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This document presents information about the apprenticeship training program of Alberta, Canada, in general and the communication technician program in particular. The first part of the document discusses the following items: Alberta's apprenticeship and industry training system; the apprenticeship and industry training committee structure; local apprenticeship committees; provincial apprenticeship committees; the Alberta Apprenticeship and Industry Training Board; safety education; legal and administrative aspects of safety; the technical training establishment; procedures for recommending revisions to the course outline; and a communication technician training profile. The second part of the document presents the course outline for the following sections of the program: first period technical training (trade introduction/safety/work plans; basic electricity; trade mathematics; cable; bonding and grounding; telephony); second period technical training (electronics; applied mathematics; building wiring requirements; logic circuits; basic transmission; fiber optics fundamentals); third period technical training (data communications; multiplexing; noise mitigation; direct current power plants; computers); and fourth period technical training (voice networks; local area network and wide area network, transmission systems; wireless systems). The times allotted for each of the topics to be covered in each course component are detailed. (MN)

This document is designed to teach learners in secondary and postsecondary electrical trades courses to recognize, evaluate, and control hazards associated with electrical work, The manual's eight sections each include some or all of the following components: instructional text; definitions; case studies illustrating key safety considerations; fact sheets; checklists; and a section summary. Sections 1-3 examine the dangers of electricity, the dangers of electrical shock, and electrical burns. Section 4 presents an overview of a three-stage model for recognizing hazards in workplaces where electrical work is performed, evaluating hazards, and controlling identified hazards. The following are among the specific topics covered in sections 5-8, which address the model's individual stages: (1) recognizing hazards (inadequate wiring, exposed electrical parts, overhead power lines, defective insulation, improper grounding, overloads, wet conditions); (2) evaluating hazards; (3) controlling hazards by developing a safe work environment (locking out and tagging out circuits and equipment; isolating energized components; insulating properly; using ground circuits and equipment); and (4) controlling hazards through safe work practices (work plans, safety plans, ladder safety, precautions in wet conditions, proper wiring, tool maintenance, personal protective equipment). A glossary, endnotes, and an appendix listing pertinent Occupational Health and Safety Administration standards are included. (MN)

This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; an overview of the electrical trades; a list acknowledging professionals who helped develop the competency list; and the comprehensive list of professional or occupational competencies deemed essential for graduates to be able to perform proficiently when they graduate from an Ohio specialization workforce development program for the electrical trades. The introduction explains the following: (1) critical academic, employability, and information technology skills have been integrated throughout the list to support the technical skills; (2) the competency profile can be used as the basis for curriculum development in Ohio's secondary, adult, and postsecondary programs; and (3) the specialization competency profile is organized so that it can be clustered or grouped in a modular approach. The overview of the electrical trades describes general duties, some specific tasks, employment opportunities, length of program, type of program (classroom instruction and/or work experience), and types of certificates and/or degrees. The competencies are grouped under broader skills that are, in turn, categorized under these 13 major topics: orientation to the electrical trades industry; safety in the electrical trades industry; mathematics in electrical trades; computer applications in electrical trades; electrical principles and theory; National Electrical Code and other applicable codes; test equipment; electrical blueprints; fasteners and anchors; residential installations; commercial and industrial installations; commercial and industrial motor installations; and specialized systems. (YLB)

Using an interactive method to teach middle school students can address the needs of this diverse population. Electrofiles provide opportunities for students to be actively engaged in learning. Students can build content knowledge in electrical circuits by designing an electrofile or they can review other content area knowledge through a variety of specifically designed file folders. (Author)

The National Aeronautics and Space Administration (NASA) has produced a distance learning series of four 60-minute video programs with an accompanying Web site and companion teacher guide. This teacher guide accompanies the third video in the series. The story line of each program involves six ethnically diverse, inquisitive schoolchildren who meet in a treehouse. They seek the solution to a particular problem, and the NASA "Why?" Files series follows them through the steps of their investigation and final conclusion. In this program, many neighborhoods lose electrical power during a severe storm. After the storm, the treehouse detectives notice that the houses across the street from them remain without power, even though power was quickly restored to all other residences. In this part of the series, students learn about static electricity, sources of power for electricity, and components of a circuit. The teacher guide includes a program overview as well as geography, science, mathematics, and educational technology concepts as related to the National Standards. Each 15-minute program segment is described along with objectives, key vocabulary, suggestions for the most effective use of the videos and Web site in the classroom, and resources. In addition, each segment is accompanied by activities and worksheets. (PVD)

This teaching unit is designed to help students in grades 5 to 8 explore the concepts of patterns, functions, and algebra in the context of propelling spacecraft. The units in the series have been developed to enhance and enrich mathematics, science, and technology education and to accommodate different teaching and learning styles. Each unit consists of background notes for the teacher, a list of teacher resources, and two activities, one of which is Web-based, complete with blackline masters. Also included are suggestions for extensions to the problems and their relationships to national mathematics, science, and technology standards. In this activity, students learn how patterns, functions, and algebra can help National Aeronautics and Space Administration (NASA) engineers design new ways of propelling spacecraft and how electricity and magnetism are being used to replace the fuel-consuming rocket propulsion commonly used to deliver a push to spacecraft. (MM)

A unit on energy is a perfect opportunity to use an interdisciplinary approach with a range of grade levels. This blueprint describes the needs of one such program and covers developmental strategies step by step. Each activity is categorized according to grade level. Topics include: (1) "Getting Organized," which discusses selecting activities and organizing students into groups; (2) "The Science of Energy," which studies energy, its forms, and the transformation of energy; (3) "Sources of Energy," which studies energy sources; (4) "Electricity," which provides information on electricity and electricity generation; (5) "Energy Efficiency and Conservation," which studies how energy is used and energy conservation; (6) "Synthesis, Reinforcement, Extension," which features hands-on activities to reinforce the knowledge students have learned; and (7) "Evaluation and Recognition," in which evaluation strategies are provided. (YDS)

Long before he was a Founding Father, Benjamin Franklin was world famous for his work in electricity. He challenged the prevailing idea that there were two distinct kinds of electrical fluid, proposing that there is one kind of electricity and two charges. He invented the lightning rod which is still used today and so found a highly practical use for one of his scientific theories, that lightning and electricity are the same thing. But Franklin never thought of himself as a scientist, and the word did not enter the English language until some 50 years after his death in 1790. Science was not considered a profession in the 18th century, a time that saw the creation of whole new fields of science: electricity, geology, paleontology, and modern chemistry. In an exhibit that opened in 1999, the Smithsonian's National Portrait Gallery spotlighted a collection of portraits of Benjamin Franklin and his colleagues in natural philosophy, as science was then called. This issue of "Smithsonian in Your Classroom" reproduces the portraits of Edward Bromfield, David Rittenhouse, Benjamin Rush, David Wiley, and John Winthrop; presents an overview of Franklin and his activities; and provides three lesson plans highlighting these activities. Lesson 1 revolves around language arts; lesson 2 addresses the sciences; and lesson 3 features the visual arts. In each lesson plan, a student objective is given, materials needed are listed, and a classroom procedure is suggested. Additional information about Franklin is attached along with a reference list that contains five books, four books for young people, and four Web sites. (BT)

This tech prep competency profile covers the occupation of electronics technician. Section 1 provides the occupation definition. Section 2 lists development committee members. Section 3 provides the leveling codes--abbreviations for grade level, (by the end of grade 12, by the end of associate degree), academic codes (communications, math, or science related), and depth (introduce, reinforce, proficient). Section 4, the table of contents, also indicates whether the entire or partial unit is required for each of the occupations. Section 5 provides the competencies categorized into 35 units. Each unit consists of essential or local competencies divided into builders. Competencies and builders are listed in columns and followed by the codes that indicate depth and related academic area for each grade level. Unit topics are as follows: employability skills; professionalism; teamwork; professional practices; workplace safety; project management; problem analysis; general administrative functions; economic and business principles; basic computer concepts and applications; quality assurance; technical recording and reporting; drafting technology; computer-assisted design and drafting (CADD) fundamentals; intermediate CADD; basic electricity; fundamentals of electronics technology; electronic noise; analog circuits; digital logic circuits; microcomputer electronics technology; instrumentation and control technology; electro-optic technology; electronics troubleshooting and repair; programmable logic controllers; communications electronics technology; industrial electricity; electrical test and measurement equipment; electromechanical technology; hydraulics and pneumatics; computer-aided engineering; wiring methods; electronic assembly and repair; local area network operations; and mechanical power transmission. (YLB)

This document contains 397 competencies, grouped into 58 units, for tech prep programs in the engineering technologies cluster. The competencies were developed through collaboration of Ohio business, industry, and labor representatives and secondary and associate degree educators. The competencies are rated either "essential" (necessary to ensure minimal levels of employability by entry employees; must be included in all new tech prep programs) or "recommended." Competency builders are included for each competency. A matrix relates the units to five occupations within the engineering technologies occupational cluster. Some of the groups of competencies covered in the units include the following: employability skills; professionalism; teamwork; professional practices; workplace safety; project management; problem analysis; general administrative functions; economic and business principles; basic computer concepts and applications; quality assurance; technical recording and reporting; supervision; drafting technology; visualization and design for function; computer-assisted design/drafting technology; electricity; fundamentals of electronics technology; analog circuits; digital logic circuits; microcomputer electronics technology; instrumentation control technology; electro-optic technology; electronics troubleshooting and repair; electronic product servicing technology; industrial electricity; wiring methods; electronic assembly and repair; equipment maintenance; industrial manufacturing; electromechanical technology; hydraulics and pneumatics; computerized numerical control; precision machining; metal stamping dies; press technology; sheet metal fabrication; material joining technology; and welding basics. (KC)

This teacher's guide, intended to be used with a videotape, provides five lessons to accompany each segment of the program. The program shows the importance of technology and describes some of the exciting career possibilities offered by new technologies. It offers high school teachers interdisciplinary lessons, relating technology education to subject areas such as science, mathematics, social studies, and career education. The guide includes background information, discussion questions, activities, research projects, and student worksheets for each of the following lessons: (1) "Why Study Technology?," which discusses technology's pervasiveness in daily life and describes the importance of technological literacy; (2) "Bikes that Fly," which uses the videotape's profile of an innovative bicycle manufacturer as a starting point for a lesson on composite materials; (3) "100 Kilowatts of Regular, Please," which examines the advantages and disadvantages of different kinds of vehicles; (4) "Where Can We Go from Here?," which looks at the history of technology since 1945 and provides student activity pages that discuss communication, transportation, and production technologies, as well as biotechnology, with curriculum connections for these activities; and (5) "Plug into the Future," which uses an internship at Intel as a starting point for a school-to-work activity. A resources section lists seven organizations and publications. (KC)

Promoting ACademic Excellence in Mathematics and Science for Workers of the 21st Century (PACE) was a consortium project made up of Indiana University Northwest, the Gary Community Schools, and the Merrillville Community Schools. The focus of this project was to prepare teachers and curricula for Tech Prep mathematics and science courses for the two school districts. The courses and course units prepared by the project are intended to promote the Core 40 Competencies of the Indiana Department of Education for High School courses. This document contains units for Physics and Physical Science designed to help students with a wide range of backgrounds and abilities learn physics. The Physics course includes the following units: (1) The Mathematics of Physics and Measurement; (2) Newton's Laws of Motion; (3) Electricity and Magnetism; and (4) Heat, Temperature, and Engines. The Physical Science course includes activities that link the traditional English, math, and physical science classes. Units in this course include: (1) Measure of Volume, Mass, Length; (2) Derived Measurements, Scalar Quantities; (3) The Chemical Industry; (4) Workplace Applications of Triangle Math; and (5) Motion and Energy. (JRH)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for two secondary-level courses in the building trades: building trades I and II. Presented first are a program description and course outline. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. The first course consists of the following units: orientation; safety; construction math, measurement, and blueprint reading; hand tools, power tools, and stationary equipment; introduction to carpentry; introduction to electrical wiring; introduction to masonry; and introduction to plumbing. The second course contains these units: orientation; safety; advanced carpentry; advanced electrical wiring; advanced masonry; and advanced plumbing. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (MN)

This guide, which is intended for classroom teachers, supervisors, and administrators throughout Alabama, contains the minimum required content (core program) for public school instruction in trade and industrial education in grades 7-12. Presented first are the following: introduction examining the objectives and delivery of trade and industrial education through an integrated program of academic and vocational instruction; conceptual framework of Alabama's trade and industrial education course of study; and directions for interpreting the minimum required content. Most of the guide consists of parallel lists of topics and content standards for each of the following occupational preparation programs: advertising design technology; automotive service technology; building construction technology; building maintenance technology; cabinetmaking and millwork; carpentry; collision repair technology; computer electronics technology; cosmetology/barbering; diesel technology; drafting/design technology; electrical technology; electronics technology; graphic arts technology; heating, ventilation, air conditioning, and refrigeration technology; industrial maintenance technology; major appliance repair technology; masonry; precision machining technology; small engine repair technology; welding technology; and cooperative education. Appended are Alabama's diploma requirements and guidelines for local time requirements and homework. Contains 16 references. (MN)

This publication contains worker task lists and supplementary information for four occupations in the engineering, trade, and technical cluster: (1) general carpenter, (2) residential electrician, (3) industrial distribution occupations, and (4) residential and commercial maintenance specialist. The task lists were generated through the DACUM (Developing a Curriculum) process and/or by analysis by a panel of experts. The following supplementary information is provided for each occupation: (1) general carpenter--worker traits and attitudes and career paths; (2) residential electrician--traits and attitudes, trends, technical preparation needed, career insights from experts; (3) industrial distribution--traits and attitudes, knowledge and skills, job titles; and (4) maintenance specialist--traits and attitudes, knowledge, certification, general and technical skills, equipment, trends, career ladder. (KC)

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to prepare trainees to promote and monitor the industrial safety program at their plant. The following topics are covered in the module's individual sections: regulatory requirements; safety and accountability; manager and supervisor responsibilities; landlord responsibilities; fire protection; subcontracts and safety; accident prevention; incident reporting requirements; procedures for analyzing tasks for hazards; electrical safety; hazardous materials; housekeeping; work in high places or confined spaces; safety meetings; procedures for monitoring a safety program; and safety goals. Each section includes some or all of the following: enabling objectives, an exercise requiring trainees to evaluate a manager's effectiveness in a given scenario, and lists of good practices and practices to avoid. Concluding the module are a list of "smart moves," 14-item reference list, practice test, and test answers. Appended is a sample workplace safety inspection checklist. (MN)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the following eight programs in the electricity/electronics/related engineering technology cluster: automated manufacturing technology; communications electronics repair technology; computer servicing technology; electrical technology; electronics technology; instrumentation technology; robotics technology; and telecommunications technology. Presented in the introductory section are a program description and suggested course sequence for each program. Section I lists baseline competencies for the electrical programs and the electronics programs. Section II consists of course outlines for each course in the following six sequences: automated manufacturing technology; communications electronics repair technology; computer servicing technology; electrical technology; telecommunications technology; and related vocational/technical courses. Each course outline contains some/all of the following: course name and abbreviation; course classification; course description; prerequisites; and competencies and suggested objectives. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (MN)

This Occupational Competency Analysis Profile (OCAP), which is one of a series of OCAPs developed to identify the skills that Ohio employers deem necessary to entering a given occupation/occupational area, lists the occupational, academic, and employability skills required of individuals entering the electrical trades. The introduction explains the content and purpose of OCAPs. Presented next are an OCAP listing competency builders in 8 technical skill areas specific to the electrical trades (safety, electrical principles, National Electrical Code, residential installations, commercial and industrial installations, commercial and industrial motor installations, specialized systems, and electronic applications) and an OCAP listing competency builders in 12 employability skill categories. A section on academic job profiles discusses the purpose of job profiling, presents an academic job profile for the electrical trades, and details the specific academic skills included in the following categories: applied mathematics, locating information, reading for information, applied technology, teamwork, listening, and writing. Included in a section on academic competencies are a master list of 504 academic competencies and a list of 79 academic competencies specific to the electrical trades. Concluding the OCAP is information on the OCAP verification panels. (MN)

This handbook provides a description of the national and Texas initiatives for building a world-class competitive work force using education and training programs that are driven by industry via the National Skills Standards, SCANS (the Secretary of Labor's Commission on Achieving Necessary Skills), and the Texas Skill Standards and Certification Projects. It was developed as part of the Education 2000 initiative to make the U.S. work force competitive in a world economy by upgrading basic and technical skills. The handbook describes the procedures for the development and the potential uses of a SCANS Occupational Profile. The handbook also presents other occupational profiles for electrical engineering technicians that will be of value in restructuring and enhancing the technical curriculum through the integration or inclusion of the SCANS skills and the National Skill Standards into existing technical curricula. Each of the occupational profiles contains task analysis sheets that include the following: occupation, duty area, competency, technology performance skills (tasks), tools and equipment needed, communication skills, mathematics skills, reasoning skills, and SCANS resources, information, and skills required. (KC)

Presented in English and French, Physics 20-30 is an academic program that helps students better understand and apply fundamental concepts and skills. The major goals of the program are: (1) to develop in students an understanding of the interconnecting ideas and principles that transcend and unify the natural science disciplines; (2) to provide students with an enhanced understanding of the scientific world view, inquiry, and enterprise; (3) to help students attain the level of scientific awareness essential for all citizens in a scientifically literate society; (4) to help students make informed decisions about further studies and careers in science; and (5) to provide students with opportunities for acquiring knowledge, skills, and attitudes that contribute to personal development. This booklet includes information on general and specific learner expectations and units on: kinematics and dynamics; circular motion and gravitation, mechanical waves, light, conservation laws, electric forces and fields, magnetic forces and fields, and the nature of matter. Each unit outlines the major concepts and the understanding, skills, and interrelationships among science, technology, and society that students should be able to demonstrate. (JRH)

This instructional information packet had been prepared to help teachers plan lessons and activities related to natural resources. It contains posters, activity sheets, teacher guides, student pages, background and study sheets, video and reading lists, free video offers, and sources for more information. (JRH)

This booklet contains activities related to energy conservation and sources of energy that are suitable for groups containing people of different ages. The activities promote brainstorming, group sharing, and cooperative learning. Activities include: Energy Name Game; Energy Pantomime; Energy Source Relay Race; Energy Chants; This Week in Energy Conservation, Energy Bingo; Energy Roundup; Electric Connections; Energy Match Game; Energy Eliminators; Bumper Stumpers; Most Wanted Energy Wasters; and Energy Squares. (JRH)

Technology for Science is a National Science Foundation funded program that is developing and testing curriculum units for teacher materials built around a series of design-oriented science problems called "challenges," mainly for ninth-grade general and physical science classes. Technology for science challenges have a clear connection to science concepts, allow for multiple solutions, engage, and motivate students. Solutions must be low-tech and easy to make. Three-to-six week curriculum units have been created around the following topics: Motion and Measurement, Electricity and Magnetism, and Heat. In each unit, students define and research problems, collaboratively design and build solutions, present plans and results to classmates, and reflect upon their work. Each activity contains: concepts, materials, design challenges, and student assessment. (MKR)

This curriculum unit describes geothermal energy in the context of the world's energy needs. It addresses renewable and nonrenewable energy sources with an in-depth study of geothermal energy--its geology, its history, and its many uses. Included are integrated activities involving science, as well as math, social studies, and language arts. Higher-order thinking and problem-solving skills have been suggested or included in the activities whenever possible. This book is designed for use with grades 4-8 and contains lessons and activities that can be selected based on the class knowledge and ability and the time available. Each section contains Student Information and Student Activity pages. Also included is a For the Teacher section that contains tips, extra directions, and extra activities and demonstrations to enhance instruction. Sections include: Earth's Natural Heat, Using Earth's "Low" Temperature Heat, Generating Electricity: Using High Temperature Geothermal and Other Resources, and A Geothermal Scrapbook: Hot Items. Appendices contain a bibliography, a list of resources, and correlation with 1990 California Science Framework. (JRH)

This curriculum guide provides materials for basic training in electrical and electronic theory to enable participants to analyze circuits and use test equipment to verify electrical operations and to succeed in the beginning electrical and electronic courses in the Lakeshore Technical College (Wisconsin) electronics programs. The course includes the study of logical and analytical skills as well as transferable practical skills, such as measuring voltage, current, and resistance; checking and replacing fuses; and making simple repairs on electrical appliances. Designed especially for helping women acquire the background to be successful in electrical and electronics courses, the course contains handouts and activities for six sessions that cover the following topics: (1) safety in the laboratory; (2) hand tools and special test equipment; (3) soldering and desoldering; (4) electronic components and direct current circuits; (5) alternating current and voltage; and (6) digital electronics. Suggestions for instructors and student handouts are provided for each session. The lessons are illustrated with line drawings; a glossary of terms is included. (KC)

This project manual is written for 4-H member children who are in the fifth grade or older. This project is designed to familiarize members with the scientific history concerning the discovery and application of electric energy through the 1800's. Readers can conduct experiments similar to the ones performed by the scientists and inventors of that day. Topics include static electricity, current electricity, electromagnetism, electromagnets, electric generation, electric motors, and electric light. (PR)

This set of competency-based learning modules consists of four career exploration modules and three science modules for use with adults with limited English proficiency. The four career exploration models contain activities designed to introduce students to career opportunities and basic job skills and safety procedures in the following fields: woodworking, machine tool operation, electronics, and printing and publishing. Each career exploration module contains some or all of the following: course description; list of course competencies; course outline; and lesson plan detailing lecture topics, objectives/tasks, and laboratory/learning activities. The three science modules, which are intended for use with intermediate English-as-a-Second-Language students, deal with the following topics: physical science, earth science and geography, and life science. Each science module includes some or all of the following: course description; list of required books/supplies; list of competencies; list of resources; and tables outlining the performance objectives and tasks covered in each unit along with related activities, resources/instructional aids, and evaluation devices. (MN)

This booklet comprises the sixth grade component of a series of curriculum guides on fire and burn prevention. Designed to meet the age-specific needs of sixth grade students, its objectives include: (1) developing a comprehensive understanding of fire physics, (2) evaluating electrical hazards and how to respond to those hazards, and (3) continuing study of first aid for burns. Texas essential elements of instruction that may appropriately be integrated with the fire prevention curriculum are listed. The booklet's three sections provide lesson plans, teacher materials, and student materials. The five lessons are: "Physics of Fire, Almost Like Magic"; "Electricity"; "Home Safety"; "Fire Response"; and "Burn Response." Each lesson plan includes objectives; a list of materials; and suggestions for a focus activity, presentation of content, guided and independent practice, reteaching, enrichment, and closure. A pretest/posttest is provided, along with activity sheets to be photocopied. A scope and sequence chart covering kindergarten through high school is also presented. (JDD)

This curriculum guide, the fifth in a set of six, contains teacher and student materials for a unit on electrical energy prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades 8-10 and a teacher presentation outline for the unit. The unit, which begins by listing the agricultural practices and science concepts to be taught, along with activities and applications, contains the following components: teaching steps, lesson outlines, teacher's presentation outlines for each day, student information guide, terms and definitions, worksheets, student activity note sheets, student activity information sheets, student activity record sheets, quizzes, practice problems, and 14 transparency masters. Teacher's activity sheets and tests have answers provided. The unit covers the following topics: providing for the electrical needs of agricultural machines; repair of electrical circuits; designing electrical circuits for agricultural buildings; and estimating electrical power needs for agricultural facilities. (KC)

This publication contains materials for three courses in Applied Physics in the Applied Academics program at South Seattle Community College. It begins with the article, "Community College Applied Academics: The State of the Art?" (George B. Neff), which describes the characteristics, model, courses, and coordination activity that make up this community college applied academics program. Materials provided for each course include the following: course outline (credit, lecture, and lab hours; course description; prerequisites; learning objectives and hours of instruction); course syllabus (course description; required materials; other policies); and course sequence. The first course is a blend of technology principles with lab practices that involve mechanical, fluid, electrical, and thermal systems used by technicians in their everyday work. The second course is a continuation of applied physics with emphasis on rate, energy, power, momentum, resistance, and force transformers. The third course is a continuation of applied physics, emphasizing energy converters, transducers, vibrations and waves, time constants, radiation, and optical systems. (YLB)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for heating, ventilation, air conditioning, and refrigeration occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. Titles of the 14 units are as follows: basic procedures; fundamental concepts of electricity; single-phase and three-phase circuits and devices; fundamental concepts of refrigeration; basic shop practices; shop practice and tools; installing refrigeration and air conditioning equipment; preventive maintenance; troubleshooting refrigeration and air conditioning equipment; servicing and repairing refrigeration and air conditioning equipment; installing heating systems; troubleshooting heating systems; servicing and repairing heating systems; and employability skills. (YLB)

This Idaho secondary education curriculum guide provides lists of tasks, performance objectives, and enabling objectives for instruction intended to impart entry-level employment skills in industrial technology. The first list is a general job competencies task profile, followed by a sheet on which teachers can evaluate students' general job competencies. The remaining eight lists are on the following topics: employability skills, force, work, rate, resistance, energy, power, and force transformers. Each task describes an occupational activity that will result in a finished process or product. (CML)