Download student learning outcome guide - System Operations

The accompanying Student Learning Outcomes is a work in progress, but one
that I have decided should be displayed in its current evolutionary draft status.
A number of colleges have requested copies of the latest draft for possible use in
developing new programs and/or revising current program. The inquires have
come from one or more of the following:
1. The State’s Electrician Certification Licensing Program
2. New electrical technology CTE credit programs that would be submitted
for approval by the California Community Colleges Chancellor’s Office,
and
3. State Registered Apprenticeship Electrician Program
I worked with three community college electrical faculty to bring the guide to its
current evolutionary status. The faculty were; 1) John Hauck, Long Beach City
College, 2) Elmano Alves, Chaffey College, and 3) Justin Shores, Antelope
Valley College.
Please contact me with your comments regarding this document.
Currently I am looking for additional qualified resource people who would like to
work with me on writing other sections of this document...
Barry Noonan, Ph.D.
Apprenticeship Coordinator, and
Specialist - Career Technical Education
Career & Technical Education Unit
Division of Economic Development and Workforce Preparation
California Community Colleges Chancellor's Office
1102 Q Street, 3rd Floor
Sacramento, CA 95811-6549
916.445.8026
[email protected]
COMMERCIAL/INDUSTRIAL ELECTRICIAN:
GUIDE—STUDENT LEARNING OUTCOMES
(SLOS) FOR CTE, APPRENTICESHIP, AND
ELECTRICIAN CERTIFICATION PROGRAM
REVISED TUESDAY, SEPTEMBER 21, 2010
(NOONAN REVISIONS)
Student Learning Outcome Guide
Commercial and Industrial Electrician Curriculum
PREPARED BY
Lead Expert Resource: John Hauck, Long Beach City College: Electrical Faculty
Expert Resource: Justin Shores, Antelope Valley College: Electrical Faculty
Expert Resource: Elmano Alves, Chaffey College: Electrical Faculty
Curriculum Writing Assistance: Barry Noonan, California Community College Chancellor’s
Office – Apprenticeship Coordinator and Specialist Vocational Education
Editing Consultant: Katie Faires
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STUDENT LEARNING OUTCOME GUIDE
Topical list of specific student learning outcomes for each point in the
COMMERCIAL AND INDUSTRIAL ELECTRICIAN CURRICULUM OUTLINE

Developed by the Electrical Joint and Unilateral Curriculum Committee.

Approved by the California Apprenticeship Council (CAC) as the CAC’s
statewide standard for commercial electrician curriculum.

Curriculum outline approved September 2003, by the DAS’s special
committee charged in the law with designating schools that have electrical
curricula that meet the Commercial Electrician curriculum approved by the
CAC.

All of the “learning outcomes” listed in this document specific apply to the
“commercial electrician” unless other wise stated.
Student Learning Outcome Guide
Commercial and Industrial Electrician Curriculum
TABLE OF CONTENTS
STUDENT LEARNING OUTCOMES GUIDE (LOG)....................................................... 7
I.
INTRODUCTION .................................................................................................. 7
II.
COURSE ACTIVITIES AND DESIGN .................................................................. 7
III.
PREREQUISITE KNOWLEDGE AND SKILLS .................................................... 7
IV.
TOPICAL OUTLINE ............................................................................................. 7
V.
STUDENT LEARNING OUTCOMES ................................................................... 7
1.
SAFETY ............................................................................................................... 8
2.
3.
1-A.
General Jobsite Safety Awareness .......................................................................... 8
1-B.
Emergency Procedures.......................................................................................... 10
1-C.
Compliance With OSHA And EPA Regulations .................................................. 10
1-D.
Substance Abuse ................................................................................................... 11
TOOLS, MATERIALS, AND HANDLING ........................................................... 12
2-A.
Proper Tool Management ..................................................................................... 12
2-B.
Proper Rigging Methods ....................................................................................... 12
2-C.
Proper digging techniques..................................................................................... 12
2-D.
Proper use of motorized tools (use of platform lifts, bucket trucks, and truckmounted cranes) .................................................................................................... 13
2-E.
Proper material management ................................................................................ 13
MATHEMATICS ................................................................................................. 14
3-A.
4.
Conduct Appropriate mathematical calculations to solve for unknowns ............. 14
DIRECT CURRENT ELECTRICAL CIRCUIT THEORY: OHM’S LAW .............. 15
4-A.
Definitions and Inventor ....................................................................................... 15
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5.
6.
4-B.
Ohm’s Law: Direct Current Electrical Circuit Theory ......................................... 15
4-C.
Basic Ohm’s Law formulas .................................................................................. 15
4-D.
Ohm’s Law in Direct Current Series circuits, Parallel circuits, and Combination
Circuits .................................................................................................................. 16
CONDUCTORS USED FOR GENERAL WIRING/MOTOR APPLICATIONS .... 17
5-A.
Task Listing: ......................................................................................................... 17
5-B.
Types of Conductors and Insulators ..................................................................... 18
5-C.
Conductors Used For Low Power Specialty Wiring Applications (Computers,
data, signaling, fire, alarms, life safety) ................................................................ 19
5-D.
Grounding ............................................................................................................. 19
5-E.
Background Reasons for grounding and the N.E.C. ............................................. 19
5-F.
Function of Effective Grounding .......................................................................... 19
5-G.
Terms and Language of Grounding ...................................................................... 19
5-H.
Basic Ohm’s Law Theory of Current Flow in AC Circuits .................................. 20
5-I.
Electrical Faults and Short Circuits ...................................................................... 20
5-J.
Electric Shock ....................................................................................................... 20
5-K.
System and Equipment Grounding ....................................................................... 20
MOTORS, MOTOR CONTROLLERS AND PROCESS CONTROLLERS ......... 23
6-A.
Function, operation and characteristics of various types of motors (AC, DC, dual
voltage, repulsion, universal, 3 phase, squirrel cage, synchronous) ..................... 23
6-B.
Proper techniques for motor installations ............................................................. 26
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Student Learning Outcome Guide
Commercial and Industrial Electrician Curriculum
STUDENT LEARNING OUTCOMES GUIDE (LOG)
I.
Introduction
a. The student learning outcomes are listed in this Guide so that the students
know the knowledge and skill they are to master. ……..
II.
Course Activities and Design
a. The course activities and design are carefully developed to facilitate the
student’s mastery of the learning outcomes. ……………………
III.
Prerequisite Knowledge and Skills
a. There are certain math skills and a level of reading that one must have
prior to being admitted to this course. A placement assessment exam will
be used to determine if the student is ready to start this course.
b. Evaluation
c. Evaluation procedures will be discussed during the first class meeting.
IV.
Topical Outline
a. This is a TOPICAL OUTLINE and is NOT necessarily the order in which
the material will be taught.
1.
V.
CIRCUIT THEORY: OHM’S LAW
1.1.
Definitions, inventor
1.2.
Ohm’s Law/ Electrical Circuit Theory
1.3.
Basic Ohm’s Law Formulas
1.4.
Ohm’s Law in Direct Current Series Circuits, Parallel Circuits, and
Combination Circuits
Student Learning Outcomes
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The Student Learning Outcomes listed in this “Learning Outcomes Guide” (LOG) for
the student are shown below
1. SAFETY
Instructional Goal: To understand the need for safety and for the student to apply
correct safety practices.
STUDENT LEARNING OUTCOME:
1-A.
General Jobsite Safety Awareness
1-A.1.
Why Safety is Important?
STUDENT WILL BE ABLE TO:
1-A.1.1. State the 5 section numbers that deal with Construction
Safety as listed in the OSHA (Occupational safety and
Health Act) with respect to the Code of Federal
Regulations(CFR)
1-A.2.
1-A.1.2
Explain why an accident happened and how adherence to
the CFR would have prevented the accident given a list of
some of the most frequently cited serious violations, and
give the specific CFR section related to each accident.
1-A.1.3
Explain why safety education is important as to an impact on
one’s own health, economic security, death, possible other
employees, the public, and to ones employer.
Key Factors Involved With Safe Work Practices
STUDENT WILL BE ABLE TO:
{John and I need clarification from Diana Limon & Gregory Anderson)]
1-A.2.1
1-A.3.
List and discuss the following “key factors” that are involved
with “Safe Work Practices” in reference to Personal
Protective Equipment (PPE).
Develop Respect for Electricity
STUDENT WILL BE ABLE TO:
1-A.3.1
Explain why it is important for a person, working with
electricity, to “develop a respect for electricity” with respect
to Installation Safety Requirements, Safety Related
Workplace Practices, Safety Related maintenance and
environmental requirements, and requirements for special
equipment as per OSHA 1926.400 Subpart K.
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Student Learning Outcome Guide
Commercial and Industrial Electrician Curriculum
1-A.4.
Hazards Created by Poor Housekeeping on the Job
STUDENT WILL BE ABLE TO:
1-A.4.1
1-A.5.
Explain the “hazards created by poor housekeeping on the
job” in reference to proper storage of materials and debris,
and good sanitation procedures as per OSHA Subpart D.
Maintain Safe Work Area and Tools
STUDENT WILL BE ABLE TO:
1-A.6.
1-A.5.1
Explain what is meant by “Maintain safe work area.”
1-A.5.2
Explain what is meant by “Maintain safe tools” per OSHA
Subpart I. Also, state how one “maintains safe tools,” with
respect to the following:
a)
General requirements
b)
Hand tools
c)
Power Operated Hand tools
d)
Abrasive wheels and tools
e)
Jacks and hydraulic tools
f)
Air Tools
Be Aware of the Dangers of Falling Objects
STUDENT WILL BE ABLE TO:
1-A.6.1
1-A.7.
Explain how one’s work environment should be set up to
protect one from falling objects per the “Personal Protective
Lifesaving Equipment” (PPE) per OSHA 1926 Subpart E.
Explanation must include reference to:
a)
Criteria for PPE
b)
Occupational foot protection.
c)
Head protection
d)
Hearing protection
e)
Face protection
f)
Respiratory protection
g)
Safety belts, lifelines and lanyards
Respect and Obey Job Safety Rules
STUDENT WILL BE ABLE TO:
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1-A.7.1
1-B.
Consistently demonstrate the mantra of “respect and obey
job safety rules,” thus fulfilling the information presented
above in 1-A.1 “Why Safety is Important”.
Emergency Procedures
1-B.1
First Aid Training and CPR
STUDENT WILL BE ABLE TO:
1-B.1.1
1-C.
Meet the requirements of the Standard First Aid and
Personal Safety and Cardio-Pulmonary Resuscitation (CPR)
certificates granted by the American Red Cross.
Compliance With OSHA And EPA Regulations
1-C.1.
Attend and/or Conduct Regular Safety Meetings
STUDENT WILL BE ABLE TO:
1-C.1.1
Regularly attend and/or conduct employer scheduled safety
meetings per EPA regulations and OSHA Subpart C, CFR
1926.20 (b)(1), which details the employer’s legal
responsibility to initiate and maintain safety programs. Also,
state what CFR 1926.21 (b)(2) says about making sure that
each employee has appropriate safety instruction related to
their specific work requirements.
1-C.2 General OSHA
Requirements on the Jobsite
(This is a repeat of 1-C.1.1
above. Therefore, the “Student
Will Be Able To:..” will not be
repeated. (per John and Barry 323-06)
STUDENT WILL BE ABLE TO:
1-C.3.
The Guidelines for OSHA “Assured Equipment Grounding and GFCI
Usage”
STUDENT WILL BE ABLE TO:
1-C.3.1
Demonstrate ability to locate and correct any noncompliance
with the OSHA "Assured Equipment Grounding Conductor
Program" (AEGCP) per CFR 1926.404(b)(1)(iii) by
inspecting cords and devices for DAMAGE and/or DEFECTS
by performing the following three required tests:
a)
Visual Inspection Test: Inspect cords and devices
for damage.
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Student Learning Outcome Guide
Commercial and Industrial Electrician Curriculum
b)
1-C.4.
Electrical Tests:
(1)
Continuity Test on the equipment-grounding
conductor to assure that there is a continuous
electrical path.
(2)
Test performed on receptacles and plugs to
ensure that the equipment-grounding
conductor is connected to its proper terminal.
Use of Material Safety Data Sheets (MSDS) to identify and Properly
Handle Hazardous Materials (e.g. Cleaning Fluids, Transformer Oils)
STUDENT WILL BE ABLE TO:
1-C.4.1
Select from 8 labels, some of which meet OSHA Subpart D
[Occupational Health and Environmental Controls (Hazard
Communication)] labeling requirements, the labels that meet
the three labeling criteria required in Subpart D. Then, for
each correct label state how each label meets those
requirements.
1-C.4.2
Take the labels that did not meet OSHA Subpart D container
labeling standards, and demonstrate with the use of Material
Safety Data Sheets (MSDS) what is needed for these labels
to meet the OSHA labeling requirement of such
nonconforming labels.
1-D. Substance Abuse
Note for john and barry: no topics show in cac approved document. Maybe tie it to the
safety training sessions + the dangers. Does osha cover it as a job hazard?
1-D.1.
Substance Abuse
STUDENT WILL BE ABLE TO:
(Note: This is a very important topic. Does OSHA cover “substance
Abuse”? If so, then we need to use the OSHA material to write this section.
If OSHA does not cover it, then we need to seek guidance from the folks
who are helping us review this draft document.) Barry and John on 3-23-06
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2.
TOOLS, MATERIALS, AND HANDLING
(Note: This section 2.0 has not been assigned to a faculty member to do the draft
student learing outcomes. Therefore, what is shown below is the basic format we
are using in the LOG and also shows the outline as specified in the CAC
approved industry standards for General Electrician.) Barry Noonan 3-23-06
Instructional Goal:
STUDENT LEARNING OUTCOME:
2-A.
Proper Tool Management
2-A.1 …………
2-B.
2-A.1.1
Common hand and power tools
2-A.1.2
Proper selection and application of hand tools
2-A.1.3
Proper selection and application of power tools
2-A.1.4
Proper care for tools
2-A.1.5
Safe techniques for using ladders
2-A.1.6
Defects that make tools unsafe to use
2-A.1.7
Use of meters to take readings
Proper Rigging Methods
Student will be able to:
2-B.1
BARRY NEEDS TO CHECK THIS FORMAT..
2-B.2
2-B.1.1Proper knots
2-B.1.1
Proper techniques for rigging and hoisting
2-B.1.2
Safe capacities for lifting arrangements
2-C. Proper digging techniques
Student will be able to:
2-C.1
Identify: ?
2-C.1.1
Depth and shape of holes for supporting poles
2-C.1.2
Proper techniques for digging, grading and leveling trenches
for the installation of duct work
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Student Learning Outcome Guide
Commercial and Industrial Electrician Curriculum
2-D.
Proper use of motorized tools (use of platform lifts, bucket trucks, and truckmounted cranes)
Student will be able to:
2-D.1
Identify …. ?
2-D.1.1
2-E.
Proper material management
Student will be able to:
2-E.1
Identify ?
2-E.1.1.
2-E.1.2.
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3.
Mathematics
(Note: This section 3.0 has not been assigned to a faculty member to do the draft
student learing outcomes. Therefore, what is shown below is the basic format we
are using in the LOG and also shows the outline as specified in the CAC
approved industry standards for General Electrician.) Barry Noonan 3-23-06
Instructional Goal:
STUDENT LEARNING OUTCOME:
3-A.
Conduct Appropriate mathematical calculations to solve for unknowns
Student will be able to:
3-A.1
Perform arithmetic operations
3-A.2
Solve word problems
3-A.3
Solve problems involving fractions
3-A.4
Reduce fractions to lowest terms
3-A.5
Convert decimals to fractions and back
3-A.6
Calculate angles and sides of triangles
3-A.7
Solve for Unknown angles and sides of triangle
3-A.8
Metric prefixes and converting different prefixes
3-A.9
Use powers of ten to perform math functions
3-A.10
Convert from English to metric measurement systems
3-A.11
Calculate algebraic formulas
3-A.12
Calculate square roots
3-A.13
Calculate ratio, percentages, and proportion
3-A.14
Solve problems using direct and inverse relationships
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Student Learning Outcome Guide
Commercial and Industrial Electrician Curriculum
4.
DIRECT CURRENT ELECTRICAL CIRCUIT THEORY: OHM’S LAW
Note: In this section on Ohm’s Law, it is important to note that only Direct Current
(DC) is the focus.
Instructional Goal:
To have an understanding and an ability to apply Ohm’s Law
to direct current electrical circuits.
STUDENT LEARNING OUTCOME:
4-A.
Definitions and Inventor
Student will be able to:
4-A.1
Define the following elements in Ohm’s Law:
4-A.1.1. Amp
4-A.1.2. Volt
4-A.1.3. Ohm the resistance
4-A.1.4. Watt
4-B.
4-A.2
Explain the history of the name Ohm’s LAW. State approximately
when the Law was first published.
4-A.3
State which of the three elements of Ohm’s Law can, in high levels, be
dangerous or even fatal.
Ohm’s Law: Direct Current Electrical Circuit Theory
Student will be able to:
4-B.1
4-C.
Solve for the remaining values when given a circuit with partial values.
Basic Ohm’s Law formulas
Student will be able to:
4-C.1
Solve for unknowns or unknown values using Ohm’s Law.
4-C.2
State which formulas of Ohm’s Law are proportional and which
formulas are inversely proportional.
4-C.3
Explain why when one value changes the rest of the values change.
4-C.4
Use a mnemonic tag to solve for any unknown value.
4-C.5
Select and write the formula for any given unknown in Ohm’s Law.
4-C.6
Explain why E=IR is the most basic and simple Ohm’s Law formula.
Include in the explanation reference to the meaning ET=IT*RT
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4-D.
Ohm’s Law in Direct Current Series circuits, Parallel circuits, and
Combination Circuits
Student will be able to:
4-D.1
With respect to DC series circuits:
4-D.1.1
Select the appropriate Ohm’s Law formula for series circuits.
Solve for all of the unknown values given a series circuit with
partial values.
4-D.1.2
Explain how voltage, amperage, and resistance values
change in the DC series circuit when one or more
components are replaced, added or removed.
4-D.1.3
Describe several industry-based applications of DC series
circuits with respect to circuits designed for safety purposes,
alarm circuits.
Student will be able to:
4.D.2 With respect to DC parallel circuits:
4-D.2.1
Select the appropriate Ohm’s Law formula for parallel
circuits. Solve for all of the unknown values given a parallel
circuit with partial values.
Explain how voltage, amperage, and resistance values
change in the DC parallel circuit when one or more
components are replaced, added or removed.
4-D.2.2
Describe several industry-based applications of DC parallel
circuits with respect to circuits designed for safety purposes,
distribution circuits, and motors.
Student will be able to:
4.D.3
With respect to DC combination circuits, when given a combination
circuit:
4-D.3.1
Explain and demonstrate the isolation of each series path
and each parallel path. Apply the appropriate Ohm’s Law
formula for each isolation. Solve for the unknown value in
each isolation
4-D.3.2
Solve for Ohm’s Law total circuit values for voltage, current,
and resistance using the isolation values obtained.
4-D.3.3
Explain what happens to the combination circuit when one or
more components are added or removed.
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Student Learning Outcome Guide
Commercial and Industrial Electrician Curriculum
4-D.3.4
5.
Explain several industry-based applications of combination
circuits in relation to safety, motors, and generators.
CONDUCTORS USED FOR GENERAL WIRING/MOTOR APPLICATIONS
Instructional Goal: To have an understanding of the types of conductors and
insulators used in the electrical industry.
STUDENT LEARNING OUTCOME:
5-A.
Task Listing:
Here are the CONDUCTOR related tasks that a COMMERCIAL ELECTRICIAN
must be able to perform.
Student will be able to:
5-A.1
Apply Article 310 of the NEC (NFPA 70) and NFPA 79 (Electrical
Standard for Industrial Machinery) use in “open-book mode” the NFPA
79 (National Fire Protection Association), Chapter 13 (is the Electrical
Standard for Industrial Machinery basically for working with electrical
motors), and the NEC Article 310. (john wants to really nail this one
down because we want the student to be very knowlegeable about the
title nfpa 70 and nfpa 79) (NOTE: Today 3-23-06 I reviewed this one
with John. It is fine. I did not want to try to take out the yellow highlight
for fear of the format going crazy, so the formatter person will take out
the yellow highlight and this statement I am now making). Barry
Noonan 3-23-06
Student will be able to:
5-A.2
Install conductors for :
5-A.2.1
Electrical distribution equipment
5-A.2.2
Select the proper size and type of conductor for a given
application
5-A.2.3
Demonstrate the ability to properly install (pull) conductors.
5-A.2.4
Demonstrate ability to determine when voltage drop
calculations are required due to voltage drop taking into
consideration distance of cable run, temperature, and type of
cable. Also, explain the effect of heat on insulators including
heat generated by excessive current, and ambient heat.
(CAC VI A 3)
5-A.2.5
Demonstrate ability to properly select proper voltage drop
formula for specific given applications.
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5-A.2.6
Demonstrate the special installation handling when using
aluminum conductors
5-A.2.7
Demonstrate ability to make proper terminations.
5-A.2.8
Apply rules governed by the National Electrical Code with
respect to conductors. Demonstrate ability to efficiently and
correctly use Article 310 of NEC.
5-A.2.9
Demonstrate the ability to splice of cables using the
appropriate components and techniques for a specific
application.
5-A.2.10 Demonstrate ability to properly use the Meg-Ohm meter to
test the installation integrity of newly installed as well as
existing conductors.
5-B.
Types of Conductors and Insulators
Student will be able to:
5-B.1
Select the proper size and type of conductor and insulator for a given
application.
5-B.2
Demonstrate ability to splice cables using the appropriate components
and techniques for a specific application.
5-B.3
Explain why some materials are better conductors or insulators than
other materials.
5-B.4
Explain the basic atomic theory for copper and aluminum. Explanation
must include reference to the Periodic Table and the importance of
valence electrons with reference to conductors.
5-B.5
Determine the proper conductor size for the required ampacity utilizing
the National Electrical Code given a specific application problem.
5-B.6
Describe “conduit fill/ capacity” and properly select correct conduit size
and type for conductors to be used in specific application.
5-B.7
State the NEC Article and title relating to Conductors.
5-B.8
Determine proper equipment grounding conductor size.
5-B.9
Identify which conduit types are an approved grounding method.
Include: proper equipment grounding conductor size.
5-B.10
Explain the temperature rating of conductors and component
temperature ratings as it applies to conductor terminations (the
equipment or item to which the conductor connects.)
5-B.11
Describe "conductor derating factor" with respect to Table 310-16 of
the National Electrical Code and reduction of conductor ampacity when
installing more than three current carrying conduits in a raceway or
conduit.
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Student Learning Outcome Guide
Commercial and Industrial Electrician Curriculum
5-C.
Conductors Used For Low Power Specialty Wiring Applications (Computers,
data, signaling, fire, alarms, life safety)
Student will be able to:
5-C.1. (Note: John will do this one soon. ) Barry 3-23-06
5-D.
Grounding
5-D.1
TASK LISTING: With reference to GROUNDING, listed below are the
related tasks that a COMMERCIAL ELECTRICIAN must be able to
perform.
Student will be able to:
5-D.1.1
5-E.
Apply Article 250 of the National Electrical Code to
determine the proper ground for systems and equipment
given a specific application.
Background Reasons for grounding and the N.E.C.
Student will be able to:
5-F.
5-E.1
Discuss how in the not to distant past electrical installations were not
electrically safe due to nonexistent or poor grounding practices.
(NOTE: Typist is to eliminate the yellow highlight) Barry 3-23-06
5-E.2
Discuss the purpose of grounding and the role of the NEC (safe
working and living environment)
Function of Effective Grounding
Student will be able to:
5-F.1
5-G.
Explain what is accomplished when a system is “effectively grounded”.
Explanation must include reference to:
5-F.1.1
Relevant NEC article (250)
5-F.1.2
How unsafe currents are dissipated from the system
Terms and Language of Grounding
Student will be able to:
5-G.1
Correctly define and explain the following terms:
a) Ground
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b) Grounded
c) Grounding path
d) Grounding electrode
e) Grounding electrode conductor
f) Equipment ground
g) Equipment grounding conductor
h) Bonded
i) Bonding conductors
5-H.
Basic Ohm’s Law Theory of Current Flow in AC Circuits
Student will be able to:
5-H.1
5-I.
Define “impedance”. Also:
5-H.1.1
State the effect of impedance on the “grounding path/
system ground”. (when you have a “fault” or “short” you
need a real low resistance for the unsafe current to go
through to ground)
5-H.1.2
State the maximum “impedance” (ohms) that is allowed in
the grounding path/ system ground.. (25 ohms)
Electrical Faults and Short Circuits
Student will be able to:
5-J.
5-I.1
Define and explain the differences between “faults” and “short circuits”.
Explanation must include reference to the stresses imposed on the
system and the resulting damages that can occur.
5-I.2
Calculate the fault and short circuit currents given a specific
application.
Electric Shock
Student will be able to:
5-K.
5-J.1
Define and explain “electric shock”.
5-J.2
Explain how a person can be shocked by electricity.
System and Equipment Grounding
5-K.1
Grounding Electrode System
Student will be able to:
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Student Learning Outcome Guide
Commercial and Industrial Electrician Curriculum
5-K.1.1
Define the “grounding electrode system” and state the
purpose of same.
5-K.1.2
Define the types of “grounding electrodes”.
5-K.2. Grounded Conductor
Student will be able to:
5-K.2.1
Describe a “grounded conductor” and state the purpose of it.
5-K.2.2
Describe the uses of the “grounded conductor” as a neutral
wire.
5-K.2.3
Identify the article of the NEC specify which systems are to
be grounded. Identification must include reference to:
a.
Single phase systems
b.
Three phase systems
c.
Separately derived systems
d.
Transformers
e.
Generators and backup systems
f.
Specialty System
1)
Computers
2)
Data and voice
g.
Isolated systems
h.
Equipment grounding
1)
5-K.3.
(Describe the purpose and application and how
it differentiates from “system grounding”.)
Grounding and the National Electrical Code
Student will be able to:
5-K.3.1 Interpret and apply Article 250 (Grounding) of National
Electrical Code in relationship to:
a. Use of conductors and metallic components as a
grounding method.
b. Use of conduit as a grounding conductor
c. Short Circuits and Fault Current
Student will be able to:
5-K.4.1
Define the term “short circuits”.
5-K.4.2
Define the term “fault currents”
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5-K.4.3
Explain the term “listed short circuit rating of components”.
(The formatting here is getting crazy to work with. The 5-K3 items
are OK. The 5-K.4 needs a header showing 5-K.4. Also John is
saying that in 5-K6 is a repeat of 5-K5. He would like to delete 5K5, but since it is listed in the CAC approved standards, he is
suggesting that we consider saying for 5-K5 something like “See
5-K5 for this entry”. Also, the 5-K5 format below got crazy.)Barry
3-23-06
5-K.5
Transformers Impact of Short Circuit and Fault Current Design
Student will be able to:
5-K.4.1
5-K.5
Explain how the following relate to transformers: Define the
term “short circuits”. Define the term “fault currents”,
Explain the term “listed short circuit rating of
components”. (Note: Formatter is to show these “*” as
subpoints )Barry 3-23-06
Transformer Impedance
Student will be able to:
5-K.6.1
Define “transformer impedance” and explain how this effects
the available short circuit current.
5-K.6.2
Use appropriate formulas to calculate short circuit currents.
5-K.6.3
Select the proper short circuit protective device for a given
application based on calculations.
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Student Learning Outcome Guide
Commercial and Industrial Electrician Curriculum
6.
MOTORS, MOTOR CONTROLLERS AND PROCESS CONTROLLERS
Elmano Alves Chaffey College
Instructional Goal: Understand and professionally work with motors, motor controllers
and process controllers.
6-A.
Function, operation and characteristics of various types of motors (AC, DC,
dual voltage, repulsion, universal, 3 phase, squirrel cage, synchronous)
6.A.1.
Function, operation and characteristics of various types of motors (AC,
DC, dual voltage, repulsion, universal, 3 phase, squirrel cage,
synchronous): 1) Physical parts of various motors.
Student will be able to:
6.A.1.1.
6-A.2
Given a cross cut of AC and DC motors, locate the following
parts:
a.
Stator
b.
Series and shunt field windings
c.
Rotor
d.
Commutator (DC only motors)
e.
Slip Ring
Function, operation and characteristics of various types of motors (AC,
DC, dual voltage, repulsion, universal, 3 phase, squirrel cage,
synchronous): 2) Utilize information sheets, plans, schematics, and
motor nameplates to gain information.
Student will be able to:
6-A.2.1
6.A.3.
When given a specific motor to troubleshoot, repair or
replace, use the “information sheets”, plans, schematics and
motor nameplate to troubleshoot the motor and recommend
appropriate action. Also:
a.
State at least four of the information points that you
took into consideration when forming your
recommended action.
b.
Describe what can happen if the correct
recommendation is not made on each of the four
information points.
Function, operation and characteristics of various types of motors (AC,
DC, dual voltage, repulsion, universal, 3 phase, squirrel cage,
synchronous): 3) Motor losses.
Student will be able to:
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6-A.5.1
6-A.4
Define “motor losses”. For each of the following types of
motors, list at least three reasons for “motor losses”:
a.
AC Motor
b.
DC Motor
c.
Dual Voltage Motor
d.
Repulsion Motor
e.
Universal Motor
f.
3 Phase Motor
g.
Squirrel Cage Motor
h.
Synchronous Motor
Function, operation and characteristics of various types of motors (AC,
DC, dual voltage, repulsion, universal, 3 phase, squirrel cage,
synchronous): Starting and operating characteristics.
Student will be able to:
6.A.4.1.
With respect to a motor’s “starting and operating
characteristics”, explain the importance of knowing the
application for which the motor is being used.
6.A.4.2.
Define “soft start” and “hard start or across the line”.
6.A.4.3.
With respect to variable speed AC motors, describe how
voltage and frequency changes can affect the operational
characteristics of the motor.
6.A.4.4.
Also, describe the need for circuit breakers and/or fuses to
protect such motors.
NOTE: ELMANO and I STARTED HERE ON 3-14-05:
6-A.5 Methods to identify windings in DC motors.
Student will be able to:
6-A.5.1
6-A.5.2
Given a clear view of the interior of a DC motor, identify the
following:
a.
Shunt field windings
b.
Armature windings
c.
Series field windings
Also, state which of these field windings has a viewable
physical appearance that is different from the other windings,
and state why the windings are different.
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Student Learning Outcome Guide
Commercial and Industrial Electrician Curriculum
6-A.6
Means for providing for field failure, current limit, voltage and speed
control.
Student will be able to:
6-A.6.1
With respect to “means for providing for field failure,” name
the type of device (Desired Response: “Field Loss
Detector”) that makes the motor safely react to the field
failure. Also, give two examples of such a device (Desired
Response: 1) a relay, and 2) a solid state type relay).
6-A.6.2
With respect to “current limit”, name the type of device that
monitors and controls for current levels. (Desired Response:
“Current Limiter”). Also, give at least three examples of
“current limiter” devices (Desired Response: 1) fuse, 2) solid
state component or device, 3) circuit breaker)
6-A.6.3
With respect to “voltage and speed control”, name the type
of device that monitors and controls voltage and speed
control. Also, give two examples of such a device (Desired
Response: 1) Rheostat that the operator person increases or
decrease the level of resistance or voltage, 2) computer
control, and 3) “TACH” Tachometer Feedback Loop)
6-A.6.4
With respect to “voltage and speed control”, name the type
of device that monitors and controls voltage and speed
control. Also, give two examples of such a device (Desired
Response: 1) Rheostat that the operator person increases or
decrease the level of resistance or voltage, 2) computer
control, and 3) “TACH” Tachometer Feedback Loop)
6-A.7 Block diagrams to demonstrate power supplies, armature, field and control
features
Student will be able to:
6-A.7.1
6-A.8
Draw and label a block diagram showing power supply,
armature, field and control features. Also, explain the
function of each “block” and explain how each “block”
interrelates with the other blocks.
Torque, locked rotor current, no-load speed, and slip
Student will be able to:
6-A.8.1
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Define “torque” and measure the torque developed by a
motor. Also, use appropriate tables and formulas to
25
determine a given motor’s torque both in the “lbf-in”
measurement and metric system (N-m).
6-A.9
6-A.8.2
Explain what “locked rotor current” means, and describe
what happens to the current in a “locked rotor condition.”
6-A.8.3
Define “no-load speed” and describe what happens to the
speed in a “no-load speed” condition. Also, contrast what
happens in a “field loss condition” vs. a “no-load speed
condition.”
6-A.8.4
With respect to “slip”, state what kind of motors [Writer is
looking for “synchronous motors”] can have “slip”. Also
explain the relationship between “slip” and torque.
Reasons for low voltage starting
Student will be able to:
6-A.9.1
6-A.10
Explain why “low voltage starting” is important in certain
applications. Also, explain why “soft start motors” and
“variable speed drives” may not be the appropriate design
choice for a given application.
Function, operation and characteristics of stepping motors
Student will be able to:
6-A.10.1 Explain the difference between “stepper motors” and regular
motors. Explanation must include reference to the number
of windings. Also explain:
6-B.
a.
How the “stepper motor” is used to accomplish given
outcomes.
b.
Give at least two examples of the use of “stepper
motors” in industry
Proper techniques for motor installations
6.B.1.
Necessary calculations for electrical requirements per Code
Student will be able to:
6.B.1.1.
6.B.2.
Use the Code Tables to make correct calculations.
Correct power factor
Student will be able to:
6.B.2.1.
Define “power factor”. Also:
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Student Learning Outcome Guide
Commercial and Industrial Electrician Curriculum
a.
Explain how inductance and capacitance affect the
power factor.
b.
Given a problem with “power factor”, actually measure
the reactive power, apparent power, reactive power
and the real power and then calculate for the “power
factor” compensations.
NOTE: THIS IS WHERE ELMANO AND I STOPPED TODAY 3-21-05)
6.B.3.
Proper wire type and size
Student will be able to:
6.B.3.1.
6.B.4.
Appropriate connections
Student will be able to:
6.B.4.1.
6.B.5.
How various motors can be made to run at different speed or in
reverse direction. I, Barry, drafted the following to try to fit the format
to see if it would look ok. The content will be changed by Elmano
during the teleconference.
Student will be able to:
6.B.5.1.
6.B.5.2.
With respect to schematics:
a.
Given one or more schematics showing a motor,
explain how to make a motor run at different speeds.
Also, draw on the schematic.
b.
Given one or more schematics containing a
motor…….
With respect to “connections to reverse or change speeds,”:
a.
b.
6.B.6.
Identify unmarked motor leads
Student will be able to:
6.B.6.1.
6.B.6.2.
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6-B.7.
Steps for proper handling of motors
Student will be able to:
6-B.7.1
With respect to “Checks for mechanical defects”, xxxx
6-B.7.2
With respect to “Factors to be checked when a motor arrives
at jobsite,” xxx
6-B.7.3
With respect to “Methods for putting a motor into storage,”
xxxx
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Student Learning Outcome Guide
Commercial and Industrial Electrician Curriculum
[IMMEDIATELY BELOW IS THE OUTLINE FROM CAC APPROVED DOCUMENT]
XII. MOTORS, MOTOR CONTROLLERS AND PROCESS CONTROLLERS
A. Function, operation and characteristics of various types of motors (AC, DC, dual
voltage, repulsion, universal, 3 phase, squirrel cage, synchronous)
1. Physical parts of various motors
2. Utilize information sheets, plans, schematics, and motor nameplates to gain
information
3. Motor losses
4. Starting and operating characteristics
5. Methods to identify windings in DC motors
6. Means for providing for field failure, current limit, voltage and speed control
7. Block diagrams to demonstrate power supplies, armature, field and control
features
8. Torque, locked rotor current, no-load speed, and slip
9. Reasons for low-voltage starting
10. Function, operation and characteristics of stepping motors
B. Proper techniques for motor installations
1. Necessary calculations for electrical requirements per Code
2. Correct power factor
3. Proper wire type and size
4. Appropriate connections
5. How various motors can be made to run at different speed or in reverse
direction
a. Schematics
b. Connections to reverse or change speeds
6. Identify unmarked motor leads
7. Steps for proper handling of motors
a. Checks for mechanical defects
b. Factors to be checked when a motor arrives at jobsite
c. Methods for putting motor into storage
C. Function, operation and characteristics of motor controllers, circuits and devices
1. Ways and means of starting and stopping motors
2. Operation of magnetic coil
3. Use of magnetic starters and controllers
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4. Correct sizing of magnetic starters and controllers
5. Difference between starters and contactors
6. Function, operation and characteristics of overload protective devices
a. Thermal overload
b. Magnetic overload
7. Schematics for various control circuits
8. Two-wire control circuits
9. Three-wire control circuits
10. Interlocking methods
11. Reversing and sequential controllers
12. Jogging, inching, plugging
13. Multiple start-stop controls and selector switches
14. Phase failure relays
15. Various manual and automatic speed control techniques
16. Function, operation and characteristics of variable frequency drives
17. Function, operation, characteristics and installation procedures for
programmable logic controls
a. Function of central processing unit
b. Memory types and sizes
c. User and storage memory
d. Back-up batteries
e. Peripheral devices
18. Ladder diagrams
19. Function, operation and characteristics of timers, counters, sequencers
20. Utilize appropriate manuals and information for start-up, maintenance and
testing
21. Utilize schematics for manual starters, automatic starters, speed regulators and
controllers
D. Function, operation and characteristics of switches and relays
1. Schematics including switches and relays
2. Installation and connection methods for various switch types
3. Installation and connection methods for various relays
4. Function, operation and characteristics of electronic sensor and pilot devices
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Student Learning Outcome Guide
Commercial and Industrial Electrician Curriculum
5. Function, operation and characteristics of control transformers
a. Leads of control transformers
b. Proper sizing of control transformers
E. Mechanical connections to utilize motors
1.
Operation of mechanical clutches and magnetic drives
2.
Direct and offset drives
3.
Proper pulley sizes required
F. Process control systems and devices
1.
Operating requirements followed by manual and automatic controllers
2.
Function, operation, characteristics and installation of:
a. Closed loop and open loop systems
b. Feedback control
c. Proportional control
d. Integral control
e. Derivative control
3.
Block diagrams including control systems and devices
4.
The function, operation, and characteristics of sensors and transmitters
TRANSFORMERS
Justin Shores, Antelope Valley College
NOTE: The content in section 14 is identical as in the CAC approved General
Electrician… but below the formatting has been adjusted to fit the format used by
CCCCO.
Instructional Goal: To have an understanding of xxxxxxxxxxxxxxx..
14.1. Function, operation, and characteristics of transformers
Student will be able to:
14.1.1 With respect to electrical principles involved in transformer operation:
a. Explain how the energy from the “primary windings” (Normally a higher
voltage) is transferred to the “secondary windings (Normally the lower
voltage). Explanation must include reference to:
1.) How the wires are insulated from each other, yet transfer
electrical motive force (EMF) to the secondary windings.
2.) The “core” and state the purpose it plays in the transfer of
EMF.
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14.1.2 . With respect to transformer classifications and applications:
a. State the names of the two basic applications (types) of transformers
and state what each type does to transfer of EMF. State the technical
name of each (“step up” and “step down”) as well as a common on the
job vernacular title (“boost” or “buck”).
b. Name and discuss the two types of “cores” used in transformers.
Discussion must include reference to the following:
Which surrounds which? (Curriculum writers’ notes: In the “shell
type” of transformer, the “core” surrounds the windings. Whereas,
in the “core type” of transformer the windings surround the “core”.)
14.1.3 With respect to transformer losses:
a. Explain how the type of material used in the construction of the core
impacts the extent of “transformer losses” or “Hysteresis losses”.
b. Define “Hysteresis Losses” and explain how Hysteresis Losses can
have the exact opposite financial impact on the Power company vs
commercial customer that uses “primary metering”. (Curriculum
writers’ hint : Hysteresis= Loss of transfer of energy are directly
related to the efficiency of the transformer. The friction developed
between magnetic particles causes the losses.)
[For section 14, we stopped the reformatting adjustment attempts here on 2-14-05]
Student Will be able to:
14.1.4 With respect to “ ratios for voltage and amperage with respect to turns.”
Student Will be able to:
14.4.1 WE WILL RETURN TO THIS ONE LATER. 3-5-05
14.1.5 Three phases transformers (This item has been added by CCCCO)
Student will be able to:
a. With respect to “delta configurations”:
1) Draw the symbol for a “delta configuration” and then draw a schematic of a
delta-delta configuration.
c. With respect to “wye configurations”:
1.) Draw the symbol and then draw a schematic of the “wye
configuration. “
1) Identify a “wye configuration”
14.2
Selection and installation of transformers
14.2.1 Nameplate information
Student will be able to:
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Student Learning Outcome Guide
Commercial and Industrial Electrician Curriculum
a. List and explain the three key pieces of information (hint: size, voltage,
and configuration) provided on the transformer name.
14.2.2 Techniques for sizing transformers (one and three phase)
Student will be able to:
14.2.2.1
14.2.3 Determining if given transformer meets voltage, current and impedance
requirements.
Student will be able to:
14.2.3.1
14.2.4 Calculating voltages and currents for load and windings
Student will be able to:
14.2.4.1
14.2.5 Determining whether to use wye or delta wiring schemes
Student will be able to:
14.2.5.1
14.2.6 Steps for receiving and preparing transformer for installation
Student will be able to:
14.2.6.1
14.2.7 Necessary tests to assure proper operation
Student will be able to:
14.2.7.1
14.2.8 Proper techniques for connecting power and load conductors
Student will be able to:
14.2.8.1
14.2.9 Methods for determining proper types and values of electrical protective
devices
Student will be able to:
14.2.9.1
14.2.9 Proper grounding procedures
14.3
Distribution Systems
14.3.1 Functions, operation and characteristics of various types of distribution
systems
Student will be able to:
14.3.1.1
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14.3.2 Criteria for selecting particular type of distribution system
Student will be able to:
14.3.2.1
State what is the key technical factor (?) in correctly sizing a transformer for a given
application. (hint: current)
[ON 3-14-05 WE WILL GO BACK TO 14.1.4 AND COMPLETE IT]
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
nameplate information
techniques for sizing transformers (one and three phase)
determining if given transformer meets voltage, current, and impedance
requirements
calculating voltages and currents for load and windings
determining whether to use wye or delta wiring schemes
steps for receiving and preparing transformer for installation
necessary tests to assure proper operation
proper techniques for connecting power and load conductors
methods for determining proper types and values of electrical protective
devices
proper grounding procedures
C. Distribution systems
1.
2.
functions, operation and characteristics of various types of distribution
systems
criteria for selecting particular type of distribution system
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Student Learning Outcome Guide
Commercial and Industrial Electrician Curriculum
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