Instructional Planning (Model)

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ASSOCIATE DIPLOMA in

ETUET - ELECTRICAL TECHNOLOGY

Teachersinstructional guide for

UNIT 01

UNDERSTAND DIRECT

CURRENT PRINCIPLES

ETUET-1-0001-1-3

Elaborated by:

Date: March 2014

Version: V01

Contact:


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Associate Diploma Electrical Technology Qualification

UNIT 01

UNDERSTAND DIRECT CURRENT PRINCIPLES

V1.0 March 2014 Mondragon-Muhayil Asir College of Excellence ~ 3 ~

ContentsINTRODUCTION ..................................................................................................................... 5

I.FOUNDATIONS .................................................................................................................... 9

1. YOUR ROLE AS A TECHNICAL TRAINER ...................................................................... 11

Technical trainer ..................................................................................................... 11

Technical trainer competencies ............................................................................... 11

Learning and teaching principles .............................................................................. 12

2. PLAN YOUR COURSE ................................................................................................ 12

3. THE COURSE SYLLABUS ............................................................................................ 13

What is in a syllabus? .............................................................................................. 14

When should you write your syllabus? ..................................................................... 15

General advice on writing a syllabus ........................................................................ 15

4. WHAT IS THIS INSTRUCTIONAL GUIDE FOR AND WHAT DOES IT INCLUDE? ................ 15

How to use the guide ............................................................................................... 16

II.COURSE IDENTIFICATION .................................................................................................... 175. TRAINING FAST IDENTIFICATION SHEET .................................................................... 19

Orientation ............................................................................................................. 21

III.BASIC COURSE PLAN .......................................................................................................... 23

6. COURSE DESCRIPTION AND RATIONALE ................................................................... 25

7. STUDENT LEARNING OUTCOMES ............................................................................. 26

8. CONTENTS ............................................................................................................... 30

9. TEACHING APROACH ............................................................................................... 33

Suggested methods, activities and assignments ....................................................... 35A proposal of Laboratory Practices ........................................................................... 38

10. RESOURCES ............................................................................................................. 41

Learning spaces ....................................................................................................... 41

Equipments ............................................................................................................. 43

Learning materials ................................................................................................... 45

11. ASSESMENT AND GRADING ..................................................................................... 47

Assessment ............................................................................................................. 47

Evaluation rubrics .................................................................................................... 49


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Grading ................................................................................................................... 55

12. TENTATIVE COURSE SCHEDULE ................................................................................ 57

APPENDICES .......................................................................................................................... 61

List of appendices .................................................................................................... 63


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INTRODUCTION

This is the general introduction to this instructional guide. Read it for getting a general

understanding of intent and organization of the entire document.


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Welcome.

This document is the Instructors Guideassociated to the technical course named:


This course makes part of this technical program (Qualification) and its specifically associated to this technical

Unit in such certificate design:

ETUET. ELECTRICAL TECHNOLOGY - Associate Diploma.

ETUET-1-0001-1-3. Unit 01-Understand direct current principles

This is a tool intended for teachers, instructors and departments working at Mondragon Colleges of Excellence

where this and other professional certificates are offered.

This guide describes a basic or a reference course intended to guide the teaching of this matter. Accordingly,

the reader will find here key information about course learning goals and contents, some suggested teaching

approaches and activities, specifications about resources, evaluation and more. All this information is organized

basically around the systematic work of course planning that takes place in many educational contexts, and which is

carried out by teachers and departments.

Both, teachers and departments will find useful this guide. On one side, the academic coordinators can get a

frame to prescribe this instruction, at a department level. On the other side, the teachers, especially new teachers or

those less experienced teachers, can get a kind of standard course design to orientate their particular planning and

subsequent course delivering, under the more general or department conditioning.

To these aims, the document is organized in 3 main sections:

I. FOUNDATIONS

This section provides background information about the technical trainer and the work of course planning. Its

general information and allows a better understanding of this guide and purpose.

II. COURSE IDENTIFICATION.

It contains a course fast identification sheet, only for basic identification purposes of this reference training.

III. BASIC COURSE PLAN

Describe the reference course at a general level. It includes the following key information: a rationale, learning

outcomes, contents, suggested teaching approach, information about resources, evaluation strategy and a

tentative course schedule. These elements, taken all together, are essential for planning particularized teaching

actions at both, instructor or department levels.

APPENDICESSupplement or particularize information related to any of the previous sections and topics.

Finally, this instructional guide presents itself as a thorough model of instruction planning, which is

discretionary for the most experienced teachers and other users. That is, they can select the information and use it as

needed accordingly to their particular teaching preferences and specific conditionings.

Suggestions will be appreciated.


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I.FOUNDATIONS

This section provides background information in order to understand better this guide.

First, this guide is an instrument intended for technical teachers. Accordingly, it is briefly stated

that what is essentially expected from this professional is to teach technical matter and, in order

to do his job more effectively he should know how to apply the learning and teaching principles.

However, it must be noted that this guide doesnt discuss these principles.

Second, is pointed out that (good) teaching involves planning, and some orientations about course

planning are given next. This instructional guide provides technical instructors with a basic course

design for them to use in their particular course planning. However, this guide is not a course

about how to proceed systematically in detailed course planning.

Third, the Syllabus is briefly explained as a final task of course planning in educational contexts. In

essence, through syllabi teachers communicate course designs to students. This instructional

guide provides key information for instructors to orientate their designs and elaborate associated

course syllabi. However, this guide gives only general information so it cant operate as a

formalized syllabus.

Finally, considering the precedent points, this instructional guide is defined and its purposes,

contents and practical uses are clarified. The teacher is responsible of his own training in topics

such as learning principles, course planning or syllabus writing, for which some references are

given along this section.


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1.YOUR ROLE AS A TECHNICAL TRAINER

This instructional guide gives you a general prescription and valuable orientations about this particular

technical training. Even so, the detailed course planning, the course delivering and the evaluation and

subsequent course improvement are of your business.

Technical trainer

As a technical trainer the most relevant part of your work consist of teaching technical matter to your

students.

Essentially, teaching is learning facilitation. And, technical matter is any kind of information related to

technical, organizational o natural systems, selected with a practical purpose for someone: what they are and

for what, how do they function and are organized or how can they be operated, maintained or fixed. Illustratively,

this kind of information has interest for technicians (or for students to become technicians).

Of course, as a teacher, and as a member of one teaching organization, you have more work to do.

Notably, this is administrative work, like preparing assessment reports, and a number of other general or special

activities, like collaborating with other departments in school projects. Such tasks are specific of your department

or mandated by the school system. So, is of your responsibility to know more about the organizational context

where your work takes place.

Technical trainer competencies

To illustrate teaching, your main function as an instructor, the Table 1 contains a proposal of technical

trainer competencies. Note the main dimensions used to classify them; they are related to the part of generic

work that needs to be done before the act of instruction, during the teaching and once instruction is finished.

You could use this frame in your own continuous training.

TECHNICAL TRAINER COMPETENCIES

Domain 1: Planning Prior to the Course

1A: Review of Organizational Needs and Learners' Backgrounds in Relationship to Course Objectives

1B: Instructional Environment in Relationship to Learning Objectives

Domain 2: Methods and Media for Instructional Delivery

2A: Selection and Implementation of Instructional Methods

2B: Use of Presentation and Instructional Media

Domain 3: Instructor Credibility and Communications

3A: Instructor Delivery Competence and Content Expertise

3B: Instructor Communication and Presentation Skills

Domain 4: Group Facilitation

4A: Establishment and Management of a Learner-Centered Environment

4B: Promotion of Learner Engagement and Participation

4C: Assessment of Learners' Needs for Additional Explanation and Encouragement

4D: Motivation and Positive Reinforcement of Learners

Domain 5: Evaluate the Training Event

5A: Evaluation of Learner Performance during and at the Close of Instruction

5B: Evaluation of Instructor and Course

Table 1Technical trainer competencies. Summarized from:http://ibstpi.org/instructor-competencies/;

http://certification.comptia.org/getCertified/certifications/ctt.aspx
http://ibstpi.org/instructor-competencies/http://ibstpi.org/instructor-competencies/http://ibstpi.org/instructor-competencies/http://certification.comptia.org/getCertified/certifications/ctt.aspxhttp://certification.comptia.org/getCertified/certifications/ctt.aspxhttp://certification.comptia.org/getCertified/certifications/ctt.aspxhttp://ibstpi.org/instructor-competencies/


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Learning and teaching principles

Learning is a complex process that happens individually in the mind of your students. Your teaching

operates facilitating this process or, in unwanted cases, hindering it. For example, putting examples helps your

students to learn the new content being presented or self-accessed to. In another case, challenging you students

with big problems could discourage them, if they are lack of appropriate background knowledge. Maximize

learning is your goal. So, the more you know about learning and teaching the more chances that your instruction

will be effective, efficient and appealing.

The Table 2 shows a collection of learning principles, along with some teaching principles, which are

derived from the investigation about learning processes in young people. So, they are scientific truths and, at the

same time, all they are quite intuitive. This is to say, you likely can recognize them associated to the effective

teaching experiences that surely you have had in your live (an excellent teacher, a pleasant learning experience,

etc.). You might use this reference to learn more about learning and so to improve your teaching.

N Some learning principles NSome teaching principles

-- Effective teaching involves: --

1 Students prior knowledge can help or hinder learning. 1

acquiring relevant knowledge about students and using

that knowledge to inform our course design and

classroom teaching.

2How students organize knowledge influences how they

learn and apply what they know.2

aligning the three major components of instruction:

learning objectives, assessments, and instructional

activities.

3Students motivation determines, directs, and sustains

what they do to learn.3

articulating explicit expectations regarding learning

objectives and policies.

4

To develop mastery, students must acquire component

skills, practice integrating them, and know when to applywhat they have learned.

4prioritizing the knowledge and skills we choose to

focus on.

5Goal-directed practice coupled with targeted feedback

enhances the quality of students learning.5

recognizing and overcoming our expert blind spots

(we are not our students. We think as experts. They not)

6To become self-directed learners, students must learn to

monitor and adjust their approaches to learning.6

adopting appropriate teaching roles to support our

learning goals.

7

Students current level of personal development interacts

with the social, emotional, and intellectual climate of the

course to impact learning.

7

progressively refining our courses based on reflection

and feedback.

Table 2 - Orientations about learning and teaching. Extracted from:http://www.cmu.edu/teaching/index.html

2.PLAN YOUR COURSE

As you probably have already experienced, every time you repeat a course the teaching work is different

in some aspects, being the most influential factor the group and students features. Essentially, this forces you to

know more about your students (as a group and individually), monitor their progressions in learning and their

responses to the strategies (activities) that you propose during the teaching process. As a result, you probably

adjust some of these strategies and more specific activities and, perhaps, you make a major change to your

program, seeking to provide the best support, to accomplish learning objectives and to maximize learning

outcomes for every one of your students.

Note that this dynamics points out the relevance of one implicit activity: course planning.

Many of the decisions affecting the success of your course take place well before the first day of class.

Careful planning (or design) at a course design stage not only makes your subsequent teaching easier and more

enjoyable, it also facilitates you to be more focused on your students specific learning needs and problems, which

is a condition for effectiveness/success. In brief, once your course is planned teaching can take place involvingessentially implementing and managing your course plan on a day-to-day level.
http://www.cmu.edu/teaching/index.htmlhttp://www.cmu.edu/teaching/index.htmlhttp://www.cmu.edu/teaching/index.htmlhttp://www.cmu.edu/teaching/index.html


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There is a lot of literature about course design. You might locate and study such references in your

continuous professional development process. Analyzing existing course designs, talking to your colleagues and

studying your department related policies are other good practices.

To orientate, the Table 3 contains a list of general activities which you should consider in order to design

an effective course.

DESIGN YOUR COURSE

N Relevant planning activities

1

Consider the timing and logistics of your work:

Breakdown total work in tasks to do in the long (months), middle (weeks) and short term (days). Some can be elaborative.

Consider where your course fits into the school curricular frames and goals is an example of a long-term task.

Select and ensure the alignment of objectives, assessments, and instructional activities is an example of a mid -term task.

Reevaluate your course plan in light of enrollment and demographics, is an example of a short-term task.

2

Recognize who your students are:

This is your major concern and it can have an effect in your general approach and decisions.

Prior knowledge, cultural background and general expectations and attitudes to learning will impact your teaching.

3

Identify the situational constraints:

Where are you?

Who are your students are going to condition your teaching.

What is your organization, at system, school and department level, will condition your teaching, as well.

You yourself is another teaching condition (to what extent are you familiar with the course, etc.).

4

Articulate your learning objectives:

Where do you want to go, considering constraints?

Learning objectives should be student-centered.

Learning objectives should break down the task and focus on specific cognitive processes (use terminal and enabling objectives).

Learning objectives should be measurable (use action verbs).

Alignment among three main course components ensures an internally consistent structure. Three main course components are:

OBJECTIVES. Articulate the knowledge and skills you want students to acquire by the end of the course.

ASSESSMENTS. Allow the instructor to check the degree to which the students are meeting the learning objectives.

INSTRUCTIONAL STRATEGIES. Are chosen to foster student learning towards meeting the objectives.

5

Identify potential assessments:

How will you know if the students got there? How are you going to evaluate and grade them?

To ensure more accurate assessment of student proficiencies, it is recommended that you use different kinds of activities so thatstudents have multiple ways to practice and demonstrate their knowledge and skills.

6

Identify appropriate instructional strategies:

How are you going to get there? (Activities) Lectures, Discussions, Independent and Group Projects, Lab works, writing areexamples of generic instructional activities.

What can help? (Resources) Lab equipment, software, simulators and trainers, textbooks, Internet are examples.

7

Plan your course content and schedule:

What are the topics in the course? (Content organization and sequence)

What is the overall scheme of learning activities?(Teaching strategies)

What are specific activities and assignments and how they fit in the academic calendar?

8

Write the syllabus of your course:

How will you let s tudents know what you are planning?

Table 3Orientations about course planning. Extracted from:http://www.cmu.edu/teaching/index.html

3.THE COURSE SYLLABUS

As you surely know, a course syllabusis the instrument frequently used by instructors to communicate

their course plans to students (that is, goals, contents, activities, global organization, requirements, policies, etc.).

In its most simple form is a typed document. Using syllabi is prescriptive in many school contexts, as well. Other

common purposes of syllabi include:

To show the broader context of a specific course.

To motivate students showing our own enthusiasm for the matter.
http://www.cmu.edu/teaching/index.htmlhttp://www.cmu.edu/teaching/index.htmlhttp://www.cmu.edu/teaching/index.htmlhttp://www.cmu.edu/teaching/index.html


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When should you write your syllabus?

Writing your syllabus should come late in the process of course design, after the course is essentially

planned but well before the first day of class. This is one of your short termtasks (weeks or days before the course

starting). See Table 3 and suggested references.

General advice on writing a syllabus

In many contexts, syllabi are prescriptive. So, if you are new to teaching, or to a department, one basic thing is

to get support and clarify eventual school or departmental conventions about syllabus. Probably, syllabus

templates there exist and guidelines about how to write altogether with examples. If this is not your case, lookat the syllabus of a colleague as a rough model of format and style.

In other cases there is plenty of room for individual variation and creativity in syllabus design. This is easier

when you have more experience, since syllabi do not have to be simple, typed documents. For example, some

instructors incorporate graphics and other creative elements.

Anticipate student questions and concerns and try to address them in your syllabus. These are important

concerns for students when beginning a course:

Will I be able to do the work?

Will I like the professor?

Will the subject matter interest me? Is it relevant to what I want to do?

Do I have the prerequisite skills and knowledge to succeed?

Can I handle the workload?

Is it possible for me to get a good grade?

What sorts of policies does this instructor have regarding attendance, late work, participation, etc.?

Addressing student concerns will help them to align their expectations with yours and give them a sense of

your teaching styles and priorities.

Distribute the syllabus on the first day of class and go over key points with students. Make it clear to them

that they are responsible for everything in the syllabus, and reference the syllabus in class periodically to

remind them of its content.

Maintain some flexibility in your syllabus: Maybe you have to re-arrange the calendar to accommodate

unanticipated events. Be sure to give them sufficient advance warning so they can plan accordingly.

4.WHAT IS THIS INSTRUCTIONAL GUIDE FOR AND

WHAT DOES IT INCLUDE?

This instructional guide is basically a toolintended for technical teachers.

As it has already been pointed above, it provides teachers with key information to plan particular courses

(or parts) and to elaborate associated syllabus. In its highest expression, this information appropriately

articulated configures a model/reference coursefor teaching this specific technical Unit. In sum, its basic purpose is

toorientate the work of teachers and instructors, especially new teachers and those less experienced teachers.

Also, this guide is useful to coordinators or career managers, and departments as well.

Accordingly, the reader will find here information about justifications, learning goals and contents, a

suggested teaching and assessment approach, clarification about resources and more. The Table 5 identifies more

precisely the kind of information selected to build this guide, applying this basic criterion: what you essentially

need to determine when you are planning your particular technical training.

INFORMATION ELEMENT DESCRIPTION


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PROVIDED IN THIS GUIDE

COURSE IDENTIFICATION

What training is this? Identification data.

Where does it fit? Its curricular frame.

What are the major constraints of this training?

COURSE DESCRIPTION AND

RATIONALE

What this training is about?

Why this training? A rationale.

STUDENT LEARNING OUTCOMES

What will be the main students understandings and skills at the end of this training?

What will be important enabling objectives in order to develop these competences?

What other generic knowledge and skill is relevant in this course?

CONTENTS What knowledge/ (information) support the learning objectives and competences

(knowledge, skill and attitudes)?

TEACHING APPROACH

(INSTRUCTIONAL STRATEGIES)

How the learning objectives and supporting content will be organized?

How will be globally promoted the learning and attainment of intended learning

outcomes and contents? What kind of activities and practices will be put in place during the course aligned to

learning objectives?

How, when, how many?

What kind of support will be given to students during learning?

RESOURCES

What are the main requirements for this course and planned teaching approach?

What kind of learning spaces are required or suggested?

What kind of resources, including equipments and materials, are required or suggested?

How can these resources be used optimally?

ASSESMENT

How will be the students globally evaluated in this course?

What kind of exams and assessments will be used? When?

How will be the students graded?

TENTATIVE SCHEDULE What could be a complete program for this training?

Table 5Elements of information that configures this instructional guide. As a whole this information answers the basic questions

which guide the task of course planning.

How to use the guide

To take the most profit of this instructional guide:

Read it first to gain a complete understanding of this technical training. Remember that as a whole it

configures a basic course design, a referenceor model course.

Following that, plan your own course. Perhaps this is an individual work or (better) a collaborative work. In

any case you will have to pay attention to departments general policies and constraints that particularly have

an effect on your work. As general rule, look at this reference course through the prism of your department.

Assuming that this is the case:

You can use the basic course plan as a basis for your particular training. Re-design (adapt, extend,supplement, modify) the basic course in the light of your specific training conditions, context and

according to your personal preferences.

Alternatively, use selected information elements or parts and generate or change others.

Finally, proceed to elaborate your course syllabus according to department or school policies and probable

tools (templates, etc.). In another case you could refer to related information in this section (see Table 4), if

you need it.


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II.COURSE IDENTIFICATIONThis section includes a model of a Training Fast Identification Sheet which globally

identifies the technical course that this instructional guide details in the next section. Your

specific instruction is going to be based on this general design.

You can use the fast and general data given here for planning and communicating basically

your own training. In addition to basic data about your course, you should pay attention

particularly to the curricular frame where this teaching fits, and general conditions that apply:

such as general schedule and relation to other courses, times or available resources.

You must consult in your department which is this general frame for your specific trainingand other fast data that you need to know, such as which have been included in this model.


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General Requirements(11)

Leaning Spaces Equipments Teacher

Electrotechnology Laboratory

Computer Classroom

General Purpose Classroom

All, equipped for this tentative group

size:

15 to 20 students.

DC electricity trainer.

For working in pairs.

Basic instrumentation set: V, I, R.

Circuit analysis and simulation

software.

(Teacher) Demonstration

equipment.

Electrical components, tools,

spare components and other

supplementary materials. Learning materials for student

and teacher.

Qualified instructor required.

Orientation:

Electrical/Electronics

technician/engineer certified in

training.

See specific references in Appendices See specific references in Appendices See specific references in Appendices

Program general schedule(12)

:

Note. This is a sample of a School Year Organization, which is coherent with the program flowchart. Consult your specific

program design.

Other basic information about the course(13)

:

None

Table 6Training Fast Identification Sheet


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Orientation

Read the notes below for a better understanding of the Training Fast Identification Sheet.

The basics: This training makes part of a vocational training program offered at MCoE (Mondragon Colleges of Excellence). Thiscertificate has a referential frame elaborated by the CoE institution (Colleges of Excellence). It is known as Qualification anddescribes the aims, contents, basic organization and evaluation of this training. Refer to it for more information.

Note (1). Actually, this is the course name given by your institution and not necessarily the official Unit denomination. Itmight be some reasons for changing Unit titles. For example, when splitting a Unit, o when joining several units, tobetter build a general content/(courses) sequence. This is a department decision, however. Make sure of the agreeddenomination for your specific course.

Note (2).

This guide is just a model for your instruction. Your specific course will have a design and delivering version. Forexample: September 2014. Ask directions to your Qualification coordinator for writing the exact code.

Note (3). This is a brief overview of this course. It allows a fast identification of the course aims and content. You may use thisinformation to build your own syllabus, and to communicate your course to the community. For example, includingthis information in a course brochure. Use this information altogether with Content section (10).

Note (4). Identification of the Qualification and specific Diploma (certificate) this course makes part of.Note (5). Identification of the Qualification Unit this course is aligned with.Note (6). For your information:

Face-To-Face Learning is the traditional instructor led teaching. Can include computers support.

Face-To-Face teaching might have supplementary online/(Internet technology) support as well.

Online learning is a distance course, often LMS based (e-Learning platform). Typically, provides courseware,interaction tools (like chats and forums) plus e-tutoring.

Blended Learning uses a mix of Face-To-Face and Online learning.

Self-Paced learning is a distance, individual and flexible course, mostly internet based. Provides tutoring.

All they are training delivery options that might be currently available at your school.Note (7). The Recommended Learning Hours (RLH) includes the student effort(general criteria 20-25%) and the total time in

class. Use this general time estimates for your own planning. Note, for example, that this is a practical course.

Note (8). A course can have other courses as a prerequisite (inside a Diploma or program). See relationships in (9).Note (9). The Program Flowchart represents visually the planned organization of the courses that comprise the program. This

is a department decision. Such organization facilitates an effective learning progression taking into accountprerequisite relationships between units/courses. See too Note (12).

Note (10). General course contents and content organization.Note (11). For practical delivering of your training, you will need to consider this kind of general resources. Notably, learning

spaces and equipments. You should consult to your program coordinator for knowing the exact resources you canhave in your training, and about its current condition.

Note (12). This is the general frame where this training fits. Its entails a practical application of the Program Flowchart tobuild a general design of the certificate. This design can have some effect on your instruction. So, note where thiscourse particularly is placed in relation to others (distribution of Units and general allocation of times).

Note (13). Here, eventually, more general information and/or special considerations about other course aspects are shown.

More information in:

ETUET-1. Associate Diploma and Diploma in Electrical Technology.

Saudi Skills Standards. Qualification Specification. Feb. 2014.

Available in: Link or address


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III.BASIC COURSE PLAN

This section provides a description of one model course which is coherent with the referential Unit

design and general conditions (see section II). Use it to gain an integrated and more practical

understanding of this training and its basic components and, after that, to guide your own general

course planning. It contains seven essential information components:

Course description and rationale.

Student Learning Outcomes.

Contents.

A teaching approach (strategy).

Resources.

An assessment and grading strategy.

A tentative course schedule.

This information is general (valid for a standard school setting), so think about it like configuring

your basic course plan. Later, you will need to adjust this general design to your specific training

and particular conditions or preferences (and experience), adapting, extending and supplementing

such information.


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6.COURSE DESCRIPTION AND RATIONALE

This course introduces the student to the

fundamental concepts of Direct Current (DC) Electricity

and basic applications.

Emphasis is put in mastering basic electrical

principles and in using this knowledge practically through

DC electrical circuits and systems; more precisely this

includes:

Analyzing qualitative and quantitatively givenelectrical circuits (elementary DC circuit analysis) in

order to explain their functioning, calculate its

operating parameters or verify their expected

properties and effects.

Calculating/determining others circuits and electrical systems, or modifying them, to meet given technical

specifications. An electrical system is, for instance, a low complexity electrical product which is based on

principles studied, or a product subsystem, or, even, an electrical component.

Making basic troubleshooting of simple circuits and electrical systems.

These circuits, systems and components are accessed theoretically(represented) or in real(can include

some didactic adaptations for safe lab working) or virtual(realistically) manners.

The suggested teaching approach is one eminently practical. This is a Content-Lab course where the

learning of selected and well structured contents about electrical principles is supported in associated laboratory

practices to reinforce key concepts, promote deeper understanding and develop practical skills. Notably, when

operating with real and virtual DC circuits and systems, the students find better opportunities to develop basic

circuit building skills, metering, following of safe working practices and basic troubleshooting. In this course too,

other general and employability skills, like self-management during practical work, are promoted.

This is a first course that provides students with a general feel for the subjectof electricity and circuit

theory and practice. This training is needed for building an appropriate foundation in the Electrical

Technology certificate. The electrical technicians general work and many specific tasks are based on a solid

understanding of electrical principles and on basic application skills, like the ones this course procures to

students.

This course has a logical continuation and supplement in Understand Alternate Current Principles (Unit06 of the Electrician Associate Diploma).


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7.STUDENT LEARNING OUTCOMES

The list below shows the selection of twelve learning objectives made for this course. The major

characteristic is that they are coherent with the referential Units knowledge and skills outcomes (analyze the

official Unit description of the vocational program for more information). Furthermore, note that they are

classified basically as specific learning outcomes and generic learning outcomes (life and employability skills). In

addition, a kind of progression from low to high level of attainments can be observed in the more specific

objectives: from simple remembering of technical information to practical application of the acquired knowledge.

They are:

Specific learning outcomes. At the end of this course the student will be able to:1.

Recognize and recall major vocabulary, facts, concepts and methods of DC circuits.

2.

Understand major concepts, principles and methods of DC circuits.

3.

Apply major principles of DC circuits and methods of calculation to solve DC circuit problems.

4.

Build DC circuits and simple electrical systems, tune them up to function properly and operate them.

5.

Make measures of basic magnitudes in given DC circuits using properly electrical meters.

6.

Analyze and troubleshoot existing DC circuits and simple electrical systems.

7.

Develop or modify DC circuits to comply with a specified function and operating parameters.

8.

Proceed systematically when working in Lab with DC circuits and carrying out assigned tasks.

9.

Make reports and oral presentations of technical tasks and projects.

Related life and employability outcomes. At the end of this course the student will be able to:

10.

Apply employability knowledge and skills when working with DC circuits.

11.

Apply relevant concepts and methods of math and science when working with DC circuits.

12.

Use general and basic technical English language when learning Electrotechnology.

You can use all or some of these goals in your own training directly, or change or supplement them with

others according to your specific teaching conditions, preferences about how to teach this matter and/or personal

interpretation of the referential technical Unit.

For more clarity about the objectives and the kind of competence they involve the Table 7 analyzes each

one in terms of subordinated objectives. These can operate like performance criteria (to judge acquired

knowledge) and enabling(partial and subordinated) objectives to guide instruction.

COURSE OBJECTIVES

1.

Recognize and recall

major vocabulary, facts,

concepts and methods

of DC circuits.

It includes:

Remember essential facts about electrotechnology: what is it, applications, etc.

Cite effects of electricity and practical consequences. Cite names of electrical components, circuit topologies and instruments studied.

Say some major features or functioning parameters of electrical components studied.

Recognize standard electrical symbols.

Remember low power resistor color code and other standards studied.

Name and define the basic electrical magnitudes studied in current and static electricity.

Say the main relationships/formulas between the electrical magnitudes studied.

Remember the basic properties of basic circuit topologies: series, parallel, combined.

Recognize basic states in the electrical circuit (Short, Open).

Remember procedures and strategies to calculate/analyze DC circuits.

Remember important OHS measures when working with electricity in the Lab.

2.

Understand major

concepts, principles and

methods of DC circuits.

It includes:

Explain the electronic nature of electricity.

Explain simple static electricity phenomena: Charge and transference, electrostatic field.

Explain the current electricity and the basic DC circuit operation. Use an analogy.

Explain the physical meaning of basic electrical magnitudes in the circuit: V, I, R, W.


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Explain the Ohms Law and other basic relationships in the DC circuit.

Explain the effects of current electricity and practical consequences.

Summarize the basic operation, parameters, codes, commercial versions and typical

applications of basic electrical components studied:

Batteries and other small current sources.

Resistors and wires.

Capacitors.

Other practical basic components such as switches and fuses.

Describe the connection, functioning and properties of DC (R) circuit topologies.

Explain the notion of voltage drop and ground reference in the basic DC circuit.

Describe the DC circuit with capacitors: charge and discharge, grouping.

Describe structure and operation of simple electrical systems (applications).

Represent electrical DC circuits based on typical topologies and components.

Explain how to approach the solving of a DC electrical circuit in typical cases.

Explain how to make generic/specific measurements of electrical magnitudes.

Summarize electrical risks (for persons and materials) and OHS measures.

Describe and justify the systematic work at laboratory.

3.

Apply major principles

of DC circuits and

methods of calculation

to solve DC circuit

problems.

It includes:

Qualitatively:

Explain observed effects in s imple static electricity experiments, applying simple

concepts and relationships of static electricity. Make basic predictions.

Explain observed effects in electrical DC (R y C) circuits with basic topologies and in

different states, applying the Ohms Law and topologies properties.Make basic

predictions in response to changes in the circuit components or states.

Explain effects in basic electrical systems (applications) and components. Make

basic predictions.

Calculate equivalent magnitudes in series/parallel groupings of R, C and Batteries.

Calculate component relevant values, known its determining parameters.

Select basic components, given technical specifications. Solve given DC (R) Circuits calculating equivalent or partial magnitudes.

Calculate time constants in DC (C) Circuits in regimes of charge and discharge.

Estimate the influence of real instruments included in a DC circuit.

Reason about measures and results obtained in a DC circuit, deciding about validity.

4.

Build DC circuits and

simple electrical

systems, tune them up

to function properly and

operate them.

It includes:

Interpret circuit schematics and other technical specifications.

In case of an application product or system, interpret essential technical information.

Select components, real or virtual, and mounting and testing accessories.

Manipulate properly components, instruments, products and electrical parts.

Connect components and build the circuit.

Connect external instrumentation (sources, meters), as needed.

In case of an application product or system, prepare it for using/testing.

Check the circuit connections and make initial adjustments of parameters.

Test the circuit/system (real or virtual).

Make adjustments, as needed, in order to meet specifications (real or virtual).

Proceed using the circuit/system according the work specification.

5.

Make measures of basic

magnitudes in given DC

circuits using properly

electrical meters.

It includes:

Interpret the measure specification or identify a measure need (V, I, R, W, Voltage drops

and other basic measures).

Select appropriate instrumentation and measurement accessories (real or virtual):

Voltmeter, Ohmmeter, Ammeter, Multimeter, Wattmeter and other.

Manipulate instrumentation properly and follow security indications and using

recommendations from manufacturer.

Connect instrumentation (real or virtual).

Configure and/or adjust instruments to initial measurement.

Obtain the measure and adjust the instrument as needed, for getting the best lecture of

magnitudes.

Validate the measure and revise the implemented procedure in case of invalidity.

Proceed to practically use or evaluate the measurement.

6.

Analyze and It includes:


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Identify and apply principles to manage the own work, face problems in the light of

technical work requirements and becoming more autonomous.

Identify and apply principles to self direct learning.

Understand how to work as a member of a team.

Identify major features and demands of the collaborative work in technical

contexts.

Identify roles and essential dynamics in a work team.

Identify and apply principles to integrate and become an active member in a work

team, considering the kind of technical work assigned.

11.

Apply relevant concepts

and methods of math

and science when

working with DC

circuits.

It includes:

Use scientific notation and make fast calculations.

Use the scientific calculator.

Interpret and represent functions.

Apply basic concepts and relations of physics and corresponding units (IS): energy/work,

power, force, heat, speed, etc.

12.

Use general and basic

technical English

language when learning

Electrotechnology.

It includes:

Use specific vocabulary about electrical circuits, components and studied methods. In

oral and in written communications.

Table 7Selected learning objectives for this reference course.


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8.CONTENTS

Table 8, below, shows a global content selection made that supports the attainment of learning objectives

(see Table 7) and its aligned with the knowledge and skills outcomes of the referential Unit. This content is

strongly segmented to ease teaching (see description of the suggested teaching approach in the following point for

a detailed justification) and its showedbasically organized in five Course Segments, eleven Content Blocks and

thirty five short Lessons. Furthermore, the Table 8 shows a basic teaching time allocation scheme at the level of

content blocks. The total time allocated is 100 RLH. Remember that RLH (Recommended Learning Hours) include

student effort(involving in class and out class work).

This is not the unique content selection and organization scheme possible , but its a good one. Use it as a

whole, or in part, to orientate your own course planning. Introduce changes as you gain experience with thismatter, or if you already have personal preferences and, always, according to your particular teaching context

requirements.

CONTENT BLOCKS LESSONSCOURSE

OBJECTIVES

Block

TIME

PART I. FOUNDATION

1. THE FIELD OF

ELECTROTECHNOLOGY

1.1. Electrical technology

1,2

10-12

2H1.2. Electrical Industry and Occupations

2. SUPPORTING MATH

2.1. Operations with powers of 10

8H2.2. Using the scientific calculator

2.3. IS units of measurement and physic concepts

PART II. BASIC NOTIONS OF ELECTRICITY AND CIRCUIT CONCEPTS

3. BASIC ELECTRICITY3.1. Atomic structure and nature of Electricity

1, 2, 3, 4, 5,

8, 9 ,10-12

7H3.2. Static Electricity. Charge and Potential.

4. THE ELECTRICAL CIRCUIT AND

OHMs LAW

4.1. The basic electrical circuit quantities: V, I, R

10H

4.2. The Electric Circuit. Basic structure and operation

4.3. Basic circuit measurements

4.4. Ohms Law.

4.5. Introduction to troubleshooting the electrical circuit

5. ELECTRICAL POWER AND ENERGY

5.1. Energy, Power and Electrical Power

8H5.2. Energy conversion in the electrical circuit.

5.3. Effects of electrical current and practical applications

5.4. Electrical safety

PART III. CIRCUIT COMPONENTS AND INSTRUMENTATION

6. BATTERIES AND OTHER SOURCES OF

ELECTRICITY

6.1. Primary Cells

1, 2, 3, 4, 5,

8, 9 ,10-12

7H6.2. Secondary Cells

6.3. Series and Parallel battery connections

6.4. Other small sources of electricity

7. RESISTORS

7.1. Resistance parameters

7H7.2. Fixed resistances and color coding

7.3. Variable resistances

7.4. Wires

8. METERS AND MEASUREMENT

8.1. Types of meters

7H8.2. Using Voltmeter, Ammeter and Ohmmeter

8.3. Using the digital multimeter

PART IV. DC CIRCUIT ANALYSIS

9. SERIES AND PARALLEL DC CIRCUITS

9.1. Series Circuits

1-9

10-1225H

9.2. Parallel Circuits

9.3. Combination Circuits

9.4. Kirchhoffs Lawsand circuit theorems.

PART V. ADVANCED TOPICS IN DC CIRCUITS

10.

CAPACITORS 10.1. Capacitors and capacitance 1-9 8H


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This part is associated to intermediate to high levels of attainment course objectives: 1-9, 10-12

Part V. Advanced topics in DC circuits. This part ends the course treating with more complex topics. One

block is devoted to the capacitor under a DC regime. The student identifies the capacitor and capacitance,

commercial types, effects when included in the DC circuit (series/parallel grouping, transient effects during

charge and discharge) and some practical applications. Another content block is dedicated to integrative

practice (implying selection and application of previous learning) or extension topics (new topic), under the

teachers (or department) criterion. Illustratively, the students could work in teams analyzing a practical

electrical system, product or part, based on circuit principles studied, to understand how is organized, how

does it works and why or how could it be improved. Other advanced activities, such as simple design or

research projects, could be included in this section.

This part is associated to high level of attainment course objectives: 1-9, 10-12


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9.TEACHING APROACH

This is a foundation course in DC electricity principles. The electrical technician competencies (see

description of Associate Diploma) are partly built on this kind of learning. Other related courses and content, like

AC principles (see program flowchart), complete this kind of foundation knowledge.

This elementary course assumes that the student has no previous electro-technical education, training or

experience in electrical work. So, the suggested teaching approach is one ofdirect teaching,or mostly instructor

guided.

The primary learning emphases are on the basic understanding of DC electrical principles and its

application in practical contexts, such calculating and solving electrical circuits or analyzing electrical componentsand applications systems, using to this practical aims simple experimentation equipment: electrical components,

building accessories, instrumentation or simulators. A coherent general teaching strategy is to configure a

Lecture-Labcoursewith significant importance of the Labcomponent.

As illustrated in the previous section, the associated content has been segmented and organized in five

course sections with 11 Blocks integrating well defined Lessons. These Blocks and Lessons configure both, a

logical and an elaborative instructional sequence of DC principles that ranges from the qualitative discovery of the

field to quantitative solving of DC circuits and troubleshooting using technical means, according to the set of

intended student learning outcomes.

The Table 9 illustrates the general course dynamics resulting from the recommended direct teaching

approach and the Lecture-Lab character of this training.

GENERAL COURSE DYNAMICSDirect Instruction Cycle, at the

block or lesson levelsDescription

1INTRODUCE THE NEW

CONTENT

The teacher:

Introduces the new content: a new content block, group of lessons or a Lesson.

Systematically checks the group readiness and, eventually, adapts his teaching

plan.

Informs student about objectives/contents and instructional plan.

Motivate students:

Clarifying objectives and stating relevance of the new content.

Demonstrating objectives: results of intended knowledge applied.

Encouraging students.

Repeats this introduction dynamics in other segments of the program, as needed.

The students:

Attend to teachers explanations.

Answer to diagnostic questions and exercises that eventually the teacher poses. Make clarifying questions about program.

Participate in introductory discussions about demos and, in general, they activate

previous relevant knowledge.

2

PRESENT THE NEW CONTENT

AND PROMOTE KNOWLEDGE

AND SKILL ACQUISITION

The teacher:

Presents technical information and generalities (knowledge and skills).

Goes specific and clarifies generalities through examples.

Makes practical demonstrations of knowledge and skills.

Uses supporting materials and media: slides, media clips, textbooks,

demonstrative equipment, etc.

Summarizes main ideas and make content synthesis (integration with other

knowledge, scheme building promotion).

Proceeds in general elaborating knowledge: from simple to complex contents.

Insert foundation knowledge and practice, as needed.

Make sometimes use of inductive methods for concept formation and other

interactive strategies that promote understanding and content assimilation.


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The students:

Attend to teachers explanations.

Participate actively through questioning.

Do basic exercises intended to facilitate acquisition.

Discuss around technical topics and participate in other group dynamics and

indirect methods.

Summarize the new acquired knowledge.

3REINFORCE KNOWLEDGE ANDSKILLS TROUGH GUIDED

PRACTICE

The teacher:

Assigns Laboratory Practices, or another kind of practical assignments, according

to the nature of the new content, learning objectives and students (acquired

knowledge/competency or task readiness).

Explains general work requirements and conditions.

Monitors students performanceand attend students demands.

Provides appropriate support.

Assigns more practices, as needed. To do in-class and out-of-class.

Promotes self directed learning and autonomy. Modulates support, which starts

being high and progressively diminishes, as the students gain in competence.

The students:

Attend teachers explanations about practice and conditions.

Carry out the assigned Lab Work (or another practice) systematically, according to

technical specifications and other general conditions that apply.

Present evidences of work on time: Lab reports, practical demonstrations, etc.

Reflect about learning progressions and feedback from the teacher.

4

EXTEND AND INTEGRATE

KNOWLEDGE AND SKILLS

TROUGH INDEPENDENTPRACTICE

The teacher:

Extends topics and/or give strategic knowledge that helps students to integrate

and transfer (apply) acquired and reinforced knowledge.

Poses more demanding practice and independent practice.

Gives support.

The students:

Carry out the assigned tasks in self-directed manner.

Apply generic relevant knowledge: make research, self-learning, cooperate, etc.

Obtain support from the team work or the teacher.

Present evidences of individual or group work or time.

Reflect about practical knowledge application and personal learning progression.

5 CLOSE INSTRUCTION

The teacher:

Summarize and synthesize the new content.

Eventually, proposes follow-through activities: integration, memory aids, etc.

The students:

Reflect about the new learning acquired and make connections with other

contents and application contexts.

6EVALUATE LEARNINGACHIVEMENTS AND

INSTRUCTION

The teacher:

Assesses students achievements using appropriate instruments(tests, Lab work,

lesson quizzes, etc.) and grading.

Report learning results to students: individual and group learning.

Evaluate program effectiveness (continuous improvement).

Plan remedial activities.

The students:

Do tests and assessments or present learning evidences for evaluation.

Answer surveys about the learning experience/program.

Reflect on personal and group learning results achieved.

Table 9General course dynamics associated to the suggested direct instruction approach and Lecture-Labtechnical course.

This instructional cycle is general, provides a criterion for organizing the teaching work and global

effectiveness of teaching. Its not needed the execution of all activities every time. It depends on the nature of the

new content and level (Lesson or Block level), relative importance of the content in the course program or student

readiness.

In sum, you have to decide how this approach can be specifically implemented in your instructional plan.

To orientate, most sections and block contents and lessons (or group of lessons) of this course will benefit from


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this approach. For example, it fits nicely when teaching basic concepts of circuits (Part II) or how to calculate DC

circuits (Part IV) or when focused in the knowing of electrical components (Part III).

A caution must be given regarding to preserve the integrity of the instructional strategy: its not a goodidea (at a Content Block level or even a group of lessons level) to cover conceptual content first ( the

theory) and accumulate practice at the end (the practice).This is to say, cycling many times on the activity 2

described in Table 9. In many teaching contexts this is a need for organizational causes (availability of Labs and

resources). However, this approach has the risk of overwhelm the students with too much content that the y cantappropriately assimilate and loosing practice effectiveness for lack of student readiness. In contrast, the suggested

approach proposes an optimal balance between lecture times and practice times. As a general rule, dont cover toomuch content without associated practice and be sure that your students are ready to assimilate this content.

This general teaching dynamics is compatible with indirect methods, like inductive/(inquisitive) learning

or experiential learning. For example, the students can experiment in the laboratory to get by themselves somekey concept (discovering a basic concept, for example; from the specifics/examples to the general rule). However,

even this more student-centered teaching should be carefully planned by the teacher and closely supervised, in

order to reach correct and transferable learning outcomes in a timely manner.

In addition, the more self-directed methods and time for independent practices and knowledge

integration are good scenarios for working life/employability skills. For example, teaching the student how to get

organized, work safe and with others, to communicate properly, etc.

In sum, this is an effective teaching approach when the aim is to build technological and/or

practical foundation knowledge in students with no relevant prior experience in the domain.

Suggested methods, activities and assignments

The Table 10, following, describes a selection of useful instructional activities that you could implement

in your technical course, generically. All are coherent with the nature of the subject matter and suggested

instructional approach. Some are clearly conducted by teachers but many others activities are student centered

(they call for the students more active participation, like practice in general). So, they can operate as studentsassignmentsuseful for formative purposes(track students learning progression and give personalized support)

and evaluation(grading).

INSTRUCTIONAL METHODS AND ACTIVITIES

Method/Activity Description Examples of uses in the course

LECTURES, including other

direct teaching methods

such as:

Explicit teaching.

Structured overviews.

Didactic questions.

Questioning.

In Lectures, teachers explain topics to students.

Students are mentally active seeking meaning.

They can stimulate reflection, challenge the imagination, and

develop a sense of inquiry.

They are more effective if:

The teacher is knowledgeable of topics, learningobjectives and audience and if he is perceptive, engaging

and motivating.

The lecture is relatively short and focused. The studentsattention span is limited and this could difficult content

assimilation.

Other instructional strategies are used that mere topicexposition or speech.

Explicit teaching:

Is focused on specific learning outcomes.

Contents are broken down into small parts and taughtindividually in logical order.

Involves explanation, demonstration and practice.

Involves modeling skills and behaviors and thinking. Thisinvolves the teacher thinking out loud when working

through problems and demonstrating processes for

Illustratively, in this course Lectures, as

described, can be used in:

Explaining very focused or specific

technical topics, which populatepractically every Content Block or

Lesson. Such as:

Nature of Electricity and basicmanifestations.

DC circuit basic operation andparameters.

Ohms Law.

DC circuit arrangements andmethods of calculation.

DC circuit basictroubleshooting.

Others.

Explaining more broad topics, such as

contextual factual topics. For

example: The electrotechnology field and


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Peer partner learning is a collaborative experience in which

students learn from and with each other for individual

purposes.

A discussion is an oral and group exploration of a topic, object,

concept or experience. In a Debate students defend positions

about a discussion topic.

In problem solving a group of students face a problem and seek

a solution by their own means.

In conferencing and interviewing the students listen and talk to

experts of some technical domain.

related.

Conferencing:

Talk given by an e xpertelectrical technician, etc.

Collaborative problem solving:

What is wrong with thiscircuit? How would you

improve it?.

LABORATORY PRACTICE &

WORKSHOP PRACTICE

In the context of technical training, Lab and Workshop practices

are typically programmed practical work which is intended for

developing skills involving any kind of technical means.

Often, this is supervised partial work that progressively

becomes more complex and integrated according to learning

goals and, maybe, requiring then other application contexts ormore sophisticated means.

Often, but not necessarily, laboratory or workshop practices

entails executing tasks and their products driven by step by

step instructions. A lab work, by contrast, could be presented

like a problem solving case or scientific inquiry (experiment,

etc.).

A relevant result of Lab Work is a report.

To be effective:

The purpose is clear.

The practice is programmed and its enough.

Its partial and progressive/elaborative.

Use appropriate equipment and information.

The students obtain informative and corrective feedbackin a timely manner.

Illustratively in this course, Lab and

Workshop Practice, as described, can be

used in:

Analyzing electrical phenomena.

Building or simulating circuits andelectrical systems.

Analyzing given circuits and systems

(components, simple applications

products, etc.).

Taking measures in given circuits and

systems.

Troubleshooting, designing and

improving circuits/systems

Practically every Lesson or Block Content

provides opportunities for practice, which in

each case needs to be carefully planned in

content, number and in other managerial

aspects.

DRILL AND PRACTICE

Drill and Practice activities help learners in mastering materials

at their own pace, to the level of automation.

An automated knowledge is applied with no thinking processing

and so liberating students mind for more complex challenges.

For example, memorizing addition and product facts make

complex arithmetical operations easier to calculate.

So, drills are usually repetitive and are used as a reinforcement

tool of (partial or elementary and procedural) skills and

knowledge (remembering).

There is a place for drill a nd practice mainly for the beginning

learner or for students who are experiencing learning problems.

Drills and practice uses often dedicated resources: drill &

practice software, trainers, etc.

To be effective:

Depends on the recognition of the type of skill beingdeveloped, task analysis (to detect elements that can be

drilled), specific methods of practice, appropriate

planning and feedback.

Illustratively in this course, Drill & Practice,

as described, can be used in:

Memorizing resistor color code and

other standards.

Applying Ohms Law and other basic

electrical circuit relationships.

Taking measures in the electrical

circuit with multimeters.

Etc.

Consider that this practice is partial, has

little significance by its own and must be

supplemented with (or integrated in) other

more relevant practice and learning goals.

PROJECT BASED

INSTRUCTION including

methods such as:

Design or technical

projects.

A project in a instructional context is a kind of independent (or

mostly self-directed) work, with these salient characteristics:

Its an elaborated assignment. Like a research forexample. Represents reality or higher level goals.

Requires practical application of available and integratedknowledge. Often represent a problem with no evident

solution.

Usually requires research of context and even moreknowledge than available or application of another

generic knowledge.

Implies a tangible production: material, informational, aservice

Its usually cooperative (team work).

It takes time to complete: it has phases, milestones, etc.

Usually finish with a practical presentation of results, areport and a work defense.

Illustratively in this course, Project Based

Instruction, as described, can be used:

To design or improve an electrical

circuit based on a technical

specification, using materials,

instruments and tools.

To design an experiment.

To analyze and troubleshoot an

electrical system or product.

To build an electrical prototype.

To research an assigned technical

topic.

Other.

Consider that this practice is mostly a

final or advanced/integrative practice. Its


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Case studies.

Research and

investigation

projects.

Problem solving.

To be effective:

Must be carefully planned, according specific type ofwork and requirements (build, design, research, analyze

something).

Must represent a reasonable challenge to students (checkstudent readiness).

The students must have access to enough andappropriate resources.

The students can obtain appropriate support.

In order to acquire a complex or broad technicalcompetence, it could include a progression of projects

from simpler to the most complex ones. The simpler one

could be a totally or partially solved project (a case

studyor demonstration for the students to analyze just

seeking understanding it).

important be sure about students

readiness. Previous acquisition of

foundation knowledge and partial skills are

usually needed. Appropriate using of

relevant generic skills (such a team work or

communication) is equally important.

Table 10Sample of appropriate teaching methods and instructional activities and assignments for this technical course andsuggested teaching approach. For more information about instructional methods consult:http://olc.spsd.sk.ca/De/PD/instr/

A proposal of Laboratory Practices

To close this section and considering its relevance in the general teaching approach, the Table 11 shows a

selection of Laboratory Practicessuggested for this course, which are classified according Content Blocks. Note

that this is still a quite general definition of practices, so that they can be evaluated by instructors according to

their particular teaching contexts, and implemented with different technical resources, after that, at Electrical

Laboratory/Workshop. Another relevant practice and notes are given supplementary.

CONTENT BLOCKSLABORATORY PRACTICES,

and other supplementary practice

NOTES

PART I. FOUNDATION

1. THE FIELD OF

ELECTROTECHNOLOGY

No Lab Work

Supplementary practice for this Block:

Research about electrotechnology and occupations.

Discuss about this vocational program.

Attend to an expert talk and analyze information.

You might follow this development

scheme:

1. Goal: clarify the industrial context.

2. Goal: clarify generic prof. roles.

3. Goal: clarify the study program.

Use basic information and sources of the

domain: written, audiovisual or live.

2. SUPPORTING MATH

No Lab Work


Math exercises. Review.

Use of scientific calculator in fast calculations.

Review of basic physical concepts, Units, Conversions.


scheme. According to a preliminary task

analysis (contents selection):

1. Test group and students readiness.

2.

Individualize drill and practice.

Use scientific calculator

PART II. BASIC NOTIONS OF ELECTRICITY AND CIRCUIT CONCEPTS

3. BASIC ELECTRICITY

1. Introduction to the Electrical Laboratory/Workshop.

2. Experiments in Static Electricity.


Make basic calculations. Charge. Apply Coulomb Law.

Analysis of practical demonstrations.

Research about practical apps. Static electricity.


scheme:

1. Familiarize students with practical

work context, resources, access

rules and elementary safety.

2. Students reproduce a selection of

experiments. At least, every

student or team makes one.

3. Experiments results are discussed.

Use reality (didactic equipment) or

simulation (better, if interactive).

4. THE ELECTRICAL CIRCUIT

AND OHMs LAW

1. Analysis of the basic electrical DC Circuit.

2. Analysis of the Ohms Law.

3. Applying the Ohms Law.


Follow this development scheme:

1. Elementary analysis of operation

of a prototypical DC circuit.

Includes: elementary practice in

metering V, I and R.2. Verification of Ohms Law and
http://olc.spsd.sk.ca/De/PD/instr/http://olc.spsd.sk.ca/De/PD/instr/http://olc.spsd.sk.ca/De/PD/instr/http://olc.spsd.sk.ca/De/PD/instr/


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Analysis of practical demonstrations. Ohms Law.

Qualitative analysis of the electrical DC circuit.

Elementary circuit calculation exercises.

Research about recognizing the electrical circuit in

broad application contexts or domains.

basic properties of the circuit.

3. Practical using of Ohms Law.

Varying parameters and circuit

states. Elementary troubleshooting

(open and short components).

Build and/or simulate circuit and meters.

Follow safety rules. Make the Lab Report.

5. ELECTRICAL POWER AND

ENERGY

1. Energy conversion in the DC circuit. Electrical Power.

2. The heating effect of electrical current and applications.

3. Analysis of other practical effects of electrical current.


Analysis of selected practical demonstrations.

Electricity effects: Joule Law, electrolysis, etc.


Research about industrial applications of electricity.

Analysis of undesirable effects of electricity and risks.

Electrical safety and regulations.


1. Verify and estimate energy

conversion in the electrical circuit.

2. Make calculations of electrical

Power and Energy in DC circuits.

3. Analyze fuses and other practical

applications of electrical heating.

4.

Verify other selected effects ofelectrical current and basic

applications (solar cell, etc.).

Build and/or simulate circuit and meters.


PART III. CIRCUIT COMPONENTS AND INSTRUMENTATION

6. BATTERIES AND OTHER

SOURCES OF ELECTRICITY

1. Identify and analyze batteries.

2. Analyze an alternative small source of electricity.


Analysis of selected practical demonstrations.


Research about small sources of electricity.

Research about environmental aspects.


1. Identify the basic cell structure.

2. Identify the secondary cell.

3. Experiment and make calculations

with real batteries in the DC

circuit and batteries grouping

(series and parallel).

4. Analyze an alternative small source

of electricity (hydrogen pile, etc.).

Build and/or simulate experiments,circuits and meters. Make calculations.


7. RESISTORS

1. Analyze the Resistance.

2. Identify and analyze commercial resistors.

3. Analyze electrical cable standards.


Calculations about real Resistances.

Analysis of technical documentation. Components.

Drill and practice of resistors color code.

Testing of resistors with ohmmeters.

Research about wires and other practical applications

of resistors.


1. Identify the main factors the

Resistance depends on and

relation. Test effects (material,

length, section).

2. Identify commercial resistances.

Color Code. Test.

3. Identify commercial resistances.

Variable. Test.

4. Identify the electrical cable. Types,

calibre, uses. Test.

Build and/or simulate experiments,

circuits and meters. Make calculations.


8. METERS AND

MEASUREMENT

1. Metering with professional instruments.


Calculations about real metering: load effect, etc.

Research about professional instruments and special

measurement instruments.


1. Identify multimeters and other

specific electrical instruments.

Practical presentation and

accessories.

2. Make measurements in DC circuit

tests and generalized circuits and

simple application systems.

3.

Interpret measures.

Configure and connect commercial

meters. Make measurement reports.

PART IV. DC CIRCUIT ANALYSIS

9. SERIES AND PARALLEL DC

CIRCUITS

1. Analysis of electrical DC resistive series circuit.

2. Analysis of electrical DC resistive parallel circuit.

3. Analysis of electrical DC resistive combined circuit.

4. Analysis of an electrical DC network.


1. Basic analysis of the circuit.

Verification of properties.

2.

Advanced analysis. More complexcircuits. Application of properties.


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UNIT 01




Circuit calculation exercises.

Exercises in qualitatively analysis of DC circuits and

functioning hypothesis based on properties.

Research on application products or systems.

Elementary troubleshooting.

3. Application analysis of the DC

circuit. Go real (as much as

possible) and discover simple

electrical products or systems.

Use circuit real building and/or

simulation, metering and calculations.

Use technical information. Follow safety

rules. Present oral & written reports.

PART V. ADVANCED TOPICS IN DC CIRCUITS

10. CAPACITORS

1. Basic analysis of the capacitor.

2. Analysis of the charge and discharge of the capacitor.

3. Analysis of practical applications capacitors.

Supplementary practice for this Block: Circuit calculation exercises.

Qualitative analysis of DC circuits with capacitors.

Research on applications of capacitors.


1. Basic analysis of the component.

Structure and basic functioning .

2. Effects of grouping capacitors.

3. Types of commercial capacitors.

4.

Transient analysis. Charge and

discharge. Time constants.

5. Analysis of Practical applications.

Basic troubleshooting.

Use circuit real building and/or

simulation, metering and calculations.

Use technical information. Follow safety

rules. Present oral & written reports.

EXTENSION TOPICS and/or

INTEGRATIVE PRACTICE

This is time for integrative practice:

Options:

1. Circuit design or improvement.

2. Electrical system or application product analysis.

3. Research in a new or extension electrical topic.

4. more

Follow this development scheme. Having

chosen at least one of the options:

1. Assign project, task or problem.

2. Develop project to obtain expected

results according specifications.

3. Make reports and Present results.

Use resources available and pr

Instructional Planning (Model)

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