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The following are examples of the types of activities and assignments that
address the specified standards:
Using necessary academic skills (math, physics, chemistry, reading), students
will complete a project in which they design a part/object (e.g., pen, gear,
chair, robotic arm, cell phone). The project will include a materials list,
written description, and drawn description (include dimension, mass, volume).
The appropriate technology, e.g. computer/software will be used to carry
out/complete the project.
Specific Assignments:
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Complete all beginning project summary question sets as assigned,
meeting appropriate ESD writing standards.
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Standard 01: Academics
F1.01
Perform math operations to complete jobsite/ workplace tasks such as estimating
and distributing materials and supplies.
F1.02
Perform physics skills to work with materials and load applications.
F1.03
Apply the principles of chemistry to manage workplace/jobsite materials safely.
F1.04
Read, understand and respond to English language technical and workplace
documents to effectively function in the workplace/jobsite.
F1.05
Write clear and effective English to prepare workplace/jobsite information.
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READING Components (at GLE 8-10)
1.2 Use vocabulary (word meaning) strategies to comprehend text.
1.3 Build vocabulary through wide reading.
1.3.2 Understand and apply content/academic vocabulary
2.1 Demonstrate evidence of reading comprehension.
3.1 Read to learn new information.
WRITING Components
- Apply writing conventions.
3.1. Pre-write—generate ideas and gather information.
3.2.
Draft—elaborate on a topic and supporting ideas.
3.3.
Revise—collect input and enhance text and style.
3.4.
Edit—use resources to correct spelling, punctuation, grammar, and usage.
3.5.
Publish—select a publishing form and produce a completed writing project
to share with chosen audience.
MATHEMATICS Components (at GLE 8-10)
Note:
see supplementary sheet for complete details
1.1. Understand and apply concepts and procedures from number sense.
1.2: Understand and apply concepts and procedures from measurement.
1.3: Understand and apply concepts and procedures from geometric sense.
1.5: Understand and apply concepts and procedures from algebraic sense.
2.1: Investigate and Analyze Situations
2.2: Formulate Questions and Define the Problem
2.3 Understand the problem,
Generate questions, Construct Solutions
Apply a variety of strategies
2.4: Draw Conclusions
2.5: Evaluate and Verify Results
3.1: Gather Information
3.1.1 collecting information
3.1.2 Analyze information
3.2: Organize and Interpret Information
3.3: Represent and Share Information
4.1: Relate Concepts and Procedures |
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1.2
The student will demonstrate the ability to acquire and use information
in a family, community, business and industry settings.
SCANS Activity :
D Use Computers to Process Information |
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90 Total – Foundation Standards
See breakdown under specific performance tasks
5 hrs |
In the workplace, the student will:
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Perform academic skills required by/necessary to the job.
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Students will research a specific engineering field and/or process. The data
gathered through research will be developed into a 3-5 minute presentation.
Presentation delivery will include both verbal and visual delivery, i.e., use a
means such as PowerPoint.
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Standard 02: Communications
F2.01
Use and follow industry specific verbal and visual skills to accomplish
workplace/jobsite communications.
F2.02
Listen to and speak with a variety of individuals to enhance communication
skills. F2.03
Exhibit public relation skills to address a variety of situations such as
increasing internal and external customer/client satisfaction. |
COMMUNICATION
Component
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Listen and observe to gain and interpret information.
1.3 Check for understanding by asking questions and paraphrasing.
COMMUNICATION Component
1.1
Focus attention.
2.1. Communicate clearly to a range of audiences for different purposes.
2.2.
Develop content and ideas.
2.3.
Use effective delivery. Adjust speaking strategies for a variety of audiences
and purposes
2.4. Use effective language and style
2.5.
Effectively use action, sound, and/or images to support presentations.
3.1.
Use language to interact effectively and responsibly with others.
3.2.
Work cooperatively as a member of a group.
3.3.
Seek agreement and solutions through discussion.
4.1. Assess own and others' strengths and need for improvement and set
goals for improvement.
Seek, offer, and use feedback to improve communication.
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Analyze how communication is used in career settings.
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Leadership: Individual Skills
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The student will demonstrate oral, interpersonal, written, and electronic
communication and presentation skills and understands how to apply those
skills.
Activity: Presentation to class |
1.2
The student will demonstrate the ability to acquire and use information
in a family, community, business and industry settings.
SCANS Activity :
C Interpret and Communicate Information |
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- hrs
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In the workplace, the student will:
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Use verbal and visual customer service skills in both workplace environment and
public venue.
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Students will choose a topic and write a tutorial.
Students will draw an assembly sequence diagram for a product (e.g., IKEA
product assembly directions are always in pictures, i.e., no words).
Specific Assignments:
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Students will draw an assembly sequence diagram for a product. Drawing may be
produced by hand sketch, mechanical drafting, or with CAD. Rhino3d drawings may
animate the assembly using Bongo. A set of written instructions must also be
developed.
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Students will write a set of directions for performing a CAD operation.
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Standard 03: Problem Solving & Critical Thinking
F3.01
Identify the relationship between available resources and requirements of a
project/problem to accomplish realistic planning.
F3.02
Evaluate and adjust plans/schedules to respond to unexpected events and
conditions. F3.03
Synthesize and report conditions to keep the organization appraised of progress
and problems. |
SCIENCE Components
2.2.
Apply science knowledge and skills to solve problems or meet challenges.
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CRITICAL THINKING
1.1 Observe
1.2 Patterns
1.3 Sequence
1.4 Classify
1.5 Compare/Contrast
1.6 Predict
1.7 Cause/Effect
1.8 Fact/Opinion
1.9 Main Idea
1.10 Summary
1.11 Point of View
1.12 Analysis
1.13 Finding Evidence
1.14 Evaluation
1.15 Detect Bias
1.16 Inference
1.17 Conclusion
METACOGNITION 2.1 Metacognition
2.2 Reasoning
APPLIED THINKING
3.1 Problem Solving
3.2 Decision Making 3.3 Goal Setting
CREATIVE THINKING 4.1 Fluency
4.2 Elaboration
4.3 Flexibility
4.4 Originality
ENHANCING BEHAVIORS
5.1 Risking
5.2 Inquisitiveness
5.3 Attending
5.4 Persistence
5.5 Precision |
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1.1
Identify, organize, plan and allocate resources
. allocating time, money, materials space and staff.
SCANS Activity:
B Money
– uses or prepares budgets, makes forecasts, keeps records, and makes
adjustments to meet objectives.
1.2 Acquire and use
information in a family, community, business and industry settings.
SCANS Activity :
A Acquire and Evaluate Information
B Organize and Maintain Information
1.3 Understand complex inter-relationships (systems).
SCANS Activity: B
Monitors and Corrects Performance –
C
Improves or Designs Systems –
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5 hrs
2 hrs |
In the workplace, the student will:
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Be flexible to unexpected events or conditions
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Report progress and/or problems in workplace environment
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To demonstrate the complexity of systems relationships, students will design a
product packaging (e.g., egg drop, shoebox, cell phone). As part of the
project, they will include a data/information report that includes, but is not
limited to such items as calculation of the man hours required for mass
production, materials required to produce the packaging, economic and
environmental impacts. |
Standard 04: Systems
F4.01
Comply with governmental regulations and applicable codes to establish a legal
and safe workplace/jobsite.
F4.02
Examine relationship of roles and responsibilities between trades/professions
to complete a project/job.
F4.03
Examine all aspects of the built environment and its' systems to complete
project planning. F4.04
Apply industry standards and practices for quality to ensure quality work.
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MATHEMATICS Components (at GLE 8-10)
4.3: Relate Mathematical Concepts and Procedures to Real-World Situations
4.3.1Understand how mathematics is used to solve problems in local, national or
international situations.
ECONOMICS Components
1.1.
Understand that the condition of scarcity requires people to choose among
alternatives and bear the consequences of that choice.
1.2.
Understand that the availability and use of resources influences the production
of goods and services in the economy.
2.1.
Recognize that both buyers and sellers participate in voluntary trade because
both expect to gain from the exchange.
2.3. Understand that prices in competitive markets create incentives that
influence the choices of buyers and sellers.
2.4.
Understand that investment in people, tools, and technology affects employment
levels and standards of living.
3.1. Analyze the role of government as participant in an economy through
taxation, spending, and policy setting.
3.2 Understand the role of money, banking, and financial institutions and
how individuals and businesses use them. |
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Leadership: Group Skills
2.4 The student will demonstrate skills that assist in understanding and
accepting responsibility to family, community, and business and industry.
Activity:
Leadership: Community and Career Skills
3.1 The student will analyze the roles and responsibilities of citizenship.
Activity:
3.5 The student will understand and utilize organizational systems to
advocate for issues at the local, state, and international level.
Activity: |
1.3
The student will demonstrate an understanding of complex inter-relationships (
systems).
SCANS Activity:
A Understands Systems
– knows how social, organizational, and technological systems work and
operates effectively with them.
1.3
The student will demonstrate an understanding of complex inter-relationships (
systems).
SCANS Activity:
C Improves or Designs Systems
– suggests modifications to existing systems and develops new or
alternative systems to improve performance.
1.4
Ability to work with a variety of technologies, identify or solve problems with
equipment, including computers and other technologies.
SCANS Activity: B
Applies Technology to Task
– understands overall intent and proper procedures for setup and
operation of equipment |
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5 hrs |
In the workplace, the student will:
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Act in accordance with codes and regulations
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Identify roles and responsibilities necessary to completing a project
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Apply industry standards and practices for quality work
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Examine systems required to complete a project
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Working in teams, students will develop and conduct a comprehensive work
environment assessment of the classroom.
WISHA/OSHA standards and other available environmental guidelines will be used
(lighting, noise, keyboards, etc.) to develop the assessment instrument. The
assessment will include a written report outlining standards met and
suggestions for improvement.
Specific Assignments:
1. Students will research WISHA/OSHA standards and other available
environmental guidelines regarding lighting, noise, keyboards, etc. to develop
an assessment instrument. Students will conduct a comprehensive work
environment assessment of the classroom. |
Standard 05: Safety, Health and Environment
F5.01
Observe rules and regulations to comply with personal and jobsite safety
standards. |
HEALTH & FITNESS Components
2.3 Acquire skills to live safely and reduce health risks.
3.1.
Understand how environmental factors affect one’s health (air, water,
noise, chemicals).
3.3 Use social skills to promote health and safety in a variety of
situations. |
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1.3
The student will demonstrate an understanding of complex inter-relationships (
systems).
SCANS Activity:
B Monitors and Corrects Performance
–
1.4
The student will demonstrate an ability to work with a variety of
technologies, identify or solve problems with equipment, including
computers and other technologies.
SCANS Activity:
C Maintains and Troubleshoots Equipment
– prevents, identifies, or solves problems with equipment, including
computers and other technologies.
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- hrs
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In the workplace, the student will:
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Act in accordance with the job site safety rules and regulations
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Working in teams, students will select and complete a comprehensive group
design project that requires using such leadership skills as goal setting,
advocacy, communication, parliamentary procedure, etc. to assure project
success. Peer assessment / Redline shall be an integral component of the
project.
Specific Assignments:
Culminating project
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Working in a group, design a bridge or other load bearing structure as
assigned. Use principles of Physics and Mathematical calculations to support
design decisions. Create all necessary orthographic views. Print construction
drawings and final presentation drawings with a title block. Develop a bill of
materials. Test the structure and evaluate the results. Students will develop
their own timeline for completion, and resolve conflicts. A portion of the
group grade will address group dynamics.
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Standard 06: Leadership and Teamwork
F6.01
Establish specific goals to manage project assignments in a timely manner.
F6.02
Effectively resolve conflicts with co-workers to maintain a smooth workflow.
F6.03
Work as an individual and as a team member to accomplish assignments.
F6.04
Use mentoring skills to inspire others to achieve. |
| | Leadership: Individual Skills
1.4 The student will apply leadership skills in real-world applications.
Activity:
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The student will demonstrate self-advocacy skills
Leadership: Group Skills
2.1 The student will communicate and participate to reach common goals.
Activity:
2.3 The student will both lead and follow.
Activity:
2.5 working knowledge of parliamentary procedure.
Activity:
2.6 The student will assure that a pre-planned group activity is completed.
Activity:
2.7 The student will train others to understand the established rules and
follow those rules
Activity:
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The student will utilize the principles of group dynamics
Leadership: Community and Career Skills
3.3 The student will understand their role, participate in and evaluate
community service and service learning activities.
Activity:
3.6 The student will understand the importance and utilize the components
and structure of community-based organizations.
Activity:
3.7 The student will participate in the development of a program of work or
strategic plan and will work to implement the organization’s goals.
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An OSPI approved Career and Technical Student Organization
(CTSO) such as TSA or Skills USA should be available to students for the
purpose of enhancing leadership skills.
The CTSO is the program where instruction and practice in skills and activities
such as parliamentary procedure, community service, and developing a program
of work shall occur. | |
13 hrs |
In the workplace, the student will:
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Establish specific goals
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Resolve conflicts
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Work as an individual and team member
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Standard 07: Ethics and Legal Responsibilities
F7.01
Exhibit personal accountability, integrity and responsibility to enhance
confidence among co-workers.
F7.02
Read regulations and contracts to ensure ethical and safety elements are
observed.
F7.03 Use ethical and legal standards to avoid conflicts of interest.
F7.04
Examine legal and ethical relationships between employees and employers to
establish workplace/jobsite rules, regulations and guidelines. |
CIVICS Components
1.2.
Examine key ideals of United States democracy such as individual human dignity,
liberty, justice, equality, and the rule of law.
1.3.
Examine representative government and citizen participation.
2.2.
Understand the function and effect of law.
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Recognize factors and roles that affect the development of foreign policy by
the United States, other nations, and multinational organizations.
4.1.
Understand individual rights and their accompanying responsibilities including
problem-solving and decision-making at the local, state, national, and
international level.
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Identify and demonstrate rights of United States citizenship related to school,
local, state, national, and international issues.
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Leadership: Group Skills
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The student will demonstrate knowledge of conflict resolution and challenge
management.
Activity:
CTSO meetings and activities
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In the workplace, the student will:
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Act in accordance with ethical and legal guidelines.
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Using a career research tool (such as WOIS), students will prepare a report
covering the requirements for training, certification, licensing and the
personal characteristics required for employment in that career. The report
should include an assessment of personal strengths for success in that
particular field.
Specific Assignments:
This will be included in the Occupation presentation assignment. |
Standard 08: Employability and Career Development
F8.01
Exhibit a positive work ethic to comply with employment requirements.
F8.02
Recognize requirements for career advancement to plan for continuing education
and training. F8.03
Examine Licensing, certification and credentialing requirements at the
national, state and local levels to achieve compliance.
F8.04
Recognize the responsibilities and personal characteristics of a professional
craftsperson to develop personal goals for professionalism.
F8.05
Maintain a career portfolio to document knowledge, skills and abilities.
F8.06 Demonstrate respect for and respectful interaction with those from
diverse backgrounds; work to eliminate stereotyping, bias and harassment.
| READING
Components (at GLE 8-10)
3.3 Read for Career applications.
3.3.1 Understand and apply appropriate reading strategies for interpreting
technical and non-technical documents used in job-related settings.
WRITING Components
2.4. Write for career applications.
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Assess own strengths and needs for improvement. Analyze effectiveness of own
writing and set goals for improvement.
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Seek and offer feedback
MATHEMATICS Components (at GLE 8-10)
4.2: Relate Mathematical Concepts Procedures to Other Disciplines
4.2.1Analyze the concepts, strategies, and procedures from other disciplines to
extend mathematical patterns and concepts in new situations.
4.2.2 Apply mathematical thinking and modeling in other disciplines.
4.3: Relate Mathematical Concepts and Procedures to Real-World Situations
4.3.2 Understand how mathematics is used in career settings.
SCIENCE Components
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Know that science and technology are human endeavors, interrelated to each
other, to society, and to the workplace.
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Leadership: Individual Skills
1.1 The student will analyze, refine, and apply decision-making skills
through classroom, family, community, and business and industry (work-related)
experiences.
Activity:
1.7 The student will conduct self in a professional manner in practical career
applications, organizational forums, and decision-making bodies.
Activity:
Leadership: Community and Career Skills
3.3 The student will understand their role, participate in and evaluate
community service and service learning activities.
Activity: |
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The student will demonstrate the ability to identify, organize, plan and
allocate resources.
SCANS Activity:
D Human Resources
– Assess skills and distributes work accordingly, evaluates performance
and provides feedback. | |
See career presentation under Communicat-ion standards |
In the workplace, the student will:
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Have knowledge of their career work requirements
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Exhibit a positive work ethic
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Display professionalism
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Have knowledge of the career certification process
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Provide a career work portfolio
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Given a set of plans, the students will list and define all symbols and
annotations. Students will use the appropriate tools/technology necessary to
completing the assessment task.
Specific Assignments:
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Students will complete fill in the blank worksheets requiring them to read
information from technical drawings provided.
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Students will prepare cost estimates from technical drawings provided.
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Students will complete a worksheet identifying standard drafting symbols.
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Students will produce appropriate orthographic, drawings and/or sketches
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Students will complete 4 core sketches incorporating basic drafting concepts
such as orthographic and isometric views, linetypes, sketching techniques, and
applications from Geometry.
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Students will create an object from Legos, then accurately measure and draw
standard views of the object.
Following instruction/ demonstrations/handouts relative to operating systems,
the instructor will conduct day to day observations of the student’s
appropriate use of operating systems: use of the computer, creation and storage
of work, and appropriate use of the Internet (applying standards from the
district or business).
Students will create drawings using basic tools to create and annotate entities
in both 2d and 3d. The 3d work will use primitives, extrusions and
revolutions.
Specific Assignments:
Complete all beginning drawings in Rhino 3d or AutoCad as assigned using the
tutorial instructions provided. |
Standard 09: Technical Skills
F9.01
Read technical drawings and documents to plan a project.
F9.02
Use and maintain appropriate tools, machines and equipment to accomplish
project goals.
Standard 09:
Orthographic Projections
CS09.01 Identify, create, and place appropriate orthographic views
Standard 10:
Pictorial Drawings
CS10.01 Identify and create axonometric drawings
Standard 12:
Fundamental Computer Skills – Hardware
CS12.01 Demonstrate proper care of equipment
CS12.02 Operate and adjust input devices
CS12.03
Operate and adjust output devices CS12.04
Correct handling and operation of storage media
CS12.05 Start and shut down work station
Standard 13:
Operating Systems
CS13.01 Start and exit a software program as required
CS13.02
Demonstrate proper file management techniques
CS13.03
Identify, create and use directory structure
CS13.05 Use on-line help
CS13.06 Save drawings to storage devices
Standard 14:
Basic CADD Skills - Create
CS14.01 Create new drawing CS14.02
Perform drawing set up CS14.03
Construct geometric figures
CS14.04
Create text using appropriate style and size to annotate drawings
CS14.05
Use and control accuracy enhancement tools
CS14.06 Create 2D models.
CS14.07 Create objects using primitives
CS14.08
Revolve a profile to create a 3-D object
Standard 15:
Basic CADD Skills - Edit
CS15.01 Utilize geometry editing commands
CS15.02 Utilize non-geometric commands
Standard 16:
Basic CADD Skills - Manipulate
CS16.01 Control coordinates and display scale
CS16.02 Control entity properties
CS16.03 Use viewing commands
CS16.04 Use display commands
CS16.06
Plot drawings on media using correct layout and scale
CS16.07 Use layering techniques
CS16.08 Use grouping techniques | |
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The student will demonstrate the ability to acquire and use information
in a family, community, business and industry settings.
SCANS Activity:
D Use Computers to Process Information
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The student will demonstrate an ability to work with a variety of technologies,
SCANS Activity:
A Selects Technology –
B Applies Technology to Task
– C
Maintains and Troubleshoots Equipment – | |
3 hrs
3 hrs
2 hrs
15 hrs
2 hrs
30 hrs
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In the workplace, the student will:
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Create and read technical drawings
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Maintain proper tools and equipment
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Course Approval: 2002