Articulated, Performance-Based Instruction Objectives Guide for Air

489 Pages·2007·9.18 MB·English

DOCUMENT RESUME
CE 040 231
ED 251 644
Henderson, William Edward, Jr., Ed.
AUTHOR
Articulated, Performance-Based. Instruction Objectives
TITLE
Guide for Air Conditioning, Refrigeration, and
Heating (Eniironmental Control System
Installer/Servicer). Edition I.
Greenville, S.C.;
Greenville County School District
INSTITUTION
Greenville Technical Coll., S.C.
Jun 84
PUB DATE
493p.; Prepared by the Articulation Program Task
NOTE
Force Committee for Air Conditioning, Refrigeration,
and Heating.
Guides - Classroow Use - Guides (For Teachers) (052)
PUB TYPE
MF02/PC20 Plus Postage.
EDRS PRICE
*Air Conditioning; Behavioral Objectives; Competency
DESCRIPTORS
Based Education; Curriculum Cuides; *Electricity;
Electric Motors; *Equipment Maintenance; Grade 11;
*Heating; High Schocls; Job Skills; Learning
Activities; Postsecondary Education; *Refrigeration;
Rapair; Secondary Education; Trade and Industrial
Education; Units of Study; *Ventilation
Electrical Wiring
IDENTIFIERS
ABSTRACT
This articulation guide contains 17 units of
instruction for the first year of a two-year vocational program
designed to prepare the high school graduate to install, maintain,
heating, air
and repair various types of residential and commercial
conditioning, and refrigeration equipment. The units are to introduce
skills
the student to fundamental theories and basic knowledge and
Introductory
and to prepare him/her for entry-level work as a helper.
materials include descriptions of the first and second year courses
and recommended secondary and postsecondary programs with
entitled
postsecondary course descriptions. The seventeen units are
introduction; fundamentals of electricity; basic refrigeration; hand
(HVAC) benchwork
tools; heating, ventilation, and air conditioning
with hand tools; special HVAC tools and equipment; HVAC test
instruments; tubing; soldering; piping; electrical wire connections;
wiring diagrams; electrical components; electric motors; domestic
refrigeration servicing; install electrical outlet for window air
conditioner; and room/window air conditioners. (Each unit contains
unit overview, minimum suggested
some or all cf these components:
terminology, task listings, and tasks. A task sheet for each task
details performance objective, performance actions, performance
standards, and related technical information. An addendum provides
complete the task. (YLB)
any additional materials needed to
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*
Reproductions supplied by EDRS are the best that can be made
*
*
from the original document.
*
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OBJECTIVES GUIDE
ARTICULATED, PERFORMANCE BASED INSTRUCTION
FOR
AND HEATING
AIR CONDITIONING, REFRIGERATION,
4
(ENVIRONMENTAL CONTROL SYSTEM INSTALLER/SERVICER)
.44
64140
L1
©
DEVELOPMENT PERIOD
w
u
S. DEPARTMENT OF EDUCATION
1984
1983
-- JUNE,
ONAL INSTITUTE OF EDUCATIOA
NATIJULY,
RESOURCES INFORMATION
ycATioNAL
CENTER IERICI
Thrs document has been
reproduced as
recervoc1 from the person
or orgamtation
originating it
Minor chartei have been
made try Improve
reproduction quality
ISOM'S of view ot opinions
stared in thrs docu
man! do not noc OSS.11ohr
teirrefent official NIE
posagm or poll, y
PREPARED BY
"PERMISSION
TO REPRODUCE
OCCUPATIONAL EDUCATION ARTICULATION PROGRAM
THIS
MiATERIAk
SEEN GRANTED
TASK FORCE COMMITTEE
FOR
HEATING
AIR CONDITIONING, REFRIGERATION, AND
REPRESENTING
COUNTY
THE SCHOOL DISTRICT OF GRENVILLE
TO THE EDUCATIONAL
RESOURCES
INFORMATION
AND
CENTER (ERIC)."
GREENVILLE TECHNICAL COLLEGE
GREENVILLE, SOUTH CAROLINA
PUBLICATION OF
OCCUPATIONAL EDUCATION ARTICULATION PROGRAM
COUNTY
OF THE SCHOOL DISTRICT OF GREENVILLE
AND GREENVILLE TECHNICAL COLLEGE
JUNE, 1984
EDITION I
J
)
ti
ARTICULATED, PERFORMANCE -BASED CURRICULUM GUIDE
THE SCHOOL DISTRICT OF GREENVILLE COUNTY
DR. J. FLOYD HALL
SUPERINTENDENT
DR. NORMAN MULLINS
ASSOCIATE SUPERINTENDENT FOR EDUCATIONAL DEVELOPME,4T
MRS. DORIS CLANTON
DIRECTOR, INSTRUCTIONAL SERVICES
MR. O. RICHARD COTHRAN, JR.
CONSULTANT, VOCATIONAL EDUCATION
ARTICULATION GUIDE
GREENVILLE
THE SCHOOL DISTRICT
TECHNICAL CULLLGL
AND
OF GREENVILLE COUNTY
THE SCHOOL DISTRICT OF GREENVILLE COUNTY
GREENVILLE, SOUTH CAROLINA
4
1984
Articulated, Performance-based
Henderson, Wm. Edward, Jr., ed.
Instruction Objectives Guide for Air Conditioning, Heating
Occupational Education
and Refrigeration, Greenville, SC:
Articulation Program of The School District of Greenville
County and Greenville Technical College, 1984.
ACKNOWLEDGEMENT
The Articulated, Performance-based Instruction Objectives Guide
for Air Conditioning, Heating, and Refrigeration is the product
of the work of the following instructor Task Force Committee
participants representing the secondary programs of The School
District of Greenville County and the post-secondary similar
program at Grlenvill Technical College.
William
Moon
Donaldson Career Center
Alvin P. Granger
Enoree Career Center
Broadus R. Abbott Jr.
Foothills Career Center
Tom M. Mckinney
Golden Strip Career Center
Ralph Johnston
Greenville Technical College
The cooperation of the instructor participants and others repre-
senting The School District of Greenville County, Greenville
Technical College, the South Carolina State Department of Educa-
tion, and the South Carolina State Board for Technical and Com-
prehensive Education is appreciated.
Teresa Everett,
Typist
Program Secretary
DISCRIMINATION PROHIBITED
Title VI of the Civil Rights Acts of 1964 states:
"No person in the United States,
shall, on the grounds of race, color, or national origin, be excluded from parti-
cipation in, be denied the benefit of oc be subjected to discrimination under
any
program or activity cece:ving federal financial assistance."
The Occupational
Education Articulation Program is operated in compliance with this law.
The opinions expressed herein do not necessarily reflect the position
oc policy
of the funding or sponsoring organizations and no official endorsement
by those
organizations should be inferred.
BIAS STATEMENT
Articulated, performance-based instruction guides are developed based
upon talks
(objectives) important to the success of entry level workers.
The objectives are
derived from task analysis and available tasks lists such
as V-TEC Catalogs.
Standards of performance are those expected by local businesses and
industries
for lob success.
Test samples are included to represent valid and reliable
measures of vocational competency.
Articulated, performance-based instruction documents are designed
to comply with
the requirements of PL 94-482 Educational Amendments of 1976, Title II, which is
intended to "...ensure that...curricula do not reflect stecotypes based
upon sex,
race, oc national
origin..."
COPYRZGETED DISCLOSURE STATEMENT
Every effort has been made to appropriately document any copyrighted material
(AMC
in this articulated, performance-based instruction document.
many ideas and models, however, have evolved from years of research and experience
and often are difficult to precisely credit.
The objectives and task actions of the articulated guides are developed
or con-
tributed by task force committee (instructor) participants based on their expertise
and on task lists from resources such as V-TEC Catalogs.
Standards included in
guides are those identified by Local potential employers
as important to the
success of entry level workers.
Sample knowledge and performance tests are in-
cluded to represent valid and reliable test items that may be used
to measure
mastery of objectives.
Test samples taken from texts oc workbooks typically
are
those being used locally and appropriate documentation has been included.
RZGHTS RESERVED
All rights reserved.
No part of this document may be reproduced, stored la a
:etrleval system, or transmitted, in any torn or ay any means, slactronic,
lac:Ian:-
L.31, photocopying, recording or otherwise, without
tne pcLor written perm:as:on of
the wciter/puolishec.
Edwacd Henderson Jr., 2oordinator
Ccoupatic.al Education Articulation Program
he School District of Greenville County
and Greenville Technical College
:)83
MAKE
CM
BM
ABSTRACT
Title of Program:
Occupational Education Articulation Program
Program Coordinator:
Wm. Edward Henderson Jr.
Sponsoring Agencies:
The School District of Greenville County
and Greenville Technical College
c/o P.O. Box 2848
- 301 Camperdown Way
Greenville, SC 29602
Program Development
Period:
July 1, 1983 through June 30, 1984
PURPOSE:
To develop A continuous line of vocational training
in similar Air Conditioning, Refrigeration, and
Heating programs so.that students may continue their
career/vocational education at the secondary and
post-secondary levels without loss of time
or waste
of effort in repeating tasks that have been mastered
previously.
To provide a system where teachers can cooperate
effectively in providing a continuous occupational
development program where the level and tirpe of
training that leads to entry-level employment skills
will be clear to students, teachers, other educators,
and potential employers.
METHOD:
Air Conditioning, Refrigeration, and Heating instruc-
tor representatives from the four secondary level
career centers of The School District of Greenville
County and the post-secondary level Air Conditioning,
Refrigeration, and Heating Department Head from
Greenville Technical College were brought together
in task force committee meetings and workshops to
survey very similar areas of vocational .raining to
identify possible overlaps or gaps
as students
continue air conditioning, refrigeration, and heating
training from the secondary level to the post-
secondary level.
In addition, lateral articulation
of air conditioning, refrigeration, and heating
programs at the secondary level was promoted.
iii
6
This Articulated, Performance-based Instruction
Objectives Guide for Air Conditioning, Refrigeration,
and Heating, was developed by the Task Force Commit-
tee on Air Conditioning, Refrigeration, and Heating
The Task Force Commit-
to facilitate articulation.
tee, by the task analysis process, identified the
minimum essential competencies for the secondary
air conditioning, refrigeration, and heating gradu-
ate to continue training at the next higher level of
Major objectives for
labor market in the trade.
competency were stated, performances to obtain the
objectives were clarified, enabling actions were
identified and placed in sequential order, instruc-
tion time was estimated, and performance standards
Finally, outcome-referenced (criterion-
were stated.
rce.erenced) measures of performance were developed
as a guide in articulating (articulation).
As a result of the project development phase, the
RESULTS:
Performance-based Instruction Objectives
Articulated
Refrigeration, and
Guide for Air Conditioning
(
This articulation guide,
was developed.
Heatin
.owever, is not a final product since it must be
Modifications and
field trial tested and revised.
improvements to the guide are expected since the
process of education must be continually reviewed
to ensure that objectives are valid and are being
met as best they can be met under given conditions.
Prior to development of this articulation guide, an
Articulation Policies and Procedures Guide was
developed to aid articulation activities and was
used to direct program and product (guide) develop-
ment activities.
Workshop guide;, developed and refined during an
earlier phase of the program, were used to assist
task force committee participants in obtaining task
analysis data, writing performance-based objectives,
ident:.fying performance actions to reach the objec-
tives, stating performance standards, and developing
These how-to-do-it guides
outcome-referenced tests.
are usable at the instructional level as well as at
the supervisory level.
iv
CONTENTS
Air Conditioninc), Refrigeration, and Heating I
1
Air Conditioning, Refrigeration, and Heating II
3
Employment Projection
5
State Department of Education Recommended Program
7
Conditioning/Refrigeration
Greenville Technical College Air
Mechanic and Climate Control Technology
8
HEATING
15
FIRST YEAR AIR CONDITIONING, REFRIGERATION, AND
.
16
Unit 1.0 - Introduction
17
Suggested Instruction Times
20
Task 'Listings
26
Unit 1.0 A - Introduction/Orientation
27
Review/Follow Career Center Policies/Procedures
. .
.
28
Orientation to Classroom/Shop/Lab
29
Review Course Objectives/Standards
.
.
30
Unit 1.0 B - Introduction to Safety
31
General Orientation
32
Identify Desirable Safety Habits
.
.
33
Observe Classroom Safety Practices
35
Apply Fire Safety Rules/Procedures
36
Apply Electrical Safety Rules/Procedures
37
Personal Safety
39
Unit 1.0 C - Introduction to Leadership/Communications
.
.
40
Work Cooperatively with Fellow Students
Leadership
41
Demostrate Desirable Charar;teristics of
.
43
Particiaptc in VICA Club Activities
44
Demonstrate Use of Pariamentary Procedure
45
Communicate a Message by the Medium of a Speech
.
.
46
Unit 1.0 D - Preparing for Work
Difference
Describe the Free Enterprise System and the
47
Between Labor and Management
48
Interpret Labor Laws and Regulations
49
Interpret Payroll Deductions for Taxes, Etc.
50
Identify Typical Career Opportunities
51
Locate Job Opportunities
52
Prepare Resume
53
Compose Application Letter
54
Complete Typical Employment Application Form
55
Interview for a Job
56
Compose a Follow-Up Letter
Identify Post-Secondary Career Development
57
Opportunities
58
Unit 1.0 E - Introduction to Desirable Job Learning
Describe Cocci Work Habits Important to Job Success
59
.
.
Exhibit Successful Job Performance Characteristics
60
. .
63
Exhibit Desirable Work Attitudes
Demonstrate Respect/Care for School Property
65
66
Unit 1.3 F - Basic Math Skills
67
Basic Math - Fractions
68
Basic Math - Decimals
69
Basic Math - Volumes
70
Basic Math - Areas
72
Unit 1.0 G - Basic Measuring
73
Measuring
75
Unit 1.0 H - Write and Read Technical Information
76
Write Techincal Information
77
Read Technical Information
79
Unit 2.0 - Fundamentals of Electricity
80
Suggested Instruction Times
82
Task Listings
86
Standards
87
Electric Shock
90
Produce Voltage by Magnetism
91
Construct an Electromagnet
92
Measure Voltage in Simple Circuit
94
Measure Amperage in Simple Circuit
95
Measure Resistance in Simple Circuit
97
Test for Continuity
98
Determine Wattage
99
Read Microfarad Rating of Capacitors
101
Test Capacitors
Draw a Series Resistive Circuit and Calculate Values
103
105
Construct a Series Resistive Circuit
106
Construct Circuit with Batteries Wired in Series
. .
Draw Parallel Resistive Circuit and Calculate Values
Construct a Parallel Resistive Circuit
Construct Circuit with Batteries Wired in Parallel
.
Draw Series-Parallel Resistance Circuit and Calculate
Values
1111
113
Construct Series-Resistance Circuit
114
Measure Resistance of a Single-Phase Compressor
Determine Operating Condition of a Compressor Using
116
the Hermetic Analyzer
118
Connect a Single-Phase Step-Doer Transformer
119
Connect a Sinlge -Fhase Step-Up Transformer
122
Connect an Auto Transformer to Provide Output Voltage
.
vi
123
Unit 3.0 - Basic Refrigeration
124
Suggested Instruction Times
126
Task Listings
129
Sketch a Basic Compression Refrigeration System
.
.
.
133
Install a Filter-Drier
136
Install Liquid Indicator in Liquid Line
Service
Front Seat, Mid Position, and Back Seat
138
Valve
140
Silver Braze Saddle Valve on Suction Line
142
Install Access Core Type Service Valve
143
Explain Principles of Energy Transfer
146
Determine Pressures and Temperature of Refrigerator
.
Determine Pressures and Temperature of Air
148
Conditioner
Determine Pressures and Temperature on Commercial
150
Refrigeration System
152
Evacuate Refrigeration System
154
Evacuate Refrigerator
155
Evacuate Air Conditioning System
156
Triple Evacuate Refiigeration System
158
Compute Temperature-Pressure Problems
Transfer Refrigeration from Storage Cylinder to
Service Cylinder
1::
Locate/Repair Refrigerant Leak_on Refrigerator
.
Pressurize System with Dry Nitrogen and Refrigerant,
Locate and Repair Leak
Charge a Refrigerator on the Low Side of System
.
.
Evacuate and Liquid Charge Refrigeration System on
172
the High Side
174
Describe Commonly Used Refrigerants
178
Standards
179
Unit 4.0 - Hand Tools
180
Suggested Instruction Times
181
Task Listings
182
Care for Hand Tools
184
Properly Use Hand Tools for Assembly/Disassembly
.
186
Using Hand Hacksaw, Cut Given Material
187
Drill Holes with Portable Drill
189
Use Additional Hand Tools
190
HVAC Benchwork with Hand Tools
Unit 5.0
191
Suggested Instruction Times
192
Task Listings
Environment
194
Inspect Workbench for Safe Working
.
196
Identify and Properly Use Bench Vise
198
Identify Types of Fasteners
199
Assemble and Fit Parts
vii
10