See College Catalog for complete descriptions.

When a course is a prerequisite or corequisite and the student is a PBE student, the PBE grading scheme is applicable. If the prerequisite was completed prior to the PBE start term for the student, the traditional grade may be acceptable. The student should review prior grades with the Enrollment Coach.

Campus Standard Policies

The Student Handbook contains valuable information on campus policies and procedures.

• Student Code of Conduct
• Student Drug and Alcohol Testing Policy
• Plagiarism
• Student Grievances and Complaints

Access and Learning Accommodations

(formerly Disability Services)

In compliance with the Americans with Disabilities Act Amendments Act of 2008, Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act, Texas State Technical College is committed to ensuring educational access to its students and promotes full participation in it’s programs, services, and course requirements.

Qualified students with disabilities are encouraged to access these services by contacting the Access and Learning Accommodations office to discuss their needs for accommodations.

Students reserve the right to request services at any time during the semester, however, instructors are not allowed to provide classroom accommodations to a student until appropriate verification from the Access and Learning Accommodations office has been provided.

For information, please contact the Access and Learning Accommodations office in a timely manner.

Statewide contact information:
Email: adarequest@tstc.edu
Phone #: 254.867.3842

·        If you average 70% or above on Lecture Activities and Laboratory Activities, your final course grade calculation will be based on:

·        If either the Lecture Activities average or the Laboratory Activities average falls below 60%, your final course grade will be an F.

·        If either the Lecture Activities average or the Laboratory Activities average falls between 60% and 69.99%, then your final course grade will be a D.

The grade “D” represents performance below the minimal performance level sufficient for related job entry. The grade of “D” cannot count toward credit for graduation if received in students major.

Major Exam #1: This is a 100 point true/false, multiple choice & matching Proctored Exam with a 1 hour time limit. The topics covered are: Symbols, Color Codes, Three- Phase Systems, Schematics, Control Relays and Timers. The test is to be taken during the scheduled lecture period. 

 Major Exam #2: This is a 100 point true/false, multiple choice & matching Proctored Exam with a 1 hour time limit. The topics covered are: Jogging, Latching Relays, HOA, Three-phase Motors, Contactors, Two and Three Wire Control, On and Off-Delay Timers, FLA and LRA and Overcurrent and Overload Protection. The test is to be taken during the scheduled lecture period.

 Major Exam #3: This is a 100 point true/false, multiple choice & matching Proctored Exam with a 1 hour time limit. The topics covered are: Sequence Control, Interlocking Control, Jogging Control, Reversing Starters, Labeling and Reading Schematic Diagrams. The test is to be taken during the scheduled lecture period.

 Major Exam #4: This is a 100 point true/false, multiple choice & matching Proctored Exam with a 1 hour time limit. The topics covered are: Plugging and Electronic Braking, Dual Winding Transformers, Dual Voltage Single Speed Motor Connections and Dual Speed Motors in addition to all previously covered materials.

 

Safety Lab: This lab reviews and makes students aware of the safety concerns that are present in lab. 

 Lab # 1 Switches lab - (CO4): This lab assesses the student’s ability to wire a simple schematic using three switches, and three lights. The student may have to trouble shoot and will have to interpret the schematic diagram. Grading rubrics evaluate the student mastery. 

  Lab #2: Beginning Lab - (CO4): This lab assesses the student’s ability to wire a simple schematic using one switch, one control relay, three contacts and three lights. The student may have to trouble shoot and will have to interpret the schematic diagram. Grading rubrics evaluate the student mastery.

Lab #3: Control Relays - (CO4): This lab assesses the student’s ability to wire a simple schematic using one switch, one control relay, two contacts and two lights. Then on a separated circuit the student demonstrates wire planning and with two switches, two control relays, four contacts and a light, operates the circuit in a predetermined manner. The student may have to trouble shoot and will have to interpret the schematic diagram. Grading rubrics evaluate the student mastery.

 Lab #4: Pneumatic Timers (On delay & Off delay)-(CO4): Using on-delay and off-delay timers the student will wire two separate circuits and the circuits will operate in a predetermined manner. The students are introduced to wiring three position selector switches. The lab assesses the student’s ability to comprehend, and interpret schematic diagrams using timers. The student may have to trouble shoot and will have to interpret the schematic diagrams. Grading rubrics evaluate the student mastery.

 Lab #5: Pneumatic Timers (off delay)-(CO4): Using off-delay timer the student will wire a circuit and the circuit will operate in a predetermined manner. The students are introduced to wiring momentary push buttons. The lab assesses the student’s ability to comprehend, and interpret schematic diagrams using timers. The student may have to trouble shoot and will have to interpret the schematic diagrams. Grading rubrics evaluate the student mastery.

 Lab #6: Complex Circuit - (CO4): This lab assesses the student’s ability to read, wire, and interpret complex circuits. The student will demonstrate the proper method of numbering the wires in the circuit. The student will demonstrate the ability to properly fill in the truth table attached to the circuit. The student may have to trouble shoot and will have to interpret the schematic diagram. Grading rubrics evaluate the student mastery.  

 Lab #7: Two-Wire Control-(CO3,CO4): This lab assesses the student’s ability to wire motors, motor starters and pilot lights, using automatic and manual control. In this lab the student will use 3 phase 208V wye system to operate the motor. The student will wire the power circuit using the above voltage. The student will be able to differentiate between control circuitry and power circuitry. The student will explain the advantages and disadvantages of two wire control. The student may have to trouble shoot and will have to interpret the schematic diagrams. Grading rubrics evaluate the student mastery.

 Lab #8: Three-Wire Control-(CO3,CO4): This lab assesses the student’s ability to wire motors, motor starters and pilot lights, using automatic and manual control. In this lab the student will use 3 phase 208V wye system to operate the motor. The student will wire the power circuit using the above voltage. The student will be able to differentiate between control circuitry and power circuitry. The student will explain the advantages and disadvantages of three wire control. The student may have to trouble shoot and will have to interpret the schematic diagrams. Grading rubrics evaluate the student mastery.

 Lab #9: HOA Control-(CO3,CO4): This lab assesses the students ability to wire and to apply a Hand-Off-Automatic Control. The student will demonstrate how a HOA switch can provide both manual and automatic control. The student may have to trouble shoot and will have to interpret the schematic diagrams. Grading rubrics evaluate the student mastery.

 Lab #10: Jogging Control-(CO1,CO3,CO4): This lab assesses the students ability to wire and to apply a jogging circuit. The student will be able to define what jogging control is and the advantages of the jog circuit and where it can be applied. The student may have to trouble shoot and will have to interpret the schematic diagrams. Grading rubrics evaluate the student mastery

Lab #11: Ice cube relays and Electronic timers (On-Delay)-(CO1,CO2,CO3,CO4): This lab assesses the student’s ability to read, wire, and interpret complex circuits. The student will demonstrate the proper method of numbering the wires in the circuit. The student will demonstrate the ability to properly fill in the truth table attached to the circuit. The student may have to trouble shoot and will have to interpret the schematic diagram. Grading rubrics evaluate the student mastery.  

 Lab #12: Electronic timers (Off delay)-(CO4): This lab assesses the student’s ability to read, wire, and interpret complex circuits. The student will demonstrate the proper method of numbering the wires in the circuit. The student will demonstrate the ability to properly fill in the truth table attached to the circuit. The student may have to trouble shoot and will have to interpret the schematic diagram. Grading rubrics evaluate the student mastery.   

Lab #13: Sequence Control (12 stations)-(CO3,CO4,): This lab not only assesses the students ability to wire, but also the students has to work with each other to obtain the objectives. The students wire all of the stations together and using automatic sequence control forces the system to operate in a predetermined manner. The student may have to trouble shoot and will have to interpret the schematic diagrams. Grading rubrics evaluate the student mastery.   

 Lab #14: Sequence Control (4 stations)-(CO3,CO4,): This lab not only assesses the students ability to wire, but also the students has to work with each other to obtain the objectives. The students wire 4 of the stations together and using automatic sequence control forces the system to operate in a predetermined manner. The student may have to trouble shoot and will have to interpret the schematic diagrams. Grading rubrics evaluate the student mastery.   

 Lab #15: Push Button Interlocking Control-(CO3,CO4,): This lab assesses the students ability to wire reversing starters. Using pushbutton interlock the circuits will prevent both starters from energizing at the same time possibly causing a short circuit. The student may have to trouble shoot and will have to interpret the schematic diagrams. Grading rubrics evaluate the student mastery.

 Lab #16: Auxiliary Interlocking Control-(CO3,CO4,): This lab assesses the students ability to wire reversing starters. Using auxiliary contact interlock the circuits will prevent both starters from energizing at the same time possibly causing a short circuit. The student may have to trouble shoot and will have to interpret the schematic diagrams. Grading rubrics evaluate the student mastery.

 Lab #17: Auxiliary Interlocking Control with time delay-(CO4,): This lab brings most all of the wiring they have used to this point together. The circuit includes control relays, timers, revering starter, pilot lights, pushbuttons, auxiliary contact interlock and motors. The student may have to trouble shoot and will have to interpret the schematic diagrams. Grading rubrics evaluate the student mastery.

 Lab #18: Troubleshooting- (CO4): This lab assesses the student’s ability to use their ability to read a schematic, use deductive skills and to eliminate unnecessary steps when trouble shooting a circuit. The student will show proficiency using a volt-ohm-meter in troubleshooting motor control circuits. Grading rubrics evaluate the student mastery.

 Lab #19: Skills Practice -(CO4): This lab brings most all of the wiring they have used to this point together. The circuit includes control relays, timers, revering starter, pilot lights, pushbuttons, auxiliary contact interlock and motors. The student may have to trouble shoot and will have to interpret the schematic diagrams. Grading rubrics evaluate the student mastery.

 Lab Final: (CO3,CO4) Wiring a circuit and trouble-shooting 5 different circuit problems. The student will use deductive skills and voltage or resistance to determine the faults.

 

 

ELPT 1341 Lab Final Grading

 

The lab final will consist of two parts:

Wiring = 90 points

Troubleshooting = 10 points

 

The Skills Exam will be conducted as follows:

The Student must make the circuit work properly to receive a grade for the Exam.

The student will have 4 hours total time to complete the exam to include both the wiring and troubleshooting portion of the exam.

The 4 hours will be divided into two blocks consisting of 2 hours each on regularly scheduled lab days.

Each student will be given 5 attempts to complete the wiring portion of the exam.

Each failed attempted activation will be minus 18 points. (5x18=90)

After the 5^th failed attempt the student will receive a zero for the Exam.

If a student fails to make the circuit work in the allowed time (4 hours total) the student will receive a zero for the Exam.

If the student fails to make the circuit work during the first 2-hour block they may re-attempt the circuit in the next 2-hour block minus the previous attempts. For example, if a student makes 2 failed attempts at circuit activation and time expires in the first 2-hour block then that student may re-attempt the circuit in the next 2-hour block minus 36 points (18 points each for the first two attempts). If the student fails to make the circuit work within the 3 remaining attempts the student will receive a zero for the Exam.

Once the student has completed the wiring portion of the Exam any points earned cannot be lost. In example, let’s say the student has one failed attempt and then has the circuit work properly upon the second activation attempt. The student would receive 72 points (90-18=72). The students grade at this point cannot be any lower than 72.

The troubleshooting portion of the Exam can only be attempted after the wiring portion of the Exam is properly wired.

The troubleshooting portion of the exam must also be completed in the 4-hour total time limit.

The troubleshooting portion of the exam will consist of 5 prewired trainers with the same circuit on each trainer.

Each trainer will have a different “problem” inserted into the circuit by the lab instructor.

Each correct answer given for the existing “problem” will gain the student 2 points toward the total exam grade. For example, using the 72 from the above example let’s say the student correctly identified 4 of the “problems” then the student would gain 8 points (2x4=8) toward the students total Exam grade making it an 80 (72+8=80). However, if the student does not correctly identify any of the 5 “problems” the student’s grade would not change from the original 72. This would also apply if time were to expire before the student were able to attempt the troubleshooting portion of the Exam.

 

 

A = 90-100%                B=80-89%                      C=70-79%                          D=60-69%