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INST 206 (Job Prep II)

Recommended schedule
Day 1
Presentation: How to actively research potential employers and professionally network
Independent activity: Work on feedback questions
Day 2
Presentation: Conducting informational interviews
Independent activity: Research potential employers of instrument technicians
Day 3
Major topics: Industrial safety considerations
Homework questions: 1 through 10
Independent activity: Research potential employers of instrument technicians
Day 4
Guest speakers: Round-table discussion with employer representatives (varies per quarter)
Independent activity: Conduct your own informational interview
Day 5
Independent activity: Work on feedback questions
Feedback questions: 11 through 15
Three company profiles due at the end of the day (questions 16, 17, 18)
Results of informational interview due at the end of the day (question 19)
Feedback questions due at the end of the day

INST 206 (Job Prep II)

Credits/hours: 1 credit = 30 clock hours

Prerequisites: INST 205 (Job Prep I)
Course description: This course teaches you how to get the jobs that are not listed in classified ads
or job search engines. You will learn how to professionally network, research employers for job potential,
conduct informational interviews, and otherwise take an active approach in securing employment within your
professional field.
Program outcomes addressed:
(1) Communication; Communicates and expresses thoughts across a variety of mediums (verbal, written,
visually) to effectively persuade, inform, and clarify ideas with colleagues.
(2) Time management; Arrives on time and prepared to work; budgets time and meets deadlines when
performing technical tasks and projects.
(10) Career development; Researches and seeks opportunities for promotion and job advancements in
work and career settings.
Instructor contact information:
Tony Kuphaldt
Desmond P. McArdle Center
Bellingham Technical College
3028 Lindbergh Avenue
Bellingham, WA 98225-1599
(360)-752-8477 [office phone]
(360)-752-7277 [fax]
Required materials:
Socratic worksheet: INST206 sec1.pdf
Download at:
Lessons in Industrial Instrumentation, By Tony R. Kuphaldt. Useful for all three quarters of instruction.
Download at:
Instrumentation reference CD-ROM (free, from instructor). This disk contains many tutorials and
datasheets in PDF format to supplement your textbook(s).
Student performance objectives:
Assessment legend: [A] = Assignment, [F] = Feedback questions
Mastery (must eventually be demonstrated without error)
[A] Profiles of at least three companies employing instrument technicians, all from a geographic region
specified by the instructor
[A] Results/transcript of an informational interview for an employer of instrument technicians
[F] List at least three different sources of information for employer research other than job search engines
and classified ads
[F] Identify at least five appropriate informational interview questions
[F] Develop an introductory paragraph for leaving voicemail messages with a potential employer
[F] Identify proper procedure for locking out energy sources in industrial equipment
[F] Summarize results of employer round-table discussion, highlighting points particularly relevant to
entry-level employment

This is a pass-fail course. The only criteria for passing is successful completion of all mastery
performance objectives. Completion of a jobshadow work experience may take the place of all discussions
and assignments.

file INST206syllabus

Sequence of second-year Instrumentation courses

Core Electronics -- 1 year

(or equivalent)
1st quarter
INST 200 -- 1 wk
Intro. to Instrumentation

INST 205 -- 1 wk
Job Prep I

INST 242 -- 3 wks


INST 260 -- 3 wks

Data Acquisition
Spring quarter

INST 251 -- 4 wks

PID Controllers
and Tuning

3rd quarter
INST 206 -- 1 wk
Job Prep II

INST 250 -- 4 wks

Final Control
Winter quarter

Fall quarter

INST 240 -- 4 wks

Pressure and Level

INST 241 -- 4 wks

Temperature and Flow

2nd quarter

INST 252 -- 3 wks

Process Optimization
and Control Strategies

INST 261 -- 4 wks

Programmable Logic

INST 262 -- 4 wks

DCS and Fieldbus

continuing students
(after completing all three quarters)


file sequence

General student expectations

(Punctuality) You are expected to arrive at school on time (by 8:00 AM) every day. One late arrival
is permitted during the timespan of each sequential course (e.g. INST240, INST241, etc.) with no grade
deduction. The grade deduction rate for late arrivals is 1% per incident.
(Attendance) You are expected to attend all day, every day. Each student has 12 sick hours per quarter
applicable to absences not verifiably employment-related, school-related, or weather-related. The grade
deduction rate is 1% per hour of absence in any course. Each student must confer with the instructor to
apply sick hours to any missed time this is not done automatically for the student. Students may donate
unused sick hours to whomever they specifically choose. You should contact your instructor and team
members immediately if you know you will be late or absent. Absence on an exam day will result in a failing
grade for that exam, unless due to a documented emergency. Exams may be taken in advance for full credit.
(Participation) You are expected to participate fully in all aspects of the learning process including
independent study, lab project completion, and classroom activities. It is solely your responsibility to catch
up on all information missed due to absence. Furthermore, you shall not interfere with the participation of
others in the learning process.
(Teamwork) You will work in instructor-assigned teams to complete lab assignments. Team membership
is determined by accumulated attendance and punctuality scores: students with similar participatory trends
are teamed together. Any student compromising team performance through frequent absence, habitual
tardiness, or other disruptive behavior(s) will be expelled from their team and required to complete all
labwork independently for the remainder of the quarter.
(Preparation for theory sessions) You must dedicate at least 2 hours each day for reading assignments
and homework questions to prepare yourself for theory sessions, where you will actively contribute your new
knowledge. Graded quizzes and/or work inspections during each theory session will gauge your independent
learning. If absent, you may receive credit by having your preparatory work thoroughly reviewed prior to
the absence, or passing a comparable quiz after the absence.
(Feedback questions) You must complete and submit feedback questions for each section by the specified
deadline. These are graded for accuracy and recorded as a feedback score. Plagiarism (presenting anyone
elses work as you own) in your answers will result in a zero score. It is okay to help one another learn the
material, and to learn from outside sources, but your explanations must be phrased in your own words and
with your own work shown.
(Disciplinary action and instructor authority) The Student Code of Conduct (Washington
Administrative Codes WAC 495B-120) explicitly authorizes disciplinary action against the following types
of misconduct: academic dishonesty (e.g. cheating, plagiarism), dangerous or lewd behavior, harassment,
intoxication, destruction of property, and/or disruption of the learning environment. Furthermore, the Code
states Instructors have the authority to take whatever summary actions may be necessary to maintain order
and proper conduct in the classroom and to maintain the effective cooperation of the class in fulfilling the
objectives of the course. Distractive or disruptive behavior such as (but not limited to) unauthorized
telephone or computer use, disrespectful comments, sleeping, and conversation that either impede your
participation or the participation of others may result in temporary dismissal from class with attendance
hours deducted.

file expectations

Methods of instruction
This course develops self-instructional and diagnostic skills by placing students in situations where they
are required to research and think independently. In all portions of the curriculum, the goal is to avoid a
passive learning environment, favoring instead active engagement of the learner through reading, reflection,
problem-solving, and experimental activities. The curriculum may be roughly divided into two portions:
theory and practical.

In the theory portion of each course, students independently research subjects prior to entering the
classroom for discussion. At the start of the classroom session, the instructor will check each students
preparation using one of several methods (direct inspection of work, a pop quiz, targeted questions, etc.).
Students then spend some class time working in small groups coordinating their presentations. The rest of
the class time is spent interacting Socratically with the instructor in a large-group dialogue. The instructor
calls students (or student groups) to present what they found in their research, questions that arose during
their study, their solutions to problems, and any problem-solving techniques applied. The instructors role
is to help students take the information gleaned from their research and convert this into understanding.

In the lab portion of each course, students work in teams to install, configure, document, calibrate, and
troubleshoot working instrument loop systems. Each lab exercise focuses on a different type of instrument,
with a eight-day period typically allotted for completion. An ordinary lab session might look like this:
(1) Start of practical (lab) session: announcements and planning
(a) Instructor makes general announcements to all students
(b) Instructor works with team to plan that days goals, making sure each team member has a clear
idea of what they should accomplish
(2) Teams work on lab unit completion according to recommended schedule:
(First day) Select and bench-test instrument(s)
(One day) Connect instrument(s) into a complete loop
(One day) Each team member drafts their own loop documentation, inspection done as a team (with
(One or two days) Each team member calibrates/configures the instrument(s)
(Remaining days, up to last) Each team member troubleshoots the instrument loop
(Last day) All teams answer lab questions, one team at a time, with the instructor
(3) End of practical (lab) session: debriefing where each team reports on their work to the whole class

file instructional

Distance delivery methods

Sometimes the demands of life prevent students from attending college 6 hours per day. In such cases,
there exist alternatives to the normal 8:00 AM to 3:00 PM class/lab schedule, allowing students to complete
coursework in non-traditional ways, at a distance from the college campus proper.
For such distance students, the same worksheets, lab activities, exams, and academic standards still
apply. Instead of working in small groups and in teams to complete theory and lab sections, though, students
participating in an alternative fashion must do all the work themselves. Participation via teleconferencing,
video- or audio-recorded small-group sessions, and such is encouraged and supported.
There is no recording of hours attended or tardiness for students participating in this manner. The pace
of the course is likewise determined by the distance student. Experience has shown that it is a benefit for
distance students to maintain the same pace as their on-campus classmates whenever possible.
In lieu of small-group activities and class discussions, comprehension of the theory portion of each course
will be ensured by completing and submitting detailed answers for all worksheet questions, not just passing
daily quizzes as is the standard for conventional students. The instructor will discuss any incomplete and/or
incorrect worksheet answers with the student, and ask that those questions be re-answered by the student
to correct any misunderstandings before moving on.
Labwork is perhaps the most difficult portion of the curriculum for a distance student to complete,
since the equipment used in Instrumentation is typically too large and expensive to leave the school lab
facility. Distance students must find a way to complete the required lab activities, either by arranging
time in the school lab facility and/or completing activities on equivalent equipment outside of school (e.g.
at their place of employment, if applicable). Labwork completed outside of school must be validated by a
supervisor and/or documented via photograph or videorecording.
Conventional students may opt to switch to distance mode at any time. This has proven to be a
benefit to students whose lives are disrupted by catastrophic events. Likewise, distance students may
switch back to conventional mode if and when their schedules permit. Although the existence of alternative
modes of student participation is a great benefit for students with challenging schedules, it requires a greater
investment of time and a greater level of self-discipline than the traditional mode where the student attends
school for 6 hours every day. No student should consider the distance mode of learning a way to have
more free time to themselves, because they will actually spend more time engaged in the coursework than
if they attend school on a regular schedule. It exists merely for the sake of those who cannot attend during
regular school hours, as an alternative to course withdrawal.

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General advice for successful learning

Reserve a time and a place for study
Schedule a block of time every day for study and make it a priority!
Create or join a study group, and help each other commit to regular study time.
Keep the environment of your study place ideal: whatever music (or no music) helps you concentrate,
whatever time allows for the least number of distractions, etc.
Plan to arrive at school at least a half-hour early and use the time to study as opposed to studying late
at night. This also helps guard against tardiness in the event of unexpected delays, and ensures you a
better parking space!
Who to study with
Classmates with similar schedules.
Classmates who are serious about their education.
Note that the intelligence of your study partners is not a significant criterion!
How to make time for study
Rid yourself of unnecessary, time-wasting gadgets: televisions, video games, mobile phones, etc. I am
not kidding!
Avoid recreational use of the internet.
Bring a meal to school every day and use your one-hour lunch break for study instead of eating out.
Carefully plan your lab sessions with your teammates to reserve a portion of each days lab time for
Cut off all unhealthy personal relationships.
Make efficient use of the time you have
Do not procrastinate, waiting until the last minute to do something.
Dont let small chunks of time at home or at school go to waste. Work a little bit on assignments during
these times.
Identify menial chores you can do simultaneously (e.g. house cleaning and laundry), and plan your
chore time accordingly to free up more time at home.
Take responsibility for your learning and your life
Obtain all the required books, and any supplementary study materials available to you. If the books
cost too much, look on the internet for used texts (,, etc.) and use the
money from the sale of your television and video games to buy them!
Make an honest attempt to solve problems before asking someone else to help you. Being able to
problem-solve is a skill that will improve only if you continue to do work at it.
If you detect trouble understanding a basic concept, seek clarification on it immediately. Never ignore
an area of confusion, believing you will pick up on it later. Later may be too late!
Do not wait for others to do things for you. No one is going to make extra effort purely on your behalf.
Seek help for any addictions. Addictions wont just destroy your chance at an education they can
destroy your whole life!
. . . And the number one tip for success . . .
Realize that there are no shortcuts to learning. Every time you seek a shortcut, you are actually cheating
yourself out of a learning opportunity!!

file studytips

Creative Commons License

This worksheet is licensed under the Creative Commons Attribution License, version 1.0. To view
a copy of this license, visit or send a letter to Creative
Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. The terms and conditions of this
license allow for free copying, distribution, and/or modification of all licensed works by the general public.

Simple explanation of Attribution License:

The licensor (Tony Kuphaldt) permits others to copy, distribute, display, and otherwise use this
work. In return, licensees must give the original author(s) credit. For the full license text, please visit on the internet.

More detailed explanation of Attribution License:

Under the terms and conditions of the Creative Commons Attribution License, you may make freely
use, make copies, and even modify these worksheets (and the individual source files comprising them)
without having to ask me (the author and licensor) for permission. The one thing you must do is properly
credit my original authorship. Basically, this protects my efforts against plagiarism without hindering the
end-user as would normally be the case under full copyright protection. This gives educators a great deal
of freedom in how they might adapt my learning materials to their unique needs, removing all financial and
legal barriers which would normally hinder if not prevent creative use.
Nothing in the License prohibits the sale of original or adapted materials by others. You are free to
copy what I have created, modify them if you please (or not), and then sell them at any price. Once again,
the only catch is that you must give proper credit to myself as the original author and licensor. Given that
these worksheets will be continually made available on the internet for free download, though, few people
will pay for what you are selling unless you have somehow added value.
Nothing in the License prohibits the application of a more restrictive license (or no license at all) to
derivative works. This means you can add your own content to that which I have made, and then exercise
full copyright restriction over the new (derivative) work, choosing not to release your additions under the
same free and open terms. An example of where you might wish to do this is if you are a teacher who desires
to add a detailed answer key for your own benefit but not to make this answer key available to anyone
else (e.g. students).

Note: the text on this page is not a license. It is simply a handy reference for understanding the Legal
Code (the full license) - it is a human-readable expression of some of its key terms. Think of it as the
user-friendly interface to the Legal Code beneath. This simple explanation itself has no legal value, and its
contents do not appear in the actual license.

file license

Question 1
Suppose you are working on the job, and you are the first to encounter a person who has been seriously
injured. The person in question is clearly in need of help, and no one else is there besides you.
What is the very first thing you should do in this event, before giving any direct aid to the injured
person? Note: the answer here is exactly the same for non-industrial emergencies!
file i01862
Question 2
A safety procedure frequently used in oil refineries and other facilities with a lot of flanged pipe
connections is blinding. Explain what blinding is and how it helps to ensure safe working conditions
during shut-down periods when people are doing non-routine work on process vessels and equipment.
file i01859
Question 3
Suppose you are on the job site with an experienced technician, just about to remove a control valve
from a piping system that has been taken out of service for you by operations personnel. You take your
wrenches and proceed to loosen the nearest flange bolt, but your work partner stops you.
Loosen the bolts on the far side of the pipe first! the more experienced technician tells you. So, you
lean over the pipe and work on loosening the bolts on the opposite side of the pipe first. Why is this a better
idea than loosening the closest bolts (the bolts on your side of the pipe) first? Why should it matter which
bolts are loosened, if all the bolts must come out anyway to disconnect the valve from the pipes?
file i01861
Question 4
Linemen working on high-voltage conductors do not simply rely on open disconnect switches to isolate
sections of power lines from sources of electricity during maintenance. They also attach grounding cables
from line to line, and then to earth ground like this:



power line

To the rest of . . .
power system

power line

. . . To the rest of
power system


power line


Grounding wires

Explain why this decreases the risk of electric shock for the linemen, based on what you know about
electrically common points in a circuit.
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Question 5
Under what conditions is it advisable to wear hearing protection? What are some of the different types
of hearing protection available to industrial workers? Describe what cumulative hearing loss is.
file i01864
Question 6
When most people think of electrical safety, the first thing they think of is prevention of electric shock.
While this is a very important aspect of electrical safety, there is another unique hazard of electricity that
is just as important, and responsible for a significant percentage of electrical injuries in industry, as shock.
This hazard comes in two basic forms: arc flash and arc blast.
Explain what arc flash and arc blast are, what conditions lead to these hazards, and what
distinguishes one from the other. Also, identify the proper personal protective equipment (PPE) to guard
against injury or death from either of these hazards.
file i01866
Question 7
Asbestos is a substance that used to be very popular in a wide variety of industrial applications. However,
it proved deleterious to human health, and now must be treated as a hazardous substance. Identify some
of the former uses of asbestos, the specific health hazard asbestos represents, and the personal protective
equipment (PPE) used to protect against asbestos exposure.
file i01867
Question 8
Both carbon monoxide (CO) and carbon dioxide (CO2 ) are colorless, odorless gases. One of these,
however, is toxic, while the other is nearly inert. Both are byproducts of combustion (of carbon-containing
fuels), and also of a wide variety of chemical processes.
Determine which of these is the toxic gas, and then describe its effects on the human body.
file i01868
Question 9
Shock is a term used by medical personnel to describe a general condition of the human body, which may
result from several different causes. This is not to be confused with electric shock, which is the involuntary
convulsion of muscles due to electric current passing through the body. However, shock of the electric variety
may indeed cause the body to enter a state of shock (as generally defined by medical personnel).
First, explain what shock is, give several potential causes for shock, and also list several symptoms of
shock. Next, explain what must be done for a victim of shock to prevent them from dying of it.
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Question 10
Cardio-pulmonary resuscitation, or CPR, is a very important procedure to know for certain types of
emergencies. Identify what CPR is, what it is used for, and what situations require it.
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Question 11
List at least three different sources of information for employer research other than job search engines
and classified ads.

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Question 12
List at least five appropriate informational interview questions:

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Question 13
When attempting to contact potential employers, you will usually encounter automated telephone
answering systems where you must leave a message for someone to listen to later. One problem with voicemail
messages is that they tend to sound unprofessional: vocalized pauses (um), meandering sentences, and
missing information may leave a bad first impression with the person you are trying to contact.
One helpful way to overcome this is to have a pre-written paragraph ready to read aloud when leaving a
voicemail message. This will help you overcome anxiety when faced with having to leave a voicemail message
(What do I say?), shorten the message by eliminating wasted time, and ensure no critical information is
Write your own introductory paragraph for the purpose of leaving voicemail messages with prospective
employers. Be sure to include the following points:

Your name, and how (and when!) you may be reached (e.g. phone number)
The purpose of contacting this company (to explore career options there)
(Optional) a statement describing your interest in this company
Conclude with a repeat of your contact information (e.g. phone number)
A friendly sign-off (e.g. Have a nice day)

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Question 14
Describe both the rationale and a proper procedure for locking out and tagging out a piece of equipment
to secure a potentially hazardous source of energy:

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Question 15
Summarize the points of the employer round-table discussion held during this course. What was some
of the advice given by the participants to you, as students ready to graduate? What skills and behaviors
are employers looking for? What are some actions to avoid as you seek employment? How is the job market
looking for this years graduating class?

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Question 16
Research a company that hires instrument technicians, and develop a profile on that company:
Company name:

Industry sector:

Product produced:

Number of (total) employees:

Gross revenue per year:


Contact person (preferably in the Human Resources department):

file i01863

Question 17
Research a company that hires instrument technicians, and develop a profile on that company:
Company name:

Industry sector:

Product produced:

Number of (total) employees:

Gross revenue per year:


Contact person (preferably in the Human Resources department):

file i01863

Question 18
Research a company that hires instrument technicians, and develop a profile on that company:
Company name:

Industry sector:

Product produced:

Number of (total) employees:

Gross revenue per year:


Contact person (preferably in the Human Resources department):

file i01863

Question 19
Document several of the questions you asked during your informational interview, and the responses
you received to each one:

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Answer 1
Activate the emergency response system for the facility. Sometimes this may take the form of a fire
alarm pull box, or perhaps a radio (walkie-talkie) call for help. Whatever emergency response system is in
place at this facility, you need to summon help right away so that qualified people attend to the injured
person, and also so you do not succumb to the same hazard in trying to help the injured person.
Follow-up question: think of a scenario where not activating the emergency response system as a first
step could cause additional problems.
Answer 2
To blind a flange connection means to loosen the bolts holding it together, slipping a solid metal plate
between the flanges to completely block the pipe, and then tightening the flange bolts. This prevents flow
from going through the pipe.
Follow-up question: explain why blinding is a more secure method of preventing flow through a pipe
than locking and tagging out a manual blocking valve.
Answer 3
If there is any residual fluid pressure inside the pipe, loosening the flange bolts on the opposite side of
the pipe from where youre standing will ensure that any leak will spray away from you rather than toward
Answer 4
By connecting the three wires together, you make them electrically common to each other. This prevents
any substantial voltage (potential difference) developing between them. Likewise, connecting the three wires
to the earth makes them electrically common to the earth, preventing any substantial voltage from developing
between any of the wires and ground.
Follow-up question: after the linemen are done with their work, they remove the grounding wires from
the power lines before they close the disconnect switches. Explain why this is done, by describing the
catastrophic consequences of closing the disconnect switches with the grounding wires still in place.
Answer 5
Ill let you research the answers to these questions!
Answer 6
Ill let you research the answers to these questions!
Answer 7
Ill let you research the answers to this question!
Answer 8
Ill let you research the answers to this question!
Answer 9
Shock is a condition of the body where there is an inadequate flow of blood to the cells of the body. Ill
let you research answers to the rest of the questions on your own!
Answer 10
Ill let you research the answers to this question!


Answer 11
This is a graded question no answers or hints given!
Answer 12
This is a graded question no answers or hints given!
Answer 13
This is a graded question no answers or hints given!
Answer 14
This is a graded question no answers or hints given!
Answer 15
This is a graded question no answers or hints given!
Answer 16
There is no answer for me to give on this sort of question!
Answer 17
There is no answer for me to give on this sort of question!
Answer 18
There is no answer for me to give on this sort of question!
Answer 19
There is no answer for me to give on this sort of question!