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CE 002 423 the Teacher Developed Curriculum DOCUMENT RESUME ED 098 343 88 CE 002 423 AUTHOR Dean, Harvey R., Ed. TITLE Material Analysis and ProcessingSystems: A 9th and/or 10th Crade IndustrialEducation Curriculum Designed To Fulfill the KansasState Department of Vocational Education's Level2 Course Requirements. INSTITUTION Kansas State Coll. of Pittsburg. Schoolof Technology. SPONS AGENCY Bureau of Elementary and SecondaryEducation (DREW /OE), Washington, D.C.;Kansas State Dept. of Education, Topeka. PUB DATE 73 NOTE 208p.; For other curriculumguides in this seriessee CE 002 424-425 AVAILABLE FROM S.E.T. Project, Kansas State Collegeof Pittsburg, Pittsburg, Kansas 66762 ($5.00) EDRS PRICE NF -$0.75 HC Not Available fromEDRS. PLUS POSTAGE DESCRIPTORS *Course Content; *Curriculum Guides;Educational Equipment; *Experimental Curriculum;*Industrial Arts; Industrial Education; InstructionalAids; Learning Activities; Lesson Plans;Metals; Plastics; Resource Guides; Safety Education; Secondary Education; *Shop Curriculum; TeachingGuides; Teaching Procedures; VocationalEducation; Woodworking IDENTIFIERS Elementary Secondary Education Act TitleIII; ESE/. Title III; Material Analysis;Processing Systems; *Secondary Exploration of TechnologyProject; SET ABSTRACT The teacher developed curriculumguide provides the industrial education teacher withthe objectives, equipment lists, material, supplies, references,and activitiesnecessary to teach students of the 9th and/or 10thgrade the concepts of interrelationships between materialanalysis and processingsystems. Career information and sociologicalimplications are included in activity form. The cour,v is definedas the study of organic and inorganic materials and how theyare changed to satisfy man's material needs. The guideopens with orientation suggestions, safety instruction, and introductory activities.Lesson plans covering the analysis and processing of plastic,metal, wood, and earth materials fill more than 100pages of the guide, from which the instructormay select those he wishes touse to complete a 74-day course. Each plan offers a learning activity, materialand processes covered,necessary reference materials, and relevantinformation. Among the appendixes are a pre-post test and an attitude inventory,with answer keys,an equipment list, anda bibliography. The guide is one of theoutcomes of the Secondary Exploration ofTechnology (SET) Project. (AJ) 1 ta I US {APARTMENT'S., of EDUCATION OtALTN, NATIONAL *au,RS INSTITUTEOf MS EDUCATION . war°DOCUMENTNAS SE *, TOE EXACTLY N REPRO s PERSONOR As REVS *TING rT OROANIZAT'ED PROM STATEDPOINTS OF ORIGIN SENT OrrOD NOT VIEW OA /CtAL NECESSARILYOPINIONS e EDUCATION NATIONAL REPRE C POSITIONOR POLICYINSTITUTEor Ii "ii*Ava tee raZit 0 ANIMA&AM4411P0004401,141 re 01, mem. 0 aft re g . flAl. ISd$TItVTE *ITN Torn purron 011 Wks y TNT VIM 1011CAT4N. WM*ROIPAoDuCTION0011000 4:40sowcormain000v$040011- sr, Material Analysis and Processing \1.1 Systems Cooperative Research- USD 446 , 244, Si St2 with Kansas State College ofPittsburg $e Title of The State Departmentof Education, Ito BEST COPYAVAILABLE Dear Colleague: We are happy to forwardthe Materials Analysis &Processing Systems document toyou. We feel that implementationof a curriculum designed aroundthe concepts included inthis document is most relevantfor today's youth. We wish to admit that the curriculum containedin this document isnot the answer. However, it isan answer -- an answer which has proven significant and more relevantto students than the traditional types al' industrialeducation curriculum. To implement thecurriculumyou should have available most of the equipment listedon pages 170-171. Furthermore, you should review each of theactivities and plan to purchase each of the reference bookslisted. Implementation of thiscurriculum should be precededby an in-service training sessionfor the teachers. Most higher educational institutionsin Kansas offeran in- service seminar during thesummer term. If the S.E.T. Projectstaff or teacherscan be of assistance to you, please do nothesitate to call. Your comments and constructive suggestionsfor improvement of thiscurriculum are solicited. Cordially, Harvey Dean Director blf S. E. T. PROJECT Position Paper on the Rationale for the Study of the Total Systems of Materials Analysis and Processing Systems, Power,Industrial Communications Systems within Industrial Education Classes The basic idezi of the Americaneconomic system is to provide services to people or to producea sale- able product for a profit.Industry is that portion of the economicsystem that provides material goods by changing raw materials into products that havegreater value than the raw material. Industrial serv.ce indus- tries are concerned with keeping such products usable. Broad based programs suchas IACP Construction and Manufactur mg provide studentsan opportunity to investigate the concepts of the total system of industry throughmeaningful activities.It one is to further investigate the principles of the totalsystem of industry at or beyond the concept level, it becomes necessary to divide the pr inciples into meaningful subsystems. The sub-systems of industryare:(A) Governmental Policy (B) Business Management (C) Personnel (D) Material Analysis & Pr(-essing Systems (E) Energy Systems (F) Industrial Communications Systems, The sub-system of Governmental Policy includesthe areas of the federal monetary ssterii, natural and/or developed resources, "rules of the game"in which private industry must operate, e:c. Business Management includes theareas of operating our industries. Management topics may be mar keting, management, finance, etc. The sub-system of Per sonnel includes the"people problems" of industries.Personnel areas may be health, recreation, training, retiring, education,etc. At this point in time, the Industrial Education Fieldmust assume that the content of the three sub- systems described above are taught within other curricularareas in the schools. The content of the three remaining sub-systems ofindustry should then be the responsibility of the industrK31 education curr The S,E.T. Project systems coursein Mater at An: lysis & Processing Systems 'allows students to exper ence the methods of processing (changing) raw materials of all kindsinto saleable products.It also allows students to exper iment with the similarities and differencesbetween raw materiels and processing methods. Power evolved as the need for new material processingmethods developed,The developments of power technology are available to ever yone in today's society. The developmentshave raised America's standard of living. The system cour se in Power provides the student withan understanding of how man has taken the basic forms of energy and systematically convertedand transmitted them to work for him. The course also allows students to investigate the function of the primemovers, in our transportation systems. Communication has been, and stillis, man's link to man and machine, arid machine's link to man and other machines.In industry, c.tommunication allows one man's ideato become a reality as a saleable pro- duct. The systems course of Industrial Communications providesstudents with an understanding of how man can develop ideas and communicate them to other people and machines. Thecourse includes vac ious types of communication systems utilized in industrial settings. indu.;tryis a total system which includes man's changing Ci materialsfor man, utilizing the power developed by man, while communicating with allmen, Itis impossible to teach the total system of Industry by selecting one element of the sub-system arid delve loping it into a single course,However, atter learners concept uHie Industry andexper ience the sys- tem, it becomes realistic and psychologically feasible to begin studying the individualelements in individual cow sett, S.E.T. Project Teacher s and Start June, 1973 BEST COPY AVAILABLE EXEMPLARY MATERIAL ANALYIS AND PROCESSING LAB 60 x 72 FT. 1 I +4 7A;: ',I111110.4MMIOU W71114,1. V,C4.44 1 1. dispay cabinet 31. metals drill press 2. cabinet/bookcase above 32. milling machine 3. desk 33. metal lathe 4. file cabinet 34. wood lathe (one with profile 5. spray booth attachment) 6. storage cabinet 35. study carrel 7. finish vapor control 36. washup 8. ceramic spray booth 37. belt/disc sander 9. kiln 38. wood band saw 10. potters wheel 39. jig saw 11. electric range top with self-clean 40. jointer oven above 41. circular saw 12. cabinet under/over 42. wood/plastic drill press 13. rotational molder 43. radial ann saw 14. refrigerator 44. shaper 15. injection molder 45. metals band saw lb. compression molder 46. panel saw 17. vacuum former 47. compressor 18. buffer 48. dust control 19. workbench 49. notcher 20. arc welding booth 50. box and pan brave 21. oxy-ace booth 51. rower 22. oxy-ace storage 52. anvil stand 23. welding vapor control 53. bar hold 24. grinder 54. stake plate 25. quency tank 55. punch press 26. soldering furnacd 56. sp. shear 27. molders bench 57. diazo bender 28. foundry 58. chalkboard and projectionscreen 29. forge 59. bulletin board 30. spot welder BEST CC?? ir!LABLE MATERIAL ANALYSIS PROCESSING SYSTEMS A 9th and/or 10th grade Industrial Education Curriculum designedto fulfil the Kansas State Department of Vocational Education's LevelII course requirements. EDITED ISY HARVEY DEAN. S.E.T. PROJECTDIRECTOR DEVELOPMENTS OF THE 1972 and 1973 SUMMER WORKSHOPS ESEA TITLE III PROJECT 26-70-1002 STATE OF KANSAS INDEPENDENCEBURLINGTONSHAWNEE MISSION IF YOU SHOULD HAVE QUESTIONS, COMMENT:i ORREQUESTS PERTAININV; TO THIS
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