2021 – 2022
Florida Department of Education
Curriculum Framework 

Program Title:	Energy Generation Technician
Program Type:	Career Preparatory
Career Cluster:	Energy

Secondary – Career Preparatory	
Program Number	9700200	
CIP Number	0715050302	
Grade Level	9-12	
Standard Length	3 Credits	
Teacher Certification	Refer to the Program Structure section.	
CTSO	SkillsUSA	
SOC Codes (all applicable) 	49-9099 - Installation, Maintenance, and Repair Workers, All Other	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

Purpose 

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in the Energy career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of the Energy career cluster. 

The purpose of this program is to present information that will assist Florida in increasing the number and skill level of workers who are available to meet the workforce needs of Florida’s current and emerging alternative energy industries. 

Program Structure

This program is a planned sequence of instruction totaling three credits.

To teach the courses listed below, instructors must hold at least one of the teacher certifications indicated for that course.

The following table illustrates the secondary program structure:

Course Number	Course Title	Teacher Certification	Length	SOC Code	Level	Graduation Requirement	
8006110	Energy Industry Fundamentals	AGRICULTUR 1@2
ELECTRICAL @7 7G
IND ENGR 7G
TEC ED 1@2
ENG&TEC ED1@2	1 Credit	49-9099	3		
8006120	Introduction to Alternative Energy	AGRICULTUR 1@2
CHEM 1@4 
EARTH/SPACE SCI 1
ELECTRICAL @7 7G
IND ENGR 7G
PHYSICS 1@4
SCIENCE 4
TEC ED 1@2
ENG&TEC ED1@2	1 Credit		3	EQ	
9700210	Energy Generation Technician	ELECTRICAL @7 7G
IND ENGR 7G
TEC ED 1@2
ENG&TEC ED1@2	1 Credit		3		
(Graduation Requirement Abbreviations- EQ= Equally Rigorous Science, PA= Practical Arts, EC= Economics)

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

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	Demonstrate knowledge of the basic and emerging principles and concepts that impact the energy industry.
02.0	Apply compliance with procedures necessary to ensure a safe and healthy work environment.
03.0	Explain electric power generation.
04.0	Explain electric power transmission.
05.0	Explain electric power distribution.
06.0	Identify and describe careers and entry requirements.
07.0	Evaluate and analyze emerging technologies in the energy industry.
08.0	Explain the importance of employability and entrepreneurship skills.
09.0	Discuss the value of alternative energy.
10.0	Investigate the viability of biomass and biofuel.
11.0	Investigate the use of nuclear power.
12.0	Investigate the use of solar energy. 
13.0	Investigate the use of wind energy.
14.0	Understand generation system overview.
15.0	Apply equipment operation, maintenance and repair.
16.0	Demonstrate the ability to design, analyze and effectively use systems, components and methods with a framework of quality and continuous improvement. 
17.0	Diagnose and corrects abnormalities and malfunctions in equipment and production processes.
18.0	Demonstrate the importance of health, safety and environmental management systems in organizations and their importance to organizational performance and regulatory compliance. 
19.0	Demonstrate science knowledge and skills.
20.0	Demonstrate mathematics knowledge and skills.

2021 – 2022

Florida Department of Education
Student Performance Standards

Course Title: 	Energy Industry Fundamentals
Course Number: 	8006110
Course Credit:	1

Course Description:

This course is designed to develop competencies in the areas of energy history and the global impact of renewable and non-renewable resources; career opportunities; scientific and research concepts; biological and physical science principles; environmental principles; and solar energy safety.  Laboratory-based activities are an integral part of this course.  These include the safe use and application of appropriate technology, scientific testing and observation equipment.

CTE Standards and Benchmarks	
01.0	Demonstrate knowledge of the basic and emerging principles and concepts that impact the energy industry--The student will be able to:	
01.01	Explain the flow of energy from generation through distribution to the customer.	
01.02	Discuss the history of the United States energy industry/infrastructure (refer to Energy Information Administration www.eia.doe.gov).	
01.03	Identify the role and function of generation, transmission and distribution organizations.  	
01.04	Explain the role of regulatory bodies in the energy industry (Federal Energy Regulatory Commission www.ferc.gov; Public Service Commission of the State of Florida www.psc.state.fl.us) (highlight “obligation to serve”).	
01.05	Discuss current and historical environmental laws and regulations that impact the energy industry (local, state and federal) and explain importance of proper documentation to ensure compliance.	
01.06	Explain the different structures of energy companies, including investor-owned utilities, municipalities (and associated utility practices such as water/wastewater), electric cooperatives, independent power producers and explain the different lines of energy business, including electric and gas.  	
01.07	Describe the process of electric metering and billing for energy consumption. 	
01.08	Explain the differences between energy and power components of residential, commercial, industrial and institutional accounts including time of use rate structures.	
02.0	Apply compliance with procedures necessary to ensure a safe and healthy work environment--The student will be able to:	
02.01	Review the role of the U.S. Department of Labor/Occupational Safety and Health Administration (OSHA) in work place safety.  (http://www.osha.gov)	
02.02	Identify both potential hazards and accident scenarios in the work environment. 	
02.03	Follow established safety procedures (OSHA regulations and utility company procedures).	
02.04	Evaluate changes in the environment with respect to their impact on safety of self and others.	
02.05	Understand the importance of effective local, state and national security operations for the protection of people, data, property and institutions.	
02.06	Comply with energy industry safety procedures and proper ways to perform work.	
02.07	Name potential threats created by deviation from safety procedures and improper use of tools and equipment.	
02.08	Use safety equipment as specified by user manuals and safety training.	
02.09	Use Personal Protective Equipment (PPE) including safety glasses, hearing protection, gloves, work boots and hard hats.	
02.10	Keep personal safety equipment in good working order.	
02.11	Use tools and equipment in compliance with user manuals and training.	
02.12	Call attention to potential and actual hazardous conditions as they arise.	
02.13	Alert coworkers and supervisory personnel to hazardous conditions and deviations from safety procedures in a timely manner.	
02.14	Maintain appropriate certification and knowledge in first aid or first response procedures.	
02.15	Demonstrate understanding and knowledge of lock out/ tag out practices in the work place.	
02.16	Notify person in charge and/or coworkers of unsafe work conditions.	
02.17	Stop the job if there are unsafe working conditions.	
03.0	Explain electric power generation--The student will be able to:	
03.01	Explain the conventional electric power generation systems and process (coal, gas, hydroelectric and nuclear).	
03.02	Identify various conventional electric power generation fuel sources (such as oil, coal, natural gas, hydroelectric power, uranium) and the cost, efficiency and environmental issues associated with each.	
03.03	Identify alternative fuel sources (such as solar, wind, ocean wave, tidal, etc.) and alternative and renewable power generation technologies.	
03.04	Discuss pros and cons of various energy producing technologies and fuels in the electrical infrastructure (including fossil, nuclear, alternative and renewable).	
04.0	Explain electric power transmission--The student will be able to:	
04.01	Explain the electric power transmission process.	
04.02	Discuss the application of different electric power transmission principles (including AC vs. DC).	
04.03	Name electric power transmission equipment and systems.	
04.04	Discuss the emerging technologies in electric power transmission (including Smart Grid).	
04.05	Explain ownership/governance of the electric transmission system.	
05.0	Explain electric power distribution--The student will be able to:	
05.01	Explain the electric power distribution process.	
05.02	Discuss the need for electric distribution systems and how they are designed to operate.	
05.03	Name electric power distribution system equipment and explain what the various components do.	
05.04	Discuss technologies in electric power distribution, including distribution automation and Smart Grid systems. 	
06.0	Identify and describe careers and entry requirements--The student will be able to:	
06.01	Compare careers available in the energy industry (e.g., technicians, line workers, plant/field operators, customer service representatives, engineers, IT/ cyber-security) and the educational pathways required.	
06.02	Describe general wage/salary, benefits and other advantages of careers in the energy industry.	
07.0	Evaluate and analyze emerging technologies in the energy industry--The student will be able to:	
07.01	Discuss and explore emerging technologies within conventional sources of energy.	
07.02	Discuss and explore wind energy.	
07.03	Discuss and explore solar energy.	
07.04	Discuss and explore biomass energy.	
07.05	Discuss and explore distributed power generation.	
07.06	Identify and discuss current topics in the energy industry such as energy storage and supplemental distribution.	
08.0	Explain the importance of employability and entrepreneurship skills--The student will be able to:	
08.01	Identify and demonstrate positive work behaviors needed to be employable. (Refer to ‘Common Employability Skills for the Energy Industry’.)                     	
08.02	Develop personal career plan that includes goals, objectives and strategies.	
08.03	Examine licensing, certification and industry credentialing requirements.	
08.04	Maintain a career portfolio to document knowledge, skills and experience.	
08.05	Evaluate and compare employment opportunities that match career goals.	
08.06	Identify and exhibit traits for retaining employment.	
08.07	Identify opportunities and research requirements for career advancement.	
08.08	Research the benefits of ongoing professional development, including internships and externships.	
08.09	Examine and describe entrepreneurship opportunities as a career planning option.	

2021 – 2022

Florida Department of Education
Student Performance Standards

Course Title: 	Introduction to Alternative Energy 
Course Number: 	8006120
Course Credit:	1 

Course Description:

This course is designed to develop competencies in the areas of energy history and the global impact of renewable and non-renewable resources; career opportunities; scientific and research concepts; biological and physical science principles; environmental principles; and solar energy safety.  Laboratory-based activities are an integral part of this course.  These include the safe use and application of appropriate technology, scientific testing and observation equipment.

CTE Standards and Benchmarks	
09.0	Discuss the value of alternative energy--The student will be able to:	
09.01	Investigate the reasons for seeking alternatives to fossil fuels. 	
09.02	Summarize the contributions to world energy supplies of alternatives to fossil fuels.  	
09.03	Discuss the alternative energy sources that are currently the most developed and widely used based on geographic location. 	
10.0	Investigate the viability of biomass and biofuel--The student will be able to:	
10.01	Discuss the major sources of biomass. 	
10.02	Define biofuels (e. g. ethanol, biodiesel, methanol and algae). 	
10.03	Outline the pyramid energy flow including the different trophic levels. 	
10.04	Describe the major sources, scale and impacts of biomass energy. 	
10.05	Draw and label a diagram of a biomass plant.	
10.06	List the advantages and disadvantages of using biomass for energy (e.g. CO2 emissions, photosynthetic efficiency, cost, etc.).	
11.0	Investigate the use of nuclear power--The student will be able to:	
11.01	Explain the process of nuclear fission.  	
11.02	Define radio-isotopes and half-life.	
11.03	Evaluate the advantages and disadvantages of nuclear power. 	
11.04	Draw and label a diagram of a Light-Water Reactor (LWR) (e.g. control rods, coolant, containment vessel, dry casks, turbine, etc.).	
11.05	Describe nuclear energy and how it is harnessed.	
11.06	Describe the causes of notable failures at nuclear power plants.	
11.07	Outline the societal debate over nuclear power. 	
12.0	Investigate the use of solar energy--The student will be able to: 	
12.01	Describe solar energy and how it is harnessed.	
12.02	Explain the significance and historical foundations of solar energy and pioneers in the fields of solar thermal and solar photovoltaics.	
12.03	Explain the difference between passive solar and active solar.	
12.04	Draw and label a diagram of photovoltaic (PV) cells (e.g. array, panel, module, dopant-enriched silicon).	
12.05	Describe solar thermal and photovoltaic concentrating systems. 	
12.06	Draw and label a diagram of a solar thermal plant.	
12.07	Evaluate the advantages and disadvantages of using solar energy. 	
13.0	Investigate the use of wind energy--The student will be able to:	
13.01	Describe wind energy and the way it is harnessed.	
13.02	List the progression of the use of wind energy through history.	
13.03	Explain the significance of wind energy and pioneers in the field of harnessing wind. 	
13.04	Define kinetic energy. 	
13.05	List and describe the topography and weather patterns of the states that are considered the “Saudi Arabia of wind power.” 	
13.06	Explain the acronym NIMBY (Not in My Backyard). 	
13.07	Explain why farmers and ranchers are amenable to wind technology. 	
13.08	Evaluate the advantages and disadvantages to wind technology. 	
13.09	Understand the relationship between rotor diameter, wind velocity and wind machine output.	

2021 – 2022

Florida Department of Education
Student Performance Standards

Course Title: 	Energy Generation Technician
Course Number: 	9700210
Course Credit:	1 

Course Description:

This course is designed to develop competencies in the areas of energy history and the global impact of renewable and non-renewable resources; career opportunities; scientific and research concepts; biological and physical science principles; environmental principles; and solar energy safety.  Laboratory-based activities are an integral part of this course.  These include the safe use and application of appropriate technology, scientific testing and observation equipment.

CTE Standards and Benchmarks	
14.0	Understand generation system overview--The student will be able to:	
14.01	Explain and use the fundamental laws and principles of electricity & magnetism (e.g., electric charge, electric current, etc.)	
14.02	Explain the components of electrical generating systems including boilers, generators, alternators, turbines, motors, engines, pumps and switchgear.	
14.03	Explain the differences and similarities of power generation, including use of different fuel types, different power plant uses (i.e., base load, peaking, load following and co-generation).	
14.04	Explain the basic operating principles of fossil, hydro-electric, internal combustion and nuclear reactor systems, which supply the bulk of the North American power grid.	
14.05	Discuss the electric power generation job functions.	
15.0	Apply equipment operation, maintenance and repair--The student will be able to:	
15.01	Comply with the procedures necessary to ensure a safe and healthy work environment	
15.02	Operate, repair and test machines, devices and equipment based on electrical or mechanical standards.  	
15.03	Exhibit an understanding of equipment principles to be able to diagnose and repair machine malfunctions.	
15.04	Operate basic hand and small electric tools and  electronic test equipment	
15.05	Perform tests and inspections of products, services or processes to evaluate quality or performance.	
15.06	Determine the correct kind of tools and equipment needed to do a job	
15.07	Read gauges, dials or other indicators to make sure a machine is working properly	
15.08	Read, interpret and create basic prints used in the design, operation and maintenance of electrical and mechanical equipment, including engineering drawings, diagrams and schematics, documentation diagrams and single line diagrams.	
16.0	Demonstrate the ability to design, analyze and effectively use systems, components and methods with a framework of quality and continuous improvement--The student will be able to:	
16.01	Conduct tests and inspections of products, services or processes to evaluate quality or performance. 	
16.02	Incorporate new information into both current and future problem solving and decision making.	
16.03	Monitor/assess performance of self and other individuals or organizations to make improvements or take necessary corrective action.	
16.04	Describe how a system should work and how changes in conditions, operations and the environment will affect the performance of that system.	
16.05	Use logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.	
16.06	Identify the value of preventative/predictive maintenance versus reactive maintenance.	
17.0	Diagnose and correct abnormalities and malfunctions in equipment and production processes--The student will be able to:	
17.01	Demonstrate knowledge of normal equipment operation (how individual pieces of equipment relate to each other) in order to anticipate potential equipment problems before they occur. 	
17.02	Determine causes of operating errors, and recommend appropriate course of action. 	
17.03	Describe when and how to notify supervisory personnel in the event of operational errors or equipment malfunctions. 	
18.0	Demonstrate the importance of health, safety and environmental management systems in organizations and their importance to organizational performance and regulatory compliance--The students will be able to:	
18.01	Describe personal and jobsite safety rules and regulations that maintain safe and healthy work environments.	
18.02	Explain emergency procedures to follow in response to workplace accidents.	
18.03	Create a disaster and/or emergency response plan for specific incidences.	
19.0	Demonstrate science knowledge and skills--The students will be able to:	
19.01	Discuss the role of creativity in constructing scientific questions, methods and explanations.	
19.02	Formulate scientifically investigable questions, construct investigations, collect and evaluate data and develop scientific recommendations based on findings.	
20.0	Demonstrate mathematics knowledge and skills--The students will be able to:	
20.01	Demonstrate knowledge of arithmetic operations.	
20.02	Analyze and apply data and measurements to solve problems and interpret documents.	
20.03	Construct charts/tables/graphs using functions and data.	

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.

Academic Alignment

Secondary Career and Technical Education courses are pending alignment to the B.E.S.T.  (Benchmarks for Excellent Student Thinking) Standards for English Language Arts (ELA) and Mathematics that were adopted by the State Board of Education in February 2020.  Academic alignment is an ongoing, collaborative effort of professional educators that provide clear expectations for progression year-to-year through course alignment. This initiative supports CTE programs by improving student performance through the integration of academic content within CTE courses.  

Florida Standards for English Language Development (ELD)

English language learners communicate for social and instructional purposes within the school setting. ELD.K12.SI.1.1 

English Language Development (ELD) Standards Special Notes:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SI.pdf.
For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.

Special Notes

The occupational standards and benchmarks outlined in this secondary program correlate to the standards and benchmarks of the postsecondary program with the same Classification of Instructional Programs (CIP) number.

MyCareerShines is an interactive resource to assist students in identifying their ideal career and to enhance preparation for employment. Teachers are encouraged to integrate this resource into the program curriculum to meet the employability goals for each student.  Access MyCareerShines by visiting: www.mycareershines.org. 

Career and Technical Student Organization (CTSO)

SkillsUSA is the intercurricular 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.  

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.  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 course or a modified course.  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 a Career and Technical Education (CTE) course.  The student should work on different competencies and new applications of competencies each year toward completion of the CTE course.  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.

Additional Resources

For additional information regarding articulation agreements, Bright Futures Scholarships, Fine Arts/Practical Arts Credit and Equivalent Mathematics and Equally Rigorous Science Courses please refer to:
http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml