The purpose of this study was to determine what knowledge of energy systems the students currently enrolled in Introductory Power Mechanics courses in the public high schools of Indiana possess, where they acquired such knowledge, and what the instructors' emphases in the course were.Two questionnaires were used in this study. The first, a thirty-item questionnaire, was utilized to determine what the students know about energy systems and where they learned what they know. The second one was a nineteen-item questionnaire to determine the instructors' course emphases.The null hypotheses were tested using a one way analysis of variance and a Scheffe Test. The .050 level of significance was used as the critical probability level for rejecting the hypotheses.

The purpose of this study was to determine topics being taught by power technology instructors in Texas and to develop a curriculum from these topics. This curriculum was meant to be a guide for a power technology course for the ninth grade. Questionnaires were distributed to power technology instructors in Texas. The topics from these questionnaires which instructors indicated they were teaching or they believed should be included in instructional content were made a part of the power technology curriculum. It was concluded most topics mentioned were in use or were indicated important to a comprehensive curriculum.

The problem of this study was to determine the suitability of available industrial arts textbooks for classroom use in the subject area of power mechanics. Criteria used in determining the subject matter content and format suitability of the textbooks were selected from previous research and applied to the textbooks by five jurors. Only one of the eight textbooks evaluated for subject matter content was found suitable for use in courses in power mechanics, while all of the textbooks were found suitable when evaluated for format. In order to conduct a comprehensive industrial arts power mechanics program, teachers must rely on supplementary materials in classroom instruction because of the low levels of subject matter suitability of the textbooks.