Jay County High School Electronics and Computer Technology Curriculum Guide Grades 9-12 Domain –Careers Core Standard 1 Students analyze career and employment trends in Electronics and Computer Technology to prepare for future employment opportunity ELECTRONICS & COMPUTER STANDARD LITERACY STANDARD LEARNING ACTIVITIES ASSESSMENTS Determine the central or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Lecture, Guest speakers, Chapter reading, Online reading, Class Discussions, small group discussion Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTI-1.2 Recognize and explain the convergence of technologies. Determine the meaning of symbols, key and other domain-specific words and phrases as they are used in a specific scientific context Lecture, Guest speakers, Chapter reading, Online reading, Class Discussions, small group discussion Teacher observation, worksheet, performance, demonstration
relevant to grades 11-12 texts and topics ECTI-1.3 Investigate various careers associated with electronics and computer technology. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Lecture, Guest speakers, Chapter reading, Online reading, Class Discussions, small group discussion Written reports, oral report, student questions, teacher questions ECTI-1.4 Differentiate between the training and certification needed for different careers. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Lecture, speakers, Chapter reading, Online reading, Class Discussions, small group discussion Rubric, reflection, classroom critique, performance ECTI-1.5 Compare the advancement opportunities in various careers. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Lecture, Guest speakers, Chapter reading, Online reading, Class Discussions, small group discussion Written reports, oral report, student questions, teacher questions ECTI-1.6 Demonstrate project management skills. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Lecture, Guest speakers, Chapter reading, Online reading, Class Discussions, small group discussion Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration Domain –Safety Core Standard 2- Students apply concepts of safety as outlined in professional and governmental regulation to ensure personal and workplace security.
ELECTRONICS & COMPUTER STANDARD LITERACY STANDARD LEARNING ACTIVITIES ASSESSMENTS ECTI-2.1 Assess tools and hazards that are associated with technician activities in the workplace. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Lecture, speakers, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTI-2.2 Examine ladder handling, usage, and height safety concepts as outlined by OSHA. Follow precisely a complex multistep procedure when performing technical analyze the specific results based on explanations in the text. Lecture, Guest speakers, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTI-2.3 Recognize service vehicle safety concerns such as transporting ladders, securing equipment and materials, and providing driver screens inside the vehicle. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Lecture, speakers, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTI-2.4 Utilize lockout and tagging for potentially unsafe electrical or mechanical hazards. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 11-12 texts and topics Lecture, Guest speakers, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Written reports, oral report, student questions, teacher questions ECTI-2.5 Recognize personal safety precautions for working Determine the central or conclusions of a text; summarize complex concepts, Lecture, speakers, Chapter reading, Online reading, Class Discussions, Written reports, oral report, student questions, teacher questions
with electrical and electronic devices. processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. small group discussion, Test & Quizzes ECTI-2.6 Examine the human physiological reactions electrical shock causes. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Lecture, speakers, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Rubric, reflection, classroom critique, performance ECTI-2.7 down various degrees of current the human body can tolerate. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Lecture, Guest speakers, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Written reports, oral report, student questions, teacher questions ECTI-2.8 Explain the concept of First Aid and its particular importance to workers in electric and electronic fields. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Lecture, Guest speakers, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Multiple choice, matching, written response, teacher questions ECTI-2.9 Compare the different classes of fires (A, B, C & D) and the type of fire extinguishers used to fight them. Synthesize information from a of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Lecture, Guest speakers, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Written reports, oral report, student questions, teacher questions ECTI-2.10 Research fire safety regulations as specified by National Electrical Code (NEC) and National Fire Protection Association (NFPA) 70. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context Lecture, speakers, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Written reports, oral report, student questions, teacher questions
relevant to grades 11-12 texts and topics ECTI-2.11 Determine fiber optics hazards to skin and eyes. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Lecture, Guest speakers, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Written reports, oral report, student questions, teacher questions ECTI-2.12 Outline the safety precautions to be taken when working with diodes, transistors, thyristors, integrated circuits, optoelectronic devices, power supplies, amplifiers, operational amplifiers, oscillators, and wave-shaping circuits Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Lecture, Guest speakers, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTI-2.13 Examine static causes and CMS damage prevention straps, mats, and grounding technology. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Lecture, Guest speakers, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Multiple choice, matching, written response, teacher questions Domain – Soldering, De-soldering And Tools Core Standard 3- Students select the appropriate process and tools to perform soldering-desoldering operations. ELECTRONICS & COMPUTER STANDARD LITERACY STANDARD LEARNING ACTIVITIES ASSESSMENTS ECTI-3.1 Recognize solder safety as it pertains to burns Follow precisely a complex multistep procedure when Lecture, Guest speakers, Chapter reading, Online Teacher observation, worksheets, reflections,
ECTI-3.7 Recognize cold solder joints and explain the causes. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Lecture, Guest speakers, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTI-3.8 Contrast the differences between good and bad mechanical and electrical solder connections. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Lecture, Guest speakers, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Rubric, reflection, classroom critique, performance ECTI-3.9 Demonstrate proper care of solder and de-solder equipment and aids. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Lecture, Guest speakers, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Teacher observation, rubrics, reflection, student questions, performance ECTI-3.10 Assess de-soldering principles. informative/explanatory texts, including technical processes. Lecture, Guest speakers, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Rubric, reflection, classroom critique, performance ECTI-3.11 Compare various types of de-soldering equipment and how they are used. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Lecture, Guest speakers, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Teacher observation, rubrics, reflection, student questions, performance ECTI-3.12 Utilize braid-wick solder removers. Write informative/explanatory texts, including technical processes. Lab Multiple choice, matching, written response, teacher questions
Domain – DC Basics: Electrical Theory Core Standard 4- Students analyze basic electrical theory to apply concepts in equipment repair and maintenance. ELECTRONICS & COMPUTER STANDARD LITERACY STANDARD LEARNING ACTIVITIES ASSESSMENTS ECTI-4.1 Interpret the scientific symbols and metric prefixes used in DC electronics. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs using Breadboards & Electronics Workbench Lecture, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTI-4.2 Recognize the following electronic measurements and their application to DC electronics: current, voltage, resistance, and power. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs using Breadboards & Electronics Workbench Lecture, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTI-4.3 Determine electronic components and their usage: resistors, insulators, conductors, switches, fuses, circuit breakers, and batteries. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 11-12 texts and topics Labs using Breadboards & Electronics Workbench Lecture, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Multiple choice, matching, written response, teacher questions ECTI-4.4 Select appropriate tools for electronics troubleshooting. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs Breadboards & Electronics Workbench Lecture, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTI-4.5 Interpret electronic schematic diagrams. Analyze the author’s purpose in providing an explanation, describing a procedure, or Labs using Breadboards & Electronics Workbench Lecture, Chapter reading, Online Teacher observation, worksheets, reflections, student questions, teacher
discussing an experiment in a text, identifying important issues that remain unresolved. reading, Class Discussions, small group discussion, Test & Quizzes questions, worksheet, demonstration ECTI-4.6 Examine electrical and magnetic properties and their relation to various materials. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs using Breadboards & Electronics Workbench Lecture, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Multiple choice, matching, written response, teacher questions ECTI-4.7 Examine multimeter components and usage. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs using Breadboards & Electronics Workbench Lecture, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTI-4.8 Distinguish wire types and construction. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs using Breadboards & Electronics Workbench Lecture, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Rubric, reflection, classroom critique, performance ECTI-4.9 Examine wire gauges and identify specific purposes for each wire gauge. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 11-12 texts and topics Labs using Breadboards & Electronics Workbench Lecture, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTI-4.10 List common identifications for copper cables such as #18, #24, and UTP telephone cable. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Labs using Breadboards & Electronics Workbench Lecture, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Rubric, reflection, classroom critique, performance
divider and Wheatstone bridge circuits. small group discussion, Test & Quizzes questions, worksheet, demonstration Domain – AC Basics: Principles Of Alternating Current Core Standard 5- Students examine AC wave form characteristics and applications to apply concepts in equipment repair and maintenance. ELECTRONICS & COMPUTER STANDARD LITERACY STANDARD LEARNING ACTIVITIES ASSESSMENTS ECTI-5.1 Examine AC wave form characteristics: effective voltage (RMS), average voltage, negative alternation, positive alternation, wavelength, amplitude, and period Determine the central or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs Breadboards & Electronics Workbench Lecture, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTI-5.2 Calculate peak, RMS, and average voltage values for an AC wave form. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 11-12 texts and topics Labs Breadboards & Electronics Workbench Lecture, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Rubric, reflection, classroom critique, performance ECTI-5.3 Identify the frequency terms: cycle, hertz, and phase. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs using Breadboards & Electronics Workbench Lecture, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Teacher observation, rubrics, reflection, student questions, performance ECTI-5.4 Quote Ohms Law power, voltage, current, and Determine the central ideas or conclusions of a text; Labs using Breadboards & Electronics Workbench Lecture, Rubric, reflection, classroom critique, performance
resistance formulas. Solve for circuit values. summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes ECTI-5.5 Compare capacitor types; list common usages and methods of varying capacitance. Write informative/explanatory texts, including technical processes. Labs using Breadboards & Electronics Workbench Lecture, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTI-5.6 Compare inductor types and reasons for various core materials. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs using Breadboards & Electronics Workbench Lecture, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Rubric, reflection, classroom critique, performance ECTI-5.7 Recognize common types of transformers and list uses for each; explain why laminations are used. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs using Breadboards & Electronics Workbench Lecture, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Rubric, reflection, classroom critique, performance ECTI-5.8 Describe the requirement for inductance in AC electrical circuits identifying the difference between self and mutual inductance. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Labs using Breadboards & Electronics Workbench Lecture, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Rubric, reflection, classroom critique, performance
specific scientific context relevant to grades 11-12 texts and topics small group discussion, Test & Quizzes questions, worksheet, demonstration Domain – Circuit Analysis: Analog Devices and Circuits Core Standard 6 - Students verify circuits and their components ensuring proper operation within various electronic products. ELECTRONICS & COMPUTER STANDARD LITERACY STANDARD LEARNING ACTIVITIES ASSESSMENTS ECTI-6.1 Describe the purpose and use of diodes. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 11-12 texts and topics Labs using Breadboards & Electronics Workbench Lecture, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTI-6.2 Recognize the common types of diodes and their schematic symbols. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs using Breadboards & Electronics Workbench Lecture, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Multiple choice, matching, written response, teacher questions ECTI-6.3 Describe the purpose and of a transistor. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs Breadboards & Electronics Workbench Lecture, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration
ECTI-6.4 Identify schematic symbols and leads of a transistor. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Labs using Breadboards & Electronics Workbench Lecture, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Multiple choice, matching, written response, teacher questions ECTI-6.5 Describe NPN and PNP transistor bias. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs Breadboards & Electronics Workbench Lecture, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTI-6.6 Describe the purpose of an amplifier. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Labs using Breadboards & Electronics Workbench Lecture, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes ECTI-6.7 Describe classes of amplifier operation including CE, CC, and CB amplifiers. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs using Breadboards & Electronics Workbench Lecture, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTI-6.8 Examine multistage, RC coupled, Push-Pull and FET transistor amplifiers. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs Breadboards & Electronics Workbench Lecture, Chapter reading, Online reading, Class Discussions, small group discussion, Test & Quizzes Multiple choice, matching, written response, teacher questions
ELECTRONICS & COMPUTER STANDARD LITERACY STANDARD LEARNING ACTIVITIES ASSESMENTS ECTI-7.1 Using common practice hand tools, assemble and dissemble a personal computer. Write informative/explanatory texts, including technical processes. Labs Using Marcraft Computers, Lab Computers, Class Discussions, Small Group Discussion, Worksheets, Lectures Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTI-7.2 Using common practice software and test equipment, troubleshoot and Identify malfunctions on computer motherboards, secondary storage devices, and power supplies. Follow precisely a complex multistep procedure when performing technical analyze the specific results based on explanations in the text. Labs Using Marcraft Computers, Lab Computers, Class Discussions, Small Group Discussion, Worksheets, Lectures Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTI-7.3 Using common practice clear history & cookies Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs Using Marcraft Computers, Lab Computers, Class Discussions, Small Group Discussion, Worksheets, Lectures Teacher observation, rubrics, reflection, student questions, performance ECTI-7.4 Outline proper computer usage Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Labs Marcraft Computers, Lab Computers, Class Discussions, Small Group Discussion, Worksheets, Lectures Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTI-7.5 Examine the theory of operation, characteristics, and use of system memory. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs Using Marcraft Computers, Lab Computers, Class Discussions, Small Group Discussion, Worksheets, Lectures Matching, teacher questioning line
ECTI-7.6 Examine the theory of operation, characteristics, and use of the various buses used in computers. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs Using Marcraft Computers, Lab Computers, Class Discussions, Small Group Discussion, Worksheets, Lectures Matching, teacher questioning ECTI-7.7 Outline the categories of System Resources theory of operation and use. Write informative/explanatory texts, including technical processes. Labs Using Marcraft Computers, Lab Computers, Class Discussions, Small Group Discussion, Worksheets, Lectures Matching, teacher questioning ECTI-7.8 Explain the theory of operation, types, characteristics, and use of microprocessors. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs Marcraft Computers, Lab Computers, Class Discussions, Small Group Discussion, Worksheets, Lectures Matching, teacher questioning ECTI-7.9 Examine the operation, characteristics, and use of peripheral devices commonly used with computer systems. Write informative/explanatory texts, including technical processes. Labs Marcraft Computers, Lab Computers, Class Discussions, Small Group Discussion, Worksheets, Lectures Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTI-7.10 Troubleshoot and identify malfunctions on peripheral devices commonly used with computer systems using common practice software and test equipment. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs Using Marcraft Computers, Lab Computers, Class Discussions, Small Group Discussion, Worksheets, Lectures Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTI-7.11 Examine the operation, characteristics, and use of current operating systems. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs Marcraft Computers, Lab Computers, Class Discussions, Small Group Discussion, Worksheets, Lectures Matching, teacher questioning
ECTI-7.12 Outline spyware programming Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Labs Using Marcraft Computers, Lab Computers, Class Discussions, Small Group Discussion, Worksheets, Lectures Matching, teacher questioning ECTI-7.13 Outline connecting to a server Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs Using Marcraft Computers, Lab Computers, Class Discussions, Small Group Discussion, Worksheets, Lectures Written reports, oral report, student questions, teacher questions ECTI-7.14 Examine the operation and design of laptops and notebooks. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs Using Marcraft Computers, Lab Computers, Class Discussions, Small Group Discussion, Worksheets, Lectures Multiple choice, matching, written response, teacher questions ECTI-7.15 Describe the theory of operation and characteristics of File Management systems that are currently in use with computers. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs Marcraft Computers, Lab Computers, Class Discussions, Small Group Discussion, Worksheets, Lectures Teacher observation, worksheet, performance, demonstration ECTI-7.16 Explain the term “Integrated high voltage transformer” supply; explain how it differs from direct and power supply types. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs Using Marcraft Computers, Lab Computers, Class Discussions, Small Group Discussion, Worksheets, Lectures Written reports, oral report, student questions, teacher questions
ECTI-7.17 Describe basic computer networking topologies and protocols. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs Using Marcraft Computers, Lab Computers, Class Discussions, Small Group Discussion, Worksheets, Lectures Teacher observation, worksheet, performance, demonstration ECTI-7.18 Compare and Contrast various common word processing systems with emphasis on specific hot keys. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Labs Using Marcraft Computers, Lab Computers, Class Discussions, Small Group Discussion, Worksheets, Lectures Teacher observation, worksheet, performance, demonstration ECTI-7.19 Outline SCSI, termination, and SCSI IDs Follow precisely a complex multistep procedure when performing technical analyze the specific results based on explanations in the text. Labs Marcraft Computers, Lab Computers, Class Discussions, Small Group Discussion, Worksheets, Lectures Written reports, oral report, student questions, teacher questions ECTI-7.20 Flow General Purpose I/O Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs Using Marcraft Computers, Lab Computers, Class Discussions, Small Group Discussion, Worksheets, Lectures Written reports, oral report, student questions, teacher questions ECTI-7.21 Outline Internet Applications Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs Marcraft Computers, Lab Computers, Class Discussions, Small Group Discussion, Worksheets, Lectures Written reports, oral report, student questions, teacher questions
Domain – Electronics Systems Technician (EST) Core Standard 8- Students apply and adapt low voltage wiring procedures to ensure proper installation of residential and commercial electronic systems. ELECTRONICS & COMPUTER STANDARD LITERACY STANDARD LEARNING ACTIVITIES ASSESMENTS ECTI-8.2 Recognize differences between low-voltage and voltage to promote safety, efficiency, and quality on the job. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs Using Marcraft Panels, Handouts, Class Discussions, Small Group Discussions , Reading Chapters Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTI-8.3 Identify the four basic units of measurement used with electricity, and explain how they relate in Ohm’s Law. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 11-12 texts and topics Labs Marcraft Panels, Handouts, Class Discussions, Small Group Discussions , Reading Chapters Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTI-8.4 Interpret construction drawings and symbols on drawings, to promote safety, productivity, and quality on a job/project. Write informative/explanatory texts, including technical processes. Labs Using Marcraft Panels, Handouts, Class Discussions, Small Group Discussions , Reading Chapters Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTI-8.5 Outline the various types of documentation tools and methods used on a job/project. To promote safety, productivity, and quality. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs Using Marcraft Panels, Handouts, Class Discussions, Small Group Discussions , Reading Chapters Teacher observation, worksheet, performance, demonstration ECTI-8.6 Distinguish between various tools and test equipment and identify their Analyze the author’s purpose in providing an explanation, describing a procedure, or Labs Using Marcraft Panels, Handouts, Class Discussions, Written reports, oral report, student questions, teacher questions
uses, storage, and maintenance to promote safety, productivity, and quality on a job/project. discussing an experiment in a text, identifying important issues that remain unresolved. Small Group Discussions , Reading Chapters ECTI-8.8 Recognize and explain various construction methods and materials used to promote safety, productivity, and quality on a job/project. Write informative/explanatory texts, including technical processes. Labs Using Marcraft Panels, Handouts, Class Discussions, Small Group Discussions , Reading Chapters Written reports, oral report, student questions, teacher questions ECTI-8.9 Select appropriate wire and cable materials to complete specific jobs/projects. Produce and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Labs Using Marcraft Panels, Handouts, Class Discussions, Small Group Discussions , Reading Chapters Teacher observation, worksheet, performance, demonstration ECTI-8.10 Identify termination types, pin-out configuration, wire preparation and termination techniques and connection points on cables and equipment to promote safety, efficiency, accuracy and quality on a job/project. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs Using Marcraft Panels, Handouts, Class Discussions, Small Group Discussions , Reading Chapters Written reports, oral report, student questions, teacher questions ECTI-8.11 Identify color code standards for telephony, speakers, data, and video to promote safety, efficiency, and quality on a job/project. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 11-12 texts and topics Labs Using Marcraft Panels, Handouts, Class Discussions, Small Group Discussions , Reading Chapters Teacher observation, worksheet, performance, demonstration ECTI-8.12 Compare various fasteners, anchors and back boxes used to mount cable and other equipment to structures to promote safety, efficiency, and quality on the job. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Labs Using Marcraft Panels, Handouts, Class Discussions, Small Group Discussions , Reading Chapters Written reports, oral report, student questions, teacher questions
paraphrasing them in simpler but still accurate terms. ECTI-9.2 Measure how much current a robot draws. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs Using VEX & FIRST Robotics, Class Discussions, Small Group Discussions, Building robots, Reading & Handouts Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTI-9.3 Determine how much a motor will lift. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs Using VEX & FIRST Robotics, Class Discussions, Small Group Discussions, Building robots, Reading & Handouts Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTI-9.4 Assess how gear ratios affect and torque. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs VEX & FIRST Robotics, Class Discussions, Small Group Discussions, Building robots, Reading & Handouts Multiple choice, matching, written response, teacher questions ECTI-9.5 Design, build, and test a gear train. Write informative/explanatory texts, including technical processes. Labs Using VEX & FIRST Robotics, Class Discussions, Small Group Discussions, Building robots, Reading & Handouts Multiple choice, matching, written response, teacher questions ECTI-9.6 Determine if wheel size matters. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs Using VEX & FIRST Robotics, Class Discussions, Small Group Discussions, Building robots, Reading & Handouts Multiple choice, matching, written response, teacher questions ECTI-9.7 Examine the use and design of sensors in a Synthesize information from a of sources (e.g., texts, experiments, simulations) into a coherent understanding of a Labs Using VEX & FIRST Robotics, Class Discussions, Small Group Discussions, Multiple choice, matching, written response, teacher questions
process, phenomenon, or concept, resolving conflicting information when possible. Building robots, Reading & Handouts ECTI-9.8 Examine the role and use of encoders. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Labs VEX & FIRST Robotics, Class Discussions, Small Group Discussions, Building robots, Reading & Handouts Multiple choice, matching, written response, teacher questions ECTI-9.9 Program a robot to perform various tasks. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs Using VEX & FIRST Robotics, Class Discussions, Small Group Discussions, Building robots, Reading & Handouts Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTI-9.10 Distinguish between tele-operated (remote control) and autonomous devices. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs Using VEX & FIRST Robotics, Class Discussions, Small Group Discussions, Building robots, Reading & Handouts Multiple choice, matching, written response, teacher questions Domain – Mobile Electronics – Optional Core Standard 10- Students evaluate various mobile electronics systems to ensure proper installation and service. ELECTRONICS & COMPUTER STANDARD LITERACY STANDARD LEARNING ACTIVITIES ASSESMENTS ECTI-10.1 Distinguish between various mobile electronic equipment Labs Using Marcraft Mobile Dashboards, Class Discussions, Small Group Discussions, Handouts, reading on-line, and Text Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration
ECTI-10.2 Demonstrate component installation techniques Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs Using Marcraft Mobile Dashboards, Class Discussions, Small Group Discussions, Handouts, reading on-line, and Text Multiple choice, matching, written response, teacher questions ECTI-10.3 Examine audio installation components and techniques Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 11-12 texts and topics Labs Using Marcraft Mobile Dashboards, Class Discussions, Small Group Discussions, Handouts, reading on-line, and Text Multiple choice, matching, written response, teacher questions ECTI-10.4 Outline security System Architecture Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Labs Using Marcraft Mobile Dashboards, Class Discussions, Small Group Discussions, Handouts, reading on-line, and Text Multiple choice, matching, written response, teacher questions ECTI-10.5 Describe mobile navigation systems Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Labs Using Marcraft Mobile Dashboards, Class Discussions, Small Group Discussions, Handouts, reading on-line, and Text Written reports, oral report, student questions, teacher questions ECTI-10.6 Introduction to Mobile video systems and remote control start Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs Using Marcraft Mobile Dashboards, Class Discussions, Small Group Discussions, Handouts, reading on-line, and Text Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration
Reading Standards for Literacy in Technical Subjects 11-12 The standards below begin at grade 11 and define what students should understand and be able to do by the end of grade 12. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations – the former providing broad standards, the latter providing additional specificity. Key Ideas and Details ELECTRONICS & COMPUTER STANDARD LITERACY STANDARD LEARNING ACTIVITIES ASSESMENTS 11-12.RT.1 Cite specific textual evidence to support analysis of technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. Cite specific textual evidence to support analysis of technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. Labs using text books, on-line reading, writing technical procedures, hand written and computer software Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration 11-12.RT.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs using text books, on-line reading, writing technical procedures, hand written and computer software Written reports, oral report, student questions, teacher questions 11-12.RT.3 Follow precisely a complex multistep procedure when performing technical analyze the specific results based on explanations in the text. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs using text books, on-line reading, writing technical procedures, hand written and computer software Written reports, oral report, student questions, teacher questions
The standards below begin at grade 11 and define what students should understand and be able to do by the end of grade 12. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations – the former providing broad standards, the latter providing additional specificity. Text Types and Purposes ELECTRONICS & COMPUTER STANDARD LITERACY STANDARD LEARNING ACTIVITIES ASSESMENTS 11-12.WT.1 Write arguments focused on discipline-specific content. arguments focused on discipline-specific content. Labs using text books, on-line reading, writing technical procedures, hand written and computer software Written reports, oral report, student questions, teacher questions 11-12.WT.2 Write informative/explanatory texts, including technical processes. Write informative/explanatory texts, including technical processes. Labs using text books, on-line reading, writing technical procedures, hand written and computer software Written reports, oral report, student questions, teacher questions 11-12.WT.3 Students will not write narratives in technical subjects. Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In technical, students must be able to write precise enough descriptions of the step-by-step procedures they use in their technical work that others can replicate them and (possibly) reach the same results. Students will not write narratives in technical subjects. Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In technical, students must be able to write precise enough descriptions of the step-by-step procedures they use in their technical work that others can replicate them and (possibly) reach the same results. Labs using text books, on-line reading, writing technical procedures, hand written and computer software Written reports, oral report, student questions, teacher questions
Production and Distribution of Writing ELECTRONICS & COMPUTER STANDARD LITERACY STANDARD LEARNING ACTIVITIES ASSESMENTS 11-12.WT.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Labs using text books, on-line reading, writing technical procedures, hand written and computer software Written reports, oral report, student questions, teacher questions 11-12.WT.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Labs using text books, on-line reading, writing technical procedures, hand written and computer software Written reports, oral report, student questions, teacher questions 11-12.WT.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Labs using text books, on-line reading, writing technical procedures, hand written and computer software Written reports, oral report, student questions, teacher questions Research to Build and Present Knowledge ELECTRONICS & COMPUTER STANDARD LITERACY STANDARD LEARNING ACTIVITIES ASSESMENTS
11-12.WT.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Labs using text books, reading, writing technical procedures, hand written and computer software Written reports, oral report, student questions, teacher questions Electronics and Computer Technology II ELECTRONICS & COMPUTER STANDARD LITERACY STANDARD LEARNING ACTIVITIES ASSESMENTS ECTII-1.1 List tools and hazards that are associated with technician activities in the workplace. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Labs Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Multiple choice, matching, written response, teacher questions ECTII-1.2 List ladder handling, usage, and height Determine the central ideas or conclusions of a text; Labs using Electronics Workbench, Breadboards, Multiple choice, matching, written response, teacher questions
safety rules as outlined by OSHA. summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. and bench lab work. reading, text book, large group & small group discussions. ECTII-1.3 List service vehicle safety concerns such as transporting ladders, securing equipment and materials, and providing driver screens inside the vehicle. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Teacher observation, worksheet, performance, demonstration ECTII-1.4 Describe lockout and tagging rules for potentially unsafe electrical or mechanical hazards. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Multiple choice, matching, written response, teacher questions Describe personal safety precautions for working with electrical and electronic devices. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Teacher observation, worksheet, performance, demonstration ECTII-1.6 Describe the human physiological Synthesize information from a range of sources (e.g., texts, experiments, Labs using Electronics Workbench, Breadboards, and bench lab work. Multiple choice, matching, written response, teacher questions
reactions electrical shock causes. simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. reading, text book, large group & small group discussions. List various degrees of current the human body can tolerate. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Teacher observation, worksheet, performance, demonstration Explain the concept of First Aid and its particular importance to workers in electric and electronic fields. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Written reports, oral report, student questions, teacher questions ECTII-1.9 List and explain fire safety regulations as specified by National Electrical Code (NEC) and National Fire Protection Association (NFPA) 70 – To include understanding the different classes of fires and extinguishers used to fight them. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Labs Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Written reports, oral report, student questions, teacher questions
ECTII-1.10 List fiber optics hazards to skin and eyes. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Teacher observation, worksheet, performance, demonstration ECTII-1.11 Explain the reasons for safety in the following areas: electrical and electronic safety, electrostatic discharge (ESD), electromagnetic interference (EMI), fire safety, physical safety, fiber optics cable, magnets, safety and maintenance issues. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Written reports, oral report, student questions, teacher questions ECTII-1.12 List the safety precautions to be taken when working with diodes, transistors, thyristors, integrated circuits, optoelectronic devices, power supplies, amplifiers, operational amplifiers, oscillators, and circuits. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Labs Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Multiple choice, matching, written response, teacher questions ECTII-1.13 Employ skills necessary to differentiate among investigative typologies including Write informative/explanatory texts, including technical processes. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, Teacher observation, worksheet, performance, demonstration
offenses, offenders and victims. large group & small group discussions. ELECTRONICS & COMPUTER STANDARD LITERACY STANDARD LEARNING ACTIVITIES ASSESMENTS ECTII-2.1 Compare and contrast between 1 and 0; high and low; +5 and ground; and truth and false logic levels. Produce and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Labs Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Multiple choice, matching, written response, teacher questions ECTII-2.2 Identify and convert numbers between the decimal, binary, octal, and hexadecimal and BCD number systems. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTII-2.3 Identify and describe the function of AND, OR, Inverter, NAND, NOR, Buffer, Exclusive OR and Exclusive NOR gates. Write informative/explanatory texts, including technical processes. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration
Understand the uses for logic test probes. Write informative/explanatory texts, including technical processes. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTII-2.5 Create truth tables from design specifications and logic expressions Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTII-2.6 Create a logic expression and truth table from an AOI circuit. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 11-12 texts and topics Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration Develop an logic expression from a truth table. Write informative/explanatory texts, including technical processes. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration
Explain Boolean Algebra and its use in digital circuitry. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Multiple choice, matching, written response, teacher questions ECTII-2.9 Simplify a logic expression using the rules and laws of Boolean Algebra including DeMorgan's. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 11-12 texts and topics Labs Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Multiple choice, matching, written response, teacher questions ECTII-2.10 Simplify logic expressions containing two, three, or four variable K-Maps. Write informative/explanatory texts, including technical processes. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Teacher observation, worksheet, performance, demonstration ECTII-2.11 Compare and contrast a logic design using AOI, NAND, and NOR type combinational logic circuits. Write informative/explanatory texts, including technical processes. Labs Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Multiple choice, matching, written response ECTII-2.12 Determine the solution that uses the least number of ICs between AOI, NAND, and NOR type logic circuits. Write informative/explanatory texts, including technical processes. Labs Electronics Workbench, Breadboards, and bench lab work. reading, text book, Teacher observation, worksheet, performance, demonstration
ECTII-2.17 Design circuits using multiplexers and informative/explanatory texts, including technical processes. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Written reports, oral report, student questions, teacher questions ECTII-2.18 Use the two's complement process to add and subtract binary numbers. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 11-12 texts and topics Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Teacher observation, worksheet, performance, demonstration Design a circuit and understand the advantages and disadvatages of using a Programmable Logic Device (PLD). Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Written reports, oral report, student questions, teacher questions Describe the functions of the RS, D and JK type flip-flops. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTII-2.21 Know the difference between the synchronous and Synthesize information from a range of sources (e.g., texts, experiments, Labs Electronics Workbench, Breadboards, and bench lab work. Teacher observation, worksheet, performance, demonstration
asynchronous inputs of a flip-flop. simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. reading, text book, large group & small group discussions. ECTII-2.22 Describe the timing diagram of each type of flip-flop. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTII-2.23 Describe counter and register characteristics. Write informative/explanatory texts, including technical processes. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTII-2.24 Explain wave shaping circuits and explaining their purposes. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Multiple choice, matching, written response, teacher questions ECTII-2.25 Analyze up, down and modulus asynchronous and synchronous counters. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Multiple choice, matching, written response
ECTII-2.26 Know how to design counters and registers using SSI combinational gates and MSI integrated ICs. Determine the meaning of symbols, key and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 11-12 texts and topics Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Written reports, oral report, student questions, teacher questions ECTII-2.27 Analyze flip-flop applications such as event detectors, shift registers and frequency dividers. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Teacher observation, worksheet, performance, demonstration ECTII-2.28 Apply a programming software such as Quartus to program a VHDL device to test the operation and timing diagrams of a variety of basic logic circuits. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Teacher observation, worksheet, performance, demonstration Domain 3 - Circuit Analysis: Analog Devices and Circuits Students verify circuits and their components ensure proper operation within various electronic products.
based on explanations in the text. large group & small group discussions. ECT2-3.10 Identify the functions of specialized network devices Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Written reports, oral report, student questions, teacher questions ECT2-3.11 Explain the advanced features of a switch. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. ECT2-3.12 Explain the function of each of the OSI model. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Multiple choice, matching, written response ECT2-3.13 Explain the different methods and rationales for network performance. Synthesize information from a of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration
ECT2-3.14 Explain the purpose of network scanners. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 11-12 texts and topics Labs Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECT2-3.15 Explain the function of hardware and software security devices. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECT2-3.16 Explain the methods of network access security and common features of a firewall. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECT2-3.17 Explain methods of user authentication and issues that affect device security Write informative/explanatory texts, including technical processes. Labs using Electronics Workbench, Breadboards, and bench lab work. reading, text book, large group & small group discussions. ECT2-3.18 Identify common security threats and mitigation techniques Determine the central ideas or conclusions of a text; summarize complex Labs using Electronics Workbench, Breadboards, and bench lab work. Multiple choice, matching, written response
concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. reading, text book, large group & small group discussions. Domain : Pre-Wiring the Structure – Optional Core Standard 4- Students integrate wiring concepts into residential and commercial electronics installation procedures to ensure all installed system components work per industry specifications ELECTRONICS & COMPUTER STANDARD LITERACY STANDARD LEARNING ACTIVITIES ASSESSMENTS ECTII-4.1 Describe the task of roughing-in new structures, installing wall boxes, conduit, distribution boxes, speaker in-wall units, CCTV mounts, etc. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTII-4.2 Explain the use of wall plates and indicate proper locations. Write informative/explanatory texts, including technical processes. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTII-4.3 Describe purposes and locations for J-Hooks and cable trays. Produce clear and coherent writing in which the development, organization, Labs Marcraft panels and our pre-fab wall. Large group and small Multiple choice, matching, written response, teacher questions
and style are appropriate to task, purpose, and audience. group discussions. reading and text book reading. ECTII-4.4 Explain inductive signals and interference, their effects and precautions and separation distances for cabling. Determine the central or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration Outline the purposes of wiring, labeling, sizing, and all factors effecting wiring installation. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Multiple choice, matching, written response ECTII-4.6 Explain methods used to closely estimate cable requirements for individual applications Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs Marcraft panels and our pre-fab wall. Large group and small group discussions. reading and text book reading. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTII-4.7 Formalize a termination standard for connections Write informative/explanatory texts, including technical processes. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. Multiple choice, matching, written response
On-line reading and text book reading. Select a device to distribute audio and video throughout the house. Determine the meaning of symbols, key and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 11-12 texts and topics Labs Marcraft panels and our pre-fab wall. Large group and small group discussions. reading and text book reading. Multiple choice, matching, written response, teacher questions ECTII-4.9 Lay out wiring configuration for a surveillance system Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Multiple choice, matching, written response, teacher questions ECTII-4.10 Demonstrate calculations using the Power Formula and Ohm’s Law. Write informative/explanatory texts, including technical processes. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Written reports, oral report, student questions, teacher questions ECTII-4.11 Explain the purpose of electric circuit grounding and NEC rules for residences. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration
in simpler but still accurate terms. ECTII-4.12 Describe lightning hazards, lightning arrestors used in electronics applications and how ground blocks are used. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 11-12 texts and topics Labs Marcraft panels and our pre-fab wall. Large group and small group discussions. reading and text book reading. Teacher observation, rubric, oral report, reflection, classroom critiques, student questions, teacher questions, performance Diagram a basic telephone circuit. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTII-4.14 Differentiate between Internet – Cable TV- Wireless Systems and Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Teacher observation, rubric, reflection, student questions, teacher questions, performance ECTII-4.15 Explain bar coding and modern inventory control methods for residences. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Written reports, oral report, student questions, teacher questions ECTII-4.16 Explain manual, automatic, and Synthesize information from a range of sources Labs using Marcraft panels and our pre-fab Teacher observation, worksheets, reflections, student questions, teacher
programmable appliances control. (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. wall. Large group and small group discussions. On-line reading and text book reading. questions, worksheet, demonstration ECTII-4.17 Explain how energy management can control the overall load on the electrical grid. Determine the central or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTII-4.18 Describe the types of installation documents and drawings used for successful installation of low voltage systems (floor plans, RCP, elevations, schedules). Write informative/explanatory texts, including technical processes. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Written reports, oral report, student questions, teacher questions ECTII-4.19 Explain the Divide and Conquer troubleshooting method. For Prewire? Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTII-4.20 List common problems and solutions in cabling. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration
On-line reading and text book reading. Identify sources of on-line and phone technical help from product makers and suppliers Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs Marcraft panels and our pre-fab wall. Large group and small group discussions. reading and text book reading. Teacher observation, rubric, oral report, reflection, classroom critiques, student questions, teacher questions, performance Explain time or event automatic control operation. Write informative/explanatory texts, including technical processes. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTII-4.23 Describe the advantages of interfacing the network with the heating, ventilation and cooling system of the home. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Written reports, oral report, student questions, teacher questions Describe why and how home events data may be accessed. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration Explain how event sequences can be incorporated into a home Synthesize information from a range of sources (e.g., texts, experiments, Labs using Marcraft panels and our pre-fab wall. Large group and Written reports, oral report, student questions, teacher questions
control system and the advantages simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. small group discussions. On-line reading and text book reading. ECTII-4.26 Describe how programmable logic control (PLC) is utilized in home control systems. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 11-12 texts and topics Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Teacher observation, rubric, oral report, reflection, classroom critiques, student questions, teacher questions, performance Domain - Residential Wiring - Optional Core Standard 5-Students analyze the workings and configurations of residential electrical wiring. ELECTRONICS & COMPUTER STANDARD LITERACY STANDARD LEARNING ACTIVITIES ASSESSMENTS ECTII-5.1 Describe electrical symbols and conductors. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration Describe electrical wiring systems and boxes. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. Teacher observation, rubric, oral report, reflection, classroom critiques, student questions, teacher questions, performance
ECTII-5.7 Describe bath, hallway, front porch, and entry circuits. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTII-5.8 Understand kitchen, dining area, and living room circuits. Write informative/explanatory texts, including technical processes. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Teacher observation, rubric, reflection, student questions, teacher questions, performance ECTII-5.9 Describe laundry, study, rear entrance, and attic circuits. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTII-5.10 Describe family room and garage circuits. Determine the meaning of symbols, key and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 11-12 texts and topics Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Teacher observation, rubric, oral report, reflection, classroom critiques, student questions, teacher questions, performance Describe workshop circuits and basement circuits. Write informative/explanatory texts, including technical processes. Labs Marcraft panels and our pre-fab wall. Large group and small group discussions. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration
On-line reading and text book reading. ECTII-5.16 Understand oil/gas heating and heat/smoke detectors. (This is electrical??) Write informative/explanatory texts, including technical processes. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Teacher observation, rubric, reflection, student questions, teacher questions, performance ECTII-5.17 Describe television and telephone signal distribution systems. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs Marcraft panels and our pre-fab wall. Large group and small group discussions. reading and text book reading. Written reports, oral report, student questions, teacher questions ECTII-5.18 Understand entrance equipment and calculations. ????? Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Written reports, oral report, student questions, teacher questions Understand pools, spa and smart house wiring. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 11-12 texts and topics Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Written reports, oral report, student questions, teacher questions
ECTII-5.20 Understand remote control systems. Write informative/explanatory texts, including technical processes. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Written reports, oral report, student questions, teacher questions Domain - Alternative Energy: Photovoltaic - Optional Core Standard 6-Students analyze the workings and configurations of photovoltaic alternative energy systems. ELECTRONICS & COMPUTER STANDARD LITERACY STANDARD LEARNING ACTIVITIES ASSESSMENTS Identify major components of a Photovoltaic System. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTII-6.2 Identify types of PV systems. Write informative/explanatory texts, including technical processes. Labs Marcraft panels and our pre-fab wall. Large group and small group discussions. reading and text book reading. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTII-6.3 Identify panel types and characteristics. Synthesize information from a range of sources (e.g., texts, experiments, Labs using Marcraft panels and our pre-fab Teacher observation, rubric, oral report, reflection, classroom critiques, student
simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. wall. Large group and small group discussions. On-line reading and text book reading. questions, teacher questions, performance Determine proper installation sequence for Array and BOS. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs Marcraft panels and our pre-fab wall. Large group and small group discussions. reading and text book reading. Multiple choice, matching, written response, teacher questions ECTII-6.5 Install basic Array and BOS components Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. ECTII-6.6 Determine proper Array orientation Write informative/explanatory texts, including technical processes. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Multiple choice, matching, written response, teacher questions ECTII-6.7 Understand basic performance characteristics. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Teacher observation, rubric, oral report, reflection, classroom critiques, student questions, teacher questions, performance
ECTII-6.8 Understand basic systems sizing methods. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration Troubleshoot basic systems problems and installations errors. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTII-6.10 Understand safe working practices for: Working aloft (ladder, roof, lanyard and harness). This should be in the safety section in Domain 1 Determine the central or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Multiple choice, matching, written response, teacher questions ECTII-6.11 Understand safe working practices for: Working with hand and basic power tools. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Teacher observation, rubric, reflection, student questions, teacher questions, performance Understand safe working practices for: Eye and ear protection. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an Labs using Marcraft panels and our pre-fab wall. Large group and Teacher observation, rubric, reflection, student questions, teacher questions, performance
experiment in a text, identifying important issues that remain unresolved. small group discussions. On-line reading and text book reading. Understand safe working practices for: Electrical safety. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Teacher observation, rubric, reflection, student questions, teacher questions, performance Domain - Alternative Energy: Wind Energy Generation - Optional Core Standard 7-Students analyze the workings and configurations of small wind alternative energy systems. ELECTRONICS & COMPUTER STANDARD LITERACY STANDARD LEARNING ACTIVITIES ASSESSMENTS ECTII-7.1 Identify major components of a Small Wind System. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration ECTII-7.2 Identify types of SW systems. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration
based on explanations in the text. On-line reading and text book reading. Identify mounting and turbine types and characteristics. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 11-12 texts and topics Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Written reports, oral report, student questions, teacher questions ECTII-7.4 Determine proper installation for turbine types. Determine the meaning of symbols, key and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 11-12 texts and topics Labs Marcraft panels and our pre-fab wall. Large group and small group discussions. reading and text book reading. Multiple choice, matching, written response, teacher questions ECTII-7.5 Install basic small wind turbine components Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Teacher observation, worksheets, reflections, student questions, teacher questions, worksheet, demonstration Determine proper site location Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Written reports, oral report, student questions, teacher questions
ECTII-7.7 Understand basic performance characteristics. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Multiple choice, matching, written response, teacher questions ECTII-7.8 Understand basic systems sizing methods. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs Marcraft panels and our pre-fab wall. Large group and small group discussions. reading and text book reading. Multiple choice, matching, written response, teacher questions Troubleshoot basic systems problems and installation errors. Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Teacher observation, rubric, oral report, reflection, classroom critiques, student questions, teacher questions, performance ECTII-7.10 Understand safe working practices for: Tower safety. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Labs Marcraft panels and our pre-fab wall. Large group and small group discussions. reading and text book reading. Written reports, oral report, student questions, teacher questions ECTII-7.11 Understand safe working practices for: Working aloft (ladder, roof, lanyard and harness). Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an Labs Marcraft panels and our pre-fab wall. Large group and small group discussions. Multiple choice, matching, written response, teacher questions
experiment in a text, identifying important issues that remain unresolved. reading and text book reading. ECTII-7.12 Understand safe working practices for: Working with hand and basic power tools. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Multiple choice, matching, written response, teacher questions ECTII-7.13 Understand safe working practices for: Working with hand and basic power tools. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Labs Marcraft panels and our pre-fab wall. Large group and small group discussions. reading and text book reading. Teacher observation, rubric, reflection, student questions, teacher questions, performance ECTII-7.14 Understand safe working practices for: Electrical safety. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Labs using Marcraft panels and our pre-fab wall. Large group and small group discussions. On-line reading and text book reading. Teacher observation, rubric, reflection, student questions, teacher questions, performance