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Using an interactive method to teach middle school students can address the needs of this diverse population. Electrofiles provide opportunities for students to be actively engaged in learning. Students can build content knowledge in electrical circuits by designing an electrofile or they can review other content area knowledge through a variety of specifically designed file folders. (Author)

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 electronics: electronics 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, leadership and personal development, direct current circuits, and alternating current circuits. The second course contains these units: orientation, safety, advanced leadership, solid-state electronics, soldering, digital electronics, and employability skills. 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 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)

Many times science does not provide us with exact descriptions of phenomena or answers to questions but only allows us to make educated guesses. Black box activities encourage this method of scientific thinking because the activity is performed inside a sealed container requiring the students to hypothesize on the contents and operation of the activity. This collection of hands-on activities was developed by inservice teachers employed by the Department of Defense Dependents Schools Pacific Region and were designed to help students achieve these realizations. The activities included are as follows: (1) "The Mystery Box"; (2) "A Black Box"; (3) "Black Box Activity a Project in Inferring"; (4) Black Box Creating Your Own Constellations"; (5) "Black Box Shadows"; (6) Black Box Activity Electrical Circuits"; (7) "Black Box Grades 6-9"; (7) "Ways of Knowing-Activity 2 The Black Box"; (8) "Black Box Experiment"; (9) "The Hands Down Method of Random Sampling of Icebergs for Polar Bears and Ice Holes. A Black Box Activity"; (10) "Black Box Materials Identification"; and (11) "Milk Carton Madness." Each activity contains an overview, purpose, objectives, procedures, brief discussion of the results obtained in the classroom, and additional suggestions for classroom use. (ZWH)

This curriculum guide, the fifth in a set of six, contains teacher and student materials for a unit on electrical energy prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades 8-10 and a teacher presentation outline for the unit. The unit, which begins by listing the agricultural practices and science concepts to be taught, along with activities and applications, contains the following components: teaching steps, lesson outlines, teacher's presentation outlines for each day, student information guide, terms and definitions, worksheets, student activity note sheets, student activity information sheets, student activity record sheets, quizzes, practice problems, and 14 transparency masters. Teacher's activity sheets and tests have answers provided. The unit covers the following topics: providing for the electrical needs of agricultural machines; repair of electrical circuits; designing electrical circuits for agricultural buildings; and estimating electrical power needs for agricultural facilities. (KC)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for heating, ventilation, air conditioning, and refrigeration occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. Titles of the 14 units are as follows: basic procedures; fundamental concepts of electricity; single-phase and three-phase circuits and devices; fundamental concepts of refrigeration; basic shop practices; shop practice and tools; installing refrigeration and air conditioning equipment; preventive maintenance; troubleshooting refrigeration and air conditioning equipment; servicing and repairing refrigeration and air conditioning equipment; installing heating systems; troubleshooting heating systems; servicing and repairing heating systems; and employability skills. (YLB)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for electrical trades. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. Titles of the four units are as follows: fundamentals of electricity, residential applications, commercial and industrial applications, and employability skills. (KC)

The purpose of these guidelines, intended for the North Carolina public school administrator, the building architect, and the builder, is to facilitate the planning and installation of uniform wiring in a building regardless of the type of equipment that will ultimately be installed. This approach will allow for flexibility in curriculum applications, instructional and administrative management, personnel changes, space utilization, and equipment migration and updates. These guidelines cover: (1) telecommunications (voice, data, and video) wiring requirements; (2) electronic and non-electronic equipment and performance requirements for radio frequency distribution systems; and (3) minimum building standards for mechanical and electrical plans and specifications. Part 1 presents the baseline requirements for cabling; cable paths; telecommunications closet; cross connect requirements; and lightning and surge protection. This part also cites three relevant references: "Minimum Checklist for Mechanical and Electrical Plans"; "State Telecommunications Office Guidelines"; and "Primer for Public School Administrators on Uniform Wiring Service for Telecommunications." Focusing on value-added (option) requirements, Part 2 contains information on voice communication systems; analog-RF-television; satellite delivered television; and television set mounting brackets. Also provided are a list of persons to contact for assistance in applying these guidelines to individual situations and eight diagrams. (ALF)

Young children in Australia enter early childhood education settings eager to make sense of the world that surrounds them. Their interest in every day experiences is evident in the range of questions asked, many of which are scientific in nature. Intended as a resource for adults working with 4-to 8-year-old children, this booklet provides an example (the workings of a flashlight i.e., torch) of how science education can be fostered in early childhood. Although electricity is featured, the approach advocated can be transferred to any other area of scientific interest that may arise during children's interactions in early childhood. Detailed information is given on an interactive method of teaching the topic of electricity, a topic usually not introduced to young children. Information on the procedure for teaching and an extensive resource list are also provided. The basic physics of circuits is provided as background information for the topic, and the booklet cautions that similar background information should be collected first when applying the approach advocated to other topics of interest in the physical sciences. (TJQ)

This is the second document on the teaching of electronics to appear as part of UNESCO's science and technology education program. An introductory section describes the role that electronics plays as part of the physics curriculum. The following section outlines the content of the electronics course. The outline includes guidelines for determining the course content. The remainder of the document is divided into two parts that present the nine sections of the course. The theme of the three sections in the first part is switching. The theme of the six sections in the second part is integrated circuits. The nine section topics are: (1) useful electronic components; (2) switches; (3) logic circuits; (4) logic gates; (5) bistable circuits; (6) drivers; (7) coding; (8) the pulser, the astable, and the clocked bistable; and (9) counting circuits. Each section contains experiments related to the topic that include investigation questions and notes about the experiment. An attached workbook at the back of the document contains student worksheets for the experiments in each of the sections. Two appendices provide a bibliography and technical details for the electronic modules involved in the experiments. (MDH)

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 guide to the core curricula for the training of microcomputer technicians is designed for school leavers after 10 or more years of general/vocational education with a science and mathematics background. The 2-year course is to be administered in four semesters. An introductory outline of course design and curricula provides the rationale, entry level and entry criteria, job functions that course completers can perform, course objectives, course pattern, course contents, teaching and support staff, and assessment scheme. The course contains 15 units, each of which consists of learning units. Each unit begins with a list of objectives, theory and practical content, and a list of references. Course unit titles are as follows: industrial organization and communication; electronic components, hardware, and devices; basic electronic engineering; workshop practice; electronic circuits and linear integrated circuits; digital electronics and test equipment; electronics drafting; project work in electronics; microcomputer hardware; computer organization and high-level programming; project work in microprocessors; computer installation and maintenance; computer peripherals; system diagnostics and fault-analysis; and project work in hardware and data communications. Information on staffing requirements, a recommended list of equipment and machinery, and a list of acronyms used in the document are also provided. (YLB)

Explains student misconceptions of electricity. Presents a lesson plan on electricity that focuses on how to build a circuit and current flows in serial and parallel circuits. (YDS)

Reports on Project 2 from the Evidence-based Practice in Science Education (EPSE) Research Network. In this project, teachers and researchers worked collaboratively on the design of three short teaching sequences on electric circuits. (DDR)

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)

Residential Wiring, the second publication in a series of three wiring publications, prepares students for entry-level employment in the residential wiring trade. Instructional materials include a teacher edition, student guide, and student workbook. 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 six 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 six units are blueprint reading and load calculations; service; rough-in; trim out and troubleshooting; low voltage wiring; and home automation. (YLB)

Basic Wiring, first in a series of three wiring publications, serves as the foundation for students enrolled in a wiring program. It is a prerequisite to Commercial and Industrial Wiring or Residential Wiring. 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 17 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 17 units are occupational information; general safety and first aid; electrical safety; related math and measuring; hand tools; powered/specialty tools and equipment; using trade information; basic equipment; basic theory; DC circuits; AC circuits; wiring methods; conductors; low voltage wiring; overcurrent protection; load centers and safety switches; and existing structures. (YLB)

Presents several scientific activities for elementary school students focusing on electric circuits and conductivity. (ASK)

Shows how box diagrams and AVOW diagrams may be used to solve problems concerning networks of resistors that obey Ohm's Law. Presents outcomes and feedback from students and teachers. Concludes with suggestions as to how these techniques might be incorporated into the teaching of basic circuit theory. (Contains 22 references.) (DDR)

This document contains the materials for a competency-based course in diesel technology and electrical and electronic systems that is tied to measurable and observable learning outcomes identified and validated by an advisory committee of business and industry representatives and teachers. The competencies addressed align with the medium/heavy truck program standards developed by the National Automotive Technician's Education Foundation in conjunction with the National Institute for Automotive Service Excellence. This complete teacher edition consists of the following items: (1) introductory pages (list of tools and equipment; basic skills matrix; basic skills icons and classifications; instructional/task analysis; national skills crosswalk; training and competency profile; guidelines for using the publication); (2) teacher pages (transparency masters; teacher supplements; learning activities sheets; answers to written tests; answers to assignment sheets; suggested activities; and unit contents); and (3) the student edition. The student edition contains objective sheets, information sheets, student supplements, assignment sheets, and job sheets for 11 units of study on topics such as the following: (1) diesel electrical and electronic systems; (2) circuits and circuit devices; (3) basic diagnostic and repair skills; (4) vehicle computer controls; (5) battery diagnosis and servicing; (6) starting and charging systems; (7) miscellaneous electrical accessories; (8) lighting systems; and (9) driver information systems. (MN)

Describes a set of laboratory activities in which students construct a model for the relationship between potential difference (measured in volts) and current (measured in amperes) in a DC circuit with a single resistor. (SAH)

This revised curriculum guide for teachers and students is designed to help prepare students for entry-level employment in the residential wiring trade. The curriculum guide contains six units that cover the following topics: (1) blueprint reading and load calculations; (2) service; (3) rough-in; (4) trim out and troubleshooting; (5) low voltage wiring; and (6) home automation. The complete teacher edition consists of introductory pages, teacher pages, and the student edition. Included in the introductory pages are information on use of the publication, a training and competency profile, a duty and task crosswalk, an instructional and task analysis, information on basic skills icons and classifications, a basic skills matrix, and a list of required tools, equipment, and materials. Teacher pages include suggested activities, answers to assignment sheets, written tests, answers to written tests, learning activities sheets, teacher supplements, and transparency masters. The student edition includes objective sheets, information sheets, student supplements, focus assignment, assignment sheets, and job sheets for each unit. (KC)

This revised curriculum guide for teachers and students includes the additional technical knowledge and applications required to help prepare students for job entry in the commercial and industrial wiring trade. The curriculum guide contains 16 units that cover the following topics: (1) blueprint reading and load calculations; (2) tools and equipment; (3) service; (4) transformers; (5) rough-in; (6) lighting; (7) motors and controllers; (8) electrical diagrams and symbols; (9) two- and three-wire controls; (10) separate control circuits; (11) sequence controls; (12) jogging controls; (13) reversing starters; (14) special control circuits; (15) programmable logic controllers; and (16) projects. The introductory pages in the Teacher Edition, contain information on use of the publication, a training and competency profile, a duty and task crosswalk, an instructional and task analysis, information on basic skills icons and classifications, a basic skills matrix, and a list of required tools, equipment, and materials. Teacher pages within the Teacher Edition include suggested activities, answers to assignment sheets, written tests, answers to written tests, learning activities sheets, teacher supplements, and transparency masters. The student edition includes objective sheets, information sheets, student supplements, focus assignment, assignment sheets, and job sheets for each unit. (KC)

This publication contains both a teacher edition and a student edition of materials for a foundation course in an electrical wiring program. The course introduces basic concepts and skills that are prerequisites to residential wiring and commercial and industrial wiring courses. The contents of the materials are tied to measurable and observable learning outcomes identified and validated by an industry advisory committee. The teacher edition consists of introductory pages, teacher pages, and the student edition. The introductory pages include the following: information on using the publication; a training and competency profile; a national skills and state duty and task crosswalk; an instructional and task analysis; a reference for basic skills icons and classifications; a basic skills matrix; and a tools, equipment, and materials list. The teacher pages include suggested activities, answers to assignment sheets, a written test with answers, a learning activities sheet, teacher supplements, and transparency masters. The student edition consists of 17 units, each of which typically contains an objective sheet, an information sheet, student supplements, assignment sheets, job sheets, and (for some units) a glossary. Unit topics are the following: (1) occupational introduction; (2) general safety and first aid; (3) electrical safety; (4) related math and measuring; (5) hand tools; (6) powered/specialty tools and equipment; (7) using trade information; (8) basic equipment; (9) basic theory; (10) DC (direct current) circuits; (11) AC (alternating current) circuits; (12) wiring methods; (13) conductors; (14) low voltage wiring; (15) overcurrent protection; (16) load centers and safety switches; and (17) existing structures. (KC)