During the 1987-88 academic year at Ball State University, it was decided that a series of transparency masters should be produced to support changes occurring in the state's curriculum for industrial technology education. With my interests in instructional material, I felt that this was the year to produce such materials. The instructional benefits to prospective and veteran teachers seem well worth the time and effort.Upon the discussion of changes in the curriculum conclusions as to personal feelings have ranged from panic to delight. Most feelings of panic stemmed from unpreparedness and lack of high quality instructional material. The observation has formed the objective for this creative Project: to use data gathered from Indiana's State Curriculum Guides, recommended textbooks and interviews with high school instructors to design transparency masters for instructional implementation. / Department of Industry & Technology

There is no abstract available for this thesis.

The major work involved is the debugging procedure on the Varian Model V-21003 electromagnet, power supply and spectrometer and the design and construction of supporting structure to house the various pieces of apparatus which were required to complete the system.Equipment which was not immediately available was then designed and constructed, with the final step being the testing. of the entire system for its integrity.Adjustments to each component was then carried out to obtain the best signal possible, noting the various changes caused by the condition and setting of each section of the system.

This study was concerned with developing an innovative program for the Thomas Butcher Children's School of Kansas State Teachers College, Emporia, Kansas.A survey was made of the known innovative programs, with an in-depth comparison of similarities and dissimilarities of the three most notorious programs: The Industrial Arts Curriculum Project, The American Industries Project, and The Maryland Plan, and of the three most recent books directed toward elementary industrial arts: Teaching Elementary Industrial Art, Teaching Children About Technology, and Elementary School Industrial Arts, relative to rationale, objectives, and structure.The suggested program began with a definition of Industrial Arts for elementary education, followed by the rationale, objectives and structure. Communications was to receive the major emphasis at the Kindergarten level; transportation at the first grade level; shelter at the second grade level; clothing at the third and fourth grade level; and foods at the fifth and sixth grade level, although each could not be limited to any one grade level. Units under each category were followed by room preparation, minimal tool list, and material media suggestions.

This creative project has simplified technical information concerning electrical discharge machining so that it may be better understood by secondary vocational and post-secondary students. The material has been collected from sources including manufacturers of electrical discharge machines, industrial personnel, industrial educators from vocational schools and universities, and technical papers from trade magazines. It has been written for the secondary vocational student at a reading level that he should be able to comprehend.Included in the text are drawings which can be used to make transparencies, exercises that can be adapted to the different types of EDM machines, and a glossary of EDM terms.

The purpose of the study was to determine the effects of body posture, task time, and attitudes toward drawing and problem-solving on the ideational fluency of two experimental groups and one control group of student draftsmen. The drawings produced were assessed on the basis of the quantity and quality of ideas generated during a specific drawing task.Five major questions were under investigation. Hypotheses were developed to determine whether significant differences existed (1) in the quantity or quality of ideational fluency between the three groups; (2) in the groups' attitudes toward drawing and problem-solving or their background experiences in art and teaching; (3) between the judges' responses to a series of fifteen bipolar scales which were used to assess judge strategies; (4) between the rate of idea generation for' any group; (5) in the interaction between time interval and posture for any group. Drawings produced for a forty-five minute task session and responses to a two-part questionnaire designed for the study provided the data. A team of five expert judges individually rated the quantity and quality of production of a seven-point scale and responded to the drawings via fifteen bipolar scales of the semantic differential type.A random sample of fifty-seven subjects was drawn from a population of seventy-three students enrolled in three sections of a personal development course in art for non-art elementary education majors. Sections were randomly assigned to experimental and control groups.The statistical treatments employed were: (1) One-way analyses of variance were computed to determine whether variances were in effect for (a) the groups' responses to the questionnaire, (b) groups' quantitative production, and (c) groups' qualitative production. (2) A two-way analysis of variance was computed to determine whether any variances occurred between the groups' production rates for nine time intervals and to test interaction between interval and group. (3) T tests for unequal means were used to determine which between group comparison(s) contributed to differences obtained for (a) quantity and (b) quality of production. (4) Multiple regressions were computed for each judge's quantity and quality ratings with the samples' responses to the questionnaire. (b) Pearson product-moment correlations were obtained for each judge's quantity and quality ratings with his responses to scales of the semantic differential.Significant differences in both the quantity and quality of ideation were found between the groups. The effects of posture and task time, and the interaction effects of time and posture were significant. These effects were confounded, apparently by teacher factors that were not detectable through the questionnaire. The draftsmen rated high on the quantity measure were, for the most part, not the same draftsmen as were rated high on quality.The multiple regression analyses indicated the following factors have significant predictive value for the quantity of ideation: (1) exposure to art programs at the senior high level and exposure to certain college-level art courses; (2) an approach to problem-solving that is neither chaotic nor doggedly systematic; (3) an indication that the draftsman does not react irritably to persons who are more ideationally fluent. These factors had significant predictive value for the quality of ideational fluency: (1) the draftsman's indication that his approach to problem-solving is relaxed and systematic, is not aided by isolated meditation but rather by involvement in other activity; (2) an indication that it is unwise or unproductive to plunge oneself into problem situations; (3) an indication that the draftsman would react both with admiration and irritability to someone more ideationally fluent.

It is the purpose of the writer to attempt to trace the philosophy and principles of manual training from their origin, through their development in various European countries to show their influence on early manual training in the United States, and to point out the extent of those principles in industrial arts today.

The problem of this study is to determine the types of classroom organization and the extent of their use in the junior high school industrial arts programs.

The purpose of this study is fourfold: first, to study the local industrial resources; second, to assemble and analyze data concerning the availability of industrial resources for instructional enrichment of the industrial arts program; third, to assemble and analyze data concerning the extent of use of available industrial resources in teaching industrial arts in the Dallas Independent School District; and fourth, to make recommendations and conclusions based on the findings of the study.

No description available.