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These Illinois skill standards for agriculture machinery service technician are intended to serve as a guide to workforce preparation program providers as they define content for their programs and to employers as they establish the skills and standards necessary for job acquisition. They could also serve as a mechanism for communication among education, business, industry, and labor. An introduction provides a sample format and occupational earnings and employment information. Each skill standard contains these components: performance area; coding that identifies the state, fiscal year in which the standard was endorsed, subcouncil abbreviation, cluster abbreviation, and standard number; conditions of performance; work to be performed; performance criteria; performance elements; and performance assessment criteria, including product and process. The 80 skill standards are categorized into these 8 areas: initial set up (4 standards); harvesting equipment (4); heating, air conditioning, and ventilation (9); engine service (17); electrical system service (12); power train service (18); hydraulic system service (7); and steering, brakes, chassis, and frame service (9). (YLB)

This document consists of 37 draft curriculum maps and 3 curricula that were developed to enable vocational students to make a smooth transition from their high school vocational program to an associate degree or vocational diploma program at Blackhawk Technical College in Wisconsin. The career maps outline the reading, mathematics, and other skills/skill levels and high school- and technical college-level course sequences required of students pursuing the given career path. Next, 15 entry-level communication competencies required of all tech prep students are listed. The remainder of the guide consists of three 4-week technical college-level competency-based courses in the following subjects: applied mathematics (basic arithmetic operations, quality assurance, statistics, measurement, scientific notation, and trigonometry); science (food science; avionics/hydraulics; the chemical breakdown of foodstuffs, gas laws and laboratory procedures, and an overview of anatomy; and force and motion); and communications (basic communication, business correspondence, and report-writing skills as related to occupations in food science, aviation, allied health, and mechanical design). Each curriculum guide contains some or all of the following: syllabus, behavioral objectives, background information, instructional handouts, and learning activities. (MN)

This manual acquaints readers with the general operations of the tree care industry. The manual covers subjects important to a tree worker and serves as a training aid for workers at the entry level as tree care professionals. Each chapter begins with a set of objectives and may include figures, tables, and photographs. Ten chapters are included: (1) the tree service industry; (2) clothing, equipment, and tools; (3) the tree workers; (4) basic tree anatomy; (5) pruning; (6) climbing and working in the tree; (7) aerial lifts; (8) tree identification; (9) identification and treatment of tree problems; and (10) other tree care operations. The manual contains two appendices: first aid procedures and scientific and common names of selected common plants of North America. A glossary and index are included. (NLA)

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 industrial maintenance 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. This profile contains 11 units: safety; equipment installation; maintain equipment and practice predictive maintenance; electricity; hydraulics and pneumatics; machine trades; welding; heating, ventilation, and air conditioning; carpentry; plumbing and pipefitting; and employability skills. (NLA)

This document, which is intended to assist developers of instructional programs in preparing Oregon students for employment in the manufacturing industry, discusses past and projected labor supply/demand in Oregon's manufacturing industry and identifies employment qualifications and job duties/tasks for manufacturing technology occupations. Fifty-six employability skills in areas such as identifying employment opportunities, seeking employment, demonstrating appropriate work behavior, maintaining a safe and healthy work environment, working with others, and adapting to change are listed. Presented next is a manufacturing technology duty/task inventory matrix listing 306 tasks in 29 categories, including the following: operating various manufacturing machinery and equipment; performing layouts; taking precision measurements; performing heat treatment operations; assembling and disassembling mechanisms; installing and removing machinery; maintaining electronic control systems, and hydraulic and pneumatic systems; installing and maintaining automated systems; programming and planning; performing quality control/quality assurance, communication, housekeeping/recordkeeping, and supervisory functions; and demonstrating industrial standards. Next, guide sheets are provided for each of the 306 duties/tasks. Each guide sheet includes the following: performance objective; list of tools/equipment used; and performance guide (list of the steps involved in performing the duty/task). (MN)

This publication contains statewide standards for the heavy equipment mechanic program in Georgia. The standards are divided into 12 categories: foundations (philosophy, purpose, goals, program objectives, availability, evaluation); admissions (admission requirements, provisional admission requirements, recruitment, evaluation and planning); program structure (curriculum design, program numbering system, program consistency, exit points, credentials, course code, course consistency, course sequence, electives, course transferability); program evaluation and planning (program evaluation; program planning; enrollment, graduation, and placement levels; attrition levels; student performance); instructional program (course content; course objectives; course instruction; occupation-based instruction; evaluation of students; grading system; laboratory management; equipment, supplies, and materials; physical facility); academic skills (academic requirements); employability skills (job acquisition, job retention and advancement); staff (faculty qualifications and responsibilities); advisory committee (function, membership, meetings); special needs (commitment); equity (commitment); and health and safety (commitment). Each standard consists of these components: standard statement, explanatory comment, and evaluative criteria. (YLB)

These instructional materials provide an orientation to hydraulics for use at the postsecondary level. The first of 12 sections presents an introduction to hydraulics, including discussion of principles of liquids, definitions, liquid flow, the two types of hydraulic fluids, pressure gauges, and strainers and filters. The second section identifies and describes three types and three functions of accumulators. The third section covers the functions and size of reservoirs. The fourth section outlines pump classifications, types of pumps, and nine rating and selection factors. The fifth section reviews hydraulic piping, tubings, and requirements for line selection. The sixth section describes directional control valves. The seventh section describes check valve functions and pilot-operated check valves. The eighth section presents types of pressure control valves. The ninth section covers pilot-operated pressure control valves. The 10th section explores flow control valves. The 11th section describes cylinders: elements, types, types of construction and mounting; selection; and cushioning. The last section reviews the three types of hydraulic motors, eight rating and selection factors of motors, and seven types of rotary actuators. Examples are provided for each section of the guide. A quiz is included at the end of each section, except section nine. Answers to all of the quizzes are found at the end of the guide. (NLA)

This complete teacher edition of a diesel technology course consists of introductory pages, teacher pages, and the student edition. The introductory pages provide these tools: training and competency profile; National Automotive Technicians Education Foundation Crosswalk; instructional/task analysis; basic skills icons and classifications; basic skills matrix; and tools, equipment, and materials list. The teacher pages consist of some or all of these components for each unit: suggested activities; answers to assignment sheets; written test with answer key; learning activities sheet(s); teacher supplements; and transparency masters. The student edition provides some or all of these components for each unit: objective sheet; information sheet; student supplements; assignment sheets; and job sheets. Twelve units are grouped into three sections. Section A: Workplace Tools has these five units: overview of diesel-powered vehicles, basic tools and equipment, reference materials, measuring instruments, and shop operation. Section B: Common Materials has these four units: mechanical fasteners; lines, fittings, and couplings; seals and bearings; and fluids and lubricants. Section C has three units: basic electrical principles, basic hydraulic principles, and basic welding and cutting. (YLB)

This packet contains teacher and student editions on the topic of equipment systems, intended for the preparation of power product equipment technicians. This publication contains seven units: (1) principles of power transmission; (2) mechanical drive systems; (3) principles of fluid power; (4) hydraulic and pneumatic drive systems; (5) wheel and brake systems; (6) chassis and steering systems; and (7) chassis electrical systems. The materials are based on the curriculum-alignment concept of first stating the objectives, developing instructional strategies for teaching to those objectives, and assessing to those same objectives. Each instructional unit in the teacher edition includes some or all of the following components for each of the four units of instruction: suggested activities, answers to assignment sheets, answers to written test, written test, unit evaluation form, transparency masters, and worksheet masters. The teacher edition also contains information on use of the publication, a competency profile for recording students performance, instructional and task analysis, academic and workplace skill classifications and definitions, and a list of related academic and workplace skills. Each unit in the student edition includes some or all of the following components: objective sheets, information sheet, student supplements, assignment sheets, and job sheets. (KC)

This manual was prepared for use by Peace Corps trainees and volunteers as a resource in gaining understanding and knowledge of basic irrigation principles and practices. It is intended as a practical handbook that can be understood by a generalist, with subject areas limited to those observed as being of most frequent concern to volunteers in their project activities in irrigation in agricultural programs abroad. Many of the irrigation problems, exercises, and equipment descriptions have been developed from on-the-job experiences of volunteers. The manual is organized into five units that cover the following topics: irrigation principles, water measurement, irrigation water control, draining, and irrigation planning and special information related to irrigated crop production and relevant problems. Units consist of information in a step-by-step format, illustrated by line drawings. Appendixes to the manual contain an explanation for irrigation implements and plans for animal-drawn implements useful in field preparation for irrigation. A reading list completes the document. (KC)

This programmed text of self-instruction is one of a series of manuals on techniques describing procedures for planning and executing specialized work in water-resources investigations. It has been prepared on the assumption that the reader has completed standard courses in calculus and college physics and is presented in eight parts. Part I introduces some fundamental hydrologic concepts and definitions. Part II discusses Darcy's law for unidirectional flow. Part III considers the application of Darcy's law to some simple field problems. The concept of ground-water storage is introduced in Part IV. A text-formal discussion at the beginning of Part V deals with partial derivatives and their use in groundwater equations; the basic partial differential equation for unidirectional nonequilibrium flow is developed in the programmed material of Part V. In Part VI, the partial differential equation for radial confined flow is derived and the "slug-test" solution, describing the effects of an instantaneous injection of fluid into a well, is presented and verified. Part VII introduces the general concepts of finite-difference analysis. Part VIII is concerned with electric-analog techniques. (HD)

The Rate Training Manual and the Nonresident Career Course (RTM/NRCC) was prepared to assist the fireman apprentice to qualify and to advance to fireman in the Navy. The manual is designed for individual study and provides subject matter that relates directly to the occupational qualifications of the fireman rating. Fireman is one of the lower ratings in the engineering department, which is organized for the efficient operation, maintenance, and repair of the ship's propulsion plant, auxiliary machinery, and piping systems. The areas covered include: (1) administrative and operational functions of the engineering department; (2) various laws and phenomena of nature related to engineering fundamentals; (3) principles and types of ship propulsion; (4) areas of operation in basic steam cycles; (5) operating principles of boilers; (6) components of the steam turbines and reduction gears; (7) location and function of auxiliary machinery and equipment; (8) measurement instruments; (9) pumps, valves, and piping; (10) different shipboard electrical equipment; (11) internal combustion engines; and (12) engineering watches and duties. A glossary of engineering terms and the metric system are appended and an index is included. A series of six assignments is provided in the NRCC to assist the student through the training manual. (Author/EC)

Designed to train an entry-level mechanic, this heavy equipment mechanic program guide presents the standard curriculum for technical institutes in Georgia. The curriculum addresses the minimum competencies for a heavy equipment mechanic program. The general information section contains the following: purpose and objectives; program description, including admissions, typical job titles, and accreditation and certification; and the curriculum model, including standard curriculum sequence and lists of courses. The next four sections contain the courses: three general core courses (job acquisition and employability skills, basic mathematics, English); five fundamental technical courses (basic skills and laboratory safety, engines I, drive systems I, electrical I, hydraulics I); eight specific technical courses (air conditioning, engines II, drive systems II, hydraulics II, electrical II, engines III, drive systems III, drive systems IV), and two electives (diesel injection, engines IV). Each course consists of the following: course overview (description, competency areas, prerequisites, credit hours, contact hours); course outline with student objectives and class and lab hours; and resource list. Appendixes include an equipment list and addresses of organizations that are sources of additional training materials. (YLB)

This document is an instructional module package prepared in objective form for use by an instructor familiar with the principles of liquid flow and the methods of measuring open channel and fuel pipe flow rates. Included are objectives, instructor guides, student handouts, and transparency masters. The module addresses the basic flow formula, and measurement of flow rates using a batch method, parshall flume, weirs, partially filled pipe, venture meters, magnetic flow meter, rotometer and ultrasonic velocity sensing methods. (Author)

Designed for use in courses where students are expected to become proficient in the area of hydraulics, including diesel engine mechanic programs, this curriculum guide is comprised of fourteen units of instruction. Unit titles include (1) Introduction, (2) Fundamentals of Hydraulics, (3) Reservoirs, (4) Lines, Fittings, and Couplers, (5) Seals, (6) Fluids and Filters, (7) Pumps, (8) Valves, (9) Cylinders, (10) Motors, (11) Accessories, (12), Circuits, Diagrams, and Symbols, (13) General Maintenance, and (14) Diagnosis and Testing. Each instructional unit includes some or all of the basic components of a unit of instruction: performance objectives, suggested activities for teachers and students, information sheets, assignment sheets, job sheets, visual aids, tests, and answers to the tests. It is noted that each unit is planned for more than one lesson or class period of instruction. (LRA)

This course in fluid power systems is one of 16 courses in the Energy Technology Series developed for an Energy Conservation-and-Use Technology curriculum. Intended for use in two-year postsecondary technical institutions to prepare technicians for employment, the courses are also useful in industry for updating employees in company-sponsored training programs. Comprised of eight modules, the course provides an overview of fluid power technology and a working of each of the components used in fluid power circuits. Hydraulic and pneumatic systems are discussed with emphasis placed on troubleshooting and maintenance procedures involved in each. Written by a technical expert and approved by industry representatives, each module contains the following elements: introduction, prerequisites, objectives, subject matter, exercises, laboratory materials, laboratory procedures (experiment section for hands-on portion), data tables (included in most basic courses to help students learn to collect or organize data), references, and glossary. Module titles are Introduction and Fundamentals of Fluid Power Properties and Characteristics; Fluid Storage, Conditioning, and Maintenance; Pumps and Compressors; Actuators and Fluid Motors; Fluid Distribution and Control Devices; Fluid Circuits; and Troubleshooting Fluid Circuits. (YLB)

These military-developed curriculum materials for turboprop propulsion mechanics are targeted for use in grades 11-adult. Organized in five instructional blocks, the materials deal with the following topics: fundamentals of turboprop propulsion mechanics; engine and propeller systems operation; propeller maintenance; engine repair; and engine change, inspection, buildup, and rigging. Each unit contains lesson plans, programmed texts, a student workbook, and handouts. Also provided are statements of performance objectives and review exercises. For use in group as well as individualized instruction, these course materials train students to operate, remove, disassemble, inspect, test, and install hydraulically operated propellers, controls, and accessories. Also emphasized are ground safety practices, associated ground support equipment, and electrical fundamentals. Audio visual materials are recommended but not provided. (MN)

This curriculum guide contains 18 units for a course to assist apprentices in learning the pipefitting trade. Introductory materials include lists of suggested audiovisual materials, competencies, and textbooks and approximate times for each unit. Each instructional unit includes some or all of the following components: competencies, instructional objectives, learning activities, application exercises, evaluation/checkout, list of equipment, list of learning materials, audiovisual materials, and resources. Answers to exercises and evaluations are appended to each unit. Units cover introduction to the trade; brazing and soldering; chemical handling; hot water heating systems; hydraulics; insulation; mathematics; physics; pipe hangers and supports; pipe welding and welding--basic skills; pneumatics; process pipe drafting; process piping fabrication; process steam systems; refrigeration and air conditioning; rigging; templet development; and valves, packings, and gaskets. Copies are provided of the apprentice guides for each of the units. These list the competency; instructional objectives; learning activities; and evaluation/checkout. An attached handbook for supervisors includes a series of application exercises for the apprentice. They correspond with competencies and learning objectives learned in the classroom. (YLB)

This document is an instructional module package prepared in objective form for use by an instructor familiar with the application of hydraulic principles to water supply and water pollution control systems including water distribution systems and sewer systems. Included are objectives, instructor guides, student handouts and transparency masters. This is the second level of a two module series. Presented are aspects of hydrostatics, Bernoullis equation and energy relationships for flow systems including frictional losses and pump work input, hydraulic models of flowthrough tanks; and overall hydraulic analysis of systems. (Author/RH)

This document is an instructional module package prepared in objective form for use by an instructor familiar with the application of hydraulic principles for operation and maintenance of water supply systems, water distribution systems, wastewater treatment systems and wastewater collection systems. Included are objectives, instructor guides, student handouts and transparency masters. This is the first level of a two module series. The module is concerned with the study of fluid properties and their units, the continuity equation and its use in calculations, flow measuring devices, frictional head loss in open channels and in pipes by the Chezy-Manning method and by the Hazen-Williams method, and hydraulics of sewers flowing full and partially full. (Author/RH)

This student guide, one of a series of correspondence training courses designed to improve the job performance of members of the Marine Corps, deals with the skills needed by basic engineer equipment mechanics. Addressed in the four individual units of the course are the following topics: mechanics and their tools (mechanics, hand tools, and power tools and precision measuring instruments); gasoline and diesel engines; power trains; and auxiliary equipment (hydraulic systems, and vehicle frames). Appendixes to the guide contain information on the job duties of basic engineer equipment mechanics, preventive maintenance, and safety. In a separate section following the appendixes are four review units corresponding to the four lessons of the guide. Each unit contains a reading assignment, a lesson objective statement, and a written assignment consisting of a series of study questions for that unit. (MN)