Understand Low Voltage Machines: Unit 12

ELECTRICAL TECHNOLOGY
Diploma
UNIT 12
UNDERSTAND LOW
VOLTAGE MACHINES
Teachers Guide
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Key:
ET: Qualification Electrical Technology
D: Certification level/Certificate Diploma
Uxx: Focused Unit in the Qualification structure Unit 12
G: Type of document. Teachers Guide or unit Guide.
Year-vx: Document version. Year 2016 - Version 1
Unit 12 Understand Low Voltage Machines
Content
1.
UNIT SUMMARY........................................................................................ 4
1.1. Unit structure................................................................................ 4
1.2. Unit description (purpose).............................................................5
1.3. Nominal hours............................................................................... 5
1.4. Pre-Requisites............................................................................... 5
1.5. Skill Learning Outcomes, Performance Criteria and Scope............7
1.6. Knowledge Learning Outcomes and Scope...................................8
1.7. Employability Skills.......................................................................9
2.
ELEMENTS FOR COURSE PLANNING.......................................................11

2.1. Course identification...................................................................11
2.2. Course description......................................................................11
2.3. Course goals/objectives..............................................................13
2.4. Course organization....................................................................13
2.4.1. General approach to teaching........................................13
2.4.2. Course Topics.................................................................15
2.4.3. Teaching and learning activities.....................................16
2.5. Resources.................................................................................... 20
2.5.1. Learning Materials..........................................................20
2.5.2. Materials and equipments..............................................21
2.6. Course assessment.....................................................................21
3.
TENTATIVE COURSE SCHEDULE..............................................................24
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1. UNIT SUMMARY
In this section a summary is given of the formalized (official) constituent
elements of the present Unit. For complete information about each one refer to
the Unit prescription.
Note that one element not formalized has been added to the structure.
1.1. Unit structure
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1.2. Unit description (purpose)

This section states the general purpose of the Unit summarizing the goal of
competence.
This unit covers the ascertainment (verification or determination) of correct

operation of single and three-phase machines (AC machines).
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This unit also covers the solving of machine problems as they apply to
servicing, fault finding, installation, and compliance work functions.
These performances include safe working practices, machine connections,
circuit arrangements, issues related to machine operation, characteristics
and protection, and solutions to machine problems derived from calculated
and measured parameters.
1.3. Nominal hours

This element informs about the Recommended Learning Hours for the Unit.
RLH: Recommended Learning Hours. Include contact hours and student independent
effort. That is, it may include not only scheduled classes but also the amount of effort
required to undertake and complete all assessment requirements, including any other
non-classroom activities.
GLH: Guided Learning Hours (or nominal/contact hours).
RLH: 72
GLH: 54 (RLH 1,25 x GLH)
1.4. Pre-Requisites
This is not formalized or standard information. Its included here to guide the
training program design/(improvement), or specific courses.
Pre-requisites are in essence Units of study that should be completed prior to
commencing a particular Unit training. That is, the student must pass subject
X before he or she is allowed to commence subject Y. In some instances, prerequisite units or contents may be studied concurrently with new units of study,
providing that they are well planned (ensuring that pre-requisite contents are
learned in the program when really needed). Some Units share prerequisites
and others have none.
Pre-requisites for this unit of study are:

(Associate Diploma Level)
Unit 05. Understand Occupational Health and Safety.
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 electrical tasks in school context, etc.). Regarding Unit 05, the focus
is on the mandatory requirements of occupational health and safety and how they apply to the
various electrotechnology work functions. It encompasses responsibilities for health and safety, risk
management processes at all operative levels and adherence to safety practices as part of the
normal way of doing work. The advanced management related to the identification of workplace
hazards and the development, application or modification of control measures is excluded. See table,
below:
Skill Learning Outcomes
Performance Criteria
1.1, 1.2, 1.4, 1.5
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Knowledge Learning
Outcomes
1 to 7
+ (supplementary content)
The work environment (generic
technical aspects of OHS)
First Aid (principles and
procedures)
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Unit 02. Use industry drawings, documents and standards.

The students should master the basics of technical drawing used in electrotechnology, particularly
electrical symbols and circuits and, also, mechanical drawings. The students also should be
acquainted with the meaning and basic use of some common standards and with making enquiries
in documentation or sources related.
Unit 01. Understand Direct Current Principles.

Unit 10. Understand electrical power systems and
electromagnetic devices.
Unit 06. Understand alternating current principles.
As a foundation for learning AC machines, the students should master the electrotechnology
principles, encompassing DC, AC and Electromagnetism principles and their application in theoretical
and practical electrical circuits. Its also included electrical and mechanical principles of electrical
machines (DC generators/motors).
Also, the students should be experienced in using general tools,

disassembling and assembling electrotechnology products and parts,
terminating electrical cables and fixing and securing electrotechnology
equipment.
(Diploma Level)
None.
Prerequisites are also any other generic knowledge and skills that the students
should already have at the time of a new course or learning. Generic
knowledge supports the acquisition of technical/specific knowledge and
generation of learning outcomes. It encompasses literacy, numeracy,
employability and academic skills. If students lack of this knowledge
(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. After that, there are several strategies
for teaching it. Self-study is one; also, it may be taught concentrated or on a
just in time base; the latter means distributed in the course and synchronized
with the technical contents. In any case, it should be planned: identification
and validation, allocation of enough time in the program, preparing learning
resources, etc.
This Unit has particularly these academic requirements:

1. Numeracy (math concepts and skills):
Trigonometric functions, numerical trigonometry and function graphs.
Phasors. 2D. Representation and composition (addition &

subtraction).
General calculus and simple equation systems.

2. Electrical and Physics concepts:
Rotational motion.
Electromagnetic principles and AC circuits (single and three-phase).

3. Literacy:
Oral & Written communications.
Technical communication basics.
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See also 1.7 about Employability Skills.
1.5. Skill Learning Outcomes, Performance

Criteria and Scope
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 conditions to
which the performance criteria apply. It allows for different work environments
and situations that will affect performance; also, they provide orientation about
training resources, relevant practice and assessment.
SKILL LEARNING OUTCOMES

The learner will be able
Performance Criteria
to:
1.1
1.2
Prepare to solve
problems in single and
three-phase low
voltage machines
1.3
1.4
1.5
1.6
Solve single and threephase

low voltage machine
problems
2.1
2.2
2.3
2.4
2.5
2.6
2.7
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Follow established occupational health and

safety (OHS) risk control measures and
procedures in preparation for the work.
Note and implement risk control measures for
safety hazards which have not previously
been identified.
Obtain the nature problem regarding the
machine(s) from documentation or from work
supervisor to establish the scope of work to
be undertaken.
Seek advice from the work supervisor to
ensure the work is coordinated effectively
with other personnel.
Establish sources of materials that may be
required for the work in accordance with
established procedures.
Obtain necessary tools, equipment and
testing devices and ensure correct operation
and safety.
Follow OHS risk control measures and
procedures for carrying out the work.
Determine the need to test or measure live.
Ensure circuits, machines and plant are
isolated where necessary.
Use established methods to solve single- and
three-phase low voltage machine problems
from measured and calculated values.
Discuss methods for dealing with unexpected
situations with appropriate person.
Deal safely with unexpected situations with
the approval of an authorized person.
Solve problems without damage to machines,
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Complete work and

document problemsolving activities
3.1
3.2
3.3
circuits or the surrounding environment or

services and using sustainable energy
practices.
Clean the work site and make it safe.
Document the justification for solutions.
Document work completion and notify an
appropriate person(s).
Skills Scope.
Refer to the Unit document to get complete information about skills
scope.
In essence, the skill learning outcomes cover specific problem solving (as
it happens in testing and servicing) of the common range of AC motors
(induction single and three-phase motors, synchronous machines) and
transformers.
1.6. Knowledge Learning Outcomes and Scope

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 generic knowledge.
The limits of this knowledge are the performance scope that characterizes the
learning outcomes. This required knowledge & skills should be contextualized
to current industry standards, technologies and practices.
KLO + Scope provide guidance in terms of breadth and depth of knowledge the
trainee/trainer needs to cover in order to develop the goal of competence
effectively.
In this Unit, evidence will show that knowledge (understandings) and skills
(know how to do and how to behave) has been acquired of safe working
practices and solving of machines problems, including stationary and
rotating AC machines, supporting the prescribed skill outcomes and
performance scope.
1
2
3
4
5
KNOWLEDGE LEARNING OUTCOMES

The learner will:
Knowledge scope
Understand the principles of
Refer to the Unit document to get
transformer construction.
complete information about the
scope of each knowledge topic on
Understand transformer
the left.
operation.
Know about transformer losses,
efficiency and cooling.
Know about transformer voltage
regulation and percentage
impedance.
Understand parallel operation of
transformers and transformer
auxiliary equipment.
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6
7
8
9
1
0
1
1
1
2
1
3
1
4
1
5
Know about autotransformers and

instrument transformers.
Understand operating principles of
three-phase induction motors.
Understand three-phase induction
motor construction.
Understand three-phase induction
motor characteristics.
Know about single phase motors
split phase.
capacitor and shaded pole types.
universal.
Know about motor protection.
Know about three-phase
synchronous machines operation
principles and construction.
Understand alternators and
generators.
1.7. Employability Skills

Employability Skills are generic transferable skills not only needed to do the
current work but also for adaptation and evolution in the workplace and job
market. Employability skills are increasingly demanded by employers and a
competitive advantage for employees. So, all students need to develop
employability skills in school and in other contexts (on-the-job practice,
independently, etc.). Employability skills are basically grouped for all
Qualifications in three dedicated Employability Units (or categories):
(E01-E04) Ability to manage own work. It encompasses work planning

and organization.
(E02-E05) Work effectively as a member of a team. It encompasses
cooperation and collaboration.
(E03-E06) Work professionally in a company. It encompasses
professionalism. Also, career progression skills.
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 (almost all Units have problem solving as the core SLO). Also, an explicit
reference is made to numeracy.
The employability skills are to be promoted and developed at the appropriate
levels and facets along the whole study program. Particularly, the Units and
courses related have specific requirements which can be precisely determined
analyzing the learning outcomes and their associated performance criteria.
Such requirements should be known by students as well as the kind of
activities and evaluation planned.
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It must be noted that not every Unit and performance criteria applies equally
across all Units. In rigor, key employability performances should be determined
and, even, some of them chosen for assessment. Globally, all employability
skills are to be covered in the program as a whole.
Also, employability skills are to be developed across all levels (Associate
Diploma and Diploma). Whereas in Associate Diploma the focus is, in synthesis,
placed in Understanding and basic application (E01, E02 and E03), in the
Diploma level the focus is put in Demonstration, that is, the same categories
are reinforced, extended and applied (E04, E05, E06), notably in the context of
more complex work carried out in school and, desirably, in the real work (on
the job learning).
This unit contains Employability Skills. The required outcomes in this Unit
contain applicable facets of selected areas of Employability Skills (Units E04E06). Particularly, from the analysis of learning outcomes, the following
requirements have been found:
(Diploma Level)
Note: the learning context for this Unit is mainly school; complementarily
some contents can be completed during on-the-job term.
Self-management (planning and organizing work).

The students will apply self-organization techniques specially when
working in guided practices (lab practices, etc.), projects, general
problem solving related to AC machines and independent work.
Illustratively:
SK
O
1
2
3
1.1-1.4
2.1
3.2,3.3
Personal Development Plans (Target Dates)

Development activities (Formal Course and Personal Study)
Range of Colleagues (Colleagues within the team)
Team work and communication.

The students will have to work collaboratively and cooperatively in
solving problems, carrying out practical tasks and developing technical
projects related to AC machines testing and basic servicing.
Communication skills (oral and also written) will be needed inwards
(team members, writing reports, etc.) and outwards (public
communications and communication with other agents). Illustratively:
SK
O
UNIT 04: Demonstrate self-management skills

Perf.
Skills Scope
Criteria
UNIT 05: Work as a member of a team

Perf.
Skills Scope
Criteria
1.1-1.9
2.1-2.4
Information (All, as presented in a school context)

Request for Assistance (Technical Assistance)
Professionalism.
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Appropriate work attitudes and behaviors will be promoted and

controlled, as in the real work context.
SK
O
1
UNIT 06: Demonstrate work and career progression skills

Perf.
Skills Scope
Criteria
1.1-1.2
Behaviors (All, as presented in a school context)

A more detailed analysis of Unit Learning Outcomes is suggested, in order to

determine the performance criteria and scope (or facets) of each Employability
Unit and those that will be particularly developed and assessed in the present
Unit.
Refer to Qualification description (Employability Units: E04-E06).
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2. ELEMENTS FOR COURSE PLANNING

In this section, information is given about how to organize and deliver the
associated training to this Unit. This information may be useful for final course
planning and delivery at particular schools and contexts. Teachers and
departments are free of using it discretionally.
2.1. Course identification
Title:
UNDERSTAND LOW VOLTAGE MACHINES.
Unit:
10. Understand Low Voltage Machines.
Qualification and Level:
Electrical Technology - Diploma
Module (Unit integration):
This is a single, not integrated, course covering the full Unit.
Duration:
(Suggested) 63 GLH
Course delivery requirements and format:
This course contains Lab practices and other practical work and makes
use of varied resources. Provision of appropriate learning spaces is
required. For guidance:
Electotechnology Laboratory.
Electrical workshop.
Computers room.
General purpose classroom.

This course also may be delivered in blended format combining online
and classroom based training.
Teacher:
This is a technical or specialized course. For guidance, the following
teachers profile is needed as a minimum to deliver this training:
Qualified in electricity or in a close related field (automation for

example).
Academics: Vocational qualification (tertiary level) or higher.
With a teacher education course.
2.2. Course description

Refer to formalized description of Unit purpose.
Electric machines are electromechanical energy converters: converting

electricity to mechanical power (electric motors) or mechanical power to
electricity (electric generators). Even more generally, they are electrical
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energy transformers with mechanical energy involved (movement) or not.

This includes stationary electrical machines (electric transformers) and
rotating electrical machines (motors and generators, with moving parts).
These sort of conversions are at the core of electricity applications.
This explains that nowadays they have become ubiquitous, robust, efficient
and diversified electro-technical systems. Really, we can find them in every
application context high or low intensive in technology (in industry, at home,
in public spaces and supporting a variety of services) or making part of
larger electro-technical systems and products (from big machine-tools or
electrical power systems to general home appliances and tiny toys). Electric
machines (i.e., electric generators) produce virtually all electricity
consumed; and, its estimated that electric machines (i.e., electric motors)
consume 60% of all electricity produced. In sum, it can be said well that
electrical machinery is today an integral component of our entire electricity
infrastructure.
Having stated the social relevance of electrical machinery, its importance
in the production fields of the engineering related cannot be overstated; as
it obvious, these systems need to be designed, produced, installed,
operated and maintained in every using context, which are full or partly, the
job of specialized engineers and technicians.
So, particularly this course introduces the student in the study of AC
machines; with a clear focus in understanding, testing and basic servicing of
electrical machines; and with a clear scope: the variety of classical types of
AC electric machines (see Figure 1) including synchronous and
asynchronous (induction) single-phase and three-phase machines (motors
and generators) and transformers.
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Figure 1. A classification of AC electrical machines emphasizing basic types.
Understanding the principles of construction, operation and servicing of

basic AC machines types are more important, but doesnt exclude
eventually, than knowing specialty motors or going deeper with one
machine type or activity (testing, maintenance, starting and control, etc.).
In sum, a general and systematic coverage of electrical machines is sought
in this course, which is thought appropriate for intended general electricity
technicians. These professionals are to be prepared enough to work in
residential, commercial, industrial and in other wide contexts where electric
machinery is present.
The course is constructed notably on the basis of applied general principles
of electricity and electromagnetism (Prerequisites are: Units 01, 06 and 10
of Associate Diploma Level) and it also constitutes a logical continuation to
the study of DC machines (motors and generators, covered in Unit 10 of
Associate Diploma) and the introduction made specifically to induction 3Phase motors and starters (in Unit 09 of Associate Diploma).
Within this program (Diploma level) this course has a logical complement in
Unit 13 Install Control Panel Equipment and a continuation in Unit 15
Repair Faults in Low Voltage Electrical Apparatus and Circuits.
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2.3. Course goals/objectives.

Course goals/objectives are statements of what the course intends to
accomplish. Goals are broader than objectives and the latter usually
discriminate between intended knowledge, skills and attitudes. Learning
Outcomes are statements that describe significant, essential and integrated
learning that learners have achieved, and can reliably demonstrate at the end
of a course or program. Learning outcomes can be seen as essential learning
products of an educational program and represent an outcomes based
approach to education.
After completing this course, the student will be able to:

1. Understand essential operating, construction, control and servicing
principles of AC electrical machines and transformers.
2. Solve basic problems involving electric machinery, including:
Testing and calculating common machine parameters in order to
select, operate or to modify the focused machine.
Basic fault finding and maintenance.
3. Work safely when analyzing and solving problems with electric machines
and transformers.
Refer to formalized SLO and KLO of the Unit to check how the Unit goals above
have been put in outcome terms.
2.4. Course organization

2.4.1. General approach to teaching
This section describes the teaching strategy or strategies for the whole course.
In order to understand AC machines and to test, use and service them

basically (which constitutes a systematic study approach to almost each
prescribed basic type), as its expressed in the unit goals and formalized
learning outcomes, an eminently practical course should be planned, well
established upon electrical and machine principles, previous experience
with electric machinery and other pre-requisites, and where students find
enough opportunities of practicing.
A basic approach consists of a lecture-lab course and content/topicorganized, as its been represented in the figure. In doing so, is easier to
focus on every type of electrical machine ensuring that the systematic study
approach is carried out. This is also a teacher-guided approach that is
appropriate for non-expert students (in the field of electric machinery and
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drives) and for a course designed with relatively broad contents (all basic
types of AC electrical machines, including transformers).
As an example, the course may be half lecture

and half practical. Briefly, the course dynamics
is basically as follows (refer to image, left):
First, content (from Unit KLO) is grouped into

topics from those considered the most basic
ones (transformers) to the most advanced ones
(basic fault finding of electrical machines and
other advanced topics, such as protections and
control). The basic contents are prerequisites of
the advanced contents. These topics are
basically aligned to 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 optimized with experience).
In effect, once organized, topics are presented

sequentially by the instructor. In essence,
lectures are delivered (for almost each type of machine) about operating
and constructing principles and about systematic and common testing and
about basic calculations and analysis related (of characteristic curves,
parameters, testing procedures and so on). Examples, demonstrative
testing, class discussions or audiovisual presentations are used to promote
understanding, among other methods. In some cases, an exploratory or
discovery approach may be effective too.
After that, or more precisely elaborating (combining lectures and time

allocated for practices), varied and sufficient learning tasks are completed
by students. First, basic exercising is provided and later more challenging
exercises, lab-practices, hands-on practices, quizzes or projects. In order to
ensure the effectiveness of this whole practice, its assigned as individual or
group practice (student interaction), is graded from simpler to more
complex practices, supported in appropriate resources and accompanied
with significant, timely and individualized feedback.
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Also, the course includes comprehensive assessment aligned to the Unit

learning goals/outcomes, both formative and summative. The formative
assessment is based in learning evidences from students daily work
assignments (lab practices, homework, tests, etc.) and behavior (attitudes
and professional behaviors) as they progress with topics. The summative
assessment is 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 CBT and Capstone exams of the whole Qualification,
representing particularly the present Unit. By doing so, the students become
better prepared to face the formalized/official assessment context.
Remedial activities are provided for those below the acceptable standards.
This approach is evidenced in the tentative course schedule.
This approach is just represented here in a simple linear/sequential fashion

for the sake of clarifying. However, in real school contexts, where resources
are scarce (time, equipments, learning spaces, etc.) this program can be
optimized. For example, is perfectly possible to cover the theory of more
than one machine in the classroom in order to group related practices that
need to be carried out in the electricity workshop or in a dedicated
laboratory of electric machines; this, knowing that is not recommendable to
impart large segments of theory with no significant application. The
teacher, or equipments, should assess the particular conditions that apply in
their colleges and programs.
Also, in order to optimize the course plan, is very important to have a clear
or precise knowledge of students previous knowledge and skills (in the field
of electric machines) and prerequisite mastery (electrical and machine
principles, etc.).
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2.4.2. Course Topics

Refer to KLO of the Unit.
The list below indicates the topic areas to be covered in the course and their
alignment to 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. The topics are quite and
they have been grouped in five Parts.
Topic
Number
TOPIC
(In training)
KLO Number
(in Unit
specification)
COURSE PART I ELECTRICAL TRANSFORMERS

THE IDEAL TRANSFORMER
1,2
THE PRACTICAL TRANSFORMER
2,3,4
THE POWER TRANSFORMER
1,3
TRANSFORMER CONNECTIONS
5
AUTOTRANSF. AND INSTRUMENT
6
TRANSFORMERS
PART II THREE-PHASE INDUCTION MOTORS
6.
SQUIRREL CAGE INDUCTION MOTORS
7,8,9
7.
COMPLEX CAGE AND SLIP-RING INDUCTION
7,8,9
MOTORS
8.
INDUCTION MOTOR LOAD
9
CHARACTERISTICS
COURSE PART III SINGLE-PHASE INDUCTION MOTORS
9.
CAPACITOR AND SHADED POLE MOTORS
10
10.
11
CHARACTERISTICS
11.
SERIES UNIVERSAL MOTORS
12
COURSE PART IV SYNCHRONOUS MACHINES
12.
ALTERNATORS
14,15
13.
ALTERNATORS. ADVANCED CONCEPTS
14,15
14.
SYNCHRONOUS MOTORS
14
COURSE PART V MOTOR STARTERS, PROTECTION AND MAINTENANCE
15.
MOTOR STARTER OPERATIONS AND
7,8,9,10
APPLICATIONS
16.
MOTOR PROTECTION
13
17.
BASIC FAULT TESTING OF INDUCTION
8
MOTORS
1.
2.
3.
4.
5.
2.4.3. Teaching and learning activities

Learning and teaching activities materialize the selected training approach and
methods.
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The following kinds of activities are coherent with the teaching approach
described above:
Exercises.
Laboratory Practices and other hands-on activities.
Projects and integrative practice.
Lecturing.
All of them should be used in defining and delivering the course according to
the content-topic organization suggested. Illustratively, selected exercising
and lab. practices can integrate workbooks per topic which are assigned to
students. Lecturing is made by teachers and some integrative practice will
help students to relate concepts from different topics (and from different
Units) and make practical use of the acquired knowledge.
Following, a brief characterization of each activity is given.
EXERCISES
Exercises name basic exercising per topic delivered.
Exercising helps students to develop basic understanding of the matter
and strength acquired knowledge and skills; notably, cognitive or
intellectual skills (memorization, understanding, analytic and critical
thinking, problem solving, etc.). A number of generic activities are
included in this category, such as:
Questionnaires with different question types.
Word problems and calculations.
Tutorials, Quizzes and self-tests.
Investigative questions (web quests, etc.).
Others. Class discussions about a topic or issue related, for example.

These activities are to do in class periods (typically after lecturing) and
outside of class (as homework or independent work). Exercises assigned
are to be completed timely. All they count mainly for formative
assessment but also they may have a weight in summative assessment,
since they reflect progression and learning evidences.
Some exercising and activities included may require the use of special
materials (multimedia, etc.) and other supporting resources (calculators,
software tools, etc.).
To illustrate, these are activities to do in this Unit:
Name the essential parts of different AC machines studied.

Construct the phasor diagram of a single-phase transformer no
loaded theoretically or practically tested.
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Calculate performance parameters, such as power, speed, torque,

slip, currents or power factor relative to the machines studied using
simplified relationships or formulas.
Discuss the probable cause of a described (or observed) fault in a
single-phase motor, split-phase.
Describe the purpose and procedure of a short-circuit test of a
transformer.
Draw the Y- starting circuit of a three-phase induction motor, squirrel
cage and compare to a DOL starting.
Identify in the tentative course schedule and provided study

materials essential exercising for this course.
LAB PRACTICES AND OTHER PRACTICAL TASKS.

Almost every Topic includes lab practices or some kind of practical task
related. Through lab practices, AC machine principles and basic testing
covered in the planned topics are made explicit and their study is
facilitated.
In general, laboratory practices name learning focused activities that
include the use of resources, such as real or virtual tools, instruments
and specific equipment, usually in research of something (more than in
final production of something). This sort of activity takes place in
appropriate workplaces: laboratory (for example, electrotechnology
laboratory or electrical machines laboratory), where resources are
available and work conditions are better assured (security, supplies,
space, etc.).
Lab practices are planned and usually are to be completed in class
periods under the supervision of the teacher. Generically, a Lab practice
includes:
A technical assignment with a clear procedure (work process,

operation steps and intended typology of result).
Eventually, extension tasks (follow-through tasks, etc).
Some kind of final report or questionnaire (with response templates,

etc).
Lab practices typically are pair work or small group work.
Lab practices are important activities and assignments in practical
courses. That is, they typically count in summative assessment. They are
assessed based on the correctness of submitted lab report or questions.
The teacher in some cases may check the results and work process
directly, as the work develops; the practice procedure, even, may include
milestones or control points, regarding this methodology. In case of pair
work or small group work, the mark awarded is typically the same for
each student.
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To illustrate, lab practices for this unit are quite a few, considering the
range of electrical AC machines covered. The selection made include the
following ones:
Topic
Numb
er
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
TOPIC
Recommended
Lab. Practice(s)
COURSE PART I ELECTRICAL TRANSFORMERS

THE IDEAL TRANSFORMER
Ideal transformer ratios.
THE PRACTICAL TRANSFORMER
Testing the practical transformer.
THE POWER TRANSFORMER
The three-phase transformer
TRANSFORMER CONNECTIONS
Paralleling transformers.
AUTOTRANSF. AND INSTRUMENT
Autotransfomer tests.
TRANSFORMERS
PART II THREE-PHASE INDUCTION MOTORS
SQUIRREL CAGE INDUCTION MOTORS
Squirrel Cage Induction Motor characteristics.
COMPLEX CAGE AND SLIP-RING
Slip-Ring Induction Motor characteristics.
INDUCTION MOTORS
Performance testing of Induction Motors (load
CHARACTERISTICS
test).
COURSE PART III SINGLE-PHASE INDUCTION MOTORS
CAPACITOR AND SHADED POLE MOTORS
Single-Phase Split-Phase Motor
characteristics.
Single-Phase Capacitor Motor characteristics.
CHARACTERISTICS
SERIES UNIVERSAL MOTORS
Series Universal Motor characteristics.
COURSE PART IV SYNCHRONOUS MACHINES
ALTERNATORS
Synchronous Alternators characteristics.
ALTERNATORS. ADVANCED CONCEPTS
Alternators advanced (Synchronism and
connections)
SYNCHRONOUS MOTORS
Synchronous Motors characteristics.
COURSE PART V MOTOR STARTERS, PROTECTION AND MAINTENANCE
MOTOR STARTER OPERATIONS AND
Starter circuits of IM and Variable Speed Drive
APPLICATIONS
systems.
MOTOR PROTECTION
Motor protection devices.
BASIC FAULT TESTING OF INDUCTION
Motor basic fault finding. Assembling and
MOTORS
Dissasembling.
Identify in the tentative course schedule and materials these

laboratory
practices,
and
an
extended
proposal
with
supplementary practices, for this course.
PROJECTS AND OTHER INTEGRATIVE PRACTICE

Integrative practice is needed to strength learning and to minimize the
undesirable piecemeal learning effect of a topic-segmented course.
Technical projects and other integrative practice are used with this aim.
Other integrative practices are role-play activities and realistic complex
job tasks, research or investigative projects, etc.
In general, projects are complex activities with these remarkable
characteristics; 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
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other units, knowledge not available yet that needs to be acquired,

etc.).
present a problem or a challenge. Maybe, a real or a simulated
professional task.
are relatively long activities that develop within a time-frame, have
technical and other constraints and are posed as team activities.
may be ill-defined. That is, can present lack of relevant information,
objectives that need to be clarified/negotiated or several acceptable
results.
typically result in a product or in an activity and some kind of report/
dissemination activity.
are self-organized and self-directed activities, within the frame of preestablished constraints.
The projects, and other integrative practice, facilitate better approaches

to the learning outcomes and holistic course assessment; coherently
they count importantly in the summative assessment. They are
evaluated and marked according rubrics that consider results
(product/activity) and quality (grade of meeting specifications), work
process, communication (result demonstration) and team dynamics.
In this Unit, however, probably there is no much room to include long and
complex projects considering the Unit standard time and the broad
contents/(topics) prescribed. In addition, the unit learning goal is one of
general understanding of AC machines (more than one of mastering
professional tasks related such as motor repair and maintenance or
standardized electric machines testing). This course goal, in sum,
probably needs more extensive lab practices than sophisticated
authentic projects.
Even so, a project in this Unit may consist in the design and development
(handmade) of a functional model of transformer (a range of
transformers, considering several groups with assigned tasks) where
basic structural, operational and even design principles are made
explicit.
Also, in the tentative course schedule extra time has been allocated to
give more chance of discretional supplementary lab. Practices related to
motor testing and basic machine servicing, which surely constitute the
best way of strengthening electric machines understanding.
Identify in the tentative course schedule and materials a
proposal of projects and supplementary practices for this
course.
LECTURES
The teacher is on charge of lecturing, which basically is to present the
matter according different methods that promote learning. Often,
lectures are assimilated to the teachers act of delivering information,
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maybe much or for a long time, in front of a passive class with students
struggling to make meaning of the exposition and taking notes at the
same time. However, lectures are much more and can be a very effective
teaching method. In technical teaching, lectures encompass:
Exposition of new content.
Demonstration and exemplification of new content.
Students questioning and discussion of topic and examples/demos.
Connections of new content and activation of previous learning.
Systematic review of learning and clarification.
Basic exercising.
Guided discovery.
Lectures planning.
These methods help in making a dynamic classroom where learning is
effectively taking place. Even more, if lecturing is well planned, is not
very long and is effectively intercalated with exercising, practice periods
and other basic elements of effective lessons.
In this course the teacher plays an important role in explaining and
demonstrating the range of basic electric machines, which are relatively
complex technical systems based on advanced principles of
electromagnetism and of mechanical systems too. Is certainly attractive
the idea of student discovering or self-studying these principles, but
surely is also unworkable and probably quite ineffective in terms of
intended learning outcomes.
Identify in the tentative course schedule allocated time for
lecturing and lectures contents.
2.5. Resources
Resources are any mean used to facilitate and intended learning. Teacher is
traditionally a primary resource. Secondary resources are then learning
materials and other equipments used by teachers and also students. The
traditional resources and roles may have changed in modern teaching/learning
contexts (online learning, self-learning, etc.).
2.5.1. Learning Materials

Recommended learning materials for this course are the following important
ones.
Recommended Textbook:
Electrical Trade Principles 3rd Edition, by Jeffery Hampson &
Steven Hanssen. Pearson Australia
Sections seven and eight cover specifically AC electrical machines and
transformers respectively, as mostly prescribed.
Student materials:
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Students Workbook.
It contains an organized selection of contents, exercises, tutorials and
practices. Its basically structured by planned course topics.
Other teaching and learning materials:

This course guide.
User manual, practice manual and other technical information of
recommended educational equipment.
Supplementary resources:
Multimedia resources.
Supplementary contents and practices.

Others: exams, rubrics, etc.
Identify in the tentative course schedule and materials provided
more precision about these categories of learning and teaching
materials.
2.5.2. Materials and equipments

This course requires, in essence:
Demonstrative and practice equipment of machines and

transformers basic principles. These equipments dont need to
resemble real products (motors, generators, transformers, parts).
Rather, they are oriented to make explicit constructive and functional
principles (rotary and static parts, windings, induced forces, relationships
between magnitudes, etc.). For this reason, they are dissectible models
or low power functional models, etc.
Motor testing and starting benches. These educational systems work
with a range of real machines (although they are often low power rated
or not necessarily mains supplied), control devices (such as contactors,
soft starters, speed drives, loads and brakes, variacs, etc.) and
instrumentation. The educational features (fast connections, extrasecurities, connection to a computer and processing soft., etc.) make
easier to analyze and test machines following realistic procedures
(formalized motor tests, etc.) and, even, to simulate faults (nondestructive fails generation system).
Winding and maintenance electrical machines benches. These
educations systems present real machines disassembled or without
windings, in order to give opportunities of motor winding practices,
assembling and disassembling as in real motor repair and maintenance
works, transformer construction, etc. These equipments are completed
with special tools and instruments for appropriate work with electrical
parts (winding machines, testers, etc.) and mechanical parts (bearings
extractors, etc.).
Simulation software:
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Electrical machines and testing systems. Some providers have

modeled their hard systems to provide more affordable (and precise
and reliable enough) simulated benches.
These materials should be suited to demonstrations, practice and

assessment requirements, as they have been finally planned. And, they
should be sufficient, according student grouping and planned work
sequences.
Identify in the tentative course schedule and materials available
more precision about these categories of resources.
2.6. Course assessment

This course includes a summative assessment with internal practical effects
(College administration). One practical use is advising students about their
preparedness to pass the external qualification assessment.
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. Based on these
partial assessments, a global judgment about competency will be made and
reported individually (for example, Competent or Not Yet Competent).
In planning assessment, rigor has to be balanced with feasibility, since
exhaustive assessment is time and resources consuming.
Below, there is a table listing assessment methods recommended for this

course.
ASSESSMENT
EVENTS/METHO
DS
EXAMS/TESTS
PERFORMANCE
OR PRACTICAL
TESTS
LEARNING
OUTCOMES
DESCRIPTION
Objective knowledge tests.

Include a variety of
questions: multiple choice,
short answer, essay
questions, written problems,
etc.
Paper or computer
distributed.
Practical tests that imply
productions, using of
resources, interactions or
reactions (attitudes).
Include: motor test planning
and building, measurements,
troubleshooting, assessment
o f results, etc.
Availability of resources,
performance context and
other practical conditions
met.
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HOW TO MEASURE
Knowledge and
cognitive skills
(from
remembering
to reasoning
and problem
solving).
Motor skills
(dexterities,
etc.) and other
technical skills.
Interpersonal
skills
Attitudes and
work
behaviors.
Other
employability
skills or
performance
Accuracy correct
vs. number of
errors
Item Analysis (for
improving validity
and reliability of
tests).
Scoring or
performance
rubrics that identify
critical components
of the work and
discriminates
between different
levels of
proficiency in
performance.
Accuracy scores,
check lists, primary
traits analysis and
rubrics, etc.
[26]
criteria.
PROJECTS
Integrative assignments
under conditions.
Team-based work.
Products and activities.
Realistic context.
Include: advanced tasks and
problem solving.
Group assessment and
individual contribution.
Availability of resources,
performance context and
other practical conditions
met.
Higher order
thinking skills.
Work technical
skills and
employability
skills.
Competence
(skill learning
outcomes or
integrated
learning
outcomes)
COURSE
ASSIGMENTS
STUDENT EFFORT
AND ATTITUDES
EMPLOYER WORK
REPORT
Include: homework, quizzes

and tutorials, lab practices
and any other relevant task
and work evidence.
Individual or group work.
Include: attendance,
following of work rules,
participation in class,
contribution to teamwork,
meeting of deadlines,
professionalism, etc.
Typically, actual workplace
evidence collected and
recorded by profiling.
Simulated workplace
evidence collected in the
classroom by your teacher or
a combination of both.
Knowledge and
component
skills.
Learning
progression.
Work attitudes.
Employability
and life skills
Partial and
integrated
skills.
Competence
Rubrics for each

dimension of
assessment: result
quality, report, oral
presentation, etc.
Scored by
instructor, juries,
external clients,
mates, etc.
Specific rubrics for

each instrument
considered
(homework, labpractices, etc.).
Learning
evidences, as
described or
formalized by
students.
Attendance sheets,
rubrics, etc.
Logbook, rubrics,
checklists, etc.
General requirements for planning assessments:
Choose between assessments methods suggested in the table above to

define the assessment components.
Determine relative importance (or weight) of each method in obtaining
the global score: weight of exams, projects, assignments, etc.
Define grading table (levels A, B, C) and passing criteria in relation to
maximum score.
Develop assessment criteria or rubrics for grading each component.
Select or develop exams.
Communicate assessment approach and criteria to students.
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3. TENTATIVE COURSE SCHEDULE

In this section, a tentative course schedule is given that illustrates the
feasibility of the general teaching approach and integrates the kind of elements
and resources proposed. Teachers can make discretionally use of this plan to
define their final programs.
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UNIT 12. UNDERSTAND LOW VOLTAGE MACHINES

A tentative Unit Plan. Short version
TOPIC
SEQUEN
CE
SLO &
(PERFORM.
CRITERIA)
KLO &
(SCOPE)
TEACHING AND LEARNING
CONTENT DELIVERED
Optional
topic
No
No
No
No
TOPIC 0. INTRODUCTION TO
UNIT/COURSE
1.
Introduction to Unit/Course.
2. Introduction to subject.
PREREQUISTE REQUIREMENTS
1.
Selected Math and
Electricity/Machine concepts.
2. Generic skills basics for this Unit.
Assessment Tasks
Informal o formal preassessment of key Unit

concepts and skills.
(Continuous assessment of generic

skills particularly emphasized in this
Unit)
RESOURCES
TIME
ESTIMAT
ED
Equipment and
others
Learning Materials
Selected Texts:
Unit/Course Syllabus.
Unit pre-assessment.
Others:
Audio-Visual (AV0)
Selected Texts:
Reference texts in
Math, Physics and
Generic Skills for this
Unit.
Computers and IT.

Electricity Lab.
Sample of Unit
resources.
Computers and IT.

Calculator.
Others:
circuit/machine
simulator.
Selected Texts:
Topic 1 theoretical
support, exercises
and planned
practices.
Others:
Audio-Visual (AV1)
Technical information.
Computers and IT.

Demo and practice
equipment about
transformers
(principles and basic
testing).
Selected Texts:
Topic 2 theoretical
support, exercises
and planned
practices.
1
GLH
3
GLH or
equiv. time
allocation
PART I ELECTRICAL TRANSFORMERS
1 (Prepare)
(1.1, 1.3-1.6)
2 (Do the work)
(2.1,2.2,2.4)
3 (Complete)
(3.1-3.3)
1.
2.
1 (1-3,7-9)
2(1-2,7)
3.
4.
5.
6.
1.
1 (Prepare)
(1.1-1.6)
2 (Do the work)
(2.1-2.4)
3 (Complete)
(3.1-3.3)
2(2-7)
3 (1-3)
4 (1-6)
2.
3.
4.
5.
6.
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TOPIC 1. THE IDEAL TRANSFORMER

Basic structure and operation.
Voltage, current and turns
relationship in the ideal transformer.
Construction of transformers.
Basic winding of transformers tests.
Basic transformers ratings.
Nameplate data.
Types of transformers, applications
and other applications of
transformer effect.
TOPIC 2. THE PRACTICAL
TRANSFORMER
The real transformer. Losses,
operation and phasor diagram (no
Load).
Equivalent circuit of a practical
transformer. Simplifying conditions.
Transformer impedance and voltage
regulation.
Efficiency of practical transformers.
Transformer standard tests. Open
and short circuit.
Practical transformers ratings.
Nameplate data.
Topic 1 Workbook:
Lab. Practice 1:
The ideal Transformer.
Transformer Ratios.
Self-study and exercises.

Topic test 1.
Topic 2 Workbook:
Lab. Practice 2:
The practical transformer:
Tests No-Load, Loaded

and shorted (singlephase transformer).

Topic test 2.
PROJECT 1: Construction of
Transformers
Others:
Audio-Visual (AV2)
Computers and IT.

Transformers test
bench with
transformers (single
phase), for principles
and basic testing
practices and demos.
Specific resources for
working on Project 1.
2
GLH
3
GLH
1 (Prepare)
(1.1, 1.3-1.6)
2 (Do the work)
(2.1-2.4)
3 (Complete)
(3.1-3.3)
1 (Prepare)
(1.1-1.6)
2 (Do the work)
(2.1-2.7)
3 (Complete)
(3.1-3.3)
1 (Prepare)
(1.1, 1.3-1.6)
2 (Do the work)
(2.1-2.4)
3 (Complete)
(3.1-3.3)
1 (4-6)
3 (4-7)
5 (1-5)
6 (1-8)
TOPIC 3. THE POWER TRANSFORMER

1.
The three phase power transformer.
Dry and Oil filled types. Structure.
2.
Cooling methods.
3.
Ancillary equipment. Tappers.
4.
Types of power transformer common
faults and preventive maintenance
routines.
5. Electrical power distribution ratings
and applications of power
transformers.
TOPIC 4. TRANSFORMER
CONNECTIONS
1.
Typical transformer connections.
Delta-Star and others. Conditions.
2.
Vector groups (according IEC
standard).
3.
Additive and subtractive polarity of
single-phase transformers.
4.
Phase relationship of three-phase
transformers.
5. Parallel operation of transformers.
Justification and conditions.
TOPIC 5. AUTOTRANSFORMERS AND
INSTRUMENT TRANSFORMERS
1.
Autotransformers. Structure,
operation, variacs and
advantages.
2.
Instrument transformers. Types,
connections and applications.
Topic 3 Workbook:
Lab. Practice 3.
The Three-Phase
transformer:
Basic Tests.
Selected Texts:
Topic 3 theoretical
support, exercises
and planned
practices.
Others:
Audio-Visual (AV3)

Topic test 3.
Transformers
Topic 4 Workbook:
Lab. Practice 4. Paralleling

transformers (single
phase).

Topic test 4.
Transformers
Topic 5 Workbook:
Lab. Practice 5.
Auto Transformer tests.

Topic test 5.
Transformers
Selected Texts:
Topic 4 theoretical
support, exercises
and planned
practices.
Others:
Audio-Visual (AV4)
Selected Texts:
Topic 5 theoretical
support, exercises
and planned
practices.

Computers and IT.

Transformers test
bench with
transformer (Single
and Three-phase) for
testing paralleling
and connections of
transformers.

Computers and IT.

Transformers test
bench with
autotransformer
(Single and Threephase) and other
instrument
transformers, for
basic testing.
Others:
Audio-Visual (AV5)
1-3
1-6
TIME ALLOCATED FOR FINALIZATION

AND ASSESMENT OF PROJECT 1
1-6
KNOWLEDGE EXAM 1
7 (1-6)
8(1,2)
9(1-3)
TOPIC 6. SQUIRREL CAGE INDUCTION

MOTORS
1.
Induction motors and basic
constructive characteristics.
Nameplate and motor ratings.
2.
Principles of induction-motor action.
Computers and IT.

Transformers test
bench with
transformers (Threephase), for basic
testing.
2
GLH
3
GLH
2
GLH

4
GLH
1
GLH
PART II THREE PHASE INDUCTION MOTORS
1 (Prepare)
(1.1, 1.3-1.6)
2 (Do the work)
(2.1-2.4)
3 (Complete)
(3.1-3.3)
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Topic 6 Workbook:
Lab. Practice 6:
Squirrel cage induction motor
characteristics.
Selected Texts:
Topic 6 theoretical
support, exercises
and planned
practices.
Computers and IT.

Motors test bench
with 3 Phase
induction motors
(squirrel cage, mains
electrical supply or
3
GLH
Transformer effect, Rotating

magnetic field, torque generation
and reversal. Torque-speed curve.
1 (Prepare)
(1.1, 1.3-1.6)
2 (Do the work)
(2.1-2.4)
3 (Complete)
(3.1-3.3)
1 (Prepare)
(1.1-1.6)
2 (Do the work)
(2.1-2.4, 2.7)
3 (Complete)
(3.1-3.3)
7 (1-6)
8(1,2)
9(1-3)
9(1-5)
Topic test 6.
TOPIC 7. COMPLEX CAGE AND SLIPRING INDUCTION MOTORS

1.
Rotor impedance and torque.
Squirrel cage motors design.
2.
Special Squirrel-Cage induction
motors. Double-Cage rotors and
other special designs.
3. Slip-Ring Motor construction and
operation characteristics. Rotor
resistance effect.
Topic 7 Workbook:
Lab. Practice 7:
Slip-ring induction motor
characteristics.
TOPIC 8. INDUCTION MOTOR LOAD

CHARACTERISTICS
1.
Power flow and losses in the IM.
Efficiency and Power Factor.
2.
Motor ratings. High efficiency
motors.
3.
Induction motors basic testing. IM
No Load and Loaded. Other
standardized tests. Interpretation of
parameters and curves.
Topic 8 Workbook:
Lab. Practice 8:
Induction Motor Load Tests.

Topic test 7.

Topic test 8.
Others:
Audio-Visual (AV6)
Selected Texts:
Topic 7 theoretical
support, exercises
and planned
practices.
reduced voltage) for

basic testing and
starting/controlling.
Others:
Audio-Visual (AV7)
Selected Texts:
Topic 8 theoretical
support, exercises
and planned
practices.
Others:
Audio-Visual (AV8)
Computers and IT.

Motors test bench
with 3 Phase
induction motors
(squirrel cage, slipring motor and other
induction 3P
induction machines,
mains electrical
supply or reduced
voltage) for basic
testing and
Computers and IT.
Motors test bench
with 3 Phase
induction motors
induction 3P
induction machines,
mains electrical
supply or reduced
voltage) for basic
testing and
2
GLH
3
GLH
PART III SINGLE PHASE INDUCTION MOTORS
10
1 (Prepare)
(1.1-1.6)
2 (Do the work)
(2.1-2.4, 2.7)
3 (Complete)
(3.1-3.3)
1 (Prepare)
(1.1-1.6)
2 (Do the work)
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[31]
1.
10(1-5)
2.
3.
4.
11(1-5)
TOPIC 9. SINGLE PHASE SPLIT-PHASE

INDUCTION MOTORS
Phase splitting concept and singlephase split-phase motor operation.
Construction of single-phase motors.
Basic ratings, testing and
calculations (split-phase motor).
Applications of typical split-phase
motors.
TOPIC 10. CAPACITOR AND SHADED

POLE MOTORS
1.
Shaded pole motor.
Topic 9 Workbook:
Lab. Practice 9:
Single Phase Split-Phase Motor.

Topic test 9.
Topic 10 Workbook:
Lab. Practice 10:

Single Phase capacitor
Selected Texts:
Topic 9 theoretical
support, exercises
and planned
practices.
Others:
Audio-Visual (AV9)
Selected Texts:
Topic 10 theoretical
support, exercises
Computers and IT.

Motors test bench
with Single Phase
induction motors
(split phase, split
phase capacitor,
universal motors,
shaded-pole, and
others) for basic
testing and
Computers and IT.
Motors test bench
with 3 Phase
3
GLH
3
GLH
2.
3.
4.
5.
(2.1-2.4, 2.7)
3 (Complete)
(3.1-3.3)
6.
1.
11
1 (Prepare)
(1.1-1.6)
2 (Do the work)
(2.1-2.4, 2.7)
3 (Complete)
(3.1-3.3)
2.
12(1-4)
3.
4.
Capacitor-start split-phase motor.

Permanent split-phase capacitor
motor.
Capacitor-start capacitor-run motor.
Structure of single-phase motors
and particular components.
Maintenance and typical faults.
TOPIC 11. SERIES UNIVERSAL

MOTORS
Series Universal motors.
Characteristics.
Electronic speed control of universal
methods. Analogue and Electronics.
Maintenance and typical faults.
General comparison between single
phase induction motors including
universal motors.
Motor.

Topic test 10.
Topic 11 Workbook:
Lab. Practice 11:

Series Universal Motors.

Topic test 11.
and planned
practices.
Others:
Audio-Visual (AV10)
Selected Texts:
support, exercises
and planned
practices.
Others:
Audio-Visual (AV11)
induction motors
induction 3P
induction machines,
mains electrical
supply or reduced
voltage) for basic
testing and
Computers and IT.
Motors test bench
with 3 Phase
induction motors
induction 3P
induction machines,
mains electrical
supply or reduced
voltage) for basic
testing and
2
GLH
PART IV SYNCHRONOUS MACHINES
12
13
1 (Prepare)
(1.1-1.6)
2 (Do the work)
(2.1-2.4, 2.7)
3 (Complete)
(3.1-3.3)
1 (Prepare)
(1.1-1.6)
2 (Do the work)
(2.1-2.4, 2.7)
3 (Complete)
(3.1-3.3)
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[32]
14(1-3,6-9)
15(1-9)
14(5-9)
15(1-3, 9)
TOPIC 12. ALTERNATORS

1.
Construction of synchronous
alternators.
2.
Alternator principles and main
parameters. Nameplate.
3.
Basic testing of synchronous
alternator (no Load).
4.
Single-phase alternators.
5.
Ratings and selection of alternators.
6.
Standby alternator.
7.
Parallel operation of alternators.
8.
Common faults in alternators.
TOPIC 13. ALTERNATORS. ADVANCED
CONCEPTS
1.
Alternator Load Characteristic
Curve.
2.
Alternators in parallel.
Synchronizing, connection and
disconnection method.
3.
Asynchronous generator. IM Motor
as induction generator.
Topic 12 Workbook:
Lab. Practice 12.

Synchronous alternators.

Topic test 12.
Topic 13 Workbook:
Lab. Practice 14.

Synchronous alternators.
Advanced testing.

Topic test 13.
Selected Texts:
support, exercises
and planned
practices.
Others:
Audio-Visual (AV12)
Selected Texts:
support, exercises
and planned
practices.
Others:
Audio-Visual (AV13)
Computers and IT.

Motors test bench
with 3 Phase
alternator,
synchronous motors,
prime movers,
braking or loading
system and other
control and testing
accessories. For
basic testing and
starting/ controlling.
Computers and IT.
Motors test bench
with 3 Phase
alternator,
synchronous motors,
prime movers,
braking or loading
system and other
control and testing
accessories. For
basic testing and
3
GLH
2
GLH
14
1 (Prepare)
(1.1-1.6)
2 (Do the work)
(2.1-2.4, 2.7)
3 (Complete)
(3.1-3.3)
14(1,4,6,8,1
0)
TOPIC 14. SYNCHRONOUS MOTORS

1.
Synchronous motor. Generalities.
2.
Construction. Salient Pole and
others.
3.
Operating characteristics. Torque
generation. V-Curves. Synchronous
capacitor. Ratings and nameplate.
Topic 14 Workbook:
Lab. Practice 14.

Synchronous motors.

Topic test 14.
Selected Texts:
support, exercises
and planned
practices.
Others:
Audio-Visual (AV14)
Computers and IT.

Motors test bench
with 3 Phase
alternator,
synchronous motors,
prime movers,
braking or loading
system and other
control and testing
accessories. For
basic testing and
3
GLH
PART V MOTOR STARTERS, PROTECTION AND MAINTENANCE
15
(Option
al)
Review
of
motor
starters
covered
in Unit
09Associat
e
Diploma
1 (Prepare)
(1.1-1.6)
2 (Do the work)
(2.1-2.4, 2.7)
3 (Complete)
(3.1-3.3)
7(4,6)
8(3)
9(1,4,5)
10(5)
TOPIC 15. MOTOR STARTER OPERATIONS

AND APPLICATIONS
1.
Motor starting and starter.
Principles.
2.
Motor starter basic circuits. Starter
types.
3.
Three-phase induction motor speed
control. VFD. Characteristics and
basic configurations and using.
4.
Braking and reversing induction
motors. Brake types and systems.
Topic 15 Workbook:
Lab. Practice 15.

Starter circuits.
Variable speed-drive system.
TOPIC 16. MOTOR PROTECTION

Motor protection requirements.
Three-Phase Inductor Motor
protection devices.
3.
Protection devices for single-phase
motors.
4.
Other protection devices for poliphase and single-phase motors.
5.
Selection of protections.
Topic 16 Workbook:
Lab. Practice 16.

Motor protection devices.
1.
2.
16
1 (Prepare)
(1.1-1.6)
2 (Do the work)
(2.1-2.4, 2.7)
3 (Complete)
(3.1-3.3)
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[33]
13(1-10)

Topic test 15.

Topic test 16.
Selected Texts:
support, exercises
and planned
practices.
Others:
Audio-Visual (AV15).
Selected Texts:
support, exercises
and planned
practices.
Others:
Computers and IT.

Motors starter bench
with different types
of motors (induction
motors and others),
associated starter
systems, protection
devices and
accessories, including
electrical and
electronic (softstarters, VFD and
others). For basic
starting/ controlling
analysis and faultfinding.
Computers and IT.
Motors starter bench
with different types
of motors (induction
motors and others),
associated starter
systems, protection
devices and
accessories, including
electrical and
electronic (softstarters, VFD and
others). For basic
starting/ controlling
analysis and faultfinding.
3
GLH
2
GLH
TOPIC 17. BASIC FAULT TESTING OF

INDUCTION MOTORS
17
1 (Prepare)
(1.1-1.6)
2 (Do the work)
(2.1-2.7)
3 (Complete)
(3.1-3.3)
1-3
1.
8(1-6)
7-15
7-13
Motor maintenance and repair work

(inductance motors). Types of
common faults.
2.
Servicing motors. General
processes.
3.
Motor faults and preventive and
repair procedures or actions. Stator
and rotor faults and others.
4.
Current issues in motor testing and
maintenance. Technologies.
TIME ALLOCATED FOR EXTENSION
PRACTICE/PROJECTS RELATED TO
PARTS II-V
Topic 17 Workbook:
Lab. Practice 17.

Motor basic testing and
fault-finding. Assembling
and disassembling.
Topic test 17.
Selected Texts:
support, exercises
and planned
practices.
Others:
Computers and IT.

Motors repair bench
with removable or
dissectible machines,
machines without
windings, winding
tools and other
accessories (such as
some nondestructible faults
generation system).
5
GLH
1
GLH
4
GLH
KNOWLEDGE EXAM 2
MULTIPURPOSE REMAINING TIME
TOTAL TIME ALLOCATED
Cod: ET_D_U12_G_2016-v1
[34]
3
GLH
63
GLH

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ELECTRICAL TECHNOLOGY

Unit 12 Understand Low Voltage Machines

ELEMENTS FOR COURSE PLANNING.......................................................11

TENTATIVE COURSE SCHEDULE..............................................................24

Unit 12 Understand Low Voltage Machines

1.1. Unit structure

Unit 12 Understand Low Voltage Machines

1.2. Unit description (purpose)

This unit covers the ascertainment (verification or determination) of correct

Unit 12 Understand Low Voltage Machines

1.3. Nominal hours

Pre-requisites for this unit of study are:

1.1, 1.2, 1.4, 1.5

Unit 12 Understand Low Voltage Machines

Unit 02. Use industry drawings, documents and standards.

Unit 01. Understand Direct Current Principles.

Also, the students should be experienced in using general tools,

This Unit has particularly these academic requirements:

Trigonometric functions, numerical trigonometry and function graphs.

Phasors. 2D. Representation and composition (addition &

General calculus and simple equation systems.

Electromagnetic principles and AC circuits (single and three-phase).

Oral & Written communications.

Technical communication basics.

Unit 12 Understand Low Voltage Machines

See also 1.7 about Employability Skills.

1.5. Skill Learning Outcomes, Performance

SKILL LEARNING OUTCOMES

Solve single and threephase

Follow established occupational health and

Unit 12 Understand Low Voltage Machines

Complete work and

circuits or the surrounding environment or

1.6. Knowledge Learning Outcomes and Scope

KNOWLEDGE LEARNING OUTCOMES

Unit 12 Understand Low Voltage Machines

Know about autotransformers and

1.7. Employability Skills

(E01-E04) Ability to manage own work. It encompasses work planning

Unit 12 Understand Low Voltage Machines

Self-management (planning and organizing work).

Personal Development Plans (Target Dates)

Team work and communication.

UNIT 04: Demonstrate self-management skills

UNIT 05: Work as a member of a team

Information (All, as presented in a school context)

Unit 12 Understand Low Voltage Machines

Appropriate work attitudes and behaviors will be promoted and

UNIT 06: Demonstrate work and career progression skills

Behaviors (All, as presented in a school context)

A more detailed analysis of Unit Learning Outcomes is suggested, in order to

Unit 12 Understand Low Voltage Machines

2. ELEMENTS FOR COURSE PLANNING

2.1. Course identification

General purpose classroom.

Qualified in electricity or in a close related field (automation for

Academics: Vocational qualification (tertiary level) or higher.

With a teacher education course.