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Address the Place of Energy In, the /Industrial Arts Curriculum. Photographs, Charlts, and Diagrams Illustra.Te Many of the Articles

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Address the Place of Energy In, the /Industrial Arts Curriculum. Photographs, Charlts, and Diagrams Illustra.Te Many of the Articles Wighaman, =Paul F.:_ 3imme7man,_ Earl R. Pennsylvania s --Energy -Curriculum for SeCondary Grades: -Industrial Arts. INSTITUTION Penhsylvalia State Dept. of Education,Harrs,burj.- _SPONS AGENCY- Pennsylvania St_ate Governor!s-Energy ncil, Harrisburg. 0,8-DATE BO: NOTE 146p.:=Forrelated documents,, see'5E434450-457. Contains photographs which may not reproduce well. I 'EDES PRICE HFOI/2C06 Plus Postage. , DESCRIPTORS Building'Systems: *Energy; EnvironmentalEducation: Heating: *IndustrialArts: *Power Technology:. _ = = / secondary, EducationEducation:*Shop Curriculum;SolarSol ,. Radiation:= *Technological Advancement; Technology lternatire Energy Source ABSTRACT . Compiled in this guide are/- 23 previously published documents for use by secondary school indUstrial arts teachers who wapt-t-o-iirdarpio-nat_e_ energy studies into/their curricula.. Over- half the entries describe energy-related projects, such as-fireplaces, i-solar-water-heaters-,-and-solar -r_oVens,--bther materi,als-presented-- address the place of energy in, the /industrial arts curriculum. Photographs, charlts, and diagrams illustra.te many of the articles. ,(W13 *************************************************t****************** ReprOductions,upplied byEDRS_arethe best that can be made from the original document. * ******************* *************************************************.(5 U 5 DEFARTmENt OF NEACTH "PERMISSION TO REPRODUCE-TH4S EPUCAT1ON & WE LFARE MATERIAL-HAS BEEN GRANTED BY NATIONAL INSTITUTE OF * V EDUCATION_ av THIS': DocumENT HAsWEFN OE-PRO.. bucrbE4ACTLY. As IRECE'lvp PI_ orRes.ea TA-E- PEraSON DE orae-,ANIZATION TT RgIN'TSCW:JIEW Q14,CIPINIat SYA TED -DO Akar NECESSARILY RERWE= SENT OEC AL t4AYiONAL-if.45.T.TpTE TO THE EDUCATIONAL RESOURCE; AFORMATIONCENTERYERIO) 1= Pennsylvania Department of Education 1980 kirids Provided by Governor's Energy Council 0.: A. I . 1 _ - 1. Commonwealth ofTlennsylvaniaj. Dick Thornburgh, Governor A. Department of Iducatton Robert.G..Scanlon, Secretary Office of Basic Education Rohald H. Lewis, Commissioner' Francis J. Moran, Deputy Commissioner Bureau of Curriculum Services David C. Campbell, Director Health, Science and Technology Division Irvin Edgar, Chief John J. McDermott, Senior Science Adviser. PeinnsylvIa Department of Education P s. Box 9.11, 333 Market Street Harrisburg, PA 17108 Paul F. %%Inman. ersville State College. " ,'--.---'-'_ .,,,t----,V3--rli "--,---'.---'. Z:-7'--..s-- ,, - __ *.-- __,.',' =,--_-_,.- -__,-_: ..2.,_,,-.- -- 1. CKNOWEED-MENTS--. '--(----- "t--"--' 7 = -- Translating Energy Into Power," C: David Gierke, NEeEP-Journal, Ckotb1'6r1971' "Is Solar -Power a Practical Splution?7,- I Charles Alexander, TerrinceR. ,',G4Stei _.Harry , Thomason, Malcom_ Wells, Popular-Science. Building Manual, Spring-Stnnmer Activities "Electric Truck is Wind-Powered, Too." Edward Mciran'Popular Science, AdvintureX iriAlternate_ EnergyA'pril 1977. \ m d "Turn Your Fireplace into 'a FOrnacp,," Popular Science, October1977... _ "Solar Assisted Heat: Pump," Edward Moran, PoPitiar SciencexAdverituresin Alternate Energy. , . -.1 "Windmill on aBOom," EdwardMoranr-, Popular SciEnce- Adventuresinf_ATternate E-riergy7 7February 1977. Solar Heating Design and Construction, M. Filepas,-3. Chlebowski, E. nine,Central Dauphin - School itrict, - "Five Solar Water Heaters You Can Budd", Edward Moran,Popular Science Adventures in Alternate Energy, May 1976. L "Solar Window", Edward Moran, opularScience Adventures in Alternate Energy. "Si Power for SPac'e Heating," Edward Moran, Popular Science Adventuresin Alternate Energy. "Solar.Plus ,Wooditove `Heats His Water," Edward Moran,__Popukr, Science Adventures e , _/! - -- I _ ',ITS Opdate, the Newest Solar _ afing Erjuipme Richard- pler, Popular Science,' August 1977. Ste t '6.' iI -,-.. v r .-- ' e I C i"SOlar' Hornesteding- in a_'Bioiphere," E. F.,,Lin :_ y:PopnlarScience-Advehtures in Alternate -1- , _ ; , t, , ,,:EnergY. _, , --, . 'Solar OvenThe SPokestrzarz June-July 1978, 71I _ ' "Focusing. Collectors. Heat a Northern l Gine' Edward Moran, Popyla; Science Adventures fir Alternate Energy, Decernber 1976=_ v cilar Pool- Heater-on .a Pedistal,"-E. F. Lindsley, Popular ScienCe Adventures in Alternate Energy:. --"'"Solar Bubble Keeps _oPtilar- Sezence- Adventures U-CAlterriate--- - - Eriergy;Septerither'4 Rotor Dernons s Wind PoweMartin Greenwald School Shop; May 1978. 6 INTENDED USE OF PUBLICATION - The material published here is for the'use bf industrial. arts-teachers= and should -of s __their ongoing classes; Much of _the material fits natUrallI into a PoWer Technology 'cla: °Weyer, with a little work it can -be incorporated into other areasofindustrial arts instruction. _ . This publication -is a part of 'a larger publication that encompasses all subjectareas in education. It is intended to be used in the upper grades and is tb emphasize-the importance of conserving energy for our society. All 'students must be made aware of its importance and the industrial arteacher can-play a major role in thii effort Consider the mformatibn provided here as suggested material for buildinga progrant for the conservation of energy. Try to make use -of the suggested projects as they appear, and build-on-these ideas as studentsgam.knowledge o energy. Industrial arts has educational_value for all pupils in.the elementary and sedandaryschool, providing experiences that 'are progressively intensive in accordance with pupil maturity: The industrial arts program is a sequence of exploratory experiences to .assist in the de'velopment of -insights into technologyand the attainment of otaupational literacy: Industrial- arts provides vocational orientation. exppriences through its labbratory skills and also has the unique abilityto acquaint- students -with a variety of career options and possibilities. In Pennsylvania the -industrial arts program is a broad basedarea of study in and technology: an integral part of the total educational program, industrial arts will aid students in acquiring a comprehension of industrial, technOlogy, career potential and proper use ,ofaten rough - .manipulative actions and research experienes witha variety of tools, Materials, prone- es aid products of industry, students have the .oppOrtunity to developa self;concept in relation to changing requirements for participation in an industrial and technological culture, Industrial -arts has a special contribution to make to the total educationalprogram. While industrial arts utilizes 'and contributes to the goals of education in pieparation for life, its interrelationships with other disciplineS-.provides substance to vocational educatiemas well acareer education concepts. Furthermore, industrial arts provides unique opportunities forsstudents to participate in realistic experiences in the production of goods, or the rendepring of services, through the effective use of people, methods,-machines, money, management; and marketing. Students study the effects of industrial technOlogi upon all elements of society. Industrial artsmust stand, upon the demonstrated values for which if is especially adapted;.and should be integrated with the other subject-areas inthe-development-ofthe total-educational process_ 0 Purposes The purposes of _industrial arts in Pennsylvania aconsistent with the goals of quality education in the Commonwealth of Pennsylvania. To provide a sound program, of industrial arts, clear and realistic objectivesare essential. The following statements.of purpose are unique -to industrial arts prpgrams in Pennsylvania. A properly planned and coordinated Industrial Arts Program should: .Devel p technological literacyin a technological society one must be abto coin- municate in the language of industry; technology and science. Develop an understanding of the place of industry in our society- Industry is a con- structive, dynamic force in the world today, It-is them-esponsibility of the school to provide opportunities for each student to understand this force. Industrial arts provides learning activities by which,students acquire knowledge and performance skills. Discover and develop student talents related to technologiel,- the industrial arts pro- _ gramshould assist students:in discovering and developing their' aleutst Industrial arts- helps 'students identify' special abilities through manipulative research experiences. Develop.-=problem solvink abilities related to the use df tools. materials, processes and prothicts - the problem solving approach in industrial arts involves creative thinking and gjvesStudents oPPortUnitiq to apply principles of planning-and design Constructive clmiques, industrial processes; scientific principles and mathematical computations -are applied to achieve solutions to problems- = Develop skill in the safe use of hand and power tools =Industrial arts provicl6s plannine, construction and productioh activities which enable students to aequfre industrial and technical skills.- These activities offer opportunities to::clevelop hand and power tool skills commensuratt with the mental and physical maturity of the student: Content Industrial arts is a multi-disciplinary presentation of knowledge, skills-,-_and- attitudes acquired by students. Three common areas required for a'aninimal Program wouldlleI,Clesignated as industrial -materials, power technology, and-visual communications--- , = Industrial Materials --is a study of physical materials as t heir-natural environment and how these materials are transformed through_ex onabrication-nanufaCturing and construction- into
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