STUDENT LEARNING OUTCOME GUIDE - California ...extranet.cccco.edu/Portals/1/WED/CEP/Apprenticeship/SLO... · Web viewcommercial/industrial electrician: Guide—Student Learning Outcomes

The accompanying Student Learning Outcomes is a work in progress, but one that I have decided should be displayed in its current evolutionary draft status.

A number of colleges have requested copies of the latest draft for possible use in developing new programs and/or revising current program. The inquires have come from one or more of the following:

1. The State’s Electrician Certification Licensing Program2. New electrical technology CTE credit programs that would be submitted

for approval by the California Community Colleges Chancellor’s Office, and

3. State Registered Apprenticeship Electrician Program

I worked with three community college electrical faculty to bring the guide to its current evolutionary status. The faculty were; 1) John Hauck, Long Beach City College, 2) Elmano Alves, Chaffey College, and 3) Justin Shores, Antelope Valley College.

Please contact me with your comments regarding this document.

Currently I am looking for additional qualified resource people who would like to work with me on writing other sections of this document...

Barry Noonan, Ph.D.Apprenticeship Coordinator, and Specialist - Career Technical Education Career & Technical Education UnitDivision of Economic Development and Workforce PreparationCalifornia Community Colleges Chancellor's Office1102 Q Street, 3rd FloorSacramento, CA 95811-6549

[email protected]

mailto:[email protected]

COMMERCIAL/INDUSTRIAL ELECTRICIAN:GUIDE—STUDENT LEARNING OUTCOMES(SLOS) FOR CTE, APPRENTICESHIP, AND ELECTRICIAN CERTIFICATION PROGRAM

REVISED TUESDAY, SEPTEMBER 21, 2010(NOONAN REVISIONS)

Student Learning Outcome GuideCommercial and Industrial Electrician Curriculum

Prepared by

Lead Expert Resource: John Hauck, Long Beach City College: Electrical Faculty

Expert Resource: Justin Shores, Antelope Valley College: Electrical Faculty

Expert Resource: Elmano Alves, Chaffey College: Electrical Faculty

Curriculum Writing Assistance: Barry Noonan, California Community College Chancellor’s Office – Apprenticeship Coordinator and Specialist -Vocational Education

Editing Consultant: Katie Faires

/tt/file_convert/5af4c7e97f8b9a92718dfe35/document.doc

Rev 3/23/2006 8:26 AM 3

STUDENT LEARNING OUTCOME GUIDE

Topical list of specific student learning outcomes for each point in the

COMMERCIAL AND INDUSTRIAL ELECTRICIAN CURRICULUM OUTLINE

Developed by the Electrical Joint and Unilateral Curriculum Committee.

Approved by the California Apprenticeship Council (CAC) as the CAC’s statewide standard for commercial electrician curriculum.

Curriculum outline approved September 2003, by the DAS’s special committee charged in the law with designating schools that have electrical curricula that meet the Commercial Electrician curriculum approved by the CAC.

All of the “learning outcomes” listed in this document specific apply to the “commercial electrician” unless other wise stated.


TABLE OF CONTENTS

STUDENT LEARNING OUTCOMES GUIDE (LOG)........................................................6

I. INTRODUCTION...................................................................................................6

II. COURSE ACTIVITIES AND DESIGN...................................................................6

III. PREREQUISITE KNOWLEDGE AND SKILLS....................................................6

IV. TOPICAL OUTLINE..............................................................................................6

V. STUDENT LEARNING OUTCOMES....................................................................6

1. SAFETY................................................................................................................7

1-A. General Jobsite Safety Awareness...........................................................................7

1-B. Emergency Procedures............................................................................................9

1-C. Compliance With OSHA And EPA Regulations.....................................................9

1-D. Substance Abuse....................................................................................................10

2. TOOLS, MATERIALS, AND HANDLING...........................................................11

2-A. Proper Tool Management......................................................................................11

2-B. Proper Rigging Methods........................................................................................11

2-C. Proper digging techniques.....................................................................................11

2-D. Proper use of motorized tools (use of platform lifts, bucket trucks, and truck-mounted cranes).....................................................................................................12

2-E. Proper material management.................................................................................12

3. MATHEMATICS..................................................................................................13

3-A. Conduct Appropriate mathematical calculations to solve for unknowns..............13

4. DIRECT CURRENT ELECTRICAL CIRCUIT THEORY: OHM’S LAW..............14

4-A. Definitions and Inventor........................................................................................14


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4-B. Ohm’s Law: Direct Current Electrical Circuit Theory..........................................14

4-C. Basic Ohm’s Law formulas...................................................................................14

4-D. Ohm’s Law in Direct Current Series circuits, Parallel circuits, and Combination Circuits...................................................................................................................15

5. CONDUCTORS USED FOR GENERAL WIRING/MOTOR APPLICATIONS....16

5-A. Task Listing:..........................................................................................................16

5-B. Types of Conductors and Insulators......................................................................17

5-C. Conductors Used For Low Power Specialty Wiring Applications (Computers, data, signaling, fire, alarms, life safety).................................................................18

5-D. Grounding..............................................................................................................18

5-E. Background Reasons for grounding and the N.E.C...............................................18

5-F. Function of Effective Grounding...........................................................................18

5-G. Terms and Language of Grounding.......................................................................18

5-H. Basic Ohm’s Law Theory of Current Flow in AC Circuits...................................19

5-I. Electrical Faults and Short Circuits.......................................................................19

5-J. Electric Shock........................................................................................................19

5-K. System and Equipment Grounding........................................................................19

6. MOTORS, MOTOR CONTROLLERS AND PROCESS CONTROLLERS..........22

6-A. Function, operation and characteristics of various types of motors (AC, DC, dual voltage, repulsion, universal, 3 phase, squirrel cage, synchronous)......................22

6-B. Proper techniques for motor installations..............................................................25

6


STUDENT LEARNING OUTCOMES GUIDE (LOG)

I. Introductiona. The student learning outcomes are listed in this Guide so that the students

know the knowledge and skill they are to master. ……..

II. Course Activities and Design a. The course activities and design are carefully developed to facilitate the

student’s mastery of the learning outcomes. ……………………

III. Prerequisite Knowledge and Skillsa. There are certain math skills and a level of reading that one must have

prior to being admitted to this course. A placement assessment exam will be used to determine if the student is ready to start this course.

b. Evaluation c. Evaluation procedures will be discussed during the first class meeting.

IV. Topical Outline a. This is a TOPICAL OUTLINE and is NOT necessarily the order in which

the material will be taught.

1. CIRCUIT THEORY: OHM’S LAW1.1. Definitions, inventor

1.2. Ohm’s Law/ Electrical Circuit Theory

1.3. Basic Ohm’s Law Formulas

1.4. Ohm’s Law in Direct Current Series Circuits, Parallel Circuits, and Combination Circuits

V. Student Learning Outcomes


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The Student Learning Outcomes listed in this “Learning Outcomes Guide” (LOG) for the student are shown below

1. SAFETYInstructional Goal: To understand the need for safety and for the student to apply correct safety practices.

STUDENT LEARNING OUTCOME:

1-A. General Jobsite Safety Awareness

1-A.1. Why Safety is Important?

STUDENT WILL BE ABLE TO: 1-A.1.1. State the 5 section numbers that deal with Construction

Safety as listed in the OSHA (Occupational safety and Health Act) with respect to the Code of Federal Regulations(CFR)

1-A.1.2 Explain why an accident happened and how adherence to the CFR would have prevented the accident given a list of some of the most frequently cited serious violations, and give the specific CFR section related to each accident.

1-A.1.3 Explain why safety education is important as to an impact on one’s own health, economic security, death, possible other employees, the public, and to ones employer.

1-A.2. Key Factors Involved With Safe Work Practices

STUDENT WILL BE ABLE TO: {John and I need clarification from Diana Limon & Gregory Anderson)]

1-A.2.1 List and discuss the following “key factors” that are involved with “Safe Work Practices” in reference to Personal Protective Equipment (PPE).

1-A.3. Develop Respect for Electricity

STUDENT WILL BE ABLE TO: 1-A.3.1 Explain why it is important for a person, working with

electricity, to “develop a respect for electricity” with respect to Installation Safety Requirements, Safety Related Workplace Practices, Safety Related maintenance and environmental requirements, and requirements for special equipment as per OSHA 1926.400 Subpart K.

8

BNOONAN, 01/03/-1,


1-A.4. Hazards Created by Poor Housekeeping on the Job

STUDENT WILL BE ABLE TO: 1-A.4.1 Explain the “hazards created by poor housekeeping on the

job” in reference to proper storage of materials and debris, and good sanitation procedures as per OSHA Subpart D.

1-A.5. Maintain Safe Work Area and Tools

STUDENT WILL BE ABLE TO: 1-A.5.1 Explain what is meant by “Maintain safe work area.”

1-A.5.2 Explain what is meant by “Maintain safe tools” per OSHA Subpart I. Also, state how one “maintains safe tools,” with respect to the following:

a) General requirements

b) Hand tools

c) Power Operated Hand tools

d) Abrasive wheels and tools

e) Jacks and hydraulic tools

f) Air Tools

1-A.6. Be Aware of the Dangers of Falling Objects

STUDENT WILL BE ABLE TO: 1-A.6.1 Explain how one’s work environment should be set up to

protect one from falling objects per the “Personal Protective Lifesaving Equipment” (PPE) per OSHA 1926 Subpart E. Explanation must include reference to:

a) Criteria for PPE

b) Occupational foot protection.

c) Head protection

d) Hearing protection

e) Face protection

f) Respiratory protection

g) Safety belts, lifelines and lanyards

1-A.7. Respect and Obey Job Safety Rules

STUDENT WILL BE ABLE TO:


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http://www.osha.gov/Publications/Const_Res_Man/1926sub-e-overview.html

http://www.osha.gov/Publications/Const_Res_Man/1926sub-e-overview.html

http://www.osha.gov/pls/oshaweb/owadisp.show_document?p_table=STANDARDS&p_id=10688


1-A.7.1 Consistently demonstrate the mantra of “respect and obey job safety rules,” thus fulfilling the information presented above in 1-A.1 “Why Safety is Important”.

1-B. Emergency Procedures1-B.1 First Aid Training and CPR

STUDENT WILL BE ABLE TO: 1-B.1.1 Meet the requirements of the Standard First Aid and

Personal Safety and Cardio-Pulmonary Resuscitation (CPR) certificates granted by the American Red Cross.

1-C. Compliance With OSHA And EPA Regulations1-C.1. Attend and/or Conduct Regular Safety Meetings

STUDENT WILL BE ABLE TO: 1-C.1.1 Regularly attend and/or conduct employer scheduled safety

meetings per EPA regulations and OSHA Subpart C, CFR 1926.20 (b)(1), which details the employer’s legal responsibility to initiate and maintain safety programs. Also, state what CFR 1926.21 (b)(2) says about making sure that each employee has appropriate safety instruction related to their specific work requirements.

1-C.2 General OSHA Requirements on the Jobsite (This is a repeat of 1-C.1.1 above. Therefore, the “Student Will Be Able To:..” will not be repeated. (per John and Barry 3-23-06)STUDENT WILL BE ABLE TO:

1-C.3. The Guidelines for OSHA “Assured Equipment Grounding and GFCI Usage”

STUDENT WILL BE ABLE TO: 1-C.3.1 Demonstrate ability to locate and correct any noncompliance

with the OSHA "Assured Equipment Grounding Conductor Program" (AEGCP) per CFR 1926.404(b)(1)(iii) by inspecting cords and devices for DAMAGE and/or DEFECTS by performing the following three required tests:

a) Visual Inspection Test: Inspect cords and devices for damage.

10


http://www.osha.gov/pls/oshaweb/owalink.query_links?src_doc_type=STANDARDS&src_unique_file=1926_0021&src_anchor_name=1926.21(b)(2)




b) Electrical Tests:

(1) Continuity Test on the equipment-grounding conductor to assure that there is a continuous electrical path.

(2) Test performed on receptacles and plugs to ensure that the equipment-grounding conductor is connected to its proper terminal.

1-C.4. Use of Material Safety Data Sheets (MSDS) to identify and Properly Handle Hazardous Materials (e.g. Cleaning Fluids, Transformer Oils)

STUDENT WILL BE ABLE TO:

1-C.4.1 Select from 8 labels, some of which meet OSHA Subpart D [Occupational Health and Environmental Controls (Hazard Communication)] labeling requirements, the labels that meet the three labeling criteria required in Subpart D. Then, for each correct label state how each label meets those requirements.

1-C.4.2 Take the labels that did not meet OSHA Subpart D container labeling standards, and demonstrate with the use of Material Safety Data Sheets (MSDS) what is needed for these labels to meet the OSHA labeling requirement of such nonconforming labels.

1-D. Substance AbuseNote for john and barry: no topics show in cac approved document. Maybe tie it to the safety training sessions + the dangers. Does osha cover it as a job hazard?

1-D.1. Substance Abuse

STUDENT WILL BE ABLE TO: (Note: This is a very important topic. Does OSHA cover “substance Abuse”? If so, then we need to use the OSHA material to write this section. If OSHA does not cover it, then we need to seek guidance from the folks who are helping us review this draft document.) Barry and John on 3-23-06


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2. TOOLS, MATERIALS, AND HANDLING(Note: This section 2.0 has not been assigned to a faculty member to do the draft student learing outcomes. Therefore, what is shown below is the basic format we are using in the LOG and also shows the outline as specified in the CAC approved industry standards for General Electrician.) Barry Noonan 3-23-06

Instructional Goal:


2-A. Proper Tool Management

2-A.1 …………

2-A.1.1 Common hand and power tools

2-A.1.2 Proper selection and application of hand tools

2-A.1.3 Proper selection and application of power tools

2-A.1.4 Proper care for tools

2-A.1.5 Safe techniques for using ladders

2-A.1.6 Defects that make tools unsafe to use

2-A.1.7 Use of meters to take readings

2-B. Proper Rigging Methods

Student will be able to:2-B.1 BARRY NEEDS TO CHECK THIS FORMAT..

2-B.2 2-B.1.1Proper knots

2-B.1.1 Proper techniques for rigging and hoisting

2-B.1.2 Safe capacities for lifting arrangements

2-C. Proper digging techniquesStudent will be able to:

2-C.1 Identify: ?

2-C.1.1 Depth and shape of holes for supporting poles

2-C.1.2 Proper techniques for digging, grading and leveling trenches for the installation of duct work

12


2-D. Proper use of motorized tools (use of platform lifts, bucket trucks, and truck-mounted cranes)Student will be able to:

2-D.1 Identify …. ?

2-D.1.1

2-E. Proper material management

Student will be able to:2-E.1 Identify ?

2-E.1.1.

2-E.1.2.


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3. Mathematics(Note: This section 3.0 has not been assigned to a faculty member to do the draft student learing outcomes. Therefore, what is shown below is the basic format we are using in the LOG and also shows the outline as specified in the CAC approved industry standards for General Electrician.) Barry Noonan 3-23-06

Instructional Goal:


3-A. Conduct Appropriate mathematical calculations to solve for unknowns

Student will be able to:3-A.1 Perform arithmetic operations

3-A.2 Solve word problems

3-A.3 Solve problems involving fractions

3-A.4 Reduce fractions to lowest terms

3-A.5 Convert decimals to fractions and back

3-A.6 Calculate angles and sides of triangles

3-A.7 Solve for Unknown angles and sides of triangle

3-A.8 Metric prefixes and converting different prefixes

3-A.9 Use powers of ten to perform math functions

3-A.10 Convert from English to metric measurement systems

3-A.11 Calculate algebraic formulas

3-A.12 Calculate square roots

3-A.13 Calculate ratio, percentages, and proportion

3-A.14 Solve problems using direct and inverse relationships

14


4. DIRECT CURRENT ELECTRICAL CIRCUIT THEORY: OHM’S LAWNote: In this section on Ohm’s Law, it is important to note that only Direct Current (DC) is the focus.Instructional Goal: To have an understanding and an ability to apply Ohm’s Law

to direct current electrical circuits.


4-A. Definitions and Inventor

Student will be able to:4-A.1 Define the following elements in Ohm’s Law:

4-A.1.1. Amp

4-A.1.2. Volt

4-A.1.3. Ohm the resistance

4-A.1.4. Watt

4-A.2 Explain the history of the name Ohm’s LAW. State approximately when the Law was first published.

4-A.3 State which of the three elements of Ohm’s Law can, in high levels, be dangerous or even fatal.

4-B. Ohm’s Law: Direct Current Electrical Circuit Theory

Student will be able to:

4-B.1 Solve for the remaining values when given a circuit with partial values.

4-C. Basic Ohm’s Law formulas


4-C.1 Solve for unknowns or unknown values using Ohm’s Law.

4-C.2 State which formulas of Ohm’s Law are proportional and which formulas are inversely proportional.

4-C.3 Explain why when one value changes the rest of the values change.

4-C.4 Use a mnemonic tag to solve for any unknown value.

4-C.5 Select and write the formula for any given unknown in Ohm’s Law.

4-C.6 Explain why E=IR is the most basic and simple Ohm’s Law formula. Include in the explanation reference to the meaning ET=IT*RT


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4-D. Ohm’s Law in Direct Current Series circuits, Parallel circuits, and Combination Circuits

Student will be able to:4-D.1 With respect to DC series circuits:

4-D.1.1 Select the appropriate Ohm’s Law formula for series circuits. Solve for all of the unknown values given a series circuit with partial values.

4-D.1.2 Explain how voltage, amperage, and resistance values change in the DC series circuit when one or more components are replaced, added or removed.

4-D.1.3 Describe several industry-based applications of DC series circuits with respect to circuits designed for safety purposes, alarm circuits.


4.D.2 With respect to DC parallel circuits:

4-D.2.1 Select the appropriate Ohm’s Law formula for parallel circuits. Solve for all of the unknown values given a parallel circuit with partial values.

Explain how voltage, amperage, and resistance values change in the DC parallel circuit when one or more components are replaced, added or removed.

4-D.2.2 Describe several industry-based applications of DC parallel circuits with respect to circuits designed for safety purposes, distribution circuits, and motors.


4.D.3 With respect to DC combination circuits, when given a combination circuit:

4-D.3.1 Explain and demonstrate the isolation of each series path and each parallel path. Apply the appropriate Ohm’s Law formula for each isolation. Solve for the unknown value in each isolation

4-D.3.2 Solve for Ohm’s Law total circuit values for voltage, current, and resistance using the isolation values obtained.

4-D.3.3 Explain what happens to the combination circuit when one or more components are added or removed.

4-D.3.4 Explain several industry-based applications of combination circuits in relation to safety, motors, and generators.

16


5. CONDUCTORS USED FOR GENERAL WIRING/MOTOR APPLICATIONS

Instructional Goal: To have an understanding of the types of conductors and insulators used in the electrical industry.


5-A. Task Listing: Here are the CONDUCTOR related tasks that a COMMERCIAL ELECTRICIAN must be able to perform.

Student will be able to:5-A.1 Apply Article 310 of the NEC (NFPA 70) and NFPA 79 (Electrical

Standard for Industrial Machinery) use in “open-book mode” the NFPA 79 (National Fire Protection Association), Chapter 13 (is the Electrical Standard for Industrial Machinery basically for working with electrical motors), and the NEC Article 310. (john wants to really nail this one down because we want the student to be very knowlegeable about the title nfpa 70 and nfpa 79) (NOTE: Today 3-23-06 I reviewed this one with John. It is fine. I did not want to try to take out the yellow highlight for fear of the format going crazy, so the formatter person will take out the yellow highlight and this statement I am now making). Barry Noonan 3-23-06

Student will be able to:5-A.2 Install conductors for :

5-A.2.1 Electrical distribution equipment

5-A.2.2 Select the proper size and type of conductor for a given application

5-A.2.3 Demonstrate the ability to properly install (pull) conductors.

5-A.2.4 Demonstrate ability to determine when voltage drop calculations are required due to voltage drop taking into consideration distance of cable run, temperature, and type of cable. Also, explain the effect of heat on insulators including heat generated by excessive current, and ambient heat. (CAC VI A 3)

5-A.2.5 Demonstrate ability to properly select proper voltage drop formula for specific given applications.

5-A.2.6 Demonstrate the special installation handling when using aluminum conductors


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http://www.nfpa.org/aboutthecodes/AboutTheCodes.asp?DocNum=79

http://www.nfpa.org/aboutthecodes/AboutTheCodes.asp?DocNum=70

5-A.2.7 Demonstrate ability to make proper terminations.

5-A.2.8 Apply rules governed by the National Electrical Code with respect to conductors. Demonstrate ability to efficiently and correctly use Article 310 of NEC.

5-A.2.9 Demonstrate the ability to splice of cables using the appropriate components and techniques for a specific application.

5-A.2.10 Demonstrate ability to properly use the Meg-Ohm meter to test the installation integrity of newly installed as well as existing conductors.

5-B. Types of Conductors and Insulators

Student will be able to:5-B.1 Select the proper size and type of conductor and insulator for a given

application.

5-B.2 Demonstrate ability to splice cables using the appropriate components and techniques for a specific application.

5-B.3 Explain why some materials are better conductors or insulators than other materials.

5-B.4 Explain the basic atomic theory for copper and aluminum. Explanation must include reference to the Periodic Table and the importance of valence electrons with reference to conductors.

5-B.5 Determine the proper conductor size for the required ampacity utilizing the National Electrical Code given a specific application problem.

5-B.6 Describe “conduit fill/ capacity” and properly select correct conduit size and type for conductors to be used in specific application.

5-B.7 State the NEC Article and title relating to Conductors.

5-B.8 Determine proper equipment grounding conductor size.

5-B.9 Identify which conduit types are an approved grounding method. Include: proper equipment grounding conductor size.

5-B.10Explain the temperature rating of conductors and component temperature ratings as it applies to conductor terminations (the equipment or item to which the conductor connects.)

5-B.11Describe "conductor derating factor" with respect to Table 310-16 of the National Electrical Code and reduction of conductor ampacity when installing more than three current carrying conduits in a raceway or conduit.

18


5-C. Conductors Used For Low Power Specialty Wiring Applications (Computers, data, signaling, fire, alarms, life safety)

Student will be able to:5-C.1. (Note: John will do this one soon. ) Barry 3-23-06

5-D. Grounding5-D.1 TASK LISTING: With reference to GROUNDING, listed below are the

related tasks that a COMMERCIAL ELECTRICIAN must be able to perform.

Student will be able to:5-D.1.1 Apply Article 250 of the National Electrical Code to

determine the proper ground for systems and equipment given a specific application.

5-E. Background Reasons for grounding and the N.E.C.

Student will be able to:5-E.1 Discuss how in the not to distant past electrical installations were not

electrically safe due to nonexistent or poor grounding practices. (NOTE: Typist is to eliminate the yellow highlight) Barry 3-23-06

5-E.2 Discuss the purpose of grounding and the role of the NEC (safe working and living environment)

5-F. Function of Effective Grounding

Student will be able to:5-F.1 Explain what is accomplished when a system is “effectively grounded”.

Explanation must include reference to:

5-F.1.1 Relevant NEC article (250)

5-F.1.2 How unsafe currents are dissipated from the system

5-G. Terms and Language of Grounding

Student will be able to:5-G.1 Correctly define and explain the following terms:

a) Ground

b) Grounded


Rev 3/23/2006 8:26 AM 19

c) Grounding path

d) Grounding electrode

e) Grounding electrode conductor

f) Equipment ground

g) Equipment grounding conductor

h) Bonded

i) Bonding conductors

5-H. Basic Ohm’s Law Theory of Current Flow in AC Circuits

Student will be able to:5-H.1 Define “impedance”. Also:

5-H.1.1 State the effect of impedance on the “grounding path/ system ground”. (when you have a “fault” or “short” you need a real low resistance for the unsafe current to go through to ground)

5-H.1.2 State the maximum “impedance” (ohms) that is allowed in the grounding path/ system ground.. (25 ohms)

5-I. Electrical Faults and Short Circuits

Student will be able to:5-I.1 Define and explain the differences between “faults” and “short circuits”.

Explanation must include reference to the stresses imposed on the system and the resulting damages that can occur.

5-I.2 Calculate the fault and short circuit currents given a specific application.

5-J. Electric Shock


5-J.1 Define and explain “electric shock”.

5-J.2 Explain how a person can be shocked by electricity.

5-K. System and Equipment Grounding5-K.1 Grounding Electrode System

Student will be able to:5-K.1.1 Define the “grounding electrode system” and state the

purpose of same.

5-K.1.2 Define the types of “grounding electrodes”.

20


5-K.2. Grounded Conductor

Student will be able to:5-K.2.1 Describe a “grounded conductor” and state the purpose of it.

5-K.2.2 Describe the uses of the “grounded conductor” as a neutral wire.

5-K.2.3 Identify the article of the NEC specify which systems are to be grounded. Identification must include reference to:

a. Single phase systems

b. Three phase systems

c. Separately derived systems

d. Transformers

e. Generators and backup systems

f. Specialty System

1) Computers

2) Data and voice

g. Isolated systems

h. Equipment grounding

1) (Describe the purpose and application and how it differentiates from “system grounding”.)

5-K.3. Grounding and the National Electrical Code

Student will be able to:5-K.3.1 Interpret and apply Article 250 (Grounding) of National

Electrical Code in relationship to:

a. Use of conductors and metallic components as a grounding method.

b. Use of conduit as a grounding conductor

c. Short Circuits and Fault Current

Student will be able to:5-K.4.1 Define the term “short circuits”.

5-K.4.2 Define the term “fault currents”

5-K.4.3 Explain the term “listed short circuit rating of components”.

(The formatting here is getting crazy to work with. The 5-K3 items are OK. The 5-K.4 needs a header showing 5-K.4. Also John is


Rev 3/23/2006 8:26 AM 21

saying that in 5-K6 is a repeat of 5-K5. He would like to delete 5-K5, but since it is listed in the CAC approved standards, he is suggesting that we consider saying for 5-K5 something like “See 5-K5 for this entry”. Also, the 5-K5 format below got crazy.)Barry 3-23-06

5-K.5 Transformers Impact of Short Circuit and Fault Current Design

Student will be able to:5-K.4.1 Explain how the following relate to transformers: Define the

term “short circuits”. Define the term “fault currents”, Explain the term “listed short circuit rating of components”. (Note: Formatter is to show these “*” as subpoints )Barry 3-23-06

5-K.5 Transformer Impedance

Student will be able to:5-K.6.1 Define “transformer impedance” and explain how this effects

the available short circuit current.

5-K.6.2 Use appropriate formulas to calculate short circuit currents.

5-K.6.3 Select the proper short circuit protective device for a given application based on calculations.

22


6. MOTORS, MOTOR CONTROLLERS AND PROCESS CONTROLLERS

Elmano Alves Chaffey College

Instructional Goal: Understand and professionally work with motors, motor controllers and process controllers.

6-A. Function, operation and characteristics of various types of motors (AC, DC, dual voltage, repulsion, universal, 3 phase, squirrel cage, synchronous)6.A.1. Function, operation and characteristics of various types of motors (AC,

DC, dual voltage, repulsion, universal, 3 phase, squirrel cage, synchronous): 1) Physical parts of various motors.

Student will be able to:6.A.1.1. Given a cross cut of AC and DC motors, locate the following

parts:

a. Stator

b. Series and shunt field windings

c. Rotor

d. Commutator (DC only motors)

e. Slip Ring

6-A.2 Function, operation and characteristics of various types of motors (AC, DC, dual voltage, repulsion, universal, 3 phase, squirrel cage, synchronous): 2) Utilize information sheets, plans, schematics, and motor nameplates to gain information.

Student will be able to:6-A.2.1 When given a specific motor to troubleshoot, repair or

replace, use the “information sheets”, plans, schematics and motor nameplate to troubleshoot the motor and recommend appropriate action. Also:

a. State at least four of the information points that you took into consideration when forming your recommended action.

b. Describe what can happen if the correct recommendation is not made on each of the four information points.

6.A.3. Function, operation and characteristics of various types of motors (AC, DC, dual voltage, repulsion, universal, 3 phase, squirrel cage, synchronous): 3) Motor losses.



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6-A.5.1 Define “motor losses”. For each of the following types of motors, list at least three reasons for “motor losses”:

a. AC Motor

b. DC Motor

c. Dual Voltage Motor

d. Repulsion Motor

e. Universal Motor

f. 3 Phase Motor

g. Squirrel Cage Motor

h. Synchronous Motor

6-A.4 Function, operation and characteristics of various types of motors (AC, DC, dual voltage, repulsion, universal, 3 phase, squirrel cage, synchronous): Starting and operating characteristics.

Student will be able to:6.A.4.1. With respect to a motor’s “starting and operating

characteristics”, explain the importance of knowing the application for which the motor is being used.

6.A.4.2. Define “soft start” and “hard start or across the line”.

6.A.4.3. With respect to variable speed AC motors, describe how voltage and frequency changes can affect the operational characteristics of the motor.

6.A.4.4. Also, describe the need for circuit breakers and/or fuses to protect such motors.

NOTE: ELMANO and I STARTED HERE ON 3-14-05:

6-A.5 Methods to identify windings in DC motors.


6-A.5.1 Given a clear view of the interior of a DC motor, identify the following:

a. Shunt field windings

b. Armature windings

c. Series field windings

24


6-A.5.2 Also, state which of these field windings has a viewable physical appearance that is different from the other windings, and state why the windings are different.

6-A.6 Means for providing for field failure, current limit, voltage and speed control.


6-A.6.1 With respect to “means for providing for field failure,” name the type of device (Desired Response: “Field Loss Detector”) that makes the motor safely react to the field failure. Also, give two examples of such a device (Desired Response: 1) a relay, and 2) a solid state type relay).

6-A.6.2 With respect to “current limit”, name the type of device that monitors and controls for current levels. (Desired Response: “Current Limiter”). Also, give at least three examples of “current limiter” devices (Desired Response: 1) fuse, 2) solid state component or device, 3) circuit breaker)

6-A.6.3 With respect to “voltage and speed control”, name the type of device that monitors and controls voltage and speed control. Also, give two examples of such a device (Desired Response: 1) Rheostat that the operator person increases or decrease the level of resistance or voltage, 2) computer control, and 3) “TACH” Tachometer Feedback Loop)

6-A.6.4 With respect to “voltage and speed control”, name the type of device that monitors and controls voltage and speed control. Also, give two examples of such a device (Desired Response: 1) Rheostat that the operator person increases or decrease the level of resistance or voltage, 2) computer control, and 3) “TACH” Tachometer Feedback Loop)

6-A.7 Block diagrams to demonstrate power supplies, armature, field and control features


6-A.7.1 Draw and label a block diagram showing power supply, armature, field and control features. Also, explain the function of each “block” and explain how each “block” interrelates with the other blocks.

6-A.8 Torque, locked rotor current, no-load speed, and slip



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6-A.8.1 Define “torque” and measure the torque developed by a motor. Also, use appropriate tables and formulas to determine a given motor’s torque both in the “lbf-in” measurement and metric system (N-m).

6-A.8.2 Explain what “locked rotor current” means, and describe what happens to the current in a “locked rotor condition.”

6-A.8.3 Define “no-load speed” and describe what happens to the speed in a “no-load speed” condition. Also, contrast what happens in a “field loss condition” vs. a “no-load speed condition.”

6-A.8.4 With respect to “slip”, state what kind of motors [Writer is looking for “synchronous motors”] can have “slip”. Also explain the relationship between “slip” and torque.

6-A.9 Reasons for low voltage starting


6-A.9.1 Explain why “low voltage starting” is important in certain applications. Also, explain why “soft start motors” and “variable speed drives” may not be the appropriate design choice for a given application.

6-A.10Function, operation and characteristics of stepping motors


6-A.10.1 Explain the difference between “stepper motors” and regular motors. Explanation must include reference to the number of windings. Also explain:

a. How the “stepper motor” is used to accomplish given outcomes.

b. Give at least two examples of the use of “stepper motors” in industry

6-B. Proper techniques for motor installations

6.B.1. Necessary calculations for electrical requirements per Code


6.B.1.1. Use the Code Tables to make correct calculations.

6.B.2. Correct power factor

26



6.B.2.1. Define “power factor”. Also:

a. Explain how inductance and capacitance affect the power factor.

b. Given a problem with “power factor”, actually measure the reactive power, apparent power, reactive power and the real power and then calculate for the “power factor” compensations.

NOTE: THIS IS WHERE ELMANO AND I STOPPED TODAY 3-21-05)

6.B.3. Proper wire type and size


6.B.3.1.

6.B.4. Appropriate connections


6.B.4.1.

6.B.5. How various motors can be made to run at different speed or in reverse direction. I, Barry, drafted the following to try to fit the format to see if it would look ok. The content will be changed by Elmano during the teleconference.


6.B.5.1. With respect to schematics:

a. Given one or more schematics showing a motor, explain how to make a motor run at different speeds. Also, draw on the schematic.

b. Given one or more schematics containing a motor…….

6.B.5.2. With respect to “connections to reverse or change speeds,”:

a.

b.

6.B.6. Identify unmarked motor leads



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6.B.6.1.

6.B.6.2.

6-B.7. Steps for proper handling of motors


6-B.7.1 With respect to “Checks for mechanical defects”, xxxx

6-B.7.2 With respect to “Factors to be checked when a motor arrives at jobsite,” xxx

6-B.7.3 With respect to “Methods for putting a motor into storage,” xxxx

28


[IMMEDIATELY BELOW IS THE OUTLINE FROM CAC APPROVED DOCUMENT]

XII. MOTORS, MOTOR CONTROLLERS AND PROCESS CONTROLLERSA. Function, operation and characteristics of various types of motors (AC, DC, dual voltage, repulsion, universal, 3 phase, squirrel cage, synchronous)

1. Physical parts of various motors

2. Utilize information sheets, plans, schematics, and motor nameplates to gain information

3. Motor losses

4. Starting and operating characteristics

5. Methods to identify windings in DC motors

6. Means for providing for field failure, current limit, voltage and speed control

7. Block diagrams to demonstrate power supplies, armature, field and control features

8. Torque, locked rotor current, no-load speed, and slip

9. Reasons for low-voltage starting

10.Function, operation and characteristics of stepping motors

B. Proper techniques for motor installations

1. Necessary calculations for electrical requirements per Code

2. Correct power factor

3. Proper wire type and size

4. Appropriate connections

5. How various motors can be made to run at different speed or in reverse direction

a. Schematics

b. Connections to reverse or change speeds

6. Identify unmarked motor leads

7. Steps for proper handling of motors

a. Checks for mechanical defects

b. Factors to be checked when a motor arrives at jobsite

c. Methods for putting motor into storage

C. Function, operation and characteristics of motor controllers, circuits and devices

1. Ways and means of starting and stopping motors

2. Operation of magnetic coil

3. Use of magnetic starters and controllers


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4. Correct sizing of magnetic starters and controllers

5. Difference between starters and contactors

6. Function, operation and characteristics of overload protective devices

a. Thermal overload

b. Magnetic overload

7. Schematics for various control circuits

8. Two-wire control circuits

9. Three-wire control circuits

10. Interlocking methods

11. Reversing and sequential controllers

12. Jogging, inching, plugging

13. Multiple start-stop controls and selector switches

14. Phase failure relays

15. Various manual and automatic speed control techniques

16. Function, operation and characteristics of variable frequency drives

17. Function, operation, characteristics and installation procedures for programmable logic controls

a. Function of central processing unit

b. Memory types and sizes

c. User and storage memory

d. Back-up batteries

e. Peripheral devices

18. Ladder diagrams

19. Function, operation and characteristics of timers, counters, sequencers

20. Utilize appropriate manuals and information for start-up, maintenance and testing

21. Utilize schematics for manual starters, automatic starters, speed regulators and controllers

D. Function, operation and characteristics of switches and relays

1. Schematics including switches and relays

2. Installation and connection methods for various switch types

3. Installation and connection methods for various relays

4. Function, operation and characteristics of electronic sensor and pilot devices

30


5. Function, operation and characteristics of control transformers

a. Leads of control transformers

b. Proper sizing of control transformers

E. Mechanical connections to utilize motors

1. Operation of mechanical clutches and magnetic drives

2. Direct and offset drives

3. Proper pulley sizes required

F. Process control systems and devices

1. Operating requirements followed by manual and automatic controllers

2. Function, operation, characteristics and installation of:

a. Closed loop and open loop systems

b. Feedback control

c. Proportional control

d. Integral control

e. Derivative control

3. Block diagrams including control systems and devices

4. The function, operation, and characteristics of sensors and transmitters

TRANSFORMERS Justin Shores, Antelope Valley College

NOTE: The content in section 14 is identical as in the CAC approved General Electrician… but below the formatting has been adjusted to fit the format used by CCCCO.

Instructional Goal: To have an understanding of xxxxxxxxxxxxxxx..

14.1. Function, operation, and characteristics of transformers


14.1.1 With respect to electrical principles involved in transformer operation:a. Explain how the energy from the “primary windings” (Normally a higher

voltage) is transferred to the “secondary windings (Normally the lower voltage). Explanation must include reference to:

1.) How the wires are insulated from each other, yet transfer electrical motive force (EMF) to the secondary windings.

2.) The “core” and state the purpose it plays in the transfer of EMF.


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14.1.2 . With respect to transformer classifications and applications:a. State the names of the two basic applications (types) of transformers

and state what each type does to transfer of EMF. State the technical name of each (“step up” and “step down”) as well as a common on the job vernacular title (“boost” or “buck”).

b. Name and discuss the two types of “cores” used in transformers. Discussion must include reference to the following:

Which surrounds which? (Curriculum writers’ notes: In the “shell type” of transformer, the “core” surrounds the windings. Whereas, in the “core type” of transformer the windings surround the “core”.)

14.1.3 With respect to transformer losses:a. Explain how the type of material used in the construction of the core

impacts the extent of “transformer losses” or “Hysteresis losses”.

b. Define “Hysteresis Losses” and explain how Hysteresis Losses can have the exact opposite financial impact on the Power company vs commercial customer that uses “primary metering”. (Curriculum writers’ hint : Hysteresis= Loss of transfer of energy are directly related to the efficiency of the transformer. The friction developed between magnetic particles causes the losses.)

[For section 14, we stopped the reformatting adjustment attempts here on 2-14-05] Student Will be able to:

14.1.4 With respect to “ ratios for voltage and amperage with respect to turns.”

Student Will be able to:14.4.1 WE WILL RETURN TO THIS ONE LATER. 3-5-05

14.1.5 Three phases transformers (This item has been added by CCCCO)Student will be able to:

a. With respect to “delta configurations”:1) Draw the symbol for a “delta configuration” and then draw a schematic of a

delta-delta configuration.

c. With respect to “wye configurations”:1.) Draw the symbol and then draw a schematic of the “wye

configuration. “1) Identify a “wye configuration”

14.2 Selection and installation of transformers14.2.1 Nameplate information


32


a. List and explain the three key pieces of information (hint: size, voltage, and configuration) provided on the transformer name.

14.2.2 Techniques for sizing transformers (one and three phase)Student will be able to:14.2.2.1

14.2.3 Determining if given transformer meets voltage, current and impedance requirements.Student will be able to:14.2.3.1

14.2.4 Calculating voltages and currents for load and windingsStudent will be able to:14.2.4.1

14.2.5 Determining whether to use wye or delta wiring schemesStudent will be able to:14.2.5.1

14.2.6 Steps for receiving and preparing transformer for installationStudent will be able to:14.2.6.1

14.2.7 Necessary tests to assure proper operationStudent will be able to:14.2.7.1

14.2.8 Proper techniques for connecting power and load conductorsStudent will be able to:14.2.8.1

14.2.9 Methods for determining proper types and values of electrical protective devices

Student will be able to:14.2.9.1

14.2.9 Proper grounding procedures

14.3 Distribution Systems

14.3.1 Functions, operation and characteristics of various types of distribution systemsStudent will be able to:14.3.1.1


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14.3.2 Criteria for selecting particular type of distribution systemStudent will be able to:14.3.2.1

State what is the key technical factor (?) in correctly sizing a transformer for a given application. (hint: current)

[ON 3-14-05 WE WILL GO BACK TO 14.1.4 AND COMPLETE IT]

1. nameplate information2. techniques for sizing transformers (one and three phase)3. determining if given transformer meets voltage, current, and impedance

requirements 4. calculating voltages and currents for load and windings5. determining whether to use wye or delta wiring schemes6. steps for receiving and preparing transformer for installation7. necessary tests to assure proper operation8. proper techniques for connecting power and load conductors9. methods for determining proper types and values of electrical protective

devices 10. proper grounding procedures

C. Distribution systems

1. functions, operation and characteristics of various types of distribution systems

2. criteria for selecting particular type of distribution system

34



Rev 3/23/2006 8:26 AM 35

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