Exploring the Curriculum Design of Bioelectronics Techniques to Introduce into the Electrical and Electronic Cluster of Taiwan’s Vocational High Schools *Dar-Chin Rau Chorng-Yann Su **Hwa-Ming Nieh Mu-Hui Lai *Professor, National Taiwan Normal University **Neihu Vocational High School, Taipei, Taiwan 05/Jan/2006 ，

Preface I Biotechnology industry has been mapped out as a key area for promotion and development in both the “Challenge 2008 National Development Plan” and the “Two Trillion & Twin Stars Industries Development Plan”, the two keynote official plans for economic development being implemented in Taiwan at present.

Preface II In the “2002 White Paper for Industrial Technologies” issued by Ministry of Economic Affairs, R.O.C., bioelectronics technologies have been drawn up as a key area for economic development.

Features of the 2006 New Curriculum for the Vocational High Schools It is designed to strengthen the school-based curriculums. (15-35% → 35-43%) It has the potential to enhance the quality of the post-secondary education.

A New Subject —Basic Biology The framework of the new curriculum for the electrical and electronic cluster is scheduled to be implemented in August It is noteworthy that the study filed of science includes a new subject — basic biology.

Electrical and Electronic Cluster Applicable School Type Industrial EducationMarine and Fishery Education Applicable Program Electric Engineering, Electronics, Computer Sciences, Control Engineering, Refrigeration and Air Conditioning, Aviation Electronics Electronic Communication And other new programs set up in accordance with laws

Purpose This paper not only described the concepts of introducing bioelectronics techniques into related professional and practical subjects, but also explored the curriculum objectives and designs pertaining to the concepts. It is hoped that this paper can serve as a reference for vocational high schools with the electrical and electronic cluster and help them design professional school-based curriculums.

An Illustration of Introducing Bioelectronics Techniques into the Electrical and Electronics Cluster The current textbooks lack examples that integrate different fields of study. This paper recommends integrating basic biology into the portion of professional study and practical training in the new curriculum for the electrical and electronics cluster.

Example In the 1950’s, Dr. Yoshio Nakatani and overseas meridian system researchers discovered that skin near the meridian system of a human body has lower electrical resistance. Based on the above biological knowledge, students can be taught how to make a “meridian detector” during a lesson of electric circuit practices on amplification circuit.

Circuit Diagram

Status of the Bioelectronics Techniques Development in the Vocational High Schools Since August 2000, eight vocational high schools in Taiwan have transformed their original departments of agricultural machinery into biomechatronics departments to develop technicians for the bioindustry.

Content of Professional Curriculum in the Departments of Biomechatronics Professional Field of StudyContent of Lessons Bioproduction Engineering Farm and machinery for land preparation, stock raising machinery, machinery for plant and biological environmental protection, rice and food plant production system, horticultural seed and nursery production system, plant tissue culture production system, aquaculture production system, gardening engineering, greenhouse engineering, cultivation engineering. Bioprocessing Engineering Machinery for drying and storage of farm products, machinery for processing post harvest farm product, food process engineering, waster disposal for agriculture, fishery and animal husbandry, physical property and quality analysis of biological materials, biological material mechanics, biological refrigeration engineering, thermal environment engineering, bio-energy engineering, biological reactor. Monitoring and Analysis of Biosystem Bio-system intelligent control, bio-environmental control, robot application, bio-image technology, bio-sensor, biological quality measurement and on-line test, biological system modeling and analysis, expert systems in agriculture and decision support system.

Curriculum Objectives The main objectives of integrating bioelectronics techniques into the electrical and electronics cluster are to stimulate students’ interest in bioelectronics, enlarge their fields of study, make them learn the basic and practical knowledge of bioelectronics techniques, and ultimately enhance their employment opportunities in the job market.

Concepts of Curriculum Design I This paper recommends only those basic bioelectronics techniques be introduced into the curriculum. It is the school-based subjects that bioelectronics techniques should be introduced into—for example, electronic circuits (including practices), special topic production, microprocessors (including practices), and single microchip practices.

Concepts of Curriculum Design II The level of biology knowledge that students need to study should be confined to simple biology concepts. The techniques introduced into the curriculum should be practical and in line with the skill level and original teaching objectives of the electrical and electronic cluster.

Process of Curriculum Design

Conclusion This paper focused only on the concepts of the curriculum design. Categories of professional competency of basic bioelectronics technology are being developed. We hope to have the pleasure of reporting the research in the next convention.

Thanks Thank you for your audience and enjoy the rest of the convention.