- Fort Defiance High School
- Basic Technical Drawing Competencies
Verga, T. (Technology Education)
- Overview
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- Technology Foundations Syllabus
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- Manufacturing Systems.
- Basic Technical Drawing Syllabus
- Engineering Drawing syllabus
- Architectural Drawing
- 1st semester schedule
- Technology Foundations Competencies
- Basic Technical Drawing Competencies
- Engineering Drawing Competencies
- Architrectural Drawing Competencies
- Manufacturing Systems Competancies
- Technology Calendar
- Calendar
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2010/2011 Competency-Based Task/Competency List
Tasks/competencies designated by bullets in the left-hand column are considered essential statewide and are required of all students. In some courses, all tasks/competencies have been identified as essential. Tasks/competencies without bullets are considered optional; they and/or additional tasks/competencies may be taught at the discretion of the school division. Tasks/competencies marked with an asterisk (*) are considered sensitive, and teachers should obtain approval by the school division before teaching them.
Please note: Each task number links to additional framework information, including the task definition, SOL correlation, and other related data.
co-op not available18 weeksTechnology Foundations
TASKS/COMPETENCIESWorkplace Readiness Skills: Personal Qualities and People Skills•Demonstrate positive work ethic.•Demonstrate integrity.•Demonstrate teamwork skills.•Demonstrate self-representation skills.•Demonstrate diversity awareness.•Demonstrate conflict-resolution skills.•Demonstrate creativity and resourcefulness.Workplace Readiness Skills: Professional Knowledge and Skills•Demonstrate effective speaking and listening skills.•Demonstrate effective reading and writing skills.•Demonstrate critical-thinking and problem-solving skills.•Demonstrate healthy behaviors and safety skills.•Demonstrate an understanding of workplace organizations, systems, and climates.•Demonstrate lifelong-learning skills.•Demonstrate job acquisition and advancement skills.•Demonstrate time-, task-, and resource-management skills.•Demonstrate job-specific mathematics skills.•Demonstrate customer-service skills.Workplace Readiness Skills: Technology Knowledge and Skills•Demonstrate proficiency with technologies common to a specific occupation.•Demonstrate information technology skills.•Demonstrate an understanding of Internet use and security issues.•Demonstrate telecommunications skills.All Aspects of Industry
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Examine planning at the level of both an individual business and the overall industry.
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Explain management in terms of methods typically used to manage enterprises over time within the industry, as well as methods for expanding and diversifying workers' tasks and broadening worker involvement in decisions.
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Examine finance in regard to ongoing accounting and financial decisions and different methods for raising capital to start or expand enterprises.
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Describe technical and production skills that cover specific production techniques and alternative methods for organizing the production work, including methods that diversify and rotate workers' jobs.
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Examine the underlying principles of technology that provide an integrated study across the curriculum of the mathematical, scientific, social, and economic principles that underlie the industry's technology.
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Examine labor issues in terms of worker rights and responsibilities, labor unions and labor history, and methods for expanding workers' roles.
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Describe community issues in terms of the impact of the industry on the community and the community's impact on and involvement with the industry.
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Examine concepts of health, safety, and environmental issues in relation to both the workers and the larger community.
Addressing Elements of Student Life
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Identify the purposes and goals of the student organization.
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Explain the benefits and responsibilities of membership in the student organization as a student and in professional/civic organizations as an adult.
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Demonstrate leadership skills through participation in student organization activities, such as meetings, programs, and projects.
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Identify Internet safety issues and procedures for complying with acceptable use standards.
Using Information as a Technological Resource
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Obtain information through interviews, computer databases, and media resource centers.
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Convey three-dimensional objects on a two-dimensional surface, using conventional and computer technology.
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Use various technologies to prepare and present information regarding technological solutions.
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Identify career opportunities in a variety of technological systems.
Using Materials as a Technological Resource
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Identify materials by the major family groups.
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Trace materials used in common products to their source.
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Use tools, machines, and processes to change materials.
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Select materials for specific applications according to their properties.
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Recycle materials for useful means.
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Apply safety procedures and practices.
Using Energy as a Technological Resource
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Identify the sources of energy used in technological devices.
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Describe major forms of energy.
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Control the use of energy with mechanical, electrical, fluidic, and thermal systems.
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Conserve energy through technological modification.
Analyzing Consumer Products
Identify ways that consumer products have impacted people, society, and the environment.
Select a consumer product to analyze.
Gather product information.
Record information about the product, using computer technology.
Present information about the product, using computer technology.
Analyze how the product works, using mathematical and scientific concepts.
Identify an innovation that would improve the product.
Draw illustrations or construct models of the improved product.
Construct a display to explain the improved product, emphasizing mathematical and scientific concepts.
Report results of data collection, product analysis, and product improvement.
Understanding Technological Systems
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Explain the concept of a technological system.
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Distinguish between a system and a subsystem.
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Describe the impacts of technological systems on people, society, and the environment.
Designing and Building a System Controlled by Computers or Electronics
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Analyze a problem whose solution uses computer or electronic controls.
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Obtain information on the computer- or electronically-controlled options for solving the problem.
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Design the computer- or electronics-controlled application to be used for solving the problem.
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Construct a model of the application.
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Control the application with computers or electronics.
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Present information about the application, demonstrating how the controls work.
Designing a New or Improved Product to Solve a Problem
Identify the needs and wants of people in school, home, community, or world that could be solved through technological change.
Write a statement of the technological problem to be solved.
Gather information about the technological problem to be solved.
Create ideas, sketches, notes, and graphics of alternative solutions.
Select the best solution by applying knowledge of mathematics, science, technology, and other subjects.
Build a prototype of the best solution.
Evaluate the solution by comparing it with the problem statement.
Present the new or improved product to others.