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ABSTRACT

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Machine Tool Advanced Skills Technology (MAST).Common Ground: Toward a Standards-Based TrainingSystem for the U.S. Machine Tool and Metal RelatedIndustries. Volume 14: Automated Equipment Technician(CIM), of a 15-Volume Set of Skill Standards andCurriculum Training Materials for the PrecisionManufacturing Industry.Texas State Technical Coll., Waco.Office of Vocational and Adult Education (ED),Washington, DC.Sep 96V199J40008373p.; For other volumes in this set, see CE 072924-938.World Wide Web: http://machinetool.tstc.eduGuides Classroom Use Teaching Guides (ForTeacher) (052)

MFO1 /PC15 Plus Postage.*Automation; Behavioral Objectives; Competency BasedEducation; *Computer Assisted Manufacturing; ComputerSoftware; Course Content; Course Descriptions; CourseObjectives; Curriculum; Curriculum Development; JobSkills; Machine Tool Operators; *Machine Tools;*Manufacturing; Manufacturing Industry; MetalWorking; *Numerical Control; Postsecondary Education;*Technical Education*Computer Integrated Manufacturing

This document is intended to help educationandtraining institutions deliver the Machine Tool Advanced SkillsTechnology (MAST) curriculum to a variety of individuals andorganizations. MAST consists of industry-specific skill standards andmodel curricula for 15 occupational specialty areas within the U.S.machine tool and metals-related industries. This volume provides theMAST standards and curriculum for the automated equipment technician(computer-integrated manufacturing, CIM) specialty area. It isorganized in the following sections: (1) a profile of San Diego CityCollege, the development center that produced these standards andcurriculum; (2) an automated equipment technician competency profileof job duties and tasks; (3) a technician duty, task, and subtask

outline; (4) a course curriculum outline and course descriptions; (5)a technical workplace competencies and course crosswalk; and (6) aSecretary's Commission on Achieving Necessary Skills (SCANS)proficiencies course crosswalk. Individual syllabi for the followingcourses are provided: Manufacturing Metrics and Calculations;Teamwork Skills; Print Reading and Symbology; ManufacturingProcesses; Industrial Programming Theory; IndustrialElectronics/Electricity; Motion Control/Servo Systems; Fluid PowerTechnology; Programmable Logic Controllers; Industrial MachineTechnology; and Flexible Manufacturing Systems/Robotics. Componentsof each syllabus are as follows: lecture, lab, and credit hours;course description; prerequisites; course objectives; required course

materials; method of instruction; course objectives: technicalcompetencies; and course objectives: SCANS competencies. Appendixescontain the individual competency profiles for each company surveyedby the MAST development center and narrative of the pilot program forthis occupational specialty. (YLB)

i l lU.S. DEPARTMENT OF EDUCATION

Office of Educational Research and Improvement

EDUCATIONAL. RESOURCES INFORMATIONCENTER (ERIC)

/0; This document has been reproduced asreceived from the person Or orgammtionoriginating aMinor changes nave been made to improvereproduction quality

Points of viewer OpmfOns slated in ihmdocu-ment do not necessarily represent officialOE RI position or policy

COMMON GROUND:TOWARD A STANDARDS-BASED TRAINING

SYSTEM FOR THE U.S. MACHINE TOOLAND METAL RELATED INDUSTRIES

VOLUME 14

AUTOMATED EQUIPMENTTECHNICIAN (CIM)

T\ ofin a 15 volume set of Skills Standards

K and

cN Curriculum Training Materials for thePRECISION MANUFACTURING INDUSTRY

BEST COPY AVAILABLE

2

Supported bythe Office of Vocational & Adult Education

U.S. Department of Education

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SPRINGFIELD TECHNICALCOMMUNITY COLLEGE

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Technical CollegeWaco

Machine Tool Advanced SkillsTechnology Program

VOLUME 14

AUTOMATED EQUIPMENTTECHNICIAN (CIM)

Supported byThe Office of Vocational and Adult Education

U.S. Department of Education

September, 1996

3

Project Title:

Grant Number:

Act under whichFunds Administered:

Source of Grant:

Grantee:

Disclaimer:

Discrimination:

GRANT INFORMATION

Machine Tool Advanced Skills Technology Program

V199740008

Carl D. Perkins Vocational Education ActCooperative Demo - Manufacturing Technology, CFDA84.1997

Office of Vocational and Adult EducationU.S. Department of EducationWashington, DC 20202

Texas State Technical CollegeWaco, Texas

This publication was prepared pursuant to a grant with the Office ofVocational and Adult Education, U.S. Department of Education.Grantees undertaking such projects under government sponsorshipare encouraged to express freely their judgement in professionaland technical matters. Points of view or opinions do not, therefore,necessarily represent official U.S. Department of Educationposition or policy.

Title VI of the Civil Rights Act of 1964 states: "No person in theUnited States shall, on the ground of race, color, or national origin,be excluded from participation in, be denied the benefits of, or besubjected to discrimination under any program or activity receivingfederal financial assistance." Title IX of the EducationAmendments of 1972 states: "No person in the United States shall,on the basis of sex, be excluded from participation in, be denied thebenefits of, or be subjected to discrimination under any educationprogram or activity receiving federal financial assistance."Therefore, the Machine Tool Advanced Skills Technology (MAST)project, like every program or activity receiving financial assistancefrom the U.S. Department of Education, operated in compliancewith these laws.

ii

4

ACKNOWLEDGMENTS

This project was made possible by the cooperation and direct support of the following

organizations:

U.S. Department of Education, Office of Vocational & Adult EducationMAST Consortia of Employers and Educators

MAST DEVELOPMENT CENTERSAugusta Technical Institute - Itawamba Community College - Moraine Valley Community College - San

Diego City College (CACT) - Springfield Technical Community College - Texas State Technical College

INDUSTRIESAB Lasers - AIRCAP/MTD - ALCOA - American Saw - AMOCO Performance Products - Automatic

Switch Company - Bell Helicopter - Bowen Tool - Brunner - Chrysler Corp. - Chrysler Technologies -

Conveyor Plus - Darr Caterpillar - Davis Technologies - Delta International - Devon - D. J. Plastics - Eaton

Leonard - EBTEC - Electro-Motive - Emergency One - Eureka - Foster Mold - GeoDiamond/Smith

International - Greenfield Industries - Hunter Douglas - Industrial Laser - ITT Engineered Valve - Kaiser

Aluminum - Krueger International. - Laser Fare - Laser Services - Lockheed Martin - McDonnell Douglas -

Mercury Tool - NASSCO - NutraSweet - Rapistan DEMAG - Reed Tool - ROHR, International - Searle -

Solar Turbine - Southwest Fabricators - Smith & Wesson - Standard Refrigeration - Super Sagless - Taylor

Guitars - Tecumseh - Teledyne Ryan - Thermal Ceramics - Thomas Lighting - FMC, United Defense - United

Technologies Hamilton Standard

COLLEGE AFFILIATESAiken Technical College - Bevil Center for Advanced Manufacturing Technology - Central Florida

Community College - Chicago Manufacturing Technology Extension Center - Great Lakes Manufacturing

Technology Center - Indiana Vocational Technical College - Milwaukee Area Technical College - Okaloosa-

Walton Community College - Piedmont Technical College - Pueblo Community College - Salt Lake

Community College - Spokane Community College - Texas State Technical Colleges at Harlington, Marshall,

Sweetwater

FEDERAL LABSJet Propulsion Lab - Lawrence Livermore National Laboratory - L.B.J. Space Center (NASA) - Los Alamos

Laboratory - Oak Ridge National Laboratory - Sandia National Laboratory - Several National Institute of

Standards and Technology Centers (NIST) - Tank Automotive Research and Development Center

(TARDEC) - Wright Laboratories

SECONDARY SCHOOLSAiken Career Center - Chicopee Comprehensive High School - Community High School (Moraine, IL) -

Connally ISD - Consolidated High School - Evans High - Greenwood Vocational School - Hoover Sr. High -

Killeen ISD - LaVega ISD - Lincoln Sr. High - Marlin ISD - Midway ISD - Moraine Area Career Center -

Morse Sr. High - Point Lamar Sr. High - Pontotoc Ridge Area Vocational Center - Putnam Vocational High

School - San Diego Sr. High - Tupelo-Lee Vocational Center - Waco ISD - Westfield Vocational High School

iii 5

ASSOCIATIONSAmerican Vocational Association (AVA) - Center for Occupational Research and Development (CORD) -CIM in Higher Education (CIMHE) - Heart of Texas Tech-Prep - Midwest (Michigan) ManufacturingTechnology Center (MMTC) - National Coalition For Advanced Manufacturing (NACFAM) - NationalCoalition of Advanced Technology Centers (NCATC) - National Skills Standards Pilot Programs - NationalTooling and Machining Association (NTMA) - New York Manufacturing Extension Partnership (NYMEP)- Precision Metalforming Association (PMA) - Society of Manufacturing Engineers (SME) - SoutheastManufacturing Technology Center (SMTC)

MAST PROJECT EVALUATORSDr. James Hales, East Tennessee State University and William Ruxton, National Tooling and MachineAssociation (NTMA)

SPECIAL RECOGNITIONDr. Hugh Rogers recognized the need for this project, developed the baseline concepts and methodology,and pulled together industrial and academic partners from across the nation into a solid consortium. Specialthanks and singular congratulations go to Dr. Rogers for his extraordinary efforts in this endeavor.

This report is primarily based upon information provided by the above companies, schools andlabs. We sincerely thank key personnel within these organizations for their commitment anddedication to this project. Including the national survey, more than 3,000 other companies andorganizations participated in this project. We commend their efforts in our combined attempt toreach some common ground in precision manufacturing skills standards and curriculumdevelopment.

This material may be found on the Internet at http://machinetool.tstc.edu

iv 6

VOLUME 1

VOLUME 2

CATALOG OF 15 VOLUMES

EXECUTIVE SUMMARYSTATEMENT OF THE PROBLEMMACHINE TOOL ADVANCED SKILLS TECHNOLOGY

PROJECTPROJECT GOALS AND DELIVERABLESPROJECT METHODOLOGYPROJECT CONCLUSIONS AND RECOMMENDATIONSAPPENDICES

CAREER DEVELOPMENTGENERAL EDUCATIONREMEDIATION

VOLUME 3 MACHINING - CORE COURSES (MAC)

VOLUME 4 MANUFACTURING ENGINEERING TECHNOLOGY (MET)

VOLUME 5 MOLD MAKING (MLD)

VOLUME 6 WELDING (WLD)

VOLUME 7 INDUSTRIAL MAINTENANCE (IMM)

VOLUME 8 SHEET METAL (SML) AND COMPOSITES (COM)

VOLUME 9 TOOL AND DIE (TLD)

VOLUME 10 COMPUTER-AIDED DRAFTING AND DESIGN (CAD)

VOLUME 11 COMPUTER-AIDED MANUFACTURING ANDADVANCED CNC (CNC)

VOLUME 12 INSTRUMENTATION (TNT)

VOLUME 13 LASER MACHINING (LSR)

VOLUME 14 AUTOMATED EQUIPMENT TECHNOLOGY (CIM)

VOLUME 15 ADMINISTRATIVE INFORMATION

VOLUME 3

AUTOMATED EQUIPMENTTECHNOLOGY

Table of Contents

TAB

Foreword

Development Center Profile 2

Automated Equipment Technician/CIM Competency Profile 3

Automated Equipment Technician/CIMDuty/Task/Sub-Task Outline 4

Course Listing/Course Descriptions 5

Technical Competency/Course Crosswalk 6

"SCANS"/Course Crosswalk 7

Individual Course Syllabi 8

Appendix A - Industry Competency Profiles 9

Appendix B - Pilot Program Narrative 10

FOREWORD

Important changes in machine tool technology, especially the use of Computerized NumericalControl Machines and Robots to automate processes that were traditionally craft-based andrequired great skill, have altered the size and scope of machine tool and metal-relatedmanufacturers. The flexibility and reliability of modern automated machine technologies allows acompany to operate efficiently with only a handful of machines and many fewer employees, yetproduce many product variations at high quality and low cost. The new capability is drivingdemand for multi-skilled technicians who can operate, program, diagnose and repair the newautomated systems and manufacturing processes that drive our industries, including flexiblemanufacturing systems, CNCs, robots, and process controllers. This requires a set of skills oncedivided among separate trades such as electronics technicians, electrical technicians, andmechanical technicians.

A small number of educational institutions, led by two-year colleges, have begun to anticipate andaddress the need for new types of training arising from the above developments. Attempting tocreate an educational environment that breaks with tradition and explores new educationalmethods, they have launched training programs designed to integrate a broad array of skills andtasks in a single individual. With their tradition of vocational training and responding to the needsof the business market, the community colleges were quick to recognize that small companiescannot afford to hire several people to do different jobs and that employees must handle more ofthe duties once reserved for workers with more education. The Automated EquipmentTechnician/CIM training program, begun by San Diego City College and developed with the aidof MAST, seeks not just to anticipate future demand, but to help stimulate its emergence bysupplying local industry with technicians prepared to assist companies in transitioning to advancedmanufacturing technologies.

Recognizing the need to increase the supply of new skilled workers in this and otheroccupations for the metal and metals-related industries, the U.S. Department of Educationlaunched the Cooperative Demonstration Program (Manufacturing Technologies) as partof the national Skills Standards Act of 1994. The goal of the Department initiative was tofoster the development and implementation of national skill standards and a training modelfor certificate and Associate of Science degree programs. In July 1994, a multi-stateconsortium of community colleges led by Texas State Technical College received a grantawarded by the Department under the initiative. The Machine Tool Advanced SkillsTechnology (MAST) consortium, which includes six of the nation's leading AdvancedTechnology Centers (ATCs), was formed to develop, test and disseminate industry-specificskill standards and model curricula for the U.S. machine tool industry over a two yearperiod. As part of the MAST consortium, San Diego City College in California was taskedwith developing and piloting skill standards and model curricula in the technical area ofAutomated Equipment Technician/CIM.

This occupational specialty area has been identified with a number of different titles. Theseinclude: CIM Technician, Shop Floor Control Systems Technician, Flexible ManufacturingSystems Technician, CNC Maintenance Technician, and others. After numerous interviews withpractitioners from industry (see Appendix A), and discussions with educators, managers,supervisors, and others involved with machine related occupations and specifically the repair ofautomated and computer controlled equipment, the MAST Consortium Partners chose to identifythis person as an "Automated Equipment Technician/CIM". Our definition of this individual is asfollows:

Automated Equipment Technician/CIM - Operates, programs, maintains, and repairsautomated machine tools and automated manufacturing processes.

Presented in this volume are the course syllabi and all supporting documentation which were usedin the pilot program at San Diego City College (CACT) during the 1995-96 school year for theAutomated Equipment Technician/CIM Program.

0

PARTNER OCCUPATIONAL SPECIALITY ASSIGNMENTS

Although each of the six partner college development centers possessed detailed expertise in eachof the MAST 15 occupational specialities, a division of work was still very necessary to ensurecompletion of the project due to the enormity associated with industrial assessment and completecurriculum revision for each of the areas of investigation.

Each Collegiate Partner was responsible for development of a specialization component of theoverall model. Information for the future direction of this specialization area was obtained fromNIST Manufacturing Centers and/or national consortia, professional societies, and industrialsupport groups addressing national manufacturing needs. Each Collegiate Partner tested itsspecialization model utilizing local campus resources and local industry. Information gained fromthe local experience was utilized to make model corrections. After testing and modification,components were consolidated into a national model. These events occurred during the first yearof the Program. During the second year of the Program, the national model was piloted at eachof the Collegiate Partner institutions. Experience gained from the individual pilot programs wasconsolidated into the final national model.

What follows is a profile of the MAST development center which had primary responsibility forthe compilation and preparation of the materials for this occupational specialty area. This collegealso had the responsibility for conducting the pilot program which was used as one of the meansof validation for this program.

MAST DEVELOPMENT CENTER, SAN DIEGO, CACenter for Applied Competitive Technologies

San Diego City College

Augustine P. Gallego, ChancellorSan Diego Community College DistrictJerome Hunter, PresidentSan Diego City CollegeJoan A. Stepsis, Dean/DirectorCenter for Applied Competitive Technologies

1313 Twelfth AvenueSan Diego, CA 92101-4787

College phone: 619/230-2453, fax: 619/230-2063e-mail: jhunter@sdccd.ce.ca.us

Center phone: 619/230-2080, fax: 619/230-2162e-mail: jstepsis@sdeed.ce.ca.us

Manufacturing in the San Diego RegionManufacturing represents a major sector of the San Diego economy, accounting for almost one out of every fourdollars (24%) of San Diego's gross regional product. The county is currently home to approximately 3,500manufacturers employing roughly 110,000 San Diegans. During the first half of the 1990s, manufacturing in SanDiego was hard hit by the downturn in military and defense spending which accompanied the end of the cold war.Many of the region's largest aerospace contractors rapidly downsized or moved their plants out of state, leaving alarge supplier base that needed to modernize its manufacturing processes and convert to commercial markets.Rapid recovery of manufacturing in the region has been driven by San Diego's high tech research anddevelopment sectors in electronics, telecommunications, software, advanced materials, biotechnology, andmedical instrumentation.

San Diego City College and its Center for Applied Competitive Technologies (CACT)San Diego City College is an urban, minority institution, serving a large population of students from immigrant,disadvantaged, and low income households. In 1990, the College sawan opportunity to modernize its technicalprograms and improve the employment outlook for many of its students by agreeing to host one of the State ofCalifornia's eight new regional manufacturing extension centers, the Centers for Applied CompetitiveTechnologies (CACTs). The advanced technology centers were designed to assist local companiesto modernizetheir manufacturing processes and convert from defense to newly emerging, technology-based commercialmarkets. This strategic partnership between the College and its resident CACT has proven to be highlysuccessful. In developing the programs and lab facilities to serve the needs of regional manufacturing companies,the San Diego CACT and City College have simultaneously modernized the manufacturing and machinetechnology credit offerings of the College, thereby providing a well-trained, technically competent workforce forindustry and enhancing career opportunities for students.

Development TeamProject Director: Joan A. Stepsis, Ph.D., Dean/Director of the CACT-SD, served as programmatic managerand academic coordinator for the MAST project.Subject Matter Expert: John C. Bollinger, Assoc. Prof. of Machine Technology, had programmaticresponsibility for developing skill standards and course/program materials for the Advanced CNC and CAMcomponent of the MAST project. Professor Bollinger also served as the lead instructor for the MASTinstructional pilot for his specialty area.Subject Matter Expert: Douglas R. Welch, Assoc. Prof. of Manufacturing, had programmatic responsibilityfor developing skill standards and course/program materials for the Automated Equipment Technology(AET) and Machine Tool Integration (CIM) component of the MAST project. Professor Welch also served aslead instructor for the MAST instructional pilot for his specialty area.Skills Validation Coordinator: Mary K. Benard, MBA, CACT-SD Business/Operations Manager,coordinated the industry skills verification process for MAST with the assistance of Louis A. Spain, Jr., ofSpain & Associates, who facilitated industry skills validation sessions with expert worker teams.

12

THE MAST COMPETENCY PROFILE

Development of Competency Profiles at each of the MAST sites began with visits torepresentative companies for the purpose of surveying expert workers within the industry andoccupational areas under investigation. Each site began the survey process by asking a subjectmatter expert in the targeted technical area, generally a member of their faculty, to employ amodified version of the generally-accepted DACUM (Developing A Curriculum) method tocategorize the major skills needed to work in the selected occupation. As source materials, thecollege instructors drew on their professional knowledge and experience of current and futureindustry requirements. The initial skill standards developed by the subject matter expertsunderwent numerous internal reviews and revisions within each site, assuming final form as aseries of structured survey and interview statements designed to elicit a simple yes or no response.

To determine an appropriate survey sample, each site compiled a database of their region's smalland medium-sized manufacturers and searched for companies likely to employ workers in thetargeted occupational area. The resulting cross-industry samples were sorted further to achieve abalance of technological capability and workforce size; the sample companies within each regionwere then asked to participate in the project. Willing respondents were scheduled for interviews.

During the company interviews, MAST staff asked expert workers to identify the primary dutiesand tasks performed by a typical worker and to consider the special skills and knowledge, traitsand attitudes, and industry trends that will have an impact on worker training, employability, andperformance both now and in the future. The interview results were analyzed to create individualprofiles identifying the most common duties and skills required of workers at each company.Copies of individual company competency profiles are provided in Appendix A of this volume.These individual company Competency Profiles served two purposes. First, they showed, in aformat that could be easily understood by both industry and educators, a picture of theoccupational specialty at a given company at that particular time. Second, these individualcompany Competency Profiles furnished the company with a document for which they couldclaim ownership. This, in effect, made them "real" partners in the work of MAST.

Data for all companies were then aggregated to develop a composite Competency Profile ofindustry skill standards within the selected occupational specialty area of, as shown in thefollowing pages.

These same duties and tasks were then included in both the Texas and National Surveys forfurther validation (see Volume 1). As a result of the surveys, additional refinements were madeto the Competency Profiles. These changes were then incorporated into the individual coursesyllabi which were used for the pilot program.

The MAST Competency Profile for this occupational specialty area has been included on thefollowing pages.

BEST COPY AVAILABLE

13

OCCUPATIONAL SURVEY AND COMPETENCY PROFILE

San Diego City College/Center for Applied Competitive TechnologiesSan Diego City College is a predominantly minority institution in a city where defense cutbacksand economic recession have shuttered scores of plants and businesses and eliminated tens ofthousands of jobs. To continue to meet the needs of its students and ensure their present andfuture employability, City College has worked closely with industry to design comprehensiveAssociate of Applied Sciences (AAS) Degree programs in science, math, engineering, andtechnology, as well as certificate programs in advanced machine tool and manufacturingtechnologies. These partnerships have helped to leverage public funds and led to the creation of astate-of-the-art applied research facility on the College campus. Key to this effort has been therole of the Center for Applied Competitive Technologies at San Diego City College(CACT-SDCC).

CACT-SDCC was established in 1990 as one of the eight advanced technology centers (ATCs)funded by the State of California to help manufacturers modernize their production capabilitiesand remain competitive through education, training and technology transfer. Now six years oldand a leading institution for applied research, education and training in automated manufacturingand machine technology, CACT-SDCC serves over 3,500 small and mid-sized manufacturers inSan Diego and Imperial Counties. The Center is a member of the National Coalition of AdvancedTechnology Centers (NCATC), an affiliate of the NIST California Manufacturing TechnologyCenter (CMTC), based at El Camino College in Los Angeles, and the sole provider of the State'sCalifornia Aerospace Supplier Improvement Program (CaISIP) for the San Diego region.

The roles of San Diego City College and CACT-SDCC in the MAST project mirror their reasonsfor selection to the consortium assembled by Texas State Technical College. City Collegeprovides the infrastructure of faculty, students, research facilities, and beta site for the modelcurriculum, while CACT-SDCC lends its knowledge and expertise as CMTC affiliate and NCATCmember and its ongoing relationships with manufacturers.

Automated Equipment Technician/CIM: Survey MethodologyThe Automated Equipment Technician/CIM survey methodology was designed to build on thestrength of CACT-SDCC's existing relationship to the region's industrial base, as it was assumedthat the Center's industry experience and knowledge would ensure the relevance and credibility ofthe skills survey and eventual curriculum. Given the compressed time frame for conducting theMAST industry survey, CACT-SDCC asked a member of the College faculty, a subject matterexpert in automated industrial equipment technologies, to employ a modified version of thegenerally-accepted DACUM (Developing A Curriculum) process to identify the major types ofskills required for employment in the selected occupation. As source materials, the subject matterexpert drew on his professional knowledge of industry requirements gained as an activeconsultant to industry for CACT-SDCC, and his insights and experience as an instructorresponsible for redesigning the new College curriculum.

The initial set of skill standards developed by the subject matter expert underwent numerousinternal reviews and revisions by a team of CACT-SDCC staff, working with a manufacturing

14

consultant with twenty years of industry experience. Upon assuming its final form as a series ofstructured statements designed to elicit a simple yes or no response, the resulting survey was sentto an industry sample for review.

To determine an appropriate sample survey population, CACT-SDCC searched its database of theregion's small and medium-sized manufacturers for companies likely to employ AutomatedEquipment Technician/C1Ms. The resulting database of companies included both smaller tool anddie shops with minimal technology and large aerospace manufacturers with a substantialinvestment in advanced technology; this sample was sorted further to achieve a balance oftechnological capability and workforce size. A total of 10 companies were sent the survey andasked to serve as interviewees.

Six companies ultimately agreed to participate in the entire survey process. About half of thecompanies were current or previous CACT-SDCC clients, ranging in size from as few as three toover 5;000 employees. The companies included: Davis Technologies, a small machine shop;Southwest Fabricators, a job shop; Eaton Leonard, a subsidiary of a large manufacturer;NASSCO, a large shipbuilder; and Rohr and Teledyne Ryan, both large aerospace manufacturers.The level of technological sophistication in the participating companies ranged from 30 year-oldnumerical control tape machines without a local area network to 486-based machines capable ofreceiving machine code from a central hub and deleting out-dated code from the same hubsremotely.

The CACT-SDCC Site Coordinator and the manufacturing consultant sent the full survey to allsix companies and followed up with a one and a half hour structured interview at each site,generally with the director of manufacturing or CEO. Survey results were entered into theCACT-SDCC computer database and aggregated into individualized Competency Profiles for thesurveyed companies. The Competency Profile is a matrix consisting ofrows of Duties (e.g.,"Program CNC machines and EDM") and columns of Tasks (e.g., "Describe and interpret CNCcoding systems"). The individual Profiles were returned to the companies for further review andverification; final company Competency Profiles are described below and provided in Appendix 1.

Competency Profile ResultsReflecting the multiple functions encompassed by the job description, companies tended to vary intheir identification of duties and tasks required for Automated Equipment Technician/CIM. Theyfelt the ideal candidate would be a systems troubleshooter with a balanced knowledge ofcomputers, electronics, electrical, and mechanical systems. The knowledge base of each skill isless extensive than in the past, but it must be sufficient to determine a problem caused by any orall of the four aspects of the industrial system. In general, the technician should have a knowledgeof computer systems, control systems, manufacturing processes and techniques, and the problem-solving skills needed to isolate malfunctions in an industrial process.

The companies all identified the same list of "Current Trends/Concerns": Statistical ProcessControl, Laser Machining, Robotics, Environmental Concerns, Composites, Fiber Optic Controls,Advanced Computer Applications, Automated Material Handling Equipment, and CIM. EatonLeonard added ISO 9000 to their list. With one exception, companies also identified the same

required "Tools and Equipment" Southwest Fabricators did not require the use of a coordinatemeasuring machine; pneumatic, SCARA or articulated robots, or robot programming software;heat treatment equipment; hand-held PLC programming terminals; or measuring instruments formechanical parts.

Industry responses to open-ended questions tended to emphasize their particular areas of interestand generated valuable data that have been incorporated into the draft curriculum outline. It wasclear from the level of interest shown by interviewees that the survey process had raisedawareness of City College/CACT-SDCC capabilities; they were obviously surprised to discover alocal source of advanced manufacturing training, based on industry standards, within a communitycollege program. It is clear that the College's new Automated Equipment Technician/CIMprogram has the potential to help generate regional demand for its own product, as companieslearn more about the program and begin to modify their production capability to incorporateavailable sources of labor market expertise and technology. The survey also appeared to causethe companies to examine their own technology needs and practices and to think systematicallyabout the skills they would like to see in employees.

Occupational Requirements for Automated Equipment Technician/CIMThe review of the MAST skill standards by local manufacturers validated the basic knowledge andskill competencies identified as occupational requirements for Automated EquipmentTechnician/CIM by the subject matter experts. This broad set of technical knowledge andcompetencies is known as"mechatronics", a new field combining study of the principles ofmechanical systems and electronics with the systems analysis required to identify deviation anddetermine a solution. In general, manufacturers desire entry-level technicians with the theoreticalknowledge and hands-on ability to operate, program, and repair the new automated systems andmanufacturing processes, including flexible manufacturing systems, CNCs, robots, andcontrollers, as well as the broader perspective to know when to call in the repair man or supplierfor maintenance or process improvement.

SCANSThe MAST skill standards development process incorporated a modified version of the five work-related competencies and three foundation skills identified by the Secretary's Commission onAchieving Necessary Skills (SCANS) as being essential to every job. Industry survey respondentswere asked to review two SCANS skill sets i.e., Skills and Knowledge, and Traits andAttitudes -- in the context of the proposed occupational skill standards. The industry-verifiedSCANS shills will be incorporated into the Automated Equipment Technician/CIM instructionalcurricula through selected courses.

16

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NA

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Site

Com

data

LO

UIS

A. S

PAIN

, JR

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dtsu

ltart

17

TR

AIT

S A

ND

AT

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UD

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Stro

ng W

ork

Eth

icIn

terp

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kills

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ityD

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usE

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essi

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stw

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ele

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elec

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sH

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tool

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com

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lled

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Han

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oli a

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Com

pute

rs 3

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igita

l ele

ctro

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com

pone

nts

Rob

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Ele

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ire

term

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, etc

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easu

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for

mec

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to .0

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Han

d he

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pro

gram

min

g la

min

ate

Tem

pera

ture

, pre

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nne,

rot

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eloc

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hem

ical

mea

suri

ng in

stru

men

tsW

eldi

ng e

quip

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AW

, OM

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)

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RR

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Inte

grat

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ance

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ompu

ter

App

plic

atio

ns

CO

MPE

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NC

Y P

RO

FIL

E

Aut

omat

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quip

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echn

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IM

Prep

ared

By

M.A

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.M

achi

ne T

ool A

dvan

ced

Skill

s

Tec

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Prog

ram

and

Con

sort

ium

Par

tner

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08)

Mac

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Too

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ills

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Prog

ram

BE

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11_

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LE

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TO

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EN

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IM...

. ope

rate

s, p

rogr

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mai

ntai

ns, a

nd r

epai

rs a

utom

ated

mac

hine

tool

s an

dau

tom

ated

man

ufac

turi

ng p

roce

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.4

Dut

ies

A B

as c

alib

rate

dw

ring

Ins

trum

ents

tole

st/c

alib

rate

com

pone

nts

F

plai

nte

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e.It

s to

team

lead

ers,

ela

cers

, cus

tom

ers,

en

titer

tabe

dels

es

wiv

e sy

stem

Itir

criti

cal (

Mak

inm

a/sh

ootin

g, th

eeod

Met

rolo

gy

Use

tech

niqu

esto

bol

ate

mal

tioct

Ion

of e

lect

roni

c sy

stem

Mea

sure

/Iso

late

mal

func

tions

of

mec

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l/flu

ldto

ms

19pp

ly c

ompu

ter

clon

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com

pute

Hco

ntro

lled

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stri

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tmea

l

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ksA

pply

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nota

tion

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engi

neet

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ta-

ticnt

osol

ve te

ch-

nica

l pro

blem

s

Arl

App

ly a

lp-

Mai

o fo

rmul

as to

solv

e te

chni

cal

prob

lem

s

AA

UR

euri

able

ein

alge

brai

c fo

rmtd

uto

pre

dict

beh

avio

rof

ialu

rtia

l org

ans

(0,M

artip

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vais

bla

in a

lp-

brid

e fo

rmul

as to

anal

yst i

ndat

rid

salo

ns

&V

at p

hysi

cs,

alge

bra,

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big

o-no

met

ry to

ena

-ly

re s

impl

e va

c-to

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orca

A".

6 U

se m

etho

d-al

phy

sics

to o

w-

ire

=A

mis

.' is

.du

ettis

t mai

ns

tea

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e, e

el-

adat

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Ton

tine,

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n.gl

ish

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ric

(slin

ks)

rote

=

&I

um m

ath

ma

met

hank

il Ph

Ysk

oto

sna

re P

robl

ems

foun

d in

hyd

raul

ic,

and

Pneu

mat

ic e

Ye

tens

tk2

Use

mat

h se

ndth

erm

odyn

amic

s to

anal

yze

prob

lem

sfo

und

in in

dust

rial

heat

trea

ting

sys-

um,

l3c1

21-l

eem

ath.

the

phys

ics

of c

lock

*m

agne

tism

and

optic

s to

ana

lyze

indu

rtzi

al r

atan

s

AIL

Use

mat

h.ph

ysic

s, a

nd e

ke-

mic

al m

anur

e-m

ents

tode

tam

ine

phyr

ical

maa

ntite

rs

All

Use

mad

, ond

chem

ical

mum

.-m

enb

to d

eten

nine

com

poun

ds, s

olo-

lam

a m

ixtu

ra

&Id

Use

pro

per

babp

roca

hrte

sto

tad

*Um

iak

ased

ioin

duai

alpr

oces

ses

&11

Use

chu

m-

cal f

orm

ulas

topr

edic

t and

one

-ly

e re

actio

ns in

indu

stri

alpr

o-ca

ses

L-1

2 U

se p

rope

rla

bora

tory

met

h-od

e to

lest

the

ptop

atie

s of

el

mad

e an

d co

rnpo

und,

Azi

l App

ly th

ekn

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dge

ofel

ectr

oche

mic

alef

fect

s to

ana

lyze

card

ed in

dist

rial

prif

le00

1.1

Adj

App

lypr

oper

tia o

f w

ater

to a

re-

lyre

indu

stri

al w

ater

trea

tmen

t pro

case

s

Use

sym

bols

orga

niza

tion,

and

engi

neer

ing

valu

eson

omas

tics!

dra

w.,

MP

dUse

sym

bol',

orga

niza

tion,

and

engi

neer

ing

valu

eson

ele

ctic

aldr

awin

gs

B-t

lee

sym

bols

.or

gani

zatio

n an

den

gine

erin

g va

lues

on e

lect

roni

c dn

w.

ins

Wir

e sy

mbo

l,.or

gani

zatio

n an

den

gine

aing

val

ues

on f

luid

pow

er

draw

ings

ES

Use

sym

bols

,or

gani

zatio

n an

den

gine

aing

val

ues

on d

igita

l dra

wia

gs

QA

pply

nach

ine

tool

meb

olog

y an

dm

easu

rem

ent i

n-et

rom

enn

to a

lign

*ado

re r

oot,

r.2.

App

ly e

lect

'tic

al m

easu

rem

ent

know

ledg

e an

din

itrun

bent

s to

test

/cal

ibm

te e

lec.

tric

alci

rcai

b

caL

APP

IY *

lee-

trod

emea

sare

men

tkn

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dge

and

in-

stra

men

b to

test

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te e

lect

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cci

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Cca

lAPP

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mea

sure

men

t and

inst

illm

ent'

to ta

t/ca

libra

te h

ydra

ulic

and

pneu

mat

ic e

a.te

nt

CA

PPly

dig

ital

eket

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e m

easu

re.

mea

t kno

wle

dge

and

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rum

ents

tote

d/ce

bbra

te d

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lel

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ode

circ

uit'

la U

se w

ritte

nE

rglid

t lan

guag

e;w

rite

com

plet

epr

ow s

ente

nces

ILI

use

oath

= h

a-gl

ish

lang

uage

toef

fect

ivel

y co

mum

-M

eets

tom

tits

ofte

etot

al te

am a

ndar

to

ns

%I

Use

wor

d pr

o-co

mer

, obt

ain

infi

x,ra

tion

Bum

var

ious

sour

ces

and

mite

effe

ctiv

e w

pm,

ILI

Use

spo

ken

Eng

lish

lang

uage

kco

mm

unic

ate

feel

inal

houg

hts.

ides

sond

teel

mic

alin

form

atio

nnu

4 ' d

am).

art

PurP

ose

ofar

tcm

.w

haY

ttana

°E

dda

or c

ompo

sed

n a

com

plex

man

atee

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ts o

urub

utpo

s,,..

...

abuc

bAPP

lYth

eory

to p

aedi

ct b

ehav

ior

ofco

mpl

exm

mut

hmum

ulm

s.no

ne o

r pr

oem

fa M

easu

re c

orn-

pkx

men

ufac

turi

om

achi

na/P

root

as to

dete

rmin

e if

mee

tin

g th

eore

tical

ex-

patit

iom

ILI

Am

lym

nod

s to

dete

rmin

e if

sys

tem

robs

Yst

rala

=dd

. or

com

pone

ntis

med

rag

man

ufac

ture

rs'

rnec

ifka

tions

&.4

App

ly c

nuca

lth

inke

rs to

det

er-

min

e if

sys

tem

isru

umm

omus

uum

it-

roes

bure

appl

ied

ZA

Val

idat

e th

ep

and

appl

yco

ned*

e ac

tion

.0 I

f co

rrec

tive

actio

n do

or n

ot r

o.st

emam

.to

re, r

eapp

ly th

epr

oces

s

FAC

alcu

kte,

pre.

dirt

and

Mei

n=th

e re

mot

es o

fqu

antit

ies

in D

Cci

rcul

a

EA

Cal

cula

te,

redi

d. m

d m

a,'

soot

he r

espo

nse

of q

uant

ities

inA

C c

ircu

its

La

Cal

cula

te,

pred

ict a

nd m

ell-

sure

impe

danc

een

d ph

ase

angl

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AC

cir

cuits

EA

Cal

cuht

te.P

te-

dist

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=qu

antit

ies

inPo

lyph

ase

AC

cir

-al

b

1.4

Prop

edy

at-

UN

CIa

llte

Ind

ine

met

a, a

ndos

allo

ecop

es

EL

L U

se c

omPo

-ne

nta

mch

2""

ii'...

......

k6C

CPC

I.1°

Ma

Mad

am m

adca

paci

tor.

; con

-dr

at c

ircu

its a

ndte

st c

ompo

nent

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Uan

ztal

rnar

g-M

aiat

__,

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s ""

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s''

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al/r

aw"'

Ode

:live

AC

drcu

ks

UA

W),

ele

ctom

agne

tinnt

heor

yde

tenn

ineo

Pom

tinad

ofte

lloA

lsol

enea

dll,

dect

rial

mot

ors

fir

colts

toch

arac

kais

tice

oura

fenn

ers.

and

DC

sad

AC

eir

-

EA

Use

mea

n en

dos

cillo

teop

es to

tat m

agne

tical

lyco

uple

ddev

ica

pa A

pply

pri

n.ch

iles

of D

Cel

ectr

ical

mot

ors

to W

en*

type

sof

DC

mot

on

yal A

pply

pri

n.ci

plee

of

AC

eke

-tr

ical

mot

ors

toid

artif

YA

C m

otes

las

Use

nda

of

sank

aakd

or d

e-vi

ces

and

mau

ler

e aa

ctilt

6"9"

tote

st d

ocks

Eli

ltiem

eten

or

acill

osco

pes

toto

rt b

ipol

ar n

en.

ador

e en

d po

wer

MO

SFE

lli

E.1

4 U

se m

eter

s/oe

mlio

loac

s to

teal

pow

erco

ntro

lse

mi-

cond

ucto

rtan

d th

eir

titte

ring

devi

ces

tillh

amst

asfo

sci

ll°"°

51; t

?re

m

sum

&T

mst

itism

o.m

umsu

luus

tmt m

d3

phas

e D

Cpw

ar e

m-

Plan

Fai u

se s

ehem

etip

cino

ecoP

es to

ade

ntrY

.tr

oubl

esho

ot a

nd r

usk

Indr

witc

hi4s

anic

ardu

ctor

,DC

pow

erru

PPly

. Mal

aise

cir

ca,

and

norm

of

r,ra

kes

end/

ofoa

ks, s

hort

,

Lau

. whe

rnan

ceci

llosc

oPes

to d

irre

rent

iate

vari

ous

type

s of

Dsu

ite e

nd r

epla

n an

d/or

and

repa

ir th

ese

tart

arindr

awn

or a

,be

twee

nm

otor

con

trol

cm

-tr

oubl

esho

otco

ntro

ls

Lit

use

'che

mis

tm

eter

s ca

toec

aosc

erse

sva

ned

mot

or c

onto

kne

wer

, typ

es o

f er

nicc

educ

tor

vice

s, to

ttonb

lesk

xtm

otor

con

trol

,

e di

agna

ns a

ndW

iden

* ad

-th

at c

onta

in de-

andr

epai

r th

ese

Lis

App

ly s

entio

adac

tor

ampl

ifie

r co

ncep

bre

pbsw

or

repo

, fly

in/o

no:b

oa

theo

ry s

alo

trou

bles

hoot

ad

mod

ule

anti,

US

Use

sae

-an

tic d

iagr

ams

and

met

er, o

f se

all0

00pe

s to

tert

elec

tric

al d

evic

es

LSI

Use

ech

e-m

erit

diag

ram

san

d m

ower

s re

cillo

scop

ea to

tat

sens

ors

col K

now

pur

pose

and

use

ofm

tiers

ys-

urns

that

one

ism

a

Indr

sulia

/Pna

umaj

icsy

stem

to U

m"'

shoo

t com

pare

= o

rsy

stem

s

fol A

pply

pro

pose

whi

ttle

°Cal

ves

ina

hydr

a:A

ka p

oen-

mat

te s

yste

m to

trou

bles

hoot

con

.po

nent

s ar

o/st

ems

col U

se &

nabs

and

mat

hem

atic

sto

calc

uhte

gun

-tit

ia in

hyd

raul

ican

d pn

eum

atic

salo

ns

Q4

Use

flu

idpo

wer

mea

suri

ngir

etru

men

tsto

teet

Oce

an:ti

ne c

on-

ditio

n of

the

flui

d

pow

er s

alon

ca T

at th

e co

n-di

tion

and

beha

v-fo

r of

flu

ids

in a

flui

d po

wer

ea-

rem

del U

seth

ekn

owle

dge

offl

ow; m

easu

refl

ow in

a f

luid

pow

er g

ram

Cal

cula

te.

mea

sure

,an

dtr

oubl

esho

ot h

pdr

aulia

nd p

ato-

rnst

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22

THE MAST TECHNICAL WORKPLACECOMPETENCY OUTLINE

The Competency Profiles derived from the industry survey process were returned to industry andfaculty members at each MAST partner college for review. Reviewers were asked to identifyspecific sub-tasks within each block of Duties and Tasks in the Profile; MAST staff at eachcollege broke the sub-tasks down further into the detailed steps required to actually perform theduties and tasks of the manufacturing process. It is these detailed skill standards that were thenincorporated into development of the curriculum and piloted as a training program by each of theMAST colleges. All results for the specific occupational specialty area have been organized as anoutline of the duties, tasks, and sub-tasks required to demonstrate technical competency in theworkplace, as shown in the following pages.

As a result of the Texas and the National Surveys, additional refinements were made to theCompetency Outlines. These changes were then incorporated into the individual course syllabi.

The MAST Technical Workplace Competency Outline for this occupational specialty area hasbeen included on the following pages.

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AUTOMATED EQUIPMENT TECHNICIAN/CIMTECHNICAL WORKPLACE COMPETENCIES

AUTOMATED EQUIPMENT TECHNICIAN/CIM...operates, programs, maintains, andrepairs automated machine tools and automated manufacturingprocesses.

A. APPLY SCIENCE TO SOLVE INDUSTRIAL PROBLEMS1. Apply Scientific Notation and Engineering Notation to Solve Technical Problems2. Apply Algebraic Formulas to Solve Technical Problems3. Use Variables in Algebraic Formulas to Predict Behavior of Industrial Systems4. Manipulate Variables in Algebraic Formulas to Analyze Industrial Systems5. Use Physics, Algebra, and Trigonometry to Analyze Simple Vectored Forces6. Use Mechanical Physics to Analyze Mechanical Industrial Systems7. Measure, Calculate, and Convert Quantities in English and Metric (SI, mks)

Systems8. Use Math and Mechanical Physics to Analyze Problems Found in Hydraulic and

Pneumatic Systems9. Use Math and Thermodynamics to Analyze Problems Found in Industrial Heat

Treating Systems10. Use Math, the Physics of Electromagnetism and Optics to Analyze Industrial

Systems11. Use Math, Physics, and Chemical Measurements to Determine Physical Quantities12. Use Math and Chemical Measurements to Determine Compounds, Solutions, or

Mixtures13. Use Proper Lab Procedures to Test Chemicals Used in Industrial Processes14. Use Chemical Formulas to Predict and Analyze Reactions in Industrial Processes15. Use Proper Laboratory Methods to Test the Properties of Elements and

Compounds16. Apply the Knowledge of Electrochemical Effects to Analyze Chemical Industrial

Processes17. Apply Properties of Water to Analyze Industrial Water Treatment Processes

B. USE DRAWINGS TO ANALYZE AND REPAIR SYSTEMS1. Use Symbols, Organization, and Engineering Values on Mechanical Drawings2. Use Symbols, Organization, and Engineering Values on Electrical Drawings3. Use Symbols, Organization and Engineering Values on Electronic Drawings4. Use Symbols, Organization and Engineering Values on Fluid Power Drawings5. Use Symbols, Organization and Engineering Values on Digital Drawings

C. USE CALIBRATED MEASURING INSTRUMENTS TO TEST/CALIBRATECOMPONENTS1. Apply Machine Tool Metrology and Measurement Instruments to Align Machine

Tools2. Apply Electrical Measurement Knowledge and Instruments to Test/Calibrate

Electrical Circuits3. Apply Electronic Measurement Knowledge and Instruments to Test/Calibrate

Electronic Circuits

24

4. Apply Fluid Power Measurement and Instruments to Test/Calibrate Hydraulic andPneumatic Systems

5. Apply Digital Electronic Measurement Knowledge and Instruments toTest/Calibrate Digital Electronic Circuits

D. EXPLAIN TEST RESULTS TO TEAM LEADERS, ENGINEERS, CUSTOMERS,AND OTHER TECHNICIANS1. Use Written English Language; Write Complete Proper Sentences2. Use Written English Language to Effectively Communicate Results of Technical

Tests and Instructions3. Use a Word Processor; Obtain Information from Various Sources and Write

Effective Reports4. Use Spoken English Language to Communicate Feelings, Thoughts, Ideas, and

Technical Information

E. RESOLVE SYSTEM FAILURES WITH CRITICAL THINKING,TROUBLESHOOTING, THEORY AND METROLOGY1. Identify Nature/Purpose of a System, Subsystem, Module, or Component in a

Complex Manufacturing Machine/Process2. Apply Theory to Predict Behavior of a Complex Manufacturing Machine or

Process3. Measure Complex Manufacturing Machine/Process to Determine If Meeting

Theoretical Expectations4. Analyze Results to Determine If System, Subsystem, Module, or Component Is

Meeting Manufacturer's Specifications5. Apply Critical Thinking to Determine If System Is Malfunctioning or If Process

must Be Reapplied6. Validate the Process and Apply Corrective Action7. If Corrective Action Does Not Result in Repair of System, Reapply the Process

F. USE TECHNIQUES TO ISOLATE MALFUNCTION OF ELECTRONICSYSTEMS1. Calculate, Predict, and Measure the Response of Quantities in DC Circuits2. Calculate, Predict, and Measure the Response of Quantities in AC Circuits3. Calculate, Predict, and Measure Impedance and Phase Angle in AC Circuits4. Calculate, Predict, and Measure Quantities in Polyphase AC Circuits5. Properly Set-up, Calibrate, and Use Meters and Oscilloscopes6. Use Components Such as Resistors, Inductors, and Capacitors; Construct Circuits

and Test Components7. Use Meters/Oscilloscopes to Measure Phase Shift or Angle in Series Resistive-

Capacitive/Resistive-Inductive AC Circuits8. Apply Electromagnetism Theory to Determine Operational Characteristics of

Relays, Solenoids, Transformers, and Electrical Motors for DC and AC Circuits9. Use Meters and Oscilloscopes to Test Magnetically Coupled Devices10. Apply Principles of DC Electrical Motors to Identify Types of DC Motors11. Apply Principles of AC Electrical Motors to Identify AC Motors12. Use Rules of Semiconductor Devices and Meters or Oscilloscopes to Test Diodes13. Use Meters or Oscilloscopes to Test Bipolar Transistors and Power MOSFETs

14. Use Meters/Oscilloscopes to Test Power Control Semi-conductors and TheirTriggering Devices

15. Use Meters/Oscilloscopes to Test Power Supply Circuits, IncludingRectifiers/Filtering Circuits for 1 and 3 Phase DC Power Supplies

16. Use Schematics and Meters or Oscilloscopes to Identify, Replace and/orTroubleshoot and Repair, Series, Shunt, and Switching Semiconductor, DC PowerSupply, Regulator Circuits

17. Use Schematics and Meters or Oscilloscopes to Differentiate Between VariousTypes of DC Motor Control Circuits and Replace and/or Troubleshoot and RepairThese Motor Controls

18. Use Schematic Diagrams and Meters or Oscilloscopes to Identify Advanced MotorControls That Contain Newer Types of Semiconductor Devices, to Troubleshootand Repair These Motor Controls

19. Apply Semiconductor Theory and Amplifier Concepts to Troubleshoot andReplace or Repair the Module Containing the Circuit

20. Use Schematic Diagrams and Meters or Oscilloscopes to Test Electrical Devices21. Use Schematic Diagrams and Meters or Oscilloscopes to Test Sensors

G. MEASURE/ISOLATE MALFUNCTIONS OF MECHANICAL /FLUID POWERSYSTEMS1. Know the Purpose and Use of Major Systems That Comprise a

Hydraulic/Pneumatic System to Troubleshoot Components or Systems2. Apply Purpose and Use of Valves in a Hydraulic or Pneumatic System to

Troubleshoot Components or Systems3. Use Formulas and Mathematics to Calculate Quantities in Hydraulic and

Pneumatic Systems4. Use Fluid Power Measuring Instruments to Test the Operating Condition of the

Fluid Power System5. Test the Condition and Behavior of Fluids in a Fluid Power System6. Use the Knowledge of Flow; Measure Flow in a Fluid Power System7. Calculate, Measure, and Troubleshoot Hydraulic and Pneumatic Accumulators8. Apply Hydraulic, Pneumatic, and High Vacuum Systems Knowledge to Test,

Troubleshoot, and Repair Special Components/Devices9. Identify, Assemble, Measure, and Apply Knowledge of Operating Characteristics

of Selected, Specialized Fluid Power Circuits10. Identify, Assemble, Measure, and Apply Knowledge of Operating Characteristics

of Electrically Operated, Specialized Fluid Power Circuits11. Understand and Use Proper Instruments and Troubleshooting Methods for Fluid

Power Circuits12. Use Laws of Simple Machines and Physics to Identify and Troubleshoot Complex

Machines13. Use Laws of Simple Machines and Physics to Troubleshoot Gearing Systems

H. APPLY COMPUTER SCIENCE TO COMPUTER CONTROLLED INDUSTRIALEQUIPMENT1. Convert Mathematical Quantities in Digital Numbering Systems2. Perform Mathematical Operations in Digital Numbering Systems3. Read Digital Symbology and Relate it to Control of Digitally Operated Equipment

2 6

4. Express a Complex Logic Problem in Boolean, and Convert it into Symbolic Logic5. Solve Digital Logic Circuits and Ladder Diagrams in Electrical and Programmable

Logic Control Circuits6. Express a Complex Logic Problem in Boolean and Convert it into Ladder Logic7. Use Various Programming Devices and Boolean Algebra to Program Computer

Controlled Industrial Equipment8. Use Various Programming Concepts to Program Industrial Equipment

I. CORRECT MALFUNCTIONS IN PLC CONTROLLED INDUSTRIALEQUIPMENTI. Use a Data Entry Device to Set up and Configure a PLC/PIC to Control Digital

and Analog Input/Output Points2. Set Up/Configure PIC/PLC as Part of the Control System of CNC Machine/Robot

to Control Digital and Analog I/O Points3. Use Equipment Manuals, Manufacturer's Specifications, and Data

Entry/Monitoring Devices to Connect and Test Digital and Analog I/O Points on aPLC or PIC

4. Use Equipment Manuals, Manufacturer's Specifications, and DataEntry/Monitoring Devices to Test and Troubleshoot Set up of a PLC or PICSystem and Solve Control Problems

J. RESOLVE MALFUNCTIONS FOUND IN COMPUTER SYSTEMSCONTROLLING MANUFACTURING PROCESSES1. Operate Different Classes of Personal Computers2. Maintain Hardware/Software of a Personal Computer3. Configure and Troubleshoot Communications Interfaces4. Test the Hardware of a Personal Computer

K. ASSEMBLE/DISASSEMBLE MECHANICAL, ELECTRICAL, ELECTRONIC,AND COMPUTER SYSTEMS1. Safely Assemble or Disassemble Mechanical Systems Such as Gearing Systems,

Shafts, Couplings, Pulleys, Belts2. Adjust Mechanical Systems Such as Gearing Systems, Shafts, Couplings, Pulleys,

and Belts3. Safely Assemble or Disassemble Subsystems or Components of Fluid Power

Systems4. Adjust Subsystems or Components of Fluid Power Systems5. Safely Assemble or Disassemble Electrical Systems or Components6. Adjust Electrical Systems or Components7. Safely Assemble or Disassemble Electronic Systems or Components8. . Safely Adjust Electronic Systems or Components Such as Closed Loop Motor

Control Modules, Servo Systems, and Proportional Band Integral DerivativeControls

9. Safely Assemble or Disassemble Digital Systems or Components Such as PLCs,CNCs or Computers

27

L. USE TEAMWORK TO ACCOMPLISH JOB TASKS AND CONTRIBUTE TOSUCCESS OF THE COMPANY1. Participate in Team Projects and Contribute to Success of the Team and the

Project2. Participate as a Member of Manufacturing Enterprise and Contribute to Success of

the Company3. Apply Cooperation and Self Management Techniques to Work with Members of

the Team and Accomplish Tasks

28

THE MAST PILOT PROGRAM CURRICULUMAND COURSE DESCRIPTIONS

After completing the Competency Profile and Technical Workplace Competency Outline for eachoccupational specialty area, each MAST partner reviewed their existing curricula against theindustry-verified skill standards in order to identify a suitable foundation for new pilot trainingprograms. Because each college had to comply with the requirements of its respective collegesystem and appropriate state agency, the resulting pilot curricula for occupational specialty areastended to vary in format and academic requirements (e.g., some programs were based on thesemester system, others on the quarter system). Despite differences in the curricula developed atthe partner colleges, each of the pilot programs was designed to achieve the following two goalsmandated in the MAST grant proposal:

Pilot Program: "Conduct a one year pilot program with 25 or more selected applicants ateach college or advanced technology center to evaluate laboratory content andeffectiveness, as measured by demonstrated competencies and indicators of each programarea. I?

Student Assessment: "Identify global skills competencies of program applicants both atpoint of entrance and point of exit for entry level and already-employed technicians."

(Note: All occupational specialty areas were not pilot tested at all Development Centers;however, all partner colleges conducted one or more pilot programs.)

Included on the following pages is the curriculum listing for the pilot program which was used tovalidate course syllabi for this occupational specialty area. This curriculum listing includedcourse names and numbers from the college which conducted the pilot program. The curriculumalso shows the number of hours assigned to each of the courses (lecture, lab and credit hours).Also included is a description of each of the courses. Also included in this section is arecommended list of tools, equipment and supplies which should be furnished by the school. Thisitems on this list will be needed in addition to the tool list found in each of the course syllabi.

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MANUFACTURING TECHNOLOGYAUTOMATED EQUIPMENT TECHNOLOGY (CIM)

CURRICULUM1995-1996

LEC LAB CR

MAFG 100 Manufacturing Metrics and Calculations 2 3 3MAFG 101 Teamwork Skills 0 3 1

MAFG 102 Print Reading and Symbology 3 0 3MAFG 106 Manufacturing Processes 3 3 4MAFG 111 Industrial Programming Theory 2 3 3MAFG 200 Industrial Electronics/Electricity 2 6 4MAFG 205 Motion Control/Servo Systems 2 6 4MAFG 210 Fluid Power Technology 2 3 3MAFG 215 Programmable Logic Controllers 2 3 3MAFG 220 Industrial Machine Technology 2 3 3MAFG 225 Flexible Manufacturing Systems/Robotics 2 6 4

Program Totals 22 39 35

30

MANUFACTURING TECHNOLOGYAUTOMATED EQUIPMENT TECHNOLOGY (CIM) OPTION

COURSE DESCRIPTIONS 1995-1996

MAFG 100 Manufacturing Metrics and Calculations (2-3-3) Basic application ofmathematical concepts required for effective performance as an automation technicianor machine technologist in the machine tool industry. Problem examples will be takenfrom machines and equipment typically found in the modern industrial manufacturingfacility. Associate Degree credit. Prerequisites are eligibility for Math 54, ElementaryAlgebra, and English 56, College Reading Study Skills.

MAFG 101 Teamwork Skills (0-3-1) Basic application of team problem-solving concepts andtechniques required for effective performance as a team member in the businessenvironment. Prerequisite is eligibility for English 56, College Reading Study Skills.

MAFG 102 Print Reading and Symbology (3-0-3) Study of the types of symbols andengineering notations used for mechanical, electrical, hydraulic, and pneumaticdrawings. Representative drawings will be used to demonstrate concepts and practicein interpreting the symbols and notations. Students will view and handle typical partsrepresented by the symbols. Associate Degree credit. Prerequisite is satisfactorycompletion of MAFG 100, Manufacturing Metrics and Calculations, concurrentenrollment, or equivalent.

MAFG 106 Manufacturing Processes (3-3-4) A survey of physical and chemical processes usedto manufacture products. Designed for students who will pursue a career inautomated manufacturing, the course will require students to test automatedmanufacturing processes. The course will also encourage students to pursue furthertraining in physics and chemistry by exploring the principles underlying technologiesused to manufacture products found in industry; these technologies will includemachine technology, vacuum technology, heat treatment, hydraulic and pneumatictechnology, and electro-chemical manufacturing processes. Students will useformulas and New Metric (S.I.) (mks) system of measurement to solve problems ofindustrial processes. Associate Degree credit. Prerequisite is satisfactory completionof MAFG 100, Manufacturing Metrics and Calculations, or concurrent enrollment,or equivalent.

MAFG 111 Industrial Programming Theory (2-3-3) Basic digital mathematical conceptsrequired for effective performance as an automation technician or machinetechnologist in the computerized machine tool industry. Example will includecomputers or microprocessors found in the typical modern industrial manufacturingfacility, including industrial computers, programmable logic controllers, andmicroprocessor-based control systems. Associate Degree Credit. Prerequisite issatisfactory completion of MAFG 100, Manufacturing Metrics and Calculations,concurrent enrollment, or equivalent.

31

MAFG 200 Industrial Electronics/Electricity ( 2-6-4) Introduces the principles of operationof common electronics/electrical components through the use of hands-onexperiments and classroom lectures. Also include theory of operation of differentcomponents such as switches, relays, transformers, motors, sensors, and diodes.Associate Degree credit. Prerequisites are satisfactory completion of, or concurrentenrollment in MAFG 100, Manufacturing Metrics and Calculations, MAFG 102, PrintReading and Symbology, or equivalent.

MAFG 205 Motion Control/Servo Systems (2-6-4) Study of the types of control circuits usedto control industrial equipment, including motor, process, and hydraulic controls, aswell as feedback systems used in control systems and their theory of operation.Emphasis of closed-loop servo systems and their theory of operation. Students willgain hands-on experience with control systems through lab exercises. AssociateDegree credit. Prerequisite is satisfactory completion of MAFG 200, IndustrialElectronics/Electricity, or equivalent.

MAFG 210 Fluid Power Technology (2-3-3) Basic principles of hydraulics and pneumaticsthrough hands-on experiments and lecture. Explores various hydraulic and pneumaticsystems, circuits, components, and applications. Associate Degree credit.Prerequisites are satisfactory completion of MAFG 102, Print Reading andSymbology, and MAFG 106, Manufacturing Processes, or equivalent.

MAFG 215 Programmable Logic Controllers (2-3-3) Study of concepts associated with theoperation, construction, configuring, and programming of programmable logiccontrollers (PLC). Students will experiment with digital circuits to understand digitallogic concepts, and hands-on lab exercises in constructing, operating, configuring, andprogramming PLCs. Associate Degree credit. Prerequisites are satisfactorycompletion of MAFG 109, Industrial Programming Theory, and MAFG 200,

Industrial Electronics/Electricity, or equivalent.

MAFG 220 Industrial Machine Technology (2-3-3) A survey course designed to providestudents with an overview of typical machine shop operations and an introduction towelding technology. Associate Degree credit. Prerequisites are satisfactorycompletion of MAFG 100, Manufacturing Metrics and Calculations, and. MAFG 102,Print Reading and Symbology, or equivalent.

MAFG 225 Flexible Manufacturing Systems/Robotics (2-6-4) Design, installation, operation,and maintenance of a Flexible Manufacturing System (FMS). Includes the role,theory, and programming of robots and work centers in FMS. Lab exercises willcover the assembly, configuring, troubleshooting, and repair of various automatedequipment and robots during construction of a flexible manufacturing cell. AssociateDegree credit. Prerequisites are satisfactory completion of MAFG 205, MotionControl/Servo Systems, MAFG 210, Fluid Power Technology, MAFG 215,

Programmable Logic Controllers, or equivalent.

c) 9

THE MAST TECHNICAL WORKPLACECOMPETENCY/COURSE CROSSWALK

Upon development of appropriate curricula for the pilot programs, each MAST college began todevelop individual course outlines for its assigned specialty area. The skill standards identified inthe Competency Profile were cross walked against the technical competencies of the courses inthe pilot curriculum. The resulting matrix provided a valuable tool for assessing whether currentcourse content was sufficient or needed to be modified to ensure mastery of entry level technicalcompetencies. Exit proficiency levels for each of the technical competencies were furthervalidated through industry wide surveys both in Texas and across the nation.

The Technical Workplace Competency/Course Crosswalk in the following pages presents thematch between industry-identified duties and tasks and the pilot curriculum for . Coursetitles are shown in columns, duties and tasks in rows. The Exit Level Proficiency Scale, anascending scale with 5 the highest level of proficiency, includes marked boxes indicating whetherthe task is covered by the instructor during the course; the numbers 1-5 indicate the degree ofattention given to the task and the corresponding proficiency expected on the part of the student.The crosswalk is intended to serve as an aide to other instructional designers and faculty incommunity college programs across the nation.

Included on the following pages is the Technical Workplace Competency/Course Crosswalk forthe pilot program curriculum. This crosswalk validates the fact that the duties and tasks whichwere identified by industry as being necessary for entry level employees have been incorporatedinto the development of the course syllabi.

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A. APPLY SCIENCE TO SOLVE INDUSTRIAL PROBLEMS

A-1 Apply Scientific Notation and Engineering Notation to Solve TechnicalProblems X X X X X X X X X X 4

A-2 Apply Algebraic Formulas to Solve Technical Problems X X X X X X X X X X 5

A-3 Use Variables In Algebraic Formulas to Predict Behavior of IndustrialSystems X X X X X X X X X 4

A-4 Manipulate Variables in Algebraic Formulas to Analyze Industrial Sys-tems X X X X X X X X 4

A-5 Use Physics, Algebra, and Trigonometry to Analyze Simple VectoredForces X X X X X X 4

A-6 Use Mechanical Physics to Analyze Mechanical Industrial Systems X X X X X X 4

A-7 Measure, Calculate, and Convert Quantities in English and Metric (SI,mks) Systems X X X X X X X X 6

A-8 Use Math and Mechanical Physics to Analyze Problems Found in Hy-draulic and Pneumatic Systems X X X X 6

A-9 Use Math and Thermodynamics to Analyze Problems Found in IndustrialHeat Treating Systems X X X X 6

A-10 Use Math, the Physics of Electromagnetism and Optics to Analyze In-dustrial Systems X X X 3

A-11 Use Math, Physics, and Chemical Measurements to Determine Physi-cal Quantities X X X 3

A-12 Use Math and Chemical Measurements to Determine Compounds, So-lutions, or Mixtures X X 2

A-13 Use Proper Lab Procedures to Test Chemicals Used in Industrial Pro-cesses X X 2

A-14 Use Chemical Formulas to Predict and Analyze Reactions in IndustrialProcesses X X 2

A-15 Use Proper Laboratory Methods to Test the Properties of Elements andCompounds X X 2

A-16 Apply the Knowledge of Electrochemical Effects to Analyze ChemicalIndustrial Processes X X 4

A-17 Apply Properties of Water to Analyze Industrial Water TreatmentProcesses X X X X 4

B. USE DRAWINGS TO ANALYZE AND REPAIR SYSTEMS

B-1 Use Symbols, Organization, and Engineering Values on Mechanical Draw-ings X X X X X X X X 4

B-2 Use Symbols, Organization, and Engineering Values on Electrical Draw-ings X X X X X X X X 6

B-3 Use Symbols, Organization and Engineering Values on Electronic Draw-ings X X X X X X X X 6

B-4 Use Symbols, Organization and Engineering Values on Fluid Power Draw-ings X X X X X 6

B-5 Use Symbols, Organization and Engineering Values on Digital Drawings X X X X X X 6

C. USE CAUBRATED MEASURING INSTRUMENTS TO TEST /CALIBRATECOMPONENTS

C-1 Apply Machine Tool Metrology and Measurement Instruments to AlignMachine Tools X X X X X X 3

C-2 Apply Electrical Measurement Knowledge and Instruments to TesVCali-brate Electrical Circuits X X X X X X X 4

C-3 Apply Electronic Measurement Knowledge and Instruments to Test/Cali-brate Electronic Circuits X X X X X X X 4

C-4 Apply Fluid Power Measurement and Instruments to Test/Calibrate Hy-draulic and Pneumatic Systems X X X X X X X 4

C-5 Apply Digital Electronic Measurement Knowledge and Instruments toTesVCalibrate Digital Electronic Circuits X X X X X X X X 4

AETXWALKI.PMS W.PELTON TIMMONS-120895

34

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D. EXPLAIN TEST RESULTS TO TEAM LEADERS, ENGINEERS, CUSTOM-ERS, AND OTHER TECHNICIANS

D-1 Use Written English Language; Write Complete Proper Sentences X X X X X X -X 4D-2 Use Written English Language to Effectively Communicate Results of

Technical Tests and Instruments X X X X X X X X X 3D-3 Use a Word Processor, Obtain Information from Various Sources and

Write Effective Reports X X X 3D-4 Use Spoken English Language to Communicate Feelings, Thoughts,

Ideas, and Technical Information X X X X X X X 4E. RESOLVE SYSTEM FAILURES WITH CRITICAL THINKING, TROUBLE-

SHOOTING, THEORY AND METROLOGY

E-1 Identify Nature/Purpose of a System, Subsystem, Module, or Compo-nent in a Complex Manufacturing Machine/Process X X X X X X X X X X 4

E-2 Apply Theory to Predict Behavior of a Complex Manufacturing Machineor Process X X X X X X X X X X X 4

E-3 Measure Complex Manufacturing Machine/Process to Determine if Meet-ing Theoretical Expectations X X X X X X X X X X X 4

E-4 Analyze Results to Determine if System, Subsystem, Module, or Compo-nent is Meeting Manufacturer's Specifications X X X X X X X X X X X 4

E-5 Apply Critical Thinking to Determine if System is Malfunctioning or ifProcess Must be Reapplied X X X X X X X X X X X 6

E-6 Validate the Process and Apply Corrective Action X X X X X X X X X X 6E-7 If Corrective Action Does Not Result in Repair of System, Reapply the

Process X X X X X X X X X X 4F. USE TECHNIQUES TO ISOLATE MALFUNCTION OF ELECTRONIC SYS-

TEMS

F-1 Calculate, Predict, and Measure the Response of Quantities in DC Cir-cuits X X X X X 4

F-2 Calculate, Predict, and Measure the Response of Quantities in AC Cir-cuits X X X X X 4

F-3 Calculate, Predict, and Measure Impedance and Phase Angle in AC Cir-cults X X X X X 4

F-4 Calculate, Predict, and Measure Quantities in Polyphase AC Circuits X X X X X 4

F-5 Properly Set-up, Calibrate, and Use Meters and Oscilloscopes X X X X X 6

F-6 Use Components Such as Resistors, Inductors, and Capacitors; Con-struct Circuits and Test Components X X X X X 3

F-7 Use Meters/ Oscilloscopes to Measure Phase Shift or Angle in SeriesResistive-Capacitive/Resistive-Inductive AC Circuits X X X X X 4

F-S Apply Electromagnetism Theory to Determine Operational Characteris-tics of Relays, Solenoids, Transformers, and Electrical Motors for DC

ht^ rirettite X X X X X 4.nri

F-9 Use Meters and Oscilloscopes to Test Magnetically Coupled Devices X X X X X 4

F-10 Apply Principles of DC Electrical Motors to Identify Types of DC Motors X X X X X 4

F-11 Apply Principles of AC Electrical Motors to Identify AC Motors X X X X X 4F-12 Use Rules of Semiconductor Devices and Meters or Oscilloscopes to

Test Diodes X X X X 4F-13 Use Meters or Oscilloscopes to Test Bipolar Transistors and Power

MOSFETs X X X X X 3F-14 Use Meters/Oscilloscopes to Test Power Control Semi-Conductors and

Their Triggering Devices X X X X X 3F-15 Use Meters/Oscilloscopes to Test Power Supply Circuits, Including Rec-

tifiers/Filtering Circuits for 1 and 3 Phase DC Power Supplies X X X X X 4F-16 Use Schematics and Meters or Oscilloscopes to Identity, Replace and/

or Troubleshoot and Repair, Series, Shunt, and Switching Semicon-ductor. DC Power Supply. Regulator Circuits

X X X X X 31,711,1r a/ 112 dfir

WPELTONATIAWONS-120895

35

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Various Types of DC Motor Control Circuits and Replace and/orTroubleshoot and Repair These Motor Controls X X X X 3

F-18 Use Schematic Blear A21411%173 or 0s7iLoscsipoVnlidesaag-rgenvices, to cfrou6resFoot anafleoallrCle gtor Controls X X X X X 3

F-19 Apply Semiconductor Theory and Amplifier Concepts to Troubleshootand Replace or Repair the Module Containing the Circuit X X X X X 3

F-20 Use Schematic Diagrams and Meters or Oscilloscopes to Test ElectricalDevices X X X X X 4

F-21 Use Schematic Diagrams and Meters or Oscilloscopes to Test Sensors X X X X X 4

G. MEASURE/ISOLATE MALFUNCTIONS OF MECHANICAL/FLUID POWERSYSTEMS

G-1 Know the Purpose and Use of Major Systems That Comprise a Hydrau-lic/Pneumatic System to Troubleshoot Components or Systems X X X X X 4

G-2 Apply Purpose and Use of Valves in a Hydraulic or Pneumatic System toTroubleshoot Components or Systems X X X X 4

G-3 Use Formulas and Mathematics to Calculate Quantities in Hydraulic andPneumatic Systems X X X X X 3

G-4 Use Fluid Power Measuring Instruments to Test the Operating Conditionof the Fluid Power System X X X 3

G-5 Test the Condition and Behavior of Fluids in a Fluid Power System X X X 3

G-6 Use the Knowledge of Flow, Measure Flow in a Fluid Power System X X X 4

G-7 Calculate, Measure, and Troubleshoot Hydraulic and Pneumatic Accu-mulators X X X X X 3

G-8 Apply Hydraulic, Pneumatic, and High Vacuum Systems Knowledge toTest, Troubleshoot, and Repair Special Components/Devices X X X X X X X 2

G-9 Identify, Assemble, Measure, and Apply Knowledge of Operating Char-acteristics of Selected, Specialized Fluid Power Circuits X X X X X X X 3

G-10 Identify, Assemble, Measure, and Apply Knowledge of Operating Char-acteristics of Electrically Operated, Specialized Fluid Power Circuits X X X X X X X 3

G-11 Understand and Use Proper Instruments and Troubleshooting Methodsfor Fluid Power Circuits X X X X 4

0-12 Use Laws of Simple Machines and Physics to Identify and TroubleshootComplex Machines X X X X 3

0-13 Use Laws of Simple Machines and Physics to Troubleshoot GearingSystems X X X X 3

H. APPLY COMPUTER SCIENCE TO COMPUTER CONTROLLED INDUSTRIALEQUIPMENT

H-1 Convert Mathematical Quantities in Digital Numbering Systems X X X X 4

H-2 Perform Mathematical Operations in Digital Numbering Systems X X X X 2

11-3 Read Digital Symbology and Relate it to Control of Digitally OperatedEquipment X X X X 4

14-4 Express a Complex Logic Problem in Boolean, and Convert it into Sym-bolic Logic

xX X X X 3

145 Solve Digital Logic Circuits and Ladder Diagrams in Electrical and Pro-grammable Logic Control Circuits

x X X X X

H-6 Express a Complex Logic Problem in Boolean and Convert it into LadderLogic

xX X X X 3

11-7 Use Various Programming Devices and Boolean Algebra to ProgramComputer Controlled Industrial Equipment

x X X X 3

11-8 Use Various Programming Concepts to Program industrial Equipment X X X X 3

I. CORRECT MALFUNCTIONS IN PLC CONTROLLED INDUSTRIAL EQUIP-MENT

I-1 Use a Data Entry Device to Set Up and Configure a PLC/PIC to ControlDigital and Analog Input/Output Points

x X X X 3

AFTYWAI II PAIS 43. ir-' WPELTON/R.T1AWONS-120895

, ... , ., ... . .. , .. .,,,,, ,,,,,,,1-2 Set Up/Configure PIC/PLC as .Part of the Control System of CNC Ma-

chine/Robot to Control Digital and Analog I/O Points

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1-3 Use Equipment Manuals, Manufacturers Specincations, and Data Entry/Mondonng Devices to Connect and Test Digital and Analog U0 Pointson a PLC or PIC X X X X X X X X

.--

X 3

1-4 Use Equipment Manuals, Manufacturer's Spec cations, and Data Entry/Monitoring Devices to Test and Troubleshoot Set Up of a PLC or PICSystem and Solve Control Problems

X X XX XX X X 3

J. RESOLVE MALFUNCTIONS FOUND IN COMPUTER SYSTEMS CONTROL-UNG MANUFACTURING PROCESSES

J-1 Operate Different Classes of Personal Computers X X X 3

J-2 Maintain Hardware/Software of a Personal Computer X X X 3

J-3 Configure and Troubleshoot Communications Interfaces X X X 3

J-4 Test the Hardware of a Personal Computer X X X 3

K. ASSEMBLEIDISASSEMBLE MECHANICAL, ELECTRICAL, ELECTRONIC,AND COMPUTER SYSTEMS

K-1 Safely Assemble or Disassemble Mechanical Systems Such as GearingSystems, Shafts, Couplings, Pulleys, Belts X X X

K-2 Adjust Mechanical Systems Such as Gearing Systems, Shafts, Cou-plings, Pulleys, and Belts X X X 3

K-3 Safety Assemble or Disassemble Subsystems or Components of FluidPower Systems X X X 4

K-4 Adjust Subsystems or Components of Fluid Power Systems X X X X X 4

K-5 Safely Assemble or Disassemble Electrical Systems or Components X X X X 4

K-6 Adjust Electrical Systems or Components X X X X 4

K-7 Safely Assemble or Disassemble Electronic Systems or Components X X X X X 4

K-8 Safely Adjust Electronic Systems or Components Such as Closed LoopMotor Control Modules, Servo Systems, and Proportional Band Inte-oral Derivative Controls

X X X X X X X 3

K-9 Safely Assemble or Disassemble Digital Systems or Components Suchas PLCs, CNCs or Computers

X X X X X X X X 3

L USE TEAMWORK TO ACCOMPLISH JOB TASKS AND CONTRIBUTE TOTHE SUCCESS OF THE COMPANY

L-1 Participate in Team Projects and Contribute to Success of the Team andthe Project XXX X XX XX X X 4

L-2 Participate as a Member of Manufacturing Enterprise and Contribute toSuccess of the Company X X 4

L-3 Apply Cooperation and Self Management Techniques to Work with Mem-bers of the Team and Accomplish Tasks

X XX X XX XX X X 4

1 k--.

AELMILKI.PMS J if WPELTON/R.TIMMONS-120895

AUTOMATED EQUIPMENT TECHNICIAN/CIMTECHNICAL WORKPLACE COMPETENCIES

EXIT LEVEL PROFICIENCY MATRIX

Automated Equipment Technician/CIM:operates, programs, maintains, and repairs automated machine tools and automatedmanufacturing processes.

The following matrix identifies the five exit levels of technical workplace competencies for theAutomated Equipment Technician/CIM Certificate at San Diego City College, Center for AppliedCompetitive Technologies, San Diego, California.

EXIT LEVEL OF PROFICIENCY

TechnicalWorkplaceCompetency

1 2 3 4 5

rarely routinelywithsupervision

routinelywith limitedsupervision

routinelywithoutsupervision

initiates/improves/modifies andsupervisesothers

THE MAST SCANS/COURSE CROSSWALK

The Secretary's Commission on Achieving Necessary Skills (SCANS), U. S. Department ofLabor, has identified in its "AMERICA 2000 REPORT' the following five competencies and athree-part foundation of skills and personal qualities that are needed for solid job performance:

COMPETENCIES:Resources:Interpersonal:Information:Systems:Technology:

FOUNDATION SKILLS:Basic Skills:

Thinking Skills:

Personal Qualities:

Identifies, organizes, plans, and allocates resourcesWorks with othersAcquires and uses informationUnderstands complex inter-relationshipsWorks with a variety of technologies

Reads, writes, performs arithmetic and mathematical operations,listens and speaksThinks creatively, makes decisions, solves problems, visualizes,knows how to learn and reasonsDisplays responsibility, self-esteem, sociability, self-management,and integrity and honesty

Recognizing the value of SCANS proficiencies to job performance, as well as the growingmandate in many states to include SCANS activities in course curricula, MAST asked surveyrespondents to review the SCANS skill sets in the context of the draft skill standards for eachoccupational specialty area. MAST also incorporated evaluation of SCANS competencies andfoundation skills into its assessment of the pilot training curricula. The results were summarizedin a crosswalk that allowed MAST staff to modify course content where needed to strengthenachievement of SCANS competencies.

The following pages present the SCANS/Course Crosswalk for the pilot curriculum inCourses are listed along the top and SCANS competencies and foundations are shown along theleft side of the matrix. An exit level proficiency matrix for SCANS competencies and foundationskills is provided as well.

As "soft" skills, the SCANS competencies are inherently difficult to quantify. MAST realizesthat some faculty will emphasize the SCANS more or less than others. The SCANS/CourseCrosswalk matrix has been included with this course documentation to show the importance ofthese "soft skills" and the importance of their being addressed in the classroom (particularly intechnical classes). In time, faculty will learn to make these types of SCANS activities an integraland important part of the teaching process.

Included on the following pages is the SCANS/Course Crosswalk for the pilot programcurriculum. This crosswalk validates the fact that the "soft skills" (SCANS) which wereidentified by industry as being necessary for entry level employees have been incorporated into thedevelopment of the course syllabi. Also included is a matrix which defines the exit level ofproficiency scale (1-5).

BEST COPY AVAILABLE 39

SCANS/COURSE CROSSWALK

The skill survey incorporated a modified version of the five work-related competencies and threefoundation skills identified in the 1991 Report of the Secretary of Labor's Commission onAchieving Necessary Skills (SCANS). Industry respondents were asked to review two SCANSskill sets -- i.e., Skills and Knowledge, and Traits and Attitudes -- presented in the context of thedraft Automated Equipment Technician/CIM skill standards. The composite SCANS skill setshave been incorporated into the courses being piloted by San Diego City College. Findingsregarding SCANS in relation to both the Competency Profiles and the pilot courses are discussedbelow.

SCANS and the Competency ProfilesAll of the surveyed companies desired the following set of Skills and Knowledge in prospectiveworkers:

-- communication skills-- use measurement tools-- use inspection devices-- mathematical skills-- reading/writing skills-- knowledge of safety regulations-- practice safety in the workplace-- organizational skills-- knowledge of company policies/procedures-- mechanical aptitude-- ability to comprehend written/verbal instructions-- basic knowledge of fasteners-- ability to work as part of a team-- converse in the technical language of the trade-- knowledge of occupational opportunities-- knowledge of employee/employer responsibilities-- knowledge of company quality assurance activities- - practice quality-consciousness in job performance

To the above list, several companies added:-- knowledge of computers (Davis Technologies)-- CAD/CAM experience (Davis Technologies)-- manual machining experience (Davis Technologies)- ability to go into a company and continuously train others (Eaton Leonard)- - ISO 9000 (Eaton Leonard)- - clear/concise writing and communication skills (Eaton Leonard)- - internal and external proposal writing (Eaton Leonard)- - clearly communicate technical language (Eaton Leonard)-- use of computers for design, product development, and word processing (Eaton

Leonard)-- leadership skills (NASSCO)

40

-- self-management (NASSCO)- - flexible leadership (NASSCO)-- basic soldering or surface mount technology (NASSCO)

All of the companies identified the following set of desired Traits and Attitudes inprospective workers:

-- strong work ethic- - interpersonal skills-- punctuality-- dependability- - honesty-- neatness-- safety conscientiousness-- motivation-- responsibility- - physical ability- - professionalism-- trustworthiness- - customer relations-- personal ethics

To the above list, several companies added:-- eagerness to learn (Davis Technologies)- - ability to think (Rohr)- - willingness to continue education (Rohr)- - environmental concerns (Teledyne Ryan)

Appendix A contains a detailed list of SCANS competencies and skills by individual companyprofile.

SCANS and the MAST CoursesThe SCANS skills and competencies have been cross walked to individual courses in theAutomated Equipment Technician/CIM certificate program being piloted at San Diego CityCollege in 1995-96.

As with the Technical Competency crosswalk, course titles are listed across as columns (e.g.,"Manufacturing Calculations") and competencies (e.g., "participates as a member of a team") asrows. Boxes containing a symbol indicate the task is covered by the instructor during the course.The numbers 1-5 found in the Exit Proficiency Level Scale in the far right column indicate theproficiency expected on the part of the student, with 5 as the highest level of proficiency. TheMAST scale used by other partners has been modified by the instructor/subject matter expert toreflect the degree of attention given to a specific task within a course.

The crosswalk is intended to serve as an aide to other instructional designers and students incommunity college programs across the nation.

41

Companies on Worker CharacteristicsInterviewees were often prompted by discussion of the SCANS list to consider the personalcharacteristics desired in entry-level workers. Their observations were often striking and aselection of their comments is provided below:

-- Experience with conventional machines is helpful to understanding how computercontrolled machines operate.

-- Applicants should have a feel for making things and not just the ability to followmanufacturing specifications.

-- The ability to work with people and communicate well is becoming critical intoday's team-based cellular manufacturing arrangements.

-- An understanding of how to perform basic math calculations and skills, even wheremachines are automated, helps the technician to monitor the operations when theyare malfunctioning.

-- Being TQM- and team-oriented is essential to handling the purchase ordercertification requirements imposed on contractors today (e.g., ISO-9000,GE-S100A).

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A. Allocates time x x x x x x x x x x x 4

B. Allocates money x x x x 2

C. Allocates material and facility resources x x x 3

D. Allocates human resources x x 3

(IN) INTERPERSONAL SKILLS:

A. Participates as a member of a team x x x x x x x x x x x 4

B. Teaches others x x x x x x x x x x x 4

C. Serves clients/customers x x x x x x x x x x x 4

D. Exercises leadership x x x x x x x x x x x 4

E. Negotiates x x x x x x x x x x x 4

F. Works with cultural diversity x x x x x x x x x x x 4

(IF) INFORMATION SKILLS:

A. Acquires and evaluates information x x x x x x x x x x x 4

B. Organizes and maintains information x x x x x x x x x x x 4

C. Interprets and communicates information x x x x x x x x x x x 4

D. Uses computers to process information x x x x X 3

(SY) SYSTEMS:

A. Understands systems x x x x x x x x x x x 5

B. Monitors and corrects performance x x x x x x x x x 4

C. Improves and designs systems x x x x x x x x x x 4

(TE) TECHNOLOGY:

A. Selects technology x x x x x x x x X X X 5

B. Applies technology to task x x x x x x x x x x x 5

C. Maintains and troubleshoots technology x x x x x x x x x x x 5

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SCANSCOMPETENCIES AND FOUNDATION SKILLS

EXIT LEVEL PROFICIENCY MATRIX

The Secretary's Commission on Achieving Necessary Skills (SCANS), U. S. Department ofLabor, has identified in its "AMERICA 2000 REPORT' the following five competencies and athree-part foundation of skills and personal qualities that are needed for solid job performance:

COMPETENCIES:Resources: Identifies, organizes, plans, and allocates resourcesInterpersonal: Works with othersInformation: Acquires and uses informationSystems: Understands complex inter-relationshipsTechnology: Works with a variety of technologies

FOUNDATION SKILLS:Basic Skills: Reads, writes, performs arithmetic and mathematical operations, listens and

speaksThinking Skills: Thinks creatively, makes decisions, solves problems, visualizes, knows how

to learn and reasonsPersonal Qualities: Displays responsibility, self-esteem, sociability, self-management, and

integrity and honesty.

The following matrix identifies the five exit levels of proficiency that are needed for solid jobperformance.

EXIT LEVEL OF PROFICIENCY

SCANSCompetencies

and FoundationSkills

1 2 3 4 5

rarely routinelywithsupervision

routinelywith limitedsupervision

routinelywithoutsupervision

initiates/improves/modifies andsupervisesothers

MAST/05/012296

4 5

THE MAST COURSE SYLLABI"PILOT PROGRAM"

MAST has produced a very unique set of course outlines, driven and validated by industry andencompassing the broad range of technologies covered by the MAST grant. The course outlinesalso include proposed SCANS activities that will be useful to an instructor in preparing studentsto enter the workforce of the future.

Included in the following pages are final course outlines developed and refined in the process ofpiloting the MAST training programs. The outlines include a brief course description; requiredcourse materials (e.g., textbook, lab manual, and tools, if available); proposed method ofinstruction; proposed lecture and lab outlines; and detailed course objectives for both TechnicalWorkplace Competencies and SCANS Competencies.

These outlines were completed and revised during the second year of MAST, followingcompletion of the pilot phase. The outlines are intended to serve as an aide to other instructionaldesigners and faculty in community college programs across the nation.

Included on the following pages are the Course Syllabi for each of the courses which were taughtduring the pilot program.

BEST COPYAVAILABLE

46

Machine Tool Advanced SkillsTechnology Program

COURSE SYLLABUS

MANUFACTURING METRICS ANDCALCULATIONS

47

MAST PROGRAMCOURSE SYLLABUS

MANUFACTURING METRICS AND CALCULATIONS

Lecture hours/week: 2

COURSE DESCRIPTION:

Lab hours/week: 3 Credit hours: 3

This course covers basic application of mathematical concepts required for effective performanceas an automation technician or machine technologist in the machine tool industry. Problemexamples will be taken from machines and equipment that are typically found in the modernindustrial manufacturing facility. Associate Degree Credit

PREREQUISITES: Eligibility for Elementary Algebra and College Reading StudySkills

COURSE OBJECTIVES:

Upon successful completion of this course, the student will be able to:1. Use scientific notation and engineering notation to express mathematical values that are

given or obtained by measurement, and apply these mathematical values to the solution oftechnical problems

2. Use algebraic formulas such as those used in machining technology, electronics,electricity, fluid power, and technical physics, and apply scientific notation or engineeringnotation values to the solution of these equations to aid in solving technical problems

3. Apply algebraic formulas such as those found in machining technology, electronics,electricity, fluid power, and technical physics, to identify the effects on a system of achange in a variable of the equation

4. Transpose variables from one side of a formula to the other side of the formula to producenew relationships in the equation, and identify the relationship between the variables of theformula and the real world value that the variable represents

5. Use the Cartesian (rectangular) coordinate system to identify quadrants and points in thesystem, and plot coordinates on the grid for lines and curves

6. Use the rules of geometry to solve problems involving surface area and perimeters ofgeometric shapes, such as rectangles, squares, triangles, trapezoids, parallelograms, andcircles

7 Use the rules of solid geometry to solve problems involving the volume and surface areaof gedmetric shapes such as cubes, right angle solids, cylinders, prisms, cones, and spheres

8. Use the rules of trigonometry to solve simple vectors, find the angle formed by twomeasured line segments, calculate a dimension given an angle and other dimension, andplot the sine and cosine functions through 360 degrees on a Cartesian coordinate grid

48

REQUIRED COURSE MATERIALS:

Textbook:

Lab Materials:

An example of an appropriate text would be Elementary TechnicalMathematics by Ewen/Nelson Fifth Edition, 1991Practical mathematical problem solving examples for in-class exercises

METHODS OF INSTRUCTION:

Lecture: Presentations will include lecture, demonstration, and group problemsolving.

Laboratory: Laboratory will be "hands-on" mathematical problem solving.

Group Projects: Group math projects will be assigned during the lab periods. Each set ofprojects will provide practice in one or more mathematical concepts. Thestudents will work on problems that are derived from manufacturing orindustrial situations. Any problems not solved by the team will be assignedas homework problems. The individual grade for these tasks will be acombination of a team grade, and a team assessment of the individual'scontribution to the team's efforts. The instructor will devise a methodwhereby the team's assessment of an individual's contributions is fair andfree of bias.

Method of Evaluation: A student's grade will be based on multiple measures of performance.The assessment will measure development of independent critical thinking skills and will includeevaluation of the student's ability to:1. perform on written or oral examinations2. perform on outside assignments3. contribute to group problem solving4. apply theory to problem solving5. maintain attendance as per current policy

LECTURE OUTLINE:Lecture Topics Text Reference Page

Geometry and the History of MathematicsA. The role of problem solving and the building

of cities and monuments by our ancestorsin the creation of mathematics and geometry

B. The creation of rules and formulasC. Using letters to represent mathematical conceptsD. Plane geometryE. Applications of plane geometry to the solution of

technical problemsF. Solid geometryG. Applications of solid geometry to the solution of

technical problems9

Contact Hrs.

H. The rectangular (Cartesian) coordinate systemTrigonometryA. The history of the usage of trigonometryB. The right triangleC. Trigonometric functions of the right triangle

(sine, cosine, tangent)D. Using trigonometric functions to solve technical

problemsE. Graphical representations of trigonometric

functionsThe Decimal Numbering SystemA. Negative and positive numbersB. The ten base numbering systemThe Fifteen Rules of MathA. DefinitionsB. The rules of addition, subtraction, multiplication,

and division of positive and negative numbersC. The addition, subtraction, multiplication, and

division axiomsD. The order of operationsE. The associative ruleF. The distributive ruleG. The identity ruleH. A number multiplied by its reciprocalI. A number multiplied or divided by zeroJ. Coefficients and coefficients of oneK. A number raised to the zero power or first powerL. Operations with exponentiated numbersScientific and Engineering NotationA. Scientific notationB. Engineering notationAlgebraA. Algebraic expressionsB. Algebraic operations: addition, subtraction,

multiplication, and divisionC. Algebraic operations: factoringD. Algebraic fractionsE. Equations

1) Transposing algebraic equations2) Solving algebraic equations3) Solving two linear equations in two

unknownsF. Graphing algebraic equations

1) Graphing linear equations2) Graphing equations in two unknowns

FormulasA. Using formulas to express physical conceptsB. Deriving new concepts by transposing formulas

50

C. Solving problems with the use of formulas(word problems)

Estimating ProblemsTotal Lecture Hours

COURSE OBJECTIVES: TECHNICAL COMPETENCIES

Upon successful completion of this course the student will be able to:A. USE SCIENTIFIC NOTATION AND ENGINEERING NOTATION TO EXPRESS

MATHEMATICAL VALUES THAT ARE GIVEN OR OBTAINED BYMEASUREMENT, AND APPLY THESE MATHEMATICAL VALUES TO THESOLUTION OF TECHNICAL PROBLEMS1. Explain the Rules of a Base Ten Numbering System2. Explain the Rules of Scientific Notation3. Apply the Rules of Exponents to the Conversion of Ordinary Base Ten Numbers

to Scientific Notation4. Solve Multiplication, Division, Exponential, and Nth Root Problems Using

Scientific Notation5. Explain the Rules of Engineering Notation6. Convert Numbers Expressed in Scientific Notation to Engineering Notation and

Vice-versa7. Solve Multiplication, Division, Exponential, and Nth Root Problems Using

Engineering NotationB. USE ALGEBRAIC FORMULAS SUCH AS THOSE USED IN MACHINING

TECHNOLOGY, ELECTRONICS, ELECTRICITY, FLUID POWER, ANDTECHNICAL PHYSICS; AND APPLY SCIENTIFIC NOTATION ORENGINEERING NOTATION VALUES TO THE SOLUTION OF THESEEQUATIONS TO AID IN SOLVING TECHNICAL PROBLEMS1. Explain the Properties and Uses of Formulas2. Substitute Values Expressed in Scientific or Engineering Notation in a Formula3. Solve the Formula for the Unknown Value

C. APPLY ALGEBRAIC FORMULAS SUCH AS THOSE FOUND IN MACHININGTECHNOLOGY, ELECTRONICS, ELECTRICITY, FLUID POWER, ANDTECHNICAL PHYSICS; TO IDENTIFY THE EFFECTS ON A SYSTEM OF ACHANGE IN A VARIABLE OF THE EQUATION1. Explain the relationship between the variable in a formula and the engineering

value that is represented by the variable2. Explain the principles of direct variation and inverse variation3. Determine the effects of a change in variables on the results of a formula

D. TRANSPOSE VARIABLES FROM ONE SIDE OF A FORMULA TO THEOTHER SIDE OF THE FORMULA TO PRODUCE NEW RELATIONSHIPS INTHE EQUATION, AND IDENTIFY THE RELATIONSHIP BETWEEN THEVARIABLES OF THE FORMULA AND THE REAL WORLD VALUE THATTHE VARIABLE REPRESENTS1. Use the Rules of Algebra to Manipulate Values in an Equation2. Create New Formulas by Transposing Variables in the Formula3. Identify the Relationship That the New Formula Represents

E. USE THE CARTESIAN (RECTANGULAR) COORDINATE SYSTEM TOIDENTIFY QUADRANTS AND POINTS IN THE SYSTEM, AND PLOTCOORDINATES ON THE GRID FOR LINES AND CURVES1. Identify the Parts of a Rectangular Coordinate System2. Use the Rectangular Coordinate System to Plot Lines and Curves

F. USE THE RULES OF GEOMETRY, TO SOLVE PROBLEMS INVOLVINGSURFACE AREA AND PERIMETERS OF GEOMETRIC SHAPES, SUCH ASRECTANGLES, SQUARES, TRIANGLES, TRAPEZOIDS,PARALLELOGRAMS, AND CIRCLES1. Solve Problems Involving Perimeters of Planer Geometric Shapes2. Solve Problems Involving Surface Area of Planer Geometric Shapes

G. USE THE RULES OF SOLID GEOMETRY TO SOLVE PROBLEMSINVOLVING THE VOLUME AND SURFACE AREA OF GEOMETRIC SHAPESSUCH AS CUBES, RIGHT ANGLE SOLIDS, CYLINDERS, PRISMS, CONES,AND SPHERES1. Solve Problems Involving Volumes of Three Dimensional Geometric Shapes2. Solve Problems Involving Surface Area of Three Dimensional Geometric Shapes

H. USE THE RULES OF TRIGONOMETRY TO SOLVE SIMPLE VECTORS, FINDTHE ANGLE FORMED BY TWO MEASURED LINE SEGMENTS,CALCULATE A DIMENSION GIVEN AN ANGLE AND ANOTHERDIMENSION, AND PLOT THE SINE AND COSINE FUNCTIONS THROUGH360 DEGREES ON A CARTESIAN COORDINATE GRID1. Use Trigonometry to Find Lengths2. Use Trigonometry to Find Angles3. Plot Two or More Trigonometric Functions on a Cartesian Coordinate Grid4. Use the Concept of the Unit Circle, and the Trigonometric Sine Function to Plot a

Sine Wave on a Cartesian Coordinate Grid

COURSE OBJECTIVES: SCANS COMPETENCIES

The Secretary's Commission on Achieving Necessary Skills (SCANS), U.S. Department of Labor,has identified in its "AMERICA 2000 REPORT" that all students should develop a new set ofcompetencies and foundation skills if they are to enjoy a productive, full and satisfying life.These are in addition to the Technical Workplace Competencies required by industry. SCANS ismade up of five competencies and a three-part foundation of skills and personal qualities thatare needed for solid job performance.

The following activities will be performed by each student for successful completion of thiscourse:

I. COMPETENCIESA. Resources: Identifies, organizes, plans, and allocates resources

1. allocates timea. completes assigned work on timeb. successfully completes timed examinations

2. allocates money

52

a. calculates budget expensesb. calculates costsc. calculates "what if?" projections

B. Interpersonal: Works with others1. participates as a member of a team

a. participates in team math problem solvingb. participates in study groups

2. teaches othersa. helps team members solve math problemsb. contributes information to teams/study groups

3. satisfies instructor assigned requirements4. exercises leadership

a. forms study groupsb. motivates teams/study groups to succeedc. expresses ideas, feelings, and opinions clearlyd. identifies whether the source of a position is an idea, feeling, or

opinione. provides supporting facts to support positions

5. expresses ideas and listens to others to solve team problems6. works well with team and class members regardless of race class, ethnicity,

or religionInformation: Acquires and uses information1. acquires and evaluates information

a. obtains new or complementary information for various sources suchas:1) text books2) lectures3) library4) periodicals5) internet

b. evaluates information for accuracy, challenges information thatcontradicts logical evaluation

2. keeps and maintains an organized class lab workbook3. gives oral/written presentations to class4. uses computers to solve math problems

D. Systems: Understands complex inter-relationships1. understands systems

a. understands systems of numbersb. understands function of math formulas in physical systemsc. understands the evolution of mathematics

2. monitors and corrects performancea. evaluates physical systems using mathematical formulasb. corrects systems from results of evaluation

3. finds alternate methods to solve mathematical problemsE. Technology: Works with a variety of technologies

1. selects technology such as calculator, computer spread sheet, or data basethat is appropriate to the solution of a mathematical problem

2. sets up math problems in calculators, computer spread sheet, or data base

5 7,

3. if calculator or program does not perform as expected, finds problem

II. FOUNDATION SKILLSA. Basic Skills: Reads, writes, performs arithmetic and mathematical operations,

listens and speaks.1. Reading: Locates, understands, and interprets written information in

prose and in documents such as manuals, graphs, and schedulesa. reads assigned course materialb. interprets reading material to perform successfully in classc. interprets graphical data from Cartesian coordinate graphs

2. Writing: Communicates thoughts, ideas, information, and messages inwriting; and creates documents such as letters, directions, manuals,reports, graphs, and flow chartsa. uses written mathematical symbolic relationships to express

concepts3. Arithmetic/Mathematics: Perform basic computations and approaches

practical problems by choosing appropriately from a variety ofmathematical techniquesa. performs mathematical computations using scientific notationb. performs mathematical computations using engineering notationc. applies the principles of plane geometry to solve technical problemsd. applies the principles of solid geometry to solve technical problemse. applies the principles of trigonometry to solve technical problemsf. applies algebra to understand physical systems, and solve technical

problems4. Listening: Receives, attends to, interprets, and responds to verbal

messages and other cuesa. actively listens to the information being presented in class and feeds

back conceptsb. listens to the ideas, feelings, and opinions of fellow classmates

5. Speaking: Organizes ideas and communicates orallya. presents ideas and information in classb. contributes to classroom discussion

B. Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes,knows how to learn and reasons.1. Creative Thinking: Generates new ideas

a. uses formulas and algebraic mathematics to create new relationships2. Decision Making: Specifies goals and constraints, generates alternatives,

considers risks, and evaluates and chooses best alternativea. uses formulas and algebraic manipulation to predict the limits of

behavior of physical systemsb. uses formulas and algebraic manipulation to determine

alternate/desirable changes in physical systems3. Problem Solving: Recognizes problems and devises and implements plan

of actiona. uses mathematics and formulas to solve problems in physical

systems

54

b. chooses desired mathematics tools/formulas to indicate plans ofaction

4. Seeing Things In the Mind's Eye: Organizes, and processes symbols,pictures, graphs, objects, and other informationa. uses algebra and algebraic formulas to visualize the symbolic

relationships of physical quantities in physical systems5. Knowing How to Learn: Use efficient learning techniques to acquire and

apply new knowledge and skillsa. uses effective study techniques to acquire new class materialb. practices to acquire new skills

6. Reasoning: Discovers a rule or principle underlying the relationshipbetween two or more objects and applies it when solving a problema. uses principles of mathematics to create new relationships

Personal Qualities: Displays responsibility, self-esteem, sociability, self-management, and integrity and honesty.1. Responsibility: Exerts a high level of effort andperseveres towards goal

attainmenta. performs at or above expected class levelb. sets individual/group goals and accomplishes them.

2. Self-Esteem: Believes in own self-worth and maintains a positive view ofselfa. contributes to classroom discussion with original ideasb. maintains a positive sense of humor that is not at the expense of

another person's sense of self worth3. Sociability: Demonstrates understanding, friendliness, adaptability,

empathy, and politeness in group settingsa. allows divergent views in class discussionsb. responds positively to new ideasc. supports the worthwhile goals and objectives of the team and

fellow classmates4. Self-Management: Assesses self accurately, sets personal goals,

monitors progress, and exhibits self-controla. aAccepts responsibility for completion of assigned workb. sets individual/group goals and accomplishes themc. maintains a record of accomplishments

5. Integrity/Honesty: Chooses ethical courses of actiona. performs own work when required, does not plagiarize the work of

othersb. protects school propertyc. does not misappropriate the property of the school or other

classmatesd. reports infractions of school rules to school authorities

Appropriate Reference Materials:

1. Technical Mathematics with Calculus by Peterson, 1994

MAFG10005/062896 55

Machine Tool Advanced SkillsTechnology Program

COURSE SYLLABUS

TEAMWORK SKILLS

JO

MAST PROGRAMCOURSE SYLLABUSTEAMWORK SKILLS

Lecture hours/week: 0

COURSE DESCRIPTION:

Lab hours/week: 3 Credit hours: 1

This course covers basic application of team problem solving concepts and techniques requiredfor effective performance as a member of problem solving team in the business environment.

PREREQUISITES: Eligibility for College Reading Study Skills

COURSE OBJECTIVES:

Upon successful completion of this course, the student will be able to:1. Recall the six steps of the problem-solving process, including:

A. identifying the problemB. analyzing the cause of the problemC. creating options for solutionsD. selecting the best solutionE. implementing the solutionF. evaluating the success of the solution

2. Select and use effective techniques to define, analyze and solve problems, including:A. brainstormingB. clarifyingC. combiningD. consensusE. force field analysisF. NGTG. criteria ratingH. defining the problemI. circle and defineJ. cause and effectK. plan analysisL. data gatheringM. flow chartingN. -plan of work0. evaluation procedureP. process monitoring

3. Demonstrate facilitation skills in team problem-solving situations, including:A. encouraging participationB. modeling attentive listeningC. refocusingD. paraphrasing

57

E. summarizingF. charting during a meeting

REQUIRED COURSE MATERIALS:

Textbook:

Lab Materials:

Teamwork Skills participant handout or the Team Handbook by KenScholtesOne easel pad and stand for each 4-6 studentsOne to two easel pad markers per group of 4-6 studentsA designated issue for problem solving in class exercises

METHODS OF INSTRUCTION:

Lecture: Presentations will include lecture and demonstration.

Laboratory: Group problem solving practice and application on an issue designated bythe class.

Method of Evaluation: A student's grade will be based on multiple measures of performance.The assessment will measure development of independent critical thinking skills and will includeevaluation of the student's ability to:1. contribute to group problem solving2. apply tools and techniques to problem solving3. maintain integrity to the problem solving process4. keep all team members participating and focused when leading/facilitating the team

COURSE OBJECTIVES: SCANS COMPETENCIES

The Secretary's Commission on Achieving Necessary Skills (SCANS), U.S. Department of Labor,has identified in its "AMERICA 2000 REPORT" that all students should develop a new set ofcompetencies and foundation skills if they are to enjoy a productive, full and satisfying life.These are in addition to the Technical Workplace Competencies required by industry. SCANS ismade up of five competencies and a three-part foundation of skills and personal qualities thatare needed for solid job performance.

The following activities will be performed by each student for successful completion of thiscourse:

I. COMPETENCIESA. Resources: Identifies, organizes, plans, and allocates resources

1. allocates timea. completes assigned work on time

2. allocates moneya. calculates costsb. calculates "what if' projections

58

B. Interpersonal: Works with others1. participates as a member of a team

a. participates in team problem solving2. satisfies instructor assigned requirements

a. participates in team problem solving3. exercises leadership

a. maintains problem solving process integrityb. keeps group focused on the issue at handc. sees to it that all team members participated. makes time-bounded assignments to team members

Information: Acquires and uses information1. acquires and evaluates information

a. organizes data provided in practice exercises into the proper formatfor analysis or prioritization

2. identifies new relationships in the data3. gives oral/written presentations to class

IL FOUNDATION SKILLSA. Basic Skills: Reads, writes, performs arithmetic and mathematical operations,

listens and speaks.1. Reading: Locates, understands, and interprets written information in

prose and in documents such as manuals, graphs, and schedulesa. reads assigned course materialb. interprets reading material to perform successfully in classc. interprets graphical data from Pareto, GANTT, criteria-rating and

other charts2. Writing: Communicates thoughts, ideas, information, and messages in

writing; and creates documents such as letters; directions, manuals,reports, graphs, and flow chartsa. constructs charts, problem statements and listsb. transcribes spoken input from team members onto easel sheets

3. Arithmetic/Mathematics: Perform basic computations and approachespractical problems by choosing appropriately from a variety ofmathematical techniquesa. performs mathematical computations in assigning priorities in the

selection of problems, causes and solutions to focus onb. calculates the financial impact of cost overruns, schedule

delinquencies and materials wastec. computes the results of numerical data-gathering, and calculates

trends4. Listening: Receives, attends to, interprets, and responds to verbal

messages and other cuesa. actively listens to the information being presented in class and feeds

back conceptsb. listens to the ideas, feelings, and opinions of fellow team membersc. recognizes when team members have digressed and refocuses them

5. Speaking: Organizes ideas and communicates orallya. presents ideas and information in class

59

b. contributes to classroom discussionc. participates verbally in teamwork activities and processes

B. Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes,knows how to learn and reasons.1. Creative Thinking: Generates new ideas

a. nrainstorms on problems, causes and solutionsb. interprets data gathered for important trendsc. uses "is-is not" techniques for quantifying the characteristics of a

problem2. Decision Making: Specifies goals and constraints, generates alternatives,

considers risks, and evaluates and chooses best alternativea. makes thorough use of consensus, nominal group technique and

criteria ratingb. develops lists of relevant decision making criteria and a

complementary five-point scale for applying them3. Problem Solving: Recognizes problems and devises and implements plan

of actiona. uses a Kepner-Tregoe based six step problem solving processb. practices using and leading a team in the use of all the skills on an

issue of their own choosingc. learns to use a time and process-oriented tracking plan for problem

solving4. Seeing Things In the Mind's Eye: Organizes, and processes symbols,

pictures, graphs, objects, and other informationa. develops process flow charts to help visualize the breakdowns

contributing to the problemb. uses Pareto charts, Cycle-Time Analysis charts and Defect

Concentration Diagrams5. Knowing How to Learn: Use efficient learning techniques to acquire and

apply new knowledge and skillsa. uses effective learning techniques to understand new class materialb. actively listens to understand the materialc. practices to acquire new skills

6. Reasoning: Discovers a rule or principle underlying the relationshipbetween two or more objects and applies it when solving a problema. uses criteria and quantitative and qualitative data to discriminate

and choose from a variety of alternativesb. actively listens to understand the materialc. practices to acquire new skills

Personal Qualities: Displays responsibility, self-esteem, sociability, self-management, and integrity and honesty.1. Responsibility: Exerts a high level of effort and perseveres towards goal

attainmenta. strictly applies the problem solving protocolb. sets individual and group goals and accomplishes themc. meets time standardsd. performs realization calculations to determine the degree of goal

achievement accomplished

GO

2. Self-Esteem: Believes in own self-worth and maintains a positive view ofselfa. contributes to classroom discussion with original ideasb. maintains a positive sense of humor that is not at the expense of

another person's sense of self worthc. participates in rating and ranking exercises constructively

3. Sociability: Demonstrates understanding, friendliness, adaptability,empathy, and politeness in group settingsa. applies all problem solving skills in constantly changing teamsb. proactively solicits input from all stakeholders on all aspects of the

problemc. allows divergent views in class discussionsd. responds positively to new idease. shares new and valuable information freely and openly with other

members of the team4. Self-Management: Assesses self accurately, sets personal goals,

monitors progress, and exhibits self-controla. accepts responsibility for completion of assigned workb. sets individual/group goals and accomplishes themc. maintains a record of accomplishments and the corroborating

documentation in the problem solving tracking format5. Integrity/Honesty: Chooses ethical courses of action

a. performs own work when required, does not plagiarize the work ofothers

b. protects school propertyc. does not misappropriate the property of the school or other

classmatesd. reports infractions of school rules to school authorities

Appropriate Reference Materials:

1. The Rational Manager by Charles Kepner and Benjamin Tregoe2. The Team Handbook by Ken Scholtes3. Proactive Manager

MAFG10 105/062896

61

Machine Tool Advanced SkillsTechnology Program

COURSE SYLLABUS

PRINT READING AND SYMBOLOGY

MAST PROGRAMCOURSE SYLLABUS

PRINT READING AND SYMBOLOGY

Lecture hours/week: 3

COURSE DESCRIPTION:

Lab hours/week: 0 Credit hours: 3

This course involves study of the types of symbols and engineering notations used for mechanical,electrical, electronic, hydraulic, and pneumatic drawings. Representative drawings will be used todemonstrate concepts and practice in interpreting the symbols and notations. Students will viewand handle typical parts represented by the symbols. (FT) Associate Degree Credit

PREREQUISITES:

COURSE OBJECTIVES:

Satisfactory completion with a grade of "C" or better, orconcurrent enrollment in Manufacturing Metrics andCalculations, or equivalent

Upon successful completion of this course the student will:1. Use the symbols and organization associated with mechanical drawings to identify features

of the part from the drawing, the part's dimensions, and the tolerance of the part'sfeatures, on both standard and Geometric Dimensioning drawings

2. Use the symbols and organization associated with electrical ladder diagrams, or electronicschematic diagrams and electrical/electronic layout diagrams to identify components bytheir symbol, determine the location of the components, and apply engineering valuesobtained from the drawing to the solution of technical problems

3. Use the symbols and organization associated with fluid power schematic diagrams, andfluid power layout diagrams, to identify components by their symbol, determine thelocation of the components, and apply engineering values obtained from the drawing tothe solution of technical problems

REQUIRED COURSE MATERIALS:

Textbook: An example of an appropriate text would be a text based upon the mostcurrent American National Standards Institute (ANSI) and/or InternationalStandards Organization (ISO) specifications for drawing symbols andengineering notation.

Lab Materials: None

METHODS OF INSTRUCTION:

Lecture: Presentations will include lecture, demonstration, and group problemsolving.

63

Group Projects: Group projects will be assigned during the lab periods. Each set ofprojects will provide practice in one or more concepts. The students willwork on problems that are derived from manufacturing or industrialsituations. Any problems not solved by the team will be assigned ashomework problems. The individual grade for these tasks will be acombination of a team grade, and a team assessment of the individual'scontribution to the team's efforts. The instructor will devise a methodwhereby the team's assessment of an individual's contributions is fair andfree of bias.

Method of Evaluation: A student's grade will be based on multiple measures of performance.The assessment will measure development of independent critical thinking skills and will includeevaluation of the student's ability to:1. perform on written or oral examinations2. perform on outside assignments3. contribute to group problem solving4. apply theory to problem solving5. maintain attendance per current policy

LECTURE OUTLINE:Lecture Topics Text Reference Page Contact Hrs.

Mechanical Drawing SymbolsA. Mechanical drawing symbolsB. Engineering notation used in

mechanical drawingsC. Examples of mechanical parts

that relate to the symbols usedD. TolerancingE. Geometric Dimensioning and

TolerancingF. Application of engineering valuesElectrical DrawingsA. Electrical drawing symbolsB. Engineering notation used in

electrical drawingsC. Examples of electrical parts that

relate to the symbols usedD. Ladder diagram organizationE. Application of engineering valuesElectronic DrawingA. Electronic drawing symbolsB. Engineering notation used in

electronic drawingsC. Examples of electronic parts that

relate to the symbols usedD. Organization of electronic 6 4

schematics and specifications

E. Application of engineering valuesHydraulic and Pneumatic DrawingsA. Hydraulic and pneumatic drawing

symbolsB. Engineering notation used in

hydraulic and pneumatic drawingsC. Examples of hydraulic and pneumatic

parts that relate to the symbols usedD. Organization of hydraulic and

pneumatic drawings and specificationsE. Application of engineering valuesNational and International StandardsOrganizations

Total Lecture Hours

COURSE OBJECTIVES: TECHNICAL COMPETENCIES

Upon successful completion of this course the student will be able to:A. USE THE SYMBOLS AND ORGANIZATION ASSOCIATED WITH

MECHANICAL DRAWINGS, TO IDENTIFY FEATURES OF THE PART FROMTHE DRAWING, THE PART'S DIMENSIONS, AND THE TOLERANCE OFTHE PART'S FEATURES, ON BOTH STANDARD AND GEOMETRICDIMENSIONING DRAWINGS1. Identify the Types of Lines Used on a Mechanical Drawing and Their Purpose2. Apply the Concept of a Dimension to an Actual Part

a. Determine the dimension of a feature of a part from a drawingb. Identify the type of dimension from the drawing or the title block

3. Apply the Concept of a Tolerance to a Dimensiona. Locate the information pertaining to dimensional tolerances on a drawingb. Identify the type of tolerance that will be applied to a dimensionc. Calculate the effects of the size of a dimension when the tolerance is

applied4. Use Engineering Data Obtained from a Drawing to Determine the Manufacturing

Processes Employed in the Manufacturing of the Parta. Use the tile block to determine if the drawing is an assembly or detail

drawing, and a description of the part or assemblyb. Use information contained in the title block to determine the manufacturing

process that will be employed in the manufacturing of the part or assemblyc. Identify manufacturing operations such as welding, surface finish, and

machining from the drawing and the title blockd. Identify the specifications of manufacturing operations such as welding,

surface finish, and machining from the drawing and the title blocke. Determine the correct drawing and the validity of the drawing from the title

block and the revision blockf. Use general or engineering (flag) notes to detect modifications to the

specifications of features of the part or assembly

g. Use the bill of materials block to determine the types of materials that willbe used to manufacture the product

h. Use the title block to determine general details of the drawing such asdrawing size, company, title, number, and scale

5. Use Geometric Dimensioning and Tolerancing (GD&T) Data to DetermineTolerances and Geometric Characteristics of a Geometric Feature ofa Part orAssemblya. Use the symbology of GD&T to determine a datum plane or datum objectb. Use the symbology of GD&T to determine the geometric characteristics of

a featurec. Use the symbology of GD&T; such as maximum material condition

(MMC), least material condition (LMC), and regardless of feature size(RFS), to determine the possible size of a geometric feature

d. Determine the tolerances of a feature from the application of thesymbology of GD&T

e. Associate the principles of GD&T with the mathematical concepts ofgeometry

B. USE THE SYMBOLS AND ORGANIZATION ASSOCIATED WITHELECTRICAL LADDER DIAGRAMS, OR ELECTRONIC SCHEMATICDIAGRAMS AND ELECTRICAL/ELECTRONIC LAYOUT DIAGRAMS, TOIDENTIFY COMPONENTS BY THEIR SYMBOL, DETERMINE THELOCATION OF THE COMPONENTS, AND APPLY ENGINEERING VALUESOBTAINED FROM THE DRAWING TO THE SOLUTION OF TECHNICALPROBLEMS1. Identify the Symbols Used to Depict Electrical or Electronic Components in an

Electrical or Electronic Diagrama. Identify basic symbols used to depict electrical or electronic components.

1) Resistors2) Capacitors3) Inductors4) Contacts5) Conduction paths6) Connected conduction paths7) Connectors8) Current zero reference symbols (common, frame ground, circuit

return path etc.)9) Current sources (DC voltage, AC voltage)10) Direction of flow11) Circuit breakers12) Electrical motors, generators13) Potentiometers

b. Identify composite symbols that contain the components depicted by basicsymbols1) Amplifiers2) Semiconductors3) Sensors4) Relays5) Switches-wafer, limit, toggle, push button

6b

6) Transformers7) Motion control (feedback) systems8) Feedback devices, magnetic, inductive, optical feedback devices9) Digital electronic (Boolean) symbols

c. Explain the use of each component in general terms2. Relate the Symbols Used in the Depiction of Electrical or Electronic Components

with the Actual Components and Their Relative Size and Shape3. Use Electrical or Electronic Layout Diagrams to Locate the Position and Relative

Size of a Component4. Explain the Layout and Organization ofan Electrical Ladder Diagram.

a. Explain the meaning and use of rungs and railsb. Locate the primary power distribution and the ladder control logicc. Locate the position on the rungs of relay coils and contactsd. Identify wires and wire numbers on a electrical ladder diagrame. Identify current sources, their type, and magnitude

5. Explain the Layout and Organization of Electronic Drawings.a. Explain the types of drawing and documentation that comprise a set of

electronic drawingsb. Locate components on a electronic schematic drawingc. Determine the types of current sources and their magnitude (voltage, AC

or DC)d. Determine the specifications of the operational characteristics ofan

electronic assembly from the specifications section of a manuale. Relate the electronic symbol to the component number on an electronic

schematic diagramf. Determine the value of components and their model or type number from

the material specification list in the materials section ofan electronicassembly from the equipment manual

C. USE THE SYMBOLS AND ORGANIZATION ASSOCIATED WITH FLUIDPOWER SCHEMATIC DIAGRAMS, AND FLUID POWER LAYOUTDIAGRAMS, TO IDENTIFY COMPONENTS BY THEIR SYMBOL,DETERMINE THE LOCATION OF THE COMPONENTS, AND APPLYENGINEERING VALUES OBTAINED FROM THE DRAWING TO THESOLUTION OF TECHNICAL PROBLEMS1. Identify Symbols Used to Depict Components in a Hydraulic or Pneumatic

Schematic Drawinga. Identify basic symbols used to depict hydraulic or pneumatic components

1) Working pressure lines2) Pilot lines3) Drain lines4) Line connections5) Tank6) Fluid flow direction7) Valve body8) Ways9) Spring10) Adjusters11) Temperature

67

12) Fluid conditioners (filters, separators, oilers)13) Heat exchanger14) Pumps15) Motors16) Linear actuators (cylinders)17) Flow control valves18) Check valves19) Miscellaneous symbols such as: accumulator, muffler, Venturi, air

bearing, temperature control, or pressure switchb. Describe the complex function that are comprised from basic symbols

1) Valves with complex functions2) Pumps with complex functions3) Intensifiers4) Pressure control valves5) Flow control valves with complex functions6) Motion devices such as motors and cylinders that have complex

functions2. Relate the Symbols Used in the Depiction of Hydraulic or Pneumatic Components

with the Actual Components and Their Relative Size and Shape3. Use Hydraulic or Pneumatic Layout Diagrams to Locate the Position and Relative

Size of a Component4. Explain the Layout and Organization of a Hydraulic or Pneumatic Diagram

a. Explain the meaning and use of manifolds or enclosuresb. Locate the pumping and tank systemsc. Locate the fluid conditioning systemsd. Locate the control valvese. Identify motion actuators, rotary and linear

5. Explain the Layout and Organization of Hydraulic or Pneumatic Drawingsa. Explain the types of drawing and documentation that comprise a set of

hydraulic or pneumatic drawingsb. Locate pressure and flow controls on a hydraulic or pneumatic schematic

drawingc. Determine the types of pressures and flows and their magnitude

COURSE OBJECTIVES: SCANS COMPETENCIES

The Secretary's Commission on Achieving Necessary Skills (SCANS), U.S. Department of Labor,has identified in its "AMERICA 2000 REPORT" that all students should develop a new set ofcompetencies and foundation skills if they are to enjoy a productive, full and satisfying life.These are in addition to the Technical Workplace Competencies required by industry. SCANS ismade up of five competencies and a three-part foundation of skills and personal qualities thatare needed for solid job performance.

The following activities will be performed by each student for successful completion of thiscourse:

us

I. COMPETENCIESA. Resources: Identifies, organizes, plans, and allocates resources

1. allocates timea. completes assigned work on timeb. successfully completes timed examinations

2. allocates moneya. determines the cost of componentsb. using the specifications for a component, determines equal or better

components at lower costB. Interpersonal: Works with others

1. participates as a member of a teama. participates in team projects involving application of component

symbols to actual systems or devicesb. participates in study groups

2. teaches othersa. helps team members solve problemsb. contributes information to teams/study groups

3. satisfies instructor assigned requirements4. exercises leadership

a. forms study groupsb. motivates teams/study groups to succeedc. expresses ideas, feelings, and opinions clearlyd. identifies whether the source of a position is an idea, feeling, or

opinione. provides supporting facts to support positions

5. expresses ideas and listens to others to solve team problems6. works well with team and class members regardless ofrace class, ethnicity,

or religionInformation: Acquires and uses information1. acquires and evaluates Information

a. obtains new or complementary information for various sources suchas:1) text books2) lectures3) library4) periodicals5) internet

b. evaluates information for accuracy, challenges information thatcontradicts logical evaluation

2. keeps and maintains an organized class workbook3. gives oral/written presentations to class4. uses computers to view drawings

D. Systems: Understands complex inter-relationships1. understands systems

a. understands systems of drawingsb. understands function of symbology in drawingsc. understands the evolution of drawings and drawing symbology

2. monitors and corrects performance

69

a. evaluates drawings and corrects errorsb. uses symbolic drawings to measure components or engineering

values3. finds alternate methods to solve problems

a. evaluates alternate components based upon their symbologyb. uses symbolic drawings to modify system parameters

E. Technology: Works with a variety of technologies1. selects technology

a. uses the appropriate types of drawings for the systemb. understands the use of computer aided design (CAD) in drawings

2. applies drawing technology to the understanding of systems3. maintains drawing integrity, corrects erroneous drawings

II. FOUNDATION SKILLSA. Basic Skills: Reads, writes, performs arithmetic and mathematical operations,

listens and speaks.1. Reading: Locates, understands, and interprets written information in

prose and in documents such as manuals, graphs, and schedulesa. reads assigned course materialb. interprets reading material to perform successfully in classc. interprets graphical data from symbolic drawings

2. Writing: Communicates thoughts, ideas, information, and messages inwriting; and creates documents such as letters, directions, manuals,reports, graphs, and flow chartsa. creates a manufacturing plan from a mechanical drawing

3. Arithmetic./Mathematics: Perform basic computations and approachespractical problems by choosing appropriately from a variety ofmathematical techniquesa. performs mathematical computations using engineering notationb. applies the principles of plane geometry to mechanical drawings

4. Listening: Receives, attends to, interprets, and responds to verbalmessages and other cuesa. actively listens to the information being presented in class and feeds

back conceptsb. listens to the ideas, feelings, and opinions of fellow classmates

5. Speaking: Organizes ideas and communicates orallya. presents ideas and information in classb. contributes to classroom discussion.

B. Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes,knows how to learn and reasons.1. Creative Thinking: Generates new ideas

a. combines symbols to create systemsb. relates symbology to physical objects

2. Decision Making: Specifies goals and constraints, generates alternatives,considers risks, and evaluates and chooses best alternativea. uses drawings to determine manufacturing processesb. applies drawing symbology to determine best course or action for

repair of equipment

70

3. Problem Solving: Recognizes problems and devises and implements planof actiona. uses drawings to solve problems in physical systemsb. reads drawing to plan troubleshooting process and method

4. Seeing Things In the Mind's Eye: Organizes, and processes symbols,pictures, graphs, objects, and other informationa. uses drawings to visualize the symbolic relationships of systemsb. applies engineering data from drawings to perform tests

5. Knowing How to Learn: Use efficient learning techniques to acquire andapply new knowledge and skillsa. uses effective study techniques to acquire new class materialb. practices to acquire new skills

6. Reasoning: Discovers a rule or principle underlying the relationshipbetween two or more objects and applies it when solving a problema. relates symbols to actual physical objectsb. applies engineering notation found on drawings to the object

symbolized in the drawingPersonal Qualities: Displays responsibility, self-esteem, sociability, self-management, and integrity and honesty.1. Responsibility: Exerts a high level of effort and perseveres towards goal

attainmenta. performs at or above expected class levelb. sets individual/group goals and accomplishes them

2. Self-Esteem: Believes in own self-worth and maintains a positive view ofselfa. contributes to classroom discussion with original ideasb. maintains a positive sense of humor that is not at the expense of

another person's sense of self worth3. Sociability: Demonstrates understanding, friendliness, adaptability,

empathy, and politeness in group settingsa. allows divergent views in class discussionsb. responds positively to new ideasc. supports the worthwhile goals and objectives of the team and

fellow classmates4. Self-Management: Assesses self accurately, sets personal goals,

monitors progress, and exhibits self-controla. accepts responsibility for completion of assigned workb. sets individual/group goals and accomplishes themc. maintains a record of accomplishments

5. Integrity/Honesty: Chooses ethical courses of actiona. performs own work when required, does not plagiarize the work of

othersb. protects school propertyc. does not misappropriate the property of the school or other

classmatesd. reports infractions of school rules to school authorities

71

Appropriate Reference Materials:

1. Print Reading for Industry, by Brown, 1995

MAFG10205/062896

72

Machine Tool Advanced SkillsTechnology Program

---.XKfMAPNv-

COURSE SYLLABUS

MANUFACTURING PROCESSES

73

MAST PROGRAMCOURSE SYLLABUS

MANUFACTURING PROCESSES

Lecture hours/week: 3

COURSE DESCRIPTION:

Lab hours/week: 3 Credits: 4

This course is a survey of physical and chemical processes used to manufacture' products. Thiscourse is designed to provide students who plan to pursue a career in automated manufacturingwith the skills that will enable the student to test automated manufacturing processes and toencourage the further pursuit of training in physics and chemistry. The course will explore theprinciples of physics and chemistry that underlie technologies used to manufacture products inindustry; such as machine technology, vacuum technology, heat treating technology, hydraulic andpneumatic technology, and electro-chemical manufacturing processes. The student will employformulas and the New Metric (S.I.) (mks) system of measurement to solve problems relating toindustrial processes. (FT) Associate Degree Credit

PREREQUISITES:

COURSE OBJECTIVES:

Satisfactory completion with a grade of "C" or better, orconcurrent enrollment in, Manufacturing Metrics andCalculations, or equivalent.

Upon successful completion of this course, the student will:1. Use the rules of mathematics, algebra and trigonometry, and the theories and formulas

found in the study of mechanical physics to calculate simple vectored forces2. Apply the rules of measuring systems in both the English and SI systems of measurement

to calculate and convert quantities in both systems3. Use the rules of mathematics and the theories and formulas found in the study of

mechanical physics to understand and calculate the effects on industrial machinery of thefollowing: inertia, force, velocity, momentum, friction, and impulse momentum

4. Use the rules of mathematics and the theories and formulas found in the study of gases andfluids to understand and calculate the effects on industrial machinery of the followingproperties of matter: Pascal's Law, Charles' and Bolve's Law (Ideal Gas Law),Bernoulli's Principle, pressure, flow, density, specific gravity, evaporation, sublimation,condensation, humidity, and relative humidity

5. Use the rules of mathematics and the theories and formulas found in the study of highpressure and high vacuum systems, to calculate and convert pressures in various pressuresystems, including psi (vacuum), psig, psia, inches of water, inches ofmercury, bar(absolute), bar (atmospheric), SI system (Pascal's and kilopascals), and the torr system

6. Use the rules of mathematics and the theories and formulas found in the study ofthermodynamics to understand, calculate, and convert quantities found in industrial heattreating equipment such as temperature, scales, kilocalories, British Thermal Units,

74

specific heat, thermal conductivity, expansion and contraction of solids, simple engines,and entropy

7. Use the rules of mathematics and the theories and formulas found in the study of chemistryto calculate the proportions of chemicals used to produce various mixtures

8. Use the rules and procedures found in the concepts of valence, ionization, the periodictable, chemical reaction formulas, and catalysts, to determine the types of elements thatare used to obtain a given compound, whether the reaction is a producer of energy orneeds energy to occur, and whether or not the reaction needs catalyst to occur

9. Demonstrate the properties of pure water, deionized water, and water with variouscompounds in solution

10. Perform physical and chemical experiments or tests on actual industrial systems11. Demonstrate the electro-chemical effect and its usage in batteries, industrial plating,

chemical milling, and semi-conductor fabrication12. Demonstrate the procedures used to deionize water and produce chemically pure water13. Demonstrate the procedures used in the manufacture of industrial chemicals

REQUIRED COURSE MATERIALS:

Textbook:

Lab Materials:

An example of typical text for this course would be Physics for CareerEducation, by Ewen/Nelson/Schurter, 1993, and Chemistry Principles andReactions, by Masterton/Hurley, 1991Students will be required to purchase the following supplies:1) Paper, notebooks, Compass, protractor, ruler2) Protective lab apron, safety glasses3) Scientific calculator, Scantron examination sheets

METHODS OF INSTRUCTION:

Lecture: Presentations will include lecture, video, and group problem solving.

Laboratory: Laboratory will be "hands-on" measurements of physical and chemicalmanufacturing processes.

Group Projects Group lab projects will be assigned during the lab periods. Each set ofprojects will provide practice in one of the manufacturing processes. Thestudents will work on problems that are derived from manufacturing orindustrial situations. Homework will be research of the problem. Theindividual grade for these tasks will be a combination of a team grade, anda team assessment of the individual's contribution to the team's efforts. Theinstructor will devise a method whereby the team's assessment of anindividual's contributions is fair and free of bias.

Method of Evaluation: A student's grade will be based on multiple measures of performance.The assessment will measure development of independent critical thinking skills and will includeevaluation of the student's ability to:1. perform on written or oral examinations2. perform on outside assignments

75

3. contribute to group problem solving4. apply theory to problem solving5. maintain attendance per current policy

LECTURE OUTLINE:Lecture Topics Text Reference Page Contact Hrs.

Machine TechnologyA. Rules of mechanicsB. Work power and energyC. Simple machinesD. Complex machinesE. Rotational forcesThermal TechnologyA. MaterialsB. Heat energyC. Heat transferD. ThermodynamicsHydraulic and Pneumatic TechnologyA. Force, pressure and flowB. Measuring scalesC. VentoriD. Laws of fluid dynamicsAtomic StructureA. ValanceB. ElementsC. The periodic tableD. MixturesE. CompoundsF. Mixing formulasChemical FormulasA. Endothermic and exothermic reactionsB. CatalystsC. ElectrochemistryD. Water, the universal solventE. Material safety data sheets (OSHA)Vacuum TechnologyA. Behavior of gassesB. Nature of vacuumC. Vacuum pumping systemD. . Vacuum instrumentation

LAB OUTLINE:Lab Topic

Construct and Measure SimpleMachines

Total Lecture Hours

Text Reference Page Contact Hrs.

76

A. LeversB. GearsC. RampsD. PulleysE. Rotational Machines (Bicycle)Analyze and Measure a ComplexMachine Such as a Mill or Lathe AxisA. Identify Simple MachinesB. Create a Theoretical Model of

Complex MachineC. Measure MachineD. Analyze ResultsHeat TreatingA. Test and Measure ThermocouplesB. Test and Measure Resistance

Temperature Devices (RTD)C. Create Theoretical Model of Heat

Treating OvenD. Solve Mathematical Problems in

ModelHydraulic and Pneumatic TechnologyA. Construct and Measure Hydraulic

CircuitsB. Construct and Measure Pneumatic

CircuitsC. Construct and Measure VentoriVacuum TechnologyA. Construct Vacuum Circuits and

Measure PropertiesB. Practice Safe Procedures for High

Vacuum EquipmentC. Use High Vacuum Measurement

EquipmentChemical TechnologyA. Measure Electrical Properties of

Distilled WaterB. Measure Electrical Properties of Tap

WaterC. Apply Mixing Formulas to Create

Solutions and MixturesD. Measure Electrical Properties of

Distilled Water With MeasuredAmounts of Acids and Bases

E. Create Chemical Reactions andMeasure Results

Total Lecture Hours

77

COURSE OBJECTIVES: TECHNICAL COMPETENCIES

Upon successful completion of this course the student will be able to:A. USE THE RULES OF MATHEMATICS, ALGEBRA AND TRIGONOMETRY,

AND THE THEORIES AND FORMULAS FOUND IN THE STUDY OFMECHANICAL PHYSICS, TO CALCULATE SIMPLE VECTORED FORCES1. Apply the Concept of Scalar and Vector Quantities to Measurement of Physical

Systemsa. Mechanical systems, machinesb. Thermal systems, furnacesc. Pressure systems, hydraulic, pneumatic, vacuum

2. Determine Vectors and Set up a Diagram of Vectored Forces3. Calculate the Resultant of Simple Vectored Forces Using Trigonometry

B. APPLY THE RULES OF MEASURING SYSTEMS IN BOTH THE ENGLISHAND SI SYSTEMS OF MEASUREMENT, TO CALCULATE AND CONVERTQUANTITIES IN BOTH SYSTEMS1. Understand the Basic Units of Measurement in the English Engineering Systems of

Measurementa. Massb. Forcec. Lengthd. Volumee. Timef. Temperature

2. Understand the Basic Units of Measurement in the Metric (International, mks)(S.I.) Systems of Measurementa. Massb. Forcec. Lengthd. Volumee. Timef. Temperature

3. Calculate Quantities Derived from the Basic Units of Both Systems (Dimensions)4. Convert Basic and Dimensional Quantities from the English Engineering System to

the Metric (S.I.) System and Vise-VersaC. USE THE RULES OF MATHEMATICS, AND THE THEORIES AND

FORMULAS FOUND IN THE STUDY OF MECHANICAL PHYSICS, TOUNDERSTAND AND CALCULATE THE EFFECTS ON INDUSTRIALMACHINERY OF THE FOLLOWING; INERTIA, FORCE, VELOCITY,MOMENTUM, FRICTION, AND IMPULSE MOMENTUM1. Apply the Formulas Used to Determine the Dimensions for Basic Physical

Measurementsa. Mass-slugs, kilogramsb. Force-pounds, newtonsc. Work-energy, foot-pounds, joulesd. Power-horsepower, wattse. Torque-foot-pounds, newton-metersf. Momentum, impulse momentum

g. Friction2. Calculate and Measure the Effects of the above Physical Quantities upon Industrial

Machines Such as Lathes, Mills, Presses, or Other Types of Moving MachineryD. USE THE RULES, FORMULAS AND PROCEDURES FOUND IN THE STUDY

OF MECHANICAL SYSTEMS TO IDENTIFY SIMPLE MACHINES FOUND INCOMPLEX MACHINES, CALCULATE THE MECHANICAL ADVANTAGESTHESE MACHINES, AND APPLY THE PRINCIPLES OF FORCE, WORK,POWER, MOMENTUM, IMPULSE MOMENTUM, AND FRICTION TOCALCULATE AND MEASURE THE RESULT OF THESE FORCES UPON THECOMPLEX MACHINE1. Identify Simple Machines Such As:

a. Leversb. Rampsc. Screws

2. Calculate the Total Effects upon the Complex Machine of the IndividualMechanical Advantages of the Simple Machines

3. Apply the Effects of Physical Dimensions to Calculate the Behavior of the Systema. Mass-slugs, kilogramsb. Force-pounds, newtonsc. Work-energy, foot-pounds, joulesd. Power-horsepower, wattse. Momentum, impulse momentumf. Friction

4. Measure the Effects of the above Simple Machines upon Industrial EquipmentSuch as Lathes, Mills, Presses, or Other Types of Complex Machinery

E. USE THE RULES, FORMULAS AND PROCEDURES FOUND IN THE STUDYOF MECHANICAL SYSTEMS TO IDENTIFY ROTATIONAL MACHINESFOUND IN COMPLEX MACHINES, SUCH AS GEAR TRAINS, PULLEYS,AND WHEEL AND AXLE SYSTEMS; CALCULATE THE MECHANICALADVANTAGES OF THESE MACHINES, AND APPLY THE PRINCIPLES OFFORCE, WORK, POWER, MOMENTUM, IMPULSE MOMENTUM, ANDFRICTION TO CALCULATE AND MEASURE THE RESULTS OF THESEFORCES UPON THE COMPLEX MACHINE1. Identify Rotational Machines Such As:

a. Wheel and axleb. Pulleysc. Gear trains

2. Calculate the Total Effects upon the Complex Machine of the IndividualMechanical Advantages of the Rotational Machines

3. Apply the Effects of Physical Dimensions to Calculate the Behavior of the Systema. Mass-slugs, kilogramsb. Rotational power-horsepower, wattsc. Torque-foot-pounds, newton-metersd. Angular momentum, impulse momentume. Friction

4. Measure the Effects of the above Simple Rotational Machines upon IndustrialEquipment Such as Lathes, Mills, Presses, or Other Types of Rotating Machinery

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F. USE THE RULES OF MATHEMATICS, AND THE THEORIES ANDFORMULAS FOUND IN THE STUDY OF GASES AND FLUIDS, TOUNDERSTAND AND CALCULATE THE EFFECTS ON INDUSTRIALMACHINERY OF THE FOLLOWING PROPERTIES OF MATTER: PASCAL'SLAW, CHARLES' AND BOYLE'S LAW (IDEAL GAS LAW), BERNOULLI'SPRINCIPLE, PRESSURE, FLOW, DENSITY, SPECIFIC GRAVITY,EVAPORATION, SUBLIMATION, CONDENSATION, HUMIDITY, ANDRELATIVE HUMIDITY1. Explain the Principles of the Following:

a. Pascal's Lawb. Ideal Gas Lawsc. Borneol's Principled. Pressuree. Flowf. Densityg. Specific gravityh. Evaporationi. Sublimationj. Condensationk. Humidity

2. Apply the Formulas for the Following to Calculate the Effects of Each Concept onIndustrial Machinerya. Pressureb. Densityc. Specific gravityd. Pressure and force created by pressuree. Relative humidity

3. Measure the above Quantities on Industrial Equipment Such As:a. Mechanical systemsb. Heat treating systemsc. Pneumatic systemsd. Vacuum systemse. Hydraulic systems

G. USE THE RULES OF MATHEMATICS, AND THE THEORIES ANDFORMULAS FOUND IN THE STUDY OF HIGH PRESSURE AND HIGHVACUUM SYSTEMS, TO CALCULATE AND CONVERT PRESSURES INVARIOUS PRESSURE SYSTEMS INCLUDING PSI (VACUUM), PSIG, PSIA,INCHES OF WATER, INCHES OF MERCURY, BAR (ABSOLUTE), BAR(ATMOSPHERIC), SI SYSTEM (PASCAL'S AND KILOPASCALS), AND THETORR SYSTEM1. Explain the Formulas, Dimensions, and Principles of the Following:

a. Force pressure scales English engineering system1) Pounds per square inch absolute (PSIA)2) Pounds per square inch gauge (PSIG)

b. Force pressure scales metric mks system1) Newtons pre square meter absolute (pascals)(pa)2) Kilo newtons per square meter absolute (kpaA)3) Kilo newtons per square meter gauge (kpaG)

80

c. Atmospheric pressure scales1) Pressure of atmosphere2) Bar (gauge)3) Millibar (absolute)

d. Length pressure scales1) Inches of mercury (in Hg)2) Millimeters of mercury (mm Hg)3) Inches of water (in H20)

e. Vacuum pressure scales1) Pounds per square inch vacuum (PSIV)2) Microns3) Torr

2. Convert Pressures from One Pressure Scale to AnotherH. USE THE RULES OF MATHEMATICS, AND THE THEORIES AND

FORMULAS FOUND IN THE STUDY OF THERMODYNAMICS, TOUNDERSTAND, CALCULATE, AND CONVERT QUANTITIES FOUND ININDUSTRIAL HEAT TREATING EQUIPMENT SUCH AS; TEMPERATURESCALES, KILOCALORIES, BRITISH THERMAL UNITS, SPECIFIC HEAT,THERMAL CONDUCTIVITY, EXPANSION AND CONTRACTION OF SOLIDS,SIMPLE ENGINES, AND ENTROPY1. Explain the Concept of Temperature and Temperature Scales

a. Degrees Fahrenheitb. Degrees Celsius

2. Convert Temperatures from One Temperature Scale to Another3. Explain the Concept and Dimensions of Heat and Heat Measurement

a. British Thermal Unit (BTU)b. Kilocalorie (Kcal)

4. Convert Heat Quantitiesa. BTU to Kcal and vice versab. Heat to energy:

1) Joules2) Foot-pounds3) Kilowatt-hours

5. Apply the Concept of Specific Heat to Determine the Amount of Heat Needed toSatisfy the Requirements of Materials Such as Steel, Air, Carbon, Etc.a. Determine the amount of heat needed to raise a specified atmospheric

furnace to a specified temperatureb. Determine the amount of heat needed to raise a quantity of steel,

aluminum, or carbon to a specific temperature6. Explain the Concept of Thermal Expansion7. Apply the Concept of Simple Heat Engines to the Understanding Of:

a. Air conditionersb. Internal combustion enginesc. External combustion engines

8. Apply the Concept of Entropy to the Understanding Of:a. Electrical power distribution systemsb. Hydraulic and pneumatic power distribution

8

L USE THE RULES OF MATHEMATICS, AND THE THEORIES ANDFORMULAS FOUND IN THE STUDY OF CHEMISTRY, TO CALCULATE THEPROPORTIONS OF CHEMICALS USED TO PRODUCE VARIOUS MIXTURES1. Apply Mixing Formulas and the Molar Concept of Chemistry to Determine the

Quantities of Elements Need to Produce a Molar Reaction2. Apply Mixing Formulas to Produce Proportions of Various Mixes, Solutions, and

CompoundsJ. USE THE RULES AND PROCEDURES FOUND IN THE CONCEPTS OF

VALENCE, IONIZATION, THE PERIODIC TABLE, CHEMICAL REACTIONFORMULAS, AND CATALYSTS, TO DETERMINE THE TYPES OFELEMENTS THAT ARE USED TO OBTAIN A GIVEN COMPOUND,WHETHER THE REACTION IS A PRODUCER OF ENERGY OR NEEDSENERGY TO OCCUR, AND WHETHER OR NOT THE REACTION NEEDS ACATALYST TO OCCUR1. Use the Periodic Table to Identify Elements2. Use the Periodic Table to Calculate Molar Quantities3. Apply the Concept of Ionization or Valence and the Periodic Table to Determine

Reactions4. Apply Reaction Formulas to Determine the Following:

a. Number and type of elementsb. Energy release or energy neededc. Catalyst needed

5. Explain the Procedures Used to Determine the Make-up of CompoundsK. DEMONSTRATE THE PROPERTIES OF PURE WATER, DE-IONIZED

WATER, AND WATER WITH VARIOUS COMPOUNDS IN SOLUTION1. Demonstrate the Resistive Properties of Chemically Pure Water and Ionized Water2. Explain the Concept of Ph in Terms of Hydroxyl and Hydrogen Ions3. Apply the Concept of Ionization and Ph to Determine If Water Is Ionized with a

Acid or a BaseL. PERFORM PHYSICAL AND CHEMICAL EXPERIMENTS OR TESTS ON

ACTUAL INDUSTRIAL SYSTEMS1. Explain the Uses of Bases or Acids in Manufacturing Processes2. Perform Physical and Chemical Tests on Lead Acid Batteries3. Perform Physical and Chemical Tests on Electro-plating Solutions4. Perform Physical and Chemical Test on Chemical Milling Solutions

M. DEMONSTRATE THE ELECTRO-CHEMICAL EFFECT AND ITS USAGE INBATTERIES, INDUSTRIAL PLATING, CHEMICAL MILLING, ANDSEMI-CONDUCTOR FABRICATION1. Demonstrate the Electro-chemical Effect in Lead Acid Batteries2. Demonstrate the Electro-chemical Effect in Electro-plating Solutions3. Demonstrate the Electro-chemical Effect in Ion Implantation and Photo-etching of

Semiconductor WafersN. DEMONSTRATE THE PROCEDURES USED TO DE-IONIZE WATER AND

PRODUCE CHEMICALLY PURE WATER1. Demonstrate the Reverse Osmosis Method of Water Filtration and Explain the

Processes2. Demonstrate De-ionization Techniques and Explain the Reaction3. Explain the Procedures Used to Monitor and Protect Pure Water Systems

82

0. DEMONSTRATE TYPICAL SAFETY PROCEDURES USED IN THEMANUFACTURE OF INDUSTRIAL CHEMICALS1. Handle Chemicals Properly

a. Interpret material safety data sheets (MSDS)b. Explain hazards of industrial chemicalsc. Properly dispose of used chemicals

2. Identify Fire Hazards for Industrial Chemicalsa. Identify flammable chemicalsb. Identify types and uses of, chemical fire extinguishers

3. Explain Proper Personal Hygiene When Dealing with Industrial Chemicalsa. Explain effects of acids and bases on skin and eyesb. Explain emergency procedures used to wash chemicals from eyes and skin

COURSE OBJECTIVES: SCANS COMPETENCIES

The Secretary's Commission on Achieving Necessary Skills (SCANS), U.S. Department of Labor,has identified in its "AMERICA 2000 REPORT" that all students should develop a new set ofcompetencies and foundation skills if they are to enjoy a productive, full and satisfying life.These are in addition to the Technical Workplace Competencies required by industry. SCANS ismade up of five competencies and a three-part foundation of skills and personal qualities thatare needed for solid job performance.

The following activities will be performed by each student for successful completion of thiscourse:

I. COMPETENCIESA. Resources: Identifies, organizes, plans, and allocates resources

1. allocates timea. completes assigned work on timeb. successfully completes timed examinations

B. Interpersonal: Works with others1. participates as a member of a team

a. participates in team labb. participates in study groups

2. teaches othersa. helps team members solve problemsb. contributes information to teams/study groups

3. satisfies instructor assigned requirements4. exercises leadership

a. forms study groupsb. motivates teams/study groups to succeedc. expresses ideas, feelings, and opinions clearlyd. identifies whether the source of a position is an idea, feeling, or

opinione. provides supporting facts to support positions

5. expresses ideas and listens to others to solve team problems

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6. works well with team and class members regardless of race class, ethnicity,or religion

Information: Acquires and uses information1. acquires and evaluates Information

a. obtains new or complementary information for various sources suchas:1) text books2) lectures3) library4) periodicals5) internet

b. evaluates information for accuracy, challenges information thatcontradicts logical evaluation

2. keeps and maintains an organized class lab workbook3. gives oral/written presentations to class

D. Systems: Understands complex inter-relationships1. understands systems

a. understands complex physical systemsb. understands the connections between physics and chemistry and

their role in industrial systems2. monitors and corrects performance

a. tests systems to determine if they are meeting theoreticalexpectations

b. corrects systems or theory from results of evaluation3. finds alternate methods to test industrial systems

E. Technology: Works with a variety of technologies1. selects appropriate technology to perform physical or chemical

measurements2. applies technology to the tests/measurements3. troubleshoots industrial systems and processes

II. FOUNDATION SKILLSA. Basic Skills: Reads, writes, performs arithmetic and mathematical operations,

listens and speaks.1. Reading: Locates, understands, and interprets written information in

prose and in documents such as manuals, graphs, and schedulesa. reads assigned course materialb. interprets reading material to perform successfully in classc. interprets laboratory data/graphs

2. Writing: Communicates thoughts, ideas, information, andmessages inwriting; and creates documents such as letters, directions, manuals,reports, graphs, and flow chartsa. creates lab reports from laboratory datab. writes report/term paper on industrial systems

3. Arithmetic/Mathematics: Perform basic computations and approachespractical problems by choosing appropriately from a variety ofmathematical techniques

84

a. performs mathematical computations using scientific notation andengineering notation

b. applies the principles of algebra, geometry, and trigonometry tosolve technical problems

4. Listening: Receives, attends to, interprets, and responds to verbalmessages and other cuesa. actively listens to the information being presented in class and feeds

back conceptsb. listens to the ideas, feelings, and opinions of fellow classmates

5. Speaking: Organizes ideas and communicates orallya. presents ideas and information in classb. contributes to classroom discussion.

B. Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes,knows how to learn and reasons.1. Creative Thinking: Generates new ideas

a. combines the principles of physics and chemistry to theunderstanding of complex manufacturing processes

b. applies math, physics, and chemistry to the analysis of complexindustrial equipment such as heat treating furnaces, water treatmentsystems, high vacuum systems

2. Decision Making: Specifies goals and constraints, generates alternatives,considers risks, and evaluates and chooses best alternativea. uses formulas and mathematics to predict the limits of behavior of

industrial systemsb. uses formulas and mathematics to determine alternate/desirable

changes in industrial systems3. Problem Solving: Recognizes problems and devises and implements plan

of actiona. uses mathematics, physics, and chemistry to solve problems in

industrial systemsb. chooses desired course of action based upon results of analysis

4. Seeing Things In the Mind's Eye: Organizes, and processes symbols,pictures, graphs, objects, and other informationa. uses scientific principles, symbolic diagrams, and mathematics to

visualize the complex interrelationships of parts of industrialsystems

5. Knowing How to Learn: Use efficient learning techniques to acquire andapply new knowledge and skillsa. uses effective study techniques to acquire new class materialb. practices to acquire new skills

6. Reasoning: Discovers a rule or principle underlying the relationshipbetween two or more objects and applies it when solving a problema. applies the principles of mechanical physics to the understanding of

the behavior of an industrial machineb. applies the concept of entropy to the understanding of power

transmission systems, and heat enginesc. understands the relationship between power and heat

85

Personal Qualities: Displays responsibility, self-esteem, sociability, self-management, and integrity and honesty.1. Responsibility: Exerts a high level of effort andperseveres towards goal

attainmenta. performs at or above expected class levelb. sets individual/group goals and accomplishes them

2. Self-Esteem: Believes in own self-worth and maintains a positive view ofselfa. contributes to classroom discussion with original ideasb. maintains a positive sense of humor that is not at the expense of

another person's sense of self worth3. Sociability: Demonstrates understanding, friendliness, adaptability,

empathy, and politeness in group settingsa. allows divergent views in class discussionsb. responds positively to new ideasc. supports the worthwhile goals and objectives of the team and

fellow classmates4. Self - Management: Assesses self accurately, sets personal goals,

monitors progress, and exhibits self-controla. accepts responsibility for completion of assigned workb. sets individual/group goals and accomplishes themc. maintains a record of accomplishments

5. Integrity/Honesty: Chooses ethical courses of actiona. performs own work when required, does not plagiarize the work of

othersb. protects school propertyc. does not misappropriate the property of the school or other

classmatesd. reports infractions of school rules to school authorities

Appropriate Reference Materials:

1. Technical Physics by Erwin/Selleck, 19912. The Sciences, An Integrated Approach by Trefil/Hazen, 1995

MAFG10605/062896

86

Machine Tool Advanced SkillsTechnology Program

COURSE SYLLABUS

INDUSTRIAL PROGRAMMING THEORY

87

MAST PROGRAMCOURSE SYLLABUS

INDUSTRIAL PROGRAMMING THEORY

Lecture hours/week: 2

COURSE DESCRIPTION:

Lab hours/week: 3 Credit hours: 3

This course covers the basic digital mathematical concepts required for effective performance asan automation technician or machine technologist in the computerized machine tool industry.This course will include examples taken from computers or microprocessor systems that aretypically found in the modern industrial manufacturing facility, such as industrial computers,programmable logic controllers, and microprocessor based control systems. (FT) AssociateDegree Credit

PREREQUISITES:

COURSE OBJECTIVES:

Satisfactory completion with a grade of "C" or better, orconcurrent enrollment in, Manufacturing Metrics andCalculations, or equivalent

Upon successful completion of this course, the student will be able to:1. Use the mathematics of numbering systems to create new numbering systems and convert

mathematical quantities in numbering systems such as decimal, binary, octal, andhexadecimal from one numbering system to another

2. Use quantities from the binary numbering system to perform mathematical operations onthese quantities, such as addition, subtraction, multiplication, and division

3. Use Boolean algebra to express a complex logic problem in Boolean expressions andapply this knowledge to the solution of programming problems

4. Identify the major software components of a computer microprocessor control system,such as the Disk Operating System (DOS), Graphic User Interface (GUI), or Basic Input-Output System (BIOS), and explain the function of each system

5. Use a personal computer to accomplish tasks such as formatting a disk, creating and usingfiles, copying disks and files, configuring a serial or parallel computer interface, andconfiguring add-on modules

6. Use a personal computer to connect communications cables to the computerscommunications ports such as RS-232, RS-485, and Local Area Network (LAN) cables

7. Use a programming language such as BASIC or statement list programming to program acontrol task

REQUIRED COURSE MATERIALS:

Textbook:

Lab Materials:

An example of an appropriate text would be Introducing Computers-Concepts. Systems. and Applications by Blissmer, 1995-1996Students will be required to purchase the following supplies:

88

1) Paper, notebooks and writing instruments2) Safety glasses3) Scientific calculator, Scantron examination sheets

METHODS OF INSTRUCTION:

Lecture: Presentations will include lecture, demonstration, and group problemsolving.

Group Projects: Group projects will be assigned during the lab periods. Each set ofprojects will provide practice in one or more concepts. The students willwork on problems that are derived from manufacturing or industrialsituations. Any problems not solved by the team will be assigned ashomework problems. The individual grade for these tasks will be acombination of a team grade, and a team assessment of the individual'scontribution to the team's efforts. The instructor will devise a methodwhereby the team's assessment of an individual's contributions is fair andfree of bias.

Method of Evaluation: A student's grade will be based on multiple measures of performance.The assessment will measure development of independent critical thinking skills and will includeevaluation of the student's ability to:1. perform on written or oral examinations2. perform on outside assignments3. contribute to group problem solving4. apply theory to problem solving5. maintain attendance per current policy

LECTURE OUTLINE:Lecture Topics Text Reference Page Contact Hrs.

Numbering SystemsA. Theory of numbering systemsB. Practice in creating numbering

systemsC. The Binary numbering systemD. The octal numbering systemE. The hexadecimal numbering

systemF. .Numbering system conversionsG. Mathematical operations in the

binary numbering system(addition, subtraction,multiplication and division)

Boolean AlgebraA. Boolean operators (and, or,

inclusive or, exclusive or, negation)

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Truth tablesComplex logic expressions(combinational logic)

D. Boolean theorems andoperations (Demorgan's Theory,etc.)

E. Symbolic logic (gate symbols,etc.)

F. Conversions from Booleanexpressions to symbolic logic

G. Conversions from Booleanexpressions to laddei logic

Elements of a Computer SystemA. HardwareB. SoftwareC. Operating systemProgrammingA. Programming conceptsB. Structured programming

Total Lecture Hours

COURSE OBJECTIVES: TECHNICAL COMPETENCIES

Upon successful completion of this course the student will be able to:A. USE THE MATHEMATICS OF NUMBERING SYSTEMS TO CREATE NEW

NUMBERING SYSTEMS, AND CONVERT MATHEMATICAL QUANTITIES INNUMBERING SYSTEMS SUCH AS DECIMAL, BINARY, OCTAL, ANDHEXADECIMAL, FROM ONE NUMBERING SYSTEM TO ANOTHER1. Explain the Rules Used to Create Numbering Systems2. Recite the Powers of 2 from 2 to the Zero Power to 2 to the Sixteenth Power3. Count from One to 20 in Binary, Octal, and Hexadecimal4. Freely Convert Numbers from One Base to Another in the Following Number

Systemsa. Binaryb. Octalc. Hexadecimald. Decimal

B. USE QUANTITIES FROM THE BINARY NUMBERING SYSTEM ANDPERFORM MATHEMATICAL OPERATIONS ON THESE QUANTITIES SUCHAS ADDITION, SUBTRACTION, MULTIPLICATION, AND DIVISION1. Add Binary Numbers2. Perform Twos Complement Addition (Algebraic Subtraction)3. Multiply Binary Numbers4. Divide Binary Numbers

C. USE BOOLEAN ALGEBRA TO EXPRESS A COMPLEX LOGIC PROBLEM INBOOLEAN EXPRESSIONS, AND APPLY THIS KNOWLEDGE TO THESOLUTION OF PROGRAMMING PROBLEMS

90

1. Express a Complex Logic Problem in Boolean Algebra Statements2. Program a Personal Computer to Perform the above Logic Function, Using Any

Programming LanguageD. IDENTIFY THE MAJOR SOFTWARE COMPONENTS OF A COMPUTER

MICROPROCESSOR CONTROL SYSTEM, SUCH AS THE DISK OPERATINGSYSTEM (DOS), GRAPHIC USER INTERFACE (GUI), OR BASICINPUT-OUTPUT SYSTEM (BIOS), AND EXPLAIN THE FUNCTION OF EACHSYSTEM1. Identify the Functions of the Disk Operating System

a. Explain the concept of a fileb. Manipulate filesc. Explain the concept of a directoryd. Create a directory treee. Explain the concept of a portf. Operate the input/output ports of the computer

2. Explain the Functions of the Basic Input/output System (BIOS) in Terms of theabove Tasks

3. Identify the Function of a Graphic User Interface in Term of the above FunctionsE. IDENTIFY THE MAJOR HARDWARE COMPONENTS OF A COMPUTER

MICROPROCESSOR CONTROL SYSTEM, SUCH AS THEMICROPROCESSOR, MOTHER BOARD, MEMORY, DISK CONTROLMODULE, VIDEO MODULE, I/O PORT MODULE, MODEM, AND NETWORKMODULE, AND EXPLAIN THE FUNCTION OF EACH SYSTEM1. Identify the Different Classes of Microprocessor for Two Types of Personal

Computers2. Explain the Purpose of the Microprocessor3. Identify, and Explain the Function of the Mother Board of a Personal Computer4. Identify, and Explain the Function of the Memory of a Personal Computer5. Identify, and Explain the Function of the Disk Control Module of a Personal

Computer6. Identify, and Explain the Function of the Video Module of a Personal Computer7. Identify, and Explain the Function of the I/0 Port Module of a Personal Computer8. Identify, and Explain the Function of the Modem Module of a Personal Computer9. Identify, and Explain the Function of the Network Module of a Personal Computer

F. USE A PERSONAL COMPUTER TO ACCOMPLISH TASKS SUCH AS;FORMATTING A DISK, CREATING AND USING FILES, COPYING DISKSAND FILES, CONFIGURING A SERIAL OR PARALLEL COMPUTERINTERFACE, AND CONFIGURING ADD-ON MODULES1. Format a Disk for Use in the Computer2. Create a Directory Structure on the Disk3. Manipulate Files on the Disk

a. Copy filesb. Delete filesc. View filesd. Append files

4. Configure a Parallel Port5. Configure a Serial Port6. Install and Configure Add-on Modules SAO as Network Cards

G. USE A PERSONAL COMPUTER, TO CONNECT COMMUNICATIONSCABLES TO THE COMPUTERS COMMUNICATIONS PORTS SUCH ASRS-232, RS-422, AND LOCAL AREA NETWORK (LAN) CABLES1. Install Coaxial Cables from One Computer to Another in a Network System2. Install Serial Cable for Communication from a Computer to a Robot, PLC, or

CNC Machine3. Configure the Communications Interface and Make it Function Properly

H. USE A PROGRAMMING LANGUAGE SUCH AS BASIC OR STATEMENTLIST PROGRAMMING TO PROGRAM A CONTROL TASK1. Explain the Proper Procedures to Accomplish Structured Programming2. Draw a Flow Chart or Programming Plan3. Comment the Program Properly4. Program a Control Task

I. APPLY DIGITAL ELECTRONIC MEASUREMENT KNOWLEDGE ANDINSTRUMENTS TO TEST COMMUNICATIONS PORTS1. Use Digital Multimeters to Test Power Supplies2. Use Serial Port Testers to Test RS-232 Ports3. Explain the Methods Used to Test Local Area Network Ports

J. SAFELY ASSEMBLE OR DISASSEMBLE INDUSTRIAL COMPUTERS1. Completely Disassemble a Personal Computer2. Re-assemble a Personal Computer, Configure It, and Make it Functional3. Explain the Proper Procedures Used for Handling Printed Circuit Boards4. Demonstrate the Safety Procedures Used When Tearing down a PC

COURSE OBJECTIVES: SCANS COMPETENCIES

The Secretary's Commission on Achieving Necessary Skills (SCANS), U.S. Department of Labor,has identified in its "AMERICA 2000 REPORT" that all students should develop a new set ofcompetencies and foundation skills if they are to enjoy a productive, full and satisfying life.These are in addition to the Technical Workplace Competencies requiredby industry. SCANS ismade up of five competencies and a three-part foundation of skills andpersonal qualities thatare needed for solid job performance.

The following activities will be performed by each student for successful completion of thiscourse:

I. COMPETENCIESA. Resources: Identifies, organizes, plans, and allocates resources

1. allocates timea. completes assigned work on timeb. successfully completes timed examinations

B. Interpersonal: Works with others1. participates as a member of a team

a. participates in team problem solvingb. participates in study groups

2. teaches others

92

a. helps team members solve problemsb. contributes information to teams/study groups

3. satisfies instructor assigned requirements4. exercises leadership

a. forms study groupsb. motivates teams/study groups to succeedc. expresses ideas, feelings, and opinions clearlyd. identifies whether the source of a position is an idea, feeling, or

opinione. provides supporting facts to support positions

5. expresses ideas and listens to others to solve team problems6. works well with team and class members regardless of race class, ethnicity,

or religionC Information: Acquires and uses information

1. acquires and evaluates Informationa. obtains new or complementary information for various sources such

as:1) text books2) lectures3) library4) periodicals5) internet

b. evaluates information for accuracy, challenges information thatcontradicts logical evaluation

2. keeps and maintains an organized class lab workbook3. gives oral/written presentations to class4. uses computers to program control concepts

D. Systems: Understands complex inter-relationships1. understands systems

a. understands systems of numbersb. understands functions of computer systems

2. finds alternate methods to solve programming problemsE. Technology: Works with a variety of technologies

1. selects technologya. applies the appropriate programming tools to solve problemsb. understands the use of computers to control machines

2. applies programming/computers to task3. if program/computer does not perform as expected, finds problem

IL FOUNDATION SKILLSA. Basic Skills: Reads, writes, performs arithmetic and mathematical operations,

listens and speaks.1. Reading: Locates, understands, and interprets written information in

prose and in documents such as manuals, graphs, and schedulesa. reads assigned course materialb. interprets reading material to perform successfully in class

93

2. Writing: Communicates thoughts, ideas, information, and messages inwriting; and creates documents such as letters, directions, manuals,reports, graphs, and flow chartsa. documents programs

3. Arithmetic/Mathematics: Perform basic computations and approachespractical problems by choosing appropriately from a variety ofmathematical techniquesa. performs mathematical computations using binary mathematicsb. performs symbolic mathematical operations using Boolean algebra

4. Listening: Receives, attends to, interprets, and responds to verbalmessages and other cuesa. actively listens to the information being presented in class and feeds

back conceptsb. listens to the ideas, feelings, and opinions of fellow classmates

5. Speaking: Organizes ideas and communicates orallya. presents ideas and information in classb. contributes to classroom discussion.

B. Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes,knows how to learn and reasons.1. Creative Thinking: Generates new ideas

a. uses computers and programming concepts to create machinecontrol solutions

2. Decision Making: Specifies goals and constraints, generates alternatives,considers risks, and evaluates and chooses best alternativea. uses proper structured programming concepts

3. Problem Solving: Recognizes problems and devises and implements planof actiona. uses appropriate programming techniques/mathematics to solve

programming problemsb. chooses proper methods to set up computers

4. Seeing Things In the Mind's Eye: Organizes, and processes symbols,pictures, graphs, objects, and other informationa. plans program steps, processes flow chart symbols

5. Knowing How to Learn: Use efficient learning techniques to acquire andapply new knowledge and skillsa. uses effective study techniques to acquire new class materialb. practices to acquire new skills

6. Reasoning: Discovers a rule or principle underlying the relationshipbetween two or more objects and applies it when solving a problema. relates concepts of computer operations and control of

machines/processesPersonal Qualities: Displays responsibility, self-esteem, sociability, self-management, and integrity and honesty.1. Responsibility: Exerts a high level of effort and perseveres towards goal

attainmenta. performs at or above expected class levelb. sets individual/group goals and accomplishes them

94

2. Self-Esteem: Believes in own self-worth and maintains a positive view ofselfa. contributes to classroom discussion with original ideasb. maintains a positive sense of humor that is not at the expense of

another person's sense of self worth3. Sociability: Demonstrates understanding, friendliness, adaptability,

empathy, and politeness in group settingsa. allows divergent views in class discussionsb. responds positively to new ideasc. supports the worthwhile goals and objectives of the team and

fellow classmates4. Self-Management: Assesses self accurately, sets personal goals,

monitors progress, and exhibits self-controla. accepts responsibility for completion of assigned workb. sets individual/group goals and accomplishes themc. maintains a record of accomplishments

5. Integrity/Honesty: Chooses ethical courses of actiona. performs own work when required, does not plagiarize the work of

othersb. protects school propertyc. does not misappropriate the property of the school or other

classmatesd. reports infractions of school rules to school authorities

Appropriate Reference Materials:

1. Industrial Computing, Pub. of Instrument Society of America (ISA)

MAFGI I I05/062896

Machine Tool Advanced SkillsTechnology Program

COURSE SYLLABUS

INDUSTRIAL ELECTRONICS/ELECTRICITY

98

MAST PROGRAMCOURSE SYLLABUS

INDUSTRIAL ELECTRONICS/ELECTRICITY

Lecture hours/week: 2

COURSE DESCRIPTION:

Lab hours/week: 6 Credit hours: 4

Through the use of hands-on experimentation and classroom lectures, the principles of operationof common electronics/electrical components are introduced. This course includes Ohm's Law,component testing, and the use of test equipment. It also includes the theory of operation ofvarious components such as switches, relays, transformers, motors, sensors, and diodes. (FT)Associate Degree Credit

PREREQUISITES:

COURSE OBJECTIVES:

Satisfactory completion with a grade of "C" or better, orconcurrent enrollment in Manufacturing Metrics andCalculations, Print Reading and Symbology, or equivalent

Upon successful completion of this course, the student will:1. Apply mathematical formulas and the rules of mathematics to calculate and predict the

behavior of the following quantities in DC electronics/electricity, resistance, voltage,current, power, and capacitor-resistor time constants

2. Apply mathematical formulas and the rules of mathematics to calculate and predict thebehavior of the following quantities in AC electronics/electricity, resistance, voltage,current, power, inductive reactance, capacitive reactance, peak AC voltage and current,peak-to-peak AC voltage and current, RMS, and average AC voltage and current

3. Use mathematical formulas and the rules of mathematics from the study of algebra, basicvector mathematics, and trigonometry to calculate and predict the behavior of thefollowing quantities in AC electronics/electricity, impedance of series resistive-capacitivecircuits, impedance of series inductive-resistive circuits, and phase angle in the abovecircuits

4. Apply the rules of AC electronics/electricity to predict and measure the voltage, currentand phase angle in three phase AC circuits

5. Properly set up, calibrate, and use meters, function generators, and oscilloscopes toaccurately test resistance, voltage, current, frequency, and time in both DC and ACcircuits

6. Use components such as resistors, inductors, and capacitoi-s to construct circuits and testthe components in both DC and AC circuits to determine if the components are operatingproperly

7 Use oscilloscopes, meters and the metrology of electrical measurement to measure phaseshift and phase angle in series resistive-capacitive and series resistive-inductive AC circuits

8. Apply the theory of electro-magnetism to explain the operation ofmagnetically coupleddevices such as relays, solenoids, transformers, and electrical motors

97

9. Use meters function generators and oscilloscopes to test magnetically coupled devicessuch as relays, solenoids, transformers, and electrical motors to determine if they areoperating properly

10. Identify DC motors such as permanent magnetic DC motors, series field DC motors, shuntfield DC motors, combination DC motors, and universal motors

11. Identify AC motors such as split phase capacitive start motors, split phase capacitive start-capacitive run motors, inductive start-inductive run motors, three phase squirrel cagemotors, and universal motors

12. Use the rules of semiconductor diodes such as barrier potential, PIV, forward bias, andreverse bias to test front-to-back ratios and measure forward and reverse voltage drop

REQUIRED COURSE MATERIALS:

Textbook:

Lab Materials:

An example of a Text which would be appropriate for this course is:Electricity/Electronics Fundamentals by Zbar/Sloop 4th Edition, 1992 andIntroductory DC/AC Electronics by Nigel P. Cook 2nd Edition, 1992 (withinteractive software)Students will be required to purchase the following supplies:1) Paper, notebooks and writing instruments2) Safety glasses3) Scientific calculator, Scantron examination sheets

METHODS OF INSTRUCTION:

Lecture: Presentations will include lecture, demonstration, group problem solving

Laboratory: Laboratory will be a "hands-on" Electrical/Electronic labs

Group Projects: Group projects will be assigned during the lab periods. Each set ofprojects will provide practice in one or more concepts. The students willwork on problems that are derived from manufacturing or industrialsituations. Any problems not solved by the team will be assigned ashomework problems. The individual grade for these tasks will be acombination of a team grade, and a team assessment of the individual'scontribution to the team's efforts. The instructor will devise a methodwhereby the team's assessment of an individual's contributions is fair andfree of bias.

Method of Evaluation: A student's grade will be based on multiple measures of performance.The assessment will measure development of independent critical thinking skills and will includeevaluation of the student's ability to:1. perform on written or oral examinations2. perform on outside assignments3. contribute to group problem solving4. apply theory to problem solving5. maintain attendance per current policy

98

LECTURE OUTLINE:Lecture Topics Text Reference Page Contact Hrs.

Basic ElectronicsA. DC theory

1) Ohm's Law2) Resistors/potentiometer3) Series/parallel

circuits/voltage dividers4) Calculating voltage,

current, and resistance5) Resistive bridge circuits6) Conductors/insulators7) Switches8) Power

B. Sources of electrical energyC. Electrical safetyD. Component symbolsE. Test metersF. CapacitanceG. InductanceH. Capacitive/inductive test

equipmentI. MagnetismJ. Electro-magnetismK. DC relays/solenoidsL. DC motors/generatorsAC TheoryA. Analysis of a sine wave

1) Single phase AC2) Two phase AC3) Three phase AC

B. Use of the oscilloscopeC. Phase relationshipsD. R-C, L-R, and L-C circuitsE. Relays/solenoidsF. Transformer theoryG. AC motors/generatorsElectronic TheoryA. SemiconductorsB. DiodesC. Sensors

1) Thermocouple/RTDs2) Force sensors3) Accelerometers4) Photosensors

99Total Lecture Hours

COURSE OBJECTIVES: TECHNICAL COMPETENCIES

Upon successful completion of this course the student will be able to:A. APPLY MATHEMATICAL FORMULAS, AND THE RULES OF

MATHEMATICS, TO CALCULATE AND PREDICT THE BEHAVIOR OF niEFOLLOWING QUANTITIES IN DC ELECTRONICS/ELECTRICITY:RESISTANCE, VOLTAGE, CURRENT, POWER, AND CAPACITOR-RESISTORTIME CONSTANTS1. Apply Mathematical Formulas Found in the Study of Direct Current (DC)

Electronics/Electricity to Calculate and Predict the Behavior of the FollowingQuantities:a. Voltageb. Currentc. Resistance

2. Apply Mathematical Formulas to Calculate and Predict the Behavior of CircuitComponents That Consume DC Electrical Power

3. Explain the Purpose of Power and its Manifestations in DC Circuits4. Apply Mathematical Formulas to Calculate Time Constants and Predict the DC,

Electrical Behavior of Series Resistor-Capacitor (R-C) CircuitsB. APPLY MATHEMATICAL FORMULAS, AND THE RULES OF

MATHEMATICS, TO CALCULATE AND PREDICT THE BEHAVIOR OF THEFOLLOWING QUANTITIES IN AC ELECTRONICS/ELECTRICITY;RESISTANCE, VOLTAGE ,CURRENT, POWER, INDUCTIVE REACTANCE,CAPACITIVE REACTANCE, PEAK AC VOLTAGE AND CURRENT,PEAK-TO-PEAK AC VOLTAGE AND CURRENT, RMS AND AVERAGE ACVOLTAGE AND CURRENT1. Apply Mathematical Formulas Found in the Study of Alternating Current (AC)

Electronics/Electricity to Calculate and Predict the Behavior of the FollowingQuantities:a. Peak voltage, currentb. Root Means Square (RMS) voltage, currentc. Average voltage, currentd. Resistance

2. Apply Mathematical Formulas and Theories Found in the Study of ACElectronics/Electricity to Calculate and Predict the Following:a. Inductive reactanceb. Capacitive reactance

3. Apply Mathematical Formulas to Calculate and Predict the Behavior of AC CircuitComponents That Consume the Following Types of Powera. True power, capacitive, inductiveb. Apparent powerc. Power consumed in resistance

4. Explain the Purpose of Power and its Manifestations in AC CircuitsC. USE MATHEMATICAL FORMULAS, AND THE RULES OF MATHEMATICS

FROM THE STUDY OF ALGEBRA, BASIC VECTOR MATHEMATICS, ANDTRIGONOMETRY, TO CALCULATE AND PREDICT THE BEHAVIOR OFTHE FOLLOWING QUANTITIES IN AC ELECTRONICS/ELECTRICITY;

100

IMPEDANCE OF SERIES RESISTIVE- CAPACITIVE CIRCUITS, IMPEDANCEOF SERIES INDUCTIVE-RESISTIVE CIRCUITS, AND PHASE ANGLE IN THEABOVE CIRCUITS1. Apply Mathematical Formulas to Calculate and Predict the Behavior of Circuit

Components That Contain the Following Types of Componentsa. Series resistive-capacitive circuitsb. Series resistive-inductive circuitsc. Series resistive-inductive-capacitive circuits

2. Apply Mathematical Formulas and Simple Vector Mathematics Found in the Studyof AC Electronics/Electricity to Calculate and Predict Phase Angle in the aboveCircuits

D. APPLY THE RULES OF AC ELECTRONICS/ELECTRICITY, TO PREDICTAND MEASURE THE VOLTAGE, CURRENT POWER, AND PHASE ANGLE INTHREE PHASE AC CIRCUITS1. Explain the Characteristics of the Following Types of Three Phase AC Circuits

a. Deltab. Wye

2. Apply the Rules of Trigonometry and Algebra to Calculate RMS and PeakVoltages and Currents in the above Circuits

3. Apply the Rules of Trigonometry and Algebra to Calculate True Power, ApparentPower, and Power Factor in the above Circuits

4. Apply Trigonometry, Simple Vector Mathematics, and the Rules of ReactiveCircuits to Calculate the Values of Inductance or Capacitance Needed to ProvidePower Factor Correction for a Power Distribution System

E. PROPERLY SETUP, CALIBRATE, AND USE METERS, FUNCTIONGENERATORS, AND OSCILLOSCOPES TO ACCURATELY TESTRESISTANCE, VOLTAGE, CURRENT, FREQUENCY, AND TIME; IN BOTHDC AND AC CIRCUITS1. Properly Setup, Connect and Read the Following Types of Meters:

a. Analog multimetersb. Digital multimeters

2. Using the above Meters, Properly and Safely Test Voltage, Current, or Resistancein DC and AC Circuits

F. USE COMPONENTS SUCH AS RESISTORS, INDUCTORS, AND CAPACITORSTO CONSTRUCT CIRCUITS, AND TEST THE COMPONENTS IN BOTH DCAND AC CIRCUITS, TO DETERMINE IF THE COMPONENTS AREOPERATING PROPERLYI. Assemble Electrical/Electronic Components to Create Working Circuits.

a. Construct the following resistive circuits1) Series2) Parallel3) Bridge circuits.

b. Construct the following capacitive/inductive circuits1) Series capacitive-resistive2) Series inductive-resistive3) Series inductive-capacitive-resistive

2. Test Components the above Components in DC Circuits3. Test Components the above Components in AC Circuits

101

G. USE OSCILLOSCOPES, METERS, AND THE METROLOGY OF ELECTRICALMEASUREMENT, TO MEASURE PHASE SHIFT AND PHASE ANGLE INSERIES RESISTIVE-CAPACITIVE AND SERIES RESISTIVE-INDUCTIVE ACCIRCUITS1. Properly Set up an Oscilloscope to Measure Frequency2. Using the Oscilloscope, and Proper Measurement Techniques, Measure the Phase

Shift in the Following AC Circuits:a. Series capacitive-resistiveb. Series inductive-resistivec. Series inductive-capacitive-resistive

H. APPLY THE THEORY OF ELECTRO-MAGNETISM, TO EXPLAIN THEOPERATION OF MAGNETICALLY COUPLED DEVICES SUCH AS RELAYS,SOLENOIDS, TRANSFORMERS, AND ELECTRICAL MOTORS1. Explain the Purpose of Magnetism in the Control of Electrical and Electronic

Devices2. Explain the Role of Inductors in the Generation of Magnetic Fields3. Explain the Method of Generating Magnetic Fields and the Method of Controlling

Them for Both DC and AC Magnetically Operated Devices4. Apply the Knowledge of Electro-magnetism to Explain the Operation of the

Following Devices:a. Relaysb. Solenoidsc. Transformersd. Electrical motors

L USE METERS, FUNCTION GENERATORS, AND OSCILLOSCOPES; TO TESTMAGNETICALLY COUPLED DEVICES SUCH AS RELAYS, SOLENOIDS,TRANSFORMERS, AND ELECTRICAL MOTORS TO DETERMINE IF THEYARE OPERATING PROPERLY1. Use Ohmmeters and Megohm Meters to Test Resistance and Insulation Resistance

of the Following Inductive Devices:a. Relaysb. Solenoidsc. Transformersd. Electrical motors

2. Use Multimeters and Clamp-on Volt Ammeters to Test Voltage and Current in theabove Devices

3. Use Function Generators and Oscilloscopes to Test Phase Shift in the above ACDevices

J. IDENTIFY DC MOTORS SUCH AS PERMANENT MAGNETIC DC MOTORS,SERIES FIELD DC MOTORS, SHUNT FIELD DC MOTORS, COMBINATIONDC MOTORS, AND UNIVERSAL MOTORS1. Identify the Following Types of DC Motors

a. Permanent magnet DC motorsb. Shunt field DC motorsc. Series field DC motorsd. Combination series-shunt field DC motorse. Universal motors operating on DC

102

2. Explain the Purpose, Characteristics, and Operating Principles of the Following forEach Type of Motor:a. Armatureb. Field, including field weakeningc. Brushes and brush holder

K. IDENTIFY AC MOTORS SUCH AS: SPLIT PHASE CAPACITIVE STARTMOTORS, SPLIT PHASE CAPACITIVE START-CAPACITIVE RUN MOTORS,INDUCTIVE START-INDUCTIVE-RUN MOTORS, THREE PHASE SQUIRRELCAGE MOTORS, AND UNIVERSAL MOTORS1. Identify the Following Types of AC Motors:

a. Split phase capacitive-start AC motorsb. Split phase capacitive-start capacitive run AC motorsc. Inductive start-inductive-run AC motorsd. Universal motors operating on ACe. Three phase squirrel cage motors ACf. Fully synchronous AC motors

2. Explain the Characteristics and Operating Principles of the Starter and Rotor forEach Type of Motor

L. USE THE RULES OF SEMICONDUCTOR DIODES SUCH AS BARRIERPOTENTIAL, PIV, FORWARD BIAS, AND REVERSE BIAS; TO TESTFRONT-TO-BACK RATIOS, AND MEASURE FORWARD AND REVERSEVOLTAGE DROP1. Explain the Electrical Characteristics of Semiconductors Materials Such as

Germanium and Silicon2. Explain the Methods That Are Used to Change the Electrical Characteristics of

Semiconductors3. Explain the Construction of a Semiconductor Junction Diode4. Explain the Following Characteristics of Semiconductor Junction Diodes

a. Barrier potentialb. Peak inverse voltage (PIV)c. Depletion regiond. Forward bias voltage drope. Reverse bias

5. Test the Following Characteristics of Semiconductor Junction Diodesa. Resistive front-to-back ratiosb. Forward bias voltage dropc. Reverse bias voltage dropd. Forward bias currente. Reverse bias current

M. SAFELY ASSEMBLE OR DISASSEMBLE ELECTRICAL SYSTEMS ORCOMPONENTS1. Explain the Role of Resistance, Voltage and Current in Assessing Electrical

Hazards2. Explain the Procedures Used to Minimize Exposure to Electrical Hazards3. Explain the Purpose of CPR to Revive Victims of Electrical Shock4. Explain the Safety Precautions Used When Testing Live Equipment5. Demonstrate Lock-out, Tag-out Procedures

6. Demonstrate Proper Tools and Procedures Used to Assemble or DisassembleElectrical Components

N. SAFELY ASSEMBLE OR DISASSEMBLE ELECTRONIC SYSTEMS ORCOMPONENTS1. Explain the Role of Resistance, Voltage and Current in Assessing Electronic

Hazards2. Explain the Procedures Used to Minimize Exposure to Electronic Hazards3. Explain the Safety Precautions Used When Testing Live Equipment4. Explain the Purpose of CPR to Revive Victims of Electrical Shock5. Explain the Concept of Electro-static Discharge and the Proper Procedures Used

to Minimize its Effects6. Demonstrate Lock-out, Tag-out Procedures7. Demonstrate Proper Tools and Procedures Used to Assemble or Disassemble

Electronic Components

COURSE OBJECTIVES: SCANS COMPETENCIES

The Secretary's Commission on Achieving Necessary Skills (SCANS), U.S. Department of Labor,has identified in its "AMERICA 2000 REPORT" that all students should develop a new set ofcompetencies and foundation skills if they are to enjoy a productive, full and satisfying life.These are in addition to the Technical Workplace Competencies required by industry. SCANS ismade up of five competencies and a three-part foundation of skills and personal qualities thatare needed for solid job performance.

The following activities will be performed by each student for successful completion of thiscourse:

I. COMPETENCIESA. Resources: Identifies, organizes, plans, and allocates resources

1. allocates timea. completes assigned work on timeb. successfully completes timed examinations

B. Interpersonal: Works with others1 participates as a member of a team

a. participates in team lab projectsb. participates in study groups

2. teaches othersa. helps team members solve problemsb. contributes information to teams/study groups

3. satisfies instructor assigned requirements4. exercises leadership

a. forms study groupsb. motivates teams/study groups to succeedc. expresses ideas, feelings, and opinions clearlyd. identifies whether the source of a position is an idea, feeling, or

opinion104

e. provides supporting facts to support positions5. expresses ideas and listens to others to solve team problems6. works well with team and class members regardless of race class, ethnicity,

or religionInformation: Acquires and uses information1. acquires and evaluates information

a. obtains new or complementary information for various sources suchas:1) text books2) lectures3) library4) periodicals5) internet

b. evaluates information for accuracy, challenges information thatcontradicts logical evaluation

2. keeps and maintains an organized class lab workbook3. gives oral/written presentations to class

D. Systems: Understands complex inter-relationships1. understands systems

a. understands complex electrical and electronic systemsb. understands the behavior of electrical control circuitry

2. monitors and corrects performancea. tests electrical or electronic systems to determine if they are

meeting theoretical expectationsb. corrects systems or theory from results of evaluation

3. finds alternate methods to test electronic systemsE. Technology: Works with a variety of technologies

1. selects appropriate technologya. uses meters, function generators, and oscilloscopesb. selects proper test equipment for electrical or electronic

measurements2. applies technology to the tests/measurements3. troubleshoots electrical or electronic systems

II. FOUNDATION SKILLSA. Basic Skills: Reads, writes, performs arithmetic and mathematical operations,

listens and speaks.1. Reading: Locates, understands, and interprets written information in

prose and in documents such as manuals, graphs, and schedulesa. reads assigned course materialb. interprets reading material to perform successfully in classc. interprets laboratory data/graphs

2. Writing: Communicates thoughts, ideas, information, andmessages inwriting; and creates documents such as letters, directions, manuals,reports, graphs, and flow chartsa. creates lab reports from laboratory datab. writes report/term paper on industrial electrical or electronic

systems

1 O 5

3. Arithmetic/Mathematics: Perform basic computations and approachespractical problems by choosing appropriately from a variety ofmathematical techniquesa. performs mathematical computations using scientific notation and

engineering notationb. applies the principles of algebra, geometry, and trigonometry to

solve technical problems4. Listening: Receives, attends to, interprets, and responds to verbal

messages and other cuesa. actively listens to the information being presented in class and feeds

back conceptsb. listens to the ideas, feelings, and opinions of fellow classmates

5. Speaking: Organizes ideas and communicates orallya. presents ideas and information in classb. contributes to classroom discussion

B. Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes,knows how to learn and reasons.1. Creative Thinking: Generates new ideas

a. understands the principles of open and closed in terms of electricalor electronic systems

b. applies math, physics, and chemistry to the analysis of complexelectrical or electronic systems

2. Decision Making: Specifies goals and constraints, generates alternatives,considers risks, and evaluates and chooses best alternativea. uses formulas and mathematics to predict the limits of behavior of

electrical or electronic systemsb. uses formulas and mathematics to determine alternate/desirable

changes in electrical or electronic systems3. Problem Solving: Recognizes problems and devises and implements plan

of actiona. uses mathematics and the knowledge of electrical or electronic

circuits to solve problems in industrial systemsb. chooses desired course of action based upon results of analysis

4. Seeing Things In the Mind's Eye: Organizes, and processes symbols,pictures, graphs, objects, and other informationa. uses scientific principles, symbolic diagrams, and the knowledge of

electricity or electronics to visualize the complex interrelationshipsof parts of electrically controlled industrial systems

5. Knowing How to Learn: Use efficient learning techniques to acquire andapply new knowledge and skillsa. uses effective study techniques to acquire new class materialb. practices to acquire new skills

6. Reasoning: Discovers a rule or principle underlying the relationshipbetween two or more objects and applies it when solving a problema. applies the principles of electronics to the understanding of the

behavior of an industrial machineb. applies the concept of entropy to the understanding of power

transmission systems, and heat engines

106

c. understands the relationship between power and heatPersonal Qualities: Displays responsibility, self-esteem, sociability, self-management, and integrity and honesty.1. Responsibility: Exerts a high level of effort andperseveres towards goal

attainmenta. performs at or above expected class levelb. sets individual/group goals and accomplishes them

2. Self-Esteem: Believes in own self-worth and maintains a positive view ofselfa. contributes to classroom discussion with original ideas.b. maintains a positive sense of humor that is not at the expense of

another person's sense of self worth3. Sociability: Demonstrates understanding, friendliness, adaptability,

empathy, and politeness in group settingsa. allows divergent views in class discussionsb. responds positively to new ideasc. supports the worthwhile goals and objectives of the team and

fellow classmates4. Self-Management: Assesses self accurately, sets personal goals,

monitors progress, and exhibits self-controla. accepts responsibility for completion of assigned workb. sets individual/group goals and accomplishes themc. maintains a record of accomplishments

5. Integrity/Honesty: Chooses ethical courses of actiona. performs own work when required, does not plagiarize the work of

othersb. protects school propertyc. does not misappropriate the property of the school or other

classmatesd. reports infractions of school rules to school authorities

Appropriate Reference Materials:

1. Maintaining and Troubleshooting Electrical Equipment by Parks/Wireman, 1987

MAFG20005/062896

Machine Tool Advanced SkillsTechnology Program

COURSE SYLLABUS

MOTION CONTROL/SERVO SYSTEMS

MAST PROGRAMCOURSE SYLLABUS

MOTION CONTROL/SERVO SYSTEMS

Lecture hours/week: 2

COURSE DESCRIPTION:

Lab hours/week: 6 Credit hours: 4

This course involves the study of the types of control circuits used to control industrialequipment, including motor , process , and hydraulic controls. In addition, this course includesthe types of feedback systems employed in control systems and their theory of operation. Anemphasis will be placed upon closed loop servo systems and their theory of operation. Thestudents will experience hands-on interaction with these control systems through laboratoryexperiments. (FT) Associate Degree Credit

PREREQUISITES: Satisfactory completion of Industrial Electronics/Electricitywith a grade of "C" or better, or equivalent.

COURSE OBJECTIVES:

Upon successful completion of this course, the student will:1. Use test equipment such as a meter or oscilloscope to test diodes, bipolar transistors, and

power MOSFETs, both in and out of the circuit2. Use test equipment such as a meter or oscilloscope to test SCRs (Thyristors), triacs, and

their associated triggering devices such as UJTs, PUTs, diacs, and SBSs, both in and outof circuit

3. Use test equipment such as a meter or oscilloscope to test DC power supplies, includingrectifiers, filtering capacitors, filtering inductors, and semiconductor devices found inpower supply regulators, such as bi-polar transistors and power MOSFETs

4. Use a schematic diagram and test equipment such as a meter or oscilloscope to test,troubleshoot, and repair series, shunt, and switching regulators in DC power supplies

5. Identify, test, troubleshoot, and repair various types of motor control circuits such as DCmotor controls, permanent magnet motor controls, DC shunt field motor controls, anduniversal motor controls

6. Identify, test, troubleshoot, and repair motor control circuits such as SCR motor controls,pulse-width modulated motor controls, and three-phase inverter type motor controls

7. Test electrical devices such as relays, contacts, solenoids, and switches, both in and out ofcircuit

8. Test sensors such as pressure transducers, photoelectric sensors, and proximity sensors9. Identify and test various types of servo control systems such as bang-bang servos, type 0

servo systems, type 1 servo systems, type 2 servo systems and the types of feedbackemployed in these systems

10. Apply the formulas and concepts of the study of servo systems, such as following error(steady state error), gain, integral and derivative to the solution of problems in point -to-

109

point servo systems, contouring servo systems, and proportional-band-integral-derivative(PID) servo systems

REQUIRED COURSE MATERIALS:

Textbook:

Lab Materials:

An example of a text which would be appropriate for this course is:Modern Industrial Electronics, Revised and Expanded Edition bySchuler/MacNamee, 1992 (formerly, Industrial Electronics and Robotics bySchuler/McNamee, 1987)Students will be required to purchase the following supplies:1) Paper, notebooks and writing instruments2) Safety glasses3) Scientific calculator, Scantron examination sheets

METHODS OF INSTRUCTION:

Lecture: Presentations will include lecture, demonstration, and group problemsolving.

Laboratory: Laboratory will be "hands-on" exploration and problem solving.

Group Projects: Group projects will be assigned during the lab periods. Each set ofprojects will provide practice in one or more concepts. The students willwork on problems that are derived from manufacturing or industrialsituations. Any problems not solved by the team will be assigned ashomework problems. The individual grade for these tasks will be acombination of a team grade, and a team assessment of the individual'scontribution to the team's efforts. The instructor will devise a methodwhereby the team's assessment of an individual's contributions is fair andfree of bias.

Method of Evaluation: A student's grade will be based on multiple measures of performance.The assessment will measure development of independent critical thinking skills and will includeevaluation of the student's ability to:1. perform on written or oral examinations2. perform on outside assignments3. contribute to group problem solving4. apply theory to problem solving5. maintain attendance per current policy

LECTURE OUTLINE:Lecture Topic Text Reference Page Contact Hrs.

Solid State ComponentsA. DiodesB. Bi-polar transistorsC. Field effect transistors, JFETs,

110

MOSFETsD. SCRs, TRIACs, DIACsE. Integrated circuitsAmplifiersA. Transistor amplifiersB. Operational amplifiersPower Control CircuitsA. Power suppliesB. SCR power control circuitsC. Transistor power control circuitsD. Three phase motor invertor

control circuitsE. Types of motorsHydraulic and Pneumatic ControlsA. Switches, relaysB. SolenoidsC. Amplifier circuits for hydraulic

and pneumatic systemsClosed Loop ControlsA. Motor controlsB. Process controlsC. Hydraulic/pneumatic controlsFeedback DevicesA. TransducersB. Digital feedback devicesC. Analog feedback devicesD. Phase analog feedback devicesClosed Loop Servo SystemsA. Bang-bank servosB. Proportional-band-integral-

derivative (PID) servosC. Gain block algebra for servo

systems

Total Lecture Hours

COURSE OBJECTIVES: TECHNICAL COMPETENCIES

Upon successful completion of this course the student will be able to:A. USE TEST EQUIPMENT SUCH AS A METER OR OSCILLOSCOPE TO TEST

DIODES, BIPOLAR TRANSISTORS, AND POWER MOSFETS, BOTH IN ANDOUT OF THE CIRCUIT1. Use Multimeters to Test Resistance, Voltage, and Current Characteristics of the

Following Types of Semiconductor Diodes:a. Low and high power silicon junction diodesb. Zener diodesc. Transient suppression diodes (bi-directional breakdown diodes)d. Light emitting diodes

Ill

e. Photo-diodesf. Bridge rectifiers

2. Use Multimeters to Test Resistance, Voltage and Current Characteristics of theFollowing Types of Transistors:a. Low and high power bi-polar junction transistorsb. Uni-polar field effect transistors, including high power Metal Oxide

Semiconductor (MOSFET) transistors3. Test the Devices Both in and out of Circuit4. Use Oscilloscopes to Measure the In-circuit, Wave-Form Characteristics of the

above DevicesB. USE TEST EQUIPMENT SUCH AS A METER OR OSCILLOSCOPE TO TEST

SCRS (THYRISTORS), TRIACS, AND THEIR ASSOCIATED TRIGGERINGDEVICES SUCH AS UJTS, PUTS, DIACS, AND SBSS BOTH IN AND OUT OFCIRCUIT1. Use Multimeters to Test Resistance, Voltage, and Current Characteristics of the

Following Types of Semiconductor Power Control Devices:a. Silicon Controlled Rectifiers (SCR) Thyristors)b. Triode AC Semiconductor Switch (TRIAC)c. Gate Turn On (GTO) thyristor

2. Use Multimeters to Test Resistance, Voltage and Current Characteristics of theFollowing Types of Timing Control, Triggering Semiconductors:a. Unijunction Transistors (UJT)b. Programmable Unijunction Transistor (PUT)c. Bi-directional break-down transistor (DIAC)d. Silicon bi-lateral switch (SBS) and silicon unilateral switch (SUS)

3. Test the Devices Both in and out of Circuit4. Use Oscilloscopes to Measure the In-circuit, Wave-form Characteristics of the

above DevicesC. USE TEST EQUIPMENT SUCH AS A METER OR OSCILLOSCOPE TO TEST

DC POWER SUPPLIES, INCLUDING RECTIFIERS, FILTERINGCAPACITORS, FILTERING INDUCTORS, AND SEMICONDUCTOR DEVICESFOUND IN POWER SUPPLY REGULATORS, SUCH AS BI-POLARTRANSISTORS AND POWER MOSFETs1. Use Multimeters to Test In-Circuit Resistance, Voltage, and Current

Characteristics of the Following Types of Dc, Electronic Power SupplyComponents:a. Rectifiers

1) Half wave2) Full wave3) Bridge rectifiers

b. Filtering components1) Capacitors2) Inductors

c. Semiconductor voltage and current regulating components1) Bi-polar transistors2) Power MOSFETs3) SCR (used in crowbar circuits)

112

2. Use Oscilloscopes to Measure the In-circuit, Wave-form Characteristics of theabove Devices When Used in a DC, Electronic Power Supply

D. USE A SCHEMATIC DIAGRAM AND TEST EQUIPMENT SUCH AS A METEROR OSCILLOSCOPE TO TEST, TROUBLESHOOT, AND REPAIR SERIES,SHUNT, AND SWITCHING REGULATORS IN DC POWER SUPPLIES1. Explain the Theory of Operation of the Following Types of DC Electronic Power

Supply Regulator Circuits:a. Series regulatorsb. Shunt regulatorsc. Switching regulators

'2. Use a Schematic Diagram to Indicate the Direction of Current Flows, Magnitudeof Voltages and the Values of Components in the above Regulators

3. Explain the Expected Results If One or More of the Active Components in theabove Regulators Were to Fail Open or Short

4. Use Multimeters and Oscilloscopes to Measure Resistance, Voltage, Current, andWave Forms in the above Regulators

E. IDENTIFY, TEST, TROUBLESHOOT, AND REPAIR VARIOUS TYPES OFMOTOR CONTROL CIRCUITS SUCH AS DC MOTOR CONTROLS,PERMANENT MAGNET MOTOR CONTROLS, DC SHUNT FIELD MOTORCONTROLS, AND UNIVERSAL MOTOR CONTROLS1. Identify the Following Types of DC Motor Control Circuits:

a. Standard DC motor control circuits, including the following:1) IR compensation2) Speed regulation3) Over current protection4) Field voltage

b. Permanent magnet motor control circuits, including the following1) IR compensation2) Speed regulation3) Over current protection4) Tachometer feedback

c. DC shunt field motor control circuits, including the following1) IR compensation2) Speed regulation3) Over current protection4) Tachometer feedback5) Field weakening6) Dynamic braking

d. Universal motor control circuits2. Explain the Theory of Operation of the above Motor Control Circuits3. Explain the Concept of Regeneration4. Use Multimeters and Oscilloscopes to Test and Adjust the above Motor Control

Circuits5. Explain the Results of a Failure in One or More of the Major Components in the

above Motor Control CircuitsF. IDENTIFY, TEST, TROUBLESHOOT, AND REPAIR MOTOR CONTROL

CIRCUITS SUCH AS SCR MOTOR CONTROLS, PULSE-WIDTH

113

MODULATED MOTOR CONTROLS, AND THREE-PHASE INVERTER TYPEMOTOR CONTROLS1. Identify the Following Types of Specialized Motor Control Circuits:

a. Single phase AC motor control circuits, including the following:1) Half wave universal motor control circuits2) Full wave universal motor control circuits

b. Three phase variable frequency inverter type motor control for inductivemotors, including the following1) Volts per Hertz ratios2) Chopper type voltage regulation3) Three phase full wave rectifier- SCR voltage regulators4) Speed control and tachometer feedback5) Instantaneous over current protection6) Regeneration

c. Pulse width modulated DC motor control circuits, including the following1) Duty cycle2) Speed regulation3) Over current protection4) Tachometer feedback5) Field weakening6) Dynamic braking

2. Explain the Theory of Operation of the above Motor Control Circuits3. Use Multimeters and Oscilloscopes to Test and Adjust the above Motor Control

Circuits4. Explain the Results of a Failure in One or More of the Major Components in the

above Motor Control CircuitsG. TEST ELECTRICAL CONTROL DEVICES SUCH AS RELAYS CONTACTS,

AND SWITCHES, BOTH IN AND OUT OF CIRCUIT1. Identify the Following Switching Devices:

a. Relaysb. Toggle switchesc. Push button switchesd. Wafer switchese. Multi-pole rotary switches

2. Explain the Concept of Open or Close as it Pertains to Switching Devices3. Use Multimeters to Test Resistance of and Voltage Drop Across Electrical

Contacts of the above Switching Devices4. Determine If the Device Is Open or Closed from the Results of Tests

H. TEST SENSORS SUCH AS PRESSURE TRANSDUCERS, PHOTOELECTRICSENSORS, AND PROXIMITY SENSORS1. Identify the Following Types of Sensors

a. Temperature1) Thermocouple2) Resistance Temperature Detector (RTD)3) Semiconductor temperature devices

b. Pressurec. Flowd. Level

114

e.

f.

g.

Force1) Strain gages2) PiezoelectricPhotoelectric1) Photo-resistor2) Photo-diode3) Photo-voltaic (solar cell)4) Photo-transistor5) Photo-SCRProximity sensors1) Inductive2) Capacitive3) Photoelectric

2. Explain the Theory of Operation of the above Devices and the Physical QuantitiesThat They Measure

3. Use Multimeters, Oscilloscopes and Laboratory Standards to Test and Calibratethe above Devices

I. IDENTIFY AND TEST VARIOUS TYPES OF SERVO CONTROL SYSTEMSSUCH AS BANG-BANG SERVOS, TYPE 0 SERVO SYSTEMS, TYPE 1 SERVOSYSTEMS, TYPE 2 SERVO SYSTEMS, AND THE TYPES OF FEEDBACKEMPLOYED IN THESE SYSTEMS1. Identify the Following Types of Servo Systems:

a. Open loop servo systems:1) Bang-bang servos2) Stepper motor servosClosed loop servo systems:1) Type 0 point to point positioning servos2) Type 1 velocity control servos3)4)

J.

b.

Type 2 Acceleration control servosCombination type 0 and 1 servos (continuous path or contouringservos)

IDENTIFY AND TEST VARIOUS TYPES OF SERVO CONTROL SYSTEMSSUCH AS BANG-BANG SERVOS, TYPE 0 SERVO SYSTEMS, TYPE 1 SERVOSYSTEMS, TYPE 2 SERVO SYSTEMS, AND THE TYPES OF FEEDBACKEMPLOYED IN THESE SYSTEMS1. Identify the Subsystems Used in the Different Classes of Servo Systems2. Identify the Following Motive Force Generators Used in Complex Servo Systems:

a. AC servo motorsb. Stepper motorsc.

d.

e.f.

DC permanent magnet servo motorsDC brushless servo motorsHeating elementsFluid control valves1) Hydraulic servo valves2) Hydraulic proportioning valves3) Pressure control valves (pressure reducing and pressure relief)4) Flow control servo valves

115

3. Identify the Following Types of Feedback Devices Used in Complex ServoSystems:a. Tachometerb. Resolver (linear and rotary)c. Linear variable differential transformer (LVDT)d. Rotary and linear optical encoder (transducer) (ROT) (LOT)e. Magnetic scale transducerf. Laser interferometer

4. Identify the Following Types of Operational Amplifier Circuits Used in ComplexServo Systems:a. Summing amplifiersb. Subtraction amplifiersc. Integration amplifiersd. Derivation amplifierse. Compensation amplifiersf. Comparators

5. Explain the Theory of Operation of the above Systems, Subsystems, Circuits, andComponents

6. Use Multimeters, Function Generators, and Oscilloscopes to Test the OperationalCharacteristics of the above Systems, Subsystems, Circuits and Components

7. Use Test Equipment and Laboratory Standards to Adjust and Calibrate the aboveSystems, Subsystems, Circuits and Components

K. APPLY THE FORMULAS AND CONCEPTS OF THE STUDY OF SERVOSYSTEMS, SUCH AS FOLLOWING ERROR (STEADY STATE ERROR), GAIN,INTEGRAL, AND DERIVATIVE TO THE SOLUTION OF PROBLEMS INPOINT-TO-POINT SERVO SYSTEMS, CONTOURING SERVO SYSTEMS, ANDPROPORTIONAL-BAND-INTEGRAL-DERIVATIVE (PID) SERVO SYSTEMS1. Use Gain Block Algebra to Identify and Analyze the Characteristics of the

Following Closed Loop Servo Systems:a. Type 0 point to point positioning servosb. Type 1 velocity control servosc. Combination type 0 and 1 servos (continuous path or contouring servos)

2. Explain the Concept of Following Error (Steady State Error) and the Effects onFollowing Error of the Following:a. Gainb. Feedbackc. Summation amplifiersd. Compensation amplifiers

3. Explain the Concept of Proportional-Band (Gain), Integral, and Derivative as to itEffects on the Following:a. Set point (position)b. Following error

4. Use Function Generators and Digital Storage Oscilloscopes to Set up theFollowing on the above Closed Loop Servo Systemsa. Step functionsb. Ramp functions

5. Adjust Proportional Band, Integral and Derivative on a PID Loop Controller andObserve the Effects of Each on the Controlled Process

116

L. SAFELY ADJUST ELECTRICAL SYSTEMS OR COMPONENTS1. Explain the Role of Resistance, Voltage and Current in Assessing Electrical

Hazards2. Explain the Procedures Used to Minimize Exposure to Electrical Hazards3. Explain the Safety Precautions Used When Testing or Adjusting Live Equipment

COURSE OBJECTIVES: SCANS COMPETENCIES

The Secretary's Commission on Achieving Necessary Skills (SCANS), U.S. Department of Labor,has identified in its "AMERICA 2000 REPORT" that all students should develop a new set ofcompetencies and foundation skills if they are to enjoy a productive, full and satisfying life.These are in addition to the Technical Workplace Competencies required by industry. SCANS ismade up of five competencies and a three-part foundation of skills and personal qualities thatare needed for solid job performance.

The following activities will be performed by each student for successful completion of thiscourse:

I. COMPETENCIESA. Resources: Identifies, organizes, plans, and allocates resources

1. allocates time. a. completes assigned work on time

b. successfully completes timed examinationsB. Interpersonal: Works with others

1. participates as a member of a teama. participates in team lab projectsb. participates in study groups

2. teaches othersa. helps team members solve problemsb. contributes information to teams/study groups

3. satisfies instructor assigned requirements4. exercises leadership

a. forms study groupsb. motivates teams/study groups to succeedc. expresses ideas, feelings, and opinions clearlyd. identifies whether the source of a position is an idea, feeling, or

opinione. provides supporting facts to support positions

5. expresses ideas and listens to others to solve team problems6. works well with team and class members regardless of race class, ethnicity,

or religionInformation: Acquires and uses information1. acquires and evaluates Information

a. obtains new or complementary information for various sources suchas:1) text books

1 i

2) lectures3) library4) periodicals5) internet

b. evaluates information for accuracy, challenges information thatcontradicts logical evaluation

2. keeps and maintains an organized class lab workbook3. gives oral/written presentations to class

D. Systems: Understands complex inter-relationships1. understands systems

a. understands complex electronic systemsb. understands the connections between machines and electronics and

the role of electronics in industrial systems2. monitors and corrects performance

a. tests electronic systems to determine if they are meeting theoreticalexpectations

b. corrects systems or theory from results of evaluation3. finds alternate methods to test electronic systems

E. Technology: Works with a variety of technologies1. selects appropriate technology to perform electronic measurements2. applies technology to the tests/measurements3. troubleshoots electronically controlled industrial systems and processes

FOUNDATION SKILLSA. Basic Skills: Reads, writes, performs arithmetic and mathematical operations,

listens and speaks.1. Reading: Locates, understands, and interprets written information in

prose and in documents such as manuals, graphs, and schedulesa. reads assigned course materialb. interprets reading material to perform successfully in classc. interprets laboratory data/graphs

2. Writing: Communicates thoughts, ideas, information, and messages inwriting; and creates documents such as letters, directions, manuals,reports, graphs, and flow chartsa. creates lab reports from laboratory datab. writes report/term paper on industrial electronic systems

3. Arithmetic/Mathematics: Perform basic computations and approachespractical problems by choosing appropriately from a variety ofmathematical techniquesa. performs mathematical computations using scientific notation and

engineering notationb. applies the principles of algebra, geometry, and trigonometry to

solve control problems4. Listening: Receives, attends to, interprets, and responds to verbal

messages and other cuesa. actively listens to the information being presented in class and feeds

back conceptsb. listens to the ideas, feelings, and opinions of fellow classmates

118

5. Speaking: Organizes ideas and communicates orallya. presents ideas and information in classb. contributes to classroom discussion

B. Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes,knows how to learn and reasons.1. Creative Thinking: Generates new ideas

a. combines the principles of physics and chemistry to theunderstanding of complex manufacturing processes

b. applies math, physics, and chemistry to the analysis of complexindustrial equipment such as heat treating furnaces, water treatmentsystems, high vacuum systems

2. Decision Making: Specifies goals and constraints, generates alternatives,considers risks, and evaluates and chooses best alternativea. uses formulas and mathematics to predict the limits of behavior of

industrial systemsb. uses formulas and mathematics to determine alternate/desirable

changes in industrial systems3. Problem Solving: Recognizes problems and devises and implements plan

of actiona. uses mathematics, physics, and chemistry to solve problems in

industrial systemsb. chooses desired course of action based upon results of analysis

4. Seeing Things In the Mind's Eye: Organizes, and processes symbols,pictures, graphs, objects, and other informationa. uses scientific principles, symbolic diagrams, and mathematics to

visualize the complex interrelationships of parts of industrialsystems

5. Knowing How to Learn: Use efficient learning techniques to acquire andapply new knowledge and skillsa. uses effective study techniques to acquire new class materialb. practices to acquire new skills

6. Reasoning: Discovers a rule or principle underlying the relationshipbetween two or more objects and applies it when solving a problema. applies the principles of electronics to the understanding of the

behavior of an industrial machineb. applies the concept of entropy to the understanding of power

transmission systems, and heat enginesc. understands the relationship between power and heat

Personal Qualities: Displays responsibility, self-esteem, sociability, self-management, and integrity and honesty.1. Responsibility: Exerts a high level of effort andperseveres towards goal

attainmenta. performs at or above expected class levelb. sets individual/group goals and accomplishes them

2. Self-Esteem: Believes in own self-worth and maintains a positive view ofselfa. contributes to classroom discussion with original ideas

119

b. maintains a positive sense of humor that is not at the expense ofanother person's sense of self worth

3. Sociability: Demonstrates understanding, friendliness, adaptability,empathy, and politeness in group settingsa. allows divergent views in class discussionsb. responds positively to new ideasc. supports the worthwhile goals and objectives of the team and

fellow classmates4. Self - Management: Assesses self accurately, sets personal goals,

monitors progress, and exhibits self-controla. accepts responsibility for completion of assigned workb. sets individual/group goals and accomplishes themc. maintains a record of accomplishments

5. Integrity/Honesty: Chooses ethical courses of actiona. performs own work when required, does not plagiarize the work of

othersb. protects school propertyc. does not misappropriate the property of the school or other

classmatesd. reports infractions of school rules to school authorities

Appropriate Reference Materials:

1. Motion Control, Pub of Instrument Society of America (ISA)2. Industrial Computing, Pub of Instrument Society of America (ISA)3. SME Journal, Pub of Society of Manufacturing Engineers (SME)4. Manufacturing Engineering, Pub of Society of Manufacturing Engineers (SME)

MAFG2O505/062896

0

Machine Tool Advanced SkillsTechnology Program

COURSE SYLLABUS

FLUID POWER TECHNOLOGY

121

MAST PROGRAMCOURSE SYLLABUS

FLUID POWER TECHNOLOGY

Lecture hours/week: 2

COURSE DESCRIPTION:

Lab hours/week: 3 Credit hours: 3

This course will investigate the basic principles of hydraulics and pneumatics through the use ofhands-on experiments and classroom lectures. In addition, this course will explore varioushydraulic and pneumatic systems, circuits, components, and applications. (FT) Associate DegreeCredit

PREREQUISITES: Print Reading and Symbology and Manufacturing Processes,each with a grade of "C" or better, or the equivalent

COURSE OBJECTIVES:

Upon successful completion of this course, the student will be able to:1. Use the text and classroom lectures to demonstrate the use of major systems that comprise

a hydraulic or pneumatic system such as pumps, tanks, plumbing, fluid, rotary actuators,linear actuators, flow control valves, pressure control valves, directional control valves,pilot-operated hydraulic and pneumatic components, and solenoid operated hydraulic andpneumatic components

2. Apply formulas and mathematics to calculate force, pressure, volume, horsepower, rodspeed for linear actuators, rotational speed for rotary actuators, pumping rates for pumps,and pressures in various scales for both hydraulic and pneumatic systems

3. Using pneumatic and hydraulic system, the learner will demonstrate the effects ofpressureupon the volume of fluid or air in the system

4. Using a pneumatic and a hydraulic system, the learner will demonstrate the effects ofsystem pressure upon actuator speed

5. Using a pneumatic and hydraulic system, the learner will demonstrate the effects ofsystemflow upon actuator speed

6. Using a pneumatic system, a hydraulic system, and directional control valves, the learnerwill measure pressure drops as a function of flow, the method of diverting flow, and theleakage rate of the valves

7. Using a pneumatic and hydraulic system, the learner will measure the cracking pressureand operating characteristics of pressure control valves

8. Using a hydraulic system, the learner will demonstrate the function and operatingcharacteristics of hydraulic accumulators

9. Using a pneumatic and hydraulic system, the learner will connect, measure, anddemonstrate the operating characteristics of a regenerative circuit, an intensifier circuit, acounter balance circuit, a sequencing circuit, an unloading accumulator circuit, anaccumulator emergency power circuit, a venturi circuit, and electrical control of hydraulicand pneumatic circuits

1 2 0f.

10. Using a pneumatic and hydraulic system, the learner will demonstrate the properinstruments and troubleshooting methods used for fluid power circuits

REQUIRED COURSE MATERIALS:

Textbook:

Lab Materials:

An example of a text which would be appropriate for this course is:Industrial Hydraulic Technology, 2nd Edition by Parker Hannifin Inc.,1993

Students will be required to purchase the following supplies:1) Paper, notebooks and writing instruments2) Protective lab apron, safety glasses3) Scientific calculator4) Scantron examination sheets

METHODS OF INSTRUCTION:

Lecture: Presentations will include lecture, demonstration, and group problemsolving.

Laboratory: Laboratory will be a "hands-on" mathematical problem solving.

Group Projects: Group projects will be assigned during the lab periods. Each set ofprojects will provide practice in one or more concepts. The students willwork on problems that are derived from manufacturing or industrialsituations. Any problems not solved by the team will be assigned ashomework problems. The individual grade for these tasks will be acombination of a team grade, and a team assessment of the individual'scontribution to the team's efforts. The instructor will devise a methodwhereby the team's assessment of an individual's contributions is fair andfree of bias.

Method of Evaluation: A student's grade will be based on multiple measures of performance.The assessment will measure development of independent critical thinking skills and will includeevaluation of the student's ability to:1. perform on written or oral examinations2. perform on outside assignments3. contribute to group problem solving4. apply theory to problem solving5. maintain attendance as per current policy

LECTURE OUTLINE:Lecture Topics Text Reference Page

Hydraulic and Pneumatic SafetyBasic Physical Laws for Fluid PowerA. Pressure, forceB. Flow rate, velocityC. Work, power and horsepower

123

Contact Hrs.

D. Hydrostatic systemsE. Hydrodynamic systemsHydraulicsA. Fluid power symbolsB. Fluid propertiesC. Fluid storage, conditioningD. Fluid transmissionE. Hydraulic pumpsF. Control valves:

1) Pressure2) Directional3) Flow

G. Actuators:1) Linear2) Rotary

H. Hydraulic circuitsI. TroubleshootingPneumaticsA. Pneumatic symbolsB. Gas propertiesC. Transmission of gas for

pneumaticsD. CompressorsE. Control valves:

1) Pressure2) Directional3) Flow

F. Actuators:1) Linear2) Rotary

G. VenturiesH. Pneumatic circuitsI. Troubleshooting

Total Lecture Hours

COURSE OBJECTIVES: TECHNICAL COMPETENCIES

Upon successful completion of this course the student will be able to:A. IDENTIFY AND EXPLAIN THE THEORY AND USE OF MAJOR SYSTEMS

THAT COMPRISE A HYDRAULIC OR PNEUMATIC SYSTEM SUCH ASPUMPS, TANKS, PLUMBING, FLUID, ROTARY ACTUATORS, LINEARACTUATORS, FLOW CONTROL VALVES, PRESSURE CONTROL VALVES,DIRECTIONAL CONTROL VALVES, PILOT-OPERATED HYDRAULIC ANDPNEUMATIC COMPONENTS, AND SOLENOID OPERATED HYDRAULICAND PNEUMATIC COMPONENTS1. Identify the Following Subsystems of a Hydraulic System:

a. Fixed and variable displacement pumps

24

1) Gear pumps2) Vane pumps3) Gearotor pumps4) Piston pumps

b. Centrifugal pumpsc. Fluid reservoir (tank)d. Fluid

1) Viscosity2) Fluid conditioning (filtration)

e. Fluid lines1) Working lines2) Pilot lines3) Drain lines

f. Actuators1) Linear actuators (cylinders, all2) Rotary actuators (vane and piston motors, fixed displacement and

variable displacement )

g. Flow control valvesh. Valve actuatorsi. Pressure control valves

1) Pressure relief2) Pressure reducing3) Sequence valves

j. Check valvesk. Directional control valves1. Pilot operation of valvesm. Solenoid operation of valvesn. Accumulatorso. Pressure and temperature compensationp. Manifolds

2. Identify the Following Subsystems of a Pneumatic System:a. Compressors

1) Piston compressors2) Rotary screw compressors3) Turbine compressors

b. Air receiver (tank)c. De-humidifierd. Air conditioners

1) Separators2) Filters3) Lubricators

e. Air lines1) Working lines2) Pilot lines3) Exhaust lines

f. Actuators1) Linear actuators (cylinders, all types)2) Rotary actuators (air motors)

12F

g. Flow control valvesh. Valve actuatorsi. Pressure control valves

1) Pressure relief2) Pressure reducing3) Sequence valves

j. Check valvesk. Directional control valves1. Pilot operation of valvesm. Solenoid operation of valvesn. Accumulatorso. Pressure and temperature compensationp. Manifolds

3. Explain the Theory of Operation, the Purpose of Each, and Variations on theabove Subsystems

B. APPLY FORMULAS AND MATHEMATICS TO CALCULATE FORCE,PRESSURE, VOLUME, HORSEPOWER, ROD SPEED FOR LINEARACTUATORS, ROTATIONAL SPEED FOR ROTARY ACTUATORS, PUMPINGRATES FOR PUMPS, AND PRESSURES IN VARIOUS SCALES; FOR BOTHHYDRAULIC AND PNEUMATIC SYSTEMS1. Given Pressure, Surface Area, or Force Will Calculate Each of the Following:

a. Forceb. Surface areac. Pressure

2. Given Pump Displacement, Motor Displacement, or Piston Diameter and StrokeWill Calculate Volume of Fluid per Unit of Time Gallons per Minute (GPM),Cubic Feet per Minute (CFM) or Liters per Minute (LPM)

3. Given Flow and Pressure Will Calculate the Horsepower or Mechanical Watts ofPower Generated in the System or Subsystem

4. Given Flow Rate, Piston Diameter, and Stroke, Will Calculate Rod Speed forLinear Hydraulic Actuators

5. Given Flow Rate and Displacement, Will Calculate Rotational Speed for HydraulicMotors

6. Given Displacement and Rotational Speed, Will Calculate Flow Rate for VariousTypes of Hydraulic Pumps

7. Given Volumetric Displacement and Rotational Speed, Will Calculate Through-putfor Compressors and Vacuum Pumps

8. Use Pressure in a Given Scale, and Convert it to the Following Pressure Scales:a. Kilopascals (Kpa)b. Pounds per square inch gage (PSIG)

Pounds per square inch absolute (PSIA)Pounds per square inch vacuum (PSIV)

e. Barf. Inches of mercury (in Hg)g. Inches of water (in H20)h. Inches of mercury (vacuum scale in Hg)i. Torrj. Micron

126

C. USE MEASURING INSTRUMENTS SUCH AS FLOW METERS,TEMPERATURE GAUGES, FLOW CONTROL VALVES, U-TUBEMANOMETERS, AND PRESSURE GAUGES, TO MEASURE FLOWS,PRESSURES, AND THE OPERATING CONDITION OF THE FLUID POWERSYSTEM

D. USE HYDRAULIC LINES AND A HYDRAULIC SYSTEM TO EXPLAIN THECONCEPT OF VISCOSITY, ITS METHODS OF MEASUREMENT, ANDDEMONSTRATE THE EFFECTS OF OIL VISCOSITY UPON PRESSUREDROPS IN THE SYSTEM

E. USE A PNEUMATIC AND A HYDRAULIC SYSTEM TO DEMONSTRATE THEEFFECTS OF PRESSURE UPON THE VOLUME OF FLUID OR AIR IN THESYSTEM

F. USE A PNEUMATIC AND A HYDRAULIC SYSTEM TO DEMONSTRATE THEEFFECTS OF SYSTEM PRESSURE UPON ACTUATOR SPEED

G. USE A PNEUMATIC AND A HYDRAULIC SYSTEM TO DEMONSTRATE THEEFFECTS OF SYSTEM FLOW UPON ACTUATOR SPEED

H. MEASURE PRESSURE DROPS AS A FUNCTION OF FLOW, THE METHODSOF DIVERTING FLOW, AND THE LEAKAGE RATE OF HYDRAULICDIRECTIONAL CONTROL VALVES1. Use Flow Meters and Pressure Gages to Demonstrate the Relationship Between

Flow and Pressure2. Use Flow Meters, Pressure Gages and a Pressure Relief Valve to Demonstrate the

Diversion of Flow When Regulating Pressure3. Use Flow Meters and Pressure Gages to Demonstrate the Leakage Rate of

Directional Control Valves as a Function of PressureI. MEASURE THE CRACKING PRESSURE AND OPERATING

CHARACTERISTICS OF PRESSURE CONTROL VALVESJ. USE A HYDRAULIC SYSTEM TO DEMONSTRATE THE FUNCTIONAND

OPERATING CHARACTERISTICS OF HYDRAULIC ACCUMULATORSK. USE A PNEUMATIC AND A HYDRAULIC SYSTEM TO CONNECT,

MEASURE, AND DEMONSTRATE THE OPERATING CHARACTERISTICS OFA REGENERATIVE CIRCUIT, AN INTENSIFIER CIRCUIT, A COUNTERBALANCE CIRCUIT, A SEQUENCING CIRCUIT, AN UNLOADINGACCUMULATOR CIRCUIT, AN ACCUMULATOR EMERGENCY POWERCIRCUIT, A VENTURI CIRCUIT, AIR BEARINGS, AND ELECTRICALCONTROL OF HYDRAULIC AND PNEUMATIC CIRCUITSL Connect Hydraulic or Pneumatic Components to Construct the Following Circuits:

a. Regenerative circuitb. Intensifier circuitc. Counter balance circuitd. Sequencing circuite. Unloading accumulator circuitf. Accumulator emergency power circuitg. Air bearingsh. Venturi siphoni. Electrical solenoid control of flows and pressuresj. Servo valve control of flows and pressures

_27

2. Connect Flow Meters and Pressure Gages to the above Circuits to DemonstrateTheir Operating Principles

L. USE A PNEUMATIC AND A HYDRAULIC SYSTEM TO DEMONSTRATE THEPROPER INSTRUMENTS AND TROUBLESHOOTING METHODS FOR FLUIDPOWER CIRCUITS1. Connect a Flow Meter, Pressure Gage, Flow Control Valve, and Temperature

Gage to Serve as a Test Apparatus2. Demonstrate the Proper Methods for Using the above Setup to Test Hydraulic or

Pneumatic Systems

COURSE OBJECTIVES: SCANS COMPETENCIES

The Secretary's Commission on Achieving Necessary Skills (SCANS), U.S. Department of Labor,has identified in its "AMERICA 2000 REPORT" that all students should develop a new set ofcompetencies and foundation skills if they are to enjoy a productive, full and satisfying life.These are in addition to the Technical Workplace Competencies required by industry. SCANS ismade up of five competencies and a three-part foundation of skills and personal qualities thatare needed for solid job performance.

The following activities will be performed by each student for successful completion of thiscourse:

I. COMPETENCIESA. Resources: Identifies, organizes, plans, and allocates resources

1. allocates timea. completes assigned work on timeb. successfully completes timed examinations

B. Interpersonal: Works with others1. participates as a member of a team

a. participates in team math problem solvingb. participates in study groups

2. teaches othersa. helps team members solve troubleshooting problemsb. contributes information to teams/study groups

3. satisfies instructor assigned requirements4. exercises leadership

a. forms study groupsb. motivates teams/study groups to succeedc. expresses ideas, feelings, and opinions clearlyd. identifies whether the source of a position is an idea, feeling, or

opinione. provides supporting facts to support positions

5. expresses ideas and listens to others to solve team problems6. works well with team and class members regardless ofrace class, ethnicity,

or religionInformation: Acquires and uses information

128

1. acquires and evaluates Informationa. obtains new or complementary information for various sources such

as:1) text books2) lectures3) library4) periodicals5) internet

b. evaluates information for accuracy, challenges information thatcontradicts logical evaluation

2. keeps and maintains an organized class lab workbook3. gives oral/written presentations to class concerning lab findings4. use computers to simulate the operation of hydraulic components/circuits

D. Systems: Understands complex inter-relationships1. understands systems

a. understands hydraulic/pneumatic systemsb. understands how component works in circuit

2. monitors and corrects performancea. evaluate hydraulic/pneumatic systems using mathematics and

physicsb. corrects systems performance from results of evaluation

3. finds alternate methods to accomplish hydraulic/pneumatic functionsE. Technology: Works with a variety of technologies

1. selects appropriate technologya. selects appropriate hydraulic or pneumatic circuit to accomplish

taskb. interfaces hydraulic or pneumatic valves with electrical controls

2. uses hydraulic test/instrumentation to monitor circuits3. if hydraulic or pneumatic circuit does not function properly, finds problem

H. FOUNDATION SKILLSA. Basic Skills: Reads, writes, performs arithmetic and mathematical operations,

listens and speaks.1. Reading: Locates, understands, and interprets written information in

prose and in documents such as manuals, graphs, and schedulesa. reads assigned course materialb. interprets reading material to perform successfully in classc. interprets table and graphical data from lab data

2. Writing: Communicates thoughts, ideas, information, and messages inwriting; and creates documents such as letters, directions, manuals,reports, graphs, and flow chartsa. writes lab reportsb. creates graphical charts from lab data

3. Arithmetic/Mathematics: Perform basic computations and approachespractical problems by choosing appropriately from a variety ofmathematical techniquesa. performs mathematical computations using scientific and

engineering notation

12

b. applies the principles of plane geometry, solid geometry, andalgebra to solve technical fluid power problems

4. Listening: Receives, attends to, interprets, and responds to verbalmessages and other cuesa. actively listens to the information being presented in class and feeds

back conceptsb. listens to the ideas, feelings, and opinions of fellow classmates

5. Speaking: Organizes ideas and communicates orallya. presents ideas and information in classb. contributes to classroom discussion.

B. Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes,knows how to learn and reasons.1. Creative Thinking: Generates new ideas

a. solves instructor provided mental troubleshooting exercisesb. constructs electro-hydraulic or electro-pneumatic circuits to

accomplish instructor provided tasks2. Decision Making: Specifies goals and constraints, generates alternatives,

considers risks, and evaluates and chooses best alternativea. chooses proper size fluid power component for proposed taskb. determines range of system capability from parameters of

components and purpose of system3. Problem Solving: Recognizes problems and devises and implements plan

of actiona. determines cause of malfunction in complex fluid power circuit and

chooses proper repair procedure4. Seeing Things In the Mind's Eye: Organizes, andprocesses symbols,

pictures, graphs, objects, and other informationa. relates hydraulic or pneumatic symbology to actual component

parts of systemb. interprets graphical data to determine limits of component

operation5. Knowing How to Learn: Use efficient learning techniques to acquire and

apply new knowledge and skillsa. uses effective study techniques to acquire new class materialb. practices to acquire new skills

6. Reasoning: Discovers a rule or principle underlying the relationshipbetween two or more objects and applies it when solving a problema. applies the concepts of physics to understand the transmission of

power through a fluid power systemPersonal Qualities: Displays responsibility, self-esteem, sociability, self-management, and integrity and honesty.1. Responsibility: Exerts a high level of effort andperseveres towards goal

attainmenta. performs at or above expected class levelb. sets individual/group goals and accomplishes them

2. Self-Esteem: Believes in own self-worth and maintains a positive view ofselfa. contributes to classroom discussion with original ideas

130

b. maintains a positive sense of humor that is not at the expense ofanother person's sense of self worth

3. Sociability: Demonstrates understanding, friendliness, adaptability,empathy, and politeness in group settingsa. allows divergent views in class discussionsb. responds positively to new ideasc. supports the worthwhile goals and objectives of the team and

fellow classmates4. Self-Management: Assesses self accurately, sets personal goals,

monitors progress, and exhibits self-controla. accepts responsibility for completion of assigned workb. sets individual/group goals and accomplishes themc. maintains a record of accomplishments

5. Integrity/Honesty: Chooses ethical courses of actiona. performs own work when required, does not plagiarize the work of

othersb. protects school propertyc. does not misappropriate the property of the school or other

classmatesd. reports infractions of school rules to school authorities

Appropriate Reference Materials:

1. Fluid Power by Vickers Inc.

AE T210 WPD05/062896

131

Machine Tool Advanced SkillsTechnology Program

1

COURSE SYLLABUS

PROGRAMMABLE LOGIC CONTROLLERS

132

MAST PROGRAMCOURSE SYLLABUS

PROGRAMMABLE LOGIC CONTROLLERS

Lecture hours/week: 2

COURSE DESCRIPTION:

Lab hours/week: 3 Credit hours: 3

The study of concepts associated with the operation, construction, interfacing, and programmingof programmable logic controllers. The student will explore the relationship between symbolicreasoning using Boolean concepts and the solution of control problems in modern industrialequipment. In addition, the student will conduct experiments with digital circuits to understanddigital logic concepts. This course includes hands-on laboratory experiences in constructing,operating, configuring, and programming programmable logic controllers. (FT) AssociateDegree Credit

PREREQUISITES:

COURSE OBJECTIVES:

Industrial Programming Theory and IndustrialElectronics/Electricity, each with a grade of "C" or better, orequivalent

Upon successful completion of this course, the student will:1. Define the symbology and proper operation of the following: and, or, nand, nor, digital

inversion, exclusive or, exclusive nor, flip/flops, counters, registers, memories2. Correctly solve basic logic problems using Boolean algebra, De Morgan's Theorems3. Use a multimeter or oscilloscope to test and troubleshoot digital circuits4. Develop a Boolean solution to a basic logic problem, express the solution to the problem

in digital logic, and convert the digital logic solution to a ladder diagram5. Properly connect a computer to the communications port of the programmable logic

controller and configure and program the controller6. Use ladder programming, Boolean programming, statement list programming, or other

types of programming languages suitable for use with a programmable logic controller,and a hand-held programming unit, or a computer, and program the controller with acontrol solution

7. Properly interface a programmable logic controller's control modules to digital and analogdevices and control those devices

REQUIRED COURSE MATERIALS:

Textbook:

Lab Materials:

An example of a text which would be appropriate for this course is:Programmable Controllers-Theory and Implementation by Bryan, 1991Students will be required to purchase the following supplies:1) Paper, notebooks and writing instruments2) Safety glasses

133

3) Scientific calculator4) Scantron examination sheets

METHODS OF INSTRUCTION:

Lecture: Presentations will include lecture, demonstration, and group problemsolving.

Laboratory: Laboratory will be a "hands-on" exploration and problem solving.

Group Projects: Group projects will be assigned during the lab periods. Each set ofprojects will provide practice in one or more concepts. The students willwork on problems that are derived from manufacturing or industrialsituations. Any problems not solved by the team will be assigned ashomework problems. The individual grade for these tasks will be acombination of a team grade, and a team assessment of the individual'scontribution to the team's efforts. The instructor will devise a methodwhereby the team's assessment of an individual's contributions is fair andfree of bias.

Method of Evaluation: A student's grade will be based on multiple measures of performance.The assessment will measure development of independent critical thinking skills and will includeevaluation of the student's ability to:1. perform on written or oral examinations2. perform on outside assignments3. contribute to group problem solving4. apply theory to problem solving5. maintain attendance per current policy

LECTURE OUTLINE:Lecture Topics

Logic Symbology and DevicesA. Integrated circuitsB. Logic familiesC. Waveform measurementD. GatesE. Combinational logicF. Latches, flip/flopsG. . CountersH. RegistersI. MemoriesMicroprocessor ControllerTroubleshootingA. Elements of a microprocessorB. Testing a microprocessor

controlled system

Text Reference Page Contact Hrs.

134

Introduction to ProgrammableLogic ControllersA. Basic components of a PLC

systemB. Inputs, outputs, processingPLC Programming LanguagesA. Boolean programmingB. Ladder programmingC. Statement list programmingD. Flow chart programmingPLC Digital I/OA. Digital I/OB. Analog I/OC. Motion controlD. Miscellaneous I/O

Total Lecture Hours

COURSE OBJECTIVES: TECHNICAL COMPETENCIES

Upon successful completion of this course the student will be able to:A. DEFINE THE SYMBOLOGY AND PROPER OPERATION OF THE

FOLLOWING: AND, OR, NAND, NOR, DIGITAL INVERSION, EXCLUSIVEOR, EXCLUSIVE NOR, FLIP/FLOPS, COUNTERS, REGISTERS, MEMORIES1 Define the Basic Symbols Used to Represent the Following Logical Functions:

a. ANDb. ORc. NOTd. XORe. NANDf NORg. NOT XORh. D latch flip/flops

2. Combine Symbols to Produce the Following Logical Functions:a. Countersb. Registersc. 8 bit memories (byte)

3. Explain the Operation of the above Logical Devices and FunctionsB. CORRECTLY SOLVE BASIC LOGIC PROBLEMS USING BOOLEAN

ALGEBRA, AND DE MORGAN'S THEOREMC. USE A MULTIMETER OR OSCILLOSCOPE TO TEST AND TROUBLESHOOT

DIGITAL LOGIC CIRCUITSD. DEVELOP A BOOLEAN SOLUTION TO A BASIC LOGIC PROBLEM,

EXPRESS THE SOLUTION TO THE PROBLEM IN DIGITAL LOGIC, ANDCONVERT THE DIGITAL LOGIC SOLUTION TO A LADDER DIAGRAM1. Express a Control Problem as a Boolean Statement2. Convert the Boolean Statement into Digital Symbolic Logic

135

3. Convert the Boolean Statement or the Digital Symbolic Logic into a Ladder LogicDiagram

E. PROPERLY CONNECT A COMPUTER TO THE COMMUNICATIONS PORTOF THE PROGRAMMABLE LOGIC CONTROLLER, AND CONFIGURE ANDPROGRAM THE CONTROLLER1. Connect an RS-232 Interface from a Personal Computer (PC) to the

Communications Port of a Programmable Logic Controller2. Load the Programming Software into the PC3. Configure the Programming Software to Communicate with the Programmable

Logic Controller4. Use the PC and Programming Software to Configure and Program the

Programmable Logic ControllerF. USE LADDER PROGRAMMING, BOOLEAN PROGRAMMING, STATEMENT

LIST PROGRAMMING, OR OTHER TYPES OF PROGRAMMINGLANGUAGES SUITABLE FOR USE WITH A PROGRAMMABLE LOGICCONTROLLER, AND A HAND-HELD PROGRAMMING UNIT, OR ACOMPUTER, AND PROGRAM THE CONTROLLER WITH A CONTROLSOLUTION1. Write a Control Solution Using One or More of the Following Symbolic

Programming Languages:a. Ladder programmingb. Statement list programmingc. Flow diagram programmingd. Boolean programming

2. Connect a Hand-Held Programming Unit or a Personal Computer to theProgrammable Logic Controller (PLC)

3. Program the Control Solution Off Line and Then down Load the Program4. Program the Control Solution On Line

G. PROPERLY INTERFACE A PROGRAMMABLE LOGIC CONTROLLER'SCONTROL MODULES TO DIGITAL AND ANALOG DEVICES, ANDCONTROL THOSE DEVICES1. Properly Wire the Following On/Off Input Devices to an Input Module of the

Programmable Logic Controller:a. Switchesb. On/off proximity sensorsc. Relay contactsd. The output of a PLC output module

2. Properly Wire the Following On/off Output Devices to the Outputs of the PLC:a. Relaysb. Hydraulic valve solenoidsc. Pneumatic valve solenoidsd. An input from the input module of the PLCe. The motor starter for an AC inductive motor

3. Use Multimeters to Test the Connections4. Program the PLC to Operate Each of the Outputs Based upon the State of Each of

the Inputs5. Properly Wire the Following Analog Input Devices to an Analog Input Module of

the Programmable Logic Controller:

1 3B

a. Potentiometerb. RTDc. Thermocoupled. Pressure sensore. The analog output of a PLC analog output module:

6. Properly Wire the Following Analog Output Devices to an Analog Output Moduleof the Programmable Logic Controller:a. The 4-20 milliamp input of an AC power control moduleb. The speed control input to a DC motor control modulec. A hydraulic servo valve or proportional control valved. The analog input of a PLC analog input module

7. Use Multimeters and Oscilloscopes to Test the Connections8. Program the PLC to Operate Each of the Outputs Based upon the State of Each of

the Inputs9. Use the Mathematical Algorithms of the PLC and the above Analog Inputs/outputs

to Create/program a ND Control Loop

COURSE OBJECTIVES: SCANS COMPETENCIES

The Secretary's Commission on Achieving Necessary Skills (SCANS), US. Department of Labor,has identified in its "AMERICA 2000 REPORT" that all students should develop a new set ofcompetencies and foundation skills if they are to enjoy a productive, full and satisfying life.These are in addition to the Technical Workplace Competencies requiredby industry. SCANS ismade up of five competencies and a three-part foundation of skills andpersonal qualities thatare needed for solid job performance.

The following activities will be performed by each student for successful completion of thiscourse:

I. COMPETENCIESA. Resources: Identifies, organizes, plans, and allocates resources

1. allocates timea. completes assigned work on timeb. successfully completes timed examinations

B. Interpersonal: Works with others1. participates as a member of a team

a. participates in team problem solvingb. participates in team lab projectsc. participates in study groups

2. teaches othersa. helps team members solve problemsb. contributes information to teams/study groups

3. satisfies instructor assigned requirements4. exercises leadership

a. forms study groupsb. motivates teams/study groups to succeed

137

c. expresses ideas, feelings, and opinions clearlyd. identifies whether the source of a position is an idea, feeling, or

opinione. provides supporting facts to support positions

5. expresses ideas and listens to others to solve team problems6. works well with team and class members regardless of race class, ethnicity,

or religionInformation: Acquires and uses information1. acquires and evaluates Information

a. obtains new or complementary information for various sources suchas:1) text books2) lectures3) library4) periodicals5) internet

b. evaluates information for accuracy, challenges information thatcontradicts logical evaluation

2. keeps and maintains an organized class lab workbook3. gives oral/written presentations to class4. uses computers to communicate and solve programming problems

D. Systems: Understands complex inter-relationships1. understands systems

a. understands complex PLC control systemsb. understands control of processes in physical systems

2. monitors and corrects performancea. evaluates physical systems to detect malfunctionsb. corrects systems from results of evaluation

3. finds alternate methods to solve control/interfacing problemsE. Technology: Works with a variety of technologies

1. selects technology:a. applies the appropriate hardware to solve PLC control problemsb. understands the use of computers, PLCs, and associated hardware

or software2. applies technology to task:

a. sets up and configures programming computersb. connects communication interfacec. connects programming device to PLC and programs the PLC

3. if equipment does not perform as expected, finds problem

II. FOUNDATION SKILLSA. Basic Skills: Reads, writes, performs arithmetic and mathematical operations,

listens and speaks.1. Reading: Locates, understands, and interprets written information in

prose and in documents such as manuals, graphs, and schedulesa. reads assigned course materialb. interprets reading material to perform successfully in classc. interprets programming data from symbolic statements

2. Writing: Communicates thoughts, ideas, information, and messages inwriting; and creates documents such as letters, directions, manuals,reports, graphs, and flow chartsa. writes programs using structured programmingb. maintains a lecture notebook

3. Arithmetic/Mathematics: Perform basic computations andapproachespractical problems by choosing appropriatelyfrom a variety ofmathematical techniquesa. performs mathematical computations using binary mathb. writes control statements using Boolean algebrac. applies the principles of algebra to solve control problems

4. Listening: Receives, attends to, interprets, andresponds to verbalmessages and other cuesa. actively listens to the information being presented in class and feeds

back conceptsb. listens to the ideas, feelings, and opinions of fellow classmates

5. Speaking: Organizes ideas and communicates orallya. presents ideas and information in classb. contributes to classroom discussion.

B. Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes,knows how to learn and reasons.1. Creative Thinking: Generates new ideas

a. uses Boolean algebra to create PLC control algorithmsb. devises new interconnectivity for PLC control solutions

2. Decision Making: Specifies goals and constraints, generates alternatives,considers risks, and evaluates and chooses best alternativea. chooses the best control solution to solve a control problemb. uses logical symbology to determine methods of PLC control to

cause alternate/desirable changes in physical systems3. Problem Solving: Recognizes problems and devises and implements plan

of actiona. solves control problems in PLC systemsb. troubleshoots system malfunctionsc. determines proper course of action to repair problem

4. Seeing Things In the Mind's Eye: Organizes, andprocesses symbols,.pictures, graphs, objects, and other informationa. relates logical symbology to the solution of real world control

problemsb. visualizes module connectivity that will accomplish PLC control

tasks5. Knowing How to Learn: Use efficient learning techniques to acquire and

apply new knowledge and skillsa. uses effective study techniques to acquire new class materialb. practices to acquire new skills

6. Reasoning: Discovers a rule or principle underlying the relationshipbetween two or more objects and applies it when solving a problem

39

a. uses rules and principles of binary mathematics, Boolean algebra,control of physical processes, and computer technology to createcontrol solutions

b. relates Boolean symbology to PLC ladder programming symbologyPersonal Qualifies: Displays responsibility, self-esteem, sociability, self-management, and integrity and honesty.1. Responsibility: Exerts a high level of effort and perseveres towards goal

attainmenta. performs at or above expected class levelb. sets individuaVgroup goals and accomplishes them

2. Self-Esteem: Believes in own self-worth and maintainsa positive view ofselfa. contributes to classroom discussion with original ideasb. maintains a positive sense of humor that is not at the expense of

another person's sense of self worth3. Sociability: Demonstrates understanding, friendliness, adaptability,

empathy, and politeness in group settingsa. allows divergent views in class discussionsb. responds positively to new ideas

4. Self-Management: Assesses self accurately, sets personal goals,monitors progress, and exhibits self-controla. accepts responsibility for completion of assigned workb. sets individual/group goals and accomplishes themc. maintains a record of accomplishments

5. Integrity/Honesty: Chooses ethical courses of actiona. performs own work when required, does not plagiarize the work of

othersb. protects school propertyc. does not misappropriate the property of the school or other

classmatesd. reports infractions of school rules to school authorities

Appropriate Reference Materials:

1. Industrial Computing/Programmable Logic Controllers, Instrument Society of America(ISA) publication

2. Modern Industrial Electronics, Revised and Expanded Edition, (formerly IndustrialElectronics and Robotics), by Schuler/MacNamee, 1992

MAFG2I505/062896

140

Machine Tool Advanced SkillsTechnology Program

COURSE SYLLABUS

INDUSTRIAL MACHINE TECHNOLOGY

141

MAST PROGRAMCOURSE SYLLABUS

INDUSTRIAL MACHINE TECHNOLOGY

Lecture hours/week: 2

COURSE DESCRIPTION:

Lab hours/week: 3 Credit hours: 3

A survey course designed to provide the student with an overview of typical machine shopoperations and an introduction to welding technology. (FT) Associate Degree Credit

PREREQUISITES:

COURSE OBJECTIVES:

Satisfactory completion of Manufacturing Metrics andCalculations and Print Reading and Symbology, with a gradeof "C" or better, or equivalent.

Upon successful completion of this course, the student will:1. Use measuring instruments such as micrometers, vernier calipers, depth gages, JO blocks,

sine bars, and dial indicators, to set up machines, and machine parts to drawingspecifications

2. Apply formulas found in the study of machining technology to calculate the spindle speedsand feed rates to be employed in cutting parts on lathes and mills

3. Use mills and lathes to machine a usable part to drawing specifications4. Apply safety training to perform to standards on a written safety examination5. Perform satisfactorily on a written examination that contains questions pertaining to

robotics applications of welding technology such as TIG, MIG< and resistance welding

REQUIRED COURSE MATERIALS:

Textbook: An example of a text which would be appropriate for this course is:Technology of Machine Tools, by Krar/Oswald, 4th Edition, 1992

Lab Materials: Students will be required to purchase the following supplies:1) Paper, notebooks and writing instruments2) Protective lab apron, safety glasses3) Scientific calculator4) Scantron examination sheets5) Cutting tool steel, raw stock

METHODS OF INSTRUCTION:

Lecture: Presentations will include lecture, demonstration, and group problemsolving.

142

Laboratory: Laboratory will be "hands-on" fabrication of part.

Method of Evaluation: A student's grade will be based on multiple measures of performance.The assessment will measure development of independent critical thinking skills and will includeevaluation of the student's ability to:1. perform on written or oral examinations2. perform on outside assignments3. contribute to group problem solving4. apply theory to problem solving5. maintain attendance per current policy

LECTURE OUTLINE:Lecture Topics Text Reference Page Contact Hrs.

Machine Shop SafetyMeasuring InstrumentsA. 0-1" O.D. micrometerB. 6" machinist scaleC. 6" dial calipersD. Vernier calipersE. 0-1" dial indicatorF. Depth micrometerLathe PracticeA. Indicate 3 and 4 jaw chucksB. Grinding cutting toolC. Turning operation, outside

diameterD. Drilling operationE. Reaming operationF. Polishing operationMilling MachineA. Squaring work piece to machineB. Slot milling operationC. Drill and tap operationsD. Deburring operationsWelding TechnologyA. Arc weldingB. Heliarc welding

1) MIG welding2) TIG welding

C. Resistance weldingD. Induction welding

Total Lecture Hours

COURSE OBJECTIVES: TECHNICAL COMPETENCIES

Upon successful completion of this course the student will be able to:

143

A. DEMONSTRATE SAFETY PRACTICES IN MACHINING ENVIRONMENT1. Use Proper Safety Equipment

a. Identify safety equipment used in the machine environmentb. State effects of proper and improper safety equipmentc. Demonstrate proper use of common safety equipment

2. Identify Proper Clothinga. Demonstrate proper dress for machining environmentb. State improper dress and its effects

3. State Proper Attitudes For Safetya. Explain responsibility for oneself and othersb. State benefits of correct safety practicesc. Explain costs of poor safety practices

4. Handle Chemicals Properlya. Interpret material safety data sheets "MSDS"b. Describe proper storage and disposal of chemicalsc. Identify labeling used for chemicalsd. Explain special precautions for handling chemicalse. Discuss OSHA's and E.P.A.'s impact on chemical handling

5. Identify Fire Hazards in Machininga. Identify fire hazards in machining environment and how to eliminateb. Identify classes of fire extinguisherc. State methods of dealing with fires

6. Demonstrate Proper Personal Hygienea. Identify hygiene as a part of personal safetyb. State effect of oils, solvents, and coolants on the skin and eyesc. Exhibit proper personal hygiene

7. Demonstrate Proper Laboratory Cleaninga. Discuss the effects of a filthy work environmentb. State impact of unclean work area on safety, machine tool accuracy and

machine tool fixturesc. Exhibit proper cleaning of machine tools and accessories

B. USE MEASURING INSTRUMENTS AND THEIR ACCESSORIES1. Identify Applications and Limitations of Measuring Instruments

a. Identify common measuring instruments and their applicationsb. Identify limitations of each measuring instrumentc. Explain and demonstrate methods of measuring instrument calibrationd. Demonstrate proper handling of measuring instruments

2. Demonstrate Use of Measuring Instrumentsa. Rulers (scales)b. Outside micrometersc. Vernier calipersd. Dial caliperse. Depth micrometersf. Inside micrometersg. Telescoping gaugesh. Edge finders

1) Test and dial indicators2) Gauge blocks

1 4 4

3) Coordinate measuring machine (CMM)i. Height gaugesj. Protractorsk. Bore gauges

C. APPLY FORMULAS FOUND IN THE STUDY OF MACHININGTECHNOLOGY, TO CALCULATE THE SPINDLE SPEEDS AND FEED RATESTO BE EMPLOYED IN CUTTING PARTS ON LATHES AND MILLS1. Perform RPM Calculations

a. Explain the need to properly calculate RPMsb. Describe implications of changing variables in formulasc. Explain effect of different alloys and cutting tools on RPMsd. Demonstrate correct use of formulas to achieve proper RPM

2. Perform Feed Calculationsa. State the need for proper feed calculationsb. Explain the meaning of each variable in feed equationsc. Explain position and negative effects of RPM, feed, and depth of cut on

tool life, production and profitabilityd. List benefits of increased production related to increased profite. State differences between inch per revolution (IPR) and inch per minute

(IPM)f. State proper application of IPR and IPMg. Explain chip load per tooth for roughing versus finishing of different

materialsh. Explain effects of set-up rigidly, tool diameter, length and horse power on

feedi. Explain step over differences in millingj. Establish proper roughing and finishing feed rates for:

1) Face milling2) Slot milling3) Drilling4) Reaming5) Tapping6) Turning7) Boring8) Single point turning9) Facing

6. Perform Depth of Cut Calculationsa. State depth of cut calculationsb. Demonstrate ability to calculate RPM, feed and depth of cut

7 Perform Thread Cutting Calculationsa. State uses of thread calculationsb. Describe equations to identify thread depth and measure thread sizes

8. Perform Tap Drill Calculationsa. State uses of tap drill calculationsb. Explain tap size versus drill sizesc. Describe equation to calculate tap drill sizes for fractional tapsd. List equation converting tap size number to decimale. Demonstrate use of tap drill calculations

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9. Interpret Reference Tables Related to Machininga. Identify commonly used reference tablesb. Locate specific reference tables in various support documentationc. Extract and apply reference information

D. DEMONSTRATE CUTTING TOOL IDENTIFICATION AND APPLICATION1. Identify Cutting Tools and Describe Tool Nomenclature

a. Identify different types of end mills, center drills, drills, reamers, tapsb. Explain cost differences for types of tooling within same tool classification,

including:1) End mills2) Face mills3) Center drills4) Drills5) Reamers6) Single point boring head7) Single point threading tools8) Counter boring tools9) Spot facing tools10) Taps

2. Identify and Explain Application of Machine Toolsa. List different applications requiring proper selections of each toolb. Identify proper cutting tool for specified applicationc. Demonstrate ability to identify cutting tools defined by blueprint, process

documentation and verbal instructiond. Demonstrate ability to give written or verbal justification of tool selection

to include cost differentialE. IDENTIFY AND DESCRIBE MACHINE OPERATION NOMENCLATURE

1. Identify and Describe Types of Millinga. Explain climb millingb. Explain conventional millingc. Describe benefits and drawbacks of each applicationd. Explain contouring operationse. Explain pocketing operations

2. Describe Drilling/Boring Operations and Their Applicationsa. Describe applications for center drillingb. List and explain the different accuracies achieved from drilling, reaming

and single point boringc. List and explain the reasons for single point boringd. Describe the difference between spot facing and counter boring operations

3. Identify and Describe Threading Operationsa. Identify and describe common single point threading tool set-upsb. Describe the reasons for using single point threading tools instead oftaps

and diesc. Identify and describe various tapping operations and accessories

F. USE MILLS AND LATHES TO MACHINE A USABLE PART TO DRAWINGSPECIFICATIONS

G. EXPLAIN ROBOTICS APPLICATIONS OF WELDING TECHNOLOGY SUCHAS TIG, MIG, AND RESISTANCE WELDING

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1. Explain the Purpose of Inert Gas Welding, and the Differences Between MetalInert Gas Welding (MIG) and Tungsten Inert Gas Welding (TIG)a. Identify gases used for MIG and TIG weldingb. Explain the purpose of electrodes and types of electrodesc. Explain the purpose of wire feedd. Explain the function of arc voltage and arc current controle. Explain the difference between straight polarity welding and reverse

polarity weldingf. Explain the function of high frequency startg. Explain the function of pre flow and post flowh. Explain the difference between DC and AC gas welding

Explain the theory behind inert gas weldingj. Describe robotic applications of inert gas welding

2. Explain the Use and Applications of Resistance Weldinga. Identify the parts of a resistance welderb. Explain the purpose of squeeze pressure and forge pressurec. Explain the function and purpose of heat cycles and percentage of heatd. Explain the theory of resistance weldinge. Describe robotic applications of resistance welding

COURSE OBJECTIVES: SCANS COMPETENCIES

The Secretary's Commission on Achieving Necessag Skills (SCANS), U.S. Department of Labor,has identified in its "AMERICA 2000 REPORT" that all students should develop a new set ofcompetencies and foundation skills if they are to enjoy a productive, full and satisfring life.These are in addition to the Technical Workplace Competencies required by industry. SCANS ismade up of five competencies and a three-part foundation of skills and personal qualities thatare needed for solid job performance.

The following activities will be performed by each student for successful completion of thiscourse:

COMPETENCIESA. Resources: Identifies, organizes, plans, and allocates resources

1. allocates timea. completes assigned work on time

2. allocates moneya. determines cost of materials and labor

3. allocates resourcesa. completes stock request form for material

B. Interpersonal: Works with others1. participates as a member of a team

a. participates in study groups2. teaches others

a. helps peers solve machining problems3. satisfies instructor assigned requirements

1 4 7

4. exercises leadershipa. forms study groupsb. motivates teams/study groups to succeedc. expresses ideas, feelings, and opinions clearlyd. identifies whether the source of a position is an idea, feeling, or

opinione. provides supporting facts to support positions

5. expresses ideas and listens to others to solve problems6. works well with team and class members regardless of race class, ethnicity,

or religionInformation: Acquires and uses information1. acquires and evaluates Information

a. obtains new or complementary information for various sources suchas:1) text books2) lectures3) library4) periodicals5) interne

b. evaluates information for accuracy, challenges information thatcontradicts logical evaluation

2. keeps and maintains an organized class note/workbook3. gives oral/written presentations to class4. uses computers to solve math problems

D. Systems: Understands complex inter-relationships1. understands systems

a. understands systems of machine operationsE. Technology: Works with a variety of technologies

1. selects technologya. selects the appropriate tools to measure/solve problems

2. sets up machines to manufacture parts3. if part does not measure according to specifications, finds problem

II. FOUNDATION SKILLSA. Basic Skills: Reads, writes, performs arithmetic andmathematical operations,

listens and speaks.1. Reading: Locates, understands, and interprets written information in

prose and in documents such as manuals, graphs, and schedulesa. reads assigned course materialb. interprets reading material to perform successfully in classc. interprets graphical data from Cartesian coordinate graphs

2. Writing: Communicates thoughts, ideas, information, and messages inwriting; and creates documents such as letters, directions, manuals,reports, graphs, and flow chartsa. uses written English to plan fabrication processb. maintains a lecture notebook

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3. Arithmetic/Mathematics: Perform basic computations and approachespractical problems by choosing appropriately from a-variety ofmathematical techniquesa. performs mathematical computations using scientific notationb. performs mathematical computations using engineering notationc. applies the principles of plane geometry to solve technical problemsd. applies the principles of solid geometry to solve technical problemse. applies the principles of trigonometry to solve technical problemsf. applies algebra to understand physical systems, and solve technical

problems4. Listening: Receives, attends to, interprets, and responds to verbal

messages and other cuesa. actively listens to the information being presented in class and feeds

back conceptsb. listens to the ideas, feelings, and opinions of fellow classmates

5. Speaking: Organizes ideas and communicates orallya. presents ideas and information in classb. contributes to classroom discussion.

B. Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes,knows how to learn and reasons.1. Creative Thinking: Generates new ideas

a. uses formulas and algebraic mathematics to create new relationships2. Decision Making: Specifies goals and constraints, generates alternatives,

considers risks, and evaluates and chooses best alternativea. uses measurements to predict the limits of machining operations

3. Problem Solving: Recognizes problems and devises and implements planof actiona. measures process, and makes fabrication decisions

4. Seeing Things In the Mind's Eye: Organizes, and processes symbols,pictures, graphs, objects, and other informationa. uses drawings to create fabricated part

5. Knowing How to Learn: Use efficient learning techniques to acquire andapply new knowledge and skillsa. uses effective study techniques to acquire new class materialb. practices to acquire new skills

6. Reasoning: Discovers a rule or principle underlying the relationshipbetween two or more objects and applies it when solving a problema. uses rules and principles of machining to create products

Personal Qualities: Displays responsibility, self-esteem, sociability, self-management, and integrity and honesty.1. Responsibility: Exerts a high level of effort and perseveres towards goal

attainmenta. performs at or above expected class levelb. sets individual/group goals and accomplishes them

2. Self-Esteem: Believes in own self-worth and maintains a positive view ofselfa. contributes to classroom discussion with original ideas

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b. maintains a positive sense of humor that is not at the expense ofanother person's sense of self worth

3. Sociability: Demonstrates understanding, friendliness, adaptability,empathy, and politeness in group settingsa. allows divergent views in class discussionsb. responds positively to new ideasc. supports the worthwhile goals and objectives of the team and

fellow classmates4. Self-Management: Assesses self accurately, sets personal goals,

monitors progress, and exhibits self-controla. accepts responsibility for completion of assigned workb. sets individual/group goals and accomplishes themc. maintains a record of accomplishments

5. Integrity/Honesty: Chooses ethical courses of actiona. performs own work when required, does not plagiarize the work of

othersb. protects school propertyc. does not misappropriate the property of the school or other

classmatesd. reports infractions of school rules to school authorities

Appropriate Reference Materials:

1. Machine Tools - Processes and Applications, 2nd Edition by Genevro/Stephen, 1994

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Machine Tool Advanced SkillsTechnology Program

COURSE SYLLABUS

FLEXIBLE MANUFACTURINGSYSTEMS/ROBOTICS

151.

MAST PROGRAMCOURSE SYLLABUS

FLEXIBLE MANUFACTURING SYSTEMS/ROBOTICS

Lecture hours/week: 2

COURSE DESCRIPTION:

Lab hours/week: 6 Credit hours: 4

This course covers the design, installation, operation, and maintenance ofa FlexibleManufacturing system. In addition, the role of robots and work centers in Flexible Manufacturingalong with the theory and programming of these robots and work centers is included. Laboratorywill include the assembly, interfacing, troubleshooting, and repair of various automated equipmentand robots during the construction of a flexible manufacturing cell. (FT) Associate Degree Credit

PREREQUISITES:

COURSE OBJECTIVES:

Satisfactory completion of Motion Control/Servo Systems,Fluid Power Technology, and Programmable LogicControllers, each with a grade of "C" or better, or equivalent

Upon successful completion of this course, the student will:1. Use an IBM compatible computer and an industrial robot to connect a RS-232-C

communications interface to provide communications between the robot and a computer2. Use a teach pendant, tooling and an industrial robot to reach the robot to perform a

complex function3. Use an IBM compatible computer and an industrial robot to create, load, and run a

pelletizing program in the robot4. Interface a programmable logic controller and an industrial robot to provide on/off and

serial digital communication between the two systems5. Calibrate an industrial robot, using tools and measuring instruments by adjusting the home

position of the robot6. Use measuring instruments such as oscilloscopes, and tools to adjust the servo response of

a CNC machine and an industrial robot7. Adjust the speed and slow down cushions of a bang-bang pick and place pneumatic robot8. Operate the types of automated equipment associated with flexible manufacturing systems9. Assemble, interface, troubleshoot, maintain, and repair a flexible manufacturing system

REQUIRED COURSE MATERIALS:

Textbook:

Lab Materials:

An example of a text which would be appropriate for this course is:Modern Industrial Electronics, Revised and Expanded Edition, bySchuler/MacNamee, 1992 (formerly, Industrial Electronics and Robotics bySchuler/McNamee, 1987)Students will be required to purchase the following supplies:1) Paper, notebooks and writing instruments

152

2) Safety glasses3) Scientific calculator, Scantron examination sheets

METHODS OF INSTRUCTION:

Lecture: Presentations will include lecture, video, and group problem solving.

Laboratory: Laboratory will be "hands-on" construction and problem solving.

Group Projects: Group projects will be assigned during the lab periods. Each set ofprojects will provide practice in one or more concepts. The students willwork on problems that are derived from manufacturing or industrialsituations. Any problems not solved by the team will be assigned ashomework problems. The individual grade for these tasks will be acombination of a team grade, and a team assessment of the individual'scontribution to the team's efforts. The instructor will devise a methodwhereby the team's assessment of an individual's contributions is fair andfree of bias.

Method of Evaluation: A student's grade will be based on multiple measures of performance.The assessment will measure development of independent critical thinking skills and will includeevaluation of the student's ability to:1. perform on written or oral examinations2. perform on outside assignments3. contribute to group problem solving4. apply theory to problem solving5. maintain attendance per current policy

LECTURE OUTLINE:Lecture Topics

IntroductionA. Definition of Flexible

Manufacturing SystemsB. History of Flexible

Manufacturing SystemsC. Economics of flexible

manufacturingD. Future applications of flexible

manufacturingE. TerminologyComponents of a FlexibleManufacturing CellA. Work stationsB. RobotsC. Materials handling systemD. Automated storage/retrieval

Text Reference Page Contact Hrs.

153

systemE. Supervisory computer systemTypes of Data CommunicationA. Digital Input/OutputsB. Dedicated Data LinesC. Local Area NetworksProgrammable Logic ControllersA. PLC functionsB. ProgrammingC. InterfacingD. Purpose of a PLC for a FMS

cellSupervisor ComputersA. Purpose of supervisory

computers in FMSB. Types of computers used in FMSC. Examples of cell control softwareRobot Functions in a FMS CellA. Robot terminologyB. Robot operationC. Robot programmingD. Robot troubleshooting and

adjustmentsFlexible Manufacturing as a Part ofComputer Integrated Manufacturing

Total Lecture Hours

COURSE OBJECTIVES: TECHNICAL COMPETENCIES

Upon successful completion of this course the student will be able to:A. USE A TEACH PENDANT, TOOLING AND AN INDUSTRIAL ROBOT TO

TEACH THE ROBOT TO PERFORM A COMPLEX FUNCTION1. Operate the Teach Pendent of an Industrial Robot2. Set up Simulated Tooling to Provide the Accuracy Required for an Instructor

Assigned Task3. Teach the Robot to Perform a Complex Function Within the Tooling Limitations

B. USE AN IBM COMPATIBLE COMPUTER AND AN INDUSTRIAL ROBOT TOCREATE, LOAD, AND RUN A PELLETIZING PROGRAM IN THE ROBOT1. Use a Personal Computer, to Connect Communications Cables to the Computers

RS-232 Communications Portsa. Install serial cable for communication from .a computer to a robotb. Configure the communications interface and make it function properly

2. Use a Robot Programming Language to Program a Control Taska. Use the proper procedures to accomplish structured programmingb. Draw a flow chart or programming planc. Comment the program properlyd. Program the control task

154

3. Down Load the Program and Run it4. Debug Programming/Control Problems

C. INTERFACE PROGRAMMABLE LOGIC CONTROLLERS, COMPUTERS,AND AN INDUSTRIAL ROBOT TO PROVIDE ON/OFF AND SERIAL DIGITALCOMMUNICATION BETWEEN THE SYSTEMS1. Use a Personal Computer to Connect Communications Cables to the Computers

RS-232 Communications Portsa. Install serial cable for communication from a computer to a robot or CNC

machineb. Configure the communications interface and make it function properly

2. Properly Connect a Computer to the Communications Port of the ProgrammableLogic Controller, and Configure and Control the Controllera. Connect an RS-232 interface from a personal computer (PC) to the

communications port of a programmable logic controllerb. Load the control software into the PCc. Configure the control software to communicate with the programmable

logic controllerd. Use the PC and programming software to control the programmable logic

controller3. Properly Wire the Output of a PLC Output Module to an Input Module of

Another Programmable Logic Controller4. Properly Wire the Input from the Input Module of a PLC to the Outputs of the

Another PLC5. Use Multimeters to Test the Connections6. Program One or More PLCs to Operate Each of the Outputs Based upon the State

of Each of the Inputs from Another PLCD. CALIBRATE AND ALIGN INDUSTRIAL ROBOTS TO A WORK CELL, USING

TOOLS AND MEASURING INSTRUMENTS1. Adjust the Speed, Slow Down Cushions, and Mechanical Stops of a Bang-bang,

Pick and Place Pneumatic Robot2. Apply Measurement Instruments Such As:

a. Machinist squaresb. Micrometers (inside and outside)c. Machinist levelsd. Dial indicatorse. Jo blocksf. Inclinometer

3. Apply Principles of Machine Tool Metrology To:a. Level robot and work areab. Square robot to work area

4. Demonstrate Lock-Out/Tag-Out Procedures5. Safely Assemble or Disassemble Fittings to Move/Align Mechanical Fixtures6. Safely Adjust Mechanical Features of Fittings to Align Work Cell/Robot

E. OPERATE THE TYPES OF AUTOMATED EQUIPMENT ASSOCIATED WITHFLEXIBLE MANUFACTURING SYSTEMS1. Explain the Safety Procedures in Effect When Activating or Moving Any Piece of

Automated Equipment

lo5

2. Demonstrate the Safety Procedures Used When Entering the Work Envelope of anIndustrial Robot

3. Demonstrate the Safety Procedures Used When Two or More People AreWorking in the Same Cell

4. Operate Cell Control Computers5. Use a Teach Pendent to Move an Industrial Robot6. Manually Operate an Industrial CNC Machine7. Initialize the Cell and Start Automatic Operations8. Demonstrate the Safety Procedures Used When Starting Automatic Processes

F. PROGRAM THE DIFFERENT TYPES OF CONTROL SYSTEMS FORCOORDINATED OPERATION1. Program the Control Systems to Produce Communications with the Following:

a. Robot to PLCb. Robot to cell control computerc. PLC to cell control computerd. PLC to PLC via networke. PLC to PLC via input/output modules

2. Program the Computer, PLC and Robot Control Systems To:a. Coordinate the sequence of operationsb. Prevent collisionsc. Provide fail-safe operationd. Provide personnel safety

G. ASSEMBLE, INTERFACE, TROUBLESHOOT, MAINTAIN, AND REPAIR AFLEXIBLE MANUFACTURING SYSTEM1 Safely Assemble Mechanical Systems

a. Use tools properly/safelyb. Use drawings/manualsc. Apply proper techniques for mechanical assembly/disassemblyd. Document assembly/disassemblye. Use proper safety procedures for mechanical assembly

2. Safely Adjust/Measure Mechanical Systemsa. Use tools/measuring instruments properly/safelyb. Use drawings/manualsc. Understand consequences of adjustmentd. Document adjustment/measurement

3. Safely Assemble Hydraulic and Pneumatic Components Tubing, and Fittingsa. Use tools properly/safelyb. Use drawings/manualsc. Apply proper techniques for hydraulic or pneumatic assembly/disassemblyd. Document assembly/disassemblye. Use proper safety procedures for hydraulic or pneumatic assemblySafely Adjust/Measure Flow and Pressuresa. Use tools/measuring instruments properly/safelyb. Use drawings/manualsc. Understand consequences of adjustmentd. Document adjustment/measurement

5. Safely Assemble Electrical Components, Wiring and Fittingsa. Use tools properly/safely

156

b. Use drawings/manualsc. Apply proper techniques for electrical assembly/disassemblyd. Document assembly/disassemblye. Use proper safety procedures for electrical assembly

6. Safely Adjust/Measure Electrical Components/Systemsa. Use tools/measuring instruments properly/safelyb. Use drawings/manualsc. Understand consequences of adjustmentd. Document adjustment/measurement

7 Safely Assemble Electronic Modules, Cables, and Fittingsa. Use tools properly/safelyb. Use drawings/manualsc. Apply proper techniques for hydraulic or pneumatic assembly/disassemblyd. Document assembly/disassemblye. Use proper safety procedures for hydraulic or pneumatic assembly

8. Safely Adjust Servo Response, Process Controls (Including PID) and MotorControlsa. Use tools/measuring instruments properly/safelyb. Use drawings/manualsc. Understand consequences of adjustmentd. Document adjustment/measurement

9. Safely Assemble Computers, PLCs, Communications Hardware and Robot DIOa. Use tools properly/safelyb. Use drawings/manualsc. Apply proper techniques for hydraulic or pneumatic assembly/disassemblyd. Document assembly/disassemblye. Use proper safety procedures for hydraulic or pneumatic assembly

10. Troubleshoot Installation Starting at System, Then Subsystem, Module, orComponenta. Identify system, subsystem, module, or componentb. Apply theory of operationc. Measure system, subsystem, module, or componentd. Analyze results to see if system, subsystem, module or component is

performing to specificationse. Apply critical thinking to determine if measured system is malfunctioning

or if identity, theory, or measurement is incorrectf. Validate the process and apply corrective action (i.e., repair)g. If the above process is incorrect, re-apply the process

11. Repair the System or Subsystem by Replacing Modules or Components Using theabove Assembly/Disassembly Processes

H. WORK AS A TEAM MEMBER IN A SIMULATED MANUFACTURINGENVIRONMENT IN THE BUILD UP OF A FLEXIBLE MANUFACTURINGSYSTEM1. Participate in Team Projects and Contribute to the Team and Project

a. Attend team meetingsb. Contribute to the teamc. Perform assigned project tasks

2. Participate as a Member of a Company/Manufacturing Enterprise

157

a. Report to work on timeb. Exhibit ethical behaviorc. Complete assigned reports/paperworkd. Suggest improvementse. Interrelate positively to fellow employeesf. Follow company rulesg. Exercise leadership

3. Apply Cooperation and Self-Managementa. Manage time and resourcesb. Plan tasksc. Meet personal/team goals/schedulesd. Cooperate with company management

4. Explain/Document Test Results with Team, Team Leaders, Engineers, OtherTechnicians, and Customersa. Use written English, write proper sentencesb. Use written English, write following reports:

1) Results of technical tests2) Instructions3) Engineering change orders

c. Use word processor for reportsd. Use spoken English to communicate

1) Communicate thoughts, feelings, ideas2) Clearly communicate technical information to peers and customers

COURSE OBJECTIVES: SCANS COMPETENCIES

The Secretary's Commission on Achieving Necessary Skills (SCANS), U.S. Department of Labor,has identified in its "AMERICA 2000 REPORT" that all students should develop a new set ofcompetencies and foundation skills if they are to enjoy a productive, full and satisfying life.These are in addition to the Technical Workplace Competencies required by industry. SCANS ismade up of five competencies and a three-part foundation of skills and personal qualities thatare needed for solid job performance.

The following activities will be performed by each student for successful completion of thiscourse:

I. COMPETENCIESA. Resources: Identifies, organizes, plans, and allocates resources

1. allocates timea. completes assigned work on timeb. schedules goals/tasksc. reports to work on time

2. allocates moneya. meets projected budget expensesb. determines cost of component parts and suggests less expensive,

equal or better components

158

c. controls labor costs3. allocates material and facility resources

a. plans material requirements to meet scheduleb. acquires tools and distributes themc. organizes space requirements

B. Interpersonal: Works with others1. participates as a member of a team

a. participates in meetingsb. plans/sets team goalsc. performs team assigned tasks

2. teaches othersa. helps team members solve problemsb. contributes information to teams groups

3. satisfies internaVexternal customer requirements4. exercises leadership

a. communicates effectively to teams/groupsb. motivates teams/study groups to succeedc. expresses ideas, feelings, and opinions clearlyd. identifies whether the source of a position is an idea, feeling, or

opinione. provides supporting facts to support positions

5. expresses ideas and listens to others to solve team problems6. works well with team and class members regardless of race class, ethnicity,

or religionInformation: Acquires and uses information1. acquires and evaluates Information

a. obtains new or complementary information for various sources suchas:1) text books2) lectures3) library4) periodicals5) Internet

b. evaluates information for accuracy, challenges information thatcontradicts logical evaluation

2. documents work/tasks, results of tests3. gives oral/written presentations at team meetings4. uses computers to program, document, analyze, and control systems

D. Systems: Understands complex inter-relationships1. understands systems

a. understands company structureb. understands team dynamicsc. understands complex flexible manufacturing systems

2. monitors and corrects performancea. documents results of testsb. corrects systems from results of evaluation

3. finds alternate methods to solve production/troubleshooting/repairproblems

159

E. Technology: Works with a variety of technologies1. selects technology

a. applies the appropriate tools/measuring instruments to solveproblems

b. understands the use of calculators/computers in solving mathproblems

2. applies the proper tools/tests/measuring instruments to solveproduction/troubleshooting problems

3. if system, subsystem, module, or component does not perform tospecifications, finds problem

II. FOUNDATION SKILLSA. Basic Skills: Reads, writes, performs arithmetic andmathematical operations,

listens and speaks.1. Reading: Locates, understands, and interprets written information in

prose and in documents such as manuals, graphs, and schedulesa. reads assigned course materialb. interprets reading material to perform successfully in classc. interprets graphical data from drawings/manuals

2. Writing: Communicates thoughts, ideas, information, and messages inwriting; and creates documents such as letters, directions, manuals,reports, graphs, and flow chartsa. write engineering change ordersb. writes reports of test results

3. Arithmetic/Mathematics: Perform basic computations and approachespractical problems by choosing appropriately from a variety ofmathematical techniquesa. performs mathematical computations using scientific notationb. performs mathematical computations using engineering notationc. applies the principles of plane geometry to solve technical problemsd. applies the principles of solid geometry to solve technical problemse. applies the principles of trigonometry to solve technical problemsf. applies algebra to understand physical systems, and solve technical

problems4. Listening: Receives, attends to, interprets, and responds to verbal

messages and other cuesa. actively listens to the information being presented in class and feeds

back conceptsb. listens to the ideas, feelings, and opinions of fellow classmates

5. Speaking: Organizes ideas and communicates orallya. presents ideas and information in classb. contributes to classroom discussion.

B. Thinking Skills: Thinks creatively, makes decisions, solvesproblems, visualizes,knows how to learn and reasons.1. Creative Thinking: Generates new ideas

a. combines mechanics, electricity, electronics, computer systems andprogramming to build a manufacturing process/system

160

2. Decision Making: Specifies goals and constraints, generates alternatives,considers risks, and evaluates and chooses best alternativea. chooses most efficient method of constructing system/subsystemsb. determines design of program for manufacturing systeM

3. Problem Solving: Recognizes problems and devises and implements planof actiona. determines nature of problemb. devises plan of action to solve problem and prevent future

reoccurrences4. Seeing Things In the Mind's Eye: Organizes, andprocesses symbols,

pictures, graphs, objects, and other informationa. visualizes the interrelationship between subsystems in complex

flexible manufacturing system5. Knowing How to Learn: Use efficient learning techniques to acquire and

apply new knowledge and skillsa. determines new knowledge necessary to accomplish tasksb. researches source of knowledgec. seeks help from other knowledgeable peopled. practices to acquire new skills

6. Reasoning: Discovers a rule or principle underlying the relationshipbetween two or more objects and applies it when solving a problema. applies the principles of physics, chemistry, mathematics, and

computers to solving problemsPersonal Qualities: Displays responsibility, self-esteem, sociability, self-management, and integrity and honesty.1. Responsibility: Exerts a high level of effort and perseveres towards goal

attainmenta. performs at or above expected class levelb. sets individual/group goals and accomplishes them

2. Self-Esteem: Believes in own self-worth and maintains a positive view ofselfa. contributes to classroom discussion with original ideasb. maintains a positive sense of humor that is not at the expense of

another person's sense of self worth3. Sociability: Demonstrates understanding, friendliness, adaptability,

empathy, and politeness in group settingsa. allows divergent views in class discussionsb. responds positively to new ideasc. supports the worthwhile goals and objectives of the team and

fellow classmates4. Self-Management: Assesses self accurately, sets personal goals,

monitors progress, and exhibits self-controla. accepts responsibility for completion of assigned workb. sets individual/group goals and accomplishes themc. maintains a record of accomplishments

5. Integrity/Honesty: Chooses ethical courses of actiona. performs own work when required, does not plagiarize the work of

others

b. protects school propertyc. does not misappropriate the property of the school or other

classmatesd. reports infractions of school rules to school authorities

Appropriate Reference Materials:

1. Industrial Computing, Pub. of Instrument Society of America (ISA)2. Motion Control, Pub. of Instrument Society of America (ISA)3. SME Journal, Pub. of Society of Manufacturing Engineers (SME)4. Manufacturing Engineering, Pub. of Society of Manufacturing Engineers (SME)

MAFG22505/062896

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APPENDIX A - INDUSTRY COMPETENCY PROFILES

The following pages contain the individual Competency Profiles for each of the companiessurveyed by the MAST development center for the occupational specialty area of . TheseCompetency Profiles/skill standards were used to develop the curriculum for the pilot program.

The participation of the companies as partners in the MAST effort is greatly appreciated. Eachcompany has approved the use of its logo in MAST materials. None of the participatingcompanies shall be held responsible or liable for any of the findings of the project.

BEST COPY AVAILABLE

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olve

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gm"

Um

fonn

ulas

and

mat

hem

atic

s

toca

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te W

m-

titie

sinh

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and

pneu

mat

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stem

s

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flui

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mea

ning

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ante

te te

ltth

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est t

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of fl

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fluid

pow

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fa U

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pow

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Sri

Cal

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mea

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dtr

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y-dr

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, and

hig

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vacu

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know

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e to

test

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-

pan.

spe

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man

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fell,

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stru

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mai

m.

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in-

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form

mat

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atic

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indi

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OM

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man

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, mac

ho-

and

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a co

wed

and

test

poin

ts o

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PLC

,IA

Use

equ

ipm

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teen

spe

cifi

catic

as,

mon

itori

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Safe

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wPe

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obile

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sate

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prop

atio

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end

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e

wid

ely

mem

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asse

mbl

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s or

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LC

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team

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rem

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elec

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s

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form

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bas

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ples

B-7

Cal

cula

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ply

form

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13-8

Use

and

appl

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sic

conc

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of

tech

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s

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Use

and

appl

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Util

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spec

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n

qual

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part

s

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now

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ch-

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and

can

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proc

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spec

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conc

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eval

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labi

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atio

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7 C

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8 A

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9 C

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late

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ds a

ndfe

eds

base

d on

mat

eria

ls a

ndto

olin

g

B-2

0 U

sliz

eco

ncep

ts a

nd=

118t

ra o

f

E-2

I Mak

eca

lcul

atio

ns fo

rsi

ne b

ar/p

late

E-2

2 K

now

basi

c co

ncep

tsof

indu

stria

lpa

intin

g/pl

atin

g

E-2

3 M

ake

calc

ulat

ions

for

rota

ry ta

ble

and

Sig

hea

d

E-2

4 K

now

oper

atio

n of

wire

ED

M

E-2

5 K

now

oper

atio

n of

lase

r m

achi

ning

syst

ems

F-1

Pre

pare

and

plan

for

CN

C =

chin

-in

g op

erat

ions

F-2

Sel

ect,

tae,

and

acqu

ireto

olin

gsy

stem

s fo

rC

NC

mac

hine

s

F-3

Man

ually

prog

ram

CN

Cm

achi

nes

F-4

Set

end

use

tool

ing

offs

ets

at C

NC

mac

hine

F-5

Use

Com

pute

r-A

ided

-Man

u-&

elut

ing

(CA

M)

syst

em

F-6

Con

figur

eC

AM

sys

tem

para

met

ers

F-7

Inte

rim-

vest

CA

D a

ndC

AM

file

s us

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g D

XF

or

IGE

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rmat

s

F-8

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all a

ndm

aint

ain

file

tran

sfer

syst

ems

0 -I

Kno

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atim

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LD.,

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dept

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icro

met

ers

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atio

n of

ver

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r, d

ial,

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s

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mea

sure

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p-er

atio

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l-bo

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dica

tors

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p-er

atio

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dia

lin

dica

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0-6

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pre

ci-

sion

squ

are,

cent

er h

ead,

end

prot

ract

or

0-7

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dig

ital

read

-out

0-8

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fini

sh/

prof

ile g

auge

s0-

9 K

now

oper

atio

n of

Roc

kwel

lha

rdne

ss te

ster

,

0-10

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osci

llosc

ope

041

Kno

w/

um =

Muc

us

.

0-12

Kno

w/

use

meg

-ohm

met

er (

mea

n)

H-1

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-te

rpre

t, an

d ap

-pl

y m

emor

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dam

, let

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dwrit

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in-

stru

ctio

ns

8-2

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ter-

pret

, and

app

lyte

chni

cal r

e-po

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pro

ne-

dine

s an

dm

anua

ls

H-3

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mun

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chni

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ver-

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app

lyP

aphs

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eth

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chni

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proc

edur

es,

and

guid

elin

es

1-1-

6 W

rite

mem

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insn

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trad

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alm

echa

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ldr

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ills

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pute

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ided

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fting

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syst

em

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rcon

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st C

AD

and

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and

ap-

ply

GM

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etho

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erat

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d/or

app

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dust

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rco

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9

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com

pute

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syst

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file

man

agem

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syst

ems

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orm

back

up o

n a

pers

onal

com

pute

r

1-4

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all/u

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pack

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netw

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stem

s

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and

and

appl

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are

com

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asta

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com

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tall,

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mai

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atic

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hydr

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form

atio

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duct

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pro

ject

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agem

ent

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mai

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dut

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activ

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agem

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form

rese

arch

148

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creh

end

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ope

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layo

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tall,

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trou

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tall,

trou

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hoot

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d us

e m

otor

cont

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Ins

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trou

bles

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d us

e so

lidst

ate

devi

ces

11-3

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-sh

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lect

rica

l/e

lect

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csy

stem

and

com

pone

nts

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u-lid

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eum

atic

syst

ems

and

com

pone

nts

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-sh

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mec

hani

cal

syst

ems

and

com

pone

nts

200

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ST

CO

PY

AV

AIL

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LE

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icat

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Org

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pons

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ties

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lity

to W

ork

as P

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f a

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now

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lity

Ass

uran

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Dra

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and

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mat

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ntif

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s

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ually

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219

APPENDIX B - PILOT PROGRAM NARRATIVE

What follows is a narrative of the pilot progam which was conducted for this particularoccupational specialty.

BEST COPY AVAILABLE

220

MAST PILOT PROGRAM NARRATIVE:AUTOMATED EQUIPMENT TECHNICIAN/

COMPUTER-INTEGRATED MANUFACTURING

Development of the Pilot ProgramThe MAST project staff and Associate Professor Douglas Welch at San Diego City College usedthe skills standards development process, and the industry survey results in particular, todetermine the optimal set of skills, knowledge and experience required to be employed inmanufacturing as an Automated Equipment Technician/Computer Integrated Manufacturing(CIM) Technician. Professor Welch revised the existing course outlines within theManufacturing Technology curriculum to address the MAST skill standards and industry findings.Using the standard format adopted by the MAST consortium, Professor Welch incorporated boththe technical workplace competencies identified as critical by industry and the SCANS foundationskills and competencies mandated for new training curricula in a growing number of states. Inaddition, Professor Welch and the CACT staff developed detailed crosswalks matching courseobjectives against both the technical workplace and SCANS competencies; the course outlinesand crosswalks are included elsewhere in this volume.

The AET/CIM Technician pilot program, as taught during the pilot phase of the MAST programconsisted of ten college courses supplemented by not-for-credit workshops in SCANS skills. Allcourses were designed to equip students with the knowledge, skills and competencies to operate,program, and repair automated manufacturing equipment, including computerized numericalcontrol machines (CNC), process control systems, and communication technologies. (Courseoutlines are included in this volume.) Students enrolled in the fall for a year of training in thefacilities of the Center for Applied Competitive Technologies at San Diego City College(CACT-SDCC). The program required 900 hours of student-teacher contact for completion, andclasses were six hours per day, four days per week. Nine of the ten courses were taught byProfessor Welch . This,allowed him to serve as mentor and role model to the students to help toensure their successful completion of the entire course of study, and to dynamically modify thecourse content in response to problems or educational opportunities. Students who completed theprogram received both a Certificate of Completion in Automated Equipment Technology fromSan Diego City College, and a Certificate of Occupational Competency from the State ofCalifornia Regional Occupational Program (ROP), the major funding source for the program.

Recruitment And Selection ProcessStudents were recruited through the California Regional Occupational Program (ROP), whichprovided county-wide marketing, as well as through the San Diego Community College District'scourse catalogues and other materials. While College faculty also recruited students throughoutthe County's public secondary school system, primarily through job fairs and school-to-careercommittees, the majority of the program students were unemployed workers seeking to upgradetheir skills for today's job market. The fastest growing source of program recruitment appeared tobe informal referrals by local companies who knew of the program and recommended it tocurrent or prospective employees. A total of 38 students enrolled in the pilot program.

2 I

The AET/CIM program was open to all qualified applicants. Students were required to meet withfaculty before enrollment, during a series of orientation sessions held during the summer, todiscuss their career goals and review assessment scores. In these sessions students were informedas to the financial requirements for the program, course completion schedules, enrollmentprocedures, and minimum skill requirements. Students with poor reading or math skills wereencouraged to take remedial courses before enrollment. It was not uncommon for students whoscored low in one category to be admitted based on the student's willingness to address specifiedacademic barriers.

Industry and Secondary School ParticipationNo formal apprenticeship program is tied to the AET/CIM program, but a number of informalrelationships with local companies provide a strong source of internship opportunities. HewlettPackard, Sony, NASSCO, and Solar Turbines all have hired graduates and often refer potentialstudents to the program for training. Coca-Cola has begun to recruit Automated EquipmentTechnicians for their process plants, and there has been discussions with the San Diego Light Rail(San Diego Trolley) system and Solar Turbines Inc. regarding potential development ofapprenticeship programs with the College. The fortunate co-tenantship of the San Diego HighTechnology Incubator, housed in the same building and managed by the CACT, providesa sourceof internships for graduating students during the summer. One Incubator firm, Strain MonitorSystems, asked students to help install and set-up their hydraulic and heating test systems to beused to test their product in the coming year, an exchange that benefitted both parties. AnotherIncubator firm involved students in a project to solve problems in stepper motor motion control,requiring the class to generate a series of engineering reports and suggest various solutions for thecompany.

Final Evaluation of the Pilot ProgramA total of 38 students enrolled in the pilot and 26 completed the entire program. Of the 26 whocompleted the program 2 failed to obtain competency for all of the sections. Competency wasdetermined by factors other than test scores. For example, mastery of lab procedures and teamwork was a significant factor in determining competency. Beloware the pre- and post-test scoreresults of completing students by demographic category:

Category # of StudentsPre-/Post-test

Entry Exit

Single head of household 7 58% 76%Single parent 3 55% 75%Disability 5 56% 76%Economically disadvantaged 13 55% 75%Non-traditional occupation 12 57% 77%

Note: There is some duplication of students across categories.Demographics were determined by information sheets filled out by applicants. A samplesheet is included for referenceSome students do not belong to any of the above categories

9 0 2

The final evaluation tests were a series of eight tests based on the final exam for eight of the pilotprogram courses. Two of the ten courses, the machine shop course, and the flexiblemanufacturing course, are competency based and do not incorporate final exams. Administeredas a pre-test at the beginning of each course, the exams were modified - e.g., values and possibleanswers changed, the same concept approached from a different perspective -- to serve as thefinal exam. Copies of the tests are included in this section. The test results reflect the fact thatsome exam material may have been mastered in earlier classes as a result of deliberate overlap incourse material. For example, concepts from the physics section and drawing interpretation classare applicable to the hydraulics/pneumatics section, and questions on the hydraulics/pneumaticstest can be answered from this material. The results are a cumulative score over a series of eighttests, and therefore do not reflect improvement in individual skill areas. Test results are averagescores for the twenty-six students who completed the program; of these, 98% increased theirscores by more than 20% from pre- to post-test, 60% scored above the 75th percentile, and 70%scored above the 70th.percentile. A score below 65% indicated a lack of competency for that course section.

ConclusionsThe MAST project enhanced the focus and relevance of the AET /CIM program considerably. Theprocess of developing the skill standards helped to ensure that all classes meet industryrequirements and have well defined goals and outcomes. The process of industrial validation ofthe skill standards created opportunities to inform companies of the supplyof trained workersavailable through the program. The relationships formed with federal labs and othermanufacturing facilities provided valuable information regarding the applicability of the programtechnologies to unusual situations and non-traditional job opportunities. Finally, instructors haverevised upward their expectations regarding the ability of students to assimilate complextechnologies and modified the courses accordingly to incorporate the additional complexity.

The project also changed student attitudes toward their career choices and prospects. One studentwho had worked as construction electrician for a shipbuilder advanced to CNC technician.Another student employed as a furnace operatorwas offered a job as engineering technician withParker-Hannifin. At least two students who dropped out before completing the pilot were luredaway by attractive job offers, one accepting a position as supervisor at an automated plasticsmanufacturer and the second hired as a systems integrator for AT&T. Perhaps most significantly,at least a third of the class has taken the Manufacturing Technologist exam from the Society ofManufacturing Engineers (SME) and about that many are preparing to test as CertifiedElectronics Technician (CET).

223

Statistics for students in pilot program

Roster Single Single Disability Economically NonHead of Parent Disadvantaged Trad-Household itional

Aeillo, Steve yes yes yes yesAkiwowo, Peter yes yes yesAndrus, DaleAquino, Reggie yes yes yes yesBetts, Brian yesCruz, Ernesto yesEdilloran, Nestor yesErickson, WilliamEsteban, Jonathan yes yes yesGalvin, GregHonarvar, JeffHouchen, James yesKroneheimer, David yesLauria, Frank yesLohouse, BrianMerritt, Scott yes yes yesMontalvo, Cynthia yes yes yesNguyen, SonnyNichols, Nick yes yesNichols, Nidia yes yes yesNielsen, Gerry yes yesO'Hare, HenryOna, Ellen yes yesPerez, Claudia yes yes yesSaldaen, Sammy yesSalomon, Jose yes

Totals 7 3 5 13 13

Entry/Exit scores by category (all scores are in percentages)

Single Single Disability Economically NonHead of Parent Disadvantaged Trad-Household itional

Average Entry 58.00 55.00 56.00 55.00 57.00

Average Exit 76.00 75.00 76.00 75.00 77.00

224

NON-traditional categories

Pacific Islander 1

African American 1

Filipino 5Hispanic 2Female Hispanic 3Female White 1

total 13

8 of the 10 courses were evaluatedOne of the courses not evaluated -Manufacturing Technology 220One course is project only - Manufacturing Technology 225

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Manufacturing Technology 100 Final Exam

([

Scientific Notation

1. Express .00001 in scientific notation

a. 1.0 x 10-6b. 1.0 x 105c. 1.0 x 10-5d. 1.0 x 104

2. Express .0047 in scientific notation

a. 4.7 x 10-3b. 47 x 104c.. 47 x 10-2d. 47 x 104

3. Express 33,000 in scientific notation

a. 33 x 103b. 3.3 x 104c. 3.3 x 103d. .33 x 105

4. Express 1,200,000 in scientific notation

a. 1.2 x 10'b. 1.2 x 105c. 12 x 106d. 1.2 x 106

5. Perform the following calculation using scientific notation.Express the answer inscientific notation. 470 x .000001

a. 4.7 x 10-5b. .47 x 104c. 4.7 x 104d. 47 x 104

6. Perform the following calculation using scientific notation. Express the answer inscientific notation. 10 / .000025

a. 4.0 x 106b. 4.0 x 103c. .4 x 105 -

d. 4.0 x 105

page 1

230

Manufacturing Technology 100 Final Exam

7. Perform the following calculation using scientific notation. Express the answer inscientific notation. 200 / 5,000

a. .4 x 10-2b. 4.0 x 104c. 4.0 x 104d. 40 x 104

8. Perform the following calculation using scientific notation. Express the answer inscientific notation. . 5 x 15000

a. 7.5 x 102b. 7 x 103c. 7.5 x 103d. 75 x 103

Engineering Notation

9. Express the following number in engineering notation.

a. 47 ub. 4.7 nc. .47 ud. 4.7 u

.0000047

10. Express the following number in engineering notation.

a. 1.5 Mb. 15 Mc. .15 Md. 150 k

15,000,000

11. Express the following number in engineering notation.

a. 220 ub. 2.2 uc. 220 nd. 220 m

.00022

12. Express the following number in engineering notation.

a. 68 Mb. 680 kc. 68 kd. .68 M

68,000

page 2

Manufacturing Technology 100 Final Exam

13. Perform the following operation using engineering notation. Express the answer inengineering notation.

a. 1 kb. 1c. 11 kd. 100

2. 2M /22 k

14. Perform the following operation using engineering notation. Express the answer inengineering notation.

a. 10 ub. 1000 mc. 10 md. 1.0 x 104

33 u /3.3 m

15. Perform the following operation using engineering notation. Express the answer inengineering notation.

a. 100b. 10c. 1 kd. 1

560k 5.6 k

16. Perform the following operation using engineering notation. Express the answer inengineering notation.

a. 1.47 kb. 1.474c. 1.47 ud. 14.7

670 k x 2.2 u

Exponents

In the following problems, a =3 , b = 1 , c = -6 , d = -3 Perform the indicatedexponential operations

17.

a. 1b. 0

-6C. yd. y

a dY x Y =

page 3

232

Manufacturing Technology 100 Final Exam

18.

a. x3b. 0C. X6d.

xa xd

19. (xa)a * xe

a. x-3b. X3

6C. Xd. x'

20.

a. y-4b. y6c. yd. y-3

(yd) a/yd

Polynomials Simplify the following:

21. 3a2- 7a2+ 6a - 4a

a. -4a2+2ab. 4a2+aC. -10a2+10ad. 3a2+2a

22. (2a- 2b +7) + (2a - 2b -3)

a. 4a-b+4b. 4a-4b+4c. 4a-4b+10d. 4a-4b

23. (4x - 8y) - (5x + 3y -4)

a. x- 5y+4b. -x- 5yc. 9x- 5y+4d. -x- 5y+4

page 4

233

Manufacturing Technology 100 Final Exam

24. 4a - 3b - 6a - 2b + 3a + 6b

a. 7a+9bb. 7a+bc. a+9bd. a+b

Multiply the following polynomials

25. -5x(-2x -8)

a. - 10x2 +40xb. 10x2"- 40xc. 10x2+40xd. -10x2-40x

26. (3a - 5)(4a -6)

a. 12a2-38a+30b. 12a2+38a-30c. 12a2-2a+30d. 12a2+30

27. (x - y + 5)(x - y)

a. x2-5x-5y+y2b. x2-2xy+5x-5y+y2C. x2-2xy+5y+y2d. x2-2xy+y2

28. (x - y + 1)(x + y - 1)

a. x2 + 2y - 1 - y2b. x2 + 2y - y2

2 2C. x -yd. x2+ 2y - 1

'Fully factor the following expressions

29. 4x-x2+xy

a. x(4x-x+y)b. y(4x-x2+x)c. x(4-x+y)d. x2(4-y)

page 5

234

Manufacturing Technology 100 Final Exam

30. 36x2y2-48xy+24x3y3

a. 12xy(3xy-4+2x2?)b. 3[21(2xy(3xy-4+2x2y2)11c. 12xy(3x2y2-4+2x2y2)11d. 3[21 (2xy(3xy-4xy+2x2y2) H

31. 36x2y-47y+25x3y3

a. y(36x2-47+25x3y2)b. 2y(18x2-4+25x3y2)c. y(36x2-47+25xy)d. y(36x-47+25xy)

32. 4x2- 25

a. (2x + 5) (2x + 5)b. (2x + 5) (2x - 5)c. (2x - 5)2d. (2x + 5)2

Divide the following polynomials.

33. 85x4 y2/17x y

a. 5x3y2b. 4x3yc. 5x2yd. 5x3y

34. x2 - 5x - 6/x + 1

a. x - 6 R=1/x-6b. x - 6c. x - 3d. x + 3

35.

a. -2xb. -2x2c. 2xd. -2xy

..6x2y/3xy

page 6

5

Manufacturing Technology 100 Final Exam

36. 3x2- 2x - 3/x 2

a. 3x + 4 R 5/x-2b. 3x + 4c. 3x -4d. x + 4 R 1/x-2

Formulas

37. In the formula F = P * A, A varies

a.b.

directlyinversely

with F

38. In the formula I = V / R, I varies with R

a.b.

directlyinversely

39. In the formula Xc=1/27dC, Xcvaries with f

a.b.

directlyinversely

40.

a. 160 mHyb. .16 mHyc. 16 mHyd. 10 mHy

Using the formula for inductive reactance, XL=2TcfL, find the value of L ifXL = 1000 ohms, and f = 10 k Hz

41. Using the formula for capacitive reactance, L=1/21cfC, find the value of C ifXc= 10ohms,andf =1kHz

a. 1.6 ufdb. 16 ufdc. 160 ufdd..16 ufd

42. Using the formula for Impulse Momentum, Ft=mV, find the value of V ifF = 980 Newtons, mass =100 Kg and t = .1 sec. for a mass brought toa complete stop. (F=ma)

a. 100 Kg*m/secb. 9.8 Kg*m/secc. 98 Kg*m/secd. 1 Kg*m/sec

page 7

23

Manufacturing Technology 100 Final Exam

[Equations: Solve the following equations for the given variable.

43. A = P + Prt (solve for r)

a. A/Pt-P= rb. (A-P)/Pt = rc. (A-1)/t-P = rd. (A-Pt)/P = r

44. P = 2(e + w) (solve for e)

a. (P/2)-w = eb. P/(2-w) = ec. P-w = ed. 2(P-w) = e

*R245. RT = (solve for R1)

+ R2

a. R I= (Rr*R2)fRi-RTb. RI= (tr*R2)/RT -R2c. R,=(RT*R2)/ -R2-RTd. R = (RT*R2)/ R2-RT

Find the value of the x variable for the following equations.

46.

a. x=7b. x=1c. x=6d. x=3/10

4(x - 3)= 3(10 - x)

47.

a. x=5b. x=25c. x=20d. x=40

8x / 25 = 8

48.

a. x=1b. x=2c. x=1 1/2d. x=-1 3/5

3x/4 +1 =x/8

page 8

23 7

Manufacturing Technology 100 Final Exam

49. 4 - 3x =31

a. x=9b. x=-9c. x=-18d. x=13

50.

what is the

a. 2 kab. 11 la2c. 1 ks2d. 10 Ito

Word problem: The total resistance in a series/parallel circuit istwice the value of the sum of two of the series resistors. If thecircuit consists of two series resistors and a parallel branchconsisting of three equal resistors in parallel, and if the value of ONEof the parallel resistors is 33 k ohms, and the smaller of the two series

resistors is one tenth of the value of the other series resistor,value of the smaller of the series resistors.

51. Word problem: If a 50 amp circuit breaker which is sourcing a 24 VDCsource, trips repeatedly after being reset, what is the MAXIMUMresistance of the load? (assume that the breaker trips on a currentthat is 150 % ' of the rating of the circuit breaker). (Voltage = Current

(amps)*Resistance)

a. 32b. 50 SIc. .5d. .32

Using any method, solve the following equations.

52.

a. x = 32b. x = - 8c. x = -32d. x = 0

2x = -64

53. 3x-5=4x+32a. x = 37b. x =-27c. x =5 2/7d. x =-37

page 9

238

Manufacturing Technology 100 Final Exam

II

54. 16x - 8x - 111: 0

a. x= -2b. x= 25c. x= 2d. x= -10

55. In a series electrical circuit the power (P) dissipated in R1 is 5 milli watts, thevoltage (V) dropped across R2 is 1 volt, and the resistance of R3 is 2k a. If the sourcevoltage is 8 volts, what is the value of Itr? (P=I2*R, V=I*R)

a.1kab. 5 k ac. 8k ad. 200 a

Plane Geometry

56. Find the area of a rectangle 19 CM long and 16 cm wide.

a. 205 cm2b. 400 cm2C. 403 cm2d. 304 cm2

Given the figure below, find the height and the area.13ft

57.

a. 6 ft, 93 ft2b. 7 ft, 90 ft2c. 5 ft, 90 ft2d. 6 ft, 80 ft2

height =, area =

page 10

239e,

Manufacturing Technology 100 Final Exam

Given the parallelogram below, find the perimeter and the area

side a =14.14 in angle B= 135°

58. perimeter =, area =a. 50 in, 100 in2b. 48.28 in, 10 in2c. 48.28 in, 100 in2d. 50 in, 50 in2

Given the figure below, find the length of side a and the area

17.3 uM

60°

59. side a =, Area

a. 10 uM, 30 uM2b. 20 uM, 86.5 uM2c. 30 uM, 186.5 uM2d. 20 uM, 186.5 uM2

Given a circle of 20 cm diameter, find the circumference and the area.

60. circumference =, area=

a. 31.14 cm, 314.2 cm2b. 62.83 cm, 628.4 cm2c. 40 cm, 628.4 cm2d. 62.83 cm, 314.2 cm2

page 11

0

Manufacturing Technology 100 Final Exam

II

Solid Geometry

61. Find the volume of a right prism with dimensions of 18 cm by 12 cmby 20 cm.

a. 432 cm3b. 4320 cmc. 320 cm3d. 203 cm3

62. Find the volume of a cylinder that has a circumference of 125.67 cm and is60 cm in height.

a. 75398.2 cm'b. 5398.2 cm 3c. 7398.2 cm'd. 753980.2 cm3

63. In the above cylinder, what is its total surface area ?

a. 7540.2 cmib. 7398.2 cm2c. 8796.77 cm'd. 10053.47 cm'

A SCARA robot is to be placed in a work cell. If the furthest extension of the robot is 204cm , the movement of the Z axis (perpendicular to the extension) is 20 cm, what is the workenvelope of the robot?

64. Work envelope=

a. 2.615 x 106 cm3b. 2.615 x 103 cm3c. 2.615 x 105 cm3d. 600 x 106 CM3

page 12

2 41,

Manufacturing Technology 100 Final Exam

II

Find the volume of the furnace interior below36 ft

12 71 1

a. 6184 ft3b. 5184 ft3c. 15184 ft3d. 8145 ft3

Find the surface area and volume of one half of a sphere that a has a aradius of 2 cm.

66. surface area =, volume =

a. 12.13 cm2, 16.755 cm3b. 25.13 cm3, 16.755 cm2c. 25.13 cm2, 16.755 cm3

d. 25.13 cm2, 16.755 cm3

67. A steel container must be moved with a crane. If the container is a cylinder,and steel weighs .28 pounds per in3 , what is the weight of the steel?

4 ft

a. 243204.5 lbsb. 60801.13 lbsc. 95001.76 lbsd. 121602 ibs

ft wall

10 ft

page 13

22

Manufacturing Technology 100 Final Exam

II

Trignometry

68. Find each of the following:cos 30 degrees, sin 60 degrees , tan 45 degrees

a. .5, 5,1.73b. .886, .866,1c. .954, .531, 57.29d. .3142, .657, 60.19

69. Find each of the following:cos 60 degrees, sin 30 degrees , tan 60 degrees

a. .5, .5, 1.73b. .886, .866, 1c. .954, .531, 57.29d. .3142, .657, 60.19

70. Find each of the following:cos 17.5 degrees, sin 32.1 degrees , tan 89 degrees

a. .5, S, 1.73b. .954, .531, 57.29c. .886, .866, 1d. .3142, .657, 60.19

71. Find each of the anglessin A =. 651, tan B = 31.2, cos A =. 6589

a. 45°, 26.57°, 45°b. 88.16°, 26.57°, 45°c. 40.62°, 88.16°, 48.78°d. 45°, 48.78°, 26.57°

72. Find each of the anglessin A =. 707, tan B = .5, cos A =. 707

a. 45°, 26.57°, 45°b. 40.62°, 88.16°, 48.78°c. 45°, 48.78°, 26.57°d. 88.16°, 26.57°, 45°

page 14

3

Manufacturing Technology 100 Final Exam

C

73. In the above diagram, if angle A is 50 degrees, and side c is 40 inches, whatis the length of side a?

a. 30.64 inchesb. 62.22 inchesc. 47.67 inchesd. 25.71 inches

74. In the above diagram, if angle B is 41 degrees, and side c is 50 cm, what isthe length of side a?

a. 32.8 cmb. 37.77 cmc. 43.46 cmd. 76.21 cm

75. In the above diagram, if side c is 10 inches, and side b is 15 inches, what isthe value of angle B?

a. 56.31°b. 33.69°c. 41.8°d. 48.19°

76. In the above diagram, if angle A is 50 degrees, and side a is 40 inches, whatis the length of side b?

a. 62.22 inchesb. 30.64 inchesc. 47.67 inchesd. 25.71 inches

77. In the above diagram, if angle B is 45 degrees, and side a is 35 inches, what isthe length of side c?

a. 24.75 inchesb. 49.5 inchesc. 35 inchesd. 40 inches

page 15

244

Manufacturing Technology 100 Final Exam

78. In the above diagram, if angle A is 60 degrees, and side c is 40 inches, what isthe length of side b?

a. 34.64 inchesb. 69.22 inchesc. 20 inchesd. 35 inches

79. If the inductive reactance of a series R-L circuit is 75 ohms, and theresistance is 125 ohms, find the impedance and phase angle.

a. 145.8 ohms, 30.1°b. 45 ohms, 60.1°c. 235.1 ohms 45°d. 129.3 ohms 50°

80. If the resultant of two vectored forces acting at right angles is 70 Newtons,and force A is 30 Newtons, what is the angle of the resultant vector from force A?

a. 64.6°b. 25.4°c. 15.7°d. 35.4°

Force R

vector angle

Forte A

IGraphing Equations

81. What is the y intercept point of the equation 3x-1/2=y?

a. 3b. 1/3c. 3/4d. 1/2

82. What is the slope of the equation 314x-6=y?

a. y=3,x=4b. y = 4,x = 3c. y=6,x=-1d. y=-1,x= 6

page 16

Manufacturing Technology 100 Final Exam

83. Based upon the concept of slope, Do the equations 2x-3=7 and -1/3x+6=yhave a common solution?

a. yesb. no

84. Based upon the concept of slope, Do the equations 2x+4=y and 2x-3=y have acommon solution?

a. yesb. no

page 17

1,

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Manufacturing Technology 102 Final Exam

Mechanical Drawings

For the next 11 questions, choose from the below list:

ABCDEFGHIJK

Extension lineLeader lineDimension lineSection lineViewing or cutting plane lineCenter lineHidden lineBreak line.Circular lineFeature line or visable linePhantom line

1. Item 1 on drawing 1 is:

a. Ab. Ec. Dd. K

2. Item 2 on drawing 1 is:

a. Ab. Ec. Gd. K

3. Item 3 on drawing 1 is:

a. Ib. Cc. Hd. G

4. Item 4 on drawing 1 is:

a. Ib. Gc. Fd. K

5. Item 5 on drawing 1 is:a. Eb. Kc. Gd. J

Page 1

250

Manufacturing Technology 102 Final Exam

6. Item 6 on drawing 1 is:

a. Jb. Hc. Cd. I

7 Item 7 on drawing 1 is:

a. Jb. Bc. Kd. F

8. Item 8 on drawing 1 is:

a. Cb. Ac. Kd. B

9. Item 9 on drawing 1 is:

a. Jb. Ec. Bd. F

10. Item 10 on drawing 1 is:

a. Eb. Dc. Bd. F

11. Item 11 on drawing 1 is:

a. Kb. Ec. None of the aboved. B

Page 2

251

Manufacturing Technology 102 Final Exam

For the next 8 questions, choose from the below list:

ABCDEFGHIJKL

PerpendicularityStraightnessFlatnessPositionParallelismCircular RunoutDiameterMaximum material conditionFeature control frameDatum FeatureTotal runoutBasic Dimension

12. Symbol 1 on drawing 2 is:

a. Lb. Cc. Ad. E

13. Symbol 2 on drawing 2 is:

a. Eb. Ac. Dd. J

14. Symbol 3 on drawing 2 is:

a. Gb. Bc. Ld. I

15. Symbol 4 on drawing 2 is:

a. Ab. Fc. Cd. H

16. Symbol 5 on drawing 2 is:

a. Db. Ac. Id. C

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Manufacturing Technology 102 Final Exam

17. Symbol 6 on drawing 2 is:

a. Ab. Hc. Ld. K

18. Symbol 7 on drawing 2 is:

a. Ib. Bc. Ad. J

19. Symbol 8 on drawing 2 is:

a. Ib. Ec. Jd. A

20. In mechanical drawings, the below symbol stands for:

a. Square rootb. perpendicularityc. surface finishd. projected tolerance zone

21. In mechanical drawings, the below symbol stands for:

a. protected finishb. machining perpendicularityc. surface finish, material removal by machining requiredd. projected tolerance zone angle

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r Manufacturing Technology 102 Final Exam

Electrical/Electronic Symbols and Ladder Diagrams

22. The below symbol represents:

a. A set of normally open contactsb. A capacitorc. A set of normally closed contactsd. A DC source

23. The below symbol represents:

a. A set of normally open contactsb. A set of normally closed contactsc. A non polarized capacitord. An electolytic capacitor

24. The below symbol represents

a. A SPDT switchb. A DPDT switchC. A TPTT switchd. A DPST switch

25. The below symbol represents

a. A resistorb. An inductorc. A transformerd. A potentiometer

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Manufacturing Technology 102 Final Exam

26. The below symbol represents

a. A SPDT switchb. A DPDT switch.c. A SPST switchd. A multi-position switch

Orr

Ifesomi

27. The below symbol represents:

a. The coil of a relay or solenoidb. A capacitorc. A set of normally closed contactsd. A potentiometer

28. The below symbol represents:

a. A set of normally open contactsb. A set of normally closed contactsc. A non polarized capacitord. An electolytic Capacitor

Electrical/Electronic Symbols and Ladder Diagrams

29. The below symbol represents

a. A three pole circuit breakerb. A DPDT switchc. A single pole circuit breakerd. A crystal

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Manufacturing Technology 102 Final Exam

30. The below symbol represents

a. An air core transformerb. An inductorc. An iron core transformerd. A potentiometer

31. The below symbol represents

a. A capacitorb. A crystalc. A solar celld. A lamp

32. The below symbol represents:

a. A set of normally open contactsb. A set of normally closed contactsc. A normally open push button switchd. An electolytic capacitor

33. The below symbol represents:

a. A set of normally open contactsb. A set of normally closed contactsc. A non polarized Capacitord. An electolytic capacitor

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256BEST COPY AWAKE

Manufacturing Technology 102 Final Exam

34. The below symbol represents

a. A thermistorb. A varistorc. A photo dioded. A light emitting diode

35. The below symbol represents

a. A connectorb. A thermocouplec. A conductord. An insulator

Electrical/Electronic Symbols and Ladder Diagrams

a. An amplifierb. A relay coilc. A solar celld. A conductor

37. The below symbol represents:

a. A common tie pointb. Connection to framec. A DC sourced. An AC source

38. The below symbol represents:

a. A common tie pointb. Connection to framec. A DC sourced. An AC source

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Manufacturing Technology 102 Final Exam

a. An AC sourceb. A DC sourcec. A meterd. A motor

40. The below symbol represents

a. An AC sourceb. ADC sourcec. A dioded. A motor

a. An AC sourceb. A generatorc. A meterd. A motor

Electrical/Electronic Symbols and Ladder Diagrams

42. On a properly drawn ladder diagram, the location of the that the contacts of arelay may be found will be located next to the

a. rail , contactsb. rung , contactsc. rail , relay coild. rung , relay coil

43. On a properly drawn ladder diagram, when a line passes through a symbol, itschanges.

a. appearenceb. rung numberc. wire numberd. rail number

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Manufacturing Technology 102 Final Exam

44. The first section ofan electrical ladder diagram details the:

a. Relaysb. Primary power distributionc. rungsd. wiring

45. On some types of ladder diagrams, the location of the that the contacts of arelay may be found will be located in a

a. rail , contactsb. rung , relay tablec. rail , relay coild. rung , relay coil

46. If a technician desired to determine whether or not a piece of electronic equipmentwas performing correctly, the technician would. refer to the:

a. layout drawingb. symbol/value tablec. specification tabled. model number

47. A schematic diagram details how the components in a piece of electronic equipmentare:

a. laid out on the printed Circuit boardb. connected togetherc. valuedd. soldered

48. On a properly drawn ladder diagram, the are number sequentially, while theare wire numbers.

a. rails, rungsb. rung, numberc. wires, rungsd. rungs, rails

49. On drawing number 3 the value of fuse Fl is:

a. 1 Ampb. 5 Ampsc. 10 Ampsd. 3 Amps

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Manufacturing Technology 102 Final Exam

50. On drawing number 3 the overload for relay Ml connects between the relayand

a. contacts, wire 9b. coil, wire 2c. contacts, coild. contacts, ground

51. On drawing number 3 the overload for relay Ml is a:

a. m,agnetic overloadb. shunt tripc. thermald. draw out

52. On drawing number 3 Push button 2 is:

a. normally closedb. normally openc. not pressedd. depressed

53. On drawing number 3 the normally open A contacts of relay M2 lie between wireand wire

a. 6, 7b. 8, 9c. 3, 9d. 4, 5

54. On drawing number 3 the normally open B contacts of Ml lie between wires and

a. 6,7b. 8, 9c. 3, 6d. 4, 5

55. On drawing number 3 to test the normally closed contacts of relay K101 the metermust be placed on wires and

a. 6, 7b. 8, 9c.'3, 6d. 4, 5

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Manufacturing Technology 102 Final Exam

56. On drawing number 3 the normallyclosed A contacts of relay K3 may be found atrung:

a. 12b. 53c. 2d. 43

57. On drawing number 3 the rails are wires and

a. 6, 7b. 8, 9c. 3, 6d. 3, 2

Fluid Power Symbols

58. The below symbol represents:

"11 TI )07a. a 4 way bi-directional valve, closed center, solenoid operated, and spring centered.b. a 2 way normally open valve, solenoid operated and spring biased.c. a 4 way bi-directional valve, open center, solenoid operated, and spring centered.d. a 2 way normally closed valve, solenoidoperated and spring biased.

59. The below symbol represents:

a. a 4 way bi-directional valve, tandem center, solenoid operated, and spring centered.b. a 2 way normally open valve, solenoid operated and spring biased.c. a 4 way bi-directional valve, internally piloted, solenoid operated, and spring centered.d. a 2 way normally closed valve, solenoid operated and spring biased.

60. In the below symbol, when the valve is in its center position:A B

a. A and B are closed and P is connected to Tb. A, B, P, and T are connected to each otherc. A is connected to B and P and T are closedd. A, B, P,.and T are closed

P T

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r Manufacturing Technology 102 Final Exam

61. The below symbol represents:

a. a pressure and temperature compensated hydraulic motorb. a pressure compensated hydraulic pumpc. a single acting hydraulic cylinderd. a pressure and temperature compensated hydraulic pump

62. The below symbol represents:..1111 11,

=11 1a. a pressure compensated flow control valve with integral check valveb. a double acting hydraulic cylinderc. a single acting hydraulic cylinderd. a pressure and temperature compensated flow control valve

63. The below symbol represents:

LIa. a pressure compensated flow control valveb. a pressure relief valvec. a single acting hydraulic cylinderd. a pressure and temperature compensated flow control valve

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Manufacturing Technology 102 Final Exam

64. The below symbol represents:

a. a pressure compensated flow control valveb. a pressure relief valvec. a single acting hydraulic cylinderd. a pressure gauge

65. The below symbol represents:

a. a closed tankb. a pressure relief valvec. a tank open to atmosphered. a pressure gauge

LJ

Page 14

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K011E1Ea III

Manufacturing Technology 111 Final Exam

Convert the following decimal numbers into binary

1. 255 to binary

a. 10000000b. 11111111c. 11111110d. 100000000

2. 1024 to binary

a. 11111111110b. 1000000000c. 10000000000d. 100000000

3. 2753 to binary

a. 111010111b. 100100101011c. 111000111000d. 101011000001

4. 32767 to binary

a. 1111111111111111b. 111111111111111c. 100000000000001d. 1000000000000000

Convert the following binary numbers into decimal

5. 111111100 to decimal

a. 1024b. 968c. 254d. 1020

6. 10000000000 to decimal

a. 2048b. 512c. 1024d. 511

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Manufacturing Technology 111 Final Exam

7. 10000011 to decimal

a. 64b. 131c. 65d. 129

8. 1011001100 to decimal

a. 716b. 1740c. 598d. 204

Convert the following binary numbers into octal

19. 11111111111 to octal

a. 177b. 377c. 877d. 3777

110. 100111010 to octal

a. 571b. 472c. 872d. 1162

11. 111000110000 to octal

a. 3820b. 7060c. 3420d. 3510

12. 100000110111 to octal

a. 4067b. 8037c. 4037d. 4057

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Manufacturing Technology 111 Final Exam

Convert the following octal numbers into binary

13. 7345 to binary

a. 111000111000b. 11111100101c. 111011100101d. 11101100110

14. 70337 to binary

a. 11011000110111b. 111000011011111c. 100011100111000d. 11111101111

15. 37777 to binary

a. 111111111111111b. 100111111111111c. 111000111011011d. 11111111111111

16. 12345 to binary

a. 101011100101b. 1010011100101c. 1001000110110101d. 100100011011010

Convert the following Hexadecimal numbers into binary

17. H.H. to binary

a. 1111111111111111b. 1111111111110000c. 1010101010101010d. 11111111111111111

18. AOBO to binary

a. 11010000010110000b. 10101011c. 101000101100d. 1010000010110000

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Manufacturing Technology 111 Final Exam

19.23AF

a. 11110101111b. 100000001111c. 10001110101111d. 1001110101111

20. EOOF

a. 11110000b. 111000000001111c. 1111000000001111d. 1110000000001111

Convert the following binary numbers into hexadecimal

21. 1111111 to hex

a. IFb. FFc. 7Fd. 3F

22. 10100000 to hex

a. AOb. BOc. 50d. CO

23.1111.000011111111 to hex

a. FFFb. FOFFc. EOFFd. 1EOFF

24. 1110000010110111 to hex

a. EOB7b. 7B7

. c. BOB7d. 7B70

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Manufacturing Technology 111 Final Exam

Add the following binary numbers

25. 11101010 + 1101

a. 11111111b. 11110111c. 111101110d. 100000001

26. 1000000000 + 111

a. 10000000111b. 1000000100c. 1100000010d. 1000000111

27. 1000001 + 11111101

a. 10111111b. 11111111c. 100111101d. 101111111

28. 1011001100 + 11110000

a. 1100111100b. 10000000000c. 10000111100d. 11000011110

Subtract the following binary numbers

29. 11111111 - 11

a. 100000001b. 11111100c. 111111110d. 101111110

130. 10011101 - 1001

a. 11110111b. 11110000b. 10010100d. 11111110

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Manufacturing Technology 111 Final Exam

(31. 10100010000 100011

a. 10011101101b. 110011101101c. 110000010100d. 10000010100

(32. 100000110111 - 11100000

a. 11101010111b. 10011101101c. 10000000001d. 11111010111

Convert the following decimal numbers into Binary Coded Decimal (BCD)

(33. 1299 to BCD

a. 1000001010011001b. 0001001010011001c. 101010011001d. 1001001010101001

(34.55 to BCD

a. 101101b. 10101010c.01010101d. 10011001

35. 99221 to BCD

a. 10011001001000100001b. 1001100110101c. 10010110010010d. 0101100100200020001

36. 12345 to BCD

a. 00010010001101000101u. iuv i liG0101c. 011011100101

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4

Manufacturing Technology 111 Final Exam

Convert the following BCD numbers into decimal.

137. 0011100100100100 to decimal

a. 13904b. 012345b. 3924

38. 10010101011100011000 to decimal

a. 90501b. 95718c. 1002507

139.00010011'00000000 to decimal

a. 1300b. 130c. 11100

40. 1000000000000000 to decimal

a. 80b. 8000c. 100000

Identify the following

41. Law of association

a. A = A = A

b. A+(B*C)=(A+B)*(A+C)

c. A *B =A +B

d. A*(B*C)=D

142. Law of distribution

a.A=A=A

b. A+(B*C)=(A+B)*(A+C)

c. A*B=A43

d. A*(B*C)=D

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Manufacturing Technology 111 Final Exam

43. Law of double complementation

a. A = A = A

b. A+(B*C)=(A+B)*(A+C)

c. A *B =A +B

d. A*(B*C)=D

44. De Morgan's Theorem

a. A = A = A

b. A+(B*C)=(A+B)*(A+C)

c. A*B=A+r3

d. A*(B*C)=D

45. Word problem Using the laws of combination and De Morgan's theorem, reducethe following Boolean expression to its simplest form.

A.*)E3*+C+A*ff*e+B+A*e*13+A=D

a. A = Db. D=1c. D=0d. A*B*C=0

46. Multiple choice The below truth table is the truth table of the:

a b = c

1 0= 1O 1 = 11 1 = 0O 0 = 1

a. OR functionb. AND functionc. NAND functiond. NOR functione. XOR function

47. Multiple choice The below truth table is the truth table of the:

a b = c

1 0 = 0=

1 1 = 00 0 = 1

a. OR functionb. AND functionc. NAND functiond. NOR functione. XOR function

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276

Manufacturing Technology 111 Final Exam

148. Multiple choice The below truth table is the truth table of the:

a b = c-1 0= 10 1 = 11 1 = 10 0 = 0

a. OR functionb. AND functionc. NAND functiond. NOR functione. XOR function

49. Multiple choice The below truth table is the truth table of the:

a b = c

1 0 = 10 1 = 11 1 = 00 0 = 0

a. OR functionb. AND functionc. NAND functiond. NOR functione. XOR function

50. Multiple choice The below truth table is the truth table of the:

a b = c

1 0 = 00 1 = 01 1 = 10 0 = 0

a. OR functionb. AND functionc. NAND functiond. NOR functione. XOR function

51. Reduce the following Boolean expression to its simplest terms

A*B+A*C=D

a.A+B+C=Db.A+B*C=Dc.A*(B+C)=D

52. Multiple choice A microprocessor executes

a. datab. ASCIIc. instructions

53. Multiple choice A microprocessor performs almost all math by

a. addingb. subtractingc. dividingd. multiplying

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Manufacturing Technology 111 Final Exam

154. Multiple choice In the microprocessor, the program counter is used to:

a. count the programb. address memoryc. count addressesd. count cycles

155. Multiple choice ROM stands for:

a. Random Access Memoryb. PIAc. Read Only Memoryd. Random Only Memory

56. Multiple choice RAM stands for:

a. Random Access Memoryb. PIAc. Read Only Memoryd. Random Only Memory

57 Multiple choice PROM stands for:

a. Program counterb. Random Access Memoryc. Programmable Read Only Memory

58. Multiple choice EPROM stands for:

a. Emergency Programmable Random Access Memoryb. Electrically Programmable Read Only Memoryc. Erasable Programmable Read Only Memory

59. Multiple choice If an overflow occurs on the stack the result will be:

a. nothing happensb. an error messagec. the computer will most likely lock up

60. Multiple choice If the microprocessor fetches a byte of data and executes it as aninstruction, the most likely result will be:

a. nothing happensb. an error messagec. computer lock up

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Manufacturing Technology 111 Final Exam

61. Multiple choice What pin on the microprocessor determines whether or not themicroprocessor is reading from memory?

a. the address pinsb. the data pinsc. the clockd. the read, not write pin.

62. Multiple choice If the microprocessor is interrupted too often by some device, themost likely result will be:

a. a stack overflowb. the status register will set the ignore interrupt flagc. nothing happens.

63. Multiple choice During an interrupt, the microprocessor runs athe that caused the interrupt.

to service

a. counter, memoryb. program, devicec. register, the accumulator

64. True/false During the check-out of a microprocessor controlled device, theoperation of the support chips can be ignored.

a. trueb. false

65. Multiple choice The address pins on a microprocessor are while thedata pins are

a. unidirectional, bi-directionalb. bi-directional, unidirectional

66. Multiple choice The pins on a microprocessor that are used to signal the chip thatan external device requires its attention are:

a. the clock pinsb. the read/not write pinc. the interrupt pins

67. Multiple choice A group of instructions and data in the memory of amicroprocessor system that is used to direct the operations of a microprocessor is called a:

a. PIAb. video memoryc. interruptd. program.

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Manufacturing Technology 111 Final Exam

68. Multiple choice: Which of the below is not a programming language

a. assemblyb. basicc. hexadecimald. C

69. Multiple choice: The binary instructions that operate the microprocessor are also ]mown as:

a. hexadecimalh. octalc. BCDd. machine language

70. Multiple choice: Structured programming requires the following process:

a. inputs, processing, outputsb. inputs, outputsc. binary, hexadecimal, binaryd. hexadecimal, binary, hexadecimal

71. Multiple choice: The process for the program is declared in the:

a. variablesb. headerc. body of the programd. macros

72. Multiple choice: A string variable contains:

a. decimal numbers expressed in binaryb. whole numbers expressed in binaryc. ASCII characters expressed in binaryd. BCD

73. Multiple choice: An integer variable contains:

a. decimal numbers expressed in binaryb. who umbers expressed in binaryc. II characters expressed in binary

CD

74. Multiple choice: A real variable contains:

a. decimal bers expressed in binaryb. who numbers expressed in binaryc. A II characters expressed in binaryd.egCD

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Manufacturing Technology 111 Final Exam

73. Multiple choice: A double precision variable contains:

a. decimal numbers expressed in binaryb. whole numbers expressed in binaryc. ASCII characters expressed in binaryd. BCD

74. Multiple choice: At the end of the following program fragment, variable A$ contains:

100 FOR X = 1 TO 10110 AS=AS+STR$(X)120 NEXT X

a. the real numbers 1,2,3,4,5,6,7,8,9,10b. the integer numbers 1,2,3,4,5,6,7,8,9,10c. the ASCII characters 1,2,3,4,5,6,7,8,9,10d. none of the above

75. Multiple choice: At the end of the following program fragment variable A contains:

100 FOR X = 1 TO 10110 A=(X)120 NEXT X

a. the real numbers 1,2,3,4,5,6,7,8,9,10b. the integer numbers 1,2,3,4,5,6,7,8,9,10c. the ASCII characters 1,2,3,4,5,6,7,8,9,10d. none of the above

76. Multiple choice: At the end of the following program fragment variable A% contains:

100 FOR X = 1 TO 10.1110 A%=A%+X120 NEXT X

a. 10.1b. 10c. the integer numbers 1,2,3,4,5,6,7,8,9,10,10.1d. 65

77. Multiple choice: At the end of the following program fragment variable A contains:

100 FOR X = 1 TO 10.5110 A=(X)120 NEXT X

a. 10b. 10.5c. the real numbers 1,2,3,4,5,6,7,8,9,10,10.5d. none of the above

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Manufacturing Technology 111 Final Exam

78. Multiple choice: At the end of the following program fragment variable A$ contains:

100 FOR X = 1 TO 10.5110 A$=STR$(X)120 NEXT X

a. 10b. 10.5c. the ASCII characters 1,2,3,4,5,6,7,8,9,10.5d. the ASCII characters 1,2,3,4,5,6,7,8,9,10,10.5

79. True/false: There is only one microprocessor in a desk top computer.

a. trueb. false

80. True/false: There is only one microprocessor in a robot or CNC control computer.

a. trueb. false

81. Multiple choice: Order the following programming languages from lower level (closest tomachine language) to highest level (closest to macro).

1. data base language2. assembly language3.04. basic

a. 1,2,3,4b. 2,3,4,1c. 3,4,1,2d. 4,3,2,1

82. Multiple choice: In DOS, on an IBM type computer, to access the list of files on a disk, thecommand is:

a. FILESb. LISTc. DOSd. DIR

83. Multiple choice: In BASIC, on an IBM type computer, to access the list of files on a disk,the command is:

a. FILESb. LISTc. DOSd. D1R

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amufan...-turing TE.,°C1111.-"OltirgrY 1 1 1 Final Exam

184. Multiple choice: In DOS, on an IBM type computer, to change directories, the command is:

a. FILESb. CDc. DOSd. DTFtt

185. Multiple choice: In DOS, on an IBM type computer, to start an application program, thecommand is:

a. the name of the programb. PSc. DOSd. CD

86. Multiple choice: The command "TYPE" is an DOS command whereas thecommand "FORMAT " is an DOS command.

a. external, internalb. common, externalc. internal, externald. ordinary, internal

87. Multiple choice: The two files that customize a DOS (IBM) type computer to the user'sneeds are:

a. COMMAND.COM and IBM DOSb. CONFIG.SYS and COMMAND.COMc. AUTOEXEC.BAT and DOSd. AUTOEXEC.BAT and CONFIG.SYS

88. Multiple choice: Programs that allow the computer to operate add on devices such asmodems, sound cards, video display cards, and others are called:

a. AUTOEXEC programsb. CONFIGURE programsc. device drivers

89. Multiple choice: Programs that allow the computer to operate add on devices such asmodems, sound cards, video display cards, and others are loaded in:

a. AUTOEXEC.BATb. CONFIG.SYSc. MSDOSd_ a and b above

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90. Multiple choice: Factory hardened computers are computers that :

a. have been shielded against Applesb. have been shielded against EMI, dirt, and oily contaminantsc. have been shielded against untrained operators

91. True/false A robot program is the same as a BASIC program

a. trueb. false

92. Multiple choice: All programming languages are alike in the sense that they all emulate thefunctions of the:

a. microprocessor.b. memoryc. input devicesd. output devices

The next 8 questions refer to the following program fragment.

300'***********PROGRAM SAVE**************310 OPEN "COM2:9600,E,7,2" AS #1320 INPUT "FILE NAME (*.PRG)=";F$330 OPEN "A:"+F$ FOR OUTPUT AS #2340 INPUT "START LINE=";S350 INPUT "END LLNE=";E360 FOR L=S TO E370 PRINT #1, "LR"+STRS(L)380 LINE INPUT #1,A$390 IF A$="" THEN 410400 PRINT #2,L;:PRINT #2,A$:PRINT L;:PRINT A$410 NEXT L420 CLOSE430 GOTO 170

93. Multiple choice: When the user of this program enters "MYFILE" at line 320, A$ willcontain:

b. "MYFILE"c. "A:"d. "OUTPUT"

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L Manufacturing Technology 111 Final Exam

94. Multiple choice: If the user of this program enters 10 on line 340 and 50 on line 350, thenline 370 will be executed:

a. 50 timesb. 40 timesc. 44 timesd. 41 times

95. Multiple choice: Line 330 opens the:

a. communications port for outputb. the hard disk drive for outputc. the floppy disk drive for outputd. communications port for input

96. Multiple choice: The program will not execute line 420 until:

a. E=10b. L=Ec. L=10d. E=S

97. Multiple choice: To change this program to work on serial port number 1, line numberneeds to be changed to read

a. 420, CLOSE COM Ib. 330, OPEN "COM I" FOR OUTPUT AS #1c. 370, PRINT #2, "LR"+STRS(L)d. 310, OPEN "COM1:9600,E,7,2" AS #1

98. Multiple choice: To allow the program to communicate on serial port number 2 with amodem or terminal that works at 4800 baud, no parity, 8 bits, 1 stop bit, line needs to bechanged to read

a. 420, OPEN "COM1:4800,E,7,2" FOR OUTPUT AS #1b. 310, OPEN "COM2:4800,N,8,1" AS #1c. 370, OPEN "COM1:4800,N,8,1" AS #1d. 310, OPEN "COM2:4800,E,8,1" AS #1

99. Multiple choice: If line 410 was REMarked out or otherwise eliminated from the program,the computer would:

a. halt the program with a "FOR WITHOUT NEXT ERROR IN LINE 420"b. fail to close the COM portsc. nothing would happend. halt the program with a "PORT NOT OPEN ERROR"

100. Multiple choice: Programming is:a. Funb. you had better answer "a"

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Manufacturing Technology 106 Final Exam

1. How much force in newtons is needed to accelerate a 300 kg automobile at a rate of 10m/sec2?

a. 3000 Nb. 3.0 x 10'Nc. 3.0 x 10' Nd. 30,000 lbs

2. What is the weight in lbs of a 2000 kg mass?

a. 4400 lbsb. 500 Nc. 9800 Nd. 2200 lb

3. What is the weight in newtons of a 100 kg mass?

a. 454.5 Nb. 32,000 Nc. 980 Nd. 1000 N

4. A 10 kg mass is moving at a velocity of 10 tn/sec. We desire to bring the mass to a completestop (relative to us) in 2 seconds. This will require the application of a force of:

a. 10 joulesb. 50 wattsc. 50 Newtonsd. 100 Newtons

5. A 5 kg mass weighs:

a. 49 Nb. 4.4 lbsc. 8.8 joulesd. 9.8 N*m

6. How much time will it take to bring a 500 kg machine slide to a complete halt from avelocity of 2 in/sec if a force of 1000 newtons is applied to halt the slide?

a. 1 secb..148 secc. 2 secd. 5 sec

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7. A 5 kg mass weighs:

a. 96 poundsb. 29.4 Newtonsc. 96 Newtonsd. 11 pounds8. How much force must be applied to a machine to stop it if it has a momentum of 2 kg*m/secand it is desired to stop it in .5 sec?

a. 1 Nb. 2 Nc. 3 Nd. 4 N

9. The coefficient of friction of lubricated steel sliding on teflon is .04. If the sliding force of alubricated machine slide composed of these materials is 13 lbs. What is the weight of themachine slide?

a. 100 lbsb. 325 lbsc. 50 lbsd. 1250 lbs

10. Two of the same model automobiles of equal weights are equipped with tires of the samematerial. Car A has wide tires, and car B has narrow tires. If car A has a sliding force of 500lbs, the sliding force of car B will be:

a. 200 lbsb. 1000 lbsc. 500 lbsd. none of the above

11. How many feet are there in 100 meters?

a. 100 ftb. 328 ftc. 20 ftd. 65.6 ft

12. How many Newtons are in a 50 lb weight?

a. 500 Nb. 2224 Nc. 112 Nd. 222.5 N

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13. If I move a 100 kg mass 5 meters at a rate of 2 m/sec2. How much work have Iaccomplished?

a. 500 Joulesb. 5000 Joulesc. 5000 ft*lbsd. 1000 Joules

14. The formula for calculating work is

a. w = m*vb. w = m*ac. w = F*dd. w = m*v

15. One of the acceleration constants used in calculating force is:

a. 32 ft*secb. 9.8 m*secc. 32 misec2d. 9.8 misee

16. 40 N*m is equivalent to:

a. 30 poundsb. 30 Newtonsc. 40 Jd. 40 ft*lbs

17. A hoist lifts a 550 pound weight one foot in 1 sec. How many horsepower is required toaccomplish this?

a. 1 horsepowerb. .5 horsepowerc. 10 horsepowerd. 2 horsepower

18. A single phase 440 volt electrical motor consumes 10 amps. If power in watts, in anelectrical circuit, is equal to voltage multiplied by current, how many horsepower is the motorconsuming?

a. 2.95 horsepowerb. 4 horsepowerc. 5.9 horsepowerd. 1 horsepower

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19. A single phase 220 volt electrical motor consumes 15 amps of current when lifting a weighton a hoist a distance of 1 meter in 4 sec. How much in Newtons does the weight weigh?(assume no losses in the system)

a. 1650 Nb. 13200 N

*6600 Nd. 3300 N

20. A scaler quantity:

a. has a value but no directionb. has a value and a direction

21. A vector quantity:

a. has a value but no directionb. has a value and a direction

22. The resultant vectored force of two equal forces acting at right angles (90 degrees) to eachother has a vector angle of:

a. 30 degreesb. 45 degreesc. 60 degreesd. 90 degrees

23. The geometric diagram of two vectored forces acting at an angle to each other and theirresultant is called:

a. a scalerb. a vectorc. a parallelogram of forcesd. none of the above

24. Two vectored forces acting in exact opposition to each othermeasure 20 newtons indirection A and 40 newtons in direction B. The resultant of this system of forces is:

a. 40 Newtons in direction Ab. 40 Newtons in direction Bc. 20 Newtons in direction Ad. 20 Newtons in direction B

25. A system of two parallel equal forces acting in exact opposition to each other ata distanceapart is called:

a. a vectorb. a scalerc_ a parallelogram of forcesd. a couple

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Manufacturing Technology 106 Final Exam

26 . In an angular motion system, a force applied at a distance from a pivot point is known as a:

a. jouleb. powerc. torqued. momentum

27. When a mass translates in a circle around a pivot point, the vectored force trying to trying tohold the mass to the pivot point is known as force

a. centripetal forceb. centrifugal force

28. The force tending to make the mass fly away from the pivot point is known as:

a. centripetal forceb. centrifugal force

29. Uniform motion around a circle at a distance from a pivot point is always called angularacceleration because the changes constantly:

a. forceb. powerc. vectored forced. mass

30. In gear train shown below, the direction of motion of gear B will be:

a. clockwiseb. counterclockwise

CCW

31. In gear train shown below, the direction of motion of gear B will be:

a. clockwiseb. counterclockwise

CCW

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Manufacturing Technology 106 Final Exam

32. The mechanical advantage of an inclined plane that has a ramp of 12 ft and a rise of 4 ft is:

a. 1/3b. 12c. 4d. 3

33. An inclined plane that is wrapped around a round shaft is known as a:

a. rodb. screwc. shaftd. ramp

34. In the gear assembly shown below, the force at point B is 200 newtons, what is the torque atpoint A?

a. 200 Newton * metersb. 40 Newton * metersc. 2 Newton * metersd. 100 Newton * meters

35. In the gear assembly shown below, the force at point B is 200 Newtons. What is the force atpoint A?

a. 100 Nb. 200 Nc. 400 Nd. 50 N

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36. Mass Density is calculated by dividing a substances by its

a. volume, forceb. volume, massc. mass, volumed. mass, specific gravity

37. The density of chemically pure water is:

a. 1200 Kg/lbb. 1000 N/galc. 900 Kg/litred. 1000 Kg/cubic meter

38. It is desired to test the charge of a battery. A hydrometer is not available (a hydrometertests specific gravity). A specific gravity of 1.4 represents a fully charged battery, and thebattery contains 2 liters of liquid. What is the specific gravity of the liquid in the battery if itsweight is 21 Newtons. (The liquid is water and acid.)

a. 1.400b. 1.200c. 1.000d. 1.071

39. If the mass density of kerosene is 720 Kg/cubic metre, what is the approximate weight inlbs of fuel that a jet airplane has to lift of a volume of kerosene of 5000 gal.?

a. 6200 lbsb. 5000 lbsc. 11002 lbsd. 1120 lbs

40. The pressure exerted upon a surface can be calculated by the following formula:

a. Pressure = Force*Areab. Pressure = Force*Densityc. Pressure = Force*Weightd. Pressure = Force / Area

41. Pounds per square inch (PSI) is an example of a pressure scale.

a. forceb. linearc. dimensionald. absolute

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42. Kilopascals is an example of a pressure scale.

a. forceb. linear

gauged. absolute

43.0 PSIA is PSIG.

a. -14.7b. 30.0c. +14.7

44. The unit of force scale measurement of pressure for the English Engineering system is the

a. newtonb. pascalc. psid. webber

45. The pressure of the atmosphere is:

a. -101 Kpab. 30 in Hgc. 101 pascalsd. -14.7 PSIA

46. 0 PSI vacuum is PSIG

a. -14.7 PSIGb. -5 PSIGc. 0 PSIGd. -9.7 PSIG

47. What is the compression ratio of a mechanical vacuum pump that is removing air from avessel at an absolute pressure of 1 torr, if it is pumping the gas to 1 atmosphere of pressure?

a. 760 to 1b. 1000 to 1c. 760,000 to 1d. 76,000 to 1

48. What is the pressure in PSIG of a pressure of 100 bar?

a. 2205 PSIGb. 0 PSIGc. 1470 PSIGd. 15,000 PSIG

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49. What is the force exerted upon a vessel that has a surface area of 10 square feet if the vesselis pumped down to 380 torr?

a. 100 poundsb. 10584 poundsc. 30,000 poundsd. 25,225 pounds

50. What is 50 inches of water in PSIG?

a. -12.9 PSIGb. 0 PSIGc. 12.9 PSIGd. 14.7 PSIG

51. Convert -5 degrees Celsius to Fahrenheit

a. 23 °Fb. 69.8°Fc. -10 °Fd. 200 ° F

52. Convert -4 degrees Fahrenheit to Celsius

a. 43.3 °Cb. -20 ° CC. 100 ° Cd. 25 o C

53. SDG&E is charging $.12 per kilowatt hour for electricity. Assuming that the water heaterin your house is electric, and you want the water heated to 140 degrees Fahrenheit, how muchwill it cost to heat the water for a 50 gallon water tank if the water in the tank is at 40 degreesFahrenheit? (assume no losses)

a. $5.00b. $.60c. $1.20d. $1.47

54. How many kilowatt hours are needed to raise a quantity of steel weighing 50 lbs fromatemperature of 600 degrees Fahrenheit to 1500 degrees Fahrenheit? (Assume the specificheat is of steel is .11.)

a. 2.3 kWhb. 1.02 kWhc. 50 kWhd. 1.45 kWh

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55. Assume the relative humidity is 80%. How many grams of water will be removed from avacuum furnace when the air is fully removed from the chamber, if the chamber is a cylinder 2meters tall and 1 meter in diameter, and the ambient temperature is 32 degrees C ? (assume thatair can hold 33.45 grams of water per m3 at saturation at 32 degrees C)

a. 42 gmb. 10.16 gmc. 20.16 gmd. 15.16 gm

56. It is desired to heat treat a quantity of steel in an oven. The weight of the steel is 2000Newtons. What would the volume of the steel be? (Assume steel has a mass density of 7830Kg/cubic meter.)

a. 52 litresb. 34 litresc. 12 litresd. 26 litres

57. It is desired to set a machine in place on the second floor of a building. The machineweighs 4 tons. The machine is supported on four legs. Assuming that the weight of themachine is evenly distributed on each of the legs, what is the pressure applied to the floor, ifeach leg has a surface area of 5 square inches? (1 ton = 2000 lbs)

a. 800 lbsb. 2000 lbsc. 1600 lbsd. 400 lbs

58. In the previous problem, the engineer fmds that the bursting strength of the floor is 100lbs/square inch. If the engineer wanted to limit the pressure at each leg to 1/2 the burstingstrength of the floor, what size of a metal plate in square inches would be needed under eachleg?

a. 100 in'b. 80 in'c. 16 in=d. 40 in'

59. If the absolute pressure in a volume is 4.7 PSIA, what is the pressure in the BAR scale?

a. -.68 barb. -.32 barc. 1.0 bard. .32 bar

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Manufacturing Technology 106 Final Exam

60. If the absolute pressure in a volume is 4.7 PSIA, what is the pressure in the TORR scale?

a. 760 millitorrb. 243 torrc. -300 torrd. 517 torr

61. How much force is applied to a bolted cover of a chamber if the cover is 2 feet in diameterand the chamber is pressurized to 1200 lbs/square inch?

a. 2000 lbsb. 904.8 k lbsc. 4000 lbsd. 542867 lbs

62. On the periodic table, the group VIIIA elements are also known as:

a. the inner transition elementsb. the metalloidsc. the noble gasesd. alkali metals

63. What is the atomic number of silicon?

a. 28.09b. 21c. 14d. IIIA

64. The majority of elements in the periodic table are:

a. Gassesb. metalloidsc. semiconductorsd. metals

65. The atomic weight of potassium is:

a. IAb. 6.8 grams/molec. 39.10d. 19

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66. One mole of water (H2O) has a mass of:

a. 18.016 gramsb. 18.016 litersc. 34 gramsd. 18 kg

67. Sodium has electron in its outer shell

a. 1b. 2c. 3d. 4

68. In the periodic table, the relative size of an atom decreases from to

a. top to bottomb. right to leftc. bottom to topd. left to right

69. Both batteries and electroplating are examples of :

a. acidsb. basesc. electrochemistryd. molar masses

70. A quantity of distilled water has a high:

a. resistanceb. quantity of hydroxylsc. quantity of hydrogen cationsd. valence

71. In water, the alkaline metals such as potassium and sodium produce byabsorbing and releasing

a. acids, hydroxyls, hydrogen ionsb. bases, hydroxyls, hydrogen ionsc. acids, hydrogen ions, hydroxylsd. bases, hydrogen ions, hydroxyls

72. the relative abundance of hydrogen ions and hydroxyls in water solutions is known as:

a. valenceb. pHc. electrochemistryd. electrolysis

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Manufacturing Technology 106 Final Exam

73. The process of softening metals is known as:

a. meltingb. quenchingc. annealingd. cutting

74. The process of quenching metals makes them:

a. harderb. softer

75. The primary modes of conveying heat are:

a. convection, radiationb. convection, radiation, conductionc. radiation, convectiond. radiation, conduction

76. The modes that can convey heat in an atmospheric furnace are:

a. convection, conductionb. radiation, convectionc. radiation, conductiond. convection, conduction, radiation

77. Radiation of heat is accomplished by:

a. hot airb. vibrationc. infrared wavesd. conduction

78. An air conditioner has a motor that draws 15 amps when the air conditioner is operating.The motor operates at 120 volts AC. The air conditioner must cool a room from 88° F to 70° F.Assume that the motor operates the entire time that the room is being cooled, and there are nolosses. What is the efficiency of the air conditioner if the room is 2.5 meters high x 3 meterswide x 4 meters long, the density of air at sea level is 1.2 kg/m', the specific heat of air is .24kcal/kg*C°, and the time it takes to cool the room is 15 min ?

a. 22.3 %b. 2.1 %c. 2 %d. 30 %

79. The concept of inertia states that a body in a state of uniform motion tends to resist a changein its motion.

a. trueb. false

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Manufacturing Technology 106 Final Exam

80. A change in inertia that results in motion relative to an observer, results in impartingto the object.

a. forceb. workc. momentumd. power

81. A mass/vol solution of 3 % that contains a liquid volume equivalent to 1 mole of pure H20,and a gram mass quantity of salt (NaCI), is to be augmented by a quantity of salt that will bringthe salt in the solution to .1 mole of salt. How many grams of salt needs to be added to thesolution?

a. .579 gramb. 18.016 gramsc. 5.7898 gramsd. 57.898 grams

82. A tank of ethylene glycol (antifreeze) solution is tested to determine its concentration. Thetechnician determines that the tank concentration is a 5 % solution, by volume, of ethyleneglycol and water. The tank measures 35 feet long by 24 feet wide by 15 feet deep. The depth ofthe liquid is 3 feet from the top of the tank. Approximately How many 55 gallon drums of100% ethylene glycol must be added to the tank to bring the concentration of antifreeze up to10%. If the tank can only be filled to a depth of 13 feet, will the liquid added overfill the tank?

a. 76 , yesb. 145, yesc. 76, nod. 145, no

83. An example of a surfactant is:

a. oilb. waterc. soapd. none of the above

84. In the below diagram, if the pinion gear has a torque of 1 N*M, and it moves clockwise,what is the force at point A?

A.

Pinion gear, I cm radius

Rack

a. 1 N134..5 Nc. 10 Nd. 100 N .

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Manufacturing Technology 106 Final Exam

[85. When acetic acid and sodium bicarbonate are mixed, the reaction releases :

a. oxygenb. hydrogenc. carbon dioxided. chlorine

86. Acetic acid and bleach are mixed, the reaction releases:

a. oxygenb. hydrogenc. carbon dioxided. chlorine

87. Acetic acid or sodium bicarbonate are organic acids or bases because they contain:

a. oxygenb. hydrogenc. carbond. chlorine

88. True/false Water that contains acid is a stronger conductor than water that contains a base

trueb. false

89. True/false Most elements do not exist as molecules containing single atoms

a. truefalse

90. True/false The noble gases always exist in nature as molecules containing two atoms.

a. trueb. false

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Manufacturing Technology 200 Final Exam

1. A technician desires to operate a complex circuit whose total load resistance is 2.0 ohms.The circuitry will operate reliably between 20 to 24 volts DC. He chooses a 24 volt DCsource, and then tests its source resistance. Under no-load conditions, the source reads 24.5VDC. With a 10 ohm load, the source drops to 24.0 VDC. What is the source resistance?Will the power supply operate the circuit?

a. 1.0 ohms, nob. .208 ohms, yesc. 1.0 ohms, yesd. .208 ohms, no

2. In the below circuit, Vs is 12 VDC, ReArreosT is 2 ohms, RAcc is 10 ohms Rs -TART is .24 ohms.What will be the value of the voltage dropped across Racc when switch S1 is closed?

a. 10.86 VDCb. 1.26 VDCc. 4.56 VDCd. 8.63 VDC

3. The below circuit is an example of:

a. an unbalanced bridge circuitb. a balanced bridge circuit

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4. The below circuit is an example of:

a. an unbalanced bridge circuitb. a balanced circuitc. a series circuitd. a parallel circuit

R, 27 k S2 R2 33k

V, 10 vDC Ra 270 k R4 33k4

5. In the below circuit, how much current would flow from point A to point B if R5 wereshorted?

V,10 vDC

a. 4 mab. 10 mac. infinite currentd. none

R,27 ka R2330 Q

A

122270 k R. 3.3 k

6. The current flowing through a 22 k ohm resistor is 4 ma. What is the voltage droppedacross the resistor? (DC current)

a. 8.8 volts DCb. 5.5 volts DCc. 88 volts DCd. 22 volts DC

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Manufacturing Technology 200 Final Exam

7. The measured voltage drops in a loop leading directly to the source voltage in a DC circuitare: +2.2 VDC, +15.0 VDC, -6.1 VDC, and +3.9 VDC. What is the source voltage?

a. +27.2 VDCb. +15.0 VDCc. -6.1 VDCd. 21.1 VDC

8. The voltage dropped across a 10 k ohm resistor is 4 VDC. What is the current through theresistor? (DC current)

a. 4 amps DCb. .1 milli-amps DCc. .4 milli-amps DCd. 1 amp DC

9. The voltage dropped across a resistor is 8.6 volts DC. If the measured current through theresistor is 20 ma, what is the value of the resistor?

a. 10 k ohmsb. 47 k ohmsc. 43 k ohmsd. 430 ohms

10. Kirchofi's law states that the algebraic sum of the voltage drops in any closed loop equalsthe source resistance.

a. Trueb. False

11. Calculate the total current in a parallel circuit that has five 5k ohm resistors in parallel ifthe source voltage is 10 volts DC:

a. 10 mab. 2 ampsc. 5 mad. 2 ma

12. The total voltage in a parallel circuit is equal to the sum of the voltages in the circuit.

a. Trueb. False

113. The total resistance of a 22 k ohm and 47 k ohm resistor in parallel is:

a. 150 ohmsb. 69 k ohmsc. 15 k ohmsd. 330 k ohms

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14. The total resistance of three 33 k ohm resistors in parallel is:

a. 100 k ohmsb. 11 k ohmsc. 33 k ohmsd. 330 k duns

15. The initials EMF stand for:

a. Electro Mechanical Forceb. resistancec. Electro Motive Forced. Electro Motive Power

16. Calculate the total power dissipated in a series circuit that has five equal resistors of 22 kohms each if the current through the circuit is 20ma.

a. 8.8 mWattsb. 8.8 Wattsc. 44 Wattsd. 22 Watts

17. Power in a resistive circuit is dissipated as heat.

a. Trueb. False

18. The total power in a circuit is calculated by multiplying the by the

a. resistance , voltageb. total resistance, currentc. voltage, voltaged. total resistance, current squared

19. Generating a EMF by applying heat to the junction of two un-a-like metals is known as:

a. the photovoltaic effectb. the electro-chemical effectc. the Seebeck effectd. friction

120. Generating an EMF by converting photons of light into electrical energy is known as the:

a. the photovoltaic effectb. the electro-chemical effectc. the Seebeck effectd. Electro magnetic effect

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21. The formula that we would use to calculate one time constant for the charge of an R-Ccircuit is:

a. RxC=ITCb. I/C=1TCc. R/C= 1TCd. Rx 1=1TC

22. If the DC source voltage of a series R-C circuit is 12 volts, what is the voltage across theRESISTOR after the first time constant?

a. 15.12 volts DCb. 24 voltsc. 8.88 voltsd. 4.44 volts

23. In a series R-C circuit, in which the resistor is 10 k ohms and the capacitor is 2 ufd, howlong will it take to charge the capacitor to 99% of the source voltage? (answer in engineeringnotation)

a. .1 secb. 1 u secc. 20 m secd. 1000 sec

24. In a series R-C circuit that is sourced by 12 volts DC, what is the value ofa capacitor thatcharges to 7.56 volts in 20 ms if the value of the resistor is 100 k ohms.

a. 20 pfdb. .1 ufdc. .2 ufdd. 100 ufd

25. If a capacitive circuit has a .1 ufd capacitor and is supplied by an AC voltage at 100 k Hz,what is the capacitive reactance?

a. 16 ohmsb. 16 ufdc. 63 ohmsd. 63 m ohms

26. The value of inductive reactance or capacitive reactance inany given circuit is a functionof the applied frequency.

a. Trueb. False

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Manufacturing Technology 200 Final Exam

27. When frequency decreases, inductive reactance , and capacitive reactance

a. increases, decreasesb. decreases, increases

28. In a resistance-capacitance series circuit, the resistance is 1 k ohms and the time of chargeto 63% (62.5%) of the source DC is 1 milli-second. What is the value of the capacitor?

a. 10 ufdb. 1 milli fdc. 1 ufdd. 220 ufd

29. In a series R-L circuit, the frequency of the applied AC is 80 kHz. The inductance of theinductor is 20 milli henrys, and the resistor is 10 k ohms. What is a the impedance of thecircuit?

a. 125.68 meg ohmsb. 125.68 ohmsc. 14.176 k ohmsd. .008 ohms

r30. In In a series R-C circuit, the time on the oscilloscope for one cycle of the source AC voltageis 20 milli seconds. The measured phase shift is 2.5 milli seconds. What is the phase angle?

a. 90 degreesb. 10 degreesc. 180 degreesd. 45 degrees

31. In any transformer, the in the primary equals the in the secondary minus

a. voltage, current, powerb. power, power, lossesc. voltage, voltage, lossesd. current, current, losses

132. A properly designed power transformer should be part of the load.

a. Trueb. False

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Manufacturing Technology 200 Final Exam

33. In a step-down transformer, with a turns ratio of 4:1, the voltage in the primary is 440VAC. What is the voltage in the secondary?

a. 440 VACb. 27.5 VACc. 55 VACd 110 VAC

34. In a transformer, the voltage in the primary is 440 VAC. The apparent power in theprimary is 220 watts. The secondary current is 2 amps. What is the turns ratio? Is thetransformer step-up or step-down?

a. 1:4, step-upb. 1:4, step-downc. 4:1, step-upd. 4:1, step-down

35. In a step-down transformer, the primary current is 1 amp, and the power in the secondaryis 1000 watts. If the turns ratio is 10:1, what is the secondary voltage?

a. 1000 VACb. 200 VACc. .1 VACd. 100 VAC

36. In a DC motor, the field current primarily determines while the armaturecurrent primarily determines

a. speed, torqueb. torque, powerc. torque, speedd. power, losses

37. In a universal motor, the field windings are in with the

a. parallel, statorb. series, statorc. parallel, armatured. series, armature

138. A universal motor can be used on both AC and DC.

a. Trueb. False

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39. The nominal value of the drop across the P-N junction of a forward biased silicon junctiondiode is:

a. the source voltageb. .2 - .3 voltsc. .6 -.7 voltsd. 1.5 volts

40. PIV in a diode stands for the:

a. maximum voltage the diode can withstand when it is reverse biased.b. maximum voltage the diode can withstand when it is forward biased.c. potential instantaneous voltaged. primary inverted voltage

41. When the field of a shunt field DC motor is weakened, the motor speed:

a. remains the sameb. increasesc. decreases

42. A zener diode regulates voltage when it is:

a. forward biasedb. reverse biased

43. In the below circuit what is the total current (IT), total resistance (RT), and the voltagedrop across R7? (VR7)

24 VSOURCE

R, 2 ka

EL2 1 ka LlkS2 R61kS1

R32kS2 R, 2k 12.72 k SIlks 2 k

a. 24 mA, 2 k ohms, 12 voltsb. 12 mA, i k ohms, 3 voltsc. 24 mA, 1 k ohms, 3 voltsd. 24 mA, 2 k ohms, 1.5 volts

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Manufacturing Technology 200 Final Exam

44.. If a resistor is to be selected to be used in a circuit that has a voltage of 12 volts DC andwill draw .2 amp, the wattage rating of the resistor should be at least:

a. 5 wattsb. 2 wattsc. 1 wattd. 1/2 watt

45. While measuring a circuit you find that the current through the circuit is 2 milliamps andthe measured voltage is 15 volts DC. The resistance of the circuit is:

a. 10 k ohmsb. 75 k ohmsc. 7.5 k ohmsd. 7.5 amps

46. Using a meter, you fmd that a circuit measures 100 ohms. After testing the current, youfind that 100 milliamps is flowing through the resistance. thevoltage drop across the circuit is:

a. 10000 voltsb. 1 voltc. 10 voltsd. 10 ohms

47. The measured resistance of a circuit is 220 k ohms. If a voltage of 15 volts is to be appliedto the circuit, the current through the circuit should be:

a. 68 microampsb. 6.8 milliarnpsc. 68 ampsd. 6.8 volts

48. A capacitor that is labeled 10 ufd and 25 WV is:

a. a 10 times 25 micro farad capacitora. a 25 micro farad capacitorc. a 10 micro farad capacitor rated at 25 working Voltsd. a 25 farad capacitor

49. A 2 ufd capacitor that is to be charged to 15 volts DC through a 10k ohm resistor will becharged to what value in 20 milliseconds?

a. approximately 9.4 voltsb. 15 voltsc. approximately 7.5 voltsd. 10 ohms

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50. An inductor that is labeled 20 mhy is:

a. 20 henrysb. 2.0 micro henrysc. 20 milli henrysd. 20 hertz

51. An inductor that provides 1 volt of back EMF for a current of 1 amp that changes at a rateof 1 hertz is a:

a. 1 henry inductorb. 10 henry inductorc. .1 henry inductord. 1 ohm inductor

52. To calculate the current and voltage in a simple AC circuit that has nothing but resistivecomponents, the technician should use:

a. trigonometry, vectors, and Ohm's Lawb. algebra and Ohm's Lawc. Thevinin's Theoremd. Kirchoff's Law

53. To calculate the current and voltage in a AC circuit that contains,resistance, inductance,and capacitance, the technician should use.

a. trigonometry, vectors, and Ohm's Lawb. algebra and Ohm's Lawc. Thevinin's Theoremd. Kirchoff's Law

54. In an resistive-inductive series circuit, the measured voltage will the measuredcurrent.

a. leadb. lagc. cancel

55. In an resistive-capacitive series circuit, the measured voltage will the measuredcurrent.

a. leadb. lagc. cancel

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56. In a complex inductive or capacitive AC circuit, the term phase angle refers to:

a. the angle of the components in a complex circuitb. the number of degrees in one half of a sine wavec. the amount of degrees in a full sine waved. the amount of degrees difference between voltage and current

57. The term impedance (Z) is used to describe:

a. the flow of current in a complex AC circuitb. the total resistance to current flow in a complex AC circuitc. the total voltage in a complex AC circuitd. the phase angle in a complex AC circuit

58. The term inductive reactance is used to describe

a. the resistance to current flow of an inductorb. the phase angle of an inductorc. the inductance of an inductord. the amount of henrys of an inductor

59. The term capacitive reactance is used to describe

a. the resistance to current flow of a capacitorb. the phase angle of a capacitorc. the capacitance of a capacitord. the amount of farads of an capacitor

60. At resonance, a series inductive, capacitive, resistive circuit is almost:

a. pure resistanceb. pure inductive reactancec. pure capacitive reactanceci. an infinite impedance

61. At resonance, a parallel inductive and capacitive circuit is almost:

a. pure resistanceb. pure inductive reactancec. pure capacitive reactanced. an infinite impedance

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Manufacturing Technology 200 Final Exam

62. In the lab, the resistance reading on the analog meter changed with each resistance scale ofthe meter when measuring the forward resistance of a junction diode. This is because theinternal of the diode changed whith the applied

a. voltage, currentb. resistance, currentc. resistance, voltaged. voltage, resistance

163. The barrier potential of a silicon junction diode is approximately:

a. 1 voltb. .2 - .3 voltc. .6 -.7 voltd. 3 volts

64. The barrier potential of a germaninum junction diode is approximately:

a. 1 voltb. .2 - .3 voltc. .6 - .7 voltd. 3 volts

65. In the lab, when measuring the forward conduction of a silicon junction diode, the readingon the diode scale of the digital meter was the:

a. diode's forward resistanceb. diode's currentc. diode's PIVd. diode's forward voltage drop

66. In the lab, the reason that the analog meter did not measure resistance when the black leadwas placed on the cathode of the diode, and the red lead was placed on the anode of the diode,was because:

a. the black lead of the meter reads positive voltageb. the meter could not exceed the barrier potentialc. the diode was damagedd. the PIV was wrong

167. A 24 watt, 12 volt zener diode will conduct a maximum current of:

a. 1 ampb. 2 ampsc. 12 amps.d. 3 amps

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Manufacturing Technology 200 Final Exam

68. A zener diode regulates voltage by:

a. magicb. changing its internal voltagec. Plyd. changing its internal resistance

69. the measured current in one leg of a balanced three phase 440 volt AC circuit is 30 amps.The circuit is totally resistive. What is the total power in the circuit?

a. 22.8 kwb. 40 kwc. 13.2 kwd. 440 kw

70. Each leg of a three phase AC circuit has a phase relationship to the other legs of:

600

b. 90°c. 120°d. 900

71. In a 208 VAC , three Phase Wye circuit, the voltage from one phase to the neutral is:.

a. 208 VACb. 208 kwc. 440 VACd. 120 VAC

72. The main reason to energize the shunt field of a DC shunt field motor with a differentvoltage source is to:

a. make the motor run fasterb. improve the low speed torquec. improve the current flowd. none

173.. If the shunt field of a shunt field DC motor decreases, the motor speed will:

a. increaseb. decreasec remain the samed. stop

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Manufacturing Technology 200 Final Exam

74. If the capacitor in a split phase capacitive start AC motor fails, (opens):

a. the motor will burn upb. the motor will overspeedc. the motor will stopd. the motor will not start

75. The working voltage of the capacitor in a capacitor-start, capacitor-run, split phase ACmotor is typically than that of a capacitor start AC motor.

a. higherb. lower

76 In a three phase inductive AC motor, reversing the leads on one phase of the motor willmake it reverse direction.

a. trueb. false

1177. Loosing one phase on a three phase AC inductive motor will:

a. cause the motor to stopb. cause the motor to run roughc. cause the motor to speed up

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Manufacturing Technology 200 Final Exam

The next eight questions refer to the below circuit

LI L2 L3

220 VACMS1 imMS11 MS11

1

2

3

LI

4

5

6

120 VAC

L2

T

A BNONC

A B

NONC

A B

NONC

A BNONC

A BNONC

WI ENNM Ell

EZMI IIIIII

El IIIELI 111

RI MIMN ha

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Manufacturing Technology 200 Final Exam

78. If the voltage measured across the normally closed B contacts of relay K101 is 120 voltsAC, the relay contacts are:

a. openb. closed

79. If the voltage measured across the coil of relay K3 is 120 volts AC, and PB 1 is notpushed, the normally open A contacts of relay MS1 are:

a. openb. closed

80. If the voltage measured across the coil of relay K3 is 120 volts AC, and PB 1 is notpushed, then the purpose of PB 2 is to:

a. close PB 1b. energize K3c. de-energize K3d. de-energize MI

11

81. If the overload OL 1, senses excessive current on motor Ml, and opens up, then the voltagedrop across the coil of relay K2 will be:

a. 0 voltsb. 120 volts ACc. 24 voltsd. 220 volts AC

182. The turns ration on T1 is approximately:

a. 4:1b. 1:4c. 2:1d. 1:2

[83. If fuse Fl blows, the voltage drop across contacts K1A will be :

a. 0 voltsb. 120 volts ACc. 24 voltsd. 220 volts AC

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84. if relay K2 is energized, the motor M1 will be:1

a. turningb. stopped

85. If relay K101 is a 24 volt DC relay, and the voltage drop across the coil of K3 is is 0 volts,the voltage drop across the coil of K101will be:

a. 0 voltsb. 120 volts ACc. 24 voltsd. 220 volts AC

The next S questions refer to the following diagram

R,33ka R5221a1 R61MS2

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Manufacturing Technology 200 Final Exam

86. The voltage drop across resistor is 1.5 volts DC)if resistor R6 is suspected ofbeing theproblem has it

a. shortedb. openc. in resistanced. increased in resistancee. remained the same

87. The voltage drop across resistor RI is 14.35 volts DC if resistor R4 is suspected of beingthe problem has it:

a. shortedb. openc. decreased ind. increased in resistancee. remained the same

problem has it: ,88. The voltage drop across resistor R6 is 4.5 volts DC if resistor R2 is suspected of being the I

1

a. shortedb. openc. decreased in resistanced. increased in resistancee. remained the same

89. The current through resistor R2 is 1.65 mA DC, if resistor R1 is suspected of being theproblem has it:

a. shortedb. openc. decreased in resistanced. increased in resistancee. remained the same

90. The current through resistor R6 is 8.5 uA DC, if resistor R5 is suspected of being theproblem has it:

a. shortedb. openc. decreased in resistanced. increased in resistancee. remained the same

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Final Exam, Manufacturing Technology 205- Advanced Industrial Electronics

1. Multiple Choice: A material composed of pure silicon has a typical resistance of:

a. 1 meg ohms/ cm'b. 20 ohms/ cm'c. 200 k ohms /cm'd. 65 ohms /cm'

2. Fill in the Blank: An Industrial Electronics Technician should assume that all currentcarrying wires are:

a. at safety ground potentialb. groundedc. above safety ground potentiald. safe to handle

3. Multiple Choice: When testing a bipolar transistor with an analog meter, the resistancereading from collector to emitter is:

a. very low in both directionsb. very high in both directionsc. low from collector to emitter, high from emitter to collectord. high from collector to emitter, low from emitter to collector

4. Multiple choice: When a bipolar power transistor operates at high currents in the class Amode:

a. it will fail from the effects of thermal runawayb. it will dissipate little powerc. it will fail from the effects of reach throughd. it will become hot

5. Multiple choice: When a bipolar power transistor operates at high currents in the class Cmode:

a. it will fail from the effects of thermal runawayb. it will dissipate little powerc. it will fail from the effects of reach throughd. it will become hot

6. Multiple choice: In an open collector Integrated circuit, if the collector load resistor isremoved from the circuit, the output of the chip will switch from:

a. 0 vdc to source.b. plus source to minus source.c. it will not switch at all

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7. Multiple Choice: When testinga bipolar transistor with an analog meter, the resistancereading from base to collector is:

a. very low in both directionsb. very high in both directionsc. low in one direction, high in another directiond. cannot be measured

8. Fill in the blanks. Relay drop-out current is usually considerably than relaypick-up current.

a. lowerb. higher

9. Multiple choice. If the filter capacitor in a full wave power supply fails open:

a. the frequency of the ripple will decrease.b. the voltage will drop to zeroc. the peak to peak value of the ripple will increase.d. the frequency of the ripple will increase.

10. Multiple choice: Which part of a power supply can store a charge for an extended period oftime?

a. the rectifiers.b. the transformer.c. the load resistor.d. the filter capacitors.

11. Multiple choice: Why is it not possible to use a 150 volt (peak) MOV on a 120 VAC (rms)circuit?

a. because inductive transients will damage the MOV.b. because the high current surges will damage the MOV.c. because the peak voltage of 120 VAC is higher than 150 volts.

12. Multiple choice. The two undesired effects which are caused by harmonic energy in switchmode power supplies are:

a. Common mode noise and differential mode noise.b. poor regulation and heating of components.c. lack of EMI and no harmonic energy.d. none of the above.

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Final Exam, Manufacturing Technology 205- Advanced Industrial Electronics

13. Fill in the blanks. If you are observing the drive signal at the base of the switchingtransistor, and the load on the switching power supply increases, the duty cycle of the drivesignal will

a. increaseb. decreasec. remain the same14. Multiple choice. When measuring 'hot' circuits with grounded test equipment, the technicianmust guard against:

a. high resistance.b. ground loops and high ground fault currents.c. common mode rejection ratio.d. none of the above.15. Word problem. In the diagram, what can be expected to happen to the output voltage iftransistor Q1 opens?

a. the voltage drops to zerob. the voltage increases to raw unregulated DCc. the voltage remains the same116. Word problem. In the diagram, if transistor Q1 shorts, what is the output voltage?

Q 1 Output

a. the voltage drops to zerob. the voltage increases to raw unregulated DCc. the voltage remains the same

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Final Exam, Manufacturing Technology 205- Advanced Industrial Electronics

17. Multiple Choice: When testing a bipolar transistor with an analog meter, the resistancereading from base to emitter is:

a. very low in both directionsb. very high in both directionsc. low in one direction, high in another directiond. cannot be measured

18. Multiple choice: An emitter follower amplifier has a current gain of:

a. zerob. less than 1c. equal to the Hfe of the transistor.d. between zero and 1.

19. Multiple choice: A differential amplifier responds to:

a. the sum of two inputs.b. the square of the sum of two inputsc. the difference between two inputs.d. one input.

20. Both UJTs and PUTs are used to trigger and

a. bipolar and monopolar transistorsb. SCRs and TRIACsc. Diodes and resistorsd. all the above

21. Word problem: Calculate the de voltage gain in the below inverting amplifier.

Rf100 k ohms

a. 5b. 100c. 20d. 2

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Final Exam, Manufacturing Technology 205- Advanced Industrial Electronics I

22. Word problem: Calculate the dc voltage gain in the below non-inverting amplifier.

a. 1b. 100c. 20d. 2

23. Word problem: Calculate the dc voltage gains in the below inverting amplifier for loopRl-Rf, R2-Rf, R3-Rf.

a. 100, 50, 5b. 20, 2, 100c. 20, 50, 100d. 2, 10, 100

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Final Exam, Manufacturing Technology 205- Advanced Industrial Electronics

24. Multiple choice: The dc voltage gain in the below operational amplifier circuit isapproximately:

a. 100b. 20c. 200,000d. 1

25. Multiple choice: Refer to page 140 of Industrial Electronics and Robotics. At a frequency of1 k Hz, the intrinsic gain of a 741 op amp is:

a. 1000b. 200,000c. 100d. 1

26. Fill in the blanks: The manuals should first be checkedbefore attempting any servicing.

a. Program logb. Equipment maintenancec. basic theoryd. dissembly

27. Fill in the blanks: Verification of all voltages is an important early step inservicing any control.

a. digitalb. analogc. power supplyd. pulse width modulated

28. True/False: The controversy surrounding measurement of circuits that have unequalreference points, centers upon the grounding of the test equipment.

a. trueb. false

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Final Exam, Manufacturing Technology 205- Advanced Industrial Electronics

29. Word problem: The maximum reverse current for a 12 watt 12 volt zener diode is:

a. .5 ampsb. 1 ampc. 2 ampsd. 0 amps

30. Multiple choice: A perfect switching transistor, in the saturated condition, would show acollector to emitter voltage drop of:

a. The source voltageb. zero voltsc. zero ohmsd. zero amps

31. Multiple choice: In a SCR, commutation is achieved by:

a. reversing the current through the device.b. removing the source voltage.c. the AC voltage passing through zero.d. all of the above

32. Multiple choice: In an open collector integrated circuit, the external collector load resistor isused to:

a. bias the collector.b. provide a current source for the next device.c. enable the transistor to switch to source voltage.d. all of the above.

33. Multiple choice: Excessive hum on an AC relay or contactor may indicate that:

a. the armature of the device is not seated properly.b. the wrong frequency of AC is being used.c. the AC voltage is backwards.d. the contacts are dirty.

34. Multiple choice: In the specifications for a rectifier, PIV or PRV stands for:

a. the maximum voltage the diode can withstand when it is forward biasedb. Primary Intrinsic standoff Voltage.c. The maximum voltage the diode can withstand when it is reverse biasedb. none of the above.

35. True/False: Junction Field Effect transistors are normally reverse biased at the gate todrain/source junction.

a. trueb. false

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40 014LS)

Final Exam, Manufacturing Technology 205- Advanced Industrial Electronics

36. Multiple choice: The voltage drop across a diode that is forward biased is typically:

a. the source voltage.b. .2 to .7 volts.c. zero volts.d. 1 volt.

37. Multiple choice: The type of coupling found in DC amplification is:

a. capacitive coupling.b. inductive coupling.c. direct coupling.d. all of the above.

38. Multiple choice: The types of semiconductors most often used in the power switching stageof a Pulse Width Modulated drive amplifier are:

a. MOS FETS and Darlington transistors.b. SCRs and Triacsc. diodes and operational amplifiers.d. microprocessors

39. Fill in the blanks: A method used to gate three phase variable frequency power inverterssequentially is to use a counter.

a. decadeb. binaryc. ring

40. True/False: If two or more semiconductors are damaged in a three phase power inverter, theproblem is most likely in the digital circuitry of the ring counter.

a. trueb. false

41. Multiple Choice: Weakening the shunt field of a DC motor will cause the motor speed to:

a. increaseb. decreasec. remain the same

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Final Exam, Manufacturing Technology 205- Advanced Industrial Electronics

42. Multiple choice: Handshaking in an RS-232-C communications interface can beimplemented in:

a. software.b. hardware.c. protocol.d. a and b above.

43. Fill in the blanks: The average number of bits transmitted over an RS-232-Ccommunications interface per a unit time is known as the rate.

a. datab. baudc. terminald. protocol

44. Multiple choice: The type of feedback employed in the minor servo loop is always:

a. position feedbackb. velocity feedbackc. positive feedbackd. acceleration feedback

45. Multiple choice: The position lag in a major servo loop is a function of the:

a. mechanismb. following errorc. velocity feedbackd. all of the above

46. Multiple choice: Following error is a function of the of the servo system.

a. gainb. type of positioning feedbackc. type of velocity feedbackd. positive feedback

47. Multiple choice: A tachometer in a minor servo loop is used:

a. to determine position.b. to eliminate following error.c. to increase the gain.d. to provide velocity stability for the system.

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Final Exam, Manufacturing Technology 205- Advanced Industrial Electronics

48. Multiple choice: The operational amplifier circuit depicted below is a:

R1

a. unity gain circuitb. summation amplifierc. comparatord. subtraction amplifier

49. Multiple choice: The operational amplifier circuit depicted below is a:

R1

Rf

a. unity gain circuitb. summation amplifierc. comparatord. subtraction amplifier

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Final Exam, Manufacturing Technology 205- Advanced Industrial Electronics

50. Multiple choice The operational amplifier circuit depicted below is a:

a. unity gain circuitb. summation amplifierc. comparatord. subtraction amplifier

51. Multiple choice The operational amplifier circuit depicted below is a:

R1

a. unity gain circuitb. summation amplifierc. comparatord. subtraction amplifier

52. Multiple choice The gain of the operational amplifier circuit depicted below is:

Rf100 k ohms

a. 100b. 10c. 100,000d. 1

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Final Exam, Manufacturing Technology 205- Advanced Industrial Electronics

53. Multiple choice: At a frequency of 100 k Hz, the gain of the below operational amplifiercircuit is approximately:

C1.2 ufd

54. Multiple choice: A stepper motor that has a step angle of 1.8 degrees has:

a. 90 steps per revolutionb. 100 steps per revolutionc. 360 steps per revolutiond. 200 steps per revolution

55. Multiple choice: refers to the smallest increment of motion that a stepper motorcan move.

a. RPSb. RPMc. step angled. one thousandth of an inch

56. True/False: Instability in a continuous path closed loop servo system can always beattributed to the tach in the minor servo loop.

a. trueb. false

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Final Exam, Manufacturing Technology 205- Advanced Industrial Electronics

57. Which of the following is NOT a type of feedback used in the major (positioning) servoloop?

a. resolverb. tachometerc. rotary optical encoderd. linear optical encoder

58. True/False: A full wave SCR power controller can be used to control both motors andresistive type devices.

a. trueb. false

59. Number the components: The components of the positioning loop are:

Processing Output

Tachometer

Position Feedback

a. 1,2b. 1,3c. 1,4d. 2,3

60. Number the components: Refer to the above. The components of the stability loop are:

a. 1,2b. 1,3c. 1,4d. 2,3

61. Multiple choice: A three phase variable frequency inverter motor drive is used to run:

a. a DC shunt field motorb. a capacitive start AC motorc. a Three phase inductive AC motord. a permanent magnet DC motor

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62. True/false: The terminals labeled Fl and F2 on a motor control for a shunt field motor areprovided to control the armature.

a. trueb false

63. Multiple choice: The type of amplification used in a digital circuit is:

a. class Ab. class Bc. class C

64. Multiple choice: The type of amplification used in an analog circuit is:

a. class Ab. class Bc. class C

65. Multiple choice: The type of amplification used in the output stage in an operationalamplifier is:

a. class Ab. class Bc. class C

66. Multiple choice: The type of transistor amplifier depicted below is:

a. common emitterb. common collectorc. common base

Input

Emitter Resistor

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A./

Output

Final Exam, Manufacturing Technology 205- Advanced Industrial Electronics

67. Multiple choice: The type of transistor amplifier depicted below is:

a. common emitterb. common collectorc. common base

Bias resistor

Input

Collector resistor

Output

Base resistor

Emitter Resistor Bypass Capacitor

168. Multiple choice: The type of transistor amplifier depicted below is:

a. common emitterb. common collectorc. common base

Bias Resistor

InputfromfunctioP)generator

Collector Resistor

Output

Base resistor

69. Multiple choice: The bypass capacitor in the amplifier in question 67 is used to:

a. improve the stability of the amplifier circuitb. increase that AC gain of the amplifier circuitc. increase the DC gain of the amplifier circuit

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Final Exam, Manufacturing Technology 205- Advanced Industrial Electronics

70. Multiple choice: The following error in a closed loop servo for a CNC machine is specifiedas being .1 mil /inch/min. What is the following error at a velocity of 56 inchs/min (1 mil = .001inches)

a. .00056b. .0056c. .056d. .56

71. Multiple choice: In a transistor amplifier, the transistor amplifies by lowering or raising its:

a. internal voltageb. internal resistancec. base voltaged. emitter voltage

72. Multiple choice: To amplify a signal that has common mode noise on it, the amplifier ofchoice would be:

a. a differential amplifierb. a common emitter amplifierc. a common base amplifierd. a transistor amplifier

73. True false: It is acceptable to connect one ground lead of a dual trace oscilloscope to LI orL2 of the AC line voltage, and the ground lead of the other probe to logic common.

a. trueb. false

74. Fill in the blanks: To switch on a SCR, thebiased.

to junction must be forward

a. gate to cathodeb. gate to anodec. base to emitterd. base to collector

75. Fill in the blanks: A programmable unijunction transistor (PUT) switches when the gatevoltage reaches the percentage of the source voltage determined by the

a. program voltageb. gate bl and b2c. intrinsic standoff ratiod. voltage current and resistance

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Final Exam, Manufacturing Technology 205- Advanced Industrial Electronics

76. A capacitor is used in a UJT or PUT to the firing voltage.

a. setb. preventc. timed. ground

177. In a Traic circuit which is used to control an inductive load, a diac is used to prevent:

a. triggeringb. snap onc. base currentd. AC voltage

78. One of the main differences between using a Traic to control AC and using a SCR tocontrol AC, is that the Triac controls AC whereas the SCR AC.

a. high voltage, low voltageb. full wave, half wavec. low voltage, high voltaged. source voltage, load voltage

79. Using a SCR on DC requires that the be removed form the SCR to thedevice.

a. power, commutateb. frequency, changec. resistance, gated. grid, cascade

80. PUT stands for

a. A verb in englishb. portable unit testc. A gerund in englishd. programmable unijunction transistor

81. the main difference between the UJT, and the PUT is that the UJT firing voltage iswhereas the PUT firing voltage can be

a. fixed, programmedb. programmed, fixedc. fixed, fixedd. programmed, programmed

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The next two questions refer to the below circuit

82. Multiple choice: When the transistor is in saturation, the voltage at the output of the circuitwill be approximately:

a. 24 VDCb. 12 VDCc. 0 VDCd. .7 VDC

83. Multiple choice: When the transistor is in cut off, the voltage at the output will beapproximately:

a. 24 VDCb. 12 VDCc. 0 VDCd. .7 VDC

The next four questions refer to the below diagram

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Final Exam, Manufacturing Technology 205- Advanced Industrial Electronics

84. Multiple choice: The vertical voltage scale setting on the oscope is 5V/DIV. The horizontaltime setting on the oscope is 2 ms /DIV. In the first quadrant of the sine wave, what is theapproximate phase angle at an instantaneous voltage of +15 volts?

a. 41 degreesb. 100 degreesc. 56 degreesd. 90 degrees

85. Multiple choice: The vertical voltage scale setting on the oscope is 50V/DIV. Thehorizontal time setting on the oscope is 2 ms/DIV. What is the approximate RMS value of theAC?

a. 110 VACb. 155 VACc. 220 VACd. 440 VAC

86. Multiple choice: The vertical voltage scale setting on the oscope is 5V/DIV. The horizontaltime setting on the oscope is 10 us/DIV. What is the approximate frequency of the AC?

a. 200 MHzb. 156 kHzc. 156 MHzd. 200 kHz

87. Multiple choice: The vertical voltage scale setting on the oscope is 5V/DIV. The horizontaltime setting on the oscope is 2 ms /DIV. What is the approximate instantaneous voltage at aphase angle of 168.75 degrees?

a. 17 voltsb. 30 voltsc. -15 voltsd. 11 volts

The next 6 questions refer to the below oscilloscope screen

Channel 1

Channel 2

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3 :3

Final Exam, Manufacturing Technology 205- Advanced Industrial Electronics

88. Multiple choice: The vertical voltage scale setting on the oscope is 2V/DIV. The horizontaltime setting on the oscope is 10 us/div. What is the approximate frequency of the signal onchannel 1?

a. 120 kHzb. 120 MHzc. 200 kHzd. 12 kHz

89. True/false: The vertical voltage scale setting on the oscope is 1V/DIV. The horizontal timesetting on the oscope is 10 us/div. Channel 1 of the scope is set up for a proper commonreference at the large graduation. The signal on channel 1 is a good TTL signal.

a. Trueb. False

90. Multiple choice: The vertical voltage scale setting on the oscope is 2V/DIV. The horizontaltime setting on the oscope is 10 us/div. What is the approximate duty cycle of the signal onchannel 1?

a. 24 %b. 75 %c. 10 %d. 12 kHz

91. Multiple choice: The vertical voltage scale setting on the oscope is 2V/DIV. The horizontaltime setting on the oscope is 10 us/div. What is the approximate rise time, low-to-high of thesignal on channel 1?

a. 10 usecb. 1 usecc. 2 usecd. 100 kHz

92. Multiple choice: The vertical voltage scale setting on the oscope is 2V/DIV. The horizontaltime setting on the oscope is 100 ns/div. Assume that the signals on channel 1 and 2 are theinput and output respectively, of a TTL gate circuit. What is the approximate propagationdelay of the circuit?

a. 10 nsecb. 100 nsecc. 10 usecd. 1 msec

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Final Exam, Manufacturing Technology 205- Advanced Industrial Electronics

93. Multiple choice: The vertical voltage scale setting on the oscope is 2V/DIV. The horizontaltime setting on the oscope is 10 ms /div. What is the approximate phase shift of the signal onchannel 2 with respect to channel 1?

a. 90 degreesb. 8.6 degreesc. 100 degreesd. 180 degrees

94. Multiple choice: If the position feedback in the major servo loop of a continuous path orcontouring servo loop is lost, the servo system will become a:

a. point to point servob. velocity servoc. it will stopd. none of the above

95. Multiple choice: If the velocity feedback in the major servo loop of a continuous path orcontouring servo loop is lost, the servo system gain will :

a. increaseb. decreasec. it will stopd. remain the same

96. Multiple choice: If the servo system is designed to create accurate circles it must be:

a. a velocity servob. a point to point servoc. a contouring or continuous path servod. none of the above

97. True/false: A PID controller can be designed to operate a bang-bang servo

a. trueb. false

98. Multiple choice: PID stands for:

a. parallel, integral, and divisionb. proportional gain, integral, and derivativec. proportional band, inversion, and derivatived. proportional band integral and derivative

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ell t,Th

k) 0

Final Exam, Manufacturing Technology 205- Advanced Industrial Electronics

99. Multiple choice: Proportional band is the:

a. inversion of integralb. reciprocal of gain times 100c. the same as derivatived. none of the above

100. Fill in the blanks: accelerates the process, while decelerates the process.

a. proportional band, gainb. derivative, integralc. integral, derivatived. gain, proportional band

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240

Final exam, Manufacturing Technology 210 -Hydraulics

1. A cylinder with a 5 inch bore, and a stroke of 10 inches receives a flow of 10 GPM. Thecylinder rod velocity is approximately: (whole units-no decimal fraction)

a. 2.5 ipmb. 250 ipmc. 470 ipmd. 118 ipm

2. A cylinder with an 5 inch bore and a stroke of 60 inches must extend in to its full length inone minute. Approximately how much flow is required? (whole units-no decimal fraction))

a. 20 gpmb. 10 gpmc. 5 gpmd. 1 gpm

3. A hydraulic motor develops 1500 lbs/inch of torque at 800 rpm. What is the horsepowerapproximately? (Whole units-no decimal fraction)

a. 19 hpb. 63 hpc. 8 hpd. 20 hp

4. A hydraulic pump delivers 50 GPM at 1000 psi. What is the horsepower of the pump? (to thenearest tens of horse power)

a. 50 hpb. 1500 hpc. 10 hpd. 30 hp

5. The term DEADHEADING means:

a. the pressure is offb. all actuators at stops and system pressure at relief settingc. all actuators at stops and system pressure is zerod. all actuators moving and systems pressure at maximum

16 When the orifice in a flow control valve is narrowed, the pressure drop across the restriction: I

a. Increasesb. Decreases

7. When the orifice in a flow control valve is narrowed, the velocity of the oil through therestriction:

a. increasesb. decreases

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41t;)

Final exam, Manufacturing Technology 210 -Hydraulics

8. At the test bench, when the system pressure was set to 400 PSIG, and the pressure output ofthe system was connected directly to tank, the system pressure dropped to below 200 PSIG. Thesystem pressure thus achieved, was the result of:

a. the capacity of the pumpb. the flow controlc. the friction of the oil flowing through the linesd. the pressure drop in the pump

9. Cavitation in a hydraulic pump will:

a. reduce pump flowh. damage the metal surfaces of the pumpc. interfere with lubrication of the pumpd. all the above

10. Pseudo cavitation occurs in a hydraulic pump when:

a. water is added to the hydraulic oilb. the pressure is too highc. the oil temperature increasesd. bubbles of entrained air in the oil expand and collapse

11. Pseudo cavitation is accompanied by

a. a drop in system pressure.b. a loss of hydraulic oil.c. a high pitched whining sound from the pump.d. all of the above.

12. Which has the highest ABSOLUTE pressure

a. 7 inches of vacuumb. 2 inches of mercuryc. 450 torrd. 0 PSIG

113. The formula for force developed by a cylinder is:

a. P = FIAb. F = GPM x 231c. F = mad. F = PxA

14. A pressure relief valve in a hydraulic system works by:

a. reducing the flow of oil through the systemb. closing the flow of oil through the systemc. dumping excess pressure back to tankd. dumping flow back to tank

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Final exam, Manufacturing Technology 210 -Hydraulics

15. A pressure compensated flow control valve:

a. maintains a constant down stream pressure with varying flowb. maintains a constant flow with varying down stream pressurec. controls pressure

16. When the piston end of a 2:1 cylinder is pressurized to 500 PSIG, the rod end of a blockedcylinder will read a pressure of:

a. 250 psigb. 1000 psigc. 500' prigd. 125 psig

17. When a tandem center valve which is connected tandem P to T is centered, the systempressure will be than the relief valve setting.

a. lowerb. higher

18. The system pressure for a pneumatic system is set by the use of a:

a. pressure reducing valveb. pressure relief valvec. pressure compensated flow control valved. on/off gate valve

19. Part of the basic theory of operation of all hydraulic pumps is:

a. the inlet of the pump is an increasing volumeb. the outlet of the pump is an increasing volumec. the inlet of the pump is a decreasing volumed. the outlet of the pump is a constant volume

'20. A movable swash plate in a piston pump provides the pump with the ability to:

a. change pressureb. change displacementc. both a and bd. none of the above

21. A piston pump with a moveable swash plate is:

a. a vane pumpb. a uni-directional pumpc. a variable displacement pumpd. a fixed displacement pump

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fl Final exam, Manufacturing Technology 210 -Hydraulics

22. Part of the basic theory of operation of all hydraulic motors is:

a. the inlet pressure causes an increasing volumeb. the outlet pressure causes an increasing volumec. the inlet pressure held constant with a decreasing volumed. the outlet pressure held constant with a decreasing volume

23. If the drain line on a pilot operated valve becomes blocked

a. The valve will work normallyb. The valve will cease to work completelyc. The valve will work erratically

24. The pressure required to move an overhanging weight is 100 psig at the piston end of thecylinder. the bore of the cylinder is 2.5 inches. The overhanging weight weighs: (round off tonearest whole units)

a. 49 lbsb. 491 lbsc. 100 lbsd. 2.5 lbs

25. Which pressure is the LOWEST ABSOLUTE pressure?

a. 15 inches of mercuryb. 15 inches of waterc. 7 inches of vacuumd. 0 PSIG

26. A pressure reducing valve is:

a. a normally closed valveb. a normally open valve

27. A sequence valve is:

a. a normally open valveb. a normally closed valve

28. If the tank line on a pressure relief valve is blocked:

a. The valve will cease to workb. the valve will work normally

29. The pressure at which a pressure control valve starts to open is called:

a. the control pressureb. the back pressurec. the cracking pressure

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g 4

Finlevam, Manufacturing Technology 210 -Hydraulics

30. The volume of oil that a pump can move in one rotation is its:

a. pressureb. displacementc. gallons per minute

131. As the temperature of the oil in a hydraulic system starts to increase, the pressure drops inthe system (increase/decrease):

a. increaseb. decrease

USE THIS DIAGRAM FOR THE NEXT 4 QUESTIONS

132. The above diagram represents.

a. a sequence circuitb. a counter balance circuitc. a rapid traverse/feed circuitd. a deceleration circuit

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II

Final exam, Manufacturing Technology 210 -Hydraulics

133. In the above diagram, flow control valve number 6 will set the :

a. sequence pressureb. counter balance pressurec. feed speedd. deceleration

134. In the above diagram, the check valve in parallel with flow control number 6 will openwhen the cylinder:

a. extendsb. retracts

35. In the above diagram, when the cylinder is extending, and valve number 5 closes, oil willflow through the:

a. check valveb. flow control valve

USE THIS DL4GRAM FOR THE NEXT 4 QUESTIONS

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346

Final exam, Manufacturing Technology 210 -Hydraulics

136. The above hydraulic circuit is a diagram of:

a. a sequence circuitb. a counterbalance circuitc. a pilot operated directional control circuitd. a rapid traverse/feed circuit

1-1.5 /. In the above circuit, pressure control valve number 4 is used to:

a. close the check valveb. sequence the cylinderc. balance the loadd. set the feed speed

1,p8. In the above circuit, if the cracking pressure on valve number four is set too low:

a. the cylinder will retractb. the cylinder will extendc. the check valve will open

1394. In the above circuit, the cracking pressure of valve number 4 is determined by:

a. dividing the surface area of the piston end of the cylinder by the weight of the load.b. dividing the weight of the load by the surface area of the piston end of the cylinder.c. multiplying the weight of the load times the surface area of the piston end of the cylinder.

40. The below symbol is the symbol for a:

a. 2 way bi-directional valve, spring centered, pilot operated, open centerb. 4 way bi-directional valve, spring centered, manually operated, closed centerc. 4 way bi-directional valve, spring centered, manually operated, tandem centerd. 2 way bi-directional valve, spring centered, manually operated, tandem center

41. The below symbol is the symbol for a:

a. 4 way bi-directional valve, spring centered, pilot operated, open centerb. 4 way bi-directional valve, spring centered, pilot operated, closed centerc. 2 way bi-directional valve, spring centered, manually operated, tandem centerd. 4 way bi-directional valve, spring centered, pilot operated, tandem center

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347

L +0

Final exam, Manufacturing Technology 210 -Hydraulics

USE THIS DIAGRAM FOR THE NEXT 3 QUESTIONS

42. The above hydraulic circuit is an example of:

a. a sequence circuitb. a rapid traverse/feed circuitc. a regenerative circuitd. a counterbalance circuit

43. In the above circuit, the hydraulic motor will run when:

a. at all timesb. the back pressure on the piston end of the cylinder exceeds the cracking pressure of valve 4c. the back pressure on the rod end of the cylinder exceeds the cracking pressure of valve 4d. it will never run

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Final exam, Manufacturing Technology 210 -Hydraulics

44. In the above circuit if the cracking pressure on valve 4 is set too low:

a. the motor will never runb. the motor will run at the same time as the cylinderc. the cylinder will not move

[

v#4

USE THIS DIAGRAM FOR THE NEXT 3 QUESTIONS

45. The above hydraulic circuit is an example of:

a. a sequence circuitb. a counter balance circuitc. a rapid traverse/feed circuitd. a regenerative circuit

46. The purpose of the connection from the meter to the cylinder in the above circuit is to;

a. provide more pressure for the cylinderb. decrease the speed of the cylinderc. provide flow for the cylinder

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Final exam, Manufacturing Technology 210 -Hydraulics

47. The above circuit works by:

a. providing more pressure for the cylinderb. using the flow of oil from the rod end of the cylinderc. using the flow of oil from the piston end of the cylinderd. none of the above

II

J

USE THIS DIAGRAM FOR THE NEXT 3 QUESTIONS

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Final exam, Manufacturing Technology 210 -Hydraulics

(48. The above hydraulic circuit is an example of:

a. a sequence circuitb. a regenerative circuitc. a counter balance circuitd. a deceleration circuit

(49. In the above circuit, valve number 9 is used to:

a. reduce the speed of the motorb. increase the speed of the motorc. prevent the motor from overshootingd. prevent high pressure spikes in the systeme. c and d

50. Setting the cracking pressure too low on valve number 9 will

a. slow the motorb. reduce the motor torquec. make the motor run all the timed. stop the motor

1 51 The below symbol is the symbol for a:I

a. 2 way bi-directional valve, spring centered,b. 4 way bi-directional valve, spring centered,c. 4 way bi-directional valve, spring centered,d. 2 way bi-directional valve, spring centered,

pilot operated, open centermanually operated, closed centersolenoid operated, closed centersolenoid operated, tandem center

52. The below symbol is the symbol for a:

a. pressure relief valveb. sequence valvec. pressure reducing valve

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Final exam, Manufacturing Technology 210 -Hydraulics

USE THIS DIAGRAM FOR THE NEXT 2 QUESTIONS

53. The above hydraulic circuit is an example of:

a. a regenerative circuitb. a sequence circuitc. a pilot operated directional control circuitd. a counter balance circuit

54. In the above circuit valve 5 is operated by:

a. a solenoidb. springsc. pilot pressured. manually

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352

Final exam, Manufacturing Technology 210 -Hydraulics

55. The below symbol represents:

=NM

a. a normally closed 4 way valveb. a normally open 2 way valvec. a normally open 4 way valved. a normally closed 2 way valve

56. The below symbol represents:

T

a. a normally closed 4 way valveb. a normally open 2 way valvec. a normally open 4 way valved. a normally closed 2 way valve

57. The below symbol represents:

a. pressure relief valveb. sequence valvec. pressure reducing valve

158. The below symbol represents:

a. a hydraulic pump b. a pneumatic pumpc. a hydraulic motor d. a pneumatic motor

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Final exam, Manufacturing Technology 210 -Hydraulics

59. The below symbol represents:

a. a hydraulic pump b. a pneumatic pumpc. a hydraulic motor d. a pneumatic motor160. The below symbol represents:

a. a hydraulic pump b. a fixed displacement pneumatic compressorc. a hydraulic motor d. a pneumatic motor

61. The below symbol represents:

a. a single acting hydraulic cylinder b. a double acting hydraulic cylinderc. a double acting, double ended hydraulic cylinder

62. The below symbol represents:

a. a flow control valveb. a flow control valve with integral check valvec. a check valved. a pressure compensated flow control valve

63. The below symbol represents:

a. a flow control valveb. a flow control valve with integral check valvec. a check valved. a pressure compensated flow control valve

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Final exam, Manufacturing Technology 210 -Hydraulics

64. The below symbol represents:

a. a 2 way normally open, mechanically operated on/off valve, spring returnb. a 2 way normally open, mechanically operated bi-directional valve, spring returnc. a 2 way normally closed, mechanically operated on/off valve, spring returnd. a 2 way normally closed, solenoid operated, on/off valve, spring return

65. True/false The speed of an actuator in a pneumatic system is determined by the pumpingrate of the compressor.

a. trueb. false

66. The unloading valve in a compressor system is used to:

a. remove the pressure from the pneumatic systemb. unload the pressure reducing valvec. remove the pressure from the head in a piston type compressord. none of the above

67. The heat exchanger in a compressor system is used to:

a. heat the airb. allow the compressor to compress more air in the same volumec. expand the volume of aird. cool the compressor head

68. The drain valve in a pneumatic filter is used to:

a. remove air from the systemb. remove water from the systemc. remove dirt from the systemd. add lubrication to the system

69. Pressure regulation in a pneumatic system is usually accomplished by the use of:

a. a pressure relief valveb. a pressure compensating valvec. a pressure reducing valved. a flow control valve

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Final exam, Manufacturing Technology 210 -Hydraulics

70. In a pneumatic system, control of actuator speed can only be accomplished by the use of a:

a. a pressure relief valveb. a pressure compensating valvec. a pressure reducing valved. a flow control valve

71. The below symbol represents:

a. a flow meterb. a filterc. a venturid. a separator

72. The below symbol represents:

a. a flow meterb. a filterc. a venturid. a separator

73. The below symbol represents:

a. a flow meterb. a filter with manual drainc. a venturid. a filter/separator with manual drain

74. True/false a pneumatic cylinder can be used to lock the position of a load.

a. trueb. false

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Final exam, Manufacturing Technology 210 -Hydraulics

75. The absolute pressure at the restriction of a venturi is;

a. atmospheric pressureb. one barc. lower than atmospheric pressured. higher than atmospheric pressure

76. True/false. When the acuator flow is set to a constant value, changing the pressure of apneumatic system varies the rate of flow to the actuator.

a. Trueb. False

77. True/false. Changing the pressure of a hydraulic system varies the rate of flow to theactuator.

a. Trueb. False

78. True/ false. In both a hydraulic and pneumatic system, increasing the cross sectional area ofthe tubing results in a larger pressure drop across a length of tubing.

a. Trueb. False

79. True/ false. In both a hydraulic and pneumatic system, increasing the length of the tubingresults in a larger pressure drop across the length of tubing.

a. Trueb. False

80. In a meter-in hydraulic or pneumatic circuit, the flow control is:

a. controlling the flow into the actuatorb. controlling the flow out of the actuatorc. controlling the pressure out of the actuator.d. none of the above

81. In a meter-out hydraulic or pneumatic circuit, the flow control is:

a. controlling the flow into the actuatorb. controlling the flow out of the actuatorc. controlling the pressure out of the actuator.d. controlling the pressure into the actuator

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Final exam, Manufacturing Technology 210 -Hydraulics

82. SCFM stands for:

a. Semi-Compensated Filter Mechanismb. Standard Cubic Feet per Minutec. Square Cubic Feet per Minuted. Standard Cubic Feet per Hour

83. A hydraulic pump has a displacement of 1 cubic inch per revolution, it is driven by asynchronous inductive motor which runs at 1800 RPMs. If the slip rate of the inductive motor is10 percent, the pump has a flow rate of: (round off to nearest whole number)

a. 18 GPMb. 10 GPMc. 7 GPMd. 8 GPM

184. SUS stands for:

a. Standard Uniform Sectionb. Quction yst-mc Saybolt Uniform Sectiond. Saybolt Universal Seconds

85. SUS is a measure of:

a. pressureb. displacementc. viscosityd. flow

86. True/false It is permissible to charge an accumulator with compressed air.

a. Trueb. False

87. True/false The stored volume of oil in an accumulator changes with the system pressure.

a. Trueb. False

88. The heat generated in a hydraulic system is a function of:

a. pressureb. flowc. both pressure and flow

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Final exam, Manufacturing Technology 210 -Hydraulics

89. An accumulator can be used to:

a. even out pressure variationsb. act as an emergency source of energyc. increase the efficiency of a pumping system.d. all of the above

90. True/false A check valve can be used on the inlet line of an accumulator.

a. Trueb. False

91. True/false A dump valve should be used on an accumulator circuit to relieve systempressure.

a. Trueb. False

92. The inlet side of any pump should be:

a. atmospheric pressureb. higher than atmospheric pressurec. lower than atmospheric pressured. none of the above

93. In a hydraulic or pneumatic system, the below symbol represents:

a. pressure compensationb. flow compensationc. temperature

94. In a pump or valve, the below symbol represents:

a. pressure compensationb. How compensationc. temperature

95. In a pneumatic system, the pressure of a given amount of air with increasingtemperature.

a. decreasesb. increases

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Final exam, Manufacturing Technology 210 -Hydraulics

96. A cylinder with a 10" bore and a 24" stroke must move a 1000 pound load through its strokein 2 seconds. How much hydraulic horsepower is required to move the cylinder?

a. approximately 10 hpb. approximately 4 hpc. approximately 2 hpd. approximately 1 hp

97. If a pneumatic tank can contain 20 cubic feet of air at a pressure of 100 psig and atemperature of 70 degrees Fahrenheit, what is the pressure in the tank if the temperature of theair is reduced to 60 degrees Fahrenheit?

a. approximately 120 psigb. approximately 74 psigc. 20 psigd. 100 psig

98. The major types of pumps are:

a. piston pumpsb. vane pumpsc. gear pumpsd. centrifugal pumpse. all the above

99. A hydraulic intensifier works on the principle of:

a. horsepowerb. F=P*Ac. flowd. volume

100. A 10 micron filter in a hydraulic system will block any particle larger than:

a. . 254 inchb. . 0039 inchc. . 00039 inchd. . 000039 inch

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Final Exam, Manufacturing Technology 215 -Digital Electronics

Identify the symbol for the following gates

1. AND gate

2. OR gate

3. NAND gate

4. NXOR gate

5. NOR gate

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361

Final Exam, Manufacturing Technology 215 -Digital Electronics

Identify the gating structure for the following Boolean expressions

a.

16.A*B+A*C=E

7.A+B+C*D=E

18.A+B*A+C=E

19.A*B*C+D=E

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Final Exam, Manufacturing Technology 215 -Digital Electronics

!Identify the ladder diagram logic for the following gating structures.

a.

b.

II

A

1 I

A

I I

B

c.

d.

IJ

C

10.AG B=D

11. A * B = C

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Final Exam, Manufacturing Technology 215 -Digital Electronics

12. A + B =C

13 A*B+C=D

14. Multiple choice A binary counter can be used as:

a. a first in first out registerb. a last in last out registerc. a device to count in binary and provide multiple frequenciesd. a binary adder

15. Multiple choice In a binary ripple counter, when the counter has a full count, thenext count pulse will reset the flip/flops:

a. all at onceb. sequentiallyc. will not reset the flip/flops at all

16. Multiple choice The output of the first flip/flop in a binary counter will divide theinput clock frequency by:

a. 1/2b. 1/4c. 1/8d. 1/16

17. Multiple choice A totem pole output for a TTL gate is a logical one when theoutput voltage is greater than:

a. one voltb. 0 voltsc. 2 volts

18. Multiple choice In a totem pole output for a TTL device, a voltage of 1.5 volts is:

a. a logical 1b. a logical 0c. in the forbidden region

19. True/Falseoutput can drive.

Fan-out refers to the number of inputs that a TTL

a. Trueb. False

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Final Exam, Manufacturing Technology 215 -Digital Electronics

20. Multiple choice In a Tri. totem pole output the transistor that is connected to the+5 volt supply is known as the transistor, and the transistor connected to commonis know as the transistor.

a. source, sinkb. sink, source

21. Multiple choice: TTL means:

a. Transistor Threshold logicb. Transistor, transistor, logicc. Three state logic

22. True/False: A R-S latch flip/flop operates on an AC transition.

a. trueb. false

23. True/False: A one-shot multivibrator is an example of a bi-stable multivibrator.

a. Trueb. False

24. True/false: A four bit decade counter counts up to 15 and then counts to zero.

a. trueb. false

25. Multiple choice A binary to seven segment decoder/driver converts binary to:

a. decimalb. readout segmentsc. octald. hexadecimal

26. Multiple choicethe outputs are numbers

In a decimal to binary decoder, the inputs are numbers and

a. binary, decimalb. decimal, binaryc. BCD, decimald. decimal, BCD

27. Multiple choice When testing a microprocessor for proper operation, two of themain items that should be tested are:

a. the condition code register and the program counterb. the power supply voltage and the clockc. the disk drive and the keyboard

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000

Final Exam, Manufacturing Technology 215 -Digital Electronics

28. Multiple choice When testing the microprocessor's address bus and data bus, theeffort is to look for:

a. stuck bits (either high or low)b. actual addressesc. actual data

29. True/Falsefrom working.

A PIA or UART cannot stop the microprocessor

a. trueb. false

30. True/Falsememory.

To the microprocessor, a PIA or UART is indistinguishable from

a. trueb. false

31. Multiple choice: An open collector output module for a PLC requires:

a. a connection to source voltageb. a connection to source voltage in series with a solenoid, relay or other devicec. a connection to machine groundd. a connection to common in series with a solenoid, relay or other device

32. Multiple choice: When starting a newly installed PLC system:

a. disconnect all motion causing devicesb. remove all input and output modulesc. remove all fusesd. remove the CPU

33. Multiple choice: When starting a newly installed PLC system:

a. check for proper wiring of the master control relayb. check all input and output wiringc. check all power supply and common connectionsd. all the above

34. Multiple choice: When starting a newly installed PLC system, to check out the operation ofinput and output modules, the modules using the

a. inspect, microscopeb. force, HHTc. measure, ohmmeterd. remove, screwdriver

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Final Exam, Manufacturing Technology 215 -Digital Electronics

35. In the diagram below, the rise time of the signal, low to high, is depicted by the letter:

a. Ab. Cc. Bd. E

I I I I1 A I

I B I

90% Input pulse 90%

50% 50%

Output pulse

10%

50%

D I

36. In the diagram above, the propagation delay time high to low is depicted by the letter:

a. Ab. Cc. Bd. E

37. In the diagram above, the fall time of the signal, high to low, is depicted by the letter:

a. Ab. Cc. Bd. E

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Final Exam, Manufacturing Technology 215 -Digital Electronics

38. Multiple choice: When starting a newly installed PLC system, one of the first steps is tothe

a. inspect, CPUb. program, HHTc. measure, outputd. configure, PLC

39. Multiple choice: To properly the PLC you need to know

a. inspect, the CPUb. configure, the CPU model numberc. measure, outputd. program, C++

40. Multiple choice: To properly the PLC system you need to know

a. inspect, the CPUb. configure, PASCALc. configure, module model numbersd. program, BASIC

41. Multiple choice: To properly a PLC you need to understand

a. inspect, the CPUb. program, Boolean algebrac. measure, transistord. program, C++

42. Multiple choice: When troubleshooting a new installation, if your input circuit LED is onand the input device is on/closed/activated, and your input device will not turn off, then themost probable cause is:

a. Input is forced off in programb. device is shorted or damagedc. Input circuit is damagedd. input device is open or damaged

43. Multiple choice: When troubleshooting a new installation, if your input circuit LED is offand the input device is off/open/deactivated, and your input device will not turn on, then themost probable cause is:

a. Input is forced off in programb. device is shorted or damagedc. Input circuit is damagedd. input device is open or damaged

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Final Exam, Manufacturing Technology 215 -Digital Electronics

44. Multiple choice: When troubleshooting a new installation, if your input circuit LED is offand the input device is on/closed/activated, and your program acts as though the input devicewill not turn on, then the most probable cause is:

a. low voltage from the inputb. incorrect wiring or an open circuitc. Input circuit is damagedd. input circuit is incompatible with the devicee. all the above

45. Multiple choice: When troubleshooting a new installation, if your input LED is on and theinput device is off/open/deactivated, and your program acts as though the input device will notturn off, then the most probable cause is:

a. low voltage from the inputb. incorrect wiring or an open circuitc. Input device off-state leakage current exceeds input circuit specificationd. input circuit is offe. all the above

46. Multiple choice: When troubleshooting a new installation, if your output LED is on and theoutput device is on, and your program acts as though the output device should be off, then themost probable cause is:

a. low voltage from the outputb. incorrect wiring or an open circuitc. Input device off -state leakage current exceeds input circuit specificationd. input circuit is offe. programming problem

47. Multiple choice: When troubleshooting a new installation, if your output LED is off and theoutput device is off/deactivated, and your program acts as though the output device should beon, then the most probable cause is:

a. programming problemb. output is damagedc. output is forced offd. all the above

48. Multiple choice: When troubleshooting a new installation, if your output LED is on and theoutput device is off/deactivated, and your program acts as though the output device should beon, then the most probable cause is:

a. low voltage from the inputb. incorrect wiring of open collector circuitc. Input device off-state leakage current exceeds input circuit specificationd. output circuit is forced offe. programming problem

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Final Exam, Manufacturing Technology 215 -Digital Electronics

49. Multiple choice: When troubleshooting a new PLC installation, if the power LED on theCPU module is on, and the CPU FAULT LED is flashing:

a. the CPU module is badb. the power is badc. the CPU is badd. the processor memory needs to be cleared

50. Multiple choice: In addition to inputs and outputs, a PLC contains:

a. software inputsb. softWare outputsc. timersd. counterse. all the above

51. True/false: Timers and counters have contacts associated with them that can be used likereal inputs.

a. trueb. false

52. Multiple choice: Refer to ladder diagram 1. The Boolean statement for rungs 1 and 2 is:

a. PBI*MCR+EMS*PB2=MCRb. (PBI+MCR)*EMS*NOT PB2=MCRc. PB I +(MCR+EMS)*NOT PB2=MCRd. (PB1+MCR)*EMS*PB2=MCR

53. Multiple choice: Refer to ladder diagram 1. The Boolean statement for rungs 4, 5 , and 6 is:

a. (RDY*SERV)+(LSOVR*LS-2)+SEVFLT*EMS=CRIb. RDY+SERV+NOT LSOVR*LS-2+SEVFLT*EMS=CR1c. RDY*(SERV+NOT LSOVR)*(NOT LS-2+SEVFLT)*EMS=CR1d. (RDY*SERV)+(NOT LSOVR*LS-2)+SEVFLT*EMS=CR1

54. Multiple choice: Refer to ladder diagram 1. The Boolean statement for rungs 8 and 9 is:

a. (NOT CR1*NOT SERVFLT)+SERV*SERVOK=SERVb. (NOT CR1*NOT SERVFLT)+NOT SERV*SERVOK=SERVc. (NOT CRI +NOT SERVFLT)*SERV+SERVOK=SERVd. (CR1*SERVFLT)+SERV*SERVOK=SERV

55. If the external emergency stop contacts are not operated, wire 4 will be:

a. energizedb. de-energized

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Final Exam, Manufacturing Technology 215 -Digital Electronics

56. If the external emergency stop contacts are operated, and PB-1 is closed, wire 4 will be:

a. energizedb. de-energized

57. If the external emergency stop contacts are not operated, and PB-1 is closed and released,wire 4 will be by

a. energized, EMSb. de-energized, PB-1c. energized, MCRd. de-energized, MCR

58. If the SERVOK contacts close, and CR1 output is not energized, and the RDY contacts areclosed, then will energize, and SERV will by the contacts

a. EMS, de-energize, SERVOKb. CR1, energize, SERVc. MS-1, de-energize, CR1 'd. SERV, de-energize, CR1

59. If the MCR output is energized, and PB-2 is pressed, wire 3 will be:

a. energizedb. de-energized

60. CR1 will energize whenever:

a. RDY and SERV are trueb. NOT LSOVR and LS-2 are truec. SERVFLT is trued. all the above

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Start Push buttonPB- 1

0EMS

3

MCR

External Emergency Stop

Stop Push buttonPB-2

MCR

Master Control Relay

EMS

RDY SERV EMS

LSOVR LS-2

SERVFLT

Emergency Stop Relay

CR18 0

MCRMS 1

CR1

0Motor Starter 1

SERVFLT SERVOK SERV10 11 12

I 0H

SERV

I

372

Servos Ready

BEST COPY AVAILABLE 373

For more information:

MAST Program DirectorTexas State Technical College3801 Campus DriveWaco, TX 76705

(817) 867-4849FAX (817) 867-33801-800-792-8784http://machinetool.tstc.edu

(9192)

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