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This publication provided the competencies and key indicators for a program that enables students to prepare for a number of occupations within the broader metalworking industry. Specializations include machinist, computer numerical control programmers, and maintenance and machine builders. Competencies and the related key indicators are presented for these 11 units: orientation to the precision machining technology industry; safety in the machining industry; measuring workpieces, drawing interpretation, and inspection; benchwork and layout; power saws; drilling machines; lathes and turning machines; milling machines; grinding machines; computer numerical control; and job planning and management. (YLB)

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related industries. This volume provides the MAST standards and curriculum for the industrial maintenance technology specialty area. (An industrial maintenance mechanic uses mechanical, pneumatic, hydraulic, and electrical skills to maintain, repair, and install equipment and machinery used in industry.) This volume is organized in the following sections: (1) a profile of Augusta Technical Institute (Georgia), the development center that produced these standards and curriculum; (2) an industrial maintenance mechanic competency profile of job duties and tasks; (3) an industrial maintenance mechanic duty, task, and subtask outline; (4) a course curriculum outline and course descriptions; (5) a technical workplace competencies and course crosswalk; and (6) a Secretary's Commission on Achieving Necessary Skills (SCANS) proficiencies course crosswalk. Individual syllabi for the following courses are provided: Algebraic Concepts; Direct Current Circuits I; Industrial Maintenance Safety Procedures; Industrial Mechanics I; Introduction to Microcomputers; English; Alternating Current I-II, Pumps and Piping Systems; Industrial Hydraulics; Interpersonal Relations and Professional Development; Industrial Mechanics II; Industrial Pneumatics; Refrigeration Fundamentals; Metal Welding and Cutting Techniques; Lathe Operations I; and Industrial Maintenance-Mechanical Review. Each course syllabus includes the following: course hours, course descriptions, prerequisites, required course materials, teaching and evaluation methods, lecture and laboratory outlines, course objectives for technical and SCANS competencies, and suggested references. Two appendixes contain industry competency profiles and the pilot program narrative. (KC)

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related industries. This volume provides the MAST standards and curriculum for the tool and die maker specialty area. (A tool and die maker is a person who produces tools, dies, and special guiding and holding devices that are used in machine tools and to produce a variety of machined parts and products.) This volume is organized in the following sections: (1) a profile of Itawamba Community College (Mississippi), the development center that produced these standards and curriculum; (2) a tool and die maker competency profile of job duties and tasks; (3) a tool and die maker duty, task, and subtask outline; (4) a course curriculum outline and course descriptions; (5) a technical workplace competencies and course crosswalk; and (6) a Secretary's Commission on Achieving Necessary Skills (SCANS) proficiencies course crosswalk. Individual syllabi for the following courses are provided: Machine Tool Technology; Introduction to Die Making Procedures; Fundamentals of Drafting; Introduction to Computers; Die Design I; Die Making I; Computer Numerical Control (CNC) Operations I; Principles of Computer Assisted Design (CAD); Die Design II; Die Making II; CNC II; Die Making III; CNC III; and Special Project. Each course syllabus includes the following: course hours, course descriptions, prerequisites, required course materials, teaching and evaluation methods, lecture and laboratory outlines, course objectives for technical and SCANS competencies, and suggested references. Two appendixes contain industry competency profiles and the pilot program narrative. (KC)

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related industries. This volume provides the MAST standards and curriculum for the computer-aided drafting and design specialty area. It is organized in the following sections: (1) a profile of Moraine Valley Community College (Illinois), the development center that produced these standards and curriculum; (2) a computer-aided drafting and design technician competency profile of job duties and tasks; (3) a computer-aided drafting and design technician duty, task, and subtask outline; (4) a course curriculum outline and course descriptions; (5) a technical workplace competencies and course crosswalk; and (6) a Secretary's Commission on Achieving Necessary Skills (SCANS) proficiencies course crosswalk. Individual syllabi for the following courses are provided: Composition I; Introduction to Computer Graphics; Introduction to Drafting; Technical Mathematics, Introduction to Machine Tools, Mechanical Detailing, Introduction to Computer-Aided Drafting; Drafting Seminar; Three-Dimensional Modeling and Rendering; Materials of Industry; Machine Elements; Tool Drafting; Hydraulics and Pneumatics; Trigonometric Functions; Mechanics, Heat, and Sound; Machine Design; Statics and Strength of Materials; Plant Engineering Drafting; Computer Assisted Design/Manufacturing Concepts; and Speech Fundamentals. Each course syllabus includes the following: course hours, course descriptions, prerequisites, required course materials, teaching and evaluation methods, lecture and laboratory outlines, course objectives for technical and SCANS competencies, and suggested references. Two appendixes contain industry competency profiles and the pilot program narrative. (KC)

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related industries. This volume provides the MAST standards and curriculum for the sheet metal and composites specialty area. (A sheet metal and composites technician is a person who plans, lays out, cuts, fabricates, and joins sheet metal to produce a work piece to referenced engineering standards.) This volume is organized in the following sections: (1) a profile of Texas State Technical College, the development center that produced these standards and curriculum; (2) a sheet metal and composites technician competency profile of job duties and tasks; (3) a sheet metal and composites technician duty, task, and subtask outline; (4) a course curriculum outline and course descriptions; (5) a technical workplace competencies and course crosswalk; and (6) a Secretary's Commission on Achieving Necessary Skills (SCANS) proficiencies course crosswalk. Individual syllabi for the following courses are provided: Bench Work and Layout; Precision Tools and Measurements; Industrial Specifications and Safety; Introduction to Metal Working Processes; Introduction to Plastics; Survey of Welding Processes and Applications; Sheet Metal Processing I; Plastic Materials and Testing; Manufacturing Processes; Computer Assisted Design/Manufacturing (CAD/CAM) I; Sheet Metal Processing II; Composites; and Sheet Metal Structures. Each course syllabus includes the following: course hours, course descriptions, prerequisites, required course materials, teaching and evaluation methods, lecture and laboratory outlines, course objectives for technical and SCANS competencies, and suggested references. An appendix contains industry competency profiles. (KC)

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related industries. This volume provides the MAST standards and curriculum for the welding specialty area. (A welder is a person who uses arc and gas, shielded metal arc welding (SMAW), gas metal arc welding, gas tungsten arc welding, brazing, metallurgy, and print interpretation to perform welding operations necessary to produce a workpiece to required standards.) This volume is organized in the following sections: (1) a profile of Moraine Valley Community College (Illinois), the development center that produced these standards and curriculum; (2) a welder competency profile of job duties and tasks; (3) a welder duty, task, and subtask outline; (4) a course curriculum outline and course descriptions; (5) a technical workplace competencies and course crosswalk; and (6) a Secretary's Commission on Achieving Necessary Skills (SCANS) proficiencies course crosswalk. Individual syllabi for the following courses are provided: Basic Arc/Gas Welding I-II; Electrical Welding Circuits; Reading Welding Blueprints; Advanced SMAW and Cutting I-II; Metal Inert Gas (MIG), Tungsten Inert Gas (TIG), and Brazing I-II; Basic Welding Metallurgy; Individual Welding Problems I-II; Basic Pipe Welding I-II; and Visual Inspection of Welds. Each course syllabus includes the following: course hours, course descriptions, prerequisites, required course materials, teaching and evaluation methods, lecture and laboratory outlines, course objectives for technical and SCANS competencies, and suggested references. Two appendixes contain industry competency profiles and the pilot program narrative. (KC)

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related industries. This volume provides the MAST standards and curriculum for the manufacturing engineering technician specialty area. (A manufacturing engineering technician is a person who uses special knowledge and skills to recommend and implement solutions for specific manufacturing applications.) This volume is organized in the following sections: (1) a profile of Texas State Technical College, the development center that produced these standards and curriculum; (2) a manufacturing engineering technician competency profile of job duties and tasks; (3) a manufacturing engineering technician duty, task, and subtask outline; (4) a course curriculum outline and course descriptions; (5) a technical workplace competencies and course crosswalk; and (6) a Secretary's Commission on Achieving Necessary Skills (SCANS) proficiencies crosswalk. Individual syllabi for the following courses are provided: Machine Tool Practices I; Drafting Principles; Machine Tool Practices II; Application Software; Engineering Materials; Safety and Accident Prevention; Basic Fluid Power; Electrical Applications; Survey of Welding Processes and Applications; Computer Numerical Control (CNC) Machine Programming; Statics; Manufacturing Processes; Introduction to Computer Drafting; Computer-Assisted Design/Manufacturing (CAD/CAM) I; Tool Design I; Strength of Materials; CAD/CAM II; Computer Integrated Manufacturing; Quality Assurance and Statistical Process Control; and Engineering Technology Project. Each course syllabus includes the following: course hours, course descriptions, prerequisites, required course materials, teaching and evaluation methods, lecture and laboratory outlines, course objectives for technical and SCANS competencies, and suggested references. An appendix contains industry competency profiles. (KC)

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational speciality areas within the U.S. machine tool and metals-related industries. This volume provides the MAST standards and curriculum for the mold making specialty area. (A mold maker is a high-level craftsperson who is responsible for the planning, layout, set-up, and operation of hand and machine tools to perform machining operations necessary to produce a workpiece to fine and precise engineering standards.) This volume is organized in the following sections: (1) a profile of Texas State Technical College, the development center that produced these standards and curriculum; (2) a mold maker competency profile of job duties and tasks; (3) a mold maker duty, task, and subtask outline; (4) a course curriculum outline and course descriptions; (5) a technical workplace competencies and course crosswalk; and (6) a Secretary's Commission on Achieving Necessary Skills (SCANS) proficiencies course crosswalk. Individual syllabi for the following courses are provided: Machine Tool Practices (MTP) I; Drafting Principles; MTP II; Application Software; Introduction to Plastics; Survey of Welding Processes and Applications; Safety and Accident Prevention; Engineering Materials; Computer Assisted Design/Manufacturing (CAD/CAM) I; Mold Making I; Statics; Composites; Introduction to Computer Drafting; CAD/CAM II; Mold Making II; Strength of Materials; CAD/CAM III; Mold Making III; Mold Design and Maintenance; and Engineering Technology Project. Each course syllabus includes the following: course hours, course descriptions, prerequisites, required course materials, teaching and evaluation methods, lecture and laboratory outlines, course objectives for technical and SCANS competencies, and suggested references. An appendix contains industry competency profiles. (KC)

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related industries. This volume is organized in the following sections: (1) career development--information on establishing and operating career development centers that help students prepare for careers in the machining and machine tool industries; (2) career action plans--the methods and procedures for developing a career path in the industries for high school students, displaced workers, and employees who want to upgrade their skills; (3) career orientation modules--a 6-week or 180-hour self-paced introduction to the basic hand tools, practices, and equipment used in the machine tool and metal-working occupations; (4) sample internship agreement; (5) outlines of eight remediation courses (three reading, two English, and three mathematics) developed to raise students' skills and knowledge to the level necessary to succeed in college; (6) 11 general education courses (four English, three mathematics, one physics, and three psychology) to be offered in conjunction with the technical courses; and (7) MAST Remote Site and Industrial Model--guidelines for using the MAST technical curricula as a base in preparing customized training for industry customers to update the skills of current employees. Appendixes containing forms necessary to market, plan and implement, the MAST training model and sample training modules are included. (KC)

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related industries. This volume provides the MAST standards and curriculum for the machinist specialty area. (A machinist is a person who is responsible for the planning, layout, set up, and operation of hand and machine tools to perform machining operations necessary to produce a workpiece to referenced engineering standards.) This volume is organized in the following sections: (1) a profile of Texas State Technical College, the development center that produced these standards and curriculum; (2) a machinist competency profile of job duties and tasks; (3) a machinist duty, task, and subtask outline; (4) a course curriculum outline, course descriptions, and a list of capital equipment needed; (5) a technical workplace competencies and course crosswalk; and (6) a Secretary's Commission on Achieving Necessary Skills (SCANS) proficiencies course crosswalk. Individual syllabi for the following courses are provided: Machine Tool Practices I-IV; Precision Tools and Measurements; Industrial Specifications and Safety; Survey of Welding Processes and Applications; Manufacturing Processes; Introduction to Computer Numerical Control (CNC); and Advanced CNC. Each course syllabus includes the following: course hours, course descriptions, prerequisites, required course materials, teaching and evaluation methods, lecture and laboratory outlines, course objectives for technical and SCANS competencies, and suggested references. Two appendixes contain industry competency profiles and a pilot program narrative. (KC)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for machine tool operation/machine shop I and II. Presented first are a program description and course outlines. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. Machine Tool Operation and Machine Shop I contains the following 11 units: (1) orientation; (2) leadership and personal development; (3) safety; (4) shop math; (5) measuring tools and instruments; (6) hand and bench tools; (7) blueprint reading; (8) lathes; (9) lathe operations; (10) milling machines; and (11) milling machine operations. The second-level course contains these units: (1) orientation; (2) safety; (3) advanced leadership; (4) employability skills; (5) layout and construction; (6) advanced lathe operations; (7) advanced vertical milling operations; (8) surface grinding machines; and (9) computerized numerical control. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (KC)

This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a current comprehensive and verified employer competency program list for machine trades. Each unit (with or without subunits) contains competencies and competency builders that identify the occupational, academic, and employability skills needed to enter this occupational area. Within that outline are three levels of items: core, advancing, and futuring. Core items are essential to entry-level employment. Advancing items are needed to advance in a given occupation. Futuring items are needed to enter and remain in a given occupation 3 to 4 years from now. This profile contains 18 units: (1) orientation; (2) measuring workpieces; (3) inspecting workpieces; (4) benchwork; (5) layouts; (6) power saws ; (7) drilling machines; (8) grinding machines; (9) milling machines; (10) lathes and turning machines; (11) computer numerical controlled (CNC) lathes and turning center; (12) CNC mills and machining center; (13) electrical discharged machines; (14) heat treating; (15) superabrasives; (16) contemporary tooling; (17) advanced machining tooling; and (18) employability skills. (NLA)

This learning module for a high school metals and manufacturing course is designed to introduce the concept of computer-assisted machining (CAM). Through it, students learn how to set up and put data into the controller to machine a part. They also become familiar with computer-aided manufacturing and learn the advantages of computer numerical control (CNC) over conventional machining. The six sections of the module are the following: module objectives, content outline, teaching methods, student activities, resource list, and evaluation (pretest, three exercises, and posttest). Student activities include information sheets and are illustrated with line drawings. (KC)

This curriculum guide was developed from a Technical Committee Report prepared with the assistance of industry personnel and containing a Task List which is the basis of the guide. It presents competency-based program standards for courses in precision machining technology and is part of the Idaho Vocational Curriculum Guide Project, a cooperative effort among secondary and postsecondary instructors and administrators and business representatives. The purpose of the program is to prepare students for employment as machinists, filers, grinders, buffers, lay out workers, mill operators, or computer numerically controlled machine operators, or to provide supplemental training for persons already employed in these occupations. Areas covered in the guide include communication skills, leadership skills, human relations and employability skills, safe and efficient work practices, shop mathematics and blueprints, shaping metal parts, bench work, precision measurement, layout, and inspection. The guide contains a task profile that outlines the curriculum and 13 task listings and performance standards that correspond to the 13 modules in the guide. The modules cover the following topics: employability skills, prerequisite machining, bench work, power saws, pedestal grinders, drill presses, lathes, milling machines, surface grinding machining, tool and cutter grinding machines, computerized numerical control, electric discharge machines, and heat and treat furnaces. Each module consists of an introduction and a list of tasks correlated to a performance objective and a list of enabling objectives. (KC)

These instructional materials provide an orientation to the drill press for use at the postsecondary level. The first of seven sections lists seven types of drill presses. The second section identifies 14 drill press parts. The third section lists 21 rules for safe use of drilling machines. The fourth section identifies the six procedures for proper care and maintenance of the drill press. The fifth section lists 14 workholding and setup devices. The sixth section, on drill press operation, contains the following parts: (1) terms and definitions for safe operation; (2) operations that can be performed; (3) seven cutting tools used (illustrations included); (4) cutting speeds and determination of speeds (information sheet provided); (5) types of drill press spindle drives; and (6) types of coolants. The seventh section outlines four drill press activities. Tools and equipment, procedures, and schematics are provided for each activity. Figures are provided throughout text. A quiz and separate answer sheets are included at the end of this guide. (NLA)

This catalog provides performance objectives, tasks, standards, and performance guides associated with current occupational information relating to the job content of machinists, specifically tool grinder operators, production lathe operators, and production screw machine operators. The catalog is comprised of 262 performance objectives, tool and equipment lists, and performance guides that were prepared from job-related task statements from the occupational inventory. Each performance objective contains the condition under which the student will perform the objective, the performance required of the worker in the job environment, and a job-relevant standard for measuring successful performance of the objective. The source of the standard for each objective is documented. The tool and equipment list includes the required tools and equipment for completing the performance guides. Accessories included are the necessary tools and machinery parts used with a basic machine. The performance guides that accompany the tasks provide procedural steps identified as subordinate to task performance. Appendixes to the catalog contain cross-reference tables of duties and tasks of machine tool operators; percentages of workers using tools, equipment, and work aids; references; and a model of the process of the development of the catalog. (KC)

This teacher's guide to unit 5 of the 12th-grade second-semester "Comparing Political Experiences" course provides specific objectives and instructional procedures for each of the five activities that focus on the case study of the Cummins Engine Company. In addition, the guide provides instructions for coordinating the use of the student text, audiovisual aids, and skill kit for the unit. The introduction includes a statement of the general rationale, knowledge objectives, analytical skill objectives, moral-reasoning skill objectives, participation skill objectives, instructional design and procedures, and evaluation materials for the course and the unit. A major objective of the study of the Cummins Engine Company is that it serves as an example of a system experiencing development. Learning about issues of growth and job security at Cummins establishes this concept of political development. In addition, the Cummins documentary provides information about work environments as political systems. Students observe the changing pattern of development in the multinational corporation and then may apply the concept to new and different situations. Included are reaction forms to be filled out by the teacher to evaluate the effectiveness of the unit. (Author/DE)

This is the fourth unit to the 12th-grade second-semester "Comparing Political Experiences" course which focuses on specific controversial political issues. The unit analyzes the concept of political development by examining the Cummins Engine Company and employee job security during the company's growth into a multinational corporation. Using the documentary approach, the unit is divided into five student activities provided form a participant's eye view. The first activity presents information about the history of the engine company as a political system. Activity 2 introduces the concept of political development and the related ideas of mobilization and planning. It explains how the Cummins Company changed from a primarily elite-type structure to a primarily bureaucratic structure. In activity 3, students learn about the concept of penetration through a role-play exercise and then apply the concept to the expansion of the company into Mexico and India. Activity 4 focuses on the concept of interdependence through an examination of how the company has become interdependent with Mexico. Finally, activity 5 requires students to predict alternative futures for the company under different economic conditions. Each activity contains necessary student materials and discussion questions. (Author/DE)

These three volumes with text and workbook materials for a secondary/postsecondary level course in basic and advanced machine shop practices 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 individualized, self-paced course is to upgrade an apprentice semi-skilled machinist to a skilled level. The course is also intended for use in a laboratory or on-the-job learning situation. It can be used as independent or advanced study in machine shop courses. Each volume consists of (1) a coded text containing informative material, (2) a workbook detailing chapter objectives and providing review exercises where questions are keyed to the text (no answers are provided), and (3) a volume review exercise where questions are also keyed to the text, but no answers are available. The three volumes cover general shop management (precision tools; lubricants, coolants, and fluids; metallurgy; and stud, plug, screw, and insert, removal, and replacement), advanced machine work (drilling machines, lathes, milling machines, shapers, contour machines, and grinding operations), and tool design and fabrication. (YLB)

Through a research grant funded by the Vocational Division of the Indiana State Department of Public Instruction, a developmental research project was undertaken to develop machine trades-related mathematics materials using the terminology, concepts, and methods of modern mathematics. The two volume set is designed to be utilized by first and second year machine tool technology students. Included in the document are technical information lead-in sheets, machine trades technical information sheets, technical assignment sheets, sample technical operation sheets, and sample technical job sheets. The technical information lead-in sheets present, in simple and direct manner, important terminology, concepts, and methods utilized in modern mathematics. The units may be used for both practice and reference; practice problems with answers are divided with each lead-in sheet. Each of the machine trades technical information sheets presents specific machine tool technology, technical information utilizing the modern mathematics approach, and terminology. As much as possible these units emphasize understanding of the concepts and formulas involved. Technical assignment sheets including assigned problems and answers have been included to provide the student with practice. Appended is a partial listing of books that might be utilized for additional study in the machine trades and in modern mathematics. (Author/BP)

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 guide provides model learner outcomes used by communities and schools to improve learning experiences in trade and industrial education. It contains a mission statement for public education in Minnesota and 13 learner goals that must be incorporated into each district's goal statements. The bulk of this document contains model learner outcomes for 15 trade and industrial occupations. Each learner outcome is accompanied by state board learner goals and development/concept emphasis. Learner outcomes for students in grades 6 through 10 are identified in communication, energy and power, production, and transportation. In addition, general and gifted/talented outcomes are outlined. Eleven areas of specialization for grades 11 and 12 are as follows: (1) architectural drafting occupations; (2) automotive technician occupations; (3) carpentry occupations and finishing trades; (4) construction occupations; (5) electronics occupations; (6) graphic communication occupations; (7) machining occupations; (8) mechanical drafting occupations; (9) small engine repair occupations; (10) technology cooperative programs; and (11) welding occupations. General outcomes for all grades 11 and 12 areas are also included. The guide includes a section on transposing outcomes into the curriculum. Three forms for curriculum development and 12 references are included. (NLA)

This Technical Committee Report prepared by industry representatives in Idaho lists the skills currently necessary for an employee in that state to obtain a job in precision machining technology, retain a job once hired, and advance in that occupational field. (Task lists are grouped according to duty areas generally used in industry settings, and are used as the basis for modules in the statewide curriculum guide development process and for generating student profiles.) The first section of the guide is the task profile, which provides the Idaho code number for the occupation and outlines major concepts/content, laboratory activities, teaching considerations, and intended outcomes. The guide then lists the following 13 task areas with subtasks (competencies) for precision machining technology: employability skills; prerequisite machining skills; bench work skills; power saws; pedestal grinders; drill presses; lathes; milling machines; surface grinding machines; tool and cutter grinding machines; computerized numerical control operations; precision machining technology, functions, and operating principles; and heat treat furnaces. (KC)

This Technical Committee Report prepared by industry representatives in Idaho lists the skills currently necessary for an employee in that state to obtain a job in drafting and design technology, retain a job once hired, and advance in that occupational field. (Task lists are grouped according to duty areas generally used in industry settings, and are used as the basis for modules in the statewide curriculum guide development process and for generating student profiles.) The first section of the guide is the task profile, which provides the Idaho code number for the occupation and outlines major concepts/content, laboratory activities, teaching considerations, and intended outcomes. The guide then lists the following 25 task areas with subtasks (competencies) for drafting and design technology: employability skills; orientation; basic drafting skills; technical mathematics; multiview drawings; sectional views; auxiliary drawings; basic dimensioning; pictorial drawings; sheet metal developments; drafting applications; basic charts and graphs; computer skills; computer-aided drawings; architectural drawings; structural drawings; civil drawings; electrical/electronic drawings; pneumatic/hydraulic drawings; mechanical drawings; electrical/electronic drawings; advanced computer-aided drawings; advanced mechanical drawings; tool and die drawings; and basic surveying skills. (KC)

This series of learning activity packages focuses on three areas of tractor mechanics: (1) maintaining and servicing the engine, (2) lubricating the tractor, and (3) painting the tractor. Each of the nineteen illustrated learning activity packages follows a typical format: introduction, directions, objectives, learning activities, tools and equipment needed, materials and supplies needed, safety, instructions, student self-check, check-out activities, and final instructor checklist. (LRA)

This series of learning activity packages focuses on four areas of tractor mechanics: (1) maintaining and servicing the power train, (2) maintaining and servicing the clutch, (3) maintaining and servicing the transmission and differential, and (4) maintaining and servicing the final drive. Each of the twenty-nine illustrated learning activity packages follows a typical format: introduction, directions, objectives, learning activities, tools and equipment needed, materials and supplies needed. safety, instructions, student self-check, check-out activities, and final instructor checklist. (LRA)

This series of learning activity packages focuses on two areas of tractor mechanics: (1) maintaining and servicing the cooling system and (2) maintaining and servicing hydraulic systems. Each of the fifteen illustrated learning activity packages follows a typical format: introduction, directions, objectives, learning activities, tools and equipment needed, materials and supplies needed, safety, instructions, student self-check, check-out activities, and final instructor checklist. (LRA)

Designed for individualized use in an applied physics course in postsecondary vocational-technical education, this series of eighteen learning modules is equivalent to the content of two quarters of a five-credit hour class in manufacturing engineering technology, machine tool and design technology, welding technology, and industrial plastics technology. Almost all the modules contain technological application in the form of laboratory experiments or as applied homework problems. Each module contains the following components: a cover page explaining the purpose and contents of the module; learning objectives; learning activities; a self-evaluation test with an answer key; and a final test based on the stated objectives. These eighteen modules are a part of twenty-three applied physics modules which have been developed for use in several technology courses, including electrical, electronic service, electronic engineering, electromechanical, architectural and civil drafting, automotive, and diesel technologies. All twenty-three modules are available in ERIC document CE 014 409. Instructions in the use of the modules, related notes, data sheets, tests, and answer keys are included in a separate document (CE 014 408). (BM)

These user instructions and related materials are designed to accompany a series of twenty-three applied physics modules which have been developed for postsecondary students in electrical, electronics, machine tool, metals, manufacturing, automotive, diesel, architecture, and civil drafting occupational programs. The instructions include an overview of the applied physics project, a program description, explanation of the module format, suggestions for management and usage of the materials, instructional notes for each individual module, and a set of student directions explaining the individual components of the modules. Test forms, answer keys, and data sheets are also included. (All twenty-three modules are available in ERIC document CE 014 409. Certain modules from the total set are available separately for courses in the following technologies: manufacturing engineering, machine tool and design, welding, and industrial plastics--CE 014 410; architectural and civil drafting--CE 014 411; and automotive and diesel--CE 014 412.) (BM)