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This program guide presents the avionics maintenance technology curriculum for technical institutes in Georgia. The general information section contains the following for both the diploma program and the associate degree program: purpose and objectives; program description, including admissions, typical job titles, and accreditation and certification; and curriculum model, including standard curriculum sequence and lists of courses. The next three sections contain the courses: general core courses for the diploma program (English, algebraic concepts, trigonometry, and interpersonal relations/professional development) and for the associate degree program (principles of economics, composition and rhetoric I, college algebra and trigonometry, and introductory physics and psychology); fundamental technical courses (aircraft maintenance regulations, aircraft applied sciences, sheet metal structures, assembly and rigging, aviation physics, basic and advanced electronics, and introduction to microcomputers); and specific technical courses (fluid power and landing gear systems, utility, aircraft electrical, and navigation systems, microprocessors, avionics maintenance practices, aircraft logic, aircraft communication, navigation, and flight director and autopilot systems). Each course consists of the following: a course overview (description, competency areas, prerequisites, credit hours, contact hours); course outline with student objectives and class and lab hours; and resource list. Two appendices are included: tools and equipment list and tool kit for avionics maintenance technicians. (NLA)

This packet contains four science learning activities that can be used in agricultural education courses. The activities cover these topics: (1) determining the effect of air pressure on fluid flow; (2) how lubrication and oil viscosity affect friction; (3) determining relative strengths of wood fasteners; and (4) determining the effects of melting and freezing and their relationship to fusion welding. The lesson plans for the activities consist of the following elements: agricultural subjects and science principles included in the lesson, agricultural applications, student objectives, activity length, group size, vocabulary, materials required, instructional strategies and procedures (overview and results), key questions, and evaluation. One to three references are given for each activity, and each includes a data record and observation sheet. (KC)

These instructional materials provide an orientation to hydraulics for use at the postsecondary level. The first of 12 sections presents an introduction to hydraulics, including discussion of principles of liquids, definitions, liquid flow, the two types of hydraulic fluids, pressure gauges, and strainers and filters. The second section identifies and describes three types and three functions of accumulators. The third section covers the functions and size of reservoirs. The fourth section outlines pump classifications, types of pumps, and nine rating and selection factors. The fifth section reviews hydraulic piping, tubings, and requirements for line selection. The sixth section describes directional control valves. The seventh section describes check valve functions and pilot-operated check valves. The eighth section presents types of pressure control valves. The ninth section covers pilot-operated pressure control valves. The 10th section explores flow control valves. The 11th section describes cylinders: elements, types, types of construction and mounting; selection; and cushioning. The last section reviews the three types of hydraulic motors, eight rating and selection factors of motors, and seven types of rotary actuators. Examples are provided for each section of the guide. A quiz is included at the end of each section, except section nine. Answers to all of the quizzes are found at the end of the guide. (NLA)

This process manual explains the procedures followed by a project that provided training for employees of manufacturing industries. It also focuses on the project's attainment of two other objectives: (1) helping industry in the target area become more competitive with foreign rivals; and (2) building a network between industry and education. A project summary discusses the need to provide training or skill upgrading in high technology areas of study, such as word processing, fluid power, computer-controlled machine tools, and computer-aided drafting and design. The manual describes the following activities: establishment of an advisory committee; management plan development; market survey to determine training needs; design of advertising media; establishment of training programs and facilities; development of linkages with industry; adult student registration; design of program agendas; development of outreach systems and information networks; and writing of the project final report. Project materials are provided, including the market survey, memorandum of agreement between school providing training and the project operator, sample training programs and curriculum outlines, registration forms, Lotus recordkeeping system, project correspondence, and the PC Write Word Processing Guide and Electronic Mail User's Guide. (YLB)

The Rate Training Manual and the Nonresident Career Course (RTM/NRCC) was prepared to assist the fireman apprentice to qualify and to advance to fireman in the Navy. The manual is designed for individual study and provides subject matter that relates directly to the occupational qualifications of the fireman rating. Fireman is one of the lower ratings in the engineering department, which is organized for the efficient operation, maintenance, and repair of the ship's propulsion plant, auxiliary machinery, and piping systems. The areas covered include: (1) administrative and operational functions of the engineering department; (2) various laws and phenomena of nature related to engineering fundamentals; (3) principles and types of ship propulsion; (4) areas of operation in basic steam cycles; (5) operating principles of boilers; (6) components of the steam turbines and reduction gears; (7) location and function of auxiliary machinery and equipment; (8) measurement instruments; (9) pumps, valves, and piping; (10) different shipboard electrical equipment; (11) internal combustion engines; and (12) engineering watches and duties. A glossary of engineering terms and the metric system are appended and an index is included. A series of six assignments is provided in the NRCC to assist the student through the training manual. (Author/EC)

The Stationary Engineering Laboratory Manual 2 Teacher's Guide was designed as an aid to the instructors of vocational-technical high school students who have received instruction in the basics of stationary engineering. The course of study was developed for students who will be operating a live plant and who will be responsible for supplying steam for heating, cooking, and baking. Each lesson in the teacher's guide lists behavioral objectives, teaching aids, procedures, summary points, testing suggestions, and assignments. The Major units are: engineering fundamentals, steam boilers, boiler fittings, boiler room systems, feed-water accessories, steam accessories, fuels, combustion accessories, combustion, boiler plant instruments, boiler water conditioning, compressed air system, electrical, operation, and service and maintenance. (NJ)

The Stationary Engineering Laboratory Manual 2 was designed for vocational/technical high school students who have received instruction in the basics of stationary engineering. It was developed for students who will be operating a live plant and who will be responsible for supplying steam for heating, cooking, and baking. Each lesson in the manual lists behavioral objectives, needed apparatus, procedures, and assignments. The major units are: engineering fundamentals, steam boilers, boiler fittings, boiler room systems, feed-water accessories, steam accessories, fuels, combustion accessories, combustion, boiler plant instruments, boiler water conditioning, compressed air system, electrical, operation, and service and maintenance. (NJ)

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials; references to specific sections in four elementary physics textbooks appear in the modules. Specific modules included in this document are: Module 11--Collisions, Module 12--Equilibrium of Rigid Bodies, Module 13--Rotational Dynamics, and 14--Fluid Mechanics. (CP)

Several intermediate performance objectives and corresponding criterion measures are listed for each of 10 terminal objectives in this junior high school power and transportation course guide. Each objective also includes learning steps and suggestions for supplementary instructional aids. The overall focus is on the concepts of industrial enterprise in America, with emphasis placed on the role of industry, materials, personnel, production (mass and custom), processes, energy, management, distribution, and occupational information. Subject matter and learning experiences are organized to orient students to the industrial categories, manufacturing, graphics, construction and power, and transportation. Titles of the 10 terminal objective sections are Introduction to Power, History of Power, Safety, Work--Energy--Power, Machines, Internal Combustion, External Combustion, Power Transmission, Occupations, and Environmental Aspects. (This manual and 54 others were developed for various secondary level vocational courses using the System Approach for Education (SAFE) guidelines.) (HD)

This guide, developed by the Oregon Department of Education, is intended to assist the vocational teacher in designing and implementing a cluster program in industrial mechanics. It suggests teaching ideas and is aimed at high school students, as well as those wishing to enter community college, university, or apprenticeship programs. The guide is divided into four sections: (1) cluster organization and implementation; (2) instructional emphasis areas; (3) assessment; and (4) appendix. The Cluster Organization and Implementation section talks about goal-based planning and includes a proposed cluster curriculum, a sample curriculum schedule and planned course statement, allied support causes, information about individualized instruction, and current Oregon Manpower Data. The Instructional Emphasis Areas section contains suggested course goals, performance indicators and suggested learning activities in safety, basic mechanical skills, mechanical maintenance techniques, measurement, machine tools, mechanical systems, electrical systems, fluid power systems and career preparation. Section three is focused on Assessment and is followed by the appendix, which contains three documents: (1) job descriptions; (2) machines and equipment; and (3) instructional analysis for organizing learning experiences. (Author/HM)

Designed for use in courses where students are expected to become proficient in the area of hydraulics, including diesel engine mechanic programs, this curriculum guide is comprised of fourteen units of instruction. Unit titles include (1) Introduction, (2) Fundamentals of Hydraulics, (3) Reservoirs, (4) Lines, Fittings, and Couplers, (5) Seals, (6) Fluids and Filters, (7) Pumps, (8) Valves, (9) Cylinders, (10) Motors, (11) Accessories, (12), Circuits, Diagrams, and Symbols, (13) General Maintenance, and (14) Diagnosis and Testing. Each instructional unit includes some or all of the basic components of a unit of instruction: performance objectives, suggested activities for teachers and students, information sheets, assignment sheets, job sheets, visual aids, tests, and answers to the tests. It is noted that each unit is planned for more than one lesson or class period of instruction. (LRA)

This course in instrumentation and controls is one of 16 courses in the Energy Technology Series developed for an Energy Conservation-and-Use Technology curriculum. Intended for use in two-year postsecondary technical institutions to prepare technicians for employment, the courses are also useful in industry for updating employees in company-sponsored training programs. Comprised of eight modules, the course is designed to provide the student with practical knowledge and skills in the specification, use, and calibration of measuring devices and the principles and applications of automatic control process. A detailed examination is made of control systems for electrical power production, heating, air conditioning, and manufacturing. Written by a technical expert and approved by industry representatives, each module contains the following elements: introduction, prerequisites, objectives, subject matter, exercises, laboratory materials, laboratory procedures (experiment section for hands-on portion), data tables (included in most basic courses to help students learn to collect or organize data), references, and glossary. Module titles are Principles of Process Control, Instruments for Fluid Measurements--Pressure and Level, Fluid Flow Measurement, Instruments for Mechanical Measurement, Pneumatic Controls, Automatic Control Systems, and Boiler and Other Special Control Systems. (YLB)

This course in fluid power systems is one of 16 courses in the Energy Technology Series developed for an Energy Conservation-and-Use Technology curriculum. Intended for use in two-year postsecondary technical institutions to prepare technicians for employment, the courses are also useful in industry for updating employees in company-sponsored training programs. Comprised of eight modules, the course provides an overview of fluid power technology and a working of each of the components used in fluid power circuits. Hydraulic and pneumatic systems are discussed with emphasis placed on troubleshooting and maintenance procedures involved in each. Written by a technical expert and approved by industry representatives, each module contains the following elements: introduction, prerequisites, objectives, subject matter, exercises, laboratory materials, laboratory procedures (experiment section for hands-on portion), data tables (included in most basic courses to help students learn to collect or organize data), references, and glossary. Module titles are Introduction and Fundamentals of Fluid Power Properties and Characteristics; Fluid Storage, Conditioning, and Maintenance; Pumps and Compressors; Actuators and Fluid Motors; Fluid Distribution and Control Devices; Fluid Circuits; and Troubleshooting Fluid Circuits. (YLB)

This curriculum guide is part of a series designed to teach students about diesel engines. The materials in this power trains guide apply to both on-road and off-road vehicles and include information about chain and belt drives used in tractors and combines. These instructional materials, containing nine units, are written in terms of student performance using measurable objectives. Each instructional unit includes some or all of the basic components of a unit of instruction: performance objectives, suggested activities for teachers and students, information sheets, assignment sheets, job sheets, visual aids, tests, and answers to the tests. Lessons are illustrated with industry-generated illustrations and units are planned for more than one lesson or class period of instruction. The nine units cover the following topics: introduction to power trains, clutches and flywheels, torque converters and fluid drives, mechanical transmissions, automatic transmissions, drive lines, differentials and final drives, power take-offs, and special drives. (KC)

A project was conducted at the Community College of Luzerne County (Pennsylvania) to develop, in cooperation with area vocational-technical schools, the first year of a competency-based curriculum in automated systems/robotics. Existing programs were reviewed by the task force and a list of sample competencies was developed and sent to area manufacturers for a rating of task importance. The results of these efforts and the curriculum itself are presented in three sections. The first section covers general business/industry trends; Automated Systems/Robotics Technology curriculum; articulation; and a proposed second-year course listing. The second section of the curriculum guide lists educational specifications for the robotics laboratory and the fluid power laboratory, and the final section lists equipment specifications. Appendixes to the report list the task force members, describe the literature search, and provide a task listing with manufacturers' ratings. Sample task force letters complete the report. (KC)

This guide is intended for use by individuals preparing for a career in commercial and residential irrigation. The materials included are geared toward students who have had some experience in the irrigation business; they are intended to be presented in 10 six-hour sessions. The first two sections deal with using this guide and preparing for the licensed irrigator's exam. The following topics are covered in the individual lessons: irrigation then and now; procedures for controlling water flow (water meters and cross connections, valves, controllers and electrical wiring); methods of controlling water placement (piping and sprinkler types and nozzles); layout and design (design basics, basics of hydraulics, and procedures for developing a design and checking it mathematically); drip irrigation; and irrigation considerations. Each lesson includes an overview, definition(s), instructional text, and a subject review exercise. Drawing and laboratory exercises are also provided. Appendixes contain the text of Texas's Licensed Irrigators Act and Permanent Rules for Irrigators, examples of local codes, common terminology of the turf irrigation industry, and an index. (MN)

This guide is intended for use by licensed irrigators who wish to teach others how to design and install residential and commercial irrigation systems. The materials included in the guide have been developed under the assumption that the instructors who use it have little or no formal training as teachers. The first section presents detailed instructions for using the guide and for setting up a classroom and instructional laboratory. Lesson plans covering the following topics are provided: irrigation then and now; procedures for controlling water flow (water meters and cross connections, valves, controllers and electrical wiring); methods of controlling water placement (piping and sprinkler types and nozzles); layout and design (design basics, basics of hydraulics, and procedures for developing a design and checking it mathematically); drip irrigation; and irrigation considerations. Each lesson plan includes lists of required materials and related assignments, steps to complete before teaching the lesson; instructional text, and a subject review exercise. Drawing and laboratory exercises are also provided. Appendixes contain the test of Texas's Licensed Irrigators Act and Permanent Rules for Irrigators, examples of local codes, tips on preparing for the licensing exam, common terminology of the turf irrigation industry, an index, and a pretest and posttest. (MN)

This curriculum guide contains a course in hydraulics to train entry-level workers for automotive mechanics and other fields that utilize hydraulics. The module contains 14 instructional units that cover the following topics: (1) introduction to hydraulics; (2) fundamentals of hydraulics; (3) reservoirs; (4) lines, fittings, and couplers; (5) seals; (6) fluids and filters; (7) pumps; (8) valves; (9) cylinders; (10) motors; (11) accessories; (12) hydraulic circuits, diagrams, and symbols; (13) general maintenance; and (14) diagnosis and testing. Each instructional unit follows a standard format that includes some or all of these eight basic components: performance objectives, suggested activities for teachers and students, information sheets, assignment sheets, job sheets, transparency masters, tests, and answers to tests. All unit components focus on measurable and observable learning outcomes and are designed for use in more than one lesson or class period. (KC)

This packet contains teacher and student editions on the topic of equipment systems, intended for the preparation of power product equipment technicians. This publication contains seven units: (1) principles of power transmission; (2) mechanical drive systems; (3) principles of fluid power; (4) hydraulic and pneumatic drive systems; (5) wheel and brake systems; (6) chassis and steering systems; and (7) chassis electrical systems. The materials are based on the curriculum-alignment concept of first stating the objectives, developing instructional strategies for teaching to those objectives, and assessing to those same objectives. Each instructional unit in the teacher edition includes some or all of the following components for each of the four units of instruction: suggested activities, answers to assignment sheets, answers to written test, written test, unit evaluation form, transparency masters, and worksheet masters. The teacher edition also contains information on use of the publication, a competency profile for recording students performance, instructional and task analysis, academic and workplace skill classifications and definitions, and a list of related academic and workplace skills. Each unit in the student edition includes some or all of the following components: objective sheets, information sheet, student supplements, assignment sheets, and job sheets. (KC)

Describes 10 experiments designed to serve as a qualitative introduction to Rayleigh-Taylor Instability. (WRM)

Discusses how experiments can offer students different points of view on the mathematical concepts presented in class and bring these concepts to life. Presents an experiment that demonstrates the interaction between mathematics and fluid dynamics. (Author/ASK)

Summarizes research into how children perceive three-dimensional objects. Focuses on the difficulty that students have in appreciating how the orientation of the semicircular canals affects balance and space perception. (DDR)

The document is a guide to a 9th and 10th grade industrial education course investigating the total system of power--how man controls, converts, transmits, and uses energy; the rationale is that if one is to learn of the total system of industry, the subsystem of power must be investigated. The guide provides a "body of knowledge" chart delineating the content possibilities for any power-related course at any level of instruction, orientation suggestions, safety instruction, and introductory activities such as suggested teacher demonstrations and discussions of career possibilities. Lesson plans covering five major topics comprise the bulk of the guide; objectives, equipment, resources, and the procedure for learning activities are provided for: (1) power conversion (26 days); (2) mechanical transmission (5 days); (3) fluid transmission (8 days); (4) electrical transmission (8 days); (5) synthesis of power systems (a single "synthesis problem" occupies the students for 14 days). Appended are a definition of behavioral objectives; a pretest, posttest, and attitude inventory, with answer sheets; an equipment list; and a bibliography. The guide is one of the outcomes of the Secondary Exploration of Technology (SET) Project. (AJ)

This document presents an outline for a 135-hour course designed to provide the student with all the skills, technical knowledge, safety practices, and general information that is required to understand the theory of operation, to diagnose, and to service the units that make up the power flow system of the automobile. The course of study includes theory of operation and service procedures of clutches, transmissions, drive lines, differential and rear axles. The behavioral objectives and performance standards necessary for a person to become an automotive power flow system mechanic are specified. A ten item bibliography and a list of related job, information, assignment, and operation sheets together with a Quinmester post test sample are included. (KP)

This document is a reference for the enlisted men in the Navy whose duties require knowledge of the fundamentals of machinery. Beginning with the simplest of machines--the lever--the book proceeds with the discussion of block and tackle, wheel and axle, inclined plane, screw and gears. It explains the concepts of work and power, and differentiates between the terms "force" and "pressure." The fundamentals of hydrostatic and hydraulic mechanisms are discussed in detail. The final chapters include several examples of the combination of simple mechanisms to make complex machines. The text is illustrated throughout. (CSS)

Describes an inquiry-based activity involving paper airplanes that has been used as a preservice training tool for instructors of a Native American summer science camp, and as an activity for demonstrating inquiry-based methods in a secondary science methods course. Focuses on Bernoulli's principle which describes how fluids move over and around objects. (JRH)

Explains an approach to teaching dimensional analysis that differs slightly from the traditional approach. The difference lies in the novelty of exposition in the presentation and interpretation of dimensional analysis as a speculative process. (DDR)

These activities focus on the unifying concept of faster-moving fluids lowering fluid pressure. Students are able to visualize and measure the dynamics of fluid pressure with the hands-on approach of these activities, which helps to develop conceptual understanding. Activities are organized to show many examples of the same concept to reveal patterns. (PVD)

Presents activities and exercises on the production and direction of currents in fluids. (JRH)

The manual was developed to help provide a better understanding of how and why hydraulic principles serve the purposes of weight reduction, increase of physical effort, and more precise control to machines of all types. The four components that are necessary to have a workable hydraulic system--a reservoir, a pump, a valve, and a motor (cylinder) are described in detail. Special emphasis is given to farm and industrial equipment applications. (VA)

Provides a student worksheet and set-up instructions for a science experiment to demonstrate the concept of density. Students are asked to explain the phenomenon in which a liquid of lower density placed in the bottom of two vertical flasks flows up to replace the liquid of higher density in the upper flask. (MDH)