R EPOR T R ESUMES ED 019 929 . JC 680 172 PRETECHNICAL POST HIGH SCHOOL PROGRAMS, A SUGGESTED GUIDE. TECHNICAL EDUCATION PROGRAM SERIES, NUMBER 12. BY- VENN, GRANT . OFFICE OF EDUCATION (CHEW), WASHINGTON, D.C. REPORT NUMBER OE -80049 PUB DATE. 67 ECRS PRICE MF-$0.50 HC -$3.08 75P. DESCRIPTORS- *JUNIOR COLLEGES, *TECHNICAL EDUCATION, PREVOCATIONAL EDUCATION, *PRETECHNOLOGY FROGRAMSp.*REMEDIAL COURSES, MATHEMATICS, SCIENCES, INSTITUTIONS WHICH EDUCATE TECHNICIANS SHOULD ALSO PROVIDE PRETECHNICAL POST.HIGH SCHOOL PROGRAMS TO HELP UNCERPREPAREC STUDENTS MEET ENTRY REQUIREMENTS Or TECHNICAL PROGRAMS. IN ADDITION TO HIGH SCHOOL DROPOUTS, SUCH STUDENTS INCLUDE HIGH SCHOOL GRADUATES (1) WHO HAVE NOT STUDIED THE NECESSARY COURSES, (2) WHO HAVE MOTIVATION TOWARD MECHANICAL OR SCIENTIFIC PURSUITS BUT HAVE NOT MASTERED ORGANIZED BASIC STUDIES, AND (3) WHOSE SCHOLARSHIP HAS SUFFERED BECAUSE OF THEIR EMPLOYMENT WHILE IN HIGH SCHOOL. SUCCESS OF PRETECHNICAL PROGRAMS DEPENDS UPON CAREFUL RECRUITMENT AND SCREENING OF STUDENTS, A COMPETENT FACULTY, AND ADEQUATE COUNSELING AND GUIDANCE SERVICES. THE LIBRARY MUST BE ADEQUATE TO SUPPORT THE PROGRAM, ALLOW FOR PROGRAMED LEARNING, AND PROVIDE A STUDY SKILLS LIBRARY. AN EQUIPMENT LIST AND COST SUMMARY FOR SUCH A FACILITY HAS BEEN PREPARED, AS HAVE COURSE OUTLINES IN STUDY SKILLS, TWO 1- SEMESTER MATHEMATICS COURSES, TWO 1.-SEMESTER PHYSICS COURSES, A 2- SEMESTER CHEMISTRY COURSE, AND A 1-SEMESTER BIOLOGY COURSE. THE DOCUMENT INCLUDES A BIBLIOGRAPHY. THIS DOCUMENT IS ALSO AVAILABLE AS CATALOG NO. FS 5.2807-80049 FOR $.45 FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402. (WO) ,;, .., .44, -,4 1
Transcript
R EPOR T R ESUMESED 019 929 .
JC 680 172
PRETECHNICAL POST HIGH SCHOOL PROGRAMS, A SUGGESTED GUIDE.TECHNICAL EDUCATION PROGRAM SERIES, NUMBER 12.BY- VENN, GRANT .
OFFICE OF EDUCATION (CHEW), WASHINGTON, D.C.REPORT NUMBER OE -80049 PUB DATE. 67
INSTITUTIONS WHICH EDUCATE TECHNICIANS SHOULD ALSOPROVIDE PRETECHNICAL POST.HIGH SCHOOL PROGRAMS TO HELPUNCERPREPAREC STUDENTS MEET ENTRY REQUIREMENTS Or TECHNICALPROGRAMS. IN ADDITION TO HIGH SCHOOL DROPOUTS, SUCH STUDENTSINCLUDE HIGH SCHOOL GRADUATES (1) WHO HAVE NOT STUDIED THENECESSARY COURSES, (2) WHO HAVE MOTIVATION TOWARD MECHANICALOR SCIENTIFIC PURSUITS BUT HAVE NOT MASTERED ORGANIZED BASICSTUDIES, AND (3) WHOSE SCHOLARSHIP HAS SUFFERED BECAUSE OFTHEIR EMPLOYMENT WHILE IN HIGH SCHOOL. SUCCESS OFPRETECHNICAL PROGRAMS DEPENDS UPON CAREFUL RECRUITMENT ANDSCREENING OF STUDENTS, A COMPETENT FACULTY, AND ADEQUATECOUNSELING AND GUIDANCE SERVICES. THE LIBRARY MUST BEADEQUATE TO SUPPORT THE PROGRAM, ALLOW FOR PROGRAMEDLEARNING, AND PROVIDE A STUDY SKILLS LIBRARY. AN EQUIPMENTLIST AND COST SUMMARY FOR SUCH A FACILITY HAS BEEN PREPARED,AS HAVE COURSE OUTLINES IN STUDY SKILLS, TWO 1- SEMESTERMATHEMATICS COURSES, TWO 1.-SEMESTER PHYSICS COURSES, A2- SEMESTER CHEMISTRY COURSE, AND A 1-SEMESTER BIOLOGY COURSE.THE DOCUMENT INCLUDES A BIBLIOGRAPHY. THIS DOCUMENT IS ALSOAVAILABLE AS CATALOG NO. FS 5.2807-80049 FOR $.45 FROM THESUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE,WASHINGTON, D.C. 20402. (WO)
,;, .., .44, -,4 1
DISCRIMINATION PROHIBITEDTitle VI of the Civil Rights Act of 1964states: "No person in the United States shall, on the ground of race, color, ornational origin, be excluded from participation in, be denied the benefits of, or besubjected to discrimination under any program or activity receiving Federal financialassistance." Therefore the Technical Education Program, like every program oractivity receiving financial assistance from the Department of Health, Education,and Welfare, must be operated in compliance with this law.
U.S. DEPARTMENt Gr HEALTH, EDUCATION & WELFARE'
OFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE 0E-80049PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS
STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION
POSITION OR POLICY.
Technical Education Program Series No. 12
PRETECHNICAL POST HIGH SCHOOL PROGRAMS
A Suggested Guide
UNIVERSITY OF CAT
LOS ANGELES
APR 1 5 1968
CLEARINGHOUSE
N. JUNIOR COLLEGE
N U.S. DEPARTMENT OF INFORMATION
HEALTH, EDUCATION, AND WELFARE, JOHN W. GARDNER, Secretary
q Office of Education HAROLD Howz II, Commissioner
Do\SI
Superintendent of Documents catalog No. FS 5.280:80049
United StatesGovernment Printing Office
Washington: 1967
For sale by the Superintendent of Documents, U.S. Government Printing OfficeWashington, D.C. 20402, Price 45 cents
FOREWORD
This is a suggested program of remedial instruc-tion for post high school students whose scholasticpreparation does not meet the required level toinsure their success in a technical program. Manystudents who graduated or who left high school
near graduation have not had the scholastic prep-aration required to enter a rigorous technical cur-riculum although they are highly motivated andpotentially promising student technicians. With-
out some remedial instruction most of these stu-dents would fail in the high quality technicalprogram of their choice. If the technical programis lowered to their entering scholastic level it can-
not graduate competent and skilled technicians.Programs such as the one suggested are needed
to provide promising but underprepared studentsthe opportunity to become technicians, Withproper preparation such students can help fillthe shortage of highly trained technicians.
The guide suggests course outlines with ex-amples of textbooks and references, a sequenceof educational procedure, and a special learninglaboratory layout with equipment and cost anddiscusses faculty, student services, and libraryfacilities. It has been prepared to assist school ad-
ministrators, advisory committees, supervisors,
and teachers in planning and developing new
iii
remedial programs.This guide was developed by technical educa-
tion specialists in the Occupations Section of the
State Vocational Services Branch, Divisions ofVocational and Technical Education, U.S. Office
of Education. The basic materials were preparedby the State University of New York Agriculturaland Technical College at Alfred, New York,under contract with the Office of Education. Thefinal draft was prepared by Walter J. Brooking,assisted by Alexander C. Ducat, under the direc-tion of Robert M. Knoebel, Acting Assistant Di-
rector, Occupation Section, and Earl M. Bowlerand staff, Program Services Branch.
Many useful suggestions were received fromspecial consultants and from administrators andteachers in schools of technology. Although allsuggestions could not be incorporated; each wasconsidered carefully as it related to the .publica-don's intended use. It should not be inferred how-
ever that the document is completely endorsedby any one institution, agency, or person.
GRANT VENNAssociate Commissionerfor Adult, Vocational, andLibrary Progr.zms
ACKNOWLEDGEMENTS
The U.S. Office of Education, Division of Vo-cational and Technical Education, recognizes thevaluable contributions of the specialists whomade detailed reviews of this publication. Allhave achieved recognition in the field of tech-nical education: in program administration, highschool administration, student selection andcounseling and have served as members of edu-cational organizations and societies and leadersin the field of technical education. They are:
Walter J. Bartz, Chief, Technical Education, Di-vision of Vocational & Technical Education,Springfield, Illinois.
Axford L. Beagle, Chairman, Pre-Technical Pro-gram, Broome Technical Community College,Binghamton, New York.
Anthony J. Bevacqua, Educational Director, Vo-cational-Technical Programs, Department ofCommunity Colleges, State Board of Educa-tion, Raleigh, North Carolina.
Armond J. Festine, Associate Director, Evening& Extension Division, Mohawk Valley Com-munity College, Utica, New York.
Lewis R. Fibel, Specialist in Occupational Edu-cation, American Association of Junior Col-leges, Washington, D. C.
Robert Granger, Registrar, State University ofNew York Agricultural & Technical Collegeat Alfred, Alfred, New York.
Mrs. Margaret V. Hoch, Guidance Counselor,Lockport Senior High School, 181 LincolnAvenue, Lockport, New York (Member ofGuidance Advisory Counsel Alfred State Agri-cultural and Technical College)
Franklin Johnson, Dean of Instruction and Cur-riculum, Los Angeles Trade-Technical Col-lege, Los Angeles, California.
Donald W. Munson, Principal, Amherst CentralSenior High School, Buffalo 26, New York(Member of Guidance Adviso Counsel Al-fred State Agricultural and Technical College)
iv
Vice President, New York State Association ofSecondary Schools.
Kenneth S. Oleson, Assistant to Assistant Direc-tor, Vocational-Technical Programs, Depart-ment of Community Colleges, State Board ofEducation, Raleigh, North Carolina.
Milo Van Hall, Associate Dean, State Universityof New York Agricult,:ral and Technical Col-lege at Alfred, Alfred, New York.
Maurice W. Roney, Director, School of Indus-trial Education, Oklahoma State University ofAgriculture and Applied Science, Stillwater,Oklahoma.
William Strieb, Head, Electronics Laboratory,Delta College, University Center, Michigan.
George S. Whitney, Professor and Chairman ofEngineering Technology Division, State Uni-versity of New York. Agricultural and Tech-nical College at Alfred, Alfred, New York.
The Office of Education also acknowledgesappreciation of constructive criticism by admin-istrators and staff members of the followinginstitutions:
Clark College,Vancouver, Washington
James Connally Technical Institute of TexasAgricultural and Mechanical University,
Waco, Texas
Ferris State College,Big Rapids, Michigan
Forsyth Technical Institute,Winston-Salem, North Carolina
Milwaukee Institute of Technology,Milwaukee, Wisconsin
North Dakota State School of Science,Wahpeton, North Dakota
Ohio State University, Center for Research,Vocational-Technical Education,
Columbus, Ohio
V.,0,17 `14,0
Orange Coast Junior College District,Costa Mesa, California
Rutgers, The State University, Department ofVocational-Technical Education,
New Brunswick, New Jersey
State Board of Vocational and Adult Educa-tion,
Madison, Wisconsin
State Department of Education, Division ofVocational Education,
Atlanta, Georgia
V
Texas Education Agency, Division of Voca-tional Education,
Austin, TexasUniversity of Illinois, Department of General
Engineering,Urbana, IllinoisUniversity of Minnesota, Institute of Agricul-
ture, Northwest School and ExperimentStation,
Crookston, MinnesotaUniversity of Texas, College of Education.Austin, Texas
-, :',"*:
y
CONTENTSPage
FOREWORD
ACKNOWLEDGEMENTS iv
TECHNOLOGY AND PRETECHNICAL PROGRAMS 1
The Increasing Need for Technicians 3
Kinds of Technicians 3
PREREQUISITES FOR TECHNICAL CURRICULUMS 5
THE NEED FOR PRETECHNICAL PROGRAMS 9
PROGRAM PLANS 13
Objectives of the Programs 15
Advantages of Full-Time Study 16
SPECIAL ADMINISTRATIVE CONSIDERATIONS 18
Federal Support 19
Advisory Committees and Services 19
Student Selection 20
Faculty 22
Student Counseling, Guidance, and Advisory Services 24
PHYSICAL FACILITIES AND THEIR COST 26
Equipment Selection and AcquisitionGeneral Considerations 26
The Library to Support the Program 27
Programed Learning Outside Study Area 29
The Study Skills Laboratory 30
Cost Summary 33
COURSE OUTLINES 35
Study Skills 35
Preparatory Communication Skills I and H 38
Preparatory Mathematics I 39
Preparatory Mathematics II 42
Preparatory Physics I 43
Preparatory Physics II 45
Preparatory Chemistry I and II 49
Preparatory Biological Science 52
BIBLIOGRAPHY56
APPENDIXESA. Examples of Chemistry Laboratory Exercises in Preparatory Chemistry for
Biological Science Based Curriculums 60
B. A Typical Laboratory Experiment for Preparatory Biological Science 64
C. Audiovisual Materials and References 65
vii
F- --4"r
TECHNOLOGY AND PRETECHNICAL PROGRAMS
Pretechnical post high school programs offerstudents an opportunity to overcome their scho-lastic deficiencies and to meet requirements forentering a technical program. Many high schoolgraduates and many students who left highschool near graduation lack one or more of thecourses which are essential for entry into a highquality technician program. Others, through re-view of some of their high school subjects, canraise their capabilities and increase their chancesof successfully completing a rigorous technicalcurriculum. Without some preliminary studymany students cannot be accepted into highquality technical programs because if permitted
TECHNICALSPECIALTY
AND
SUPPORTINGTECHNICALCOURSES
BASICSCIENCES MATHEMATICS
to enter they usually fail. To serve the needs ofsuch students, institutions are providing pretech-nical courses of study as a part of the total tech-nician education program.
Pretechnical programs can effectively increase__le number of students available to enter tech-nician education programs and can thus con-tribute significantly to the total number of tech-nicians who graduate each year and enter thelabor force.
Figure 1 shows the relationship between pre-technical courses of study and technical curricu-lums. Underprepared students enroll as techni-cians and study the pretechnical courses which
COMMUNICATIONSSKILLS
MINIMUM REQUIRED PREPARATIONTO ENTER TECHNICAL CURRICULUM
FIGURE 1. Pretechnical programs permit underprepared student technicians to raise their scholastic capabEisies
in subjects which need strengthening to meet normal entry requirements while they begin elementary courses in
their technical field.
1
esfc,s,-4, ,-,11 ';',,=1
will increase their scholastic skills to meet the fullentrance requirements. It should be rememberedthat not all pretechnical students will require as-sistance in all the subject areas shown. From theonset of their pretechnical study they are enrolledin the beginning courses of their technical spe-cialty, such as elementary laboratory or shopwork, mechanical drawing, drafting, or gaphicrepresentation courses related to their specialtybut not greatly dependent on mathematics orbasic science.
The objective of pretechnical courses is to en-able students to acquire the necessary under-standing and skills in one or more subjects. Com-munications skills (reading, writing, spelling,grammar, punctuation, speaking, listening, andlanguage comprehension) , mathematics, physics,chemistry, or biology at levels equivalent to agood high school program are required to entertechnical specialty courses in an occupational cur-riculum. For example, the student may have tocomplete courses in algebra, geometry, andphysics before taking the first mathematics orphysics courses in a technic curriculum. If helacks algebra and physics when he enrolls in theinstitution, satisfactory completion of pretechni-cal algebra and physics will prepare him to un-dertake the mathematics in a particular tech-nology. While he is enrolled in the pretechnicalcourses he can also be studying elementary tech-nical subjects.
If a student is deficient in algebra and physicsand applies to enter a technical program, hecannot be accepted until the deficiency is re-
moved. Many students either cannot find theopportunity to remove such scholastic deficien-cies or do not take advantage of it.
Pretechnical post high school programs shouldbe the responsibility of institutions which educatetechnicians. Schools which provide technical edu-cation can best design pretechnical prograr.s andcan make such programs an integral part of eachstudent technician's occupational objectives. Thisis a compelling reason for providing post highschool pretechnical programs in the post secon-dary institution where facilities, teaching capa-bility and incentive, and an intimate understand-ing of specific requirements for the student'stechnical program are all parts of the institu-tion's daily preoccupation.
Some students who are beginning a technicalprogram will require two semesters to completethe equivalent of high school communications,mathematics, or science courses. Others may beable to complete 0.-2eir pretechnical courses inonly one semester, or for very special cases in asummer session.
Pretechnical post high school programs shouldbe organized for two semesters. Most studentsneeding additional mathematics or physics re-quire a year of study; sometimes they may alsoneed to strengthen study and communicationsskills. Courses could be made available for stu-dents who require only a part of one semester ofremedial study.
The pretechnical courses required by each stu-dent are scheduled according to his needs, andthe rest of his schedule is filled with courses in
-g4641.-
41fti?
4t
xx
I
FIGURE 2. Elementary courses in drawing or graphic representation are, examples of technical courses whereboth fully qualified and underprepared (pretechnical) student technicians can begin their technical study.
2
6,,,;e7 14.-""V":'
=
4
the technical curriculum of his choice. Details ofscheduling are discussed later under ProgramPlans.
The first full year of a pretechnical student'sschedule after he completes the pretechnicalsemesters is usually one or more courses lessthan the normal full first semester load in thetechnology. This is because he studies introduc-tory courses in Lis technical specialty during thefirst and second semester of the pretechnicalprogram. The somewhat reduced scholasticload for pretechnical students has been foundbeneficial. It allows them to become exposedgradually to the full rigor of a technical cur-riculum. The lighter load helps the studentattain success in all his courses. Scholastic suc-cess increases the student's confidence in him-self and strengthens his motivation toward hisultimate occupational goal.
The Increasing Need for TechniciansHighly skilled technicians are increasingly
needed to cope with the demands of the develop-ing, sophisticated technologies in the Nation.Technicians are persons with scientific knowledgeand competencies who support the work of pro-fessional scientists or engineers in some recog-nized branch of science: They are "usually edu-cated in rigorous 2-year post secondary programswhich provide the knowledge, skills, and atti-tudes required for Work in a specific field of ap-plied science. Technicians perform complex tasksand must be highly trained to accept importantresponsibilities. Their training must be based onsolid preparation before they enter a technicalcurriculum, otherwise they cannot attain theunderstanding, special skills, and knowlediewhich their work will require.
Highly skilled technicians are becoming an in-creasingly essential part of the scientific andmanagement team in modern scientific research,development, production, and services in allfields of applied science. The team is' comprisedof professional scientists; specially trained tech-nicians; supervisors; and skill production, labora-tory, or service workers. At present the ratio oftechnicians to professional physical scientists orengineers is usually less than 1 to 1, but the trendseems to be toward 2 or more for each engineeror professional physical scientist. There should
probably be as many. as 6 to 10 technicians forevery medical doctor or professional researcherin the health field and 4 or 5 for each professionalbiological or agricultural scientist In addition,the managers and operators of the Nation'sfarms must increasingly have preparation equi-valent to that of a, technician.
Our scientific knowledge now doubles every 10to 20 years. This explosion rate has caused somany changes in scientific education that therecently graduated professional scientist, special-ized physician, or engineer often has had limitedlaboratory experience. He functions more as atheorist, diagnostician, interpreter, inventor, oradministrator than he did in the past and dele-gates many of the laboratory duties of his scien-tific work to skilled assistants and other membersof the scientific team. Highly skilled techniciansare therefore using the skills of applied labora-tory knowledge and practices which once be-longed only to the professional scientist. It isestimated that over 200,000 technicians of allkinds are needed each year. New kinds of tech-nicians are also increasingly demanded. The totalnumber of technicians graduating from prepara-tory programs each year is less than half thenumber required to meet the Nation's needs.
Technician education programs are devoted toproducing highly specialized workers capable ofperforming many special, skilled tasks. They havealmost reached the professional level in educa-tion, attitude, and competence. Such programsrequire rigorous study of scientific principles andsupporting mathematics plus intensive labora-tory-oriented instruction. Since the objective ofthis type of program is to prepare the student forgainful employment as a technician, the pro-gram should provide opportunities for him toacquire (1) the knowledge of applied scientificprinciples and their application to the hardware,processes, procedures, services, techniques, andmaterials in modern measuring and control de-vices, and (2) the ability to communicate withthe professional engineer or scientist and to actas his delegate and assistant.
Kinds of TechniciansThere are as many kinds of technicians as there
are kinds of professional scientists. Various de-scriptive names have been given to technicians,
3
but almost all may be placed within the followinggeneral classifications;
Physical Science and Related EngineeringTechnologies
Aeronautical and aerospaceArchitectural and building constructionCivil (highway and structural)Chemical ,
Electrical and/or electronicElectro-mechanicalInstrumentationMechanical design or production (includ-
ing heating, air conditioning and re-frigeration, plastics, and welding)
Health and related technologiesDental hygienistDental laboratoryInhallation therapistOccupational' and rehabilitation therapistMedical laboratoryNursing (2-year diploma or certificate)Radiological (including x-ray)Other
Agricultural and related technologiesLivestock production (cattle, sheep, swine,
ing, freeze drying, etc.)Bio-medical (hospital and research)
mechanismsOceanographic (fishing, mariculture, and
other biological fields)Sanitation and environmental control
(water and wastewater; solid waste, at-mosphere)
Scientific data processingOther -
While this publication concerns itself primarilywith technicians, it is important to recognize thatthere is a whole spectrum of specialized occupa-tions which support and assist professional man-agement and the technician is only one of these.The occupational equivalent of the technician isrequired in the financial and administrative man-agement sector of business and in the marketing,transportation, and servicing of the products ofindustry. The education of men and women tosupport specialized management is a part of thetask of our local educational institutions Theirprograms must meet and serve the supportivepersonnel demands of professional leaders em-ployed in many fields. Programs for educatingsuch occupational specialists may be offered in'institutions which also educate technicians. Theshortage of qualified applicants for all of theseprograms is a major problem.
4
PREREQUISITES FOR TECHNICAL "CURRICULUMS
Preparing functionally competent techniciansfor any of the foregoing broad technical fieldsmakes three major demands 'upon technicaltraining: (1) The training should equip thegraduate to take an entry job in which he, willbe productive; (2) it should enable him to ad-vance to positions of increasing respomil3ilityafter a reasonable amount of experience; and(3) it should provide a comprehensive founda-tion to support further study within the gradu-ates field of technology. Technical curriculumsare designed to meet these three requirement&
A 2-year technology program has certaincharacteristics which influence the content andorganization of the curriculum. Some of theseare imposed by the occupations the graduateswill enter; some, by the prerequisite specialcourses that enable students to grasp the special-ized information of advanced technology courses;and others, by the technical principles and re-lated practical applications which must betaught in the limited time available. All requirethat students bring to the program a minimumpreparationincluding comprehension andknowledge of underlying subject areas and re-lated skills including laboratory experience, basicstudy habits, and language competencies.
The scholastic achievement required to entera high quality technician education program isnot greatly different from that required to entera baccalaureate degree program. In fact, techni-cian programs are more restrictive than somebaccalaureate degree programs because of themathematics and science required for entry.
Prerequisite preparation to enter technicianeducation programs is published as a part of thedescription of programs in catalogs from institu-tions offering technical curriculums. Typical pre-requisites for curriculums in either physicalscience or biological-based technologies include:graduation from high school or the equivalent;two years of mathematics including algebra, ge-ometry, and intermediate a!gebra or trigonome-try; one year of physics or one year of chemistry;
5
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in some cases .a year of biology; and competenceinwriting, speaking, and reading (usually requir-ing three, to fourlunits of English) .
The requirements for entering the physicalsciences and related engineering technologiesusually emphasize mathematics and physicsheavily. The following examples are representa-tive:
Civil Technology, Highway and Structural OptionsThis curriculum is intended for high school gradu-
ates who have particular abilities and interests. In gen-eral, students entering the program should have com-pleted 11/2 years of algebra, 1 year of geometry, and1 year of physical science, preferably physics. It shouldbe recognized that the ability levels of those who do ordo not meet these general requirements will varygreatly and that some students may have to take re-fresher courses in mathematics or English to makesatisfactory progress.'
Chemical TechnologyThis curriculum Is designed primarily for high school
graduates who have particular abilities and interests.In general, students ,entering the program shoUld havecompleted the equivalent of 1 year of algebra, 1 yearof geometry, and 1 year of physical science in theirhigh school program. It should be recognized that theability levels of those who do, and those who do not,meet these general requirements will vary greatly andthat some students may have to take refresher coursesin mathematics or English to make satisfactory progressin the program.2
Instrumentation TechnologyThe curriculum is designed fora high school gradu-
ates who have particular abilities and interests. In gen-eral, students entering the program should have com-pleted 2 years of high school mathematics includingsimultaneous linear equations, exponentials, and radi-cals; and 1 year of physics, or the equivalent. Theability levels of those who do, and those who do not,meet these general requirements will vary greatly;some students may have to take refresher courses inmathematics, science, or English to make satisfactory
1 U.S. Department of Health, Education, and Wel-fare. Office of Education. Civil Technology, Highwayand Structural OptionsA Suggested 2-Year PostHigh School Curriculum. (OE-80041) p. 4
2 Chemical TechnologyA Suggested 2-Year Post High School Curriculum. (OE-80031) p. '4
`:..11.cy
FIGURE 3. Elementary physics and 2 or more years of high school mathematics must be mastered before studenttechnicians such as these can begin the first semester study of the advanced underlying principles needed for suc-cessful completion of their technial curriculums.
progress in the program. Major deficiencies in mathe-matics or science should be remedied before the stu-dent begins formal classes.3
The American Society for Engineering Educa-tion makes the following statement:
If an effective engineering technology curriculumhinges greatly uponthe quality of its faculty, it hingesperhaps even more greatly upon the quality of itsincoming students. If the students' high school back-grounds are inadequate, instructors will tend to adjusttheir course material to these inadequacies. The inevi-table result will be that the courses will lose the depthand scope implied in the catalogue and faculty capa-bilities will not be fully utilized. Any discussion ofacademic standards, therefore, must be preceded by astatement on admission requirements and student selec-tion.
Admission RequirementsA modern engineering technology curriculum will
be based on the assumption that incoming studentshave been graduated from an accredited secondaryschool or have had the equivalent education (substan-tiated by the method recognized in their state). It goesalmost without saying that the student should alsoexhibit some evidence of sufficient ability and the nec-
3 . Instrumentation TechnologyA Suggested2-Year Post High School Curriculum. (0E-80033) p. 5
6
essary aptitudes for satisfactory achievement in thecurriculum. Mere possession of a high school diplomadoes not, of itself, guarantee sufficient background.
The Committee believes, therefore, that a satisfac-tory engineering technology program should be basedupon the following minimum secondary school units:
(a) Three units of English. The .student should atleast have been exposed to the rudiments of coni-munication skills.
(b) Two units of mathematics, one of which is 'inalgebra and the other in plane geometry (orthe equivalent of these in integrated modernmathematics). The Committee strongly suggeststhat, in addition to these minimum units, inter- .mediate algebra and trigonometry are desir-able.
(c) One unit of physical science with laboratory.Because of the nature of engineering technol-ogy it is desirable that wherever possible thisunit be in physics or chemistry.
The student should have acquired this minimum back-ground before entering the engineering technologyprogram itself. An institution which admits studentswith less than these minimum high school units mustbe prepared to offer a longer program or an accept-able noncredit pre-technical or remedial program.4
4 American Society for Engineering Education.Characteristics of Excellence in Engineering Technot-ogy Education. p. 19.
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The prerequisites for technologies based onbiological sciences (agriculture or health relatedfields) are similar to those for physical sciencetechnologies, except that chemistry is requiredinstead of physics and sometimes' biology is also
required. The following statement of entrancerequirements at the State University Agriculturaland Technical College at Farmingdale, NewYork, includes examples which are illustrative:
ADMISSIONS TO THIS. COLLEGE and to allother colleges of the State University of New Yorkare based on the academic qualifications 'of the respec-tive applicants, and are made without regard to therace, color, creed, or national origin of individuals.
1. Applicants must be 'graduates of approved fouryear high schools, or hold a high school equivalencydiploma.
2. Applicants must be of good character.
'4
ta'
3. Applicants must submit evidence of satisfactoryhealth in advance of registration.
4. Applicants must have completed satisfactorily atleast 16 units of high school credit, which should in-dude the following:
Mathematics 2 units (Algebra and Geonyetry)Science 2 units (Biology and Chemistry
recommended)
Business Administration and, Secretarial ScienceIndustrial
Mathematics 2 units (Algebra and Geometry)
Chemical Technology
Mathematics 24 units (Including IntermediateAlgebra)
47.
14,e
FIGURE 4. Elementary understanding of chemistry and related mathematics is a prerequisitefor successful entry to the first semester of technical curriculums in biological science basedtechnologies in agriulture and in health related ocupations.
7
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444 4'4.74,44!.744417711.77!".
4
PhysicsChemistry
Science
Mathematics
Physics
1 unit1 unit
2
Dental Hygieneunits (Biology and Chemistry)
Engineering Science3/2 units (Including Advanced
Algebra)1 unit
Engineering Technologies (Including Air Condition-ing, Civil, Construction, Electrical, MechanicalPower, Mechanical, and Photographic Equipment)
and Aircraft OperationsMathematics 21/2 units (Including Intermediate,
Algebra)Physics 1 unit
Nursingunit (Algebra)units (Biology and Chemistry
recommended)
Secretarial ScienceAdvertisingMathematics 1 unit (Algebra)
5. Applicants with 'a subject deficiency will bequired to correct the deficiency.
6. Special requirements for:a. Advertising Art and Design. Tests in art
aptitude and ability will be given to all can-didate& Student portfolios will be reviewed.
b. Dental Hygiene. All applicants will be re-quired to take the,American Dental HygieneAuociation Aptitude Test which is given
MathematicsScience
twice yearly at designated places. Furtherinformation will be sent upon request forapplication.
7. Applicants are required to take the New YorkState Regents Scholarship Examination or the StateUniversity Admissions Examination. The RegentsScholarship Examination is given in all high schoolseach year, usually in October. Applicants should applyfor this test through their nigh school. Students whodo not take the Regents Scholarship Examination musttake the State University Admissions Examinationwhich will be offered on the campuses of State Uni-versity units at later dates. Information concerningthe State University Admissions Examination is in-eluded with the application forms.
Although the rest!! is of the tests are considered inselecting students, they are used mainly for guidancepurposes. Additional tests may be required. Weaknessesdisclosed are scrutinized, and remedial programs,where necessary, are recommended. Evidence of seri-ous deficiencies may have a bearing on acceptance ofthe applicant.
8. Applicants may be requested to appear for apersonal interview.
Scholastic record, extra-curricular activities, out -of-school experiences, health, physical test results,and personal interview may all be considered in evalu-ating an applica"flAmparation for college: Froth thisinformation the candidate's acceptability is ultimatelydetermined .5
5 State University of New York. Agricultural andTechnical College at Farmingdale Catalog 1964-1966pp. 31-32.
8
THE NEED FOR PRETECHNICAL PROGRAMS
The academic requirements for entering ahigh quality technical program are practicallythe. .same as those for science or engineering bac-calaureate degree programs. The number ofqualified high school graduates who want to be-
come engineers, scientists, or technicians is notsufficient to satisfy the personal needs of all.Certainly anyone who aspires to a baccalaureateprogram should be encouraged to work ,towardthat goal.
The impact of technological advances and thereplacement of human labor by machines andautomation require a larger and larger percent-age of the Nation's work force to obtain educa-tion which prepares them for more technicalemployment The demand for highly skilled tech-nicians and similar specialized supportive em-ployees increases each year; 'thousands of tech-nician jobs go unfilled while thousands ofwaffled or untrained workers seek employ-
.
mentPretechnical programs make it possible for
more students to, prepare to enter techniciantraining program& First, they permit able stu-dents to overcome deficiencies in their,education-al preparation and successfully prepare for em-ployment as technicians; this results in greaterutilization of individualKalents and energies.Secondly, they increase the total number of stu-dents who are qualified to enter high qualitytechnician programs, which helps solve a seriousproblem of student recruitment for many institu-tions. Thirdly, pretechnical programs providemore and better educated technicians for thefuture labor force. This will help alleviate a seri-ous present and future shortage of greatly neededpersons.
A consideration of some of the characteristicsof the post high school student population fol-
lows. It is important for school administrators,parents, students, employers, and the generalpublic to recognize the size of this, group whosemembers have special needs. The potential value
and service which a pretechnical post high school
program can offer to the students, to the school,and to employers who need more and better edu-cated technicians must be clarified.
Many of the Nation's youths whose intelligenceand interests make them capable of. masteringthe curriculum required to become highly skilledtechnicians have underdeveloped scholastic skills.
This is true for several reasons: late maturity,underdeveloped interest in organized study, con-suming interest in work or hobbies and other ac-tivities, or lack of opportunity to develop scho-
lastic skills.Many students have not studied the required
courses in science or mathematics because:
1. They did not know they needed them.2. They did not realize the courses were im-
portant until it was too late to study themin high school.
3 They considered the courses unusually dif-ficult and avoided them.
4 They didn't need them for the career ob-jective for which they were preparing inhigh school.
5. The, schools they attended, didn't offer thecourses, or offered them in a schedulewhich made it impossible for the studentsto take them.
Students with underdeveloped scholastic skillsare unable to enroll in college level technicianprograms because they cannot qualify academi-cally. Pretechnical post high school programs areneeded to help many post high school studentsdevelop scholastic skills or to give them thecourses they did not study in high school. Withthese they may enter technician or other special-ized occupational programs at the college level.At present, only 3 out of every 10 students whoenter elementary school later enroll in collegiateprograms, and then only 2 of them graduate. Ap-proximately 4 out of 10 high school graduatesconsidered to be qualified to enter collegiate pro-grams do not do so. Many .of these students may
want to become technicians but simply have notstudied enough mathematics or science to per-mit them to enter a high. quality technical pro..gram in the field of their choice.
As indicated before, high school graduateswith an average or above average scholasticstanding who have taken all of the prerequisitecourses make up the population group fromwhich students for technical programs may bedrawn. However, in many localities there is alarge population of promising potential technicalstudents who do not have all of the prerequisitesfor entering technical programs.
The variety of differences among such studentsis endless; but examples of some groups withsimilar characteristics are:
A. High school graduates wht., have notstudied all of the required subjects.
B. High school graduates with high motiva-tion toward mechanical or scientific activi-ties (ham radio, photography, hot rodautomobiles, livestock or animals, etc.)who, because of a consuming interest insuch activities, have not concentrated onlanguage; mathematics;' or organizedscience.
C. High school graduates who have spent alarge proportion of their time during highschool years in out-of-school employmentcausing their scholastic record to reflectdisproportionately low accomplishmentwhen considered in the light of the stu-dent's total high school employment andacademic load.
D. Those who graduate from high school orthose who leave high school near to gradu-ation to enter employment or the armedservices. An increasing number of thesestudents want to return for full-time prepa-ration to become technicians but do nothave requisite preparation or need to re..fresh their scholastic skills and knowledge.
Detailed consideration of each of these groupsfollows.
GROUP A. STUDENTS WHO DID NOTSTUDY THE NECESSARYCOURSES
Students in this group generally have demon-strated their capabilities and have mastered
10
enough of the basic language, numerical, andother skills to rate average or above on scholastictests. However, they usually lack some of themathematics and/or science required to entertechnical programs. Often the reasons they havenot studied the requish courses are very goodones. Some examples are:
****Students from a high school which didnot offer two years Of, mathematics, and per-haps did not offer chemistry or physics, at atime when the student could study the sub-ject. Such students may have excelled in vo-cational agriculture or other subjects butlack the required courses to enter technical:education program&****Studerits who planned to enter a bac-calaureate degree program and thereforestudied foreign language, social sciences, andother subjects but did not study enoughmathematics and science to prepare them-selves to stait'''a technical program.****Students with obviously high abilitywho became deeply involved in sports orother student activities but had no seriousvocational objective and took. generalcou'r'ses. High school counselors and teach-ers often recognize the capability of thesestudents even though their academic recordis only average. The difficUlty usually liesin motivating the students. If such studentS'had been caused to think. ihea:ir and 'seleCtthe necessary subjects, then they could havebeen prepared to enter a techniCal programwhen they finished high' chool.****Students who found it impossible` toschedule some of the required courses inmathematics or science because theychanged schools several times or becausethere were limited offerings in some of theschools they attended.****Vocational agriculture students whodesired to becOme technicians in the agri=-
cultural or related fields and have an excel-..lent high school preparation, including suchapplied biological sciences as animal hus-bandry, agronomy, and soil science,,but wholack the chemistry required to enter "theprogram of their chOiCe. Similarly, studentswho want to specialize in the health occupa-tions may have studied a biological and/or
a general science, and perhaps a course in
health in high school, but did not study therequired chemistry or mathematics.
A pretechnical post high school program can
provide the opportunity for student's such asthese to enter a technical program and thus more
fully develop their capabilities.
GROUP B. STUDENTS WITH SPECIALSCIENCE RELATED INTER-ESTS BUT UNDERDEVEL-OPED MASTERY OF ORGAN-IZED STUDIES
Perhaps students in this group are best typi-
fied by the high school ham radio enthusiast who
spent a large part of his out-of-school hours con-structing and operating a radio set at the expense
of normal homework. English, mathematics, or
formal science courses appealed to him only asthey applied to his special radio 'problems. Stu-
dents with consuming interests related to healthoccupations or to agricultural activities may also
be found.Many of these students have underdeveloped
skills in language, arithmetic, and organizedscience. In high school they seemed less able than
others in their classes because they did not ac-quire skills which enabled them to pass aca-demic tests. They are students with special needs
who represent a very important potential asset in
specialized manpower.Students with special interests in a science
hobby are particularly promising as potentialtechnicians because of their high motivation,consuming interests, and systematic approach to
their particular hobby. Many concentrate onreading, mathematics, and science courses when
they find these are directly related to their hobby,
and they demonstrate a remarkable increase in
so called "academic" ability by quickly and com-
prehensively mastering such courses.Often technical programs are the only ones
that interest such students or are the only ones
they can enter. Many become excellent techni-
cians and quickly demonstrate the ability anddesire to undertake baccalaureate studies in thefield of science. They, as a group, constitute animportant source of highly skilled technicians.Pretechnical programs give them the opportunity
11
to prepare themselves and realize their full' po-
tential.
GROUP C. STUDENTS WHOSE HIGHSCHOOL SCHOLARSHIPSUFFERED BECAUSE OFPART-TIME OR FULL-TIMEEMPLOYMENT WHILE INHIGH SCHOOL
Many high school students engage in part-timeor full-time employment in addition to their
school classes and activities. There are variousreasons for such outside employment:
****The student's work is required 'on thefarm or in the family business.
* * * *The money earned may be needed tosupport the student or to augment thefamily income.
* * * *The student may want the money heearns to support hobbies, a post highschool education, or for some othercompelling reason.
****The student may be naturally resource-ful and energetic, and his interests leadhim into employment in addition to his
high school program.
The extra burden of part-time (or full-time)employment on someone who is competing inhigh school activities is often so great that his real
scholastic capabilities cannot be demonstrated.He may be physically tired and unable to concen-
trate his full energies either in class or in outside
study.Such a student may appear unqualified to
enter a technical program, but he could be amost promising candidate because of his inter-ests, his habits and ability to work, his maturity,and his ambition. A pretechnical program tostrengthen his scholastic background and to pro-
vide the courses he needs often is a great service
to the student and the technical field.
GROUP D. STUDENTS WHO LEFT HIGHSCHOOL BEFORE GRADUA-TION
Students in this group may not have studiedthe necessary courses; may nothave been stronglymotivated toward school; or may have decided
to leave high school and find employment or
,t3
enter the armed services. They are usually from2 to 5 years older than the average student tech-nician.
Employment or military experience usually de-velops more mature work habits, better socialjudgment, added general information and sophis-tication, and. greater stability. All of these assistsuch students when they return, to school with apositive motivation., However, these studentsoften lack some of the prerequisites of the tech-nical program. In spite of their greater stabilityand strong motivation, they cannot successfullyenter a good technical program until they havemastered the subjects needed to meet the en-trance requirements.'
These students may not have demonstrated
outstanding scholastic ability, in high scliool, butwhen they return to school with turity andmotivation, they prove to be excellent students.Pretechnical programs can encourage this group.They are another important source of techni-cians.
The needs of students in the foregoing erotipsand many others who need to strengthen'someof their skills in mathematics, science, reading,speaking, writing, or basic study habitimay bewell served by pretechnical programs. There aremany such deserving and promising persons.More pretechnieal post high school programsmust be provided to give them opportunity todevelop their full potential and to meet theNation's need for more technicians:
,motar-.4.4c vrcolAelriltittiktiWenorP1.090.:
PROGRAM PLANS
The example of a program presented hereshows the course schedule for pretechnical stu-dents who require courses in all requisite subjectsto enter either a physical science and related en-gineering technology (based on applied physics)or a biological science, based technology in agri-culture or a health occupation. Pretechnical stu-
Subject
FIRST SEMESTER
Introduction to Technical Specialty(technology of student's choice)
Study. Skills . .
Preparatory Communication Skills IPreparatory Physics I OR Preparatory Chemistry IPreparatory Mathematics I
dents would not be expected to study both pre-paratori physics and preparatory chemistry. Thescope of the courses in a pretechnical program'isto provide students opportunity to master thesubject matter and related laboratory or otherskills of each, equivalent to above average highschool completion.
Total
SECOND SEMESTER
Preparatory Communication Skills HPreparatory Mathematics IIPreparatory Physics II OR Preparatory Chemistry IIPreparatory Biologic.al Science*
(optional for biological science technologies)
Total
Hours per week
ClassLabor -.atory
Outsidestudy Total
2 3 4 92 2 4 83 0 6 9
`1"4 8 16
4 0 8 12
15 9 30 54
3 0 94 0 124 4 8 16
3 4 6 13
14. 8 28 50
*If Biology is not taught, a 'Technical Specialty course completes the schedule up to 52 to 55 hours.
If pretechnical students lack only mathematicsand science physics or chemistry) they wouldstudy:
First SemesterPreparatory Mathematics IPreparatory Physics I OR Preparatory
with laboratory practice in the tech-riology of his choice
Other courses in technology not deeplydependent on mathematics or science(physics or chemistry)
13
Second SemesterPreparatory Mathematics IIPreparatory Physics II OR Preparatory
Chemistry IIPreparatory Biological Science (if in agri-
culture or a health occupation field,optional),
Other courses in their technology notdeeply dependent on science (physicsor chemistry)
If pretechnical students lack only physics orchemistry, they might study:
sr
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.115:
FIGURE 5. Both underprepared and fully qualified student technicians can enter technical courses which are notstrongly dependent on mathematics or basic science and have an equally good probability of successfully master-ing the courses.
Introductory Technical Specialty courseswith laboratory practice in their select-ed technology
Biology (if agricultural or health relatedtechnology, optional)
Other courses in their technology notdeeply dependent on science (physicsor chemistry)
An example of an accelerated, one semester
Second SemesterFull schedule of courses in their tech-
nology
While two semesters composed largely of pre-technical courses usually are required to improvethe scholastic capabilities of the .majoritydof thestudents, an intensive one-semester program maybe sufficient for some. Scheduling such a programis justified if there are enough students, whoseknowledge and skills in communications, physicsor chemistry, and mathematics can be raised tothe required level in the shorter period.
pretechnical program follows:
Hours per week
Sub)eetIntroduction to Technical Specialty
ClassLabor-atory
Outsidestudy Total
(technology of student's choice) 2 3 '4 9
Preparatory Communication Skills 5 0 '10 15
Preparatory Physics OR Preparatory Chemistry 4 6 8' 18
Preparatory Mathematics 4 0 8 12
Total . . 15 9 30 54
14
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S.
The content for each of these preparatorycourses is selected and designed to provide whateach student needs to meet the required level ofcompetence to' enter the normal first semestercourses M each subject in the technical cur-riculum.
In addition to the recommended two-semestercourse of study, a one-semester pretechnical pro-gram for students who could benefit from it mayoffer a ...pedal advantage to the school. It permitsgreater utilization of facilities and faculty es-pecially if the one-semester program is given inthe spring (or second) semester. The majority ofstudents who leave a pretechnical or a regulartechnician program usually do so during or atthe end of the first semester, and a one-semesterpretichnical program in the second semesterbrings new students io the institution in place ofthose who recently left. A second semester pro-gram has the additional advantage of allowingpretechnical students from the spring programto enter the normal first semester courses of theirchosen technical curriculums in the fall.
A summer pretechnical session which is pat-terned after the one-semester program may befeasible for some schools that can select excep-tional pretechnical students. It has been ob-served, however, that most students who needpretechnical preparatory study cannot do in asummer what usually requires two semesters orat least one semester. Students who have not pre-viously studied physics or chemistry usually can-not obtain sufficient comprehension or masteryof the subject in a summer session to undertakethe first-year courses in a technical curriculum;only an exceptional few can prepare themselvesin a single semester. A one-semester pretechnicalprogram, and in rare instances a summer reme-dial program (if enough qualified. students areavailable to justify it) usually should not bestarted until after a two-semester program hasbecome fully operative.
Within the framework of available courses forpretechnical students, the pretechnical programshould be designed to meet the academic> needsof the student. Each student's program should bebased on what he has already mastered. It shouldbe designed to build up his deficiencies, in thejudgment of the counselor and the student's
15,
faculty advisor, and challenge the student butnot overextend him.
Pretechnical courses differ from first-yearcourses in a technician program; the subject-matter is taught at a different depth and iscovered at a different rate. The basic philosophyof the pretechnical program is to provide indi-vidual instruction for each student as much aspossible in a classroom situation. Students willfind a greater degree of satisfaction and accom-plishment and the instructor can be more effec-tive if the students are at a similar level whenthe classes begin.
Classes for pretechnical students in study skills,mathematics, and basic science should be taughtseparately from courses in the same. subject forthe first-year student technicians, The most suc-cessful techniques of teaching mathematics, basicscience, and reading to pretechnical studentsdiffer from those used in the first year of a tech-nical program because the subject matter andclass objectives are different. However, pretech-nical students should study their elementary tech-nical courses in the same classes as regular first-year technical students.
It is essential that pretechnical students beconsidered on the same social basis as, all others.School regulations, social codes, dress, attend-ance. and all other aspects of a student's behaviorshould be the same as that of the entire studentbody. As their study schedules and capabilitiespermit, they should enjoy all the privileges andresponsibilities granted to other students in theschool.
Objectives of the ProgramsPretechnical post high school programs have
at least three objectives: (1) development ofskills; (2) development of attitudes; and (3)development and preparation in subjecetmatterto the required level for entering a techniCal cur-riculum.
While these three objectives are interrelated,each should be considered separately. Studentswhose scholastic preparation does not meet pre-requisite levels for technical curriculums mayla& well-developed reading and studyskills; mayhave attitudes inconsistent with maximum per-formance; or may never have formally-studiedsome of the required courses.
'064 ;41',14.1-,;4
t71
Clearly, the pretechnical program should bedesigned to enable the student to acquire theattitudes, skills, and academic preparation .heneeds to undertake a technical curriculum witha, good probability of successfully completing it.The subject matter taught must be within hislearning capability within the time allotted tothe pretechnical program. A student whose de-ficiencies are so great that he probably cannotsucceed in a pretechnical program should beguided toward other objectives.
Underdeveloped study or reading skills ad-versely affect the student throughout his aca-demic career regardless of academic level 'or ob-jective. Ability to study is. often almost synony-mous with ability to read. Study skills and read-ing skills are like quality tools to the craftsmanand are an indispensable means to achieve suc-cess in scholastic effort.
Attitudes which a student must possess to suc-ceed as a technician are: a special interest in hisfield, ambition, integrity, intellectual honesty,confidence, resourcefulness, patience, inquisitive-ness, and willingness towork and study systemati-cally and continually in order to meet his occupa-tional objective. These attitudes can be developedand strengthened in a pretechnical program. Thecourse in study skillsplus individual counseling=cane often help a student develop confidenceand a strong positive attitude toward his pro-gram. Nurturing proper attitudes consistent withstandard's of success can' aid many pretechnicalsttidents in developing a high' potential for studyand success.
A third objective of a pretechnical projam is
to provide an opportunity for students to studysubjects required to support their technology pro-grams which they either have not mastered orhave never studied.
When pretechnical, students enter an institu-tion to become technicians, they must adjust to adifferent environment. They should develop a"college student's" attitude toward, the faculty,freedom in class schedules, responsibility , forscheduling and using their time, and independentuse of facilities such as the special. learning labo-ratories and libraries. The pretechnical programof. courses and special guidance introduces thestudents to the college environment. Students inpretechnical courses must have; full schedule of
; -,43,0 ,17
16:
class, laboratory, and outside study;: otherWisethey often develop study and work habits whichmay lead to, failure in a technical curriculumdemanding rigorous self-application.
Outside study is a significant part of the stu-dent's total program. Two hours of outside studytime has been sugggested for each hour of sched-uled class time. A typical weekly work schedulefor a student in the ,first semester of a pretech-nical program would be : Class attendance, 15hours; laboratory,. 9 hours; outside, 30 hours - -atotal of 54 hours per week. This is a full schedule,but not excessive for such a program. The secondsemester weekly schedule should be from 52 to55 ,hours. These schedules are typical , of t theweekly schedules in technical curriculums, andin view of the age, aspirations, and stated objec-tives of pretechnical students, it is both reason-able and necessary that they adjust to the rigor-ous schedule of a technical curriculum whentheyare enrolled in a pretechnical program.
Advantages of Full-Time StudyPretechnical programs of less than a full sched-
.,
ule of study have usually proved to be of less thanmaximum effectiveness. Students in part-timeprograms tend to develop poor study habits,may attempt full- or part-time employment,' ormay become involved :n other activities thatinterfere with their program. As a result, theymay lose interest and abandon their studies. Insuch cases, the program has failed to serve eitherthe student or the institution.
Some of the most important 'advantages of -afull-time pretechnical program are
1. The student totally committed to the pro-gram is found to,be more serious and Con-scientious.
2 The student develops a more normaliden-tification with other students In the insti-tution.
3. The student has a greater opportunity toexplore career chbices, greater access tolibrary materials;, and more time to discusscareer choices with trained 'counselors.
4. A full-time prOgi-am shortens the time re-quired for a" student to raise his qualifica-tions, and as a result shortens his wholepost secondary educational program: This
-
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enables him to become a skilled technician,obtain employment, and thus attain hisscholastic objective in the shortest timepossible within his capabilities.
5. A full-time student can more easily qualifyfor certain State and Federal scholastic aidfunds.
6. A full-time program 'permits the college tofully develop the program's effectiveness.Faculty and counselors can be employedand assigned to teaching in the programon a full-time basis.
Experience shows that pretechnical studentsshould be encouraged to do as much of their
17
tvr
outside study as possible on campus in theclassrooms, laboratories, library, and any otherplace that can provide a favorable environmentfor study. This is especially important for stu-dents who commute from home to school. Manypretechnical students do not have an optimumenvironment for concentrated study at home.They often find that the "study-oriented" en-vironment at schoolfree from distractions ofhome, family; friends, hobbies, and other recrea-tional attractionsmakes it possible for them todevelop good study habits, master the subjectmatter required, and achieve the scholastic suc-cess on which their future depends.
:', ;,..1,vr
SPECIAL ADMINISTRATIVE CONSIDERATIONS.
Special consideration must be given to severalimportant factors in initiating and developingpretechnical post high school programs. Theseinclude general administrative policy; possibleavailability of Federal support; use of an ad-visory committee; selection and development ofthe required special faculty; provisions for coun-seling and advisory services to students and par-ents; required physical facilities such as class-rooms, special learning laboratories, and a li-brary; and the cost of the program.
Pretechnical post high school programs pro-vide several advantages to the institution which
offers them, including:1. A source of a larger number of qualified
students. This permits graduation of a largernumber of highly skilled technicians to meet theemployment needs of the community, region, orNation.
2. A reduction in the loss of students becauseof scholastic failure during the first semester orfirst year. This is very important. In many tech-nical programs, the first year loss of students is40 percent and in some as high as 60 percent. Tolose so much of a class reduces effectiveness inthe utilization of facilities, requires instructorsto teach smaller classes than are economicallyideal, and usually lowers the morale of the stu-
dent body.3. Assurance of uniformly higher quality
graduate technicians from their technical cur-riculums. Strengthening the preparation of
promising students to meet the scholastic level
required for successful mastery of the wholetechnical curriculum provides uniformly well-prepared classes of students in each technology.Such students are capable of acquiring the depthof knowledge and developing the specializedskills required of highly qualified technical
school graduates.4. Aid in student recruitment for certain spe-
cialized fields of technology in which there is ashortage of qualified students. Pretechnical pro-
18
grams provide opportunity for students to qualifyfor entry, into technical programs which -mightnot otherwise have sufficient enrollment' to beeffective or even to be offered by the institution.
5. Favorable support for the institution fromparents, high school. administrators and cornselors, employers, and civic leaders becauseyouths are given an opportunity which they prob-ably could (or would) not overcome if the pre-technical program were not available.
Pretechnical programs should be high quality
and continuing programs. The specialized teach-
ing staff and the experienced counselors required
to provide a successful pretechnical program can-not be obtained on short notice and will notreach maximum effectiveness during the firstyear or two of the program. Pretechnical pro-grams should be undertaken by institutions tomeet a clear and continuing need, and whenstarted, they must be supported as fully as other
programs in the institution if they are to servetheir purpose,
When a technical program is initiated, it willbe most effective if it is sympathetically acceptedand supported by the entire staff of the institu-tion. Usually the number of pretechnical studentsin the institution should be a significant percent-age of the school population if it is to be success-ful and is to serve the needs of the communityeffectively. It may well account for more thanhalf of the beginning students each year in some
institutions.Acceptance and support of the program by all
the staff especially teaching, counseling, andadvisory staff is necessary to insure that pre-technical students are recognized on the samesocial and scholastic basis as all other studentsin the institution. Policies and systemsof grading,complete student records, charges for tuition,housing, and student laboratory and activitiesfees should apply uniformly to pretechnical andother students alike. As previously indicated,pretechnical studentslike other students de-
(.3
serve the best service and must be completelyaccepted as participating members of the schooland its activities.
Both students and their parents should com-pletely understand the objectives of a pretech-nical program. The unusual characteristics of theprogram should be fully explained to both. Thisis especially important when requisite levels andthe method and plan for improving the student'sscholastic preparations are discussed. The orien-tation of both the student and his parents helpsthem understand and cooperate in supportingthe student's program.
The institution must recognize that while moststudents who successfully complete the pretech-nical courses will want to continue, in the tech-nical curriculum of their choice, some for variousreasons may choose to continue their educationin some other institution. Counselors, advisors,and registrars in the institutions should assist stu-dents who want for go elsewhere as a part of theinstitutions' services to the student. It is not un=common for pretechnical students to progress sorapidly and to find scholastic interests so' excitingthat they want to undertake baccalaureate pro-grams in science, engineering, agricultural, pre-medical, and other fields. They should be en-couraged to explore all factors in their selection,guided toward a mature choice, and assisted inits attainment.
The fact that some students will elect to goelsewhere should be considered in planning thesize of the pretechnical program. To the degreethat recruitment of student technicians is an ob-jective of the program, the number of pretech-nical students recruited and accepted should beincreased by some factor to allow for those whowill leave the program.
Federal SupportThe Vocational Education Act of 1963 makes
purposeclear in its statement of purpose that programsfor students with special 'educational needs canbe supported as they prepare for gainful employ-ment:
Section 1. It is the purpose of tis part to au-thorize Federal grants to States to assist them tomaintain, extend, and irnprove existing programs of
' 'vocational education, to develop new programs of'vocational education, and to provide Part-time em-
19
'',777717e7
ployment for youths who need the earnings- fromsuch employment to continue their vocational train-ing on a full-time basis, so, that persons. of all, agesin all communities of tie Stat those in highschool, those who 'have completed or discontinuedtheir formal education and arc preparing to enterthe labor market,. those who have already enteredthe labor market but, need to upgrade their skillsor learn new ones, and those with special educa-tional handicapswill have ready access to voca-tional training or retraining which is of high qual-ity, which is realistic in the light of 'actual oranticipated opportunities for gainful employment,and, which is suited to their needs, interests,, andability to benefit from such training.,
Students who qualify for, preteclmical pro=grams clearly are persons who must overcomeeducational handicaps in order to profit frominstruction in an organized educational programof'their choice which Ps the objective of gainfulemployment.
Pretechnical programs can be supported underThe Vocational Education Act of 1963 in anyState or Territory if the State plan makes pro-visions for educational, programs for persons withspecial needs.. For the pretechnical program toqualify for support under the Act, the institutionwhich teaches technicians must make provisionsfor the pretechnical program to be included inthe overall plan for educating technicians. Pre-technical students must make application to theinstitutions with the declared objective of enter-ing a technical program. This legally establishestheir identity as students under, the Act. Afterbeing accepted, they can complete the necessarypretechnical and regular technical courses to per-mit them to graduate from the institution astechnicians in their chosen field.,
Advisory Committees and ServicesExpel Ience has shown that almosi all success-
ful prete :lnkal post high school programs areassisted by the services of advisory 'Committeesand special consultants: Most institutions have anadviiory committee or committees to assist theadministration in planning and implementingOverall' programs to meet the objectives of theinstitution and the needs of those it serves. Inaddition, each specific teChnology or other spe-cialized program, including the pretechnieaFpro,gram, has a special advisory committee made upof representatives of employers; local high
". "
schools, civic leaders, public employmentservices,
scientific or ',1chnical societies and associations,and the aAministrative staff of the school.
The advisory committee usually is appointedby the chief administrator .or the dean of theinstitution when it becomes evident a pretech-nical post high school program should be con-sidered by the institution. The advisory commit-
tee then assists in making the necessary survey of
the need for the pretechnical program, whom
and how many it would-assist, special require-
ments of the available student population, coun-selors and faculty, 'learning laboratory arid- li-
brary facilitie& equipment, how to inform thepublic about the program, and its, cost and fi-
.nancmg.
The studies of the advisory committee mayshow' that a proposed prOgram should not beundertaken. However, when studies do show that
a pretechnical program is. needed and can begiven complete administrative support in theform of permanent staff, facilities, and equip-
ment,/ the' 4dvisory committee can assist in itspublicity and promotion with the public.
Committee 'members usually are' appointed for
a year so the duties will not become a burden to
any individual member and to give other quali-fied and interested people the opportunity toserve. The average committee usually consists ofabout twelve' members, but the number may vary
from six to twenty. Those selected to serve areusually busy people, and meetings should ,becalled only when there are problems to be solVed
or tasks that committee action can best accom-plish. The head of the institution or departmenthead of the related program usually acts as chair=
man. Such committees serve without pay asinterested citizens. They enjoy' no legal status, butprovide invaluable assistance, whether serving
formally or Yinformally. The continuous supportof an advisory committee has been found to be
a constant source of strength for the. program.Experience shows that services of a special ad-
visory committee can be particularly effective in
studying, the needs, for pretcchnical programs,determining their potential service ,to students,
and recruiting the number of qualified studentsrequired. to support technical programs in -,the
institution. If a program is initiated, the com-mittee can provide invaluable assistance by corn-
municating information about it to parents andthe general public and by actively supportingthe program in discussions with high; schooladministrators 'and counselors, and parents.
As stated in the foreword, this publication isintended as a guide for program planning anddevelopment. It may have to be adapted to suitindividual school situations in different localities:The assistance of an advisory Committee andspecial consultants, using a guide such as this asa starting point and modifying it to meet localneeds, is an effective means of initiating neededprograms and developing 'them quickly to ahigh level of excellence.
20
Student SelettionSince pretechnical post high school programs
provide a special service to students, the selec-,Lion of those.students is of primary importance.Pretechnical students may devote most ,of theschool year, or of one semester, to preparingthemselves to enter an educational programwhich they are not,qualified to enter without thepretechnical study. To permit: them to enter atechnical program without the necessary prepa-ration invites failure of the, student or of the pro-gram or both; causes disillusionment of studentsand their families; and is a disappointment to theschool. It is important to emphasize to potentialstudents that the ,time and energy devoted to apretechnical program prepares 'them for oppor-tunities Which are not available to them withoutthe program and they .should not attempt toenter a technical program of ,advanced study atthe, college level without pretechnical prepara-tion.
The decision to enter the program must reflectthe student's desire to undertake it with a fullknowledge of its nature and its potential contri-butions to his occupational aspiration& It is
. .portant that pretechnical students:
1. Want totenter the program.
2. AccePt the fact that it provides an ,oppor-tunity to prepare them for the occupationof their choice.
3. Realize that pretechnical preparation' isnecessary before they enter a techniCat edu-cation program if they are to succeed in the
a, ;'ws
rigorous preparation required of a techni-cian.
4. Are willing to devote the time, energy, andmoney required to undertake the programon a serious, first priority, and full-timebasis.
5. Reasonably expect to successfully bringtheir scholastic preparation to the requiredlevel to undertake a technical curriculumwithin the duration o)' the pretechnicalprogram.
Selection of students for a pretechnical pro-gram must be based on evaluation of all thepertinent information' available and the Judg-ment of the admissions personnel of the school.Some students who apply for admission to tech-nician programs may be unaware that they couldprofit from the pretechnical program or that theyrequire preparatory courses to qualify for entry.They should be informed about the pretechnicalprogram and encouraged to accept' the oppor-tunity it provides to strengthen their scholasticpreparation. Active recruitment will encouragestudents to apply for admission to the pretechni-cal program.
Applicants for pretechnical post high schoolprograms should be evaluated as carefully asother applicants for technical programs. When-ever possible, the ,valuation should be based oncomparable data. All available information in-cluding the student's high school records; recom-4nendations from his high school, and anyavailable test data should be considered. If atesting program has been developed for admis-sion to the technical programs, the same tests`should be required of the pretechnical programapplicants. A few examples of the' many avail-able tests which may be used are:
College Entrance Examination (CEEB)Board
AtheriCan' College Testing (ACT) 2Program
College Qualifying Test (CQT) 3
1 College Entrance Examination Board, 475 River-side Drive, New York, N. Y. 10027
2 American. College Testing Program_, 5197 Sher-idan Roadt McHenry, Ill. 60050
3 College QUalifyirig Test, The Psychological Cor-poration, 304 East 45th Street, New York; 'N.Y.10017
21
American Council on Educa- (ACE)4tion
General Abilities TestingBattery
(GATB)5.-
It is assumed that each institution will selecttests, or batteries of tests which best meet its ownadmission standards for all applicants. It wouldbe impossible to list all available tests; the fore-going are but a few example&
A personal interview of all applicants to pre-technical programs is recommended. Evidenceof interest and readiness for a pretechnical ortechnical program may best be determined inan interview. Applicants who have been em-ployed or served in, the armed services maydemonstrate their maturity and motivation moreclearly in an interview than on a written appli-cation. Military training and/or work 'experiencecontributing to interest and readiness for tech-nical education may also be discUsied and evalu-
,
ated.The success or failure of the pretechnical pro-
gram will depend in large measure on the experi-ence and judgment of the interviewer. Evalua-tion of each applicant necessarily involves a cer-tain degree of subjective judgment. Because ofthis, it is suggested that each institution whichstarts a pretechnical program should keep com-prehensive records for each student. In doingso, the institution may find -the relative valueof criteria used in the admissions decisions -be-coming apparent over a period of years. An an-alysis of student performance compared to therecords of admission data may suggest modi-fication of the weight of certain admissionscriteria based on the accumulated experience.
Each applicant's interest in and aptitude forthe technical program he is applying to. entershould be carefully evaluated. Pretechnical Pro-grams may attract applicants 'whose interestsand abilities might be better utilized and morerewarded in an occupation other than that of atechnician. 'They should.be guided toward areasthat best serve their talents and offer probablesuccess.
4 American Council on Education, 17135 Massachu-setts Avenue, N.W., Washington, D.C. 20206
U.S. Imployinent Service, U.S. Depirtment ofLabor; IlMeau of Employment Secuiiti; 1730 MStreet, N.W., Washington, ,D.C. 20002 ,
The ability of the applicant to meet the phy-
sical requirements imposed by the college cur-
riculum and by the field of technical employment
he plans to enter should also be carefully con-
sidered. If, for example, an applicant were color
blind, he should be advised of the resulting
limitations if his technician duties required him
to be able to make clear differentiations in color.
The record of a recent comprehensive physical
examination should be a part of the information
available about an applicant and should be con-
sidered by the admissions officer.
The acceptance or rejection of a student seek-
ing admission to a pretechnical program must
depend on whether, in the judgment of the school
and based on all available information, he has at
least the minimum potential for success in the
preparatory program and in the technical cur-
riculum of his choice. The applicant's attitude,
past educational performance, tests, recommen-
dations, employment experience,' and hobbies
must be evaluated; and, as stated before, he must
want to be accepted.
FacultyThe effectiveness of a pretechnical program
depends largely upon the competence and the
enthusiasm of the teaching staff. The specialized
nature of the program requires that the teachers
of each subject have special teaching competen-
cies based on professional proficiency in their
subject matter and a special interest in assisting
students beyond the traditional, teacher-student
relationship. They must be master teachers.. It is
essential that all members of the faculty under-
stand and accept the educational philosophy,
goals, and unusual requirements that character-
ize a pretechnical program.To be most effective, members of the faculty
responsible for this program must have interests
and capabilities which transcend their area of
specialization. All of the ,faculty members should
be reasonably well acquainted with the require-
ments for study in the various technical cur-
riculums so that they may use examples or sub-
ject matter as supporting material which will
appeal to the students in their respective courses.
Teachers should have a strong and obvious
desire to teach and to help, the students develop.
Sympathy and empathy toward the pretechnical
22'
student are essential qualities. Their effective-
ness with many of their students will depend
more their sensitivity and perceptiveness of
the student's individual learning problems and
their ability to communicate with him than on
knowledge of technical subject matter.' Patience
and understanding are especially important traits
for the teachers ,to possess.
Teachers ideally should, have had a varied ex-
perience in different levels of education. Teach-
ers who have had considerable experience with
students of high school age tend tohave a greater
understanding of pretechnical students' problems
and attitudes, than those who have had only col;
lege teaching experience.Many excellent technical teachers are not psy-
chologically prepared for pretechnical instruction
because of lack of, sympathy with pretechnical
students and their objectives . They may never
have found scholastic effort to be slow and diffi-
cult, and therefore do not understand students
who must strive to develop understanding of rela-
tively, elementary subject matter in basic scho-
lastic preparation. Impatience toward students
who have underdeveloped verbal or other abili-
ties or who find some learning difficult is detri-
mental, and teachers with such feelings cannot
be effective in a pretechnical program. Students
can sense the, teacher's impatience and may
consider it an implied criticism of their capabili-
ties. Teachers.who volunteer to teach in the pre-
technical program have usually been found to be
most effective. Teachers should feel that it is a
welcome professional challenge to teach pretech-
nical students and must exhibit a genuinely en-
thusiastic, friendly, and helpful .attitude toward
their stud ents. if the progmm is . to be most
effective., .
Employment experience in industry or busi-
ness is excellent preparation for all teachers, and
especially for teachers in pretechnical programsOften the real understanding of situations in
work experience can bring student and teacher
closer together and strengthen the teacher's
ability to communicate with and motivate stu-
dentsWhen a pretechnical progriin is initiated, ad-
ditional instructional staff members will be re-,
quire& Some may be obtained from the staff of
the regular program at the school. New ones
must be recruited, perhaps from high schools orfrom non-teaching sources in business or tech-nical employment.
Experience has shown that technicians whograduated from 2-year technician programs, ac-quired employment experience, and continued aprofessional education which prepared them toteach often become excellent teachers in a pre-technical program. Persons with this kind ofbackground are more likely than others to under-stand the objectives and unusual instructional re-quirements of both pretechnical and technicalprograms. They often bring to the program aspecial enthusiasm and appreciation for thevalues of technical education and an understand-ing of student learning processes that are essen-tial for its success.
Close coordination of all members of the teach-ing staff in a pretechnical program is importantin order to integrate the subject matter of vari-ous courses, both in pretechnical courses and inthe beginning courses of a technical specialty.
A weekly departmental staff meeting to en-courage the development of "team teaching" isrecommended. At these meetings each instructorshould check with instructors of concurrentcourses to insure that close coordination is beingmaintained. This is especially important whennew techniques are involved. If less than opti-mum coordination is evident, important factorscan be analyzed by those involved, and a solu-tion to the problem found quickly. It, is expectedthat there will be duplication of subject matterin the study skills courses and the communica-tions courses, but such duplication should causeeach teacher and each course to strengthen andreinforce the other. This requires close coopera-tion between the teachers of all courses to avoidpresenting the same material in the same way ina different course,
In addition to keeping concurrent courses wellcoordinated, staff meetings should also providetime for free exchange of ideas on teaching tech-niques discovered to be useful, and on recentlydeveloped teaching methods or devices whichseem to be particularly successful. Any projectwhich appears especially interesting and bene-ficial in teaching pretechnical students should be'analyzed to see if the same principles of presen-tation can be employed in developing other
projects. Special attention should be 'given toarticles in current professional journals that pre-sent new information about teaching and learn-ing.
Teachers of pretechnical programs should makeextensive use of teaching aids. Ideas presentedvisually are usually better and more easily under-stood than those presented verbally. One of thecharacteristics of many pretechnical students isunderdeveloped verbal comprehension. Some notonly are slow readers but also need assistance andtraining to improve their speaking and listeningcapabilities. Overhead projectors utilizing in-geniously prepared transparencies are valuabledevices in many class. presentation& Much hasbeen learned about the value of programedlearning, and such materials should be usedwhenever they will help a student to solve prob-lems in any of his courses. (See Appendix C forsources of visual aids and programed learningmaterials.)
The highly personalized techniques of teach-ing required in pretechnical programs make itnecessary for class sections: to be small, usuallyranging'from 10 to 30 students. Pretechnical stu-dents cannot receive the necessary individual at-tention in larger classes. Students in a prepara-tory program exhibit a wide variation in rateof subject mastery and scholastic skills When theyenter the program. Individual help which manystudents need with specific problems is requiredfrom the teacher and can be provided best insmall classes.
The teacher must frequently evaluate eachstudent's progress. The teacher, as well as thestudent, will be motivated to do better work andto try harder if each can sense a degree of prog-ress and success. Facts revealed by frequent eval-uations are essential to the teacher in assisting .astudent who is not progressing at the expectedrate. Frequent quizzes, prompt return, of home-work assignments, and personal conferences witheach student on his, progress are mandatory tothe success of the program.
When determining teaching loads, for instruc-tors of technical specialty courses, officials shouldconsider the number of student contact hoursrequired. Fully effective specialty instructors ze-quire more time to develop teaching materialsand have individual conferences with students
23
.41 e0 1-:''-'1440:4A 4-7-S
than teachers of general courses. A contact-hourworkload of not more than 20 class hours perweek usually should constitute a full schedule forpretechnical program teachers. The rest of theirtime should be spent in assisting students (often
in individual conferences) and developing effec-
tive visual aids or other teaching materials _for
their courses. .
To keep a staff effective, officials should en-
courage faculty members to actively participatein professional and technical societies. Member-
ship in such organizations will acquaint themwith the latest literature in the field and helpthem to keep in closer touch with the most re-cent practices in teaching, guidance, and coun-seling. School administrators are increasingly en-
couraging self-development by authorizing re-leased time and financial assistance for instructors
to attend technical meetings and training insti-tutes. Periodic or sabbatical leaves give staffmembers opportunities to increase and ,up-date
their professional training and to pursue ad-vanced studies. Teachers for pretechnical posthigh school programs must be master teachers
and must, constantly be encouraged and given
the opportunity to improve their practice andunderstanding of the art of teaching.
and can profit from more counseling and per-sonal guidance than schools normally provide
for technical students. Some -retechnical Stu-dents who have been out of school -- in thearmed services or employed may find 'ad-justment to a 'rigorous scholastic program very
difficult. Others will need counseling to helpthem with personal problems and to help themdevelop confidence in their own scholastic habits
and abilities. Many may need counseling on fi-nancial and even family adjustments as they de-
velop their attitudes and study habits to meet the
demands of a college environment.Counseling for personal problems usual}, is
most effective with special staff counselors whose
duties and relationships to students'can be sepa-
rated from teaching and classroom responsibili-
ties Such a' counselor-student relationship per-
mits a more intimate and objective exchange of
24
confidences and advice between the student andcounselor than when the counselor has a teacher-student relationship.
Full-itime counselors must have special per-sonal characteristics and must acquire the ability
to communicate with students in groups 'or indi-vidually. They must win students" confidence and
try to arrange 'opportunities to become person-ally acquainted with those who can profit mostfrom their gUidanee and assistance. Full-timecounselors seldom car, be effective if they ap-proach their work on an "office hours" basis.Students with the greatest need for counselingand assistance often are least likely to seek ouacounselor or bring his personal `concerns or prob-
lems to the counselor in his office.Counselors must have easy access to all official
school records of each: student' they are respon-sible for= and should maintain, a brief but com-plete record of their personal advice and services
to each student. =
Full-time counselors in institutions whichhouse' their students on the campus have moreopportunities to meet and get acquainted withstudents in dormitories, at meal' ime, 'and- in or-ganized campus living and social activities than
counselors in schools with students commuting.The' counselors in the latter institutions must be
especially imaginative and resourceful to findways to open channels for personal contact with
students.All students should be assigned to' a faculty
advisor' when they enter the school. The facultyadvisor's function . is traditional assisting
and advising students on selecting and regis-tering in courses, ,scheduling classes, and relatedadministrative matters. The 'faculty advisor forpretechnical students should .usually be the de-partment head or an instructor 'in the' specialtechnology program each student wants toistudy.
All faculty advisors for pretechnical students must
be sincerely sympathetic with the pretechnicalprogram 'and discharge their duties in a mannerwhich encourages the students to want' to' suc-
ceed in their program,' and become a technicianin their chosen technical fie:d.
All teachers and advisors of pretechnical stu-dents must be alert to 'indications' of any prob-lems with which the counselors might assists the
students. Close liaison between teachers,liad-
,,,
visors, and counselorsusually on an informalbasisis necessary to the success of the program.Counselors and advisors should participate regu-larly in the weekly pretechnical program staffmeetings.
Pretechnical students' problems of learningand adjusting to the new challenge of specialoccupational educationN are generally the samebut of a 'different degree from those experiencedby fully qualified first=year technical students.The counselor's primary goal is to try to learnwhat the student's problems' re and how Ahestudent and staff can solve them:. If the student'sonly problem seems to be underdeveloped .scho-lastic capabilities, the teachers and counselorsare challenged to strengthen' the student's confi-dence and motivation, and especially to helphim master the preparation courses so that hemay qualify to enter the technical curriculum ofhis choice.
It should be assumed that some students needdirection and must be encouraged more thanothers .or they may, at times, lack motivation tocontinue their efforts. Some pretechnical studentswill find the 'first semester very difficult becausethey have never experienced any "satisfaction andreally successful scholastic accomplishment inprevious school experiences. It requires a highdegree of skill and sophistication for a teacher,faculty advisor, or counselor, to discover the realcauses or reasons for some pretechnical students'.concerns, and to help . them to overcome theirproblems.
The challenge to the counselors of pretechnicalstudents is first), to discover and overcome anyevident psychological obstacles to the student'sprogress because (1 his attitudes or study ,habitsand then, to establish a relationship of mutualunderstanding that, keeps channels of communi-
25
AblI11401.41,411.44.11(
cation open and permits effective counseling andencouragement for the student.
The responsibility of the counselor is to discernthe student's problems and strengths, to accentu-ate these strong -poinis, and interests, and guidethe student in feeling successful in his scholasticeffort. Factors which hinder learning are oftencomplex and difficult to discern, but the rewardsto both student and counselor' are most satisfyingwhen these are identified and overcome.
An essential service of teacheri; advisors, andcounselors in the institution is to provide ex,tended occupational guidance to some students.Through' close acquaintance with individual stu-dents counselors may find evidence that someshould be guided to a different occupational ob-jective. For example, it may become evident thatthe "hot-rod" aUtomobile-oriented student ismore .interested in becoming a highly qualifiedautomobile mechanic than a mechanical teconi-
,
cian. Guidance of this sort is a valuable serviceto the student. Leading able students, with spe-cial interest to an objective occupation in whichthey can and will succeed and in which servicesare badly needed is a distinct and importantservice not only to the students but also to thecommunity. Students who undertake, ,a new oc-cupational objective gain appreciably from posthigh school pretechnical programs. They im-prove their English, mathematics, ur science, andthey are assisted in identifying and concentrat:-ing on, pi eparation, for .an occupation whichsuits their particular needs, interests, and capa-bilities (even though it may not be that of atechnician) .
Adequate provision for faculty advisors andcounselors is an indispensable part of the organi-
.
zation of a pretechnical post high, chool program.
, 4 ' tx: 7,1,1 -,A",4
PHYSICAL FACILITIES AND THEIR COST
Laboratory and related classroom, office, andstorage facilities required for teaching a pretech-nical post high school program do not presentspecial or unusual conditions peculiar to thepretechnical program. Any well-constructedbuilding with suitable utilities may be used.However, if the program :is to be a part of anew building, plans should include maximum useof movable partitions and portable equipment toattain greatest flexibility and utility of space. Ifa new library is contemplated there are attrac-tive advantages to including the special basicstudy skills laboratory in the library, especially ifaudiovisual 'aids and individual programed learn-ing materials are to be centered in the library.
The sPace'.and faeilities required are basicallythose needed for each course studied by preteCh-nical students. Sufficient classroom space is re-quired to accommOdate the additional number of'students brought to the institution for the pre-technical program, but the class or lecture roomsused for mathematics, communcation skills, phys-ics, cheinistry, or biology and the technical spe-cialties may be the same as for the regulartechnical curriculum. It is also assumed that theChemistry, biology, and physics laboratories avail-able in the institution will suffice for the pretech-nical program, p. ovided the facilities are avail-able the required number of hours per weekto permit scheduling of the pretechnical labora-tory sectioni. The special laboratory for teachingbasic study skills is a unique facility required forpretechnical programs and will be described indetail later.
The size of classes for pretechnical programs,as previously indicated, should not exceed 30 stu-dents for lecture and recitation classes in com-munication skills, mathematics, science, or thetechnical specialtiesif possible they should belimited to 25. Laboratory study groups in biology,physics, or chemistry should not exceed 25 andideally should be smaller. To provide for the closesupervision, individualized study and instruction,
26
and daily evaluation of progress which a pretech-nical program. demands, basic study skills classor laboratory sections sFiould not exceed 16students.
Whenever possible pretechnical students shouldbe given an opportunit);to learn by doing. Thisapplies to active recitation in class as well as per-formance of experiments in laboratories. It isthrough an application' of new information thatstudents in a pretechnical program become highly motivated and begin to realize inter-discipli-nary relationships. It is through the. application ofprinciples that a technical student can developa scientific attitude. The value of participationand doing cannot be overestimated or overem-phasized in teaching pretechnical students, par-ticularly when they are learning the basic lan-guage, numerical, and scientific skills' they needas tools to attain scholastic. accomplishments pre-viously beyond their reach.
Equipment Selection and AcquisitionGeneral Considerations
The cost of establishing and equipping the spe-cial basic study skills laboratory and teaching apretechnical program will be fOund to vary some-what depending upon the distanCe from majorsuppliers, the size of the department, the 'qualityand the quantity of equipment or supplies pur-chased at a given time, and the method of pur-
,chasing. If the purchases taii be combined andMade through a 'central 'Purchasing agency orunder State contract, the total price of equip-ment and supplies may be significantly less thanif the items are purchased separately. Small pur-chases of scientific and specialized educationequipment or supplies usually are not subject tothe same discounts as purchases of large quan-tities are.
When plans to establish, enlarge, or re-equipa pretechnical program reach the point where adetailed and precise estimate of costs is required,it is suggested that major suppliers be consulted
e
so that cost estimates may be complete and suffi-ciently accurate for current budgetary purposes.Prior to a major purchase of equipment, athorough inyestigation of The potential suppliersshould be made by the department head or instructor. Major changes are constantly beingmade in the manufacture and supply of educa-tional materials and equipment and these affectthe final choice. The purchase of up-to-dateequipment of good quality is an important fac-tor in a successful pretechnical program-, Experi-
,
ence his shown that the department head orinstructor should make final decisions on thechoice of laboratory' equipment bnause heknows more about the techni6i1 details. Theinstructor can avoid cottly mistakes which oftenresult if nontechnical personnel attempt to equipa study skills and readying laboratory.
Research in basic study skills, the psychologyof reading, and the teaching of reading has re-sulted in the development of a considerablevariety of reading analysis and teaching equip-ment and apparatus. Some is very sophisticated;it may combine the projection of pictures fromfilms or slides with sound or incorpOrate manyrefinements regulation of operating speed,starting and Stopping, reversing and rerunning,and, other special aids or features designed tomake teaching more effective.
There is an increasing number of manufac-turers of instructional units. The effectivenessand excellence of their products place pre-assembled equipment systems in the laboratorywhich are designed specifically" as teaching units,thus saving considerable time and effort for theinstructor who would have to build or assemblesuch systems or use separate units which mighthave limited effectiveness. When equipping alearning laboratory, the planners of the teachingprogram and laboratory equipment should makea thorough study of all the diagnostic and read-ing laboratory teaching systems apailable at thattime.
Experience shows that when purchasing pack-aged systems of instructional equipment the de-partment head or instructor responsible for theiruse should be satisfied that they are completelyoperable and suitably serve the purposes forwhich they are intended. Preferably packagedsystems should be demonstrated and operated by
N.* 1.1.1.0.1111.
the instructor or department head. An essentialassurance of satisfaction to both the buyer andthe seller is a proYision in the sales ..cont ct fora qualified representative of the s01134g agencyto install complei or very expenii4uilits or sys-tems of laboratory -equipment 'and lor a testperiod of ,operationvalter installation.
The iibrry to Support the ProgramRapid changes in applied science and tech-
nology make it imperative that the students ofany technology learn to use a library.1Therefore,instruction for pretechnical students 'should belibrary-oriented so they will learn the value ofbeing able to find new inlorrnation and form thehabit of using the library as a learning tool.This helps, teach them to use the library through7out their total' technician preparatory programand helps them develop the habit of studying inthe library where materialsare available and theenvironment is favorable to concentrated study.Pretechnical students should learn library skillsas early as possible in their program.
Instructors of all pretechnical courses shouldkeep the student constantly aware of how muchthe use of the library is a part of. , his study.Planned assignments requiring the student to usethe library will teach him about the resourcesavailable and their relationship to the student'stechnologies.
Study,space with suitable lighting and freedomfrom outside distractions and with ample refer-ence librarian service should be provided in thelibrary, and provisions for loaning reference ma-terials should be systematic and. efficient. Theindividual carrels, study rooms-, and group andindividual learning equipment in the, libraryshould be considered as auxiliary and supple-mentary to the special facilities for teaching basicstudy skills in a pretechnical program.
The library must contain especially selectedliterature and materials related to all subjects inpretechnical courses. Books, references,, specialprogramed instruction, and audiovisual materialsfor use in any preteclmical program offered bythe school should be adequately represented inthe library. Materials for these courses include:(1) language and communications teaching ma-terials which emphasize grammar, speaking,spelling, elementary composition, reading, corn-
27
,,,
ti
FIGURE 6. A library with ample study space and materials selected to meet the needy of under-.prepared student technicians provides them with both a study area and experience in libraryuse which. is essential for all technicians.
prehension and vocabulary de 'Velopment; (2)materials for mathematics, starting with arith-metic and proceeding to the college level mathe-matics required for regular courses in any tech-nology; (3) science materials, including physics,chemistry, and 'biology at the upper high schoollevel as required for pretechnical courses; and,finally, (4) special materials for basic study skills.It is necetsary that there be sufficient copies topermit students in the pretechnical courses ampleaccess to such materials.
The teaching staff and the library staff shouldactively cooperate concerning what materials areto be acquired. The teaching staff should be re-sponsible for the final selection of the materialswhich support pretechnical courses and theymust take the initiative in recommending ma-terials to keep the library content current, per-tinent, and useful. The-library staff should supplythe teaching staff with a periodic list of recentmaterials, announcements, and acquisitions;com--plete with call numbers. Technical and tradejournals either should be circulated to the teach-ing= staff or plaCed in a staff reserve area for ashort time before they are made available forgeneral libraty 'use. Students in pretechnicalcourses usually exhibit special interest in tradeand technical journals and manufacturer or sup-
28
16,
pliers literature related to their field: This inter-est should be supported and encouraged.
Visual aid Materials may be centered in thelibrary and are an important part of pretechnicalcourse instruction. Visual aids should be reviewedand evaluated as they become available by boththe librarian and a member of the teaching staff.
procedure tells the teaching staff aboutvisual aids that are available and may suggestwhere they can most effectively be used in pro-grams for pretechnical student& Visual aidsshould always be previewed and analyzed for.timeliness and pertinency before being used in ateaching situation.
A well-equipped modern library should havesome type of duplicating service available so thatitudents and staff may easily obtain copies Oflibrary material& Such a service. allowi both tobuild up4o-date files of current articles .appiciFiri-ate to the courses in a curriculum. This serviceshould be available to all students, includingthose in a pretechnical program, at a minimumcost and should be free of personal' cost to theteaching staff.
It is recommended that a minimum=of $2,000to $2,500 be budgeted for the initial purchase oflibrary materials specifically selected for pretech-nical student needs..An appropriate annual' budg-
e4ee - *.e
5
tit
Fxotmta 7. A study area, preferably a part of the library, equipped with programed learningmaterials is a recommended supportive facility in addition to the study skills (reading) labora-tory for underprepared student technicians. Individual study carrels such as shown in the upperright help students to form better study habits.
et should then be allocated for keeping the ma-terials up-to-date and replaced with new ma-terials. If individual programed learning materi-als for pretechnical students are a part of thelibrary budget, an additional $1,500 to $2,000initial expenditure should be allowed, plus anappropriate increase in the annual budget for re-newing the materials.
Programed Learning OutsideStudy Area
It is recommended that in addition to the spe-cial basic study skills laboratory a sizeable studyarea be provided, preferably in the library, wherepretechnical students may have access to pro-gramed instructional materials in mathematics,science, communication skills, and subjects re-lated to their technical specialty. This recom-mended study facility adds two important ele-ments to the pretechnical program:
1. It provides a place which is equipped withthe facilities and materials for study outsideof class with ,a minimum amount of super-
29
visory attention or assistance. Pretechnicalstudents may go there for concentratedstudy on their particular subject problems.
2.. It provides a necessary and special facilityfor students to do their studying on campusand away from other student activities.This is especially important and ivalmostrequired in schools where students com-mute and need on-campus, non-classroomstudy facilities.
This outside-study programed learning area, . .
should usually be established in the library be-cause the library staff is trained in the systematicstoring and loaning of materials, including pro-gramed learning, materials. The library staff canalso supply a reference:librarian or a similarlytrained person to assist students in their use ofindividual programed materials. It is generallyrecognized that programed materials, are com-plete within themselves, but experience hasshown that students progress much, more effec-tively when they can turn to someone for help ifthey encounter problems in using the materials.
. ,
1.;
The person, whit assists them need not be tech-nically:competent in the particular subject butshould understand the mechanical and proce-dural, steps in the use of programed materialsgeriefally and be willing and able to encouragethe learner by answering his questions at anystage in the use of the programed material. It isfor this reason- that the library is the ideal locationfor the study area for programed learning.
To provide sufficient space, materials, and per-sonnel in the library to accommodate pretech-nicalstudents encourages the.student to frequentthe library; however, the Programed learningmaterials area in the library will also be used byregulai technical curriculum students. It has
been,, IOtiind to be a:- constructive psychologicalfactor when preteclinical students use the pro-gramed learning study area and find other regulartechnical,students there solving problems in asimilar Manner.-
If the library does not, have this programedlearning area when a pretechnical program isbegtm, it' should be providedpreferably in thelibrary or some other suitable study roomwithan attendant who can assist the students. An ini-tial expenditure of $1,500. to $2,000 should beplanned for the acquisition of suitable programedlearning materials in addition to an appropriateannual= budget to keep it up to date. Adequatestaff for the area is important.
Some institutions may already have ,a pro-gramed learning area (as part of their, library orotherwise) for adult basic education or employedadult up-grading study. In such cases, it is essen-tial that sufficient materials and space are avail-
able to serve all, including the pretechnical stu-dents. This programed learning facility should beconsidered as ancillary to the special study skills
laboratory and, cannot be substituted for it.
The Study Skills LaboratoryA well-equipped special laboratory with suffi-
cient facilities for all students to use the equip-ment and instructional reading apparatus is in-dispensable for the pretechnical course in basicstudy skills. Variety and quality in the equipmentand materials are essential for the master teacherwho guides the students in practicing their skills.
The basic study skills laboratory is providedprimarily for intensive remedial reading study
30
and is the one special facility required for preyteclmical post high school program& It can belocated in any building,: preferably convenient tothe library and easily accessible to student; andteachers.
Figure 8 shows an exampli of a study skillslaboratory. A well-lighted, pf :eaiant;41'and un-crowded facility with, an acoustical' ceding anddraperies to provide 'minimum' sound levels isrecommended::
It should be,equipped with environmental con-trol and designed for maximum flexibility andvariable use of space. pir ge61.,Traphic areas whereextremes of warm Weather and high humidityprevail during that part of the year when thefacilities are used,. air conditioning is almost anecessity. To permit different arrangements as in-dicated in room 10.ligure 8, normal utilities shouldbe provided and electrical outlets should be dis-tributed for maximum flexibility in the use of
space as in both rooms 1 and 3 in figure 8.The arrangement shown for group instruction
in room 1, figure 8the projection equipment inthe middle of one end of the room slightly backof the students at the tablespermits the use ofa screen lowered over a chancboard when it isneeded and raised to permit use ot the chalk-board. This arrangement has been found to beeffective and affords easy flexibility so that avariety of teaching techniques may be used.
Portable tables permit variety in seating ar-rangements to suit the needs of instruction andavoid the regimentation of a permanently fixed
seating arrangement.Cabinets sufficient in size, style, and number to
satisfy storage requirements should be selected
and should permit ready storage for aPparatus orequipment not in immediate use.
The office and storeroom (room 3 in figure 8)should 'be equipped so that some of the equip-ment needed in the classroom and thelaboratorymay be stored there. It may.also serve' as aninstructor's office and a working area where in-structors can create transparencies or other in-structional materials for the course. Individualconferences may be held there; tests may begiven; or it may serve other functions demandedin the pretechnical -Program. A desk, chairs forthe instructor and two or three students orothers, a work table, storage racks for equip-
_
IA*
ve,
STUDY SKILLS (READING) LABORATORY
00 00111.111.°
I ROOM
6 ri r
ROOM 3.
lo
00 0 000ROOM
00000000i.Aippost CHAIRS2:;MOVABLE. FOR VARIOUS ARRANGEMENTS,3:12411APRO.IECION TABLEt.f. DESK AND LECTERN5. ,CHAUCROARD- AND SCREEN6. :OVOOMAD,PROjECTO27. "codOtAr CABINET AND STORAGE FOR WORKBOOKS ETC.S. BULLETIN BOARD.9. INDIVIDUAL CARRELS WITH SHADOW SCOPES
AO, ouiss WALL ABOVE CARRELS11; fACHISTOSCOPES,AC9NTROLLED READING MACHINES, AND ACCELERATORS12',SYORAGE CABINET WITH COUNTER FOR READING LABORATORYROOM,'1 GROUP INSTRUCTIO. (30'x2691100142 INDIVIDUAL PROGRAMS (301041ROOM 6 OFFICE, STORAGE, AND INDIVIDUAL .TESTING
=ESTING AREA (2lYx101)
FIGURE 8. An example of a study skills (reading) laboratow for iniProving study and readingskills for underprepared student technicians.
31
4c- ,
ment, cabinets and files for storage of materials,a typewriter, and any other appropriate equip-ment will be necessary. These items are includedin the list of necessary equipment for the totalspecial study skills laboratory.
The carrels and seating arrangement in thelaboratory room (4-oom 2 in figure 8) permitmaximum indivichial effort and freedom fromdistraction for each student. It is a workinglaboratory in which students study, practicetheir individual exercises, and work on theirproblems under the chiseattention of the in-structor. An instructor's desk is not needed be-cause instruction and assistance is provided ateach student's work and ody carrel.
Efficient, attractive, and economical storagefiles, cabinets, and display cases should be select;ed to meet the needs for the special laboratory.
A list of the minimum equipment required forthe study skills laboratory follows. The list allows
for facilities to teach groups of 16 students andalso for individual instruction ofanother 16 stu-dents (figure 8 ) .
accessories6 Portable tables, with diagonal end8 Portable tables, rectangular
*1
These basic items may be purchased in combinedunits of varying stpkistication, refinement, and spe-cialization for teaching reading skills. Consult thegeneral considerations for equipment selection andacquisition given previously.
-414K .
tt.'"-yambettt,
4 1,*
FIGURE 9. Study skills (reading) laboratories make use of the most modern learning andteaching devices. The listening units shown here can be used individually or for group instruction.
32
rt
; 3
Storage cabinets1 Storage cabinet, with counter2 Equipment storage rads
2,500 Diagnostic reading test answer sheets500 Manila folders
Assorted projection lampsAssorted other supplies to make
overhead projector transparencies,plus stationery, work paper, andsimilar office supplies.
Total estimated cost: $25,000 to $30,000.
Cost SummaryThe following cost summary for facilities is
considered a reasonable minimum for a begin-
ning pretechnical post high schbol pkogrinifasunung that classroom and labpratory sp ac.eavailable except for the study skills lithoratory.
Physical facility Estimatid cost
Special study skills (reading)laboratori $25,000 to $30,000
Library materials acquisition 2,000 to 2,500Programed instructional ma-
terials area (for individualoutside study) 1,500 to 2,000
Total $28,500 to $34,500
The foregoing does not include trading cost.If construction is necessary to-lbetin the pre!.gram, its cost may be caleulated atx$14,to $16per square foot.
Additional Staff RequiredAdditional permanent full-time, staff :Will be
required to establish a pretechnicAlpiogram if itis to, offer a significant and continuing service tpstudents and the institution,. For administrativeplanning, apprOximately 125 students with vary-ing needs may be considered a reaSozzable expe6-tation.
Assume:160 students who deed communication
skills; study skills, mathematics, and science(physics, chemistry, or biology).
25 i additional students who need only
niathernmics and phygieirOr chemistry.,.
20 hours a week' of student contact as maxi-mumteaching load.
.,RequireaAe4ching staff would beCOmmunications-25 sttidents/section
FIGURE 10. Individual instructional equipment such as this portable reading pacer is requiredfor each student in an adequately equipped study skills remedial reading laboratory.
Two teachers are requiredone physics andone chemistry or as situation requires.
If biological science is a prerequisite for cur-riculums in the institution, 1 section of 25 stu-dents may be required for 3 hours/week class,4 hours/week, laboratory totaling 7 hours. Thisprobably could be taught by the biologicalscience instructor already in the institution, buthis load would have to be adjusted to the recom-
34
mended maximum of 20 student contact hours.
Summary:Total additional teaching staff 5Additional special counselors 2Library service or special person
with equivalent training for t.11:
programed instruction study areg'. . 1
Total . 8
44.44444444a-
COURSE OUTLINES
The course outlines in the following pages aredesigned to provide the student with a confidentunderstanding of the knowledge and skills equiv-alent to or above successful mastery of the sub-ject at the high school level.
The procedures employed in teaching thesesubjectsto pretechnical students must be to (1)assess the amount of subject knowledge and skillof each individual student and (2) teach thesubject as nearly as possible on an individualbasis, starting where the student's knowledgebegins and helping him master the subject to thepoint where study begins in the first semester ofthe regular technician curriculum
Experience shows that the teachers of all pre-technical courses can be most successful in help-ing students master the required level of the sub-ject matter if they relate their teaching to theparticular technology chosen by each student asa major interest and scholastic objective.
The required depth of coverage to be attainedin preteclmical courses is equivalent to aboveaverage high school mastery of the subject. Theteachers muss t constantly aware of the pretech-nical course as providing a foundation of knowl-edge, understanding, confidence, and skill in q,subject which will be extended in the followingsemesters of the technical curriculum.
The courses, ,which follow are Suggestions forthe content which might be taught in the pro-gram. The materials included present a practicaland attainable coverage of the field and havebeen reviewed by experienced instructors and ad-ministrators of successful pretechnical programsand by experts in high school administration,technical education, and counseling and guid-ance.
It is expected that these materials will be mod-ified in some measure to fill the needs defined bylocal advisory committees and to take advantageof special interests and capabilities of the teach-ing staff in any particular institution. Even so,the implied level, quality, and completeness ofthe program should not be compromised.
35
At the end of each course is a list Of text andreference materials. Each should be analyzed forits content and relativity to the course; new an_ dmore suitable references should be substitutedthey are available The information 'needed' tocover a particular course ,inA a pretechnical pro-gram is almost never available in one textbookhence the multiple listing of reference& Theyusually should be augmented by current materi;-als, especially visual and audiovisual aids (seeAppendix C).
Visual aids should be used whenever pertinentto make teaching more efficient Excessive shdw-ing of films at theexpense of zvell-preparedclassand laboratory exercises* to be avoided. Outsidestudy periods may be used instead of class lecturetime for showing some fihns and for using indi-vidual programed learning materials. All visualaids should be previewed by the instructor beforethey are shown.
The experienced instructor will probably makeliberal use of charts, slides, models, samples, andspecimens to illustrate special aspects of a sub-ject. These are> usually accumulated by the in-structor from previou4 laboratory or class prepa-rations but should be updated regularly. They aretoo specific to be listed in "'this guide.
It should be noted that examinations have notbeen scheduled in the, course outlines eventhough it is clearly intended that time be allowedfor examinations. Therefore a 17-week semesteris assumed, but the outlines are design- ed to cover16 weeks. Examinations are necessary to evaluatethe student's knowledge and to cause him tomake a periodic comprehensive review of thematerial presented in the course.
STUDY. SKILLS
HOURS REQUIREDClass, 2; Laboratory, 2
DescriptionThe objective of this course is to help the stu-
dent develop the fundamental learning skills
'7'-777.frf.4777mt
necessary fox. effective scholastic accomplishmentat a college level. Most of the skills depend onreading speed and comprehension and a matureinterpretation land use of written and oral com-munication skills. Reading improvement exer-cises are conducted during the 2-hour laboratorysessions. This provides the necessary time forthe Student to practice treading improvementwith machines visual aids, and other recom-mended media. Listening and study aids in thelibrary should also be used to supplement the
equipmellt of the learniPg laboraidorY.The course Outline is. develoPed shoWing sep-
arate 'visions of subject matter, for class workand laboratory sessions,
A' concerted effort shOuld be made not' toduplicate in the study skills course those areasof improvement that can better handled bythe course hi:c.orninunication skills = such asspelling, punctuation, and the Mechanics ofwriting and/or speaking in general. As Much aspossible each student should be given individualinstruction in the classroom
ClassMajor divisions hours
I. Development of Attitudes . . 2
II. Scheduling Time and WorkingEffectively
III. Using Textbooks ProperlyIV. Taking and Organizing Notes .V. Use of the Library and Its
: A Facilities 4
VI. Improving Concentration andMemory 3
VII. Writing.Reports and ResearchPaperiEffective EXamination Skills . .
Reading Improvement . . . ....IX..
44
2
Total '32
I. Development of Attitudes1. Self-realization of definite goals
a. Clarifying vocational aimsb. Self-assessment of student's
strong and weak points.2. Making realistic decisions
a. Selecting programs and curric-ulums
b. Evaluating goals "realistically"
36
3. Evaluating interest and abilitiesa. What is academic successb. What is vocational success
IL Scheduling Time and Working Effec--.
tively1. Setting up a work schedule
a. When to studyli.liow,rauch time to study; allo-
cating time 4c.' Fitting the schedule to individ-
ual routines and individual dif-:, ferencesd. The value of rest periodse.,4Revising theschedule
2. The. study environmenta. Where to studyb. Physical surroundingsc. Light, ventilation; and noise
III. 'Using Textbooks Properly1. CoMmon approaches
a. P, Q, R, S, T or SQ3R methodsas examples
b. Underliningc. Skinunmg and scanning,d. Charts, graphs, maps, and dia-
gram interpretationse. 'Summarizing chaptersDifferent types, of reacting
41-,
a. To master informationb. Exploratory for general viewsc. 'Reviewingd. Searching out informatione. Critical reading
3 Demonstrations of methodsa. Student, applicationsb. In dais practices
IV.. Taking or Organizing Notes1. Reasons for-,taking notes.2. Types of notes
a. Verbatimb. Outline, notesc. Skeleton outlines
3. Interpretive listeninga. Accenting important points'b. Knowing instructor traitsc. Adjusting to different types of
lectures4., Making notes on reading assign-
ments
, .4-;5;7-J'-^
5; Reorganization of notes; use ofcolored marking on notes to .accentpoints
6. Outlinesa. Standard outline proceduresb. Abbreviating
7. In.class practice on note taking
and outlining8 Reviewing,riotes; when to review
V. Use of the Library and Its Facilities
1. Becoming acquainted with libraryfacilities; class visits
c. ,Establishing study habits(1) Routine.(2) Atmosphere and physical
surroundings
37
VII. Writing Reports and Research Papers
1. Selecting topics; importance ofchoice .
a, Interest to =the readerb. Is information available on the
topicc. Is the topic too .broad
2. Locating sources of informationa. Library `sourcesb. Surveys
3. Collecting and recording data orinformationa. Brief notesb. Index cards4.,c. Keeping at record of reference
sources4. Organization of material
a. Topicsb. Subtopics
5. Developing an outlinea. Importance of outlining mate-
rialb. Writing the draft from the out-
linec. Revisions
6. Proofreadinga. With another personb. Sticking to the pointc. Checking mechanics and spell-
ing7. Practice in writing a paper
a. Selecting the topic,b. Researching the topicc. Outlining the topicd. Writing the rough drafte. Writing the final draft
VIII. Effective Examination Skills
1. , Preparing for examinationsa. Understanding what will be cov-
eredb. Setting up a definite studyc. Predicting ekamination questionsd. Rest and proper attitude
2. 'Reviewinga. Organizing materialb.' Making use of flash cards, un
derlinings. and main headingsc Reviewing in groups
3. Objective-type examinationsa. Scanning the test
,3,43$3c=4,14,7-.40.3;3-3,3334;.; 'Y. n k.ant;
b. Reading the directionsc. Planning available timed. Helpful hints
4. Essay examinationsa. Planning available timeb. Outlining the approach by no-
ting main ideasc, Making answers specificd. "Padding" questions; right or
wronge., Staying on the topicf. Writing legibly
IX. Reading ImprovementThe objective of this division is to offer either
large or small group instruction to those studentswith common reading difficulties. Individual at-tention must be given to all, especially to thosewith serious reading problems. The distributionof laboratory time showing subjects and hoursmight be:
LABORATORY-32 hours
SubjectLaboratory
hours
1. Diagnostic testing 1
2. Word recognition . . . . . . ... 43. Speeded comprehension of
paragraphs . .... . . 10
4. Speeded comprehension of smallunits 6
5. Speeded comprehension ofconnected text 10
6. Achievement testing 1
Total 32
NOTE: Franklin Reading Pacers, S.R.A. Read-ing ACcelerators, E.D.L.' Tach-X tach-istoscope, and E.D.L. controlled Read-ers can be used in addition to theS.R.A. Laboratory Secondary Edition.
Texts and ReferencesBaker. Reading SkillsCooper and Griffin. Toward Better Reading SkillCrow and Crow. How to StudyFgrquhar and others. Learning to StudyMaddox. How to StudyMiller. Increa.sing Reading EfficiencyMorgan and Deese. How to StudySpache and Barg. The Art of Efficient ReadingStaton. How to Study
PREPARATORY COMMUNICATIONSKILLS I. AND II
HOURS REQUIREDClass, 3 (two semesters)
Course DescriptionPreparatory Communication Skills is designed
to assist the student in improving his written andoral expression through an intensive study of themechanics of the language,,The fundamentais ofgrammar, punctuation, spelling, vocabulary, sen-tence structure, and paragraphs constitute thecontent of the course. The major emphasis ispractice and analysis of written expression.
The work in this course should be closely co-ordinated with the concurrent Study Skills courseso that one strengthens the other.
(This course, while designed for two semesters,may be selectively shortened to a 5-hour perweek, one-semester course for more advancedstudents.)
lassMajor.
Cdivisions hours
L. How to Study . ...... . . . . . . . . 6
II. Improving Reading Ability 20III. Improving Spelling and
Vocabulary 24IV. Improving Writing Ability 30
V. Talking and Listening 16
Total . 96
I. How to Study1. Orientation to course
a. Readingb. Writing; paragraph submittedc. Assignments
2. PQRST method of study3. The learning process4. Tools of learning5. Tips on learning6. Review and testing
II. Improvhig Reading Ability1. Visual analysis
a. Number recognitionb. Letter recognitionc. Word recognition
2. Timed comprehensiona. Word meaningsb. Phrases
c. Sentencesd. Directions
III. Improving Spelling and Vocabulary1 Spelling lists and exercises
a. Mimeographid materialb. Exercisesc. Testing
2. Vocabularya. Introduction of wordsb. Exercises in vocabularyc, Testing
IV. Improving Writing AbilityT. Paragraph patterns2. Paragraph completeness and terse-
ness3 Paragraph unity4. Paragraph coherence5. Paragraph developed by example6. Paragraph developed by compari-
son or contrast7. Paragraph developed by facted de-
tails8. Sentence skeletons9, Modifiers
10. Simple sentence with compoundelements
11. Simple sentence with appositives12. Simple sentence with, verbal phases13. Simple sentences with appositives
and participial phrases14. Agreement of subject and verb15. Clauses .
16. Complex sentences with nounclauses
17. Complex sentences with adjectiveclauses
18. Complex sentences with adverbialclauses
19. Sentence fragments20. Compound sentences with coordi-
nating conjunctives21. Compound sentences with logical
connectives22. Review and testing
V. Talking and Listening '(emphasis onstudent exercises)1. piagnostic testing2. Organization of topics or subject
.;
3. Directness in speaking4. Gesticulation and use of objects-to
illustrate'5. Conversational courtesies6. Listening faults7 Taking mites8. Understanding words through eon-
text clues9. Exercises in talking and listening
Texts and ReferencesBaird and Knower. Essentials of General Speech
General Speech, An IntroductionBauvlsley. Thinking Straight: Principles of Rialtissing
for Readers and Writers=Blumenthal. English 3200 :.A Programmed Comm in
Grammar and UsageBordeaux. How to Talk MOP'S EfficiettlyCown and McPherson. Plain English "leaseDe Vitis and Warner. Words in Contexf::44 Vocabu-
lary BuilderFunk. Six Weeks to Words of ?mit. ;Lee. Language Habits in Human Affairs:, An Intro-
duction to General SemanticsOstom. Better ParagraphsRoget. New Roget'S ThesaurusWebster's New Seventh. Collegiate. DictionaryZetler and Crouch. Successful Communication in Sci-
ence and Ind:astry: Writing, Reading and Speaking
PREPARATORY MATHEMATICS I
HOURS REQUIREDClass, 4 (one semester.)
DescriptionThis course, Preparatory Mathematics 1, is the
first of a series of two courses designed to furnishthe mathematical foundation for students enter-ing either a' biological scierice technolOgy or thosewho will enter a physical Science or engineeringrelated technology. When entire classes are com-piled of students preparing for biological sciencetechnologies, the first semester course may be suf-ficient to meet the prerequisite mathematicalneeds for entering the first -year, courses in thetechnical curriculums
In conducting a course following this outline,stress should be placed on the Understanding ofbasic principles as well as'mastery of mechanicalprocedures. Ample problem solving should be in-corporated to insure mastery of mechanical pro-cedures by the < student. The, arrangement of
39
6 t=re'6,:t
topics may be altered to suit particular classneeds.
This course has been designed so that only anunderstanding of arithmetic is necessary as a pre-requisite. The class hours assigned each topic aresuggested as guides and may be adjusted to suitthe backgrounds of the students.
Frequent testing is recommended throughoutthis course. It is suggested that short tests begiven rather than long examinations. This pro-vides more opportunity for the student to evalu-
ate his progress and make, satisfactory adjust-ments. a:Aside study problems should be a regu-
lai part of the course. Students should be requiredto use the slide rule whenever possible antho be-come proficient in its Ilse.
ClassMajor divisions hours
I. IntroduCtion and DiagnosticTesting 2
II. Operation, with Numbers . . . . . 7
III. Conversions . . : . . . . . . . . . . . 2
IV. Slide Rule 2
V. Ratio Proportion and Percentage - 3.
Exponents and Radicals 4
yIj. Logarithms ..... . . . . . . . .. . 4
VIII. Operations of Algebra 10
IX., Solving Linear Equations . 5
X. Factoring . . . ,
XI. Solution of Linear EquationSystems 5
XII. Graphical Representation - 5
XIII. Trigometric Functions and Uses 5
TOtal 64
Introduction and Diagnostic Testing1. Diagnostic testing
Value and use of mathematics in thetechnologies.An effective approach to the studyof mathematics
Operations with Numbers1. Fundamental symbols of arithmetic2. Signed numbers3. Rules for multiplying or dividing by
zero and oneAddition, subtraction, multiplica-
1- .tion, and division of sired numbers5. Short cuts in arithmetical operations
40
6. Fractionsa. Addition, subtraction, multipli-
cation, and, divisionb. Reducing Of fractionsc. Dethirninkig the lOweit common
4. MilliiPlication and AiVision of alge-braic expressions'
Multiplying monomial by amonomial
b. Multiplying' a polynomial by amonomial
c. MultiPlying a polynomial by apolynomial
,d. Removing a'patenthesise. Dividing a rnonOmial by a mono-
mial.f. Dividing poliliomial by a
monomial,g. Dividing a:polynomial by a poly-
nomialh. The square of the sum of two
quantities,i. The square' a.the difference of
two quantitiesj. The cube. Of the sum of two
quantities
IX. Solving Linear Equations1. Procedure forsolving linear equa-
tions2. Soft;ing literal .equations and for-
mulas-equations containing paren-theses or fractions, and requiringtransposition
3. Verbal problems4. Problems of ratio,. proportion, and
percentage
41
X. Factoring1. Purpose of factoring2. Common factor or higheit common
monomial3. Perfect square or cubes4.., Differ:ence of= wo agnates5. Fa ctoring,by groups
Factoring,trinomials7. Factoring completely,,,P. Verbal problemsrequiringlactoring9. Problems ',Nuking simplification of
:complex fractions.
XL. Solution of Linear EquatiOnsiSystems1. Solution of linear equations 'systems
with two unknowiii2. Solution of linear equations systems
with. three unknownst3";.- Verbal problerni exemplifying prin;
ciples .; . ,
XII. GraphicarRepresentation1. Pictorial graphi2. Bar and line graphs
.
3. The coordinate system4, Graphs of linear equations5. Slone Of a line;
y . 4
6. Graphs of linear equation systeniwith two unknowns
Trigometric 'Functions and Uset,L Measurement of angles2. 'Degrees and radians3. Definition of sine, cosine, and tan-
gent4. Solution of problems dealing with
right iriangle using 'sine, cosine,and tangent
5. Pythagorean Theorem
Texts and ReferencesAndres and others. Basic Mathmn.tio; for Science
and EngineeringCameron. Algebra and Trigonometry''Cooke. Basic Mathematics for ElectronicsKaltenborn and others. Basic MathematicsMitchell and Cohen. A New Look at Elementary
MathematicsRice and Knight. Technical MathematicsRider, First-Year Mathematics- for,CollegeSpitzbart , and Ala dell. s Introductory Algebra and
TrigonometryWade and TaylOr. Fundamental MathematicsWagner. IntroductorY -College.Mathernatics
4, ,r
PREPARATORY MATHEMATICS
HOURS REQUIREDClass, 4 (one semester)'
DescriptionThis course follows Preparatory Mathematics I
and should build on it so that students may makemaximum use of what they learned in Prepara-tory Mathematics I. It should avoid' repetition oftopics. Mastery of the subject matter equivalentto above average high school accoMpliihment isessential in order to sucCessfully prepare studentsto enter physical science or related engineeringtechnology programs.
The order of the topics can be flexible. How-ever, topics which are; most interesting to the stu-dents may be interspersed with mathematicalexercises: which tend to be less interesting. Ampletime has been allowed to permit .a full descriptionof the application of each topic to a variety ofthe engineering=related technology subjects. Sub-stantial outside study in problem solving shouldbe assigned to insure that most of the mechanicalprocedures involved becOme automatic:.
Each homework asSignment should containproblems which will stimulate and require thestUdent to continuously review old materials aswell as current and new procedures. Frequenttesting is 'recommended.' Understanding of theuse of mathematics as a tool and capability toapply mathematical principles must be empha-sized.
Major divisions
I. Quadratic Equations . . .
II. DeterminatesIII. GeometryIV. TrigonometryV. Progression
VI. Binomial TheoriesVII. Probability and Sampling
VIII. Statistics . . . ....IX. Complex Numbers
Total , . . ..... . . . . . .
Classhours
12
3
10
15
43
65
6'
64
I Quadratic Equations"I. Defiiiiticin of a quadratic equation2. Solution by factoring3., Graphical solution
42
4. Solution by completion of equations5. Solution by quadratic formula6. Imaginary roots7. Extrenae value of a quadratic func-
tion8. Solution of a system of equations by
substitution9. Application of verbal problems
10. Irrational eqUations
II. Determinates1. Solution .by determinant of second
order2.. 'Solution by determinant of third
order
III. Geometry1. Definition and application of con-
gruent triangles and similar tri-angles
2. Comparison of properties of paral-lelogram, rhombus, and square
3.. Problems involving formulasa. Circumference of circleh. Area of circle,c. Area of three-sided figured. Area of four-sided figuree. Area of figures having more than
four sides,f. Product of intersecting chords in
a circleEquationrof a circle (translationof axis)
h. Length of tangent to circlei. Equation .and construction of a
parabolaEquation and construction of anellipse
k. Equation and construction of ahyperbola
IV. Trigonometry1. Definitions of secant, cosecant, and
co- tangent functions2. Identities3. Trig scales on slide rules4. Solution of problems with oblique
triangles (applying laws of sines,cosines, etc.)
5. Graphs of trig functions6; Inverse trig functions7. Formulashalf and double angles
V. Progressions1. Arithmetic progressions2. 'Geometric progressions3. AnnuitiesBinomial Theories1. Positive integral power2; The theorem and its proof3. Negative of fractional powersProbability and Sampling1. Combinations2. Permutations3.. Probability .
4. The normal curve5. Sampling
. Statistics1. Introduction ,
2. Frequency distribution3. The arithmetic mean4 The median and mode5. Standard deviation.6. Normal frequency curve and stand-
3. DeMoivre's Theorem4. Roots of a complex number,
Text.. and ReferencesAndres and others. Bask Mathematics for Science
and EngineeringBanks. Elements of MathematicsCameron. Algebra and TrigonometryCooke. Basic Mathematics for ElectronicsDubisch and others. Intermediate'AlgebraEvans. Fundamentals of MathematicsReimer and others. A ?rogram in Contemporary
AlgebraHelton. Introducing MathematicsKaltenborn and others. Basic MathematicsMitchell and Cohen. A New Look at Elementary
MathematicsMueller. Essential Mathematics for College Student:.Rice and Knight.. Technical' MathematicsRider. First-Year Mathematics for CollegesSparks. Survey of Basic MathematicsSpitzbart and Barden. Introductory Algebra and
DescriptionThis course is an elementary study of heat and
mechanics designed, so that the student who suc-cessfully completes it has knowledge and skills inphysics equivalent to above average completionof high school physics. It does not correspond toa typical high school course. It pie thenecessary basics in physics which the studentneeds to cope with the course in post high schooltechnical curricultuns, requixing a physics back-ground.
The suggested time for each topic should bealtered if necessary to insure student mastery ofthe material. The time allowance for the variousdivisions ihould be maintained as nearly as pos-sible. Frequent testing on each topic is recom-mended to maintain a desired revel of studentachievement. Many short tests are recommendedto determine the level of information mastered bythe student. More, comprehensive tests may beused to ascertain the student's proficiency in cor-relating the materials of one topic with another.
A number of laboratory experiments have, beenlisted. The instructor should select from this listthose experiments which most effectively supplywhat the class needs to learn. As many experi-ments, as time allows should be conducted. Anoccasional laboratory period may be used for thestudy of comprehensive problerns and perhaps forcomprehensive testing. Demonstrations should begiven whenever, possible, followed by studentpractice to develop laboratory skills and profi-ciency in theY scientific method of study and in-quiry. .
Laboratory experiments should place emphasison the proper techniques for handling equipment,developing, orderly procedures in conducting anexperiment, and systematically arranging appa-ratus for effective data takink. Experimentsshould promote questions requiring critical think-ing, provide experience in handling delicate ap-paratus arid- eqiiipment, and teach good reportwriting.
The purpose of the physics program is to de-velop an appreciation And understanding of basic
fundamental principles.
TrigonometryWade and Taylor Psndamdfltal MathematicsWagner. Introductory College Mathematics
43
, - 47
,
' " ,<
- 2,"
;
Direct reference Jas often as possible to prac-tical applications of physics principles will assistin maintaining student interest and understand-ing of the subject.
IX.X.
XI.XII,
Major divisions hours
Temperature and Measurement 4Heat and ExpansionHeat Transfers and CalorimetersChange of States . . . . . .
c. Gas lawsd. Thermal stressese. Coefficients of expansion of solids
and gases. -III. Heat Transfer and Calorimeters
1. Conductionthermal resistance2 ConvectionThermal resistance3. Radiationthermal resistance4. The hehavior of water on freeing5. Stefan's Law6. Specific heat, thermal capacitance7. Methods of determination for mix-
tures
IV. Change of State1. Change of phaseheats of fusion,
vaporization'2. Factors` affecting' melting and freez-
.ing*
3. Fatters affecting evaporation andcondensation
4. Effect of pressure5. Refrigeration
V. Humidity1. Absolute2: Relative3. Measurement4. Effect On comfori5. Dew point6. Evaporation and boiling
VI. Thermodynamics1. Mechanical equivalent2. Heat of comb_ ustion3. 'Heat engines
VII. Mechanics'ef Liquids=1. Pressure in a fluid2. Pressure due to gravity
a. Depth and density-h. Independent of shapec. Vertical surfaces
3. Distribution of PressurePaical's La*
b. Hydraulic press4. Buoyancy
a. Archimedes' Law.b. Floating bediigc. Specific gravity of
liqm sd. Use of hydrometere. Surface tension
Total
I. Temperature and Measurement1.` Temperature concepts2 Measurenient
a. Fundamental and derived unitsb. Metric systemc. English systemd. Accuracy and significant figures
3. Density --- Volume of rectangularSolids
4. Standard form for solving problemsa. The scientific methodb. Need` for precisionc. Use of standard units
II. Heat and Expansion1. Molecular theory,
a. Microscopic and macroscopicmethods
b Types of thermometersc. ScalesExpansion,a. Linear expansion of solidsb. Linear expansion of gases
64
VIII. Applications of Atmospheric Pressures1. Barometer2. Aneroid barometer3. Archimedes' principle with air4. Force and lift pumps5. Manometers and pressure balance
devices6. Siphon7. Bernoulli principle8. Venturi meters9. Laminar and turbulent flow
IX. Forces and Components1. Forces, components, resultants,
parallelogram of forces2. Simple force systems .conditions
and axioms of static equilibrium3. Free body diagrams, force analysis4. Moment of force
X. Engineering Properties of CommonMaterials Subject to Mechanical Loads1. Rigidity, moduli of elasticity2. Tensile, shear, and compressive
strengths3. Hardness4. Temperature effect on properties5. Fatigue6. Effect of shape on resistance to de-
formation
XI. Rectilinear Motion1. Constant forces2. Speed, acceleration, and distance
formuli
XII. Non-linear Motion1. Projectile motion2. Circular motion
XIII. Newton's Laws-1. Law of Gravitation2. Newton's First and Second Laws3. Newton's Third Law
XIV. Work and Friction1. Work-force, distance2. Kinetic energy, momentum, im-
pulse, and reaction3. Potential energy4. Power
LABORATORY-64 hours
Two 2-hour laboratory periods each week arerecommended. The list of experiments presented
.45
here is only a guide. Laboratory' experimentsshould be selected by the instructor which meetthe needs of the class and cover the fundamentalstaught in this course. Each student should be re-quired to keep a laboratory notebook.
Experiments which provide laboratory experi-ence for each student in the following subjectareas should be performed:
1. Precision measurement
2. Gas thermometer3. Study of a thermocouple4. Change of state-latent heat5. Heat measurement-specific heat6. Archimedes' Principles7. Specific gravity8. Boyle's Law of Gasses9. Force and motion
10. Newton's Laws of Motiori11. Equilibrium of concurrent forces12. Equilibrium and th'e principles of mo-
ments13. Simple harmonic motion
Texts and ReferencesBlackwood and others. General PhysicsDurbin. Introduction to PhysicsGreene. Principles of PhysicsHarris and Hemmerling. Introductory Applied PhysicsHumphreys and Beringer. First Principles of Atomic
DescriptionThis course is a continuation of Preparatory
Physics I, It completes the element* study ofmechanics and continues with the study of light,sound, and elementary electricity.
Since the material of this course will provideunderstanding for further in depth technicalstudies, careful planning, is necessary so that thestudent will master all of the subject matter.Teaching emphasis shouldbe on underlying prin-ciples and should use laboratory, equipment andexpel iments which will result in maximum learn-ing.
As many laboratory experiments as time per-mits should be selected from the accompanyinglist. Expe iments should be selected which pro-vide learning experiences most needed by eachidentifiable group of pretechnical students in theclass.
ClassMajor di-visions hours
I. Simple Machines 2
II. Centrifugal and Centripetal Forces 1
III. Simple Harmonic Motion 2
IV. Illumination 1
V. Reflection 2
VI. Refraction 2
VII. Lenses and Optical Instruments . 2
VIII. Nature and Transmission of Sound 2
IX. Reflection of Sound 1
X. Intensity, Loudness, andResonance 3
XI. Musical Sounds and Instruments 2
XII. Ohm's Law and ResistanceCalculations . . . ..... . .. . . . 4
I. Simple Machines1. Incline plane, screw, lever pulley2. Input, output3: Mechanical advantage4. Efficiency5. Applications
II. Centrifugal and Centripetal Forces
64
. vdeb.,Amitvg,iasors.
III. Simple Harmonic Motion1. Rotary motion, speed, acceleration
a. Radian measuremmtb. Moment of inertiac. Radius gyration.
2. Straight-line motion3. Restoring forces4. The pendulum
IV. Illumination1. Candle power2. Foot 'candle 1.
3. Photometers4. Room.
V. Reflection1. LaW of
a. Plane mirrorsb. Curved mirrors
2. Applications
VI. Refraction1. Ce-2. Index3. Parallel and non-parallel surfaces4. Total internal refraction5. Prisms
VII. Lenses and Optical Instruments1. Convex lenses2. Focal point and, focal length3. Image, formation4. Concave lenses5. Magnifying glass6. Telescope7. Microscope8. Opera glass'9. Camera
10. Eye11. Condensing Systems
VIII. Nature and TransmissiOn of. Sound1. Origin in vibrating bodies2. Transverse and longitudinal waves3. Velocity; frequency; wave length;
amplitude4. Velocity in 'various media
IX. Reflection of Sound1. Echoes2. Reverberations3. Acoustics
. r t
X. Intensi1
, Low iness and Resonance.Bel -
...a tallilLiir3Itaa,1,%
2 Effect on frequency3. Audibility4. Resonance in closed tubes5. Resonance in open tubes6. Sympathetic vibrations (resonance)
XI. Musical Sounds and Instruments1. Pitch2. Quality3. Loudness4. Harmony beats5. String instruments6. Air column instruments
XII. Ohm's Law and Resistance Calculations1. Definition of aMperes, ohms, volts2. Ohm's Law3. Resistance calculations4. Effect of temperature on resistance5. The wire tables6 Insulations
XIII. Series and Parallel Circuits1. Properties of series circuits2. Properties of parallel circuits3. Circuit analysis by assuming current
and voltage4. Potential differences in networks5. Voltage dividers6. Three-wire circuits
5. Ohmmeters6. Iron vane movements7 Electrordynamometer movement8 Wattmeters
XVII. The Sine Wave1. Generation of a Sine Wave2. The average and effective values3. Phase angle, power, and power
factor4. Voltage and current relationship for
resistive, induaive, and capacitivecircuits
XVIII. Alternating Current Series Circuits1. Vector-phasor diagrams
a. Resistive load onlyb Resistive and inductive units in
seriesc. Resistive and capacitive units in
seriesd. Resistive, capacitive, and induc-
tive units in series2. Series resonance3. Effect of frequency, inductance, and
XXIV. Tuning Circuits1. Series and parallel resonance cir-
cuits2. Resonance curves3. Selectivity
XXV. Electronic Applications1.. Block diagrams of a radio circuit2. Block diagrams of a T.V. circuit3. Block diagrams of, photo tube cir-
cuits
LABORATORY--64 hours
Continue laboratory study as in PreparatoryPhysics I. Perform experiments in the following
subject areas:1. Demonstrate the mechanical advantage of
various machines (suggest using com-pound pulleys, levers) .
48
2. A simple pendulum. Compute theoreticalperiod and demonstrate the effect ofchange on mass and length.
3. Determine the index of refraction ofseveral transparent materials. From theindex, compute the speed of light in eachof the media.
4. Determine the focal length of a lens, pre-dict the image size for various, conditions,and prove results.
5. Prove the validity of the mirror equationsfor convex and concave mirrors. Predictthe size and image for different conditions,and prove results.
6. Using the resonance principle of a knownfrequency, determine the speed of soundin air.
7. Determine the effects of tension and massof a vibrating body on the determinationof frequency.
8. Measure current and potentials in a seriesparallel circuit having two or morebranches. Verify law of series circuits andparallel circuits.
9. Perform an experiment in permanentmagnets to illustrate field shapes andfactors affecting strength of an electro-magnet.
10. Convert a D'Arsonval type 'galvanometerinto a voltmeter of various ranges and intoan ammeter of various ranges.
11. Determine characteristics of a diode.12. Determine characteristics of a triode.13. Experiment on series and parallel reso-
nance.14. Perform an experiment' on cathode ray
Texts and ReferencesBacker, Bromlee and Fuller. Elements of PhysicsBlackwood and others. General PhysicsDull and others., Modern PhysicsDurbin. Introduction to PhysicsElliott and Wilcox. Physics, A Modern AppoachGreene. Principles of PhyLicsHarris and Henunerli-4. Introductory Applied PhysicsHumphreys and Beringer. First Principles of Atomic
PhysicsOlivo and Wayne. Basic SciencePollack. Applied PhysicsStollberg & Hill. Physics: Fundamentals and Frontiers
The following is a suggested topic outline forthe laboratory sections of Preparatory Chemistry.The specific objectives under each of the first ninetopics are a guide for the instructor in preparingan outline for each laboratory exercise. Follow-ing the first nine topics which, are typical chem-istry laboratory experiments, is a list of topicsdrawn from the applied field of the biological
sciences. The instructor can develop from thesetopics, or others of his choice, laboratory experi-
ments or demonstrations considered appropriatein developing the necessary understanding ofchemistry and the required chemical laboratoryskills needed by each specific group of students.The bibliography accompanying this outline listsseveral biological and chemical laboratory man-uals in which specific chemistry experimentsrelating to the topics may be found.
By performing applied chemical exercises thestudent can become aware of the importance ofchemistry and chemical analysis as a basic toolof science and also be more highly motivated tostudy chemistry in greater depth.
7,* ,
Appendix A provides an example of a de-veloped laboratory outline for a typical theo-retical chemistry laboratory exercise and for anapplied chemistry laboratory exercise.
Laboratory exercises in this course should besimple and should emphasize understanding ofwhat is being done, why it is being done, andwhat the results mean. The instructor should beimaginative in organizing successive experimentsinto a pattern which will meet the needs of thegeneral curriculum's Preparatory Chemistry sup-ports.
LABORATORY TOPIC OUTLINEIntroduction to Laboratory Equipment
1. Familiarize the student with common lab-oratory equipment by providing basic exer-cises such as using the bunsen burner,weighing, measuring, and pipetting.
2. Practice elementary glass-working by heat-ing, bending, and cutting glass tubing.
3. Develop definite laboratory attitudes andprocedures of operation by teaching thestudents safety rules and laboratory regula-tions.
Scientific Measurements1. Acquaint the students with chemical bal-
ances and laboratory scales by assigningweighing problems using chemical reagents.
2. Make simple scientific measuremen+s usingthe metric system and graduated cylindersand the millimeter ruler.
3. Develop an understanding of volume andweight relationships under the metric sys-tem by solving some specific gravity prob-lems.
Developing Basic Laboratory Techniques
1. Perform filtration, evaporation, and pre-cipitation operations.
2. Set up a simple glass apparatus assembly.3. Teach the required procedure for writing
laboratory reports.
Hydrogen and Oxygen1. Acquaint the students with the nature of
gasses in general through evaporation andpressure problems.
2. Study the nature of hydrogen and oxygen.3. Provide experience in the use of compli-
51
cated laboratory equipment by producingoxygen and hydrogen in the laboratory.
Properties of Solutions1. Prepare different types of solutions used in
chemical work.2. Acquaint the student with the nature of
solubility and insolubility by using variouscompounds and emulsions.
3. Prepare molar and normal solutions.
Indicators and pH1. Acquaint the student with the use of vari-
ous indicators for establishing pH throughtest materials such as solutions, soil, andother substances.
2. Test for pH in unknown materials to givethe student confidence in his results.
3. Perform pH tests using an electric poten-tiometer.
Titration1. Perform a titration using a typical chemical
2. Determine the exact concentration of acidsand bases in an unknown sample.
3. Practice applications of titration used inbiological sciences.
Colloids1. Study wettable powder solutions, clay sus-
pensions, and other colloidal types of mix-tures. Define the characteristics observed.
2. Demonstrate for the student how the na-ture of colloidal suspensions may be alteredby experimental means through inductionof flocculation within a colloidal suspen-sion.
Carbon and Its Compounds1. Demonstrate the presence of carbon in vari-
ous organic materials by combustion, chem-ical digestion, and other chemical means.
2. Demonstrate that carbon is usually inertbut can be combined with other elementswhen heat is applied.
Suggested Applied ChemicalLaboratory Exercises
1. Test for sugar and starch2'. Alcoholic fermentation by yeasts and bac-
teria
awe
3. Fat hydrolysis4. Synthesis of starch with the aid of phos-
phorylase5. Digestion of food stuffs6. Ionic exchange of soils7. Auxins and plant growth regulators8. The biochemistry of milk.9. Release of nutrients from soil materials
10. Changing of starch to sugar by enzymaticaction
11. The chemistry of photosynthesis12. The colloidal nature of protoplasm
Texts and ReferencesDunbar. General ChemistryFrancis and Morse. Fundamentals of Chemistry and
ApplicationsGoostray and Schwenck. A Textbook of ChemistryHess. Chemistry Made SimpleHoffman. Chemistry for the Applied SciencesNeville and Newman. Chemistry for Agricultural
StudentsRead. A Direct Entry to Organic ChemistryRochow and Wilson. General ChemistryRoe. Principles of ChemistryWalker and others. Chemistry and Human Health
LABORATORY MANUALS INCHEMISTRYFrantz and Maim. Chemical Principles in the La-
boratoryGoostray and Schwenck. Experiments in Applied
ChemistryGrillot. Laboratory Manual for a Chemical Back-
ground in NursingHanneman. Daily Assignment Problems in First Year
ChemistryHolum. Experiments in General, Organic and Bio-
logical ChemistryKanda and Burtt. Laboratory Experiments in General
ChemistryNitz. A Laboratory Manual for Inductory ChemistryRobertson and Jacobs. Laboratory Practice of Organic
ChemistrySanderson and Bennett. A Laboratory Manual for
Introduction to ChemistryScarlett. A Laboratory Manual for College Chemistry
DescriptionThis course will acquaint the student with the
fundamental concepts and phenomena underly-
52
ing the biological sciences. It is designed to givethe student some of the basic tools and back-ground necessary to enter a technical curriculumbased on biological sciences. After mastering thiscourse and Preparatory Chemistry and Prepara-tory Mathematics, a student with no previousorganized study in the sciences can reasonablyexpect to succeed in a biological science basedtechnician program.
The course should be taught at a:pretechnicalrate and level. The primary objectives are to de-velop understanding of biological science funda-mentals, curiosity about the science of plants andanimals, and the scientific mode of thinking.
Rather than r multiple choice or prewrittenlaboratory report which the student completes ashe gathers experimental ddata, a report of the stu-dent's own is recommended in which he statesthe "objective," "procedure," and "conclusions"of each experiment he conducts.
The sample laboratory outline found in Ap-pendix B is a guide for the teacher to follow indirecting the laboratory exercise. It illustratesideas which the teacher can use to motivate thestudent in discovering and comprehending theresults of his own experimentation and develop-ing the data to be documented and interpretedin his laboratory reports.
One of the laboratory topics is a "student proj-ect." While only a few examples are given, it ishoped that the student will select a project whichcan help to identify his major areas of interest inthe biological sciences.
Major divisionsClasshours
I. Biological Sciences 2
II. The Living Cell 4
III. General Classification Systems . 2
IV. Plant Biology 10
V. Animal Biology 10
VI. Growth and Reproduction '4
VII. Bacteria 4
VIII. Ecology 4
IX. Basic Genetic Principle 4
X. Applied Biological Sciences 4
Total 48
-4-, rtr
I. The Biological Sciences1. Areas of study included in the bio-
logical sciencesvocations based onthe biological sciences
2. The scientific attitudethe scien-tific methoda. Hypothesisb. Experimentc. Conclusion
II. The Living Cell1. Characteristics, structure, and func-
tions of plant cells2. Characteristics, structure, and func-
tions of animal cells
III. General Classification Systems1. The need for classification2. The general system
a. Kingdomb. Phylumc. Subphylumd. Classe. Orderf. Familyg. Genush. Species
3. Comparison of a plant and animalclassification (example: cat andsugar maple)
IV. Plant Biology1. General plant structures
a. Leaves(1) Arrangements(2) Structure(3) Function
b. Stems(1) Structure(2) Types(3) Internal characteristics(4) Functions
c. Roots(1) Structure(2) Types(3) Functions
d. Flowers(1) Function(2) Parts(3) Fruit
2. Plant physiological processesa. Photosynthesisthe process
53
(1) Requisite materials(2) Factors affecting the process(3) Importance of the process
to manb. Respiration
(1) The process(2) Chemical changes occurring
c. Transpiration(1) Significance(2) Control
V. Animal Biology1. Principal divisions of phyle2. Generalized characteristics of each
VI. Growth and reproduction1. Nuclear and cell division2. Reproduction in plants
a. Asexualb. Sexual
3. Reproduction in aaimalsa. Asexualb. Sexual
VII. Bacteria1. Structure and general characteris-
tics2. Culture :#T cultivation3. Activities
a. Fermentationb. Decompositionc. Soil relationshipsd. The nitrogen cycle
4. Bacteria and food preservation5. Bacteria and disease
VIII. Ecology1. General factors
a. Physicalb. Chemicalc. Biological
2. The balance of naturea. Parasitesb. Predators
3. Successionreturn to the naturalstate (climax)
4. Adaptation to environmental condi-tions
IX. Basic Genetic Principles1. Heredity
a. Mendelismb. The gene theoryc. Mutations
( 1 ) Applications (illustrations)to plants
(2) Applications ( illustrations)to animals
X. Applied Biological Sciences1. Biology and agriculture
a. Hybridizationb. Symbiotic bacteria and legumesc. Growth regulators and chemical
weed controld. Feeds and antibiotics
2. Biology and healtha. Diseases, causes, preventions,
transmissionsb. Water pollution and sewagec. Nutrition and diet
3. Conservation of natural resourcesa. Food and world populationb. Water suppliesc. Wild life habitat and suburban
expansiond. Fishery; biological resources of
bodies of water
LABORATORY-64 Hours
1. The Scientific Methoda. Perform experiments designed to develop
an understanding of the scientific meth-od.
b. Perform an experiment having the stu-dent outline methods of approaching andresearching problems including:( 1) Preliminary observations( 2) Hypothesis(3) Verification(4) Evaluation of data(5) Conclusions
c. Provide practice in the use of the scientificmethod.
54
2. Use of the microscope.a. Acquaint the students with the parts of
the microscope.b. Provide some elementary exercises using
the microscope to examine biological ma-terials.
3. The cell.a. Examine and diagram examples of the
internal and external structure in typicalplant and animal cells.
b. Demonstrate and provide exercises inusing typical slide mounts..
4. Protoplasm.a. Demonstrate the nature and place of
protoplasm in plant and animal life.b. Examine and report the significant infor-
mation about protoplasm found in suchmaterials as Elodes and the Amoeba.
5. The phenomenon of photosynthesisa. Acquaint the student with the phenome-
non of food manufacture in the higherorder plants.
b. Illustrate and explain the importance ofchlorophyll to man and animals.
c. Demonstrate proof of photosynthetic foodmanufacture by starch test.
6. The fundamentals of the process of photo-synthesis.a. Demonstrate the importance of CO2,
light, and water and their relationship tofood production in plants.
b. Prove by experimentation that photosyn-thesis cannot occur if one or more of theessential factors is lacking (Law ofLimiting Factors) .
7. Respirationa. Demonstrate the process of respiration in
plants and animals.b. Demonstrate by simple experiments the
difference between aerobic and anaerobicrespiration and the relationship of eachto fermentation.
c. Demonstrate the relationship of aerobicand anaerobic respiration to food spoilageand preservation.
8. Osmosis and permabilitya. Demonstrale osmosis.b. Prepare and label a diagram of the ex-
periment.
4.1....ennearwr
9. Cell plasmolysisa. Make simple experiments and demonstra-
tions to illustrate cell plasmolysis.b. Relate this phenomenon to the life
science field through appropriate ex-amples and illustrations.
10. Enzymesa. Illustrate the place of enzymes in the
metabolic processes of plants and animals.b. Perform simple experiments such as the
reaction of the digestive enzyme (ptyalin)in changing starch to sugar or how fat orprotein substances are digested with ap-propriate enzymes.
11. Demonstrate the effect of hormones on livingorganisms through simple experiments withplants.
12. Bacteriaa. Illustrate the characteristics of bacterial
life.b. Make a bacterial culture and study it
under the microscope. Draw and labelbacterial growths.
c. Prepare a simple slide smear and employthe staining and fixing processes.
13. A biological field tripa. Demonstrate, through observation and
contact, the varying characteristics ofplant and animal life as they occur in thefield.
b. Illustrate the necessity of having a classi-fication system.
55
14. Conservation of natural resourcesa. Visit suburban or rural areas and observe
evidence of soil erosion and water loss.b. Provide students with an opportunity to
hear a wild life specialist discuss problemsrelated to the conservation of wildlife.
15. A biological specimen collection; preparingthe collection with appropriate identifica-tion of all specimens. Examplesa. Insectsb. Leaves, buds, and twigsc. Plant census within a limited boundary
16. Nutritional experiments with laboratoryanimals
Texts and ReferencesBeaver. Workbook and Laboratory Manual in General
Biology. General Biology: The Science of Biology
Dillon and Cooper. A Laboratory Survey of BiologyDownes. The Chemistry of Living CellsFoth and Jacobs. Laboratory Manual for Introduc-
tory Soil ScienceJohnson and others. Laboratory Manual for General
BiologyMachlis and Torrey. Plants in ActionMeyer and Swanson. Laboratory Plant PhysiologySkjegstad. General Biology Laboratory GuideWald and others. Twenty-six Afternoons of Biology,
An Introductory Laboratory ManualWeisz. Laboratory Manual in the Science of Biology
White. Chemical Background for the Biological
SciencesWoodruff. Understanding Our Soils
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Baker, William D. Reading Skills. Englewood Cliffs,N.J.: Prentice-Hall, Inc., 1953.
Banks, J. Houston. Elements of Mathematics. Boston,Mass.: Allyn and Bacon, Inc., current edition.
Beardsley, Monroe C. Thinking Straight: Principlesor Reasoning for Readers and Writers. EnglewoodCliffs, N.J.: Prentice-Hall, Inc., current edition.
Beaver, William C., and G. B. Roland. General Biol-ogy: The Science of Biology. Saint Louis: C. V.Mosby Co., current edition.
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Blackwood, 0. H., and others. General Physics: ATextbook for Colleges. New York: John Wiley andSons, current edition.
Blumenthal, Joseph C. English 3200: A ProgrammedCourse in Grammar and Usage. New York: Har-court, Brace and World, Inc., 1962.
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Cameron, Edward A. Algebra and Trigonometry. NewYork: Holt, Rinehart and Winston, Inc., currentedition.
Cooke, Nelson M. Basic Mathematics for Electronics.New York: McGraw-Hill Book Co., Inc., currentedition.
Core, Earl L., and others. General Biology. New York:John Wiley and Sons, Inc., current edition.
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De Vitis, A. A., and J, R. Warner. Words in Context:A Vocabulary Builder. New York: Appleton- Century-Crofts, Inc.
Dillon, Lawrence S., and William A. Cooper. A Lab-oratory Survey of Biology. New York: MacmillanCo., 1962.
Dolciani, Mary P., and others. Modern IntroductoryAnalysis: Structure and Method. New York:Houghton Mifflin Co., current edition.
Downes, Helen R. The Chemistry of Living Cells.New York: Harper and, Row, Publishers, Inc., cur-rent edition.
Dubisch, Roy, and others. Intermediate Algebra. NewYork: John Wiley and Sons, Inc., 1960.
Dull, Charles E., and others.' Modern Physics. NewYork: Holt, Rinehart and Winston, Inc., 1963.
Dunbar, Ralph E. General Chemistry. Totowa, N.J.:Littlefield, Adams and Co., 1964.
Durbin, Frank M. Introduction to Physics. EnglewoodCliffs, N.J.: Prentice-Hall, Inc., 1955.
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Francis, Charlotte A., and Edna C. Morse. Funda-mentals of Chemistry and Applications. New York:Macmillan Co., current edition.
Frantz, Harper W., and Lloyd E. Mahn. ChemicalPrin-ciples in the Laboratory. San Francisco: W. H.Freeman & Co., 1966.
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Nit; Otto W. A Laboratory Manual for IntroductoryChemistry. Dubuque, Ia.: William C. Brown Co.,1956.
Olivo, C. Thomas, and Alan Wayne. Basic Science,Volume 1: Fundamentals of Physics. Albany, N.Y.:Delmar Publishers, Inc., 1951.
Olson, Magnus, and other staff of the University ofMinnesota. General Biology Laboratory Manual.Minneapolis, Minn.: Burgess Publishing Co., 1965.
Orear, jay. Fundamental Physics. New York: JohnWiley and Sons, 1961.
Ostrom, John. Better Paragraphs. San Francisco:Chandler Publishing Co., 1961.
Pollack, Hermon W. Applied Physics. EnglewoodCliffs, N.J.: Prentice-Hall, Inc., 1964.
Postlethwait, Samuel N. Plant Science: Unitized forUse with the Audio-Tutorial Approach.. Minneapo-lis, Minn.: Burgess Publishing Co., 1966.
Read, John. A Direct Entry to Organic Chemistry.New York: Harper and Row, Publishers, Inc.
Resnick, Robert, and D. Halliday. Physics. New York:John Wiley and Sons, 1966.
Rice, Harold S., and R. M. Knight. Technical Mathe-matics. New York: McGraw-Hill Book Co., Inc.,1963.
Rider, Paul R. First-Year Mathematics For Colleges.New York: Macmillan Co., current edition.
Robertson, G. R., and Thomas L. Jacobs. LaborctoryPractice of Organic Chemistry. New York: Mac-millan Co., current edition.
Rochow, Eugene G., and Mathew K. Wilson. GeneralChemistry. New York: John Wiley and Sons, Inc.,1954.
Roe, J. H. Principles of Chemistry. St. Louis: C. V.Mosby Co., current edition.
Roget, Peter M. New Roget's Thesaurus in DictionaryForm. New York: G. P. Putnam's Sons, currentedition.
Sanderson, Robert T., and W. E. Bennett. A Labora-tory Manual for Introduction to Chemistry. NewYork: John Wiley and Sons, Inc., 1955.
Scarlet, Andrew J. A Laboratory Manual for CollegeChemistry. New York: Holt, Rinehart and Winston,Inc., 1956.
Semat, Henry. Fundamentals of Physics. New York:Holt, Rinehart and Winston, Inc., current edition.
Shoemaker, Frances, and Louis Forsdale. Communica-tion in Ge.;eral Education. Dubuque, Ia.: WilliamC. Brown Co., 1960.
Simpson, George G., and others. Life. New York:Harcourt, Brace and World, Inc., current edition.
Spache, George D. Toward Better Reading. Scarsdale,N.Y.: Garrard Publishing Co., 1963.
Spache, George D., and Paul C. Berg. The Art ofEfficient Reading. New York: Macmillan Co.,
current edition.Sparks, Fred W. A Survey of Basic Mathematics.
New York: McGraw-Hill Book Co., Inc., currentedition.
58
Spitzbart, Abraham, and R. H. Barden. IntroductoryAlgebra and Trigonometry. Reading, Mass.: Addi-son-Wesley Publishing Co., 1962.
State University of New York. Agricultural and Tech-nical Institute at Farmingdale Catalog, 1964-1966. Farmingdale, New York: The University,1964.
Staton, Thomas Felix. How to Learn Faster andBetter. Montgomery, Ala.: Educational Aids, 1958.
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Stauffer, Andrew. General Biology. Princeton, N.J.:D. Van Nostrand Co., Inc., 1963.
Stollberg, Robert, and F. F. Hill. Physics: Funda-mentals and Frontiers. Boston: Houghton MifflinCo., 1965.
Thompson, Wayne N. Fundamentals of Communica-tion. New York: McGraw-Hill Book Co., Inc.,1957.
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Suggested 2-Year Post High School Curriculum,(0E-80031) Washington: U. S. GovernmentPrinting Office, current edition.
Civil TechnologyHighway and StructuralA Suggested 2 -Year Post High School Curriculum.(OE-80041) Washington: U. S. Government Print-ing Office, 1966.
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Wade, Thomas L., and H. E. Taylor. FundamentalMathematics. New York: McGraw-Hill Co., Inc.,Current edition.
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Walker, Burnham S., and oth' rs. Chemistry and Hu-man Health. New York: McGraw-Hill Book Co.,Inc., 1956.
Warriner, John ., and others. English Grammar andComposition: Complete Course. New York: Har-court, Brace and World, Inc., current edition.
Webster's Seventh New Collegiate Dictionary. Spring-field, Mass.: G. and. C. Merriam Co., current edi-tion.
Weisz, Paul B. Laboratory Manual in the Science ofBiology. New York: McGraw-Hill Book Co., Inc.,current edition.
Whaley, W. Gordon, and others. Principles of Biology.New York: Harper and Row Publishers, Inc., cur-rent edition.
White, Emil H. Chemical Background for the Bio-
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Williams, Olwen, and others. Laboratory Exercises forBiological Science, .7. niladelphia: Lea and Febigcr,1963.
Witty, Paul A. Pow to Become a Better Reader.Chicago: Science Research Associates, current edi-tion.
Wrenn, C. Gilbert. Practical Study Aids. Stanford,Calif.: Stanford University Press, current edition
, .,,,Aftfi, r.-)
59
Study-Habits Inventory. Stanford, Calif.:Stanford University Press, current edition.
Wrenn, C. Gilbert, and Luella Cole. Reading Rapidlyand Well. Stanford, Calif. : Stanford UniversityPress, current edition.
Wrenn, C. Gilbert, and R. Larsen. Studying Effec-tively. Stanford, Calif.: Stanford University Press,
current edition.Zetler, R. L., and W. G. Grouch. Successful Communi-
cation in Science and Industry: Writing, Readingand Speaking. New York: McGraw-Hill Book Co.,inc., 1961.
:=444- 'n^
APPENDIX A
Examples of Chemistry Laboratory Exercisesin Preparatory Chemistry for
Biological Science Based Curriculums
I. IONIC EXCHANGE IN SOILPreliminary Explanations: The studentshould understand that:1. The presence of hydrogen ions (11+) is the
primary cause of soil acidity.2. The clay particles of soil are negatively
charged () and, therefore, can hold onto and attract positively charged ions (+)such as potassium (le), calcium (Cal,or hydrogen (H+)
3. Dumping many positive charged ions (*)such as Ca" into a soil can replace manyof the acid causing 11+ ions (Cation Ex-change) .
4. In this particular experiment, we replacethe II+ with IC ions.
Objectives:1. To demonstrate how limestone changes
an acid soil to a more alkaline soil.2. To develop an understanding of the ex-
change of plant nutrient elements thatoccur in the soil (Cation Exchange) tospecifically show how hydrogen ions (11+)held on the clay particles can be ex-changed or replaced by other ions; thedirect application is the liming of soils.
Materials needed:1. Acid soil (subsoil in large container)2. Funnel rack and stand3. Two funnels4. Two beakers5. Filter paper6. Distilled water7. 1/10 solution of potassium nitrate8. Chlor-phenol red solution from a pH test-
ing kit
61
Procedure:1. Secure funnel rack to stand.
2. Place filter paper in each funnel and fillthem with soil.
3. Place a beaker under each funnel to catchthe leachate.
4. Leach the soil in one funnel with potas-sium nitrate and the soil in the other fun-nel with distilled water.
5. Continue leaching until each beaker isabout full.
6. Add chlor-phenol red to each beaker, 2 - 4drops should be sufficient.Observe any changes in color that occur.
The distilled water which is neutralshould flow through the soil unchangedand be purple when the chlor-phenolred is added. The potassium of thepotassium nitrate solution should re-place the II+ ions causing them to befound in the filtrate. This solutionshould then be turned a shade of orangeto yellow due to the presence of the 11+ions. (If tap water is contaminated, theexperiment will not work because of thepresence of calcium and other miner-als.)
Applications:1. We use limestone to sweeten a soil because
it contains Ca.+ ions which are capable ofreplacing the II+ ions responsible for theacid condition. (Limestone is also used be-cause it is plentiful and cheap.)
2. If it is primarily the clay particles whichhold the 11+ ions causing the acidity- thisexplains why Experiment Stations recom-mend more lime be applied to soil high in
7.
NOTE :
clay than to sandy soil with the same pHreading but lower in clay content.
NOTE: Be sure all glassware in this experimentis rinsed with distilled water beforestarting. The presence of hard watermineral accumulation will cause thisexperiment not to work.
2. PROPERTIES OF SOLUTIONSObjectives:1. To acquaint the student with the char-
acteristics of different types of solutions.2. To acquaint the student with the nature
of solubility and insolubility.3. To acquaint the student with the concepts
of normality and molarity.
Related information:A. Definitions:
1. Solvent - substance (usually liquid)in which another dissolves in varyingquantities. The common or universalsolvent is water.
2. Solute-the substance dissolved in asolvent.
3. Saturation-the point at which nomore solute will dissolve under theexisting temperature and pressure.
4. Supersaturation-solutions containingmore than usual saturated amounts ofa solute.
5. Normal solution-a solution contain-ing 1 gram of replaceable hydrogen or17 grams of hydroxyl radical per literof solution.
6. Molar solution-a solution containing1 gram molecular weight of a soluteper liter of solution.
7. Hydroxyl radical -the -OH radicalfound in bases, alkalis, or water.
B. General characteristics of water solutions :
1. Solutes vary in their solubility inwater.
2. Substances which do not dissolve agreat deal are usually called insoluble.
3. Raising the temperature of the solventusually increases the solubility-thereare exceptions to this, however.
4. Saturated solutions at high tempera-tures may not crystallize out when
rf,
cooled unless disturbed - these solu-tions are called "supersaturated" solotions.
C. Expressing solution concentration:1. Percentage-by weight of the solute in
the solution; study carefully the illus-trations given by your instructor.
2. Molarity-a molar solution is a meansof expressing the number of grammolecular weights of solute in one literof solution. These are referred to as1M, 2M, etc.
3. Normality--a means of expressing thenumber of gram equivalent weights ina liter of solution. These are referredto as 1N, 2N, 3N, etc.
4. Acids and bases are often referred toas being N or M solutions.
D. Solubilities of some common compoundsin water at room temperature:
Solute
g dissolvingin 100 ml of
water
Barium carbonate .0022
Barium chloride 35.2
Barium hydroxide 3.7
Barium iodide 201.36Calcium bromide . 143.0
Calcium carbonate .0013
Calcium chloride 72.0
Calcium hydroxide .17
Calcium iodide 202.8
Calcium nitrate 125.8
Calcium sulfate .20
Lead chloride 1.49
Lead iodide .08
Lead sulfate .0041
Magnesium carbonate .10
Magnesium chloride 56.0Magnesium hydroxide .001
Magnesium sulfate 35.2
Potassium carbonate 111.0
Potassium chlorate 6.6
Potassium chloride 33.9
Potassium hydroxide 110.0
Potassium nitrate 29.6
Potassium sulfate 11.1
Silver chlorate 12.25
Silver chloride .00015
62
3T;'7F ".,""
g dissolvingin 100 ml of
Solute water
Silver iodide .00000035
Silver nitrate 211.6Silver sulfate .58
Sodium carbonate 19.3
Sodium chlorate 97.16
Sodium chloride 35.9
Sodium fluoride 4.49Sodium hydroxide 107.5
Sodium iodide 177.9
Sodium nitrate 86.1
Sodium sulfate 16.83
Zinc hydroxide .0004
Zinc nitrate 115.0
Zinc sulfate 55.6
Part I-Solutions, solutes, and solvents
Directions
A. Soluble and insoluble substances:1. Place 1 g each of CaCO3, CaSO4, NaC1,
KnOs, and NaNO3 in separate clean, dry,large test tubes.
2. Add water until test tubes are about 72full.
3. Stopper test tubes and shake each vigor-ously.
4. Examine the solutions in the test tubescarefully.
5. List solutes in order from least soluble tomost soluble.
(1)(2)(3)(4)(5)
6. Check your results with the solubilitytable supplied.
7. Which substances would you call insol-uble?
B. Solvents:1. Place 1 g of NaCI in each of 3 clean test
tubes.2. Add 2 ml of alcohol to one of these test
tubes, 2 ml of water to one, and 2 ml ofdiluted HC1 to the 3rd.
3. Stopper test tubes and shake vigorously.4. Allow to settle and observe test tubes.
63
5. How do these solvents vary in their abilityto dissolve salt? List in order of amountsdissolved.
C. Temperature and solubility:1. Place 1 g of NaCI in a large test tube.2. Add 2 ml of water.3. Heat to boiling.4. Allow excess salt to settle.5. Decant supernatant liquid into another
test tube.6. Cool 2nd test tube slowly in cold running
water.7. How is the solubility of NaC1 affected by
increased temperature?
8. Repeat the steps above using KC103 in-stead of salt.
9. Record the results this time.
10. Which becomes soluble to a greater de-gree when heated NaCI or KC103? .
Part II--Supersaturation
A. Supersaturated solution of sodium thiosul-fate:1. Place 1 g of sodium thiosulfate in a large
test tube.2. Add 1 drop of H20, no more.3. Heat gently until solid melts-keep warm
for 2 or 3 minutes.4. Set aside to cool-do not jar or move un-
necessarily.5. After 10 minutes inspect the solution -
has it recrystallized?6. Add a tiny crystal of sodium thiosulfate
What happens?
NOTE: If crystallization has occurred in step 5, youshould repeat.
B. Temperature changes with supersaturated so-lutions:1. Place 1 g of sodium in a small flask2. Add 4 drops of water.3. Heat gently to the boiling point.4. Plug the top with absorbent cotton.5. Set aside to cool in room temperature.6. insert a thermometer into the solution in
flask.
r--
Z=-79,0,
it 44', ..*"S- V.-
7. Drop a small crystal of sodium acetateinto solution.
8. What happens to the temperature?
9. What happens to the sodium acetate'
I. Complete the following table:
CompoundCommon
Name ,,Weight in aliter of nor-mal solution
10. Was this a chemical or physical change?
11. Explain the reaction occurring.
Reference: Introductory Chemistry,Meyer; pp. 164-184.
Weight in aliter of mol-ar solution
Amount whichwill dissolve
in a liter
KClOsCa (OH) 2NaC1
II. What weight of barium hydroxide is present in a 2N solution?HI. What w(...ight of anhydrous ferrous sulfate (FeSo4) is present in 100 ml of 2N ferrous sulfate
solution?IV. What bearing does a knowledge of solutions have upon our understanding of the digestive
prmss?V. What is meant by the agricultural term "Hydroponics" and what relationship does it bear
to the study of solutions?VI. What interest does the dairy manufacturer have in the strength of solutions and crystalliza-
tion?VII. What is meant by the homogeneity of a solution?
64
re,
"-
APPENDIX B
A Typical Laboratory Experiment forPreparatory Biological Science
1. CELL PLASMOLYSISObjectives:1. To provide a basic experiment which will
illustrate the phenomenon of cell plas-molysis.
2. To provide an experiment which will re-quire the student to prepare and use asimple microscope slide, adjust and usethe microscope.
3. To provide an opportunity for the stu-dent to independently study a reactionand draw conclusions.
Materials:1. Plant materialZebrina Pendula2. Compound microscope3. 0.25 M sucrose solution4. Slide mount materials5. Distilled or demineralized water
Procedure:1. Strip away some of the epidermis covering
the midrib on the lower surface of the leafof Zebrina Pendula (Wandering Jew) .
2. Mount this epidermal specimen in waterand examine under the microscope. Make
65
kV.
a simple drawing of what the cells looklike and label as "normal."
3. Replace the water with 0.25 M sucrosesolution and allow to stand for severalminutes.a. Observe the slide mount periodically.b. Make another drawing of what the
cells look like and label them as "plas-molymd."
4. Again, replace the sucrose solution withdistilled waterif no change, repeat withfreshly plasmolyzed cells.
Conclusion:1. Explain the phenomenon of plasmolysis
in your own words.2. What moved out of the cells when they
became plasmolyzed?3. What evidence can you provide to sup-
port the above conclusion?
Applications:1. What are some applications to everyday
life science occurrences where plasmolysismight play a part?
2. What beneficial effects of plasmolysis canyou think of ? Detrimental effects?.
'1
,
APPENDIX CAudiovisual Materials and Reference;
I. SOME SELECTED SOURCESAddison-Wesley Publishing Co.Department EB201Reading, Massachusetts 01867California Test Bureau206 Bridge StreetNew Cumberland, Pa. 17070Central Scientific Company1700 Irving Park RoadChicago, Illinois 60613Coronet Instructional Films65 E. South Water StreetChicago, Illinois 60601Doubleday and CompanyGarden CityNew York 11530George Vincent McMahonElectronic EngineeringResearch & Development Labs381 West 7th StreetSan Pedro, California 90731Encyclopaedia Britannica Inc.425 North. Michigan AvenueChicago, Illinois 60611
Ginn & Company717 Miami Circle, N. E.Atlanta, Georgia 30324Graflex, Inc.Programmed Learning Dept.P.O. Box 101Rochester, New York 14061
Harcourt, Brace & World, Inc.Dept. of Programmed Instruction757 Third AvenueNew York, New York 10017
InradP.O. Box 4455Lubbock, Texas 79409
OF AUDIOVISUAL MATERIALSLyons and Carnahan407 East 25th StreetChicago, Illinois 60616McGraw-Hill Book Company, Inc.350 West 42nd StreetNew York, New York 10036
The Macmillan Company60 Fifth AvenueNew York, New York 10011
Prentice-Hall, Inc.Englewood CliffsNew Jersey 07632
The Psychological Corporation304 East 45th StreetNew York, New York 10017
J. Ravin Publications4215 Ca levo DriveLe Mesa, California 92041
Science Research Associates, Inc.259 East Erie StreetChicago, Illinois 60611
Tarmac Audio Visual Co.71 North MarketAsheville, North Carolina 28801
Teaching Materials Corporation575 Lexington AvenueNew York, New York 10022
Training Systems, Inc.12248 Santa Monica BoulevardLos Angeles, California 90025
Tor Education, Inc.55 Fifth AvenueNew York, New York 10003
Universal Electronics Labs. Corp.510 Hudson StreetHackensack, New Jersey 07601
66
2. SOME SELECTED REFERENCES DEALING WITH AUDIOVISUAL TEACHING
Dale, Edgar. Audio-Visual Methods in Teaching. NewYork: Holt, Rinehart and Winston, Inc., currentedition.
De Kieffer, Robert, and Lee W. Cochran. Manual ofAudio-Visual Techniques. Englewood Cliffs, N. J.:Prentice Hall, Inc., current edition.
East, Marjorie. Display for Learning: Making andUsing Visual Materials. New York: Holt, Rinehart,and Winston, 1952.
