ARIMA NORTH SECONDARY SCHOOL

ELECTRICAL AND MECHANICAL DEPARTMENT

LESSON PLAN

TEACHER’S NAME: Roddy Khelawan SUBJECT: Industrial Technology: Electrical and Electronic Technology

DATE: 13/05/2020 CLASS: 4.6A NO OF STUDENTS: 11

TIME: 1.20– 2.30 pm LENGTH OF PERIOD: 35 minutes × 2 periods

Occupational Standard/Syllabus: CSEC Industrial Technology – Electrical and Electronic Technology

Unit Title: Section 3 Electrical Power and Machines
Lesson 7: Introduction to Motor Control Circuits

RESOURCES

Teacher Resources Student Resources

Multimedia Projector Notebooks and basic drawing instruments (ruler, pencils, erasers etc.)
Laptop with productivity software

Whiteboard and markers. One worksheet per student.

Motor Control Station

PREVIOUS KNOWLEDGE - Students should be able to:

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Recall types of switches: NO, NC,

OBJECTIVES

Cognitive Psychomotor Affective

At the end of the lesson students will be able to: At the end of the lesson students will be able At the end of the lesson students will be able
to: to:

1. Recall that motors may be controlled by
manual or magnetic starters. (Knowledge)
2. Choose the appropriate type of starter to
control a motor when given the motor
horsepower rating and frequency of power
cycles with consistency. (Application)
1. Copy the drawing of the line
diagram for a direct-on-line motor
control circuit. (Guided Response)
1. Participate willingly in classroom
activities. (Responding)
2. Acknowledge the importance of
being able to remotely control
large loads. (Receiving)

3. Accurately label the parts of a direct-on-

line motor control circuit when given the
line diagram with consistency.
(Knowledge)

4. Accurately describe the function of each

part of a direct-on-line motor control
circuit when given the line diagram with
consistency. (Knowledge)

ASSESSMENT STRATEGY WITH OBJECTIVE

Cognitive/Psychomotor Assessment Strategy Affective Assessment Strategy

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 1. Recall that motors may be controlled by Oral questioning. 1. Participate willingly in Observation checklist
manual or magnetic starters. classroom activities.
(Knowledge) (Responding)

2. Choose the appropriate type of starter Worksheet. 2. Acknowledge the Oral Questioning
to control a motor when given the importance of being able
motor horsepower rating and to remotely control large
frequency of power cycles with loads. (Receiving)
consistency. (Application)

3. Copy the drawing of the line diagram Observation checklist

for a direct-on-line motor control
circuit. (Guided Response)

4. Accurately label the parts of a direct- Worksheet

on-line motor control circuit when
given the line diagram with
consistency. (Knowledge)

5. Accurately describe the function of each Oral questioning/ Worksheet

part of a direct-on-line motor control
circuit when given the line diagram
with consistency. (Knowledge)

CRITICAL EMPLOYABILITY SKILLS

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 1. Communicate ideas and information.
2. Work with others.
3. Solve problems.
4. Use technology.

SET INDUCTION

Welcome students. Recount to students a story of a farmer needing to turn on a large pump, located over two hundred feet away
from his home, from the convenience of his home. (2 minutes)

DESCRIPTION OF TEACHING/LEARNING ACTIVITIES:

Teacher Activities Student Expected Activities Est. time to

complete

Explain the difference between manual and magnetic starters. Take notes. Participate in discussion. Deduce 10 minutes
Lead discussion in order for students to deduce that a magnetic application of magnetic starter.
starter is best suited to the case presented in the set induction.

Present multimedia presentation on motor control circuits and Observe presentation. Take Notes. 25 minutes
lead discussion. Ask and answer questions and participate in
discussion.

Demonstrate operation of control circuit. Question students on Observe demonstration and orally answer 20 minutes
operation of each component of the circuit as the demonstration questions.

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progresses.

Group students. Assign worksheet to groups. Moderate groups. Work on worksheet in groups. 5 minutes

Invite groups to share responses. Give corrections and clarify Share responses. Ask for clarifications as need. 6 minutes
misconceptions. Make corrections.

CONTINGENCY PLAN

Teacher Activities Student Expected Activities Est. time to

In the event of a power failure or other circumstances preventing Student participation and grouping will remain the complete
the use of multimedia the lesson content can be presented on the same as before. They may be called more to 70 minutes
whiteboard. Practical Demonstration of Control circuit operation demonstrate their work on the board.
will have to be omitted.

END OF LESSON ACTIVITIES

Closure to lesson:

T.S. (Transition Statement): In this lesson we … (list objectives) (1 minute)

B.S. (Bridging Statement): In the next lesson we shall connect a control circuit to start and stop and remotely start and stop a three-
phase induction motor.
Thank students for their participation and supervise an orderly dismissal. (1 minute)

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 ARIMA NORTH SECONDARY SCHOOL

ELECTRICAL AND MECHANICAL DEPARTMENT

LESSON PLAN

TEACHER’S NAME: Roddy Khelawan SUBJECT: Industrial Technology: Electrical and Electronic Technology

DATE: 22/05/2020 CLASS: 4.6A NO OF STUDENTS: 11

TIME: 8.25 – 10.10 am LENGTH OF PERIOD: 35 minutes × 5 periods

10.30 – 11.40 am

Occupational Standard/Syllabus: CSEC Industrial Technology – Electrical and Electronic Technology

Unit Title: Section 3 Electrical Power and Machines
Lesson 11: Transformer Calculations

RESOURCES

Teacher Resources Student Resources

Multimedia Projector Notebooks and calculators.

Laptop with productivity software

Two worksheet per student.

Whiteboard and markers.

Page 6 of 12
PREVIOUS KNOWLEDGE - Students should be able to:

Recall basic function of a transformer.

OBJECTIVES

Cognitive Psychomotor Affective

At the end of the lesson students will be able to: At the end of the lesson students will be At the end of the lesson students will be
able to: able to:

1. State the three transformer ratios. (Knowledge) 1. Draw a schematic diagram to 1. Participate willingly in
illustrate the parameters of a classroom activities.
2. Accurately calculate the unknown parameter transformer relevant to (Responding)
when given sufficient information to apply solving a transformer
appropriate transformer ratios with consistency. calculation problem. 2. Be aware of the importance of
(Application) (Mechanism) transformers in electrical power
3. Accurately calculate turns or voltage of primary or distribution. (Receiving)
secondary winding when given turns per volt ratio
and other relevant transformer parameters with
consistency. (Application)

4. Accurately define power efficiency of a

transformer. (Knowledge)

5. Recall sources of transformer losses with

consistency. (Knowledge)

6. Accurately calculate copper losses when given

winding resistances and currents with
consistency. (Application)

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 7. Accurately calculate power efficiency of a
transformer when input and output power is
given or when such may be derived from other
provided transformer parameters with
consistency. (Application)

ASSESSMENT STRATEGY WITH OBJECTIVE

Cognitive/Psychomotor Assessment Strategy Affective Assessment Strategy

1. State the three transformer ratios. Oral Questioning/ Worksheet 1 1. Participate Observation of student
(Knowledge) willingly in behaviour.
classroom
activities.
(Responding)

2. Accurately calculate the unknown parameter Worksheet 1 (collaborative 2. Be aware of the Oral Questioning
when given sufficient information to apply work) and assessment of importance of
appropriate transformer ratios with competitive two-team quiz transformers in
consistency. (Application) game. electrical power
distribution.
(Receiving)

3. Draw a schematic diagram to illustrate the Worksheet 1

parameters of a transformer relevant to
solving a transformer calculation problem.
(Mechanism)

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 4. Accurately calculate turns or voltage of
primary or secondary winding when given
turns per volt ratio and other relevant
transformer parameters with consistency.
(Application)
Worksheet 1 (collaborative
work) and assessment of
competitive two-team quiz
game.

5. Accurately define power efficiency of a Oral Questioning

transformer. (Knowledge)

6. Recall sources of transformer losses with Worksheet 2

consistency. (Knowledge)

7. Accurately calculate copper losses when given Worksheet 2 (collaborative

winding resistances and currents with work) and assessment of
consistency. (Application) competitive two-team quiz
game.

8. Accurately calculate power efficiency of a Worksheet 2 (collaborative

transformer when input and output power is work) and assessment of
given or when such may be derived from other competitive two-team quiz
provided transformer parameters with game.
consistency. (Application)

CRITICAL EMPLOYABILITY SKILLS

1. Communicate ideas and information.

2. Work with others.

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 3. Use Mathematical Ideas and Techniques.
4. Solve problems.
5. Use technology.

SET INDUCTION

Welcome students. Remind students of the applications of transformers and lead into discussion about how transformer parameters
are related. (2 minutes)

DESCRIPTION OF TEACHING/LEARNING ACTIVITIES:

Teacher Activities Student Expected Activities Est. time to

complete

Lead discussion on transformer parameters. Participate in discussion. Work in groups to develop 12 minutes.
Group students and challenge groups to develop questions based questions related to transformer parameters.
on how various transformer parameters may be related. (Offer
example question, “Is the primary current related to the secondary
current?”

Present multimedia presentation on transformer ratios. Observe presentation. Take Notes. 12 minutes.
Ask and answer questions and participate in
discussion.

Demonstrate calculation of transformer parameters based on Observe demonstration. Take notes. Ask and 15 minutes.
known transformer ratio. (including turns per volt) answer questions.

Invite students to form four small groups. Assign worksheet to Work collaboratively on worksheet to solve 20 minutes.

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groups. Moderate groups. Invite groups to share responses. Give transformer ratio problems. Share responses. Ask for
corrections and clarify misconceptions. clarifications as need. Make corrections.

Regroup class into two large groups to compete in game where Join assigned team. Compete in game to solve as 30 minutes.
each team is given a fixed time to solve a problem. If problem is many problems as possible for the assigned team in
unsolved in set time or solution is incorrect the other team is given the allocated time.
the opportunity to solve the same problem before they are given
their own. Problems are done individually (no collaboration).

Praise the winning team and encourage the next team to try Reflect on performance. 2 minutes.
harder at the next gaming session.

Present multimedia presentation on transformer efficiency and Observe presentation. Take notes. Ask and answer 12 minutes.
losses. questions.

Demonstrate calculations of losses and efficiency. Observe demonstration. Take notes. Ask and answer 15 minutes.
questions.

Invite students to reform previous four small groups. Assign Work collaboratively on worksheet to solve loss and 20 min.
second worksheet to groups. Moderate groups. Invite groups to efficiency problems. Share responses. Ask for
share responses. Give corrections and clarify misconceptions. clarifications as need. Make corrections.

Repeat game activity with questions focusing on transformer Repeat game activity with questions focusing on 30 minutes.
losses and efficiency. transformer losses and efficiency.

Praise the winning team and encourage students to work together Reflect on performance. 2 minutes
so that the stronger may assist the weaker.

Assign worksheet 3 for homework Collect worksheet and make note of homework 1 minute

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 assignment.

CONTINGENCY PLAN

Teacher Activities Student Expected Activities Est. time to

complete
In the event of a power failure or other circumstances preventing Student participation and grouping will remain the
the use of multimedia the lesson content can be presented on the same as before. 175 minutes
whiteboard. The gaming and other group activities does not
require electrical power.

END OF LESSON ACTIVITIES

Closure to lesson:
T.S. (Transition Statement): In this lesson we … (list objectives) (1 minute)

B.S. (Bridging Statement): In the next lesson we shall discuss the procedure for installing and maintaining transformers. Thank students
for their participation and supervise an orderly dismissal. (1 minute)

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