Developed by Developed for...e. Interpret and use data and information in maps, charts, graphs,...

Developed by

Developed for

The components of this instructional framework were developed by the following curriculum developmentpanelists:

Nasir Ayoub, Instructor, Colgan High School, Prince William County Public Schools andAssociate Professor, Northern Virginia Community College, Alexandria/AnnandaleWilliam Best, Training Manager, The Apprenticeship Program, Newport News Shipbuilding,Newport NewsByron Clemsen, Instructor, John Handley High School, Winchester Public SchoolsKathleen Ferguson, Instructor, Old Dominion University, NorfolkSteve Gidaro, Business Unit Manager, Battery and Blower Products, STIHL USA, VirginiaBeachTimothy Pline, Metallurgist, Huntington Ingalls Industries, Newport News

Correlations to the Virginia Standards of Learning were reviewed and updated by:

Leslie R. Bowers, English Teacher (ret.), Newport News Public SchoolsVickie L. Inge, Mathematics Committee Member, Virginia Mathematics and Science CoalitionAnne F. Markwith, New Teacher Mentor (Science), Gloucester County Public SchoolsMichael Nagy, Social Studies Department Chair, Rustburg High School, Campbell County PublicSchools

The framework was edited and produced by the CTE Resource Center:

Leanne F. Tipton, Writer/EditorKevin P. Reilly, Administrative Coordinator

Virginia Department of Education Staff

Materials and Processes Technology http://dave:8080/++skin++retail/verso/technology_education/materials_...

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Dr. Lynn Basham, Specialist, Technology Education and Related ClustersDr. Tricia S. Jacobs, CTE Coordinator of Curriculum and Instruction

Dr. David S. Eshelman, Director, Workforce Development and InitiativesGeorge R. Willcox, Director, Operations and Accountability

Office of Career, Technical, and Adult EducationVirginia Department of Education

Copyright © 2019


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Cluster, pathway, and occupation information, as updated in the APG and CPG, will appearhere.

Template material omitted: A general description of the elements of a course framework and linksto generally applicable Web resources appear here.


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Suggested Grade Level: 9 or 10 or 11Prerequisites:

New 2019: Students focus on physical materials and processes as they fabricate usable products and conductexperiments. Learning experiences include career analysis as well as the use of tools and equipment related toanalysis, testing, and processing of metals, plastics, woods, ceramics, and composite materials. This single-period lab course is recommended for students interested in technical careers and others wishing to improvetheir technological literacy.


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Virginia Workplace Readiness Assessment (NOCTI) and IC3 Certification (Certiport)


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For the indicated course(s):

TaskNumber

8433 8478 Tasks/Competencies

Examining Careers and Professional Practices

001Implement a safety plan that includes safety rules and emergencyprocedures for lab work.

002 Research careers related to materials and processes.

003Investigate local industry and technical resources related to materials andprocesses technology.

004 Identify organizations that develop product and testing standards.

005 Research the responsibilities of the members of a project team.

006 Participate in a project team.

Understanding Materials and Processes Technology Concepts

007 Use measuring and layout tools.

008List technological and societal developments related to materials andprocesses technology.

009 Explain the origin of various natural and synthetic materials.

010Explain the life cycle of a given product and the materials and processesassociated with it.

011 Explain the basic structure of atoms and ions.

012 Compare the structure of amorphous and crystalline materials.

013 Distinguish between materials.

014 Describe mechanical properties.

015 Perform material analysis using testing devices.

016 Compare chemical and physical properties of selected materials.

017 Research emerging technologies.

Working with Polymers

018Describe the characteristics and uses of thermoplastics and thermosettingplastics.

019 Select a polymer for a product, based on the properties of the material.

Template material omitted: General material used to introduce the task list has been omitted.

Tasks/competencies designated by plus icons ( ) in the left-hand column(s) are essential

Tasks/competencies designated by empty-circle icons ( ) are optional

Tasks/competencies designated by minus icons ( ) are omitted

Tasks marked with an asterisk (*) are sensitive.


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TaskNumber


020Produce polymer items through the use of selected combiningtechniques.

021 Use separating techniques on polymers.

022 Use forming techniques on polymers.

023 Produce finished surfaces on polymers.

024Apply polymeric materials and processes to a problem, product design,or prototype.

Working with Metals

025 Describe the basic structure of metals.

026 Compare typical properties of selected metals and alloys.

027 Perform basic metal-forming techniques.

028 Perform metal separation processes.

029 Perform metal combining techniques.

030 Perform metal finishing techniques.

031Apply metal materials and processes to a problem, product design, orprototype.

Working with Wood

032 Describe the nature and structure of wood and forest products.

033 Determine the physical, mechanical, and chemical properties of wood.

034 Use separating techniques on wood.

035 Use wood-combining methods.

036 Apply wood-conditioning materials.

037Apply wood materials and processes to a problem, product design, orprototype.

Working with Ceramics

038 Explain the origin, types, and uses of ceramics.

039 Classify ceramics, based on their properties.

040 Produce a ceramic part or item.

Working with Composites

041 Identify types and applications of composite materials.

042 Produce a composite part or item.

Exploring Additive and Subtractive Manufacturing

043Identify computer-driven additive and subtractive manufacturingprocesses.

044 Generate models to be converted into machine-compatible digital files.

045 Create a product using computer-driven additive or subtractive processes.

Exploring Product Standards

046Identify services that accredit companies and labs to standard qualitysystems.


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TaskNumber


047Explain how product standards shape the way raw materials and finishedproducts are manufactured.

048Explain how quality management systems (QMS) shape the wayproducts are manufactured.

049 Explain how testing standards help verify product quality.

Legend: Essential Non-essential Omitted


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Definition

Implementation should include

following basic emergency procedures for fire, personal injury, exposure to chemicals, and equipmentmalfunctionusing personal protective equipment (PPE) when working in the labadhering to safety procedures during each lab activity.

Process/Skill Questions

What should a visitor wear for protection in the lab?What steps should be taken in the event of a chemical spill?Why are the emergency shutoff procedures consistent across lab facilities?What role does OSHA play in manufacturing?

Related Standards of Learning

History and Social Science

VUS.8

The student will apply social science skills to understand how the nation grew and changed from theend of Reconstruction through the early twentieth century by

a. explaining the westward movement of the population in the United States, with emphasis onthe role of the railroads, communication systems, admission of new states to the Union, andthe impact on American Indians;

b. analyzing the factors that transformed the American economy from agrarian to industrial andexplaining how major inventions transformed life in the United States, including theemergence of leisure activities;

c. examining the contributions of new immigrants and evaluating the challenges they faced,including anti-immigration legislation;

d. analyzing the impact of prejudice and discrimination, including “Jim Crow” laws, theresponses of Booker T. Washington and W.E.B. DuBois, and the practice of eugenics inVirginia;

e. evaluating and explaining the social and cultural impact of industrialization, including rapidurbanization; and

f. evaluating and explaining the economic outcomes and the political, cultural, and social


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developments of the Progressive Movement and the impact of its legislation.

WHII.8

The student will apply social science skills to understand the changes in European nations between1800 and 1900 by

a. explaining the roles of resources, capital, and entrepreneurship in developing an industrialeconomy;

b. analyzing the effects of the Industrial Revolution on society and culture, with emphasis on theevolution of the nature of work and the labor force, including its effects on families and thestatus of women and children;

c. describing how industrialization affected economic and political systems in Europe, withemphasis on the slave trade and the labor union movement;

d. assessing the impact of Napoleon and the Congress of Vienna on political power in Europe;e. explaining the events related to the unification of Italy and the role of Italian nationalism; andf. explaining the events related to the unification of Germany and the role of Bismarck.

Science

CH.1The student will investigate and understand that experiments in which variables are measured,analyzed, and evaluated produce observations and verifiable data. Key concepts include

a. designated laboratory techniques;b. safe use of chemicals and equipment;c. proper response to emergency situations;d. manipulation of multiple variables, using repeated trials;e. accurate recording, organization, and analysis of data through repeated trials;f. mathematical and procedural error analysis;g. mathematical manipulations including SI units, scientific notation, linear equations, graphing,

ratio and proportion, significant digits, and dimensional analysis;h. use of appropriate technology including computers, graphing calculators, and probeware for

gathering data, communicating results, and using simulations to model concepts;i. construction and defense of a scientific viewpoint; andj. the use of current applications to reinforce chemistry concepts.

English

9.5The student will read and analyze a variety of nonfiction texts.

a. Apply knowledge of text features and organizational patterns to understand, analyze, and gainmeaning from texts.

b. Make inferences and draw conclusions based on explicit and implied information usingevidence from text as support.

c. Analyze the author’s qualifications, viewpoint, and impact.d. Recognize an author’s intended purpose for writing and identify the main idea.e. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical

sequence of events, within and between texts.f. Identify characteristics of expository, technical, and persuasive texts.g. Identify a position/argument to be confirmed, disproved, or modified.


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h. Evaluate clarity and accuracy of information.i. Analyze, organize, and synthesize information in order to solve problems, answer questions,

complete a task, or create a product.j. Differentiate between fact and opinion and evaluate their impact.k. Analyze ideas within and between selections providing textual evidence.l. Use the reading strategies to monitor comprehension throughout the reading process.

10.5The student will read, interpret, analyze, and evaluate nonfiction texts.

a. Analyze text features and organizational patterns to evaluate the meaning of texts.b. Recognize an author’s intended audience and purpose for writing.c. Skim materials to develop an overview and locate information.d. Compare and contrast informational texts for intent and content.e. Interpret and use data and information in maps, charts, graphs, timelines, tables, and

diagrams.f. Draw conclusions and make inferences on explicit and implied information using textual

support as evidence.g. Analyze and synthesize information in order to solve problems, answer questions, and

generate new knowledge.h. Analyze ideas within and between selections providing textual evidence.i. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical

sequence of events, within and between texts.j. Use reading strategies throughout the reading process to monitor comprehension.

11.5The student will read, interpret, analyze, and evaluate a variety of nonfiction texts includingemployment documents and technical writing.

a. Apply information from texts to clarify understanding of concepts.b. Read and correctly interpret an application for employment, workplace documents, or an

application for college admission.c. Analyze technical writing for clarity.d. Paraphrase and synthesize ideas within and between texts.e. Draw conclusions and make inferences on explicit and implied information using textual

support.f. Analyze multiple texts addressing the same topic to determine how authors reach similar or

different conclusions.g. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.h. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm,

overstatement, and understatement in text.i. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical

thinking questions about the text(s).

ITEEA National Standards

12. Use and Maintain Technological Products and Systems


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Definition

Research should include

gathering information describing materials and processes technology career pathsexploring education and training requirements for entry and advancement in a chosen occupationidentifying the advantages of selected occupationsidentifying the projected employment outlook for occupations of interest.

Many websites offer career exploration resources, including the Virginia Department of Education's CareerPlanning Guide and U.S. Bureau of Labor Statistics.


What are local industries in which materials and processes might be used?What academic courses would support a career in materials and processes technology?What technical training opportunities are available for careers in materials and processes technology?


English





sequence of events, within and between texts.f. Identify characteristics of expository, technical, and persuasive texts.g. Identify a position/argument to be confirmed, disproved, or modified.h. Evaluate clarity and accuracy of information.i. Analyze, organize, and synthesize information in order to solve problems, answer questions,


9.8The student will find, evaluate, and select credible resources to create a research product.

a. Verify the validity and accuracy of all information.


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b. Analyze information gathered from diverse sources by identifying misconceptions, main andsupporting ideas, conflicting information, point of view, or bias.

c. Evaluate and select evidence from a variety of sources to support claims and introducecounterclaims.

d. Cite sources for both quoted and paraphrased information using a standard method ofdocumentation such as that of the Modern Language Association (MLA) or the AmericanPsychological Association (APA).

e. Avoid plagiarism by using own words and follow ethical and legal guidelines for gatheringand using information.

f. Demonstrate ethical use of the Internet.








a. Verify the accuracy, validity, and usefulness of information.b. Analyze information gathered from diverse sources by identifying misconceptions, main and

supporting ideas, conflicting information, and point of view or bias.c. Evaluate and select evidence from a variety of sources to introduce counter claims and to

support claims.d. Cite sources for both quoted and paraphrased ideas using a standard method of

documentation, such as that of the Modern Language Association (MLA) or the AmericanPsychological Association (APA).

e. Define the meaning and consequences of plagiarism and follow ethical and legal guidelinesfor gathering and using information.




application for college admission.c. Analyze technical writing for clarity.


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d. Paraphrase and synthesize ideas within and between texts.e. Draw conclusions and make inferences on explicit and implied information using textual





11.8The student will analyze, evaluate, synthesize, and organize information from a variety of credibleresources to produce a research product.

a. Critically evaluate quality, accuracy, and validity of information.b. Make sense of information gathered from diverse sources by identifying misconceptions,

main and supporting ideas, conflicting information, point of view or bias.c. Synthesize relevant information from primary and secondary sources and present it in a

logical sequence.d. Cite sources for both quoted and paraphrased ideas using a standard method of





TSA Competitive Events

Definition

2. The Core Concepts of Technology

Career Prep

Prepared Presentation


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Investigation should include

listing businesses in which materials and processes technology is a main componentlocating specific names of regional or local businesses, using local reference materialsconducting specific business research.


What are some communication skills that could be used to contact local industries?What is the main industry in one’s area, related to materials and processes technology in the locality?What resources are available for investigating local industry and technical resources?



GOVT.7

The student will apply social science skills to understand the organization and powers of thenational government by

a. examining the legislative, executive, and judicial branches;b. analyzing the relationships among the three branches in a system of checks and balances and

separation of powers; andc. investigating and explaining the ways individuals and groups exert influence on the national

government.

WG.5

The student will analyze the characteristics of the regions of the United States and Canada by

a. identifying and analyzing the location of major geographic regions and major cities on mapsand globes;

b. describing major physical and environmental features;c. explaining important economic characteristics; andd. recognizing cultural influences and landscapes.

WG.6

The student will analyze the characteristics of the Latin American and Caribbean regions by



WG.7

The student will analyze the characteristics of the European region by

a. identifying and analyzing the location of major geographic regions and major cities on maps


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and globes;b. describing major physical and environmental features;c. explaining important economic characteristics; andd. recognizing cultural influences and landscapes.

WG.8

The student will analyze the characteristics of the Russian and Central Asian regions by



WG.9

The student will analyze the characteristics of the Sub-Saharan African region by



WG.10

The student will analyze the characteristics of the North African and Southwest Asian regions by



WG.11

The student will analyze the characteristics of the South Asian and Southeast Asian regions by



WG.12

The student will analyze the characteristics of the East Asian region by


b. describing major physical and environmental features;c. explaining important economic characteristics; and


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d. recognizing cultural influences and landscapes.

WG.13

The student will analyze the characteristics of the Australian and Pacific Islands regions by



English








a. Verify the validity and accuracy of all information.b. Analyze information gathered from diverse sources by identifying misconceptions, main and

supporting ideas, conflicting information, point of view, or bias.c. Evaluate and select evidence from a variety of sources to support claims and introduce

counterclaims.d. Cite sources for both quoted and paraphrased information using a standard method of

documentation such as that of the Modern Language Association (MLA) or the AmericanPsychological Association (APA).




a. Analyze text features and organizational patterns to evaluate the meaning of texts.


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b. Recognize an author’s intended audience and purpose for writing.c. Skim materials to develop an overview and locate information.d. Compare and contrast informational texts for intent and content.e. Interpret and use data and information in maps, charts, graphs, timelines, tables, and





















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Mathematics

PS.1*The student will analyze graphical displays of univariate data, including dotplots, stemplots,boxplots, cumulative frequency graphs, and histograms, to identify and describe patterns anddepartures from patterns, using central tendency, spread, clusters, gaps, and outliers.

PS.8*The student will describe the methods of data collection in a census, sample survey, experiment, andobservational study and identify an appropriate method of solution for a given problem setting.



Definition

Identification may include national and international organizations.


What United States-based organizations develop standards?What organizations in other countries develop standards?


1. The Characteristics and Scope of Technology

Essays on Technology


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English


















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Definition

Research should include

describing the responsibilities of the members of a project teamanalyzing potential team outcomes.


Why does each member of a team have specific responsibilities?How is the effectiveness of each group member evaluated?Why should the group be stronger than the individual?



GOVT.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decisionmaking, and responsible citizenship by

a. planning inquiries by synthesizing information from diverse primary and secondary sources;b. analyzing how political and economic trends influence public policy, using demographic

information and other data sources;c. comparing and contrasting historical, cultural, economic, and political perspectives;d. evaluating critically the quality, accuracy, and validity of information to determine

misconceptions, fact and opinion, and bias;e. constructing informed, analytic arguments using evidence from multiple sources to introduce

and support substantive and significant claims;f. explaining how cause-and-effect relationships impact political and economic events;g. taking knowledgeable, constructive action, individually and collaboratively, to address

school, community, local, state, national, and global issues;h. using a decision-making model to analyze the costs and benefits of a specific choice,

considering incentives and possible consequences;i. applying civic virtues and democratic principles to make collaborative decisions; andj. communicating conclusions orally and in writing to a wide range of audiences, using

evidence from multiple sources and citing specific sources.


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English




















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Definition

Participation in a project team should include fulfilling responsibilities to ensure positive team outcomes.


What are the advantages of an organized personnel system?What are the disadvantages of an organized personnel system?How can existing personnel systems be improved?How do project teams influence industrial settings?What software is available for team management?



GOVT.1


a. planning inquiries by synthesizing information from diverse primary and secondary sources;b. analyzing how political and economic trends influence public policy, using demographic

information and other data sources;c. comparing and contrasting historical, cultural, economic, and political perspectives;d. evaluating critically the quality, accuracy, and validity of information to determine

misconceptions, fact and opinion, and bias;e. constructing informed, analytic arguments using evidence from multiple sources to introduce

and support substantive and significant claims;f. explaining how cause-and-effect relationships impact political and economic events;g. taking knowledgeable, constructive action, individually and collaboratively, to address

school, community, local, state, national, and global issues;h. using a decision-making model to analyze the costs and benefits of a specific choice,

considering incentives and possible consequences;i. applying civic virtues and democratic principles to make collaborative decisions; andj. communicating conclusions orally and in writing to a wide range of audiences, using

evidence from multiple sources and citing specific sources.

8. The Attributes of Design


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Science

BIO.1The student will demonstrate an understanding of scientific reasoning, logic, and the nature ofscience by planning and conducting investigations in which

a. observations of living organisms are recorded in the lab and in the field;b. hypotheses are formulated based on direct observations and information from scientific

literature;c. variables are defined and investigations are designed to test hypotheses;d. graphing and arithmetic calculations are used as tools in data analysis;e. conclusions are formed based on recorded quantitative and qualitative data;f. sources of error inherent in experimental design are identified and discussed;g. validity of data is determined;h. chemicals and equipment are used in a safe manner;i. appropriate technology including computers, graphing calculators, and probeware is used for

gathering and analyzing data, communicating results, modeling concepts, and simulatingexperimental conditions;

j. research utilizes scientific literature;k. differentiation is made among a scientific hypothesis, theory, and law;l. alternative scientific explanations and models are recognized and analyzed; and

m. current applications of biological concepts are used.





PH.1The student will plan and conduct investigations using experimental design and product designprocesses. Key concepts include

a. the components of a system are defined;b. instruments are selected and used to extend observations and measurements;c. information is recorded and presented in an organized format;d. the limitations of the experimental apparatus and design are recognized;e. the limitations of measured quantities are recognized through the appropriate use of

significant figures or error ranges;f. models and simulations are used to visualize and explain phenomena, to make predictions

from hypotheses, and to interpret data; and


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g. appropriate technology including computers, graphing calculators, and probeware is used forgathering and analyzing data and communicating results.

English

9.1The student will participate in, collaborate in, and make multimodal presentations bothindependently and in small groups.

a. Make strategic use of multimodal tools.b. Credit information sources.c. Use vocabulary appropriate to the topic, audience, and purpose.d. Assist with setting rules for group work including informal consensus, taking votes on key

issues, presentation of alternate views and goal setting.e. Assume responsibility for specific group tasks.f. Share responsibility for collaborative work.g. Use a variety of strategies to listen actively and speak using appropriate discussion rules with

awareness of verbal and nonverbal cues.h. Include all group members, acknowledge new information expressed by others, and value

individual contributions made by each group member.i. Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement

and disagreement.j. Evaluate impact, purpose, point of view, reasoning, and use of evidence and rhetoric of

presentation(s).k. Use self-reflection to evaluate one’s own role in preparation and participation in small-group

activities.

10.1The student will make planned multimodal, interactive presentations collaboratively andindividually.

a. Make strategic use of multimodal tools.b. Credit information sources.c. Demonstrate the ability to work effectively with diverse teams including setting rules and

goals for group work such as coming to informal consensus, taking votes on key issues, andpresenting alternate views.

d. Assume responsibility for specific group tasks.e. Include all group members and value individual contributions made by each group member.f. Use a variety of strategies to listen actively and speak using appropriate discussion rules with

awareness of verbal and nonverbal cues.g. Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement

and disagreement.h. Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.i. Access, critically evaluate, and use information accurately to solve problems.j. Use reflection to evaluate one’s own role and the group process in small-group activities.k. Evaluate a speaker’s point of view, reasoning, use of evidence, rhetoric, and identify any

faulty reasoning.

11.1The student will make planned informative and persuasive multimodal, interactive presentationscollaboratively and individually.


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a. Select and effectively use multimodal tools to design and develop presentation content.b. Credit information sources.c. Demonstrate the ability to work collaboratively with diverse teams.d. Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement

and disagreement.e. Use a variety of strategies to listen actively and speak using appropriate discussion rules with

awareness of verbal and nonverbal cues.f. Anticipate and address alternative or opposing perspectives and counterclaims.g. Evaluate the various techniques used to construct arguments in multimodal presentations.h. Use vocabulary appropriate to the topic, audience, and purpose.i. Evaluate effectiveness of multimodal presentations.




Chapter Team


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Definition

Use should include

converting between units of U.S. customary and International System (S.I.) metric unitsusing caliperscompleting drawings accurately and to scalelaying out designs on materials.


What are types of measuring tools?What are layout tools?What are S.I. metric units?How are measurements taken from a dial caliper?How does one use a caliper and measure a 3-2-1 block?


Science





j. research utilizes scientific literature;k. differentiation is made among a scientific hypothesis, theory, and law;


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l. alternative scientific explanations and models are recognized and analyzed; andm. current applications of biological concepts are used.





ES.1The student will plan and conduct investigations in which

a. volume, area, mass, elapsed time, direction, temperature, pressure, distance, density, andchanges in elevation/depth are calculated utilizing the most appropriate tools;

b. technologies including computers, probeware, and geospatial technologies are used to collect,analyze, and report data and to demonstrate concepts and simulate experimental conditions;

c. scales, diagrams, charts, graphs, tables, imagery, models, and profiles are constructed andinterpreted;

d. maps and globes are read and interpreted, including location by latitude and longitude;e. variables are manipulated with repeated trials; andf. current applications are used to reinforce Earth science concepts.

PH.1The student will plan and conduct investigations using experimental design and product designprocesses. Key concepts include

a. the components of a system are defined;b. instruments are selected and used to extend observations and measurements;c. information is recorded and presented in an organized format;d. the limitations of the experimental apparatus and design are recognized;e. the limitations of measured quantities are recognized through the appropriate use of

significant figures or error ranges;f. models and simulations are used to visualize and explain phenomena, to make predictions

from hypotheses, and to interpret data; andg. appropriate technology including computers, graphing calculators, and probeware is used for

gathering and analyzing data and communicating results.

Mathematics

G.3The student will solve problems involving symmetry and transformation. This will include


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a. investigating and using formulas for determining distance, midpoint, and slope;b. applying slope to verify and determine whether lines are parallel or perpendicular;c. investigating symmetry and determining whether a figure is symmetric with respect to a line

or a point; andd. determining whether a figure has been translated, reflected, rotated, or dilated, using

coordinate methods.

G.14The student will apply the concepts of similarity to two- or three-dimensional geometric figures.This will include

a. comparing ratios between lengths, perimeters, areas, and volumes of similar figures;b. determining how changes in one or more dimensions of a figure affect area and/or volume of

the figure;c. determining how changes in area and/or volume of a figure affect one or more dimensions of

the figure; andd. solving problems, including practical problems, about similar geometric figures.



Definition

List should include

the major ages of human civilization, identified by the processing of materialstechnological advances in materialsthe major types of materials and examples of each.


What did the discovery of fire contribute to materials technology?What were the four earliest metals used by humans?

13. Assess the Impact of Products and Systems

Engineering Design


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What materials were developed as a result of significant historical events, such as the space program orWorld War II?How does society influence the development of products?



VUS.8

The student will apply social science skills to understand how the nation grew and changed from theend of Reconstruction through the early twentieth century by

a. explaining the westward movement of the population in the United States, with emphasis onthe role of the railroads, communication systems, admission of new states to the Union, andthe impact on American Indians;

b. analyzing the factors that transformed the American economy from agrarian to industrial andexplaining how major inventions transformed life in the United States, including theemergence of leisure activities;

c. examining the contributions of new immigrants and evaluating the challenges they faced,including anti-immigration legislation;

d. analyzing the impact of prejudice and discrimination, including “Jim Crow” laws, theresponses of Booker T. Washington and W.E.B. DuBois, and the practice of eugenics inVirginia;

e. evaluating and explaining the social and cultural impact of industrialization, including rapidurbanization; and

f. evaluating and explaining the economic outcomes and the political, cultural, and socialdevelopments of the Progressive Movement and the impact of its legislation.

VUS.13

The student will apply social science skills to understand the social, political, and culturalmovements and changes in the United States during the second half of the twentieth century by

a. explaining the factors that led to United States expansion;b. evaluating and explaining the impact of the Brown v. Board of Education decision, the roles

of Thurgood Marshall and Oliver W. Hill, Sr., and how Virginia responded to the decision;c. explaining how the National Association for the Advancement of Colored People (NAACP),

the 1963 March on Washington, the Civil Rights Act of 1964, the Voting Rights Act of 1965,and the Americans with Disabilities Act (ADA) had an impact on all Americans;

d. analyzing changes in immigration policy and the impact of increased immigration;e. evaluating and explaining the foreign and domestic policies pursued by the American

government after the Cold War;f. explaining how scientific and technological advances altered American lives; andg. evaluating and explaining the changes that occurred in American culture.

VUS.14

The student will apply social science skills to understand political and social conditions in theUnited States during the early twenty-first century by

a. assessing the development of and changes in domestic policies, with emphasis on the impact


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of the role the United States Supreme Court played in defining a constitutional right toprivacy, affirming equal rights, and upholding the rule of law;

b. evaluating and explaining the changes in foreign policies and the role of the United States in aworld confronted by international terrorism, with emphasis on the American response to 9/11(September 11, 2001);

c. evaluating the evolving and changing role of government, including its role in the Americaneconomy; and

d. explaining scientific and technological changes and evaluating their impact on Americanculture

WHI.1


a. synthesizing evidence from artifacts and primary and secondary sources to obtain informationabout events in world history;

b. using geographic information to determine patterns and trends to understand world history;c. interpreting charts, graphs, and pictures to determine characteristics of people, places, or

events in world history;d. evaluating sources for accuracy, credibility, bias, and propaganda;e. comparing and contrasting historical, cultural, economic, and political perspectives in world

history;f. explaining how indirect cause-and-effect relationships impacted people, places, and events in

world history;g. analyzing multiple connections across time and place;h. using a decision-making model to analyze and explain the incentives for and consequences of

a specific choice made;i. identifying the rights and responsibilities of citizens and ethical use of materials and

intellectual property; andj. investigating and researching to develop products orally and in writing.

WHI.2

The student will apply social science skills to understand the period from the Paleolithic Era to theagricultural revolution by

a. explaining the impact of geographic environment on hunter-gatherer societies;b. describing characteristics of hunter-gatherer societies, including their use of tools and fire;c. analyzing how technological and social developments gave rise to sedentary communities;

andd. analyzing how archaeological discoveries are changing current understanding of early

societies.

WHI.3

The student will apply social science skills to understand the ancient river valley civilizations,including those of Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations ofthe Hebrews and Phoenicians, by

a. locating these civilizations in time and place and describing their major geographic features;b. describing the development of social, political, and economic patterns, including slavery;


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c. explaining the development and interactions of religious traditions;d. describing the origins, beliefs, traditions, customs, and spread of Judaism; ande. explaining the development of language and writing.

WHI.4

The student will apply social science skills to understand the civilizations of Persia, India, andChina in terms of chronology, geography, social structures, government, economy, religion, andcontributions to later civilizations by

a. locating Persia in time and place, including Zoroastrianism and the development of animperial bureaucracy;

b. locating India in time and place, including its origins, early development, and the debate overthe Aryan migrations;

c. describing the origins, beliefs, traditions, customs, and spread of Hinduism;d. describing the origins, beliefs, traditions, customs, and spread of Buddhism;e. locating China in time and place, including the development of an empire and the

construction of the Great Wall; andf. describing the impact of Confucianism, Taoism, and Buddhism.

WHI.5

The student will apply social science skills to understand ancient Greece in terms of its impact onWestern civilization by

a. locating Greek civilizations in time and place and describing their major geographic features;b. describing the social and religious structure of ancient Greece;c. describing the cultural development of Athens and Sparta, with emphasis on the significance

of citizenship and the development of democracy;d. evaluating the political and economic development of Greece, with emphasis on the Persian

and Peloponnesian wars;e. evaluating the significance of the conquest of Greece by Macedonia and the formation and

spread of Hellenistic culture by Alexander the Great; andf. citing and explaining contributions in drama, poetry, history, sculpture, architecture, science,

mathematics, and philosophy, with emphasis on Socrates, Plato, and Aristotle.

WHI.6

The student will apply social science skills to understand ancient Rome from about 700 B.C.(B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by

a. locating Roman civilizations in time and place and describing their major geographicfeatures;

b. describing the social and religious structure of ancient Rome;c. describing the social structure and cultural development of the Roman Republic;d. describing and evaluating the political and military structure of the Roman Republic under the

rule of Julius Caesar;e. describing and evaluating the political structure of the Roman Empire under the rule of

Augustus Caesar;f. assessing the economic structure of Rome, Rome’s imperial conquests, and the Pax Romana;

andg. evaluating the fall of the Western Roman Empire and the Germanic invasions.


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WHI.8

The student will apply social science skills to understand the Byzantine Empire and Eastern Europefrom about 300 to 1000 A.D. (C.E.) by

a. explaining the influence of geography on the establishment of Constantinople as the capital ofthe Eastern Roman Empire and describing the Byzantine Empire in time and place;

b. describing Justinian and his contributions, including the codification of Roman law, and theexpansion of the Byzantine Empire and economy;

c. characterizing the role Byzantine art and architecture played in the preservation of Greek andRoman traditions;

d. explaining the disputes that led to the split between the Roman Catholic Church and theGreek Orthodox Church; and

e. analyzing and explaining the influence of Byzantine culture on Eastern Europe.

WHII.13

The student will apply social science skills to understand of the political, economic, social, andcultural aspects of independence movements and development efforts by

a. describing the struggles for self-rule, including Gandhi’s leadership in India and thedevelopment of India’s democracy;

b. describing Africa’s independence movements, including Jomo Kenyatta’s leadership ofKenya and Nelson Mandela’s role in South Africa; and

c. describing the end of the mandate system and the creation of states in the Middle East,including the roles of Golda Meir and Gamal Abdel Nasser.

WHII.14

The student will apply social science skills to understand the global changes during the earlytwenty-first century by

a. identifying contemporary political issues, with emphasis on migrations of refugees andothers, ethnic/religious conflicts, and the impact of technology, including the role of socialmedia and chemical and biological technologies;

b. assessing the link between economic and political freedom;c. describing economic interdependence, including the rise of multinational corporations,

international organizations, and trade agreements; andd. analyzing the increasing impact of terrorism.

Science

PH.4The student will investigate and understand how applications of physics affect the world. Keyconcepts include

a. examples from the real world; andb. exploration of the roles and contributions of science and technology.

English

9.6The student will write in a variety of forms to include expository, persuasive, reflective, and analytic


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with an emphasis on persuasion and analysis.

a. Engage in writing as a recursive process.b. Plan, organize, and write for a variety of audiences and purposes.c. Objectively introduce and develop topics, incorporating evidence and maintaining an

organized structure and a formal style.d. Blend multiple forms of writing including embedding a narrative to produce effective essays.e. Communicate clearly the purpose of the writing using a thesis statement.f. Compose a thesis for persuasive writing that advocates a position.g. Clearly state and defend a position using reasons and evidence from credible sources as

support.h. Identify counterclaims and provide counter - arguments.i. Determine the best kind of evidence to use for a claim, and effectively use fact and opinion to

support a position.j. Use textual evidence to compare and contrast multiple texts.k. Arrange paragraphs in a logical progression, using transitions between paragraphs and ideas.l. Revise writing for clarity of content, accuracy, and depth of information.

9.7The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentencestructure, paragraphing, and Standard English.

a. Use parallel structure across sentences and paragraphs.b. Use appositives, main clauses, and subordinate clauses.c. Use commas and semicolons to distinguish and divide main and subordinate clauses.d. Distinguish between active and passive voice.e. Use a variety of sentence structures to infuse sentence variety in writing.

10.6The student will write in a variety of forms to include persuasive, reflective, interpretive, andanalytic with an emphasis on persuasion and analysis.

a. Engage in writing as a recursive process.b. Plan and organize writing to address a specific audience and purpose.c. Adjust writing content, technique, and voice for a variety of audiences and purposes.d. Communicate clearly the purpose of the writing using a thesis statement.e. Objectively introduce and develop topics, incorporating evidence and maintaining an

organized structure and a formal style.f. Compose a thesis statement for persuasive writing that advocates a position.g. Clearly state and defend a position using reasons and sufficient evidence from credible

sources as support.h. Identify counterclaims and provide counter - arguments.i. Show relationships among claims, reasons, and evidence and include a conclusion that

follows logically from the information presented.j. Blend multiple forms of writing including embedding a narrative to produce effective essays.k. Elaborate ideas clearly through word choice.l. Use textual evidence to compare and contrast multiple texts.

m. Revise writing for clarity of content, accuracy, and depth of information.n. Write and revise to a standard acceptable both in the workplace and in postsecondary

education.

10.7


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The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentencestructure, paragraphing, and Standard English.

a. Use parallel structure across sentences and paragraphs.b. Use complex sentence structure to infuse sentence variety in writing.c. Distinguish between active and passive voice.d. Use colons correctly.e. Analyze the writing of others and suggest how writing might be improved.

11.6The student will write in a variety of forms, to include persuasive/argumentative, reflective,interpretive, and analytic with an emphasis on persuasion/argumentation.

a. Apply components of a recursive writing process for multiple purposes to create a focused,organized, and coherent piece of writing to address a specific audience and purpose.

b. Produce arguments in writing developing a thesis that demonstrates knowledgeablejudgments, addresses counterclaims, and provides effective conclusions.

c. Organize claims, counterclaims, and evidence in a sustained and logical sequence.d. Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.e. Use words, phrases, clauses, and varied syntax to create a cohesive argument.f. Blend multiple forms of writing including embedding narratives to produce effective essays.g. Revise writing for clarity of content, accuracy and depth of information.h. Write and revise to a standard acceptable both in the workplace and in postsecondary

education.


a. Use complex sentence structure to infuse sentence variety in writing.b. Use verbals and verbal phrases correctly to achieve sentence conciseness and variety.c. Distinguish between active and passive voice.


Definition

Explanation should include the methods of obtaining materials through

miningrefining

7. The Influence of Technology on History


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harvestingchemical synthesis.


What is the difference between natural and synthetic materials?How can natural and synthetic materials be combined in a product?Why should one know the origin of the materials with which one is working?What is the origin of acrylic plastic?



WHI.2




societies.

English








a. Analyze text features and organizational patterns to evaluate the meaning of texts.


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b. Recognize an author’s intended audience and purpose for writing.c. Skim materials to develop an overview and locate information.d. Compare and contrast informational texts for intent and content.e. Interpret and use data and information in maps, charts, graphs, timelines, tables, and













Definition

Explanation may include



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macroscopic to microscopic materials developmentenvironmental concerns related to the manufacturing of various materialsprimary and secondary processing (i.e., from the raw materials to final disposition of the used product)responsibilities of the manufacturer and the consumergovernment infrastructure to support life-cycle options.


How does the type of material relate to the quality of a given product?How does the type of material relate to the price of a given product?What factors are considered in the selection of materials?



WHI.2




societies.

WHI.4






English



b. Make inferences and draw conclusions based on explicit and implied information using


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evidence from text as support.c. Analyze the author’s qualifications, viewpoint, and impact.d. Recognize an author’s intended purpose for writing and identify the main idea.e. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical

















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Definition

Explanation should include

using the periodic table of elementsdiagraming atoms to identify energy levels and valence electronsanalyzing ionic, covalent, metallic, and secondary bonds.


How do valence electrons influence the bonding of elements?What is the difference between an atom and an ion?What are the differences among elements, compounds, homogeneous mixtures, and heterogeneousmixtures? How is each related to various materials and their properties?What are covalent bonds?



WHII.8

The student will apply social science skills to understand the changes in European nations between1800 and 1900 by

a. explaining the roles of resources, capital, and entrepreneurship in developing an industrialeconomy;

b. analyzing the effects of the Industrial Revolution on society and culture, with emphasis on theevolution of the nature of work and the labor force, including its effects on families and thestatus of women and children;

c. describing how industrialization affected economic and political systems in Europe, withemphasis on the slave trade and the labor union movement;

d. assessing the impact of Napoleon and the Congress of Vienna on political power in Europe;e. explaining the events related to the unification of Italy and the role of Italian nationalism; andf. explaining the events related to the unification of Germany and the role of Bismarck.

Science

3. The Relationships Among Technologies and the Connections Between Technology andOther Fields


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CH.2The student will investigate and understand that the placement of elements on the periodic table is afunction of their atomic structure. The periodic table is a tool used for the investigations of

a. average atomic mass, mass number, and atomic number;b. isotopes, half lives, and radioactive decay;c. mass and charge characteristics of subatomic particles;d. families or groups;e. periods;f. trends including atomic radii, electronegativity, shielding effect, and ionization energy;g. electron configurations, valence electrons, and oxidation numbers;h. chemical and physical properties; andi. historical and quantum models.

CH.3The student will investigate and understand how conservation of energy and matter is expressed inchemical formulas and balanced equations. Key concepts include

a. nomenclature;b. balancing chemical equations;c. writing chemical formulas;d. bonding types;e. reaction types; andf. reaction rates, kinetics and equilibrium.

CH.4The student will investigate and understand that chemical quantities are based on molarrelationships. Key concepts include

a. Avogadro’s principle and molar volume;b. stoichiometric relationships;c. solution concentrations; andd. acid/base theory; strong electrolytes, weak electrolytes, and nonelectrolytes; dissociation and

ionization; pH and pOH; and the titration process.

English







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Definition

Comparison should include

face-centered cubic, body-centered cubic, and hexagonal close-packed as, commonly found molecularstructuresunit cells combining to form crystal latticesamorphous materialsunit cells and crystal lattices.


What basic molecular structures are found in common materials?What common materials are amorphous and crystalline?What is the relationship between structure and physical properties?How can a material contain both crystalline and amorphous regions?How does a crystalline structure influence microscopic and macroscopic properties?How can molecular structure be manipulated in nanotechnology?


Science






a. average atomic mass, mass number, and atomic number;b. isotopes, half lives, and radioactive decay;c. mass and charge characteristics of subatomic particles;d. families or groups;


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e. periods;f. trends including atomic radii, electronegativity, shielding effect, and ionization energy;g. electron configurations, valence electrons, and oxidation numbers;h. chemical and physical properties; andi. historical and quantum models.

CH.3The student will investigate and understand how conservation of energy and matter is expressed inchemical formulas and balanced equations. Key concepts include

a. nomenclature;b. balancing chemical equations;c. writing chemical formulas;d. bonding types;e. reaction types; andf. reaction rates, kinetics and equilibrium.

CH.6The student will investigate and understand how basic chemical properties relate to organicchemistry and biochemistry. Key concepts include

a. unique properties of carbon that allow multi-carbon compounds; andb. uses in pharmaceuticals and genetics, petrochemicals, plastics, and food.

ES.4The student will investigate and understand how to identify major rock-forming and ore minerals,based on physical and chemical properties. Key concepts include

a. hardness, color and streak, luster, cleavage, fracture, and unique properties; andb. uses of minerals.

English








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Definition



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Distinction should be made by identifying and dividing materials into four classifications, based on thefollowing definitions:

Metal—-any of a category of electropositive elements that usually have a shiny surface, are generallygood conductors of heat and electricity, and can be melted or fused, hammered into thin sheets, ordrawn into wires. Typical metals form salts with nonmetals, basic oxides with oxygen, and alloys withone another.Ceramic—any of various hard, brittle, heat-resistant, and corrosion-resistant materials made by shapingand then firing a nonmetallic mineral, such as clay, at a high temperaturePolymer—any of numerous natural and synthetic compounds of usually high molecular weightconsisting of up to millions of repeated linked units, each a relatively light and simple moleculeComposite—a complex material, such as wood or fiberglass, in which two or more distinct, structurallycomplementary substances, especially metals, ceramics, glasses, and polymers, combine to producestructural or functional properties not present in any individual component


What characteristics that make a material easily identifiable as a metal, ceramic, or plastic?What properties are unique to each material classification?Where are metals and nonmetals found on the periodic table?Why can wood be considered a composite or polymer material?


Science



English




c. Analyze the author’s qualifications, viewpoint, and impact.d. Recognize an author’s intended purpose for writing and identify the main idea.


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e. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logicalsequence of events, within and between texts.

f. Identify characteristics of expository, technical, and persuasive texts.g. Identify a position/argument to be confirmed, disproved, or modified.h. Evaluate clarity and accuracy of information.i. Analyze, organize, and synthesize information in order to solve problems, answer questions,
















19. Manufacturing Technologies


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Definition

Description may include, but is not limited to

stiffness in tension (i.e., Young’s modulus)tensile strength and tensile stresscompressive strengthshearing stresses and strainstorsional strengthductilitybrittlenesselasticitydurability.


How is compressive strength measured?When might elasticity be a desirable mechanical property?How does the orientation of a material affect its strength?


English






complete a task, or create a product.j. Differentiate between fact and opinion and evaluate their impact.k. Analyze ideas within and between selections providing textual evidence.


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l. Use the reading strategies to monitor comprehension throughout the reading process.














Mathematics

A.8The student, given a situation in a real-world context, will analyze a relation to determine whether adirect or inverse variation exists, and represent a direct variation algebraically and graphically andan inverse variation algebraically.

AFDA.1The student will investigate and analyze linear, quadratic, exponential, and logarithmic functionfamilies and their characteristics. Key concepts include

a. domain and range;b. intervals in which the function is increasing or decreasing;c. absolute maxima and minima;


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d. zeros;e. intercepts;f. values of a function for elements in its domain;g. connections between and among multiple representations of functions using verbal

descriptions, tables, equations, and graphs;h. end behavior; andi. vertical and horizontal asymptotes.

AII.3The student will solve

a. absolute value linear equations and inequalities;b. quadratic equations over the set of complex numbers;c. equations containing rational algebraic expressions; andd. equations containing radical expressions.

AII.7The student will investigate and analyze linear, quadratic, absolute value, square root, cube root,rational, polynomial, exponential, and logarithmic function families algebraically and graphically.Key concepts include

a. domain, range, and continuity;b. intervals in which a function is increasing or decreasing;c. extrema;d. zeros;e. intercepts;f. values of a function for elements in its domain;g. connections between and among multiple representations of functions using verbal

descriptions, tables, equations, and graphs;h. end behavior;i. vertical and horizontal asymptotes;j. inverse of a function; andk. composition of functions algebraically and graphically.

AII.10The student will represent, create, and solve problems, including practical problems, involvinginverse variation, joint variation, and a combination of direct and inverse variations.


Definition



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Performance should follow standard test methods to better understand mechanical properties and may includetesting devices used to conduct

destructive tests (i.e., compression, common tension, shear torsion, hardness, fatigue)nondestructive tests (i.e., penetration, radiography, magnetic particle, ultrasound, and eddy current)testing for environmental exposure (i.e., heat, cold, visible and UV light, moisture) and influence onphysical propertiestesting for chemical exposure and influence on performance.


What industry standards are associated with testing?How is chemical exposure identified through testing?When are destructive tests more useful than nondestructive tests?


Definition

Comparison should identify

chemical properties (i.e., toxicity, chemical resistance, corrosion resistance, combustibility, passivity,biocompatibility)physical properties (i.e., density, color, porosity, structure, appearance, conductance)factors affecting the corrosion resistance of a materialthe potential for change during a chemical reactionany special requirements for working with radioactive materials.


How is a material's physical properties altered by its form (e.g., flexibility, strength, tear resistance,surface area)?Why are physical properties of selected materials important to modern industry?What is the difference between corrosion and oxidation?





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Science



English











generate new knowledge.h. Analyze ideas within and between selections providing textual evidence.


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i. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logicalsequence of events, within and between texts.

j. Use reading strategies throughout the reading process to monitor comprehension.









Definition

Research may include topics such as

nanotechnologybiotechnologygreen technologies and materialssustainable practicessmart materials.


How has the concept of sustainability affected the use of materials and processes?What recycling practices exist in one’s community?



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Science





j. research utilizes scientific literature;k. differentiation is made among a scientific hypothesis, theory, and law;l. alternative scientific explanations and models are recognized and analyzed; and

m. current applications of biological concepts are used.

ES.6The student will investigate and understand the differences between renewable and nonrenewableresources. Key concepts include

a. fossil fuels, minerals, rocks, water, and vegetation;b. advantages and disadvantages of various energy sources;c. resources found in Virginia; andd. environmental costs and benefits.

English






complete a task, or create a product.


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j. Differentiate between fact and opinion and evaluate their impact.k. Analyze ideas within and between selections providing textual evidence.l. Use the reading strategies to monitor comprehension throughout the reading process.






















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4. The Cultural, Social, Economic, and Political Effects of Technology


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Definition

Description should include

definitions of thermoset and thermoplasticthree forms of polymeric structure (i.e., linear, branched, network)the influence of plastic recyclingthe Society of the Plastics Industry (SPI) recycling coderenewable and nonrenewable resources.


What is the SPI recycling code?How do thermoplastics and thermosetting plastics compare?What are the criteria for choosing between thermoplastic and thermosetting plastics in industrialapplications?What recycling issues are related to thermosetting plastics and thermoplastics?


English

9.3The student will apply knowledge of word origins, derivations, and figurative language to extendvocabulary development in authentic texts.

a. Use structural analysis of roots, affixes, synonyms, and antonyms to understand complexwords.

b. Use context, structure, and connotations to determine meanings of words and phrases.c. Discriminate between connotative and denotative meanings and interpret the connotation.d. Identify the meaning of common idioms.e. Explain the meaning of literary and classical allusions and figurative language in text.f. Extend general and cross-curricular vocabulary through speaking, listening, reading, and

writing.


a. Apply knowledge of text features and organizational patterns to understand, analyze, and gain


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meaning from texts.b. Make inferences and draw conclusions based on explicit and implied information using

evidence from text as support.c. Analyze the author’s qualifications, viewpoint, and impact.d. Recognize an author’s intended purpose for writing and identify the main idea.e. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical




a. Use structural analysis of roots, affixes, synonyms, and antonyms, to understand complexwords.

b. Use context, structure, and connotations to determine meanings of words and phrases.c. Discriminate between connotative and denotative meanings and interpret the connotation.d. Explain the meaning of common idioms.e. Explain the meaning of literary and classical allusions and figurative language in text.f. Extend general and cross-curricular vocabulary through speaking, listening, reading, and

writing.








a. Use structural analysis of roots, affixes, synonyms, and antonyms to understand complex


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words.b. Use context, structure, and connotations to determine meanings of words and phrases.c. Discriminate between connotative and denotative meanings and interpret the connotation.d. Explain the meaning of common idioms.e. Explain the meaning of literary and classical allusions and figurative language in text.f. Extend general and cross-curricular vocabulary through speaking, listening, reading, and

writing.









Definition

Selection should include

the performance demands of a productproperties and specifications of polymerscost variables of polymers that will match product specifications.


5. The Effects of Technology on the Environment


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What are the properties of common polymers?What are common or trade names of some polymers?


Science

CH.6The student will investigate and understand how basic chemical properties relate to organicchemistry and biochemistry. Key concepts include

a. unique properties of carbon that allow multi-carbon compounds; andb. uses in pharmaceuticals and genetics, petrochemicals, plastics, and food.

English












sequence of events, within and between texts.


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j. Use reading strategies throughout the reading process to monitor comprehension.









Definition

Production should include

using adhesive, cohesive, and mechanical combining techniqueslisting the costs, limitations, and benefits of using various fastening methods.


What are the major methods of fastening?What are common uses of various methods of mechanical combining?


English

11. Apply the Design Process


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9.6The student will write in a variety of forms to include expository, persuasive, reflective, and analyticwith an emphasis on persuasion and analysis.

a. Engage in writing as a recursive process.b. Plan, organize, and write for a variety of audiences and purposes.c. Objectively introduce and develop topics, incorporating evidence and maintaining an

organized structure and a formal style.d. Blend multiple forms of writing including embedding a narrative to produce effective essays.e. Communicate clearly the purpose of the writing using a thesis statement.f. Compose a thesis for persuasive writing that advocates a position.g. Clearly state and defend a position using reasons and evidence from credible sources as

support.h. Identify counterclaims and provide counter - arguments.i. Determine the best kind of evidence to use for a claim, and effectively use fact and opinion to

support a position.j. Use textual evidence to compare and contrast multiple texts.k. Arrange paragraphs in a logical progression, using transitions between paragraphs and ideas.l. Revise writing for clarity of content, accuracy, and depth of information.


a. Use parallel structure across sentences and paragraphs.b. Use appositives, main clauses, and subordinate clauses.c. Use commas and semicolons to distinguish and divide main and subordinate clauses.d. Distinguish between active and passive voice.e. Use a variety of sentence structures to infuse sentence variety in writing.

10.6The student will write in a variety of forms to include persuasive, reflective, interpretive, andanalytic with an emphasis on persuasion and analysis.

a. Engage in writing as a recursive process.b. Plan and organize writing to address a specific audience and purpose.c. Adjust writing content, technique, and voice for a variety of audiences and purposes.d. Communicate clearly the purpose of the writing using a thesis statement.e. Objectively introduce and develop topics, incorporating evidence and maintaining an

organized structure and a formal style.f. Compose a thesis statement for persuasive writing that advocates a position.g. Clearly state and defend a position using reasons and sufficient evidence from credible

sources as support.h. Identify counterclaims and provide counter - arguments.i. Show relationships among claims, reasons, and evidence and include a conclusion that

follows logically from the information presented.j. Blend multiple forms of writing including embedding a narrative to produce effective essays.k. Elaborate ideas clearly through word choice.l. Use textual evidence to compare and contrast multiple texts.

m. Revise writing for clarity of content, accuracy, and depth of information.n. Write and revise to a standard acceptable both in the workplace and in postsecondary

education.


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a. Use parallel structure across sentences and paragraphs.b. Use complex sentence structure to infuse sentence variety in writing.c. Distinguish between active and passive voice.d. Use colons correctly.e. Analyze the writing of others and suggest how writing might be improved.

11.6The student will write in a variety of forms, to include persuasive/argumentative, reflective,interpretive, and analytic with an emphasis on persuasion/argumentation.

a. Apply components of a recursive writing process for multiple purposes to create a focused,organized, and coherent piece of writing to address a specific audience and purpose.

b. Produce arguments in writing developing a thesis that demonstrates knowledgeablejudgments, addresses counterclaims, and provides effective conclusions.

c. Organize claims, counterclaims, and evidence in a sustained and logical sequence.d. Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.e. Use words, phrases, clauses, and varied syntax to create a cohesive argument.f. Blend multiple forms of writing including embedding narratives to produce effective essays.g. Revise writing for clarity of content, accuracy and depth of information.h. Write and revise to a standard acceptable both in the workplace and in postsecondary

education.


a. Use complex sentence structure to infuse sentence variety in writing.b. Use verbals and verbal phrases correctly to achieve sentence conciseness and variety.c. Distinguish between active and passive voice.


Definition

Uses should include

shearing and sawing



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choosing a method based on product compositionadhering to safety standards at all times.


What tools can be used to separate polymers?What is standard separating equipment?


English













11.5


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The student will read, interpret, analyze, and evaluate a variety of nonfiction texts includingemployment documents and technical writing.








Definition

Use should include

casting, molding, extrusion, drawing, bending, and vacuum formingchoosing a method based on product compositionmaintaining safety standards at all times.


What is an injection molder?What other equipment is used in the industry for forming plastics?Why is heat an integral part of the forming process?What are examples of products made from extrusion?





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Definition


choosing abrasive material by grit sizeremoving sprues and flash from the castingsbuffing and polishing the productusing PPE for plastics finishing methods.


What procedures can produce a clean edge after a separating process?What is the role of a compound in the polishing and buffing process?How can sprues and flashing materials be reused?


Definition

Application should include

choosing plastic material based on its propertiesfollowing standard processing techniques, given the material and end designtesting and evaluating the finished product.


How does the prototype relate to the finished product?What should be considered when choosing the type of plastic used in the design process?What procedures might be followed for the fabrication of a plastic product?




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English


















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Mathematics

AFDA.8The student will design and conduct an experiment/survey. Key concepts include

a. sample size;b. sampling technique;c. controlling sources of bias and experimental error;d. data collection; ande. data analysis and reporting.

PS.10*The student will plan and conduct a well-designed experiment. The plan will address control,randomization, replication, blinding, and measurement of experimental error.




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Definition

Description should include

describing metals as primarily crystalline solidsdescribing metallic bonding as it impacts the properties of metalsenumerating the types of alloys.


What is the difference between chemical and physical bonding?What are crystalline solids?What are alloys?


Science



English





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Definition

Comparison should include

ferrous, nonferrous, superalloy, and refractory metalscarbon as the principal hardening agent in steel alloysthermal conductivity and electrical conductivityheat treatment as used to alter the properties for metalsthe ability to change the properties of an alloy by changing its composition.


How is heat conducted by metals?What is the fatigue point of various metals?How can metal be strengthened?


Science



English





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Definition

Performance may include

drawing, bending, rolling, forging, extrusion, and castingusing metal-forming equipment safelyusing a variety of metal-forming methods to create products.


Which forming processes require heat?What equipment is needed in metal forming?


Definition


sawing, machining, grinding, boring, carbon arching, punching, shearing, and etchingchoosing the best separation technique based on the end-product design.


How is etching used in the metal separation process?What safety procedures should be followed during the metal separation process?




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Definition


electroplating, galvanizing, welding, and brazingusing alloys as a combining mixture of materialsusing mechanical fastenersusing oxidation as a protective coating.


What is a pop-rivet tool?What are the combining techniques that require heat?What combining techniques are used in the assembly of a common household product?


Definition


using powder coating, wet spraying, oven baking, anodizing, or chrome, nickel, or zinc-platingchanging the appearance of a productprotecting material from a chemical attack.


Why must ferrous metals be finished?




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Which finishing process does not involve coating?Which metal finish is not cosmetic?


Definition


identifying a problem to solve or product to design that involves the primary use of wood materialselecting wood materials, based on their properties, to construct the product solutiongenerating ideas for solution or product designsubmitting tentative solutions or designs for approvalsketching the solution or productconstructing a mockup or prototype for final approvalengineering plans, using drawings, charts, and material listsdetermining the best method of productiondetermining economic feasibilityproducing a finished product or solutiontesting and evaluating the finished product.


How does a prototype relate to the finished product?What are procedures for the fabrication of a wood product?What are some ways that wood can be repurposed?


English




c. Analyze the author’s qualifications, viewpoint, and impact.



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d. Recognize an author’s intended purpose for writing and identify the main idea.e. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical
















Mathematics

AFDA.8


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The student will design and conduct an experiment/survey. Key concepts include






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Definition

Description should include the

ecology and conservation in the industrychemical properties of woodgrains and types of woodcuts of lumber and standard stock sizes (e.g., plain-sawing, quarter-sawing lumber)grade of lumberstructural panel products made from composite or reconstituted wood products.


What are products from home that are made from different kinds of wood?How can wood be categorized as a polymer or a composite?How is plywood developed?What is dimension lumber?



WG.2

The student will analyze how physical and ecological processes shape Earth’s surface by

a. explaining regional climatic patterns and weather phenomena and their effects on people andplaces;

b. describing how humans influence the environment and are influenced by it; andc. explaining how technology affects one's ability to modify the environment and adapt to it.

WG.3

The student will apply the concept of a region by

a. explaining how characteristics of regions have led to regional labels;b. describing how regional landscapes reflect the physical environment and the cultural

characteristics of their inhabitants;c. analyzing how cultural characteristics, including the world’s major languages, ethnicities, and

religions, link or divide regions;d. explaining how different cultures use maps and place names to reflect their regional


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perspectives; ande. developing and refining mental maps of world regions.

English















application for college admission.c. Analyze technical writing for clarity.d. Paraphrase and synthesize ideas within and between texts.


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e. Draw conclusions and make inferences on explicit and implied information using textualsupport.

f. Analyze multiple texts addressing the same topic to determine how authors reach similar ordifferent conclusions.

g. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.h. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm,




Definition

Determination should include

hardwood and softwood lumber based on grading standardsthe effect of moisture content, density, and specific gravity on the mechanical properties of woodthe anisotropic characteristics (i.e., strength based on grain direction).


What is a model truss?What is the difference in the weight of green lumber vs. dry lumber?How is the strength of a structure tested, based on the direction of the grain?What are the uses of lignum vitae?



WG.1


a. synthesizing evidence from artifacts and primary and secondary sources to obtain informationabout the world’s countries, cities, and environments;

b. using geographic information to determine patterns and trends to understand world regions;



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c. creating, comparing, and interpreting maps, charts, graphs, and pictures to determinecharacteristics of world regions;

d. evaluating sources for accuracy, credibility, bias, and propaganda;e. using maps and other visual images to compare and contrast historical, cultural, economic,

and political perspectives;f. explaining indirect cause-and-effect relationships to understand geospatial connections;g. analyzing multiple connections across time and place;h. using a decision-making model to analyze and explain the incentives for and consequences of

a specific choice made;i. identifying the rights and responsibilities of citizenship and the ethical use of material or

intellectual property; andj. investigating and researching to develop products orally and in writing.

WG.2

The student will analyze how physical and ecological processes shape Earth’s surface by

a. explaining regional climatic patterns and weather phenomena and their effects on people andplaces;

b. describing how humans influence the environment and are influenced by it; andc. explaining how technology affects one's ability to modify the environment and adapt to it.

WG.3

The student will apply the concept of a region by

a. explaining how characteristics of regions have led to regional labels;b. describing how regional landscapes reflect the physical environment and the cultural

characteristics of their inhabitants;c. analyzing how cultural characteristics, including the world’s major languages, ethnicities, and

religions, link or divide regions;d. explaining how different cultures use maps and place names to reflect their regional

perspectives; ande. developing and refining mental maps of world regions.

English







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Mathematics

PS.2*The student will analyze numerical characteristics of univariate data sets to describe patterns anddepartures from patterns, using mean, median, mode, variance, standard deviation, interquartilerange, range, and outliers.



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Definition

Using separating techniques may include

sawing, drilling, planing, turning, sanding, or shapingusing common methods of separating woodfollowing safety procedures for using tools and machines designed to separate woodmanufacturing a product using several wood-separating machines.


What determines fabrication time?How does grain affect turning or planing?How does the design of a product affect the choice of wood?


English










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Definition

Use should include

determining the proper adhesive for bonding selected wood joints, based on their properties



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applying adhesive to bond wood jointsexplaining the systems used to size nails, wood screws, brads, and other mechanical fastenerspreparing wood joints for mechanical fastenerscombining wood parts with mechanical fastenersexplaining the factors that influence the selection of a combining method.


What are common wood adhesives?What are methods of combining woods without adhesives?What is laminating?


English













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Definition


giving reasons for seasoning and preserving lumberdetermining the environment in which the end-product will be usedpreparing wood for finishing (e.g., determining the seasoning and preservation treatments)selecting the appropriate finishing methodusing and maintaining finishing tools.


What are the methods of applying a wood finish?What are kinds of wood that do not require a finish, and in what products are they used?What are techniques for finish preparation?



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English

















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Definition


identifying a problem to solve or product to design that involves the primary use of wood materialselecting wood materials, based on their properties, to construct the product or solutiongenerating ideas for a solution or product designsubmitting tentative solutions or designs for approvalsketching the solution or productconstructing a mockup or prototype for final approvalengineering plans, using drawings, charts, and lists of materialsdetermining the best method of productiondetermining economic feasibilityproducing the finished product or solutiontesting and evaluating the finished product.


How does the prototype relate to the finished product?What is the procedure for the fabrication of a wood product?


English




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Mathematics







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Definition


describing the process by which raw materials are acquireddescribing the general history of ceramics (e.g., one of the oldest materials used by humans acrosscultures)identifying the types of clays and their characteristicsclassifying materials as crystalline or amorphousexplaining the function of flux, silica, talc, lime, and gypsum in the creation of ceramicsexplaining how ceramic raw materials are mined and processed.


How are ceramics used in the production and transmission of electricity?How are ceramic materials used in the construction industry?What methods are used to form ceramic products?



WHI.4






WHI.5

The student will apply social science skills to understand ancient Greece in terms of its impact on


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Western civilization by

a. locating Greek civilizations in time and place and describing their major geographic features;b. describing the social and religious structure of ancient Greece;c. describing the cultural development of Athens and Sparta, with emphasis on the significance

of citizenship and the development of democracy;d. evaluating the political and economic development of Greece, with emphasis on the Persian

and Peloponnesian wars;e. evaluating the significance of the conquest of Greece by Macedonia and the formation and

spread of Hellenistic culture by Alexander the Great; andf. citing and explaining contributions in drama, poetry, history, sculpture, architecture, science,

mathematics, and philosophy, with emphasis on Socrates, Plato, and Aristotle.

WHI.6

The student will apply social science skills to understand ancient Rome from about 700 B.C.(B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by

a. locating Roman civilizations in time and place and describing their major geographicfeatures;

b. describing the social and religious structure of ancient Rome;c. describing the social structure and cultural development of the Roman Republic;d. describing and evaluating the political and military structure of the Roman Republic under the

rule of Julius Caesar;e. describing and evaluating the political structure of the Roman Empire under the rule of

Augustus Caesar;f. assessing the economic structure of Rome, Rome’s imperial conquests, and the Pax Romana;

andg. evaluating the fall of the Western Roman Empire and the Germanic invasions.

WHI.8

The student will apply social science skills to understand the Byzantine Empire and Eastern Europefrom about 300 to 1000 A.D. (C.E.) by

a. explaining the influence of geography on the establishment of Constantinople as the capital ofthe Eastern Roman Empire and describing the Byzantine Empire in time and place;

b. describing Justinian and his contributions, including the codification of Roman law, and theexpansion of the Byzantine Empire and economy;

c. characterizing the role Byzantine art and architecture played in the preservation of Greek andRoman traditions;

d. explaining the disputes that led to the split between the Roman Catholic Church and theGreek Orthodox Church; and

e. analyzing and explaining the influence of Byzantine culture on Eastern Europe.

WHI.11

The student will apply social science skills to understand the civilizations and empires of Asia, withemphasis on Japan and China, by

a. locating and explaining major global and regional trade routes;b. explaining technological advances and transfers, networks of economic interdependence, and

cultural interactions;


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c. explaining the impact of Shinto and Buddhist traditions and the influence of Chinese cultureon the region; and

d. evaluating the impact of the Mongol Empire throughout Asia.

WHII.5

The student will apply social science skills to understand the political, cultural, geographic, andeconomic conditions in Europe and Russia from about 1500 A.D. (C.E.) to about 1800 A.D. (C.E.)by

a. locating European nations and their empires in time and place and identifying majorgeographic features of Europe;

b. describing the development of social and cultural patterns in the Hapsburg empire, withemphasis on Charles V;

c. describing the development of social and cultural patterns in France, with emphasis on theAge of Absolutism, Louis XIV, and the Enlightenment period;

d. describing the development of social and cultural patterns in Great Britain, with emphasis onthe English Civil War and the Glorious Revolution and their impacts on democracy;

e. explaining the causes and effects of the American and French Revolutions;f. describing the development of social and cultural patterns in the German states;g. describing the development of social and cultural patterns in the Italian states; andh. describing the development of social and cultural patterns in Russia, with emphasis on Peter

the Great.

WHII.6

The student will apply social science skills to understand the political, cultural, geographic, andeconomic conditions in Asia from about 1500 A.D. (C.E.) to about 1800 A.D. (C.E.) by

a. locating Asian empires in time and place and identifying major geographic features;b. describing the location and development of social and cultural patterns in the Ottoman

Empire;c. describing the location and development of social and cultural patterns in India, with

emphasis on the Mughal Empire and coastal trade;d. describing the location and development of social and cultural patterns in China, with

emphasis on the Qing (Manchu) dynasty;e. describing the location and development of social and cultural patterns in Japan, with

emphasis on the Japanese shogunate; andf. comparing and contrasting the political and economic systems of Asian empires.

English






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Definition

Classification should be made by

classifying ceramic products (e.g., whitewares, refractories, glass, abrasives, coatings, constructionproducts)comparing mechanical properties (e.g., compressive, tensile, influence strength, hardness, plasticity)comparing thermal properties (e.g., thermal conductivity, thermal shock resistance)comparing color, flow, shrinkage, and porositycomparing electrical propertiescomparing the optical properties of types of glass.


What are the properties of ceramic materials?What role does heat play in changing the properties of ceramic materials?What properties would make ceramic flooring preferable to wood flooring in a commercial building?


English









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Definition



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Production may include

selecting materials, based on their properties, to construct the product or solutiondescribing industrial methods of producing and processing ceramicsdemonstrating the forming or casting processesselecting tools and techniquesconditioning a producttesting and evaluating the finished product.


What are common examples of ceramic products?How are ceramic products conditioned?How can glass be separated?


English












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Mathematics





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Definition

Identification should establish that composites

are made from two or more materials of different physical or chemical propertiesare combined to create a material with superior properties to those of single-component materialshave reinforcement material(s) held together by a glue type of matrix.

Some examples of composites include

concreteautomobile tiresfiberglasspre-impregnated material in aerospacecarbon fiberKevlarlaminated wood structure components.


Why would one use a composite material instead of a natural material?How is material cost used to determine the use of a composite material?How has the space program led to developments in composite materials?What are reinforcement materials found in composites?


English





sequence of events, within and between texts.


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f. Identify characteristics of expository, technical, and persuasive texts.g. Identify a position/argument to be confirmed, disproved, or modified.h. Evaluate clarity and accuracy of information.i. Analyze, organize, and synthesize information in order to solve problems, answer questions,


















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Definition


selecting composite materials, based on their properties, to construct the product solutiondemonstrating the forming or casting processesselecting tools and techniquesconditioning a producttesting and evaluating the finished product.


What are products that make use of composite materials?Why is fiberglass considered a composite material?


English








a. Analyze text features and organizational patterns to evaluate the meaning of texts.b. Recognize an author’s intended audience and purpose for writing.c. Skim materials to develop an overview and locate information.d. Compare and contrast informational texts for intent and content.


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e. Interpret and use data and information in maps, charts, graphs, timelines, tables, anddiagrams.

f. Draw conclusions and make inferences on explicit and implied information using textualsupport as evidence.

g. Analyze and synthesize information in order to solve problems, answer questions, andgenerate new knowledge.

h. Analyze ideas within and between selections providing textual evidence.i. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical









Mathematics







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Engineering Design


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Definition

Identification may include

three-dimensional (3D) printingcomputer numerical controlled (CNC) machininglaser engraving.


What are examples of other processes one might consider additive or subtractive methods?What are the advantages of 3D printing?Which method is better for producing an object? What are .stl and .obj files?What are the advantages of an additive or subtractive process?



VUS.14


a. assessing the development of and changes in domestic policies, with emphasis on the impactof the role the United States Supreme Court played in defining a constitutional right toprivacy, affirming equal rights, and upholding the rule of law;




WG.17

The student will apply social science skills to analyze the impact of globalization by

a. identifying factors, including comparative advantage, that influence the distribution of


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economic activities and trade;b. describing ways that economic and social interactions change over time; andc. mapping, describing, and evaluating economic unions.

WHII.14





English











generate new knowledge.


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Definition

Generation may include

designing productsproducing modelsdownloading modelsexporting or importing filesconverting files.


What software applications are commonly used in additive and subtractive manufacturing?What is the purpose of a clean room?How can files be converted from design to machine language?



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VUS.14






WG.17


a. identifying factors, including comparative advantage, that influence the distribution ofeconomic activities and trade;

b. describing ways that economic and social interactions change over time; andc. mapping, describing, and evaluating economic unions.

WHII.14





English

9.2The student will produce, analyze, and evaluate media messages.

a. Analyze and interpret special effects used in media messages.b. Determine the purpose of the media message and its effect on the audience.c. Analyze the purpose of information and persuasive techniques used in diverse media formats.d. Evaluate the motives (e.g., social, commercial, political) behind media presentation(s).e. Examine how values and viewpoints are included or excluded and how the media can

influence beliefs, behaviors, and interpretations.f. Describe possible cause and effect relationships between mass media coverage and public

opinion trends.


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g. Evaluate sources including advertisements, editorials, political cartoons, and feature storiesfor relationships between intent and factual content.

h. Monitor, analyze, and use multiple streams of simultaneous information.i. Demonstrate ethical use of the Internet when evaluating or producing creative or

informational media messages.







10.2The student will examine, analyze, and produce media messages.

a. Create media messages for diverse audiences.b. Credit information sources.c. Evaluate sources for relationships between intent, factual content, and opinion.d. Analyze the impact of selected media formats on meaning.e. Analyze the purpose of information and persuasive techniques used in diverse media formats.f. Evaluate the motives (e.g., social, commercial, political) behind media presentation(s).g. Describe possible cause and effect relationships between mass media coverage and public

opinion trends.h. Monitor, analyze, and use multiple streams of simultaneous information.i. Demonstrate ethical use of the Internet when evaluating or producing creative or





support as evidence.


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g. Analyze and synthesize information in order to solve problems, answer questions, andgenerate new knowledge.



11.2The student will examine how values and points of view are included or excluded and how mediainfluences beliefs and behaviors.

a. Describe possible cause and effect relationships between mass media coverage and publicopinion trends.

b. Create media messages with a specific point of view.c. Evaluate media sources for relationships between intent and content.d. Analyze the impact of selected media formats on meaning.e. Determine the author’s purpose and intended effect on the audience for media messages.f. Manage, analyze, and synthesize multiple streams of simultaneous information.g. Demonstrate ethical use of the Internet when evaluating or producing creative or









Definition

Creation should include


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choosing the best material based on the end designselecting the best processing method, given the materials usedtesting and evaluating the finished product.


What materials are used with 3D printers?What advantages might a printed model or part have over a part produced using traditional methods?What materials are used with an additive process?What advantages might a part made with subtractive processes have over a part made with additiveprocesses?



VUS.14






WG.17


a. identifying factors, including comparative advantage, that influence the distribution ofeconomic activities and trade;

b. describing ways that economic and social interactions change over time; andc. mapping, describing, and evaluating economic unions.

WHII.14




international organizations, and trade agreements; and


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d. analyzing the increasing impact of terrorism.

English

















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Mathematics





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Definition

Identification may include national and international organizations.


What are the major accrediting bodies in the United States?How are standard quality systems decided?


English








a. Analyze text features and organizational patterns to evaluate the meaning of texts.b. Recognize an author’s intended audience and purpose for writing.c. Skim materials to develop an overview and locate information.


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d. Compare and contrast informational texts for intent and content.e. Interpret and use data and information in maps, charts, graphs, timelines, tables, and












Definition


defining product standardsidentifying how companies use product standards to convey product requirements when ordering goods.


What is a product standard?How are product standards used?


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English

















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Definition


defining QMSidentifying how companies use QMS to develop internal processes and procedures.


How does a QMS affect the manufacturer of goods?How is QMS used in a company?


English




writing.




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writing.










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writing.








Definition


defining product requirementsdefining testing methods.


How do testing standards help control the quality of a manufactured product?Who determines the product requirements?What are some examples of tests?


English

9.3The student will apply knowledge of word origins, derivations, and figurative language to extend


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vocabulary development in authentic texts.



writing.










writing.




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writing.









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001Implement a safety plan that includes safetyrules and emergency procedures for labwork.

English: 9.5, 10.5, 11.5

History and Social Science: VUS.8, WHII.8

Science: CH.1

002Research careers related to materials andprocesses.

English: 9.5, 9.8, 10.5, 10.8, 11.5, 11.8

003Investigate local industry and technicalresources related to materials and processestechnology.

English: 9.5, 9.8, 10.5, 10.8, 11.5, 11.8

History and Social Science: GOVT.7, WG.5, WG.6,WG.7, WG.8, WG.9, WG.10, WG.11, WG.12,WG.13

Mathematics: PS.1*, PS.8*

004Identify organizations that develop productand testing standards.

English: 9.5, 10.5, 11.5

005Research the responsibilities of themembers of a project team.

English: 9.5, 9.8, 10.5, 10.8, 11.5, 11.8

History and Social Science: GOVT.1

006 Participate in a project team.

English: 9.1, 10.1, 11.1

History and Social Science: GOVT.1

Science: BIO.1, CH.1, PH.1

007 Use measuring and layout tools.Mathematics: G.3, G.14

Science: BIO.1, CH.1, ES.1, PH.1

008List technological and societaldevelopments related to materials andprocesses technology.

English: 9.6, 9.7, 10.6, 10.7, 11.6, 11.7

History and Social Science: VUS.8, VUS.13,VUS.14, WHI.1, WHI.2, WHI.3, WHI.4, WHI.5,WHI.6, WHI.8, WHII.13, WHII.14

Science: PH.4

009Explain the origin of various natural andsynthetic materials.

English: 9.5, 10.5, 11.5

History and Social Science: WHI.2

010Explain the life cycle of a given product andthe materials and processes associated withit.

English: 9.5, 10.5, 11.5

History and Social Science: WHI.2, WHI.4

011Explain the basic structure of atoms andions.

English: 9.5, 10.5, 11.5

History and Social Science: WHII.8

Science: CH.2, CH.3, CH.4

012Compare the structure of amorphous andcrystalline materials.

English: 9.5, 10.5, 11.5

Science: CH.1, CH.2, CH.3, CH.6, ES.4

013 Distinguish between materials.English: 9.5, 10.5, 11.5

Science: CH.2


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014 Describe mechanical properties.English: 9.5, 10.5, 11.5

Mathematics: A.8, AFDA.1, AII.3, AII.7, AII.10

015Perform material analysis using testingdevices.

016Compare chemical and physical propertiesof selected materials.

English: 9.5, 10.5, 11.5

Science: CH.2

017 Research emerging technologies.English: 9.5, 9.8, 10.5, 10.8, 11.5, 11.8

Science: BIO.1, ES.6

018Describe the characteristics and uses ofthermoplastics and thermosetting plastics.

English: 9.3, 9.5, 10.3, 10.5, 11.3, 11.5

019Select a polymer for a product, based on theproperties of the material.

English: 9.5, 10.5, 11.5

Science: CH.6

020Produce polymer items through the use ofselected combining techniques.

English: 9.6, 9.7, 10.6, 10.7, 11.6, 11.7

021 Use separating techniques on polymers. English: 9.5, 10.5, 11.5

022 Use forming techniques on polymers.

023 Produce finished surfaces on polymers.

024Apply polymeric materials and processes toa problem, product design, or prototype.

English: 9.5, 10.5, 11.5

Mathematics: AFDA.8, PS.10*

025 Describe the basic structure of metals.English: 9.5, 10.5, 11.5

Science: CH.2

026Compare typical properties of selectedmetals and alloys.

English: 9.5, 10.5, 11.5

Science: CH.2

027 Perform basic metal-forming techniques.

028 Perform metal separation processes.

029 Perform metal combining techniques.

030 Perform metal finishing techniques.

031Apply metal materials and processes to aproblem, product design, or prototype.

English: 9.5, 10.5, 11.5


032Describe the nature and structure of woodand forest products.

English: 9.5, 10.5, 11.5

History and Social Science: WG.2, WG.3

033Determine the physical, mechanical, andchemical properties of wood.

English: 9.5, 10.5, 11.5

History and Social Science: WG.1, WG.2, WG.3

Mathematics: PS.2*

034 Use separating techniques on wood. English: 9.5, 10.5, 11.5

035 Use wood-combining methods. English: 9.5, 10.5, 11.5

036 Apply wood-conditioning materials. English: 9.5, 10.5, 11.5


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037Apply wood materials and processes to aproblem, product design, or prototype.

English: 9.5, 10.5, 11.5


038Explain the origin, types, and uses ofceramics.

English: 9.5, 10.5, 11.5

History and Social Science: WHI.4, WHI.5, WHI.6,WHI.8, WHI.11, WHII.5, WHII.6

039 Classify ceramics, based on their properties. English: 9.5, 10.5, 11.5

040 Produce a ceramic part or item.English: 9.5, 10.5, 11.5


041Identify types and applications of compositematerials.

English: 9.5, 10.5, 11.5

042 Produce a composite part or item.English: 9.5, 10.5, 11.5


043Identify computer-driven additive andsubtractive manufacturing processes.

English: 9.5, 10.5, 11.5

History and Social Science: VUS.14, WG.17,WHII.14

044Generate models to be converted intomachine-compatible digital files.

English: 9.2, 9.5, 10.2, 10.5, 11.2, 11.5


045Create a product using computer-drivenadditive or subtractive processes.

English: 9.5, 10.5, 11.5



046Identify services that accredit companiesand labs to standard quality systems.

English: 9.5, 10.5, 11.5

047Explain how product standards shape theway raw materials and finished products aremanufactured.

English: 9.5, 10.5, 11.5

048Explain how quality management systems(QMS) shape the way products aremanufactured.

English: 9.3, 9.5, 10.3, 10.5, 11.3, 11.5

049Explain how testing standards help verifyproduct quality.

English: 9.3, 9.5, 10.3, 10.5, 11.3, 11.5


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The following transportation career modules were correlated to this course in March 2012 as part of Careersin Transportation Curriculum Project funded by the US Department of Transportation. Modules include field-tested activities and lesson plans that require students to apply knowledge and skills learned in this course andmay encourage students to explore related careers in the Transportation, Distribution, and Logistics CareerCluster.

Click on the link to access the Careers in Transportation Curriculum Project site and scroll down to search formodules by ID number and title.

Related Career Module(s):

ID#: SS615-201 Title: Transportation Industry StudiesID#: HSEM110-201 Title: Can You Dig It?ID#: TO205-102 Title: Alternative Power, Energy and FuelID#: TO619-110 Title: Alternative FuelsID#: TSIP117-204 Title: To Pave or to Pour: That is the Question!ID#: TSIP310-205 Title: U.S. Highway Bridge Project - Repair or Replace?ID#: FMEM617-101 Title: Transportation Construction


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Entrepreneurship Infusion Units may be used to help students achieve additional, focused competencies andenhance the validated tasks/competencies related to identifying and starting a new business venture. Becausethe unit is a complement to certain designated courses and is not mandatory, all tasks/competencies aremarked “optional.”


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The following is additional reference material:

For Professors, ASTM International; For Students, ASTM International;Standard Development in ASTM, ASTM International;Standards in the Classroom, ASTM International; Resources and Teaching Materials, International Organization for Standardization;A World in Motion, SAE International;What is the ISO 9000 Standards Series? American Society for Quality;ISO/IEC 17025 General Requirements for the Competence of Testing and Calibration Laboratories,International Organization for Standardization NIST Summer Institute, National Institute of Standards and Technology SI Education and Training, National Institute of Standards and Technology Resources: U.S. Accreditation Bodies, American National Standards InstituteUL Schemes and Certification Bodies, UL


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