Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA (925)

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1 Approval : 9/24/07 New Course OR Existing Course Instructor(s)/Author(s):Spencer Clark, Pat Martucci, Jack Williams, Ed Bruzdowski, Sam Navarro & Cecil Nasworthy Subject Area/Course No.: ETEC-046 Units: 3 Course Name/Title: DC & AC Motors and Generators Discipline(s): Electricity, Electronics, Electromechanical Technology, Electronic Technology Pre-Requisite(s): Co-Requisite(s): Advisories: ETEC-010, ETEC-012; eligibility for ENGL-100; MATH-012 Catalog Description : A comprehensive study of Direct Current and Alternating Current Rotating electrical machinery. This course will include the identification, construction, connection, operation, and application of single and poly-phase motors and generators commonly found in today s automated systems. The student will develop an understanding of the connection, reversal, torque characteristics and speed control of this equipment. Schedule Description: (Formerly EETEC 31). Learn how to identify and install all the commonly used direct current and alternating current motors. Understand the characteristics of motors such as torque, speed, starting current, speed control, reversing, overload sizing, fuse sizing, service factor and full load amperage. You will learn to test the winding insulation for deterioration using a megohmmeter. We will study both single phase equipment as found in residential appliances as well as poly-phase motors that are in use in all industrial manufacturing plants. Every one who works in the electrical industry should have a solid knowledge of motor and generators. This course will provide that knowledge. Electrician Trainees can continue to work as electricians under the supervision of a certified electrician while taking this course. Required course for Electrical/Electronic Specialization. Hours/Mode of Instruction: Lecture 2 Lab 4 Composition Activity Total Hours 108 (Weekly hours) (Total for course) Credit Credit Degree Applicable (DA) Grading Credit/Non-Credit (CR/NC) Repeatability 0 Credit Non-Degree (NDA) Letter (LR) 1 (If Non-Credit desired, contact Dean.) Student Choice (SC) 2 3 Please apply for: LMC General Education Requirement and/or Competency & Graduation Requirement(s): (Please list the proposed area(s) this course meets, or indicate none ) Transfer to: CSU UC IGETC LDTP Course is Baccalaureate Level: Yes No Signatures: Department Chair Librarian Dean/Sr. Dean Curriculum Committee Chair President/Designee CCCCD Approval (Board or Chancellor's Office) FOR OFFICE OF INSTRUCTION ONLY. DO NOT WRITE IN THE SECTION BELOW. Begin in Semester Summer 2008 Catalog year 2008/2009 Class Max: 33 Dept. Code/Name: ETEC T.O.P.s Code: Crossover course 1/ 2: ESL Class: No DSPS Class: No Coop Work Exp: No Class Code A Liberal Arts & Sciences SAM Code A Apprenticeship Remediation Level ES Elementary and Secondary Basic Skills B Developmental Preparatory B Advanced Occupational P Pre-collegiate Basic Skills C Adult/Secondary Basic Education C Clearly Occupational B Basic Skills Page 1 of 10 D Personal Development/Survival D Possibly Occupational NBS Not Basic Skills E For Substantially Handicapped E* Non-Occupational F Parenting/Family Support F Transfer, Non-Occupational G Community/Civic Development *Additional criteria needed H General and Cultural 1 One level below transfer I Occupational Educational 2 Two levels below transfer 3 Three levels below transfer 3+ Four levels below transfer Course approved by Curriculum Committee as Baccalaureate Level: _Yes / No_ LMC GE or Competency Requirement Approved by the Curriculum Committee: Distribution: Original: Office of Instruction Copies: Admissions Office, Department Chairperson Rev

2 Institutional Student Learning Outcomes The development of institutional SLOs is overseen by the Teaching and Learning Project in collaborations with the General Education Committee, the Occupational Education Committee, the Developmental Education Program, the Student Services Advisory Committee, and the faculty and staff representing the Library & Learning Support Services. Check the institutional student learning outcomes (or category of outcomes) below that are reflected in your course: General Education SLOs (Recommended by GE Committee) At the completion of the LMC general education program, a student will: 1. Read critically and communicate effectively as a writer and speaker. 2. Understand connections among disciplines and apply interdisciplinary approaches to problem solving. 3. Think critically and creatively 4. Consider the ethical implications inherent in knowledge, decision-making and action. 5. Possess a worldview informed by diverse social, multicultural and global perspectives. (Each of the above student learning outcomes for the general education program has a written explanation with illustrations and examples of its application within courses, as well as specific assessment criteria. Consult the GE program information pages.) Occupational Education SLOs (Recommended by Occupational Education Committee) At the completion of the LMC occupational certificate or degree, a student will: 1. Be academically prepared to obtain an entry-level or a mid-level position in their industry. 2. Apply critical thinking to research, evaluate, analyze and synthesize information. 3. Demonstrate strong communication skills (written and/or oral) and interpersonal skills (customer service and team work). 4. Appropriately apply industry materials and technology. 5. Demonstrate the skills and knowledge necessary to take and pass certification exams for career advancement in their industry. (Individual certificates or degree programs in occupational education may adopt some or all of these SLOs. Please check all those that apply to this course.) Developmental Education SLOs (Recommended by Developmental Education Committee) At the completion of the LMC Developmental Education Program, a student will: 1. Demonstrate the skills necessary for the first transfer level courses in English and Math or for the English and Math competencies for the Certificate of Achievement. 2. Think critically to construct meaning and solve problems. 3. Read with comprehension. 4. Communicate effectively both in writing and orally. 5. Demonstrate the characteristics, habits, and attitudes of an effective learner. Student Services SLOs Library and Learning Support Services SLOs None of the Above Program-Level Student Learning Outcomes (PSLOs) At the completion of the Electrical or Instrumentation programs the students should be able to: PSLO #1 PSLO #2 Gain entry-level or mid-level employment in the electrical or instrumentation field. Troubleshoot, analyze, operate, repair, and install electrical systems equipment. Page 2 of 10

3 PSLO #3 PSLO #4 PSLO #5 PSLO #6 Communicate the technical status of equipment in writing and verbally; be able to work and communicate with teams. Safely use electrical or instrumentation test equipment. Demonstrate the operational concepts of equipment and technology used in the electrical or instrumentation field. Demonstrate the skills and knowledge necessary to take and pass certification exams for career advancement in electrical or instrumentation fields Course-Level Student Learning Outcomes (CSLOs): CSLO #1 CSLO #2 CSLO #3 CSLO #4 CSLO #5 The student will apply their knowledge of DC and AC Rotating Electrical Machinery to Recognize, Install, Connect, Analyze and troubleshoot motors commonly used in industrial automated systems. PSLO #2 The student will communicate the electrical status of a motor or generator after analyzing it. They will verbally or in writing share the condition of the electrical rotating machinery with his team of coworkers and his supervisor. PSLO #3 The students will be able to safely use all electrical test equipment to analyze and evaluate the condition of a motor or generator. PSLO #4 Then student will clearly explain the operational characteristics of both single phase AC motors commonly found in residential equipment and poly-phase motors found in industrial manufacturing plants. PSLO # 3,5 The student will be capable of connecting any DC or AC motor and obtain variable speed control. PSLO #5 Page 3 of 10

4 Assessment Criteria: How will the student demonstrate these abilities? Give the criteria that will be used to judge whether students have attained the course level student learning outcomes. CSLO #1 The student will apply their knowledge of DC and AC Rotating Electrical Machinery to Recognize, Install, Connect, Analyze and troubleshoot motors commonly used in industrial automated systems. PSLO #2 Student s ability to apply knowledge as described in will be evaluated by the following criteria: Correctly identify the type of motor and determine the motor s full load amperage, rated supply voltage, and phase by reading the nameplate data. Clearly explain fundamental concepts, such as the starting and running characteristics, the methods of reversal, and how speed control may be obtained. Correctly calculate the Service Factor Full Load Amperage, the Overload Size and the Dual Element Fuse size for a given motor. Follow National Electrical Code to properly install a motor and include feeder size, conduit size, overload size and dual element fuse size. Make proper connections terminating the windings of a 9 lead three phase motor for a given supply voltage. Safely and correctly disassemble a motor or generator and make the necessary repairs such as the front and rear bearings then properly reassemble the motor or generator. Will dress the commutator on a DC machine.. Will parallel an alternator with the Utility supply and adjust the field to fully load the machine to feed power back to the utility. Connect a 3 phase Synchronous motor as a prime mover to drive a DC generator or AC alternator. Explain when to apply the DC to the Rotor of a Synchronous motor so that it will not drop it off the line.. CSLO #2-1 Connect and explain the use of the lamps dark method of paralleling 3 phase systems.. CSLO #1-2 CSLO #2 The student will communicate the electrical status of a motor or generator after analyzing it. They will verbally or in writing share the condition of the electrical rotating machinery with his team of coworkers and his supervisor. PSLO #3 Student s ability to communicate their analysis of a motor or generator as described in CSLO 2 will be evaluated by the following criteria: Clearly and precisely communicate technical information verbally. Use the proper technical vocabulary in written communications. Show a clear knowledge of the technical information and the vocabulary when communicating with other students and your instructor. As you dissemble a motor correctly describe each piece and correctly explain it s function. Page 4 of 10

5 CSLO #3 The students will be able to safely use all electrical test equipment to analyze and evaluate the condition of a motor or generator. PSLO #4 Student s ability to safely use equipment as described in CSLO 3 will be evaluated by the following criteria: Accurately diagnose the cause of failure of a motor. Properly test the motor or generator s insulation for deterioration caused by overheating at the rated voltage. Demonstrate the proper use of a Megger, a VOM and a Solenoids Tester. Connect motors to the Lab Volt Trainer and demonstrate the measurement of Torque using a Dynamometer. CSLO #4 Then student will clearly explain the operational characteristics of both single phase AC motors commonly found in residential equipment and poly-phase motors and found in industrial manufacturing plants. PSLO # 3,5 Student s ability to explain operational characteristics as described in CSLO 4 will be evaluated by the following criteria: Explain the running, starting and reversal characteristics of a shaded pole induction motor. List the type of single phase motor that would be found in various kitchen appliances. Knowing the types of AC single phase motors that need capacitors. Demonstrating how to reverse each single phase AC Motor. List the 3 basic three phase motors used commonly in sizes of 50 to 100 HP. Correctly determine the type of motor that is doubly fed with both DC and 3 phase AC. CSLO #5 The student will be capable of connecting DC and AC motors to obtain variable speed control. PSLO #5 Student s ability to connect DC and AC motors as described in CSLO 5 will be evaluated by the following criteria: Correctly connect a Wound Rotor Induction Motor and demonstrate Variable Speed Control by using variable resistance. Properly connect a DC Compound motor and demonstrate below and above base speed control. Accurately demonstrate how to obtain variable speed control from a repulsion motor. Precisely demonstrate how to obtain variable speed control from a squirrel cage induction motor. Properly connect a DC Series motor and unerringly demonstrate variable speed control. Page 5 of 10

6 Assessments: What instruments will be used to assess student learning outcomes? (Eg. Tests, papers, projects, assignments etc.) For each CSLO, list the assessment instrument/s that will be used to evaluate student achievement of the knowledge and abilities described in the CSLO. Homework will evaluate the student s ability to understand and apply concepts in an unstructured environment where they can use any and all resources in their calculation and problem solving exercises., 4, 5 Laboratory Assignments will evaluate the student s ability to apply theories and concepts as well as evaluate their manipulative skills and use of test equipment.,2,3,5 Laboratory Quizzes will demonstrate the student s ability to actually connect and run motors. They will exercise the motors under load while measuring the loaded current and demonstrate how to vary the speed and reverse the motor.,2,3,5 Unit Quizzes will evaluate the students understanding of a specific portion of the subject matter in a structured environment. Memory of devices, terminology, concepts and their common an uncommon applications will be evaluated.,2,4 Final Examinations will provide a comprehensive qualitative and quantitative evaluation of the students overall understanding of the course material. The technical report may be assigned or selected by the student at the beginning of the course as a final project in lieu of a final examination Comprehensive Motor Research Report may be selected by the student for alternative to taking the final examination. The instructor must be in agreement and notified by midterm of the desire to select this option.,2,3,4,5 Sample Question You are to install a 9 lead dual voltage Squirrel Cage Induction motor on a Machine that requires 68.5 Horse Power at 1725 RPM. The distribution voltage is 3 phase 4 wire 208 Volts at 60 Hz. The motor is rated at 3 phase 3 wire 230v at 60 Hz. The RPM of the motor matches the load requirements. (Show all Calculations) 1. What size motor would be required? (look at all the information given) 2. Draw a diagram of the motor windings properly connected for operation on the distribution Voltage. 3. If the nameplate FLA is 192a/96a and the rated voltage is 230v/460v what is the expected running current. 4. What size (current rating) overload heaters would be normally required to protect this motor. 5. How many poles are wound on this motor? CSLO 3 6. What would you expect the new motors insulation resistance to measure? CSLO 5 7. How could you obtain variable speed control on this motor? 8. If the motor had a Code Letter on the name plate, what does it represent. Page 6 of 10

7 9. If this motor was connected to a 50 Hz distribution system what speed would it run when fully loaded. 10. This motor had a Service Factor of 1.15 what would its rated SFA? (use the FLA given in #3) 11. What is the %slip on this motor at its rated RPM? Method of Evaluation/Grading: Explain how the course provides for measurement of student performance in terms of stated course objectives, Title V. (LMC calls objectives, CSLOs.) 1. Homework 20% A = % 2. Laboratory Work 20% B = 80 89% 3. Unit Quizzes 20% C = 70 79% 4. Laboratory Quizzes 20% D = % 5. Final Examination 20% F = 0 59% Page 7 of 10

8 Course Content: Provide the detailed content of the course. Unit of Instruction in weeks I. DC Motors 4 A. Series B. Shunt C. Compound 1. Cumulative 2. Differential D. Speed Control E. Reversal F. Armatures 1. Construction 2. Commutators 3. Windings a. Lap b. Wave G. Permanent Magnet Motors II. DC Generators 2 A. Series B. Shunt C. Compound 1. Cumulative 2. Differential D. Paralleling E. Tach Generators III. Poly-phase AC Motors 4 A. Squirrel Cage Induction Motors 1. Stator Windings a. 9 lead dual voltage b. 6 lead (1.) Delta Wye (2.) Dual winding c. Multi speed windings (1.) Multiple windings (2.) Consequent Pole windings 2. Rotors a. NEMA Code Letters b. NEMA Design c. Double Squirrel Cage B. Wound Rotor Induction Motors 1. Rotor connection 2. Speed Control 3. Rotor Voltage and Frequency C. Synchronous Motors 1. Characteristics a. Speed b. Torque 2. Starting 3. Power Factor Correction 4. Super Synchronous Page 8 of 10

9 IV. Single Phase Motors 4 A. Universal 1. Inductively compensated 2. Conductively compensated B. Shaded Pole C. Reluctance D. Hysterisis Synchronous E. Split Phase F. Capacitor Start G. Capacitor Run H. Repulsion I. Repulsion-Induction V. AC Alternators 1 A. Synchronous Alternators B. Induction Alternators VI. Specialty Motors and Generators 1 A. Steppers B. Servo s C. Selsyns 1. Transmitters 2. Receivers 3. Differential D. Linear Induction Motors E. Amplidyne Generators VII. Motor Characteristics 1 A. Torque 1. Starting 2. Running B. Reversing C. Speed Control 1. Multi-speed 2. Variable Speed 3. Constant speed D. Braking 1. Mechanical 2. Dynamic 3. Plugging VIII. Name Plate Data 1 A. Full Load Amperage B. Voltage Ratings C. Horsepower D. Service Factor E. Duty Cycle F. Temperature Rise G. Code Letter H. NEMA Design IX, Trouble Shooting A. Fault Current B. Overload C. Insulation Testing D. Connection Problems E. Over heating F. Mechanical Failure X. Lock Out, Tag Out, Try Out Page 9 of 10

10 Instructional Methods: Check all the instructional methods that will be used in teaching this course. Keep in mind that the method of instruction and activities should relate to the CSLOs. Lecture Lab Activity Problem-based Learning/Case Studies Collaborative Learning/Peer Review Demonstration/Modeling Role-Playing Discussion Computer Assisted Instruction Other (explain) Textbooks: Small Motor and Gearmotor Handbook, by Bodine, latest edition ISBN Rotating Electrical Machinery and Transformer Technology, by Richardson & Caisse ISBN rd Edition Electric Motor Repair by Rosenberg ISBN Exploring Rotating Electrical Machinery by LabVolt ISBN Optional Required Optional Required Page 10 of 10