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This curriculum guide for an electricity/electronics course was developed for high schools in Connecticut to demonstrate that technical courses can be used as part of the science requirement for an integrated academic and vocational curriculum. The guide provides a course description, course goals, recommended text and additional materials, 33 behavioral objectives (competencies) based on course content, 19 performance assessment statements, and outlines for the content of lessons for a 2-semester course. (KC)

This student guidebook is designed for use with the study booklets in modules 32 through 34 included in the military-developed course on basic electricity and electronics. The course is one of a number of military-developed curriculum packages selected for adaptation to vocational instructional and curriculum development in a civilian setting. An introductory section gives an orientation to the guide and a safety notice. The remainder of the guide contains a summary and a progress check test for each lesson included in the modules. Where applicable, the guide contains instruction sheets for job programs and fault analysis (paper troubleshooting) and actual performance troubleshooting tests. (LRA)

This student guidebook is designed for use with the study booklets in modules 30-31 included in the military-developed course on basic electricity and electronics. The course is one of a number of military-developed curriculum packages selected for adaptation to vocational instructional and curriculum development in a civilian setting. An introductory section gives an orientation to the guide and a safety notice. The remainder of the guide contains a summary and a progress check test for each lesson included in the modules. Where applicable, the guide contains instruction sheets for job programs and fault analysis (paper troubleshooting) and actual performance troubleshooting tests. (LRA)

This paper discusses program requirements and career patterns in technical education with the goal of assisting persons who design community college/technical institute programs to produce technicians to work in a technological environment. The first section describes the five components of the product development cycle in which technicians work and their role in each of these processes; i.e., research to discover new materials and processes; product development; manufacturing; marketing and sales; and installation, maintenance, and service. The second section explains the requirements and criteria for technical education and technician training programs, focusing on the role of mathematics education, microcomputers and microprocessors; and on program needs and requirements. The third section provides information concerning careers and program requirements in electronics, highlighting trends and changes within the field. The final section outlines entrance requirements for technician education and includes an overview of courses and programs required for students interested in the technician field. (HB)

These teacher's materials are for a 24-unit competency-based secondary education course on electricity and electronics designed for California public schools. The 24 units are: (1) an orientation; (2) an introduction to electricity; (3) safety; (4) history of electricity; (5) basic electrical skills; (6) magnetism; (7) the nature of electricity; (8) methods of producing electricity; (9) electrical flow through conductors, insulators, and semiconductors; (10) electrical units of measurement; (11) electrical terms and symbols; (12) components, switches, and circuits; (13) resistance and resistors; (14) electric lamps and heating devices; (15) electromagnetism; (16) alternating current and direct current; (17) motors and generators; (18) low-voltage signal devices; (19) circuit protection devices; (20) house wiring; (21) basic electronics mathematics; (22) communications systems; (23) occupations in electricity and electronics; and (24) opportunities in electricity and electronics. Units begin with instructional management information such as time allocation, objectives, evaluation suggestions, references for the instructor, an overview of the unit, presentation hints and suggested methods of instruction, supplemental activities, and a list of the contents of the unit. Other elements provided for the units include a lecture outline, tests, answers to tests, technical glossaries, student worksheets that are pencil-and-paper exercises and activities, and informational handouts. (CML)