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These Illinois skill standards for the welding cluster are intended to serve as a guide to workforce preparation program providers as they define content for their programs and to employers as they establish the skills and standards necessary for job acquisition. They could also serve as a mechanism for communication among education, business, industry, and labor. An introduction provides a sample format, occupational earnings and employment information, and performance skill levels, a table that cross references performance skills to these occupations: production welder; fitter or fabricator welder; maintenance welder; construction or code welder; and leadman or supervisor. Each skill standard contains these components: performance area; coding that identifies the state, fiscal year in which the standard was endorsed, subcouncil abbreviation, cluster abbreviation, and standard number; conditions of performance; work to be performed; performance criteria; performance elements; and performance assessment criteria, including product and process. The 89 skill standards are categorized into these 11 areas: analysis (5 standards); setup (11); material preparation (7); shielded metal arc welding (17); gas metal arc welding (10); flux core arc welding (7); submerged arc welding (2); gas tungsten arc welding (14); surface welding (1); quality assurance and documentation (8); and automated and mechanized welding (7). (YLB)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for certificate of residential carpentry and residential carpentry technology programs. Presented in the introductory section are program descriptions and suggested course sequences for both programs. Section I lists baseline competencies for each program. Section II consists of course outlines for each course in the residential carpentry technology course sequence (foundations, framing I, advanced blueprint reading, framing II, roofing, exterior finishing, interior finishing and cabinet making, principles of multifamily and light commercial construction, advanced cabinet making, advanced interior finishing, special problem in residential carpentry technology, and work-based learning in residential carpentry technology; and the related vocational-technical course sequence (fundamentals of drafting, construction materials, and cost estimating). Each course outline contains some/all of the following: course name and abbreviation; course classification; course description; prerequisites; and competencies and suggested objectives. 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. (MN)

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 two secondary-level courses in carpentry: carpentry I and II. Presented first are a program description and course outline. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. The first course consists of the following units: orientation, safety, carpentry math and measurement, tools and equipment, reading blueprints and working drawings, materials used in carpentry, and foundations. The second course contains these units: orientation, safety, floor framing, wall framing, roof framing and covering, exterior finishing, and interior finishing and cabinets. 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. (MN)

This task analysis for positions at the ENRO shirt and tie manufacturing plant in Louisville, Kentucky, was developed to help teach English as a second language in order to improve communication in the workplace and prepare all employees for a total quality management model. The task analysis includes information about workers in the Raw Materials, Cutting, and Sewing departments (including Parts, Assembly, Finishing, and Packing subdepartments) of the shirt manufacturing division, and for workers in the ties division. In the raw materials or piece goods departments, duties and tasks are included for material handlers and piece goods inspectors. In the Cutting Department, duties are described for cutters. In the Sewing Department, duties and tasks are included for machine operators, finishing persons, packers, service persons, quality control persons. In the ties division, task analyses include cutter, machine operator, and packer. Task analyses include duties and tasks the worker may perform and language, vocabulary, reading, writing, problem-solving, and mathematics skills needed for each occupation. (KC)

This publication consists of job task analyses for jobs in textile manufacturing. Information provided for each job in the greige and finishing plants includes job title, job purpose, and job duties with related educational objectives, curriculum, assessment, and outcome. These job titles are included: yarn manufacturing head overhauler, yarn manufacturing overhauler helper, yarn manufacturing fixer, spinner, warper tender, section leader, cloth grader, frame servicer, lift truck operator, size mixer, harness builders, slasher tender, card tender, stock feeder, drawing tender, rover tender, material hauler, graphic artist, finished cloth grader, single double operator, inspection machine operator's helper, roll wrapper, base chemical mixer, screen repair technician, color formulator, color handler, shrink operator, steam frame operator, napper operator, finisher technician, plant clerk, forklift operator, range operator, delivery operator, entry operator, dye range operator, dye/range delivery, dye pad operator, instrument technician, electrician, analyst planner, technician, mechanic, utility cleaner, floor cleaner operator, plant technician II, tenter finishing inspector, finishing range operator, calendar operator, finishing delivery, dye weigher/mixer, loom fixer, weaver, filling creeler, loom winder fixer, tying-in machine operator/fixer, loom set-up changer, oiler, cloth doffer, loom cleaner, warp services, steam range operator, delivery--steam range, inspector--steam range, and chemical mixer. (YLB)

This curriculum guide is the third in a three-volume series of instructional materials for competency-based graphic arts instruction. Each publication is designed to include the technical content and tasks necessary for a student to be employed in an entry-level graphic arts occupation. Introductory materials include an instructional/task analysis that correlates job training with related information for this course; a list of tools, equipment, and materials; and a list of 26 references. Each of the seven instructional units includes some or all of these basic components: performance objectives; suggested activities for teachers and students; information sheets; assignment sheets; job sheets; visual aids; tests; and answer keys. Units are planned for more than one lesson or class period. Unit topics include offset press systems; offset inks and dampening chemistry; offset press operating procedures; preventive maintenance and troubleshooting; job ticket and cost awareness; calculating paper cutting; and binding and finishing. (YLB)

This module presents a real-world context in which mathematics skills are used as part of a daily routine. The context is the textile production area of machine operations, and the module aims to help students understand the significance of mathematics skills in interpreting charts and graphs. Materials in the module, most of which are designed for the teacher to duplicate and distribute to students, include the following: (1) information on careers as textile machine operators; (2) a task to be performed with a handout sheet needed for the task; and (3) questions for analysis, related problems, and a teacher's answer key. (KC)

This learning activity packet is designed to help students to acquire a competency: how to use knowledge of textile design to gain expertise in preparation for a career in the fashion industry. The unit consists of the competency, four objectives, suggested learning activities, transparency masters, and a pretest/posttest with answer keys. Activities begin with a group presentation of material covered in the unit to the students in a group and continue with exercises on identifying fabric swatches, weaving, charting garment care labels, and making yarn. An outline and teaching suggestions are provided. (KC)

This packet of instructional materials for a gas tungsten arc welding (GTAW) and plasma arc cutting course is comprised of a teacher edition, student edition, and student workbook. The teacher edition consists of introductory pages and teacher pages. Introductory pages include training and competency profile, state duty/task crosswalk, instructional/task analysis, basic skills icons and classifications, basic skills matrix, and tools, equipment, and materials list. Teacher pages provide some or all of these components for each of the three units: unit contents, suggested activities, answers to assignment sheets, written test, answers to written test, teacher supplements, and transparency masters. The student edition consists of some or all of these components for each unit: unit contents, learning activities sheet, objective sheet, information sheet, and student supplements. The student workbook contains the pen-and-pencil exercises and skills tests necessary for student mastery of the course, including some or all of these components: workbook contents, assignment sheets, and job sheets. The three units of instruction are GTAW orientation and safety; GTAW equipment, applications, and techniques; and plasma arc cutting. (YLB)

The course outline is designed to provide instruction in selecting, preparing, and installing wall finishing materials. Prerequisites for the course include mastery of building construction plans, foundations and walls, and basic mathematics. Intended for use in grades 11 and 12, the course contains five blocks of study totaling 135 hours of instruction. Upon completion of the course, the student will have mastered techniques in preparing exterior walls (plaster, brick, stone, wood, and metal siding), and metal windows and trims. Teaching methods include classroom lectures, textbook references, and laboratory exercises. Emphasis is placed on the exploratory and manipulative processes. A bibliography and sample post-test are appended. (MW)

Focusing on finishing construction occupations, this document is one in a series of forty-one reprints from the Occupational Outlook Handbook providing current information and employment projections for individual occupations and industries through 1985. The specific occupations covered in this document include air conditioning/refrigeration/heating repairmen, drywall installers and finishers, electricians (construction), floor covering installers, glaziers, insulation workers, lathers, painters and paperhangers, plasterers, sheet metal workers, and tilesetters. The following information is presented for each occupation or occupational area: a code number referenced to the Dictionary of Occupational Titles; a description of the nature of the work; places of employment; training, other qualifications, and advancement; employment outlook; earnings and working conditions; and sources of additional information. In addition to the forty-one reprints covering individual occupations or occupational areas (CE 017 757-797), a companion document (CE 017 756) presents employment projections for the total labor market and discusses the relationship between job prospects and education. (BM)

One of two individualized courses included in an electrical wiring curriculum, this course covers electrical materials installation for the trim-out stage. The course is comprised of five units: (1) Outlets, (2) Fixtures, (3) Switches, (4) Appliances, and (5) Miscellaneous. 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 a carpentry curriculum, this course is structured to provide the information, procedures, and experiences to complete the carpentry requirements following the framing operation. The course is comprised of five units: (1) Machine Processes, (2) Exterior Wall Coverings and Cornice, (3) Windows and Trim, (4) Interior Coverings, and (5) Door and Jambs. 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)

This plan of instruction, lesson plans, and study guides and workbooks for a secondary-postsecondary-level course in carpentry is one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. Purpose stated for the 233.5-hour course is to provide basic-level training in carpentry. The following topics are covered: carpenter's hand tools, portable power tools, and shop tools; construction and maintenance of wood structures; installation of building hardware; and erection of prefabricated buildings. The plan of instruction, which suggests number of class instruction, shop, and study hours devoted to each course objective, is based on four blocks of instruction: Introduction to Carpentry (5 units), Cabinet Construction (9 units), Building Construction (6 units), and Building Finishing Work (7 units). Contents of the lesson plans include criterion objectives, equipment needed, outline with presentation and application, evaluation, and assignment. Study guides present the information needed to complete the unit or make assignments in other publications which contain the required information. Workbooks contain work procedures such as missions (exercises), problems, and questions. Although not provided, two textbooks, Modern Carpentry and Modern Woodworking, are required, and five films are recommended. (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)

Designed for use in carpentry apprenticeship classes, this workbook contains nine units on carpentry skills in the area of interior finish, lists of recommended and required instructional materials, and nine unit tests. Each instructional unit includes a listing of performance statements and text covering skills addressed in individual performance statements. Topics covered in the units are design, blueprints, and specifications; tools used for interior finish work; finish interior wall coverings; installation of jambs in interior door openings; fitting and hanging interior doors; wood molding used in interior trim; plastics and plastic laminates used as wall coverings; installation of built-in cabinets and closets; and hardware used in interior finish. A multiple-choice test is provided for each unit. (MN)

Adapted from military service training materials, this publication contains course materials for teaching finish carpentry, both in the classroom and through practical experience. Students completing this short course will be able to finish carpentry projects involving wallboard, plywood panel, composition floor tile, and acoustical ceiling tile. Both theory and shop assignments are provided with the course materials. The first unit contains an introduction to the course, stressing safety, while the second unit covers the following topics: wallboard, plywoood paneling, composition floor tile, and acoustical ceiling tile. Instructor's guides are prepared for each section describing instructional materials, aids, terminal and enabling objectives, criterion tests, and homework assignments. Each section includes an outline of instruction, instructor activities, and student activities. To help the student, five job sheets and one information sheet are provided, along with a copy of a chapter of a Navy text on building. (The military-developed curriculum materials in this course package were selected by the National Center for Research in Vocational Education Military Curriculum Project, acquired, evaluated, adapted, and disseminated to the six regional Curriculum Coordination Centers and other instructional materials agencies.) (KC)

This study guide is part of a program of studies entitled Science and Engineering Technician (SET) Curriculum. The SET Curriculum integrates elements from the disciplines of chemistry, physics, mathematics, mechanical technology, and electronic technology with the objective of training technicians in the use of electronic instruments and their applications. The following topics are included: (1) welding; (2) soldering and brazing; (3) plastics fabrication; (4) tubing and piping fabrication; (5) materials, properties and testing; (6) heat treating; and (7) finishes. (Author/SK)

These 20 Student Training Modules on cement finishing comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 575.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the following: cover sheet listing module title, goals, and performance indicators; study guide/checklist with directions for module completion; introduction; vocabulary listing and defining new trade or technical terms; supplementary references; information sheet(s); job sheet(s) listing materials and tools necessary to complete tasks designed to develop manipulative skill; post assessment; and post assessment answers. Topics covered in the module include concrete characteristics and properties; concrete types and uses; air-entrained concrete; aggregates and water; design of concrete mixtures; concrete reinforcing; layout; building simple forms; estimating; mixing concrete; testing plastic concrete; placing concrete; consolidating and striking off; finishing concrete; curing; forming and finishing steps; cold and hot weather placing, finishing and curing; forming and finishing curbs; and patching. (YLB)

This instructor's guide accompanies the self-paced student training modules on cement finishing, available separately as CE 031 576. Introductory materials include a description of the components of the pre-apprenticeship project, discussion of teacher's role in students' completion of the modules, and scope and contents of Phase 2 training. Each of the 20 modules are briefly summarized according to this format: number of new vocabulary words; goal; performance indicators; overview and suggestions; description of any assignment(s) and/or job sheet(s) and listing of materials, tools, and equipment necessary to complete them; and supplementary references. An annotated bibliography contains references for further study and/or clarification of a topic. (YLB)

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 programs are meeting the needs of the youth they serve. It consists of a discussion of course prerequisites, goals, content, and implementation as well as 18 units devoted to various subject areas addressed in industrial arts programs. Covered in the individual units are American industry careers, general safety, technical sketching and drawing, layout and measurement, hand tools, industrial materials, basic combining processes, portable power tools, organizing and controlling work, stationary power tools, mass production concepts, materials processing, finishing, materials and equipment, planning and design, home maintenance, and energy orientation. Each unit contains a statement of purpose, goals, time allotments, student activities, teacher activities, and resources. Among those items provided in the guide's appendixes are lists of equipment, job sheets, information sheets, safety information, parts identification of tools, sample tests, a selected bibliography, and project ideas. (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 woodworking programs are meeting the needs of the youth they serve. It consists of a discussion of course prerequisites, goals, content, and implementation as well as 15 units devoted to various subject areas addressed in a woodworking program. Covered in the individual units are the wood laboratory; materials; hand tool care; woodjoinery; selection and planning of projects; estimation and selection of materials and supplies; material processing; fasteners; preparation for finishing; hardware; finishing technology; mass production; power tools; and occupational information. Each unit contains a statement of purpose, goals, topics and time allotments, student activities, teacher activities, and resources. Among those items provided in the guide's appendixes are lists of equipment, information sheets, tool safety information, and a selected bibliography. (MN)

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)

This curriculum guide contains materials for a 12-unit course in advanced woodworking for grades 11-12. 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, 14-page course outline follows. A unit teaching guide in a column format relates objectives to topics, student activities, teacher activities, and resources. The 12 units cover these topics: orientation to the wood laboratory, review of materials, designing furniture and cabinets, furniture construction, fasteners and hardware, project planning, review of basic hand tools, portable power tools, stationary power tools, material processing, advanced finishing techniques, and occupational information. Extensive appendixes include a suggested inventory of basic woodworking equipment; classroom management information and forms; charts; diagrams, sample tests, guides, and forms relating to safety; information on writing resumes; crossword and wordfind puzzles with solutions; suggested thought questions; suggested resource materials; and a bibliography. (YLB)

This combination progress record and course outline is designed for use by individuals teaching a course in precision sheet metal. Included among the topics addressed in the course are the following: employment opportunities in metalworking, measurement and layout, orthographic projection, precision sheet metal drafting, simple layout, hand tools, bench tools, power machines and equipment, materials, procedures for reading blueprints, layout and development, radial line development, triangulation, fabrication, welding, metal finishing, plastics, safety, customer relations, and business practices. In addition to the theory outline, which includes space for recording information concerning the scheduling and presentation of the lesson material, this record book also contains a list of course objectives for grades 10, 11, and 12 and a grid for use in recording the individual student's mastery of each specific skill taught in the course. (MN)

Developed during a project designed to provide continuous, performance-based vocational training at the secondary and postsecondary levels, this instructional guide is intended to help teachers implement a laterally and vertically articulated secondary level building construction/carpentry program. Introductory materials include descriptions of Building Construction I and II, descriptions of the postsecondary carpentry program, postsecondary course descriptions, standards applicable to Building Construction I and II, discussion of sample tests provided in the guide, and suggested instructional time. Topics covered in the 25 units include an introduction; safety; math; blueprint reading; hand tools; fasteners, finishing, and hardware; power tools; site layout; footings and foundations; framing; roofing; finishing; stair construction; cabinets and built-ins; cabinetmaking, built-ins, and finishing specialization; mechanical and masonry rough-ins, finishing, and completion; finished carpentry tasks; estimating materials and costs; practical application projects; job leadership; and career opportunities. Suggested instructional time and task listings begin each unit. For each task in a unit, some or all of the following are provided: performance objectives, performance actions, performance standards, recommended sources, related technical information, and other information the teacher might need. Suggested outcome-referenced tests have been interspersed throughout the text, immediately following the unit to which they apply. Appendixes include proficiency reports, articulation materials, definitions, and test directions. (YLB)

This instructional package is intended for use in training Air Force personnel enrolled in a program for apprentice carpenters. Training includes an introduction to carpentry and provides instruction in the use of carpentry hand, portable power, and shop tools; construction and maintenance of wood structures; installation of building hardware; and erection of prefabricated buildings. Military training is also provided for end-of-course appointments, predeparture safety briefing, and physical conditioning. The package contains a set of lesson plans, five study guides, and five workbooks. Included in each lesson plan are a course content outline, lists of pertinent student instructional materials, approximate times to complete each phase of the course, suggested teaching methods, and instructional guidance. The study guides consist of series of instructional units, each of which contains an objective, an introduction, instructional text, and questions. Numerous figures and diagrams illustrate the text. The accompanying workbooks include objectives, lists of needed equipment, instructions for performing various tasks, and written exercises. A list of directed study assignments is also included. (MN)

This seven-volume student text is designed for use by Air Force personnel enrolled in a self-study extension course for metal fabricating specialists. Covered in the individual volumes are general subjects (career progression, management of activities and resources, shop mathematics, and characteristics of metals); sheet metal tools and equipment (cutting tools and equipment; drilling, punching, and fastening; folding, forming, and seaming equipment and spot welding, lead soldering, and sealing); installed equipment and doors (fixed utility equipment, awnings and canopies, metal roof parts, and doors and gates); layout and duct systems (drawings and layout, seams and joint connections, characteristics and control of airflow, duct systems, and stacks and ventilators); oxyacetylene welding (equipment, welding and brazing castings, oxyacetylene cutting, forging, and carbon steel and heat- and corrosion-resistant ferrous alloys); electric welding and metallic arc equipment (preparation; metallic arc welding and applications; and gas-shielded, tungsten-inert-gas, and pipe welding); and general contingency responsibilities (first aid, field hygiene and sanitation, work party security, and convoy techniques). Each volume in the set contains a series of lessons, exercises at the end of each lesson, a bibliography, and answers to the exercises. Volume review exercises and a change supplement for the package are also included. (MN)