2014 – 2015
Florida Department of Education
Curriculum Framework 

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

Secondary – Non Career Preparatory	
Program Number	9400100	
CIP Number	0507039918	
Grade Level	9-12; 30, 31	
Standard Length	5 credits	
Teacher Certification	TEC ED 1 @2
COMPU SCI  6
ENG 7G 
SCI VIZ 7G	
CTSO	Florida Technology Student Association (FL-TSA)	
Facility Code	243, Related 808, 810, 849, 851, 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 

This Engineering and Technology Education program focuses on the principles, concepts, and use of complex graphic and visualization tools as applied to the study of science and technology.  Students use complex 2D graphics, 3D Animation, editing, and image analysis tools to better understand, illustrate, explain, and present technical, mathematical, and/or scientific concepts and principles.  Emphasis is placed on the use of computer enhanced images to generate both conceptual and data-driven models, data-driven charts, and animations.  Science, math, and visual design concepts are reinforced throughout each course.

The skills students acquire in this program can be applied to many different occupations, however, occupations that require scientific visualization skills do not typically include the term in the job title.  For example, a person who designs educational web pages for a zoo or a museum is using scientific visualization to convey scientific ideas to the public. Also, a research chemist may use scientific visualization to design a better medical drug, or an engineer might use the same skills to design a faster race car.  This course helps students gain experience using a multitude of computer graphic software, develop problem solving skills, become independent learners, and acquire the intellectual confidence necessary for success in their post-secondary educational pursuits.  

The Scientific Visualization program is a sequence of four courses with provisions for an internship for students as a capstone experience. In addition to complex visualization tools, the content of this program includes the development of the following computer skills and concepts:  computer application skills (e.g., word processing, spreadsheet, presentation, and desktop publishing), Internet browser applications, computer programming, advanced web tools, and basic concepts of relational databases and the tools to use them. Additionally, this program stresses understanding of geospatial concepts, project management strategies, applications of geographic data elements and remotely sensed data, and visualizations of dynamic spatial data. 

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 the courses shown in the following table:

Course Number	Course Title	Length	Level	
8207310	Introduction to Information Technology	1 credit	2	
9400110	Principles of Scientific Visualization	1 credit	3	
9400120	Data Modeling	1 credit	3	
9400130	Advanced Applications in Scientific Visualization	1 credit	3	
9400140	SciViz Internship	1 credit	2	

Academic Alignment

Some or all of the courses in this program have been academically aligned to the Next Generation Sunshine State Standards for Science. The table below contains the results of the alignment. Data shown in the table includes: the quantity of academic standards in the CTE course; the total number of 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	
8207310	15/87
17%	22/80
28%	14/83
17%	20/69
29%	12/67
18%	15/69
22%	12/82
15%	23/66
35%	16/74
22%	18/72
25%	23/70
33%	
9400110	2/87
2%	9/80
11%	8/83
10%	3/69
4%	4/67
6%	5/69
7%	9/82
11%	8/66
12%	4/74
5%	5/72
7%	5/70
7%	
9400120	2/87
2%	5/80
6%	3/83
4%	1/69
1%	6/67
9%	4/69
6%	5/82
6%	2/66
3%	2/74
3%	2/72
3%	1/70
1%	
9400130	#	#	3/83
4%	#	1/67
1%	1/69
1%	3/82
4%	#	#	#	#	
9400140	#	#	#	#	#	#	#	#	#	#	#	
**   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	
8207310	20/67
30%	15/75
20%	4/54
7%	40/49
82%	40/48
83%	40/45
89%	40/45
89%	
9400110	**	**	**	**	**	**	**	
9400120	**	**	**	**	**	**	**	
9400130	**	**	**	**	**	**	**	
9400140	**	**	**	**	**	**	**	
**   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 Scientific Visualization. 
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Scientific Visualization.
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Scientific Visualization.
04.0	Demonstrate knowledge, skill, and application of information systems to accomplish job objectives and enhance workplace performance.
05.0	Demonstrate comprehension and communication skills.
06.0	Use technology to enhance the effectiveness of communication skills.
07.0	Develop an awareness of management functions and organizational structures as they relate to today’s workplace and employer/ employee roles.
08.0	Practice quality performance in the learning environment and the workplace.
09.0	Incorporate appropriate leadership and supervision techniques, customer service strategies, and standards of personal ethics to accomplish job objectives and enhance workplace performance.
10.0	Apply mathematical operations and processes as well as financial planning strategies to commonly occurring situations in the workplace to accomplish job objectives and enhance workplace performance.
11.0	Assess personal strengths and weaknesses as they relate to job objectives, career exploration, personal development, and life goals.
12.0	Incorporate knowledge gained from individual assessment and job/career exploration to design an individual career plan that reflects the transition from school to work, lifelong learning, and personal and professional goals.
13.0	Demonstrate human relations/interpersonal skills appropriate for the workplace.
14.0	Participate in work-based learning experiences.
15.0	Perform e-mail activities.
16.0	Demonstrate knowledge of different operating systems.
17.0	Demonstrate proficiency navigating the internet, intranet, and the WWW.
18.0	Demonstrate proficiency using HTML commands.
19.0	Demonstrate proficiency in page design applicable to the WWW.
20.0	Demonstrate proficiency using specialized web design software.
21.0	Develop an awareness of the information technology industry.
22.0	Develop an awareness of microprocessors and digital computers.
23.0	Develop an awareness of programming languages.
24.0	Develop an awareness of emerging technologies.
25.0	Demonstrate an understanding of the seven layers of the Open Systems Interface (OSI) model.
26.0	Demonstrate proficiency using common software applications.
27.0	Demonstrate proficiency using specialized software applications.
28.0	Describe scientific & technical visualization. 
29.0	Describe the historical significance of scientific & technical visualization. 
30.0	Describe the technological advancements of scientific & technical visualization. 
31.0	Recognize types of scientific & technical visualization and related careers. 
32.0	Classify the categories of visualization tools, providing examples of each category. 
33.0	Describe design fundamentals relative to visualization. 
34.0	Interpret color and its applications. 
35.0	Discuss vector and bitmap images. 
36.0	Identify effective 2D presentation techniques.  
37.0	Describe 2D software applications and their basic functions. 
38.0	Demonstrate effective presentation techniques using appropriate design fundamentals. 
39.0	Evaluate methods for displaying data using charts and graphs. 
40.0	Describe the steps of a design brief. 
41.0	Describe various organizational and diagramming tools. The student will be able to:
42.0	Interpret data for use in charts and graphs. 
43.0	Apply data to make an appropriate graph. 
44.0	Recognize digital image formats.  
45.0	Summarize basic 3D modeling concepts. 
46.0	Recognize basic rendering techniques. 
47.0	Summarize basic animation techniques. 
48.0	Produce a 3D model with animation and rendering. 
49.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Scientific Visualization.
50.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Scientific Visualization.
51.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Scientific Visualization.
52.0	Describe 3D modeling. 
53.0	Apply basic 3D modeling concepts. 
54.0	Render 3D objects to final form. 
55.0	Animate 3D objects using dynamic data. 
56.0	Render an animated 3D model. 
57.0	Interpret different types of spatial data used in 3D visualization and analysis. 
58.0	Customize the display of geospatial data. 
59.0	Manage, query, and symbolize geospatial data. 
60.0	Create, change, and manipulate remotely sensed image data. 
61.0	Construct a 3D model of a physical environment.  
62.0	Apply advanced tools of visualization. 
63.0	Demonstrate advanced principles of visualization. 
64.0	Demonstrate advanced visualization processes. 
65.0	Demonstrate advanced scientific visualization.  
66.0	Demonstrate preparedness for the future.

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title:	Introduction to Information Technology
Course Number:	8207310
Course Credit:	1

Course Description:

This course is designed to provide an introduction to information technology concepts and careers as well as the impact information technology has on the world, people, and industry and basic web design concepts.  The content includes information technology career research; operating systems and software applications; electronic communications including e-mail and Internet services; basic HTML, DHTML, and XML web commands and design; emerging technologies, and Web page 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 Scientific Visualization.		
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 Scientific Visualization.		
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 Scientific Visualization.		
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

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
04.0	Demonstrate knowledge, skill, and application of information systems to accomplish job objectives and enhance workplace performance. – The student will be able to:			
04.01	Develop keyboarding skills to enter and manipulate text and data.			
04.02	Describe and use current and emerging computer technology and software to perform personal and business related tasks.			
04.03	Identify and describe communications and networking systems used in workplace environments.			
04.04	Use reference materials such as on-line help, vendor bulletin boards, tutorials, and manuals available for application software.			
04.05	Troubleshoot problems with computer hardware peripherals   and other office equipment.			
04.06	Describe ethical issues and problems associated with computers and information systems.			
05.0	Demonstrate comprehension and communication skills. – The student will be able to:			
05.01	Use listening, speaking, telecommunication and nonverbal skills and strategies to communicate effectively with supervisors, co-workers, and customers.			
05.02	Organize ideas and communicate oral and written messages appropriate for information technology environments.			
05.03	Collaborate with individuals and teams to complete tasks and solve information technology problems.			
05.04	Identify, define, and discuss professional information technology terminology appropriate for internal and external communications in an information technology environment.			
05.05	Apply the writing process to the creation of appropriate documents following designated business formats.			
05.06	Demonstrate an awareness of project management concepts and tools (e.g., timelines, deadlines, resource allocation, time management, delegation of tasks, collaboration, etc.).			
06.0	Use technology to enhance the effectiveness of communication skills —The student will be able to:			
06.01	Use database, spreadsheet, presentation software, scheduling, and integrated software packages to enhance communication.			
06.02	Respond to and utilize information derived from multiple sources (e.g., written documents, instructions, e-mail, voice mail) to solve business problems and complete business tasks.			
07.0	Develop an awareness of management functions and organizational structures as they relate to today’s workplace and employer/ employee roles. – The student will be able to:			
07.01	Explore, design, implement, and evaluate organizational structures and cultures. 			
07.02	Explore and demonstrate an awareness of current trends in business and the employee’s role in maintaining productive business environments in today’s global workplace.			
07.03	Collaborate with individuals and teams to complete tasks and solve business-related problems and demonstrate initiative, courtesy, loyalty, honesty, cooperation, and punctuality as a team member.			
08.0	Practice quality performance in the learning environment and the workplace. – The student will be able to:			
08.01	Assess personal, peer and group performance and identify and implement strategies for improvement (e.g., organizational skills, note taking/outlining, advance organizers, reasoning skills, problem-solving skills, and decision-making skills).			
08.02	Develop criteria for assessing products and processes that incorporate effective business practices (e.g., time management, productivity, total quality management).			
09.0	Incorporate appropriate leadership and supervision techniques, customer service strategies, and standards of personal ethics to accomplish job objectives and enhance workplace performance. – The student will be able to:			
09.01	Demonstrate awareness of the following workplace essentials: Quality customer service; business ethics; confidentiality of information; copyright violations; accepted workplace rules, regulations, policies, procedures, processes, and workplace safety, and appropriate attire and grooming.			
10.0	Apply mathematical operations and processes as well as financial planning strategies to commonly occurring situations in the workplace to accomplish job objectives and enhance workplace performance. – The student will be able to:	MAFS.912.N-Q.1.3
MAFS.912.S-IC.2.6		
10.01	Analyze, interpret, compile, and demonstrate the ability to present/communicate data in understandable and measurable terms using common statistical procedures.			
10.02	Use common standards of measurement including the metric system in solving work-related or business problems (e.g., length, weight, currency, time).			
10.03	Select and use the correct mathematical processes and tools to solve complex problem situations that are typical of business settings and use formulas when appropriate.			
11.0	Assess personal strengths and weaknesses as they relate to job objectives, career exploration, personal development, and life goals. – The student will be able to:			
11.01	Use personal assessment tools to identify personal strengths and weaknesses related to learning and work environments.			
11.02	Analyze job and career requirements and relate career interests to opportunities in the global economy.			
12.0	Incorporate knowledge gained from individual assessment and job/career exploration to design an individual career plan that reflects the transition from school to work, lifelong learning, and personal and professional goals. – The student will be able to:			
12.01	Research, compare, and contrast information technology career clusters (e.g., characteristics needed, skills required, education required, industry certifications, advantages and disadvantages of information technology careers, the need for information technology workers, etc.).			
12.02	Describe the variety of occupations and professions within the world of information technology including those where information technology is either in a primary focus or in a supportive role.			
12.03	Describe job requirements for the variety of occupations and professions within the global world of information technology. 			
12.04	Analyze personal skills and aptitudes in comparison with information technology career opportunities.			
12.05	Refine and implement a plan to facilitate personal growth and skill development related to information technology career opportunities.			
12.06	Develop and maintain an electronic career portfolio, to include, but not limited to the Resume and Letter of Application. 			
13.0	Demonstrate human relations/interpersonal skills appropriate for the workplace. – The student will be able to:			
13.01	Accept constructive criticism.			
13.02	Demonstrate personal and interpersonal skills appropriate for the workplace (e.g., responsibility, dependability, punctuality, integrity, positive attitude, initiative, respect for self and others, professional dress, etc.).			
14.0	Participate in work-based learning experiences. – The student will be able to:			
14.01	Participate in work-based learning experiences in an information technology environment.			
14.02	Discuss the use of technology in an information technology environment.			
15.0	Perform e-mail activities. – The student will be able to:			
15.01	Describe e-mail capabilities and functions.			
15.02	Identify components of an e-mail message.			
15.03	Identify the components of an e-mail address.			
15.04	Identify when to use different e-mail options.			
15.05	Attach a file to an e-mail message.			
15.06	Forward an e-mail message.			
15.07	Use an address book.			
15.08	Reply to an e-mail message.			
15.09	Use the Internet to perform e-mail activities.			
15.10	Identify the appropriate use of e-mail and demonstrate related e-mail etiquette.			
15.11	Identify when to include information from an original e-mail message in a response.			
15.12	Identify common problems associated with widespread use of e-mail.			
16.0	Demonstrate knowledge of different operating systems. – The student will be able to:			
16.01	Identify operating system file naming conventions.			
16.02	Demonstrate proficiency with file management and structure (e.g., folder creation, file creation, backup, copy, delete, open, save).			
16.03	Demonstrate a working knowledge of standard file formats.			
16.04	Explain the history and purpose of various operating systems (e.g., DOS, Windows, Mac, and Unix/Linux).			
17.0	Demonstrate proficiency navigating the internet, intranet, and the WWW. – The student will be able to:			
17.01	Identify and describe Web terminology.			
17.02	Demonstrate proficiency in using the basic features of GUI browsers (e.g., setting bookmarks, basic configurations, e-mail configurations, address book).			
17.03	Define Universal Resource Locators (URLs) and associated protocols (e.g., .com, .org, .edu, .gov, .net, .mil).			
17.04	Describe and observe Internet/Intranet ethics and copyright laws and regulatory control.			
17.05	Trace the evolution of the Internet from its inception to the present and into the future.			
17.06	Demonstrate proficiency using search engines (e.g., Yahoo!, Google, Northern Light, Lycos, Excite, etc.).			
17.07	Demonstrate proficiency using various web tools (e.g., downloading of files, transfer of files, telnet, PDF, etc.).			
17.08	Identify effective Boolean search strategies.			
18.0	Demonstrate proficiency using html commands. – The student will be able to:			
18.01	Identify elements of a Web page.			
18.02	Describe individual Web page layouts and content (e.g., writing for the Web, Web structure).			
18.03	Define basic HTML terminology.			
18.04	Analyze HTML source code developed by others.			
18.05	Create Web pages using basic HTML tags (e.g., links, lists, character styles, text alignment, tables).			
18.06	Use storyboarding techniques for subsequent Web pages (e.g., linear, hierarchical).			
18.07	Edit and test HTML documents for accuracy and validity.			
18.08	Use basic functions of WYSIWYG editors.			
18.09	Use basic functions of HTML, DHTML, and XML editors and converters.			
18.10	Enhance web pages through the addition of images and graphics including animation.			
19.0	Demonstrate proficiency in page design applicable to the WWW. – The student will be able to:			
19.01	Develop an awareness of acceptable Web page design, including index pages in relation to the rest of the Web site.			
19.02	Describe and apply color theory as it applies to Web page design (e.g., background and text color).			
19.03	Access and digitize graphics through various resources (e.g., scanner, digital cameras, on-line graphics, clipart, CD-ROMs).			
19.04	Use image design software to create and edit images.			
19.05	Demonstrate proficiency in publishing to the Internet.			
19.06	Demonstrate proficiency in adding downloadable forms to web pages.			
19.07	Explain the need for web-based applications.			
20.0	Demonstrate proficiency using specialized web design software. – The student will be able to:			
20.01	Compare and contrast various specialized web design software (e.g., Flash, Shockwave, GoLive, Director, etc.).			
20.02	Demonstrate proficiency using use of various specialized web design software (e.g., Flash, Shockwave, GoLive, Director, etc.).			
21.0	Develop an awareness of the information technology industry. – The student will be able to:			
21.01	Explain how information technology impacts the operation and management of business and society.			
21.02	Explain the emergence of e-commerce and e-government and the potential impact on business and society.			
21.03	Explain the emergence of a paperless society. 			
22.0	Develop an awareness of microprocessors and digital computers. – The student will be able to:			
22.01	Describe the evolution of the digital computer.			
22.02	Explain the general architecture of a microcomputer system.			
22.03	Explain the evolution of microprocessors.			
22.04	Explain software hierarchy and its impact on microprocessors.			
22.05	Explain the need for and use of peripherals.  			
22.06	Demonstrate proficiency using peripherals.			
22.07	Identify the basic concepts of computer maintenance and upgrades.			
22.08	Differentiate between diagnosing and troubleshooting.			
23.0	Develop an awareness of programming languages. – The student will be able to:			
23.01	Explain the history of programming languages.			
23.02	Explain the need for and use of compilers.			
23.03	Explain how compilers work.			
23.04	Identify the three types of programming design approaches (e.g., top-down, structured, and object-oriented).			
24.0	Develop an awareness of emerging technologies. – The student will be able to:			
24.01	Compare and contrast various methods of evaluation for emerging technologies.			
24.02	Demonstrate knowledge of the process of planning upgrades and changeovers.			
24.03	Compare and contrast emerging technologies and describe how they impact business in the global marketplace (e.g., wireless, wireless web, cell phones, portables/handhelds, smart appliances, home networks, peer-to-peer, etc.).			
25.0	Demonstrate an understanding of the seven layers of the Open Systems Interface (OSI) model. – The student will be able to:			
25.01	Identify how types of networks and how they work.			
25.02	Identify the role of servers and clients on a network.			
25.03	Identify benefits and risks of networked computing.			
25.04	Identify the relationship between computer networks and other communications networks (i.e. telephone systems).			
25.05	Identify Intranets, Extranets and how they relate to the Internet.			
25.06	Demonstrate basic understanding of network administration.			
25.07	Describe the evolution of OSI from its inception to the present and into the future.			
25.08	Explain the interrelations of the seven layers of the Open Systems Interface (OSI) as it relates to hardware and software.			
26.0	Demonstrate proficiency using common software applications. – The student will be able to:			
26.01	Compare and contrast the appropriate use of various software applications (e.g., word processing, desktop publishing, graphics design, web browser, e-mail, presentation, database, scheduling, financial management, Java applet, music, etc.).			
26.02	Demonstrate proficiency in the use of various software applications (e.g., word processing, desktop publishing, graphics design, web browser, e-mail, presentation, database, scheduling, financial management, Java applet, music, etc.).			
27.0	Demonstrate proficiency using specialized software applications. – The student will be able to:			
27.01	Compare and contrast the appropriate use of specialized software applications (e.g., (OLTP, Computer Aided Design, Computer Aided Manufacturing, 3D animation process control, materials management, etc.).			
27.02	Demonstrate awareness of specialized software applications (e.g., OLTP, Computer Aided Design, Computer Aided Manufacturing, 3D animation, process control, materials management, etc.)			
27.03	Demonstrate the ability to incorporate digital sound.			

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Principles of Scientific Visualization 
Course Number: 	9400110
Course Credit:	1

Course Description:

This course provides students with instruction in the evolution and underlying principles of scientific visualization, including two-dimensional representation of scientific and other forms of data. Included in the content is the use of color and other graphical elements such as vector and bitmap images in different presentation techniques. Students will also learn about the use of charts and graphs in representing data and the software tools used to produce them. 

The ultimate output of this course is a design portfolio created by the student from a scenario. The portfolio should include a narrative description of the scenario, the approach to data collection, resulting charts and graphs, and an interpretation of each chart/graph. Research references should be cited appropriately. Consideration should be given to having students produce the portfolio using presentation software.

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 Scientific Visualization.		
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 Scientific Visualization.		
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 Scientific Visualization.		
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

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
28.0	Describe scientific & technical visualization. – The student will be able to:			
28.01	Define scientific and technical visualization and provide examples of each.			
28.02	Explain the importance of scientific visualization and its applicability to various industries.			
28.03	Provide examples of 2-D and 3D rendered visualizations.			
29.0	Describe the historical significance of scientific & technical visualization. – The student will be able to:			
29.01	Describe the evolution of drawings from cave through perspective drawings to photography, television, and the Internet.			
29.02	Define and describe the elements contained on various types of maps (e.g., road, topographic, aeronautical, weather, concept, and gene).			
30.0	Describe the technological advancements of scientific & technical visualization. – The student will be able to:		SC.912.L.14.4; SC.912.E.5.8; SC.912.P.10.22	
30.01	Describe x-ray crystallography and its importance to modern visualization. 			
30.02	Compare the differences between microscopes and the types of telescopes (radio and light) relative to their use in scientific visualization. 			
30.03	Describe how the advancement of computer technology has impacted scientific visualization. 			
30.04	Explain how DNA fingerprinting relates to scientific visualization. 			
30.05	Describe magnetic resonance imaging (MRI) and how it benefits from scientific visualization. 			
30.06	Describe how geospatial information systems and remote sensing relate to scientific visualization. 			
30.07	Define virtual reality and relate it to simulations and holograms.			
31.0	Recognize types of scientific & technical visualization and related careers. – The student will be able to:			
31.01	Describe careers related to scientific visualization that exist in various industries. 			
31.02	Describe careers related to technical visualization that exist in various industries. 			
32.0	Classify the categories of visualization tools, providing examples of each category. – The student will be able to:		SC.912.N.2.5	
32.01	Describe basic computer hardware and software components and characteristics.			
32.02	Interpret the use and application of different types of software programs.			
32.03	Summarize the ethical use of electronic media.			
32.04	Demonstrate basic computer knowledge by writing a proposal for a 3-D animation project to include:			
a)	A chart or spreadsheet comparing three software applications in terms of hardware requirements and software cost.			
b)	List describing input and output devices chosen and rationale.			
c)	Written justification for the proposed solution (2-3 paragraphs).			
33.0	Describe design fundamentals relative to visualization. – The student will be able to:			
33.01	Define the three aspects of design.			
33.02	Describe the three principles of design (balance, rhythm, proportion).			
33.03	Describe the three methods of design (emphasis, unity, and repetition).			
33.04	Define and describe the six elements of design (lines, shapes, color, texture, space, and size)			
34.0	Interpret color and its applications. – The student will be able to:			
34.01	Describe the relationships between additive and subtractive color and their implications to absorbed, reflected, transmissive, transparent, and opaque colors.			
34.02	Describe how mood is communicated using color and give examples.			
34.03	Describe the HSV (Hue, Saturation, Values) Model and its role in color mixing and harmony.			
34.04	Define and explain the use of complimentary color schemes. 			
34.05	Describe and give examples of how visual communication uses images and text to convey information and persuade.			
35.0	Discuss vector and bitmap images. – The student will be able to:			
35.01	Define the characteristics of vector images.			
35.02	Describe the advantages of vector images over raster images.			
35.03	Describe the disadvantages of vector images compared to raster images.			
35.04	Compare and contrast line art, complex line art, high detail line art, and colored vector images.			
35.05	Identify the native file format for common software used to create vector images (Corel Draw, Adobe Illustrator, and Adobe Photoshop).			
35.06	Define the characteristics of raster (bitmap) images.			
35.07	Describe the advantages of raster images over vector images.			
35.08	Describe the disadvantages of vector images compared to raster images.			
35.09	Compare the three types of raster images.			
35.10	Explain how the color depth of a raster image pixel affects file size.			
35.11	Define image resolution and explain why it only applies to raster images.			
36.0	Identify effective 2D presentation techniques. – The student will be able to: 			
36.01	Identify the fundamental elements used to produce visual aids (images, words, shapes, and color)			
36.02	Explain how theme, focus, balance, weight, and placement affect visual representations.			
36.03	Explain the differences in presentation between demonstration, setting, and product along.			
36.04	Describe common conceptual techniques employed in presentations (picture windows, type specimen, copy heavy, Mondrian, omnibus, multi-panel or cartoon, and silhouette).			
37.0	Describe 2D software applications and their basic functions. – The student will be able to:			
37.01	Identify and describe the purpose of the various tools used in a basic 2D graphics application (select, knife, magnify/zoom, text, fill, pan, eyedropper, gradient blend, and crop).			
37.02	Identify and describe various drawing techniques used in 2D representations, to include Bezier curves, closed and open splines, control points, layering, welding, grouping, desktop, grids and snaps, brushes and brush effects, line thickness, rotation, transparency, and printing).			
37.03	Create a slide presentation (using software such as Microsoft PowerPoint) that employs backgrounds, master slides, images, movies, slide transitions, internal navigation, and timed sequencing.			
37.04	Use layout concepts in creating a slide presentation; including use of a common background, the 6-6-6 rule, maximum of two images per slide, appropriate white space, adheres to SAFE design methods, and appropriate text size.			
38.0	Demonstrate effective presentation techniques using appropriate design fundamentals. – The student will be able to:		SC.912.L.15.4; 17.6	
38.01	Design and produce a flyer or brochure about an organism for use in a high school biology or other science program.			
38.02	Conduct research on a target organism for a flyer or brochure and include parts of the organism, habitat, feeding habits, special adaptations, and role in the environment.			
38.03	Create two original images of the target organism in 2D software. 			
38.04	Identify the image for use as the dominant element in the layout and include labels and tags.			
38.05	Sketch the layout of the flyer or brochure and select the appropriate typeface and color theme.			
38.06	Size images to fit provided in the layout design.			
38.07	Design a logo for use as an identity mark.			
39.0	Evaluate methods for displaying data using charts and graphs. – The student will be able to:	MAFS.912.S-IC.2.6		
39.01	Recognize different types of charts and their uses and advantages.			
39.02	Describe the characteristics and uses of bar charts.			
39.03	Describe the characteristics and uses of a stacked column chart.			
39.04	Describe the characteristics and uses of a line (x-y) graph.			
39.05	Describe the characteristics and uses of a pie chart.			
39.06	Describe the characteristics and uses of a scatter plot.			
39.07	Describe the characteristics and uses of a histogram.			
39.08	Identify and describe the different parts of a chart (axis, title, legend, labels).			
39.09	Describe the basic rules for chart construction.			
40.0	Describe the steps of a design brief. – The student will be able to:		SC.912.N.1.1	
40.01	Describe the problem identification and definition step of producing a design brief.			
40.02	Describe the plan of work step of producing a design brief.			
40.03	Describe the literature review step of producing a design brief.			
40.04	Describe the hypothesis step of producing a design brief.			
40.05	Describe the data collection step of producing a design brief.			
40.06	Describe the visualization selection step of producing a design brief.			
40.07	Describe the self-evaluation step of producing a design brief. 			
40.08	Describe the IDEAL problem-solving process (Identify the problem, Define the plan of work, Explore the problem through research, Act on the possible solution, Look back at the process).			
40.09	Describe each aspect of the SAFE design process (Simple, Appropriate, Functional, and Economical).			
40.10	Compare data-driven design to concept-driven design. 			
41.0	Describe various organizational and diagramming tools. The student will be able to:			
41.01	Describe flowcharting and its use in visualization.			
41.02	Identify and describe the basic flowcharting shapes.			
41.03	Describe brainstorming and its role in visualization.			
41.04	Describe the nominal group technique and its role in visualization.			
41.05	Define and explain the use of Venn diagramming in visualization.			
42.0	Interpret data for use in charts and graphs. – The student will be able to:	MAFS.912.S-IC.2.6	SC.912.N1.1; SC.912.P.12.1	
42.01	Compare and contrast the 2D and 3D differences in the Cartesian coordinate system.			
42.02	Identify and give examples of direct or positive relationships.			
42.03	Identify and give examples of inverse or negative relationships.			
42.04	Read data values on charts and graphs and plot a regression line.			
42.05	Describe and give examples of the following data types:			
a)	Ordinal data			
b)	Nominal data			
c)	Scalar quantities			
d)	Vector quantities			
e)	Qualitative data			
f)	Quantitative data			
g)	Mean			
h)	Median			
i)	Mode			
j)	Independent variable			
k)	Dependent variable			
l)	Control			
m)	Empirically or computationally derived data			
43.0	Apply data to make an appropriate graph. – The student will be able to:	MAFS.912.S-IC.2.6	SC.912.N.1.1, 7; 
SC.912.L.15.13;
16.2; 17.4, 9; 18.7;
 SC.912.P.10.8	
43.01	Select and create a graph or chart to appropriately illustrate a data set depicting rates of photosynthesis (time in minutes and rate in cubic millimeters).			
43.02	Select and create a graph or chart to appropriately illustrate a data set depicting number of red eyes in fruit flies over generations (frequency of x).			
43.03	Select and create a graph or chart to appropriately illustrate a data set depicting the diet of the coyote in the summer (diet item and percent).			
43.04	Select and create a graph or chart to appropriately illustrate a data set depicting length of cottonwood leaves (length range and quantity).			
43.05	Select and create a graph or chart to appropriately illustrate a data set depicting energy expenditures in the production of corn in 1945 and 1970 (energy input and 1945 and 1970 kcal/m2 units).			
43.06	Select and create a graph or chart to appropriately illustrate a data set depicting income differences between men and women with different education backgrounds (education level and men and women 			
44.0	Recognize digital image formats.  – The student will be able to:			
44.01	Explain the difference between native and non-native file formats. 			
44.02	Describe the difference between lossy and lossless file compression.			
44.03	Describe the characteristics, advantages, disadvantages, and uses of various image file formats (TIFF, JPEG, GIF, and BMP).			
44.04	Describe the characteristics, advantages, disadvantages, and uses of various audio and video file formats (WAV, AVI, MPEG, MP3, SWF). 			
45.0	Summarize basic 3D modeling concepts. – The student will be able to:		SC.912.P.12.6	
45.01	Compare and contrast 3D modeling software applications that offer a perspective view, an orthographic view, or a combination.			
45.02	Explain how coordinate systems are used to locate objects in three dimensional space.			
45.03	Describe basic geometric shapes available in 3D modeling software (sphere, cube, cylinder, torus, cone, plane).			
45.04	Describe basic shapes available in 2D modeling software (arcs, ellipses, circles, curve, freehand curves, polygons, splines). 			
45.05	Define the parameters used for determining the size, placement, and orientation of a modeling object.			
45.06	Describe the Boolean modeling operations of union, subtraction, and intersection.			
45.07	Describe how extrusion or sweeping techniques transform 2D objects into 3D objects.			
45.08	Describe the lofting technique for creating 3D objects.			
45.09	Describe the revolve or lathe techniques for animating a 2D object and give examples of their application.			
45.10	Describe the scale, rotate, and move actions that comprise the transformation technique for animating a 3D object.			
45.11	Describe the object parameters modified using the deformation technique and provide examples of its use.			
45.12	Describe the copy or clone technique.			
45.13	Describe the mirror technique.			
45.14	Compare and contrast the wire frame and sold viewing tools.			
45.15	Describe basic viewing navigation tools such as zoom, rotate, and panning.			
45.16	Define plug-in and describe how it extends the capability of the modeling program.			
45.17	Describe the export function and its value when producing visualizations.			
46.0	Recognize basic rendering techniques. – The student will be able to:		SC.912.P.10.19; SC.912.E.6.2	
46.01	Define rendering and describe its role in 3D modeling.			
46.02	Define texture mapping and describe its role in 2D and 3D modeling.			
46.03	Define UV mapping and describe its role in rendering visualizations.			
46.04	Define bump mapping and describe its role in rendering visualizations.			
46.05	Describe the role of lighting in rendering a 3D visualization.			
47.0	Summarize basic animation techniques. – The student will be able to:			
47.01	Describe how the human brain processes images that make up an animation. 			
47.02	Identify the NTSC frame rate.			
47.03	Identify the PAL frame rate.			
47.04	Identify the standard frame rate for motion pictures. 			
47.05	Calculate the number of images required a one second of animation.			
47.06	Describe the use of scenes, layers, keyframes, and tweens in animation.			
47.07	Describe stop-action animation.			
47.08	Describe the steps or processes involved in creating a computer animation.			
47.09	Define storyboarding and describe its role in computer animation.			
48.0	Produce a 3D model with animation and rendering. – The student will be able to:		SC.912.N.1.1; 7; SC.912.L.16.7, 15	
48.01	Select a topic suitable for animation (e.g., lytic cycle of a T4 bacteriophage virus, a scientific concept or law, replication of a famous experiment, explain how something works, explain a disease) and conduct background research.			
48.02	Create a script and storyboard for the animation.			
48.03	Use a 3D modeling program to build the appropriate graphics to be used in the animation scenes.			
48.04	Create a 3-4 second animation for each scene in the animation.			
48.05	Render each scene and export to an appropriate file format (e.g., AVI, MPEG, MP3, SWF).			
48.06	Integrate the animation scene into a slide presentation using an application such as PowerPoint.			

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Data Modeling 
Course Number: 	9400120
Course Credit:	1

Course Description: 

In this course, students learn about the nature of data and various tools and techniques used in different industries to retrieve, render, and display 2-D and 3-D data. Students are provided instruction in the concepts and techniques associated with rendering dynamic or changing data as animation. They are also introduced to various imaging techniques used in different industries, their implications, applications, and challenges. 

The ultimate output of this course is a portfolio created by the student from a scenario related to the student’s industry of interest. The portfolio should include a narrative description of the scenario, the approach to data collection, a description of the tools and techniques used for rendering, and an interpretation of each data model. Research references should be cited appropriately. Given the advanced nature of this course, consideration should be given to having students produce the portfolio using presentation software.

Florida Standards	Correlation to CTE Program Standard #	
49.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Scientific Visualization.		
49.01	Key Ideas and Details		
49.01.1	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		
49.01.2	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		
49.01.3	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		
49.02	Craft and Structure		
49.02.1	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		
49.02.2	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.5		
49.02.3	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		
49.03	Integration of Knowledge and Ideas		
49.03.1	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		
49.03.2	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		
49.03.3	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		
49.04	Range of Reading and Level of Text Complexity		
49.04.1	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.
49.04.2	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		
50.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Scientific Visualization.		
50.01	Text Types and Purposes		
50.01.1	Write arguments focused on discipline-specific content.
LAFS.1112.WHST.1.1		
50.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.1112.WHST.1.2		
50.02	Production and Distribution of Writing		
50.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.4		
50.02.2	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		
50.02.3	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		
50.03	Research to Build and Present Knowledge		
50.03.1	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		
50.03.2	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		
50.03.3	Draw evidence from informational texts to support analysis, reflection, and research.                                                        LAFS.1112.WHST.3.9		
50.04	Range of Writing		
50.04.1	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		
51.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Scientific Visualization.		
51.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
51.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
51.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
51.04	Model with mathematics.
MAFS.K12.MP.4.1		
51.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
51.06	Attend to precision.
MAFS.K12.MP.6.1		
51.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
51.08	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

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
52.0	Describe 3D modeling. – The student will be able to:		SC.912.E.6.2	
52.01	Define 3D modeling.			
52.02	Compare and contrast the solid and shell categories of 3D models.			
52.03	Describe the polygonal, NURBS, splines & patches, primitives, and sculpting methods of 3D modeling.			
52.04	Describe the constructive solid geometry method of 3D modeling and give examples of its value to data visualization. 			
52.05	Describe the implicit surfaces (isosurfaces) method of 3D modeling and give examples of its value to data visualization.			
52.06	Describe the subdivision surfaces method of 3D modeling and give examples of its value to data visualization.			
52.07	Identify common 2D and 3D modeling tools.			
53.0	Apply basic 3D modeling concepts. – The student will be able to:		SC.912.P.10.19	
53.01	Manipulate primitive modeling views by using the three Boolean operations (union, subtract, and intersect) to create 3D objects.			
53.02	Utilize revolve or extrude commands to create 3D objects from 2D shapes.			
53.03	Enhance a 3D object’s realism by using the shading technique.			
53.04	Use 3D orbit to rotate objects for better visualization.			
53.05	Adjust the lighting of a 3D object to enhance the visualization.			
54.0	Render 3D objects to final form. – The student will be able to:		SC.912.P.10.19	
54.01	Use texture mapping in rendering a 3D object.			
54.02	Use UV mapping in rendering visualizations.			
54.03	Use bump mapping in rendering visualizations.			
54.04	Use lighting in rendering a 3D visualization.			
55.0	Animate 3D objects using dynamic data. – The student will be able to:			
55.01	Assign values to points of a 3D object based on information from a database.			
55.02	Create a script and storyboard for the animation.			
55.03	Use a 3D modeling program to alter the dataset to create an animated 3D object.			
55.04	Vary the data if fixed ways to observe/analyze results.			
55.05	Integrate the animation scene into a slide presentation using an application such as PowerPoint.			
56.0	Render an animated 3D model. – The student will be able to:		SC.912.L.16.14, 17	
56.01	Select a topic suitable for animation (e.g., lytic cycle of a T4 bacteriophage virus, a scientific concept or law, replication of a famous experiment, explain how something works, explain a disease) and conduct background research.			
56.02	Create a script and storyboard for the animation, including identifying needed data.			
56.03	Use a 3D modeling program to build the appropriate graphics and corresponding data to be used in the animation scenes.			
56.04	Create a data-driven, 3-4 second animation for each scene in the animation.			
56.05	Render each scene and export to an appropriate file format (e.g., AVI, MPEG, MP3, SWF).			
56.06	Integrate the animation scene into a slide presentation using an application such as PowerPoint.			
57.0	Interpret different types of spatial data used in 3D visualization and analysis. – The student will be able to:			
57.01	Explore methods of obtaining, downloading, and extracting free data using the Internet. 			
57.02	Build 3D datasets. 			
57.03	Display 2D features onto a 3D surface. 			
57.04	Create shapefiles to view in a 3D environment. 			
57.05	Construct a 3D model of a physical environment.			
57.06	Display georeferenced data measurements in 3D. 			
57.07	Apply Interpolation methods. 			
57.08	Utilize georeferenced 2D data in a 3D environment. 			
57.09	Create contour lines in a 3D environment. 			
58.0	Customize the display of geospatial data. – The student will be able to:		SC.912.E.6.1; SC.912.N.1.1	
58.01	Edit Layer Properties. 			
58.02	Create Layer Files.			
58.03	Edit an attribute table by adding a new field with calculating values.			
58.04	Perform relates and joins with data tables.			
59.0	Manage, query, and symbolize geospatial data. – The student will be able to:	MAFS.912.S-IC.2.6	SC.912.E.6.5; SC.912.N.1.1	
59.01	Label features.			
59.02	Insert, copy, and paste data into new data frames.			
59.03	Create graphs and reports from data.			
60.0	Create, change, and manipulate remotely sensed image data. – The student will be able to:		SC.912.P.12.2	
60.01	View single band and multispectral images. 			
60.02	Perform various manipulations to an image including creating a subset of an image, mosaic two georeferenced images, and orthorectification. 			
60.03	Perform image analysis by orthorectifying non-georeferenced digital images to existing map features.			
60.04	Enhance an image by adjusting the brightness and contrast, adjusting the histogram, applying custom histogram stretches, sharpening and smoothing its appearance. 			
60.05	Convert an image from color IR to natural color by performing a resolution merge.			
61.0	Construct a 3D model of a physical environment. – The student will be able to: 			
61.01	Display georeferenced data measurements in 3D. 			
61.02	Apply Interpolation methods. 			
61.03	Utilize georeferenced 2D data in a 3D environment. 			
61.04	Create contour lines in a 3D environment. 			

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Advanced Applications in Scientific Visualization 
Course Number: 	9400130
Course Credit:	1

Course Description:

This course provides students with instruction in advanced imaging techniques relative to both static and dynamic visualization. In addition to digital imaging, students receive instruction in video editing and the integration of animated 3-D rendered data model. Students will create visualizations related to biological cells, plate tectonics, DNA and gel electrophoresis, and one of simple machines. 

The ultimate output of this course is a portfolio created by the student from a scenario. The portfolio should include a narrative description of the scenario, the approach to data collection, resulting renderings, and an interpretation of each chart/graph. Research references should be cited appropriately. Given the advanced nature of this course and the need to illustrate skills in dynamic renderings, students should produce the portfolio using presentation software suitable for dissemination via the Internet.

Florida Standards	Correlation to CTE Program Standard #	
49.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Scientific Visualization.		
49.01	Key Ideas and Details		
49.01.1	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		
49.01.2	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		
49.01.3	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		
49.02	Craft and Structure		
49.02.1	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		
49.02.2	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.5		
49.02.3	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		
49.03	Integration of Knowledge and Ideas		
49.03.1	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		
49.03.2	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		
49.03.3	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		
49.04	Range of Reading and Level of Text Complexity		
49.04.1	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.
49.04.2	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		
50.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Scientific Visualization.		
50.01	Text Types and Purposes		
50.01.1	Write arguments focused on discipline-specific content.
LAFS.1112.WHST.1.1		
50.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.1112.WHST.1.2		
50.02	Production and Distribution of Writing		
50.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.4		
50.02.2	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		
50.02.3	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		
50.03	Research to Build and Present Knowledge		
50.03.1	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		
50.03.2	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		
50.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.1112.WHST.3.9		
50.04	Range of Writing		
50.04.1	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		
51.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Scientific Visualization.		
51.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
51.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
51.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
51.04	Model with mathematics.
MAFS.K12.MP.4.1		
51.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
51.06	Attend to precision.
MAFS.K12.MP.6.1		
51.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
51.08	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

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
62.0	Apply advanced tools of visualization. – The student will be able to:			
62.01	Describe how computers store information.			
62.02	Define how to apply pixel values to digital images.			
62.03	Apply pixel values to digital images.			
62.04	Identify trends in scientific and technical visualization tools.			
63.0	Demonstrate advanced principles of visualization. – The student will be able to:			
63.01	Recognize advanced 2D design concepts.			
63.02	Describe advanced imaging techniques.			
63.03	Identify advanced presentation techniques.			
63.04	Demonstrate advanced presentation techniques.			
63.05	Identify basic web page design.			
63.06	Demonstrate basic web page design.			
64.0	Demonstrate advanced visualization processes. – The student will be able to:			
64.01	Summarize advanced 3D modeling.			
64.02	Interpret advanced animation techniques.			
64.03	Describe video-editing techniques.			
64.04	Demonstrate video-editing techniques.			
65.0	Demonstrate advanced scientific visualization.  – The student will be able to:		SC.912.L.14.1, 2; 16.3,
SC.912.E.6.3 	
65.01	Recognize cells and their parts.			
65.02	Create a visualization of the cell and its parts.			
65.03	Recognize plate tectonics.			
65.04	Create a visualization of plate tectonics.			
65.05	Describe DNA and gel electrophoresis.			
65.06	Create a visualization of DNA and gel electrophoresis.			
65.07	Explain different simple machines.			
65.08	Create a visualization of simple machines.			
65.09	Create an advanced visualization.			
66.0	Demonstrate preparedness for the future.  – The student will be able to:			
66.01	Summarize different types of portfolios.			
66.02	Synthesize an electronic portfolio.			
66.03	Create an electronic portfolio of their work.			

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title:	SciViz Internship
Course Number:	9400140
Course Credit:	1

Course Description:

The SciViz internship course provides students with the opportunity to stimulate their career interest, to demonstrate human relations, communications, and employability skills, and to gain professional job experience related to a career in scientific visualization related to an industry of their choosing.  Students will enhance and apply instructional competencies learned in the classroom through the internship experience. 

For this six to eight-week internship, the rules, guidelines, and requirements specified in the Florida Department of Education Cooperative Education Manual apply. This manual is available online in Microsoft Word format at http://www.fldoe.org/workforce/dwdframe/pdf/STEPS-Manual.pdf.

The internship must include the following components:

Pre-Placement Planning Conference 

The student, teacher, and the workplace-learning site supervisor must participate in a pre-placement conference.  It is also recommended that the parent/guardian of the student be included in the pre-placement planning conference.  Pre-placement planning is essential in designing learning experiences that are appropriate for each individual's learning needs and career interests.  Also, it is critical that all parties involved understand and agree on time schedules, expectations, training/learning activities, and evaluation methods.  The internship agreement should be signed by the student, teacher/coordinator, parent/guardian, and the workplace-learning site supervisor.

Workplace-Learning Site

The following criteria should be met when choosing the workplace-learning site:

1.	The workplace experience must allow experiences that utilize both skills and knowledge directly related to the student's career goal and the career and technical course/program in which the student is enrolled or has completed.
2.	The workplace experience must provide opportunities for rotation through a wide variety of increasingly responsible experiences beyond routine activities.
3.	The workplace experience must provide skilled workplace-learning site supervisors and/or mentors who are interested and willing to assist the student.
4.	The workplace experience must provide a safe and ethically sound environment with up-to-date facilities and equipment.  The workplace experience must adhere to all state and federal laws and rules regarding the employment of minors.  The workplace experience must not displace a paid employee.
5.	The student does not have to be paid.
6.	Timecards documenting the time spent at the workplace-learning site must be maintained.

Job Experience

This component shall provide a match between the student's career goal and a work-based situation that will provide exposure to the broad aspects of the selected industry.  The assigned tasks should allow for a progression of and rotation through experiences requiring a variety of skills and knowledge at increasingly higher levels as relates to the student's career major.

Workplace-Learning Plan

A workplace-learning plan must be developed and implemented for each student.  The student performance standards of the workplace-learning plan should include an outline of learning objectives, methods of learning, activities/responsibilities, time required, provisions for supervision, and method(s) of student evaluation.  The workplace-learning plan must be signed by the student, teacher/coordinator, parent/guardian, and the workplace-learning site supervisor.

Weekly Class or Seminar

Students in the SciViz internship must meet a minimum of once per week for the purpose of related instruction and developmental activity.  These seminars should provide a forum for students to share and learn from each other's experiences through discussion and group activities/projects.  Faculty should also use this time to reinforce the application of subject matter in the workplace-learning setting.  Students should be encouraged to reflect upon and personalize their experiences through individual journals and also through interaction with the teacher/coordinator and the workplace-learning site supervisor.

Supervision/Site Visits

Teacher/Coordinators of the SciViz internship must monitor and support learning while students are in the field.  Teacher/coordinators should visit the workplace-learning site as frequently as once every two weeks, but not less than once per month so that students may be observed performing all facets of their workplace-learning experiences.  Students must also be evaluated a minimum of once per grading period the workplace-learning site supervisor.  The evaluation should assess how well the student is progressing towards goals established by the student, teacher/coordinator, and workplace-learning site supervisor.  Portfolio assessment is a recommended method of student assessment.

For every 20 students (or portion thereof) enrolled in this internship course, the teacher/coordinator should be given one hour of coordination release time per day for the purposes of visiting students on the job and managing the cooperative method of instruction.

Additional Information
Equipment List

Recommendations Per Student 

Hardware
•	Intel® Pentium® 4, 2.80GHz, 1 GB RAM
•	40 GB hard drive
•	Video/graphics accelerator card to match animation software
•	17” monitor
•	10 MB/sec network card
•	Windows 2000 or XP
•	Network card
•	USB serial and parallel ports
•	CD-ROM Drive
•	3 button mouse (optical)
•	Sound card
•	Headphone / microphone
•	Surge protector
•	Broadband Internet connection

Software
•	Animation: Autodesk 3DS Max, trueSpace, etc.
•	Presentation and spreadsheet: Microsoft Office (Excel, PowerPoint, Word)
•	2D graphics: CorelDraw, Adobe Illustrator/Photoshop
•	Scion Image (free download)
•	Video editor: Adobe Premiere Pro, etc. 
•	Web editor: Adobe Dreamweaver, Microsoft FrontPage, etc.
•	Geospatial Information Systems (GIS) Software (e.g., ArcGIS)

Supplemental Software
•	Adobe Creative Suite 3 or 4 
•	File Compression Software (e.g., WinZip)
•	NetOp Classroom Management Software
•	SnagIt Screen Capturing Software

Recommendations Per Lab 
•	24 computer stations recommended (Networked) 
•	Scanner-flatbed
•	Digital camera
•	Color printer capable of graphics output
•	2 Flash drives: 1 GB minimum
•	Video input device with Firewire cabling
•	Data projector (1000 or better lumens) with screen OR SmartBoard
•	Teacher computer station w/DVD
•	One additional computer for rendering (80 GB hard drive, 2 GB RAM, Video port, DVD burner)

Supplies
•	Blank CD-R or CD-RW disks
•	Ink cartridges
•	Replacement bulb for projector

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.
An equipment is listed above.

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 and is included as part of this program in the form of a six to eight-week internship.  Whenever offered, the rules, guidelines, and requirements specified in the Florida Department of Education Cooperative Education Manual apply. 

The Cooperative Education Manual is available on-line and has guidelines for students, teachers, employers, parents and other administrators and sample training agreements.  It can be accessed on the DOE Website at http://www.fldoe.org/workforce/dwdframe/pdf/STEPS-Manual.pdf.

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.