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Descriptors:
Computer Assisted Design; Computer Simulation; Computer Assisted Instruction; Class Activities; Teaching Methods; High School Students; Engineering Education; Technology Education; Engineering; Mechanics (Process); Machine Tools; Measurement; Measurement Equipment

Abstract:
This article describes a reverse engineering activity that gives students hands-on, minds-on experience with measuring tools, machine parts, and CAD. The author developed this activity to give students an abundance of practical experience with measuring tools. Equally important, it provides a good interface between the virtual world of CAD 3D modeling and the tangible, tactile experience of intelligent tinkering with mechanical devices. Reverse engineering can be complicated and technical, yet extremely enjoyable for students, with the level of complexity depending on the objects selected by the teacher. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Mathematics Curriculum; Machine Tools; Measurement; Grade 5; Educational Opportunities; Foreign Countries; Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Mathematical Concepts; Elementary School Mathematics

Abstract:
"Knowing and doing measurement" is a fundamental competency in real life since measuring attributes of objects in appropriate units and using measuring tools assist students to quantify and understand the world. For this reason, the study of measurement has a special place in every mathematics curriculum. Among the domains of measurement, length measurement is extremely important for students to understand basic ideas about measurement and to construct bases for more advance topics as area and volume measurement. However, research on students' understanding of length measurement reveals serious difficulties varying from incorrect alignment with a ruler to confusion of perimeter with area. One of the reasons for students' struggles in measurement is considered as weaknesses in the intended (written) curriculum. In this respect, this study was designed to investigate the content of length measurement in the Turkish mathematics curriculum (1st-fifth grade) in terms of its potential to support students' understanding. For this purpose, the Turkish Mathematics Curriculum Guide was carefully analyzed by considering main components of the curriculum (e.g. learning objectives). In spite of some weaknesses, the length measurement content in the curriculum seems to provide meaningful opportunities for students to develop the concepts and skills involved in length measurement. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Experimental Groups; Control Groups; Student Attitudes; Academic Achievement; Physics; Achievement Tests; Machine Tools; Program Effectiveness; Multivariate Analysis; Grade 9; Hands on Science; Science Instruction; Energy; Teaching Methods; Check Lists; Measures (Individuals); Developing Nations; Science Achievement

Abstract:
This research aimed to investigate the effectiveness of hands-on and minds-on activities on ninth grade students' achievement in and attitudes towards simple electric circuits. The study was conducted with 130 students, 70 of which were assigned as experimental group and instructed by hands-on/minds-on activities, while the 60 were assigned as control group and instructed by the traditional method. For the study, three measuring tools were used; the Physics Achievement Test, Physics Attitude Scale, and observation checklist. When the data were analyzed by using multivariate analysis of covariance (MANCOVA), the results indicated that there was a significant difference between the means of the students' physics achievement in favor of the experimental group. However, the analyses failed to show any significant differences between the means of the students' attitudes towards simple electric circuits. The results of this study are important especially for developing countries that can not use expensive materials to make students physically active. (Contains 2 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Student Attitudes; Universities; Observation; Diagnostic Tests; Machine Tools; Multivariate Analysis; Instructional Materials; Teaching Methods; Misconceptions; Evaluation Methods; Science Education

Abstract:
The main goal of this study was to integrate gender and group effect into bridging strategy in order to assess the effect of bridging analogy-based instruction on sophomore students' misconceptions in Newton's Third Law. Specifically, the authors developed and benefited from anchoring analogy diagnostic test to merge the effect of group and gender into the strategy. Newton's third law misconception test, attitude scale toward Newton's third law, and classroom observation checklists were the other measuring tools utilized throughout this quasi-experimental study. The researchers also developed or used several teaching/learning materials such as gender and group splitted concept diagrams, lesson plans, gender splitted frequency tables, make sense scales, PowerPoint slides, flash cards, and demonstrations. The convenience sample of the study chosen from the accessible population involved 308 students from two public universities. The results of multivariate analysis of covariance indicated that the bridging strategy had a significant effect on students' misconceptions in Newton's third law whereas it had no significant effect on students' attitudes toward Newton's third law. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Middle School Students; Maps; Machine Tools; Information Systems; Educational Technology; Music; Spatial Ability; Geography Instruction; Computer Software; Units of Study; Memory

Abstract:
Spatial literacy is a new frontier in K-12 education. This article describes a place-based introductory GIS/GPS middle school curriculum unit in which students used measuring tools, GPS units, and My World GIS software to collect physical and spatial data of trees to create a schoolyard tree inventory. Maine students completed "memory maps" of their schoolyards as a pre/post exercise assessment. A statistically significant increase in students' spatial awareness was documented. A technology-based curriculum can significantly increase students' spatial awareness especially in a place and context relevant to each student. (Contains 1 table and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Trade and Industrial Education; Apprenticeships; Foreign Countries; Industry; Woodworking; Course Descriptions; Job Skills; Certification; Postsecondary Education; Machine Tools; Occupational Safety and Health

Abstract:
The graduate of the Cabinetmaker apprenticeship program is a certified journeyperson who will: (1)know the characteristics of wood, wood products or substitutes used in industrial woodworking; (2) be proficient with the safe use of hand tools, powered machines and equipment used in industrial woodworking; (3) read and interpret plans and specifications and prepare layouts, working drawings and cutting lists; (4) calculate material quantities; (5) detail components and fixtures according to specifications and assume responsibility for the end product; (6) relate to job situations and other trades that precede or follow; (7) know the characteristics of glues and adhesives and their accepted usage in industry; (8) perform assigned tasks in accordance with quality and production standards required in industry; (9) know techniques for assembly and installation of hardware and other component; (10) perform assigned tasks in accordance with quality and production standards required by industry; (11) Understand the fundamentals of operating a small business; and (12) Perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Cabinetmaker Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; (3) Third Period Technical Training; and (4) Fourth Period Technical Training. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Careers; Field Trips; High Schools; Computer Assisted Design; Manufacturing Industry; Machine Tools; Engineering; Educational Technology; Vocational Education; Career Awareness; High School Students; Secondary School Teachers

Abstract:
On a pleasant September day, 400 high school students and 40 teachers converged on the Careers in Technology, Engineering, and Manufacturing Day at the IGNITE manufacturing industry trade show, held in Grand Rapids, Michigan, and sponsored by the Society of Manufacturing Engineers (SME). These weren't students getting out of school for a day to go on a field trip--they were students from career-tech high schools, prepared to learn, and eager to get started. The Careers in Technology day was supported by a number of colleges and universities. Industry-leading companies supported the event with both funding and the time of their top engineering talent. They included Haas, manufacturer of machine tools and automation equipment; SolidWorks, producer of 3D solid modeling computer-aided design (CAD) and design validation software; and DASI Solutions, a provider of SolidWorks training. This article describes how career and technical education students spend a day at an industry trade show, where they see the latest equipment and learn about a variety of manufacturing careers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Machine Tools; Equipment; Auto Mechanics; Engines; State Standards; Career Planning; Occupational Information; Vocational Education; Career Development; Industry; Job Skills; Academic Standards; Alignment (Education); High School Students; Shop Curriculum; Safety; National Standards

Abstract:
The standards in this document are for Automotive Technology programs and are designed to clearly state what the student should know and be able to do upon completion of an advanced high-school automotive program. Minimally, the student will complete a three-year program to achieve all standards. Although these exit-level standards are designed for advanced programs, they are also intended to focus curriculum objectives for entry-level programs. Objectives for first- and second-year programs, for example, may include many of the performance indicators in the "approaches standard" section for each performance standard. The standards are organized as follows: Content Standards are general statements that identify major areas of knowledge, understanding and the skills students are expected to learn in key subject and career areas by the end of the program. The content standards for Automotive Technology are organized according to the eight technical areas defined by the NATEF standards. Following each content standard are a number of performance standards. Performance standards identify the more specific components of each content standard and define the expected abilities of students within each content standard. Each performance standard is supported by performance indicators. Performance indicators are very specific criteria statements for determining whether a student exceeds the standard, meets the standard, or whose performance approaches the standard. Performance indicators may also be used as learning outcomes which teachers can identify as they plan their program learning objectives. All performance indicators are taken directly from the NATEF standards and are organized into three categories according to degree of difficulty: Exceeds Standard; Meets Standard; or Approaches Standard. Any student considered successful in the completion of a particular performance standard will have successfully demonstrated all performance indicators in the "Meets" and "Approaches" sections for the performance standard. Furthermore, any knowledge and/or performance assessments should be based on the indicators in those sections. Although the safety competencies are listed under the first content standard, they must be integrated into all performance standards, especially where the student will be working with tools, machinery, and/or hazardous materials. The final section of the document shows where the performance standards and performance indicators support the state academic standards for math, science, and English. Where correlation with an academic standard exists, students in the automotive program perform learning activities that support, either directly or indirectly, achievement of one or more academic standards. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Apprenticeships; Course Descriptions; Competency Based Education; Textbooks; Certification; Industrial Training; Vocational Education; Mechanics (Process); Machine Tools; Job Skills

Abstract:
The graduate of the Lather-Interior Systems Mechanic apprenticeship program is a certified journeyperson who will be able to: (1) know the characteristics and understand the actions and interactions of Lathing and Interior Systems Mechanic materials; (2) interpret plans and specifications and layout and develop projects accordingly; (3) calculate material quantities; (4) use hand tools and powered equipment in a proper and safe manner; (5) construct various types of walls and ceilings and apply exterior and interior trim of metal and other material; (6) relate to the work of other tradespeople in the building industry; and (7) perform assigned tasks in accordance with quality and production standards required in industry. Advanced Education and Technology has prepared this course outline in partnership with the Lather-Interior Systems Mechanic Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; (3) Third Period Technical Training; and (4) Textbooks and Supplies List. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Majors (Students); Technical Institutes; Machine Tools; Programming; Success; Vocational Education; High School Students; Dual Enrollment; College Credits; Curriculum Development; Articulation (Education); Student Diversity; Two Year Colleges

Abstract:
The Machine Tool Program at Cowley College in Arkansas City, Kansas, is preparing students to become future leaders in the machining field, and the school recognizes the importance of sharing and celebrating those stories of success with the public to demonstrate the effectiveness of career and technical education (CTE) programs. Cowley College is a community and technical college offering more than 68 majors and degree programs. Established in the late 1960s, Cowley's CTE programs have undergone curriculum adaptations to prepare machining students not only as machinists, but also engineers, foremen, business owners and teachers. Local high school students are actively involved in Cowley's machine tool program, and the school has facilitated their involvement by offering both dual credit enrollment and articulation agreements. The dual credit system has been in existence since the program was created and allows juniors and seniors in high school to attend the college during high school hours. Students get credit for both high school and college courses, providing them with an excellent opportunity to earn college credit while their high schools pay the fees and tuition. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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