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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 secondary-level courses to prepare Mississippi vocational students for the programs of electrician I and II. Presented first are a program description and outlines for the five units for the program of electrician I: orientation, safety, leadership/personal development, and direct current and alternating current circuits. The 13 units for the program of electrician II are as follows: orientation, safety review, advanced leadership, tools/equipment and materials/supplies, alternating current circuits and residential wiring, blueprints and calculations, load centers and overcurrent protection, rough-in, residential service, trim-out and troubleshooting, motors and controllers, programmable logic controllers, and employability skills. Section I contains curriculum frameworks for both programs and section II contains outlines of the instructional units required in each program. 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 the occupations of electrician I and electrician II. (MN)

This Occupational Competency Analysis Profile (OCAP), which is one of a series of OCAPs developed to identify the skills that Ohio employers deem necessary to entering a given occupation/occupational area, lists the occupational, academic, and employability skills required of individuals entering the electrical trades. The introduction explains the content and purpose of OCAPs. Presented next are an OCAP listing competency builders in 8 technical skill areas specific to the electrical trades (safety, electrical principles, National Electrical Code, residential installations, commercial and industrial installations, commercial and industrial motor installations, specialized systems, and electronic applications) and an OCAP listing competency builders in 12 employability skill categories. A section on academic job profiles discusses the purpose of job profiling, presents an academic job profile for the electrical trades, and details the specific academic skills included in the following categories: applied mathematics, locating information, reading for information, applied technology, teamwork, listening, and writing. Included in a section on academic competencies are a master list of 504 academic competencies and a list of 79 academic competencies specific to the electrical trades. Concluding the OCAP is information on the OCAP verification panels. (MN)

This training module on electromechanical components contains 10 units for a two-year vocational program packaging system equipment control course at Wisconsin Indianhead Technical College. This module describes the functions of electromechanical devices essential for understanding input/output devices for Programmable Logic Control (PLC) applications through classroom lecture and laboratory settings. Objectives, outline, teaching methodology, and evaluation are discussed in the module overview. Each unit in the module outline is detailed with resource requirement, unit objective, content summary, and tools of evaluation sections. The following 10 units make up the module: (1) introduction to electrical control of circuits; (2) fuses and circuit breakers; (3) control transformers; (4) switches; (5) circuit application of switches using actuators; (6) relays and solenoids; (7) timers; (8) Packaging Machinery Manufacturer's Institute controls; (9) photoelectric sensing units; and (10) motors. (NLA)

This program guide presents the standard appliance servicing technician curriculum for technical institutes in Georgia. The general information section contains the following: purpose and objectives; program description, including admissions, typical job titles, and accreditation and certification; and curriculum model, including standard curriculum sequence and lists of courses. The next three sections contain the courses: general core courses (consumer education, English, general mathematics, interpersonal relations and professional development); fundamental occupational courses (refrigeration fundamentals, electrical fundamentals, electric motors, appliance controls fundamentals, and safety); and specific occupational courses (laundry appliances I-II, kitchen appliances I-II, refrigeration appliances I-II, microwave ovens, and household appliance servicing occupation-based instruction). Each course consists of the following: a course overview (description, competency areas, prerequisites, credit hours, contact hours); course outline with student objectives and class and lab hours; and resource list. An appendix to the guide lists equipment and tools needed for the program and nine additional resources. (NLA)

Commercial and Industrial Wiring, third in a series of three wiring publications, includes the additional technical knowledge and applications required for job entry in the commercial and industrial wiring trade. Instructional materials include a teacher edition, student guide, and two student workbooks. The teacher edition begins with introductory pages, including a training and competency profile, duty-task crosswalk, instructional/task analysis, basic skills icons and classifications, basic skills matrix, and a tools, equipment, and materials list. Each of 16 units consists of some or all of these components: suggested activities (instructional plan, teaching suggestions, references used in unit development, suggested supplemental resources); assignment sheet answer keys; written test; test key; teacher supplements; and transparency masters. The student guide provides some or all of these for each unit: learning activities sheet; objective sheet; information sheet; and student supplements. The student workbook contains these pen-and-paper exercises and skill tests necessary for student mastery of the course: focus assignment (provides students with an opportunity to explore topics presented in a unit and practice their reading, language skills, and critical thinking skills); assignment sheets; and job sheets. The 16 units are blueprint reading and load calculations; tools and equipment; service; transformers; rough-in; lighting; motors and controllers; electrical diagrams and symbols; 2- and 3-wire controls; separate control circuits; sequence controls; jogging controls; reversing starters; special control circuits; programmable logic controllers; and projects (special supplement). (YLB)

Addressed to the student, this manual, which includes supplementary diagrams, discusses the following topics and principles: Electromagnetic fields, electromagnets, parts of an electric motor, determining speed of an electric motor, types of electric motors in common use (split-phase, capacitor, repulsion-induction, three-phase), the electric motor nameplate, and electric motor comparisons (in chart form). (TA)

The training manual provides information related to the tasks assigned to the Electrician's Mate Third and Second Class who operate and maintain power and lighting systems and associated equipment. Individual chapters deal with: career challenges for the Electrician's Mate, safety precautions, test equipment, electrical installations, A-C power distribution systems, D-C power distribution systems, motor controllers, maintenance and repair of motors and generators, shipboard lighting, degaussing, electrical propulsion and controls, central operations system, basic electronic components and circuits, logic systems, electrical auxiliaries, and sound motion picture systems. There is an appendix of electronics symbols and an index. The manual is extensively illustrated with diagrams and photographs. (PR)

This document is an instructional module package prepared in objective form for use by an instructor familiar with the basic concepts of electricity as applied to water and wastewater treatment. Included are objectives, instructor guides, student handouts, and transparency masters. This module considers definition of terms, voltage, current measurement, and power, and includes a brief discussion of motors. (Author/RH)

This Electric Motor Repair Course is designed to provide the student with practical information for winding, repairing, and troubleshooting alternating current and direct current motors, and controllers. The course is comprised of eight units: (1) Electric Motor Fundamentals, (2) Rewinding, (3) Split-phase Induction Motors, (4) Capacitor Motors, (5) Repulsion Motors, (6) Polyphase Motors, (7) Direct Current Motors and Generators, and (8) Universal and Shaded Pole Motors. Each unit begins with a Unit Learning Experience Guide that gives directions for unit completion. The remainder of each unit consists of Learning Activity Packages (LAP) that provide specific information for completion of a learning activity. Each LAP is comprised of the following parts: objective, evaluation procedure, resources, procedure, supplemental sheets, study guide, and a LAP test with answers. The course is preceded by a pretest which is designed to direct the student to units and performance activities. (LRA)

One of two individualized courses included in an appliance repair curriculum, this course is designed to prepare students to operate, diagnose malfunctions, repair, and service motor operated appliances. The course is comprised of seven units: (1) Mixers and Blenders, (2) Vacuum Cleaners and Floor Polishers, (3) Washing Machines, (4) Garbage Disposers, (5) Clothes Dryers, (6) Dishwashers, and (7) Compactors. Each unit begins with a Unit Learning Experience Guide that gives directions for unit completion. The remainder of each unit consists of Learning Activity Packages (LAP) that provide specific information for completion of a learning activity. Each LAP is comprised of tbe following parts: objective, evaluation procedure, resources, procedure, supplemental sheets, study guide, and a LAP test with answers. The course is preceded by a pretest which is designed to direct the student to units and performance activities. (LRA)

This curriculum provides a behaviorally written guide that offers a possible list of objectives to assist in establishing or revising an electrical/electronics curriculum. Teachers may choose specific objectives to suit age group and educational level or expertise. Introductory material describes the scope and sequence of an Industrial Arts Program, gives specific guidelines for Industrial Arts, and lists general goals of Industrial Arts. The guide is divided into 26 basic subject areas. Unit topics are provided under each subject area; a general objective and specific objectives are provided for each unit. Areas include theory of matter; direct current circuits; magnetism; electromagnetism; inductance; transformers; capacitance; LCR circuits; electron tube; semi-conductors; trouble shooting; electrical production and transmission; residential wiring; AC circuit mathematics; general motor theory; phasers and phase relationships; power supplies; amplifiers; electronic instruments; electical and electronic assembly methods; electrical, electronic, and electrical wiring symbols; integrated circuits; radio receiver; transmitter circuits; and computer theory. (YLB)

This plan of instruction, lesson plans, workbooks, and study guides for a secondary-postsecondary course for electricians comprise one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. It contains the final three blocks of a five-block course (see note) intended to train students in electrical fundamentals, using tools and test equipment, installing service entrances, installing and performing maintenance on interior wiring systems in nonmetallic sheathed cable and conduit, motors and motor installation, and fire alarms, intrusion alarms, and cathodic protection systems. Block 3 (6 units) focuses on conduit wiring. The emphasis of Block 4 (5 units) is motors and controls. Block 5 (3 units) covers controls and alarm systems. The plan of instruction and lesson plans contain criterion objectives, an outline of instruction, teaching steps, activities, materials and tools needed, text assignments, and references. Contents of study guides include objectives, informative material, and study questions. Workbooks contain objectives, procedures, and study assignments. (YLB)

This plan of instruction, lesson plans, workbooks, study guides, and programmed texts for a secondary-postsecondary course for electricians comprise one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. It contains the first two blocks of a five-block course (see note) intended to train students in electrical fundamentals, using tools and test equipment, installing service entrances, installing and performing maintenance on interior wiring systems in nonmetallic sheathed cable and conduit, motors and motor installation, and fire alarms, intrusion alarms, and cathodic protection systems. Block 1 (6 units) covers Electrical Fundamentals; Block 2 (7 units) focuses on nonmetallic sheathed cable. The plan of instruction and lesson plans contain criterion objectives, an outline of instruction, teaching steps, activities, materials and tools needed, text assignments, and references. Contents of study guides include objectives, informative material, and study questions. Workbooks contain objectives, procedures, and study assignments. Six programmed texts cover electrical symbols, direct circuits--series and parallel, Ohm's law, electricity-electromagnetism, and transformers. (YLB)

This course in energy conservation is one of 16 courses in the 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 seven modules, the course is designed to give the student technical knowledge and specific skills required to perform conservation measures relative to the most common energy uses. The student learns and utilizes the basic principles of energy conservation and efficiency. 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 Energy Conservation--An Introduction, Conservation Principles and Efficiency Measurements (CPEM)--Space Heating, CPEM--Space Cooling, CPEM--Hot Water and Steam Supply Systems, CPEM--Illumination, CPEM--Electric Motors, and CPEM--Building Construction. (YLB)

This course in electromechanical devices 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 institutions to prepare technicians for employment, the courses are also useful in industry for updating employees in company-sponsored training programs. Comprised of seven modules, the course is designed to provide a working knowledge of control elements in electrical circuits, transformers, motors, and generators. Topics presented include switches, circuit breakers, relays, fuses, transformers, d.c. and a.c. motors, and generators. 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 Electromechanical Devices--An Introduction, Control Elements in Electrical Circuits, Transformers, Generators and Alternators, D.C. Motors and Controls, A.C. Motors and Controls, and Synchromechanisms. (YLB)

This Rate Training Manual and Nonresident Career Course (RTM/NRCC) form a self-study package that will enable Naval Construction Mechanics First and Chief to fulfill the requirements of their rating. (Persons holding these ratings direct and coordinate efforts of individuals and crews in maintaining, repairing, and overhauling automotive, material-handling, and construction equipment, including automatic transmissions; maintain records, prepare reports, conduct training, supervise safety, and coordinate tasks assigned.) Designed for individual study and not formal classroom instruction, the RTM provides subject matter that relates directly to the occupational standards of the construction mechanic. It is organized into nine chapters which cover the following topics: administration, supervision, public works transportation shops supervisor, battalion equipment company shops supervisor, engine overhaul, electrical systems and equipment, diesel fuel systems, vehicle inspections, and power trains/automatic transmissions. The NRCC contains assignments and perforated answer sheets corresponding to the chapters in the RTM textbook. Assignments in the NRCC include learning objectives, supporting items designed to lead the student through the RTM, and self-test items. (KC)

This articulation guide contains 17 units of instruction for the first year of a two-year vocational program designed to prepare the high school graduate to install, maintain, and repair various types of residential and commercial heating, air conditioning, and refrigeration equipment. The units are to introduce the student to fundamental theories and basic knowledge and skills and to prepare him/her for entry-level work as a helper. Introductory materials include descriptions of the first and second year courses and recommended secondary and postsecondary programs with postsecondary course descriptions. The seventeen units are entitled introduction; fundamentals of electricity; basic refrigeration; hand tools; heating, ventilation, and air conditioning (HVAC) benchwork with hand tools; special HVAC tools and equipment; HVAC test instruments; tubing; soldering; piping; electrical wire connections; wiring diagrams; electrical components; electric motors; domestic refrigeration servicing; install electrical outlet for window air conditioner; and room/window air conditioners. (Each unit contains some or all of these components: unit overview, minimum suggested terminology, task listings, and tasks. A task sheet for each task details performance objective, performance actions, performance standards, and related technical information. An addendum provides any additional materials needed to complete the task. (YLB)

This training manual, the second of two volumes, comprises the final three blocks in a nine-block in-service training course for apprentices working in heavy duty mechanics. Addressed in the individual blocks included in this volume are engines, basic electricity, and winches. Each block contains a section on parts theory that gives the purpose, topics, operations, and applications of the parts and systems being discussed; a set of questions on parts theory; a section on scheduled maintenance and service repair; a set of questions on service; and a list of validated tasks to be completed during the course of daily on-the-job routines. The manual is illustrated with photographs and drawings. (MN)

This curriculum guide is designed to assist vocational educators in presenting an articulated, performance-based course in electricity and industrial electricity. Addressed in the individual units of the course (included in 11 modules) are the following topics: safety, leadership, communication skills, career preparation, good work habits and attitudes, basic math skills, basic measurement, blueprint reading, fundamentals of electricity, electrical tools and equipment, electrical measurement instruments, electrical wire connections, benchwork in electrical work, residential wiring and electrical maintenance, lighting, commercial wiring, industrial electrical wiring, electrical motors, industrial electrical controls and devices, industrial electronics, cost estimates of electrical work, and electricity shop and field projects. Each unit contains suggested instructional times and task listings. Also included in the guide are an outline of the South Carolina State Board of Education recommended program in electricity and industrial electricity, a discussion of the similarities between secondary and postsecondary programs, a sample proficiency report, and a bibliography. Sample outcome-referenced tests are provided along with sample articulation agreements, a discussion of the philosophy and purposes of the articulation guide, definitions, directions for the tests, and an analysis of secondary instructional times. (MN)

This second of 10 blocks of student and teacher materials for a secondary/postsecondary level course in electronic principles comprises one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. A prerequisite is the previous block. This block on AC circuits contains nine modules covering 44 hours of instruction on AC composition and frequency spectrum (7 hours); capacitors and capacitive reactance (6), magnetism (4), inductors and inductive reactance (5), transformers (4), relays (3), microphones and speakers (3), meter movements and circuits (5), and motors and generators (7). Printed instructor materials include a plan of instruction detailing the units of instruction, duration of the lessons, criterion objectives, and support materials needed. Student materials include a student text; nine guidance packages containing objectives, assignments, and review exercises for each module; and two programmed texts. A digest of the modules in the block is provided for students who need only to review the material. Designed for self- or group-paced instruction, the material can be adapted for individualized instruction. Additional print and audiovisual materials are recommended but not provided. (YLB)

This curriculum guide, the second part of a core curriculum for a rural agriculture program, consists of materials for use in presenting the final two units in a nine-unit course for high school vocational agriculture students living in rural areas. Addressed in the first unit are the following aspects of agricultural mechanics: selecting and using electric motors, adjusting and maintaining spraying equipment, and maintaining and servicing tractors. The second of the two units, a discussion of agricultural business management, deals with understanding and using basic economic principles of production, managing credit in agriculture, planning an insurance program, using the Illinois Farm Record Book, understanding agricultural taxes, using microcomputers in agricultural business management, understanding basic agricultural law, and planning an agricultural production business. Each of these two units contains some or all of the following: suggestions to the teacher, a teacher's guide, a competency inventory, information sheets, student worksheets or assignment sheets and a key, demonstrations, job sheets, transparencies, a discussion guide for the transparencies, and sample test questions along with a teacher's key. (MN)

This third-year course for electrical power station wirer apprentices is a foundation for the study of all aspects of installation and maintenance of power station equipment. It also provides a good technical background as well as the general knowledge essential to power station operator trainees. The course is intended to be equivalent to a classroom course requiring a minimum of 5 hours of class attendance each week for 36 weeks. The seven units consist of one to six lessons each. Unit topics include care and maintenance of electric motors and generators, insulating materials for electrical machinery, electrical drawings, switches and circuit breakers, protective devices and relays, insulating oil, system voltage regulation and power capacitors, and control electronics. Each lesson provides a brief rationale for the content to be learned, lists directions, cites the required reference, lists check-up questions, and provides information sheets. (YLB)

This course is intended to be a common core of instruction for both electrical meter workers and station wirer apprentices and, in some cases, power station operators, in their first two years of training. It is designed to be used either in formal classroom work or for home study on a correspondence basis. Introductory materials include a list of references and information on apprenticeship. The eight units consist of one to four lessons each. Unit topics include introduction to electricity, direct current circuits, alternating current, meters and instruments, power sources, electric motors, and electrical drawings and diagrams. At the beginning of each unit a list of the lesson goals, directions, and self-help questions are provided. Each lesson cites the required reference or references, provides any additional information needed, and presents check-up questions. The answers provided in the appended Answer Book follow the same order as the course book, and supply both questions and answers. (YLB)

This unit of instruction on electrical sensing devices is designed especially for use with freshman vocational agriculture students. A unit plan discusses the general aims and goals, lesson titles, student and teacher activities, and references. The unit consists of four lessons. A lesson plan for each lesson provides these components: need; references; objectives; interest approach; an outline of key questions, problems, and concerns with appropriate teaching techniques and information; application and followup; and transparency masters, exercises, handouts, and/or worksheets. Lesson topics are: electric controls and control circuits, using switches to control electrical equipment, using relay devices in the electrical circuit, using magnetic or automatic electric motor control devices, and using automatic sensing control devices. (YLB)

This document contains a teacher's guide and student guide for a high school-level competency-based course in air conditioning and refrigeration (ACR) equipment electrical systems. Presented in the teacher's guide are the following: explanation of the instructional units' use; competency profile for recording students' performance of the tasks in each unit; national competencies correlated to the unit objectives, assignment sheets, and job sheets; a list linking unit tasks to the related academic workplace skills and competencies they are designed to reinforce; a list of required tools, equipment, and materials; and a list of the six references used to develop the publication. Presented next are the 15 units of instruction. Each unit contains some or all of the following: objective sheets, suggested activities, written test, unit evaluation activity, assignment sheet and written test answers, teacher supplements, transparency masters, information sheet, student supplements, and assignment sheets. The following topics are covered: fundamentals of electricity; tools, materials, and test instruments; electrical power; circuits, symbols, and diagrams; controls and protection devices; transformers and relays; thermostats; introduction to electric motors; split-phase motors; capacitors; capacitor motors; three-phase motors; troubleshooting ACR system electrical circuits; and ACR system wiring diagrams. The corresponding units in the student's guide contain some or all of the following: objective sheets, information sheets, student supplements, assignment sheets, and job sheets. (MN)

This curriculum guide, one of six modules keyed to the building maintenance competency profile developed by industry and education professionals, provides materials for two units on electrical procedures and environmental control systems. Unit 1, on electrical procedures, includes the following lessons: electrical safety; troubleshooting and replacing outlets, switches, fuses, breakers, and fixtures; cut, ream, bend, and connect conduit; wiring circuits; low-voltage wiring; using electronic test equipment; and making minor repairs and changing light bulbs. In unit 2, which deals with servicing environmental control systems, are the following lessons: adjust/replace belts; electric motors; clean/replace heating elements--gas; clean/replace heating elements--electric; clean condensing unit; clean evaporator coil; check and clean flues; and replace furnace and cooling filter. Each lesson includes some or all of the following color-coded components: performance objectives, information sheets, transparency masters, handouts, assignment sheets, job sheets, lesson tests, and answer key. (YLB)

This electricity/electronics guide provides teachers with learning activities for secondary students. Introductory materials include an instructional planning outline and worksheet, an outline of essential elements, a list of objectives, a course description, and a content outline. The guide contains 35 modules on the following topics: electrical energy and work; general safety and the electronics lab; wiring light fixtures and receptacles; wiring a fixture and two three-way switches; a soft drink circuit; semiconductor junction diode characteristics; half-wave rectifier characteristics; full-wave rectifier characteristics; bridge rectifier characteristics; full-wave voltage doubler characteristics; the A-BUS; electronic components; binary to decimal numbers (computer); number conversions; seven-segment display; thermistors and temperature; computer-controlled traffic lights; electronic Etch-A-Sketch; light-intensity sensor; programmable logic controllers; stepper motors; catalog pricing; digital dice; printed circuit boards; electric motors; volt-ohm-milliammeter that measure voltage; electric meters; electrical use logs; semiconductors; resistor color code/ohmmeter familiarization; AC-DC waveform/oscilloscope familiarization; Ohm's law; series resistive circuits; parallel resistive circuits; and electronic schematics. Each module includes an instructor's resource sheet and the student laboratory activity. Each instructor's resource sheet may include the following elements: module number; activity topic; estimated time; essential elements; objectives; activity summary; teaching tips; instructional strategy; equipment/supplies; evaluation key; and support materials. Each student activity may include the following elements: module number; activity topic; activity overview; objectives; vocabulary/concepts reinforced; equipment/supplies; introduction; procedure; evaluation; and support materials. (NLA)

Describes how to construct a simple motor from a coffee mug, wire, and magnets. Includes background information, student assembly procedures, troubleshooting, and extensions. (DDR)

Describes how to construct a simple DC electric motor. (MKR)

This curriculum guide is designed to upgrade the secondary electrical trades program in Mississippi by broadening its scope to incorporate basic electronic principles. Covered in the individual chapters of the guide are the following courses: basic electricity (occupational information, basic physics, circuit fundamentals, resistance and Ohm's law, direct current sources and circuit analysis, magnetism, measuring devices, alternating current wave forms, inductance, transformers, capacitance, resistive-inductive-capacitive circuits, and resonance); basic wiring (occupational information, tools, blueprints and specifications, device identification, procedures for using devices, residential circuits, and existing dwellings); advanced wiring (industrial wiring tools, industrial blueprints and schematics, industrial wiring devices, industrial and commercial circuits, and motors and generators); and an introduction to controls and electronics (electro-mechanical control systems, solid state devices and power supplies, solid state controls, digital electronics, and microprocessors). Each course outline contains an objective, a list of class and shop time allocations, an outline of instruction, and suggested shop activities. An equipment list concludes the guide. (MN)

This teaching guide on electrical building maintenance, one in a series of six publications designed for building maintenance instructors in Texas, is designed to give students an understanding of electricity in order to know how to make basic repairs to the electrical systems in a building. Introductory material provides teachers with information on the use of the units of instruction and personalization and localization of the units. Each of the eight units of instruction consists of eight basic components: performance objectives, suggested activities, information sheets (content essential for meeting the cognitive requirements), assignment sheets (application of knowledge), job sheets (procedures to give direction to the skills being taught), transparency masters, unit tests, and test and assignment sheet answers. The eight units cover fundamentals of electricity, electrical safety, electrical tools and materials, the volt-ohm meter and other testing tools, wiring circuits, troubleshooting, minor electrical repairs, and electric motors. (YLB)

This curriculum guide provides competency-based instructional materials for training in the field of industrial electricity. Materials are not geared to a specific grade level and may be used with secondary and postsecondary students as well as part- and full-time adult students. The guide includes three sections and ten instructional units. Each unit of instruction consists of eight basic components: performance objectives, teacher activities, information sheets (content essential for meeting the cognitive objectives), assignment sheets (applications of knowledges that are prerequisites to skill development), job sheets (procedures to complete a manipulative or psychomotor skill), transparency masters, tests, and test and assignment sheet answers. Section A on DC motor systems contains two units: DC Motors and DC Motor Controls. In section B on AC motor systems are seven units: Introduction to AC Motors, Shaded Pole Motors, Split Phase Motors, Capacitor Motors, Three Phase Motors, Contactors and Motor Starters, and AC Motor Controls. Section C on motor generators consists of one unit, Motor Generators. (YLB)

The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This ZIM-SCI study guide presents activities and experiments for a unit dealing with: (1) the generation of electricity; (2) uses of electricity in everyday life; and (3) safety precautions when using electricity in the home and in commerce and industry. Major areas investigated include: work and electrical power; changing electrical energy into other forms of energy; magnetic fields due to adjacement permanent magnets; the motor effect of an electric current; electromagnetic induction and generators; precautions related to using household electricity; and paying for electrical power. Information is provided throughout the unit to help students understand the concepts behind the activities and experiments. (JN)

The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This teaching guide, designed to be used in conjunction with the related student guide, provides instructional strategies, lists of required materials, laboratory procedures, and other information for activities and experiments in a unit dealing with: (1) the generation of electricity; (2) uses of electricity in everyday life; and (3) safety precautions when using electricity in the home and in commerce and industry. Major areas investigated include: work and electrical power; changing electrical energy into other forms of energy; magnetic fields due to adjacent permanent magnets; the motor effect of an electric current; electromagnetic induction and generators; precautions related to using household electricity; and paying for electrical power. Each section in this guide corresponds to a given section in the student study guide. (JN)

This study of the applications of microelectronic devices in industry, together with an assessment of their value for use in schools, emphasizes the basic principles underlying the new technology and the practical ways in which these can contribute to associated work in computing and other disciplines in the school curriculum. Following a description of general issues relating to Scotland, the microchip, and the school, projects simulating industrial processes are described in detail, e.g., projects involving only a microcomputer (stock control system, production line monitoring, setting out road curves); applications using stepping motors (model of numerically-controlled lathe, model "milling machine," model graph plotter, computer-controlled robot arm, general duties, small model of production line); projects using analog-digital interfaces; projects using simple switches (using microcomputers as a counter, traffic light control, production monitor for using individual operator switches); and implementation of simple switch experiments. The report concludes with comments on a few aspects of the new technology and descriptions of stepping motors and their operation, input and output switch signals, and analog conversion. (LMM)

This curriculum package is designed to be used as a guide for vocational agricultural teachers to use in preparing a third-year curriculum to meet local community or regional needs. The introductory section of the guide is a teacher orientation that covers such topics as the use of these curriculum materials with disadvantaged and handicapped students, guidelines for minimizing sex bias in vocational agricultural classes, suggested planning strategies, the objectives of the course, the validation of the materials, and the content of a four-year agricultural course. Addressed in the individual sections of the course are the following topics: land management and survey, animal science, electricity and electric motors, plumbing, informative speaking, applications, repair welding, tillage and planting equipment, meats, berry production, grass seed production, nursery production, landscape design, Christmas tree production, range management, harvesting equipment, bees, and chainsaws. Each unit contains some or all of the following: a teacher's guide, objectives, an instructional text, a summary, guidelines for presenting the unit, a list of necessary teaching aids, student activities, and a list of references. (MN)

The purpose of this electrical program is to prepare students for service, repair, and assembly of electrically driven or controlled devices. The program theory and application includes mechanical assemblies, electrical circuitry, and electronic principles including basic digital circuitry. The electrical program manual includes the following sections: (1) general objectives for grades 10, 11, and 12; (2) a list of 41 major curriculum areas; (3) competencies for each area; (4) a curriculum outline for each area; (5) student progress records forms; and (6) 26 references. The apprentice-related curriculum manual in the second part of this document is intended to meet the requirements for achieving journeyworker status and a company's apprentice training requirements. Twenty apprentice program classes are outlined in this manual. Each course outline includes: (1) length in hours; (2) description; (3) competencies; (4) material covered; (5) textbooks needed; and (6) resources needed. (NLA)