Archive for the ‘STEM Standards’ Category

STEM Standards for Research Design & Project Management

September 2, 2013

 

PROGRAM CONCENTRATION: Engineering &   Technology
CAREER PATHWAY:     Engineering
COURSE TITLE:  Research, Design, and Project   Management  
 
Research, Design, and Project Management is the   fourth course in the engineering pathway. This course provides students with   opportunities to work with students from other pathways as a member of a   design team. Research strategies, prototype testing and evaluation, and   communication skills are emphasized.
 
ENGR-RDPM1 – Students will become proficient in the   formal research techniques necessary to understand a technical problem.
 
(a) Develop a   research plan and schedule.
(b) Collect research   findings in an organized system.
(c) Choose   appropriate sources from which to collect research data (Internet, technical   journals, books, technical societies, university R&D, government   documents, experts, etc.).
(d) Discriminate   between relevant and irrelevant sources.
(e) Demonstrate   proficient interviewing skills.
 
Academic Standards:   
SCSh3. Students will identify and investigate   problems scientifically.
 
SCSh4. Students use tools and instruments for   observing, measuring, and manipulating scientific equipment and materials.
 
 
ENGR-RDPM2 – Students will use research techniques   to develop a design solution for to a technological problem.
 
(a) Use graphic organizers,   charts, graphs, and diagrams to categorize and evaluate research data.
(b) Apply graphic   organizer to narrow their research focus.
(c) Develop a   concise problem statement and constraints for technical problems.
(d) Evaluate past   solutions and proposed approaches for a technological problem.
(e) Develop and   prioritize possible solutions using a decision matrix.
 
Academic Standards:   
SCSh3. Students will identify and investigate   problems scientifically.

MM3P5. Students will represent   mathematics in multiple ways. 

 
 
ENGR-RDPM3 – Students will utilize research   techniques to test and evaluate designed prototypes.
 
(a) Identify methods   and resources for performing testing and evaluation of a designed solution.
(b) Develop procedures for testing the prototype.
(c) Apply   statistical analysis tools to evaluate test data.
(d) Compare results   of predictive analysis with prototype test data.
(e) Judge the   effectiveness of a prototype design and make recommendations for   improvements.
 
Academic Standards:   
SCSh3. Students will identify and investigate   problems scientifically.
 
SCSh4. Students use tools and instruments for   observing, measuring, and manipulating scientific equipment and materials.
 
SCSh5. Students will demonstrate the computation and   estimation skills necessary for analyzing data and developing reasonable   scientific explanations.
MM3P4. Students will make connections among   mathematical ideas and to other disciplines.   
 
 
ENGR-RDPM4 – Students will effectively communicate   research findings.
 

(a) Document   engineering activities using design briefs, portfolios, or engineering design   notebooks. 

(b) Compose a   technical research paper.
(c) Deliver a formal   oral presentation.
(d) Use appropriate   technology to create aids for their formal presentation.
(e) Provide informal   briefings on the status of their research.
 
Academic Standards:   
SCSh4. Students use tools and instruments for   observing, measuring, and manipulating scientific equipment and materials.
 
SCSh6. Students will communicate scientific   investigations and information clearly.
 
 
 
STEM Standards (common to all Engineering   &Technology courses)
 
Nature of Technology
ENGR-STEM1 – Students will recognize the systems,   components, and processes of a technological system.
 
(a) Describe the   core concepts of technology.
(b) Identify the   relationships among technologies along with connections to contemporary   issues.
(c) Apply lifelong   learning strategies necessary to understand the characteristics and scope of   technology.
 
 
Academic   Standards: 
SCSh1. Students will evaluate the importance of   curiosity, honesty, openness, and skepticism in science.
 
SCSh7. Students analyze how scientific knowledge is   developed.
MM3P4. Students will make connections among   mathematical ideas and to other disciplines.   
 
 
Technology and Society
ENGR-STEM2 – Students will identify the impact of   engineering and technology within global, economic, environmental, and   societal contexts.
 

(a) Describe the   social, economic, and environmental impacts of a technological process,   product, or system.

(b) Demonstrate   ethical and professional behavior in the development and use of technology.
(c) Explain the   influence of technology on history and the shaping of contemporary issues.
 
Academic Standards:   
SCSh7. Students analyze how scientific knowledge is   developed.
MM3P4. Students will make connections among   mathematical ideas and to other disciplines.   
 
 
Design
ENGR-STEM3 – Students will design technological   problem solutions using scientific investigation, analysis and interpretation   of data, innovation, invention, and fabrication while considering economic,   environmental, social, political, ethical, health and safety,   manufacturability, and sustainability constraints.
 
(a) Demonstrate   fundamental principles of design.
(b) Design and   conduct experiments along with analysis and interpretation of data.
(c) Identify and   consider realistic constraints relevant to the design of a system, component,   or process.
 
Academic Standards:   
SCSh1. Students will evaluate the importance of   curiosity, honesty, openness, and skepticism in science.
 
SCSh3. Students will identify and investigate   problems scientifically.
 
SCSh4. Students use tools and instruments for   observing, measuring, and manipulating scientific equipment and materials.
 
SCSh5. Students will demonstrate the computation and   estimation skills necessary for analyzing data and developing reasonable   scientific explanations.
 
SCSh8.   Students will understand important features of the process of scientific   inquiry.
MM3P1. Students will solve problems (using   appropriate technology). 
MM3P2. Students will reason and evaluate   mathematical arguments. 
 
 
Abilities for a Technological World
ENGR-STEM4 – Students will apply principles of   science, technology, engineering, mathematics, interpersonal communication,   and teamwork to the solution of technological problems.
 
(a) Work   cooperatively in multi-disciplinary teams.
(b) Apply knowledge   of mathematics, science, and engineering design.
(c) Demonstrate   strategies for identifying, formulating, and solving technological problems.
(d) Demonstrate   techniques, skills, and knowledge necessary to use and maintain technological   products and systems.
 
Academic Standards:   
SCSh3. Students will identify and investigate   problems scientifically.
 
SCSh4. Students use tools and instruments for   observing, measuring, and manipulating scientific equipment and materials.
 
SCSh5. Students will demonstrate the computation and   estimation skills necessary for analyzing data and developing reasonable   scientific explanations.
 
SCSh6. Students will communicate scientific   investigations and information clearly.
 
SCSh8. Students will understand important features   of the process of scientific inquiry.
MM3P4. Students will make connections among   mathematical ideas and to other disciplines.   
 
 
The Designed World
ENGR-STEM5 – Students will select and demonstrate   techniques, skills, tools, and understanding related to energy and power,   bio-related, communication, transportation, manufacturing, and construction   technologies.
 
(a) Correctly and   safely use common tools.
(b) Describe   strategies for selecting materials and processes necessary for developing a   technological system or artifact.
(c) Demonstrate   fundamental materials processing and assembly techniques.
(d) Evaluate the   interdependence of components in a technological system and identify those   elements that are critical to correct functioning.
(e) Apply analytical   tools to the development of optimal solutions for technological problems.
 
Academic   Standards: 
SCSh2. Students will use standard safety practices   for all classroom laboratory and field investigations.
 
SCSh3. Students will identify and investigate   problems scientifically.
 
SCSh4. Students use tools and instruments for   observing, measuring, and manipulating scientific equipment and materials.
 
SCSh5. Students will demonstrate the computation and   estimation skills necessary for analyzing data and developing reasonable   scientific explanations.
MM3P1. Students will solve problems (using   appropriate technology). 
MM3P2. Students will reason and evaluate   mathematical arguments. 
MM3P4. Students will make connections among   mathematical ideas and to other disciplines.   
 
 
Reading
ENGR-STEM6 – Students will enhance reading by   developing vocabulary and comprehension skills associated with text   materials, problem descriptions, and laboratory activities associated with   engineering and technology education.  
 
(a) Reading in all   curriculum areas.
(b) Discussing   books.
(c) Building   vocabulary knowledge.
(d) Establishing   context.
 
Academic Standards:   
ELAALRC2 The student participates in discussions   related to curricular learning in all subject areas. 
 
ELAALRC3 The student acquires new vocabulary in each   content area and uses it correctly. 
 
ELAALRC4 The student establishes a   context for information acquired by reading across subject areas. 
 
Leadership Development
ENGR-STEM7 – Students will develop leadership and   interpersonal problem-solving skills through participation in co-curricular   activities associated with the Technology Student Association.
 
(a) Demonstrate   effective communication skills.
(b) Participate in   teamwork to accomplish specified organizational goals.
(c) Demonstrate   cooperation and understanding with persons who are ethnically and culturally   diverse.
 
Academic   Standards:
MM3P3. Students will communicate   mathematically. 
MM3P5. Students will represent mathematics in   multiple ways. 
 
SCSh6. Students will communicate scientific   investigations and information clearly.
 
 
 
 
CTAE Foundation Skills
 
The Foundation Skills for Career, Technical and   Agricultural Education (CTAE) are critical competencies that students   pursuing any career pathway should exhibit to be successful. As core   standards for all career pathways in all program concentrations, these skills   link career, technical and agricultural education to the state’s academic   performance standards. 
 
The CTAE Foundation Skills are aligned to the   foundation of the U. S. Department of Education’s 16 Career Clusters.   Endorsed by the National Career Technical Education Foundation (NCTEF) and   the National Association of State Directors of Career Technical Education   Consortium (NASDCTEc), the foundation skills were developed from an analysis   of all pathways in the sixteen occupational areas. These standards were   identified and validated by a national advisory group of employers, secondary   and postsecondary educators, labor associations, and other stakeholders. The   Knowledge and Skills provide learners a broad foundation for managing   lifelong learning and career transitions in a rapidly changing economy.
 
CTAE-FS-1 Technical Skills: Learners achieve technical content skills 
necessary to pursue the full range of   careers for all 
pathways in the program concentration. 
 
CTAE-FS-2 Academic Foundations: Learners achieve state academic 
standards at or above grade level.
 
CTAE-FS-3 Communications: Learners use various communication 
skills in expressing and interpreting information.
 
CTAE-FS-4 Problem Solving and Critical Thinking: Learners define   
and solve problems, and use problem-solving and 
improvement methods and tools.
 
CTAE-FS-5 Information Technology Applications: Learners use   
multiple information technology devices to   access, 
organize, process, transmit, and communicate 
information. 
 
 
 
CTAE-FS-6 Systems: Learners understand a variety of organizational 
structures and functions.
 
CTAE-FS-7 Safety, Health and Environment: Learners employ safety, 
health and environmental management systems in 
corporations and comprehend their importance to 
organizational performance and regulatory   compliance.
 
CTAE-FS-8 Leadership and Teamwork: Learners apply leadership and 
teamwork skills in collaborating with others to   accomplish organizational goals and objectives. 
 
CTAE-FS-9 Ethics and Legal Responsibilities: Learners commit to   
work ethics, behavior, and legal responsibilities in   the 
workplace.
 
CTAE-FS-10 Career Development: Learners plan and manage 
academic-career plans and employment relations.
 
CTAE-FS-11 Entrepreneurship: Learners demonstrate understanding of 
concepts, processes, and behaviors associated   with 
successful entrepreneurial performance.
 
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STEM Standards for Engineering Applications

September 2, 2013

PROGRAM CONCENTRATION:             Science, Technology, Engineering and Mathematics

CAREER PATHWAY:                                 Engineering and Technology           

COURSE TITLE:                                         Engineering Applications

COURSE NUMBER:                                    21.47200

 

Engineering Applications is the third level course in the engineering pathway.  Students will apply their knowledge of Science, Technology, Engineering, and Math (STEM) to develop solutions to technological problems.    Solutions will be developed using a combination of engineering software and prototype production processes.  Students will use market research, cost benefit analysis, and an understanding of the design cycle to create and present design, marketing, and business plans for their solutions.  A capstone project will allow students to demonstrate their depth of knowledge of the engineering design process and prepare them for future opportunities in the field of engineering.

 

STEM-EA1 – Demonstrate employability skills required by business and industry.

The following elements should be integrated throughout the content of this course.

 

1.1       Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.

1.2       Demonstrate creativity with multiple approaches to ask challenging questions resulting in innovative procedures, methods, and products.

1.3       Exhibit critical thinking and problem solving skills to locate, analyze, and apply information in career planning and employment situations.

1.4       Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.

1.5       Apply the appropriate skill sets to be productive in a changing, technological, and   diverse workplace to be able to work independently, interpret data, and apply team work skills.

1.6       Present a professional image through appearance, behavior, and language.

 

STEM-EA2 – Demonstrate and follow safety, health, and environmental standards related to the STEM workplace and apply specific engineering tools, machines, materials and processes in a safe and orderly manner to formulate, analyze, and verify engineering practices and solutions.

 

2.1       Implement workplace and product safety standards such as OSHA, EPA, ISO, GMP, ADA, and UL.

2.2       Demonstrate and incorporate safe laboratory procedures in the classroom, lab, and field environments.

2.3       Explain the impact of safety standards such as OSHA, EPA, ISO, GMP, and UL as it relates to engineering fields.

2.4       Understand the environmental impact of engineering designs and processes.

2.5       Explain the criteria for selection of appropriate materials, tools, and processes.

2.6       Safely and effectively manipulate materials, tools, and processes.

2.7       Apply appropriate care and maintenance in the use of tools and machines.

 

STEM-EA3 – Identify and explore career opportunities in one or more engineering career pathways to build an understanding of the opportunities available in the STEM workplace.

 

3.1       Locate and identify career opportunities that appeal to personal career goals.

3.2       Match personal interests and aptitudes to selected careers.

3.3       Participate in career related field trips and/or career related presentations by professionals in STEM.

 

STEM-EA4 – Apply knowledge of the engineering design process to solve engineering/ technological problems in the STEM workplace.

 

4.1       Identify, define, and research a technological problem.

4.2       Utilize planning, time management, and leadership skills to organize an engineering project.

4.3       Research, select, and safely apply engineering concepts, machines, and tools for completion of the project.

4.4       Develop alternative solutions to a technological problem.

4.5       Select an appropriate solution that optimizes the outcome based on the specifications, constraints, and resources of the project.

4.6       Develop a 3D model of the solution using modeling software and/or physical materials.

4.7       Develop a working prototype of the solution

4.8       Test the prototype using engineering tools, concepts, and methods.

4.9       Analyze the results of the testing and modify the solution as needed.

 

STEM-EA5 – Employ planning and time management skills and tools to enhance results and complete work tasks.

 

5.1       Develop goals and objectives to complete a technological problem.

5.2       Prioritize tasks to be completed during a STEM project.

5.3       Develop timelines using time management knowledge and skills.

5.4       Use project-management skills to improve workflow of a STEM project.

 

STEM-EA6 – Apply oral, written, and visual communication skills to obtain, interpret, and present information to and from intended audiences.

 

6.1       Apply the ability to read, interpret, and analyze STEM materials discerning the information and concepts.

6.2       Use appropriate listening skills to obtain and interpret messages or information provided to clarify issues, ideas, plans, projects, or processes.

6.3       Demonstrate understanding by responding to and/or restating information that will clarify STEM techniques to be used and/or information to be applied to projects, plans, or processes.

6.4       Use effective oral, written, and visual methods to communicate concepts of STEM to an audience.

6.5       Utilize an engineering design notebook and/or portfolios to collect, organize, and document the design process.

 

STEM-EA7 – Students will develop appropriate models.

 

7.1       Understand the concept of model as it relates to engineering design.

7.2       Understand the concept of scale as it relates to models.

7.3       Prepare mock-up and scale models.

7.4       Create 3D models using appropriate software and technologies.

 

STEM-EA8 – Students will design and construct a testable prototype.

 

7.5       Understand the concept of prototype as it relates to engineering design.

7.6       Select and apply appropriate materials, tools, and processes for prototype development.

7.7       Consider end user experience and interface in prototype development.

7.8       Test prototype for performance, usability, and durability.

7.9       Assess and evaluate prototype testing data to recommend design improvements, optimization, or re-design of prototype.

 

STEM-EA9 – Understand engineering impacts of social, economic, design and environmental issues.

 

9.1       Apply knowledge of external issues such as time constraints, budget, supply chain and available technology that strain the engineering design process to optimize a solution to a STEM problem.

9.2       Analyze and connect the impacts of events in the global marketplace to understand the importance of national standards, supply chains, and timelines.

9.3       Analyze the sustainability and life cycle of an engineered product and their applications on a worldwide scale.

9.4       Connect cultural diversity to possible impacts on creating solutions to engineering design problems.

 

STEM-EA10 – Application of developed, detailed plans will be incorporated for all solutions for each design problem.

 

10.1     Analysis of design problems will be conducted and include flow charts, timelines, milestones, models, and other information to complete solutions.

10.2     Prove optimal solutions through the application of mathematical models and calculations necessary to complete predictive analysis.

10.3     Modify design plans and schedules that are informed directly by data collected and analyzed.

10.4     Critique the effectiveness and accuracy of design plans for each possible solution.

10.5     Implement failure analysis techniques to a design solution to enhance future solutions for a design problem.

 

STEM-EA-11 Students will explain the impact of business and marketing on engineering design.

 

11.1     Gather and synthesize information using social media and the internet.

11.2     Research the global nature of engineering design in multinational corporations.

11.3     Demonstrate an understanding of the design timeline, time to market, and the impact of a rapidly changing consumer market.

11.4     Generate and analyze market research in terms of consumer requirements, competitive landscape, and market opportunity.

11.5     Develop cost analysis and return on investment calculations.

11.6     Create Bills of Materials using spreadsheet software.

11.7     Determine labor and production costs

11.8     Apply supply and demand economics to determine market pricing

11.9     Create and present marketing plans to peers, decision makers, and potential investors.

 

STEM-EA-12 Students will apply the basic principles and concepts of Physics to optimize solutions to technological problems.

 

12.1     Demonstrate an understanding of the relationships between force, mass, gravity, and the movement of machines and objects.

12.2     Analyze the relationships between position, velocity, and acceleration in terms of maximizing system performance while controlling overall cost.

12.3     Apply Newton’s Three Laws of Motion to optimize design solutions.

12.4     Evaluate design solutions using the conditions required to maintain a system in a condition of static equilibrium.

12.5     Devise technical solutions that demonstrate an understanding of the relationships between work, power, and energy within a system.

12.6     Develop design alternatives by incorporating the principles of energy transformations.

12.7     Optimize design solutions by evaluating and selecting appropriate mechanical devices and electrical components.

STEM Standards for Engineering Concepts

September 2, 2013

 

PROGRAM CONCENTRATION: Engineering &   Technology

CAREER PATHWAY:     Engineering

COURSE TITLE:     Engineering Concepts

 

Engineering Concepts is second course in the   engineering pathway. This course introduces students to the fundamental   principles of engineering. Students learn about areas of specialization   within engineering and engineering design, and apply engineering tools and   procedures as they complete hands-on instructional activities.

 

ENGR-EC1 – Students will describe the history and   characteristics of engineering disciplines.

 

(a) Explain a   contemporary definition of engineering.

 

(b) Describe the   history and development of engineering.

 

(c) Compare and   contrast engineering to other approaches for solving technological and design   problems.

 

(d) Explain what   engineers do.

 

(e) Describe the   principal fields of engineering specialization and identify associated career   tracks.

 

(f) Identify   educational requirements for engineering occupations along with locations   where programs of study are available.

 

 

Academic Standards:   

SCSh8. Students will understand important features   of the process of scientific inquiry.

MM3P4. Students will make connections   among mathematical ideas and to other disciplines. 

 

 

ENGR-EC2 – Students will demonstrate the engineering   design process.

 

(a) Describe the   role of problem identification, problem definition, search, constraints,   criteria, alternative solutions, analysis, decision, specification, and   communication as activities comprising the engineering design process.

 

(b) Organize the   iterative processes necessary to develop and optimize a design solution.

 

(c) Apply   engineering design to the solution of a problem.

 

 

Academic Standards:   

SCSh1. Students will evaluate the importance of   curiosity, honesty, openness, and skepticism in science.

 

SCSh3. Students will identify and investigate   problems scientifically.

MM3P1. Students will solve problems (using   appropriate technology). 

MM3P2. Students will reason and evaluate   mathematical arguments. 

 

 

ENGR-EC3 – Students will solve problems using basic   engineering tools and resources.

 

(a) Explain various   measuring systems and their base units.

(b) Demonstrate applications of precision measuring   instruments to describe parts and inspect artifacts.

(c) Perform keyboard   functions using a scientific, hand-held calculator.

(d) Create an Excel   spreadsheet to perform basic arithmetic and algebraic computations on data   related to an engineering design problem.

(e) Use laboratory   tools and equipment to determine the properties of materials.

 

Academic Standards:   

SCSh4. Students use tools and instruments for   observing, measuring, and manipulating scientific equipment and materials.

 

SCSh5. Students will demonstrate the computation and   estimation skills necessary for analyzing data and developing reasonable   scientific explanations.

MM3P1. Students will solve problems (using   appropriate technology). 

MM3P2. Students will reason and evaluate   mathematical arguments. 

 

 

ENGR-EC4 – Students will demonstrate a whole systems   approach to engineering and problem solving.

 

(a) Explain the functions   engineers are responsible for as a team member in the design and development   of technological products and processes.

 

(b) Apply leadership   skills to participation in design team activities.

 

(c) Demonstrate a   team approach in applying engineering design to the solution of a   technological problem.

 

(d) Apply continuous   process improvement principles in designing a problem solution.

 

(e) Demonstrate   concurrent communication skills in developing a design solution.

 

 

Academic Standards:   

SCSh6. Students will communicate scientific   investigations and information clearly.

 

MM3P3. Students will communicate mathematically.

 

 

ENGR-EC5 – Students will apply engineering graphics   and technical writing to communication of an engineering design.  

 

(a) Use multi-view   projection and pictorial drawings to communicate design specifications.

(b) Apply   descriptive geometry and graphical vector analysis to the analysis of   engineering design problems.

(c) Apply accurate   dimensions to a technical drawing, including size and geometric tolerances

(d) Prepare a   proposal for an engineering design project.

(e) Document   engineering design processes using an engineering design notebook.

(f) Prepare a report   of engineering design activities including a description of analysis,   optimization, and selection of a final solution.

(g) Demonstrate oral communication skills in reporting   results of an engineering design activity.

 

Academic Standards:   

SCSh6. Students will communicate scientific   investigations and information clearly.

MM3P1. Students will solve problems (using   appropriate technology). 

 

MM3P3. Students will communicate mathematically.

MM3P5. Students will represent mathematics in   multiple ways. 

 

 

STEM Standards (common to all Engineering   &Technology courses)

 

Nature of Technology

ENGR-STEM1 – Students will recognize the systems,   components, and processes of a technological system.

 

(a) Describe the   core concepts of technology.

 

(b) Identify the   relationships among technologies along with connections to contemporary   issues.

 

(c) Apply lifelong   learning strategies necessary to understand the characteristics and scope of   technology.

 

 

Academic Standards:   

SCSh1. Students will evaluate the importance of   curiosity, honesty, openness, and skepticism in science.

 

SCSh7. Students analyze how scientific knowledge is   developed.

MM3P4. Students will make connections among   mathematical ideas and to other disciplines.   

 

 

Technology and Society

ENGR-STEM2 – Students will identify the impact of   engineering and technology within global, economic, environmental, and   societal contexts.

 

(a) Describe the   social, economic, and environmental impacts of a technological process,   product, or system.

 

(b) Demonstrate   ethical and professional behavior in the development and use of technology.

 

(c) Explain the   influence of technology on history and the shaping of contemporary issues.

 

 

Academic Standards:   

SCSh7. Students analyze how scientific knowledge is   developed.

MM3P4. Students will make connections among   mathematical ideas and to other disciplines.   

 

 

Design  

ENGR-STEM3 – Students will design technological   problem solutions using scientific investigation, analysis and interpretation   of data, innovation, invention, and fabrication while considering economic,   environmental, social, political, ethical, health and safety,   manufacturability, and sustainability constraints.

 

(a) Demonstrate   fundamental principles of design.

 

(b) Design and   conduct experiments along with analysis and interpretation of data.

 

(c) Identify and   consider realistic constraints relevant to the design of a system, component,   or process.

 

 

Academic Standards:   

SCSh1. Students will evaluate the importance of   curiosity, honesty, openness, and skepticism in science.

 

SCSh3. Students will identify and investigate   problems scientifically.

 

SCSh4. Students use tools and instruments for   observing, measuring, and manipulating scientific equipment and materials.

 

SCSh5. Students will demonstrate the computation and   estimation skills necessary for analyzing data and developing reasonable   scientific explanations.

 

SCSh8. Students will understand important features of   the process of scientific inquiry.  

MM3P1. Students will solve problems (using   appropriate technology). 

MM3P2. Students will reason and evaluate   mathematical arguments. 

 

 

Abilities for a Technological World

ENGR-STEM4 – Students will apply principles of   science, technology, engineering, mathematics, interpersonal communication,   and teamwork to the solution of technological problems.

 

(a) Work   cooperatively in multi-disciplinary teams.

 

(b) Apply knowledge   of mathematics, science, and engineering design.

 

(c) Demonstrate   strategies for identifying, formulating, and solving technological problems.

 

(d) Demonstrate   techniques, skills, and knowledge necessary to use and maintain technological   products and systems.

 

 

Academic Standards:   

SCSh3. Students will identify and investigate   problems scientifically.

 

SCSh4. Students use tools and instruments for   observing, measuring, and manipulating scientific equipment and materials.

 

SCSh5. Students will demonstrate the computation and   estimation skills necessary for analyzing data and developing reasonable   scientific explanations.

SCSh6.   Students will communicate scientific investigations and information clearly.

 

SCSh8. Students will understand important features   of the process of scientific inquiry.

MM3P4. Students will make connections among   mathematical ideas and to other disciplines.   

 

 

The Designed World

ENGR-STEM5 – Students will select and demonstrate   techniques, skills, tools, and understanding related to energy and power,   bio-related, communication, transportation, manufacturing, and construction   technologies.

 

(a) Correctly and   safely use common tools.

 

(b) Describe   strategies for selecting materials and processes necessary for developing a   technological system or artifact.

 

(c) Demonstrate   fundamental materials processing and assembly techniques.

 

(d) Evaluate the   interdependence of components in a technological system and identify those   elements that are critical to correct functioning.

 

(e) Apply analytical   tools to the development of optimal solutions for technological problems.

 

 

Academic Standards:   

SCSh2. Students will use standard safety practices   for all classroom laboratory and field investigations.

 

SCSh3. Students will identify and investigate   problems scientifically.

 

SCSh4. Students use tools and instruments for   observing, measuring, and manipulating scientific equipment and materials.

 

SCSh5. Students will demonstrate the computation and   estimation skills necessary for analyzing data and developing reasonable   scientific explanations.

MM3P1. Students will solve problems (using   appropriate technology). 

MM3P2. Students will reason and evaluate   mathematical arguments. 

MM3P4. Students will make connections among   mathematical ideas and to other disciplines.   

 

 

Reading

ENGR-STEM6 – Students will enhance reading by   developing vocabulary and comprehension skills associated with text materials,   problem descriptions, and laboratory activities associated with engineering   and technology education.

 

(a) Reading in all   curriculum areas.

 

(b) Discussing   books.

 

(c) Building   vocabulary knowledge.

 

(d) Establishing   context.

 

Academic Standards: 

ELAALRC2 The student participates in discussions   related to curricular learning in all subject areas. 

 

ELAALRC3 The student acquires new vocabulary in each   content area and uses it correctly. 

 

ELAALRC4 The student establishes a context   for information acquired by reading across subject areas. 

 

Leadership Development

ENGR-STEM7 – Students will develop leadership and   interpersonal problem-solving skills through participation in co-curricular   activities associated with the Technology Student Association.

 

(a) Demonstrate   effective communication skills.

 

(b) Participate in   teamwork to accomplish specified organizational goals.

 

(c) Demonstrate   cooperation and understanding with persons who are ethnically and culturally   diverse.

 

Academic Standards:

MM3P3. Students will communicate   mathematically. 

MM3P5. Students will represent mathematics in   multiple ways. 

 

SCSh6. Students will communicate scientific   investigations and information clearly.

 

 

 

CTAE Foundation Skills

 

The Foundation Skills for Career, Technical and   Agricultural Education (CTAE) are critical competencies that students   pursuing any career pathway should exhibit to be successful. As core   standards for all career pathways in all program concentrations, these skills   link career, technical and agricultural education to the state’s academic   performance standards. 

 

The CTAE Foundation Skills are aligned to the   foundation of the U. S. Department of Education’s 16 Career Clusters.   Endorsed by the National Career Technical Education Foundation (NCTEF) and   the National Association of State Directors of Career Technical Education   Consortium (NASDCTEc), the foundation skills were developed from an analysis   of all pathways in the sixteen occupational areas. These standards were   identified and validated by a national advisory group of employers, secondary   and postsecondary educators, labor associations, and other stakeholders. The   Knowledge and Skills provide learners a broad foundation for managing   lifelong learning and career transitions in a rapidly changing economy.

 

CTAE-FS-1 Technical Skills: Learners achieve technical content skills 

necessary to pursue the full range of   careers for all 

pathways in the program concentration. 

 

CTAE-FS-2 Academic Foundations: Learners achieve state academic 

standards at or above grade level.

 

CTAE-FS-3 Communications: Learners use various communication 

skills in expressing and interpreting information.

 

CTAE-FS-4 Problem Solving and Critical Thinking: Learners define   

and solve problems, and use problem-solving and 

improvement methods and tools.

 

CTAE-FS-5 Information Technology Applications: Learners use   

multiple information technology devices to   access, 

organize, process, transmit, and communicate 

information. 

 

CTAE-FS-6 Systems: Learners understand a variety of organizational 

structures and functions.

 

CTAE-FS-7 Safety, Health and Environment: Learners employ safety, 

health and environmental management systems in 

corporations and comprehend their importance to 

organizational performance and regulatory   compliance.

 

CTAE-FS-8 Leadership and Teamwork: Learners apply leadership and 

teamwork skills in collaborating with others to   accomplish organizational goals and objectives. 

 

CTAE-FS-9 Ethics and Legal Responsibilities: Learners commit to   

work ethics, behavior, and legal responsibilities in   the 

workplace.

 

CTAE-FS-10 Career Development: Learners plan and manage 

academic-career plans and employment relations.

 

CTAE-FS-11 Entrepreneurship: Learners demonstrate understanding of 

concepts, processes, and behaviors associated   with 

successful entrepreneurial performance.

STEM Standards for Research Design & Project Management

September 2, 2013

Standards

BHS   Implementation

ENGR-RDPM1 – Students   will become proficient in the formal research techniques necessary to   understand a technical problem.

 Unit 1 Basic research

ENGR-RDPM2 – Students will   use research techniques to develop a design solution for to a technological   problem.

 ,

 

Unit 2  Advance Research

ENGR-RDPM3 – Students will   utilize research techniques to test and evaluate designed prototypes.

 

 

 Unit 3 Prototype testing and evaulation

ENGR-RDPM4 – Students   will effectively

communicate research   findings.

  Unit 4    Project Management

STEM Standards for Foundations of Engineering & Technology

September 2, 2013

Course Standard 10

STEM-FET-10

Students explore how   related career and technology student organizations are integral parts of   career and technology education courses.    Students will develop leadership, interpersonal, and problem-solving   skills through participation in co-curricular activities associated with the   Technology Student Association.

 

 

10.1 Explain the goals, mission and objectives of   CTSO organizations.

 

10.2 Explore the impact and opportunities a student   organization (TSA) can develop to bring business and education together in a   positive working relationship through innovative leadership and career   development programs.

 

10.3 Explore the local, state, and national   opportunities available to students through participation in related student   organization (TSA) including but not limited to conferences, competitions,   community service, philanthropy, and other (TSA) activities. 

 

10.4 Explain how participation in career and   technology education student organizations can promote lifelong   responsibility for community service and professional development.

 

10.5 Demonstrate teamwork, leadership, interpersonal   relations, and project management.

 

10.6 Through teamwork, apply the skills and   abilities in requirements analysis and configuration control while working   with plans, processes, and projects as assigned.

 

10.7 Through teamwork, use the skills required in   project management to track and assess the progress of a plan, process, or   project as assigned.

 

10.8 Through teamwork, apply the skills in quality   assurance as well as those in process management and development for   appropriate applications of systems integration techniques to an assigned   project

 

10.9 Effectively use project management techniques   (e.g., teamwork, appropriate time management practices, effective   organizational skills, conduct analysis of cost, resources, and production   capacity, and quality practices with continuous improvement).

 

10.10 Understand and demonstrate proper work ethics   when working with plans, processes, and projects as assigned.

 

 

Support of CTAE Foundation   Course Standards and Common Core GPS and Georgia Performance Standards

ELACC9-10SL1: Initiate and participate effectively in a range of   collaborative discussions (one-on-one, in groups, and teacher-led) with   diverse partners on grades 9–10 topics, texts, and issues, building on   others’ ideas and expressing their own clearly and persuasively.

ELACC9-10SL4: Present information, findings, and supporting   evidence clearly, concisely, and logically such that listeners can follow the   line of reasoning and the organization, development, substance, and style are   appropriate to purpose, audience, and task.