Action Verbs for Learning Outcomes

Advanced AC Machines

1. Action verbs for learning outcomes.

Here is a list of verbs that may be a useful starting point. You may find it helpful to refer to the ASF descriptors at the level for your course to guide your selection of verbs which convey the standard of performance than expected. For example ‘List’ is a lesser than ‘evalute’.

• Knowledge

Delineate, document, express, fill in, indentify, label, list, locate, name, outline, place, produce, recall, recite, record, rephrase, reproduce, restate, sketch, state, tell, write.

• Comperhension.

Change, compile, complete, construct, define, delineate, demonstrate, detail, determine, develop, differentiate, draw, explain, give in own words. Illustrate, interpret, make, match, operate, perform, predict, prepare, read, rearrange, reorder, represent, rewrite, select, summarise, transform, translate, use.

Avoid:appriciate, comprehend, conclude, decide, deduce, infer, understand.

• Application.

Apply, choose, classify, compare, compute, correct, demonstrate, design, devise, employ, extend, extrapolate, interpolate, investigate, organise, produce, relate, resolve, restructure, solve, transfer, unravel.

• Analysis

Analyse, categories, contrast, deduce, detect, discriminate, discuss, distinguish, estimate, revise, separate, subdivide, support.

• Synthesis.

Combine, debate, design, formulate, modify, originate, plan, propose, relate, specify, transmit.

• Evaluation

Argue, compare, decide, evaluate, validate advoid : appriase, judge.

• Psychomotor.

Adjust, align, apply, assemble, close, connect, contruct, disasessemble, disconncet, insert, load, measure, manipulate, open, operate, removw, repair, replace, tune, tune – on, tune – off.

• Receiving

Ask, choose, describe, follow, give, hold, indentify, locate, name, point, to, select, reply, use.

• Responding.

Answer, assist, comply, conform, discuss, greet, help, label, perform, practise, present, read, recite, report, select, tell, write.

Valuing

Complete, describe, deferentiate, explain, follow, form, intiate, invite, join, justify, propose, read, report, select, share, study, wok.

Organisation

Adhere, alter, arrenge, combine, compare, complete, defend, explain, generalise, indentify, integrated, modify, order, organise, prepare, relate, synthesise.

Consistent behaviour

Act, discriminate, display, influnce, listen, modify, perform, practise, propose, qualify, question, revise, serve, solve, use, verity

Assessment

The process of collecting evidence and making judgements on the extent and nature of progress towards the performance the requirements set out in standard, or learning outcome, and at the appropriate point judging whether competency has been achieved

Certification

The provision of a qualification or statement of attainment granted as the result of an assessment process, relating to both on – job and of – job elements where relevant.

Competency

Comprises the specification of the knowledge and skill and the application of that knowledge and skill within an occupation or industry level to the standard of performance required in a group.

Competency – based training

Training geared to the attainment and demostration of skill and the knowledge to meet industry specified standard rather than to an individual’s achievement relative to that of others in a group.

Competency Standard

Compentency standard reflect the specification of the knowledge and skill and the application of the knowledge and skill to the standard of performance required in employment. Standard are developed by the industrial parties, based on the organisation pf the work, express in terms of workplace outcomes and regulary reviewed to ensure their continuing relevance to the workplace.

Course

A stuctured sequence of vocational education and training that leads to the acquisition of identified competencies and which, if submitted for accreditation, would lead to a qualification.

Credit tranfer

Advance standing obtained on the basis of prior agreements between institutions or organitions of the credit value of specific courses and programs. It is available automatically to those who have documented evidence of a achievement in the relevant courses and program

Criterion – referenced – assessment

The process of forming a jugdment about whether an individual meets a specified performance.

Assessment against explicitily stated objectives and standard rather than againts a group norm.

Curriculum

A plan incorporating a structured series of intended learning outcomes and associated learning experience( ie the objectives, structure, content, assessment and sequencing of what has to be learned, generally organised as a related combination or resies of unit, module and elements)

Customisation

The process whereby courses are adapted to meet particular needs of industry, individuals, or educational institution.

Flexibel delivery

An approach which allows for the adoption of a range of learning strategies in a variety of learning environments to cater for diffrences in learnig styles, learning interests and needs, and variations in learning oppourtunities

General competencies

1. Central or essential competencies identified in a courses or;

1. Competencies common or generic to a number of occupations, set of tasks or occupations and common across states and territories

Industrial parties

The groups which make up the industrial relations environment, ie the employers, employer associations, employees and unions within an industry.

Module

A module is specific learning segment complete in itself, which deals with one or a number of aspects of vocational education at a given level of understanding or skill peformance in accordance with stated aims and objectives.

A module must be capable of being separately assessed and be capable of standing on its own or being linked to other modules in the same or related study areas.

The flexibility of a modular curriculum structure makes it easier to organise learning programs to meet individual students nedds and abilities.

Off-job training

Training which takes place away from the normal work situation-either off the premises (eg TAFE or industry skill centres) or on the premises in an area specially equipped for training purposes.

Qualification

Formal certification, issued by relevant approved bodies, in recognition that a person has achieved learning outcomes relevant to identified individual, professional, industry or community needs.

Recognition of prior learning

Determination, on an individual basis, of the competencies obtained by a learner through previous training, work experience and/ or life experience and the advanced standing the learner is entitled to as a result of these competencies.

Registered training provider

TAFE colleges, schools, tertiary institutions, industry-based providers that have been approved by the State recognition authority to deliver an accredited course or training program.

Recognition authority

Organisations authorised by States, Territories and/ or the Commonwealth to register vocational education and training providers and accredit courses.

Short courses

Sequences of training which do not lead to a nationally recognised qualification and do not contain a component of accredited courses.

Module Information

The following provides a template for the specification of each module in the course. Applicants may include further details and guidance in addition to the minimum specification for their own purposes.

1.

Module Name:

State the name of the module.

Nominal Duration:

Provide the nominal duration expressed

in hours.

Module Code/s:

State the provider module code and the

national module code, where applicable.

Discipline Code:

State discipline code.

2.

Module Purpose:

State the overall outcome the modules is

designed to achieve in terms of the skills

and knowledge participants will be able

to demonstrate on completion.

3.

Pre-requisites:

Specify any pre-requisite module/s or

competency/s required to undertake this

module.

4.

Relationship to

Competency Standards:

where the module is based on national

training board endorsed competency

standards, list the units of competence

addressed by this module and indicate

whether each.

5.

Module Content Summary:

Should take the form of a dot-point

summary of the content/underpinning

knowledge relevant to the achievement

of the learning outcomes, or a list of the

titles of the learning outcomes.

6.

Assessment Method:

Describe how the outcomes for this

module may be assessed.

Indicate which of the learning outcomes

may be grouped together for assessment

purpose.

Conditions of Assessment:

State the conditions under which

assessment will take place including any

assessment that must occur on-the-job.

1. Complete the following details for

EACH of the learning outcomes

in this module.

Learning Outcome:

Specify what the participant is expected

to be able to do.

Complete the following details for

EACH of the Learning Outcomes

in this module.

Assessment Criteria:

List the criteria by which the achievement

of the learning outcome’s will be

assessed.

8.

Conditions and Method

of Assessment:

Separately specify the conditions and

method of assessment for individual

learning outcomes only where they are

different from the conditions and method

of assessment at the module level as

described in Assessment Method and

Conditions of Assessment.

9.

Delivery Strategy:

Identify any delivery modes, including

on-job training/experience which are

essential to this module.

Identify delivery modes that are inap-

propriate to the delivery of this module.

Resource Requirements:

List specialised facilities and equipment

essential to the delivery of this module.

Identify any specialist qualifications/

experience/competencies essential for

training staff and assessors.

Recommend any useful learning

resources.

Occupational Health and

Safety Requirements:

State any special occupational health

and safety requirements.

(Sample Syllabus Document)

MECHATRONICS

Nominal duration: 38 hours

Module code or number:xxxx

Module purpose

The aim of this module is to furthe r develop student scontrol system and programming skills and knowledge, and enable them to apply their skills in an integrated “Mechatronics” fashion to a range of industrial applications.

Relationship to competency standards

This module will be modified in line with the requirements of the national metals an Engineering standard when they become available.

The module contains the knowledge and skills identified and agreed by the National Assessment Body. It has been developed on the assumption that these will be reflected in future standards.

Prerequisites and/or co – requisites

Basic Industrial control system and programming Principles

Summary of content

This module contain:

1. Basic Control System Models

• Open loop control
• Close loop control (i.e feedback)
• Continuous control plans

e.g proportional, integral, Derivative, and PID

1. Computer Aided Manufacturing (CIM) and Flexible Manufacturing Systems (FMS)

1. Introduction to number System

• Binary
• Binary Coded Decimal ( BCD )
• Octal / Hexadecimal – ASCII

1. Introduction to Logic System

• Logic Gates
• Logic gate circuits
• Truth tables

1. Programmable Controller Applications

• Sequential Control/Timers/Counters revision
• Master Control Relays and Jump Commands ( program branching )
• Data Registers and data handing

1. Direct Computer Control

• Signal Conditioning
• Programming and control applications

Delivery

For consolidation, the material in this module should be linked with, and complemented by, relevant on job skill practice or other equivalent experience.

A suggested program for learning strategies is given below:

• Learning outcome 14 hours
• Learning outcome 24 hours
• Learning outcome 34 hours
• Learning outcome 44 hours
• Learning outcome 5 16 hours
• Learning outcome 6 6 hours

Since this module has a large “hands on”component, when student spend most of the class time actually programming a testing the PLCs and PCs( at their own speed ) the predominant teaching/learning strategy should be self paced.

An industry visit is recommended to show PLC control applications and installation“ at work “

To ensure that the successful operation of student ‘PLC’ and PC programs is essential their own work, it is recommended that “ group work “ be discourage at this point. Also, it is important that PLC simulator units are available for each of the students.

Learning Outcomes

On completion of this module the learner will be able to:

Learning Outcome 1

Briefly describe the basic control system models and given typical examples.

Compare the countinous control plans of proportional, integral and derivative in terms of system response to an external disturbance.

Assessment Criteria

Differentiate between open and closed loop control

Compare Feed – forward and Feed – back control systems and give examples.

Define and relate the terms: error signal, measured, value, and set point, by giving examples of their application in industrial control system with proportional, integral, derivative, and PID control.

Conditions

Assessment method

Written short answer test or assignment

Learning outcome 2

Recognize that Computer Integrated Manufacturing (CIM) is a high level application of the control System models given above that is concerned with the flow and integration of information or data.

Describe basic Flexible Manufacturing System (FMS) and explain how this relates to CIM and Mechantronic

Assessment criteria

Describe what the terms CIM and FMS mean

Sketch two different CIM and FMS system block diagrams. Fully label the sketches.

List the six component tecnologies of CIM. Brief describe the function of each component. List four ( 4 ) benefits of three ( 3 ) obstacles and give reasons for these.

Conditions

Assessment method

Short written report/test including diagrams

Learning outcomes 3 & 4

Regconize the need for the number System used in computers for modem manufacturing.

Convert numbers from decimal to binary, octal, hexadecimal, and binary coded decimal (BDC). Also be able to convert in the reverse directon.

Use the ASCII code to convert characters to binary numbers.

Solve simple Logic Crate circuits by using Truth Tables.

Assessment criteria

Convert a range of number between the following forms : Binary, BDC, Octal, Hexadecimal, and Decimal.

Write a simple and short alphanumeric message in binary form by using the ASCII code. Repeat the message in Hexadecimal.

Solve simple logic gate circuit execercises by using truth tables for the following gates : - And, or, Nand, Nor, Exclusive, Or, Inventer.

Conditions

Assessment method

Program a programmable controller then document and test the program for a range of basic industrial application covering sequential operations including timers and counters, program branching and data handling.

Program a programmable controller to control a simple pneumatic circuit and then test and de-bug the program.

Assessment Criteria

By designing Ladder Logic Diagrams and converting to list form, program a PLC Simulator Unit for a range a basic industrial control problems including :

• Sequential operations using timers and counters;
• Program brancing using timers and counters;

• Program branching using Master Control Relay and Jump Instruction.
• And programs involving data registers and data handling.

This the programs using the simulator and, when debugged, show the teacher / intructor the result.

For at least two (2) of the above control problems use PC “ On Screen “ PLC programming software to generate the ledder diagrams. Produce a report on each problem consisting of the ledder diagram and the list statements.

Label all the contacts and coils used and include explanatory (software generated) comments between ladder rungs to explain how the program operates.

Program a PLC to control the operation of a simple pneumatic circuit (or equivalent).

De–bug the program and show the teacher/instructor the resulting operation.

Conditions

Assessment method

Programming assignment

Practical exercise

Learning outcome 6

Explain the need and the method used, for signal conditioning when using a personal computer for machine control application.

Program a personal computer using a propritetary programming language (eg BASIC, TURBO PASCAL) to control a simple pneumatic circuit and the test and debug the program.

Assessment criteria

Program a personal computer to control the operation of a simple pneumatic circuit ( or equivalent). De – bug the program arid show the teacher/intructor the resulting operation.

For the practical exercise above, describe the need for, and function of, the latching I/O caed, the Optoisolated input card and the relay output card.

Conditions

Assessment method

Programming and practical exercise

Suggested learning resources

Physical resources

The following equipment list is suggested for a class of twelve ( 12 ) students.

• Twelve (12) programmable controllers (PLCs) complete with simulators for testing purposes.
• Market entry “shoebox” type with 20 I/O, built in 24V DC input power supply, sink input (ie PNP open collector transistor type) and reply outputs. A typical example here is Mitsubishi’s F1-20MRES .
• The simulator unit (hardware to the PLC), should have memontary push buttons for the first two outputs, and SPST toggle switches for the remaining input. The swithces should be labelled to avoid confiusion.
• The output LEDs on the PLC output module should be sufficient to show tested program operation.
• Six (6) pocket programmers to suit above PLCs.
• Six (6) personal computer (PC) software programming “ Kits” consisting of software and manuals, plus PLC to PC interface units and cables. Mitsubishi’s “ Medoc” software is a typical example.
• Six (6) 80386SX, 1Mb RAM, 40Nfb HD, VGA Personal Computers (PC). These are for PLC programming monitoring and documentation, plus the direct computer control exercises.
• Six (6) copies of programming software and manuals such as BASIC or TURBO PASCAL – required for direct computer control.
• Six (6) latching I/O cards for insertion in the PC motherboard. An example is Boston Technology’s PC-36 card based on Intel’s 8255 microprocessor chip.
• Six (6) optical-isolator input cards. These would be mounted externally to the PC and can also be supplied by (amongst others) Boston Technology.
• Six (6) relay output cards. Also connected externally and supplied by Boston Technology.
• A basic range of small pneumatic cylinders (eg 20NB x 100 stroke complete with reed switches at each stroke end), solenoid control valves (single and doubles, with 12V or 24V solenoids), flow control valves, quick-connect cuplers, air-service units, distributors and lengths of plastic air lines. SMC or FESTO can supply suitable equipment. This equipment is required for the programming/connection exercises using the PLCs and later the PCs.

Finally, all the “normal” classroom facilities are required, such as a whiteboard, overhead projector and screen, plus video replay facilities.