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General Electronics Technician. INSTITDTION Mid-America Vocational Curriculum Consortium, Stillwater, Okla

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General Electronics Technician. INSTITDTION Mid-America Vocational Curriculum Consortium, Stillwater, Okla DOCUMENT RESUME ED 318 919 CE 054 854 AUTHOR Vorderstrasse, Ron; Huston, Jane, Ed. TITLE General Electronics Technician. INSTITDTION Mid-America Vocational Curriculum Consortium, Stillwater, Okla. PUB DATE 87 NOTE 78Bp.; For a related document, see ED 317 815. AVAILABLE FROMMid-America Vocational Curriculum Consortium, 1500 West Seventh Avenue, Stillwater, OK 74074-4364 (order no. CN800901: $20.00). PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF05 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Classroom Techniques; Course Content; Curriculum Guides; Electrical Systems; *Electric C.Lrcuits; *Electronics; *Electronic Technicians; *Entry Workers; *Job Skills; Learning Activities; Learning Modules; Lesson Plans; Postsecondary Education; Power Technology; Secondary Education; Semiconductor Devices; Skill Development; Small Engine Mechanics; Teaching Methods; Test Items; Units of Study ABSTRACT This module follows the "Basic Electronics" module as a guide for a course preparing students for job entry or further education. It includes those additional tasks required above Basic Electronics for job entry in the electronics field. The module contains _tight instructional units that cover the following topics: (1) test equipment; (2) fundamentals of. DC; (3) fundamentals of AC; (4) discrete semiconductor devices and circuits; (5) linear integrated amplifier circuits; (6) circuit applications; (7) power supplies; and (8) logic devices. Each instructional unit follows a standard format that includes some or all of these eight basic components: performance objectives, suggested activities for teachers and students, information sheets, assignment sheets, job sheets, visual aids, tests, and answers to tests and assignment sheets. All of the unit components focus on measurable and observable learning outcomes and are designed for use for more than one lesson or class period. Instructional task analyses, a glossary, and 21 references are also included. (KC) ***************************************************,******************* * Reproductions supplied by EDRS are the best that can be made * * from the original uocument. 1 *********************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Edurabonal Resesrch and Impiwement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) GEMERAL his document has been reproduced as (2received from the person or orgsnization originating it. O Minor changes have been made to improve reproduction quality Points of view or opinions staled in this dr-cu ELECTROMICS merit do not necessarily represent official OERI position or policy "PERMISSION TO REPRODUCE THIS MATERIAL IN MICROFICHE ONLY HAS BEEN GRANTED BY 7414-01 TO TLIE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." 111111111 z et)'173 0 mm 13140444S CN8001)(1 2 0 North Dakota South Dakota Iowa Nebraska 0.,.......aor Colorado Kansas Missouri Oklahoma Arkansas Texas Louisiana 3 GENERAL ELECTRONICS TECHNICIAN Written by Ron Vorderstrasse 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 VanAst, Iowa Les Abel, Kansas David Poston, Louisiana Merle Rudebusch, Nebraska Ron Mehrer, North Dakota Robert Patterson, Texas Greg Pierce, Executive Director 81004405 1987 by the Mid-America 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 Curriculum Consortium, Inc. 1500 West Seventh Stillwater, Oklahoma 740744364 GENERAL ELECTRONICS TECHNICIAN TABLE OF CONTENTS Unit I: Test Equipment 1 Unit II: Fundamentals of DC 95 Unit III: Fundamentals of AC 311 Unit IV: Discrete Semiconductor Devices and Circuits 517 Unit V: Linear Integrated Amplifier Circuits 635 Unit VI: Circuit Applications 701 Unit VII: Power Supplies. 761 Unit Vlii: Logic Devices 843 6 iii FOREWORD The Mid-America Vocational Curriculum Consortium has developeda total concept for elec- tronics. This approach is designed to provide a practical and realisticapproach to compe- tency-based training mate tils in electronics and to provide basic electronicscompetencies for many other vocational programs. Identified are those tasks that are common not only to the entry-levelelectronic technician but also to other vocational occupational programs suchas appliance repair, heating and air con- ditioning, auto mechanics, diesel mechanics, and farm machinerymechanics, etc. Basic Elec- tronics therefore covers The tasks not only required of the electronictechnician but also those tasks required k many other occupations. Basic Electronics providesthe foundation and serves as a building block for progressing to a higher level of competency inmany occupa- tions. General Electronics Technician includes those additional tasks requiredabove Basic Electron- ics for job entry in the electronics field. Upon completion of the Basic Electronics and General Electronics Techniciancompetencies, students are ready for job entry or may continue their education by specializingin one of many electronics areas such as communication electronics. Every effort has been made to make these publications basic, readable,and by all means, usa- ble. Three vital parts of instruction have been intentionally omittedfrom the publications: motivation, personalization, and localization. These areas are left to the individualinstructors and the instructors should capitalize on them. Only then will thesepublications really become a 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 v ACKNOWLEDGEMENTS Appreciation is extended to those individuals who contributed their time and talentto the development of Basic Electronics. The contents of this publication were planned and reviewed by: Ralph Albin Kirksville, Missouri Ron Archuleta Aurora, Colorado Bob Blxler Austin, Texas Don Grob Salina, Kansas Horace Hamby Natchitoches, Louisiana Lonnie Hartman Stillwater, Oklahoma Joe Johnson Harrison, Arkansas Mace 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 andto members 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 CommunicationsCenter, and for her excellent contribution, a thank you goes to phototypesetter Leslie Mathis. Thanks are also extended to Jane Huston, coordinator anu editor of this project. USE OF THIS PUBLICATION Instructional Units General Electronics Technician contains eight units. Eachinstructional unit includes some or all of the basic components of a unit of instruction; performanceobjectives, suggested activities for teachers and students, information sheets,assignment sheets, job sheets, visual aids, tests, and answers to the tests. Unitsare plannet; for more than one lesson or class per- iod of instruction. Careful study of each instructional unit by the teacherwill help to determine: A. The amount of material that can be covered in eachclass period 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 timstrips that must be ordered D. Resource people who must be contacted Objectives 411 Each unit of instruction is basedon performance objectives. These objectives state the goals of the course, thus providing a sense of directionand accomplishment for the student. Performance objectives are stated in two forms: unitobjectives, stating the subject matter to be covered in a unit of instruction; and specific objectives,stating the student performance necessary to reach the unit objective. Since the objectives of the unit provide direction forthe teaching-learnirm process, it is important for the teacher and students to havea common understanding of the intent of the objectives. A limited number of performance termshave been used in the objectives for this curriculum to assist in promoting the effectiveness ofthe communication among all individ- uals using tre materials. Reading of the objectives by the studeiit should befollowed by a class discussion to answer any questions concerning performance requirements for eachinstructional unit. Teachers should feel free to add objectives which will fit the materialto the needs of the stu- dents and community. When teachers add objectives, theyshould remember to supply the needed information, assignment and/or Job sheets, andcriterion tests. Suggested Activities for the Instructor Each unit of instruction has a suggested activities sheet outlining steps to follow in accom- plishing specific objectives. Duties of instructors will vary according to th.) particular unit; however, for best use of the material they should include the following; provide students with objective
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