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The course consists of the basic and simpler methods of inspecting and nondestructive testing of parts and materials to insure the quality and reliability of the finished product. The outline consists of six blocks totaling 135 hours: (1) defects in the metal ingot, (2) defects resulting from processing metals, (3) defects in metals in service, (4) visual inspection, (5) hardness testing, (6) liquid penetrant test and a posttest. Adequate laboratory time, experience on aircraft and other equipment, proficiency in the nature and application of techniques, and drill in the usage of testing equipment are necessary elements in skill development. A bibliography listing basic and supplementary references and a sample posttest conclude the document. (MW)

The lessons and supportive information in this field tested instructional block provide a guide for teachers in developing a machine shop course of study in drilling. The document is comprised of operation sheets, information sheets, and transparency masters for 23 lessons. Each lesson plan includes a performance objective, material and tools, teaching aids, suggested references and an information outline. Student performance objectives include: (1) drill holes in different types of metals, using correct feeds and speeds, (2) make set-ups for drilling flat stock, round stock, sheet metal, and irregular shapes, using the proper work holding devices, (3) change the holding capacity of the drill press spindle, using sockets, sleeves, and chucks, (4) drill holes of predetermined depths, using the drill press stops, (5) countersink, counterbore, and spot face drilled holes, using the proper tool, (6) drill undersize holes and enlarge them, using reamers, (7) tap holes, using taps and tapping attachment, and (8) lap holes, using lap tools, A list of manufacturers of drills and reamers and a bibliography conclude the curriculum guide. (MW)

The course provides students with advanced and exploratory experience in the area of plastic deformation of metals and in the changing of the physical characteristics of metals by the controlled application and timed removal of heat. Course content includes goals, specific objectives, safety in forge work, forging tools and equipment, industrial forging, and heat treating safety. Also studied are annealing, hardening tool steels, destructive materials testing, and nondestructive materials testing. Completion of two courses is required prior to entry into this course: "Foundations of Metal Technology" and "Hot Metals." A bibliography and posttest are appended. (NH)

The course helps students determine types of repairs, compute repair sizes, and complete the repair through surface protection. Course content includes goals, specific objectives, protection of metals, repairs to metal skin, and honeycomb structure repair. A bibliography and post-test are appended. A prerequisite for this course is mastery of the skills covered in the course "Aircraft Assembly and Surface Repair 1". (NH)

This course provides experience in assembly techniques, including repairs on aircraft structures, utilizing all methods from basic layout to surface protection of finished parts. Course content includes goals, specific objectives, metal fasteners, general structural repairs, and aircraft assembly. A bibliography and post-test are appended. Prior to taking this course the student must display mastery of the skills indicated in "Aircraft Assembly, Riveting and Surface Repair 1". (NH)

The 135 hour course is designed to help the student become proficient in the technical and manipulative skills necessary to enter the various fields of industry and manufacturing. The necessary requirement for entering this course is the desire to use the acquired ability as a trade, in conjunction with another trade, or as background material for further schooling or in technical writing or welding engineering. It is a foundation course for oxy-acetylene welding and cutting and instructs the student in safety, practical applications, theory, and materials and tools used in the welding shop. Also included is instruction in light and heavy gauge metal and groove and fillet welding. A bibliography lists basic, supplementary, and technical references and audiovisual aids. Twenty-five pages of sample posttests conclude the curriculum guide. (MW)

The course outline will serve as a guide to the 11th grade student interested in sheet metal occupations. Requiring 135 clock hours, the basic course covers orientation and techniques in aircraft sheet metal. Emphasis will be placed on the proper use of tools and machines, safety, fabrication methods, aircraft materials, basic layout, and special fasteners. Teaching methods include lecture and demonstration techniques such as visual aids, mock-ups, cut-aways, transparencies, color slides, films, and manipulative shop practice. A bibliography lists reference books, manuals, and other instructional materials. A posttest sample concludes the curriculum guide. (MW)

The course outline will serve as a guide to the 11th grade student interested in sheet metal occupations. The course, 135 hours in length, covers the basic techniques of cutting and trimming, drilling and hole preparation of metals. Lecture and demonstration techniques are to be utilized, with emphasis on the use of visual aids, mock-ups, cut-aways, transparencies, color slides, films, and manipulative shop practice. A bibliography lists references, manuals, and other instructional materials. A posttest sample concludes the course description. (MW)

The outline will serve as a guide to the high school student interested in the field of sheet metal work. Intended for the 12th grade level, the course is organized into three instructional blocks: (1) general repairs, (2) line maintenance, (3) brazing and soldering, followed by a posttest. The advanced course is 135 hours in length and offers instruction in sheet metal techniques in manufacturing and repairing miscellaneous parts for aircraft and shop equipment. A bibliography lists basic and supplementary reference materials and films. A posttest sample concludes the course description. (MW)

This course is designed to familiarize vocational students with construction in sheet metal layout. The document outlines goals, specific block objectives, layout practices, blueprint reading, sheet metal forming (by hand and by machine), and heat treatment of metals, and includes posttest samples. Layout techniques and air foil developing are emphasized. A bibliography is appended. (NH)

The curriculum outline is designed to aid the instructor in developing a more complete course of study, for intermediate and secondary school students, to give the student an understanding of some of the tools, materials, processes, products, occupational opportunities, requirements, and working conditions associated with the metal and metal working industry. The guide is introduced by a discussion of objectives fundamental to a sound program of industrial arts education, followed by an outline and objectives for the content area of the course. The content is presented with reference to four levels of instruction. The guide is divided into nine parts, each containing an outline, course content divided into units of instruction, suggested instructional levels, student and teaching activities, and lists of resource materials. The nine parts are: activities common to metalwork, art metalwork, bench metalwork, metalwork forging practices, metalwork foundry practices, heat treatment of metals, machining metals, and sheet metal practices. There are three appendixes. Appendix 1 lists free and inexpensive learning materials, magazines and newspapers, professional publications, and audiovisual sources. Appendix 2 provides a publishers' address list. Appendix 3 gives a metal equipment list, tool list, and textbook and reference book bibliography. (NH)

The curriculum guide for welding instruction contains 16 units presented in six sections. Each unit is divided into the following areas, each of which is color coded: terminal objectives, specific objectives, suggested activities, and instructional materials; information sheet; transparency masters; assignment sheet; test; and test answers. The first three sections, which provide an introduction to welding, are: Introduction (safety, orientation to welding, and metals); Related Information (Vocational Industrial Clubs of America, parliamentary procedure and public speaking, becoming a good leader, applying for a job, and measuring); and Blueprints (basic blueprint reading). The remaining three sections, which provide practical welding experience and which comprise approximately two-thirds of the document, are: Oxyacetylene Welding (oxyacetylene cutting, oxyacetylene fusion welding, and oxyacetylene braze welding); Arc Welding (sheet metal arc welding and sheet metal arc welding position welding); and Gas Arc Welding (gas tungsten arc welding and gas metal arc welding). The units in the last three sections also include job sheets with directions for specific welding projects. (JR)

The guide contains six sections, each consisting of one or more units of general mechanical trades instruction. The sections cover: safety and tools, measuring and blueprint reading, gas welding, arc welding, small engines, and metal work. Each unit includes performance objectives stated as terminal objectives, indicating the subject matter to be covered, and as specific objectives for student performance. All units contain suggested student and teacher activities, information sheets providing the essential content of the unit, tests with answers, and a reference list. Many of the units also have transparency masters, job sheets designed to teach a skill, and assignment sheets to provide paper and pencil activities. Numerous illustrations are included on the assignment and job sheets, tests, and transparency masters. (MS)

The project was designed to help high school students with industrial occupational goals achieve practical communication skills necessary for efficient employment entry. Industrial arts and language arts teachers together developed major essential categories for vocational English (reading skills, correspondence skills, reference skills, technical terminology, and job hunting skills) and subdivided these into specific communication skills. Multiple job sheets were developed for each skill utilizing content from the occupational fields (auto mechanics, drafting, electronics, and metals). A total of 277 job sheets, each about a 50 minute assignment, were developed and reviewed by an advisory committee for each industrial area. After completing 45 sheets a student received a grade and credit for the class. Student response was positive and evaluations by the instructors indicate their satisfaction with the program and the need for its continuation. The course materials (most of the document) are: student progress record sheets, performance evaluation sheet, separate job sheets for the four industrial areas covering skills in the essential categories (presenting objectives, materials, and procedures for students to use independently), and a bibliography for each area. Also included are notes from the advisory committee meetings, and favorable program evaluations from parents and outside educators. (Author/MS)

The syllabus outlines material for a course two academic years in length (minimum two and one-half hours daily experience) leading to entry-level occupational ability in several welding trade areas. Fourteen units covering are welding, gas welding, oxyacetylene welding, cutting, nonfusion processes, inert gas shielded-arc welding, welding cast iron, welding stanless steel, pipe welding, and plasma welding (optional) are presented in a three-column format. The first column lists the topics of instruction for each unit. Cognitive, affective objectives, and behavioral objectives corresponding to the topics are provided in the second column. The third column describes specific teaching activities for presenting the topics. Appended are a resource list of books, a list of audio-visual software with sources, a suggested group of tools and equipment necessary for a trade course in arc and acetylene welding, information on eye safety, and the procedure for obtaining welding certification in New York State. (MS)

This military-developed text consists of self-instructional materials dealing with the basic tools and equipment used in metalworking shops. Covered in the individual lessons are the following topics: materials and processes; shop mathematics; blueprint reading and sketching; handtools, measuring instruments, and basic metalworking machines; vertical cutting bandsaws; shapers; milling machines; and lathes. Each lesson contains objectives, coded text, and exercises. Designed for immediate feedback, the exercise answers provide for rerouting to extra reading in case of incorrect answers and for reinforcement in the case of a correct answer. (MN)

This curriculum guide is designed to help teachers assist secondary students in Alberta in meeting the following objectives: develop skills that can be applied in their daily lives, refine career planning skills, develop technology-related skills in metal fabrication, enhance employability skills, and apply and reinforce learning from other subject areas. The curriculum is organized is strands and modules. This guide for the fabrication studies strand contains 41 modules that define what a student is expected to know and be able to do. The guide is organized into the following sections: (1) program rationale and philosophy, learner expectations, program organization, curriculum and assessment standards, and types of competencies in career and technology studies; (2) strand rationale, philosophy, and organization; (3) planning for instruction for career and technology and fabrication courses; (4) curriculum and assessment standards for introductory fabrication competencies; (5) curriculum and assessment standards for intermediate fabrication competencies; (6) curriculum and assessment standards for advanced fabrication competencies; (7) assessment tools; (8) linkages and transitions; (9) learning resource guide; and (10) sample student learning guide. (KC)

The set of 13 units is designed for use with an instructor in actual machine shop practice and is also keyed to audio visual and textual materials. Each unit contains a series of task packages which: specify prerequisites within the series (minimum is Unit 1); provide a narrative rationale for learning; list both general and specific objectives in terms of standards of performance; outline learning activities to be supervised by an instructor; and provide learning practice. Drawings illustrate the text wherever necessary, and occasional reference is given to materials for review or supplementary information. The units are: (1) measuring devices; (2) benchwork; (3) power saws; (4) drill press operations; (5) hand and drill bit grinders; (6) engine lathe (in two parts); (7) horizontal milling machine operations; (8) vertical milling machine operations; (9) surface grinder operations; (10) shaper operations; (11) sheet metal; (12) oxy-acetylene welding; and (13) arc welding. (MDW)

This packet contains 25 single-page plans for agricultural mechanics projects. Each plan consists of a one-page set of drawings of the object to be made with a list of needed materials, a cut list, and step-by-step construction procedures on the back of the page. Plans for the following wood projects are included: bluebird house, lawn seat, dog house, step stool, boot jack, and flower box. Wood and metal projects are as follows: swing seat, feed bunk, picnic table, and park bench. The following metal projects are provided: broom rack, clothes line pole, yard trailer, baseball "T" stand, deer stand, grooming chute, boot scraper, car ramps, bale spike, can crusher, post driver, wood rack, implement mover, show panel, and post puller. (KC)

This document contains 23 units to consider for use in a tech prep competency profile for the occupation of tool and die technician. All the units listed will not necessarily apply to every situation or tech prep consortium, nor will all the competencies within each unit be appropriate. Several units appear within each specific occupation and would need to only appear once if the user is compiling a cluster of occupations. The first three units are divided into subunits. These units (communications literacy, mathematics literacy, and science literacy) list the competencies for each subunit. The remaining units are divided into competencies, followed by a listing of competency builders. These units are as follows: technology literacy, employability skills, professionalism, teamwork, quality assurance, technical recording and reporting, computer literacy, workplace safety, drafting technology, computer-assisted drafting and design (CADD) fundamentals, equipment maintenance, precision machining, computerized numerical control, basic materials science, welding basics, basic diemaking, basic moldmaking, metal stamping dies, press technology, and sheet metal fabrication. (YLB)

This instructor's guide contains the materials required to teach a competency-based introductory course in sheet metal work to students who have chosen to explore careers in construction. The following topics are covered in the course's three instructional units: sheet metal materials, sheet metal tools, and applied skills. Each unit contains some or all of the following: objective sheets, suggested activities, supplemental information/activities to be presented at the instructor's discretion, information sheets, sheets of supplementary information to assist students in solving problems, transparency masters, instructional supplements containing suggestions for teaching basic skills, assignment sheets, job sheets, practical tests, written tests, and answers to assignment sheets and tests. Academic skills training is combined with vocational training throughout the instructional materials, and a system of icons has been used to help instructors identify activities into which training in the following basic skill areas has been infused: reading, science, creative thinking/problem solving, writing, oral communication, employability, math, interpersonal skills, and social studies. Most units of instruction are designed for use in more than one lesson or class period of instruction. These materials precede the instructional units: information on basic skills in curriculum, information on measuring student performance gains, and required criteria for a competency-based education program. A competency profile and basic skills matrix are included. (MN)

This instructor's guide contains the materials required to teach a competency-based introductory course in concrete finishing to students who have chosen to explore careers in construction. The following topics are covered in the course's three instructional units: concrete materials, concrete tools, and applied skills. Each unit contains some or all of the following: objective sheets, suggested activities, supplemental information/activities to be presented at the instructor's discretion, information sheets, sheets of supplementary information to assist students in solving problems, transparency masters, instructional supplements containing suggestions for teaching basic skills, assignment sheets, job sheets, practical tests, written tests, and answers to assignment sheets and tests. Academic skills training is combined with vocational training throughout the instructional materials, and a system of icons has been used to help instructors identify activities into which training in the following basic skill areas has been infused: reading, science, creative thinking/problem solving, writing, oral communication, employability, math, interpersonal skills, and social studies. Most units of instruction are designed for use in more than one lesson or class period of instruction. These materials precede the instructional units: information on basic skills in curriculum, information on measuring student performance gains, and required criteria for a competency-based education program. A competency profile and basic skills matrix are provided. (MN)

This instructor's guide contains the materials required to teach a competency-based introductory course in bricklaying to students who have chosen to explore careers in construction. The following topics are covered in the course's three instructional units: bricklaying materials, bricklaying tools, and applied skills. Each unit contains some or all of the following: objective sheets, suggested activities, supplemental information/activities to be presented at the instructor's discretion, information sheets, sheets of supplementary information to assist students in solving problems, transparency masters, instructional supplements containing suggestions for teaching basic skills, assignment sheets, job sheets, practical tests, written tests, and answers to assignment sheets and tests. Academic skills training is combined with vocational training throughout the instructional materials, and a system of icons has been used to help instructors identify activities into which training in the following basic skill areas has been infused: reading, science, creative thinking/problem solving, writing, oral communication, employability, math, interpersonal skills, and social studies. Most units of instruction are designed for use in more than one lesson or class period of instruction. These materials precede the instructional units: information on basic skills in curriculum, information on measuring student performance gains, and required criteria for a competency-based education program. A competency profile and basic skills matrix are included. (MN)

This instructor's guide contains the materials required to teach a competency-based introductory course in carpentry to students who have chosen to explore careers in construction. The following topics are covered in the course's three instructional units: carpentry materials, carpentry tools, and applied skills. Each unit contains some or all of the following: objective sheets, suggested activities, supplemental information/activities to be presented at the instructor's discretion, information sheets, sheets of supplementary information to assist students in solving problems, transparency masters, instructional supplements containing suggestions for teaching basic skills, assignment sheets, job sheets, practical tests, written tests, and answers to assignment sheets and tests. Academic skills training is combined with vocational training throughout the instructional materials, and a system of icons has been used to help instructors identify activities into which training in the following basic skill areas has been infused: reading, science, creative thinking/problem solving, writing, oral communication, employability, math, interpersonal skills, and social studies. Most units of instruction are designed for use in more than one lesson or class period of instruction. These materials precede the instructional units: information on basic skills in curriculum, information on measuring student performance gains, and required criteria for a competency-based education program. A competency profile and basic skills matrix are included. (MN)

This instructor's guide contains the materials required to teach a competency-based introductory course in the fundamentals of construction to students who have chosen to explore careers in construction. The following topics are covered in the course's 10 instructional units: industry orientation (exploring the construction industry and starting a construction business); basic construction skills (construction safety, applied construction math, measuring, plan reading, site layout); and basic construction equipment (common tools and equipment, ladders and scaffolds, and rigging and material handling). Each unit contains some or all of the following: objective sheets, suggested activities, supplemental information/activities to be presented at the instructor's discretion, information sheets, sheets of supplementary information to assist students in solving problems, transparency masters, instructional supplements containing suggestions for teaching basic skills, assignment sheets, job sheets, practical tests, written tests, and answers to assignment sheets and tests. Academic skills training is combined with vocational training throughout the instructional materials, and a system of icons has been used to help instructors identify activities into which training in the following basic skill areas has been infused: reading, science, creative thinking/problem solving, writing, oral communication, employability, math, interpersonal skills, and social studies. Most units of instruction are designed for use in more than one lesson or class period of instruction. These materials precede the instructional units: information on basic skills in curriculum, information on measuring student performance gains, and required criteria for a competency-based education program. A competency profile and basic skills matrix are provided. (MN)

This welding curriculum guide treats two topics in detail: the care of tungsten electrodes and the entire concept of contamination control and the hafnium electrode and its importance in dual-air cutting systems that use compressed shop air for plasma arc cutting activities. The guide contains three units of instruction that cover the following topics: orientation and safety; equipment, applications, and techniques; and plasma arc cutting. Each instructional unit includes some or all of the following basic components of a unit of instruction: objective sheet, suggested activities, answers to assignment sheets, answers to written test, written test, unit evaluation form, teacher supplements, transparency masters, information sheet, student supplements, assignment sheets, and job sheets. A glossary of technical terms is also included. The unit components focus on measurable and observable learning outcomes and are designed for use in more than one lesson or class period. This teacher edition also contains the following information: use of the publication; tools, materials, and equipment list; competency profile; instructional/task analysis; academic and workplace skill classifications and definitions; related academic and workplace skills list; and reference list. (KC)

These instructional materials are designed to improve instruction in Gas Metal Arc Welding (GMAW) and Flux-Cored Arc Welding (FCAW). The following introductory information is included: use of this publication; competency profile; instructional/task analysis; related academic and workplace skills list; tools, materials, and equipment list; and eight references. Three units of instruction are included: (1) GMAW orientation and safety; (2) GMAW equipment, applications, and techniques; and (3) FCAW. Each unit contains some or all of the following sections: objective sheet; suggested activities; assignment and written test answers; written test; unit evaluation form; teacher supplements; transparency masters; information sheet; student supplements; assignment sheets; job sheets; and dissemination material. (NLA)