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DOCUMENT RESUME ED 048 213 SP 007 125 Elements of Electrical DOCUMENT RESUME ED 048 213 SP 007 125 TITLE Elements of Electrical Technology, Grades 11 and 12. Curriculum S-27B and Supplement. INSTITUTION Cntario rept. of Education, Toronto. PUB LATE 68 NOTE 169 p. BEES PRICE EJRS Price MF-$0.65 HC-$6.58 DESCRITTORS *Curriculum Guides, *Electromechanical 'echnology, *Grade 11, *Grade 12, *Trade and Industrial Education ABSTRACT GRADES OR AGES: Grades 11 and 12. SUBJECT MATTER: Electrical technology. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is in two volumes. The first volume gives a brief outline of the course, breaking it down into divisions, units, and subunits. The second volume gives a detailed description of each subunit in a seven-column layout across two pages. The first volume is offset printed and staple-bound with a paper cover; the second. volume is offset printed and edition bound with a soft cover. OBJECTIVES AND ACTIVITIES: Gensial objectives for the course are outlined briefly it the first volume. Each subunit description in the second volume lists several activities and teaching tips. A letter coding classifies each activity as experimental, problem-solving, application study, or project.All introductory section presents several different methods for organization and timing of the units and subunits. INSTRUCTIONAL MATERIALS: No mention. STUDENT ASSESSMENT: No mention. (RT) ,=2...... 1,- U S DEPARTMENT OF HEALTH EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DIKED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG INATING IT POINTS OF VIEW OR °PIN IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE Of EDU CATION POSITION OR POI ICY 1 Al A CONTENTS FOREWORD 2 AIMS AND OBJECTIVES 2 SAFETY 3 ORGANIZATION 3 DIVISION 1: Theory and Test 4 DIVISION 2: Electronics 6 oivistoN 3: Installation and Maintenance 8 LABORATORY SKILLS AND TECHNIQUES 10 2 FOREWORD An integrated technical course is one in which two or chronological sequence is the responsibility of the in- morn disciplines that have common or complementary structors who are presenting the course. content are combined into one technology. This course Students should feel that they are taking one tech- outline in Elements of Electrical Technology represents nical subject. This may be accomplished by innumer- an integration of subject content in the electrical field. able arrangements and varieties of presentation. To The outline consists of three Divisions: Theory and Test illustrate the manner in which a given topic relates to Electronics, and Installation and Maintenance. Itis sections inall divisions, one might consider Trans- intended for use in Grades 11 and 12. forme-s (Section 17.1). Without any selection as to At the secondary school level, we are concerned sequence or to depth of treatment, Transformers can with fundamentals rather than the treatment in depth be related to the following: which characterizes the tertiary levels of education. An 11.1 Direct current integrated approach is desirable because students under- 11.2Magnetism stand basic principles best if they are able to relate them to several subjects. The relation of various tech- 13.1 D.C. generators nical subjects to mathematics, science, English and 15.1 Alternating current history should be stressed repeatedly. In this way the 15.2Inductance technical subjects become effective educational vehicles 16.1 Three-phase fundamentals as sell as ^ means of learning skills. 17.3Three-phase induction motors Since the course is a two-year entity, the teachers must decide the extent to which any unit will be studied 21.5Transformers (electronic components) in either Grade 11 or Grade 12. Althou3h the arrange- 23.1Power supplies ment of the outline is logical, it is not chronological: it 23.2Circuits using amplifying devices is an analysis of subject content, not a synthesis. No attempt has been made to arrange the topics in a 24.1Mdio amplifiers teaching sequence r.or has any attempt been made to 24.3Radio transmitters and receivers integrate the topics of the ft.-et divisions: these tasks 34.4Transformer installations are reserved for the professional teacher. The need for 34.5Transformer protection frequent consultation among the participating teachers 34.6Transformer tesang and maintenance is imperative. If possible, one or two periods per week should be set aside so that course construction, lesson 35.5Reduced voltage starters planning, and evaluation can be pursued as a team This list illustrates the fact that the course outline effort. offers an organization of content, but does not inhibit The course outline was prepared on the understand- teachers from developing a coherent sequence related to the particular requirements of their classes and the ing that a total of si!.. hun,'red hours was available for facilities at hand. implementation: of this time allotment, about thirty- five per cent should be devoted to Division 1, forty per cent to Division 2, and twenty-five per cent to Division 3. Teachers may alter these ratios somewhat, and may omit optional topics (marked "0") in favour of other AIMS AND OBJECTIVES material. The primary aims ol technical education are identical Approximately sixty per cent of the available time with those of edrcation as a whole: developing each should be devoted to student activity that reinforces student's personality and ripabilities, and giving him theoretical aspects. Tne teacher may, however, increase constructive attitudes towards himself and society. this ratio by developing individualized, imaginative Any technical curriculum should be such that (1) it methods. The inductive, directed-discovery approach provides a sound educational base from which further should be implemented as frequently as possible. education or training may proceed, (2) it prepares for Since Division 1 forms a common cote for the entire employment by the development of basic technical course, any participating teacher may present any portion skills. of it. In order to avoid duplication of effort, teachers The specific objectives of Elements of Electrical must collaborate on a regular basis: the vertical or Technology are to develop the student's ability to: 2 3 ORGANIZATION Comprehend the impact of electrical technology upon DIVISION 1: THEORY AND TEST an industrialized society Define his vocational goals within the electrical and Units 1.1Fundamentals of Electricity and electronics industry Magnetism Understand the principles upon which the operation 1.2Electrical Measurement of electrical and electronic apparatus depends 1.3D.C. Machines Use simple mathematics pertinent to electrical theory, 1.4D.C. Mutor Controls and interpret such mathematical expressions in terms 1.5 Single-phase Circuits of physical realities 1.6Three-phase Circuits Prepare coherent, orderly laboratory reports 1.7A.C. Machines Do independent research for technical information from various sources DIVISION 2: ELECTRONICS Appreciate and practise sound safety procedures Units 2.1Standard Electronic Components Assume responsibility, and work independently of 2.2Electron Devices supervision 2.3Basic Electronic Circuits Interpret service information and use it intelligently 2.4Electronic Systems 2.5Test Equipment Relate schematic diagrams to actual circuitry 2.6Servicing and Test Procedures Select and utilize a wide variety of electrical measur- 2.7Construction Methods and ing equipment Techniques Diagnose faults, and service a diversity el electrical equipment, working from first principles. DIVISION 3: INSTALLATION AND MAINTENANCE Units 3.1Trade Requirements 3.2Ontario Electrical Code SAFETY 3.3Electrical Wiring Systems 3.4Distribution Systems The responsibility for safety consciousness rests with 3.5 A.C. Motor Controls the teachers of Elements of Electrical Technology. Not 3.6Electrical Maintenance only should they describe potential dangers and possible unsound procedures clearly before any practical student activities, but they must also lead students to "think safety" at all times. Representatives of recognized industrial safety organ- izations should be invitedto inspect the technical department shops in order to assess equipment and routines. In addition, these representatives might be asked to speak to students and/or teachers on modern safety practice. 3 DIVISION 1: THEORY AND TEST INTRODUCTION UNIT 1.1 FUNDAMENTALS OF ELECTRICITY This division should be considered basic to the entire AND MAGNETISM course. The concepts and principles relating to circuits, Direct Current components, and machines will constantly serve as a foundation for the study of Divisions 2 and 3. This is Electron Theory Electrical Charge.. not to imply that Division1 should be taught as a Methods of Producing EMF whole, but rather to indicate that portions of it should Electrical Circuits be introduced prior to related studies in other divisions. Electrical Conductors and Insulators The teacher must determine the exact chronological Electrical Power and Energy sequence of the material in a manner which he con- Magnetism siders to be most viable in an educational sense. This Theory of Magnetism arrangement of content should, as far as possible, Magnetic Fields involve student activities that can be described as Magnetic Properties of Materials "learning experiences". To achieve this, a program less Efectromagnetism rigidly structured than the traditional should be con- Magnetic Circuits sidered. UNIT 1.2 The emphasis in Division1 should, for the most part, be on underlying principles, not on hardware or ELECTRICAL MEASUREMEN1' its manipulation. The studies
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