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Electricity
One-Seven These details are the same regardless of the edition since the book contents have remained unchanged over time. |

The book has been reprinted a gazillion times with no appreciable change in the content. So a 1966 edition is just as good as a 2000. The paper has gotten thinner over time. But the cover has gotten slicker. None-the-less, the knowledge content has remained unchanged.This book combines a series of volumes designed specifically to teach electricity. The series is logically organized to fit the learning process. Each volume covers a given area of knowledge, which in itself is complete, but also prepares the student for the ensuing volumes. Within each volume, the topics are taught in incremental steps and each topic treatment prepares the student for the next topic. Only one discrete topic or concept is examined on a page, and each page carries an illustration that graphically depicts the topic being covered. As a result of this treatment, neither the text nor the illustrations are relied on solely as a teaching medium for any given topic. Both are for every topic, so that the illustrations not only complement but reinforce the text. In addition, to further aid the student in retaining what he has learned, the important points are summarized in text form on the illustration. This unique treatment allows the book to be used as a textbook in a first course or even a convenient review text. Color is used not for decorative purposes, but to accent important points and make the illustrations meaningful. Me, I learn from pictures quite well and seem to remember the content longer. You too?In keeping with good educational practice, all technical terms are defined t their point of introduction so that the student can proceed with confidence. And, to facilitate matters for both the student and the teacher, key words for each topic are made conspicuous by the use of italics. Major points covered in prior topics are often reiterated in later topics for retention. This allows not only the smooth transition from topic to topic, but the reinforcement of prior knowledge. At the end of each group of topics comprising a lesson, a summary of the facts is given, together with an appropriate set of review questions, so that the student can determine how well he is learning as he proceeds through the book In keeping with good educational practice, all technical terms are defined t their point of introduction so that the student can proceed with confidence. And, to facilitate matters for both the student and the teacher, key words for each topic are made conspicuous by the use of italics. Major points covered in prior topics are often reiterated in later topics for retention. This allows not only the smooth transition from topic to topic, but the reinforcement of prior knowledge. At the end of each group of topics comprising a lesson, a summary of the facts is given, together with an appropriate set of review questions, so that the student can determine how well he is learning as he proceeds through the book In keeping with good educational practice, all technical terms are defined t their point of introduction so that the student can proceed with confidence. And, to facilitate matters for both the student and the teacher, key words for each topic are made conspicuous by the use of italics.Major points covered in prior topics are often reiterated in later topics for retention. This allows not only the smooth transition from topic to topic, but the reinforcement of prior knowledge. At the end of each group of topics comprising a lesson, a summary of the facts is given, together with an appropriate set of review questions, so that the student can determine how well he is learning as he proceeds through the book educational practice, all technical terms are defined t their point of introduction so that the student can proceed with confidence. And, to facilitate matters for both the student and the teacher, key words for each topic are made conspicuous by the use of italics. Major points covered in prior topics are often reiterated in later topics for retention. This allows not only the smooth transition from topic to topic, but the reinforcement of prior knowledge. At the end of each group of topics comprising a lesson, a summary of the facts is given, together with an appropriate set of review questions, so that the student can determine how well he is learning as he proceeds through the book In keeping with good educational practice, all technical terms are defined t their point of introduction so that the student can proceed with confidence. And, to facilitate matters for both the student and the teacher, key words for each topic are made conspicuous by the use of italics. There is also a separate booklet with practice tests for each chapter than can be found for sale from time to time. Click HERE to find it at Amazon.com. |
Book Contents |
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Electricity One |
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Resonant Circuits |
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Filters |
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Producing Electricity |
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Atomic Theory |
Electricity Five |
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Electrical Charges |
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Electron Theory |
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Test Equipment |
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Current |
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Meter Movements |
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Voltage |
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Ammeters |
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Magnetism |
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Voltmeters |
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Electromagnetism |
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Ohmmeters |
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Watt |
Electricity Two |
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Multi- |
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Vacuum-Tube Voltmeters |
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D-C Ci |
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Direct Current |
Electricity Six |
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Resistors |
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Ohm's Law |
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Power Sources |
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Power |
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Primary Cells |
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Series Circuits |
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Batteries |
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Parallel Circuits |
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Photo, Thermo. Solar Cells |
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Series-Parallel Circuits |
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D-C Generators |
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Kirchhoff's Laws |
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A-C Generators |
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Superposition |
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Motor-Generators |
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Dynamotors |
Electricity Three |
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Electricity Seven |
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A-C Circuits |
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Alternation Current |
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Electric Motors |
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A-C Waveforms |
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D-C Motors |
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Resistive Circuits |
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A-C Motors |
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Inductors |
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Synchronous Motors |
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Inductive Circuits |
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Induction Motors |
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Transformers |
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Reluctance Motors |
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Capacitors |
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Hysteresis Motors |
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Capacitive Circuits |
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Repulsion Motors |
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Universal Motors |
Electricity Four |
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Starters |
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Controllers |
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LCR Circuits |
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Vectors |
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RL Circuits |
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RC Circuits |
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LC Circuits |
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Series-Parallel Circuits |
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