BULLETIN 79L-3

GUIDELINES
FOR
ESTABLISHING
AND
EVALUATING
HIGH
SCHOOL

TECHNICAL
ELECTROMECHANICS

PROGRAMS

DIVISION OF VOCATIONAL,

TECHNICAL, AND ADULT EDUCATION

CARL W. PROEHL, Assistant Commissioner

TECHNICAL and HEALTH

OCCUPATIONS EDUCATION

THOMAS W. STRICKLAND, DIRECTOR

JANUARY, 1969

g~s 8 > 3 *s-~

FOREWORD

The publication of this bulletin is for the purpose of communicating
to school officials, program and facility planners and instructors in
technical education the essential concepts and requirements for an
effective high school program in Technical Electromechanics. These
guidelines have been cooperatively developed by educators and indus-
trial representatives as a guide for establishing and evaluating
these programs. They are not meant to be rigid or restrictive but
are intended to provide assistance and guidance to persons charged
with the responsibility of educating technical aides or assistants.

It is hoped that the materials presented in the publication will be
useful in understanding the characteristics and special needs of this
type of education on the secondary level. The graduate will be pre-
pared to go to work immediately upon graduation or will have the
necessary background to pursue several closely related options at the
post secondary level in such technologies as electrical, electronics,
mechanical, electromechanical, computer programming, data processing
and instrumentation.

GUIDELINES FOR ESTABLISHING AND EVALUATING
HIGH SCHOOL TECHNICAL ELECTROMECHANICS PROGRAMS

Overview

The goal of the high school electromechanical curriculum is to

educate an entry level technical specialist or technical aide who is

employable upon graduation or who is prepared to pursue post secondary

education in this field.

The technical content of the curriculum is designed to provide a

broad background of experience necessary for entry level employment in

the field of applied electromechanics. The student is provided a basic

foundation in electricity, basic electronics and .fundamentals of mecha-

nisms. He is also expected to pursue an appropriate general education

program including subjects such as mathematics, English, social studies,

physical education and the physical sciences. The program should be

balanced between the practical and the theoretical.

The graduate of the program can expect to be employed in pro-

duction facilities, the business machines industry, computer service

centers and other industries producing, distributing and utilizing

electromechanical devices.

Purpose and Objectives

The purpose of the technical electromechanics program is twofold:

1. to prepare the student for employment upon graduation from

high school

2. to prepare the student to pursue further technical education

at the post secondary level.

Objectives of the course are to develop within the student:

1. a working knowledge of the vocabulary associated with electro-

mechanical technology

2. the ability to communicate effectively in the spoken and

written form

3. the ability to adapt to changes brought about by new develop-

ments in technology and the social, business and organizational

environment in which he will function

4. the ability to interpret and utilize the information provided

by schematics, charts, graphs, drawings, flow charts and specifi-

cations

5. the ability to apply his knowledge to testing, analyzing and

troubleshooting electromechanical devices

6. the ability to qualify for entry level employment in those

industries employing electromechanical technicians and aides.

General Requirements

Organization and Administration

The high school technical electromechanics program may be established

in secondary schools or area vocational-technical centers serving high

school students.

The primary responsibility for administration and planning is

assumed by school personnel. These responsibilities include organiza-

tion and administration, periodic review, continued development, evalua-

tion and general effectiveness of the educational program.

An advisory committee consisting of representatives of such organi-

zations as the business machines industry, appliance production or

maintenance industry, research and development laboratories, military

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installations or other concerns producing, distributing and utilizing

electromechanical equipment, is helpful to effective planning. It is

recommended that this committee be appointed by the appropriate school

authorities for a one or two-year term.

The organization and operation of the program shall be consistent

with the requirements of the State Plan for the Improvement of Vocational,

Technical and Related Educational Services and the policies of the State

Board for Vocational Education. It shall be based on standards recommended

by the Technical and Health Occupations Education Section, Division of

Vocational, Technical and Adult Education, Department of Education, State

of Florida.

Selection of students should be made by the school guidance and

counseling staff in cooperation with those directly responsible for the

education program. All applicants should be required to have the appro-

priate abilities and aptitudes for such a program.

General Plan of Instruction

The secondary electromechanical program is three years in length,

beginning in grade ten. It includes classroom and laboratory experiences

carefully correlated to carry out the objectives of the program. The

faculty is urged to use selected field trips to visit business and

industry.

Admission Requirements

The effectiveness of a technical program depends upon the quality

of the instructors) and the capacity, ability and aptitude of the

students. The individual seeking admission to the program should have

at least average scholastic ability, a mechanical aptitude and good

motivation.

Effective guidance and counseling is essential.

Description of the Program

The primary aim of this program is to prepare high school graduates

to become electromechanical technical aides or technical specialists and

to be able to function in the occupation.

The curriculum includes both classroom and laboratory learning expe-

riences. The correlation of these experiences should be carefully planned

to insure an educationally sound program.

The mathematics and sciences required for the technical specialist

or technical aide do not vary greatly from many of today's high school

programs. The key is to the teaching method or approach. The emphasis

should be on the practical application and use of mathematics and

science rather than on a theoretical approach involving rigorous proofs.

A good working relationship between the respective instructors will make

the program more effective.

A sound knowledge of written and oral communications is essential

to the technical specialist or technical aide. It is hoped that the

school will provide experiences including speaking and report writing.

A SUGGESTED PROGRAM CONTENT

Grade 10

English II 1 unit
*Algebra I 1 unit
Science 1 unit
**Social Studies 1 unit
Physical Education 1 unit
Technical Electromechanics I 1 unit

*If Algebra I is taken in grade 9, Algebra II may be taken at this time.
**If a social studies course such as civics, world history, or world
geography is taken in grade 9, one elective may be taken at this time.

Grade 11

English III
*Algebra II
American History and/or
Americanism vs. Communism
**Physical Education
Technical Electromechanics II, III

*If Algebra II is taken in grade 10, trigonometry
time.
**If it is not desired to take physical education,
taken at this time.

1 unit
1 unit

1 unit
1 unit
2 units

may be taken at this

one elective may be

Grade 12

English IV 1 unit
*Trigonometry 1 unit
**Physical Education 1 unit
Technical Electromechanics IV, V 2 units
Elective 1 unit

*If trigonometry is taken in grade 11, one elective may be taken at
this time.
**If it is not desired to take physical education, one elective may be
taken at this time.

NOTE: If trigonometry and physical education are not taken during grade

12, the student will have enough elective time available to enable

him to participate in a cooperative work arrangement with an

electromechanical industry for one-half of each day.

Course Description

Technical Electromechanics I, Grade 10

Emphasis is placed on learning the fundamentals of electricity and

electronics. Course content includes the electron theory, circuit com-

ponents, AC and DC sources and simple series and parallel circuits with

typical applications.

Technical Electromechanics II, Grade 11 (Ist semester)

Emphasis is on basic control devices and their applications. Vacuum

tube and transistor characteristics and circuits are studied and applied

to typical devices such as power supplies, oscillators and amplifiers.

The basic characteristics of each device and circuit are examined in the

laboratory.

Technical Electromechanics III, Grade 11 (2nd semester)

This course builds upon the fundamental concepts and relationships

of physics, including electricity and electronics. The course also

includes the basic elements of mechanics such as levers, gears, cams,

pneumatic and hydraulic devices and electromagnetic actuators.

Technical Electromechanics IV, Grade 12A (1st semester)

The objective of this course is to develop knowledge and skills

concerning methods of transmitting, translating, controlling, timing,

synchronizing and converting energy and motion. The basic knowledge

acquired by the student is applied to electromechanical devices and

systems.

Technical Electromechanics V, Grade 12 (2nd semester)

This course develops the skill of the student in utilizing avail-

able information such as schematics, charts, graphs, specifications

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and blueprints in the logical troubleshooting of electromechanical

systems. The course also extends the knowledge of the student to include

more complex and sophisticated systems.

Physical Facilities and Equipment

High schools or area vocational-technical centers offering the

technical electromechanics program should plan carefully to allow for

the needs of the industries they serve and to allow for advances and

changes in facility requirements. The facilities and the equipment

should approximate those generally accepted by industry. The schools

should maintain close communication with competent advisory committees

to insure that the training facilities are attuned to new methods and

applications as utilized by industry.

Some specific suggestions for consideration are:

Facilities needed:

Space Allocation:

1. 75 square feet per student.

2. 100 square feet per instructor.

3. Allowance for storage and equipment room (10-20 square
feet per student.)

4. If the classroom facilities are not included in the
laboratory, a classroom near the laboratory is desirable.

Classroom for teaching theory (whether separate or combined):

1. If separate, the classroom should contain a minimum
floor area of 600 square feet.

2. Classroom should contain student desks, chalkboards,
projection screens and tackboard.

3. Classroom should be well lighted with provision for con-
trolling the lights in such a way as to facilitate the
use of visual aids. All lighting should be designed to
meet the needs of night classes.

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4. Electrical outlets should be provided for demonstration
and projection equipment.

5. A storage area for visual aids and lecture equipment
should be located within or adjacent to the classroom
facilities.

Laboratory (general characteristics):

1. Appropriate for the strengthening of technical knowledge
and skills.

2. Convenient for the students and instructors.

3. Work stations should accommodate at least two students.

4. Storage area for instruments and equipment should be
located adjacent to the laboratory so that the instructor
can readily control the movement of stock, instruments and
equipment. Some display type storage case should be con-
sidered for items such as meters.

5. Should be equipped with sink, chalkboard and tackboard.

6. Doors should provide for easy flow of traffic in and out
of the laboratory.

7. Power control for all utilities should be centralized
within easy reach of the instructor.

8. The electrical service to each work station should be on
a separate circuit breaker.

9. Electrical wiring to work stations should be through
overhead busbars or through subfloor channels.

10. Door openings should be consistent with the size of
equipment to be moved through them.

11. A drinking fountain should be located in the laboratory
vicinity.

12. All electrical equipment should be provided with grounds.

13. An adequate office for the instructor should be located
conveniently to the laboratory.

Occupational Educational Cluster

Definition

The electromechanical technical aide or technical specialist assists

or supports the engineer or scientist in the development, design or main-

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tenance of the various electromechanical instruments and controls such as

servo-control mechanisms, inertial guidance systems, telephone switching

equipment, fire control systems, electro-pneumatic instruments and computers.

Functions

An experienced electromechanical technical aide or technical special-

ist may perform one or more of the following functions in design, develop-

ment or maintenance:

Work from engineering specifications, sketches and drawings to
assist in the design of electromechanical systems, instruments and
controls.

Utilize data and information in the form of handbooks and charts
on various components from reference sources to make necessary cal-
culations.

Draw preliminary sketches and layouts and determine items that
require further consideration in final design.

Determine whether standard components can be used in the design of
the equipment.

Prepare final layouts, detailed working or assembly drawings and
supervise other personnel in the preparation of drawings.

Interpret schematic and line diagrams relating to electromechanical
systems.

Construct or supervise the construction of prototypes.

Troubleshoot, diagnose, locate and correct malfunctions in units
under test.

Evaluate tests and projects by preparing reports including the
necessary charts, diagrams and graphs.

Align, calibrate, test and troubleshoot components and electro-
mechanical systems.

Technical Skills Required

Must be able to read and interpret engineering drawings, electrical
and electronic schematics, blueprints and line drawings.

Must be able to prepare technical reports concerning tests and
evaluations.

Must be able to use the various tools and instruments needed to
service and maintain electromechanical systems.

Summary

This publication is intended as a recommended guide for program

planning and development at the high school level. It is expected

that adaptations may need to be made to suit various situations in

different institutions.

There is definitely an established need for electromechanical

technical specialists and technical aides and according to the industry,

the demand is increasing. Strong high school programs properly designed

to prepare persons for employment in this field are needed.

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