2014 – 2015
Florida Department of Education
Curriculum Framework 

Program Title:	Drafting/Illustrative Design Technology
Program Type:	Non Career Preparatory 
Career Cluster:	Engineering & Technology Education

NOTE: This program has been daggered for deletion with 2014-2015 being the last cohort of students permitted to enroll in the program. After 2014-2015, no new students may be enrolled in this program. Students already enrolled in the program may continue taking courses in the program until completion. Courses will remain in the Course Code Directory for teach-out purposes. Alternative enrollment options for students include the Technical Design program (8401000).

Secondary – Non Career Preparatory	
Program Number	8600800	
CIP Number	0821010300	
Grade Level	9-12; 30, 31	
Standard Length	3 credits	
Teacher Certification	TEC ED 1 @2
ENG 7G 
DRAFTING @7 7G
GRAPH ARTS @4	
CTSO	Florida Technology Student Association (FL-TSA)	
Facility Code	242, Related 808, 810, 852. 
Refer to http://www.fldoe.org/edfacil/sref.asp  (State Requirements for Educational Facilities)	
Targeted Occupation List	http://www.labormarketinfo.com/wec/TargetOccupationList.htm	
Perkins Technical Skill Attainment Inventory	http://www.fldoe.org/workforce/perkins/perkins_resources.asp 	
Industry Certifications	http://www.fldoe.org/workforce/fcpea/default.asp 	
Statewide Articulation	http://www.fldoe.org/workforce/dwdframe/artic_frame.asp 	

Purpose 

The purpose of this program is to provide students with a foundation of knowledge and technically oriented experiences in the study of drafting and design technology.  This program focuses on transferable skills and stresses understanding and demonstration of the technological tools, machines, instruments, materials, processes and systems in business and industry.

The content includes, but is not limited to, a study of the purposes, instruments, processes, and technical skills of drafting technology.  The content and activities will also include the study of entrepreneurship, safety, and leadership skills.  

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Program Structure

This program is a planned sequence of instruction consisting of three one-credit courses. The following table illustrates the program structure:

Course Number	Course Title	Length	Level	
8600810	Drafting/Illustrative Design Technology I	1 credit	2	
8600820	Drafting/Illustrative Design Technology II	1 credit	2	
8600830	Drafting/Illustrative Design Technology III	1 credit	3	

In addition to the above courses, the Advanced Technology Applications (8601900) course is appropriate to be used for content area continuation in this program after all three credits of the program have been completed.  The purpose of the Advanced Technology Applications course is to provide students with a capstone opportunity to develop a school based project from "vision" to "reality". Working in teams to design, create, test, redesign, test again; and then produce a finished "project".  This would involve using ALL the knowledge previously learned, not only in Engineering and Technology Education but also across the curriculum.  See the Advanced Technology Applications framework for more information.

Academic Alignment Table

The courses comprising this program have not yet been aligned to the Next Generation Sunshine State Standards contained in specific math and science core academic courses.  This alignment is a collaborative review by Career and Technical Education (CTE) teachers and core academic teachers.  Once the program has been subjected to this alignment, this curriculum framework will include a table depicting the number of academic standards in each CTE course, the total number of math and science standards contained in the academic course, and the percentage of alignment to the CTE course.

Courses	Algebra 1	Algebra 2	Geometry	Anatomy/ Physiology Honors	Astronomy     Solar/Galactic Honors	Biology 1	Chemistry 1	Earth-Space Science	Genetics	Marine Science 1 Honors	Physical Science	Physics 1	
Drafting/Illustrative Design Technology I	^^	^^	^^	0/53
0%	0/52
0%	0/56
0%	0/55
0%	0/58
0%	0/35
0%	0/42
0%	0/56
0%	0/53
0%	
Drafting/Illustrative Design Technology II	^^	^^	^^	0/53
0%	0/52
0%	0/56
0%	0/55
0%	0/58
0%	0/35
0%	0/42
0%	0/56
0%	0/53
0%	
Drafting/Illustrative Design Technology III	^^	^^	^^	0/53
0%	0/52
0%	0/56
0%	0/55
0%	0/58
0%	0/35
0%	0/42
0%	0/56
0%	0/53
0%	
^^	Alignment pending full implementation of the    				**   Alignment pending review    
	Florida Standards for Mathematics.					#   Alignment attempted, but no correlation to academic course

Florida Standards for Technical Subjects 

Florida Standards (FS) for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects are the critical reading and writing literacy standards designed for grade 6 and above.  These standards are predicated on teachers of history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields.  It is important to note that the 6-12 literacy standards in history/social studies, science, and technical subjects are not meant to replace content standards in those areas but rather to supplement them.

This curriculum framework incorporates the grades 9-10 reading and writing literacy standards in the first two courses of this CTE program and grade 11-12 reading and writing literacy standards in the third and fourth courses of this CTE program.  The standards for Mathematical Practices describe varieties of expertise that educators at all levels should seek to develop in their students.  These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.  This curriculum framework incorporates the appropriate mathematical practices in the first four courses of this CTE program.  

Florida Standards for Mathematics & Language Arts (FS-M/LA)

Some or all of the courses in this program have been aligned to the Florida Standards for Mathematics and Language Arts used in core academic classes.  Data shown in the framework table (column ‘FS-M/LA’) contains the results of these alignment efforts.

Next Generation Sunshine State Standards (NGSSS) - Science 

Some or all of the courses in this program have been aligned to the Next Generation Sunshine State Standards (NGSSS) for Science. These standards are listed next to the content standards.

Common Career Technical Core – Career Ready Practices

Career Ready Practices describe the career-ready skills that educators should seek to develop in their students.  These practices are not exclusive to a Career Pathway, program of study, discipline or level of education.  Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. 

1. Act as a responsible and contributing citizen and employee. 

2. Apply appropriate academic and technical skills. 

3. Attend to personal health and financial well-being. 

4. Communicate clearly, effectively and with reason. 

5. Consider the environmental, social and economic impacts of decisions. 

6. Demonstrate creativity and innovation. 

7. Employ valid and reliable research strategies. 

8. Utilize critical thinking to make sense of problems and persevere in solving them. 

9. Model integrity, ethical leadership and effective management. 

10. Plan education and career path aligned to personal goals. 

11. Use technology to enhance productivity. 

12. Work productively in teams while using cultural/global competence. 

Standards

After successfully completing this program, the student will be able to perform the following:

01.0	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Drafting/Illustrative Design Technology. 
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Drafting/Illustrative Design Technology.
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Drafting/Illustrative Design Technology.
04.0	Demonstrate an understanding of the characteristics and scope of technology. 
05.0	Demonstrate an understanding of the core concepts of technology
06.0	Demonstrate an understanding of the relationships among technologies and the connections between technology and other fields of study. 
07.0	Demonstrate an understanding of the cultural, social, economic, and political effects of technology. 
08.0	Demonstrate an understanding of the influence of technology on history. 
09.0	Demonstrate an understanding of the attributes of design. 
10.0	Demonstrate an understanding of engineering design. 
11.0	Demonstrate an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. 
12.0	Demonstrate abilities to apply the design process. 
13.0	Demonstrate the abilities to use and maintain technological products and systems. 
14.0	Demonstrate the abilities to assess the impact of products and systems. 
15.0	Demonstrate an understanding of and be able to select and use information and communication technologies. 
16.0	Demonstrate an understanding of and be able to select and use manufacturing technologies. 
17.0	Demonstrate an understanding of and be able to select and use construction technologies. 
18.0	Demonstrate technical knowledge and skills about the use and care of drafting instruments, equipment, and materials. 
19.0	Demonstrate technical skills and applications common to all types of drafting. 
20.0	Demonstrate technical knowledge and skills for making basic orthographic drawings. 
21.0	Demonstrate technical knowledge and skills for making pictorial drawings. 
22.0	Demonstrate technical knowledge and skills for making auxiliary view drawings. 
23.0	Demonstrate technical knowledge and skills for making sectional view drawings. 
24.0	Demonstrate technical knowledge and skills for making working drawings. 
25.0	Demonstrate technical knowledge and skills for making a basic residential drawing. 
26.0	Demonstrate technical knowledge and skills for making architectural drawings to industry standards. 
27.0	Demonstrate technical knowledge and skills for making a reverse engineered drawing (as built) from a solid object. 
28.0	Demonstrate technical knowledge and skills for making technical illustrations. 
29.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Drafting/Illustrative Design Technology.
30.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Drafting/Illustrative Design Technology.
31.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Drafting/Illustrative Design Technology.
32.0	Demonstrate technical knowledge and skills for making engineering drawings. 
33.0	Demonstrate and present a research and design project. 
34.0	Demonstrate an understanding of career opportunities and requirements in the field of drafting/illustrative design technology.

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Drafting/Illustrative Design Technology I 
Course Number: 	8600810
Course Credit:	1

Course Description:

This course provides students with an introduction to the knowledge, human relations, and technical skills of drafting technology.

Florida Standards	Correlation to CTE Program Standard #	
01.0	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Drafting/Illustrative Design Technology.		
01.01	Key Ideas and Details		
01.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
LAFS.910.RST.1.1		
01.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.910.RST.1.2		
01.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.910.RST.1.3		
01.02	Craft and Structure		
01.02.1	Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
LAFS.910.RST.2.4		
01.02.2	Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
LAFS.910.RST.2.5
		
01.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.                                      LAFS.910.RST.2.6		
01.03	Integration of Knowledge and Ideas		
01.03.1	Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
LAFS.910.RST.3.7		
01.03.2	Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
LAFS.910.RST.3.8		
01.03.3	Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
LAFS.910.RST.3.9		
01.04	Range of Reading and Level of Text Complexity		
01.04.1	By the end of grade 9, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
01.04.2	By the end of grade 10, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 9–10 text complexity band independently and proficiently.
LAFS.910.RST.4.10		
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Drafting/Illustrative Design Technology.		
02.01	Text Types and Purposes		
02.01.1	Write arguments focused on discipline-specific content.
LAFS.910.WHST.1.1		
02.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.910.WHST.1.2		
02.01.3	Write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
LAFS.910.WHST.1.3		
02.02	Production and Distribution of Writing		
02.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.910.WHST.2.4		
02.02.2	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.910.WHST.2.5		
02.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
LAFS.910.WHST.2.6		
02.03	Research to Build and Present Knowledge		
02.03.1	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.910.WHST.3.7		
02.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
LAFS.910.WHST.3.8		
02.03.3	Draw evidence from informational texts to support analysis, reflection, and research.                                                           
LAFS.910.WHST.3.9		
02.04	Range of Writing		
02.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.910.WHST.4.10		
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Drafting/Illustrative Design Technology.
		
03.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
03.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
03.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
03.04	Model with mathematics.
MAFS.K12.MP.4.1		
03.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
03.06	Attend to precision.
MAFS.K12.MP.6.1		
03.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
03.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note:  This course is pending alignment in the following categories:  FS-M/LA and NGSSS-Sci.

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
04.0	Demonstrate an understanding of the characteristics and scope of technology. – The student will be able to:			
04.01	Discuss the nature and development of technological knowledge and processes.  			
04.02	Conduct specific goal-directed research related to inventions and innovations.  			
05.0	Demonstrate an understanding of the core concepts of technology. – The student will be able to:			
05.01	Identify systems thinking logic and creativity with appropriate compromises in complex real-life problems.  			
05.02	Define technological systems, which are the building blocks of technology and are embedded within larger technological, social, and environmental systems. 			
05.03	Identify resources involving trade-offs between competing values, such as availability, cost, desirability, and waste.  			
05.04	Identify the criteria and constraints of a product or system and then determine how they affect the final design and development.  			
05.05	Define a management system as the process of planning, organizing, and controlling work.  			
06.0	Demonstrate an understanding of the relationships among technologies and the connection between technology and other fields of study.  – The student will be able to:			
06.01	Identify technology transfer occurring when a new user applies an existing innovation developed for one purpose in a different function.  			
06.02	Identify technological innovation resulting when ideas, knowledge, or skills are shared within a technology, among technologies, or across other fields.  			
06.03	Identify technological progresses that promote the advancement of science and mathematics.  			
07.0	Demonstrate an understanding of the cultural, social, economic, and political effects of technology. – The student will be able to:			
07.01	Identify changes caused by the use of technology ranging from gradual to rapid and from subtle to obvious.  			
07.02	Classify the use of technology involving weighing the trade-offs between the positive and the negative effects.  			
07.03	List the cultural, social, economic, and political changes caused by the transfer of a technology from one society to another.  			
08.0	Demonstrate an understanding of the influence of technology on history. – The student will be able to:			
08.01	Research how the evolution of civilization has been directly affected by, and has in turn affected the development and use of tools and materials.  			
08.02	Define the history of technology as a powerful force in reshaping the social, cultural, political, and economic landscape.  			
08.03	Define the Industrial Revolution and the development of continuous manufacturing, sophisticated transportation and communication systems, advanced construction practices, and improved education and leisure time.  			
08.04	Define the Information Age and its placement of emphasis on the processing and exchange of information.  			
09.0	Demonstrate an understanding of the attributes of design. – The student will be able to:			
09.01	Recognize the design process; including defining a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and communicating processes and results.  			
09.02	Restate design problems that are seldom presented in a clearly defined form.  			
09.03	Check and critique a design continually, and improve and revise the idea of the design as needed.  			
09.04	List competing requirements of a design, such as criteria, constraints, and efficiency.  			
10.0	Demonstrate an understanding of engineering design. – The student will be able to:			
10.01	Identify design principles used to evaluate existing designs, to collect data, and to guide the design process.   			
10.02	Describe the influence of personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly on the engineering design process.  			
10.03	Construct a prototype or working model used to test a design concept by making actual observations and necessary adjustments.  			
10.04	Identify factors taken into account in the process of engineering design.  			
11.0	Demonstrate an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. – The student will be able to:			
11.01	Define research and development as a specific problem solving approach that is used intensively in business and industry to prepare devices and systems for the marketplace.  			
11.02	Identify research needed to solve technological problems.  			
11.03	Differentiate between technological and non-technological problems, and identify which problems can be solved using technology.  			
11.04	Utilize a multidisciplinary approach to solving technological problems.  			
12.0	Demonstrate the abilities to apply the design process. – The student will be able to:			
12.01	Identify the design problem to solve and decide whether or not to address it.  			
12.02	List criteria and constraints and determine how these will affect the design process.  			
12.03	Refine a design by using prototypes and modeling to ensure quality, efficiency, and productivity of the final product.  			
12.04	Evaluate the design solution using conceptual, physical, and mathematical models at various intervals of the design process in order to check for proper design and to note areas where improvements are needed.  			
12.05	Develop a product or system using a design process.  			
12.06	Evaluate final solutions and communicate observations, processes, and results of the entire design process, using verbal, graphic, quantitative, virtual, and written means, in addition to three-dimensional models.  			
13.0	Demonstrate the abilities to use and maintain technological products and systems. – The student will be able to:			
13.01	Document processes and procedures and communicate them to different audiences using appropriate oral and written techniques.  			
13.02	Diagnose a system that is malfunctioning and use tools, materials, machines, and knowledge to repair it.  			
13.03	Troubleshoot, analyze, and maintain systems to ensure safe and proper function and precision.  			
13.04	Operate systems so that they function in the way they were designed.  			
13.05	Use computers and calculators to access, retrieve, organize, process, maintain, interpret, and evaluate data and information in order to communicate.  			
14.0	Demonstrate the abilities to assess the impact of products and systems. – The student will be able to:			
14.01	Collect information and evaluate its quality.  			
14.02	Synthesize data, analyze trends, and draw conclusions regarding the effect of technology on the individual, society, and the environment.  			
14.03	Use assessment techniques, such as trend analysis and experimentation to make decisions about the future development of technology.  			
14.04	Design forecasting techniques to evaluate the results of altering natural systems.  			
15.0	Demonstrate an understanding of and be able to select and use information and communication technologies. – The student will be able to:			
15.01	Discuss information and communication technologies including the inputs, processes, and outputs associated with sending and receiving information.  			
15.02	Classify information and communication systems that allow information to be transferred as human to human, human to machine, machine to human, or machine to machine.  			
15.03	Use information and communication systems to inform, persuade, entertain, control, manage, and educate.  			
15.04	Identify many ways to communicate information, such as graphic and electronic means.  			
15.05	Communicate technological knowledge and processes using symbols, measurement, conventions, icons, graphic images, and languages that incorporate a variety of visual, auditory, and tactile stimuli.  			
16.0	Demonstrate an understanding of and be able to select and use manufacturing technologies. – The student will be able to:			
16.01	Service products to keep them in good operating condition.  			
16.02	Discuss the interchangeability of parts to increase the effectiveness of manufacturing processes.  			
18.0	Demonstrate technical knowledge and skills about the use and care of drafting instruments, equipment, and materials. – The student will be able to:			
18.01	Identify and demonstrate technical knowledge and skills about the use and care of drafting instruments and equipment.  			
18.02	Demonstrate technical knowledge and skills about the properties, specifications, and use of drafting materials and supplies.  			
19.0	Demonstrate technical skills and applications common to all types of drafting. – The student will be able to:			
19.01	Apply lettering techniques.  			
19.02	Make freehand sketches. 			
19.03	Use drafting symbols and alphabet of lines in accordance with technical standards and practices.  			
19.04	Apply measuring techniques.  			
19.05	Apply industry standard dimensioning techniques.  			
19.06	Apply geometric construction techniques.  			
19.07	Interpret information from drawings, prints, and sketches. 			
19.08	Apply coordinate systems.  			
19.09	Produce and reproduce drawings using modern technical methods for drafting reproduction.			
20.0	Demonstrate technical knowledge and skills for making basic orthographic drawings. – The student will be able to:			
20.01	Explain the theory of orthographic projection.  			
20.02	Identify the six principal views of an object.  			
20.03	Produce a three-view orthographic drawing.  			
20.04	Produce a CAD three-view orthographic drawing.  			
21.0	Demonstrate technical knowledge and skills for making pictorial drawings. – The student will be able to:			
21.01	Explain methods of pictorial drawing.			
21.02	Produce an isometric drawing.  			
21.03	Produce a CAD isometric drawing.  			
21.04	Produce an oblique drawing.  			
21.05	Produce a CAD oblique drawing.  			
21.06	Produce a perspective drawing.  			
21.07	Produce a CAD perspective drawing.  			
22.0	Demonstrate technical knowledge and skills for making auxiliary view drawings. – The student will be able to:			
22.01	Explain terminology and concepts associated with auxiliary view drawings.  			
22.02	Produce an auxiliary view drawing.  			
22.03	Produce a CAD auxiliary view drawing.  			
22.04	Develop a pattern using surface development techniques. 			
23.0	Demonstrate technical knowledge and skills for making sectional view drawings. – The student will be able to:			
23.01	Define sectional view and types of sectional views.  			
23.02	Illustrate the types of breaks and symbols used in drawing sectional views.			
23.03	Produce a sectional view drawing.  			
23.04	Produce a CAD sectional view drawing.  			
24.0	Demonstrate technical knowledge and skills for making working drawings. – The student will be able to:			
24.01	Produce detailed machine drawings.  			
24.02	Produce detailed assembly drawings.  			
24.03	Produce a technical illustration.  			
25.0	Demonstrate technical knowledge and skills for making a basic residential drawing. – The student will be able to:			
25.01	Produce a dimensioned floor plan.  			
25.02	Produce dimensioned elevation drawings. 			

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Drafting/Illustrative Design Technology II 
Course Number: 	8600820
Course Credit:	1

Course Description:

This course provides students with an intermediate understanding of the knowledge, human relations, and technical skills of drafting and design technology.

Florida Standards	Correlation to CTE Program Standard #	
01.0	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Drafting/Illustrative Design Technology.		
01.01	Key Ideas and Details		
01.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
LAFS.910.RST.1.1		
01.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.910.RST.1.2		
01.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.910.RST.1.3		
01.02	Craft and Structure		
01.02.1	Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
LAFS.910.RST.2.4
		
01.02.2	Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
LAFS.910.RST.2.5		
01.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
LAFS.910.RST.2.6		
01.03	Integration of Knowledge and Ideas		
01.03.1	Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
LAFS.910.RST.3.7		
01.03.2	Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.                                                       LAFS.910.RST.3.8		
01.03.3	Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
LAFS.910.RST.3.9		
01.04	Range of Reading and Level of Text Complexity		
01.04.1	By the end of grade 9, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
01.04.2	By the end of grade 10, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 9–10 text complexity band independently and proficiently.
LAFS.910.RST.4.10		
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Drafting/Illustrative Design Technology.		
02.01	Text Types and Purposes		
02.01.1	Write arguments focused on discipline-specific content.
LAFS.910.WHST.1.1		
02.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.910.WHST.1.2		
02.01.3	Write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
LAFS.910.WHST.1.3		
02.02	Production and Distribution of Writing		
02.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.910.WHST.2.4		
02.02.2	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.910.WHST.2.5		
02.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
LAFS.910.WHST.2.6		
02.03	Research to Build and Present Knowledge		
02.03.1	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.910.WHST.3.7		
02.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
LAFS.910.WHST.3.8		
02.03.3	Draw evidence from informational texts to support analysis, reflection, and research.                                                          LAFS.910.WHST.3.9		
02.04	Range of Writing		
02.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.910.WHST.4.10		
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Drafting/Illustrative Design Technology.		
03.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
03.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
03.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
03.04	Model with mathematics.
MAFS.K12.MP.4.1		
03.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
03.06	Attend to precision.
MAFS.K12.MP.6.1		
03.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
03.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note:  This course is pending alignment in the following categories:  FS-M/LA and NGSSS-Sci.

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
04.0	Demonstrate an understanding of the characteristics and scope of technology. – The student will be able to:			
04.01	Illustrate the nature and development of technological knowledge and processes.  			
04.02	Explain the rapid increase in the rate of technological development and diffusion			
04.03	Conduct specific goal-directed research related to inventions and innovations.  			
05.0	Demonstrate an understanding of the core concepts of technology. – The student will be able to:			
05.01	Apply systems thinking logic and creativity with appropriate compromises in complex real-life problems.  			
05.02	Discuss technological systems, which are the building blocks of technology and are embedded within larger technological, social, and environmental systems. 			
05.03	Select resources involving trade-offs between competing values, such as availability, cost, desirability, and waste.  			
05.04	Identify the criteria and constraints of a product or system and then determine how they affect the final design and development.  			
05.05	Utilize optimization as an ongoing process or methodology of designing or making a product dependent on criteria and constraints. 			
05.06	Identify new technologies that create new processes.  			
05.07	Implement a quality control process to ensure that a product, service or system meets established criteria.  			
05.08	Organize a management system as the process of planning, organizing, and controlling work.  			
06.0	Demonstrate an understanding of the relationships among technologies and the connection between technology and other fields of study. . – The student will be able to:			
06.01	Discuss technology transfer occurring when a new user applies an existing innovation developed for one purpose in a different function.  			
06.02	Explain technological innovation resulting when ideas, knowledge, or skills are shared within a technology, among technologies, or across other fields.  			
06.03	Discuss technological progresses that promote the advancement of science and mathematics.  			
07.0	Demonstrate an understanding of the cultural, social, economic, and political effects of technology. – The student will be able to:			
07.01	Discuss changes caused by the use of technology ranging from gradual to rapid and from subtle to obvious.  			
07.02	Compare the use of technology involving weighing the trade-offs between the positive and the negative effects.  			
07.03	Debate the cultural, social, economic, and political changes caused by the transfer of a technology from one society to another.  			
08.0	Demonstrate an understanding of the influence of technology on history. – The student will be able to:			
08.01	Discuss how technological development has been evolutionary, the result of a series of refinements to a basic invention.  			
08.02	Discuss how the evolution of civilization has been directly affected by, and has in turn affected, the development and use of tools and materials.  			
08.03	Research the history of technology as a powerful force in reshaping the social, cultural, political, and economic landscape.  			
08.04	Discuss that early in the history of technology, the development of many tools and machines was based not on scientific knowledge but on technological know-how.  			
08.05	Define the Iron Age by the use of iron and steel as the primary materials for tools.  			
08.06	Define the Middle Ages by the development of many technological devices that produced long-lasting effects on technology and society.  			
08.07	Define the Renaissance, a time of rebirth of the arts and humanities, as an important development in the history of technology.  			
08.08	Define the Industrial Revolution as the development of continuous manufacturing, sophisticated transportation and communication systems, advanced construction practices, and improved education and leisure time.  			
08.09	Define the Information Age and its placement of emphasis on the processing and exchange of information.  			
09.0	Demonstrate an understanding of the attributes of design. – The student will be able to:			
09.01	Describe the design process; including defining a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and communicating processes and results.  			
09.02	Translate design problems that are seldom presented in a clearly defined form.  			
09.03	Check and critique a design continually, and improve and revise the idea of the design as needed.  			
09.04	Analyze competing requirements of a design, such as criteria, constraints, and efficiency.  			
10.0	Demonstrate an understanding of engineering design. – The student will be able to:			
10.01	Investigate design principles used to evaluate existing designs, to collect data, and to guide the design process.  			
10.02	Examine the influence of personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly on the Engineering Design process.  			
10.03	Construct a prototype or a working model used to test a design concept by making actual observations and necessary adjustments.  			
10.04	Evaluate factors taken into account in the process of engineering.  			
11.0	Demonstrate an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. – The student will be able to:			
11.01	Employ research and development as a specific problem solving approach that is used intensively in business and industry to prepare devices and systems for the marketplace.  			
11.02	Conduct research needed to solve technological problems.  			
11.03	Differentiate between technological and non-technological problems, and identify which problems can be solved using technology.  			
11.04	Utilize a multidisciplinary approach to solving technological problems.  			
12.0	Demonstrate the abilities to apply the design process. – The student will be able to:			
12.01	Identify a design problem to solve and decide whether or not to address it.  			
12.02	Identify criteria and constraints and determine how these will affect the design process.  			
12.03	Refine a design by using prototypes and modeling to ensure quality, efficiency, and productivity of the final product.  			
12.04	Evaluate the design solution using conceptual, physical, and mathematical models at various intervals of the design process in order to check for proper design and to note areas where improvements are needed.  			
12.05	Develop and produce a product or system using a design process.  			
12.06	Evaluate final solutions and communicate observations, processes, and results of the entire design process, using verbal, graphic, quantitative, virtual, and written means, in addition to three-dimensional models.  			
13.0	Demonstrate the abilities to use and maintain technological products and systems. – The student will be able to:			
13.01	Document processes and procedures and communicate them to different audiences using appropriate oral and written techniques.  			
13.02	Diagnose a system that is malfunctioning and use tools, materials, machines, and knowledge to repair it.  			
13.03	Troubleshoot, analyze, and maintain systems to ensure safe and proper function and precision.  			
13.04	Operate systems so that they function in the way they were designed.  			
13.05	Use computers and calculators to access, retrieve, organize, process, maintain, interpret, and evaluate data and information in order to communicate.  			
14.0	Demonstrate the abilities to assess the impact of products and systems. – The student will be able to:			
14.01	Collect information and evaluate its quality.  			
14.02	Synthesize data, analyze trends, and draw conclusions regarding the effect of technology on the individual, society, and the environment.  			
14.03	Use assessment techniques, such as trend analysis and experimentation to make decisions about the future development of technology.  			
14.04	Design forecasting techniques to evaluate the results of altering natural systems.  			
15.0	Demonstrate an understanding of and be able to select and use information and communication technologies. – The student will be able to:			
15.01	Discuss information and communication technologies including the inputs, processes, and outputs associated with sending and receiving information.  			
15.02	Classify information and communication systems that allow information to be transferred as human to human, human to machine, machine to human, or machine to machine.  			
15.03	Use information and communication systems to inform, persuade, entertain, control, manage, and educate.  			
15.04	Identify many ways to communicate information, such as graphic and electronic means.  			
15.05	Communicate technological knowledge and processes using symbols, measurement, conventions, icons, graphic images, and languages that incorporate a variety of visual, auditory, and tactile stimuli.  			
16.0	Demonstrate an understanding of and be able to select and use manufacturing technologies. – The student will be able to:			
16.01	Service products to keep them in good operating condition.  			
16.02	Discuss the interchangeability of parts to increase the effectiveness of manufacturing processes.  			
17.0	Demonstrate an understanding of and be able to select and use construction technologies. – The student will be able to:			
17.01	Identify a variety of processes and procedures used in constructing structures.  			
17.02	Identify requirements involved in the design of structures.  			
17.03	Recommend maintenance, alterations, or renovations to improve a structure or alter its intended use.  			
26.0	Demonstrate technical knowledge and skills for making architectural drawings to industry standards. – The student will be able to:			
26.01	Produce a dimensioned floor plan showing walls, windows, doors, cabinets, stairs, appliances, fixtures, and other details.  			
26.02	Produce a dimensioned foundation plan with details.  			
26.03	Produce an architectural electrical plan.  			
26.04	Produce an architectural plumbing plan.  			
26.05	Produce an architectural climate control plan (HVAC).  			
26.06	Produce a dimensioned roof plan with details.  			
26.07	Produce a detailed information sheet including wall section and schedules.  			
26.08	Produce a dimensioned plot plan.  			
26.09	Produce dimensioned elevation drawings showing grade lines, floors, ceilings, windows, doors, and other details.  			
27.0	Demonstrate technical knowledge and skills for making a reverse engineered drawing (as built) from a solid object. – The student will be able to:			
27.01	Identify and apply advanced measuring tools and techniques.  			
27.02	Apply precision dimensioning standards.  			
27.03	Produce a detailed multi view orthographic drawing.  			
27.04	Produce an enhanced pictorial drawing.  			
27.05	Produce an auxiliary view drawing.  			
27.06	Produce a section view drawing.  			
28.0	Demonstrate technical knowledge and skills for making technical illustrations. – The student will be able to:			
28.01	Produce a colored or shaded pictorial rendering for presentation.  			
28.02	Produce a labeled graph or chart for display.  			

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Drafting/Illustrative Design Technology III 
Course Number: 	8600830
Course Credit:	1

Course Description:

This course provides students with an advanced understanding of the knowledge, human relations and technical skills of drafting and design technology.

Florida Standards	Correlation to CTE Program Standard #	
29.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Drafting/Illustrative Design Technology.		
29.01	Key Ideas and Details		
29.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
LAFS.1112.RST.1.1		
29.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.1112.RST.1.2		
29.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.1112.RST.1.3		
29.02	Craft and Structure		
29.02.1	Determine the meaning of symbols key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
LAFS.1112.RST.2.4		
29.02.2	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.5
		
29.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.                                 LAFS.1112.RST.2.6		
29.03	Integration of Knowledge and Ideas		
29.03.1	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. quantitative data, video, multimedia) in order to address a question or solve a problem.
LAFS.1112.RST.3.7		
29.03.2	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
LAFS.1112.RST.3.8		
29.03.3	Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
LAFS.1112.RST.3.9		
29.04	Range of Reading and Level of Text Complexity		
29.04.1	By the end of grade 11, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
29.04.2	By the end of grade 12, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 11–CCR text complexity band independently and proficiently.                                                              LAFS.1112.RST.4.10		
30.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Drafting/Illustrative Design Technology.		
30.01	Text Types and Purposes		
30.01.1	Write arguments focused on discipline-specific content.
LAFS.1112.WHST.1.1		
30.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.1112.WHST.1.2		
30.01.3	Write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.         LAFS.1112.WHST.1.3		
30.02	Production and Distribution of Writing		
30.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.4		
30.02.2	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.1112.WHST.2.5		
30.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
LAFS.1112.WHST.2.6		
30.03	Research to Build and Present Knowledge		
30.03.1	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.1112.WHST.3.7		
30.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
LAFS.1112.WHST.3.8		
30.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.1112.WHST.3.9		
30.04	Range of Writing		
30.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.1112.WHST.4.10		
31.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Drafting/Illustrative Design Technology.
		
31.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
31.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
31.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
31.04	Model with mathematics.
MAFS.K12.MP.4.1		
31.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
31.06	Attend to precision.
MAFS.K12.MP.6.1		
31.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
31.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note:  This course is pending alignment in the following categories:  FS-M/LA and NGSSS-Sci.

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
04.0	Demonstrate an understanding of the characteristics and scope of technology. – The student will be able to:			
04.01	Illustrate the nature and development of technological knowledge and processes.  			
04.02	Graph the rapid increase in the rate of technological development and diffusion.  			
04.03	Conduct specific goal-directed research related to inventions and innovations.  			
05.0	Demonstrate an understanding of the core concepts of technology. – The student will be able to:			
05.01	Apply systems thinking logic and creativity with appropriate compromises in complex real-life problems. 			
05.02	Assess technological systems, which are the building blocks of technology and are embedded within larger technological, social, and environmental systems. 			
05.03	Compare resources involving trade-offs between competing values, such as availability, cost, desirability, and waste.  			
05.04	Identify the criteria and constraints of a product or system and determine how they affect the final design and development.  			
05.05	Propose strategies for optimization as an ongoing process or methodology of designing or making a product dependent on criteria and constraints. 			
05.06	Discuss new technologies that create new processes.  			
05.07	Recommend a quality control process to ensure that a product, service, or system meets established criteria. 			
05.08	Organize a management system as the process of planning, organizing, and controlling work.  			
06.0	Demonstrate an understanding of the relationships among technologies and the connection between technology and other fields of study.  – The student will be able to:			
06.01	Create technology transfer occurring when a new user applies an existing innovation developed for one purpose in a different function.  			
06.02	Examine technological innovation resulting when ideas, knowledge, or skills are shared within a technology, among technologies, or across other fields.  			
06.03	Investigate technological progresses that promote the advancement of science and mathematics.  			
07.0	Demonstrate an understanding of the cultural, social, economic, and political effects of technology. – The student will be able to:			
07.01	Discuss changes caused by the use of technology ranging from gradual to rapid and from subtle to obvious.  			
07.02	Evaluate the use of technology involving weighing the trade-offs between the positive and the negative effects.  			
07.03	Debate the cultural, social, economic, and political changes caused by the transfer of a technology from one society to another.  			
08.0	Demonstrate an understanding of the influence of technology on history. – The student will be able to:			
08.01	Research how technological development has been evolutionary, the result of a series of refinements to a basic invention.  			
08.02	Assess how the evolution of civilization has been directly affected by, and has in turn affected, the development and use of tools and materials.  			
08.03	Research the history of technology as a powerful force in reshaping the social, cultural, political, and economic landscape.  			
08.04	Debate that early in the history of technology, the development of many tools and machines was based not on scientific knowledge but on technological know-how.  			
08.05	Discuss the Iron Age as the use of iron and steel as the primary materials for tools.  			
08.06	Discuss the Middle Ages as the development of many technological devices that produced long-lasting effects on technology and society.  			
08.07	Discuss the Renaissance, a time of rebirth of the arts and humanities, as an important development in the history of technology.  			
08.08	Discuss the Industrial Revolution as the development of continuous manufacturing, sophisticated transportation and communication systems, advanced construction practices, and improved education and leisure time.  			
08.09	Discuss the Information Age and its placement of emphasis on the processing and exchange of information.  			
09.0	Demonstrate an understanding of the attributes of design. – The student will be able to:			
09.01	Implement the design process; including defining a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and communicating processes and results.  			
09.02	Translate design problems that are seldom presented in a clearly defined form.  			
09.03	Evaluate a design continually, and improve and revise the idea of the design as needed.  			
09.04	Analyze competing requirements of a design, such as criteria, constraints, and efficiency.  			
10.0	Demonstrate an understanding of engineering design. – The student will be able to:			
10.01	Select design principles used to evaluate existing designs, to collect data, and to guide the design process.  			
10.02	Examine the influence of personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly on the Engineering Design process.  			
10.03	Construct a prototype or a working model used to test a design concept by making actual observations and necessary adjustments.  			
10.04	Evaluate factors taken into account in the process of engineering.  			
11.0	Demonstrate an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. – The student will be able to:			
11.01	Employ research and development as a specific problem solving approach that is used intensively in business and industry to prepare devices and systems for the marketplace.  			
11.02	Conduct research needed to solve technological problems.  			
11.03	Differentiate between technological and non-technological problems, and identify which problems can be solved using technology.  			
11.04	Utilize a multidisciplinary approach to solving technological problems.  			
12.0	Demonstrate the abilities to apply the design process. – The student will be able to:			
12.01	Interpret the design problem to solve and decide whether or not to address it.  			
12.02	Evaluate criteria and constraints and determine how these will affect the design process.  			
12.03	Refine a design by using prototypes and modeling to ensure quality, efficiency, and productivity of the final product.  			
12.04	Evaluate the design solution using conceptual, physical, and mathematical models at various intervals of the design process in order to check for proper design and to note areas where improvements are needed.  			
12.05	Produce a product or system using a design process.  			
12.06	Evaluate final solutions and communicate observations, processes, and results of the entire design process, using verbal, graphic, quantitative, virtual, and written means, in addition to three-dimensional models.  			
13.0	Demonstrate the abilities to use and maintain technological products and systems. – The student will be able to:			
13.01	Document processes and procedures and communicate them to different audiences using appropriate oral and written techniques.  			
13.02	Diagnose a system that is malfunctioning and use tools, materials, machines, and knowledge to repair it.  			
13.03	Troubleshoot, analyze, and maintain systems to ensure safe and proper function and precision.  			
13.04	Operate systems so that they function in the way they were designed.  			
13.05	Use computers and calculators to access, retrieve, organize, process, maintain, interpret, and evaluate data and information in order to communicate.  			
14.0	Demonstrate the abilities to assess the impact of products and systems. – The student will be able to:			
14.01	Collect information and evaluate its quality.  			
14.02	Synthesize data, analyze trends, and draw conclusions regarding the effect of technology on the individual, society, and the environment.  			
14.03	Apply assessment techniques, such as trend analysis and experimentation to make decisions about the future development of technology.  			
14.04	Design forecasting techniques to evaluate the results of altering natural systems.  			
15.0	Demonstrate an understanding of and be able to select and use information and communication technologies. – The student will be able to:			
15.01	Discuss information and communication technologies including the inputs, processes, and outputs associated with sending and receiving information.  			
15.02	Classify information and communication systems that allow information to be transferred as human to human, human to machine, machine to human, or machine to machine.  			
15.03	Use information and communication systems to inform, persuade, entertain, control, manage, and educate.  			
15.04	Identify many ways to communicate information, such as graphic and electronic means.  			
15.05	Communicate technological knowledge and processes using symbols, measurement, conventions, icons, graphic images, and languages that incorporate a variety of visual, auditory, and tactile stimuli.  			
16.0	Demonstrate an understanding of and be able to select and use manufacturing technologies. – The student will be able to:			
16.01	Service products to keep them in good operating condition.  			
16.02	Discuss the interchangeability of parts to increase the effectiveness of manufacturing processes.  			
32.0	Demonstrate technical knowledge and skills for making engineering drawings. – The student will be able to:			
32.01	Produce an advanced detailed machine drawing with tolerances, hidden surfaces and other mechanical details.  			
32.02	Produce detailed electrical and electronic schematics with appropriate components.  			
32.03	Produce a contour map with a cut and fill drawing annotated in accordance with government codes.  			
33.0	Demonstrate and present a research and design project. – The student will be able to:			
33.01	Identify and research a design problem related to one of the following technologies (medical, GIS, agriculture, energy & power, information & communication, transportation, manufacturing, and construction).  			
33.02	Identify criteria and constraints.  			
33.03	Produce a virtual or physical model of the solution.  			
33.04	Test and evaluate the solution.  			
33.05	Deliver a professional quality presentation of the design process and solution (i.e., a rendering, walk-through, fly-over, or animation of a design).  			
34.0	Demonstrate an understanding of career opportunities and requirements in the field of drafting/illustrative design technology. – The student will be able to:			
34.01	Discuss individual interests related to a career in drafting/illustrative design technology.  			
34.02	Explore career opportunities related to a career in drafting/illustrative design technology.  			
34.03	Explore secondary education opportunities related to drafting/illustrative design technology.  			
34.04	Conduct a job search.  			
34.05	Complete a job application form correctly.  			
34.06	Demonstrate competence in job interview techniques.  			
34.07	Create a professional resume and letter of introduction.  			
34.08	Solicit awards, letters of recommendation and recognition.  			
34.09	Organize work samples in a professional, presentable format.  			

Additional Information

Laboratory Activities

Laboratory investigations, including the use of scientific research, measurement, and laboratory technologies are an integral part of this course.  These activities include instruction in the use of safety procedures, tools, equipment, materials, and processes related to these occupations.  Equipment and supplies should be provided to enhance hands-on experiences for students.

Career and Technical Student Organization (CTSO)

The Florida Technology Student Association (FL-TSA) is the appropriate career and technical student organization for providing leadership training and reinforcing specific career and technical skills.  Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered.  The activities of such organizations are defined as part of the curriculum in accordance with Rule 6A-6.065, F.A.C.

Cooperative Training 

Cooperative training is appropriate but not required for this program.  Whenever offered, the rules, guidelines, and requirements specified in the Florida Department of Education Cooperative Education Manual apply. 

Work-Based Experience (8601800) is the appropriate course to provide Engineering & Technology Education students with the opportunity, as Student Learners, to gain real world practical, first-hand exposure in broad occupational clusters or industry sectors through a structured, compensated or uncompensated experience.  Work-Based Experience (WBE) is also designed to give the Student Learners an opportunity to apply and integrate the knowledge, skills, and abilities acquired during their School-Based Experience to actual work situations independent of school facilities.  At least one credit of an Engineering & Technology Education program consisting of three credits must be completed before enrolling in WBE.  See the Work-Based Experience framework for more information.

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access.  Postsecondary students with disabilities must self-identify, present documentation, request accommodations if needed, and develop a plan with their counselor and/or instructors.  Accommodations received in postsecondary education may differ from those received in secondary education.  Accommodations change the way the student is instructed.  Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems.  Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs.  Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course.  Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular Occupational Completion Point (OCP) or a Modified Occupational Completion Point (MOCP).  If needed, a student may enroll in the same career and technical course more than once.  Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete an OCP/MOCP.  The student should work on different competencies and new applications of competencies each year toward completion of the OCP/MOCP.  After achieving the competencies identified for the year, the student earns credit for the course.  It is important to ensure that credits earned by students are reported accurately.  The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.

Articulation

For details on articulation agreements which correlate to programs and industry certifications refer to http://www.fldoe.org/workforce/dwdframe/artic_frame.asp.

Bright Futures/Gold Seal Scholarship

Course substitutions as defined in the Comprehensive Course Table for this program area may be used to qualify a student for Florida’s Gold Seal Vocational Scholarship, providing all other eligibility requirements are met.  Eligibility requirements are available online at https://www.osfaffelp.org/bfiehs/fnbpcm02_CCTMain.aspx. 

Fine Arts/Practical Arts Credit

Many courses in CTE programs meet the Fine Arts/Practical Arts credit for high school graduation (http://www.fldoe.org/articulation/CCD/files/pacourses1314.pdf).  A listing of approved CTE courses is published each year as a supplemental resource to the Course Code Directory (http://www.fldoe.org/articulation/CCD/default.asp).

Equivalent Mathematics and Equally Rigorous Science Courses

Equally rigorous science courses are based upon levels of cognitive complexity of content specific benchmarks, depth and breadth of content focus, and required laboratory components.