Electrical and Electronics: Module 16

Module 16: Motor Starters and Control (Optional)

Suggested time: 20 . 40 hours

Level: Advanced

Prerequisites: Modules 14, 15

Foundational Objectives

To read, understand and interpret schematic diagrams and other technical drawings.
To test and evaluate electrical and electronic components.
To use and interpret meter readings.
To demonstrate the safe use and knowledge of meters and hand and power tools used in the electrical industry.
To become knowledgeable of the various principles and characteristics of electricity and electronics.
To be knowledgeable and skilled with different materials and devices and their application in the electricity and electronics field.

Common Essential Learnings Foundational Objectives

To understand manual and magnetic starters. To connect manual and magnetic starters to different motor circuits. (TL)
To strengthen students knowledge of how to measure and calculate numerical data. (NUM)

Learning Objectives	Notes
MANUAL MOTOR STARTERS
16.1 To examine the purpose of manual motor starters and their size. (COM)	Have students look at several manual starters. Compare the size of a starter with the size of the motor to which it is connected. Connect a manual starter to a motor.
16.2 To describe the overload devices and their location in the motor circuit.	Examine several overload devices and determine how they are connected in a motor circuit.
16.3 To draw a schematic wiring diagram. (COM)	Draw a schematic diagram of a manual starting switch.
16.4 To wire a motor circuit containing a manual starting switch.	Wire a motor circuit using a manual starting switch.
16.5 To wire a single phase motor to be controlled by a manual reversing drum switch.	Connect a motor using a drum switch. Draw a wiring diagram of a motor controlled by a drum switch.
16.6 To wire a three-phase motor. (TL)	Have students draw a wiring diagrams for the following controls and then wire the connections: three-phase motor controlled by a manual starting switch three-phase motor controlled by a manual stop-start switch three-phase motor controlled by a forward-reverse drum switch.
MAGNETIC STARTERS
16.7 To describe the magnetic starter and its advantages. (COM)	Have students disassemble a magnetic starter and label all the parts. Connect a magnetic starter to a motor and observe how it works. Observe how a magnetic starter can be used to reverse a motor.
16.8 To draw an internal wiring diagram of a reversing magnetic starter. (COM)	Have students draw an internal wiring diagram of a reversing magnetic starter. They should use an ohmmeter to measure resistances that will be put on the diagram.
16.9 To describe the operation of thermal overload relays. (COM)	Students should observe how the thermal overloads affect a magnetic starter.
16.10 To calculate the sizes of overload devices required for different electrical motors. (NUM)	Calculate several different sizes of overloads given the motor nameplate information.
16.11 To calculate the wire size and over-current size for a specific motor. (NUM)	Practise several calculations.
MAGNETIC STARTER CONTROL DEVICES
16.12 To describe the operation of a momentary contact push button. (COM)	Students should observe and describe how a momentary contact push button switch works.
16.13 To draw schematic symbols of the different types of switches used for control devices. (COM)	Students may draw schematics of various control devices used in motor starters.
16.14 To explain the operation of common control devices used in motor control. (COM)	Students should wire different control devices to a magnetic starter and observe the effects.
16.15 To draw schematic diagrams and symbols used for common control devices. (COM)	Students should practise drawing different circuits using the proper schematic diagram and symbols.
Learning Objectives	Notes
16.16 To understand the code rules that pertain to control devices and switches. (IL, COM)	Review the current federal and provincial resources defining electrical codes and discover the code rules that pertain to the different types of control devices.
MAGNETIC CONTROL CIRCUITS
16.17 To connect a three-phase motor to be controlled by a magnetic start.	Wire a 3-pole motor using a schematic diagram.
16.18 To draw a schematic magnetic control circuit that is controlled from two locations by stop-starts. (COM)	Students should observe a motor that is controlled from two locations by stop-start switches and draw a schematic diagram of this magnetic control circuit.
16.19 To connect a three-phase motor controlled from two locations by stop-start switches. (TL)	After the students have drawn the schematic diagram above, they should wire the circuit.
16.20To draw a schematic control circuit for a magnetic starter operated by a stop-start-jog push button station.	Draw a schematic diagram that uses a magnetic starter controlled by a stop-start-job station.
16.21 To understand electrical interlocks.	Observe a magnetic starter that is controlled by electrical interlocks.
16.22 To connect a magnetic starter controlled by a stop-start-job switch to a three-phase motor. (TL)	Students should wire a three-phase motor to a magnetic starter that is controlled by a stop-start switch.
16.23 To draw a schematic diagram of a magnetic reversing starter to be controlled by a stop-forward-reverse push button switch. (COM, CCT)	Students should observe a magnetic reversing starter controlled by a stop-forward-reverse switch, then develop a schematic diagram for this circuit.
16.24 To connect a magnetic starter controlled by a stop-forward-reverse switch to a three-phase motor. (PSVS)	To wire a three-phase motor to a magnetic starter that is controlled by a stop-forward-reverse switch.
16.25 To draw schematic control circuits that have the proper limiting and safety switches in them. (COM, IL)	Discuss with students the different situations that use motors and magnetic starters (e.g., overhead doors, conveyor systems, fluid levels in tanks). Students should draw a schematic diagram with the proper switching for one or more situations.
PROGRAMMABLE LOGIC CONTROLLERS (PLCs)
16.26 To identify the different parts of a programmable controller. (CCT)	Have students examine different parts of a programmable controller (P.C.) and understand the use of each part.
16.27 To understand how a programmable controller communicates with itself and the equipment to which it is connected. (NUM)	Observe a computer laddering system. Explore the binary number system. Refer to Computer Science 20, 30 Curriculum Guidelines for the Secondary Level, Unit 5.
16.28 To wire a controller to a motor circuit. (TL)	Determine how timers and counter circuits can be used in a programmable controller. Trouble shoot the circuit using the I/O racks. Wire a motor circuit, with safety devices and controlled by a programmable computer.
16.29 Design a PLC program. (IL)	Design a PLC program with the equipment available.