Clyde C.

Miller Career Academy

Every Student, Career and College Ready!

ELECTRICITY/ELECTRONICS SURVEY – 1
SOPHOMORE CLASS SYLLABUS
2014-2015

INSTRUCTOR:

Robert T. Paynter
314-371-0394 (School)
Robert.Paynter@slps.org
Planning Periods: 4th and 8th

COURSE DESCRIPTION

Electricity/Electronics Survey is the first course in the study of electricity and electronics. Emphasis is placed on
introducing you to the electrical and electronic fields, circuit fundamentals, and basic test equipment and
measurements. Emphasis is also placed on developing essential workplace habits, such as working together to
achieve established goals, completing assignments and projects on time, attending class regularly, following
directions, and safe work practices.

COURSE GOALS

As a result of successfully completing this course, the student will:

1. Gain knowledge of common electrical and electronics career fields

2. Gain knowledge of the four fundamental electrical properties and the relationships among them
3. Develop the ability to name common tools and pieces of test equipment by sight
4. Learn to properly use, maintain, and store electrical tools and equipment
5. Compare and contrast basic series and parallel circuits
6. Develop some of basic skills needed to work within electrical and electronic careers
7. Understand the importance and proper applications of workplace behavior and safety standards

PATHWAY MISSION AND RELATED GOALS

The mission of the electricity/electronics pathway is to develop each student’s ability to continue their studies in
a post-secondary institution and/or work effectively in an entry-level position as an electrician, electrical
technician, or electronic technician with a lifelong commitment to developing new knowledge and skills.

Goal 1: 100% of the students will complete the quarter with a grade of 70% (C) or higher
Goal 2: 100% of the students will develop the ability to measure voltage, current, and resistance in a basic
circuit
Goal 3: Students will successfully employ academic skills (such as mathematics, and reading and
interpreting documents and papers) in their pathway studies, activities, and assessments

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COURSE OUTLINE

This is a one-quarter course that is intended to introduce the students to the basics of electricity and
electronics. The course outline includes:

 Electrical and Electronic Careers

 Engineering Notation
 Fundamental Electrical Properties
 Ohm’s Law and Power
 Measuring voltage, current, and resistance with multimeters
 Preparing electrical cables (Romex) for use in residential wiring
 Series circuits
 Parallel circuits
 Wiring a basic lighting circuit

TEXTBOOKS, RESOURCE MATERIALS, MEDIA SUPPORT

Printed power points based on Introduction to Electricity. Paynter. Prentice-Hall, 2011

Lab exercises that are printed and distributed in class
In-class library of hard-copy and electronic reference materials
11 internet-connected computers in the classroom for student use

SUPPLY LIST

You are expected to bring the following supplies to class on a daily basis:

o #2 pencils, black or blue ink pen

o 3-ring binder: loose-leaf notebook paper

CLASSROOM PROTOCOL

 When the bell rings, students are expected to be in the classroom with their binder, and
pen or pencil.
 Cell phones, mp3 players and other personal electronic entertainment devices are
not allowed to be used in the classroom. These items will be confiscated and turned in to the school
disciplinarian if seen in class. Security will be called to escort anyone from class who refuses to
surrender their cell phone, mp3 player, or other personal electronic entertainment device.
 The classroom computers are to be used to supplement class activities only. They are not
to be used for watching videos, shopping, sending/receiving email, etc., during class activities.
 Students are not to engage in personal conversations during organized class activities.
 Students who leave class before being dismissed will be counted absent.

SCHOOL TECHNICAL EXPECTATIONS

All classes strive to prepare students for adult life by teaching skills and behaviors that are valued in
the workplace. The following expectations are stressed and graded in all Electricity/Electronics classes. Your
instructor will review the following expectations with the class and answer any questions.

 Attendance – Be here on time each day, prepared to work, and dressed in proper school uniform

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  Respect – Use appropriate language; be honest and truthful; be respectful of peers and adults
 Safety – Follow safety rules and procedures and keep the work areas clean and orderly
 Responsibility – Complete work on time; follow directions; use resources to answer questions; ask for help when
needed, and contribute to class discussions
 Quality – Show determination to complete tasks and assignments on time; be consistent in quality; focus on the task
at hand
 Team – Work as a productive team member; communicate in a respectful manner with your team members

GRADING:

Grading Scale: A ............……90 – 100%

B …………….80 – 89%
C …………….70 – 79%
D ……………. 60 – 69%
F ………….. Below 60%

The grade percentages above are determined as follows:

Quizzes and Tests: 50%

Lab Assignments: 15%
Homework/Assignments: 15%
Workplace Practices/Ethics 20%

ASSESSMENTS

Progress in the Electricity/Electronics pathway is measured using any (or all) of the following assessment
types:

 Written quizzes
 Written final exams
 Hands-on lab assignments

ATTENDANCE

Students are expected to be in class daily and to be engaged in the learning process. Regular attendance is essential
for success in school and in life. Research shows that students with 90% or better attendance are more successful
academically and perform better on college entrance exams. Our attendance goal for all students is 90% or better. A
portion of the class grade is based on Career Academy expectations, which include attendance and participation in
class, lab, shop, or worksites. Absences, except those for a school-sponsored activity, may adversely affect a
student’s grade.

MAKE-UP WORK

The following is the pathway policy on make-up work. Any work missed is automatically entered as a zero.
Students are responsible for contacting the instructor to determine missed assignments and deadlines.

Excused (Parent Excused, Excused, Medical, Field Trips, ISS, OSS) and Verified Absences
 All missed work may be made up at full credit.
 It is the student’s responsibility to initiate contact with the teacher to get make up work.
 Work must be made up in a timely fashion, within the same number of days as the absence (e.g. absent 2
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 days, work made up in 2 days).

 Students may possibly make up lab time by working in the classroom/shop/lab outside of class time or
through alternate assignments determined by the instructor. However, some class experiences are limited
and opportunities to repeat them are not available.

Unexcused (Not verified by parents or school)

 Missed work/assignments/quizzes/tests may be made up at partial credit: 50%
 It is the student’s responsibility to initiate contact with the teacher to get make up work.
 Work must be made up in a timely fashion, generally within the same number of days as the absence (e.g.
absent 2 days, work made up in 2 days). Instructors may expect students to make up work during
suspension and submit upon returning to school.
 Lab assignments may not be made up.
 Students may be permitted to take exams or turn in homework for 80% of the grade.

DISCRIMINATION POLICY

As a recipient of federal funds and an education institution, the Board of Education is prohibited from, and has
declared a policy against, engaging in unlawful discrimination. This includes harassment and creating a hostile
environment on the basis of race, color, religion, sex, national origin, ancestry, disability, age, or sexual orientation.
This policy will be strictly enforced in class.

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Student name: ____________________________________________

(Print the student’s name)

I have read and commit to adhering to these policies. Additionally, I commit to respecting my peers and instructor in our
classroom.

___________________________________________________ Student Signature

I have read and commit to supporting my student (son, daughter, etc.) in all ways possible. I commit to communicating
with my student and his/her instructor in those ways necessary to make “my” student successful.

_________________________________________ Parents/Guardians Signature

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