ࡱ> 0C M , - . / 0 1 2 3 4 5 6 7 8 9 : ; < = > ? @ A B Y []:86420.2U@ Q8bjbj U5l      $Al `0   1 H$DR9     KH KH KH  Z"  KH  KH $KH oH ~ X8rn $ ϯ" =/ `t,800`a F nl l nXpx */ KH       l l $G jl l Arcadia Valley Career Technology Center Embedded Mathematics and Communication Arts Credit Version: January 31, 2005 Overview: The Arcadia Valley Career Technology Center has developed the following proposal to offer embedded academic credit for those students who complete a six-hour vocational program and specific, additional academic criteria. It should be kept in mind that this is a working document and will be continually updated and revised. Students who complete a six-hour vocational program will receive the following: One hour of elective mathematics credit, Technical Mathematics, if they pass a competency test sometime within their two years in the vocational program. The mathematics credit could be used to meet the math credit requirements of the sending school if the student has failed a previous mathematics class. All awarding of credit is based on the sending schools policies and preferences. One hour of elective communication arts credit, Technical Writing, if they meet the minimum requirements for all established components of a portfolio. Each required element will be assessed by a scoring guide with minimum levels established. Rationale: The concept of embedded credit may seem revolutionary, however, other schools in other states are offering some form of additional credit. In Missouri there have been local schools that have offered math and/or science credit through vocational agriculture programs. What we have developed is an entirely unique integration of mathematics and communication arts into all vocational programs. We feel that the concept of earning academic credit for completion of a vocational program is a perfect fit for Arcadia Valley R-II and its sending schools. The key to the program is that students will not be given credit, they will earn it by passing a test (math) or by demonstration of their work through a portfolio for communication arts. It is also important to realize that there will be additional work required of students who attempt to earn embedded credit. Again, it is important to understand that students will have to earn the credit; it will not be automatically given to them for completion of a vocational program. The integration of academic credit into vocational classes (with additional requirements) meets the intent or requirements of the following: The Perkins III program has accountability requirements that are based on student achievement in mathematics and communication arts. The Congressional debate over future Perkins funding is continually centered on the idea that CTE classes do not assist in raising overall academic achievement scores. This program will allow for an academic focus in CTE classes while maintaining the technical learning within the various trades. The majority of the sending school students attending the AVCTC lose two credits due to travel. Most of the sending school students have at least a one hour bus ride to the CareerTech and a one hour bus ride back to their home school. This program would provide them the opportunity to earn as many credits as other students in their schools. Granting embedded credit will help all districts meet the MSIP requirement for lowering dropout rates by allowing vocational students to earn additional credits and remain on track to graduate with their class. This process will be even more important as accountability moves from dropouts to graduation rates. The number of CTE students who have to take remedial writing, reading, or math classes while continuing their education at local community colleges will be reduced. All the vocational classes at the AVCTC have articulation agreements with Mineral Area College and Three Rivers Community College for up to 36 college credits. Most of the students who attend post-secondary education have to take remedial classes and cannot graduate within the normal two years. Therefore they have higher educational costs and longer community college enrollments. Vocational students need to be well-educated citizens who are prepared to enter the workforce equipped in the areas of mathematics, science, engineering, and technology while at the same time they must be prepared academically to enter postsecondary education. Many of our graduates will eventually be employed in fields that have not even been developed. CTE graduates must be prepared for the future and they must be prepared to continue their education after secondary graduation. There are several areas of the High Schools That Work reform model that the granting of embedded credit will allow the district to meet. Academic and vocational integration is critical for both the high school and the vocational school. The extra work to earn the embedded credit will add rigor to our vocational programs and will require homework for most of the vocational students. All students need more mathematics and as Cohen, (1995) has stated, Technical programs place strong emphasis on mathematics in the context of real applications. Students should lean to appreciate mathematics and to use mathematics to solve problems in a variety of fields so that they will be able to adapt to change in their career and educational goals. This cannot be accomplished if the typical CTE student ends their high school mathematics at the 10th grade. The key here is the contextual learning of mathematics that is embedded in each vocational program. The National Council of Teachers of Mathematics states, All students should study mathematics in each of the four years they are enrolled in high school. Because students interests and aspirations may change during and after high school, their mathematics education should guarantee access to a broad spectrum of career and educational options. They should experience the interplay of algebra, geometry, statistics, probability, and discrete mathematics. Our placement rate should improve since our graduates will have the basic academic skills that employers are looking for in new hires. Most business and industry representatives say they can teach the technical skills but do not have the resources to improve basic academic skills for their employees. This project will increase higher order thinking skills for all vocational students and increase basic reading, writing and mathematics skills. By acquiring these skills, our graduates will be better prepared for entry into the workforce. This will be true if they enter it upon graduation or continue their education through post-secondary education. The embedded credit concept is designed to align mathematics and language arts in a setting where students understand that it is needed in their future. This is real world. The following are basic principals for post-secondary mathematics, according to Cohen (1995), that relate to all the reform efforts the district is striving for: All students should grow in their knowledge of mathematics. The mathematics that students study should be meaningful and relevant. Mathematics must be taught as a laboratory discipline. The use of technology is an essential part of an up-to-date curriculum. Increased participation by all students in mathematics and in careers using mathematics is a critical goal in our heterogeneous society. Goals and Objectives The following goals and objectives have been developed to provide an overall guide for the purpose of the embedded credit program and to allow a basis for evaluation. The goals of the program are intended to allow CTE students to be better prepared to face the challenges of careers in the 21st Century. In order to better prep our CTE graduates, the components of the Perkins III legislation and the development of high expectations under the comprehensive school reform model of High Schools That Work have been used to develop the goals and objectives. Goal 1: To meet the Perkins III Core Indicators for secondary academic attainment (1S1) and vocational skill attainment (1S2). Objective 1: The number of students who enroll in each vocational program will reach 100% capacity and maintain that level of enrollment. Objective 2: The number of CTE students who complete their vocational program will increase by 5% each year until a 100% completion rate is reached. Objective 3: The number of CTE completers placed in employment, postsecondary education, or the military will increase by 5% each year until 100% placement is achieved. Objective 4: The number of CTE students who score in the top three levels of the MAP for mathematics and communication arts will increase 5% each year until 100% of all CTE students are in the top three levels. Goal 2: High expectations will be established for all CTE students. Objective 1: All CTE curriculum guides will include integration of mathematics and language arts objectives. Objective 2: The number of CTE students who complete embedded credit(s) will increase by 5% each year until 75% of CTE graduates have completed at least one embedded credit. Objective 3: The number of CTE graduates who are required to take remedial mathematics, reading, or writing courses upon enrollment in postsecondary education will decrease by 5% each year until 0% of CTE graduates are required to take remedial classes. Objective 4: Employer, community and student satisfaction with CTE preparation programs and level of graduate preparation will increase by 5% until 100% satisfaction is reached by all three groups. Timeline: August 2003 AVCTC teachers start extra mathematics instruction September 5 Begin the development of topics for credit by exhibit (portfolio) to earn the communication arts credit September 9 AVCTC teachers begin to determine vocabulary terms for two-year programs September 11 Begin AVCTC in-service for reading/writing September 12 Informational proposal to AV BOE September 17 Informational proposal to AV Curriculum Committee September 18 Informational proposal to sending school superintendents and counselors, invitation and set date for sending school math teachers to attend a 1-day meeting to determine embedded math curriculum. Determine if each sending schools Board of Education would like to vote on proposal of presentation for information September 23 Meeting of area math teachers to determine curriculum topics. September 24 AVCTC teachers turn in competency list with topics that do not contain mathematics identified. September 26 AVCTC teachers turn in list of vocabulary terms. September Contact DESE representatives in math, communication arts and vocation education, community college representatives and/or four college/university representatives to enlist their assistance September 29 Meet with area Communication Arts teachers, begin to define list of exhibits for technical writing credit October 1 AVCTC teachers begin aligning competencies to identified math topics October 20 List of exhibits completed for technical writing. Begin writing rubrics for technical writing exhibits. October 27 Begin pre-testing of vocational students for reading level October 27 Local Math teachers begin writing math exit test questions (see appendix D) October 29 AVCTC teachers complete initial cross reference of vocational competencies and math topics October Meeting with area communication arts teachers to determine topics for technical writing curriculum along with development of scoring guides November 10 Begin pre-testing of all vocational students for math skills November 15 Complete pre-testing of all vocational students for reading level and begin process for individualized assistance November Final Proposal to AV Curriculum Committee November 26 Completion of math skills pre-testing December Complete cross-referencing math topics to Show-Me Standards, Missouri Grade-Level Expectations, and NCTM Standards December Completion of reading level determination and math skills inventory 2004 January 2004 Final Proposal to AV Board of Education January/February Submission of final proposal to sending school boards of education January 5 Local math teachers complete math exit test questions January 19 Survey CTE students to determine number of students who plan to work toward embedded credit January Vocational students continue to work on technical writing; emphasis placed on placement and advanced education requirements January Arcadia Valley Staff begin technology integration in the classroom January Additional work in math topics with videos and textbook assignments begins February Testing begins for math credit. Students can test as often as needed with records kept April Math and language arts teachers attend follow-up meeting at the AVCTC to review and revise curriculums. May Three-hour vocational seniors who pass test receive credit for Technical Math May/June Evaluate pilot program: How many students attempted test?; How many students passed test?; student, parent, community satisfaction?; staff input. July Hire full time Basic Skills instructor July/August Make any necessary changes based on formative evaluation August Start field test of Technical Writing curriculum and begin implementation. August Begin school year with survey of those who wish to earn embedded credit September Completion and implementation of instructional resources for math topics. September/October Revise math tests. October Vocational students start reading/writing assignments and senior projects. November Complete all curriculum/study material for language arts (Technical Writing) credit. 2005 January Complete evaluation of year one pilot program. All data should be collected including placement. February Publish revised Embedded Credit Plan and post all mathematics and technical writing curriculum on the district webpage. All Year Six-hour vocational students work on math and technical writing May Six-hour vocational seniors who pass math test receive credit for Technical Mathematics; six-hour vocational seniors who complete all performance requirements receive credit for Technical Writing May/June Evaluation of year two begins. September Mineral Area College and Three Rivers Community College enrollment data collected and final evaluation for year two completed. September/October Revision for year three completed. All students tested in math and year three process begins. Key Players: The following individuals have been instrumental in the development of this proposal. Each person has provided input and assisted with the development of the various sections. Vocational staff AVCTC David Dillard Vocational Director David Rhuman Basic Skills Instructor (hired August 2004) Mike Allen Placement Coordinator Donna Barnhouse VRE David Bates Automotive Collision Repair Technology Bart Ackley Building and Grounds Maintenance Max Hobson Computer Repair and Networking Rebecca Henson Business Technology Marlene Asher Health Sciences Mike Yates Welding Technology Vernon Montgomery Automotive Technology Patti Walker Childcare David Amelunke Graphic Communications AV middle and high school math and communication arts teachers Communication arts Mathematics Karen Sargent Michele Axtell Amy Klempert Vickie Branstetter Debbie Smith Connie Pollock Tabatha Crites Sending school math and communication arts teachers Communication arts (Sept 29) Nancy Nodine-Hassert Bunker R-III Heather Tibbs South Iron R-I Evelyn Hedrick Iron County C-4 Anna-Marie Beard South Iron R-I Angie Hammons Bunker R-III Doris Ramsey Clearwater R-I Lee Ann Wright Clearwater R-I Mathematics (Sept 23) Peggy Roach Clearwater R-I Ronda Polk Clearwater R-I Ken Halter Central R-III Kory Schweiss Central R-III Jason St. Gemme Lesterville R-I Carol Godwin Lesterville R-I Sandy Buckner South Iron R-I Leslie McCaig South Iron R-I Randall Crites Bunker R-III Key Points 1. Reasons/Purpose (in addition to the rationale) Sending school students lose one credit per year due to travel Arcadia Valley students are now required to earn three math credits Mathematics is important for all students, especially technical ones There is no MAP testing the 11th or 12th grade years so credits will not interfere with MAP preparation Focus on mathematics will reduce the number of AVCTC graduates who have to take remedial college entrance classes Meets the Perkins III requirements for integration of academics in vocational classes 2. Teacher preparation and mathematics teacher assistance Weekly vocational teacher training on specific topics. Teachers review a specific math topic each week based on the worksheets developed by the AVCTC staff. These worksheets address each of the identified mathematics topics. See Appendix B for sample lessons. Students will be provided a folder to keep the lessons in for review in preparation of the final exam for credit. Video development of identified math topics. Short videos will be developed by the AVCTC Graphic Communications department. These videos address each of the identified mathematics topics. Teachers will be able to show them in their class or allow students to view them on an individual basis. The VRE will maintain the series for checkout and be available to assist students. Determine what mathematics credit will be offered. It appears that we would offer a class called: Core Data # 115899 Other Mathematics or Core Data # 115825 Applied Mathematics. Both classes require a certification in mathematics for the teacher. Core Data #996000 Academic Program, Related On-Campus Instruction (Certification in subject area) Core Data #994010 Basic Skills. Based on discussions with DESE, the local school boards can offer the credit as they define. It is proposed that the course will be titled: Technical Mathematics. None of the sending schools offer a class with this title. Determine what communication arts credit will be offered. The reading/writing component will be titled: Technical Writing. Again the local schools board can vote to offer the credit as proposed under this document Define topics that need to be taught to earn math credit. The area mathematics teachers have determined that the following is the list of topics to be covered in the embedded mathematics curriculum. See table I for the list. 3. Identify which math topics are embedded in each vocational competency. This has been accomplished by bringing in high school and middle school math teachers to provide in-services to vocational teachers in the practical definitions for each identified mathematics topic. The area mathematics teachers developed expanded explanations for each identified mathematics topic. Vocational teachers were provided in-service over the expanded explanations and how to identify the topics. Vocational teachers review each competency and identify which, if any, math topics are related to the competency. Additional review of the cross-referencing is still being planned. This could be accomplished by other vocational teachers from area CTCs reviewing the initial cross-referencing and/or math teachers reviewing the cross-referencing. Vocational and mathematics teachers review vocational competencies and related math topics. The process has been completed. The vocational teachers have also identified the topics that are not embedded in their curriculums and these topics will be identified for out of class/additional homework and pull-out instruction. The cross-reference of vocational competencies and the mathematics topics are listed in Appendix C. Identify which math topics will need additional instruction out of class/additional homework and pull-out instruction. Based on the topics listed in each vocational class, the topics that are not covered in that class will be identified so additional instruction can be provided to the students in that vocational program. The process for this will take place after the cross referencing is completed. Those topics that are not covered in a particular vocational program will be handled by students being assigned additional work in the adopted textbook for Technical Mathematics. The major focus of mathematics instruction will be provided through: Once each week all vocational teachers attend morning workshops where one of the math topics and study guides are discussed and reviewed. The teachers then teach the lesson within the week to their class. All students complete the lesson, even those who have passed the test and earned the credit. The continual review for all students will better prepare them for their career field and keep the material fresh for college entrance testing. Testing is used to identify weakness for all students. Starting in the 2005-2006 school year, all students will be required to test at least once early in the year. Pullout sessions will be made available for students as needed. It is hoped that the sessions will be offered at least once each week. Classroom assistance: Classroom instruction will be provided to each vocational program. In a effort to minimize the disruption of vocational training it is planned that most of the classroom instruction will be provided when the teacher is attending professional development of out for illness. Prepare testing process and monitoring/pre-testing. The test that actually provides the credit for the embedded math credit will have to be developed with multiple options. Some of the key questions that have been answered about the test are: It will be multiple-choice only. The CTC does not have the resources to test and grade authentic or short answer test. While this is not the most desirable method of testing, it is the only format that is practical. What is the pass rate? Would it be a percent of topics or total score? This is being answered as the tests are being developed. Each test will consist of three questions per subtopic (3a, 4c, etc) and the student will have to answer two of the three correct to pass the section. It has also been decided that as students take the test and pass specific sections, they will not have to take the entire test as a retake since the pass rate is based on 2 out of three questions per section. In other words, students retaking the test would only take the sections they failed in previous attempts. Since mastery of the subject matter is the focus of the program, students will be able to take the test (different versions) as many times as possible before the end of their senior year. As the tests have been developed there are 28 sections. Students must pass 25 of the sections to earn the mathematics credit. Multiple versions of the test will be needed. The area math teachers are writing the test questions in a format that allows for a pool of questions for each subtopic. There will be 12 questions for each subsection and three questions from the pool will be chosen for each test. This will allow several versions of the test to be constructed with very few of the same questions on any two versions. Pre-testing to assist students in identifying topics that they need additional study in is critical. We are currently using the Orchard exit exam for basic high school math and algebra. Pre-testing and assessment of students knowledge is critical to the process. Students will pre-test as soon as possible to determine where extra help is needed. If it is determined that the individual vocational course curriculum will not cover the individual students weak areas, they will be assigned additional work in the adopted class textbook. Define process for additional mathematics work to include: The process of identifying additional work will be based on student assessment and pre-testing. Once the topics that comprise the curriculum have been identified, a series of alternative instructional processes will be established for each topic. Home work Assistance in all classes Assistance through textbooks: we have plans to purchase textbooks which students can check out as their weak areas are determined. Assistance through software: AVCTC students will have access to the A+LS software and the Orchard software packages. Grading and credit At this point, discussions have been held on several aspects of grading and credit. It is the recommendation that each sending school will be able to choose the options that fit them best as for the awarding of credit. Pass/fail would be easier to manage If a grade is involved, (the score on the final math test and the score on the scoring guides for the technical writing) then more students would have increased incentive to do better The best thought at this time is to allow the students to have the option of a letter grade that would be used in GPA calculation or pass/fail that would not affect GPA. The choice could even be made after the test or the calculations were made. Although these issues may be important, they really do not impact student learning directly. The process of assigning a letter grade will be left to the sending schools. The percentage or score on the test and the average score on the writing assignments will be reported with a pass/fail report. This will allow the sending school to assign a letter grade, based on their grading scale, if they choose to do so or to assign a pass/fail grade for credit. Supplemental Textbook and materials: Phagan, R. Jesse. Applied Mathematics. Tinley Park, IL: The Goodheart-Willcox Company, Inc., 2004. Lesson Plans: developed by the AVCTC. They are in production based on the topics identified in the AVCTC Embedded Mathematics Topics Table I. Videos for each of the AVCTC Embedded Mathematics Topics: Table I are in production. They should be completed by the beginning of the 2005-2006 school year. Students are able to use the ALS-A+ computer based curriculum to work on areas of concern. The program is on all district computers and teachers have been trained on how to use it. The software will be used more effectively when a Basic Skills Instructor is in place. EVALUATION The process of evaluation is important for any program. It is important to assess the progress of the program in relation to its goals and objectives. If evaluation is the process of examining a subject and rating it based on its important features, then this program must be evaluated to determine if it is meeting the needs of CTE graduates. The evaluation process for this program will consist of performance measures that will lead to formative and summative evaluation. The performance measures provide the basis for the data that will be collected for evaluation. Performance measures will also explain the format of the evaluation. The evaluation methods will form the basis of the formal written evaluation of the embedded credit program that will use the performance measures to determine if the program has a positive effect on CTE students and raises their academic and vocational achievement. Evaluation will be ongoing and continuously changing. As the program develops there will be a written evaluation plan developed on the following concepts: Performance measures (program): The evaluation of the actual embedded curriculum (the day to day integration of academic and vocational subjects) and its implementation will be considered evaluation of the program. Data will need to be collected for each of the following performance measures. Some of the data will be simple numbers that can be tracked and the other data will require the development of surveys. The evaluation of the program will lead to changes in the presentation of the embedded instruction, development and revision of materials, and revision of the tests and scoring guides. Number of students planning to earn embedded credit Number of students who test Number of times students test Parent satisfaction with program Community satisfaction with program Student satisfaction with program Performance measures (outcomes): The evaluation of the broader outcomes of the embedded curriculum will be evaluated over an extended time period. This data will be collected over time and future data will be compared to existing data for previous years. The long term evaluation will determine if the program actually improves CTE student achievement. Number of students who earn embedded credit Number of students who enroll in AVCTC programs Number of AVCTC graduates who are successfully placed Number of students who have to take remedial math, reading or writing upon enrollment into post-secondary education Student scores of the ASVAB Student MAP scores Evaluation methods (Formative): Each year of the program, the plan is to conduct formative evaluation for program improvement. The formative evaluation will serve as benchmarks to determine if the program is on-track and making adequate progress. Based on the input from all participants changes will have to be made to continually improve the program. The use of survey data will be important to determine the perception of most groups. Survey students for number of participants (each year) End of year survey of students to determine what worked and what needs changing End of year survey of community and parents to determine what worked and what needs changes End of year survey of CTE staff to determine what worked and what needs to be changed Informal, antidotal evaluation and collection of feedback. Evaluation methods (Summative): To meet the long term goals of this program and the accountability of Perkins III, the summative evaluation will be conducted each year upon completion of the program and as soon as the data can be collected. Enrollment in each CTE program Placement rate for each CTE program Achievement test scores (MAP) of CTE students Number of students who are required to take remedial math, reading and/or writing upon enrollment in post-secondary education Survey of employer satisfaction with CTE graduates AVCTC Embedded Mathematics TopicsTable IID#TopicShow-Me StandardsMO Grade Level ExpectationsNCTM Standard1Integers1aOrder of OperationMA1, MA5N2B9,N2C92A1bBasic operations (+, -, *. /)MA1, MA5N2B8,N3C82A,3A1cWord ProblemsMA1, MA5,G3-4N2D10,N2D92A,3A,3B,18A,18B,18C,18D1dCalculator OperationsMA1, MA5N2D10,N3C92A,3A,3B,18A,18B,18C,18D1ePersonal/Business FinanceMA1, MA5, G4-8,G3-8,N2D10,N3B9,N3D1020A,20B,22A,22B,22C2Fractions, Decimals, and percent2aBasic operations decimalsMA1, MA5N2B6,N2B7,N2B8,N2C92A,3A2bBasic operations fractionsMA1, MA5N2B6,N2B7,N2B8,N2C92A,3A2cConversions (f d) (d- f) (f, d - %) (% - f, d)MA1, MA5N2B6,N2B7,N2B8N2C9,N1B5,N1B62A,3B2dEstimationsMA1, MA5N3D12,N3D83B2eApplications (Personal/business finance)MA1, MA5, G4-8,G3-8,N2B6,N2B7,N2D10,N3D122A,3A,3B,18A,18B,18C,18D,20A,20B,22A,22B,22C3Exponents, Square Roots, Scientific Notation3aBasic operationsMA1, MA5N1C8,N1C10,N2B9,N2C10,N1C71A3bWord ProblemsMA1, MA5N1C8,N1C10,N2B9,N2C10,N1C71A,18B,18C,18D3cCalculator OperationsMA1, MA5N1C8,N1C10,N2B9,N2C10,N1C71A,18B,18C,18D4Ratio and Proportion4aWrite and interpretMA5, MA6N3E10,N3E8,N2D92A,3A4dBasic operationsMA5, MA6N3E10,N3E8,N2D92A,3A4cApplicationsMA5, MA6,G3-4N3E10,N3E8,N2D92A,3A,20A,20B4dCalculatorMA5, MA6N3E10,N3E8,N2D92A,3A,20A,20B5Statistics5aMeasures of central tendency (mean, median, mode)MA3,G1-5D1A10,D2A6,D2A914E,15A5bGraphs and chartsMA3,G1-8D1C10,D3A914C,14D5cCreationMA3,GI-8D1C10,D2C9,D2B814A,14B,14C,14D,14E5dInterpretation/misinterpretationMA3, MA6,G1-8,G1-5D2A10,D2B10,D3B1214,15,16 ALL5eMeasures of variance (range, standard deviation, interpretation)MA3,G1-8D3A10,D3B12,D2A814B,14E,15A6Basic algebra6aEvaluate expressionsMA1,MA2,MA4N2C8,N2C9,A2B74A,5A6bEquations MA1,MA2,MA4N2C10, A2A10,A2C94A,4B,5B6cFormulasMA1,MA2,MA4N2C10, A2A10,A2C94A,4B,5B,5EID#TopicShow-Me StandardsMO Grade Level ExpectationsNCTM Standard6dPersonal/Business FinanceMA1,MA2,MA4,G3-8,G4-8N2C10, A2A10,A2C94A,4B,5B,5C,5E6eWord problemsMA1,MA2,MA4N2C10,A2A10,A2C9,A3A104A,4B,5B,5C,5E7Basic Geometry7aArea, perimeter, volume, surface area MA2G1A8,G1B9,G1B105A,5C,8A7bRight triangles (Pythagoras & Trigonometry)MA2,MA4G1A9,G1A11,G2A8,G4B108D,10A7cSimilar and congruent figuresMA2G1A9,G1B8,G3B88B7dAngle relationshipsMA2G1A9,M1A68A,8B7eCircle geometryMA2G2A9,G1A8,M2C6,M2C7,M2C8,M2C98A,8B7fWord problemsMA2,MA4,G3-4G1B9,G2A9,G1A8,M2C6,M2C7,M2C8,G4A108A,8B,8D,11A8Units of measure8aConversion within systemsMA1,MA2M1A5,M1B5,M2E5,M2E6,M2E712A8bConversion between systemsMA1,MA2M1A5,M1B5,M2E5,M2E6,M2E712A8cReading tools of measurementMA1,MA2M1A5,M1B512A8dMeasurementMA1,MA2,G3-4M1A7,M1C712A,13A,13D,18A,22A8eAccuracy, precision, tolerance MA1,MA2M2D1013A8fEstimationMA1,MA2,G3-8N3D10,M2A6,M2D10,12A,13A,13D,18A,22AKey for mathematics topic cross alignment: Cross-referencing the mathematics topics to the Missouri Show-Me Standards, the Missouri Grade-Level Expectations, and the NCTM Standards will allow instructors to find resource materials and teaching strategies that relate the various standards to the CTE classrooms. Missouri Grade-Level Expectations: The format used is a letter that corresponds to the STRAND, the number of the BIG IDEA, the letter of the CONCEPT LEVEL, followed by the grade level. An example is Strand, Big Idea, Concept Level, Grade Level: N1A9 is (1) Number and Operations, (1) Understanding numbers, ways of representing numbers, relationships among numbers and number systems, (9) ninth grade. The STRAND names are abbreviated as follows: Numbers and Operations: N Algebraic Relations: A Geometric and Spatial Relationships: G Measurement: M Data and Probability: D National Council of Mathematics Teachers Standards: There is no numbering system for the NCTM Standards. We have taken the topics and numbered them according to Appendix D which can be found at the end of this proposal. Communications Arts The communication Arts credit will be awarded based on the development of a portfolio by the CTE student. Each section of the portfolio will have a scoring guide developed for it along with a system to determine an overall percentage for scoring. Mehlich, Sue, and Smith-Worthington, Darlene. Technical Writing for Success: A School-to-Work Approach. Cincinnati, OH: South-Western Educational Publishing, 1997. The development of the communication arts credit has the following key points: The exhibits (products of reading and writing) have been determined. Scoring guides to evaluate each exhibit are being developed with the assistance of the Arcadia Valley High School English Department and will be completed by December 2003. Students will not receive credit for this in the 2003-2004 school year, but 11th grade (first year) vocational students will be developing their portfolios for credit in the 2004-2005 school year. There may be exceptions if there are specific students (seniors for 2003-2004) who are in need of credit of communication arts for graduation. This would be determined on an individual basis and the home school of the student involved would have to request the credit. The CTC feels that we can have the Technical writing curriculum in place to meet this need on a limited basis. Professional development of CTE staff is critical in this area. The mathematics is more often used and recognized by most of the staff, the language arts curriculum will require more professional development. Local sending school language arts instructors and the Arcadia Valley Technology Department have been providing or scheduling in-services in the following areas: Developing a paragraph Supporting an argument/thesis Reading comprehension using technology Using rubrics to grade article summaries Using PowerPoint in the Classroom Using Excel in the Classroom Technology Integration in the Classroom Developing Vocabulary in the Classroom The Arcadia Valley R-II School District has provided the district staff (including CTE staff) in-service activities on how to incorporate reading and writing across the curriculum The Arcadia Valley R-II School District has provided the district staff (including CTE staff) in-service activities on how to integrate technology in the classroom. The important aspect of the language arts curriculum is that most of the curriculum will implemented through the Preparation for The list of exhibits for Technical Writing Portfolio include: Cover letter/letter of introduction: students will create these using technology (word processing) and save, edit and print them as needed. Writing Skill: Business letter format; persuasive techniques. Resume: students will create these using technology (word processing) and save, edit and print them as needed. Writing Skill: Resume format; organization of information. Sample job application/college entrance application: students will be able to complete the standard form developed by the AVCTC and then update this criteria with real applications as they complete them. Writing Skill: Accuracy; neatness. Content (vocational program) specific forms: these are forms that each CTE staff member will identify that pertain to their career field. Students will properly filled out the forms as identified for their CTE program. Writing Skill: Accuracy; neatness. PowerPoint presentation: Each vocational student will develop and make a presentation using MS PowerPoint. This objective could be fulfilled by a classroom presentation or small group or the development of a presentation to be provided to an agreed upon audience. The agreement process will be between the class instructor and the administration of the AVCTC. Writing Skill: Elements of design/presentation. 10-15 article summaries (vocational program specific): Each CTE program will require reading and writing assignments in class at least bi-weekly. Students will be able to select their best work for submission. Some of the articles will be assigned by the instructor and some will be independent for each student. Writing Skill: Identify main idea(s); discern between major and minor details. Technical paper that explains a career specific operation or process (technical manual): This is an attempt to develop a Senior Project. CTE students with the consent of their instructor, will develop a major project that will be presented to the class and possibly to a review committee. Writing Skill: Process analysis; sequencing. Graphing of data: Students will be required to demonstrate that they understand how to present statistical information. This section will take some development, but may include information in graphs and charts in the technical paper or some other form of graphical presentation of date including MS Excel. Writing Skill: Interpreting data. Vocabulary terms (4 semester exams) (see Appendix A). These are the vocational program specific terms that each graduate will need to know and understand to successfully communicate within their career field. The terms will serve as the basis for the semester final in each vocational program. According to Nagy (1988), vocabulary knowledge is fundamental to reading comprehension. This is most important for vocational students as they develop their career skills. Writing Skill: Increase vocabulary skills and reading comprehension. Recommendation Report (Pg. 248): A recommendation report helps decision-makers make choices. After comparing and contrasting two items to a common set of criteria, it recommends one item over the other(s). Writing Skill: Point-by-point comparison contrast Informal Proposal (Pg. 39): An informal proposal is a persuasive document that offers a solution to an identified problem. A research component is recommended. For instance, students should gather data and prepare a bibliography. Writing Skill: Persuasive techniques (a MAP tested skill); research skills Safety Report/Memo (Pg. 32): Students can select safety issues relating to their job-related skills and prepare a safety report in the form of a memo (a written internal communication). Writing Skill: Expository writing; memo format Career/Guidance Plan. Students will develop a working document that outlines their career planning process. The plan will include future plans and defined steps to complete their plan. This will be an expanded career planning portfolio that will also lead to increased placement rates. (See Appendix D) Writing Skill: Expository writing; process analysis. Portfolio AssignmentRequired Work/Optional SubmissionCompletedInitialsVocabulary TermsHonors Vocabulary TestSemester Test (85% minimum score)Final Test (85% minimum score)Acceptable Vocabulary TestSemester Test Final Test Career/Guidance PlanJunior Year Career/Guidance PlanSenior Year Career/Guidance Plan (revision)OPTIONAL:Additional Revision during Junior YearAdditional Revision during Senior YearCover Letter/Letter of IntroductionHonors Letter1. Excellent Grammar2. Appropriate Format3. Proof of Letter Use for ApplicationAcceptable Letter1. Appropriate Grammar2. Appropriate FormatResumeHonors Resume1. Excellent Grammar2. Appropriate Format3. Proof of Resume Use for ApplicationAcceptable Resume1. Appropriate Grammar2. Appropriate FormatJob Application/College Entrance ApplicationHonors Application1. Excellent Grammar2. Appropriately Completed3. Proof of Submission of the ApplicationAcceptable Application1. Appropriate Grammar2. Appropriately Completed3. Use of AVCTC Form, or Actual ApplicationGraphing of Data1. Source of Raw Data2. Professional Appearance3. Accurate Representation4. Written Summary of Graphic RepresentationPortfolio AssignmentRequired Work/Optional SubmissionCompletedInitialsRecommendation ReportHonors Recommendation Report1. Report has: Introduction (with method of investigation) Recommendation Scope Discussion2. Appropriate Grammar and Punctuation3. Related to Field of Study at AVCTC4. Printed (with Title Page)Acceptable Recommendation Report1. Report has: Introduction  Recommendation Scope Discussion2. Appropriate Grammar and Punctuation3. Related to Field of Study at AVCTC4. Printed as MemoTechnical PresentationHonors Technical Presentation1. Prior Approval of Topic and Audience.2. Use of PowerPoint Software or Video Medium3. Provided Recorded Medium of Presentation.4. Provided Handout and/or Slide Handout .5. Gave Presentation to Targeted Audience.6. Professional Appearance/Actions During  Presentation to Target Audience.Acceptable Technical Presentation1. Prior Approval of Topic and Audience.2. Use of PowerPoint Software or Video Medium3. Provided Recorded Medium of Presentation.4. Provided Handout and/or Slide Handout .Trade Journal Article SummariesARTICLE 11. Provides Introduction to Article2. Summarizes Authors Reason for Writing Article3. Gives Personal Reaction to Article4. Includes Journal Name, Volume, Edition/Date5. Appropriate Grammar and PunctuationARTICLE 21. Provides Introduction to Article2. Summarizes Authors Reason for Writing Article3. Gives Personal Reaction to Article4. Includes Journal Name, Volume, Edition/Date5. Appropriate Grammar and PunctuationPortfolio AssignmentRequired Work/Optional SubmissionCompletedInitialsTrade Journal Article SummariesARTICLE 31. Provides Introduction to Article2. Summarizes Authors Reason for Writing Article3. Gives Personal Reaction to Article4. Includes Journal Name, Volume, Edition/Date5. Appropriate Grammar and PunctuationARTICLE 41. Provides Introduction to Article2. Summarizes Authors Reason for Writing Article3. Gives Personal Reaction to Article4. Includes Journal Name, Volume, Edition/Date5. Appropriate Grammar and PunctuationARTICLE 51. Provides Introduction to Article2. Summarizes Authors Reason for Writing Article3. Gives Personal Reaction to Article4. Includes Journal Name, Volume, Edition/Date5. Appropriate Grammar and PunctuationARTICLE 61. Provides Introduction to Article2. Summarizes Authors Reason for Writing Article3. Gives Personal Reaction to Article4. Includes Journal Name, Volume, Edition/Date5. Appropriate Grammar and PunctuationARTICLE 71. Provides Introduction to Article2. Summarizes Authors Reason for Writing Article3. Gives Personal Reaction to Article4. Includes Journal Name, Volume, Edition/Date5. Appropriate Grammar and PunctuationARTICLE 81. Provides Introduction to Article2. Summarizes Authors Reason for Writing Article3. Gives Personal Reaction to Article4. Includes Journal Name, Volume, Edition/Date5. Appropriate Grammar and PunctuationARTICLE 91. Provides Introduction to Article2. Summarizes Authors Reason for Writing Article3. Gives Personal Reaction to Article4. Includes Journal Name, Volume, Edition/Date5. Appropriate Grammar and PunctuationPortfolio AssignmentRequired Work/Optional SubmissionCompletedInitialsTrade Journal Article SummariesARTICLE 101. Provides Introduction to Article2. Summarizes Authors Reason for Writing Article3. Gives Personal Reaction to Article4. Includes Journal Name, Volume, Edition/Date5. Appropriate Grammar and PunctuationHONORS ARTICLE SUMMARIES (13 Required)ARTICLE 111. Provides Introduction to Article2. Summarizes Authors Reason for Writing Article3. Gives Personal Reaction to Article4. Includes Journal Name, Volume, Edition/Date5. Appropriate Grammar and PunctuationARTICLE 121. Provides Introduction to Article2. Summarizes Authors Reason for Writing Article3. Gives Personal Reaction to Article4. Includes Journal Name, Volume, Edition/Date5. Appropriate Grammar and PunctuationARTICLE 131. Provides Introduction to Article2. Summarizes Authors Reason for Writing Article3. Gives Personal Reaction to Article4. Includes Journal Name, Volume, Edition/Date5. Appropriate Grammar and PunctuationContent Specific FormsSafety Report (AVCTC form from scenario)Work Order, or Field Specific Form (Instructor approved)Requisition, or Field Specific Form (Instructor approved)Senior ProjectFormal/Informal Proposal (see attached guidelines)Materials and Supplies Checklist (see guidelines)Planning Phase Completed (see guidelines)Process Phase Completed (see guidelines)Product Phrase Completed (see guidelines)FINAL SIGN-OFF FOR CREDIT:Position:DateAll work must be submitted for approval to your instructor. After the work is completed, and approved, it should be stored in your Career Portfolio. Final Sign-Off for the Communication Arts Embedded Credit will require review of your Career Portfolio with all submitted and approved assignments. CA 1 Vocabulary TermsCommunication Arts Embedded CreditArcadia Valley Career and Technology CenterLast Update: September 2004 Honors Grade 85% or better on testsPassing Grade 60% or better on tests OBJECTIVE: Students will improve reading comprehension in their skill training area by organized development of vocabulary recognition related to the career field. Introduction: Reading comprehension is vital to the success of an employee in todays world of business. Todays employees must be savvy in recognizing career related terms. Additionally, todays employee must also be able to know, and communicate, these terms by the career field definition that is most widely accepted by the professionals, and non-professionals, within the skill training area. Recognizing the importance of words and their meanings, the Arcadia Valley Career and Technology Center provides each student with support in the area of career specific vocabulary and term definitions. During enrollment in a vocational training program at the Arcadia Valley Career and Technology Center, students are required to participate in a program that seeks to improve each students recognition of career field related vocabulary. Each student is required to take semester exams that have a focus on vocabulary recognition within her/his chosen skill training area. By stressing the importance of developing a strong career field vocabulary the Career and Technology Center believes that all students in the skill training programs will show marked improvement in reading comprehension of career related materials. The chosen terms are vocational program specific to build the successful graduates knowledge and understanding, thus, enhancing her/his successful communication within the skill training area. Enhancement of reading comprehension begins with word recognition and understanding term definitions. To provide opportunity for excellence in vocational training, the Arcadia Valley Career and Technology Center provides all students the opportunity for expanding her/his career related vocabulary. Each vocational program instructor completes the following: Identifies the terms that are essential for the skill training area. Each program has approximately 200 terms for a two-year program participant. The definitions start with the textbook definition, but also have additional information when necessary. Semester final exams have vocabulary related questions of terms covered during the class periods leading up to the exam date. Encouraging students to learn the definitions by: Developing a method for keeping an on-going list of terms in a log of some kind. Regular practice of putting various term definitions in the students own words. Use of word walls in the classroom and/or shop area that place the terms and their definitions in front of the students regularly. Developing a list of terms for the career related vocabulary list based on the following divisions: Specific terms related to the individual skill training area. General terms that are related to all vocational training programs. Developing test questions on semester exams that monitor student understanding of class specific terms and their definitions. Developing test questions that require students to choose to define terms in her/his own words. Combined with the multiple-choice questions on the semester exam, these questions should demonstrate student comprehension of the selected terms. CA 2 Career/Guidance PlanCommunication Arts Embedded CreditArcadia Valley Career and Technology CenterLast Update: September 2004Honors Grade Individual Career Portfolio (ICP) Completed, Three Kuder Assessments Completed and Copies of Results Inserted in the ICP, Records of Attendance for Visits from Recruiters for 4 or more Programs.Passing Grade Individual Career Portfolio (ICP) Completed, Records of Attendance for Visits from Recruiters for less than 4 Programs. OBJECTIVE: Student will develop a Career/Guidance Plan during attendance at the Arcadia Valley Career and Technology Center. Introduction: Developing a Career/Guidance plan while attending a Career and Technology Center is vital to making the most of ones vocational training. The Career/Guidance Plan is the map a student will use to take skill training to successful employment at a high-wage job, enrollment at a vocational, or technical, training facility, or enrollment at a two- or four-year institution of higher learning. Although the training at the Career and Technology Center is specialized, the skill of developing a Career/Guidance Plan is applicable for all areas of academic study. The Career/Guidance Plan is a fluid document. A fluid document is one that is flexible and open for revision as the individual gains knowledge about a specific area of training. A student should use the Career/Guidance Plan as a guide for future study and planning. Flexibility is a must in this arena as interests and opportunities are under constant influence for change. Thus, an individuals Career/Guidance Plan must be reviewed and/or revised regularly to keep up with changes in interests, opportunities, and/or advancements. It is highly recommended that all Career and Technology Center students develop a Career/Guidance Plan during the Junior year. Additionally, all students are encouraged through the Embedded Credit program to make revisions during the students Senior year. This developed plan and revision make-up the base for successful completion of the Career/Guidance Plan for the Communication Arts Embedded Credit. Students are encouraged to make additional revisions, as necessary, during the Junior and Senior year. As stated earlier, the Career/Guidance Plan is a working document that needs to be reviewed and revised as applicable. The additional revisions are not necessary for successful completion of the Communication Arts Embedded Credit; however, they will be a strong example to a potential employer of the students commitment to excellence and training. A student portfolio should contain the Junior and Senior year Career/Guidance Plans and any additional revisions that were completed during the students Junior and Senior year. Change is not negative when it comes to developing a plan for future use of vocational training skills. In fact, change will be necessary to ensure that ones plans meet the ever-changing demands of skill-trained jobs. A well-documented Career/Guidance Plan reflects strong skills in planning, adapting and flexibility. These are all skills most employers are seeking in potential candidates for positions they have available. Career/Guidance Planning Program Step-By-Step Instructions for Completing the Career/Guidance Plan Obtain the Individual Career Portfolio from the Arcadia Valley Career and Technology Center during your junior year. Start completing the folder information as presented. Sections that need to be completed for credit include: My Career Research My Extracurricular Activities My Employability Skills My Individual Career Plan My Education Plan More detail on these sections that is important to remember. My Career Research this section covers many activities that you may participate in already with your attendance at the Arcadia Valley Career and Technology Center. Interviewing on your own, or as part of your classroom instruction, is an item that you can use to answer several of the questions in this section. Keep an on-going record of all interviews you have participated in during your time attending the Career and Technology Center in your Individual Career Portfolio. Job shadowing is also possible for Career and Technology Center students and will be a good resource in completing this section. Keep a copy of any evaluations and assessments that were made of you in this type of position and place in your Individual Career Portfolio. Career information software is used quite often in the Career and Technology Center. It is also part of the work that your high schools guidance counselor may do with you in guidance programs. Currently, all of the sending schools for the Arcadia Valley Career and Technology Center are utilizing the Kuder Program. This program is available in, and outside, of school for all students. With your user name and password you can complete three assessments (Kuder Career Search with Person Match; Kuder Skills Assessment; and Supers Work Values Inventory Revised) and satisfy any requirements for this check box on the form. When one of these assessments is completed print the results and add them to your Individual Career Portfolio. Career Resource Centers are available through the Career and Technology Center, your local high school and any technical, two- and four-year institutions of higher learning. Keep any information you receive from these centers for your portfolio and this folder. Job Fairs are available through your high schools guidance counseling office and are usually attended by students in their junior and senior year. Keep any information you receive from these fairs for your portfolio and this folder. The Internet is also a good resource for reviewing various career possibilities. When researching possible career choices on the Internet, keep a copy of information that you deem important and place it in your Individual Career Portfolio. My Extracurricular Activities this section tracks awards and recognition that you have received during your school experience. There are two main sections to keep up-to-date: Activity/Office for each year grades seven through twelve. Honors and Awards for all awards received, especially during high school year. My Employability Skills this section helps you to record skill areas that will be important for the training area you are participating in. There are two main areas on the form to complete. My Work Experience by recording your employment as it occurs it will be much easier to complete job applications and/or update your resume. Take the time to complete one of the boxes for each job you have during your time in high school. If you need additional space, please attach additional sheets. Skills Employers Seek each year individual students should be aware of the skills and achievements she/he is gaining. On an individual sheet of paper the students should track evidence of achievement in various areas. Possible sources for these listed skills could be: classroom experience, job for which you were paid, volunteer activities, extracurricular activities, etc. Keep a running record of your training in the eight areas listed on the Individual Career Portfolio. My Individual Career Plan this section is personal information you record so that it remains at your fingertips for job interviews, college recruiting visits, job applications, etc. Completion is simply a matter of expressing your interests in writing. My Educational Plan this section is required by most schools and you probably completed a document that has this information when you were in 8th grade; however, few students update the document as they move along through high school. Sometimes what we plan to accomplish and what we actually accomplish are very different. Take time to get a copy of your Six-Year Plan and update this record on the back of the Individual Career Portfolio with what you actually accomplished. You may even surprise yourself. Complete the following assessments from the Kuder Program (see  HYPERLINK "http://www.mo.kuder.com" http://www.mo.kuder.com): Kuder Career Search with Person Match Kuder Skills Assessment Supers Work Values Inventory Revised Complete a Recruiter Report Sheet for all programs you attend where someone is presenting information about a high-wage job, technical school, two- and four-year college, or armed forces. Insert the form into the Individual Career Portfolio. CA 5 Job Application/College Entrance ApplicationCommunication Arts Embedded CreditArcadia Valley Career and Technology CenterLast Update: September 2004 Honors Grade Excellent Grammar/Proof of Actual SubmissionPassing Grade Appropriate Grammar/Use of AVCTC form or Actual Application OBJECTIVE: Student will be able to effectively complete a job application, or college entrance application, displaying work habits reflective of a commitment to accuracy and neatness. Introduction: An effective job application, or college entrance application, is a true reflection of the person completing the paperwork. Applications can best be described by the phrase, You never get a second chance to make a first impression. Effective completion of an application starts with preparation and ends with attention to details. The best way to begin the application process is to complete an application FACT SHEET. This sheet should include all pertinent, and relevant, information that you may have to put on an application. It will aid each individual in completing an application where the place of business requires you to complete the application on premises. The FACT SHEET includes information about your personal, education and career experiences, and your references. From time to time the FACT SHEET will need to be updated in order to include an individuals present experiences. Each time a job application is completed the individual should take the time to update the FACT SHEET. Important terms to understand from applications: ADDRESS: The place where you live, where your references can be reached, or where your school or employer is located. An address should include the number and street name, the city and state, and the Zip Code+4. Remember that a comma goes between the city and state, but no comma is used between the state and the Zip Code+4. COLLEGE: The name of the college, university, or trade school you attended. You do not have to have graduated to include each school. COMPANY: The place where you work or the places where you have worked before. COURSE: The subject in which you majored in school. For example, in high school you might have taken an academic, a college preparatory, a business, an auto mechanics, or a general course. DEGREE: An award given if you graduated from a two-year or four-year college, university, or trade school. EXPERIENCE: A term referring to other jobs that you have held. This section may also ask for the dates worked at these jobs, the name of the companies, the addresses of the companies, your duties and titles, the names of your direct supervisors, and the reasons why you left these jobs. POSITION: Job or job title, such as short-order cook or receptionist. REFERENCES: The names, positions, addresses, and sometimes the telephone numbers of people who know you and can talk about the kind of person you are. They might tell how well you do things and how well you get along with others. References can include previous employers, friends, teachers, and clergy. Previous employers can only discuss job-related information when giving a reference. SIGNATURE: A handwritten (rather than typed or printed) name. Most applications require that you write, not print, your name somewhere near the bottom of the application. Important application phrases that can be confusing must be handled with care. Here are some of the more common phrases and what is being asked by the phrase. Position applied for The job, or jobs, you want. List last or present employer first Your employment record starting with the last job you had or the job you are currently employed in. After this position start listing your previous positions starting with the one you held immediately preceding your current position. Continue with your list until you have listed the very first job that you had. Reason for leaving The reason you left your job. Your reason might be that you learned new skills or changed careers, that the company went out of business, or that you were laid off. May we call your present employer? A request to use your present employer for a reference. If you do not want to have your current supervisor know that you are looking for another job, answer No after this question. References The names and addresses of people who can recommend you for a job. Give as many as the application calls for. For example, if the application has three spaces for references, give three references. Kind of work desired Means, What kind of job would you like to have? Have you ever been employed by this company? Means, Did you ever work for this company before? Have you ever been employed by a similar concern? Means, Did you ever work for a company that makes the same kind of product or offers the same kind of service as this company? Is all the information on this application true? If we discover that it is not, that will be considered sufficient cause for dismissal. Means, If our company hires you and then finds out that you did not tell the truth on your application, you could be fired. In case of emergency, notify Means, If you have an accident or get sick, whom should the company call? Final rate of pay Means, before you left you last job, how much were you being paid? Nature of work done Means, What kind of work did you do on this job? N/A Means, Not Applicable. It should sparingly be used on sections of the application that do not apply to the person applying for the job. Preparing a FACT SHEET. What should be on your FACT SHEET? Your Social Security Number. Your complete list of education experiences. Include all post-middle schools that you have attended. For every school listed, include the following information: Full Name of the School. Full Official Address of the School (number, street, city, state and Zip Code+4). Accurate Phone Number for the School. Course of Study at the School (i.e., College Prep, Business, Computer Programming, etc.) Total Number of Years Attending the School. Graduation Date/Anticipated Graduation Date. Degree Received/Expected, if applicable. If moving to an area to attend school, include the schools information using a start date instead of a graduation date. Your complete list of work experience. Include all relevant work experience that you have had. For every work experience listed, include the following information: Dates You Worked/Volunteered at Each Place of Business. Full Name of the Place of Business. Full Address of the Place of Business (number, street, city, state and Zip Code+4). Accurate Phone Number for the Place of Business. Title of the Position Held at Each Place of Business. Supervisors Name, or a Manager/Owner. Reason for Leaving Each Position. Your three (3) to five (5) BEST references. For every reference listed, include the following information: Full Name of the Individual, with appropriate title. Position of the Individual. Place of Business for the Individual. Full, Accurate, Address for Each Reference (number, street, city, state and Zip Code+4). Accurate Phone Number for Reaching the Reference (include times available if the person could be hard to reach). CA 6 Graphing DataCommunication Arts Embedded CreditArcadia Valley Career and Technology CenterLast Update: September 2004 Honors Grade No DistinctionPassing Grade No Distinction OBJECTIVE: Student will accurately represent data by graphical form and provide a written explanation of the data and its interpretation. Introduction: Representing data in graphical form is vital to seeing the big picture. Numbers and bits of information are often meaningless until they are placed in a graphical representation. Todays marketing and quality control data is often represented in graphical form to allow more consumers to see the advantage of a particular product over another similar product. Graduates of the Arcadia Valley Career and Technology Center will be able to represent data in graphical representations. Students are required to complete a graphical representation using raw data prior to graduation from their vocational program. The following lesson utilizes a United States Government Website to create a graphical representation that will successfully complete the requirements for the Embedded Credit in the area of Communication Arts. Students may also utilize their own resources for making a graphical representation. The important components of a students project are: Finding/Creating Raw Data Creating a Graph with a Professional Appearance Providing an Accurate Representation of the Data Providing an Appropriate Written Summary of the Data and What the Graph Represents The fist step in completing the graphical representation is to obtain raw data from a source relevant to what you are trying to communicate. After the raw data is collected the student needs to input the data into a graph format. There are four main types of graphs: Bar Graph; Pie Graph; Line Graph; and an Area Graph. Each of the graph types is included for you to show the class. An example of the necessary work to complete this assignment is also included for you to review with the class. An easy way to create a graph for this assignment is included for you to share with the students. Step-By-Step Instructions for Completing Graph Using a Government Website: Logon at a computer. Type the following address in the computer:  HYPERLINK "http://nces.ed.gov/ncekids/graphing" http://nces.ed.gov/ncekids/graphing Select a graph type for your data. Select Click Here to Create a __________. Read through all of the instructions. Give the graph a title. Enter the data for plotting. Make sure that you have selected one of the two largest sizes for your graph. Make sure that you select JPEG for your graphical representation. Select Create Your Graph Print a Copy of the Graph IMMEDIATELY. If you go back all of the data will have to be entered a second time. Write a summary of your graph and turn both the summary and your graph into your instructor. Your Name Graphing Data Your Class Comm. Arts Credit Date The graph I prepared represents the information I obtained when surveying 100 students in the vocational school about the enthusiasm that they have for completing the possible Communication Arts Embedded Credit now offered by the Arcadia Valley Career and Technology Center. On Thursday, September 23, 2004, I was permitted to survey 100 students of the Arcadia Valley Career and Technology Center about whether they were sure that they wanted to complete the new Communication Arts Embedded Credit. During the morning and afternoon breaks I surveyed 100 different students giving them the following question: Using the following scale how would you rate your feelings about completing the new Communication Arts Embedded Credit. Very Sure I Will Somewhat Sure I Will Sure I Will Somewhat Unsure I Will Very Unsure I Will Of the 100 students surveyed, 56 said they were very sure they would complete the credit (or 56%); 21 said they were somewhat sure they would complete the credit (or 21%); 18 said they were sure they would complete the credit (or 18%); 3 said they were somewhat unsure they would complete the credit (or 3%); and 2 students said they were very unsure they would complete the credit (or 2%). I would conclude from this survey that students are generally in favor of the new program and they see many benefits for individual students regarding this program. The information, however, is only based on a single question and should be cautiously viewed. Too often a bigger conclusion is drawn from a minimal amount of information. The students selected were randomly chosen from those students who spend time in the hallways during the morning and afternoon breaks. About 60% of the respondents were spoken to in the morning and 40% were spoken to in the afternoon. It was not determined whether students were in their Junior or Senior year and/or whether they were from each of the vocational classes taught in the Arcadia Valley Career and Technology Center facility. I cautiously recommend the conclusion that the data shows that Arcadia Valley Career and Technology Center students welcome the new opportunity available for obtaining an elective credit in Communication Arts from their vocational classes. CA 9 Journal/Article SummaryCommunication Arts Embedded CreditArcadia Valley Career and Technology CenterLast Update: August 2004Honors Grade 13 Approved Summaries in PortfolioPassing Grade 10 Approved Summaries in Portfolio Writing an article summary is easier when you consider that you are giving the reader a verbal description of the information you have read. Approach the Journal/Article Summary as if you are a reporter. An important part of this type of writing is answering the 5 Ws in your summary: Who?; Where?; When?; What?; and Why? The following steps will help you to develop information to write in a summary that will be effective in communicating the information from your selected Journal/Article. STEP #1: Completely read the article. STEP #2: Answer the 5 Ws on scratch paper. Draw pictures if it helps. STEP #3: Write the summary as though you were telling a friend about your notes. STEP #4: Re-read and edit your summary. Run the spelling and grammar check on your computer. STEP #5: See if you can locate a quote in the Journal/Article that would help emphasize your summary. STEP #6: Re-read and edit your summary. Run the spelling and grammar check on your computer one final time. Print a final draft to submit to your instructor. It is important to note that most instructors consider plagiarism to be when a student uses five or more direct words from the author in a statement. To help you avoid plagiarism, set your Journal/Article aside when completing STEPS 3 and 4. Developing a good STEP 2 will make the Journal/Article unnecessary for STEPS 3 and 4. It will also help to prevent possible issues with plagiarism. An article is included in this lesson along with a good summary for you to review. An example of STEP 2 is also presented so you can see what would make STEPS 3-6 easier. To help you understand the format for the Journal/Article summaries, do the following: Read the article; Review the graphic representation of STEP 2; Attempt STEPS 3-5; Discuss the process as a class.  EMBED Word.Document.8 \s STEP #2: Graphic Representation of the Journal/Article. WHO? Liam Lahey, Author (writing for Computing Canada) WHERE? Canada WHEN? Fall 2002 through April 2003 WHAT? Myth of the Paperless Office The e-office [Internet and email] has made printer volumes increase. The need for printers has increased instead of decreasing as predicted. Room for More Printer Manufacturers in Canada - The Canadian market can accommodate more manufacturing of printers. WHY? (Reserved for your opinion regarding the Journal/Article material that you have read.) Following is an example of a good Journal/Article summary (in appropriate format). NAME PM Graphic Arts Mr. Graphic Arts August 27, 2004 Trade Journal/Article Summary for Portfolio Lahey, L. Still pushing paper at the office: Dell joins the race to service enterprise users printing needs but one analyst thinks its a silly move Personal Technology Brief Article.  HYPERLINK "http://www.findarticles.com/p/articles/mi_m0CGC/is_8_29/ai_101196201" http://www.findarticles.com/p/articles/mi_m0CGC/is_8_29/ai_101196201, August 27, 2004. The rise of the Internet, email and wireless computer connections promised to reduce the load on printers and paper products needed to conduct business. The outcome, however, is very different from what was expected. Liam Lahey, writing for Computing Canada, indicates that the paperless office is a myth, according to Michael Barr, a senior researcher with the Ivey Business Consulting Group. In fact, from the fall of 2002 to the spring of 2003, the volume of work being produced by printers was increasing instead of decreasing for Canadian businesses. Mr. Barr conducted a study of business printing behavior, commissioned by Canadian printer manufacturer, Lexmark, and his conclusion was that almost half (40 per cent) of the respondents said they print data they receive (electronically) daily, while more than two thirds (67 per cent) of the enterprise users print information theyve personally created on a daily basis. Faye West, director of information systems for the Alberta Research Council agrees with Mr. Barrs conclusions. She believes that the e-office has increased the demand for, and on, printers at the business site. Mr. Lahey then shares that Dell Computers is jumping into the printer manufacturing market in Canada to compete with companies like Lexmark, Hewlett-Packard, Epson and others. John Tyler, product manager of software and peripherals for Dell Canada, is optimistic that Dell can easily crack the $6 billion Canadian software and peripheral market. Is the introduction of a new printer manufacturer a concern to one of Canadas largest printer producers? Simon Giggs, director of marketing for Lexmark says Lexmark is not concerned about an increase in the competition on his companys share of the printer market. Bill Fournier, a senior analyst for the Evans Research Corp., agrees that printer usage will see an increase, but he feels that this will be a modest increase at best. When asked what he felt about the move by Dell to enter the printer manufacturing business in Canada, Mr. Fournier called it a silly move. Frank Albanese, a research manager for IDC Canada, sees Dells move more positively. Mr. Albanese noted that other manufacturers beat the odds entering the Canadian computing market and he feels that Dells entrance will increase the level of competition in the printer business. Will Dell succeed in this endeavor? The need for more printers appears to be established in the business market. A lot will depend on the printers Dell produces and the services they provide. A lot of success in the business world is based on a gamble and dedication to strong production and service. Dell may not change the make-up of Canadas largest printer manufacturers but they could become a thorn in the side of the market leader, as Mr. Albanese was quoted as saying. AVCTC Embedded Credit Communication Arts Journal/Article Summary SCORING RUBRIC NAME: ____________________________________________________________________ CRITERIACHARACTERISTICSPOINTS EARNEDCOMMENTSIntroductory Paragraph Possible Pts. _____Student provided appropriate summary heading; appropriate Journal/Article Reference is included; authors name is included; student presented the main point/thesis through the introduction.Main Ideas/Points Made in the Journal/Article Possible Pts. _____Main ideas of the author were presented; student included only significant details from the writing; summary of ideas are proportionate to the context of the ideas in the original work; material presented is objective and void of student opinion.Language, Grammar and Spelling Possible Pts. _____ Student used present tense; student paraphrased authors main ideas; student quoted effectively but sparingly; student provided transitions from one idea to the next; student showed appropriate use of grammar; student checked spelling for appropriate usage.Personal Opinion Shared as Conclusion Possible Pts. _____Student shared his/her opinion as a conclusion to the article; opinion expresses support or disagreement with the authors point-of-view; good summary statement. Journal/Article Summary Cheat Sheet of the IMPORTANT COMPONENTS OF A SUMMARY Include the thesis, or the main point, of the original in your first sentence. Make it clear that you are summarizing early in the summary. When summarizing an article, you can introduce this information by including the name of the author and the title of the article in the first sentence. If you are summarizing a speech of a meeting, you can give credit in the opening sentence. After you have determined the thesis, find the main ideas of the original. Look for the topic sentences that support the thesis. Decide if your audience needs a few details or only the main ideas. For longer summaries, pick out only those details that are especially important. For short summaries, leave out all details. For abstracts, include only the most important general ideas. Be concise. Reduce the original to the thesis in a few sentences. Reproduce the authors ideas in proportion to the original emphasis. If the author spent four paragraphs on one topic and two paragraphs on another, try to make your summary give equal time and emphasis. For example, you would not include more information from the two-paragraph topic than from the four-paragraph topic. You would keep your summary information proportional to the original. Write in present tense. Be sure to paraphrase, not copy word for word. Quote sparingly, if at all, and use quotation marks correctly. End on the same idea as the original. Provide adequate transition to keep the summary from sounding choppy. DO NOT include too many details. DO NOT give your opinion about the information contained in the summary, unless asked to do so. A summary should be an objective presentation of what you read or what happened. TO GET STARTED writing a summary, try one of these: If you are summarizing an oral presentation, take notes during the presentation or as soon after as you can. This way you are less likely to forget. If you are summarizing something written, read the document at least twice. As you read for the third time, cross out everything (all the details) except the main ideas. Paraphrase what is left. For longer summaries, go back and choose a few important details to include. For abstracts, condense the paraphrased material. PARAPHRASING: Read the original carefully. Put the original aside. Write the idea in your own words. Compare your version with the original. Be certain you have used your own words and sentence structure and have accurately conveyed the authors idea. BIBLIOGRAPHY: JOURNAL/ARTICLE: For each source you consult, write the following information in the reference for the Journal/Article: Authors Full Name (Last Name First) Title and Subtitle of Article and/or Journal. Publication Information: Volume Number, Publication Date, and Inclusive Page Numbers. WEB ADDRESS: For a web address use the following: Authors Full Name (Last Name First) Title and Subtitle of Article and/or Journal Copy of the complete web address for getting to the article (highlight and copy into your summary). Date Article, and or Journal, was viewed on the Internet. EXAMPLE: Lahey, L. Still pushing paper at the office: Dell joins the race to service enterprise users printing needs but one analyst thinks its a silly move Personal Technology Brief Article.  HYPERLINK "http://www.findarticles.com/p/articles/mi_m0CGC/is_8_29/ai_101196201" http://www.findarticles.com/p/articles/mi_m0CGC/is_8_29/ai_101196201, August 27, 2004. Adapted from: Mehlich, S. and Smith-Worthington, D. Technical Writing for Success: A School-To-Work Approach. Mason, OH, South-Western Educational Publishing, 1997.  Arcadia Valley Career and Technology Center Senior Project Guidelines 2004-2005 The Senior Project at the Arcadia Valley Career and Technology Center is an opportunity for students to showcase her/his skills. Training is more than receiving instruction. The completion of training includes the application of the skills obtained. The Arcadia Valley Career and Technology Center offers all of its students the opportunity to showcase the individual talents she/he is developing while receiving instruction in our facility. Students should carefully plan for the Senior Project to enhance her/his individual portfolio to be used when seeking employment in their field of study. There are five main areas of the Senior Project: 1. Proposal; 2. Materials and Supplies; 3. Planning; 4. Process; and 5. Product. Each of these areas must be planned for in detail to ensure the success of the project. Thorough pre-planning will do a lot to guarantee the success of the project while the work is being completed. What follows is a brief description of the five main areas of the project and what is expected of the student in each of these areas. PROPOSAL: Every good project begins with a proposal. The proposal is the formation of the idea behind the project. The student must make a decision about what they would like to do and outline the steps that it will take to take the idea to a reality. Part of any planning stage is the need to obtain approval from the responsible parties. For the student the idea needs to be reviewed with her/his instructor to ensure that it is appropriate to the field of training. Additionally, students should make an initial contact with the responsible individual/group to make sure that her/his idea is possible for attempt. Once these conversations are completed and the student has a good plan for the project they will need to develop the Senior Project proposal. This should be completed on the Senior Project Proposal Form. The two main parts of this proposal are the project summary and the steps required for completion. These two items will give the student assurance that the project is reasonable and possible. Review the proposal with your instructor and the Contact/Supervisor to ensure that your plan is attainable. Submit your proposal for approval until you receive acknowledgement that all parts of the proposal are approved. Finally, document the date of approval on the Senior Project Checklist. MATERIALS and SUPPLIES: All projects require a thought out list of needed materials and supplies. The Senior Project is no different. After the instructor has initially approved the proposal, begin to document all of the necessary materials and supplies you will need. Include the items that you will need that can be found in the classroom (all materials used for the Senior Project from the classroom MUST have pre-authorization from the instructor). Include the materials that will have to be purchased (this step is important for estimating the cost of the project for the Contact/Supervisor). Finally, include incidental type materials and supplies. Remember that nuts and bolts will not magically appear for your project. A good estimate includes necessary and incidental materials and supplies. PLANNING: This step is vital to a smooth transition from planning to implementation. Knowing when you can begin, what hours you can work, how long you plan on being at the facility and the hours you can work without interfering with normal business operations sets the pace for the employer/contractor relationship. By making sure that the planning information is clearly communicated between the student and the Contact/Supervisor will not eliminate all possible problems, but it will indicate the level of commitment the student has to her/his work and normal business operations. The planning stage is also where the student should have completed the proposal form and submitted it to the Arcadia Valley Career and Technology Center. At this stage the student should carefully review the proposal form, making sure it is completely filled out, and then submit all documentation for the proposal, materials and supplies and planning stages of the project. This is the best time to place all documents in a notebook for safekeeping. Submitted materials will be returned after review and approval by the panel. An important consideration in this stage should be the method the student will use to document her/his progress in the Process stage of the Senior Project. Digital photos, videotape, 35mm pictures, and other mediums should be considered. Knowing how you will record the progress of the project will enable you to make sure that the appropriate equipment is available for use during the next phase of the project. PROCESS: Now the student has reached the stage of implementation. Work will begin at the earliest part of this stage. The major focus during this phase of the project is recording progress for the final product. After all work is completed the student will need to obtain a final sign-off on their work to show that the project has been reviewed, and approved, by the Contact/Supervisor. As is all real world situations, final approval is necessary to protect the contractor from being required to do more work than proposed originally. PRODUCT: In this stage the student gathers the information that she/he has been generating so far in the project and puts it together in its final presentation form. Once together, the student should work to put the final touches on the information to ensure that the record shows the total picture of her/his project. After completing this review the student is ready to submit the information for approval. Revisions may be required and should be completed, as necessary. Once final approval of the project is received the student should include the Senior Project in her/his portfolio of excellence. Students needing special assistance, or alterations of required work, should review her/his plan with Ms. Barnhouse, or Mr. Ruhman, prior to beginning the Senior Project. Exceptions will only be accepted when PRE-AUTHORIZED by Ms. Barnhouse and/or Mr. Ruhman.  LINK Excel.Sheet.8 "C:\\Documents and Settings\\Dave Dillard\\My Documents\\Embedded Credit\\Senior Project Checklist 2004-2005.xls" \a \p Error! Not a valid link. Arcadia Valley Career and Technology Center Senior Project Proposal Form 2004-2005 Student Name: Partnering Site/Organization: Address: Contact/Supervisor Name: Phone Number: ( ) - Email Address: Summary of the Proposed Project: Incremented Steps for Completing the Project: (attach additional sheets, if necessary) Projected Start Date: Projected Hours for Completing the Project: Contact/Supervisor Approval of Start Date: Hours Contact/Supervisor Agrees for Student to Work: Method to be used for recording project progress: Instructor review period (must have a minimum of three reviews during the Process stage): Review 1 Scheduled: _______________________________________________________ Review 2 Scheduled: _______________________________________________________ Review 3 Scheduled: _______________________________________________________ Additional Reviews Scheduled for: ___________________________________________ Contract for Project: We agree that ________________________ will completed the proposed project. All parties also agree to provide assistance for successful completion of the proposed project. Finally, it is understood that this is a student project and responsibility for completion of the project is primarily based on the students initiative, work ethic and support of those listed in this contract. _______________________________________________________ __________________ Student Name Date _______________________________________________________ __________________ Instructor Date _______________________________________________________ __________________ Contact/Supervisor Date _______________________________________________________ __________________ Mr. Ruhman Date _______________________________________________________ __________________ Ms. Barnhouse Date  LINK Excel.Sheet.8 "C:\\Documents and Settings\\Dave Dillard\\My Documents\\Embedded Credit\\Materials and Supplies Checklist.xls" \a \p Error! Not a valid link. References Apthorp, H. S. et al. (2001). Noteworthy perspectives: Teaching to the core Reading, writing, and mathematics. Aurora, CO.: McREL. Bailey, T. R. (1998). Integrating academic and industry skill standards. Institute on Education and the Economy. Accessed on September 2, 2003, http://www.tc.columbia.edu/`iee/BRIEFS/Brief18.htm. Brown, B. L. (1998). Using problem-solving approaches in vocational education. Accessed October 28, 2003, http://ericacve.org/docgen.asp?tbl=pab&ID=73. Forman, S. L. & Steen, L. A. (1999). Beyond eighth grade: functional mathematics for life and work. Accessed on September 2, 2003, http://www.nccte.org/publications/ncrve/mds-12xx/MDS-1241.asp. Castellano, M., Stringfield, S. C., Stone, J. R. III, and Wayman, J. C. (2003, November). Early measures of student progress in schools with CTE-enhanced whole-school reform: math course-taking patterns and student progress to graduation. St. Paul, MN: National Research Center for Career and Technical Education. Accessed on January 27, 2004,  HYPERLINK "http://www.nccte.com/publications/infosynthesis/" http://www.nccte.com/publications/infosynthesis/ r&dreport/Early_Meas_Stringfield_res/Early_Meas_Stringfield_Res.html Cofer, D. A. (2000). Informal worklace learning. Practice Application Brief No. 10. Accessed on October 28, 2003,http://ericacve.org/textonly/docgen.asp?tbl=pab&ID=100. Cohen, Don, ed. (1995) Crossroads in mathematics: standards for introductory college mathematics. Writing Team and Task Force of the Standards College Mathematics Project, September. Accessed on September 4, 2003,  HYPERLINK "http://www.imac.org/standards/copvright.html" http://www.imac.org/standards/copvright.html. Johnson, A. M., Charner, I., and White, R. (2003, January). Curriculum integration in context: an exploration of how structures and circumstances affect design and implementation. Minneapolis, MN: The National Center for Career and Technical Education. Accessed on January 26, 2004, http://www.nccte.com/publications/infosynthesis/r&dreport/Curriculum_Integration/Curriculum_Integration.html. Learning First Alliance. Every child mathematically proficient. Accessed on September 2, 2003, http://www.learningfirst.org/lfa-web/rp?pa=doc&sa=download. Leinwand, Steven. Sensible Mathematics: A Guide for School Leaders. Portsmouth, NH: Heinemann, 2000. Lewis, T. et al. (1995). Workplace literacyis there a role for vocational institutions? National Center for Research in Vocational Education. Accessed on October 31, 2003, http://www.nccte.org/publications/ncrve/mds-08xx/mds-880.asp. Hernandez-Gantes, V. M. and Nieri, L. A. (1997). Linking the nctm standards to school-to-work reform. Accessed on October 31, 2003, http://www.nccte.org/publications/ncrve/mds-09xx/mds-922.asp. McGraw, Sue Ann, ed. (2003). Integrated Mathematics: Choices and Challenges. Reston, VA: National Council of Teachers of Mathematics,. Merritt, D. (1996). A conceptual framework for industry-based skill standards.. Institute on Education and the Economy. Accessed on September 2, 2003, http://www.tc.columbia.edu/`iee/BRIEFS/Brief13.htm. Nagy, W. E. (1988). Teaching vocabulary to improve reading Comprehension. Newark, Delaware: International Reading Association. National Council of Teachers of Mathematics. Principles and Standards for School Mathematics: An Overview. Reston, VA: The National Council of Teachers of Mathematics, 2000. Perin, D. and Boehlen, S. (1999). Integrating academic and career-related education. Berkeley, CA: National Center for Research in Vocational Education. Southern Regional Education Board, (2003). Getting students ready for algebra I: What middle grade students need to know and be able to do. Atlanta, GA. Thornburg, David. The New Basics: Education and the Future of Work in the Telematic Age. Alexandria, VA: Association for Supervision and Curriculum Development, 2002. Vaites, George. Improving Reading Proficiency Through CTE. Techniques, 78, September, 2003, 26-30. Appendix A Arcadia Valley CTC Embedded Curriculum Vocabulary A major aspect of technical writing is the identification and knowledge of the terminology of each vocational program. Each vocational teacher should: Identify the terms that are essential for their program There should be about 200 terms for the entire two year program The definitions should start with the textbook definition, but they should have additional information Semester final exams should be based on the definitions covered during that semester Encourage students to learn the definitions by: Keep their own list of the terms Attempt to put the definitions in their own words Word walls should be developed in the classroom and/or shop Develop terms for the vocabulary list based on the following categories: Specific terms for the individual vocational program Terms that all vocational students should know Develop tests that are multiple choice There should also be a list of terms that students can choose to define in their own words. This will be considered a two-part writing assignment for Technical Writing, the multiple choice series of semester exams and the four writing sections of the test where students provide the definition. The terms to define In their own words should be provided in advance and students should be able to choose something like 5 of 10 to define. At this point teacher need to develop the list of terms identified by semester, with the current semester be Semester One. The following sections are examples of the terms for vocational classes. Building And Grounds Maintenance Vocabulary List Blue Print Architectural Drawing Floor Plan Symbol Foundation Plan Detail View Elevation Plot Plan Dimensions Door Schedule Building Code Window Schedule Single Pole Switch 3 Way Switch 4 Way Switch Duplex Receptacle Carpenter Electrician Plumber Taper Transit Level (Tool) Scaffold Masonry Bit Twist Bit Open End Wrench Box And Wrench Combination Wrench Ratchet Wrench Socket Table Saw Circular Saw Jig Saw Recipricating Saw Flaring Tool Tubing Water Flux Solder Faucet Wrench Diagonal Pliers Straight Snips aviation Snips Speed Square Try Square Combination Square C-Clamp Bar Clamp spade bit anger bit perpendicular level parallel radial arm saw miter saw cross cut saw hammer drill drill press ripping plumb squaring countersinking sweating threading pipe compound teflon tape compression fitting flare fitting shut-off valve lavatory water closet ferrell s. trap p. trap Micrometer Veneer Caliper Small Hole Gauge Telescoping Gauge Feeler Gauge Spark Plug Gauge Fly Wheel Shingle Slope Pitch Span Oxboard R-Value Insulation Roofing Nail Galvanized Roof Felt tappet Lifter Lobe valve train reed valve Deflector cylinder compression ring oil ring intake stroke power stroke compression stroke exhaust stroke piston connecting rod end cap crank case venturri float Diaphragm gasket valve valve spring timing marks sole plate Header trimmer jack cripple top plate double plate partition rough opening rafter truss sheathing framing hammer curved claw hammer Masonry anchor toggle bolt plastic anchor threaded anchor ground fault interrupter ampere volt current conduit tubing cutter breaker fuse romex gauge ground wire hot wire neutral wire junction box terminal loop backwire continuity neon tester volt-ohm meter friction oil dipper oil slinger viscosity 4 cycle engine 2cycle engine premix fuel coil contact points condenser spark plug camshaft crank shaft flywheel Cement Concrete Lime Masonry Mortar mix Pre-mix Cement finisher Brick Mason Re bar Re wire Scaffold Forms grade stakes Screed Knee boards Pouring Vibrating Jitter bugging Floating Finishing Jointing Edging Troweling curing Bull float Hand trowel Power Trowel Cement edger Cement groover Wall ties Lead Corner Lead Closure Brick Course Auto Collision Repair First Semester: Torque box Body OSHA Body Panels EPA Chassis Primary damage Frame Secondary damage Frame-body construction Interior trim Space-frame Sublet Unibody Labor rate Front rails Overlap Rocker panels Rear rails A-pillars B-pillars Floor pans Trunk floors Glass Inner fender Radiator support Firewall Cowl panel Header bar Roof panel Outer quarter panel Inner quarter panels Rear lower panel Fenders Hood Doorskin Doorshell Decklid Bumpers Fascia Decimal Fraction Fractional-inch rule Metric rule Percentage Ratio Whole number 38 Frame stands Jack stands Jacking Lifting Pinchweld Child Care I Vocabulary List Concepts Creativity Directed learning Imitation Incidental learning Intelligence Trail and error learning Articulation Flammable Speech therapist Ambidextrous Dexterity Enuresis Group identification Self esteem Moral development Dramatic play Finger play Attention deficit Hyperactivity disorder {ADHD} Dyslexia Gifted children Learning disability Allergy Communicable diseases Immunize Infant mortality rate Nontoxic Vaccine Artificial respiration Convulsion CPR cardiopulmonary resuscitation Fracture Heimlich maneuver Poison control centers Empathy Therapist Child abuse Crisis nurseries Joint custody Anecdotal record Baseline Confidentiality Developmental checklist Frequency count Interpret Objective Running record Subjective Learning centers Time-out Transitions Child Care I 2nd semester Early childhood Nanny Licensing specialist Attachment behaviors Deferred imitation Development Development scales Fine motor development Gross motor development Infant Intellectual development Motor sequence Object permanence Reflex Physical development Preschooler Separation distress Social - emotional development Temperament Toddler Expressive language Gender roles Language comprehension Articulation Rote counting Stuttering Consistency Flexible rules Limits Rules Dramatic play Sensory play Active listening Direct guidance Encouragement Guidance Ignoring Indirect guidance Listening Modeling Observation Persuading Praising Promoting Redirecting Suggesting Warning Graphic Communications Vocabulary List absorption activator additives angstrom ascender autotracing backup binary binding bitmap bleed brayer brightness calibrate caliper caps case CD-ROM CD-RW chalking characters collate colorant colorfastness composition compression contact contrast copyright cutting definition design digital drawdown dry dummy duplicate editing embossing emulsion entrepreneur f-stop film filter finishing fixer font frequency gamma gigabyte halftone dots hard copy highlights hinting hue illustrations imagesetter infringement inkometer internet italic jaggies job jog journeyman justify keyboard knockout laminating layers layout light table line art lithography lowercase magnifiers makeup manuscript masks matrix maximum resolution megabyte memory midtones modem monochromatic monotype mouse nanometer network nonimaging nonpareil numbering object-oriented oblique off color offset printing on-demand printing opacity opaque optical character readers original plate out-of-register output device outsourcing overlay overprinting overrun packing page composition paint palette paste-up method perforating petrochemicals phosphor photocomposing photoconversion photographic masking photometer pica picking pigments pinholes pixel pixelize plastic comb binding plate platesetter platform point polymerization positive-working Postscript Ppi Preflighting Prepress Preservative Press proofs Pressrun Principles of design Primary colors Printability Process camera Process colors Productivity Proof Proofreaders marks Proofreading Proportional scale Puches Quad RAM Raster Readability Reader Ream Reduction Register marks Registration Regulator Resolution Retouching Reverse type Rhythm Ribbons Roman Rosettes Rotofilm Rough layout Run length Safelights Saturation Scanner Scoring Screen printing Script Separation plates Set Shade Show-through Signatures Sizing Slurring Software Spatial resolutions Spellcheck Spiral binding Spread Squeegee Stabilizer Stamping Step-and-repeat Stereotype Stop bath T-square Template Text Thinners Tinting Toner Tooth Unity Uppercase Value Vector Washup solvents Watermark Window Work-and-tumble Workmarks Zero-speed splicer Automotive Mechanics Vocabulary List Coefficient of friction Brake Fading Brake Lining Brake pad Brake Shoe Calipers Disc Brakes Drum Brakes Kinetic Energy Kinetic Friction Static Friction Combination Value Differential Pressure Value Hydraulic Pressure Muster Cylinder Asbestos Brake Backing Plate Dissipate Fixed caliper disc brake design Floating Caliper disc Brake design Friction Material Friction Surface Primary Brake shoe Rotor Secondary Brake Shoe Boiling Point Contamination Department of Transportation Denatured Alcohol Hygroscopic Inert Toxic Vapor Point Pressure Bleeder Bleeder hose Bleeder Value Bleeder wrench Brake Bleeding Spongy Radar Undercoating Vacuum Encapsulation Brake Fade Brake Pedal Free Play Brake wear indicators Rotor Parallelism Rotor Run out Power Brake System Pressurized Warping Ampere Atom Attraction Conductor Circuit Current Electrical Control Electrical Load Electrons Electromotive force Electron pump Free Electron Molecules Nucleus Ohm Ohms law Protons Repulsion Resistance Volts Surface Charge Sulfation Volts Amp tester Armature Brush Ambient Temperature Ampere Hour Battery Capacity Discharge Electrode Electrolyte Element Hydrogen gas Lead Lead dioxide Specific Gravity Sulfuric Acid Battery Load Test Battery Starter Tester Carbon Pike tester Hydrometer Inductive Probe Open Circuit Voltage test Specific Gravity Electromagnet Field Coils Magnetic Poles Relay Sozenoid Ball socket Center link Control valve Idler arm Pitman arm Power cylinder Power steering Steering pump Rack and penion steering Steering column Gear Lash Power steering fluid Pull Shimmy Steering chunk Steering play Wander Cassellated nut Pickle fork Pitman arm puller Self locking nut Taper blanker Toe Aeration Ball joint Control arm Coil spring Independent suspension Jounce Kingpin Leaf spring Mac-Pherson strut Rebound Ride height Shock absorber Spindle Sprung weight Stabilizer bar Steering Knuckle Straight axel Strut rod Torsion bar spring Twin I-Beam axel Unsprung weight Camber Caster Steering axis inclination (SAI) Included angle Thrust angle Set back Aluminum alloy Bearing Cam Cast aluminum Cast iron Cooling system Crank Cycle Cylinder Diesel engine Forged steel Fuel Gasoline engine Camshaft Choke Coking Compression Connecting rods Coolant Coolant recovery Crank ease Crankshaft Cylinder Cylinder blow by Disable EGR value Emission control system Engine analyzer Engine compartment Engine conditioning Freeze plugs Fuel pump Intake manifold Oil pan Oil pump PCV system Piston Piston Pin Primary ignition circuit Radiator Rocker arm cover Rod bearing and journal Secondary Ignition Circuit Sender Unit Short block assembly Timing chain/ belt Water pump Front wheel drive Rear wheel drive Transaxles Welding Technology Vocabulary List Capillary Ferrous Nonferrous Base metal Fusion Filler metal Hydrogen (h) Melting point Natural gas Electrode Arc Acetylene Flux High-purity welds Inert gas Hydrocarbon Ionized gas Metal deposition Welding Propane Plasma Work piece Scavenger Oxygencolorless Flat Flat butt Flat lap Flat tee Horizontal Horizontal Butt Horizontal lap Horizontal tee Vertical up Vertical butt Vertical lap Vertical tee Vertical down Vertical butt Vertical lap Vertical tee Overhead Overhead butt Overhead lap Overhead tee Oxy-acetylene Submerged arc Gas tungsten Shielded metal arc Gas metal arc Brazing Base metal Fusion welding Interpass heating Oxyacetylene welding Oxy-fuel welding PSI Penetration Postheating Preheating Postheating Stress relief Tack weld Welding torch and mixer components Parts and functions of a welding torch Torch handle Welding head or tip Mixer types and purposes Medium or equal-pressure type Injector type Drag line Kerf Slag Tinning Flux Oxidation Scale Machining Oxidizing flame Carburizing flame Gouging Oxygen displacement Toxic Hazard Contaminants Weld axis Root pass Hot pass Filler pass Cap pass Basic circuit Polarity Alternating current(AC) Direct current(DC) Direct current, straight polarity(DCSP) Direct current, reverse polarity(DCRP) Electrode selection Welding speed Joint preparation Fit-up AC transformer DC transformer AC or DC transformer-rectifier DC generator Cables Clamps Electrode holders Contaminants Duty cycle Gas metal arc welding(GMAW) Metal inert gas(MIG) National Electrical Manufacturers Association(NEMA) Oxygen displacement Toxic hazards GMAW machine controls and functions Coolant solenoid Electrode stickout(ESO) Flow meter regulator Gun and cable assembly Gun-trigger-operated Power supply Wire feeder GMAW electrical controls and functions On-off switch Voltage range selector Fine voltage control Power supply voltmeter Power supply ammeter Slope Polarity switch Contactor Inductance Wire feeders Controls and functions On-off switch Amp/ipm Contractor dropoiut Spot weld function Purge Wire-inch switch Wire feed volt and ammeters Remoteunit Reverse control Gas metal arc welding(GMAW) Inductance Metal inert gas(MIG) Short-circuit transfer Slope Slope control Flux-cored arc welding(FCAW) Self-shielded Dual-shielded Semi-automatic Automatic Duty cycle Gas tungsten arc welding(GTAW) Tungsten inert gas(TIG) Heliarc Shielding gases Inert Nonconsumable Deposition rate Ar He Cfh Contamination EWP EWTh EWZr Amps Volts AA AISI Compatibility Extruding Filler metals Heat-affected zone Interpass heating Metallurgy Postheating Preheating SAE Strain-hardened Weldment Mechanical properties of metals Hardness Strength Ductility Malleability Brittleness Elasticity Plasticity Fatigue Impact resistance Elongation Types of mechanical strengths Tensile Compressive Shear Torsional Physical properties of metals Density Electrical conductivity Thermal conductivity Thermal expansion Melting point Annealing Critical Point Hardening Tempering Principal alloying agents of steel Chromium Nickel Molybdenum Vanadium Carbon Tungsten Silicon Manganese Cobalt Identifying metals by appearance Low, medium and high carbon steel Manganese steel Stainless steel Cast iron Wrought iron Aluminum Copper Nickel Computer Repair and Networking Vocabulary List Adaptor Amp Application Binary Boot Browser Bus Bytes Capacitor Chipset Circuit Clone Computer Connector Continuity Current Data Desktop Disk Driver Virus Explorer Extension File Filename Font Format Fragmentation Cable Gigabit Hardware Hertz Icon Interface Internet Interrupt Intranet Jumper Keyboard Kilobyte Megabyte Megahertz Memory Microprocessor Modem Monitor Motherboard Mouse Path Partitioning Patch Input Picoseconds Ping Pixel Platter Port Power Printhead Printwire Prompt Proxy Refresh Registry Resistor - Router Standard Switch Topology Transistor Conflict Window Mesh Message Loop Interlacing Hub Firmware Grounding Gigahertz Folder Filter Encryption Dongle Degauss Cylinder Crosstalk Console Cluster Broadcast Brownout Bootstrap Blackout Baud Bandwidth Backbone Attenuation Address Architecture Asynchronous Watt Traceroute Token Timeout Tick Throughput Telnet Switching Surge Subnet Socket Session Segmentation Routing Repeater Redundancy Queue . Pipelining Pipeline Parity Overvoltage Overdrive Overclocking Multicast Metric Mask Latency Link Keyed Infrared Hop Hot Gateway Header Flooding Designer - Connectionless Compression Carrier Caddy Broadband Bridge Baseband Backplane - Authentication Acknowledge Client Coding Flow Frame Backoff Bank Baseline Brainstorming - Bridging Caching CardBay CardBus Checkbox Congestion Decoder Demarc Downstream Encoding Exabyte Heaps InfiniBand Interleaving Keepalive Layering Load Master Multiplexing NetWare Octet Page Payload Pits Raster Ream Reassembling Redirect Reliability Ring Sag Scalability Segment Server Simplex Spoofing Signaling Trailer Trap Tunneling Unicast Wildcard E-mail Petabyte Host Zone Business Mathematics Vocabulary List Employees Employer Hourly rate Gross pay Salary Average Time-and-a-half pay Overtime Double-time Commission Straight commission Quota Graduated commission Piece-rate Per diem Tip Gratuity Deductions Withholding taxes Withholding allowance Employee benefits Fringe benefits Job Expenses Net job benefits Gross income Adjusted gross income Taxable income Deductions Standard deduction Exemption Earned Income Unearned Income Flat Tax Cash receipts records Cash payments records Grand total Budgets Deposit slip Check register Balance Electronic funds transfer(EFT) Automatic teller machine(ATM) Direct deposit Debit card Online banking Service charge Bank statement Outstanding checks Interest Transaction Compound amount Compound interest Certificate of deposit(CD) Term Maturity date Effective Rate of Interest Promissory note Interest Interest-bearing note Collateral Home equity loans Home equity Principal Time Rate of interest Maturity value Exact interest method Ordinary interest method Bankers interest method Bankers year Bank discount Noninterest-bearing note Discounting a note Rate of discount Proceeds Down payment Installment contract Installment plan Finance charge Installment loan Level payment plan Simple interest installment loan Rule of 78 Finance charge refund Annual percentage rate(APR) Truth in Lending Act Amount financed Finance charge Periodic rate Previous balance method Average daily balance method Cash advances Sales tax Subtotal Cash Register Receipt Sales Slip Unit Price Extension Internet Service Provider Access Fees Online Cable Connection Dial-up Digital subscriber line connection Satellite Connection Hackers Firewall Kbps Mbps Bits Download Upload Byte Down Payment Mortgage Loan Principal Closing Costs Points Fixed Rate Mortgage Variable Rate Mortgage Amortized Depreciation Loss of Income Equity Security Deposit Property Taxes Assessed Value Homeowners Insurance Dwelling Other Structures Personal Property Additional Living Expense Personal Liability Medical Payments Premium Rider Deductible Coinsurance Policy MSRP (Manufacturers Suggested Retail Price) Base Price Purchase Price Delivered Price Resale Value Trade-in Value Average Annual Depreciation Straight-line Method Rate of Depreciation Uninsured Motorists Insurance Lease Residual Value Life Insurance Premium Term Life Insurance Permanent Life Insurance Straight Life Insurance Universal Life Insurance Cash Value Health Insurance Group Health Insurance Hospitalization Insurance Surgical Insurance Medical Insurance Major Medical Insurance Annual deductible Amount Coinsurance Disability Insurance Short-term Disability Insurance Long-term Disability Insurance Workers Compensation Insurance Bonds Bondholders Premium Discount Market Value Full Service Brokers Commission Current Yield Dividends Preferred Stocks Mutual Fund Net Asset Value No-load Funds Load Funds Redeemed Capital Investment Individual Retirement Account Defined Contribution Plans Defined Benefit Plans Central tendency Mean Median Mode Range Frequency distribution Random sample Vertical bar grape Horizontal bar grape Line graph Circle graph Rectangle graph Consumer Price Index (CPI) Base period Purchasing power of the dollar Unemployment rate Labor force Computer hardware Storage media Bytes Site license Total cost of ownership Outsourcing E-business Web-hosting companies Hit Home coverage area Roaming charges Airtime Pager Exempt employees Nonexempt employees Executive recruiters Contingency fee Retainer fee Contract employees Cost-of-Living Adjustment(COLA) Retroactive pay Bonus Profit sharing Part-time employees Stock Inventory Stock record Perpetual inventory Reorder point Lead time Daily usage Safety stock First In, First out(FIFO) Last in, Last out(LIFO) Weighted average Ordering costs Carrying costs Raw materials Direct labor costs Factory overhead Prime cost Total manufacturing cost Break-even point Fixed costs Variable costs Book value Declining-balance method Modified accelerated cost recovery system(MACRS) Class life Freight Free on board(f.o.b.) Travel expenses Per diem Reimburse Bar codes Proving cash Cash proof form Cash short Cash over Change fund Sales invoice Purchase invoice Credit memo On account Customer account Sales invoice Purchase order Total due Cash discounts Credit period Terms of sale Invoice price Trade discounts List price Invoice price Discount series Single discount equivalent Marup Margin Markup pricing Price lines Markdown Marked price Discount Respondents Sample population Sample Population Demographic data Forecasts Trend Market tests Surveys Sales force projections Management opinion Market Market share Advertising Target audience Media Print ads General ads Display ads Column inch Page size Frequency rate Reach Income statement Sales returns and allowances Cost of goods sold Beginning inventory Ending inventory Gross profit Net income Operating expenses Net profit Net loss Gross profit margin Net profit margin Merchandise turnover rate Partnership Proprietorship Balance sheet Assets Current assets Long-term assets Accounts receivable(A/R) Current A/R Long-term A/R Liabilities Accounts payable(A/P) Creditors Current A/P Long-term A/P Capital Current ratio Debt-to-Equity ratio Return on equity Bankrupt Insolvent Secured creditors Claim percent paid Gross domestic product(GDP) Per capital GDP Per capita Domestic business International business Foreign trade Exporting Importing Balance of trade Trade surplus Trade deficit Foreign debt Foreign exchange rate Exchange rate Time zones Prime meridian Fahrenheit scale Celsius scale Metric system Customary system Meter Area Square meter Liter Gram Office Technology Vocabulary List Bold Cell Cell reference Center align Change case Character Clipboard Close Column Copy Cut Default Dialog box Document Double spacing Extension File File name Find Footer Format Formula Formula bar Function Graphs Grid Header Italic Justified alignment Label Left align Margins Menu New Open Page break Paste Preview Print Range Redo Replace Right align Row Save Save As Single spacing Spell checker Spreadsheet Subscript Superscript Text Thesaurus Underline Undoanimation audio clip autonumber background button camcorder CD-ROM Compact Disk(CD) currency date/time DPI entry field format field name field size field type fields fixed form hyperlink Hypertext long integer memo multimedia number number OLE object pixel presentation primary key query Record scanner single slide slide transition stationary table text text box yes/no3rd Semester Accounts payable Accounts receivable Appendix aptitude assets Audit Automated attendant Bank reconciliation Bank statement Budget Call forwarding code of ethics Commission computer virus confidential corporation Deductions demographic data desktop publishing Direct deposit diversity Documentation ecommerce e-mail employee empowerment Enunciation expense firewall Fiscal year freelancer global marketplace Gross salary hardware HTML information information-management information-processing initiative Internet Internet service provider intranet liabilities local area network mailing list modem negligence Net pay Netiquette newsgroup Nonverbal communication office overhead Overtime Owner's equity partnership Payroll Petty cash priorities proficiency profit proprietary information reliable revenue single proprietorship software state-of-the-art Storyboarding Telecommunications Telephony total quality management transaction Videoconferencing Voice mail wide area network word processing World Wide Web Agenda Annotate Back Up Brainstorm Business attire Carpal Tunnel Syndrome Certified mail Chronological File Coding Computer-Assisted Retrieval Confirmation Number Consensus Copyright Laws Cross-Reference Directory Downsize Employee handbook Employment discrimination Ergonomics Ethics Etiquette Express mail File Cabinet File Path File Security Filing First-class mail General Folder Geographical File Inactive Records Index Records Indexing Individual Folder Informational Overload Interview Itinerary Job termination Mailing list Minutes Mobile File Name File Numeric File OUT Folder or Guide Parcel post Parliamentary-Procedures Passport Postage meter Priority mail Records Disposition Records Management Software Records Management System Registered mail Routing slip Schedule Appointments Secondary Storage Sexual harassment Shelf File Social Security Act Standard envelope Standard mail Task List Teleconference Telegram Tickler File Time Management Travel Documents Travel Expense Report Travel Folder Vaccination Verbatim Visa Volume mailing Window envelope Work ethic ZIP code MA 1A Mathematics Embedded CreditArcadia Valley Career and Technology CenterLast Update: September 2004Topic: IntegersFocus: Order of Operations Show-Me Standards: MA1, MA5MO Grade Level Expectations: N2b9, N2C9NTCM Standard: 2A OBJECTIVE: Students will be able to use proper order of numeric operations to solve and/or simplify arithmetic and algebraic problems. Introduction: When working with an arithmetic expression such as 12 + 3 / 5, or an algebraic equation such as 3x + 9 = 18, there is an established order for the arithmetic operations to be performed. If the proper order of operations is not followed, an incorrect answer may result. When solving, or simplifying, an arithmetic expression, the following order of operations needs to be followed. Each level will be repeated until that operation is no longer used.  EXAMPLE: Simplify the following:  EMBED Equation.3  Step #1: Work inside the parentheses.  EMBED Equation.3 =  EMBED Equation.3  Step #2: Work out powers and roots.  EMBED Equation.3  Step #3: Addition and subtraction in order from LEFT to RIGHT.  EMBED Equation.3  GUIDED PRACTICE: 1.)  EMBED Equation.3  = _________________ 2.)  EMBED Equation.3 = ______________________ 3.)  EMBED Equation.3  = ________________ 4.)  EMBED Equation.3  = _____________ 5.)  EMBED Equation.3  = ______________ 6.)  EMBED Equation.3  = _____________ When solving algebraic equations, the order of operations will be reversed. This reversal of the order of operations allows the process of simplification to work. This topic will be explained later in lesson MA 6A (Basic Algebra: Evaluate Expressions). See RULES OF POWERS, pg. 198; RULES OF ROOTS, pg. 199; RULES OF GROUPING SYMBOLS, pg. 201-202 and ORDER OF OPERATIONS, pg. 202 for additional help. (Phagan, J. Applied Mathematics. The Goodheart-Wilcox Co., Tinley Park, IL, 2004.) GUIDED PRACTICE: 1.)  EMBED Equation.3  = ____________________ 2.)  EMBED Equation.3 = _______________________ 3.)  EMBED Equation.3  = _____________ 4.)  EMBED Equation.3  = ____________ 5.)  EMBED Equation.3  = _____________ 6.)  EMBED Equation.3  = _____________ MA 1B Mathematics Embedded CreditArcadia Valley Career and Technology CenterLast Update: September 2004Topic: IntegersFocus: Basic Operations  Show-Me Standards: MA1, MA5MO Grade Level Expectations: N2B8, N3C8NCTM Standards: 2A, 3A OBJECTIVE: Students will be able to solve problems using basic operations with integers. Introduction: Integers are positive and negative whole numbers and zero. Rules for integers, once mastered, can also be applied to fractions and decimals. Important to your understanding of integers is the use, and concepts, of a number line. Negative numbers can be used to represent many things: direction, payment, loss, and temperature below zero degrees are a few examples of how negative numbers can be used in everyday living. Mastering the rules for integers will allow you to solve problems using integers. In later lessons these same procedures will be applied to fractions, decimals and other types of equations. The most common problems with solving signed number (integers) problems are recognizing the format for a negative number. Signed numbers, when negative, may be represented in the following ways: (-4); (-4), -4, and 4. Notice that the negative sign may be raised as a superscript or it may remain on the level of the number. Technically, an integer is a negative number if it is represented with a superscript and a minus sign if the integer is not represented with a superscript. You can treat integers represented either way the same, however, without changing the results of the problem. Positive integers are usually NOT represented with the + sign. Basically, the world works under the assumption that this sign is understood to be there. ADDITION RULES:If the sign of the numbers is the same, add them and keep the common sign.If the sign of the numbers is different, subtract the smaller number from the larger number and keep the sign of the larger number.SUBTRACTION RULES:Change the operation (the - sign) to addition and change the sign of the second number. Then follow the rules for addition of integers.MULTIPLICATION/DIVISION RULES (they are the same):If the signs are the same, or there is an even number of elements, the answer is positive.If the signs are different, or there are an odd number of elements, the answer is negative.MULTI-STEP PROBLEMS:Treat them the same as a series of one- step problems using the rules stated above. Many problems in the workplace require several steps to resolve. The key to solving multiple step integer problems is to work them one step at a time. It is recommended that you solve multiple step problems using the one-step method and re-write the problem each time. Many times multiple-step problems are solved incorrectly by an omission of a step as one tries to work the problem in your head. The method that is demonstrated below (the second example) applies for integers, decimals and fractions. The method used will also work in solving word problems, with a little effort to get the formula out of the wording of the problem. Remember, solving problems like those in the examples below are just for practice; the real world is almost always made up of verbal and/or written word problems. PRACTICE PROBLEMS: One-step: 12 + (-10) = 12 10 = 2  EMBED Equation.3 = - ( EMBED Equation.3 ) = - (8) = -8 Multiple-step:  EMBED Equation.3  =  EMBED Equation.3  =  EMBED Equation.3 =  EMBED Equation.3  =  EMBED Equation.3   EMBED Equation.3  =  EMBED Equation.3  =  EMBED Equation.3  =  EMBED Equation.3  =  EMBED Equation.3  PROBLEMS: a.  EMBED Equation.3  b.  EMBED Equation.3  c.  EMBED Equation.3  d.  EMBED Equation.3  e.  EMBED Equation.3  f.  EMBED Equation.3  g.  EMBED Equation.3  h.  EMBED Equation.3  i.  EMBED Equation.3  j.  EMBED Equation.3  k.  EMBED Equation.3  l.  EMBED Equation.3  m.  EMBED Equation.3  n.  EMBED Equation.3  o.  EMBED Equation.3  p.  EMBED Equation.3  q.  EMBED Equation.3  r.  EMBED Equation.3  See RULES OF ADDITION OF SIGNED NUMBERS, pg. 192; RULES OF SUBTRACTION OF SIGNED NUMBERS, pg. 192; and RULES OFMULTIPLICATION/DIVISION OF SIGNED NUMBERS, pg. 195 for additional help. (Phagan, J. Applied Mathematics. The Goodheart-Wilcox Co., Tinley Park, IL, 2004.) MA 1C Mathematics Embedded CreditArcadia Valley Career and Technology CenterLast Update: September 2004Topic: IntegersFocus: Word Problems Show-Me Standards: MA1, MA5, G3-4MO Grade Level Expectations: N2D10, N3C9NCTM Standards: 2A, 3A, 3B, 18A, 18B, 18C, 18D OBJECTIVE: Students will be able to calculate solutions to whole number word problems using basic operations. Introduction: Word problems often appear to be complicated. The importance of word problems cannot be overstressed. The majority of real-world math problems are calculations phrased in written, or spoken, word problems. Very seldom will an individual be given a sheet of math calculations to solve while on-the-job. One of the better ways to solve word problems is like any other activity where excellence is desired: PRACTICE. Throughout these lessons, we will attempt to place as many problems in a real world context as is possible. The following steps will allow you to calculate the solutions to most word problems. Remember that the real world is not always neat and orderly. In some cases you will have to dig to find information needed to solve the problem that is presented. STEPS TO SOLVING WRITTEN OR SPOKEN WORD PROBLEMS:A. Read/listen to the entire problem or question.B. Determine from the information what you are looking for.C. Find/list out what is given to you in the presented problem.D. Determine what operation, or operations, will be necessary to solve the problem.E. Set up the mathematical representation of the problem using the given information and operations.F. Perform the mathematical operations to solve the mathematical representation.G. Determine if the answer is reasonable by estimation, and include the units in the answer. Below you will find common terms used to describe basic operations. Some space has been left for you to add terms that you find that are not included in the chart. Addition:Subtraction:Multiplication:Division:SumDifferenceProductQuotientTotalFewerAtDivided intoIn addition toLess thanTimesPer (=each)PlusReducedByIncreaseReduceRateMore thanDecreasePer (=each)And Example: The owner of the Day Care, where you work, wants you to calculate the cost of a new brand of diapers being carried at a local store. You are given the following information. The cost of a case of diapers is $41.88. Each case contains 6 packages of diapers. The Day Care owner has always bought diapers by the package. She is considering the purchase of cases, if it is cost effective. She wants you to determine the cost of the diapers so she can compare it to what she has been paying per package. What is the price per package of this brand of diapers prior to any state and local taxes? What are you looking for?Price per package of diapers in a case.What is given?One case of diapers has 6 packages and costs $41.88.What operation(s) is/are needed?DivisionSet up the problem:$41.88/6 = the price per package of diapersPerform the operation(s):$41.88/6 = 6.98Determine if the answer is reasonable by estimation and include the units in the answer.$42/6 = $7 per package $6.98 per package, my final answer NOTE: ALWAYS remember to include units with your answer. Make sure you have the correct units. This part of the answer can change the entire problem! PROBLEMS: You have just purchases a used car and you desire to find an estimation of the gas mileage that the vehicle gets. The odometer reads 65787 after you fill the gas tank. You then drive the vehicle for four days. You need more gas so you go to a local gas station. The odometer reads 66177 when you put 26 gallons of gas in the car. What is the approximate gas mileage you are getting with this vehicle? An auto collision and repair shop charges $465 for repairs to your car. The actual amount of labor paid to the employee was $196. Paint and materials cost the shop $67. Replacement parts were ordered at a cost of $110 to the shop. How much profit did the shop owner make on this repair? A welder needs to cut a 28 ft. piece of steel into four-inch sections to meet a customers specifications. How many sections of steel will the welder make while completing the job as specified by the customer? A roofing contractor estimates 12 bundles of shingles for one section of roof, 15 bundles of shingles for another section of roof and 25 bundles of shingles for the final section of roof. Each bundle of roofing shingles will cost $19.95, nails for the entire project will cost $49.95, labor will cost you $15/hour for 6 people working 48 hours and miscellaneous materials and supplies will cost approximately $250. You are assigned to calculate the total cost of the project. What total would you tell the roofing contractor should be bid on the project? An electric meter reads 14087-kilowatt hours used when the electric company employee reads it at the end of October. When the employee returns at the end of November, the meter reads 16897-kilowatt hours used. How many kilowatt-hours of electricity were used between the October reading and the November reading of the meter? A customer brings a computer into you for repair. After determining the problem, you pull the part that needs to be replaced. In checking with the manufacturer, you are told that the part has a limited warranty that covers 25% of the replacement cost for the part at this time and all shipping costs. If a new part costs $198.50, what are you going to charge the customer, prior to any sales tax, if your labor costs are $75 for the work you did? A mechanic buys a customers car for $2100 prior to any repairs. After sinking half the cost of the car into new parts, and $360 for labor, what price does the mechanic have to put on the car to make $600 profit? You pay $9000 to take over a small business. Current debts at the time of the sale are $6500. At the end of the year, the store records operating expenses of twice the amount of the debts at the time of the sale. How much money must the store gross in this time period to break even? MA 1EMathematics Embedded CreditArcadia Valley Career and Technology CenterLast Update: September 2004 Topic: Integers Focus: Personal/Business Finance Show-Me Standards: MA1, MA5, G4-8, G3-8 MO Grade Level Expectations: N2D10, N3B9, N3D10 NCTM Standards: 20A, 20B, 22A, 22B, 22C OBJECTIVE: Students will be able to explain basic terminology of personal finance, perform mathematical operations with dollars and cents, estimate net income, calculate simple and/or compound interest on an amount of money, estimate monthly loan payments and apply percentages to figure merchandise pricing. Introduction: Applications of everyday problems of money are essential for success in the real world. Money is utilized in the purchase of merchandise, payment of labor and/or services and many other aspects of personal/business finance. Banks specialize in money matters and the business leader of today must be able to show good sense in personal and business finance to attract the assistance of these lending and savings institutions. Definitions: Gross Income: The money earned prior to payroll deductions and calculated by number of hours worked times the hourly rate. Can also be calculated as a salary in which case it is the yearly sum divided by the number of pays per year. Net Income: The amount of money received after payroll deductions are withheld. The number of deductions is dependent on the individuals employment paperwork and/or benefits options. Property Tax: A tax on the ownership of property real estate and/or personal property. Sales Tax: A tax placed, by the government, on goods and/or services. Interest: Percentage of a sum of money that is saved or loaned. In a savings situation, the interest is paid to the individual. In a loan situation, the interest is paid to the lending institution. Principal: Original amount of money loaned, or deposited, on which the interest is paid. Interest Rate: The percentage applied to the principal. Time: The duration, or period, for which the interest is compounding. Simple Interest: Interest applied only to the principal of a savings account, or loan. Annual Percentage Rate (APR): The average annual interest divided by the outstanding principal. Retail Price: The amount charged to consumers in the retail stores. Wholesale Cost: The price a store pays to buy an item. Mark-Up: The amount the retail business adds to the wholesale cost to help in covering operating expenses and ensure a profit. Discount: The amount subtracted from the retail price resulting in a lower price for sale. FORMULAS: Calculating Wages: W x B = RTP, if hours > 40, then (W 40) x 1.5 = OP RTP + OP = WI WI x 52 = AGI Where: W = Weekly Hours; B = Base Hourly Rate; RTP = Regular Time Pay; OP = Overtime Pay; WI = Weekly Income; and AGI = Annual Gross Income. Calculating Net Income: GI FT ST FICA BC = NI Where: GI = Gross Income; FT = Federal Taxes; ST = State Taxes; FICA = FICA/Social Security/Medicaid Taxes; BC = Benefit Costs; and NI = Net Income. Calculating Total Price with Sales Tax: RP x ST = TPP Where: RP = Retail Price; ST = Sales Tax and TPP = Total Purchase Price. Calculating Property Tax on a Home: AV x R = PT Where: AV = Assessed Value; R = Rate; and PT = Property Tax. mil = mileage rate and is expressed as $1 for every $1,000 of home assessed value; or it can be stated that 1 mil = 0.001% of the homes assessed value. Simple Interest Loan (Interest Due for Loan): (P x APR) X LP = ID Where: P = Principal; APR = Annual Percentage Rate; LP = Loan Period (expressed in years); and ID = Interest Due Calculating Savings Account Balance: ID = P x R, where ID = Interest Due; P = Principal; and R = Rate. Calculate for each of the periods required to total the entire Savings Period (divided into the Compounding periods). Each time remember: After calculating the interest due to you for the compounding period, the new principal equals the Interest Paid + Previous Balance, then go back to the formula. Calculating a Monthly Payment: (LA x APR) x LP = TP/mnths = MP Where: LA = Loaned Amount; APR = Annual Percentage Rate; LP = Loan Period (expressed in years); TP = Total Principal; mnths = Loan Period expressed as months; and MP = Monthly Payment. Calculating Wholesale Cost, Retail Cost, or Percent Mark-Up: WC x PMU = RP Where: WC = Wholesale Cost; PMU = Percent Mark-Up; and RP = Retail Price. NOTE: PMU is expressed as a whole + the percent. [For Example: a 35% mark-up equals a PMU of 1.35; a 175% mark-up equals a PMU of 2.75; etc.] Calculating Retail Price, Sale Price, or Percent Discount: RP x PD = SP Where: RP = Retail Price; PD = Percent Discount; and SP = Sale Price. NOTE: PD is expressed as 100% - the percent. [For Example: a 35% discount equals 65% of the RP; a 15% discount equals 85% of the RP; etc.] PRACTICE PROBLEMS: Weekly HoursBase Hourly RateRegular Time PayOvertime Pay (@ 1 rate)Total Weekly IncomeAnnual Gross Income135$7.25237$19,500340$340450$16.00555$260 Gross IncomeFederal TaxState TaxFICAFamily InsuranceNet Income1$675 Weekly$165$34$54.40$462$35,200 Annually35%6%8%$15003$460 Weekly25%6%8%$254$46,800 Annually$16,380$2808$3744$15005$3875 Monthly35%6%8%$1500 Retail PriceSales TaxTotal Purchase Price1$14.956%2$298.506.25%3$1,899.996.5%4$15,990.007%5$52,995.007.25%Assessed ValueMil RateProperty Tax Due1$6,500.0018.22$22,300.00183$69,500.0064$125,000.0018.15$250,000.006.4 PrincipalLoan Period (in months)APR %Interest Due1$250.00128.25%2$1,495.00187.75%3$22,540.00486.25%4$125,225.002405.75%5$375,000.003604.95% SavingsAPR %Compounding PeriodSavings PeriodNew Balance1$1,250.002.25%Quarterly1 year2$4,995.001.75%Monthly1 years3$1,795.003.25%Quarterly12 months4$5,500.001.75%Monthly9 months5$5,495.002.75%Quarterly3 months Loaned AmountAPR %Loan PeriodMonthly Payment1$950.008.25%1.5 years2$6,950.007.75%24 months3$25,450.006.25%5 years4$78,300.005.75%120 months5$125,350.004.75%25 years Wholesale CostRetail PricePercent Mark-Up1$19.95$32.492$42.2550%3$125.0035%4$1,299.00150%5$1,499.0075%Retail PriceSale PricePercent Discount1$45.50$38.502$129.9525%3$319.001/34$1,899.9980%5$2,595.00Half-price Word Problems Practice: If 2 pounds of fiberglass compound costs $14.85, what is the cost per pound? A salesperson earns $7.25 per hour, plus 2.5% commission on all sales. If the total sales for this employee during a 35-hour workweek were $12,500, what was her gross pay? A mobile home is valued by the local government at $19,500. The personal property tax in the area is 6.25% and the property tax is 6.5 mils. If the mobile home is considered personal property, what is the tax that the local government will charge the owner of the mobile home is it sits in a trailer park? Someone deposits $75 per week into a savings account offering 2.25% interest compounded quarterly. What is the balance at the end of 1 year? (NOTE: 1 quarter = 13 weeks) Principal Amount = $8000, APR = 7 %, loan period is 18 months. Find the estimated monthly payment for the loan. Round to the nearest dollar. MA 2AMathematics Embedded CreditArcadia Valley Career and Technology CenterLast Update: November 2004Topic: Fractions, Decimals, PercentsFocus: Basic Operations Decimals  Show-Me Standards: MA1, MA5 MO Grade Level Expectations: N2D10, N3B9, N3D10 NCTM Standards: 2A, 3A  OBJECTIVE: Students will be able to solve problems using basic operations with decimals. Introduction: Decimal numbers are a standard practice in every aspect of our lives and work. The use of decimals is important in communication of fractions. The definition of a decimal can be stated as the portion of the whole amount available, added, or reduced. In like fashion a fraction is defined as a portion of the whole amount. Thus, decimals and fractions are similar. There are three ways that decimals are written: Decimal Fraction; Decimal Number; or Decimal. Other important items in dealing with decimals are: Decimal System the system of numbers where each digit is assigned a value that is a multiple of 10 depending on the place or location of the digit in the complete number. Digits any of the numerals 0 to 9 used to express a complete number. Decimal Point the place where the complete number separates between a whole number and a fraction of a whole number. Thus, all decimal numbers can be expressed in terms of the total amount of wholes plus the fraction of a whole. NOTE: Numbers written without a decimal point are called whole numbers (or integers) in these numbers the decimal point is assumed to come to the right of the last number. Place Values the value of the location of a digit in a complete number. The place value determines the value of the digit. Significant Figures are the figures of a number that begin with the first nonzero figure to the left and with the last figure to the right that is not zero, or is a zero. Rounding is giving a close approximation of a number. WHERE TO BEGIN: When working with decimal numbers it is VERY IMPORTANT to align the decimal points prior to completing any operations on the numbers. Example: Good FormPoor Form 12.345 + 9.85 12.345 + 9.85 126.487 - 9.1269 126.487 - 9.1269 12.5983 x 9.423 12.5983 x 9.423 In multiplication of decimals, the answer will have the number of decimal places equal to the sum of the decimal places of the numbers being multiplied. In division of decimals, the decimal place is moved in the divisor so that a whole number is divided into the dividend REMEMBER, the decimal place must be moved an equal number of spaces in the dividend at the same time. After movement is complete, the decimal point is copied directly above the place it appears in the dividend and then division is completed. Items to remember regarding a complete numbers significant numbers: Significant digits are counted in consecutive place from left to right. All nonzero numbers are significant. Zeroes are significant if they are between two nonzero digits. Zeroes to the right of a number and to the right of the decimal point are significant. Zeroes to the left of a number are not significant. Zeroes to the right of a number and without a decimal point are not significant. If a measured decimal number is multiplied or divided by a whole number, the measured number of significant figures is normally counted. Most answers are recorded with the least number of significant digits. Rounding Answers in another important step in working with decimal numbers. The rules for rounding are: Determine the number of significant digits. All digits to the right of the rounding number the number that will determine if the last digit is increased, or decreased, are dropped off. If the digit to the right of the last significant digit is five (5) or greater, then the last digit is increased by one. If the digit to the right of the last significant digit is less than five (5) then the digit remains the same. PROBLEMS: 1.) 12.78 + 4.56 2.) 127.86 8.93 3.) 27.1983 + 9.302 4.) 8.375 6.0092 5.) 9.502 * 6.25 6.) 10.75 x 3.5 7.) 9.25 * 6 8.) 16.215x 8.402 9.)  EMBED Equation.3  10.)  EMBED Equation.3  11.)  EMBED Equation.3  12.)  EMBED Equation.3  WORD PROBLEMS: A piece of carpet for your day care facility measures 144.50 inches in length and 48 inches in width is to be cut into 18 inch pieces for use as play areas for the children. How many pieces will be cut from the original piece of carpet? (NOTE: Answer should be in a decimal form.) In building a piece of machinery, there are three parts manufactured that are welded together, one on top of the other, with no loss of length. If the three parts are 12.75 ft., 23.50 ft. and 21.25 ft., what is the height of the machine? A sheet metal technician at an automotive collision and repair shop needs to cut an 88.75 ft. piece of steel into 9 equal sections. How long will each section be after they are cut figuring there is no loss of material for cutting? A patient needs to be administered a medicine based on 0.25 mg. Per pound of body weight. If the patient weighs 178 lbs., how much medicine does the patient need to be administered? MA 2BMathematics Embedded CreditArcadia Valley Career and Technology CenterLast Update: November 2004Topic: Fractions, Decimals, PercentsFocus: Basic Operations - Fractions  Show-Me Standards: MA1, MA5MO Grade Level Expectations: N2B6, N2B7, N2B8, N2C9NCTM Standards: 2A, 3A OBJECTIVE: Students will be able to solve problems using basic operations with fractions. Introduction: Fractions are historically one of the hardest forms of problems for students to solve. In the world of work, most problems involve a form of fraction in some way. You cannot make most measurements in the shop, the graphic arts classroom, or in the medical clinic without fractions being involve as a major part of what you are calculating. All vocational students need to have an accurate working knowledge of fraction problem solving. Future lessons will use a calculator to solve fraction problems; however, in the world of work a calculator may not always be readily available to the problem solver. A solid understanding of fractions will help the savvy employee keep on top of the calculations necessary for estimates and operations. The following are important concepts to remember when working with fractions: Most fractions contain three parts: the Whole Number, the Numerator (the number located on the top of the fraction), and the Denominator (the number located on the bottom of the fraction). EXAMPLE: 3 - the 3 is the Whole Number, the 1 is the Numerator, the 4 is the Denominator. It is usually best to write fractions as proper fractions before performing any calculations. Proper fractions are whole numbers and fractions where the numerator is smaller than the denominator. EXAMPLE:  EMBED Equation.3  is an improper fraction. The numerator (10) is larger than the denominator (3). Divide the numerator (10) by the denominator (3) and the non-remainder result should be added to the whole number (4). The remainder becomes the new numerator and the denominator remains as it was originally. In this case the proper fraction is  EMBED Equation.3  since 10/3 is 3 with a remainder of 1. Always reduce the fraction to the lowest form in calculating the answer. This is achieved by dividing the numerator and denominator by the same number. EXAMPLE:  EMBED Equation.3 can be reduced to  EMBED Equation.3 since the 6 and the 8 are divisible by 2. There are several ways to handle the addition and subtraction of fractions, but the key is that the denominators are the same before performing the operations. Thus, you need to find the common denominator before you add or subtract. Once the common denominator is found you add or subtract the numerators and keep the common denominator. The next step is to reduce the fraction to its lowest form. If the numerator is larger than the denominator, the whole number is increased by the total whole numbers taken from the numerator. EXAMPLE:  EMBED Equation.3  - the common denominator for 5 and 3 is 15, so the fractions are re-written as:  EMBED Equation.3  - then add the whole numbers and numerators (placing the new numerator over the common denominator [in this case 15]) and re-write as:  EMBED Equation.3  - since 13 and 15 do not reduce, the problem is currently written in its lowest form. When multiplying fractions, the best way to proceed is to make the fractions into improper fractions and then multiply the numerators and then the denominators. After completing this step reduce until the fraction is in the lowest form. EXAMPLE:  EMBED Equation.3  - change the fractions to improper fractions:  EMBED Equation.3  then multiply the numerators and the denominators to get:  EMBED Equation.3  - which will reduce since 5 divides into both 85 and 10. The result is  EMBED Equation.3 which can be reduced when 2 is divided into 17, the lowest proper fraction is  EMBED Equation.3 . When dividing fractions, the best way to proceed is to make the fractions improper fractions and invert the second fraction (put the denominator on top and the numerator on the bottom) and then multiply the numerators and denominators. After completing this step reduce until the fraction is in the lowest form. If you are to divide by a whole number: convert the whole number to a fraction by placing the whole number in the numerator position and placing 1 in the denominator position. Then follow the directions listed above. EXAMPLE:  EMBED Equation.3  - would be solved by converting the fractions to improper fractions:  EMBED Equation.3  - and then inverting the second fraction and multiplying the fractions together:  EMBED Equation.3  - which equals:  EMBED Equation.3 . Reducing this fraction to its lowest form results in  EMBED Equation.3  as the answer. PROBLEMS: 1.  EMBED Equation.3 2.  EMBED Equation.3 3.  EMBED Equation.3 4.  EMBED Equation.3 5.  EMBED Equation.3 6.  EMBED Equation.3 7.  EMBED Equation.3 8.  EMBED Equation.3 9.  EMBED Equation.3 10.  EMBED Equation.3 11.  EMBED Equation.3 12.  EMBED Equation.3  WORD PROBLEMS: In a stack of lumber there are 147 boards of dimensional lumber.  EMBED Equation.3 of the boards are 2x4s. What fraction of the boards are other sizes? A length of copper pipe  EMBED Equation.3 ft. long is cut into 5 equal pieces. How long is each piece, assuming no length is lost with each cut? A case of paper costs $24. The project you are working on needs  EMBED Equation.3 cases of paper. The manager of the print shop asks you for an estimate on the cost of paper for the project. What do you present to the manager as the estimate for the cost of paper for this project? In machining operations that use a rotating work piece, such as lathe turning, the reduction in diameter of the work piece is twice the depth of the cut. If a round aluminum shaft is reduced in diameter by  EMBED Equation.3 , what is the total depth of the cut? A patient needs to have  EMBED Equation.3 oz. of juice with each 15 milligrams of a specific medicine. How many ounces of juice are needed for 75 milligrams of the medicine? Appendix C The following pages are the cross referenced vocational program competencies and the Technical Mathematics curriculum topics. Each Technical Math topic is identified using the labeling system from table I. If all the subsections of a topic are included in a vocational competency, the whole number designation is used to represent the entire topic. The teaching strategies are coded to the following definitions: CClassroom. This strategy is the traditional teacher led classroom process. The vocational instructor will teach the topic to all students in the classroom setting. RResource. This strategy is designed for individual assistance using various classroom and building resources as outlined in the resource section. OJOn the Job. This is the process of students using the math skill in the shop or during the creation of a project. OCOut of Class. This strategy is for mathematical topics that are not embedded anywhere in the specific vocational program. Students will be provided additional lesson material for out of class work to prepare for the test and to learn the information. Graphic Communications Math Competency IntegrationGroup/No.Competency Master NameMath TopicsStrategiesA1Demonstrate laboratory safetynaA2Demonstrate toxic chemical safetyNaA3Apply Material Safety Data Sheet (MSDS) requirements5 b, 5 dOJ, OJA4Apply basic first-aid techniquesNaA5Comprehend local, state, and federal guidelines and effects on the printing industry (e.g., OSHA)NaB1Check specifications and planning5b, 5dOJ, OJB2Estimate job costs (e.g., space and utilities, labor and supplies, web vs. sheet fed)2, 5 b, 5 d, 6 b,6 c,6 dC, R, R,C,C,CB3Compute customer's cost (planning, scheduling)2, 5 b, 5 d, 6 b,6 c,6 dC, R, R,C,C,CB4Compare estimates with actual production costs1,2OJ,CC1Prepare a rough layout7a, 7b, 7e, 8b, 8c, 8 dC, R, R, C, C, CC2Indicate to layout person how photographs and headings are to be printed7a, 7b, 7e, 8b, 8c, 8 dC, R, R, C, C, CC3Indicate percentage of enlargement or reduction required on photos8b,8c,8d, 2a,2c,6C,C,C,C,C,CC4Indicate typefaces and point sizes to be used8b,8c,8dC,C,CC5Make dummy layout of multi-page printed product for signature specifications7a, 7b, 7e, 8b, 8c, 8 dC, R, R, C, C, CC6Indicate crop marks for pictures8b,8c,8dC,C,CC7Produce a comprehensive layout8b,8c,8dC,C,CC8Revise layouts to customer specifications7a, 7b, 7e, 8b, 8c, 8 dC, R, R, C, C, CD1Measure copy/text in points and picas using a line gauge8b,8c,8dC,C,CD2Identify x-height, base-line, ascenders, descenders and their roles in measuring and designing with type8b,8c,8dC,C,CD3Identify caps, lowercase, uppercase, small caps and ligaturesNaD4Identify dingbats, bullets, rules and symbols and their uses in publications1a,1bOJD5Distinguish between display (headline) type and body (text) type by their point sizes and styles5b, 5d, 8b,8c,8dOJ, OJ,C,C,CD6Explain the basic type styles and their usesNaD7Explain the "weight" and "posture" of typeNaD8Define fonts and familiesNaD9Explain the letterspacing and kerning of type characters8b,8c,8dC,C,CD10Explain word spacing and the relation of em and en in paragraph spacing8b,8c,8dC,C,CD11Define line spacing and explain the measurement principles for the leading of text8b,8c,8dC,C,CD12Define type arrangements: flush left/ragged right, flush right/ragged left, centered and justifiedNaE1Apply production information on a job jacket/ticketNaE2Demonstrate the basic principles of design (e.g., unity, contrast, page proportions, balance, etc.) on a given project8b,8c,8d, 7a, 7b, 7d, 7eC,C,C,C, R,C,RE3Identify the four basic process colors and kinds of color printingNaE4Identify basic desktop publishing equipmentNaE5Explain the limitations and capabilities of desktop publishingE6Explain the differences in quality of imagesetter output and laser printer output4cCE7Distinguish between word processing, page layout and graphic software (e.g., Photoshop, Illustrator, Pagemaker, Quark)NaE8Demonstrate file management operations for opening, copying, saving and deleting filesNaE9Prepare layouts incorporating appropriate marks (e.g., gutters, register marks, fold lines)7a, 7b, 7e, 8b, 8c, 8 dC, C, R, R, C, C, CE10Prepare a dummy for a multipage signature7a, 7b, 7e, 8b, 8c, 8 dC, R, R, C, C, CE11Operate scanner/program for line artworkNaE12Operate scanner/program for continuous/halftone copyNaE13Activate a graphics-generating program and demonstrate a functional knowledge of commands/menus/hand tools and procedures for their usesNaE14Draw a design appropriate for a given job using a graphics program7a, 7b, 7e, 8b, 8c, 8 dC, R, R, C, C, CE15Create a design using tints, fills and paint for a given job using a graphics program4c, 7a, 7b, 7e, 8b, 8c, 8dC, C, R, R, C, C, CE16Create a design using manipulated type (rotated, circled, extended, etc.) for a publication7a, 7b, 7e, 8b, 8c, 8 dC, C, R, C, C, CE17Trace a drawing/photograph using a graphics programNaE18Select appropriate page layout software for a given jobNaE19Activate a page layout program and demonstrate a functional knowledge of computer commands/codes/menus/palette for the software in useNaE20Demonstrate text alignment, element positioning and rules of page design for printed matter7a, 7b, 7eC, R, RE21Set up column grids for electronic page layout according to job specifications8b,8c,8dC,C,CE22Set up/select appropriate pagination for a given jobNaE23Set text with appropriate margins, formatting, gutters, leading, headings, page cross overs, etc.7a, 7b, 7e, 8b, 8c, 8 dC, R, R, C, C, CE24Flow copy from word processing program to page layout program according to job specifications8b,8c,8dC,C,CE25Proofread, edit and make corrections/adjustments to copy on screenNaE26Place graphics/scanned images from an existing file into a publication8b,8c,8dC,C,C,E27Crop graphics electronicallyNaE28Create a two-sided, three-panel brochure using graphics and text for publication4c, 8b,8c,8dC,C,C,CE29Create a four-page newsletter using windows, blocks, text, graphics, frames and headings4c, 8b,8c,8dC,C,C,CE30Create a two-page newsletter using kerned letters for paragraph openings, wraparounds (runarounds) and graphicsNaE31Create a printed piece using tints, reverses and manipulated type for effect2a, 2b, 7a, 7b, 7e, 8b, 8c, 8 dC, C, R, R, C, C, CE32Produce a multicolor flyer using electronic spot color separations6OJF1Mix processing chemicals5b, 5d, 8R,R,CF2Develop film to proper density5b, 5d, 8d,8eR,R,C,CF3Inspect negative for quality and density8d,8eC,CF4Inspect negatives for density, quality and size8RG1Draw all reference and centering lines on the masking sheets8RG2Check negatives against dummy layoutNaG3Tape negatives in position on flat (imposition) and label8RG4Open all areas of material to be printedNaG5Opaque imperfections on negativeNaG6Place and secure halftones and screen tints8RG7Add registration marks and trim marks8RG8Inspect finished flat for accuracyNaG9Check flat against copy and dummy layoutNaH1Show proofs to customersNaH2Make changes and corrections to flat8OJH3Make revised proofsNaH4Create a digital proof for pre-imaging inspectionNaI1Check flat for imperfections, scratches, blocked images and impositionNaI2Position flat and expose plate using single or multiple burnsNaI3Test and maintain chemicals for proper development8RI4Delete images from plateNaI5Inspect plate for accuracy and qualityNaI6Preserve plate for future useNaJ1Describe major parts and systems of an offset printing unitNaJ2Make ready dampening systemNaJ3Measure and mix dampening fountain solution4, 8C, RJ4Change and/or adjust feeder and delivery for different sheets and set guides accordingly5b, 5dR,R,J5Air, jog and condition paperNaJ6Load stock into press feederNaJ7Mount plate on pressNaJ8Adjust impression to caliper of paper5b, 5d, 8R,R,RJ9Inspect and pack blanket and plate cylinders5b, 5d, 8R,R,R,J10Put dampening fountain solution in pressNaJ11Ink up pressNaJ12Square image up on paper8RJ13Adjust ink fountain screws and maintain colorNaJ14Register printing images to each other8RJ15Wipe off particles of dust or dried ink (hickies) from plateNaJ16Run solid colorNaJ17Run screens/halftonesNaJ18Print single color job on carbonless paperNaJ19Remove plate and gum, if necessaryNaJ20Wash press and ink rollersNaJ21Remove, clean and store dampening systemsNaJ22Identify minor mechanical malfunctionsNaJ23Lubricate pressNaJ24Perform preventive maintenance on pressNaJ25Observe lock-out/tag-out proceduresNaK1Jog paper manually or by machineNaK2Prepare cutting layout8RK3Make cuts according to cutting sequence or other instructions given8CK4Cut paper with single-knife hydraulic paper cutter8CK5Set up and run folder5b, 5d, 8R,R,RK6Perforate/score with wheel attached to delivery end of paper folder8RK7Perform saddle-wire binding (wire staple)8RK8Perform side wire binding (wire staples)8RK9Identify different binding methods and their uses (e.g., perfect, thermal and case binding)NaK10Perform spiral wire or plastic cylinder binding8RK11Perform paddingNaK12Pad carbonless stockNaK13Trim job after binding8CK14Drill stock8RK15Gather and collate by hand and machineNaK16Perforate/score using rotary perforating machine8RK17Perform preventive maintenance on finishing equipmentNaL1Use numbering machineNaL2Laminate materialsNaM1Demonstrate an understanding of VICA, its structure and activitiesNaM2Demonstrate an understanding of one's personal valuesNaM3Perform tasks related to effective personal management skillsNaM4Demonstrate interpersonal skillsNaM5Demonstrate etiquette and courtesyNaM6Demonstrate effectiveness in oral and written communicationNaM7Develop and maintain a code of professional ethicsNaM8Maintain a good professional appearanceNaM9Perform basic tasks related to securing and terminating employmentNaM10Perform basic parliamentary procedures in a group meetingNaNot Taught in Class1OCNot Taught in Class3OCNot Taught in Class4COCNot Taught in Class5AOCNot Taught in Class5COCNot Taught in Class6AOCNot Taught in Class6EOCNot Taught in Class7COCNot Taught in Class7FOC Business Technology I Competency Math IntegrationGroupCompetencyMath TopicsStrategiesA1Utilize career assessment tools (e.g., student interest survey, aptitude test)5.bCA2Analyze various business careers by looking at salary, benefits, job requirements, educational requirements, employment outlook, etc.5.a 5.b 1.a 1.bCA3Research career choiceN/AA4Prepare a career development planN/AA5Participate in work experience activities (e.g., job shadowing)N/AB1Research a potential employerN/AB2Prepare a resumeN/AB3Compose a letter of applicationN/AB4Complete a job applicationN/AB5Prepare a work-sample portfolioN/AB6Differentiate between legal and illegal pre-employment questionsN/AB7Participate in an interview for a jobN/AB8Compose follow-up (i.e., thank-you) letterN/AB9Compose letters accepting and declining a job offerN/AB10Participate in internship or Supervised Business Experience activitiesN/AC1Compare and contrast ethical, unethical, legal, and illegal business practicesN/AC2Explain the importance of working within organizational structures (i.e., chain of command)N/AC3Describe rights and responsibilities of employees and employers (including information related to OSHA, FMLA, sexual harassment, FLSA, discrim., ADA)N/AC4Describe the importance of life-long learning through continuing education and membership in professional organizationsN/AC5Exhibit leadership skills through a student organization (e.g., FBLA, PBL)N/AC6Utilize performance-based job evaluation instrumentsN/AC7Prepare for job separation (e.g., letter of resignation, extended leave)N/AD1Use correct grammar, spelling, and punctuationN/AD2Apply proofreading and editing skillsN/AD3Select appropriate communication methods (e.g., e-mail, FAX, U.S. mail) for tasksN/AD4Communicate appropriately with internal and external customersN/AD5Compose business correspondence (e.g., e-mail, letter, report, memo)N/AD6Access information from professional, technical, and electronic resourcesN/AD7Deliver oral presentations using appropriate toolsN/AD8Demonstrate and interpret nonverbal communicationN/AD9Demonstrate effective listening skillsN/AD10Identify factors (e.g., time, culture, exchange rates, human relations skills) affecting global communications8dCD11Give and take accurate messages (in person or by telephone)N/AE1Compare business equipment1 2CE2Answer and place telephone calls8dCE3Deliver and receive voice mail messagesN/AE4Prepare and send facsimile (FAX) communicationN/AE5Operate a calculator to perform business mathematical functions1 2 CE6Produce business documents from dictated materialN/AE7Capture an image with a digital camera or scanner8bCE8Record and edit soundN/AE10Identify routine equipment maintenance needsN/AF1Maintain good attendance recordN/AF2Interact effectively with othersN/AF3Respect beliefs, opinions, and rights of othersN/AF4Work effectively in teamsN/AF5Demonstrate positive behavior when given direction, criticism, and commentN/AF6Manage stress effectivelyN/AF7Use appropriate languageN/AF8Demonstrate proper professional appearanceN/AF9Exhibit positive attitudeN/AF10Exhibit initiativeN/AF11Exhibit punctualityN/AF12Exhibit responsibilityN/AF13Exhibit dependabilityN/AF14Exhibit honestyN/AF15Demonstrate proper business etiquetteN/AG1Manage electronic and/or paper financial records1 2 CG2Manage filing systemsN/AG3Coordinate business travel arrangements8c 8dOJG4Plan meetings and events8c 8dOJG5Research workplace trends (e.g., TQM, teams, voice recognition, ergonomics)N/AG6Demonstrate time management skills8c 8d OJG7Maintain electronic calendaringN/AG8Apply critical-thinking and problem-solving skills to make business decisionsN/AG9Compare and contrast similar software programsN/AG10Process incoming and outgoing mailN/AG11Manage supplies economically and efficiently1c 1d 2dOJH1Determine appropriate software application for tasksN/AH7Manipulate image files8RH9Maintain electronic files (e.g., server, workstation, shared files)N/AH10Capture text using OCR softwareN/AH11Produce documents using voice recognition technologyN/AI1Distinguish between Internet and IntranetN/AI2Use e-mail to send and receive messages and attachmentsN/AI3Demonstrate appropriate Internet use for business (includes copyright, netiquette, privacy issues, ethics, etc.)N/AI4Evaluate reliability of the Internet as a resourceN/AI5Analyze basic components of an electronic business Web siteN/AI6Identify advantages and disadvantages of electronic business procedures (e-commerce)N/AI7Explore the career implications of e-commerce for entrepreneurs and employeesN/AJ1Describe forms of business ownership (e.g., sole proprietorship, partnership, corporation, cooperative)N/AJ2Describe advantages and disadvantages of small business ownershipN/AJ3Identify steps necessary to start a business (I.e., need evaluation, site selection, marketing plan, financial plan, management plan)1 2C ECommerce Competency Math IntegrationGroupCompetencyMath TopicsStrategiesA.Examine the Electronic-Business (E-Business) EnvironmentA1Discuss the evolution of the Internet and the World Wide WebN/AA2Assess the impact of the Internet on businessN/AA3Explain basic business functions (e.g., accounting, finance, and management)N/AA4Analyze how basic business functions apply to an electronic businessN/AA5List the advantages and disadvantages of doing business onlineN/AA6Discuss the global issues related to doing business electronically8dCA7List the key characteristics of a successful electronic businessN/AA8Describe the components of a business planN/AB.Identify Social, Legal, and Ethical Issues of E-BusinessB1Explain copyright and trademark laws as they relate to e-businessN/AB2Analyze security issues relating to the Internet, Intranet, e-commerce, etc.N/AB3Explain governmental polices related to e-businessN/AB4Discuss ethical issues relating to e-businessN/AC.Identify Electronic-Commerce (E-Commerce) FunctionsC1Describe e-commerce software services and products (e.g., Websphere, Biztalk, and customer relations management software)N/AC2Define e-commerce models (B2B, B2C, B2G, etc.)N/AC3Discuss electronic customer communication issues (e.g., telephone and email)8dCC4Identify electronic order fulfillment proceduresN/AC5Describe collection and payment options for WebsitesN/AC6Compare the uses of databases in e-commerce (e.g., supplier and customer) 5c 5dRC7Discuss how research is used to gather information in e-commerce (e.g., customer behavior and demographics)5c 5dRC8Describe ways to improve customer service through e-commerceN/AD.Plan for the Implementation of an E-Business WebsiteD1Develop a business plan for an e-business2CD2Discuss the elements of good web designN/AD3Critique various WebsitesN/AD4Storyboard a WebsiteN/AD5Develop a Website and/or Webpage using authoring softwareN/AD6Develop a Website and/or Webpage using HTML8b 8c 8d 8fCD7Publish a WebsiteN/AD8Describe methods for promoting a WebsiteN/AD9Locate places to post a WebsiteN/AD10Explain ways to maintain a WebsiteN/AD11Maintain a WebsiteN/AD12Analyze hardware and software requirements for a WebsiteN/AD13Describe the start-up and maintenance costs associated with a Website1 2CE.Prepare for a Career in E-BusinessE1Demonstrate teamworkN/AE2Evaluate research skillsN/AE3Demonstrate decision-making skillsN/AE4Practice public communication skillsN/AE5Apply problem-solving skillsN/AE6Demonstrate initiativeN/AE7Illustrate proper Internet etiquette as it relates to e-businessN/AE8Demonstrate leadershipN/AE9Develop an electronic resumeN/AE10Describe career opportunities in e-businessN/AE11List available professional and industrial certificationsN/AE12Develop a portfolio (e.g., business plan and business Website)N/A Computer Programming Competency Math IntegrationGroupCompetencyMath TopicsStrategiesA. Explore Computer ConceptsA1Trace the development of computers and their impact on societyN/AA2Describe the categories and evolution of programming languagesN/AA3Explain the functions of computer hardware and architectureN/AA4Demonstrate an understanding of computer theory (e.g., bits, bytes, binary logic, memory, and storage)8a 8fCA5Compare computer operating systems (e.g., DOS, Windows, and Unix)N/AA6Discuss legal/ethical issues related to computersN/AA7Identify the application environment/interface for the specific language being covered (e.g., Windows, Macintosh, or DOS Based)N/AA8Explain the concept of security and its relationship to programmingN/AB.  Apply Logical Problem-Solving Skills B1Analyze a problem6eCB2Determine the steps needed to solve a problem6b 6c 6eCB3Create a method to solve a problem6eCB4Illustrate the problem solution using a flowchart or pseudocodeN/AC. Describe the Software Development Life CycleC1Explain how requirements for a new program are gatheredN/AC2Explain how to analyze the requirements for a new programN/AC3Explain how to create a flowchart or pseudocode for a new programN/AC4Explain how to use a flowchart or pseudocode in coding the modules of a new programN/AC5Explain how to integrate the modules of a new programN/AC6Explain how a new program is authorized/acceptedN/AC7Explain how to maintain a programN/AD. Develop Program ApplicationsD1Use correct syntax of a given programming languageN/AD2Create a program using internal documentationN/AD3Create a program using variables and constants1a 2a 3a 6CD4Create a program using counters and accumulators1a 2a 3a 6CD5Create a program using arithmetic operations and functions1a 2a 3a 6CD6Create a program using a conditional statement1a 2a 3a 6CD7Create a program using a loop instruction1a 2a 3a 6CD8Create a program that requires user input1a 2a 3a 6CD9Create a program that includes input validation1a 2a 3a 6CD10Create a program to open, write, and read from a data file1a 2a 3a 6CD11Create a program to produce a report1a 2a 3a 6CD12Create a modular program using one or more subroutines1a 2a 3a 6CD13Create a program using a sort routine1a 2a 3a 6CD14Create a program with a standard Windows graphic user interface (GUI) with objects and menus1a 2a 3a 6CD15Create a program with a custom GUI1a 2a 3a 6CD16Create an object-oriented program by creating objects and classes 1a 2a 3a 6CD17Create a program to display graphics1a 2a 3a 6CD18Create a program and supporting external documentation1a 2a 3a 6CD19Modify an existing program6a CD20Create a program in collaboration with a team1a 2a 3a 6CE.Explore Additional Programming ConceptsE1Describe steps involved in troubleshooting and debuggingN/AE2Discuss considerations in programming for efficiency (e.g., computer time, programmer time, etc.)1d 2d 8d 8fRE3Discuss how to create a user-friendly programN/AE4Describe event-driven programmingN/AE5Describe error catching/handlingN/AE6Compare object-oriented programming with structured programmingN/AE7Describe how the Internet uses programmingN/AE8Explain uses of scripting languagesN/AE9Discuss handicap accessibility considerations in programmingN/AF.Apply Database ConceptsF1Create file structuresN/AF2Describe database structures (e.g., fields, records, files, and tables)N/AF3Create a database file with one or more tables for manipulation by program code5cRF4Write code to append, delete, and update a table or a fileN/AF5Write code to integrate a database with another applicationN/AF6Create a relational database applicationN/AF7Write code to search, sort, and query a database6a 6b 6cCG.Prepare for EmploymentG1Demonstrate working as a teamN/AG2Demonstrate analytical skillsN/AG3Search the Internet and other places to locate career-planning information and job opportunities related to programmingN/AG4Identify careers in the information technology fieldN/AG5Demonstrate communication skillsN/AG6Demonstrate logical thinkingN/AG7Demonstrate interpersonal skillsN/AG8Explore compatibility for programmingN/A Business Technology II Competency Math IntegrationGroupCompetencyMath TopicsStrategiesA. Apply Input MethodsA1Demonstrate improvement in speed and accuracy of keyboarding. N/AA2Demonstrate proper keyboarding technique. N/AA3Demonstrate ability to use voice recognition software. N/AA4Identify proper ergonomic principles. N/AB. Execute Basic Computer OperationsB1Use program interface (e.g., menu items, toolbars, dialog boxes). N/AB2Manage files. N/AB3Format disks. N/AB4Copy disks. N/AB5Transfer files. 1ACB6Identify resources to obtain assistance (e.g., Help menu, software manual, Web site). N/AB7Perform basic printer functions (e.g., load paper, change cartridge). N/AB8Scan for viruses. N/AB9Demonstrate proper network user procedures and protocol (e.g., logging on, saving to network). N/AB10Identify security issues related to computer hardware, software, and data. N/AB11Identify file formats and extensions. N/AB12Perform basic troubleshooting and maintenance. N/AB13Determine appropriate software applications for tasks. N/AC. Use Word Processing ApplicationsC1Demonstrate correct use of word processing terminology. N/AC2Identify a variety of word processing programs. N/AC3Create and format business documents. N/AC4Store and retrieve documents. 1aCC5Set printer specifications. N/AC6Proofread and edit copy. N/AC7Enhance documents (e.g., bold, bullets). N/AC8Prepare single envelope. N/AAdvanced:C9Create tables. 8dRC10Create mail-merge documents. N/AC11Create macros. N/AC12Create and manipulate graphics. 8OJC13Create documents using a template. N/AC14Develop templates. N/AC15Convert word processing document to HTML. N/AC16Create hyperlinks within documents. N/AC17Create master document including table of contents and index. N/AC18Prepare multiple envelopes and labels. N/AC19Develop multilevel outline. N/AC20Demonstrate use of enhancement features (e.g., borders, lines, shading). N/AC21Demonstrate use of automatic features (e.g., AutoCorrect). N/AC22Create business documents using advance word processing features (e.g., headers, footers, graphics). N/AD. Use Spreadsheet ApplicationsD1Demonstrate correct use of spreadsheet terminology. N/AD2Create spreadsheets. 6d 8dCD3Design spreadsheets. 8dCD4Edit spreadsheets. 6aCD5Create basic formulas with addition, subtraction, multiplication, and division. 1 2 6CD6Format cell contents (e.g., font, color, alignment, shading, decimal). N/AD7Format columns and rows. 8CD8Use basic functions (e.g., font, color, alignment, shading, decimal). N/AD9Create charts and graphs. 5CD10Determine validity of spreadsheet results. 8fOJD11Interpret spreadsheet data. 5dRD12Set print specifications for formulas, graphs, worksheets, etc. N/AD13Incorporate spreadsheets in word processing documents. N/A Advanced:D14Link spreadsheet data. 6cCD15Create spreadsheet macros. N/AD16Use advanced functions/formulas (e.g., payment, future value, statistical). 1 2 6CD17Use lookup tables. 6CD18Demonstrate locking feature. N/AD19Demonstrate freezing feature. N/AD20Distinguish between relative and absolute cell references. 6aCD21Create and use named ranges in formulas. 6CD22Manipulate spreadsheet data to answer "what if" questions. 6a OJD23Display and format data. N/AD24Embed objects in spreadsheets. N/AD25Manipulate multiple worksheets in a workbook. N/AD26Present spreadsheet data orally to a group. N/AE. Use Database ApplicationsE1Demonstrate correct use of database terminology. N/AE2Create a database. 6d 5bCE3Manipulate a database (e.g., move, delete, insert, edit). N/AE4Process material using database features (e.g., query, sort, merge).6CE5Generate and format reports. 8RE6Print reports. N/AE7Distinguish between different field types. N/AE8Demonstrate search/find procedures. N/A Advanced:E9Integrate database information with spreadsheet/word processing documents. N/AE10Integrate word processing/spreadsheet information with database. N/AE11Create table relationships. N/AE12Modify databases using advance queries (e.g., combine, calculate, update, duplicate). 1 2 6 CE13Design and use forms in database. N/AE14Use import feature (e.g., database, table). N/AG. Use Presentation SoftwareG1Demonstrate correct use of presentation software terminology. N/AG2Produce presentations using text, graphics, and transition. N/AG3Enhance presentations using sound and animation. N/AG4Create presentations using a template. N/AG5Apply design and layout principles to presentations. 8RG6Set print specifications for outline, slides, etc. N/AG7Deliver an oral presentation. N/AG8Edit presentations. N/AG9Manipulate graphics. 8RG10Integrate input from various software applications. N/AH. Explore the InternetH1Demonstrate correct use of Internet terminology. N/AH2Demonstrate principal usages of e-mail. N/AH3Demonstrate principal usages of the Internet (e.g., search, locating URLs). N/AH4Describe how businesses use the Internet. N/AH5Identify copyright principles (e.g., public domain, copy protection, licensing). N/AH6Evaluate Internet resources. N/A Multimedia Competency Math IntegrationGroupCompetencyMath TopicsStrategiesA. Introductory Concepts A1Define terms related to multimedia. N/AA2List hardware requirements for various types of media. N/AA3Explain multimedia hardware standards. N/AA4Compare categories of multimedia software (e.g., presentation, authoring, animation, sound). N/AA5List types of files used in multimedia applications (e.g., EPS, GIF, JPG)N/AA6Manage files.1A 1BOJA7Access media resources.N/AA8Identify tools in toolbars and palettes in various software programs. N/AA9Apply tools in toolbars and palettes in various software programs. N/AA10Explain import functions. N/AA11Determine import and export capabilities of various software packages.N/AA12Proofread and correct multimedia documents. N/AA13Perform file compression. 1A 1BOJA14Describe how businesses use the Internet. N/AA15Identify career/self-employment opportunities in multimedia production.N/AA16Identify design principles used in multimedia productionsN/AA17Use organizational tools to plan multimedia products (e.g., storyboarding, outlining, branching).N/AB. Ethics B1Demonstrate ethical behavior when designing multimedia applications. N/AB2Explain key principles in the Electronic Users' Bill of Rights (e.g., safety, security, privacy). N/AB3Identify copyright and patent laws for multiple media (e.g., video, text, sound, pictures). N/AC. Graphics C1Create scanned images. 1A 1BOJC2Determine appropriate file formats.N/AC3Manipulate scanned images (e.g., resizing, cropping, scaling, rotating).4OJC4Import graphics. N/AC5Edit graphics (e.g., color, filters, tints). N/AC6Manipulate graphics (e.g., resizing, cropping, scaling, rotating).4OJC7Use color tables (e.g., hue, saturation). N/AC8Create digital camera images. N/AC9Incorporate screen captures into multimedia productions. N/AC10Create simple animations. N/AC11Apply object linking in multimedia products. N/AD. Audio D1Describe functions of hardware required for performing audio tasks.N/AD2Import sound files. N/AD3Create audio files (MIDI). N/AD4Access and capture recorded and live audio from a variety of sources (e.g., laser disk, CD-ROM, video, microphone).N/AD5Edit sound files. N/AE. Video E1Access and capture video clips from a variety of sources (e.g., laser disk, CD-ROM, video camera).4 8OJE2Edit a video. 4 8OJE3Alter frames per second. 8OJE4Queue a video. N/AE5Transfer digital video output to other media (e.g., videotape, disk, CD-ROM, web page).N/AE6Describe functions of hardware required to perform video tasks. N/AF. Web Page Design F1Define web page design principles N/AF2Evaluate web page design. N/AF3Define HTML (hypertext markup language). N/AF4Explain the capabilities of HTML. N/AF5Define creation, organization, and navigation of links. N/AF6Create storyboards. N/AF7Design a web page with text, graphics, and tables. 5b 5c 5d 8C C C OJF8Create hyperlinks (internal and external). N/AF9Edit using HTML. N/AF10Apply external media (e.g., text, images, sound). N/AF11Apply Internet etiquette. N/AF12Evaluate file size as it relates to the Internet. 2a 2cOJF13Identify various browser software and their restrictions (e.g., Netscape Navigator, Microsoft Internet Explorer).N/AF14Identify various HTML editing software (e.g., WYSIWYG, text-only).N/AF15Upload files to a web server.N/AG. Electronic Presentations G1Identify components of effective electronic presentations. N/AG2Demonstrate basic features of presentation software. N/AG3Use master slides and templates. N/AG4Edit master slides and templates. N/AG5Create master slides and templates using a variety of formats.N/AG6Draw and edit objects incorporating fills, borders, and lines.N/AG7Incorporate audio and visual elements (e.g., sound, graphics, animation).N/AG8Incorporate transitions.N/AG9Apply builds to slides. N/AG10Apply timed settings. 8DOJG11Import files into a presentation (e.g., text, graphics, sound, video).N/AG12Prepare an electronic presentation using a variety of formats (e.g., text, graphics, bulleted lists).N/AG13Evaluate peer-created tutorials. N/A Desktop Publishing Competency Math IntegrationGroupCompetencyMath TopicsStrategiesA. Introductory Concepts A1Define terms related to desktop publishing.N/AA2Describe the functions of hardware components required for desktop publishing.N/AA3Compare functions and features of software used for desktop publishing.N/AA4Label all components of the desktop.N/AA5Identify tools in toolbars and palettes.N/AA6Apply tools in toolbars and palettes.N/AA7Use editing tools (e.g., copy, cut, paste).N/AA8Access available resources to solve problems (e.g., Internet, reference manuals, help screens).N/AA9Manage electronic files.N/AA10Explain copyright issues related to desktop publishing (e.g., legal, ethical).N/AA11Complete a project using customer-supplied instructions and/or materials.N/AB. LayoutB1Set margins.8OJB2Create columns.8c 8d OJ, OJB3Set guttering.8c 8d OJ, OJB4Set double-sided facing pages.N/AB5Create master pages.N/AB6Create an effective focal point.N/AB7Utilize pasteboard.N/AB8Create templates.8OJB9Modify templates.8OJB10Apply layering techniques in publications.N/AB11Adjust or change color in a layout.N/AB12Create a template for a preprinted form (e.g., label, business card, pamphlet).N/AB13Print on a preprinted form (e.g., label, business card, pamphlet).8c 8d OJ OJC. TextC1Create a text block. 8c 8d OJ OJC2Import text files and word processing documents into publications.N/AC3Use text objects and associated features (e.g., word wrapping, drop caps, initial caps, sizing, color, linkage, frames).N/AC4Adjust paragraphs attributes.C5Apply tabs and indents in text blocks.8c 8d OJ OJC6Create a bulleted list using special characters (e.g., , , "!, opening and closing quotation marks, em and en dashes).8c 8d OJ OJC7Compose headlines and captions.N/AC8Proofread and correct errors.N/AD. Typography D1Measure type in points, picas, inches, and centimeters. 8CD2Manage a font library. N/AD3Determine and adjust type attributes (e.g., italics, underline, reverse, strike through).N/AD4Determine and apply character and word spacing (e.g., tracking, kerning, widening, horizontal scale).8c 8d OJ OJD5Determine and apply leading. 8d 8fOJ OJE. Graphics J1Import graphics from various sources (e.g., software-specific library, other applications, Internet).N/AJ2Manipulate graphics (e.g., resizing, cropping, scaling, rotating).8OJ OJJ3Edit graphics (e.g., color, filters, tints). N/AJ4Create scanned files.N/AJ5Create files from a digital camera.N/AJ6Determine appropriate file formats (e.g., bmp, tiff, jpeg, gif, pict, eps).N/AJ7Download graphic files from Internet.N/AF. Print Process F1Select a network printer.N/AF2Select a direct printer.N/AF3Format document for selected printer.N/AF4Describe characteristics and uses of basic color models (e.g., RGB, CMYK).N/AF5Prepare desktop publishing document for export to the Internet.N/AG. Develop a Portfolio G1Explain the purpose of portfolios.N/AG2Explain the reasons for selecting the pieces in the portfolio.N/AG3Create a flyer with text and graphics.8OJG4Produce an advertisement.8OJG5Create business forms (e.g., business cards, letterhead, desk notes).8OJG6Create a resume.8OJG7Create multipage, multicolumn documents (e.g., newsletters, magazines).8OJG8Create brochures (single or multiple pages).8OJG9Create mailing pieces (e.g., product labels, business reply cards).8OJNot taught in class3bOCNot taught in class3cOCNot taught in class4OCNot taught in class7OC Computer / Network Repair Competency Math IntegrationGroupCompetency Master NameMath topicsStrategiesA1Describe historical evolution of computers, microcomputers and relationships to current computing8C,RA2Identify components of information system model (e.g., input, process, output)3,8C,R,OJA3Practice ethical conduct in everyday procedures (e.g., piracy, licensing, intellectual)A4Present solutions in a positive, tactful manner5d,5eC,R,OJA5Create technical correspondence naB1Describe the operation of fire suppression resources, including fire extinguishersnaB2Identify electrical hazardsnaB3Identify and practice workplace safety, including eye protection and environmentalnaB4Identify and practice safe soldering methodsnaB5Demonstrate safe and proper use of hand toolsnaB6Identify hazard of RF radiation devicesnaB7Identify basic first aid resources and proceduresnaB8Identify electrical, mechanical, chemical and environmental hazardsnaC1Evaluate and test sources of DC and AC signals and power3,5,6b,8C,R,OJ.OCC2Apply Ohms law by evaluating series and parallel circuits3,6C,R,OJ.OCC3Measure voltage, current and resistance using multimeters (VOM, EVM, DVM)3,8C,R,OJD1Describe the function of various parts of a computer, including ports5d,8C,RD2Assemble and configure a microcomputer from constituent parts1,2,5d,8C,R,OJ,OCD3Compare and contrast merits of various micropeocessors for various architectures4a,8C,RD4Compare and contrast current industry-standard busses8R,OJD5Install and remove common peripheralsnaD6Verify operation of common peripheralsnaD7Install and configure hardware5d,6aC,R,OJ,OCD8Install hardware upgradesnaD9Install, configure and verify device drivers5a,5d,5eC,R,OJD10Troubleshoot and repair subsystems1a,2b,5d,8aC,R,OJ,OCD11Practice accepted anti-static (ESD) proceduresnaD12Perform preventive maintenance on computer/network systems and peripherals8cC,R,OJ,OCE1Differentiate between common operating systems, including file systemsnaE2Install and configure operating systemsnaE3Analyze and modify system configuration filesnaE4Install and troubleshoot Windows software1a,3a,3c,6aE5Install software and upgradesnaE6Optimize memory/desk top cleanup1a,3a,3c,6aC,R,OJ,OCE7Download Internet softwarenaE8Install application software and suites successfullynaE9Learn applicationsnaE10Know and enter hardware and software configurationsnaE11Install network interface card softwarenaF1Discuss capabilities of network wiring systems1a,3a,3c,6aC,R,OJ,OCF2Implement current wiring technologies (copper and fiber) according to current standards (e.g.,TIA/EIA, IEEE, ANSI)naF3Explain different functions of network communications equipment (e.g., modems, DSU/CSU, bridges, switches, routers and hubs)1a,3a,3c,6aC,R,OJ,OCF4Install and configure a network concentrator/hub1a,3a,3c,6aC,R,OJ,OCF5Trace wiring1a,1c,8bC,R,OJF6Design wiring layouts1a,1c,7,8bC,R,OJF7Troubleshoot wiring and connector problemsnaF8Pull wirenaF9Make cables1a,1c,8bC,R,OJF10Make terminations8eC,R,OJF11Install punch down blocksnaF12Install connectors8eC,R,OJF13Install drops1a,1c,8bC,R,OJF14Make patchcords1a,1c,8bC,R,OJ,OCF15Troubleshoot basic telecommunications problems (e.g., place loop-back mode)2bCG1Draw, label and explain functions of networking layers (e.g., OSI)naG2Compare and contrast network topologies (e.g., star, bus, ring, broadband, baseband)5d,5e,8dC,R,OJG3Diagram and explain network topologiesnaG4Differentiate various current protocols (e.g., TCP/IP, IPX/SPX, NETBEUI, DHCP)naG5Differentiate between routing and switching/bridgingnaG6Use the InternetnaG7Set up Internet access1a,3a,3c,6aC,R,OJ,OCH1Specify internal components for a network servernaH2Install and configure network operating systemsnaH3Install and configure network hardware (e.g., NICs)1a,3a,3c,6aC,R,OJ,OCH4Establish client environments to utilize network resources1a,2c,2eC,R,OJH5Install and know TCP/IP protocols1a,3a,3c,6aC,R,OJ,OCH6Implement various current protocols (e.g., TCP/IP, IPX/SPX,NETBEUI, DHCP)5d,5eC,RH7Verify client access to network resourcesnaI1Perform site survey1a,2c,2d,2eC,R,OJ,OCJ1Document cable infrastructure1a,1c,8bC,R,OJJ2Maintain maintenance logs1a,1c,6bC,R,OJJ3Practice constructive problem solving with customers1a,1c,2a,2c,2d,2eOJ,OCK1Demonstrate traits of a good leader, i.e., get others to cooperate and work togethernaK2Show confidencenaK3Show perseverance, i.e., see difficult tasks through to completionnaK4Demonstrate reliability, i.e., do tasks assigned without constant supervisionnaNot taught in class4OC HEALTH SCIENCES MATH INTEGRATIONGroup& #Competency Master NameMath TopicStrategya1Describe the characteristics and issues in the health care industryN/Aa2Demonstrate qualities and traits of health care assistantsN/Aa3Apply the ethical and legal standards of the health care industryN/Aa4Identify health care career opportunitiesN/Ab1Communicate effectively with clients, co-workers, and the publicN/Ab2Chart procedures and observations5B,CCb3Utilize medical terminologyN/Ab4Convert U.S. customary measurements to metric measurements1A,B,2,4,8Cc1Maintain safe environment for clients, workers, and publicN/Ac2Use appropriate body mechanicsN/Ac3Follow emergency procedures for fire and other disastersN/Ad1Describe growth and control of microorganismsN/Ad2Practice medical aseptic techniques2A,B,4A,BCd3Practice techniques for prevention and control of communicable diseases4Ce1Describe the body anatomicallyN/Ae2Explain the organizational structure of the body from the simple to the complexN/Ae3Identify the structure of the skin and its appendagesN/Ae4Explain the functions of the skin and its appendagesN/Ae5Identify the structures of the digestive systemN/Ae6Explain the functions of the digestive systemN/Ae7Describe nutrition and its relationship to good health1A,B,2,4,8Ce8Identify the structures of the musculoskeletal systemN/Ae9Explain the functions of the musculoskeletal systemN/Ae10Identify the structures of the cardiovascular systemN/Ae11Explain the functions of the cardiovascular systemN/Ae12Identify the structures of the respiratory systemN/Ae13Explain the functions of the respiratory systemN/Ae14Identify the structures of the nervous systemN/Ae15Explain the functions of the nervous systemN/Ae16Identify the structures of the sensory systemN/Ae17Explain the functions of the sensory systemN/Ae18Identify the structures of the endocrine systemN/Ae19Explain the functions of the endocrine systemN/Ae20Identify the structures of the urinary systemN/Ae21Explain the functions of the urinary system1A,B,2,4,8Ce22Identify the structures of the reproductive systemN/Ae23Explain the functions of the reproductive systemN/Af1Identify the physical, mental, and social changes that occur at different stages of lifeN/Af2Identify basic human needsN/Af3Assist the dying client in meeting his/her psychological, spiritual, and physical needsN/Af4Incorporate acceptable techniques when caring for the confused clientN/Ag1Measure vital signs5B,8Cg2Administer cardiopulmonary resuscitation techniques and Heimlich maneuverN/Ag3Identify special considerations related to oxygen therapyN/ALeadership CompetenciesDemonstrate an understanding of VICA, its structure and activitiesN/ALeadership CompetenciesDemonstrate an understanding of one's personal valuesN/ALeadership CompetenciesPerform tasks related to effective personal management skillsN/ALeadership CompetenciesDemonstrate interpersonal skillsN/ALeadership CompetenciesDemonstrate etiquette and courtesyN/ALeadership CompetenciesDemonstrate effectiveness in oral and written communicationN/ALeadership CompetenciesDevelop and maintain a code of professional ethicsN/ALeadership CompetenciesMaintain a good professional appearanceN/ALeadership CompetenciesPerform basic tasks related to securing and terminating employmentN/ALeadership CompetenciesPerform basic parliamentary procedures in a group meetingN/A Nurse Assisting Math IntegrationGroupCompetency Master NameMath TopicsStrategiesa1Define the role of a nurse assistant in acute, long-term and home health careN/Aa2Identify health care team members and each of their rolesN/Aa3Organize workload and prioritize tasksN/Aa4Follow a chain of commandN/Ab1Describe the job search processN/Ab2Identify requests that are beyond the nurse assistant's trainingN/Ab3Implement techniques to manage stressN/Ac1Participate as a team memberN/Ac2Provide quality health careN/Ac3Exhibit sensitivity to the diversity of othersN/Ac4Exhibit tolerance to challenging clients and/or familiesN/Ac5Exhibit sensitivity to clients' and/or families' pain and lossN/Ac6Communicate pertinent information at the shift changeN/Ac7Chart observations and proceduresc8Recognize and report incidentsN/Ac9Complete incident reportsN/Ac10Reinforce client teaching identified on the care planN/Ac10Maintain client confidentialityN/Ad1Follow OSHA guidelines5B,5CCd2Respond appropriately to hazards and home safety concernsN/Ad3Respond appropriately to community emergenciesN/Ad4Review the home safety plan with the client and others providing care in the homeN/Ad5Carry out the home safety plan if an emergency occurs during the home visitN/Ad6Apply CDC isolation precautions to client situationsN/Ad7Use physical crisis interventionN/Ae10Maintain hearing aidesN/Ae2Maintain eyeglassesN/Ae3Place and remove eyeglassesN/Ae4Assist clients to dressN/Ae5Assist clients to undressN/Ae6Give a complete bed bath8B,C,DCe7Give a tub bath8B,C,DCe8Give a whirlpool tub bath2A,B,4B,8B,C,DCe9Give a shower bath8B,C,DCe10Shave the client with a safety razorN/Ae11Shave the client with an electric razorN/Ae12Comb or brush hairN/Ae13Give a shampoo during a tub or shower bathN/Ae14Give a bed shampooN/Ae15Assist with oral hygiene for a conscious client2A,B,4BCe16Provide flossing of teethN/Ae17Administer oral hygiene to helpless or unconscious clientsN/Ae18Provide denture careN/Ae19Give fingernail careN/Ae20Give toenail careN/Ae21Give perineal care to a female clientN/Ae22Give perineal care to a client with a catheterN/Af1Assist or raise a client's head and shouldersN/Af2Move helpless client to the head of the bedN/Af3Move or assist client to the head of the bedN/Af4Move a client to one side of the bedN/Af5Turn client to one side of the bedN/Af6Turn client to his or her sideN/Af7Transfer a client from bed to chairN/Af8Transfer a client from chair to bedN/Af9Transfer a client using a mechanical liftN/Af10Transfer a client from bed to gurneyN/Af11Transfer a client using a three-person carry transferN/Af12Transfer a client using a two-person sitting transferN/Af13Ambulate client with a gait beltN/Af14Ambulate client who is using a walkerN/Af15Ambulate a client who is using a caneN/Af16Ambulate a client who is using crutchesN/Af17Perform range of motion exercisesN/Af18Assist with active range of motion exercisesN/Ag1Prepare a client for a mealN/Ag2Distribute trays, assisting with tray set-upN/Ag3Feed a helpless clientN/Ag4Modify feeding technique as appropriate for a client's conditionN/Ag5Distribute drinking water1A,5B,8B,C,DCg6Measure and record intake and output1A,2A,B,4A,B,5B,8Cg7Convert household measurements to metric equivalents1A,B,2,4A,B,C,8Cg8Convert a measurement of pounds into kilograms and one of kilograms to pounds1A,B,2,4A,B,C,8Cg9Convert a measurement of inches to feet and inches and one of feet and inches to inches1A,B,2,4A,B,C,8Cg10Measure client's weight and height1A,B,2,4A,B,C,8Cg11Measure weight and length of infant1A,B,2,4A,B,C,8Ch1Assist client with a urinalN/Ah2Assist client with bedpanN/Ah3Change urinary drainage bagN/Ah4Change adult incontinent briefN/Ah5Administer unmedicated enemasN/Ah6Change ostomy bagN/Ah7Collect a midstream clean-catch urine specimenN/Ah8Collect a 24-hout urine specimenN/Ah9Collect a sterile urine specimen from a catheterN/Ah10Collect a stool specimenN/Ah11Collect a sputum specimenN/Ah12Apply warm, moist compressN/Ah13Apply warm water bottleN/Ah14Apply aquatherma padN/Ah15Apply ice bag or ice capN/Ah16Perform clean, nonmedicated dressing changesN/Ah17Give pressure ulcer careN/Ah18Perform post-mortem careN/ANot taught in class1cOCNot taught in class1dOCNot taught in class3OCNot taught in class5aOCNot taught in class5dOCNot taught in class5eOCNot taught in class6OCNot taught in class7OC Welding Technology Group NoCompetency Master NameMath TopicsStrategiesA1Identify and correct or report safety hazardsN/AA2Identify and utilize proper storage for flammablesN/AA3Identify and demonstrate correct use of fire extinguishers5b,5dCA4Identify ventilation hazards and take corrective actionN/AA5Observe and adhere to safety labelsN/AA6Maintain, use and safely work with machines, tooling and equipmentN/AA7Use power and equipment, grinder, drill press and power safe safely/correctlyN/AA8Identify confined space and fall protection hazardsN/AB1Obtain and use reference books and charts5b,5dCB2Apply math to solution of welding problems - whole numbers, fractions, decimals, rounding numbers [A08]1,2&6CB3Apply math to solution of welding problems - geometry and trigonometry7CB4Identify basic hand toolsN/AB5Select, use and care for hand toolsN/AB6Identify and store electrodes/filler materials5d,5eOJB7Read and implement welding procedures5eOJB8Identify basic power sources5bOJB9Identify structural shapes, sizes and weights7aOJC1Read and interpret basic prints5dCC2Interpret welding symbols, abbreviation and joint designs5d,5eOJC3Construct an exercise(s) using basic print and sketch2abcd,6abceOJC4Make sketches - pictorial and orthographic2&6abceOJC5Convert English measurements to metric and vice-versa8CD1Make layout of material for plate, structural and pipe fabrication1,2,3,4,5,6,7,8OJD2Prepare material for weld procedure specification (WPS)1a,2abcOJD3Fabricate parts from a drawing or sketch1,2,4,5,6,7,8OJE1Demonstrate safety procedures for oxyfuel cutting/brazingN/AE2Describe theory of oxyfuel cutting/brazingN/AE3Identify types of fuel gases and their applicationsN/AE4Handle, make preliminary safety inspection and store cylinders properlyN/AE5Identify, select and set up oxyfuel welding and cutting equipmentN/AE6Light and adjust flame for welding and cuttingN/AE7Pierce holes and cut slots7e,8cdeOJE8Make straight 90-degree and beveled cuts on mild steel plate and pipe7e,7d,8cdeOJE9Make circle cuts - off hand and with guide7d,8cdeOJE10Lay out, cut and fit materials (such as pipe, plate and structural shapes)1,2,3,4,5,6,7,8OJE11Braze weld materialsN/AE12Prepare coupon for testing and pass visual testN/AE13Identify brazing and cutting problems, their causes and take corrective actionN/AE14Identify and select correct brazing rod and flux, if applicableN/AF1Demonstrate safety procedures for shielded metal arc weldingN/AF2Describe theory of shielded metal arc weldingN/AF3Select polarity and current for electrodeN/AF4Identify and make proper electrode selection for base material and material thickness of follow WPS (weld procedure specification)N/AF5Identify joint design and prepare material for WPSN/AF6Identify shielded metal arc welding problems, their causes and take corrective actionN/AF7Build pad of beads in horizontal position (qualifies flat position)8dOJF8Build pad of beads in vertical position upward8dOJF9Visually inspect shielded metal arc8dOJG1Make weld in 2D position with E-6010 or E-6011 (qualifies 1F position)8dOJG2Make weld in 2F position with E-70248dOJG3Make weld in 2F position with e-7018 (qualifies 1F position)8dOJG4Make weld in 3F position, vertical up, with E-6010 or E-60118dOJG5Make weld in 3F position, vertical up, with E-70188dOJG6Make weld in 4F position with E-6010 or E-60118dOJG7Make weld in 4F position with E-70188dOJG8Make weld in 2G position with e-6010 or E-6011 (qualifies 1G position)8dOJG9Make weld in 2G position with E-7018 (qualifies 1G position)8dOJG10Make weld in 3G position, vertical up, with E-6010 or E-60118dOJG11Make weld in 2G position, vertical up, with E-70188dOJG12Make weld in 4G position with E-6010 or E-60118dOJG13Make wield in 4G position with E-70188dOJH1Make weld in 1G position with E-6010 or E-60118dOJH2Make weld in 1G position with E-70188dOJH3Make weld in 2G position with E-6010 or E-60118dOJH4Make weld in 2G position with E-70188dOJH5Make weld in 5G position, vertical up, with E-6010 or E-60118dOJH6Make weld in 5G position, vertical up, with E-70188dOJH8Make weld in 5G position, vertical down, with E-6010 or E-60118dOJH9Make weld in 6G position, vertical up with E-6010 or E-60118dOJH10Make weld in 6G position, vertical up, with E-70188dOJI1Demonstrate safety procedures for gas metal arc weldingN/A I2Describe theory of gas metal arc weldingN/A I3identify, select and safely handle shielding gases for various metalsN/AI4Adjust current, voltage, pulse, wire feed rate and gas flowN/AI5Identify, select and set up equipmentN/AI6Identify and select solid wire electrode for carbon steel, aluminum and stainless steelN/AI7Make weld in 2F position with carbon steel, aluminum and stainless steel8dOJI8Make weld in 2F position with aluminum (qualifies 1F position)8dOJI9Make weld in 2F position with stainless steel8dOJI10Make weld in 3F position, vertical up, with material 3/16" or thicker8dOJI11Make weld in 3F position, vertical down, with carbon steel thinner than 3/16" and solid wire8dOJI12Make weld in 4F position with solid wire8dOJI13Make butt weld in 1G position with aluminum8dOJI14Make butt weld in 1G position with stainless steel8dOJI15Make weld in 2G position with solid wire (qualifies 1F position)8dOJI16Make weld in 3G position, vertical up, with carbon steel 3/16" or thicker8dOJI17Make weld in 3G position, vertical down, with carbon steel less than 3/16" thick8dOJI18Make weld in 5G position, vertical up, with carbon steel (pipe)8dOJI19Make weld in 6G position, vertical up, with carbon steel (pipe)8dOJI20Identify gas metal arc welding problems, their causes and take corrective actionN/AI21Prepare gas metal arc weld for testN/AJ1Demonstrate safety procedures for flux cored arc weldingN/AJ2Describe theory of flux cored arc weldingN/AJ3Identify, select and safely handle shielding gases for various metalsN/AJ4Adjust current, voltage, pulse, wire feed rate and gas flowN/AJ5Identify, select and set up equipmentN/AJ6Identify and select cored wire electrodes for carbon steel and stainless steelN/AJ7Make weld in 2F position with carbon steel and cored wire (qualifies 1F position)8dOJJ8Make weld in 3F position, vertical up, with carbon steel and cored wire8dOJJ9Make weld in 2G position with carbon steel and cored wire8dOJJ10Make weld in 3G position, vertical up, with carbon steel and cored wire8dOJJ11Identify welding problems, their causes and take corrective actionN/AJ12Prepare flux cored arc weld for testN/AK1Demonstrate safety procedures for gas tungsten arc weldingN/AK2Describe theory of gas tungsten arc weldingN/AK3Identify, select and set up equipment and explain functionN/AK4Identify, select and safely handle shielding gasesN/AK5Identify, select and safely install tungsten electrodeN/AK6Adjust polarity, pulse, current, gas flow setting and low post timer and strike arcN/AK7Identify joint design and prepare material for weld procedure specifications (WPS)N/AK8Select filler rod for base materialN/AK9Make weld in 2F position, stainless steel (qualifies 1F position)8dOJK10Make weld in 2F position, aluminum (qualifies 1F position)8dOJK11Make weld in 2F position, carbon steel8dOJK12Make weld in 3F position, stainless steel8dOJK13Make weld in 3F position, aluminum8dOJK14Make weld in 3F position, carbon steel8dOJK15Make weld in 2G position, stainless steel (qualifies 1G position)8dOJK16Make weld in 2G position, aluminum8dOJK17Make weld in 2G position, carbon steel8dOJK18Make weld in 3G position, vertical up, on stainless steel8dOJK19Make weld in 3G position, vertical up, on aluminum8dOJK20Make weld in 3G position, vertical up on carbon steel8dOJK21Make weld in 4G position with carbon steel8dOJK22Identify gas tungsten arc welding problems, their causes and take corrective actionN/AL1Demonstrate safety procedures for plasma cuttingN/AL2Describe theory of plasma cuttingN/AL3Set up and operate plasma cutting equipmentN/AL4Lay out and make straight line cuts7e,8dOJL5Lay out and make bevel cuts8dOJL6Lay out and make circular cuts8dOJL7Lay out and make pattern cuts8dOJL8Lay out, cut and bevel pipe to a 30-37 1/2 degree angle7,8dOJL9Lay out and cut square and round solid stock8dOJM1Demonstrate safety procedures for metallurgy and heat treatingN/AM2Identify the classification and physical properties of ferrous and nonferrous metalsN/AM3Identify and apply principles of preheating and postheatingN/AM4Describe and apply principles of metallurgy in annealing, hardening and temperingN/AM5Describe methods of testing metalsN/AM6Identify types of ferrous metal by spark testN/AM7Describe the relationship between the hardness test of weld, heat-affected zone and base metal, and interpret the resultsN/AN1Demonstrate safety procedures for carbon arc gougingN/AN2Describe theory of carbon arc gougingN/AN3Identify and select electrode size, polarity, current and air pressureN/AN4Set up and operate carbon arc gouging equipmentN/AN5Remove weld material/backgougeN/AO1Prepare, sample for visual test per appropriate standardN/AO2Inspect for undercut, overlap, porosity, slag, spatter and weld sideN/AO3Identify defects and take corrective action based on visual testN/AP1Prepare coupon for bend test per appropriate standardN/AP2Perform destructive test on weldsN/AP3Identify defects and take corrective action based on destructive testN/AQ1Prepare sample for non-destructive test per appropriate standardN/AQ2Perform non-destructive test per appropriate standardN/AQ3Inspect for undercut, overlap, porosity, slag, spatter and surface cracksN/AQ4Identify defects and take corrective action based on non-destructive testN/AR1Demonstrate an understanding of VICA, its structure and activitiesN/AR2Demonstrate an understanding of one's personal valuesN/AR3Perform tasks related to effective personal management skillsN/AR4Demonstrate interpersonal skillsN/AR5Demonstrate etiquette and courtesyN/AR6Demonstrate effectiveness in oral and written communicationN/AR7Develop and maintain a code of professional ethicsN/AR8Maintain a good professional appearanceN/AR9Perform basic tasks related to securing and terminating employmentN/AR10Perform basic parliamentary procedures in a group meetingN/A  Building and Grounds Maintenance Competency Math IntegrationGroupCompetency Master Namemath topicsstrategiesa1Identify building maintenance occupations and related fieldsNAa2Identify safe work site procedures/practices, including fall protection and confined spaceNAa3Identify emergency first-aid procedures, including MSDS (material safety data sheets)NAa4Identify fire safety equipmentNAa5Identify hand toolsNAa6Identify power toolsNAa7Identify measuring instrumentsNAa8Identify blueprints/schematics and as-built drawings1,4,7,8Ca9Identify cause-and-effect relationships (e.g., water and dirt intrusion)NAa10Identify awareness of the environmental impact of hazardous waste (e.g., asbestos)NAa11Identify and apply maintenance as it relates to building codes and applicable lawsNAa12Identify anchors and fastenersNAb1Identify carpentry safety practicesNAb2Demonstrate safe and proper use of a ladderNAb3Demonstrate safe and proper use of scaffoldingNAb4Replace/install exterior doors8,1bOJb5Replace/install exterior doors operating hardware8,1bOJb6Replace/repair windows8,1bOJb7Replace/repair/install siding7f,6e,6c,7a,8OJb8Replace/repair exterior trim8,1bOJb9Replace/repair roof flashing8,1bOJb10Replace/repair roofing7f,6e,6c,7a,8OJb11Replace/repair downspouts and guttering8,1bOJb12Perform weatherizing proceduresc1Identify plumbing safety practicesc2Cut, clean and glue plastic pipe8,1bOJc3Cut, clean and solder copper pipe8,1bOJc4Cut and thread pipe8,1bOJc5Form a flare8,1bOJc6Assemble a compression fitting8,1bOJc7Rough-in plumbing fixtures8,1bOJc8Replace/repair plumbing fixturesc9Locate and repair leaks in pipes and linesc10Clean traps, drains and ventsc11Replace/repair/install plumbing accessories8,1bOJc12Identify backflow preventionc13Service water heaterd1Identify electrical safety practicesd2Troubleshoot and replace outlets, switches, fuses, conductors, breakers, and fixtures8OJd3Bend and connect conduit8,1bOJd4Wire circuits of 120V and 240V according to code8,1bOJd5Wire a low-voltage circuit using a schematic8,1bOJd6Use electrical test equipment8OJd7Identify power supplies8,1bOJd8Install/replace/service alarms and detectors8,1bOJe1Review carpentry safety practicese2Repair drywall/plaster wall8,1bOJe3Replace/repair interior walls8,1bOJe4Replace/repair interior door operating hardware8,1bOJe5Identify procedures for replacing, repairing and/or installing floor coverings7f,6e,6c,7a,8OJe6Replace, repair and/or install suspended ceiling system8,1bOJe7Install wall and/or ceiling insulation8,1bOJe8Install or replace interior trim8,1bOJe9Install or replace ceramic tile7f,6e,6c,7a,8OJe10Replace/repair interior doors8,1bOJf1Identify finishing safety practicesf2Prepare surface for finishf3Select finishing materials7f,6e,6c,7a,8Cf4Prepare finishing materialsf5Clean and properly store finishing equipment and materialsf6Apply finishing materialsh1Identify masonry safety practicesh2Set forms8,1bOJh3Mix concrete4dOJh4Patch and/or repair concrete structures4dOJh5Pour and finish concrete7f,6e,6c,7a,8OJh6Mix mortar4dOJh7Remove, repair walls and/or replace blocks8,1bOJh8Remove, repair walls and/or replace bricks8,1bOJI1Identify safety practicesI2Change oil, filters and service breathers8,1bOJI3Remove, repair and service spark plugs8OJI4Sharpen and balance blade; lubricate spindle assembliesI5Select and add fuel4dOJI6Test the coil, condenser, armature, and flywheel magnets8,1bOJI7Remove and replace contact points and condenser8OJI8Clean and/or replace air filter and cooling systemNAI9Adjust and/or replace beltsNAI10Service batteryNAI11Service trimmerNAI12Clean and store MaintenanceNAj1Identify grounds maintenance safety proceduresNAj2Mow & trim grassNAj3Prune trees, shrubs, and vinesNAj4Prepare and/or repair concrete structuresNAj5Plant and/or replace shrubs and ornamentalsNAj6Mix, apply, and store fertilizer4dOJj7Identify weed-control proceduresNAj8Identify procedures for use of pesticidesNAk1Demonstrate an understanding of VICA, its structure and activitiesNAk2Demonstrate an understanding of one's personal valuesNAk3Perform tasks related to effective personal management skillsNAk4Demonstrate interpersonal skillsNAk5Demonstrate etiquette and courtesyNAk6Demonstrate effectiveness in oral and written communicationNAk7Develop and maintain a code of professional ethicsNAk8Maintain a good personal appearanceNAk9Perform basic tasks related to securing and terminating employmentNAk10Perform basic parliamentary procedures in a group meetingNAl1Identify welding safety practicesNAl2Set up oxyacetylene welding equipmentNAl3Demonstrate proper use of oxyacetylene welder/cutterNAl4Demonstrate proper transport and storage of tanksNAl5Set up arc welderNAl6Weld with arc welderNANot Taught in Class2OCNot Taught in Class3OCNot Taught in Class5OCNot Taught in Class6OC Child Care Math Competency IntegrationGroupCompetency Master NameMath TopicsStrategiesA1Plan and implement safe and legal field tripsNAA2Provide and maintain safety indoors and outdoorsNAA3Respond to emergency situations appropriatelyNAA4Practice secure procedures for releasing children from the centerNAB1Meet health requirements1B, 5AC, OJB2Plan, prepare and serve nutritious meals or snacks2A, 2CC,RB3Assess child's health status and follow appropriate health procedures1A, 4C, 4BOJ, OJ, OJB4Provide and maintain proper sanitary conditionsNAB5Help children develop proper health habits2ACB6Recognize signs of suspected child abuse/neglectNAC1Plan and arrange learning centers for an early childhood program7ACC2Establish a balanced daily schedule1A, CC3Plan for individual and group needsNAC4Develop plans for daily activitiesNAD1Observe and describe a child's physical developmentNAD2Provide and develop appropriate large motor activitiesNAD3Provide activities to promote small motor skillsNAD4Plan and guide activities appropriate for outdoor play7ACD5Interact appropriately with child's physical activitiesNAD6Provide opportunities for sensory experience2ACE1Plan and guide appropriate language experiencesNAE2Guide the child in problem solving and decision makingNAE3Offer opportunities for emerging literacyNAE4Use play to support cognitive developmentNAE5Plan and guide developmentally appropriate pre-math activities1A, 2AC, CE6Plan and guide developmentally appropriate science and nature activities1A, 1B, 7AC, C, CE7Plan and guide developmentally appropriate social studies activitiesNAE8Observe and describe a child's cognitive developmentNAF1Use effective oral communicationNAF2Listen activelyNAF3Use written communication competentlyNAG1Evaluate characteristics of process-oriented activities for encouraging children's self-expressionNAG2Plan and guide opportunities for dramatic playNAG3Plan and guide creative art activitiesNAG4Plan and guide activities for self-expression through music and danceNAH1Encourage cooperation in playNAH2Identify the levels of playNAH3Help children develop appropriate social skillsNAH4Observe and describe child's level of social developmentNAI1Interact with child as an individual and in group settingsNAI2Identify behaviors that reflect negative and positive self-conceptsNAI3Recognize and respect the individual differences of child and familyNAI4Recognize children's special needsNAJ1Set and communicate limits for acceptable behaviorNAJ2Direct and guide positive behaviorsNAJ3Use strategies to provide guidance/intervention for inappropriate behaviorNAK1Develop and implement strategies to strengthen school/family partnershipsNAK2Communicate with family membersNAL1Demonstrate professional behaviorNAL2Provide a positive role model for child, parents, and coworkersNAL3Demonstrate enjoyment of working with young childrenNAL4Display good work habits1BOJL5Use problem-solving skills to enhance the program1A, 1B, C, CL6Balance social, home and work livesNAL7Accept constructive criticismNAL8Show interest in professional growthNAL9Recognize standards of accreditation of child-care programs2D, 5BC, C L10Utilize technology and other resources to influence positive change for children and familiesNAL11Maintain confidentiality about the child and the familyNANot taught in Class2bOCNot taught in Class2cOCNot taught in Class3OCNot taught in Class4aOCNot taught in Class5cOCNot taught in Class5dOCNot taught in Class5eOCNot taught in Class6OCNot taught in Class7bOCNot taught in Class7cOCNot taught in Class7dOCNot taught in Class7eOCNot taught in Class7fOCNot taught in Class8OC Collision Repair Technology Competency - Math IntegrationGroupCompetency Master NameMath TopicsStrategiesA1Identify opportunities in the auto body fieldnaA2Identify the basic construction of the auto bodynaB1Read a rule, fractional-inch and metric1ab,2a,8abcdC,OJB2Solve problems involving volume and ratios1abc,(4),8bC,OJC1Demonstrate safe use and maintenance of general hand toolsnaC2Demonstrate safe use and maintenance of auto body hand toolsnaC3Demonstrate safe use and maintenance of electric and pneumatic hand toolsnaC4Demonstrate safe use and maintenance of electric, pneumatic, and hydraulic equipmentnaC5Describe proper lifting and jacking techniques5bdC,OJD1Identify government agencies regulating the auto body industry (OSHA, EPA)naD2Identify general safety rulesnaD3Use protective clothing and equipmentnaD4Identify the proper use of fire protection equipmentnaD5Use chemicals safelynaD6Identify environmental effects of chemicalsnaD7Identify proper chemical disposal techniquesnaD8Identify information on and importance of MSD sheetsnaD9Identify important toxic substancesE1Diagnose and analyze damage1abc,(2),5b,(8)C,OJE2Use collision manuals(1),(2),5bC,OJE3Write a damage report inlogical sequence(1),(2),5b,8aeC,OJF1Identify auto body welding processesnaF2Use MIG welding safety proceduresnaF3Set up equipment for MIG welding1ab,5b,8bcdC,OJF4Prepare metal for MIG weldingnaF5Use weld-through primersnaF6Construct a MIG plug weldnaF7Construct a MIG continuous weldnaF8Construct a MIG stitch weldnaF9Weld high strength steel unibody structural componentsnaF10Identify oxyacetylene welding safety proceduresnaF11Set up and use equipment for oxyacetylene welding1ab,8bcdC,OJF12Set up and use equipment for oxyacetylene cutting1ab,8bcdC,OJF13Use protective clothing and equipmentnaG1Analyze damage1ab,2a,8bcdC,OJG2Clean the exterior surfacenaG3Roughout panelnaG4Shrink panelnaG5Prepare surface for body fillernaG6Apply body fillernaG7Finish body fillernaG8Apply corrosion protectionnaG9Use weld-on stud gun to repair sheet metalnaH1Identify plastic typesnaH2Analyze Damage1ab,8bcdC,OJH3Clean exterior and interior surfacesnaH4Perform chemical plastic weldingnaH5Perform airless plastic weldingnaH6Repair plastic with chemical fillers1ab,4bcC,OJI1Identify safety procedures when working with fiberglassnaI2Analyze damage1ab,8bc C,OJI3Prepare exterior and interior surfacesnaI4Reconstruct fiberglass panelsnaI5Section fiberglass panels1ab,8bcdC,OJJ1Remove and replace cosmetic panels, welded on1ab,2a,8bcdC,OJJ2Remove and replace structural panels, welded on1ab,2a,8bcC,OJJ3Remove and replace cosmetic panels, bolted on1ab,2a,8bcC,OJJ4Section non-structural panels, welded on1ab,2a,8bcC,OJK1Remove and replace bumpers, steel or aluminum1ab,2aC,OJK2Replace energy absorbers2aC,OJK3Remove and replace soft fascia covers1a,2aC,OJK4Repair soft fascia covers1a,4bcC,OJK5Identify refinishing equipmentnaL1Use safe painting practices, including the use of protective clothing and equipmentnaL2Use the paint gun with proper technique1ab,5bd,8cdeC,OJL3Service and maintain a spray gunnaL5Service and maintain the paint roomnaL6Identify HVLP paint systemsnaM1Identify surface preparation techniquenaM2Strip painted surfaces using chemicalsnaM3Demonstrate appropriate masking techniquesnaM4Prepare surface of new panelnaM5Prepare surface of damaged panelnaM6Demonstrate appropriate sanding techniquesnaM7Select and apply appropriate primer/primer surfacer/sealant1b,(4),8cdC,OJM8Perform guide coat/block sanding/reprime1b,(4)C,OJM9Identify topcoats and topcoat application procedures1ab,(4),8cdC,OJM10Mix and apply urethane enamel system1ab,(4),8cdC,OJM11Mix and apply basecoat/clearcoat system1ab,(4),8cdC,OJM12Tint and blend color coat1ab,(4),8cdC,OJM13Apply chip-resistant coating1ab,8cdC,OJM14Mix and apply flexible paint system1ab,(4),8cdC,OJM15Apply tri-coat paints1ab,(4),8cdC,OJM16Perform clearcoat repair without refinishingnaM17Perform clearcoat repair by refinishing1ab,(4)C,OJM18Perform paint detailing after refinishingnaN1Identify types of bolts and nuts, US and metric1ab,2aC,OJO1Remove and replace belt molding and trimnaO2Remove and replace diprail scalp molding and trimnaO3Remove and install glue-on molding and trimnaO4Locate and drill holes for molding and trim1ab,2a,8bcC,OJP1Remove and replace decals and stripesnaQ1Identify interior components and interior trimnaQ2Clean plain interior fabricsnaQ3Clean coated interior fabrics, genuine leather and molded plastic interior componentsnaQ4Clean polyurethane foam interior componentsnaQ5Clean painted interior surfacesnaQ6Clean black-rubber interior surfaces and weatherstripnaQ7Remove and replace seats1a,2aC,OJQ8Remove and replace seat tracks1a,2aC,OJQ9Remove and reinstall carpeting1a,2aC,OJQ10Remove and reinstall seat belts and shoulder harness1a,2aC,OJQ11Identify supplemental inflatable restraing systemsnaR1Identify vehicle glass and replacement proceduresnaR2Remove and replace a reveal moldingnaR3Remove and replace a gasket-type window or back glassnaR4Remove and replace glass with urethane sealantsnaR5Remove and replace glass with butyl tape kitnaR6Install bonded mirror brackets to windshieldnaR7Remove and replace a door handlenaR8Remove and replace a door trim panelnaR9Remove and replace a lock cylinder1ab,2aC,OJR10Remove and replace a door glass1a,2aC,OJR11Remove and replace a door glass regulator1ab,2aC,OJR12Inspect power windowsnaS1Identify electrical system componentsnaS2Service a battery1a,8bcC,OJS3Splice a wirenaS4Diagnose and repair electrical accessories1a,8bcC,OJT1Service a taillight assemblynaT2Service a headlight assemblynaT3Service mechanical headlights and coversnaT4Aim headlights using mechanical aiming equipmentnaU1Remove and replace a radiator1ab,2aC,OJU2Remove, inspect and replace V-Belts1ab,2aC,OJU3Test antifreeze solution1ab,5bC,OJU4Service fan blades and clutchesnaU5Check and service radiator and heater hoses8cdC,OJU6Inspect, repair, and replace auxiliary oil cooler1ab,2aC,OJU7Inspect, repair, and replace fuel, exhaust, and emissions systems1ab,2aC,OJV1Identify air conditioning system components and service proceduresnaV2Replace condenser1ab,2aC,OJV3Remove and reinstall compressor1ab,2aC,OJV4Test the system for leaks1ab,8bcC,OJV5Repair leaks in air conditioning system1ab,6c,8bcC,R,OJ,OC,OJV6Evacuate and charge system using vacuum pump or charging system1ab,6c,8bcC,R,OJ,OC,OJV7Check and service air conditioning hosesnaW1Identify front suspension systemsnaW2Identify rear suspension systemsnaW3Remove and reinstall front suspension systems1ab,2aC,OJW4Remove and reinstall rear suspension systems1ab,2aC,OJW5Identify steering systemsnaW6Perform suspension quick checksnaW7Service power steering systemnaW8Service brake systemnaW9Identify causes of uneven tire wearnaW10Inspect, repair, and replace steering system components1ab,2aC,OJX1Identify vehicle frame construction, conventional and unibodynaX2Identify frame and unibody terminologynaX3Identify the 5 types of damage1ab,2a,7d,8bcdCC,R,C,OJ,OJ,OC,OJX4Use and interpret specification manuals1ab,2a,5be,7d,8bcdC,C,C,R,C,OJ,OJ,OJ,OC,OJX5Identify characteristics and uses of high strength steelnaX6Analyze damage using datum gauge1ab,2a,8bcdC,OJX7Analyze damage using tram gauge and tape measure1ab,2a,8bcdC,OJX8Analyze damage using universal measuring system1ab,2a,7d,8bcdC,C,R,C,OJ,OJ,OC,OJY1Straighten and align structural damage1ab,2a,5be,7d,8bcdC,C,R,R,C,OJ,OJ.OC,OC,OJY2Replace component parts1ab,2a,8bcdC,OJY3Perform stress relief using shocknaY4Perform stress relief using heatnaY5Replace high strength steel1ab,2a,5e,8cdeC,OJY6Section component parts1ab,2a,7d,8bcdC,C,R,C,OJ,OJ,OC,OJY7Remove and reinstall mechanical components1ab,2aZ1Demonstrate an understanding of VICA, its structure and activitiesnaZ2Demonstrate an understanding of one's personal valuesnaZ3Perform tasks related to effective personal management skillsnaZ4Demonstrate interpersonal skillsnaZ5Demonstrate etiquette and courtesynaZ6Demonstrate effectiveness in oral and written communicationsnaZ7Develop and maintain a code of professional appearancenaZ8Maintain a good professional appearancenaZ9Perform basic tasks related to securing and terminating employmentnaZ10Perform basic parliamentary procedures in a group meetingnanot taught in class3OC Auto Technology Competency Math IntegrationGroupCompetency Master NameMath TopicsStrategiesA1Identify the safe use of chemicalsN/AA2Identify the safe use of hand toolsN/AA3Identify the safe use of power toolsN/AA4Identify the safe use of protective clothing and equipmentN/AA5Identify the safe use of fire protection equipmentN/AA6Identify the safe use of shop equipmentN/AA7Follow Environmental Protection Agency (EPA) and Occupational Safety and Health Act (OSHA) regulationsN/AB1Communicate with customers and write repair ordersN/AB2Estimate time and cost for job and order parts1,2CB3Obtain appropriate repair information from shop manualsN/AB4Practice clean and orderly work habits (vehicle, tools and work area)N/AC1Identify basic function and operation of vehicle mechanical componentsN/AC2Identify auto mechanics career opportunities and the duties of a technicianN/AD1Check continuity in electrical circuits using test light and voltmeter, oscilloscope and wiring diagram1,2,3,4,5,6,7,8CD2Check for shorts, opens, and grounds1,2,3,4,5,6,7,8CD3Measure resistance in electrical circuits using an ohmmeter1,2,3,4,5,6,7,8CD4Measure volts with a voltmeter or oscilloscope1,2,3,4,5,6,7,8CD5Measure current with an ammeter1,2,3,4,5,6,7,8CE1Clean and inspect battery clamps, cables, and connectorsN/AE2Perform battery condition tests1,2,OJE3Jump start a vehicleN/AE4Charge and install a batteryN/AF1Diagnose starting system and determine needed repair1,2,3,4,5,6,7,8OJF2Remove, clean, and inspect starter motor and componentsN/AF3Repair or replace starter motor componentsN/AG1Diagnose charging system and determine needed repairs1,2,3,4,5,6,7,8OJG2Remove, clean, and inspect alternatorN/AG3Repair or replace alternator componentsN/AG4Repair or replace charging system componentsN/AH1Diagnose lighting system problems and determine needed repairs1,2,3,4,5,6,7,8OJH2Repair or replace lights, sockets, wires, and switchesN/AI1Diagnose and repair gauge and warning circuits1,2,3,4,5,6,7,8OJI2Diagnose and repair electrical accessories (horn, wiper, motor)1,2,3,4,5,6,7,8OJJ1Conduct engine performance test using engine analyzer and determine needed repairs1,2,3,4,5,6,7,8OJJ2Inspect, repair, or replace primary ignition componentsN/AJ3Inspect, repair or replace secondary ignition componentsN/AJ4Adjust ignition system to manufacturer's specifications8OJJ5Perform on-board computer system diagnosisN/AJ6Repair or replace computer system componentsN/AK1Diagnose fuel system problems and determine needed repairs1,2,8OJK2Disassemble, clean, and inspect carburetorsN/AK3Reassemble and adjust carburetorsN/AK4Disassemble, clean, and inspect fuel injection componentsN/AK5Repair or replace fuel injection componentsN/AK6Adjust computer-controlled fuel systems (injection and carburetion)N/AK7Diagnose and repair exhaust system problemsN/AL1Clean, inspect/replace PCV system componentsN/AL2Clean, inspect/replace spark timing controllersN/AL3Clean, inspect/replace idle speed controllersN/AL4Clean, inspect/replace exhaust gas recirculationN/AL5Clean, inspect/replace air management systemN/AL6Clean, inspect/replace inlet air temperature controlN/AL7Clean, inspect/replace intake manifold heat controlsN/AL8Clean, inspect/replace fuel vapor controlsN/AM1Remove and replace engine (front- and rear-wheel drive)N/AN1Remove cylinder head(s)N/AN2Install cylinder head(s)1,2,8OJN3Recondition cylinder head1,2,8OJN4Inspect and replace cam and related components1,2,8OJO1Inspect and replace pans, covers, gaskets, and sealsN/AO2Disassemble, inspect, and clean short block assembleN/AO3Check and record short block measurements1,2,3,4,5,6,7,8OJO4Check and record component measurements1,2,3,4,5,6,7,8OJO5Clean and prep block and components for reassemblyN/AO6Reassemble short block components using correct lubricants gaskets, sealers, and torque specifications1,8OJP1Complete engine assemble and pre-lubeN/AP2Start engine and set fuel and ignition system to manufacturers specifications8OJQ1Inspect and repair oil system and componentsN/AQ2Perform cooling system tests; determine needed repairsN/AQ3Inspect, replace, and adjust drive belts and hosesN/AQ4Replace cooling system components (thermostat, radiator, controllers)N/AQ5Inspect coolant, drain, flush, and refill cooling system with recommended coolantN/AQ6Perform oil and lube service on normally aspirated and turbo-charged enginesN/AR1Diagnose and determine needed repairs on steering systems1,2,8OJR2Clean and inspect power and manual steering gear boxesN/AR3Reassemble, adjust and install power and manual steering gear boxesN/AR4Clean and inspect power and manual rackN/AR5Clean and inspect power and manual rack-and-pinion steering rackN/AR6Reassemble, adjust, and install power and manual rack-and-pinion steering rackN/AR7Inspect and repair steering columnsN/AR8Inspect and replace steering linkage componentsN/AR9Inspect, repair, and replace power steering pumpsN/AS1Diagnose and determine needed repairs on conventional front suspension systemsN/AS2Inspect and repair control arm and spring assemblies on conventional systemsN/AS3Inspect and repair wheel spindles and bearingsN/AS4Inspect and replace shock absorbers and stabilizer barsN/AS5Diagnose and determine needed repairs on MacPherson Strut AssembliesN/AS6Clean, inspect, and assemble MacPherson strut assembliesN/AT1Diagnose and determine needed repairs on conventional rear suspension systemsN/AT2Inspect and replace shock and spring assembliesN/AT3Inspect and replace MacPherson strut assembliesN/AT4Inspect and repair suspension linkage and bushingsN/AU1Diagnose steering and tire wear problems, determine needed repairs1,2,3,4,5,6,7,8CU2Set correct alignment angles on front wheels1,2,3,4,5,6,7,8OJU3Set correct camber and toe on rear wheels1,2,3,4,5,6,7,8,OJU4Rotate and balance tire and wheel assemblies1,8OJV1Diagnose hydraulic brake systems and determine needed repairsN/AV2Inspect and repair or replace master cylinders and lines of the hydraulic systemN/AV3Inspect and replace switches and valving devicesN/AW1Diagnose and determine needed repairs on drum brake systems1,2,7e,8OJW2Remove, clean, and inspect drum brake assembliesN/AW3Repair, replace, and adjust drum brake componentsN/AX1Diagnose and determine needed repairs on disc brake systems1,2,8OJX2Remove, clean, and inspect disc brake componentsN/AX3Repair, replace, and adjust disc brake componentsN/AY1Diagnose and determine needed repairs on power-assist brakesN/AY2Repair or replace power brake componentsN/AY3Check operation of anti-skid braking systems; adjust or repair according to manufacturer's recommendationsN/AZ1Diagnose, performance test, and determine needed repair for clutch assemblyN/AZ2Replace and adjust clutch assemblyN/AZAA1Inspect, service and replace front axle shaftsN/AZBB1Diagnose and determine needed repairs on hub assembliesN/AZBB2Disassemble, clean and inspect hub assembliesN/AZBB3Reassemble and adjust hub assembliesN/AZCC1Diagnose and performance test A/C systems for problems and determine needed repairsN/AZCC2Clean, inspect, and repair A/C system componentsN/AZCC3Evacuate and charge A/C system and performance testN/AZCC4Diagnose and repair automatic and electrical temperature control unitsN/AZDD1Diagnose and repair heating system problems and determine needed repairsN/AZDD2Inspect and replace heating system componentsN/AZEE1Demonstrate an understanding of VICA, its structure and activitiesN/AZEE2Demonstrate an understanding of one's personal valuesN/AZEE3Perform tasks related to effective personal management skillsN/AZEE4Demonstrate interpersonal skillsN/AZEE5Demonstrate etiquette and courtesyN/AZEE6Demonstrate effectiveness in oral and written communicationN/AZEE7Develop and maintain a code of professional ethicsN/AZEE8Maintain a good professional appearanceN/AZEE9Perform basic tasks related to securing and terminating employmentN/AZEE10Perform basic parliamentary procedures in a group meetingN/A Arcadia Valley CTC Appendix D Career Preparation Name: ____________________________________ Vocational Program: _______________________________ My career goal for one year after graduation from high school. This should be, one to three sentences that describe your career goal for one year after high school graduation. My career goals for five years after graduation from high school. This can be a bulleted list, of one to three sentences that describe the career goals you would like to have accomplished within the first five years after high school graduation. My current plans for next year: (Date) Provide at least the following: A paragraph description of your overall plan List what steps you will need to complete your plan Describe how the step will be completed Include resources needed List who will assist you with each step Employment Find at least three want ads for a job in your local area (local area is defined as any where you would be willing to work upon graduation) Contact at least one of the potential work sites (letter, phone, personal contact) Complete at least one job application and place a copy of it in this folder Post-Secondary Education List your choices for post-secondary attendance Contact at least one of your choices: Catalog/Bulletin Entrance requirements Application Financial assistance Estimated expenses (tuition, housing, transportation, books and fees) Military Branch of service Contact recruiter Choose a military occupation ASVAB score Training required Training that would be helpful Appendix E National Council of Teachers of Mathematics Standards Number and Operations Standard Understand numbers, ways of representing numbers, relationships among numbers, and number systems develop a deeper understanding of very large and very small numbers and of various representations of them; compare and contrast the properties of numbers and number systems, including the rational and real numbers, and understand complex numbers as solutions to quadratic equations that do not have real solutions; understand vectors and matrices as systems that have some of the properties of the real-number system; use number-theory arguments to justify relationships involving whole numbers, Understand meanings of operations and how they relate to one another judge the effects of such operations as multiplication, division, and computing powers and roots on the magnitudes of quantities; develop an understanding of properties of, and representations for, the addition and multiplication of vectors and matrices; develop an understanding of permutations and combinations as counting techniques Compute fluently and make reasonable estimates develop fluency in operations with real numbers, vectors, and matrices, using mental computation or paper-and-pencil calculations for simple cases and technology for more-complicated cases. judge the reasonableness of numerical computations and their results. Algebra Understand patterns, relations, and functions generalize patterns using explicitly defined and recursively defined functions; understand relations and functions and select, convert flexibly among, and use various representations for them; analyze functions of one variable by investigating rates of change, intercepts, zeros, asymptotes, and local and global behavior; understand and perform transformations such as arithmetically combining, composing, and inverting commonly used functions, using technology to perform such operations on more-complicated symbolic expressions; understand and compare the properties of classes of functions, including exponential, polynomial, rational, logarithmic, and periodic functions; interpret representations of functions of two variables Represent and analyze mathematical situations and structures using algebraic symbols understand the meaning of equivalent forms of expressions, equations, inequalities, and relations; write equivalent forms of equations, inequalities, and systems of equations and solve them with fluencymentally or with paper and pencil in simple cases and using technology in all cases; use symbolic algebra to represent and explain mathematical relationships; use a variety of symbolic representations, including recursive and parametric equations, for functions and relations; judge the meaning, utility, and reasonableness of the results of symbol manipulations, including those carried out by technology. Use mathematical models to represent and understand quantitative relationships identify essential quantitative relationships in a situation and determine the class or classes of functions that might model the relationships; use symbolic expressions, including iterative and recursive forms, to represent relationships arising from various contexts; draw reasonable conclusions about a situation being modeled Geometry Standard Analyze change in various contexts approximate and interpret rates of change from graphical and numerical data. Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships analyze properties and determine attributes of two- and three-dimensional objects; explore relationships (including congruence and similarity) among classes of two- and three-dimensional geometric objects, make and test conjectures about them, and solve problems involving them; establish the validity of geometric conjectures using deduction, prove theorems, and critique arguments made by others; use trigonometric relationships to determine lengths and angle measures. Specify locations and describe spatial relationships using coordinate geometry and other representational systems use Cartesian coordinates and other coordinate systems, such as navigational, polar, or spherical systems, to analyze geometric situations; investigate conjectures and solve problems involving two- and three-dimensional objects represented with Cartesian coordinates. Apply transformations and use symmetry to analyze mathematical situations understand and represent translations, reflections, rotations, and dilations of objects in the plane by using sketches, coordinates, vectors, function notation, and matrices; use various representations to help understand the effects of simple transformations and their compositions. Use visualization, spatial reasoning, and geometric modeling to solve problems draw and construct representations of two- and three-dimensional geometric objects using a variety of tools; visualize three-dimensional objects and spaces from different perspectives and analyze their cross sections; use vertex-edge graphs to model and solve problems; use geometric models to gain insights into, and answer questions in, other areas of mathematics; use geometric ideas to solve problems in, and gain insights into, other disciplines and other areas of interest such as art and architecture. Measurement Standard Understand measurable attributes of objects and the units, systems, and processes of measurement make decisions about units and scales that are appropriate for problem situations involving measurement. Apply appropriate techniques, tools, and formulas to determine measurements analyze precision, accuracy, and approximate error in measurement situations; understand and use formulas for the area, surface area, and volume of geometric figures, including cones, spheres, and cylinders; apply informal concepts of successive approximation, upper and lower bounds, and limit in measurement situations; use unit analysis to check measurement computations. Data Analysis and Probability Standard Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them understand the differences among various kinds of studies and which types of inferences can legitimately be drawn from each; know the characteristics of well-designed studies, including the role of randomization in surveys and experiments; understand the meaning of measurement data and categorical data, of univariate and bivariate data, and of the term variable; understand histograms, parallel box plots, and scatterplots and use them to display data compute basic statistics and understand the distinction between a statistic and a parameter. Select and use appropriate statistical methods to analyze data for univariate measurement data, be able to display the distribution, describe its shape, and select and calculate summary statistics; for bivariate measurement data, be able to display a scatterplot, describe its shape, and determine regression coefficients, regression equations, and correlation coefficients using technological tools; display and discuss bivariate data where at least one variable is categorical; recognize how linear transformations of univariate data affect shape, center, and spread; identify trends in bivariate data and find functions that model the data or transform the data so that they can be modeled. Develop and evaluate inferences and predictions that are based on data use simulations to explore the variability of sample statistics from a known population and to construct sampling distributions; understand how sample statistics reflect the values of population parameters and use sampling distributions as the basis for informal inference; evaluate published reports that are based on data by examining the design of the study, the appropriateness of the data analysis, and the validity of conclusions; understand how basic statistical techniques are used to monitor process characteristics in the workplace. Understand and apply basic concepts of probability understand the concepts of sample space and probability distribution and construct sample spaces and distributions in simple cases; use simulations to construct empirical probability distributions; compute and interpret the expected value of random variables in simple cases; understand the concepts of conditional probability and independent events; understand how to compute the probability of a compound event. Problem Solving Build new mathematical knowledge through problem solving Solve problems that arise in mathematics and in other contexts Apply and adapt a variety of appropriate strategies to solve problems Monitor and reflect on the process of mathematical problem solving Reasoning and Proof Recognize reasoning and proof as fundamental aspects of mathematics Make and investigate mathematical conjectures Develop and evaluate mathematical arguments and proofs Select and use various types of reasoning and methods of proof Communication Organize and consolidate their mathematical thinking through communication Communicate their mathematical thinking coherently and clearly to peers, teachers, and others Analyze and evaluate the mathematical thinking and strategies of others; Use the language of mathematics to express mathematical ideas precisely Connections Recognize and use connections among mathematical ideas Understand how mathematical ideas interconnect and build on one another to produce a coherent whole Recognize and apply mathematics in contexts outside of mathematics Representation Create and use representations to organize, record, and communicate mathematical ideas Select, apply, and translate among mathematical representations to solve problems Use representations to model and interpret physical, social, and mathematical phenomena      AVCTC Embedded Credit -p.  PAGE 42- Bill Fournier, Evans Research Corp. Simon Giggs, Lexmark Canada Faye West, Alberta Research Council John Tyler, Dell Canada Support Michael Barr, Senior Researcher Ivey Business Consulting Group Support Frank Albanese, IDC Canada Myth of Paperless Office. Room for More Printer Manufacturers. RULES FOR ORDER OF OPERATIONS Operations MUST be performed in this order: Start with grouped symbols, starting with the innermost parentheses and working outward. Next, perform powers and roots in any order. Then, multiplication and division in order from '(<APSZ[dmtu~ﱣyk]L-=hcXh,D5B*CJOJQJ^JaJeh phr h\ORh3Z5B*CJ aJ phhVO5B*CJ aJ phheXM5B*CJ aJ phh3Z5B*CJ aJ phh,D5B*CJ aJ phh5B*CJ aJ phh.5B*CJ aJ ph h\ORh\OR5B*CJ aJ phhBt5B*CJ aJ phh-o5B*CJ aJ ph h-oh,D5B*CJ aJ ph h\ORh,D5B*CJ aJ ph([u 7pHd47$8$9DH$^HgdBt$Kd 7$8$9DH$^Ka$gd,D & Fd 7$8$9DH$gd & Fd 7$8$9DH$gdHd27$8$9DH$^HgdBt$Vd 7$8$9DH$^Va$gd,D$d7$8$9DH$a$gdR P8~6 > ? @ ] ^ ? U V  + , - . 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