STATE OF FLORIDA
DEPARTMENT OF EDUCATI4
FLOYD T. CHRISTIAN, Commissioner
O. OF F. LIBRARY
DIVISION OF VOCATIONAL,
TECHNICAL, AND ADULT EDUCATION
CARL W. PROEHL, DIRECTOR
TECHNICAL and HEALTH
THOMAS W. STRICKLAND, ADMINISTRATOR
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The publication of this bulletin is for the purpose of communicating to
school officials, program and facility planners and instructors in
technical education, the essential concepts and requirements for an
effective high school program in Pre-Engineering Technology Electronics
Option. These guidelines have been cooperatively developed by educators
and industrial representatives as a guide for establishing and evaluating
these programs. They are not meant to be rigid or restrictive but are
intended to provide assistance and guidance to persons charged with the
responsibility of educating technical aides or assistants.
It is hoped that the materials presented in the publication will be use-
ful in understanding the characteristics and special needs of this type of
education on the secondary level. The graduate will be prepared to go to
work immediately upon graduation or will have the necessary background to
pursue several closely related options at the post secondary level in such
technologies as electrical, electronics, mechanical, electromechanical,
computer programming, data processing, instrumentation, pre-engineering,
This bulletin represents the time, thought, and effort of many indi-
viduals. Special credit is due to the following individuals who made
suggestions for original draft and worked to make these guidelines a
contributing factor to a quality technical education program in Pre-
Engineering Technology Electronics Option.
Mr. Morton Broad Mr. James H. Steeley
Dixie Hollins High School New Stanton Senior High School
4940 Sixty-second Street 1149 West 13th Street
St. Petersburg, Florida 33709 Jacksonville, Florida 32209
Mr. Robert E. Kemp Mr. Albert V. Cito
Coordinator of Electronics Hillsborough High School
1011 Gilmore Street 5000 Central Avenue
Jacksonville, Florida 32204 Tampa, Florida 33603
Mr. H. D. Woertendyke
Key West High School
2100 Flagler Avenue
Key West, Florida 33040
Mr. Russell A. Chapman
Ribault Senior High School
3701 Winton Drive
Jacksonville, Florida 32208
Mr. Jerome D. Robbins
Chipola Junior College
Marianna, Florida 32446
Mr. Carl Carrigan, Assistant Dean
Florida Junior College at
Jacksonville, Florida 32205
Mr. Earl N. Gulledge, Consultant for Technical Education, served as
coordinator of the project and prepared the final draft for publication.
The following steps should be considered by a high school principal or
local director of technical education when planning for a new technology:
1. Determine possible need for programs.
2. Survey business to determine technicians needed.
3. Determine potential student supply through surveys.
4. Estimate anticipated enrollments.
5. Contact the appropriate professional societies.
6. Secure support of school faculty and administrators.
7. Establish advisory committees.
8. Visit existing programs of the type decided upon and determine the
unique problems involved.
9. Determine objectives of the program.
10. Prepare a list of teachers needed to support the program.
11. Employ a competent instructor at least six months before program
starting date to assist in developing the program, assist in
preparation of equipment lists, develop instructional materials,
assist in student recruitment and selection, and initiate a
public relations program.
12. Develop general subject content and tentative program outline.
13. Determine approximately the laboratory equipment needed.
14. Determine facilities needed to support the program.
15. Prepare cost estimate of starting and maintaining the program.
16. Translate plans into program operation.
17. Initiate program evaluation procedures and make changes as neces-
18. Plan a system for student placement and follow-up procedures.
19. Establish a continuing plan for promoting technical education.
The pre-engineering technology-electronics option is not intended
to duplicate the post-high school programs in Electronics Technology at
the Vocational-Technical'Centers and Junior Colleges. The high school
programs should be feeder programs for the post-high school programs.
The high school programs will be referred to in this guideline as
ELECTRONIC ENGINEERING SUPPORT PERSONNEL ARE FOUND IN ALL PHASES OF
PRODUCT DEVELOPMENT, MANUFACTURE AND MARKETING
GUIDELINES FOR ESTABLISHING AND EVALUATING
HIGH SCHOOL PRE-ENGINEERING TECHNOLOGY-ELECTRONICS OPTION
The goal of the high school pre-engineering technology electronics
option curriculum is to educate engineering support personnel who are
employable upon graduation or who are prepared to pursue post secondary
education in this field.
The technical content of the curriculum is designed to provide a
broad background of experience necessary for employment in the field of
applied electronics. The student is provided a basic foundation in elec-
tricity, basic electronics, and solid state fundamentals. He is also
expected to pursue an appropriate general education program including
subjects such as mathematics, English, social studies, physical education
and the physical sciences. The program should be balanced between the
practical and the theoretical.
The graduate of the program can expect to be employed in construction,
production, operation, sales, and servicing of electronic equipment; or
pursue post secondary education in this field.
Purpose and Objectives
The purpose of the technical electronics program is twofold:
1. to prepare the student for employment upon graduation from
2. to prepare the student to pursue further technical education
at the post secondary level
General objectives of the course are to develop within the student:
1. a working knowledge of the vocabulary associated with electronics
2. the ability to communicate effectively in the spoken and written form
3. the ability to adapt to changes brought about by new developments in
technology and the social, business and organizational environment in
which he will function
4. the ability to interpret and utilize the information provided by
schematics, charts, graphs, drawings, flow charts and specifications
5. the ability to apply his knowledge to testing, analyzing and trouble-
shooting electronic devices
6. the ability to qualify for employment in those industries employing
engineering support personnel.
Specific objectives of the course are:
1. to develop the skills for competent analysis of the basic physical and
electronic concepts of direct current circuits
2. to develop the skills for competent analysis of alternating current and
alternating current circuit analysis
3. to develop the skills for competent analysis of the construction and the
theoretical and practical operation of semiconductors and vacuum tubes
4. to develop the skills for competent analysis and operation of basic
electronic circuits and systems
5. to develop the skills for competent analysis and the use of technical
data through familiarity with technical manuals, handbooks, and other
trade and technical journals
6. to bring to the student the awareness of the socio-economic impact of
electronic technology in the modern world
7. to instill in the student the necessary habits and attitudes about work
which will motivate him to develop the traits of safety, neatness,
accuracy, pride in his work, reliability, honesty and resourcefullness
8. to develop or improve the student's skills in communication, in the
area of job applications and job interviews, with added emphasis on
written expression in electronic terminology and technical report
9. to acquaint the student with problems associated with management,
inventory, cost control, sales and distribution in the electronic
Organization and Administration
The high school technical electronics program may be established in
secondary schools or area vocational-technical centers serving high school
The primary responsibility for administration and planning is assumed by
school personnel. These responsibilities include organization and administra-
tion, periodic review, continued development, evaluation and general'effec-
tiveness of the educational program.
An advisory committee consisting of representatives of such organizations
as the communications industry, business machines industry, appliance pro-
duction or maintenance industry, research and development laboratories,
military installations or other concerns producing, distributing and utilizing
electronic equipment, is helpful to effective planning. It is recommended
that this committee be appointed by the appropriate school authorities for
a one or two-year term.
The organization and operation of the program shall be consistent with
the requirements of the State Plan for the Improvement of Vocational, Tech-
nical and Related Educational Services and the policies of the State Board
for Vocational Education. It shall be based on standards recommended by
the Technical and Health Occupations Education Section, Division of Voca-
tional, Technical and Adult Education, Department of Education, State of
Selection of students should be made by the school guidance and coun-
seling staff in cooperation with those directly responsible for the edu-
cation program. All applicants shall be required to have the appropriate
abilities and aptitudes for such a program.
General Plan of Instruction
The secondary technical electronics program is two or three years in
length, beginning in grade ten or eleven. It includes classroom and lab-
oratory experiences carefully correlated to carry out the objectives of
the program. The faculty is urged to use selected field trips to visit
business and industry.
The effectiveness of a technical program depends upon the quality of the
instructors) and the capacity, ability and aptitude of the students. The
individual seeking admission to the program should have at least average
scholastic ability, a mechanical aptitude and good motivation. Algebra I
should be taken in the ninth grade. The testing and interviews with
electronic teacher and guidance counselor should be done during the ninth
grade so that results are available when scheduling classes for tenth grade.
Effective guidance and counseling is essential.
Description of the Program
The primary aim of this program is to prepare high school graduates to
become engineering support personnel or technical specialists and to be
able to function in the occupation. The nature of the program is prepara-
tory. "On the job" training and experience is required to achieve final
success. Continued higher level education is highly desirable.
The curriculum includes both classroom and laboratory learning experi-
ences. The correlation of these experiences should be carefully planned to
insure an educationally sound program.
The mathematics and sciences required for the technical specialist or
technical aide do not vary greatly from many of today's high school pro-
grams. The key is to the teaching method or approach. The emphasis should
be on the practical application and use of mathematics and science rather
than on a theoretical approach involving rigorous proofs. A good working
relationship between the respective instructors will make the program more
A sound knowledge of written and oral communications is essential to the
technical specialist or technical aide. It is hoped that the school will
provide experiences including speaking and report writing.
A SUGGESTED PROGRAM CONTENT
English II 1 unit
*Algebra I 1 unit
Science 1 unit
**Social Studies 1 unit
Physical Education 1 unit
Technical Electronics I 1 unit
*If Algebra I is taken in grade 9, Algebra II may be taken at this time.
**If a social studies course such as civics, world history, or world geography
is taken in grade 9, one elective may be taken at this time.
English III 1 unit
*Algebra II 1 unit
American History and/or
Americanism vs. Communism 1 unit
**Physical Education 1 unit
Technical Electronics II, III 2 units
*If Algebra II is taken in grade 10, trigonometry may be taken at this time.
**If it is not desired to take physical education, one elective may be taken
at this time.
English IV 1 unit
*Trigonometry 1 unit
**Physical Education 1 unit
Technical Electronics IV, V 2 units
Elective 1 unit
*If trigonometry is taken in grade 11, one elective may be taken at this time.
**If it is not desired to take physical education, one elective may be taken at
NOTE: If trigonometry and physical education are not taken during grade 12,
the student will have enough elective time available to enable him to
participate in a cooperative work arrangement with an electronics
industry for one-half of each day.
NOTE: If student is preparing to enter an E.E. program, Algebra I should be
taken in grade 9, Algebra II in grade 10, Trigonometry in grade 11, and
Physics in grade 12. Chemistry should be taken.
ANOTHER SUGGESTED PROGRAM CONTENT
English II 1 unit
Algebra II 1 unit
Social Studies 1 unit
Physical Education 1 unit
Technical Electronics I 2 units
English III 1 unit
Trigonometry 1 unit
American History and/or
Americanism vs. Communism 1 unit
Technical Electronics II 3 units
English IV 1 unit
Physics 1 unit
Chemistry 1 unit
Technical Electronics III 3 units
Technical Electronics I, Grade 10
Emphasis is placed on learning the fundamentals of electricity and
electronics. Course content includes the electron theory, basic circuits,
cells and batteries, resistance, resistance networks, Ohm's law, Kirchhoff's
law, Watt's law, magnetism, electromagnetism, time constants, and principles
and use of measuring instruments.
Technical Electronics II, Grade 11 (1st semester)
Emphasis is placed on learning the basic concepts of alternating current,
impedance, phase relationship, resonance, transformers, time constants, and
principles and use of measuring instruments. Use of oscilloscope, audio
generators, R.F. signal generators, and other related test equipment.
Technical Electronics III, Grade 11 (2nd semester)
Emphasis is placed on learning the basic concepts of semiconductors,
semiconductor characteristics, transistors, types, biasing, stabilization,
and transistor test equipment.
Technical Electronics IV, Grade 12 (1st semester)
Emphasis is placed on learning the basic concepts of vacuum tubes, vacuum
tube characteristics, mutual conductance, load lines, rectifiers, power
supplies, audio amplifiers, detector circuits, frequency response, distortion
analysis, power amplifiers, oscillator circuits, wave shaping circuits. Use
of related test equipment.
Technical Electronics V, Grade 12 (2nd semester)
This course builds upon the fundamental concepts of semiconductor
physics, and includes amplifiers, oscillators, integrated circuits,
application to electronic circuits and industrial circuits, servicing of
transistor and integrated circuits, developments in transistor and in-
tegrated circuits, developments in semiconductor electronics.
Because of the importance to the electronic technician of the ability
to use the slide rule, instruction should be given throughout all the
courses in its proper use, beginning in Technical Electronics I.
One of the important phases of the study of electronics is the appli-
cation of principles and theories learned in the classroom through de-
monstrative and laboratory experimentation possible only in the laboratory
where facilities and equipment are provided. Therefore, the student will
be required to perform a basic number of laboratory experiments pertaining
to the basic concepts covered in the courses.
Physical Facilities and Equipment
High schools or area vocational-technical centers offering the technical
electronics program should plan carefully to allow for the needs of the
industries they serve and to allow for advances and changes in facility
requirements. The facilities and the equipment should approximate those
generally accepted by industry. The schools should maintain close com-
munication with competent advisory committees to insure that the training
facilities are attuned to new methods and applications as utilized by
Some specific suggestions for consideration are:
1. 75 square feet per student.
2. 100 square feet per instructor.
3. Allowance for storage and equipment room (10-30 square
feet per student.)
4. The classroom facilities should be included in the laboratory.
Classroom for teaching theory: (It is very probable that many
schools and instructors will wish to use individual instruction
entirely through the use of learning activity packets. In which
case, the classroom will not be needed.)
1. The classroom should contain a minimum floor area
of 600 square feet.
2. Should contain student desks, chalkboards, projection
screens and tackboard.
3. Should be well lighted with provision for controlling
the lights in such a way as to facilitate the use of
visual aids. All lighting should be designed to meet
the needs of night classes.
4. Electrical outlets should be provided for demonstration
and projection equipment.
5. A storage area for visual aids and lecture equipment
should be located within or adjacent to the classroom
Laboratory (general characteristics):
1. Appropriate for the strengthening of technical knowledge
2. Convenient for the students and instructors.
3. Work stations should accommodate at least two students,
with a maximum of 24 students per instructor.
4. Storage area for instruments and equipment should be
located adjacent to the laboratory so that the instructor
can readily control the movement of stock, instruments
and equipment. Some display type storage case should be
considered for items such as meters, and books of the
5. Should be equipped with sink, chalkboard, tackboard, and
6. Doors should provide for easy flow of traffic in and out
of the laboratory.
7. Power control for all utilities should be centralized with-
in easy reach of the instructor.
8. The electrical service to each work station should be on a
separate circuit breaker and through an isolation trans-
9. Electrical wiring to work stations should be through over-
10. Door openings should be consistent with the size of
equipment to be moved through them.
11. A drinking fountain should be located in the laboratory.
12. All electrical equipment should be provided with grounds.
13. An adequate office for the instructor should be provided.
14. Antenna equipment for radio and television.
,15. Amateur radio station where instructor has
16. Floor should be non-conductive material.
Occupational Educational Cluster
The electronic engineering support personnel or technical specialist
assists or supports the engineer or scientist in the development, design
or maintenance of the various electronic instruments and devices.
An experienced electronic technical aide or technical specialist
may perform one or more of the following functions in design, development
Work from engineering specifications, sketches, and drawings to
assist in the design of electronic systems, instruments and
Utilize data and information in the form of handbooks and charts
on various components from reference sources to make necessary
Draw preliminary sketches and layouts and determine items that
require further consideration in final design.
Determine whether standard components can be used in the design of
Prepare final layouts, detailed working or assembly drawings and
supervise other personnel in the preparation of drawings.
Interpret schematic and line diagrams relating to electronic
Construct or supervise the construction of prototypes.
Troubleshoot, diagnose, locate and correct malfunctions in units
Evaluate tests and projects by preparing reports including the
necessary charts, diagrams and graphs.
Align, calibrate, test and troubleshoot components and electronic
Technical Skills Required
Must be able to read and interpret engineering drawings, electrical
and electronic schematics, blueprints and line drawings.
Must be able to prepare technical reports concerning tests and
Must be able to use the various tools and instruments needed to
service and maintain electronic systems.
Technical assignments in the field of electronics may be broadly
divided into three general fields or areas. The technician may in his
lifetime progress through all three areas or he may become an expert
in only one particular field. The three areas may be identified as
INSTALLATION, MAINTENANCE AND REPAIR, and DESIGN.
In this field the technician is called upon to assemble, build, and
construct electronic devices or systems. Skills involved include
ability to solder, use tools, and assembly techniques. He must be
able to use various testing and measuring methods for quality testing
and quality control; The ability to apply instructions, oral and
written, as well as ability to read and interpret circuit diagrams
and schematics is necessary. He must have knowledge of electronic
components and circuits.
2. MAINTENANCE AND REPAIR
In this area the technician applies analytical skills to determine
malfunctions from observed symptoms and data. Then he makes necessary
corrections and repairs from logical conclusions which lead to the
defective component and circuits. He must: be able to read circuit
diagrams, wiring diagrams, and schematics; have knowledge of elec-
tronic components and circuits; have the ability to trace circuit
diagrams and wiring diagrams rapidly; be competent in the use of
measuring instruments and devices to assist in the locating of mal-
functioning components and circuits; and have the diagnostic ability
to predict the behavior of circuits and components under different
The technician in this area assists the design engineer or scientist
in the development of new electronic devices, circuits, and systems.
He must have all those skills listed under installation, and main-
tenance and repair, and also the following: ability to interpret
and follow engineering instructions, specifications, sketches and
drawings; ability to construct, align, calibrate, test and trouble-
shoot the components and circuits under development; ability to
utilize data and information from handbooks, charts and reference
sources; ability to make necessary calculations; ability to prepare
final layouts, detailed working drawings and assembly drawings; and
ability to evaluate tests and projects and to write appropriate
technical reports on the final development.
This publication is intended as a recommended guide for program plan-
ning and development at the high school level. It is expected that
adaptations may need to be made to suit various situations in different
There is definitely an established need for electronic engineering
support personnel and technical aides and according to the industry, the
demand is increasing. Strong high school programs properly designed to
prepare persons for employment in this field are needed.