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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)

This document contains materials for a 10-day teaching unit on solid waste recycling for grades K-6. Included are: (1) "The Scrap Map," which shows recycling cycles for metals and paper, and a cryptic word puzzle; (2) three pamphlets on recycling paper, nonferrous scrap metals, and scrap iron and steel; (3) a list of the chapters of the Institute of Scrap Recycling Industries, Inc.; (4) a booklet of background information; (5) bulletin board materials; and (6) "The Scrap Map Teaching Guide," which contains ideas for ten days of activities, extension activities and a teacher's glossary. (CW)

These instructional materials provide an orientation to the machine shop for use at the postsecondary level. The first of three sections discusses four important areas of safety: (1) personal safety; (2) safety procedures; (3) safe work practices; and (4) fire prevention. The second section identifies and describes the general purposes of 12 machines. Photographs are provided of each machine. The third section identifies common metals and their machinable characteristics. The four modern industrial metals outlined are: (1) ferrous metals; (2) nonferrous metals; and (3) high temperature and rare metals. A quiz and separate answer sheet are included after each section. (NLA)

Introduces a scientific mystery story problem on the chemical and physical properties of metals involving characters Sherlock Holmes and Dr. Watson. (YDS)

Teacher and student editions and a student workbook for fundamentals of welding comprise the first of six in a series of competency-based instructional materials for welding programs. Introductory pages in the teacher edition are training and competency profile, instructional/task analysis, basic skills icons and classifications, basic skills matrix, and tools, equipment, and materials list. Teacher pages include unit contents, suggested activities, answers to assignment sheets, written test with answers, teacher supplements, and transparency masters. The eight units are welding orientation, general safety, welding safety and first aid, welding tools and equipment, basic metals and metallurgy, basic math and measuring, welding print reading, and basic welding joints and symbols. The student edition contains some or all of these components for each unit: unit contents, learning activities sheet, objective sheet, information sheet, and student supplements. A student workbook contains assignment sheets and job sheets for all eight units. (YLB)

Presents scientific explanations of primary colors and color mixing, black and white surfaces, the spectrum and the ability of the eye to distinguish color difference, the description of color, and the appearance and optical properties of metals. Contains 16 references. (Author)

These instructor materials and student study guide for a secondary/postsecondary level course in metal-bonded repair comprise one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. The purpose stated for the course is to train students in the knowledge and skills necessary to perform as managers and repair technicians in adhesive bonding shops. Designed as an additional specialty for students with experience in metals processing, the course can be used as a sub-unit or for advanced study in a metals processing course. The course consists of one block covering 26 hours of instruction. Four lessons cover these topics: course orientation and safety, introduction to metal bonded structures, principles of repair processes, and inspection and evaluation. Instructor materials include a course chart; a plan of instruction detailing units of instruction, criterion objectives, lesson duration, and support materials needed; and lesson plans. The study guide contains objectives, text material, references, and review exercises. Audiovisuals are suggested for use but are not provided. (YLB)

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)

This is one of several short-term courses developed to assist in the training of waste water treatment plant operational personnel in the tests, measurements, and report preparation required for compliance with their NPDES Permits. The Student Reference Manual provides step-by-step procedures for laboratory application of equipment operating procedures for effluent monitoring. Each lesson outlines a specific objective, description of the analysis, and the applicability of the procedure. Parameters of this course include analyses of selected metals, including: boron, copper, iron, mercury, sodium, and zinc. (CS)

This is one of several short-term courses developed to assist in the training of waste water treatment plant operational personnel in the tests, measurements, and report preparation required for compliance with their NPDES Permits. The Staff Guide provides step-by-step information on course planning, development, and implementation involving classroom instruction and laboratory application of critical learning outcomes. Part I is concerned with the administrative aspects of the training program. Part II consists of instructional staff guidelines on technical content, learning objectives, and lesson-by-lesson guides for the self-monitoring procedures contained in this course. (CS)

This instructional resource guide is intended to assist the industrial arts (IA) teacher in implementing a comprehensive materials and Processes Technology program at the technical level in Virginia high schools. The course is designed to help students make informed educational and occupational choices and prepare them for advanced technical or vocational programs in a related cluster of occupations. Section 1 discusses Virginia IA curriculum, including mission, goals, instructional objectives, and student organization. Section 2 provides a course description, course goals, suggested outline for content/concepts and topics, and key to guide usage. Thirteen units of study comprise section 3: (1) Materials and Processes Technology, (2) Safety Procedures, (3) Industrial Technology Careers, (4) In-class IA Student Association, (5) Nature of Materials, (6) Classifications of Materials, (7) Properties of Materials, (8) Materials Processing, (9) Plastics, (10) Metals, (11) Woods, (12) Ceramics, and (13) Composites. Each unit supplies this information: tasks, topics, teacher's guide, note, student's performance guide, resources/media, equipment, and supplies. Section 4 lists the resources and supporting media used in the course. Section 5 contains over twenty experiments, activities, and projects. Sources of free or inexpensive information and materials are listed in section 6. The final section provides a Materials and Processes Technology Laboratory Design Concept and IA Education Service Approved Equipment List. (YLB)

These curriculum materials are the fourth section of a four-part, secondary-postsecondary-level course in metals processing. The course is one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. Block VII deals with heat treating, hardness testing, cleaning, and electroplating. It contains six lessons covering fifty-six hours of instruction: Safety and Operation of Heat Treating Furnaces; Identification and Classification of Metals; Hardness Testing; Heat Treatment of Ferrous Metals; Heat Treatment of Heat and Corrosion Resistant Ferrous Alloys, Nickel Base Alloys, Aluminum and Aluminum Alloys, and Titanium Alloys; and Cleaning, Plating, and Corrosion Control. Instructor materials include a course chart, detailed lesson plans, and a plan of instruction containing the units of instruction, criterion objectives, and additional materials needed. Student materials include a study guide which contains objectives, information, review exercises, and references for each lesson. Suggested audiovisuals are not provided. (YLB)

These curriculum materials are the first section of a four-part, secondary-postsecondary-level course in metals processing. The course is one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. Block I, Introduction to Oxyacetylene Welding, contains seven lessons covering fifty-four hours of instruction: Shop and Flight Line Safety Practices, Hand Tools, Operation and Maintenance of Welding Equipment, Bead and Lap Joints of Carbon Steel, Butt Joints of Carbon Steel, Tee Joints of Carbon Steel, and Position Welding. Block II, Oxyacetylene Welding, Cutting, Soldering, Brazing, and Hard Surfacing, contains seven lessons covering forty hours of instruction: Mechanical Drawing and Blueprint Reading, Joints of Heat and Corrosion Resistant Ferrous Alloys, Cutting Carbon Steel, Silver and Lead Soldering, Brazing Steel and Gray Iron Castings, Fusion Welding Ferrous Castings, and Hard Surfacing. Instructor materials include a course chart, detailed lesson plans, and a plan of instruction containing the units of instruction, criterion objectives, and additional materials needed. Student materials include a study guide for each block with objectives, information, review exercises, and references for each lesson; programmed text on shop safety; handout of glossary welding terms; and handout bibliographies. Suggested audiovisuals are not provided. (YLB)

These curriculum materials are the second section of a four-part, secondary-postsecondary-level course in metals processing. The course is one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. Block III, Introduction to Metallic Arc Welding, contains six lessons including fifty-eight hours of instruction: Principles of Operation and Maintenance of Arc Welding Machines, Identification and Selection of Electrodes, Stringer Beads and Building Up Worn Surfaces, Fillet Welds in the Flat and Horizontal Positions, Butt Joints of Carbon Steel Plate, and Butt Joints of Carbon Steel Sheet. Block IV, Special Metallic Arts and Resistance Welding Applications, contains six lessons covering fifty-eight hours of instruction: Fillet Welds in the Vertical Position, Fillet Welds in the Overhead Position, Pipe Joints, Heat and Corrosion Resistant Ferrous Alloys, Cast Iron, and Hard Surfacing, Cutting, and Resistance Welding. Instructor materials include a course chart, detailed lesson plans, and a plan of instruction containing the units of instruction, criterion objectives, and additional materials needed. Student materials include a study guide for each block that contains objectives, information, review exercises, and references for each lesson. Suggested audiovisuals are not provided. (YLB)

These curriculum materials are the third section of a four-part, secondary-postsecondary-level course in metals processing. The course is one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. Block V, Inert Gas Shielded Welding of High Performance Aircraft Metals, has nine lessons containing eighty-eight hours an instruction: Inert Gas Shielded Welding, Joints of Heat and Corrosion Resistant Ferrous Alloys, Position Welding of Heat and Corrosion Resistant Ferrous Alloys, Joints of Aluminum and Aluminum Alloy Sheet and Plate, Butt Joints of Magnesium, Joints of A-286 Alloy, Joints of Chromoloy, Butt Joints of Nickel Base Alloys, and Butt Joints of Titanium and Titanium Alloy Sheet. Block VI, Pipe, Tubing, and Aircraft Exhaust and Jet Engine Hot Section Repair, has six lessons covering fifty-eight hours of instruction: Joints of Heat and Corrosion Resistant Ferrous Alloy Pipe, Joints of Alumimum Alloy Pipe and Tubing, Butt Patches on Jet Engine Hot Section Parts, Fillet Patches on Jet Engine Hot Section Parts, Reciprocating Engine Exhaust Manifold Repair, and Welding of Carbon and Alloy Steel Tubular Assemblies. Instruction materials include a course chart, detailed lesson plans, and a plan of instruction containing the units of instruction, criterion objectives, and additional materials needed. Student materials include a study guide for each block with objectives, information, review exercises, and references for each lesson. Suggested audiovisuals are not provided. (YLB)

The new style curriculum guidelines for industrial education courses in Canada are published in this book and are designed to be used in conjunction with supporting materials distributed by the Provincial Industrial Education Resource Centre. The introduction includes a description of the guide and explains this new approach to secondary industrial education. The program's organization and goals are discussed, as well as the expectations of students and teachers. The advanced studies programs for particular occupations are surveyed also. Subject areas in the guide are drafting, woodwork/construction, metal, mechanics, electricity/electronics, and technology. Each section contains introductory statements, a general outline, intended learning outcomes, and a sample model (one approach to meeting the intended learning outcomes for a particular subject area). (CT)

This curriculum guide describes a broad range of teaching objectives and student learning experiences in several metal occupations. It also provides assistance to students in gathering data for personal decision making with regard to the metals industry as a career alternative and helps prepare students for entrance into post-high school technical programs. Specific units cover entry-level skills development in the areas of safety, metals technology, bench and wrought metal, sheet metal, art metal, forging, heat treating, foundry, welding, machine shop, metals in everyday living, and finishing. The guide is also designed to assist the local teacher with organization and management of the course. It describes the accountability line and the information flow from the teacher to the principal and to the superintendent. The management system includes measurable objectives which detail the responsibilities of the teacher and the students. The student performance objectives are arranged in nine-week time frames to facilitate the collection of evaluation data at the same time as quarterly grades are issued. The appendix contains a management system report, time frame checklists for teacher and student objectives, and a narrative report example with instructions. Two other curriculum guides accompany this document and include performance objectives for courses in health occupations education (CE 019 076) and industrial arts (CE 019 075). (CT)

This instructor's manual presents information for a training course in analytical methods for inorganic and organic chemical contaminants listed in the interim primary drinking water regulations. Topics focus on: (1) pre-course activities, including course logistics, equipment, and facilities; (2) sample agendas; (3) lesson plans for specific subjects including sampling techniques, statistics, quality control, safety, inorganic analysis, and organic analysis; (4) optional units; and (5) course assessment and evaluation information including a sample pre- and post-test with answer key. (CO)

This training manual, intended for chemists and technicians with little or no experience in chemical procedures required to monitor drinking water, covers analytical methods for inorganic and organic chemical contaminants listed in the interim primary drinking water regulations. Topics include methods for heavy metals, nitrate, and organic compounds (chlorinated hydrocarbons, chlorophenoxys, and trihalomethanes). (CO)

This student training module on welding materials is one of three modules (see CE 032 889-890) on welding developed for Pre-Apprenticeship Phase 1 Training. (A companion instructor's guide is available separately as CE 032 888.) The modules are designed to introduce trade knowledge and skills to the student. This module contains a cover sheet listing module title, goal, and performance indicators; study guide/checklist with directions for module completion; information sheets providing details about materials used in welding and their characteristics, with related drawings; self-assessment; self-assessment answers; post assessment; and an assignment sheet. Topics covered in the module are common welding materials and their characteristics. (KC)

This course in chemistry for energy technology 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 six modules, the course is designed with a special emphasis on all aspects of chemistry as it relates to the work of an energy technician. Basic chemical information and techniques are presented. (Chemistry for Energy Technology I is available separately as CE 030 773.) 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 Corrosion and Electrochemistry; Metals and Ceramics; Thermodynamics and Thermochemistry; Fuels; Plastics, Adhesives, and Lubricants; and Nuclear Chemistry. (YLB)

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 metal workers and welders. Addressed in the six individual units of the course are the following topics: weldable metals and their alloys, arc welding, gas welding, metalworking machines and tools, repair of equipment and interpretation of welding symbols, and welding symbols. Each unit contains a general objective, a series of work units addressing different subobjectives, study questions, and answers to the study questions. (MN)

This curriculum guide contains operational guidelines to help local administrators, teacher educators, and industrial arts teachers in the State of Louisiana determine the extent to which their basic metals courses are meeting the needs of the youth they serve. It consists of a discussion of course prerequisites, goals, content, and implementation as well as 16 units devoted to various subject areas addressed in a basic metals course. Covered in the units are general safety, basic metalworking tools, layout, bench metalwork, sheet metal, art metal, ornamental metalwork, forging, metal casting, welding, metal finishing, planning, careers in metalworking, and basic metals projects. Each unit contains some or all of the following: objectives, time allotments, suggested topics, student activities, teacher activities, resources, and a unit inventory listing necessary tools and equipment. Among those items appended to the guide are safety rules, steps in making a layout, samples of basic metals projects, a sample student-planning sheet, suggestions for measuring achievement, sample test questions, techniques for conducting classes and for motivating students, and a list of resource materials. (MN)

This study unit advocates the use of biomass conversion techniques with municipal solid wastes as a viable action for energy development. The unit includes: (1) an introductory section (providing a unit overview and supportive statements for biomass conversion; (2) a historical review of energy use from wastes; (3) a section on design and operation of energy recovery systems (including diagrammatic illustrations); and (4) a discussion of economic aspects of biomass recovery systems (with itemizations of cost factors and benefit areas). A list of student activities is given and a 5-day plan is outlined with a suggested program format for each day. A bibliography and list of audio-visual materials are also included. (ML)

This curriculum guide contains materials for a 13-unit course in advanced metals, the second metals course in the industrial arts curriculum for grades 10-12. It is intended for use by industrial arts teachers, supervisors, counselors, administrators, and teacher educators. A two-page course overview provides a brief course description; indicates target grade level, prerequisites, course goals, and course objectives; presents an introduction to the course; and suggests a time frame. The detailed, 21-page course outline follows. A unit teaching guide in a column format relates objectives to topics, student activities, teacher activities, and resources. The 13 units cover these topics: general safety, careers, planning, advanced metal working tools, sheet metal work and layout, metallurgy and heat treating, casting, welding, machinery, materials testing, finishing, automation technology, and safety review. Extensive appendixes include sample materials, forms, and information related to classroom management; crossword and wordfind puzzles with solutions; safety and machine handouts/transparency masters; suggested project listings (project and sources); and lists of these types of resources: films, computer periodicals, and periodicals for metals instructors. A bibliography is provided. (YLB)

These military-developed curriculum materials consist of five volumes of individualized, self-paced training manuals for use by those studying to be airframe repair technicians. Covered in the individual volumes are the following topics: fundamentals of organization and management (ground safety, aircraft ground safety, and aerospace and power equipment safety); fundamentals of metalworking (aircraft metals, corrosion control of metals, metal cutting, hand and machine forming of metals, and shop mathematics); aircraft structural repairs (aircraft fasteners, common attaching methods, structural repairs, and control surface balancing); specialized repairs (transparent enclosures, fiberglass enclosures and parts, metal bonded honeycombs, and aircraft cable and plumbing repairs); and supervision and training (inspections and evaluations, optical alignment, and personnel management). Each volume contains text material as well as workbooks with objectives, exercises, answers to the exercises, and volume review exercises. (MN)

This guide sets forth minimum approval criteria for metals occupational clusters training programs in Oregon. The information in the guide is intended for use by district-level curriculum planners, teachers, regional coordinators, or state education department staff involved with new program development or revisions of existing programs. The guide outlines the instructional content of metals trades programs (such as welder, machinist, auto body repairer) in terms of program descriptions, areas for training, program goals, course/content goals, and sample performance objectives. Course goals are listed under such headings as safety, communication, mathematics, science, cutting, finishing, human relations, and career guidance. Course titles and descriptions are also included. A section on organizational options is designed to illustrate a few of the many ways to deliver the minimum instructional content required for an approved vocational cluster program. Content is illustrated by course titles for the instructional levels to recognize that students from different grades may enroll in one or more levels of a program. (KC)

This guide is intended for use in teaching an introductory course in manufacturing materials and processes. The course centers around four basic materials--metallics, polymers, ceramics, and composites--and seven manufacturing processes--casting, forming, molding, separating, conditioning, assembling, and finishing. Concepts and classifications of material conversion, fundamental manufacturing materials and processes, and the main types of manufacturing materials are discussed in the first section. A course content outline is provided in the second section. The remainder of the guide consists of learning modules on the following topics: manufacturing materials and processes, the nature of manufacturing materials, testing materials, casting and molding materials, forming materials, separating materials, conditioning processes, assembling processes, finishing processes, and methods of evaluating and analyzing products. Each module includes information about the length of time needed to complete the module, an introduction to the instructional content to be covered in class, performance objectives, a day-by-day outline of student learning activities, related diagrams and drawings, and lists of suggested textbooks and references. (MN)

This curriculum outline provides secondary and postsecondary instructors with detailed information on student learning outcomes for completion of the metal fabrication machinist training program requirements. A program overview discusses the aims of education; secondary school philosophy; and career preparation programs and their goals, organization, and evaluation. Sections two and three provide the curriculum format for programs in grades 11 and 12, respectively. Each program is divided into units containing from 1 to 19 modules. Both course and unit general aims are cited. Modules consist of these components: goal statements, learning outcomes, and student activities to support the learning outcomes. Topics covered in the 18 units in the grade 11 program and the 17 units in the grade 12 program include cooperative career preparation; shop practices, human relations, and safety; hand tools; mechanical drawing; soldering; gas welding; oxyacetylene welding, brazing, and cutting; shielded metal arc welding; metallurgy; power saws, shapers, and milling machines; hot metals; grinding, polishing, and surface finishing; drilling, reaming, and tapping; lathes; drill press operations and setups; power saws, fitting, and assembly; measurement; blueprint reading; applied mathematics; and rigging and material handling. Section four contains resource materials and a chapter on rigging and erection. (YLB)

This curriculum outline provides secondary and postsecondary instructors with detailed information on student learning outcomes for completion of the welding/metal fabrication program requirements. A program overview discusses the aims of education; secondary school philosophy; and career preparation programs and their goals, organization, and evaluation. Sections two and three provide the curriculum format for programs in grades 11 and 12, respectively. Each program is divided into units containing from 1 to 19 modules. Both course and unit general aims are cited. Modules consist of these components: goal statements, learning outcomes, and student activities to support the learning outcomes. Topics covered in the 18 units in the grade 11 program and the 11 units in the grade 12 program include cooperative career preparation; shop practices, human relations, and safety; technical reading, writing, and reporting; fasteners; tools and equipment; mechanical drawing; soldering; gas welding; metallurgy; power saws, shapers, and milling machines; hot metals; sheet metal; grinding, polishing, and surface finishing; drilling, reaming, and tapping; lathes; air carbon arc cutting; blueprint reading; and rigging and material handling. Section four lists resource materials and contains a chapter on rigging and erection. (YLB)

This curriculum outline provides secondary and postsecondary instructors with detailed information on student learning outcomes for completion of the sheet metal fabrication program requirements. A program overview discusses the aims of education; secondary school philosophy; and career preparation programs and their goals, organization, and evaluation. Sections two and three provide the curriculum format for programs in grades 11 and 12, respectively. Each program is divided into units containing from 1 to 19 modules. Both course and unit general aims are cited. Modules consist of these components: goal statements, learning outcomes, and student activities to support the learning outcomes. Topics covered in the 18 units in the grade 11 program and the 12 units in the grade 12 program include cooperative career preparation; shop practice, human relations, and safety; technical reading, writing, and reporting; fasteners; tools and equipment; mechanical drawing; soldering; gas welding; oxyacetylene welding, brazing, and cutting; shielded metal arc welding; metallurgy; power saws, shapers, and milling machines; hot metals; grinding, polishing, and surface finishing; drilling, reaming, and tapping; lathes; basic drawing; applied mathematics; layout and fabrication; parallel and radial line development; triangulation; and rigging and material handling. Section four contains resource projects and a chapter on rigging and erection. (YLB)

This manual is intended (1) to provide an information resource to supplement the formal training program for boilermaker apprentices; (2) to assist the journeyworker to build on present knowledge to increase expertise and qualify for formal accreditation in the boilermaking trade; and (3) to serve as an on-the-job reference with sound, up-to-date guidelines for all aspects of the trade. The manual is organized into 13 chapters that cover the following topics: safety; boilermaker tools; mathematics; material, blueprint reading and sketching; layout; boilershop fabrication; rigging and erection; welding; quality control and inspection; boilers; dust collection systems; tanks and stacks; and hydro-electric power development. Each chapter contains an introduction and information about the topic, illustrated with charts, line drawings, and photographs. (KC)

This training outline for grader operators, one in a series of eight outlines, is designed primarily for company training foremen or supervisors and for trainers to use as an industry-wide guideline for heavy equipment operator training in open pit mining in British Columbia. Intended as a guide for preparation of lesson plans both for classroom and on-the-job training activities, this outline is divided into eight modules. Each module is based on 2 to 24 objectives. For each objective, key points and procedures are outlined. Module topics are basic safety and operating rules, communications, indicators and controls, pre-start and operational checks, basic operation, grader production, service and refuel, and special assignments. A skill profile chart is attached. (YLB)

This training outline for front end loader operators, one in a series of eight outlines, is designed primarily for company training foremen or supervisors and for trainers to use as an industry-wide guideline for heavy equipment operator training in open pit mining in British Columbia. Intended as a guide for preparation of lesson plans both for classroom and on-the-job training activities, this outline is divided into eight modules. Each module is based on 3 to 14 objectives. For each objective, key points and procedures are outlined. Module topics are basic safety and operating rules, communications, gauges and controls, pre-start and operational checks, basic operation, front end loader production operation, service and refuel, and special assignments. A skill profile chart is attached. (YLB)

This training outline for rotary drill operators, one in a series of eight outlines, is designed primarily for company training foremen or supervisors and for trainers to use as an industry-wide guideline for heavy equipment operator training in open pit mining in British Columbia. Intended as a guide for preparation of lesson plans both for classroom and on-the-job training activities, this outline is divided into eight modules. Each module is based on 2 to 19 objectives. For each objective, key points and procedures are outlined. Module topics are basic safety and operating rules, communications, indicators and controls, pre-start and operational checks, basic operation, service the drill, move the drill, and special assignments. A skill profile chart is attached. (YLB)

This training outline for haulage truck operators, one in a series of eight outlines, is designed primarily for company training foremen or supervisors and for trainers to use as an industry-wide guideline for heavy equipment operator training in open pit mining in British Columbia. Intended as a guide for preparation of lesson plans both for classroom and on-the-job training activities, this outline is divided into eight modules. Each module is based on 1 to 13 objectives. For each objective, key points and procedures are outlined. Module topics are basic safety and operating rules, communications, gauges and controls, pre-start and operational checks, basic truck operation, production operation, service and refuel, and special assignments. A skill profile chart is attached. (YLB)

This training outline for shovel operators, one in a series of eight outlines, is designed primarily for company training foremen or supervisors and for trainers to use as an industry-wide guideline for heavy equipment operator training in open pit mining in British Columbia. Intended as a guide for preparation of lesson plans both for classroom and on-the-job training activities, this outline is divided into eight modules. Each module is based on 3 to 14 objectives. For each objective, key points and procedures are outlined. Module topics are basic safety and operating rules, communications, indicators and controls, pre-start and operational checks, basic operation, shovel production, lubrication and service, and special assignments. A skill profile chart is attached. (YLB)

This training outline for rubber tire dozer operators, one in a series of eight outlines, is designed primarily for company training foremen or supervisors and for trainers to use as an industry-wide guideline for heavy equipment operator training in open pit mining in British Columbia. Intended as a guide for preparation of lesson plans both for classroom and on-the-job training activities, this outline is divided into eight modules. Each module is based on 1 to 13 objectives. For each objective, key points and procedures are outlined. Module topics are basic safety and operating rules, communications, indicators and controls, pre-start and operational checks, basic operation, rubber tire dozer production operation, service and refuel, and special assignments. A skill profile chart is attached. (YLB)