Brad

Course to be worked on = “AC theory & AC lab projects” in Electrician Program Date = January 21, 2010  SITUATIONAL FACTORS

Specific Context of the Teaching & Learning Situation 1. 24 students in class at a time – presents a problem for BTC regarding budget ( need material and equipment for 24, currently set up for 12, and this trend will continue for at least 3 more quarters and it affects different courses through those quarters.. 2. M – F , 1.5 hours per class for 4 weeks ( usually only 1.33 hours ). Limited time for the course 3. Live classroom ( prefer combination of various methods, but tough to do with this course )

Expectations 1. Entry level electrical construction and/or electrical maintenance position placement – requiring basic knowledge of theory, practice & National Electric Code ( some enhanced ) coupled with basic wiring hands-on skills ( some enhanced ). I question if the program as a whole is geared toward this goal ( precisely aimed, so to speak ), as budget constraints hamper this goal. 2. Washington State does have competency licensing & qualifying for this particular trade. This program automatically grants 1,750 hours of experience toward an 8,000 hours-required license or certification, assuming the students graduate with an acceptable GPA. 3. Class size is increasing from 12 students to 24 students ( creates budget issues ), but on the plus side, we only teach one and all, Looking forward to another quarter of interesting learning environments. See you Thursday. Brad worth of courses to those 24 students, rather than 2 quarters worth of courses to two separate groups ( 12 each ) in the same quarter. Material needs and funding capabilities don’t seem to be in sync with this shift.

Nature of subject 1. The subject matter is convergent, which is more of a plus than a minus for this course. 2. It is both, cognitive and physical skills related. 3. The base knowledge is fairly stable, but there are consistent emerging technologies from year to year, as well as NEC code changes every three years.

Characteristics of the Learner 1. Full time enrollment, some with families, some with jobs, only a few unencumbered. 2. All seem to have the same goals: learn the basics, apprenticeship, foreman level and several forks in the road after that. 3. Developing a skilled trade, resulting in greater employability, appears to be the catalyst. In addition, geography generally does not come into play. 4. Some limited, most have “not much” to “not at all”. 5. Mostly visual coupled with physical demonstration.

Characteristics of the Teacher 1. 1st, 2nd & 3rd Quarter material = 100%, 4th & 5th Quarter material = 80/90% 2. Taught before, 1991 till present ( in some form or fashion, some fulltime and some part-time). 3. Future? Regarding BTC, this is not up to me. 4. High level of competence. 5. I believe much more than others, but not quite as much as some of the better ones I have seen in action.

Special Pedagogical Challenge 1. AC theory & AC labs – how to make this fun/interesting/worthwhile learning. What-to-do? What-to-do? What-to-do?

 LEARNING GOALS

Foundational Knowledge 1. Remember how to use certain, specific formulas and retaining a few, specific concepts related to the subject content.

Application 1. Critical & Practical thinking ( Creative to a much lesser degree in certain situations ) 2. Use RMS type meters and application formulas to correctly determine values in AC theory class & lab exercises.

Integration 1. This course fully integrates to ALL other courses in this program except the GEN ED courses. 2. AC power generation is essentially the same worldwide.

Human Dimension 1. Developing the ability to work well with others ( almost all electrical construction requires a team approach to achieve a desired outcome ), in spite of whatever they may find objectionable about the others they work with ( more personal than professional ). 2. Understanding that the skill they are developing is unique, not shared by the average person, and to appreciate this fact as their careers move forward.

Caring 1. Developing the concept within each student that their trade is important to society as a whole ( as is plumbing and HVAC ) simply by getting them to try to imagine what the civilized world would be like without these three particular skilled trades. The eventual dollars and cents that go along with these trades take on a new meaning when the above noted concept sinks in. 2. Instituting sustainable/green technology education into the courses – the intent being for students to harness a greater level of interest & value regarding AC electricity, as society and the trade in general are moving quickly in this direction. Electricity plays a big part in this current movement, and likely will for the near & far future.

Learning how to learn 1. Assignment assessments that require full understanding as an outcome ( partial or mostly full does not count ). 2. Develop methods to reduce fear of public speaking ( presentations ), resulting in an enhanced level of personal self-worth ( i.e. “Gee, I can really do this and do it well! ). Truly a challenge.

Course: Alternating Current ( Theory & Lab assignments ) Date: February 8, 2010 STEP # 3 - FEEDBACK & ASSESSMENT Forward Looking Assessment · The student will construct a lighting circuit based on an instructor-provided diagram (mirrored to replicate a real-time circuit) and then measure, calculate and analyze the electrical characteristics of that circuit with RMS meters based on previously learned formulas and concepts.

CRITERIA & STANDARDS Desired Outcome = Correctly calculate & analyze the electrical values via the use of RMS meters. 10 pts - Construct the circuit per the diagram, determine the correct electrical values thru the use of RMS meters, document the results, analyze the findings with regards to efficiency and safety ( without any supervision ). 8 pts - Construct the circuit per the diagram, determine the correct electrical values thru the use of RMS meters, document the results, analyze the findings with regards to efficiency and safety ( with minimum supervision ). 6 pts - Construct the circuit per the diagram, determine the correct electrical values thru the use of RMS meters, document the results, analyze the findings with regards to efficiency and safety ( with constant supervision ). 4 pts - Construct the circuit per the diagram, determine the electrical values thru the use of RMS meters ( may or may not be correct ), document the results, difficulty analyzing the findings with regards to efficiency and safety ( with constant supervision ). 2 pts - Difficulty constructing the circuit per the diagram, difficulty determining the electrical values thru the use of RMS meters ( may or may not be correct ), document the results, cannot analyze the findings with regards to efficiency and safety ( with constant supervision ).

SELF ASSESSMENT · Students discuss and prepare an “assessment” list which they believe will act as a guide to navigate through the assignment successfully ( I.E. “First, we do this and we should see that. We all agree. Second, we do that, and we should see this. We all agree … “) · Students compare their final analysis with each other to see “where they went wrong”, if they went wrong and in comparison to those who may have gotten it right. FIDELITY FEEDBACK · Conduct a group discussion immediately following the completion of the exercise. · First, Students will comment on the work of others in the group ( good, bad, other ) · Second, the instructor will provide constructive feedback as to the performance of each student ( how their performance compared to the forward assessment & criteria ). · Third, the instructor will provide some examples of how the student could do this exercise more efficiently / competently / thoughtfully the next time. STEP # 4 - TEACHING & LEARNING ACTIVITIES EXPERIENCES · ONLINE AC circuit simulator · Instructor demonstrations · Employing step-by-step strategy · Actual circuit construction based upon demonstrations INFORMATION & IDEAS · RMS meter manuals · ELWORTHY manual · Delmar AC text · Individual component literature REFLECTION · Group discussion · One Minute paper · Short paragraph by each student indicated their perception of the importance (or relevance) of the completed exercise, specifically as it pertains to their continuing education within this program.

Understanding the relationship between resistance, inductance and capacitance ( RCL ) in an AC circuit. || 1) Forward looking 2) Criteria and standards 3) Self assessment 4) FIDeLity 5) Back round knowledge probe || 1) Class room instruction 2) Visual aids 3) Class discussion 4) back round knowledge probe || Demonstrate the proper use of an RMS meter to calculate, record and analyze the values in an AC circuit ( RCL ). || 1) Forward looking 2) Criteria and standards 3) Self assessment 4) FIDeLity 5) Muddiest point 6) Punctuated lecture || 1) Repetitive lab work sheets 2) Written quizzes 3) Class Discussion 4) Instructor Demonstration 5) Student demonstration || Discover the relevance of proper circuit analysis, and how it would apply to scopes beyond the classroom ( I.E. electrical construction industry ) || 1) Forward looking 2) Criteria and standards 3) Self assessment 4) FIDeLity 5) One minute point || 1) Repetitive lab work sheets 2) Written quizzes 3) Class Discussion 4) Instructor Demonstration 5) Student demonstration || By working it pairs or teams, one student may “see” the problem while the other student does not “see” it, as both students are looking at the same problem. The problem is easier solved when capabilities are combined. || 1) Forward looking 2) Criteria and standards 3) Self assessment 4) FIDeLity 5) Concept maps || 1) Repetitive lab work sheets 2) Written quizzes 3) Class Discussion 4) Instructor Demonstration 5) Student demonstration || In developing these skills, the student will see that more proficient they are at circuit troubleshooting, the more employable they will likely be. || 1) Forward looking 2) Criteria and standards 3) Self assessment 4) FIDeLity 5) Post writes || 1) Repetitive lab work sheets 2) Written quizzes 3) Class Discussion 4) Instructor Demonstration 5) Student demonstration || Continued learning will only enhance the student’s performance, as this business is very dynamic, with ever present changes to materials & methods. The student will clearly see the advantage to continued & consistent learning throughout their careers. || 1) Forward looking 2) Criteria and standards 3) Self assessment 4) FIDeLity 5) Concept maps || 1) Repetitive lab work sheets 2) Written quizzes 3) Class Discussion 4) Instructor Demonstration 5) Student demonstration 6) Independent research ||
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<span style="color: red; font-family: 'Arial','sans-serif';">STEP 6 - Course Structure <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8pt; line-height: 115%;"> Most important concepts 1. AC circuit characteristics 2. Induction in an AC circuit 3. Resistance in an AC circuit 4. Capacitance in an AC Circuit 5. Understanding and mastering the proportional mathematical / physical relationships between the three primary components of an AC circuit ( RCL ).



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Course to be worked on = “AC theory & AC lab projects” in Electrician Program Date = January 21, 2010