Student Learning Outcome Guide

Commercial and Industrial Electrician Curriculum

The accompanying Student Learning Outcomes is a work in progress, but one that I have decided should be displayed in its current evolutionary draft status.

A number of colleges have requested copies of the latest draft for possible use in developing new programs and/or revising current program. The inquires have come from one or more of the following:

The State’s Electrician Certification Licensing Program
New electrical technology CTE credit programs that would be submitted for approval by the California Community Colleges Chancellor’s Office, and
State Registered Apprenticeship Electrician Program

I worked with three community college electrical faculty to bring the guide to its current evolutionary status. The faculty were; 1) John Hauck, Long Beach City College, 2) Elmano Alves, Chaffey College, and 3) Justin Shores, Antelope Valley College.

Please contact me with your comments regarding this document.

Currently I am looking for additional qualified resource people who would like to work with me on writing other sections of this document...

Barry Noonan, Ph.D.

Apprenticeship Coordinator, and

Specialist - Career Technical Education

Career & Technical Education Unit

Division of Economic Development and Workforce Preparation

California Community Colleges Chancellor's Office

1102 Q Street, 3rd Floor

Sacramento, CA 95811-6549

916.445.8026

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Student Learning Outcome Guide

Commercial and Industrial Electrician Curriculum

commercial/industrial electrician:
Guide—Student Learning Outcomes
(SLOs)for CTE, Apprenticeship, and Electrician Certification Program

Revised Tuesday, September 21, 2010
(Noonan revisions)

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Student Learning Outcome Guide

Commercial and Industrial Electrician Curriculum

Prepared by

Lead Expert Resource: / John Hauck, Long Beach City College: Electrical Faculty
Expert Resource: / Justin Shores, Antelope Valley College: Electrical Faculty
Expert Resource: / Elmano Alves, Chaffey College: Electrical Faculty
Curriculum Writing Assistance: / Barry Noonan, California Community College Chancellor’s Office – Apprenticeship Coordinator and Specialist -Vocational Education
Editing Consultant: / Katie Faires

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Student Learning Outcome Guide

Commercial and Industrial Electrician Curriculum

STUDENT LEARNING OUTCOME GUIDE

Topical list of specific student learning outcomes for each point in the

Commercial And INDUSTRIAL Electrician Curriculum Outline

Developed by the Electrical Joint and Unilateral Curriculum Committee.
Approved by the California Apprenticeship Council (CAC) as the CAC’s statewide standard for commercial electrician curriculum.
Curriculum outline approved September 2003, by the DAS’s special committee charged in the law with designating schools that have electrical curricula that meet the Commercial Electrician curriculum approved by the CAC.
All of the “learning outcomes” listed in this document specific apply to the “commercial electrician” unless other wise stated.

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Student Learning Outcome Guide

Commercial and Industrial Electrician Curriculum

TABLE OF CONTENTS

STUDENT LEARNING OUTCOMES GUIDE (LOG)

I.Introduction

II.Course Activities and Design

III.Prerequisite Knowledge and Skills

IV.Topical Outline

V.Student Learning Outcomes

1.SAFETY

1-A.General Jobsite Safety Awareness

1-B.Emergency Procedures

1-C.Compliance With OSHA And EPA Regulations

1-D.Substance Abuse

2.TOOLS, MATERIALS, AND HANDLING

2-A.Proper Tool Management

2-B.Proper Rigging Methods

2-C.Proper digging techniques

2-D.Proper use of motorized tools (use of platform lifts, bucket trucks, and truck-mounted cranes)

2-E.Proper material management

3.Mathematics

3-A.Conduct Appropriate mathematical calculations to solve for unknowns

4.DIRECT CURRENT ELECTRICAL CIRCUIT THEORY: OHM’S LAW

4-A.Definitions and Inventor

4-B.Ohm’s Law: Direct Current Electrical Circuit Theory

4-C.Basic Ohm’s Law formulas

4-D.Ohm’s Law in Direct Current Series circuits, Parallel circuits, and Combination Circuits

5.CONDUCTORS USED FOR GENERAL WIRING/MOTOR APPLICATIONS

5-A.Task Listing:

5-B.Types of Conductors and Insulators

5-C.Conductors Used For Low Power Specialty Wiring Applications (Computers, data, signaling, fire, alarms, life safety)

5-D.Grounding

5-E.Background Reasons for grounding and the N.E.C.

5-F.Function of Effective Grounding

5-G.Terms and Language of Grounding

5-H.Basic Ohm’s Law Theory of Current Flow in AC Circuits

5-I.Electrical Faults and Short Circuits

5-J.Electric Shock

5-K.System and Equipment Grounding

6.MOTORS, MOTOR CONTROLLERS AND PROCESS CONTROLLERS

6-A.Function, operation and characteristics of various types of motors (AC, DC, dual voltage, repulsion, universal, 3 phase, squirrel cage, synchronous)

6-B.Proper techniques for motor installations

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Student Learning Outcome Guide

Commercial and Industrial Electrician Curriculum

STUDENT LEARNING OUTCOMES GUIDE (LOG)

I.Introduction

The student learning outcomes are listed in this Guide so that the students know the knowledge and skill they are to master. ……..

II.Course Activities and Design

The course activities and design are carefully developed to facilitate the student’s mastery of the learning outcomes. ……………………

III.Prerequisite Knowledge and Skills

There are certain math skills and a level of reading that one must have prior to being admitted to this course. A placement assessment exam will be used to determine if the student is ready to start this course.
Evaluation
Evaluation procedures will be discussed during the first class meeting.

IV.Topical Outline

This is a TOPICAL OUTLINE and is NOT necessarily the order in which the material will be taught.

CIRCUIT THEORY: OHM’S LAW
Definitions, inventor
Ohm’s Law/ Electrical Circuit Theory
Basic Ohm’s Law Formulas
Ohm’s Law in Direct Current Series Circuits, Parallel Circuits, and Combination Circuits

V.Student Learning Outcomes

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Student Learning Outcome Guide

Commercial and Industrial Electrician Curriculum

The Student Learning Outcomes listed in this “Learning Outcomes Guide” (LOG) for the student are shown below[abn1]

1.SAFETY

Instructional Goal:To understand the need for safety and for the student to apply correct safety practices.

STUDENT LEARNING OUTCOME:

1-A.General Jobsite Safety Awareness

1-A.1.Why Safety is Important?

Student will be able to:

1-A.1.1.State the 5 section numbers that deal with Construction Safety as listed in the OSHA (Occupational safety and Health Act) with respect to the Code of Federal Regulations(CFR)

1-A.1.2Explain why an accident happened and how adherence to the CFR would have prevented the accident given a list of some of the most frequently cited serious violations, and give the specific CFR section related to each accident.

1-A.1.3Explain why safety education is important as to an impact on one’s own health, economic security, death, possible other employees, the public, and to ones employer.

1-A.2.Key Factors Involved With Safe Work Practices

Student will be able to:

{John and I need clarification from Diana Limon & Gregory Anderson)]

1-A.2.1List and discuss the following “key factors” that are involved with “Safe Work Practices” in reference to Personal Protective Equipment (PPE).

1-A.3.Develop Respect for Electricity

Student will be able to:

1-A.3.1Explain why it is important for a person, working with electricity, to “develop a respect for electricity” with respect to Installation Safety Requirements, Safety Related Workplace Practices, Safety Related maintenance and environmental requirements, and requirements for special equipment as per OSHA 1926.400 Subpart K.

1-A.4.Hazards Created by Poor Housekeeping on the Job

Student will be able to:

1-A.4.1Explain the “hazards created by poor housekeeping on the job” in reference to proper storage of materials and debris, and good sanitation procedures as per OSHA Subpart D.

1-A.5.Maintain Safe Work Area and Tools

Student will be able to:

1-A.5.1Explain what is meant by “Maintain safe work area.”

1-A.5.2Explain what is meant by “Maintain safe tools” per OSHA Subpart I. Also, state how one “maintains safe tools,” with respect to the following:

a)General requirements

b)Hand tools

c)Power Operated Hand tools

d)Abrasive wheels and tools

e)Jacks and hydraulic tools

f)Air Tools

1-A.6.Be Aware of the Dangers of Falling Objects

Student will be able to:

1-A.6.1Explain how one’s work environment should be set up to protect one from falling objects per the “Personal Protective Lifesaving Equipment” (PPE) per OSHA 1926 Subpart E. Explanation must include reference to:

a)Criteria for PPE

b)Occupational foot protection.

c)Head protection

d)Hearing protection

e)Face protection

f)Respiratory protection

g)Safety belts, lifelines and lanyards

1-A.7.Respect and Obey Job Safety Rules

Student will be able to:

1-A.7.1Consistently demonstrate the mantra of “respect and obey job safety rules,” thus fulfilling the information presented above in 1-A.1 “Why Safety is Important”.

1-B.Emergency Procedures

1-B.1First Aid Training and CPR

Student will be able to:

1-B.1.1Meet the requirements of the Standard First Aid and Personal Safety and Cardio-Pulmonary Resuscitation (CPR) certificates granted by the American Red Cross.

1-C.Compliance With OSHA And EPA Regulations

1-C.1.Attend and/or Conduct Regular Safety Meetings

Student will be able to:

1-C.1.1Regularly attend and/or conduct employer scheduled safety meetings per EPA regulations and OSHA SubpartC, CFR 1926.20 (b)(1), which details the employer’s legal responsibility to initiate and maintain safety programs. Also, state what CFR 1926.21 (b)(2) says about making sure that each employee has appropriate safety instruction related to their specific work requirements.

1-C.2 General OSHA Requirements on the Jobsite (This is a repeat of 1-C.1.1 above. Therefore, the “Student Will Be Able To:..” will not be repeated. (per John and Barry 3-23-06)
Student will be able to:

1-C.3.The Guidelines for OSHA “Assured Equipment Grounding and GFCI Usage”

Student will be able to:

1-C.3.1Demonstrate ability to locate and correct any noncompliance with the OSHA "Assured Equipment Grounding Conductor Program" (AEGCP) per CFR 1926.404(b)(1)(iii) by inspecting cords and devices for DAMAGE and/or DEFECTS by performing the following three required tests:

a)Visual Inspection Test: Inspect cords and devices for damage.

b)Electrical Tests:

(1)Continuity Test on the equipment-grounding conductor to assure that there is a continuous electrical path.

(2)Test performed on receptacles and plugs to ensure that the equipment-grounding conductor is connected to its proper terminal.

1-C.4.Use of Material Safety Data Sheets (MSDS) to identify and Properly Handle Hazardous Materials (e.g. Cleaning Fluids, Transformer Oils)

Student will be able to:

1-C.4.1Select from 8 labels, some of which meet OSHA Subpart D [Occupational Health and Environmental Controls (Hazard Communication)] labeling requirements, the labels that meet the three labeling criteria required in Subpart D. Then, for each correct label state how each label meets those requirements.

1-C.4.2Take the labels that did not meet OSHA Subpart D container labeling standards, and demonstrate with the use of Material Safety Data Sheets (MSDS) what is needed for these labels to meet the OSHA labeling requirement of such nonconforming labels.

1-D.Substance Abuse

Note for john and barry: no topics show in cac approved document. Maybe tie it to the safety training sessions + the dangers. Does osha cover it as a job hazard?

1-D.1.Substance Abuse

Student will be able to:

(Note: This is a very important topic. Does OSHA cover “substance Abuse”? If so, then we need to use the OSHA material to write this section. If OSHA does not cover it, then we need to seek guidance from the folks who are helping us review this draft document.) Barry and John on 3-23-06

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Student Learning Outcome Guide

Commercial and Industrial Electrician Curriculum

2.TOOLS, MATERIALS, AND HANDLING

(Note: This section 2.0 has not been assigned to a faculty member to do the draft student learing outcomes. Therefore, what is shown below is the basic format we are using in the LOG and also shows the outline as specified in the CAC approved industry standards for General Electrician.) Barry Noonan 3-23-06

Instructional Goal:

STUDENT LEARNING OUTCOME:

2-A.Proper Tool Management

2-A.1…………

2-A.1.1Common hand and power tools

2-A.1.2Proper selection and application of hand tools

2-A.1.3Proper selection and application of power tools

2-A.1.4Proper care for tools

2-A.1.5Safe techniques for using ladders

2-A.1.6Defects that make tools unsafe to use

2-A.1.7Use of meters to take readings

2-B.Proper Rigging Methods

Student will be able to:

2-B.1BARRY NEEDS TO CHECK THIS FORMAT..

2-B.22-B.1.1Proper knots

2-B.1.1Proper techniques for rigging and hoisting

2-B.1.2Safe capacities for lifting arrangements

2-C.Proper digging techniques

Student will be able to:

2-C.1Identify: ?

2-C.1.1Depth and shape of holes for supporting poles

2-C.1.2Proper techniques for digging, grading and leveling trenches for the installation of duct work

2-D.Proper use of motorized tools (use of platform lifts, bucket trucks, and truck-mounted cranes)

Student will be able to:

2-D.1Identify …. ?

2-D.1.1

2-E.Proper material management

Student will be able to:

2-E.1Identify ?

2-E.1.1.

2-E.1.2.

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Student Learning Outcome Guide

Commercial and Industrial Electrician Curriculum

3.Mathematics

(Note: This section 3.0 has not been assigned to a faculty member to do the draft student learing outcomes. Therefore, what is shown below is the basic format we are using in the LOG and also shows the outline as specified in the CAC approved industry standards for General Electrician.) Barry Noonan 3-23-06

Instructional Goal:

STUDENT LEARNING OUTCOME:

3-A.Conduct Appropriate mathematical calculations to solve for unknowns

Student will be able to:

3-A.1Perform arithmetic operations

3-A.2Solve word problems

3-A.3Solve problems involving fractions

3-A.4Reduce fractions to lowest terms

3-A.5Convert decimals to fractions and back

3-A.6Calculate angles and sides of triangles

3-A.7Solve for Unknown angles and sides of triangle

3-A.8Metric prefixes and converting different prefixes

3-A.9Use powers of ten to perform math functions

3-A.10Convert from English to metric measurement systems

3-A.11Calculate algebraic formulas

3-A.12Calculate square roots

3-A.13Calculate ratio, percentages, and proportion

3-A.14Solve problems using direct and inverse relationships

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Student Learning Outcome Guide

Commercial and Industrial Electrician Curriculum

4.DIRECT CURRENT ELECTRICAL CIRCUIT THEORY: OHM’S LAW

Note: In this section on Ohm’s Law, it is important to note that only Direct Current (DC) is the focus.

Instructional Goal:To have an understanding and an ability to apply Ohm’s Law to direct current electrical circuits.

STUDENT LEARNING OUTCOME:

4-A.Definitions and Inventor

Student will be able to:

4-A.1Define the following elements in Ohm’s Law:

4-A.1.1.Amp

4-A.1.2.Volt

4-A.1.3.Ohm the resistance

4-A.1.4.Watt

4-A.2Explain the history of the name Ohm’s LAW. State approximately when the Law was first published.

4-A.3State which of the three elements of Ohm’s Law can, in high levels, be dangerous or even fatal.

4-B.Ohm’s Law: Direct Current Electrical Circuit Theory

Student will be able to:

4-B.1Solve for the remaining values when given a circuit with partial values.

4-C.Basic Ohm’s Law formulas

Student will be able to:

4-C.1Solve for unknowns or unknown values using Ohm’s Law.

4-C.2State which formulas of Ohm’s Law are proportional and which formulas are inversely proportional.

4-C.3 Explain why when one value changes the rest of the values change.

4-C.4Use a mnemonic tag to solve for any unknown value.

4-C.5Select and write the formula for any given unknown in Ohm’s Law.

4-C.6Explain why E=IR is the most basic and simple Ohm’s Law formula. Include in the explanation reference to the meaning ET=IT*RT

4-D.Ohm’s Law in Direct Current Series circuits, Parallel circuits, and Combination Circuits

Student will be able to:

4-D.1With respect to DC series circuits:

4-D.1.1Select the appropriate Ohm’s Law formula for series circuits. Solve for all of the unknown values given a series circuit with partial values.

4-D.1.2Explain how voltage, amperage, and resistance values change in the DC series circuit when one or more components are replaced, added or removed.

4-D.1.3Describe several industry-based applications of DC series circuits with respect to circuits designed for safety purposes, alarm circuits.

Student will be able to:

4.D.2With respect to DC parallel circuits:

4-D.2.1Select the appropriate Ohm’s Law formula for parallel circuits.Solve for all of the unknown values given a parallel circuit with partial values.

Explain how voltage, amperage, and resistance values change in the DC parallel circuit when one or more components are replaced, added or removed.

4-D.2.2Describe several industry-based applications of DC parallel circuits with respect to circuits designed for safety purposes, distribution circuits, and motors.

Student will be able to:

4.D.3With respect to DC combination circuits, when given a combination circuit:

4-D.3.1Explain and demonstrate the isolation of each series path and each parallel path. Apply the appropriate Ohm’s Law formula for each isolation. Solve for the unknown value in each isolation

4-D.3.2Solve for Ohm’s Law total circuit values for voltage, current, and resistance using the isolation values obtained.

4-D.3.3Explain what happens to the combination circuit when one or more components are added or removed.

4-D.3.4Explain several industry-based applications of combination circuits in relation to safety, motors, and generators.

5.CONDUCTORS USED FOR GENERAL WIRING/MOTOR APPLICATIONS

Instructional Goal: To have an understanding of the types of conductors and insulators used in the electrical industry.

STUDENT LEARNING OUTCOME:

5-A.Task Listing: