UnitGuide_2016_v1

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ELECTRICAL TECHNOLOGY

Associate Diploma

UNIT 10

UNDERSTAND ELECTRICAL POWER

SYSTEMS AND ELECTROMAGNETIC

DEVICES

Teacher’s Guide

Cod: ET_AD_U10_G_2016

‐v1

Key:

ET: Qualification – Electrical Technology

AD: Certification level/Certificate – Associate Diploma

Uxx: Focused Unit in the Qualification structure – Unit 10

G T f d t T h ’ G id it G id

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Unit 10 – Understand Electrical Power Systems and Electromagnetic Devices

Content

1. UNIT SUMMARY .................................................................................................................... 4

1.1. Unit structure ............................................................................................................ 4

1.2. Unit

description

(purpose)

........................................................................................

5

1.3. Nominal hours ........................................................................................................... 5

1.4. Pre‐Requisites ............................................................................................................ 5

1.5. Skill Learning Outcomes, Performance Criteria and Scope ....................................... 6

1.6. Knowledge Learning Outcomes and Scope ............................................................... 7

1.7. Employability Skills .................................................................................................... 7

2. ELEMENTS FOR COURSE PLANNING ...................................................................................... 9

2.1. Course identification ................................................................................................. 9

2.2. Course description ..................................................................................................... 9

2.3. Course goals/objectives. ......................................................................................... 10

2.4. Course organization................................................................................................. 10

2.4.1. General

approach

to

teaching

.................................................................

10

2.4.2. Course Topics ........................................................................................... 12

2.4.3. Teaching and learning activities .............................................................. 12

2.5. Resources ................................................................................................................ 15

2.5.1. Learning Materials ................................................................................... 15

2.5.2. Materials and equipments ...................................................................... 16

2.6. Course

assessment

..................................................................................................

17

3. TENTATIVE COURSE SCHEDULE ........................................................................................... 19

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1.

UNIT SUMMARY

In this section a summary is given of the formalized (official) constituting elements of the

present Unit. For complete information about each one refer to the Unit prescription.

Note that one element not formalized has been added to the structure.

1.1. Unit

structure

UNIT

Purpose/

Description

Nominal Hours

Pre‐

requisites

Skill Learning

Outcomes (SLO)

SLO_1

Performance

Criteria

SLO_2

Performance

Criteria

SLO_n

Performance

Criteria

SKILLS

SCOPE

Knowled. Learning

Outcomes (KLO)

KLO_1

Knowledge

*

Not

included

in

the

current

standard

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aspects of OHS)

First Aid (principles and procedures)

Prerequisites are also any other generic knowledge and skills that the students should alreadyhave at the time of a new course or learning. Generic knowledge supports the acquisition of

technical/specific knowledge and generation of learning outcomes. It encompasses literacy,

numeracy, employability and academic skills. If students lack of this knowledge (assessment

involved), then it must be ensured for the sake of learning efficacy and it must be taught

consequently.

First, the learning outcomes are to be analyzed in terms of this implicit generic knowledge

and skills. Once clarified, it needs to be assessed and validated; that is, students lack of this

knowledge. After that, there are several strategies for teaching it. Self‐study is one; also, it may

be taught concentrated or on a “just in time” base; that is, distributed in the course and

synchronized with the technical contents. In any case, it should be planned: identification and

validation, allocation of enough time in the program, preparing learning resources, etc.

This Unit has particularly these academic requirements:

1. Numeracy (math concepts and skills):

• Graphs of functions.• Numerical trigonometry.

2.

Physics concepts:

• Kinetic energy and work.

• Rotation. Torque.

3. Literacy:

• Oral & Written communications.

See also §1.7 about Employability Skills.

1.5. Skill Learning Outcomes, Performance Criteria and Scope

Skill Learning Outcomes (SLO) describe the essential outcomes of the Unit as a whole.

Performance criteria describe the required performance needed to demonstrate or verify

achievement of the corresponding Outcome (competence). Assessment of performance is tobe consistent with this evidence guide. Skill scope provides the range of contexts and

conditions to which the performance criteria apply. It allows for different work environments

and situations that will affect performance; also, they provide orientation about training

resources, relevant practice and assessment.

SKILL LEARNING OUTCOMES

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Refer to the Unit document to get complete information about skills scope.

1.6. Knowledge Learning Outcomes and Scope

Knowledge Learning Outcomes (KLO) together with Scope describe the essential specificknowledge (and component skills) supporting learning outcomes. This knowledge is to be

completed with other generic knowledge. The limits of this knowledge are the performance

scope that characterizes the learning outcomes. This required knowledge & skills should becontextualized to current industry standards, technologies and practices.

KLO + Scope provide guidance in terms of breadth and depth of knowledge the

trainee/trainer needs to cover in order to develop the goal of competence effectively.

In this Unit, evidence will show that knowledge (understandings) and skills (know how to

do and how to behave) has been acquired of safe working practices and solving problems

in electromagnetic devices and related circuits, supporting the prescribed skill outcomes

and performance scope.

KNOWLEDGE LEARNING OUTCOMES

The learner will: Knowledge scope

1

Understand the nature and the

principles of a national electrical energy

supply

Refer to the Unit document to get completeinformation about the scope of each

knowledge topic on the left.

2 Understand magnetism

3

Understand electromagnetism

4 Understand magnetic circuits

5 Understand electromagnetic induction

6 Understand inductance

7 Know how to use measurement

instruments

8 Know about magnetic devices

9

Understand machine

principles

10 Know about rotating machine

construction, testing and maintenance

11 Understand generators

12 Understand motors

13 Know about machine efficiency

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skills are basically grouped for all Qualifications in three dedicated Employability Units (or

categories):

• Ability to manage own work. It encompasses work planning and organization.

• Work effectively as a member of a team. It encompasses cooperation andcollaboration.

•

Work professionally in a company. It encompasses professionalism.

Another global employability skill is Problem Solving, but this hasn’t been formalized in a

Unit. The reason is that problem solving is an essential part of the underlying model ofcompetence and qualification used in the Qualification design. Also, an explicit reference is

made to numeracy.

The employability skills are to be promoted and developed at the appropriate levels along the

whole study program. Particularly, the Units and courses related have specific requirements

which can be determined analyzing the learning outcomes and their associated performancecriteria. Such requirements should be known by students as well as the kind of activities and

evaluation planned.

This unit contains Employability Skills. The required outcomes in this Unit contain

applicable facets of selected areas of Employability Skills. Particularly, from the analysis of

learning outcomes, the following requirements have been found:

• Self -management (planning and organizing work).The students will apply self‐organization techniques specially when working in guided

practices (lab practices, etc.), projects, general problem solving related to

electromagnetism devices and independent work.• Team work and communication.

The students will have to work collaboratively and cooperatively in solving problems,

carrying out practical tasks and developing technical projects related toelectromagnetism. Communication skills (oral and also written) will be needed

inwards (team members, writing reports, etc.) and outwards (public communications

and communication with other agents).

•

Professionalism.

Appropriate work attitudes will be promoted and controlled, as in the real workcontext.

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2.

ELEMENTS FOR COURSE PLANNING

In this section, information is given about how to organize and deliver the associated training

to this Unit. This information may be useful for final course planning and delivery at particular

schools and contexts. Teachers and departments are free of using it discretionally.

2.1.

Course

identification

• Title:

UNDERSTAND ELECTRICAL POWER SYSTEMS AND ELECTROMAGNETIC DEVICES.

• Unit:

10. Understand Electrical Power Systems and Electromagnetic Devices.

• Qualification and Level:

Electrical Technology ‐ Associate Diploma

•

Module (Unit

integration):

This is a single, not integrated, course covering the full Unit.

• Duration:

86 GLH

• Course delivery requirements and format:

This course contains Lab practices and other practical work and makes use of variedresources. Provision of appropriate learning spaces is required. For guidance:‐ Electotechnology Laboratory.

‐ Electrical workshop.‐ Computers room.

‐ General purpose classroom.

This course also may be delivered in blended format combining online and classroom

based training.

• Teacher:

This is a technical or specialized course. For guidance, the following teacher’s profile is

needed as a minimum to deliver this training:‐ Qualified in electricity or in a related field (electronics, physics, etc.)‐ Academics: Vocational qualification (tertiary level) or higher.

‐ With a teacher education course.

2.2. Course description

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learn about the principles of magnetism and electromagnetism, how such principles are

applied in a variety of electromagnetic devices and components commonly used by

electrotechnology professionals and industries and how they can be systematically

applied in solving problems with electromagnetic circuits of low complexity (predictableproblems).

This is an introductory course mainly useful to acquire the fundamentals that the students

need to develop more specific competencies and work performances in the Qualification,and beyond (in the real work context). Other training of the same nature in this

Qualification is made of Unit 01 – Understand DC Principles and Unit 06-Understand AC

principles. Specifically, Unit 01 course is a pre‐requisite for this course, and this is a pre‐

requisite for Unit 06 course.

2.3. Course goals/objectives.

Course goals/objectives are statements of what the course intends to accomplish. Goals arebroader than objectives and the latter usually discriminate between intended knowledge,

skills and attitudes. Learning Outcomes are statements that describe significant, essential and

integrated learning that learners have achieved, and can reliably demonstrate at the end of a

course or program. Learning outcomes can be seen as essential learning products of an

educational program and represent an “outcomes based approach” to education.

After completing this course, the student will be able to:

1.

Understand electromagnetism, electromagnetic devices and related circuits.2. Solve basic problems involving electromagnetic devices and circuits, including:

• Determination of operating parameters through measurements and calculations.• Modifying and developing electromagnetic devices and circuits, as specified.

3. Work safely when analyzing and solving problems with magnetic devices and circuits.

Refer to formalized SLO and KLO of the Unit to check how the Unit goals above have been put

in outcome terms.

2.4. Course organization

2.4.1. General approach to teaching

This section describes the teaching strategy or strategies for the whole course.

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As an example, the course may be half lecture and half

practical. Briefly, the course dynamics is basically as

follows (refer to image, left):

First, content (from Unit KLO) is grouped into topics

from the most basic ones (magnets) to the most

advanced ones (electrical machines and power

systems). The basic contents are prerequisites of theadvanced contents. These topics are basically aligned to

unit learning outcomes (SLO); that is, each topic is atraining segment which includes, as a general rule,

lectures and practices that help students to master

principles and learn progressively. There is enough

classroom time allocated for each topic (than can beoptimized with experience).

In effect, once organized topics are presented

sequentially by the instructor. In essence, lectures aredelivered about electromagnetic principles, their

practical applications and their basic instrumental uses

in solving practical problems. Examples, demonstrative

experiments, class discussions or audiovisualpresentations are used to promote understanding,

among other methods. In some cases, an exploratory ordiscovery approach may be effective too.

After that, or more precisely elaborating (combining lectures and time for practices),

varied and sufficient learning tasks are completed by students. First, basic exercising isprovided and later more challenging exercises, lab‐practices, hands‐on practices, quizzes

or projects. In order to ensure the effectiveness of this whole practice, it’s assigned as

individual or group practice (student interaction), is graded from simpler to more complex

practices, supported in appropriate resources and accompanied with significant, timelyand individualized feedback.

Also, the course includes comprehensive assessment aligned to the Unit learning

goals/outcomes, both formative and summative. The formative assessment is based inlearning evidences from students’ daily work assignments (lab practices, homework, tests,

t ) d b h i ( ttit d ) th ith t i Th ti t i

TOPIC

ORGANIZATION

AND SEQUENCE

TOPIC

LECTURES

EXERCISING AND

PRACTICING

E l a b o r a t

i o n

MORE PRACTICE

OR INTEGRATIVE

PRACTICE

PARTIAL

ASSESSMENT

FINAL

ASSESSMENT

N e x t T o p i c

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This approach is evidenced in the tentative course schedule.

2.4.2. Course Topics

Refer to KLO of the Unit.

The list below indicates the topic areas to be covered in the course and their alignment toKLO. Note, that topics represent significant grouping of contents and sequence, so theymay not be delivered in the exact order of formalized KLO indicated in the Unit

description.

Topic Number (In training)

TOPIC KLO Number (in Unit specification)

1. MAGNETISM 2

2.

ELECTROMAGNETISM

3,8

3.

MAGNETIC CIRCUIT AND QUANTITIES 4

15

4. CHARACTERISTICS OF FERROMAGNETIC MATERIALS 4

5.

ELECTROMAGNETIC INDUCTION 5

6. INDUCTANCE AND INDUCTORS 6

7.

MEASUREMENT INSTRUMENTS 7

8.

MACHINE PRINCIPLES ‐ GENERATORS 9, 10, 11, 12

9. DC GENERATORS 11,12

10.

MACHINE PRINCIPLES ‐ MOTORS 9,12

11. DC MOTORS 10,12

12.

DC MACHINE EFFICIENCY 12,13

13. ELECTRICAL POWER SUPPLY 1,14

2.4.3. Teaching and learning activities

Learning and teaching activities materialize the selected training approach and methods.

The following kinds of activities are coherent with the teaching approach described above:

• Exercises.

• Laboratory Practices and other hands on activities.

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• EXERCISES

Exercises name basic exercising per topic delivered.

Exercising helps students to develop basic understanding of the matter and strength

acquired knowledge and skills; notably, “cognitive” or intellectual skills

(memorization, understanding, analytic and critical thinking, problem solving, etc.). Anumber of generic activities are included in this category, such as:

‐ Questionnaires with different question types.‐ Word problems and calculations.‐ Tutorials, Quizzes and self‐tests.‐ Investigative questions (web quests, etc.).‐ Others.

These activities are to do in class periods (typically after lecturing) and outside of class

(as homework or independent work). Exercises assigned are to be completed timely.

All they count mainly for formative assessment but also they may have a weight insummative assessment, since they reflect progression and learning evidences.

Some exercising and activities included may require the use of special materials

(multimedia, etc.) and other support resources (calculators, software tools, etc.).

To illustrate, think for example of a student labeling the parts of an electrical DC

machine given and exploded view of the machine.

Identify in the tentative course schedule and materials essential exercising for

this course.

• LAB PRACTICES AND OTHER PRACTICAL TASKS.

Almost every Topic includes lab practices or some kind of practical task related.

Through lab practices, electromagnetism principles covered in the topics planned are

made explicit and their study is facilitated.

In general, laboratory practices name learning focused activities that include the use of

resources, such as real or virtual tools, instruments and specific equipment, usually in

research of something (more than in final production of something). This sort of

activity takes place in appropriate workplaces: laboratory (for example,electrotechnology laboratory), where resources are available and work conditions are

b d ( i li )

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Lab practices are important activities and assignments in practical courses. That is,

they typically count in summative assessment. They are assessed based on the

correctness of submitted lab report or questions. The teacher in some cases may check

the results and work process directly, as the work develops. In case of pair work orsmall group work, the mark awarded is typically the same for each student.

To illustrate, a lab practice for this unit can consist of a systematic analysis of the

effects of inductance when inductors are included in DC circuits.

Identify in the tentative course schedule and materials a complete proposal of

laboratory practices for this course.

• PROJECTS AND OTHER INTEGRATIVE PRACTICE

Integrative practice is needed to strength learning and to minimize the undesirable

“piecemeal” learning effect of a topic‐segmented course. In this case, electromagnetic

principles shouldn’t be totally learnt in isolation, since many of them aresimultaneously present in real magnetic devices and application circuits. So, the

student needs to complete his training with more elaborated, complex and “realistic”

practices. Technical projects and other integrative practice are used with this aim.

In general, projects are complex actitivies with these remarkable characteristics; they:

‐ are basically defined as integrative practice. They imply the application of

knowledge and skills from several covered topics. Even, multidisciplinaryknowledge (generic knowledge, knowledge from other units, knowledge not

available yet that needs to be acquired, etc.).‐ present a problem or a challenge. Maybe, a real or a simulated professional task.

‐ are relatively long activities that develop within a time‐frame, have technical and

other constraints and are posed as team activities.‐ may be “ill‐defined”. That is, can present lack of relevant information, objectives

that need to be clarified/negotiated or several acceptable results.

‐

typically result in a product or in an activity and some kind of report/dissemination activity.‐ are self‐organized and self‐directed activities, within the frame of pre‐established

constraints.

Other integrative practices are role‐play activities and realistic complex job tasks,

h i ti ti j t t

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Identify in the tentative course schedule and materials a proposal of projects

and integrative practice for this course.

• LECTURES

The teacher is on charge of lecturing, which basically is to present the matter

according different methods that promote learning. Often, lectures are assimilated tothe teachers’ act of delivering information, maybe much or for a long time, in front of a

passive class with students struggling to make meaning of the exposition and takingnotes at the same time. However, lectures are much more and can be a very effective

teaching method. In technical teaching, lectures encompass:‐ Exposition of new content.‐ Demonstration and exemplification of new content.‐ Students questioning and discussion of topic and examples/demos.

‐ Connections of new content and activation of previous learning.‐ Systematic review of learning and clarification.

‐ Basic exercising.‐ Guided discovery.

‐ Lectures planning.

These methods contribute in making a dynamic classroom where effective learning iseffectively taking place. Even more, if lecturing is well planned, not very long and

effectively intercalated with exercising, practice periods and other basic elements of

effective lessons.

In this course the teacher plays an important role in explaining and demonstrating the

electromagnetic principles, which are many, interrelated and some of them complex. Iscertainly attractive the idea of student discovering or self‐studying these principles,

but surely is also unworkable and probably quite ineffective in terms of learning

outcomes.

Identify in the tentative course schedule allocated time for lecturing and

lectures

contents.

2.5. Resources

Resources are any mean used to facilitate and intended learning. Teacher is traditionally a

primary resource. Secondary resources are then learning materials and other equipments

d b h d l d h d l d l h h d

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Student materials:

• Student’s Workbook.

It contains an organized selection of contents, exercises, tutorials and practices. It’s

basically structured by planned course topics.

Other teaching and learning materials:

•

This course guide.• User manual, practice manual and other technical information of used educational

equipment.

• Supplementary resources:‐ Multimedia resources.‐ Supplementary contents and practices.

• Others: exams, rubrics, etc.

Identify in

the

tentative

course

schedule

and

materials

available

more

precision

about these categories of learning and teaching materials.

2.5.2. Materials and equipments

This course requires, in essence:

• Demonstrative and practice equipment of magnetic and electromagnetic principles.

•

Electromagnetic components, devices, products and supplementary materials forexperiments with magnetic devices, circuits and systems and for practicalassessments.

• Specific and general purpose instrumentation.

• Simulation software:‐ Electrical machines.‐ Circuits and power systems.

‐ Others.

These materials should be fit to demonstrations, practice and assessment requirements, asthey have been finally planned. And, they should be sufficient, according student grouping

and planned work sequences.

Identify in the tentative course schedule and materials available more precision

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2.6. Course assessment

This course includes a summative assessment with internal practical effects (College

administration). One practical use is advising students about their preparedness to pass theexternal qualification assessment.

In summative assessment, evidence that Unit SLO (competence) have been met shall be

considered holistically. To this aim, students’ learning progression and achievements alongthe course will be considered using a variety of assessment events (or methods of

assessment) to collect information and measure their levels of understandings, skills and

competence. Based on these partial assessments, a global judgment about competency will be

made and reported individually (for example, Competent or Not Yet Competent).

In planning assessment, rigor has to be balanced with feasibility, since exhaustive assessment

is time and resources consuming.

Below is a table listing assessment methods recommended for this course.

ASSESSMENT

EVENTS/METHODS DESCRIPTION LEARNING OUTCOMES HOW TO MEASURE

EXAMS/TESTS

• Objective knowledge tests.

• Include a variety of questions:

multiple choice, short answer, essay

questions, written problems, etc.

• Paper or computer distributed.

• Knowledge and

cognitive skills

(from

remembering to

reasoning and

problem solving).

• Accuracy – correct vs.

number of errors

• Item Analysis (for

improving validity and

reliability of tests).

PERFORMANCE OR

PRACTICAL TESTS

• Practical tests that imply

productions, using of resources,

interactions or reactions (attitudes).

• Include: circuit planning and

building, measurements,

troubleshooting, etc.

• Availability of resources,

performance context and other

practical conditions met.

• Motor skills

(dexterities, etc.)

and other technical

skills.

• Interpersonal skills

• Attitudes and work

behaviors.

• Employability

skills.

• Scoring or performance

rubrics that

identify

critical components of

the work and

discriminates between

differing levels of

proficiency in

performance.

• Accuracy scores, check

lists, primary traits

analysis and rubrics,

etc.

PROJECTS

• Integrative assignments under

conditions.

• Team‐based work.

• Products and activities.

• Realistic context.

• Include: advanced tasks and

problem solving.

• Higher order

thinking skills.

• Work technical

skills and

employability

skills.

• Rubrics for each

dimension of

assessment: result

quality, report, oral

presentation, etc.

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contribution to teamwork, meeting

of deadlines, “professionalism”, etc.

EMPLOYER WORK

REPORT

• Typically, actual workplace evidence

collected and recorded by profiling.

•

Simulated workplace evidence

collected in the classroom by your

teacher or a combination of both.

•

Partial and

integrated skills.

Competence

• Logbook, rubrics,

checklists, etc.

General requirements for planning assessments:

• Choose between assessments methods suggested in the table above to define theassessment components.

• Determine relative importance (or weight) of each method in obtaining the globalscore: weight of exams, projects, assignments, etc.

• Define grading table (levels A, B, C…) and passing criteria in relation to maximum

score.

• Develop assessment criteria or rubrics for grading each component.

•

Select or develop exams.

• Communicate assessment approach and criteria to students.

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3.

TENTATIVE COURSE SCHEDULE

In this section, a tentative course schedule is given that illustrates the feasibility of the general

teaching approach and integrates the kind of elements and resources proposed. Teachers can

make discretionally use of this plan to define their final programs.

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Cod: ET_AD_U10_G_2016 ‐v1 [23]

GLH

TOTAL TIME ALLOCATED 86 GLH

Documents

UnitGuide_2016_v1