of Vocational and Career Development. - ERIC

. 'ED 256 882 '.---

- TITLE 'ElectromechaniFal Technology Secondary Curriculums Guide.

INSTITUTION Georgia State Univ., Atlanta. Dept: of Vocational andCareer Development.; Georgia Univ., Athens. Div. of

e Vocational Education.SPONS AGENCY Georgia State Dept. of Education, AtlanCa. Office of

Vocational Education. .,

PUB DATE 85 . ,.

NOTE 950p.;For a parallel guide in marketing, see CE 041183.

4) PUB TYPE Guides - Classroom 'Use - Guides (For Teacheis) (052)

EPRS PRICE MF06/PC38 Plus POStage.DESCRIPTORS Admission Criteria; Classroom Techniques; *Competency

I

Based Educationp Criterion. Referenced Tests;Curriculum Development; *Electrical Occupations; .

Electricity; *Electromechanical Technology;*Electroeics;'Employment Potential; Evaluation .-Criteria; Facility Guidelines; Glossaries;- Graduation...

DOCUMENT RESUME

CE 041 384

Requirements; *Job Skills; Learning Activities;Models; Occupational Information,Ljecordkeeping;Secondary Education; State Curriculum Guides; State ,

Standards; Statewide Planning; Student Evaluation ;.4 Student Recruitment; *vocational Education

IDENTIFIERS Georgia;-Special Needs Students

ABSTRACTThis\currictium guide is intended.tp provide

vocational teachers, supervisors,. administrators, and counselors witha suggested model for.organizing a course in electromechanicaltecknology. Discussedfirst are the, philosophy, purpose, andobjectives of the course. Second,1mourse adftissions pnd recruitmentprocftdures are outlined: Included tin the next'three sections'aredescriptions of occupations riaated, to marketing and diptributive,education, descriptions of Dictfonary of OcCupational Titles' (DOT)code exit points, a list vf emploiabilityeskills, and a task listing.by DOT code. Afte'r an outline of the structure and content of thecurriculum is presented, i'series of user guide sheets ate provided.Each of thesecontains some or all of the following: the task or unitcompetency addressed, a performance statement, suggestedinstructional activities, a list of instructional materials needed,estimated class 'hours, estimated lab hours, a performance objective,'and suggested testing activities and resources. Examined next arefacility requirements. and procedures for the curriculum to servevarious special needs students.4The'lollowing instructionalmanagement information is included: guidelines for maintaining -

student competency records, procedures for criterion-referenced.. testing, and Georgia performance standards required for graduation. Aglossaty concludes the guide. (MN).

***********************i**********************************************Reproductions supplied by EDRS'are the best that, can be made

from the original document. .*

**************************************************************.*********

t.

I

16.

ti I

L 'OMECHANICAL%]TECHNOLOGY,

-At

b.

SECONDARY

4.

CURRICULLIM

ev.

U.E. DEPARTMENT gr EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUCATIONAL RE OURCES INFORMATIONCE R (ERIC)

This documeni has been reproduced asreceived fro the person or organizationongeneitMmq norm have been made to improverreproduction quality

Points of view or oplmons stated in this document do nor necessarily represent official NIEposition or policy

-

"PERMISSION TO REPROD(CE THISMATERIAL HAS BEEN GRANTED BY

TO THE cDUCA IONAL RESOURCESINFORMATION CENTER (ERIC).-

F,

I

Georgia Department of Education

1111moulaimmlimillmemilmimmlimmaid.

.,

10

L. C HAN I CAL,

. _. T ECM N 0 LO G Y.

ti

%MO

11

q

4

J

Is

Developed and Produced. Under Contractual Agreement with

Program Improvement and Evaluation

Va.

Office of Vocational EducationGeorgia Department of Education*

Atlanta, Georgia 30334Charles. McDaniel, State Superintendent of Schools

1985

v

r

1010

I

1

4

i

; 4 k .I

Si",

6

ELECTROMECHANICAL TECHNOLOGY CURRiCULdbCGUIDE

4S

,UNIVERSITY OF GEORGIA PROJECT TAFF,

I

e.7.11Pb'

C. Paul Scott

Rhijnda'Hefnet Packer

'Scott dMurwin.

' Stephen R. Matt.ix...

e . I

116.

41/

oeet Director

Ptoject Coordinator/o principle, Curriculum Develciper

Drincipe Curriculum Developer

A PTechmic01. Consultant

.

. .. ,

John L. Scott ... ...Curriculum Specialist,

I

\%,........ 0 Jn

". .

, 1Ronald L. 4.ith

Scott Murwin

\.

Rhonda Hefner Packer

CONTENT SPECIALISTS.

.

ltdger R.

Charei B. McKqghten

Jim. Bearmail.

Nav'aro

Don eterpon

Jen Scott

'Larry

Calvin Anderson,%

James F. iwatkins

CURRICULUM.ADVISORY COMMITTEEo

Paul Scott

Rhonda Hefner Pa c)cer

att Stonehouse

Delmus Turner'4.

Lee Morris

Don Harvey

4

lb

Stdphen R._Mattf iv

ti DeloOm, Turneri/..

Jim McCaa

,Carl Fright'Earlpst Earls

Nt#

) 'Scott Murwin Stephen R. Matt

IScRtt Mike' Walke'r

,Earl Williams, DonPeterson

Ray Rucks

Charles WoodsA.

Morris McCarthy.

4

WO*

Mike Moye

Bob Hood

Jim Clarke

.

I

4

#

ft

f

.4lissy Smith

DebraVatson

VelloniMcClain

Charles elder

.

4

PRODUCTION STAFF

.1p#

O

Laurie Jones

Sandra Berry

LAcretia Arthur

A speciAl thkriks to .Michelegraphic contributions.

J.

R

a.

N

K.

.1

0

ce

4

tonyiaParsons

Janief,-DUceatt

Larry Autry

Den and Rufus Knowles lot their

iv5

wl

A

..

PURROE AND ,UTILIZATION' OF THE CURRICULUM GUIDE

?NS,1. 4. _

The .pdrpose eaf thrs curri-culum guide is .'to provide asuggested model for organizing

".vocational instructional .con-tent. In matey cases, morematerial is avallable.than may -be' needed, therefore, an in-structor will need to adaptthe .content to meet his/hei.program eeUs.

While the guide is primar-ily oriented- toward? : theclassroom, whether as a pori-mary iesource or as a-supple-ment to. other teaching materi-

. als, it also assists admin-istrators, counselorspand ./ay

.(-people involved, in' localschool systems. :The following

.,outline provides an overviewof the ,various,, ways 'thesegroups may utilize. the. curri-culum guides.

Vocational Teachers,

.

-- provide a guide for organ-,

izing their _program ofinstruction,

.-- Assist in establishing pro-'' .gram objectives,-- Serve as a. curriculum mat-

erials resource guide,-- Improve communications with

employers and advisory com-mittees-

- - .Facilitate competency basedinstruction,

-- Facilitate either group orself-paced instruction,

- - Include content by quarterand semester,Cros§-referencd with exist-ing state _developed in-

- struqtional materials.

;VP

4Vocatipnal Superviebrs andAdministrators' e.

.

.

-- Assist in' defining thb *

scope and content, of theirprogtams,

*--.Provide a meang,,to improvecurriculum management func-tions , , I 4

.-- Serve as a guide for admis.-sions azid job placementfunctions,

-- Improve communications withemgloyere and advisorycoth;-

. mitteds.

Counseling and Guidance Staff

PToNifaes a 'clAa base forc4unseling and, guidancepersonnel,Identify student" exitpoints (career option0,

-- Serve as guide for alimis-)sions and job placement,

r.--iCorrelate .with new State'Board of Educatioft' grad-

uation requirements, .

-- Provide specific contentsequencing by quarter band.:'semester for 'student sche-duling,

--(Provide curriculum optiOnsfor the disadtafttaged han-dicapped student, curricu-.

lUm_modifications for spec-,

ial needs students; andtypical admission require-'ments for regular andspecial needs students.

Local Curriculum CoordinationCommittees

-- Serve as a guide in workingout articulation arrange-ments,

C)

r

$

..#

If

6

Improve definitions of therelationship between pecOna7dary clusters and post sec-ondary specialized pro-

-grams.. ),A.Vocaiional teaChtsre, super-

vipors and .administrators,.'counseling apd ggidanbe stafflincrlocal-cuiriculum,coordin-

.,ation committees will,be pri-.mary users-of this guides. how-ever, the use of the guide is,not limited to these' groups,but by any and all groups

directly related in.designinga vocational curriculum.

9

a

4.

a

.

7

,

.*.

-

5,

(4.

..

I

.

4

rI 1

TABLE OF CONTENTS

-PHI14080PHi,'"iURP9SE AtiD:OBJECTTVES.

.. .

0Philosophy, PUtposeand Objectives Introduction

State .1,-0 : /1

1 ...

!Is A r,Local s

. .. ... .

ADMISSIONS AND RECRUITMENT.

/ ,)

Admissions and Rdoruitment Introd4ctiok. 1 ., ..

Admissions and Rec Aitment ; a

OCCUPATIONAL INFO ION0

Occupational Inf(ormation Introduction

Description of the OccupatiOn

Program Objective

Definition of the D.O.T. Code ..e N

DeCLPipon 'of the'D.O.To

Code Exit. Points

The VDARE Prodess._. ° .

. .

) EMPLOYABILITY SKILLS, J

.1

...,

/Employability Skills Introduction

. Employability Skills4

vs

),

.41

.

. 4t

*I-r 3

.-

1-4.

I4 f.

.

. 1-14..../1-3

1-4

III-1

111-3

. ..III-4

711-23

111-25

111-26

111-35

% t IV -1

IV-3)

IV-4

TASK LISTING V-1

Task Listing Introduction V-3

Task Listing by D.O.T Code V-4,

Task Iisting by Coppetency and CBE Requirement, V-49

CURRICULUM STRUCTURE VI-1

Curriculum Structure Introductibn 1/1-3

Core Curriculum by Quarter VI-4

411 Core Curriculum by Semester VI-5.7"

Second Year Optional Areas VI-6

4 -7'

.1

CURRICULUM CONTENT. VII1'.. ,

Curriculum Content Design, . ,VII-3

Course Outline # .VII -l1

4 .

Unit Guides .,VII -31

FACILITIES VIII-1

Facili;tibes Introduction WIII-3

Student Performance/Work Area VIII-4.

Learning Resource Center ,. N

, V211-12 .

.

SPZCIAL NEEDS ..... ....IX-T1:

,.,

Special Needs Introduction ) 4 1X'3

Working With Special Needs Students IX-4

INSTRUCTIONAL MANAGEMENT INFORMATION X-1

Instructional Management Information IntrLduction X-3

illStudent Competency Record Inttoduction . X-4

Student Competency Record .,

Criterion-Referenced Testing Introduction.. X -31

Criteion- Referenced Testing X -32

Curriculum Guide Section References'Introduction ....X-39

Curriculum Guide Section References

Georgia Performance Standards Required for Graduation

X-40

b.

Introduction X-54

Georgia Performance Standards Required-for Graduation X-55I

Live Work Policy Introduction X-65

Sample Live Work Policy X-66

Daily Lesson Plan Introduction X-68

Daily Lesson Plan X-69.

viii

.

4

f."

GLOSSARY XI-41

Glossary' Introduction

Terms Part One k XI-4; ,

Terms - Part Two- .

"4

1.

S.

. .. . ..0"

1

PHILOSOPHY,PURPOSE, AND

OBJECTIVES.

4

PHILOSOPHY, PURPOSE AND OBJECTIVES

Contents Listing

Philosophy, Purpose and Objectives Introduction 3

State Philosophy and Goals 4

Local Philosophy and.Goals6

.1

/

t

01,

ads

1-2

a

.z.re0"

PHILOSbPHYIPURPOpE AND OBJECTIVES INTRODUCTION.

This section provides an overview, of the philosophies,

purposes. and goals for vocational education in the State of

Georgia. These are applied to vocational cation at the

secondary level, however, it is recognized that more specific

philosophies, purposes and goals will be applicable depending on

the charater of the local program.

k

-44

1-3

4

3

n

24

VOCATIONAL EDUCATION IN GEORGIA

. .\

A. PHILOSOPHY

The Georgia Board ofEducation perceives voca-tiodal education as a

vithl component in theeducation of the young andadult citizens of thisState. Appropriate pro-grams of vocationaleducation and ancillaryservices should be madereadily avAtlable toindividuals rin. middleschools,, highs schools,postsecondary area vocational-technical schools,vocational divisions ofjunior colleges,. vocational centers, the QuickStart program and otheradult programs designed totrain or retrain workersfor 'useful_and satisfyingemployment.

Special services andassistance must . be pro-vided to those who need itin order to participate orbenefit from vocationaleducation. This includeswomen, minorities, thedisplaced homemaker andother displaced workers,'-

those with limited Eng-.lish &speaking ability, the

disadvantaged and the

handiCapped.

Since men and women spend.he greater part of theirlives ati some form ofwork, the State should

//provide opportunities for

Cc/`/ its citizens to devel-op the 'knowledge, skillsand attitudes necessary

for them to secure person-ally satisfying ' andsocially useful employ-ment.

B. PURPOSE..4

The. purpoSe of .vocationaleducation shall be toimprove the economicswell-being of. Georgiacitizens' by preparingindividuals, through orl

zed learning exper-ien es, to select,. Obtainand Vance in recogizWd°cm' a ions.

14

c

Pk

j

A. PURPOSE .

SECONDARY VOCATIONAL

The Purpose of secondaryvocational education isto provide trainingopportunities to middleschool students which areof spfficient variety andqualSty to enable them tomake wise career choices,and _at the high schoollevel to become, familiarwith. one 'or more occupa-tions of interest and tospecialize in a givenoccupation to the extentneeded to acquire entry-level job skills andknowledge, or to entermore specialized trainingat the postseconddrylevel.

,B. OBaECTIVES

1. At the middle schoollevel, to provide explor-atory PECE and Industrial\Arts programs. .

At the high school leNiel,to provide:

a. xploratory and prevoca-tional Industrial Artsprogikams.

b.' Prevocational programs 'inoccupaO.onal clusters forentry into specializedprograms in the 11th and12th grades, or at thepostsecondary level.

c. Training in a. single oc-cupational skill of suf -..ficient depth to gainentry-level employabil-ity, or the option tocontinue specializedtraining at the postsec-ondary level.

d.

e.

f.

g

h'.

i.

EDUCATION

Competency-based programsof occupational 'prepara-tion which enable studentsto advance as far aspossible through a plannedsequence of cogrsesleading to an occupationalobjective of greatestinterest tothe student.Opportunities and acti-vities for students ''to

develop and improve af-fective skills needed foiemployment.'Vocational guidance, court,-seling, remedial and sup-portive programs andservices needed by stu-dents to select and com-plete a program of voca-tional education.Ancillary and supportiveservices necessary toensure that all studentshave access to trainingopportunities regardlessof race,"- sex, nationalorigin, disadvantagement.or handicap.Opportunities for studentsto obtain or improve HomeEconomics and ConsumerEducation skills.Vocational education pro-grams such th t 5i% ofthose individ als who

lete or leave aam of occupational

preparation, and areavailable for employment,find employment in thefield for which trained,or in a related field.

1-5

15

0

a

STATEMENT OF LOCAL SYSTEM PHILOSOPHY, PURPOSE

SAND' GOALS FOR VOCATIONAL EDUCATILN

(Insert your school's statement ofphilosophy, purpose and goals here.)

6

I.

J

I

1-6

4

.o

4.

ADMISSIONS ANDRECRUITMENT

r-

as

Contonts List

ADMISSIONS AND RECRUITMENT

A.imissionsrand Roruitmoqt Introduction s3

AdmiSsions and Rocruiement 4

t,!I:.

. .- ,.

.

4

/\\

11-2

1

t

411

1

I

I

ADMISSIONS AND RECRUITMENT INTRODUCTION.

This section provides an -overvioe,of the adroissions and

recruitment -process. Several legal regulations and nondescrimlo

1.1

inatory information statements are provided to emphasize theft

1promptibw,of pondiscriminatory practices in vocational education010

throughout Georgia.

a

I

%It

4

()4

4IS.1

a

g

11-.3

19

4

ti

4

a.

ADMISSIONS .AND RECRUITMENT*

ADMISSIONS

The role of vocational'education is to provide indi-(viduals. with high quality oc-cupational training in orderto become' 'productive members-of. society..s .work force. Itis" the *purpose of the admis-sions, .office and the Astruct-tor for. each program to re-cwit and admit those personswho have themost reasonable,chance for .success. Accep-tance of students into aprogriam should be based on thephysical, mental and educa-Ntional qu'Alifigot,ions required

T°1-f

rogrqm andlthe job.

r>

Legal Aspects

Admission to a 'vocationalprogram should" not be deniedon the basis of race, nationalorigin,, color, creed, sex orhandieap: Instructors must beable to explain career optionsto thege individuals. It isalso importaht for the in-structor to be able to explainfederal laws and regulationswhich .govern nondiscriminatprypractices in education and onthe job. 'Several importantregulations are shown below

i

.Titl&'VI - Civil Rights, Aptof 1964 (nondiscriminationon the basis of race, colorand national origin)

.Title IX - EducationalAmendments of 1972 (non-discrimination on the basisof sex).

6 .10

. Sectioh_504 'of the Rehabi-litation Act of 1973(nondiscrimination on thebasis of handicap).

.dharanteed Loan Program Of1975

.Equal' Pay Act of ,1963 -

Nondiscriminatory InforMation

The following items arebeing implemented in Georgiavocational schools to promotenondiscriminatory pactices.

.no student may be deniedservice' finpncial 'aid orother benefits on thegrounds of race, coaor,'sql national origin, or

-haffdicap

11-4

. no student may be treateddifferently from others indetermining admission, en-rollment, or eligibilityin order to be provided any

. service, financ1,14 aid orother benefits

.males, females, minorities,and handicapped persons=should be portrayed in bothleadership and studentroles

.males, females, minorities,and handicapped personsshould be portrayed in.nontraditional occupations

.emphasize that employersare required by law to 4111

employ without regard., to

20

Rs.

.

race, color, creed ,'' na-tional origin, "sex .or

handicapping conditions

I..exclusion of persons on thebasis of parental, familyor 'marital status, preg-nancy, childbirth, termina-tion of pregnancy o recov-ery therefrom is p hibited

avoiklance of subtle or openbias against any-individualor up of indifiduals

Limitations on the numberor proportion of persons ofeither !ex admitted to aprogram is prohibited

.use of sex-fair language(i.e. Avoid usingNmasculinepronouns when generalizinglabout a group. Replace"he" or "she" with~ "stu-dent ".)

.school's. willingness and, ability to service thehandicapped with progiamsand activities

..J1/4,

.the availability of special'services for handicapped

0 students

( Th

Job Placement

The 'school's job place-ment office should imakeaccessible to students infor-mation regarding the nature ofthe job market, working condi-tions and salary expectations.The Occupational Informationsection of this CurriculumGuide will provide'additionalinformation 4.n this area.

Student Records

% Students records aremaintained to provide studentsand instructors with a base to'iden.gy student 'strengths andweakngsseb for placement intoa program. 'Student recordsare also made available toother educational institutionsor potential employers. The.student record contains allinformation applicable to eachstudent such as the applica-tion for admissions; medicalrecords, txarxcripts, etc.

The Family Ed4ationalRights and Privacy Act Of 1974allows the schools to dis-close information about astudent only if the studenthas been given the opportunityto refuse disclosure. Stu-

,

dent have the right to theacc s of their

`personalrec-

or however, students. areno allowed to inspect cer-tain types of confidentialinformation related to theirrecord or file. Related in-formation 'which is not avail-able to the. student includes ..-c'such items as parent's finan-cial information, job place-ment records or records of lawenforcement agencies.

Students records. are con-fidential andt are generallystored in a' limited adbessstorage area. It should alsobe explained to the studentthat some Federal and stateagencies are allowed adcess tothe student records withouttheir consent.

21

ow

4

RECRUITMENT

the purpose of the re-cruitment process is to market

*44 vocational education and, itsprograms. The gdial ofrecruitment is to search for

and identi4 potential stu-dents who want and "needvocational education and thento familiarize them with the,vocational programs availableto, them. Recruitment is a

team effort; every staffmember and student has thepotential to be a recruiter.

The recruitment processis composed of three phases:research, planning and pro-motion,

Resea..:ch

Before planning and pro-moting a recruitment program,each vocational program mustconduct a self-evaluation.The %following represent itemswhich vocational programsshould consider in the re-

*search phase . of the recruit-ment process.

.Who constitutes our tar-get population?

4.Why do students chopse a

vocational program?

.Why don'tents choosea vocational program?

.Once ,enrolled, whystudents stay invocational program?

doa

.What is our publicamong?

image

.

studentsparents .

employersgeneral' public

.Arev vocational studentsused to assist in the ,

recruitment for low enrol-lment programs?

.What recruitment techni-ques do current vocationalstudents consider effec-tive?

.How can we market pro-grams with low enrollmentmore effectively?

.What are the vocationalprograYs may strengths?

.What are the vocationalprogram's major weaknesses?

.What are the vocationalprogram's major strengthsin facilities?

.What are the vocationalprogram's major weaknessesin facilities?

Planning

The planning phase of therecruitment process addressesdeficiencies revealed by theresearch process. EXAMPLE:The research process identi-fied that existing facilitiesare \not accessible to the

handicapped: In the planningphase, efforts are made tomo'ify the existing facilities:or accessibility by handi-capped students.

11-62 2 lop

i

Promotion

Promotion, the last phaseof recruitment, is the mosttime consuming part of theprocess. This phase, consistsof generating, organizingand communicating recruitmentideas.

The fc116Wing examplesrepresent types of promotionalactivities which_you may findbeneficial with recruiting forvocational programs.

1. Interacting with GeneralAdvisory Committee

Typically, general advisorycommittee members are influen-tial in business and industryand are community leaders.Information gleaned from thiscommittee is invaluablebecause these people arefamiLiar, with redent trendsand changing conditions inindustry and in .the economy.Members of protected popula-tions should be activelysought to serve on the generaladvisory committee so that theentire community can have in-put into vocational programs.Because of their position ascommunity leaders, craft com-mittee members from protectedpopulations can also serve asa recruitment function intheir community, therebyimproving vocational programs'opportunity to serve a broadersegment of society.

2. Interacting with CraftCommittees

Since members of craftcommittees generally havecontact with a large number of

potential students, inter-action with these individualsis an important part of anyrecruitment effort. ,Indivi-duals from protected 'popula-tions should "be encouraged toserve on craft committees sotl)at they can become aware ofthe equal opportunity affordedto all students in vocationalprograms.

3. Designing Vocational PrO-'gram Recruitment Publica-tions

1

Publications such as voca-tional program batalogs, 'bro-chures and audiovisual presen-ta'ions are excellent methodsof promoting vocational pro-grams. When designing publi-cations, it is essential toincludea variety of studentsfrom different races, colors,ages, sexes' any? handicappingconditions in illustrations,drawings, slides or film. Thestudents illustrated should beinvolved in a broad range ofoccupational programs with anemphasis on nontraditional ca-

' reer opportunities availablethrough vocational programs.

11-7

4. Open House

Schedule open house activi-ties to allow the generalpublic to meet the vocationalstaff and students and tolearn more about the availablevocational programs; The openhouse should be publicized asfar in advance as possible.Media announcements and arti-cles should be distributed soas to reach the broadest seg-ment of the population, in-cluding women, minorities and..members of limited, EnglishSpeaking communities.

23

JIM

2

C

Using student tour guidesan effective recruitment

method since prospective stu-dents often find it easier todevelop rapport with anotherstudent rather than a voca-tional staff member.

5. Visiting Local Businessand Industry

°

It is impOrtant to informemployers that the vocationalatmosphere encourages studentsto pursue they career of theirchoice. Employers 'must be

assured that the vocationalstaff will send them the bestqualified applicants for a

position regardless of race,color, age, sex, nationalorigin or handicap.

6. Civil, Social and CommunityPresentations

Opportunities to speak withservice groups, church groupsand other community organiza-tions which represent a broad '

range of individuals shoVid.bemade. In addition to address-ing civic groups traditionallyserved in the past, new andemerging interest groups in

the 3ervice. area 'should be

addressed.'

7. Recruitment Day4

Recruitment day providesstudents and parents an oppor-tunity to visit vocationalprograms and obtain first handinformation about vocationaleducation.

8. Newspaper Coverage

Reports on vocationalactivillee'and student successstbries sent to local news-

'. papers help bring vocational

(

O

programp to the attention ofthe general public. News-papers are generally receptiveto publishing articles andreports written by thevocational staff or students.Whenever possible, featuresand photographs sent to thepress should include studentsof both sexes and members ofminority groups; Students innontraditional occupationalroles should also be high-lighted in feature storiesprepared for the press.

9. Radio and Television Cov-erage

As part of their publicservice functions, local radio(and television stations have

been willing to provideschools and vocational_ pro-grams with time and coverageof noteworthy events. Thiscoverage takes the form of

spot announcements duringVocational Education -Week,Open House or prior to otherspecial events.

10. Direct Mail

Sending information to tar-geted groups with an enclosedreply card =has proven to be

quite useful. Any directmailings used for recruitmentshould' include vocationalprogram's nondiscriminatorypolicy statement and stress

nontraditional career oppor-itunities.(.1 11. Billboards

Sometimes outdoor adver-tising on local billboirds canbe an effective, recruitmehtdevice provided the cost is

not prohibitive. Whenever

11-8

4,illboard advertising is used,vocational programs should bepresented in, a positive man-ner.

Considerations when EvaluatingRecruitment

The following items shouldbe considered when evaluatingthe promotional' aspect of therecruitment effort.

4.Is the recruitment plan oractivity organized?

.Are the materials used freeof discrimination or bias?

.Aie students recruited intovocational programs whichpre. usually considered tobe nontraditional for theirsex, race, national origin,color, age or handicap ?.

.Do recruitment teams in-clude persons of different

nationalages or

sexes, races,origins, colors,.handicaps?

.Do promotional activitiesstress that each vocationalprogrem is available toboth male and femalestudents?

.Is the promotional materialprovided to the limitedEnglish speaking communityin their native language?

.Does promotional materialindicate that vocationalprograms are open to allstudents regardless of sex,

t

race, national origin, colorage or handicap?

tt

.Does the recruitment 'pro-gram reach all protected.populations?

t.

*Abstracted from: Georgia Department of Education,, AdmissionsGuide and Testing Guide. AEC. Pittsburgh, Pennsylvania. 1982.

11-9

25

a

OCCUPINTIONALINFORMATION.

.0*

.

Contents Lis tang.

It

OCcupational Information Introducti n.Description of the OccupationProgram ObjectiveDefinition of the D.O.T. CodeDescriptibnaof the D.O.T. Exit ,P insThe VDARE Process

OCCUPATIONAL INFO TION

//

-

p

. 4,

ti

.... 34

2325

*.41'

2635

27

em.

4

'et

4

OCCUPATIONAL INFORMATION INTRODUCTION

a

This section provides an overview of the Electromechanical

Technology .field. Also included are specific job information and

various characteristics pertinent,to the D.O.T. exit points which

can potentially be achieved. in thil Electromechanical Technology

curriculum guide.

1

111-3

28

4.

a

DESCRIPTION OF THE OCCUPATION

ELECTRICAL-APPLIANCE PREPARER -'HOUSEHOLD- APPLIANCE INSTALLER -ELACTRICAL-APPLIANCE SERVICER -GAS- APPLIANCE SERVICER HELPER -

.

Nature of the Work

827.584-010*827.661-010*827.261-010*6.37.604-k010*

Most household chores such as cooking iha cleaning used tobe performed by hand and often involved a great deal of time and

physical effaqk. Today, a variety of laborsaving appliances make

many household jabs Much simpler to do. Microwave ovens cookmeals in Mutes. Washers and dryers clean clothes with little

physical rt. Indeed, the number of household. jobs machines

can do is most limitless. Even simple tasks such ass cooking a

hamburger or opening a can are done with appliances made

specifically for those purposes. Servicing these machines is i.he

job of the appliance repairer.

Appliahce repairers usually specialize in servicing eitherportable appliances puch as toasters and vacuum cleaners or majorappliances such as refrigerators, freezers, washers, and dryers.

Repairers in 1 rge shops generally are more specialized than

those in small ps.

Major appliances usually are repaired in customers' homes

by appliance repairers who carry their tools and a number ofcommonly used parts with thel in a truck.

To determine why an' appliance is not working properly,

repairers 'operate it to detect unusual noises, overheating* or

excess vibration. They look for common sources of trouble, such

as faulty electrical "connections, and consult service manuals and

troubleshooting guides. They may disassemble the appliance to

examine its parts. To check electric systems, repairers follow

wiring diagrams and use testing devices,' such as ammeters,

voltmeters, and wattmeters.

After locating the trouble, the repairer makes the necessary

repairs or replacements according to the type of appliance and

defect involved. To fix a major appliance such as a washer, the

repairer may replace worn bearings, transmission belts, or gears.

To remove old parts and install new ones, repairers use common

handtools, including screwdrivers, soldering irons, files,

pliers, and special tools designed for particular iappliances.

Repairers operate the appliance after completing -a repair to

check their work.

*Occupational Outlook Handbook. Washington: U.S. Department of 11111

Labor, 1982-83.

11.1-4 29 4

.

Appliance repairers may estimate and collect the cast ofrepairs. They also keep records of parts used and hours workedon each job.

Working Conditions

Repair shops generally are quiet, will lighted, andadequately ventilated. Working conditions outside the shop vary.For example, repairers sometimes work in narrow spaces anduncomfortable positions amidst dirt and dust. Those who repairappliances in homes may spend several hours a day driving.

Although the work generally is safe, repairers could havean accident while handking electrical parts and lifting andmoving large.appliances. 'nexperienced workers are shown how touse tools safely and how to avoid electric shock.

Appliance repairers usually work with little or no directsupervision. This feature of the job appeals to many people.

Employment

About 77,000 people were employed as applianc1e repairers in1980, many in indbpendent appliance stores/4 and repair shops.Others worked for service centers operated by "appliancemanufacturers, department stores, wholesalers, 'and gas andelectri6 utility companies.

Appliance repairers are employed in almost every community,but are concentrated in the more highly populated areas.

Training, Other Qualifications, and Advancementay

Appliance repairers learn their trade on the job. Manyrepairers have completed formal training in appliance repair andrelated subjects in high schoolsvprivate vocational schooli, andcommunity colleges. The programs in these schools provide thebackground in electrical and mechanical repair that is needed toenter this occupation. However, graduates usually need.additional training from their employer.

The type of training provided by employers varies amongcompanies. In companies that repair major appliances, beginnersmay be trained by experienced repairers during house calls. Inother cases, they are taught while working in the shop rebuildingused parts such as washing machine transmissions. Up to 3'yearsof 4n-the-job training may be needed to become skilled in allaspects of repairing some of the more complex appliances.

Some large companies such as appliance manufacturers anddepartment store chains have formal training programs-, whichinclude home study courses and shop classes, where trainees workwith demonstration appliances and other training equipment.

111-5

30

I

.1

JA

4

4n.

Many repai. rs receive supplemental instruction through,

seminaxa that are conducted periodically by appliance

manufacturers. These seminars usually last 1 or 2 weeks and deal

with -the repair of one of the manufacturer's appliances. To

become familiar with new appliances and the proper ways 'to repair

them, experienced repairers attend training classes it study .,

service manuals.

Persons who want to become appliance repairers generally

must have a high school diploma. Courses in electronics areessential because most repairs involve work with electrical

equipment. Appliance repairers who work in customers' homes must

be courteous and tactful.

;Appliance repairers in large shops or service centers may be

promoted to supervisor, assistant service manager, or service

manager. A few may advance to managerial positions such as'

regional service m ager or parts manager for appliance-

manufacturers. Prefer ce is given to those who show ability to

get along with co-wo ers asd customers. Experienced repairers

who have sufficient unds may.open their own appliance stores or

repair shops,0

Job Outlook

Employment ofappliance repairers is expected to grow about

as fast as the average for all occupations through the 1980's.

In addition to the jobs created by increased demand for appliance

repairers, many openings will arise each,year from the need to

reTlabe,experienced repairers who transfer to other occupationsot

retire, or die.

The number of appliances in use is expected to Aincrease very

rapidly as the number of households grows and new and improved.

appliances are introduced. -While modern appliances gene;ally

require less service than older models, maintaining the large

number of appliances will generate demand for qualified

repairers. Because electronic parts are increasingly used in

modern appliances, repairers with 'a strong background in

electronics.should have the best job prospects.

People who enter the occupation should have steady work

because the demand for appliance repair services continues during

economic downturns.

Oa

Related Occupations

Other workers who service electrical and electronic

equipment include air-conditioning mechanics, bowling-pin-machine

mechanics, business machine repairers, electric sign repairers,

electronic organ technic an television and radio repoirers, and 41110

vending machine mechanics. .

I -6

31

"V.

Sources of,Additiona4,Information

For further information about jobs in the appliance servicefield, contact local appZiance repair shops, appliance dealersand. utility companies., or the local office of the Stateemployment servile.

Information about training programs or work opportunities 1also is available from: Association of HdMe ApplianceManufact ers, 20 N. Wacker Dr., Chicago', IL 60606.

4

T

as,

eT

0'

.

F.

a

ELECTRICIAN - 824.261-010*ELECTRICIAN HELPER - 829.684-022*ELECTRICIAN APPRENTICE - .824.261-014*ELECTRICIAN - 824.681-010*ELECTRICAL REPAIRER - 829.2817014*

Nature of the Work

Heating, lighting, power, air-conditioningf and'refrigeration components all operate through electrical systemsthat are assembled, installed, and wired by electricians. Theseworkers also insall electrical machinery, electronicoequipmentand controls, and signal and communications systems.

Electricians follow blueprints and specifications for mostinsta114ions. To install wring in factories and offices, they4.may bend, fit, and fasten conduit. (pipe or tubing) insid47partitions, walls, or other concealed areas. Workers also fastento the wall sN6.1 metal boxes that will house electrical devicessuch as switches.

To complete circuits between outlets and switches, they thenpull insulated wires or.cables through the conduit. They workcarefully to avoid damaging any wires or cables. In lighterconstruction, such as housing, plastic-covered wire usually isused rather than 'conduit. In any case, electricians connect thewiring to circuit breakers, transformers, or other components.Wires are joined by twisting ends together with pliers dndcovering the ends with special plastic connectors. Whenadditional' strength is desired, they may use an electric"soldering gun" to melt metal on to the twisted wires, then cover'

them with durable, electrical tape. When the wiring isAinished,they test the circuits for proper' connections.

For safety, electricians follow National Electrical Codespecifications and procedures and, in addition, must comply withrequirements of State, county, an municipal electrical codes.

Electricians generally furnish their own tools, includingscrewdrivers, pliers, knives, and hacksaws. Employers furnishheavier tools, such as pipe threaders, conduit benders, and mosttest meters end power tools.

Working Conditions

Electricians are not required to have great physicalstrength, but they frequently must stand for long periods andwork in cramped quarters. Because much of their work is indoors,

4electricians are less exposed to. unfavorable weather than mostother construction workers are. They may risk electrical shocks,

*Occupational Outlook Handbook. Washington: U.S. Department ofLabor, 1982-83.

111-8

33

4

1

as,

falls from ladders and scaffolds, and blow from falling objects.However, safety practices have reduced the injury ratew.,

.Employment

Over 290;000 electricians were employed in 1980. Mostworked for electrical contractors; others were self-employedcontractors. Like the general' population, electricians are '

concentrated in industrialized and urban areas.

. Training! Other Qualifications, and Advancement

Most training authorities recommend the completion of a4-year apprenticeship program as the best way to learn .. the

celectrical trade. Compared to most other construction trades,.electricians have a higher percentage of apprentice-trainedworkers. Although many people learn the trade informally byworking for several years as electr4:ians' helpers, this methodof training is declining in relative importance. Many _helpersgain additional knowledge through technical' 'school Crcorrespondence courses; or throug'special training in the ArmedForces.

Apprenticeship programs are sponsor d thrqugh and supervisedby local union-management committees or by bompany managementcommittees. Although the programs are separate, the content,training, and method of instruction are nearly identical. Thesepr grams provide 144 hours of classroom instruction each year'inad ition to comprehensive on-the-job training. In the classroom,apprentices learn blueprint reading, electrical theory,electronics, mathematics, and safety and first-aid practices. enthe job,' under the supervision of experienced electricians,apprentices must demonstrate mastery of electriCal principles.At first, apprentices 'drill holes, set anchors, and set up

wconduit. Later, they measure, bend, and install conduit, as wellas install, connect, and test wiring. They also ldarn to set upand draw diagrams for entire electrical systems.

Beginners who are not apprentices can pick up the tradeinformally.in a variety of ways. For example, some begin work inmanufacturing plants by piecing together electrical components.Others start in maintenance where they learn about circuitbreakers, fuses., switches, and other electrical devices. Later,they broaden their knowledge by working as helpers forexperienced electricians. While learning to install conduit,connect wires, and test circuits, helpers are also taught safetypractices.

All applicants should be in good health and have, at least

average physical strength. Also important are agility and

dexterity. Good color vision is important because workersfrequently must identify electrical wires by color. Applidantsfor apprentice positions must be at least 18 years old andusually must be a high school or vocational school graduate with

111-9

34

4

1 ' year of algebra. Coursed ^in*'. electricity, electronics,

mechanical drawing, science, and shopsprovicle a good background.

To- obtain 'a license, pecessary for employment in some

loca ities, an electrician must 'pass an exauination which

requires a thorough knowledge of the craft.. Familiarity with the

National Electric Code and with local eleLtric and building codes

is important.

Experienced electriaians-- can advance to supervisors,

superintendents, or, contract estimators for contractors on

construction jobs. Many electricians start their own contracting.,

businesses. In many areas, a contractor must have an electrical

contractor's licdnse.

4

Job Outlook

Employment of electricians is expected 'to increase about as

fast,Orthe average for all occupations through the 1980's. As

population and the economy grow, more electricians will be need0d

to i stall electrical fixtures and wiring in new and renovated

homes, offices, and other buildings. In addition to jobs created.

by .increased demand for electrical work, many openings will arise

as experienced. electricians leave the occupation, retire, or die.

Although employment in this field is expected to .grow over

the long run, it.may fluctuate from year to year* due to ups and

downs in construction activity. Some electricians may be laid,

off when the level of construction declines. When construction

jobs are not avajlable, however, some workers may transfer to

jobs as maintenance electricians in industries that are less

sensitive to cyclical swings in-the economy than the construction

industry.

Job opportunities may be more favorabl& in the South and

West than in other regions of the Nation. Graduates of

apprenticeship programs should have the best prospects for

employment.

Related Occupations

To install electrical systems, electricians combine manual

skill and a knowledge of electrical materials and concepts.

Other occupations involving similar skills include

air-conditioning mechanics, cable installers and repairers,

electronics mechanics, elevator constructors, and maintenance

electricians.

Sources of Additional Information

For details about electrician apprenticeships or other work

opportunities in this trade, contact local electrical

contractors; a local chapter of the Independent Electrical

Contractors, Inc.; a local chapter of the National Electrical

wit

III-10

35

*,f

Contrictors -Association; a "local union of the InternationalBrotherhood of Electrical Workers; a local ,union-managementapprenticeship committee; or the nearest office of the Stateemployment. service or State apprenticeship agency. Some localemployment -services offices screen applicants and give aptitudetests.

For general information about the work of' electr44ans,contact: Independent Electrical Contractors, Inc., 1101Connecticut Avenue, N.W., Suite 700, Washington, D.C. 20036;International Brotherhood of Electrical Workers, 1125 15thStreet, N.W., Washingtod, D.C. 20005; National Association ofLighting 'Maintenance,Contractors.e 313 P4Ace Place, Suite 110,Madison, WI 53705; National Electrical Contractors Association,7315 Wisconsin Avenue, Bethesda, MD 20814; National JointApprenticeship and Trainihg Committee for the ElectrilalIndustry, 9700-E George Balmer Hwy., Lanham, MD 20706.

.06

36

4

Sof

e

REFRIGERATION MECHANIC HELPER - 637.687-014*r

AIR-CONDITIONING INSTALLER-AVICER, WINDOW UNIT - 637.261-010*AIR-CONDITIONING INSTALLER- SERVICER HELPER, WINDOW UNIT -

637.687-010*'-

REFRIGERATOR TESTER - 827.384-010*GAS LEAK TESTER - 827.584-014*

Nature of the Work

People always have sought ways to make their environmentmore comfortable. Today air-conditioning systems cont±ol thetemperature, humidity, and even the cleanliness of the air inhomes, offices, factories, and' schools. In addition,refrigeration systems make it possible to safely store food,drugs, and other perishable items. Air-conditioning andrefrigeration mechanics are skilled workers who install, test,maintain, and repair such systems. They may be assisted by"helpers" in perfovming their job duties.

Air-conditioning or 'refrigeration requires more than a

single machine. In central air-conditioning systems, for

.example, fans, compressors, cq,ndensers,'and evaporators cool anddehumidify the air. Metal ducts or special'piping distribute the

treated air throughout the building. MechaniCs must be able towork with the complete system--the ducts and pipes as well as allthe machinery.

Mechanics may specialize in installation or in

service -- maintenance and repair. Some work only with certainequipment such as commercial refrigerators. However, mechanicsmay do both installation and service and work with cooling and

refrigeration 'The following are some specific jobs in

this field.

Job responsibilities ilplude installing and servicing

air-conditioning systems and a variety of refrigerationequipment. For air-conditiohing or refrigeration systems,

mechanics follow blueprints, design specifications, and

manufacturers' recommended procedures to install motors,

compressors, condensing units, evaporators, and other components.They connect this equipment to the duct work, refrigerant lines,and electrical power source. After making the connections, theycharge the system with refrigerant if necessary and check it for '

proper,operation.ow'

When air-conditioning ,and .refrigeration equipment breaksdown, mechanics diagnose the cause and make repairs. To find

defects they test. parts such as compressors, relays, and

thermostats. During the winter, air-condit4ning ,mechanicsinspect the systems and perform maintenance, sleh as overhauling

*Occu ational Outlook Handbook. Washington: U.S. Department ofLa or, %

37

compressors. Some air-conditioning-and refrigeration mechanicsalso service heating systems.

They use a variety of tools. including hammers, wrenches,metal snips, electric drills, pipe cutters and benders, Vin_acetylene torches, to work with refrigerant linos and air .ducts.They use volt-ohmmeters, manometers, and other testing devices tocheck electrical circuits, burners, and other components.

Working Conditions

Mechanics work in homes, office bukldings, factories--anywhere there .is climate control equipment'. They carry theirtools and sate spare parts to the job sites in trucks that oftenare equipped with two-way radios. For major repairs mechanicstransport broken machinery or parts to the repair shop.

Mechanics may work outside or inside. Mechanics often worin awkward or cramped positions and sometimes are required towork in high places. Other hazards in this trade includeelectrical shock, torch burns,.muscle strains, and other injuriesfrom handling heavy equipment.

Employment

Approximately 179,000 persons worked as air-conditioning andrefrigeration mechanics in 1980. Cooling and heating contractorsemployed most air-conditioning and refrigeration mecha;ics. Theyalso work for foodstpre chains, school systems, manufacturers,and other organizaticTns that operate large air-conditioning andrefrigeration systems. Approximately 1 out of 6 mechanics isself-employed.

Air-conditioning and refrigeration mechanics wock all

parts of the country. Generally, the geographic distribution ofthese workers is similar to that of the population.

Training, Other Qualifications, and Advancement

Most air-conditioning and refrigeration mechanics start ashelpers and acquire their skills by working for several year4with experienced .mechanics. New workers usually begin byassisting experienced mechanics and doing simple jobs. They maycarry materials, insulate refrigerant lines, or clean furnaces.

koin time, they do more difficult jobs, such as cutting andldering pipes and sheet metal and checking electrical circuits.4 or 5 years new mechanics are capable of doing all types of

repairs and installations.

Many high schools, private vocational schools; and juniorcolleges offer programs in air-conditioning and refrigeration.Students study air-conditioning and refrigeration theory and thedesign and construction of the equipment. They also learn thebasics of installation, maintenance, and repair. Although

38

completion4of such a programgdoes not 'ass' ire a job,, employers mayprefer to hire graduates of these programs because they requireless on-the-job training.

Apprenticeship programs are run by uni9ns and air -

conditioning contractors. In addition to on-the-job training,apprentices receive 144 hours of classroom instruction eacbOyear.in related subjects, such as the use and care of tools, safetypracticbs., blueprint reasling, and air-conditiOhing theory.Applicants for apprenticedhips must have School diplomaand pass a mechanical aptitude test. Apprenticeships last 4years.

When hiring helpers, employers prefer high school 4raduateswth mechanical aptitude who have had courses in mathematics,mechanical drawing/ electricity, physics, and blueprint reading.

Good physical condition also is necessary because workerssometimes, have to lift and move heavy equipment.

To keep up With changes in technology and to expand theirskills, experienped mech may take courses offered- by;

associations such as the Re igeration Service Engineers Society,the Petroleum Marketing Education oundation, and the Air-Conditioning Contractors of America.

Mechanics can advance to positions as supery s. Those

with sufficient money and managerial skill ca pen their owncontracting businesses.

Job Outlook

Employment of air-conditioning and refrigeration. mechanicsis expected to increase about as fast as the average for alloccup4tions through the 1980's. Many openings will occur asexperienced mechanics transfer to other fields of work, retire,or die.

4

Employment of air-conditioning and refrigeration mechanicswill increase as more homes and commercial and industrialbuildings are constructed. Installations of new energy-savingair-conditioning and -refrigeration systems in existing homes andbuildings also will increase employment of mechanics.

Because these trades have attracted many people, beginnin4

'mechanics may face competition or jobs as helpers or

apprentices. Graduates of trai ng programs that emphasizehands-on experience will have an advantage in getting a job. .

Employment of air-conditioning and refrigeration mechanicsusually is not sensitive to downturns in the economy becausemaintenance of existing systems and installation of new, moreefficient equipment in existing buildings make up a large part of

their work. Because people and businesses depend on ',their41411116.

III-14 39

air-conditioning and refrigeration systems, the need for.

mechanics to .do maintenance work is strong even during economicdownturns.

Related OccupationsAl

Air-conditioning and refrigeration mechanics work with sheetmetal and pipingt and repair machinery, .such as electrical.motors, compressors, and burndrs. ,Other workers who have similarskills are boilermakers, electtical Appliance servicers,.electricians, pipefitters, plumbers, and sheet metal,wor%ers.


For more informatiOn about emiloyment and triiiining

opportunities in this, trade, contact local air-conditioningand refrigeration contractors; a local of the union previouslymentioned; a local joint union-management apprenticeshipcommittee; or the nearest office of the State employment serviceof State aRprenticeship agency.

For. pamphlets-on career opportunities And training, writeto: Air-Conditioning and-Refrigeration Institute, 1815 N. FortMyer Drive, Arlington,. VA 22209 (The Instituie prefers not toreceive individual requests for large quantities of pamphlets,.)or Air-Conditioning Contractors of America, 1228 17th Street,,N.W.4 Washington, D.C. 20036.

II

'MAINTENANCE MECHANIC HELPER - 638.684-018*MAINTENANCE REPAIRER HELPER - 899.684-022*PNEUMATIC TOOL REPAIRER - 630.281-010*ELECTROMECHANICAL TECHN CIAN - 710.281-018*ELECTRONIC -PRQDUCTION-L NE MAINTENANCE MECHA_

Nature of the Work

IC - 629.281-022*

When a machine breaks down in a plant or factory, not only

is the machine idle, but raw materials/and human resources are

wasted. It is the industrial machinery repairer's job to prevent

these cos:ly breakdowns and to make repairs as quickly as

possible.

Industrial machinery repaires--often called maintenanc6mechanics--spend much time doing preventive maintenance. This

ircludes keeping machines $11 oiled and greased, and

periodically cleaning parts. The repairer regularly. *inspects

machinery and checks performance. Tools such as micrometers,calipers,, and depth gauges /are used to measure and align all

parts. Fot example, tread es on sewing machines in the apparel

industry may need adjust nt and gears and bearings may have to

be aligned. By keep' g complete and up-to-date records,

mechanics try to anticipate trouble and service machinery before

the 'factory's productibn is interrupted.

When repairs become necessary, the maintenance mechanic must

first locate the specific cause of the problem. This challenge

requires knowledge reinforced by experience. For example, after

hearing a vibration from a machine, the mechanic must decide

whether it is due to worn' belts, weak motor bearings, or any

number of other possibilities. Repairers often follow blueprints

and engineering specifications in maintaining and fixing

equipment.

After correctly diagnosing the problem, the maintenance

mechanic disassembles the equipment, and then repairsor replaces

the necessary parts. Hand and power tools usually are needed.

The repairer may use a screwdriver and a wrench to take the door

off an oven, or a crane to lift a printing press off the ground.

Electronic testing equipment often is included in the mechanic's

tools. Repairers use catalogs to order replacements for broken

or defective parts. When parts Are not readily available, or

when a machine must be quickly returned to production, repairers

may sketch a part that can be fabricated by the plant's machine

shop.

The repairer reassembles and tests each piece of equipment

after it has been serviced, for once it is back in operation, the

machine is expected to work as if it were new.

*Occupational Outlook Handbook. Washington: U.S. Department df

Labor, 1982-83..I

III-16

41

F

Working Conditions

Industrial machinery repairers are not usually affected byseasonal changes in production. During slack periods,' when someplant workers are laid off, repairers oftin are retained to domajor overhaul jobs. In addition to their regular work schedule,industrial machinery repairers may be called to the plant atnight or on weekends for emergency repairs.

Repairers may work in stooped or cramped positions. to reachthe underside of a generator, for example. They a;sa may workfrom the top of ladders when rpairing a large chine. Theseworkers are subject to common injuries s ch as cuts andbruises. Goggles, metal-tip shoes, safety meta, and otherprotective devices help prevent injuri

Placement of Employmentt,

Industrial machinefi repairer work in almost every industryin which a.great deal of machinery is used. Many of the 655,000repairers employed in 1978 worked in the following manufacturingindustries: Food products, primary metals, machinery,transportation equipment, pager, and rubber. * .

Because industrial machinery repairers work in a widevariety of plants, they are employed in every. section of thecountry. Employment is -.:oncentrated, however, in heavilyindustrialized areas.

Training, Other Qualifications_, and Advancement

Graduation from high school is preferred, but not alwaysrequired, for entry into this occupation. High scnool courses.inmechanical drawing, mathematics, blueprint reading, andAphysicsare useful for those interested in enteri:.g this trade.

Most workers who become industrial machinery repairers startas helpers and pick up the skills of the trade informally. Somelearn the trade through apprenticeship programs. 'Apprenticeshipbraining usually lasts 4 years and consists of on-the-jobtraining and related classroom instruction in subjects such asshop mathematics, blueprint reading, welding, and safety.

Mechanical aptitude and manual dexterity arequalifications for workers in this trade. Goodcondition and agility are also necessary becausesometimes have to lift heavy objects or climb to reachlocated high above the floor.

importantphysicalrepairersequipment

Examinations may be administered periodica4ly to determinethe repairer's ability to maintain more advanced machinery. Somerepairers are promoted to machinists or tool-and-die makers orbecome master mechanics.

Employment Outlook

Employment of industrial machinery repairers'is expected toincrease much faster than the average for all occupations through

the 1980's. More repairers' will be needed as manufactureriinvest in more industrial machinery. Also, as machinery becomesmore complex, repair work and preventive maintenance will become

more time consuming. In addition, many openings will result fromthe need to replace repairers who retire, die, or transfer toother occupations.

Related Occupations

Other occupations whith involve repairing machinery include:

Aircraft mechanics, automobile mechanics, bowling pin``- machine

mechanics, machinists, millwrights, tool-and-die 'bakers,- and

vending machine mechanics.


Information about employment and apprenticeship

opportunities in this field may be available from local offices

of the State employment service or the following organizations:

International Union, United Automobile, Aerospace, and

Agricultural Implement Workers of America, 8000 East JeffersonAvenue, Detroit, MI 48214 and International Union of Electrical,

Radio and Machine Workers, 1126-16th Street, N.W., Washington,

D.C. 20036.

Ill -18 43

/

e

FLU D POWER MECHANIC 600481-010*

Nat re of the Work /

All-round machin ts, including the category, of fluid powermec anics, are skill metalworkers who can turn a block of metalint an intricate art, such as a gear or piston, that meetspre ise specificatibns. They know how to set up and operate mostty es of machine tools used to make metal parts for aircraft,ca s, machines, and other equipment. They also know the workingp operties of metals such as steel, cast iron, aluminum, andrasa used tQrtnake these parts. Using this knowledge of metals

/Plus their skill with machine tools, production machinists plan/ and carry out the operations needed to make a machined product.

Before they begkil.woulcon a part, machinists usually consult.blueprints or_I,iritten specifi

consult.cations. They select tools 'd

-materials for the job and plan the cutting and finishingoperations. To make a rifle barrel, for example, they might usealloy steel for the workpiece and a boring machine to cut outtherifle bore. After selecting a workpiece and the appropriatemachine, they determine dimensions of work and machiningcomputations. For example, they must know where to bore the hole

...in the workpiece, how fast they can feed the metal workpiece intothe machine, and which cooling oils keep metal from overheating..

They use precision instruments, such as micrometers, tocheck their work to thousandths or even ten-thousandths of an* einch. After completing machining operations, they may smoothrough metal edges before assembling the finished parts.

Like production machinists, all-round machinists inmaintenance shops have a broad knowledge of metals, machines, andmachining operatiofts. These workers repair or make new parts formachinery. They also adjust and test these parts.

Working Conditions

The work environment for machinists has improvedconsiderably in recent years.. Most machine shops are clean, welllighted, and well ventilated. Many modern shops areair-conditioned. Noise' levels also have beell reduced with theintroduction of better designed machine tools. In shops wherenoise still is a problem, workers must wear earmuffs or earplugsto protect their hearing.

Working around high-speed machine tools, however, can stillpresent certain dangers. Because flying pieces of hot metal cancause burns and cuts, machinists must dear safety glasses withside shields and other protective devices. Loose or billowyclothing,'long hair, and rings or other jewelry are prohibited.

*Occupational Outlook Handbook. Washington: U.S. Department ofLabor, 1982-83.

44

r-,Employment

ust

About 303,000 persons worked as machinists in 1980. Almostevery factory that uses substantial amounts of machinery employsall-round machinists to maintain its mechanical equipment. In

some fadtorie§, machinists make large quantities of identicalarts such as automobile axle shAfts in production departments.

others, they akei limited numbers of varied products such asm ssile motor ca es in machine shops.

Most all-round machinists work in the following industries:Mach ery, including electrical; transportation equipment;fabricated metal products; apd primary metals. Other industriesemploying substantial numbers., of these workers are the railroad,chemical, food processing, and textile industries. The FederalGovernment also employs all-round machinists in Navy yards andother installations.

Although machinists work in all parts of the country, jobsare most plentiful in.areas where many factories are located.

Among the leading areas of employment are Los Angeles, Chicago,hew York, Philadelphia, Boston, San Francisco, and Houston.

Training, Other Qualifications, .and Advancement

A 4-year formal apprenticeship is the best way.to learn themachinist trade, but some companies have shorter training

progftms for single-purpose machines. Many machinists do learnthis'fade on the job, however.

Persons interested in becoming machinists should bemechanically inclined to use the tools and machines required tobuild complex mechanisms. They also should be temperamentallysuited to do highly accurate work that, requires concentration aswell as physiCal effort. Prospective machinists should be able

to work independently. Although the work sometimes is tedious

.and repetitious, all-round_ machinists 'frequently have the

satisfaction of seeing the final results of their work. They

also often are able to switch from making one product to another;

as a result, variety is q major feature of all-round Machinists'

work.

A high school or vocational school education, including

mathematics, physics, or machine shop training, is desirable.5bme companies require experienced machinists to take additionalcourses in mathematics and electronics at company expense to work

with newer metalworking technologies, such as numerically

controlled .mac.hing tools. In addition, equipment builders

generall providef- training in the electrical, hydraulic, and

mechanical aspects of machine-and-control systems.

Typical machinist app:-entice programs consists . of

approximately 8,000 hours of shop training and about 570 hours of

related classroom instruction. In shop training, -apprentices

11I-20 45

learn chippixlg, filing, hand tapping, dowel fitting, riveting,and the operatiori of variouemachine tools. In the cladsroom,they study blueptint reading, mechanical drawing, shopmathematics, and shop practices.

Many all-round machinists become supervisors. Others takeadditional training and become tool-and-die or instrument makers.`Skilled machinists may open their own shops or advance"into othertechnical jobs in machine programming add tooling.

Job 'Outlook

The number of all -round machinists is expected to increaseabout as fast as the average for all occupations through the1980's. Gro 'wth in ,the demand for machined metal parts will causemost of the increade. In addition, many openings will arise fromthe need to other fields of work, retirb, or 010.e.

As population and incomes rise, so will the demand. formachined goods,. such as( automobiles, household appliances, andindustrial products. However, technological developments thatincrease the productivity-of *machinists are expected to keepemployment from rising as fast as the demand for machined goods.

Chief among these technological innovations is the use ofnumerically controlled machine tools. These machines, which usecomputers to control various machining. operations, significantly_reduce the time for machining operations.

a'

Much of the employment growth will occur in the maintenanceshops of manufacturing plants' as industries continue to use ag ±eater volume of complex machinery and equipment. More skilledmaintenance machinis will be needed to prevent

(S*

gostlybreakdowns iv highly mechanized plants. Often the"bredkdown ofjust one machine can top an entire production line for hours, 4

Employment of..machinists is ,relatively insensitive to thebusiness cycle. Instead of being stimulated by demand forconsumer goods, employment of proddction machinists is tied tothe development of new industrial machinery. Even when demandfor a particular consumer durable good is down -- automobiles, forexample--machinists are needed'to retool in order to make newproduct lines. 0

Employment of machinists involved in plant maintenance alsois insensitive to economic downturns. Proper maintenance andrepair of costly equipment remain vital concerns even whenproduction levels fall.

Related Occupations

Occupations most closely related to all-round machinistsare, of course, the other machining occupations. These includetool-and-die makers, machine tool operators, machine tool setup

,

workers, and instrument makers. Other occupations that,requireprecision and skill in working with metal include arc cutters,blacksmiths, gunsmiths, locksmiths, metal patternmakers, andloaders. 0,

Sourcesof Additional Information

For information on carder opportunities in the machine tool

Association,

contact: 'The National Machine Tool BuildersAssociation, 7901 Westpark Drive, McLean, VA 22102'i .

Information on apprenticeship training, includingrecommended apprenticeship standards for tool-and-die makerscertirld by the U.S. Department of Labor's Bureau ofAppreL-iceship.and Training can be obtained from: The NationalTool, Die and Precision Machining Association, 9300 Livingston**Road, Washington, D.C. 20022.

For information on apprenticeship training in the Chicagoarea, contact: The Tool and Die Institute, 777 Busse Highway,Park Ridge, IL 60068.

Many local offices o f State employment services provide freeaptitude testing.? to persons interested in° becoming all-roundmachinists or tool-and-die makers. In addition, the Stateemployment service refers applicants for, apprentice programs toemployers. In many communities, labor-minagement.apprenticeshipcommittees accept applications for apprenticeship.

Apprenticeship information also may be obtained from thefollowing unions (which have local offices in many cities).

III-22

f

ELECTROMECHANICAL TECHNOLOGY PROGRAM OBJECTIVE .

Given appropriate instruction, as suggested by this guide, a

student completing' the program should demonstrate entry level

skills in Electromechanical.Technology in the areas of knowledge,

theoretical structure, tool usage, diagnostic ability; related

supportive skills and occupational survival skills

As the student progresses through the program, sufficient

competencies will,be acquired to enable the student to enter the

occupational field at the following curriculum exit points.*4t,

Electrician Helper (D.O.T. Code 829.684-022)Electrician (D.O.T. Code 824.681-010)Refrigeration Mechanic Helper (D.O.T. Code 637.687-014)Air Conditioning Installer-

.. Servicer Helper, WindowUnit (D.O.T. Code 637.687-010)

Maintenance Mechanic Helper 00.0.T. Code 638.684-018)Maintenance Repairer Helper (D.O.T. Code 899.684-022)Electronic Production LineMaintenance Mechanic (D.OAT. Code 629.281-022)

Gas Appliance ServicerHelper (D.O.T. Code 637.684-010)

Electrical Appliance Preparer (D.O.T. Code 827.584-010)Household Appliance Installer (D.O.T. Code 827.661-010)Refrigerator Tester (D.O.T. Code 827.384-010)Gas Leak Tester _ (D.O.T. Code 827.584-040)Air Conditioning Installer-

Servicer, Window Unit (D.O.T. Code 637.261-010)Electrical Appliance Servicer (D.O.T. Code 827.261-010)Electrical Apprentice (D.O.T. Code 824.26f-014)

:11

1111 *Dictionary of Occupational Titles. Washington: U.S. Departmentof Labor, 1977.

III-23

48

O

O

PIO

Although designed as a two year curriculum, some students

may desire to pursue additional Electromechanital Technology

program areas during a third year of study. With appropriate

instruction, a third year should enable students to acquire

sufficient fundamental competencies from which they may pursue

the following curriculum exit points* either at the postsecondary

level or in the workforce.

ElectricianElectrical RepairerPneumatic Tool RepairerElectromechanical TechnicianFluid Power Mechanic

(D.O.T. Code 824.261-010)(D.O.T. Code 829.281-014)(D.O.T. Code 630.281-010)'(D.O.T. Code:710.281-018)(D.O.T. Code 600.281-010)

I

A*Dictionary of Occupational Titles. Washi6ton: U.S. Dep

of Labor, 1977.

4

artment

TII-24

DEFINITION OF D.O.T. CODE*

. \IAs a Result of technolo-

gical, eqp,omic and sociolo-gical influ noes, nearly ev-ery job in the economy isperformed sli htly different-ly from any of er job. Everyjob is also sim lar to a num-numbei of other jobs. In or-der to look at e millionsof jobs in an or nized way,job titles are de ignated a9-digit occupation 1 code.Each set of three. igits inthe D.O.T. Code has a speci-fic purpose or meaning thatdifferentiates, it from allother codes.

In the D.O.T. Code, the'first three digits identify aspecific occupational group.In the code 652.382-010, thefirst digit adicates an oc-cupational category. Thesecond digit refers to a di-vision within the occupa-tional category. The thirddigit defines a specific oc-cupational group within a di-vision.

The middle hree digits of.the D.O.T. ode 652.382-010are the worker function rat-ing of the tasks performed inthe occupation. Every job re-quires a worker to function,to some degree, in relationto data, people and things.A separate digit expressesthe worker's relationship toeach of these 'three groups.Worker functions involvingmore complex responsibilityand judgment are assigned

lower numbers while functionswhich are less complicatedhave high numbers.

The last three digits ofthe D.O.T. Code 652.382-010indicate the alphabetical or-der of titles within 6-digitcode groups. They serve todifferentiate a particular oc-cupation from all others. Anumber of occupations may havethe same first six digits, butno. two D.O.T. Code '.can havethe same nine digits.

*Dictionary of Occupational Titles, 1977 ed.

111-25

"50

1

DESCRIPTION OF OCCUPATIONAL EXIT POINTS* .

r)

827.584-010 ELECTRICAL-APPLIANCE PREPARER (Eby ind.) uncrater.

Assembles-and tests electrical appliances, etch as ranges,refrigeritars, and washing machines, to prepare for delivery and

installation, using handtools and test lamp: Uncrates

appliances, using *pry bar, wire cutters, and nail puller.

Assembles appliance parts, using screws and handtools. Connects

appliance to electric current to test performance. Locates'

faulty circuits with test lamp. Solders and wraps wires with

friction tape to repair insulation. Mashes and polishes

appliances. Examines exterior of appliance for chips, scratches,

and dents. Keeps records of appliances received; assembled, and

delivered. May be designated according to type of appliance

assembled and tested as DISHWASHER PREPARER (any ind.);'

ELECTRIC -RANGE PREPARER (any ind.); ELECTRIC-REFRIGERATOR

PREPARER (any ind:); WASHER-DRIER PREPARER.apy ind.).

827.661-010 HOUSEHOLD-APPLIANCE INSTALLER (any incl.)

Installs household appliances, such as refrigerators, washing

machines, stoves, and related appliances, in mobile homes or

customers' homes, using handtools: Levels refrigerators and

adjusts doors. Connects water pipes to washing machines, using

plumbing tools. Observes complete cycle of automatic washers and

dryers and makes adjustments. Lights and adjusts pilot lights on

gas stoves and examines valves and burners for gas leakage and

specified flame. May assemble and install prefabricated kitchen

cabinets in conjunction with appliances. May stain. or finish

cabinets.

829.684-022 ELECTRICIAN HELPER (any ind.) wirer helper.,

Assists ELECTRICIAN (any ind.) to install and repair

electrical wiring, fixtures, and equipment, performing any

combination of following tasks: Measures, cuts, and bends wire

and conduit, using ruler and handtools. Drills holes for wiring,

using power drill, and pulls, or pushes wiring through opening.

assists in lifting, positioning, and fastening objects, such as

wiring, conduit, and motors,. Performs minor repairs, such as

replacing fuses, light sock ts, bulbs, and switches, using

handtools. Maintains tools an ,equipment and keeps supplies and

parts in otder. Disassembles defective electrical equipment,

such as motors, using handtoo s. Performs other duti4bs as

described under HELP' flny ind.).

*Dictionary of Occupational Titles. Washington: U.S. Department

of Labor, 1977.

III-2651

637.684-010 GAS-APPLIANCE-SERVICER HELPER (any ind.) customer-servicer helper; gas-fitter helper.

Assists GASH- APPLIANCE SERVICER (any ind.) in installing,testing, adjutting, and repairing regulators, ranges, and,

heateks, in duStomerks establishments: Transports tools, parts,equipment, and appliances from truck to customer's establishment,using handtruck. Measures, cuts threads, and conndcts pipe tofeeder line and installed appliance, using pipe cutter, threader,and wrench. Dismantles appliances and replaces defective pipes,thermocouples, thermostats, valves, and spindles, usinghandtools.

Beerforms other duties as described under HELPER (any

ind.). May B designated according to kind of appliance repairedas GAS-STOVE-SERVICER HELPER (any ind.).

'637.687-014 REFRIGERATION-MECHANIC HELPER (any ind.)

Assists REFRIGERATION.TMECHANIC (any ind.) in installing,maintaining, and repairing industrial and commercialrefrigerating systems: Transports tools, materials, compionents,and refuse to and from work area. Lifts or holds.parts whileREFRIGERATION MECHANIC (any ind.) fits, alines, and faStens' theminto position. Bolts or unbolts parts, using handtools. May cutand thread pipe to specified length, using pipe cutter, stock,and die. May insulate cabinets and systems. Performs othrduties as described under HELPER (any ind.).

899.684-022 MAINrEWCE-RERAIRER HELPER, FACTORY OR MILL (anyL_ ind.) geftqral-maintenance helper.

Assists MAINTENANCE REPAIRER, FACTORY OR MILL (any incl.) in

repaiting and mainta-Mag machinery, plumbing, physicalstructure, and electrical wiring and fixtures of commerical anjindustrial establishments: Bends an cuts. conduit, cuts wires,and drills holes in' walls, .floors, ceilings for electricalconnections. Connects, wires to mot s fixtures, and otherelectrical equipment/ replaces switche nd fuses, and spliceswires and insulates wires with frict n tape. Bendse'cuts, andthreads pipe, cuts openings in wall , ceilings, and floors forpipes, and seals pipe joints with se.iing compound or moltenlead. Dismantles machines or equipment, replaces defective partsand motors, and adjusts feed mechanisms. Performs routinemaintenance on machines, such as, cleaning and lubricating shafts,pulleys, gears, and bearings, using rajs, brushes, grease gun,and oilcan. Cuts out and joins parts for worktables, benches,

shelves and other furnishings, using handtools and materials,such as saws, hammers, nails, and screws. Paints walls,

ceilings, or fixtures of building. Patches or replaces plaster,clears clogged drains, and replaces washers. Replaces or repairs

machine belts. Removes dust, dirt, grease, and waste material

111-27

from machines.---'Paints 'machines or equipment to prevent

corrosion, Performs other duties as described under ,HELPER (any

Ind.).4

829.281-014 ELECTRICAL .REPAIRER (any incl.) electrician,maintenance;. electrician, repair; trouble shooter,

electrical.

Repairs, maintainp, and installs electrical systems andequipment, such as motors, transformers, wiring, switches, andalarm systems: Locates and determines electrical malfunction,using test instruments, such as ammeter;' oscilloscope, and testlamp. Repairs malfunction by such methods as replacing burnt-outelements and fuses, by-passing or replacing defective wiring,filing switch contact points, and cleaning or rewiring motors,

using' handtools. Tests electrical equipment, such/ as generatorsand heaters) for safety and efficiency, using standard testequipment. Installs fixtures, motors, and other electrical

equipment and makes adjustments, using handttols. rnspectscircuits and wiring for specified shielding and g±ounding andrepairs or rewires system according to building codes and safety

regulations. May replace bearings in electric motors.. Mayrepair mechanical, pneumatic, hydraulic., or electronic components

of electrical equipment, using standard tools and gages. May.

plan layout and wire new installations (ELECTRICIAN (any incl.)].May be.required to hold license. May be designated according toequipment repaired as CIRCUIT-BREAKER MECHANIC (light, heat, &

power); ELECTRICIAN. CRANE MAINTENANCE (any incl.); ELECTRICIAN,RECTIFIER MAINTENANCE ilight, heat, & power); SALVAGE REPAIRER(light, heat, & power) I; 'TIME CLOCK REPAIRER (elec. equip.);

TRANSFORMER-COIL WINDER (light, heat, & power); or according to

work location as ELECTRICIAN, MACHINE SHOP (mach. shop);

ELECTRICIAN, REFINERY (petrol. refin.); UNDERGROUND REPAIRER

(light, heat, & power). Additional titles.: WATCH ELECTRICIAN(tel. & tel.); WIRER, MAINTENANCE (light, heat, & power).

637.261-010 AIR-CONDITIONING INSTALLER-SERVICER, WINDOW UNIT(any Ind.)

Installs, services, and' repairs air-conditioning units,

ranging from 1/2 to 2 tons capacity, .in priVate residences and

small business establishments: Examines unit visually for

defective parts, or listens to machinein operation, utilizingknowledge of mechanical, electrical, and refrigeration theory, to

determine cause of malfunction. Dismantles whole or part ofmachine, as indicated by type of malfunction, and repairs or

replaces such parts as switches,' relays, fa motors, thermostats,

and other components, using handtools and power tools. Replaces

filters, lubricates unit, and adjusts controls. Reassembles

machine, making necessary 'adjustments to insure efficie;t

111-2853

"ri

operation. May estimate cost of repairs or adjustments. Mayremove machines from customer's premises for major repairs oroverhaul in shop, or for return to manufacturer, for extensiverepairs. May repair sealed refrigeration units of machines.

827.384-010 REFRIGERATOR TESTER (refrigerat. equip.)

Inspects akl tests refrigeration units to evaluate functionaloperation of system, using knowledge, of refrigeration systems ,andoperating specifications: Connects it to electrical outlet andstarts compressor. Observes units 'to malfungtion andinsure that cooling' is taking place. . Teit comprAps onnonfunctioning units for specified wattage, using w meter.Timesc operating cycle of unit, using watch and, replaces relayswitches, or orders compressor replacement:to regulate length ofoperating cycle. ,Feels limes and other `components at variouspoints in system to idetermine if:unit is functioning. Examinescoolant. lines for damaged arid acqumUlations of frost indicatingConstriction or Obstruction in lines. Records, anq attachesinspection tag to malfunctioning units, indicating type andlocation.of defects. May attach gages to verify conformance ofunit to 'teMperiture, pressure, B.T.U" and other operationalspecifications. .May work iticontrolled temperature room.

O. 827.584-014 GAS -LEAK TESTER (refrigerat. equip.)

Performs one or more of following tasksto test assembled andcharged refrigeration units for refrigerant. leaks: Adjustscontrolsto set balance and range of electronic leak tester.Moves nozzle of tester along refrigerant lines, condenser, andcompressor and listens.for buzzer 'indicating presence of gas.Narrows range of tester and probes. area' to pinpoint exact

gas to copper f me-ring and ignites gas. Moves suction-holocation of leak Turns valve of gas tester to 'adjust flow f

joined to flame-ring, along. surfaces of refrigeration unitobserves flame for change in color denoting presence of,leakirefrigerant gas. Wraps wet litmus paper around joints orefrigeration unit and obServes paper for color change indicattingrefrigerant leak. Marks. number of defective part or joint oninspection tag; according 'to blueprint numbering chart, andattaches tag to unit. Records number and location of leaks oninspection chart..

824.41-010- ELECTRICIAN (any ind.)

Plans layout, installs, and repairs wiring, electricalfixtures, apparatus,- and cgntrol equipment: Plans new ormodified installations to minimize 'waste of materials, provideaccess for future maintenance, and avoid unsightly, hazardous,

111-29

ti

and unreliable wiring, consistent with specifications and localelectrical codes. Prepares sketches showing location of wiringand equipment, or follows diagrams or blueprints, insuring thatconcealed wiring is installed before cotpletion of future walls,

ceilings, and flooring. Measures, cuts, bends, threads,assembles, and installs electrical conduit, using such tools ashacksaw, pipe threader, and conduit bender. Pulls wiring throughconduit, assisted by ELECTRICIAN HELPER (any ind.). Spliceswires by stripping insulation from terminal leads with knife orpliers, twisting or soldering wires together, and applying tapeor terminal caps. Connects wiring to lighting fixtures and powerequipment, using handtools. Installs control and distributionApparatus, suqh,as switches, relays,' and circuit-breaker panels,fastening in Place with screws or bolts, using handtools andpower tools. Connects power cables to equipment, such as

electric range or motor, and installs grounding leads. Tests

continuity of circuit to insure electrical compatibility andsafety of components, using testing instruments, such as

ohmmeter, battery and buzzer, and: oscilloscope. Observesfunttioning of installed equipment or system to detect hazardsand need for adjustments, relocation, or replacement. May repairfaulty equipment or systems (ELECTRICAL REPAIRER (any ind.)].

May be required to hold license. May cut and weld steel

structural members, using flame-cutting and welding equipment.May be designated according to work location as MINE ELECTRICIAN(mining & quarrying).

824.261-014 ELECTRICIAN APPRENTICE (any ind.)

Performs duties as described under APPRENTICE (any ind.).

A worker who learns, according to written or oral contractualagreement, a recognized skilled craft or trade requiring one ormore years of on-the-job training through job experiencesupplemented by related instruction, prior to being considered aqualified skilled worker. High school or vocational ,school

education is often a prerequisite for entry into an

apprenticeship program. Provisions of apprenticeship agreementregularly include length of apprenticeship; a progressive scaleof wages; work processes to be taught; and amount of instruction

in subjects related to the craft or trade, such as

characteristics of materials used, physics, mathematics,

estimp.ting, and blueprint reading. Apprenticeability of a

particular craft or trade is best eviilenced by its acceptabilityfor registration as a trade by a State apprenticeship agency orthe Federal Bureau of Apprenticeship and Training. Generally,

where employees are represented by a union, apprenticeship

programs come under the guidance of joint apprenticeship

committees composed of representatives of the employers or the

employer association and representatives of the employees. These

committees may determine need for apprentices in a locality and

establish minimum apprenticeship standards of education,

experience, and training. In instances where committees do not

111-30

55

exist, apprenticeshtp agreement is made between apprentice andemploy r, or an employer group. The title, APPRENTICE, is oftenloosely used as a synonym for beginner, HELPER (any ind.), orTRAINEE (anylind.). This practice is technically incorrect andleads to ,in determining what is meant. Typicalclassifications for apprentices are BLACKSMITH APPRENTICE(forgingi; MACHINIST APPRENTICE (mach. shop); and PLUMBERAPPRENTICE (const.).

827.261-010 SLECTRICAL-APPLIANCE SERVICER (any ind.) appliance-service representative.

Installs, services, and repairs stoves, refrigerators,dishwashing machines, and other electrical household orcommerical appliances, using handtools, test equipment, °andfollowing wiring diagrams and manufacturers's specificptions:Connects appliance to power source and test meters, such aswattmeter, ammeter, or voltmeter. Observes readingson metersand graphic recorders. Examines appliance during operating cycleto detect excess vibration, overheating, fluid leaks, and looseparts. Disassembles appliance and examines mechanical andelectrical parts. Traces electrical circuits, following diagram,and locates shorts and grounds, using ohmmeter. Calibratestimers, thermostats, and adjusts contact points. Cleans andwashes parts, using wire brush, buffer, and solvent, to,removecarbon, grease, and dust. Replaces worn or defective parts, suchas switches, pumps, bearings, transmissions, belts, gears,blowers, and defective wiring. Repairs and adjusts appliancemotors. Reassembles appliance, adjusts pulleys, and lubricatesmoving parts, using handtools and lubricating equipment. May be 4known according to appliance repaired as CLOTHES-DRIER REPAIRER(any ind.); COFFEE-MAKER SERVICER (any ind.); DISHWASHING- MACHINEREPAIRER (any ind.); ELECTRIC-RANGE SERVICER (any ind.);ELECTRIC-REFRIGERATOR SERVICER (any ind.); WASHING-MACHINESERVICER (any ind.) .

630.281-010 PNEUMATIC-TOOL REPAIRER (any ind.) air-motorrepairer; drill doctor.

Repairs pneumatic tools and air motors, such as pneumatichammers, chisels, and reamers, using mechanic's tools: Starts'. notor or tool and listens to sound to locate cause of trouble.Disassembles motorpistons, connectingwrenches, and other

and repairs or replaces defective gears,rods, and other parts, using taps, files,

handtools.

600.281-010 FLUID-POWER MECHANIC (any ind.)

Fabricates, assembles, services, maintains, repairs, andtests fluid power equipment, such as power steering units, andcomponents, following blueprints, schematics, or drawings, using

de

handtools, power tools, and testing devices and applyingknowledge of hydraulic, pneumatic, and electrical principles:Analyzes blueprints, schematics, diagrams, and drawings to

determine fabrication specifications. Sets rp and operatesmilling machines, lathes, shapers, grinders, drill presses, and

welders to make precision parts. Verifies conformance tospecifications, using instruments, such as micrometers, verniers,and calipers. Assembles fluid power components, such as pumps,cylinders, valves, reservoirs, motors, accumulators, filters, andcontrols, using handtools and holding devices.. Connects unit totest equipment, and analyses and records data, such as fluidpressure, flow measure, and power loss due to friction and partswear. Recommends modifications in unit and in test procedures,instrumentation, o.. setup, based on analysis of test results.

824.681-010 ELECTRICIAN (mfd. bldgs.)

Installs And repairs wiring, electrical fixtures, and .fuseboy 2s in prefabricated and modular 4omes, using handtools: Readsblueprints to determine locations of equipment and conformance tobuilding and :_Afety codes. Measures, cuts, and installs conduitin specified panels, using handtools. Measures for location ofreceptacles with tape measure and installs receptacles. Cuts andconnects wires according to diagrams to install fixtures, such.asswitches, light fixtures, and fuse boxes. Test continuity ofcircuits to insure safety, using ohmmeter. Repairs faultysystems. May direct workers in boring holes in studs and running

wiring. May train new workers in electrical system installationprocedures.

638.684-018 MAINTENANCE-MECHANIC HELPER (any ind.) machine-adjuster helper; repair helper.

Assists MAINTENANCE MECHANI(7. (any ind.) in repairing andmaintaining machinery and mechanical equipment: Carries toolsand equipment to and from storage and working areas. Holdsscaffolding members in place or tightens bolts to erect working.platforms zbout machines. Pulls handlines to raise materials and

tools to wirxing levels. Loosens bolts to dismantle machinery.Drills and breaks up concrete, using jackhammer. Digs trenchesfor machinery foundations. Mixes and pours concrete or

foundations. Cleans machines with sandpaper, solvent, and wipingrags to p_epare surfaces for painting. and greases

mw,iiines. Performs other duties as described under HELPER (any

ind.).

111-32 57

fir

637.687-010 AIR-CONDITIONING INSTALLER-SERVICER HELPER,WINDOW UNIT (any Ind.)

Assists AIR-CONDITIONING INSTALLER-SERVICER1 WINDOW UNIT (anyInd.) in repairing, servicing, or installing window-mounted -

air- conditioning units, performing any combination of followingdut,ies: Carries unit from delivery vehicle to worksite.Assembles window-support brackets, using handtools. Cuts openingthrough wall for insertion of unit, using hammer and chisel.Applies calking compound to excess space between air conditionerand wall opening. Performs other duties as described 'underHELPER (any Ind.).

710.281-018 ELECTROMECHANICAL TECHNICIAN (inst. & app.)

Fabrioates, tests, analyzes, and adjusts precisionelectromechanical instruments, such as temperature probes,gyroscope. units, telemetering systems, altimeters, andaerodynamic probes, following blueprints and sketches, usinghandtools, metalworking machines, and measuring and testinginstruments: Operates metalworking machines, such as benchlathe, milling machine, punch press, and drill press, tofabricate housings, fittings, jigs and fixtures, and verifiesdimensions, using micrometer and calipers. Assembles wires,insulation, 2nd electrical components, such as resistors andcapacitors, following method layouts, using fixtures, binocularmicroscope, soldering tools, tweezers, and handtools. Installselectrical assemblies and hardware in housing, using handtoolsand soldering equipment. Tests assembled instruments for circuitcontinuity and ,operational reliability, using multimeter,cr,cilloscope, oscillator, vacuum tube voltmeter, and bridge.Analyzes test results and repairs or adjusts instrumentsaccording to analysis. Records test results and writes report onfabrication techniques used. May calibrate instrument dialsaccording to established standards. May specialize in assemblyof prototype instruments and be designated as DEVELOPMENTTECHNICIAN (inst. & app.), or in assembly of productioninstruments and be designated as,FABRICATION TECHNICIAN (inst. &app.). r-

629.281-022 ELECTRONIC-PRODUCTION-LINE-MAINTENANCE MECHANIC(electronics)

Repairs and maintains machines and equipment used inprocessing and assembly of electronic components, such ascapacitors, resistors, semiconductor devices and assemblies fortelevision, radio communication, and radar systems, followingblueprints and other specifications using handtools and testequipment: Starts equipment or machine, such as diffusionfurnace, wave solderer, or ultrasonic welder, and inspectsmechanical or electrical units and controls to determine

111-33

111

malfunctions. Reads blueprints and schematic drawings todetermine repair procedures. Dismantles machine and disconnectscontrols, using screwdrivers, wrenches, wire cutters, and otherhandtools. . Removes and sets aside defective units fOr,repairreiplabement. Assembles and installs equipment, such as shafting,conveyor, wiring, tubing, and controls, using hand and powertools. Adjusts sensitive electrical, thermal and timing elementsto meet specifications. Starts repaired or newly installedmachines and verifies readiness for operation. Records type ofmalfunction and repair work performed. May prepare requisitionsfor material and supplies. May repair electronic control units.May be designated ELECTRONICS TECHNICIAN, AUTOMATED PROCESS(electronics) .

4

111-34 59

VDARE PROCESS

A resource for assessing anindividual's capabilities aninitiating job placement ac-tion is the VOCATIONAL DIAGNO-SIS and ASSESSMENT of RESIDUALEMPLOYABILITY (VDARE) process.Its purpose is described inVocational Aisessment Planningand Jobs.

"...is designed for jobanalysis and the assess-ment of vocational po-tential. Utilizing the

Dictionary of Occupation-al Titles' (DOT), theclient's personal hsto-ry, and current level of.functioning, information(medical, psychological,social, educational andvocational) is syni.hesized to predict vocationalfunctional potential.The Process Worksheet isused to record, synthe-size and analyze thevocationally relevantinformation about thecli

11 'I"ts. potential to

work.

The objective of this pro-cess is aiding the vocationalprofessional; i.e., instruc-tor, ,counselor, or administra-tor -in placing a student's

. assessed qualifications beforeprospective employers. Theassessment of personal quali-fications is unique to eachindividual and is accomplishedthrough trait factor analysis.

The VDARE process isolatesthe individual traits andmatches them to occupationswhich use or accommodate theparticular grouping of traitswhich result .rom. the trait

factor analysis. The matching4.s accomplished via a computersearch .of VDARE's data bankwhich contains the classifi-cation of jobs according. toworker trait factors. Each of12,099 jobs are factored ineleven categories:

"1) DOT Code2) Data/People/Things (DPT)

Numbe:3) Guide to Occupational

Exploration (GOE) Code4) Job title5) Physical Demands6) Working Conditions7) General Educational

Development (Reasoning,Math, Language)

8) Specific VocationalPreparation

9) Aptitudes10) Interests11) Temperaments"

.4ryo

If you are interested inpursuing a trait factor ana-lysis, each case study beginswith the "VDARE Process Work-sheet". This form presentsthe client's biographicaldata, educational/training andwork history. A medicalreport, vocational/psycholog-ical testing, work evaluationand behavioral observationsadd further definitions of theindividual's traits. The re-sulting measures of thesetraits are recorded onto the"Vocational Relevant Informa-tion" section of the VDAREworksheet. This data ismatched through a computersearch to occupations in whichthe client may be expected tofunction successfully.

111-35

CO

4

The worker trait factorsfor your/ particular programare presented on the followingpages. Although these arecomposite descriptions ofoccupations as they maytypically occur, they may notalways coincide with a spe-cific job as it is actually

. performed in a particular workenvironment.

For further information,contact:

VDARE ServicedOureauDr. Tim FieldP.O. Box 1945Athens, GA 30603(404) 548,8161

t,

1) Sink, J.M. and Field, T.F. Vocational AssessmentPlanning and Jobs. Athens, GA: VDARE Service Burcaui 101.

2) Field, T.F. and Field-', J.E. The Classification of JobsAccordin to Worker Trait Factors. Roswell, GA: NortfiKirictPrinting, 9 2.

I11-36. 61

A

ELECTRICIAN HELPER829.684-022*

DATA, PEOPLE, THINGS

Persons desiring to become electrician helpers should have theability to make comparisons. They should be able to take instructionsand help others. They must.use body members, toolp and devices towork, move, or place objects or materials. They must have the abilityto select appropriate tools, objects or materials to perform a job.

PHYSICAL DEMANDSsK

Electrician helpers have a medium work load. They must be ableto citing balance, stoop, kneel, crouch, crawl, reach, handle, fingerand feel.

WORKING CONDITIONS

Electrician helpers spend the majority of their working timeinside in environments which may be hazardous.

GENERAL EDUCATION DEVELOPMENT

Reasonings

Mathematics:

Electrician helpers must apply common sense understandingto carry out written or,oral instructions. Occasionallythey must deal with problems involving concrete variables.

Electrician helpers must use arithmetic to add,subtract, multiply and divide whole numbers.

Languages Electrician helpers must.be able to learn job duties fromoral instuctions or demonstrations. They must be able totranscribe information and fill in report forms.

SPECIFIC VOCATIONAL PREPARATION

Training time should be over thirty days up to anA includingthree months.

APTITUDES

Intelligence: medium ringer Dexterity: mediumVerbal: low Manual Dexterity: mediumNumerical: low Eye-Hand-Foot Coordinations lowSpatial:Form Perception:Clerical Perception:Motor Coordination:

mediummedium

highmedium

Color Discrimination: high

INTERESTS

Electrician helpers have a preference for activities dealing withthings and objects. They prefer activities that are routine, concreteand organized in nature. They alto prefer activities related toprocesses, machines and techniques.

TEMPERAMENTS

Electrician helpers should require the precise attainment of setlimits, tolerances or standards.

geld, Tim. The Classification of Jobs According to Worker Trait /Actors, 1982.

111-37

62

0

ELECTRICIAN824.681-010*

DATA, PEOPLES THINGS

Persons desiring to become electricians should have the ability

to make.comparisonar. They should be able to take instructions andhelp others when necessary. Additionally, they must use body membersand.tools to work, move, guide or place objects or materiels. Theymust be precise in the jobs they perform. #

PHYSICAL DEMANDS

Electricians have a light work load. They must be able to stoop,

kneel, crouch and crawl. They should have the ability to roach,handle, finger, and feel.' Additionally, they should have visualacuity, depth perception, field of vision and color vision.

WORKING CONDITIONS

Electricians spend the majority of their working time inside.The working environment say sometimes be noisy.


Reasonings Electricians must app'.y common sens: understanding tocarry out written or instructions. They muslokdealwith problemminvolving concrete variables.

Mathematics:

La:lquage:

) A

Electricians Must make mathematical calculations in olv-ing fractions, decimals and percentages.

Electricians must be able to learn job duties from o 1

instructions or demonstrations. They must be abl to

transcribe information and fill in report. forma.

Self- employed, electricians should have some ability tofile, post, and 'mail such material as forms, checks,

receipts and bills.

SPECIFIC VOCATIONAL.PREPARATION

Training time should be over three months up to including six

months.

APTITUDES

Intelligence: mediumVerbal: mediumNumerical: lowSpatiel: mediumForm Perception: mediumClerical Perception: lowMotor Coordination: medium

INTERESTS

Ping:Air/Dexterity: mediumManual Dexterity: mediumEye-Hand-Poot Coordination:

negligibleColor Discrimination: high

Electricians have a preference for activities dealing with thingsand objects. Additionally, they have a preference for activities that

are carried on in relation to processes, machines and techniques.

TEMPERAMENTS

Electricians should have the capability to make generalisations,evaluations or decisions base# on measurable or verfiable criteria.They should require the preS.se attainment of set limits, tolerances

or standards.

riald, Tim. The Classification of Jobs According to Worker TraitFactors, 1982.

111-38

63

4

REFRIGERATION-MECHANIC HELPER637.687-014*

DATA. PEOPLE, THINGS

Persons desiring to become refrigeration-mechanic helpers shouldhave the ability to make comparisons. They should be able to takeinstructions and help others. They mat use body members andspecial devices to work, move or carry objects or materia Theyhave little latitude for judging the attainment of standa or inselecting appropriate. tools, objects or materials.

PHYSICAL DEMANDS

Refrigeration-mechanic helpers have ii heavy work load. They mustbe able to stoop, kneel, crouch, crawl, reach, handle, finger, andfeel. They should be able to exchange ideas by means of the spokenword and perceive the nature of sounds by the ear.

NORICUM CONDITIONS

Refrigeration-mechanic helpers spend a majority of their workingtime inside. They work in environments where they are exposed tocold, temperature changes, noise, vibration, hazardous conditions,fumes, odors, toxic conditions, dust and poor ventilation.

GENERAL IDICATION DEVELOPMENT,

*eskonings Refrigeration-mechanic helpers must apply common senseunderstanding to spry out detailed but uninvolved writtenor oral instructilli. Occasionally they must deal withproblems involving few concrete variables.

Mathematics' Refrigeration-mechanic helpers must peiform simpleaddition and subtraction, read and copy figures, orcount and record.

Languages Refrigeration- mechanic helpers must be able to transcribeinformation and fill in report forms. They must learn jobduties from oral instructions or demonstrations.

yin= , -NATIONAL PREPARATION

i1

Training time should be anything beyond short demonstration up toand including thirty days.

,

APTITUDES

IntelligencesVerbal'Numerical'Spatial:Fora PerceptionsClerical PerceptionsMotor Coordination,Ii

alow Finger Dexterity lowlow Manual Dexterity* lowlow Eye-Hand-Foot Coordination.low negligiblelow Color Discriminations negligiblelowlow

Refrigeration-mechanic helpers have a preference for activitiesdealing with things and objects. They prefer activities that areroutine, concrete and organised in nature.

Refrigeration-mechanic helpers must be able to perform repetitivework, or to perform continuously the same work, according to setprocedures, sequence or pace.

*Field, Tim. The Classification of Jobs According to Worker Trait

111-39

64

factors, 1982:

AIR CONDITIONING INSTALLER-SERVICER HELPER, WINDOM UNIT637.687-010*


Persons desiring to,become air conditioning installer -servicsrhelpers should have the ability to make comparisons. They should beable to take instructions and help others. Additionaily, they suetuse body members -tools or special devices to work, love or carryobjects or mstertals. They must have the ability_to selectappropriate tools, objects or materials to porters their job.

Air conditioning installer-servicer helpers hawse heavy workload. They must be able to climb, balance, stoop, kneel, crouch and

crawl. They must also be able to reach, handle, finger and feel.

MORNING CONDITIONS

Air conditioning installer-servicer helpers spend equal amountsof their working time inside and outside in environments which may behasardous.

a

1L EDUCATION DRVILON ENT

Reasonings Air conditioning installer -servicer helpers must applycanon sense understanding to carry out detailed butuninvolved written or oral instructions. Occasionallythey must deal with problems in4rolving concrete variables.

Mathematics: Air Conditioning installer-oervicer helpers must performsimple addition and subtraction, read and copy figures,or count and record.

Language! Air conditioning installer- servicer helpers must be able tolearn job duties from oral instructions or demenetrations.They must be able to transcribe information and fill inreport forms.


Training time should be over 30 days up to and including threemonths.

APTITUDES

oietelligence:Verbal:Numerical,Spatial:Form PerceptionsClerical PerceptionsMotor Coordination:

low Finger Dexterity: lowlow Manual Dexterity: lowlow Eye-Rand-Foot Coordination:low negligiblelow Color Discrimination: lowlowlow

;MUSTSAir conditioning installer-servicer helpers have a preference for

activities dealing With things and objects. They also preferactivities that are routine, concrete and organised in nature.

TEMPERAMENTS

Air conditioning installer-servicer helpers should have thecapability to make generalisations, evaluations or decisions based onmeasurable or verifiable criteria. They should require the preciseattainment of set limits, tolerances or standards.

*Field, Tim. The Classification of Jobs According to Worker TraitFactors, 1982.

111-40

0

MAINTENANCE-MECHANIC HELPER638.684-018*

DATA, PEOPLE,*THINGS

Persona desiring to become maintenance-mechanic helpers shouldhave the ability to make comparisons. They should be able to takeinstructions and help others. They must use body membwrs, tools orspecial devices to work, move, guide or place objects or materials.They must have the ability to select appropriate tools, objects ormaterials to perform a job.

PHYSICAL DEMANDS

Maintenance-mechanic helpers have a heavy work load. They shouldhave the ability to reach, handle, finger, aud feel. Additionally,they should have visual acuity, depth perception, field a vision andcolor vision.

WORDING CONDITIONS

Maintenance-mechanic helpers spend the majority of their workingtime inside. The working environment may sometimes be noisy andhazardous.

GgNERAL EDUCATION DEVELOPMENT

Reasoning: Maintenance-mechanic helpers must apply common senseunderstanding to carry out written or oral instructions.They sometimes must deal with problems involvidg concretevariables.

Mathematics: Maintenance-mechanic helpers must perform simpleaddition and subtraction, read and copy figures, orcount and record.

Language: Maintenance-mechenic helpers must be able to learn jobduties from orarinstructions or demonstrations.ilkdditionally, they must be able to transcribe informationand fill in report forms.

SPECIFIC VOCATIONAL PREPARATION4

Training time should be over three months up to and including sixmonths.

APTITUDES

Intelligence:Verbal:Numerical:Spatial:Form PerceptionsClerical Perception:Motor Coordination:

INTERESTS

low Finger. Dexteritys medilow Manual Dexterity: medlow Eye-Hand-Foot Coordination: jowlow Color Discrimination;low

mediummedium

Maintenance-mechanic helpers have a preference for activitiesdealing with things and objects. They prefer activities that areroutine, concrete and organized in nature. Additionally, they have apreference for activities that are carried on in relation toprocesses, machines and techniques.

TEMPERAMENTS

Maintenance-mechanic helpers should have the capability toperform repetitive work, or to:perform continuously the same work,according to set procedures, sequence or pace.

*Field, Tim. The Clecsification of Jobs Accordin to Worker TraitFactors, 1982.

6 6

MAINTENANCE-REPAIRER HELPER899.684-022*


Persona desiring to become maintenance-Tepairer helpers should

have the ability to make comparisons. They should be able to takeinstructions and help others. They must usebody members, tools orspecial devices to work, move, guide or place objects or materials.They must have the ability to select appropriate tools, objects ormaterials to perform a job.

PHYSICAL DEMANDS

Maintenance- repairer helpers have a heavy work load. They mustbe able to climb, balance, stoop, kneel, crouch, crawl, reach, handle,

finger and feel. They should have visual acuity, depth perception,field of vision and color vision.

HOMING CONDITIONS

Maintenance-repairer helpers spend the majority of their workingtime insideln environments which may sometimes be noisy andhazardous.


Reasoning: Maintenance-repairer helpers should be able to applycommon sense understanding to carry out detailed butuninvolved written or oral instructions. Occasionallythey must deal with problems involving a few concretevariables.

Mathematics: Maintenance-repairer helpers must perform simpleaddition and subtraction, read and copy figures, orcount and record.,

Language: Maintenance-repairer helpers should be able to learn jobduties from oral instructions or demonstrations. Theyshould be able to transcribe information and fill in reportforms.


Training time should be over six months up to and includihg oneyear.

APTITUDES

Intelligence: medium Finger Dexterity: medium

Verbal: low Manual Dexterity: highNumerical: low Eye-Hand-Foot Coordination: low

Spatial:Form Perception:Clerical*Perception:Motor Coordination:

mediummedium

lowmedium

Color Discrimination: low

INTERESTS

Maintenance-repairer helpers have a preference for activitiesdealing with things and objects. They prefer activities related toprocesses, machines and techniques.

TEMPERAMENTS

Maintenance-repairer helpers should have the ability to perform avariety of duties, often changing from one task to another of adifferent nature without loss of efficiency or composure. They shouldrequire the precise attainmentof set limits, tolerances andstandards.


111-42

67

Ire

ELECTRONIC-PRODUCTION-LINE-MaINTENANCV tutcHANic629.281-022*

DgYA, REOPLE,_ THINGS

Persons desiring bemechanics should haveLust be able to take inThey must use body membersobjects or materials. The

PHYSICAL DEMANDS

ome electronic-production-line-maintenance (ility to examine and evaluate date. They

ctiops and help others when necessiky.tools and devices to work, move or placemust be precise in the jobs they perform.

Electronic-production-line-maintenance mechanics have a mediumwork load. They must be able to stoop, kneel, crouch, crawl, reach,handle, finger and feel. They musttedable to express or exchangeideas by means of the spoken wordand perceive the nature of .sounds bythe ear. Additionally,they should have visual acuity, depthperception, field of vision, and color vision.

WORXING CONDITIONS

Electronic- production - line - maintenance mechanics spend themajority or their working time inside An environments which maysometimes be hazardous.

GENXRAL EDUCATION DEVELOPMENT

Reasoning: Electronic-production-line-maintenance mechanics musthave the ability to solve practical problems and deal witha variety of concrete variables in situations where onlylimited standardization exists. They must interpret.avariety of instructions furnished in written; oral,diagrammatic, or schedule form.

Mathematics: Electrodic=production-line-maintenance .-.3chanice mustperform ordinary arithmetic, algebraic and.geometricprocedures in standard, practical applications.

Language: Electronic-production-line-maintenance mechanics must havethe ability to communicate orally and aurally. They mustbe able to transcribe information and fill in report forms.Additionally, they should have some ability to file, post,and mail such material as forms, checks, receipts andbills.


Training time should be over six months up to and including odeyear.

1PTITUDES

Intelligence:Verbal:Numerical:Spatial:Form Perception:Clerical Perception:Motor Coordination:

medium Finger Dexterity: mediummedium Manual Dexterity: mediummedium Eye-Hand-Foot Coordination:medium negligiblemedium Color Discrimination: mediummediummedium

INTERESTS

Electronic-production-line-maintenance mechanics have apreference for activities dealing with things and objects. Theyprefer activities related to processes, machines and techniques. Theyprefer activities which result in tangible, productive satisfaction.

TEMPERAMENTS

Electronic-production-line-maintenance mechanics should be ableto.-ake generalizations, evaluations or decisions based on measurableof verifiable criteria. They should have the ability tc influencepeople, in their opinions and their judgments about ideas or things.


111-43

68

GAS-APPLIANCE -SERVICER HELPER637.684-010*


Peop1eldesiring to become gas - appliance- servicer helpers shoulilhave the ability to make comparisons. They should be able to takeinstructions and help others. They must use body members, tools orspecial devices to work, move or place objects or materials. Theymust have the ability to select appropriate toolshobjects ormaterials to perform a Sbb.

PHYSICAL DEMANDS

Gas-appliance-servicer helpers have a heavy work load. They.mustbe.able to climb, balance, reach, handle, finger, and feel. ?hey .

should have visual acuity, depth perception, field of vision and colorvision.

pWORKING CONDITIONS

Gas-appliance-servicer helpers spend an equal amount of theirworking time inside and outside. Their working environments may bysubjected to fumes, odors, toxic conditions, dust and poorventilation.

GENL.7'1, EDUCATION DEVELOPMENT

Reasoning: Gas - appliance- servicer helpers'must apply common senseunderstanding to carry out detailed but uninvolved writtenor oral instructions. Occasionally, t#ey must deal withproblems involving concrete variables.

Mathematics: Gam-appliance-servicer helpers must use arithmetic toadd, subtract, multiply and divide whole numbers.

Language. Gas-appliance-servicer helpers must be able to learn jobduties from oral instructions or dsuonstrations. They mustbe able to transcribe information and fill in report forms.


Training time should be over three months up to and including sixmonths.

APTITIUDES


medium Finger Dexterity: lowlow Manual Dexterity: mediumlow Eye-Hand-Foot Coordination: .

medium negligiblemedium Color Discrimination: low

lowmedium

INTERESTS

Gas-appliance servicer helpers have a preference for activiesdealing with things and objects. They prefer activities that areroutine, concrete and organized in nature.

TEMPERAMENTS

Gas-appliance-servicer helpers should have the ability to performa variety of duties, often changing from one task to another of adifferent nature without loss of efficiency or composure.


111-44 69

ELECTR1CAL-APPLIANCE PREPAUVR827.584-010*


Persons desiring to become electrical-appliance preparers shouldhave the ability to transcribe, enter or post data. Thep should beable to take instructions and help others when necessary. The- mustuse body mmbers, tools or special devices to work, move, or.p ..ceobjects or materials. They must be able to select appropriate tools,objects or materials to.perform a job.

PHYSICAL DEMANDS

Electrical-appliance preparers have a heavy work load. They mustbe able to stoop, kneel, crouch, crawl, reach, handle, finger andfeel.

WORKING CONDITIONS

Electrical-appliance preparers spend a majority of their workingtime inside.


Reasoning: Electrical-appliance preparers must apply common senseUnderstanding to carry out detailed but uninvolved writtenor oral instructions. Occasionally, they must deal withproblems involving a few concrete variables.

Mathematics: Electrical- appliance preparers must use arithmetic toadd, subtract, multiply and divide whole numbers.

Language: Electrical-appliance preparers must be able to transcribeinformation and fill in report forms.


Training time should be over thirty days up to and includingthree months.

APTITUDES

Intelligence:Verbal:Numerical:Spatial:Form Perception:Clerical Perception:Motor CoorcOnation:

INTERESTS

Electrical-appliance preparers have a preference for activitiesdealing with things and objects. They prefer activities that areroutine, concrete and organized in nature. They also preferactivities related to processes, machines and techniques.

medium Finger Dexterity: lowlow Manual Dexterity: mediumlow Eye-Hand-Foot Coordination:low negligiblelow Color Discrimination: lowlowlow

TEMPERAMENTS

Electrical-appliance preparers should have the ability to performrepetitive work, or to perform continuously the same work, accordingto set procedures, sequence or pace. They require the preciseattainment of set limits, tolerances or standards.


III-45

70/a

HOUSEHOLD-APPLIANCE INSTALLER827.661-010*


Parsons desiring to become household-appliance installers shouldhave the ability to talk with and signal people to convey or exchangeinformation. They should have the ability to make comparisons. Theymust use body members, tools apd devices to work, move or placeobjects or materials. They must be precise in the jobs they perform.

PHYSICAL DEMANDS

Household-appliance installers have a heavy work load. Theyshould have the ability to climb, balance, stoop, kneel, crouch,crawl, reAch, handle, finger and feel.

WORKING CONDITIONS

Household-appliance installers spend the majority of theirworking time inside.


Reasonings Household -applian installers must apply common senseunderstanding t carry out detailed but involved writtenor oral inst tions. Occasionally, they must deal with'problems involving a few concrete variables.

Mathematics: Household - appliance installers must laakevmathessaticalcalculations involving fractions, decimals andpercentages.

Language: Household-appliance installers must be able to transcribeinformation and fill in report forms. They must be able tointerview members of a household to obtain informationrelated to installation.


Training time should be over one year up to and including twoyears.

APTITUDES

Intelligence: medium Finger Dexterityt low

Verbal: low Manual Dexterity: mediumNumerical: low Eye-Hand-Foot Coordination: low

Spatial:Form Perception:Clerical Perception:Motor Coordination:

mediummedium

lowmedium

dolor Discrimination: low

INTERESTS

Household-appliance installers have a preference for activitiesdealing with things and objects. They prefer activities related toprocesses, machines and techniques. They prefer activities which*result in tangible, productive satisfaction.

TEMPERAMENTS

Household-appliance installers should be able to performrepetitive work, or to perform continuously the same work, accordingto sot procedures, sequence or pace. They require the preciseattainment of set limits, tolerances, or standards.

'Field, Tim. The Classification of Jobs According to Worker TraitFactors, 1982.

111-4671

4%1

4

REFRIGERATOR TESTER827.384-010*

DATA, PEOPLE, TH4NGS

Persons desiring to become refrigerator testers should have theability to compile information and report or carry out a prescribedaction relating to the information gathered. They should be able totake instructions and help other% when necessary. They must use bodymembers, tools or special devices to work, move or place objects ormaterials. They must be able to select appropriate tools, objects ormaterials to perform a job.

PHYSICAL DEMANDS

Refrigerator testers have a light work load. They should be ableto reach, finger and feel. They should have visuyestc.1ity, depthperception, field of vision and color vision.

WORKING CONDITIONS

Refrigerator testers spend the majority of their working timeinside.


Reasoning: Refrigerator testers must apply common sense understandingto carry out detailed but uninvolved written or oralinstructions.

Mathematics: Refrigerator teeters must use arithmetic to Add,subtract, multiply and divide whole numbers.

Language: Refrigerator testers must be able to transcribeinformation and fill in forms. They should be able tocommunicate orally and aurally.

mcipic VOCATIONAL PREPARATION

Training time should be six months up to and including one year.

APTITUDES

Intelligence: medium Finger Dexterity: lowVerbal: medium Manual Dexterity: mediumNumerical:. low Eye-Hand-Foot Coordination: lowSpatial:Form Perception:Clerical Perception:Motor CoordinatiOns

lowlowlowlow

Color Discrimination: medium

INTERESTS

Refrigerator testers have a preference for activities dealingwith things and objects. They prefer activities related to processes,machines and techniques. They prefer activities which result intangible, productive satisfaction.

TEMPERAMENTS

Referigerator testers should be able to make generalizations,evaluations or decisions based on measurable or verifiable criteria.They ehould' require the precise attainment of set limits, tolerancesor standards.


111-47

vow

4

GAS-LEAK TESTER827.584-014*

DATA PEOPLE THINGS

Persons desiring to become gas-leak testers should have theability to transcribe, enter or post data, They should be able to 'take instructions and help others when, necessary. They must use bodymembers, tools or special devices to work, move, or place objects ormaterials. They must be able to select appropriate tools, objects ormaterials to perform a job.

PHYSICAL DEMANDS

Gas-leak testers have a light work load. They must be able toisach, handle, fing .end feel. They should have the ability tO'mpress or exchan ideas by means of the spoken word. They should be.able to perceiv the nature of sounds by the ear. They should havevisual acuity, depth perception, field of vision and color vision.

WOMING CONDITIONS

Gas-leak testers e)end the majority of their working time inside.


Reasonings Gas-leak testers must apply cocoon series understanding tocarry out detailed but uninvolved oritten or oralinstructions. Occasionally they must deal with problemsinvolving a few concrete variables.

Mathematics: 'Gas-leak teeters must perform simple addition andsubtraction, read and copy figures, or count and record.

nguage: Gas-leak testers, should be able to learn job duties fromoral instructions or demonstrations. They must be able tocommunicate orally and aurally.


Training time 'should be anything beyond short demonstration up toand including thirty days.

APTITUDES


INTERESTS

low Finger Dexterity: lowlow Manual Dexterity: lowlow Eye-Hand-Foot Coordination:loW negligiblelow Color Discrimination: lowlowlow

Gas -Leak teie-ers have a preferenc. < ,:ctivities dealing withthings ana objects. They prefer activities which result in tangible,productive sanfaction.

TEMPERAMENTS .4 4

Gas-leak testers should have the ability to perform repetitivework, or to perform continuously the same work, according to setprocedures, sequence or pace. They should be able to makegeneralizations, evaluations or decisions based on measurable orverifiable criteria.

Field, Tim. The Classification of Jobs According to Worker TraitFactors, 1982.

111-48 73

AIR-CONDITIONING INSTALLER - SERVICED, WINDOW UNIT637.261-010*


Persons desiring to become air-conditioning installer-servicersshould have the ability to examine and evaluate data. They should beable to talk with people.to convey or exchange information. Thisincludes givfng assignments and directions to helpers and aspistants.They mnst use, body members, tools and devices to work, move or placeobjects br materials. They must be precise in the jobs they perform.

PHYSICAL DEMANDS

Air-conditioning installer-servicers 'ave a heavy work load.They. must be able to'climb, balance, stoop, kneel, croucheocrwl,reach, handle, finger and feel. They must have the ability to expressor exchange ideas by means of the spoken word. They must have the,ability to perceive the nature of sounds by the ear. They should havevisual acuity, cloth perception, field of vision and color vision.

WORKING CONDITIONS

Air-conditioning installer-sesmicors upend the majority of theirworking time inside.


Reasoning: Air-conditioning installer-mervicers must solve practicalproblems and deal with variety of concrete variables insituations where only limited standardisation exists.They must interpret a variety of instructions furnished inwritten, oral, diagrammatic or schedule form.

Mathematics: Air-conditioning installer-servicer must makemathematical calculations involving fractions, decimalsandpercentagii.

Languages Air-conditioning installer-servicers must be able tocommunicate orally and aurally. They must heme the abilityto transcribe information and fill in report forms.

SPECIFIC. PREPARATION

Training time should be over four years up to and including ten'years.**

APTITUDES

Intelligences 'medium Finger Dexterity: mediumVerbal: medium Mfnual Dixterity: mediumNumerical: medium Eye-Hand-Foot Coordinations lowSpatial:Form Perceptions*Clerical Perception:Motor Coordinations

highmedium

lowmedium

Color Discriminations medium

INTERESTS

Air-conditioning installer-servicer have a preference foractivities related to processes, machines and techniques. Theyprefer activities which result in tangible, productive satisfaction.

TEMPERAMENTS

Air-conditioning installer-servicers should have the ability tomake generalisations, evaluations or decisions based on measurable orverifiable criteria. They should require the precise attainment ofset limits, tolerances or standards.

*Field, Tim. The Classification of Jobs Accordin to Worker TraitFactors, 1982.

**Although this is a composite description of the occupation as it maytypically occur, it may not always coincide with a specif c job as itis actually performed. 4

111-49

ELECTRICAL-APPLIANCE SERVICE*827.261-010

DATA, PEOPt, THINGS

Persons desiring to become electrical-appliance servicers shouldhave the ability to examine ant evaluate data. They should be able totalk with people to convey or exchange information. This includesgiving assignments and directions to helpers and assistants. Theymust use body members, tools and devices to work, move or placeobjects or materials. They must exercise judgment in selecting tools,objects or materials. They must be precise in the jobs they perform.

mum DEMANDS

Electrical-appliance servicers have a medium work load. Theymust be able to stoop, kneel, crouch, crawl, reach, handle, finger andfeel. They should have visual acuity, depth perception, field ofvision, and color vision.

WORMING CONDITIONS

Electrical-appliance servicers spend a majority of their workingtime inside.

-GENERAL EDUCATION DEVELOPMENT

oar

Reasoning: flectricial-appliance servicers must solve practicalproblems and deal with a variety of concrete variables in .

situations where only limited standardiza.tion exists.They must interpret a variety of instructions furnished inwritten, oral, diagrammatic or schedule form.

Mathematics: Electrical-appliance servicers must make *atheisticalcalculations involving fractions, decimals andpercentages.

Languages Electrical- appliance servicers must be able to transcribeinf tion and fill in report forms. They must be able tointerview people to obtain necessary information about ajob to be performed.


Training time should be over two years up to and including fouryears.

APTITUDES

Intelligence:Verbal:Numerical:Spatial:Form ftrception:Clerical Perception:Motor Coordination:

medium ringer Dexterity: mediummediue Manual Dexterity: highmedium Eye-Hand-Foot Coordinationsmedium negligiblemedium Color Discriminations

lowmedium

INTERESTS

Electrical-appliance, servicers have a preference for activitiesdealing with things and objects. They prefer activities related topmocesses, machines and techniques. They prefer activitiee whichresult in tangible, productive satisfaction.

TEMPERAMENTS

Electrical-appliance servicers should be able to perform avariety of duties, often changing from one task to another of adifferent nature without loss of efficiency or composure; They mustmake generalizations, evaluations or decisions based on measurable orverifiable criteria. They should require the precise attainment ofset limits, tolerances or standards,,.

*Field, Tim. The Classification of Jobs According to Worker Tra3'Factors, 1982.

111-5075

ELECTRICIAN APPRENTICE824.261-0141


Persons desiring to become electrician apprentices thould.havethe ability to examine and evaluate data. They should br able to talkwith people to convey or exchange information. They must use bodymembers, tools an devices to work, move or place objects ormaterials. They must exercise judgment in selecting tools, objects ormaterials. They must be precise in the jobs they perform.

PHYSICAL REMERE

Electrician apprentices have a medium work load. They must beable to climb, balance, stoop, kneel, crouch, crawl, rerch, handle,finger, and feel. They should have visual acuity, depth perception,field of vision, and color vision.

WORKING CONDITIONS

Electrician apprentices spend an equal amount of time workinginside and outside. They often work in situations in which they areexposed to risks of bodily injury.


Reasonings Electrician apprentices must solve practical problems anddeal with a variety of concrete variables in situationswhere only limited standardisation exists. They mustinterpret a variety of instructions furnished in written,oral, diagrammatic or schedule form.

Mathematics: Electrician apprentices must perform ordinary arithmeticalgebraic and geometric procedures in standard,practical applications,

Laqguage: Electrician apprentices must be able to transcribeinformation and fill in report forms. They must be able tointerview people to obtain necessary information About anelectrical job .to be performed.



APTITUDES

Intelligence:Verbal:Numerical:Spatial:Form Perceptionv.Clerical Perception:Motor Coordination:

high Finger Dexterity: mediummedium Manual Dexterity: mediumhigh Eye-Hand-Foot Coordination: lowhigh Color Discrimination: highhighlow

mec.i..m

INTERESTS

Electrician apprentices have a preference for activities dealingwith things and objects. They prefer activities related to processes,Imachines and techniques. They prefer activities which result intangible, productive satisfaction.

TEMPERAMENTS

Electrician apprentices should be able to perform a variety ofduties, often changing from one task to another of a different naturewithout loss of efficiency or composure. They must makegeneralisations, evaluations or decisions based on sensory,judgmental, measurable or verifiable criteria. They should requirethe precise attainment of set limits, tolerances or standards.

Field, Tim. The Classification of Jobs According to Worker TraitFactors, 1982.

76

I

4414biambELECTRICIAN824.261-010*


Persons desiring torbecome electricians should have the abilityto examine and evaluate data. They should be able to talk with peopleto convey or exchange information. Thisotncludes (Wins, assignmentsand directions to helper. and assistants. They must body members,tool. and devices to work, move or place object. or materials., They-must exercise judgment in selecting tools, objects or meter:Wk. Theymust be precise in the jobs they perform.

PHYSICAL DEMANDS

Electricians have a medium work load. They must be able toclimb, balance, stoop, kneel, crouch, crawl, reach, handle, finger,and feel. They should have visual acuity, depth perception, field ofvision, and color vision.

WORKING CONDITIONS

Electricians spend an equal amount of time working inside andoutside. They often work in situations in which they are asposed-torisks of bodily injury.


Reasoning: Electricians must solve practical problems and deal with avariety of concrete variables in situations where onlylimited standardisation exists. They must interpret avariety of instructions furnished in written, oral,diagrammatic or schedule form.

Mathematics' Electricians must perform ordinary arithmetic,'algebraic and geometric procedures in standard,practical applications..

Language: Electricians must be able to transcribe information andfill in report forms. They must be able to interviewpeople to obtain necessary information about an electricaljob to be performed. Self-employed electricians shouldhave some ability to file, post and mail such material asforms, chi:chef receipts and bills.


Training time should be over two years up to and incl.iding fouryears.

APTITUDES


INTERESTS

high Finger Dexterity: mediummedium Manual Dexterity: medium

high Eye-Hand-Foot Coordination:. lowhigh Color Discrimination: highhighlow

medium

Electricians have a preference for activities dealing with thingsand objects. They prefer activities related to processes, machines

. and techniques. They prefer activities which result in tangible,productive satisfaction.

TEMPERAMENTS

Electridians should be able to perform a variety of duties, oftenchanging from one task to another of a different nature without lossof efficiency or composure. They must make generalization: ;,evaluations or decisions based on sensory, judgmeneal, measurable orverifiable criteria. They should require the precise atta.nment ofset limits, tolerances or standards.*Field, Tim. The Classification of Jobs According to Workr TraitFactors, 1982.

111-52 7 7

a

jilbECTRICAL REPAIRER829.201-014*


Persons desiringOto become electrical repairers should have theability to examine and evaluate data. They should be able to takeinstructions and help others when necessary. They must use bodymembers and tools to won, move, guide or place Objects or materials.They must be precise in the jobs they perform.

aPHYSICAL DEMANDS

E lectrical repairers have a media work load. They must be ableto climb, balance, stoop, knebl,_prouch, crawl, reach, handle, fingerand feel. They should have visits acuity, depth perception, field ofvision and color 'Won.

4

WORKING CONDITIONS

E lectrical repairers spend the majority of their working timeinside in environments which are hazardous.

GEkERAL EDUCATION DEVELOPMENT

Reasoning: Electrical repaireri must solve pmecticat problems anddeal with a variety of concrete vatiebles in situationswhere only limited standardization exists. They -

must interpret a variety of instructions furnished inwritten, oral, diagrammatic or schedule form.

Mathematics: Electrical repairers must perform ordinary arithmetic,algebraic, and geometric procedures in standard,practical applications.

Language: Electrical repairers should be able to,cosetunicate orallyand aurally. They should be able to transcribe informationand fill in report forms.

%.

IPECITIC VOCATIONAL PREPARATION

.


APTITUDES

Intelligence:Verbal:Numerical:Spatial:Form Perception:Clerical PerceptionsMotor Coordinations

high ringer Dexterity:medium Manual Dexterity:

high Eye-Sand-Foot Coordinationshigh Color Discriminationshighlow

medium

mediumhighlowlow

MUMElectrical repairers have a preference ft.: activites dealing with

things and objects. They prefer activities related to processes,machines and techniques. They prefer activities which reolult intangible, productive satisfaction,.

TEMPERAMENTS

Electrical repairers should have the capability t' makegeneralisations, evaluations or sions based on sensory,judgmental, measurable or verifiable criteria. They should requireprecise attainment of set limits, tolerances or standards. They .

should be able to perform a variety of duties, often changing from onetask to another of a different nature without loss of efficiency orcomposure.

*Field, Tim. The Classification of Jobs According to Worker TraitFactors, 1982.-------

III-5378

4

PNEUMATIC -TOOL REPAIRER630.281-010*


Persons desiring to become pneumatic-tool repairers should hovethe ability to examine and evaluate data. They should be able to takeinstructions and help others when necessary. They must use bodymembers and tools to work, move, guide or place objects or aatsrials.They must be precise in the jobs they perform...

POSICAL.DEMANDS

Pneumatic-too repairers have a medium work load. ?bey should beable to reach, hand e, finger and feel. They should have visualacuity, depth pert tion, field of vision and color vision.

.

WORKING CONDITION;..1

PneUmatic-tool repairers spend the majority of their working timeinside often in environments which are noisy and are subjected tofumes, odors, toxic conditions, dust and poor ventilation.


Reasonings, Pneumatic-tool repairers must solve practical problems anddeal with a variety of concrebe variables in situationswhere only limited standardisation exists. They mustinterpret a variety of instructions furnished in written,°fel, diagrammatic or schedule form.

Mathematics* Pneumatic-tool repairers must make mathematicalcalculations involving fractions, decimals andpercentages.

Language: Pneumatic-tool repairers must be able to communicate orallyand aurally. They must be able to transcribe data from onerecord to another and fill In report forms.

LIPECIFIC VOCATIONAL PREPARATION


APTITUbES

Intelligence:VerbalvNumerical*Spatial*Form PerceptionsClerical Perception:Motor Coordinations

INTERESTS

medium Finger Dexterity: mediummedium Manual Dexterity* highmedium Eye-Sand-Foot Coordinations lowmedium Color Discrimination: negligiblemedium .

lowmedium

Pneumatic-tool repairers have a preference for activities dealingwith things and objects. They prefer activities related to processes,machines and techniques. They prefer activities which result intangible, productive satisfaction.

TEMPERAMENTS

Pneumatic-tool repairers should be able to make generalisations,evaluations or deciations based on measurable or verifiable criteria.They should require the precise attainment of set limits, tolerancesor standards.

'Field, Tim. The Classification of Jobs According to Works: TraitFactors, 1982.

79111-54

4

ELECTROMECHANICAL TECHNICIAN.710.281-018*


Periona desiring to become electromechanical technWaMe shouldhave the ability to examine and evaluate data They should be able totake instructions and help others when necessary. They must use bodymembers and tool, to work, move, guide or place objects or materials.They must be precise in the jobs they perform.

PHYSICAL DEMANDS

Electromechanical technicians have a light work load. They mustbe able to reach, handle, finger and feel. Additionally, they shouldhave visual acuity, depth pirception, field of vision and colorvision.

mama CONDITIONS...-

Electromechanical technicians spend the majority of th r workingtime inside.


Reasoning: Electromechanical technicians must solVe pract alproblems and deal with a variety of concrete ariables insituations where only limited standardisation ists.They must interpret a variety of instructions niched inwritten, oral, diagrammatic or schedule form.

Mathematics: Electromechanical technicians must perform drrdinaryarithmetic, algebraic, and geometric procedures instandard, practical application..

Languages Electromechanical technicians must be able to communicateorally and aurally. They must interpret technical manualsas well as drawing, and specifications, such as layouttblueprints and schematics.


Training time should be over two years up to and, includingfour years.

APTITUDES

Intelligence:Verbal:Numerical:Spatial:Form PerceptionsClerical PerceptionsMotor Coordinations

high Finger Dexterity:% medium

medium Manual Dexterity: highhigh Eye-Hand-Foot Coordination:high negligible

medium Color Discriminations mediumhigh

medium

;MUSTS

Electromechanical technicians have a preference for activitiesdealing with things and objects. The prefer activities that arescientific and technical. They prefer activities that are carried onin relation to processes, machines and tochniquek. They preferactivities which result in tangible, productive satisfaction.

TEMPERAMENTS

Electromechanical technicians should have the capability toperform a variety of duties, often changing from one task to anoth.=of a different nature without loss of efficiency or composure. Theyshould be able to make generalizations, evaluations or decisions basedon measurable or verifiable criteria. They require the preciseattainment of set limits, tolerances or standards.


111-55

'I

'4

p

FLUID-'POWER MECHANIC600.281-010'


Persons desiring to become fluid-power mechanics should have theability to examine and evaluate data. They should be able to take

a instructions and help others when necessary. They must use bodymembers and tools to work, move, guide or place objects or materials.They must be precise in the jobs they perform.

PHYSICAL DEMANDS

Fluid-power mechanics have a light work load. They must be ableto reach, handle, fingbr and feel. They should have visual acuitydepth perception, field of vision and color vision.

WORKING CONDITIONS

Fluid-power mechanics spend the majority of their working timeinside.


Reasoning: Fluid-power mechanics must solve practical problems anddeal with a variety of concrete variables in situationswhere only limited standardization exists. They mustinterpret I variety of instructions furnished in written,oral, diagrammatic. or schedule form.

Mathematics: Fluid-power mechanics most perform ordinary arithmetic,algebraic, and geometric procedures in standard,practical applications:

Language: Fluid-power mechanics must be able to communicate orallyand aurally. They must be able to transcribe informationand 1111 in report fornit.


Training time should be Over two years up to and including fouryears.

APTITUDES

Intelligence:Verbal:Numerical:Spatial:Form Perception:Clerical Perception:,Motor Coordination:

4 INTERESTS

Fluid-power mechanics have a preferer,,Je for activities deelingwith things and objects. They prefer activities that are scientificand technical in nature. They prefer activities that are related toprocesses, machines and techniques.

high Finger Dexterity: mediummedium Manual Dexterity: medium

high Eye-Hand-Foot Coordinations medium-high Color Discriminations . medium ,

highmediummedium

TEMPERAMENTS

Fluid-power mechanics should be able to make generaliiation,evaluations or decisions based on measurable or verifiable critria.They stauld require the precise attainment of set limits, tolerancesor standards.

Field, Tim. The Classifie...ation'of Jobs According to Worker TraitFactors, 1982.

111-56 8/

N.

E NI LOYA131 LI TYB KILLLS

f. EMPLOYABILITY SKILLS

Contents Listing

Employability Skills Introduction 3

Employability Skills 4

.!

53IV-2

Y

EMPLOYABILITY SKILLS INTRODUCTION

This section provides an overview of employability skills

'-that are desirable in any occupation and relates their signifi-

cance to the specific occupatior4.1---area of Electromechanical

Technology.

r,.

EMPLOYABILITY SKILLS

INTRODUCTION

Possessing employabilityskills directly influences aperison's ability to get andkeep a job. The vocationalprogram environment creates

. an ideal situation for intro-ducing and reinforcing thoseemployability skills neces-sary for acquiring and .keep-ing a. job.

In this section, a dis-cussion of Au employabilityskills are provided .and sug-gestions for incorporatingthem into your daily programinstruction ale also inclu-ded. A thoro,Th discussionof all aspects of employabi-liti--in" such limited spacewould hardly be feasible.However, the informationincluded does provide a soundbase from which you may drawmany beneficial ideas.

TOPICS COVERED IN THISSSCTION

1. How is a job search con-ducted?

2. What steps are involvedin preparing for, a jobinterview?

3. What actually happens ona job interview?

4. After securing employ-ment, how are jobs kept?

5. How can employabilityskills be implementedinto your program?

HOW ZS A JOB SEARCH CONDUCTED?

Before conducting a jobsearch, students should beasked to assess their abili-ties and interests. Suggestto them that through several-informational resources theycan determine personal inter-ests and abilities that can bematched to prospective.jobs. ?The following resources mayprove beneficial in assistingstudants 'with their personal.evaluations.

----self-inventory- ---friends- ---relatives----instructors------grades

school records----tests

Once job aptitudes, havebeen established, suggsst tostudents that they researchall aspects of a job. Throughthe following resources, stu-dents may obtain informationconcerning, job characteris-tics.

--personal contacts--observation and inter-

view----reading about the job

--writing fcr. information--reviewing personal'pastwork experiences

. When all the necessary jobinformation has been secured,students can begin the jobhunt. Below are examples ofplaces to begin the job hunt.

IV-4

1NO

--friends and relatives--classified ads of thenewspaper

85

1

- -- -but tin boardi----ye ow pages of the

phone book----company personnel of-

fices----state personnel of-

fices----private employment a-

gencies- -- -union offices--,--government work pro-

programs

WHAT STEPS ARE INVOLVED INPREPARING' FOR A JOB INTER-

'VIEW?

After locating potentialjobs which ieflect personalinterests and abilities,students should begin prepar-ing f6r job interviews.

STEP 1: Obtaining NecessaryDocuments

Before applying for a job,encourage students to securecertain documents such as abirth certificate, social se-curity card and work permit.Having access to these docu-ments makes getting a jobmuch easier. You may suggestto,students that transferralof "hard-to-remember" infor-mation from those documentsto a personal data card mayprove more convenient andmore accessibly..

S'IL:P 2: Applying For The Job

Familiarize students withwhat a job applicati.on is andhow it should be i..11 .?.d out.

Stress to students that thejob application is an employ-er's initial contact withprospective employees and that."the manner in which it iscompleted directly reflects onthe applicant. Encouragestudents to be comprehensive,accurate and neat when fillingout job applications.

In addition to a jobapplication, some employersrequest that a resume ---- abrief summary of .personalcharacteristics, education andwork experiences - -- besu.mitted. Often a letter ofapplication is attached to aresume. The letter brieflyintroduces the applicant to anemployeA, specifies thedesired job and statesqualifications for the job.Advise students to practicedeveloping resumes and lettersof application.

STEP 3: Is The Job Really ForYou? 1.

Students should be encour-aged to research the companyas well as the prospective joband also to evaluate theirfnelingt toward the job.

. STEP 4: Questions and Answers

Assist students in thepreparation of questions thatan interviewer might askduring an interview. Usingthose questions, have stu-dents simulate a job inter-view situation. This pro--vides students with practiceand helps them to feel moreconfident in an actual jobinterview.

IV-5

STEP 5: Lookin' Good106

Discuss with students theimportance of looking theirbest and practicing goodhygiene before going to aninterview. Encourage stu-dents to maintain their,health and appearance on adaily basis as well as on jobinterview days.

STEP 6: On The Way To TheInterview

On the day of theinterview, students shoulddecide -what items and typesof information to take withthem. You may want tosuggest that the followingitems might be helpful tothem.

---personal data card----pen- ---unaftswered questions----interview place- -- -name of the interview-

er

1k,

WHAT ACTUALLY HAPPENS DUINGTHE JOB INTERVIEW OCEST?

An interview is a meetingbetween a person who is seek-ing a job and =7. potential em-ployer. The purpose of theinterview is to discuss theapplicant's qualifications inrelation to the job. Theinterview coaSists.cF ques-tions and answers from bothparticipants. The interview-er asks questions to obtain

IV-6

information about the appli-cant and to find out about theperson's general work atti-tude.

The applicant should ex-press interest in the job andbe willing to learn newthings. Questions about thejob or compary should also beasked of the ,interviewer. Afew important facts to findout during the interview wouldbe the type of benefits the

company offers, insuranceoverage, the availability ofel.ck leave and personal leave,the salary' range and if thereis a union.

Assist 3tudentt in develop-ing a list tips to remem-ber .

Prior to the interview

----Be 5 to 15 minutesearly,

--Dor not chew .gum orsmoke while waiting...

During the interview

----Avoid nervous gestures,--Show self-confidence

and determination...IN11.0.1111

Suggest'that students keepa record of each interview tohelp remember facts about thatjob.

e

Students might also write abrief follow-up letter asterthe interview to expresscontinued interest and toexpress appreciatlon for theinterviewer's time.

v

AFTER SECURING EMPLOYMENT,HOW ARE JOBS KEPT?

After finding a job, thestudent's next concern willbe to keep it. Many timesthis is the most difficultpart of the job process. Forthis reason, it is imperativeto discuss with students jobresponsibilities and atti-tudes that are necessary forkeeping a job.

Below are examples ofdesirable job responsibili-ties and attitudes which willaid the student in gettingalong with superiors andco-workers on the job.Continual practice of suchdesirable characteristicsshould help ensure that astudent will keep a job.

1. Being on time2. Being at work evemrv:

day3. Maintaining neat ap-

pearance4. Being responsible5. Being friendly, but

not overly friendlyor too familiar withsupervisors ,

6. Being courteous7. Being honest8. Showing respect for

others9. Not gossiping

10. Following directions11. Keeping busy12. Not making fun of

others13. Staying healthy14. Following rules of

the company15. Taking an interest

in your work16. Leaving troubles at .

home

17. Taking pride in your'work

18. Not arguing with theboss

19. Following safety pro-cedures

20. Accepting criticism

Brainstorm with studentsother items which might be in-included on the list of top-ics.

Students should be madeaware that people. are some-times fired from their jobs.below are a few examples ofthe poor work habits whichlead to being fired.

1. Not being on time2. Leaving early3. Taking too many

breaks4. Taking too long on.

breaks5. Missing days from

work6. Stealing from the

company7. Being dishonest8. Breaking rules of the

company. t.

9. .-Not trying to getalong with co-workers

10. Not maintaining workload

11. Lack of interest inlearning new skills

12. Job not done well13. Unwilling to improve

work habits

Brainstorm with studektsother poor work habits thatcould lead to being fired.

Once students have beenfamiliarized with the conceptsprovided in this section, heor she should have amp's in-formation necessary to :comea productive member of thework force.

IV -7

88

If a student has become areliable worker and shows allthe necessary qualifications,he/she may be chosen for ca-reer advancements. The fol-lowing tips will prepare thestudent for job advancement.

1. Be effickent2. Follow safety rules

3. Show responsibility4. Work overtime, if

necessary5. Volunteer for extra

duties6. Take extra courses,

workshops or seminars

HOW CAN EMPLOYABILITY SKILLS BE IMPLEMENTED INTO YOUR PROGRAM

The process of implement-ing empioyability skills intovocational programs can

the_viewed in relation to thephilosophieS of Prossor andDewey.

D. C. A. Prossor, one ofvocational education's found-ing fathers, contended thatinstructional content be fo-cused on industry needs andthat instructional methods bebased on learning through di-rect experience. Prossorfurther expressed that byintroducing students to astimuli directly related Aln"their desired. occupation /

field and that by having themrepeatedly react to that ex-act stimulus, learning would'be fostered. 4

D4 John Dewey, assertedthat 7l students learn betterthrough a wholistic instruc-tional approach which focuseson both occupational and per-zemrtiiurvival skills.

Its determining how toincorporate employabilityskills into your program, themost beneficial approacn for

nurturing learning .is ablending of both the Prossorand*Dewey -philosophies withthose of your own. The mainthing to remember in deter-mining your style is to makesure it encompasses goalsbeneficial both to studentsand to society. By .using

employability skills asstimuli and by having studentspractice those skills, theywill be more' productive asindividuals and more produc-tive as functioning membelJ ofsociety.

When incorporating em-r)loyability skills into yourprogram, the followins 12

topics might be.ccnsidered.*

1. Working in an Organiza-To familiarize

students with the reasonsfor the formation oforganizations and tnecommit characteristics oforganizations.

2. Understanding Self andOthers: To have studentsTOW ITT insights intocauses ofhuman behavior

*Abstracted from the article, "Survival Skills: Mastering theHuman Aspects of Work," by Robert E. Nelson, American VocationalJournal, November 1977. 4

IV-8

89

fe

Arp

and learn t...) interprettheir own behavior and thebehavior of others.

3. Motivation for Work:". Tohave students deve op anunderstanding of motiva-tions into the work theyperform.

4. Intef ersonal Relations:To have students aTriT3pconcepts and skills ininterpersonal relationsand apply them to worksituations.

stand the importance ofcommunication

5. On-the-Job Communications:To have students under-

effectivelearn ways of communi-

cating effectively on thejob.

6. Using Creativity on theJob: To make. studentsaware of their -creativepotential and to practiceusing their creativeability in hypotheticalon-the-job situ pions.

7. Authority and Responsi7bility: To have studentsdevelop an understanding

. of the concepts of au-thority, power, influence,and responsibility as theyapply to work situations.

8. Problem Solvin : To,havestudents develop skill inapplying problem solvingto their work.

9. Coping with OrganizationalChange: To make studentsaware of the process oforganizational change andto sugc,st the techniquesfor copings with organiza-tional change.

10. Co in with Or anization-al C6110 mirestudents aware of thesources and types ofconflict encountered *onthe job and recognizeways of coping withconfliCts in an organiza-tion.

11. Leadership: To havestudents recognize. theneed for leadership inwork groups and increasestheir understanding ofthe leadership role inwork situations.

12. Adapting and Planning_forthe Future: To havestudents develop perspec-tives of work in thefuture and the ability toplan for anticipatedchanges in their& workroles.

S

The two situations. providedon the following pages repre-sent suggested potential meth-ods for Implementing and nur-turing employability skillsinto your own classroom envi-ronment. Both situations havesuccessfully been used by in-structors.

IV -9

SITUATION 1: THE PERSONNEL ORGANIZATION

After the basic employability skills have been presented toand discussed with your students, you may find it helpful 'to

i reinforce those concepts by actually practicing them. In hisbook, Leadershi Throu h Su ervision in Industrial Education,

Morris J. Ru ey suggests a met o for teac g emp oy- ty

skills in which all students assume, at some time during theprogram, managerial roles within a "personnel organization".The personnel organization gives students a sense of purpose and.importance as individuals and as responsible members of a

workforce. Ruley utilized the'following.offices for his "per-sonnel organization."

SHOP SUPERINTENDENT: over-sees the entire personnelsystem, checks cleanup,dismisses class, receivesideas and suggestions fromclass members, keeps a listof needed materials andsupplies, keeps a responsi-bility chart up-to-date andconfers with. the instructoron matters pertaining to thewelfare of the class. ,

SAFETY ENGINEER: checks allmachine s, sees that allstudent perform their workaccordin to prescribedsafety regulations, sees thatall health and safety precau-tions are observed, keeps aconstant check on first aidsupplies, reports on injuryimmediately and reports anysafety suggestions or.hazardsto the instructor.

SHOP FOREMAN: oversees allcleanup per4onnel, makessubstitutions for)* absentcleanup members, improvisesand receives .ideas J.ur

improving cleanup procedure,checks all cleanup andreports to the superintendentwLen it is satisfactorilycompleted.

(4

PERSONNEL .DIRECTOR: checksroll, keeps the planningcenter in good order, checks'over project files at the endof the period, checks librarybooks and magazines out toltheclass and keeps a supply ofplan sheets and job sheets.

PUBLIC RELATIONS DIRECTOresponsible for cti Tday caseswithin the shop and show casesout of the shop area, writesny articles for the schoolpaper and confers with theinstructor on items of segooland community relations.

STOCK-ROOM DIRECTOR:. issuesmaterials and supplies asrequested by the instructorand keeps supplies in order.

MAINTENANCE DIRECTOR: in-structs students in cleanuproutine, .sees that studentsperform duties as assigned andreport to shop foreman at theend of the period.

FINISHING MANAGER: takes careof finishing supplies; keeps aconstant check on all paint,varnish and shellac; keepsfinishing cabinet and bench inneat and proper order; and

nr-io 91

4'

k

reports any needed finis4ngsupplies to the superinten-0dent. I

TOOL CLERK: checks all toolsat end of the period andreports any missing, keepstrack of all Tool Out Sheets,inspects all tools and keepsthem in working order andkeeps tool boards and toolcabinets in good order.

O

.

. Ruley, Morris J. Leadership Through Supervision In IndustrialEducation, Bloomington, IL: McKnight & McKnight PublishingCompany, 1971.

IV-11

92

SITUATION 2: THE BUSINESS CORPORATION

Another method which hassuccessfully been used tq re-inforce employabi.ity skillsis by establishing the busi-ness corporation which is runby .the students and monitoredby the instructor.

Students in the Construc-tion program at Gilmer HighSchool' in Ellijay, Georgia,have recently established abusiness corporation in whichthey will be building a house(minus plumbing and electri-cal work.) Financial trans-actions for tilts project werearranged by a local bank,school administrators andowners of a .local buildingsupply company.

The houser'ighich is to be,finished by the end of theschool year, will be sold bythe bank to any prospectivebuyer. The corporation willbe dissolved when the projectis accomplished.

Construction _students areresponsible for estimatingthe amount of needed materi-als, obtaining pricing in-formation for all needed ma-terials, filling out requisi-tion forms, staying withinthe designated budget andbuilding a house which con-forms to industry standardsand specifications.

Although the Constructionprogram is the nucleus ofthis project, other programsare also benefitting. Busi-ness Education students areresponsible for provssingall purchase orders and other

project related business com-munications.

Additionally, students inthe Computer program areresponsible for keeping arunning invoice for all ex-penses incurred during theproject and Health Occupationsstudents are equipped tohandle any minor injurieswhich may occur on the job.

Of course, a project suchas this requires a good rela-tionship among school persoh-nel, students and members ofthe community. For this par-ticular project, program ad-visory committees, architects,bankers, owners of buildingsupply companies and interiordecorators played a key advi-sory role in the formation ofthis corporation. Withoutthis unique rapport, the con-tinuation of this project aswell as the promotion of fu-ture projects .would not bepossible.

IV-12

it

vs

. TASK LISTING)

ss

rs

TASK LISTING

Contents Listing

Task Listing Introduction 3

' Task Listing by D.O.T. Code P 4

Task Listing by Competency and CBE Requirement 1 491

1

V -29 5

4,

TASK LISTING INTRODUCTION

This section provides the task listing ,for the Electro-

mechanical Technblogy program.. The task listing is organized

into two matrices which illustrate the relationship of each

curriculum guide task to. the Georgia developed instructional

materials, to the D.O.T.' Code, exit points, to.the competencies

required for employment in a spe6ific job area and to the Georgia

competency based education (CBE) requirements.

t If a task is applicable .to a D.O.T Code exit point,

competency or CBE requirAment, an X appears where the columns

intersect. For tasks having a related Georgia developedti

instructional Unit. the number is provided in the column labeled

UNIT.

V-3

96

r.a

".

O

b

6

.

.

...

CORE CURRICULUM

I

.

1

TASK LISTING BY DOT CODE

.; .

ELECTROMECHANICAL. TErNOLOGY

'-vifol

141111

__---;

Ill[1"7

OPOW

.;

ti

1

7i

11

.

.

M

.

1

i

,i,

' t

I

.

..

-.

0

T T -

,..

. 1

.1-

41

' 1,

m.......mimmm.

..

./1

.- ELEL4RICITY/ELECTRONICS

...-H"4-4

r---'

aII.... . V

-

sit

2

.. C

ifI%it

I%:

0i Velto

: .01

lt:2

CO

1kiGO

ro

N

110

.

. 2

0

2

4.0

ea

2

g

il 31

..

aoto

G

,

2 P3

pi r4

GI

CDea

r4

USKNO.

N. TA K.NAME UNIT

ES01/ Qbservina electrical'safety precautions IA -01, N. X a

EE -02 Identifying and uding hand tools(

X X X X 0

.EE -03 Understanding the nature of,mitter lai -01 X X X .

EEr04. .

Identifying sources of electricity , I L -1 X.

EE -05t

Identifying circuit fundamentals -04 X

.

.

EE -0b PerfOrming solderipg and circuit.. .

.

,

.

.

.

.

fabrication

EE -07e

Understanding the fundamentals of i ..

resistance IA -03 X

I

9'7a

5 98.

5.

e

,4

I

lit

CORE CURRICULUM

..

., . ..

,

TASK LISTING 41f DOT CODE .

ELECTROMECHANICAL TECHNOLOGY .

.

.

'tL.,,,,,

'

21..

0-.

::

,

ri

, I

11-

.

C

2..

-10

1

X

;

-

1,

:,

4ji

-.

.

1 r 1

1

1

1

18.

g

".1

.

_ , .

.

.

.,

. ',..

-

11,.

. .

- ELEcTEICITY/ELEcTRONIcs. 4,14 2la.?-;-,..1mal

UNIT

.

7

q.%

i;.r.),20.1iD

741103

COCO4N1iCI

4F

VVI.F ._ii0

cil

i

NCIO'V0c.st

1

115142

or41.1.w

11

.

0

V

A

:2

o1

Si

tai.

I

.

IIg 1

42

A

41

42

V..."-1 3

01

Col

q,rigli

t;0

qr4gi14

S

;r424

8RI

TASKNO. -JTASK NAME ..

EE -08 Measuring voltage with a meter 1374-0

EMr082

X XA

X- .

.

EE -09

. 4,.

Measuring current with a meterEL-02EM-08 X X

. -.

4,- ' X.

4

EE -10 Calculating power in circuits EL-04 Xt.._

X

EE -11 Identifying conductors and insulators X X X, . X X

.

----_EE-7 Makint calculations using Ohm's Law EL-02

EL-04

X

X1- p--- 4

.1

X

.._....

,

y

l

i.

,

EE -13 Analyzing a series circuit

SE714 Analyzing a parallel circa t EL-04T-I

EL-04

X

XEE -15 Analyzing series parallel circuits

EE -16 Applying fundamentals of magnetism1......

. X

.

499 1u0

,/

'I

1,

clC

4.

I.

*AI

a.

ft

1

ft

a.

.

.

0.. .

..

:

4(

9

.

CORE CURRICULUM

. .. . . . .. . .... c ..

. .

. .

TASK LISTIIIIIIY ov CODE .

.

sELECTROMECHANICAL TECHNOLOGY

.

I,:

Ato,

8

il

ial

.1'

i A

.,

cii

.w

i-1

4iI4

I

i441

.

.

.

..

r4

7

..,

H

..

7 . :

1

...

.-

7

9

:

"

i

.

, 7

.

.o

- t% .... N N. :

...

c ELECTRICITY/ELECTRONICS

. .i--07-0 a

; .V.1004.t.

qv

2

.

.

I

V'gW

qr.

2

..

VIel

. rgi

w

to,

'AW

1

iin

gN

;4co

2N11'

. t,I'

%r2

N2

ri r4

T

.41-.

TASKim.g..;EE-17,

a4 -

1 ' TASK NAME ..

.

SINT.

,

Demonstrating a knowledge of motorh 1 Di

.

.

.

X..,

.

EE-i.8 Demonstrating a knowledge of ge'neration. .

-08

' X

'X' .' X , x

111111111111111111111111

IIIIIIIIIIIIIII

mir

EE-19 Usin alternating current .rinciples

A-20 Demonstrating a knowledge of. ductance

Deberminin4 inductive'reectance

'L-08

-08

..

.EE-21

EE-22 DemOristrating a knowledge of capacitance 08 X

..-

.

EE-234

Computing RC time circuits . , L-08. .'

EE-24.

Calculating capacitive reactanceft..

.

..p.

EE -25 -Analyzing RCL series circuit -,

.A.1'2

a.

'So

s

a.

'IL;

ft

c.

p.

-.

,. .

, .5,

. .

......._

\t '

.

a. 4S.

_ -.

, ...

TASK LISTING. BY DOT CODE. .

ELECTROMECHANICAL TECHNOLOGYim

laifii

at

E

8

as ' tu

4.1

0

gu

e

1L,

.

1

e9 0

il

NI

44...

11Jg

,

.

.-:

,

.

.

,

,.).

-,4.4I

Wmilm

.

0

u

1!7. . .. .

,

CORE CURRICULUM .- WJECTRICITY/ELECTRONICS

fathis,

cial

:4I-1,

G,N

N

W

01

.

10

N

"rc10

fel

°0N

113

A

I10

M

g

1W

'AN

.9

coin1.s

s

o

::4S

110

ri

°.-142NI%

s

l

41)

r`

,

1COVI

:

rc4vsCOWI

,:

.4.

. V.-40)N

v orol

'

.rico(Ni

0@

7rticoc4i

cAsAl

1.4!CON

if8r--

TASKNO. .. TASK SNIT

EE-26

4,1' NAME r4. .Analyzing RCL parallel circuits

.

.

EE-27S.

Analyzing the PN junction.

. .

EE-28 Analyzing special semiconductor diodes .

EE-29 Using the oscillspOope.

X.

EE-20 Analyzing rectifiers X.

.

.

*%EE-31

...

Identifying and analyzing filters.

. .

.

w ,.

.

.

.

.,

A _

a.

.

.

'1:03 4

s:'Mk..,...T.`,.;:;.:-.i0.-te.lit.1., I. le .....:.;,,,," t....,: ,... :, a :,--!r.',,....._.;. ,:,....... 7-, ....:,...,,s.....W, "-:z?/.... rt- .

3,,"4. .. -..

co

Sba.

7.r

, 1.

Sb

.

CORE CURRICULta

. . ...

...

TASK LISTING Big DOT CODE

TECHNOLOrd..

111

1

.,

41

I

,

71 V

ii

t4

k

i1c.ci,

I-1

41

1

!

1111

41 I 1

0,0a

..

IP

i el

41

. ..

ig

.,.j&ECTROWHANICAL

* .

... MEtHANICS

4

,...r-i_

IIII

iti

.0

7t,

2

c4

IN

2

a

0togo

2

frgit,C

r.

f;1

Ni0PIr:2

.th10

xto

1.1

Iill

r04N4

rclIr:2

'A

".?CI

r2

6VrOlNr2

I03rID

'°

7r0qtO

1

X03M

1WI

r403C 4

' fV)N

_J

....

IVTASKNO. TASK NAME OMIT

M-01 Performing scientific calculations X X X. X 'X

M-02 Calculating the mechanical advantage of. .

the lever /

X X

M-03 Using the lever X X

O-04 Calculating the mechanical advantage of..

i

,

the wheel and axle X X .

,

M-05.

'Using the wheel and axle,j

X X,

M-06 Calculating the mechanical advantage of

X Xthe inclied plane and wedge

195- 106

A

1

..,.-

'"' t14:1YeiV.: -. .

.

.

co CURRICULUM

.

.

.

TASKUSTIN BY DOT,

ELECTROMDIANICAL TECHNOLOGY

.

.

CODE..

...-4

mwt":4

r.

0

V

,

N4

. Nco

1

V,

r41

t r +Nco

;CO10

4Nco

.C

-i

TCtke

1 -r?cf

r..3

I1

1'10Nr:to

06b.. .

I

CO10

Mto

4.

g1

0310

4enco

"T

CON

01to

. o

0

111

1...CVCO

.

..

..

0?1010

N.N.03.

0T10Nr%NCO

/

0

1001

tweM10

.,

_

1,.

.

0InIci

CO

,

in

I:CC3

T.L

CONOT

15.143

43

.

.

. 4-

. .- MECHANICS .

ri14

@

dri7COeii

, 0rI?CON0e-II

TASKNO. TASK NAME unit

M-07 Using the wedge '\

. X X

M-08 TrinsmAting and calculating force ando

r

mot ion with the screw'thrciad X X-

M-09.

UsQg the screw... . X X

,

NM -10 Calculating the mechanical advantage of ..

..I

the pulley system 'X X

,

z

f .

,

-

.

.a

1(V7

r ft. -

rig

11:;

4

C

C.

-;!-:`'1.i.' -`'.

\V

.

,. ,..

.. .

TASK LISTING.BY DOT CODEJ

ELEMROMECHANICAL TECHNOLOGt..

1

\ ,,.

1 ,.

.

, .. V

.

CORE CURRICULUM - FLUID POWER=

.-.1

.- _I_

Frtit'MI-irTIOWPT1

h---

t!

4914t6

4

..

. -

ba04

,

T

.V,

.

-... .

.

.

..

-.

.

. ,

,

..

-

0 .

..

.

_ .

ase

li.aN 0IA V.4co co'4° 44411 42 2

ai

' INca

1

tr.

0Vr-I10

11..4

11

CO

ICO

1co

g

.0?

,

1 V

al

g

0/cainr:

2

02taVI

p :

Nco

ci

VkoNrCNI

.

41

r :m%a

-

"

.

COfol

r:CO/

VI

r :roi

p4CONalI113

.

coc.,1

et;(2

.

co1-1

a)No-Ir-

TASKNO. .

1.,

TASK NAME 'UNIT

FP-O, Identifying safety precautions when.

. working on hydraulic/pneumatic sygtems X

'FP-02 Defining hydraulics and pneumaticsr .

1

X'

FP-03 Explaining ti, ...:inciples of hydraulics. i

. 6.

and pneumatics .

. X <

FP-04 Identifying fluid power symbols

FP-05etV

Reading hydraulic and pneumatic'

schematic diagrams.

.

109,110

;of

T -A

.00.., ,

hiirI0

eioa

1

5 4

.

tri

t

A

.-

.

.

. .

4At

.

.

0

Octco

0.0

NI."=

0.0

m

rtc

"4Ea0

tr. pto1-o

0

ONrtto

00.0

H..ato

--..

5'0r.

"4U30m

trreto1a

GNI3 a ,

pic

x

N, - vs

Z .H 62

L.,. arog

g , 148 C2a

OM

.,

.

=is=.7

11111-T11 I 11115Tiffill i isINTRO. OOT OESCINFIN N

8i4.261Q14

829:684-022

pacctrical Anorectic.

Electrician Bel4 .

824.681-010 Electrician

637..C.E17.n1n

637.261010

AC Trost_.car_ Helper

AC Dist. , sec W.U.

638.6Q4 -018 Maint. Mech. Helper

899.684-022 Maint.,Repair Helper.

629.281..022 Alec. RZEMaint _Mech.

827 584.010 lec. Appl. 40repirer

827 661-010. 88 Appl. Installer

827.261 010. Elec. Appl. Servicer,

637.684"41...9JMA21=PIELLE637 687-014 41.f.: Mech. Helper

827.394-010 Refrigerator

Gas

Teiter

827.584-010 Leak. Tester

.62.281-Q14.

Electrical tepairer

63a.,281-4110. 7neuseatic Tola...11.Vaar

.... Frin.281..11111 "Maid Power is

710.281018 Uetltrosech. Tech.

A

o.

.:4, -4

ow.

7"

f

.

say

f

.

V

CORE CURRICULUM

0

di


ELECTROMECHANICAL TECHNOLOGY

4 d,...m-- . .

reilL

.

gl

tit':

1

o

'

7,

o

.

.,

A P. 1

A-I a.

.

-.0

..1

.4:).

.

.

si

1

.

§

1

,..

.

..I

1.. . .

.

.

- EMPLOYABILITYSKILLS

faVIOw

11

11,

Nis,

. 11

ea

110

177

,2'

10

v.14

17.lici

el

u..)

03I-I

10

to

NN

10

%/

N VI

a10

seg

s-I10

k Nr:2

11

en'wi

..

:

geg

4.

plCOel

. 4ig

csi

dc}

0I)solCO

II0-r

.7-1

.

TASKPo. --TASK NAME Orr

ts-01 Discussing and demonstrating how to

get a job

.

.

:

X X X X X X X X X X X

.i

X X X X XX

.

X,

ES -02 Discussidg and demonstrating how.to, .

.

keep a job. .

X X X X X X X X X X X X X X XA

X.X.

X

,. . . .

A.

.A

..

113 6

1114

Qi.

/14

4.

1...4,..1;K't. ,

4',

..

.4.4

.....

CONSUMERRESIDENTIAL

_

. 4,..

TASK' LISTING' BY DOT CODE. "ar ..

-ELECTROMECHANICAL TECHNOLOGY

MO.40,... .....,..,-....,-,,

FilIll 1

ill

ma6

11.

.t

/a.,

.44.

8

it0'..t.

iA.

1o

17

.

.

1`0

4t0.

it,..1..

A

ii.

4C

.

14.11,,

i.

ol

-

.R.I4....

1x

4'

1

.4-1a *

.1il

f

.0_

c

.11i1

...

_1.

'f1

.*0

1 ii..1.

40

*ALI6,4

. g,4

Es

1

'a0

%!

..2)

o

.

0 I

si4t,,.,..5

.,.

, i.

.4 4

.,a. . .. .APPLICATION - .

ELECTRICAL WISING

is.

Xtoel

4.0,' co

co4. 0mwi0)

ro+.

,,CO

elccke

,..113

rri\oN

,..,U3

.

Xat10

VIk0

:.

I(.0

,

.' 1.

.p.

/in

tiCO

.g7to

re.,CO

.

r9

Tto

IN

N, CO

94

!coki

W

37coto

te,M2

1

1 gII%cp

fri03

r9

Iwin

lisCO

:4

is643N

it;, CO

.

a g

01c.,3

4. isWI

100"4.

F4i

ck,

i

! 94

gc1

'4ATASKNO. . . TASK 'NAME

k_UNIT

AW -01.

Demonstrating a knowledge of the ...

:',

I 0 o

. 4 1 , .residential wiring occupation .

.X X X

.

...IL A

X4

4

RW-02 Identifying electrical safety terms'and,

.

pr10-

ractices .

.. X X 4 Xt

. X

CRW..s03

%

Identifying and using electrical wiring

I. I. / I I

,

specialty tools / ' X XvX .

X

RW-04,

Using the Nation-1 Electrical Code .

. . 1

manual X X X 0. X.

MR -05 Identifying conductors,' cables and cord4, XX1

X .a i - -

., X

t-

1.15%

:

mg

%AV

O

4

.

.

.

S

.

CoNSUMERRE.... INTZAL

.. . ,

, .i.

TASK LISTING BY DOT CODE.

ELECTROMECHANICAL TECHNOLOGY .,

. .

M

Au

: a

..

.

-.1.

7 I

1_II0

gai01"

.

v

,a

..10-

g441

i.

. .. ,«

...

APPLICATION ,- 4).

. .* ECTRICAL WRING

..4

--'4.4

i

II gli,

ri

2

X

r4

so

IN

X

cm,

7ro4to

11

2

X

A

2W44

etlil

co

/co40

03

2

4444

40

i ,

.

04

coin

Ieft'2

alr I

...40

(6roi.

rA-N

*rib

2

icol11

r"ft 21

.

.

%42

g

in4:31

. ".1giel2

v

X

.

L,

0

0wli0)pl

TASKo.

- .

'TASK NAME UNIT

12.RW-06 Reading blueprints and joules

RW-07 Identifying and drawing electrical.

. .,

/symbols used in residential wiring

12X X X

...

,

X

RW-08 Identifying boxes and devices used in a

- electrical wiring N. X X X

. . P., X

RR -09I

Installing load centers6

I X X X .

.

X

RW-10 Identifying and installing ovez:urrent.

-

protection devices. X X

11'7 O4 118

I

1

I.Op

ifg /

.,

TASK LISTING BY DOT CODE,....... ..

_ELECTROMECHANIcAL TECHNOLOGY .-

IP

hil

,-

It

rn"

I-

-1

laid 0

.4.1

Dis

.

1

1.

Nch

a1

4.1

1

10

.1;

,

.,

.

11

ri

..0

Iri1

1.4.

0

s:a

,

r4

-

I-

1

I1

i1.4

§a4.1

U

I-

1

i0

.

11,'" 1

..

.

,.

. -

CONSUMER APPLICATION -RESIDENTIAL ELECTRICAL WIRING

a;a

v.. VI

Ves

2

1

2

;rilto

2.

11wea

2

.

mit

G

,

41

u:s

S

0 dill!.. s.,

14 Pal

2 2

d

,0eq.ri.2

t

g

0)IIr.-g-

.

g.1;

%NN

g

lil

/

44(

j'°1

.01

A

gip

4Ael

co

1..4TASK

MO. TASK NAME OMIT

RW 11.

Designing and installing lighting..

circuitsREW03 X X -

_-

.

..

X

..

RW-12 -esigning a circuit and installing a ..

threb -way switch REW06 X X x

RW-13 %

Installing a 115v appliance outlet '

BEN-01. X X X

_

.

.

X .

RW-14 Installing a convenience outletREW01 X

.x

X

..X

X. X

_ X .

RW-15 Installing a split switched recqptacle REW

RW-16 Installing a one-button and a two-button

I.

door bell circuitREW'

05 X X X

119 _1 120 -

r-7

t .

I4'

.

CONSUMERRESIbENTIAL

"I". ... .

01. .'

TASK LISTING .B DOT CODE


40_,:i...

fila:14

.",

lla*I

IL

i°

1

lk

AI

1

1

14i.,0iii

A

iiA

7

/

47

41

It

. . .

14A

1u

:

4

1

4iu

1

0

V.X

$4

lo

V4)

4t4"k

..,

1g

.

.II

it4.TT

. .

APPLICATION -.

ELECTRICAL WIRING

PRP41

*7-:.1

2

ko'Na2

1,aV/

477

2

2

17413

kg1

4to'

$

11141

r.l'

2

N''(4.3

'!1

ri

t0CO

rii,

A

40

4poi

A

N477-

2

g

4el

Pt

tO

NLT

All

NNg

RI

40

Nf2

3

4L:

.7.3

2

fol

NNco

2 ,

VI

N04co

. "1

NatNco

ad

est

t;4

ti

ty

co

ty

aviz.,TASKNO.. TASK NAME , UNIT

RW -17 Installing 230v circuits and. outlets.... REW-07 X X X

.X

_

=RN -18 Installing a temporary service entranceREW -

10 X X X 6 X

RW-19 Installing a service enttanceREW-

I : ,

RW-30 Estimatin. materials for a ven

residenAal wiring installationWig -

13 X X X .

X... . .

. ..

.r

P

, I - _

a

121 122

I

;0,ili..0:VItAf ----, ! V-.

0 .

- I f.

.

CONSUMER1TASKNO.sr

..

I

. .

TASK LISTING BY.DOT CODE

. .ELECTEWCHANICAL TECHNOLOGY

. ,

,...,--_-,i

IPP

. .

_

41

r:,.,

t'

;1

a

4

0

. 1

lb

1

A

*:

!4;

i

I

i;

a

1

A

I. I

.

.

I. . ..

.

. .

APPLICATION - REFRIGERATION*

-_-4

II

UNIT

,.N

..

10ro

61042

.

w

.

001

1

11

. WCO

112

_210ia

.

1

0)CII

0g

:In

14

SIP:2

. rl3NP:2

034#

tzeff0 .

.

cofr)

gN03

IIngN03

_

m

NtitCI i

...

4.N. TASK NAME _

RF -01 Identifying carear opportunities

.-,.available in refrigeration

.

REP-01 X X

-X -X X

RF -02 . Identifying safe working.conditionsREF02 x x

.

X X X

RF -03 Demonstrating a knowledge of basic.

refrigeration conceptsREF-03 X X , X X X

RF -04 Demonstrating a knowledge of the basic

-?

refrigeration cycleREF-.04, _ X X __ X X ,.

RF -05,

___...

Identifying and using refrigeration.

.

.

,

.-,

................m.tools

REF-05

.

X X t- X X X.

123

4.

124

.10

.

, ...,

.. TASK LISTING BY DOT CODE _..,.-7'__ .

ELECTROMECHANICAL TECHNOLOGY,1

.i,d

tr....ii

iff

E

la

:

:

:I

- *'

t.

.i

ti

A

14 10

,

.:

,

t3

ii.

ii

,

&

ii

144.1

...

.

4;0

Ir2.

S

.f.

.114

t'

m

1AI

N

14

,I

ill

4ak

°S

eirIc

1ITI

,1

a

V

El$4

B

1tr..4$4

1

0.;*I,044

i14

T70N01

Ca

A

0

gn'41

1,111

g.. If

;13pi140

u

.

1

copa

d_

.

.1

1

coi.4

?64-1.rir

'

, . .

,

.

.

,.

CONSUMER APPLICATION -, REFRIGERATION...4,

.......P.r

:f,..4

.-_,i

II

OMIT

REF-06

0.;12

'.

a

NTr

2

cv

ibi.2

&I

4. 2 .

X

0

1r2

It

c°

..4ID

id2

q

Pi

I%0

iE

"gglii..coNellg

4

1co111

42

71..to1...

2r

1N42

.

Pt

$111ofr.2

.

7.4 514

7 Xc% 03%CI elP.: res.

Ill tr)

$

r9cis

3ingCCO

,

TASKMO.

A..

'TASK NAME

R' -06 Tapping, threading and replacing threads

RF-07 Identifying types of pipe and tube.

.-,

.

,

.

oig,

fittings used in refrigeration systemsREF-07

REF -1:

X

i

,

.

.,

X X

x x ?

fRF -08 Performing basic copper tubing operations

RF -09

.Swaging/ cleaning, fluxing and soft

,

.

soldering copper tubingREF -1

...-

X X

RF -10

,

Silver brazinsLrerigeratigngjjaingREF-10 _ _ . .,

.

4-...A_L__-.

RF-11. .

Handling, transforming, weighing andII.

.

measuring refrigerantsREF -

11 _ X X,....f ......

X X X,

4

125 126

4

a

' ,,-.,;4:-s s ;a.

4

0'.7:11164(PW.,1),V.,94..

.

'TASK

- .

.

CONSUMERIm.ior

.,..:.-3

. . .-'. . 1., . .

LISTING ilY DOT CODE'4

.

.

t'.

....

.ELECTROMECHANICALTECHNOLOGY .

,

I-:sta

.14titi

g

1. .11

1

i7to.

.i..11

ii..

..

. Li44

I 14

IA

1

.

,

ii. ik

i.I

.

-

.

.

.

..

APPLICATION - REFRIGERATION .

ie

.l .

Si

w

r4

;S

2

a

ttl.'

Li117

1103

so

011I

in

Pi

0

2

V

2

031

e)-,0

4

1I311

1,

elg)

.g

est0)

9iii!V

pi0)

oi0 I

I

:21NNO.

...:.

TASK NAME UNIT

RF -12 Installing and using access valves 12. ,

,

X.

X X ,

RF-1I Maintaining refrigeration manifold gaugesREF-11, X

.

X X .P

RF -14 Installing and using refrigeration

'REF.

.

mainfiold gatm3esoll.. 14

.X X

.X ,,

RF -15 Evaciating a refrigeration systemREF-15

.

,

X

.

.X X X

RF -16 Installing refrigeratign. accessoriesREF-16 X X .

RF -17 Testing for leaks /

REF -

17 X X

,

X X X

.,

RF -18 Charging a refrigeration system 18 X X x X x

RF -19 Troubleshooting refrigerator compressorsREF -*

19 X ...,X __

.

X

.

.

.

1?7 128

s.

a.

1

_

,.

r ..,'

.9'TASK LISTING BY DOT CODE , .

it

.ELECTROMECHANICAL TECHNOLOGY

4.1

"..!P'-=:r-A

41

.

VirOwP...

E

g

II1

7

ege

ei

MA'

7

.

.1e,r,

AI

)1.1,

1,

aili.

..1C),

1:1

4

1

iv1.41#-;;;A

16

43,A1

4

7.

1

.4

.u.

V

.1

7.

L.0

1

1-

.

Milri

l,lig,,

.

g

1

tit44

,

IIr.,,,

r

IIa

i,. l

1

-

,*4

rI. a

s., ' % ,

,

CONSUMER......rimowTASK

t11; A ,. ,

.

.

APPLICATION - REFRIGERATION

;714 ii

(1

6,geNt

.411

S t

. .

gi4,0

13;

St

@

Y...,WIS

MI

2

PS

ir.CtC4

r.

'Z'

, cal

rlWNe:

:14: I

U3

0;

gal

a)U3

4

g

co, N.dr.r:r:

'9

in

2

PI

11kr)

t 13

gY41N

2

.9

I03

- ViNtv)1

:441

7li.

r:r IS

L.t,r4

a'Inr:2

coit:r,

ta,

;1.

711)Nal

2,

A

Nq

7ill(SI

of

.

g

a 1,pi

I.

co.

1)ro'il

TASK NAME OMIT

RP -20 Troubleshooting condensersREF-20. X

I -. . X

RF -21 Troubleshooting evaporatorsREF -

21

,

. X.

X X..;

.

RF -22..

Troubleshooting an 'automatic expansion

:

.

.

0

...

1 .._

valve. 22 X X X

h

RF -23 Troubleshooting capillary tubed

TroUbleshooting thermostatic expansion

REF-23 X X

RP-24

valvesREF -

24 x X X

RF -25

,

Troubleshooting the refrigeration

systemPEP-25 X X

_ . X Xsr

tr.

128 1304

S.

4

' rrI

4.

4.

lk

CONSUMER

. ,.

. t

!RIK lISTING ill' DOT' CODE .

%

. ,

r.LTICTROMECHANICAL TECHNOLOGY.

IP

lir""-r-n:f-

toID

_

0

.,

,

*: *

#

1

r1.11

1

tl

tgi

liP.

I1

11

I

41.T-IIII...

,

.

4

I.'

t

iIA

i

.

1k4g

.

I,

..........

I1

. . ,v,

.

:1..

. .

.

P .

A

.,

APPLICATION ,REFRIGERATION

u --V.--.

T1 _fI-iin'n'Thr

r.,-_.;

r r,t--

.lI

iM0

.

risi

..,

':

4i0IA

2

1

gW

I

ae;

2.t

1

4

ICI

'844

gtO1

..

aG

I_

. i.tii

.sIN 1

r:2

Dp:2

.

;i.,r:2

1wr:el"t O

wl

g..elkg

cl

r:NCO

g

.I.I.INCO 4

1i

i'g14

1

TASKNO.

,

TASK NAME UNIT

RF -26

.

Insta ling a window air conditioning

.

.unit26 . X X

..

RF -27

.

Performing pre-season start-up-,

%

.

maintenance, on window air oonditioning.

.. .

,

.

pits.

REF;27 X' X

I

RF -28_ Troubleshooting compressor burnout in..,

.-

.

' window air conditionersRE?-20 . X A . x, x

,

RF -29 Evacuating and charging window air

4...........conditioners

REF-29 X X . X X #

0

131I

132

............... ": 7 . e

;

..

CONSUMER

.

.,

. .

.. .

TASK- LISTIIIII reiDOT CODE. ,

b

ELECTIROMECHANIML TECHNOLOV

, ; . ,

,_-,-;)

140,_-...--.

liF

.

ilig

A

. .

.

.

'

;.

..

.1.

41ig

.

1

.

1ua

:

,-

:,'

:=..-

..

1,

:

I

- ,

A

i

I1

10,-

1

I

1

,-

.

. .

.

APPLICATION REFRIGERATION

mrr.---,__..-r-...-_i.,

.

1a

4

..:

44g

04

.

,

tri2

g,3

CO10

gr'2

.

--

- 401

r%

-

10..,co,r)w

.

g

I40

21as

scl

7geil

fil2

,S1

103in42

g

T. ato42

e4

42

4,m

r.ri

*r:2

in

--r:2

Vdriof

I-g),

ti

IesA

;elft 4)

c;TASKso. TASK NAME . IIIIIT

, a2

R'-3O Troubleshooting fans and famotors30 X X X

RF -314

Troubleshooting mechanical problems in, r -

I IV

.

.

/.

_

a window air cdnditioner refrigeration_

.

,

.

.1,

.

cycle,' .

..REF -

31 X

.-

X X X

-.

.-

RF -32 Troubleshooting a'window air conditioner. .

.

.

electrical systemREF-32

. X

I'-33 Identifying and describing the function .

.

"1of refrigeration components

REF-

.... . - . . A A A

133134

`4,14T, ' ^....,..1,5444"'.4;.r.r.' .

.

4

CONSUMER

.


ELECAOMECANICAL TECHNOLOGY

i,-_---,1illWO fWW

T7...

*.

:

4.1

..,

:,0

t

,

13

4:

41

I

.:

..

:

I

.4)

.

1

-...

"e:

,

' 1

.

7. . ,

u

.1

.

1

40

1._

.-

7

.

. .

APPLICATION - REFRIGERATION :a

N

2COv;

ist0413

;$

OD10

4g

CS

N

(PiID

0

tk0

i40

el.

ItO

iInr...

2

iti

14

43N

101

41:14

24.

104

ro

01N.

g

InN.

si,

r-103N

roi

c.1

c;

COpl40IriCON

,-ifr.

rr-i

TASKMO. TASK NAME UNIT

RP-34I .

Evacuating and charging doMestic

refrigerator and freezer systems REF-34 X X

RP-35qi

Testing and teplacin4 defectiveIMF35

.

. .

,

. X X

,

refrigeration cycle components

RF -36 Troubleshooting refrigerator/freezer

compressor bUrnout REF-!

36 X X

RF -37

.

Testing and repairingireaacing,

refrigerator/freezer fans and fan motorsREP -37

X X

.

.

4

135 13 S.

0

A

0

.

.

TASK LISTING BY DOT CODE-

.


I i..)p-,

--.7-*

lu

La4

1..."1

1

1P

.

-

il 1gt

. a

it

$4

ia

i

14

.

j

.

a.,..

.. ,.;

Z

sii3en

4.414

.

II

$144

.41

1440

..

...I

CONSUMER APPLICATION - REFRIGERATION

e

a

"a10

Nco

a

g10

elCO

ra10

ft113

a

64N

VI10

4

a10

elta

c:ii

a10

NI

cfa

N

r9

t

2

.9

010

2

°toN

2

Pi

1col10

1)

coVI

2

tit

2t

el.

CON

2

coN

12

r4CO44

P4.TASK

NO..

TASK NAME. .2..- UNIT

RF -38 Diagnosing prbblems in refrigerators-.- .

and freezers .REF-38 x x

%

.

,

r

.

.

/

.

1 #1.

.,

. , i141111111.

131138 40

t

4

UI

)41

ere - -: . e.. . .

xr

CONSUMERimmoral...

TASK.4 I&

TA'K LISTING BY DOI CODE .

11 ..

-;..tiltEMESEW21162212t2WETI..

.

.21Ai .1

, 0

4

II

1to

.

1.

1

4.a.

A

I4

iis'

I.

r4I.4.1

.

4,

1,;1

.1, 4 7,

' 1

.

.

1.

APPLICATION - MAJOR APPLIANCES

).

111 .

.

i

. ,_

40

IA

42.

.

4040

7.11

g

ei

43

.

114

.

Illr2

1010

es

2

es04..

1...

24

el

%Di

I%

2

-

1A42

in4to'

5elto'

l

.

aa0

g

1.4ds.

-I?61

-r.. TASK NAME SNIT

MA-01

.,.

Of

Develo.in. troubleshooting plans for a

I 1

4

r 4 4 1 A

.

major appliance X.

. X X X X X X.

MA-02 Installing and wiring an electric.

.

.

.

,

'41clothes dryer MA-04 X

.

X X

,

x-

i

X X

MA-03 Troubleshooting" and servicing electric

/dryer mechanical/electrical systems MA-16 X X X X X X X

MA-04 Installing, plumbing and wiring a

,....,,.clothes washer NA-05

.

X XI

X X X X X

139140

4

.

,

CONSUMER

.

.

. .. .W

TASK LUTING 117/DOT COD

.


).

.

/lIl

.141:' ill.

;1'1..

.

I 'V

.

A

tl'

1.

it

4

4

Ile

i

11

II

1

k

.1

43

i 1__.

, 41

PI.4,

.

OA

.

1

fPI

d

a

g

1A

: S4

1

411

i

I

I1

:1'1'1

.,,

1.

,

1

s4

.

if .

,

.

APPLYCATION - MAJOR APPLIANCES

...,-,.... .

::-.,,, V..0et

0,I

2

ut

2

Vgtoc

2

1-ra

so...

. LI

l'saes

I,.ti)

Itt047

3a41)iE

1

r

;'In42

141

ier:2

V

rri.2

lini.do

r,J,.:2

11414

.s n

42

Vr4

Alof2

4rd

114

G

qelA

1 14

friTASKNo. TASK NAilE IIIIIT

MA-05 Troubleshooting and replacing. the . .

. .

lathes washer water level control'gnd.

4GI- I

- door switches n15 I X X X X X X

MA-06 TroubleshoOting ancreplacing the ..

_ .

. clothes washer timer and-110

-15 X . . X X X X_.

X X,

MA-07

.

Troubleshooting and replacing the

,

,

.

.clothes washer motor and relayi ' I

X X X X

MA -Q8 Troubleshooting and replacing the

clothes washer drain pump MA -15 . X X -X X X X

1 4

H.

ypii..

Pf,i . . III"

cr-

S

eh.

I.

.:! `,:'!".::

,.... . ' c

., 0 , l.

.. . 101.

1 .J

TA'S K LISTING BY DOT CODE E-.-11

. 411

ELECTROMECHANICAL TECHNOLOGY W

:

il

.

.

al

I-

.

..g

x,

41

i

1,

41

.1

,

t.g

4

I.

1cl

a

.

ei,

.1...;

14

a

,

.:

T>

.2,

itft4.414

V

1

tt:

41

r4In

e. e .,\I

, 111111. . 'W.)771.I -1°. v /

..;.i-4. _

CONSUMER APPLICATiON - fiAJOR APPLIANCES II

a qo

2

c4411

2

sI61to

2

q

a.1oa

r :elAD

4

to440

f " 1

to1'ico

1

001

al2

.4 0VI a.

1/1 it)1.4 r:SI roi

ci

VtotNi

4I

o11

131

42

.:

.

!E9

42

ICOVIgroi

4.4CONat2

r'iCONOd0

I!03ps

Co#4

i.T40)Nt;ri.r

TASKMO.

,.,

TASK NAME 0, Erin

MA-09 Troubleshooting and replacing/repairing4- A

*

.

the clothes washer clutch and

4

-,. II

-, 4

.transmission i MellMA-15 X X le X X

4 0MA-10 Installing, wiring and plumbing an .

.

,

electric wateK heater X X X X X X t--MA-11

.. .

Troubleshooting and-replacing electricr

p.

water heater elements.

X...

X ,]4', X X ., X. X

MA-12. TroubleshootinTand replacing electric_

Irs..--

. ..

I....

water heater thermostats. .XXXX 4, X X

.

-

1

143 144

jj

zN,

.4

.

40

...

. .

.

CONSUMER

.1\ , ). ... o

"MK LISTINI3BY DOT CODE..


,....

);-----

rft

.

It

4111

'.

A.M

11

o

2.

i11

N

/84,..

I0

1

t.0

.

1

.

i-0

..

..

. .. . . .

...

APPLICATION MAJOR APPLIANCESI

..'

1

..i

a

g

a.' .Bli01 1 i

a

'Zs

g'Zs,

r

go

Isii, .

.1NN2

Ill...

2

N

2

04

0

.

4railoi

.

;ralN

rTASKNO.

.

TASK NAME OMIT

MA-13 Installinrand wiring a trash. compactor.

X

I

X

p.X X X X X

._

MA-14 Troubleshooting a t;ashcompactor X X X. X X VX. X

MA-15 Installing and wiring a microwave oven, X X X lr X. X X

MA-16 Troubleshooting and repairing microwave.

.

,.

ovens. X

,

.

.

-........

.

XOrXXX

*

-

X X.

MA-17 cInstalling, wiring and plumbing a

dishwasher . . MA-Of X . . X X X X

4

X X

MA-18 Troubleshooting and replacing dishwasher.

.

water level control and door switches MA-15 .X X X X X,

145 I 46'p.

/

0 ;

.

7 i ,1:4 7-7 .;.:,e,,els"6.4-,-ii,31,1,41i4.14.,6-,Intltili.:7,Mtei C.x-rf,,M r

'1.?1

wt.!,

'at-UT

.

Qualwaszughzuldz..AsaLatuaswTASKNO.

.

TASK LISTING BY DOt CODE


)

.

..

, .

'i

1g

';

.

ts.

..i.

1

r

I

,

.

-,.I 1

.

-..

:1

.

1 I1

Ira

so

1

1

110.4

.1

. .

.

.

.

..

..

at

. IV4:I.:2

0

g

2

-

1

..

.

gelINetup

kg:cofrike

C4

2-Ii .

g.1.V

iii

2

CI

g

2

ci

V

cc°

2

g10.1

11

.

1X

i i

1on

A

2 242 citt

ETA

IIN

d4

oTASK *MARIE IIIIT

MA-19 Troubleshooting and replacing the

4 AILI

...

.

dishwasher timer and solenoids


1161.411

2.4P- 2A X.. .

X X X X . XI

X .

MA-20

dishwasher motor and relay

N

MA-2 X

,...

X X k X .

.

X X

MA-21 Troubleshooting and replacing or.

qk. is.

repairing the dishwasher drain pump MA-2 X .- X X X X X X


dishwasher 'heating element and

thermos .../ MA- 4 X X. X X 'X X

147 14S

ft.

44,

fP



.--.1-11

In

OPff:i

='4-4

"±41

UNIT

11

II0°:

g

,41

tal

a

4111

10

=

A

1

...1

I

X,

tg

.

..411

g

tIti"

.

il

4-1

i41;

4;

i141'''

,

I4

.,

.,

4. al.

-.

'4S.

v. b

11.

r4;

1:'

i'li 1

gtr.

144

11/

V

)1..4%;

T

1114

II:

rl

A

41

.

-.

.

.

/.

.. .

CONSUMER APPLICATION - MAJOR APPLIANCES

"Iq-145

N42

14

a10

al2

0V'iii)

10

42

ig1C

r:`4;1

dV'lN4'42

!°

a1ti

03

rt'S

C:1/Aliciico10

oi,

S

C4CA

EgNofLI

3in42

g'd'g,r.0

10 N.4 4Cl g

1co1N7

4vIiec-0.1

10

,,41

Ci

co1.1

4a

P4 VAVI!

co CO111 N4 IA

2 m@

si(Ni

0

dV?64c,3

d

4

.c.-01

c4i

0-it

TASKNO., *TASK N4. AIVIr

MA-23 TrAibleshootin and reslacing the. ,

dishwasher automatic dispensei MA-22 X

.

XXXX XX.XXMA-24

..

Installing and wiring an electrici

range, surface urU.t or wall ovenMA-01MA-03 X 44XXXXXXXX

MA-25. .

Troubleshooting and.reDlacing surfaceh

,

unit and oven heating elementsMA-26

MA 28 X -,X X X -X x X x x1

MA-26 Trouble4looting and replacing surface.

+I

N i.

unit and oven temperature control-

,

switches and, thermostats 29 X X X X X X X X X

149 . 159

tS

A" " :1"- : =

.

TASK LISTING BY DOT CODE,

ELECTROMECHAN/CAL TECHNOLOGY

Iislsas0

iIftutt.3)

11

A010to)gg.kiiii

is0ttto

I ,4011t1-

.1

I,4.4

;

.40.04

K

C;0 k

p4

4dl

N

it

.:

t

w

20

i,

*ii

/-.4

")r4aturiw

40

4,4

0.

u44

1

e1

1

.t

.t21. .

.

4

.iCONSUMER APPLICATION - MAJOR APPLIANCESlimmimm...m.m

it-it

vV??t;NtOW443.14NCO

gii r9

Z Fa

N NCO CO

.s?V1/rcCNOk0rrzdeer.0

°'p

elel

-?-1 vs

co co

m(.0 CO

0r4?73in.!-

g

.0I?;11u).n101

4_.

Ocl?GINN101

orit

31W

.1° r%

ft 2

...

100mcg01

rc41

?Vo'inr.:g

VfolNalg

I!Foiri8

esi

, iiiFoiri

4?

. Foicq

..r3/4

TASKNO.

.

TASK NAME Win


electric oven timer MA-0. X

.

X X X X, X X X

,

X

MA-28 Installing and wiling a cook top ancl, '4

vent MA-03 X_

..-

XXXXXXXXMA-29 Troubleshooting ceramic or conventional

.

1

.

cook tops MA-03 X,

XXXXXXXXMA-30 Identifying and describing the function

_ _ _______,of the refrigeration components REF -

0 3 X- X X X X X X . X

.

X

.

151 152

Tr

.

CONSUMER

TASK LISTING BY DOT CODE*

ELECI`ROMECHANICIAL TEMNOLOGY

Ur-2"''

40,"*".1

T

g

i7

ridi.

- I

.

1

..1: 1

-;

4r,

1

, - ra ,,,,

4


oirl

ti OIISUIT

04II

MP

2II

IN

2

0:110

V'

2

PoCMI

I

11%

fs'i"sil

01

I%

10

0tril

COIN

CA

VI

2

10

42

PI

t:2

e

4m10

r.el0

r:C4CO

t:Al0)

I-10)C4

.. G

riCOel4el ,

1

TASKNO.

-

TASK NAME ,

MAI,31 Installing and wiring a refrigeritor

and/or freezer, i MA-08 X X X X X X. X

MA-32 Troubleshooting and replacing

refrigeration components. 35 X X X X X X

MA-33 Evacuating and charging domestic ,

refrigeratorrefrigerator and freezer systems REF -34 . . X X X X X

MA-34 Troubleshooting and replacing electrical

components of a refrigerator and/or.

freezer 38 X X X'X X X

153 154

4

O

. ' -

'C

4.

, 51,

.

IP0

. 4

r-,TASK LISTING BY DOT CODEp61Ili

. AELECTROMECHANICAL TECHNOLOGY

.

I

1

el

Si

Z

.,

1.

.44 0 i

a.

.

.

0

4L 2

s COen

1143

COLA

g

r4COIV

roi

rlco(.1

g

elcocsi

elCON

,..n

.! 07,

-.r.iCbNSUMER APPLICATION - MAJOR APPLIANCES

II

111ra

.

csico

elcoto

.

Y:to01

ciw

ICO9giw

1tO

i

el

;IA.

2

rl

LO.

2

41N.

101

TASKNO. TASK NAME OMIT

MA-35...6

Installing and plumbing a gas clothes.

dryer X 4. XXXX X X X

MA-36

_

Troubleshooting and servicing gas .

clothes dryer mechanical/electrical

I.,

.

.

systems X XXXX X X X v

MA-3737_

Troubleshooting, replacing and adjusting ai.

.

.

..

.. .

er gas oontrols X 1 X

,

X X X X X

,

X

MA-38 Installing and plumbing a gas water $

heater X X X X X X X X

41

4,

.,

CONSUMER

r.

..

.

TASK, LISTING BY.DOT CODE

ELECTRoMECHANICAL'TECHNOLOGY

4...

..._,.....---,

ti';IigiIlwrr---P 'I r ".

-ft- I

II

ta.

ga

i

:;

7.i

1

1

ul

i

11

I

tg

g.

1

il

841

,4i4

41

I

I

gl

(Aj 1

1

1

j.

0a

.

44

ki

1

til1I0

.

VtiAl

.

tEil

0 1

Zit

5

.

a

Fot(41

e;Nf-I

.

4


Ili /31

..

01

61

ri:$

42

thrg

UN14

til

;w0;C;

40

rik0N 01

42

U40

r:2

40Nr:2

COI40

r:t2

ro3v;t:; 2

.70.m

. gII'

g

a1/1

40

E04NofC4

64)ei

tiTASK ,

MO.

.....ww,. _

-TASK NAME OMIT

MA-39.

Troubleshooting and replacing gas water.

.

i vheater relief 'valves . X

.4,

XXXXXXXX,MA-40 Troubleshooting, replacing and ad4usting

- -

4 .

water heater gas controls X.

, , a a.

X X X X

' 4

X X X

.

X

a

MA-41 Troubleshooting and replacing gas water,

. .

/

. , .

heater thermostats . 1

II

X.

A 1

,..

/

.

0XXXXXXXX\

.al

MA-42,

Installing and plumbing a gas range or.

,

---_-_.4

.

a wall oven and surface unit

.

X

, . ...-

X X X

A

X X X X. X

- - .. - -

15S .4)

VP' - ..t's?,:avy

CONSUMER

i..

TASK LISTING DOT OT CODE'.


IPdg.

)--:'-).-Iii

)I.

ft'4

as

lobe

:,

t

A

1tt

1POt

ih

1:

A

i4

1I4.

1.

"il

.;

;

.

a /..

-0b

44

1

1H

.1

tV

.

APPLICATION - MAJOeAPPLIANCES

.

:e

"rs10)CS1

'V

(*cow(*co

g 11

%0

bic4

4

r40310

11e.i

01

l'ft41iti

rrwwo

°rltONe

r%m

: )

.02Ws

A

N

i10

ico

..

i

:

.el

1CO01

r-av

.r-1

74. 0ri NauN

0e

?ZIOINr 40

r.Meto

.V'ODfol

eZ

2

gV'03VI

r

.2

it*-1COCs1

a;Vs@

,..4co(40

.

d

ricoNd

!.°1

ICONo141.-

.

TASKMO. TASK NAME .

UNIT

. Troubleshootin. and relacin as rane

controls , X XXXXXX X X

MA-44 Troubleshooting and replacing gas n___--

4

.

controls X X X X X X X X X

MA-45 'Troubleshooting and replacing gas/0

electric controls X X X X X X

MA-46 Troubleshooting gas lines and

connections for leaks X X X X X X X.

MA-47 Installing a gas orifice X X X X X X X

159 160

4

C)

C)

91 -11

II.W

I4)..tx

pasxii

.

.

.

.

.

r

&g

0az

M

laAI.tr

5et

.

):4,

gl

`E

o-

1-4

rti.......02

g

.....--.,

...4

CaX

-

.

.

-.

11.1.

3.0E to

anir-...,i en a4

1ENO .

H anOP.4. g4-1 .

, cisoom

.

T 'IIIIITTUTTIIIiji ii le II , 1

DOT NO. ROT INEUMPTielli. .

824.261.014824.684 -4122

:4 ectrical Arstreutica:1 ectrician Helper

824.681.010- - -ctriciazi

817,187.-ma Tim+ _ fir_ InAlper637.261.410. C Dist. fer.s, 111'.U.

, 638.684-018 .t. Mech. Helper893.684-022 4 t. Repair Ilkaper

629.281.4122 :4 Pre Malt. $sd&..827.584.410 -c Appl. Preparer827.661 -010 :I; Appl. Installer

x x 827.261-010. .A ec . Appl. Seirvinerx x

637.684-410 Appl gar, Helm*637 687-014 ,-,_ . mech. Helmer 1

x xx x

827.384-01a v- rigerator Tester( - leak. Testerx x 827.584.410

x x 829...281.414 1:4 ectrical -paperer

6311.281010. -., tic Tool Repair

60.04,281i43.41 -luid Power Hichanic,.

710.281-018 ectrapech. Tech.

4

,

(

I

_

INDUSTRIAL

.

.

TASK LISTING BY DOT CODE,v


VSti.WM

Sp

...

PC/Abti;

k

M,IIia1

ri

g

t0

Al

g

laigt4)

.

g

latit4)

.,

.

'

*N

a111

4.)

k

V04

id

m4;

el.

,

ag

44

ill

ad

..

,

.

. M

.

.

44 .

Itu

,

g

0

.

. .

t.

..

.

APPLICATION - INDUSTRIAL ELECTRICITY

fa0aei,se1-s

of

gcv

vV,

N

Ni

1.ko

ttito*

arici$

Fa;to

4(1:%°1

..

...

dVgNr,mtO

co

ricitocom40

ri

2,,,WI

cl;01O)

ei

gN0;NV)

P4

7zgIArNCO

rd1ri?g1)r:NCO

I-1

VG4Nr:NCO

0isi

IclsWe

r.elV)

. ..

dYgfel

r:CT1

r9?ro.VI

r:CT3

:$'17yF. 4

N4:4

2

rics

gcy

8g

rtt?gN8S

fl?7,4Nc;

'e-IN

TASKNO. TASK NAME UNIT

IE-01 Identifying hazardous wiring locations X X X X

/1E-02 Locating service entrance equipment and

4

.

,

,

Is

writing specifications X X-

X

_

4

X

1E-03 Calculating and selecting service

I

conduits X X X

IE-04 Installing service conduits X X

1E-05 Installing outlet, junction boxes and/

conduit Xill

X

1E-06 Installing conduit under a concrete slab X X .

1 4163

o t

4

..

INDUSTRIAL

..

.



I;-.-1.'..

.I1...,....,riot.

OP

Eme

..1111

:1

0 io.

.10t0

ug.tilt0

I

ill4

P

a

.t4u

rt.

1.0

k

0

i

.i.i

-i

V.4.., j

..

I4 .1

d

.1 1 1

1.

.

;..

v-

1.

..

.

APPLICATION 1- INDJSTRIAL ELECTRICITY

laat

cv

v

NV2

csi a

co co10 toi71 42 g >,

0

cc19

IN

z

c:$

4.0N14

(.2

co

tO

CO

(4,1

cv-

laUP

co

ilNg

c3

I'lig

42

d

elNNCO

wNmID

.: ANNCO

0

XgiNNCO

-,

.

, r,,-.c4.-Il

r,

TASKNO. . TASK NAME . . UNIT

IE -07 Calculating branch circuit conductors )

and overcurrent protection X

IE -08 Leterminingrtizes and types of feeder

and overcurrent protection devices X X X

IE -09 Selecting and installing a 480v208 -210

three phase four wire service, entrance X

IE -10 Installing branch circuits and controls

for air conditioning and heating X X X X

......

165

INDUSTRIAL

.

.

TASK LICTING BY DOT CODE .


-imi

,so

fara.

i0

I°

VA

Al

A0t

M0

ce'tl

I

tc

M

li

we

I0. 0

.(

I, , r .

.0il

,

h

sd

.

1

1tr

.

,N

$

,,,,,

..

1?,

N

,

,

.

044

i

1

§

.

t

1

.t

EJ., .

OP...1.....-4

..


41

illN

Nco

gia

3$0

trINco

0

crgW

4Nco

G.

'071tf4rto

0

41N

el4,o

WI

m10

elw

N

$0ico

..

. :

g

0erI

Nco

I°5:WW

Nco

°4,0N4Nco

0,i,Oa4,0

4el$0

,TODiD

S

el$0

COel4eINco

f9

?03"til

4co

"4

tr;

.-IN 03Ni

64'CON85-1r-

07"pic.,


IE-11 Installing branch circuits and controls

IN11114 t

for lighting X X

1E-12 Calculating the 120 and 277 volt

lighting load X X

1E-13 Selecting and installing a 277 volt

fluorescent light X X

1E-14 Hooking up a three phase booster

transformer X X

1t3'1

$11

immook

.

INDUSTRIAL

.

,


E LECTFtOMECHANICAL TECHNOLOGY

:AO

NIliisIII

,At. Al

'nigu

0-I

I11

1U

10

..

IR0tili

N

4it

1

a

1.

iA-,

.

0

e.3 44IIU

4 g

A

1

^

.,

1LO

/1

ili

4.L1

0

40

i

0

'i4.41C1

1

..1

.

.APPLICATION - INDUSTRIAL ELECTRICITY

.

CI;41

oma

qt

toNvNco

NN

I10

IA

co

0

1-1a)10

4co

dYItoNr6

Crii cl

/ 1)0

10 10

co;PA(1)

01.0

cin

gNCO

4r1w10

gNCO

0

2wNgCs1co

0

1co(arco]

.

0

1IP03M

g1%1

0

TA1,CO111

t:tol

V

-I0)0.1

el,)

_

ini

1.1cogy

g

.

.

CO

?0)c4

r.

4


1E-15 Making calculations for electric motors

welders and heaters X X X,

X

1E-16.

Identifying motor leads X X X X

1E-17 Operating a capacitor start motor X X X

1E-18 Operating a three phase induction motor X X X X

169170

a

,, - :`,Ft751,1',H4,", ..T9,", - , .°4 :; .s

INDUSTRIALHYDRAULICS

.



.

pe

is

0

44

1V6

4taN

, to:

f)1

SA44 .41

to

,..,

1

"E.)

A. ig

4 14gial

1

.

la

Ail,

.

).

A

)11.B

igto44$4

,E4

1,4.14)41414tw

- ,g

11

40I-4

,t.

. t

.

APPLICATION -AND PNEUMATICS

gii

itO

tr;

Po'

°Y,03AO

to'

s1CCtg

r:'Zia'

drv,10Ngcul

:I)

ItO

o;(42

CA

1COk0i

t4

217,COraoif:

91

COing2

PI

1010

gcn1

g.V)Ngroi

*" 9f

4034D,

Nf2

CI

Vv.COVI

gPo'

c4

7V'COIII

g2

A'

7riCOCNI

al

Po'

hV1.4cogy

.14

m

51

Vr4cotsi

Co

1s-ICO111v.;_.-1r

TASKMO. TASK NAME UNIT

HP..01 Sitlecting reservoirs used in h, aulic

systemse X X

HP-02

.

Selecting and installing lines, fittingsr .

and couplers used in hydraulic/pneumatic

systemsi

i

X X

HP-03 Selecting and installing seals 'ased in

----....--.--.----.

hydraulic/pneumatic systemsX X

HP-04 Selecting and installing pumps used on

hydraulic systems

171172

.


ELECTROMECH:.%ICAL TECHNOLOGY

4da,

.E:IIgig.-.

41.4.

VP..,...r.

kr'1 1

4-

gil

unif

an

.

!If

).2

g4401

A

r48-ci-N

taV

'4

E11

o10

t

VSU

11

t

f$4

I

1.1

A

4tg

li1814ailtgC.)ot

.-I

di

a.

A

4;

Aa

Eta

Oa4"

mg

.

ill

pilli

,J

A

.

1.1

2

,..4$4

1'4_

14

1

al

1

11

to

t17LA

I!,..

. t,.

,

INDUSTRIAL APPLICATION -HYDRAULICS AND PNEUMATICS

,

1 1 1 1

b""Vrot3gN4mom

g it

I0tr;

gr$IW

4

V.V3/icrol'cocotd

1.:"r4Isl

" . F4 g 31

N CO tO

0.;

;01 2 FOI

"VFoilrolGiNi!,0

gIIVIn

eN424

451

0to'

N.Ca 11

6

NNCC 3

1col4.0

Ngl 2

. ."ii.xfc;tO

aNft;:11

g

corfr1.,

NCO

g7.043.

VI

NSI

7-'41Ty- iioi

Nattliot'a

si

gN

g

N,..1CON

a

.-4N

TASKNO. a TASK NAME

HP-05 Identifying and describing the properties4 f

of different hydraulic fluids.

t -4 _

HP-06 Preventing hydraulic and pneumatic

system contamination, X X

.

HP-07 Selecting and installing cylinders used. .

in hydraulic/pneumatic systemsin. .

HP-08 Selecting and installing valve's on

hydrfaulic/pneumatic systemsX X

1.7 3174

INDUSTRIALHtDRAULICS

.



COS

iMil g

Eairli

0r41)

44

1

i"4

4kt

ilMP0tW

_,

R4;

$4

ti41

4

.IF

1.;

(1

tAU

tti

PA

' '

il

.1

.

,

,-

. -r-I

. ......

g

J

Mi

A0

444

1.4

.

4.4

11

i10tri

.ir44j

caa.-7IMb,

fla

.

.

t


0i4

g

141

N4NCO

NNVXw

NMN03

0"-I

(15

Fo'10

V- NCO

C

IrctC

r%/1

0VrgiNa

en%0

CO

1cowa

mW

N

N?

Is10

CO

..

1

_a

3IllnNCO

0

I),0nN03

c:j

GIN

N03

o1cotiin%0

V

ce

'it',1rel01

0V

II

el

NCO

a?VI

NCO

If

' i '

FolNtri

. ao

cg

rolis

g

d471

'4NI

03

v?

EiiiN

Caam

TASKNO. TASK NAPA ' i

UNIT

HP-09 Identifying basic hydraulic/pneumatic4

circuits

HP-10 Selecting and installing compressors

used on i pneumatic system

HP-114

Selecting and installing motors used in

hydraulic/pneumatic systems .

HP-12 Selecting and installing accessories

used on a pneumatic system. X X

1 7 :i

t-;

,


TASKNO.

.

.



Now,1

40it

1

ii-01,11R

2

841

iiIlite

li

uVI

v

pVta

Al

A.

1tg

ai"ia

60

4. 4

4

1i

1

.

.

..

, .

...11

14

ii

.

'..0*

1.

k fAPPLICATIONAND PNEUMATICS

.

-.ig

PCI0

v.

Vr4IDN4c,4co

N

ccil

VCOW

171N.co

CI

Vr4COW

4Nco

C

?I-,

COI.1:

co:

m:1

0Y.110Norel4,o

Cl!

103W

CC;elv)

N

COW

co

Pcl4

1*03inr...

2

140

C?..4

telV)

ri

2

c i

V-i4.0Nr.

2

01,03W

4Nf2

diencan

r:

2

111COilltTo'

r403Nal

2

r40)csi

tt@

.

d

03(4

r4COty

8g.4NTASK NAME UNIT

Hp-13 Selecting and installing accessories-

X

HP-14 Planning the maintenance of a hydraulic

,

-system

HP-15

.

Planning the maintenance of -a pneumatic

system

.

X

1

..'

177 17S

4

. .

.

..-TASK LISTING BY DOT CODE

ELECT ROMCHANI CAL TECHNOLOGY

4,...

.0.:

11.1:

,....,

ryrg

am

01.1;

I

.41.4

44

t

4

144

till

1u44

t

&

i$:

4AA

in

ilta

...1

:44

111

4;

ij.4air

.C11

let; it

ii

.

.8

bi.I.,

11

)

..

. .

ri.....On

INDUSTRIAL APPLICATION - COMPUTER TECHNOLOGY

1:: 1IDN4oiNNco

C4

3'413

+11

co

v°

701

W4a)

iccri'

Ctteko

170'N4Mr)w

.ci03W.03

ko

1.CO

Weco

VFOI101NNNN1,0

13inf`co

174

W.h.co

Y°

7,C)

r"t

.

COCO

We1%.

elup

3y

0%3

1r..MNNci

c '

VZri.NCO

,E1

7r3in.r.,

CO

'V'a'r:71

yEll

812

d

0 cl,..4

$7FOI

oNr4

TASKNO. .TASK NAME UNIT

C-01 Understands n- c"%uputer arithmetic -

C-02

-----v---Understandi.4 microprocessor hardware

C=03. nderstanding the functions of a

1 computer

C-04 'Using the microcomputer

C-05 Analyzing microcomputer circuits

179

.,

TASK LISTING BY 1.1T CODE.


,.,...

....--

11

t1s-

:,

1

7

al

41)

1

t

.

.

:I.

A

c.)

64

./Iii

No

.4;

;;

T :

,

.4.13

V 1

V,J

11

;.

-

1

gO

1

.

V

.

INDUSTRIAL APPLICATION - NUMERICAL CONTROLS

), r--,40)10-4

h44

II

UNIT

I1P3

1

244)

4

ii

I

td

UMN 10

6h 032 r2

10

i

0r4

COJA

ISI:

0rl

W10

42

Cid

WN42

o4

S41a"

1

1..

CON

111)

4N03

13*

20)1tiNCO

4.4tbesi

t;coc4i N

. 0. v..

14

TASKNO. . TASK NAME

NC-01 Operating programmable controllers

NC -02 Operating solid state logic motor

X I..

I Xcontrols .

Nt-03 Understanding instrumentation for

programmable controllers X X

NC-04 Interfacing a microcomputer with.

peripherals X X

NC-05 Using the microcomputer as a controller- ,

. X

181 182

V.

.

.

INDUSTRIAL

.

.


0 .

ELECTROMECHANICAL TECHNOLOGYELEELECTROMECHANICAL

taPm

IOW

esfa.

..5E

a"0

i

:1

ri

sli

A

igU

A

ii43

..

-

At

1

44

NI

a

4.3

ba

g04

l o

AI, ,

i 11.

$4

fi

"arl

1

1 1.4,

t

A.4 4,

4,

V,

.

UM

mak__a.

.

APPLICATION - ROBOTICS

MI

cpal4ri

.0..!

C1

' V

cc-.J

01N

tO

4 7 ;

v.,

C3VelCO4.0

4izi:.

-

.

c)

.:13Cs1%1311:1

eciu 3

CO

1CO

f 4A 3

Cs,

iiCO

C 1. 0 )

44

2COr4til

in

'40 2

C:3

2MIi0

rc iC 0

Ci

4.10

PI

r:: : g

031N7

74

tiw1

c

4

Itifwm

C011

gIin

4CC 3

.-ICOAI

al(Ct g

--gg

k4w

.

qel03c.i

w

I0-10)evi,

pin

4100gam

USN.No.

I

'TASK NAME .

- - - . . .

UNIT

R-01,

Comparing robotic systems X

A

X

R-02 Installing a robot X xR-03 Designing a woe- :ell X X

R-04 Scheduling robot work assignments X

t

X

R-05 Repairing and maintaining robotic -

_

systems

0X

_. .- A _

A .

1.33184

S

ti

TASK

CORE CURRICULUM

4 .

LISTING BY COMPETENCY

AND CBE REOUIREMENTELECTROMECHANICAL TECHNOLOGY

94g1.1

uw

711''s.r45

INrf'VA

04.1-.1

0-/r1ato

4.1

CU

r4.0.0t.1

,i)4.)

1gQ

ii8

.

0

ri0

,1rai

M

ri

to

0151

tn

.0

ILr4

0"

CO

alrl

wAtrg'8.104

$4

0rim

en

tli(0)InleMA

XNY

cslia

IE

tilDicis

I11lig

..6aI'5

111

tapi01111.I.

111I1,a0IA

.irtlum't1)

_

.._ i.. .

- ELECTRICITY/ELECTRONICS

TAUNO. TASK NAME

EE-01 Observing elebtrical safety precautions X X X X

.

Xr

X

X

X

X.

XEE-02 Identifying and using hand tools X X X

AL

X

.I

EA-03 Understanding the nature of matter.

X. X X

EE-04 Identifying sources of electriCity X X X X

EE-05 Identifying circuit fundamentals X X X X X

EE-06 Performing soldaring and circuit(

fabrication_

X X X X X

EE-07 Understanding the fundamer4ls of..:41._

resistance X

.0,'

X X X

1S5

TASK LISTING BY COMPETEiCY

AND CBE REQUIREMENTELECTROMECHANICAL TECHNOLOGY

CORE CURRICULUM - ELECTRICITY/ELECTRONICSTASKMO. 'tASK NAVE .,..

EE-08 Measuring voltage with2meter

EE-09 Measuring current with a meter

EE-10 Calculating power in circuits

X X X

EE-11 Identifying condudtors and insulators

EE-12 Making calculations using Ohm's Law

EE-13 Analyzing.A series circuit

EE-14 Analyzing a parallel circuit

X X X

X X X

X X X

X X X

r

X X X

EE-15 Analyzing a series-parallel circuit

EE-16 Applying fundamentals of magnetism

187

X X

lb S

TASK

CORE

v


AND CBE REDUIREMENTELECTROMECHANICAL TECHNOLOGY

CA.

:O. ii

44

to

44-$m0

E4

ifU14

P4u1.4

.0

01

.P.1

4 -18

.07.1

.9-1.JONO)4El

: al.5

W.0

tn0

P4

grad

14

10

gen

.4

0U)

LO

1,4

el

00rg

01

r'l14r I

744)

H

1.4

riU

140

4,1D3

14

2gt11

4g'

IIW

:4i.,

$4L

DI

04441$4Wg

tn01

4I; 4

4t71Hrg4-$

2H

co0.1-I

u14.,4U

NW

.1.1

r1.0444

.0

U1

t;t4-'

i I ir

01

.4-1

2E4

.

CA

i.4

El)

a'C6/

En.P-4

gPiI

LD

o.14

0U

1

.4-1

.04)0

E-I

1

4:

U

F1)

0cn

2co

imillMeum

eakta

illy

CIlaigMAggi4 a

silalkg.,

1.14CIIm.

1a

au26

tc.

ligLel$W

8

itWA

E

.

caZlalall

.

. ..

CURRICULUM - ELECTRICITY /ELECTRONICS

TASKNO. TASK NAME

a.

EE-17 Demonstrating a knowledge of motors. X X X X

4.....q-*..4............-....................

X X X

EE-18 Demonstrating a knowledge of generation X X X X X

EE-19,

Using alternating current principles X X,

X X X.

EE-20 Demonstrating a knowledge of inductance

_

X X X

X

X

X

X

XEE-21 Determining inductive reactance

Demonstrating a knowledge of capacitanceA

X

X

X

XEE-22

r

X X X,

EE-23 Computing RC time constantsS

.

X X X .X X

EE-24 Calculating capacitive reactance X X X X X X X

EE-25 Analyzing RCL series circuits X.

X X X X X Xv

1S(J il`i

TASk

CORE CURRICULUM

.

,


AND CBE REQUIREMENTELECTROMECHANICAL TECHNOLOGY Colz

IAA

iiiE

14to

091

1141

0v0..4

4.1a)

el

CA

0

301

-4m

.-104

1

.

.

.

4-4-roLk

1VI

414

cr,q-m4.1th

El+1

0

4Jw4r40

01

-

.-I

cad'

0-4;14

Eri0

,

4.)01

Et1-11

24-1

0

qi... W

010riuri

, tt%

.

31

al\iiiiSELAI

reAM=

ge

ariCeca

IIlilg4ifii

..,411110

.

IN

:0INa.

agOM

aaiN0ea

gle,.._

oa

.,

,

.

- ELECTRICITY/ELECTRONICS1:21.61.

T K JAME NAME .

EE-26.

.

Analyzing RCL parallel circuits X1 XXXXX X

EE-27 Analyzing the PN junction X X X X..X

X X

EE-28 Analyzing special semiconductor diodes X X X X X X

EE-29 Using the oscilloscope X X X X X X

IIIX X X

EE-30 Analyzing rectifiers X X .. X X

EE-31 Identifying and analyzing filters X X X X

.

..

#41

A..

199wr

sue

I I4

a

.

.

1,.

TASK

..: .

CORE CURRICULUM,,......TA3KNO.

.

...

. . -. .

LISTING BY .COMPETENCY.

AND CBE REQUIREMENT .

ELECTROMECKANICAL TECHNOLOGY f

am

a11161

imk,

fel

1.0

A0QTil

CA

1

tn.19

t4

41'

A

1A

. nil001CA

trl5$4

1

rp41-1+a

1-1

11 g

0VI 1aAl

la -

g

1I-I..0

Ef:34

rt.;

104

CT

.5,

A

14.1

Atfi

1::504

, 17i

.5,5.t

e,

.

.1,-9

g+I

Non

1010

,.1ritDun

p9u)'

..

tacisOwaMa

WAxOM

ILI

iiralAI

ii,..2

.

.

.

_VA

ite5

. .

.

13gi

.

.

03

.

,

a1,,a,

.

..

..

.

II

.

0'

..

./ .

- MECHANICS

1 TASK NAME .

M-01fil

1

Performlng scientific calculations'

Calculating the mechanical advantage of

X X X X

4

X X4 X X X

M-02

the lever (. X X X 'X X X X X XM-03 Using the lever

X X X X X XI.

M-044

Cakeulating. the mechanical advantage of

,,the wheel and axle I

X X A X X X X X X

M-05 Using the wheel and axle,\ X X X X X X IC 1

M:06 Calculating the 'mechanical advantage of ' ..

the inclined plan( Old wedge X X x X X k ., I x X X

19"3 194

4

O

TASK LISTING BY COMPETENCY,'

AND CBE .REGUIREMiELECTROMECHANICAL TECINNO

CORECURRICULUM -,.14ECHANTCS

TASK'' TASK NAME

it

M-07 Using the wedge

M-08 TrafiSMitting and calculating force and

X X X

a

motion with the screw thread

M-09, Using the screw

M-10 4, Calculating the %!chariical advantage o

the pulley *system

195

X X X X

X X X

A

04

04

Fi

ca)

4

I

a

I

W

V

OCr

X X

X X X X

X X

X X X

1.93

4'

I./

1.

. - .<#

LT

t

i .

. I

.1J

. t ar

.

. TASK

:

I

,.

C RE

...

1;

* . o

LISTING Ilif COMPETENCY .. .

AND 61tNREQUIREMENT ...ELECTROME ICAL TECHN6LOGY .

caatusINNLWIL

CO

.

.

-,:i

ooltto

4/r-Irtg

...It)

.4

.

CP09-I.0

."10-1

rat

M

094

at

InaJ

r-Itag

1 ..-1U

.

t71gI0

73'

141

oro4)

a/gPio

'I'4 .

1 .

A (.1rIUlAW

.41 .4AI.

g

t

.

.

.

.

:

\

.

.

s

...

.

4

.

.

1

4.

.

^

.

.

: .

.

.

II"NM

IIH,

PIII*In1&11

11

g=coalCC

um1131GI

.

,

.

'

seitt

. 'fasa..,,

.

. adIt1aleaai

le. tup'a

ICa.

.

r

15IaMI

tot

...

eliaIra

...0

,

a.

'

.

N.

1

... .

% '.

A .

. ,.

' s

CURRICULUM - FLUIRL POWERT.NO.

.? TASK NAME

`FP-01-4---

A

i

O i

Ident4ifying safety precautions when. *

..

..

working ohydraulic/pneumatic systems X X X X .X

FP-02 D6fining hydraulics and,pneumatics. X X IIIIIII

IC .,

4.X X .X

FP-03 Explaining the principles of hydraulics1...--

and pneumatics v.

.

X X Y.

. . . -

.

FP-04 Identif in. fluid wer s M .

X.

_

X ,X

FP-05 Reading hydraulic and pneumatic

..

,X

.

__.

schematic diagramsX X X .. * . .

191 cl

.

4

.

S

A

a.

L 4.1.

ifTASK LISTING BY COMPETENCY

AND CBE REQUIREMENTELECTROMECHANIC4L TECHNOLOGY

fCORE CURRICULUM - FLUID POWER.

TASKNO. TASK NAME

FP -96 Recognizing hydraulic system basic,

components

a' 5st

a

4

3

C

FP-07 Recognizing pneumatic system basic

componentsA

x x

ti

1994

4'4

441,

,

UI

a

b

.04

I

th

41

V%

TASK

.

.

CORE

0. t

.7

$fiee

LISTING BY COMPETENCY.

6 .1

AND CBE' REOUIREMENTELECTROMECHANICAL TECHNOLOGY.

..

..

.

0

_.,

-

.

/1

tr

ri

Ao

.

its

til

.

,

.

. .

.

.

11411.

MA

MAMC

als

1g

;11

a53

.,

us6°I

( ag118

es1:IS

Inti1.1 ,

. ..

. .

1

%. ... .

..

1

# .

CURRIebLOM - EMPLOYABILITY SKILLS

WM

COMAMC

ILI

En-...TASKNO. TASK4briAME

ES-04 Discussing and demonstrating how to .-.get a job

X X

ir'

4 --'.

ES-02 Discussing and demonstrating how to.

- .

keep a job ,

X X

.

.

[..

.

. ,.

.6

.

.

.. .

..

-i:

O.

44

e.

0

TASK

,

CONSUMERRESIDENTIAL

.e. .. ..

LISTIN BY COMPETENCY'

A BE RECLUIREPAPITELECTROMECHANICAL TECHNOLOGY

4

*

es

in

g

'Ig

a

.d'tna .

;Ir-i

1.1

1

8

b0CV

8

1

Va

;11

. .0

Lri

4wH4)

g

es

c+

1Z

0ari

.

Poo

IAA2iiiiOC

OE

iUcoRES

lema

sereI la

,

'srmIC

1110r.aPs

.

as Lig

LI

:01.1

,

il4IiD...0

LIIleilia

Mt'O.

CICia

,

APPLICATION - ..

ELECTRICAL WIRING &

TASKNO. .. TASK NIIME

RW-01 Demonstrating a kndwledge of the.

i .

c------residential wiring occupation

.

.

X 'X

RW-02 Identifying eleciric41 safety terms andg

,

.

.

practices X X

RW-03 Identifying arid using electridal wiring

spe.:Aalty tools -

,s X

-

.

. X X

RW-04 Using the National Electrical Codei

.

manual,--

XXXX 'X

RW-05 Identifying gonductOrs, cablei and cords X XX X

I

IP'

.

.

TASK

n

i

CONSUMER

sajwizaidTASK

NO,

1

.v .

,


AND CBE REQUIREMENTVIAWCTRONEellANICAL TEC:RNOLOGY

4

COZWili

2otil

.2

Vtr4149

81

ab0

4)m

0.1041

40t-44.I

,..4

'4

tr.4744

.4A

rl

trrfI-I

.

..

.

i

.

.

.

'

.. ,

..

,

.

.

IIAmal

alalalal,,

111$

ligisis.

iCa

.

.

A0-la

.

\\\

.

........1. ...6.0--.........

,.,

APPLICATION"- .

ELECTRICAL WIRING

TASK NAME

RW-06 Reading blueprints and rules X X X X X X .

W.07 -07 Identifying and drawing electrical.

symbols used in residential wiring X X X X_

X X

IPM-08 Identifying boxes and devices used in.

electrical wiring X X X `'

tX

i

X

RW-09 Inbtalling load centers X X

RW-10 Identifying and installing overcurrept

protection devices X X X X X

,

riG

a)0

..

TASK

CONSUMER.RESIDENTIAL

. . .. .,

. . . *LISTING BY COMPETENCY

ANb CBE REQUIREMENTELECTROMECHANICAL TECHNOLOGY

.

tr0

ghn

;r4e-4

.3

M

t

3I8

1-11

V

1

.

1

1

IT:

P-1

2:ill

0,..I..Hr'

tr11.

11

'gtli

14

10 20 4

'

o

..

,.

.

.

.

..

)

.

..

.'

.

IRWI

2MIgC

seghl

4.

.IorIM

5in11

esala1.1102

Ilemihi..:111

3

ar;it;r,

.

.

LIMma1--lit

WI4.)

.. .,

.

...

APPLICATION - ..

ELECTRICAL WIRING

0CIOMce

ma01:1

CaTASKNO. TASK NAME

W4-11 Designing and installing light_ ........_ . .. . 1..

circuits X,. .

X X

RW-12 Designinga Circuit and installing a ,

.41.___..

RW-13

three-way switchNOr

,

Installing a 115v appliance outlet X X X X X X .

RW-14 Installing a convenience outlet X 1.

X X

RW-15 Installing a split switched receptacle....., .

..1\

X X f'

RW-16 Installing a one-button and a two-button.--

door bell circuit X X X X

8

I I 10

lTASK

, .

CONSUMERRESIDENTIAL

. (,

..

LISTING "BY. COMPETENCY

. *AND .CBE REQUIREMENTROMECHANICAL TECHNOLOGY .ELECTROMECHANICAL

Cli0-

w

.H

0. 10

*5

I,00000''i`tI

2

.

..

8

a

.g

2tr

.rri1-1

'2H

.

.

...

$ir4ri

t..rn

11.4

44

1 31.,.1

.4.

5CD

e-tr-I

I1 to

r4

21.1H

a

c.)0

tor9.4

ri"

2`

,_

,

.

.

.

.

-

..

1E

,

in* il

2

.

.

.malc

25a=

.

%..

,

leO.an

I'

.

.

IsI=

B

oilaiN.26

.

,

, .

.

,

.

.

.

1.1.alwir

--le

UJM.EaCol

r

.

./.,

,,

APPLICATION -ELECTRICAL WIRING

MCmos

.0aWM

MC..

U4TASKMO.

r

TASK NAMEr

uRW-17c

/Vft

Installing 230v circuits and outlets '

'1

X'

1

X

A 1. A

.

.

A 41

X X X.

RW-18 ,.

Installing a temporary service entrance.

XCI

X X X

RW -19 Installing a service entrance X4 -)

. X X X

RW-20 Estimating materials for _a given ..

I . k,

residential wiring installation XX"XXX X X

..-b.

.

' 4

"'%i

.

.JO/

V*40

00

J.1

/

t0A._ , Or _ - . i_

I

2 -I2 0

e

.4

NI

`8.

441

A

v.

I

4 r 1

TASK

. .i.i...4/

. . .

.

cONS UMF,11

. . 7.

. .

. .

LISTING BY COMP:ETENCYI

AND CBE EDUIREMENtELECTROMECHANfiAL TECHNOLOGY k. 1.

-pi

a

14

* rf

0..$

4.)

Wt

tIi".,d..,..

..

2m

uw

.

ci

!4

.

;tri

tv

E4

.

.:P,

0,

aay ,

.

.

Mil

W

isIII11

16

§

.

4.1

E, 3"

,,

.

.

Uri.l.

fa

. .

.

...

....

,

.

)

.

04,

. ,

...1* \d. .

. .. \ . .-

ApPLICATIO - REFRIGERATION MIalCa

TASKNo.

.

TASK' NAME...me.mor.1

Ri-01 Identifying career opportunities' X a

.

X,'X

IONE4 available in refrigeration - . X

Frani,

'X

X X

RF -02Identifyin\

gisafe Workl.ng conditions.

1 X X,94 ,

RF -03. Demonstrating a knowl ge of basic.

.

X

..

111111

.

refiiigeration concepts X X X' 1

RF -04.

.

Demonsiratirw a knowledge of the basic.

refrigeration cycle X X X X'

RF -05' Identifying and using refrigeration,

.

. .

.. .

..

tools .

.

X X X

21tet.

s'

212 .\1'

.

.1.

al

,00,

TASK

.

4

CONSUMER

I%

.

.



, .

D.

Ca

*4

to

.

$4

gmCD.a04

0tn.0

...4_ 444

0N

01

.24-1U).0El

0iga0

.r1

tt...11.4

INCD

a.14

A00

c4

1

.

..

4

.

.

COImle1110

SIuilccMID

MIII

seamgata

IMisiE-.g.

.

.14al0F.3=

14

is1114)el0

Ai

,

lig111111

Mll:sa

.

.

,

ie2.1

° -4

.

.

.

...

i. 1 .. ,


TA S K

NO:INIMMSpillFmum,

RF -06

A.

TASK NAME4...,

itTapping, threading and replacing threads

RF-07 Identifying types of pipe and tube.

.

4

fittings used in refrigeration systemsX x x x

RF-08 Performing basic colter tubing operations X

i

.

RS-09 Swaging, cleaning, fluxing and soft.

.

soldering copper tubing X.

RF-10 Silver brazing refrigeration piping .

. .

RF -11 Handling, transforming, weighing and *

measuring-refrigerants X X X X

21.3

.

4214

.

.

TASK

.i

CONSUMER

# . -/

LISTING BY COMPETENCY .

MID CBE REQUIREMENTramiTampaacm TECHNOLOGY

1103NW

P1

l2mm

1tn

.i

tr.

I.to

el,

4

gtri

lt14

,9tn

Ao

.

,

i

.

.

,

.

20!lit

aOM

01 IIIsala

.

wI2

I8*

.

,

21as

.

.

.

WII'm

a

I

.

'

APPLICATION - REFRIGERATION..102Ca

TASKNO. TASK NAME

RF -12 I.)Installing and using access valves .

X-

,

X X X

.

.

RF -13

..

Maintaining refrigeration manifold gauges

.

X X.,

.

X X X

RF -14 Ingtalling and using refrigeration 0.

'.'.,.

. ,

. manifold gangs .X X,

X X.

14F-15 Evacuating a refrigeration system-.

X X ,

.

X X X

RF -16.

Installing refrigeration accessories.

X X . X X X

.

4

RF -17 .Testing for leaks

ion systemCharging a refrigeration

X X

x

_ _.

X X X

RF -18X X X

.

RF -19

...

Troubleshooting refrigerator compressor'...m....wili.e.

XXI X X '

215216

tn

a

5\ I

'v

TASK

.

CONSUMER

. .,

LISTING-BY COMPETENCY

AND .CBE REaUIREMENTELECTROMECHANICAL TECHNOLOGY

'

4

140u)to

rutot.5

1I.:N,a

r1t0H

.

.

.

tt

.

.

.

.

.

IIgNEMAIIliucc

'.

IAal5

ims4I5°

isai111.

inil

.N

1.1

.

i eg4:Ca'.

.

toIwouaW

a.

APPLICAT/ON - REFRI9ERATION

gmr aGMWMC

ua. iggl%yr

TASKNO. TASK. NAME

C

RF -20 Troubleshooting condensers

.

X

X

f.

a

X X

.

RF-21 Troublesh6oting evaporators ,X X X

.

RF -22. Troubleshooting an automatic . expansionk

.

.

.

valve.

X .

.

X X X

RF-23 Troubleshooting capillary tubes X X' X' XRF-24 Troubleshooting thermostatic expansion

valvesX X X

RF-25.... t

Troubleshooting the refrigeration'

.

systemX X X ,X

217 218 .

;C:1

a.

7

.r

TASK

.

CONSUMER

,

*

LISTING BY COMPETE Y

AND CBE REILUIRERIENTELECTROMECHANICAL TECHNOLOGY

VS

4.1

0,

g01n4

1o

..11

IT

4.--1

41m

, -gH

9-1

w

0

1

0

0

01

.El

11

g0

el1o

,1

uN

4tn

N

trgtri

u0ni

al0T.4vi

101

4...I

H

.4

*-

.,

.

.

. tGOPmlewmaIII

=esau

atliele

1=

.'

ea.

3

610ala0a.

.

ISai

111

11

III

s1,1

a_&I

.

C3M.-SA1

1.

a.lieC3

_>

.

APPLICATION - REFRIGERATION141MCa

TASKNO. TASK NAME

RF -26 Installing a window air conditioning. -

unit X X X X

RF-27 Performing pre-season start-up- ,

maiAtenance on window aiF conditioning

. 4

units, X / X X

RF-28 Troubleshooting compressor burnout in

_

.

.

window air conditioners g X X

RF-29 Evacuating and charging window air . .

conditioners........ X X

t.

X

219 220

4 11,1

ti

4

Wm

. .

TASK

CONSUMER

I

,-

S.

LISTING BY COMPETENCY,

AND. CBE REQUIREMENTELECTROMECHANICAL TECHNOLOGY

yLIZMAIim

CCA

N

011.1

VI

2ol5u0.,

1

opa

14

t)-

:4.)toCD

H

I

r0i0%

o,Tia)

tri..9

tto toii.o 4-1

:11t

4.)§,toCD

E-1

5,

tME

COPmseMY2tarcc

mumu2ze

.

5,

..otI.0Egia

A

-

asIlllas0ir.

sla

,

MsstmaNse111

5

.

IIzE

.

..


CiIAACIC

ua

C.)ChiTASKNO.

rTASK 'NAME ,

RF -30 Troubleshooting fans and fan motors X X X X1.

VF -3l Troubleshooting mechanical problems in

a window air conditioner refrigeration3

,

4(1-

cycleX

.

X X X

RF-324

Troubleshootin a window air conditioner I

.

electrical systemX X X

ti

RF-33$

Identifying and desCribing the function

of....refrige'ration components X

.

X X. .

222,221

7231'0:2;:c!':1

, 4

aifit's

. TASK,

. ,

CONSUMER

.

4

LISTING BY COMPETENCY '

AND CBE REQUIREMENTELECIROMECHANIC.AL TECHNOLOGY

4 .:.r.

.4

_4

4

...0rird-

C4

is(1)

fi

11tri.9

1.111

..90:

E4

8Pri .

`0.-

V

tr.9

119.0114 0

.

. ,.,

-

,

.

2

0f

.

.

2

1118

V

.

='ea

444

..

to

. ..

.

APPLICATION - REFRIGERATION.

.

11111

2

a

3w

IiilliLI

TABNO TASK NAME

RF -34 Evacuating and charging domestic .

4h

.

lk.

refrigerator and freezer systems,

X'X X ..

RF -35 Testing and replacing defective . 0

refrigeration cycle components X X

.

X X.

.

RF -36 TroublestAting refifgerator/freezero

4

compressor burnout X.

.

%X

-4-

X X,

RF -37 Tesrting and repairing/replacing -

III

.,

irefrigerator/freezer funs and fan motors x X X X

,

2.23224

,

.`c

re

F

.

".I.

TASK

CONSUMER

4


'- AND' CBE REQUIREMENT .

EWCTIOMECHANICAL TECHNOLOGY.. '

4.

GOua--

agW -

-

4

$4omww04

1

.tn4

.1.3en

g

-.

.

,

b

,

.

.

4

.

.

, .

V/

tiMA

111

-

.

,

-

.

.

.

.

,

\.

'1

.

,

APPLICATION a- REFRIGERATION N. reai a

g

CLa

5aall

at is1.1 iS. gco a2 a

,

'It`

It ai

Eea

I

.

.

,

CP

iu63

TASK"NO.

,TASK NAME

RF -38 Diagnosing problems in refrigerators.

,

.

.

%.

. and freezers . X ,k,. . X X X ,

t

4

v

1.

o.. . .

. -

1.-

, .

I

.N. .

. . .-. ,

.

.

.

44.

246225'

4

I

'S

1

ANSUMp APPLICATION - MAJOR APPLIANCESTASKNO.

0

4

TASK LISTING BY COMPETENCY

AND CBE REQUIREMENTELECTROMOCIIANI9AL ttaiNowaY

TASK NAME

MA-01 Developing troubleshooting plans for a ,

major appliance

MA-02 Installing 'and wiring an electric

clothes dryer

MA-03 Troubleshooting and servicing electric

dryer mechanical/electrical systems

MA-04 Installing, plumbing and wiring a

clothes sher

22"i 228

A

1/4

I

3

TASK

.

.

' CONSUMEIVAPPLICATION

. )!

LISTING BY COMPETFNCY

AND CBE REQUIREMENTzucraomeolncps, TECHNOLOGY

'

ill

ell 4i V

14

0 t

m.i.4

.8a

1

At

1.1.1

1-

1

A

1

$0

41ri'3,..

05eEl

.

.

s

L.

e

1 ...OmgiWI11WCC

Sme

Its'

21

..

P.-2a

.

5fil

.1g

rill25ill

II

qgill

.

LaalSYtIL

0

.

. .

.

. .

- MAJOR APPLIANCESTASKNO. TASK NAME ,

MA-05 Troubleshooting and replacing the''''''

..r)t-

clothes washer water level control and

.

door switcHas. , x x

MA-06 Troubleshooting and'replacing the

.

clothes washer timer add solenoids X X X X

MA-07 Troubleshooting and replacing the f .

clothes washer motor and relay X . X X

MA-08 Troubleshooting and replacing the,

.

.

1clothes washer draieoptmip

ihe.............X X X X

229 230

vitt

%kw

:4'. ...

.

...

TASK L1STING.BY COMPETENCY

AND CBE REQUIREMENT.

1assaaraussauxamism.... .

44.e ..

CONPUMER APPLICATION - MAJOR APPLIANCES

,_-_,T r

1117"r1

r711

.. -

i1

I a'

11

..44

.1

*0

at"i

$4

B.

' -----1A-1111I

a

1-de

.

.

Z

:---.

.

s,

. <

...%-.-....L.

sl

tn4

1

to

ill

14

B.,

4 i% . I

ame

I4111....

1

.

-14

. .:

. .

.,

gigOMcsi

TASKNO. TASK NAMEMA-09 Troubleshooting and replacing/repairing

1. .

the clothes washer clutch and..

.

.

transmission...)

X.

IK Xe

'

MA-10I

Installing, wiring and plumbing an,

.

.

.

. electric water heater X X X X ,X

MA-11 Troubleshooting and replacing electric .

water heater elements1J-.--

.

.

X X X

.

.

,MA-12 Troubleshooting and replacing electric.

water heater thermostats.

X

-- .

2311.6

4 232

S.

TASK

.

CONSUMER

. .

LISTING BY COMPETENCY ,

AND CBE. REaUMEMENT)WJECTUNECHANYCAL TECHNOLOGY

....

iI"'Sall

gli.

14.1t4

1-d1Egitd

12

gtrioowrg

`.'a'41

ti

81

if

tna.0

a4

i

1tna.0

as4E

1CO

o)

;I

a'0

'aaDINev

Vrn

.01

Ott"1Eli

1,6

ig

mm

trd

',..Nvmes

i411,ra4

.1

r114

W

v4b..

*0 ifRog

W

4..'

'g - IP=

g01

Nill

lif

faINgiIIS

-6KewMI5em.gil

6140sea.

ssMt

u

meiii"E

,

-., 'A

APPLIC3TION - MAJOR APPLIANCES

getu"

cc

oaaglaTAD

NO. TASK NAME

MA-13 Installing and wiring a trash compactor

MA-14 Troubleshooting a trash compactor X X

MA-15 Installing and wiring a microwave oven

MA-16 Troubleshooting and repairing microwave

ovens X X.

X

. MA -17 Installing, :airing and plumbing a

dishwasher X X X

MA -18 Troubleshooting and replacing dishwasher

water level control and door switches X X X

233 211

.

"4

4.

.

BASK

.

.

CONSUMER


AND CBE REQUIREMENTELECTRONWHANICAL TECHNOLOGY

,

ffima

41114

t41

to;g

tE' 0g'gA

4

04

.

-

.

1,

114)

401

.I.1

k

.ts4

p-1P:co

"rgt:

01

0v

.

ien

itAl

.

. 1

iggm

-

onaga

..

iemala!IFle,

6111a

gss

.

.

at.

a

.

.,

.

caaiMI

Gs411

es

i

,

'APPLICATION - MAJOR APPLIANCES

auMC

1:111uTAU110i TASK NAME

MA-l9 Troubleshodting and replacing the J ...

dishwasher timer and solenoids X X

. 1

X X

MA-20 Troubleshooting and repfacing the

dishwasher motor and relay4.

X X X X .

MA-21 Troubleshooting and replacing ori

...__114

repairing the dishwasher drain pump X X X X

MA-22 Troubleshooting and replacing the.

dishwasher heating element andr

,

thermostat 11XX .XX X

23.5I

S

s.>

.

TASK.

,

CONSUMER

.

. .

,.

..


'AND CBE, 'REQUIREMENT.

sucTRommincum TftwoLomII.ti-OrII°cis

..14

.1

.1

4 4giv.0 Ataglimi.. 5

I g0 w

A II

1

.°gi

71

I

gg.41

4

11)

.-4

1Am

elt..co

A

44

i.0

si

tiog...

ovq.

A

H3

-s'si

1,0

t °.0)

g pg

A 8

.

s

.

.

..

....litMY

..LI

, 0asusciiiti

.

..

2p,

_.41/:saill

Iii

tiIis.

aea

6i I

e.,,

.,


TASK

-11...wMA-23

TASK NAME,


dishwasher' automatic dispenser Xc

MA-24 Installing OP wiring an electrico ,

i

----6--

MA-25

range, surface unit or 11 oven

' A

X

I

#

X X

Troubleshooting and rep cing surface tunit 'Ind oven heating slements X r X X X

MA-26 Troubleshooting and replacing surface . .. .

unit and oven temperature control.

,

switches and thermostats X X . X X

237 238

ogt,,

A

It tn.*

. .

TASK

i 4\

.,.

CONSUMER

w , ..

.

. . .,

LISTING! B.Y. COPAPETENCY...

AND CBE REQUIREMENT- ELECTROMECHANICAL TECHNOLOGY-

(

'.

MSIM

42aCIE

31CI

.

.

.

1I-40 0

11

1;14

Ig?,;44 044

81 .

0

Vti

A

IPi'

Io4314

1i

1"

I

il-ti

iV-I0tn

ifit

.

%.

.

.

,

.

11

lia

MIfie

SPNW

Og

"Sia

cia°3

111I1

4

1

1

II

aaesi

.w14

,E.

.

. > .

1 % i. .

,

.

APPLICATION -as MAJOR APPLIANCES .

1

TASICNO. TASK. NAME

MA-274

TroUbleshooting and replaciig the.

k.

.

..

electric oven timer ,

.X -..

.,

X X

MA28.

Installing and wiriqg a cook to and

.

1

*. vent .

X. X X .

MA -29 Troubleshooting ceramic or conventional .

.,

.

.

coqk tops X X X X. '

.

MA-30 Identifying and describing the function 1

of the refrigeration components% ..

X. X.

.

X X.

.

..

* 239

vh

t

O

A


AND CBE RE11111REMENT-ELECTROMECHANICAL 'TECHNOLOGY

r

CONSUMER APPLICATION - 11WOR.APPLIANCES

TASKNO. TASK NAME

a

MA-31 Installing and wiring a refrigerator

2

and/or freezer

MA-32 Troubleshooting and replacing

refrigeration components

MA-33 \Evacuating and, charging domestic

refrigerator and freezer systems

MA-34 Troubleshooting and replacing electrical

components of a refrigeiator and/or 4

freezer X

2 41

_ 4_

x x x

X X X

X. X

X X

-

,

4114


AND CBE REGUIREPAENTELECTROMECHANICAL TECHNOLOGY

kail

cal

ilIIIiiiasalaca

,

0

vit.)IItri

1V1-4

V

44

r104

tn

r.ii

H

iSi

W4

tri

v

fg

10t3

0

VA

gook

'18

114

-NI

'I

ii

1M

e$

i

.N

°Ito

.1.1

zA

$

Til

141

111IAAMe

IliisWMI

IN

III

.

EII1!

ii-1I!

me

1ti

.

,

CONSUMER APPLICATION - MAJOR APPLIANCES

TASK00. TASK NAMEMA-35 Installing and pl ng a clothes .

, I

.

dryer.

X X X

- A

_

4 .

.

_

X X

MA-36 Troubleshooting and servicing gas

clothes dryer mechanical/electrcbal.

-

systems.

NX X

..

X,-.....X

MA-37 troubleshooting, replacing and adjusting

4f

dryer gas controls X X X X

MA-38 Installing and plumbing a gas water

heater X X X X

243 244

444:$

4

TASK

CONSUMER

.- .


AND CBE REGUIREMENTELECTROMECHANICAL TECHNOLOGY

....-.

agCa

112

64111.a.

B

04w

14r0

-1E-

/01.81*&I

or,

g

1

AMt.-

trl

'0V

1..fli

./24aa agiV0

., P

°g"4 tig

11-4

4

.

gMI

alilOC

2I.1

gIII

EigII

.

g.. (a«lif

a«IN

1.1

R3Cra

.

...

t .

APPLCATION-. - MAJOR APPLIANCES

4.11

CP

oi

Mama-CO

TASKNO.swim.MA-39

TASK NAME

Troubleshooting and-replacing gas water

A . ,

.:heater relief valves X X X X

MA-40 Troubleshooting, replacing and adjusting

water heater gas controls .

X

MA-41 Troubleshooting and replacing gas water

heater thermostats X X' X X

.

MA-42 'Installing and'plumbing a gas range or

4

a wall oven and surface unit X X .. X X X i

4

_.

245 24

co0

TASK

,

4

CONSUMER


AND CBE REQUIREMENTELECTROMECHANICAL j'ECHNOL2GY

CMui

rC1

o4.1

1/fa

44.1

01a4.4k1tu4

'..., to

1 "g

al .i'lleE4 0

6-4

89-1

Lui014

aPI.kVeg

44.... ca

.0

E.' 0

14

rrt

1tit

tn4$.4

4)

.1

ch

11B14

140

144

al0

.6.4

1Si

,r1a,.Mrdtn

al 14 g

_o

$3;)

I-1 0)

,.

.

.

111.1IliIECISimatWI

iiiiIg

mt.

2mPA

masasi"M

ma

se

aa1.

al1rs

i144

E

E.ilm11111

Ci20e4


..CiiiiIC

uramLI

TASKNO.

.......TASK NAME

MA-43.

Troubleshooting and replacing gas range

controls X X X X

MA-44.

Troubleshooting and replacing gas oven i

.._._..,

controls X . X. X X

,

MA-45 Troubleshooting and replacing gas/.

4

,

_

.

.

electric controls

. ,

X

, ,

X X X

IMA-46 Troubleshooting gas lines and

connections for leaks X X X XA

MA-47 Installing a gas orifice X X X X

247. 2V3

t

TASK

.

CONSUMER

.


AND CBE REQUIREMENTELECTROMECHANICAL TECHNOLOGY I'

-I

...

o

113

tn.,9r-i

.0

A

tn

..tn0.0

um

MVSPmmeWill

illA

OC

Ea

III

...

oit:5ik

i

se

Zia:i16

' leII3:fa

111

&I

&I

_

.

,

APPLICATION -MAJOR APPLIANCES

CC

allaCol

TASKWO.

4TASK NAME .

MA-48 Adjusting pilot lighti X X X

AMA-49 Adjusting the gas burner X X X X

,

.

. .

219 0'7At,)

4

4

. TASK

r

INDUSTRIAL

,

.4 .

.

LISTING BY COMPETENCYilk,. .

iND CBE REQUIREMENTELECTROMECHANICAL TECHNOLOGY

i ...

..4

.000U

0-1

trq.H

14.1cn

q.14

to.4.-4

14.1CA

i

--00Id

A04

cucu

0,-.

N1

Z.

N0.

to4;A

14.3U)

a)u

!I000Ci

0/

to4H14.)U)

,

.

.

.

I

Im.Ma.VSPmagIAA

XMICC

.

0

IIIiiig

..11ICa05.PI

.

MC

IdaaIE

r

11ig

igmapa

&I

,

IL

a0

..,


alcc

LIA

4.1.-4TASKNO. TASK NAME al.1.

7E-01 Identifying hazardous wiring locations X X

41.

X 4.

I

.

A

X X

A

X..

1E-02 Locating service entrance equipment and.

- writing specifications . X X X X

1E-03 Calculating and selecting service r

conduits , X X X X

1p-04 Installing service conduits .X

.

rs

A X X X

IE -05 Installing outlet, junction and conduit X X X X

1E-06 Installing conduit under a concrete slab X X X X

M

251t

252

A

TASK

INDUSTRIAL


AND CBE RECLUIREMENT1 ELEIROMECHANICAL TECHNOLOGY

u.alasX

K24.2

.,

,

CIII

4 far-Iri,4

2 8H 0

6-w'mtil

-4.-1

rbi

2H

.Ipi4

44tn iv

4.114

2 1C-1

a

wpi

L

:0'C91

C7

54.3

trs

1el

2H

01

,4

Xr'l

1

11.,,

&I..4).31

C1

.

.

.

s

CO)Pm.leNM

T2=CSiiiCC

sircou

a"3

.

.

mas

5aat

is

:I

.

4

as

1&I

i gs

li

1

.

1.

.

isAPPLICATION - INDUSTRIAL ELECTRICITY

TASKNO TASK NAME

1E-07 Calculating branch circuit conductors

.

.

# .

.

and overcurrent protection X X. X.

X X X

,.

1E-08 Determining sizes and types of feeders

-and overcurrent protection devices X X X X X X X

1E-09 Selecting and installing 280v208-210.

A

,

three phase four wire service entrance X X , X X X

IE-10 Installing branch circuits and controls.

-

1

for air conditibning and heating X )"'t.. X X

I.

X

I ,

,

253 254

. 41* '.11'

6

140

TASK

INDUSTRIAL

.

.


AND CBE REOUIRENIENT .


vsim

bTI-1

4J

10141

i4714

All

1H

4r18.40A0

.61

hn.1

n I:I0H 0

101.g

Vi

si

1

5IS

rtl'iR

DI

0E-I

A1

6'

"'u)

Iuin

.1.4

15

La

.

t

.

en1-1

gualaiiiiCCam

0iiiiiOC

r,2I

.0deap

5in...-

.

..

seaula«

a

111ilaa«3U

.

IR16.1

-4.

leii-0


TASKNO. TASK NAME

IE-11 Installing branch circuits and controls

4 A

f lighting '

i

X X X X X

1

.

1E-12 Calculating the 120 and 277 volt lighting .

I 4

'

1

load.

X X.

.

X X X

1E-13 Selecting and installing a 277 volt'.

4.

fluorescent light X

4- 4

.

X X X

1E -14 Hooking up a three phase booster--_-__-

X Xtransformer X X

..............

/

255 J

TASK

INDUSTRIAL

.

,


AND cat REOUIREMENTELECTROMECHWAL TEcisioLoGy

APPLICATION - INDUSTRIAL FiscrRiciTy

Laalilii

LI

MECtco

.

t0tri:904

20

1

ti

1

3 e.

4-

4

I-4

...I

1

11

tr,

.2

1-4

4go."44

tMCOSImasim11UriCC

figi

11all§

.

me4rg55

.

-LI:0..

lig

1,:gd..

.

isIt,

..Le

.

CAmame

141ICI.TASK

NO. TASK NAME

1E-15 Making calculations for electric motors ..

welders and heaters X X X X X,

1E-16 Identifying motor leads X X X X X

1E-17 Operating a capacitor start motor X X X X X

1E-18 Operating a three pha1se induction motor X X X X X

1771.r_

.

25725s

TASKi


LISTING BY-COMPETENCY

AND CBE REQUIREMENT .

ElaliialicLIAILMALSEL12002L.

\

en'Ligm

lei mimILIG.a"

.71

.

=

,

-

-1N

7o/

4

i44.)

o

0

iri,qtrlr,U""1441012,41

gi-90,4:1,4111,

..1

50

lb, ..4tn

N

el

tr

.1-11to's2$tno

Irg

,01

g

to

101

Ar,el

1Pit..401

1 f a

itRT0

0MI

9. 1fryII 0)

'

.110wfai

eV

(ngi

c . )

0004

UriN

r,li

Nm

4-1

000.tr

IA

1tr0pI

v mnicatittli40.09'411401

41

4)1:3

04

tr

1

ed

itr

rI.0 in

ri

4)001

01

P)g to

di

g0WO

grI,I (0Ivo

'V

co'le0

1

00CLI

F0,.1

e)

IIIIiii

403In"

.3

.,;I1

-I

.

-I4.dar.a9

SCSaa

Ca22'

le140ar,244

1.rd.,

gi5


CC=asmaeg141aasLI

TASKNO. TASK NAME

HP-01 Selecting reservoirs used in hydraulic

4 4 ',

________.. systems X X.

X X X

HP-02r

Selecting and installing lines, fitting6_

. , . 4..

and couplers used in hydraulic/pneumatic

,

1

systems - X XXXXXX X X-...-

X

L ...__

HP-03 Selecting and installing seals used in

.

hydraulic/pneumatic systems X X X X X X X X X

.

X

HP-04 Selectin and installin ums used on

h draulic s stems X X X X X X Nts-- X X

;0114* I. 4. 26

O

,TASK

.


. a


AND CBE REOUIREMINTELECTROAWHANICAL TECHNOLOGY

U3LIJI

1A$40.

14.)

Ato

U-ri

1to

it>I

.4

&71

+I

IN

rli14

M

0'CA

0..-1

1co

it>44S'

44

-HU

tan'

1A0W

10`).,VI'

U...I

4'1cuP

004

T44

>14.4

r-4CI

M

i0A03

0*PI4.30,00g

' g0

.4-1

-i()

Etil

0)

4

41)rv--1

ett.

8' 0Crni

1

OM

(03"'A

oirl0

01

01

°

41)

1-11-1

to tjl

'S 8U

troyvTgA ou)

(4 0ggg,

COIp-NgMEWIA

.

gu

lc

um

C

0ill°s

esmaCS°0a.

Ile611.°4,gu

atI"04

u

a

CID

CJ

Iiiimaull


=CMiiiCC

iiiODAL3TASK

NO.;...., TASK NAME

HP-05 Identifying and describing the

properties of different hydraulic fluids X Xt

X X1 f

X X

HP 06 Preventing hydraulic and pneumaticf

X X X

I V

at

system contamination X X

HP-07 Selecting and installing cylinders used1----4

6

in hydraulic/pneumatic systemsI

X

*

X X X

HP-08 Selecting and installing valves on

hydraulic/pneumatic systems X X X X

1

2rd 21.,

ot,

TASK




caleiiiUhl

CO

1

mi

'Aco

C)-r11"-1

003

A

N.4.i.1

>9rIg_4

-r9

W004

tn.r9

41US

0rrnrd

RS

m

.71

RI DI4-1 04

A 9_ci,,Htr.-,

'r(1-

%.4

>14131

..9

4-)US

0 US

r0 0RI i4

4)

MO,4

u)

gl CD4-1 CT

2

r01

.

a)004

CSII

44.)US

0 USr-11-1ti 0gl 14

4.)

mrcl

4 g1 u)

gl 0)4-P CP

Arn

.

.1

1.-ILI

ME

CO)1.MC

Liiig

LWoc

Liii,.MIca

eaurleExlia

...ic0la

12al

.

mIIIu=02

4

Icimila

Al=1Ms

.

ae114

.


TASKNO, TASK NAME

HP-09 Identifying basic hydraFlic/pneumatic

circuits--...

X X X X X

HP-10 Selecting and installing compressors

used on a pneumatic system X X X

HP-11 Selecting and installing motors used in

hydraulic/pneumatic systems X X X X X

HP-12 Selecting and installing accessories

used on a pneumatic system X X X

i .

0A., ) 3 4

e

...

it

_

TASK

INDUSTRIALHYDRAULIGip

. `0%., A

0



ort5CO

rd

.t'tit

...44.1

;191

4ea

1M

.4g--1

r-o

en)

1.4H.-4

.

5Oi

rd.A'0,.405vird

bro g1 8trio

4 1el"4 to

V tri

5 1.H M

10

'''A

11

Y,A

Iriu-0.

@U)

14.1

wO

:0II

.0-1&

u..4

Ul

teing

WXWa:=0NWCC

MIalca

seau_al""g

=Ai02e.=

seU

0E

was

maat3

ili13

. =65.

APPLICATION -AND PNZUMATICS

TASKNO. TASK NAME

HP-13 Selecting and installing accessories.

used on a hydraulic system X X X X

HP-141

Planning the maintenance of a 4draulicb

system X X X X

HP-15 Planning the maintenance of a .pneumatic

system X X X

...

2q5 266

TASK

INDUSTRIAL

.

.,.



ri4-1

7401H

. co

toii0.0Q4-i

0ag

11vi4-1

CO

:1-1

.

i244

t1tr44.3

:E-4

*ag

ttai4114

Fgtr

v44-4

181-1 0

a

MH

1

tr443

1E-4

4

I

00

gtr443

illE-4

,

5

4401

4%

4-1

20'pm'

Oa

00)

a

0g

1

1to441

I'E4

A

ME

ram

'

3alfaM...

..,4Ig

237,,,lae

111

a0aZ

leri111SD

aIA

welia1141

11ID

wcc=wgIC

walu

.

s

..

APPLICATION - COMPUTER TECHNOLOGY

TASKNO. TASK NAME

C-01 Understanding computer arithmetic X X X X X X X.

X X X X X

C-02 Understanding microprocessor hardware X X

-1

X X X X X XA

X XXXC-03 Understanding the functions of a canpute X X X

4

X X

,A,

X X X X X X X

C-04 Using the microcomputer X X X X X X X X X X X X4

X

C-05 Analyzing microcomputer circuits X X X X X X X X X X X X

2G7 2f;

TASK

INDUSTRIAL


AND CBE REaUIREMENT -ELECTROXECONICAL TECHNOLOGY

U3"LI

0

!VI0

/-14.1to

ei

4gk

r10wu

44

w4..)0-I

01

..-1

a)

A

g$4

vi0

4-1

Id44

tn-1

41

04

M

Inw0..4

a001(1)en

CD

0

o

rI03

H

to

k

0U3

tn

u0

r-1

Cr CA

ri

04

M

U

$4B0121

45

i)01

to0004

DI

Ili

$40co0tu

04

U

0.ril

.0

ontj

1131

4'

2/3g

11111

11/3rMIW

MI

gg

elSidinIiiin

,

0miI

s

ma

11111asI

meIIIIN2

1.1,0

leWai

ESZujliElilOwaaCa

.

APPLICATION - NUMERICAL CONTROL

TAsKMO. TASK NAME

NC-01 Operating programmable controllers X X XXXX XXX X X X

NC-02 Operating solid state logic motor

controls XX XXXX XXX X X X

NC-03 Understanding instrumentation for

programmable controllers X XXXX XXX X X X

NC -04 Ir.cerfacing a microcomputer with

peripherals X XXXXXXXX.

XXXXXX

X X X

NC-05 Using a microcomputer as Wcontroller X X X

f") (4. 1.) ,/ 2 7

Z 6 -A

04)

I O IQ

VC

I I a H

ow.

ap0

40 gig

H z 0 5 ,.. 3 Vi F 41:/ t4

- I-

I.

n pa 8 z.

i 0 m 0 VI

0

N

104

330

Di

VS

g N

opc

0 Z

ma

g0

ma

g es

Ias

al,-

E r

nir

,E H

VIA

'

H 4 PI I-A H 14- 0 ua

-

PI 1i °ram

,

0 o pg Pa II 1-,- 0 4 ii to. 0 4' i a 03

4 so Cl) . X.

M rn

9=

- c

m,

Eam

cozg

nie

Eg

M 9

0el

rnrn

3:4

z...

.I.

m4

Z C2

wiC

i'

1

Testing robotic controllers

Testing robot components

Testing pneumatic robot controllers

Testing pneumatic robot components

Installing robot power supplies

DC

Installing robot actuators

.x

Testing start up procedure

xWriting robot wograms

CB

E R

EQ

UIR

EM

EN

TS

ME

Tm

end

..

xIN

IIII

IIII

VA

L

xx

PRO

DU

CE

N '

CO

MM

ON

ER

4

CIT

IZE

N

1.5 Pi;

TASK

INDUSTRIAL


AND CBE REOUIREINENTELECTROMECHANICAL TECHNOWGY

iiil

1,1

ill

UMINaa

1

0

u$

gga4't

ii i

wi er

.4 1illggeliagl,

8

wcu

pool.0,111tagS'

.04

1

1

P.-1:0

0

4r

:

U

II'

l''d

w

lin

S:g

to

.ag1

A

R.g

fi

1

01

'N"a

In04

0:es

.i-t

PooitVA

le .

M

ill

gs

gig...

iswfaiMCIL

,

InwI10

II&

s1414t=.C.

i

.

..

.

APPLICATION / ROBOTICS .

mob=1111

gc

"Iaav"TASKNO,r TASK NAMER-03 Designing a work cell

4

X

i XXXXX'Ali A XXX A

R-04 Scheduling robot work assignments X .XXX X X X. .

R-05 Repairing and maintaining robotic.

.

systems XXXX X XXXX X X X

...

.r ,

' .

.

273 274

v

CURRICULUMSTRUCTURE

2 75

CURRICULUM STRUCTURE`

Contents Listing

Curriculum Structure Introduction 3

Core Curriculum by Quarter 4

Core Curriculum.by Semester 5

Second Year Optional Areas 6

a

VI-2

276

6

CURRICULUM STRUCTURE INTRODUCTION

On the following pagespia suggested curriculum structure for

the Electromechanical Technology program is presented. A curric-

ulum structure is a method for outlining the information to be

presented in the program. The proposed curriculum structure is

sectioned by core curriculum and optional area major blocks and

by the duty areas within those blocks.

t

CODE CURRICULUM

QUARTER I

ELECTRICITY/ELECTRONICS HOURS

Electricity/electronics fundamentals 79

Understanding circuits . 331r

te

QUARTER II

ELECTRICITY/ELECTRONICS ,

Understandin4 motors/generators 19

Understanding RCL circuits 31

Understanding electronic devices 5202(

QUARTER III

MECHANICS

Calculating mechanical adVantageUsing mechanical advantages

is

U

4810

FtUID POWER

Fundamentals of hydraulics and pneumatics 35 .

EMPLO'1ABILITY SKILLS

Employment skills' 20113

VI-4

278.

4

ELECTRICITY/ELECTRONICS

CORE CURRICULUM

SEMESTER I

Electricity/electronics fundamentaUnderstanding circuitsUnderstanding motors/generatorsUnderstanding RCL circuits

4 SEMESTER II

".\\ELECTRICITY/ELECTRONICSo

:

HOURS

793320'31

1'

Understanding electronic devices 52

11) MECHANICS

Calculating mechanical advantageUsing mechanical advantages

FLUID POWER

43

Fundamentals of hydraulics and pneumatics 35


Employmen' skills 20165

/-\c_;.1

VI-5

27

V

4

SECOND YEAR OPTIONAL AREAS

RESIDENTIAL ELECTRICAL WIRING

'Residential electrical Wiring fundamentals 48

ground outlets' (115v -- 42.30v) 74

fervice entrance 24

REFI,IGERATIONI

Refrigeration fundamentalsTubing and pipingRefrigerantsTroubleshootingWindow air conditioningRefrigerators and freezers

MAJOR APPLIANCES

Installing electric'appliancesTroubleshooting electric, appliancesInstalling gas appliancesTroubleshooting gas appliances

INDUSTRIAL ELECTRICITY

\-

391245464244ifg

10231072 j

. -

Fundamentals 16

'Selecting and installing conduit 45

Selecting and installing branch circuits 40

Selecting and installing lighting circuits 28

Installing wiring for large equipment 44173

HYDRAULICS AND PNEUMATICS

Fundamentals of hydraulics and pneumatics 23

Installing and servicing hydraulic and pneumaticsystems and equipment 55

Maintenance of hydraulic and pneumatic systems :obs

VI-6

260

COMPUTER TECHNOLOGY

Understanding computersUsing computersAnalyzing computer problems

NU CONTROLS

Operating a programmable controllerInterfacing of computers

ROBOTICS

Installing robotsSetting up work cellsMaintaining a robot

VI-7

2

751818

fir

5565

116

43 .

2325

CURRICULUMCONTENT

4

.\

CURRICULUM CONTENT

Contents Listing

Curriculum Content Design 3

Course Outline 11Unit Guides 31

3

VII-2

253

O. CURRICULUM CONTENT DESIGN

The Electromechanical Technology program is designed as a

two year course. Fundamental skills and competencies (core

curriculum) are emphasized during thd first year, while a

concentration of the more specialized skills and competencies

occurs during the second year. The core curriculum serves as a

prerequisite t) additional study in the Electromechanical

Technology program.

The core curriculum focuses on intensive study of the

fundamental skills and competencies in the areas of Electridity,

Electronics, Mechanics, and Fluid Power. Attention is also

focused on reinforcing and integrating applicable reading, math,

problem solving and communication skills in the-curriculum..

Students completing the core curriculum may elect to enter

the workforce at the following occupational exit points:

Electriciiiin Helper (D.O.T. Code 829.684-022)Electrician (D.O.T. Code 824.681-010)Refrigeration Mechanic Helper (D.O.T. Code 637.687-014)Air Conditioning Installer -Servicer Helper, Window Unit (D.O.T. Code 637.687-010)Maintenance' Mechanic Helper (D.O.T. Code 638.684-018)Maintenance Repairer Helper ' (D.O.T. Code 899.684-022)Electronic Production LineMaintenance Mechanic (D.O.T. Code 629.281-022)Gas Appliance Servicer Helper (D.O.T. Code 637.684-010)

VII-3

284

QUARTER SYSTEM EXIT POINT DIAGRAM .

NO ZEIT POINT

$

MO EXIT POINT

VII-4

t.

285

ELECTRICIAN PIELPER

121.414022

ELECTRICIAN

$24.411-010

. REFRIGERATION MUSIC ULM637.617-014

AIR CO11DITIONIP3 INSTALLER

SWIM supsa, MIND= UNIT637.417-010

MAINTENANCE MCKANIC NEWER

631.614-011

MAINTENANCE REPlaER EWER

199.614.422

ELECTRONIC PRODUCTION LINE

MAINTENANCE MECHANIC629.211-022

GAS APPLIANCE SERv/CIR HELPER

637.684-410

SEMESTER SYSTEM EXITPOINT DIAGRAM

NO ins mow:

.1

VII -5

ILECTRICIAM NW=124.414022

XLICTRICIAN

824.611010'

RITRIGERATION MCKANIC NEWER

437.487014

AIR CONDITIONING INNTALLIR

SWIM HELPER, WINDOW WI?4374E7-010

NAINTSNANCI =MANIC NEWER

431.414-01

I

MAINTENANCE REPAIRER NELPIR

419.484022

1

I...............

BLDCTMONIC PRODUCTION LINE

MAINTENANCE MECHANIC

414.211.422

0A8 APPLIANCE 88RVICER HELPER

637.684-010

'

Students desiring the more specialized skills 1p nd co mp eten-

cies may elect to continue in the Electromechanical Technology

program louring the second year. In contrast to the core curricu-

1=, the second year is designed to provide students an opportu -.

nity to investigate and study optional courses in advanced

/41

occupational areas. Optional areas f study include Residential

Electrical Wiring; Refrigeration; iMa4or Appliances; Industrial

Electricity; Hydraulics and Pneumatics; Computer Technology;

Numerical Control; and Robotics. Attention is also directed

toward reinfcmcing and integrating, applicable` reading, math,

pru. 'lem solving and communication skills: in the curriculum.

Because the information is extensive ,and requires considerable

class and laboratory instructional time,,studentso-qcould not be

expected to cover all the optional areas taught. A student could

complete as many as three optional areas.` 4

Occupational exit points which can be achieved during or at

the conclusion of the second year include:

Electrical Appliance Preparer (D.O.T. Code 829.584-010)Household Appliance Installer (D.O.T. Code 827.661-010)Electrical Appliance Servicer D.O.T. Code 827.261-010)Electrician Apprentice (D.O.T. Code 824.261-014)Air Conditioning Installer -Servicer, Window Unit (D.O.T. Code 637.261 -010)Refrigerator Tester (D.O.T. Code 827.384-0,10)Gas Leak Tester (D.O.T. Code 827.584-010)

2i7

'' - / : .*-

i. . 't,/

/

t

...

t

4

UARTER SYSTEM EXIT POINT DIAGRAM

4 .":`.:".:;:t7...:`,;*c ; .

It

II

tet

/.n"e

cit....

14';

I

4

ELECTRICAL APPLIANCE PREPARO

. 821.584 -010

' .

. .

HOUSEHOLD APPLIANCE INSTALLERt

! / 827.661.'4110.: .

.

AIR CONDITIONING INSTALLER

SERVICER, WINDOW UNIT

637.261 -010

t

1 :.

I.

.REFRIGERATOR TESTERti 827.384-.010 .

1*. 1

A---- I

GAS LEAK TESTER

0 827.584-010

283

.r

sfr

NO EXIT POINT

I

4

ELECTRICAL, APPLIANCE 111ELECTRICAL, APPLIA.827.261410 1,

ELECTRICAL APPRENTICE

824.261.4141

sq.:i

- .

4

Av. /

289

.

I

.I

.4

SEMEgTER SYSTEM EXIT POINT DIAGRAM

a.

HH

kk,

. . cELECTRICAL APPLIANCE ?PAM=

029.6047d10,

. I. . ,

- ,. .

4

.

HOUSEHOLD APPLIANCE insTALLim-.

127.661.410-,

..--...1...--+

.

-........

I.

'AIR CONDITIONING INSTALLER -. SERVICER. WINDOM UNIT '

637.261-010

_ . .

I

.

-REFRIGERATOR TESTER

027.384010

1i

h

GAS LEAK 3ESTER'.

....

8i7.5040410

. .

.4

290

a.

/

S.

ELECTRICAL APPLIANCE gum=A147.2E1410

.ELECTRICIAN APPRENTICE

624.261-014

f*

tf.

a.

1.

a.

r

r

,

4

,

O Oa

AIyand the two-yer program, withppropriate 'instruction,

. 0 , .'

. .=,.*%

studenti could -ftcgulre Additio'nalareas of specialization.' With.1

edattional c petencips; they 'may purEme*the following occupa-

tional exit po

force.

Electrical. Repairer-Pneumatic Tool RepairerE ectromechahical TechnicianF id Power Mechanic

nts ''at the postsecondary level ,..or~ in the~ work-r,.

A

t

OP

a

4

fa

.

4,

(D.O.T.(Dea.T.(D.O.T.(D.o.T.(D.O.T.

s

si

t

2VII-9 292

a

-4

Code 824.261 -010.)Code 829.281=1)14)Code 630.281-010)code 710.281-018)Code 600.781-010)

4I.

I-

II*

SAO

t,

r.

I

t

4,v

I,

.

t.

t

.4

I

I

t

44,..

I

P .: 4

65

,#

I

1

0

.

4s

- ELECTRICIAN'

824.261 -010 '.

. .

.

...

. ELECTRICAL REPAIRER

829.281 -014,

0

Ia

1 ...

..-OKEUHATIC OL REPAIRER

i 630.281...0101 .

.

..

:

E4EOTROWHANICAL TECHNICIAN

110.281-.018. . - ,

'

. .

. .

FLUID POWER HZCHANIC

j.. -- 600.281 -810

.

110

.

I

t,

4.

4$

94 .4

.;

0

L.,

4

*, - .4

.0.

VI I -10I '

aI V

I .....

.1-

L:

I

I

a.

'

a

I.' I

COURSE OUTLINE

I

On the, fo llowing.pages,411k %suggested course outline is.$

presented for the Electromechanibal Technology &program. The: .

course outline is,a*

suggested method for.structuring tasks'into a. ,

logical teaching plan. . .

The core curriculum is ,designed to cover 'either three

quartersor two semesters. A rigid course.outlineis presente,

for both 'alternatives. The&optional area tasks are sequenced, in.

a logical teaching order. "Instructors will find it necessary to'

obtain student interests, needs and ambitions in a selected.

1

optional. areas,

so that' an..instructional plan. unique to each.

..../

, ,

student can be developed...

... .-. .

. II .

(a.

it

O 5

I

a5

I

I

1

5t

11.

294

5

1

a

I .05

4

6

a

v.

'Task

411

.

SUGGESTED COURSEOUTLINE STRUCTUREFOIL ELECTROMECHANICAL TECHNOAOGY

(Altgrnative )

, -3\

giaarte,r,4 .

Duty A:

4, . EE-01. Observing.

electrical safetrprecauticals 4,

EE-02 Identifying and using hand tools ,'

EE-03 Understanding the+nature of.attor ' 4

EE-04 Identifying'sourbes of elebtricity 5

EE-05 , Identifying circuit 'fundamentals 14

. EE06 Performing soldering and circuit fabrication 4

EE-07 Understanding the fundamentals of reqistance 18

EE -08 Measuring voltage. .

' 9

EE-09 Measuring current.

7

EE-10 Calculating power in circuits 8

. - EE-11 Identifying conductors and.'insulators 3.%

,.79

lectricity/Electronics 6.

lectricitVElecttonics FundaMbntals'

. Hours

Duty B:. Understandin Circuits ..

.

. . ,

EE-12 Making' calculationg using Ohm's Law 8

EE413 Analyzing a aeries -circuit 7'EE-14. Analyzing a paralle]. circuit 7 .

.EE-15 Analyzing seriespparallel circuits % 11,

1

Quarter Total Hour's o 112

.

'It

1.

295

r

ft

It

V.

tp.

Task

kEE-16EE-17EE -18EE-19

EE-20EE-21.

yEE-22EE-23 r

. EE-24EE '25EE-26

EE -2'7

EE-28EE-29EE-30EE-31

t

1rI

QUARTER II

.Duty C:- Unddrstandindg MotorsiGeneratois

*Applyin4 fundameritals of 'magnetismDeMonilqating a knowledge of,,motorsDemonstrating a knowledge of generationUsing alternating ,current principles

-

Duty V: UnderstandingRCL Circuits

Demonstrating a'knovledge .of inductanceDemonstrating intluctive.XeactanceDemeastrating a knowledge of capacitanceComputing RC time constantsCalculating capacitive reactanceAnalyzing 4CL series circuits'Analyzing RCL parallel circuits

r'

Duty.E:. Upierstanding Electronic Devices... .

Analyzing ,the PN junctionAnalyzing special semiconductor diode'sUsing the oscilloscope'Analyzing rectifiersIdentifying and analyzing filteri

Quarter IT Total Hours

5.

.

4.

-

aours

'4

6

36

20

4

4

4

3

6

55

6

244,

8

1052"

102°

VII-13 2 9 G. ,

..9

a

Task

,

quarter III

, How,urs.

.

Mechanics .

.

.

. 1 \uty4 F; Caioulatir 1 14edt

.

M-01- . Perf9rming scientific calCulations - 18" M-02 Calculatilig.the mechanical agyantage of

'the lever .. .

M-04. Caldulating the mechanical advantage ofthe wheel and axle'

.24-06 Calculating the mechanical advantage ofthelnclined plane and wedge ,

- , Mr08 ,Transmitting and calculating the force.and=Wm with the screw.thread .

- M-10 . Calculating the mechanical advantive.ofthe pulley system

. .

- '

Duty 0: Using Mechanical Advantages

M-07 Using the wedgeM-09 Using the screw/M-03., Using the leverM-05, Using the wheel and axle

PA

Pluid.Power

I

Duty H: Fundamentals of H drau /Pneumatics

7P-01 Identifying safety precautions when workingon hydraulid/pneumatic systems

FP-02 Defining .hydraulics and pneumatic's'FP-03 Explaining the fundamentals, of hydraulics

and pneumaticsFP-04 Identifying fluid power symbols.FP-05 Reading hydraulic and pneumatic schematic

diagramsFP-06 Recognizing hydraulic, system basic components

r *FP-07 Recognizing pneumatic system basiccamponents

297.

VII-14

.

5

6I .

8

.

6.'

48

2

22

4

10

2

2y

.08

4

I

3

8

8

Tg.

A

A

s

Task

ES -01-SS -02

Hours. / =Employability Skills

Duty Employment Skills,

iscussing and deincnstrating'how to get a job 101020.

Discussing and demonstrating how to keep a job,

Quarter III Total Hours

f

113

4

4

VII-15

4%

t

Task

EE-01EE-02EE-404:EE-04-EE-05EE-06EE-07EE-08,EE-09EE-I0EE-41

EE-12EE-13

. EE-14EE-15

-

SUGGESTED COURSE OUTLINE. STRUCTUREFOR ELECTROMECHANICAL TECHNOLOGY

(Alternative 2)

Semester I

Electricity/Elec4onics

Duty A: .Electricity/Electronics Fundamentals

Observing electrical safet precautions.,Identifying and usingNhand tollsUnderstanding the nature of matterIdentifying. sources of electricityIdentifying circuit fundamentals.Performing soldering and circuit fabricationUnderstanding' the fundamentals of resistanceMeasuring voltageMeasuring currentCalculating power in circusIdentifying conductors any insulators

'.Duty B: Understanding Circuits

Making calculations using Ohm's LawAnalyzing a series circuitAnalyzing a parallel circuitAnalyzing series-parallel circuits

I,

Hours,

,/

4

3

4

5144

18j

7

83

71.

.7

7

1133

S,

EE-16EE-17EE-18EE-19

Duty C: Uhderstanding_Motors/Generators

4t

6'3

6

4 Applying fundamentals, of magnetism- \Demonstrating a knowledge of\motorsDemonstrating a knowledge of generationUsing alternating current principles.

.19

Duty D: Understanding RCL Circuits

EE-20 Demonstrating knowledge of inductance 4

EE-21 Demonstrating inductive reactance 4EE-22 Demonstrating a knowledge of capacitance 4

EE-23 Computing RC time constants 3EE-24 ' Calculating capacitive reactance 6

EE-25 Analyzing RCL series circuits 5,-26 Analyzing7RCL,parallel circuits 5

4 31Semester I Total Hours 162

d 299,

40

Semester II

Task H_ ouis

EE-27EE-28EE-29EE-302-31

Duty.E: Understpnding Electronic Deirices

Analyzing the PN junctionAnalyzing special semiconductor diodesUsing the oscilloscopeAnalyzing rectifiersIdentifying and analyzing filters

Mechanics.

244

8

10. 52

Duty, F: Calculating Mechanical Advantage

M-01 Performing scientific calculations 18M-02 Calculatirw the mechanical advantage of the

lever` . 5M-04 Calculating the mechanical advantage of the

wheel and axle 47,° 6M-06 Calculating the mechanical adirantage of the

inclined plane and wedge 8M-08 Transmitting and calculating force and

motion with the screw thread 5M -10 Calculating tht mechanical advantage of .the

pulley. systeL '' 6'

Duty G: Usin Mectiani al Advanta esM-07 Using the wedgeM-09 Using the screwM-03 Using tbe leverM-05 - Using the wheel and axle

Fluid Power

48

2

2

2

4

10

Duty H: Fundamentals of Hydraulics/Pneumatics

FP-01 Identifying safety precautions when working _onhydraulic/pneumatic systems 2

FP-02 Defining hydraulics and pneumatics 2 (

FP-03. Explaining the fundamentals of hydraulics andpneumatics 8

. ,

FP-04 Identifying fluid p9wer symbols .4

FP-05 Reading hydraulic and pneumatic schematic------.

diagrams '4...

3-FP-06 Recognizing hydraulic system basic components 8FP-07 Recognizing pneumatic system basic components 8

Je VII-17

3 0 0

35

4

t

/

O

.

Semester II

Employability Skills

Employment SkillDuty C:

ES-01 Didcussing nd demonstrating how to get a job 10

ES-02 . Discussing d demonstrating how to.keep a job 104/

Semester Total Hours 165

1

..

4

I

D

a

SECOND.YEAR

RESIDENTIAL'EtECTRICAL WIRING(optiiimalY.

Oh,

;

.

. Task Duty A: Residential Electrical Wiring HoursFundamentals *- ' ',.

aRW-01 Demonstratinga knowledge of the residential

electrical wiring occupatioriRW-02 Identifying electrical safety terms and

practices. ,RW-03 Identifying and using)electrical wiring '-

specialty tools ,

.RW-104 Using the National Electrical Code manualRW-05 IdentifyinTCR4ERTEFETTEZTOW7E0 cords.RW-06 Reading blueprints and rulesRW-07 Identifying and drawing electrical symbols

used in residential wiringAW-08 Identifying boxes and devices used in elec-

Iv̀ 4

6 -:

A.

.68

44

.

12

1p

trical wiring4

48..,4

r,

. ,. 4Duty B: Ground .Outlets (115v - 230v)%.

RW-11 . Designing and installing lighting circuits 10RW12 Designing and installing a three-way switch 10RW-13 Ins.talling.a 115i, appliance outlet- 6RW-14 "Installing a convenience outlet 10RW-15 Installing a split switched receptacle. 10.

RW-16 Ins g a one-button and a two-buttondoor be], ). circuit A 10

RW-17 Installing 230v circuits and outlets 18/4

Residential Electrical WiringTotal Hours

Duty C: Service Entrance,.

RW-09 Iristalling load circuitsJ

4RW-10 Identifying and installingovercurrent

protection devices I. 4'RW-18 Installing a temporaty sprvice entrance 16RW-19 Installing a service entrance .

4

24

146

VII-19

302. .

4

p

111

SECOND YrAR

r

Task

REFRIGERATION(optional)

. Duty A: ,Refri eraiion Fundamentals Hours°

RF -01 Identifyg career opportunities inrefrigeration - 4

RF -02 Identifying safe working .conditions 3.

RF -03 Demonstrating.knowledge of basic refrig-

RF -04

ion conceptsDemonstrating a- knowredge of the basic

4fT

refrigeration cycle t8

RF -05 Identifying arid using refrigeratiOn tools 4

RF -06 Tapping, threading and replacing threads 12

RF -07 Identifying types of pipe and tube fittingsused in refrigeration systems 4

.39

Duty B: Tubing and Piping

RF-013RF-09

RF-10

'RF:-11

RF-14RF-13"RF-14

RF-15RF-16RF-17RF -.18

RF -19u -20RF -21RF -22RF-23'\RF -24

RF -25

Performing asic copper tubing operationsSwaging, cle ning, fluxing and softsoldering co per tubing'Silver brazing refrigeratioh pipihg

Duty C: 'Refrigerants

Handling,Qtransforming, weighing and-measuring refrigeransInstalling and using access valvesMaintaining refrigeration manifold gaugesInstalling and using refrigeratidn manifogaugesEvacuating a refrigeration systemInstalling refrigeration accessoriesTesting for leaksCharging a refrigeration system

Duty D: Troubleshooting

Troubleshooting refrigeiator compressorsTroubleshooting condensersTroubleshooting evaporatorsTrouble ooting automatic expansion valves,Trouble oting capillary tubesTrouble ting thermostatic expansionvalvesTroubleshooting the refrigeration system

.5

52

12

et

VII-20

3

6

1046

O

A

110Task Diaty E: Window Air Conditioning pours

RF-26 Installingi window,air conditioning unit as 6RF-27 Performing pre-season start-upAtainternce

on window air conditioriing units ARF-28 Troubleshooting compressor burnout n window 0 .

air conditioners 8RF-29 Evacuating and chgrging,windoair conditioners 8RF-30 . Troubleshooting fans and fan motors 1 4.RF-31 Troubleshooting mechanidal problems ,in a window

air conditioning refrigeration cycle 6_ RF-32 TroubleshootEng a window air conditioner

'electrical system 6,a

4

Ca

4

I cs

4

RF-33

RF-3(

RF-35

RF-:3"6

RF-37,t.

RF-38

o

el

Ak .! 042

Duty F: Refrigerators and Freezers

6

6

10.

8

,

4

10

,

Ident4fying a ,describing 'the function ofrefrigeration components .

,,..Evacuating and charging. domestic refrigeratorand freezer systems .° ,

Testing and replacing defectiverefrii.geritioncycle components lTroubleshooting refrigerator/freezer cdmpressorburnout .

'Testing and repairing/replacing the refrigeOtorand/or freezer fails an fan motorsDiagnosing problems refrigerators and $freezers N

,..,.

44

Refrigeration otal.Hours

44

.1

: VII -21

1,

228

p

4

O

I

a

4

6

'la

a

SECOND YEAR

MAJOR ARPLIANCES.(optional) %,:t

1,

a

Task Duty Al Ins1talling Electric Appliances. . .

44A-02%

Installing and wiring an electric clothes i'

8+.dryers .1MA-01 , . Installing, plumbing and wiring a clothes

washer c-

MA-10 Inbtalling, wiring and plumbing and electricwater heater .

MA-13 Installing and wiring a trash 6ompabtorMA 5 /installing and wiring a rticrowave ovenMA Installins and ,plumbing 4.dishwasherMA -24 Installing and wiring an. eltctric range,

4.4 surface unit or wall:oven 1MA-28 Installing and wiring a cook top and vent-MA-10 Identifying and describing tie ,function of 0

the refrigeration components

C.

.

Hours

MA-31\ InstalYins end wiring a'refrigerator and/orfreezer

j A

MA-01'

MA-03

MA-.05

MA -OA

ii.MA=07

MA-08

MA-09

1-11

MA-12

MA-14MA-16

". MA-18

Duty B: Troubleshoo in ,Electric Appliances

10

868

.20.

168

10

'8

L02.

4

4

Developing a troubleshooting plan for amajot appliance 10Troubleshooting and servicing electricdryer mechanidal/electrical systems 12Troubleshooting and replacing the clotheswasher water level control and door switchestroubleshooting and replacing the clothes,washer timer and solenoids

12

15Troubleghooting and replacing the'clotheswasher motor and relay' 16

Troubleshooting and replacing the clotheswasher drain pump. 15Troubleshooting and, replacing/repairing AS

the clothes washer clutch and transmission 16Troubleshooting and replacing electricwater heater elements 12

Troubleshooting and replacing electricwater heater thermostats. 12

Troubleshooting a trash compactor . 12Troubleshooting and repairing microwaveovens .

12

Troubleshooting and replacing dishwasherwater level, control and door switches 10

4

VII -22

3 '-' 5

la

.a

AlaA

- . # .

Duty. B: Troubleshootin Electric Appliances, Hourscont nued 77r--

,

ir

timer .tied soldnoids ,

MA-19 Troubleshooting and placing thqduishwasher

MA-20 Troubleshootig apdrepolacing the dilpwashermotor

and rerayk ,-. .. . ,

. MA-21 Trbubleshpoting and replhcing or'tepOring..... he diAthwasher.drain pump ) ,

.

Mg-.12, routb eshOting and replacing the diabWasher. . heatin element .and thermostat $.

MA-23 Trou41shboting and replacing the dishwwasher':,.. automat c dispense;

MA-25 Trouble hooting and re lacirig aurface . .i ) 'unit end oven heating cements 6

/ .....MA-26 Tcouble$hooting and replacing surface A .

unit and oven temperatUre control switclipsand thermostats ,

TINA-T7 Troubleshooting and the electricreplacingoven timer

. \MA -'94

Troubleshooting a ceramic or conventionalcook tbp .

.

MA-32 T±oubleshooting and replacing refrigerationcomponents ,

4110

MA-33. Evacuating and arging domestic refrig=erator and freez r systems

MA-34 . Troubleshooting a d 'replacing 4ectiealbOmOonene of a re gerator and/or

.....-. freezer .

-. Duty C:! Installing Gas Appliances

MA-A Installing and plumbing a gas clothes .

dryerMA-38 Installing,arid plumbing a gas watei.

heater .

HA-42 Installing arid plumbing a gas range ora wall oven.and'urface unit

MA-47 Installing a gas orifice %

Duty D: Troubleshooting Gas1

Appliinces

MA-36 Troubleshooting and servicing gas.clothes.

dryer mechanical/electrical systems_ .

MA-37 Troubleshooting, replacingiand adjusting'. dryer..gas controls4, MA-39 Troubleshooting and ;replacing gas water

heater relief valve .

.MA-40 Troubleshooting, replacing and adjustingWater heater gas control

ft

VII -28

31) 7,

15

.104.

0

.

10

10.,

.

,10 .

%

12

4,

.\12 .

1.

25 A*

15,

- -

- 15

V

20

20

201272

12'

12'

12

12

.0

ator

.

,

.1

4

:

A

*

Task'

/MA-41 i

° MA-43

MA-44

11

4'

a

MA46

MA-4811A-40

4

Duty Troubleshooting G&F..AlispEtTITITtd)

Troubleshooting,and replac14,heater thermostatTrgableshooting and replacing

1 a

Troubleshoot*ng and replacingTroubleshooting gas lines andfor leaks ift

Adiutting the pilot lightAd/b.i3ting the gas burner

.)43

a

,414ajor Appliances.Total Hours

12

S C.

.

i.

--t

0

r

VII -24

gas

gas ran§e

gas oven.:connections

watex'4

4

Hours .

riIIMAllaT111

1;)

/212

.512.10

123,

.607

f

#

4

la"

.

,

4

0

4

Al' :VI. P ...

.*T I ,t.', 611 'll ..

a

.1

.4*!

'SECOND YEAR

. . _.. I

.

Task_. ,sk- Duty A: Fundarrntals. -

1 Hcidrs. . .

4

I "

.INDUSTRIAL ELECTRICITYi

.

;(optional) l .

...

4'6IE,01 Identifying hazardous wiring locatiqns1E-02 4N Lopatings service entrance equipment and

kgriting specificatiqns.

. .

10,

0 ., 16

Duty B: Selectingtand installing Conduit.1E-03 Citcufatihg,and selectiA service cqnduits

. Installing seivice'conduitsIE-05 Installing .outlet, junction box and conduit1E-06 Installing conddit under a concrete slab

S

Duty C: Sgacting and Installing BranchA CircuitsI. .

ip-07 Calculating branch circuit conductors andovercprrent protection ,. 10

1E48' Determining sizes and types of, feeders andovercurrent piotectiowdeViCes 10

1E-09 Selecting and initalling. a 480v2.08-210 threephase four wire service g' 10.IE-10 Installing branch circuits and controls forair Conditioning and heating 10

4

a

IE -11

'1Duty D:

Circuits. .

Installing branch circuits and controls forlighting . 10

1E-12 1 Calculating the 120 and 277 volt lighting load 101E-13 Selecting and installing a.277 volt' fluorescent. A.iight e 8

. .

40

I.

or'

VII -25

308

I

28

"to

4

In

.

4

NITask

IE-i2E-15.1E-161E-17IE-18°

43,

a

4

r

Ifi

aDUty Es Inatalling Wiring for Large

Equipment4

.

}Woking up a three phase transformerMaking calculations for electric motorsIdentifying motor leads*Operating a capdbitor start motorOpeiating a three phpse indulion motor.

Industrial Electricity Total-Hours

* .

I

4

VII-26

3 9

I6

Hours-77-1,

1010.8

-8 .

8

.17

173

.

iv

IP

ti

-

41.

pp

SECOND YEAR

HYDRAULICS AND PNEUMATICS.. -(option'al) :

Task Duty A: Fundamentals of H draldies andPneumat cs

°

1

HP-09 Identifying basic hydraulic/pneumatic circuitsHIS -05 Identifying and des4ribing the properties, of

different hydraulic fluidsHP-01 Selecting reservoirs used in hydraulic systems'HP-06 Prevepting hydraulic and pn'e'umatic system

/contamination

., 4..

.- 0

icaHP-02

HP-03

1111

HP-04

HP-073'

HP-08ti

HP-10

HP-11

HP/=12

HP-13

4

Duty B:, vInstalIing and Servicing Hydraulics)Pneumatic Systems and Equipment,

....

Sele ting and installing likes, fittings and ,

couplers used in hydraulic/pneumatic systemsSelecting and installing sealk used Anh2draulic/pneumatic systems .

Selecting and installing pumps in hydraulicsystem41.

Hours

6

7

4

6

23..

5

. 5 s ' .'04.

6

r4I

Selecti.fig-and installinecylinders 'Used in r ,

hydrauliciPneumattc systems 14-Selecting and installing4vaaves on hydraulic/

pneumatic systems -: . .7 /(Selecting and installing compressors used in, .

.pneumatic systems .. 5

Selecting and installing motors used inhydraulic/pneumatic systems 9Selecting and installing.aecessories used ona pneumatic system

. 6 .

Selecting and installing accessories used olla hydraulic syitetyl

.#e

-555

Duty C: Maintenance \of/Hydraulic/PneumaticSystems

HP-14 Planning the maintenance of a hydraulic system 5HP-15 P2anning the maintenance of a pneumatic system 5

IT)

Hydraulics and Pneumatics Total Hours 88 51

3104

if

SECOND YEAR

COMPUTER TECHNOLOGYoptional)

b .

Task Duty".*: Understanding Computers Hours.

.

00701 , . Understanding computer arithmetic, 15CO-02 Understanding microprocessor hardware 25CO-03 Undeptanding the

.

Ifunctions of computer 35

TN

. Duty B: Raing_Essioutert;

CO-04 Using themicrocomputer

Duty C: Analyzing Computer Problems

CO-05 Analyzing microcomputer circuits

p.

ComputerTechnologyTotal Hours ,

to

A

VII-28

311

3

-1441:i

0.:;c:)7-;-

4

%.

I

. 1 .

SECOND XEAR

NUMERICAL CONTROLS(optional)

Task Duty A: Operating Programmable Con rollers Hours

NC -01 Operating programmable controllers 20NC-02 i Operating, solid state logic motor controls 35

Duty B: Interfacing of Computers

NC-03 Understanding instrumentation for programmable.controllers 26

NC-04 Interfacing a microcomputer with peripherals 20NC-05 , Using a microcomputer as a controller

. 2565

41,

Numerical Controls Total Hours 120

VII -29

SECOND YEAR

t ROBOTICS(optional)

Task Duty A: Installing Robots

R-01 Comparing robotic systemsR-02 Installing robots

i'

.

if

puty B: Setting Up Work Cells

R-03 Designing a work cell .13

. R-04, Scheduling robot work cssignments 101111

Duty C: Maintaining a Robot

,R -05 Repairing and maintaining robotic systems 25Ig

,

V

Robotics Total Hours 91

6VII-30

313

4

r.

4

UNIT GUIDES

Urt guide sheets, the core, f a curriculum guide, serve as

instructional resources which aid he instructor in planning the

instruction and/or performance elated to tasks or unit

competencies.

Specific unit guide components include:

Task or. Unit Competency: The smallest division of wor in which

a measurable output occurs.

Performance Statement: What-students are expected to accomplish.

InstructioAal Materials: Suggested materials used to assist in

the presentation of instructional activities.

Class/Lab Hours: The estimated minimum time for ccmpleting the

instructional activities and the evaluation. InstFuctors must

use their judgment in determining the percentage of total time

nt in the class and in the lab.

Evaluation of Performance: Includes _criterion referenced

measures and suggested testing activities and resources pertirlent

to accomplishing the task or unit competency.

I.

14,

VII -31

314

vs.

.1

TASK OA UNIT COMPETENCY1

EE-Q1 Observing electribal safetyprecautions

PERFORMANCE STATEMENT`Observe electrical safety precautions.

3

INSTRUCTIONA ACTIVITIES

Provide Information On:

' a.

b.

c.

d.

et.

S

f.

g.h.

i.

k.

1.

n.

o.

Electricil shockFirst aidConductorsInsulatOksElectrical circuit1. Source2. Path3. Load -Overloaded circuitOctopus outletFUseCircuit breakerElectrical firesFire extinguishersSafety color coding

Rxeventingaelectrical accidentsGroundingShop safety rules

Provide Demonstration On:

a. Providing first aid to electricalshock victims

b. Extinguishing electrical fires

Provide Practical Application On:

DeVeloping a safety checklist.

4

INSTRUCTIONAL MATERIALS

Textbooks: Tools and Equipment:

a. Matt, Electricity and Basic a. BlanketsElectronics b. Gauze

b. 'MAVCC, Basic Electronics I c. Fire extinguishersc. MAVCC, Basic Electronics 2 d. Insulator to move victim

(ex., dry stick)Students Manuals:

Heathkit, DC Electronics

p.

ESTIMATED CLASS HOURS 3 E TIMATED LAB HOURS 1

VII-33

315

44'

EVALUATION OF PERFORMANCE

Performance- Objective (CRM)

Given a list of standard shop materials, equipment and practises, the student',will identify with 100% accuracy, safe and unsafe practices and precautionarymeasures to be taken to prevent hazardous electrical situations.

Suggested Testing Activities And Resources

a. Students should be\given a written test to assess their knowle4 e ofgood electrical :patty practices. Students shouldbe retested on

. incorrect items.

b. Students should be given a performance test td assess their abilityto apply good safety practices.

c. Students should be given a performance test to assess their abilityto care for shock victims.

d. Use resources provided in the Instructional Materials section on

1

the previous page.

Reading Skillsa. Follow directionsb. Interpret instructionsc. Interpret graphic informationProblem Solving SkillsIa. Recognize cause and effect relationshipsb. Locate information in reference materialsc. Estimate outcomes.d. Draw conclusions.e. Interpret non-graphic instructionsf. Make predictions, generalizations and comparisonsCommunication Skillsa. Compose sentencesb. Organize informationc. Interpret aural communicationsd. Compose oral directions and questions

316

V11-34

0

4

TASK OR UNIT COMPETENCYEE-02 Identifying and using hand tools

. L_,,

PERFOR

d o

ALICE STATEMENT. Identify and use hand tools.

INSTRUCTIONAL ACTIVITIES

Provide Formation On

a. Names and function of basic hand toolsb. Names of parts of hand toolsc. Factors to consider when selecting

*hand toolsd. Maintenance procedures for hand tools'e. Hand tool safety

IF

Textbooks:

p

Vi

Provide De monst\ ration On

Cleanil, maintaining and storing tools

Practical

Using,all hand tools


8. Hexd. Plieis

a.

b.

c.

Tools

MAVCC, Baste Electronics 1 1. Slip joint2. Locking .

3. Linesman4. Diagonal wire cutters5. Lone nose

.6. Needle noseHacksawsPunches and.chiseli

MAVCC, Basic Electronics, 2Stanley Tool Guide

e.

f.

and Equipment:

a. Screwdrivers1. Flat head2. Phillips head

1. Center punch3.1 Torex, Robertson

2. Drift punchb. Hammers and mallets 3. Aligning punch

1. Carpenters 4. Gasket punch2. Macianistq q. Drills3. Softy face h. Files

c. Wrenches A. Taps and dies1. Adjustable end *j. Wire gauge2. Open end3. Box end4. Pipe5. Socket6. Ratchet7. Torque

ESTIMATED CLASS HOURS 21

"---eSTIMATED LAB HOURS I

V11-35-

317

I-EVALUATION OF PERFO MANCE

Performance Objecthie (VW)

Given a pictorial diagram-of basic hand tools, the student will

identify and give the functi of each with 90% ibccuragy.

0

Suggested Testing Activities And. Resources

a. Students should be given a written test to assess their knowledge of.

the names and function of several basic hand tools.

b. Studentk should be given a performance test to assess their abilityto use several basic hand tools properly ancirsafe4g.

c. Students should be given a performance test to assess their ability.to clever, lubricate, and adjust wire strippers and pliers.

d. Use resources provided in the Instructional Materials section on the

previous page.

Math Skillsa. Measurementb. Whols number manipulationReading'Skillsa. Interpret graphic informationb. Interpret instructionsc. Locate information in reference materialsProblem Solving Skillsa. Recognize sequence of events, cause and effect relationships

b. Locate information in reference materialsc. Draw conclusionsd. Interprets graphic datae. Make predictions, generalizations comparisOsCommunication Skillsa. Compose sentencesb. Organize informationc. Interpret aural communicationsd. Compose oral directions and questions

4

318VII-36

4

I

r

.

If

a

4.

<IXI.Ohderstanding the n tures of matter

4

el

Understand the' nature of metier...

r -- INSTRUCTIONAL ACTIVITIPS°


a. Atoms1. Nucleus2. Protons3. Neutrons4. Electrons

A 5. Orbits6. Free valence electrons7. Flow of electrons8. Random drift theory

b." Law of electrical chargesc. Production of electricity

1. Static2. Chemical1. Generators

d. Conductorse. Insulatorsf. Electromotive forc06g. Currenth. Resistance .

(continued oft next page)

(4rokri6 Demonstration On:

a. 'Composition of an 'Atomb. Calculating electrotiotive forcec. Using Ohm's Law

Provide Practical _Application

The generation of electricity

I

Textbooks:

a.

b.

c.

d.

e4.


matt, Electricity and BasisElectronics,MAVCC, basic Electronics 1MAVCC, Basic electronics 2olivo and Olivo, Fundamentals ofpplied PhysicsSinger and Forster, Basic

Electricity


VII -37

a

ESTIMATED LAB HOURSL.

-319

4

so*

1"-rairMINT7519 ligENtri . PERFORMANCE STATEMENTAt

INSTRUCTIONAL ACTIVITIES.

Provide information On:(continued)

i. Electricity circuitj.* Voltsk. Amperage1. Ohms'a. Wattsn. Electrical safety

",

ti

o,

INIIBUQIIQUALMATERIALS

4s

-1

ESTIMATED CLASS HOURS-I 1

ESTIMATED. LAB HpURS........

VII-38_-- 320'

4

Ire

a

r

:

EVALUATION OF PERFORMANCE a

Pprformance Objective (CRM) .

Given,a list of terms associated with the,natureof matter, the student will'give their correct definitions with 80% accuracy.

kt

a

..*

(!'

Suggested Testing Activities And Resourcesa. Students should be given a written test to assess their knowledge of

the nature of matter.

A .

b. Students should be given a written test to assess their knowledge oncalculating

Ie ectromotive

0force.

c. Use resource provided in the Instructional: Materials section on theprevious page.

d. Badrkhan 'and- Way, Electrcipics: Principles and Applications._,

e. Grob, Basic Electronics

f. Malvino, Electronic Principles

4. Miller and Culpepper, Experiences with Electronics

Math SkillsaT7ititia7 proportions, and percentsb. Fractions and decimal usage and conversionsc. Whole number manipulationd. Algebrae. Metric conversions.Reading Skill;

46 a. Interpret graphic info' nb. Interpret instructionsc. Locate 4nformation in refere terialsProblem Solving Skillsa. Recognize sequence of events,.cause and effect relationshipsb. Locate information in reference materialc. Draw conclUsionsd. Make predictions, generalizations and comparisonsCommunication Skillsa. Compose. sentencesb. Organize informationc. Interpret aural communications

4.1 d. Compose oral diredtions and questions

321

a

EE -O4 Identifying sources of elictricity

PERFORMANCE STATEMENTIdentify sources of *electricity.

I

INSTRUCTIONAL ACTIVITIEStrovide Information On:

a. Thci'major sources of electricity1. Chem{ :+01

2. Magnetic3% Light4. Heat5. Pressure'6. Friction

b. battery cellc. Generatord. Alternatora. Photoelectric effectf. Thermocouple

) g. Piezoelectricity effecth. Magneti. Static electricityj. Hydrometerk. Specific gravity

O

3 .

Provide-Demonstration On:

producing electricity using chemical,'magnetic, 11ht, heat, pressure, and.friction sources*

Provido'Practical Application On:

a.

b.

c.

Using electricity to do workTestingspecific gravity with ahydrometer rUsing a gallAnomaper to Teasursmall amounts of current

J

INSTRUCTIONAL MATERIALSTexftbooks:

ii

'a. Grob, Basic El tropicsb. Matt, Electri y and Basic

Electronicsc. MAVCC, Basic Electronics 1d.° MAVCC, Basic Electronics 2


14.

Tools and Equipment:

a. Batteryb.' Magnetc. Coil or wiresd. Galvanometere. Light bulbs (same voltage as

battery)f. Phonograph crystal in holder with

needleg. Photocell

X

ESTIMATED LAB HOURS

322

'111

A

EVALUA 10 OF P RFORMAN E

Performance Objective (CRM)

Given a-list of several different eledrical producing devices,- the studentwill identify which Of the six major sources it belongs to with 80%accurecy.

) ed

0.?

a

3

Suggested Testing Activities And fiesqurcesa. Students should be given a written test to assess their knowledge of

the six major sources of electricity.c,. .

.. .

'b. Students shoulfbe given a.performance test to assess their ability ..

,

.to measure small amounts of current with a galvanometer.

c. Students should be given a performance test to assess their abili4 totest the specific gravity of a'battery using a hydrometer..

d. Use repourdes provided in the Instructional Materials section in the .

previous page. 0,

. *

e. Badrkhan and Larky, Electronics: Principles

f. Malvino, Electronic Principles4-.

g. Mims, Getting Started in Electronics0

Math skilliba. Measurementb. Whole.number,manipukationBeading Skillsa. Interpret instructionsb. Locate-inforration in reference materialsNoProblem Solving Skillsa. Locate information. in reference materialsb. Draw gonclusionsc. Interpret non-graphic informiond. Make predictions, generalizations, and comparisonsCommunication Skillsa. Compose sentencesb. Organize informationc.' Interpret aural communicationsd. Composl oral directions a%d questions

a VII-42

1'

;11

tcp

1

TASK OR UNIT d MPETENCYEE-05 Identifyiug circuit fundamentals

.10

till.

PERFORMANCE STATEMENTIdentify circuit fundamentals?:

1

sip

TRUCTIONAL TIVITIES

Provide InfdrmatiCn One

SI. Basic components of.a circuit1. Path .

-2. Load3. Source

b. Basic circuit elements1. illattery2. Generitor3. Transformer4. Eegistor5. Limp-A6. Speaker7. Otitch open.S.CSwitch closed9. Relay open

ip. Relay closed11. Conductor12. CondUctors connected13. Conductors not connected14%. Capacitors'15., Diodes,16. Transistors17. ldrowid

and symbols

Provide Demonstration Ons

Constructing a circuit containifg thethree basic components


Construction of circuits from hschematic

411

A INSTRUCTIONAL _,MATEBIALSa

Textbooks:

I

a. Grob, Basic ElectronicsOb.° Matt, Electricity and Basic

Electronicsc. MAVCC, Basic Electronics 1d. MAVCC, Bailie Electronics 2e. Mims, Getting Started! in Electronics

1

I.

ESTIMATED CLASS HOURS 1°

.Pools and Eguipient:.

a. Wire with snar connectorsb. Switchesc. Battery

/4... :bight

ESTIMATED LAB HOURS 4

VII 43 ,/

0

,4

.1

eP

o

EVALUATION CAF PERFORMANCE

J

Performance Objective (VW)Given a schematic of a simple circuit, the student will construct the circuitand identify current flow and circuit coMponents with )%accuracy/.

Suggesti3d Testing Activities And Resources_

a. Students sho6ld be given a written test.tO assess their knowledge ofstandard circuit loads, sources and paths.

b. Students should be given a performance test to assess their ability toconstruct a circuit from a schematic.

1

c. Use resources provided in the Instructional MrItexials section on the

previous page.

d. Heathkit, DC Electronics

e. Malvino, ElectronictEllaEipas4

f. Miller and Culpepper, Experiences with Electroni4'

g. Singer and Forster, Basic Mathematics for Electricity and Electronics

Math Skillsa. Whole number manipulationb. Metric conversionsc. Ratios, proportions, percentsd. Fraction and decimalousage and conversionsReading Skillsa. 'Recognize main ideas, details, sequence of events and cause and effect,

relationshipsb. Follow directionsc. Make predictions, generalizations and comparisons

d. Draw conclusionsa. /nterpretAraphic information;. Interpret instructionsg. Recognize relevance of data

h. Recognize appropriate reference resourceri. Locate Mhformation in reference materials

VII-44 32.

if)

I

1

111

p.

EVALUATION OF PERFORMAN E

Performance Objective (CAM)

44.

4.

t.


oblem Solving Skillsa. Recognize Main ideas, detail's, sequence of events, and cause and effect

relationshipsb.% Recognize appropriate reference sourcesc. Locate information in reference materialsd. Estiaite outcomes, with or without*units or measure*entse. Draw conclusions.f. Int' rot non-graphic informationg. cognize relevance of datah. Interpret. graphic datai. e.ptedictions, generatzlions d comparisonsCommunication Skillsa. Compost sentencesb. Organizie.inforpationc. Interpret aural comiiiKicationsd. Compose oral directions and questionse. Use formal and informal speaking styles

VII-45

326

ti

4

a

L.

r---TASK OR UNIT COMPETENCY':

EE-06 Performing soldering and circuitfabrication

I

PERFOR STATENTErS11".

Perform soldering and,circuit fabrication.

INSTR--..ICI NAL ACTIVJTIES


a. Solder1. Rosin core2. Acid core

b. Soldelring tools1. Iron2. Pencil3. Gun4. Heat rink5. Solde sucker6. Wire strippers,7. Pliers

c. Oxidesd. Tinninge. soldering procedure.f. Soldering,connectionsg. Spliceh. Schematicsi. Circuit components


a.) Proper soldering techniquesb. Soldering connections

Provide PracticaljApplication On:

a. ,Tinningb. The use of the soldering pencil,

gun, and iron

INSTRUCTIONAL MATERIALS.

Textbooks:Tools and Equipment:

a.

b.

c..

(*riot Appliance Repair a. Solder1. Acid core2. Rosin core

b. Soldering tools

Matt, Electricity and BasicElectronicsAVCC, Sasic Electronics 1

4. MAVCC, Basic Electronics 2 1. irone.. Miller and Culpepper, Experiences 2. Pencilwith Electronics3. Gunf. Mims, attany_Started in 4. Heat sinkElectronics5. Solder suckerG. Wire strippers

ESTIMATED CLASS HOURS

c.

d.

e.

7. PliersWire (22 Cr 18 guage)Circuit boardResistors and other circuitcomponents

ESTIMATE LAB HOURS 3

1

327



Given the necessary equipment and supplies, the student will solder andfabricate a sOplis electrical circuit with 100% accuracy. 404


a. Students should be given a written test to assess their knowledge ofthe names and functions of soldering tools.

b. Students should be given a performance test to assess their ability tosolder making proper connections.

c. Use resources provided in the instructional Materials section on theprevious page.

d. Heathkit, DC Electronics


Reading Sktllsa. Follow directionsb. Draw conclusionsc. Interpret instructionsd. Recognize relevance of datae. Recognize appropriate reference resources.f. Locate information in reference materialsProblem Solving Skillsa. Recognize appropriate reference sourcesb. Locate information in reference materialsc. Estimate outcomes, with or without units or measurementsd. Draw conclusionse. Interpret non-graphic informationf. Recognize relevance of dataCommunication Skillsa. Compose sentencesb. Organjze informationc. Interpret aural communicationsd. Use formal and informal speaking styles

VII -48

. 3 9

EE-07 Understanding the fundamentalsof resistance

$

1PERFORMANCE STATEMENT


a.'

b.

c.

d.

e.

f.

g.h.

i.

ik.

Understand the fundamentals ofresistance.



ResistanceResistors1. Fixes2. Ad4ustable*Resistor color codeOhmOhmmeterWattageTotbranceMetric prefixesTypes1. Carbon2; Wire wound3. Film and ceramic4. Va4able5. Rheostat/potentiometerSymbols

Scientific notation

a. Measuring resistance with anohmmeter

b. Determining the resistance valuesof resistors by using the colorcodes


a. Testing a resistor ;to see if itis in tolerance

b. Determining the value of unknownresistors by using the color code

c. Testing.the solenoid coilresistance of range to see if itis in tolerance

I


Textbooks:-.Student Manuals:

a.

b._Capri°, ApRliance Repair Heathkit, DC ElectronicsMatt, Electricity and BasicElectronics

Too?s and Equipment:c. MAVCC, Basic Electronics 1d. MAVCC, Basic Electronics 2 a. Rebistorse. Miller and Culperper, Experiences b. Color code chart

with Electronicsc. Ohmmeter

f. Mims, Getting Started in d. Solenoid coil of a range

g.

ElectronicsSinger and Forster, Basic Mathematicsfor Electricity and Electronics


VII-49ESTIMATED LAB HOURS 12

323

di


Performance Objective.(CFtM)Given an assortment of resistors, the student will identify the type and valueof each resistor by using the color code 'chart and the ohmmeter with 100% accuracy.

Suggested Testin Activities And Resourceso

a. Students should be given a performance test to assess their ability touse an Om:meter properly.

b. Students shou ven'a written test to assess their knowledge of the

color code c rt.

c. Use resources provided n the Instructional Materials section on the

previous page.

Badrkhan and Larky, Electronics: Principles and Applications


f. Malvin, Electronic Principles

Math Skia. Wholeb. Decimalc. Ratios,d. Metric cone. AlgebraReading Skillsa. Recognize main

relationshipsFollow directionsInterpret graphic inf9rmationInterpret instructionsRecognize relevance of dataRecognize appropriate reference resources

materials

umber manipulationand friction usage and conversion

oportions, and percentsrsions

b.

c.

d.

e.

f.

g. Locate information in referenceProblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause and effect

relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Recognize relevance of data

details, sequence of events and cause and effect

La

V11-50330

4

.4

*

EVALU TION OF P RFORMANCE

Performance Objecti e (CRM)

Syggested T sting Activities A Resourcese. Interpret graphic dataf. Make predictions,-generalizationsCommunication Skillsa: Compose sentences1:?. Organize inforvationc. Interpret aural communicationsd. Compose oral directions and questionse. Use formal and informal speaking styles

and comparisons

V

VII-53.

331

Q

r

1111...N.

TASK OR UNIT agnntENCY.EE -0A Measuring voltage with a voltmeter

PERPORMAN..4-E SLAT MRILIlbasurekm4tags With a voltmpter.

1


Provide Inforietion On:

a.

b. Volc. Vol ge dropd. Voltmetere. Kirchoff's Lawf. Current flowg. Metric prefixesh. Voltage sources

1. Batteries, 2. Generators/alternators3. Electronic power supplies

i. Electromotive force (F.J0)j. Ohm's Lawk. Alternating current (AC)1. Direct current (DC)m. How to use a voltmeter

its


Measuring voltage using a voltmeter

Provide Practical Application On:0

easuring outlet voltage of a majorappliance using a voltmeter

.


Textbooks:

a. Caprio, Appliance Repair1): Grob, Basic Electronicsc. . Matt, Electricity and Basic' Electronicsd. "MAVCC, Basic Electronics 1e. MAVCC, Basic Electronics 2f. Miller and Culpepper, Experiences

with ElectronicsMims, Getting Started in ElectronicsSinger end Forster, Basic Mathematicsfor Electricity and Electronics

g.h.

I

ESTIMATED CLASS HOURS $

Student Manuals:



a.

b.c.

d.

Voltmeter.Batteries (DC)Electrical outlet (AC)Major appliance

OOP

1

1

VIZ -5,ESTIMATED LAB HOURS 4.

332

1

.4 le

A

e

;. ,114

0


Performance'Objective (CRM).

Given a voltmeter and a complete circuit containing three resistors of variousO values, the student will measure the voltage drops and source voltage with

100% accuracy.0

I

Nak

Ts-

'4

Suggested Testing Activities Ahl Resources, 4

a. Students should be given a perfromance test Co assess their ability touse a voltmeter.

. 1 t

b. Students should be given a written test to assess their knowldge ofKirchoff's Law.

c. Use resources provided in the Instructional Materialsprevious page.

section on the

d. Badrkhan and Larky, Electronics: Principles an lications.

e. Malvino, Fledtronic Prinicples

Math Skillsa. Whole number manipulationb. Decimals and frq1ction usage and conversionsc. Metric conversionsd. Algebra

Reading Skills'a. Recognize main ideas, details, sequence of events and cause and effect

relationshipsFollow directions

c.

d.

e.

f.

InterpretInterpretRecognizeRecognize

graphic information,instructionsrelevance of dataappropriate reference

g. Locate information in referenceProblom Solving Skillsa. Recognize appropriate reference sourcesb. Locate informetion in reference waterials

Estimate outcomes, with or without units or measurements

resources.materials

d. Recognize relevance of datae. Make predictions, generalizations and comparisons

V11-54333

4

di

NO.

a/

EVALUATION OF PERFORMANCE9,

, - Performance Objective (CRM)

.

)9°

V

Suggeeted Testing Activities And ResourcesCommunication Skills

Compose sentencesb. Organize informationc. 'fnterpret aural communicationsd. Compose orarel.ections and questionsa. Use formal and informal speaking styles.

VII -55

P

. TASK OR UNIT CbMPETENCY "ligIFORMANCE STATEMENTEE-09 Measuring current with an ammeter Measure current with an ammeter.

4

t INSTRUCTIONAL ACTIVITIESProvide Information On:

a.

b.c.

d.

e.f.

g.

h.

j.k.

CurrentColumbDirect currentAlternating currentSeries circuitParallel circuitAmperesAmateter

Metric prefixesOhm's LawScientific notation

Providp Demonstration(un:

a. Using an' ammetet to measure directcurrent

b.' Converting amperes,to milliampeand microamps

Provide Practi,m1 Applicatrari On:

Measuring direct current'in a livecircuit using a ammeter

1

INSTRUCTIONAL MATERIALSL'Textbooks:

a. Grob,jasic Electronicsb. MattIrtlectricity and Basic

-41t.fqXronicsc. MAVCC, Basic Electronics 1d. MAVCC, Basic Elect' nice 2e. Miller and Culpeppdk, Experiences

with Electronics.

f. Mims, Getting Started in Electronicsg. Singer and Forster, Basic Mathematics

for Electricity and Electronics


Student Manuals:



a.

b.

c.

Basic electricity/electronicsAMmeter, AC and DCDC variable power supply

trainer

tt


VII-57 335

4'

EVALUATION OF 'PERFORMANCE

performance Obleciive.(QRM)Given an ammeter and live DC and AC circuits, toecompare two points of a circuite'at two differsaccuracy.

stud t will measure andr levels, with 100%

Suggested Testing Actiyities And Resourcesa. Students should be given a wiitten test to asses their knowledge of

converting amps to milliamps and microamps.- 6,.

b. Students should be gillen a performance test to assess their ability tomeasure current using a ammeter.

c. Use resources provided in the Instructional Materials section on the-. ,

previous page.

d. Badrkhan and Larky, Electronics: Principles and Applications

e. Malvin, Electronic Principles

Math Skillsa. Whole number manipulat!.onb. Decimals and fractions usageand conversions.c. Medic conversionsd. AlgebraReading Skillsa'. Interpret instructionsb. Recognize relevance of datac. Recognize appropriate reference resourcesd. Locate information in reference materialsProblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause and effect

relationships

4

b. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Estimate outcomes, wittfor without units or measuremlntse. Recognize relevance of data

Communication Skillsa. Compose sentencesb. Organize informationc. interpret adkal communicationsd. Compose oral directions and questions

0. Use formal and informal speaking styles

VII-58

336

4;

P

W'

:TASK OR UNIT COMPETENC \) PERFORMANCE STATEMENt1111/

ES-10 Calculating power in circuits . Calculate power in circuits.1

4

Provide Information .0n:

a. Electrical power'b. Wattc. Kilowattd. 4 Klowatthourse. /Nis 4f.' Circuit breakerg. Ohm's Lawh. PoWer formulai. Fractiohsj. Squarrrootsk. Wattmeter

INSTRUCTION ACTIVITIES

V

rovide Demonstration On:

Calculating power using Ohm's Lawd the power formulain4 fuses or circuit breakers in a

ci cuit,

b.

Provide ractical A lication On;

a. Dete ing the power needed in aresisti = circuit .\ .

..b. Using a attmeter

INSTRUCTIONAL MATERIALSTextbooks:

a. Grob, Ba ic Elec onicsb. Matt, Ele and Basic

Electronicsc. MAVCC, Basicd. MAVCC, Basic tronics 2e. Miller and C 'pepper, Experiences

, with Electronicsf. Mims, Getting Started-in Electronicsg. Singer and Forster, Basic Mathematics


ectronics 1

at


VII-59

Student Manuals:



. Basic electricity/electronics trainerb. DC variablepower supplyc. Wattmeter

ESTIMATED LAB HOURS 3r

337

41,

ArM11=111.

EVALUATION OF PERFORMANCE7.111.1.1

lb. Performance Objective (CRM) .Wk

Given a simple De Circuit, the students )will calculate watts of powerlwith100% accuracy.

Suggested Testing ActivitieS And Resourcesa. Students should be given a written test to assess their knowledge

of computing power using.Ohm's Law meths power formula.

b. Students should-be given a performance test to assess their abilityto measure the power of a DC circuit using a wittmeter.

.c. Use resources provided in the Instructional Materials section on theprevious page.

d. Badriolfn std Larky, EiliIE2n1.9.12...151.02.W.21.4Tia2142422.

4. Malvin, Electronic Principles

Math Skillsa. Whole number manipulationb. Decimals and fractions usage aneconvers onec. Metric conversionsd. Algebrae. Squares and square rootsReading Skill;a. Interpret:instructionsb. Recognize relevance (of datac. Recognize appropriate eference resourcesd. Locate information in eference materialsProbkem Solving Skillsa. Recognize main ideas,

relationshipsb.

c.

d.

tails, sequence of events, and cause and effect

Recognize appropriate referenceLocate information in reference materialsEstimate outcomas, with or without units or

e. Recognize relevance of data,Communication Skillsa. °Compose sentencesb. Organize informationc. Interpret aural communicationsd. Compose oral directions and questionse. Use formal and informal speaking styles

VII-6

sources

measurements

338

r.

tee

1*

0

r /TASK OR UNIT tOMPETEI4CY .4

EE-11 ldenti ng conductors andins tots

Identify conductors and insulators.

INSTRUCTIONAL ACTIVITIES.


a. conductorsb. Semiconductorsc. Insulatorsd. Resistancee. Dielectricf. Atoms

1. Electrons'2. Free valence electrons3. Random drift theory4; Orbits

g.'.Wire size and gauge flutersh. Applications of conductorsi. Applications' of insulatorsj. Applications of semiconductors


a. Conductor resistance and voltagedrop

b. Measuring wire using a wire gauge

Provide Practical Application On

The common uses of conductors,insulators, and semiconductors


Textbooks:

a. Grob, Basic Electronicsb. Matt, 11412tElElaYaSAIILLS

Electronicsc. MAVCC, Basic Electronics 1d. MAVCC, Basic Electrciiics 2_e. Miller and Culpepper, Experiences

with Electronicsf. Mims, Getting Started in

Electronics


Tools and Auipment:N

a. OonduAorsb. insulatorsc. semiconductorsd. Wire gaugee. Basic eleatricity/elekronica

trainerVON

Variable voltage supply

-4

f.

g.

AMP1


I

VII -61

.339

1

O

4

4

p.

4

EVALUATION i PERFORMANCE

Performance Objective (GRM)

Given a list of several low, medium and high resistance materials, thestudent Rill classify each into insulators, conductors, and semiconductorswith 80% accuracy.

t

'Suggested Testing Activities And Resources

a. Students should be given a written test to assess their knowledge ofconductors, semiconductors, and insulators.

b. Students should be given a performance test to assess their ability tomeasumvire using a wire gauge.

c. Use resources provided in the Instructional Materials section on theprevious page.

d. Badrkhan and Larky, Electronics: Principles and Appltbations

e. Malvino, Electronic Principles

f. Singer and Forster, Basic Mathematics for Electricity and Electronics

Math Skillsa. Whole' number manipulationb. Decimals and fractions usage and conversion-c. Metric conversionsd. Algebrae. MeasurementReading Skillsa. Follow directionsb. Make predictions, generalizations and comparisonsc. Draw conclusionsd. Interpret instructionse. Recognize televance of dataf. Recogniie appropriate reference resourcesg. Locate information in reference materialsProblem Solving Skillsa. Recognize main ideas,

relationshipsb. Recognize appropriatec. Locate information in

details, sequence of events, and cause and effect

reference sourcesreference materials

d. Estimate outcomes, with or without units or measurements

V11-62 -

3 t)

4

r EVALUATION OF PERFORMANCE

. Performance Objective,(CRM)

Suggested Testing Activities And Resourcese. Draw conclusionsf. Recognize relevance of datag. Rake predictiOns, generalizations and comparisonsCommunication Skillsa. Compose sentencesb. lganize informationc. Interpret aural communicationsd. Compose oral directions and questionse. Use formal and informal speaking styles

A

VP}

VII -63.

341

4

U T MPETEN Y1

EE-12 Making calculations usingOhm's Law

PERFORMANCE STATEMENTMake calculations using Ohm's Law.


Provide Information On: k.

a. Ohm's Law'b. Volt (electromotive force)c. 'Amper (current)d. Watte. Ohm (resistance)f. Fractionsg. Metric systemh. ircular expression of Ohm's Law

;Exponentsi. ;Exponents

ProvAde Demonstration On:

a. 'Calculating voltage current andresistance using Ohm's Law

b. Solving algebraic equations usingexponents

Provide Practical Application Oni

Experimentally verifying Ohm's Lawcalculations.


Textbooks:

a.b.

c.'I.e.f.

g.

1111111.

Grob, Basic ElectronicsMatt, Electricity and Basic

ElectronicsMAVCC, Basic Electronics 1MAVCC, Basic Electronics 2Mims, Getting Started in ElectronicsOlivo and Olivo, Fundamentals ofApplied PhysicsSinger and Forster, Basic Mathematicsfor Electricity and Electronics


VII-65

Student Manuals:



a. Basic electricity/electronicstrainer

b. VOMc. Variable voltage DC supply

ESTIMATED LAB HOURSLISIMMO.

342

=0.111111M


Performance Objective (CRM)Given the Ohnes Law formula and a set of problems involving fractions,Decimals, positive and negative numbers, and exponents, the student will.calculate the missing values with 80% accuracy.

I *V


a. Students should be given a written test to assess their knowledgeof Ohm's Law.

b. Use resources provided in the Instructional Materials section onthe previous page.

Reading.Skillsa. Recognize main ideas, details, sequence of events and cause

and effect relationships_b. Follow directions-.c. Interpretinstrucionsd. Recognize relevance of datae. Recognize appropriate reference resourcesf. Locate information in reference materialsMath Skillsa. Whole number manipulationb. Decimals and fractions usage and conversionsc. Metric conversionsd. AlgebraProblem Solving Skillsa. Akcongize main ideas, details, sequence of events, and cause

and effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Estimate outcomes, with of without units or measurementse. Inter7ret non-graphic informationf. Recognize relevance of datag. Make predictions, generalizations and comparisonsCommunication Skillsa. Compose sentencesb. 0:.:'ganize information

vi i-ea

.)

TASIcoR UNIT COMPETENCY TEMPURCE691Analyze a series circuit.EE-13 Amtlyzing a series circuit


a. Series circuitb. Short' circuitc. Fused. 'Circuit

1. Open2. Closed

e. Circuit breakerf. Voltage dropg. Applied voltagth. /R dropi. Currentj. Resistancek. Power1. VOMm. Electronic symbllsn. Circuit analysisc. current flowp. Ampere meter

INSTRUCTION ACTIVITIES

ti

Provide Demonstrrtion On:

a. Measurign voltage and voltage dropsin a series circuit

b. Measuring total current and.resistance in a series circuit

-Provide Practical Application On:

Using a VOM on series circuits

IP


Testbnoks:

a.

b.

C.

d.

e.

Grob, Basic ElectronicsMatt, Electricity and4BasicElectronicsMAVCC, Basic Electronics.1MAVCC, Basic Electronics 2Mims, Getting Started in Electronics


VII-67

Student _Manuals :

Heathkiti DC Electronics


a. *Basic electhicity/electronicstrainer

b. VOMc. Variable voltage DC supplyd. DC ampere meter


344

..1111M11EVALUATION OF PERFORMANCE


Given a VOM and a simple series circuit, the st dent wicalculate e ctrical. valued with 100% accuracy.


measure\and

s

a. Students should be given a written test to assess their knowledge of-analyzing series circuits..

b. Students should be given a performance test to assess their abilityto use a VOM to analyze a series circuit.


d. Malvino, Electronic Principles

e. Badrkhan and Larky, Electronics: Principles and Applications

Reading Skillsa. Recognize main idea tails, sequence of events and cause

and effect relationshipsb. Follow directionsc. Interpret instructionsd. Recognize relevance of datae. Recognize appropriate reference resourcesf. Locate information in reference materialsMath Skillsa. Whole number maniptalpnb. Decimals and fracti usage and conversionsc. Metric conversionsd. Algebrae. Ratios, propoi-tions, and percents

3<4

1h.

VII

V

ift

EVALUATION OF*PERFORMANCE

Performance Obje6tive (CRM)

A..

ow*

Suggested Testng Activities And ResourcesProblem Solving Skillsa. Recognize main'ideas, details, sequence of events,_and cause

and effect relationshipsRecognize appropriate reference sourcesLocate information in reference materialsEstimate outcomes, with or without units or measurementsInterpret non-graphic informationRecognize relevance of data

g. Make predictions, generalizationsCommunication Skills

Compose sentences .

Organize informationInterpret aural communicationsCompose oral directions and questionsUse. formal and informal speaking styles

b.

C.

d.

e.

f.

a.

b.

c.

.

e

and comparisons

VII-69

3 4

r

c

*4%

'TASK OR UNIT COMPETENCYI

EE-14 Analyzing a parallel circuit

PERFORMANCE STATEMENT)Analyze a parallel circuit.

INSTRUCTIONAL ACTIVITIES/11


a. Parallel circuitb. Circuit analysisc. Parameterd. Variablee. Reciprocalf. Shortsg. Voltageh. Currenti. Resistancej. Symbolsk. Ohm's Law1. VOMm. Node


"le a. Measurin4(voltage4'current, andresistance in a parallel circuit

b. Computing power in a parallelcircuit

Provide Practical

Using a VOM on parallel circuits

INSTRUCTIONAL MATERIALSI

" Textbooks:

ii: Grob, Basic Electronicsb. Matt, Electricity and Basic

. Electronicsc. MAVCC, Basic Electronics 1de MAVCC, Basic Electronics 2e. Mims, Getting Started in Electronicsf. Singer and rster, Basic Mathematics

for Electri ity and Electronics


111

Student Manuals:

HeaiKkit, DC Electronics


a. Basic electiricty/electronicstrainer

b. VOMc. Variable voltage DC supplyd. AC and DC ampere meter


VII-71

3.7

IMP

EVALUATI N OF PE FO A E

Perforniance Objective (CRM) .4

Given a VOM and a s !We parallel circuit, the student will measure, andcalculate electric values with 100 accuracy.

4

I


*a.students shouldibe given a written test to assess their knowledge ofanalyzing

(

parallel circuits.

b. Students should. be given .a performanou test to assess their abilityto use a VOM and a DC ampere meter to analyze.a parallel circuit.



e. Malvin, Electronic Principles

Math Skills1.--Wnricumber manipulationb. Decimals and fractions usage anc conversionsc. Metric conversionsd. Algebrae. Ratios, proportions, and percentsReadinL Skillsa. Recognize main ideas, details, sequence of events. and, cause and

effect relationshipsb. Follow directionsc. Interpret instructionsd. Recognize relevance of datae. Recognize appropriate reference resources

Locate information in reference materials

3 1 s

VII -72

o

oo J.


z

Performance Objective,(CRM)

7

°Suggested Testing Activities And ResourcesProblem Solving'Skillsa. Recognize main ideas, details, sequence of

and effect relationshipsb. Recognize appropriate reference sourcesc. Locate inf9fmation in reference materialsd. Estimate Atcomes, with or without unitse. Intexpret non-graphic informatio4f. RecoWize relevance of data .\

g. .Make predictions, generalizationsCommunication Skills

Compose sentencesOrganize informationInterpret aural communicationsCompose oral directions and questionsUse formal and informal speaking, styles

a.

b.

c.

d.

e.

and

4

events, and cause

or measurements

comparisons

S.

3 4 9

4

'TASK OR UNIT COMPETENCY PERFORMANCE STATEMENT

r

0

EE -15 Analyzing series-parallel circuits Analyze seriesparallel circuits.

INSTRUCTIONAL ACTIVI ES 1


a. Series-parallel circuitb.. Nodec. Circuit reductiond. Ground

1. Earth2. Chassis

e. Voltage dividerf. Symbolsg. Kirchoff's Lawh. Current flowi. Ohm's Law.j. Voltage

d/''"Ni. Current1. Resistance

Shortsn. Circuit analysiso. VOM

Om,

4a°

e

A


Measuring and calculating quantities in aseries - parallel circuit


a. The construction of a voltage dividerb. The use of a VOM to analyze series

parallel circuits


a. Grob, Basic Electronics

b.Matt, Electricity and BasictE1,1ctronics

Student Manuals:


Tools and Equipment:c,,,MAVCC, Basic Electronics 1d. MAVCC, Basic Electronics 2 a. Basic electricity/electronics trainere. Mims, Getting Started in Electronics b. VOMf. Singer and Forster, Basic Mathematios c. Variltle vol,tage DC supplyfor Electricity and Electronics

t


VII -75

350


4

EVALUATION OF PERF MANCE


Given- a VOM and a series-parallel circuit, the student will measure andcalculate electriCal values with 100% accuracy.


a. Students should be given a written test to assess their knowledgeof analyzing series - parallel circuits.

b. Students should be given a performance test to assess their abilityto use a VOM to analyze series-parallel circuits.

c. Use resources provided in the Instructional Materials section on theprevious page:

d.' Badrkhan and Larky, Electronics: Princi les and A lications

, e. Malvino, Electronic Principles

Math Skillsa. Whole number manipulationb.. Decimals and fractions' usage and conversionsc. Metric conversionsd. Algebrae. Ratios, proportions, and percentsReading Skillsa. Recognize main ideas, details, sequence of eyelets and cause

and effect relationshipsb. Follow directionsc. Interpret instructionsd. Recognize relevance of dataof Recognize appropriate reference resourcesf. Locate information in reference materials

VII-76

3 51

a

EVALUATION OF PERFORMA E

Perforinance Objective (CRM)

e.

Suggested Testing Activities And ResourcesProblem Solving'Skillsa. Recognize main ideas, details, sequence of events, and cause

and effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Estimate outcomes, with or without units or measurementse. Interpret non -graptlic informationf. Recognize relevanci of datag. Make predictions, generalizations and comparisonsCommunication Skillsa. Compose sentencesb. Organize informationc. Interpret aural communicationsd. Compose oral directions and qeustionse. Use formal and informal speaking styles

ti

4

TASK OR UNIT COMPETENCYEE-16 Applying fundamentals.of magnetism

PERFORMANCE STAtEMENTApply fundamentals of magnetism.

INSTRUCTIONAL 1TIES

Provide Znformation On:

a. Magnetism'b. Magnet

1. Natural2. *Artificial3. Electromagnet

c. Induction1. Magnetic induction2. Electromagnet inducti

d. Magnetic fielde. Pole?f. Magnet permeabilityg. Magnetic propertiesh. Left hand rulei. Law of electrical chargesj. Applications of magnetism

1. Generators2. Relays3. Speakers4. Motors5. Meters6. Cranes

0

Provide Demonstration On:.

a. Constructing an electromagnIp4 b. The existence of magnetic lines


The function of solenoids in washingmachines

INSTRUCTIONAL MAT IALSI

Textbooks: Student Manuals:

a.

b.Grob, Basic Electrcnics Heathkit, DC ElectronicsMatt, hectricitx and BasicElectronics

Tool..., and Equipment:c. MAVCC, Basic Electronics 1d. MAVCC, Basic Electronics 2 a. Basic electricity/electronics trainere. Mims, Getting Started in Electronics b.

c.

d.

e.

f.

g.

Variable voltage DC supplyVOMCompassPermanent magnetIron fillings

Solenoids from washing machines


VII-79

3

ESTIMATED LAB HOURS

353

r

EVALUATI N R

Performance Objective (CRM)Given an asscrtMent of magnetic and electromagnetic devices, the studentwill identify each by name, and explain the application ofeach devicewith 80% accuracy.


a. The students should be given a written test to assess their knowledge ofmagnets and magnetic fundamentals.

b. Use resources provided in the Instructional Materials section on theprevious page.

c. Malvino, Electronic Princi les

Reading Skipsa. Recognize main ideas, details, sequence of events and cause

and effect relationshipsb. Follow directionsc. Make predictions, generalizations and comparisonsd. Draw conclusionse. Interpret instructionsf. Recognize relevance of datag. Recognise appropriate reference resourcesh. Locate information in reference materialsProblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause

and effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Estimate outcomes, with or without unite or measurementse. Draw conclusionsf. Interpret non-graphic informationg. Recognize relevance of datah. Make predictions, generalizations and comparisonsCommunication Skillsa. Compose sentencesb. Organize information

VII-80

3 ;

I

TASK OR UNIT COMPETENCY .

Eg-17 DeMonstrating a knowledge of motors

I

OSAFORMANCE tTATEMENTDemonstrate a knowledge of motors.

NSTRUCTIONAL ACTIVITIES

Prow vide Information OniProvide Demonstration On:

a. Motors1. AC2. DC3. Iqduction s.

a. 'The basic parts of various motorsb.. A capacitor and its component partsc. AC and' DC motors

4. Split-phase Provide Practical Application On:5. Capacitor start6. Shaded-pole7. Universal8. Relay-start

a. The uses of various types of motorsb. Changing brushes in a universal motorr.

b. Horsepowerc. Torqued. Footpoundse. Prong brakef. Armatureg. ?ieldh. Commutatori. Statorj. Rotork. Brushes,(continued on next page)


Textbooks:

a. Caprio, Appliance Repairb. Grob, Basic Electronicsc. Matt, Electricity and Basic

Electronicsd. MAVCC, Basic Electronics Ie. MAVCC, Basic Electronics 2



The following types of motors:

1. AC2. DC

3. Induction4. Split-phase5. Capacitor start6. Shaded pole7. Universal8. Relay-start

355

ESTIMATED LAB HOURS

TASK OR UNIT COMPETENCY

r-

PERFORMANCE STATEMENT


Provide Information On:(continued) e/N

1. Magnetic fieldm. Conductor fieldn. Power formulao. Wattsp. Capacitorq. Governorr. Windingss. Voltage dropst. Centrifugal switchu. Current draw relayv. Tapped field windings

INSTRUCTIONAL MAT RIALS

ES'T'IMATED CLASS "OURS1

VII -82

1

ESTIMATED LAB HOURS ,r",

EVALUATION OF PERFORMANCE4111


Given a diagram of a motor containing input voltage and amperage, the studentwill identify the motor and all major parts of the motor, and calculate motorpower and efficiency with 100% accuracy.

Suggested Testing Activities And Resourcesa. Students should be given a written teat to assess their knowledge of the

various types, components, and functions of motors.

b. Students should be given a written test to assess their knowledge oncalculating motor power.

c; Use resources provided in the Instructional Materials section on theprevious page.

d. Miller and Culpepper, Experiences with Electronics

Math Skills.a. Whole number manipulationb. Decimal and fraction usage and conversionsc. Metric conversionsd. Algebrae. Ratios, proportions, and percentsReading Skillsa. Recognize main ideas, details, sequence of events and cause

and effect relationshipsb. Follow directionsc. Make predictions, generalizations and comparisonsd. Draw conclusionse. Interpret graphic informationf. Interpret instructionsg. Recognize relevance of datah. 'Recognize appropriate reference resourcesi. Locate information in reference materials

VII -83


Performance Objective (CR%

Suggested Testing Activities-And ResourcesProblem Solving'Skillsa.. Recognize main ideas, details, sequence of events, and cause

and effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Estimate outcomes, with or wihtout units or measurementse. Draw conclusionsf. Recognize relevance of datag. Interpret graphic datah. Make predictions, generalizations and comparisonsCommunication Skillsa. Compose sentencesb. Organize information

itc

VII-84

353

TASK OR UNIT COMPETENCY -Ft ,F5---MAN7WYTT 1.P4.-NT

EE-18 Demonstrating a knowledge,ofgeneration

Demonstrate a kndwledge of generation.

INSTRUCTTONAL ACTIVITIES


a.

b.

c.

d.

e.

f.

g.

h.

i.

j.

k.

1.

m.

n.

o.

p.

q.

GeneratorElectromagnetic inductionInduced voltageStatorRotorField windingsCommutatorYoke and baseArmature and slip ringsPhase1. Angle2. DifferenceBrushesMagnetic fluxElectron flowACDCThree phaseVoltage phasor (vector)

Provide Demonstration' On:

a. The use of the left hand generatorrule

b. AC cycle values at 0, 90, 180, and270 degrees `


The construction of AC and DC generators A

)



a. Grcl,' Basic Electronics a. Horseshoe magnetb. Matt, :lectricity and Basic b. Galvanometer

Electronics c. 12 feet hook up wirec.

d.

MAVCC, Basic Electronics 1 d. Slip zingsMAVCC, Basic Electronics 2

4

ESTIMATED CLASS HOURS 2 ESTIMATED LAB HOURS

3Y4-85

I



Given a list of electrical generation terms and components, the student willidentify and given the correct definition for each item with 80% accuracy.

Suggested Testing ActiVitiei And Resourcesa. The students should be given a writtentest to assess their knowledge of

standard electrical generation terms and components.

b. The students should betgiven a performance test to assess their abilityto coustruct a simp'].e generator.


Reading Skills.a. Recognize Main ideas, details, sequence of events and cause

and effect relationshipsb. Follow directionsc. Make predictions, generalizations and comparisonsd. Draw conclusionse. Interpret instructionsf. Recognize releveece of datag. Recognize appropriate reference resourcesh. Locate information In reference materialsMath' Skillsa. Whole nIunber manipulationb. DecimA..: and fraction usage and conversionsc. Metric cnnre.-lions

-iving Skillsa. Rec.;, .ize main ideas, details, sequence of events, and cause

and sflect .,e1tionshipsb. Recogai appropriate refe ence sourcesc. Zocate information in ref rence materialsd.* Estimte outcomes, with o without units or measurementse. Draw conclusionsf. Interpret non-graphic informationg. Recognize relevance of data 441.

h. Make predictions, generalizations and comparisonsCommunication Skillsa. Compose sentencesb. Organize informationc. Interpret aural communicationsd. Compose oral directions and questionse. Use formal and informal speaking styles

VIIS

1

I

TASK OR UM"' COMPETENCYEE-19 Using alternating current principles Use alternating current principles.

INSTRUCTIONAL ACTIVITIESProvide Information On:

a. Definition of alternating currentb. Cyclec. Alternationd. Amplitudee.

f. Pe:177g. Hertz .

h. Peak amplitudei. Wave lengthj.. Peak to peakk. Degrees and radians conversions

(2 pi radians equals 360 degrees)1. Sine wave

1. Sine function2. Rdot-mean-square (RME

m. Currenta .n. Voltage

o. Amperagep. Phaseq. Oscilloscoper.v'Signal generator


a. Converting degrees, radians, andcycles

b. Sine wave relationshipsc. Calculating RMS

Provide Practical Aalication On:

Using the oscilloscope to measure ACvalues


a. Grob, Basic Electronicsb. Matt, Electricity and Basic Electro-

Electronicsc. MAVCC, Basic Electronics 1d. MAVCC, Basic Electronics 2e. Singer and Forster, Basic Mathematics




a. Oscilloscopeb. Signal generator

C

ESTIMATED LAB HOURSVII-87

361

9

Igh



111

Given a diagram of a sine wave, the student 11 label all of its basicparts with 80% accuracy.

Suggested Testing Activities An-a Resource?.I.

a. Students should be given a written test tO assess their knowledge ofSine wavy relationships.

b. Students should be given a written test tm assess their knowledge ofusing sine wave conversions.

c. Use resources provides in the Instructional Materials section on theprevious page.


e. Malvin, Electronic Principleza

f. Miller and Culpepper, Experiences with Electronics

Reading Skillsa. Recognize main ideas, details, sequence of events and cause.

and effect relationshipsb. Follow directionsc. Make predictions, generalizations and comparisonsd. Draw conclusionse. Interpret graphic informationf. Interpret instructionsg. Recognize relevance of datah. Recognize appropriate reference resourcesi. Locate information in reference materialsMath Skillsa. Whole number manipulationb. Decimal and fraction use and conversionsc. Metric conversionsd. Algebra 4

e. Ratios, proportions, perc4(Its

3n2

.

y



Suggested Testing Activities And ResourcesProblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause

and effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Estimate outcomes, with or without or measurementse. Draw conclusionsf. Recognize relevance of datag. Interpret graphic datah. Make predictions, generalizations and comparisonsCo- munication Skillsa. Compose sentencesb. Organize information

VII -89

363

c:'

I6,E4.,20 Demonstrating a knowledge ofindr:tance

PERFORMANCE STATEMENTDemonstrate a. knowledge of inductance-


Provide Information:

a. Defpition of inductanceb. Inductorc. Henryd. Self-inductancee. Mutual-inductancef. Coupling coefficientg. Transformerh. Lenz's. Lawi. Inductor factorsj. Inductors in Acircuits

1. Series2. Arallel

k. Vol1. Currentm. Powern: Reciprocal formulaso. Metric prefixes

4


a. Computing inductance in parallelcircuits

b. Calculating transformer, ratiosc. Testing how different Core

materials affect inductance inan AC circuit


The use of transforms s to step upor down voltage by i duction

3

J

INSTRUCTIONAL MATERIALSI

Tlktbooks:

a. Grob, Basic Electronicsb. Matt, Electricity and Basic

El ectrcni csc. MAVCC, Basic Eelctronics 1d. MAVCC, Basic Electronics 2e. Singer and Forster, Basic

Mathematics for Electricity.and Electronics


VII -91


a. Two induction coilb. Variable AC power supplyc. Lampd. Copper, aluminum, soft iron, and

laminated iron barse. Wire


364

A

ER FORMANCE


rf

Given several diagrams containing inductors in series and parallel, thestudent will calculate the total inductances of the circuits with 80%accuracy.

\._

Suggested Testing Actiiities And Resourcesera. S dents should be given a written test to assess their knowledge ofi ductors placed in series and parallel.

N,,,b. Students should be given a written test to assess their knowledge of

-transformer ratios.

c. Use resources provided in the Instructional Materials Section on theprevious page.

d. Malvino, Electronic Principles

.0"

e. Mi er and Culpepper, , oriences with Electronics

Readi Skillsa. ecognize main ideas, details, sequence of events and cause

and4effect relationshipsb. Follow directions

. c. Make predictions, generalizations and comparisonsd. Draw conclusionse. Interpret graphic informationge Interpret instructions

g. Recognize relevance of datah. Recognize appropriate reference resourcesi. Locate information in reference materialsMath Skillsa. Whole number manipulationb. Decimal and fraction usage and conversionsc. Metric conversionsd. Algebra 0e. Ratios, proportions, and percents

365

VII -92

a


1E,


A

Suggested Testing Activities And ResourcesProblem Solving Skillsek. .Recognize main ideas, details, sequence of events, and cause

and effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Estimte outcomes, with or without units or measurementse. Draw conclusionsf. Recognize relevance of datag. Interpret graphic datah. Make predictions, generalizations and comparisonsCommunication Skillsa. Compose sentencesb. Organize information.

V11-93

36G

'n

TASK OR UNIT COMPETENCYEE -21 Determining inductive reactance

"1:11475RWARCRITATEWNI'lDetermine inductive reactance.



a Definition of inductivereactance

b. Resistancec. Reactanced. Power

1. Reactive2. Apparent3. Power factor

e. Ohm's Lawf. Hertzg. Radiansh. Frequencyi. Currentj. Voltagek. RL Circuit1. Impedencem. Symbols and formulasn. Square root and squareso. Henry

".1bhva._p. Resistors --"'

q. Time constants


a.

b.Computing inductive reactanceComputing applied voltage andimpedance of RL circuits


The use of inductors in an AC circuit


Textbooks:

b.

c.

d.

e.

Grob, Basic ElectronicsMatt, Electricity and BasicElectronicsMAVCC, Basic Electronics 1MAVCC, Basic Electronics 2Singer and Forster, BasicMathematics for Electricityand Electronics

ESTIMATED CLASS HOURS 4 I


a.

b.

c.

d.

e.

Filler choke 2h or larger75 ohm, 1 watt resistorDC and AC milliammetersMultimeterAC and DC variable power su ly

}

VII-95

3 ri7

ESTIMATED LAB HOUFkS 2

4

EVALUATION OF PERFORM CE

Performance Objective (CRM)Given a list contining problems on inductive reactance and impedance, thestudent will calculate the correct answers with 80% accuracy.

Suggested Testing Activities And Resourcesa. The students should be given a written teseto assess their knowledge

of calculating inductive reactance and impedance of a circuit.

b. The sutdents should be given a performance test to assess their abilityto set up a circuit containing an inductor from a schematic.

c. Use resources provided in the Instructional Materials section onthe previous page.

d. Malvice, Electronic Principles,

e. Miller and Culpepper, Experiences with Electronics

Reading Skillsa. Recognize main ideas, details, sequence of events and cause

and effect relationshipsb. Follow directionsc. Make predictions, gener4izatione and comparisonsd. Draw conclusionse. Interpret instructionsf. Racogrize relevance of data

gRecognlze appropriate refereny resourcesLocate information in referenda materials

Math Skillsa. Whole number manipulationb. Decimal and fraction usage and conversionsc. Algebrad. Ratios, proportions, and percents

VII -96

3 f; S

a

N




d effect relationshipsb. Re gnize appropriate reference sourcesc. Locatir,information in reference materialsd. Esti'Mate outcomes, with or without units or measurementse. Draw conclusionsf. Recognize relevance of datag. Make predictions, generalizations and comparisonsCommunication Skillsa. Compose sentencesb. Organize informationc. Interpret aural communicationsd. Compose oral directions and questionse. Use formal and informal speaking styles

VII -97

369

11--"AgTh(R UNTMMPETENCYEE-22 Demonstrating a knowledge of

capacitance

PERFORMANCE STATEMENT1

Demonstrate a knowledge of capacitance.7'



a. Capacitance4. Functions of capacitance2. Formulas for capacitance

g.' Capacitor1. Fixed2. variable3. Capacitor construction4. Types of capacitors

c. Dielectricd. Farade. Dielectric oonsta.itf. Coulmbg. Color codih. Charging and dischargingi. Metric prefixesJ. Symbols concerning capacitancek. Ohmmeter1. Direct current (DC)m. Alternat"-. current (AC)n. Polarizat:on

INIMIN11110!=


a. Computing capacitance in series andparallel circa is

b. The effects of AC and DC on capacitorsHow to make a capacitor

d. Charging and discharging capacitors


a. Testing capacitors with an ohmmeterb. Using capacitors to filter pulsating

voltage in power supplys

INSTRUCTIONAL

Textbooks:

a. Groh, Easic Electrcnicsb.. Matt, Electricity and Basicde Electronicsc. MAVCC, Basic Electronics 1d. MAVCC, Basic Electronics 2e. Mims, Getting Started in Electronicsf. Singer and Forster,. Basic Mathematics


e-ESTIMATED CLASS HOUR

Student Manuals:


Tools Ind EguLpment:

a. Ohmmeterb. *Three capacitors (large, medium,

small e.g. less than 0.1 microfarad)c. One shorted capacitord. One open capacitore. One leaky capacitor

' f. Power supply

VII-99ESTIMATED LAB HOURS 2

37o

1/4

Performance Objective (CRM)Given several diagrams containing capacitors in series and parallel, the student

Je will calculate the total capacitance of the circuit with 80% accuracy.

1

Suggested Testivig Activities And Resources

a. Students should be given a' written test to assess their knowledgeof capacitors placed in series and parallel.

b. Students should be given a performance test to assess their abilityto test capacitors using an ohmmeter.


d. Eadrkhan and Larky, Electrbnics: Principles and lipplications


Math Skillsa. Whole number manipulationb. Decimal and fraction usage and conversionsc. Metric conversionsd. Algebrae. Ratios, proportions, and percentsReading Skillsa. Recognize main ideas, details, sequence of events and ,cause

and effect relationshipsb. Fo12 w directionsc. Mak. predictions, generalizations and comparisonsd. Draw conclusionse. Interpret graphic informationf. Interpret instructionsg. Recognize relevanc. of datah. Recognize appropriate reference resourcesi. Locate information in reference materials

VII -10)

371


PerforMance Objective (CRM)


Problem Solving_ Skillsa. Recognize main ideas, details, sequence of events, and cause

and effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Estimate outcomes, with or without units or measurementse. Draw conclusionsf. Recognize relevance of datag. 'Interpret graphic datah. Make. predictions, generalizations and compafisonsCommunication Skillsa. Compose sentencesb. Organize informationc. Interpret aural communicationsd.' Compose oral directions and questionse. Use formal and informal speaking styles

.41) TA K FE:i71 PERFORMANCE STATEMENT1

EE-23 Computing RC time constants Compute RC time constants.



a. Capacitanceb. Resistancec. RC circuitsd. Time constante. Exponential functionf. Integrating circuitg. Charging and discharging an

RC 'circuit

h. Wave shapes during charging anddischarging

4 Formulas for computing timeconstants

j. Ohmsk. Faradn1. Metric prefixesm. Series and parallel

PrdvideDemonstration On:

Computing RC time constants


Diagraming, constructing, calculatingparameters and measuring values inseries and parallel RC circuits


Textbooks:

a. Grob, Basic Electronicsb. Matt, Electricity and Basic

Electronicsc. MAVCC, Basic Electronics 1d. IMAVCC, Basic Electronics 2e. Mims, Gst4ng Started in

Electronicsf. Siner and Forster, Basic

Mathematics for Electricityand Electronics

J

P


Student Manuals:

Heat,hkit, DC Electronics


a. DC power supply, 0-100 voltsb. Two .2 M-ohm vresistorsc. T:1 1 microfarad capacitors (at

..st 100 volts)d. Neon bulb

er

ESTIMATED LAB HOURS

VII -103

373

VALUATION OF PERFORMANCE


Given several diagrams containing RC circuits, the student will determine theconstants with 80% accuracy. . P

me

Suggested Testing Activities And Resourcesa. The students should be given a written exam to assess their knowledge

RC circuits.-b. The udents should be given a performance test to assess their ability

to co struct RC circuits from aschilatic.

c. Use re urces provided in the Instructional Materials section on theprevio ge.

d. Badxkhan and Larky, Electronics: Principles and Application


Reading Skillsa. .Recognize main ideas, det s, sequence of events d cause

and effect relationshipsb. Follow directionsc. Make predictions, gelfralikatio s and ,:ompariso sd. Draw conclusions

. (

e. Interpret graphic infof. Interpret instructionsg. Recognize relevance ofh. Recognize appropriate reference resourcesi. Locate information in reference materialsMath Skillsa. Whole number manipulationb. Decimal and fraction usage and conversionsc. Metric conversionsd. Algebrae. Ratios, proportions, and percents

3 14i

V11-104

4



.444.444ri.

4

Suggested Testing Activities And ResourcesProblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause.

and effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Estimate outcomes, with or without units or measurementse. Draw cdnclusionsf. Recognize relevance of datag. Interpret graphic datah. Make predictions, generalizations and comparisonsCommunication Skillsa. Compose sentencesb. Organize informationc. Interpret aural communicationsd. Compose okal dirutions and questionse. Use formal and illiormal speaking styles

375

4

se.

TA K R 1%niC;EE-24 Calculating capacitive reactance,

PERFORMANCE STATEMENTCalculate capacitive reactance.

ti

INSTRU TIONAL ACTIVITIES

rovide Information On:

a. Fa ula forcomputing capacitive re-actance

b. Resistancec. Reactanced. Impedancee. Powerf. Computing applied voltage, impedance

and powerg. Reactive powerh. Apparent poweri. Power factorj. Phase anglek. Symbols associated with capacitive

reactance1. Relationship between current and

voltagem. Figure of merit (Q)n! Ohm's Law for capacitive reactanceo. Low pass filtersp. High pass filters


a. Computing capacitive reactanceb. Cetermiging impedance in RC circuit

Provide Practical Application On:.

The use of capacitors as filters

IN TR TIONAL MATERIAL

TgAtbooes: Student Manuals:

a.

b'

Grob, Basic Eelctronics Heachkit, DC ElectronicsMatt, Electricity and BasicElectronics Tools and Equipment:

c. MAVCC, Basic Electronics 1d. MAVCC, Basic Ilectronics 2 a. Variable power supplye. Mims, Getting Started in Electronics b. Sine wave signal generator

4 f` Singer and Forster, Basic Mathematics c. AC voltmeterfor Electricity and Electronics d.

e..001 microfarad capacitor.039 microfarad capacitor

'4f.

g.

h.

i.

.1 microfarad capacitor

.47 microfarad capacitor4.7 K ohm 1/2 waxt resistor47 K ohm 1/2 watt resistor

ESTIMATED CLASS HOURS ESTIMATtZ LAB HOURS

VII -107 376

EVALUATION OF PERFORMAPLE

Performance Objectirve (CRM)

Given a set of diagrams.for AC series and parallel capaci e circuits,the student will calculate the capacitive reactance with 80% ccuracy.

Suggested Testing Activities. And Resources

a. Students should be given a written test to assess their knowledge ofcapacitive reactance and impedance.

.b. Use resources provided in the Insttuctional Materials section on theprevious gage.

c. Badrkhan and Larky, Electronics: Principles and Applications 11

41,

d. Miller and Culpepper, Eeriences with Electronics

Math Skills

a. Whole number manipulationb. Decimal and fraction usage and conversionsc. Metric conversionsd. Algebrae. Ratios, propottiong, and percentsteading Skillsa. Recongize main ideas, details, sequence of events and cause

effect relationshipsb. Follow directionsc. Nake predictions, generalizations and comcarisoasd. craw conclusionse. Interpret.graphic informationf. .Interpret instructionsg. Recogre.ze relevance of datah. Recognine appropriate reference resourcesi. Locate information in reference materials

VII -108

377



I

Suggested Testing Activities And ResourcesProblem Solvini Skills

, a. Recognize main ideas, details, sequence of events, and causeand effect relationships

b. Recognize appropriate_reference sources,c. Locate-information in reference materialsd. Estimate outcomes, with or without units or measurementse. Draw conclusionsf. Recognize relevance of datag. Interpret graphic datah. Make predictions, generalizatoons and comparisons'Communication Skillsa. Compose sentencesb. Organize information

VII-109

378

TASK OR UNIT COMPETENCY I5ERFORMANCESTATEMENTEE-25 Analyzing RCL series circuits Analyze RCL series circuits.



a. RCL circuits1. Resistor2. Induc;pr3. Capacitor

b. Reactancec. impedanced. Resonancee. Band widthf. Relationship between current and

voltageg. Tuned series RCL circuitsh. The Q of .a series tuned circuiti. Bandwidth

r1......

RrIbvide Demonstration On:

a. Determining impedance, voltageand resonance in series circuits

b. Determining Q and bandwidth ofa series circuit

Provide Practical pplication On:

a. Construction of RCL series circuitsb. Reading a schematic

,1111r11r1111INSTRUCTIONAL MATERIAL

Textbooks: Tools and EquiRment:

a.

b.Grob, Basic Electronics a. Audio generator \,

/, b. Oscillf pec. Multime r

Matt, Electricity_ and BasicElectronics

c. MAVCC, Basic Electronics 1 d. 1-micrdfarad capacitord. MAVCC, Basic Electronics 2 e. ill inductore. Singer and Forster, Basic f. 100-ohm resistor

Mathematics for Electricity g. Linear graph paperand Electronics h. Variable power supply

.111i

ESTIMATED CLASS HOURS 5 ESTIMATED LAB HOURS 3

VII-11i3 79

4'."44111107:46


Performance Objective (CRM)Given a set of diagrams containing RCL series circuits, the student willcalculate impedance, voltage, resonance, Q, and bandwidth with 80%accuracy.

Suggested Testing Activities And Resourcesa. The students should be given a written test to assess their knowledge

of RCL series circuits.

b. The students should be given a performance teat to assess theirability to construct RCL series circuits from a schematic.


Badrkhan and Larky, Electronics: Principles and Application

Miller and Culpepper, Experience with 'Electronics

R adin Skillsa. Recognize main ideas, detaisl, sequence of events and cause

and effect relationshipsb. Follow directionsc. Make predictions, generalizations and comparisonsd. Drama conclusionse. Interpret graphic informationf. Interpret instructionsg. Recognize relevance of datah. Recognzie appropriate reference resourcesi. Locate information in reference materialsMath Skills

6a. Whole number manipulationb. Decimal and fraction usage and conmersionsc. Metric conversionsd. Algebrae. Ratios, proportions and percents

VII -112

36i)

M



ta

ic


Problem Solving SkillsRecognize main ideas, details,and effect relatibnships

Recognize appropriate reference sourcesLocate information in reference materialsEstimate outcomes, with or without units orDraw conclusionsRecognize relevance of dataInterpret graphic dataMake predictions, generalizations

a.

b.

c.

d.

e.

f.

g.

h.

sequence of evema, and cause

Communication4killsa. Compose sentencesb. Organize informationc. Interpret aural communication1. Compose oral directions and questionse. Use formal and informal speaking styles

and

measurements

comparisons

VII-113

381,

TASK OR UNIT COMPETENCY 5E Fwwi'TrATmNTEE-26 Analyzing RCL parallel circuits Analyze RCL parallel circuits.



a. RCL circuits1. resistor2. Capacitor3. Inductor

b. NodeC. Resonanced. Filtere. Tank circuitf. Current voltage relationshipg. Formulas

1. Total current2. Impedance3. Resonance4. Band width5. Q

h. Tuned RCL circuits


a. Determining impedance, voltage andresonance in parallel circuits

b. Determining Q and band widthin parallel circuits


a. Construction.f-RCL parallel circuitsb. Reading a,stthematie



a. Grob, Basic Electronics a. Audio frequency generatorb. Matt, Electricity and Basic b. Variable power sup,ly

Electronics c. Multimeterc. MAVC'C, Basic Electronics 1 d. Ammeter, 0-150 microampsd. MAVCC, asec Electronics 2 e. :001 .microfarad capacitore. Singer nd Forster, Basic Mathematics f. 10 Kohms, 1 watt resistor

for El ctricity and Electronics g.

h.

10 millihenery inductorGraph paper -

(


sq.a4

ESTIMATED. LAB HOURS 3

382 ,

EVALUATION OF PERFORMANCE,Performance Objective (CRM)

Given a set of diagrams containing RCL parallel circuits, the student willcalcula",4mpedauice, voltage, resonance, Q and band width with 80% accuracy.

Suggested Testing Activities And Resourcesa. The students should be given a written test to assess their knowledge of

RCL parallel circuits.

b. Tbestudents should be given a performance test'to assess their abilityto construct RCL parallel circuits from a schematic. .

c. 4 Use resources provided in the Instructional Materials as tio, cn the;,

hprevious page.

d. Badrkhan and Lasky, Electronics: Principles and Applicat on

e. Miller and Culpepper, Experienpes with Electronics

a

Reading Skills//

t -a. Recognize main ideas, details, sequence of eventsand causeand effect relationshipS

b. Follow directionsc. Make predictions, generalizations and comparisons

Ad. Draw conclusionse. Interpret graphic information .

f. Interpret instructionsg. Recognize relevance of data

O h. Recognize appropriate reference resourcesi. Locate:information in reference materialsMath Skillsa. Whole number manipulationb. Decimal and fraction usage and conversionsc. Metric conversionsd. Algebrae. Rstios, percents, and proportions

Problem Solving. Skillsa. Recognize main ideas, details, sequence of events, and cause

and effect rplationships4

b. Recognize approiniste reference sources.c. ,Locate information in reference material.d. Estimate outcomes, with or without units or measurementse. Draw conclusionsf., Recognize relevance of datag. Interpret graphiO datah. Make pteectione, generalizat ions and comparisonsCommuniXation Skillsa. Compose sentencesb. Organize informationc. Interpret aural communicationsd. compose oral directions and questionse. Use formal and informal speaking styles

VII-116

,

o

b, 11Mr.TASK OR UNIT COMPETENCY

EE-27 AnaXyzing the PN juction

PERFORMANCE STATEMENTAnalyze the PN .junction.

a

INSTRUCTIONAL ACTIVITIES 1

Prov..de Information On:

a. ON 'function1. N-electrons.2. P.:holes

b.' Atoms1. Nucleus2. Proton3. /Neutron4. Elettron5. Valence

c. Iniulatord. Conductor

Semicontctor.f'. Dopingg. Bias

1. Forward2. Reverse

'II. Peak inverse voltagei. Breakdownj. Manufacturingk. Anode1. Cathode '

m. Silicon '

, .

I

extbooks:

so.

/

INSTRUCTION

a. Grob, Basic Electronicsb. Matt, Electricity and-gasic

Electronics .

MAVCC, Basic Electronics 2.d. Mims, Getting Started in Electronics

4.

a-

'

I.

.


a.

b.

c.

Forward and reverse biasThe PN junctionTypes of semi-conductor materialsand devices


a. Testing semiconductor diodes andplating their characteristic curves

b. The ude of semiconductor diodes in afull-wave rectifier

j

I


A. Variable DC power supplyb. 11-220 ohm, 5 watt resistorc. 1-silicon diode, (1N914 or equivakent)d. 2 -multimeterse. Graph paaer

<-&

ESTIMATED CLASS HOURS 5 ESTIMATED LAB OURSVII-1.1 7

'384

411

I

Mb


Perforfnance ObjectiveICRM),given a list of terms associated with seticonductors and the PN junction,the student will give their correct definitions.with 80% accuracy.

61.

Suggested testing Activities Ark Fl@sourcei . 9

a. Students should be given a written test tOassess their knowledge ofsemiconductors and the PN junction. ,f

b. Students should be given a'perforthancetest to assess their abilityto tgst semiconductor diodes.

c. Use resources provided in the Instructional, Materials section on theprevious page. .

d. Malvino, Electronic Principless

e. Miller and Culpepper, EvAtieriencesielectronics

Reading Skillsa. Follow directionsb. Makepredictions, generalizations and comparisonsc. Draw conclusiOnsd. Interpret instructionse. Recognize relevance'of dataf. Recognize appropriate reference resourcesg. Locate information in4reference materialsMath Skillsa. Whole number manipulationb. Decimal and fraction suage and conversionsc. Metric conversions

' d. Algebrae. Ratios, proportions, and percents

1 3 8

o

O

11M

. ,

lJ

ra



a

4 4r,

I-

4

.

O

ySuggested Testing Actiyities And Resources( Problem Solving Skills-

a. Recognize appropriateN,reference sourcesb. Locaie information in reference materialsc. Draw conclUsionsd. Interpret non-graphic informatione. Recognize relevance of dataf Make predictions, generalizations and comparisonsAmunicationSkills

4 a. Compose sentencesb.. Organize informationC, Interpret aural communicationsd. Compose oral directions and questionse. Use formal,and informal speakind styles

VII-119

3 S 6

k

1

TASK 00' UNIT COMPETENCYEE -28. Maly ng special.semiconductor.

.

dries

4.-

PE FOAMANCE STATEMENT1

Analyze special semiconductor diodes.'4



a. Setticonductorsb. Zener diode (reference or breakdown

diode)1. Operating point.2. Zener voltage3. aner current '

4. Voltage regulator5. Reference element

c. Tunnel diode )

Negative resistancePeak point

3. Valley point4. Forward paint.5. Amplifiers6. Oscillators7. Switches8. Multivibrators

(continued on next page)

r/INININO.

.tregion

PrQvide'Demonstration-On:

a. Graphing the characteristic'curvefor a zener and tunnel diode

b. '" Constructing ,a zener dibde voltageregulator .

c. 'Constructing circuits from a schematicft

PrdVide krUILE.11182211.aq221221',

a. The'use of.zener diodes as a voleageregulatorpod reference element , K

.b. Vv, use of tunnel diodes ip .switcheivamplifiets, oscill4ors, andstultir.-.vibrators

c. Thp use of varastor dfode#,in auto-mitic frequency controls and variableRC and LC filters

It,

d. The use of LED's incelectrollimines'C'L

enedisplays and logic-level indicatKrile. The use of photgdiodes in light

detection systems,high speed cardand'tape readers, and production line,counting

\

. INSTRUCTIONAL MATERIA S1

Textbooks: Tools and Equip -n t:

a:

b.

c.

d.

Grob, Basic Electronics ,

Matt, Electricity and BasicEle.ltronics

MAVCC, Basic Electronics 2Mims, Getting Started in Electronics

4

a. Variable power iupply' b. 2-DC voltmeters \

c. 1-DC milliameterd. 1-1K ohm resistor, 1/2 watte. 1-10K obi resistor, 1/2 wattf. 1-1N4739 zener diode4. Graph paper

ESTIMATED CLASS HOURS 12 r ESTIMATED LAB HOURS 12

,-,.\ VI I-12].

387

11.

i

4

4

tti

LIA17-51TIMITZ15N Y

a

INSTRUCTIONAL ACTIVITIESI

Provide Information On:(continued)

Varactor diode '(varicaps or voltcaps)1. 'Barrier capacitarice

2. Automatic frequency control3. Variable RC and LC filters

e. Light-emitting diode (Led)1, Electrolumines t`display2. Logic-le ndicators

f. Photo diode1. Impute -light intensity2., Light Detection system3. High speed card and tape 'readersFoiward bias.

h.4

Reverse biasi. Schematic symbols

Cathode, .1.

k. Anode1. Current flowm. Color coden. P-4 junctiono. Siliconp. Germanium

V.

47

.r.

Vt

INSTRUCTIONAL' MATERIAL

A

ESTIMATED CLASS HOURS ESTIMATED LAB HOURS

yII-122388 .

00.

e

I

EVAEUATIO OF PERFORMANCEso

v.

Performance Objective (CRM)Given a written test, on semiconduCtor diodes, the Student will give the,aymbol, name, function, and application of the diodes, and lable thezeperand tunnel characteristic curves With 80% accuracy.

I.

Suggested. Testing, Activities And RE:Sources0

a. ,Students should be.given a written test to assess their ofthe special semiconductor diodes.

I

lb. Students should.be given'a performance test to assessto construct circuits containing semiconductorAiodes

c. Uses "resources provided in.the instructional Materials6,brevious\page.

d. Malvion, Electronic Princi ples

e. Miller and'Culpepper, Experience with Electronics


effect relationshipsb. Follow directionsc. Make predictions, generalization and comparisons.d. Draw concliisionse. Intei-pret graphic informationf. Interpret instructions

Recognize relevance of dataReco4hize appropriate reference resources

i. Locate information in reference materialsMath Skillsa. Mbole.eumber manipulationb. Decimal and fraction usage and conversionsc.' Algebrad. Rati154, proportions) and percents

their abilityfrda schematic.

Section on the

kg'h.

VII -123

3;9

and

4e*

0

0/0

Is

O

C

s

(

$



Suggested Testing Activities And Retources-Problem Solvkag Skillsa. Recognize main ideas, det

and effect relationshipsRecognize apPropriite re erence sourcesLocate information in re erence materialsEstimateoutcomes, with or without units

e. Draw conclusionsf. Recognize relevance of datag. Organize data into graphic_ sh. Interpret graphic datai. Make predictions* gsneralizations.Communication Skillsa.

b.

'c.d.

e.

sequence of events, and cause

b.

c.

d.

Compose sentencesOrganize informationInterpret auzal 'communicationsCompose oral directions and questionsUse formal and informal speaking styles

I/4'

t.

and

or measurements

comparisons

V I I 1 2 4

35 0

I-

4,

4

6

4

I

ENS4-29 UOing the oscillosppe

S

Provide Information On':

S

I

Use the oscilloscope

NSTRUCTIONt 71VITIES g

a. Oscilloscope safetyOscilloscopepreliminarycontrol settings and calabration

c. Oscilloscope hookup to circuitd. Scale interpretatione. Scale controls

11

p

rovide Demonstration On:

a. How to use the oscilloscope manual:to set up vertical and horizontalcontrols

b. How to read the voltage, frequency,and period of an AC signal'

Prbvide Practical A licat on On:

Measuring voltage, curre j period,frequence, and time intervals

Si

Textbooks:

a.

b.c.

INSTRUCT! NAL MATERIALS

Refer to oscilloscope owner's manualGrob, Basic Electronics

Matt, Electricity and.Basic Structure

;gp ESTIMATED CLASS HOURS 5

0


a. Variable power supplyb. 'Oscilloscopec. Sine wave geperator

4."

ESTIMATED LAB HOURS s

VII-125

. 391

as

0.

11 Y

"4

T4-


ti

Performance Objective (Clih6Given an oscilloscope and necessary circuits,.ttat student will measure andrecord the peak to'peak amplitude, period, and frequence of signals within10% of-knownvalues. 1

a

6'

a 0

Suggested Testing, Activities And Resources.a. Students should be given a performAnce test toassess their akility to

use an oscilloscope

b. Use resources providadLin the Instructional Matetials section on theprevious page.

it

'Radiating Skills ` ..

.a. ebognize main idelk, detfils, sequence of events and causeand effect relationships ' .

b. Follow directioni '

c. Make predictions, generalization, and comparisons ,

d. Draw conclusionse. Interpret instructionaf. Recognize relevance of datag. Recognize approprikte refefince resourcesh. Locate information in reference materialsMath Skillsa. Whole number manipulationb. Decimal and fraction usage and conversionsc. Ratios, proportions, and percentsProblem Solving Skills

k,

a. Rcognize main ideas, details, sequence of events, and causeand,effect relationships

b. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Estimate outcomes, with or withobt units or measurementse. Draw conclusions

4 .

f. Interpret non-graphic informationg. Recognize relevance of datah. Mike predictidns, generalizations and comparisonsCommunication Skillsa. Organiz; informationb. Interpret aural communicationsc. Compose oral directions and questionsd. Use forgal-and informal speaking Styles

VII-126

392

e

6

0

TASK OR UNIT COMPETENCYEE -30 Analyzing rectifiers

INST

O

3

PERFORMANCE STATEMENTAnalyze rectifiers.

UCTIONAL ACTIVI IES


a.

b.

c.

d.

e.

f.

Rectifier circuitHalt-wave rectifierFull-wave rectifier1. Formulas2. Conventional3. BridgeTransformer.,,Voltage doubl4rRipple effect

I

C


a. The construction of1. Half-wave rectifier circuits2. Conventional full-wave rectifier3. Hfidge rectifier4. foltage doubler circuit

b. Calculating DC voltage .


a.

b.

c.

The use of rectifiers to change ACto DC

ConStruction of & rectifier from aschematicTesting diodps in major appliances


T4xtbookss Tools and Equipment:

a. Grob, Basic Electronics a. .Auto transformer 0-130 Vb. Matt, Electrindgasic b. Poweirtc!ansformer 110-220 Vt

Electronics c. 4 sili n diodes 1N914c. MAVCC, Basic Electrcnics 2 d. 1-10k, IW resistor

Mims, Getting Started in Electronics e.

f.

g.

Multipeter.OsdilloscopeGraph paper

.


VII-127

393

,

4

(.0

4


Performance Objective (CRM)Given proper components; the student will-construct a half-wave,'full-wave,

__and. tags doubler circuit, and indicate current flow with 100% accuracy.

(11

4

Suggested Testing Activities And Resourcesa. Students should be given a performince'test to assess their.ability

to construct rectifiers. .

b. Students should be given a written, test to assess their knowledge ofcalculating the average DC voltage of rectifiers.

,pc. Use resources provided in the Instructional Materials'section on theprevious page..

d. Malvino, Electronic Pridiciples

et Miller and Culpeppek, experiences with Electronics

Reeding Skillsr

a. Recognize main ideas, details, seuqnce of events and causeand effect relationships /

b. Follow directionsc. Make predictions, generalizations and comparisonsd. Draw conclusionse. Interpret graphic informationf. Interpret instructionsg. Recognize relevance of datah. Recognize appropriate reference resources'i. Locate information in reference materialsMath Skills

Whole number manipulationb. Decimaeand fraction usage and conversionsc. Metric conversionsd. Algebrae. Ratios, proportions, and percents

VII -128

.m1

EVALUATION PEP ANCE

-Performance Objective (CRM)

1

11

Suggested Testing` Activities And ResourcesProblem SolvinAJAWIA

t

a. Recognize main ideas, details, sequen!ie of events, and causeand effect relitionships

/4b. Reibognize appropriate reference souicesc. Locate information in reference m#terialsd. Estimate outcomes, with or without units or measurementse. Draw conclusions -

f.. Recognize rilevanbe of datag. Make predictions, generalizations and comparisonsCommunidation Skillsa. Compose sentencesb. Organize informationc. Interpret aural communicationsd. Compose oral directions and questionse. Use formal and informal speaking styles

4

a

at

395

c

."

TASK OR UNIT 90MPPENCY- EE-3.. Identifying and analyzing filters

"PEAT FTWiWrt1i'ValtNTIdentify and analyze filters.

1111m

-INSTROCTIONAL ACTIVITIES

Provide' Information On:,

a.

('

b.

c.

d.

e.

f.

4h.

3.

k.

1.

m.

n.

Filters1. Purpose2. Capacitor3. PI-,sectio'n

L-sectionRipple

:Bleeder resistorVoltage. regulationPercent regulationDC (direct current)Ac (alternating current)Wave shapes

Symbols associated with filtersDiodesltansformersCapaci torsResistorCurrent flow

a


Basij filter configurationsCalculating ripple factors and percentregulationWave shapes using the oscilloscope

Provide Practical Agplicati Cu:

a. Constructing and testing a capacitorfilter circuit

b. 'Constructing and testing a PI-sectionfilter circuit

IN;78UCTIONAL MATERIALS

Textbooks:

a.

b.

c.

d.

Grob, Basic ElectronicsMatt, Electricity and BasicElectronicsMAVCC, Basic Electronics 2Singe? and Forster, Basic Mathematicsfor Electricity and "Electronics



a.' Low gower filament transformer(120 V primary)

b. 4-silicon diodes 1N914c. 1-10K, 1/2 watt resistor, 1-1K1/2

watt resistor, 2-20 microfaradcapacitors 25WVdc or greater

d. Multimetere. Oscilloscopef. Graph paperg. 1-270 ohm ::esistor .h. Variable power supply


V11-131

3 9 6EL

EVALUATION OF PERFORMA

Performance Objective (CRM)'

0

Given a written exam, the student will identify the three basic types offilter configurations, calCulatirripple factors, and sketch voltage waveshapes with 80% accuracy.

Sugyistecl Testing Activities And Resourceia. /The students should be given written test to assess their knowledge of

, filters.

b. The students should be given a performance test to assess their ability

to construct and test the three basic filter configurations.


d. Malvin, Electronic Principles

e. Miller and Culpepper, Everiences with Electronics

Reading Skillsa. Pgcognize main ideas, details, sequepce of events and cause

and effect relationshipsb. Follow directionsc. Make predictions; generalizations and comparisonsd. Draw conclusionse. Interpret instructionsf. Recognize relevance of datag. Recognize appropriate reference resourcesh. Locate information in reference materialsMath Skillsa. Whole number manipulationb. Decimal and fraction usage and conversionsc. Metric conversionsd. Algebrae. Ratios, proportions, and percehts

VII -1323

Nr

EVALUATION F PERFORMANCE


NINNI11,

Suggested Testing Activities And ResourcesProblem Solving Skillsa.. Recognize main ideas, details, sequence of events, and cause

and effect relationshipsb. Recognizelappropriate reference sourcesc. .Locate information in reference materialsd. Estimate outcomes., with or without units or measurementse. Draw conclusionsf. Recognize relevance of datag. Organize data into graphicsh. Make predictions, generalizations and comparisonsCommunication Skillsa. Compose sentencesb. Organize informationc. Interpret aural comm icationsd. Compose oral direct and questionse. Use formal and informal speaking styles

VII-133

f

4

111

TASK OR UNIT COMPETENCYMMEISIMINIO

FP-01 Identifying safety precautions whenworking on hydraulic/pneumatie systeme

S

PE PORMANC"-ETTATEMtWIdentify safety precautions hen working'on hydraulic/pneumatic sy4tems.

RUCTIONAL ACTIVITIES


a. Safety hazardsb. Safe practices


a. Potential hazardsSafe practices in the lab


Demonstrating safe practices in the


Textbooks:Studeh anuals:

a.

b.MAVCC, Hydraulics

MAVC ' raulicsParker/Hannifin, Fluid Powerc. Pippenger and Hicks, Industrial Tool S ui ment:Hydraulicsd. Vickers, Industrial Hydraulic. Manual Hydrauli pneumatic system tiainer

r


399

4

4

001011=1111011VALUIRFORMANCE


Given a tour of the hydraulics/pneumatics let, the student will identifypotential safety hazards with 100% accuracy.

is ,

7

Suggested Testing Activities And Resources c

a. Students should be given a written test to assess their knowledge of

safety rules in the lab.

b. Use resources provided in the Instructional Materials section on the

previous page.

Reading Skill*a. Recognize main ideas, details, sequence of events and cause and effect

relatiodshipsb. Follow. directions

c. Make predictions, generalizations and comparisionsd: Draw conclusionse. Recognize relevance of data )

0

Problem Solving. SkillsRecognize main ideas, details, sequIrce of events and cause and effect

relationships.N

b. .Draw conclusionsc. Interpret non-graphic informationd. Recognize relevance of datae. Make predictions, generalizations and comparisons

Communication Skillsa. Compose sentencesb. Organize information . .

4

VII-136

C

TASK OR UNIT COPPETENCYFP-02 Defining hydradlics and pneumatics

k

L

.19. "W 0

PERFORMANCE TATEMENT,Define hydraulics and pneumatics.


Provide Infbrmation On:

a.

b.

c.

Brief definition of hydraulicsBrief definition of pneumaticsAdvantages and disadvaqages of-

.hydrauics and pneumatics

I .

/.

TeAbooks:

a. MAVCC, Hydrau/icsb. ParkerMannifin, Fluid Powerc. Pippenger and Hicks, Industrial

Hydraulicsd. Vicker's, Ifidustrial Hydraulic

Manual

1J

91w


Systems which utiliie hydraulicand pneumatics


ra

t A/Vs:

Parker/Hannifin, "Fluid Power"we (TR) (ST)

I

4


Student Manuals:

MAVCC, Hydraulics

. ESTIMATED LAB Hajn 1V I I - .137

401 .

o

I

Jr-

I

. .. ) . .

,

EVALUATIO 0 PERFOR A EAh._.E...

r- . ----7 11.,0, Performance Objective (CRM) 2

:-r- ,

,Giiten allypothetical * irking enviropment the student will listitthe advantagesand disadvantages 0", hydraulic and pneumatic systems with 90% accuracy.

...4 ill I ..S4

.. . \ . .

(. .

m

.

.

af.

Suggested Testing Activities And liesturcesa. Students should be given a written test to assessheir ability to

explain briefly the definitions of hydraulics and pneumatics.

b. Use resources provide in the Instructional Materials section on, theprevious page.

0

Readily* Skillsa. Recognize main ideas, details, sequence of events,and cause and effect

relationshipsb. Make prediOtions, generalizations and comparisonsc. Draw conclusionsd. Recognize, relevance of datae. Recognize appropriate reference sourcesf. Locate information in reference materialsProblem Solving Skillsa. Recognize main ideas,, details, sequence of events and cause and effect

relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Draw conclusionse. Interpret non-graphic informationf. Make predictions, generalizations and comparisonsCommunication Skills'?a. Compose sentencesb. Organize informationc. Write paragraphs

VII -138

4 h

s,

9,

hAPNTCL

1FP -03.. Explaining the principles ofExplain the principles of hydraulics '4hydraulicsand pneumaticsand pneumstics:.

, t

Provide Infonnati'on On:A

'INSTRUCTIONAL ACTIVITIES ,41.=Lmse.f.

a. .Relation between1. Force'2. Weight and mass3. Pressure 411.4. Area

ir- 5. Volume6. Speed,

b. Power aneworkc. Energy in hydraulic andP.

systemd1. Potential energy2. Kinetic energy

a. Mechanicalb. Electricalc. Heat

3., DiffusiOn of energy4. Physical laws in hydraulic and

pneumatic systems1. Pascal's Law2. Boyle's Law3. Charles,.' Law


i.

pneumatic

IP.


a. Function of basic hydraulic/pneumaticsystem

e! Disassembling, cleaning and reassembl-ing a hydraulic/pneumatic jack

0

Providp Practical Application On:

a. Using measurement instruments ,

b. Reading measurement instrumentsc. Distinguishing between, lifting and"

lowering a hydraulic/pneumatic jack


Textbooks:

Sa. Manufacturer's Manualb. MAVCC, Hydraulicsc. Parker/Hannifin, Fluid Parerd. Pippenger and Hicks, Industrial

Hydraulicse. Vickers, Industrial Hydraulic Manual

ATVs

a.

1?MAVCC, "Hydraulics" (TR)Parker/Hannifin, "Fluid Power"(TR) (ST)

ESTIMATED 'CLASS HOURS 3

Student Manuals:

MAVCC, Hydraulics


a.

b.

c.

d.

Hydraulic/pneumatic jackHand toolsHydraulic luidLint free ags

4


VII-139

40)3

s

A JaTirgiC UNIT MPE Y ITAMTUR MICE STATEMENT 1 .

1

INSTRUCTIONAL ACTIVITIESe


4. Ideal Gas LawS. Bernoulli's principle.:6. Mechanical advantage and efficiency

e. Properties'ok fluids in hydraulics1. Separatioh of liquids and gasses2.. Viscosity and compressibility3. 1-luid.flow in' pipes4. .Density and specific gravity

f. Meisuisments1. Vats otmeasurbment

s 2. Instruments of measurea. Preisure"b. Flow rateC. Temperature,

k

INSTRUCTIONAL MA ERIALS

7

I


111

ESTIMATED LAB HOURS*

-14 04

44op

4

C3

.4EVALUATION OF PERFORMANCE

Perfoirronce Objective (CRM)Given the basic scientific principles pertaining to.the transmission of energyand power by a hydraulic 'and a pneumatic system, the student will explain theprinciples with 100% accuracy.

A

ro

uggesteti Testing Activities And ResourcesStudents should be given a written test to assess their knowledge ofenergy types, Pascal's Law, Boyle's Law, Charles' Law, the Ideal GasLaw and. Bernoulli's principle. H

b. Use resources p;ovidad in the Instructional Materials secciol on theprevious page.

Reading Skillsa. Recognize main ideas, details, sequence of events and cause and effect

relationships .

L. Draw conclusions.c. Recognize relevance of datad. Recognize appropriate reference sourcese. Locate information in reference materialsMath Skillsa. Ratios, proportions and percentsb. Fractions and decimals usage and conversionsc. Whole numbek manipulationd. Algebrae. Squares and square rootsf. Apply formulas

Pg. Identify points on cartesian coordinatesProblem Solving Skillsa. Recognize main ideas, details, sequence of events and cause and effect

relationshipsb. Recognize appropriate reference sources,c. Locate information in reference materialsd. Estimate outcomese. .Draw conclusionsf. Interpret non-graphic informationg. Interpret. graphic dataCommunication Skillsa. Compose sentencesb. Organize informationc. Write paragraphs

405el&

A

I

LnigroR UNIT COMPEMICYFP-04 Identifying fluid power symbols

R

Identify fluid power symbols.

M NT4.0.1=immamonaa.



a. Symbols.

bo Lines1. Worklng2. Pilot3. .Drain4. Joining (connected)5. Crossing

c. Reservoird. Pumpe. Cylinderf. Directional valve arta operationg. Check valveh. Envelope

t


Fluid power symbols

Provide Practical Agplicatien On:

Identifying symbols on a fulid rowerschmatic

.41

a

INSTRUCTIONAL MA ERIALS

Textbooks:. Student Manuals:

a.

b.Manufacturer's manualMAVCC, Hydraulics

MAVCC, Hydraulics

c. Parker/Hannifin;'Fluid Power Tool and Equipment:d. Pippenget and Hicks, Industrial

Hydraulics a. Types of accessoriese. Vickers, Industrial Hydraulics . b. Hydraulic system trainer

Manual c. Hand tools

A/vs:

a.

b.

c.

sobbe. - Merrill, "Fluid Power" (TR)MAVCC, "Hydraulics" (TR)Parker/Hannifin, "Fluid PoweK"(TR) (ST)


VII-143

Ira

t

ESTIMATED LA HOURS 3

406

e..

EVAL ATiON OF PERFORMANCE

Performance ,Objective (CRM)Given a fluid power schematic, the student will identify'' all. of the symbolswith 100% accuracy.

it

4

4


matching fluid power symbols to their definitions.4 4

b. Use resources provided in the Instructional Materials section on theprevious page.,

Reading Skillsa. Recognize main ideas, details, sequence of events. and cause and effect

relationshipsb. Follow directionsc. Interpret graphic informationd. Interpret instructio:Ise, 'Recognize relevance of dataf. Recognize appropriate reference resourcesg. Locate information in reference materialsMath Skills `

a. Scientific and engineering nc;4tion )b. Interpret grap!'ic dataProblem Solving Skills.a. Recognize main ideas, details, sequence of events and cause and effect

relationshipsRecognize appropriate refereuice sourcesLocate information in reference materials

d.- Recognize relevance of datae, Organize data into graphicA'f. Interpret graphic dataCommunication Skillsa. Organize infoirmation

VII -144

4 17 (

TASK UORPP-05 Reading,hydraulic and pneumatic.

schematic diagrams.

.

Read hydraulic and pneumatic schematicdiagrams.



.a. Components and types of hydraulicand pneumatic systems

b. Terms used to describe hydraulic andpneumatic systems

c. SymbolS used to depict componentsin hydraulic and pneudfftic systems


a. Symbolsb. Types of diagrams

1: Pictorial2. Cutaway3. Schematic


Identifying symbols on a hydraulic anda pneumatic diagram

INSTRUCTIONAL MAT'RIALS

Textbooks:

a. MAVCC, Hydraulicsb. Parker/Hannifin, Fluid Powerc. Pippenger and Hicks, Industrial

Hydraulicsd. Vickers, Industrial. Hydraulics Manual

A/Vs:-

a,

b.

c.

BobbS - Merrill, "Fluid Power" (TR)MAVCC, "Hydraulics" (TR)

Parker/Hannifin, "Fluid Power" (TR)(ST)


Student Manuals:

MAVCC, Hydraulics,

Tools and EciaipmElt:

Types of hydraulic and pneumatic diagrams


408

.7'ii.


Performance Objective (CRM)Given hydraulic and pneumatic diagrams, the student will interpret the diagrams

with 100% accuracy.

'Suggested Testing Activities And Resources

V

(<2

I

..-

a. Students should be given &performance test to assess their ability to---:

distinguish among pictorial, cutaways and schematics.

o

,..-..>

b. Use resources provided in the Instructional Materials section on the, .,. , ..:-,!,

previous page. ,

Reading Skills'a. Follow directgon...;

b. Interpret graphic information

c. Recognize appropriate reference resourcesd. Locate information in referegce materials

Math Skillsa. Scientific and engineering notation

b. Organize data into graphicsc. Interpret graphic dataProblem Soiling Skillsa. Recognize appropriate reference sources

b. Locate information in reference materials

c. Organize data into graphics

d. Interpret graphic'dataCommunication Skills

a. Organize information

VII-1464 1' 9

Ab.

.,

.s

TAU UtrENCY PEATUAVANCEENTFP-06- Recognizing hydraulic system

basic components ow ,components.

411.11

ecogn ze y rau c sys em as c



and


a. Basic components1. Reservoirs2. Linea, fittings,

couplers

The basic, components of a hydraulicsystem

Provide Practical Application On:3. Fluids4.. Filters5. Pumps

Identifying basic components of ahydraulic systm

6. Valves7. Cylinders8. Seals

p.9. Motors10. Accessories

b.

c.

The description ofcomponentThe purpote of eachcomponerl-

each

Textbooks:

a.b.c

d.


MAVCC, HydraulicsParker/Hannifin, Fluid PowerPippenger and Hicks, IndustrialHydraulicsVickers, Industrial HydraulicManual


Student Manuals:

MAVCC, Hydraulics


a.

b.

c.

Hydraulic tystem trainerBasic hydraulic componentsDiagrams of hydraulic basiccomponents

-\


VII-147

EVALUATION OF PERVRMANCE

Performance Objective (GRIMGiven basic components of a hydraulic system, the student will identify each

component by name with 1001 accuracy.


a.r Students should be given a perAitance test to assess their ability to

describe briefly each component.


previous page.

Reading Skillsa. Follow directionsb. Draw conclusionsc. Recognize appropriated. Locate information inProblem Solving Skills

Recognize appropriateLocate information inDraw conclusionsInterpret non-graphic

Communication Skillsa. Interpret aural communicationsb. Compose oral directions and questions

c. Use formal and informal speaking styles

a.

b.

c.

d.

referencereference

referencereference

resourcesmaterials

sourcesmaterials

information

"kW

VII-148

411

a

TASK OR UNIT COMPETENCY1

FP-07 Recognizing pneumatic system basiccomponents

11.

PERFORMANCE STATEMENTRecognize pneumatic system basiccomponents



a. Basic components1. Lines, fittings and couplers2. Filters, regulators, lubricators,

and air treatment devices3. Compressors4. Valves5. Cylinders6. Seals7. Motors8. Accessories

b. The description of each component bymanufacturer

c. The purpose of each component


The basic components of a pneumatic system


Identifying basic components of apneumatic system

INSTRUCTIONAL MATERIAL

Textbooks:

Parker/Hannifin, Industrial PneumaticTechnology

cgo


VII-149


a.

b.

c.

Pneumatic system trainerBasic pneumatic componentsDiagrams of pneumatic basic components


41

7

-EVALUATION OF PERFORMANCE

Performance Objective (CRM)Given basic 'Components of a Pneumatic system, the student will identifyeach component by name with 100% accuracy.

Suggested Testing Activities And Resourcesa. Students should be given a performance test. to assess the -abilkty to

describe briefly each component.

b. Use resources provided in the Instructional Materials section on theprevious pz,

Reading SkillsDraw conclusionsRecognize appropriateLocate information in

Problem Solving Skillsa., Recognize appropriateb. Locate information isc. Draw conclusionsd. .Interpret nor-grapktcCommunication Skillsa. Interpret aural communicationsb. Compose oral directions and questionsc. Use formal and informal speaking styles

. .

a.

b.

c.

referencereference

referencereference

resource.4

materials

sourcesmaterials

infdrmaeion

VII-150

413

/

VIM

01111.,

Y :17iTITC5FRIFTTin54TstlgR57-jM-01 Perfojming scientific calculations

PERFORMANCE STATEMENT°Perform scientific calculations.

1



a. Scirptific notationb. Engiheering notationc. Binary systemd. Law of exponentse. Trigonometry functions

1. Sine2. Cosine3. TangentLogarithmCalcUlator1. Data keys2. Function keys3. Register

f.

9.

-1


a. The use of electronic calcu3atorib. ScieAtific and engineering notationc. The use of trigonometric functionsd. Logarithms and using logarithm chtrts4


Using a calculator to per7orm scientificcalculations

INST UCTIONAL MATERIALSA


a. MAVCC, Basic Electronics 1 a. Calculatorb. MAVCC, Basic Electronics 2 b. Logarithm chart'c. Singer am Forster, Basic Mathematics c.. Trigonometric functions chart

for Electricity and Electronics '

d. Texas Instruments, The GreatInternational Math on Keys Book


VII-151


4

Is

Performance Objective (CRM)o

Given a variety of scientific problems and an electroniC claculator,-the student

will compute the correct solutions with 80% accuracy..



trigonometric fulptions.

b. StUdents should be given a written test to assess their knowledge of

scientific and engineering notation.

c. Students should be given a performance test to assess their ability to

use an electronic calcplator properly.


previous page.

e. Matt, Electricity and Basic Electronics

Math Skills

a. Scientific and engineering notation

b. Law of exponentsc. Logarithmsd. trigonometry

1. Sine2. Cosine,3. Tangent

'e. 'Ratios, proportions and percents

f. Fractions and'decimal usage and conversions

gl Whole number manipulationh. Algebrai. Met/tic conversions

k

41

VII-152tir

I

4

aro



Suggested Testing Activities And ResourcesReading Skillsa. Follow directionsb. Draw conclusions

1

c. Interpret instructionss d. Recognize appropriate reference resources

e. Locate information in reference thaterialsProblem Solving Skills*a. Recognize appropriate reference sourcesb. Locate,information in reference materialsCommunication Skillsa., Organize information

VII-153

416 .

s

I

Tho

*02 Calculating the mechanical advantageof the lever

INSTRUCT!

PERFORMANCt STAtEMENTCalculate the mechanical advantage of the

Pgr

NAL A TIVITIES


Xa. Levers1. P.rst class2. Second class'3. -1%liA-6Iass

b. The fulcrumC. Effort forced. Resistance forcee. Mechanical advantagef. Ratios and fractionsg. English metric conversionsh. Measurementi. -Factoring

e.

S

Textbooks:

CTI

a. Bond and MacDonald, Power: Mechanicsof Energy a

b. Olivo and Olivo, Fundamentals ofApplied Physics

I

$

CLASS HOURS

,M1111.1=MI,111111...


a. Computing the mkhanical advantage.of the lever using ratios and

b. The mechanical advantage of thelever by manipulating .the fulcrumand weights.


Using the three classes of levers togain a mechanical advantage

A MATERIAL


a. Balance leverb. Tkiangular fulcrumc. Weightsd. Ruler

ESTIMATED LAB'HOURS 1

VII-1554.17

a

t

ft

a.

41/4

EVALUATION-OF PERFORMANCE

Performance Objective (CON) .

Given a diagram containing variouaJevers with.a specifigd resistance force,the student will identiZy the effort force with 100% accuracy.

r

I


a. Students.should be given a written test to..essess their kupwledge ofthe mechanical advantage of the lever.

,pb. Students should be given a performance test to assess their ability to

construct the three classes of leers.

c. Use resources provided in the Instructional Materials section on the

previous page.

4,

Math Skills

Ratios, proportions and percentsb. Measurementc: Fraction and decimal usage and conversionsd. Whole number manipulatione. Metric conversionsf. AlgebraReading.Skillsa. Follow directionsb. Draw conclusionsc. Interpret graphic informationd. Recognize appropriate reference resourcese. Locate information in reference materialsProblem SolviniSkillsa. Recognize appropriate reference sourcesb. Locate information in reference materialsc. Estimate outcomes, with or without measurementsd. Draw conclusionsCommunication Skillsa. Compose sentences.

Orb. Organize informationc. Write paragraphs

0

418


M4.03 Using the lever

l'ErtFORMANCE STATEMENT I

1-

Use the lever.

---TASTRUCTIONAL ACTIVITIE

ProviOe Information dill

a.

b.

c.

d.

First class.leversSecond class leversThird class levers'Mechanical advantage

Provide Demonstration On:,

a. Using first class-levers to increaseforce

b. Using second class levers to gainstrength1. Force

c. Using third s levers to gain2. Distance movedspoedian distance3. Length of lover arm"

4. FulcruMProvide iractical Application On:5. Resistance

6. Effort .,Using lagers to gain mechanical advantage7. Ratiosin robotic arms and hydraulic hoists

Textbooks:

a.

b.


Bond and MacDonald, Power: Mechanicsof Energy.

Olivo and Olivo, Fundamentalsof Applied Physics



a. Power experimenter trainerb. Calculatorc. Various examples of levers

ESTIMATED LAB HOURS

VII-157

419.

lb

a

I

EVALUATION OP PERFORMA

Performance Objective (CRM)tGiven a power s rimenter containing schematics, diagrams and materials, the

student will ide tify and construct the three classes of levers with 100%

accuracy. . ,


a. 'Students should be given a performance test to assess-their ability to use

the three class!! of .levers to gain a mechanical advantage.

b. Students should be given a Arformance test to assess their ability to/.

construct the three. dlasses of levers. 4

Skillsa. qpganire.ddia into tables, charts and graphs

b. Algebra.

c. Decimals and fractions usage and, conversions

d. Whole number manipulation `

Heading skillsa. Interpret graphic informationb. Interpret instructionsc. Locate information ill reference materials

,Problem Solving Skillsa. Recognize cause mail effett'reiationships

b. Locate information in reference materialsc. Draw conclusionsd. Make predictions, generalization& and comparisonsCommunication Skillsa. Organize information ,

b. Interpret aural communicationsc. -.Compose oral directions and questions

d. Use formal and informal speaking styles

VII-158

420

....

V.

6

I

a

M-04 Calculating the mWthahical advantage$.of the wheel'and axle

1

PERPORMANCE STATEMENT-'Calculate the mechanical advantage of the.wheel and axle.

IIS AUCTIONAL ACTIVITIES


a. The wheel and axle1. To transmit force2. To produce a change in speed

b. The radius of a circlec.- The -circumference of a circled. T4e diameter of a circlee. The fulcrumf. Class one leversg. Mechanical advantsgeh. Ratios and frictionsi. 'English .to metric conversionsj. Measurementk. Factoring

. Provide Demonstratior On:

a. How a wheel and axle used to gainmechanicalforce_by.fridironi

b. How a wheel and axle is used toproduce a change in speed by usingratios and.fractions.


Using, the wheel and axle to transmitforce and ohan4e speed

(4/

O


Textbooks: (a. Bond and MacDonald, Pow r: Mechanics

of Energyb. Olivo and Olivo, Fundamentals

of Applied Physics



a. Wheels and galesb. Rope or wireclA heightsd. Spring balancee.,_Measuring rule

E,STI TED LAB HOURS 2

VII-159

421

Irk

EVALUATION OF PEF ORMA E .NC Ike


Given a diagram containing several different di s of wheels and axles!,the student will calculate the mechanical advantage w 100 %. accuracy.

suggested Testing Activities' And Resourcesa. StUdents should be given a written test to assess their knowledge of

the mechanical advantage of the lever.

b. Students should be given a performance test to assess thei;. ability -

to apply the wheel and axle to transmit force and to produce a change '-

in speed..**

c. Use resources provided in the Instructional Materials section deiheprevious page.

Reading Skillsa. Followydirectionsb. Make pigtlictions, generalizations And comparisonsc. Draw conclusionsd. Interpret graphic informatione. interpret instructionsf. Recognize relevance of datag. Recognize appropriate reference resources.h. Locate information in reference materialsMath Skillsa. Ratios, proportions and percents

. b. Fractions and decimals usage and converting 4

c. Squares and square rootsd. Apply formulase. 'Interpretigraphic-deltaf. Identify geometric relations and propertiesProblem Solving Skillsa. ReCognzie appropriate reference sourcesb. Locate information in reference materialsc. Estimate outcomes, with or Without units or measurement;d. Draw conclusionse. Recognize relevance ofl dataf. Interpret graphic datag. Make predictions, gener4izAtions and comparisons

VII -160

422

a

0

S.

V.


Performance Objective (CIL)

Suggested Testing Activities And ResourcesCommunication Skillsa. Compose sentenclsb. Organize informationc. Write paragraphs

V

r;

a

1

!,

S'.

4.

VII-161

423

S

r

a

rair-O-V Ugr'TUTEN PERFOR ANCE STATEMENTM'-D5 Using the wheel and axle

Use the wheel and axle.

INSTRUCTLTAL ACTIVITIES

Provide Information On:,

a. Wheels and axlesb. Leversc. 'Fulcrumsd. Mechanical. advantage

1. Ratios2. Torque3. Speed4. Force5. Distanc: moved6. Resistance7. ZffOrt8. Diameter9. CircumferenceGears

f. V velt assemblysgt Roller chain aesemblysh. Sprocketsi. Timing belts


a. Using the wheelforce

b. Using the wheelspeed .

ci. Using the wheeldirection

Provide Practical

and axle

and axle

and axle

to increase

to increase

to change

ication On:

a.

b.

Using the wheel an axle in the formof gears in gear es, metal lathes,transmissions and re axle assembly*Using V belts used in drill presses,washing machines and other machinery


Textbooks:

a. Bond and Mac:Jonald Power: Mechanicsof Energy

b. Olivo and Olivo4Fundamental ofApplied Physics



a.

b.

c.

Power experimenter trainerVarious examples of the wheel andaxle used in machinesCalculator

1


VII-163

424


Performance Objective (CRM)Given a power experimenter containing diagrams, schematics and materials, thestudent will identify and construct three working models of the wheel and axleto increase force, increase speed and change direction with 100% accuracy.


a. Students should be given a performance test to assess their abillity toconstruct different versions of the wheel and axle to increase lame, speedand change direction.

b. Students should be given a performance test to assess their ability to usedifferent versions of the wheel and axle to gain aymechanical advantage.

Math Skillsa. Organize data into graphs, charts and tables.b. Algebrac. Decimals and fractions usage and conversions

Whole number manipulationReading Skillsa. Interpret graphic informationb. Interpret instructionsc. Locate information in refifence materialsProblem Solving Skillsa. Recognize cause and effect relationshipsb. Locate information in reference materialsc. Draw conclusionsd. Make predictions, generalizations and comparisonse. Calculate mechanical advantagesCcomusication Skillsa. Organize informationb. Interpret aural communicationsc. Compose oral directions and questionsd. Use formal and informal speaking styles

VII-164 4 2 5

.0'

64

TASK OR UNIT COMPETENCYM -06. Calculating the mechanical advantage

of the inclined plane and wedge

LISERFORMANCE STATtMENTCalculate the mechanical advantage ofthe inclined p1ane.and wedge.

INSTRUCTIONAL A IVITIES

Provide. information On:

a. Mechanical advantageb. Slopec. Force

1. Resistance2. Effort

d. Vertical risee. Ratios and fractionsf. Right angle trigonometryg. Measurementh. Factoring


Computing the mechanical advantage ofa wedge and inclined plane using ratiosand fractions


a. The use of an inclined plane inthe form of a ramp to gain amechanical advantage

b. The use of a wedge to gain amechanical advantage


Textbooks:

a. Bond and MacDonald, Power: Mechanicsof Energy



a. Adjustable inclined planeb. Car (model car; actual car can

be used)c. Spring balanced. Weights

ESTIMATED CLASS HOURS 6 ESTIM TED LAB HOURS

VII-165

ir 426

e w

EVAL TION OF PERFOR ANCE

Performance Objecti e (CRM) //I, j/Given a diagram containi several different wges an4 inclined planes,the student will calculat= the mechanical advantage with 100% accuracy.

ks.

A

.11

Suggested Testing Activities And Resourcese5

a. .Students should be giVen a written test to assess ;heir knowledge of

the mechanical advantage of the inclined plane and wedge.


Math Skills

a. Ratios, proportions, and percentsb. Measurementc, Fractions and decimal usage and conversions.d. Whole number manipulatione. Metric conversionsf. Geometryg. Trigonometry,

1. Right angles2. Sine, cosine, tangent formulas3. Table of trigonometric functions

h. AlgebraReading Skillsa. Follow directionsb. Draw conclusionsc. Interpret graphic informationd. Interpret instructionse. Recognize relevance of dataf. Recognize appropriate reference resourcesg. Locate information in reference materials

VII-166

4 9opt

411

.

r

p.

40101=ist EVALUATION OF PERFORMANCE

Performancp Objective (CRM)

0

Suggested Testing Activities And ResourcesProblIm Solving Skillsa. ReCognize appropriate reference sourcesb. Locate informatioi in reference materialsc. Draw conclusionsd. Recognize relevance of datae. Interpret graphic dataCommnication Skillsa. Compose sentencesb. Organize informationc. Write paragraphs

1

VII -167428

a

O

-40

24707 Using the wedge1

Osd/he wedge.

INSTRUCTIONAL ACTIYITIE8

Provide information On:

a. The inclined planeb. Mechanical advantage

1. Slope2. Force3. Effort4. Resistance5. Distance6. flatio

7. Length ,

c. Right an94,trignometry


a. The relationship, of the wedge andthe inclined plane

b. Using the wedge to cut and piercec. Using the wedge to apply force and

pressure

csProvide Practical"Application On:

a. Using the wedge gear in washingmacsine agitators

b. Using the wedge in air hammers andwood splitters to cut and pierce

f


Textbooks:

a. Bond and MacDonald, Power: Mechanicsof Energy .




a.

b.

c.

d.

experimenCal ulatorWashing' machine

Various example

betrainer

agitator'of wedges

I

--ESTIMATED LAB HOURS 11

429

of

*4-

. ,

a. /

; EVALUAT ON OF PERFORP4ANCE

aPerformance Objective (CRM)

ediven problems calculating thS mechanical advantage of the wedge, the student6 will solve the problems with 80% accuracy.

pc;.

Suggested Testing Activities And ResourIces

Students Should be given a written test to assess their knowledge of the wedge.

Math Skills4

a. Algebrab. Decimals and frictions usage and conversionsc. Whole number manipulationReading Skillsa. Recognize cause and effect relationshipsb. Locate information in referencematerialeProblem Solving Skillsa. Recognize cause and effect relationshipsb. Locate.information in reference materialsc. Draw conclusionsd. Make predictions, generalizations and compatiaonse. Calculate mechanical advantagesCommunication Skillsa. Organize informationb.. Compose sentencesc. Write paragraphs

VII-170

4

4

TASK OR UNIT. COMPETENCY..1

4

III/ M-08 Transmitting and calculating ford:

..

and motion with the screw. thread

INSTRUCTIONAL S

ti

r

4.

Transmi and calculate force and Motiont)i.with th screw thread.

ACTIVI IEProvide Information On:

a. Screws1. Threads2. Pitch3. Helix angle

b. Inclined planec. Effort forced. Resistance forcee. Mechanical advantagef. Ratios and f ,ractionsg. English metric conversionsh. Measurementi. Right angle trigonometryj. Factoring


a. Calculating the.mechanical advantageof the screw

.

b: Using the screw in making measurementsadd adjustments


a.

b.3.ack screw

Micrometers used for measurements


Textbccks:

a.

b.

Bond and MacDonald, Power:, Mechanicsof EnedfyOlivo and Olivo, Fundamentals ofApOlred Physics

a

$



a: Micrometdrsb. Screw thread plate,

fine pitch screwsc. Ruled. Jack screwe. Weights

with coarse and

ESTIMATED LAB HOURS 1A

VII-171

431


.Given a diagram containing a.jadk screw with a given pitch and handle length,the student will claculate the mechanical advantage with 100% accuracy.


a. Students should be given a written test to meal; their knowledge ofthe mechanical advantage of the screw thread.


Math Skillsa. Ratios, proportioned and percentsb. Measurementc. Fractions and decimal usage and conversionsd. whole number manipulatione. Metric conversionsf. Geometryg. Trigonometry I.

1. Right angles2. Sins, cosine, tangent formulas3. Table of trigonometric functions

h., AlgebraReading Skills,a. Draw.conclusionsb. Interpret graphic ,informationc. Recognize relevance of datad. Recognize appropriate reference resourcese. Locate information in reference materials

VI I 172

432

4.

44

yAjB


Performance Objective (CRM

Suggested Testing Activities AnProblem. Solving Skillsa. Recognize appropriate reference sourcesb. LcIcate information inc. Draw conclusionsd. Recognize relevance of datae. Interpret graphic dataCommunication Skillsa. Composersentences

1%. Organize informationc. Write paragraphs

sources

reference materials

'

at

VII-173

433

/ ,

4

411

6.CASK OR Ma COMPETENCYM-09 Using the screw,

t

PERFORMANCE STATEMENTI

Use the screw.

INSTRUCTIO L ACTIVITIES,


a.

b.The inclined planeMechanical advantage1. Effort2. Resistance3. Force4. Ratios


a. Using the *Crew to convert rotarymotion into straight line motion

b. Using the screw to press or fastenobjects

c. The relationship of the screw andthe inclined planec.

d.

e.

PitchThreadsWorm gears

Provide Practical lication Or

f. Augersa. Using fans in slectkic motorsg. Right angle trigonometryb.c.

Using auger: to move materials"Using screws for adjustments inmeasures, machines and tools

INSTRUCTIONAL M TERIALS

Textbooks:

a. Bond and MacDonald, Power: Mechanicsof Energy

b. Oliyo and Olivo, Fundamentals ofApplied Physics

r


,Tools and Equipment:

a.

b.c.

d.

e.

Power experimenter trainerVarious fansAugers

Various .examples of machines andtools using screw adjustmentsCalculator

ESTIMATED LAB HOURS

VII-175

434

-:4

K

EVAELififCEPerformance Objective (CRM)

Given a power experimenter containing diagrams, schematics and materials, thestudent will construct working models of the screw -converting rotary motionto straight line motion and to press and fasten objects With 100% accuracy.

4%.

Suggested Testing Activities And Resourcet

a. Students should be given a written test to assess their knowledge of the

screw.

'b. Studs s should be given a performance test to assess their ability touse the screw tolpress, fasten and convert rotary motion to straightline motion. .A

Math Skillsa. Organize data into tables, charts and graphsb. Algebrac. Decimals and fractions usage and conversionsd. Whole number manipulationReading Skillsa. Interpret graphic informationb. Interpret instructionsc. Locate information in reference materialsProblem Solving_Skillsa. Recognize cause and effect relationships

b. Locate.information in reference materialsc. Draw conclusionsd. Make predictions, generalizations and comparisonse. Calculate mechanical advantagesCommunicat.Jn Skillsa. Compose sentencelb. Organize informationc. Interpret aural communicationsd. Compose oral directions and questions

e. Use formal and informal speaking styles

4 3 t-VII-176

I

1

4

I

a

A

4!

TASK OR UNIT COMPETENCY .

5

PERFORMANCE STATEMENT.

M-10 Calculating the mechanical advantage . Calculate the mechanical advantage ofof the pulley system. the pulley system.


Provide' Information Ong

a. Pulleys1. Fixed2. Movable3. Block and tackle4. Sheave

b. Mechanical advantage-c. Resistande forced. Effort forcee. Ratios and fractionsf. English to metric conversionsg. Factoring

t


Calculating the mechanical advantage ofpulley systems

Provide Practical Application On;

Using pulley systems to gain a mechanicaladvantage

INSTRUCTIONAL MATERIALS,

Textbooki: Tools and Equipment:

a. Bond and MacDonald, Power: Mechanics a. Pulleysof Energy 1. Fixed

b. Olivo and Olivo, Fundamentals of 2. MovableApplied Physics 3. Block and tackle

4. Sheaveb. Ropesc. Weightsd. Spring balance


VII-177


436

O

EVALUATION OF PER ORMANCE

4'

Performance Qbjectivei(CRM)Given a diagram containing,several different combinations of fined and movablepulleys, the student will calculate the mechanical advantage with 100% accuracy.

rt,


a. Students shdtald be given a written test to assess. their knowledge of themechanical advantage of pulleys.

b. Students should be given a performance test to.assessconstruct various pulley systems.

ability to

c. Use resources provided in the Instructional Materiels section on the'previous page.

Math Skillsa. Ratios, proportions and percentsb. Measurementc. Practibns and decimals usage and conversionsd. Whole number 'manipulatione. AlgebraReading Skills,a. Draw conclusionsb. Interpret graphic informationc. Recognize relevance of date.*

d. Recognize appropriate reference resourcese. Locate information in reference materialsProblem Solving Skillsa. Recognize appropriate reference resourcesb. Locate information in reference materialsc. Draw conclusionsd. Recognize relevance of datae. Interpret graphic dataCommunication Skillsa. Compose sentencesb. Organize informationc. Write paragraphs

VII-178

437

4

've

k.

1111/

TASK, OR UNIT COMPETE174WES-01 Discussing and demonstrating how

to get a job

PERFORMANCE STATEMENTDiscuss and demonstrate how to get ajob.


a. How a job search is conducted'b. How to write a resumec. The steps involved in preparing

for a job interviewd. What actually happens during a

jop interview

Provide Demonstiation On:

a.' Assessing abilities and interestsb. Identifying job contactsC. Obtaining necessary documents for

securing employmentd. Writing a resumee. Applying for a jobf. Researching and evaluating potential

employerg. Preparing questions for an interviewh. Dressing appropriately for a job

interviewi. What items and types of information

to take to a job interviewj. How to conduct oneself on an interview

Provide Practical Application On

a. Writing a resumeb. Filling out jot' applicationsc. Simulating a job interview situation


Georgia, Electromechanical TechnologyCurriculum Guide (Refer to the Employab-ility Skills section.)


a. Necessary documents (birth certificate,social security card, work permit)

b. Job resource documents (newspaper,magazine, etc.)

c. Bulletin board


1 L._VII -179

438

-r

EVALUATION OF PERF MANCE

.


Given necessary information and supplies, the student will discuses and ,

demonstrate how to get a job with 90% accuracy. ti

Suggested Testing Activities And Resourcesa. Students should be liven a performance test to assess their ability to

demonstrate how to get a job. Check the procedures used and the

results obtained.

b. Using appropriate written testing procedures, have students demonstratea knowledge of: how a job search is conducted; the steps involved inpreparing for a job interview; and what actually happens during aJob interview.

c. Use resources provided in the Instructional Materials section on theprevious rage.

VII-180

O

TASK OR UNIT COMPETENCY11111 ES-02 Discussing and demonstrating how 4 Discuss and demonstrate how to keep

PERFORMANCE STATEM NTto keep a job a job.

436


INSTRUCTIONAL ACTIVITIE

Provide Demonstrat.on On:

a. Job responsibilities a. Types of job responsibilitiesb. Job attitudes b. Types of job attitudesc. Reasons people are fired c. Rumors people are fired


a. Desirable employabilitycharacteristics

b. Undesirable employabilitycharacteristics


Textbooks:

Georgia, Electromechanical TechnologyCurriculum Guide (Refer to theEmployability section.)

4.

.4


VII-181


4 ti

EVALUATION OF PERFORMAKE


Given necessary information, the student will discuss and demonstratehow to keep a job with 90% accuracy. .

)


a. Students should be given a performance test to assess their abilityto demonstrate how to keep a job. Check the procedures used and the

results obtained.

b. Using appropriate written testing procedures, hamistudentsdemonstrate a knowledge of: job responsibilities; job attitutes;

and reasons people are fired.


4

VII -182

TAgrcOW)RW -01 Demonstrating a knowledge of the;

residential Wiring,occupation

PERFORMANCE STATEMENTDemonstrate a knowledge of the residen-tial wiring occupation.



a. Terms associated with the Occupationali'troduction to residential wiring

b. Job responsibilities of residentialelectricians

c. Occupational hazards of residentialelectricians

d. Required characteristics for a studentin a residential wiring program

e. Undesirable working situations forresidential electricians

f. Facts concerning the occupationaloutlook for residential electricians/

g. Employment possibilities fOr astudent in a residential wiringprogram


Textbooks:

a. AAVIM, Electrical Wiring: Residential,Utility Buildilg and Service A s

b. Alerich, Electrical Construct onWiring

c. Miller and Culpepper, Energy:Electricity/Electronics


Student Manuals:

AAVIM, Electrical Wiring: Residential,Utility Building and Service Areas

ESTIMATED LAB HOURS o

V I I 18442 A


Performar ce Objective (CAM)Given a written test, the student will demonstrate a knowledge of ;:he

residential wiring 'occupAtion with 80% accuracy.

ti


a. Students should be given a written test to assess their knowledgeof terms related to the residential wiring occupation in additionto job responsibilities, characteristics and employment possibilities

in thi field.


previous page.

Reading Skillsall, Recognize main ideas and details011%Make predictions, generalizations and comparsonsc. Draw conclusionsd. Recognize relevance of datae. Recognize appropriate reference resourcesf. Locate information in reference materialsg. Interpret career informationCommunication Skillsa. Compose sentencesb. Organize information

4

VII -184

41,E

goo

=TASK OR UNIT COMPETENCYRW-02 Identifying electricalI:Tie77r

terms and practices


Identify 54ectrical safety terms andpractices.



a. Ter4s associated with electricalsafety

b. Safety signs oetags and their colorcodes

c. Two major.causes of electrical acci-dents

d. Basic electrical safety practicese. Electrical fire prevention practicesf. Safety practices for step laddersg. Safety practices for job built and

extension laddersh. Safety practices for manual hand toolsi. Safety practices for electrical hand

toolsj. Proper and improper dress for elec-

trical workk. Proper lifting techniquesl. Facts about the importance of the

'third wirem. Ground fault interrupters(continued on next page)


Electrical safety practices


Demonstrating safety practices in thelab


Textbooks:

a. AAVIM, Electrical Wiring: Residential,Utilit- Building and Service Areas

b. Aldrich, Electrical ConstructionWiring

c. Miller and Culpepper, Energy:

Electricity/Electronics

ESTIMATED CLASS HOUITif

Student Manuals:


t


VII -185

444

a

V

PERPOAMANCE STATEMENT'-.9011=11. i

4


Provide Information On:(continued on Text page)

A. Safe and unsafe practices forworking around live cirmats

o. Rescue procedures in case ofelectrical accidents

P. Ampare figures at 120v, 60 hertz(cycle) and its effect on thehuman body

INSTRUCTIONAL MATERIALSD


445

ESTIMATED LAB HOURS

1.

EVALUATION OF PERF FIMANCE

Performance Objective (CRM)Given a written and/or performance test, the student will identify electricalsafety terms and practices with 100% accuracy.

44p


electrical safety terms and practices.

b. Students should be given a performance test to assess their ability todemonstrate electrical safety practices in the lab.

c. Use resources provided in the Instructional Materials section on theprevious. page.

Reading Skillsa. Recognize main ideas, details, sequence of events and 6ause and effect

relationshipsb. Follow directionsc. Make predictions, generalizations and comparisonsd. Draw conclusionse. Interprets graphic information, instructions and labeling informationf., Recognize relevance of datag. Recognize appropriate reference materialrh. Locate information in reference materialsi. Dittinguish between fact and opinionProblem Solving Skillsa. Distinguish between fact and opinionb. Recognize main ideas, details, sequence of events and cause.and effect

relationshipsc. Recognize appropriate reference resourcesd. Locate information in reference materialse. Estimate outcomesf. Draw conclusionsg. Interpret non-graphic informationh. Recognize relevance of datai. Interprets graphic informationj. Make predictio s, generalizations and co mparisonsCommunication Ski isa. Compose sente esb. Organize info tionc. Interpret aural communicationsd. Compose oral directions and questions

VII-187

446

1

411111 RW-03 Identifying and using electricalwiring specialty 'Wolfs.

4 41.

TASK OR UNIT COMPETENCY OEFIFORMATEMENTIdentify and use elect4calspecialty tools.



.a. Specialty tools used in residentialwiring

b. Specialty tools and their correctuses

c. Care of specialty toolsd. The ability to:

1. Use a soldering gun to spliceconductors

2. Set up and use a hacksaw3. Use a knockout punch4. Use a volt ohmmeter5. ''Use a clamp-on ammeter6. Bend a 90° stub with 1/2" EMT7. Ream rigid conduit8. Cut rigid conduit with a pipe

cutter


The proper use of electrical ..hand tools


Using electrical wiring specialty tools

1.1

4


Textbooks:

a. AAVIM,'Electrical Wiring: Residential,Utility Building and Service Areas

b. Alerich, Electrical ConstructionWiring


Electricity/Electronics

....

ESTIMATED CLASS HOURS 2L

VII -189

I

Student Manuals: Ike

AAVIM,'Electrical Wiring: Residential,Utility Building and Service Area


a. Soldering gunb. Hacksawc. Knockout punchd. VOMe. Clamp -on ammeterf. Conduitg. Pipe cutter


447

EVALUATION OF PERFORMANCE:8


Given assorted tools and equipment, the student will demonstrate the ability touse electrical wiring specialty tools with 80% accuracy.

Suggested Testing Activities And Resourcesa. Students should be given a performance test to assess their ability to use

electrical wiring specialty tools.


previous page..

,

Reading Skillsa. Follow directionsb. Recognize main ideas, details, sequence of events and cause and effect relation

relationshipsc. Draw conclusionsd. Interpret graphic informatione. .Recognize relevance of dataf. Recognize appropriate reference resourcesg. Locate information in reference materialsMath Skillsa. Scientific and engineering notationb. Law of exponentsc. Ratios, proportions and percentsd. Whole number manipulatione. Select appropriate operations for a given problem situationProblem Solving Skillsa. Recognize main ideas, details, sequence of events and cause and effect

relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Estimates outcomese. Interpret non-graphic informationf. Recognize relevance of datag. Interpret graphic informationh. Make predictions, generalizations and comparisonsCommunication Skillsa. Compose sentencesb. Organize informationc. Interpret aural communicationsd. Compose oral directions and questions

VII-190448

7tki5;t1Wiiiiii;i5640155;i54er4-1 A.i

RW-04 Usifig the National Electrical Codemanual

PERFORMANCE STATEMENTUse the National Electrical Code manual.l


Provide.Information On:

a.

b.

c.

d.

e.

The National Electrical Code (NEC)The purpose of the NECThe chapter arrangement of the NECGeneral facts about the NECThe six steps used in the crossreference system of the NEC

Clo

Textbooks:

Provide Demonstration On

Row to use the National Electriical Codemanual


Using the National Electrical Codemanual

Answering questions related toresidential wiring practicesLocating allowable ampacities forvarious conductorsInterpreting conduit fill tables

. INSTRUCTIONAL MATERIALS

a. AAVIM, Electrical Wiring: Residen-tial, Utility Building and Service.Areas



d. Summers, National Electrical Code


Student Manuals:

AAVIM, Electrical Wiring: Residential,Utility Buildin4 and Service Areas


VII -191

449


Performance. Objective (CRM)

Given a National Electrical Code, the student will demonstrate an abilityto use the manual by discussing, locating and interpreting various NECinformation with 80% accuracy.

Suggested Testing Activities And Ritsources

a. Students should be given a written test to assess their knowledgeregarding how to use the National Electrical Code.


Reading Skillsa. Distinguish between fact and opinionb. Recognize main ideas, details, sequence of event.; and cause and

effect relationshipsc. Follow directionsd. Make predictions, generalizations and comparisonse. Draw conclusionsf. Interpret graphic informationg. Recognize relevance of datah. Recognize appropriate reference resourcesMath Skillsa. Ratios, proportions and percentsb. Fractions and decimals usage and conversionsc. Whole. number manipulationd. AlgebraProblem Solving Skillsa. Distinguish between fact and opinionb. Recognize main ideas, details, sequence of events and cause and

effect relationshipsc. Recognize appropriate reference sourcesd. Locate information in reference materialse. Estimate outcomesf. Draw conclusionsg. Interpret graphic informationj-. Make predictions, generalizations and comparisonsCommunication Skillsa. Compose sentencesb. Organize informationc. Interpret aural communicationsd. Compose oral directions and questions

VII-194 5 !)

TA F OW u gi117 rE0"--j.

RW-05 Identifying conductors, cables andcords.

.

r

PERFORMANCE STATEMM-4-Identify conductors, cables and cords.

INSTRUCTIONAL ACTIVITIES I


a. Terme associated with cables andconductors

b. Letter type designations for con-ductor insulations

c. The size classification of conductorsd. Conductors commonly found in residen-

tial wiringe. The letter type designations for

insulation when given installationconditions for conductors and cables

f. Types of cables commonly found in-residential wiring

g. Cables and their uses in residesitialwiring

h. Facts about cords and their conductorsi. Facts about cables and their conductors


Types of conductors, cables and cords

Provide Practical Apklication On:

a. Various types of conductors, cablesand cords

b. Determining the sizes of conductorsc. Selecting conductors and cables

found in residential wiring


a. AAV1M, Electrical Wiring: Residen-tial , iUtility BuildingAreas


c. Miller and Culpepper, Energy:Electricity /Electronics

d. Summers, National Electrical Code

4


Student Manuals:



a. Cablesb. Cordsc. Conductors

LESTIMATED OURS 2

VII-193


Performance Objective (CRM)Given an assortment of conductors, cables, cords and a National Electrical Codemanual, the student will identify sizes aud types of wires and insulation for agiven residential wiring job with SO% accuracy.

#4


a. Students should be given a written test to assess their knowledge of termsrelated to conductors, cables and cords.

b. Students should be given a performance test to assess theit ability to selectconductors, cords and cables for a given. residential wiring job.


Reading Skillsa. °Distinguish between fact and opinion

b. Recognize main ideas, details, sequence of events and cause and effect

/elationships

c Follow directions. Make predictions, generalizations' and comparisons

e. Draw concldsionsf. Interpret graphic informationg. Recognize relevance of datah. Recognize appropriate reference resourcesi. Locate information in reference materialsMath Skillsa. Law of exponentsb. Ratios,.proporticns and percentsc. Fractions and decimals usage and conve :ionli

d. Whole number manipulatione. Algebraf. Metric conversions


4

Vii -1.94



Suggested Testing Activities And ResourcesProblem Solving.a. Distinguish between fact and opinionb. Recognize main ideas, sequence of events and cause and effect

relationshipsc. Locate information in reference materialsd. Recognize appropriate reference sourcese. 'Estimate outcomesf. Draw conclusionsg. Interprets non-graphic inform-tionh. Recognize relevance of datai. Interpret graphic informationj. Make predictions, generalizations and comparisonsCommunication Skillsa. Compose sentencesb. Organize informationc. Interpret aural communicationsd. Compose oral directions and questions

VII-195

A r;ZtJ.,

4.

TASK OR UNIT t OMPETENCY PERFORMANCE STATEMENTRW-06 Reading blueprints and rules Read blueprints and rules.


Provide Information On: Provide Demonstration On:

a. Terms associated with blueprints and a. How to read a blueprintspecifications b. How to reada rule

b. Blueprint symbols used in residentialdrawings Provide Practical Application On:

c. Electrical blueprint symbolsd.. The names of types of lines used on a. Identifying blueprint symbols

blueprints b. Identifying electrical symbolse. Kinds of information commonly found c. Reading a rule

f.

g.

h.

in blueprint specificationsSteps in reading a ruleReading a ruleMeasuring objects using a rule

d. Measuring objects using a rule


Textbooks:

a. AAVIM, Electrical Wiring: Residen-tial, Utility Buildings and ServiceAreas


c.j Miller and Culpepper, Energy:Electricity/Electronics

A :

Geo ia, "Reading a Basic SchematicDia ram" (ST). "Identify Residentialwi ng Symbol d Designing Circuits" (ST)


Student Manuals:


b. Georgia, Residential ElectricalWiring, Unit REW-12

c. MAVCC, Residential Wiring

and'and Equipment:

a. Blueprintsb. Rule


VII -197

454

*v.

EVALOTION OF.PEROORMANCE =1111,Performance 0 ctive (CRM)Given proper tools and equipment, the student will interpret blueprintswith 80% accuracy and read a rule with 100% accuracy.


a. Students should be given a written test 0 assess their knowledgeof terms associated Giith blueprints an f the symbols Id in blueprints.

b. Students should be given a performance test to assess their ability tointerpret blueprints and to read a rule.


Reading Skillsa. Follow directionsb. Make predictions, generalizations and comparisonsc. Interpret graphic information

'd. Recognize relevance of dataI c. Recognize appropriate reference resources

_/( f. Locate information in reference materialsMath Skillsa. Law of exponentsb. Ratios, proportions.and percentsc. Fractions and decimals usage and conversionsd. Whole number manipulatione. Metric conversionsf. Squares and square rootsg. Measurementh. Interpret graphic inform'tioni. Read a ruleProblem Solving Skillsa. Recognize main ideas, details and sequence of eventsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Estimate outcomese. Draw conclusionsf. Recognize relevance of datag. Organize data into graphsh. Interprets graphic datai. Make predictions, generalizations and comparisons

VII -198

4 5 5

+eC

EVALUATION OF'PERFORMANCE

Performance ObActive (CRM)

Suggested Testing Activities And ResourcesCommunication Skillsa. Compose sentencesb. Organize info orationc. Interrret aural commtrici;tionsd. Compose oral directions and questions

VII-199

4 3

T R UNIT COMPETENCYRW-07 Identifying and drawing electrical

symbols used in residential wiring

PERFORMANCE STATEME TIdentify and draw electrical symbols usedin residential wiring.

1110111.M. INSTRUCTIONAL ACTIVITIES


a. Electrical symbolsb. Designing and drawing circuits

1. Drawing symbols2. Drawing wiring3. NEC standards

c. Using the po er formula to figureamperage


Working example power formula problemstoligure amperage

. , Provide Practical Application On:

a. Drawing convenience outlets onto afloor plan according to NEC standards

b. Identifying electrical symbols on achart

c. Drawing all appliance outlets on afloor plan according to NEC standards

d. Drawing 220v outlets on a floor planaccording to NEC standards


Textbooks:

Summers, National Electrical Code

A/Vs:

Georgia, "Identifying PesidentialWiring Symbk,ls and Designing Circuits"(ST)


Student Manuals:

a. Georgia, Residential Electricalwiring, Secondary, Unit REW-12

b. MAVCC, Residential Wiring


Blueprints

ESTIMATED LAB HOURS

VII-24157


Performance Objective (CRM)1

Given a floor plan, the student will draw'all electrical symbols and wiringcircuits according to NEC standards. The inst uctor will evaluate the student'swork according to established criteria.

Suggested Testing Activities Ant riesourcos

a. Students should be given a performance test to assess their ability toidentify and draw electrical symbols used in fesidential wiring.

b. MAVCC, Residential Wiring, Teacher Edition,' 1978.


Reading Skillsa. Follow directionsb. Draw conclusionsc. Interpret graphic informationd. Recognize relevance of datae. Recognize appropriate reference resourcesf-.,iLocate information in reference materialsMath Skillsa. Scientific and engineering notationb. Law of exponentsc. Ratios, proportions and percentsd. Fractions and decimals usage and conversionse. Whole number manipulationf. Algebrag. Metric conversionh. Squares and square rootsi. Applies formulasj.' Estimates resultsk. Interpret graphic dataProblem Solving Skillsa. Recognize main ideas, details, sequence of events and cause

and effect relationshipsb. Recognize appropriate.reflerence sources

VII-202


Perforrrtance Objective (CRM)

Suggested' Testing Activities And Resourcesc. Locate information in reference materialsd. Estimate outcomese. Draw conclusionsf. Recognize relevance of datag. Organizes data into graphic informationh. Interpret graphic informationi. Make predictions, generalizations and comparisonsCommunication Skillsa. Compose sentencesb. Organize informationc. Interpret aural communicationsd. Compose oral directions and questions

458

TASK OR UNIT COMPETENCY PERFORMANCE S-08 Identifying boxes and devices used

tRW

ATEMENT

in electrical ,wiring,

IP

r-Identify boxes and diviaei used inelectrical wiring.

I


Provide Information Ora

a. Boxes used in rejcilenti'S1 -:ringb. Design'features that need to bs con-

sidsred when selecting boxesc. Devices commonly used in residential

wiringd. Covers and plates used in residential

wiringe. Common support's and anchorsf. Common screws, bolts, nuts, and nailsg. Common connectors, terminals' and

lugs'h. Factors to consider when

connecters, terminals', and lugs


Boxes and devices and their uses

Provide Practical Application On6:

Identifying boxes and devices used inelectrical wiring


Textbooks:


b. Alerich, Electrical Construction_



Student Manuals:

AAVIM, Electrical Wiring.: Residential,Utility Buildings and Ser Ice Areas

Tobls and Equipment:

a.

b.

c.

d.

e.

f.

g.

h.

i.

j.

k.

1.

BoxesCoversPlatesSupportsAnchorsScrewsBoltsNutsNailsConnectorsTerminalsLugs


VII -205

460

S

EVALUATION O ERFORMA C 31111


Given the proper materials and equipment, the student will match boxes anddevices and identify their function with 80% accuracy.

Suggested Testing Activities And Resourcesa. Sdents should be given a performance test to assess their ability to

match boxes and devices and explain their functions.

b. ties resources provided in the Instructional Materials section on the-previous page.

Reading. Skillsa. Follow directions\b. Make predictions, generalizations and comparisonsc. Draw conclusionsd. Interpret graphic informationa; Recognize relevance of dataf. Recognize appropriate reference resourcesg. Locate information in reference materialsMath Skillsa. Whole number manipulationb. Fractions and decimals usage and conversionsc. Ratios, propcations and percentsProblem Solving Skillsa. Recognize main ideas and detailsb. Recognize appropriate references sourcesc. Locate information in reference materialsd. Draw conclusionse. Recognize relevance of dataf. Interpret graphic informationg. Make predictions, generalizations and comparisonsCommunication Skillsa. Compose sentencesb. Organize informationc. Interpret anal communicationsd. Compose oral directions and questions

VII-206

4.31

4

11"tk a UNIT COIV(PETINCY

RW-09 Installing load centers

k


/nstall.load centers.



a. Terms associated WIttrload centersb. Types of safety switch enclosuresc. Common Wad- center accessoriesd. Possible installations for load

centerse. The parts of a fusible load centerf. The parts of a breaker load centerg. Safety rules for working around load

centers and safety switchesh. Common panel interior configurations


a. Types of loadicentersb. Possible installation of load centers


a. Identifying load center types, partsand accessories

b. Safely installing load center

A


Textbooks:





Student Manuals:

AAVIM, Electrical Wiring: -Residential,Utility Buildings and Service Areas


a. Load center accessoriesb. Load center parts


VII -207


Performance Objettive ((AAA)Given the proper tools, equipment and materials, the student will install a loadcenter with 80% accuracy.

Suggested Testing Activities And Resourcesa. Students should be given a written test to assess their knowledge of the

terms associated with load centers.

b. Students should be given a performange test to assess their ability toinstall a load center.

c. Use resources pr4ided in the Instructional Materials section on theprevious page.

Reading_Skillsa. RecognizS main ideas and - tailsb. Follow directionic. Make predictions, generalizations and comparisonsd. Draw conclusionse. Interpret instructionsf. Recognize relevance of datag. Recognize appropriate reference resourcesMath Skillsa. Ratios, proportions and percentsb. Fractions and decimals usage and conversionsc. Whole number manipulationd. Metric conversionsProblem Solving Skillsa. Recognize main ideas and detailsb. Recognize appropriate reference sources .

c. Locate information in reference materialsd. Draw conclusionse. Interpret instructionsf. Recognize relevance of datag. Make predictions, generalizations and comparisonsr-mmunication Skillsa. Compose sentencesb. Organize informationc. Interpret aural communicationsd. Compose oral directions and questions

VII-208

TASK OR UNIT COMPETRW-10 Identifying and installing

ovelfcurrent protection devices

PERFORMANCE STATEMENTIdentify and install overcurrentprotection devices.

4



a. Types of overcurrentyrotectiondevices

b. Function of overcurrent protectiondevices

c. Operation of overcuirrt protectiondiNices

d. Installation procedures


Selecting overcurrent protection devicesfor a gilien job


Installing types of overcurrentprotection devices

4


Textbooks:

4t as AAVIM, Electrical Wiring: Residential,Utilit Buildin and Service ens

b. Alerich, Electrical CbbstruttionWiring

c. Miller and Culpepper, Energy:Electricityalectronics


Student Manuals:



Assorted overcurrent protectiOn, devices


V11-209

.1111,



Given tools and equipment, the student will install a,single element fuse anda time delay fuse according to the manufacturer's specifications.

Suggested Testing Activities And Resources0

a. Students should be given a performance test to assessselect overcurrent protection devices for a given job

b. Use resources provided in the Instructional Mateprevious page.

Reading Skillsa. Recognize main ideas, details, sequence of events and cause and

effect relationshipsb. Follow directionsc. Make predictions, generalizaLl)ns and comparisonsd. Draw conclusionse. Interpret instructionsf. Recognize relevance of datag. Recognize appropriate reference resourcesh. Locate information in reference materialsMath Skillsa. Ratios, proportions and percentsb. Fractions and decimals usage and conversionsc. Whole number manipulationd. Metric conversione. AlgebraProblem Solving Skillsa. Recognize main ideas, details, sequence of events andenuse and

effect relationshipsb. Pecognize appropriate reference sourcesc. Locate information in reference materialsd. Draw conclusi,e. Interpret instructionsf. Recognize relevance of dataq. Interpfet graphic informationh. Make predictions, generalizations and comparisons

their abilit' tosituation.

action on

f; 5


40


Suggested Testing Activities And ResourcesCommunication Sk..4.4.4a. Compose sentenceso. Organize informationc. Interpret aural communicationsd. ) ?ose oral directions and questions

VII-211

4 66

SK OR trocoptmyRW-11 Designing and installing lighting

circuits

PERFORMANCE STATEMENTDesign and install lighting circuits.

Aie


a. The distribution panel1. Purpose2'. Breakers3. Serilice switch4.. Ground bar5. Distribution terminalsConnecting wiring to the panelWiring a switt..

Wiring a lighting box and lightfixture

b.

c.

d.

INSTRUCTIONAL ACTTVITIES


Installing a light fixture


a. Drawing a circuit consisting ofdistribution panel and connections,a s tch and one light

b. Draw g a circuit with two lightsc. Wi a lightiing circuit with one

lightd. Wiring a lighting circuit with two

lights

Textbooks:


Alerich, Electrical Construction Wiring.

A/Vs:

a. Bergwall, "Receptacle and GroundFault interrupters" (FS)1

b. Georgia, "Installing Lightinj Outlet")


Student Manuals:

a. Georgia, Residential ElectricalWiring, Unit REW-03a


Tools and Ea

a.

b.

c.

d.

e.

f.

SwitchLighting boxLight fixtureWire

BreakersTool kit


VII-213

467

1110111

.


Performance Objective (CAM)a. Given appropriate tools, supr.lies and materials, the student will design,

wire and install a lighting L .cuit consisting of a Switch and one lightfixture. The student will test the circuit for proper and safe operation.

b. Given appropriate tools, supplies and materials, the student will design,wire and install a lighting circuit consisting of a awitch and two lightfixtures. The student will test the circuit for proper and safe operation.

410Suggested Testing Activities And Resoursa. Students Fhculd be given a performance test to assess their ability to wire

4 and install a lighting circuit.

b. MAVGC, Residential Wirinv Teacher Edition, 1978.

c. Use resources provided in the Instructional Materials section on thepreVious page.

Reading Skillsa. Recognize main ideas, details and sequence of events

b. Follow directionsc. Make predictions, generalizations and comparisonsd. Draw conclUsionse, Interpret instructions and graphic informationf. Recognize relevance of data

g. Recognize appropriate reference resourcesh. Locate information in reference materialsMath Skillsa. Ratios, proportions and percentsh. Fractions and decimals usage and conversionsc. Whole number manipulationd. Algebrae. Metric conversionf. Interprets .ata

VI 1-214

"s.




IP

Problem Soa.ving Skills,a. Recognize main ideas, details, sequence of events aLd cause and

effect relationships.

b. Recognize appropriate reference sourcesc. Locate inforMation in reference materialsd. EStimate outcomes t

e. Draws conclusions

.

. Interprets instructionsRecognize relevanr:e of data

4. Organizes data into graphic informationi. Interprets graphic informatiOnj. Make predictions, generMizations and comparisonsCommunication Skillsa. Compose sentencesb. Organize informationc. Intepret aural communicationsd. ComposE oral directions and questions _

4r

VII-215

469

UN T COMPETENCY.101.

RW-12 Designing a circuit and installinga three-way switch

PERFORMANCE STATEMENTDesign a circuit and install a three-wayswitch.



a. Three-way switches1. Purpose2. Circuits3. Wiring ms4hods

b. .Necessary components of a three-wayswitch circuit

c. Switches controlling multiple outlets


Wiring a three-way switch


a. Designing a circuit with two three-way switches controlling two lights

b. Drawing the .circuitc. Wiring the circuit

INSTRUCTIONAL MATERIALS11111/11

Textbooks:

Alerich, Electrical Construction Wiring

A/Vs:

a. BP.rgwalle "Three-Way and Four-Way,,.itches" (FS)

eorgia, "Installing a Three-WaySwitch" (ST)

b

Student Manuals:ti

a. Georgia, Residential ElectricalWLELT1, Unit REW-06



a. Two th:ee-way switchesb. Two lighting boxes and fixturesc. Wired. Tools kite VOM

VII-217

io

1!ESTIMATED LAB HOURS

470


Performance Objective (CRM`Given all necessary tools, supplies and equipment, the student will design, drawand wire a circuit: with two three-way switches controlling two lighting outlets.The circuit must meet xmeet all NEC standards. Th4 student will test the k'cuit fortroper operation.

4

Sugtoested Testing Activities.And Resourcesa. Students should be given a performance test to assess their ability to

design a circuit and install a three-way switch.

b. MAVCC, Residential Wiring, Teacher Edition, 1978.

c. Use resources provided in the Instructional M*terials section on theprevious page.


b. Follow directionsc. Make predictions, generalizations and comparisonsd. Draw conclusionse. Interpret instructions and graphic informationf. Recognize relikance of datag. Recognize appropriate reference resources

h. Locate information in reference materialsMath Skillsa. Ratios, proportions and percents

' b. Fr-kyltions and decimals usage and conversions

c. Whole number manipulaktiond. Algebrae. Metric conversionf. Interprets data

VII-21e3

1

t

EVALUATION OF PERFORMANCEmmarmemnsa..r.


Suggested Testing Activities And ResourcesProblem Solving Shills'a. Recognize main ideas, details, sequence of events and cause

and effect rnlationshipsb. Recognike appropriate reference sourcesc. Locate information in reference iaterialsd. Estimate outcomese. Draw* conclusionsf. Interprets instructionsg. Recognize relevance of datah. Organizes data into graphic inforlpationi. Interprets graphic informationj. Make predictions, generalizations and comparisonsCommunication Skillsa. Compose sentencesb. Organize informationc. Interpret aural communicationd. Compose oral directions and questions

VII -219

472

1"11775A-ONTINCYRW-13 Installing a115v appliance ouLet

v==.11/..

rPERFORMAQE STATEMENT

1

Install a 115v appliance outlet.

INSTRUCTIONAL ArTIVITIES.


a. Reading an appliance nameplate1. Type of appliance2. Full load amps3. Voltage required4. Breaker required5. Wire size required

b. Designing a 115v appliance outletcircuit

c. Pigtail grounding connectionsd. Grounding receptaclese. Giound fault interrupter (GiI)f. Locating the outlet4. Reason for a separate appliance

circuith. Wall boxes

1. Metal2. Plastic

i. Wire types and sizesDetermining wire and breaker sizes


Mounting a breaker in a distribution panel


a. Drawing a circuit for a 115v applianceoutlet

b. Installing a 115v appliance outlet


Textbooks:

Alerich, Electrical Construction Wirin

Watt:

a. Bergwall, "Small Appliance Circ.:its"(FS)

b. Georgia, "Installing 115v ApplianceOutlets" (ST)


Student Manuals:

a. Georgia, Residential ElectricalWiring, Unit REW-01

b. MA7.CC, Residential Wiring


a'.

b.

c.

d.

e.

115v grounded outletOutlet bo,.

BreakersWireTool kit


,173

EVALUATION OF PERFORMANCE11111117190.01,

awwwomaremiunimp.


Given appropriate tools and supplies, the student will wire a 115v appliance out-let according to NEC standards. The following operations will be performmlx

1. Mount distribution panel and nutlet box.2. Determine amperage rating of assigned appliance.3. Select appropriate size breaker and mount in panel.4. Select proper wire size.5. Wire the distribution panel and outlet.

In/

Suggested Testing Activities And Repourcesa. Students should be given a performance test to assess their ability to

install a 115v appliance outlet.

b. MAVCC, Residential Witing, Teacher Edition, 1978.


Reading Skillsa. Recognize main ideas, details and sequence of eventsb. Follow directionsc. Make predictions, generalizations and comparisonsd. Draw conclus nse. Interpret ins uctions and graphic informationf. ztecognize relev ce of datag. Recognize appropiiate reference resourcesh. Locate information in reference materialsMath Skillsa. Law of exponentsb. Rutios, proportions and percentsc. Fractions and decimals usage and conversionsd. Whole number manipulatione. Algebraf. Metric conversionsg. Squares and square roots

V11-222

47,1



Suggested Testing Activities And ResourcesProblem Solving Skills

%a. Recognize main ideas, details sequence of events and':ause andeffect relationship's

b. Recognize appropriate reference sourcesc. Lo9ate information in reference materialsd. Estimate outcomese. Draws conclusionsf. Interprets instructionsg. Recognize relevance of datah. Organizes data into graphic informationi. Interprets graphic informationj. Make predictions, generalizations and comparisonsCommunication Skillsa. Compose sentencesb. Organize informationc. Interpret aural Communicationsd. Compose oral directions and questions

'ti

a

VII -223 .

475

v,ragniummo

TASIMMNIT COMPETENCYRW-l4 Installing a convenience outlet.

INSTRUCT!

PERFORMANCE STATEMENTInstall a convenience outlet.

NAL ACTIVITIES


a. Difference between convenience andappliance outlets

b. NEC requirementsc. Wiring multiple convenience outletsd. Locating convenience outletse. Color coding of wires


Wiring a convenience outlet


Drawing a circuit including four con-venience outlets which show all hot,neutral and ground wires


Textbooks:


A/Vs:

a. Career Aids, Inc., "House Wiring"(FS)

b. Georgia, " Installing ConvenienceOutlets" (ST)


Student Manuals:

a. Georgia, ResidentiiElectricalWiring, Unit RZW-02


Tools and

a. 115v convenience outletb. Outlet box

Breakersd. Wiree. Tool kit

L

1111111.-


VII -225

7


Performance Objective (CRM)Given appropriate tools, supplies and materials, the student will wire a circuitcontaining four cOnvenience outlets. The student will make all appropriateconnections at the distr bution panel and outlet boxes and test the circuit for

(4ASproper and safe operati n.,*

Suggested Testing Activities And Resourcesa. Students should be given a performance test to assess their ability to

install a convenience outlet.

b. MAVCC, Residential Wiring." Teacher Edition, 1918.

c. Use resources providAd in the Instructional MAterials section on theprevious page.

Reading Skillsa. Recognize main ideas, details and sequence of eventsb. Follow directionsc. Make predictions, generalizations and comparisonsd. Draw'conclUlionse. Interpret instructions and graphic informationf. Recognize relevance of datag. Recognize appropriate reference resourcesh. Locate information in reference materialsMath Skillsa. Ratios, proportions and percentsb. Fractions and decimals usage and conversionsc. Whole number manipulationd. Metric conversione. Squares and square rootsProblem Solving Skillsa. Recognize main ideas, details, sequen I e of events and cause

and effect relationshipsb., Recognize appropriate reference sourcesc. Locate information in reference materialsd. Estimate outcomese. Drys conclusionif. Interprets instructionsg. Recognize relevance of datah. Organizes data into graphic informationi. Interprets graphic informationj. Make predictions, generalizations and comparisons

VII-226

477



Oa

Suggested Testing Activities And ResourcesCommunication Skillsa. Compose sentencesb. Organize informationc. Interpret aural communicationsd. Compose oral directions and questions

VII-227

478

1111/ ((WrMPETENWTAIRW-15 Installing a split'switched recep-tacle

PERTUFTWILTZTATVI'MNTInstalling a split switched-vace-Racle.


Provide Inform&tion On:

,....111111

a. Purpose of switched receptaclesb. Converting standard switches into

split or combination typesc. Manufactured split switches and

receptaclesd. Combination switch and receptaclee. Duplex switches,/f. Split-wired duplex receptacle

switchg. Key operated switchesh. AC quiet switchesi. Door switchesj. NEC standards

V

'Provide Demonstration On:

Convefting standard switches and recep-tacles into split or combination types


a. Drawing.a circuit with a duplex re-ceptacle anda combination receptacleso the receptacle of the combinationswitch remains hot

b. Wiring the circuit

I

Textbookg'r

IN'STRUCTIO

IP

Alerich, Electrical Construction Wirimi

A/MA:

Georgia, "Installing Split and SwitchedReceptacles" (ST)

AL ATERIALS

ksStudent Manuals:

a. Georgia, Reside tial ElectricalWirthg, Unit REW-04


Tools ana Equipment:

a. Outlet boxesb. Receptacles

Wiresd. Break-rs

rESTIMATED q.ASS HOURS 4

1 ; V11-2291

479

ESTIMATED LAB HOURS

O

9I

b



Given appropriate tools, supplies and materials, the student will design and'wire a circuit with a duplex receptacle and a combination receptacle. The c

.outlet on the combination receptacle should always bd hot. The installation'should be in accordance with NEC standards.

ros

Suggested Testing Activities And Resources,a.' Students should be given a performance test

install a split switched receptacle.

b. MAVCC, Residential Wiring, Teacher Edition,

c. Use resources provided in the Instructionalprevious page.

Reading Skills'Recognize main ideas, details and sequence of eventsFollow directionsMake pretlictions; generalilations and comparisonsDraw conclusionsInterpret instructions and graphic informationRecognize relevance of data r

Recognize appropriate r ference resourcesLocate information in r C erence materials

a..

b.

c.

d.

e.

f.

g.h.

Math Skillsa. Ratios, proportions andb. Ftactions and decimals usage

Whole nuniber manipulationMetric-cenversionsSquares and square

.49

1

tovassess their ability to

1970.

Materials section on the

percentsand

c.

a.

e.

1

a)

e

roots

4S0

conversions

J

#o*

V

x'

4110EVALUA ON' OF . PERFO MANCE

.

Perfpreance-Objective (F4m)

4

rt

ti

IO

'Suggested Testing kativities'And Reso4rces 9.....

J ...... .

Problem Solving Skills 1, . /

a. Recognize main ideas, details, sequence Of events and cause andeffect relationships

4:.... -

b.' Recognize apprOpriate reference sources

II,c. 'Locate information in reference materialsd. Estimate outcomes

. %e. -Draws conclusionsf. Interprets instructions

,,--?

g., Recognize relevance of data . r

h. %Organizes data into graphic information

j. Make preViona, generalizations and comparisons

i. Interpre raphic-in .

k

. Communication Skillsa. Compose sentencesb. Organize informationc, Interpret aural communications..d. Compose oral directions and.questions \ .

0

104

411

V11-231..

1

1

61.

fi .

TASK OgTJNIT COMPETENCY.RW-16 Install ng a one-button and a two-

button door bell circuit

PERFORMANCE ,STATEMENTInstall a one-button and a.two-buttondoor bell circuit N*

1



a. Bell or buzzer wiringb. Chime circuitsc. Transformersd. Push buttons-e. Low- voltage wiringf. Locating the bell, buzzerg. Locating the transformer.h. Front and back door buttons

or chimes

f


a. Installing a Push buttonb. Running low voltage wiring


a. prawing a one inid a two-button doorbell or buzzer circuit

b. Wiring the circuits

Lr.


Textbooks:


A/Vs:

a.' Bergwall, "Installation for SignalSystem" (F'S)

b. Georgia, "Installing'a Door BellCircuit" (ST)


a.

Student Manuals:

a. 'Georgia, Residential ElectricalWiring, Unit REW-05



a.

b.

Moor bell kitTool kitVOM

O

ESTIMATED' LAB HOURS 6.

VII -233

48°

4

C

. EVALUATION OF PERFOR AN E

, Performance Objective (pRM),Given all necessary twig and equipment; the student will design and install both

, .

4

a one-button and a two-button door bell or buzzer circuit.. The installation mustmeet manufacturer's specifibations. The will checkthe installationfor proper operation.

..?

I

lc/

6

; (. e \. . ' L',\P W 0

14 .. 04. . 0 0

SuOgested Testing Activitids And Resowies 1

. .

a. Setdents should be given a performance test to assess 10eir ability to. -

. I install'verious,types.of door bell itccirus., . .

. vl'''61."1

b. MAVCC, Residential Wirim_leacher,Fditions, 194.


Redding Skills , t

a. Recognize main ideas, Oetailk. d sequence of eventsb. FoLlow directions c .

.

c. Make predictions, generalizatio s and comparisons .-

d. Draw conclusions '4%

e. Interpret instructions and graphic information .c 0110'

f. Recognize relevance of data 1i

g. Recognize appropriate referenceiresources N .

h. Locate information in reference materials '1

, MAtiAtLEA ,

a. 'Ratios, proportions and percentsbw Fractiowd decimals usage and conversionsc. Whole n r manipulatiopd. Metric conversions

Problem Solving Skillsa. Recognize main ideas, details, sequence,of events and cause and effect

relationshipsb. Recognize appropriate reference sources . .

c. Locate information in referencematbrials ,_...

d. Estimate outcomes A(

e. Draw conclusions ..1

f. Interpret instructionsg. Recognize relevance of datah. Organize data into graphic infcirmation

i Interpret graphic informationj. Make predictions, generalizations and comparisons

/

a

O

Os

. VII-234 -

483

EVALUA ION OF PERFOR CE

,Performance Objective (cpm)

4.

.

tiTi

Suggistet1 Testing' Activities And Resources

Communicatia Skillsa...Compose sentences ,..b. Organize infonmation ,

c. Interpret aural communicationsdr. mpose oral directions and qugstiOns

1. ...----- 0 6 '

Il

01

1

I

I

ti

OA

a.

ON

VII-235

4 S

41).

3.

4

k5

\11.04411

c

I.

"Prwonwor gerinvirmr-'Install 230v circuits ato outlets. '

RW-l7 Installing 210v circuits and'0 'outlets

a

INSTRUCTIONAL ACTIVITIES1111

.

Provide Information On

,a. Types of 230v outletsb. /Junction boxes.c. 230v breakers

1. Double pole6 2. Single pole

d. Ratings of 230v breakere. Wiring a 230v outlet I

ConneCtions at breaker boxes fo230v

0


Installing 230v breakers

Provide Practicii Applicetion On:

a. Selecting the appropriate sizebreaker, wire and outlet (if any)for a given major appliance

b. Drawing a hot water heater circuitc. Wiring a hot water heatei .

d. Drfwing a circuit for a 230vreceptacle and wiring both a flushand a surface mount receptacle


Textbooks:


A/Vs:

a. Bergwall, "Special Purpose Outlets"(FS) 'S

b. Georgia, "Installing 230v Circuitsand Outlets" (ST)


fStudent Manuals:

a. Georgia, Resiential'ElectricalWiring, ()bit AEW-07


Tools and Equipment.:

a. Tool kit "

b. Wirec.' 230v breakersd.a Surface mount receptaclee. Flush mount receptaclef. Rot water heaterg. VOM

V11-237

fl*S-TWATED LAB HOURS 12

485

4

Of.

41.

4

} . .

7 . EVALUATION. OF' PERFORMANCE

Peilormance Objective XCRM)

a. Given necessary tools, tupplies and equipment, the student will correctlywire a 2304 hot water heater according to NEC standards: The sEbdqnt will

test tke circuit for proper operation.

b. Given. necessary tools, supplies and euqipment, the student will wire Acircuit for and install as

1. Surface mount,2304,receptacle2. Flush mount 230v recept.acle

The student 'will test the recepta,.els for proper voltage and will check

all connections forsafe,operati...n.

. .

0

Suggested Testing Activities And Resourcesa. Students shouid be given a performance test to assets their ability to.

install 230v circuits and outlets.

b. MkVCC, Residential Wiring, Teacher Edition., 1978.


previous page.


b. Follow directiongc. Make predictions, generalizations and compari'onsd.

e.

f.

g.

Draw conclusionsInterpret instructions and graPhit informationRecognize relevance of dataRecognize approp4ate'reference resourcesLocate information in keference materials

Math Skills4

a. Ratios, proportions and percentsb. Fractions and dpcimals usage and conversions'c. Whole number manipulationd. Metric conversionse. Squares and square roots

VII-238

486

41

4

0

,EVALUATION OF PERFORMANCE °

I

Performance Objective, (CRM)

4

Suggested Testing Activities, And Resources

Problem Solving SkillsRecognize main ideas,effect relationships

kr.

c.d.e..

f.g.h.

G

Recognize appropriateLocate information inEstimkte outcomesDraws concluzisnsInterprets instructionsRecognize relevance of dataOrganizes data into graphic informatiolLInterprets graphic information

j. Make predictions, generalizations and copparisonsCommunication Skillsa. Compose sentencesb. Organize informationc. .Interpret aural communicationsd. *Compose oral directions and questions

details,sequence of events and cause and


4

I

ti

VII -239

4S7

Ik

4

"'IASI( OR UNIT COMPETENCY.RW-18 Znstalling a.temporary service -

entrance

A

PERFORMANCE -STATEMENT

InStall a temporary service entrance.

- INSTRUCTIONAL ACTIVITIES


m,..4 Temporary service1. Purpose2. Voltage3. Amperage4. Entrance cable and straps

b. Utility supplied equipment1. Clovis2. Meter

c. Meter based. Weatherproof

1. Switch2. Connections3. 203 and 110 volt outlet

4,

, Provide Demonstration On:

a. Strapping the' entrance cableb.. Installing the ground wire and

electrode


a. Designing, drawing, and labeling atemporary service pole installation

b. Wiring a temporary service pole


Textbooks:


A/Vs:'

a.

b.

b.

Career Aids, Inc., "Making aTemporary Entrance" (FS)Georgia, "Temporary Seivice" (ST)

Student Manuals:

a. Georg( , Residential ElectricalWiring, it REW-09

b. MAVCC, Residential.Wiring


a.

b.

c.

d.

e.

f.

g.

h.

J.

Tool kitVOMPost-hole diggersCableStrapsConduitMeter baseBreaker or switch box230 and 110v outlr (weatherproof)*Ground wire and e'ectrode


VI I- 2 41

4 5 8

4

A

.11

a,

ti

Performance Objective I(CRM)Given all necessary tools, supplies and equipment, the student will install and

wire a temporary service pOle according to NEC standards.

Suggested Testing Activities And Resourcesa. ,Students should be given a performance test to assess their ability to

install A temporary service entrance.

b. MhVCC, Residential Wirin.1

c. Use resources provided in the Instructional Materials'previous page. .

. '

Reading Skills .

a. Recognize main ideas,b. Follow directionsc. Make predictions, generalizationsd. Draw conclusionse. Ipterpret instructions and graphicf. Recognize relevance of datag. Recognize appropriate referenceh. Ixicate information in referenceMath Skillsa. Ratios, proportions and percents-

b. Fractions and decimals usage and conversions

c. Whole number manipulationd. MetriC conversionse. Squares and square rootsProblem Solving Skills

Recognize main ideas,relationshipsRecognize appropriate reference sourcesLocate information in reference materials

Estimate outcomesDraw conclusionsInterpret instructionsRecognize relevance of dataOrganize data into graphic informationInterpret graphic informationMake predictions, generalizations and comparisons

Teacher Edition, 1978.

details and sequende of events

and comparisons

information

resourcesmaterials

a.

b.

c.

d.

e.

f.

g.h.

i.

j

details, sequence of events

VII -242

.089

and

section on the

cause-and effect

.



SL!ggested Testing Activities And Resources

Communication Skills:.

a. Compose sentencesb. Orqapize'infOrmation'c. Interpret aural communicationd. Compose oral directions and questions.

VII-243.

si

1

z

RW-19 ,Installing a service entrance

A N

Install a service entrance.1

.


a. Source of electrical power1. Voltage2. Amperage3. 60 cycle

b. Entrance cable1. Description2. Size US amperage

c. Entrance installation methodsd., NEC requirementse. Components of a service entrance

_

Il


a. Installing the meter base.

b. Proper installation of the mast

RE2312L121)....011,a.

b.

S

Drawing and labeling the componentsof a service entrance to the distri-bution panelInstalling a service entrance,in-cluding the meter base, mast,'weatherhea4 and service entrance wire

INSTRUCTIONA

Textbooks:

MATERIALS'

C.

Alerich, Electrical Construction Wirin

A/Vs:

a. Georgia, "Installing ServiceEntrance" (ST) .

b. Singer, "Electrical ServiceEntrance" (FS)


.41111111

Student Manuals:

ION

a. Georgia, Residential ElectricalWiring, Unit REW-08



a.

b.

c.

d.

e.

f.

9.

Tool kitMeter baseWeatherheadMastWireInhibitor pasteVOM


VII-245

, / 491


Performance Objectiife (CRM)Given all necessary tools, equipment and supplies, the student will install anelectrical service entrdnce (for a residential application) to the distribution

panel. The studentmust observe all NEC standards and safety pre.mutions.

7


install a se ice entrance.-

b. MAVCC, Resi ntial Wirin Teacher Edition, 1978.

c. Use read ..ovide4 in the Instructional Materials section on the

previous c

Reading Skillsa. Recognize maul ideas, details and sequence of events

b. Follow directionsc. Make predictions, generalizations and comparisonsd. Draw conclusionse. Interpret instructions and graphic information

f. Recognize relevance of datag. Recognize appropriate reference resources

h. Locate information in reference materialsMath Skillsa. Ratios, proportions and percents,b. Fractions and decimals usage and conversions

c. Whole number manipulationd. Algebrae. Metric conversionsf. Squares and square roots

VII -246

4 92

I



f.

O

td

Suggested Testing Activities And ResourcesProblem Solving Skillsa. Recognize main ideas, details,' sequence.of events and cause and

effect relationships .

b. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Estimate outcomese. Draws conclusiOns

1f. Interprets-instructionsg. Recognize relevance of datah. Organizes data into graphic informationi. Interprets graphic informationj. Make predictions, generalizations and comparisonsCommunication Skillsa. Compose sentencesb. organize tnformationc. Interpret aural communications4. Compose oral directions and questions

e

VII -247

4f)3

44

f

1

TASK OR UNIT COMPETENCY RF RM N ATEMRW-20 Estimating materials for a given Estimate materials for a given residen-

residential

CNT-1

residential wiring installation tial wiring installation.


el Provide Information On:t4

4. Preparing a materials estima4eb. Wall and ceiling boxes for all

outletsc. Wire for feed anyl switch legsd. Panel sitee. Breakersf. Connectorsg. Length of wire required

4


Preparing a materials li'st


Making a materials estimate and drawingthe symbols and circuits onto a floorplan


Bergwall, "Estimating the Job" (FS)


Student Manuals:

a. Georgia, Residential Electrical

14.14i111, Unit REW-13b. MAVCC, Residential Wiring

Tools and

a. Floor planb. Materials price list


VII-249

4)4

:k....z., 14111V I.

Performance Objective (CRM)Given a floor plan and a materials price list, the student will repare a'

materials estimate for the installation and draw all symbols and circuits'onto

the floor plan according to NEC standards.,

'4)

ALUATION OF

k


a. Students should be given a written test to assess their knowledge gf how

to prepare a materials estimate fora given floor plan.

b. MAVCC, Residential Wiring, Teacher Edition, 1978.

c. Use resourCetprovided in the Instructional Materials section on the

previous page.


b. Follow directionsc. Make predictions, generalizations and comparisonsd. Draw conclusionse. Interpret instructions and graphic informationf. Recognize relevance of datag. Recognize appropriate reference resources

h. .Locate information in referende materialsMath Skills'a. Law of exponents ;

b. Ratios, proportions and percents

c. Fractions and decimals.usage and conversionsd. Whole number manipulation "lb'e. Algebra EY

f. Metric conversiong. Squares and square roots

495

4

Ad.

.1thevA,

EVALUATION OF PERFORMANCE4Performance Objective (CRM)

%-...%.g

Stiggested Testing Actjvities And Restources.,,

Problem Solving Skillsa. Recognize main ideas, details, sequence of events and cause

611 and effect relationships . .

b. Recoghize appropriate refetence. sourcesc.. Locate infOrmation in reference materialsd. EstAateprtomes,e.-Draws Cop usions

\ f. 'Interprets instructionsg. Recognize relevance of datah. Organizes data into graphic information .

i. Interprets graphic informationj. Make predictions, generalizations and comparisons'Communication Skillsa. Compose sentencesb. Organize informationc. Interpret aural communicationsc Compose oral directions and questions

14-

VII-251

( 4JG

A,


Illit RF-01 Identifying career opportunitiesavailable in refrigeration

PERFORMANCE STATEMENTIdentify career opportunities availablein refrigeration.



a. Various typesunits

b. Jol potentialrefrigerationfield

c. Section III ofGuide

of refrigeration

as related to the ,

and air conditioning

this Curriculum

141

I

Provide Demonsttatioh On:

:Different types of refrigerationsystems and their best use by theconsumer'


Observing various types ofrefrigeration Systems in lab area

Textbooks:


a. Althouse, TurnquistModern RefrigerationConditioning

b. Department of Labor,Outlook HandbookDoolin, Doolin's Troublehooter's'

Prentice-Hall, Refrigeratio

c.

d.

and Bracciano,and Air

Occupational

Bible

n.. and

Air Conditioning,

QStudent Manuals:

a. Copeland Refrigeration Manualsb. 'Georgia, Refrigeration, Unit REF-01

fr

mw.m

ESTIMATED CLASS HOURS 1I3 ESTIMATED LABVII-253

497.

.)

a,


Performance Object(CRM),

Hiving been provided with occupational information,, the student will identifyand.discust, with 80% accuracy, career opportunities available in therefrigeration field.

1

,

A

Suggested Testing Activities And .Re\Suroes

a. .Students ;11s14);/3 be given a written test to assess their knowledge ofjob opportunities in the refrigeration industry.

b. Use resources provided in the Instructional Materials section onthe previous page. 4

Reading Skillsa. Distinguish between fact and opinionb. Recognize main ideas, detail, sequence of events and cause and

effect relationships.c. Follow directionsd. Make prediCtions, generalizations and comparisonse. Draw1 conclusionSf. Interpret occupational and career informationg. Recognize relevance of datah. Recognize appropriate reference resourcesi. Locate information in reference materialsProblem Solving Skills ,

a. Recognize main ideas, details, sequence of events, and causeand effect relationships .

b. Recognize appropriate reference sourcesc. Locate inforMation in reference materialsd. Draw conclus onse. Recognize rel vance of datai\g.

f. Make predicti.ns, generalizations and comparisonsCommunication SkiAlsa. Compose sentences .

k.b. Organize informationc. Interpret aural communicationsd. Compose oral directions and questionse. Use formal and informal speaking styles

f

VII -254

498t.

I

.

frCOMPETENCY LisERFORMitrgrATUIENRF-02 Identifying safe working conditions:

4Identify safe working conditions.

1

Low INSTRUCTIONAL ACTIVITIES0111411111

PrOvide Information On:

g.

Shop safety rules.

Protective clothing4:4'Fire hazards

Electrical hazardsFreon hazardsTypes of safety equipment1. Fire extinguishers2. Clothing3. First aid suppliesFirst aid

vt


a.

b.

c.

Using safety equipmentProper handling of equipmentFirst aid


a. Handling fire extinguishersb. First aid practices


Textbooks:

a. Althouse, Turnquist and Hracciaho,Modern Refrigeration and AirConditioning

b. Carrier Corp., A Safety Guide forRefrigeration and Air Conditioning

c. Prentice-Hall, Refrigeration andAir Conditioning

A/Vs:

Georgia, "Identifying Safe WorkingConditions" (ST)

ESTIMATED CLA 'HOURS

VII-255

Student Manuals: 4.

Georgia, Refrigeration, Unit REF-02


a. Fire extinguishers'ob. First aid supplies

,t

ESTIMATED LAB HOURS

4 99

p.

EVALUATION OF: PER RMANCE

Performance Objective (CAM)'Given a :ist of standard shop materials, eqpipment and practices, the. student'will identify with 100% accuracy, safe and unsafe practices and precaUtionarymeasures to be taken to prevent hazardous'

Suggested Testing Activities And ResourcesStudents should bn 'iven a written test to assess their knowledge of good

safety practices. Students should be retested on incorrect items.a.

4

b. Students should be given a performance test to assessapply good safety practices.

c. Use resources provided in tde Instructional Materials

prey us page.

Reading Skillsa. Distinguish between tact and opinion

b. Recognize main ideas, details, sequence of vents andand effect relationships

c.

d.

e.

f.

4.h.

i.

Follow directionsMake predictionN, generalizationsDraw conclusionsInterpret instructionsRecognize nilevknce of dataRecognize appropriate reference resourcesLocate information in reference materials

and comparisons

Math Skillsa. Whole number manipulationb. Metric conversionsProblem Solving 'Skills-a. Distinguiih between fict and opinionb. Recognize main ideas, details, sequence of events, and cause

and effect relationshipsc. Recognize appropriate reference sourcesd. Locate information in reference materialse. Estimate outcomes, with or without units or measurementsf: Draw conclusionsg. Recognize relevance of datah. Make predictions, generalizations and comparisons

their ability to

section on the

cause

V11-256

500

EVALUA ION OF PERFORMANC


.1

it

Suggested Tasting Activities And ResourcesCommunication Skillsa. Compose sentencesb. .Organize infolimationc. Interpret aural communicationsd. Compose oral directions and questionse. Use formal and infc.rmal speaking styles

VII -257

I

5

a

t. "stnrei triVrtreW561111Y' RE-03 .Demonstrating a knowledge of basic

refrigeration concepts


PERFORMANCE STATEMtNTDemonstrate a knowledge of basic refrig-eration concepts:

INSTRUCTI NAL A T_ IVITIES

a. Heat, energy and cold'b. Refrigeration effectc: Three types of heat

.d. Heat measuremente. F. and C. conversionsf. B.T.U.g. Three ways of heat transferh. Ambient temperaturei. Gauge pressuresj. Boiling pointk. Thermostat1. Compressor'm. 'M'elting pointn. Liquefactiono. ,Vaporizationp., Condensation

I

.4.


a. Methods of heat transferb.. Centigrade and fahrenheit conversionsc. Measuring temperatures


Textbooks:Student Manuals:

a. Althouse, Turnquist and Bracciano,Modern Refrigeration and AirConditioning

b. Prentice-Hall, Refrigeration indAir Conditioning

A/Vs:

Georgia, "Understanding Basic Refrig-eration Concepts" (ST)

a. .Copeland Refrigeration Manualsb. Georgia, Refrigeration, Unit REF-03

ESTIMATED CLASS HOURS 4 ESTIMATED LAB HOURS o

VII -259

5 "v24

e

EVALUATI n N OF PERFORMANCE

Performance Objective (CRM)Given a list of the basic terms and principles used in refrigeration, the studentwill match the terms and principles with their definitions with 80% accuracy.

/

cst

'Suggested Testing Activities And Resourcesa. Students should be given a written test to assess their knowledge regarding

basic refrigeration concepts.

b. Use .resources provided in the InstrUctional Materials section on theprevious page.

Reading Wallsa. Distinguish between fact and opinion

, b. Recognize main.ideas, details, sequence of events and causeand effect relationships .

c. Follow directionsd. Make predictions, generalizations and comparisonse. Draw conclusionsf. Interpret graphic informationg. Interpret instructionsh. Recognize relevance of datai. Recognize appropriate reference resourcesj. Locate information in reference materialsMath Skillsa. Ratios,// proportions and percentsb. Fractiahs and decimals usage and conversionsc. Whole Dumber manipulationd. Algebr/a 1,

e. Metri6 conversionf. Apply formulasg. Int rpret graphic data

i

Probletp-Solvingr. kills

a. Diitinguish etween fact and %Unionb. Ricognize pa n ideas, detailer sequence of events, and cause

and effect relationshipsc. Recognize appropriate reference sourcesd. Locate information in reference materialse. Draw conclusionsf. Recognize relevance of datag. Make predictions, generalizations and comparisons

VII-203

ift



11%


Communication Skillsa. Compose sentencesb. Organize informationc. Intepret aural communicationsd. Compose oral directions and questionse. Use formal and informal speakigng styled

VII-261

.4.

er.

--;

7

RP-04 Demonstrating a knowledge of thebasic refrigeration cycle

,

4.

.Demonvtate A.knowledge of the bilsic .

refrigeration, cycle.

INSTRUCTIONAL ACTIVITI S


a.' Compressor, condenser, metering deviceand evaporator

b. Various pressures and temperaturesduring the refrigeration cycle

c. Transfer and types. of heat '

d. Theory of con4ensatiOne. Sub-coolingf. Freonso. Conditions of refrigerant during

the refrigeration cycle

Provide Demonitration'OnL

A. Major and minor components of therefrigiration cycle

qb. ConditiOns of the.rfrigerant during'the refrigeration cycle

-Provide Practical Application On:

Identifying components and their func-tions on a refrigeration trainer


Textbooks:

b.

c.

Althouse, Turnquist and Bracciano,Modern Refrigeration and AirConditioningDelmar, Principles of RefrigerationPrentice-Hall, Refrigeration andAir Conditioning

ALVA:

Georgia, "pnderstanding the BasicRefrigeration Cycle" (ST)


Student Manuals:

a. Copeland Refrigeration Manualsb. Georgia, Refrigeration, REF-04


Refrigeration trainer


V I 263

5 -)5

O

.1b

I

I

I

c.

or EVALUATION OF PERFORMANCE

Performance Objective (CRM)Giver. a refiigeratior trainer, diagrams of the refrigeration system, or an actualrefrigeration unit, the student will identify the purpose and function of eachcomponent in the system, explain the heat transfer process and describe thecondition of the refrigerant during each stage of the refrigeration cycle with80% accuracy.

Suggested Testing Activities And Resourcesa. Students should be'given a written test to assess their knowledge regarding

the basic refrigeration cycle.

. b. Students should be given a performance test to assess their ability toidentify major and minor components of the refrigeration cycle.

c. Use resources provided in the Instructional Materials4pction on the

previous page.'


and effect relatLmshipsb. Follow directionsc. Make predictions, generalizations and comparisonsd. Draw conclusionse. Interpret graphic informationf. Interpret instructionsg. Recognize relevance of data

h. Recognize appropriate reference resources

i. Locate in:ormation in reference materials

Math Skills .

a. Whole number manipulationb. Metric conversionsPrbblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause

and effect relationships. b. Recognize appropriate reference sources

c. Locate information in reference materials


e. Draw conclusionsf. Recognize relevance of datag. Interpret graphic datah. Make predictions, generalizations and comparisons

VII-26450G

7

£V UATION OF PERFORMANCE


Oa

Suggested Testing Activities And Resources4P

Communication tkillsa. Compose sentencesb. Organize informationc. Interpret aural communicationsd. Compose oral diredtions and questionse. Use formal and informal speaking styles

4

VII -265

(5''i

lbw

J

1

TASK OR UNIT COMTE' TENtY1

RF-05 Identifying and using refrigerationtools

PERFORMANCE STATEMENIdentify and use refrigeration tools.



a. Electric drillb. Bench grinderc. Hand toolsd. Detecting faults and safety

features on various hand toolse. Thermometersf. Pressure gaugesg. Tubing cutter


Various tools (sed in refrigeration


Various tools used on the refrigerationtrainer

Mr'


A Textbooks:

a. Althouse, Turnquist.and Bracciano,Modern Refrigeratliei and AirConditioning

b. Delmar, Principles of Refrigerationc. Prentice-Hall, Refrigeration and

Air Conditioning

A/Vs:

Georgia, "Identifying Tools" (ST)

Student Manuals:



a. Hand toolsb. Electric grinderc. Electric drilld. Refrigeration trainer

ESTIMATED CLASS .OURS i ESTIMATED LAB HOURS 3

VII-267

5 j.) 8

t 11

EVALUATION OF PERFORMANCE111111MP

Performance ObjectiveGiven a set of various toolsthe student will demonstratewith 80% accuracy.

(CAM)used in refrigeration and a refrigeration trainer,the correct application for a tool and a given job

Suggested Testing,Activities And Resources

a. Students should' be given a performance test to assess their ability-to

identify and use various tools on a refrigeration trainer.

b. Ise urcee providFd in the Instructional Materials section on the

4/prev ..ous page.

Reading Skillsa. Recognize main ideas, details, sclqaence of events and cause

and effect relationshipsb. Follow directions /

c.' Make predictions, generalizations and comparisonsd. Recognize relevance of datae. Recognize appropriate reference resourcesf. Locate informationo reference materialsMath Skillsa. Whole number manipulationb. Metric conversionsProblem Solving Skills,a. Recognize main ideas, details, sequence of events, and cause

and effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Draw conclusionse. Interpret non graphic informationf. Recognize relevance of datag. Make predictions, generalizations and comparisonsCommunication Skillsa. Organize informationb. laterpret aural communicationsc. Compose oral directions and questionsd. Use formal and informal speaking styles

VII -268 -509

as

"4

IL

OR UNIT COMPETEN Y . PERFORMANCE STATEMENT''RP-06 Tapping, threading and replacing Tap, thread and replace threads.threads

- INSTRUCTIONAL ACTIVITIES ,


a. Tapping and threadingb. Types of bolts and pipesc. Washers and nutsd. Standard and metric thread3e. Types of screwdriversf. Threads per inch on galvanized

and black pipe -

g. Self-tapping screwsh. Sizing bits for tapping threadsi. PiPefitting


Tapping and threading


4'

a. Tapping and thredMingb. Tapping and threading galvanized

black pipe

I


I

a

Textbooks:


b. Delmar, Principles of Refrigerationc. Prentice-Hall, Refrigeration and Air

Conditioning

A/Vs:

Georgia, "Tapping, 'Threading andReplacing Threads" (ST)


4

Studeat Manuals:

Georgia, Refrigeration,Unit REF-06


a. Hand toolsb. Tapping and die setsc. Viced. Assorted screws and bolts

,e. Assorted fittingsf. Galvanized and black pipeg. Metal stock

e

C

ESTIMATED LAB HOURS 9rw

510

to"

T

.1


Performance Objective (CRM)Given proper tools, equipment and Various specifications, the student will thread

two pieces of pipe and connect them with a coupling. The student will drill,and

tap a piece of metal stock. All work must meet industry standards and specifica-

tions.

a

Suggested Testing Activities And Resourcesa. Students should be given a performance test to assess their ability to drill

correct hole size, to tap internal threads and to prepare external threads

for pipe and standard bolt sizes.

1

b. Use resources provided in the Instructional:Materials section on the pre- .

vious page.


and effect relationshipsb. Follow directionsc. Make predictions, generalizations and comparisonsd. Draw conclusionse. Interpret instructionsf. Recognize relevance of datag. Recognize appropriate reference resourcesh. Locate information in reference materialsMath Skillsa. Ratios, proportions and percentsb. Fractions and decimals usage and conversionsc. Whole number manipulationd. Metric conversionProblem Solving Skillsa. Recognize main ideas, details, sequence pf events, and cause

and effect relationshipsb. 'Recognize apptopriate reference sourcesc. Locate information in reference materialsd. Estimate outcomes, with or without units or measurementse. Draw conclusionsf. Interpret non -graphic informationg. Recognize relevance of datah. Make predictions, generalizations and comparisons

NTII-270.511

4.0

(

ir

ti

ges'


Performance.Objective (CRM)


Communication Skills

a. Organize informationb. Interpret aural communications'c. Compose. oral directions and questionsd. Use formal and informal speaking styles

I

VII-271

512

1

4

TASK OR UNIT COMPETENCYRF-07 .11114entifying types of pipe and tube

*fittings utiedin refrigerations stems

r PERFORMANCE STATEMENT1Identify types of pipe and tube fittings

used in refrigeration systems.


Provide\IhfOlemation qn:

a. Flare) fittingsb. Sweat fittingsc. Quick couplingsd. Compression fittingse. Types of tubingf. Types of pipe


Various types of fittings and pipet materials


Identifying various types of fittingsand pipe materials

. INSTRUCTIONAL MATERIALS 1

Textbooks:



Air Conditioning


4

Student Manuals:



a. Flare fittingsb. Sweat fittingsc. Compression fittingsd. Tubing (copper)e. Pipe (pvc)

4

ESTIMATED LAB HOURS l=1.V11 273

513

6r

U

4

4ti

EVALUATION OF PEFIOORtviANCE 4

PeAloi:mance Objective (CRM)Given a list eftermb and materials used in fitting operations, the student willLatch each term and material with/ its use in fitting operations with 804accuracy.

1.47,

a

Suggested Testing Activities And Resourcesa. Students should be given a written test to assess sheir knowledge regard-

ing types of pipe and tube fitting used in refrigeration systems.


Reading Skillsa. Recognike main ideas, details, sequence of eventsand cause

and effect relationshipsQ). Follow directionsc. Make predictions, generalizations comparisons.d. Interpret instructionse. Recognize relevance of dataf. Recognize appropriate reference resourcesg. Locate information in reference materialsMath Skills

4rariTa.R proportions and percentsb. Fractions And decimals usage and conversionsc. Whole number manipulation 4.1

d. Metric conversionsProblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause

and effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Draw conclusionse. Interpret non-graphic informationf. Recognize relevance of datag. Make predictions, general ations and comparisonsCommunication Skillsa. Compose sentencesb. Organize infoidhation

. .c. Interpret aural communi tions

111/1d. Compose oral directions questionse. Use formal and informal spe ng styles

VII-274 514

4

RF-08 Performing basic copper. tubingoperations


a. Selecting proper tools for flaring,swaging, c(itting and bending coppertubing

b. Proper method of preparing coppertubing for joining-together

c. Selecting proper tools for flaringTopper tubing

INSTRUCTI

PERFORMANCE STATEMENT`Perform basic copper tubing operations.

NAL ACTIVITI S

ti

-0w


a. tutting', swaging and bending coppertubing

b. Flaring copper tubingc. Fitting together copper tubing


a.

b.c.

d.

Cutting tubingFlaring copper tubingBending copper tdbing-Swaging'copper tubing

INSTR CTI

Textbooks:

a. Althouse, Turnquist and Bracciano,Modern Refrigeration and Air

r Conditioningb. Delmar, Principles of Refrigerationc. Prentice-Hall, Refrigeration and

Air Conditioning

A/Vs:

Georgia, "Basic Copper Tubing Operations"(ST)

ESTIMATED CLASS OURS 1

NAL MATERIALS

Student Manuals: .00

Georgia, Refrigertktion, Unit REF-08


a.

b.

C.

d.

e.

Swaging toolsFlaring toolsBending toolsTubing cuttersCopper tubing

4

ESTIMATE LAB HOURS 4

VII-275

515

IP. 1

iimmmms

Performance Objective (CAM)Given soft copper tubing and other proper materials and equipmerit,a the studentwill sake flared fittings and swaged joints and will bend with proper accuracya 90

oangle.


perform basic copper tubing operations. Students' performance must meet

industry standards and specifications.

ib. Use resources provided in the Instructional Materials section on theprevious page.


and effect relationshipsb. Follow directionsc. Make predictions, generalizations and comparisonsd. Arai, conclusionse. Interpret instructionsf. Recognize relevance of datag. Recognize appropriate reference resourcesh. Locate information in reference materialsMath Skillsa. Ratios, proportions and percentsb. Fractions and decimals usage and conversionsc. Whole number manipulationdN Metric conversionProblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause

and effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Estimate outcomes, with or without units or measurementse. Draw conclusionsf. Interpret non-graphic informationg. Recognize relevance of datah. Make predictions, generalizations and comparisons

V11-2764

516

4.)

eq.

E ALUATION OF PERFORMANCE

Performance Objective (dRM)

Suggested Testing Activities And ResourcesCommunication Skillsa. Organize informationb. Interpret aural communicationsc. Compose oral directions and questionsd. Use formal and informal speaking styles

VII -277

517

I

tb

a

,13

RP-09 Swaging, cleaning, fluxing andsoft soldering copper *ling

PeRFOIVANCE STATEMENT ISwag, clean, fi* and soft solder_ coppertubing.

4

INSTRUCTIONAL' ACTIVITIES


a. Safetyb. Joining copper

ttubing

c. LightinEthe torchd. Apply/7§-flux 'e. Applying solderf. Cleaning joints before solderingg. Different types of solderh. Capillartattractioni. Procedures for brazing and solderingj. Advantages of tin silver soldering

a.

Provide, Demonstration On:

a. Proper, flame while solderingb. Applying solder correctlyc. Soldering air tight jointsd. Soldering uniform joints '


Soldering copper tubing with varioustypes of solder until joints are uniformand air tight

INSTRUCTIONAL MATEnIALS

Textbooks:



Air Conditioning

A(Vs:

Georgia, "Soft Soldering Coppet Tubing"'(ST)

Student Manuals:



a. Toolsb. Torchc. Glovesd. Plierse. 50-50, 95-5 and silver solderf. Soldering paste and fluxg. Copper tubing

It

fgfitsAATEDiOuRs 1 ESTIMATED LAB IIIMRS 4

VII-279

518

4

EVALUATION"-OF PERFORMANCE

Perforr,ance Objective (CRM)Given copper tubing and other proper materials and equipment, the student willprepare and solder two joints together. The joints must be air tight, uniformin appearance and meet industry standards.

.Suggested Testing Activities And Resourcesa. Students should be given a written test to assess their ability to perform

copper tubing operations. Students' performance must meet industry stan-dards and specifications.

b. Use resources provided in the Instructional Materials section on theprevious .page.

Reading Skillsa. Recognize main ideas, details, sequence

and effect relationshipsFollow directionsMake predictions, generalizationsDraw conclusionsInterpret instructionsRecognize relevance of dataRecognize appropriate referenceLocate information in reference

b.c.

d.

e.

f.

g.h.

Math Skillsa. Ratios, proportions and percentsb. Fractions and decimals usage andc: Whole nember manipulationd. Algebrao. Metric conversionProblem Solving Skills

of events and cause

and comparisons

resourcesmaterials

a.

b.`

c.

d.

e.

f.g.h.

conversions

Recognize main ideas, details, sequence of events, and bauseand effect relationshipsRecognize appropriate reference sourcesLocate inforMation in reference materialsEstimate outcomes,,with or without units or measurementsDraw conclusionsInterpret non-graphic information.Recognize relevances of data

Make predictions, generalizations and comparisons

vii-28O 519



Suggested Testing Ac ivities And Resources

Communication Skillsa. Organize informationb. Interpret aural communicationsc. Compose oral directions and questionsd. Use formal. and informal speaking styles

VII-281

rTASK OR UNIT COMPETENrr4 .1, PERFORMANCE STATEMENT

111 RF-10 Silver brazing refrigeration piping Silver braze refrigeration piping.



1a. Definition of silver brazingb. Oxyacetylene equipmentc. Type of flamed. Torch angles for various jobse. Flow point of silver solderf. Type and use of fluxg. Oil and oxygen mixtureh.. 'Comparison chart and specification

table for major competitive alloysi. Brazing while tubing is under --

pressurej. Ventilationk. Safety1. Preparing tubing to be brazed


a. Soldering technique with silversolder

b. Applying solder and fluxc. Flame controld. Proper joints being uniform and

free of leaks


a. Cutting, shlaping,and joining coppertubing

b. Silver brazing copper tubing


Textbooks:

a. Aithouse, TUrnquist and Bracciano,Modern Refrigeration an'' AirConditioning

b. Delmar, Principles of Refrigerationc. Prentice-Hal:, Refrigeration and

Air Conditioning '

A/./

Georgia, "Silver Brazing" (ST)


Student Manuals:



a.

b.

c.

do,

e.

f.

Oxyacetylene torchSilver solderFluxLighterCopper tubingTools

ESTIMATED LAB. HOURSVII-283

J4.,1



Given oxyacetlene equipment'and proper materials, the student will prepare andsilver braze leak proof joints with copper tubing.


perform silver brazing operations.

b. Use reapurces provided in the Instructional Materials section on theprevious page.


and effect relationships 1%4

b. Follow directionsc. Make predictions, generalizations and comparisonsd. Draw conclusionse. Interpret instructionsf. Recognize relevance of datag. .Recognize appropriate reference resourcesh. Locate information in reference materialsMath Skillsa.' Patios, proportions and percentsb. Fractions and decimals usage and conversionsc. Whole number manipulationd. Metric conversionProblem Solving Skillsa. Recognizemain ideas, details, sequence of events,jnd cause

and effect. relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Estimate outcomes, with or without units or Ieasurementse. Draw conclusionsf. Recognize relevance of datag. Make. predictions, generalizations and comparisons

Communication Skills, a. Organize informationb. Interpret auzal communicationsc. Compose oral directions and questions


I

VII -284

522

yal

I

TASK OR UNIT COMPETENCYRF-11 Handli g, transforming, weighing

and me curing refrigerants

`-PERFORMANCESTATEMENTHandle, transform, weigh and measure

/ refrigerants.

INSTRUCT'

Provide Info tion One

a. gefriger groupsb. Character stics of each groupc. Safety pr cautions

. d. Measuring refrigerantse. Weighing refrigerantsf. Transfeyring refrigerants from

one colitainer to another.

41.

3

AL ACTIVITIES

Provide 41511emOn ration On:

Handling, tr sferring, weighing andmeasuring each refrigerant group


a. Checking the pressure on freondrums and recording the data

b. Determining type of freon fromdrum pressures

c. Tr sferring refrigerant from fullto empty drums

INSTR

Textbooks:

CTIONAL MATE

a. Althouse, Turnquit and Bracciano,Modern Refrigeration and Air4,.Conditioning 0'


Air Conde tinning

A/Vs:

Georgia, "Handling Refrigerants" (ST)


IALS

Student Manuals:

a. Copeland Refrigeration Manualsb. Georgia, Refrigeration, Unit REF-11


a. Gauge setb. Thermometerc. Temperature and pressure chartd. Empty and full cylinder

4

ESTIMATED LAB URS 1

VII-285

NW.

r

p.

age

EVALUATION OF-IPERFORMANCE---

Performance Objective (CRM)Given various refri,gerants, containers and other equipment and materials, thestudent will safely transfer refrigerant frog'one container to another, checkthe pressurk on tanks of gas and fill out data sheets properly.

Suggested Testing Activities And Resourcesa. Students should be given a written test to assess their knowledge of hand-

ling, transferring, weighing and measuring refrigerants and the safety

precautions '..nvolved when dealt,* with refrigerants.

b. Students should be Omen a performance test to assess their ability to

handle, transfer, weigh and measure refrigerants safely.

c. ise resources pro4ided in the Instructional Materials section on the

previous page.

Reading Skillsa. Distinguish between fact and opinio

b. Recognize main ideas, details, sequerice of events and cause

and effect relationshipsc. Follow directionsd. Make predictions, generalizations and comparisonse. Draw conclusionsf. Interpret graphic informationg. Interpret instructionsh. Recognizz. relevance of data

i. Recognize appropriate reference resourcesj. Locate information in reference materialsMath Skillsa. Ratios, propor s and percents

b. Fractions and ecimals usage and conversions

c. Whole number anipulation

d.

e. Squares and square rootsMetric conversion

VII-286 524

=1111,




and effect relationshipsb. Recognize appropriate reference sourcesc. Locate informatiodin reference materials!d. Estimate outcomes, with or without units ore. Draw conclusions'f. Interpret npn -graphic informationg. Recognize relevance of datah. Interpret graphic datai. Make predictions, generalizationsCommunication Skillsa. Compose sentencesb. Organize informationc. Interpret aural copticaiionsd. Use formal and info I speaking styles

measurements

and comparisods

4

V11-287

r,

.4

I

.4

O

,

. . TASK OR UNIT COMPETENCYr-,

.

"g

IIIIP,

RF -12 Installing and using aecess valves

PERFORMANCE STATEMENTInstall and use access valves.

INSTRUCTIONAL- ACTIVITIES


a. Types of access and service valvesb. Steevalves '

c. Two way lingvalves1 d. Tap on spry de valveI e. Schrkdei valves

f. Straddle valveg. Piercing valvesh., Core type access valves ,

Ai. Line tap valvesJ. Service valves or access valvesk. Applications for each type1. Installing access valves 4'

m. Cracking a valve1n. Process tube

o. Soldering the-access service valvep. Sight glass

`.2


a. The function of the "stem type"service valve while installing and m6removing gauge lines

b. Method of installing the access'valve

. Nr,


a. Gaining entrance to the refrigera-tion system through a "stem type"service ;valve

b. Installitig a soldered on Schradertype seriace valve

INSTRUCTIONA MATERIALS

Textbooks:

a. Althouse, Turnquist and Bricoiano,Modern Refrigeration and Air `Conditioning

b. Delmar, Principles of Refrigeration,c. Prentice-Hall, Refrigeration and.

Air Conditioning

A/Vs:

Georgia, "Using.Access Valves " (ST)

Student Manuals:

a. Copeland Refrigeration Manuals -b. Georgia, Refrigeration, Unit REF-12


fa.\ Refrigeration systemsb. Access valvesc. Torch, solder and fluxd. Safety glassese. Gauge' setf. Leak detector

l)

rt-

rESTIMATED CLASS HOURS 2 ESTIMATED LAB HOURS 41 I

VII -289

Sc

4

or

EVALUATION OF PERFORMANCE._

61*

Performance Objective (CRM)Given proper equipment and materials, the itudent'will gain entrance to the.refrigetation system through a stem type service valv: and will install aSchrader type service valve with no leaks.

7

Suggested Testing Activitiel And Resources.

a. Students shOuld be given a performance. test to assess the# ability to gainentrance into a refrigeration system and install an access valve()1,

b. Use resources provided in the InstrUction Materials section on the.

f

previous page. . . .

Reading Skillsa. 'Recognize main ideii, details, sequence events and cause

and effect relationshipsb. Follow directions

Make predictions, generalizations and comparisons

d. Draw conclusionse. Interpret instructionsf. Recognize relevance of data

g. Recognize appropriate reference resources

h. Locate information in reference materials

Kith Skillsa. Ratios, proportions and percentsb. Fractions and decimals usage and conversionsc. Whole number.AanipulationProblem Solving Skillsa. Recognize main Idfas, details, sequence of events, and cause

and,effect relationshipsb. Recognite apptopriate reference sourcesc. Locate information in reference materialsd. Estimate outcothes, with or without units or measurements

e. DramrconclusAonsf. Interpret non-graphic information

g. Recognize relevance of datah. Make predictions, generalizations and comparisons

1.1_Communication Skillsa. Organize informationb. Interpret aural communicationsc. Compose oral directions and questions

d. Use formal' and informal speaking styles

VII-290 527

ILI-UK OR UNIT COMPETENCYRF-13 Maintaining refrigeration manifold

gauges

PERFORMARCE STATEMENTMaintain refrigeration manifold gauges.


Piovide Information -On:

.a., High pressure gauge .

b. Compound gaugec. Function of the gauge

d. Zero PSIG settinge. Reading the pressure /temperature chart

Aw=.


a.

b,c.

Reading gaugesSetting gauges at zero.PSIGInstalling gauges


a. Reading a series of gauges andrecording data

b. Servicing valve inspection


Textbooks:

a. Althouse, Turnquist and Bracciano,Modern Refrigeration and AirConditiotTni


Air Conditioning.

ALys:

Georgia, "MaintainingtRefrigerationManifold Gauges" (ST)

A


Student Manuals: 1111`

a.

b.Copeland Refrigeration ManualsGeorgia, Refrigeration, Unit REF-13

Tools and Equipm,nt:

a.

b.

c.

d.

Manifold and gaugesFreonSafety glassesPress e and temperatu're chart


J 28

I.

. EVALUATION OF PERFORMANdE

PerformEin e Objective (CRM)Given props:read a high pre ure and compound gauge with 80% accuracy.

pment and materials, the Student will correctly calibrate:and4

\Sugges ed Testing Activities AneResources\a. Studen should be given a performance test to assess'their ability to

mains n various refrigeration manifold gauges.


previous page.


and effect relationshipsb. Follow directionsc. Make predictions, generalizations and comparisonsd. Draw conclusionse. Interpret graphic informationf. Interpret instructionsg. Recognize relevance of datah. Recognize appropriate reference resourcesi Locate information in reference materialsVMath Skillsa. Ratios, proportions and percentsb. Fractions and decimals usage and conversions

ic. Whole number manipulation-8.-NMetric conversionsProSlemSolvingSkillsa. Recognize main ideas, details, sequence of events, and cause

and effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Estimate outcomes, with or without units or measurementse. Drew conclusionsf. Interpret non-graphic informationg. Recognize relevance of datah. Interpret graphic datai. Make predictions, generalizations and comparisons

VIII -292529

.!

N



4

Suggested Testing Activities And ResOurcesCommunication Skillsa. Organize informationb. Interpret aural communicationsc. Compose oral directions and questionsd. Use formal and informal speaking styles

ti

VII-293

t

1

COMPETENCYTASK OR UNIT.

RF-14 Installing and umievi refrigerationmanifold gauges

4.PERFORMANCE ST TEMENTInstall nd use refrigeration mainfoldgauges.



.a. Use of manifold and gauge set10. Installing manifold gaugec. Purgingd. Positioning of service valve systeme. Checking pressure dropsf. Safety hazards


a.

b.

Installing and removing gauges andhosesReading gauges


Installing and removing gauges op arefrigeration system

NSTRUCTIONAL MATERIALS .1

Textbooks:

a. Althouse, turnquist and Bracciano,Modern Refrigeration and AirConditioning'

b. Delmar, Princijbles of Refrigerationc. Prentice -Hall,Nefrigeration and .

Air Conditioning

A/Vs:

Georgia, "Installing and Using Refrigera-tion Manifold Gauges" (ST)


Student Manuals:

a. Copeland Refrigeration Manualsb. Geotgia, Refrigeration, Unit REF-14


a.

b.c.

d.

e.

Gauge and manifold setRefrigeration systemFreonSafety glassesAssorted tools


VII -295

531

1, ,

L

VALUATION OF PERFORMANCE-

Performance Objective (CAM)Given proper tools and equipment, the student will install gauges on an cperatinsystem and measure system pressure with SO% accuracy.

Suggeste esting Activities And ResOurco4.

AStudents should be given a written test to &sisal' their knowledge regardingthe installation and usage of refrigeration man4fold gauges.'

b. Students should be given a performance test to ssess theirability toinstall and use refrigeration manifold gaugeye

,.N.


previous page.

Reading Skipsa. Recognize main ideas, details, sequence of events and cause

end effect relationshipsb. Follow directionsc. Make predictions, generalizations and comparisonsd. Draw conclusionse. Interpret instructionsf. Recognize relevance of data

g. Recogni2e appropriate reference resources

h. Locate information in reference materialsMath Skillsa. Ratios, proportions pnd percents


c. Whole number manipulationProblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause

and effect relationshipsb. Recognize appropriate reference sources



e. Draw conclusionsf. Interprets non-graphic information

g. Recognize relevance of datah.. Make predictions, generalizations and comparisons

VII-296532

' ',":61.Sik.,:,1

EVAL ATI N OF PERFORMANCE


Suggested Testing Activities And ResourcesComes-zication Skillsa. Compose sentencesb. Organize informationc. Interpret aural communicationsd. Compose oral directions and questions.e. Use formal and informal speaking styles

4

4

VII -297

5331.

.4

PEI FORMANCE STATEMENT1

I

Evacuate a refrigeration system.


a. Absolute pressureb. Noncondensablesc. Low. vacuumd. High vacuume. Micronf. Evacuationg. Vacuumh. Single state pumpi. Two state pump-j. Mercury monometerk. Vacuum pump oil1. Reasons for evacuating a refrigera-

tion systemm. Effects of moisture on a refrigera-

tion systemn. Effects of air in a refrigeration

systemo. Ambient temperaturep. Types of-vacuum indicatorsq. Pressure measurementr. Inches of mercury measurements. Acidt. Gauges


Procedures for evacuating a refrigerationsystem


Evacuating a refrigeration system untilall moisture and air are eliminated fromthe system

INSTRUCTIONAL MATERIALS1

Textbooks:


b. Delmar, Principles of Refrigeration_c. Prentice-Hall, Refrigeration and

Air Conditioning

A/Vs;

Georgia, "Using a Vacuum Pump" (ST)

F


\ II-299:5 1

TAK RUN_ MPTN )(

RF-15 Evacuating a refrigeration system

Student Manuals:

a. 'Carrier, GTR Manualsb. Copeland Refrigeration Manualsc. Georgia, Refrigeration, Unit REF-15


a. Refrigeration systemb. Two stage vacuum pumpc. Manifold and gauge setd. Freone. Assorted tools



Performance Objective (CRM)Given a refrigeration unit and proper equipment, the student will perform amultiple evacuation procedure and a deep vacuum procedure which-meets industrystandards and specifications.

1

Suggested Testing Activities And Resourcesa. Students should be given a performance test to assess their ability to use

a vacuum pump to evacuate a refrigeration system.

b. Use resources provided in the Instructional Materi,als section on theprevious page.

Reading Skillsa. -Recognize main ideas, details, sequence of events and cause

and effect relationshipsb. Follow directionsc. Make predictions, generalizations and comparisonsd. Draw conclusionse. Inteiket graphic informationf. Interpret instructionsg. Recognize relevance of datah. Recognize appropriate reference resourcesi. Locate information in reference materialsMath Skillsa. Law of exponentsb. Ratios, proportions and percentsL. Fractions and decimals usage and conversionsd. Whole number manipulatione. Algebraf. Metric conversiong. Squares and square roots

VII-300535

1



Suggested Testing Activities And ResourcesProblem Solving Skillsa. Recognize main ideis, details, sequence of events, and cause

and effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Estimate outcomes, with or without units or measurementse. Draw conclusionsf. Interpret non-graphic informationg. Recognize relevance of datah. Interpret graphic datai. Make predictions, generalizations and comparisons'Communication Skillsa. Organize informationb. Interpret aural communicationsc. Compose oral directions and questionsd. Use formal and informal speaking styles

V11-301

5 3 G

_--7TASK OR UNIT CMPETENCY

1

RF-16 Ihstalling refrigeLation access-oriei


Install refrigeration accessories.



a. Absorb/adsorbb. Bade pressure regulatorsc. Crankcase pressure regulatorsd. Desiccante. Drierf. .Liquid line valve


mlCorrect procedures for re ing and re-. placing all components of tie refrigera-

tion system


g.

h.

i.

j.

Liquid indicatorLiquid line filter drierMoisture indicatorPump down valve

a.

b.

Installing a liquid indicator withflare-fittingsInstalling a filter-drier with sweatfittings

k. Receiver c. Installing a capillary tube into a1. Suction line accumulator filter-drierm. Suction line filter-drier d. Pumping the system doftn.

o.

p.

Vibration eliminatorFunction of accessoriesInstallation of accessories

e. Testing leaks

VP.


Textbooks:


b. Delmar,'Principles of Refrigerationc. Prentice-Hall, Refri e9 and

Air Conditioning

A/Vs:

Georgia, "Installing RefrigerationAcqessories".(ST)

r

itt


Student Manuals:

a. Carrier,N,

GTR Manuals '

b. 'Copeland Refrigeration Manualsc. Georgia, Refrigeration, Unit REF-16


a. Refrigeration system,b. Flaring toolsc. Assorted hand toolsd. Torche. Refrigeration system componentsf. Gauge and manifold setg. Leak detectorh. Safety glasses


VII -303537

'VP

111 {

,.s,



Given a refrigeration unit and accessories and proper tools, the student willremove and replace various accessories without any leaks.

Suggested Testing Activities And Resourcesa. Students should be-given a performance test to assess their ability to install

various refrigeration accessories.

b. Use resources provided in the Instructional Materials Action on the previouspage.


and effect relationshipsb. Follow directionsc. Make predictions, generalizations and comparisonsd. Draw conclusions

Interpret graphic informationInterpret instructions

g. Recognize relevance of datah. Recognize appropriate reference resourcei. Locate information in reference materialsMath Skillsa. Ratios, proportions and percents


c. Whole number manipulationd. Metric conversionsProblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause

and effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Estimate outcome." with or without units or measurements

e. Draw conclusionsf. Interpret non-graphic informationg. Recognize relevance of data

h. Make predictions, generalizations and comparisons

VII-304A

PI*

No.NW



V


Communication Skillsa. Organize informationb. Interpret aural communications

Compose oral directions and.questionsUse formal and informal speaking styles

VII-305

4

I

TASK OR l==4JtstRF-17 Testing foi leaks


Test for leaks.

INSTRUC 0 AL ACTIVITIES


a0 . Methods steed in leak detectionb. Pressurizing the system

1. Freon2. Dry nitrogen

c. Devices used in detecting leaksd. Effect of leaks on the vacuume. Repairing leaks

Provide Demorlialion On:

a. Testing for leaks using various N.. methods

b. Repairing leaks


Testing leaks with various leak testingdevices

INSTRUCTIONAL MAT RIALS .

Textbooks:


b. Delmar, Principles of Refri erat onc. Prentice-Hall, Refrigeration an

Air Conditioning

A/Vs:

Georgia, "Testing for Leaks" (ST)

Student Manuals:

a. Carrier, GTR Manualsb. Copeland Refrigeration Manuals.c. Georgia, Refrigeration, Unit REF-17


a. Refrigeration systemb. Freon and dry nitrogenc. Leak detectors;d. Gauges and manifold sete. Assorted hand toolsf. Safety glasses

rESTIMATED CLASS HOURS I ESTIMATED LAB HOURS 1

rVII -

4

EVALUATION OF PERFORMANCE-11,MPerforfnance Objective (CRM)

Given the proper equipment and tools, the student will test for leaks with 100%

accuracy using the 'Soap bubble" method, a halide torch and an electronic

detector.


Students should be given ,a performance testvarious methods to test for leaks.

Use resources provided in the Instructional

previous page.

to assess their ability to use


Reading Skillsa. Recognize main ideas, details, sequence of events and rause and

effect relationshipsb. Follow directions -

c.' Make predictions, generalizations and comparisonsd. Draw conclusionse. Interpret instructionsf. gnize relevance of datag. Recognize appropriate reference resourcesh. Locate information in reference matezials

Math Skills .110-

a. Ratios, proportions and percents 4b. Fractions and decimals usage and conversionsc. Whole nuqber manipulationProblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause and

effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Estimas-e outcomes, ". ' or-without units or measurements

e. Draw conclusionsf. Interpret non-grao.ic informationg. Recognize relevance of data

h. Make predictions, generalizations and comparisonsCommunication Skillsd. Organize informationb. Interpret aural communicationc. Compose oral directions and questions


1

VII -308

541

Oft


RF-18 Charginge refrigeration System

PERFORMANCE STATEME T 1

Charge a refrigeration system.

INST.RUCTIONAL ACTIVITIES4

Provide Information 'Ont.

a. Handling refrigerantsb. Nameplate datac. Charging methods

1. Sight glass Method2. Frost back method3. Vapor charging4. Liquid charging

5. Weighin method6. Ambient temperature method7. Super heat method

d. Manufacturer's charts for chargingProcedures

e. Capillary and T.E.V. systems


Various charging methods


Charging the refrigeration system(Capillary and T.E.V. systems)


I

Textbooks:

a.

c.

Althouse, Tu4nquist and Bracciano,rn Refrigeration and Airditioning

lmar, Principles of RefrigerationPrentice-Hall, RefrigeraticsIandAir Conditioning

A/Va:

Georgia, "Charging the System" (ST)

ESTWA D CLASS HOURS 21

Student Manuals:

a. Carrier, GTR Manualsb. 'Copeland Refrigeration Manualsc. Georgia, Refrigeration, Unit REF-18

Too sltd Equipment:

a. Refrigeration systemsb. Manifold and gauge setc. Freond. Thermometere. Assorted hand tools,f. P.R. chartg. Safety glasses

1


VII-309542

EVALUATION 0 PERFORMANCE

Performance Objective (CHM)

Given.proper equipment and materials, the student will charge a refrigeration

system using the vapor.method, the liquid method and the ambient temperature

method with.100% accuracy.


a. Students should be given a performance test to assess their ability to

charge a refrigeration system using various methods.


previous page.

Reading Skills

a. Recognize main ideas, details, sequence of events and cause

and effect relatiiponships

b., Follow directionsc. Make predictions, generalizations and comparisons

d. Draw conclusionsew

e. Interpret graphic information

f. Interpret instructions

g. Recognize relevance of data


i. Locate information in reference materialS

Math Skillsa. Law of exponents

b. Ratios, proportions and pe'rcents

c. FFactions and decimalvsage and conversions

d. *Ole number manipulatione. Metric conversion

f. Squares and square roots

Problem Solving Skills

a. Recognize main ideas, details, sequence of events, and cause

and effect relationships

.b. Recognize appropriate reference sources



Z. Draw conclusionsf. Interpret non-graphic information


h. Interpret graphic data

i. Make predictions, generalizations and comparisons

VII-3105.13

4

EVALUATI N OF PERFORMANCE

Performance Objective (CRM).

4

r)

Suggested Testing Activities And ResourcesCommunication Skillsa. Organize informationb. Interpret aural communicationsc. Compose oral directions and questionsd. Use formal and informal speaking styles

544VII -311

I

TASK OR UNIT COMPETENCYRF-19 Troubleshooting refrigerator

compressors

4


Troubleshoot refrigerator compressors.



.a.

b.c.

d.

e.

f.

g.h.

A reciprocal-compressorRotary compressorCentrifugal compressorScrew type compressorHermetic compressorSemi-hermetic compressorOpen type compressorTesting the cor.;.essor.

Diagnosing problems in compressor*


a. compressor typesb. Troubleshooting and replacement

procedures


Diagnosing probleMS and repairingvarious compressors

0- INSTRLIC rIONAL MATERIALS

Textbooks:

a. Althouse, Turnquist and Bracciano,ModernReaLgeration and AirConditioning


Air Conditioning

A/Vs:

Georgia, "Testing the Compressor" ST)

ESTIMATED CLASS HOURS 2....11MINMEI1.11/M

Student Manuals:

a.

b.

c.

Carrier, GTR ManualsCopeland Refrigeration ManualsGeorgia, Refrigeration, Unit REF-19


a.

b.

c.

d.

e.

f.

CompressorsElectric metersManifold and gauge setAssorted hand toolsRefrigerantSafety glasses


VII - 313545


Performance Objective (C;FtNA)

Given a semi - hermetic and hermetic compressor and proper tools, the student willdiagnose problems in the compressors and will remove and replace the faulty com-pressors with 100% accuracy.


a. Students should given a performance test to assess their ability totroubleshoot 'carious types of refrigerator compressors.


previous page.


and effect relationshipsb. Follow directionsc. Make predictions, generalizations and comparisonsd. Draw conclusionse. Interpret instructionsf. Recognize relevance of datag.' Recognize appropriate reference resourcesh. Locate information in reference materialsMath Skillsa. Ratios, proportions and percentsb. Fractions and decimals usage and conversionsc. Whole number manipulationProblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause

effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Estimate outcomes, with or without units or measurementse. Draw conclusionsf. Interpret non-graphic informationg. Recognize relevance of datah. Make predictions, generalizations and comparisons

VII-314 546

'e


Performance Objective .(CRM)


Communication Skillsa. Organize informationb. Interpret aural communicationsc. Compose oral directions and questionsd. Use formal and informal speaking styles

VII-315

5 17

I

TASK OR UNIT COMPETENCY PERF 1:1MMTATFMENTRF-20 Troubleshooting condensers Troublesh-ot condensers.


Provide Information On:Provide Demonstration On:

a. Air cooled condenser (natural draft) a. Various types of condensersb. Air doled condenser (forced draft) b. Troubleshooting techniquesc. Air cooled condenser (forced air,

remote)c. Replacement procedures

d. Water cooled condenserAshell and Provide Practical Application On:tube)e. Water cooled condenser (tube within a. Troubleshooting problems variousa tube)

types of condensersf. Water cooled condenser (evaporative) b. Removal and replacement of con-g.

h.

Piping layouts

Diagnosing condenser problemsdeasers

INSTRUCTIONAL MAT IALS



a.

b.Carrier, GTR ManualsCopeland Refrigeration Manuals

b.Conditioning c. Georgia, Refrigeration,.Unit REF-20Delmar, Principles of Refrigeration

c. Prentice-Hall, Refrigeration and Tools and Equipment:A..r Conditionini

a. Various types of condensersb. assorted toolsc. Test instruments


VII-317


5


Performance Objective (CRM)Given various types of condensers, tools and test equipment the student will

diagnose and correct faulty operation in the condensers and will remove and

replace faulty -nndensers with 100% accuracy.440&

590


a. Students should be giveh a performance test to assess their ability to

troubles400t various types of condensers.


previous page.


and effect relationships''b. Follow directions,c. Make padictions, generalizations and comparisonsd. Draw conclusionse. Interpret instructionsf. Recognize relevance/of datag. Recognize appropriate reference resources


Math Skillsa. 4atios, proportions and percents

b. eractions and decimals usage and conversions



c. Lobate information in reference materials


e. praw conclusionsf. Interpret non-graphic information



Communication Skillsa. Organize informationb. Interpret aural communicationc. Compose oral directions and questions


VII-318

549


RF-21 Troubleshooting evaporators

4/

PERFORMANCE STATEMENTTroubleshoot evaporators.



a. The function of evaporators a. Types of evaporators'b. Fin type evaporators b. Troub.Leshooting techniquesc.

d.Flooded type evaporatorsDiagnosing malfunctions

c. Replacement procedures

e. Removal and replacement procedures Provide Practical Application On:

a. Troubleshooting problems in varioustypes of evaporators

b. Removing and replacing evaporators


Textbooks: Student Manuals:I


a.

b.Carrier, GTR ManualsCopeland Refrigeration Manuals

b.

Conditioning c. Georgia, Refr eration, Unit REF-21Delmar, Principles of Refrigeration

c. Prentice-Hall, Refrigeration and Tools and EgLipment:Air Conditioning

ESTIMATED 'CLASS HOURS 2

a. Refrigeration systemsb. Manifold and gauge setc. Freond. Leak detectore. Torch and solderf. Assorted tools

L-ESTIMATED LAB HOURS 6

v 113 )_pJ

=1111.EVALUATION OF PERFORMANCE

Performande Objective, (CAM)

Given various types of"evaporators, proper tools and equipment, the student willdiagnose and correct faulty operation and will repair or remove, and replacefaulty evaporators with 100% accuracy.

A

,Suggested Te ing Activities And Resources

A. Students s be given a per4prmance test to assess the:,r ability to

troubleshoot arious types of 4Vaporators.


previous page.

Reading Skillsa. Recognize main ideas, details, sequence of events and Iause


b. FolloW directionsc. Make predictions, generalizations and comparisons




Math Skillsa. Ratios, proportions and percents

b. Fractions and decimals usage and conlieiol,s

c. Whole number manipluationProblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause




e. Draw conclusionsf. Interpret non-graphic informatior,




c. Compose oral directions and questions

d. Use formal and informal speakIng styles

VII -320

J 5 1

1

TASK OR UNIT COMPETENCYRF -22 Troubleshooting an automatic

expansion valve.g1MOIMINIME

PERFORMANCE STATEMENT$

Troubleshoot an automatic expansion valve.



a. Function of the valveb. Improper adjustmentc. Moisture in the.valved. Moisture in the bellows of diaphragme. Components of the valvef. Diagnostic techniquesg. Adjustment proceduresh. Replacement procedures


a. Diagnostic techniquesb., Adjustment procedures


a. Disar,4Abling, inspecting andreassembling the automatic expansionvalve

b. Removing, replacing and adjusting theautomatic expansion valve

IN TR CTIONAL MAT RIALSTextbooks: Studt2t Manuals:


a.

b.Carrier, GTR Manuals

Copeland Refrigeration Manuals

b.Conditioning c. Georgia, Refrigeration, Unit REF-22Delmar, Principles of Refrigeration

c. Prentice-Hall, Refrigeration and Tools and Equipment:Air Conditi Wing

a. Automatic expansion valvesb. Refrigeration system with the

automatic expansion valvec. Manifold and gauge sed. Assorted hand toolse. Freon

ESTIMATED CLASS HOURS I ESTIMATED LAB HOURS 3

VII -321 rJ.;,

IEVALUATION OF PERFORMANCE

ION

61


Given a refrigeration system with a faulty automatic expansion valve, the student

will diagnose faulty operation in the valve and will repair or remove and replace

the valve with 100% accuracy.

Suggested Testing. Activities And Resources


troubleshoot an automatic expansion valve.

b. Use resources provided in the Instructional Materials section pn the

previous page.

Reading Skillsa. Recognize main ideas, details, sequence of events and cache

and effect relationshipsb. Follow directionsc. Make predictions, generalizations and comparisons



h. Locate informAtion in reference materials



c. Whole nugiber manipulationProblem Solving Skills





e. Draw conclusionsf. Interpret non-graphic information



Communication Skills .

a. Organize informationb. Interpret aural communications


(1.

VII-322 t.))3

7k_

11.

I

TASK a UNIT COMPETENCY

RF-23 Troubleshooting capillary tubes


I

Troubleshoot capillary tubes.

I STRUCTIONAL ACTIVITIES


a. The function of the capillary system a. Properly and improperly functioningb. Capillary tube applications capillary systemsc.

d.

Diagnosing faulty operationRemoval and replacement procedures

b. Removal and replacement procedures

e.. Sizing the tube system Provide Practical Application On:f. Type of motors used on the capil-

lary system a. Diagnosing faulty°capillary systemg. Correct freon charge b.

c.

Using a operation hydraulic testerRemoving and replacing capillarytube systems

./

MATERIALS



a.

b.

Carrier, GTR ManualsCopeland Refrigeration Manuals

b.

Conditioning c. Georgia, Refrigeration, Uait REF' -23

Delmar, Principles of Refrigerationc. Prentice-Hall, Refrigeration and Tools and Equipment :

Air Conditioning

Iv

ESTIMATED CLASS P-. URS

a.

b.

c.

d.

e.

f.

CapillaryManifold and ,gauge setTorch and solderFreonDrierAssorted hand tools

ESTIMATED LAB HOURS

VII- 323 554

EVALUATION OF P RFORMANCE e

Performance Objective (CRM)Given a refrigeration system with faulty functioning of the capillary tubes, the

student will diagnose the malfunction and will repair or remove and replace the

capillary system with 100% accuracy.

4I

f.


a. Students should be given a performance test to awass their ability to

troubleshoot capillary tubes.

b. Use resources provided in the Instructional Materi'als section on the

previoue'page.

Reading Skillsa. Recognize main ideas, detail, sequence of events and rause

and'effect relationshipsb. Follow directionsc. Make predictions, generalizations and comparisonsd, Draw conclusionse. Interpret instructionsf. Recognize relevance of datag. Recognize appropriate reference resourcesh. Locate information in reference materialsMath Skillsa. Law of exponentsb. Logarithmsc. Ratios, proporti4ns and percentsd. Fractions and decimals usage and conversionse. Whole number manipulationf. Metric conversiong. Squares and square rootsProblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause

and effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Estimate outcomes, with or without units or measurements

e. Draw conclusionsf. Interpret non -- graphic information


h. Make predictions, general...zations and comparisons

VII-324555

a.



Suggested Testing Activities And ResourcesCoinunication Skillsa4 Organize informationb. Interpret aural communicationsc. Compose oral directions and questions

I

VII-325

5 5''

1

RF-24 Troubleshooting thermostatic ex-pansion valves

PERFORMANCE STATEMENT'#

Troubleshoot thermostatic expansionvalves.

INSTRUCTIONAL. ACTIVITIES


a. Types of thermostatic expansionvalves

'b. Locationc. Functioningd. Sub-coolinge. Component partsf. Bulb location and installationg. External equalizer connectionh. Driers, strainers and accessoriesi. Test pressures. and dehydration

temperaturesj. Determining super heatk. Malfunctions1.. Repairing the valvem. Valve settingn. Evaporating temperatureo. Thermostatic chargep. Internal and external equalizerq. Pumping down the thermostatic expan-

sion valve system


a.* Types of thermostatic expansion valvesb, Diagnostic techniquesc. Repair and replacement procedures


a. Diagnosing faulty thermostatic expansion valve functioning

b. Repair and adjust proceduresc. Removal and replacement procedures

o**4


'Textbooks:



Air Conditioning

Aa91

Georgia,"Troubleshooting a ThermostaticExpansion Valve" (ST)


Student

a. Carrier, GTR Manualsb. Copeland Refrigeration Manualsc. Georgia, Refrigeration, Unit REF-24


a. Thermostatic expansion valve refrig-erator system

b. Assorted thermostatic expansionvalves

c. Manifold and gauge setd. Freone. Drierf. Assorted tools

k


VII-3275 5 7

r-EVALUATION OF PERFORMANCE

Performance Objective (CRM)Given a refrigeration system with faulty functioning of the thermostatic expan-sion valve, the student will diagnose the malfunction and will repair or remoand replace the thermostatic expansion valve with 100% accuracy.

Suggested Testing Activities And Resourcesa. Students should be given a performance test

troubleshoot thermostatic expansion. valves.

b. Use resources provided in the Instructionalprevious.page.

Reading Skillsa. Recognize main ideas, details,

and effect relationshipsb. Follow directionsc. Make predictions, generalizationsd. Draw conclusionse. Interpret instructionsf. Recognize relevance of datag. Recognize appropriate referenceh. Locate information in referenceMath Skillsa. Law of exponentsb.

to assess their ability to


and causesequence of events

Logarithmsc. Trigonometry, right angles, sine, cosine, andQ. Fractions and decimals usage and conversionse. Whole number manipulationf. Metric conversiong. Squares and square rootsProblem SolvingAgaea. Recognize pain ideas, details; sequence of-events, and cause

and effect relationshipsRecognize appropriate reference sourcesLocate information in reference materialsEstimate outcomes, with or without units or measurements

and comparisons

resourcesmaterials

tangent

b.

c.

d.

a.

f.

g.

h.

Draw conclusionsInterpret non-graphic informationRecognize relevance of dataMake predictions, generalizations and comparisons

VII-32855.S

1

I



Suggested Testing Activities And ResourcesCommunication Skillsa. Organize informationb. Interpret aural communicationsc. Compose oral directions and questions

VII-329

4IN

TASK OR UNIT COMPETENCYRF -25 Troubleshooting the refrigeration

system

INSTRUCTIONAL

PERFORMANCE STATEMENTTroubleshoot the refrigeration system:


a.

b.

c.

d,

11.

ff.gh.

i.

jk.

Troubleshooting from symptomsTypes of compressor failureTypes of condenser failureTypes of evaporator failurethefrigerant leaksCapillary tube failureLow charge and high chargeNon -condensable.Automatic expansion valve failureThermostatic expansion valve failureTroubleshooting tables

1

Provide Dempnstration' On:

Troubleshooting techniques


Diagnosing and repairing various problemsin refrigeration systems

INSTR CTIONAL MATERIAL

Textbooks:

a.

b. Delmar, Principles of Refrigeration'


Student Manuals:

Althouse, Turnquist and Bracciano, a. Carrier, GTR Manuals

Modern Refrigeration and Air ' b. Copeland Refrigeration Manuals

Conditioning c. Georgia, Refrigeration, Unit REF-25

ESTIMAT&D CLASS HOURS 2

Tools and Equi

a.

b.

c.

d.

e.

f.

t:

Refrigerator systemsManifold and gauge setFreerTest metersLeak detectorAssorted tools


VII-331tJ1)

ImimomeIpamrEVALUATION OF PERFORMANCE 4110


Given a refrigeration system having malfunctions, the student will diagnose and

repair the malfunctions so that the system is fully operational.

Suggested Testing Activities Ana Resources


troubleshoot malfunctioningrefrigeration\sstems with 100% accuracy.

b. Use resources provided in the Instructi nal Materials section on the

previous page.

Reading Skillsa. Recognzie main ideas, details, sequen of events/and cause,


b. Follow directions

c. Make predictions, generalizations an

d. Draw conclusions

e. Interpret instructions

f. Recognize relevance ,of data





c. Whole number manipulation




6. Recognize appropriate reference sources



e. Draw conclusionsf. Interpiet non-graphic information



Communication Skillsa. Organize information

b. Interpret aural communications


Comparisons

'VII -332

5

4

r.-1

TASK OR UNIT COMPETENCYRF-26 installing a window air condition-

ing unit

PERFORMANCE NTInstall a window air conditioning unit.



.a.

b.

Air conditioning partsWindow parts

Correct installation procedures

c. Tools to be used Provide Practical Application On:d. Installation checkpoints

1. Adequate wiring and fuses2. Drainage slope

Installing a window air conditioner in amock-up window

3. Ser:ure placement4. Window lock5. Air leaks6. ,filter A

7. Correc ..'at.!xt of unit

e. Annual maintenanze


Textbooks:

a. Althouse, Turnquist and Hracciano,Modern Refrigeration and AirConditioning

b. Delmar, Principles of Air Conditioningc. Prentice-Hall, Refrigeration and

Air Conditioning

A/Vs:

Georgia, " Installation of a Window Unit"(ST)

Student Manuals;

Georgia, Air Conditioning, Unit AC-06;Refrigeration, Unit REF-26


a. Assorced hand toolsb. Permagumc. Safety-glassesd. Window air conditionere. Mock-up window

ESTIMATED CLASS HOURS 2 ESTIMATED LAB HOUR 3 4

Vii -333r- 0



Given a window air conditioning unit and assorted tools, thf student will install

the unit in a window according to manufacturer's specifications and according .

to standard practice.

1

Suggested Testing Activities And. Resources

a. Students should be given a perfo7.aance test to assess their Lklity to

install a window air conditioning unit which meets manufacturer's specifi-

cations and standards.

b. Use resources provided in the Idstructional Materials section on the

previous page.

.Reading Skillsa. Recognize main ideas, details, sequenca of events and cause


b. Follow directions

c. Make predictions, generalizations and comparisons


a. Recognize appropriate reference resources


Math Skillsa. Patios, proportions and percents


c. Whole number manipulation7roblm_aolyitag Skillsa. Recognize main ideas, details, sequence of events, and cause



d. Estima outcomes, with or without units or measuretents



h. Make predictions, generalizfltions and comparisons


c. Compoffe oral directirms and questions

VII-334

J t) 3

4'1

TA R "--orAronrkor-z-frRi="crmRF-27 Verforming pre-season start-up

maintenance.on window 'air condi-Perform pre-season start-up maintenance

.

on window air conditioning units.

INSTRUoTIONAL ACTIVITIES4,,Provide Information On:


a. When and why to perform pre-seasonstart-up maintenance

Routine procedures and special problems/

b. Typical problemsProvide Practical Application On:1. Rotten wood around window

2. Cracks in seals and windows Perfoming a pre-season start-up main-2 3. Water leaks tenance on a window unit

4. Dirty filter5. Dirty coils6. Tilt of unit7. Condition of braces8. Condition of receptacle and oprd

c. Maintenapceysteps1. Remove unit2. Oil fan motor3. Wrap fan motor in plastic4. Clean coils5. Straighten fins6. Clean evaporator drains7. Repair bracing8. Tilt unit.properly9. Repair rotten wood

(Continued on back)

L....=1.INSTRUCTIONAL MATERIALS

Textbooks:

a. Althouse, Tuznquist and Bracciano,Modern Refrigeration and AirConditioning

b. Delmar, Principles of Air Conditioningc. Prentice-Hall, Refrigeration and Air

Conditioning .

Georgia, "Performing Pre-Season Start-Up"(ST)


Student Manuals:

4

Georgia, Air Conditioning, Unit AC-07;Refrigeration, 'snit REF-27


a. Assorted hand toolsb. Seals, filters, permagumc. A window unit in need of pre-season

maintenance

VI1-335


rJ "4

5

t-

TASK OR UNIT OMPETENCY PERFORMANCE STATEMENT...14


Provide Information On:(cOntinue)

c. Maintenance steps10. Repair or replace damaged or

missing seals11. Reinstall unit12, Clean filter13. Repair cord14. Repair receptacle15. Start-up and run16. ,Check inlet and outlet tempera-

tures17. Repair water leaks18 Clean area1J. Inform customer of maintenance

procedures



VII 530Vt5

ESTIMATED LAB HOURS :4z=1

rEVALUATION OF PERFORMANCE

Performance Objective (CRM) .)

Given a window air conditioning unit in need of pre-season maintenance, the .

student will perform pre-season maintenance according to the steps in this unit.

Suggested Testi*Activities And Resourcesa. Students siloulCi be given a performance test to assess their ability to

perform pre-Re .son maintenance on a window air conditioning unit.



and effect relationshipsb. Follow directionsc. Make predictions, generalizations and cdMparisonsd. Draw conclusiase. Interpret instructionsf. Recognize relevance of data

Recognize appropriate reference resourcesLocate information in reference materials

M4h Skillsa. Ratios, proportions and perc is

b. Fractions and decimals usage and conve-sionsc. Whole number manipulationProblem Solving Skills 10a. Recognize main ideas, det ,, sequence of events. and cause

and effect relationshipsb. Recognize appropriate re erence sources

.c. Locate ,information in r ference materialsd. Estimate outcomes, wit or without units or measurementse. Draw conclusionsf. Interpret non-graphic: informationq. Make predictions, generaliz:jons and comparison::CommunicAtion Skillsa. Organize informationb. Interpret auial communications

Compose oral directions and .,ut,:itions

VII -337,%'I,)

TASK OR UNIT COMPETENCYRF:-28 Troubleshooting compressor burnoat

in window air conditioners

PERFORMANCE STATEMENT .

Troubleshoot -compressOr'burnout in windo4air conditioners.


Provide Informati,,n On:

,a. -Types of burnoutb. Caunes of burnoutc. Dtagnosil , burnoutd,

'1

.

L.

Acidic oilReplacing a burned out compressuLBlefding the r,.frl,,ierant

Pemoving and riTllcing drier or f,and capillary tubesFlushing the evaporator and corleiEvacuating the :systemCharging tht: system

r


a.

b.

c.

Correct use of test instrumentsChanging out compressorsEva:Alating and charging the system


a.

b.tilnosiny different types of burnoutReacement of a burned out co.pressorin a window unit

--


Textbooks:

Althouse, Turnquist and Bracciano,Modern Refrigeration and AirConditioning

h. Delmar, Principle:: of Air Conditi,,I.Inic. PrenticeHall, Refrigeration and

Conditionings

A.

rq I a , Compres5;;:rtnirnout in a WI +.4 Air Co tdi t lone r' i. ;T)

ESTIMATED CLASS HOURS; .

Student Manuals:

Georgia, Air Conditioning, Unit AC-08;Refrigeratiori Unit REF-28

Tools and Equip

a. Burned out and functional compres-sors

b. VOM, Improbec. VacuLm pump

. Freon. Assns ted hand tools

Comprwisor test cordj. Capillary tubesh. It or/drier


A



Given a window air conditioner with a burned out compressor, the student will

diagnose the nature of the burnout and will replace it with a functional

compressor. Replacement will include flushing, evacuation and recharging'the system. The student must troubleshoot-the burned out compressor with100% accuracy.



troubleshoot compressor burnout in a window air conditioning unit.

b. Use resources provided in the Instructional Materials s ction on the

previous page.


and effect relat'.onshipsb. Follow directionsc. Make predictions, generalizations and comparisons (




Math SkillsLaw of exponents

b. Ratios,- proportions aced percer,-.s

c. Fractions and decimals usage and conversionsWhole number manipulation

Problem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause

and effect relationships0. Recognize appropriate reference sources



Draw conclusionsf. Intetpret non-graphic informationq. Recogriie relevance of data

h. Make i.relctions, eraltzations and ,...,.:mpatisonli

(.:ommunicatiun Skills

a. '")rganize information

b. Interpret aural communiti-2, comp oral directions and piesiicns

V11- i'10 07,)

1

.TASK OR UNIT ZORVETENCY , PERFORMANCE STATEMENTRF-29 bacuating and charging window

air conditioners

.111111111. AIM!

Evacuate and charge window air condi-tioners.



a. When evacuating and charging areperformed

b. Removing all the freonc. Evacuating the system to 500 micronsd. Breaking the vacuum to zero,. PSIG

with freon vapore. Charging the system by' the coil

temperature and Dial-a-charge.methods

f. Checking the system for peak per-formance

g. Possible safety hazards


a. Use of the vacuum pumpb. Charging the system with freonc. Recognizing when a system is fully

charged


Evacuating and charging a window unitusing the temperature, pressure andtouch method and the Dial-a-chargemethod

INSTRUCTIONAL. MATERIALS

Textbooks:


b. Delmar, Principles Air Condition-ing


A/Vs:

(;eorgia, "Evacuating and Charging aW.ndow Air Conditioner" (ST)


VII-341

Student Manuals:



a A window air conditioner to beevacuated and charged

b. Vacuum p -p and gaugesc. Freond. Thermometerse. Drierf. Hand tools


t5


Performance Objective (CAM)Given a window air conditioner Unit, freon, vacuum pump, gauge' and the proper

tools, the student will evacuate and recharge the system using both the temper-

ature, pressure and touch method and the Dial-a-charge method.ao that the system

operates at peak efficiency.

.Suggested Testing. Activities And Resources


evaluate and charge a window air conditioning unit.


previous page.


and effect relationshipsb. Follow directionsc. Make predictions, generalizations and comparisons

d. Draw conclusionse. Interpret graphic informationf. Interpret instructionsq. Recognize relevance of data


i. Locate information in reference materials


b. Fractions and decimals usage and conversion,;

c. Whole number manipulationProblem Solving Skillsa. Recognize main ideas, details, ',equen,:e of events, and cause

and effect.relationshipsb. Recognize apropriate refernec. Locat- information in reforeh,:u

a. Estimate outcomes, with or witi,out units or measurements

P. Draw conclusionsf Intt:rl.ret non-graphic int;tm,1:1-;n

q. RL-!qnize relevance of dat.1

h. data into qrach::.;

1. 1nter;r,.t graphic data

j. Mahe qenr.:: , az I .ions

V I I 3 4 2

5 "0


Performance Objective.(CRM)

Suggested Testing Activities And ResourcesCommunication Skillsa. Organize informationb. Interpret aural communicationsc. Compose oral directions and questions

VII -343

571

TASK OR UNITUSWETENCYRF -30 Troubleshooting fans and fan

motors

PERFORMANCE STATEMENTTroubleshoot fans and fan motors.


Provide Information ,On:

a. Use of.shaded-pole and PSC motorsb. Reading motor schematicsc. Types of mechanical failured. Types of electrical failuree. Operational symptoms of failuref. Testing for shorts, opens and

grounds using the VOMg. Using the "direct test" methodh. Removing and replacing faulty motors


a. Examples of mechanical and electricalfailure in fans and motors

b. Testing with the VOMc. "Direct. test" method

Provide Practical A lication On:

a. Using the VOM to diagnose electricalfailure in defective fan motors

b. Using the "direct test" to diagnoseelectrical failure in defectivemotors

c. Removing and replacing a fan andmotor in.a window unit


Textbooks:

"a. Althouse, Turnquist and Bracciano,Modern Refrigeration and AirConditioning

b. Delmar, Principles of Air Conu.ition-ing

c. Prentice-Hall, RefrigerationAir Londitioning

A/Vs:

Georgia, "Troubleshooting Fans and FanMotors" (ST)

c.


Student Manuals.:

Georgia, Air Conditioning, Unit Ad-10;Refrigeration, Unit REF-30


a. Fan motors with various defeatsb. Window air conditi(.-ier unitc. Replacement fan motord. Direct test leadse. VOM, amprobef. Assorted hand tools


V11-345

572.

'44t4N,s,


Performance Objective (CAM)Given a window air conditioning unit with a faulty can motor, the student will

diagnose the nature of the fault and will remove and replace the fan motor so

that the unit operates properly.



troubleshoot fans and fan motors.

'b. Use resources provided in the Instructional Aaterials section on the

previous page.

Reading Skillsa. Recognize main ideas, details, sequence of events and.cause

and effect relationshipsob. Follow directionsc. Make predictions, generalizations and comparisons






c. Whole number manipulation ..

d. Metric conversion'Problem Solvinga.; Recognize main ideas, details, sequence of events, and cause

and effect relatioashipsb. Recognize appropriate reference sources

c. Locate inforina on in reference materials

d. gstimate outco es, with or without units or measurements

e. Draw conclusionsr. Interpret non-graphic information



CommUnication Skillsa. Organize information

i. b. Interpret aural communication


V11-346

I

1"--"ATRW1.---tJWTCOMPETENCYRF-31 Troubleshooting mechanical prob-

lems in a window air conditioner

r-___--111E192121.12aZYcle


Troubleshoot mechanical problems in awindow air conditioper refrigerationunit.



a. The most common problemsb. External indicators

1. Dirty evaporator or condenser2. Air temperature c, -op across

evaporator3. Evaporator temperature4. Suction line temperature5. Discharge line temperature6. Condenser liquid line temperature7. Capillary tube temperature

c. Entering the system1. Type of service valve2. Discharge pressure3. Suction pressure

d. Using the refrigeration cycle charts


a. Indicators of proper functioningb. Entering the refrigeration systemc. Proper use of test instruments

Erovic.lect.ii On:Diagnosing and repairing a window airconditioner with a mechanical problemin the refrigeration cycle


Textbooks:

a. Althouse, Turnquist and Bracciano,,Modern Refrigeration and AirConditioning.

b. Delmar, Principles of Air Condition-'

1E9c. Prentice-Hall, Befvigeration and

Air Conditioning

A/vs:

Georgia, "Troubleshooting Window AirConditioner Refrigeration Cycle" (ST)


VII-347

Student Manuals:



a. Window air conditioner with refrig-eration fault

b. ..'Replacement parts, Shrader valvesc. Freon and gaugesd. Thermometerse. Torchf. Air and brushes for cleaninc:g. Assorted tools

=-ESTIMATE AB HOURS

4

574 .

L.EVALUATION 0 PERFORMANCE

Performance Objective (CRM)Given- the proper test instruments, repair equipment and a window air conditioning

unit with a faulty mechanical refrigeration cycle, the stoudent will accurately

diagnose and repair the problem so that the unit operates at peak capacity.4

0

Sugglsted Testing Activities A Resources

a. Students should be given a perform e test to assess their ability to

troubleshoot mechanical problems in window air conditioning refrigeration

cycle.a /


previous page.


an4 effect relationshipsb. Follow directionsc predictions, generalizations and comparisons

d? Draw conclusionse. Interpret graphic informati n

Interpretinstructionsg. Recognize relevance of data





c. Whole number ManipulationProblet Solving Skillsa. Recbglaize [6r in ideas, details, sequence of events, and cause



d. Estimate outcomes, with or without units or measuremnts





Communication Skillsa. Intepret aural commbnications

b. Compose oral directions and questionsr-

VII-348 .t)

4 a

Toc-17ttUR UNIT COMPETENCY PERFORM N E STATEMENT9p-32 Troubleshooting a window air °Troubleshoot a windoW air conditioner

7 conditioner electricallystem electrical sYs'em.

it

r

a

. INSTRUCTIONAL AC . IMESProvide Information On:

a. Identifying all electrical componentsb. Reading /Wiring diagrams.c. Tesiting components with the VOM and

amprobe.1. Fan motor2. Compresslir

Mainswitah4. Thermostat5. Overload6. Capacitors

d. Checking line voltagee. Checking receptable and wiringf. Checking. fuses

I


Testing with the amprobe and VOM


Diagnosing eleCtrical'problems in wirdOwair conditioner units

INSTRUCTIONAL MAT RIALS

Textbooks:

a. Althouse, Turnquist.and Bra7ciano,Modern Refrigeration, and AirConditioning

b. Delmar, Principles of it Condition-

, laac. Prentice4-41all, Refrigeration and

Air Conditioning '

A/Vs:.

Georgia, "Troubleshooting a Window AirCondit-Le6ning Electrical System" (ST)


Student Manuals:

Georgia, Air Conditioning, Unit AC-12tRefrigeration, Unit RF-32

fTools and Equipment:

a. Window air conditioning units withelectricat faults

b. VOMc. Assorted toolsd. Amprobe

ESTIMATED LAB HOURSI

VII -349 31 )1

4

f.

r

.10 .4

4

46

E\TKLUAEWORMANCE.1,===111.

4

Performance Objective (CIVA)

Given a number pf window air conditioners with varils electrttcal problems, the

student will dianyose the nature of each problem with 80%.Accuracy.

8

Suggeted Tasting Activities And 'Resources

a. Students ilhould be given a performance test to assess their ability to

troubleshoot a window air conditioner electrical system.

b. Use resout')es provided in the Instructional Matrials section on the

,previous 6ge.

Reading Skillsa. Recognize main ideas, details, sequence of events ,.apd cause

and effect relationshipsb. ?allow directionsd% Make predictions, generalizations and comparisons

1.t. Draw con'clusIons .

e. Interpret instructionsf. Recognize relevance of data 0

g. Recognize approptiate reference resources


Math Skills 4)

a. Ratios, proportions and percents

b. Fractions and lecimals usage and conversions

lc1

Whole number manipulatidh.04

Problema. Recognize main ideas, aetails, sequence .of events, and cause

and et,fect relationghips

b. Recognize appropriate reference sources



e. Draw conclusionsf. Interpret non- phic information

g. Recognize rele ance of data

h. Make predictions, legeneraliza>iens and comparisons

Communication Ski1.2a. Organize information


c. Compose oral 'directions and questions

8*

VII -350

6

9

4

So

TASK OR UNIT COMPETENCYRF -33 Identifying and describing the '

function of refrigeration covonents

- PERFORMANCE,INSTATEMENTIdentify and describe the function ofrefrigeration components.

INSTRUCTIONAL ACTIVITIES .


a. Compressor (recriprocal and rot4ry)1'b. sOilacoolerc. Discharge lined. Condenser (forced air and static)e. Liquid linef, Filter-drierg. Metering deviceh. Evaporator (shell, fin, shelf)i. Suction linej. Freezers (chest and upright)k.. Refrigerators

-t

4

"".

9


mr.,. a. Identifying components on refrigera-tore and freezers

b. Descri-bing the function of each'''component


a. Locating the components on a refrig-erator and a freezer

b. Writing a brief descfiption of eachcomponent.

4

INSTRUCTIONAL

,Textbooks:

Prentice-Hall, R efrigeration and AirConditioning

Georgia, "Understanding Basic O peration"(ST)

ESTIMATED CLASS HOURS 24111MailI11..

k

Student Manuals:

a.

b.

Georgia, Refrigeration, Unit REF-33MAVCC, Air Conditioning and Refrig-eration, Book Two


All basic refrigeration compodentsRefrigeration cut-a-wayCharts and diagrams of system

a.

b.

C.

L.

VIIL351


5 7 P

*so

1

I

4

4

p

EVALUATION 0 PER .0 MANSE

4.*Ma

Performance Objective 4S.:RINA) ,.

. /4 * , , ( 0

Given a refrig.eratoror kreezer, the student will identify all refrigeration

comoonents and write a short description explaining the function of each with

4° 1001 accuracy. i..a

ff)

U

Suggested 'resting Activities: And Resources

a: Students should be given a written test to assess their knowledge regardin

the function of all refrigeration comp?nents.

b. Students should be given a performance test to assess their utility to

identify all refrigeration components.

c. Use resources provided in the Instructional Materials' i n'on the

previous page.

Reading.Skillsa. Recognize main ideas., details, sequence of events and cause

and effect. relationshipsb. 'Follow directionsc. 'Make predictions, generalizations and comparisons

d. Draw conclusionse. Interpret graphic informationf. Interpret instructionsg. Recognize relevance of data


L. Locate information in reference materials

Math Skillsa. Ratios, proportions and percepts



A and effect relationshipsb. Recognize appropriate reference sources

c. Locate information inreferent2e materials

d. Estim.te outcomes, with or without units or measurements

e. Draw conclusionsf. Interpret nom-graphic information


h. Interpret graphic dataMake predictions, generalizatias and compari:ions .

VI I-352,

579

s

'sr

1

1

ti

4

EVALUATIO OF PERFORMANCE.,

Performance Objective (CRM) 4 4. - . .

. t . /.,

.Suggested' Testing Activities And Resdurces

.

$1 , Communication Skills

a. Compose sentences

(11/0

. b. Organize information ,. c. Interpret aural communicAtiOns w.

. d. Compose oral directions and questions

(`

I

4

AA

S

of

k

O

le."1

V

1%1

VII=353531.)

5

V

S

.vt

I

I.11111 r: TASK OR UNIT CMPeTENCY I

RF-34. Evicuating and charging domest'refrigerator'and freezer -systce

a.

4

.

I

4

ePERFORMANCE STATEMENT

Eiacuatel and charge domestic refrigerator .

add fre6zer systems.

INSTRUCTIONAL ACTIVITIES 0.

Provider-informa4tion OnNir

Valves (styles anda. Installing accesstypes)

b_. T1iple.evacuationc. Deep evacuationd. Purpose of evacuation

Safety while handling rf. ChAgiNig.withliquidg. Charging with vaporh. Sealing the system

Testing for leaks

ants

Peovide Demonstration ,On:

, Goift4 through complete evacuation andcharging procedures on a refrigerator orFreezer

Provide Practical Application g:

Evacuating and chargi9g a refrigeratoror freezei by liquia and vapor methods,

4

I-

A 14h

61

4

Textbooks:'

Prentice-Hall RefrigerationConditipnlgig

INSTRUCTIONAL MATERIALS .

A/Vs.:.

and Air

Georgia, "Evacuating and ChargingRefrigerators and Freezers" (ST)

-

-<t

t

ti

r

Student M4nuals:

,O

a. Georgia, Refrigeration, Unit'REF-34

b. MAVCC, Air Conditiorgn5 and Refrireration, Book One

cools and Equipment:

Access valvesRefrigekator systemVacuum,;pump

Manifold gauge.RefrigerantSafety glassesHigh vacuum gaugeLedk otector (electronic and halide


1

t

torchk1. S6ap

Pinch. -

mentoff tool and soldering equ0,-

ESTIMATED LAB HOURS 4t

go ry

5-S1D

I

.4-, A

".

`i I 9

. EVALUATION OF P RFORMANCE

Performance ObjeCtive (CFIM)

Given a reArigeratbr or freezer and necessary tools, and equipment, the student

will evacuate, charge and leak fest the system. The amount of `refrigerant and .

depty of evacuation must be withinmanufacturer's specifications. All leaks,

if any, must be detected. '

110'

0

(


a. Students should be given a performance test to assess their piIity to

evacuate, charge and leak test refriger or and \freezer systems.

b. Use resources provided in the In*uctional Material's section on the. .

.

previous page.# .

Reading Skillsa. Recognize main ideas, details, sequence. of events and cause .4

aid effect relationships 4b.. Follow directions.

Make...predictions, gendralizations and comparisons

. Draw conclusionse. Interpret instructionsf. Recognize relevance of data

g.. Recognize appropriate reference resources414



b. Fractions and.decimals usage7and conversions

c. Whole number manipulationProblem Solvoltna Skills.

a. Rec9gnizi main ideas, details, sequence of events, and cause

and Affect relationshipsb. Re.cognize appropriate reference sources


CI. Estimate outcomes, with or w*hout units.or measurements

e. Draw conclusionsf. Interpret n9n-graphic information


h. Make predictions, gener4izations and comparisons

AmmuniCation Skillsa. Organize information

0 b. Interpret aural communications

c,. Compose oral directions and questions

4 k

a

V

VII-356582

C

-

,1

.

tp

0

II

TASK OR UNIT COMPETENCYR? -3 Testing and replacing defective

,/ refrigekation cycle components

J

PEROMI ANCE STATEMENTTest and re,cycle comp

'aisctive refrigeration'

, INSTRUCTIONAL ACTIVITIES

Plisovidelnformation On:

a;

b.

c.

d.

e.

f.

g.

h.

i.

Frost patternsRestrictionsLow refrigerantleaks)Recording tempeiaturesHigh pressures'Low pressuresAir leaks '(door gasket)Moisture contaminationThermostat problems


Locating, a known problem in a refrigera-tor/freekevrefrigeratiou cyc)


Locating tile cause of a refrigerationfailure on an operable refrigerator/freezer with known conditiln

-

INST UCTIONAL MATERIALS4

'extbooks:

Althouse, Turnquist and Bracciano, Modern

Refrigeration and Air Conditioning

A/Vs:

Georgia, "Trou/eshooting Refrigeratiod

Cycle" (ST)

ESTIMATED CLASS URS 2

VII-357

Student Manuals:4

a. aorgia, Refrigeration, UnitREF-35 mMAVCC,eration; Book Two


a.

b.

c.

d.

te.

111

Refrigerator with known problemManifold gaugesLeak detection equipmentVOM" '

Troubleshooting chartShop'manual

ESTIMATED LAB HOURS , 8

I

'53

4

1

$

ii4

EVALUATION OF PERFORMANCEof.


Given a refrigerator or freezer andsnecaseary tools and equipment, the studentwill test and replace defective refrigeration Zia* comonents*with 100% accuracy.

St

1

V

4


.a. Students should be given a performance test to assess'their "lily to test

and replace defective refrigeration cycle components,;

b. Use resources provided in the Instructional Materials section on the previouspage.

Reading Skills 4 1

a% Recognize main ideas, details, sequence of events and cause and effect

relationships ./

b. Follow directionsc. Make predictions, generalisations and comi9risons

d. Draw cceclusionsNe. _Interpret graphic infordation

i f. Interpret instructionsg. Recognize relevance of data .

h. Recognize appropriate reference resources )i: Locate information in reference materialsMath Skills .

1 ..1

a. tios, proporidons and percents -..

ib.' ractions and decimals usage and conversionsc.' Whole/ember ,manipulation . . ]

t

.....

Problem Solving Skills.

a. Recognize main ideassidetails, sequence of events and cause and effect

relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materials

d. Estimateos,tcomes, with or .without units or measurements,.

9. Draw co9clusions.. ,.

f. Interpeetson-grapbitc information .

g. Recognizeilsolevance of data .A

h. Make predictions, generalizations and compprisons .

Communication Skills . *a. Organize inforeltionb. aural communicationsc. Compose ral directiOns'and questions

unications4. .

4. Di 1 VII-358

.

. '584

M1V' ! ' .

*

110

.-7,

p

TAW MPETENZTIRP-36 Troubleshooting refrigeratOr/

freezer compreasor burnout

r . 4

Troubleshoot refrigerator/freezek oda-.pressor burnout.

INST UCT. OVAL ACTI I IEProvide' InformatiOn- On:

a.

b.c.

d.

e..f.

g.

Excessive heat loadsRuns. excessively, hotShort cycleLow voltageHigh voltageMechanical failuresResistance readbigs on common,start and rUn terminals


Checking 'the compressor with a VOM


Determining the condition of a failedcompressor and deicribe probable causeof failure .

8 INSTRUCTIONAL MATERIALS'I

Textbooks:

Doolin, Doolin's Troubleshooter's Bible

'A/Vs:

Georgia, "Troubleshooting CompressorBurnout" (ST)

.


1%

N0

Student Manuals:

a. Geokgia, Refrigeration, Unit

b.REF-3 7

MAVCC, Air Conditioning and efrig-eration, Book Two

Tools and Equivalent:

a. Different styles of oompressarsb. Start-run cordc. VOMd. Troubleshooting charte. Jhop manual

4

r ESTIMATED LAB HOURS 6

VII-359 585

4.

:

.

Given a refrigerator or freezer with a defective compressor and necessary

tools and equipment, the student will determine if themompressor is serviceableand-if

not, what caused the burnout. All resistance readingi artist be-

within lb % of know.conditidns and the cause of burnout must be stated accurately.

I

I .)Ir;

, .,.=.

1 I.. . _..=;.

tSuggested Testing. Ativities And Resources

.

1

. , .

..

-,.

. l ..:'

,P

(7....!7

a. 'Students should be,givet a performance test. to assess their ability to 4e

troubleshoot refrigeratr/freezer compressor burnout.

I

. ,

,

I

', ..,:

b. Use esoUrces provided ifl the Instructional Materials section on the previous

:

. .1

:;,,

page!.4 / .1.'1

Reading/Skills'r I

41:b

a. Rscjognize main ideas, deteils,,sequenceof events and cause and effect

relationshipsb. Follow directions

c. Make predictions, generalizations and comparisons

d. Draw conclusions

e. Interpret graphic information



h. Recognize appropriate reference resources.44>


Math SkillsRatios, proportions and percents


o. Mholo number manipulationProblem Solving Skills'a. Recognize main ideas, details, sequence of events and cause and effect

rilationshIRsb. Recognize abpropriate reference sources

c. Locate information In reference materials

d. Estimate outcomes, with.or wit'out measurements

e. Draw conclusions ,

f. Interpret non-graphic inforMion


h. Interpret graphic data-



a. Interpret aural communications1110

b. Compose oral directions and questions

' ;

r COMPETE :CY t PEAPORMANC STATEMENT'.

RF-37 Testing and repairing /replacingrefrigeritor/freeser fansand fan

Test and ispair/rep ace refrigerator/'Irewser-fans and fan motors.

Provide Information On:.

a.

b.

c.

d.

e.

Function ?f evaporator fan motorFunctioniof condenser fan motorRestricted or no air switchChecking motor and switchwiring schematics

Provide Demonstration On: ., - ./

Ea. Checking fan =tope and switcheib. InterOeting wiring schematics

Provide Practi,-...11 Application On:

a. Checking,olit condenser and evapora-tor fan motors

b. Clesning or replading motor switch*c. Checkihg and replaCing motor

switches

11,ommoull


Textbooks;

Althouse,:Turnquist and Bracciano, ModernRefrigeration and Air Conditioning

A/Vs:

Georgia, "Troubleshooting Fins and FanMotors" (ST)

ESTIMATED CLASS/ liOURS1

VII -361.

Student Manuals:

I

a. Georgia, Refrigeration,, Unit

REF-36b. MAVCd, Air Co ditioding and.Refrir

%'we ation, Book .o

Tools, d Equipment:

a. Wrigerator with wiring schematicattached to back

b. VOMc. ShoVmanual

9.

HOURS

O

3

A

.

.

ti

WWNDIAININO444MINMENZI464444144=411141111MMIk.


Given a veftigerator or freezer and necessary' tools and equipment,,thestudent wild test all fan'motors4 determine the condition and replace as

( 'necessary. Faulty fan motors mist keidentified and replecied accordingto the manUfacturees,Specifications.'.

A.

Suggested Testing Activities And Resourcesa. Students should be given a performance test to assess their ability

to test and repair/replace refrigerator/freezer fans 'and fan motors.

\

b, Use resources provided in the In motional Materials section on theprevious page.

Readilg Skills,s. Recognize main ideasp.details, seqience of 'avents and cause

and effect relationshipsb. Follow directionsc. Make predictions, generalizations and comparison'sd. Draw conclusionse. Interpret graphic informationf. Interpret instructionsg. Recognise relevance of data

'h. Recognize appropriate reference resourcesi. Locate information in reference materialsMath Skills .

I.4

a. Ratios, proportions and percentsb. Fractions and decimals usage and conversions_c. Whole number manipulation-Problem Solving Skillsa. Recognise main ideas, details, sequence of events, and-bause

and effect relationshipsb. Re'

Locateis appropriate reference sources

c. Locate information in reference materialsd. Se outcomes, with or without units or Measurementse. Draw conclusionsr. Interpret non-graphic informationg. Recognise relevance of datah. Interpret graphic datai. Make predictions, generalizations and comparisonsCommunication Skillsa. Organic.e informationb. Interpret aural communicationsc. Compose oral directions and questions

VII-362588

ti

I

r

TASK Off LNF Iis COMPETENCYt 4

RF-38 Diagnosing problems in reAigera-'tors and freezers

a

PERFORMANCE STATEMENT.4

Diagnose problems in retfrigerators andfreezers.

'Provide Information On:

INSTRUCTIONAL ACTIVI I SP4ir

a. Developing and Feeding troubleshoot-ing charts

b. Reading wiring diagramsc. Reviewingrefrigeration cyclfd. Testing perimetere. Testing, swiliches.f. Defrost timer'g. Tesperature.conth. Using touch, si

locate problt and hearing to-

Providi'halonbtration Ons

Developing a'comprehensive troubleshootingplan .

. Provide Practical Application On:. .

Developing a compreheniive troUbleshootihgplan and applying it to several refrig-arab:it/freezer systems

IN T MATERIALS

Textbooks:

.Doolin, Doolin's Troubleshooter's Bible

1

4


Student Manuals:

a. Georgia, Refrigeration, Unit REF-38b. MAVCC, Air Conditioning and Refrig-

eration Book Two


b Troubleshooting chartsc. Diagnostic tools

r d. Shop manual


V11-363

589

te4

VALUATION OF PERK s RMANCE

Performance Objective (CRMY a

Given a *refrigerator or freezir with an unknown malfunction and necessary

tools and equipment, the student will develop a troubleshooting plan leading

`to the cause of the failure. The student will recommend needed repairs. The

student's recommendation must be theame as the instructor's.

a.

t

Suggested Teiting Activities And Resources.s

a. Students should.be given a written test to assess their abibity to develop

a troubleshooting plan for a defective refrigerator or freezer.

b. Students should be given a performance test to assess their ability to

troubleshoot a defective refrigerator or freeser.

c. Use resources proVided in the Instructional Materials section on the

previous page. IP



b. Follow directionsc. Make predictions, generalizations and compatisons

d. Draw conclusionse. Interpret graphic information





Math Skillsa. Ratios, proportiods and percents







a. Draw conclusionsf. Interpret non -grAphic information




V11-364

590

V

4/1

.

4


Performance Objective (CRM)-

tr .

1

Suggested Testing Activities And ResourcesCommunication Skills .t.

a. Compose sentences -,,,,,

b. Organize information ...-----....

c. Interpret aural communications ../ yd. Compose oral directions and questions

4

I.

r

a.

V11-365

591

I

4

1

7


MA-01 Developing a troubleshopting planfor a major applianc4

.


Develop a troubleshooting plan for amajor appliance,



a. Developing and reading trouble-shooting charts .

b. Reading wiring diagramsc. Using touch, sight and hearing to

locate problemsd. Microprocessors used in major .

appliancesRemoilli procedures

Replacement procedures

of

Provido Demonstration On:

Developing a comprehensive trouble-,shooting plar


Developin,a comprehensive trouble-shootIng"Plan and applying it to severalmajor appliances

S

Textbook's:


a. Doolin, 222.1.1111§ Troubleshooter's

Bibleb. Manufacturer's manual

ESTIMATED CLASS HOURSIIII1 1

ie


a.

b.

c.

d.

Major ap(liancesTroubleshooting chartsDiagnostic toolsManufacturer's test equipment

4

I

ESTIMATED LAB HOURS

VII-367592

C

\)

*4.

EVAL1 TION OF PERFORMANCE


Given a major appliance with.anunknown malfunction and necessary toolsaneutuipment, the student will "develop a trbubleshooting plan 'leading to

the cause of the failure: eThe student,will recommend needed,repkirs.The stndent's.recommendition must be the same as the instructor's.

I- \.

If


a. Students should be given a written or performance test to asses their

ability to develop a trdubleshootingqplan for the following major

appliances: electric clothes dryer; gas clothes dryer; dishwasher;

micreiave oven; cook top and vent; clothes washer; trash compactor;

refrigerator and/or freezer; as stove; gas water heater; electric

water heater; electgtc water heater; electriceovens; and gas ovens.


previoui page.

Reading Skills

ela. Recog iz ain ideas, details, sequence of events and

relationA ps . .

b. Make predictions, generalizations and comparisons ,

c. Draw conclusionsd. Recognize appropriate reference resources

e. Locate information in reference materials

Problem Solving Skillsa. Recognize main ideas,

relationshipsb. Recognize appropriatec. Locate information ind. Estimate outcomese. Draw conclusionsf. Interpret non-graphic information -

.1. Make predictions, generalizations and comparisons..s 4

Communication Skills0

.

a. Compose sentences ,

b. Organize informationc, Write paragraphsd. Compose oral directions and questions

e. Use formal.and informal speaking styles

cause and effect

details, sequence of events and cause.and effect

referfince sourcesrefefence materials

VII-368533 J

a

I 4.

I

5 7

TASK OR UNIT COMPETENCE'MA-Ol Installing and wiring al % electric

.clothes dryer

4;4PERFOR MENY

Install and wire an electric clothesdryat.

INSTRUCTIONAL ACTI RIES1

\,

Provide Information On: \

o

\

%

a. Electrical safetyb. Uncrating and preparing the ppliance.c. Determining-electrical requi shentsd. Using the poJeriformula 1

e. The National Electrical Code (NEC)4*f. Installation proceduresg. Tools requiredh. Operational checks

I

Provide DeMbnstration On:

a.

b.

c.

d.

e.

Using the EC to determine require-merets

Making wit' ng condtctions"Typical installationsUsing a multimeter .and aMpmet,erProper venting Method

Provides ractical Application On:\4

Determining size.anck type of wi,re,\16..number ofIconductors and amperage

rating of receptacle for a givendryer

b.' Instilling and wiring the dryerInStalling a pigrail

d. Making operational checkse. Using aomultimeter and an

to installa dryerampmeter


Textbooks:

a. Alerich, Electrical ConstructionWiring

b. Ruel and Nolte, Servicing ElectricalAppliances, Vol. 2

c. Mullin, Electrical Wiring - Residential

A/Vs:

AAVIM, ."Eleotrieal Wiring" (ST)

I

ESTIMATED CLASS HOURS 6,dnamm..

Student.Manuals:

AAVIM,.Electrical Wiring, Unit 305SWb. Georgia, Major Appliances, Unit MA-04

Tools vd,Equipment:

a. Shop 'tools

b.. Wire And' receptacles

d. NEC maJlual

e. Local codesf. Multimeter and ampmeter


VII-3695 9 4

0

rZI.=1..Immoad,....0."

rt at

EVALUATIO OFp.


Given an electric clotligrdryer and necessary.tools and equipment, the

students will install and wire the dryer in accordance with thd NationalElectric.Code and local codes.

, .

r

ea

. r

Suggellted Testing Activities And Reslurces

a

'a. Students should be given a peitorinance test to absess their ability to

select the appropriate size and type of wire, number of conductors, and

amperage rating of receptacle for a given type of electric clpthes dryer.

. b. Students' should perfofm an operational check of the Clothes dryer.

c. Georgia, Electromechanica Instructor Guide - Check ints Information.

d. V'TECS, Appliance Repairer, Task No. 2

e. Use resour es provided in the Instructional Materials

the prey ,us page.'

Reading Skillsa. Make predictions, generalizations and comparisons

b. Draw conclusionsc. Recognize appropriate reference resources

d. LOcati information 4n reference materials

Math Skillsa. Scientific and engineering notationb. Ratios, proportions and percents

c. Fractions and aeciials usage and conversionsd. Whole number manipulationProblem Solving Skillsa. Recognize appropriate reference sources

.b. Locate information in reference materials

c. Draw conclusionsd. Make predictions, generalizations and comparisons

..communication Skills

a. Organize informationb. Interpret mural communicationsc. Cftpose oral directions and questionsd. Use formal or informal speaking shkes

VII -j70

595

O

section on

4

414 7.i.

0:1

x.

.3.

)(

MA-03 Troobleshboping and servicing' electric dryer mechanical/ .14

ele6triceAsystems .

INSTRUCTIONAL

K UN T PE EN FIERFORMANCE STATEMENT1

clothes dryer chanical /electricalsystelti.

ACTIVITIES

,Prerequisite Task:'

. NA-01


a.

b.

C.

d.

e.

f.

g.h.

i.

MotorsTimers'ThermostatsHeating elementDoor switch'BeltsDrumsAir leaks

Ad°

Testing and inspectin forserviceabilityProper venting method.


a.

b.

c.

d.e.

Testing motorTesting thermostatTestingelemeTdstin4 door'Testing belt and 'drum

1.

-

Provide. Practical Aliplication On:

Testing, removing and replacing themotor, timer, thermostats, heatingelement, door switch, belt and drum

C

INEIM4 INSTRUCTIONAL MATERIALS

Textbooks:

a.

b.

Manufacturer's manualRuel and Nolte, SdryicilagElectrical Appliances, Vol. 2

A/Vs:

Georgia, "Servi,.:ing Dryer Electrical

ystem"'(ST)

411

ESTIMATED CLASS HOURS a ESTIMATED LAB HOURS

Student Manuals:

.Georgia, Major Appliances, Units MA-16,MA-17

Topl and Equipment:

a. Shop toolsb. VQMc. Assortment of motors, switches,

. thermostats, elements andtimers

d. Shop manuale. Manufacturer's test equipmentf. Ampmeter

VII 37

ag;

Lit

IOra

sirPerformande Objective (CRM)

4

Given an automatic eleztric clothes dryerand,necessary tools and equipment,

*the student' will test and replace the motor, timer, thermostat*, heating

el door switch,belt and drum. All work.must conform to manufactureriN

speci cationsyS

*

I

ggested Testing Activities And ResourCes

a

e

,^1

. : itti

'''Y

/

a. *St ants should be given a performance test to assess their ability.t-.

tro lesi.00t the mechanical and *lecixical systems of an electric clozheo4

dryer.

1

11

11

b.. Students should be given a performance test to assess their abilAy to

remove and replace defective components of the mechanical nd electrical

' systetus.

c. Georgia, Electromechenieal Instructor Guide - Checkpoints Information

4

t i

d. V'TECS, Appliance Repairer, Task Nos. 19, 20, 34 and,900

.

C,

n.

e. Use resources provided in the Instructional Materials section on the

.

../previous page.

Reading Skills4

a. Recognize main ideas, details, Sequence of events andlkause and effoect

relationshipsb. Draw conclusions

..

c. Interpret graphic information4

d. Recognize relevance of deal'

e. Recognize appropriate reference resources b

f. Locate information in reference materials,


b. Ratios, proportions and,percents.

a1

c. Fractions and decimals usage and conversions* I

d. Whole number manipulation

e. Interpret graphic dataProblem Solving Skills

a. Recognize main ideas, details, sequence of events and cause and effect

relationshipsN b. Recognize appropriate reference sources

c. Locate information in reference materials Illir

d. Draw conclusions.

.

VII-372

597

13

4,

"---"C,Performince Objective (CRM) :11,;

/

EVALUATION. OF PER ORM0

Ss

V

s

Suggested Testing Activities And Resource'

e. Recognize relevance of dataf., Interpret,graphic data :-

Communication Skillsa. Organize informationb. Interpret aural communicationsc. Compose oral directions and questions

` d. Use formal and informal speaking suyles

IPA

VII -373

. 593

e

4

1,

.1k

4

ai


MA-04 Installing,plumbing and wiring:a clothes washer

;

I-

1

PERFORMANCE(..

dumb and were a clothes.washer;

INSTRUCTIONAL ACTIVITIES.1=,

Provideanormation On:

mamimmammott,

Provide pelonstration On:

a. Electrical safety a, Using NEC to deteimine requirementsb. Uncrating and preparing the b. Making wiring connections

c.

applianceDetermining electrical requirements

c. Typical installations

d. Using the powerfoiMulg Provide Practical Application On:.e. The National Electric Coda (NEC)f.g.h.

Installation procedureiPlt.mMbing procedures,

Tools required

a. Determining size and type of wire,number of conductors and amperagerating of receptacle for a given

i. Operational checks clothes washer) b. Installing necessary plumbing' c.

d.Installing wiringPerforming operational checks


textbooks:

a. Manpfacturer's manualb. Mullins, Electrical Wiring -

Residentialc. Ruel and'Nolte, Servicing

Electrical Appliances, Vol. 2

AAVIM, "Electrical Wiring,"(ST)

ETIMATED CLASS HOURS 2

Student Manuals:

/ a.

b.

AAVIM, Electrical Wiring, Unit3058WGeorgia, Major

!2P2.14 U0111.' Unit

MA-05


a.b.

c.

a.

e.f.

Shop toolsSArious wire sizesClothes washerNEC manualLocal codesPlumbing equipment

ESTIMATED LAB. HOURS 8I

VII-375I 599

it

1

ft

40,,

s


Given a clothes washer and necessary tools ltd eqUipment, the student will

'determine correct wire specifications and in, tall, wire and plumb the washer in

accordance with the National Electric Code and local codes. No water leaks .

are allowed. .. .

Zilggested Testing Activities.And Resources

4s.

'a. Students should be given a performance test to assess their ability to

select the appropriate size and type of wire, number of conductors and

amperage rating of receptacle for a given type of clothes washer.

b. Students should perform an operational check of the washing machine.

c. Georgia& Electromechanical Instructor Gvide - Checkpoints Information

d. v,TEgp, Appliance Repairer, Task No. 2


previous page.

Reading Skillsa. Draw conclusions ff

b. Recognize appropriate refrence resources



b. Whole number manipulationProblem Solving Skillsa. Recognize appropriate reference sources

b. Locate information in reference materials

c. Estimate outcomes

d. Draw conclusionsCommunication Skills




d. Use formal and informal speaking styled'

VII-376630

fa

OF

414

.

ipt

a 0 is .

Alp

16. R l-a-grWTTUM15B1, N Yp I

MA-05 Troubleshooting' and re acing theclothes washer water evel controland door switches

.k.

PERFORMANCE STiNTEMrNTTroubleshoot the waterlevel control anddoor switches.


a. Operition and function t switches.b. Location att switches**c. testing the switches ,

d, InteiiaraR.of timen4:switches andfill valve `

NSTRUCTIONAL ACTIVITIES

D


a. Testing and-replacing watei*levelControl -.

b: Testing and replacing door switches

Provide Practijil Application On:

-

Testing, removing and replacing the waterlevei.00ntrol, and door switqhes

.

.P

A.

Ner

1


Textbooks:

a.

b.

Manufacturer's manualRuel and Nolte,.Servicing ElectricalAppliances, Vol. 4

A/Vs:

Georgia, "Electrical Systems OperatiOnand Troubleshooting" (ST)

ESTIMATED CLASS HOURS 4I

Student Manuals:

Georgia, Major Appliances, Unit MA-11


b.

c.

d.

e.

f.

VOMHand toolsWashing machineVarious switchesWiring schematicManufacturer's test equipment

1

ESTIMATED LAB HOURSr--VII-377

6 1

I

:

f

41r

Or

EVALUATION OF PERFOR A C

Performance Objectjte (CAM)

Given a clothes washer and necessary tools and equipment, the student will

test, reieve and replace the water level control and door switches. All work

must be within manufacturer's specifications and the machine must perform

as.the manuffctuter intended with no indicatige of water leakage.

i

Suggeated Testing Activ)ties And Resources

a. Students should be giien a performance test to assess their ability

to locate and describe different types of switnhes.

VI/

b. Students should be given a performance test to assess their ability

to test, remove and replace a water'level. control switch.

c. Geo4gia, Electromechanical Instructor Guide-Cheapoints.Information

d. Use resources provided in the Instruc onal Materials section on

the previous page.

R "ading kills

a. Interpret graphic information .

b. Rec gnize appropriate reference resources

c. Loc to information in reference materials

;ProblemkSolvin4 Skills

. a. RecOgnize appropriate reference turces

b. Locate information in reference giterials

c. Estimate outcomes

d. Interpret graphic data






VII -378

6 :J2

r!"..4

TASK OR UNIT COMPETENCY 'PERF RMANCE STATEMENTA

ft

MA-06 Troubleihooting and replacing theclothes washer timer and solenoids

Troubleshoot and replace the clotheswasher timer and solenoids.



a.

b.

c.

d.

e.

f.

g.

Operation and function of timer andsolenoidsTimer motorTimer contactsTesting the timerLooation of solenoidsTesting solenoids-Timer and.solenoid interaction

4.


a.

b.

Testing and replacing clutchTesting and replacing brakesolenoids

Provide Practical Apklication On:

Removing and replacing the timer,fill valve and clutch r,brake Solenoids

4

4

4


Textbooks:

a.

b.

Manufacturer's manualRuel and Nolte, Servicing Electrial,

1122244aRIP1/2142

ACIE:

Georgia, "Toal Washing Machine.Operation" (ST); "Electrical SystemsOperation and Troubleshooting" (ST)

4.ESTIMATED CLASS HOURS 4

Student Manuals_:

Georgia, Major Appliances, Units MA-10,MA-11


a.

b.

c.

a.

e.

f.

VOMHand toolsWashing machineTimer and solenoidsWiring schematicManufacturer's test equipment

ESTIMATED LAB HOURS II

VII -379

3 1-1*

,. an

ti

.



Given a clothes washing machine and necessary tools and equipment, the student

will teat., remove and replace the timer, fill solenoid,clutch solenoid and

brake solenoid. All work must be within manufacturer's specifications and

the machine must perform as-the manufacturer intended with no indication of

war leakage.

.11111/".



the operation and function of the timer and selected types of

solenoids.S

b: Students should be given a performance test to assess their ability

to troubleshoot and replace the timer aad selected typeajof solenoids.

c. Georgia,,,Electromechanical Instructor Guide - Checkpoints Information


e. Use resources provioed in the Instructional Materials sectipn on

the previous page.

Reading Skills -

a. Recognize main ideas, details, sealyence of events and cause and

effect relationshipsb. Follow directionsc. Draw conclusions

.

d. Interpret graphic information

e. Interpret instructionsf. Recognize appropriate reference resources

g. Locate information in reference materials


b. Law of exponentst. Ratios, proportions and percents

d. Fractions and decimals usage and conversions

e. Whole amber manipulationf. Algebrag. Squares and square roots

h. apply formulasi. Interpret graphic data

vii-38o s --)4

4

O

lle



II

O


Problem Solvinq,Skillsa. Recognize main ideas, details, sequence of events, and cause

and effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Draw: conclusionse. Interpret graphic dataCommunication Skillsa. Compose sentencesb. Organize information

" c. Write paragraphs /d. Interpret aural communicationse. Compose oral directions and questionsf. Use formal and informal speaking styles

A

VII-381

6 "fe5

ti

a,

I A

TAIRbgunlytousg Y PERFORMANCE STATEMENT1

/U 7 Troubleshooting and,replicing the. Troubleshoot and replace the clothesclothes washer motor and relay washer motor and 61111,.


a.

b.

c.

d.

v.

4

fesISI : TI ALTI AL ACTIVITIES180

Operation and function of relay /Purpose f relayInteracti of timer, motorand relayMotor dlasaifictionTesting the motor

fr

=111


Testing and replacing the motorand relay


Testing, removing and replacing themotor and relay

e

4

Textbooks:

a. Manufacturer's manualb. RueI and Nolte, Servicing



A/Vs:

Georgia, "Electrical SystemsOperation and Troubleshooting"(ST)


I

Student Manuals:

Georgia, Major Appliances, UnitMA-11


a.

b.

c.

d.

e.

VOM meterHand toolsWashing machineMotOre and relaysWiring schematicManufacturer's test equipment


NI I I - 3 8e

410

a

PL. EVALUATION OF PERFORMANCE

performance Objective {CRM)

Given a clothes washer and necessary tools and equipment, the student will

test, remove and replace the motor and relay. All work must be within '

manufacturer's specifications and the machine must perform as ,the manufacturer

Intended with no indication of water leakige.

a

IP"

Suggested Testingtivities And Resources

a.. Students should be given a written test to assess theieknowledge of I

(1) the purpose and Operation of the motor relay and (1) the interaction

of the timer, motor and relay.

b. Students should L,erform an operational check of the replaced motor and

relay.

c. Georgia, ElectromechanicalInstructor Guide - Checkpoints Information

d. V'TECS, Appliance Repairer, Task Nos. 27, 90

e. Use resources provided in the Instructional:Materialssectioh on the

previous page.

Reading Skills-

a. Recognize main ideas, details, sequence of events and cause

and effect relationships.

b. -Follow directions

c. Draw conclusions

d. Interpret graphic. information

e. Interpret instructions

f. Recognize appropriate reference resourcibs

g. Locate information in reference materials .



c. Fractions and decimals usage and conversions

d. Whole number manipulation

e. Algebraf. Apply formulas

g. Interpret graphic data

VII-384

.$

L


Perforrnance Objective (CRM)

Suggested Testing Activities And ResourcesProblem Solving Skills {)a. Recognize main ideas, details, sequence of events, and cause

and effect relationshipsb. Recognize appropriate reference sources .

c. Locate information in reference materialsd. Draw conclusions .

a. interpret graphic dataCommunication Skillsa. %, Compose sentencesb. Organize informationc. 'Write paragraphk

I

VII-385..

6)8

*am

\TASK,OR UNIT COMI----3ETENCY . PERFORM STATEMENT

1

1

MA-08.Troubleshooting and replacing the 4 Troubleshoot and replace the clothesclothes washer-drain pump- \

washer drain pump.\ N,t

e

41



,0


a.

b.

c.

d.

Operation and function of pTypes of pumpsPump sealsTe....ing the pump for properoperation

Repairing pump


'Testing, removing and replacingthe pump

;


Textbooks:

a. Manufacturer's manualb. Ruel and Nolte, Servicing


A/Vs:

Georg, "Water Systems OperationTroubleshooting" (ST)

andt


1

ESTIMATED_LAB HOURS 11

Student Manuals:4

Georgia, Major Appliances; UnitMA-15

Toolsvain ,Equipment:

a. VOM%b. Hand toolsc. Wash ng machined. Drai pumpse. Manu cturer's test equipment

I

VII -387

1

041

I

EVALLIATIONIOF PERFORMANCE

PePformance Objective (CRM) 4444

Given a clothes washer and the necesscry tools and equipient, the student will

test, remove aid replace the drain pump. All work must be within manufacturer's

specifications and the mr..11%ins must perform as ,the manufacturer intended

with no indicatica of water leakage.


a. Students should be given a written test'to assess their ability to

identify types of pumps.

b. Students should perform an operational check of the replaced drain

pump.

c. Georgia, Electromechanical Instructor Guide - Checkoints Information

d. Use resources provided inthe Instructional Materials section on

the previous page.

Reading Skillsa. Follow directionsb. Draw conclusions

. Interpret graphic informationRecognize appropriate reference resources

to information in reference materials

illsa. ientific and engineering notation

b. Interpret graphic dataProblem Solving Skills ""00""swa. Recognize main ideas, details, sequence of events, and cause




e. Draw conclusionsf. Interpret gnaphic data eC

Communication Skillsa. Compose sentencesb. Organize informationc. Write paragraphs

VII-388610-

A

TASK 0 UNIT COMPETENCY PERFORMANCE STATEMENT,MA-09 Tr leshooting and replacing/ Tro 0:11 00 an re repa r a e

repairing the clothes washer. clutch clothe washer clutch and transmission.'and transmisti

INSTRUCTIONAL ACTIVITIES 'te

1Provide Information On: Provide Demonstra_tior,On:

'4. Operation and function of clutch andtransmission

b. Types and stylesc. Removing and replacing/repairing

/1:- Inspection

a. Testing andireplacing/repairingclutch

b. Testing and r0lacing/repairing,transmissiOn..

I

Provide Practcal Application On:

gi Testing, removing and replacing/ 4

repa&ring the clutch and transhission

IN TRUCTIONAL MATERIALS

TextbOoks:-



A/Vs:

Georgia, "Mechanical SystemsOperation and Troubleshooting" (ST)

1


"Student Manualt.:-.-


Tools and EquiRmenti

a.

b.

c.

d.

e.

Special tools required bymanufacturerHand toolsWashing machineClutches and transmissionsManufacturer's test equipment

ea

I


I I.

.44

VALUATION 0

4

P R - N EPerformance Objeltive (CRM)

Given a clothes yeah:v. and necessary tools and equipment, the student will test,remove and replace/repair the clutch and transmission. All work must performas the manufacturer intended with no indication. of water leakage.

eSuggested Testing Activities And Resources

a. StUdents should be given a written test to weds their knowledge of

the function and operation of a clothes washer clutch and transmission.

. b. Students should be_ given ato repair a cloth** washer

c. Students sauld perform anclutch and transmission.

performance test to assess their abilitytransmission.

operational check on the replaced/repaired

d. Georgia, Electromechanical Instructur Guide,

- Checkpoints Infbrmation


revious page.

Readi ills

a. ro direction:b. Draw conclusionsc. Interpret instruction* .6

d. Recognize appropriate reference resourcese. Locate information in reference materials

Math Skillsa. Ratios, proportions and percent*b. Fractions and decimals usage and conversions

c. Whole number manipulationProblem Solving Skillsa. Recognize main ideas, detailspisequence of events, and cause and

effect relationshipsb. Recognize appropriate reference sources

q. Locate information in reference materials

d. Draw conclusions

612

Li

4

. EVALUATION OF PERFOR ANCE

eerfOrmance Objective (CRM) .

4 <

rguggested Testing Activities And ResourcesCommunication Skillsa.. Compose sentences .

b. Organize informationc. Write paragraphsd. Interpret aural communicationse. Compose oral directiOni and questionsf. Use formal and informal speaking styles

VII-391

*613

TASK OR UNIT COMPETENCYMA-10 Installing, wiring and plumbing an

electric water heater 4

PERFORMANCE STATEMENT. Install, wire and plumb an electric

water heater

Provide Information Qn:

a.

b.

c.

d.

e.

g-h.

i.

Electrical safetyUncrating and preparing theappliance,Determing electrical requirementsUsing the power formulaThe National Electric Code (NEC)Installation proceduresTools requiredPressure.ventOperational checks


a. Using NEC to determine requirementsb. Making wiring connectionsc. Typical installationd. Proper water hook up


a. Determing size and type of wire,number of conduttors and amperage

b. -Making the necessary water hookups

c. Installing and wiring unitd. Performing operational checks

I

INSTRUCTIONAL MATERIALS.4

Textbooks:

a.

b.

c.

to

Manufacturer's manualMullin, Electrical WiringResidentialRuel and Nolte, Servicing ElectricalAppliances, Vol. 1


Student Manuali;

AAVIM, Electrical Wiring, Unit

Tools uanEquipment:

a. Shop toolsb. Wire and receptaclesc. Water heaterd. NEC manuale. Local codesf. Copper pipe and soldering

equipment (or PVC)

305SW

4


VII-393614

41-

a

vs

Nr-

EVALUATION 0 EAFORIANCE


Given an electric water heater and'necessary tools and equipment, the-student

will install, plumb and wire the heater in accordance with the National

Electric Code and local codes.

:


a. Students should be given a performance test to assess their-ability

to select the appropriate size and type of wire, number of conductors,

and aperage rating of seceptacle for a given type of electric

water heater.

b. Students should perform an operational check of the electric water

heater.

c. V'TECS, Appliance Repairer, Task No. 10

d. Use resources provided in the Instructional Materials section on

the previous page.

Reading Skillsa. Follow directionsb. Draw conclusiopsc. Interpret graphic information

d. Inteipret instructions

e. Recognize relevance of data

f. Recognize appropriate reference resources

g. Locate information in reference materials,


b. Rati .,s, proportions and percents

c. Fractions and decimals usage and conversions.

d. Whole number manipulationProblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause


d. Locate information in reference materials,



VII-394

"



0

Suggested Testing Activities And ResourcesCommunication Skills

.Organize informationb. Interpret aural communicationsc. Compose oral directions and guestionid. Use formal and informal speaking styles

1'

VII -39 5

616

4

74 t,V714 TUMPURT1(

1%.

MA-11 Troubleshooting and replacingelectric water heater elements

PERFORMANCE STATEMENT0 4

TrouEll=ot and replace. electric waterheater elementi.



a. Type of water heaters (convental,cabinet)

b. Capacity of water heatersc. Number and type of elements used

(immersion, external)d. Thermostatse. Circuits (duplex, load-

limitingrf. Color codingg. Model and serial number codingh. Relief valvesi. Checking the elementj. Draining the unit replacing the

element


a. Troubleshooting element burnoutb. Replacing the element

Provide Practical Application cm:

a. Making a determination if theelement is defective

b. Replacing the element

-INSTRUCTIONAL MATERIALSJ

Textbooks:





a. VOMb. Various heating element stylesc. Cut-a-wayscif two element heaterd. Hand toolse. Manufacturer's test equipment

alf

ESTIMATED LAB HOURS 8I

VII-397

1

I


4


Given a water heater with a defective heating element Ad necessary tools

and equipeant, the student will locate the problem and remove and replace the-

element according to the manufacturees-specificatiOns. Upon completion,

the water heater must function properly with no water leakage.


a. Students should be given a performance test to assess their ability

to drain an electric water heating unit priorto replacing the heating

element.

b. V'TECS, Appliance Repairer, Task No. 40

c. Use reseurces provided in the Instructional Materia

previous page.

s section on the


and effect relationshipsb. Follow directions

%,

c. Draw conclusionsd. Interpret instructionse. Recognize appropriate reference resources

f. Locate information in reference materials


and affect relationshipsb. Recognize appropriate reference sources


d. Draw conclusionse. Interpret nongraphic informationCommunication Skillsa. Organize informationb. Interpret aural communications



V I I-39 8

618

j

MA-12 Troubleshooting and replacingelectric water heater thermostat

it

- V . M TTroubleshoot and rep ace electric waterheater thermostat(s

INSTRUCTI ONAL ACTIVITIES


a. Number and type of thermostats use(immersion, external)

b. Thermostat constructionc. Circuits (duplex, load - limiting') /

d. Color coding;(t. Model and serial number Lodif. Adjusting the thermostat

'Provide De '.n= ration On:

a. Troubleshooti g thermostat problemswit VOM

b. Replekcing the thermostat

Pr ide Practical Application On:

a. Determining if the element orthermostat is defective

b. Replacing and adjusting thethermostat

j

I.


Textbooks:

a. Manufacturer's manualb. Ruel and Nolte, Servicing Electrical

Appliances, Vol. 1


4P


a. ROMb. Various thermostat stylesc. Cut-a-way of two element heaterd. Hand toolse. Manufacturer's test equipment

ESTIMATED LAB HOr 4

VII-399619

1

4t1

a

4

..116

EVALUATION OF PERF a RMANCE


Given a water heater with a defective thermostat and necessary tools and

equipment, the student will locate the problem and remove and replace the

thermostat according to the manufacturer's specifications. Upon comp on,

the water heater must funCtion propsrly with no water leakage.

41,

I


440

a. Students should be given a performance test to. assess their ability to

determine the number and type of thermostat used in a given electric

water heater.

b. V'TECS, balimajlejawisiTask No. 20


previous page.r.

Reading Skillsa. Recognize main ideas, details, Oquence of events and cause

and effect relationshipsb. Pollan directions'0. Draw-conclusionsd. Interpret instructions

e. Recognize appropriate reference resources






d. Draw conclusionsa. Interpret non-graphic informationCommunication Skillsa. Organize information




VII-400

620

N

.1%

1111/ TASK OR tUNIT COMPETENCYMA-13 Installing and airing a trash

compactor

1

PERFORMANCE STATEMENTInstall and wire a trash compactor.

I



a. Electrical and mechanical safetyb. Uncrating and preparing appliancec. Determining electrical requirementsd. Using the power formulae. The National Elbctric Code (NEC)f. Installation.proceduresg. Tools requiredh. Operatiohal checks


'a. Using NEC to determine' requirementsb. Making wiring connectionsC. .Typical installations


a. Determining size and type of wire,number of conductors and amperagerating of h receptacle for a given.trash compactor

b. Installing andliiring the compactorc. Performing opetational checks

4

.1

Textbooks:

a.

b.

C.

INSTRUCTIONAL MATERI LS,

Manufacturer's manualMullin, Electrical Wiring-ResidentialRuel and Nolte, Servicing ElectricalAppliances, Vol. 2

A/Vs:

AAVIM, "Electrical Wiring" (ST)


Student Manuals:

AAVIM, Electrical Wiring, Unit 305SW


a.

b.

c.

d.

e.

Shop toolsVariouq wire sizes and receptaclesAppliancesNEC manualLocal codes.

ESTIMATED LAS HOURS 4

VII -4d1

621

X

A0

r11111111.EVALUATION OF PERFORMANCE


Given.a tr. ompactor and necessary tools and equipment, the studept will

ethe compastor in accorcancewith the National Electric Code

and local code .. me

4

s

/

Sugggsted Testing Activities And Resources


* to select the appropriate size and type of wire, number ofconductors,

and amperage rating of the receptacle for a given trash compactor.

/-b. Use resources provided in the Instructional Materials sectjon on the

- prevlous ;age.AP

'Reading Skillsa." Follow directionsb. Draw conclusions

,.c. Interpret glaphic informationd. Interpret instructionse. Recognize relevance o data

,


g. Locate information in eference materials

Math Skillsa. Scientific and engineerin notation

b. Ratios, proportions and per ents

C. Fraction4land decimals usag and conversiolis

d. Whole number manipulation.Problem Solying Skillsa. Recognize main ideas, details, sequence of events, and cause

and effect relationshipsb. Recognize appropriate reference sourcesC. Lopate information in reference materialsd. Interpret non-graphic information

e. Interpret graphid data -


'\c. Compose'oral directions and questionsd. Use formal and informal speaking styles

4

V

e

11111 :"-r7C6R75WPTITC6M15ErEis"."TC-- g

. MA-14 Troubleshooting a trash compactor

ti

1

PERFORMANCE 6TAT MENTTroubleshoota trash compactor.'

1


Provide Information_ f)n :

a.

b.

c.

Trash compactor theory.Trash compactor componentsTesting and inspecting procedures


a. Testing trash compactor componentsb. Repairing/replacing components

Provide Practical Application bn:

Testing and repairing/replacing trashcompactor components

I

1

Aff

Textbooks:

Manufacturer's manual

INSTR CTIONAL MATERIALS



a.

b.

c.

d.

V

Trash compactorTrash compactor componentsManufacturer's test equipmentShop tools

1


VII-403

623

S

EVALUATION OF PERFORM CE


Given a defective trash compactor, and necessary tools and equipment, thestudent will locate the problem and eepW/replace as needed according tothe manufaciurer's requirements and standards.


a. Students should be given `a performance test to assess their ability to

test and repair/replace trash compactor components.

b. Use resources provided, in the Instructional Materials section on the

previous page.


and effect relationshipsb. Follow directions'c. Draw conclusionsd. Interpret instructions,e. Recognize appropriate referencelresourcbsf. Locate .information in reference materials

\ /4 Problem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause.

and effect relationshipsb. Recognize appropriate reference sourcesc. Locateinformation in reference materialsd. Estimate outcomes, with or without units or measurements"

e. Draw conclusionsf. Interpret non-graphic informationCommunication skillsa. Organize informationb. Interpret aural communicationsc. Compose oral directions (mid questions


VII-404

64

4

4

MA-15 Installing and wiring a micro-wave oven

INSTRU

Provide Information Onft

a. Electrical safetyb. Uncrating and preparing the appliancec. Determining electrical requirementsd. using the power formulae. The National Electric Code (NEC)f. Installation proceduresg. Tools requiredh. Operational checks

..

/V

PERFORMANCE STATEMENTI tall and wire a microwave oven.

I

NAL AC T VITIE

0Provide

a.

b.

c.

. .

Using C to determine requirementsMaking w ing connectionsTypical i tallations

monstration On:

Provide Practic 1 Application On:

a. Determi ing ize and type of wire,number conductors and amperage

\\rating of receptacle for a givenMicrowave oven a

b. Installing and wiring unitc. Performing operational checks

410


Textbooks

Ita.

b.

c.

Manufacturer's manualMix, Housewiring SimplifiedMullin, Electrical Wiring -'Residential

A/Vs:

AAVIM, "Electrical Wiring" (ST)


Student Manuals:

AAVIM, Electrical Wiring, Unit 305SW0'


a. Shop toolsb. Various wire sizes and receptaclesc. Microwave ovend. NEC manuale. Local codesf. VOMg. Ammeter

4/


VII -405

6 2 5

fi.e.f.V::

4's

EVALUATION 0 PERFO MANC


Givenba microwave oven and necessary tools and equipment, the student will

determine correct wire specifications and install andwire the ovep in

accordance with the National Electric Code 'and local.codes.



to select the appropriate size and type of wire, number of conductors,

and amperage rating of receptacle for a given microwave oven.


previous page.

c. Students should be given a performance test to assess their ability

to install a microwave oven and to make the appropriate wiring

connections.


previous page.

Reading Skillsa. Follow directionsb. Draw conclusionic. Interpret graphic information

d. Interpret instructionse. Recognize relevance of [data

f. Recognize appropriate r ference resources

g. Locate information in r ference materials


b. Ratios, proportions and percentsc. Whole number manipulationProblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause

and effect relationships.

:.'cognize appropriate reference sourcesLocate information in re4prence materials

d. Draw conclusionse. Interpret non-graphic informationf.. Interpret graphic data

tat VII-406

626

0

A

r, EVALUATION OF P RFORMANCE



Communication Skillsa. Organize informationb. Interpret aural communicationsc. Compose oral diiections and questionsd. Use formal and informal speaking styles

gt

404

VII-407

627

I

wk-awarigitztort'MA-16 Troubleshooting an4

.repaiqng

Microwave ovens

1 .

. PERFORMANCE 9 ATEMENT.Troubleshoot and repair microwave-ovens.

IN TRU TI NAL ACTIVITIES

rovide Information On: ProvidA Demonstration On:.111011111

a.

b.

c.

d.

Microwave theoryOven components, mechanical andelectronicMagnetron tubesDoor locks

a. Testing microwave componentsb. Replacing components


e. Cabinets Testing and replacing microwave ovenf.

g.

h.

Cabinet interiorLightingControls

components.

i. Timer mechanicalmechanical and electionic). Temper ture probesk. Manulactureeetest equipment .;

1. MicrOprocessors

Textbooks:



a


a. Microwave ovenb. Microwave componentsc. Manufacturer's test equipmentd. VOM

4

ESTIMATED CLASS HOURS 4 ESTIMATED LAB HOURS 8,

VII-409

628

ti

4

ti

EVALUATION OF PERFORMA CE


Given a defective microwave oven and neceepary tools and equipment, the

student will locate the problem and repair as needed. The microwave must

function according to manufacturer's specification and all work must meet

given fequirements.



test and repaiL or replace microwave oven components.

b. V'TECS, Appliance Repairer, Task Nos. 30, 85, 86, 87, 88, 93


previous page.


and effect relationshipsb. Follow directionsc. Draw conclusionsd. Interpret graphic information

e. Interpret instructions.f. Recoernize relevance of data

g. Rec,ignize appropriate refekence resources


Math Skillsa. Scientific. and engineering notation


Z. Fractions and decimals usage and conversions

d. Whole number manipulatione. Interpret graphic dataProblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause





e. Draw conclusions 1

f. Interpret non-graphic information .


VTI-410

G29

?;



4

Suggested Testing Activities And ResourcesCommunication Skillsa. Organize informationb. Interpret aural communications .

C. Compose oral directions and questionsd. Use formal and informal' speaking styles

11WTASK OR UNIT COMPETENCY T3EATOAMnIergivi NT

MA- 17 Installing, wiring and plumbing adishwasher

Install, wire and plumb a dishwasher.

I

INSTRUCTIONAL -ACTIVITIES


a. Electrical safetyb. UncrAting and preparing the

appliancec. Determining electrical

requirements C410

d. Using the power formulae. The National Electric Code (NEC)f. Installation proceduresg. Plumbing proceduresh. Tools requiredi. Operat.onal checks

A


a.

b.

c.

Using NEC to,determinerequirementsMaking wiring connectionsTypical instal1Ations


a. Determing size and type of wire,number of conductors andamperage rating of receptaclefor a given dishwasher

b. Installing necessary plumbingc. Installing wiringd. Performing operational checks


Textbooks:

a. Manufacturer's manualb. Mullin, Electrical Wiring-

Residentialc. Ruel and Nolte, Servicing


A/Vs:

Fug': IM, " Electrical (ST)

ES MATED CLASS HOURS 41=.MII111,

Student Manuals:

a. AAVIM, Electrical Wiring,Unit 305SW

b. Georgia,. Major Appliances, UnitMA-06


a.

b.

L.

d.

c.

f.

q.

L.

Shop toolsVarious wire sizes andreceptaclesDishwasherNEC manualLocal codesPlumbing equipment

VOMAmmeter


VII-413

EVALUATION OF PERFORMANCE.

Performance Objective (CRI4s

Given a dishwasher and necessary.too s and equipment, the student willdetermine correct wire specifications and install, wire and plumb the'dishwasher in accordance with the National Electrical Code and local codes.No visible'water leaks are allowed.


a. Students should be given a performance test to assess their abilityto select the appropriate size and type of wire, number of ccOductors

and amperage rating of receptacle for a given type of dishwasher.

b. Students should perform an operational check on the dishwasher.

c. Georgia, Electromechanical Instructor Guide - Checkpoints Information

d. V'TECS, ppliance Repairer, Task No. 3

e. Use res rces provided in the Instructional Materials section on the

previo page.

Reading Skillsa. Follow directionsb. Draw conclusionsc. Interpret graphic informationd. Interpret instructionse. Recognize relevance of dataf. Pe'ngnize appropriate reference resources

g. Locate information in reference matertals

Math Skillsa. Scientific and engineering notationb. Ratios, proportions and percentsc. Fractions and decimals usage and conversions

'd. Whole number manipulationProblem Solving Skillsa... Recognize main ideas, de' Ills, sequence of events, acid cause

and effect relationshipsb. Recognize appropriate reference scurces


d. Recognize relevance of data

o. interpret graphic: data

VII-414 632

'VALUATION OP PERFORMANCE


a

a

a

V

Suggested. Testing Activities And Resources


V11-41.5

633

"0

-)

r1TASK OR U IT COMPETENCY PERFORM+NCE STATEMENT.

J 11MA-18 Troubleshooting and replacing Troubleshoot an replace dishwasher

dishwasher water level control and level control and door switches.door switches

1

r- INSTRUCTIONAL ACTIVITIES


a. Location and description ofswitches;

b. Testing the switchesc. Interaction of timer and

switchesd. Electroric components


Testing the switches


Testing, removing and replacing thewater level control switch and doorswitch

1


Textbooks:

a. Manufacturer's manualb. Ruel and Nolte, Servicintr


ESTIMATED CLASS HOURS 2r1

Student Manuals:



a. VOM 4\

b. Hand toolsc. Switchesd. Dishwashere. Wiring schematicf. Manufacturer's test equipment

A


VII-417,13



Given an automatic dishwasher and necessary tools and equipment, the studentwill test and replace the water level control and door switch. Installationof the parts must be within manufacturer's specifications and the machinemust operate ap intended by the manufacturer.


a. Students should be giveh a performance test to assess their abilityto locate and describe different types of switches.

b. Students should be givena performance test to assess their abilityto test, remove and replace a door switch.


d. V'TECS, AZpliance Repairer, Task No. 19

e. Use resources provided in the Instructional Materials section on theprevious page.

Reading Skillsa. Follow directionsb. Draw conclusionsc. Interpret graphic informationd. Interpret instructionse. Recognize relevance of dataf. Recognize appropriate reference resourcesg. Locate information in reference materialsMath Skillsa. Scientific and engineering notationb. Ratios, proportions and percentsc. Fractions and decimals usage and conversionsd. Whole number manipulatione. Interpret graphic data

VII-418635

j

4

460

I




and effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Draw conclusionse. Interpret non-graphic informationf. Recognize relevance of datag. Interpret graphic dataCommunication Skillsa. Organize informationb. Interpret aural communicationsc. Compose oral directions and questionsd: Use formal and informal speaking styles

V11-419

616

c.

I

1

PERFORMA STATEMENT'Troubleshoot and replace the dishwashertimer and solenoids.

4 I


TASK OR UNIT COMPETENCYMA-19 Troubleshooting and replacing the

dishwasher timer and solenoids


a.

b.

c.

d.

e.

f.

g.

h.

i.

j.

Function of timerTimer motorTimer contactsTesting the timerFunction and operation ofsolenoidsSolenoids bound on dishwishersTesting the solenoidInteraction of timer andsolenoidsWiring schematicElectronic timers


a.a.Testing and replacing timerb. Testing and replacing solenoids

Provide-Practical Application On:

Testing, removing, and replacingthe timer, fill valve solenoid anddispenser solenoid(s)

s_..


Textbooks:

a. 'Manufacturer's manualb. Ruel and Nolte, Servicing



Student Manuals:

Georgia, Major ,Appliances, Units

MA-18, MA-21, MA-24


a.

b.

c.

d.

e.

.1

VOMHand toolsTimers and solenoidsDishwasher';ring schematics.nop manualManufacturer's test equipment


vII-42837

1

4

1

I

EVALUATION OF PERF RMANCE

a


Given arautomatic dishwasher and necessary tools and eguipmenterthe student

will test and replace the timer and fill.vaiye solinoid and dispenser solenoid.

Useability of timer and solenoid must be within manufacturer's specifications

and the machine must operate astntended by the manufacturer.

Suggested Testing Activities And,Resources

a. Students should be given aregarding the function and

b. Students should be given ato wire a schematic.

written test to assess their knowledgeinteraction of the timer and solenoids.

performance test to assess their ability

c. Students should be given a performance test to assess their ability

to troubleshoot an electronic timer.

d. Georgia, Electromechanical Instructor Guide - Checkpoints Information

e. V'TECS, Appliance Repairer, Task No. 45

f. Use resources provided in the Instructional Materials section on the

previ3 page.

Reading Skillsa. Follow directionsb. Draw conclusionsc. Interpret graphic informationd. Recognize relevance of data

e. Recognize appropriate reference resourcesf. Locate information in reference materials



c. Fractions ecimals usage and conversions

d. Whole n er ipulation

e. -nterpret graphic data

VII -422

4

44114ftwes

I


Performance Objective (CON)


Problem Solvin Skillsa. Recogni main ideas', details, sequence of events, and cause

and effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Draw conclusionse. Interpret non-graphic information-f. Recpgnize relevance of datag. Interpret graphic dataCommunication Skillsa. Compose sentencesb. Organize informationc. Write paragraphsd. Interpret aural communicationse. Compose oral directions and questionsf. Use formal and informal speaking styles

T..

VII-423

639

1

TASK oil UNIT COMPETENCY

MA-20 Troubleshooting.and replacing thedishwasher motor and relay

PERFORMANtE StATEWENT 3

I

Troubleshoot and replace the dishwashermotor and relay. ;

Provi Information On:

a.

b.

c.

d.

e.

INSTRbCTIONAL ACTIVITIES

Opera on of relayPurpos of relayInterac on of timer, motorand relMotor cl ssificationTesting he motor


Testing the motor and relay


Testing, removing, and replacingthe motor and relay

I

1

IN TR CTIONAL MATERIALS

Textbooks:



Student Manuals:

Georgia, Major Appliances,MA-21


a.

b.

c.

d.

e.

f.

g.

Unit

VOMHand toolsMotor and relayDishwasherWiring schematicShop manualManufacturer's test equipment

1

VII-425 6 10

ESTIMATED CLASS HOURS 2 ESTIMATED LAB HOU 8

4



Given an automatic dishwasher andstudent will test and replace themust be within the manufacturer'sas intended by the manufacturer.

necessary tools and equipment,motor and relay. Installationspecifications and the machine

4q

../1"

theof the partsmust operate


a. Students should be given a written test to assess their knowledgegarding (1) the purpose and operation of the motor and relay and2) the interaction of the timer, totor and relay.

Students should perform an operational check of the replaced motorand relay.

c. Georgia, Electromechanical Ins actor GUide - Check oints Information

d. V'TECS, Appi.iance Repairer, Teak NO. 27

e. Use resources provided in the Instructional Materials section on theprevious page.

Reading*Skills 4

a. Follow directionsb. Draw conclusionsc. Interpret graphic informationd. Interpret instructionse. Recognize relevance of data





c. Fractions and decimals usage and conversionsd. Whole number manipulation

e. Interpret graphic data

VII-426

641

a



Suggested Testing Actiyities And ResourcesProblem Solving Skillsa. Rebogniie main ideas, details, sequence of events, and cause

and effect relationshipsb. Recognize appropriate reference. sourcesc. Locate information in reference materialsd. Draw conclusionse. Interpret non-graphic informationf. Recognize relevance of datag. Interpret graphic dataCommunication Skillsa. Compose sentencesb. Organize information.c. Write paragraphsd. Interpret aural communicationse. Compose oral directions and questionsf. Use formal and informal speaking styles

4

VII-427

4

4

6

TASK OR UNIT COMPETENCYMA-21 Troubleshooting and replacing or

repairing the dishMisher drain pump

PERFORMANCE STATEMENTTroubleshoot and replace.or repair thedishwasher drain pump.

. INSTRUCTIONAL ACTIVITIES

Provide Information Ons

.a. Location and description of drainpump

b. Types of pumpsc. Testing the pump for proper operationd. Removing and replacing pump


Testing, removing and replacing drainpump*'

Prqvide Practical Application On:

Testing, removing and repladelg drainpump


Textbooks:

4. Manufacturer's manualb. Ruel and Nolte, Servicing



Student Manuals:



a.

b.

c.

d.

e.

f.

g.

VOMHand toolsDrain pumpsDishwasherWiring schem#ticShop manualManufacturerts test equipment


VII -429


Performance Objective

Given an automatic dishwasher and necessary tools and equipment, the studentwill test and replace the drain pump. Installation of the parts must bewithin the manufacturer's specifications and the machine must operate asintended by the. manufacturer.

Suggested Testing Activities And Resourcesa

a. Students should be given a performance test to assess their abilityto identify types of pumps.

Students should perforli an operational check of the replaced drainpump.


d. Use resources provided in the Instructional Materials section on theprevious page.

Reading Skillsa. Follow directionsb. Draw conclusionsc. Interpret graphic informationd. Interpret instructionse. Recognize appropriate reference resourcesf. Locate information in reference waterialsMath Skillsa. Scientific and engineering notationb. Interpret graphic dataProblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause

and effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Draw conclusionse. Interpret non-graphic informationf. Interpret graphic dataCommunication Skillsa. Organize informationb. Interprat aural communicationsc. Compose oral directions and lectionsd. Use formal and informal speaklwi styles

V].1 -43061.1

4

TASK OR UNIT COMPETENLYMA-22 Troubleshooting/replacing the dish-

washer heating element and thermostat

PERFORMANCE STATEMENTS

Troubleshoot and replace the dishwasherheating element and thermostat.


INSTRUCTIONAL 1 %dTIVITIES

a. Location and description of heatingelement and thermostat

b. Testing the heating element andthermostat

c. Interaction of the thermostatand heating element


Testing heating element and thermostat


Testing, removing and replacing heatingelement and thermostat

a

INSTRUCTIONAL MATERIALSrTextbooks:

a.

b.

Manufacturer's ranualRuel and Nolte, ServicingElectrical'Appliances, Vol. 2


Student Manuals:

Georgia, Major 4ppliances, UnitMA-20


a.

bec.

d.e.

f.

q.

VOMHand toolsElements and thermostatsDishwasherWiring schematicShop manualManufacturer's test equipment


VII -431

6 1

EVALUATION OF, PERFORMANCE_1


Oven an automatic dishwasher and necessary tools and equipment, the studentwill test and replace heating element and thermostat. Installation of theparts must be within manufacturer's specifications and the machine mustoperate as intended by the manufacturer.


a. Students should be given a written test to assess their knowledgeregarding the timer, thermostat and heating element.

b. Students should perform an operational check of the heating element andthermostat.

c. Georgia, Electromechanical Instructor Guide -Checkpoints Information

d. V'TECS, Appliance Repairer, Task Nos. 20, 40

e. Use resources provided in the Instructional Materials section onthe previous page.

Reading Skillsa. Follow directionsb. Draw conclusionsc. Interpret graphic informationd. Interpret instructionse. Recognize appropriate reference resourcesf. Locate information in reference materialsMath Skillsa. Scientific and engineering notationb. Interpret graphic dataProblem Solving_Skillsa, Recognize main ideas, details, sequence of events, ani cause

and effect relationshipsb. Recognize appropriate reference sourcesc. t.ocate information in reference materialsd. Draw conclusionse. Interpret non-graphic informatic .f. Interpret graphic data

VII -432



Suggested Testing Activities And ResourcesCommunication SkillsA. Compose sentencesb. Organize informationc. Write paragraphsd. Interpret aural communicationse. Compose oral directions and questionsf. Use formal and informal speaking styles

VII-433

617

sok

a

0ETAIK OR ufsivow

1

MA-23 Troubleshooting and replacing thedishwasher automatic dispenser

I

FL-TiMigrierrATerA11111"

Troubleshoot and replace the dishwasherautomatic dispenser.



a. Operation (bi-metal or linkage)b. Purpose of timed dispensingc. Intera.;tiwl of timer and dispenser

a

a


Testing the dispenser operation

Provide Practicai'Applicat:on On:

Testing, removing and replacing thesoap and wetting agent.dispenser


Textbooks:

a. Manufacturer's manual1,. Fuel and,Nolte, Servicing

Electrical Appliances, Vol. '

Student Manuals:

Georgia, Major Appliances, UnitMA-2d


a. VOMb. Hand toolsc. Dispensersd. Dishwashere. Wiring schematicf. Shop manualg. Manufacturer's test equipment

ESTIMATED CLASS HOURS 4 ESTIMATED LAB HOURS a

VII -435

X18



Given an automatic dishwasher and necessary tobls and equipment, the student

will test and replace the soap and wetting agent dispensers. Installation

of parts must be within manufacturer's specifications and the machine must

operate as intended by the manufacturer. 4


a. Students should be given a written test to assess their knowledge of the

purpose of timed dispensing.

b. Students should be given a performance test to assess their ability to

explain the operation of a dishwasher automatic dispenser.

c. V'TECS, Appliance Repairer, Task No. 59 ,


previous page.

Reading Skillsa. Follow directions

b. Draw conclusionsc. Interpret graphic informationd. Interpret instructionse. Recognize appropriate reference resources


Math Skillsa. Scientific and engineering notationProblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause

and effect relationships.b. Recognize appropriate reference sources

c. Locate information in reference materialsd. Draw conclusionstr. Interpret non-graphic informationf. Interpret graphic dataCommunication Skillsa. Cdmpose sentencesb. Organize informationc. Write paragraphsU. Interpret aural communicationsc. Comprse oral directions lnd questionsf. Use formal and informal speaking styles

VII-4366 1 9

MA-24 Installing and wiring an electricrange, surface unit or wall oven

414


Install a wire an electric range,surface un t or wall oven,



a. Electrical safetyb. Unctating and prepftring the

appliancec. Determining electrical requirementsd. Using the power formulae. The National Electric Code (NEC)f. Installation proceduresg. Tools requiredh. Operational checks

Provide Demonstration On:'

a. Using NEC to determine requirementsb. Making wiring connectionsc. Typical installations

. Provide Practical Application On:

a. Determining size and type of wire,number of conOuctors and amperagerating of reeoptacle for .a givenelectric ra.ye, surface unit or wailoven

b. Installing a range pigtailc. Making operational checks


Textbooks:

a. Alerich, Electrical ConstructionWiring

b. Manufacturer's manualc.- Mullin, Electrical Wiring -

Residentiald. Ruel and Nolte, Servicing


A/Vs:

a. Georgia, "Installing ElectricRange" (ST); "Transporting Major

.Appliances" (ST)h. AAVIM, "Electrical Wiring" (ST)



a. Shop toolsb. Various wire sizes and receptacles.c. Appliancesd. NECe. Local codes

ESTIMATED LAB rIOURS 10

VII-437699

A

N

EVA UATION OF PE FOR ANCE

Perforniance Objective (VW)

Given an electriC range surface unit or wall oven and necessary tools and

equipment, the student will determine correct wire specifications andinstall and wire in accordance with the NEC and local codes.



determine the electrical requirementawfor a given electric range,

surface unit or wall (men.

b. Georgia, Electromechanical Instructor Guide - Checkpoints Information

c. V'TECS, Appliance Repairer, Task Nos. 4 and 5

d. NEC manual


previous page.

Reading Skillsa. Follow directionsb. Draw conclusionsc. Internrc.t graphl.c information

d. Interpret instructionse. Recognize appropriate! reference resources

f. Locate information in reference materialsMath Skillsa. Scientific and engineering notationProblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause

and effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Draw conclusionse. Interpret non-graphic informationf. Interpret graphic dataCommunication Skillsa. Organize informationb. Interpret aural communications

c. ,,Compose oral directions and questionsd. Use formal and informal speakirq styles

VII-438.

TAW 014 UNIT COMPETENCY1

MA-25 Troubleshooging and replacing sur-face unit and oven heating elements

PERFORMANCE STATE NTTroubleshoot and replace surface unitand oven heating elemints.

INSTRUCTIONAL

Provide Information:

a. Safety precautionsb. Element description and functiona. Testing the elementsd. Removal procedurese. Tool list

a

Textbooks:

INST

a. Manufacturer's-manualb. Ruel and Nolte, Servicin

Electrical Aliances, V

A/Vs:

ACTIVITIESI

Provide Demonsttation On:

a. Testing the elementb. Removing the element


a.

b.

c.

Testing all surface unit elementsTesting oven unit elementReplacing ky defective elements.found

I

UCTIONAL MATERIALS

Georgia, "Test and Replace a Surface UnitElement" (ST)

ESTIMATED CLASS HOURS' 4

Student Manuals:

Georgia, Major Appliances, UnitsMA-26, MA-28


a.

b.

c.

d.

r

VOMSeveral different styles and typesof elementsShop manualManufacturer's test equipment

4

ESTIMATED LAB HOURST-t

VII-439652

EVALUATION OF PERFORMANCEJ

1

Performance Objective (CRM)4

Given an electric range and necessary tools and equiRment, the student willtest each element and record the information. All defective elements must be

identified. The defective element must be replaced to conform with a

manufacturer's specifications.

4


a. Students should be given a performance test-tu assets their ability to

follow correct and safe procedures for removing a defective heating

element.

. b. Georgia, Electromechanical Instructor Guide - Checkpoints Information

c. V'TECS. Appliance Repairer, Tisk No 46


previous page.


and effect relationshipsb. Follow directionsc. Draw conclusions11. Interpret instructionse. Recognize relevance of data


g. Locate information in reference matetrials



c. Whole number manipulationd. AlgebraProblem Solving. Skills




d. Draw conclusionsCamunication Skillsa. Organize informationb. Interpret aural communicationsc. Compose oral directions and questions


VII-440 653

I

TASK CSR UNIT COMPETENCY PERFOFfMANCE STATEMENTMA-26 Troubleshooting and replacing

surface unit and oven temperaturecontrol switches and thermostats

INSTRUCTI

Troubleshoot and replace surface unit anoven temperature control switches andthermostats.

NAL ACTIVITIES

Provide Information On: Provide Demonstratio On:

a. Safety precautions a. nlectrical connections

b.

c.

Thermostat functionSwitch function

b. Testing procedUres

d.

e.

Types of switchesElectrical connections


f. Tools a. Testing all surface unit switches

g. Adjusting oven thermostatsb.

c.

and thermostats if usedTesting oven Aontrol switches andthermostatAdjusting an oven thermostat

0


Textbooks:

a. Manufacturer's manualb. Ruel and Nolte, Servicing Electrical

Appliances, Vol. 1

I


Student Manuals:

Georgia, Major Appliances, UnitsMA-27, MA-29


a. Shop toolsb. Assortment of switches and

thermostatsc. VOMd. Thermometere. Manufacturer's test equipment


654

ALUATION OF PERFORMANCE

Perf rmance Objective (CRM)

Given an electric range and necessary tools and equpiment, the student will'test

each witch andthe oven thermostat and record the information. All defective

switches and thermostats must be identified. The defective switch and/or

thermostat must be replaced to con wi ufacturer's specifications.



select the appropriate switches and thermostat for a given range.

b. Georgia, Electromechanical Instructor Guide - Checkpoints Information

c. V'TECS, Appliance Repairer, Task Nos. 11, 14, 15 , 20 and 23.


previous page.


and effect relationshipsb. Follow directionsc. Draw conclUsionsd. Interpret instructionse. Recognize relevance of dataf. Recognize appropriate reference resources


Math Skillsa. Ratios, proportions and percentsb. Fractions and decimals usage and conversionsc. -Whole number manipulationProblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause

and effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Draw conclusionsCommunication Skillsa. Organize informationb. Interpret aural communicationsc. _Compose oral directiqns and questions


V11-442

655

TA 16-----M14 UNI OMP TEN Y PERFORMANCE STATEMENT

MA-27 Troubleshooting and replacing theelectric oven timer

*oUbleshoot and replace the electricoven timer.

.



a.

b.

c.

d.

e.

f.

Safety precautionsTimer functionPurpose bf service timerTypeof timers . 411

Checking contact pointsTools needed


a. Checking contact pointsb. Testing procedures


Testing and replacing the timer


Textbooks:

a.

b.

Manufacturer's manualRuel and Nolte, Servicing ElectricalAppliances, Vol. 1


Student Manuals:


. !


a.

b.

d.

Shop toolsAssortment of timersVOgManufacturer's test equipment

4

L._


V11-4 4 3 65 6

E- VALUATION OF PERFORMANCE


Given an electric range with defective timer and necessary tools and equipment,the student will test the timer and record the information. The timer must bereplaced to conform with manufacturer's specifications. All recordedinformation must be equal to known values.


check the contact points.

b. Students should perform an opperational check,of the replaced timer.

c. Georgia, Electromechanical Instructor Guide -,Che'6kpoints.Information

d. V'TECS, Appliance Repairer, Task Nos. 14 and 21

e. Use resources provided in the Instructional Matekials section on theprevious page.


effect relationshipsb. Follow directionsc. Draw conclusionsd. Interpret instructionse. Recognize relevance of dataf. Recognize appropriate reference resourcesg. Locate information in refereqce naiterialsMath Skillsa. Ratios, proportions and percentsb. Fractions and decimals usage and conversionsc. Whole number manipulationProblem Solving Skill -a. Recognize` main ideas, details, sequence of events, and cause

krit effect relationshipsb. Recognize appropriate reference sourcesc., Locate information in reference materialsd. Draw conclusions .

Communication Skills'a. Organize informationb. Interpret aural communicationsc. Compose oral directions and questionsd. Use formal and informal speaking styles

. V11-444

657

40.

No

4.mar... ormamaraara.m.

TASK OA UNIT COMPETENCYI.

MA-28 Installing and wiring a cook topand vent


. . .

- 'PERFORMANCE STATEMENT

Install and wire a cook top and vent.

INSII51922211,11±=.........

a. Ivnes of cook tcps (standard,ctamiC)

b. Electrical safetyc. Unc.:ating and preparing the

epp:_iance

d. 0-termining electrical requirementse. Using the power formulaf. The National Electric Code (NEC)g. Installation proceduresh. Tools requiredi. Operational checks

Provide Lemonstration On:

a.

b.

C.

Using NEC to determine requirementsMaking wiring connectionsT;pical installations

Prc'vt.LLIIIS21hE015:2UPn On:

a: Installing cook top and ventb. Determining size and type of wire.

number of conductors and amperayerating of receptacle for a givencook-top

c. Making operational checks


Text books:

a Alerich, ELectrical ConstructionWiring

b. Manufacturer's manual

c. Mullis., Electrical Wiring-Residential

d. Ruel and Nolte, Sorvicing ElectricalAppliancs, vol. 2

Ai Vs:

a.

b.

Georgia, "1'1,F:calling Surf Ace Unit

and Hood" (ST)AAVIM, "Electrical Wiring" ,ST)


V I I 4 4 5

Student Manuals:

a. AAVIM, Electrical Wiring,

b. Georgia, Major Appliances, Unit

Tools and Dleipment:

a.

k:.

Shot toolsVari 1.1,5 wire sizes and receptacles

manuilcodvs

I

r-ESTIMATED LAB HQUk3 6

---=

t 1.1.111/

r.1=1.EVALUATION OF PERFORMANCE

t- Performance Objective (CAM)1

Given an electric'cook top, vent and a prepared counter surface and necessary

tools and equipment, the student w.1.11 determine correct wire specifications

and install and wire the units in 4-ccordance with the National Electric Code

and local codes.



select the appropriate size and type of wire, number of conductqrs, and

amperage rating of receptacle for a given type of cook top and vent.

b. Students should perform an operational check of the cook top and vent.

c. Georgia, Electromechanical Instructor Cuide - Checkpoints Information

d. Use resources provided in the Instructional Materials section 4on the

previous page.



b. directionsc. Draw conclusionsd. Interpret graphic information

e. Intel,ret instructionsf. Recognize releva.t7e of data

q. Recognize Approp Late ieference resources



L. Fractions and decimals usage al conversions 11

c. Whole number manipulationd. Algebrae. Squares and squate roo*sProblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause

and effect relationshars



d. Draw conclusions.

Interpret ,;raphic data

continued on next page)

VII-446 );)



Suggested Testing Activities And ResourcesCommunication Skillsa. Organize informationb. Interpret aural communicationsc. Compose Oral directions and questionsd. Use formal and informal speaking styles

VII-447

I

TA K OR UNIT PERFORMANCE STATEMENTMA-29 Troubleshooting ceramic or

conventional cook topsTroubleshoot a ceramic or a conventionalcook top.

INSTRUCT ONAL ACTIVITI S

Prerequisite Task:

MA-01


a. Characteristics of ceramic cooktops

b. Comparison of ceramic to conventionalheating element

c. Heating elements,d. Te.lperature controle. Testing precautionsf. etemoving and reinstalling

C



a. Removing and replacing ceramic orconventional cook top

b. Testing and replacing heatingelements


Testing, removing and replacing aceramic or a conventional cook top

Textbooks:


1


a. Range with ceramic or conventionalcook top

b. built in cook topc. Test equipmentd. Hand toolse. Manufacturer'a test equipment

r--ESTIMATED CLASS HOURS 4 TIMATED LAB HOURS Br-

VTI-4496 t.Z1


Performance Objective (CRM)Given a ceramic or a conventional cook top with.a faulty heating element and

necessary tools and equipment, the student will locate the problem and repair

it. The cook top must operate within the manufacturer's specifications. All

work must conform to given requirements.

a

Suggested Testing Activities An'' Resources


test and repair or replace a defective cook top.


previous page.

Reading Skills


relationshipsb. Follow directionsc. Draw conclusionsd. Interpret instructionse. Recognize relevance of data

f. Recoanize appropriate reference resources

g. Lo, a information in reference materials

Math Ils

a. proportions and percents


c. Whole number manipulation 10Problem Solving Skill!.a. Recognize main ideas, details, sequence of events, and cause and effect

relationshipsb. Recognize appropriate reference sources


d. Draw conclusionsCommunication Skillsa. Organize informationb. Interpret aural communications



VII-4506 ),2

4110 TASK OR UNIT COMPETENCY 1

.1MA-30 Identifying and describing the

function of the refrigerationit f

PERFORMANCE STATEMENTIdentify and describe the function ofthe refrigeration components. 6

4


Prerequisite Tasks:

RF-01 through RF-16


a. Cbmpressor (reciprocal and rotary)b. Oil-coolerc. Discharge lined. Condenser (forced air and static)e. Liquid linif. Filter -dryer

g. Metering deviceh. Evaporator (shell, fin, shelf)

. i. Suction lineFreezers (chest and upright)

k. Refrigerators1. Ice makers

4

Rpovide Demonstration On:

a. Identifying componentt on refrig-erators and freezers

b. Describing function of each component


Identifying various refrigerator andfreezer components

INSTRUCTIONALNAL MATERIALa_

Textbooks:

Prentice-Hall, Refrigeration and AirConditioning

A/Vs:

Georgia, "Understanding BasicOperati,m" (ST)

Student Manuals:

a. Georgia, Refrigeration, UnitREF-33

b. MAVCC, Air Conditioning andRefrigeration, Book Two


a. All basic refrigeration componentsb. Refrigeration cut-a-wayc. Charts and diagrams of system

.4ESTIMATED CLASS HOURS 4 ESTIMATED LAB HOURS 6

VII-4516f;3



Given a refrigerator or freezer, the student will identify all refrigeration

components with 100% accuracy.


a. Students should be given a written'test to assess their knowledge of

the basic refrigeration components by writing the description and

function of each component.

b. MAVCC, Air Conditioning and Refrigeration, Teacher Edition, Book Two,

1977

c., Gecrgia, Electromechanical Instructor Guide- Check oints Information

d. Use resources provided in the Instructional Material.. section on the

previous page.

Reading Skillsa. Recognize main ideas, details, sequence of 'ventF and cause

and effect relatIonshipsb. Follow directionsc. Draw conclusionsd. Interpret instrvtionse. Recognize relevance of data

f. Pecognizs appropriate reference resources




c. Whole number manipulationProblem Solving Skills





d. Draw conclusionsCommunication Skillsa. Organize information

b. Interpret aural communicationsc. Compose oral directions and questicms

d. Use :ormal and informal speaking ::yles

V11-4 52

6 f;1

MA-31 Installing and wiring arefrigerate r and/or freezer

Install and Wire a refrigerator and/orfreezer.


Prerequisite Tasks: Provide Demonstration On:

0RF-33 and RF-34


a.

b.

c.

Provide

Using NEC to determine requirementsMaking wiring connectionsTypical installations

Practical Application On:a.

b.

Electrical safetyUncrating and preparing the

c.

applianceDetermining electrical requirements

a. Determining size and type of wire,number of conductors and amperage

d. Using the power formula rating of receptacle for a givene. The National Electric Code (NEC) refrigertor or freezerf. Installation procedures b. Installing and wiring appliancesg. Tools required c. Leveling appliancesh.

h.

Operational checksIce maker options

d. Performing operational checks


Texts ..ks

a. Manufacturer's manualb. Mullin, ElectricalVgiz-

Residential

0 A/Vs:

a. AAVIM, "Electrical Wiring" (ST)b. Georgia, "Transporting Major

Applianoes""(ST)


1

Student Manuals:

a. AAVIM, Electrical Wiring,Unit 305SW

b. Georgia, Major Appliances, UnitsMA-08, MA-09

Tools and Equipment.

a. Shop toolsb. Various wire sizes and receptaclesc. Refrigeratord. NEC manuale. Local codes

ESTIMATED LAB HOURS 6L-

VII-453



Given a refrigerator and necessary tools and equipment, the student will

determine correct wire specifications and install and wire the refrigerator

in accordance with the National Electric Code and local codes.


a. ,Students should be given a performance test to assess their ability to

select the appropriate size and type of wire, number of conductors and

amperage rating of receptacle for a given type of refrigerator and/or

freezer.

b. Students should perform an operational the of the refrigerator and/or

freezer.

c. Georgia, ElectromechanicalInstructor Guide - Checkpoints Information 4



previous page.

Reading Skillsa. Recognize main ideas, details, seqUence of events and cause

and effect relationshipsb. Follow directionsc. Draw conclusionsd. Interpret graphic information

e. Interpret instructionsg. Recognize relevance of data



Math Skilla. Ratio4 proportions and percents

b. eractlo..a and decimals usage'and conversions

c. Whole number manipulationd. Algebrae. Squares and square roots

VI1-454

6 I;

v

$

a

4'

SNI.1.."EVALUATION OF PERFORMANCE

Performance Objective (CRM)..

Suggested Testing Activities And ResourcesProblem Solving Skillsa. Recognize main ideas, details, sequdnce of events, and cause

and effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Draw conclusionse. Interpret graphic data ,


st

4

VII-455

I

TASK. OR uNir COMPETENCYMA-32 Troubleshooting and replacing

refrigeration components

PERFORMANCE STATEMENTTroubleshoot and replace refrigerationcomponents.

.

I

17itZTRU TIONAL ACTIVITIES

Prerequisite Tasks:

RF-01 through RF-16


.a. Frost patternsb. Restrictionsc. Low refrigerant (leaks)d. Recording temperaturese. High pressuresf. Low pressuresg. Air leaks (door gasket)h. Moisture contaminationi. Thermostat problemsJ. Compressor electrical failurek. Compressor mechanical failure1. Testing compressor motor


Locating a known problem in a refrigeratoror freezer refrigeration cycle


Locating the cause of a refrigerationfailure on an operable refrigerator/freezer with known condition

INSTRUCTIONALNALIQIIAAL5rERIAL

Textbooks:


b. Doolin, DOolin's Troubleshooter'sBible

c. Manufacturer's manual

A/Vs:

Georgia, "Troubleshooting RefrigerationCycle" (STA "Troubleshooting CompressorBurnout" (ST)

ESTIMATED CLASS HOURS -J

Student Manuals:

a. Georgia, Refrigeration, UnitsREF-35, REF-37

b. MA C, Air Conditioning andReeigeration, Book Two

410,1414441


a. Refrigerator with kncwn problemb. Manifold gauges,c. Leak detection equipmentd. ty(1M

e.- Troubleshooting chartsf. Manufacturer's test equipment


VI I -4576 4"1,Q

1


Performance Objective. (CRM)

Given a defective refrigerator and/or freezer and necessary tools andequipment, the student will identify all defective refOgeration componentsand replace according to manufacturer's specifications.


a. Students should be given a performance test to assess their ability totroubleshoot a compressor for mechanical and/or electrical failure.

b. MAVCC, Air Conditioning and Refrigeration, Teacher Edition Book Two,

1977

c. Georgia, Electromechanical Instructor Guide - Checkpoints Informationmm.=11,d. Use resources provided in the Instructional Materials section on the

previous page.

Reading Skillsa. Recognize main ideas, detail's,' sequenca of events and cause

and effect relationshipsb. Follow directionsc. Draw conclusionsd. Interpret instructionse. Recognize relevance of dataf. Recognize appropriate reference resourcescj Locate information in reference materialsMath Skillsa. Ratios, proportions and percentsb. Fractions and decimals usage and conversionsc. Whole number manipulationd. Algebrae. Metric conversionf. Squares and square roots


and effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Draw conclusions4at

VII-458. 669

1111111"

iF



Suggested Testing Actilties And ResourcesCommunication Skillsa. Organize informationb. Interpret aural communicationsc.' Compose or4>directions.and questionsd. Use formal and informal speaking styles

VII 4 59

C 7

MA-33 Evacuating and charg4g doMesticrefrigerator and freezer systems

PERFORMANCE STATEMENT.41 --JEvacuate and charge domestic refrigeratorand freezer systems. k.

INSTRUCTIONAL. ACTIVITIESI

.TA K R UNIT OMPE N Y

4


Prerequisite Tasks:

RF -06 thrcragh RF-09;. RP-13 through

RF -16

I


a. Installing access valves (stylesand types)

b. Triple evacuationc. ,Deep evacuationd. Purpose of evaouatione. Safety while handling refrigerantsf. Charging/itith liquidg. Charging with vaporh. Sealing 'the systemi. Testing for leaks


Going through complete evacuation andcharging, procedures on a refrigeratoror freezer

Provide Praqical Allplication On:

Evacuating and charging a refrigeratoror freezer by liquid and va thod

INSTRUCTIOAL MATERIALS

I

TextSooks:

a. Manufacturer's" manualb. Prentice-Hall, Refrigeration and

Air Conditioning ,,

4/Vs:

Georgia, nvacuating and ChargingRefrigerators, and Freezers" (ST)

'N

1

Student Manuals:

a. Georgia, Refrigeration, UnitREF-34

b. MAVCC, Air Conditioning andRefrigeration, Boqk One


a. Access valvesb. Refrigerator systemc. Vacuum pumpd. Manifold'gaugee. Refrigerantf. Safety glassesg.. High vacuum gaugeh. Leak detector .(electronic and

halide torch)i. Soapj. Pinch off tool and soldering

equipmentk. Manufacturer's test equipment


VI.1-461.

671

4

6

a

los

P

EVALUATION OF PERFCRMANCE

at


Given a refrigerator.or freezer andsrssoessary tools And equipment, the studentwill evacupte, 'cherge and leak test the system. The amount of refrigerant anddepth of evacuation must be within manufacturei''s specifications.' All leaks,if 'any, must hedetected.

I c:

Suggested Testing Activities And Resources,1

I

ea. Students should be given a performance test to assesA their ability to

use the liquid and vapor methods for evacuating and charging a .

refrigerator and/or freezer.,

. .

111/1,

b. MAVCC, A.igortefrii.eration, TeaCheN,Edition, Book One,1977 -1,

. '. ' ,

...

c. Use resources provided in the Instructional Materials section on theprevious page. 4k *

. \I

Reading Skills ,.

.

a. Recognize main ideas, details, sequence'of events and causeand effect relationships

-arb. Follow directions '

A.

C. Draw conclusions 4

j d. Interpret instructions .

e. Recognize relevance of dataf. Recognize' appropriate refirence resources

egALocate information in reference materials .

Mat Skills , . t

a. Law of exponentsb. Ratiosproportions and percentsc. Fractions 4nd decimals usage and conversions

-...d. Whole number manipulation--..

INN . .

e. Algebraf. Metric conversiong. Squares and square rootsProblem Solving Skillsa. Pcognize main ideas, details, sequence of events, and caur.

and effect relationships -

b. Recognize4ppropriate reference sourcesc. Locate information in reference materials

1 ,d. Draw conclusions

VI 144 6 272

.01

4%

.\\

.

S..

*

.r=NIN.k.EVALUATION OF PERFORMANCE

Performance -ObjeCtivd (CRM

os

Suggested' Testing Activities And. Resources .-'

1 Communication Skillsa. Organize informationb. Interpret aural communications,c. Compose oral directions'and questionsIL Use formal and informal speaking styles

41.

O

s'

"No

a

A

6 7:3

I

9

p

SIP

.

A

Pr

TASK, OR .UNIT COMPETE CV.. MA-34 Troubldshootoing and replacing

electrical components of a

PERFORMANCE STATEMENTTroubledhbot and replace electribalcooponenta. of a refrigerator and/or

INSTRUC TONAL ACTIVITIES ..

a

Provde'Information On:

a. ..Function of evaporator fan 'motorb. Function of condenseefan motor,c. Restricted.or..no air switch,d. Checking motor' and. switche. Wiring schematics, ..z)

f. Ice maker system§

a

ProVide Demonstration On:..

at .CheCkingfan motors and switchesb. Interpreting wiring schematics

Provide Practical ;vELLE2L4.2221,

a. Checking out condenser andevaporator motors

b. Cldaning or replacing.motorswitches

c. Checking and rqplading midtor'switches '4 A

d. ide maker kit


Textbooks:

_a.. Althouse, Turnquist and Bracciano,Modern Refrigeration and AirConditioning

b. Manufacturer's manual

OP

A/Vs:

Georgia, "TrouDleshootidg Fans andFan Motors (ST)

fI

0).

0


i=m

Student Manuals:

a. Georgia, Refrigeration, UnitREF-36 '

b. MAVCC, Air Conditioning andRefrigeration, Book, Two


4. Refrigerator with wiring s ematicattached to back

c,4b. VCMc. Manufacturer'S test'equipment

ESTIMATED LAB HOURS 10k

VII -465674

44

Soo

4'

."ea .

r EVALUATION OF PERFORMANCE

Performance Objective (CRM) t." 4

a-

-

Given e:refrigbritoz or freezer and necessary tools and eqUipment, twill test all fag motors and switches,,detefmtne the condition and:rnecessary.. Electrical components snot be identified end repracedacCobding tothe uengocturees specifications.

studeptlace.asi

b

4,eA

10

.

I

st

Suggested*Testing Activities And Resourcesa. Studenbs should be given

troubleshoot and replacefreezer.

b. Students%should be giveninstall an ice maker.

a perforbance test toelectrical components

a performihce test to

4

assess their ability toon a refrigerator and/or

assess their ability to

c. MAVCC, Air Conditioning and Refrigeration, Teacher Edition, ,Book Two, .

'1977

d.

e.

1.4.

%,%.

Georgia, Electromechanical, Instructor Guide - CheckoisIttativn`

Use resources provided in the Instructio61 Materials,sectiun on the

previous page.

Reading4kiiisa. Recognize?ain ideas, ttails, sequence

relationshipsb. Follow directionsc. Draw conclusions ,

d. Interpret instructionse. Recognize relevambe of dataf. Recognize appropriate reference resourcesg. Locate information in reference materialsMath Skillsa. Ratios, proportions and percents

'b. Fractions and decimals usage andc. le number manipulation

Al bree. Metric conversionf. Squares an4 square roots

of events.and bause

psa

*-

2811

conver9ions

.II-4666,"/5

p

O

1

1

and effect NJ

e

,

9

g

r

fJ .

EVALUATION OF PERFORMANCE.

Perfprmance Objecfive.(RM);

Vr

.e-

4

II.

I

Suggested:Testing Activjties AO Rosources1

. i N. .Problem Solvih Skills

1 4a. Recognize main ideas,edeails, sequence of events, and cause

IIIand effect relationships . ----- I

4i

04

b.. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Drair conclusionsCommunication Skills 0

- a. *Organize informationLi. Interpret'aural communicationsc. Compose oral directions and quest4ons

,d. Use formal and informal speaking styles

*

C

5, )

P .

;

k 4.

I

.

5/

4),

4.

1

la

VII-467

.11/44t

\k

.

It

1

11

.

`

-

I

T . LI '1Wi:'E Y.

1 *,

. .

MAA35' ,I-Atalling'and plumbing a gas. clothes dryer

6

,

;

rnstaill and plumb a gas dlotheS dryer.

Prerequisite Tasks:

RF-06,thrOugh. RF-08

INSTRUCTIONAL A TIVITNE45% I

PJI '

Provide Demonstration On: t


a.

b.

c.

d.

e.

f.

g..h.

.e-

Natural gaS propertpiesSafetyThe National Fuel Gas CodeUncrating andprepaling theappliancePiping and fittiqgs.Plumbing piroceduresTools required ,

Operational checks

4

4a., Proper gas piping insiaV.atlon,b. Interpreting the National Fuel'

-.Gas Codec. iTZEF-Zigeks

Provide Practical ApAcation Ont.411

a.

,%

Installing gas piping and hOokAngup the dryerPerforming operational checks

I. .

y

.TRUCTIONA MATERIALS

.

Textboo ks: 4

Wanufacturees manual4p. OravetZ, Plumbers and Pipefitters

Library ;

A/Vs: 6..

N. s

, .

Georgia, "Applying Gas Fuel Combeetionand Safety Principles" (ST), "Gas Piping-PrinciplesT (ST) 9.

-.

4_,JESTIMATED.CLASS HOURS 4 ,,,

VII-469

.1-

Student Manuals:

Gesvgia, Heating,, Units HE-04e,.HE-07 ''


a. National Fuel Gas Codeb. Local codes /c. Gas dryer 7---d. Piping materials and-tools

la ,

4.1.f

1

(010004

ESTIMATED LAB HOURS 16....0111

677 *1

4

. .

t

,;

a a

I .

. .

-


4 Performance Objective4(CRM).t ,

a.

. . .

.. ...4. I,4.. .. .

.GLken a gag clothers dryer and nepsary tools eila equipment, the student

will run pipinslild instalX and check out the dryer for proper operation.:

( No gas leaks are pAmitted and all work must conform to the National Fuel,

Gas COde and local'Acodes.

40.

of iv

'94

f

O

Suggested Testing Activities And Resources.. .. d

\ .0

.

41,Students shou be given a performance test to,astpss their ability to

perform tubi g d piping operations: 1

. . b. Students. should be given a performance test to assess'their ability to

$

A

\

c.

install gis Aping and to hook up a gag oiothes dryer.

.1b

Students should.peAorin an operational check of the clothes dryer.

Georgia, laectromechinical Instructor Guide - Check oints Information

Use resources provided, in the Instructional Materials section on the

previous pAge..

ItSMILIOEESaLE -

a. Recognize main ideas, details, 'sequence of events and cause

and effect relationships., *

b. Follow directionsP c. Draw couclusions

d. Interpret graphic informatione.i Interpret instructions. . ..

i'.744e4Sognize relevance of data ..4

9. Recognize appropriate reference resources .

h'. Locate information in reference materials

'Math Skillsa. Ratios, propor4ons and percents 0

b. Fractions and decimals usagerand cOnversionsc. Whole number ipulaiond. SquareSeand squa e'roots .

t

_

4

I

. VII .678a

.

4f.

4

-v

.

.4

't

I :',sA-f.

1.

0

7'

4.

a

4

.a 1

EVALUATION OFl PERFORMANCE

I

'Performance Objective (CAM)

./ ,

5,

Suggested, Testing Activities And Resources .


11

t

a. Recognize main ideas, details, sequence of events, and causeand effect relationships

b. Re e appropriate reference sourcesc.. Locate nformation in reference materialsd. Draw conclusionse. Interpret gtaphic dataCommunication Skillsa. .Organize informationb. interpret aural comMunicationsc. Compose oral directions and questionsd. Use formal and informal epeaking styles

1J .

*N.

i

.9

t

t

* .

ID

t

t

I

.

TA K OR UNIT. OMPETE Y"a716."Tio es oo rrry c g gas

clothes dryer mechanical/electrical systems. fe

:a

PERFORMANCE STATEMENTTroubleshoot and service gas clothes.dryer mechanical /electrical syetems.


Prerequisite Task':_

MA-01


a.-*Component identificationb. Visual inspectionc. jBelt function and inspectiond. Drum inspection,.

. e. Air leaksElectrical components.,

.g. Driye motor'h. Timeri. Automatid pilot (electric)

r.

*.


a. Replacing beltb. .keplacinq drumc: Adjusting doord. 'Replacing motor

aa


a. Inspecting and 'replacing beltand drum

b. 'Adjusting doorc. Replacing lotor and timer'

r INSTRUCTIONAL MATERIALS

Textb ooks:

/

Manufacturer'semanual

AP.

3

ESTIMATED GLASS HCAS

oe


a. Gas dryerb. Componentsc. Shop manuald. Manufacturer'stteste. VOM

q

0equipment

V

1

ESTIMATED LAB HOURSr".4

VII -473

641

0

eftti

C.

Me.

11.*-dn.

I

EVALUATION OF PERFORMANCE=.55).

"Performance Objective: (CRM).

P .

Given a gas clothes Lyer with knimnmalfunctions in the mechanical and

.

-

electrical systems and necessary tocazind equipment, the student will. locate-all.'probleme and repair them as needed. Troubleshooting techniques-iust'besystettiatic and effective. Repairs must be according to manufacturarts

sspecifications.

4,

.

e

45%*

5.

f

.

Suggested Testing A tivities And Resources

a. Students should be givtroublethol* the mechdryer. '''

IA

n a performance test to assess their ability toical and electrical systems of a gas clothes

of')

ID. Students should be given a performance test to assess their ability..to remove aid replace defective components-ofthe mechanical andeledtrical.systems.

c. VFTECS, Appliance Repairer, Task No. 16

d. USe resources provided n the Instructional Materials section on thePrevious page.

Reapling

a. Recognize main ideas, details,and effect relationshipsFollow directionsDraw conclusions°Interpret instructions

sequence of events and cause

1.

RecOnize relevance of data'Recognize appropriate reference,Locate information in reference

Math SkillsRatios, proportions and percentsFractions and decimals usage and

c. Whole number manipulationProblem Solving Skillga; Recogniie main ideas, details, sequence of events"

and effect relationshipsRecognize appropriate reference sourcesLocate information(in reference maters s

Draw conclusions

ft

resourcesmaterials

a.

b. conversions.

1

b.

c.

d.

s. ti

VI 1-4 7 4 E

and cause

3

I.

4

.a

40

-4ii-t-

t.

t: ill.

-. .-..

'..

I I'

OF PERFORMAKE

. et

4

O

ao

. ,

Perfor nce Objective (CRM)

.11

o

Suggested Testing `Activities And Resourcesk - 1

Communication Skillsa. Orq6nize informationb. Interpret aural communicationsc. CoMpose oral tirectionand queitionsd. Use formal and informal.speakknq styles

VII-475

'2

I

. ,..

I

or

e ' .

R UNIT OMPETENCYMA 7 Troubleshooting, replacing and

adjusting dryergas.controls

0

.:--Troubleshoott.replice and adjust dryer

gis controls.

I


I


a. Electromagnetic safety systemb. Gas pressure' regulatorc. Regulator adjustmentd. ReliOhting the pilote. Main dryer valvef. Maili'burner solenoidg. Automatic ignitionh. High limit, cyc 'ling and

auxIlary thermostati. Thermocouple \

Provide Demonstration Qn:

a. Tesping,saiety devicesb. 'Adjusting regulator

Replacing controls

Provide Practical Application On:4

a. Testing and adjusting all .

'Controls

b. :Rembving and replacing controlsC.

CP

J.

r

Textbooks:


r.

IN TRUCTI


NAL MATERIALS

Student Manuals:

National Trailing A Fundamentalsof Gas Control studentWorbook

To ol and §guipment:

a.

b.

C.

d.

e.

,Gas dryerComponentsHand toolsManufacturer's test equipmentVOM

al

ode

VII -477


633

r

0

S

:i I

4


Performance Objective (CRNA)Gtven a gas clothes dryer with faulty gas controls and necessary tools andequipment, the student will locate and correct the problem. Upon(completioni,

the dryer must maintain temperatures within specifications and all safetydevices must work as designed:

J.

Suggested Testing Activities And Resources14.

. Students should be given a performance test to assess their ability totest gas controls on alas clothes dryer.

b. tudents should be given a performance test to assess their ability toritemove defective, gas controls and replace them with new controls.

c. V'TECS, Appliance Repair. .., TasiceNo. 17

d. Use resources provided the Instructional Materials section on the

previous page.

Reading Skillsa.' Recognize main ideas, details, sequence of events and cause

and effect relationshipsb. Follow directionsc. Make predictions, generalizations and comparisonsd. craw conclubionse. Interpret instructionsf. Recognize relevance of data

g. Recognize appropriate ireference resourcesh. 'Locate information inereference materials

;g, Math Skills Ni

a. Ratios, proportions and-percentsb. Fractions and decimals usage and conversipns

-e. Whole number manipulationProblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause

and effect relationshipsb. Recognize appropriate refere4 sources

c. Locate information in reference materialsa, Draw conclusionsCommunication Skillsa. Organize informationb. Interpret aural communicationsc. Compose oral directions and questionsd. Use formal and informal speaking styles

VII -478,

684

Oa

TASK oirUNIT COMPETENCY,MA -38 Ipstalling and plumbing a gas

water heater


a. Natural gas propertiesb. Safety

4c. The National Fuel Gas Coded. Uncrating and preparing the

appliancee. Piping and fittingsf. Plumbing proceduresg. Tools requiredh. Operational checks ,

t

6

. . .

PERFORMANCE STATMENTInstall and plumb a gas water heater.

1.

ACTIVITI1

Provide Demonstration On:t'af

A. Proper gas piping installationb. Interpreting the National Fuel

Gas Code .

c. Perfptming operational checks

Provide Practical%A lication On:

gas piping andwater heaterwater pipingopelaaonal checks

a. Installinghooking' up

b. Installingc. Performing


Textbtaks:

a. 'Manufacturer's manualb. National Training Aids, Water

Heating Servye Training .

Manualc. Oravetz, Plumbers and Pipefitters

1,ibrary,

d. Slatet and Smith, Basic Plumbing

A/Vs:

Georgia, "Applying Gas FuelCombustion and Safety Principles"(ST),"Gas Piping Principles" (ST)

I ESTIMATED CLASS HOURS 4

Student Manuals:

Georgia, Heating., Units HE-04,HE-07


A. National Fuel Gas Code manualb. Local codesc. Gas ranged. Piping materials and tools


VII-47955

4IP

0


Performance ,Objective (CAM)'es,

Given a gas water heater and necessary toolesand

run gas and water piping and instap. a gas waterleaks are permitted and a2k work must conform to

and local codeszFw

equipment, the student willheater. NO-gas or waterthe National Ftiel Gas Code

41/Suggested Testing Activities And Resources,

PIP

a. Students shoe be given a performance test to assess their ability to

use safe.and correct installation procedures.

b. Students shotIld perfoA an operational check of the gas water heater.

C. Georgia, Electromechanical Instructor Guide -.Checkpoints Information

d. Use resources provided in fRe Instructional Materials section On the

previous page.


and effect relationshipsb. Follow directionsc. Draw conclusionsd. Interpret graphic informatione. Interpret instructionsf. Recognize relevance of data





c. Whble number manipulationProblem Solving Skills

5



c. Locate informatibn in reference materials

d. Draw conclusions t

e. Interpret graphics data

Communication Skillsa. Organize informationb. Interpiet aural communications)c. Compose oral direCtions and questions;d. Use formal and informal speaking styles

4 VII-480

686. .

*

10_

TASK OR UNIT COMPETENCY16-39 Troubleshooting and replacing as

water heater relief valves

k

rPERFORMANCE STATEMENT

Troublesboot 41M.---rrepacegas waterheater relief valves. f

INSTRUCTIONAL ACTIVITIES_.I.

Provide rmati On:

a. Water vapor 9resureb. Purpose of felief valves

1. Pressure relief valves2. Temperature relief valves3. Combination relief valves

cs Valve componentsd. Location of valve

,e. Testing the valvef. Possible malfunctions

Textbooks:

a. Manufacturer's ualb. National Training A s, Water

Heating Servic= Trai ng Manual .

..

A

ESTIMATED CLASS4+1OURS 4

VII -481


Testing and replacing all threetypes of relief valves

Prov ,tde PracticalApplication,On:

I.'b.

Testing relief valvesReplacingrerief valves

Student Manuals:

National Training Aids, Gas WaterHeating Systems, Student Workbook

2


a. Various relief valvesb. Hand tools,c. Manufacturer ' s test equipment


67

I.

.4

e

ra1011=0W 00.. .Nreee-EVALUALILON OF, PERFORMANCE

t

el/

Performance Objective (CRNA) h

Given a gas hot water heater with a deli;tive relief valve, necessary toolsand equipment, the student will evaluate the condition and replace the

!

valve. The work must conform to NFGC.

N


I

a. Students should be given a performance test to assess their ability to'troubleshoot and replace the following .types of relief valves: pressure,

temperature and combination.

b, V'TECS, Appliance Repairer, Tas 0.'57

c. Use resources provided in"the Instructionalprevious. page.

Reading Skillsa. Recognize main ideas, details, sequence

effect relationshipsb. Follow directionsc. Draw conclusionsd. Interpret instructionse. Recognize relevance of data

f. Recognize appropriate reference resources .



of events and

Math Skillsa. Ratios, proportions ane percents

b. Fractions end decimals usagpand conversions

.c. Whole number manipulationProblem Solving Skillsa. Recognize main ideas,

and effect relationshiRecognize appropriateLocate information inDraw conclusions

b.

c.

d.

a

cause and

details, sequence of events, and Cause

Psreference sourcesreference materials

Communication Skillsa. Organize informationb. Interpret aural. communications

c. qpmpose oral directions and questions

d. Ube formal and informal speaking 'styles

VII -4824

4

fa,

TASK'OR UNIT COMPETENCYM4-40 Troubleshooting, replacing and

adjuiting water heater gas controls

6

=6

C.

dr-I."

e

PERFORMANCE STATEMege."Troubleshoot, replace and adjust/ water

. .

heater gas controls.


INSTRUCTIONOLAeTIVITIES

ta. ElecAtropagn tic safety systemb. Energy. c ff devicec. Gas pressu e alsgulator

. d. Regulator adjustmente. Relightipg the pilotf. Automatic pilot

A 4

'1

N;rovide Demonstration On:

a. Testing safety devicesb.. Adjusting regulator,c. Replacing controls


a. Testing and adjusting all controls.). Removing and replacing controls

I

b.e., ' .16

IN TRUCTIONALMATERIALS

Textbooks:

a. ManufacturerrOhuel.

b. National Training Aids, WaterHeating Service Training_MsEgl


VII -483

S Manuals:

National Training Aids, Gas.Water'Heating Systems, Student Workbook

Tools and Equipment: !

a. Water heater controlsb. Manufacturer's test equipmentc. Hand tools

a

ESTIMATED LAB HOURS 8v

689

10

a

C.

a. I.

k

.4

.

tr-

a

EVALUATION OP PERFORMANC

Performarica- Objective (CRM)t

Given a gas water heater with faulty lac controls and necessary tools and

equipment, the student will locate and correcttheproblem, Upon compLition

the w. ter must be heated and automatically maintained at a specified

1

4

a

a

r.

SuggtstedTedting Activities And Resources-

a. St cents should be given a performance test to assess their ability 'to test all gas controls and replace those deteimined to be defective.

et

b. V'TECS,, Appliance Repairer, Task Nos. 12, 07, and 08

AI"

4

4

a

1

R

ti

a

I

,

c. Use'resources provided in the Instructienal Materials section on the ...

.

precious page.2.

.> .

,

Reidipq.SkilLs ,

a. Recognize 4in ideas, defails, sequence of events and'tause.and effect

relationshipsb. Follow directionsc. Draw conclusions -4

d. Interpret instructionse. Recognize relevance of dataf. Recognize appropriate reference resources

g. Locate. information in reference matelrals


b. Fractions and decimals usage and cvversionsc. Whole number manipulation ).

Problem Solving Skillsa. Recognize main ideas, -details,-sequc;n4 of events and cause and Fffect

relationships.

b. Recognize appropriate reference source

c. Locate information in reference materialsd.. Draw,ponclusions t

,


a. Organize information V

b. Interpret aural coMmunicationsc. Compose oral directions and questionsd. Use for informal speaking styles

V11 --484.

6.3

I

4 if

4

\C.

I.

4.0

AMCLY-OWINETE-meiMA-41 Troubl.eshooting and replacing

gas water heater .thermostats, .

I

a.

41111Vall

rORMANCE STA12EWN:1*\Zoubleshoot and replace gas water

.heater thermostat:

I STROT;TIONAL ACTIVITIES .4

Provide information On:

a. Rod and tube assembly,ib. Clicker mechanismc. Testing procedures!'a.. Adjustment of thermostat

to

4

ye,

.

0

as


'Testing and replacing thermostat4

Provide Practical Application -On:

Testing and replacing -thermostat

Ika

,

INS RUCTIONAL MATERIALS

Textbooks:

a. Manufacturer's manualb. National Training Aids, Water

Heating Service Training Manual

I.


- .

a

Student Manuals:

National Training Ales, Gas WaterHeati S st S udent Workbook

'Tc4sand Eguipm t .

a. Witer heatet t ostatb. Hand toolsc. Manufacturer's test eguipmehtd.


VII-485

691

IMP

.1

x.

I)

411

. . .1

a

r .

.r

I

C

I

(

4 s

7 -

'A r.


. 'Performance Objective (CRM)% kk, . .

Givelfra gas water heats Y with a faulty theimo at and necessary tools andequipeat, the stpdent will determine serviceability and remove and replace

4, he thermostat. Serviceability decisions must be k00% accurate and.all workmust conform Lo NFGC and manufacturer's specificationp.

#:

1

4

OD

A

,


a.' Studebts should be given a performancetest to assess their ability toOjust a thermostat. ' yt

1I

4

a

.

"

lb. NP.TECS,'Appliance Repairer, Task No. 2C

c. Use resources provided in the Instructional Materiels section on theprevious page: 4


effect relationshipsb. Follow directions,qt Draw conclusions&it Interpret instructionse. Recognize relevance of dataf. Aqognise appropciate reference resourcesg. Loctte information in reference materialsMath Skillsa. Ratios, proportions and percentsb. Fractions and decimalssage and conversialsc. Whole number manipulationProblem Solving Skills

Recognize main ideas, details, sequence of events, and causeand effect relationships

. b. Recogniz4 appropriate reference sourcesc. -Locate information in reference materials."'d. Draw conclUsionsCommunication Skillsa. Organize informationb. Interpret aural ,communicationsc. Compose oral directions and questions (


02

s

4,

.

11A81R-644-UN 1W6".--Y:4.MA-42 In4alling ax4Fplumbing a gasrage or a.aall'oven and surfaceunit

I

4,

1

PERFORMANCE STATEMAVrliInstail filo Plump a as range or a

'wall oven and surface unit.

1

Provide Information On:a

a.

b.

c.

d.

e.

f.

g.h:

Natural gas propertiesSafetyThe National Fuel Gas CodeUncrating and prepariitg theappliapipPiping and fittings,Plumbing proceduresTools requiredOperational checks

.

V

Provide 'Demonstration On:

a. Proper gas piping installationb. Interpreting the National Fuet

Gas CV.c. Final chec3p

Provide Practical Applidation On:

a.

b,

Installing gas pipimear. ,00kingup stove kPerforming operational checks

(1

t'a

INSTRUCTIONAL MAT RIALS-a I

Textbooks:

Ca: Manufacturer's manual Georgia, Heb. National Aids, Cooking

.

HE-07s MajoService Train Manual MkIPOS

4

Student Manuals:

c. Oravetz, Plumbers andPipefitters Library

A/Vs:

Georgia, "Applying Gas F elCombustion and Safety P inciples" (ST)."Transporting Major Apiiiances" (ST),"Gas Piping Principlet" (ST)

S

ESTIMATED C!..,-ItSS HOURS 61

Units HE-040.ppliances, Unit

Tools entan

a. National Fuel Gas Code manualb. Local codesc., Gas rainy*

d. Piping materials and tools

e

1.711-487

ESTIMATED LAB HOURS 14'f=0./.1113

633

!

:

s

4

.

,

4

EVALUATION OF PeFORMANCE

Performance Objective IOW).4

Given a.gas *range And'necessary tools and eq4ipment; the student will runpiping and install tnd plumb a gas rings or a welloven and surface unit.No gas leaks are permitted and all work must conform to thelNationai rdelGas Code and local codes. a

1

7.4

.

s t

A

Suggested Testing Activities An'd Resourcesa. Students should be given a performance test to assess theist ability to

use safe and correct. installation procedures.

Students should perfaxm an Operational check of the gas range or wall

oven and surface unit. t.

c 6.

Georgia, Electromechanicil Instructor - *Checkpoints Information

V'TECS, Appliance Repairer, Task No. 741114f

c.'

d.

e. Use resources provided in the Instructional Materialdpection on the

.previous page.

Reading Skilii7a. Recognize main ideas, details, sequence of events and cause and effect

relationshipsb. Follow directionsc. Draw conclusions.d. Igierpret graphic information

/ e. interpret instructionsf. Recognize relevance of data

g. Recognize appropriate referenceh. Locate information in referenceMath Skillsa. Ratios, proportions and percentsb. Fractions and decimals usage'andc. Whole number manipulationd. Metric conversion

0 Problem Solving Skillsa. Recognizi main ideas,

relationshipsRecognize appropriateLocate information inDraw conclusionsInterpret graphic data

resourcesmaterials

b.

C.

d.

e.

conversions

details, sequence of events, anecause and4ffect


t

17u-4866194

c.*

40

S

EVALUATION F. PERFORMANCE

C

Performance 014ective (CAM)

9

o

4.

IP

Suggested Testing Activities'And ResourcesN

Communication Skillsa. Organize informationb. anterpret aural communications

.1k

c. CZmpose oral directions 'an'd questionsUse formal and informal-speaking styles

.1 4

4 5

Po.

I

4.

4

VII-489

69 5

e

t

4

TA .UN 6"--gragifTbRTVITENtr PERFORMANCE STATEMENTMA-43 troubleshooting and replacing

gas'range controls115;;EnaCa71731.17;;;Ias rangecontrols..

\

INSTRUCTIONAL- ACTIVITIES

I Provide Information On:

a. Manifold assemblyb. Surface!burnersc. Surface bitrner controlsd' Surface burner pilote. Safety devices.f. Cleaning and checking burnersa. Adjusting flameh. Thermopile assemb4.i. Flame switchesj.teilotless burners,'"

t.

41,251 Provide Demonstration On:

Adjusting surface burnera 4d pilots -t

IA

td

INSTRUCTIONAL MATER IAL.e.


a. Manufacturer's manual National Training Aids, Fundamentalsb. National Training Aids, of Gas Control Aystemsi Student

Cooking Service Training Manual( Workbook


a. Hand toolsb. Various controlsc. NFGCd. Manufacturer's test equipment

ESTIMATED CLASS HOURS ESTIMATED LAB HOURS 8

VII-49167;

EVALUATION OF PERF

performance Objective (CRM)

Given a gas range with surface burners improperly adjusted and malfunctioning

'controls, the student will repair ta controls. 711 work must be in

accordance with the NFGC and adjustmeopts must be in accordance withihemanufacturer'S specifications.

:\s.

RMANCE

,

f .. .

Sugge ted Testing. Activities.And Resources


wir

adjust the burner.

Use resources provided in the Instructional Materials. sectiodon the

'previous page.ti

Reading asakta. Recognize main ideas, details, sequence of events and cause

and effect relationshipsb. Follow directionsc. Draw conclusionsd.. Interpret instructionse. Recognize relevance of datef. Recognize appropriate reference. resources

g. Locate information in reference materialsMath Skillsa. Ratios, proportions and percentsb. Fractions and decimals usage and conversionsc. Whole number manipulationProblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause

and effect relationshipsb. Recognize. appropriate reference sdUrcesc.. Locate information in reference materials,40 Draw conclusionsCommunication Skillsa. Organize informationb. Interpret aural communicationsc. Compose oral directions and questionsd. Use formal and informal speaking styles

697VII-492

1

.4

t1-111 T K ,RUN MPETE Y i ' PERFORMANCE STATEMENT

MA-44 Troubleshooting and replacing gas . a'r Troubleshoot and repair gas ovencontrols.oMOn controls

0 .

-----

'40

INSTRUCTIONAL1ACTIVITIES

.


a.

b.

c.

d.

e.

f.

g.h.

i.

j.

k.

Thermostat.control I

Direct and indirect controlledovens

Hydrtulic diastat controlElectric thermostat controlMultiple pilot burnersTemperature ranges of controlsSafety devicesOven control checksThermostat checksFlame switch checksOven-timers


Testing and replacement steps ofthermostat and oven temperature control


Testing and replacing a direct andan indirect oven temperaturecontrol Otem

INSTRUCTIONATFk v-VTERIALS

Textbooks:

a. Manufa%purer's manualb. National Training Aids, Cooking

Service Training ManuAl

6

rr


Student Manuals:

National Training Aids, Fundamentalsof Gas Controls Systems, StudentWorkbook


a.

b.

c.

d.

Hand toolsPyrometerMultimeter

Manufacturer's test equipment


VII-493

698

9

a

a

416

EVALUATION OF PERFWMANC


Given a gas maven with defective temperature controls and necessary tools and

equipment, the student will determine the type of replacakent contrcil needed

with 100% accuracy. The problem must be identified and all work must conform

to NFGC and manufacturer's specifications. -

ti


a. Students should begiven a performance test to assess their ability ta74

test and replace a direct and indirect oven temperaturb trol system.

b. V'TECS, Appliance Repairer, Task No. 12 At


previous page.

Reeding Skillsa. Recognize main ideas, details, sequence of events and cause and effect

relationshipsb. Follow directionsc. Draw conclusionsd. Interpret instructions

e. Recognize relevance of data





c. Whole number manipulation

d. Algebraa:: Metric conversionProblem Solving Skills

a. Recognize main ideas, details, sequence of events, and cause and effect

relationshipsb. Recognise appropriate reference sources 4

c. Locate information in reference matatials

d. Draw conclusionsCommunication Skillsa. Organize information )1(


c. compose oral directions ,sd questions


1110 *-TA K, R U IT MPE EN Y PERFORMANCE STATEMENTMA-45 Troubleshooting and replacing'gas/

electric controls,Troubleshoot and replace gas/electriccontrols.

---11CISTRINAL ACTIVITIES4


a.

b.

c.

d.

e.

f.

g.h.

i.

Millivolt controls115 VAC controlsDirect and indir=t controllingsystemsThermopile assemblyConstant pilotOven control solenoidThermostat diastatFlame switchTesting procedures

v.^


Testing controls and adjusting.itemper-ature range and flame


Textbooks:

a. Manufacturer's Manualb. National Training Ails, Cooking

Service Training Manual


3

I'

Student Manuals:

National Training Aids, Fundamentals ofGas Control Systems, Student Workbook

Tools and Equiment:

a.

b.

c.

d.

e.

4.

Various gas/electricPyrometerThermopile adapterVOMManufacturer's test equipment

controls

4

VII-495

ESTIMATED LAB HOURS a

.1

a.


Pdrformance Objective:319RM)

Given a gas range with defective gas/electric controlsnecefisary tools and'equipment, the atm** will locate and correct problems. Identification ofproblem must be..100% accurate and all work must conform to NFGC and-

manufacturer's'spicifications.

Suggested Testing Activities And Resources..4


adjust temperature range and flame.p

b. Use resources proued in the Instructional Materials section on the

previous page.


and effect relationshipsb. Follow direction'sc. Draw conclusionsd. Interpret instructionse. Recognize. relevance of data


g. Locate information In reference materials



c. Whole number manipulationd. Algebrae. Metric conversionProblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause

and effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Draw conclusionsCommunication Skills . -

a. Organize information'b. Interpret aural communicationsc. Compose oral directions and questionsd. Use formal and informal speaking styles

VII -49611

iI

Ivat

4

MA-46 Troubleshooting,gas lines and. connections for leaks

.Troubleshoot gas lines and connectionsfor leaks.


Provide Information On:'

0a. Safety precautionsb. 'Purpose of testing lines and

connections'Ifc. National Fuel Gas Coded. Gas pressurese. Tool liste. Testing gas lines and connections

^,/

.Provid/Demonitre;tgOn On

a. Testing gas lines and connectionsb. Interpreting NFGC

l\


Textbooks:

Oravetz, Plumbers and Pipe fittersLibrary

ESTIMATENCLASS HOURS 2

1


a. NFGC manual. b. Leak detector

VII- 97

a


a

I)

AminlimmormEVALUATION OF. PERFORMANCE

"NII/111111

Performince Objective (CRM)

Given a gas appliance and necessary tools and equipment, tne.student will testgas piping for leaks from.the meter to the appliance. All leaks must be found.

1


a. Students should be give\i a performance test to assess their ability to useproper safety precautions when testing lines and connections for leaks.

.1>


previous page.

Reading Skillsa. Recognize min ideas, details, sequence of events and cause and

effect relationshipsb. Follow directions .

Np. Draw conclusionsd. Interpret instructions .

e. Recognize relevance of dataf. Recognize appropriate reference resourcesg. Locate information in reference materialsMath Skillsa, Ratios, proportions and percentsb. Fractions and decimals usage and conversionsc. Whole number manipulationProblem Solving

4 a. Recognize main ideas, details, sequence of events, and cause W-

and effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference material/ 1

d. Draw conclusionsCommunication Skillsa. Organize informationb. Interpret aural communicationsc. Compose oral directions and westions -d. Use formal and informal speaking styles

sot

VII-4987 j3

I

3

'4r.

TASK `PERFORMANCESTATEMENT

MA-47 Installing a gas orifice Install a gas orifice.

INSTRUCTIONAL ACTIVITIES .

Provide Information

a.

b.

c.

d.

e.

f.

q/

National Fuel Gas CodePurpose of orificeSafety precautjonsTypical installationOperating proceduresDifferent sizes used for differentgassesTool llgt

Textbooks:

Provide Demonstration 'V t...

A. 'Typicalinstallationb. Operating procedures6; Interpreting NFGC


C41culatingasize and installing anorifice

A

1

. INSTRUCTIONAL MATERIALS4

a. Manufacturer's manual 4b. National Training Aids, Gas Heating,

Cooking and Heating

I

1



a. Tools necessary fdr taskb. Manufartturer's manualc. NFGC manual


4

. r1 f


Performance Objective (CRM)I

Given an operable gas applince, an assortment's orifices and necessary tools.

and equipment, the student 11 select the proper orifice and install acco ng

\...-3.to manufacturer's specificati ns.

(

r.

Suggested Testing AtivIs And Resources,a. 'Students should be given a performance test to assess their ability .to C

calculate different sizes of orificesfor differept types of gasses.

b. V'TECS, Appliance Repairer, Task nos. 70 and 77

c. Use resources prOvided in the Instructional Materials section on theprevious page.

l


--) and effect relationships' b. Follow directions

c. Draw conclusions 2-)A

d. Interpret graphic i orpation

1e. Interpret instructs s)t. Recognize relevance f data I'g. Recognize appropriate reference resourc6th. Locate information in reference materialsMath Skillsa. Ra s, proportions and percents' / r

b. Fra ons and decimals usage and conversionsc. Whole number manipulation

is.

(Problem Solving_ Skillsa. Recognize main ideas, details, sequence of events, and c use

oand effect relationships \

b. Recognize appropriate reference soprces

\ail,c. Locate information in reference materials .

d. Draw con4lusionse. Interpret graphic dataCotnunication Skillsa. orgallize information

4/b. Interpret. aural communicationsc. Compose oral directions and questions 0


VI 1-5 0 0. 7!.5

I

TASK OR UNIT COMPETENCYMA-481 Adjusting pilot lights l

rR RFOi MANCE STATEMENTAdjust pilot light.


LA? u

Prolride Information On:

a.' Pilot light siescriptionb.; Primary and secondary airci Burner tip4. Safety devicesQ. Autovir ictipon devitesf. Flame ends°

g. Thermocouplesh. Bi-metal.switches

4

.14

Proiiide 'Demonstration On:

a. Lighting the' pilot'b. 'Adjusting gas pressure and airc. Checkil safety devices

Provide Practical Alielication On:

a. Lighting and adjusting the pilot. lignt 4

b. .0I-serving functioning safetydevices

Textbooks:


a. Manufaturer's manualb. National Training Aids, Gas Water

Heatin, Cooking and Heating

A/Vs:

Georgia, "Insta ling and Servicing Pilot)

Ignition Devices" (ST)


1

1

Stude t Manuals:

Geor la, Heating, UnitHE-10

)

0

4


VII -501

716

As

at

EVALUATION OF PERF MA


Given a gas appliance, the student will light and adjust the pilot light.' Air,ges ratio and pressure must meet manufacturer's specifOations.

0

o:

Suggested Tetu,Activities And Resources4r

a. Students should be given a performance test to assessobserve safety procedures when adjusting pilot lights

b. Georgia, Refrigeration, Heating and Air Conditioning,Checkpoints Information

c, Use resources provided in the Instructional Materialsprevious page. 4

it

their ability to

Instructor Guide -

section'on the


and effectrelationshipsb. Follow directionsc. Draw conclusionsd. Interpret izructionse. Recognize relevance of dataf. Recognize appropriate reference resourcesg. Locate information in iligcnce materialsMath Skillsal, Ratios, proportions and percents

/6". Fractions and decimals usage and conversionsc. Whole number manipulationProblem Solving Skillsa. gecognize main ideas, details, sequence of events, and

and effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Draw conclusionsCommunication Skillsa. Organize informationb.. Interpret aural communicationsc. Compose oral directions and quee ions'd. Use formal and informal speaking styles

V11-502

7 1)7

cause

$

z.

TA UN T OMPETENCY

MA-49 Adjusting the gas burner

IPERFORMANCE STATEMENT

Adjust t e gas burner.A

, I STRUC IONAL ACTIVITIES -1

11%


a. Purposeof adjusting gas burnerb. The National Fuel Gas Codec. Safety precautionsd. Operating the Systeme. Checking gas pressuref. Adjusting the priMary air_g. Checking the bonnet temperature

controlsh. Tool list

00+

ti we

Provide DemonStration On:

a.

b.

c.

d.

Adjusting gas burner properlyOperating the systemChecking' gas pressures

Interpreting the NFGC


a. 'Adjusting all gas burners on arange and oven

b. Adjusting gas b er on a waterheater

Adjusting gas burner on a clothesdryer

C.

7

/S.


Textbooks:

a.

b.Manufacturer's manualNational Training Aids, Gas WaterHeating, Cooking and Hearat

A/Vs:

Georgia. "Servicing Burners" (ST)


Student Manuals:

Georgia, Heating, UnitHE-12


a.

b.

c.

d.

e.

National Fuel Gas CodeDraft gaugeStack thermometerCarbon dioxide analyzerOxygen analyzer


VII-503

71)8

EVALUATION OF PERFORMANCE'4%


Given the necessary tools and equipment, the student will adjust the gas burnerson.h gas range, oven, hot water heater and dryer. The flame must he sharp blue,rest on burner port and not make a blowing noise.

Suggested Testing Activities And ResdurCes

a. Students should be given a performance test to asse4 their ability tocheck the gas pressure. ..-

..

dio

.10

b. Georg*, Electromechanical Instruct_ or Guide - Checkpoints Information

11111*c. Use resources provided in the Instructional MAterials section on thepreviolb page.

Reading Skills .0r0

a. Recognize main ideas, details -seSplinc-.43y9nts and causeand effect relationships tr.,..

b. Follow directions1!

c. Draw conclusionsd. Recognize relevance of dataé. Recognize appropriate reference resourcesf. Locate information in reference materialsMath Skillsa. Ratios, proportions and percentsb. Fractions and decimals usage and conversionsc. Whole number manipulationProblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause

and effect relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Draw conclusions

a. 001rganize information


b. Interpret aural communicationsc. Compose oral directions and questionsd. Use formal and informal speaking styles

.VII-504

. )9

{......., .......

«dr

s.

T K PETENCTJ MANCE STATEMENTIE-01 Identi4ing ardous wilting

. locationsIdentify hazardous wiring locations.

INSTRUCTIONAL AC IVITIES


a.

b.

c.

Hazardous locationsWiring methodsSealing conduits

*Provide Demonstration On:

Special techniques for installing wiringin hazardous locations


Installing wiring under simulatedhazardous conditions

re

IN TRUCTIONAL MATERIA S

Textbooks:

a. Croft, carr and Watt, AmericanElectrician Handbook

b. Summers, National Electrical Code

A /Vs:

Career Aids, Inc., "Electrical Safetyin the Shop" (FT)


1 ,1

Student Manuals:

Oklahoma, Introduction to IndustrialElectricity/Electronics


a. Shop toolsb. 'Set of printsc. Materials catalog..

4

ESTIMATED LAB HOURS 2rV11-505

71.0

ec

'

4



Given a complete set of prints for a gasoline dispensing station with a greasepit, the student will accurately classify each area of the unit as to class.location and specify the wiring method to be installed. The student will selectthe material to be installed and installation must be in accordance with,local and national code standards.

/

0


a. Students should be given a performance test to assess their ability toinstall wiring under hazardous conditions.

4b. Use resources provided in the Instructional Materials section on theprevious page.


relationshipsb. Make predictions, generalizations and comparisonsc. Draw conclusionsd. Interpret graphic informatione. Recognize relevance of dataf. Recognize appropriate reference resourcesg. Locate information in reference materialsProblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause and effect

relationships-b. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Estimate outcomes, with or without units or measurementse. Draw conclusionsf. Interpret graphic datag. Make predictions, generalizations and comparisonsCommunication skillsa. Organize informationb. Interpret aural communicationsc. Compose oral directions and questionsd. Use formal and informal speaking styles

TASK OR UNIT t MPITENCYJ

i . IE-02 Locating service entrance equipmdnt.

and writing specifications

PERFORMANCESATUtisliLocate service entrance equipment andwrite specifications.



a. Location of service entranceequipment

b. Selection of service entranceequipmentWriting specifications

d. Service entrance wire selectione. Conduit selectionf. Conduit bending installationg. Groundingof service

s

r

,,

Provide Demonst ation On:

i'.

a. Wire select onb. Conduit sele ionc. Conduit bendi installation

Provide Practical At.lication On:

a. Conduit bending nstallationb. Conduit selectionc. Writing the service entrance

specificationsd. Selecting service equipmente. Installing service equipmentf. Locating service entrance equipmentg. Grounding of service


Tektbcoks:

a. Ramsey and Sleeper, ArchitecturalGraphic Standard

b. Graham, Industrial and CommercialWiring

c. Summers, National Electrical Code

A/Vs:

a. AAVIM, "Electrical-Wiring Residential -Utility Buildings - Service Areas"(ST) .

b. Singer Career Systems, "ElectricWire and Cable" (FT); "ElectridalBoxes" (FT)


Student Manuals:



a. Complete set of /printsb. Specifications /c. Power company regulations


VII -507

712

EVALUATIONI)F PERFORMANCE


Given a complete set of prints, specifications and power company regulations,the student will accurately complete the necessary calculations to determinethe type and size of service equipment, select tile correct service entranceequipment, the necessary tools and materials, and install the service equip-ment for a small commercial facility. All wiring must meet local and nationalcode standards.

fi

)Sugge tell Testing Activities And Resources

li

a. Stu nts should follow the procedure below when installing serviceequi went for a.small 'commercial facility.1. Mount the three phase four wire service equipment on backboards

secured to a concrete block wall.2. Make the necessary bends and install service entrance conduits.3. Install. the service entrance and grounding conductors.4. Connect to service equipment.5. Connect service to a 115/239 three phase four wire Delta power

supply. .

6. Operate and test all equipment.

4//` b. Use resources provided in the Instructional Materi is section on theprevious page. ,,


relationshipsb. Follow directionsc. Draw conclusionsd. Interpret t.,caphic informatione. Interpret instructionsf. Recognize relevance of datag. Recognize appropriate reference resourcesh. Locate information in reference materialsMath Skillsa. Ratios, proportions and percentsb. Fractions and decimals usage and conversionsc. Whole number manipulationd. Metric conversionProblem Solving Skillsa. Recognize main details, sequerpe of events, and cause and effect

rel ionshipsb. Recogn appropriate reference sourcesc. Locate in rmation in reference materialsd. Draw conclu 'ons

VI I-503.

713

a



av

Suggested Testing Activities And Resources.e. Interpret nongraphic informationf. Recognizes relevance of datag. Interpret graphic dataCommunication Skillsa. Organize information

7t4

1E-03 Calculating anNEIrting seconduits

ice

PERFORMANCE TATEMEMT. Calculate and seleciservice conduits.

INSTRO TIONAL ACTIVITIES


Types of conduit. ize of conduit

c. Pa lel conduitsd. Numbers of conductors in conduie. Supporting conduit

V

Provide D stration On:

a. Conduit selectionb. CondUit percent fill


Conduit selection

4

I .1111M,


Textbooks:

Summers,

A/Vs:

National Electrical Code

a. AAVIM, "Electrical Wiring ResidentialUtility Buildings - Service Areas"(ST)

b. Singer Career Systems, "ElectricalService Entrance" (ST)


Student Mapuals:

Oklahoma, Ingtoduction to IndustrialElectricity/..aectronics


a.

b.c.

d.

4

Supply catalogEquipment catalogSet of printsScale

v4t


715

41

sa

EVALUATION OF PERF R

Performance Objectiv M)

From a given set of prints, the student will complete the necessary calculdtionsto determine the type and size of service cofiduits to be installed. Ail workmust meet local and national electric code standards.

J

4C1

9)

euggested Testing Activities And Resources

a. Students should be given a performance testoto assess their ability toidentify and discuss the different types of conduit.

b. Usc resources provided in the Instructional Materials section al theprevious pege.

Reading Skii.&s AIN

a. Follow directionsb. Draw conclusionsc. Interpret graphic informationd. Interpret instructionse. Recognize relevance of dataf. Recognize appropriate reference resourcesg. Loc to information in reference materialsMatha. ti s, proportions and percentsb. Fractions and decimals usage and conversionsc. Whole number manipulationd. Interpret graphic dataProblem Solving Skillsa. Recognize appropriate reference sourcesb. Locate information in reference materialsc. Draw concl sioned. Re o ize elevance of datae. Interpret graphic dataCommunication Skillsa. Interpret aural communicationsb. Use formal and informal seeaking styles

VII-512

OP

71'G /

*

$

TASK OR UNIT COMPETENCY1E404 Installing service conduits

. PERFORMANCE STATEME TInstall service conduits.

INST CTIONAL ACTIVITIES


a. Conduit bendingb. Conduit installing


Conduit bending


Conduit bending and installing


Textbooks:


A/Vs:

AAVIM, "Electrical Wiring Residential -Utility Buildings - Service Areas" (ST)

r.


Student Manuals:

Ok144od, Introduction to IndustrialElectricity/Electronics


a;

b.

c.

d.

e.

f.

Set of printsShop toolsConduitBend9rsStraps

Screws, nuts, bolts, etc.4

-4


VII-;513

71 7

-

1

.1

4

E ALUATION OF P RFORMANCE

Performance Objective (CRM)I

. .... .

,w,.,

4

Given a set of prints, the student will select and install the appropriate,type of service conduit for a given job. All work must'meet local and

ors

4

-'national codes.

I

4'

Suggested Teiting Activities And ResQurces

1,

a.

b.

Students should follow the procedure below when installingconduits.1: Select the proper type of conduits.2.. ShoW (layout) the service conduits on the set-prints.3. Show the size of conduit needed for the service.4. Show the size of conduits to be used in parallel for the service.5. Make the necessary bends, install and support the.conduit.

Use resources providedpreFibui page.

Reading Skillsa.

\ollow-directiOns71

b. raw conclusionsc. terpret graphicd. Interpret inste. Recognize relevanf. Recognize appropri

RathLdcate information

Rath Skillsa. Ratifs, proportions anb. Fractions and decimalsc. Whole number manipulatd. Interpret graphic datProblem Solving Skillsa. Recognize &ppropriateb. Locate information inc. Draw conclusions .

d. Recognize relevance ofe. Interpret graphic dataCommunication Skillsa. Organize information

in the Instructional Materials section on the

nformationionse of data .

to reference resourcesreference materials

percentssage and conv4sionsn


data

V11 -514.

713

tt.

A

4

44.

411

4

1

A

t

.1 TASK OR. UNIT dOMPEtENCY `PERFORMANCE STATEMENT1E-05 Insta4ing outlet, junction box

and conduit111Install outlet, junction box and conduits



a.

b.

c.

d.

e.

.f.

g.h.

i.

Boxes and conduitNumber of conduct9rs per each

.Number of conduits per eachutlet d junction locations

bending and installationCond supportConduits in masonry wallsConduit exposed on masonry wallsBranch circuits


a.

b.

c.

Boxes and selectfonConduit bendingConduit installation


a. Boxes and conduit installationb. Conduit betidingc. Conduit installation

I

Textbooks0



a. Croft, Carr and Watt, American .a. Set of printsElectrician Handbook b. Shop tools

b. Grahlerkndudtrial irtd Commercial c. Conduit and fittingsWiring . d. Boxes

c. Summers, National Electrical Code e.

f.

g.

Conduit bendersWire,Fish tape

to,


VII -515

719

1


Performance Objective (COM)is

V

Given a set of prints showing panel and outlet locations, the student will

40, accurately select.the proper materials, mount the required boxes and condatiets,make the,necesdary Conduit bends arideinstall the conduit runs. All'boxes,outlets and fittings La be nithin one fourth inch of specifications. All.work must meet local en national code standards.


4

a. Students should be giVen a performance test to assess their ability toinstall branch circuit conductors and make the.'required wiring connectionfor complete installation of branch circuits.

b. The 'studept will also operate and test wiring.

c. Use resources provided in the Instructional Materials section .on theprevious page.

Reading Skillsa. Follow directionsb. Draw conclusions

.11a. Interpret graphic informatiorfd. Interpret inqtructions

/4e. Recognize relevance of dataf. ReolognIze appropriate reference 'resourcesg; Locate information in reference materialsMath Skillsa. Ratios, propottions and percentsb. Fractions and decimals usagd and conversionsc. Whole number manipulaViond. Interpret graphic dataProblem Solving Skillsa. Recognize appropriate reference sourcesb. Locate information in reference materialsc. Draw conclusionsd. Interpret graphic dataCommunication Skillsa. Organize informationb. Interpret aural communicationsc.

d.

Compose oral directions and questionsU.formal and informal speaking styles

VII -516

4

ti*

!v.

a

TASK OR UNIT, COMPETENCY la A r PERF MANCE STATEMENT j1E-06 Installing conduit under a concrete

slab Install conduit under a concrete slab.


a.

b.

c.

d.

INSTRUCTIONAL .A TIVITIES

FlooeboxesMaterial selectionInstallation of under floor conduitsFloor elevations

11.


Securing \onduits

Provide Pta tical A lication On:

a.

b.

c.

Floor box nstallationMaterial s actionInsta zng nduits under a slab

wa,

4


Textbooks: $

a. Croft, Carr and Watt, AmericanElectrician Handbook

b. Graham, Industrial and CommercialWiring



Student Manuals:

Oklahoma, Introd6ction to IndustrialElectricity/Electronics

r" Tools and Equipment:

a.

b.

c.

L

Set of prints showing floor outletsShop tools

Conduits, benders and tools00

94,

ESTIMATED LAB HOURS

V11-517

721

I

1

b

e.

EVALUATION OF PE F -MA E

Performance Objective (CRM) V

Given an electrical,Olan showing location of floor Outlets'and finish actorgrades, the student will accurately select, the necessary material,, set thefloor boxes to grads and install the conduit runs. All boxes and:conduitsmust be se e to prevent dislocation While concrete floor if being poured.All work mus meet local and nationa code standards.

O

4

Suggested Testing Activities And Resource:7

4

a. Students should be given a performax4 test to assess their ability toinstall and secure conduit under a concrete slab..

ti


Reading Skills

4. Follow directionb. Interpret graphic informationc. Interpret instructionsd. Recognize relevance of datae. Recognize appropriate reference resourcesMath Skills"a. Ratios, proportions and percentsb. Fractions and decimals usage and conversionsC. Whole number manipulationd. Interpret graphic dataProblem Solving Skillsa. Recognize appropria e reference sourcesb. Locate information n reference materialsc. Interpret graphic da aCommunication Skillsa. Organize informationb. Interet aural, communications t-

o. se oral directions and questionsd. Use ormal and informal speaking styles

VII-518

v7 2 2

ti

TASK OR UNIT COMPtTENCY1E-07 Calculating branch circuit conduct-

ors and overcurrent protection

t1.PERFORMANCE STATEMENT

'-wM1m

Calculate branch conductors andovercurrent protection.



a. Branch circuit overcurrentprotection

b. Type of branch circuit conductorc. Number of conductors per branch

circuit

dBranch circuit conductor sizee. Branch circuit wring installation

and connection to overcurrent) and loads

Provide. Demonstration On:

a. Load calculationsb. Wire selection (type and size)c. Branch circuit conductor installation

and ceu;:gpon

kaeicide Practical Application On:

.a. Calculating the load on branchcircuits

b. Selecting correct wire size to beinstalled

c. Selecting proper type of conductors

Textbooks:

+ala. Carr, Croft and Watt, American

Electrician Handbookb. Summers, National Electrical Code

A/Vs:

Singer Cateer Systems, "Circuit Breakers"(FT)

ESTIMATED 4ASS. HOURS 5

Student Manuals:

4Oklahoma, Introduction to_IndustrialElectricity/Electronics


a. Set of printsb. Wirec. Power supply (panel)


VII -519

723


Performance Objective ((ANA)

Given a floor plan of a comMerCial building, the student will accurately,make the necessary calculations to determine the size and type of branch.

. circuit conductors to be installed and the branch circuit overcurrenotprotection for these' circuits. All calculations dUst meet or exceedlocal and national code standards.


a. Students .should be given a written test to assess their abilityto list'thr materials selection on the set of prints.

b. Uie resources provided in the Instructional Materials sectionon the previous page.

Reading Skilli /1

a. P011ow directions.b.. Make prediCtions, generalizations and comparisonsc. Draw. conclusionsd. interpret graphic informatione. Interpret instructionsf. Recognize relevance of datag. Recognize appropriate reference resourcesh. Locate information in reference materialsMath Skills,

a. La* of exponents.h. Ratios, proportions and percentsc. Fractions and decimals usage and conversionsd. Whole number manipulatione. Metric conversionf. Squares and square rootsg. Interpret graphic dataProblem Solving Skillsa. Recognize appropriate reference sources*b. Locate information in reference materialsc. Draw conclusionsd. Recognize relevance of datae. Organize data into graphicsf. Late et graphic data I,

.-----Communicati n Skills

_a. Compose sentences ,..----/-b. Organize information

VII--520

ti

$

TASK OR .UNIT COMPETENCY1E-08 Determining sizes andotypes of

feeders and overcurrent protedtiondevices

"PROMMANCE STATEMEN1F-Determine sizeis and types of feedersand overcurrent protection-devices.



a. Feeder selectionb. Overcurrent protection selectionc. Motor nameplate


Feeder calculations and selections


a. Selecting feedir circuit conductorsb. Selecting feeder and overcurrent

protection device

INSTRUCTIONAL MATERIALSI1

Textbooks:

a. Ckoft, Carr and Watt, American ....!tb

Electrician Handbookb. Summers, National Electrical Code.

IA/Vs:

Hobar Publications, "Electrical Connec-tions and Current Control" (ST)

rESTIMATED,CLASS HOURS 5

Student Manuals:



a. Set of printsb. Types of feeders and overcurrent

protection devices


VII-521

725


Performance Objective (CAMSFrom a given set of prints, the student will accurately complete thenecessary calculations to determine the correct size and type of feederand overcurrent protective device for a group of 480v tpree phase .

motors. Determinations should be accurate and agree with coderequirements.

Suggested Testing 'Activities And Resources

a. Students should be given a written test to assess. their abilityto make appropriate calculations for a given job.

b. Use resources proliidedin the Instructional Materials sectionon the previous page.

Reading Skillsa. Follow directionsb. Draw conclusionsc. Interpret graphic informationd. Interpret instructionse. Recognize releVtnce of dataf. Recognize appropriate reference resourcesg. Locate information in reference materialsMath Skillsa. ,Ratios, proportions and percentsb. Fractions and decimals usage and conversionc. Whole number manipulationd. Interpret graphic dataProblem Solving Skillsa. Recognize appropriate reference sourcesb. ,,Locate information in reference materialsc. Draw conclusionsd. Recognize relevance of datae. Interpre't graphic dataCommunication Skillsa. Compose sentencesb. Organize informationc. Write paragraphs

VII -522

726

111/1 1E-09 ing and installing a

TAS(.OR UNIT COMPETE4er PERFORMANCE STATEMENTSelect

Select and instal' a 480v208-4/10 t ele-1480v208-210 three phase four vil-fe phase four wire service entrance.service entrance

INSTRUCTIONAL ACTIVITIESJ

Provide Demonstration On:PAvide Information On:

a. One phase transformer,banka. Selecting circuit breakerb.

c.Three phase transformersKVA rating

b. Installing circuit breaker

d. PanelsProvide Practical Application On:e. Circuit breaker selection and

installationa.

b.

c.

d.

Making a transformer hookupInstalling circuit breakers (threepole, two pole, one pole)Installing branch circuits from panelsMaking a panel and service grounding

4k,

INSTRUCTIONAL MATERIALSTexqooks:


b. Summers, National Electrical Code

I

ESTIMATED CLASS HOURSJ

Student Manuals:



a. Shop toolsb. Set of printsc. Catalogd. Panelse. Circuit breakersf. VOM


V11-523

727

I



From a given set of prints, thi student will accurately calculate the loadfor a small industrial facility. -fie student will select the propertransformer bank and select, install and operate the service entrancepanels 480v/277-208/120v three phase four wire. The:student wi-1 installthe circuit breakers in thtse panels for any loads that may be fed fromthe panels. Work must conform to NEC standards.

Suggested Testing Activities And Resourcesa. Students should be given an oral test to discuss types of transformers

and provide el.smples of situations in which three phase transformersare used.



relationshipsb. Follow directionsc, Draw conclusionsd. Interpret graphic informatione. Interpret instructionsf. Recognize relevance of datag. Recognize appropriate reference resourcesh. Locate information in reference materialsMath Skillsa. Law of exponentsb. Trigonometry, right angles, sine, cosine, and tangentc. Ratios, proportions and percentsd. Fractions and decimals usage and conversionse. Whole number manipulationf. Mgebrag. Metric conversionh. Squares and square rootsProblem Solving Skillsa. Recognize appropriate reference sourcesb. Locate information in reference materialsc. Draw conclusionsd. Recognize relevance of datae. Interpret graphic dataCommunication Skilla. Organize informationb. Interpret aural communicationsc. Use formal and informal speaking styles

VII -524

72S

TASK OA UNIT COMPETENIE-10 "Installing branch circuits and

controls for air conditioningand heating

0.

PEt

Install branch circuits and controlsfor air conditioning and heating.


Provide Information On:Provide D4monstrAtion On:

a. 4EMT conduita. EMT bending and installationb. EMT bendingb. Motor starter installationc.

d.Motor starters and controlMotor starter selection and

c. Control selection

installation. . Provide Practical Application On:e. Branch circuit and feeder

cal4t4ationa. EMT conduit bendingb. Motor starter installationc. Control hookupd. Branch circuit materials

selection and installation

-4%

.11,111. INSTRUCTIONAL MATERIALS

Textbooks:

a. Althouse, Turnquist a 3 Bracciano,Modern Refrigeration and Air Condi-tioning

,clb. Croft, Carr and Watt, American

Electrician Handbookc. Graham, Industrial and Commercial

Wiringd. Summers, National Electrical Code

A/Vs:

Bergwall, "Basic AC Electricity forHeat, Ventilation and Air Conditioning -Part One" (FT) 4

II

ESTIMATED CLASS. 5r- 1

1

Student Manuals:

Oklahoma, Introduction to Industrial


a. Set of printsb. Shop toolsc. EMT conduitd. Conductorse. Motor startersf. Power supplyg. VOMh. Amp meter


VII -525

2

Y


*Performance objective (CRM)*

Given a set of prints showing the locations and ratings of electric heatingand cooling equipment, the student will elect material and install andoperate the required brancripircuits equipment. Branch circuitswiring must be installed 1.6 proper sa.ze EMT conduit. All equipment mustbe mounted on three-fourth inch plywood backboard within one-eighth'i h of specified measurement. Ail work must meet local and national codes"tIndards.

si

Suggested Testing Activities And Resources-410m,

a. Students should be given a performance/written test to assess theirability and knowledge to complete the necessary calculations to'determine the branch circuit and feeder requirements.

b. Use resources provided in the Instructional Materials section onthe previous page. 4

Reading Skillsa. Follow directionsb. Draw conclusionsc. Interpret graphic informationMath Skillsa. Sciettific and engineering notationb. Law of exponentsc. Logarithmsd. Trigonometry, right angles, sine, cosine, and tangente. Ratios, proportions and percentsf. Fractions and decimals usage and conversionsg. Whole number manipulationh. Algebra

.. i. Metric conversionj. Squares and square rootsk. Apply formulas1. Interpret graphic dataProblem Solving Skillsa. Recognize appropriate reference sourcesb. Locate information in reference materialsc. Draw conclusionsd. Recognize relevance of datae. Interpret graphic dataCommunication Skillsa. Compose sentencesb. Organize informationc. write paragraphsd. Interpret aural communications

VII-5261/4,

7,30

A

I



A

Suggested Testing Activities And Resourcese. Compose oral directions and questionsf. Use formal and informal speaking styles

inf"Eigan41..ow"No".

r-

45

/1

VII-527

731

41,

so

A 11TJNFT----1:'ETEI jsICY i5EFEMENTIE-11 Installing branch circuits and

controls for lighting

1

Install branch circuits and controls forlighting.



a.

b.General illuminationFluorescent lighting

Installing branch circuits

c. Exit lightsProvide Practical Application On:d. Night lights

e. Emergency lightsa. Lighting branch Circuit }installationf. Show window lightingb. Installation of controlg. Lighting branch circuits c. Branch circuit calculationh. Installing fixtures d. Fixture installation-j. Grouping lights onto branch circuits e. Grouping fixtures onto branchk. Layout of lights (arrangement)

'.0,7

circuits1. Amount of lights (lumens)

4k

f. Amount of required light (lumens)k

S

INSTRUCTIONAL MATERIALS 1

) Textbooks:


h. Graham, Industrial and CommercialWiring


A/Vs:

Bergwall, "Planning and Roughing In" (FT)

a


Student Manuals:

Oklahoma, Introddction to Ind trialElectricity/Electronics


a. Set of printsb. Materials catalogc. Wiring materiald.` Shop toolse.' VOMf. Power supply


V11-5297j2

I

EVALUATION OF PERFORM E

Performance Objective (CRM)!

Given a set of prints showing branch circuits and equipment for lightingand/lighting control, the student will select the required material. forins ailing the specificied branch circuits and controls for general illumination,A exi lights, night lights, show window lighting and emergency lighting.Al equipment and material selection must meet local and national code

dards. All work must meet local and national code standards.

4


a. Student should be given a performance test to assess their abilityto group lipts onto branch circuits.

b. Students should be given a performance test to assess their abilityto install each of the following: exit light, night light, showwindow light, and emergency light.

c. Students should be given a written test to assess their ability toillustrate their work on a set of prints.

d. Use resources provided in the Instructional Materials section onthvrevious page.

Reading'' Skillsa. Follow directionsb. Draw conclusionsc. Interpret graphic informationd. Interpret instructionse. Recognize relevance of dataf. Recognize appropriate reference resourcesg. Locate information in reference materialsMath Skillsa. Scientific and engineering, notationb. Law of exponentsc. Logarithmsd. Trigonometry, right angles, s cosine, and tangente. Ratios, proportions and percer..,;sf. Fractions and decimals usage and conversionsg. Whole number manipulationh. Algebrai. Metric conversionj. Squares and square rootsk. Interpret graphic dataProblem Solving Skillsa. Recognize appropriate refetence sourcesb. Locate information in reference materials

VII-530

733

4

1

EVAL ATION OF P FORMANCE


Suggested Tes,ting Activities And Resourcesc. Draw conclusionsd. Recognize relevanle of dataa. Organize data int graphicsf. Interpret graphic dataCommunication Skillsa. Organize Informationb. Interpret aural communicationsc. Compose oral directions and questionsd. Use formal and informal speaking styles

. .

Ii4N

VII-531

734

a/

Iti

4

1

TASK OR UNIT -COMPETENCYIE -12 Calculating the 120 and 277 volt

lighting load

I

PER -ORMANCE STATEMENTCalculate the 120 an 277 vol lightingload:


a. Lightfixturesb. Grouping fixtures of branch

circuitsc. Arrangement of fixtures

(layout)d. Calculations for lightinge. Selectionvof fixtures

4%


a. Grouping of fixtures on branchcircuit

b. Fixture layoutc. Branch circuit calculations


a. Laying out the light fixturesb. ,Grouping the fixtures on branch

circuitc. Calculating lighting branch

circuits

INSTRU TIONAL MATERIALS

Textbooks:Tools and Equipment:

a. Croft, Carr and Watt, Ata ailskr a: Set of printsElectrician Handbook b. Fixture catalog

b. Graham, Industrial and Commercial c. Fixture specificationsWiring d. Scale

c.

d.Manufacturer's manualSummers, National Electrical-rode

V

A/Vs:

Hobar, "Wiring a Switch and Lamp" (ST)

;1


40.

a


VII-533

735

EVALUATION OF PERFORMA...."

Performance Objective (CIFIAA)

From a given set of prints, the student will accurately complete thenecessary calculations to determine the number and type of lighting fixturesneeded for proper amount of light.


a. Students should be given a performance.tist to assess their abilityto arrange lighting fixtures to achieve a desired amount of light.


Reading Skillsa. Follow directionsb. Draw-conclusionsc. Interpret graphic information

1._ d. Interpret instructionse. Recognize relevance of dataf. Recognize appropriate reference resourcesg. Locate information in reference materialsMath Skillsa. Ratios, proportions and percentsb. Fractions and decimals usage and conversions ..-

c. Whole number manipulationd. Metric cone Ilione. Squares and square rootsProblem Solving_Skillsa. Recognize appropriate reference sourcesb. Locate information in reference materialsc. Draw conclusionsd. Recognize relevance of datae. Interpret graphic dataCommunication Skillsa. Organize informationb. Interpret aural communicationsc. Compose oral directions and questionsd. Use formal and informal speaking styles

VII -534k3

736

4

p

111/1 IE -13 Selecting and installing a 277 voltfluorescent light

TASK OR. UNIT COMPETENCY "PEIVORMARCE -STATEMENTSelect and install a 277 volt fluorescentlight.

I

INSTRUCTIONAL ACTIVITIESNt'

a


a. Light.outputb. ,Light selectionc. Placement of lightd. Operation of fluorescent light

Provide Demonstration On: 4

a. Calculating lighting requirementsb. Procedures for installing

fluorescent lighte_44.


a. Calculating light outputb. Installing light

INS UCTIONAL MATERIALS

Textbooks:

a. Croft, Carr and Watt, AmericanElectrician 'Handbook

b. Graham, Industrial and Co merciAlWiring

I

A/Vs:

Berqwall, "Finishing the Installation"(FT); "Low Voltage and Special Circuits"(FT)

ti

Student Manuals:



a. Shop toolsb. 277 volt fluorescent lightc. Set of printsd. Fixture catalog


VII-535

737


Performance Objective (CRM)From a given set of prints,, the student will accurately determine thenumber of fluorescent lights needed to provide adequate light, select thetype needed, show placement of the fixtures, arrange the lights ontobranch circuits, install a 277 volt fluorescent light fixture, makewiring connections and operate the light. The instillations shouldmeet all code requirements.

Suggested Testing Activities And Resourcesa. Students should given a perforMance test to assess their ability to

install a 277 volt fluorescent light *fixture.


Reading Skillsa. Follow directionsb. Draw conclusionsc. Interpret graphic informationd. Interpret instructionse. Recognize relevance ofdataf. Recognize appropriate reference resourcesg. Locate information in reference materialsMath Skillsa. Ratios, proportions and percentsb. Fractions and decimals usage and conversilins

c. Whole number manipulation #

d. Interpret graphic dataProblem Solving Skillsa. Recognize appropriate reference sources

b. Locate information in reference materialsc. Draw conclusionsd. Recognize relevance of datae. Interpret graphic data-Communication Skillsa. Organize informationb. Interpret aural communicationsc. Compose oral directons and questions


VII-536738

40.

-FAWN tnM-ZEN Nrj1E-14 Hooking up a three phase ,booster .

transformer-----./

Hook up a three phase booster transformer.

INSTRUCTIONAL ACTIVITIES a


.saa. Three phase power a. Three phase transformerb.

c.Three phase booster transformerPolarity

b. Three phase booster Tnnection

d. Operation of boosterProvide Practical Application Oh:e. Applications

f. Connection (primary and secondary) a.. Three phase powerg. KVA rating b. Three phase operationh. Ratio

c. Three phase booster connection(primary and secondary)

Textbooks:


a. Croft, Carr and Watt, American'Electrician Handbook

b. Dunlap, Siefert.and Austin,Transformers

A/Vs:

Long Filmslide Service, "Transformers"(FS)

Student Manuals:

Standard Electric Time Bulletin


a. Shop toolsb. VOMc. Three phase booster or three phase

transformerd. Power supply


VII -537

7 33

1101,,m EVALUATION OF PERFORMANCE


Given three single phase transformer3, the necessary test equipment, andpower supplies, the student will make the proper wiring connections andoperate a three phase booster transformer 208/312, check out and recordall voltage readings. All wiring must meet local and national codestandards and manufacturer's instructions for transformer installation.

Suggest& Testing Activities And Resources

a. Students should perform an operational check of the transformer.

b. Students should be given a written test to assess their ability torecord voltage readings.


Reading Skillsa. Follow directionsb. Draw conclusionsc. Interpret graphic informationd. Interpet instructionse. Recognize relevance of dataf. Recognize appropriate reference resourcesg. Locate information in reference materialsMath Skillsa. Scientific and engineering notationb. Law of exponentsc. Zogarithmsd. Trigonometry, right angles, sine, cosine, and tangente. Ratios, proportions and percentsf. Fractions and decimals usage and conversion.q. whole number manipulationh. Metric conversioni. Interpret graphic dataProblem Solving Skillsa. Recognize appropriate reference sourcesb. Locate information in reference materialsc. Draw conclusionsd. Recognize relevance of datae. Interpret graphic data

VII-53G;

"mXIMI

O

I

EVALP ATION OF PERF RMANCE


Suggested Testing Activities And ResourcesCremasnication Skillsa. Compose sontenOesb. Organize informationc. Write paragraphs

VII-539

TASK ORUNIT COMPETENCY1111/ IE-15 Making calculations for electric

motors, welders and heaters

PERFORMANCE STATEMENTMake calculations for electric motors,welders and heaters.



a. Motor nameplate informationb. Single phase motorsc. Three phase motorsd. Three phase and single phase motor

nformatione. ;31der name late informationf. Lingle phas: weldersg. three phase weldersh. Welder operationi. Heater nameplate informationj. Single phase electric heatersk. Three phase electric heaters


a. Operating single phase and threephase motor and welders

b. Motor nameplate informationc. Welder nameplate informationd. Operating single and three

phase heaterse. Heater nameplate informationf. Load calculations


a. Motor branch circuit and feedercalculations

b. Welder branch circuit--and feedercalculations

c. Heater branch circuit and feedercalculations

d. Selection of branch circuit andfeeder wire size

INSTRUCTIONAL MATERIA

Textbooks:


mVs:

Hdbar Productions, "Electric Motors:Enclosures, Bearings and Mounting Methods"(ST)


Tool and Equipment:

Set of prints with motor andwelder load


VII-5211 7 I')



From a given set of prints, the student will accurately calculate the totalconnected motor, welder and heat load to determine the correct branchcircuit wire si.e for each.

SuggeVed Testing Activities And Resources

a. Students should be given an oral test to assess their abilAy toexplain operating procedures for single and three phase elatricmotors, welders and heaters.

b. Use resources provided in the Instructional Materials section onthe previous\Rage.

Reading Skillsa. Draw conclusionsb. Interpret graphic informationc. Recognize relevance of datad. Recognize appropriate reference resourcese. Locate information in reference materialsMatt, Skills

a. Scientific and engineering notationb. Law of exponentsc. Logarithmsd. Trigonometry, right angles, sine, cosine, and tangente. Ratios, proportions and percentsf. Fractions and decimals usage and conversionsg. Whole number manipulationh. Algebrai. Metric conversionj. Squares and square rootsk. Interpret graphic dataProblem Solving Skillsa. Recognize appropriate reference sources)4...Locate information in reference materialsc. Draw conclusionsd. Recognize relevance of datae. Interpret graphic data

VII-542

743


lies. Performance Objective (CRM)


Communication Skillsa. Organize informationb. Interpret aur:.1 communicationsc. Use formal and informal speaking styles

VII-543

7 4 1

1E-16 Identifying motor leadsI

"PETIMITMATICE

Identify motor leads.



a. Motorsb. Each motor winding typec. Lead identification.d. Lead marking proceduree. Lead connection of eachf. Line connection of eachg. Motor voltage ofeach


a. Motor winding typesb. Single volts motorsc. Dual rlts motord. Three phase dual volts motor


a. Lead identification of singlephase motors

b. Lead identification of threephase motors


Textbooks:

a. Rosenberg, Electric Motor Repairb. Veinott, Fractional and Subfractional

Ho:sepower Electric Motors

S IMATED CLASS HOURS 4

Student Manuals:



a. Shop toolsb. Power suppliesc. Meter VOMd. AC amp metere. Power suppliest. One phase single volts motorg. One phase dual volt motorh. Three phase Delta wound motor

Three phase We woundimotorj. Strobotach


VII-545


Performance Objective (CRM) 1

SLImaGiven a sirtil.9 phase induction motor with four rked leads, a singlephase induction motor with six unmarked leads and threes phase Wye orDelta wound induction motor with nine uamarked leads, necessary testequipment and power supplies, the student will correctly identify theleads of each motor and make the correct motor lead connection. Wiringconnection to the proper power supply must be accurate. The studentwill operate the motor and check for propez rpm.


a. Students should be given a performance test to assess theirability to use test equipment properly.

1. I


Reading SkillsRecognize main ideas, details, sequence of events and cause and effectrelationships

b. Make predictions, generalizations and comparisonsc. Draw conclusionsd. Recognize relevance of datae. Recognize appropriate reference'resourcesf. Locate information in reference materialsMath Skillsa. Scientific and engineering notationb. Law of exponentsc. Logarithmsd. Trigonometry, right angles, sine, cosine', and tangente. Ratios, proportions and percentsf. Fractions and decimals usage and conversionsg. Whole number manipulationh. Algebra

Metric conversionj. Squares and square rootsk. Interpret graphic dataProblem Solving Skillsa. Recognize main ideas, details, sequence of events, and cause and effect

relationshipsb. Recognize appropriate ref rence sourcesc. Locate information in reference materialsd. Draw conclusionse. Recognize relevance of dataf. rnterrret graphic data

V .1. I- 5 4 6

7.16

a

EVALUATION OF PERFORMANCE11i,


Suggested Testing Activities And ResourcesCommunication Skillsa. Organize informationb. Interpret aural communicationsc. Compose oral directions and guestibnsd. Use formal and informal speaking styles

A

VII -547

71?

1

TASK bR UNIT COMPETENCY

1E-17 Operating , capacitor start motor

PERFORMANCE STATEMENTOperate a capacitor start motor.

INSTRUCTIONAL ACTIVITIESProvide Information 0411

a. Motor capacitorb. Motor nameplatec. Motor operation and windingd. Torque characteristicse. Load characteristics

.4

-erode Demonstration On:

How to operate, hook up and calculatethe load characteristics of capacitormotors


4. Deterring starting Oaracteristicsof a capacitor start motor

b. Determing 1 ad characteristics offora capacitor

c. Determing to que characteristicsof a capacitor


Textbooks:


b. Rosenberg, Electric Motor Repairc. Veinott, Fractional and Subfractional

Horsepower Electric Motors

A/Vs:

AAVIM, "How Electric Motors Startand Run" (ST)


Student Manuals:

Oklahoma, Introduction to IndustrialElectricity /Electronics


a. Shop toolsb. Meters AC volt-amp-wattc. Motor and equipment.d. Motor standardse. Power supply.f. Motor loads

VII -549


7s

41,



Given a capacitor start motor and the necessary test equipment and powersupplies, the student will operate, hook up and calculate the loadcharacteristics of a capacitor start motor. Use national and local codestandards for comparison.

AsiSuggested Testing Activities And Resoukc

a. Students should be given a performance test to assess their ability tocheck motor characteristics such as: torque, start amps, full load amps,speed and efficiency.


Reading Skillsa. Draw conclusiopsb. Interpret graphic informationc. Recognize relevance of datad. Recognize appropriate reference resources

'e. Locate information in reference materials.Math Skillsa. Ratios, proportions and percentsb. Fractions and decimals usage and conversionsc. Whole number manipulationd. Algebrae. Metric conversionf. Squares and square rootsg. Interpret graphic dataProblem Solving Skillsa. Recognize appropriate reference sourcesb. Locate information in reference materialsc. Draw conclusionsd. Recognize relevance of datae. Interpret graphic dataCommunication Skillsa. Organize informationb. Interpret aural communicationsc. Compose oral directions and questionsd. Use formal and informal speaking styles

3

TASK OR UN T COMPS E Y

1E-18 Operating a e phase inductionmotor

PERFORMANCE STATEMENTOperate a three phase induction motor.


Provide Information On: .

a. Motor namepl;Z:informationb. Three phase inductionc. Three phase powerd. Forward and reverse operatione. Load characteristic

, f. Start characteristicg. Run characteristich. Motor efficiencyi. Applications

Provide Demonstratidh On:

Hooking up and operating a three phaseinduction motor


a. Forward and reverse operationb. Applicationsc. Dual volts motorsd. Starting characteristic and direction

of rotation4

.e. Torque characteristic of three phaseinduction motors

f. Load characteristic of three phaseinduction motros

g. Efficiency of a three phase inductionmotor

S


Textbooks:

a. Adams, Electrical Principles andPractices

b. Rosenberg, Electric Motor Repairc. Veinott, Fractional and Subfractional

Horsepower Electric Motors


Student



a. Shop toolsb. Motor and equipmentc. Meters AC volt-amp-wattd. Motor standardse. Power supplyf. Motor load

ESTIMATED LAB HOURS 4.

VII-531.)



Given a three phase induction motor, the necessity test equipment and powersupply, the *student will hook up, operate and check the following motorcharacteristics: torque, start amps, full load amps, speed and efficiency.Use national and local code standards for comparisons.,


a. Students should be given a performance test to assess their abilityto calculate the load characteristics of a three phase inductionmotor.


Reading Skillsa.' Draw conclusions .

b. Interpret graphic informationc. Recognize relevance ofliitad. Recognize appropriate reference resources

e. Locate information in reference materials

Math Skillsa. Trigonometry, right angles, sine, cosine, and tangent

b. Ratios, proportions and percentsc. Fractions and decimals usage and conversionsd. Whole number manipulatione. Algebraf. Metric conversiong. Squares and square rootsh. Interpret graphic dataProblem Solving Skillsa. Recognize appropriate reference sourcesb. Locate information in reference materials

c. Draw conclusionsd. Recognize relevance of data

e. Interpret graphic dataCommunication Skills

a. Organize informationb. Interpret aural communicationsc. Compose oral directions and questions

d. t;se formal and in formal ,ipf:akinq style

VII -552

TASK OR UNIT COMPETENCYHP-01 Selecting reservoirs. used in

hydraulic systems

PERFORMANCE 1TATEMENTSelect reservoirs used in hydraulicsystems.

INSTRUCT NAL ACTIVITIES


a. Types of reservoirsb. Purpose of reservoirc. Operation of a reservoird. Reservoir constructione. 'Weservoir sizing


a. Vented reservoiro. Pressurized reservoir

and safety


Selecting a reservoir for a hydraulic.s stem


Textbooks:

anufacturer's manualb. VCC, Hydraulicsc. P rker/Hannifin, Fluid Powerd. P ppenger and Hicks, Industrial

H draulicse. kers, Industrial Hydraulic

Man al

A/Vs:

a. MAVCC, "Hydraulics" (TR)b. Parker Hannifin, "Fluid Power"

(TR) ('ST)

LISTIMATED CLASS HOURS 2

Student Manuals:

MAVCC, Hydraulics


a. Reservoirsb. Hydraulic system trainer

% c. Hand tools

)1°


VII -553

7 :5 2

EVAMMiTor PERFORMANCE

Performice Objective (CRM)Given specifications, tools and a, hydraulic system which requires a reservoir,the student will select, with 100% accuracy, the type and construction featuresof a reservoir for the system.

Suggested Testing Activities And Resources.a. StUdents should be given a performance test to assess

discuss the operation of a hydraulic reservoir.

b. Use resources provided in the Instructional Materialsprevious page..

Reading Skillsa. Recognize main ideas, details, sequence of events and

relationshipsb. Follow directionsc. Make predictions, generalizations and comparisonsd. Draw conclusionse. Interpret instructionsf. Recognize relevance of datag. Recognize appropriate reference resourcesh. Locate information in reference materialsMath Skillsa. Scientific and engineering notationb. Whole number manipulationc. Apply formulasd. Estimate numbersProblem Solving Skillsa. Recognize main ideas, details, sequence of events and

relationshipsb. Recognize appropriate reference sources -c. Locate thf,rmation in reference materialsd. Vttimate outcomese. Draw conclusionsf. Interpret non-graphic informationg. Recognize relevance of datah. Make predictions, generalizations and comparisonsCommunication Skillsa. Interpret aural communicationsb. Compose oral directions and questionsc. Use formal and informal speaking styles

VII-554

753

their ability

section on the

cause and effect

cause and effect

r

TASK R UNIT OMPETENCYHP-.04 Selecting and installing lines,

fittings and couplers used indraulic and neumatic s stems

PERFORMANCE STATEMENT=---ustailr----117;77electar.ttings andcouplers used in hydraulic/pneumatics siems.



a. PurpoLe of lines, fittings, quickdisconnects and couplers

b. Operation of lines, fittings, quickdisconnects and '7ouplJrs

c. Types of lines, fittings, quickdisconnects and couplersLine, fitting, quick disconnect andcoupler construction


Calculating flow and velocity


a. Selecting lines, fittings, quickdisconnects and couplers for ahydraulic/pneumatic system

b. Installing lines, fittings, quickdisconnects and couplers on a 7

hydraulic/pneumatic system


Textbooks:

a. Manufacturer's manualb. MAVCC, Hydrauiicsc. Parker/Hannifin, Fluid Power;

Industrial Pneumatic Technoload. Pippenger and Hicks, Industrial

Hydraulics

A/Vs:

a. Hobbs - Merrill, "Fluid Power" (TR)). MAVCC, "Hydraulics" (TR)c. Parker/Hannifin, "Fluid Power"

(TR) (ST)


Student Manuals:

MAVCC, Hydraulics

Tools and aulpment:

a. Types rf lines, fittings and couplersb. Hydraulic/pneumatic system trainerc. Hand tools


VII-555

7 5 .1


Performance Objective (CRM). 1Given specifications, tools and hydraulic/pneumatic system which requires

f stings and couplers, the student will select, with 100% accuracy, thea(propriate lines, fittings, quick disconnects and couplers for the system.The student will then install the lines, fittings and couplers. No leaksmust be present.

Suggested Testing Activities And Resources.a. Students should be given a performance test to assess their ability to

discuss the purpose and operation of lines, fittings, quick disconnectsand couplers.

b. Students should perform an operational ched0cf the lines, fittings,quick disconnects and couplers.


Reading Skillsa. Recognize main ideas, details, sequence of Avents and cause and effect

relationshipsb. Follow directionsc. Make predictions, generalizations and comparisonsd. Draw conclusionse. Interpret instructionsf. Recognize relevance of datag. Recogniz appropriate reference resourcesh. Locate information in reference materialsMath Skillsa. Scientific and engineering notationb. ''Atios, proportions and percentsc. Whole number manipulationd. Apply formuI se. Estimate numoersProblem Solving Skillsa. Recognize main ideas, details, sequence of events and cause and effect

relationshipsRecognize Appropriate refei :ice sources

c. Locate information in reference materialsd. Estimate outcomese. Draw conclusions

II j



Suggested Testing Activities And Resourcesf. Interpret non-graphic information

'g. Recognize relevance of datah. Make predictions, generalizations and comparisonsCommunication Skills

414 a Interpret aura'. communicationsb. Compose oral directions and questionsc. Use formal. and informal speaking styles

75

410

NillM11

TASK OR UNIT COMPETENCYHP-03 Selecting and installing seals

used in hydraulic/pneumaticsystems

PERFORMANCE STATEMENTSelect and install seals used inhydraulic/pneumatic systems.

I



a. Purpose of sealsb. Operation of sealsc. Types of sealsd. Seal constructione. Installation procedures


'a. .Positive sealsb. Non-positive seals


a. Selecting sealsb. Installing different types'of seals

INSTRUCTIONAL MATERIALS 1

Textboo's: Student Manuals:

a.

b.

Manufacturer's manualMAVCC, Hydraulics

MAVCC, Hydraulics

c. Parker/Hannifin, Fluid Power; Tools and Equipment:Industrial Pneumatic-TethnOlogy

d. Pippenger and Hicks, Industrial a. Types of sealsHydrau,lics b. Hydraulic/pneumatic system trainer

e. Vickers, Industri41 Hydraulics Manual c. Hand tools

A/Vs:

a. Hobbs -1M,?rr111, "Piu,d Power" (TR)b. MAVCC. "Hydraulics" (TR)c. Parker!-HannIfin, "Fluid Power" (TR)

(ST)

4ESTIMATED CLASS HOURS 2 ESTIMATED LAB HOURS 3

VII-559

(

oz.

EVALUATION OF PERFORMANCL_,


Given specifications, tools and a hydraulic/pneumatic system which requiresseals, the student will select, with 100% accuracy, the appropriate seals forthe system. The student will then install the seals. No leaks must be present.

a

Suggested Testing ActiVities And Resourcesa. Students should be give' a performance test to assess their ability to

discuss the purpose and open ...lion of different types of seals.

b. Students should perform an operational check of the seals.



relationshipsb. Follow directionsc. Make predictions, generalizations and comparisonsd. Draw conclusionse. Interpret instructionsf. Recognize relevance of deta

Recognize appropriate re'erence resourcesLocate information in referehce materials

.ath Skillsa. Scientific and engineering notationb. Ratios, proportions and per..entsc. Fractions and decimals usage and conversionsd. Whole number manipulatione. Apply formulasProblem Solving Skillsa. Recognize appropriate reference sourcesb. Locate information in reference materialsc. Make predictions, generalizations and comparisonsCommunication Skillsa. Interpret aural communicationsb. Use formal and informal spaking styles

V11-560

1111/

..141781C-6FTGFITT COMPETENCYHP-04 Selecting and installing pumps

. used on hydraulic systems .

PERFOT1TATEMENTSelect and install pumps used on hydraulicsystems. -


Proide Infration On:

a.

b.

c.

d.

e.

f.

Purpose of pumpsOperation of pumpsTypes of pumpsPump constructionPump ratings

Installation procedures


a.

b.

c.

Gear pumpsVane pumpsPiston pumps


a. Selecting pumpsb. Installing different types of pumps


Textbrsnkst

a. Manufacturer's manualb. MAVCC, Hydraulicsc. Parker/Hannifin, Fluid Powerd. Pippenger and Hicks, Industrial

Hydraulicse. Vickers,' LaritistrialEIt.LLaulics

Manual

A/Vs:

a.

b.

c.

Bobbs Merrill, "Fluid Power" (TR)MAVCC, " Hydraulics" (TR)Parker /Hannifin, "Fluid Power" (TR)(ST)

=ESTIMATED CLASS. HOURS 21

Student Manuals:

MAVCC, Hydraulics


a. Types of pumpsb. Hydraulic system trainerc. Hand tools

ESTIMATED LAB HOURS 4rVII -561

759


Performance Objective (CRM)Given a hydraulic system, tools and manufacturer's specifications, the studentwill select and install a pump for the system. The installation must be inaccordance with the manufacturer's specifications and without leaks.

O

t


discuss the operation of hydraulic pumps.

b. Students should perform an operationai check of the pump.


Reading Skillsa.' Recognize main details, sequence of events and cause and effect

relationshipsb. Follow directionsc. Make predictions, generalizations and compariLcnsd. Draw conclusionse. Interpret instructionsf. Recognize relevance of datag. Recognize aiprorriate reference resourcesh. Locate inf- rmation in reference materialsMath Skillsa. Scientific and engineering rotationb. Ratios, proportions and percentsc. Fractions and decimals usage and conversionsd. Whole number manipulatione. Apply formulasProblem Solving Skillsa. Recognize main ideas, details, sequence of events and cause and effect

relationshipsb. Recognize appropriate reference sources

c. Locate information in reference materialsd. Estimate outcomese. Draw conclusionsf. Interpret non-graphic informationg. Recognize relevance of datah. Make predicitons, generalizations and comparisons

I




Communication Skills %

a. Interpret aural communicationsb. Compose oral directions and questionsc. Use formal and informal speaking styles

S

V11-563

761

TA K I R UNIT OMPETENCY

5HP-05 Identifying and describing the

properties of different hydraulic

1-'111"g


PERP-ORMANEN7a-Identify and describe the properties ofdifferent types of hydraulic fluids.


a. Operation of fluidsb. Physical and chemical properties

of hydraulic fluidsc. Component protection and system

contamination1. Water and demulsification-2. Dissolved air3. Foaming4. Corrosion and rust5. Metal particles

d. Types of hydraulic fluids1. Petroleum oils2. Oil in water emulsion3. Water in oil emulsion4. Water bas glycols5. Chlorinated hydrocarbons6. Phosphate esters7. Silicons8. Silicate esters

e. Selection of fluidsf. Filling the system

IP

Provide DeMnstiation On:

Different types of hydraulic fluids


a. Selecting fluids for a hydraulicsystem

b. Filling the hydraulic system withfluid

INSTRUCTIONAL-MATERIALS1111,


a.

b.


MAVCC, Hydraulics

c. Parker/Hannifin, Fluid Power Tools and Equipment:d. Pippenger and Hicks, Industrial

Hydraulics a. Type of hydraulic fluidse. Vickers, Industrial Hydraulic b. Hydraulic systems trainer

Manual c. Hand tools

A/Vs:

a. MAVCC, "Hydr:Ilics" (TR)b. Parker /Hannifin, "Fluid Power" (TR)

(ST)


1

ESTIMATED LAB HOURS. 5

V141-565

7 6 2 sip

6

EVNLUATION OF PERFORMANCE

Performance Objective (CRM)Given several types of hydraulic fluids, the student will identify the differenttypes with 100% accuracy and fill the system with fluid according to themanufacturer's specifications.

Suggested Testing Activities And Resources ea

a. Students should be given a performance test to assess/tit:air ability toexplain the properties of the different types of fluids.

b. Students should perform an operational check of the fluid.


a


relationshipsb. Follow directionsc. Make predictions, generalizations and comparisonsd. Draw conclusionse. Interpret instructionsf. Recognize relevance of datag. Recognize appropriate reference resources

h. Locate:information in reference materialsMath Skil 3a. Sci= ifi and engineering notationb. os, proportions and percentsc. Ajf '.ns and decimals usage and conversions

d. ormulasProblem olving Skills


relationshipsb. Recognize appropriate reference sourcesc. Locate information i.n reference materials

d. estimate outcomesL. Draw conclusionsf. Interpret non-graphic informationq. Recognize relevance of data


VII-566

7"3

b



Suggested Testing Activities And ResourcesCommunication Skillsa. Interpret aural communicationsb. Compose oral directions and 'questions.c. Use formal and informal speaking styles

41104

VII-567

J

TASK OR UNIT COMPrrENZYJHP-06 Preventing hydraulic and pneumatic

system contamination

INSTRUCTIONAL


a. Sources of contamination in ahydraulic or pneumatic system

b. Effect of temperature, moistureand air pressure

c. .Results of contaminationd. Moisture removale. Oil scrubbersf. Filtersg. Procedures to avoid system contam-

inationh. Lubricators for pneumatic systems

PERFORMANCE STATEMENTPrevent hydraulic and pneumatic systemcontamination.

TIVITIES

1


a. Identifying methods of filtrationand decontamination

b. Procedures to avoid systemcontamination


Identifying methods of filtration anddecontaMination1. Selecting filters for a hydraulic

system2. Selecting filters for a pneumatic

system3. Installing filters in a hydraulic

system4 Installing filters in a pneumatic

system5. Operation of lubrication

INSTRUCTIONAL MATERIALSr

Textbooks:

a. Manufacturer's manualb. MAVCC, Hydraulicsc. Parker/Hannifin, Fluid Powerd. Pippenger and Hicks, Industrial

Hydraulicse. Vickers, Industrial Hydraulics

Manual

A/Vs:

a. Bobbs - Merrill, "Fluid Power" (TR)b. MAVCC, "Hydraulics" (TR)c. Parker/Hannifin, "Fluid Power" (TR)

(ST)

Student Manuals:

MAVCC, Hydraulics


a. Filtersb. Strainersc. Hydraulic system trainerd. Hand tools



VII-569

41I '03

EVALUATION OF PERFORMANCEr"

Perform)

nce Objective (CRM)Given specifications, the student will explain the sources and effects ofhydraulic and pneumatic system contamination and will identify the differentmethods of system decontamination as well as procedures to avoid systemcontamination.

Suggested Testing Activities And Resourcesa. Students should be given a performance test to assess their ability to discuss

the operation of hydraulic and pneumatic filters and strainers.

b. Students should perform an operational check of the filters, lubricators andstrainers. v

, .

11c. U e resources provided in the instructional Materials section on the previous

ge.


relationshipsb. Follow directionsC. Make predictions,. generalizations and comparisonsd. Draw conclusionse. Interpret instructionsf. Recognize appropriate reference resourcesg. Locate information in reference material%Math Skillsa. Scientific and engjmeering notationProblem So]ving,Skillsa. Recognize main ideas, details, sequence of events and cause and effect

relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Estimate outcomese. Draw conclusionf. Interpret non-graphic informationg. Make predictions, generalizations and comparisons

Communication Skillsa. Interpret aural communicationsb. Compose oral directions and questions'c. 'Jse formal and informal speaking styles

t.

TASK bfli UNIT COMPETENCY "TforeAvARa-s-T-AHP-07 Selecting and installing cylinders

used in hydraulic/pneumatics stems

Select and install cylinders used in.hydraulic/pneumatic'systems.

1INSTRUCTIONAL ACTIVITIES


a.

b.

c.d.

e.

f.

g.

Types of cylindersOperation of cylinderSizing

Cylinder contrudfionCylinder mountingsCylinder ratingsInstallation procedures

/


a. Double-acting cylindersb. Single-aqt cylinders

Provide Practica Application On:

a. Selecting a cylinder for a hydfaulipneumatic system

b. Installing a cylinder on a hydraulicpneumatic system

4

I

INSTRUCTIONAL' MATERIALS"1104,101.

Tex.tbooki: Student Manuals;

a. Manufacturer's manual a. Cylindersb. MAVCC, Hydraulics b. Hydraulic/pneumatic system trainerc. Parker/Halnifin,./pluid Power; c. Hand tools

d.Industrial Pneumatic TechnologyPippenger and Hicks, Industrial

e.

Hydraulics'Vickers, Industrial Hydraulics Manual

A/Vs:

a. MAVCC, "Hydraulics" (TR)b. Parker/Hannifin, "Fluid Power" (TR)

(ST)


VII-571ESTIMATED LAB HOURS

tor

A

ti

Vt111 0.1

EVALUATI N OF PERFORMAN E


Given specifications, tools and a hydkaulic/pneumatic system which requires.a.4cylinder, the student will select, path 100% accuracy, the type and 'capacitycylindpr for the system. The student will then install the cylinder'. Thenstallation must'be in accork nce;with the manufacturer-4 specifications. -

'

Suggested Testing Activities Xnd ResOurcesStudents should, be given a performance test to assess their ability to

. discus's tlse operation of a hydraulic/pneumatic cylinder..

b. Students shdiad be given a\performance test Aaisese their ability tocalculate the followings1. Force output of a cylinder

C

06

2. Speed of'a cylinder,, .'-'\ .3. Power output ore cylinder

.o I4. Flow rate required to move a cylinder a given distance in a given time.

,,

Students should determine if in \ernal leeks are present.

d. Students shaold perform an operational check of the cylinder.

e. Use resources provided in the; Instructional Materials so.ctiop on the,previous page.

Reading Skillsa. Recognize main idealit, details, sequence of events and cause and effect

relationships 1

4b. Follow directionsc. . Make predictions, generalizations and comparisonsd. Draw conclusionse. Interpret instructions .f. Recognize relevance of datag. Recognize'appropriate reference resourcesh. Locate information in'reference materialsMath Skillslov Scientific and engineering notationb. Ratios, proportions and percentsc: Fractions and decimals usage and conversionsd. Whole number manipulatione. Squares and square rootsf. Apply formulas

VII-572

7 6 ,

.

I

1

.

1.

e %.

.

.

E ALUATION OF PERFORMANCE

o i

Performance Objective (CRM) t

1.

AP

S.

a

I

4

,/.Suggested.Testing Activities And ResouycesProblem Solving Skills '

a. Recognize main idfas, details, sequence of events and cay.se and effectrelationships

b. Recognize apprbpriate referenc sourcesLocate 2nformation in referen materials

d, Estimate outcomes 4

e. Draw conclusionsf. Inte4ret non-graphid informat ng. l reNvance of data

Make predictions, generalizations and comparisonsCommunication Skills

COrganiZe inforiationInterpret aural-communication

c, Compose oral.ditections and questionsd. Use formal and informal speaking styles

I

4

A

V11-573

76'9

ti

'.'

.1"

a

b

I

HP-08 Selecti and 'installing valves. on .hyd aulic/pneumatic systems

4 -A..

.O.

S \r PERFORMANCE STATEMENTSelect and initial valves on hxdraulic/pneumatic systems.

INSTRUCTION L ACTIVITIES

Proms, Information Onx-

a.

:

Purpose of valves

Operationof valvesc. Types of ,valves

'd. Valve constructione. Installation procedures

f

o'

'I, 40

\tole

Provide Demonstnatidh On:

a. Pressure relief va;.vesb. Directional control valvesc. Flow control valves'd. Pressure xeducting valvese. Check-valvesf. Sequence'valves

Proidi Practical Application On:

a. Selecting valvesb. Installing valOes on hydraulic/'

,:neumatic systems

-4

Textbooks:

0. INSTRUCTIONAL MATER ALS 4

40

Minufacturerib manualb. MAVCC, Hydraulicsc. Parker/Hannifin, Fluid Power;

'Industrial Pneumatic Technologyd. Pippenger and ilidks, Industrial

Hydraulicse. Vickers, Industrial Hydrsilics Manual

A/Vs:4._

aM Bobbs - Merrill, "Fluid Power" (TR)b. MAVCC, " Hydraulics" (TR)c. Parker/Hannifin, "FlUid Powr"

(TR) (ST)

A

LI

Student Manuals:

MAVCC, Hydraulics


a.

b.

c.

Valves

Hydraulic/pneumatic system trainerIIant tools



I

VII:57i

4,'

4.- 770

4

1

t

.r.

Na

EVALUATION OF PERFORMAN

.4

or

S.

Performande.PbjectiVe (OW) :. . .

Given hydraulic/pneumatic sytetls, tools and iantifactureearspecifitations, 'the/student will select, with 100% tccuracy, thertype Of valves,needcd forthe, -system. The student 44.11 ,install the valve in, accordance with the sianufactureesspecifications.

. *; -

,

'

lA

t650

le

..14 I

"1

-I.

.

.4

'

Suggested TestinglActivities And Resourcesa. Students should be given a performance tese to disduss the operationjgf

hydraulic/pneumatic valves. \

b. Students should perform an operational check of the valve.

c. .use resources provided in the Instructional Materials sectionprevious page.

Reading SkillpRecognize main ideaaw details, secluencerelationshipsFollow directions

.c. Make predictions, generalizations and comparifune,d. Draw conclusiOns'e. Intlipret instructionsf. Recognize relevance of datag. Locate information in refeience materialsMath Skillsa. Scientific and engineering notation,b. Ratios, proportions and rcents

,c. Fractions and decimals usage acid conversionsd. Whole number manipulationProblem Solving Skillsa. Recognize tainoideas,

relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Draw conclusions

a.

b.

of events and

I

SI

pn the

cause and effect

Na

. .


4

e. Interpret non - graphic

f.

informationRecognize relevance of data

g. Make predictions, generalizationsCommunication

Interpret aural communicationb. Use formal and informal speaki941styles

and comparisons

VP

VII-576

771A

5

A.

a

I

.

.

.

4

p

%

t.

\

se ,,r S.rTASK OR UNIT COtv1PEIENCY

HP-09 ;dentifying basic.

pneumatic parrcuits Idelliify basic hydraulic7Ip=ticcircuits. 4

INSINCTIONAL ACTIVITIES

Provide Information Oh:

' a. Complonents of basic hydraulic/pneumatic,circuitd

b...Types of hydraulicipneuAtic circuitsc. olA flowin a circuit

.

d. Zirection offluid flow in an open'circuit

e. Direction of ,fluid flow in multipleactuatovIppen-:center syatems

f. 'Valves in the neutral and shiftedC. posit .-.111 the flui0flow in a

ter sys;pm

.4 .

,11 C

a

Provide Demonstration On:......, ,

.

Hydra is /pneumatic circuits

Provi PracticaUpplication On:

Showing the.oi. flow in acircUit.

4

-

INSTR CTIONAL MATERIAL

Textbooks:

a.. Manufacturer's manualbI MAVCC, ftydriulicsc. Pippenger and Hicks, Indus 1.

,Hydraulicsd. Vickers, Industrial Hydraulics Manual

A/Ve:

a.b.c.

Hobbs - Merrill, "Fluid Power" (TR)MAVCC, "Hydraulics" (TB)Paiker/Hennikin, "Fluid Power" (TB)(ST) .

P.

41E1.

v. .

'ESTIMATE CLASS HOURS 2

Student Manuals:

MAVCC: Hydraulics


a. 4Types of accessoriesb. -Hydraulic system trainerc. Hand tools,

do00%


1

772 00

j

allielEVALUATI N OF PERFORMANCE

Performance Objective (CRM)Given a schematic of an ?pen-center and a closed-centershow the oil flow in the.c4rcuit with 100% accuracy. I

ne

s1.41 4

0.

-

circuit,. the student. will

o4.

Students. shoUld be given a performance test to assess thaPillity to dkaw

Suggested Testing Activities And Resources. .

a performancea schematic of open-center and closed- centered-center circuits. .

o

b. Use the resources provided in.the Instructional Materials section on the

preiiouipage. ...

Reading Skills

I.

(t

a.

.

a. Recogni,ke.main ideas,%detei,ls, sequence..

relationships ,.

b. Follow,directionsc; Draw conclusionscl.s. Interpret graphic informatione. Interpret instructionsf. ;Recognize relevance of datag. ,Recognize appropriate referenceh. Locate information in reference materialsMath Skills /--a. Ratios, proportions and percents.b. 'Whole number manipulationc. Organize data into graphics

A. In' ecpret graphic dataProblem Solving Skillsa. 'Recognize main ideas, details, sequence.of

. relationships !b. Recognize appropriate reference sourcesc. Locate information in refeience materialsd. Estimate outcomes.

.

e. Draw conclusions.

f. Interpret non-graphic in,formition. g. Recognize relevance of data

..

.h. Organize data into graphicsi. Interpret graphic data.j. ',Make predictions, generalizationsCommunication Skillsa. Organize information

6b. Comp e oral direct/One an questions

orevfnts

resources

and olive end effect

events and causedi effect

and comparisons

773

.1,

p

I

.

I

as

Or.

14

4.44,1+'

.

I

'

4, &'1

HP-Q.0 Se4.eikfing anr installing. compresiorsused exits pneumatic system ..

.

' ;I

;.

4,

9.

Select: and install cipMpr ssors used on a. .

.:ppsumat..14 system:

IN TRUCTIONA A TIVITIES

Provide Informition On:11,

a. Purpose'bf compressorb.' Operation pf comprossoxc. Types oeicompressis s

Compressor 'constructio

.

.

V 'or.

S

V

A,?

PX.,vide Demontiation On:oh

a. -Displacement piampressoriDynamic compressors

.


a Distinguishing between types of.compressors

. .

b..'Explaining 'compressor operation

I

.

.4

;2

INSTRUCTIONA

Textbooks

a. Manuf'actureets manualb. MAVCC, Hydraulicsc. Parker/Hannifin,- Industrial

Epeumatic Technology'

a. Bobba - Merrill "Fluid gower" (TR)b. Parker /Hannifin, "Fluid Power" (TR)

(ST)

g13LIATED CLASS HOURS 2

V117579

t4 .

MATER' LS

Student Manuals:

MAVCC, Hydraulic;

Tools' and Equipment:

a..

b.

C.

CompressoisPneumatic systemHapd tools

4

a

. ESTIMATED LAI§ HOURS 3I

774

I

.

4

I.

4

s

ft .

.

. e .

an=Nims.Perfortilarfce Objective, (CRM)

1'

as

Gigen a coMoreesor;tstudents should perflrld an operational check. The compressormist function according to the manufaoturer's specifications.

4.

V

1

° Suggested Testing Activities And Resources .

a. Students, should per an operational check of the compressor.

b. Use repburces provided inthe Instructional Materials section on theprevious page. 4

Reading SkilliRecogniie main ideas, details, sequence of events and cause and effectrelationships ,

1

b. Follow directionsc. Make pridictions, generalizations and comparisonsd. Draw conclusions Sm",lt

e. ,Intirpret instructionsf. Recognize,appropriate reference resourcesg. %ocate information in reference materialsMath Skills 1 -

a. Scientifickandjengineering notationb. Ratios, proportions and percentsc. 'Fractions and decimals 'usage and conversionsd. Whole number manipulatiopProblem Solving Skillsa. Recognize apprOpriate reference sources.b. Locate information in reference materialsc. Draw conclvsimsd.' Interpret non-graphic information

40e.° Recognize relevance of dataf. Make predictions, generalizations and comparisons

VII -580

'

V.

Ws-t.I

O

TASK OR LOC COMPETENCYHP-11 Selecting and installing motors'

used in hydraulic/pneumatic systems Lar".--.TruirtariroorsustSeectantijhydraulic/pneumatic systems.


Provide On:

a. Puxpose of motors,b. Operation of motorsc. Types of motorsd. Motoi ratings

1. Displacement2. Torque3. P4essume

e. Motor constructionf. Instaliatioil procedures

IL

Provide Demonstration On:1,

. a. *Gear motorsb. Yens motorsc. Axial piston motors -

A


. a. Selecting a motor for a hydraulic/pneumatic system

b. Installing a motor on a hydraulic/pneumatic system/

INSTR CTI NAL MATERIALSTextbooks:

a.

b.

c.

Manufacturer's ManualMAVCC, HydraulicsParker/Hannifin, Fluid Powev.

.

Industrial Pneumatic Technologyd. Pippenger and hicks, Industrial

Hydraulics'a. Vickers, Industrial Hydraulics

Manual

A/Vs:

a. Hobbs - Merrill, "Fluid Power"

b.

c.

(TR)

MAVCC, "Hydraulics" (TR) .'

Parker/Hannifin, "Fluid Power"(TR) (ST)

*ea

$1. ESTIMATED CLASS HOURS . 3

Student Manuals:

MAVCC, Hydraulics


a.

b.c.

Motors

Hydraulic/pneumatic system trainerHand tools

14

II


VII-581

77P:.)

I

J

s.,

t..

/ .10


t

4

Performance Objective (CRM)GiVen a hydraulic!pneumatic systeme'tools and manufacturer's specifications,the student will initial the motor in the sytem. The installation must bein accordance with the manufactnrer's.specifications.

a

Suggested Testig Activities And Resourcesa. Students should'be given a performance test to assess

4 discuss the operation of hydraulic/pneumatic motors.

b. Students should be given a performance test to assesscalculate the following:1. Motor torque load2. Displacement of motor3. Speed of motor4. Motor inlet pressure5. Motor input..And output power6. Motor over ill efficiency

their abitity to

their ability to

c. Students glad perform an operational check of the motor.

d. Use resourced,,prgwided in the Instructional Materials seCtion on theprevious page.

0 4

Reading Skillsa. Recognize main ideas,

relatiorishipsb. Follow directionsc. Draw conclusions

.d. Interpret instructionse. Recognize relevance of dataf. Recognize appropriate reference resources 4'g. Locate information in reference materialsMath Skillsa. Scientific and engineering notationb. Ratios, proportions and percentsc. Fractions and decimals usage aqd conversionsd. Whole number manipulatiOne. Apply formulasProem Solving Skillsa. Recognize main ideas, details, sequence of events and cause and egect

relationship*


VII-582

I 777

4

..

C.



,

Suggested,Testing'Activities And Resourcesb. :Locate information in reference materialsC. Draw.conclusionsd. . Interpret non-graphic information'e. Recognize relevance of dataf. Make predicitpns, generalizaitons and comparisonsCommunikation Skillsa. Orgahize informationb. Interpret aural communicationse. Use formal and informal speaking styles

I

Pr'

VII-583

773

Pk.

p

TASR-OR we COMPETENCY . 7PrATMEgRaE STATEMENTHP-12 Selecting and installing"'--------7electarniiifFeraessorsSt.

t

. accessories used on a pneumatic on a pneumatic systom.% ,'. --

s stem. .



-a. Purpose of accessories16.;0peration of accessories

Types of accessoriesd.' InstallatiOn procedures

JV

Provide_ Demonstration On

a. Pressure switchesb. Instruments

1,, Gauges."2. Flow meter.c. Heat. exchangers

Provide Practical Application Ori:

ISelecting accessoriesInstalling, setting and readingaccessories on a pneumatic 'system

Textbooks:

a.b.

C.

d.



Parker/Hannifin, Fluid Power;Industrial Pneumatic TechnologyPippenger and Hicks, IndustrialiHydraulics

:a. Bobbs - Merrill, "Fluid Power" (TR)b. Parker/Hannifin., "Fluid Power" (TR)

4(ST)


4

. Studellt Manuals:

Pt IAVoC, Hydraulics

,Tools and Equipment:a. Types of accessoriesb. Pneumatic system troinerc. Hand tools


VII -585

77j

.

I

'I.

IS.

-EVALUATIQN OF PEJ3FORMANC

Performance Objective (CRM)Given a pneumatic system, tools and manufacturer's specifications, theistudentwill select, with 100% accuracy, the types of accessories for the system.The student will then install the accessories according to the manUfacturies

4fspecifications.

44

ti

Suggested Testing Activities And Resourcesa, Students, should be given a performance test to assess

discuss the prupose and operation of accessories.

b. Students should be.given a performance test to assess

111 read a flow metet.. ' .

c. Students should pe. an operational check of the accessories.

their ability to

their ability to

d.' Use resources provioprevious page.

Reading Skills

4.n the Instructional Materials section on the

a. Recognize main iddas, details, sequence of events and cause and effectrelationskips

b. Follow directionsc. Make predictions, generalizations and comparisonsd. Draw conclusionse. Interpret graphic informationf. Interpret instructionsg. Recognize relevance of data'h. Recognize appropriate reference resourcesi. Locate information in reference materialsMath Skillsa. Scientific and engineering notationb. Ratios, proportions and percentsc. Fractions and decimals usage and conversionsd. Whole number manipulatione. Interpret graphic dataf. Estimate numbers (results)

75VII-586 0

I

0


Performance OPjective (CRM)

I

/l

%or

Sug ested Testing Activities And ResourcesPro lem. Solvin Skillsa. Recognize main ideas, details, sequence of events and cause4gand effebt

relationshipsb. Recognize appropriate reference sourcesc. Locate information in reference materialsd. Draw conclusionse. Interpret non-graphic informationf. Recognize relevance of datag.. Make predictions, generalizations and comparisonsCommunication Skills,a. Organize informationb. Interpret aural communicationsc. Use formal and informal speaking styles

VII-587

781

a


I

Drrnigiggermj4T)-Tr...eectnga:tstallipg"

accessories used on a hydraulic..system

PERKORMOICE STATEMENTSelect and install accessories on ahydraulic system.

INSTRUC IONAL ACTIVITIES

Provide InforLtion On:

a.

b.

c.

d.

Purpose of, accessories

Operation of accessoriesTypes of accessories

Installation procedures


a.

b.

c.

d.

AccumulatorsIntensifiersPressure switchesInstrum9nts1. Gauges2. Flow meter

3. Heat exchangers

Pkovide Practical Application

a. Selecting accessoriesb. Installing accessories on at

hydraulic system


Textbooks:

a. Manufacturer's manaul.

b. MAVCC, Hydraulicsc. Parker/Hannifin, Fluid Powerd. Pippenger and Hicks, Industrial

Hydraulicse. Vickers, Industrial Hydraulics

Manual

A/Vs:

a. Sobbs - Merrill,, "Fluid Power tTR)b. MAVCC, "Hydraulics" (m)c. Parker/Hannifin, "Fluid Power" (PR)

(ST)


Student Manuals:

MAVCC, Hydraulics

Tools'and Equipment:

a.

b.Types of accessories

Hydraulic system trainerHand tools

I

I

VII-589

782

4

I'

r

4


Performance Objective (CRM)Given a hydraulicwill select, withstudent will thenspecifications.

systell4 tools and manufacturer's specifications, the student100% accuracy, the type of accessories for the system. Theinstall the accessories, according to the manufacturer's

Suggested Testing Activi* And Resourcesa. Students should be given a performance test to assess their ability to

discuss the purpose and operation ofacceseories.

b. Students ihould perform an operational check of the accessories.

c. Use resources provided in the Instructional Materials section on theiievious.page.


relationshipsb. Follow directionsc. Make predictions, generalizations and comparisonsd. Draw conclusionse. Interpret instructionsf. Recognize relevance of datag. Recognize appropriate reference resourcesh. Locate information in reference materialsMath Skillsa. Scientific and engineering notationb. Ratios, proportions'and percentsc. Fractions and decimals usage and conversionsd. Whole number manipulation.Problem Spaying Skillsa. Recognize main ideas, details, sequence of events and cause and effect

relationshipsb. Recognize appropriate reference soprcesc. Locate information in reference materialsd. Draw conclusionse. Interpret nbn-graphic informationf. Recognize relevance of datag. Make predictions, generalizations and cothparisons

Communication Skillsa. organiEe informationb. Interpret aural communications

c. Use formal and informal speaking styles

*V11-590

733

IY

11.

uTff-1.Arr ZWEIT-111/1N HP-14 . Pianning4ihe gaintenance of a

4'

. hydraulic systemPlan the maintenance of a hydraulicsystem.


a. Reasons for maintenanceb. Maintenance steps

Classifying maintenance1. Service2. Inspection3. Repair4. Testing

d. Inspectiona.. Organizing the maintenance

1. Identifying each system2. Keeping a file for maintenance

recordsf. Maintenance requirementsg. Regular inspectionsh. Reservoir fluid leveli. Reservoir fluid temperature

.j. External leaksk. External condition of system1. Operatin4 pressurem. laid quality(co need on next page)

Provide Demonstration. On I

Developiqg a maintenance plan for ahydraulic system

Provide Practical Application Ca:

a.

b.

Performing general maintenanceprocedures an a hydraulic systemEliminating leaks


Textbooks:

a. MAVCC, Hydraulicsb. Parker/Hannifin, Fluid Power

Pippenger and Hicks, IndustrialHydraulics

d. Vickers, Industrial Hydraulic_; Manual

N.- /

O

tis ESTIMATED CLASS 'HOURS 4

4°, Student Manuals:

MAVCC, Hydraulics

ti

VII -591

ESTIMATED LAB Haririt7.---4

784

I

.;

Imo

A

I4 *. .

or. Aa. I.

"TA K U OMP N PERFORMANCE.STATEMENT

1%1


n. 'Filterso. Machine performancep. Repair planning

\q. System servicing

INSTRUCTIONAL ACTIVITIES IL

N

O

4..

r

4

ta

o'

111M..--INSTRUCTIONAL ATERIALS

4

"A

a

4


VII-59276.5

le I

s

a

Performance Objective (CRM).'Giver a hydraulic system, the student will plan maintenance schedule which

includes inspection, servicing and overhauling. The maintenahce plan mustmeet the initructor's specifications.

. .I4I


I

I.

is

*.

a.* Stu4ents should be given i performance testchange hydraulic fluid and filters.

b. Use resource's provided in the Instructionalpr6ious

Readinsk,s141.4s,a. Recogriiie wain ideas,

relationships -

b. Follow directionsc. Make predictions, generalizations and comparisonsd. Diaw conclusionse. Interpret instructionsf. Recognize relevance of datag. Recognize appropriate reference resourcesh. Locate information in reference materialsMath Skills

a

I

to assess their ability to

Materials section On the


a. Determine probabilitiesProblem Solving Skillsa. Recognize main ideas, details,, sequerIpe of events and cause and effect

relationshipsb. Recognize appropriate reference Bourn sc. Locate information in reference maters isd. Estimate outcomese. Draw conclusionsf.. Interpret non- graphic informationg. Recognize relevance of datah. Make predictions, generalizations and comparisons*Communication Skillsa. Organize information ""

b. Compose oral directions and questions

VII-593

786

V

4

.t.

1k"

-

k

.

HP15 Planning the maintenance og apneumatic,system )

4

SP

404

'Plan the maintenance of a pneumaticbystem.

.Provide Information On:

a. Planning maintenanceA: Lubrication2. Adjus ent3. Prey- , e maintenance

b. Compress° m maintenancl1. Cqmpressor load2. Intake air filter.3. Ckankcase oil level4. Belts or belt driven unitsSystem maintenance.1. Brains and moisture traps2. 'Filters and` separations3. Air pressureControl system maintenance

. Shutting off-the system For'maintenance

2. Regulators3. Cylinders

e. Keeping a maintenance log

1

ProvidsDemonstrationOns-

Developing a maintenance plan' for apneumatic system

Provide. Practical Application On: ,

Performi general maintenancese-procedure on a pneumatic

dim

a

INSTRUCTIONALNATER IA S

Textbooks:

a. Manufacturer's manualb. MAVCC, Hydraulicsc. Parker/Hannifin, Fluid Power;

Industrial Pneumatic Technologyd. Pippenger.and Hicks, Industrial

Hydraulicse. Vickers, _Industrial Hydraulics

Manual

I40'


J

ESTIMA

4

.1

ED LAB HOURS 1

VII-595787

Or :

AMMOMMIL

a

EVA U Ti ell MAN E, .


0.

Given a pnemmatiq system,the student will plan a schedule for maintaining the''pneumatic system. Vie plan must meet the instrUctor's specifications.

ft

4 5

/ Suggested Testing Activities And Resources

a. Students should be given a performance tail, to assess their ability tomaintain the compressor.

a

/

b. Students should perform an operational check of belt driiien units on thecompressor.

c. Use resources provided in the InstructionalMaterials section on theprevious page.

'Reading Skillsa. Recognize main ideas, details,,tsequence of events and cause and effec.

relatioAshipsb. 'Follow'directionsc. Make predictions, generalizations and comparisonsd. Draw conclusionse. Interpret instructionsf. Recognize relevance of datag. Recognize appropriate reference repourcesh. Locate information in reference materialsMath' Skills

a. Determine probabilitiesb. Interpret graphib data

a. Recognize main ideas, details, sequence of events and cause and effectrelationships


d. Estimate outcomese. Draw conclusions


f. Interpret non-graphic informationRecognize relevance of data

h. Make predictions, generalizations and comparisonsCommunication Skims

.3a. Organize informationb. Compose oral directions and questions

VI17596 .

7 SS

JU T

C-01 Understanding computer arithmetic

,

Underspand computer arithmetic.

Provide Ittformation On:

a.

b.

c.

.e.

f.

g.

h.

Adding binary numbersSubtracting binary ambersMull*plying bioary mimbersDiviOing binary-numbersDeriAringt.he one's complement df abinary'numberDeriving thetwo's complement of abihary numberAdding binary numbers using two'scomplement

Manipulating binary numbers using theAND operation '

Manipulating binary numbers using theOR operatiod

Manipulating binary numbers us!.ng theEXCLUSIVE OR operation

Logically inverting binary numbers'

ea-

Provide Demonstratiod On:

a. Arithmetic instructionspiocesoor trainer

b. Logic instructions on atrainer

on a Aticro-..:

microprocessor

Provide Practical Applicat.uon On:

a. Manipulating binary numbersb. Arithmetic instructions to a micro-r

processor trainer


a. Gilmore, Introduction to Micro-rocessors

b. Intel Co. Hes-80/65 Family User'sManual .k

c. Tokheim, Digital Electronics

1

ESTIMATgD CLASS HOURS 5


a. Microprocessor trainerb. Calculator

p


4

s,

VII-597

799: e

0

I

111

I

\VP

.

Perlormance'Objective (CRM). a

Given camputeroaithmetie problems, the student will solve the problems?with 00% accuhicy.

_/

ti

Suggested Testing Activities And Resourcesa. Studefits should be given a written test to assess their knowledge

of computer arithmetic.


Math Skillsa. Organize data into tables, charts, and graphsb. Wholenumber manipulationc. Manipulate binary numbersProblem Solving Skills 7'7Na. Reconize sequence of events, cause effect relationshipsb. Draw conclusions

.v

a

VII-598 .

no0.

AI

4I p

a

"C.

3.

db. 175rorIM COMPETENCY7...C-02 Understanding microprocessor hard-

e ware

A/ ;

Understand microprocessor hardware.

INSTRUCT! NAL ACTIVITIES-Provide Information On:

P.

Provide Demonstration On:a. Memory systems

a. Identifying !unctions of the various1. Core memory,sections of a microprocessor2.

.3.Semi - conductor RAMRegister-concept-

b. Determining RAM memory 'size, typeof addressing used, number ofW04. Ram specificationsports, and clock speed5. Static TAM

c. Designing assembly-language programs6. Dynamic MOS memory

. 7. AGMsProvide Practical Application On:S. Shift register memory

b. Interfacing1. Bidirectional bus

`drivers2. Data communications line drivers

and receivers3. .Baud rate5. Level translatogs5. .Seq.al and parallel

c. Hardware1. Bus system2. Input and output ports3. Memory hierarchy5. The CPU


41

a. Using intergrated circuits to designa full adder

b. Using integrated circuits to.design apulse stretch4i

c. Constructing an analog-to -Oigitalconverter

d. Conflating a RAM circuit andanaly ing its operation

e. Constructin4 a 4 bit serial-inparallel-out shift- right- register.

IN TR TIONAL MATERIALSTexttooks:

Tools and Equipment:a. Goody, The Intelligent Microcomputer

!, a. Microprocessorb. Intel Co., Mos-SO/85 Family. User's b. Integrated circuit componentsManualc. Peripheral devicea. Mano, Digital Logic and Computer c. Interface'cardA

d.Design

a. Interface cableTocci, Digital Systems: Principles /and Applications

4

4

ESTIMATED CLASS HOURS 15Ll VROMMO1MINJ

ESTIMATED LAB HOURS torVII -599

791

Ac

:*

AftTALK OR U T COMPETENCY I el5ERFORMANCE STATEMENT IF

.

Provide Information On:1 (continued0

'41. ?doe:ming action. P ;ogram processing

2. Timing and multiplexing

r0

IN TRUCTIONAL, ACTIVITIES

Cw

r

Afr

1

J

RUCTI NAL MATERIALS

0

t4eit.L


732

I.


Performince Objective (CAM)

t

Given a microprocessor, the student will identify the individualpieces of hardware and describe their operation 100% of the time.

Suggested Testing Activities' And Resources

r.

a. Students should be given written test to assess their knowledgeof microprocessor components and operation.

b. Students should be given a performance test to assess their abilityto use integrated circuits to construct simple microprocessorComponents.

c. Use resources prOvided in the Instructional Materials section onthe previous page.

Reading Skillsa. Interpret graphic informationb. Interpret instructionsc. Locate information in refeience materialsMath Skillsa. Organizes data into tables, charts,,and graphsb. Algebrac. Decimals and fractions usage and conversionsd. Whole number manipulationProblem Solving Skillsa. Recognize sequence of events, cause effect relationshipsb. Locate information in reference material -

c. Draw conclusionsd. Make predictions, generalizations and comp-orisonsCommunication skillsa. Compose sentencesb. Organize informationc. Interpret aural communicationsd., .Compose oral directions and questionse. Use formal and informal speakingystyles

VII-601 793

,.*

1

TASK Obi UNIT COMPETENCYC-03 Ulperstanding the functions 4f a

computer

PE ORMANCE STATEMENT.Understand the functions of a computer.

. 1=IIMI1116, INSTRUCTIONAL ACTIVITIESProvide Information On:

a. Typical computer sylstems1. Central processor unit (CPU)2. Memory3.. Input/output ports (I/O)

b. Architecture of a CPU1. Accumulator2. Program counter3. Instruction register and decoder4. Address register5. Arithmetic/logic unit (ALU)6. Control circuitry

c. Zomputer operations1. Timing2. Instruction fetch3. Memory repo4.,Memory write5. Wait6. Input /output7. Interrupts8. Hold


a.

b.c.

d.

e.

f.

antral processor unit.Memory

Input/outputAddressing modesTimingInstructions .


a.

b.

c.

d.

e.

Instructions to CPUStoring data in memorySetting memory size and locationsActivating I/O porv. .

Charting the flow of data throughthe computer

00

INSTRUCTIONAL MATERIALS .

Textbooks:

a. Intel Co., Mcs-80/85 Family User'sManual

b. Reddit g Associates, MicrocomputerFundamentals, 8080 Microcomputers

.11111MONNIM


1


a. Microcomputer1. 8 bit microcomputer2. 16 bit microcomputer

b. Peripheral devicec. Interface cable

C.

VII-603ESTIMATED LAB HOURS is

794 i

4

EVALUATION OF PERFORMANCEdiriI1°Performance Objective (CRM)

Given data, the student will chart tha flow of data through a computer100% of the time.

'Suggested Testing Activities And Resourcesa. Students should be given a written test to assess their knowledge

of computer operation anddata routing.

b. Students should be given a performance test to assess their abilityto use a microcomputer.

C. Students should be given a written test to assess their knowledgeof computer math and language.

d. use resources provided in the Instructional Materials section on theprevious page.

Reading Skillsa. Interpret graphic informationb. Interpret instructionsc. Locate information in reference materials

b.

:7;1::

a. Organize data into tables,

Pr:11,127147m71.1ulation

a. Recognize sequenceb. Locate informationc. Draw conclusionsCommunication Skillsa. Compose sentencesb. Organize informationc. Interpret aural communicationsd. Compose oral directions and questionse. Use formal and informal speaking styles

charts, and graphs

of events, cause effect relationshipsin reference material

VII-604795

A

4

II

iIL TASK OR UNIT COMPETENCY ERFORMANCE STATE ENT 11.

1Use the microcomputer.C -04 Using the microcomputer


a. Numbering systems1. Decimal numbers2. Binary numbers3. Octal numbers4. Hexadecimal numbers5. BCA codes

b. Computerrcodes1. BCD codes2. ASCII codes3. BAUDOT codes

c. Computer terminologyd. Purpose of a. computer circuit

1. Accumulator2. Program counter3. Instruction decoder4., Controller sequencer

e. Block diagramsf. Addressing modesg. 'Computer languageh. Flowchartingi. Branching


a. Developing flowchartingb. Branchingprogeams6. .Block diagramingd. Addressing modese. Writing subroutines


a.

b.

C.

d.

Programing in various computtrlanguages

Storing data in memorySetting memory size and locationsActivating I/O port

INSTRU TIONAL MATERIALSTextbooks:

. Tools and Equipment:ti

a. Intel Co., Mcs-.80/85 Family User's a. MicrocomputerManual1. 8 bit microcomputergb. Reddit & Associates, Microcomputer 2. 16 bit microcomputer

Fundamentals, 8080 Microcomputers b. Peripheral devicec. William, Z-80 Microcomputer Dalian c. Interface cableProjects,


4

).


VII-605796

4

0

IiJ


1


Given a microcalnputer, the student will write programs and operatethe microcomputer 100% of the time.

O

Suggested Testing Activities And Resourcesa. Students shc' 'd be Oven a written tests to assess their knowledge

of microcom operation.

b. Students should be given a performance test to assess their abilityto use a microcomputer.

c. Students should bed given a written test to assess their knowledgeof computer math and language.

d. Use resources provided in. the Instructional Materials'section onthe oprevious page.

Reading Skillsa. Interpret graphic informationb. Interpret instructionsc. Locate information in reference materialsMath Skillsa. Organize data into tables, charts, and graphsb. Algebrac. Decimals and fractions usage and conversionsd. Whole number manipulationProblem Solving Skillsa. Recognise sequence of events, cause effect relationshipsb. Locate information in reference materialc. craw conclusionsd. Make predictions, gendralizationsand co6parisonsCommunication Skillsa. Compose sentencesh. Organize informationc. Interpret aural communications%. Compose oral directions and questionse. Use formal and informal speaking styles.

VII-606

44"

r-

TASK OR UNIT COMPETENCY !NEAMINfalerITATEREITrjc70 Analyzing microcomputer' circuits Analyze microcomputer circuits.


a. Introduction to digital techniques1. Number system2. Logic symbols and gates3. Basic boollean operation41' Laws and theorems

b. Integrated logic circuits1. Types, classification, and

identification2. Parameters and characteristics3. Logic families .

4. Decision making logic elementsc. Flip-flops and registers

1. D-type2. T-type3. 3K4. Registers

d. Sequential logic circuits1. Counters2. Clocks and one shots

e. Combination logic circuitsit 1. Encoders and decoders

2. Multiplexers, code converters

Textbooks:


a, AND, OR, NAND, and.NOR IC chipsb. Flip-flopsc: Countersd. 'Timerse. Adders, subtractors, and dividers

Provide Practical Aplication On:

a. Connecting. various gates to producecombinatOnal logic circuits

b. Troubleshooting and repairing basiclogic and digital circuits

et.lk

Diagraming A basic logic systedystata problem statement


a. Heathkit, Digi gal Techniques.b. Intel Co., Mcs-80/85 Family User's

Manualc. Reddit & Associates, Microcomputer

Fundamentals 8080 Mtcroco utersd. crocompu er s gr

Pro ects

S. Williams, Digital Technology

f



a. Micro9ompUterb. Oscilioscopec. Voltmiterd. Pulse generatore. Logic probe

ti

I


VII-6077 :9 3

0

a

.16

rr

4.


Performance ObjectiveACRM)

Given a microcomputer cireuito.the student will analyze the circuitand explain and repair the circuit 90% of the time.

SuggeSted Testicg Activities And Resourcesa. Students should be given a written test to assesetheir knowled,

of microcomputer circuitry operation.

b. Students should be given a performance test to assess their abilityto analyze and repair circuit problems.

c. Use resources providectin the Instructional Materials section onthe previous page.

. Reading Skills.a. Interpret graphic informationb. Interpret instructionsc. ,Locate information in reference materialsMath Skillsa. Organize data into tables, charts, and graphs

1 b. ,Algebrac. Deena's and fractions usage and conversionsd. Whole number manipulationProblem Solving Skillsa. Recognize sequence of events, cause effect relationshipsb. Locate information in reference materialc. Draw conclusionsd. Make predictions, generalizations andCommunication Skillsa. Compose sentences_b. Organize information

Interpret aural communicationsCompose oral directions and questionsUse formal and informal speaking styles

c.

d.

e.

comparisons

VII-608

799

O

ve

NC-01 Operating programMable controllers.

a

Operate programmable controllers..

INS RUCTIONAL ACTIVITIES11111I


a. Pro le controller hardware 61

ocessor and I/O modules2. Po r supply-chassis assembly3. Pr panels and devices.

b. Basic conce is1. Ladder diagram/relay logic2.. Mepory allOcations/addressing3. Sequence of opetation

c., Program panels and relay1. Keyboard and program panels2. Output and branch instructions

d. Timer, counter and data manipulation1. Timer and counter instruction2. Cascading timers and countess

e. User program and editing functions1. Rung writing, fault response2. Memory use and documentation

if 3. Clear memory, change program(continued on next .page)

#

Provide DeTonstration On:

a. Identifying functions'of the varioussections of a programmable controller

b. Describing'the three main elementsinvolved in control by PC

c. Assigning an address to designatedterminals

d. Entering various rungs using PCequipment

e. Timer and counter instructionsf. Keyboards and program panels

Provide Practice/ Application On:

tieing a.prpgrammable controller'1. Writing prigrammes2. Editing rogrammes

7

Textbooks:Tools and Equipment: 44

.

a. Goody, The Intelligent Microccoputer a. Microcomputerb. Hunter., Automatic Process Control b. Programmable controllerSystems, Concepts, and Hardware c. Peripheral devicec. Intel Co., Mac -8O/85 Family User's d. Interface card

d.'Manual

e. Interface cableKuo, Automatic Control systems

Lc.


C

I


41.

PERFORMANCE STATEMENTkno401..414komMilmnumacmmy I


4


f. Coding and documentation ofIPCprograms .

1. Sequence, device testing andprpgram entry and testing

2. Simulate operation

L

r

INSTRUCTIONAL MATERIA_LS

at

(,- _


gl

1

1

VII -6108.11

I

i.

-0

to.

. EVALUATION OF PERFORMANCE

4 Performance Objective !CAM)Given a programmable controller, interface;

equipment, and peripherals,t student will set up and operate a peripheral deVice 1004 of the

S.

SucRelsteci Testing ActiviticisAnd Resourcesa. Students should be given a written test to assess their knowledge

of Rrogrammable controllers, peripheralronnection and operation.

b. Students should be given. a performance test to assess their abilityto use programmable controllers and peripheral devices.

c. Students should be given a written test to assess.their knowledgeof programming programmable controllers.

d. .Students should be given a performance test to assess their abilityto write programs for programmable controllers.

e. Use resources provided in the Instructional Materials section onthe previous page.

Reading SkillsrInterpret graphic information

. Interpret instructionsc. Locate information in reference materielsMath Skills

a. Organizes data into tables, charts, and graphsb. Algebrac. Decimals and fractions usage and conversionsd. Whole number manipulationProblem SolvinitSkills

11,

a. Recognize sequence of events, cause effect relationshipsb. Locate information in reference materialc. Draw conclusionsd. Make predictions, generalizations and comparisonsCbmmunicat on Skillsa. Organize informationb. Compose sentencesc. Interpret aural communicationsd. Compose oral directions and questionse. Use formal andkinformal speaking'styles

4

4

-Z5.-w-cinfir-z-o-Kifsrrurev-1NC-02 Operating solid state logic motor

controls Operate soll4 state logic motor controls.t' I

INSTRUCTIONAL ACTIVIT SAMEMINEVII

Provide Information Ons

a. Concepts of static logic controlb. Identifying static logic control---logid

1. AND, OR, NOT logic functions;(solid sate relay)

2. AND-NOT, OR-NOT, and sealed/NANDfunction.

3. Memory devices and adjustabletime delay

c. Solid state logic motor controlcircuits

d. AC machine control1. Variable freguendy speed control2. SCR's motor speed regulates3. Dynamic braking and pluggingDC motor control1. Magnetic amplifiers2. SCR armature control circuits3. Dynamic braking and plugging


Provide bpmonstration On:

a. ,OR, NOT logic functions and solidsta relaysMemOiry devices and adjustable timedelays

c.- Solid state logic motbre controlsd. Servo motor,

switching4tplifier,digital position error detector, closedloop positioning


a. Stepper motor, motor tnd drive .circuitsb. Stepper motor, data entry circuitsc. Memory devices and adjustable time

delay#. Three phase induction motor controller

INSTRUCTIONAL MATERIALSTextbooks,:

Tools and Equipment:a. Hampden and Sellware, Lab-Volt Static a. Electric motors,, AC, DC, three phaseControl Training Systems, Vols. 1,3,1A5 b. AND, OR, NAND, NOT logic elementsb. Numpheries and Sheets, Industrial C. Power supplyElectronics

d.Janson, Power Control ElectronicsMcI4tyre, Electronic Motor Control

e.FundaMentalsMaloney, Industrial Solid State.Electronics: Devices and Systems

L.ESTIMATED CLASS HOURS 15

1

se,

1


VII-63:3

803

I

044

A

TRU TI NAL A TIVITIES


f. Positional control1. X-Y coordinate positioning

control2. Angular positioning control

1110

INSTRUCTIONAL MATERIALSe


VII-614

834

EVA ATI N 0 PEFF--71PCT---:IMANCE

Performance Objective (CRM)Given electric motors, aelenoids and solid state logic equipment, thestudent will set up, run and control motors or solenoids 100% of thetime.

Suggested Testing Activities And Resourcesa. Students should be given a written test to assesmtheir knowledge

of solid state logic equipment, motors and motor controls.

b. Students'should be given a performance test to assess their abilityto use solid state logic equipment, motors and motor controls.


Reading Skillsa. Interpret instructionsb. Locate information in reference materialsMath Skills'a. Organized data into tables, charts and graphsb. Whole number manipulationProblem Solving Skillsa. Recognize sequence of events, cause effect relationships

Locate information inreference materialc. ,Draw conclusions

V°d. Make predictions, generalizations and comparisonsCommunication Skillsa. Cbepose sentencesb. Organize informationc. Interpret aural communications6.4:Compose oral directiqns andequestionse. USe formal and informil speaking styles

VII-615

895

,.

a

NC -Q3 Understandinginstrumentation for

programmable controllers


Understand instrumentation for program-'able controllers.

INSTRUCTIONAL ACTIVITIES I

Provide Information On:Provide Demonstrqion On:

a. Principles of process controla. Open and closed loop controlb. Instrument!, for fluid measurements,

pressure and level b.. Negative feedback in the control'systemc. Fluid flow measurement

0 c. Fail-safe conditionsd. Instruments for temperature measure- d. Flow rate calculationsmente. Mechanical temperature transducerse. Instruments for mechanical measure- f. Transducers and transmitters

f.

:tient

Pneumatic controls g.

h.Motion detectorsVelocity measuresg. Automatic control systems i.

i.Proximity and limit detectorsPneumatic transmitters

'Provide Practical plication :

a. Constructing sand testing a flowlevel control system.

b. ,Calibrating pressure gaugesc. Calibrating flow metering devicesd. Constructing and operating an

open-loop control systeme.. Measuring temperature with a

thermocouple and RTO


a.

b.

C.

d.

Goody, The Intelligent MicrocomputerHunter, Automatic Process ControlSystems, Concepts and HardwareIntel Co., Mcs -80/85 Family User'sManualKuo, Automatic Control System(

ti

<

.L

ESTIMATED CLASS HOURS 10r


a.

b.

c.

d.

e.

.f.

g.

'Microcomputeriiogrammable controllerPeripheral deviceTransducers and transmittersFlow gaugesPressure gaugesLimit and proximity detectors

I

4

IESTIMATED LAB HOURS 10

VII-617806

.4



Given a programMable controller, interface equipment, instrumentation,and controls, the student will monitor and regulate compUter controlledsystems 100% of the time.

SuggAted Testing Activities And Resources

a. Students should be given a written testof programmable controllers, peripheral

b. Students should be given a written testof instrumentation and control devices.

to easels their knowledge -connection and operation.

to assess their. .knowledge

c. Students should be given a performance test to assess their abilityto use programmable controllers with instrumentation and controldevices.

d. Use re ces provided in thAe Instructional Materials section ono,the prvi us page.

Reading Skil sa. Interpret graphic informationb. Interpret instructionsc. cate information in reference materials-'Math Skillsa. Organizes data into tables, charts, and graphsb. Algebrac. Decimals and fractions usage and conversionsd. Whole number manipulatione. Measurement, volume, weight, area, time: speedProblem Solving Skillsa. 'Recognize, sequence of events, cause effect relationshipsb. Locate information .in reference materialc. Draw conclusionsd. Make predictions, generalizations and comparisonsCommunication Skills

Compose sentencesOrganize informationInterpret aural communicationsCompose oral directions and questionsUse formal and informal speaking styles

a.

b.

c.

d.

e.

40 4

.,

O

0

TASK OR. UNIT COMPETENCY e4NC-04 Interfacing a microcomputer with

peripherals .

PERFORMANCE STATEMENfInterface microcomputers with peripherals.


a. Basic I/O and interfacing techniquesb. Programmable 'peripheral chipsc. Data communication .9

1. Synchronous vs asynchronous' 2. Simplex/suplex transmission

3. Transmission codes4. RS-232Controllers1. Single-2. Stepper3. StepperInterfacingcomputer1. Light2. Sound3. TemperatureL. Pressure5. Motion


d.

e.

chip microcontrollermotormotor interface

sense devices with a micro-

1:1


a. The use of RS-232 boardb.. Programming for AS-232 outputc. Installation of interface cardsd. Transmitting data between computer

ani peripheral


a. Using a microcomputerto control a

peripheral device -

b. Setting up a computer and peripheraldevice

c. Operating motors with a computerinterface


T221.L4151_a. Goody, The Intelligent Microcomputer a. Microcomputerb. Hunter, Automatic Process Control b. Peripheral deviseSystems, Concepts and Hardware c. Interface cardc. tntel-Co., Mcs-80/85 Family User's d. Interface cable .Manual

e. Electrical sensing devices

c


VII -619

808

H-Trzrogiwirci PERFORMANCE STAT N

--I-INSTRUCTIONAL ACTIVITIES

Provide Information On(continued)

f. Mathematical refinement1. Multiple-precision numbers2. Multiplication3. PdsitiVe and negative numbers



VII-6208 29

I

4

EVA UATION OF PERFORMANCE

Performance Objective (CRM)Given a microcomputer and interface equipment, the studentr will set upa peripheral device 100% of the time.

Suggested TOsting Activities And Resourcesa. Students should be given a written test to assess their knowledge

of piripheral connection and operation.

b. Students should be given a performance test to assess their abilityto use a computer and peripheral devices.


Reading Skillsa. Interpret graphic informationb. Interpret instructionsc. Locate 'information in reference materialsMath Skillsa. Organize data into tables, charts, and graphsb. Algebracu, Decimals and fractions usage and conversionsd. Whole number man4pulationProblem Solving Skills;7171E54Eize sequence of events, cause effect relationshipsb. Locate information in reference materialsc. Draw conclusionsd. Make predictions, generalizations and comparisonsCommunicat,ion Skillsa. Crompose sentencesb. Organize informationc. Interpret aural communicationsd. Compose oral directions and questionse. Use formal and informal speaking.styles

VII -621

810

allerang,4

e

NC-05 Using the microcomputei as a cler

I.

INSTR

k

ntrol- Use the micro ter as a controller.

CTIONAL ACTIVITIProvide Information On:

a. The microcomputer as a controlle1. Microcomputer interfacing2. Closed-loop control system

b. Microcomputer troubleshooting1. The signature and analysts2. The logic analysis

c. Comparison of 8 bit micro1. Z-80 based microcbmpu2. 6502 based microcomp)l3. 8080 based microco4. 6800 based microca

mputeraeraera

utersuters

d. The 16 bit microcomputer1. Comparison of the 16 bit 8 bit

microcomputer2. 16 bit software3. 16 bit I/O4. 16 bl:t interfacing

Provide monstration On:

a. Th4se of RS-232 boardb. 8/bit microcomputer .

c. ,16 bit microcomputer

d../Microcomputer troubleshooting

Provide Practical ApplicationOn:

a. Using a microcomputer to cdntrol aperipheral deiice

b. Setting up a circuit using;a micro-computer and transducer

c. Operating motors with a cotputerinterface

d. Setting up a microcomputer tooperate a security system.

Textbooks:

a. Goody, The Intelligent Mic° uterb. Hunter, Automatic Process Control

Systems, Concepts and Hardwarec. Intel Co., Mcs-80/85 Family User's

Manuald. Reddit & Associates, Microcomputer

Fundamentals, 8080 Microcomputerse. William, Z-80 Microcomputer Design

Projects

rESTIMATED CLASS HOURS is

Tools and EgOtment:

4-

b.c.

a.

e.

Microcomputer1. 8 bit microcomputer2. 16 bit microdbmputerPeripheral deviceInterface cardInterface cableElectrical sensing devices1. Transducers2. Optical transducers


VII-623

811

Jr

VA UATION OF PER .ORM CE

Performance Objective (CRM)"

Given a mibrocomputer and interface equipment, the .student will set up amicrocomputer controlled device and operate the device 100 ,of. th. time.

1

et.


a. Students should be given a written test to assess their knoWledge ofmicrocomputer operation.

b. Students'Ohould be given a performance test to assess their ability touse a 'i;...crocomputer.

)

c. Students should be given a performance test to assess their ability touse a microcomputer as a controller for other devices.

d. Use resources provided in the Instructional Materials section on theprevious page.

Readi6g Skills,a. Interpret graphic informationb. Interpret instructionsc. information in reference materials'Math Skillsa. Organize data into tables, charts and graphsb. Whole number manipulationc. Convert numbers toProblem .Solving Skillsa. Recognize segueb. Locate informati nc. Draw conclusionsCommunication Skillsa.r,ccepose sentencesb. Organize informationc. Interpr t aural com

'It

municationsd. Campos oral directions and questionse. Use formal and informal speaking :styles

;

decimal, binary and hex systems

lit

reof events, Cause and effect lationsAipsin refer. e materials

812V11-624

IV

. .

TASK OR UNIT COMPETENCY PERFORMANCEITATEMENT$

0

R-01 Co9Raring robotic systems

..1

COmpare robotic systems.

r-- INSTRUCTIONAL ACTIVITIES


a. History and development of robots1. Mechanization2. Automation3. Robroation

b. Current application and distributionc. Projection, iisues and trends in the

use of robotsd. State of the art research

1. Ta6tile sensors2. CAE/CAD/CAM3. Collision avoidance

e. Robot applicationsf. Elements of industrial robot systems

1. Robot operating parameters2. Robot hardware3. RoBbtio system control4. Flexible manufacturing system

g. Implementing robot systemsh. Comparative robot systems

1. Seiko 7002. Copp)weld CR 50(continue on next page)

0


/-1

a. Actuator systems of typic al robots(cartesian, cylindrical, spherical,articulated)

. b. Hydraulic, electric and pneumaticallydriven robots

c. Writing simple off-line prograNpvloading and testing the programt at.the control console

d, Various. types of robots used inindustry today and the capabilitprofeach system k

Provide. Practical Application On:

a. identifying power,sourcqs.used byindustrial robots

b. Identiflangvarious industrial tasksthat robots can perform

c. Identifying actuator systems oftypical industrial robots

d. Operating a robot using a controllere. Identifying robot sensing devices

INST CTI

Textbooks:

a. Engelberger, Robotics in Practice,Management and Applications of

11$

. Industrial.RobotsHunt, Industrial Robotics Hand Book

c Rehg, 'Introduction' to Robotics '

4%

S


NAL MATER ALS'

Tools and Equipment: s.

a. Robot actuators1. Hydraulic, electric, pneumatic2. Linear, rotary, solenoid

b. Robot controllerc. Robotic sensing devices

1. Light2. neat3. Sound4. M6tion5. pressure

ESTIMATED LAB HOURS 5L

VII-625813

ti

.

0'

TAit 411 UNIT COMPETENCY

v!"

4

PERFORMANCE VATEMENT

N TR NAL A TIVITIES

Provide InfOreation On:(continued)

**4. GMF NiA4. Cincirmati Milacron T3/5865. IBM 7535

.1

4,

1

,

4

4

ESTIMATED CLASS HOURSI

ESTIMATED LAB HOURSif

VII- 626$144;

EVAI.UATION OrPERFORMANCE

Performance Objective (CRM). . .

Given schematics, diagrams, and data prepared by the vendors of selectedrobots, the student will prepare a written report which outlines chkracter-1 istics, capabilities and possible industrial uses of the.robot100% ofthe time.

. :Suggested TestiAg Activities And Resources r, ' 6

I -. ... 6a. Students should. be given a,a writien test to assess their knowledge of1 y types and current uses of robots in industiy.

. r:,

b. tlidents shoulid14 given a performance test to assess their abilityo identify types of robotsrpower systems, and actuators used inindlistrytod4.

c. Use resources provided'in the Instructional Materials section on theprevious page.iMP

1.0d. South-Western Publishing Co., The Robotics Filmstrips

IReading, Skills .

a. Interpret grahic informationb. Interpret instructionsc. Locate information'in reference materialsMath Skills

fita. Organizes data into tables, charts And graphsb. Algebra

wrc. Decimals and fractions usage and conversions

d. Whole umber manipulation

"Tlgo,P

Problem Sol 1_Skillsa. Recog .segivice of events, cause effect relationshipsb. Locate information in reference materialc. Draw conclusionsd. Make predictions, generalizations and comparisonsCommunication Skillsa. Cotpose sentencesb. Organize informationc. Interpret aural communicationsd. Compose oral directions and questionse. Use formal and informal speaking styles

VII-627

611

c./

A

1

1

C.

TASK OR UNIT COMPETENCY 1'

R -02 Installing a robot

a

Install a robot.

INSTRUCTIONAL ACTIVITIES ant

.Provide Information On:

a. Inspecting shipping cratesb. Running a parts inventoryc. Reviewing installation instructions

and drawings.

d. Estimating time required to completework

e: Reviewing electrioal codesf. Locating su4base .n accordance with

plant insallation drawingsPositioning robot in accordance withmanufacturer's instructions

h. Installing electrical pareri. Placing hydratlip or pneumatic power

pack

Connecting proper electrical and cool-ing lines

k. Inspecting robot and systems foroper installation and operation

1. rforming safety inspection of worksite

g.


a. Initalling alectrital componentsb. Installing hydraulic/pneumatic

componentsc. Preparing controllersd. Checking for proper installation

and safety.e. Scheduling maintenance of robot

Provide Practical Application, On:

a.

b.

c.

d.

Installing robots and supportequipmentChecking installation for compliancewith state and federal codesStarting up and testing of robotScheduling work assignments andmaintenance

INSTRUCTIONAL MATERIALS. 1

Textbooks:

a.

b.

c.

Engelberger, Robotic in Practice,Management and Appl. ations ofIndustrial RobotsHunt, Industrial' Robotics Hand BookRehg, Introduction to Robotics



a.

b.c.

d.

e.

f.

Robot operation manual-Tool kit

Electrical codes/regulationsRobot controller.Robot

Plant installation drawings


VII-629

1

.40

EVALUATION ERFORMANCE

st

.

IP

. Performance Objective (CRM).

Given tools, instructions, safety codes, an support equipment,testa

a\\ thestudent will install and testa robot 100% of the time.

\.

Suggested Testing Activities And Resources#

a. Students should be given a written test to assess their knowledgeof robotic systems and maintenance requirements.

b. Students should be given a written test to assess their knowledgeof proper installation and testing processes.

I

c. Students should be given a performance test to assess their abilityto install and test robotics equipment.

fdd. Use resources provided in the Instructidal Materials section on

the previous page.

e. South-Western Publishing Co., The Robotics Filmstrips

Reading Skillsa. Interpret graphic informationb. Interpret instructionsc. Locate information in reference matevialsMath Skillsa. Organize data into tables, charts, and graphsb. Algebra.c. Decimals and fractions usage and conversionsd. Whole number manipulation 'Problem Solving Skillsa. Recognize sequence of events, cause effect relationshipsb. Locate information in reference materialc. Draw conclusionsd. Make piedictions, generalizations and comparisonsCommunication Skillsa. Compose sentencesb. Organize informationc. Interpret aural communicationsd. Compose otal directions and questions/e

e. Use formal and informal speaking styles

age VII-630 817

R-03 Designing a work cellPERFORMANCE STATEMENT'

Design a work coll.

N.INSTRUMIsTAIX..UTF/TrIES


a. Limitations of robot1. Reach2. Lifting ability (weight)3. Speed4. Accuracy

Estimating time required to completework

Assigning priority rank to workPlanning materials delivery systemWork cell organization1. Specifications and tolerances2. Programming robotsTraining/programming robots1. Programmable controllers2. Teaching pendantRobotic. systems1. Work cell design and set-up2. Synchrdnization of devices3. Maintenance schedule4. Work flow and material handling5. Quality control and inspection

b.ti

c.d.

e.

f.

g.

'Provide Demenstration On:

a. Flowcharting material through workceXl.

b. Determining robot capabilitiesC. Matching delivery systems with robotsd. Programming a robote. Scheduling work assignmentsf. Scheduling maintenance of robot


a.

b.

c.

d.

Writing a simple off-line programProgramming a robotSetting up a work cellScheduling #ork assignments andmaintenance .

IN TR TI NAL MAT RIALTextbooks:

a. Engelberger, Robotics in Practice,Management and Application ofIndustrial Robots

.

87

b. Hunt, Industrial Robotics Hand kc. Rehq, Introduction to Robotics

4

Tools. and Equip -nt:

a.

b.Nib c.

d.

e.f.

g.

Robot operation manualProduction scheduleMaterials inventoryRobot controllerEnd of arm toolsRobot sensing devicesRobot


ESTIMATED

VI1-631

818

EVAL ATION OF PERF RM

Performance Objective (CRM).Given a robot, materials inventor, robot manual and robot sensing devices', thestudent will design a work cell for a robot 100% of the time.

Suggested Testing Activities And Resourcesa.. Students should be given a written test to assess their knowledge of

robotic system.

b. Students should be given a performance test to assess their ability todesign and set up a robot work cell.


d. South-Western Publishing Co., The Robotics FiImstrim

Reading Skillsa. Interpret graphic informationb. Interpret instructionsc. Locate information in reference materialsMath Skillsa. Organize data into tables, charts, and graphsb. Algebrac. Decimals and .mactions usage and conversionsd. Whole number manipulatione. Measurement of lengths, area, volume, Weights, timeProblem Solving Skillsa. Recognize sequence of events,, cause and effect relationshipsb. Locate information in reference materialsc. Draw conclusionsd. _lake pkedictions, generat*zations and comparisonsCommunication Skillsa. Compose sentencesb. Organize informationc. Interpret aural communicationsd. Compose oral directions and questionse. Use formal and informal speaking styles

.*

LTASK OR UNIT COMPETENCY PERFORMANCE STATEMENT'R-04 Scheduling robot work assignments Schedule robot work assignments.

a

INSTRUCTIONAL ': TIVITIES


a. Inventory of materialsb. Inventory of toolsc. Work assignment sheetsd. Estimating time required to complete

worke. Assigning priority rank to work'f. Estimate robot work capabilityg. Work cell organization

1. irpecifications and tolerances2. Programming robots

h. Considering types of robot training1. Programmable controllers2. Lead through and teach pendant

modesi. Robotic systems

1. Work cell design,and set-up2. Syntronization of devices3. Utilizing controllers4. Work flow and material handlingS. Quality.Control and inspection

911

S.


a. Flowcharting material flowb. Determing robot c.pabilitiesc. Charting order of workd. Programming a robot using lead through

and teach pendant methodse. Setting up a work cellf. Scheduling work assignnntsg. Scheduling maintenance of robots


a. Writing a simple off-line programb. Charting materials flowc. Programming a robotd. Setting up a work celle.. Scheduling work assignments and

maintenance

INSTR CTIONAL MATERIALSTextbooks:


a. Engelberger, Robotics in Practice, a. Robot operation manualb. Production schedule

Management and Application ofIndustrial Robots

c. Materials inventoryb.

c.Hunt, Industrial Robotics Hand Book d. Robot controllerRang,. Introduction to Robotics

sr


VII -633

820

4sr

'to

Or

.4

EVALUATION OF PERFORM


Given work schedules, materials inventor,-robot manual and robot, thestudent will design a working schedule for a robotic work cell 100% ofthe time.

4

Suggested Testing Activities And, ResourcesStudents should be giien a written test to assess their knowledgeof robotic systems and maintenance requirements.

Students should 1154044ten a performance test to assess their abilityto schedule mate; and work in a robot work cell.

14.: ?-44r.;'!:

Use resources prolided'in the Instructional Materials section onthe previous paq,;.17-.

South-Western Publishing Co., The. Robotics Filmstrips

Re Skills.

a. nterpret graphic informationb. rptet instructionsc. Loc- e information in reference materialsMath Skil sa. Organize data into tables, charts, and graphsb. Algebrac. Decimals and fractions usage and conversionsd. Whole number manipulatione. Measuresient of lenWie, area, volume, weights, timeProblem Solving Skillsa. Recognize sequence of events, cause effect relationshipsb. Locate information in reference materialc. Draw conclusionsd. Make predictions, generalizations and comparisonsCommunication Skillsa. Otiose sentencesb. Organize informationc. Interpret aural communications

.d. Compose oral directions and questionse. Use formal and informal speaking styles

VII-634

ti

I

ti

TASK OR UNIT COMPETENCY' PERFORMANCE STATEMENTR-05 Repairing and maintaining robotic

systems're Repair and maintain robotic systems.

INSTRUCTIONAL ACTIVITIES.1.1MSK


a. Maintenance and operation1. Hydraulic robots2. Pneumatic robots3. ,Electric robots

b. Robotics problem definition1. Characteristics of specific

robots2. Work cell organization3. Specifications and tolerances

c. Prgraeming robots1. Programmable controllers2. Lead through and teach pendant

Modesd. Robotic systems


a. Hydraulic, electric, and pneumaticactuators of the type used on robots

b. Writing simple off-line programs,. down loading, debugging and modifyingthe programs

c. Performing preventive maintenance onhydraulic, pneumatic, and electricrobots

d. Programming robot using lead throughand teach pendant methods

e. Setting up a work cell and implementinga robotic system io perform product-ion tasks

f: Designing a simple end of arm tool1.

2.Work cell design and set-upSynchronization of devices

Provide Practical Application On:3. Utilizing controllers4. Work flow and material handling a. Writing a simple off-line program5. Quality control and inspection b. Performing preventive maintenance6. Probelms in selecting robot types c. Programming a robot using lead7. End of arm tooling

d.throuiNand teach pendant mk.thodsDesigning simple end of arm tool

INSTRUCTIONAL mATojALsTextbooks;

a. Engelberger, Robotics in Practice,Management and Application ofIndustrial Robots

b. Hunt, Industrial:Robotics Hand Bookc. Rehg, Introduction to Robotics


a. Robot actuators1. Hydraulic, electric, pnaumatic2. Linear, rotary, solenoid

b. Robot controllerc. Robotic sensing devices

1. Light2. Heat3. Sound4., Motion5. Pressure

d. Hydraulic, pneumatic and electricrobots

ESTIMATED CLASS HOURS 20 e- ESTIMATED LAB HVII-635

822

EVALUATIO


Given a hydraulic, pneumatic or ele is robot, the student will explain andrepair mechanical or programmin oblems 100% of the time.

RFORMANCE

Ar


a. Students should be given a written test to assess their knowledge ofrobotic systems and common mechanical and programming problems.

b. Students should be given a performance test to assess their abilityto identify and repair common problems with robotic power systems,actuators and programmes used in industry today.


d. South-Western Publishing Co., The R,botics Filmstrips

Reading Skillsa. Interpret graphic informationb. Interpret instructionsc. Locate information in reference materialsMath Skillsa. Organize data into tables, charts, and graphsb. Algebrac. Decimal and fractions usage and conversionsd. Whole number manipulatione. Measurement of lengths, area, volume, weights, timeProblem Solving Skillsa. Recognize sequence of events, cause effect relationshipsb. Locate information in reference materialc. Draw conclusionsd. Make predictions, generalizations and comparisonsCommunication Skillsa. Compose sentencesb. Organize informationc. Interpret aural communicationsd. Compose oral directions and questionse. Use formal and informal speaking styles

VIZ -6,*j

4.

F CILITIES

Ib

FACILITIES

Contents Listing

Facilities Introduction 3Student Performance/Work'Area 4Learning Resource Center 9

4

Bas

r

FACILITIES INTRODUCTION

This,section provides graphic and written information benefi-

cial to setting up the student performance/work area and the

learning resource center. Please note that the numbers appearing

on the graphics correlate with the numbered checklist items.

41.

9

I

VIII-3

826

A

FACILITIES

Good facility layouts attribute to program efficiency. Whenplan ing facility layouts, twookey areas which require greatconsideration are the student performance/worik area and thelearning resource center (LRC). This section provides, through achecklist system, a variety of ideas beneficial to setting upboth types of facilities.

STUDENT PERFORMANCE OR WORK AREA CHECKLIST

CHECKLIST COMMENTARY

"1. Safety consideration in Physical dangers exist in any.the work areas work area. These dangers may

come in the form of.physicalhazards, electrical hazards,or dangers from special equip-ment. To protect against someof the more obvious problemareas, in shop and in laba as, be sure to consider thef

1wing items in your plan-

ning.

.Sufficient emergency exits

.Proper emergency exits

.Proper ventilation and ex-haustion.Outlining safety lanes (par-ticularly in shop typeprograms).Surrounding hazardous areassuch as pits, etc. withproper barriers or fencing(again, this pertains to shopcourses where work is oftendone below ground level).Use of proper safety shields

equipment (such asgr d s, saws, drill pres-ses, and other rotatingmachinery).Preventing equipment over-hangs such as equipment hang-ing over the edges of labbenches, etc.

VIII -4

827

t.

MALII HART

14111ITISSPI)41110

Tt) 1 11NitiOt P

Slit ENT WORK STITIENT'

11 Iiillill

!iliii!,.lilt li!illiiii,11,1:au

I

I

it

r 11,11

,.111...' V

il i,i 1(1,

WORK girl:4304yr

I I If

I I -h. ,

el ill! er:11' :li:111'1 !:.11.;:l i !

IF . ' 2 ,i: : ',I 1 , :',. ili

' 1 i 1 1 %.

.::: :r. il :II

'WORK ScrrlIF.NT IiitAllitBENCHES ORSTATIONS

BEN( HER ORSTATIONS

4BENCHES OR

STATIONS

LABORATORY AREA

1111SP'st1put)10610 I h

STI MAT WORKRENCHEs OR

STATIONS

reorriet Tomea s

INsTRI (TORPOSITION

3

4Pal DEN1 WORK

RENCISEPsSTATIONS

BENCHES ORSTATIONS

ST 1 ENT WORKsc. HEN OR

NT TIONS

4STUDENT WORK

DENUFIF:s ORSTATIONS

!eat DENT %14KBENCHES OH

ST TIoNs

Typical Lab-typeProgram LayoutNote: Special needs ,students

,with handicapping donditionsshould be considered in aislewidths, heights of equipmentand storage, etc.!

III

MIA MAP Mt

P4 1%, pot IPMf t

LEARNINGRESMCE

CENTER

INsTIO1 ToRpoSITION

11 A sl PI silt Ps.,pt PtP

r' r

4

e SPECIAl spEc 1AI %N.( I Pa( WORK 1 WORK WORK %%MOSSTATION I STATION sTATIIIN STATION

I. .J L 1

4

Typical ShoptyProgram LayoNote: Special eeds studentswith tiandicapp g conditionsshould be con ered in aislewidths, heights of equipmentand storage, etc.!

INsINI 141Kv),141 4 s

2 I x111111. INN It

VIII-5828

I

A

.44-NENICHECKLIST ,/ COMMENTARY

glo

2., Safe storage *of flam-mables.

All flammables should be stor-ed away from or isolated fromthevwork area, and if possibleaway from the building proper.

3. Can the teacher monitorall students from the in-structor's position?

I

40x

In lab programs the instruc-tor's position should be lo-cate in the center of thelab, if possible. In shoptype programs, or in a situa-tion" where the instructor'sposition is not in the centerof the work area, glass win-dows or viewing capabilityshould be an integral part ofthe instritictor station.

4. Is it easy for the in-structor to circulate :a-mong the students, and isit' easy for students toget to tie instructor?

Not only is eye contact need-ed, but direct instructor-stu-dent contact is required andimportant! This is a key partof student morale, motivationand learning experience.

5. Does the instructor haveall required informationreadily available?

Without well organized in-structor Answer Guides for allcourse checkpoints, the taskof checking student's workwould be almost impossible.These Answer Guides shouldhive all pertinent information.,r job sheets, operationsheets, oral quizzes, writtentests, performance tests, etc.It is suggested that the Ans-wer Guides be organized intonotebookrators)ials.organizedand pereachthestru

with tabs (and sepa-or each unit's mater-

e instructors havesepara4e theory

ance notebook forhase or segment ofIn the Theory In-

Guide, all answers

VIII-6

829

MIt 1)1ST WORK KTIIIRT WORKREWHES OR REM Ilks

it .51' WORK 40011MENT WORKREM 41Ks oft "ACRE% OKSTATIONS

STATAJNS STATIONSRost

YII I I In'H1111111

1.11 I .1(5151N. *au I41 I I I%PIN

LABORATORY AREA

NI I 1141 IV. I WI I tisk111 141001111 1 4 1114 1141

1 1.

L--JLa

5TI 1115T NoRk111..51 111..5 Ilk

51 11-105

51551141 1111K

posi ION

I'll 1051 WiRk105( ills Ilk

s 1 1111155

AT( DENT WORKIirsiCiiEs (IN[pa-11-105s

Yin 1/1.51- WORK1 1 1 5 4 1 4 1 5 1 1 K ...;.=.......a.[5;1 VIlOS'-

all 11E51 MIlik141.51 111,.s 11R.51 11115s

1 111.0)(1I,,

'%1 11 /I/I WWI.1,11(

MACHINE SHOP

1NsTRI (TOR

LEARNING ofRESOURCE

('ENTER

M11.1541

WORK STATIONS AREA

iNsTRI (-MkP1151114 I'.

II 111M1III I -.1.411

511( 141MoIRK

NIATI(15

r -

.P1.1 1A1Wo IRK

5TAT1oN

L _

11,1/W1.11.4 04

111WORK

ST 111115WoRk

STAT105

VIII-7

of

Typical Lab-typeProgram LayoutNote: Special needs studentswith handicapping conditionsshould be considered in aislewidths, heights of equipmentand storage, etc.!

Typical Shop-typeProgram LayoutNote: Special needs studentswith handicapping conditionsshould be considered in aislewidths, heights of equipmentand storage, etc.!

11111101.11r14 II14

5

830BEST COPY AVAILikak


(continued)5. Does the instructor have

all required informationreadily available?

for tests, quizzes,- etc. aregiven. In the Performance In-structor Guide, all pertinentinformation and answers forlab, operations sheets, etc:are provided.

These instructor guides-shouldliterally be at the instruc-tor's fingertips. Generally,these guides should be kept onthe instructor's desk or workstation.

6. Is there sufficient equip- Watch for either excessivement? e ipment of one type or too

few of *a needed item.

7. Is there adequate storagearea for equipment, toolsand the like?

Insufficient storage area orlack of organization will fos-ter inefficient and frustrat-ing operation.

8. Is there a good c &ck -in,check-out and inventory,system for equipment and-'tools?

Where possible, small toolstorage racks should have sil-.houettes of each tool behindeach of the tool's storagehooks. On equipment wherethis is not practical, someidentifier or labeling of thespace where the tool is storedshould be used. In this way,when a tool or piece of equip-ment is checked out or missingit is obvious, with just aglance. Each student shouldhave a tag which is specific-ally assigned to that studentfor checking out tools orequipment. For example, thestudent tags may be numberedwith two digit numbers. Whenthe student checks out a tool,the tag should be given to the

VIII-8

831

f4TUDENT NARK Ny1DFNT MONK1111.% 'HEN NI BEN F1FN N

11111 I STATIONS NT %T ON%I HINT

NI II )11%rift Nis

Tfo 11 NIi.p 111

13

NTITIYNY *OakNIM111:s 011

Si %TN N

a 1111

rl,5T11)E1 WI Rh

HEMMEN (INAT 4TIoss

10

LABORATORY

It) It/ (N.00.11, I

14

AREA

l.I NI I 1,111)NI.I ;ofr

5T1 DENT WORENIA( !ifs (1K

ST As

13sl 1 14%1 wifithIIN( III N (IN

sr 111)%.

.

INSTIO 1 TOWPf11111A

,11 DINT Viiikkitt. In (IN

Vri(AN

13sI1 lit NI %WM.

Kim 111,IN4Sr MIA%

%II IIINI 11111OIII Nt !O 11NYliN

Typical Lab-typeProgram LayoutNote: Special needs studentswith handicapping conditionsshould be considered in aislewidths, heights of equipmentand storage, etc.!

1..1# 1111N

LEARNINGRES 01 R(E

CENTER

Typical Shoptypegram Layout

route : Special needs studentswith handicapping conditionsshould be considered in aislewidths, heights of equipmentand storage, etc.!

INNT111 I '11 NpONITIlf

e vii.f'

- -I t:

t I I

I,

t/NXSPF1 141

Nairn% 1

g sP1-.I 141 1

1Ve

, ST14 711,11 I sTA TR r :

ft

i , .

L ___........... .4I VIT

ItPI 04,4111411.

IPPPIPVP

r.... --I

%PA 1AIWOO.

wr4TI(/N

5141 1%1WINK

ST41111%

ItN I.

IPPPIPISt. /Pin I.

VI I I 9632

4

BEST COPY AVAILABLE


.

Intinued)8 Is there a

check-outsystem fdrtools?

good check-in,and inven'aoryequipment and

person operating the todl cribor equipment checkout. Thecheckout person should thenhang the student's tag on thehook or place it in the spadefrom which the tool or equip-ment was removed. When thetool or equipment retrievaltime arrives at the end of theday, the tags identify whichstudents still have tools outand precisely what tool orpiece of equipment the stu-dents have.

9. Are distractions and noisepollution minimized?

Extra noisy machines and ma-chines that produce greatamounts of dust and residueshould be located in isolatedareas as much as possible.

10. Are facilit es

)

cleaned?easily Safe, efficient operation in

any shop or lab is dependbntupon a clean and organizedwork area. Thoughtfulness infacility planning will aid inthis area.

11. Is lighting adequate? Insufficient lighting in ashop or lab environment re-duces efficien6y, is a healthhazard to eyesight and oftencreates unsafe situations.Where portable lights areneeded, as in shop situations,the drop cords used for powershould literally be drop cordsfrom the ceiling, not cordsstrewn around the floor area.

OS

VIII -10

833

04.


12. Are power outlets, airoutlets and the like pro-perly located and suffi-cient in number?

Too few outlets often cause asituation where extension.cords, hoses, etc. are layingaround the shop or o-per planning of fac Iitiesrelative to the ty e of workthat will be carr ed on ateach location 11 iates thecondition of t p /few or im-properly located Vutlets.

w 13. Are student work positionscomfortable?

This entails everything fromgood lab chairs and benchesfor laboratory-type programsto properly equipped work sta-tions in shop-type programs.In both situations light andventilation also play an im-portant role in student com-fort and efficiency.

14. Can students procure need-ed shop manuals, equipmentoperating manuals, etc.easily?

All pertinent references,technical manuals and likewhich are needed routinelyduring performance of shop orlab work should be readilyaccessible. They should beorganized for easy retrievaland inventory. (Note: Besure to consider the specialneeds students with handicap-ping conditions when planningstorage height, etc41-"1

1Meade, Russell L. Installing and Operating an Individualized

Instruction Program. Atlanta, GA: Georgia Department ofEducation, 1982.

VIII -11

834

LRC AND STUDY AREA CHECKLISTS


"1. is the study area quietand conducive to concen-tration?

The quiet study area shouldallow the student to be iso-lated. Student desks andchairs, which are movable, orperhaps study carrels, whichallow isolation, may be used.

2. Can the instructor ade-quately monitor activitiesin the LRC?

If the LRC is in a separateroom, a frequent solution tothis problem is use cif glasspartitions or windows betweenrooms or training areas.

3. Is there adequate systemfor storage and retrievalof printed materials usedin the4arogram?(NOTE: Can the handicap-ped and special needs stu-dents access the materi-als?)

Generally, a filing systemmade up of file cabinets and/or storage shelves are requir-ed to organize the trainingmaterials. Establish a num-bering system to aid in check-in, check-out and inventory ofitems which are used repeated-ly. Software which is expend-able, such as unit sheets, labprojects, etc., should be fil-ed in an organized, well lab-eled fashion for student pro-curement. Again, for books,etc. which are checked in andout, devise a system wherebybooks and associated storageareas are labeled and inven-tory can be accomplished withjust a glance.

4. Is there an adequate sys-tem for storage for visu-als (such as slides) and

Alfaudiovisuals?(NOTE: Can the handi-capped and special needsstudents access them?)

Audiovisual storage shelvesmay be specially made in theform of compartmentalized sto-rage shelves. Standard bookshelves may also be used. Useslide tray boxes for storingslide trays and reinforce theboxes with tape to make themlast longer. Store the slides

VIII -12

835

4

Tll

SPC1%TOR% '

.INATRU(TOlt

7atz

a:

it a

N 14.M' HOOK%

)

[i 0 0 01.1011 P %I. %TIM.

0 00 0 fp 0

1.%1% INIDOW

.11 F.

2

OEARNINGRESOURCE

CENTER

0Ft %HI I %HI

,11/111%1'1 %I I4T1111%61,1

0t 11041.1 t %M

0 1 %MD I

%

PI %1 ul u I.1'I11 I III\

Typical LRC Facility Layouts (Note: Special needs students with handicappingconditions should be considered in aisle widths, heights of egtipment and

storage, etc.!

INSTHI (*TON

1

4A4itim

2

2

LP:ARNIM;HP:SOURCE'CENTER

3! p %1 1. %I'.

I Nit

83 6

0

EST COPY AVAILABLE


(continued)4. Is there an adequate sys-

tem for storage of visu-als (such as slides) andaudioVisuals?(NOTE: Can the handi-capped and special needsstudents access them?)

4

and tape for each unit toget-her in a package, or in adja-cent shelves-if possible. Lab-el both the slide tray, itsbox and the associated tapeclearly. This provides forease of use and easier at-a-glance .inventory control.

5. Has provisionfor the safemaster copiestapes, etc.?

been madestorage ofof slides,

The implication here is thatyou will not allow master\copies of media to be useddirectly by the students, butwill safely store the mastersfor use when needed. Wherepossible, only the copies frommasters will be found on thestudent retrieval shelves foruse by the students.

6. Has AV viewing equipmentbeen set up for ease ofuse?

Audiovisual viewing equipmentmay be staeionary in the LRCor may be distributed aboutthe shop. (at benches or workstations). You may also haveone or more audiovisual ma-chines set up on pprtablecarts for mobility.

7. Does the AV viewing sta-tion have sufficient roomfor student study?

Each audiovisual position,whether it be a carrel, adesk, or whatever, should haveadequate room for students tospread out their books,notebooks, etc.

8. Do you have spare AVequipment and parts?

It is a good idea to have atleast one back-up machine.

9. Do you have a reasonablenumber of AV viewingpositions?

The ratio of students to au-diovisual stations varies fromprogram to program., Probably

VIII-14

8 37.\

1'

5

INSTRUCTOR

X a

tI REVERENCE BOOKS

a

0000 0 010

tatoup swim;F 0 000

SCREEN

TOLAD

WINDOW

LEARNINGRESOURCE

CENTER

0 0CARREL

AUDIOVISUAL STORAGF.

4

9

60 0 0

I %RNLI. I e%1410.1. 114141.3.

0V114

PLASS WSPONITIoN

Typical LRC Facility Layouts (Note: Special needs students with handicappingconditions should be considered in aisle widths, heights of equipment and \

storage, etc.!

INSTRUCTOR

ViINIFOW WINDOW

RC,:

10

Sl I)In % NI 11 gToR

ASAE

LEARNINGRESOURCE.

CENTERSTUDY CA R1F:I.S 7

10 FF.10.%1 F M Al I ILI '41 %%11 HIN)11

In

833

8 YES


(continued)9. Do you have a reasonable

number of AV viewingpositions?

the maximum number of audiovi-sual machines required wouldbe one machine fbr every fivestudents. In many programs,one station for every ten stu-dents will be sufficient. Atany rate, most schools havefound it beneficial to stand-ardize on the type of audio-visual machine used. Therear-projection combinationsound-slide machines are quitepopular for this application.

10. Do ybu have an area forsmall group sessions, de-monstrations, and thelike?

This area may include movablechaird or desks which are eas-ily relocated. Also, it is agood idea to have a 'screen, anoverhead projector and achalkboard available to theinstructor.

11. Is there a place for pri-vate conferences withstudents?

As indicated earlier, thisplace would normally be theinstructor's office. The of-fice may or may not be inte-grated into the building spaceoccupied by the TRC, One ad-vantage of having the officein this area is that 'the LRCarea is generally quieter thanthe shop or lab areas."2

2Meade, Russell L. Installing and Operating an Individualized

Instruction Program. Atlanta, GA: GeorTiTUTIE5YEducation, 1982.

VIII-16

839

a

10

LEARNINGRESOURCE

CENTER

1110441 %I. STUN %GE

0 I %MI

I %HHI I I 1HHF I tRIO I I %HMI I

Typical LRC Facility Layouts (Note: Special needs students with handicappingconditions should be considered in aisle' width's, heights of equipment and

storage, etc.!

tI MIA 1%1 la 11/K

\KIP

("FOR

11

v4Imm.

LEARNINGRESOURCE

(*ENTER.7.4

X

STUIM (A1410:1.s

HI HI I \11 I i NW tI

8 I 0

S

S

a-

,

SPECIAL NEEDS

1

SPECIAL NEEDS

Contentp Listing

Special Needs IntroductionWorking With Special Needs

IX-24

8.42

404

V

l I

3SPECIAL NEEDS INTRODUCTION

4P

This. section provides a general overview of 'Special needs

students. Included in this section are directions for developing

and implementing an Individualized Education Plan (IEP), Pad also

included is information on modifying facilities and equipment for

special needs students.

This section also provides two actual case situations, one4

of which is a student who is physically handicapped and the otherIis a student who is educable mentally'retarded.

IX-3

WORKING WITH SP2CIAL NEEDS STUDENTS

INTRODUCTION

In recent years, the main-streaming of special needsstudents into regular voca-tional program environmentshas been an area of greatconcern to vocational educa-tors. The result -of thisconcern Jas produced an abuitirdance of newly developed re-source mat-rials and a vari-ety of skillfully trainedpersonnel specialized inworking with special needsstudents.

To present a complete setof procedures for solving alltypes of special needs prii5=lems in this one entity wouldbe impossible. However, ifvocational administrators,vocational instructors, coun-selors and related personnelwill judiciously utilize theresources presented in thissection, much of the indept4..4information required foe'mainstreaming those veryspecial and unique studentscan be assembled.

CS COVERED IN THISSECTION

1. Who are special needsstudents and how are theyidentified?

2. What is the Indivi-dualized Educational Plan(IEP)?

14.

How is the IEP developedand who is responsible for-its development? 4

4. How is the IEP implement-.ed?

5. How can more informationregarding special needsstudents be attained?

WHO ARE SPECIAL NEEDS STUDENTSAND HOW ARE THEY IDENTIFIED?

Special needs students aretbose students who are desig-nated as handicapped or disad-vantaged. The 1976 vocationalamendments define handicappedindividuals as:

"Persons who are-mentallyretarded, hard of hear-ing, deaf, ,.speech impair-ed, visually handicapped,seriously emotionallydisturbed, orthopedical-ly impaired, health im-paired, or persons withother specific disabil-ities, who by reasonthereof require specialeducation and relatedservices and who cannotsucceed in the regularvocational education pro-grams."

In those same amendments,disadvantaged persons are de-fined as:

"Persons (other thanhandicapped persons) whohave academic or economic

sit

disadvantages and who re-quire special services,assistance or programs inorder to succeed in voca-tional education pro-grams."

Federal legislation re-quires that special needsstudent be given an oppor-tunity to unction in regular.vocational rograms.

Figure 1 presents a con-ceptual model depicting vari-

activities of the processMn n identifying special needs

a

students so they can be main-streamed into vocational edu-cation programs. These acti-vities are conducted at thefollowing three levels:

1. Community -- vocationalrehabilitation, psycholo-gists, ' speech patholo-gists, etc.

2. School -- special'educa-tion personnel, counsel-ors, administrators, etc.

3. Classroom -- vocational--'instructors, peers, par-ents, etc.

THE CONCEPT OF MAINSTREAMING

LEVEL'

REFERALS CLASSROOMLEVEL

SUCCESSFULEMPLOYMENT

11$ CONTINUINGEDUCATION

FIGURE 1

IX-5

8155

SUCCESSFULEMPLOYMENT

At the community level, theidentification of specialneeds students is-accomplish-ed through a collection ofdata in the fbllowing areas:

--Medical history .

--Educational records--Vocational development--Communication skills--Dexte:ity/motor skills--Adaptive behavior--Teacher observations

If any positive indicationsof particular problems/ handi-capping conditions are dis-closed from this data, astudept-ls referred to appro-prire personnel who aretra ned in the area of spe-cial\education. Both communityand ctiool level personnelwork di4ctly with vocationalinstructors to achieve thecommon goal of mainstreamingspecial needs students intoregular program environments.

WHAT IS THE INDIVIDUAL EnUCA-TIONAL PLAN (IEP)?

As part of the referral andschool intake process, anIndividualized EducationalPlan (IEP) . should be initi-ated. The IEP is a plan forthe education 'of an indivi-dual. Specifically, the plandescribes what a student isexpected to do upon coursecompletion and how the learn-ing expdriences will be per-formed to assure those out-

s.

datstufor

resently the IEP is man-d only for handicappedents. The base content

IEP is outlined in

IX-6

Public Law 94-142. Accordingto that outline, the IEP mustinclude the foliplowing infor-mation:

1. Student's present levelof functioning;

2. Student's long rangeinstructional objec-tives;

3. Studento's short range,instructional objec-tives; and

4. Criteria to determinethat specified objec-tives have been achiev-ed.

HOW IS, THE IEP DEVELOPED ANDWHO IS RESPONSIBLE FOR ITSDEVELOPMENT?

Vocational instructors havehad minimal or no preparationin woi-4ng with special needsstudents. Therefore, the IEP,a plan to aid 'special needsstudents in achieving theiroccupational needs, should bedevised. The following stepsfunction as a guide in in thedevelopment of an IEP.

STEP 1: Review Status of Stu-dent

A. You are notified that a

special student can profitfrom bang enrolled inyour vocational program.

B. After notification, con-tact your student person-nel services coordinatorand ask for a detailedreport of the student'sassessed status.

8 1.3

C. Review the report untilyou thoroughly understandthe student's assesment.

STEP 2: Personnel Involved inStaffing

A. You must become involvedin the staffing sessionsthat relate' to vocationaleducation. Only you, thevocational instructor,can relate a student'sinterests, strengths andlimitations to yourparticular program.

B. Others included in thestaffing sessions arespecial education person-nel, the student whennecessary and supportpersonnel such as psycho-logists, speech patholo-gists, etc. on an as-napded basis.

STEP 3: How the IEP is Deter-mined?

A. Based on the interactionof all. persons involvedin the staffing sessions,annual goals, short termobjectives, evaluationprocedures, instructionalprocedures and specialrequired setvices aredetermined. (See Figures2 and 3.)

B. Placement of the specialneeds student into aregular program environ-ment is made.

C. The, IEP is signed by allstaffing participants.

D. The IEP is made availableto.all personnel involvedwith the education of thespecial needs student.

The IEP permits a specialneeds student to progressthrough a vocational programat his or her o mum rate.The, progress sh ld be fre-quently assessed o determinewhere the student is relativeto the IEP obj ctives. Ifproblems are detected, a staf-fing should be conducted tore-evaluate the IEP and to es-tablish which educational ap-proach is most beneficial tothe student.

NOTE: Evaluation of the spe-cial needs student's programis critical. Through assess-ment, current students may beassisted and information thatwill improve the potential tohelp future students with si-milar difficulties may begathered. An effective eval-uation system should consistof:

---en-route evaluation (for-mative) to monitor thestudent's progress throughthe program;

---summative evaluation uponcompletion of the programto determine job readi-ness;

---follow-up after job place-ment to determine if thestudent is successful onthe job; and

---follow-through activitiesdesigned to identify anyfurther training needed(indicated by the follow-upprocedure).

IX-7

817

BEST COPY AVAILABLE

Long TermIndividualised Education Plan (ID)

Student*

Schools

Present Levels of Sducationkl Perfoilances

aeakaase

11.Dates

DOB;

MART; Data , Beading , Spelling , Arithmetic

PIM. Data , Math Reading Recognition , Reading ComprehensionSpelling , General Information , Total Test .

MAT; Data , Total Reading , Total Arithmetic

Gaits.. Date

Others Data

Mats Data

Social AdaptationAlpe= Sells Data

Walkers Data

Date1--

Others

Preaftiiiional Skills

Date.amim..

Pe for or Physical Education Skills

golf -Help Skills

Annual Goalso

ElOI

aD!peachGiftedH/H (Other

HealthImpaired)

M/HSKRTMRVisually Imp.Rearing tsp.Other Phyaicil

therapyR.V.I.

Specific Education ServicesProgram and Amount of Time in Spacial and Regular Education

Self- Reg. Voc.

Contained Resource Itinerant Ed. Ed.

Initiation DurationDate Date

FIGURE 2

IX-8

4

Page 2

TransportationPhysical Therapy'Occupational TherapyVocational Rehabilitation

7 Rutland Gutter/ GRC

Other

Type P.R. Progr MainstreamOther

Long-Term ed ticnal goals appropriate for specific needs of students(The checks items are the goals appropriate for

To imp math calculation skills.To rove math reasoning skills.

oral expression.To roveTo rove basic reading skills.To improve reading ocesprehension skills.To improve written expression skills.To irprove listening comprehension skills.To improve visusl-motor skills.To improve longumpOcomemnication skills.To,To improve classroom behavior.----.To improve ability to follow directions.To improve self-confidence.To imprOve reality orientation.To improve functional math skills.To improve functional reading skills.To improve achievement inimainstream.

/ .Others

=101.am

IMMINM1.01

!IMP

specific

To reduce frequency of acting outand/or agressive behavior.To improve social interaction skill(adult and/or peer relationships).To increase participation in class-room and school activities.To improve physical mobility.To develop self-help skills.To improve pre-vocational skills.To improve vocational skills andprovide work stations.To provide on-the-job training.To improve hose /school coesounica-tion.

To impro* gross-motor skink.To improve fins -motor skills.

Review Dates (Place date and yes or no if goals are achieved adoording to shortterm objectives or review date.)

The MCP is an educational and related services plan and not a binding contract for which theschool is responsible if the child does not achieve the growth projected in the ',ogle andobjectives. However, the school system will prokde those services listed on the IRP.I understand that short term instructional Objectives which lust be measurable intermediatesteps between the present level of educational performance and the annusl goals will bedeveloped within 30 days of the projected date for initiation with permission of parents.I have seen and understand the ISM for sly child. I have been informed and understand myright to initiate a formal due process hearing if I disagrio with my child's TSP. I havebeen informed of all the procedures applicable to such a hearing.v_

---------(Date)

--4 (Parent's Signature)

DocUliontAtiOn of attempts to involve parents in IEP development.

Presents Principal CounselorSp. Ed. Coord. School Pay.Teacher Sp. Ed. TeacherParent, Other

Dates Letter telt Phone CallHome Visit Other

N

)

BEST COPY AVAILABLE

H

0

1

Dorimentatian of Attempts toIr-.'ve Parent/GMardian inDev,Lopment of Short TermInstructional Objectives

Date Comment

Student:

COUNTY SCHOOL SYSTEM

SHORT TOM INSTRUCTIONAL OBJECTIVES

PROGRAM111.

Note: Complete staffing and docu-mentation information if developedseparately from Totai.Service Plan.Short term objective' must bedeveloped prior to placement.

Person toProvide Service:

Date of Short Term InstructionalObjectives Staffing:

Committee Members Present at Short TermInstructional Objectives Staffing:

1.

2.

3.

4.

Name Title

I:lort Term Instructional Objectives Criteria forMastery

DataReviewed

Method ofEvaluation Yes

Mastery

MI

')

Figure 2

IMPLEMENTING THE IEP

After the IEP has been de-veloped, the implementatJonprocess begins by integratingthe special needs student in-to a regular.vocational pro-gram. In most cases, a voca-tional program as it existswill not accommodate specialneeds students. Therefore,adjustments will be neces-sary.

In discussing adjustments,a review Of some generalleaning needs of specialneeds, students might provehelpful in determining pro-gram modifications:

T§E ORTHOPEDICALLY .HANDI-CAPPED usually require atten-t:on to facilities and equip -mE Beyond that, theirlearning needs are as variedas those of the normal popu-lation. Remember, some ofthese individuals wili.actu-ally be highly gifted intheir chosen fields. Theirmajor needs will be psycholo-gical and coping with theschool environment.

THE LEARNING DISABLED ros-sess average or above averageintelligence, however, theyhave specific learning prcb-lems. In 'modifying the cur-riculum, much more emphasisshould be placed on auditoryand visual modes of d.nstruc-tion. Also, practical appli-cation of tasks is an excel-lent learning tool. In manyincidents, repetition of in-struction may be warranted.

THE HEARING AND VISUALLYIMPAIRED can be accommodated

by common sense and the use ofsupporting resource personnel.Lar-yer print, braille and re-cort.....ngs can be used in teach-ing tfie blind. Captions onvisual materials, seating ar-rangements, use of notes froma classmate, lower reading le-vel textbooks, oral testingand total communications canbe used for instructing thedeaf.

THE EDUCABLE MENTALLY RE-TARDED will constitute a majorpopulation now entering voda'tional education.* The keyconcept in modifying the cur-riculum for this population, isthat they require much moredetail in order to learn andthat they require a great dealmore practice time. All cur-riculum modifications forthese groups should be made bydetailing each task or objecl-tive .into its smallest partsand by providing for more andmore practice.

A review of the learningneeds indicates that regularvocational programs must bemodified for special needsstudents.

In 'making alterations, vo-cational instructors shouldnever change the content of aprogram for special needs 'stu-dents. REMEMBER! ALL VOCA-TIONAL EDUCATION PROGRAMS AREBASED ON REAL JOBS THAT HAVETHEIR OWN TASKS AND STANDARDS.AS FAR AS YOU ARE CONCERNED,YOU HAVE NO POWER TO CHANGETHESE. YOU ALSO CANNOT SUC-CESSFULLY CREATE AN ENTIRELYNEW JOB.

Although instructional con-tent cannot be changed, in-structional facilities and

strategies can be modified tohelp special needs studentsfunction in a regular Voca-tional program.

Modifying The InstructionalFacilities and Equipment*

Modification- of facilitiesand equipment is a concern.'when working with the physi-cally handicapped. Laws re-quire that all.school build-'ings must meet specification'spertaining to the accessibil-ity of all handictpped per-sons. As a vocational in-structor, your main concern isto insure that your classroomand laboratory allows handi-capped students to be comfort-able and above all to learn.The following listing presentsspecific ways to facilitateboth comfort and learning forhandicapped students.

A. FACILITIES

1. All unnecessary obstruc-tions should be removedfrom the classroom.

2. hei.e snould be amplespace between aisles andarouneequipment.

3. Storage areas for studentsin wheelchairs should beprovided.

4. Floors 'should have anonskid surface to handlewheelchairs ond crutchesadequately.

5. Work benches, storagecabinets, etc., should bealtered in height toaccommodate wheelchairs.

6. Handles should replaceknobs' on cabinets and

'doors.7. Mobile demonstration ta-

bles can be used for mo-bility impaired students.

8. Sinks .and water controlsshouldlbe accessible. Forexample, batwing faucetsand godseneck spigdts aremore usable by or*hopedic-ally handicapped students...

B. EQUIPMENT

1. , Guard plates (where fea-sible) shoUld be utilizedon power equipment.

2. Power switches can bemoved for easier accessi-bility.

3. Semi-stationery equipmentcan be put on a variableheight base.

4. Handcontrols may be addedto machines usuallyoperated by foot controls.

5. Special lightweight handtools with extra largehandles can be used forstudents ith limited handstrength.

6. Lighted switches can beinstall to show whemachines in operationfor the ha;..riog impaired.

7. Lights can also be instal-led along with auditoryalarm devices.

*Listings and diagrams are provided through the courtesy of theGeorgia Department of Education and Douglas Gill, Working WithSpecial Needs Students: A Handbook for Vocational EducationTeachers.

IX-12

83.

Ort

8. For the visually kimpair-ed, control dials withtactile markings can beused.

9. Auditory alarms togetherwith visual alarms can beinstalled for personswith sight .problems.

10. Specifically designed de-vices can also be. obtain-ed for visually impairedstudents such as:

a.

b.

c.d.

e.

Braille shorthand ma-chines;Braille micrometersand rulers;Auditory calculators;Automatic fluidmeasuring deyices fordarkroom work; andFeed 'indicator for.lathes.

GENERAL ACCESSIBILITY STANDARDS

Dimensions of typical adult-size wheelchair (inches)

FIGURE

IX-13

8 5 4

I.

Average mach limits from *Noll:hair

5-2 max

FIGURA-528 min

I

Maneuvering space and wheelchairs 4

I X4-1 140

Minimum Clear Opening

FIGURE 10

L-Tum

FIGURFJ 9

U-Turn

w

FIGURE 11

180° turn around wall

ad&

42 car I 42 dr

7/.Z IX-15

8o6

Chorines widths In pawing

48 dr

FIGURE 12

8

Oil

FIGURE 13

J.

Use of cane

AN N

FIGURE 16

FIGURE 15

overhang

FIGURE 17

Accessibility standards and measurements are from the America, MaticnalStandard Institute's Spec! ,rations for Making buildings and facilitieseccessito to and usable by physically handicapped people.

858

Modifying Instructional Stra-tegies

Based on the long termgoals and short term objec-tives specified by the IEP,you, the vocational instruc-tor, are to develop teachingstrategies to insure that theobjectives are met. Instruc-tional strategies should re-flect the best learning tech-niques for'an individual spe-cial needs student.

Listed below are variousexamples of the instructionalmethods which may be used inmodifying existing teachingstrategies. to accommodatespecial needs students, Onlya few suggestions are provid-ed; an abundance of techni-.

exist.

Instructor Demonstration:Simply show the student howthe job is to. be done inclear distinct steps.

Peer Demonstration: Thistechnique allows the instruc-tor to use one of-the advanc-ed students to demonstrate aparticular.tasktin a step bystep fashion. It is a flex-ible system. For example,you can use peer demonstra--0*tion to show each task' stepwhile you explain them to thestudents. When working withthe mentally retarded, youwill never have enough timeto demonstrate a task as of-ten as they may need to seeit. In such situations, thewell prepared advanced stu-dent can perform and explainthe same demonstration sever-al times.

Shadowing: Shadowing can beused la donjunction with de-monstrations. By shadowing,the student is allowed to doexactly what the demonstratordoes. This allows the studentto learn in a see and do fash-ion. The student may shadowthe instructor, an advancedpeer or in some instances theworker on the job.

Job Site Visits: Job sitevisits offer the student anopportunity to see the workbeing done in its natural lo-cation. Students can developa worker identity and .a real-istic view of )aow the tools,equipment and materials axebrought together to producer.the product.

Work Group or Team: By beinga part of a work team, thestudent can learn the variousroles in an occupation as hav-ing the opportunity to prac-tice specific sets of 'skillsunder:the tutelage of peers.

Individualized. Instruction:Appropriately prepared oradjusted individualized in-struction is a big help inmanaging a class that containsa mixture of special needspopulation students and "normgroup" students. Individuald-ized instruction, no, matterwhat the source, will requiremuch developmental input fromtha instructor. In most allcases, however, the resultsare worth the effort.

Media: Many of the specialneeds populations require med-iated instruction (i.e., hear-ing and visually impaired),however, the use of appropri-ate media enhances learning

IX-18o

for all students. Media canrange from a line drawing inan instructional module, to avideo tape, to posters andcharts. It can be instructormade or commercial. All thatmatters is that it exactlylinks to the objective.

9

Project Method: The value inuiing projects with specialneeds population students isthat they help them mentallyand physically unify all theparts .into a unifornr-whole.Because of the detail requiredfor them to learn, they need'learning activities that re-late all of the parts of the.whole. The development of a'product through an assignedproject is an ideal integrat-ing experience.

Simulations: Simulations meeta variety of instructionalneeds. One of the more impor-tant simulations with specialneeds population students isproviding the opportunity todevelop proper safety conceptsbefore actually working withthe "live" equipme-t thatcould be dangerous to a care-.

less student.

Role Playing: Role playing isa part of several other in-structional strategies. Onits own, it is a very goodprocedure for developing theattitudes and values requiredof a successful worker i.e.a sense of responsibility, theability to take orders andfollow directions, interper-sonal skills and so on. It isa way to concentrate on deve.1-oping good work habits and po-sitive attitudes.

IX-19

Peer Instruction: Like peerdemonstrations, peer instruc-tion is able to multiply theinstructor's available time.This allows individual stu-dents with specific needs tohave more assistance. Peerinstruction has values beyondexpanding time; it, is an ex-cellent approach to *learning.In almost every situation,bath the peer teacher and thepeer student profit from theexchange. In operation peerinstruction is simply a mdtterof preparing and allowing oneof the advanced students. toteach small groups certainsegments of a course.

Team Teaching: As we havealready noted, some specialneeds populations require acombination of vocational andspecial education presented inharmony. A team'approach isthe only way to meet thatneed. For team teaching to beeffective,. clarification ofstudent needs, as defined bythe IEP, and careful planningwill be required.

Peer Apprenticeships: Thepeer apprenticeship is anideal way to induct the newspecials needs poptflation stu-dent into the curriculum. Byserving as the apprentice toan advanced student, the spe-cial needs population studentcan become climatized to thelaboratory/shop and can beginto learn the tools, equipmentand materials of the program.The shadow technique can alsobe added to increase hands-onlearning.

64a

Assessment and Feedback:Student learning can be im-proved by frequently assess-ing students' skills andfeeding back their strengthsand weaknesses. Through aprocess of positive feedback,the student can be movedgradually from where he orshe is to the skill levelrequired.

The ultimate goal of allthis effort is not employ-ment--- .rather successful em-ployment. Successful employ-ment implies that not only isthe spedial needs studentplaced in a job,: but that hestudent is able to sustainhimself or herself in a work-ing environment over an ex-tended period of time. Insome instances, students docompletely exit the educa-tional system. However, manystudents, in addition to ob-taining a job, periodicallycontinue ifi the educationalsystem to refine existingskills or to broaden theircapacities.

CASE SITUATIONS

Upon becoming aware thatspecial needs students willbe mainstreamed into theirprograms, instructors often}respond with, "Those studentswill never be able to pass myclass." In many cases, thisassumption is true. Specialneeds students may have han-dicapping conditions whichprohibit them from accom-plishing every task or unitcompetency in this curriculumguide. Do not expect them to

perform at the level of real=lar students; chances are theycan not and will not. You,the instructor, have torealize that special needsstudents have real limitationsand that your responsibilityis to teach them as many-tasksas possible for securing some"type of skill to becomefunctional in the workforce.A person who can pump gas isemployable. A person who cancount money is employable. Aperson who can thread a sewingmachine is employable. Eventhough these tasks are seem-ingly uncompliceted to us,they can mean a great deal toa special needs student.

The following two' situa-tions present how one voca-tional teacher incorporatedtwo types of special needsstudents, the physicallyhandicapped and the eduLlblementally retarded, into hisprogram. After becoming awareof both students' capa-bilities, the instructor be-gan. to adapt tasks/unit com-petencies from the curriculumguide for instruction. Theinstructor relied on the spe-cial educational personnel andother support staff in workingwith his special needsstudents.

IX-20 8 :;:i

.1

el SITUATION 1: JOE JONES

Joe is a special needs student. Please review his long termIEP to learn more about him.

Long TaraIndividualised education Plan (IEP)

Students Jc41 Jones

School: Central High School

Present Levels of Sductional Performances

kcadsalc

Dates a -30 -es

DOD 3-4-69 Age' 16

WWI Date A-2S.Age Spading 2.1 , Spelling 2.3 , Arithmetic 2.0PINT' Date _4-25-84, Math 3.3 , Heading Recognition,2.2 , Reading Coapreheneice 2-11

Spelling .2.5 General Information 3.8 Totfl Test 3.11

MATs Date Total Reading Total Arithmetic

Gaits, Date

Other' lbinet Date 1O-11-94

Other s Date

SocialAdaptat4cm

Apex's Sells Date

Walkers Dats4 -23 -84 , shows no *sting out behavior

Vineland' Date 4-25-84, 15-4

Otters Data

Pfs-Vooational SkillsJoe likes 6 work on a limos wo o t

at s . Vacs onal Rehab ovaeleatrome .Arrl c as a career.

IIMNIEr=1.

Ps tor or. . Teacher

of Onrated t P.I. skills are above average. He has olavadcathebaeketban

Self-Help Skills

MMDAINOV

Annual Goals'Upon completion of the course, the student le..11jauaquajakagArasadi2_

witted directions. ljentifv various tone of_glagrairng_agguat.A,jalear.4axpartaaa____fc:-7nepecfla lobs, and 'meow anclianem for tairalaa"n

SKR

SOSpeechGiftedHp! (Other

HealthImpaired)

N/HSKImlVisually Imp.Nearing Isp.Other Physical

therepyR.V.I.

.M=1.1117/

Spacing 2deoltior. ServicesProgram and Amount of Wee in Special and Regular Mutation

Mal-_Contained

*--

Resouta

r2.11ralLY...4

ItinerantAn.Sd.

VL-,.

M.Initiation].

DataDuration

Dote

--2-Nramar..ikaarS51.blaax---:

.---.,---, . .

.-..---- ,--.....--....

1_--,-.- ..-----,__

11 lirLdav ' R-3A-61 1 %nut

IX- 2I. Cl 9 21

BEST COPY AVAILABLE

/

1

%.

Transportation NAPhysical TherapyOccupational Therapy NAVocational Rehabilitation once a week for counselingPutland CosterWICOther

Page a

Type P.M. Programs Mainstream 1 hr/day Other ,

Long-Term eamoettaiii;1 goals appropriate for specific needs of student:Mile clucked items are the goals appropriate for. Joe Joneseducational wads.)

X To improve meth calculation skills.nr-ss improve meth reasoning skills.

Tb improve oral ampression.improve basic reading skills.

a lb improve reading oonprehansion skills.improve written expression skills.

To improve listening comprohonsim skills.TO improve visual-motor skills.

iaprove.lanquage/oomeunication skills.To improve classroom behavior.

=to inwrole ability to fellow directions.'ft improve self-confidanca.TO Lemma !reality orientation:

1To improve functional math skill..-7-2.0 improve functional reading skills.:

To Drove achievement in mainstream.

Im=11/0//1

IIII/OOOMD

Others

OWW/.1/0

specific

abreduce freggpacy of acting outand/or sgrossies behavior.To Loamy* social interaction skill(adult and/or pair relationships).

To increase participation in cams+room and school activities.

Uproot physical mobility.develop self-help skills.

To improve pre - vocational skill..

To improve vocational skills andFrovi4e work stations.To provide on-the-job training.To improve home/achcol commUnice-tion.

To improve gross-motor skills.To improve .fine -motor skills.

"Meier/ Seteapr ng (Place date spd yes or no if goals axe aterm Objectives or caviar date.)

eve acoording to

TheifiP is an educational and Witted seWices plan and not a binding oontrac !or which ,theschool is responsible if the child does not achieve the growth projiated in goals andobjectives. Hosover,he school system will provide these services listed on IMP.

I understand that short term instructional objectives which oust be measurable intermediatesteps between the present level of educational performance and the annual goals will bedeveloped within 30 days of the projected date for initiation with permiesion of parents.

I have seen and understand the IMP for my child. I have bmsn informed and understand myright to I Utiatsis formal due process hearing if I disagree with my child's IMP. I haveboon informed of all the procedures applicable to such a hearing.

(Date)A (Parent's Si ture0

Documentation of attempts to involve parent, in IMP development.

Presents Principal CounselorSp. Md. Coord. School Ply.Teacher Sp. Md. TeacherParent Mrs. Tom /one* Other

Dates Lotter sent Phone Call 8-24-85Home Visit Other

IX 2

a

BEST COPY AVAILABLE

0

7

BESt COPY Ali All ABLE.

After reviewing Joe'slong term IEP, you can seethat he is educable mentallyretarded. Therefore., inte-gration into a regular programkiequire extensive instruc-

t a AO odifications.

Joe was also enrolled in ancElectromechanical Technc4ogyProgram. His instructor, agong

Documentatien of Attempts toInvolve Pkrent/Cuordian inDevelopment of Short TermInstructional Objective* 4

Date Comment

410

Students Joe Jones

with special education person-nel, devised Joe's short terminstructional objective.; --the akeas he would be Concen-trating on in the", Electtome-chanical Technolo program.Please 'review Joe's ort termIEP to learn more a ut whathis studies involved.

COUNTY SCHbOL SYSTEM

SHORT TERM INSTRUCTICNAL'OBJECTIVES

glectromechanical TechnologyMajor Appliance

PROGRAM

Notai Complete staffing and doou-mentation information if developedseparately from Total Service Plan.Short team objective* must bedeveloped prior to placement.

Person toProvide Service:

Date of Shovt Term InstructionalQbjectives Staffing: August 30, 1985

Committee Members Present at Short TermInstructional Objectives/Staffing:

1.

2.

3.

4.

Name

.1

TileElectromechanicalTeacher

R.V.I. Teacher

Spec. Ed. Coordinator

Parent

Short Term Instructional Objectives .

r

Criteria forMastery

DateReviewed

Method ofEvaluatkon Yes

MasteryNo

1.

I

The student will remember, organize perform a.set of

, .land

ooPerformance

c

oral directions..

70% test 1.,

4..

2. The student will select the tools needed to perform a Teacher-madeteacher-selected task. 80% exam

i:2.

s3. The student will uncrata and prepare major electrical Performance

.

appliances for installation. 70% test 3.10.

3.,

,

4; The student will demonstrate the proper use of a hand truck. 70% 4. 4.

S. The student will follow manufacturern pre - installation Final gradeassembly instructions. . 'I s in class 'S. 5.

6, The student will follow proper safety precautions at-' ........____ __. ~4all times. 100% . . 6. 6.

,

..

18...

I,.

I

IX -23

S 4

,k

a

e

r

.

.

I

1

BEST COPY AVAILABLE

S IINUATION 2:. CHRISTINE GREEN WEBB ti

Christine is a special needs student. Please review her

long term IEP to lea= more about her..

Long Termfndividuakicad Education Plan (1tP)

9

StudentsChristina (Green) Webb Dates 4-30-85

SchoolsCentral high School non. 4-25-67

Present Levels of Educational Performances.41;

Academic

WRATs late 6-6-66 Reading 9.8 Spelling 9.3 , Arithmetic 10.3

'Ws Data 4-6-84 , Math 10.0 r heading Recognition 10.0 ', Reading Ctorsohomploo

.Spelling 9.2 , General Information 11.4 , Total.Teat 10.1%

Asps 18

NAT: Data \Total heading . Total Arithmetic

Gaitess Data

Others WISC-R Data 10-16-64r V-122. P-155, IQ-120

%mss pet*

Social Adaptation

Alpern Dells Data

Waikers Date

VindfMnds

Others 4

Pre-Vocetional SkillsEvaluated by voc. Rehab. this summer and skills anif titudes in the

Data 116LE4 ,

Data

chanical

area. r st ne as expressed an interest in the area of residential airing.

Psychomotor or Physical Education Skills.

Student is paraplegic. She lost lower limbs in traffic accident at Wit 10. Christine has

good use of area and hands. 'Site requires a wheelchair at all times.

Self -Help SkillsChristina can care for herself because of rehabilitation services.

Annual Goals: Upon completion of the course, the student will design wiring diagrams using-

blueprints and. other specifications (local codes, etc.) for residential housing. .

IHRSW815

SpeechGiftedIN/H (Other

HealthImpaired)

SRATHRVisually Imp.!Waxing Imp.Other Physical

therapyR.V.I.

Specific Education ServiceorProgram and Amount of Time in Special and Regular Education

salt-Contained Sesouroe

,

Itinerant

Reg.d

Voc.Ed.

InitiationData

DurationData

.--

,

1 hour/week

10 rs.

wee 8-30-85 1 year

5 hr./wk. .

8-30-85 1 year

IX-24a

6

A.

xi*

4

(.4

Page 2

Transpo rtation -special education bus

PhymiCal Therapy once a week at VocatiOnal Rehabilitation CentenOcoupatanal TherapyVocational Rehabilitation once a week - comeRutlabd CenterGSC 1

other was under foster care before marriage

Type P:Z: Programs Mainstream Other

Long-Term educational goals appropriate for specifio needs a mtUdents .

(The Checked items ars the goals appropriate for Christine (Green) * specific

educational neede.)

To improve math calculation skills.To illavve math reasoning skills.To improve oral Impression.To improve basic reading skills.Vo improve reading comprehension skills.To improve written impression Skala.To improve listening wore* ion skills.To improve visual-motor

_1_20 improve language/communication skills.To improve Classroom behavior.To improveability to follow directions.TO improve self-confidence.To improve reality Orientation.To improve functional math skills.To improvi functional reading skills.TO improve achievement in mainstream.

Other,

To reduce frequency 4acttng outand/or agressive imiha .

X To improve social interaction skill(adult and/orpindreiationships).

X To increase participation in class -room and school

.

X To improve physical mobility."lr-To develop self -help, skills. .

improve pre-vocational skills.To improve vocational skills andprovide work statiOns.To provide on-the-job training.To improve hoes /school comminica-lion.

X To improve groeb-motor skills.-`37 To improve fine-motor :Rills.

Review Dates Ap4n/ 1411W. (Place data and yes or no 'if goals are achieved according to shortterm objectives or review date.).

The IMP is an educational and related services plan and not alsinding contract for which theschool is responsible if the child does not achieve the growth projected in the gcsaiR and

objectives. $owsver, the school system will provide those services lined on the ID.

i understand thet short term instructional objectives which scat be measurable intermediatesteps betlieen the present level ofeeduoaticnal performance &Da the annual goals will bedeveloped within 30 days of the projected date for initiation with permission of parent..

i have e'en andbaretand the Ill' for my child. I have been informed and understand myright to imitiala a formal due 'process hearing if I disagree with my child's ZIP.. i have

been informed Orall the procedures applicable to such a hearing.

/(Date) (Parent'a Signarlt)

Documentation of attempta to involve parents in IRV development.

Presents Principal Coupselor '

Sp. Sd. Coord. School Pay.

Teacher Sp. sd. Teacher

Parent Other

Dates Letter sent Phone Call

D.

Rome Visit Other

e

IX-25

et.

BEST COPY AVAILABLE

4.

ir

41.

/ ;A

BEST COPY AVAILABLE .

After.ieviewing Christine'slong :term IEP, you. can see '

'that she is physically handl--;dapped. Therefore, her'integration into, a regularprogram requires facility/equipment .rather. than in -,

structional modifications.*

Christine was enrolled inan Electromechanical Technol-ogy program.

Documentation of AttemptsInvolve Parent/Guardian in

'Development of Short 'le*Instructional Objectives

Data Commant

.

Studedts Christine Webb

4

:

,

'Hek instructor, along withspecial education personnel,devised Christine's short terminstructional objectives '--the areas she would be concen-trating on in the Electrome-chinicl; Tedhholdgy program.Please, review .Christine'sshort term TEPQ to learn moreabout what 'her 'studies in-volved:

ODOM SCHOOL SYSTEM

S1413RT TRW narisivencim. cancrrrsa

Electromechanical TechnologyResidential 4 Electrical Wiring'

PNCOMAM

Motes Complete staffing and docu-mentation inSormation if developedseparately from Total Service Plan.Short term objectives must bedeveloped prior to placement.

Parton toProvide Services

111

I. e

Date of Short Term Instructrbnal.Objectives Staffing: &M UM 341, 1905

Cospikttee Maher, Present at Short Ten%

Instructional Objectives Storting:

Ness TitleElectromechanical

1. Teacher

2.

3.

4. Christine Webb

ENaPteacher

Sosc.Ed..CoordinaWg

StAdent

Shore Term Instructional ObjectivesCriteria for1Mastery

DateRevived

Method ofEvaluation

MasteryYes

-a.

1. The student will demonstrate a knowledge of theresidanflal wiring occupation.

2. The student..will identify electrical safety terms and

practices.

3. The studentitill demonstrate an abtlity et use the

National Electrical Code manual by discussing, loutengand interpreting various NBC information.

4. The student will identify sizes and type/ of wires andinsulation for a given residential wiring job..

5. The student wicVnterpret blueprints.

6. The student will read a rule.

7. The student draw all electrical symbols s wiring circuits,on a floor plan, according to NEC standards.

I

SO%

100(

80%

80%

80%

100%

1 00 %

rt

.

1)

Final coursegrade

Teacher-madeexam/perfor-mance test

Demonstration

Performanceteat

ti

1.

"N

1.

Z

3.

4.

5.

6.

7.

ft

lo

,

RESOURCES,

.(You, the vocational in-

structor, do not always have.'sufficient skillsfor dealing'with the multitude of 'prob-lems which may arise whenworking- with special needsstudents. Included in thissection ..Are suggested res3ource personnel' and suggestedreqoyrce materials to ass.Lst.you ' when ' those problemsoccur.

r

SUPPORT PERSONNEL/SYSTEMS

County Health Department:Many of your special needsstudents will need somemedical and. dental assisr'tance. The county healthfacility is an excellentreferral source for these

Aproblems.

Special Education: Throughlocal boards of educatio1,there are a *variety ofspecial education personnelavailable locally, regionallyand from the State Departmentof Education. The vocationaleducation administrator canobtain assistance' from thesespecialists through the localsuperintendent's office.

Project SERVE: Project SERVEis a statewide effort to

. 'acquire materials and tocultivate 'expertise, inproviding vocational educa-tion kto the disadvantaged.Project SERVE can be con-tacted by the. area voba-tional-technical director orthe vqpational supervisor.

. I

111.

erVocationat .Rehabilitation:VoW.ional rehabilitation is ahighly developed organization ..

whose majpr focus is alldimensiond(such as: train-ing, diagnosing, job placement '.and cotiliseling) of the handi-capped population. Withinthat network is a vast pool ofexpertise. You can contact itthrough the area ,pvocationalrehabilitation counselor whocalls on four school orthrough a designated schoolofficial such as the coor-dinator of student personnelservices or Career DevelopmentCenter personnel.

. Office ,of Student PersonnelServices: In the. area voca,tional-technical school, this\is the key group as far as .

students and student needs areconcerned. They can provide avariety of services to you andto your students. Many of thecontacts with communityagencies have already beenmade by this group. Thatalone will have you much time.

Career' DevelbTnent Center:Each area vocatmonal-technicalschool has a Career Develop-ment Center designed to meekthe very special lineeas ofincoming disadvantaged andhandicapped students. The CDCstaff is available to assistyou with as,wide range' ofservices for the special needsstudents /

IX-27

All the resource personnelpreviously listed are part ofa. team. Thb best results canbe achieved by utilizing manypossible resources: Do not

11,

0

hesitate to call the appropri-.

. ate expegts for additionalassistance. Mick., of theservice groups are, fuhded, to

support ybur special 'needs

studei4ts. If you do not usethem, they fail in theirmission and ybu also fail inyours.

4

t

.

I

4.

4

J.

A 0

4

V

.

t.

1,

A

IX-28

4.

tt

or

a

I

..r

INSTRUCTIONAL.MAN GEIVIENTINFORMATI9N

/

I

4

I

4.1 870

INSTRUCTIONAL MANAGEMENT INFORMATION

Contents Listingi

Instructional Management Information Introduction 3

Student Competency Record .Introduction . 4

Student Competency Certificated . 5

Criterion-Referenced Testing Introduction. 31=

Criterion-'Referenced Testing32

Curriculum Guide Section References Introduction 39Curriculum Guide Section Referencei. 40

Georgia Performance Standards forGraduation Introduction ..... 54

Georgia Performance. Standards fbr Graduation 55

Live Work Policy Introduction .

i/ 65

- Sample Live Work Policy.66

4 ,

I .Daily Lesson Plan Introduction 68.

Daily Les4.0 Plan . 69

. N 4 4 '

Syr

4 1

X-2

871

0

ge

0 4

'I

O

INSTRUCTIONAL MANAGEMENT INFORMATION INTRODUCTION

This section provides information and tools which shouldbe

helpful in making your program operate more efficiently.

J

X-3 872

ti

0

I '

,

STUDENT COMPETENCY RECORD INTRODUCTION.

On the following. pages, a ,.records management tool, the

Competenby Record, is provided. d,

The Competency Recordx is the instrument forI

,

individual student competency. .This record should beAte

by you, the instructor, upon student mastery of a

documenting

filled out

competency.

Not only does the Competency. Record serve as a progress indicatot

to yop7- but it can also be helpful to potential employers.'

4".

A

v,*

8X -4

FOR FIELD REVIEW ONLY

Student CompetencyCertification

in J.

EleOromichanical TechnologyCore 'Curriculum

Awarded by

(School.Name)

Student's Name Dates of Attendance

Quarters/Semesters Completed Clock Hours Enrolled

Percentage of Program Completed Credit Hours Earned

a

(School Emblem)

THIS DOCUMENT IS AN OFFICIAL STUDENT RECORD of skillsattained in the occupational training program noted above.

874

I

CORE'

ELECTROMECHANICAL CLUSTER STUDENT COMPETENCIES

'.

.-, .4

INDUSTRIALAPPLICATION

.

CONSUMERAPPLICATION

--.

.

.

--

___

i

COMPETENCY AREA A: Servicing Electrical and_ Electronics Circuits

15, - Ir-

Al .Identifying electrical/electronics parts

A2rournICITC-1.-tus !

.

--

A3 .Replying faulty compo ents ..- ....

.- .. ,

..

,

. .

1.

*

Pi

..".

--

.

--

-----

COMPETENCY AREA B: Servicing Electric MotorsL.

Bl Testing armature .

B2 Testing field...

-- . --

B3 Troubleshooting motor circuitry' .

ma

A.....M.Mm.o.. w.w

84 Servicing and replacing .bearings \ aa.. 4.wW

-- --

--

-..

--i-----,-------B5 Installing and wiring electric motors

.

\--

1

C. \

.

--

1

COMPETENCY AREA C: Servicing Generators 1

r

J

Cl Testial armature

C2 Testing field.

-- 7 -...

C3 Troubleshooting generator circuitry

-----

....-----.....-.-...

-- . ---C Servicing and replacing bearings - -- -C5d Installing and wiring generators, -- --

X- 6

6 73

I

r .


.

, .


CONSUMERAPPLICATION

V

-- -- .

COMPETENCY AREA D: Analyzing and ServicingRectifiers

D1 Testing rectifiers ;

D2 Replac'ng diodes -- --

D3 Replacing full and half wave bridges. -- --

.

e

--

S.

--

COMPETENCY AREA E: Analyzing and ServicingFilters

El Testing filters and filter circuits

E2 Replacing capacitors -- --

-- --

COMPETENCY AREA F: Analyzing and. ServicingElectrical and ElectronicTimers.

.

Fl Testing timer circuits

F2 Servicing timer circuits -- --

..I

--

.

--

COMPETENCY AREA G: Servicing MechanicalTransmissions

G1 Analyzing transmission problems

G2 Fepairing transmission problems -- --

G3 Installing and adjusting transmissionsI ____

-- --

X- 7 876

4


d

.

INDUSTRIAL.APPLICATION

CONSUMERAPPLICATION

--

--

--

--

COMPET2NCY AREA H:1 Servicing Pulley Systems

H1 Analyzing pulley problems

H2 Servicing pulley system-3-7i ..

H3 Installing and adjustins.pulley systems -- --

t.

.

--

.

_-

.

COMPETENCY AREA I: Understanding Fluid Power

Ii Exple ing principles of hydraulics

12 ExplLining principles of pneumatics -- --

13 Reading. hydraulic /pneumatic schematic diagrams --

14 Recognizing hydraulic/pneumatic basiccomponents

-- 4 _.-

no

,

-- --

COMPETENCY AREA J: Holding a Job

J1 Obtaining a job

J2 Holding a job -- --

X- 88;/

FOR ne REVIEW ONLY

Student CompetencyCettification

tiin

Air Conditioning and ilefrigerationAwarded by

(School Name)




(School Emblem)

V.

ti


STS

CONSUMER,APPLICATIONAir Conditioning and Refr&geration

ELECTROMECHANICAL 4CLUSTER STUDENT COMPETENClES

-

.

.4


CONSUMERAPPLICATION

.

--

...

COMPETENCY AREA A: Servicing RefrigerationUnits

Al

.. .

Installing refrigeration. units.

A2 Testing/repairing compressor units --

A3 Recharging refrigeration units..--, .,...

--,

A4 Testing/repairing electrical components --

.

.

.

.

.mw allo

r

.1

.

COMPETENCY' AREA B: Servicing Air ConditioningUnits

Bl Installing air conditioning r.its

B2 Testing/repairing compressor units -- ..

i

:./........7

B3....____

Recharging air conditioning units..._

B4 Installing wiring and ducting,

. _ _.

v.

87/3X -10

BEST COPY AVAILABLE

4 a

4



in

Residential Electrical. Wiringarded by

(School Name)




(School Emblem)

THIS DOCUMENT IS AN OFFICIAL STUDENT RECORD of skillsattained in the occupational training program noted above. 0

CONSUMER APPLICATIONResidential Wiring


COMPETENCY AREA A: tnstalling/ServicingResidential ElectricalWiring-

4

Al Installing wiring

A2 .Installing service entrance

4:5

INDUSTRIAL CONSUMER

ATTII2120APKJAMEIL

A3 Installing wall outlets

4

A4 Installing switches

AS Wiring for major appliances

a

A6 Testing and repairing ViLg and switchesII 1.1

n.

X-12 8j

a

4

c

.)

4

4

aR FIELD REVIEW ONLY


a \

Major AppliarkesAwarded by

.(School Name)

Student's Nam Dates of Attendance

Quarters/Semesters Completed Clock Hqprs Enrolled


Pt

11

(1-ool Emblem)

rTHIS DOCUMENT IS AN OFFICIAL STUDENT RECORD of skillsattained in the occupational training program noted above.

X-13-8S2

I

i

4

ELECT

CONSUMER APPLICATION.Major Appliances

.

CHANICAL CLUSTER STUDENT COMPETENCIES

-.

,

. .

.-.

.

.


CONSUMERAPPLICATION

k

(

.

I.

r

'..---

0

.

COMPETENCY AREA Ati Servicing Electrice.

Clothes ,pryers-...

.

.

, ..'

Al "Installing wiring for electric dryer

A2 Testing electric clothes dryer.,

--

A3 Repairing/replacing parts of a .dryer --

A4 Installing air duct for dryersI . ,

.--

,

.....

s.

.

.

. .

--

.

COMPETENCY AREA B: Seekricing Gas ClothesDryers

-

.."

B1 Installing gas clothes dryer.

,..,

B2 Testing dryer-

1

.

....

.__, d

B3 Repairing/replacing parts of a dryer

B4 Installing gas,pipes for a dryer -- ,

B5 Installingair duct for dryers.....-

-..

.

--

..COMPETENCY AREA C: Servicing Clothes Washerir

Cl Installing plumbing and wiring for washer

C2 Testing/repairing electric motors --

C3 Testintrepairing washer transmissions --

C4 Testing/repaitlng water pumps - --

05 Testing/repairin4 timer and control circuits --

X-148.63

1

st.

.1

4

.0 4

0

4

0

4

ELECTROME6HAFCAL CLUSTER STUDENT/ COMPEENCIES

4

4.

Ion

.4 .

..1,.

.

.

..

.

\,

INDU$TRIALAPPLICATION

ONSUMERAPPLICAMON

I.

.

,

.

.

--

.

.

COMPETENCY AREA D: Servicing Electric

.Water Heaters

'..4

.

Dl Installing water heaters .

D2 Testing and repairing water heaters% 0

. --

D3 Installing water heater plumbing and wiring

..,

, --

.

:

,s

.

.

,

.

--

COMPETENCY AREA E: Servicing Gas Water4 Heaters .

El Installing gas water heaters

E2 Testing and repairing water heaters.

--.

E3 Installing water heater plumbing and gaspipes

.4

__

-

.

.

.,...

A

COMPETENCY AREA Fr Servicing Trash Com?actors

Fl Installing trash compactors

F2 Testing/repairing compactor electric circuits .. --

F3 Testing/repairing compactor motors 4WD

F4 Testing/repairing compaCtors sensors --

5.

. . x -15

8 S 4

.?

4

ELECUOMECHANICAL CLUSTER STUDENT COMPETENCIES

4,.

-

.


CONSUMERAPPLICATION

c

.--

COMPETENCY AREA GI Servicing Dishwashers

..-.......,-.-..

..."1

G1 Installing -dishwashers

Installing plumbing and wiring for dishwashers --

G3 Testing/repairing dishwasher electric cieeuits 01.01,

G4 Testing/repairing dishwasher pumps.

. .

- -

G5 Testing/repairing dishwasher heating elements ---,4

.

.

I

.

ME,

.

.

60MPETENCY AREA H: Servicing ElectricStove/Ovens

.

H1 Installing electric stove/ovens

H2 Testing/repairing heating elements4 . 0

--

H3 Installing electrical wiring for stove/ovens --

H4 Testing/repairing thermostats and circuits, .

--

H5 Testing/repairing electrical controls.and timers .-

. .

5

X-16

4


. .

.

. .

.

.


CONSUMERAPPLICATION

4

.

,

.

...*

--

COMPETENCY AI EA I: Servicing Gds Stove/dens/

Il ,Installing gas stove/ovens.

12 Testing/repairing gasalurn r')

. .0".

--

13 Installing gas pipe and Id._ ..ng for .

stove/ovens 0',. -7.-

%

14 Testing/repairing thermostats. and circuits --

15 Testing/repairing electrical.controlP%nd .

timers4

1

..

. .

.

.

II

a.

-1

--,

COMPETENCY AREA J: Servicing MicrowaveOvens

Jl Testing/repairing electrical circuits

J2 Testing/repairing microproce.ssor.

.....

J3 Testing/repairing sensors and safetyswitches

y

-_ A

J4 Replacing defeq ive parts .

J5 Testing and replacing displays .

X\7

88 6 -

FOR FIELDR)VIEW ONLY


in

Hydraulic & PneumaticsAwarded by

(School Name)




I

(School Emblem)

wr

. THIS DOCUMENT-IS AN OFFICIAL STUDENT RECORD of skillsattained .in the occupational training program noted above.

.4,

"",...

X-19

887

OP*

INDUSTRIAL APPLICATIONHydraulics and Pneumatics

I

ELECTROMECHANICAL CLUSTER STUDENT COMPETENCIEq

,

. .

.

.

IRDUSTRIALAPPLICATION

CONSUMLRAPPLICATION

_-

I

.

COMPETENCY AREA A: Servicing HydraulicSystems

.

.

,..

. .

Al. Analyzing hydraulic system problems

A2 Servicing hydraulic systems --

11

A3 Installing and adjusting hydraulic pumps --

A4 In&talling and adjusting hydraulic lines

A5 InstiIIITITZTadjusting hydraulic gaugesand controls

.......

.

y

COMPETENCY AREA B: Servicing PneumaticSyst,ms

.

B1 Analyzing' pneumatic system' problems

82. Servicing pneumatic systems--

.

83 Installing and adjusting pneumatic pumps --

84 Installing and adjusting pneumatic lines

85 Installing and adjusting pneumatic gauges

and controls

of(



in

Industrial ElectricityAwarded by ;-

eA

Student's Name

(School Name

a111= Dates of Attendance



ti

(School Imbiem)


X-21S'S)

INDUSTRIAL APPLICATION t

Industrial Electricity



CONSUMERAPPLICATION

......

/

COMPETENCY AREA A: Servicing IndustrialWiring

_

Al Installing service conduit

A2 Installing wiring -- -- ,

A3 Installing 480,208,210 three phasd -- --

A4 Installing a service entrance-- --

.

f

--

,

--

COMPETENCY AREA B: Servicing IndustrialLighting and Machines

81 Installing fluorescent lights

B2 Installing branch circuits and controls -- 00. 41M

B3 Installing electric motors -- --

B4 Installing circuits for welders and heaters -- --

85 Installing a service entrance -- --

86 Servicing industrial wirisland equipment -- --

87 Testing industrial wiring and equipment -- --

8:')

x-22

p

4



Computer TechnologyAwarded by

(School Name)

Student's Name Dates of Altendance. Inr


Percentage of Program Completed Cre4it Hours Earned

(School Emblem)

THIS DOCUMENT IS AiN OFFICIAL STUDENT RECORD of skillsattained in the occwtional training program noted above.

X - 2 3

891

p,

1

l

INDUSTRIAL APPLICATIONComputer Technology

ELECTROMECHANICAL CLUSTER STUDENT COMPETENCIES"-


CONSUMERAPPLICATION

--

COMPETENCY AREA A: Installing Computers

.9

Al Installing computer equipment

A2 Installing computer peripherals.

--

,

. .

A3 Testing and start up --

A4 Installing electrical and cooling components --.

.4

.

COMPETENCY AREA B: Servicing Computers

,

Bl Testing computer CPU

B2 Testing computer 0/I boards --

B3 Testing computer memory

B4 Replacing faulty parts--I.

,

B5 Testing and debugging software 111

.

I

1 r

<

I

/



in$

Numerici ControlsAwarded by

Student's Name

(School Name)

Dates of Attendance



(School Emb 4em)

THIS DOCUMENT IS AN OFFICIAL. STUDENT RECORD of skillsattained in.the occupational training program noted above.

X-25893

4

.INDUSTRIAL APPLICATION

Numeribal Controls


C.

.

,


CONSUMERAPPLICATION

I .

.

.

,

.

.

\

COMPETENCY AREA A: Servicing NumericControlled Machines

...

,

Al Testing computer operations

A2 Testing interface circuits --.

A3 Repairing faulty circuits -- .

A4 Testing machines sensing devicesr

--

A5 Repairing/replacing sensors --

.

.

.

.......

.

,

COMPETENCY AREA B: Installing NUmeric Controli

.4.,

Equpment

B1 Installing computer control devices.

B2 Running start up tests --..,

P-

B3 Installing and testing microprocessor. . .

--.

B4 Debugging software,

.

__

8X-26

9.1

t


Student Compelency e

Certification

in

RoboticsAwarded byP

9

(School Name)

Student's Name ' Dates of Attendance



V

4

(School Emblem)


X-27.

410

4

INDUSTRIAL APPLICATIONRobotics,


. ..


CONSUMERAPPLICATION

--

_

.

,

.

COMPETENCY AREA A: Servicing HydraulicRobots .

Al Testing robot controllers

A2 Repairing controller and interf --

A3 Servicing hydraulic actuators --

A4 Servicing hydraulic power supplies --..--.

A5 Testing robot components . ......

A6 Repairing, replacing end of arm tooling --a

.

-- r

.

..

.

COMPETENCY AREA B: Servicing PneumaticRobots

Bl Testing pneumatic robot controllers

B2 Repairing/replacing controller and interface --

B3 Servicing pneumatic actuators --

B4 Servicing, pneumatic power supplies --

85 Testing pneumatic robot components., t

--.

B6 Repairing/replacing end of arm tools --,

q

X-28

ELECTROMECHANICAL CLUSTER STUDENT COMPETENCIESI.

COMPETENCY AREA Cs, Installing Robots

Cl Installing robot power supplies

.C2 Installing robot actuators

C3 Testing start up procedure

C4 Writing robot programs


CONSUMERAPPLICATION

X-29

897

Ell0CRITERION-REFERENCED TESTING INTRODUCTION

This section provided information on criterion-referenced

testing. Types of tests which can be used ,for criterion -ref-

erenced testing are included and examples of tests are also pro-.

vided.

4

4

X4-31 89

.t

CRITERION -REFERENCED TESTING

INTRODUCTION

A criterion-referenced test'(CRT) compares a student'sperformance with an estab-lished standard of perform-

*ance. The criterlon-referenc-ed test should be criteri-on-referenced, valid, reli-able, standardized and eco-nomical. The student shouldbe tested relative to apredetermined Criteria ratherthan to the performance ofother students. The! CRT isvalid only if it is objectiveand all conditions for testinghave been standardized foreach student.

The criterion -, referencedtest items should be developedusing the objectives alreadypresented and restating themas questions or requests forperformance of Theresults of the CRT should beused to determine whether thestudent has attained anacceptable level of perform-

. ance and/or whether thestudent is''ready to proceed tothe next performance objec-tive. CRTs should be usedthroughout a training programto evaluate the performanceobjectives.

The ty es of tests whichcan be sed ude thefollowing:

--written--oral--perfo mance

Written Tests

The written test can be themost objective type of test interms of scoring.. Also, manystudents can be tested at thesame time. Diagrams orillustrations can be used tosupportthe.ltests. The onlydisadvantage with 'written

tests is that they cannotmeasure the student'S abilityto perform a task. The prin-cipal use of written tests isto test the student's know-ledge of the Subject.

Several steps which can beused in developing a criter-ion-referenced test includethe following:

i. IteMs should be leveledaccording to the type oflearning they represent.

2. Try out the item by askingit of those who know theanswer and new studentswho shouldn't know it.

.J. Keep possible responses tothe point to avoid confu-sion.

4. Each item should be inde-pendent of other items.,

5. Each item should be at theappropriate reading leveland be clearly stated.

6. Doublecheck to be sure theanswer is correct.

7. Items should reflect andcover objectives and con-tent taught.

X-32 8 3.)

1

Some types of written testitems which can be ,used. are Oral Testsmultiple choice, completionand matching. Examples ofeach are shown below.

Matching

Fill in the blanks below bymatching the definitions withthe numbered items.

4 1. .100 milliamperes2. Electric shock3. 10 milliamperes4. First aid.5. Accident

a. 0.1 ampereb. Unplanned eventc. Emergency cared. Jarring, shaking feel -.

inge. Muscle paralysis

Completion

At about amperes, theshock is usualry fatal if itlasts 'for one second or ''more.

Multiple Choice

The 'unit of inductive react-ance is

a. henryb. ohmc. Hertzd. millihenry

Students can also be asked. toidentify patts of machinery,etc. through the use ofdiagrams and illustrations.

Vs.

Oral tests should be pre-pared in the same manner aswritten te except that they

sEllitwill require n oral response.In oral to ing, specificquestionslcould be asked whichwould ,require short answers.Occasionally, it might be ne-cessary for the student todemonstrate his/her knowledge.If the oral test questions aredeveloped with an objectivescoring system, they can beused as criterion tests.

Performance Tests

Performance tests,are testswnich require the student toperform specific tasks.

Performance tests can oftenbe administered' to severalstudents at once if the test-ing procedure is set up in arotation order. For example,three work' stations could beprovided so that each student'involved is performing a dif-ferent task at a separate sta-tion. Once finished, the stu-dent moves on to the next sta-tion and the next task. Thismethod of testing decreasesthe amount of time the in-structor would otherwise spend r`'watching each student performeach task separately.

X-33

9000

Some steps which-are helpfulin preparing performance testsinclude the following.

1: Specify the objectives tobe measured.

2. Describe exactly whattyouwish to test.

3. D vise the test situationproblem.

4. ake a list of tools,equipment and materialsneeded for the test.

5. Prepare directions foradministering the test.

6. Develop scoring systemfo4 the test.

7. Choose the evaluationinstrument to be used.

8. Prepare the evaluationinstrument.,

9. Review the test - preArea plan to check for rail...,ability and validity.

A sample page of instruc-tions for a 'performance testis shown below.

PERFORMANCE TEST

ELECTRONICS - Unit 32-A;Student Name)

Performance Test (C-9) RC Circuits (1)

MATERIALS AND EQUIPM4NT LIST:

6ncil and paperAudio OscillatorCapacitors - (1) 0.1 uF; (1) 1.0 uFResistors - (1) 10K1 (1) MegDigital Voltmeter

OBJECTIVES:

You will connect series and parallel RC circuits, makemeasurements and analyze the data so that you can exp.ainthe circuit operation and/or answer pertinent questions.The objective is met when yOu perform the above ationswithin-the time limits and with an accuracy of 100%.

INSTRUCTIONS:

This is a time performance test with three (3) positions

for the test. You will be given 10 minutes for each

position. All necessary equipment is located at each

position.

When you have performed a procedure and the tlst indi-cates for you to "Call the instructor"; raise your haftd

immediately. An instructor will be available to evaluate

your work to that point, and tell you to progress (asappropriate), with minimal loss of time.

Shduld you have any equipment problems, or questiOns ATANY-TIME; feel free to call the instructor immediatelyso that your time will not be wasted.

DO NOT START THE TEST UNTIL THE INSTRUCTOR INDICATESTHAT YOU MAY BEGIN1

X-34

v. 4.

A sample page of a .performance*test is shown below.

4

ELECTRONICS - Unit 32-A

Performance Test (C-9) - RC Circuits (2)

POSITION I

1. . Connect the circuit shown:

(Student Name)

CALL THE INSTRUCTOR .

2. Measure and record the following:

ER= V E =

3. Calculate and record:

IT

= mA

Z K ohms

V

CALL THE INSTRUCTOR

Xc

(using Xc

formula, not Ohm's law) =

4. -If this same R and C were connected inthe.same source at the same frequencybe the total current for the circuit?record:

IT

mA

(2 points)

(2 points)

K ohms

parallel across--- what wouldCalculate and

414,01

CALL THE INSTRUCTOR

TOTAL POINTS FOR THIS POSITION is 12

(8 points)

X-35

91)2

Three types of evaluation instruments are: the scorecard, the

checklist and the rating scale. Examples of each are shown onthis and the next two pages.

,

e .ISCORECAR61

Time Start. Time Stop

Grade

Major Block: Mjap.aorliarearehe_____,..

Major Block Diagnose present and potential problems in a

Objectives dishwasher drain pump. Test, remove,repair or replace the drain pump.

.

Directions: Score yourself from 1 to the highest possible

score. Ask the instructor to do the same.You must achieve the minimum score for eachcriteria for successful mastery of theobjective.

.

$

...

PERFORMANCE INDICATORSStd.Score

.............--Min.Score

'SelfScore

/nstr.Score

a. Proper sequencing ofdiagnostic steps

b. Selection of correct toolsand equipment

c. Technique in use of toolsand equipment

d. Accuracy in locatingmalfunction .

e. Proper removal of component

15

10

10

15

12

10

8

12

part(s)f. Accuracy in determining

10 7_

. .

4 whether to rebuild orreject a malfunctioningpart 10 10

g. Proper installation of0 4

component part(s) - 15 12

h. Safety performance 15 15

i. Correct testing pressuresj. Time taken Ms cdmplete

job

10

10

8

7

TOTALS 120 101

.

.

.

Student Signature

Instructor Signature .

X-36

4'3 IV

'11-d1

"

Major. Block: Ma'or A

iCHECKLIST1

Time Start'time StopGrade

0

liances - Dishwashers

Major Block Diagnose present and potential problems inObjective: a dishwasher drain pump. Test, remove,

repair or replace the drain pump.-

.

Directions: Place an (X) in the column that bestdescr:;bes the quality of your work. Ask yourinstructor to do the same.

PERFORMANCEINDICATORS

Student Check Instructor_Poor

CheckPoor Awl. Excel. . Excel.

a. Is the diagnosisaccurate?

b. Are tools usedproperly? f

c. Are the propertests appliedand recorded?

d. Is the visualinspectionadequate?

e. Are the propertechniques usedin repairing/replacingcomponents?

f. Is the operationalcheck in accordancewith mahufacturer^sspecifications?

TOTALS

Student Signature

Instructor Signature .

._.

X-37

904

Yt

StartStop

RATING SCAIJ.

.

TimeTimeGrade

Major Blocks Major - Dishwashers ,Appliances

Major Block Diagnose present and potential problems inObjectives a dishwasher drain pump. Test, remove,

repair or replace the drain pum0c-\

Directionss Place the rating you select in the lastcolumn on the right under "My Score". Ifthe rating falls between 1 and 2, it will beevaluated as poor, 3 and 4 will be average,and S will be excellent. Use a number forthe rating.

MyScore

Instr.Score

a. Poor diagnostic Average Excellentskills diagnostic diagnostic

skills skillsb. Poor visual Average Excellent

interpretation visual visualof problem ., interpreta- interpreta-

tion of tion ofproblem problem

c. Performs work May cause Pe42rmsin unsafe an accident woik-safelymanner to self or

others.d. Could not Had Went

identify difficult straightmalfunction time to problem

identifyingmalfunction

e. Unable to Some Easilychange out difficulty changed outcomponent in changing component

component

TOTALS

i

Student Signature

Instructor Signature

Scott, Paul and James' F. Watkins. "Criterion Referenced Testingor How Do We Know They Know." University of Georgia.

Athens, GA.

Butler, F. Coit. Instructional Systems Develoi-tent for Vocation-

al andTIniectlin. Educational, Technology Publica-

tions. Englewood Cliffs, N.J. 1972.

X-38

:5

0

CURRICULUM GUIDE SECTION REFERENCES INTRODUCTION

The following resource listing containsNreferences used

throughout the curriculum guide. All references are categorized

by their prospective sections. Resource addresses for all refer-

ences are also included.

X-39

906

r

'40

/Ath ns Area. Vocational-Technica School Catafo Athens, GA:

CURRICULUM GUIDE SECTION REPERENCES

ADMISSIONS AND RECRUITMENT

A

A

Athens Area Vocational- Technical School Student Handbook^ Athens,

GA: July 1982.

Butler, F. Coit,. Instructional S stem Develo ment for Vocational

and Technical Training. Englewood Cliffs, N.J.: E ucat on-

al Technology Publications, 1%764

Georgia Department f Education, Admissions Guide - Georgia

Postsecondary ocational-Technical Schools. Pittsburgh, PA:

Associated Ed catiolel Consultants, Inc., April 1982.

Georgia Department of Education, Testing Guide -../PostsecondaryVocational- Technical. Schools. Pittsburgh, PA: Associated

Educational Consultants, Inc., April 1982.


Don't. Get Fired. Hayward, CA: Janus Book Publishers.

Florida Department of Education, "Choosing an Occupation."

Employability :Kills Series. The Center for Studies in

Vocational Education. Florida State University. Tallahas-

see, Florida, 1980.

Get That Job. Hayward, CA: Janus Book Publishers.

Getting Hired. Ha rd, CA: Janus Book Publishers.

Janus Job Interview Guide. Hayward; CA: Janus Book Publishers.

"

INSTRUCTIONAL MANAGEMENT INFORMATION

Butler, F. Coit, Instructional Systems Development for Vocation-

al and Technical Training. Englewood Cliffs, N.J.: E uca-

tional Technology Publications, 1976.

Sage, William L, "The Testing Dilemma." Focus on Guidance.Volume 6, No. 8, April 1974.

Scott, C. Paul and James F. Watkins, "Criterion Referenced

Testing." Journal of Studies in Technical Careers. Volume

IV, No. 4, Fall 1982, Pp. 347-355.

X-40

1.

FACILITIES

Meade, Russel. L., Installimq_and 0 erating an rldividualizedInstruction Program. At anta, GA: Georgia Department of

\..,__Education7M2.

GLOSSARY

Georgia Department of Education,- Curriculum Development Stand-ards and Specifications. Atlanta, GA, 1982.

OCCUPATIONAL INFORMATION

Dictionary of Occupational Titles. Washington, D.C.: U.S.Department of- Labor, 197/.

Field, Trlothy F. and vield, Janet E., The Classification ofJobs According to Worker Trait Factors. Roswell, GA. NorthFulton Printing, 1982.

Occupational Outlook'Handbook. Washington, D.C.: U.S. epart-ment of Labor, 1980-81.

Occupational Outlook Handbook. Washington, D.C.: U.S. Depart-ment of Labor, 1982-83./4

Sink, Jack M. and Fiela, Timothy F., Vocational AssessmentPlanning and Jobs. Athens, GA: VDARE Service Bureau, 1981.

SPECIAL NEEDS

Sarkees, M. and Scott, J., Vocational Special Needs - PreparingT & I Teachers. American Technical Publishers.1981.

Mentally Retarded

A Curriculum Guide for Teachers of Educable Mentally Retarded.Dariville, IL: The Interstate Printer/ and Publishing Co.,Inc.

i

High, Elizabeth 'C., and Moyers, KathyfL., Training Manual:

Developing Pre-Vocational/Vocationa Skills in Develop-mentally Disabled Persops. Washingtoh, D.C.: Job Deve-lopment Laboratory, GeOrge Washington University, 1976.

Kolstoe, Oliver P., Teaching Educable Mentally Retarded Child-ren. NY: Holt, Rinehart and Winston, 1976.

X-41

e.

4

4,c

..

Mulligan, Robert E.; Gavin, Donald and Conaley, James; Com-

prehensive Career Education CuricUlum Guide for the Train-

able. New Brunswick, N.J.: Rutgers Vocatn916-TechnicalCurriculum Laboratory, 1977:

IBIE9duction'to' Vocations for' Educable Mentall' Retardea. New.

Jersey: New Jersey Department of Education.M

State of Ohio Curriculum Guide foe Moderatel Retarded Learners.

Columbus, Ohio: Ohio Department of Education, 977..c

Tucker, Mark M., Aarni throu h CurriAllum Modificat n: A

Blueprint to T,eac ng t et Menta y Retar e JO nstown,

PA: Ztafex Associates, Inc., 1976g.

Watson, Marjorie, Mainstreaming` the Educable Mentally Retarded'. .

.Washington, D.C.: NEA, 1975.

Hearing Impaired

Alvin., Howard P., The Evolution of an Evaluation Design forEvaluating Secondary Programs for the Deaf in Vocational

Occupational- Technical Education (VOTE) Programs. ERIC ED

123-241.

Guidelines: Educational 'Planning for. the Hearing Handicapped,Raleigh, MC: North Carolina Public Schools. Division 'for

Exceptional Children, North Carolina Department of Public

Instruction, 1977. 0

Munson, Harold L.; Eglston, Judy Cobb and Phillips, Gordon'B.,

Career Education for Deaf Students: An 3n-Service Leader's

Guide. Rochester, NY: University of Rochester, College

of Education, Center for the Study of Helping Services,

1975.

Nix, Gary W., Mainstreamin Education for Hearin m aired

Children and Youth. NY: Grune an. Stratton, 9

Visually Impaired

Coker, D. G., "The Development of a Vocational Progrm in aResidential School for the Visually Handicapped." The New

Outlook for the Blind, 1974, 68, pp. 25-28.

The Current Status of Prevocational-----TEFtegkonal CenterManagement Services Associates,

Services forstilt_Deaf-BlindProgram. 'Austin, Texas:

1976.

"Employment Counseling." Rehabilitation Counseling of the Blind.

Springfield, IL: Charles C. Thomas, 1970.

X-429 '9

L.,

4

Rossi, C., Jr., and Marrotta, M., "Breaking Blind Stereotypes."The New Outlook f9r the Blind. 1974, 68, pp. 29-32.

Ruffino, C. R., and Canterbury, C.E., "The Visually Handicappedin the Environment." School Shop. 1978/.37, pp. 70-77.

Tremble, J. T., and Campbell, L. F., "A Diversified Cooperative'Work-Experience Program for Blind and Multiply HandicappedBlind Students." The New Outlook for the Blind. 1973, 67,pp. 216-220. /-.

Wilson, E. L., "Assessing the Readiness of Blind Persons for..'% Vocational Placement." The New Outlook for the Blind. 1974,

68, pp. 57-40.-

Orthopedi,iallx and Other. Health

A Model Plan for'a Cooperative Vocational Rehabilitation Program.Washington, D.C.: Office of Human Development,

.Rehabilitation Services and Welfare.

Malliz, Kalisanker and Mueller, Jim., Vocational Aids andEnhanced Productivity of the Severely disabled. Washington,D.C.: The George Washington University RehabilitationResearch'and Training tenter, 1975.

McCarthy, Henry and Smart, Landon. Recommendations for EnhancingEmployment Prospects of Handicapped Individuals. Albertson,L.I.: 'Comps. Human Resources Center, 1978.

lk.

Duncan, John, et al., "Environmentar Modifications for, theVisually Impaired: A Handbook." Visual Impairment andBlindness. December 1977, p. 442-455. .

Disadvantaged

Guidelines for Methods and Techniques of Teaching DisadvantageeStudents. Blacksburg, VA: Division of VocationalF317E,..EEIn, Virginia\ Polytechnic Institute and StateUniversity.

A Handbook for Develo in Programs and Services for Disadvanta edStudents. Carbonda e, IL: Department of VocationalEducation Studies, College of Education, Southern Illinois,University` of Carbondale.

Knapper, C., Project SERVE. Athens, Ga.: Project SERVE AthensSatellite Center.

Van House, P. and Leatherwood, M., "Working with theDisadvantaged Student in Vocational Education." Clarkston,Ga.: Project SERVE DeKalb Satellite Center.

X-43

910

ti

Clowers, M. R., and Stolow, W. C., Handbook of Severe Disabili-

.ties. Washington, D.C.: U.'Sw Government Printing Office,

19811

Genera,l Special Needs

A Handbook for Modif in Vocational Curricula for Handica ed

Students.." Madison, WI; W scons n Vocat ona Stu es,

Center, University of Wisconsin, May 1980.

Bottoms,'. E. and Scott, C. Pi*, "Supportive Services for Special

Student Groups." In J. E. Wall (ed.).*Vocational Education

for ppicial Groups. Sixth Yearbook, Washington, D.C.:

American Vocational Association, 1976.

Gill, Douglas H., Workin With S ecial Needs Students: A Hand-

book for Vocational Educat on Teachers. Atlanta, GA:

Georgia Department 'of Education.

Itir Gill, Douglas H. and Scott, C. Paul., "A Practical Model forMainstreaming Handicapped Learners in Vocational Education."The Journal for. Vocational Special Needs Education, Vol. 1",

No. 3, April, 1979, pp. 3-7.

Gugerty, J., )st. al., Tools a_I:311.41/IngLI=L2LISI31TILAIMEItaL:the Vocational EduaatiiiWftioL*6iifATtliHandicappedsMadiSon, WI: Wisconsin Vocational Studies Centei,

University lot Wisconsin , 1981.

Hull, Marc E., Berry, Owen J. and. Clark, Donald L., Procedures

for Teachin Vocational Concepts to Students with Special

Needs. Colle e Station, TX: Texas A & M University, JuTD/1976.

Vocational Educational Resource Materials, A Bibliography, of

Materials for,Handicapped and Special Education. Madison,

WI: Wisconsin Vocational Studies Center, University. of

Wisconsin, 1978.

CURRICULUM CONTENT

Textbooks

Adams, J. E., Electrical Princi les and Practices. NY:

McGraw, -Hill Book Company, 1963.

Alerich, W. N., Electrical Construction Wiring. Chicago, IL:

American Technical Society, 1971.

Althouse, A. D., Turnquist, C.H. and Bracciano, A.F., ModernRefrigeration and Air Conditionin . South Holland, ILT--THi

Goodhbart-Willcox Company, Ii5w., 979.

9 fX-44

A

. 1.4

All Appliance Repairer. Atlanta, GA:. Vocational Technical Consortiumof. States, 1980.

,/

Baaden, William, Z-80 Microcomputer Design Projects.Indianapolis, IN: faard W. Sa'ts, Inc.

.... .

.Badrkhan, Larky, Electronics: Principles' and Applications.

Cincinnati, OH: South-Western Publishing Co., 1984.

Basic Electronics 1. Stillwater, OK: MAVCC, 1981.

Basic Electronics 2. Stillwater, OK: MAVCC, 1981.

Bond and McDonald, Power: Mechanicp of Energy. Bloongton, IL:4 McKnight Publishing Company, 1983.

Caprio, Appliance Repair., Reston, VA: Reston PublishingCompany, 1980.

Carrier, A SafetySyracuse, NY:

Croft, T. Americ nMcGraw-Hill B

IDIC Electronics.

Caide for pefrigeration and Air Conditioning.rier Coirporation.

E ectrician Handbook (Oth.mpany, 1970.

Benton Harbor, MI: Heath Company, 1981.

Doolin Inc., J. H., Doolin's Troubleshooter's Bible. Dallas, TX:.Dool Company, Inc., 1963.

Engelberger, Joseph F., Robotics in Practice, Management andApplications of Industrial Robots. AMACOM: Great Britain,1980.

Fluid Power. Cleveland, OH: Parker-Hannifin Corporation, 1980.

Goody, Roy W., The Intelligent Microcomputer. Chicago, IL:Science Research Associates, Inc.

The Great International Math on Keys Book. Dallas, TX: TexasInstruments Incorporated, 1976.

Grob, Basic Electronics. New York: McGraw-Hill1984. 4

Book Company,

Hampden/Sellware, Lab-Volt, icControl.nSstems,Vols. 1,3,4,5---Piithin4diii,Ndi Buck Engineering Company.

Heathkit, Dig4tAl Techniques. Benton Harbor, MI: LearningPublications.

, Hunt, Daniel, Industrial Robotics Hand Book.Press, Inc., 1983.

X-45 912

NY: Industrial

Hunter, Automatic Proce s Control Systems, Concepts and Hardware.

Englewood Miffs, Prentice-Hall, 1978.

. .

Industrial Pneumatic Techholo . Cleveland, OH: Parker-Hannifin

Corporat on, 980. ,

: 0

Intel Co., Mcs-80/85 Famil User's Manual. Santa Clara, CA:

Intel Co., 1979.

Janson, Power Control Electronics. Englewood' Cliffs, NJ:

Prentice-Hall.

Johnson, Harold V. General Industrial Machine Shop. Peoria, IL:

Bennett and McKnight, Division of Glencoe Publishing

Company, 1979.. .

Kuo, alictomitrolSstems (4th ed.). Englewood Cliffs, NJ:

Prentice-Hall, 9 2.

Maloney, Industrial Solid State Electronics: Devices and Systems.Englewood Cliffs, NJ: Prentice -Hall.

Malvin°, Electronic Principles. NY: McGraw-Hill Book Company,.

1984.

Mano, Digital Logic and Computer Design. Englewood Cliffs, NJ:

Prentice-Hall, 1979.\

Matt, Electricity and Basic Electronics. South Holland, IL: The

Goodheart-Willcox Company, Inc., 1982.

McIntyre, Electronic Motor Control Fundamentals. NY: McGraw-Hill

Book Company.

Miller and Culpepper, Experiences with Electronics. Cincinnati,

OH: South-Western Publishing Company, 1983.

Mims, Getting Started in Electronics. Ft. Worth, TX': Radio

Shack - A Division of Tan1 dy Corp., 1983.

Mix, F. M., House Wiring Simplified. South Holland; IL: The

Goodheart-Willcox Co., 1973.

Morrisey, Th9jnas J., 'Introductory Metalworking. Cincinnati, OH:

South-Western Publishing Co., 1983.

Mullin, R. C., Electrical Wiring- Residential (7th ed.). Albany,

NY: Delmar Publications, 1981.

National Training Aids, Inc., Cooking Service Training Manual.

Atlanta, GA: 1976.

National Training Aids, Inc., Fundamentals of Gas Control

Systems. -Atlanta, GA.

X94f3

111/National Training Aids, Inc., Gas Water Heating. Systems. ,

Atlanta, GA: 1974..

Occupational Outlook Handbook. Washington, D.C.: U.S. Departmentof Labor, 1982 -83.

OliVo and Olivo, Fundamentals of Applied Physics. Albany, NY:Delmar Publishers, 1078.

Oravetz, J., Plumbers and Pipe Fitters Library. Indianapolis, IN:Bobbs-Merrill Educational Publishing, 1967.

Pippenger, J. and Hicks, T., Industrial Pneumatics Technology.Cleveland, OH: Parker-Hannifin Corporation, 1980.

Principles of Refrigeration. Albany, NY: Delmar Publishers,1979.

Ramsey, C. and Sleeper, H., Architectural Graphic Standard (6thed.. Somerset, NJ: 1ohn Wiley and Sons, Inc.

Reddit & Associates, Microcomputer Fundamentals, 8080 Micro-computers. Derby, CT: E & L Instruments, Inc.

1.

Refrigeration and Air Conditioning. Englewood Cliffs, .NJ:Prentice -Hall, 1979.

Rehg, Jame A., Introduction to Robotics. Englewood Cliffs, NJ:Prent'ce -Hall,ce-Hall, 1985.

Repp, Victor E., McCarthy, Willard J. and Lundwig, Oswald A.,Metalwork Technology and Practice. Peoria, IL: Bennett,and McKnight, Division of Glencoe Publishing Company,. 1982.

Rosenberg R., Electric Motor Repair (2nd ed.). NY:' Holt,Rine art and Winston. .

Rule, 0. J. and Nolte, R. C., Servicin Electrical Appliances4Volume I. New York, NY: McGraw-Hill, 972. .

Rule, O. J. and Nolte, R. C., Servicing Electrical Appliances,Volume II. New York, NY: NcGraw-Hill, 1972.

Singer -an forester, Basic Mathematics for Electricity andElectronics. New York: McGraw-Hill Book Company, 1984.

Slater, H. and Smith, L., : Basic Plumbing. Albany, NY: DelmarPublishers, 1979.

Stanley Tool Guide. New Britain, .CT: Stanley Works, 1968.

Summers, National Electrical Code. Boston, MA: National FireProtection Association.

X-47

914

4

Tocci, Digital Systems: Princisles and Applications. Englewood

Cliffs, NJ: Prentice4M4 9 0.

Tokheim, Roger, Digital. Electronics; NY: McGraw-Hill Book

Company, 1983:

Veinott, C.., Fractional and Subfractional-Horsepower Electric

Motors (3rd ed.). NY: McGraw-Hill Book Company, 1970.

Vickers, Industrial Hydraulics Manual. Troy, MI: The Sperry

Corporation,.1980.

Walker, John R. Modern Medalworking, South Holland, IL: The

Goodheart-Willcox Company, Inc., 1982.

Williams, Gerald, Digital Technology. Chicago, IL: Science

Research Associates, Inc.. r

Audiovisuals

AAVIM"Electrical Wiring" (ST)"Electrical Wiring Residential - Utility Buildings-Service

Areas" (S/T)"How Electric Motors Start and Run" (ST)

Bergwall"Basic AC Electricity for Meat, Ventilation and Air

Conditioning 4 Part One" (FT)"Estimating the Job" (FS)"Finishing the Installation" (OPT)

"Installation for Signal Systems" (FS)

"Low Voltage and Special Circuits" (FT)"Planning and Roughing In" (FT)

"Receptacle and Ground Fault Interrupters" (ST)"Small Appliance Circuits" (FS)

"Special Purpose OutlAs" (FS)"Three-way and Four-way Switches" (FS)

Hobbs - Merrill"Fluid Power" (TR)

Career Aids, Inc."Electrical Safety in the Shop" (FS)

"House Wiring" (FS)"Making a Temporary Entrance" (FS)

Georgia"Applying Gas Fuel Combustion and Safety Principles" (ST)

"Basic Copper Tubing Operations" (ST)"Charging the System" (ST)"Electrical Systems Operation and Troubleshooting" (ST)"Evacuating and Changing Refrigerators and ]'geezers" (ST)

"Evacuating and hanging a Window Air Conditioner" (ST)

X-48 915

Georgia (cont.)"Gas Piping Principes" (ST)"Handling Refrigerants" (ST)"Identifying Residential Wiring Symbols and Designing

Circuits" (ST)"Identifying Safe Working Conditions" (ST')"Identifying Tools" (ST)"Inttallatioff of a,Window Unit" (ST)"Installing 115v Appliance Outlets" (ST),"I "nstalling 230v Circuits and Outlets" (ST)"Installing Convenience Outlets" (ST)"Installing a Door Bell Circuit" (ST)"Installing Electric Ranges" (ST)'Installing Lighting Outlets" (ST)"Installing Refrigeration Accessories" (ST)"Indtalling and Servicing Pilot Ignition Devices" (ST)."Installing Service Entrance" (ST)"Instal ing Split and Switched Receptacles" (ST)9Instal ing Surface Unit and Hood" (ST)"Install ng aThree-way. Switch" (ST)"Installing and Using Refrigeratio Manifold Gauges" (ST)'"Maintaining Refrigeration Manifold augei\giae_ (ST)"Mechanical Systems Operation and Tro r shooting "(ST)"Troubleshooting Compressor Burnout in a Window Air

Conditioner" (ST)"Troubleshooting Fans and Fan Motors" (ST)"Troubleshooting Refrigeration Cycle" (ST)'Troubleshooting a Thermostatic Expansion Valve" (ST)"Troubleshooting.Window Air Conditioning Electrical System"

(ST)"Troubleshooting Window Air Conditioner Refrigeration Cycle"

(ST)"Understanding Basic Operation" (ST)"Underbtanding Basic Refrigeration Concepts" (S"Understanding the Basic Refrigeration Cycle" (S"Using Access Valves" (ST)

Hobar Productions"Electrical Connections and Current Control, (ST) \"Electic Motors: Enclosures, Bearings and Mounting Methods"

(ST)

"Wiring a Switch and Lamp". (ST)

Long Filmslide Service"Transformers" (FS)

MAVCC"Hydraulics" (TR)

Parker-Hannifin"Fluid Power" (TR) (ST)

Singer Caree' Systems"Circuit Breakers" (FT)"Electric Wire and Cable" (FT)"Electrical Boxes" (FT)"Electrical Service Entrance" (FT)

1

Student Manuals

AAVIM, Electrical Wirin : Residential, Utilit Buildin and

Service Areas. Athens, GA: AAVIM, 1979.

Air Conditioning and Refrigeration Book One.

MAVCC, 1980.

Air Conditioning and Refrigeration Book Two.

MAVCC, 1980.

Carrier, GTR Manuals.

Copeland Refrige4ationCorporation.

Stillwater, OK:

Stillwater, OK:

Syracuse, NY: Carrier

Manuals. Sidney, OH:

Georgia Department of Education, Air Conditioning.Vocational Education Materials Center, 1982.

-Corporation./

The Copeland

Athens, GA:

Georgia Department "f Education, Electromechanical Instructor '.

Guide - Checkpoints Information. Athens, GA: VocationalEducation Materials Center, 1982.

Georgia Department of Education, Heatin . Athena, GA:

Vocational Education Materials Center,

Georgia Department of Education, Major Appliances. Athens, GA:

Vocational Education Materials Center, 1962.

Georgia Department of Education, Refri eration Heatin and Air

Conditionin Instructor Guide - C eck oints Informat on.

Athens, GA: Vocational Education Materials Center,

Georgia Department of Education, Residential Electrical Wirin .

Athens, GA: Vocational Education Materials Center, 9 .

Hydraulics. Stillwater, OK: MAVCC.

Introduction to Industrial Electricity/Electronics. Stillwater,

OK: Oklahoma State Department of Vocational and Technical

Education, 1982.

Residential Wiring. Stillwater, OK: rIAVCC, 1978.

Standard Electric Time Bulletin. Springfield, MA: Standard

Electric Time.

X -50 917

RESOURCE ADDRESS

AAVIM (American Associationfor Vocational InstructionMaterials)160 Engineering CenterAthens, GA 30602

American Technical Society560.8 Stony Island AvenueChicago, IL 60 37

Athens Area Voc :ionalTechnical SchoolU.S. Highway 29 N.Athens, GA 30601

Bennett Publishing Company809 W. Detweiller DriveDepartment E 81Peoria, IL 61615

Bergwall Productions, Inc.839 Stewart AvenueGarden City, NY 11530

Bobbs-Merrill EducationalPublishingDepartment No. 6274300 West 62nd StreetP.O. Box 7080Indianapolis, IN 46206

Buck Engineering CompanyFarmingdale, NJ 07727

Bureau of Labor StatisticsU.S. Government Printing)OfficeWashington, DC 20402

Career Aids, Inc.2950 Lurline AvenueDepartment T. 76Chatsworth, CA 91311

Carrier CorporationMingledorff CompanyP.O. Box 13031Atlanta, GA 30321

.f

Center for the Study ofHelping ServicesUniversity of RochesterRochester, NY 14627

Charles C. Thomas Publishers2600 S. First St.Springfield, IL 62717

\The Copeland CorporationSidney, OH 45365

Delmar Publications50 Wolf RoadAlbany, NY 12205

Doolco, Inc.2016 CantonDallas, TX 475226

Educational TechnologyPublications140 Sylvan Ave..Englewood Cliffs, NJ 07632

E & L Instruments61 First St.Derby, CT 06418/

Florida State UniversityCareer Education CenterTallahassee, FL 32306

Georgia Office of VocationalEducationGeorgia Department ofEducationTwin TowersAtlanta, GA 30334

George Washington UniversityRehabilitation Research andTraining CenterWashington, DC 20006

Glencoe866 Thiel AvenueNew York, NY 10022

W

The Goodheart-Willcox Company123 W. Taft Dr.South Holland, IL 60473

Grune and Stratton111 Fifth Ave., 12th Fl.New York, NY 10003

Heath CompanyBenton Harbor, MI 4092

Hobar PrductiOns1234 Tiller LaneSt. Paul, MN 55112

Holt, Rinehart and Winston383 Madison AvenueNew York, gY 10017

Howard W. Sams and Co., Inc.4300 W. 62nd StreetIndianapolis, IN 46206

Industrial Press200 Madison Ave.New York, NY 10157

Interstate Printers andPublishing Company19-27 N. Jackson St.Dan/ille, IL. 61832

Janus Book Publishers2501 Industrial PdPkway WestHayward, CA 94545

John Wiley and Sons, Inc.Eastern Distribution Center1 Wiley DriveSomerset, NJ 08873

Long Filmslide Service7505 Fairmont AvenueEl Ceritto, CA 94530

Mafax Associates, Inc.90 Cherry StreetJohnstown, PA 15902

MAVCC1515 West Sixth AvenueStillwater, OK 74074

McGraw-Hill Book Company330 West 42nd StreetNew York, NY 10036

. McKnight Publishing CompanyBox 2854Bloomington, IL 61707

National .Fire ProtectionAssociation470 Atlantic AvenueBoston, MA 02210

National Training Aids, Inc.Manual Division "M",P.O. Box 565Norcross, GA 30091

North Carolina Department ofEducationDepartment of PublicInstructionRaleigh, NC 27603

North Dakota ResearchCoordination UnitState Board of VocationalEducationState Office BuildingBismarck, ND 58501

Office of Human DevelopmentRehabilitation Services andWelfareWashington, DC 20202

Ohio Department of EducationColumbus, OH 43216

Ohio State UniversityTrade and Industrial EducationColumbus, OH 43210

Oklahoma State Department ofVocational and Technical.Education1515 sixth StreetStillwater, OK 74074

Parker-Hannifin Corporation17-25 Euclid Ave.Cleveland, OH 44112

X-529 19

Prentice-Hall, Inc.Englewood Cliffs, NJ 07632

Project SERVEAthens Satellite CenterAtlans, GA 30601

Project SERVEDeKaib Satellite Center.ClarkSton, GA 30021

Radio nackA Division of.TandyCorporationFt. Worth, TX 76102

Reston Publishing Co., Inc.11480 Sunset Hills RoadReston, VA 22090

Rutgers Vocational-TechnicalCurriculum LaboratoryRutgers UniversityBldg. 4103-Kilmer CampusNew Brunswick, NJ 08903

Science Research Associates155 N. Wacker Dr.Chicago, IL 60606

Singer Cair SySIems480 Commerce Drive

Rochester, NY 14623

South-Western Publishing Co.5101 Madison Rd.Cincinnati, OH 45227

Standard Electric Time Company89 Logan StreetSpringfield, MA 01101

Stanley WorksNew Britain, CT 06050

(The) Superintendent ofDocumentsUnited States Government

.Printing OfficeWashington, DC 20402

Texas A & M UniversityCollege Station, TX 77843

Texas Instruments IncorporatedP.O. Box 225012 MSS54Dallas, TX 75265

4

University of CarbondaleDepartment of VocationalEducation StudiesCarbondale, IL 62901

University of Texas at AustinP.O. Box PAustin, TX 78712

U.S. Department of LaborEmployment and TrainingAdministrationWashington, DC 20402

VDARE Service BureauP.O. Box 1945Athens, GA 30603

Virginia Polytechnic Instituteand State UniversityDivision of VocationalEducation '

Blacksburg, VA 24060

Vocational EducationalMaterials CenterThe University of GeorgiaGreen StreetAthens, GA 30602

V'TECSSouthern Association ofColleges and Schools795 Peachtree Street, N.E.Atlanta, GA 30365

Wisconsin Vocational StudiesCenterUniversity of Wisconsin -Madison964 Educational Services Bldg.1025 W. Johnson StreetMadison, W- 53706

9

GEORGIA PERFORMANCE STANDARDS REQUIREDFOR GRADUATION INTRODUCTION

the following pages the Georgia Peformancd Standards for

Graduation ar preserted. The major thrust of these standards is

that Georgia secondary schools should' assist students in becoming

competent in adult.life role skills in addition to academic and

vocational skills. This section details those adult life role

skills and discusses various methods in which they can be imple-

mented into vocational programs.

4

I.

.-

921

X--54

e.

a

./ GEORGIA PtlIFORMANCE STANDARDS REQUIRED FOR GRADUATION

(INTRODUCTION

The Georgia Board of Edu-cation Policy IHF, tie plan forall Georgia secondary schools,was adopted in March 1980.With its passage, secondaryschools have found it neces-Aary to comply with the re-quirements set.forth by theplan. T major thrust ofPolicy IFF is that Georgia:alcondary schools assist stu-dents in becoming competent inadult life role skills. As a

result, instructors must teachthose adult life role skillsnecessary to survive in. oursociety in addition to theirregular academic or vocationalcurriculum.

TOPICS COVERED IN THIS SECTION

1. What are adult life roleskills?

2. How can a life role skillbe integrated into voca-tional programs?

WHAT ARE ADULT LIFE ROLE SKILLS?*

Adult life role skills arethose skills which are neces-sary for survival in our so-ciety. In Policy IHF, stu-dents are required to demon-

strate competence in the adultlife role skills opf learner,individual, citizen, consumerand producer.

LEARNER

Citizens shou'ld demonstrate competence in the areas ofreading, writing, mathematics, speaking and listening and problemsolving.

A. Competency 1: ReadingA

Students will demonstrate competence by the ability to read,understand, interpret and use written materials in° the context ofacademic problems, everyday tasks and employment activities.

Performance Objectives:

1. Distinguishes between fact and opinion.2. Interprets semantic relationships.3. Recognizes explicitly stated main ideas, details,

sequence of events, and cause and effect relationships.4. Follows directions.5. Interprets figurative language.

X-55

922

6. Recognizt4 propaganda techniques.7. Recognizes implicitly stated main ideas, details,

sequence of events and cause and effect relationships.8. Makes predictions, generalizations and compartisons.

9r Draws conclusions.10. Interprets graphic information, instructions and

labeling information, forms and applications, transpor-tation informatim and occupational.and career informa-tion.

11. Recognizes relevance of data.12. Recognizes appropriate reference resources.13. Locates information in reference materials.

B. Competency 2: Mathematics

Students will demonstrate competence by the ability to understandand employ basic mathematical concepts and operations in thecontext of academic problems, everyday tasks and employmentactivities.


1. Translates from words to numerals and the reverse.*

2. Orderg fractions, decimals or percents.3. Translates from decimals to percents and the reverse.4. Translates from fractions to percents and the reverse.5. Translates from fractions to decimals and the reverse.6. Selects appropriate operations for a given problem

situation.7. Computes with whole numbers, Fractions; decimals and

percents.8. Applies properties of operations. At,

9. Solves simple word problems.10. Applies proportions.11. Applies formulas.12. Computes the mean and median.13. Determines probabilities. A

14. Organizes the data into tables, charts, and graphs.15. Interprets data in the form of tables, .charts and

graphs.16. Identifies customary or metric units to meassure

lengths, area, volume, weight, time and temperature.17. Applies customary or metric units of measurement to

determine length, area, volume, weight, time and tem-perature.

18. Estimates numbers (results) using round numbers, with orwithout units of measurement.

19. Determines amounts of money.20. Identifies sets of points using standard names.21. Id,-ntifies geometric relations and properties.

Identifies points on cartesian coordinates.

X"'" 5 kr) 2.

44,.11

rft

C. Competency 3: Problem Solving

Students will demonstrate competence by the ability to evaluate,analyze and draw conclusions from situations presented in thecontext' .academic problems, everyday tasks and employmentactivities.

1. Distinguishes between fact and opinion.2. Recognizes main ideas, details, sequence of events, vid

cause and effect relationships.3. Recognizes appropriate reference sources.4. Locates information in reference materials.5. Estimates outcomes, with, or without units of measure-

ments.6. Draws conclusions.7. Interprets non-graphic instructions, labels, forms and

applications.8. Recognizes relevance of data.9. Organizes data into tables, charts and graphs.

10. Interprets data in the form of tables, charts and),graphs.

11. Makes predictions & generalizations and comparisons.12. Solves simple word problems.

D. Competency 4: Writing Students

Students will demonstrate competency by the ability to select,organize and compose written material in the context of academicproblems, everyday tasks and employment activities. Indicatorsof writing include such skills as composing sentences, organizinginformation and writing paragraphs.

E. Competency 5:, Speakkng and Listening

Students will demonstrate competence by the ability to receiveand transmit oral and aural communication in the context ofacademic problemsoi everyday tasks and employment activities.Indicators of speaking and listening may include interpretingaural communications, composing oral directions and questions andusing formal and informal speaking styles.

INDIVIDUAL

Citizens should have the skills and understanding necessary

to

improve both physical and mental health. They should be ableto use leisure time in a manner which is profitable and fulfill-ing. They :should be able to establish a personal family role

4,

w/tich is mutually beneficial to them and,to members of their

family.

A. Competency 1: Health and Safety


A-1 Identifies causes, symptoms and methods. of preventionand treatment for major non-communicable diseases.

A-2 Recognizes information about and identifies causes,

symptoms and possible outcomes of .the use of potentiallyharmful substances.

A-3 Demonstrates knowledge'of principles and practices re-

0' lated to personal health.

A-4 Demonstrates knowledge of human reproduction, growth and

development.

A-5 Demonstrates knowledge of mental health principles, and

,practices.

A-6 Identifies causes, symptoms and methods of preventiontime treatment for major communicable diseases.

A-7 Demonstrates knowledge of environmental factors and

their influence on physical and mental health.,

A-8 Demonstrates a knowledge of physical fitness principlesand their relationship to health.

A-9 Demonstrates knowledge and skills related 'to sound 4

nutrition principles and practices.

A-10 Demonstrates knowlf=;dge and r1-ills related to safety'

principles and procedures.

A-11 Demonstrated knowledge of first aid principles and

procedures.

B. Competency . Leisure Title Activities


B-1 Demonstrates knowledge and identifies skills needed toparticipate in a variety of leisure activities.

13 -2 Identifies community agencies and facilities which

provide avocational, self-improvement, recreational and

entertainment opportunities.

/X-58

925

1

e

S.

B-3 Demonstrates skills and knowledge associated with de-ocisions related to personal and family travel and trans-portation.

B-4 Recognizes the contributions of leisure time activitiesto physical and mental health.

C. Competency3: Family and Community LivYng t

mance Objectives:

C-1 fd nti-ies knowledge and skills necessary for developinggoad relationships with family members and others.

C-2 Demonstrates knowledge related to family planning alter-natives and identifies consequences of individuals'resporlsibilities for s4Scual activity.

C-3 Recognizes sound principles and practices related 6.0parental responsibilities and child care.

C-4 Identifies the consequences of behaviors related to.personal relationships and decision making.

CITIZEN

Citizens should have the skills and understanding to becomeresponsible members of society, both using and contributing tosociety in an appropriate manner and interacting with the envi-ronment in a responsible way.

D. Competency 1: American Political and Economic Systems


D-1 Demonstrates knowledge of the structure, function andrelationships of local, state and national governments.

D-2 Recognizes the kinds, purposes and uses of taxes.

D-3 identifies charL:teristics of and makes comparisonsamong major types of economic systems.

D-4 Identifies and compares economic problems of worldsocieties.

D-5 Demonstrates knowledge of basic economic principles.

D-6 Demonstrates knowledge of human interdependence and themanner in which relations with other nations aredeveloped and maintainted.

sr'

D-7 Identifies contributions to the development of ourcountry and culture by peoples from many nations andethnic groups.

D-8 Identifies characteristics of and makes comparisonsamong majdr types of political systems.

E. Competency 2: Citizen Rights and Responsibilities


E-1 Demonstrates knowledge and skills related to a citizen'slega rights and responsibilities.

E-2 Ide tifies the structure, purpose and process of theAme ican legal system.

E-3 -Demonstrates knowledge and skills needed to use andinterpret basic legal documents.

E-4 Demonstrates knowledge of the causes of, solutions to,and prevention of environmental and societal problems.

F. Competency,3: Citizen Participation

Performance Objectives;

F-1 Demonstrates skills and knowledge needed to engage inand influence decision making in the American politicalsystem.

F-2 Identifies civic responsibilities of Individuals andrecognizes wayVhese responsibilities may be met.

PRODUCER

Citizens should have the skills and knowledge necessary toselect and pursue careers which reflect personal interest andabilities. They should also have the skills needed to pursue newcareers should a situation arise which dictates a change.

X-60

327

4.

G. Competency 1: Career Decision Making


G-1 Identifies realistic' plans for attaining tentativecareer goals.

G-2. Matches individual characteristics, interests, andabilities with career characteristics and requirements.

G-3 Identifies steps involved in making a career choice.

G-4 Identifies and compares income benefits and expensesassociated with various occupations.

G-5 Identifies factors which affect career and job satisfac-tion.

G-6 Recognizes factors beyond an individual's control that I

affect career choices.

G-7 Identifies sources of information and assistance forcareer decision making.

Competency Job Acquisi)pn and Retention


H-1 Recognizes and uses sources of information and assis-tance for finding employment.

H-2 Identifies characteristics and behaviors necessary forjob success and advancement.

H-3 Recognizes behaviors and skills necessary for a success-ful job interview.

H-4 Recognizes information and demonstrates skills needed tocomplete employment documents.

I. Competency 3: Career Mobility


I-1 Identifies events or conditions that may necessitatecareer change.

1-2 Identifies opportunities for advancement variousoccupations.

X-61

928

1-3 Identtfies ways for re-training for job advancement orcareer change.

1-4 Identifies personal' skills needed to prepare for andcope with career chauge.

CONSUMER

Citizens should have the skills and knowledge to%e informedconsumers in order to use available resources in an efficient andbeneficial mannej.

J. Competency 1: Personal Resource Management


J-1 Demonstrates sxills and knowledge related to developingand maintaining a personal bud4et.

J-2 Demonstrates skills and knowledge for .preparing,

checking and maintaining accurate financial forms andrecords.

J-3 Recognizes the effects of national economic conditionson individual money management.

N_JI/

J-

7

4Identifies sources of information and assistance withmanagement of personal resources.

J-5 Demonstrates skills and kno- ;ledge required to seek out

. information and make decisions associated with the

purchasing of goods and services.(

,.- J-6 Computes 4)0 compares cos*s of various alternativesrelated to housing.

J-7 Recogniz purposes, methods and information related tothd use o savings and checking accounts, securing loansand investi g.

J-8 Demonstrates knowledge related to selecting and analyz-ing insurance coverage.

,

J-9 Identifies_. purposes, methods and costs involved in

credit purchases.

x -6299

K. Competency 2: Consumer Rights and Responsibilities4


K-1 Identifies rights and responsibilities related tofinancial transactions among individuals, institutionsand companies.

K-2 Recognizes an individual's rights and responsibilitiesin establishing and maintaining credit ratings.

K-3 Demonstrates skills and knowledge about the rights andresponsibilities of a consumer making purchases.

K-4 Distingu hes between fact and opinion 'and recognizesvarious promotional tactics related to sales and adver-tisi

K45 Interprets consumer protection information and docu-ments related to purchases.

HOW CAN ADULT LIFE ROLE SKILLS BEINCORPORATED INTO VOCATIONAL PROGRAMS

As a vocational instructor,you are in an ideal positionto reinforce adult life roleskills. Activities which willassist students in achievingthe performance objectives ofthe learner, individual,citizen, consumer and producersaturate vocational programs.

A complete listing ofperformance objectives for theadult life role skills waspreviously presented. Thefeasibility of covering everyskill in your program ishighly improbable. However,many adult life role skillsare applicable to vocationalprograms in that they aredirectly related to differentaspects of employment.

In a lab set up as, abusiness, as illustrated inthe EMPLOYABILITY SECTION,students must become aware ofmany aspects of a biasiness.For example, students willneed to know about items suchas decision making, operatingthe economics of the business,legal responsibilities of thebusiness and making financialtransactions.

Other activities whichcould potentially be incor-porated into vocationalprograms are provided below.

THE LEARNER

READING

Have the student:--follow directions

X-63 930

--interpret graphic infor-mation, instructions,and labeling informa-tion, forms and applica-tions, transportationinformation and occupa-tional and careerinformation

MATHEMATICS

Have the student:--select appropriate/ op-erations for a specificproblem situation

--apply formulas

PROBLEM SOLVING

Have the student:--estimate outcomes, with

or without units of. measurements--distinguish between factand opinion

WRITING

Have the student:--fill out job applica-

tions--compose a resume'

I SPEAKING AND LISTENING

Have the student:--compose oral directions--participate in a simu-

lated interview

THE INDIVIDUAL

Have the student:--practice good grooming--know and understand

safety procedures andprinciples

THE CITIZEN

Have the student:--become familiar with the

kinds, purposes and usesof taxes

--become famliar withlegal rights (theirs andothers)

THE PRODUCER

Have the student:--match personal interests

and characteristics witha potentialjob

--become familiar withskills necessary for ,

finding and keeping a

job

THE CONSUMER

Have the student:--become aware of tightsand responsibilities ofmaking purchases

--become aware of theresponsibilities relatedto making financialtransactions

*Related Vocational Instruction and Competency Based Education.Atlanta, G \: Georgia Department of Education, April 1982.

x-644931

LIVE WORK POLICY INTRODUCTION

One of the most meaningful training vehicle' is customer

repair work or live work requested by a customer and performed by

a student. Such jobs pose serious problems in a public school)

shop, thereby requiring rigid regulations as indicated by the

sample live work policy on the next two pages.

X-65 932

SAMPLE LIVE WORK POLICY

1. Live jobs must provide training for the student. Thistraining can range from skill perfection to developing woxk'habits or customer relation experiences.

2. All matertals, parts and supplies used or required in suchlive work'must be paid for by the customer at school cost.,-Under no circumstances can the school give away public fundsor property through this type training. There shall be nocost on labor.

3. All purchases for items needed to do such production jobsmust be processed through the school accounts. Under nocircumstances should instructors place themselves in a

vulnerable posit' n buying and resellinc to customers ofthe school sho

4. All monies/teceived prom customers must be receipted on anofficial school receipt and deposited in the school account.

5. All live work must be done by the student. The onlyttime aninstructor is to do a live job should be when it is used fordemonstration purposes.

6. Untler no circumstances shall the instructor or studentreceive money, rewards, benefits or in any way personallyprofit from such work, either directly or indirectly. To doso is in direct violation of state law which prohibits theuse of public property for personal gain.

7. The following policies concerning the purchase of parts areintended to protect shop teachers from any possible inferencethat they, or students, are using public property for per-sonal, gain. This can only be done by conducting businessthrough the school's accepted financial and accountingprocedures. By doing so, adequate audit is always possibleshould the need arise.

a. Teachers will be allowed to purchase parts, at schoolcost, for live work. Howeyer, a purchase order must beobtained and given to t116. vendor when the order is

placed.

b. Any items needed for the general operation of the shopprograms or for instructional purposes must follow theusual procedure which incladeer-administrative approvalprior to ordering. i/f

Custom4r Supplied Parts For information concerning CustomerSupplied Parts, check-ilidividual departmental policies.

X-66

933

9. What Work or Jobs May Be Accepted

a. Individual instructors may only accept work from techni-cal school staff and students. Other live work issubject to the approval of the Director.

b. All live work must enhance the students' current traininga :tivities.

10. How Work or Jobs Will Be Received

Every live production job will betwritten up on the officialschool work order form at the time the job is accepted.This work order is to show what instructor accepted thellOb,the customer's name, address, telephone number, a d thenature of the work to be perforthed.

11. Financial Responsibility

andwork is on a cash and carry basis. So far as ossible,the customer should be given a fair estimate of e possibleexpenditure before the work begins. After work .has begunand investigation reveals the cost will excee your estimateby $10 or more, the customer should be consul4ed and an O.K.obtained before proceeding. By all means, the customer isto understand he/she must pay all charges due beforereceiving the goods. Any work delivered without being paidfor will become the instructor's liability.

12. Prices'to Charge

a. In cases where there are parts and materials used inperforming the work, they are to be charged to thecustomer at school cost.

b. In cases where there are no parts or materials, theinstructor should charge the established flat rate torover incidental items such as rags, solvent, tape, etc.Flat rate will be establi.shed annually during Septemberafter recommendatio:' by the instructor and approval bythe Director.

X-67

a

DAILY LESSON 'PLAN INTRODUCTION

A daily lesson plan, r. tool developed to aid the instructorLk

with planning instructional strategies, is pr sbnted on the

following two pages. Unit guide sheets can be adapted to the

daily lesson'plan with minimum modifications.

:JULY LESSON PLAN*

NAME

COURSE TITLE AND NUMBER:

UNIT TOPIC:

COURSE CONTENT:

DATE PERICD 1 2 3 4 5 6

DAILY PERFORMANCE OBJECTIVES FOR STUDENTS: Code levels of Objec-tives: K = Knowledge; C = Comprehension; Ap = Application;An = Analysis; S = Synthesis; E = Evaluation

The students will:

TEACHING STRATEGIES(Procedures)

check rollintroduce lessendiscuss previouslessongive directionsand explanationboard worklecturediscussiondemonstrationrole playreview studentworkquestioningoral or writterisfeedbackdrill and practiceinquiryproblem solvingapplication acti-vitiesresearchcritical thinking

STUDENT ACTIVITIESTEACHING RESOD ICES/

MATERIALS

library workboard workdiscussionrole playsimulationdefinitionsnotetakingdebateresearchseat workvaluingsmall grouplarge groupindividualizedindependent study

X-69

936

textbookworksheetchalkboardoverheadprojectorrecordermodelsmaps/globesinstrumentsmagazines/periodicalscomputervideotapeaudio cassette

filmfilmstrip

games

speakerfieldtripETV/ITVequipment

EVALUATION PROCEDURES .ND MATERIALS FOR LESSON:

prelrassessment (pretest)progess checks:

homeworkpop quizdaily workparticipationteacher observation

unit/chapter testquarter/semester examrecord of individual learnerprogress maintained in grade-work and/or chart or fileOther

111

CONDUCT (List names of studentsexhibiting discipline problemswhich interfere with learning.)

ABSENCES (List of studentsabsent.)

ASSIGNMENTS (classwork and homework, etc.)

TEACHER NOTES (description of activities, evaluation of lesson,problems, etc.)

REMEDIAL ACTIVITIES ENRICHMENT ACTIV IES

*Adapted from Columbia' County School System

X-70

937

1=1171,111.

A

I

GLOSSARY

ms)

GLOSSARY

Contents Listing

Glossary Introduction 3

Terms - Part One 4

Terms - Part Two 10

XI-2

a

9 3'

4

I

GLOSSAR\ INTRODUCTION

The Glossary secti.pn is divided into two .parts, TERMS - PART

ONE and TERMS - PART TWO. Part One provides definitiuns for

terms that are included in Curriculum Development Standards and

Specifications, a document issued by the Vocational Division of

the Geor)kia Department of Education. These terms relate to the

broad area of vocational education. Part Two provides defini-

tions for terms related'to the curriculum guide but not included

in Part One. You may desire to add more terms to the listings

provided.

116

et.

940x1-3

1

`1/4.

AI*

TERMS - PART ONE

AMPLITUDE - (When referring to recording) Refers to level of

signal.

ARTICULATED PROGRAM - A curriculum program which provides for a

continuous progression from secondary to postsecondary levels of

training.

ASSEMBLE EDIT - (When referring to video recording) Refers to

video tape editing where there is o continuous previously

recorded "control track." Recordin new audio and video

infokatiop from one tape to another.

ASSIGNMENT INFORMATION SHEET (TEXT) - A sheet ontaining specific

text page numbers for assignments from commercial texts and

manuals used in a given program. 40

AUDIOVISUAL SUMMARY SHEET - A list of audiovisuals for a given

pro am wherein information is given regarding the presentation

titles, whether the presentations are stated- developed or

commercial, state numbering for each presentation, source of

commercial presentations and other related information.

BASIC SKILLS - "Skills which enable one to address effectively

and efficiently the decisions and opportunities presented in a

technological, urb4n, free society." (Pdlicy IHF), the role of

learner.

BLEED AREA 7 In printing, the area of image that will be trimmed

after printing.

CAMERA READY - Indicates that the copy is either original typed

or typeset copy, drawings, ,Ac. or of equivalent quality as to

contrast, cleanliness, sharpness, layout, etc, so that for

printing, a high quality plate can be made, and for photographic

purposes, material will photograph well. 4'COMPETENCY - A combination of related tasks, generally equates to

an assignment received 1): a worker. on the job. A cluster or

grouping of related, tasks. The ability (knowledge, skills and

attitudes) to perform a group or cluster of related tasks

required to complete a designated activity &according, to

occuoational standards.

COMPETENCY-BASED INSTRUCTION - Instruction which derives content

from tasks performed in a given occupation/job and in which

students are assessed for their performance on the basis of

present occupational performance standards. Student performance

and knowledge is individually evaluated against stated criteria,

rather than against group norms:

h44

COMPETENCY RE1.:ORD - A document or certificate which delineatesthe competencies that a student has acquired and proVen byperformance against industrial norms and to the satisfaction ofthe instructor and/or other officials signing the document. Arecord which is useful for articulation purposes, for providinginformation to potential employers, for tracking studentprogress, etc.

COMPLIANCE STATEMENT(S) - Statements included in state-developedcurriculum documents which indicate that there is compliance withfederal and other regulations related to non-discrimination, bothin policy and in practice.

COURSE - Trainng Wherein 'a grouping of competencies which have acommon knowledge base, or are within a given domain are covered.

CRITERION-REFERENCED MEASURE - An exercise based upon a

performance objective, the accomplishment of ch measuresattainment of that objective, a criterion-referenc measure asopposed to a "norm" based measure.

CRITERION-REFERENCED TEST - Sometimes referred to ascriterion - referenced, measure, final evaluation, final assessment,criterion exam, or checkout activity, one connotation is that itis a test designed to measure student competencies based on jobor industrial standards. Another connotation is that it is anevaluation of student performance or knowledge of a taskaccording to the conditions and standards stated in theperformance objective.

D.O.T. CODE - Abbreviation for dictionary of occupational titlescode. This document provides nine-digit codes identifying eachoccupation.

ESTABLISHING SHOT - (As used in videotaping) Refers,/ to theopening shot in a given scene which establishes reference pointswithin the scene for shots that follow.

EXIT POINT - A predetermined point within an instructional '(

program in which a student may exit with the essentialcompetencies for a specific job, usually defined in terms ofD.O.T. and/or office of education (O.E.) codes.

FIELD REVIEW - Generally, a review of newly developed Materialsby those with industrial and/or instructional and contentexpertise for the purpose of evaluating the materiais andproviding useful feedback to the developers of the materials.

IFIELD ,'PEST - The evaluation of instructional materials in

selected programs, under actual teaching conditions.

FIELD TEST PRODUCTS - Newly developed instructional materialswhich are in proper formats and are at the stage of development

XI-5

942

1.0

just prior to finalizing into finished, reproducible form, (i.e.

to finalize only requires incorporating information, corrections

;and/or modifications indicated through field testing).

,ORIZONTAL FORMAT (When referring to 35mm slides) Refers to

slides in which the picture content is such that the top_and

bottom of the picture are adjacent to the 'longer sides of 'the

slide-frame "window" and the left and right sides of the picture

are adjacent to the shorter sides of the slide-frame window.

IMAGE AREA - The area in pririltcd or photographic materials that

"should show" in the finished product. That part of the print,illustration, etc. which appears within the boundaries or limits

of the 'printed page, projected slide, etc. usually, the image

area has defined dimensional limits for any given medium.

INSERT EDIT - (As used in videotaping) Refers to an edit used if

an existing ctout.Jol track is used from the existing "slave tape",

and it is desired to retain existing audio or video on the slave

tape and to insert audio only video only -- or any combination

of these.

LIFE-COPING SKILLS - Those skills which enable a person to

perform ,in the roles of individual, citizen, consumer and

producer.

MASTERS - (When referring to printed or photographic materials)

Refers to the printed or photographic materials which are used in

order to reproduce or make copies. The original or best copies,

from which copies are made.

MAJOR BLOCK - A complete set of trainingunits or modules oflearning covering a major segment or phase of the discipline

being taught, for example, in automotive mechanics, power

transmission would be considered a major block. In welding,

oxyacetylene welding would be considered a Major.block or phase,

etc.

MINOR BLOCK - A segment of training consisting of one or more

units or modules of training which covers a major division or

topic within a major block. For example, overhauling the differ-

ential wouldbe considered a minor block within the major block

entitled power transmission.

MIXED (OR MIXING) - (When referring to-audio recording) Refers to

combining two or more sound sources on to one track of the

recording tape. For example, mixing voice "above" music (or

music "under" voice). Mixing requires adjustment of the vari?us

sound sources to proper levels for best effect.

PACKAGE ENGINEERING - -The process of planning packaging of

instructional materials for consistency in packages, (for ship-

ping purposes), so that for a given program all audiovisuals may

XI-6

be in package #1; all student materials in package #2 and in-structor materials in package #3 -- For example, each set ofinstructional materials requires empirically determining thesizes of boxes needed, the number of boxes needed, and the mostefficient packaging method. The process of determining thesefactors is package engineering.

,PAGINATION - The sequencing of pages in printed documents top'rovide proper relationships between pages within the document.

PERFECT BOUND - A binding and cover for documents,.generally over100 pages in length, wherein a special gluing process and over-piece, "wrap-around" cover is used to bind and cover the book ordocument.

PERFORMANCE OBJECTIVE - Sometimes called behavioral objective,unit objective or competency. An objective stated in such a wayas to describe the conditions, the task(s) and the standards thatthe student must be able to operate under and achieve to verifymastery or attainment of the objective(s). A verbadescriptionof the degree level of knowledge or skills to be. acquired by thestudent for any given unit of training. It must also clarifywhat measurement criteria and conditions will exist to verify the

r

student's achievement of the desired degree or levef of learning.

Ailh1111/

PERFORMANCE TEST Sometimes called a performance checklist,instructor checklist, or product checklist. A type of criteri-on-referenced test that requires the student to actually do a

task, under the conditions and at the standard specified in thepeZformance objective. A test entailing not only the ability toanswer questions, but measuring the student's ability to operate,manipulate and /or' perform a given task, as specified, as well.

PITCH - (When referring to typing) Refers to the number of %

characters per horizontcl inch.

PLASTIC - WRAPPED - (When referring to curriculum materials devel-oped by the state) Indicates a heavy "shrink-wrapped" stack ofpages or printed materials, wrapped in plastic for protection andshipping purposes.

PROGRAM (OR TRAINING PROGRAM) Generally, all of the trainingavailable for a given discipline of curriculum. The program maybe considered to be comprised of all the student and instructorsoftware, the facilities, the instructor, the equipment and allitems and personnel required to carry out a training program forthat discipline or curriculum, another meaning is, a plannedseries of courses.

QUALITY ASSURANCE TRANSMITTAL DOCUMENT A document used bycurriculum or instructional materials developers to affirm thatappropriate quality control measures have been used in producingthe products prior to being submitted to appropriate state

XT. -7

X44

personnel for review. This form shows what is being submitted;

who has made the various quality control checks, and the dates

upon which those checks were made.

SADDLE STITCHED - A type of document binding for documents,

generally less than 100 pages in length, wherein staples are used

to hold all the folded pages and the cover together, "at the

fold" or center of the document.

SIGNAL-TO-NOISE-RATIO - (When referring to recording). Refers, for

the purposes of this document, to the desired audio signal level

compared to the unwanted signals on the tape, such as background

hum, etc.

"SYNC" PULSES - (When referring to cassette tapes used in audio-

visuals) Refers to the pulses put on a separate track from the

narration and used for the purpose of controlling the advancement

of visual media, such as slides, etc.

TASK- (OR UNIT) - A logically related et of actions required for

the completion of a job objective, one basic operation, process,

skill or knowledge, element for which ,person would normally. be

paid for knowing ordoing inindustry or employment. The smal-

lest division of work in which a m ,asurapIe output occurs, a

logical and necessary step in the performance of a duty. Some-

times the term task is'used in reference to a "unit" of training,--

or a given learning module or lesson.

TASK7COMPETENCY LISTING A list /which shows competencies versus

the tasks of which each competency is comprised:. Normally,'

mastery of two or more tasks are required in obtaining a given

competency.

TASK LINKAGE - Refers to the project (or products:of the project)

that was conducted to identify the relationship between secondary

occupational clusters and postsecondary specialized programs.

The task was used as a common denominator.

TEXT LISTING SHEET - An information document supplied with a set

of curriculum or instructional materials which delineates all the

texts used in the program. The editions, publishers and authors

are also given.

UNIT - One module of I.I. training materials, generally covering

one learning task and programmed on one unit sheet.

UNIT SHEET, - (FLOW CHART, OR LEARNING ACTIVITY SEQUENCE SHEET) -

The guide sheet used by -students to find out the sequence of

learning activities they mpst follow to complete the unit they

are studying. This sheet also defines the types of learning

activities involved.

XI-8

945

VCC MTJMBERING SYSTEH - The statc:1, system of 7-digit nufor lumbering audiovisuals which if i Ze propreseltations within the programs and he slideprose stations.

X1-99 4 6

ers usedrams, ther within

!IP

TERMS - PART TWO

A/Vs-rUDIOVISUALS - May refer to any picture and/or sound

media. (ie. slides, tapes, filmstrips, 16 mm films, .)

CHECKPOINT - A student-ins`ructor interface point wherein the

instructor may give the student a test, perform a

demonstration, or simply, provide the student with addi-

tional needed information or instructions. Also h check-

point may be used for motivational purposes.

CURRICULUM GUIDE - A document containing the objectives,

content, organization and structure of an instructional

prograin. It is designed for use by administrators,

instructional supervisors and teachers.

DUTY - One of the distinct major activities involved in the

work performed. A compilation,of related tasks.

"HANDS-ON" - .Statement implying the student is physically

involved in a learning activity.

INDIVIDUALIZED INSTRUCTION (I.I.) - A system of instructionallowing a student to progress.at his/her fastest rate.

JOB - A specific area of specializatiNC within an occupational

field con isting of several closely related duties for which a

person would exp,:ict to receive remuneration. Should be

identified by DOT :ode.

JOB SHEET - (OR OPERATION SHEET) - A ?roject of a performance

natIre. Generally performed by the student jm a lab or shoptype environment or in a speLialized work area.

LIVE WORK Generally refers to items brought into the course

area for repair or adjustment. Examples of live work might be

automobiles, radios and TV's, air-conditioners, etc. Another

form of live work would be patrons visiting the cosmetologydepartment to receive permanents or other services.

OCCUPATIONAL CLUSTER A group of occupations sharing a common

core cf competencies. Georgia's comprehensive high. school

vccational program is organized around this concept.

uCCUPATIONAL INVENTORY - A listing of tasks to be.performed in

a particular occupational area, grouped under duty

classifications.

O.E. - Refers to the U.S. Office of Education. O.E. codes are

a classification system (taxonomy) for occupational educa;-ion

prQgrams.

XI-10

947

OPz:N ENTRY - Term meaning that a student may enter the programat any time and _does not have to weit for quarter or "semesterbreaks.

OPEN EXIT - Term meaning that a student may leave a program anytime he/she completes occupational objectives.

PERFORMANCE GUIDE - A seriA of steps arranged in a sequencewhich when completed may result in the performance of a task.Also called teaching steps.

PROGRAM OBJECTIVE ,- The outcome of a prescribed program 'ofinstruction. Usually expressed in terms of the occupaticn orjob for which training is designed. D.O.T. codes arefrequently used to identify program objectives or student.exit points,

SELF-PACED - Refers to a student moving through the prescribedtraining program at the fastest pace at which he/she canmeaningfully learn.

SEQUENCING - Putting any set'or series of learning activitiesor tasks into proper order or sequence. Normally arranged fromsimple to complex within grcupings or.blocks.

SOFTWARE - Written or trinted materials, slides, filmstrips,tapes, etc. When used in conjunction with computers - meansprograms and iacompanying documentation for computers. Soft-ware may be stored on cassette tapes, discs, etc.

STUDENT MANUAL - A document deiigned for use by students in aspecific instructional program. It contains unit sheets,references, operational procedures, job sheets, etc.

UNIT GUIDE - A curriculum guide sheet that lists a task andobjective with the instructional activities, instructionalmateJials, evaluation and approximate time required for a

student to complete the task successfully.

V'TECS CATALOG - A comprehensive collection of performanceobjectives, performance guidc4s, criterion-referenced measuresand related data. Organized by a job structure or caree4ladder within a domain of interest.

XI -11

948

4

4

Federal law prohibits discrimination on the basis of race, color or national origin (Title VI of the CivilRights Act of 19,0), sex (Title IX of the Educational Amendments of 1972 and Title II of theVoe,itional Education Amendments of 1976): or handicap (Section .504 of the Rehabilitation Act of

pal 973) in educational programs or activities receiving federal financial assistance.

P.'mplo.-wp.s. students and the general public- are hereby notified that the Georgia Department of1.... ducation does not discriminate in any educational programs or activities or in employment policies.

The following indiuluals have been designated as the employees responsible for coordinating thodeportmet', effort to implement rias nondiscriminatory Wiry

Title ll ..in Lary Vocational Equity Coordinatorrill 11 l'i toa WiNiarns 1r . ,1 sviciate Superintendent

of state ,schools and Special SerVicesTale IN .1.1Art. Tolbert, roorilinato,-Seekon 504 lane Lee, Coordinator of Special Education

Inquirw,, coaerrninA,, the application of Title II. Title VI. Title IX fir S CC I Ifin .50.1 to the policies and0practice,. of the dr Pa rtnien,' may be addressed to the persons listed above (it the Georgia Department ofEducation. ll'ui Towers East, .4 thinta 30334, to the Regional Office for ( --1.1 Rights. Atlanta 30323,-

or to the 110-yetur. ( lffzep for Cwil Rights, Education Dupartment, Washington, I) C. 20201.

919BEST COPY AVAILABLE

I

1

Program Improvement and EvaluationOffice of Vocational Education

Georgia Department of EducationAtlanta, Georgia 30334

Charles McDaniel, State Superintendent of Schools1985

.v

BEST COPY AVAILABLE

of Vocational and Career Development. - ERIC

Documents

Transcript of of Vocational and Career Development. - ERIC