Jeanne

=The Page of Jeanne =


 * //__Assignment 1: Program & Course Outcomes__//** April 22, 2011

Instrumentation & Process Control Technology Program at Bellingham Technical College. x || Program || BTC Instrumentation & Process Control Technology || Analysis/Synthesis/ Evaluation || Diagnose || and fluid flow rate. x || Course || INST 241: Temperature and Flow Measurement || Integration/Application || Commission, analyze, <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0in 0in 0pt;">diagnose || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0in 0in 0pt;">using industry stan­­dard calibration equipment. <span style="color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0in 0in 0pt;">x || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0in 0in 0pt;">Course || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0in 0in 0pt;">INST 241: Temperature <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0in 0in 0pt;">and Flow Measurement || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0in 0in 0pt;">Foundation Knowledge/ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0in 0in 0pt;">Comprehension || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0in 0in 0pt;">Calibrate || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0in 0in 0pt;">while using power tools, and working on live systems. <span style="color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0in 0in 0pt;">x || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0in 0in 0pt;">Course || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0in 0in 0pt;">Any and all || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0in 0in 0pt;">Integration || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0in 0in 0pt;">Demonstrate || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0in 0in 0pt;">and share responsibilities in completing all lab work. <span style="color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0in 0in 0pt;">x || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0in 0in 0pt;">Course || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0in 0in 0pt;">Any and all || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0in 0in 0pt;">Human Dimension || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0in 0in 0pt;">Communicate, plan, <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0in 0in 0pt;">arrange, share ||
 * <span style="display: block; font-family: Calibri; line-height: normal; margin: 0in 0in 0pt; text-align: center;">** Outcome ** || <span style="display: block; font-family: Calibri; line-height: normal; margin: 0in 0in 0pt; text-align: center;">** Identify it as a **** Program or Course ** || <span style="display: block; font-family: Calibri; line-height: normal; margin: 0in 0in 0pt; text-align: center;">** Name the **** Program or Course ** || <span style="display: block; font-family: Calibri; line-height: normal; margin: 0in 0in 0pt; text-align: center;">** Which Fink component ** ** does it address ** || <span style="display: block; font-family: Calibri; line-height: normal; margin: 0in 0in 0pt; text-align: center;">** Verb ** ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0in 0in 0pt;">Diagnose complex instrumentation loop problems using technical skills acquired in the
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0in 0in 0pt;">Commission, analyze, and diagnose instrumented systems measuring temperature
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0in 0in 0pt;">Calibrate an electronic thermocouple temperature trans­mitter to specified accuracy
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0in 0in 0pt;">Demonstrate proper use of safety equipment and application of safe procedures
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0in 0in 0pt;">Communicate effectively with teammates to plan work, arrange for absences,


 * //__Assignment 2: Formative Assessments__//** May 7, 2011

//__ A. Lesson Outcome Formative Assessment __// LESSON OUTCOME: Locate and identify a fault correctly in an instrumentation circuit.

FORMATIVE ASSESSMENT: Troubleshoot an instrumentation circuit, after the instructor has placed a single fault in the circuit. The fault may be electrical, mechanical, calibration, or computer configuration based.

**Grading Rubric**: Student analyzes areas of circuit in an organized and systematic manner. ||  || Student analyzes circuit in a somewhat organized and systematic manner. || Student is disorganized in analysis of circuit and tries to detect the circuit fault in a haphazard fashion. || Student knows how to use some troubleshooting tools, but not others. Student does not need to ask for help in using the tools that he/she actually knows how to use. ||  || Student attempts to use troubleshooting tools, but does not know how to use them. || Student must ask how to use various troubleshooting tools: meters, wrenches. || Student uses no tools to examine the faulted circuit. || Student follows proper lock-out & tag-out procedures and performs troubleshooting activities in accordance with industry accepted safety rules. ||  || (1 to 3 points) Student follows some safety rules, but not all safety rules. || x || x || Student ignores all safety procedures. ||
 * Component || 5 points || 4 points || 3 points || 2 points || 1 point || 0 points ||
 * Circuit fault diagnosis results || Student finds exact circuit fault within ten minutes. || Student isolates problem to one specific category within ten minutes. || (2 to 3 points)
 * Use of tools || Student knows exactly how to use various troubleshooting tools: meters, wrenches. || (3 to 4 points)
 * Use of documentation || Student refers to installation drawings and equipment documentation for clues to possible problems -AND- uses information contained therein to diagnose the faulted circuit. || Student refers to installation drawings -AND- equipment documentation for clues to possible problems. Student understands the documentation, but does not use the information. || Student refers to installation drawings -OR- equipment documentation for clues to possible problems. Student does not understand the documentation, but makes an attempt to apply the information to diagnose the faulted circuit. || Student refers to installation drawings -OR- equipment documentation for clues to possible problems. Student understands the documentation, but does not use the information. || Student refers to installation drawings -OR- equipment documentation for clues to possible problems. Student does not understand the documentation -AND- does not use the information. || Student does not refer to any documentation for help in diagnosing faulted circuit. ||
 * Safety || (4 to 5 points)

//__ B. Course Outcome Formative Assessment __// COURSE: INST 262 "DCS and Fieldbus"

COURSE OUTCOME: Commission, analyze, and efficiently diagnose instrumented systems incorporating networked control platforms (DCS, Fieldbus, wireless).

FORMATIVE ASSESSMENT: Perform minimal tasks related to commissioning, analysis, and diagnosis of instrumented systems incorporating networked control platforms.

NOTE: This portion of the course assessment is pass/fail, since it is covers minimal tasks that a technician must be able to perform on the job. The student is given a scored exam after passing this portion.

**Grading Rubric**:
 * **Component** || **Pass** || **Fail** ||
 * Electromechanical Circuit Building & Activation || Build a circuit to energize an electromechanical relay given a switch and relay both randomly selected by the instructor, with 100% accuracy. || Student cannot build or energize the circuit, given the components with 100% accuracy. ||
 * Analog transmitter circuit Building & Activation || Build process transmitter circuit and use a calibration communicator to alter transmitter parameters with 100% accuracy. || Student cannot build the transmitter circuit -OR- student cannot use calibration communicator to alter transmitter parameters with 100% accuracy. ||
 * Identify proper controller action || Identify proper controller action for a given process with 100% accuracy. || Student cannot identify proper controller action for a given process with 100% accuracy. ||
 * Predict controller response || Predict the response of an automatic control system to a component fault or process condition change, given a pictorial and/or schematic illustration, with 100% accuracy. || Student cannot predict the response of an automatic control system to a component fault or process condition change, given a pictorial and/or schematic illustration, with 100% accuracy ||
 * Determine transmitter parameters for Fieldbus || Determine proper AI block parameters to range a Fieldbus transmitter for a given application. || Student cannot determine proper AI block parameters to range a Fieldbus transmitter for a given application. ||
 * Power loss calculation || calculate power loss (decibels versus watts) for a wireless transmitter signal with 100% accuracy. || Student cannot calculate power loss (decibels versus watts) for a wireless transmitter signal. ||


 * //__Assignment 3: Summative Assessments__//** May 12, 2011


 * //__Assignment 4: Assessment Tools__//** May 21, 2011

<span style="font-family: Tahoma,Geneva,sans-serif;">A. Rubric. <span style="font-family: Tahoma,Geneva,sans-serif;">Rubrics seem to be the most common scoring technique. Hundreds or thousands of examples exist. <span style="font-family: Tahoma,Geneva,sans-serif;">I have included this rubric because it is so long: []

<span style="font-family: Tahoma,Geneva,sans-serif;"> My choice is the Holistic critical thing scoring rubric by Peter A. Facione, Ph.D. and Noreen C. Facione, Ph.D. because it is adaptable to various subject matter (see page 2): []

<span style="font-family: Tahoma,Geneva,sans-serif;">B. Scoring Guide. <span style="font-family: Tahoma,Geneva,sans-serif;">Scoring Guides are prevalent, but are very close to rubrics. <span style="font-family: Tahoma,Geneva,sans-serif;">I chose this Scoring guide for apprenticeships because it tells the user what criteria to use in its construction. <span style="font-family: Tahoma,Geneva,sans-serif;"> []

<span style="font-family: Tahoma,Geneva,sans-serif;">C. Check List. <span style="font-family: Tahoma,Geneva,sans-serif;">The least complex form of scoring system is the checklist. Checklists are appropriate when the teacher is looking for the presence of specific elements in the product or performance, and all elements are generally weighted Image of emphasis the same. The teacher, working from the prepared checklist, marks or checks each element as it occurs. The score is the total number of items that are checked. <span style="font-family: Tahoma,Geneva,sans-serif;">I chose the following checklist because it is so simple and straightforward: <span style="font-family: Tahoma,Geneva,sans-serif;"> []

<span style="font-family: Tahoma,Geneva,sans-serif;">D. Performance Standard List. <span style="font-family: Tahoma,Geneva,sans-serif;">Performance Standards seem to be associated mostly with Teaching Performance of Instructors or Teachers and to meet course objectives. <span style="font-family: Tahoma,Geneva,sans-serif;">I chose this Performance Standard List for a music class. I chose this one because I see music as a good fit for such a scoring tool. <span style="font-family: Tahoma,Geneva,sans-serif;"> []


 * //__Assignment 5: Assessment Literacy__//** May 26, 2011


 * //__Assignment 6: Final Presentation__//** June 9, 2011