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									                                            Alabama
                                          Department of
                                     Postsecondary Education
   Representing Alabama’s Public Two-Year College System
                                               ILT 166

                                  Motors and Transformers I

                                        Plan of Instruction

   Effective Date: 2005                                              Version Number: 2005-1



COURSE DESCRIPTION
This course covers motor operation, motor types, motor components, motor feeder and
branch circuits. Topics include motor protection and motor control circuits. The lab
enables to test motors, transformer types, and testing for input and output voltage.
Upon completion students should be able to test motors, transformer types, and testing
for input and output voltage. This course supports CIP Code 47.0105.

CREDIT HOURS         (applicable if entire course is taught in a career/technical education degree or non-
degree program)


Theory              2 credit hours
Lab                 1 credit hour
Total               3 credit hours
NOTE: Theory credit hours are a 1:1 contact to credit ratio. Colleges may schedule lab
hours as manipulative (3:1 contact to credit hour ratio) or experimental (2:1 contact to
credit hour ratio).

PREREQUISITE COURSES:              (applicable if entire course is taught in a career/technical education
degree or non-degree program)
Determined by college unless stated otherwise.
CO-REQUISITE COURSES:             (applicable if entire course is taught in a career/technical education
degree or non-degree program)
Determined by college unless stated otherwise.
Motors and Transformers I                                                   ILT 166




INSTRUCTIONAL NOTE: Foundational academic skills in General Math such as
integers, percents, ratio and proportions, metric system and linear equations and
Technical Writing such as research, organization, composition, documentation, and
report presentation are used throughout this discipline.

INDUSTRY COMPETENCIES
 Install motor circuits
 Troubleshoot motor circuits
 Perform motor preventive maintenance
 Install transformers
 Troubleshoot transformers
 Test Transformers for proper operation
 Perform transformer preventive maintenance

COURSE OBJECTIVES:
The cognitive objective of this course is for each student to comprehend foundational
knowledge (install, troubleshoot, and maintain) needed to perform stated entry-level
industry competencies.

The performance objective of this course is for each student to apply foundational
knowledge (install, troubleshoot, a nd maintain) to electronic problems and exercises
encountered in class.

INDUSTRY COMPETENCIES/STUDENT PERFORMANCE

Unless otherwise indicated, evaluation of student’s attainment of cognitive and
performance objectives is based on knowledge gained from this course. During
performance evaluations, students will be provided necessary tools, equipment,
materials, specifications, and any other resources necessary to accomplish the task.
Specifications may be in the form of, but not limited to, manufacturer’s specifications,
technical orders, regulations, national and state codes, certification agencies, locally
developed lab assignments, or any combination of specifications.




Alabama College System                                                                  2
Motors and Transformers I                                                       ILT 166




MODULE A – MOTORS
         INDUSTRY
                                       STUDENT PERFORMANCE OBJECTIVES
       COMPETENCIES
Install motor circuits          Given the knowledge taught in class, tools, assemblies,
                                materials, motor schematic, specifications, and a motor
                                circuit, Install the motor circuit according to specification.

Troubleshoot motor circuits     Given the knowledge taught in class, tools, motor
                                schematic, and a malfunctioning motor circuit,
                                troubleshoot and correctly identify the malfunction.
Perform motor preventive        Given the knowledge taught in class, a preventive
maintenance                     maintenance checklist, tools and test equipment as
                                needed and a motor assembly, inspect the transformer
                                for proper installation, servicing, loose or frayed wires,
                                loose components, cleanliness and damage
ENABLING OBJECTIVES/KEY INDICATORS
   Describe the operation of DC motors
   Describe the operation of AC motors
   Explain the difference between single phase and three phase motors
   Determine motor feeder circuit requirements
   Determine motor branch circuit requirements
   Determine the type of circuit protection for motor circuits
   Determine the type of circuit protection for control circuits
   Test motor coils for open and short
   Calculate the proper size conductors to be used to supply three phase and single-
    phase motors in various applications
   Calculate the proper running size overload protection to be used for three-phase and
    single-phase motors in various applications
   Calculate the proper size ground fault and short circuit protection devices to be used
    for three phase and single phase motors in various applications
   Calculate the proper size disconnecting means to be used for three phase and
    single phase motors in various applications
   Explain the “service factor” rating for motors
   Explain National Electrical Code requirements for the installation of electrical motors
   Calculate the conduit size needed for motor circuit conductors
   Summarize the process of motor preventive maintenance




Alabama College System                                                                       3
Motors and Transformers I                                                    ILT 166



MODULE B – TRANSFORMERS
           INDUSTRY
                                 STUDENT PERFORMANCE OBJECTIVES
       COMPETENCIES
Install transformers      Given the knowledge taught in class, tools, assemblies,
                          materials, schematic, installation instructions and a
                          transformer, Install the transformer according to
                          specification
Troubleshoot transformers Given the knowledge taught in class, tools, transformer
                          schematic, and a malfunctioning transformer,
                          troubleshoot and correctly identify the malfunction

Test transformers               Given the knowledge taught in class, tools, test
                                equipment, and a transformer circuit, test the input and
                                output voltage through the circuit
Perform transformer             Given the knowledge taught in class, a preventive
preventive maintenance          maintenance checklist, tools and test equipment as
                                needed and a transformer assembly, inspect the
                                transformer for proper installation, servicing, loose or
                                frayed wires, loose components, cleanliness, and
                                damage
ENABLING OBJECTIVES/KEY INDICATORS
   Identify different transformer types
   Describe the operation of each type of transformer
   Explain the operation of transformers including action and counter action of the
    primary and secondary magnetic fields
   Calculate primary and secondary ratios for voltage, current, turns, power, and
    impedance
   Identify primary leads, secondary leads, and transformer polarity from schematic
    diagram
   Design a single-phase transformer banks to accept a given primary voltage and yield
    a given secondary voltage
   Explain the basic operation of transformers including the action and counter action of
    the primary and secondary fields
   Calculate primary and secondary transformer ratios for voltage, current turns, power
    and impedance
   Identify primary leads, secondary leads, and transformer polarity from a schematic
    diagram
   Explain the relationship of line current to coil current and line voltage in Wye and
    Delta configurations of three phase transformers
   Design three phase transformer banks to accept a given primary voltage and yield a
    given secondary voltage
   State NEC regulations for hanging transformers on a wall or ceiling
   Apply NEC regulations for hanging transformers on a wall or ceiling
   State NEC regulations for ventilation of transformers
   Apply NEC regulations for ventilation of transformers

Alabama College System                                                                     4
Motors and Transformers I                                                  ILT 166



   State NEC regulations for grounding transformers enclosures
   Apply NEC regulations for grounding transformers enclosures
   State NEC regulations for indoor installation of transformers
   Apply NEC regulations for indoor installation of transformers
   State and Apply NEC regulations for outdoor installation transformers
   Apply NEC regulations for outdoor installation transformers
   State NEC regulations for installation of transformer vaults
   Apply NEC regulations for installation of transformer vaults
   State NEC regulations for fire rating of transformer vaults
   Apply NEC regulations for fire rating of transformer vaults
   State NEC regulations for calculating size of primary and secondary overcurrent
    protection
   Apply NEC regulations for calculating size of primary and secondary overcurrent
    protection
   State NEC regulations for calculating KVA ratings, primary current, and secondary
    current transformers
   Apply NEC regulations for calculating KVA ratings, primary current, and secondary
    current transformers
   State NEC regulations for calculating proper size conductors to supply panel boards
   Apply NEC regulations for calculating proper size conductors to supply panel boards
   State NEC regulations for calculating transformer ratios
   Apply NEC regulations for calculating transformer ratios
   Calculate size of transformer needed to supply a given load
   Summarize the process of transformer preventative maintenance




Alabama College System                                                                5
Motors and Transformers I                   ILT 166




COURSE CONTENT OUTLINE
MODULE A MOTORS
 Motors
   Safety
   Motor circuits
   Mechanical switching
   Magnetism
   Single phase motors
   Three phase motors
   Reduced voltage
   Motor installation requirements
   Troubleshooting
   Preventive maintenance

MODULE B TRANSFORMERS
 Transformers
   Single phase transformers
   Three phase transformers
   Power distribution systems
   Transformer sizing and installation
   Transformer installation requirements
   Troubleshooting
   Preventive maintenance




Alabama College System                                6
Motors and Transformers I                                                     ILT 166


RECOMMENDED METHODS OF EVALUATION: The table of specifications below
identifies the number of enabling objectives/key indicators per cognitive domain level of
learning (Knowledge, Comprehension, Application) per module. The instructor should
develop 1-3 test questions per Knowledge Level of Learning, 2 -4 test questions per
Comprehension Level of Learning, and 5 -6 questions per Application Level Learning.
The instructor should use the following test item types for each level of learning:

Knowledge: Alternative Response test items (true/false or yes/no)
Comprehension: Multiple Choice
Application: Multiple Choice, Short Answer Exercises

The table of specifications below identifies the number of criterion objectives per
module. The instructor should ensure each student meets the performance and
standards published in each objective.


TABLE OF SPECIFICATIONS
Domain of           Cognitive Domain                    Total Per     Psychomotor
Learning/                                                Module         Domain
Content     Knowledge Comprehension Application
Module A               6           10                 16             3
Module B    14         5           17                 36             4
Total per   14         11          27                 52             7
level




Alabama College System                                                                  7
Motors and Transformers I                                                                                       ILT 166



                                Northeast Alabama Community College
                        Learning Outcomes Attachment for Career/Technical Courses

Faculty regularly review the extent to which the course and program learning outcomes identified in a
course syllabus are being attained by students who complete the cours e. Each syllabus identifies the
assessment method that will be used to demonstrate s tudent mastery of the desired learning outcomes
for that course. Before teac hing a course, faculty should review the syllabus to understand how the
program learning outcomes will be evaluated. Once the course is complete, this form is used by the
instructor to report how well students demonstrated mastery of those course learning (and by extension,
program learning) outcomes.

 Section Number:               Course Number: ILT 166                     Course Title: Motors and Transformers I


Learning Outcome                               Evaluation Method                            Evaluation Results
(Industry or Professional Competency)          Explain how each learning outcome for this   Of the students who earned a grade of C
                                               course is assessed.                          or better for the course, what percentage
                                                                                            demonstrated attainment of the stated
                                                                                            outcomes?
Install motor circuits.                        In a lab exercise, the student
                                               will install a motor circuit to
                                               specification.
Troubleshoot motor circuits.                   In a lab exercise, the student
                                               will troubleshoot and correctly
                                               identify the malfunction in a
                                               motor circuit.
Perform motor preventive                       In a lab exercise, the student
maintenance.                                   will perform motor preventive
                                               maintenance according to a
                                               preventive maintenance
                                               checklist.
Install transformers.                          In a lab setting, the student will
                                               install the transformer
                                               according to specification.
Troubleshoot transformers.                     In a lab setting, the student will
                                               troubleshoot and correctly
                                               identify the malfunction in a
                                               malfunctioning transformer.
Test transformers.                             In a lab setting, the student will
                                               test the input and output voltage
                                               through a circuit.
Perform transformer preventive                 In a lab exercise, the student
maintenance.                                   will perform transformer
                                               preventive maintenance
                                               according to a preventive
                                               maintenance checklist.
Use of Evaluation Results
Explain how evaluation results w ill be used to improve the cour se.




Alabama College System                                                                                                              8

								
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