, a signal from Number Six will also activate Number Seven!\u003C/aside\u003E\n\u003Col start=\u002212\u0022\u003E\n\u003Cli\u003E\u00A0Introduce AND gates to help the group activate the output they want. The AND gates need to be placed in areas where both inputs have to be turned on to get the output. You may need to move the AND gates around to activate different people in the group.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003EIf there\u2019s time, try and fit some of the other examples from the \u2018Logic gate guide\u2019 into your sequence.\u003C/aside\u003E\n\u003Col start=\u002213\u0022\u003E\n\u003Cli\u003E\u00A0Gather everyone together again and go back to the difference between digital and analogue electronics. Explain the difference between variable (analogue) and finite (digital) signals. You could use the examples below:\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003E\u2018See if anyone knows the difference between an analogue clock and a digital one. A digital clock shows hours and minutes with numbers. There are only 1,440 combinations of numbers it could show you. Look back any time within 59 seconds and it\u2019ll read the same. An analogue clock, with arms and a face, shows you a more unique time, as the arms pass between the numbers. Whenever you look, you\u2019ll always see something different.\u003C/aside\u003E\n\u003Col start=\u002214\u0022\u003E\n\u003Cli\u003E\u00A0Share some more facts about why we use digital circuits:\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003E\u2018Digital circuits are cheaper and simpler to produce than analogue circuits, which can be difficult to design and manufacture. Digital circuits can also be made small with more ease, so that they can fit inside machinery.\u003C/aside\u003E\n\u003Caside\u003EDigital circuits just need all information passed to them, either from analogue circuits or the outside world, to be translated into digital signals. Then they should work the same, every time.\u2019\u003C/aside\u003E","gtmId":"","gtmClass":""}]}],"config":null}]},"ownerAuthor":null,"porRules":null,"id":45247,"nodeName":"Thinking logically","title":"Thinking logically","type":"activity","image":{"url":"/media/19839/fdl-02-01.png?width=800\u0026height=534\u0026v=1db165cc7fc61d0","caption":"FDL 02 01","type":"png","size":15417,"width":1902,"height":1100,"altText":""},"assets":[{"id":37291,"url":"/media/20871/thinking-logically-diagram.pdf","caption":"Thinking Logically Diagram","type":"pdf","size":163514},{"id":37290,"url":"/media/20870/thinking-logically-logic-gates-explained.pdf","caption":"Thinking Logically Logic Gates Explained","type":"pdf","size":293225}],"headerOptions":{"headerTitle":"Thinking logically","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"Open a gateway to the world of analogue and digital, as we recreate different electronic circuits to see how they work.","subHeader":"Open a gateway to the world of analogue and digital, as we recreate different electronic circuits to see how they work.","browserTitle":null,"silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC80NTI0NyJ9","canonicalUrl":"https://www.scouts.org.uk/activities/thinking-logically/"}