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In creating a modern and completely original curriculum resource for courses on
agricultural technology systems, the authors of Agricultural Mechanics and Technology
Systems set several goals for themselves. First, the text’s coverage had to be basic enough
for learners who have little or no prior experience with mechanical systems and yet detailed
enough to challenge those with an aptitude for mechanics and technology. Second, coverage
had to be broad enough to cover all the major skilled trades—including building construction,
electricity, welding, and power systems—in true-to-life agricultural contexts. Third, it had
to provide meaningful presentations of theory and enough depth to promote inquiry-based
learning in the classroom and the lab. And fourth, the text had to be concisely written in
order to balance limited classroom and lab hours with the demands of introducing multiple
disciplines.
An additional imperative was to place the study of agricultural technology within the
framework of the AFNR Career Cluster Content Standards, and not only attract students to the
Power, Structural, and Technical Systems Career Pathway, but to also take subsequent courses.
In creating the text, the author team drew on their experience as both educators and
subject matter experts, which has allowed for pedagogical soundness and a high degree of
technical accuracy. They were guided by a diverse and geographically balanced panel of expert
reviewers, who critiqued every chapter and made many important contributions to the text.
Working safely is an overarching theme of the text, with a dedicated chapter on safety
(Chapter 5), technology-specifi c safety coverage in nearly every chapter, and extensive safety
notes throughout the text. The repeated exposure to safety issues is intended to develop a
safety-fi rst mindset and drive home the point that safe work habits are required in every area
of agricultural technology systems.
Developing an appreciation for the rich career options available in agricultural
technology systems is another theme of the text. Along with an early chapter on careers
(Chapter 2), the text offers practical information and advice to those participating in career
development events (CDEs).
In support of the modern agricultural education model, the text promotes a deep
understanding of supervised agricultural experiences (SAEs) and the many ways they can
be designed to enrich the study of agricultural technology systems. Chapter 3 provides an
overview of experiential learning, and numerous SAE Connections and AgEd Connections
throughout the text extend and apply it. Active learning is further developed by Hands-On Ag
features and by the chapter-ending STEM and Academic Activities.
In recognition of the importance of cross-curricular tie-ins, reading and writing skills are
developed by the careful defi nition and use of technical terms in Words to Know, by Before You
Read guidance provided at the start of every chapter, and by vocabulary-building exercises
at the end of every chapter. The myriad applications of agricultural technology systems
to science, technology, engineering, and mathematics are explored in STEM Connections
throughout the text and reinforced in STEM and Academic Activities.
Special care has been taken to address the needs of visual learners. To highlight safe,
correct, and current practices, four-color photographs, many of which were created specifi cally
for this text, and line art appear on nearly every page of the text.
Preface