ELECTRICAL TECHNOLOGY ASSOCIATE DIPLOMA

RECOMMENDED PRACTICE EQUIPMENT

(version 2016/17)

UNIT 07 UNDERSTAND LOW VOLTAGE AND

CIRCUITRY
0. PROCEDURE
1. MAIN UNIT CONTENT AND PRACTICE ANALYSIS.
Determine what content needs to be covered and practiced.
2. IDENTIFICATION OF ALIGNED MAIN SPECIFIC EQUIPMENTS.
Determine what typology of training systems is required for
intended practice.
3. DESCRIPTION/SPECIFICATION OF EQUIPMENT FOR A PURPOSE OF
ORIENTATION.
Determine basic characteristics and composition of identified
training systems.
4. QUANTITIES AND OTHER ORIENTATIONS FOR CONFIGURATION OF
PRACTICE SPACES.
Suggest quantities, capacity, acquisition priorities and learning
spaces arrangements (labs, workshops) for program
implementation.

1. MAIN UNIT CONTENT AND PRACTICE ANALYSIS1

TOPICS/LEARNING
OUTCOMES

PRACTICE TYPOLOGY

14

LIGHTING CIRCUITS

Looping at the
light/switch

2-

CIRCUITS FOR SOCKET

OULETS

Connecting lighting circuits encompassing loop at the light and

loop at the switch method of wiring. Install the accessories and
complete the wiring using thermoplastic sheathed (TPS) cable for
a lighting circuit (or variants) incorporating one-way, two-way and
two-way and intermediate switching of lighting points using the
loop at the light/switch method of TPS wiring. MCB/RCB breakers
are included in a given switchboard basically as protection. The
developed circuits are just to be connected to the switchboard.
Draw wiring diagrams for the lighting circuits of installations that
incorporate one-way, two-way and two-way and intermediate
switching of light points using the loop at the light/switch methods
of TPS wiring.
Determine the TPS cable required for the loop at the light/switch
circuit.
Install and terminate cables and maybe electrical conduits.
Confirm correct operation of the circuits (systematic testing with
power off and live testing). Checking for correct compliance with
the electrical code.
Analyze commercial electrical components.
Basic fault finding.
Further practice in the context of basic/residential electrical
circuits in using thermoplastic sheathed (TPS) cable, this time with
power circuits containing socket outlets. Install a single phase
socket outlet.
Draw wiring diagrams.
Analyze commercial sockets; their requirements concerning the
polarity of switched socket outlets.
Test an electrical socket (switch test, insulation resistance, shortcircuit test).
Select the correct cable size to supply 10A, 15A and 20A socket
outlets (single & three phase), given installation conditions.
Determine the number of socket outlets that can be connected to
a 16A and 20A circuit breaker.

Refer to Unit 07 as it has been prescribed in the Qualification Associate Diploma. The criteria used
are Knowledge Learning Outcomes (Topics) and associated Knowledge Scope.

3-

FINAL SUBCIRCUITS

AND SEGREGATION

ELECTRICAL HEATING
CONTROL DEVICES

FIXED ELECTRICAL
HEATING APPLIANCES

ELECTRICAL WATER
HEATER OPERATION

ALTERNATIVE

SUPPLIES

Confirm correct operation of the circuits and tests (dead testing

only) them for correct compliance with the electrical code.
Further practice in the context of basic/residential electrical
circuits this time using thermoplastic sheathed (TPS) cable with
mixed lighting and power circuits, to discuss and confirm the need
for segregation in some wiring systems and contexts. Install a
single phase mixed circuit.
Determine the circuit loading for a mixed circuit.
Select the appropriately sized cable for a mixed circuit containing
socket outlets and lighting points.
Install TPS cables for a mixed circuit containing socket outlets and
lighting points.
Terminate cables at socket outlets and switches.
Test the circuit for earth continuity, insulation resistance, short
circuit and polarity
Connect the circuit to the switchboard and make live testing.
Confirm correct operation of the circuits and test them for correct
compliance with the electrical code.
Basic fault finding.
Analysis of operation and characteristics of heating control
devices. Including manual heat control, automatic heat control,
thermostats, parameters (sensitivity, differential), simmerstats
(infinite controls), techniques for electronic heat control (voltage
switching and phase control).
Test the operation of a thermostat and measure the thermostat
differential:

Develop an experimental circuit.

Measure a range of operating temperatures for the

thermostat.

Calculate the average operating temperature of the

thermostat.

Measure the range of differential temperatures for a

thermostat.

Calculate the average differential temperature of a

thermostat.
Analysis of heating concepts and heating processes and systems.
Practicing skills in the operation, maintenance and basic fault
finding on a range of typical electrical heating appliances
(including a reverse cycle air conditioning system):

Identify the correct fuse, circuit breaker or isolator to enable

safe isolation.

Safely isolate an electrical circuit and/or equipment.

Safely test electrical circuits/equipment to confirm isolation.

Identify faults in electrical heating appliances.

Locate faults in electrical heating appliances.

Rectify faults in electrical heating appliances.

Analysis of the various types of hot water units, operation and
control. Intrinsic safety precautions employed with water heaters,
internal circuit and supply connections for a twin element water
heater, solar heating, tariff mechanisms, etc.
Identify and draw the switchboard requirements to supply a
controlled load water heater.
Connect and observe the operation of a dual element, 24 hour, off
peak tariff (or another) hot water heater. Test the overtemperature cut-out point of a thermostat:

Observe the heating sequence of a dual element off peak hot

water heater.

Measure the range of operating temperatures for a practical

hot water thermostat.

Calculate the average operating temperature of a practical

hot water thermostat.

Measure the range of differential temperatures for a practical

hot water thermostat.

Calculate the average differential temperature of a practical

hot water thermostat.
Analysis of uninterruptable power supplies (UPS). Existing
technologies and the relevant requirements of electrical code
regarding their use and installation.
Analyze available types of emergency supply systems:

Standby generator systems

Portable generator systems.

Analyze basic functional structure and operation of an UPS system.

INSTALLATION OF
BATTERIES

1
0

FIRE PROTECTION
Residential

fire&smoke alarms

EMERGENCY AND
1

EVACUATION

LIGHTING AND
LIGHTING CONTROL

LIGHTING CONCEPTS

Incandescent lighting

FLUORESCENT LOW

INTENSITY DISCHARGE

LIGHTING

Characteristics and operation of inverters.

Connect and test an UPS.
Analysis of the types, operating principles, characteristics and
applications of primary cells and secondary (rechargeable)
batteries. Series, parallel and series/parallel combinations of cells
and batteries. Procedures of commissioning and basic
maintenance.
Analysis of change in circuit parameters when grouping cells in
series and/or parallel to make a battery bank:

Connect the electrical circuit using a circuit diagram as a

guide.

Adjust applied circuit voltage, measure and record values of

circuit current.

Calculate internal resistance of the cell/battery with a varying

load.

Note observations regarding circuit behavior.

Measure the increase of total voltage for cells connected in

series, on no-load and load.

Measure the increased capacity to deliver current for cells

connected in parallel, on no-load and load.

Observe correct circuit isolation procedures when working

with electrical equipment.
Analysis of fire and smoke alarm functions, regulations and
standards requirements, types of smoke alarms based on
detectors (Heat, Ionization, Photodetection), the positioning of
smoke alarms (in a house or office) and the installation of fire and
smoke alarms.
Draw circuits and diagrams. Distribute alarms in a house plan.
Wiring and connecting of (hardwired) residential smoke/fire alarms
including:

Select, wire and connect residential smoke detectors.

Test the correct operation of residential smoke detectors.

Perform an audible decibel (dB) test on residential smoke

detectors.

Observe the effect of barriers on the effectiveness of smoke

detector audible output.
Analysis of emergency and evacuation lighting systems. Their
requirements according electrical regulations, prototypical or basic
emergency lighting arrangements and lighting control:

Factors and requirements of emergency and evacuation

lighting concerning illumination levels, luminary positioning
and operating period.

Characteristics of maintained, non-maintained and sustained

emergency lighting systems.

Arrangement of batteries in point and central bank emergency

lighting supply systems.
Build and test for analysis and demonstrative purposes a
(simplified) kit of emergency/evacuation lighting.
Analysis of the basic concepts of lighting and the operation and
application of incandescent lighting. Including lighting terms and
units, visual comfort, principles of light production from
incandescent lamps, types of incandescent lamps (halogens,
incandescent and variations), luminaries and the efficacy of
incandescent lamps.
Identify and analyze commercial lamps and luminaries.
Analyze fundamental principles of light with regard to reflection
and refraction.
Analysis of fluorescent low intensity discharge lighting. Including
the types of low intensity discharge lamps, color rendering of low
intensity discharge lamps, operating principles of low intensity
discharge lights, control equipment associated with low intensity
discharge lights, efficacy of low intensity discharge lights and
common faults in fluorescent lights.
Draw the circuit diagram for a single fluorescent luminary.
Connect the circuit for the single fluorescent luminary (low power:
10W, 18W, etc.).
Measure voltages and currents in the circuit of the single
fluorescent luminary.
Correct an uncorrected luminary (meet conditions for a power
factor of 0.9 lagging or less). Connect a power factor corrected
fluorescent luminary and compare its operation to the uncorrected
luminary.

HIGH INTENSITY

4-

DISCHARGE LIGHTING

AND OTHER TYPES OF

LIGHTING

Connecting and test more sophisticated circuits with fluorescents

and install luminaries:

Twin series fluorescent luminary. Correct power factor and

compare.

Eventually, install and analyze other circuits with fluorescents.

Analysis of construction, operating principles and characteristics of
high intensity discharge lighting and other methods of lighting
(LED, Neo, Argon, Xenon, etc.), including their control equipment.
Calculate values for lamp efficacy (efficiency) for typical high
intensity discharge lamps.
Compare incandescent, low intensity discharge, high intensity
discharge, LED and other types of lighting.
Identify and describe the operation of the starting circuits for low
pressure and high pressure discharge lamps.
Test demonstrative circuits of high intensity discharge lighting and
other types of lighting.

2. IDENTIFICATION OF ALIGNED MAIN SPECIFIC EQUIPMENTS

Generic Equipments

Main Topic Units

14
24
34
5

LIGHTING
CIRCUITS
Looping at the
light/switch
CIRCUITS FOR
SOCKET
OULETS
FINAL
SUBCIRCUITS
AND
SEGREGATION
ELECTRICAL
HEATING
CONTROL
DEVICES
FIXED
ELECTRICAL
HEATING
APPLIANCES
ELECTRICAL
WATER HEATER
OPERATION

(1)
BUILDING
ELECTRICAL
WIRING
TRAINING
SYSTEM

(2)
LIGHTING
TECHNOLOGIES
TRAINING
SYSTEM

(3)
ELECTRIC
HEATING
TRAINING
SYSTEM

(4)
OTHER LV
ELECTRICAL
APPARATUS
TRAINING
SYSTEMS

ALTERNATIVE
SUPPLIES

INSTALLATION
OF BATTERIES

1
0
1
1
1
2
1
3
1
41

FIRE
PROTECTION
Residential
fire&smoke
EMERGENCY
AND
EVACUATION
LIGHTING &
LIGHTING
CONCEPTS
Incandescent
lighting
FLUORESCENT
LOW INTENS.
DISCHARGE
LIGHTING
HIGH INTENS
DISCH.
LIGHTING AND
OTHER TYPES

Major specific training equipments identified for this unit are:

1. BUILDING ELECTRICAL WIRING TRAINING SYSTEM
2. LIGHTING TECHNOLOGIES TRAINING SYSTEM
3. ELECTRIC HEATING TRAINING SYSTEM
4. OTHER LV ELECTRICAL APPARATUS TRAINING SYSTEMS
Important note: all names above are generic denominations of
educational equipment, independent of commercial brands or providers.
Also, the equipments are broad concepts; accordingly, they are not
necessarily independent or autonomous. Instead, they may integrate some
elements from other related educational equipment or come completed with

other equipments to be fully functional in the learning context of the Unit.

See following descriptions.
5.

3.DESCRIPTION OF EQUIPMENTS FOR PURPOSES OF ORIENTATION

Note:
All identified equipments are generic, covering a wide range of designs,
structural compositions and specific denominations. Refer to illustrations
and sites of potential providers to clarify concepts and, eventually, to
select equipments after having added more accuracy to the desired
product concept.
1. BUILDING ELECTRICAL WIRING TRAINING SYSTEM
DESCRIPTION/(BASIC SPECIFICATION)
GENERAL:

Many practical design and configurations may be

appropriate for this training system. To facilitate the
decision making process, a basic distinction can be made
based on the learning goal; this can be seen as basically
two (or twofold): (1) to understand and analyze the
electrical components, systems and installations, or (2)
to learn installation techniques including basic planning,
construction or modifying, testing and fault-finding.
Of course, both goals are not mutually exclusive but the
predominant one dictates the philosophy of the training
system and their salient functionalities. Whereas the
equipments oriented to the goal 1 are typically training
panels or training boards designed to facilitate
experimentation under controlled conditions, fast
configurations and measurements, the equipments
oriented to the goal 2 are typically based on some sort of
wiring system approaching up to some degree the real
installation work, notably hand-made.
Convergence between both conceptions can be seen, for
example, in that training panels can facilitate
troubleshooting electrical circuits and systems by virtue
of some built-in non-destructive faults generation device.
Of course, fault-finding also is a matter of practice in real
wiring work, but probably the real wiring work makes
more difficult to systematize and to manage the learning
of troubleshooting skills.
See the differences in conception in the images.
In this case, THE BUILDING (domestic, commercial,
special installations) ELECTRICAL WIRING TRAINING
SYSTEM needed here, has more to do with the learning
goal 2 (teaching installation techniques).

Taking into consideration the distinction above, the

simplest design consist of a standard wiring Panel. Such
wiring panel can be a perforated grid, another kind of
punched hole panel or even a simple wood board (with
no holes). Anyway, the idea is to fix on the Panel
electrical devices, supports, types of conduits, cables
using appropriate fixing systems (screws, cable ties,
clamps, etc.).
The wiring panel typically is presented installed vertically
or horizontally in a kind of support (or wall mounted) in
order to facilitate work. When working with wood panels,
they are simply placed on the workbench.
Another interesting idea is that wiring panels are
removable from their supports. In this way, every
student has assigned one which can be stored between
class sessions with his unfinished works and leaving
place to the following student. So, the whole structure is
basically portable (this recommends a suitable panels
storage system). Another trait is flexibility which can be
basically got through different sizes of panels (and their

ILLUSTRATION

(This is a training panel for studying the

building electrical systems and circuits
Goal 1 - )

(This is a wiring panel for practicing

construction of electrical circuits and
wiring techniques Goal 2-)

supports) or joining two or more panels (in the same

plane or perpendicular, a way of approaching the
geometry of a real room).
In this kind of training system little material is consumed,
since components, fixing systems and even wire parts
are recycled and reused.
On the wiring panel other standard elements can be
installed/ removed flexibly, such as DIN rails, different
wiring ducts (tubes, etc.), junction boxes, electrical
systems and controls, switchboards (can be external or
be mounted on the support) and many others.
As is obvious, electrical devices, utility boxes, cables,
conduit systems and fixing parts complete the training
system and they are selected according to the range of
installations planned. This permits a great flexibility and
scalability. The limitation is that all of these elements
must be chosen for surface mounting.
Little more sophisticated structures are wiring tables,
where wiring panels are fixed, supplied and protected.
With different capacities (individual, pair-work or even
bigger workstations) and boxes for keeping components,
instruments and hand-tools.
Instrumentation and tools are not typically included in
the simplest training systems. They are external
conditions that can be met, or complements.
From the basic configuration described so far, more
sophisticated configurations there exist; they are more or
less realistic approaches to the electrical installation
work (rooms and building structures). Big panels,
installation cabins or cubicles are the most frequent.
Cabins and cubicles can even be flexibly assembled
together to reproduce a building (office, house, walls,
roofs, etc.). In other cases, a kind of fixed structure
representing realistically a building (with some rooms
and walls brick, drywall or wood made. Even floors) with
pre-installed conduits (or not) gives opportunities of
simple to complex electrical projects to students (from
simple light circuits to the full distribution of energy in a
building).
Another form of sophistication other than authenticity
of the wiring work consists of incorporating more
electrical systems and installations for practice.
Providers usually offer kits or supplementary equipments
to cover lighting methods and controls, intercom and
videophone systems, ELV cabling, home automation
systems, alarms, etc.
A solution to reduce investment can consist in this mixed
strategy: self-development of cubicles or other analogue
forms (flexible or fixed) of more authentic workstations
and acquisition of more components and electrical kits to
extend the practice scope, as needed.

SUGGESTED STRUCTURE/COMPOSITION:

To be fully functional, this training system encompass

and/or integrates (make use of elements of other
related equipments) generically:

WIRING PANELS AND OTHER WIRING SYSTEMS AND

ACCESSORIES.
selection of:
ELECTRICAL COMPONENTS FOR BUILDING
INSTALLATIONS.
COMPLEMENTARY TRAINING PANELS.
INSTRUMENTS.
TOOL SET.

From the content/practice analysis and to orientate:

WIRING PANELS AND OTHER WIRING SYSTEMS AND
ACCESORIES

See general discussion and descriptions above.

ELECTRICAL COMPONENTS FOR BUILDING INSTALLATIONS

The selection should be made based on the typology of

systems and circuits planned in the Unit:

Incandescent and halogen lamps. Different

types and power. Fixtures and installing
accessories.

Lamp holders and wall boxes.

Switches: single way, two way, intermediate,

etc.

Sockets. Different types.

Circuit breakers: RCD, MCB, MCBO different

power (10A, 16A, 20A).

Hardwired smoke/fire alarm kit (based on Heat,

Ionization and/or Photoelectric detectors).

Fluorescent linear single luminaries full

equipped for wiring (with magnetic ballast,
starter, etc.). Fluorescent lamp kit with
electronic ballast, CFL lamp, capacitors for
power factor correction, ballast for twin
installations, etc.

Emergency Light Kits (power packs) maintained

and non-maintained for installation in private
and public spaces. Fluorescent, LED or
Incandescent lights. Accessories: exit signs,
replacement batteries and lamps, inverters, etc.

Doorbell kit, detectors, dimmers, timers, etc.

Other installations kits: intercom, staircase time

switch, etc.
In addition:

Electrical wires (TPS): Twin and Earth, Twin

active, SDI, etc. Different sizes and colors
(1mm2, 2,5 mm2, etc.).

Cable conduits: plastic corrugated tubes,

bending spring, junction boxes, wire duct
surface raceway, tees, DIN rails, terminators,
etc. Different capacities.

Mounting accessories, assorted screws, terminal

blocks, etc.

COMPLEMENTARY TRAINING PANELS

Some specific training panels (or modular systems) may

be included in this generic training system, which are
aligned with learning goals relative to a deeper
understanding of certain studied electrical systems
(analysis, fault-finding, etc. Refer to learning objective 1
indicated above). For example:

Electrical installation technologies (circuits,

basic protections, etc.).

Lighting technologies (emergency lighting,

fluorescent lights and maybe others).

Domestic alarm technologies (fire and smoke).

Intercom, doorbell systems and other common

electrical application systems in residential
work contexts (these are supplementary
electrical appliances in this Unit. Not strictly
covered, although interesting).
Some of them can have integrated some kind of fault
simulator (non-destructive failures).
Also, some of these training panels are conceived for an
easy integration with wiring trainers (perforated grids
and also they may need specific supports); this is an
indication that they are complementary and that they
can reinforce each other.
INSTRUMENTS:

Multimeter. Professional: Electrical AC/DC magnitudes,

Continuity test, DB range, etc.

Dedicated Voltage and Continuity tester.

Megger (IR tester).

Thermometer.

Battery tester.

10

MORE EXAMPLES AND POTENTIAL

PROVIDERS
Alecop Equipments:
www.alecop.com
References:

Workstation with power supply and

perforated grid panel for 4 students
+ Electrical wiring cubicles
(Ref. No name. Its the existing
workstation in Muhayil and extension
wiring system).
Note: electrical components and
consumables are not provided. They
must be bought locally
Other providers:

Schneider Electric:
(English catalogue of training
systems)
www2.schneiderelectric.com/documents/trainingworkstations/didactic-solutionscatalogue-2015_EN.pdf

Lucas Nlle
www.lucasnuelle.com/384/Downloads/Catalogsand-Brochures.htm

3E Equipos Electrnicos Educativos

www.3eequipos.com/gamas/electricidad.
html#cat1

Dolang
www.didactic-dolang.com/product-1-5installation-training-set-en/136574

Elwe
www.elwe-technology.com/

Hera Training Systems

http://www.hera.de/en/products/highlight
s/a4-training-systems-for-electricinstallations.html

Electrical components
manufacturers and distributors:
Legrand, Schneider, Philips, Clipsal,
etc. Local and international
electrical depots, etc.

TOOL KIT:

A selection of basic hand tools for measuring, cutting,

stripping, terminating cables. Pliers, screwdrivers,
scissors, wire-stripers, etc. An electrician tool kit for
students should be mandatory + a range of other
workshop tools for general and discretional use.

Specific tools or accessories for pulling wire (wire pulling

tool).

Specific and mechanical tools for mechanizing electrical

conduit (tube bender, etc.).

General electric hand tools and workshop machines.

2. LIGHTING TECHNOLOGY TRAINING SYSTEM

DESCRIPTION/(BASIC SPECIFICATION)
GENERAL:

Any training equipment or set/mix of educational

equipments conceived to facilitate the study of lighting
concepts, traditional and current lighting systems. It
must be noted that this equipment is more oriented to
understanding (the lighting technologies) than to handinstalling (different types of lamps, etc.) and
maintenance.

Basic lighting concepts are:

Light and visible light. Electromagnetic spectrum.

Eye response to different wavelengths of light.

Sensitivity.

Light behavior: reflection and refraction.

Color composition.

Artificial production of light. Incandescence,

Discharge.

Lighting terms, units and laws. Flux, Luminous

Intensity, Illuminance, Color temperature and
rendering flux distribution, Inverse square law, etc.

Luminaries. Functional types. Direct, Indirect,

Diffusing and semi.

Basic concepts of interior lighting. General, Task and

Accent.

In order to better understand these basic concepts, a

range of educational solutions are available. Many of
them come from the field of educational science, since
such understanding is based on experiments and
demonstration of lighting phenomena (are: light and
optics). However other designs are feasible (see images).

Lighting technologies (lamps and controls) include:

Incandescent lamps. Filament and Halogen.

Low intensity discharge lamps. Fluorescents and

saving CFL.

High intensity discharge lamps. Sodium, MetalHalide, etc.

LED lamps.

Basic components and controls: ballast, starters,

dimmers, transformers, power factor correction, etc.

Advanced controls. Standards: DALI, Home

automation, etc.

Others: emergency lighting systems.

Installation and operation of lighting systems.

In order to better grasp these technologies some

educational solutions are available, rather specific. They
are designed essentially like dedicated training panels
(specific lamp technologies, controls and their
application, etc.), which are autonomous.
In cases, they are scalable or expandable through some
solutions like these:

Interconnection to other training panels (control,

energy measurement and efficiency, home
automation, etc.).

Expansion panels (to introduce new aspects of a

same lamp technology, etc.).

Integration to wiring panels for complex application

11

ILLUSTRATION

MORE EXAMPLES AND POTENTIAL

PROVIDERS

Alecop practice equipment:

circuits and lighting projects.

Others.

(Ref.None)
Other providers:

SUGGESTED STRUCTURE/COMPOSITION:

To be fully functional, this training system encompass

and/or integrates (make use of elements of other
related equipments) generically:

LIGHTING TECHNOLOGIES PANEL SYSTEM

LIGHT AND OPTICS SCIENCE COMPLEMENTS
ACCESSORIES AND COMPLEMENTS

From the content/practice analysis and to orientate:

LIGHTING TECHNOLOGIES PANEL SYSTEM

See general description above.

A range of panels with their accessories should be

chosen to study the intended types of lamps and basic
controls (incandescent, fluorescents, LED, High
Discharge, basic light controls, etc.).
LIGHT AND OPTICS SCIENCE COMPLEMENTS

See general description above.

If the panel system to study lighting technologies doesnt

focus on fundamental light concepts, a sort of optical
bench should be selected to demonstrate and
experiment with the physics of light and optics.
Specially, those effects related to luminaries (reflection,
refraction) and other core aspects of lighting
techonologies (color, etc.).

(Equipments for science learning Light

& Optics):

Ventus Ciencia:
www.ventusciencia.com

Pasco:
www.pasco.com

Prodel:
http://prodel.es/educacion-secundaria-ybachillerato/

Leybold:
www.leybold-shop.com/physics/
(Equipments to study lighting
technologies):

Elwe Technik:
http://www.elwe.es/index.php/equipamie
nto-tecnico/elabo
www.elwe-technology.com/

Lucas Nlle:
www.lucasnuelle.com/384/Downloads/Catalogsand-Brochures.htm

ACCESSORIES AND COMPLEMENTS

General lab. instrumentation.

Basic tools.

Wiring panels.

3. ELECTRIC HEATING TRAINING SYSTEM

DESCRIPTION/(BASIC SPECIFICATION)
GENERAL:

Any specific and adapted training solution intended to

learn and to show (demonstrate/teaching) about the
principles and different technologies related to
elementary thermal engineering and more specifically to
electrical heating systems. Specifically, in this Unit the
following understanding outcomes are addressed:

Electrical heating control devices and techniques.

Manual and automatic common technologies.

Thermal principles. Energy, thermal properties, heat

transfer, etc.

Fixed electrical heating appliances, such as electric

stoves, ovens, hot plates and ranges, space heaters,
hot water heaters, air conditioning systems or small
appliances (irons, hairdryers, toasters, etc.).

Electrical water heater operation.

The generic training system more suited to support the

required practicing and demonstrations is for sure a
combination of experimental kits or equipments (goal:
thermal principles or basic thermal
science/thermodynamics), training panels or boards
(goal: understanding of technologies, analysis and faultfinding) and real elements (goal: experimentation and
using of technology through basic
construction/wiring/manipulative skills). In sum:

Experimentation kits.

Technology Training Panels.

Real components and systems.

SUGGESTED STRUCTURE/COMPOSITION:
To be fully functional, this training system encompass
and/or integrates (make use of elements of other

12

ILLUSTRATION

related equipments) generically:

HEAT TRANSFER AND CONTROL PRINCIPLES

TRAINING SYSTEMS.
SET OF ELECTRIC HEATING TRAINING SYSTEMS.
ELECTRICAL HEATING COMPONENTS AND
APPLIANCES.
ACCESSORIES.

From the content/practice analysis and to orientate:

HEAT TRANSFER AND CONTROL PRINCIPLES TRAINING
SYSTEMS

They are specific experimental equipments or kit or

analogous solutions capable of supporting a range of
experiments related to elementary thermodynamic
principles (thermal science). For example:

The study of types of heating transfer (convection,

conduction, radiation),

Thermal conductivity of metals and of other

materials.

Principles of cold production (refrigeration).

Electric heating control basic techniques (basic

control of thermal processes, open and closed loop,
etc.).

Electronic heating control techniques (more

advanced control of thermal process, such as phase
control and zero voltage switching with electronics
components such SCR or Transistors and
corresponding functional circuits).

Others.

These equipments typically come with a basic

configuration expandable (more experiments and/or
more thermal concepts covered), software control and
analysis (connection to a PC) and probably making part
of a bigger family of equipments (thermodynamics, etc.
Only basic principles of heating dynamics are prescribed
in this Unit).
SET OF ELECTRIC HEATING TRAINING SYSTEMS

Any equipment with educational adaptations more

oriented to understanding and using (prescribed or
intended) specific technologies relative to electric
heating. For example:

Electric water heaters.

Solar thermal water heaters.

Residential/Commercial air conditioning systems.

Others.

These are typically panel equipments using visible and

accessible real components presented in a way that,
more than fidelity to real structures, they seek (1)
facilitating understanding the functioning of real complex
systems, subsystems and parts, (2) secure system
parameters modification, (3) fast measurements and/or
(4) fault-simulation.

Some panel, modular or board designs are conceived to

support basic construction skills (configurations, etc.) or
design projects (that is, to configure a system according
specifications, and subsequent testing).

Its frequent that these equipments have complements

(to support different technologies, etc.) and make part of
larger equipment families. So, they are of easy
integration or extension.

Also, these equipments may be comparatively

expensive. However, simple approximations are enough
for this Unit.
ELECTRICAL HEATING COMPONENTS AND APPLIANCES.

Alternatively, but more effectively, complementarily the

electrical technician should learn to work with real
elements, circuits and systems, including their
installation, modification and servicing. In this Unit of all
of these skills are just basically covered. Referring to

13

electrical heating, the student should learn to:

Interpret, connect and diagnose circuits with basic

heating control devices (such as thermostats,
simmerstats and others).

Analyze the basic structure, assemble and

disassemble and connect a range of fixed electrical
appliances.

Analyze and operate domestic air conditioning and

refrigeration systems.

Make the electrical connection of an electrical water

heater.

More.
These skills recommend the availability in the electricity
workshop of a diversity of commercial products
(electrical appliances) and spare parts (electrical
components), such as:

Small (electrical heating) appliances: irons,

hairdryers, electric stoves, ovens, space heaters,
etc.

Electric water heater tank.

Air conditioning system.

Parts and subsystems: thermostats, simmerstats,

electronic thermal sensors, heating elements
(resistors, etc.), etc.

Technical documentation (of appliances: using,

installation, maintenance).

Some of these products and parts simply can be bought

in department stores and the like, but also the school
might collect many other faulty appliances, products to
recycle or simply donations.
Some of these products, and specially parts and
components, will require other equipment and
accessories in order to make an educational use of them.
For example, an experiment with a thermostatic
temperature control system using the elements available
in the workshop will need adequate mounting and wiring
support, instrumentation, power supply and protection,
etc.

ACCESORIES

Wires, electrical terminals, screws and other mounting

parts, etc.

Hand tools for electrical and mechanical work and

electric hand tools.

Instrumentation.

More spare parts: electrical and mechanical.

Other equipments for integration: wiring panels, etc.

Technical documentation.

MORE EXAMPLES AND POTENTIAL

PROVIDERS

Alecop practice equipment:

www.alecop.com
(No Alecop Training Systems related to
electric heating control has been
provided so far to Mondragon-Wintec
Colleges.
A useful ref. Regulation and Control
Systems Area. Equipment to study
temperature control processes, 540
series. This is a system to study
electronic sensors and advanced
thermal process controls.

Gunt Training Systems:

www.gunt.de/static/s1_1.php?
p1=&p2=&pN=

Tech-Labs:
http://tech-labs.com/products/electricheating-control-board-trainer

Lab-Volt/Festo Didactic:
www.labvolt.com/solutions/4_refrigeratio
n_and_hvac/98-346300_electric_heating_training_systems

Feedback:
www.feedbackinstruments.com/products/education/refr
igeration/the_refrigeration_air_conditioni
ng_controls_trainer

Training Systems Australia:

www.trainingsystemsaustralia.com.au/pr
oducts/electro-technology-engineering3/refrigeration-and-airconditioning/training-systems/airconditioning-training-system/

Echoscan:
http://echoscaninc.com/new/view/refrige
ration-and-air-conditioning

Amatrol:
www.amatrol.com/coursepage/950-stcl1/

4. OTHER LV ELECTRICAL APPARATUS TRAINING SYSTEMS

DESCRIPTION/(BASIC SPECIFICATION)
GENERAL:

14

ILLUSTRATION

Other low voltage apparatus and circuits covered in this

Unit are:

Batteries.

Alternative power supplies.

These technologies are related to alternative power
supplies, but they are rather different content/learning
areas. Whereas in Batteries basic installation techniques
are sought as a learning outcome, in alternative power
supply a basic understanding of the structure and
operation of this kind of electronic systems is required. In
both cases, an understanding of a range of common
applications is expected.
Other LV systems might be included in this section. For
example, solar energy, home automation systems and
more; these are not strictly prescribed in this Unit but
they could be selected as prototypical applications of
batteries, inverters, etc.
Accordingly, to support the practice and demonstrations
required a mix of real products and educational
equipment surely constitutes the best solution. In sum:

Specific training panels or boards chosen to explain

and analyze the alternative power supplies or their
foundation systems and principles (power electronic
inverters) and to experiment.

Real components and products to practice

installation techniques, measurements and faultfinding of batteries and other power supply systems.

The advantage of training panels is that they make

evident the internal parts and operating principles of
complex electronic systems, such as UPS and Inverters.
They facilitate measuring, modifying of parameters and
fault-finding. Working with real components is important
if installation and servicing is sought.

Power electronics training panels (up)

and modular design (down)

Specific UPS training panel

SUGGESTED STRUCTURE/COMPOSITION:
To be fully functional, this training system encompass
and/or integrates (make use of elements of other
related equipments) generically:

POWER ELECTRONICS TRAINING PANEL.

SET OF ALTERNATIVE POWER SUPPLY SYSTEMS.
ACCESSORIES.

From the content/practice analysis and to orientate:

POWER ELECTRONICS TRAINING PANEL

Power electronics training panel designates generic

equipment conceived to support the learning of specific
electronics components and related circuits used to
control relative high electrical power. In this field is
included electronics inverters which are core part of UPS
systems, solar systems and, in general, where an AC
power supply is required from a primary DC power
supply (batteries or so).

Other designs are available for these systems. For

example a modular and flexible design; at the same
time, these equipments are completed with power loads
such rheostats and electric motors. The panel design is
compact, not so flexible and cheaper (enough for this
Unit).

It must be noted that in this area (power electronics) are

included electronic control techniques and applications.
For example, control techniques used in electrical
heating (phase control and others. Typically with
thyristors).

More specific trainers are included in this generic

training equipment. For example, an UPS training panel.
SET OF ALTERNATIVE POWER SUPPLY SYSTEMS

15

Real components, products and

accesories

Commercial elements and products including:

Batteries. Different types.

Distillated water, battery tester and other

products for battery service (repair kit for leadacid battery, etc.).

Battery charger.

UPS systems.

Applications (solar photovoltaic system and

other applications with batteries, UPS, etc.).

ACCESORIES

Mounting accessories for batteries and other systems.

Hand tools.

Instrumentation.

Other equipments for integration: wiring panels, etc.

Technical documentation.

Alecop practice equipment:

www.alecop.com

(No specific Alecop Training Systems

related to power electronics have been
provided so far to Mondragon-Wintec
Colleges).
Reference 1: Power Electronics Area.
Equipment: DC/DC and DC/AC
converters, choppers and inverters.
Reference 2: Renewable Energy Area.
Equipment: Solar photovoltaic training
devices. Includes all basic elements of
isolated solar photovoltaic system solar
panel, batteries, inverter- with
educational adaptations)

Scientech:
www.scientechworld.com/educationtraining-and-skill-development/modularpe-series/single-phase-pwm-inverter

Hera Laborsysteme:
www.hera.de/en/products/highlights/a4training-systems-for-the-basics-ofelectrics-and-electronics.html

Tesca Technologies:
www.tescatech.com/technical-trainingequipment.html

16

4.QUANTITIES AND OTHER ORIENTATIONS FOR CONFIGURATION OF

PRACTICE SPACES
Notes:
Assumption 1. The standard classroom group is 20 Students.
Assumption 2. The equipments are equally intended for practice
(student) and demonstrations (teaching).
Assumptions 3. All equipments are essential. All should be available at
least as a minimum if the Unit practice plan is to be met.

ORIENTATIONS:

This Unit should be imparted in the Electricity Workshop.

List of associated equipments:
EQUIPMENT

Better

QUANTITY
Good
Minimu
m

NOTES

BUILDING
ELECTRICAL
WIRING
PANEL
SYSTEM

20

10

LIGHTING
TECHNOLOGI
ES TRAINING
SYSTEM

3-4
Sets

2
Sets

1
Set

1 Set
Full

1 Set
Basic

1 Set
Essenti
al

ELECTRIC
HEATING
TRAINING
SYSTEM

17

Basic composition:

System of wiring panels (panel,

cubicles, flexible systems, etc.).

Selection of components.

Complementary training panels.

Accessories (instruments, tools).

Better. 1 Wiring panel per student. There

even exist some complementary training
panels or kits.

Good. 1 Wiring panel per couple of

students.

Minimum. 1 Wiring panel per couple of

students in a semi group.
Note: individual and simpler wiring panels
(simple perforated grids or similar) are the same
that those used in Unit 09 and maybe others.

Basic composition:

Lighting technologies panel system.

Light and optic science complements.

Accessories.

Better. 3-4 sets of lighting panels covering

basic lighting technologies (incandescent,
fluorescent, high-discharge lamps, LED
lamps, light controls, emergency) + 1 kit of
light and optic experiments.

Good. 2 sets of lighting panels covering

basic lighting technologies + 1 kit of light
and optic experiments.

Minimum. 1 set of lighting panels covering

basic lighting technologies.

Basic composition (set):

Electric heating and control principles

system.

Set of electric heating training systems.

Electrical heating components and

appliances.

Accessories.

Better. Full means that all categories

above are represented with 1 equipment/set
at least (heating principles, heating systems
and products for installation).

Good. Basic means that major electrical

heating training systems are available (1 at
least: water tank, HVAC system, etc.).
Together with the availability of some

OTHER LV
ELECTRICAL
APPARATUS
TRAINING
SYSTEMS

1 Set
Full

1 Set
Basic

1 Set
Essenti
al

products and elements for installation.

Minimum. Essential means that some
components and electrical products for
installation are available. Desirably, there is
also one major electrical heating training
system, at least.
Basic composition:

Power electronics training panel.

Set of alternative power supply systems

(batteries and others).

Accessories.
Better. Full means that all categories
above are represented with 1 equipment/set
at least (basics of UPS and Inverters, a bank
of batteries, UPS and other real products and
components for installation).
Good. Basic means that a major training
system is available (inverter). Together with
the availability of some products and
elements for installation (batteries).
Minimum. Essential means that some
components and electrical products for
installation are available plus accessories
(batteries).

Workshop arrangements for delivering the course:

This illustrative course sequence can orientate either about the

number of equipments required or how to optimize the use of already
existing resources:

Images and diagrams:

18

19

20

21

22

23