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Electrical Technology, a Suggested 2-Year Post High School Curriculum

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Electrical Technology, a Suggested 2-Year Post High School Curriculum R E P O R T R ESUMES ED 013 313 VT 001 875 ELECTRICAL TECHNOLOGY, A SUGGESTED 2-YEAR POST HIGH SCHOOL CURRICULUM. BY- ARNOLD, WALTER M. OFFICE OF EDUCATION, WASHINGTON, D.C. REPORT NUMBER 0E-60006 PUB DATE 60 EDRS PRICE MF-$0.50 HC-15.0$ 121P. DESCRIPTORS- ELECTRICITY, *TRADE AND INDUSTRIAL EDUCATION, *TECHNICAL EDUCATION, *CURRICULUM GUIDES, *CURRICULUM, *ELECTRONIC TECHNICIANS, EDUCATIONAL FACILITIES, INSTRUCTIONAL MATERIALS, THE PURPOSE OF THIS CURRICULUM GUIDE IS TO AID ADMINISTRATORS, SUPERVISORS: AND TEACHERS PLAN, DEVELOP, AND EVALUATE PFOGRAMS. TECHNICAL MATERIALS WERE PREPARED BY THE STAFF OF THE TECHNICAL INSTITUTE DIVISION OF THE OKLAHOMA STATE UNIVERSITY PURSUANT TO A U.S. OFFICE OF EDUCATION (USOE) CONTRACT. OTHER PORTIONS WERE PREPARED BY THE STAFF OF THE AREA VOCATIONAL EDUCATION BRANCH, USOE. TECHNICAL ACCURACY WAS CHECKED BY FIVE ELECTRICAL ENGINEERS. THE CURRICULUM IS PRESENTED AND DISCUSSED, AND COURSE OUTLINES GIVE (1) HOURS REQUIRED,(2) DESCRIPTIONS (COURSE), (3) MAJOR DIVISIONS (OUTLINE), AND (4) TEXTS AND REFERENCES. THE APPENDIX INCLUDES -- (1) EXAMPLES OF INSTRUCTIONAL MATERIALS, UNITS, LABORATORY EXPERIMENTS, REPORT WRITING STANDARDS, AND REPORTS,(2) FLOORPLANS, AND (3) LISTS OF EQUIPMENT AND SUPPLIES WITH COSTS. INSTRUCTORS MUST HAVE TECHNICAL. COMPETENCE, INDUSTRIAL EXPERIENCE, AND PROFESSIONAL ACUMEN. STUDENTS SHOULD HAVE A 6000 GENERAL EDUCATION BACKGROUND WITH ONE OR TWO YEARS OF MATHEMATICS AND SCIENCE. THIS DOCUMENT IS AVAILABLE AS GPO NUMBER FS 5.280-S0006 FOR 75 CENTS FROM SUPERINTENDENT OF DOCUMENTS: U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402. (EM) 0E-80006 AREA VOCATIONALEDUCATION PROGRAM SERIESNO. 1 , i Electrical Technology i A tuggested2-Year Post HighSchool Curriculum fl U S DEPARTMENT OF , i':ALT11, EDUCATION, ANDWELFARE Office of Education U.S. 0800111ENT OfKumEDUCATION & WELFAE OFFICE OF EDUCATION OE-1100011 TIE DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVEDFROM THE PEON OR ORANIZATION 0116111ATIN6 IT.POINTS OF VIEW OR OPINIONSLANC STATED DO NOT NECESSARY REPRINT OFFICIALmaOF EDUCATION POSITION OR POLICY. AREA VOCATIONAL EDUCATIONPROGRAM SERIES NO. 1 ELECTRICAL TECHNOLOGY A Suggested 2-Year Post High School Curriculum U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE Office of Education Welk 184.Milfre Foreword PHENOMENAL technological advances have been accomplished by scientists, engineers, mathematicians, and other technical workers includ- ing skilled craftsmen, with their specialized skills, working together as teams in developing new applications for scientific principles.The ever-increasing need for the combined talents of such teams has resulted in an unprecedented demand not only for the creative scientist and engineer, but also for technically competent supporting personnel and skilled craftsmen with a good working knowledge of the basic principles of mathematics and science.This group of supporting personnel and skilled craftsmen is making an increasingly greater contribution to the technical team, and is in critical demand wherever there is work in product development of a scientific or technical nature. This bulletin and a companion publication, Electronic Technology, have been prepared to suggest poet high school curriculums in the broad fields of electrical and electronic technologies.They are designed to illustrate types of full-time, 2-year preparatory programs which can provide certain basic education for entry jobs in these fields in support of engineers and scientific personnel, entrance into apprenticeship programs with the possibility of advanced standing, or other beginning work. They are not designed to prepare students for a specific job. They contain curriculums, course descriptions to develop the curriculums, and some suggested physical facilities layouts. The courses in the first yearbasic mathematics, science, electricity and electronicsand other subject mattersocial science and language arts are identical in both the electrical and electronic curriculums.Specialization, or branching into one technology field or the other, comes at the beginning of the second year in schools which may offer both curriculums concurrently. The material in this bulletin should be helpful to administrators, supervisors, teacher trainers, and teachers in the promotion and development of new programs.It should also be useful as criteria for evaluating and upgrading existing technology curriculums.It should be recognized that the curriculum contained herein is a suggested curriculum.It must in most instances be adapted to meet local needs and preferences. The technical materials in this bulletin were prepared by selected, staff members of the Technical Institute Division of Oklahoma State University under a contractual arrangement between the University and the U.S. Office of Education. The social studies, communication skills, and shop processes courses were prepared by the staff of the Area Vocational Education Branch. All of the materials in this publication were under continuous discussion and review between the selected staff members of the university and the Area Vocational Education Branch. Many varied suggestions and criticisms were received by the branch from the university, consulting engineers, and other institutions and agencies which reviewed the material in draft form.Ob- viously, all views expressed could not possibly be incorporated into the final document.However, every suggestion received was carefully analysed by all members of the branch staff and made part of the final document wherever UI TV FOREWORD possible.In view of this situation, it should not be inferred that the final curriculums are completely approvedor endorsed by any one institution, agency, or person. The technical accuracy of the curriculum materials is due largelyto the work of a group of five outstanding electrical engineering leaders whothor- oughly reviewed the materials.This review was followed by two days of intensive conference sessions with these engineers, the staff of theArea Vocational Education Branch and Mr. Maurice W. Roney, acting director of the Technical Institute Division and director of the School of Industrial Education of Oklahoma State University, Stillwater, Okla. The final draft of this publicationwas prepared under the direction of Walter M. Arnold, director of the Area Vocational Education Branch,by members of the branch staff. JAMES H. Pi:ARSON Alai dant Comtnivtioner for Vocational Education Acknowledgments THE U.S. Office of Education, Division of Vocational Education, recognizes the outstanding contributions of the following men who are members of prominent engineering and scientific associations and societies and have achieved recognition and distinction for their contributions to the field: Stephen M. Batori, Controls and Communications Co., 1695 West 1st Avenue, Eugene, Oreg. E. W. Boehne, Department of Electrical Engineering, Massachusetts Institute of Technology, Cambridge, Mass. William J. Burns, Manager of Mechanical Engineering, Long Island Lighting Co., 175 East Old Country Road, Hicksville, N.Y. Joseph J. A. Jessel, Bureau of Power, Federal Power Commission, Wash ington, D.C. George F. Maedel, President, RCA Institutes, 350 West 4th Street, New York, N.Y. Maurice W. Roney, Acting Director, The Technical Institute, Oklahoma State University, Stillwater, Okla. B. G. A. Skrotzki, Associate Editor, "Power," McGraw-Hill Publishing Co., Inc., 330 West 42d Street, New York 32, N.Y. The U.S. Office of Education also acknowledges with appreciation the review of the materials and the constructive criticisms made by the adminis- trators and staff members of the following institutions or agencies: Wentworth Institute H. Russell Beatty, President Boston, Mass. Dunwoody Institute John Butler, Director Minneapolis, Minn. Western Michigan University George E. Kohrman, Dean, School Kalamazoo, Mich. of Applied Arts and Studies Washington State Board for Voca-Herman N. Miller, State Director tional Education of Vocational Education Olympia, Wash. Rochester Institute of Technology Mark Ellingson, President Rochester, N.Y. Connecticut State Board for Voca-Joseph T. Nerden, Chief, Bureau tional Education of Technical Institutes Hartford, Conn. Mohawk Valley Technical InstituteAlbert V. Payne, President Utica, N.Y. Southern Illinois University Ernest J. Simon, Dean Division of Technical and Adult Education Carbondale, Ill. VI ACKNOWLEDGMENTS California State Board for Voca-Wesley P. Smith, State Director tional Education of Vocational Education Sacramento, Calif. Erie County Technical Institute Laurence E. Spring, President Buffalo, N.Y. Milwaukee School of Engineering Karl O. Werwath, President Milwaukee, Wis. Del Mar Technical Institute Everett R. Williams, Dean Corpus Christi, Tex. Georgia State Board for VocationalW. M. Hicks, Supervisor, Trade Education and Industrial Education Atlanta, Ga. Ohio College of Applied Science G. Ross Henninger, President Cincinnati, Ohio Oregon State Board for Vacational W. G. Loomis, State Supervisor Education of Trade and Industrial Salem, Oreg. Education Contents Pate FOREWORD III ACKNOWLEDGMENTS V INTRODUCTION 1 ABOUT THE CURRICULUM 6 COURSE OUTLINES ER 114Technical Mathematics I (Algebra and Trigonometry) 9 ER 115Direct Current Circuits and Machines 11 G 113Social Science 14 G 123Technical 'Drawing 17 G 133Communication Skills 20 ER 164Technical Mathematics II (Applied Analytical Geometryand Calculus) 22 ER 185Time Varying Circuits 24 ER 165Basic Electronics 27 G 111 Shop Processes 33 G 161 Technical Report Writing
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