Instructor Guide

Lesson Plan Templates

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Class Duration

Litarix — Instructor Guide

Module 1: Semiconductor Fundamentals

Generated on: 6 April 2026

SPM 60 min / Module 1

Estimated hours

8 hrs

Suggested sessions

Level

SPM

2 class sessions of 80 minutes each, or 4 sessions of 40 minutes

1 Students explain the properties of semiconductor materials and distinguish between intrinsic and extrinsic semiconductors.
2 Students describe the doping process for N-type and P-type semiconductors and identify charge carriers.

Phase	Time	Activities
Warm-Up	8min	Quick poll: classify common materials by conductivity Brief discussion: where have students encountered semiconductor devices today?
Main Instruction	25min	Band theory: valence, conduction bands, and band gap with energy level diagrams Intrinsic vs. extrinsic semiconductors; silicon lattice and covalent bonds N-type and P-type doping: donor/acceptor impurities and majority carriers Live simulator demo: show conductivity increase with doping concentration
Guided Practice	20min	Students complete 3 concept check questions in the platform Doping simulator activity: adjust N-type and P-type concentrations, record conductivity Group discussion: classify 5 materials using band gap data provided
Wrap-Up	7min	Class summary: three key takeaways from today Exit ticket: explain in one sentence why silicon dominates over germanium in modern devices Assign: read Lesson 1 on the platform for next class

1 Open the Semiconductor Doping Simulator from the Module 1 lesson page
2 Set material to Silicon (Si) and adjust the dopant type (N-type / P-type) using the toggle
3 Drag the concentration slider from 1×10¹⁴ to 1×10¹⁸ cm⁻³ and observe the conductivity bar
4 Switch between N-type and P-type and compare conductivity at the same concentration level
5 Use the "Show Band Diagram" overlay to connect band theory to the observed conductivity changes

Students often confuse "holes" with physical vacancies — clarify that holes behave as positive charge carriers
Many students think doping adds electrical charge — emphasise that doped materials remain electrically neutral
Students may conflate conductivity with the number of free electrons only, ignoring hole mobility

Formative strategies

Concept checks after each lesson (intrinsic vs extrinsic, band theory, doping)
Doping simulator exploration: adjust concentration and observe conductivity change
Exit ticket: describe in one sentence why silicon is preferred over germanium

Summative approach

Module 1 quiz gates access to Module 2. For graded courses, weight the quiz at 10% of the module grade with the option to retake (best score counts).

Struggling learners: Provide a simplified "band gap table" reference card; focus on the doping simulator visual output rather than mathematical derivations
Advanced learners: Ask them to calculate the carrier concentration using the mass action law (ni² = n × p) and verify with the simulator
Bilingual support: Toggle the platform to Bahasa Malaysia for BM-dominant learners; key terms appear in both languages in the glossary
Visual learners: Emphasise the band diagram overlay in the simulator; use colour coding (blue = electrons, red = holes) consistently