UnitGuide 2016 v1

ELECTRICALTECHNOLOGY
AssociateDiploma
UNIT10
UNDERSTANDELECTRICALPOWER
SYSTEMSANDELECTROMAGNETIC
DEVICES
TeachersGuide
Cod:ET_AD_U10_G_2016v1
Key:
ET:QualificationElectricalTechnology
AD:Certificationlevel/CertificateAssociateDiploma
Uxx:FocusedUnitintheQualificationstructureUnit10
G:Typeofdocument.TeachersGuideorunitGuide.
Yearvx:Documentversion.Year2016Version1
Unit10UnderstandElectricalPowerSystemsandElectromagneticDevices
Content
1.
UNITSUMMARY....................................................................................................................4
1.1.Unitstructure............................................................................................................4
1.2.Unitdescription(purpose)........................................................................................5
1.3.Nominalhours...........................................................................................................5
1.4.PreRequisites............................................................................................................5
1.5.SkillLearningOutcomes,PerformanceCriteriaandScope.......................................6
1.6.KnowledgeLearningOutcomesandScope...............................................................7
1.7.EmployabilitySkills....................................................................................................7
2.
ELEMENTSFORCOURSEPLANNING......................................................................................9
2.1.Courseidentification.................................................................................................9
2.2.Coursedescription.....................................................................................................9
2.3.Coursegoals/objectives..........................................................................................10
2.4.Courseorganization.................................................................................................10
2.4.1.Generalapproachtoteaching.................................................................10
2.4.2.CourseTopics...........................................................................................12
2.4.3.Teachingandlearningactivities..............................................................12
2.5.Resources................................................................................................................15
2.5.1.LearningMaterials...................................................................................15
2.5.2.Materialsandequipments......................................................................16
2.6.Courseassessment..................................................................................................17
3.
TENTATIVECOURSESCHEDULE...........................................................................................19
[3]
1. UNITSUMMARY
In this section a summary is given of the formalized (official) constituting elements of the
presentUnit.ForcompleteinformationabouteachonerefertotheUnitprescription.
Notethatoneelementnotformalizedhasbeenaddedtothestructure.
1.1.Unitstructure
Purpose/
Description
NominalHours
Prerequisites
*Notincluded inthecurrentstandard
SkillLearning
Outcomes(SLO)
SLO_1
Performance
Criteria
SLO_2
Performance
Criteria
SLO_n
UNIT
Performance
Criteria
SKILLS
SCOPE
Knowled.Learning
Outcomes(KLO)
KLO_1
Knowledge
Scope
KLO_2
Knowledge
Scope
KLO_n
Knowledge
Scope
Employabilityand
othergenericskills
*Prescribed forthewhole qualification
[4]
1.2.Unitdescription(purpose)
ThissectionstatesthegeneralpurposeoftheUnitsummarizingthegoalofcompetence.
This unit covers determining correct operation of electromagnetic devices and related
circuitsandprovidingsolutionsastheyapplytoelectricalinstallationsandequipment.
It encompasses working safely in problem solving processes involving circuits and

magnetic devices, using measuring devices and calculations and providing solutions to
predictableproblemsthatarebasedonmeasuredandestimateddata.
1.3.Nominalhours
ThiselementinformsabouttheRecommendedLearningHoursfortheUnit.
RLH:RecommendedLearningHours.Includecontacthoursandstudentindependenteffort.Thatis,itmay
include not only scheduled classes but also the amount of effort required to undertake and complete all
assessmentrequirements,includinganyothernonclassroomactivities.
GLH:GuidedLearningHours(ornominal/contacthours).
RLH:108
GLH:86(RLH1,25xGLH)
1.4.PreRequisites
This is not formalized or standard information. Its included here to guide the training
programdesign/(improvement),orspecificcourses.
PrerequisitesareinessenceUnitsofstudythatshouldbecompletedpriortocommencinga
particularUnittraining.Thatis,thestudentmustpasssubjectXbeforeheorsheisallowed
to commence subject Y. In some instances, prerequisite units or contents may be studied
concurrentlywithnewunitsofstudy,providingthattheyarewellplanned(ensuringthatpre
requisite contents are learned in the program when really needed). Some Units share
prerequisitesandothershavenone.
Prerequisitesforthisunitofstudyare:
Unit01.UnderstandDirectCurrentPrinciples.
ThestudentsshouldmasterDCcurrentprinciples(circuitconcepts,laws,problemsolving)asafoundationforlearning
principlesofelectromagnetismandDCmachines.
Unit05.UnderstandOccupationalHealthandSafety.
Students should know the principles and general procedures related to working safe in general work contexts and
contexts of basic electrical work (such as, works at the electricity workshop and laboratory, execution of simple
electricaltasksinschoolcontext,etc.).RegardingUnit05,thefocusisonthemandatoryrequirementsofoccupational
healthandsafetyandhowtheyapplytothevariouselectrotechnologyworkfunctions.Itencompassesresponsibilities
forhealthandsafety,riskmanagementprocessesatalloperativelevelsandadherencetosafetypracticesaspartofthe
normal way of doing work. The advanced management related to the identification of workplace hazards and the
development,applicationormodificationofcontrolmeasuresisexcluded.Seetable,below:
SkillLearningOutcomes
PerformanceCriteria
KnowledgeLearningOutcomes
1
1.1,1.2,1.4,1.5
1to7
+(supplementarycontent)
2
2.1
Theworkenvironment(generictechnical
4
4.1,4.2,4.3,4.4
[5]
aspectsofOHS)
FirstAid(principlesandprocedures)
Prerequisitesarealsoanyothergenericknowledgeandskillsthatthestudentsshouldalready
haveatthetimeofanewcourseorlearning.Genericknowledgesupportstheacquisitionof
technical/specific knowledge and generation of learning outcomes. It encompasses literacy,
numeracy,employabilityandacademicskills.Ifstudentslackofthisknowledge(assessment
involved), then it must be ensured for the sake of learning efficacy and it must be taught
consequently.
First, the learning outcomes are to be analyzed in terms of this implicit generic knowledge
and skills. Once clarified, it needs to be assessed and validated; that is, students lack of this
knowledge.Afterthat,thereareseveralstrategiesforteachingit.Selfstudyisone;also,itmay
be taught concentrated or on a just in time base; that is, distributed in the course and
synchronizedwiththetechnicalcontents.Inanycase,itshouldbeplanned:identificationand
validation,allocationofenoughtimeintheprogram,preparinglearningresources,etc.
ThisUnithasparticularlytheseacademicrequirements:
1. Numeracy(mathconceptsandskills):
Graphsoffunctions.
Numericaltrigonometry.
2. Physicsconcepts:
Kineticenergyandwork.
Rotation.Torque.
3. Literacy:
Oral&Writtencommunications.
Seealso1.7aboutEmployabilitySkills.
1.5.SkillLearningOutcomes,PerformanceCriteriaandScope
Skill Learning Outcomes (SLO) describe the essential outcomes of the Unit as a whole.
Performance criteria describe the required performance needed to demonstrate or verify
achievement of the corresponding Outcome (competence). Assessment of performance is to
be consistent with this evidence guide. Skill scope provides the range of contexts and
conditionstowhichtheperformancecriteriaapply.Itallowsfordifferentworkenvironments
and situations that will affect performance; also, they provide orientation about training
resources,relevantpracticeandassessment.
SKILLLEARNINGOUTCOMES
Thelearnerwillbeableto:
PerformanceCriteria
1.1
Workwithelectromagnetic
devicesusedwithelectricity
supplies
1.2
1.3
1.4
Calculateandsolveproblemsincircuitswithan
electromagneticdevice
Determinetheoperatingparametersofanexisting
circuitwithanelectromagneticdevice
Alteranexistingcircuitwithanelectromagneticdevice
tocomplywithspecifiedoperatingparameters
Developcircuitswithelectromagneticdevicestocomply
withaspecifiedfunctionandoperatingparameters
SkillsScope.
[6]
RefertotheUnitdocumenttogetcompleteinformationaboutskillsscope.
1.6.KnowledgeLearningOutcomesandScope
Knowledge Learning Outcomes (KLO) together with Scope describe the essential specific
knowledge (and component skills) supporting learning outcomes. This knowledge is to be
completed with other genericknowledge. The limits of this knowledge arethe performance
scope that characterizes the learning outcomes. This required knowledge & skills should be
contextualizedtocurrentindustrystandards,technologiesandpractices.
KLO + Scope provide guidance in terms of breadth and depth of knowledge the
trainee/trainerneedstocoverinordertodevelopthegoalofcompetenceeffectively.
InthisUnit,evidencewillshowthatknowledge(understandings)andskills(knowhowto
doandhowtobehave)hasbeenacquiredofsafeworkingpracticesandsolvingproblems
inelectromagneticdevicesandrelatedcircuits,supportingtheprescribedskilloutcomes
andperformancescope.
KNOWLEDGELEARNINGOUTCOMES
Thelearnerwill:
Knowledgescope
Understandthenatureandthe
1 principlesofanationalelectricalenergy
supply
2 Understandmagnetism
3 Understandelectromagnetism
4 Understandmagneticcircuits
5 Understandelectromagneticinduction
6 Understandinductance
Knowhowtousemeasurement
7
instruments
RefertotheUnitdocumenttogetcomplete
8 Knowaboutmagneticdevices
informationaboutthescopeofeach
knowledgetopicontheleft.
9 Understandmachineprinciples
Knowaboutrotatingmachine
10
construction,testingandmaintenance
11 Understandgenerators
12 Understandmotors
13 Knowaboutmachineefficiency
14 Knowaboutelectricitysupplies
Knowhowtoperformcalculations
15 associatedwithelectromagnetic
devicesandrelatedcircuits
1.7.EmployabilitySkills
EmployabilitySkillsaregenerictransferableskillsneedednotonlytodothecurrentworkbut
also for adaptation and evolution in the work contexts and job market. Employability skills
areincreasinglydemandedbyemployersandacompetitiveadvantageforemployees.So,all
students need to develop employability skillsin school andin other contexts. Employability
[7]
skills are basically grouped for all Qualifications in three dedicated Employability Units (or
categories):
Abilitytomanageownwork.Itencompassesworkplanningandorganization.
Work effectively as a member of a team. It encompasses cooperation and

collaboration.
Workprofessionallyinacompany.Itencompassesprofessionalism.
Another global employability skill is Problem Solving, but this hasnt been formalized in a
Unit. The reason is that problem solving is an essential part of the underlying model of
competence and qualification used in the Qualification design. Also, an explicit reference is
madetonumeracy.
Theemployabilityskillsaretobepromotedanddevelopedattheappropriatelevelsalongthe
wholestudyprogram.Particularly,theUnitsandcoursesrelatedhavespecificrequirements
whichcanbedeterminedanalyzingthelearningoutcomesandtheirassociatedperformance
criteria.Suchrequirementsshouldbeknownbystudentsaswellasthekindofactivitiesand
evaluationplanned.
This unit contains Employability Skills. The required outcomes in this Unit contain
applicablefacetsofselectedareasofEmployabilitySkills.Particularly,fromtheanalysisof
learningoutcomes,thefollowingrequirementshavebeenfound:
Selfmanagement(planningandorganizingwork).
Thestudentswillapplyselforganizationtechniquesspeciallywhenworkinginguided
practices (lab practices, etc.), projects, general problem solving related to
electromagnetismdevicesandindependentwork.
Teamworkandcommunication.
Thestudentswillhavetoworkcollaborativelyandcooperativelyinsolvingproblems,
carrying out practical tasks and developing technical projects related to
electromagnetism. Communication skills (oral and also written) will be needed
inwards(teammembers,writingreports,etc.)andoutwards(publiccommunications
andcommunicationwithotheragents).
Professionalism.
Appropriate work attitudes will be promoted and controlled, as in the real work
context.
[8]
2. ELEMENTSFORCOURSEPLANNING
Inthissection,informationisgivenabouthowtoorganizeanddelivertheassociatedtraining
tothisUnit.Thisinformationmaybeusefulforfinalcourseplanninganddeliveryatparticular
schoolsandcontexts.Teachersanddepartmentsarefreeofusingitdiscretionally.
2.1.Courseidentification
Title:
UNDERSTANDELECTRICALPOWERSYSTEMSANDELECTROMAGNETICDEVICES.
Unit:
10.UnderstandElectricalPowerSystemsandElectromagneticDevices.
QualificationandLevel:
ElectricalTechnologyAssociateDiploma
Module(Unitintegration):
Thisisasingle,notintegrated,coursecoveringthefullUnit.
Duration:
86GLH
Coursedeliveryrequirementsandformat:
ThiscoursecontainsLabpracticesandotherpracticalworkandmakesuseofvaried
resources.Provisionofappropriatelearningspacesisrequired.Forguidance:
ElectotechnologyLaboratory.
Electricalworkshop.
Computersroom.
Generalpurposeclassroom.
Thiscoursealsomaybedeliveredinblendedformatcombiningonlineandclassroom
basedtraining.
Teacher:
Thisisatechnicalorspecializedcourse.Forguidance,thefollowingteachersprofileis
neededasaminimumtodeliverthistraining:
Qualifiedinelectricityorinarelatedfield(electronics,physics,etc.)
Academics:Vocationalqualification(tertiarylevel)orhigher.
Withateachereducationcourse.
2.2.Coursedescription
RefertoformalizeddescriptionofUnitpurpose.
Withoutelectromagnetismthecurrentelectrotechnologyindustrycantbeconceived,nor
the work of electrotechnology professionals. Basically modern day society couldn't
function properly without electromagnetism. Its used from power stations all the way
down to a wealth of consumer products at homes and industries. So, electrotechnology
professionalsneedtomastertheprinciplesofelectromagnetism,attheirrequiredlevels.
Thiscoursehasthisbasicmotivation.Ithelpsstudentstoacquireabasicunderstandingof
magnetic devices and power systems and applications. To these aims, the students will
[9]
learn about the principles of magnetism and electromagnetism, how such principles are
applied in a variety of electromagnetic devices and components commonly used by
electrotechnology professionals and industries and how they can be systematically
appliedinsolvingproblemswithelectromagneticcircuitsoflowcomplexity(predictable
problems).
Thisisanintroductorycoursemainlyusefultoacquirethefundamentalsthatthestudents
needtodevelopmorespecificcompetenciesandworkperformancesintheQualification,
and beyond (in the real work context). Other training of the same nature in this
Qualification is made of Unit 01 Understand DC Principles and Unit 06Understand AC
principles.Specifically,Unit01courseisaprerequisiteforthiscourse,andthisisapre
requisiteforUnit06course.
2.3.Coursegoals/objectives.
Coursegoals/objectivesarestatementsofwhatthecourseintendstoaccomplish.Goalsare
broaderthanobjectivesandthelatterusuallydiscriminatebetweenintendedknowledge,
skillsandattitudes.LearningOutcomesarestatementsthatdescribesignificant,essentialand
integratedlearningthatlearnershaveachieved,andcanreliablydemonstrateattheendofa
courseorprogram.Learningoutcomescanbeseenasessentiallearningproductsofan
educationalprogramandrepresentanoutcomesbasedapproachtoeducation.
Aftercompletingthiscourse,thestudentwillbeableto:
1. Understandelectromagnetism,electromagneticdevicesandrelatedcircuits.
2. Solvebasicproblemsinvolvingelectromagneticdevicesandcircuits,including:
Determinationofoperatingparametersthroughmeasurementsandcalculations.
Modifyinganddevelopingelectromagneticdevicesandcircuits,asspecified.
3. Worksafelywhenanalyzingandsolvingproblemswithmagneticdevicesandcircuits.
RefertoformalizedSLOandKLOoftheUnittocheckhowtheUnitgoalsabovehavebeenput
inoutcometerms.
2.4.Courseorganization
2.4.1.Generalapproachtoteaching
Thissectiondescribestheteachingstrategyorstrategiesforthewholecourse.
Inorderto master electromagnetismandelectromagneticprinciples,asitsexpressedin

the unit goals and outcomes, an eminently practical course should be planned where
studentsfindenoughopportunitiesofverifyingandapplyingthemorefundamentalones.
A basic approach consists of a lecturelab course and content/topicorganized, as its

beenrepresentedinthefigure.Indoingso,importantprescribedconceptsandprinciples
canbetaughtexhaustivelyensuringthattheyarewellpracticedtoo.Thisisalsoateacher
guidedapproachthatis appropriate forbeginnersornoninitiatedstudentsthatneed to
buildsolidfoundations.
[10]
TOPIC
LECTURES
EXERCISINGAND
PRACTICING
MOREPRACTICE
ORINTEGRATIVE
PRACTICE
PARTIAL
ASSESSMENT
FINAL
ASSESSMENT
NextTopic
Elaboration
TOPIC
ORGANIZATION
ANDSEQUENCE
As an example, the course may be half lecture and half

practical. Briefly, the course dynamics is basically as
follows(refertoimage,left):
First, content (from Unit KLO) is grouped into topics

from the most basic ones (magnets) to the most
advanced ones (electrical machines and power
systems). The basic contents are prerequisites of the
advancedcontents.Thesetopicsarebasicallyalignedto
unit learning outcomes (SLO); that is, each topic is a
training segment which includes, as a general rule,
lectures and practices that help students to master
principles and learn progressively. There is enough
classroom time allocated for each topic (than can be
optimizedwithexperience).
In effect, once organized topics are presented

sequentially by the instructor. In essence, lectures are
delivered about electromagnetic principles, their
practicalapplicationsandtheirbasicinstrumentaluses
in solving practical problems. Examples, demonstrative
experiments, class discussions or audiovisual
presentations are used to promote understanding,
amongothermethods.Insomecases,anexploratoryor
discoveryapproachmaybeeffectivetoo.
After that, or more precisely elaborating (combining lectures and time for practices),
varied and sufficient learning tasks are completed by students. First, basic exercising is
providedandlater morechallenging exercises,labpractices,handsonpractices,quizzes
or projects. In order to ensure the effectiveness of this whole practice, its assigned as
individualorgrouppractice(studentinteraction),isgradedfromsimplertomorecomplex
practices, supported in appropriate resources and accompanied with significant, timely
andindividualizedfeedback.
Also, the course includes comprehensive assessment aligned to the Unit learning
goals/outcomes, both formative and summative. The formative assessment is based in
learningevidencesfromstudentsdailyworkassignments(labpractices,homework,tests,
etc.)andbehavior(attitudes)astheyprogresswithtopics.Thesummativeassessmentis
holistic and includes notably a final knowledge exam, a practical assessment and maybe
other midterm exams. Assignments and learning progression also counts in summative
assessment.
Notably, final assessment mimic questions and practical tasks that might be included in
CBTandCapstoneexamsofthewholeQualification,representingparticularlythepresent
Unit. By doing so, the students become better prepared to face the formalized/official
assessmentcontext.
Remedialactivitiesareprovidedforthosebelowtheacceptablestandards.
[11]
Thisapproachisevidencedinthetentativecourseschedule.
2.4.2.CourseTopics
RefertoKLOoftheUnit.
Thelistbelowindicatesthetopicareastobecoveredinthecourseandtheiralignmentto
KLO. Note, that topics represent significant grouping of contents and sequence, so they
may not be delivered in the exact order of formalized KLO indicated in the Unit
description.
TopicNumber
KLONumber
TOPIC
(Intraining)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
(inUnitspecification)
MAGNETISM
ELECTROMAGNETISM
MAGNETICCIRCUITANDQUANTITIES
CHARACTERISTICSOFFERROMAGNETICMATERIALS
ELECTROMAGNETICINDUCTION
INDUCTANCEANDINDUCTORS
MEASUREMENTINSTRUMENTS
MACHINEPRINCIPLESGENERATORS
DCGENERATORS
MACHINEPRINCIPLESMOTORS
DCMOTORS
DCMACHINEEFFICIENCY
ELECTRICALPOWERSUPPLY
2
3,8
4
4
5
6
7
9,10,11,12
11,12
9,12
10,12
12,13
1,14
15
2.4.3.Teachingandlearningactivities
Learningandteachingactivitiesmaterializetheselectedtrainingapproachandmethods.
Thefollowingkindsofactivitiesarecoherentwiththeteachingapproachdescribedabove:
Exercises.
LaboratoryPracticesandotherhandsonactivities.
Projectsandintegrativepractice.
Lecturing.
Allofthemshouldbeusedindefininganddeliveringthecourseaccordingtothecontent
topic organization suggested. Illustratively, selected exercising and lab practices can
integrate workbooks per topic which are assigned to students. Lecturing is made by
teachersandsomeintegrativepracticewillhelpstudentstorelateconceptsfromdifferent
topics(andfromdifferentUnits)andmakepracticaluseoftheacquiredknowledge.
Following,abriefcharacterizationofeachactivityisgiven.
[12]
EXERCISES
Exercisesnamebasicexercisingpertopicdelivered.
Exercising helps students to develop basic understanding of the matter and strength
acquired knowledge and skills; notably, cognitive or intellectual skills
(memorization,understanding,analyticandcriticalthinking,problemsolving,etc.).A
numberofgenericactivitiesareincludedinthiscategory,suchas:
Questionnaireswithdifferentquestiontypes.
Wordproblemsandcalculations.
Tutorials,Quizzesandselftests.
Investigativequestions(webquests,etc.).
Others.
Theseactivitiesaretodoinclassperiods(typicallyafterlecturing)andoutsideofclass
(ashomeworkorindependentwork).Exercisesassignedaretobecompletedtimely.
All they count mainly for formative assessment but also they may have a weight in
summativeassessment,sincetheyreflectprogressionandlearningevidences.
Some exercising and activities included may require the use of special materials
(multimedia,etc.)andothersupportresources(calculators,softwaretools,etc.).
To illustrate, think for example of a student labeling the parts of an electrical DC

machinegivenandexplodedviewofthemachine.
Identify in the tentative course schedule and materials essential exercising for
thiscourse.
LABPRACTICESANDOTHERPRACTICALTASKS.
Almost every Topic includes lab practices or some kind of practical task related.
Throughlabpractices,electromagnetismprinciplescoveredinthetopicsplannedare
madeexplicitandtheirstudyisfacilitated.
Ingeneral,laboratorypracticesnamelearningfocusedactivitiesthatincludetheuseof
resources,suchasrealorvirtualtools,instrumentsandspecificequipment,usuallyin
research of something (more than in final production of something). This sort of
activity takes place in appropriate workplaces: laboratory (for example,
electrotechnologylaboratory),whereresourcesareavailableandworkconditionsare
betterassured(security,supplies,space,etc.).
Labpracticesareplannedandusuallyaretobecompletedinclassperiodsunderthe
supervisionoftheteacher.Generically,aLabpracticeincludes:
Atechnicalassignmentwithaclearprocedure(workprocess,operationstepsand
intendedresults).
Eventually,extensiontasks(followthroughtasks,etc).
Somekindoffinalreportorquestionnaire.
Labpracticestypicallyarepairworkorsmallgroupwork.
[13]
Lab practices are important activities and assignments in practical courses. That is,
they typically count in summative assessment. They are assessed based on the
correctnessofsubmittedlabreportorquestions.Theteacherinsomecasesmaycheck
the results and work process directly, as the work develops. In case of pair work or
smallgroupwork,themarkawardedistypicallythesameforeachstudent.
To illustrate, a lab practice for this unit can consist of a systematic analysis of the
effectsofinductancewheninductorsareincludedinDCcircuits.
Identify in the tentative course schedule and materials a complete proposal of

laboratorypracticesforthiscourse.
PROJECTSANDOTHERINTEGRATIVEPRACTICE
Integrative practice is needed to strength learning and to minimize the undesirable
piecemeallearningeffectofatopicsegmentedcourse.Inthiscase,electromagnetic
principles shouldnt be totally learnt in isolation, since many of them are
simultaneously present in real magnetic devices and application circuits. So, the
studentneedstocompletehistrainingwithmoreelaborated,complexandrealistic
practices.Technicalprojectsandotherintegrativepracticeareusedwiththisaim.
Ingeneral,projectsarecomplexactitivieswiththeseremarkablecharacteristics;they:
are basically defined as integrative practice. They imply the application of

knowledge and skills from several covered topics. Even, multidisciplinary
knowledge (generic knowledge, knowledge from other units, knowledge not
availableyetthatneedstobeacquired,etc.).
presentaproblemorachallenge.Maybe,arealorasimulatedprofessionaltask.
arerelativelylongactivitiesthatdevelopwithinatimeframe,havetechnicaland
otherconstraintsandareposedasteamactivities.
may be illdefined. That is, can present lack of relevant information, objectives
thatneedtobeclarified/negotiatedorseveralacceptableresults.
typically result in a product or in an activity and some kind of report/

disseminationactivity.
areselforganizedandselfdirectedactivities,withintheframeofpreestablished
constraints.
Other integrative practices are roleplay activities and realistic complex job tasks,
researchorinvestigativeprojects,etc.
The projects, and other integrative practice, facilitate better approaches to the
learningoutcomesandholisticcourseassessment;coherentlytheycountimportantly
inthesummativeassessment.Theyareevaluatedandmarkedaccordingrubricsthat
considerresults(product/activity)andquality(gradeofmeetingspecifications),work
process,communication(resultdemonstration)andteamdynamics.
To illustrate, a project in this Unit may consist in the design and development
(handmade)ofafunctionalmodelofanelectricalDCmotorwherebasicstructuraland
operationalprinciplesaremadeexplicit.
[14]
Identify in the tentative course schedule and materials a proposal of projects

andintegrativepracticeforthiscourse.
LECTURES
The teacher is on charge of lecturing, which basically is to present the matter
accordingdifferentmethodsthatpromotelearning.Often,lecturesareassimilatedto
theteachersactofdeliveringinformation,maybemuchorforalongtime,infrontofa
passive class with students struggling to make meaning of the exposition and taking
notesatthesametime.However,lecturesaremuchmoreandcanbeaveryeffective
teachingmethod.Intechnicalteaching,lecturesencompass:
Expositionofnewcontent.
Demonstrationandexemplificationofnewcontent.
Studentsquestioninganddiscussionoftopicandexamples/demos.
Connectionsofnewcontentandactivationofpreviouslearning.
Systematicreviewoflearningandclarification.
Basicexercising.
Guideddiscovery.
Lecturesplanning.
Thesemethodscontributeinmakingadynamicclassroomwhereeffectivelearningis
effectively taking place. Even more, if lecturing is well planned, not very long and
effectively intercalated with exercising, practice periods and other basic elements of
effectivelessons.
Inthiscoursetheteacherplaysanimportantroleinexplaininganddemonstratingthe
electromagneticprinciples,whicharemany,interrelatedandsomeofthemcomplex.Is
certainly attractive the idea of student discovering or selfstudying these principles,
but surely is also unworkable and probably quite ineffective in terms of learning
outcomes.
Identify in the tentative course schedule allocated time for lecturing and
lecturescontents.
2.5.Resources
Resourcesareanymeanusedtofacilitateandintendedlearning.Teacheristraditionallya
primaryresource.Secondaryresourcesarethenlearningmaterialsandotherequipments
usedbyteachersandalsostudents.Thetraditionalresourcesandrolesmayhavechangedin
modernteaching/learningcontexts(onlinelearning,selflearning,etc.).
2.5.1.LearningMaterials
Recommendedlearningmaterialsforthiscoursearethefollowingimportantones.
RecommendedTextbook:
ElectricalTradePrinciples3rdEdition,byJefferyHampson&StevenHanssen.
PearsonAustralia
Sectionfourcoversspecificallyelectromagneticprinciples,asmostlyprescribed.
[15]
Studentmaterials:
StudentsWorkbook.
Itcontainsanorganizedselectionofcontents,exercises,tutorialsandpractices.Its
basicallystructuredbyplannedcoursetopics.
Otherteachingandlearningmaterials:
Thiscourseguide.
Usermanual,practicemanualandothertechnicalinformationofusededucational
equipment.
Supplementaryresources:
Multimediaresources.
Supplementarycontentsandpractices.
Others:exams,rubrics,etc.
Identify in the tentative course schedule and materials available more precision
aboutthesecategoriesoflearningandteachingmaterials.
2.5.2.Materialsandequipments
Thiscourserequires,inessence:
Demonstrativeandpracticeequipmentofmagneticandelectromagneticprinciples.
Electromagnetic components, devices, products and supplementary materials for
experiments with magnetic devices, circuits and systems and for practical
assessments.
Specificandgeneralpurposeinstrumentation.
Simulationsoftware:
Electricalmachines.
Circuitsandpowersystems.
Others.
Thesematerialsshouldbefittodemonstrations,practiceandassessmentrequirements,as
theyhavebeenfinallyplanned.And,theyshouldbesufficient,accordingstudentgrouping
andplannedworksequences.
Identify in the tentative course schedule and materials available more precision
aboutthesecategoriesofresources.
[16]
2.6.Courseassessment
This course includes a summative assessment with internal practical effects (College
administration).Onepracticaluseisadvisingstudentsabouttheirpreparednesstopassthe
externalqualificationassessment.
In summative assessment, evidence that Unit SLO (competence) have been met shall be
considered holistically. To this aim, students learning progression and achievements along
the course will be considered using a variety of assessment events (or methods of
assessment) to collect information and measure their levels of understandings, skills and
competence.Basedonthesepartialassessments,aglobaljudgmentaboutcompetencywillbe
madeandreportedindividually(forexample,CompetentorNotYetCompetent).
Inplanningassessment,rigorhastobebalancedwithfeasibility,sinceexhaustiveassessment
istimeandresourcesconsuming.
Belowisatablelistingassessmentmethodsrecommendedforthiscourse.
ASSESSMENT
EVENTS/METHODS
DESCRIPTION
EXAMS/TESTS
LEARNINGOUTCOMES
Objectiveknowledgetests.
Includeavarietyofquestions:
multiplechoice,shortanswer,essay
questions,writtenproblems,etc.
Paperorcomputerdistributed.
Knowledgeand
cognitiveskills
(from
rememberingto
reasoningand
problemsolving).
HOWTOMEASURE
PERFORMANCEOR
PRACTICALTESTS
PROJECTS
COURSEASSIGMENTS
STUDENTEFFORT
ANDATTITUDES
Practicalteststhatimply
productions,usingofresources,
interactionsorreactions(attitudes).
Include:circuitplanningand
building,measurements,
troubleshooting,etc.
Availabilityofresources,
performancecontextandother
practicalconditionsmet.
Integrativeassignmentsunder
conditions.
Teambasedwork.
Productsandactivities.
Realisticcontext.
Include:advancedtasksand
problemsolving.
Groupassessmentandindividual
contribution.
Availabilityofresources,
performancecontextandother
practicalconditionsmet.
Include:homework,quizzesand
tutorials,labpracticesandanyother
relevanttaskandworkevidence.
Individualorgroupwork.
Include:attendance,followingof
workrules,participationinclass,
Motorskills
(dexterities,etc.)
andothertechnical
skills.
Interpersonalskills
Attitudesandwork
behaviors.
Employability
skills.
Higherorder
thinkingskills.
Worktechnical
skillsand
employability
skills.
Competence(skill
learningoutcomes
orintegrated
learningoutcomes)
Knowledgeand
componentskills.
Learning
progression.
Workattitudes.
Employabilityand
lifeskills
Accuracycorrectvs.
numberoferrors
ItemAnalysis(for
improvingvalidityand
reliabilityoftests).
Scoringorperformance
rubricsthatidentify
criticalcomponentsof
theworkand
discriminatesbetween
differinglevelsof
proficiencyin
performance.
Accuracyscores,check
lists,primarytraits
analysisandrubrics,
etc.
Rubricsforeach
dimensionof
assessment:result
quality,report,oral
presentation,etc.
Scoredbyinstructor,
juries,externalclients,
mates,etc.
Specificrubricsforeach
instrumentconsidered
(homework,lab
practices,etc.).
Learningevidences,as
describedorformalized
bystudents.
Attendancesheets,
rubrics,etc.
[17]
EMPLOYERWORK
REPORT
contributiontoteamwork,meeting
ofdeadlines,professionalism,etc.
Typically,actualworkplaceevidence
collectedandrecordedbyprofiling.
Simulatedworkplaceevidence
collectedintheclassroombyyour
teacheroracombinationofboth.
Partialand
integratedskills.
Competence
Logbook,rubrics,
checklists,etc.
Generalrequirementsforplanningassessments:
Choose between assessments methods suggested in the table above to define the
assessmentcomponents.
Determine relative importance (or weight) of each method in obtaining the global
score:weightofexams,projects,assignments,etc.
Define grading table (levels A, B, C) and passing criteria in relation to maximum
score.
Developassessmentcriteriaorrubricsforgradingeachcomponent.
Selectordevelopexams.
Communicateassessmentapproachandcriteriatostudents.
[18]
3. TENTATIVECOURSESCHEDULE
Inthissection,atentativecoursescheduleisgiventhatillustratesthefeasibilityofthegeneral
teachingapproachandintegratesthekindofelementsandresourcesproposed.Teacherscan
makediscretionallyuseofthisplantodefinetheirfinalprograms.
[19]
UNIT10.UNDERSTANDELECTRICALPOWERSYSTEMSANDELECTROMAGNETICDEVICES
AtentativeUnitPlan.Shortversion
TOPIC
SEQUENCE
SLO&
(PERFORM.
CRITERIA)
KLO&
(SCOPE)
No
No
Optional
topic
No
No
1
(1.2,1.3)
1
(1.2,1.3)
1
(1.1,1.2,1.3)
2(27)
3(18)
(Optional.See
Topic6)8(13)
4(613)
15(1)
TEACHINGANDLEARNING
CONTENTDELIVERED
TOPIC0.INTRODUCTIONTOUNIT/COURSE
1.
IntroductiontoUnit/Course.
2.
Introductiontosubject.
PREREQUISTEREQUIREMENTS
1.
MathandPhysicsconceptsforthisUnit.
2.
Genericskills(andEnglish)forthisUnit.
TOPIC2.ELECTROMAGNETISM
1.
Electromagnetism.
2.
Applicationsofelectromagnets.
Topic2Workbook:
LaboratoryPractice2.Electromag
nets.
Selfstudyandexercises.
Topictest2.
TOPIC3.MAGNETICCIRCUITANDQUANTITIES
1.
MagneticCircuit.
2.
Magnitudesinthemagneticcircuit.
3.
Basiccalculations.
Topic3Workbook:
LaboratoryPractice3.Magnetic
Circuit.
Topictest3.
Topic4Workbook:
LaboratoryPractice4.Magnetization
Curves.
Topictest4.
Topic5Workbook:
LaboratoryPractice5.Electromagne
ticInduction
1
(1.1.,1.2,1.3)
4(15)
15(1)
1
(1.1,1.2,1.3)
5(14)
15(24)
TOPIC5.ELECTROMAGNETICINDUCTION
1.
Electromagneticinduction.
2.
LenzsLaw.
TIME
ESTIMATED
Equipmentandothers
SelectedTexts:
Unit/CourseSyllabus.
Unitpreassessment.
Others:
AudioVisual(AV0)
SelectedTexts:
Plan,exercisesand
assessmentinMath,
PhysicsandGenericSkills.
SelectedTexts:
Topic1,theory,exercises,
practicesandtests.
Others:
AudioVisual(AV1)
Technicalinformation.
SelectedTexts:
practicesandtests.
Others:
AudioVisual(AV2)
SelectedTexts:
practicesandtests.
Others:
AudioVisual(AV3)
SelectedTexts:
practicesandtests.
Others:
AudioVisual(AV4)
SelectedTexts:
practicesandtests.
(Continuousassessment)
Topic1Workbook:
LaboratoryPractice1.Magnets.
Topictest1.
LearningMaterials
Informaloformalpreassessmentof
keyUnitconcepts.
TOPIC1.MAGNETISM
1.
Magnetism.
2.
Magneticinduction.
3.
Magneticfields.
4.
Magnetsinpractice.
TOPIC4.CHARACTERISTICSOFFERROMAGNETIC
MATERIALS
1.
Characteristicsofferromagneticmaterials.
2.
Magneticlosses.
3.
Airgap.
RESOURCES
AssessmentTasks
ComputersandIT.
ElectricityLab.Sampleof
Unitresources.
ComputersandIT
(classroom)
Calculator.
1
GLH
2GLH
(JustLectures
+Exercises)
ComputersandIT
(classroom&teams)
Electromagnetismand
ElectricalMachines
Equipment.Demo&
Practice.Focus:magnets.
ComputersandIT.
Electromagnetismand
ElectricalMachines
Equipment.Demo&
Practice.Focus:
electromagnets.
ComputersandIT.
Electromagnetismand
ElectricalMachines
Equipment.Demo&
Practice.Focus:
electromagnets.
ComputersandIT.
Electromagnetismand
ElectricalMachines
Equipment.Demo&
Practice.Focus:magnetic
circuitanalysis.
ComputersandIT.
Electromagnetismand
ElectricalMachines
2
GLH
2+2
GLH
4
GLH
3
GLH
4
GLH
[20]
3.
1
(1.1,1.2,1.3,1.4)
1
(1.1,1.2,1.3)
1(1.1,1.2)
1
(1.1,1.2,1.3)
6(112)
15(56)
(Optional)
8(13)
6(15)
15(8)
28
15
28
15(16)
9(13)
10(17)
11(12,11)
12(1,9)
1
(1.1,1.2,1.3,1.4)
11(311)
12(9)
15(10)
10
1
(1.1,1.2,1.3)
9(1,34)
12(1,2,3)
Applicationsofelectromagneticinduction.
TOPIC6.INDUCTANCEANDINDUCTORS
1.
InductorsinDC.
2.
Selfinductance(orinductance).
3.
Mutualinductance.
4.
Typesofinductorsandapplications.
TOPIC7.MEASUREMENTINSTRUMENTS
1.
MeasurementinstrumentsinElectricity.
2.
Analogueinstruments.Principles.
3.
Thegalvanometer(PMMC).
4.
GalvanometerconversionintoVolt.&Amp.
5.
Movingironinstruments.
6.
Electrodynamictypewattmeter.
7.
ThecliponAmmeter.
8.
Safetycategoriesofmeters.
9.
Care,selectionandprotectionof
instruments.
TIMEALLOCATEDFORFINALIZATIONAND
ASSESMENTOFPROJECT1
KNOWLEDGEEXAM1
Topictest5.
Project:
PROJECT1:AnalysisofaMagnetic
Device.
Topic6Workbook:
LaboratoryPractice6.Inductors
Topictest6.
Project:
Device.
Topic7Workbook:
LaboratoryPractice7.Measurement
Instruments.
Topictest7.
Project:
Device.
SelectedTexts:
practicesandtests.
Specificinformationfor
workingonProject1.
Others:
AudioVisual(AV6)
SelectedTexts:
practicesandtests.
workingonProject1.
Others:
AudioVisual(AV7)
workingonProject1.
Others:
AudioVisual(AV5)
SelectedTexts:
practicesandtests.
Others:
AudioVisual(AV8)
TOPIC9.DCGENERATORS
1.
DCGenerators.
2.
Generatorcharacteristiccurves.
3.
EquivalentcircuitsofDCgenerators.
4.
DCgeneratorsinpractice.
Topic9Workbook:
LaboratoryPractice9.DCGenerator
Essays
Topictest9.
Topic10Workbook:
LaboratoryPractice10.BasicDC
SelectedTexts:
practicesandtests.
Others:
AudioVisual(AV9)
SelectedTexts:
ComputersandIT.
Electromagnetismand
ElectricalMachines
Equipment.Demo&
Practice.Focus:DC
generatorsandprinciples
ofmachines.
ComputersandIT.
Electromagnetismand
ElectricalMachines
Equipment.Demo&
Practice.Focus:DC
generatorsandessays.
ComputersandIT.
Electromagnetismand
4
GLH
4
GLH
5
GLH
1
GLH
Topic8Workbook:
LaboratoryPractice8.BasicDC
Generator.
Topictest8.
ComputersandIT.
Electromagnetismand
ElectricalMachines
Equipment.Demo&
Practice.Focus:Inductance
andinductors.
Resourcesforworkingon
Project1.
ComputersandIT.
Electromagnetismand
ElectricalMachines
Equipment.Demo&
Practice.Focus:indicating
instruments.
Project1.
TOPIC8.MACHINEPRINCIPLESGENERATORS
1.
Machineprinciples.Alternator.
2.
TheDCGenerator.
3.
TheDCGeneratorinpractice.
TOPIC10.MACHINEPRINCIPLESMOTORS
1.
MachinePrinciples.Motors:
Equipment.Demo&
Practice.Focus:
electromagneticinduction.
Project1.
5
GLH
7
GLH
6
GLH
[21]
15(9)
11
12
13
1
(1.1,1.2,1.3,1.4)
1
(1.1,1.2,1.3)
1(1.1,1.2,1.4)
1
(1.1)
1
(1.1,1.2)
10(7)
10(7)
12(49)
12(1)
13(157)
15(1112)
913
15
1(1,2,3)
14(1,2)
14
914
15(712)
2.
3.
BackemfinaDCmotor.
TorqueinaDCmotor.
TOPIC11.DCMOTORS
1.
DCMotors.
2.
Motorcharacteristiccurves.
3.
SpecialDCmachines.
4.
DCmotorsinpractice.
TOPIC12.DCMACHINEEFFICIENCY
1.
Lossesinelectricmachines.
2.
Efficiency.
3.
MEPS.
ASSESMENTOFPROJECT2
TOPIC13.ELECTRICALPOWERSUPPLY
1.
ElectricalPowerSystem.Overview.
2.
Principles.
3.
Generation.
4.
TransmissionLines.
5.
Substations.
6.
Distribution.
7.
Consumption.
8.
Systemprotectionandcontrol.
9.
Interconnectedpowersystems.
10. Utilities.
ASSESMENTOFPROJECT3
KNOWLEDGEEXAM2
MULTIPURPOSEREMAININGTIME
Motor.
Topictest10.
Project:
PROJECT2:HandmadeElectricalDC
Motor.
Topic11Workbook:
LaboratoryPractice11.DCMotor
Essays
Topictest11.
Project:
PROJECT2:HandmadeelectricalDC
motor.
Topic12Workbook:
LaboratoryPractice12.DCMotor
EfficiencyEssays
Topictest12.
Project:
PROJECT2:HandmadeelectricalDC
motor.
practicesandtests.
workingonProject2.
Others:
AudioVisual(AV10)
Topic13Workbook:
Selfstudyandcheckingfor
understanding(independentwork)
Topictest13.
PROJECT3:AnalysisoftheElectrical
PowerSystem
SelectedTexts:
practicesandtests.
workingonProject2.
Others:
AudioVisual(AV11)
SelectedTexts:
practicesandtests.
workingonProject2.
Others:
AudioVisual(AV12)
SelectedTexts:
practicesandtests.
workingonProject3.
Others:
AudioVisual(AV13)
ElectricalMachines
Equipment.Demo&
Practice.Focus:DCmotors
andmachineprinciples.
Project2.
ComputersandIT.
Electromagnetismand
ElectricalMachines
Equipment.Demo&
Practice.Focus:DCmotors
andmachineessays.
Project2.
ComputersandIT.
Electromagnetismand
ElectricalMachines
Equipment.Demo&
Practice.Focus:DC
machineessaysand
efficiency.
Project2.
ComputersandIT.
PowerSystemsEquipment
(simulation,models,etc.).
Focus:generators,
transmissionlines,
transformers,protections,
etc.
Project3.
3
GLH
5
GLH
8
GLH
3
GLH
4
GLH
1
GLH
10
[22]
GLH
TOTALTIMEALLOCATED
86
GLH
[23]

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ELECTRICALTECHNOLOGY

*Prescribed forthewhole qualification

It encompasses working safely in problem solving processes involving circuits and

Work effectively as a member of a team. It encompasses cooperation and

Inorderto master electromagnetismandelectromagneticprinciples,asitsexpressedin

A basic approach consists of a lecturelab course and content/topicorganized, as its

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

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

In effect, once organized topics are presented

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

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

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

typically result in a product or in an activity and some kind of report/

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

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