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Basic Electronics. INSTITUTION Mid-America Vocational Curriculum Consortium, Stillwater, Okla

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Basic Electronics. INSTITUTION Mid-America Vocational Curriculum Consortium, Stillwater, Okla DOCUMENT RESUME ED 317 815 CE 054 653 AUTHOR Hartman, Lonnie; Huston, Jane, Ed. TITLE Basic Electronics. INSTITUTION Mid-America Vocational Curriculum Consortium, Stillwater, Okla. PUB DATE 87 NOTE 428p.; Document contains colored paper. AVAILABLE FROMMid-America Vocational Curriculum Consortium, 1500 West Seventh Avenue, Stillwater, OK 74074 (order no. 800801: $14.00). PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Air Conditioning Equipment; *Appliance Repair; Auto Mechanics; Behavioral Objectives; Competency Based Education; Curriculum Guides; *Electrical Occupations; *Electric Batteries; Electric Circuits; *Electricity; *Electronics; *Electronic Technicians; Heating; Occupational Information; Secondary Education; *Semiconductor Devices; Trade and Industrial Education ABSTRACT The skills taught in these materials for a seven-unit course were those identified as necessary not only for entry-leve.1 electronic technicians but for those in other occupations as well, including appliance repair, neating and air conditioning, and auto mechanics. The seven units are on shop orientation and safety principles, introduction to direct current, circuitry, introduction to alternating current, circuit components, basic power supplies, and semiconductor devices. The first section is designed to teach teachers how to use the materials and includes an explanation of instructional elements, an instructional-task analysis each unit, a seven-page glossary, and a last of 14 references. The instructional elements for the units include objectives, suggested activities, information sheets, transparency masters, assignment sheets, jot sheets, tests, and test answers. Some e.Lements, such as the information sheets, include diagrams and line drawings. (CML) A A * * tR * A A * *st * 7, *A * tt *r * * * x * **1ft st A ItOt * * * * * * 7. A ******************** Reproductions supplied by EDRS are the best that can he made * from the original document. *************************************.********************************* Li S DEPARTMENT OFFOUCATPOW r ,* t, m."4, sit) Af,', NAI, SO. tit Mi()AMATI(.1N f.rit 0", 11.1p41 BASIC ""m Noar.,tabon : 1,4 '.4,414 ,mff. *. 041' 1 d4 m ELECTRONICS t'ffmM tat PERMISSION 1 0 HEPHODOCE THIS MATE RIAL. INNItCROEICNE ONLY HAS BFEN GRANTED BY ...,..,:.--- TO THE FOUCATIONAL RESOURCES .....--" __....-" ..,-,, INFORMATION CENTER IERsC)" --- '.----- ''_.....e0'... 111110,, II///I""' ilitio 11/11 0 eta D 104101140 IN:Si WY AVAILABLE 80080 1 3 t BASIC ELECTRONICS Written by Lonnie Hartman Edited by Jane Huston Developed by The Mid-America Vocational Curriculum Consortium, Inc. Board of Directors Bob Patton, Oklahoma, Chairman Harley Schlichting. Missouri, Vice Chairman Larry Lyngstad, South Dakota, Parliamentarian James Dasher, Arkansas Bob Wilmoth, Colorado John Van Ast, Iowa Les Abel, Kansas David Poston, Louisiana Merle Rudebusch, Nebraska Ron Mehrer, North Dakota Robert Patterson, Texas Greg Pierce, Executive Director 87.004030 Cti$1101501 1987 by the MidAmerica Vocational Curriculum Consortium, Inc. All rights reserved. No part of this book may be reproduced in any form or by any means without written permission from the publisher. Printed in the United States of America by the Oklahoma State Department of Vocational-Technical Education Stillwater, Oklahoma 74074 Mid-America Vocational Cumculum Consortium. Inc. 1500 West Seventh Stillwater, Oklahoma 74074-4364 5 BASIC ELECTRONICS TABLE OF CONTENTS Unit 1: Shop Orientation and Safety Principles 1 Unit H: Introduction to DC 87 Unit III: Circuitry ...173 Unit IV: Introduction to AC .289 Unit V: Circuit Components 331 Unit VI: Basic Power Supplies 371 Unit VII: Semiconductor Devices .421 iii FOREWORD The Mid-America Vocation; I Curriculum Consortium has developeda total concept for elec- tronics. This approach is iesigned to provide a practical and realistic approach to compe- tency-based training mates :315 in electronics and to provide basic electronics competencies for many other vocational programs. Identified are those tasks that are common not only to the entry-level electronic technician but also to other vocational occupational programs such as appliance repair, heating and aircon- ditioning, auto mechanics. etc. Basic Electronics therefore covers the tasks not only :-equired of the electronic technician but also those tasks required in many other occupations. Basic Electronics provides the foundation and serves as a building block for progressing toa higher level of competency in many occupations. General Electronics Technician includes those additional tasks required above Basic Electron- ics for job entry in the electronics field. Upon completion of the Basic Electronics and General Electronics Technician competencies, students are ready for job entry or may continue their education by specializing inone of many electronics areas such as communication electronics. Every effort nas been made to make these publications basic, readable, and by allmeans, usa- ble. Three vital parts of instruction have been intentionally omitted from the publication: moti- vation, personalization. and localization. These areas are left to the individue! instructors and the instructors should capitalize on them. Only then will these publications really becomea vital part of the teaching-learning process. Bob Patton, Chairman Greg Pierce Board of Directors Executive Director Mid-America Vocational Mid-America Vocational Curriculum Consortium Curriculum Consortium ACKNOWLEDGEMENTS Appreciation is extended to those individuals who contributed their timeand talent to the development of Basic Electronics. The contents of this publication were planned and reviewed by; Ralph Albin Kirksville, Missouri Ron Archuleta Aurora, Colorado Bob Bixler Austin, Texas Don Grob Salina, Kansas Homo Hamby Natchitoches, Louisiana Lonnie Hartman Stillwater, Oklahoma Joe Johnson Harrison, Arkansas Mike Julsen Mason City, Iowa Marshall Pudwill Bismarck, North Dakota Leander Stachura Lincoln, Nebraska Richard Stedman Mitchell, South Dakota Appreciation is also extended to the artists of the Graphics Division, Oklahoma StateDepart- ment of Vocational-Technical Education, for their hard work with this project and tomembers of the Oklahoma State Vo-Tech Print Shop for their excellent service in printingthe text. The text was phototypeset in the Oklahoma State Vo-Tech Communications Center,and for her excellent contribution, a thank you goes to phototypesetter Leslie Mathis. Thanks are also extended to Jane Huston, coordinator and editor ofthis project. USE OF THIS PUBLICATION Instructional Units Basic Electronics contains seven units. Each instructionalunit incluies some or all of the basic components of a unit of instruction; performance objectivessuoested activities for teachers and students. information sheets, assignment sheets, jobsheets. visual aids, tests, and answers to the tests. Units are planned formore tnar one lesson or class period of instruction. Careful study of each instructional unit by the teacht:r will helpto determine: A. The amount of material that can be covered in each classperiod B. The skills which must be demonstrated 1. Supplies needed 2. Equipment needed 3. Amount of practice needed 4. Amount of class time needed for demonstrations C. Supplementary materials such as pamphletsor filmstrips that must be ordered 1D. Resource people who must be contacted Objectives Each unit of instruction is based on performance objectives. Theseobjectives state the goals of the course, thus providing a sense of direction andaccomplishment for the student. Performance objectives are stated in two forms: unit objectives,stating the subject matter to be covered in a unit of instruction; and specific objectives, statingthe student performance necessary to reach the unit objective. Since the objectives of the unit provide direction for theteachinglearning process, it is important for the teacher and students to havea common understanding of the intent of the objectives. A limited number of performance terms have been usedin the objectives for this curriculum to assist in promoting the effectiveness of the communicationamong all individ- uals using the materials. Reading of the objectives by the student should be followedby a class discussion to answer any questions concerning performance requirements for each instructional unit. Teachers should feel free to add objectives which will fit the materialto the needs of the stu- dents and c,mmunity. When teachers add objectives, theyshould remember to supply the needed information. assignmen' and/or job sheets, andcriterion tests. Suggested Activities for the Instructor Ea( h Onif of instruction has a 51.1tNetAed ;..4CtIVItie!.+ :.heel01.1tlinuic, steps to follow ifi .10,;(1111. Shing SPeCific objectives Duties of instrtiCtors willvary according to the particular trait: however. for best use of the. material they should include the following:provide students with objective sheet, information sheet. assignment sheets, and job sheets:preview filmstrips, maker transparencies, and arrange forresource !TIM!' flak and people: discuss unit and spe- cific objectives and information i.>heet,UM' test. Tedt,t1Cf!, are el1C011100,1.! to use any addr tional irtslructional activitins anti If aching metnods to aid:students, ire i.incomplishing the I, 4110.: t Information Sheets Information sheets provide content eswntial for nieetng thecognitive (knowledge) objec- tives in the unit. The teacher
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