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DOCUMENT RESUME ED 134 252 TITLE Electronics/Electrical DOCUMENT RESUME ED 134 252 JC 770 091 TITLE Electronics/Electrical Curriculum Cluster. INSTITUTION North Carolina State Dept. of Community Colleges, Raleigh. PUB DATE Jan 77 NOTE 328p.; Some pages may reproduce poorly EDRS PRICE BF-S0.83 BC-418.07 Plus Postage. DESCRIPTORS Community Colleges; Core Curriculum; Course Descriptions; *Course Objectives; Electrical Occupations; *Electromechanical Technology; Electronic Equipment; *Electronics; Electronic Technicians; Instrumentation Technicians; *Junior Colleges; Program Guides; Resource Guides; *State Curriculum Guides; Technical Education IDENTIFIERS North Carolina ABSTRACT Because of the continuing expansion and acceleration of technology related to the electronics/electrical field, it is necessary to periodically review and revise electronics/electrical curricula to reflect the state of the art. This curriculum guide is the result of such review and revision. Contained are suggested curricula by quarters, course descriptions, job descriptions, job competencies (performance levels compatible with *Dictionary of Occupational Titles* job categories and competencies for selected entry/exit puints within the curriculum), course outlines with objectives, and instructional equipment lists. It is noted that, in some cases, the texts suggested will need additional supplementary information. The electronics/electrical curriculum is designed witha comaon core of courses for the first four quarters, with specialization occurring during subsequent quarters. Areas of specialization include electromechanical technology, electrical technology, instrumentation technology, and electronics technology. The electronics technology curriculum is designed so thata student say specialize in different areas within this curriculum, according to local needs. This manual is available as an aid for institutions wishing to update or to implement an electronics/electrical curriculum. (JDS) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Docuaent Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. * 4********************************************************************** FOREWORD The Department of Community Colleges encourages institutionsto review and update continually curriculums to preparestudents to work with current technology in their fields. The Electronics/Electrical Technology Cvrriculum Manual represents an effort coordinatedby the Department to update and improve curriculums inthe electronics/ electrical cluster. Most of the institutionsoffering electronically or electrically based technologycurriculums have had input into this work. We feel it represents some of the best thinking ofinstruc- tors involved in these curriculums and we recommendyour consideration of its implementationat your institution. Staff of the Program Development Section and membersof the Electronics Curriculum Committeeare.available to discuss specific concepts of the curriculum withyou. Roger G. Worthington, Director Program Development . Ben E. Fountain, Jr. President PREFACE The Electrqnic Instructor'sgroup at their winter meeting in 1973 set an ef/ectronicscurriculum committee to update theelectronics/ electrical curriculums. This committee thoroughly reviewedthe existing curriculums as wellas the competencies needed for entry into the job market today. This manual is largely theoutgrowth of the work of this committee and of Mr. Frank Gourley, Jr. of the Department of CommunityColleges. The Electronics CurriculumCommittee arrived at the curriculum presented in this manual by consideringprimarily the needs of the students in our time of ever accelerating and expandinguse of more highly sophisticated electronic.gear in everything from our eve** living to interplanetary travel and worldwide TV. To get employment today, the technician mustprimarily have a good and thoroughbacWound of basics in electricity, electronics,mathematics and physics that witl_enable him/her to absorbvery quickly the more specialized know- ledge in the eleCtronics/electrical fields Just what constitutes this basic background is initself 4 coo ently changing and expanding thing that requires that electronic cur..,..iums also bein a continual state.of flux. To keep abreast of this fleldit is estential to continually evaluate the electroniccurriculums. The electronics/electrical technology curriculumsnow offered in the system differ primarily only in their optionsor field of specialization in the last few quarters of the curriculum. The local needs and job opportunities necessitate this specializationat the institution. This need to have curriculums that providefor local differences led directly to the developmentof the broad cluster concept that is presented here. By appropriate arrangement of thecourse content, it is possible to provide marketable skills to those who findit necessary to seek employment before completion of theprogram. It is intended that the curriculumspresented herein be considered by each institution's advisory committeeand through their counsel and advice make adjustments and additionsto conform to local job opportunities. This manual should serveas a model for institutions to develop a quantity curriculum that providesfor local needs. I strongly recommend that considerationbe given to trying the ideas and approaches presented hereinas it is based upon the experience, insight, advice and work ofa great many individuals. It is hoped that this manual will assist thosethat may be considering initiating one of these programsor altering an existing curriculum with the intent of improving, vitalizingor modernizing it. Roy Gull', Chairman Electronics Curriculum Committee January, 1977 5 CONTENTS Introduction Page 1 Program Implementation 5 Curriculum Design 8 Job Descriptions/Job Competencies 9 Curriculum Guides/Course Outlines/Equipment Lists 17 Curriculum Guides Electronics (1-045) Electrical (1-044) Electromechanical (1-039) Instrumentation (1-048) Course Outlines Electrical Fundamentals T-ELC 112 Electrical Fundamentals I T-ELC 113 Electrical FundamentalsII T-ELC 114 Electrical FundamentalsIII E ectronic Fundamentals T-ELN 121 Electronics I T-ELN 122 Electronics II T-ELN 123 Electronics III. ... ..... Advanced,Electronic Circuitsand Systems T-ELN 218 Pulse, Logic, & DigitalCircuits T-ELN 219Digital Fundamentals T-ELN 237 Industrial Instrumentation T-ELN 241 Electronic Systems 6 T-ELN 242Electronic Systems II: Communications . T-ELN 243Electronic Systems III: Communications . T-ELN 246 Electronics Design Project T-ELN 247Electronic Systems II: Computers . T-ELN 248 Electronic Systems III: Computers . T-ELN 249 Electronic Systems II: Automatic Control- . T-ELN 250 Electronic Systans-III:Automatic Control . Advanced Electrical Circuits and Systems T-ELC 204 Electrical Circuits . T-ELC 211 Electrical Machines I T-ELC 212Electrical Machines II . T-ELC 214 Industrial Electrical Control Systems T-ELC 221 Electromagnetic Controls T-ELC 222 Solid State Controls T-ELC 235 Planning Electrical Installations T-ELC 238 Power Distribution Electromec-hanical T-ELM 211 Electromechanical Devices T-ELM 212Control Systems Technology I T-ELM 213 Control Systems Technology II T-ELN 224 Computer and Microprocessor Fundamentals . T-MEC 100Machine Practices T-MEC 107Applied Mechanics T-MEC 110 Fundamental Mechanisms T-MEC 235Hydraulics and Pneumatics 7 Instrumentation T-ELN 203 Measurement and Control I T-ELN 213 Measurement and Control II T-ELN 223Measurement and Control III T-CHM 117 Industrial Chemistny Equipment Lists # 61 Electronics # 58 Electrical #190 Electromechanical #101 Instrumentation Curriculum Guidelines 1-045 Electronics _ 1-044 Electrical 1-039Electromechanical 1-048 Instrumentation 8 . .. INTRODUCTION Electronics and electrical curriculums havebeen offered-by North Carolina technical institutes and communitycolleges since their ,Istablishment as industrial educationcenters in 1958. These curriculums have been offered to meeta growing need in the State for personnel trained in the electronics/electricalfields. Electronics technology was first offeredin 1958, with electrical technology initiated in 1962. Other technology curriculums in thisfield include instrumentation technology andelectromechanical technology established in 1967. Other electronicaliy/electricallyoriented curriculums include electronics servicing,electrical installation and maintenanCe, marine electronics, electronic product servicing,electrical appliance repair, vending macAne maintenance,and industrial electronic servicing. In 1965-1966 the electronics and electricaltechnologies were revised. At that time the curriculum committeerevising these *grams saw fit to coordinate courses in the two curriculumsto the extent that the first three quarters of each curriculumwere the same. As the instrumentation,electromechanical and marineelectronics curriculums were developed, this same format was followed. This fcrmat has proved workable administratively and instructionally. Due to the rapid and significantchanges in the field of electronics and the subsequent revisions in
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