Florida Department of Education Curriculum Framework


Florida Department of Education



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Florida Department of Education

Student Performance Standards




Course Title: Applied Engineering Technology III

Course Number: 8401130

Course Credit: 1




Course Description:


This course provides opportunities for students to apply their acquired knowledge and skills in engineering scenarios. The course features multiple options for providing context-based projects oriented to specific fields of engineering. This feature enables instruction in complex projects involving multi-faceted project teams by providing instruction oriented to four key engineering disciplines: mechanical, electrical, civil, and environmental. Students need only complete standards #36, #37, and #38 for one of the engineering disciplines, in addition to the other standards.


Florida Standards

Correlation to CTE Program Standard #

  1. Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Applied Engineering Technology.




    1. Key Ideas and Details




      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




      1. 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




      1. 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




    1. Craft and Structure




      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




      1. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

LAFS.1112.RST.2.5




      1. 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




    1. Integration of Knowledge and Ideas




      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




      1. 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




      1. 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




    1. Range of Reading and Level of Text Complexity




      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.

      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




  1. Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Applied Engineering Technology.




    1. Text Types and Purposes




      1. Write arguments focused on discipline-specific content.

LAFS.1112.WHST.1.1




      1. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

LAFS.1112.WHST.1.2




    1. Production and Distribution of Writing




      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




      1. 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




      1. 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




    1. Research to Build and Present Knowledge




      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




      1. 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




      1. Draw evidence from informational texts to support analysis, reflection, and research.

LAFS.1112.WHST.3.9




    1. Range of Writing




      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




  1. Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Applied Engineering Technology.




    1. Make sense of problems and persevere in solving them.

MAFS.K12.MP.1.1




    1. Reason abstractly and quantitatively.

MAFS.K12.MP.2.1




    1. Construct viable arguments and critique the reasoning of others.

MAFS.K12.MP.3.1




    1. Model with mathematics.

MAFS.K12.MP.4.1




    1. Use appropriate tools strategically.

MAFS.K12.MP.5.1




    1. Attend to precision.

MAFS.K12.MP.6.1




    1. Look for and make use of structure.

MAFS.K12.MP.7.1




    1. Look for and express regularity in repeated reasoning.

MAFS.K12.MP.8.1





Abbreviations:

FS-M/LA = Florida Standards for Math/Language Arts



NGSSS-Sci = Next Generation Sunshine State Standards for Science
Note: This course is pending alignment in the following categories: FS-M/LA and NGSSS-Sci.


CTE Standards and Benchmarks

FS-M/LA

NGSSS-Sci

  1. Demonstrate an understanding of the cultural, social, economic, and political effects of technology. -- The student will be able to:







    1. Discuss changes in cultural, social, economic, and political behavior caused by the use of technology.







    1. Describe the consequences of weighing the trade-offs between the positive and negative effects of technology.







    1. Discuss the ethical considerations in developing, selecting, and using technology.







    1. Debate the cultural, social, economic, and political changes caused by the transfer of a technology from one society to another.







  1. Demonstrate an understanding of the effects of technology on the environment. -- The student will be able to:







    1. Describe the trade-offs of developing technologies to reduce the use of resources.







    1. Describe how the alignment of technological and natural processes impacts the environment.







    1. Identify technologies developed for the purpose of reducing negative consequences of other technologies.







    1. Debate the implementation of technologies having positive and negative effects on the environment.







  1. Demonstrate the abilities to assess the impact of products and systems. -- The student will be able to:







    1. Collect information and evaluate its quality.







    1. Synthesize data, analyze trends, and draw conclusions regarding the effect of technology on the individual, society, and the environment.







    1. Apply assessment techniques, such as trend analysis and experimentation to make decisions about the future development of technology.







    1. Design forecasting techniques to evaluate the results of altering natural systems.







  1. Successfully work as a member of a team. -- The student will be able to:







    1. Accept responsibility for specific tasks in a given situation.







    1. Maintain a positive relationship with other team members.







    1. Document progress, and provide feedback on work accomplished in a timely manner.







    1. Complete assigned tasks in a timely and professional manner.







    1. Reassign responsibilities when the need arises.







    1. Complete daily tasks as assigned on one’s own initiative.







  1. Plan, organize, and carry out a project plan. -- The student will be able to:







    1. Determine the scope of a project.







    1. Organize the team according to individual strengths.







    1. Assign specific tasks within a team.







    1. Determine project priorities.







    1. Identify required resources.







    1. Record project progress in an engineering notebook.







    1. Record and account for budget expenses during the life of the project.







    1. Carry out the project plan to successful completion and delivery.







  1. Manage resources. -- The student will be able to:







    1. Identify required resources and associated costs for each stage of the project plan.







    1. Create a project budget based on the identified resources.







    1. Determine the methods needed to acquire needed resources.







    1. Demonstrate good judgment in the use of resources.







    1. Recycle and reuse resources where appropriate.







    1. Demonstrate an understanding of proper legal and ethical waste disposal.







  1. Use tools, materials, and processes in an appropriate and safe manner. -- The student will be able to:







    1. Identify the proper tool for a given job.







    1. Use tools and machines in a safe manner.







    1. Adhere to laboratory safety rules and procedures.







    1. Identify the application of processes appropriate to the task at hand.







    1. Identify materials appropriate to their application.







  1. Demonstrate proficiency using business productivity software skills. -- The students will be able to:







    1. Create a report or essay that contains a title page, text, a graphic/image, and data table.







    1. Create a spreadsheet to analyze and present data.







    1. Produce a presentation that includes text, graphics, and digital images and present it using a projection system.







  1. Demonstrate and apply computer-aided design (CAD) knowledge and skills. -- The student will be able to:







    1. Apply CAD skills to an engineering project.







    1. Create a part using a solid modeling CAD software platform to be incorporated into an assembly.







    1. Create an assembly drawing using a CAD software platform.







    1. Create working drawings using a CAD software platform.







    1. Create a bill of materials generated from a CAD application.






Mechanical Engineering Discipline








  1. Demonstrate an understanding of design and development of solutions involving mechanical engineering, their environments, and their associated design constraints. – The student will be able to:







    1. Describe mechanically engineered assemblies used in industrial manufacturing, the technologies they employ, their design criteria, and constraints.







    1. Describe mechanically engineered assemblies used in aviation and aerospace, the technologies they employ, their design criteria, and constraints.







    1. Describe mechanically engineered assemblies used in hazardous or dangerous environments (e.g., underground, damaged buildings, et al), the technologies they employ, their design criteria, and constraints.







    1. Describe mechanically engineered assemblies used in the medical field, the technologies they employ, their design criteria, and constraints.







    1. Describe mechanically engineered assemblies used in underwater environments, the technologies they employ, their design criteria, and constraints.







    1. Describe mechanically engineered assemblies used in high speed/repetitive manufacturing or processing environments, the technologies they employ, their design criteria, and constraints.







  1. Design and build a mechanically engineered solution suitable for a particular application in a defined environment. – The student will be able to:







    1. Design and build a solution to a problem using the principles of mechanical engineering.







    1. Incorporate principles of electricity, thermodynamics, hydraulics, and pneumatics, as appropriate, into the design of a mechanically engineered solution.







    1. Incorporate at least one advanced feature into the solution’s design.







    1. Create a project portfolio describing the project and the solution, including drawings and specifications, the tasks and rationale, process journal, budget report, and the results.







    1. Present your portfolio to a review committee.






Electrical Engineering Discipline








  1. Demonstrate an understanding of design and development of solutions involving electrical engineering, their environments, and their associated design constraints. – The student will be able to:







    1. Describe electrical engineering applications used in power distribution and transmission systems, the technologies they employ, their design criteria, and constraints.







    1. Describe electrical engineering applications used in control systems (e.g., PLC's, microcontrollers), the technologies they employ, their design criteria, and constraints.







    1. Describe electrical engineering applications used in DC and AC electronics, the technologies they employ, their design criteria, and constraints.







    1. Describe electrical engineering applications used in signal processing and telecommunications, the technologies they employ, their design criteria, and constraints.







    1. Describe electrical engineering applications used in sensors and instrumentation applications, the technologies they employ, their design criteria, and constraints.







    1. Describe electrical engineering applications used in consumer electronics and computer applications, the technologies they employ, their design criteria, and constraints.







  1. Demonstrate technical knowledge and skills associated with the design of electrical and electronic systems. -- The student will be able to:







    1. Understand the connectivity between the major components. Identify Address and data buses, power signals and peripheral devices.







    1. Recognize the schematic symbols for basic electronic components (e.g., resistors, capacitors, inductors, transistors, and black box components such as microprocessors).







    1. Describe basic logic devices (e.g., AND, NAND, OR, NOR) and their role in the design of electrical/electronic systems.







    1. Create and apply the truth tables for the basic logical elements (i.e., AND, NAND, OR, and NOR gates).







    1. Identify electrical connections between devices on an electrical schematic.







    1. Use Boolean algebra to minimize logic equations and implement them in breadboard devices.







    1. Design and create a prototype of a basic electronic system to demonstrate knowledge of a series and parallel logic circuitry.







  1. Design and build a mechanically engineered solution suitable for a particular application in a defined environment. – The student will be able to:







    1. Design and build a solution to a problem using the principles of electrical engineering.







    1. Incorporate principles of electricity, AC/DC circuits and electronics, microcontrollers or PLC's, electronic sensors, transducers and instrumentation, or communications/RF systems, as appropriate, into the design of an electrically engineered solution.







    1. Incorporate at least one advanced feature into the solution’s design.







    1. Create a project portfolio describing the project and the solution, including drawings and specifications, the tasks and rationale, process journal, budget report, and statistical analysis of the results.







    1. Present your portfolio to a review committee.






Civil Engineering Discipline








  1. Demonstrate an understanding of design and development of solutions involving civil engineering, their environments, and their associated design constraints. – The student will be able to:







    1. Describe civil engineered solutions used in coastal area planning, construction and structural design, transportation, GIS and surveying, urban and water resources.







    1. Describe civil engineering solutions, the technologies they employ, their design criteria, and constraints.







    1. Describe civil engineering solutions used in coastal areas (e.g. bridges, dams, locks, levees, waterways, ports, etc.), the technologies they employ, their design criteria, and constraints.







    1. Describe civil engineering solutions used in structural design and structural analysis of buildings, bridges, towers, tunnels, etc. , the technologies they employ, their design criteria, and constraints.







    1. Describe civil engineering solutions used in designing, constructing, and maintaining transportation infrastructure (e.g. including roadways, railways, airports and mass transit systems, et al.).







    1. Describe technologies used in the basics of surveying and mapping, as well as geographic information systems to correctly size and position structures, and lay out routes for railways, roadways, and pipelines.







    1. Describe civil engineering solutions used in urban and metropolitan planning (e.g. designing, constructing, and maintaining streets, sidewalks, water supply networks, sewers, street lighting, solid waste management and disposal, public parks, et al), the technologies they employ, their design criteria, and constraints.







  1. Design and build a mechanically engineered solution suitable for a particular application in a defined environment. – The student will be able to:







    1. Design and build a solution to a problem using the principles of civil engineering.







    1. Incorporate one or more principles of structural design and analysis, surveying, planning and design of traffic system logistics, coastal defense, materials science, water resource and waste management, or urban planning as appropriate, into the design of a civil engineering solution.







    1. Incorporate at least one advanced feature into the solution’s design.







    1. Create a project portfolio describing the project and the solution, including drawings and specifications, the tasks and rationale, process journal, budget report, and the results.







    1. Present your portfolio to a review committee.






Environmental Engineering Discipline








  1. Demonstrate an understanding of design and development of solutions involving environmental engineering, their environments, and their associated design constraints. – The student will be able to:







    1. Describe environmental engineered solutions, the technologies they employ, their design criteria, and constraints.







    1. Describe environmental engineered solutions related to water supply and treatment, the technologies they employ, their design criteria, and constraints.







    1. Describe environmental engineered solutions related to waste management, the technologies they employ, their design criteria, and constraints.







    1. Describe environmental engineered solutions related to air and water pollution, the technologies they employ, their design criteria, and constraints.







    1. Describe environmental engineered solutions related to coastal and intercoastal environments, the technologies they employ, their design criteria, and constraints.







    1. Describe environmental engineered solutions related to agricultural environments, the technologies they employ, their design criteria, and constraints.







    1. Describe environmental engineered solutions related to industrial environments, the technologies they employ, their design criteria, and constraints.







  1. Design and build an environmental engineered solution suitable for a particular application in a defined environment. – The student will be able to:







    1. Design and build a solution to a problem using the principles of environmental engineering.







    1. Incorporate principles of contamination control, pollution control, emission control, hazardous material disposal, and physical, biological, and chemical processes, as appropriate, into the design of an environmental engineered solution.







    1. Incorporate at least one advanced feature into the solution’s design.







    1. Create a project portfolio describing the project and the solution, including drawings and specifications, the tasks and rationale, process journal, budget report, and the results.







    1. Present your portfolio to a review committee.








Additional Information




Laboratory Activities

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



Career and Technical Student Organization (CTSO)

The Florida Technology Student Association (FL-TSA) and SkillsUSA are the intercurricular career and technical student organizations 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.


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

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access. 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.

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



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