2014 – 2015
Florida Department of Education
Curriculum Framework 

Program Title:	Applied Engineering Technology
Program Type:	Non Career Preparatory 
Career Cluster:	Engineering & Technology Education

Secondary – Non Career Preparatory	
Program Number	8401100	
CIP Number	0614130100	
Grade Level	9 – 12, 30, 31	
Standard Length	3 credits	
Teacher Certification	TEC ED 1 @2
ENG  7G 
ENG TEC 7G	
CTSO	Florida Technology Student Association (FL-TSA)	
Facility Code	243, Related 808, 810, 849, 851, 852.  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 applied engineering and its effect upon our lives and the choosing of an occupation.  The content and activities will also include the study of entrepreneurship, safety, and leadership skills.  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 study in mechanical, electrical, civil, and environmental engineering disciplines. 

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	
8401110	Applied Engineering Technology I	1 credit	3	
8401120	Applied Engineering Technology II	1 credit	3	
8401130	Applied Engineering 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 this 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, engineer, manufacture, construct, test, redesign, test again; and then produce a finished "project".  This would involve using ALL the knowledge previously learned, not only in Engineering & 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	Anatomy/ Physiology 
Honors	Astronomy     Solar/Galactic Honors	Biology 1	Chemistry 1	Earth-Space Science	Genetics
Honors 	Integrated Science 	Marine Science 1 Honors	Physical Science	Physics 1	Environmental Science	
8401110	**	**	**	**	**	**	**	**	**	**	**	
8401120	**	**	**	**	**	**	**	**	**	**	**	
8401130	**	**	**	**	**	**	**	**	**	**	**	
**   Alignment pending review    						#   Alignment attempted, but no correlation to academic course

Courses	Algebra 1	Algebra 2	Geometry	English 1	English 2	English 3	English 4	
8401110	**	**	**	**	**	**	**	
8401120	**	**	**	**	**	**	**	
8401130	**	**	**	**	**	**	**	
**   Alignment pending review    						#   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 Applied Engineering Technology. 
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Applied Engineering Technology.
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Applied Engineering 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 attributes of design. 
07.0	Demonstrate an understanding of the engineering design process. 
08.0	Describe the functional characteristics of the engineering design team. 
09.0	Demonstrate computer-aided design knowledge and skills.  
10.0	Demonstrate foundational knowledge and skills associated with the design of a mechanical system.  
11.0	Demonstrate technical knowledge and skills for machining.  
12.0	Demonstrate foundational technical knowledge and skills associated with the design of fluid systems.  
13.0	Demonstrate foundational technical knowledge and skills associated with the design of thermal systems.  
14.0	Demonstrate foundational knowledge and skills associated with the design of electrical and electronic systems.  
15.0	Demonstrate technical knowledge and skills in the designing, engineering, and analysis of constructed works. 
16.0	Identify computer components and their functions. 
17.0	Demonstrate proficiency with common computer peripherals, including connections to standard input and output devices. 
18.0	Demonstrate knowledge of computer file management. 
19.0	Demonstrate proficiency using the Internet to locate information. 
20.0	Demonstrate an understanding of Internet safety and ethics. 
21.0	Develop and apply word processing and document manipulation skills.  
22.0	Develop and apply fundamental spreadsheet skills.
23.0	Demonstrate safe and appropriate use of tools. 
24.0	Demonstrate an understanding of the various approaches used in problem solving. 
25.0	Demonstrate the abilities to apply the design process. 
26.0	Demonstrate proficiency in using presentation software. 
27.0	Perform advanced study and technical skills related to engineering technology. 
28.0	Demonstrate fundamental math and science knowledge and skills for mechanical systems.  
29.0	Demonstrate technical knowledge and skills for fluid systems.  
30.0	Demonstrate technical knowledge and skills for thermal systems.  
31.0	Demonstrate technical knowledge and skills associated with the design of electrical and electronic systems.  
32.0	Demonstrate safe and appropriate use of basic tools and machines. 
33.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Applied Engineering Technology.
34.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Applied Engineering Technology.
35.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Applied Engineering Technology.
36.0	Demonstrate an understanding of the cultural, social, economic, and political effects of technology. 
37.0	Demonstrate an understanding of the effects of technology on the environment. 
38.0	Demonstrate the abilities to assess the impact of products and systems. 
39.0	Successfully work as a member of a team. 
40.0	Plan, organize, and carry out a project plan. 
41.0	Manage resources. 
42.0	Use tools, materials, and processes in an appropriate and safe manner. 

Mechanical Engineering Discipline
43.0	Demonstrate an understanding of design and development of solutions involving mechanical engineering, their environments, and their associated design constraints. 
44.0	Design and build a mechanically engineered solution suitable for a particular application in a defined environment. 

Electrical Engineering Discipline
43.0	Demonstrate an understanding of design and development of solutions involving electrical engineering, their environments, and their associated design constraints. 
44.0	Design and build a mechanically engineered solution suitable for a particular application in a defined environment. 

Civil Engineering Discipline
43.0	Demonstrate an understanding of design and development of solutions involving civil engineering, their environments, and their associated design constraints. 
44.0	Design and build a mechanically engineered solution suitable for a particular application in a defined environment. 

Environmental Engineering Discipline
43.0	Demonstrate an understanding of design and development of solutions involving mechanical engineering, their environments, and their associated design constraints. 
44.0	Design and build a mechanically engineered solution suitable for a particular application in a defined environment. 
36.0	

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Applied Engineering Technology I 
Course Number: 	8401110
Course Credit:	1

Course Description:

This course helps students understand the field of engineering/engineering technology and prepares them for postsecondary engineering programs by developing a more in-depth mastery of the associated mathematics, science, and technology knowledge and skills. The course also includes essential concepts of technology and design, as well as concerns about the social and political implications of technological change.

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 Applied Engineering 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 Applied Engineering 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		
02.02	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 Applied Engineering 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	Explain the rapid increase in the rate of technological development and diffusion.  			
04.03	Conduct specific goal-directed research related to inventions and innovations.  			
04.04	Discuss current technological developments that are/were driven by profit motive and the market.			
04.05	Explain how technological progress promotes advancement of science and mathematics.			
04.06	Describe ways in which technology helps to shape social, cultural, political, and economic aspects of society.			
04.07	Describe how the development of many tools and machines were based more on technological know-how rather than scientific knowledge.			
05.0	Demonstrate an understanding of the core concepts of technology. – The student will be able to:			
05.01	Explain systems thinking and the relationship between logic, creativity, and compromise in solving complex problems.  			
05.02	Describe technological systems and their role within larger technological, social, and environmental systems.  			
05.03	Describe the trade-offs between competing values (e.g., availability, cost, desirability, waste, et al) in the selection of resources.  			
05.04	Identify the criteria and constraints of a product or system and determine how they affect the final design and development.  			
05.05	List strategies for optimizing a technological 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	Describe a quality control process to ensure that a product, service or system meets established criteria.  			
05.08	Describe management and associated dynamics as they relate to technological development.  			
06.0	Demonstrate an understanding of the attributes of design. – The student will be able to:			
06.01	Describe the essential activities that comprise the design process.			
06.02	Write a problem statement in sufficient clarity to enable design goals, requirements, and constraints to be identified.			
06.03	Critique the design of a solution and revise the design as needed.			
06.04	Explain how a design’s criteria, constraints, and efficiency can compete with each other.			
06.05	Identify the factors that ensure the sustainability of an engineering design.			
06.06	Identify safety considerations when designing a product.			
07.0	Demonstrate an understanding of the engineering design process. – The student will be able to:			
07.01	Describe the sequence of steps and associated activities involved in applying the engineering design process. 			
07.02	Compare and contrast creative and analytic problem-solving strategies to the engineering design process.			
07.03	Discuss why the engineering design process must begin with a clearly stated problem.			
07.04	Explain the relationship between design criteria and design constraints.			
07.05	Demonstrate brainstorming techniques.  			
07.06	Describe the role of computer and mathematical models in the engineering design process.			
07.07	Explain the forms of analysis used in evaluating potential solutions, particularly those forms associated with engineering principles, estimation, economics, and worst case scenario.			
07.08	Describe a decision table and how it is used to evaluate proposed solutions to an engineering problem.			
08.0	Describe the functional characteristics of the engineering design team. – The student will be able to:			
08.01	Describe how work breakdown structure (WBS) impacts the makeup and organization of an engineering design team.			
08.02	Compare functional and hierarchical schemes for organizing an engineering design team.			
08.03	Describe the function of management in general and project management in particular.			
08.04	Describe a typical design project team structure.			
08.05	Outline a research methodology.  			
08.06	Explain the role of ethics as a part of responsible decision making.			
09.0	Demonstrate computer-aided design knowledge and skills.  – The student will be able to:			
09.01	Create an orthographic drawing using a CAD software platform.			
09.02	Create a part using a solid modeling CAD software platform.			
09.03	Create an assembly using a solid modeling CAD software platform.			
09.04	Create a bill of materials generated from a CAD application.			
10.0	Demonstrate foundational knowledge and skills associated with the design of a mechanical system.  – The student will be able to:			
10.01	Measure and calculate dimensions of parts using metric and customary systems.			
10.02	Define and calculate quantities involving mass, weight, force, torque, friction, and resistance.			
10.03	Identify simple machines.			
10.04	Calculate mechanical advantage.			
10.05	Assemble, operate, and identify the parts of a mechanical system.			
11.0	Demonstrate technical knowledge and skills for machining.  -  The student will be able to:			
11.01	Measure dimensions using precision measurement tools, such as rulers, scales, calipers, and micrometers.			
11.02	Identify appropriate tools for machining purposes (e.g., drilling, turning, milling, sawing, and grinding).			
11.03	Explain steps for assembly and fabrication of products.			
12.0	Demonstrate foundational technical knowledge and skills associated with the design of fluid systems.  – The student will be able to:			
12.01	Define and differentiate between absolute, gauge, and atmospheric pressure.			
12.02	Measure and calculate pressure and flow rate.			
12.03	Differentiate between pneumatics and hydraulics.			
12.04	Draw schematics for series, parallel, and combination circuits.			
13.0	Demonstrate foundational technical knowledge and skills associated with the design of thermal systems.  – The student will be able to:			
13.01	Define and differentiate between heat and temperature.			
13.02	Describe the three laws of thermodynamics as they relate to the design of a thermal system.			
14.0	Demonstrate foundational knowledge and skills associated with the design of electrical and electronic systems.  – The student will be able to:			
14.01	Compare and contrast basic electronic components (e.g., resistor, capacitor, transistor, coil, diode).			
14.02	Read schematics to identify individual values and function of component parts. 			
14.03	Define and calculate quantities involving charge, voltage, current, resistance, impedance, inductance, and capacitance.			
14.04	Draw schematics for series, parallel, and combination circuits.			
14.05	Describe the differences between a series and a parallel circuit.			
14.06	Differentiate between alternating and direct current.			
14.07	Measure voltage, current, resistance, and capacitance using a multimeter.			
14.08	Define and calculate quantities using Ohm’s Law.			
14.09	Define and calculate quantities using Watt’s Law.			
14.10	Define and calculate quantities using Kirchhoff’s voltage and current laws. 			
14.11	Solder electronic components.			
15.0	Demonstrate technical knowledge and skills in the designing, engineering, and analysis of constructed works. – The student will be able to:			
15.01	Define terminology associated with engineering products and systems.			
15.02	Define and describe the experimental method as it is applied to design.			
15.03	Describe simulation.			
15.04	Prepare a model of a design solution to an engineering problem.  			
15.05	Prepare a graphical solution to an engineering problem.  			
15.06	Prepare a mathematical solution to an engineering problem (using either a calculator or computer).  			
15.07	Present a technical report on an engineering design problem, concept or issue.  			
16.0	Identify computer components and their functions. – The student will be able to:			
16.01	Identify the internal components of a computer (e.g., power supply, hard drive, mother board, I/O cards/ports, cabling, etc.).			
16.02	Identify various computer input devices (e.g., mouse, keyboard, phone, camera) and describe their use. 			
16.03	Identify various computer output devices (e.g., monitor, printer, phone) and describe their use. 			
16.04	Identify various storage devices (e.g., flash drive, iPod, phone, external hard drive, etc.)			
17.0	Demonstrate proficiency with common computer peripherals, including connections to standard input and output devices. – The student will be able to:			
17.01	Identify the types and purposes of common input devices (e.g., mouse, keyboard, camera, microphone, scanner). 			
17.02	Identify the types and purposes of specialized input devices (e.g., digital cameras, mobile devices, GPS devices).			
17.03	Describe the types and purposes of various computer connection ports (e.g., USB, firewire, parallel, serial, Ethernet, et al).			
17.04	Connect an input device (e.g., mouse, keyboard, cell phone, camera, et al) and verify proper operation.			
17.05	Connect an output device (e.g., printer, monitor, projector, et al) and verify proper operation.			
18.0	Demonstrate knowledge of computer file management. – The student will be able to:			
18.01	Describe and use conventional file naming conventions.			
18.02	Demonstrate proficiency with file management tasks (e.g., folder creation, file creation, backup, copy, delete, open, save).			
18.03	Be able to identify file types by extension (e.g., .doc, .txt, .wav, xls, etc.).			
19.0	Demonstrate proficiency using the Internet to locate information. – The student will be able to:			
19.01	Identify and use web terminology.			
19.02	Define Universal Resource Locators (URLs) and associated protocols (e.g., http, ftp, telnet, mailto).			
19.03	Compare and contrast the types of Internet domains (e.g., .com, .org, .edu, .gov, .net, .mil).			
19.04	Demonstrate proficiency using search engines, including Boolean search techniques.			
19.05	Apply the rules for properly citing works or other information obtained from the Internet.			
19.06	Identify and apply Copyright Fair Use guidelines.			
19.07	Evaluate online information for credibility and quality using basic guidelines and indicators (e.g. authority, affiliation, purpose, etc.).			
20.0	Demonstrate an understanding of Internet safety and ethics. – The student will be able to:			
20.01	Describe cyber-bullying and its impact on perpetrators and victims.			
20.02	Differentiate between viruses and malware, specifically their sources, ploys, and impact on personal privacy and computer operation, and ways to avoid infection.			
20.03	Demonstrate proficiency running an antivirus scan to remove viruses and malware.			
20.04	Describe risks associated with social networking sites (e.g., FaceBook, MySpace, and Twitter) and ways to mitigate these risks.			
20.05	Adhere to cyber safety practices with regard to conducting Internet searches, email, chat rooms, and other social network websites.			
20.06	Adhere to Acceptable Use Policies when accessing the Internet.			
21.0	Develop and apply word processing and document manipulation skills.  – The student will be able to:			
21.01	Apply and adjust margins, tabs, line spacing and paragraph indents. 			
21.02	Insert and manipulate text, graphics/images, and WordArt. 			
21.03	Format text using the font interface and styles interface.			
21.04	Adjust the size, position, and layout wrapping settings of a graphic/image.			
21.05	Use the status bar to determine the number of pages, words, and characters in a document.			
21.06	Insert codes for current date and time. 			
21.07	Copy text between documents using mouse, menu, and keyboard techniques.			
21.08	Move text in a document using mouse, menu, and keyboard techniques. 			
21.09	Create bulleted and numbered lists. 			
21.10	Create a table – Inserting, moving and entering data.			
21.11	Create a table – format rows, columns and cells.			
21.12	Insert page breaks.			
21.13	Adjust magnification of document display single and multiple pages.			
21.14	Understand printing options including shrink to fit, gutters, and document orientation. 			
21.15	Create a report or essay that contains a title page, text, a graphic/image, and WordArt.			
22.0	Develop and apply fundamental spreadsheet skills. – The student will be able to:			
22.01	Describe a spreadsheet and the ways in which it may be used.			
22.02	Identify the parts of the spreadsheet display. 			
22.03	Insert and format text information into cells.			
22.04	Insert and format numeric information into cells.			
22.05	Insert and format date and time information into cells.			
22.06	Select multiple cells using the mouse.			
22.07	Copy information from one or more cells to another part of the spreadsheet.			
22.08	Move information from one or more cells to another part of the spreadsheet.			
22.09	Sum the numeric values of multiple cells.			
22.10	Use the sort function to alphabetize a table of information.			
22.11	Create and navigate through a worksheet. 			
22.12	Change column width and row height. 			
22.13	Insert columns and rows.			
22.14	Merge cells. 			
22.15	Use Undo and Redo features. 			
22.16	Insert arithmetic formulas into a spreadsheet. 			
22.17	Create and print a table that displays and sums the quantities or values of different categories of data. 			
22.18	Create a chart based on data sets defined in a spreadsheet.			
22.19	Adjust chart types to appropriately represent base data.			
22.20	Create formulas using multiple cells and higher level functions  which are dependent on other referenced cells (sqrt, avg, stddev, etc)			
22.21	Apply references to cells to be used as variables in multiple locations.			
23.0	Demonstrate safe and appropriate use of tools. – The student will be able to:			
23.01	Select appropriate tools, procedures, and/or equipment.			
23.02	Demonstrate the safe usage of appropriate tools, procedures, and operation of equipment.			
23.03	Follow laboratory safety rules and procedures.			
23.04	Demonstrate good housekeeping at workstation within total laboratory.			
23.05	Identify color-coding safety standards.			
23.06	Explain fire prevention and safety precautions and practices for extinguishing fires.			
23.07	Identify harmful effects/potential dangers of familiar hazardous substances/devices to people and the environment.			

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Applied Engineering Technology II 
Course Number: 	8401120
Course Credit:	1

Course Description:

This course provides students with opportunities to further their mastery of engineering-related math and science principles to design solutions to real world problems. The course also includes a more in-depth look into the relationship between technology and design.

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 Applied Engineering 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 Applied Engineering 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		
02.02	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 Applied Engineering 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	
24.0	Demonstrate an understanding of the various approaches used in problem solving. – The student will be able to:			
24.01	Employ research and development processes to assess the functional, economic, and ethical viability of a product or prototype.			
24.02	Research a problem and determine the most appropriate problem-solving method to employ.			
24.03	Determine whether the solution to a specific problem is technology-based.			
24.04	Utilize a multidisciplinary approach to solving technological problems.  			
25.0	Demonstrate the abilities to apply the design process. – The student will be able to:			
25.01	Determine whether a design problem is worthy of being resolved or addressed.			
25.02	Identify the criteria and constraints associated with a design problem and select the most appropriate solution based on pre-determined factors.			
25.03	Evaluate the quality, efficiency, and productivity of an existing or proposed design and refine the design accordingly.			
25.04	Evaluate an existing design using conceptual, physical, and mathematical models and note aspects for improvement.			
25.05	Devise and develop a problem solution using the design process.			
25.06	Create and deliver a slide presentation to communicate the design process and final solution to a design problem.			
26.0	Demonstrate proficiency in using presentation software. – The student will be able to:			
26.01	Describe presentation software and the ways in which it may be used.			
26.02	Create a Slide Master.			
26.03	Adjust presentation format using the Slide Master.			
26.04	Add and format titles, subtitles, and talking points to a presentation slide.			
26.05	Insert date and time codes and slide numbers to slides.			
26.06	Insert and format images/graphics onto slides.			
26.07	Insert new or duplicate slides.			
26.08	Adjust slide transition to include animation.			
26.09	Insert and adjust sound settings and timing in presentation.			
26.10	Adjust the sequence of slides in the presentation.			
26.11	Produce a presentation that includes text, graphics, and digital images and present it using a projection system.			
26.12	Adjust Slide Show Set-up to loop show continuously.			
27.0	Perform advanced study and technical skills related to engineering technology. – The student will be able to:			
27.01	Identify an engineering problem or product for improvement using engineering design methodology.			
27.02	Develop a written plan of work for the engineering team to carry out the project. 			
27.03	Show evidence of technical research in support of the project.  			
27.04	Perform skills related to the engineering project.			
27.05	Complete the project as planned.			
27.06	Demonstrate the engineering design solution to a fluid system problem.  			
27.07	Demonstrate the engineering design solution to an electrical system problem.  			
27.08	Demonstrate the engineering design solution to a thermal system problem.  			
27.09	Demonstrate and present the engineering design solution to a mechanical system problem. 			
27.10	Formulate conclusions based on the analysis of engineered products.  			
28.0	Demonstrate fundamental math and science knowledge and skills for mechanical systems.  – The student will be able to:			
28.01	Define and calculate quantities using Hooke’s Law of Elasticity.			
28.02	Assemble, operate, and identify the parts of a mechanical system.  			
28.03	Demonstrate and apply principles of force, work, rate, resistance, energy, power, and force transformers relating to mechanical systems.  			
28.04	Calculate the mechanical advantage of a mechanical system			
28.05	Design a mechanical system to demonstrate knowledge of mechanical advantage.			
29.0	Demonstrate technical knowledge and skills for fluid systems.  – The student will be able to:			
29.01	Define and calculate quantities using Boyle’s Law.			
29.02	Assemble, operate, and identify the parts of a fluid system.			
29.03	Demonstrate and apply principles of force, work, rate, resistance, energy, power, and force transformers relating to fluid systems.			
29.04	Compute the mechanical advantage of a fluid system.			
29.05	Compute the change in height in the output piston based on change in input piston and relative sizes.			
29.06	Design a fluid system to demonstrate knowledge of mechanical advantage.			
30.0	Demonstrate technical knowledge and skills for thermal systems.  – The student will be able to:			
30.01	Define and calculate quantities of heat and temperature.			
30.02	Assemble, operate, and identify the parts of a thermal system.			
30.03	Demonstrate and apply principles of force, work, rate, resistance, energy, power, and force transformers relating to fluid systems.			
30.04	Compute the efficiency of a thermal system.			
30.05	Explain the steps in a PV diagram including the phases where work is done.			
31.0	Demonstrate technical knowledge and skills associated with the design of electrical and electronic systems.  – The student will be able to:			
31.01	Assemble, operate, and identify the parts of an electrical system.			
31.02	Demonstrate and apply principles of force, work, rate, resistance, energy, power, and force transformers relating to electrical systems.			
31.03	Understand the connectivity between the major components. Identify Address and data buses, power signals and peripheral devices.			
31.04	Recognize the schematic symbols for basic electronic components (e.g., resistors, capacitors, inductors, transistors, and black box components such as microprocessors).			
31.05	 Describe basic logic devices (e.g., AND, NAND, OR, NOR) and their role in the design of electrical/electronic systems.			
31.06	Create and apply the truth tables for the basic logical elements (i.e., AND, NAND, OR, and NOR gates).			
31.07	Identify electrical connections between devices on an electrical schematic. 			
31.08	Use Boolean algebra to minimize logic equations and implement them in breadboard devices.			
31.09	Design and create a prototype of a basic electronic system to demonstrate knowledge of DC series and parallel logic circuitry.			
32.0	Demonstrate safe and appropriate use of basic tools and machines. – The student will be able to:			
32.01	Select appropriate tools, procedures, and/or equipment.			
32.02	Demonstrate the safe usage of appropriate tools, procedures, and operation of equipment.			
32.03	Follow laboratory safety rules and procedures.			
32.04	Demonstrate good housekeeping at workstation within total laboratory.			
32.05	Identify color-coding safety standards.			
32.06	Explain fire prevention and safety precautions and practices for extinguishing fires.			
32.07	Identify harmful effects/potential dangers of familiar hazardous substances/devices to people and the environment.			

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Applied Engineering Technology III 
Course Number: 	8401130
Course Credit:	1

Course Description:

This course provides opportunities for students to apply their acquired knowledge and skills in engineering scenarios. The course features multiple options for providing context-based projects oriented to specific fields of engineering. This feature enables instruction in complex projects involving multi-faceted project teams by providing instruction oriented to four key engineering disciplines: mechanical, electrical, civil, and environmental. Students need only complete standards #43 and #44 for one of the engineering disciplines, in addition to the other standards. 

Florida Standards	Correlation to CTE Program Standard #	
33.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Applied Engineering Technology.		
33.01	Key Ideas and Details		
33.01.1	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		
33.01.2	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		
33.01.3	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		
33.02	Craft and Structure		
33.02.1	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		
33.02.2	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.5		
33.02.3	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		
33.03	Integration of Knowledge and Ideas		
33.03.1	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		
33.03.2	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		
33.03.3	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		
33.04	Range of Reading and Level of Text Complexity		
33.04.1	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.
33.04.2	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		
34.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Applied Engineering Technology.		
34.01	Text Types and Purposes		
34.01.1	Write arguments focused on discipline-specific content.
LAFS.1112.WHST.1.1		
34.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.1112.WHST.1.2		
34.02	Production and Distribution of Writing		
34.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.4		
34.02.2	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		
34.02.3	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		
34.03	Research to Build and Present Knowledge		
34.03.1	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		
34.03.2	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		
34.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.1112.WHST.3.9		
34.04	Range of Writing		
34.04.1	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
		
35.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Applied Engineering Technology.		
35.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
35.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
35.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
35.04	Model with mathematics.
MAFS.K12.MP.4.1		
35.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
35.06	Attend to precision.
MAFS.K12.MP.6.1		
35.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
35.08	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	
36.0	Demonstrate an understanding of the cultural, social, economic, and political effects of technology. – The student will be able to:			
36.01	Discuss changes in cultural, social, economic, and political behavior caused by the use of technology.			
36.02	Describe the consequences of weighing the trade-offs between the positive and negative effects of technology.			
36.03	Discuss the ethical considerations in developing, selecting, and using technology.			
36.04	Debate the cultural, social, economic, and political changes caused by the transfer of a technology from one society to another.  			
37.0	Demonstrate an understanding of the effects of technology on the environment. – The student will be able to:			
37.01	Describe the trade-offs of developing technologies to reduce the use of resources.			
37.02	Describe how the alignment of technological and natural processes impacts the environment.			
37.03	Identify technologies developed for the purpose of reducing negative consequences of other technologies.			
37.04	Debate the implementation of technologies having positive and negative effects on the environment.			
38.0	Demonstrate the abilities to assess the impact of products and systems. – The student will be able to:			
38.01	Collect information and evaluate its quality.  			
38.02	Synthesize data, analyze trends, and draw conclusions regarding the effect of technology on the individual, society, and the environment.  			
38.03	Apply assessment techniques, such as trend analysis and experimentation to make decisions about the future development of technology.  			
38.04	Design forecasting techniques to evaluate the results of altering natural systems.  			
39.0	Successfully work as a member of a team. – The student will be able to:			
39.01	Accept responsibility for specific tasks in a given situation.			
39.02	Maintain a positive relationship with other team members. 			
39.03	Document progress, and provide feedback on work accomplished in a timely manner.			
39.04	Complete assigned tasks in a timely and professional manner.			
39.05	Reassign responsibilities when the need arises.			
39.06	Complete daily tasks as assigned on one’s own initiative.			
40.0	Plan, organize, and carry out a project plan. – The student will be able to:			
40.01	Determine the scope of a project.			
40.02	Organize the team according to individual strengths.			
40.03	Assign specific tasks within a team.			
40.04	Determine project priorities.			
40.05	Identify required resources.			
40.06	Record project progress in a process journal.			
40.07	Record and account for budget expenses during the life of the project.			
40.08	Carry out the project plan to successful completion and delivery.			
41.0	Manage resources. – The student will be able to:			
41.01	Identify required resources and associated costs for each stage of the project plan.			
41.02	Create a project budget based on the identified resources.			
41.03	Determine the methods needed to acquire needed resources.			
41.04	Demonstrate good judgment in the use of resources.			
41.05	Recycle and reuse resources where appropriate.			
41.06	Demonstrate an understanding of proper legal and ethical waste disposal.			
42.0	Use tools, materials, and processes in an appropriate and safe manner. – The student will be able to:			
42.01	Identify the proper tool for a given job.			
42.02	Use tools and machines in a safe manner.			
42.03	Adhere to laboratory safety rules and procedures.			
42.04	Identify the application of processes appropriate to the task at hand.			
42.05	Identify materials appropriate to their application.			
Mechanical Engineering Discipline			
43.0	Demonstrate an understanding of design and development of solutions involving mechanical engineering, their environments, and their associated design constraints. – The student will be able to:			
43.01	Describe mechanically engineered assemblies used in industrial manufacturing, the technologies they employ, their design criteria, and constraints.			
43.02	Describe mechanically engineered assemblies used in aviation and aerospace, the technologies they employ, their design criteria, and constraints.			
43.03	Describe mechanically engineered assemblies used in hazardous or dangerous environments (e.g., underground, damaged buildings, et al), the technologies they employ, their design criteria, and constraints.			
43.04	Describe mechanically engineered assemblies used in the medical field, the technologies they employ, their design criteria, and constraints.			
43.05	Describe mechanically engineered assemblies used in underwater environments, the technologies they employ, their design criteria, and constraints.			
43.06	Describe mechanically engineered assemblies used in high speed/repetitive manufacturing or processing environments, the technologies they employ, their design criteria, and constraints.			
44.0	Design and build a mechanically engineered solution suitable for a particular application in a defined environment. – The student will be able to:			
44.01	Design and build a solution to a problem using the principles of mechanical engineering.			
44.02	Incorporate principles of electricity, thermodynamics, hydraulics, and pneumatics, as appropriate, into the design of a mechanically engineered solution.			
44.03	Incorporate at least one advanced feature into the solution’s design.			
44.04	Create a project portfolio describing the project and the solution, including drawings and specifications, the tasks and rationale, process journal, budget report, and the results. 			
44.05	Present your portfolio to a review committee.			
Electrical Engineering Discipline			
43.0	Demonstrate an understanding of design and development of solutions involving electrical engineering, their environments, and their associated design constraints. – The student will be able to:			
43.01	Describe electrical engineering applications used in power distribution and transmission systems, the technologies they employ, their design criteria, and constraints.			
43.02	Describe electrical engineering applications used in control systems (e.g., PLC's, microcontrollers), the technologies they employ, their design criteria, and constraints.			
43.03	Describe electrical engineering applications used in DC and AC electronics, the technologies they employ, their design criteria, and constraints.			
43.04	Describe electrical engineering applications used in signal processing and telecommunications, the technologies they employ, their design criteria, and constraints.			
43.05	Describe electrical engineering applications used in sensors and instrumentation applications, the technologies they employ, their design criteria, and constraints.			
43.06	Describe electrical engineering applications used in consumer electronics and computer applications, the technologies they employ, their design criteria, and constraints.			
44.0	Design and build a mechanically engineered solution suitable for a particular application in a defined environment. – The student will be able to:			
44.01	Design and build a solution to a problem using the principles of electrical engineering.			
44.02	Incorporate principles of electricity, AC/DC circuits and electronics, microcontrollers or PLC's, electronic sensors, transducers and instrumentation, or communications/RF systems, as appropriate, into the design of an electrically engineered solution.			
44.03	Incorporate at least one advanced feature into the solution’s design.			
44.04	Create a project portfolio describing the project and the solution, including drawings and specifications, the tasks and rationale, process journal, budget report, and statistical analysis of the results. 			
44.05	Present your portfolio to a review committee.			
Civil Engineering Discipline			
43.0	Demonstrate an understanding of design and development of solutions involving civil engineering, their environments, and their associated design constraints. – The student will be able to:			
43.01	Describe civil engineered solutions used in coastal area planning, construction and structural design, transportation, GIS and surveying, urban and water resources.			
43.02	Describe civil engineering solutions, the technologies they employ, their design criteria, and constraints.			
43.03	Describe civil engineering solutions used in coastal areas (e.g. bridges, dams, locks, levees, waterways, ports, etc.), the technologies they employ, their design criteria, and constraints.			
43.04	Describe civil engineering solutions used in structural design and structural analysis of buildings, bridges, towers, tunnels, etc. , the technologies they employ, their design criteria, and constraints.			
43.05	Describe civil engineering solutions used in designing, constructing, and maintaining transportation infrastructure (e.g. including roadways, railways, airports and mass transit systems, et al.).			
43.06	Describe technologies used in the basics of surveying and mapping, as well as geographic information systems to correctly size and position structures, and lay out routes for railways, roadways, and pipelines.			
43.07	Describe civil engineering solutions used in urban and metropolitan planning (e.g. designing, constructing, and maintaining streets, sidewalks, water supply networks, sewers, street lighting, solid waste management and disposal, public parks, et al), the technologies they employ, their design criteria, and constraints.			
44.0	Design and build a mechanically engineered solution suitable for a particular application in a defined environment. – The student will be able to:			
44.01	Design and build a solution to a problem using the principles of civil engineering.			
44.02	Incorporate one or more principles of structural design and analysis, surveying, planning and design of traffic system logistics, coastal defense, materials science, water resource and waste management, or urban planning as appropriate, into the design of a civil engineering solution.			
44.03	Incorporate at least one advanced feature into the solution’s design.			
44.04	Create a project portfolio describing the project and the solution, including drawings and specifications, the tasks and rationale, process journal, budget report, and the results. 			
44.05	Present your portfolio to a review committee.			
Environmental Engineering Discipline			
43.0	Demonstrate an understanding of design and development of solutions involving environmental engineering, their environments, and their associated design constraints. – The student will be able to:			
43.01	Describe environmental engineered solutions, the technologies they employ, their design criteria, and constraints.			
43.02	Describe environmental engineered solutions related to water supply and treatment, the technologies they employ, their design criteria, and constraints.			
43.03	Describe environmental engineered solutions related to waste management, the technologies they employ, their design criteria, and constraints.			
43.04	Describe environmental engineered solutions related to air and water pollution, the technologies they employ, their design criteria, and constraints.			
43.05	Describe environmental engineered solutions related to coastal and intercoastal environments, the technologies they employ, their design criteria, and constraints.			
43.06	Describe environmental engineered solutions related to agricultural environments, the technologies they employ, their design criteria, and constraints.			
43.07	Describe environmental engineered solutions related to industrial environments, the technologies they employ, their design criteria, and constraints.			
44.0	Design and build an environmental engineered solution suitable for a particular application in a defined environment. – The student will be able to:			
44.01	Design and build a solution to a problem using the principles of environmental engineering.			
44.02	Incorporate principles of contamination control, pollution control, emission control, hazardous material disposal, and physical, biological, and chemical processes, as appropriate, into the design of an environmental engineered solution.			
44.03	Incorporate at least one advanced feature into the solution’s design.			
44.04	Create a project portfolio describing the project and the solution, including drawings and specifications, the tasks and rationale, process journal, budget report, and the results. 			
44.05	Present your portfolio to a review committee.			

Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. 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 – OJT

On-the-job training is appropriate but not required for this program.  Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply. 

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.