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Standardized vocational education course titles and core contents are provided for two courses in Mississippi: electricity/electronics I and II. The first course contains the following units: (1) orientation, safety, and leadership; (2) basic principles of electricity/electronics; (3) direct current (DC) theory; (4) magnetism and DC motors; (5) alternating current (AC) theory; and (6) soldering. The second course contains the following units: (1) orientation, safety review, leadership; (2) solid state; (3) digital electronics; and (4) residential wiring. Each unit consists of these components: objectives, with core/essential objectives indicated; suggested instructional practices; list of suggested resources; list of evaluation and suggested minimum performance standards, with core/essential objectives indicated; and performance record, with core/essential objectives indicated. A checklist for each course combining all unit performance standards into a single list is included. (NLA)

Designed as a 3-week course of study in the agricultural mechanics curriculum to be taught at the junior or senior high school level, this unit on electric motors is divided into 11 major performance objectives. Each objective is subdivided into the areas of content, suggested teaching and learning activities, resources, and evaluation. Topics for the 11 sections are (1) Electric theories and terms, (2) basic principles of electric motor operation, (3) major characteristics of electric motors, (4) major types of electric motors, (5) selection of proper motors for work situations, (6) selection of the correct motor drive, (7) selection of the correct motor pulley, (8) selection of V-belts, (9) selection of type of protective device or control, (10) wiring or hook-up of electric motors, and (11) servicing electric motors. Transparency masters illustrating the lessons are appended. (NJ)

An instructor's manual and student activity guide on agricultural mechanics (electric motors) are provided in this set of prevocational education materials which focuses on the vocational area of agriculture. (This set of materials is one of ninety-two prevocational education sets arranged around a cluster of seven vocational offerings: agriculture, home economics, distributive education, health occupations, world of work, trade and industry, and office occupations.) The instructor's guide is organized into the following elements: title of activity, duration of activity (five to ten periods), activity goals, eighteen instructional objectives, related vocational clusters, and activity implementation (description, materials needed, safety considerations, teacher preparation prior to class, during the class, follow-up activities, answer key to student check point activities, and student worksheets to be duplicated.) The student activity guide provides step-by-step instructions (narrative and illustrations) for completing each instructional objective (e.g., disassemble a split-phase motor and clean the points, list thirteen advantages of using electric motor). At the end of each set of instructions is a student check point (evaluation activity). Occupational descriptions for an electrician, assembly supervisor, and electric-motor repairer conclude the document. (JH)

This concept module on energy convertors is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each energy system. This module discusses (1) a variety of energy convertors, important in the conversion and application of energy, and (2) the efficiency of the individual energy convertors and systems. Included with the concept module are thirteen application modules that discuss a specific application of a single concept in a single energy system, and contain a student laboratory exercise. Laboratory modules included are Turbines, Fluid Pumps, Fans and Blowers, Wind Power, Vacuum Pumps, Electric Generators, Alternators, Electric Motors, Solenoids and Relays, Photovoltaic Materials, Boilers, Thermoelectric Generators, and Solar Collectors. (LRA)

This concept module on power is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each energy system. In this module, the idea of power is applied to common problems in electrical, fluid, mechanical rotational, and mechanical translational systems. Included with the concept module are eight application modules that discuss a specific application of a single concept in a single energy system, and contain a student laboratoy exercise. Laboratory modules included are Horsepower, Prony Brake, Hydraulic Power, Electrical Power Measurement, Electric Heater, Efficiency of Electric Motors and Generators, Electrical Power Consumption, and Heat Exchangers. (LRA)

Designed for high school electronics students, this second document in a series of six electrical learning activity packages focuses on alternating current across-the-line control. An introductory section gives the objective for the activities, an introduction, and an outline of the content. The remainder of the activity book is comprised of information sheets and job sheets on topics such as (1) electric motor control fundamentals, (2) low-voltage control circuits, (3) reversing magnetic controllers, and (4) three-phase plugging with lockout protection. Each job sheet follows a typical format that includes the objective, materials, explanation, procedure, and evaluation questions. (LRA)

Designed for high school electronics students, this first document in a series of six electrical learning activity packages focuses on electric motor control. An introductory section gives the objective for the activities, an introduction, and an outline of the content. The remainder of the activity book is comprised of information sheets and job sheets on topics such as (1) magnetic full voltage starters for direct current motors up to two horsepower, (2) manually reduced voltage starting for direct current motors, (3) installing a four-point starter with speed control, and (4) wiring dynamic braking circuits. Each job sheet follows a typical format that includes the objective, materials, explanation, procedure, and evaluation questions. (LRA)

This publication is the teacher's guide for the competency-based Prevocational Manufacturing Exploration curriculum for secondary students in West Virginia. The guide is intended to help instructors give students career exploration activities in the various fields and job categories of manufacturing. The guide is organized into 18 learning modules. In each module is a career information sheet that includes a unit of study, occupational category, occupational division, occupational group, occupational overview, and representative job title within the occupational group. Included within the guide are listings of audiovisual aids, references, equipment, and supplies for presenting the various areas of manufacturing. Also included are the answers to all of the questions from the worksheets contained in most lessons. The following occupations are represented by the learning modules: wrought iron worker, foundry worker, printer, electricity/electronics technician, artist, compositor, photographer, drafter, sheet metal worker, machinist, welder, motor repairer, radio and television repairer, air conditioner mechanic, custodian, coal miner, and warehouse operator. (KC)

This course guide for an electrical/electronic technology course is one of four developed for the energy/power area in the North Dakota senior high industrial arts education program. (Eight other guides are available for two other areas of Industrial Arts--graphic communications and production.) Part 1 provides such introductory information as a definition and instructional objectives for Industrial Arts. Part 2 contains the course rationale and objectives; guidelines for implementation; taxonometric structure; course description including length, credit, prerequisites, and student competencies; suggested instructional units with required number of class periods; and 19 units. Each unit includes some or all of the following material: unit objective(s), topic outline, and selected student competencies to be developed throuqh sample coordinated learning activities. Unit titles are Introduction to Electrical/Electronic Technology; Electronics Industry Definitions; Measurements and Instruments; Symbols, Components, Ratings; Circuit Arrangements; Electrical Relationships; Alternating Current Fundamentals; Capacitive Circuits; Magnetism and Magnetic Circuits; Frequency Selective Circuits; Motors and Generators; Residential Electrical Wirinq; Careers in Electrical Industry; Introduction to Electrical Applications and Careers; Discrete Semiconductor Devices and Circuits: Introduction to Digital Electronics; Basic Arithmetic Devices; Basic Support Devices; Microprocessor Basics and Applications; and Electronic Assembly Methods. A reference list is appended. (YLB)

This instructor's manual and student learning activity guide comprise a kit for trade and industrial education (T & I) activities on electric motors. Purpose stated for the activities is to teach the student the four basic types of electric motors, the advantages and disadvantages of each, the types of jobs each can perform, and how to disassemble and reassemble an electric motor. The instructor's manual contains information on activity duration, lists of goals and instructional objectives, vocational clusters, materials for activity implementation (description, safety, materials required, preparation prior to class, classroom techniques, followup activities), answer key, and duplication masters (occupational fact sheet, worksheets). The student learning activity guide provides an introduction, a list of goals, directions, a list of required materials, and a programmed text. The programmed text presents each instructional objective, illustrated steps to follow to accomplish the objective, and check point instructions. Occupational descriptions are appended. (YLB)

Designed for use in vocational agricultural classes, this student manual deals with the use of electricity. The first section gives vocabulary words and safety instruction. Other sections contain information on wiring and motors. A quiz on the materials covered concludes the booklet. (PLB)

This solar energy curriculum guide is designed to assist teachers in infusing energy concepts into vocational education programs. It consists of 31 competency-based instructional units organized into 10 sections. Covered in the sections are the following topics: related instructions (history and development; human relations; general safety; building, plumbing, and electrical codes; and applying for a job); electricity (fundamentals of electricity, electric power, and electric test instruments); electric motors and contacts (introduction to electric motors, split-phase motors, and capacitor motors); tools and equipment (basic hand tools, solar technician's tool box, special tools, power tools, and equipment); soldering, cutting, and welding; piping (pipe, pipe fittings, and joining pipe); blueprint reading; solar hot water systems (components and system installation); safety in air conditioning; and heating and cooling (special tools, solar assisted heat pumps, and solar absorption systems). Each unit contains the following: a performance objective, suggested activities for instructors and for students, information sheets, transparency masters, assignment sheets, job sheets, criterion-referenced tests, and test answers. (MN)

This curriculum guide consists of materials for use in teaching a four-part course in electromechanical technical technology. The first part contains nine units dealing with hydraulics and nine units on pneumatics. Addressed in the individual units are the following topics: an introduction to hydraulics; control of hydraulic energy; check valves and accumulators; flow control valves; directional control valves; pressure control valves; pilot-operated controls; hydraulic pumps and motors; fluids, reservoirs, coolers, and filters; force transmission; energy transmission and gas laws; control of pneumatic energy; compressors; compressed air and its conditioning and distribution; check valves, cylinders, and motors; directional control valves; flow control valves, exhaust, and silencers; and air preparation. The second part contains four units dealing with electric motors and controls and six units on digital electronics. Addressed in the individual units are the following topics: direct current (DC) motors, DC controls, alternating current (AC) motors, AC controls, digital fundamentals, digital circuits, Boolean algebra, flip-flops, sequential logic circuits, and combinational logic circuits. The third part contains five units dealing with power distribution and seven units on mechanical devices. Addressed in the individual units are the following topics: the basics of power distribution, raceways and conductors, feeders and branches, grounding devices, transformers, gears, mechanisms, drives, linkages, linking mechanisms, and cams. The fourth part contains five units dealing with microprocessors and interfacing and one unit on automation. Addressed in the individual units are the following topics: microprocessor architecture, input and output, standard interfaces, analog-to-digital interfaces and peripheral equipment, procedures for troubleshooting microprocessors, and automated systems. Each unit contains some or all of the following: objectives, suggested activities, notes to the instructor, student guidelines, information sheets, job sheets, assignment sheets, criterion-referenced tests, and test answers. (MN)

This curriculum guide consists of seven modules on motors and controls, one of the three divisions of the standardized trade electricity curriculum in high schools in New York City. The seven modules cover the following subjects: energy conservation wiring, direct current (DC) motor repair and rewinding, DC motor controls, alternating current (AC) motor repair and rewinding, AC motor controls, industrial electronics, and transformers. Each unit is comprised of performance objectives and tasks to meet the performance objectives, keyed to teaching content. Teaching content is offered in a three-column arrangement consisting of the tasks, development of technical skills, and development of related information (reinforcement of basic skills). Some of the units contain line drawings. A section that provides suggestions for integrating basic skills instruction with the technical content also is offered. Appendixes to the guide contain a bibliography, a sample lesson plan, and a blank student evaluation report. (KC)

This task list is intended for use in planning and/or evaluating a competency-based course in heating, ventilation, and air conditioning. The guide outlines the tasks entailed in eight different duties typically required of employees in the following occupations: residential installer, domestic refrigeration technician, air conditioning and heating technician, and maintenance technician. The following duties are covered: brazing, cutting, fitting, and soldering pipe; installing and servicing electrical controls; and installing and servicing compressors, condensers, evaporators, domestic refrigerators, residential heating systems, motors and components, and heat pumps. The occupational duty/task lists are the result of an extensive two-step development process in which information on current occupational requirements was gathered from such sources as consortia, trade associations, and current curriculum materials and was then synthesized by industry representatives, vocational instructors, and state-level representatives. (MN)

This task list is intended for use in planning and/or evaluating a competency-based course in electricity. The guide outlines the tasks entailed in 10 different duties typically required of employees in the following occupations: residential electrician apprentice, material handler/supply clerk, maintenance electrician apprentice, commercial/industrial electrician apprentice, and programmable logic control technician. The following duties are convered: roughing in and trimming out electrical systems; testing/troubleshooting electrical systems; replacing/repairing components; identifying tools and their uses; identifying materials and their uses; installing and maintaining alternating current motors; and installing, programming, and troubleshooting programmable logic controllers. The occupational duty/task lists are the result of an extensive two-step development process in which information on current occupational requirements was gathered from such sources as consortia, trade associations, and current curriculum materials and was then synthesized by industry representatives, vocational instructors, and state-level representatives. (MN)

This instructional task/competency package is designed to help teachers and administrators in developing competency-based instructional materials for an energy and power course. Part 1 contains a description of the industrial arts program and a course description, instructional task/competency list, and content outline for energy and power. The task/competency list includes the minimum tasks/competencies identified for inclusion in the course, listed in a suggested order of instruction. The content outline corresponds with the task/competency list in content and sequencing. However, within the outline, tasks are identified in topical form and related tasks are grouped into broader topics of instruction. Part 2 contains information in each of the tasks/competencies identified in Part 1. The following information is provided for each task/competency: appropriate program and course designation, performance and enabling objectives, a criterion-referenced measure, and suggested activities and aids for instruction. The six major content/concept areas for energy and power into which the tasks/competencies are grouped are introducing power, exploring thermal power, exploring pneumatics, exploring hydraulics, exploring electric motors, and exploring motor controls. Appendixes include listings of information and resources and of audiovisual materials. (YLB)

This course outline is intended to assist vocational instructors in developing and teaching a course in the electrical trades. Addressed in the individual sections of the outline are the following topics: orientation (a course overview, job orientation, safety, first aid, and Vocational Industrial Clubs of America); basic skills (mathematics, print reading, and tools and lab procedures); power sources (batteries, special power sources, and generators); residential wiring (rough-in and finish wiring and service equipment); low-voltage remote control circuits; commercial and industrial wiring (electric metallic, rigid conduit, flexible metal conduit, rigid nonmetallic conduit, hydraulic conduit bender, distribution transformers, and bus duct distribution system); single- and three-phase electric motors; motor and static automatic controls; and entrepreneurship (economic systems and going into business). Each major block is divided into a series of minor blocks, which are in turn broken down into individual tasks. Each task section includes a task statement, an instructional aim, cross-referenced information outlines, teaching suggestions, and suggested references and aids. Appendixes to the guide include 35 suggested references and guidelines for developing a functional course of study, a suggested list of items that should be included when writing specific objectives, and a discussion of teaching methods. (MN)

This instructor's guide on electrical and other major appliance repair is part of a series of individualized instructional materials. The guide is provided to help the instructor make certain that each student gets the most benefit possible from both the student's manual and what he/she does on the job. Notes for the instructor contain suggestions on how the student should use the student's manual. Other contents of the guide include answers to exercise questions and assignment test questions, one set of assignment tests, a progress record, and work sheets that the instructor can use to relate instruction to job experience for the student. Topics covered are occupational outlook; safety; hand tools; power tools; electrical and magnetic fundamentals; controls; electromagnetic fundamentals of alternating current (AC) generators, transformers, and motors; theory and measurement of AC; electrical meters and test equipment; heating and lighting; electric appliances; and gas appliances. (YLB)

This document contains supplemental materials for special needs high school students intended to facilitate their mainstreaming in regular air conditioning and refrigeration courses. Teacher's materials precede the materials for students and include general notes for the instructor, additional suggestions, two references, a questionnaire on the usefulness of the supplemental materials, a class progress chart, and an answer key to student worksheets. The student materials consist of 11 color-coded instructional units on the following topics: safety; current, voltage, and resistance; relays and contactors; electric motors; electrical components; diagnosing compressor problems; troubleshooting mechanical problems in domestic refrigeration system (two units); air conditiong systems; charging units; and commercial refrigeration units--preventive maintenance. The units are self-paced and contain simplified line drawings, controlled text, vocabulary development, and math practice exercises. The units typically include the following materials: (1) an introduction; (2) the objective of the unit; (3) the objectives on which students will be assessed; (4) terms and pictures of equipment used in the unit and on the job; (5) verbal and illustrated step-by-step explanations of a skill or task; (6) skill sheets that contain paper and pencil exercises to develop and reinforce math skills; (7) activity sheets designed to increase student involvement and provide extra skill practice; (8) unit reviews involving identification, matching, multiple-choice, and short-answer exercises; and (9) checklists on which to evaluate student performance. (CML)

The document is one of seven volumes of instructional materials developed around a cluster of Transportation Industries. Primarily technical in focus, they are designed to be used in a cluster-concept program and to integrate with a regular General Education Development (G.E.D.) program so that students may attain an employable skill level and a general academic background simultaneously. They provide basic skills necessary to enter a number of occupations in the Transportation cluster rather than an indepth development of skill in any one occupation. The volume contains approximately 120 hours of instruction in Small Power Sources and consists of 20 instructional units, each having one or more specific lessons. Each unit is designed for six hours, or one day, of instruction: three hours of technical laboratory instruction and three hours of related study in science, math, communications, and social studies. In most cases, there is only one lesson per unit. The units offer the instructor the essential materials: the aims (both in techncial areas and in the four general education areas), instructional aids, topical outline and activities, suggested time sequence, evaluation guidelines, summary, and references. A selected bibliography concludes the volume. (Author/AJ)

Describes the construction of electric motors that can be used to teach students the basic principles underlying the direct current motor. (JRH)

Describes the Electric Car Challenge during which students applied methods of construction to build lightweight, strong vehicles that were powered by electricity. The activity required problem solving, sheet metal work, electricity, design, and construction skills. (JOW)

Discusses the development, workings, and research on piezo motors. Also called ultrasonic motors or vibration motors, piezo motors move by a wave produced by a piezoelectric crystal. (MVL)