BULLETIN 79L-4
JUNE, 1970

GUIDELINES FOR
ESTABLISHING Al
EVALUATING
HIGH SCHOOL
PRE-ENGINEERING
TECHNOLOGY -
ELECTRONICS OPTIOI
PROGRAMS

STATE OF FLORIDA
DEPARTMENT OF EDUCATI4
Tallahassee, Florida
FLOYD T. CHRISTIAN, Commissioner

GUIDELINES FOR
ESTABLISHING AND
EVALUATING
HIGH SCHOOL
PRE-ENGINEERING
TECHNOLOGY -
ELECTRONICS OPTION
PROGRAMS

O. OF F. LIBRARY

DIVISION OF VOCATIONAL,
TECHNICAL, AND ADULT EDUCATION

CARL W. PROEHL, DIRECTOR

TECHNICAL and HEALTH
OCCUPATIONS EDUCATION

THOMAS W. STRICKLAND, ADMINISTRATOR

3 7.5 00c 77,

,, ,.--

i
% '5 .;~
;' 3..6 h ;ei ~ c

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 Pre-Engineering Technology Electronics
Option. These guidelines have been cooperatively developed by educators
and industrial 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 use-
ful in understanding the characteristics and special needs of this type of
education on the secondary level. The graduate will be prepared 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, instrumentation, pre-engineering,
and engineering.

ACKNOWLEDGMENTS

This bulletin represents the time, thought, and effort of many indi-
viduals. Special credit is due to the following individuals who made
suggestions for original draft and worked to make these guidelines a
contributing factor to a quality technical education program in Pre-
Engineering Technology Electronics Option.

Mr. Morton Broad Mr. James H. Steeley
Dixie Hollins High School New Stanton Senior High School
4940 Sixty-second Street 1149 West 13th Street
St. Petersburg, Florida 33709 Jacksonville, Florida 32209

Mr. Robert E. Kemp Mr. Albert V. Cito
Coordinator of Electronics Hillsborough High School
1011 Gilmore Street 5000 Central Avenue
Jacksonville, Florida 32204 Tampa, Florida 33603

Mr. H. D. Woertendyke
Key West High School
2100 Flagler Avenue
Key West, Florida 33040

Mr. Russell A. Chapman
Ribault Senior High School
3701 Winton Drive
Jacksonville, Florida 32208

Mr. Jerome D. Robbins
Chipola Junior College
Marianna, Florida 32446

Mr. Carl Carrigan, Assistant Dean
Occupational-Technical Education
Florida Junior College at
Jacksonville
Jacksonville, Florida 32205

Mr. Earl N. Gulledge, Consultant for Technical Education, served as
coordinator of the project and prepared the final draft for publication.

The following steps should be considered by a high school principal or
local director of technical education when planning for a new technology:

1. Determine possible need for programs.
2. Survey business to determine technicians needed.
3. Determine potential student supply through surveys.
4. Estimate anticipated enrollments.
5. Contact the appropriate professional societies.
6. Secure support of school faculty and administrators.
7. Establish advisory committees.
8. Visit existing programs of the type decided upon and determine the
unique problems involved.
9. Determine objectives of the program.
10. Prepare a list of teachers needed to support the program.
11. Employ a competent instructor at least six months before program
starting date to assist in developing the program, assist in
preparation of equipment lists, develop instructional materials,
assist in student recruitment and selection, and initiate a
public relations program.
12. Develop general subject content and tentative program outline.
13. Determine approximately the laboratory equipment needed.
14. Determine facilities needed to support the program.
15. Prepare cost estimate of starting and maintaining the program.
16. Translate plans into program operation.
17. Initiate program evaluation procedures and make changes as neces-
sary.
18. Plan a system for student placement and follow-up procedures.
19. Establish a continuing plan for promoting technical education.

TECHNICAL ELECTRONICS

The pre-engineering technology-electronics option is not intended

to duplicate the post-high school programs in Electronics Technology at

the Vocational-Technical'Centers and Junior Colleges. The high school

programs should be feeder programs for the post-high school programs.

The high school programs will be referred to in this guideline as

TECHNICAL ELECTRONICS.

-iii-

ELECTRONIC ENGINEERING SUPPORT PERSONNEL ARE FOUND IN ALL PHASES OF
PRODUCT DEVELOPMENT, MANUFACTURE AND MARKETING

GUIDELINES FOR ESTABLISHING AND EVALUATING
HIGH SCHOOL PRE-ENGINEERING TECHNOLOGY-ELECTRONICS OPTION

Overview

The goal of the high school pre-engineering technology electronics

option curriculum is to educate engineering support personnel who are

employable upon graduation or who are 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 employment in the field of

applied electronics. The student is provided a basic foundation in elec-

tricity, basic electronics, and solid state fundamentals. 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 construction,

production, operation, sales, and servicing of electronic equipment; or

pursue post secondary education in this field.

Purpose and Objectives

The purpose of the technical electronics 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

-1-

General objectives of the course are to develop within the student:

1. a working knowledge of the vocabulary associated with electronics

technology

2. the ability to communicate effectively in the spoken and written form

3. the ability to adapt to changes brought about by new developments 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 specifications

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

shooting electronic devices

6. the ability to qualify for employment in those industries employing

engineering support personnel.

Specific objectives of the course are:

1. to develop the skills for competent analysis of the basic physical and

electronic concepts of direct current circuits

2. to develop the skills for competent analysis of alternating current and

alternating current circuit analysis

3. to develop the skills for competent analysis of the construction and the

theoretical and practical operation of semiconductors and vacuum tubes

4. to develop the skills for competent analysis and operation of basic

electronic circuits and systems

5. to develop the skills for competent analysis and the use of technical

data through familiarity with technical manuals, handbooks, and other

trade and technical journals

6. to bring to the student the awareness of the socio-economic impact of

electronic technology in the modern world

7. to instill in the student the necessary habits and attitudes about work

which will motivate him to develop the traits of safety, neatness,

accuracy, pride in his work, reliability, honesty and resourcefullness

8. to develop or improve the student's skills in communication, in the

area of job applications and job interviews, with added emphasis on

written expression in electronic terminology and technical report

writing

9. to acquaint the student with problems associated with management,

inventory, cost control, sales and distribution in the electronic

industry.

General Requirements

Organization and Administration

The high school technical electronics 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 organization and administra-

tion, periodic review, continued development, evaluation and general'effec-

tiveness of the educational program.

An advisory committee consisting of representatives of such organizations

as the communications industry, business machines industry, appliance pro-

duction or maintenance industry, research and development laboratories,

military installations or other concerns producing, distributing and utilizing

-3-

electronic 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, Tech-

nical 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 Voca-

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

Florida.

Selection of students should be made by the school guidance and coun-

seling staff in cooperation with those directly responsible for the edu-

cation program. All applicants shall be required to have the appropriate

abilities and aptitudes for such a program.

General Plan of Instruction

The secondary technical electronics program is two or three years in

length, beginning in grade ten or eleven. It includes classroom and lab-

oratory 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. Algebra I

should be taken in the ninth grade. The testing and interviews with

electronic teacher and guidance counselor should be done during the ninth

grade so that results are available when scheduling classes for tenth grade.

Effective guidance and counseling is essential.

Description of the Program

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

become engineering support personnel or technical specialists and to be

able to function in the occupation. The nature of the program is prepara-

tory. "On the job" training and experience is required to achieve final

success. Continued higher level education is highly desirable.

The curriculum includes both classroom and laboratory learning experi-

ences. 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 pro-

grams. 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 Electronics 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 1 unit
*Algebra II 1 unit
American History and/or
Americanism vs. Communism 1 unit
**Physical Education 1 unit
Technical Electronics II, III 2 units

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

Grade 12

English IV 1 unit
*Trigonometry 1 unit
**Physical Education 1 unit
Technical Electronics 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 electronics
industry for one-half of each day.

NOTE: If student is preparing to enter an E.E. program, Algebra I should be
taken in grade 9, Algebra II in grade 10, Trigonometry in grade 11, and
Physics in grade 12. Chemistry should be taken.

ANOTHER SUGGESTED PROGRAM CONTENT

Grade 10

English II 1 unit
Algebra II 1 unit
Social Studies 1 unit
Physical Education 1 unit
Technical Electronics I 2 units

Grade 11

English III 1 unit
Trigonometry 1 unit
American History and/or
Americanism vs. Communism 1 unit
Technical Electronics II 3 units

Grade 12

English IV 1 unit
Physics 1 unit
Chemistry 1 unit
Technical Electronics III 3 units

Course Description

Technical Electronics I, Grade 10

Emphasis is placed on learning the fundamentals of electricity and

electronics. Course content includes the electron theory, basic circuits,

cells and batteries, resistance, resistance networks, Ohm's law, Kirchhoff's

law, Watt's law, magnetism, electromagnetism, time constants, and principles

and use of measuring instruments.

Technical Electronics II, Grade 11 (1st semester)

Emphasis is placed on learning the basic concepts of alternating current,

impedance, phase relationship, resonance, transformers, time constants, and

principles and use of measuring instruments. Use of oscilloscope, audio

generators, R.F. signal generators, and other related test equipment.

Technical Electronics III, Grade 11 (2nd semester)

Emphasis is placed on learning the basic concepts of semiconductors,

semiconductor characteristics, transistors, types, biasing, stabilization,

and transistor test equipment.

Technical Electronics IV, Grade 12 (1st semester)

Emphasis is placed on learning the basic concepts of vacuum tubes, vacuum

tube characteristics, mutual conductance, load lines, rectifiers, power

supplies, audio amplifiers, detector circuits, frequency response, distortion

analysis, power amplifiers, oscillator circuits, wave shaping circuits. Use

of related test equipment.

-8-

Technical Electronics V, Grade 12 (2nd semester)

This course builds upon the fundamental concepts of semiconductor

physics, and includes amplifiers, oscillators, integrated circuits,

application to electronic circuits and industrial circuits, servicing of

transistor and integrated circuits, developments in transistor and in-

tegrated circuits, developments in semiconductor electronics.

Slide Rule

Because of the importance to the electronic technician of the ability

to use the slide rule, instruction should be given throughout all the

courses in its proper use, beginning in Technical Electronics I.

Laboratory

One of the important phases of the study of electronics is the appli-

cation of principles and theories learned in the classroom through de-

monstrative and laboratory experimentation possible only in the laboratory

where facilities and equipment are provided. Therefore, the student will

be required to perform a basic number of laboratory experiments pertaining

to the basic concepts covered in the courses.

Physical Facilities and Equipment

High schools or area vocational-technical centers offering the technical

electronics 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 com-

munication 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 (10-30 square

feet per student.)

4. The classroom facilities should be included in the laboratory.

Classroom for teaching theory: (It is very probable that many
schools and instructors will wish to use individual instruction
entirely through the use of learning activity packets. In which
case, the classroom will not be needed.)

1. The classroom should contain a minimum floor area
of 600 square feet.

2. Should contain student desks, chalkboards, projection
screens and tackboard.

3. Should be well lighted with provision for controlling
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.

-10-

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,
with a maximum of 24 students per instructor.

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
considered for items such as meters, and books of the
laboratory library.

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

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

7. Power control for all utilities should be centralized with-
in easy reach of the instructor.

8. The electrical service to each work station should be on a
separate circuit breaker and through an isolation trans-
former.

9. Electrical wiring to work stations should be through over-
head busbars.

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.

12. All electrical equipment should be provided with grounds.

13. An adequate office for the instructor should be provided.

-11-

14. Antenna equipment for radio and television.

,15. Amateur radio station where instructor has
necessary qualifications.

16. Floor should be non-conductive material.

Occupational Educational Cluster

Definition

The electronic engineering support personnel or technical specialist

assists or supports the engineer or scientist in the development, design

or maintenance of the various electronic instruments and devices.

Functions

An experienced electronic technical aide or technical specialist

may perform one or more of the following functions in design, development

or maintenance:

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

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

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 electronic
systems.

Construct or supervise the construction of prototypes.

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

-12-

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

Align, calibrate, test and troubleshoot components and electronic
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 electronic systems.

Technical assignments in the field of electronics may be broadly

divided into three general fields or areas. The technician may in his

lifetime progress through all three areas or he may become an expert

in only one particular field. The three areas may be identified as

INSTALLATION, MAINTENANCE AND REPAIR, and DESIGN.

1. INSTALLATION

In this field the technician is called upon to assemble, build, and

construct electronic devices or systems. Skills involved include

ability to solder, use tools, and assembly techniques. He must be

able to use various testing and measuring methods for quality testing

and quality control; The ability to apply instructions, oral and

written, as well as ability to read and interpret circuit diagrams

and schematics is necessary. He must have knowledge of electronic

components and circuits.

2. MAINTENANCE AND REPAIR

In this area the technician applies analytical skills to determine

malfunctions from observed symptoms and data. Then he makes necessary

-13-

corrections and repairs from logical conclusions which lead to the

defective component and circuits. He must: be able to read circuit

diagrams, wiring diagrams, and schematics; have knowledge of elec-

tronic components and circuits; have the ability to trace circuit

diagrams and wiring diagrams rapidly; be competent in the use of

measuring instruments and devices to assist in the locating of mal-

functioning components and circuits; and have the diagnostic ability

to predict the behavior of circuits and components under different

circumstances.

3. DESIGN

The technician in this area assists the design engineer or scientist

in the development of new electronic devices, circuits, and systems.

He must have all those skills listed under installation, and main-

tenance and repair, and also the following: ability to interpret

and follow engineering instructions, specifications, sketches and

drawings; ability to construct, align, calibrate, test and trouble-

shoot the components and circuits under development; ability to

utilize data and information from handbooks, charts and reference

sources; ability to make necessary calculations; ability to prepare

final layouts, detailed working drawings and assembly drawings; and

ability to evaluate tests and projects and to write appropriate

technical reports on the final development.

Summary

This publication is intended as a recommended guide for program plan-

ning 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 electronic engineering

support personnel 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.