Western Technical College
10660116 DC/AC 2
Course Outcome Summary
Course Information
Description
DC/AC 2 provides the fundamental concepts of analyzing complex resistive networks with
network theorems such as the superposition theorem, Thevenin's Theorem and Norton's
Theorem, and applied trigonometric concepts. Also covered in this course is complete
coverage of capacitance, inductance and transformers, as well as RC, RL and RLC
circuits. The course concludes with coverage of RC and L/R time constants, resonance
and filters. Circuits will be constructed in the lab using both actual components and
simulation software.
Career
Cluster
Manufacturing
Instructional
Level
Associate Degree Courses
Total Credits
3.00
Total Hours
72.00
Types of Instruction
Instruction Type
Credits/Hours
Lecture
2 CR / 36 HR
Lab
1 CR / 36 HR
Course History
Purpose/Goals
Enhance circuit analysis knowledge and techniques with the introduction of network theorems and reactive
components.
Pre/Corequisites
Pre/Corequis 10660115 DC/AC 1
ite
Pre/Corequis 10804116 College Technical Math 2
ite
Textbooks
Grob's Basic Electronics with CD (Text and Manual Combo ISBN-13: 978-1-259-70602-8). 12th Edition.
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Copyright 2016. Schultz, Mitchel. Publisher: McGraw-Hill Publishing Company. ISBN-13: 978-0-07-3373874. Required.
Core Abilities
1.
Apply mathematical concepts.
Status
2.
Active
Demonstrate ability to think critically.
Status
3.
Active
Demonstrate ability to value self and work ethically with others in a diverse population.
Status
4.
Active
Use effective communication skills.
Status
5.
Active
Use technology effectively.
Status
Active
Program Outcomes
1.
E 1. Apply electronic theory to practice
Status
Criteria
1.1.
1.2.
1.3.
1.4.
1.5.
2.
Active
·You mathematically analyze a circuit or system
·You simulate a circuit or system
·You construct a circuit or system according to schematics or other documentation
·You perform circuit or system measurements to collect data
·You analyze data to validate predicted outcome
E 2. Operate test equipment
Status
Criteria
2.1.
2.2.
2.3.
2.4.
2.5.
3.
Active
·
·
·
·
·
E 3. Build electronic circuits and systems
Status
Criteria
3.1.
3.2.
3.3.
3.4.
3.5.
4.
You demonstrate measurement of electrical and/or electronic signals
You demonstrate measurement of electrical and/or electronic quantities
You demonstrate measurement of electrical and/or electronic components
You use test equipment to generate electrical and/or electronic signals
You apply appropriate safety precautions
Active
·
·
·
·
·
You assemble a prototype for operation
You demonstrate soldering and de-soldering techniques
You apply appropriate antistatic precautions
You identify appropriate interfaces
You set up programmable devices and/or systems
E 4. Evaluate the operation of electronic circuits or systems
Status
Criteria
4.1.
·
Active
You assemble a prototype for operation
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4.2.
4.3.
4.4.
4.5.
5.
·
·
·
·
You demonstrate soldering and de-soldering techniques
You apply appropriate antistatic precautions
You identify appropriate interfaces
You set up programmable devices and/or systems
E 5. Communicate technical information
Status
Criteria
5.1.
5.2.
5.3.
5.4.
5.5.
5.6.
Active
·
·
·
·
·
·
You interpret electrical and/or electronic diagrams
You create electrical and/or electronic diagrams
You interpret technical reports and documents
You use appropriate terminology in speaking and writing
You interpret documentation of electronic devices and systems
You locate necessary resources and pertinent information to perform work functions
Course Competencies
1.
Explain basic ideal transformer properties.
Domain
Cognitive
Level
Comprehensi
on
Status
Active
Criteria
Your performance will be successful when:
1.1.
Leaner can calculate the turns ratio of a step-up transformer.
1.2.
Leaner can calculate the turns ratio of a step-down transformer.
1.3.
Leaner can calculate the reflected impedance of a transformer.
1.4.
Leaner can list the ratings of a transformer.
1.5.
Leaner can list the losses in a transformer.
1.6.
Leaner can calculate the primary power.
1.7.
Leaner can calculate the secondary power.
1.8.
Leaner can calculate transformer voltages and currents given the turns ratio.
1.9.
Leaner can list uses of transformer.
Learning Objectives
1.a.
Describe what is meant by the term mutual inductance.
1.b.
Define the term coefficient of coupling.
1.c.
Describe what effect the turns ratio has on transformer currents.
1.d.
Describe what effect the turns ratio has on transformer voltages.
1.e.
Define the term turns ratio.
1.f.
List the ratings on a transformer.
1.g.
Describe the relationship of power in the primary versus the secondary in an ideal transformer.
1.h.
List the losses present in non-ideal transformers.
1.i.
List typical uses for the transformer.
2.
Explain the DC and AC properties of capacitors.
Domain
Cognitive
Level
Comprehensi
on
Status
Active
Criteria
Your performance will be successful when:
2.1.
Learner can describe how energy is stored in a capacitor.
2.2.
Learner can calculate capacitance based on physical parameters.
2.3.
Learner can calculate capacitance given charge and voltage.
2.4.
Learner can identify capacitance value from the various types of coding.
2.5.
Learner can explain how a capacitor acts to a DC signal.
2.6.
Learner can explain how a capacitor acts to a changing signal.
2.7.
Learner can calculate total capacitance of series capacitors.
2.8.
Learner can calculate total capacitance of parallel capacitors.
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2.9.
2.10.
Learner can measure capacitance with appropriate instruments.
Learner can list the characteristics of common types of capacitance.
Learning Objectives
2.a.
Describe how energy is stored in a capacitor.
2.b.
List the physical factors that affect the capacitance of a capacitor.
2.c.
List the most common types of capacitors.
2.d.
List the characteristics of the common types of capacitors.
2.e.
Explain how capacitors are coded.
2.f.
Explain how a capacitor reacts to a DC signal.
2.g.
Explain how a capacitor reacts to a changing signal.
3.
Explain the DC and AC properties of inductors.
Domain
Cognitive
Level
Comprehensi
on
Status
Active
Criteria
Your performance will be successful when:
3.1.
Learner can describe how energy is stored in an inductor.
3.2.
Learner can calculate inductance based on physical parameters.
3.3.
Learner can list common types of inductors.
3.4.
Learner can list the characteristics of common types if inductors.
3.5.
Learner can measure inductance with the appropriate instrument.
3.6.
Learner can calculate total inductance of parallel inductors.
3.7.
Learner can calculate total inductance of series inductors.
3.8.
Learner can explain how an inductor reacts to a DC signal.
3.9.
Learner can explain how an inductor reacts to a changing signal.
Learning Objectives
3.a.
Describe how energy is stored in an inductor.
3.b.
List the physical factors that affect the inductance of an inductor.
3.c.
List the most common types of inductors.
3.d.
List the characteristics of the common types of inductors.
3.e.
Explain how an inductor reacts to a DC signal.
3.f.
Explain how an inductor reacts to a changing signal.
4.
Apply the time constant calculations to basic RC and RC series circuits.
Domain
Cognitive
Level
Application
Status
Active
Criteria
Your performance will be successful when:
4.1.
Learner can calculate the time constant of an RC circuit.
4.2.
Learner can calculate the time constant of an RL circuit.
4.3.
Learner can calculate the voltages in an RC circuit using the universal time constant graph.
4.4.
Learner can calculate the voltages in an RL circuit using the universal time constant graph.
4.5.
Learner can calculate the voltages in an RC circuit using the appropriate equation.
4.6.
Learner can calculate the voltages in an RL circuit using the appropriate equation.
Learning Objectives
4.a.
Calculate the time constant of an RC circuit.
4.b.
Calculate the time constant of an RL circuit.
4.c.
Calculate the voltages in an RC circuit using the universal time constant graph method.
4.d.
Calculate the voltages in an RC circuit using the equation method.
4.e.
Calculate the voltages in an RL circuit using the universal time constant graph method.
4.f.
Calculate the voltages in an RL circuit using the equation method.
5.
Analyze two-element series RL and RC circuits using resistance and reactance.
Domain
Cognitive
Level
Analysis
Status
Active
Criteria
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Your performance will be successful when:
5.1.
Learner can calculate the reactance of a capacitor.
5.2.
Learner can calculate the reactance of an inductor.
5.3.
Learner can calculate the impedance of an RC circuit.
5.4.
Learner can calculate the impedance of an RL circuit.
5.5.
Learner can calculate the currents in an RC circuit.
5.6.
Learner can calculate the currents in an RL circuit.
5.7.
Learner can calculate the voltages in an RL circuit.
5.8.
Learner can calculate the voltages in an RC circuit.
5.9.
Learner can calculate the phase angle of the components voltage, current, and reactance.
Learning Objectives
5.a.
Calculate the reactance of a capacitor.
5.b.
Calculate the reactance of an inductor.
5.c.
Calculate the impedance of an RC circuit.
5.d.
Calculate the impedance of an RL circuit.
5.e.
Calculate the current in an RC circuit.
5.f.
Calculate the component voltages in an RC circuit.
5.g.
Calculate the current in an RL circuit.
5.h.
Calculate the component voltages in an RL circuit.
5.i.
Calculate the phase angles of the components voltage, current and reactance.
6.
Analyze steady state AC circuits using phasors and complex numbers.
Domain
Cognitive
Level
Analysis
Status
Active
Criteria
Your performance will be successful when:
6.1.
Learner can calculate the phase angle of voltages using complex numbers.
6.2.
Learner can calculate the phase angle of currents using complex numbers.
6.3.
Learner can calculate the impedance angle of the circuit using complex numbers.
6.4.
Learner can draw a phasor diagram of voltages in the circuit.
6.5.
Learner can draw a phasor diagram of currents in the circuit.
6.6.
Learner can draw a phasor diagram of reactance, resistance, and impedance in the circuit.
Learning Objectives
6.a.
Calculate the phase angle of voltages using complex numbers.
6.b.
Calculate the phase angle of currents using complex numbers.
6.c.
Calculate the impedance angle of the circuit using complex numbers.
6.d.
Draw a phasor diagram of voltages in the circuit.
6.e.
Draw a phasor diagram of currents in the circuit.
6.f.
Draw a phasor diagram of reactances, resistance and impedance in the circuit.
7.
Analyze steady state multisource DC/AC circuits.
Domain
Cognitive
Level
Analysis
Status
Active
Criteria
Your performance will be successful when:
7.1.
Learner can use superposition to calculate voltages in multisource circuits.
7.2.
Learner can use superposition to calculate currents in multisource circuits.
7.3.
Learner can use Thevenin's theorem to calculate voltages in multisource circuits.
7.4.
Learner can use Thevenin's theorem to calculate currents in multisource circuits.
7.5.
Learner can use Norton's theorem to calculate voltages in multisource circuits.
7.6.
Learner can use Norton's theorem to calculate currents in multisource circuits.
Learning Objectives
7.a.
Calculate the component voltages of steady state multisource DC/AC circuits.
7.b.
Calculate the component currents of steady state multisource DC/AC circuits.
8.
Analyze DC and AC circuits using software simulation tools.
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Domain
Cognitive
Level
Analysis
Status
Active
Criteria
Your performance will be successful when:
8.1.
Learner can identify when to use actual or ideal components.
8.2.
Learner can import data to Excel if needed.
8.3.
Learner can produce a graph of predicted data.
8.4.
Learner can form conclusions based on measured data and predicted data.
Learning Objectives
8.a.
Create a circuit using software simulation tools.
8.b.
Simulate the circuit using software simulation tools.
8.c.
Use the grapher functions of software simulation tools.
8.d.
Interpret the results of the simulated circuit values.
9.
Document analysis and measurements according to standard practice.
Domain
Cognitive
Level
Analysis
Status
Active
Criteria
Your performance will be successful when:
9.1.
Learner can record data accurately.
9.2.
Learner can write a lab report using proper terminology.
9.3.
Learner can write a lab report using correct spelling and punctuation.
9.4.
Learner can use previous knowledge to draw conclusions from the data.
Learning Objectives
9.a.
Record data accurately and completely.
9.b.
Justify differences between simulated and actual measurements.
10.
Explain the Thevenin and Norton DC models.
Domain
Cognitive
Level
Analysis
Status
Active
Criteria
Your performance will be successful when:
10.1.
Learner can explain the steps needed to Theveninze a circuit.
10.2.
Learner can explain the steps needed to Nortonize a circuit.
10.3.
Learner can calculate the Thevenin voltage of a circuit.
10.4.
Learner can calculate the Thevenin resistance of a circuit.
10.5.
Learner can calculate the Norton current of a circuit.
10.6.
Learner can calculate the Norton resistance of a circuit.
Learning Objectives
10.a.
Determine the Thevenin equivalent of a circuit.
10.b.
Determine the Norton equivalent of a circuit.
10.c.
Apply Thevenin's theorem to solve for circuit values.
10.d.
Apply Norton's theorem to solve for circuit values.
11.
Analyze bridge circuits.
Domain
Cognitive
Level
Analysis
Status
Active
Criteria
Your performance will be successful when:
11.1.
Learner can use Thevenin's theorem to solve for the voltages.
11.2.
Learner can use Thevenin's theorem to solve for the currents.
11.3.
Learner can use a bridge circuit to measure unknown resistances.
Learning Objectives
11.a.
Calculate the voltages of a balanced bridge.
11.b.
Solve for unknown resistances using bridge circuit.
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12.
Calculate RMS quantities and powers in balanced three-phase circuits.
Domain
Cognitive
Level
Application
Status
Active
Criteria
Your performance will be successful when:
12.1.
Learner can calculate the voltages in a wye connected balanced three-phase circuit.
12.2.
Learner can calculate the currents in a wye connected balanced three-phase circuit.
12.3.
Learner can calculate the voltages in a delta connected balanced three-phase circuit.
12.4.
Learner can calculate the voltages in a delta connected balanced three-phase circuit.
12.5.
Learner can calculate the power in a delta connected balanced three-phase circuit.
12.6.
Learner can calculate the power in a wye connected balanced three-phase circuit.
Learning Objectives
12.a.
Calculate the current in balanced three-phase circuits.
12.b.
Calculate the voltage in balanced three-phase circuits.
12.c.
Calculate the power in balanced three-phase circuits.
13.
Determine the power factor in an AC circuit.
Domain
Cognitive
Level
Application
Status
Active
Criteria
Your performance will be successful when:
13.1.
Learner can calculate the power factor of an RL circuit using the power triangle.
13.2.
Learner can calculate the power factor of an RC circuit using the power triangle.
13.3.
Learner can define the power factor equation for a series circuit.
13.4.
Learner can define the power factor equation for a parallel circuit.
Learning Objectives
13.a.
Calculate the power factor of an RL circuit.
13.b.
Calculate the power factor of an RC circuit.
14.
Determine the power factor correction in an AC circuit.
Domain
Cognitive
Level
Application
Status
Active
Criteria
Your performance will be successful when:
14.1.
Learner can calculate the value of inductance needed for power factor correction in and RC circuit.
14.2.
Learner can calculate the value of capacitance needed for power factor correction in and RL circuit.
14.3.
Learner can define real power.
14.4.
Learner can define apparent power.
14.5.
Learner can define reactive power.
Learning Objectives
14.a.
Calculate the power factor correction needed in an RC circuit.
14.b.
Calculate the power factor correction needed in an RL circuit.
15.
Identify the break frequency and roll off for a two-element RC and RL circuit from a Bode plot.
Domain
Cognitive
Level
Analysis
Status
Active
Criteria
Your performance will be successful when:
15.1.
Learner can determine the break frequency of an RL circuit from the bode plot.
15.2.
Learner can determine the break frequency of an RC circuit from the bode plot.
15.3.
Learner can calculate the rate of roll off in dB's for an RC circuit from the bode plot.
15.4.
Learner can calculate the rate of roll off in dB's for an RL circuit from the bode plot.
Learning Objectives
15.a.
Determine the break frequency of a RC circuit from a bode plot.
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15.b.
15.c.
15.d.
16.
Determine the break frequency of a RL circuit from a bode plot.
Calculate the rate of roll off for an RC circuit from a bode plot.
Calculate the rate of roll off for an RC circuit from a bode plot.
Calculate the electrical quantities in series and parallel resonant circuits.
Domain
Cognitive
Level
Application
Status
Active
Criteria
Your performance will be successful when:
16.1.
Learner can calculate the resonant frequency of an RLC circuit.
16.2.
Learner can calculate the half-power points of a resonant circuit.
16.3.
Learner can measure the half-power points of a resonant circuit.
16.4.
Learner can calculate the Q of a series resonant circuit.
16.5.
Learner can calculate the Q of a parallel resonant circuit.
16.6.
Learner can calculate the bandwidth of a series resonant circuit.
16.7.
Learner can calculate the bandwidth of a parallel resonant circuit.
16.8.
Learner can measure the bandwidth of a parallel resonant circuit.
16.9.
Learner can measure the bandwidth of a series resonant circuit.
16.10. Learner can measure the resonant frequency of an RLC circuit.
Learning Objectives
16.a.
Calculate the resonant frequency of an RLC circuit.
16.b.
Calculate the circuit parameters of a series resonant circuit.
16.c.
Calculate the circuit parameters of a parallel resonant circuit.
*Required College Syllabus Guidelines
Western's Academic Dishonesty Statement
Academic dishonesty includes, but is not limited to: plagiarizing; cheating on tests or examinations; turning in
counterfeit reports, tests, and papers; stealing tests or other academic material; knowingly falsifying academic
records or documents of the institution; accessing a student’s confidential academic records without authorization;
disclosing confidential academic information without authorization; and turning in the same work to more than one
class without informing the instructors involved. Student Expectations: Each student is expected to engage in all
academic pursuits in a manner that is above reproach. Students are expected to maintain complete honesty and
integrity in the academic experiences both in and out of the classroom. Any student found in violation of academic
dishonesty will be subject to disciplinary action as per the guidelines of the Western Student Code of Conduct.
Western's Student Withdrawal Policy
Students are encouraged to contact their program adviser when withdrawing from a program. The student must
drop a program or courses in which the student has chosen not to continue. In addition, students may wish to:
1. Communicate with their instructor(s) and respective division offices (if withdrawing from a program or from
college).
2. Contact a college counselor to consider alternative options.
If a student does process an official drop from classes:
1. The permanent record will reflect a withdrawal grade (W)*.
2. The student may or may not be eligible for future financial aid.
3. The student may receive a refund of fees paid (if within the stipulated allowable time-frame).
Any reduction in fees paid will be refunded to the appropriate funding institution, as mandated by federal
guidelines, or to the student. If fees have not been paid in full, a credit will be posted to the student’s account.
If a student does not process an official withdrawal:
1. The permanent record will reflect a failing grade (F).
2. The student may or may not be eligible for future financial aid.
Copy and paste this url into the address of your internet browser
Course Outcome Summary - Page 8 of 9
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http://www.westerntc.edu/student_handbook/StudentPlanner.pdf .
Western's Attendance Non-Emergent Excused Absence Policy
Students are expected to attend all classes. Faculty will not drop a student for non-attendance, but may assign a
failing grade. However, the College reserves the right to drop a student for attendance related issues at any time
during the semester, if it is felt to be in the best interest of the student or the College.
Western considers certain class absences to be officially excused without jeopardizing student academic
standing. Students shall be excused from classes for: mandatory religious observations, military service, jury duty,
and participation in College sponsored events. Students shall not be penalized for excused absences and shall
be allowed to make up missed quizzes or tests. Copy and paste this url into your internet browserhttp://
www.westerntc.edu/student_handbook/StudentPlanner.pdf
Western's ADA Statement
It is the policy of Western Technical College to provide reasonable accommodations (when requested) for
qualified individuals with disabilities. When a student wishes to request an accommodation, it is necessary for that
individual to use the Student Accommodation Request Form, which may be obtained from the Counseling Staff or
Instructional Support Specialist located in the Welcome Center, 400 7th Street North, La Crosse, WI 54601.
copy and paste this url into the address of your internet browser http://www.westerntc.edu/student_handbook/
StudentPlanner.pdf .
Western's Tobacco-Free Policy
Western's Tobacco-Free Policy prohibits use of all tobacco products on College premises or in College
vehicles. Only exclusion is private vehicles. Copy and paste this url into the address of your internet browser
http://www.westerntc.edu/student_handbook/StudentPlanner.pdf .
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