Major Appliance Repair. Teacher Edition.

638 Pages·2007·13.82 MB·English

DOCUMENT RESUME
ED 318 920
CE 054 855
AUTHOR
Smreker, Eugene; Calvert, King
TITLE
Major Appliance Repair. Teacher Edition.
INSTITUTION
Mid-America Vocational Curriculum Consortium,
Stillwater, Okla.
PUB DATE
87
NOTE
6E2p.; Edited by Dan Fulkerson.
AVAILABLE FROM
Mid-America Vocational Curriculum Consortium, 1500
West Seventh Avenue, Stillwator, OK 74074-4364 (order
no. 601201: $18.50).
PUB TYPE
Guides - Classroom Use - Guides (For Teachers) (052)
EDRS PRICE
MF03 Plus Postage. PC Not Available from EDRS.
DESCRIPTORS
*Appliance Repair; Classroom Techniques; Course
Content; Curriculum Guides; *Electrical Appliances;
Electrical Systems; *Electricity; *Entry Workers;
First Aid; *Job Skills; Learning Activities; Learning
Modules; Lesson Plans; Occupational Safety and
Health; Postsecondary Education; Power Technology;
Secondary Education; Skill Development; *Small Engine
Mechanics; Teaching Methods; Test Items; Units of
Study
ABSTRACT
This module is a comprehensive text on basic
appliance repair, designed to prepare students for entry-level jobs
in this growing field. Ensuring a firm grounding in electrical
knowledge, the module contains 13 instructional units that cover the
following topics: (1) major appliance repair orientation; (2) safety
and first aid; (3) fundamentals of electricity; (4) AC induction
motors; (5) diagrams and schematics;
(6) tools, materials, and test
equipment; (7) automatic washers; (8) automatic dryers;
(9) automatic
dishwashers; (10) garbage disposers; (11) trash compactors; (12) gas
ranges and ovens; and (13) electric ranges and wrens. Each
instructional unit follows a standard format that includes some or
a).1 of these eight basic components: performance objectives,
suggested activities for teachers and students, information sheets,
assignment sheets, job sheets, visual aids, tests, and answers to
tests and assignment sheets. All of the unit components focus on
measurable and observable learning outcomes and are designed for use
for more than one lesson or class period. Instructional task
analyses; a list of tools, equipment, and materials; and 31
references are also included. (KC)
******************************************************R****************
Reproductions supplied by EDRS are the best that can be made
from the original document.
*******************W**********k****************************************
NO
A
4,111
ifo
/MI
704'
A
ors
U.S. DEPARTMENT OF EDUCATION
Office of Educational Resetrch and Improvement
ED CATIONAL RESOURCES INFORMATION
CENTER (ERIC
This document has been reproduced as
received Irom the person or organization
originating it
0 Minor changes have been made to improve
reproduction quality
Points of view or opinions stated in this docu-
official
ment do not necessarily represent
OE RI position or policy
'
"PERMISSION TO REPRODUCE THIS
MATERIAL IN MICROFICHE ONLY
HAS BEEN GRANTED BY
1-0714A-/
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)."
111/1114:274112t
I
0
CURRICULUM
CONSORTIUM
BEST COPY AVAILABLE
South Dakota
e
3
MAJOR APPLIANCE REPAIR
Written by
Eugene Smreker
and
King Calvert
Edited by
Dan Fulkerson
Developed by
The Mid-America Vocational Curriculum Consortium, Inc.
Board of Directors
Bob Patton, Oklahoma, Chairman
Larry Lyngstad, South Dakota, Vice Chairman
Harley Schlichting, Missouri, Parliamentarian
James Dasher, Arkansas
Bob WIlmoth, Colorado
John Van Ast, Iowa
David Poston, Louis lam
Merle Rudebusch, Nebraska
Ron Mehrer, North Dakota
Robert Patterson, Texas
Greg Pierce, Executive Director
4
1987 by the Mid-America Vocational Curriculum Consortium, Inc.
All rights reserved. No part of this book
may be reproduced in any form or by any
means without written permission from the publisher.
S
Printed in the United States of America by the
Oklahoma State Department of Vocational-Technical Education
Stillwater, Oklahoma 74074
Mid-America Vocational Curriculum Consortium, Inc.
1500 West Seventh
Stillwater, Oklahoma 74074-4364
MAJOR APPLIANCE REPAIR
TABLE OF CONTENTS
Unit I:
Major Appliance Repair Orientation
1
Unit II:
Safety and First Aid
25
Unit III:
Fundamentals of Electricity
69
Unit IV:
AC Induction Motors
151
Unit V:
Diagrams and Schematics
207
Unit VI:
Tools. Materials, and Test Equipment
255
Unit VII:
Automatic Washers
329
Unit VIII:
Automatic Dryers
401
Unit IX:
Automatic Dishwashers
451
Unit X:
Garbage Disposers
503
Unit XI:
Trash Compactors
533
Unit XII:
Gas Ranges and Ovens
581
Unit XIII:
Electric Ranges and Ovens
701
iii
FOREWORD
Let's face it; major appliance repair technicians make
gooc money, and the really good ones
make excellent money. What's more, the work is mostly inside
modern repair facilities that are
warm in the winter and cool in the summer. As the number of households in America
increases, the demand for appliances will also increase and create
a continued demand for
well-trained technicians who can get the job done.
And getting the job done !s what Major Appliance Repair is all abot it. Basically, getting the job
done means learning electrical skills such as properly using test meters and properly reading
wiring schematics. Other parts of getting the job done include mastering the concept of
"sys-
tematic" troubleshooting, because cost-effective repairs impress customers and
keep a busi-
ness alive. And still another part of getting the job done is knowing how to work with people,
how to soothe feathers that get ruffled when
an appliance quits workinc
and how to win back
,
customer confidence with top-notch service.
What we're saying is that a successful appliance repair technician has to
wear many hats, and
all of those hats are presented hero in what is probably the most
comprehensive major appli-
ance repair text available. The good jobs are waiting, and here is tne curriculum that will guide
students toward a productive future and a full life.
Bob Patton, Chairman
Board of Directors
Mid-America Vocational
Curriculum Consortium
V
PREFACE
To the best of my knowledge, Major Appliance Repair is
the orov competency-based curricu-
lum now available in the appliance field. But
more than that, it is a book that spends enough
time on the basics of electricity and AC induction motors
to really give a student the kind of
background required to become a versatile, well-paid repair
technician.
Like all MAVCC texts, Major Appliance Repair is profusely
illustrated for the sake of clarifying
complex materials and retaining student Interest. We
would also say the same for Microwave
Oven Repair, another MAVCC text that belongs in
every appliance repair program.
MAVCC has the materials to make every appliance repair
program a success. To order materi-
als or to discuss the contents of individual texts,
call toll free at 1-800-654-3988. Let us help
you make your appliance repair program a success.
Greg Pierce
Executive Director
Mid-America Vocational
Curriculum Consortium
Ci
ACKNOWLEDGEMENTS
Appreciation is extended to the many individuals who contributed their time and expertiTA to
the successful development of Major Appliance Repair. The Resource Committee which
planned and approved the text included outstanding appliance repair instructors from MAVCC
member states, curriculum specialists, and a regional service director for a major appliance
manufacturer. A special thank you goes out to the Resource Committee:
Houston Community College
James Bledsoe
Houston. Texas
King Calvert
Crowley's Ridge Vocational School
Forrest City, Arkansas
North Platte, Nebraska
Mid-Plains Community College
Nels Clang
Ottumwa, Iowa
Indian Hills Community College
Duan Mc Beth
Sioux Falls, South Dakota
Southeast Vo-Tech Institute
Terry Newcomer
Kaw Area Vo-Tech School
Lee Veronle
Topeka, Kansas
Tulsa, Oklahoma
Tulsa County AVTS. Peoria Campus
Eugene Smreker
Natchitoches, Louisiana
Vocational Curriculum Development
Huey R Sonnier
and Research Center
Bismarck, North Dakota
State Department of Education
Charles Losh
Whirlpool Corporation
Brent Clever
Denver, Colorado
Another special thank you goes to Eugene Smreker of the Tulsa County AVTS and to King
Calvert of Crowley's Ridge Vocational School for writing an excellent text and for their contri-
butions as committee members.
Another special thank you goes to the Frigidaire Parts and Service Company, one of the White
Consolidated Industries, for their kid permission to reprint certain materials from their Tech-
Talk series and other service information.
Appreciation is also extended to Dan Fulker3on, MAVCC's Publications Coordinator, for his
contributions as editor of the project, and to Mary Kellum and Jane Huston of MAVCC for edit-
ing assistance.
The text was phototypeset in the Oklahoma State Vo-Tech Communications Canter, and for
their dedicated contribution, appreciation is extended to the phototypesetters Leslie Mathis
and Rose Primeaux.
Another vote of thanks goes to the personnel of the Oklahoma State Vo-Tech Print Shop for
their excellent work in printing the text.
USE OF THIS PUBLICATION
Instructional Units
Major Appliance Repair contains thirteen units. Each instructional unit includes
some or all
of the basic components of a unit of instruction; performance objectives, suggested activities
for teachers and students, information sheets, assignment sheets, job sheets, visual aids,
tests, and answers to the tests. Units are planned for
more than one lesson or class period of
instruction.
Careful study of each instructional unit by the teacher will help to determine:
The amount of material that can be covered in each class period
A.
The skills which must be demonstrated
B.
Supplies needed
1.
Equipment needed
2.
Amount of practice needed
3.
Amount of class time needed for demonstrations
4.
C.
Supplementary materials such as pamphlets or filmstrips that must be ordered
Resource people who must be contacted
D.
Objectives
Each unit of instruction is based on performance objectives. These objectives state the
goals of the course, thus providing a sense of direction and accomplishment for the student.
Performance objectives are stated in two forms: unit objectives, stating the subject matter
to be covered in a unit of Instruction; and specific objectives, stating the student performance
necessary to reach the unit objective.
Since the objectives of the unit provide direction for the teaching-learning
process, it is
important for the teacher and students to have a common understanding of the intent of the
objectives. A limited number of performance terms have been used in the objectives for this
curriculum to assist in promoting the effectiveness of the communication
among all individ-
uals using the materials.
Reading of the objectives by the student should be followed by a ciass discussion to
answer any questions concerning performance requirements for each instructional unit.
Teachers should feel free to add objoctives which will fit the material to the needs of the
students and ccmmunity. When teachers add objectives, they should remernber to supply the
needed information, assignment and/or job sheets, and criterion tests.