Alabama
Department of
Postsecondary Education
Representing Alabama’s Public Two-Year College System
ETC 118, ELT 111, ILT 106, EET 112, INT 120
CONCEPTS OF DIRECT CURRENT
Plan of Instruction
Effective Date:
2005
Version Number:
2009
COURSE DESCRIPTION
This course provides a study of basic concepts and application of direct current (DC).
Specific topics include but are not limited to: an introduction to electrical theory, units of
electrical measurement, DC electrical components, and constructing various types of
DC circuits. Students gain hands-on experience through various laboratory problems.
Emphasis is placed on the use of scientific calculators and the operation of common
test equipment used to analyze and troubleshoot DC circuits and to prove the theories
taught during classroom instruction. This course may serve as a substitute core for
DC Fundamentals. This course supports CIP codes: 15.0303, 47.0105, 46.0302,
47.0303 and 47.0609.
CREDIT HOURS
Theory
3 credit hours
Lab
2 credit hours
Total
5 credit hours
NOTE: Theory credit hours are a 1:1 contact to credit ratio. Colleges may schedule lab
hours as manipulative (3:1contact to credit ratio), or experimental (2:1 contact to credit
hour ratio).
The Alabama College System
Copyright© 2005
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Concepts of Direct Current
ETC 118, ELT 111, ILT 106, EET 112, INT 120
PREREQUISITE COURSES
Determined by college unless stated otherwise
CO-REQUISITE COURSES
Determined by college unless stated otherwise
INDUSTRY/PROFESSIONAL COMPETENCIES
 Practice safety.
 Explain concepts related to electrical theory.
 Use electrical measurement instruments.
 Identify DC electrical components.
 Construct basic DC circuits.
GENERAL INSTRUCTIONAL OBJECTIVES
The cognitive objectives for this course are for each student to comprehend
fundamentals of direct current.
The psychomotor objective of this course is for each student to apply foundational
knowledge to DC electronic problems and exercises encountered in class.
INDUSTRY/PROFESSIONAL COMPETENCIES/STUDENT PERFORMANCE
Unless otherwise indicated, evaluation of student’s attainment of cognitive and
performance objectives is based on knowledge gained from this course. During
performance evaluations, students will be provided necessary tools, equipment,
materials, specifications, and any other resources necessary to accomplish the task.
Specifications may be in the form of, but not limited to, manufacturer’s specifications,
technical orders, regulations, national and state codes, certification agencies, locally
developed lab assignments, or any combination of specifications.
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Concepts of Direct Current
ETC 118, ELT 111, ILT 106, EET 112, INT 120
MODULE A – INTRODUCTION TO ELECTRICAL THEORY
INDUSTRY/PROFESSIONAL
COMPETENCIES
A1.0 Practice safety. (2c)
A2.0 Explain concepts related to
electrical theory. (B)
STUDENT PERFORMANCE OBJECTIVES
A1.1
A1.2
A2.1
Perform lab activities in a safe manner.
Select and safely use the appropriate tools.
This competency is measured cognitively.
ENABLING OBJECTIVES
A1.1.1
A1.2.1
A1.2.2
A2.1.1
A2.1.2
A2.1.3
A2.1.4
A2.1.5
A2.1.6
A2.1.7
A2.1.8
A2.1.9
Explain safety rules and procedures for lab activities.
Explain the proper use of basic electrical tools.
Explain inspection procedures for tools.
Define terms associated with DC electricity.
Identify basic symbols used with DC electricity.
Explain the electrical characteristics of the atom.
Define metric prefixes.
Convert between decimal and metric notations.
Explain Ohm’s law formulas.
Calculate circuit values using Ohm’s law.
Explain power law formulas.
Calculate circuit values using power law.
KSA
Indicator
b
b
b
A
A
B
A
b
B
b
B
b
MODULE B – UNITS OF ELECTRICAL MEASUREMENT
INDUSTRY/PROFESSIONAL
COMPETENCIES
B1.0 Use electrical measurement
instruments. (2c)
STUDENT PERFORMANCE OBJECTIVES
B1.1
Measure voltage, current, and resistance of a
simple circuit.
KSA
ENABLING OBJECTIVES
Indicator
B1.1.1 Explain electrical quantities.
B
B1.1.2 Identify electrical units of measure.
A
B1.1.3 Explain the use of various electrical measurement instruments.
c
MODULE C – DC ELECTRICAL COMPONENTS
INDUSTRY/PROFESSIONAL
COMPETENCIES
C1.0 Identify DC electrical
components. (B)
STUDENT PERFORMANCE OBJECTIVES
C1.1
This competency is measured cognitively.
ENABLING OBJECTIVES
C1.1.1
C1.1.2
C1.1.3
C1.1.4
C1.1.5
C1.1.6
C1.1.7
Identify various electrical components.
Explain the function of various electrical components.
Identify resistors value and tolerance by color code.
Determine a resistors power rating by examining its size.
Define the variable resistors.
Explain the purpose of variable resistors.
Explain the purpose of resistor power rating.
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KSA
Indicator
a
B
C
C
B
B
B
3
Concepts of Direct Current
ETC 118, ELT 111, ILT 106, EET 112, INT 120
MODULE D – DC CIRCUIT CONSTRUCTION
INDUSTRY/PROFESSIONAL
COMPETENCIES
D1.0 Construct basic DC circuits.
(2b)
STUDENT PERFORMANCE OBJECTIVES
D1.1
Construct DC circuits and measure various
electrical quantities.
KSA
ENABLING OBJECTIVES
Indicator
D1.1.1 Identify common electrical symbols used in schematics.
a
D1.1.3 Identify various power supplies for DC circuits.
a
D1.1.4 Explain various techniques for wiring DC circuits.
b
MODULE E – DC CIRCUITS
INDUSTRY/PROFESSIONAL
COMPETENCIES
E1.0 Construct and analyze
various DC circuits. (2c)
STUDENT PERFORMANCE OBJECTIVES
Construct a series DC circuit and measure
various electrical quantities.
E1.2 Construct a parallel DC circuit and measure
various electrical quantities.
E1.3 Construct a series-parallel DC circuit and
measure various electrical quantities.
KSA
ENABLING OBJECTIVES
Indicator
E1.1.1 Identify a series circuit.
A
E1.1.2 Explain the electrical characteristics of a series circuit.
B
E1.1.3 Analyze series DC circuits using Ohm’s Law.
C
E1.1.4 Calculate power in series circuit.
C
E1.2.1 Identify a parallel circuit.
A
E1.2.2 Explain the electrical characteristics of a parallel circuit.
B
E1.2.3 Analyze parallel DC circuits using Ohm’s Law.
C
E1.2.4 Calculate power in parallel circuit.
C
E1.3.1 Identify a series- parallel circuit.
A
E1.3.2 Explain the electrical characteristics of a series- parallel circuit.
B
E1.3.3 Analyze series- parallel DC circuits using Ohm’s Law.
C
E1.3.4 Calculate power in series- parallel circuit.
C
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E1.1
4
Concepts of Direct Current
ETC 118, ELT 111, ILT 106, EET 112, INT 120
COURSE CONTENT OUTLINE
MODULE A – INTRODUCTION TO ELECTRICAL THEORY
 Safety and tool use






Terms
Symbols
Electrical characteristics of the atom
 Conductors
 Insulators
Engineering notations
Metric Prefixes
DC Ohm’s Law
 Formulas
 Calculations
 DC Power Law
 Formulas
 Calculations
MODULE B - UNITS OF ELECTRICAL MEASUREMENT
 Electrical quantities
 Voltage
 Current
 Resistance
 Power
 Electrical units of measure
 Volts
 Amperes
 Ohms
 Watts
 Electrical measurement instruments
MODULE C – DC ELECTRICAL COMPONENTS






Resistors
Batteries
Wire
Rheostats
Potentiometers
Other components
MODULE D – DC CIRCUIT CONSTRUCTION



Schematics and symbols
Power supplies
Circuit construction techniques
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Concepts of Direct Current
ETC 118, ELT 111, ILT 106, EET 112, INT 120
MODULE E – DC CIRCUITS
 Series DC circuits
 Calculation of electrical units
 Measurements of electrical units
 Troubleshooting



Kirchoff’s Voltage Law
Parallel DC circuits
 Calculation of electrical units
 Measurements of electrical units
 Troubleshooting

Kirchoff’s Current Law
Series/parallel DC circuits
 Calculation of electrical units
 Measurements of electrical units
 Voltage Dividers and Current Dividers
 Troubleshooting
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Concepts of Direct Current
ETC 118, ELT 111, ILT 106, EET 112, INT 120
RECOMMENDED METHODS OF EVALUATION: The tables of specifications below
identify the number of cognitive (knowledge) enabling objectives and psychomotor
(performance) objectives per module. Instructors should develop sufficient
numbers of test questions to ensure complete coverage of each cognitive and/or
psychomotor objectives identified in each module. For cognitive objectives, use
appropriate written test type based on the complexity indicator for each objective.
Create comprehensive, checklist evaluations for each psychomotor objective.
Facts/Nomenclature (A/a):
Multiple Choice, Fill-in, List, Matching, Alternative
Response (true/false or yes/no)
Principles/Procedures (B/b): Multiple Choice, Fill-in, List, Short Answer
Analysis/Operating Principles (C/c): Multiple Choice, Short Answer, Essay
Evaluation/Complete Theory (D/d): Multiple Choice, Short Answer, Essay
ENABLING OBJECTIVES TABLE OF SPECIFICATIONS
Cognitive Domain
Module A
Module B
Module C
Module D
Module E
Total
Facts/
Nomenclature
Principles/
Procedures
Analysis/
Operating
Principles
Evaluation/
Complete
Theory
Total
Objectives
3
1
1
2
3
10
9
1
4
1
3
18
1
2
6
9
0
12
3
7
3
12
37
PERFORMANCE OBJECTIVES TABLE OF SPECIFICATIONS
Psychomotor Domain
Module A
Module B
Module C
Module D
Module E
Total
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Limited
Proficiency
1
Partially
Proficient
2
Proficient
3
Highly
Proficient
4
Total
Objectives
0
2
1
1
3
7
0
0
2
1
0
1
3
7
7
Concepts of Direct Current
ETC 118, ELT 111, ILT 106, EET 112, INT 120
Knowledge, Skills, and Abilities (KSA) Indicators
Performance
Ability
Value
4
Key Word(s)
Highly
Proficient
3
Proficient
2
Knowledge
Knowledge of Skills
1
d
c
Partially
Proficient
Limited
Proficiency
Complete
Theory
Operating
Principles
b
Procedures
a
Nomenclature
D
Evaluation
C
Analysis
B
Principles
A
Facts
Definition
Can do the complete competency quickly and accurately. Can tell or
show others how to do the competency.
Can do all parts of the competency. Needs only a spot check of
completed work
Can do most parts of the competency. Needs help only on hardest
parts.
Can do simple parts of the competency. Needs to be told or shown
how to do most of the competency.
Can predict, isolate, and resolve problems about the competency
Can identify why and when the competency must be done and why
each step is needed.
Can determine step-by-step procedures for doing the competency.
Can name parts, tools, and simple facts about the competency.
Can evaluate conditions and make proper decisions about the
subject.
Can analyze facts and principles and draw conclusions about the
subject.
Can identify relationship of basic facts and state general principles
about the subject.
Can identify basic facts and terms about the subject
Alpha Scale Values - Any item with an upper case letter (A, B, C, D) by itself is taught as general information on a
topic. This information may be related to the competency or encompass multiple competencies. Examples might
include mathematical computations or knowledge of principles such as Ohm’s Law.
A lower case letter indicates a level of ”Knowledge of Skills." Individuals are taught information pertaining to performing
a competency . These may be indicated alone or in conjunction with a numerical scale value. A lower case letter by
itself indicates the individual is not required to perform the task-just know about the task. (example: Can state or
explain procedures for doing a task).
Numerical Scale Values - The numbers reflect the levels the individual will be able to perform a competency. Number
values are always accompanied by lower case letters (i.e. 1a, 2b, 3c...etc.) in order to specify the level of knowledge of
skills associated with the competency.
Example: An individual with a competency with a scale indicator of 3b has received training of knowledge of skills
whereby he or she can determine the correct procedures and perform with limited supervision; only requiring evaluation
of the finished product or procedure.
NOTE: Codes indicate terminal values.
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Concepts of Direct Current
ETC 118, ELT 111, ILT 106, EET 112, INT 120
Northeast Alabama Community College
Form 1: Learning Outcomes Attachment for Career/Technical Courses
(Instructor Evaluation of Course)
Faculty regularly review the extent to which the course and program learning outcomes identified in a
course syllabus are being attained by students who complete the course. Each syllabus identifies the
assessment method that will be used to demonstrate student mastery of the desired learning outcomes
for that course. Before teaching a course, faculty should review the syllabus to understand how the
program learning outcomes will be evaluated. Once the course is complete, this form is used by the
instructor to report how well students demonstrated mastery of those course learning (and by extension,
program learning) outcomes.
Course Prefix & No.: ILT 106, INT 120
Instructor:
Semester:
Type of Delivery – Mark One*:
Course Title: Concepts of Direct Current
Date:
Section Number(s):
Dual Enrollment
Online
Traditional
*Double click on the appropriate box. When the form field menu appears, select “checked” under Default value.
Note: To insert or delete rows on the table, click on Table on the tool bar.
Learning
Outcome
Evaluation Method
Evaluation Results
Explain how each learning outcome for this course is assessed.
Of the students who earned a grade of
C or better for the course, what
percentage demonstrated attainment of
the stated outcomes?
(Industry or Professional
Competency)
Practice safety.
Explain concepts
related to electrical
theory.
Use electrical
measurement
instruments.
Identify DC electrical
components.
Construct basic DC
circuits.
The student will demonstrate safe practices in
the lab setting as documented by the instructor
on a standard checklist.
The student will demonstrate knowledge of
electrical theory by successfully answering
selected items on an exam with at least 80%
proficiency.
The student will measure voltage, current, and
resistance of a simple circuit in a designated
lab exercise with at least 80% accuracy.
The student will identify DC electrical
components by correctly responding to
selected test items with at least 80% accuracy.
Given specifications in a lab exercise, the
student will construct basic DC circuits with at
least 80% accuracy.
Use of Evaluation Results
Explain how evaluation results will be used to improve the course.
*Reviewed:
Division Chair or Program Supervisor
Date
*To be completed by Division Chair or P rogram Supervisor Only
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