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INSTRUMENT TECHNICIAN APPRENTICESHIP ASSESSMENT COURSE ISA3400: TOOLS Level: First Period Apprenticeship Prerequisite: ISA3900: Apprenticeship Safety Description: Students develop an understanding of how the apprenticeship program operates along with learning basic hand and power tool and production skills to safely complete various instrumentation jobs. Parameters: Access to a material work centre, complete with basic instrumentation tools and materials, and to instruction from an individual with journeyperson certification in the instrument technician trade. ILM Resources: Introduction to Apprenticeship, Safety and Occupational Skills – Part A 310101aA; Introduction to Apprenticeship, Safety and Occupational Skills – Part B 310101a B; Basic Tools – Part A 310101bA; Basic Tools – Part B 310101bB This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed. Assessment Tools Checklist Rubric Notes Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3400 / 1 2015 COURSE ISA3400: TOOLS Checklist Student Outcomes Student Check Teacher Check Student, Teacher or Instructor Comments 1. describe apprenticeship, safe work practices, safety procedures and responsibility for safety in the workplace 2. demonstrate appropriate selection and use of various hand and power tools Teacher Signature 2 / CTS, TMT: ISA3400 2015 Date Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada COURSE ISA3400: TOOLS Rubric Student Name: Date: Level Excellent Proficient Adequate Limited Not Yet Demonstrated Criteria 1. describe apprenticeship, safe work practices, safety procedures and responsibility for safety in the workplace 1.1 describe the apprenticeship training system in Alberta I can consistently describe the apprenticeship training system in Alberta. I can usually describe the apprenticeship training system in Alberta. I sometimes need assistance to describe the apprenticeship training system in Alberta. I often need assistance to describe the apprenticeship training system in Alberta. 1.2 describe the workplace safety programs in Alberta and safety procedures relating to the instrument technician trade I can consistently describe the workplace safety programs in Alberta and safety procedures relating to the instrument technician trade. I can usually describe the workplace safety programs in Alberta and safety procedures relating to the instrument technician trade. I sometimes need assistance to describe the workplace safety programs in Alberta and safety procedures relating to the instrument technician trade. I often need assistance I have not yet to describe the provided evidence of workplace safety this performance task. programs in Alberta and safety procedures relating to the instrument technician trade. 1.3 identify workplace hazards, and employ hazard assessments and risk mitigation I can consistently identify workplace hazards and employ hazard assessments and risk mitigation. I can usually identify workplace hazards and employ hazard assessments and risk mitigation. I sometimes need assistance to identify workplace hazards and employ hazard assessments and risk mitigation. I often need assistance to identify workplace hazards and employ hazard assessments and risk mitigation. I have not yet provided evidence of this performance task. 1.4 describe emergency procedures when dealing with injured employees I can consistently describe emergency procedures when dealing with injured employees. I can usually describe emergency procedures when dealing with injured employees. I sometimes need assistance to describe emergency procedures when dealing with injured employees. I often need assistance to describe emergency procedures when dealing with injured employees. I have not yet provided evidence of this performance task. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada I have not yet provided evidence of this performance task. CTS, TMT: ISA3400 / 3 2015 1.5 describe various energy isolation procedures and applications I can consistently describe various energy isolation procedures and applications. I can usually describe various energy isolation procedures and applications. I sometimes need assistance to describe various energy isolation procedures and applications. I often need assistance to describe various energy isolation procedures and applications. I have not yet provided evidence of this performance task. 2. demonstrate appropriate selection and use of various hand and power tools 2.1 describe and apply safe techniques for using various workshop hand tools I can consistently describe and apply safe techniques for using various workshop hand tools. I can usually describe and apply safe techniques for using various workshop hand tools. I sometimes need assistance to describe and apply safe techniques for using various workshop hand tools. I often need assistance I have not yet to describe and apply provided evidence of safe techniques for this performance task. using various workshop hand tools. 2.2 demonstrate and apply safe techniques for using various workshop hand tools and power tools I can consistently demonstrate and apply safe techniques for using various workshop hand tools and power tools. I can usually demonstrate and apply safe techniques for using various workshop hand tools and power tools. I sometimes need assistance to demonstrate and apply safe techniques for using various workshop hand tools and power tools. I often need assistance to demonstrate and apply safe techniques for using various workshop hand tools and power tools. I have not yet provided evidence of this performance task. Teacher feedback and assessment. 4 / CTS, TMT: ISA3400 2015 Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada INSTRUMENT TECHNICIAN APPRENTICESHIP ASSESSMENT COURSE ISA3405: TUBE PRACTICE Level: First Period Apprenticeship Prerequisite: ISA3900: Apprenticeship Safety ISA3400: Tools Description: Students are introduced to both the theory and the practice of the geometry and mathematics of pipe bending associated with instrumentation installations. Parameters: Access to a material work centre, complete with basic instrumentation tools and materials, and to instruction from an individual with journeyperson certification in the instrument technician trade. Resources: Tube Bending and Tube Joining 310101c This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed. Assessment Tools Checklist Rubric Notes Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3405 / 5 2015 COURSE ISA3405: TUBE PRACTICE Checklist Student Outcomes Student Check Teacher Check Student, Teacher or Instructor Comments 1. perform tube jointing and tube bending procedures Teacher Signature 6 / CTS, TMT: ISA3405 2015 Date Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada COURSE ISA3405: TUBE PRACTICE Rubric Student Name: Date: Level Excellent Proficient Adequate Limited Not Yet Demonstrated Criteria 1. perform tube jointing and tube bending procedures 1.1 identify the different types I can consistently and sizes of tube and tube identify the different types and sizes of tube fittings I sometimes need assistance to identify the different types and sizes of tube and tube fittings. I often need assistance to identify the different types and sizes of tube and tube fittings. I have not yet provided evidence of this performance task. and tube fittings. I can usually identify the different types and sizes of tube and tube fittings. I can consistently identify common tools and techniques used in tube jointing. I can usually identify common tools and techniques used in tube jointing. I sometimes need assistance to identify common tools and techniques used in tube jointing. I often need assistance to identify common tools and techniques used in tube jointing. I have not yet provided evidence of this performance task. 1.3 identify common tools and I can consistently identify common tools techniques used in tube and techniques used in bending I can usually identify common tools and techniques used in tube bending. I sometimes need assistance to identify common tools and techniques used in tube bending. I often need assistance to identify common tools and techniques used in tube bending. I have not yet provided evidence of this performance task. I can usually identify hazards associated with the selection and installation of tubes and fittings. I sometimes need assistance to identify hazards associated with the selection and installation of tubes and fittings. I often need assistance I have not yet to identify hazards provided evidence of associated with the this performance task. selection and installation of tubes and fittings. 1.2 identify common tools and techniques used in tube jointing tube bending. 1.4 identify hazards associated with the selection and installation of tubes and fittings I can consistently identify hazards associated with the selection and installation of tubes and fittings. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3405 / 7 2015 1.5 calculate tube bending lengths for various tube configurations and angles I can consistently calculate tube bending lengths for various tube configurations and angles. I can usually calculate tube bending lengths for various tube configurations and angles. I sometimes need assistance to calculate tube bending lengths for various tube configurations and angles. I often need assistance to calculate tube bending lengths for various tube configurations and angles. I have not yet provided evidence of this performance task. 1.6 demonstrate tube bending for instrument installations I can consistently demonstrate tube bending for instrument installations. I can usually demonstrate tube bending for instrument installations. I sometimes need assistance to demonstrate tube bending for instrument installations. I often need assistance to demonstrate tube bending for instrument installations. I have not yet provided evidence of this performance task. I can usually design and install raceway to support tubing. I sometimes need assistance to design and install raceway to support tubing. I often need assistance to design and install raceway to support tubing. I have not yet provided evidence of this performance task. 1.7 design and install raceway I can consistently design and install to support tubing. raceway to support tubing. 1.8 install tubing and tube fittings for safe leak-proof installations I can consistently install tubing and tube fittings for safe leak-proof installations. I can usually install tubing and tube fittings for safe leak-proof installations. I sometimes need assistance to install tubing and tube fittings for safe leak-proof installations. I often need assistance to install tubing and tube fittings for safe leak-proof installations. I have not yet provided evidence of this performance task. 1.9 demonstrate the use of common tools used in jointing tubes I can consistently demonstrate the use of common tools used in jointing tubes. I can usually demonstrate the use of common tools used in jointing tubes. I sometimes need assistance to demonstrate the use of common tools used in jointing tubes. I often need assistance to demonstrate the use of common tools used in jointing tubes. I have not yet provided evidence of this performance task. Teacher feedback and assessment. 8 / CTS, TMT: ISA3405 2015 Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada INSTRUMENT TECHNICIAN APPRENTICESHIP ASSESSMENT COURSE ISA3410: PIPE PRACTICE Level: First Period Apprenticeship Prerequisite: ISA3900: Apprenticeship Safety ISA3400: Tools Description: Students are introduced to both the theory and the practice of the geometry and mathematics of pipe threading, pipe jointing and electric and electrical connections associated with instrumentation installations. Parameters: Access to a material work centre, complete with basic instrumentation tools and materials, and to instruction from an individual with journeyperson certification in the instrument technician trade. ILM Resources: Pipe Threading and Joints 310101d; Mounting and Support Hardware 310101e; Precision Measurement 310101f; Electrical and Electronic Connections 310101g This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed. Assessment Tools Checklist Rubric Notes Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3410 / 9 2015 COURSE ISA3410: PIPE PRACTICE Checklist Student Outcomes Student Check Teacher Check Student, Teacher or Instructor Comments 1. demonstrate pipe threading and pipe jointing procedures for various applications 2. fabricate and install mounting and support hardware 3. use precision measuring instruments 4. assemble electrical and electronic connections 5. demonstrate appropriate selection and use of various hand and power tools Teacher Signature 10 / CTS, TMT: ISA3410 2015 Date Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada COURSE ISA3410: PIPE PRACTICE Rubric Student Name: Date: Level Excellent Proficient Adequate Limited Not Yet Demonstrated I have not yet provided evidence of this performance task. Criteria 1. demonstrate pipe threading and pipe jointing procedures for various applications 1.1 identify the different types I can consistently and sizes of pipe, fittings identify the different types and sizes of pipe, and flanges fittings and flanges. I can usually identify the different types and sizes of pipe, fittings and flanges. I sometimes need assistance to identify the different types and sizes of pipe, fittings and flanges. I often need assistance to identify the different types and sizes of pipe, fittings and flanges. 1.2 identify hazards associated with pipe and fitting selection and installation I can consistently identify hazards associated with pipe and fitting selection and installation. I can usually identify hazards associated with pipe and fitting selection and installation. I sometimes need assistance to identify hazards associated with pipe and fitting selection and installation. I often need assistance I have not yet to identify hazards provided evidence of associated with pipe this performance task. and fitting selection and installation. 1.3 explain tools used in pipe jointing I can consistently explain tools used in pipe jointing. I can usually explain tools used in pipe jointing. I sometimes need assistance to explain tools used in pipe jointing. I often need assistance to explain tools used in pipe jointing. 1.4 explain how to achieve a pipe installation emphasizing threaded pipe joints I can consistently explain how to achieve a pipe installation emphasizing threaded pipe joints. I can usually explain how to achieve a pipe installation emphasizing threaded pipe joints. I sometimes need assistance to explain how to achieve a pipe installation emphasizing threaded pipe joints. I often need assistance I have not yet to explain how to provided evidence of achieve a pipe this performance task. installation emphasizing threaded pipe joints. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada I have not yet provided evidence of this performance task. CTS, TMT: ISA3410 / 11 2015 1.5 demonstrate threading of steel pipe with the use of power threaders and hand threaders I can consistently demonstrate threading of steel pipe with the use of power threaders and hand threaders. I can usually demonstrate threading of steel pipe with the use of power threaders and hand threaders. I sometimes need assistance to demonstrate threading of steel pipe with the use of power threaders and hand threaders. I often need assistance to demonstrate threading of steel pipe with the use of power threaders and hand threaders. I have not yet provided evidence of this performance task. 1.6 install threaded pipe and fittings for a safe leak-tight installation I can consistently install threaded pipe and fittings for a safe leak-tight installation. I can usually install threaded pipe and fittings for a safe leak-tight installation. I sometimes need assistance to install threaded pipe and fittings for a safe leak-tight installation. I often need assistance to install threaded pipe and fittings for a safe leak-tight installation. I have not yet provided evidence of this performance task. 1.7 install flange connections for a safe leak-tight installation I can consistently install flange connections for a safe leak-tight installation. I can usually install flange connections for a safe leak-tight installation. I sometimes need assistance to install flange connections for a safe leak-tight installation. I often need assistance to install flange connections for a safe leak-tight installation. I have not yet provided evidence of this performance task. 2. fabricate and install mounting and support hardware 2.1 describe mounting and support hardware and applications I can consistently describe mounting and support hardware and applications. I can usually describe mounting and support hardware and applications. I sometimes need assistance to describe mounting and support hardware and applications. I often need assistance to describe mounting and support hardware and applications. I have not yet provided evidence of this performance task. 2.2 explain mounting hardware location considerations and limitations I can consistently explain mounting hardware location considerations and limitations. I can usually explain mounting hardware location considerations and limitations. I sometimes need assistance to explain mounting hardware location considerations and limitations. I often need assistance to explain mounting hardware location considerations and limitations. I have not yet provided evidence of this performance task. 2.3 identify tools commonly used in mounting and support hardware I can consistently identify tools commonly used in mounting and support hardware. I can usually identify tools commonly used in mounting and support hardware. I sometimes need assistance to identify tools commonly used in mounting and support hardware. I often need assistance to identify tools commonly used in mounting and support hardware. I have not yet provided evidence of this performance task. 12 / CTS, TMT: ISA3410 2015 Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada 2.4 fabricate mounting and support hardware I can consistently fabricate mounting and support hardware. I can usually fabricate mounting and support hardware. I sometimes need assistance to fabricate mounting and support hardware. I often need assistance to fabricate mounting and support hardware. I have not yet provided evidence of this performance task. 2.5 install mounting and support hardware I can consistently install I can usually install mounting and support mounting and support hardware. hardware. I sometimes need assistance to install mounting and support hardware. I often need assistance to install mounting and support hardware. I have not yet provided evidence of this performance task. I sometimes need assistance to describe precision measurement used in dimensional measurement. I often need assistance to describe precision measurement used in dimensional measurement. I have not yet provided evidence of this performance task. dimensional measurement. I can usually describe precision measurement used in dimensional measurement. 3.2 describe measuring instruments used for precision measurement I can consistently describe measuring instruments used for precision measurement. I can usually describe measuring instruments used for precision measurement. I sometimes need assistance to describe measuring instruments used for precision measurement. I often need assistance to describe measuring instruments used for precision measurement. I have not yet provided evidence of this performance task. 3.3 demonstrate techniques for using precision measuring instruments I can consistently demonstrate techniques for using precision measuring instruments. I can usually demonstrate techniques for using precision measuring instruments. I sometimes need assistance to demonstrate techniques for using precision measuring instruments. I often need assistance to demonstrate techniques for using precision measuring instruments. I have not yet provided evidence of this performance task. 3. use precision measuring instruments I can consistently 3.1 describe precision describe precision measurement used in dimensional measurement measurement used in Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3410 / 13 2015 4. assemble electrical and electronic connections 4.1 describe the tools, materials, and techniques used for soldering electronic circuits I can consistently describe the tools, materials, and techniques used for soldering electronic circuits. I can usually describe the tools, materials, and techniques used for soldering electronic circuits. I sometimes need assistance to describe the tools, materials, and techniques used for soldering electronic circuits. I often need assistance to describe the tools, materials, and techniques used for soldering electronic circuits. I have not yet provided evidence of this performance task. 4.2 describe methods used in electrical connections and their importance I can consistently describe methods used in electrical connections and their importance. I can usually describe methods used in electrical connections and their importance. I sometimes need assistance to describe methods used in electrical connections and their importance. I often need assistance to describe methods used in electrical connections and their importance. I have not yet provided evidence of this performance task. 4.3 describe static and anti-static devices I can consistently I can usually describe describe static and anti- static and anti-static static devices. devices. I sometimes need assistance to describe static and anti-static devices. I often need assistance to describe static and anti-static devices. I have not yet provided evidence of this performance task. 4.4 demonstrate electrical connection techniques I can consistently demonstrate electrical connection techniques. I can usually I sometimes need demonstrate electrical assistance to connection techniques. demonstrate electrical connection techniques. I often need assistance to demonstrate electrical connection techniques. I have not yet provided evidence of this performance task. 4.5 desolder and remove components from printed circuit boards I can consistently desolder and remove components from printed circuit boards. I can usually desolder and remove components from printed circuit boards. I sometimes need assistance to desolder and remove components from printed circuit boards. I often need assistance to desolder and remove components from printed circuit boards. I have not yet provided evidence of this performance task. 4.6 install and solder electronic components onto a printed circuit board I can consistently install and solder electronic components onto a printed circuit board. I can usually install and solder electronic components onto a printed circuit board. I sometimes need assistance to install and solder electronic components onto a printed circuit board. I often need assistance to install and solder electronic components onto a printed circuit board. I have not yet provided evidence of this performance task. 14 / CTS, TMT: ISA3410 2015 Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada 5. demonstrate appropriate selection and use of various hand and power tools 5.1 describe and apply safe techniques for using various workshop hand tools I can consistently describe and apply safe techniques for using various workshop hand tools. I can usually describe and apply safe techniques for using various workshop hand tools. I sometimes need assistance to describe and apply safe techniques for using various workshop hand tools. I often need assistance I have not yet to describe and apply provided evidence of safe techniques for this performance task. using various workshop hand tools. 5.2 demonstrate and apply safe techniques for using various workshop hand tools and power tools I can consistently demonstrate and apply safe techniques for using various workshop hand tools and power tools. I can usually demonstrate and apply safe techniques for using various workshop hand tools and power tools. I sometimes need assistance to demonstrate and apply safe techniques for using various workshop hand tools and power tools. I often need assistance to demonstrate and apply safe techniques for using various workshop hand tools and power tools. I have not yet provided evidence of this performance task. Teacher feedback and assessment. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3410 / 15 2015 INSTRUMENT TECHNICIAN APPRENTICESHIP ASSESSMENT COURSE ISA3415: ELECTRICAL THEORY Level: First Period Apprenticeship Prerequisite: ISA3900: Apprenticeship Safety ISA3400: Tools Description: Students develop an understanding of the basic parameters of an electrical circuit in order to understand why there are different sizes of wires, different ratings of circuit breakers and different types of insulation. Students also learn to identify resistors and understand the purpose of resistors and to interpret their ratings. Parameters: Access to a material work centre, complete with basic instrumentation tools and materials, and to instruction from an individual with journeyperson certification in the instrument technician trade. ILM Resources: Current, Voltage and Resistance 310102a; Characteristics of Conductors 310102b; Resistors 310102c. This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed. Assessment Tools Checklist Rubric Notes Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course. 16 / CTS, TMT: ISA3415 2015 Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada COURSE ISA3415: ELECTRICAL THEORY Checklist Student Outcomes Student Check Teacher Check Student, Teacher or Instructor Comments 1. define voltage, current and resistance 2. describe conductors, semiconductors and insulators 3. identify various resisters Teacher Signature Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada Date CTS, TMT: ISA3415 / 17 2015 COURSE ISA3415: ELECTRICAL THEORY Rubric Student Name: Date: Level Excellent Proficient Adequate Limited Criteria Not Yet Demonstrated 1. define voltage, current and resistance 1.1 describe an electric circuit I can consistently describe an electric circuit. 1.2 describe voltage I can consistently describe voltage. I can consistently 1.3 describe resistance and state and apply Ohm’s law describe resistance and state and apply Ohm’s law. I can usually describe an electric circuit. I sometimes need assistance to describe an electric circuit. I often need assistance to describe an electric circuit. I have not yet provided evidence of this performance task. I can usually describe voltage. I sometimes need assistance to describe voltage. I often need assistance to describe voltage. I have not yet provided evidence of this performance task. I can usually describe resistance and state and apply Ohm’s law. I sometimes need assistance to describe resistance and state and apply Ohm’s law. I often need assistance to describe resistance and state and apply Ohm’s law. I have not yet provided evidence of this performance task. 2. describe conductors, semiconductors and insulators 2.1 describe the factors affecting resistance I can consistently describe the factors affecting resistance. I can usually describe the factors affecting resistance. I sometimes need assistance to describe the factors affecting resistance. I often need assistance to describe the factors affecting resistance. I have not yet provided evidence of this performance task. 2.2 calculate the resistance of a conductor of specific dimensions I can consistently calculate the resistance of a conductor of specific dimensions. I can usually calculate the resistance of a conductor of specific dimensions. I sometimes need assistance to calculate the resistance of a conductor of specific dimensions. I often need assistance to calculate the resistance of a conductor of specific dimensions. I have not yet provided evidence of this performance task. 18 / CTS, TMT: ISA3415 2015 Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada I can usually describe the electrical properties of materials. I sometimes need assistance to describe the electrical properties of materials. I often need assistance I have not yet to describe the electrical provided evidence of properties of materials. this performance task. I can consistently list 3.1 list two categories of resistors and describe their two categories of resistors and describe construction I can usually list two categories of resistors and describe their construction. I sometimes need assistance to list two categories of resistors and describe their construction. I often need assistance to list two categories of resistors and describe their construction. I have not yet provided evidence of this performance task. 3.2 explain the methods used I can consistently to determine the ratings of explain the methods used to determine the fixed resistors I can usually explain the methods used to determine the ratings of fixed resistors. I sometimes need assistance to explain the methods used to determine the ratings of fixed resistors. I often need assistance to explain the methods used to determine the ratings of fixed resistors. I have not yet provided evidence of this performance task. I sometimes need assistance to use a colour code chart to resistance of a resistor. determine the resistance of a resistor. I often need assistance to use a colour code chart to determine the resistance of a resistor. I have not yet provided evidence of this performance task. 2.3 describe the electrical properties of materials I can consistently describe the electrical properties of materials. 3. identify various resistors their construction. ratings of fixed resistors. 3.3 use a colour code chart to I can consistently use a I can usually use a colour code chart to determine the resistance of colour code chart to determine the resistance determine the a resistor of a resistor. Teacher feedback and assessment. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3415 / 19 2015 INSTRUMENT TECHNICIAN APPRENTICESHIP ASSESSMENT COURSE ISA3420: RESISTIVE CIRCUITS Level: First Period Apprenticeship Prerequisite: ISA3900: Apprenticeship Safety ISA3400: Tools ISA3415: Electrical Theory Description: Students examine electrical circuits and their properties or voltage, current and resistance using Ohm’s law and Kirchhoff’s current and voltage laws. Parameters: Access to a material work centre, complete with basic instrumentation tools and materials, and to instruction from an individual with journeyperson certification in the instrument technician trade. ILM Resources: Series Resistive Circuits 310102d; Parallel Resistive Circuits 310102e; Series-Parallel Resistive Circuits 310102f This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed. Assessment Tools Checklist Rubric Notes Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course. 20 / CTS, TMT: ISA3420 2015 Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada COURSE ISA3420: RESISTIVE CIRCUITS Checklist Student Outcomes Student Check Teacher Check Student, Teacher or Instructor Comments 1. connect and analyze a series resistive circuit 2. connect and analyze a parallel circuit 3. connect and analyze a series-parallel resistive circuit Teacher Signature Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada Date CTS, TMT: ISA3420 / 21 2015 COURSE ISA3420: RESISTIVE CIRCUITS Rubric Student Name: Date: Level Excellent Proficient Adequate Limited Criteria Not Yet Demonstrated 1. connect and analyze a series resistive circuit I can usually define a 1.1 define a series circuit, and I can consistently define a series circuit series circuit and calculate current in a and calculate current in calculate current in a series circuit 1.2 state the formula for total resistance, and calculate resistance in a series circuit 22 / CTS, TMT: ISA3420 2015 I often need assistance I have not yet to define a series circuit provided evidence of and calculate current in this performance task. a series circuit. a series circuit. series circuit. I can consistently state the formula for total resistance and calculate resistance in a series circuit. I can usually state the formula for total resistance and calculate resistance in a series circuit. I sometimes need assistance to state the formula for total resistance and calculate resistance in a series circuit. I often need assistance to state the formula for total resistance and calculate resistance in a series circuit. I have not yet provided evidence of this performance task. I sometimes need assistance to state and apply Kirchhoff's voltage law to a series circuit. I often need assistance to state and apply Kirchhoff's voltage law to a series circuit. I have not yet provided evidence of this performance task. circuit. I can usually state and apply Kirchhoff's voltage law to a series circuit. I can consistently define the terms ratio and direct proportion and perform calculations using both. I can usually define the terms ratio and direct proportion and perform calculations using both. I sometimes need assistance to define the terms ratio and direct proportion and perform calculations using both. I often need assistance I have not yet to define the terms ratio provided evidence of and direct proportion this performance task. and perform calculations using both. I can consistently state 1.3 state and apply Kirchhoff's voltage law to and apply Kirchhoff's voltage law to a series a series circuit 1.4 define the terms ratio and direct proportion, and perform calculations using both I sometimes need assistance to define a series circuit and calculate current in a series circuit. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada 1.5 state the relationship between the resistive values of components and their voltage drops, and solve problems using the voltage divider rule I can consistently state the relationship between the resistive values of components and their voltage drops and solve problems using the voltage divider rule. I can usually state the relationship between the resistive values of components and their voltage drops and solve problems using the voltage divider rule. I sometimes need assistance to state the relationship between the resistive values of components and their voltage drops and solve problems using the voltage divider rule. I often need assistance to state the relationship between the resistive values of components and their voltage drops and solve problems using the voltage divider rule. I have not yet provided evidence of this performance task. 1.6 determine the voltage drop across a closed- or open-circuit component in a series circuit I can consistently determine the voltage drop across a closed- or open-circuit component in a series circuit. I can usually determine the voltage drop across a closedor open-circuit component in a series circuit. I sometimes need assistance to determine the voltage drop across a closed- or open-circuit component in a series circuit. I often need assistance I have not yet to determine the voltage provided evidence of drop across a closed- or this performance task. open-circuit component in a series circuit. 1.7 connect and verify Kirchhoff’s current and voltage laws in a series resistive circuit I can consistently connect and verify Kirchhoff’s current and voltage laws in a series resistive circuit. I can usually connect and verify Kirchhoff’s current and voltage laws in a series resistive circuit. I sometimes need assistance to connect and verify Kirchhoff’s current and voltage laws in a series resistive circuit. I often need assistance to connect and verify Kirchhoff’s current and voltage laws in a series resistive circuit. I have not yet provided evidence of this performance task. 2. connect and analyze a parallel circuit 2.1 define the term parallel circuit I can consistently define the term parallel circuit. I can usually define the term parallel circuit. I sometimes need assistance to define the term parallel circuit. I often need assistance to define the term parallel circuit. I have not yet provided evidence of this performance task. 2.2 calculate the total resistance of a parallel circuit using the appropriate formulas I can consistently calculate the total resistance of a parallel circuit using the appropriate formulas. I can usually calculate the total resistance of a parallel circuit using the appropriate formulas. I sometimes need assistance to calculate the total resistance of a parallel circuit using the appropriate formulas. I often need assistance to calculate the total resistance of a parallel circuit using the appropriate formulas. I have not yet provided evidence of this performance task. 2.3 calculate individual resistance in a parallel circuit I can consistently calculate individual resistance in a parallel circuit. I can usually calculate individual resistance in a parallel circuit. I sometimes need assistance to calculate individual resistance in a parallel circuit. I often need assistance to calculate individual resistance in a parallel circuit. I have not yet provided evidence of this performance task. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3420 / 23 2015 I can consistently state 2.4 state and apply Kirchhoff’s current law to and apply Kirchhoff’s current law to parallel parallel circuit I sometimes need assistance to state and apply Kirchhoff’s current law to parallel circuit. I often need assistance to state and apply Kirchhoff’s current law to parallel circuit. I have not yet provided evidence of this performance task. circuit. I can usually state and apply Kirchhoff’s current law to parallel circuit. 2.5 describe the effects of open circuits on a parallel circuit I can consistently describe the effects of open circuits on a parallel circuit. I can usually describe the effects of open circuits on a parallel circuit. I sometimes need assistance to describe the effects of open circuits on a parallel circuit. I often need assistance to describe the effects of open circuits on a parallel circuit. I have not yet provided evidence of this performance task. 2.6 use the current divider principle to calculate branch current I can consistently use the current divider principle to calculate branch current. I can usually use the current divider principle to calculate branch current. I sometimes need assistance to use the current divider principle to calculate branch current. I often need assistance to use the current divider principle to calculate branch current. I have not yet provided evidence of this performance task. 2.7 connect and verify Kirchhoff’s current and voltage laws in a parallel resistive circuit I can consistently connect and verify Kirchhoff’s current and voltage laws in a parallel resistive circuit. I can usually connect and verify Kirchhoff’s current and voltage laws in a parallel resistive circuit. I sometimes need assistance to connect and verify Kirchhoff’s current and voltage laws in a parallel resistive circuit. I often need assistance I have not yet to connect and verify provided evidence of Kirchhoff’s current and this performance task. voltage laws in a parallel resistive circuit. I sometimes need assistance to identify resistors that are in series and calculate the equivalent value of resistances in a series-parallel circuit. I often need assistance I have not yet to identify resistors that provided evidence of are in series and this performance task. calculate the equivalent value of resistances in a series-parallel circuit. 3. connect and analyze a series-parallel resistive circuit 3.1 identify resistors that are in series, and calculate the equivalent value of resistances in a series-parallel circuit 24 / CTS, TMT: ISA3420 2015 I can consistently identify resistors that are in series and calculate the equivalent value of resistances in a series-parallel circuit. I can usually identify resistors that are in series and calculate the equivalent value of resistances in a series-parallel circuit. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada 3.2 identify resistors that are in parallel, and calculate the equivalent value of resistances in a series-parallel circuit I can consistently identify resistors that are in parallel and calculate the equivalent value of resistances in a series-parallel circuit. I can usually identify resistors that are in parallel and calculate the equivalent value of resistances in a seriesparallel circuit. I sometimes need assistance to identify resistors that are in parallel and calculate the equivalent value of resistances in a series-parallel circuit. I often need assistance I have not yet to identify resistors that provided evidence of are in parallel and this performance task. calculate the equivalent value of resistances in a series-parallel circuit. 3.3 calculate the total resistance of a series-parallel circuit I can consistently calculate the total resistance of a series-parallel circuit. I can usually calculate the total resistance of a series-parallel circuit. I sometimes need assistance to calculate the total resistance of a series-parallel circuit. I often need assistance to calculate the total resistance of a series-parallel circuit. I have not yet provided evidence of this performance task. 3.4 apply Kirchhoff’s current law I can consistently apply I can usually apply Kirchhoff’s current law. Kirchhoff’s current law. I sometimes need I often need assistance assistance to apply to apply Kirchhoff’s Kirchhoff’s current law. current law. I have not yet provided evidence of this performance task. 3.5 apply Kirchhoff’s voltage law I can consistently apply I can usually apply Kirchhoff’s voltage Kirchhoff’s voltage law. law. I sometimes need assistance to apply Kirchhoff’s voltage law. I often need assistance to apply Kirchhoff’s voltage law. I have not yet provided evidence of this performance task. 3.6 solve problems involving series-parallel circuits I can consistently solve problems involving series-parallel circuits. I often need assistance to solve problems involving series-parallel circuits. I have not yet provided evidence of this performance task. I can usually solve I sometimes need problems involving assistance to solve series-parallel circuits. problems involving series-parallel circuits. Teacher feedback and assessment. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3420 / 25 2015 INSTRUMENT TECHNICIAN APPRENTICESHIP ASSESSMENT COURSE ISA3425: POWER & EFFICIENCY Level: First Period Apprenticeship Prerequisite: ISA3900: Apprenticeship Safety ISA3400: Tools ISA3415: Electrical Theory Description: Students study the mathematical relationships that exist between the electrical properties of simple circuits and power and learn the construction, operation and application of different types of storage batteries. Students also explore the basic nature of magnetism. Parameters: Access to a material work centre, complete with basic instrumentation tools and materials, and to instruction from an individual with journeyperson certification in the instrument technician trade. ILM Resources: Work, Energy, Power and Efficiency 310102g; Cells and Batteries 310102h; Magnetism, Electromagnetism and Electromagnetic Induction – Part A 310102iA; Electromagnetism and Electromagnetic Induction – Part B 310102iB This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed. Assessment Tools Checklist Notes Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. 26 / CTS, TMT: ISA3425 2015 Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3425 / 27 2015 COURSE ISA3425: POWER & EFFICIENCY Checklist Student Outcomes Student Check Teacher Check Student, Teacher or Instructor Comments 1. describe how mass, work, force, energy and power are interrelated mechanically and electrically 2. describe cells and batteries 3. describe magnetism, electromagnetism and electromagnetic induction Teacher Signature 28 / CTS, TMT: ISA3425 2015 Date Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada COURSE ISA3425: POWER & EFFICIENCY Rubric Student Name: Date: Level Excellent Proficient Adequate Limited Not Yet Demonstrated Criteria 1. describe how mass, work, force, energy and power are interrelated mechanically and electrically 1.1 describe mass, weight and I can consistently describe mass, weight force I can usually describe mass, weight and force. I sometimes need assistance to describe mass, weight and force. I often need assistance to describe mass, weight and force. I have not yet provided evidence of this performance task. I sometimes need assistance to describe work, energy (kinetic and potential) and power. I often need assistance to describe work, energy (kinetic and potential) and power. I have not yet provided evidence of this performance task. and power. I can usually describe work, energy (kinetic and potential) and power. 1.3 describe electrical relationships of work, energy and power I can consistently describe electrical relationships of work, energy and power. I can usually describe electrical relationships of work, energy and power. I sometimes need assistance to describe electrical relationships of work, energy and power. I often need assistance to describe electrical relationships of work, energy and power. I have not yet provided evidence of this performance task. 1.4 explain energy measurement and costing I can consistently explain energy measurement and costing. I can usually explain energy measurement and costing. I sometimes need assistance to explain energy measurement and costing. I often need assistance to explain energy measurement and costing. I have not yet provided evidence of this performance task. 1.5 calculate efficiency, voltage drop and line loss I can consistently calculate efficiency, voltage drop and line loss. I can usually calculate efficiency, voltage drop and line loss. I sometimes need assistance to calculate efficiency, voltage drop and line loss. I often need assistance to calculate efficiency, voltage drop and line loss. I have not yet provided evidence of this performance task. and force. I can consistently 1.2 describe work, energy (kinetic and potential) and describe work, energy (kinetic and potential) power Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3425 / 29 2015 2. describe cells and batteries 2.1 define the basic terminology of cells I can consistently define the basic terminology of cells. I can usually define the basic terminology of cells. I sometimes need assistance to define the basic terminology of cells. I often need assistance to define the basic terminology of cells. I have not yet provided evidence of this performance task. 2.2 describe the construction and operation of a basic primary cell I can consistently describe the construction and operation of a basic primary cell. I can usually describe the construction and operation of a basic primary cell. I sometimes need assistance to describe the construction and operation of a basic primary cell. I often need assistance to describe the construction and operation of a basic primary cell. I have not yet provided evidence of this performance task. 2.3 describe the construction and operation of types of lead-acid batteries I can consistently describe the construction and operation of types of lead-acid batteries. I can usually describe the construction and operation of types of lead-acid batteries. I sometimes need assistance to describe the construction and operation of types of lead-acid batteries. I often need assistance to describe the construction and operation of types of lead-acid batteries. I have not yet provided evidence of this performance task. 2.4 describe the construction and operation of a nickel-cadmium battery I can consistently describe the construction and operation of a nickel-cadmium battery. I can usually describe the construction and operation of a nickel-cadmium battery. I sometimes need assistance to describe the construction and operation of a nickel-cadmium battery. I often need assistance I have not yet to describe the provided evidence of construction and this performance task. operation of a nickel-cadmium battery. 2.5 describe the construction and operation of a lithium battery I can consistently describe the construction and operation of a lithium battery. I can usually describe the construction and operation of a lithium battery. I sometimes need assistance to describe the construction and operation of a lithium battery. I often need assistance to describe the construction and operation of a lithium battery. I can consistently 2.6 describe hazards and precautions to be observed describe hazards and precautions to be when charging batteries I can usually describe hazards and precautions to be observed when charging batteries. I sometimes need assistance to describe hazards and precautions to be observed when charging batteries. I often need assistance I have not yet to describe hazards and provided evidence of precautions to be this performance task. observed when charging batteries. I can consistently describe common battery performance ratings. I can usually describe common battery performance ratings. I sometimes need assistance to describe common battery performance ratings. I often need assistance to describe common battery performance ratings. observed when charging batteries. 2.7 describe common battery performance ratings 30 / CTS, TMT: ISA3425 2015 I have not yet provided evidence of this performance task. I have not yet provided evidence of this performance task. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada 2.8 determine the effects of battery internal resistance I can consistently determine the effects of battery internal resistance. I can usually determine the effects of battery internal resistance. I sometimes need assistance to determine the effects of battery internal resistance. I often need assistance to determine the effects of battery internal resistance. I have not yet provided evidence of this performance task. 3. describe magnetism, electromagnetism and electromagnetic induction 3.1 describe the properties of magnetic materials I can consistently describe the properties of magnetic materials. I can usually describe the properties of magnetic materials. I sometimes need assistance to describe the properties of magnetic materials. I often need assistance to describe the properties of magnetic materials. I have not yet provided evidence of this performance task. 3.2 define the terminology related to magnetism I can consistently define the terminology related to magnetism. I can usually define the terminology related to magnetism. I sometimes need assistance to define the terminology related to magnetism. I often need assistance to define the terminology related to magnetism. I have not yet provided evidence of this performance task. 3.3 describe electromagnetism and basic design considerations for electromagnetic devices I can consistently describe electromagnetism and basic design considerations for electromagnetic devices. I can usually describe electromagnetism and basic design considerations for electromagnetic devices. I sometimes need assistance to describe electromagnetism and basic design considerations for electromagnetic devices. I often need assistance to describe electromagnetism and basic design considerations for electromagnetic devices. I have not yet provided evidence of this performance task. 3.4 describe how an induced voltage is generated I can consistently describe how an induced voltage is generated. I can usually describe how an induced voltage is generated. I sometimes need assistance to describe how an induced voltage is generated. I often need assistance to describe how an induced voltage is generated. I have not yet provided evidence of this performance task. I can usually describe the process of electromagnetic induction. I sometimes need assistance to describe the process of electromagnetic induction. I often need assistance to describe the process of electromagnetic induction. I have not yet provided evidence of this performance task. I can consistently 3.5 describe the process of electromagnetic induction describe the process of electromagnetic induction. Teacher feedback and assessment. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3425 / 31 2015 INSTRUMENT TECHNICIAN APPRENTICESHIP ASSESSMENT COURSE ISA3430: INDUCTANCE & CAPACITANCE Level: First Period Apprenticeship Prerequisite: ISA3900: Apprenticeship Safety ISA3400: Tools ISA3415: Electrical Theory Description: Students are introduced to the factors that affect impedance in an alternating current (AC) circuit as well as the effects of a coil and capacitor on the circuit. Parameters: Access to a material work centre, complete with basic instrumentation tools and materials, and to instruction from an individual with journeyperson certification in the instrument technician trade. ILM Resources: Fundamentals of Alternating Current - Part A 310102jA; Fundamentals of Alternating Current - Part B310102jB; Inductance and Inductive Reactance 310102k; Capacitance and Capacitive Reactance 310102l, Time Constants 310102m This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed. Assessment Tools Checklist Notes Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. 32 / CTS, TMT: ISA3430 2015 Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3430 / 33 2015 COURSE ISA3430: INDUCTANCE & CAPACITANCE Checklist Student Outcomes Student Check Teacher Check Student, Teacher or Instructor Comments 1. describe the fundamental characteristics of AC circuits 2. apply the concepts of inductance and induction to direct current (DC) and AC circuits 3. apply the concepts of capacitors and their use in DC and AC circuits 4. apply the concepts of circuit time constant Teacher Signature 34 / CTS, TMT: ISA3430 2015 Date Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada COURSE ISA3430: INDUCTANCE & CAPACITANCE Rubric Student Name: Date: Level Excellent Proficient Adequate Limited Not Yet Demonstrated Criteria 1. describe the fundamental characteristics of AC circuits 1.1 explain the generation of an AC sine wave I can consistently explain the generation of an AC sine wave. I can usually explain the generation of an AC sine wave. I sometimes need assistance to explain the generation of an AC sine wave. I often need assistance to explain the generation of an AC sine wave. I have not yet provided evidence of this performance task. 1.2 determine the output frequency of an AC generator I can consistently determine the output frequency of an AC generator. I can usually determine the output frequency of an AC generator. I sometimes need assistance to determine the output frequency of an AC generator. I often need assistance to determine the output frequency of an AC generator. I have not yet provided evidence of this performance task. sine wave values. I can usually calculate standard AC sine wave values. I sometimes need assistance to calculate standard AC sine wave values. I often need assistance to calculate standard AC sine wave values. I have not yet provided evidence of this performance task. 1.4 demonstrate the relationship between sine waves and phasor diagrams I can consistently demonstrate the relationship between sine waves and phasor diagrams. I can usually demonstrate the relationship between sine waves and phasor diagrams. I sometimes need assistance to demonstrate the relationship between sine waves and phasor diagrams. I often need assistance to demonstrate the relationship between sine waves and phasor diagrams. I have not yet provided evidence of this performance task. 1.5 describe the factors affecting impedance in an AC circuit I can consistently describe the factors affecting impedance in an AC circuit. I can usually describe the factors affecting impedance in an AC circuit. I sometimes need assistance to describe the factors affecting impedance in an AC circuit. I often need assistance to describe the factors affecting impedance in an AC circuit. I have not yet provided evidence of this performance task. 1.3 calculate standard AC sine I can consistently calculate standard AC wave values Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3430 / 35 2015 2. apply the concepts of inductance and induction to direct current (DC) and AC circuits 2.1 describe a basic inductor (coil), and identify the symbol for iron core and air core I can consistently describe a basic inductor (coil) and identify the symbol for iron core and air core. 2.2 describe inductance and the factors that affect it I sometimes need assistance to describe a basic inductor (coil) and identify the symbol for iron core and air core. I often need assistance to describe a basic inductor (coil) and identify the symbol for iron core and air core. I have not yet provided evidence of this performance task. I can consistently I can usually describe describe inductance and inductance and the the factors that affect it. factors that affect it. I sometimes need assistance to describe inductance and the factors that affect it. I often need assistance to describe inductance and the factors that affect it. I have not yet provided evidence of this performance task. 2.3 describe induction and its effects I can consistently describe induction and its effects. I can usually describe induction and its effects. I sometimes need assistance to describe induction and its effects. I often need assistance to describe induction and its effects. I have not yet provided evidence of this performance task. 2.4 describe the effects of an inductor in a DC circuit I can consistently describe the effects of an inductor in a DC circuit. I can usually describe the effects of an inductor in a DC circuit. I sometimes need assistance to describe the effects of an inductor in a DC circuit. I often need assistance to describe the effects of an inductor in a DC circuit. I have not yet provided evidence of this performance task. 2.5 describe the effects of an inductor in an AC circuit I can consistently describe the effects of an inductor in an AC circuit. I can usually describe the effects of an inductor in an AC circuit. I sometimes need assistance to describe the effects of an inductor in an AC circuit. I often need assistance to describe the effects of an inductor in an AC circuit. I have not yet provided evidence of this performance task. 2.6 analyze an AC inductive circuit I can consistently analyze an AC inductive circuit. I can usually analyze an AC inductive circuit. I sometimes need assistance to analyze an AC inductive circuit. I often need assistance to analyze an AC inductive circuit. I have not yet provided evidence of this performance task. 2.7 describe the power relationships in an inductive circuit I can consistently describe the power relationships in an inductive circuit. I can usually describe the power relationships in an inductive circuit. I sometimes need assistance to describe the power relationships in an inductive circuit. I often need assistance to describe the power relationships in an inductive circuit. I have not yet provided evidence of this performance task. 36 / CTS, TMT: ISA3430 2015 I can usually describe a basic inductor (coil) and identify the symbol for iron core and air core. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada 2.8 connect and analyze circuits containing inductance I can consistently connect and analyze circuits containing inductance. I can usually connect I sometimes need and analyze circuits assistance to connect containing inductance. and analyze circuits containing inductance. I often need assistance to connect and analyze circuits containing inductance. I have not yet provided evidence of this performance task. I have not yet provided evidence of this performance task. 3. apply the concepts of capacitors and their use in DC and AC circuits 3.1 define capacitance and describe the construction of a basic capacitor I can consistently define capacitance and describe the construction of a basic capacitor. I can usually define capacitance and describe the construction of a basic capacitor. I sometimes need assistance to define capacitance and describe the construction of a basic capacitor. I often need assistance to define capacitance and describe the construction of a basic capacitor. 3.2 describe dielectric strength, and state the unit of measurement for electric charge I can consistently describe dielectric strength and state the unit of measurement for electric charge. I can usually describe dielectric strength and state the unit of measurement for electric charge. I sometimes need assistance to describe dielectric strength and state the unit of measurement for electric charge. I often need assistance I have not yet to describe dielectric provided evidence of strength and state the this performance task. unit of measurement for electric charge. 3.3 calculate the value for the time constant in a DC resistor-capacitor circuit I can consistently calculate the value for the time constant in a DC resistor-capacitor circuit. I can usually calculate the value for the time constant in a DC resistor-capacitor circuit. I sometimes need assistance to calculate the value for the time constant in a DC resistor-capacitor circuit. I often need assistance to calculate the value for the time constant in a DC resistor-capacitor circuit. I have not yet provided evidence of this performance task. 3.4 analyze an AC capacitive circuit I can consistently analyze an AC capacitive circuit. I can usually analyze an AC capacitive circuit. I sometimes need assistance to analyze an AC capacitive circuit. I often need assistance to analyze an AC capacitive circuit. I have not yet provided evidence of this performance task. 3.5 describe the power relationships in a capacitive circuit I can consistently describe the power relationships in a capacitive circuit. I can usually describe the power relationships in a capacitive circuit. I sometimes need assistance to describe the power relationships in a capacitive circuit. I often need assistance to describe the power relationships in a capacitive circuit. I have not yet provided evidence of this performance task. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3430 / 37 2015 3.6 describe capacitor types and applications I can consistently I can usually describe describe capacitor types capacitor types and and applications. applications. I sometimes need assistance to describe capacitor types and applications. I often need assistance to describe capacitor types and applications. I have not yet provided evidence of this performance task. 4. apply the concepts of circuit time constant 4.1 describe the time effects in selected resistor-capacitor circuits I can consistently describe the time effects in selected resistor-capacitor circuits. I can usually describe the time effects in selected resistor-capacitor circuits. I sometimes need assistance to describe the time effects in selected resistor-capacitor circuits. I often need assistance to describe the time effects in selected resistor-capacitor circuits. I have not yet provided evidence of this performance task. 4.2 describe and illustrate the characteristic charge and discharge waveforms I can consistently describe and illustrate the characteristic charge and discharge waveforms. I can usually describe and illustrate the characteristic charge and discharge waveforms. I sometimes need assistance to describe and illustrate the characteristic charge and discharge waveforms. I often need assistance to describe and illustrate the characteristic charge and discharge waveforms. I have not yet provided evidence of this performance task. 4.3 describe circuit time constants (represented by the Greek letter tau, τ) and the relationship to the characteristic waveforms I can consistently describe circuit time constants and the relationship to the characteristic waveforms. I can usually describe circuit time constants and the relationship to the characteristic waveforms. I sometimes need assistance to describe circuit time constants and the relationship to the characteristic waveforms. I often need assistance to describe circuit time constants and the relationship to the characteristic waveforms. I have not yet provided evidence of this performance task. 4.4 calculate the instantaneous and steady state voltages in resistor-capacitor circuits I can consistently calculate the instantaneous and steady state voltages in resistor-capacitor circuits. I can usually calculate the instantaneous and steady state voltages in resistor-capacitor circuits. I sometimes need assistance to calculate the instantaneous and steady state voltages in resistor-capacitor circuits. I often need assistance to calculate the instantaneous and steady state voltages in resistor-capacitor circuits. I have not yet provided evidence of this performance task. 38 / CTS, TMT: ISA3430 2015 Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada 4.5 connect and analyze the existence of capacitive reactance in capacitive circuits and the effects of the discharge rate when resistance is changed I can consistently connect and analyze the existence of capacitive reactance in capacitive circuits and the effects of the discharge rate when resistance is changed. I can usually connect and analyze the existence of capacitive reactance in capacitive circuits and the effects of the discharge rate when resistance is changed. I sometimes need assistance to connect and analyze the existence of capacitive reactance in capacitive circuits and the effects of the discharge rate when resistance is changed. I often need assistance to connect and analyze the existence of capacitive reactance in capacitive circuits and the effects of the discharge rate when resistance is changed. I have not yet provided evidence of this performance task. Teacher feedback and assessment. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3430 / 39 2015 INSTRUMENT TECHNICIAN APPRENTICESHIP ASSESSMENT COURSE ISA3435: HAZARDS & REGULATIONS Level: First Period Apprenticeship Prerequisite: ISA3900: Apprenticeship Safety ISA3400: Tools Description: Students are introduced to the regulations, codes and potential hazards associated with work in the instrument technician trade. Parameters: Access to a material work centre, complete with basic instrumentation tools and materials, and to instruction from an individual with journeyperson certification in the instrument technician trade. ILM Resources: Regulations 310102n; Area Classifications 310102o; Electrical Equipment In Hazardous Locations - Part A 310102pA; Electrical Equipment In Hazardous Locations - Part B 310102pB; Electrical Equipment In Hazardous Locations - Part C 310102pC This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed. Assessment Tools Checklist Notes Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. 40 / CTS, TMT: ISA3435 2015 Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3435 / 41 2015 COURSE ISA3435: HAZARDS & REGULATIONS Checklist Student Outcomes Student Check Teacher Check Student, Teacher or Instructor Comments 1. apply electrical regulations 2. describe the classification of hazardous locations and the general rules that apply to these locations 3. apply protection methods for electrical equipment in hazardous areas Teacher Signature 42 / CTS, TMT: ISA3435 2015 Date Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada COURSE ISA3435: HAZARDS & REGULATIONS Rubrics Student Name: Date: Excellent Proficient 1.1 describe the instrument technician’s area of electrical work or responsibility I can consistently describe the instrument technician’s area of electrical work or responsibility. I can usually describe the instrument technician’s area of electrical work or responsibility. 1.2 describe the role of the Safety Codes Act (SCA) and the Canadian Electrical Code, Part I and how they relate to the instrumentation field I can consistently describe the role of the Safety Codes Act (SCA) and the Canadian Electrical Code, Part I and how they relate to the instrumentation field. I can usually describe the role of the Safety Codes Act (SCA) and the Canadian Electrical Code, Part I and how they relate to the instrumentation field. Level Adequate Limited Not Yet Demonstrated I sometimes need assistance to describe the instrument technician’s area of electrical work or responsibility. I often need assistance to describe the instrument technician’s area of electrical work or responsibility. I have not yet provided evidence of this performance task. I sometimes need assistance to describe the role of the Safety Codes Act (SCA) and the Canadian Electrical Code, Part I and how they relate to the instrumentation field. I often need assistance I have not yet to describe the role of provided evidence of the Safety Codes Act this performance task. (SCA) and the Canadian Electrical Code, Part I and how they relate to the instrumentation field. Criteria 1. apply electrical regulations Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3435 / 43 2015 1.3 describe the role of Canada Standards Association (CSA) International, the National Electrical Manufacturers Association (NEMA) and the Underwriters Laboratories of Canada (ULC) and how they relate to the instrumentation field I can consistently describe the role of Canada Standards Association (CSA) International, the National Electrical Manufacturers Association (NEMA) and the Underwriters Laboratories of Canada (ULC) and how they relate to the instrumentation field. I can usually describe the role of Canada Standards Association (CSA) International, the National Electrical Manufacturers Association (NEMA) and the Underwriters Laboratories of Canada (ULC) and how they relate to the instrumentation field. I sometimes need assistance to describe the role of Canada Standards Association (CSA) International, the National Electrical Manufacturers Association (NEMA) and the Underwriters Laboratories of Canada (ULC) and how they relate to the instrumentation field. I often need assistance to describe the role of Canada Standards Association (CSA) International, the National Electrical Manufacturers Association (NEMA) and the Underwriters Laboratories of Canada (ULC) and how they relate to the instrumentation field. I have not yet provided evidence of this performance task. 2. describe the classification of hazardous locations and the general rules that apply to these locations 2.1 define the specific terms from Section 18 of the Canadian Electrical Code, Part I that apply to area classifications I can consistently define the specific terms from Section 18 of the Canadian Electrical Code, Part I that apply to area classifications. I can usually define the specific terms from Section 18 of the Canadian Electrical Code, Part I that apply to area classifications. I sometimes need assistance to define the specific terms from Section 18 of the Canadian Electrical Code, Part I that apply to area classifications. I often need assistance to define the specific terms from Section 18 of the Canadian Electrical Code, Part I that apply to area classifications. I have not yet provided evidence of this performance task. 2.2 apply the general rules regarding installation and maintenance in hazardous locations I can consistently apply the general rules regarding installation and maintenance in hazardous locations. I can usually apply the general rules regarding installation and maintenance in hazardous locations. I sometimes need assistance to apply the general rules regarding installation and maintenance in hazardous locations. I often need assistance to apply the general rules regarding installation and maintenance in hazardous locations. I have not yet provided evidence of this performance task. 44 / CTS, TMT: ISA3435 2015 Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada 3. apply protection methods for electrical equipment in hazardous areas 3.1 define the purpose of explosion-proof equipment I can consistently define the purpose of explosion-proof equipment. I can usually define the purpose of explosion-proof equipment. I sometimes need assistance to define the purpose of explosion-proof equipment. I often need assistance to define the purpose of explosion-proof equipment. I have not yet provided evidence of this performance task. 3.2 define installation requirements for conduit, seals, fixtures and appliances I can consistently define installation requirements for conduit, seals, fixtures and appliances. I can usually define installation requirements for conduit, seals, fixtures and appliances. I sometimes need assistance to define installation requirements for conduit, seals, fixtures and appliances. I often need assistance to define installation requirements for conduit, seals, fixtures and appliances. I have not yet provided evidence of this performance task. 3.3 describe maintenance procedures for explosion-proof enclosures I can consistently describe maintenance procedures for explosion-proof enclosures. I can usually describe maintenance procedures for explosion-proof enclosures. I sometimes need assistance to describe maintenance procedures for explosion-proof enclosures. I often need assistance I have not yet to describe maintenance provided evidence of procedures for this performance task. explosion-proof enclosures. 3.4 describe non-incendive equipment I can consistently describe non-incendive equipment. I can usually describe non-incendive equipment. I sometimes need assistance to describe non-incendive equipment. I often need assistance to describe non-incendive equipment. I have not yet provided evidence of this performance task. 3.5 describe an intrinsically safe loop I can consistently I can usually describe describe an intrinsically an intrinsically safe safe loop. loop. I sometimes need assistance to describe an intrinsically safe loop. I often need assistance to describe an intrinsically safe loop. I have not yet provided evidence of this performance task. 3.6 describe an intrinsically safe loop drawing I can consistently I can usually describe describe an intrinsically an intrinsically safe safe loop drawing. loop drawing. I sometimes need assistance to describe an intrinsically safe loop drawing. I often need assistance to describe an intrinsically safe loop drawing. I have not yet provided evidence of this performance task. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3435 / 45 2015 3.7 describe the grounding requirements of an intrinsically safe system I can consistently describe the grounding requirements of an intrinsically safe system. I can usually describe the grounding requirements of an intrinsically safe system. I sometimes need assistance to describe the grounding requirements of an intrinsically safe system. I often need assistance I have not yet to describe the provided evidence of grounding requirements this performance task. of an intrinsically safe system. 3.8 define the relationship between explosion-proof and intrinsically safe systems I can consistently define the relationship between explosion-proof and intrinsically safe systems. I can usually define the relationship between explosion-proof and intrinsically safe systems. I sometimes need assistance to define the relationship between explosion-proof and intrinsically safe systems. I often need assistance to define the relationship between explosion-proof and intrinsically safe systems. 3.9 describe maintenance procedures for intrinsically safe systems I can consistently describe maintenance procedures for intrinsically safe systems. I can usually describe maintenance procedures for intrinsically safe systems. I sometimes need assistance to describe maintenance procedures for intrinsically safe systems. I often need assistance I have not yet to describe maintenance provided evidence of procedures for this performance task. intrinsically safe systems. 3.10 describe the role of purging under the Canadian Standards Association (CSA) and International Society of Automation (ISA) definitions I can consistently describe the role of purging under the Canadian Standards Association (CSA) and International Society of Automation (ISA) definitions. I can usually describe the role of purging under the Canadian Standards Association (CSA) and International Society of Automation (ISA) definitions. I sometimes need assistance to describe the role of purging under the Canadian Standards Association (CSA) and International Society of Automation (ISA) definitions. I often need assistance to describe the role of purging under the Canadian Standards Association (CSA) and International Society of Automation (ISA) definitions. I have not yet provided evidence of this performance task. 3.11describe the role of sealing, plotting and encapsulating for electrical safety I can consistently describe the role of sealing, plotting and encapsulating for electrical safety. I can usually describe the role of sealing, plotting and encapsulating for electrical safety. I sometimes need assistance to describe the role of sealing, plotting and encapsulating for electrical safety. I often need assistance to describe the role of sealing, plotting and encapsulating for electrical safety. I have not yet provided evidence of this performance task. I have not yet provided evidence of this performance task. Teacher feedback and assessment. 46 / CTS, TMT: ISA3435 2015 Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada INSTRUMENT TECHNICIAN APPRENTICESHIP ASSESSMENT COURSE ISA3440: PRESSURE MEASUREMENT Level: First Period Apprenticeship Prerequisite: ISA3900: Apprenticeship Safety ISA3400: Tools Description: Students are introduced to the physics of pressure, the pressure standards used in instrumentation and pressure scales. Parameters: Access to a material work centre, complete with basic instrumentation tools and materials, and to instruction from an individual with journeyperson certification in the instrument technician trade. ILM Resources: Pressure Measurement 310103a; Link and Lever Systems 310103b; Pressure Gauges 310103c; Pressure Regulators 310103d This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed. Assessment Tools Checklist Rubric Notes Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3440 / 47 2015 COURSE ISA3440: PRESSURE MEASUREMENT Checklist Student Outcomes Student Check Teacher Check Student, Teacher or Instructor Comments 1. apply principles of pressure in the standards used to measure pressure 2. calibrate link and lever systems 3. select, calibrate and install pressure gauges 4. select, install and maintain pressure regulators Teacher Signature 48 / CTS, TMT: ISA3440 2015 Date Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada COURSE ISA3440: PRESSURE MEASUREMENT Rubric Student Name: Date: Level Excellent Proficient Adequate Limited Not Yet Demonstrated Criteria 1. apply principles of pressure in the standards used to measure pressure 1.1 describe and perform calculations for pressure and pressure units I can consistently describe and perform calculations for pressure and pressure units. I can usually describe and perform calculations for pressure and pressure units. I sometimes need assistance to describe and perform calculations for pressure and pressure units. I often need assistance I have not yet to describe and perform provided evidence of calculations for pressure this performance task. and pressure units. 1.2 describe pressure standards, and apply the principles of pressure standards to pressure measurement techniques I can consistently describe pressure standards and apply the principles of pressure standards to pressure measurement techniques. I can usually describe pressure standards and apply the principles of pressure standards to pressure measurement techniques. I sometimes need assistance to describe pressure standards and apply the principles of pressure standards to pressure measurement techniques. I often need assistance to describe pressure standards and apply the principles of pressure standards to pressure measurement techniques. I can usually describe and perform calculations for pressure scales and reference points. I sometimes need assistance to describe and perform calculations for pressure scales and reference points. I often need assistance I have not yet to describe and perform provided evidence of calculations for pressure this performance task. scales and reference points. I can consistently 1.3 describe and perform describe and perform calculations for pressure scales and reference points calculations for pressure scales and reference points. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada I have not yet provided evidence of this performance task. CTS, TMT: ISA3440 / 49 2015 2. calibrate link and lever systems 2.1 define the terms span, angularity, zero, hysteresis and deadband as they relate to the mechanical systems I can consistently define the terms span, angularity, zero, hysteresis and deadband as they relate to the mechanical systems. 2.2 describe the force balance I can consistently describe the force measurement method balance measurement method. 2.3 perform calibrations of link and lever systems I can consistently perform calibrations of link and lever systems. I can usually define the terms span, angularity, zero, hysteresis and deadband as they relate to the mechanical systems. I sometimes need assistance to define the terms span, angularity, zero, hysteresis and deadband as they relate to the mechanical systems. I often need assistance I have not yet to define the terms provided evidence of span, angularity, zero, this performance task. hysteresis and deadband as they relate to the mechanical systems. I can usually describe the force balance measurement method. I sometimes need assistance to describe the force balance measurement method. I often need assistance to describe the force balance measurement method. I have not yet provided evidence of this performance task. I can usually perform calibrations of link and lever systems. I sometimes need assistance to perform calibrations of link and lever systems. I often need assistance to perform calibrations of link and lever systems. I have not yet provided evidence of this performance task. I can usually describe the construction, applications and limitations of pressure gauges. I sometimes need assistance to describe the construction, applications and limitations of pressure gauges. I often need assistance to describe the construction, applications and limitations of pressure gauges. I have not yet provided evidence of this performance task. I often need assistance to describe the installation in protection methods for pressure gauges. I have not yet provided evidence of this performance task. 3. select, calibrate and install pressure gauges 3.1 describe the construction, applications and limitations of pressure gauges I can consistently describe the construction, applications and limitations of pressure gauges. I can usually describe I sometimes need 3.2 describe the installation in I can consistently describe the installation the installation in assistance to describe protection methods for in protection methods protection methods for the installation in pressure gauges for pressure gauges. 50 / CTS, TMT: ISA3440 2015 pressure gauges. protection methods for pressure gauges. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada 4. select, install and maintain pressure regulators I can consistently 4.1 describe the operating principles and applications describe the operating principles and of regulators applications of regulators. I can usually describe the operating principles and applications of regulators. I sometimes need assistance to describe the operating principles and applications of regulators. I often need assistance I have not yet to describe the provided evidence of operating principles and this performance task. applications of regulators. 4.2 describe and illustrate the design and differences between spring-loaded, weight-loaded and pilot-operated regulators I can consistently describe and illustrate the design and differences between spring-loaded, weight-loaded and pilot-operated regulators. I can usually describe and illustrate the design and differences between spring-loaded, weight-loaded and pilot-operated regulators. I sometimes need assistance to describe and illustrate the design and differences between spring-loaded, weight-loaded and pilot-operated regulators. I often need assistance I have not yet to describe and provided evidence of illustrate the design and this performance task. differences between spring-loaded, weight-loaded and pilot-operated regulators. 4.3 identify hazards associated with pressure regulator selection and installation I can consistently identify hazards associated with pressure regulator selection and installation. I can usually identify hazards associated with pressure regulator selection and installation. I sometimes need assistance to identify hazards associated with pressure regulator selection and installation. I often need assistance I have not yet to identify hazards provided evidence of associated with pressure this performance task. regulator selection and installation. Teacher feedback and assessment. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3440 / 51 2015 INSTRUMENT TECHNICIAN APPRENTICESHIP ASSESSMENT COURSE ISA3445: CALIBRATION Level: First Period Apprenticeship Prerequisite: ISA3900: Apprenticeship Safety ISA3400: Tools Description: Students understand the construction of the components of pneumatic instruments, the function of components and how pneumatic instruments are used in various instrumentation systems. Students are introduced to the knowledge and skills necessary to install and calibrate pneumatic instruments. Parameters: Access to a material work centre, complete with basic instrumentation tools and materials, and to instruction from an individual with journeyperson certification in the instrument technician trade. ILM Resources: Pneumatic Components and Feedback Systems 310103e; Pressure Transmitters 310103f; Chart Recorders 310103g This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed. Assessment Tools Checklist Rubric Notes Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course. 52 / CTS, TMT: ISA3445 2015 Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada COURSE ISA3445: CALIBRATION Checklist Student Outcomes Student Check Teacher Check Student, Teacher or Instructor Comments 1. select, install and maintain pneumatic components and feedback systems 2. select, install and maintain pressure transmitters 3. select, install and maintain chart recorders Teacher Signature Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada Date CTS, TMT: ISA3445 / 53 2015 COURSE ISA3445: CALIBRATION Rubric Student Name: Date: Level Excellent Proficient Adequate Limited Not Yet Demonstrated Criteria 1. select, install and maintain pneumatic components and feedback systems 1.1 describe the operation and I can consistently construction of pneumatic describe the operation and construction of pilot valves I can usually describe the operation and construction of pneumatic pilot valves. I sometimes need assistance to describe the operation and construction of pneumatic pilot valves. I often need assistance to describe the operation and construction of pneumatic pilot valves. I have not yet provided evidence of this performance task. 1.2 describe the operation and I can consistently describe the operation construction of flapper and construction of nozzles I can usually describe the operation and construction of flapper nozzles. I sometimes need assistance to describe the operation and construction of flapper nozzles. I often need assistance to describe the operation and construction of flapper nozzles. I have not yet provided evidence of this performance task. 1.3 describe the operation and I can consistently construction of pneumatic describe the operation and construction of relays I can usually describe the operation and construction of pneumatic relays. I sometimes need assistance to describe the operation and construction of pneumatic relays. I often need assistance to describe the operation and construction of pneumatic relays. I have not yet provided evidence of this performance task. 1.4 outline the applications for I can consistently outline the applications pneumatic relays I can usually outline the applications for pneumatic relays. I sometimes need assistance to outline the applications for pneumatic relays. I often need assistance to outline the applications for pneumatic relays. I have not yet provided evidence of this performance task. pneumatic pilot valves. flapper nozzles. pneumatic relays. for pneumatic relays. 54 / CTS, TMT: ISA3445 2015 Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada 1.5 explain the different types of negative feedback systems used in pneumatic instruments I can consistently explain the different types of negative feedback systems used in pneumatic instruments. I can usually explain the different types of negative feedback systems used in pneumatic instruments. I sometimes need assistance to explain the different types of negative feedback systems used in pneumatic instruments. I often need assistance to explain the different types of negative feedback systems used in pneumatic instruments. I have not yet provided evidence of this performance task. 1.6 describe the safety considerations of pneumatic systems I can consistently describe the safety considerations of pneumatic systems. I can usually describe the safety considerations of pneumatic systems. I sometimes need assistance to describe the safety considerations of pneumatic systems. I often need assistance to describe the safety considerations of pneumatic systems. I have not yet provided evidence of this performance task. 1.7 outline the specifications and components of pneumatic systems I can consistently outline the specifications and components of pneumatic systems. I can usually outline the specifications and components of pneumatic systems. I sometimes need assistance to outline the specifications and components of pneumatic systems. I often need assistance to outline the specifications and components of pneumatic systems. I have not yet provided evidence of this performance task. 1.8 describe the benefits and disadvantages of pneumatic systems I can consistently describe the benefits and disadvantages of pneumatic systems. I can usually describe the benefits and disadvantages of pneumatic systems. I sometimes need assistance to describe the benefits and disadvantages of pneumatic systems. I often need assistance to describe the benefits and disadvantages of pneumatic systems. I have not yet provided evidence of this performance task. 1.9 describe alternate gas supplies used in pneumatic systems and their related hazards I can consistently describe alternate gas supplies used in pneumatic systems and their related hazards. I can usually describe alternate gas supplies used in pneumatic systems and their related hazards. I sometimes need assistance to describe alternate gas supplies used in pneumatic systems and their related hazards. I often need assistance I have not yet to describe alternate gas provided evidence of supplies used in this performance task. pneumatic systems and their related hazards. 1.10 demonstrate the calibration of a feedback system I can consistently demonstrate the calibration of a feedback system. I can usually demonstrate the calibration of a feedback system. I sometimes need assistance to demonstrate the calibration of a feedback system. I often need assistance to demonstrate the calibration of a feedback system. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada I have not yet provided evidence of this performance task. CTS, TMT: ISA3445 / 55 2015 2. select, install and maintain pressure transmitters 2.1 describe the function and construction of pressure transmitters I can consistently describe the function and construction of pressure transmitters. I can usually describe the function and construction of pressure transmitters. I sometimes need assistance to describe the function and construction of pressure transmitters. I often need assistance to describe the function and construction of pressure transmitters. I have not yet provided evidence of this performance task. 2.2 describe analogue signal standards I can consistently describe analogue signal standards. I can usually describe analogue signal standards. I sometimes need assistance to describe analogue signal standards. I often need assistance to describe analogue signal standards. I have not yet provided evidence of this performance task. 2.3 describe the applications and installation requirements for pressure transmitters I can consistently describe the applications and installation requirements for pressure transmitters. I can usually describe the applications and installation requirements for pressure transmitters. I sometimes need assistance to describe the applications and installation requirements for pressure transmitters. I often need assistance to describe the applications and installation requirements for pressure transmitters. I have not yet provided evidence of this performance task. 2.4 describe the calibration process and the application of input/output calculations for pressure transmitters I can consistently describe the calibration process and the application of input/output calculations for pressure transmitters. I can usually describe the calibration process and the application of input/output calculations for pressure transmitters. I sometimes need assistance to describe the calibration process and the application of input/output calculations for pressure transmitters. I often need assistance I have not yet to describe the provided evidence of calibration process and this performance task. the application of input/output calculations for pressure transmitters. 2.5 calibrate pressure transmitters I can consistently calibrate pressure transmitters. I can usually calibrate pressure transmitters. I sometimes need assistance to calibrate pressure transmitters. I often need assistance to calibrate pressure transmitters. 56 / CTS, TMT: ISA3445 2015 I have not yet provided evidence of this performance task. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada 3. select, install and maintain chart recorders 3.1 describe the function and construction of chart recorders I can consistently describe the function and construction of chart recorders. I can usually describe the function and construction of chart recorders. I sometimes need assistance to describe the function and construction of chart recorders. I often need assistance to describe the function and construction of chart recorders. I have not yet provided evidence of this performance task. 3.2 describe applications and installation requirements for chart recorders I can consistently describe applications and installation requirements for chart recorders. I can usually describe applications and installation requirements for chart recorders. I sometimes need assistance to describe applications and installation requirements for chart recorders. I often need assistance to describe applications and installation requirements for chart recorders. I have not yet provided evidence of this performance task. 3.3 describe and interpret charts and recording methods for chart recorders I can consistently describe and interpret charts and recording methods for chart recorders. I can usually describe and interpret charts and recording methods for chart recorders. I sometimes need assistance to describe and interpret charts and recording methods for chart recorders. I often need assistance I have not yet to describe and interpret provided evidence of charts and recording this performance task. methods for chart recorders. 3.4 describe the calibration procedures used on chart recorders I can consistently describe the calibration procedures used on chart recorders. I can usually describe the calibration procedures used on chart recorders. I sometimes need assistance to describe the calibration procedures used on chart recorders. I often need assistance I have not yet to describe the provided evidence of calibration procedures this performance task. used on chart recorders. 3.5 calibrate chart recorders I can consistently calibrate chart recorders. I can usually calibrate chart recorders. I sometimes need assistance to calibrate chart recorders. I often need assistance to describe to calibrate chart recorders. I have not yet provided evidence of this performance task. Teacher feedback and assessment. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3445 / 57 2015 INSTRUMENT TECHNICIAN APPRENTICESHIP ASSESSMENT COURSE ISA3450: CONTROL ELEMENTS Level: First Period Apprenticeship Prerequisite: ISA3900: Apprenticeship Safety ISA3400: Tools Description: Students are introduced to control valves and how they can be used to control conditions such as flow, pressure, temperature and liquid level by being opened or closed automatically by electronic, hydraulic or pneumatic actuators. Parameters: Access to a material work centre, complete with basic instrumentation tools and materials, and to instruction from an individual with journeyperson certification in the instrument technician trade. ILM Resources: Reciprocating Control Valves 310104a; Rotary Control Valves 310104b; Actuators 310104c This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed. Assessment Tools Checklist Rubric Notes Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course. 58 / CTS, TMT: ISA3450 2015 Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada COURSE ISA3450: CONTROL ELEMENTS Checklist Student Outcomes Student Check Teacher Check Student, Teacher or Instructor Comments 1. select, install and maintain reciprocating control valves 2. select, install and maintain rotary control valves 3. select, install and maintain valve actuators Teacher Signature Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada Date CTS, TMT: ISA3450 / 59 2015 COURSE ISA3450: CONTROL ELEMENTS Rubric Student Name: Date: Level Excellent Proficient Adequate Limited Criteria Not Yet Demonstrated 1. select, install and maintain reciprocating control valves 1.1 describe the applications and construction of reciprocating control valves I can consistently describe the applications and construction of reciprocating control valves. I can usually describe the applications and construction of reciprocating control valves. I sometimes need assistance to describe the applications and construction of reciprocating control valves. I often need assistance to describe the applications and construction of reciprocating control valves. I have not yet provided evidence of this performance task. 1.2 identify the hazards associated with reciprocating control valves I can consistently identify the hazards associated with reciprocating control valves. I can usually identify the hazards associated with reciprocating control valves. I sometimes need assistance to identify the hazards associated with reciprocating control valves. I often need assistance to identify the hazards associated with reciprocating control valves. I have not yet provided evidence of this performance task. 1.3 describe the servicing procedures used on reciprocating control valves I can consistently describe the servicing procedures used on reciprocating control valves. I can usually describe the servicing procedures used on reciprocating control valves. I sometimes need assistance to describe the servicing procedures used on reciprocating control valves. I often need assistance I have not yet to describe the servicing provided evidence of procedures used on this performance task. reciprocating control valves. 1.4 demonstrate how to service a reciprocating control valve I can consistently demonstrate how to service a reciprocating control valve. I can usually demonstrate how to service a reciprocating control valve. I sometimes need assistance to demonstrate how to service a reciprocating control valve. I often need assistance to demonstrate how to service a reciprocating control valve. 60 / CTS, TMT: ISA3450 2015 I have not yet provided evidence of this performance task. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada 2. select, install and maintain rotary control valves 2.1 describe the applications and construction of rotary control valves I can consistently describe the applications and construction of rotary control valves. I can usually describe the applications and construction of rotary control valves. I sometimes need assistance to describe the applications and construction of rotary control valves. I often need assistance to describe the applications and construction of rotary control valves. I have not yet provided evidence of this performance task. 2.2 identify the hazards associated with rotary control valves I can consistently identify the hazards associated with rotary control valves. I can usually identify the hazards associated with rotary control valves. I sometimes need assistance to identify the hazards associated with rotary control valves. I often need assistance to identify the hazards associated with rotary control valves. I have not yet provided evidence of this performance task. 2.3 describe the servicing procedures used on rotary control valves I can consistently describe the servicing procedures used on rotary control valves. I can usually describe the servicing procedures used on rotary control valves. I sometimes need assistance to describe the servicing procedures used on rotary control valves. I often need assistance I have not yet to describe the servicing provided evidence of procedures used on this performance task. rotary control valves. 2.4 demonstrate how to service a rotary control valve I can consistently demonstrate how to service a rotary control valve. I can usually demonstrate how to service a rotary control valve. I sometimes need assistance to demonstrate how to service a rotary control valve. I often need assistance to demonstrate how to service a rotary control valve. I have not yet provided evidence of this performance task. 3. select, install and maintain valve actuators 3.1 describe the applications and selection of actuators and accessories I can consistently describe the applications and selection of actuators and accessories. I can usually describe the applications and selection of actuators and accessories. I sometimes need assistance to describe the applications and selection of actuators and accessories. I often need assistance to describe the applications and selection of actuators and accessories. I have not yet provided evidence of this performance task. 3.2 identify the hazards associated with servicing valve actuators I can consistently identify the hazards associated with servicing valve actuators. I can usually identify the hazards associated with servicing valve actuators. I sometimes need assistance to identify the hazards associated with servicing valve actuators. I often need assistance to identify the hazards associated with servicing valve actuators. I have not yet provided evidence of this performance task. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3450 / 61 2015 3.3 describe the servicing procedures used on valve actuators I can consistently describe the servicing procedures used on valve actuators. I can consistently 3.4 demonstrate how to service and set-up various demonstrate how to service and set-up valve actuators various valve actuators. I can usually describe the servicing procedures used on valve actuators. I sometimes need assistance to describe the servicing procedures used on valve actuators. I often need assistance I have not yet to describe the servicing provided evidence of procedures used on this performance task. valve actuators. I can usually demonstrate how to service and set-up various valve actuators. I sometimes need assistance to demonstrate how to service and set-up various valve actuators. I often need assistance to demonstrate how to service and set-up various valve actuators. I have not yet provided evidence of this performance task. Teacher feedback and assessment. 62 / CTS, TMT: ISA3450 2015 Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada INSTRUMENT TECHNICIAN APPRENTICESHIP ASSESSMENT COURSE ISA3455: CONTROL VALVES Level: First Period Apprenticeship Prerequisite: ISA3900: Apprenticeship Safety ISA3400: Tools Description: Students are introduced to the main parts of control valves and how to properly select, install and maintain control valves. Parameters: Access to a material work centre, complete with basic instrumentation tools and materials, and to instruction from an individual with journeyperson certification in the instrument technician trade. ILM Resources: Valve Positioners 310104d; Control Valve Selection 310104e; Control Valve Servicing 310104f This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed. Assessment Tools Checklist Rubric Notes Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3455 / 63 2015 COURSE ISA3455: CONTROL VALVES Checklist Student Outcomes Student Check Teacher Check Student, Teacher or Instructor Comments 1. select, install and maintain valve positioners 2. explain the variables and procedures used in selecting and maintaining control valves 3. maintain and service control valves Teacher Signature 64 / CTS, TMT: ISA3455 2015 Date Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada COURSE ISA3455: CONTROL VALVES Rubric Student Name: Date: Level Excellent Proficient Adequate Limited Not Yet Demonstrated Criteria 1. select, install and maintain valve positioners 1.1 describe the applications and selection of valve positioners I can consistently describe the applications and selection of valve positioners. I can usually describe the applications and selection of valve positioners. I sometimes need assistance to describe the applications and selection of valve positioners. I often need assistance to describe the applications and selection of valve positioners. I have not yet provided evidence of this performance task. 1.2 describe the features of positioners I can consistently describe the features of positioners. I can usually describe the features of positioners. I sometimes need assistance to describe the features of positioners. I often need assistance to describe the features of positioners. I have not yet provided evidence of this performance task. 1.3 describe valve positioner servicing procedures I can consistently describe valve positioner servicing procedures. I can usually describe valve positioner servicing procedures. I sometimes need assistance to describe valve positioner servicing procedures. I often need assistance to describe valve positioner servicing procedures. I have not yet provided evidence of this performance task. 1.4 demonstrate the operation and calibration of pneumatic valve positioners I can consistently demonstrate the operation and calibration of pneumatic valve positioners. I can usually demonstrate the operation and calibration of pneumatic valve positioners. I sometimes need assistance to demonstrate the operation and calibration of pneumatic valve positioners. I often need assistance I have not yet to demonstrate the provided evidence of operation and this performance task. calibration of pneumatic valve positioners. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3455 / 65 2015 2. explain the variables and procedures used in selecting and maintaining control valves 2.1 describe the principles of friction and the coefficient of friction associated with fluids in motion I can consistently describe the principles of friction and the coefficient of friction associated with fluids in motion. I can usually describe the principles of friction and the coefficient of friction associated with fluids in motion. I sometimes need assistance to describe the principles of friction and the coefficient of friction associated with fluids in motion. I often need assistance to describe the principles of friction and the coefficient of friction associated with fluids in motion. I have not yet provided evidence of this performance task. 2.2 define valve characteristic, valve CV, cavitation, flashing, erosion, corrosion and specialized trim I can consistently define valve characteristic, valve CV, cavitation, flashing, erosion, corrosion and specialized trim. I can usually define valve characteristic, valve CV, cavitation, flashing, erosion, corrosion and specialized trim. I sometimes need assistance to define valve characteristic, valve CV, cavitation, flashing, erosion, corrosion and specialized trim. I often need assistance to define valve characteristic, valve CV, cavitation, flashing, erosion, corrosion and specialized trim. I have not yet provided evidence of this performance task. 2.3 describe the procedures and considerations when determining valve sizes and construction materials I can consistently describe the procedures and considerations when determining valve sizes and construction materials. I can usually describe the procedures and considerations when determining valve sizes and construction materials. I sometimes need assistance to describe the procedures and considerations when determining valve sizes and construction materials. I often need assistance to describe the procedures and considerations when determining valve sizes and construction materials. I have not yet provided evidence of this performance task. 2.4 identify the required fail-safe mode and flow direction when selecting valves for a given application I can consistently identify the required fail-safe mode and flow direction when selecting valves for a given application. I can usually identify the required fail-safe mode and flow direction when selecting valves for a given application. I sometimes need assistance to identify the required fail-safe mode and flow direction when selecting valves for a given application. I often need assistance I have not yet to identify the required provided evidence of fail-safe mode and flow this performance task. direction when selecting valves for a given application. I can usually describe valve packing materials and applications. I sometimes need assistance to describe valve packing materials and applications. I often need assistance to describe valve packing materials and applications. I can consistently 2.5 describe valve packing materials and applications describe valve packing materials and applications. 66 / CTS, TMT: ISA3455 2015 I have not yet provided evidence of this performance task. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada 3. maintain and service control valves I sometimes need assistance to describe the OHS requirements for energy isolation. I often need assistance I have not yet to describe the OHS provided evidence of requirements for energy this performance task. isolation. I can usually identify hazards associated with removing a control valve for service. I sometimes need assistance to identify hazards associated with removing a control valve for service. I often need assistance to identify hazards associated with removing a control valve for service. I can usually describe 3.3 describe the methods used I can consistently the methods used in in isolating control valves describe the methods used in isolating control isolating control for servicing I sometimes need assistance to describe the methods used in isolating control valves for servicing. I often need assistance I have not yet to describe the methods provided evidence of used in isolating control this performance task. valves for servicing. 3.4 demonstrate how to isolate I can consistently a control valve for service demonstrate how to isolate a control valve for service. I can usually demonstrate how to isolate a control valve for service. I sometimes need assistance to demonstrate how to isolate a control valve for service. I often need assistance to demonstrate how to isolate a control valve for service. I have not yet provided evidence of this performance task. I can consistently install an actuator, perform bench set and adjust valve stroke. I can usually install an actuator, perform bench set and adjust valve stroke. I sometimes need assistance to install an actuator, perform bench set and adjust valve stroke. I often need assistance to install an actuator, perform bench set and adjust valve stroke. I have not yet provided evidence of this performance task. 3.1 describe the OHS requirements for energy isolation I can consistently I can usually describe describe the OHS the OHS requirements requirements for energy for energy isolation. isolation. I can consistently 3.2 identify hazards associated with removing identify hazards a control valve for service associated with removing a control valve for service. valves for servicing. 3.5 install an actuator, perform bench set and adjust valve stroke valves for servicing. I have not yet provided evidence of this performance task. Teacher feedback and assessment. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3455 / 67 2015 INSTRUMENT TECHNICIAN APPRENTICESHIP ASSESSMENT COURSE ISA3460: APPLIED MATH Level: First Period Apprenticeship Prerequisite: ISA3900: Apprenticeship Safety ISA3400: Tools Description: Students solve problems with fractions, ratios, proportions, percentages and percentage changes using system international (SI) and the imperial system and also demonstrate the ability to convert between the two systems. Parameters: Access to a material work centre, complete with basic instrumentation tools and materials, and to instruction from an individual with journeyperson certification in the instrument technician trade. ILM Resources: SI and Imperial Units and Basic Mathematics – Part A 310105aA; SI and Imperial Units and Basic Mathematics – Part B 310105aB; Motion and Force 310105b; Pressure 310105c; Work and Power 310105d; Energy 310105e This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed. Assessment Tools Checklist Rubric Notes Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course. 68 / CTS, TMT: ISA3460 2015 Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada COURSE ISA3460: APPLIED MATH Checklist Student Outcomes Student Check Teacher Check Student, Teacher or Instructor Comments 1. solve trade-related mathematical problems 2. solve problems related to motion and force 3. solve problems related to pressure 4. solve problems related to work and power 5. solve problems related to energy Teacher Signature Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada Date CTS, TMT: ISA3460 / 69 2015 COURSE ISA3460: APPLIED MATH Rubric Student Name: Date: Level Excellent Proficient Adequate I sometimes need assistance to describe SI units, prefixes and conversions between the SI system and the imperial system. Limited Criteria Not Yet Demonstrated 1. solve trade-related mathematical problems 1.1 describe SI units, prefixes and conversions between the SI system and the imperial system I can consistently describe SI units, prefixes and conversions between the SI system and the imperial system. I can usually describe SI units, prefixes and conversions between the SI system and the imperial system. 1.2 transpose and solve equations I can consistently transpose and solve equations. 1.3 describe units of angular measurement, right angles, obtuse angles, isosceles triangles, equilateral triangles, and the application of Pythagoras’s theorem to right-angled triangles I can consistently describe units of angular measurement, right angles, obtuse angles, isosceles triangles, equilateral triangles, and the application of Pythagoras’s theorem to right-angled triangles. 70 / CTS, TMT: ISA3460 2015 I often need assistance to describe SI units, prefixes and conversions between the SI system and the imperial system. I have not yet provided evidence of this performance task. I can usually transpose I sometimes need and solve equations. assistance to transpose and solve equations. I often need assistance to transpose and solve equations. I have not yet provided evidence of this performance task. I can usually describe units of angular measurement, right angles, obtuse angles, isosceles triangles, equilateral triangles, and the application of Pythagoras’s theorem to right-angled triangles. I often need assistance I have not yet to describe units of provided evidence of angular measurement, this performance task. right angles, obtuse angles, isosceles triangles, equilateral triangles, and the application of Pythagoras’s theorem to right-angled triangles. I sometimes need assistance to describe units of angular measurement, right angles, obtuse angles, isosceles triangles, equilateral triangles, and the application of Pythagoras’s theorem to right-angled triangles. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada 1.4 describe and calculate the perimeter, area and volume of various objects I can consistently describe and calculate the perimeter, area and volume of various objects. I can usually describe and calculate the perimeter, area and volume of various objects. I sometimes need assistance to describe and calculate the perimeter, area and volume of various objects. I often need assistance to describe and calculate the perimeter, area and volume of various objects. I have not yet provided evidence of this performance task. 2. solve problems related to motion and force 2.1 describe velocity, acceleration, displacement, average velocity, average acceleration, momentum, gravitational acceleration, scalar vector quantities, force and mass I can consistently describe velocity, acceleration, displacement, average velocity, average acceleration, momentum, gravitational acceleration, scalar vector quantities, force and mass. I can usually describe velocity, acceleration, displacement, average velocity, average acceleration, momentum, gravitational acceleration, scalar vector quantities, force and mass. I sometimes need assistance to describe velocity, acceleration, displacement, average velocity, average acceleration, momentum, gravitational acceleration, scalar vector quantities, force and mass. I often need assistance to describe velocity, acceleration, displacement, average velocity, average acceleration, momentum, gravitational acceleration, scalar vector quantities, force and mass. I have not yet provided evidence of this performance task. 2.2 evaluate and solve problems related to force, mass and acceleration I can consistently evaluate and solve problems related to force, mass and acceleration. I can usually evaluate and solve problems related to force, mass and acceleration. I sometimes need assistance to evaluate and solve problems related to force, mass and acceleration. I often need assistance to evaluate and solve problems related to force, mass and acceleration. I have not yet provided evidence of this performance task. 2.3 describe Newton’s three laws of motion and the law of conservation of motion or momentum I can consistently describe Newton’s three laws of motion and the law of conservation of motion or momentum. I can usually describe Newton’s three laws of motion and the law of conservation of motion or momentum. I sometimes need assistance to describe Newton’s three laws of motion and the law of conservation of motion or momentum. I often need assistance to describe Newton’s three laws of motion and the law of conservation of motion or momentum. I have not yet provided evidence of this performance task. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3460 / 71 2015 2.4 describe moment of force, moment of torque, balancing of forces on a beam, equilibrium of a lever system, effort and mechanical advantage I can consistently describe moment of force, moment of torque, balancing of forces on a beam, equilibrium of a lever system, effort and mechanical advantage. I can usually describe moment of force, moment of torque, balancing of forces on a beam, equilibrium of a lever system, effort and mechanical advantage. I sometimes need assistance to describe moment of force, moment of torque, balancing of forces on a beam, equilibrium of a lever system, effort and mechanical advantage. I often need assistance to describe moment of force, moment of torque, balancing of forces on a beam, equilibrium of a lever system, effort and mechanical advantage. I have not yet provided evidence of this performance task. 2.5 solve problems related to force balance about a point and the mechanical advantage of a beam I can consistently solve problems related to force balance about a point and the mechanical advantage of a beam. I can usually solve problems related to force balance about a point and the mechanical advantage of a beam. I sometimes need assistance to solve problems related to force balance about a point and the mechanical advantage of a beam. I often need assistance to solve problems related to force balance about a point and the mechanical advantage of a beam. I have not yet provided evidence of this performance task. 2.6 describe the mechanical advantage or velocity ratio in terms of diameter or radius of wheels, axles, pulleys and gears I can consistently describe the mechanical advantage or velocity ratio in terms of diameter or radius of wheels, axles, pulleys and gears. I can usually describe the mechanical advantage or velocity ratio in terms of diameter or radius of wheels, axles, pulleys and gears. I sometimes need assistance to describe the mechanical advantage or velocity ratio in terms of diameter or radius of wheels, axles, pulleys and gears. I often need assistance to describe the mechanical advantage or velocity ratio in terms of diameter or radius of wheels, axles, pulleys and gears. I have not yet provided evidence of this performance task. 2.7 solve problems related to speed or rotation of pulleys and gears based on diameter or radius as well as the mechanical advantage of a block and tackle system I can consistently solve problems related to speed or rotation of pulleys and gears based on diameter or radius as well as the mechanical advantage of a block and tackle system. I can usually solve problems related to speed or rotation of pulleys and gears based on diameter or radius as well as the mechanical advantage of a block and tackle system. I sometimes need assistance to solve problems related to speed or rotation of pulleys and gears based on diameter or radius as well as the mechanical advantage of a block and tackle system. I often need assistance I have not yet to solve problems provided evidence of related to speed or this performance task. rotation of pulleys and gears based on diameter or radius as well as the mechanical advantage of a block and tackle system. 2.8 solve problems related to force I can consistently solve problems related to force. I can usually solve problems related to force. I sometimes need assistance to solve problems related to force. I often need assistance to solve problems related to force. 72 / CTS, TMT: ISA3460 2015 I have not yet provided evidence of this performance task. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada 3. solve problems related to pressure 3.1 describe static pressure, absolute pressure, gauge pressure and atmospheric pressure in both SI and imperial units I can consistently describe static pressure, absolute pressure, gauge pressure and atmospheric pressure in both SI and imperial units. I can usually describe static pressure, absolute pressure, gauge pressure and atmospheric pressure in both SI and imperial units. I sometimes need assistance to describe static pressure, absolute pressure, gauge pressure and atmospheric pressure in both SI and imperial units. I often need assistance to describe static pressure, absolute pressure, gauge pressure and atmospheric pressure in both SI and imperial units. I have not yet provided evidence of this performance task. 3.2 solve problems related to pressure I can consistently solve problems related to pressure. I can usually solve problems related to pressure. I sometimes need assistance to solve problems related to pressure. I often need assistance to solve problems related to pressure. I have not yet provided evidence of this performance task. 3.3 solve problems related to force and pressure I can consistently solve problems related to force and pressure. I can usually solve problems related to force and pressure. I sometimes need assistance to solve problems related to force and pressure. I often need assistance to solve problems related to force and pressure. I have not yet provided evidence of this performance task. 4. solve problems related to work and power 4.1 describe the terms work, power and efficiency and their associated units I can consistently describe the terms work, power and efficiency and their associated units. I can usually describe the terms work, power and efficiency and their associated units. I sometimes need assistance to describe the terms work, power and efficiency and their associated units. I often need assistance to describe the terms work, power and efficiency and their associated units. I have not yet provided evidence of this performance task. 4.2 solve problems related to work done based on force and distance data I can consistently solve problems related to work done based on force and distance data. I can usually solve problems related to work done based on force and distance data. I sometimes need assistance to solve problems related to work done based on force and distance data. I often need assistance to solve problems related to work done based on force and distance data. I have not yet provided evidence of this performance task. 4.3 solve problems related to power based on force, distance and time data I can consistently solve problems related to power based on force, distance and time data. I can usually solve problems related to power based on force, distance and time data. I sometimes need assistance to solve problems related to power based on force, distance and time data. I often need assistance to solve problems related to power based on force, distance and time data. I have not yet provided evidence of this performance task. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3460 / 73 2015 4.4 express efficiency I can consistently express efficiency. I can usually express efficiency. I sometimes need assistance to express efficiency. I often need assistance to express efficiency. I have not yet provided evidence of this performance task. 5. solve problems related to energy I can usually describe I sometimes need 5.1 describe energy, potential I can consistently energy, potential assistance to describe energy, kinetic energy and describe energy, potential energy, kinetic energy, kinetic energy energy, potential the units of energy energy and the units of energy. and the units of energy. energy, kinetic energy and the units of energy. I often need assistance I have not yet to describe energy, provided evidence of potential energy, kinetic this performance task. energy and the units of energy. 5.2 describe the forms of energy and their formulae I can consistently describe the forms of energy and their formulae. I can usually describe the forms of energy and their formulae. I sometimes need assistance to describe the forms of energy and their formulae. I often need assistance to describe the forms of energy and their formulae. I have not yet provided evidence of this performance task. 5.3 describe the relationship between potential and kinetic energy and the laws of conservation of energy I can consistently describe the relationship between potential and kinetic energy and the laws of conservation of energy. I can usually describe the relationship between potential and kinetic energy and the laws of conservation of energy. I sometimes need assistance to describe the relationship between potential and kinetic energy and the laws of conservation of energy. I often need assistance to describe the relationship between potential and kinetic energy and the laws of conservation of energy. I have not yet provided evidence of this performance task. 5.4 solve problems related to potential energy based on force and height data and kinetic energy based on mass and velocity data I can consistently solve problems related to potential energy based on force and height data and kinetic energy based on mass and velocity data. I can usually solve problems related to potential energy based on force and height data and kinetic energy based on mass and velocity data. I sometimes need assistance to solve problems related to potential energy based on force and height data and kinetic energy based on mass and velocity data. I often need assistance to solve problems related to potential energy based on force and height data and kinetic energy based on mass and velocity data. I have not yet provided evidence of this performance task. Teacher feedback and assessment. 74 / CTS, TMT: ISA3460 2015 Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada INSTRUMENT TECHNICIAN APPRENTICESHIP ASSESSMENT COURSE ISA3465: APPLIED PHYSICS Level: First Period Apprenticeship Prerequisite: ISA3900: Apprenticeship Safety ISA3400: Tools ISA3460: Applied Math Description: Students solve problems related to fluids and the flow of fluids; temperature; and the principles of heat and heat transfer, ideal gases and solids. Parameters: Access to a material work centre, complete with basic instrumentation tools and materials, and to instruction from an individual with journeyperson certification in the instrument technician trade. ILM Resources: Fluid Principles 310105f; Heat and Temperature 310105g; Laws of Perfect Gases 310105h; Solids 310105i This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed. Assessment Tools Checklist Rubric Notes Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3465 / 75 2015 COURSE ISA3465: APPLIED PHYSICS Checklist Student Outcomes Student Check Teacher Check Student, Teacher or Instructor Comments 1. solve problems related to fluids and the flow of fluids 2. solve problems related to temperature and the principles of heat and heat transfer 3. solve problems related to ideal gases 4. solve problems related to solids Teacher Signature 76 / CTS, TMT: ISA3465 2015 Date Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada COURSE ISA3465: APPLIED PHYSICS Rubric Student Name: Date: Level Excellent Proficient Adequate Limited Not Yet Demonstrated Criteria 1. solve problems related to fluids and the flow of fluids 1.1 describe basic physics terms I can consistently describe basic physics terms. I can usually describe basic physics terms. I sometimes need assistance to describe basic physics terms. I often need assistance to describe basic physics terms. I have not yet provided evidence of this performance task. 1.2 solve problems related to the mass, density and relative density of liquids and solid I can consistently solve problems related to the mass, density and relative density of liquids and solid. I can usually solve problems related to the mass, density and relative density of liquids and solid. I sometimes need assistance to solve problems related to the mass, density and relative density of liquids and solid. I often need assistance to solve problems related to the mass, density and relative density of liquids and solid. I have not yet provided evidence of this performance task. 1.3 describe Pascal’s law and pressure head I can consistently describe Pascal’s law and pressure head. I can usually describe Pascal’s law and pressure head. I sometimes need assistance to describe Pascal’s law and pressure head. I often need assistance I have not yet to describe Pascal’s law provided evidence of and pressure head. this performance task. 1.4 solve problems related to pressure, density and height of a liquid column I can consistently solve problems related to pressure, density and height of a liquid column. I can usually solve problems related to pressure, density and height of a liquid column. I sometimes need assistance to solve problems related to pressure, density and height of a liquid column. I often need assistance to solve problems related to pressure, density and height of a liquid column. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada I have not yet provided evidence of this performance task. CTS, TMT: ISA3465 / 77 2015 1.5 describe Archimedes’ principle and concept of buoyancy I can consistently describe Archimedes’ principle and concept of buoyancy. I can usually describe Archimedes’ principle and concept of buoyancy. I sometimes need assistance to describe Archimedes’ principle and concept of buoyancy. I often need assistance I have not yet to describe Archimedes’ provided evidence of principle and concept of this performance task. buoyancy. 1.6 solve problems related to objects submerged in liquids I can consistently solve problems related to objects submerged in liquids. I can usually solve problems related to objects submerged in liquids. I sometimes need assistance to solve problems related to objects submerged in liquids. I often need assistance to solve problems related to objects submerged in liquids. I have not yet provided evidence of this performance task. 1.7 describe turbulent flow, laminar flow and the continuity equation I can consistently describe turbulent flow, laminar flow and the continuity equation. I can usually describe turbulent flow, laminar flow and the continuity equation. I sometimes need assistance to describe turbulent flow, laminar flow and the continuity equation. I often need assistance to describe turbulent flow, laminar flow and the continuity equation. I have not yet provided evidence of this performance task. 1.8 describe Bernoulli’s equation, resistance to flow and flow turbulence I can consistently describe Bernoulli’s equation, resistance to flow and flow turbulence. I can usually describe Bernoulli’s equation, resistance to flow and flow turbulence. I sometimes need assistance to describe Bernoulli’s equation, resistance to flow and flow turbulence. I often need assistance to describe Bernoulli’s equation, resistance to flow and flow turbulence. I have not yet provided evidence of this performance task. 2. solve problems related to temperature and the principles of heat and heat transfer 2.1 describe the relationship between the various temperature scales I can consistently describe the relationship between the various temperature scales. I can usually describe the relationship between the various temperature scales. I sometimes need assistance to describe the relationship between the various temperature scales. I often need assistance I have not yet to describe the provided evidence of relationship between the this performance task. various temperature scales. 2.2 describe temperature, heat, sources of heat energy, specific heat and the laws of thermodynamics I can consistently describe temperature, heat, sources of heat energy, specific heat and the laws of thermodynamics. I can usually describe temperature, heat, sources of heat energy, specific heat and the laws of thermodynamics. I sometimes need assistance to describe temperature, heat, sources of heat energy, specific heat and the laws of thermodynamics. I often need assistance I have not yet to describe temperature, provided evidence of heat, sources of heat this performance task. energy, specific heat and the laws of thermodynamics. 78 / CTS, TMT: ISA3465 2015 Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada 2.3 describe the molecular theory of heat and heat transfer and its significance on the change of state of a substance I can consistently describe the molecular theory of heat and heat transfer and its significance on the change of state of a substance. I can usually describe the molecular theory of heat and heat transfer and its significance on the change of state of a substance. I sometimes need assistance to describe the molecular theory of heat and heat transfer and its significance on the change of state of a substance. I often need assistance to describe the molecular theory of heat and heat transfer and its significance on the change of state of a substance. I have not yet provided evidence of this performance task. 2.4 describe the coefficient of linear expansion, volumetric expansion and surface expansion of liquids and solids I can consistently describe the coefficient of linear expansion, volumetric expansion and surface expansion of liquids and solids. I can usually describe the coefficient of linear expansion, volumetric expansion and surface expansion of liquids and solids. I sometimes need assistance to describe the coefficient of linear expansion, volumetric expansion and surface expansion of liquids and solids. I often need assistance to describe the coefficient of linear expansion, volumetric expansion and surface expansion of liquids and solids. I have not yet provided evidence of this performance task. 2.5 solve problems related to expansion of solids, expansion of liquids and the changes in heat content of liquids I can consistently solve problems related to expansion of solids, expansion of liquids and the changes in heat content of liquids. I can usually solve problems related to expansion of solids, expansion of liquids and the changes in heat content of liquids. I sometimes need assistance to solve problems related to expansion of solids, expansion of liquids and the changes in heat content of liquids. I often need assistance to solve problems related to expansion of solids, expansion of liquids and the changes in heat content of liquids. I have not yet provided evidence of this performance task. 2.6 describe the laws related to heat, conductors, insulators and the process of heat transfer I can consistently describe the laws related to heat, conductors, insulators and the process of heat transfer. I can usually describe the laws related to heat, conductors, insulators and the process of heat transfer. I sometimes need assistance to describe the laws related to heat, conductors, insulators and the process of heat transfer. I often need assistance to describe the laws related to heat, conductors, insulators and the process of heat transfer. I have not yet provided evidence of this performance task. 2.7 describe the steam tables and the five related properties I can consistently describe the steam tables various and the five related properties. I can usually describe the steam tables and the five related properties. I sometimes need assistance to describe the steam tables and the five related properties. I often need assistance to describe the steam tables and the five related properties. I have not yet provided evidence of this performance task. 2.8 solve problems related to heat and heat transfer I can consistently solve I can usually solve problems related to heat problems related to and heat transfer. heat and heat transfer. I sometimes need assistance to solve problems related to heat and heat transfer. I often need assistance to solve problems related to heat and heat transfer. I have not yet provided evidence of this performance task. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3465 / 79 2015 3. solve problems related to ideal gases 3.1 describe Boyle’s law, Charles’ Law and the general gas law I can consistently describe Boyle’s law, Charles’ Law and the general gas law. I can usually describe Boyle’s law, Charles’ Law and the general gas law. I sometimes need assistance to describe Boyle’s law, Charles’ Law and the general gas law. I often need assistance I have not yet to describe Boyle’s law, provided evidence of Charles’ Law and the this performance task. general gas law. 3.2 solve problems involving gas laws I can consistently solve problems involving gas laws. I can usually solve problems involving gas laws. I sometimes need assistance to solve problems involving gas laws. I often need assistance to solve problems involving gas laws. I have not yet provided evidence of this performance task. 3.3 describe the principles of gas compressibility and volumetric expansion I can consistently describe the principles of gas compressibility and volumetric expansion. I can usually describe the principles of gas compressibility and volumetric expansion. I sometimes need assistance to describe the principles of gas compressibility and volumetric expansion. I often need assistance to describe the principles of gas compressibility and volumetric expansion. I have not yet provided evidence of this performance task. 4. solve problems related to solids 4.1 define elasticity, stress, strain, Hooke’s law and Young’s modulus of elasticity I can consistently define elasticity, stress, strain, Hooke’s law and Young’s modulus of elasticity. I can usually define elasticity, stress, strain, Hooke’s law and Young’s modulus of elasticity. I sometimes need assistance to define elasticity, stress, strain, Hooke’s law and Young’s modulus of elasticity. I often need assistance to define elasticity, stress, strain, Hooke’s law and Young’s modulus of elasticity. I have not yet provided evidence of this performance task. 4.2 define relationships between solids I can consistently define relationships between solids. I can usually define relationships between solids. I sometimes need assistance to define relationships between solids. I often need assistance to define relationships between solids. I have not yet provided evidence of this performance task. 4.3 define tensile, compressive and shear stresses I can consistently define tensile, compressive and shear stresses. I can usually define tensile, compressive and shear stresses. I sometimes need assistance to define tensile, compressive and shear stresses. I often need assistance to define tensile, compressive and shear stresses. I have not yet provided evidence of this performance task. 80 / CTS, TMT: ISA3465 2015 Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada 4.4 solve problems related to stress, force area and strain I can consistently solve problems related to stress, force area and strain. I can usually solve problems related to stress, force area and strain. I sometimes need assistance to solve problems related to stress, force area and strain. I often need assistance to solve problems related to stress, force area and strain. I have not yet provided evidence of this performance task. Teacher feedback and assessment. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3465 / 81 2015 INSTRUMENT TECHNICIAN APPRENTICESHIP ASSESSMENT COURSE ISA3900: APPRENTICESHIP SAFETY Level: First Period Apprenticeship Prerequisite: None Description: Students develop knowledge, skills and attitudes in the practice of workshop health and safety, communication and career planning. Parameters: Access to a materials work centre and to instruction from an individual with specialized training in occupational health and safety (and understanding of the instrumentation industry) and/or an instrument technician. ILM Resources: Safety Legislation, Regulations and Industry Policy in the Trades 650101a; Climbing, Lifting, Rigging and Hoisting 650101b; Hazardous Materials and Fire Protection 650101c; Communication 090101d This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed. Assessment Tools Checklist Rubric Notes Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. The student may use this checklist as a guide when completing this course. The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency in this course. 82 / CTS, TMT: ISA3900 2015 Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada COURSE ISA3900: APPRENTICESHIP SAFETY Checklist Student Outcomes Student Check Teacher Check Student, Teacher or Instructor Comments 1. describe legislation, regulations and practices intended to ensure a safe workplace in the instrument technician apprenticeship trade 2. describe the use of personal protective equipment (PPE) and safe practices for climbing, lifting, rigging and hoisting in the instrument technician apprenticeship trade 3. describe the safety practices for hazardous materials and fire protection in the instrument technician apprenticeship trade 4. demonstrate communication skills and workshop safety as they pertain to occupational health and safety standards Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3900 / 83 2015 5. demonstrate an understanding of the instrument technician apprenticeship trade and of apprenticeship opportunities that exist by creating a personal career portfolio Teacher Signature 84 / CTS, TMT: ISA3900 2015 Date Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada COURSE ISA3900: APPRENTICESHIP SAFETY Rubric Student Name: Date: Level Excellent Proficient Adequate Limited Not Yet Demonstrated Criteria 1. describe legislation, regulations and practices intended to ensure a safe workplace in the instrument technician apprenticeship trade 1.1 demonstrate the ability to apply the Occupational Health and Safety (OHS) Act, Regulation and Code, as well as the changes from Bill C-45 I can consistently demonstrate the ability to apply the Occupational Health and Safety (OHS) Act, Regulation and Code, as well as the changes from Bill C-45. I can usually demonstrate the ability to apply the Occupational Health and Safety (OHS) Act, Regulation and Code, as well as the changes from Bill C-45. I can consistently I can usually explain 1.2 explain the core the core requirements requirements applicable to explain the core requirements applicable applicable to all all industries 1.3 demonstrate an understanding of the 26 parts of the OHS Code requirements applicable to all industries to all industries. industries. I can consistently demonstrate an understanding of the 26 parts of the OHS Code requirements applicable to all industries. I can usually demonstrate an understanding of the 26 parts of the OHS Code requirements applicable to all industries. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada I sometimes need assistance to demonstrate the ability to apply the Occupational Health and Safety (OHS) Act, Regulation and Code, as well as the changes from Bill C-45. I often need assistance to demonstrate the ability to apply the Occupational Health and Safety (OHS) Act, Regulation and Code, as well as the changes from Bill C-45. I have not yet provided evidence of this performance task. I sometimes need assistance to explain the core requirements applicable to all industries. I often need assistance I have not yet to explain the core provided evidence of requirements applicable this performance task. to all industries. I sometimes need assistance to demonstrate an understanding of the 26 parts of the OHS Code requirements applicable to all industries. I often need assistance I have not yet to demonstrate an provided evidence of understanding of the 26 this performance task. parts of the OHS Code requirements applicable to all industries. CTS, TMT: ISA3900 / 85 2015 1.4 demonstrate an understanding of the 12 parts of the OHS Code requirements applicable to specific industries and activities drawing I can consistently demonstrate an understanding of the 12 parts of the OHS Code requirements applicable to specific industries and activities. I can usually demonstrate an understanding of the 12 parts of the OHS Code requirements applicable to specific industries and activities. I sometimes need assistance to demonstrate an understanding of the 12 parts of the OHS Code requirements applicable to specific industries and activities. I often need assistance I have not yet to demonstrate an provided evidence of understanding of the 12 this performance task. parts of the OHS Code requirements applicable to specific industries and activities. 1.5 demonstrate an understanding of the 11 OHS Code Schedules that the Explanation Guide does not address I can consistently demonstrate an understanding of the 11 OHS Code Schedules that the Explanation Guide does not address. I can usually demonstrate an understanding of the 11 OHS Code Schedules that the Explanation Guide does not address. I sometimes need assistance to demonstrate an understanding of the 11 OHS Code Schedules that the Explanation Guide does not address. I often need assistance I have not yet to demonstrate an provided evidence of understanding of the 11 this performance task. OHS Code Schedules that the Explanation Guide does not address. 1.6 explain the role of the employer and employee in regard to occupational health and safety legislation I can consistently explain the role of the employer and employee in regard to occupational health and safety legislation. I can usually explain the role of the employer and employee in regard to occupational health and safety legislation. I sometimes need assistance to explain the role of the employer and employee in regard to occupational health and safety legislation. I often need assistance to explain the role of the employer and employee in regard to occupational health and safety legislation. 1.7 explain industry practices for hazard assessment and control procedures in four main hazard categories I can consistently explain industry practices for hazard assessment and control procedures in four main hazard categories. I can usually explain industry practices for hazard assessment and control procedures in four main hazard categories. I sometimes need assistance to explain industry practices for hazard assessment and control procedures in four main hazard categories. I often need assistance I have not yet to explain industry provided evidence of practices for hazard this performance task. assessment and control procedures in four main hazard categories. 1.8 identify and describe hazard assessment tools that both employees and employers must use in assessing and controlling work-site hazards I can consistently identify and describe hazard assessment tools that both employees and employers must use in assessing and controlling work-site hazards. I can usually identify and describe hazard assessment tools that both employees and employers must use in assessing and controlling work-site hazards. I sometimes need assistance to identify and describe hazard assessment tools that both employees and employers must use in assessing and controlling work-site hazards. I often need assistance I have not yet to identify and describe provided evidence of hazard assessment tools this performance task. that both employees and employers must use in assessing and controlling work-site hazards. 86 / CTS, TMT: ISA3900 2015 I have not yet provided evidence of this performance task. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada 1.9 identify and describe employer engineering controls that provide the highest level of worker protection I can consistently identify and describe employer engineering controls that provide the highest level of worker protection. I can usually identify and describe employer engineering controls that provide the highest level of worker protection. I sometimes need assistance to identify and describe employer engineering controls that provide the highest level of worker protection. I often need assistance I have not yet to identify and describe provided evidence of employer engineering this performance task. controls that provide the highest level of worker protection. 1.10 identify and describe employer administrative controls that limit hazards to the lowest level possible I can consistently identify and describe employer administrative controls that limit hazards to the lowest level possible. I can usually identify and describe employer administrative controls that limit hazards to the lowest level possible. I sometimes need assistance to identify and describe employer administrative controls that limit hazards to the lowest level possible. I often need assistance I have not yet to identify and describe provided evidence of employer administrative this performance task. controls that limit hazards to the lowest level possible. 1.11describe the responsibilities of employees and employers to apply emergency procedures I can consistently describe the responsibilities of employees and employers to apply emergency procedures. I can usually describe the responsibilities of employees and employers to apply emergency procedures. I sometimes need assistance to describe the responsibilities of employees and employers to apply emergency procedures. I often need assistance to describe the responsibilities of employees and employers to apply emergency procedures. I have not yet provided evidence of this performance task. 1.12 describe positive tradesperson attitudes with respect to legal responsibilities for all workers I can consistently describe positive tradesperson attitudes with respect to legal responsibilities for all workers. I can usually describe positive tradesperson attitudes with respect to legal responsibilities for all workers. I sometimes need assistance to describe positive tradesperson attitudes with respect to legal responsibilities for all workers. I often need assistance to describe positive tradesperson attitudes with respect to legal responsibilities for all workers. I have not yet provided evidence of this performance task. 1.13 describe the roles and responsibilities of employers and employees with respect to the selection and use of personal protective equipment (PPE) I can consistently describe the roles and responsibilities of employers and employees with respect to the selection and use of personal protective equipment (PPE). I can usually describe the roles and responsibilities of employers and employees with respect to the selection and use of personal protective equipment (PPE). I sometimes need assistance to describe the roles and responsibilities of employers and employees with respect to the selection and use of personal protective equipment (PPE). I often need assistance I have not yet to describe the roles and provided evidence of responsibilities of this performance task. employers and employees with respect to the selection and use of personal protective equipment (PPE). Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3900 / 87 2015 2. describe the use of personal protective equipment (PPE) and safe practices for climbing, lifting, rigging and hoisting in the instrument technician apprenticeship trade 2.1 select, use and maintain specialized PPE and materials for climbing, lifting and loading I can consistently select, use and maintain specialized PPE and materials for climbing, lifting and loading. I can usually select, use and maintain specialized PPE and materials for climbing, lifting and loading. I sometimes need assistance to select, use and maintain specialized PPE and materials for climbing, lifting and loading. I often need assistance to select, use and maintain specialized PPE and materials for climbing, lifting and loading. I have not yet provided evidence of this performance task. 2.2 describe manual lifting procedures, including correct body mechanics I can consistently describe manual lifting procedures, including correct body mechanics. I can usually describe manual lifting procedures, including correct body mechanics. I sometimes need assistance to describe manual lifting procedures, including correct body mechanics. I often need assistance to describe manual lifting procedures, including correct body mechanics. I have not yet provided evidence of this performance task. I can usually describe rigging hardware and the safe work load. I sometimes need assistance to describe rigging hardware and the safe work load. I often need assistance to describe rigging hardware and the safe work load. I have not yet provided evidence of this performance task. I have not yet provided evidence of this performance task. 2.3 describe rigging hardware I can consistently describe rigging and the safe work load hardware and the safe work load. 2.4 select the correct equipment for rigging typical loads I can consistently select I can usually select the the correct equipment correct equipment for for rigging typical rigging typical loads. loads. I sometimes need assistance to select the correct equipment for rigging typical loads. I often need assistance to select the correct equipment for rigging typical loads. 2.5 describe hoisting and load-moving procedures I can consistently identify describe hoisting and load-moving procedures. I can usually identify describe hoisting and load-moving procedures. I sometimes need assistance to describe hoisting and load-moving procedures. I often need assistance I have not yet to describe hoisting and provided evidence of load-moving this performance task. procedures. 2.6 explain the most commonly used sling configurations to connect a load to a hook I can consistently explain the most commonly used sling configurations to connect a load to a hook. I can usually explain the most commonly used sling configurations to connect a load to a hook. I sometimes need assistance to explain the most commonly used sling configurations to connect a load to a hook. I often need assistance to explain the most commonly used sling configurations to connect a load to a hook. 88 / CTS, TMT: ISA3900 2015 I have not yet provided evidence of this performance task. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada 2.7 demonstrate the standard movement signals a signaler is required to know to signal a crane operator 3. I can consistently demonstrate the standard movement signals a signaler is required to know to signal a crane operator. I can usually demonstrate the standard movement signals a signaler is required to know to signal a crane operator. I sometimes need assistance to demonstrate the standard movement signals a signaler is required to know to signal a crane operator. I often need assistance to demonstrate the standard movement signals a signaler is required to know to signal a crane operator. I have not yet provided evidence of this performance task. describe the safety practices for hazardous materials and fire protection in the instrument technician apprenticeship trade 3.1 describe the roles, responsibilities, features and practices related to the Workplace Hazardous Materials Information System (WHMIS) program I can consistently describe the roles, responsibilities, features and practices related to the Workplace Hazardous Materials Information System (WHMIS) program. I can usually describe the roles, responsibilities, features and practices related to the Workplace Hazardous Materials Information System (WHMIS) program. 3.2 describe the three key elements of WHMIS I can consistently describe the three key elements of WHMIS. I can usually describe I sometimes need the three key elements assistance to describe of WHMIS. the three key elements of WHMIS. I often need assistance I have not yet to describe the three key provided evidence of elements of WHMIS. this performance task. 3.3 describe handling, storage and transportation procedures when dealing with hazardous material I can consistently describe handling, storage and transportation procedures when dealing with hazardous material. I can usually describe handling, storage and transportation procedures when dealing with hazardous material. I sometimes need assistance to describe handling, storage and transportation procedures when dealing with hazardous material. I often need assistance to describe handling, storage and transportation procedures when dealing with hazardous material. 3.4 describe safe venting procedures when working with hazardous materials I can consistently describe safe venting procedures when working with hazardous materials. I can usually describe safe venting procedures when working with hazardous materials. I sometimes need assistance to describe safe venting procedures when working with hazardous materials. I often need assistance I have not yet to describe safe venting provided evidence of procedures when this performance task. working with hazardous materials. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada I sometimes need assistance to describe the roles, responsibilities, features and practices related to the Workplace Hazardous Materials Information System (WHMIS) program. I often need assistance I have not yet to describe the roles, provided evidence of responsibilities, features this performance task. and practices related to the Workplace Hazardous Materials Information System (WHMIS) program. I have not yet provided evidence of this performance task. CTS, TMT: ISA3900 / 89 2015 3.5 describe fire hazards, classes, procedures and equipment related to fire protection I can consistently describe fire hazards, classes, procedures and equipment related to fire protection. I can usually describe fire hazards, classes, procedures and equipment related to fire protection. I sometimes need assistance to describe fire hazards, classes, procedures and equipment related to fire protection. I often need assistance I have not yet to describe fire hazards, provided evidence of classes, procedures and this performance task. equipment related to fire protection. 4. demonstrate communication skills and workshop safety as they pertain to occupational health and safety standards 4.1 use various types of communication to provide trade-related information, employing standard terms for components and operations I can consistently use various types of communication to provide trade-related information, employing standard terms for components and operations. I can usually use various types of communication to provide trade-related information, employing standard terms for components and operations. I sometimes need assistance to use various types of communication to provide trade-related information, employing standard terms for components and operations. I often need assistance to use various types of communication to provide trade-related information, employing standard terms for components and operations. 4.2 identify key areas of responsibility that an employee has in regards to shop and trade safety I can consistently identify key areas of responsibility that an employee has in regards to shop and trade safety. I can usually identify key areas of responsibility that an employee has in regards to shop and trade safety. I sometimes need assistance to identify key areas of responsibility that an employee has in regards to shop and trade safety. I often need assistance I have not yet to identify key areas of provided evidence of responsibility that an this performance task. employee has in regards to shop and trade safety. 4.3 explain the correct use of fire extinguishers and explain fire prevention techniques I can consistently explain the correct use of fire extinguishers and explain fire prevention techniques. I can usually explain the correct use of fire extinguishers and explain fire prevention techniques. I sometimes need assistance to explain the correct use of fire extinguishers and explain fire prevention techniques. I often need assistance I have not yet to explain the correct provided evidence of use of fire extinguishers this performance task. and explain fire prevention techniques. 90 / CTS, TMT: ISA3900 2015 I have not yet provided evidence of this performance task. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada 5. demonstrate an understanding of the instrument technician apprenticeship trade and of apprenticeship opportunities that exist by creating a personal career portfolio 5.1 demonstrate an understanding of the instrument technician apprenticeship trade and related job opportunities I can consistently demonstrate an understanding of the instrument technician apprenticeship trade and related job opportunities. I can usually demonstrate an understanding of the instrument technician apprenticeship trade and related job opportunities. I sometimes need assistance to demonstrate an understanding of the instrument technician apprenticeship trade and related job opportunities. I often need assistance I have not yet to demonstrate an provided evidence of understanding of the this performance task. instrument technician apprenticeship trade and related job opportunities. 5.2 describe what it means to be an apprentice and describe requirements for the employee and employer I can consistently describe what it means to be an apprentice and describe requirements for the employee and employer. I can usually describe what it means to be an apprentice and describe requirements for the employee and employer. I sometimes need assistance to describe what it means to be an apprentice and describe requirements for the employee and employer. I often need assistance to describe what it means to be an apprentice and describe requirements for the employee and employer. I have not yet provided evidence of this performance task. 5.3 refine and present a personal career portfolio, showing evidence of strengths and competencies I can consistently refine and present a personal career portfolio, showing evidence of strengths and competencies. I can usually refine and present a personal career portfolio, showing evidence of strengths and competencies. I sometimes need assistance to refine and present a personal career portfolio, showing evidence of strengths and competencies. I often need assistance to refine and present a personal career portfolio, showing evidence of strengths and competencies. I have not yet provided evidence of this performance task. 5.4 demonstrate knowledge of workplace requirements, rights and responsibilities and relate this knowledge to personal career or employment expectations I can consistently demonstrate knowledge of workplace requirements, rights and responsibilities and relate this knowledge to personal career or employment expectations. I can usually demonstrate knowledge of workplace requirements, rights and responsibilities and relate this knowledge to personal career or employment expectations. I sometimes need assistance to demonstrate knowledge of workplace requirements, rights and responsibilities and relate this knowledge to personal career or employment expectations. I often need assistance I have not yet to demonstrate provided evidence of knowledge of this performance task. workplace requirements, rights and responsibilities and relate this knowledge to personal career or employment expectations. Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada CTS, TMT: ISA3900 / 91 2015 5.5 outline the educational requirements to move into the instrument technician apprenticeship trade I can consistently identify outline the educational requirements to move into the instrument technician apprenticeship trade. I can usually identify outline the educational requirements to move into the instrument technician apprenticeship trade. I sometimes need assistance to outline the educational requirements to move into the instrument technician apprenticeship trade. I often need assistance to outline the educational requirements to move into the instrument technician apprenticeship trade. I have not yet provided evidence of this performance task. Teacher feedback and assessment. 92 / CTS, TMT: ISA3900 2015 Instrument Technician Apprenticeship Assessment © Alberta Education, Alberta, Canada
