by E Smreker · 1987 — addresses the skills that a good microwave oven repair technician will need to microwave oven, the keys to good microwave oven maintenance, and other
172 pages

154 KB – 172 Pages

PAGE – 1 ============
ED 319 914AUTHORTITLEINSTITUTIONPUB DATENOTEAVAILABLE FROMPUB TYPEEDRS PRICEDESCRIPTORSIDENTIFIERSABSTRACTDOCUMENT RESUMECE 054 856Smreker, EugeneMicrowave Oven Repair. Teacher Edition.Mid-America Vocational Curriculum Consortium,Stillwater, Okla.87176p.Mid-America Vocational Curriculum Consortium, 1500West Seventh Avenue, Stillwater, OK 74074 (order no.601301, $10.50).Guides – Classroom Use – Guides (For Teachers) (052)MF01 Plus Postage. PC Not Available from EARS.*Appliance Repair; Competency Based Education;*Electrical Appliances; *Electrical Occupations; HighSchools; *Occupational Information; PostsecondaryEducation; Skilled Occupations; Trade and IndustrialEducation; Troubleshooting*Microwave OvensThis competency-based curriculum guide for teachersaddresses the skills a technician will need to service microwaveovens and to provide eastomer relations to help retain the customer’sconfidence in the product and trust in the service company thatperforms the repair. The guide begins with a task analysis, listing20 cognitive tasks and 5 psychomotor tasks for microwave ovenorientation and 14 cognitive tasks and 28 psychomotor tasks formicrowave oven troubleshooting and repair. A listing of needed tools,equipment, and materials is provided. Six references are listed. Theguide contains two units: microwave oven orientation and microwaveoven troubleshooting and repair. Each instructional unit includesperformance objectives, suggested activities for teachers andstudents, information sheets, assignment sheets, job sheets,transparency masters, tests, and answers to the tests. Units areplanned for more than one lesson or class period of instruction.(CML)*Reproductions supplied by EDRS are the best that can be made*from the original document.************************************************************************

PAGE – 2 ============
UOEPARTMENT OF EDUCATIONOthcEducationist Research and improvementEDDONAL RESOURCES INFORMATIONCENTER (ERIC)FS This document has been reproduced as(0′ received from the person or ceganizahonanti:sating it.0 Minor changes have been made to ImprovereOtOttuotoo QualityPoints of view or opinions stated in thesdocrmint do not necessaMy represent OlfidalOERI poseion or poky.$ ft..PERMISSION TO REPRODUCE THISMATERIAL IN MICROFICHE ONLYHAS BEEN GRANTED BYaIIIITO THE EDUCATIONAL RESOURCES. -INFORMATION CENTER (ERIC).”AVMID-AMERICAVOCATIONALCURRICULUMCONSORTIUMfs1’BEST COPY AVAILABLE2

PAGE – 4 ============
MICROWAVE OVEN REPAIRWritten byEugene SmrekerEdited byDan FulkersonDeveloped byThe Mid-America Vocational Curriculum Consortium, Inc.Board of DirectorsBob Patton, Oklahoma, ChairmanLarry Lyngstad, South Dakota, Vice ChairmanHarley Schlichting, Missouri, ParliamentarianJames Dasher, ArkansasBob Wilmoth, ColoradoJohn Van Ast, IowaDavid Poston, LvlisianaMerle Rudebusch, NebraskaRon Mehrer, North DakotaRobert Patterson, TexasGreg Pierce, Executive Director87.004445CN 6013014

PAGE – 5 ============
© 1987 by the Mid-America Vocational Curriculum Consortium, Inc.All rights reserved. No part of this bookmay be reproduced in any form or by anymeans without written permission from the publisher.Printed in the United States of America by theOklahoma State Department of Vocational-Technical EducationStillwater, Oklahoma 74074MidAmerica Vocational Curriculum Consortium, Ina.1500 West SeventhStillwater, Oklahoma 74074-43545

PAGE – 8 ============
PREFACEAlthough it is a relatively short text, Microwave Oven Repair is one of the most comprehensivebooks that MAVCC has ever published. It touches upon every area of microwave oven servicein two well illustrated units, and constantly directs the student toward the extra attention tosafety that microwave oven repairs demand.We naturally recommend Microwave Oven Repair for appliance repair programs. We feel thatinstructors will find that teaching from a corrqtency-based text a pleasure, and we’re surethat the graphic impact of MAVCC’s well illustrated materials will make learning an easier taskfor students.For instructors who may not know about it, we also recommend MAVCC’s Major ApplianceRepair which presents materials on laundry equipment, gas and electric ranges, garbage dis-posers, and trash compactors.In short, when it comes to major appliance repair, MAVCC’s got the major materials you needto build a successful program.Greg PierceExecutive DirectorMid-America VocationalCurriculum Consortiumvii8

PAGE – 9 ============
ACKNOWLEDGEMENTSAppreciation is extended to the many individuals who contributed their time and expertise tothe successful development of Microwave Oven Repair. The Resource Committee whichplanned and approved the text included outstanding appliance repair instructors from MAVCCmember states, curriculum specialists, and a regional service director for a major appliancemanufacturer. A special thank you goes out to the Resource Committee:James BledsoeKing CalvertNels ClangWan Mc BethTerry NewcomerLee VeronieEugene SmrekerHuey P. SonnierCharles LoshBrent CleverHouston Community CollegeCrowley’s Ridge Vocational SchoolMid-Plains Community CollegeIndian Hills Community CollegeSoutheast Vo-Tech InstituteKaw Area Vo-Tech SchoolTulsa County AVTS, Peoria CampusVocational Curriculum Developmentand Research CenterState Department of EducationWhirlpool CorporationHouston, TexasForrest City, ArkansasNorth Platte, NebraskaOttumwa, IowaSioux Falls, South DakotaTopeka, KansasTulsa, OklahomaNatchitoches, LouisianaBismarck, North DakotaDenver, ColoradoAnother special thank you goes to Eugene Smreker of the Tulsa County AVTS for writing anexcellent text and for his contributions as a committee member.Another special thank you goes to Litton Systems, Inc., for permission to reprint the many pro-cedures and illustrations that give the text an invaluable authenticity. Among those at LittonSystems, Inc., that we wish to thank are Gary L. Brisbine, Assistant Division Counsel, and TomLillihi of Technical and Field Service for his help with the many job sheets in the final unit.Appreciation is also extended to Dan Fulkerson, MAVCC’s Publications Coordinator, for hiscontributions 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 Center, and forher dedicated contribution, appreciation is extended to the phototypesetter Leslie Mathis.Another vote of thanks goes to the personnel of the Oklahoma State Vo-Tech Ph. It Shop fortheir excellent work in printing the text.ix9

PAGE – 10 ============
USE OF THIS PUBLICATIONInstructional UnitsMicrowave Oven Repair contains two units. Each instructional unit includes some or all ofthe basic components of a unit of instruction; performance objectives, suggested activitiesfor 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 ofinstruction.Careful study of each instructional unit by the teacher will help to determine:A.The amount of material that can be covered in each class periodB.The skills which must be demonstrated1.Supplies needed2.Equipment needed3.Amount of practice needed4.Amount of class time needed for demonstrationsC.Supplementary materials such as pamphlets or filmstrips that must be orderedD.Resource people who must be contactedObjectivesEach unit of instruction is based on performance objectives. These objectives state thegoals 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 matterto be covered in a unit of instruction; and specific objectives, stating the student performancenecessary to reach the unit objective.Since the objectives of the unit provide direction for the teaching-learning process, it isimportant for the teacher and students to have a common understanding of the intent of theobjectives. A limited number of performance terms have been used in the objectives for thiscurriculum 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 class discussion toanswer any questions concerning performance requirements for each instructional unit.Teachers should feel free to 1dd objectives which will fit the material to the needs of the stu-dents and community. When Leachers add objectives, they should remember to supply theneeded information, assignment and/or job sheets, and criterion tests.10

PAGE – 11 ============
Suggested Activities for the instructorEach unit of instruction has a suggested activities sheet outlining steps to follow in accom-plishing specific objectives. Duties of instructors will vary according to the particular unit;however, for best use of the material they should include the following: provide students withobjective sheet, information sheet, assignment sheets, and job sheets; preview filmstrips,make transparencies, and arrange for resource materials and people; discuss unit and spe-cific objectives and information sheet; give test. Teachers are encouraged to use any addi-tional instructional activities and teaching methods to aid students in accomplishing theobjectives.Information SheetsInformation sheets provide content essential for meeting the cognitive (knowledge) objec-tives in the unit. The teacher will find that the information sheets serve as an excellent guidefor presenting the background knowledge necessary to develop the skill specified in the unitobjective.Students should read the information sheets before the information is discussed in class.Students may take additional notes on the information sheets.Transparency MastersTransparency masters provide information in a special way. The students may see as wellas hear the material being presented, thus reinforcing the learning process. Transparenciesmay present new information or they may reinforce information presented in the informationsheets. They are particularly effective when identification is necessary.Transparencies should be made and placed in the notebook where they will be immediatelyavailable for use. Transparencies direct the class’s attention to the topic cf discussion. Theyshot.:d be left on the screen only when topics shown are under discussion.Assignment SheetsAssignment sheets give direction to study and furnish practice for paper and pencil activi-ties to develop the knowledge which is a necessary prerequisite to skill development. Thesemay be given to the student for completion in class or used for homework assignments.Answer sheets are provided which may be used by the student and/or teacher for checkingstudent progress.Job SheetsJob sheets are an important segment of each unit. The :nstrucior should be able to demon-strate the skills outlined in the job sheets. Procedures outlined in the job sheets give directionto the skill being taught and allow both student and teacher to check student progress towardthe accomplishment of the skill. Job sheets provide a ready outline for students to follow ifthey have missed a demonstration. Job sheets also furnish potential employers with a pictureof the skills being taught and the performances which might reasonably be expected from aperson who has had this training.11xi I

154 KB – 172 Pages