Sophomore-10th grade Accounting/web design degree prep curriculum + History Lessons;Everything by 1950s Har-Zion went against co-existance preached in Ten Commandments. In order to combat such cult of hatred ; 1. one must not be guided by fear. 2. one must stay literate and historian of one's heritage 3. one must place priceless self-value on one's self-worth. 4. one must stay educated and choose freedom over control. 5. one must live Ten Commandment based. 6. One must be empowered to stand up to bullies once and for all. 7. One must have integrity and courage. 8. One must be free and Jesus-wise;One must choose wisdom and not wealth.

Network Fundamentals (Network+)

 Printable Version (pdf)   Course Description Core Standards of the CourseStandard 1.0 Media and Topologies – 20%Objective 1.1 Recognize the following logical or physical network topologies given a diagram, schematic or description:StarBusMeshRingObjective 1.2 Specify the main features of 802.2 (Logical Link Control), 802.3 (Ethernet), 802.5 (token ring), 802.11 (wireless), and FDDI (Fiber Distributed Data Interface) networking technologies, including:SpeedAccess method (CSMA / CA (Carrier Sense Multiple Access/Collision Avoidance) and CSMA / CD (Carrier Sense Multiple Access / Collision Detection))TopologyMediaObjective 1.3 Specify the characteristics (For example: speed, length, topology, and cable type) of the following cable standards:10BASE-T and 10BASE-FL100BASE-TX and 100BASE-FX1000BASE-T, 1000BASE-CX, 1000BASE-SX and 1000BASE-LX10 GBASE-SR, 10 GBASE-LR and 10 GBASE-ERObjective 1.4 Recognize the following media connectors and describe their uses:RJ-11 (Registered Jack)RJ-45 (Registered Jack)F-TypeST (Straight Tip)SC (Subscriber Connector or Standard Connector)IEEE 1394 (FireWire)Fiber LC (Local Connector)MT-RJ (Mechanical Transfer Registered Jack)USB (Universal Serial Bus)Objective 1.5 Recognize the following media types and describe their uses:Category 3, 5, 5e, and 6UTP (Unshielded Twisted Pair)STP (Shielded Twisted Pair)Coaxial cableSMF (Single Mode Fiber) optic cableMMF (Multimode Fiber) optic cableObjective 1.6 Identify the purposes, features and functions of the following network components:HubsSwitchesBridgesRoutersGatewaysCSU / DSU (Channel Service Unit / Data Service Unit)NICs (Network Interface Card)ISDN (Integrated Services Digital Network) adapters WAPs (Wireless Access Point)ModemsTransceivers (media converters)FirewallsObjective 1.7 Specify the general characteristics (For example: carrier speed, frequency, transmission type and topology) of the following wireless technologies:802.11 (Frequency hopping spread spectrum)802.11x (Direct sequence spread spectrum)InfraredBluetoothObjective 1.8 Identify factors which affect the range and speed of wireless service (For example: interference, antenna type and environmental factors).Standard 2.0 Protocols and Standards – 20%Objective 2.1 Identify a MAC (Media Access Control) address and its parts.Objective 2.2 Identify the seven layers of the OSI (Open Systems Interconnect) model and their functions.Objective 2.3 Identify the OSI (Open Systems Interconnect) layers at which the following network components operate:HubsSwitchesBridgesRoutersNICs (Network Interface Card)WAPs (Wireless Access Point)Objective 2.4 Differentiate between the following network protocols in terms of routing, addressing schemes, interoperability and naming conventions:IPX / SPX (Internetwork Packet Exchange / Sequence Packet Exchange)NetBEUI (Network Basic Input / Output System Extended User Interface)AppleTalk / AppleTalk over IP (Internet Protocol)TCP / IP (Transmission Control Protocol / Internet Protocol)Objective 2.5 Identify the components and structure of IP (Internet Protocol) addresses (IPv4, IPv6) and the required setting for connections across the Internet.Objective 2.6 Identify classful IP (Internet Protocol) ranges and their subnet masks (For example: Class A, B and C).Objective 2.7 Identify the purpose of subnetting.Objective 2.8 Identify the differences between private and public network addressing schemes.Objective 2.9 Identify and differentiate between the following IP (Internet Protocol) addressing methods:StaticDynamicSelf-assigned (APIPA (Automatic Private Internet Protocol Addressing))Objective 2.10 Define the purpose, function and use of the following protocols used in the TCP / IP (Transmission Control Protocol / Internet Protocol) suite:TCP (Transmission Control Protocol)UDP (User Datagram Protocol)FTP (File Transfer Protocol)SFTP (Secure File Transfer Protocol)TFTP (Trivial File Transfer Protocol)SMTP (Simple Mail Transfer Protocol)HTTP (Hypertext Transfer Protocol)HTTPS (Hypertext Transfer Protocol Secure)POP3 / IMAP4 (Post Office Protocol version 3 / Internet Message Access Protocol version 4)TelnetSSH (Secure Shell)ICMP (Internet Control Message Protocol)ARP / RARP (Address Resolution Protocol / Reverse Address Resolution Protocol)NTP (Network Time Protocol)NNTP (Network News Transport Protocol)SCP (Secure Copy Protocol)LDAP (Lightweight Directory Access Protocol)IGMP (Internet Group Multicast Protocol)LPR (Line Printer Remote)Objective 2.11 Define the function of TCP / UDP (Transmission Control Protocol / User Datagram Protocol) ports.Objective 2.12 Identify the well-known ports associated with the following commonly used services and protocols:20 FTP (File Transfer Protocol)21 FTP (File Transfer Protocol)22 SSH (Secure Shell)23 Telnet25 SMTP (Simple Mail Transfer Protocol)53 DNS (Domain Name Service)69 TFTP (Trivial File Transfer Protocol)80 HTTP (Hypertext Transfer Protocol)110 POP3 (Post Office Protocol version 3)119 NNTP (Network News Transport Protocol)123 NTP (Network Time Protocol)143 IMAP4 (Internet Message Access Protocol version 4)443 HTTPS (Hypertext Transfer Protocol Secure)Objective 2.13 Identify the purpose of network services and protocols (For example: DNS (Domain Name Service), NAT (Network Address Translation), ICS (Internet Connection Sharing), WINS (Windows Internet Name Service), SNMP (Simple Network Management Protocol), NFS (Network File System), Zeroconf (Zero configuration), SMB (Server Message Block), AFP (Apple File Protocol), LPD (Line Printer Daemon) and Samba).Objective 2.14 Identify the basic characteristics (For example: speed, capacity and media) of the following WAN (Wide Area Networks) technologies:Packet switchingCircuit switchingISDN (Integrated Services Digital Network)FDDI (Fiber Distributed Data Interface)T1 (T Carrier level 1) / E1 / J1T3 (T Carrier level 3) / E3 / J3OCx (Optical Carrier)X.25Objective 2.15 Identify the basic characteristics of the following internet access technologies:xDSL (Digital Subscriber Line)Broadband Cable (Cable modem)POTS / PSTN (Plain Old Telephone Service / Public Switched Telephone Network)SatelliteWirelessObjective 2.16 Define the function of the following remote access protocols and services:RAS (Remote Access Service)PPP (Point-to-Point Protocol)SLIP (Serial Line Internet Protocol)PPPoE (Point-to-Point Protocol over Ethernet)PPTP (Point-to-Point Tunneling Protocol)VPN (Virtual Private Network)RDP (Remote Desktop Protocol)Objective 2.17 Identify the following security protocols and describe their purpose and function:IPSec (Internet Protocol Security)L2TP (Layer 2 Tunneling Protocol)SSL (Secure Sockets Layer)WEP (Wired Equivalent Privacy)WPA (Wi-Fi Protected Access)802.1xObjective 2.18 Identify authentication protocols (For example: CHAP (Challenge Handshake Authentication Protocol), MS-CHAP (Microsoft Challenge Handshake Authentication Protocol), PAP (Password Authentication Protocol), RADIUS (Remote Authentication Dial-In User Service), Kerberos and EAP (Extensible Authentication Protocol)).Standard 3.0 Network Implementation – 25%Objective 3.1 Identify the basic capabilities (For example: client support, interoperability, authentication, file and print services, application support and security) of the following server operating systems to access network resources:UNIX / Linux / Mac OS X ServerNetwareWindowsAppleshare IP (Internet Protocol)Objective 3.2 Identify the basic capabilities needed for client workstations to connect to and use network resources (For example: media, network protocols and peer and server services).Objective 3.3 Identify the appropriate tool for a given wiring task (For example: wire crimper, media tester / certifier, punch down tool or tone generator).Objective 3.4 Given a remote connectivity scenario comprised of a protocol, an authentication scheme, and physical connectivity, configure the connection. Includes connection to the following servers:UNIX / Linux / MAC OS X ServerNetwareWindowsAppleshare IP (Internet Protocol)Objective 3.5 Identify the purpose, benefits and characteristics of using a firewall.Objective 3.6 Identify the purpose, benefits and characteristics of using a proxy service.Objective 3.7 Given a connectivity scenario, determine the impact on network functionality of a particular security implementation (For example: port blocking / filtering, authentication and encryption).Objective 3.8 Identify the main characteristics of VLANs (Virtual Local Area Networks).Objective 3.9 Identify the main characteristics and purpose of extranets and intranets.Objective 3.10 Identify the purpose, benefits and characteristics of using antivirus software.Objective 3.11 Identify the purpose and characteristics of fault tolerance:PowerLink redundancyStorageServicesObjective 3.12 Identify the purpose and characteristics of disaster recovery:Backup / restoreOffsite storageHot and cold sparesHot, warm and cold sitesStandard 4.0 Network Support – 35%Objective 4.1 Given a troubleshooting scenario, select the appropriate network utility from the following:Tracert / traceroutepingarpnetstatnbtstatipconfig / ifconfigwinipcfgnslookup / digObjective 4.2 Given output from a network diagnostic utility (For example: those utilities listed in objective 4.1), identify the utility and interpret the output.Objective 4.3 Given a network scenario, interpret visual indicators (For example: link LEDs (Light Emitting Diode) and collision LEDs (Light Emitting Diode)) to determine the nature of a stated problem.Objective 4.4 Given a troubleshooting scenario involving a client accessing remote network services, identify the cause of the problem (For example: file services, print services, authentication failure, protocol configuration, physical connectivity and SOHO (Small Office / Home Office) router).Objective 4.5 Given a troubleshooting scenario between a client and the following server environments, identify the cause of a stated problem:UNIX / Linux / Mac OS X ServerNetwareWindowsAppleshare IP (Internet Protocol)Objective 4.6 Given a scenario, determine the impact of modifying, adding or removing network services (For example: DHCP (Dynamic Host Configuration Protocol), DNS (Domain Name Service) and WINS (Windows Internet Name Service)) for network resources and users.Objective 4.7 Given a troubleshooting scenario involving a network with a particular physical topology (For example: bus, star, mesh or ring) and including a network diagram, identify the network area affected and the cause of the stated failure.Objective 4.8 Given a network troubleshooting scenario involving an infrastructure (For example: wired or wireless) problem, identify the cause of a stated problem (For example: bad media, interference, network hardware or environment).Objective 4.9 Given a network problem scenario, select an appropriate course of action based on a logical troubleshooting strategy. This strategy can include the following steps:Identify the symptoms and potential causesIdentify the affected areaEstablish what has changedSelect the most probable causeImplement an action plan and solution including potential effectsTest the resultIdentify the results and effects of the solutionDocument the solution and processProject Lead The Way "Digital Electronics"

 Course Preface Printable Version (pdf)   Course Description Core Standards of the CourseStandard 210121.01 FUNDAMENTALSObjective 210121.0101 Students will be able to identify hazards in the lab and know locations of the safety equipment and how to use it. (Safety)Objective 210121.0102 Students will understand the causes of and the dangers from electric shock and explain methods to prevent it. (Safety)Objective 210121.0103 Students will understand that the process of designing an electronic circuit takes into account many factors, including environment concerns, and will be familiar with precautionary measures. (Safety)Objective 210121.0104 Students will be able to label the parts of the atom. (Basic Electron Theory)Objective 210121.0105 Students will explain the relationship of quantum energy required to strip away electrons from atoms to being classified as an insulator or conductor. (Basic Electron Theory)Objective 210121.0106 Students will learn how to apply Kirchhoff's voltage and current laws to closed loops. (Basic Electron Theory)Objective 210121.0107 Students will be able to define and explain the difference between direct and alternating currents. (Basic Electron Theory)Objective 210121.0108 Students will be able to re-write any number using conventional prefix definitions. (Scientific Prefixes)Objective 210121.0109 Students will understand the material makeup of resistors and how they are used in circuit design. (Resistors)Objective 210121.0110 Students will understand the symbols associated with resistors. (Resistors)Objective 210121.0111 Students will be able to correctly setup lab equipment to measure resistor values in order to compare measured and rated values. (Resistors)Objective 210121.0112 Students will calculate the tolerance levels of various resistors to determine if the measured value is within specifications. (Resistors)Objective 210121.0113 Students will be able to draw and label the parts of a simple circuit. (Laws)Objective 210121.0114 Students will build and test a variety of series and parallel circuits, using simulation software and proto-boards, to prove the accuracy of Ohm's and Kirchhoff's laws. (Laws)Objective 210121.0115 Students will correctly select and utilize electrical meters to determine voltage, resistance and current in simple circuits. (Laws)Objective 210121.0116 Students will calculate the resistance, current and voltage in a circuit using Ohm's Law. (Laws)Objective 210121.0117 Students will describe the component parts of a capacitor and describe how a capacitor holds a static charge. (Capacitance)Objective 210121.0118 Students will use and understand the units of measurement for capacitors. (Capacitance)Objective 210121.0119 Students will be able to calculate the value of capacitors mathematically and through the use of instrumentation. (Capacitance)Objective 210121.0120 Students will be familiar with different types of capacitors and their voltage polarity requirements. (Capacitance)Objective 210121.0121 Students will be able to draw a digital waveform and identify the anatomy of the waveform. (Analog and Digital Waveforms)Objective 210121.0122 Students will differentiate between digital and analog signals when given the waveforms. (Analog and Digital Waveforms)Objective 210121.0123 Students will wire and test a free-running clock circuits using a 555 timer. (Analog and Digital Waveforms)Objective 210121.0124 Students will calculate the output frequency of a clock circuits using observations and the oscilloscope. (Analog and Digital Waveforms)Standard 210121.02 NUMBER SYSTEMSObjective 210121.0201 Students will understand numerical place value. (Conversions)Objective 210121.0202 Students use mathematical symbols to represent different bases and will communicate concepts using different number systems. (Conversions)Objective 210121.0203 Students will demonstrate the relationship of binary and hexadecimal to bits and bytes of information used in computers. (Conversions)Objective 210121.0204 Students will convert values from one number system to another. (Conversions)Standard 210121.03 GATESObjective 210121.0301 Students will use schematics and symbolic Algebra to represent digital gates in the creation of solutions to design problems. (Logic Gates)Objective 210121.0302 Students will identify the name, symbol, and function and create the truth table, and Boolean Expression for the basic logic gates through research and experimentation. (Logic Gates)Objective 210121.0303 Students will apply logic to design and create, using gates, solutions to a problem. (Logic Gates)Standard 210121.04 BOOLEAN ALGEBRAObjective 210121.0401 Students will recognize the relationship between the Boolean expression, logic diagram, and truth table. (Boolean Expressions)Objective 210121.0402 Students will be able to create Boolean Expressions, logic circuit diagrams or truth tables from information provided in the solution of design problems. (Boolean Expressions)Objective 210121.0403 Students will appropriately select the Sum-of-Products or the Product-of-Sums form of a Boolean Expression to use in the solution of a problem. (Boolean Expressions)Objective 210121.0404 Students will apply the rules of Boolean algebra to logic diagrams and truth tables to minimize the circuit size necessary to solve a design problem. (Logic Simplifications)Objective 210121.0405 Students will use DeMorgan's Theorem to simplify a negated expression and to convert a SOP to a POS and visa versa in order to save resources in the production of circuits. (Logic Simplifications)Objective 210121.0406 Students will formulate and employ a Karnaugh Map to reduce Boolean expressions and logic circuits to their simplest forms. (Logic Simplifications)Objective 210121.0407 The students will create circuits to solve a problem using NAND or NOR gates to replicate all logic functions. (Duality of Logic Functions)Objective 210121.0408 The students will apply their understanding of the workings of NOR and NAND gates to make comparisons with standard combinational logic solutions to determine amount of resource reduction. (Duality of Logic Functions)Standard 210121.05 BOOLEAN ALGEBRA AND CIRCUIT DESIGNObjective 210121.0501 Students will restate and simplify a digital design problem as part of the systematic approach to solving a problem. (Paradigm for Combinational Logic Problems)Objective 210121.0502 Students will design, construct, build, troubleshoot, and evaluate a solution to a design problem. (Paradigm for Combinational Logic Problems)Objective 210121.0503 Students will present an oral report presenting a solution and evaluation of a design problem of their choice. (Paradigm for Combinational Logic Problems)Objective 210121.0504 Students will discover the code to create numbers on a seven segment display by experimentation. (Specific Application MSI Gates)Objective 210121.0505 Students will design a circuit to control a seven segment display with a decimal to BCD encoder and a display driver. (Specific Application MSI Gates)Objective 210121.0506 Students will control the flow of data by utilizing Multiplexers and De-multiplexers. (Specific Application MSI Gates)Objective 210121.0507 Students will be able to design and implement combinational logic circuits using reprogrammable logic devices. (Programmable Logic Devices (PLD))Objective 210121.0508 Students will create PLD logic files that define combinational circuit designs using Boolean Expressions. (Programmable Logic Devices (PLD))Objective 210121.0509 Students will understand and use logic compiler software to create JEDEC files for programming PLDs. (Programmable Logic Devices (PLD))Standard 210121.06 ADDINGObjective 210121.0601 Students will demonstrate understanding of binary addition and subtraction by designing circuits to produce correct answers. (Binary Addition)Objective 210121.0602 Students will create and prove the truth table for both half and full adders. (Binary Addition)Objective 210121.0603 Students will design, construct and test adder circuits using both discrete gates and MSI gates. (Binary Addition)Standard 210121.07 FLIP-FLOPSObjective 210121.0701 Students will construct and test simple latches and flip-flops from discrete gates. (Introduction to Sequential Logic)Objective 210121.0702 Students will interpret, design, draw, and evaluate circuits using the logic symbols for latches and flip-flops. (Introduction to Sequential Logic)Objective 210121.0703 Students will be able to interpret waveform diagrams from circuits they construct and compare them with combinational waveforms. (Introduction to Sequential Logic)Objective 210121.0704 Students will compare and contrast operation of synchronous with asynchronous flip-flop circuits they construct. (The J-K Flip-Flop)Objective 210121.0705 Students will be able to create and interpret timing diagrams and truth tables for J-K Flip-Flops. (The J-K Flip-Flop)Objective 210121.0706 Students will understand the different types of triggers used by latches and flip-flops and select the appropriate one for the circuits they design. (Triggers)Objective 210121.0707 Students will analyze timing diagrams that reflect triggering to identify distinguishing characteristics. (Triggers)Objective 210121.0708 Students will conduct experiments with clock pulse width to determine the effect on the accuracy of data transmission. (Flip-Flop Timing Considerations)Objective 210121.0709 Students will assemble circuits and compile information about the various applications of flip-flops. (Elementary Applications of Flip-Flops)Standard 210121.08 SHIFT REGISTERS AND COUNTERSObjective 210121.0801 Students will conduct experiments to determine the basic principles of how shift registers work. (Shift Registers)Objective 210121.0802 Students will evaluate the use of shift registers in product design and the speeds at which those products run. (Shift Registers)Objective 210121.0803 Students will create a circuit using discrete flip-flops to discover the operation and characteristics of asynchronous counters. (Asynchronous Counters)Objective 210121.0804 Students will design, simulate, build and test Mod counters using discrete gates in the solution to a design problem. (Asynchronous Counters)Objective 210121.0805 Students will design, simulate, build and test asynchronous Mod counters using an integrated counter chip (MSI). (Asynchronous Counters)Objective 210121.0806 Students will design, simulate, build and test synchronous Mod counters using discrete gates to solve a problem. (Synchronous Counters)Objective 210121.0807 Students will design, simulate, build and test synchronous Mod counters using an integrated counter chip in the solution to a design problem. (Synchronous Counters)Standard 210121.09 FAMILIES AND SPECIFICATIONSObjective 210121.0901 Students will be able to interpret the graphs, charts and written materials contained in a data sheet and apply it to a design problem. (Logic Families)Objective 210121.0902 Students will be able to correctly setup and use an oscilloscope to observe and measure propagation delay in a digital circuit. (Logic Families)Objective 210121.0903 Students will be able to define, calculate, and measure noise margin, drive capabilities, fan-out and propagation delay. (Logic Families)Objective 210121.0904 Students will be able to list safety precautions for handling CMOS chips. (Logic Families)Standard 210121.10 MICROPROCESSORSObjective 210121.1001 Students will be able to formulate a flow chart to correctly apply basic programming concepts in the planning of a project. (Microcontrollers)Objective 210121.1002 Students will be able to design and create a program, using correct syntax, to evaluate data and make decisions based on information gathered from the environment using external digital and analog sensors. (Microcontrollers)Objective 210121.1003 Students will create an interface to allow them to inspect, evaluate and manage program parameters in the microprocessor during the operation of a program. (Microcontrollers)Objective 210121.1004 Students will be able to design and create a program in correct syntax allowing a microprocessor to evaluate external data in order to operate motors and other devices to control the external environment. (Interfacing with Motors)Objective 210121.1005 Students will appropriately select, size, and implement interface devices to control external devices. (Interfacing with Motors)Objective 210121.1006 Students will design and create programming to control the position of stepper motors. (Interfacing with Motors) Project Lead The Way "Principles of Engineering"

 Course Preface Printable Version (pdf)   Course Description Core Standards of the CourseStandard 210122.01 OVERVIEW AND PERSPECTIVE OF ENGINEERING. STUDENTS LEARN ABOUT THE TYPES OF ENGINEERS AND THEIR CONTRIBUTION TO SOCIETY.Objective 210122.0101 Students will have an understanding of engineering and be able to identify engineering achievements through history. (Engineers as Problem Solvers)Objective 210122.0102 Students will be able to identify five historical engineering role models, including minorities and women. (Engineers as Problem Solvers)Objective 210122.0103 Students will be able to identify problems for engineers to solve in the future. (Engineers as Problem Solvers)Objective 210122.0104 Students will be able to define attributes associated with being a successful engineer. (Engineers as Problem Solvers)Objective 210122.0105 Understand that an engineering team must work together to solve problems, with each team member having individual and collective responsibilities. (Engineering Team)Objective 210122.0106 Understand the role of out-sourcing in the engineering process, and how effective communication is essential. (Engineering Team)Objective 210122.0107 Understand how gender-bias, racial-bias and other forms of stereotyping and discrimination can adversely affect communications within an engineering team. (Engineering Team)Objective 210122.0108 Understand how ethics influences the engineering process. (Engineering Team)Objective 210122.0109 Understand how social, environmental and financial constraints influence the engineering process. (Engineering Team)Objective 210122.0110 Students will have an understanding of the difference between engineering disciplines and job functions. (Careers in Engineering)Objective 210122.0111 Students will understand the professional and legal responsibilities associated with being an engineer. (Careers in Engineering)Objective 210122.0112 Students will research and discover the educational requirements to become an engineer. (Careers in Engineering)Objective 210122.0113 Students will become familiar with an area of engineering by preparing for and conducting an interview with an engineer in that field of engineering. (Careers in Engineering)Standard 210122.02 COMMUNICATION AND DOCUMENTATION. STUDENTS COLLECT AND CATEGORIZE DATA, PRODUCE GRAPHICObjective 210122.0201 Students will compose sketches use proper sketching techniques in the solution of design problems. (Sketching)Objective 210122.0202 Students will select the appropriate sketching styles for presentation of a design problem to a group. (Sketching)Objective 210122.0203 Students will use proper proportioning while producing annotated sketches. (Sketching)Objective 210122.0204 Students will plan and compose a written technical report about the research they conduct about a career field in engineering. (Technical Writing)Objective 210122.0205 Students will be able to formulate an organized outline for a technical paper. (Technical Writing)Objective 210122.0206 Students will be able to design and create tables, charts, and graphs to illustrate data they have collected. (Data Representation and Presentation)Objective 210122.0207 Students will evaluate and select an appropriate type of table, chart, or graph to accurately communicate collected data for written work or presentations. (Data Representation and Presentation)Objective 210122.0208 Students will design and deliver a presentation utilizing appropriate support materials about research they have conducted. (Presentation)Objective 210122.0209 Students will create and assemble support materials to appropriate demonstrate concepts used in their presentations. (Presentation)Standard 210122.03 DESIGN PROCESS. STUDENTS LEARN ABOUT PROBLEM SOLVING AND HOW PRODUCTS ARE DEVELOPED TO INCLUDE HOW ENGINEERS WORK IN TEAMS. REPRESENTATIONS, KEEP AN ENGINEER'S NOTEBOOK, AND MAKE WRITTEN AND ORAL PRESENTATIONS.Objective 210122.0301 Students will compose and diagram the product development lifecycle of an invention of their choice and report findings to the class. (Design Process)Objective 210122.0302 Students will trace the history of an invention and evaluate its effects on society and the environment. (Design Process)Objective 210122.0303 Students will examine the evolution of an invention to observe and report on how the design process is applied to continuously redesign and improve the product. (Design Process)Standard 210122.04 ENGINEERING SYSTEMS. STUDENTS LEARN ABOUT MECHANICAL, THERMODYNAMICS , FLUID, ELECTRICAL, AND CONTROL SYSTEMS.Objective 210122.0401 Students will identify and explain the function of the essential components of a mechanical system on a display they create. (Mechanisms)Objective 210122.0402 Students will create a display of a mechanical system from a household item they disassemble. (Mechanisms)Objective 210122.0403 Students will mathematically explain the mechanical advantage gained and explain the function of the six different types of simple machines in a presentation on the SMET device. (Mechanisms)Objective 210122.0404 Students will apply simple machines to create mechanical systems in the solution of a design problem. (Mechanisms)Objective 210122.0405 Students will conduct an energy analysis on a section of their home and calculate the heat loss through walls and windows. (Thermodynamics)Objective 210122.0406 Students will develop effective presentation skills. (Thermodynamics)Objective 210122.0407 Students will research and evaluate systems undergoing thermodynamic cycles for efficiency and present findings to the group. (Thermodynamics)Objective 210122.0408 Students will give an oral presentation incorporating the first and second laws of thermodynamics, describing the concept and function of a heat engine of their choice. (Thermodynamics)Objective 210122.0409 Students will evaluate and select specific fluid power sources for different functions. (Fluid Systems)Objective 210122.0410 Students will create a flow diagram schematic sketch and compare it to an actual fluid power circuit during a presentation to the class. (Fluid Systems)Objective 210122.0411 Students will mathematically calculate and explain the work being done by a specific fluid power device as part of an oral presentation. (Fluid Systems)Objective 210122.0412 Students will safely demonstrate proper setup and adjustment of a fluid power system. (Fluid Systems)Objective 210122.0413 Students will create schematic drawings to facilitate experimental measurements of electrical circuits. (Electrical Systems)Objective 210122.0414 Students will apply ohm's and watt's laws in designing safe electrical circuits. (Electrical Systems)Objective 210122.0415 Students will appraise community needs and evaluate the impact supplying electrical generation has on their communities. (Electrical Systems)Objective 210122.0416 Students will be able to estimate current consumption by a circuit and be able to compare estimates to accurate measurements they perform. (Electrical Systems)Objective 210122.0417 Students will design, diagram and implement a program to control a device they construct to perform a sorting operation. (Control Systems)Objective 210122.0418 Students will select and apply concepts of mechanical, electrical, and control systems in solving design problems. (Control Systems)Objective 210122.0419 Students will formulate a plan for evaluating the functioning of their sorting device and to make appropriate changes in design, circuitry or programming. (Control Systems)Objective 210122.0420 Students will demonstrate and defend their solution to the design problem in an oral presentation to the class. (Control Systems)Standard 210122.05 STATICS. STUDENTS LEARN ABOUT MEASUREMENT, SCALARS AND VECTORS, EQUILIBRIUM, STRUCTURAL ANALYSIS, AND STRENGTH OF MATERIALS.Objective 210122.0501 Students will mathematically analyze a simple truss to determine types and magnitude of forces supported in the truss. (Statics)Objective 210122.0502 Students will design, construct and test a model bridge to support the greatest amount of weight per gram of bridge mass. (Statics)Objective 210122.0503 Students will prepare and present a mathematical analysis of a truss design as part of a minute oral presentation about their bridge design. (Statics)Objective 210122.0504 Students explain the use of factors of safety in the design process.Objective 210122.0505 Students will be able to explain the difference between the area of a cross section of an object and the second moment of the area (Moment of Inertia) and predict the relative strength of one shape vs. another. (Strength of Materials)Objective 210122.0506 Students will be able to use a computer aided engineering package to analyze a shape. (Strength of Materials)Objective 210122.0507 Students will explain the effects that stress has on a material and explain how the material will react. (Strength of Materials)Standard 210122.06 MATERIALS AND MATERIALS TESTING. STUDENTS LEARN THE CATEGORIES AND PROPERTIES OF MATERIALS, HOW MATERIALS ARE SHAPED AND JOINED, AND MATERIALS TESTING.Objective 210122.0601 Students will be able to identify and differentiate the five basic categories of solid engineering materials. (Categories of Materials)Objective 210122.0602 Students will be able to compare and contrast the physical properties of organic, metals, polymers, ceramics, and composites. (Categories of Materials)Objective 210122.0603 Students will be able to trace the production of raw material to finished product. (Categories of Materials)Objective 210122.0604 Students will be able to identify practical applications of each material category to engineered products and processes. (Categories of Materials)Objective 210122.0605 Students will be able to collect, analyze, and test samples of the four basic materials. (Categories of Materials)Objective 210122.0606 Students will be able to document and present laboratory data related to studies of material classifications. (Categories of Materials)Objective 210122.0607 Students will be able to identify and document the properties of materials. (Properties of Materials)Objective 210122.0608 Students will be able to design an experiment to identify an unknown material. (Properties of Materials)Objective 210122.0609 The student will be able to formulate conclusions through analysis of recorded laboratory test data for presentations in the form of charts, graphs, written, verbal, and multi-media formats. (Properties of Materials)Objective 210122.0610 Students will be able to analyze word problems about forces acting on materials. (Properties of Materials)Objective 210122.0611 Students will be able to define and state examples of the major categories of Production Processes. (Production Process)Objective 210122.0612 Students will be able to analyze a component of a product and describe the processes used in its creation.Objective 210122.0613 Students will be able to interpret a drawing and produce a part. (Production Process)Objective 210122.0614 Students will give an oral presentation on the production processes used to create products from a category of materials and a demonstration about one of the processes. (Production Process)Objective 210122.0615 Students will be able to state the difference between mass and weight. (Quality Assurance)Objective 210122.0616 Students will be able to utilize a variety of precision measurement tools to measure appropriate dimensions, mass, and weight. (Quality Assurance)Objective 210122.0617 Students will be able to understand and explain why companies have a need for quality control and will describe what customers and companies refer to when the term “quality” is used. (Quality Assurance)Objective 210122.0618 Students will be able to calculate the mean, median, mode, and standard deviation for a set of data and apply that information to an understanding of quality assurance. (Quality Assurance)Objective 210122.0619 Students will be able to explain the difference between process and product control. (Quality Assurance)Objective 210122.0620 Students will be able to distinguish between the characteristics of quality in a final product and the control of quality in each step of a process. (Quality Assurance)Objective 210122.0621 Students will understand how control charts are used in industry and will be able to predict whether a process is “out of control,” or not by using a control chart. (Quality Assurance)Objective 210122.0622 Students will be able to describe and safely conduct destructive and non-destructive material testing and will be able to use the data collected through these tests to compute and document mechanical properties. (Material Testing Processes)Objective 210122.0623 Students will be able to analyze a product that breaks and be able to explain how the material failed. (Material Testing Processes)Standard 210122.07 ENGINEERING FOR QUALITY AND RELIABILITY. STUDENTS WILL USE PRECISION MEASUREMENT TOOLS TO GATHER AND APPLY STATISTICS FOR QUALITY AND PROCESS CONTROL. STUDENTS WILL ALSO LEARN ABOUT RELIABILITY, REDUNDANCY, RISK ANALYSIS, FACTORS OF SAFETY, AND LIABILITY AND ETHICS.Objective 210122.0701 Students will be able to diagram a system and identify the critical components. (Reliability)Objective 210122.0702 Students will be able to mathematically estimate chance of failure of a system given information on certain components. (Reliability)Objective 210122.0703 Students will list the causes of failure and be able to propose solutions. (Reliability)Objective 210122.0704 Students will prepare and defend a position on an ethical engineering dilemma. (Reliability)Objective 210122.0705 Students will research the engineering, legal, social, and ethical issues related to a final design developed in a case study. (Case Study)Objective 210122.0706 Students will analyze an engineering failure for the purpose of presenting an aural report which identifies; causes, damage done, design failures, and other areas where the failure has impacted the environment or society. (Case Study)Objective 210122.0707 Students will prepare a written report explaining their analysis of an engineering failure. (Case Study)Standard 210122.08 DYNAMICS. STUDENTS WILL BE INTRODUCED TO LINEAR AND TRAJECTORY MOTION.Objective 210122.0801 Students will be able to explain the difference between distance traveled and displacement.Objective 210122.0802 Students will design and build a device for the purpose of conducting experiments of acceleration, displacement, and velocity.Objective 210122.0803 Students will be able to explain how velocity and acceleration are calculated. (Trajectory Motion)Objective 210122.0804 Students will be able to calculate range and initial acceleration from data they record from experiments. (Trajectory Motion)Objective 210122.0805 Students will design and produce a three-fold pamphlet to include an explanation of their ballistic device, drawings and a summarization of data recorded from experiments. (Trajectory Motion)Objective 210122.0806 Students will be able to analyze test data and utilize the results to make decisions. (Trajectory Motion)Social Studies - U. S. History II

 Course Preface Printable Version (pdf)Independent Materials AlignmentPublisher: Materials: --select a publisher--GLENCOE/MCGRAW-HILLGREAT SOURCE an imprint of HOUGHTON MIFFLIN HARCOUHOLT, MCDOUGAL, A Division of HMH PublishingMCDOUGAL LITTELL INC.PEARSON PRENTICE HALL   Course Description Core Standards of the CourseStandard 1 Students will expand their knowledge of pre-Reconstruction America.Objective 1 Examine the American colonial experience.Identify reasons for the establishment of colonies in AmericaExamine the rise of American culture in the New England, Middle, and Southern colonies. Objective 2 Investigate the development of the United States’ form of government, a compound constitutional republic, and its institutions and politics.Identify the philosophies which influenced the development of the Constitution, separation of powers, balance of power, and the elastic clause.Analyze the Constitution's creation and impact on the new United States.Trace the development of American government and politics from the Federalist period through Jacksonian democracy.Objective 3 Analyze the growth and division of the United States from 1820 through 1877.Trace the United States' expansion and growth from the Atlantic to the Pacific.Recognize the sectional differences that developed during the antebellum period.Evaluate the causes, course, and consequences of the Civil War.Analyze the successes and failures of the Reconstruction period following the Civil War.Examine the United States' policies relating to American Indians.Standard 2 Students will understand how the growth of industry changed the United States.Objective 1 Assess how transportation, communication, and marketing improvements and innovations transformed the American economy in the late 19th and early 20th centuries.Identify major American inventions and how they affected the United States; e.g., telephone, electricity, car, motion pictures.Explain the expansion of transportation and communication in the United States following the Civil War.Determine the impact of industrialization on the American economy and society.Examine how the market revolution affected retail distribution of goods in the cities and in rural areas.Objective 2 Evaluate the prominent business leaders and the business organizations that influenced the growth of industrialization in the United States.Examine the roles of American industrialists; e.g., Rockefeller, Morgan, Carnegie, Vanderbilt, Ford.Evaluate the growth and influences of monopolies and trusts on capitalism.Objective 3 Assess how the growth of industry affected the movement of people into and within the United States.Determine the demographic changes in population from the 1890’s to the present.Investigate the influences that affected various immigrant groups entering the United States.Examine the working conditions of immigrant workers; e.g., factory, mine, agriculture, transportation.Objective 4 Investigate the challenges presented to urban inhabitants.Identify how American cities spawned American architecture.Examine living conditions in tenements.Compare the attitudes of Social Darwinism with those of Social Gospel believers.Standard 3 Students will recognize how social reform occurred at the turn of the century.Objective 1 Investigate reform movements and their prominent leaders.Examine the problems faced by American farmers created by the new market economy and the rise of the Populist Party.Analyze the growth and influence of political machines; i.e., muckrakers, Progressives.Investigate the emerging civil rights movements for women and Afro-Americans.Objective 2 Assess the growth and development of labor unions and their key leaders.Trace the development of national labor unions.Determine the impact of collective bargaining.Analyze the development of socialism in the United States.Standard 4 Students will understand how war affected the early 20th century.Objective 1 Investigate how the United States became involved in imperialism and the Spanish-American War.Determine the economic, social, and military affects of United States imperialism.Examine the cause, course, and consequences of the Spanish-American War.Assess how America's imperialism altered relationships with the Far East and Latin America.Objective 2 Examine how World War I affected the military and the home front of the United States.Identify major causes of World War I and the United States’ involvement and influence in the war; e.g., Wilson’s Fourteen Points, the Versailles Treaty.Determine the reasons the United States Senate refused to join the League of Nations.Examine the impact World War I had on the United States; e.g., government policy, industrial might, civil liberties.Standard 5 Students will understand how Americans reacted to rapid social change during the 1920's.Objective 1 Analyze how the United States coped with rapid economic and technological advances.Investigate how mass media affected American society.Assess how new inventions and consumerism influenced daily life.Explain how the automobile affected the business and landscape of America.Objective 2 Examine the experiences of black Americans and women in the early 20th century.Account for the sudden growth of black consciousness.Describe the changes in women's attitudes and roles in society.Standard 6 Students will understand how the Great Depression and the New Deal affected the United States.Objective 1 Investigate the impact of the Great Depression on the United States.Analyze the major causes of the Great Depression.Examine the social effects of the Great Depression.Objective 2 Analyze the long-term effects of the New Deal on the United States.Explore the purposes and effectiveness of the New Deal; e.g., presidency, economics, politics.Investigate the shift of power from state to federal government.Standard 7 Students will understand the causes, course, and consequences of the United States' role in World War II.Objective 1 Determine how America shifted from isolationism to intervention.Analyze the factors that led to militarism and fascist aggression in the world.Determine how the attack on Pearl Harbor forced the United States out of isolationism.Examine how the alliance systems led the United States into World War II.Investigate the major campaigns of the United States in the European and Pacific theaters; e.g., Midway, D-Day, Battle of the Bulge, island hopping, and the bombing of Japan.Objective 2 Examine the impact World War II had on the American home front.Identify the impact of World War II on minority groups in America.Examine the role women played in the wartime workforce.Trace American mobilization for war.Objective 3 Evaluate how the rules and weapons of war changed during World War II.Assess how the war expanded beyond military targets to civilian centers.Evaluate how technology changed the weapons used in World War II and introduced the atomic age.Objective 4 Investigate the Post-War Baby Boom's influence on America.Assess the influence of the G.I. Bill on the American lifestyle.Trace the development of consumerism and the economy on the Baby Boom generation.Trace the development of television and its impact on American culture.Investigate the cultural and social impact of the Baby Boom generation on the American people.Standard 8 Students will understand the United States' domestic and international position in the Cold War era.Objective 1 Investigate how the postwar goals and action of the United States and the Soviet Union were manifested throughout the world.Analyze the organization and operation of the United Nations.Evaluate the effectiveness of American post-war foreign policy in Europe and the Soviet Union's reaction.Examine the world's reaction to nuclear weapons.Objective 2 Analyze the Cold War ideology of the United States’ involvement in Asia.Explain America’s reaction to the fall of China to Communism under Mao Zedong.Trace American and United Nations involvement in the Korean Police Action.Examine the various factors that drew the United States into conflict with North Vietnam and Ho Chi Minh.Investigate how the Vietnam War changed the nature of warfare.Objective 3 Summarize the political, social, and economic reactions to the Cold War in the United States.Examine the successes and failures of the various political administrations; e.g., Kennedy, Lyndon B. Johnson, Nixon.Analyze the Great Society programs aimed at ending poverty.Examine the impact of McCarthyism and Watergate on citizens' attitudes toward government.Trace the development of space exploration.Objective 4 Investigate the end of the Cold War and examine America’s role in the changing world.Compare differing American reactions to overseas military involvement.Trace the events that resulted in the breakup of the USSR.Examine the superpower status of the United States in the world.Standard 9 The students will understand the emergence and development of the human rights and culture in the modern era.Objective 1 Analyze how the civil rights movement affected United States society.Identify the causes and consequences of civil rights legislation and court decisionsInvestigate the fight for political, economic, and social equality of women.Analyze how the black civil rights movement utilized both social and political actions to achieve its goals.Investigate the gains in civil rights made by the American Indian nations, Mexican-Americans, and other ethnic groups in the last half of the twentieth century.Objective 2 Analyze the impact of the counter-culture since the 1960’s.Trace the development of the counter-culture from the anti-Vietnam movement.Assess the development of mass media as the voice of the counter-culture.Examine the impact of drugs on the counter-culture and the United States.Standard 10 The students will understand the economic and political changes in contemporary America.Objective 1 Analyze the economy of the contemporary United States.Examine the effects of economics on modern society.Trace the development of computers and the Internet and their impact on American business and globalization.Objective 2 Determine how politics was changed by the end of the Cold War.Examine the “Reagan Revolution,” its goals, success, and failures.Determine the impact of environmentalism on the United States.Analyze the impact of international terrorism on the United States.Teen Living

 Course Preface Printable Version (pdf)   Course Description Core Standards of the CourseStandard 1 Students will discuss and participate in activities to help them deal with teenage transitions.Objective 1 Discuss how each person is unique, but alike in Havighurst developmental stages.Identify developmental tasks and challenges that occur during the teenage years and conditions that can impede, delay, or interrupt these tasks (roadblocks).Identify skills which lead to an understanding of self (self esteem, self-concept, how to build self-concept, and personality development).Identify and define personal values (tangible and intangible).Define short and long-term goals.Objective 2 Discuss and analyze the various emotions associated with the teenage transitions.Compare positive and negative methods of expressing and communicating emotions.Analyze differences between passive, assertive, and aggressive behavior.Identify the consequences of controlled and uncontrolled emotions on individuals, families, and communities (legal, mental, social, ethical, physical, and financial).Define stress (stressor, eustress, distress, stress reducer).Identify and review stress management skills and coping skills (causes and effects, management techniques).Objective 3 Identify and recognize personal communication styles and discuss the importance of quality communication skills as they relate to relationships.Discuss styles of communication and their effects (childish, mature, and non verbal).Identify communication techniques (constructive and destructive communication).Apply constructive communication skills in developing positive relationships with peers, family members, and persons in authority ("I"-Messages).Identify consequences of inappropriate language and behavior.Identify how effective/active listening skills enhance human relationships and apply those skills in everyday situations.Objective 4 Describe and practice critical thinking skills.Identify the components of the critical thinking process:Identify and describe a problemDiscriminate between fact and opinionList possible solutions and consequencesIdentify personal and family values that conflict with the situationTake a position based on logic (make a decision)Identify situations for applying the critical thinking process.Discuss how this process can help manage and/or prevent problems.Objective 5 Define the term “good judgment” and identify “responsible behavior”.Identify the skills necessary to making judgments and discuss the importance of using good judgment in making a decision.Discuss the consequences of not using “good judgment” or “responsible behavior”.Identify common situations where critical thinking, good judgment and responsible behavior could be applied.Objective 6 Define the term “role model” and evaluate the importance of role models.Identify positive and negative qualities of famous role models.Identify personal role models in one’s own life and evaluate his/her qualities.Identify student's personal qualities exhibited as a role model to others.Objective 7 Explain and participate in activities that deal with gender.Discuss and analyze myths about male and female roles (traditional versus nontraditional, changes/trends in gender roles, gender effects on job opportunities).Evaluate how male/female roles can complement each other.Identify various types of gender discrimination and list ways to report and/or deal with these situations.Standard 2 Students will discuss the importance of families and the role each student plays in their family.Objective 1 Discuss the student’s affect on his/her family. Explain how a teen’s responsibility, or lack of it, affects others.Examine family forms and dynamics:Forms: adoptive, blended, couple, extended, legal guardian, foster, nuclear, single-parent, single personDynamics: functions, changes, and benefits of strong family units on individuals, the community, and societyIdentify ways teenagers can improve or destroy family relationships and the home environment.Objective 2 Discuss and explore the relationships of teens and their parents/guardians.Discuss a teenager's struggle for independence (increased freedom brings increased responsibility, and being responsible increases freedom).Discuss how parents have the same basic needs as teens in their multiple roles and how teens can contribute to or relieve parental stress.Explore effective methods of communicating and building trust with parents (mature communication styles, conflict resolution, resolving conflicts with integrity). Objective 3 Discuss sibling relationships and how they affect the family (rivalry, friendship and support).Discuss birth order theory and analyze how it may influence sibling relationships.Objective 4 Discuss the importance of the teen relationship with senior/elderly adults.Identify significant senior/elderly in one’s own life.Compare similarities between senior/elderly and teens.Identify ways in which teens and seniors/elderly can develop closer and more meaningful relationships.Standard 3 Students will discuss the dynamics of peers and friends.Objective 1 Differentiate between peers and friends.Identify personal needs for friendship and a positive social network.Objective 2 Discuss and identify types of friendships (acquaintances, casual, close, and intimate).Discuss positive and negative characteristics of friendships.Examine skills for developing and maintaining friendships.Objective 3 Explore the dynamics of group associations:How a group might positively or negatively influence a teenager’s lifePeer pressureGang membershipSubstance abuseObjective 4 Explore various types of refusal skills (stay calm, make eye contact, be assertive, repeat if necessary, walk away).Objective 5 Explain the difference between feeling lonely, being alone, and being rejected.Identify circumstances that might lead to social rejection and examine ways to cope positively with these situations.Standard 4 Students will discuss adolescent attractions to the opposite sex.Objective 1 Identify the avenues of adolescent attractions and explore the ways relationships begin, develop and grow (getting acquainted, friendships, phone calls/texting, socializing with groups, group dating, double dating, pairing/single dating).Objective 2 Identify the purposes and the importance of group socialization and examine why each adolescent is not ready to pair at the same time.Discuss advantages of group socialization rather than paired dating at an early age.Discuss the problems and consequences of early pairing.List appropriate ways to end a relationship and deal with an ending relationship.Define and discuss dating violence and how to report and/or deal with those situations appropriately.Objective 3 Explain the difference between infatuation and love.Objective 4 Discuss reasons and motives for dating.Identify desirable dating qualities.Analyze personal rights that apply to dating (the right to: be yourself, an enjoyable safe date, have your values respected, care for and protect your body, establish and protect your reputation, be free from guilt and fear, say no).Objective 5 Analyze the importance of social etiquette and practice appropriate techniques (phone calls, thank you notes, table manners, tipping, etc.).Objective 6 Determine appropriate behaviors related to physical intimacy.Discuss physical intimacy and the accompanying choices and consequences.Define sexual harassment and develop assertive behavior skills as a means of protection from sexual harassment and abusive situations.Define abstinence and discuss how abstinence before marriage strengthens marital bonds.Define STD and discuss causes, symptoms and treatments (HIV/Aids, Herpes, Hepatitis, HPV/ Genital Warts, Pelvic Inflammatory Disease, Gonorrhea, Syphilis, Chlamydia, Pubic Lice).Objective 7 Discuss why teenagers are not ready for the demands and responsibilities associated with parenthood.Define and discuss child abuse (types, factors that cause, sources of help for parents and/or children of abuse, ways to prevent).Types: Physical (shaken baby syndrome, fetal alcohol syndrome, drug addicted babies), Emotional, Verbal, Sexual and Neglect.Technical Design 1

 Printable Version (pdf)   Course Description Core Standards of the CourseStandard 1 Students will be able to understand, demonstrate, and apply mathematics and measuring skills.Objective 1 Demonstrate, and apply related mathematics.Perform basic arithmetic functions.Add, subtract, multiply, and divide whole numbers.Add, subtract, multiply, and divide fractions.Add, subtract, multiply, and divide decimals.Convert fractions/decimals.Convert fractions to decimal equivalents.Convert decimal values to nearest fractional equivalent.Convert metric/inch measurements.Convert inch dimensions to millimeters.Convert millimeter dimensions to inches.Perform basic trigonometric functions.Solve for unknown angles.Solve for unknown sides.Objective 2 Demonstrate an ability to make and record basic measurements.Use scales, micrometers, and calipers to take measurements.Make and use measurements using fraction, and metric, and engineer’s scales.Record measurements using Cartesian and polar coordinates, as well as absolute and relative distances.Understand and demonstrate the conversion of actual lengths to typical technical drawing scale factors.Standard 2 Students will be able to understand and demonstrate the use of the alphabet of LinesObjective 1 Understand and demonstrate the recommended thickness of lines.Objective 2 Understand and demonstrate the correct use of line types.Objective 3 Understand and correctly use object, hidden, and center lines.Objective 4 Understand and correctly use dimension lines, extension lines and, leader lines.Objective 5 Identify border lines, phantom lines, section lines, and cutting plane lines and know their uses.Standard 3 Students will be able to understand and demonstrate sketching techniques.Objective 1 Create freehand sketches using paper, pencil, and an eraser (without the benefit of a straight edge, compass, or template) which is neat, clear, and smudge‐free.Objective 2 Understand and demonstrate the use of the alphabet of lines.Objective 3 Produce a sketch of an object using proportional relationships.Objective 4 Use letters and numerals that conform to a technical style.Objective 5 Demonstrate how words and letters are to be evenly spaced.Objective 6 Understand and demonstrate the use of oblique (cabinet and cavalier), isometric, and perspective views.Objective 7 Understand and use accepted dimensioning practices for sketches.Standard 4 Students will be able to understand and develop multiview drawings.Objective 1 The top, front, and side views are used unless otherwise required using orthographic projection.Objective 2 All views are properly aligned.Objective 3 Appropriate lines and surfaces are located on each view.Standard 5 Students will be able to understand and demonstrate the use of geometric construction.Objective 1 Demonstrate exactness when producing drawing geometry.Objective 2 Drawing elements are accurate and drawn to scale.Objective 3 Use and know correct geometric construction techniques; i.e., tangencies, circles, arc, lines, polygons, ellipses, lines to quadrants, and irregular curves.Standard 6 Know and follow ANSI Y14.5 dimensioning standards to apply the appropriate dimensions to drawings.Objective 1 Understand and choose the best location for dimensions.Locate dimensions on the profile view and between views.Apply appropriate spacing between the object and the first dimension.Apply uniform spacing between dimension lines.Use correct dimension line terminators such as arrowheads ticks, and dots.Understand and demonstrate tolerance dimensioning.Objective 2 Understand and appropriately use baseline and chain dimensioning.Objective 3 Demonstrate an ability to fully dimension a part.Objective 4 Demonstrate the correct use of leaders and notes.Understand and correctly form callouts for thru holes, countersinks, counterbores, and spotfaces.Understand and correctly form callouts for threaded holes.Understand and correctly form callouts for fillets and rounds.Demonstrate correct dimensioning for circles, holes, and arcsUse appropriate angles for leaders.Standard 7 Students will be able to understand and use 2D/3D computer software to create technical drawings.Objective 1 Use basic measuring systems.Objective 2 Add correct annotation to drawings.Use correct lettering techniques and correct text sizes and styles.Objective 3 Prepare and /or understand title blocks.Objective 4 Know how to save, open, rename, and move data files using common computer operating system software.Objective 5 Originate technical drawings using 2D/3D CAD software features.Create a new drawing setup to support both English and metric drawing standards.Create drawing setups for different sizes of drawing sheets.Use and control accuracy enhancement tools.Using snap, grid and positioning methods.Analyze drawings using the software features.Area, distance, perimeter, X,Y coordinates, etc.Objective 6 Revise existing technical drawings using the software features.Objective 7 Reproduce originals using different methods.Plot to scale and use correct plot specs.Plot drawings with correct line widths.Objective 8 Apply the appropriate notes to drawings.Understand the placement and use of general notes.Use the correct text height.Use technical style letters and numerals.Standard 8 Students will be able to manipulate drawings using CAD software.Objective 1 Utilize geometry editing/modifying commands i.e. trim, extend, fillet, pattern, etc.Objective 2 Utilize non‐geometry editing commands i.e. edit text, spelling, etc.Objective 3 Control coordinates and origin.Move the origin to assist in drawing.Use control coordinates.Standard 9 Students will gain an understanding of Design Technology as a profession and will develop professional skills for the workplace.Objective 1 As a participating member of the SkillsUSA student organization complete the SkillsUSA Level 1 Professional Development Program.Complete a self‐assessment inventory and identify individual learning styles.Discover self‐motivation techniques and establish short‐term goals.Determine individual time‐management skills.Define future occupations.Define awareness of cultural diversity and equity issues.Recognize the benefits of conducting a community service project.Demonstrate effective communication skills with others.Participate in a shadowing activity.Identify components of an employment portfolio.Explore what is ethical in the workplace or school.Demonstrate proficiency in program competencies.Explore what is ethical in the workplace or school.State the SkillsUSA motto.State the SkillsUSA creed.Learn the SkillsUSA colors.Describe the official SkillsUSA dress.Describe the procedure for becoming a SkillsUSA officer.Objective 2 Understand the use of drawings in technical design and how those drawings relate to career opportunities.Objective 3 Display a professional attitude toward the instructor and peers.Web Development

 Printable Version (pdf)   Course Description Core Standards of the CourseStandard 1 Internet Standards & Fundamentals: Students will understand the basic principles of how the Internet is constructed, how it functions, and how it is used.Objective 1 Identify the infrastructure required to access the Internet.Explain hardware and software used to connect to the Internet.Explain the role of an Internet Service Provider (ISP)Objective 2 Understand Internet development & functions.Understand how the Internet was developedIdentify how web servers, routers, packets, IP Address, the “backbone”, firewalls, and port forwarding work.Objective 3 Understand the Purpose of domainsExplain the purpose of an IP address.Explain the purpose of a domain name.Objective 4 Differencate between types of IP addressesDescribe a static IP address.Describe a Dynamic IP addressCompare static and dynamic IP addresses.Objective 5 Understand the function of a Domain Name Server.Explain the function of a Domain Name Server (DNS).Demonstrate how to register a domain name.Objective 6 Define important Internet communications protocols and their roles in delivering basic Internet services.Explain the terms, http, https, ftp, and describe how each protocol is used.Demonstrate an understanding of the protocol tcp-ipObjective 7 Demonstrate knowledge of standard copyright rulesObtain copyright for original creationsUnderstand the creative commons licenseDemonstrate how to obtaining permissionCite copyrighted material used in websitesObjective 8 Understand the use and purpose of acceptable use policy (AUP).Read the AUP for your schoolUse ethical behavior as described in the AUP.Standard 2 Fundamentals of XHTML: Students will use XHTML standards & coding to create “well formed” web pages.Objective 1 Demonstrate knowledge required to create a web page.Code the foundation for a webpage.Include the element tags html, head, title, and body.Objective 2 Understand appropriate file structure and naming.Use logical file structure to build websitesIncorporate appropriate file naming for a website.Objective 3 Know and use the rules to create “well formed” web pages with appropriate XHTML structure and standards that can be validated. (W3C)Use root element on all documents.Use lowercase for XHTML elements.Close all elements.Properly nest XHTML elements.Use quotes on attribute values.Use full attribute form in codingClose Empty elements.Objective 4 Understand and use the DOCTYPE Declaration (DTD) in the types of XHTML.Compose pages using th strict and transitional DOCTYPE.Validate code according to the DOCTYPE used.Incorporate frameset DTD (optional)Objective 5 Use the required and basic XHTML elements.Create pages with tags and attributes at the block and inline level.Create web pages with text formatting, links, images, special characters, lists, tables, etc.Objective 6 Use Metatags for page documentation and search engine optimization (SEO).Specify page description, keywords, and author using metatags.Declare encoding using metatags.Understand principles of search engine optimization* Objective 7 Use advanced elements to create web pages. (Semester 1B)Incorporate image maps on web page.Incorporate forms on web page.Incorporate iframes on a web page.Use a GUI-based HTML editing software to create web pages.Standard 3 Cascading Style Sheets (CSS): Students will format web pages using CSS formatting: AdvancedObjective 1 Apply essential aspects of the CSS.Add a background attributes color and image.Add font type, size, and color.Add border attributes width, style,and color.Objective 2 Apply CSS to your websiteApply CSS to an element unsing an inline styleApply CSS to a webpage using an internal style.Apply CSS to a website using an external stylesheet.* Objective 3 Use selectors in a CSS (Semester 1B)Impliment a type selector to modify an XHTML element.Impliment an id selector to modify a single element on the page.Impliment a class selectors to modify several class elements.Impliment contexual selectors to modify elements within a container.* Objective 4 Create a layout for your page by formatting div elements. (Semester 1B)Use width, height, to adjust the size.Use float to position div elements.Use absolute and relative to position div elements.Use text align, margin, and padding for formattingStandard 4 Site Planning and Design: Students will plan, design, add content, and maintain web pages.Objective 1 Analyize Project requirementsIdentify the purpose, audience, and audience needs for a website.Demonstrate knowledge of website accessibility standards that address the needs of people with visual and motor impairments. Such as using alt tags, strong instead of bold, etc.Identify and follow the steps in the website planning and development process.Objective 2 Planning site design and page layoutDemonstrate knowledge of best practices for designing a website; such as, maintaining consistency, separating content from design, using standard fonts and Web-safe colors.Identify basic principles of website usability, readability, and accessibility.Plan a website by using sketches, website hierarchy, or a site map.Communicate with others (such as peers and clients) about design and content plans.Produce website designs that work equally well on various operating systems and browser versions/configurations.Plan, communicate, or present a client’s website before, during or after website development.* Objective 3 Create content for websiteCreate and prepare 2D images.Prepare rich media; such as, video, sound, or animation.Identify when to use various image and digital media file formats.Edit, and slice images for web content.Insert navigation bars, rollover images, or buttons created in graphics editor.* Objective 4 Uploading and maintaining a site (Semester 1B)Understand and be able to describe the capabilities of web servers.Upload pages to a web server.Conduct basic technical tests such as validating the website (wc3 compliant), accessibility, SEO, etc.Present web pages to others for quality assurances (QA) such as team members and clients for feedback and evaluation on technical merits and usability.Identify methods for collecting site feedback, such as using counters, feedback forums, Google Analytics.Provide site maintenance using bug reports, backups, and promotion.Document all aspects of website maintenance.* Objective 5 Web server (Optional Objective) (Semester 1B)Install a web server on a computer or virtual machine such as wamp, iis, apache etc.Identify the benefits and drawbacks of running your own web server versus using a service provider.* Standard 5 (Semester 1B) Scripting and Interactivity: Students will understand and use both server and client scripting to create dynamic and interactive web pages.* Objective 1 Use a scripting language (Semester 1B)Add interactivity to your website using a script.Understand the difference between client side and server side scripting languages.* Objective 2 Use a Database (Semester 1B)Understand when to use popular tools to connect a web server to a database.Recognize the structure of database (tables, rows, fields)(Optional) Implement interactivity using connections between the web pages and a database.Standard 6 Exploration & Preparation for Careers in Web Development: Students will explore careers in Web Development and prepare a portfolio of projects created.Objective 1 Explore IT Web Development careersIdentify job roles in the Information Technology (IT) industry as they apply to web development.Understand the responsibilities, tasks, and skills each job they requires.Objective 2 Create a Student portfolioPrepare an electronic portfolio of projects developed in the class.* Objective 3 Explore Emerging technologies (Semester 1B)Utilize new and emerging Web technologies such as Web 2.0, wikis, blogs, forums, etc.Add content to a content management system(CMS) Google sites, Joomla, Wordpress, etc.

Core Standards of the CourseUnit 1: Extending the Number SystemStudents extend the laws of exponents to rational exponents and explore distinctions between rational and irrational numbers by considering their decimal representations. In Unit 2, students learn that when quadratic equations do not have real solutions the number system must be extended so that solutions exist, analogous to the way in which extending the whole numbers to the negative numbers allows x+1 = 0 to have a solution. Students explore relationships between number systems: whole numbers, integers, rational numbers, real numbers, and complex numbers. The guiding principle is that equations with no solutions in one number system may have solutions in a larger number system.Extend the properties of exponents to rational exponents. N.RN.1 Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.N.RN.2 Rewrite expressions involving radicals and rational exponents using the properties of exponents.Use properties of rational and irrational numbers. Connect N.RN.3 to physical situations, e.g., finding the perimeter of a square of area 2.N.RN.3 Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.Perform arithmetic operations with complex numbers. Limit to multiplications that involve i2 as the highest power of i.N.CN.1 Know there is a complex number i such that i2 = –1, and every complex number has the form a + bi with a and b real.N.CN.2 Use the relation i2 = –1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.Perform arithmetic operations on polynomials. Focus on polynomial expressions that simplify to forms that are linear or quadratic in a positive integer power of x.A.APR.1 Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.Unit 2: Quadratic Functions and ModelingStudents consider quadratic functions, comparing the key characteristics of quadratic functions to those of linear and exponential functions. They select from among these functions to model phenomena. Students learn to anticipate the graph of a quadratic function by interpreting various forms of quadratic expressions. In particular, they identify the real solutions of a quadratic equation as the zeros of a related quadratic function. When quadratic equations do not have real solutions, students learn that that the graph of the related quadratic function does not cross the horizontal axis. They expand their experience with functions to include more specialized functions - absolute value, step, and those that are piecewise - defined.Interpret functions that arise in applications in terms of the context. Focus on quadratic functions; compare with linear and exponential functions studied in Mathematics I.F.IF.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicityFor a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.★.F.IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.★F.IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.★Analyze functions using different representations. For F.IF.7b, compare and contrast absolute value, step and piecewisedefined functions with linear, quadratic, and exponential functions. Highlight issues of domain, range and usefulness when examining piecewise-defined functions. Note that this unit, and in particular in F.IF.8b, extends the work begun in Mathematics I on exponential functions with integer exponents. For F.IF.9, focus on expanding the types of functions considered to include, linear, exponential, and quadratic.Extend work with quadratics to include the relationship between coefficients and roots, and that once roots are known, a quadratic equation can be factored.F.IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.★Graph linear and quadratic functions and show intercepts, maxima, and minima.Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.F.IF.8 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)t, y = (0.97)t, y = (1.01)12t, y = (1.2)t/10, and classify them as representing exponential growth or decay.F.IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.Build a function that models a relationship between two quantities. Focus on situations that exhibit a quadratic or exponential relationship.F.BF.1 Write a function that describes a relationship between two quantities.★Determine an explicit expression, a recursive process, or steps for calculation from a context.Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.Build new functions from existing functions. For F.BF.3, focus on quadratic functions and consider including absolute value functions.. For F.BF.4a, focus on linear functions but consider simple situations where the domain of the function must be restricted in order for the inverse to exist, such as f(x) = x2, x>0.F.BF.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.F.BF.4 Find inverse functions.Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2 x3 or f(x) = (x+1)/(x–1) for x ≠ 1.Construct and compare linear, quadratic, and exponential models and solve problems. Compare linear and exponential growth studied in Mathematics I to quadratic growth.F.LE.3 Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.Unit 3: Expressions and EquationsStudents begin this unit by focusing on the structure of expressions, rewriting expressions to clarify and reveal aspects of the relationship they represent. They create and solve equations, inequalities, and systems of equations involving exponential and quadratic expressions.Interpret the structure of expressions. Focus on quadratic and exponential expressions. For A.SSE.1b, exponents are extended from the integer exponents found in Mathematics I to rational exponents focusing on those that represent square or cube roots.A.SSE.1 Interpret expressions that represent a quantity in terms of its context.★Interpret parts of an expression, such as terms, factors, and coefficients.Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of P and a factor not depending on P.A.SSE.2 Use the structure of an expression to identify ways to rewrite it. For example, see x4 – y4 as (x2)2 – (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 – y2)(x2 + y2).Write expressions in equivalent forms to solve problems. It is important to balance conceptual understanding and procedural fluency in work with equivalent expressions. For example, development of skill in factoring and completing the square goes hand-in-hand with understanding what different forms of a quadratic expression reveal.A.SSE.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.★Factor a quadratic expression to reveal the zeros of the function it defines.Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.Use the properties of exponents to transform expressions for exponential functions. For example the expression 1.15t can be rewritten as (1.151/12)12t ≈ 1.01212t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.Create equations that describe numbers or relationships. Extend work on linear and exponential equations in Mathematics I to quadratic equations. Extend A.CED.4 to formulas involving squared variables.A.CED.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.A.CED.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.Solve equations and inequalities in one variable. Extend to solving any quadratic equation with real coefficients, including those with complex solutions.A.REI.4 Extend to solving any quadratic equation with real coefficients, including those with complex solutions.Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)2 = q that has the same solutions. Derive the quadratic formula from this form.Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.Use complex numbers in polynomial identities and equations. Limit to quadratics with real coefficients.N.CN.7 Solve quadratic equations with real coefficients that have complex solutions.N.CN.8 (+) Extend polynomial identities to the complex numbers. For example, rewrite x2 + 4 as (x + 2i)(x – 2i).N.CN.9 (+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.Solve systems of equations. Include systems consisting of one linear and one quadratic equation. Include systems that lead to work with fractions. For example, finding the intersections between x2 + y2 = 1 and y = (x+1)/2 leads to the point (3/5, 4/5) on the unit circle, corresponding to the Pythagorean triple 32 + 42 = 52.A.REI.7 Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = –3x and the circle x2 + y2 = 3.Unit 4: Applications of ProbabilityBuilding on probability concepts that began in the middle grades, students use the languages of set theory to expand their ability to compute and interpret theoretical and experimental probabilities for compound events, attending to mutually exclusive events, independent events, and conditional probability. Students should make use of geometric probability models wherever possible. They use probability to make informed decisions.Understand independence and conditional probability and use them to interpret data. Build on work with two-way tables from Mathematics I Unit 4 (S.ID.5) to develop understanding of conditional probability and independence.S.CP.1 Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”).S.CP.2 Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.S.CP.3 Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B.S.CP.4 Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results.S.CP.5 Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. For example, compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer.Use the rules of probability to compute probabilities of compound events in a uniform probability model. S.CP.6 Find the conditional probability of A given B as the fraction of B’s outcomes that also belong to A, and interpret the answer in terms of the model.S.CP.7 Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and B), and interpret the answer in terms of the model.S.CP.8 (+) Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model.S.CP.9 (+) Use permutations and combinations to compute probabilities of compound events and solve problems.Use probability to evaluate outcomes of decisions. This unit sets the stage for work in Mathematics III, where the ideas of statistical inference are introduced. Evaluating the risks associated with conclusions drawn from sample data (i.e. incomplete information) requires an understanding of probability concepts.S.MD.6 (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).S.MD.7 (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).Unit 5: Similarity, Right Triangle Trigonometry, and ProofStudents apply their earlier experience with dilations and proportional reasoning to build a formal understanding of similarity. They identify criteria for similarity of triangles, use similarity to solve problems, and apply similarity in right triangles to understand right triangle trigonometry, with particular attention to special right triangles and the Pythagorean theorem.It is in this unit that students develop facility with geometric proof. They use what they know about congruence and similarity to prove theorems involving lines, angles, triangles, and other polygons. They explore a variety of formats for writing proofs.Understand similarity in terms of similarity transformations G.SRT.1 Verify experimentally the properties of dilations given by a center and a scale factor:A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged.The dilation of a line segment is longer or shorter in the ratio given by the scale factor.G.SRT.2 Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.G.SRT.3 Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar.Prove geometric theorems. Encourage multiple ways of writing proofs, such as in narrative paragraphs, using flow diagrams, in two-column format, and using diagrams without words. Students should be encouraged to focus on the validity of the underlying reasoning while exploring a variety of formats for expressing that reasoning. Implementation of G.CO.10 may be extended to include concurrence of perpendicular bisectors and angle bisectors as preparation for G.C.3 in Unit 6.G.CO.9 Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.G.CO.10 Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.G.CO.11 Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals.Prove theorems involving similarity. G.SRT.4 Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.G.SRT.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.Use coordinates to prove simple geometric theorems algebraically. G.GPE.6 Find the point on a directed line segment between two given points that partitions the segment in a given ratio.Define trigonometric ratios and solve problems involving right triangles. G.SRT.6 Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.G.SRT.7 Explain and use the relationship between the sine and cosine of complementary angles.G.SRT.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.★Prove and apply trigonometric identities. In this course, limit θ to angles between 0 and 90 degrees. Connect with the Pythagorean theorem and the distance formula. A course with a greater focus on trigonometry could include the (+) standard F.TF.9: Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems. This could continue to be limited to acute angles in Mathematics II.Extension of trigonometric functions to other angles through the unit circle is included in Mathematics III.F.TF.8 Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1 and use it to find sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.Unit 6: Circles With and Without CoordinatesIn this unit students prove basic theorems about circles, such as a tangent line is perpendicular to a radius, inscribed angle theorem, and theorems about chords, secants, and tangents dealing with segment lengths and angle measures. They study relationships among segments on chords, secants, and tangents as an application of similarity. In the Cartesian coordinate system, students use the distance formula to write the equation of a circle when given the radius and the coordinates of its center, and the equation of a parabola with vertical axis when given an equation of its directrix and the coordinates of its focus. Given an equation of a circle, they draw the graph in the coordinate plane, and apply techniques for solving quadratic equations to determine intersections between lines and circles or a parabola and between two circles. Students develop informal arguments justifying common formulas for circumference, area, and volume of geometric objects, especially those related to circles.Understand and apply theorems about circles. G.C.1 Prove that all circles are similar.G.C.2 Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.G.C.3 Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.G.C.4 (+) Construct a tangent line from a point outside a given circle to the circle.Find arc lengths and areas of sectors of circles Emphasize the similarity of all circles. Note that by similarity of sectors with the same central angle, arc lengths are proportional to the radius. Use this as a basis for introducing radian as a unit of measure. It is not intended that it be applied to the development of circular trigonometry in this course.G.C.5 Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector.Translate between the geometric description and the equation for a conic section. Connect the equations of circles and parabolas to prior work with quadratic equations. The directrix should be parallel to a coordinate axis.G.GPE.1 Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.G.GPE.2 Derive the equation of a parabola given a focus and directrix.Use coordinates to prove simple geometric theorems algebraically. Include simple proofs involving circles.G.GPE.4 Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, √3) lies on the circle centered at the origin and containing the point (0, 2).Explain volume formulas and use them to solve problems. Informal arguments for area and volume formulas can make use of the way in which area and volume scale under similarity transformations: when one figure in the plane results from another by applying a similarity transformation with scale factor k, its area is k2 times the area of the first. Similarly, volumes of solid figures scale by k3 under a similarity transformation with scale factor k.G.GMD.1 Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s principle, and informal limit arguments.G.GMD.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.★★ Modeling is best interpreted not as a collection of isolated topics but rather in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol.

Science - Physics

 Course Preface Printable Version (pdf)Independent Materials AlignmentPublisher: Materials: --select a publisher--CPO SCIENCE, a Division of School SpecialityGLENCOE/MCGRAW-HILLMCDOUGAL LITTELL INC.PEARSON PRENTICE HALLUTAH STATE OFFICE OF EDUCATION   Course Description Core Standards of the CourseScience BenchmarkThe motion of an object can be described by measurements of its position at different times. Velocity is a measure of the rate of change of position of an object. Acceleration is a measure of the rate of change of velocity of an object. This change in velocity may be a change in speed and/or direction. Motion is defined relative to the frame of reference from which it is observed. An object’s state of motion will remain constant unless unbalanced forces act upon the object. This is Newton’s first law of motion.Standard 1 Students will understand how to measure, calculate, and describe the motion of an object in terms of position, time, velocity, and acceleration.Objective 1 Describe the motion of an object in terms of position, time, and velocity.Calculate the average velocity of a moving object using data obtained from measurements of position of the object at two or more times.Distinguish between distance and displacement.Distinguish between speed and velocity.Determine and compare the average and instantaneous velocity of an object from data showing its position at given times.Collect, graph, and interpret data for position vs. time to describe the motion of an object and compare this motion to the motion of another object.Objective 2 Analyze the motion of an object in terms of velocity, time, and acceleration.Determine the average acceleration of an object from data showing velocity at given times.Describe the velocity of an object when its acceleration is zero.Collect, graph, and interpret data for velocity vs. time to describe the motion of an object.Describe the acceleration of an object moving in a circular path at constant speed (i.e., constant speed, but changing direction).Analyze the velocity and acceleration of an object over time.Objective 3 Relate the motion of objects to a frame of reference.Compare the motion of an object relative to two frames of reference.Predict the motion of an object relative to a different frame of reference (e.g., an object dropped from a moving vehicle observed from the vehicle and by a person standing on the sidewalk).Describe how selecting a specific frame of reference can simplify the description of the motion of an object.Objective 4 Use Newton's first law to explain the motion of an object.Describe the motion of a moving object on which balanced forces are acting.Describe the motion of a stationary object on which balanced forces are acting.Describe the balanced forces acting on a moving object commonly encountered (e.g., forces acting on an automobile moving at constant velocity, forces that maintain a body in an upright position while walking).Science language students should use: position, time, speed, velocity, acceleration, distance, displacement, rate, instantaneous velocity, average velocity, frame of reference, balanced forcesScience BenchmarkObjects in the universe interact with one another by way of forces. Changes in the motion of an object are proportional to the sum of the forces, and inversely proportional to the mass. If one object exerts a force on a second object, the second object always exerts an equal and opposite force on the first object. Whenever a force is applied to an object there is an equal and opposite reaction force.Any two objects in the universe with mass exert equal and opposite gravitational forces on one another. The electromagnetic force is manifested as an electric force, a magnetic force, or a combination. Any two objects in the universe with a net electric charge exert equal and opposite electric forces on one another. While gravitational forces are always attractive, electromagnetic forces can be either attractive or repulsive.Friction, tension, compression, spring, gravitational, and normal forces are all common observable forces. The net force on an object is the vector sum of all the forces acting upon the object.Standard 2 Students will understand the relation between force, mass, and acceleration.Objective 1 Analyze forces acting on an object.Observe and describe forces encountered in everyday life (e.g., braking of an automobile - friction, falling rain drops - gravity, directional compass - magnetic, bathroom scale - elastic or spring).Use vector diagrams to represent the forces acting on an object.Measure the forces on an object using appropriate tools.Calculate the net force acting on an object.Objective 2 Using Newton’s second law, relate the force, mass, and acceleration of an object.Determine the relationship between the net force on an object and the object’s acceleration.Relate the effect of an object’s mass to its acceleration when an unbalanced force is applied.Determine the relationship between force, mass, and acceleration from experimental data and compare the results to Newton’s second law.Predict the combined effect of multiple forces (e.g., friction, gravity, and normal forces) on an object’s motion.Objective 3 Explain that forces act in pairs as described by Newton’s third law.Identify pairs of forces (e.g., action-reaction, equal and opposite) acting between two objects (e.g., two electric charges, a book and the table it rests upon, a person and a rope being pulled).Determine the magnitude and direction of the acting force when magnitude and direction of the reacting force is known.Provide examples of practical applications of Newton’s third law (e.g., forces on a retaining wall, rockets, walking).Relate the historical development of Newton’s laws of motion to our current understanding of the nature of science (e.g., based upon previous knowledge, empirical evidence, replicable observations, development of scientific law).Standard 3 Students will understand the factors determining the strength of gravitational and electric forces.Objective 1 Relate the strength of the gravitational force to the distance between two objects and the mass of the objects (i.e., Newton’s law of universal gravitation).Investigate how mass affects the gravitational force (e.g., spring scale, balance, or other method of finding a relationship between mass and the gravitational force).Distinguish between mass and weight.Describe how distance between objects affects the gravitational force (e.g., effect of gravitational forces of the moon and sun on objects on Earth).Explain how evidence and inference are used to describe fundamental forces in nature, such as the gravitational force.Research the importance of gravitational forces in the space program.Objective 2 Describe the factors that affect the electric force (i.e., Coulomb’s law).Relate the types of charge to their effect on electric force (i.e., like charges repel, unlike charges attract).Describe how the amount of charge affects the electric force.Investigate the relationship of distance between charged objects and the strength of the electric force.Research and report on electric forces in everyday applications found in both nature and technology (e.g., lightning, living organisms, batteries, copy machine, electrostatic precipitators).Science language students should use: force, electric force, electric charge, friction, gravitational force, mass, net force, normal force, weight, vector, vector diagramScience BenchmarkThe total energy of the universe is constant; however, the total amount of energy available for useful transformation is almost always decreasing. Energy can be converted from one form to another and move from one system to another. Transformation of energy usually produces heat that spreads to cooler places by radiation, convection, or conduction. Energy can be classified as potential or kinetic energy. Potential energy is stored energy and includes chemical, gravitational, electrostatic, elastic, and nuclear. Kinetic energy is the energy of motion.Moving electric charges produce magnetic forces and moving magnets produce electric forces. The interplay of electric and magnetic forces is the basis for electric motors, generators, and many other modern technologies, including the production of electromagnetic waves. Modern electric generators produce electricity by converting mechanical energy into electrical energy.Sound and light transfer energy from one location to another as waves. Characteristics of waves include wavelength, amplitude, and frequency. Waves can combine with one another, bend around corners, reflect off surfaces, be absorbed by materials they enter, and change direction when entering a new material. All these effects vary with wavelength. Observable waves include mechanical and electromagnetic waves. Mechanical waves transport energy through a medium. Electromagnetic radiation is differentiated by wavelength or frequency, and includes radio waves, microwaves, infrared, visible light, ultraviolet radiation, x-rays, and gamma rays. These wavelengths vary from radio waves (the longest) to gamma rays (the shortest). In empty space all electromagnetic waves move at the same speed, the “speed of light.”Standard 4 Students will understand transfer and conservation of energy.Objective 1 Determine kinetic and potential energy in a system.Identify various types of potential energy (i.e., gravitational, elastic, chemical, electrostatic, nuclear).Calculate the kinetic energy of an object given the velocity and mass of the object.Describe the types of energy contributing to the total energy of a given system.Objective 2 Describe conservation of energy in terms of systems.Describe a closed system in terms of its total energy.Relate the transformations between kinetic and potential energy in a system (e.g., moving magnet induces electricity in a coil of wire, roller coaster, internal combustion engine).Gather data and calculate the gravitational potential energy and the kinetic energy of an object (e.g., pendulum, water flowing downhill, ball dropped from a height) and relate this to the conservation of energy of a system.Evaluate social, economic, and environmental issues related to the production and transmission of electrical energy.Objective 3 Describe common energy transformations and the effect on availability of energy.Describe the loss of useful energy in energy transformations.Investigate the transfer of heat energy by conduction, convection, and radiation.Describe the transformation of mechanical energy into electrical energy and the transmission of electrical energy.Research and report on the transformation of energy in electrical generation plants (e.g., chemical to heat to electricity, nuclear to heat to mechanical to electrical, gravitational to kinetic to mechanical to electrical), and include energy losses during each transformation.Standard 5 Students will understand the properties and applications of waves.Objective 1 Demonstrate an understanding of mechanical waves in terms of general wave properties.Differentiate between period, frequency, wavelength, and amplitude of waves.Investigate and compare reflection, refraction, and diffraction of waves.Provide examples of waves commonly observed in nature and/or used in technological applications.Identify the relationship between the speed, wavelength, and frequency of a wave.Explain the observed change in frequency of a mechanical wave coming from a moving object as it approaches and moves away (i.e., Doppler effect).Explain the transfer of energy through a medium by mechanical waves.Objective 2 Describe the nature of electromagnetic radiation and visible light.Describe the relationship of energy to wavelength or frequency for electromagnetic radiation.Distinguish between the different parts of the electromagnetic spectrum (e.g., radio waves and x-rays or visible light and microwaves).Explain that the different parts of the electromagnetic spectrum all travel through empty space and at the same speed.Explain the observed change in frequency of an electromagnetic wave coming from a moving object as it approaches and moves away (i.e., Doppler effect, red/blue shift).Provide examples of the use of electromagnetic radiation in everyday life (e.g., communications, lasers, microwaves, cellular phones, satellite dishes, visible light).Science language students should use: energy, potential energy, kinetic energy, law of conservation of energy, wave, mechanical wave, electromagnetic wave, electromagnetic spectrum, wavelength, frequency, amplitude, period, reflection, refraction, diffraction, Doppler effect, elastic potential energy, medium, radio wave, microwave, infrared, visible light, ultraviolet, x-ray, gamma ray, conduction, convection, radiationScience - Chemistry

 Course Preface Printable Version (pdf)Independent Materials AlignmentPublisher: Materials: --select a publisher--CENGAGE LEARNINGGLENCOE/MCGRAW-HILLMCDOUGAL LITTELL INC.PEARSON PRENTICE HALLUTAH STATE OFFICE OF EDUCATION   Course Description Core Standards of the CourseScience BenchmarkMatter on Earth and in the universe is made of atoms that have structure, mass, and a common origin. The periodic table is used to organize elements by structure. A relationship exists between the chemical behavior and the structure of atoms. The periodic table reflects this relationship.The nucleus of an atom is a tiny fraction of the volume of the atom. Each proton or neutron in the nucleus is nearly 2,000 times the mass of an electron. Electrons move around the nucleus.The modern atomic model has been developed using experimental evidence. Atomic theories describe the behavior of atoms as well as energy changes in the atom. Energy changes in an isolated atom occur only in discrete jumps. Change in structure and composition of the nucleus result in the conversion of matter into energy.Standard 1 Students will understand that all matter in the universe has a common origin and is made of atoms, which have structure and can be systematically arranged on the periodic table.Objective 1 Recognize the origin and distribution of elements in the universe.Identify evidence supporting the assumption that matter in the universe has a common origin.Recognize that all matter in the universe and on earth is composed of the same elements.Identify the distribution of elements in the universe.Compare the occurrence of heavier elements on earth and the universe.Objective 2 Relate the structure, behavior, and scale of an atom to the particles that compose it.Summarize the major experimental evidence that led to the development of various atomic models, both historical and current.Evaluate the limitations of using models to describe atoms. Discriminate between the relative size, charge, and position of protons, neutrons, and electrons in the atom.Generalize the relationship of proton number to the element’s identity.Relate the mass and number of atoms to the gram-sized quantities of matter in a mole.Objective 3 Correlate atomic structure and the physical and chemical properties of an element to the position of the element on the periodic table.Use the periodic table to correlate the number of protons, neutrons, and electrons in an atom.Compare the number of protons and neutrons in isotopes of the same element.Identify similarities in chemical behavior of elements within a group.Generalize trends in reactivity of elements within a group to trends in other groups.Compare the properties of elements (e.g., metal, nonmetallic, metalloid) based on their position in the periodic table.Standard 2 Students will understand the relationship between energy changes in the atom specific to the movement of electrons between energy levels in an atom resulting in the emission or absorption of quantum energy. They will also understand that the emission of high-energy particles results from nuclear changes and that matter can be converted to energy during nuclear reactions.Objective 1 Evaluate quantum energy changes in the atom in terms of the energy contained in light emissions.Identify the relationship between wavelength and light energy.Examine evidence from the lab indicating that energy is absorbed or released in discrete units when electrons move from one energy level to another.Correlate the energy in a photon to the color of light emitted.After observing spectral emissions in the lab (e.g., flame test, spectrum tubes), identify unknown elements by comparison to known emission spectra.Objective 2 Evaluate how changes in the nucleus of an atom result in emission of radioactivity.Recognize that radioactive particles and wavelike radiations are products of the decay of an unstable nucleus.Interpret graphical data relating half-life and age of a radioactive substance.Compare the mass, energy, and penetrating power of alpha, beta, and gamma radiation.Compare the strong nuclear force to the amount of energy released in a nuclear reaction and contrast it to the amount of energy released in a chemical reaction.After researching, evaluate and report the effects of nuclear radiation on humans or other organisms.Science language students should use: atom, element, nucleus, proton, neutron, electron, isotope, metal, nonmetal, metalloid, malleable, conductive, periodic table, quanta, wavelength, radiation, emit, absorb, spectrum, half-life, fission, fusion, energy level, moleScience BenchmarkAtoms form bonds with other atoms by transferring or sharing electrons. The arrangement of electrons in an atom, particularly the valence electrons, determines how an atom can interact with other atoms.The types of chemical bonds holding them together determine many of the physical properties of compounds. The formation of compounds results in a great diversity of matter from a limited number of elements.Standard 3 Students will understand chemical bonding and the relationship of the type of bonding to the chemical and physical properties of substances.Objective 1 Analyze the relationship between the valence (outermost) electrons of an atom and the type of bond formed between atoms.Determine the number of valence electrons in atoms using the periodic table.Predict the charge an atom will acquire when it forms an ion by gaining or losing electrons.Predict bond types based on the behavior of valence (outermost) electrons.Compare covalent, ionic, and metallic bonds with respect to electron behavior and relative bond strengths.Objective 2 Explain that the properties of a compound may be different from those of the elements or compounds from which it is formed.Use a chemical formula to represent the names of elements and numbers of atoms in a compound and recognize that the formula is unique to the specific compound.Compare the physical properties of a compound to the elements that form it.Compare the chemical properties of a compound to the elements that form it.Explain that combining elements in different proportions results in the formation of different compounds with different properties.Objective 3 Relate the properties of simple compounds to the type of bonding, shape of molecules, and intermolecular forces.Generalize, from investigations, the physical properties (e.g., malleability, conductivity, solubility) of substances with different bond types.Given a model, describe the shape and resulting polarity of water, ammonia, and methane molecules.Identify how intermolecular forces of hydrogen bonds in water affect a variety of physical, chemical, and biological phenomena (e.g., surface tension, capillary action, boiling point).Science language students should use: chemical property, physical property, compound, valence electrons, ionic, covalent, malleability, conductivity, solubility, intermolecular, polarityScience BenchmarkIn a chemical reaction new substances are formed as atoms and molecules are rearranged. The concept of atoms explains the conservation of matter, since the number of atoms stays the same in a chemical reaction no matter how they are rearranged; the total mass stays the same. Although energy can be absorbed or released in a chemical reaction, the total amount of energy and matter in it remains constant. Many reactions attain a state of equilibrium. Many ordinary activities, such as baking, involve chemical reactions.The rate of chemical reactions of atoms and molecules depends upon how often they encounter one another, which is a function of concentration, temperature, and pressure of the reacting materials. Catalysts can be used to change the rate of chemical reactions. Under proper conditions reactions may attain a state of equilibrium.Standard 4 Students will understand that in chemical reactions matter and energy change forms, but the amounts of matter and energy do not change.Objective 1 Identify evidence of chemical reactions and demonstrate how chemical equations are used to describe them.Generalize evidences of chemical reactions.Compare the properties of reactants to the properties of products in a chemical reaction.Use a chemical equation to describe a simple chemical reaction.Recognize that the number of atoms in a chemical reaction does not change.Determine the molar proportions of the reactants and products in a balanced chemical reaction.Investigate everyday chemical reactions that occur in a student's home (e.g., baking, rusting, bleaching, cleaning).Objective 2 Analyze evidence for the laws of conservation of mass and conservation of energy in chemical reactions.Using data from quantitative analysis, identify evidence that supports the conservation of mass in a chemical reaction.Use molar relationships in a balanced chemical reaction to predict the mass of product produced in a simple chemical reaction that goes to completion.Report evidence of energy transformations in a chemical reaction.After observing or measuring, classify evidence of temperature change in a chemical reaction as endothermic or exothermic.Using either a constructed or a diagrammed electrochemical cell, describe how electrical energy can be produced in a chemical reaction (e.g., half reaction, electron transfer).Using collected data, report the loss or gain of heat energy in a chemical reaction.Standard 5 Students will understand that many factors influence chemical reactions and some reactions can achieve a state of dynamic equilibrium.Objective 1 Evaluate factors specific to collisions (e.g., temperature, particle size, concentration, and catalysts) that affect the rate of chemical reaction.Design and conduct an investigation of the factors affecting reaction rate and use the findings to generalize the results to other reactions.Use information from graphs to draw warranted conclusions about reaction rates.Correlate frequency and energy of collisions to reaction rate.Identify that catalysts are effective in increasing reaction rates.Objective 2 Recognize that certain reactions do not convert all reactants to products, but achieve a state of dynamic equilibrium that can be changed.Explain the concept of dynamic equilibrium.Given an equation, identify the effect of adding either product or reactant to a shift in equilibrium.Indicate the effect of a temperature change on the equilibrium, using an equation showing a heat term.Science language students should use: chemical reaction, matter, law of conservation of mass, law of conservation of energy, temperature, electrochemical cell, entropy, chemical equation, endothermic, exothermic, heat, rate, catalyst, concentration, collision theory, equilibrium, half reactionScience BenchmarkSolutions make up many of the ordinary substances encountered in everyday life.The relative amounts of solutes and solvents determine the concentration and the physical properties of a solution. Two important categories of solutions are acids and bases.Standard 6 Students will understand the properties that describe solutions in terms of concentration, solutes, solvents, and the behavior of acids and bases.Objective 1 Describe factors affecting the process of dissolving and evaluate the effects that changes in concentration have on solutions.Use the terms solute and solvent in describing a solution.Sketch a solution at the particle level.Describe the relative amount of solute particles in concentrated and dilute solutions and express concentration in terms of molarity and molality.Design and conduct an experiment to determine the factors (e.g., agitation, particle size, temperature) affecting the relative rate of dissolution.Relate the concept of parts per million (PPM) to relevant environmental issues found through research.Objective 2 Summarize the quantitative and qualitative effects of colligative properties on a solution when a solute is added.Identify the colligative properties of a solution.Measure change in boiling and/or freezing point of a solvent when a solute is added.Describe how colligative properties affect the behavior of solutions in everyday applications (e.g., road salt, cold packs, antifreeze).Objective 3 Differentiate between acids and bases in terms of hydrogen ion concentration.Relate hydrogen ion concentration to pH values and to the terms acidic, basic or neutral.Using an indicator, measure the pH of common household solutions and standard laboratory solutions, and identify them as acids or bases.Determine the concentration of an acid or a base using a simple acid-base titration.Research and report on the uses of acids and bases in industry, agriculture, medicine, mining, manufacturing, or construction.Evaluate mechanisms by which pollutants modify the pH of various environments (e.g., aquatic, atmospheric, soil).Science language students should use: solution, solute, solvent, concentration, molarity, percent concentration, colligative property, boiling point, freezing point, acid, base, pH, indicator, titration, hydrogen ion, neutralization, parts per million, concentrated, dilute, dissolveScience - Biology

 Course Preface Printable Version (pdf)Independent Materials AlignmentPublisher: Materials: --select a publisher--AAA UtahGLENCOE/MCGRAW-HILLHOLT, MCDOUGAL, A Division of HMH PublishingMCDOUGAL LITTELL INC.PEARSON EDUCATION INC.PEARSON PRENTICE HALLUTAH STATE OFFICE OF EDUCATION   Course Description Core Standards of the CourseScience BenchmarkEcosystems are shaped by interactions among living organisms and their physical environment. Ecosystems change constantly, either staying in a state of dynamic balance or shifting to a new state of balance. Matter cycles in ecosystems, and energy flows from outside sources through the system. Humans are part of ecosystems and can deliberately or inadvertently alter an ecosystem.Standard 1 Students will understand that living organisms interact with one another and their environment.Objective 1 Summarize how energy flows through an ecosystem.Arrange components of a food chain according to energy flow.Compare the quantity of energy in the steps of an energy pyramid.Describe strategies used by organisms to balance the energy expended to obtain food to the energy gained from the food (e.g., migration to areas of seasonal abundance, switching type of prey based upon availability, hibernation or dormancy).Compare the relative energy output expended by an organism in obtaining food to the energy gained from the food (e.g., hummingbird - energy expended hovering at a flower compared to the amount of energy gained from the nectar, coyote - chasing mice to the energy gained from catching one, energy expended in migration of birds to a location with seasonal abundance compared to energy gained by staying in a cold climate with limited food).Research food production in various parts of the world (e.g., industrialized societies’ greater use of fossil fuel in food production, human health related to food product).Objective 2 Explain relationships between matter cycles and organisms.Use diagrams to trace the movement of matter through a cycle (i.e., carbon, oxygen, nitrogen, water) in a variety of biological communities and ecosystems.Explain how water is a limiting factor in various ecosystems.Distinguish between inference and evidence in a newspaper, magazine, journal, or Internet article that addresses an issue related to human impact on cycles of matter in an ecosystem and determine the bias in the article.Evaluate the impact of personal choices in relation to the cycling of matter within an ecosystem (e.g., impact of automobiles on the carbon cycle, impact on landfills of processed and packaged foods).Objective 3 Describe how interactions among organisms and their environment help shape ecosystems.Categorize relationships among living things according to predator-prey, competition, and symbiosis.Formulate and test a hypothesis specific to the effect of changing one variable upon another in a small ecosystem.Use data to interpret interactions among biotic and abiotic factors (e.g., pH, temperature, precipitation, populations, diversity) within an ecosystem.Investigate an ecosystem using methods of science to gather quantitative and qualitative data that describe the ecosystem in detail.Research and evaluate local and global practices that affect ecosystems.Language science students should use: predator-prey, symbiosis, competition, ecosystem, carbon cycle, nitrogen cycle, oxygen cycle, population, diversity, energy pyramid, consumers, producers, limiting factor, competition, decomposers, food chain, biotic, abiotic, community, variable, evidence, inference, quantitative, qualitativeScience BenchmarkCells are the basic unit of life. All living things are composed of one or more cells that come from preexisting cells. Cells perform a variety of functions necessary to maintain homeostasis and life. The structure and function of a cell determines the cell's role in an organism. Living cells are composed of chemical elements and molecules that form large, complex molecules. These molecules form the basis for the structure and function of cells.Standard 2 Students will understand that all organisms are composed of one or more cells that are made of molecules, come from preexisting cells, and perform life functions.Objective 1 Describe the fundamental chemistry of living cells.List the major chemical elements in cells (i.e., carbon, hydrogen, nitrogen, oxygen, phosphorous, sulfur, trace elements).Identify the function of the four major macromolecules (i.e., carbohydrates, proteins, lipids, nucleic acids).Explain how the properties of water (e.g., cohesion, adhesion, heat capacity, solvent properties) contribute to maintenance of cells and living organisms.Explain the role of enzymes in cell chemistry.Objective 2 Describe the flow of energy and matter in cellular function.Distinguish between autotrophic and heterotrophic cells.Illustrate the cycling of matter and the flow of energy through photosynthesis (e.g., by using light energy to combine CO2 and H2O to produce oxygen and sugars) and respiration (e.g., by releasing energy from sugar and O2 to produce CO2 and H2O).Measure the production of one or more of the products of either photosynthesis or respiration.Objective 3 Investigate the structure and function of cells and cell parts.Explain how cells divide from existing cells.Describe cell theory and relate the nature of science to the development of cell theory (e.g., built upon previous knowledge, use of increasingly more sophisticated technology).Describe how the transport of materials in and out of cells enables cells to maintain homeostasis (i.e., osmosis, diffusion, active transport).Describe the relationship between the organelles in a cell and the functions of that cell.Experiment with microorganisms and/or plants to investigate growth and reproduction.Language science students should use: organelles, photosynthesis, respiration, cellular respiration, osmosis, diffusion, active transport, homeostasis, cell theory, organic, carbohydrate, fermentation, protein, fat, nucleic acid, enzyme, chlorophyll, cell membrane, nucleus, cell wall, solvent, solute, adhesion, cohesion, microorganismScience BenchmarkStructure relates to function. Organs and organ systems function together to provide homeostasis in organisms. The functioning of organs depends upon multiple organ systems.Standard 3 Students will understand the relationship between structure and function of organs and organ systems.Objective 1 Describe the structure and function of organs.Diagram and label the structure of the primary components of representative organs in plants and animals (e.g., heart - muscle tissue, valves and chambers; lung - trachea, bronchial, alveoli; leaf - veins, stomata; stem - xylem, phloem, cambium; root - tip, elongation, hairs; skin - layers, sweat glands, oil glands, hair follicles; ovaries - ova, follicles, corpus luteum).Describe the function of various organs (e.g. heart, lungs, skin, leaf, stem, root, ovary).Relate the structure of organs to the function of organs.Compare the structure and function of organs in one organism to the structure and function of organs in another organism.Research and report on technological developments related to organs.Objective 2 Describe the relationship between structure and function of organ systems in plants and animals.Relate the function of an organ to the function of an organ system.Describe the structure and function of various organ systems (i.e., digestion, respiration, circulation, protection and support, nervous) and how these systems contribute to homeostasis of the organism.Examine the relationships of organ systems within an organism (e.g., respiration to circulation, leaves to roots) and describe the relationship of structure to function in the relationship.Relate the tissues that make up organs to the structure and function of the organ.Compare the structure and function of organ systems in one organism to the structure and function in another organism (e.g., chicken to sheep digestive system; fern to peach reproductive system).Language science students should use: organ, organ system, organism, hormonal modification, stomata, tissue, homeostasis, structure, functionScience BenchmarkInformation passed from parent to offspring is coded in DNA (deoxyribonucleic acid) molecules. The fundamental DNA structure is the same for all living things; the sequence of DNA differs between each organism and each species. Changes in the DNA sequence may alter genetic expression. The genetic information in DNA provides the instructions for assembling protein molecules in cells. The code used is virtually the same for all organisms.There are predictable patterns of inheritance. Sexual reproduction increases the genetic variation of a species. Asexual reproduction provides offspring that have the same genetic code as the parent.Standard 4 Students will understand that genetic information coded in DNA is passed from parents to offspring by sexual and asexual reproduction. The basic structure of DNA is the same in all living things. Changes in DNA may alter genetic expression.Objective 1 Compare sexual and asexual reproduction.Explain the significance of meiosis and fertilization in genetic variation.Compare the advantages/disadvantages of sexual and asexual reproduction to survival of species.Formulate, defend, and support a perspective of a bioethical issue related to intentional or unintentional chromosomal mutations.Objective 2 Predict and interpret patterns of inheritance in sexually reproducing organisms.Explain Mendel’s laws of segregation and independent assortment and their role in genetic inheritance.Demonstrate possible results of recombination in sexually reproducing organisms using one or two pairs of contrasting traits in the following crosses: dominance/recessive, incomplete dominance, codominance, and sex-linked traits.Relate Mendelian principles to modern-day practice of plant and animal breeding.Analyze bioethical issues and consider the role of science in determining public policy.Objective 3 Explain how the structure and replication of DNA are essential to heredity and protein synthesis.Use a model to describe the structure of DNA.Explain the importance of DNA replication in cell reproduction.Summarize how genetic information encoded in DNA provides instructions for assembling protein molecules.Describe how mutations may affect genetic expression and cite examples of mutagens.Relate the historical events that lead to our present understanding of DNA to the cumulative nature of science knowledge and technology.Research, report, and debate genetic technologies that may improve the quality of life (e.g., genetic engineering, cloning, gene splicing).Language science students should use: DNA, replication, fertilization, dominant trait, recessive trait, genetic engineering, gene splicing, phenotype, genotype, sexual reproduction, asexual reproduction, chromosome, gene, mutation, cloning, inheritance, bioethics, pedigreeScience BenchmarkEvolution is central to modern science’s understanding of the living world. The basic idea of biological evolution is that Earth’s present day species developed from earlier species. Evolutionary processes allow some species to survive with little or no change, some to die out altogether, and other species to change, giving rise to a greater diversity of species. Science distinguishes itself from other ways of knowing and from other bodies of knowledge through the use of empirical standards, logical arguments, and skepticism, as science strives for explanations of the world.Standard 5 Students will understand that biological diversity is a result of evolutionary processes.Objective 1 Relate principles of evolution to biological diversity.Describe the effects of environmental factors on natural selection.Relate genetic variability to a species’ potential for adaptation to a changing environment.Relate reproductive isolation to speciation.Compare selective breeding to natural selection and relate the differences to agricultural practices.Objective 2 Cite evidence for changes in populations over time and use concepts of evolution to explain these changes.Cite evidence that supports biological evolution over time (e.g., geologic and fossil records, chemical mechanisms, DNA structural similarities, homologous and vestigial structures).Identify the role of mutation and recombination in evolution.Relate the nature of science to the historical development of the theory of evolution.Distinguish between observations and inferences in making interpretations related to evolution (e.g., observed similarities and differences in the beaks of Galapagos finches leads to the inference that they evolved from a common ancestor; observed similarities and differences in the structures of birds and reptiles leads to the inference that birds evolved from reptiles).Review a scientific article and identify the research methods used to gather evidence that documents the evolution of a species.Objective 3 Classify organisms into a hierarchy of groups based on similarities that reflect their evolutionary relationships.Classify organisms using a classification tool such as a key or field guide.Generalize criteria used for classification of organisms (e.g., dichotomy, structure, broad to specific).Explain how evolutionary relationships are related to classification systems.Justify the ongoing changes to classification schemes used in biology.Language science students should use: evolution, fossil record, geologic record, molecular, homologous, vestigial structures, mutation, recombination, hierarchy, classification scheme, theory, natural selection, adaptation, evidence, inference, speciation, biodiversity, taxonomy, kingdom, virus, protist, fungi, plant, animal, dichotomyReal Estate

 Printable Version (pdf)   Course Description Core Standards of the CourseStandard 1 Students will understand economics and the market as it relates to real estate (Chapter 1)Objective 1 Determine the scope of the real estate business.Identify real estate terminology.Discuss how real estate is at work all around us.Discuss real estate as a trend indicator.Discuss the variety of supporting activities.Identify the impact on other industries.Objective 2 Develop an understanding of the nature and characteristics of land.Accurately define and understand the definition of real property.Understand the nature of land.Understand the physical and economic characteristics of land.Identify ways in which land is created.Evaluate man’s limitations in dealing with land.Objective 3 Understand the many uses of land.Understand the concept of highest and best use.Identify product types and local availability of those types.Describe the most important considerations for each type of land; soil types, weather, view, and access.Evaluate trends in the local area involving the transition of use, and determine how these trends affect the student and their community.Objective 4 Determine forces influencing the market for land.Understand the concept of supply and demand.Know how employment has an impact on the market for land.Understand government regulations and their impact .Describe the social environment of the student’s community and its impact on the market for land.Objective 5 Determine the importance of understanding the practices of identifying land and legal descriptions.Understand the purpose and usage of a legal description.Identify the five frequently used approaches to describing property.Identify the Great Salt Lake Meridian and Base.Write a description of property, and be able to draw it.Know how to figure acreage in a section of a township.Know number of square feet in an acre (43,560).Standard 2 Students will understand property rights and the fundamentals of ownership (Chapter 2)Objective 1 Develop an awareness of the different types of property ownership and the need for deeds.Understand the concept of bundle of rights.Identify the different types of freehold interests.Define the different types of property ownership.Understand the steps leading to adverse possession.Objective 2 Develop an understanding of various types of contracts and the important part they play in real estate.Accurately define contract.Understand the four elements necessary for a contract to be a legal, valid document.Discuss the use of contracts and clauses in real estate.Objective 3 Develop an understanding of deeds and the part they play in real estate.Define deed.Identify the items necessary to make a deed valid.Identify the uses and different types of deeds.Standard 3 Students will understand the methods of financing (Chapter 3)Objective 1 Develop an understanding of mortgages and methods of financing real estate investments.Understand the various sources of funds for home mortgages.Identify the different types of government mortgage institutions.Discuss the secondary mortgage market.

Medical Anatomy and Physiology

 Printable Version (pdf)   Course Description Core Standards of the CourseBENCHMARK 1Anatomy and Physiology/Diseases and DisordersStandard 01 Students will describe the body plan and organization and homeostasis. 7% - 5 QuestionsObjective 01.01 Contrast the science of anatomy with physiology.Objective 01.02 Describe the six levels of structural organization of the human body. (chemical, cellular, tissue, organ, system, organism)Objective 01.03 Describe metabolism and its anabolic and catabolic processes.Objective 01.04 Apply directional terms used in human anatomy. (posterior/anterior, medial/lateral, proximal/distal, superficial/deep, superior/inferior)Objective 01.05 Apply these commonly used planes to divide the body into portions. (sagittal, midsagittal, transverse [horizontal], frontal [coronal])Objective 01.06 Identify the body cavities and locate the following organs within each cavity.Dorsal CavityVertebral - Spinal CordCranial - BrainVentral CavityThoracic - Heart & LungsMediastinal - Heart, Bronchi & EsophagusPericardial – HeartPleural - LungsAbdominal -Liver, Spleen, Intestines, Kidneys & StomachPelvic - Intestines, Urinary Bladder & Sex Organs)Objective 01.07 Identify the major organ in each abdominal quadrant. (RUQ - Right Upper Quadrant – Liver, RLQ - Right Lower Quadrant - Cecum & Appendix LUQ - Left Upper Quadrant - Spleen, Stomach & Left Kidney, LLQ - Left Lower Quadrant – Left Ovary)Objective 01.08 Examine the relationship between homeostasis and stress.Objective 01.09 Differentiate between negative and positive mechanisms.Objective 01.10 Contrast extracellular and intracellular fluid in terms of location and composition.Standard 02 Students will explain basic principles of body chemistry. 7% - 5 QuestionsObjective 02.01 Review the following terms and concepts. (states of matter, basic components of the atom [nucleus, electrons, protons, and neutrons], ion, element)Objective 02.02 Identify the four major elements in the body. (carbon, hydrogen, oxygen, nitrogen)Objective 02.03 Differentiate between a compound and a molecule.Objective 02.04 Differentiate between a cation and an anion.Objective 02.05 Describe the characteristics of ionic, covalent, and hydrogen bonds.Objective 02.06 Define pH.Objective 02.07 Categorize acidic, basic, or neutral solutions based on the pH of a solution.Objective 02.08 Distinguish between “neutral” pH and the “average” pH range of the blood. (neutral pH = 7.0, average pH of blood = 7.35 to 7.45)Objective 02.09 Describe the properties of water and how it is utilized in the human body. (universal solvent, transport, lubricant, heat capacity, chemical reactions)Objective 02.10 Distinguish between inorganic and organic compounds. (Inorganic compounds do not usually contain carbon, are small molecules, and are usually ionic bonds. Organic compounds contain carbon, are large molecules, covalent bonding, and flammable.)Objective 02.11 Describe the structures and functions of carbohydrates, proteins, lipids, and nucleic acids.Objective 02.12 Contrast the characteristics of saturated fats, monounsaturated fats, and polyunsaturated fats.Objective 02.13 Describe how the body produces energy during cellular respiration. (ATP < - -> ADP + P + ENERGY conversion)Standard 03 Students will describe basic concepts of structures and functions of cells, histology, and the integumentary system. 11% - 8 QuestionsObjective 03.01 Identify the four principle parts of a generalized animal cell and their functions. (nucleus, cytosol, organelles & cell membrane)Objective 03.02 Describe the structure and function of the cell membrane.Objective 03.03 Describe selectively permeable membranes and factors which influence permeability.Objective 03.04 Describe each of the following transport processes, and classify them as active or passive. (Passive processes – diffusion, osmosis, facilitated diffusion, dialysis, and filtration. Active processes phagocytosis and exocytosis).Objective 03.05 Review the osmotic effects that occur when a cell is placed in an isotonic, hypotonic, or hypertonic solution.Objective 03.06 Describe the function of the following structures within the cell nucleus. (nucleolus, gene, chromatin, chromosome)Objective 03.07 Identify the major functions and characteristics of the following organelles or cell membrane modifications. (ribosomes, endoplasmic reticulum, Golgi complex, mitochondria, lysosomes, peroxisomes, microfilaments, microtubules, centrioles, centrosomes, flagella, cilia, microvilli, vacuole)Objective 03.08 Relate mitosis, meiosis, and cytokinesis to cell division.Objective 03.09 Discuss the structure of DNA. (nucleotide, names of complementary bases & codon)Objective 03.10 Describe the process of protein synthesis. (transcription, translation)Objective 03.11 Identify the general characteristics and functions of each of the principle types of tissues. (Epithelial - strategies for tissue identification [arrangement & cell shape], Connective - adipose, cartilage, dense fibrous, blood & bone, Muscular - skeletal, smooth & cardiac, and Nervous)Objective 03.12 Contrast exocrine and endocrine glands.Objective 03.13 Differentiate between the basic types of membranes. (mucous, serous, synovial, cutaneous)Objective 03.14 Describe the structures and functions of the integumentary system components. (skin, glands, hair, nails)Objective 03.15 Describe the major layers of skin. (epidermis, dermis, subcutaneous [hypodermis])Objective 03.16 Describe the functions of sudoriferous (sweat) and sebaceous (oil) glands.Objective 03.17 Identify the following diseases or disorders of the integumentary system. (acne, athlete’s foot, burns, cancer, decubitus ulcers)Standard 04 Students will describe the structures and functions of the skeletal system and its components. 9% - 6 QuestionsObjective 04.01 Identify the general functions of the skeletal system.Objective 04.02 Identify the roles of the osteoblasts, osteocytes, and osteoclasts in bone growth and ossification.Objective 04.03 Describe the features of a long bone. (periosteum, diaphysis, epiphysis, metaphysis, medullary cavity, red marrow, yellow marrow, articular cartilage, endosteum)Objective 04.04 Contrast the structural differences between compact and spongy bone.Objective 04.05 Identify the four classes of bones with characteristics and examples of each. (long, short, flat & irregular)Objective 04.06 Describe and locate the following bone markings. (foramen, meatus, sinus, fossa, condyle, tuberosity, trochanter, tubercle & process)Objective 04.07 Describe the terms “suture” and “fontanel”.Objective 04.08 Contrast the axial and appendicular skeletons.Objective 04.09 Locate the following skull bones. (mandible, maxilla, zygomatic, frontal, parietal, occipital, sphenoid, ethmoid, hyoid, temporal, mastoid process of the temporal bone)Objective 04.10 Contrast the general number, location and function of each of the five groups of vertebrae.Objective 04.11 Describe the functional classifications of articulations & the associated types within diarthrotic articulations. (synarthrotic, amphiarthrotic and diarthrotic [gliding, hinge, pivot, ellipsodial, saddle & ball and socket)Objective 04.12 Explain the structural classifications of articulations. (fibrous, synovial & cartilaginous)Objective 04.13 Describe a ligament and its role in a synovial joint.Objective 04.14 Discuss the influence of aging, exercise and lifestyle on bone remodeling.Objective 04.15 Identify the following diseases or disorders of the skeletal system. (fractures, herniated disc, kyphosis, lordosis, osteoarthritis, osteoporosis, rickets, scoliosis, sprain, strain, spina bifida)Standard 05 Students will describe the structures and functions of the muscular system and its components. 9% - 6 QuestionsObjective 05.01 Identify the general functions of the muscular system.Objective 05.02 Describe the four characteristics of muscle tissue. (elasticity, excitability [irritability]. extensibility, flexibility)Objective 05.03 Contrast the general location, microscopic appearance, control, and functions of the three specific types of muscle tissue. (skeletal, smooth, cardiac)Objective 05.04 Contrast thick and thin myofilaments.Objective 05.05 Describe the sliding-filament theory of muscle contraction.Objective 05.06 Describe the role of each of the following structures in muscle contraction. (motor neuron, neuromuscular junction, motor end plate, ACh (acetylcholine) receptors, acetylcholine, motor unit)Objective 05.07 Define the terms “origin” and “insertion.”Objective 05.08 Describe how levers function. (first class, second class, and third class levers)Objective 05.09 Explain the role of prime movers (agonist), antagonists, synergists, and fixators.Objective 05.10 Describe the locations and functions of the following skeletal muscles: (biceps brachii, triceps brachii, sternocleidomastoid, trapezius, deltoid, diaphragm, pectoralis major, latissimus dorsi, gastrocnemius, hamstrings, quadriceps, gluteus maximus)Objective 05.11 Locate three commonly chosen sites for intramuscular injections. (deltoid, gluteus medius, vastus lateralis)Objective 05.12 Identify the following diseases and disorders of the muscular system. (abnormal contractions, fibromyalgia, muscular dystrophy, myasthenia gravis, shin splints)Standard 06 Students will describe the structures and functions of the nervous system and special senses. 11% - 8 QuestionsObjective 06.01 Restate the three broad functions of the nervous system: (sensory, integration, motor)Objective 06.02 Describe the general organization of the nervous system.Objective 06.03 List the functions and structures of neurons and neuroglial cells: (astrocytes, microglia, oligodenrocytes, ependymal cells, Schwann cells, and satellite cells)Objective 06.04 Sequence the major events when nerve impulse (action potential) is initiated and transmitted in a neuron.Objective 06.05 Contrast white and gray matter of nervous tissue.Objective 06.06 Identify the structures responsible for the maintenance and protection of the central nervous system. (meninges [dura mater, arachnoid mater and pia mater])Objective 06.07 Explain the role of each of the components of a reflex arc. (reflex, reflex arc, receptor, sensory neuron, association [interneurons] neuron, motor neuron, effector)Objective 06.08 Identify the origins and targets of the phrenic and sciatic nerves.Objective 06.09 Identify the four principle parts of the brain. (cerebrum, cerebellum, brain stem, diencephalon)Objective 06.10 Describe the production, location, and function of CSF. (ventricles, subarachnoid space and choroid plexus)Objective 06.11 Describe the functions of the three structures found in the brain stem. (midbrain, pons & medulla oblongata)Objective 06.12 Describe the structures and functions of the diencephalon. (thalamus & hypothalamus)Objective 06.13 Describe the locations and functions of the four lobes of the cerebrum. (frontal, parietal, temporal and occipital)Objective 06.14 Explain the major functions of the cerebellum.Objective 06.15 Identify the following diseases, disorders, or procedures of the nervous system. (ALS, Alzheimer’s, bacterial meningitis, cephalgia, cerebral palsy, depression, epilepsy, headache, lumbar puncture, multiple sclerosis, Parkinson’s, polio, Reye’s syndrome)Objective 06.16 Describe the principle anatomical structures of the eye. (accessory structures [eyelid, conjunctiva, lacrimal apparatus, and extrinsic muscles of the eyeball] (fibrous tunic [sclera and cornea], vascular tunic [choroid, ciliary body, iris, and lens], nervous tunic [retina])Objective 06.17 Describe the principle anatomical structures of the ear. (outer ear [auricle and auditory canal], middle ear [tympanic cavity, tympanic membrane, auditory or Eustachian tube, and auditory ossicles - malleus, incus & stapes], inner ear [bony labyrinth, membranous labyrinth, semicircular canals, vestibule, cochlea, and Organ of Corti])Objective 06.18 Identify the following diseases or disorders associated with special senses. (amytropia [presbyopia, myopia, hyperopia], cataracts, conjunctivitis, deafness [conductive and sensorineural], glaucoma, macular degeneration, middle ear infection, strabismus, tinnitus, vertigo)Standard 07 Students will describe the structures and functions associated with the endocrine system. 6% - 4 QuestionsObjective 07.01 Identify the general functions of the endocrine system.Objective 07.02 Describe a “hormone” and how they function in the body.Objective 07.03 Describe the locations, secretions, and functions of the major endocrine glands. (Pituitary gland [GH, TSH and ACTH], Thyroid gland [thyroxine], Adrenals [epinephrine, norepinephrine and cortisol], and Pancreas [glucagon and insulin])Objective 07.04 Define the general adaptation syndrome, and compare homeostatic response and stress response.Objective 07.05 Identify the following diseases or disorders of the endocrine system. (acromegaly, cretinism, Cushing’s Syndrome, diabetes mellitus, dwarfism, gigantism, goiter, Grave’s disease, hyperthyroidism [exophthalamus], myxedema)Standard 08 Students will describe the components and functions associated with blood, and the structures and functions of the lymphatic and cardiovascular systems. 11% - 8 QuestionsObjective 08.01 Identify the formed elements of the blood and their functions. (erythrocytes, leukocytes, thrombocytes)Objective 08.02 Describe erythrocytes including the structure of hemoglobin.Objective 08.03 Define “leukocyte” and list the two major groups with their cell types. (granulocytes – neutrophils, basophils, eosinophils, and agranulocytes – monocytes, lymphocytes)Objective 08.04 Differentiate between plasma and serum.Objective 08.05 Describe the process of hemostasis. (vascular spasm, platelet plug formation, coagulation)Objective 08.06 Contrast a thrombus and an embolus.Objective 08.07 Identify the antigens (agglutinogens) found on the erythrocytes and the antibodies (agglutinins) that compose the ABO blood types.Objective 08.08 Compare the Rh factor to the ABO blood types.Objective 08.09 Identify the following diseases or disorders associated with the blood. (anemias, hemolytic disease of the newborn, hemophilia, leukemia, mononucleosis, polycythemia)Objective 08.10 Identify the components of the lymphatic system. (tonsils, spleen, thymus, lymph nodes, bone marrow, lymph vessels)Objective 08.11 Describe how lymph is moved throughout the body.Objective 08.12 Contrast antigens and antibodies.Objective 08.13 Describe the general roles of the different types of T cells in cellular immunity. (helper T-cell, cytotoxic T-cell, suppressor T-cell, memory T-cell)Objective 08.14 Describe the role of the B cells in humoral immunity. (plasma cell, memory B-cell)Objective 08.15 Distinguish between active and passive immunity, and natural vs. artificial acquisition of immunity.Objective 08.16 Identify the following diseases or disorders associated with the lymphatic system. (AIDS, allergies, autoimmune (lupus), measles, mumps, rubella, tetanus, tissue rejection)Objective 08.17 List the general functions of the cardiovascular system.Objective 08.18 Describe the layers of the heart. (epicardium, myocardium, endocardium)Objective 08.19 Identify the chambers of the heart.Objective 08.20 Locate the great blood vessels of the heart. (superior and inferior vena cava, pulmonary trunk, pulmonary arteries, pulmonary veins, aorta, branches of the aorta)Objective 08.21 Identify the valves of the heart. (tricuspid, pulmonary semilunar, bicuspid (mitral), aortic semilunar)Objective 08.22 Trace blood flow through the heart.Objective 08.23 Identify the components of the conduction system of the heart and trace the pathway.Objective 08.24 Sequence the principle events of the cardiac cycle in terms of systole and diastole.Objective 08.25 Define stroke volume, heart rate, and cardiac output.Objective 08.26 Identify factors that determine cardiac output.Objective 08.27 Contrast the structures and functions of arteries, capillaries, and veins.Objective 08.28 Define pulse and identify the general location of arteries where pulse may be felt.Objective 08.29 Describe blood pressure and how to measure it.Objective 08.30 Contrast pulmonary and systemic circulation routes.Objective 08.31 Explain the general risk factors associated with cardiovascular disease.Objective 08.32 Identify the following diseases or disorders of the cardiovascular system. (aneurysm, angina pectoris, arrhythmias, atherosclerosis, CAD, CVA/Stroke, hyperlipidemia, hypertension, myocardial infarction, shock [types])Standard 09 Students will describe the structures and functions associated with the respiratory system. 7% - 5 QuestionsObjective 09.01 Identify the general functions of the respiratory system.Objective 09.02 Sequence the organs of the respiratory system in the order in which air will pass through them from the exterior.Objective 09.03 Identify the three regions of the pharynx. (nasopharynx, oropharynx and laryngopharynx)Objective 09.04 Identify the following anatomical features of the larynx. (epiglottis, glottis, hyoid bone, thyroid cartilage, cricoid cartilage, true and false vocal cords)Objective 09.05 Identify the coverings of the lungs and the gross anatomical features of the lungs. (apex, base, lobes, horizontal fissures, visceral pleura, parietal pleura, pleural cavity)Objective 09.06 Identify the site at which gas exchange occurs in the lungs.Objective 09.07 Identify the volumes and capacities of air exchanged during ventilation. (tidal volume, inspiratory reserve, expiratory reserve, residual volume, vital capacity)Objective 09.08 Differentiate between ventilation, external respiration, and internal respiration.Objective 09.09 Describe the effects of carbon dioxide on ventilation.Objective 09.10 Identify the following diseases or disorders of the respiratory system. (asthma [bronchial], bronchiogenic carcinoma, coryza, cystic fibrosis, emphysema, influenza, pleurisy, pneumonia, respiratory distress syndrome, rhinitis, SIDS, tuberculosis)Standard 10 Students will describe the structures and functions associated with the digestive system. 7% - 5 QuestionsObjective 10.01 Identify the general functions of the digestive system.Objective 10.02 Contrast chemical and mechanical digestion.Objective 10.03 Differentiate between alimentary canal structures and the accessory structures of digestive system.Objective 10.04 Identify the location of the salivary glands.Objective 10.05 Define the functions of saliva and of salivary amylase in digestion.Objective 10.06 Identify the following parts of a typical tooth. (crown, neck, root, gingiva, periodontal ligament, enamel, dentin, pulp and root canal)Objective 10.07 Define deglutition, mastication, maceration, segmentation, and haustral churning.Objective 10.08 Identify the anatomical features of the esophagus and stomach.Objective 10.09 Identify the four basic components of gastric juice. (pepsin, hydrochloric acid, intrinsic factor and mucus)Objective 10.10 Identify the location and digestive functioning of the pancreas.Objective 10.11 Describe the function of bile and the role of the gallbladder in digestion.Objective 10.12 Identify the three sections of the small intestine. (duodenum, jejunum, ileum)Objective 10.13 Identify two major mechanical movements of the small intestine. (segmentation, peristalsis)Objective 10.14 Identify the structures and sections of the large intestine. (cecum, colon [ascending, transverse, descending, sigmoid, taeniae, haustra], rectum, anal canal)Objective 10.15 Identify the following diseases or disorders of the digestive system. (anorexia nervosa, appendicitis, bulimia, cirrhosis, colorectal cancer, dental caries, gallstones, hepatitis, hernia, obesity, ulcers)Standard 11 Students will describe the structures and functions associated with the urinary system. 6% - 4 QuestionsObjective 11.01 State the general functions of the urinary system.Objective 11.02 Identify the four major organs of the urinary system. (kidneys, ureters, bladder, urethra)Objective 11.03 Identify the gross anatomy of the kidney. (renal cortex, renal medulla, renal pyramids, renal pelvis)Objective 11.04 Identify the microscopic structure of the nephron: (renal capsule, glomerulus, glomerular [Bowman’s] capsule, afferent arteriole, efferent arteriole), renal tubule (proximal convoluted tubule, descending limb, nephron loop, ascending limb, distal convoluted tubule & collecting duct) and peritubular capillaries.Objective 11.05 Describe the three basic physiological processes and the structures involved in urine formation. (filtration, reabsorption, secretion)Objective 11.06 Identify the physical characteristics and normal chemical constituents of urine.Objective 11.07 Describe the methods of fluid intake and output, including micturition, voiding, sweat, feces, & exhaled vapor.Objective 11.08 Identify the following diseases or disorders associated with the urinary system. (cystitis, diabetes insipidus, glomerulonephritis [Bright’s disease], incontinence, kidney stones, nephrotic syndrome (nephritis), renal failure, renal ptosis, urinary tract infections)Standard 12 Students will describe the structures and functions associated with the reproductive system. 9% - 6 QuestionsObjective 12.01 Identify the general functions of the reproductive system.Objective 12.02 Describe the anatomy of the male genitalia.Objective 12.03 Identify the function of the testes.Objective 12.04 Identify the functions of testosterone in the male.Objective 12.05 Describe the anatomy of the female reproductive structures.Objective 12.06 Identify the functions of the ovaries.Objective 12.07 Identify the structure and function of the uterine (Fallopian) tubes, including fimbriae and infundibulum.Objective 12.08 Describe the structure and function of the uterus (perimetrium, myometrium, endometrium, fundus, cervix)Objective 12.09 Define the menstrual cycle including the ovarian and uterine cycles.Objective 12.10 Describe the physiological effects of estrogens, progesterone and relaxin.Objective 12.11 Contrast the general outcomes of mitosis vs. meiosis.Objective 12.12 Contrast the general outcomes of spermatogenesis vs. oogenesis.Objective 12.13 Define the following sequence of events that occur during human development. (fertilization, zygote, cleavage, morula, blastocyst, implantation, embryonic period, fetus)Objective 12.14 Identify the principal events associated with the three stages of labor. (Stage 1 - dilation and effacement, Stage 2 - delivery and birth, Stage 3 - placental expulsion)Objective 12.15 Define inheritance.Objective 12.16 Describe the inheritance of gender.Objective 12.17 Identify the following diseases or disorders of the reproductive system. (amenorrhea, cancers [breast, testicular, cervical, ovarian, prostate], cryptorchidism, endometriosis, infertility, impotence, PMS, Sexually Transmitted Infections – STI’s [gonorrhea, syphilis, genital herpes, chlamydia, trichimoniasis, genital warts, PID], Toxic Shock Syndrome, yeast infection)BENCHMARK 2Medical Terminology & AbbreviationsStandard 01 Students will define medical terms. 74% - 52 QuestionsObjective 01.01 Recognize word construction and dissection.Objective 01.02 Memorize and apply MAP identified medical terms.Standard 02 Students will interpret medical abbreviations. 14% - 10 QuestionsObjective 02.01 Interpret MAP identified medical abbreviations.Objective 02.02 Interpret MAP identified medical symbols.Standard 03 Students will define anatomical terms. 6% - 4 QuestionsObjective 03.01 Recognize MAP identified anatomical terms.Objective 03.02 Apply MAP identified anatomical terms.Standard 04 Students will define terms associated with movement. 6% - 4 QuestionsObjective 04.01 Describe MAP identified terms associated with movement.Objective 04.02 Apply MAP identified terms associated with movement.BENCHMARK 3Performance SkillsStandard 01 Students will explore careers in health care.Objective 01.01 Students attend a minimum of three clinical experiences. (a variety of careers related to therapeutics, diagnostics, information systems and/or environmental services should be explored)Objective 01.02 Students give an oral and/or written report for each clinical experience. (utilize the report outline located in the MAP curriculum)Electronically delivered clinicals (Work-based Learning) are recognized as clinical experiences.Standard 02 Students will examine medical ethics.Objective 02.01 Students selected a topic and defend their position on a current medical ethical dilemma.Objective 02.02 Minimum of two class periods specific to medical ethics should be conducted.Objective 02.03 Ensure that students are exposed to ethical issues during career exploration experiences.Standard 03 Students will demonstrate first aid.Objective 03.01 Students perform basic first aid.Objective 03.02 Student must possess a current CPR certification.All MAP standards will prepare students for various local, state and/or national Health Occupations Students of America (HOSA) competitions.

Mathematics of Business and Personal Finance

 Printable Version (pdf)   Course Description Core Standards of the CourseStandard 1 Students will use a rational decision-making process to set and implement financial goals.Objective 1 Explain how goals, decision-making, and planning affect personal financial choices and behaviors.Discuss personal values that affect financial choices (e.g., home ownership, work ethic, charity, civic virtue).Explain the components of a financial plan (e.g., goals, net worth statement, budget, income and expense record, an insurance plan, a saving and investing plan).Compare short-term, mid-term, long-term and retirement financial goals for consumers and businesses.Design a plan to reach a specific financial goal.List advantages of designing and following a personal financial plan.Understand what a business financial plan is and how it works.Objective 2 Analyze the role of cultural, social, and emotional influences on financial behavior.Explain how limited financial resources affect the choices people make.Describe the influence of peer pressure as it relates to purchasing decisions (e.g., fashion, acceptance from others, need for the latest gadget).Explain how scarcity relates to needs and wants.Analyze the impact of marketing, advertising, and sales strategies/techniques on purchasing decisions (e.g., impulse buying, delayed payment).Evaluate the role of emotions when making financial decisions.Objective 3 Relate financial decisions to personal, business and societal consequences.Recognize that individuals are responsible for their finances.Describe consequences of excessive debt (e.g., increased consumer costs, inflation, deflation, family instability).Describe the social and economic consequences of personal and business bankruptcy.Standard 2 Students will use mathematical calculations to solve problems.Objective 1 Students will solve problems involving whole numbers, decimals, fractions, percent, ratios, and proportions.Setup and solve problems that involve percent, ratios, and proportions and use appropriate conversions (e.g., decimals to percent, percent to decimals, or ratios to percent).Use percentage formulas to solve practical problems in business and consumer-related problems.Solve problems involving percentage increase and decrease.Objective 2 Use algebraic operations to solve problems.Construct and solve an algebraic equation for a given problem (e.g., simple interest, compound interest, sales tax, unit pricing, markup/markdown, percentage formula).Apply the order of operations principle when using mathematical processes (e.g., multiply/divide before adding, multiple/divide before subtracting, and complete operations in parentheses first).Solve for the missing variable in formulas (e.g., simple interest, compound interest, sales tax, unit pricing, markup/markdown, percentage formula).Standard 3 Students will understand and calculate sources of income and the relationship between income and career preparation.Objective 1 Identify various forms of income and analyze factors that affect income.Identify sources of income (e.g., wages, investments, and self-employment).Calculate gross pay per pay period (e.g., salaries, wages, commissions, overtime, tips, and piece-rate).Compare common employee benefits (e.g., health insurance, leave, retirement, unemployment insurance, workers’ compensation).Compare income to the cost-of-living in various geographical areas.Analyze how economic conditions affect income and expenses.Objective 2 Identify and understand required income withholdings.List the reasons for taxation and uses of tax revenues.Describe the purposes of and calculate Social Security and Medicare taxes.Calculate federal, state and local payroll deductions by referencing tax charts and tables.Calculate net income from an employee payroll record.Demonstrate how to complete personal state and federal income tax returns, W-4 and I-9 forms.Objective 3 Analyze criteria for selecting a career and the impact of career choices on income and financial stability.Describe the correlation between income and a worker’s skills, education, the value of the work to society, condition of the economy, and the supply and demand for workers.Develop career plan(s) that include educational requirements, skill development, and income potential.Analyze the costs and benefits of developing new skills for the workplace.Identify the risks and rewards of entrepreneurship/self-employment.Compare salary vs. hourly career opportunities using data from charts/tables (e.g., mean, median, mode, range, outliers).Standard 4 Students will understand principles of money management.Objective 1 Describe the role of planning and maintaining a balanced budget.Develop, monitor, and evaluate a personal budget.Discuss opportunity costs and trade-offs in budget implementation.Identify and discuss the social, business and personal consequences of not following a budget.Compare and evaluate various tools available for keeping track of budgets (e.g., envelope systems, computer programs, paper tracking, and digital apps).Demonstrate knowledge of financial transactions, checking and savings accounts, and associated financial services.Comparison of purchase costs using cash, check, debit cards, smart cards, credit cards and store cards.Maintain a check register and reconcile a bank statement.Evaluate the impact and related expenses of major purchases on budgeting (e.g., sales tax, property tax, registration, accessories).Be able to graph the income and expense portions of budgets using pie charts, line graphs, bar graphs, etc.Objective 2 Understand credit uses and costs from a business and consumer perspective.Discuss the history and role of credit.List basic types of credit (e.g., credit cards, installment loans, service credit, revolving credit, student loans, payday loans).Describe the risks and responsibilities associated with using credit.Identify methods of establishing and maintaining a good credit rating.Explain the purpose of co-signers and collateral when applying for a loan.Identify warning signs of credit abuse (e.g., late fees, missed payments, collection notices, bounced checks) and ways to correct credit problems.Calculate, analyze and compare costs associated with the use of credit (e.g., finance charges, interest, late fees, default rates, closing costs).Objective 3 Describe the impact of credit on money management from a business and consumer perspective.Compare the advantages and disadvantages of different payment methods.Understand the merchant fees related to accepting debit and credit cards.Compare the services of various types of financial institution (e.g., banks, credit unions, investment brokers, loan agencies, title loans, payday loans).Identify advantages of comparison shopping before selecting financial services and purchases.Describe the relationship between a credit rating, credit risk, the cost of credit, and factors that affect credit worthiness.Explain the value of credit reports and scores to borrowers and lenders.Calculate how long it takes to repay debt (short- vs. long-term loans).Calculate the total costs when a borrower makes only minimum payments.Objective 4 Describe the rights and responsibilities of businesses and consumers under consumer protection laws.Explain the purposes and features of consumer protection laws, agencies, and sources of assistance.Describe ways to avoid identity theft and fraud (e.g., keep Social Security numbers secure, properly dispose of outdated documents).Understand avoidance and recovery costs related to identity theft and fraud (both tangible and intangible).Explain the importance of understanding financial contracts (e.g., disclosure information, grace period, payment penalties, methods of interest calculation).List possible actions that can be taken in response to excessive debt and collection practices (e.g., sell assets, negotiate a repayment schedule).Describe ways to avoid financial scams and schemes designed to defraud consumers (e.g., Ponzi and pyramid schemes, affinity fraud).Objective 5 Discuss the purposes of insurance and risk management.Identify and calculate common types of insurance (e.g., automobile, health, homeowner’s, renter’s, reverse mortgage, life, long-term disability).Understand insurance terminology (e.g., term, whole life, deductible, premium, grace period, and beneficiary).Describe how insurance and other risk-management strategies protect against financial loss.Discuss and calculate life insurance needs at various life stages and lifestyles (e.g., gender, smoking, genetics, grades, age, and marital status).Identify the importance of estate planning (e.g., wills, trusts).Discuss and calculate the consequences of being under-insured.Standard 5 Students will understand saving, investing, and retirement planning.Objective 1 Describe the value of saving in the financial planning process.Identify vehicles to save for short- and long-term financial goals (e.g., automatic payroll deduction to savings account, certificate of deposit, mattress, money market accounts).Analyze reasons to save (e.g., emergencies, job loss, college, home, retirement).Explain how government regulations protect savers (e.g., FDIC, NCUA, FSLIC).Objective 2 Describe the value of investing and types of investments in the financial planning process.Identify and explain types of investment vehicles (e.g., mutual funds, stocks, bonds, real estate, precious metals).Identify strategies for investing (e.g., diversification, dollar-cost averaging, levels of risk).Compare long-term and short-term investments (e.g., day trading, flipping houses, 401k, IRA).Explain how government regulations can protect investors (e.g., SEC, SIPC).Compare various sources of investment information (e.g., prospectuses, annual reports, financial publications, online information).Identify ways to buy/sell investments (e.g., full service and discount brokers, investment advisors, online brokers).Objective 3 Compare savings and investments.Compare and calculate the risk, return, liquidity, and costs for savings and investments (e.g., P/E ratio, dividend yield).Explain the effects of inflation on savings and investments.Calculate and understand the concept of the time value of money (e.g., simple and compound interest, Rule of 72).Analyze the relationship between risk and return.Describe appropriate financial products for different financial goals (e.g., savings accounts, stocks).Objective 4 Analyze financial preparation for retirement.Discuss and calculate financial resources needed for specific retirement activities and lifestyles.Compare the characteristics of retirement plans (e.g., individual, employer sponsored, Social Security).Compare and contrast tax-free vs. tax-deferred retirement plans.Evaluate the role of individual responsibility in planning for retirement.Analyze the power of compound interest and the importance of starting early in implementing a financial plan for retirement.Standard 6 Students will be able to solve various sales and marketing discounts and markup/markdown computations.Objective 1 Calculate different types of discounts involved in purchasing.Use a single trade discount rate to determine the trade discount amount and net price.Use a chain trade discount to find the net price, equivalent rates, and discount amount.Use cash discounts to calculate the discount period(s), credit period, and payment amounts (ordinary, special).Objective 2 Calculate the percent of markup/markdown based on the cost and the selling price with fixed and variable costs included.Understand the reasoning for markup and markdown and when each is appropriate.Use markups based on cost to establish the cost, dollar markup and selling price.Use markups based on selling price to determine the cost, dollar markup and selling price.Figure the markdown on discounted products based on selling price.Calculate the price to charge for perishable items.Analyze break-even point and when it may be appropriate to markdown below cost.Standard 7 Students will understand and be able to calculate depreciation expense, accumulated depreciation, and book value.Objective 1 Understand the purpose and causes of depreciation.Understand how salvage value and asset life impacts calculations.Define fixed asset.Compare book value vs. market value.Objective 2 Calculate annual and accumulated depreciation or the recovery cost of a fixed asset using the following methods:Straight-line methodUnits of production methodSum-of-the-year’s digits methodDouble declining balance methodIRS methodStandard 8 Students will understand and calculate the cost of home/business ownership.Objective 1 Understand the elements related to the total cost of a monthly mortgage payment.Understand the components involved in a principal loan amount calculation (e.g., loan, closing costs, down payment).Define the purpose of an escrow account (e.g., property taxes and homeowner’s insurance).Analyze how interest rate and length of loan affect payment.Understand how to calculate, read and interpret a mortgage amortization schedule.Identify when mortgage insurance premiums are required and how these premiums affect payment amount.Understand different types of mortgages (e.g., ARM, Balloon, Home Equity Line).Objective 2 Calculate the costs associated with mortgages.Calculate how principal and interest are allocated in a monthly payment.Calculate the total interest and total cost paid over the life of a loan.Compute closing costs (e.g., title search, realtor, appraisal, HOA transfer).Calculate amount required for down payment given certain percentages.Objective 3 Understand related costs associated with renting vs. home/business ownership.Discuss homeowner association fees and typical inclusions.Identify costs related to home improvement/repair.Recognize typical requirements for furnishing and landscaping.Understand obligations for utilities (gas, power, Internet, cable, water, sewer, garbage).Standard 9 Students will understand how to calculate inventory using different systems and the reasons behind each system.Objective 1 Recognize the purposes for and differences between perpetual and periodic inventory control systems.Objective 2 Calculate ending inventory and cost of goods sold using a variety of methods.Calculate inventory using the Weighted Average method.Calculate inventory using Last-in, First-out method.Calculate inventory using First-in, First-out method.Discuss how damaged, stolen, and returned merchandise affects these calculations.

Mathematics - Precalculus

 Course Preface Printable Version (pdf)Independent Materials AlignmentPublisher: Materials: --select a publisher--COLLEGE BOARDGLENCOE/MCGRAW-HILLHOLT, MCDOUGAL, A Division of HMH PublishingHOUGHTON MIFFLIN HARCOURT SCHOOL PUBLISHERSMCDOUGAL LITTELL INC.PEARSON EDUCATION INC.PEARSON PRENTICE HALL   Course Description Core Standards of the CourseStandard 1 Students will use the language and operations of algebra to evaluate, analyze and solve problems.Objective 1 Compute with matrices and use matrices to solve problems.Represent real-world situations with matrices.Add, subtract, and multiply (including scalar multiplication) matrices using paper and pencil, and computer programs or calculators.Demonstrate that matrix multiplication is associative and distributive, but not commutative.Determine additive and multiplicative identities and inverses of a matrix when they exist.Solve systems of linear equations with up to three variables using matrices.Objective 2 Analyze the behavior of sequences and series.Describe a sequence as a function where the domain is the set of natural numbers.Represent sequences and series using various notations.Identify arithmetic and geometric sequences and series.Discover and justify the formula for a finite arithmetic series.Discover and justify the formulas for finite and infinite geometric series.Mathematical Language and Symbols Students Should Use: matrix, scalar, sequence, series, arithmetic sequence, arithmetic series, geometric sequence, geometric series, ΣStandard 2 Students will understand and represent functions and analyze function behavior.Objective 1 Analyze and solve problems using polynomial functions.Raise a binomial to a power using the Binomial Theorem and Pascal?s Triangle.Determine the number and nature of solutions to polynomial equations with real coefficients over the complex numbers.Factor polynomials to solve equations and real-world applications.Understand the relationships among the solutions of a polynomial equation, the zeros of a function, the x-intercepts of a graph, and the factors of a polynomial.Write an equation with given solutions.Objective 2 Model and graph functions and transformations of functions.Model real-world relationships with functions.Graph rational, piece-wise, power, exponential, and logarithmic functions.Identify the effects of changing the parameter a in y = aƒ(x), y = ƒ(ax), y = ƒ(x - a), and y = ƒ(x) + a, given the graph of y = ƒ(x).Objective 3 Analyze the behavior of functions.Identify the domain, range, and other attributes of families of functions and their inverses.Approximate instantaneous rates of change and find average rates of change using graphs and numerical data.Identify and analyze continuity, end behavior, asymptotes, symmetry (odd and even functions), and limits, and connect these concepts to graphs of functions.Determine intervals over which a function is increasing or decreasing, and describe the intervals using interval notation.Relate the graphical representation of discontinuities and end behavior to the concept of limit.Mathematical Language and Symbols Students Should Use: Binomial Theorem, rate of change, interval, asymptote, hole, extrema, discontinuous, continuous, odd and even function, limit, ΣStandard 3 Students will use algebraic, spatial, and logical reasoning to solve geometry and measurement problems.Objective 1 Solve problems using trigonometry.Define the six trigonometric functions using the unit circle.Prove trigonometric identities using definitions, the Pythagorean Theorem, or other relationships.Simplify trigonometric expressions and solve trigonometric equations using identities.Solve problems using the Law of Sines and the Law of Cosines.Construct the graphs of the trigonometric functions and their inverses, and describe their behavior, including periodicity and amplitude.Objective 2 Graph curves using polar and parametric equations.Define and use polar coordinates and relate them to Cartesian coordinates.Represent complex numbers in rectangular and polar form, and convert between rectangular and polar form.Translate equations in Cartesian coordinates into polar coordinates and graph them in the polar coordinate plane.Multiply complex numbers in polar form and use DeMoivre?s Theorem to find roots of complex numbers.Define a curve parametrically and draw parametric graphs.Objective 3 Solve problems involving the geometric properties of conic sections.Write equations of conic sections in standard form.Identify the geometric properties of conic sections (i.e., vertex, foci, lines of symmetry, directrix, major and minor axes, and asymptotes).Solve real-world applications of conic sections.Mathematical Language and Symbols Students Should Use: Law of Sines, Law of Cosines, conic section, ellipse, hyperbola, secant (sec), cosecant (csc), cotangent (cot), polar coordinates, parametricStandard 4 Students will understand concepts from probability and statistics and apply statistical methods to solve problems.Objective 1 Compute probabilities for discrete distributions and use sampling distributions to calculate approximate probabilities.Obtain sample spaces and probability distributions for simple discrete random variables.Compute binomial probabilities using Pascal?s Triangle and the Binomial Theorem.Compute means and variances of discrete random variables.Compute probabilities using areas under the Normal Curve.Calculate parameters of sampling distributions for the sample average, sum, and proportion.Calculate probabilities in real problems using sampling distributions.Objective 2 Analyze bivariate data using linear regression methods.Fit regression lines to pairs of numeric variables and calculate the means and standard deviations of the two variables and the correlation coefficient, using technology.Compute predictions of y-values for given x-values using a regression equation, and recognize the limitations of such predictions.Compute and use the standard error for regression.Mathematical Language and Symbols Students Should Use: regression line, correlation coefficient, standard error

Linux Fundamentals (Linux+)

 Printable Version (pdf)   Course Description Core Standards of the CourseStandard 1.0 Installation – 19%This domain requires the knowledge and skills to determine installation methods, select appropriate settings, protocols and software packages, and validate correct performance. This domain covers activities as they relate to initial installation of the operating system. For example: installing the Apache Web server is covered here, but starting the service is covered in Domain 2.0 and changing its configuration is covered in Domain 3.0.The candidate is not expected to know how to install a specific distribution, but should be familiar with setting used by installers on the major distributions. The scope of the exam is limited to software and settings common to Linux software from Red Hat, SuSE, Mandrake, and TurboLinux. Students will need to know one, not all, of these distributions.Candidates must be familiar with systems and peripherals (as well as their modules and utilities) used on 32-bit and 64-bit x86-based PCs and servers, as of October, 2004. Questions requiring knowledge of proprietary software will not be asked.Objective 1.1 Identify all system hardware required (for example: CPU, memory, drive space, scalability) and check compatibility with Linux DistributionObjective 1.2 Determine appropriate method of installation based on environment (for example: boot disk, CD-ROM, network (HTTP, FTP, NFS, SMB))Objective 1.3 Install multimedia options (for example: video, sound, codecs)Objective 1.4 Identify purpose of Linux machine based on predetermined customer requirements (for example: appliance, desktop system, database, mail server, web server, etc.)Objective 1.5 Determine what software and services should be installed (for example: client applications for workstation, server services for desired task)Objective 1.6 Partition according to pre-installation plan using fdisk (for example: /boot, /usr, /var, /home, swap, RAID/volume, hot-spare, lvm)Objective 1.7 Configure file systems (for example: (ext2) or (ext3) or REISER)Objective 1.8 Configure a boot manager (for example: LILO, ELILO, GRUB, multiple boot options)Objective 1.9 Manage packages after installing the operating systems (for example: install, uninstall, update) (for example: RPM, tar, gzip)Objective 1.10 Select appropriate networking configuration and protocols (for example: inetd, xinetd, modems, Ethernet)Objective 1.11 Select appropriate parameters for Linux installation (for example: language, time zones, keyboard, mouse)Objective 1.12 Configure peripherals as necessary (for example: printer, scanner, modem)Standard 2.0 Management – 26%Candidates must be able to demonstrate proficiency in everyday management of Linux-based clients and basic management of server systems. The six to 12 month technician is expected to fully support, maintain, and troubleshoot Linux-based desktop systems. Server management questions will focus on day-to-day server operation and basic administration.The candidate is expected to be able to fully utilize vi, manage the Linux system completely from the command-line, including permission and user account management, and create basic shell scripts.Objective 2.1 Manage local storage devices and file systems (for example:: fsck, fdisk, mkfs) using CLI commandsObjective 2.2 Mount and unmount varied filesystems (for example: Samba, NFS) using CLI commandsObjective 2.3 Create files and directories and modify files using CLI commandsObjective 2.4 Execute content and directory searches using find and grepObjective 2.5 Create linked files using CLI commandsObjective 2.6 Modify file and directory permissions and ownership (for example: chmod, chown, sticky bit, octal permissions, chgrp) using CLI commandsObjective 2.7 Identify and modify default permissions for files and directories (for example: umask) using CLI commandsObjective 2.8 Perform and verify backups and restores (tar, cpio)Objective 2.9 Access and write data to recordable media (for example: CDRW, hard drive, flash memory devices)Objective 2.10 Manage runlevels and system initialization from the CLI and configuration files (for example: /etc/inittab and init command, /etc/rc.d, rc.local)Objective 2.11 Identify, execute, manage and kill processes (for example: ps, kill, killall, bg, fg, jobs, nice, renice, rc)Objective 2.12 Differentiate core processes from non-critical services (for example: init, [kernel processes], PID, and PPID values)Objective 2.13 Repair packages and scripts (for example: resolving dependencies, repairing, installing, updating applications)Objective 2.14 Monitor and troubleshoot network activity (for example: ping, netstat, traceroute)Objective 2.15 Perform text manipulation (for example: sed, awk, vi)Objective 2.16 Manage print jobs and print queues (for example: lpd, lprm, lpq, CUPS)Objective 2.17 Perform remote management (for example: rsh, ssh, rlogin)Objective 2.18 Perform NIS-related domain management (yp commands)Objective 2.19 Create, modify, and use basic shell scriptsObjective 2.20 Create, modify, and delete user and group accounts (for example: useradd, groupadd, /etc/passwd, chgrp, quota, chown, chmod, grpmod) using CLI utilitiesObjective 2.21 Manage and access mail queues (for example: sendmail, postfix, mail, mutt) using CLI utilitiesObjective 2.22 Schedule jobs to execute in the future using "at" and "cron" daemonsObjective 2.23 Redirect output (for example: piping, redirection)Standard 3.0 Configuration – 20%This domain requires the basic knowledge and skills to configure system settings, network services and access rights. Candidates must be able to configure files routinely used on client systems, such as mtab, fstab, hosts, resolv.conf, and inittab. Candidates need to identify which files are used to configure common server applications, but are not required to configure them. As they are often used on clients, some knowledge of Samba and HTTP service configuration is required.Special utilities, such as linuxconf, or distribution-specific utilities will not be used. Using compilers is not required, but candidates should understand basic makefile structure. Candidates must identify settings for the X.org (XFree86) X Window system and utilities that are used to configure it.Objective 3.1 Configure client network services and settings (for example: settings for TCP/IP)Objective 3.2 Configure basic server network services (for example: DNS, DHCP, SAMBA, Apache)Objective 3.3 Implement basic routing and subnetting (for example: /sbin/route, IP forward statement)Objective 3.4 Configure the system and perform basic makefile changes to support compiling applications and driversObjective 3.5 Configure files that are used to mount drives or partitions (for example: fstab, mtab, SAMBA, nfs, syntax)Objective 3.6 Implement DNS and describe how it works (for example: edit /etc/hosts, edit /etc/host.conf, edit /etc/resolv.conf, dig, host, named)Objective 3.7 Configure a Network Interface Card (NIC) from a command lineObjective 3.8 Configure Linux printing (for example: CUPS, BSD LPD, SAMBA)Objective 3.9 Apply basic printer permissionsObjective 3.10 Configure log files (for example: syslog, remote logfile storage)Objective 3.11 Configure the X Window systemObjective 3.12 Set up environment variables (for example: $PATH, $DISPLAY, $TERM, $PROMPT, $PS1)Standard 4.0 Security – 21%The domain requires that candidates describe common security terms and describe practices, as well as implement security options on client systems. The ability to configure security-related files is required.Candidates are not expected to create security policies, but must know which practices are commonly used and against what a practice protects.Objective 4.1 Configure security environment files (for example: hosts.allow, sudoers, ftpusers, sshd_config, PAM)Objective 4.2 Delete accounts while maintaining data stored in that user's home directoryObjective 4.3 Given security requirements, implement appropriate encryption configuration (for example: blowfish 3DES, MD5)Objective 4.4 Detect symptoms that indicate a machine's security has been compromised (for example: review logfiles for irregularities or intrusion attempts)Objective 4.5 Use appropriate access level for login (for example: root level vs user level activities, su, sudo)Objective 4.6 Set process and special permissions (for example: SUID, GUID)Objective 4.7 Identify different Linux Intrusion Detection Systems (IDS) (for example: Snort, PortSentry)Objective 4.8 Given security requirements, implement basic IP tables/chains (note: requires knowledge of common ports)Objective 4.9 Implement security auditing for files and authenticationObjective 4.10 Identify whether a package or file has been corrupted / altered (for example: checksum, Tripwire)Objective 4.11 Given a set of security requirements, set password policies to match (complexity / aging / shadowed passwords) (for example: identify systems not shadow passwords)Objective 4.12 Identify security vulnerabilities within Linux servicesObjective 4.13 Set up user-level security (for example: limits on logins, memory usage and processes)Standard 5.0 Documentation – 6%Candidates must be able to provide written documentation about any work they perform. They must identify information that should be recorded for an installation or change in configuration. In addition they must also be able to use system-generated files to monitor or diagnose systems.Objective 5.1 Establish and monitor system performance baseline (for example: top, sar, vmstat, pstree)Objective 5.2 Create written procedures for installation, configuration, security and managementObjective 5.3 Document installed configuration (for example: installed packages, package options, TCP/IP assignment list, changes -configuration and maintenance)Objective 5.4 Troubleshoot errors using systems logs (for example: tail, head, grep)Objective 5.5 Troubleshoot application errors using application logs (for example: tail, head, grep)Objective 5.6 Access system documentation and help files (for example: man, info, readme, Web)Standard 6.0 Hardware – 8%This domain includes hardware knowledge as it relates to typical Linux client and server systems. Candidates must be able to identify and describe components used in a 32 or 64-bit x86 client computer or laptop. They must also identify corresponding driver modules and common utilities used to configure or troubleshoot them. Proprietary hardware is not included in this domain.More detailed knowledge of ATAPI , SCSI, USB, RAID devices, and power management is expected.Objective 6.1 Describe common hardware components and resources (for example: connectors, IRQs, DMA, SCSI, memory addresses)Objective 6.2 Diagnose hardware issues using Linux tools (for example: /proc, disk utilities, ifconfig, /dev, live CD rescue disk, dmesg)Objective 6.3 Identify and configure removable system hardware (for example: PCMCIA, USB, IEEE1394)Objective 6.4 Configure advanced power management and Advanced Configuration and Power Interface (ACPI)Objective 6.5 Identify and configure mass storage devices and RAID (for example: SCSI, ATAPI, tape, optical recordable

English Language Arts Grade 9-10 

 Course Preface Printable Version (pdf)  Core Standards of the CourseCollege and Career Readiness Anchor Standards for 6-12 ReadingThe following Reading standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.Key Ideas and DetailsReading: Literature Standard 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Reading: Literature Standard 2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.Reading: Literature Standard 3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.Craft and StructureReading: Literature Standard 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).Reading: Literature Standard 5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.Reading: Literature Standard 6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.Integration of Knowledge and IdeasReading: Literature Standard 7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).Reading: Literature Standard 8 (Not applicable to literature)Reading: Literature Standard 9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).Range of Reading and Level of Text ComplexityReading: Literature Standard 10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.Key Ideas and DetailsReading: Informational Text Standard 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Reading: Informational Text Standard 2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.Reading: Informational Text Standard 3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.Craft and StructureReading: Informational Text Standard 4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).Reading: Informational Text Standard 5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).Reading: Informational Text Standard 6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.Integration of Knowledge and IdeasReading: Informational Text Standard 7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.Reading: Informational Text Standard 8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.Reading: Informational Text Standard 9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.Range of Reading and Level of Text ComplexityReading: Informational Text Standard 10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.College and Career Readiness Anchor Standards for 6-12 WritingThe following Writing standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.Text Types and PurposesWriting Standard 1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from and supports the argument presented.Writing Standard 2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).Text Types and Purposes (continued)Writing Standard 3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.Production and Distribution of WritingWriting Standard 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)Writing Standard 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.Writing Standard 6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.Research to Build and Present KnowledgeWriting Standard 7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.Writing Standard 8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.Writing Standard 9 Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).Range of WritingWriting Standard 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.College and Career Readiness Anchor Standards for 6-12 Speaking and ListeningThe following Speaking and Listening standards offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications.Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.Comprehension and CollaborationSpeaking and Listening Standard 1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.Speaking and Listening Standard 2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.Speaking and Listening Standard 3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.Presentation of Knowledge and IdeasSpeaking and Listening Standard 4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.Speaking and Listening Standard 5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.Speaking and Listening Standard 6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.College and Career Readiness Anchor Standards for 6-12 LanguageThe following Language standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).Conventions of Standard EnglishLanguage Standard 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Use parallel structure.*b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.Language Standard 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.b. Use a colon to introduce a list or quotation.c. Spell correctly.Knowledge of LanguageLanguage Standard 3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.Vocabulary Acquisition and UseLanguage Standard 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).Language Standard 5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.b. Analyze nuances in the meaning of words with similar denotations.Language Standard 6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).Appendices:Appendix A: Supplementary materials and glossary of terms (PDF - 881 KB)Appendix B: Text exemplars (PDF - 1.52 MB)Appendix C: Annotated samples of student writing (PDF - 11.28 MB)Core Standards of the CourseStandard 1 Human Computer Interaction (4 weeks) Students are introduced to the concepts of computer and computing while investigating the major components of computers and the suitability of these components for particular applications.Objective 1 Students will experiment with internet search techniques, explore a variety of websites and web applications and discuss issues of privacy and security. Fundamental notions of Human Computer Interaction (HCI) and ergonomics are introduced.Analyze the characteristics of hardware components to determine the applications for which they can be used.Use appropriate tools and methods to execute Internet searches which yield requested data.Evaluate the results of web searches and the reliability of information found on the Internet.Use good keyboarding skills.Objective 2 Students will learn that "intelligent" machine behavior is not "magic" but is based on algorithms applied to useful representations of information, including large data sets.Explain the differences between tasks that can and cannot be accomplished with a computer.Objective 3 Students will learn the characteristics that make certain tasks easy or difficult for computers, and how these differ from those that humans characteristically find easy or difficult.Objective 4 Students will gain an appreciation for the many ways in which computing-enabled innovation have had an impact on society, as well as for the many different fields in which they are used. Connections among social, economical and cultural contexts will be discussed.Analyze the effects of computing on society within economic, social, and cultural contexts.Communicate legal and ethical concerns raised by computing innovation.Explain the implications of communication as data exchange.Objective 5 Student will gain skills and use common features and commands used of key software applications.Learn and use features – shortcuts, cut, copy, paste, print, spellcheck, undo, find/replace, preferences, selection, etc.Learn and apply formatting – basic text formatting, styles, etc.Learn and use application document navigation – open, close, save, save as, search, views, etc.Learn and work with multimedia files – input, resize, crop, rotate, etc.Collaborate and share documents with others documents on the network, by email, or in the cloud.Objective 6 Students will learn and use the key application of word processing to complete a variety of documents.Learn and use document layout features – page layout, spacing, indentation, headers, footers, references, table of contents, graphics, etc.Organize data in the form of lists and tables.Create projects including: daily journal, project proposals, project reports, project documentation, letters, resume, etc.Objective 7 Students will learn and use the key application of a spreadsheet to create a variety of documents to solve problems.Learn and use spreadsheet layout features – insert/delete rows & columns, adjust cell sizes, change alignment, merge cells, change formatting, etc.Create and use cell formulas – order of preference, +, -, *, /, ^, etc.Implement functions in cells – sum, min, max, average, count, if, etc.Insert charts and graphs.Use data management to sort and filter data.Create projects including: grade sheet, data analysis etc.Objective 8 Students will use the key application of a presentation program to create a variety of documents to present and publish project ideas and results.Plan or storyboard a presentation prior to creation.Design slides based on good design principles, applying layout, animations, timing, transitions, etc.Insert a variety of content in a presentation – text, lists, tables, media, charts, graphics, hyperlinks, Web links, etc.Manage the presentation by adding slides, deleting slides, revising the slide order, etcCreate projects including: ePortfolio, project proposals, project presentations, etc.Objective 9 Students will live online safely and effectively by using Internet browsers to search, gather, and analyze online documents.Understand the concepts, differences, and uses of the Internet, browsers, and WWW.Navigate the Internet – domains, hyperlinks, home page, forward, back, refresh, favorites, plugins, history, search, tabs, downloading, uploading, etc.Objective 10 Students will demonstrate the ability to live online by using digital communication to communicate in a variety of ways.Use email to communicate appropriately with others with proper spelling, grammar, formatting, etc.Attach documents to an email to share it.Understand and use where applicable real time communication – texting, SMS, VoIP, Skype, video conference, etc.Standard 2 Problem Solving (4 weeks) This unit also focuses on the connections between mathematics and computer science.Objective 1 Students with opportunities to become "computational thinkers" by applying a variety of problem-solving techniques as they create solutions to problems that are situated in a variety of contexts.Name and explain the steps they use in solving a problem.Solve a problem by applying appropriate problem-solving techniques.Express a solution using standard design tools.Determine if a given algorithm successfully solves a stated problem.Create algorithms that meet specified objectives.Summarize the behavior of an algorithm.Compare the tradeoffs between different algorithms for solving the same problem.Explain the characteristics of problems that cannot be solved by an algorithm.Objective 2 The range of contexts motivates the need for students to think abstractly and apply known algorithms where appropriate, but also create new algorithms. Analysis of various solutions and algorithms will highlight problems that are not easily solved by computer and for which there are no known solutions.Objective 3 Students will be introduced to selected topics in discrete mathematics including Boolean logic, functions, graphs and the binary number system. Students are also introduced to searching and sorting algorithms and graphs.Explain the connections between binary numbers and computers.Standard 3 Web Design (5 weeks) This section prepares students to take the role of a developer by expanding their knowledge of algorithms, abstraction, and web page design and applying it to the creation of web pages and documentation for users and equipment.Objective 1 Students will explore issues of social responsibility in web use.Create web pages with a practical, personal, and/or societal purpose.Objective 2 They will learn to plan and code their web pages using a variety of techniques and check their sites for usability.Use abstraction to separate style from content in web page design and development.Create web pages to address specified objectives.Select appropriate techniques when creating web pages.Describe the use of a website with appropriate documentation.Objective 3 Students learn to create user-friendly websites.Apply fundamental notions of Human Computer Interaction (HCI) and ergonomics.Standard 4 Introduction to Programming (6 weeks) Students are introduced to some basic issues associated with program design and development.Objective 1 Students design algorithms and create programming solutions to a variety of computational problems using an iterative development process in Scratch.Use appropriate algorithms to solve a problem.Design, code, test, and execute a program that corresponds to a set of specifications.Select appropriate programming structures.Locate and correct errors in a program.Explain how a particular program functions.Justify the correctness of a program.Objective 2 Programming problems include mathematical and logical concepts and a variety of programming constructs.Create programs with practical, personal, and/or societal intent.Standard 5 Computing and Data Analysis (6 weeks) In this unit students explore how computing has facilitated new methods of managing and interpreting data.Objective 1 Students will use computers to translate, process and visualize data in order to find patterns and test hypotheses.Describe the features of appropriate data sets for specific problems.Use computers to find patterns in data and test hypotheses about data.Justify conclusions drawn from data analysis.Objective 2 Students will work with a variety of large data sets that illustrate how widespread access to data and information facilitates identification of problems.Apply a variety of analysis techniques to large data sets.Compare different analysis techniques and discuss the tradeoffs among them.Objective 3 Students will collect and generate their own data related to local community issues and discuss appropriate methods for data collection and aggregation of data necessary to support making a case or facilitating a discovery.Standard 6 Societal Impacts of Computing (Woven throughout the course. ) Throughout the course, is placed on how computing enables innovation in a variety of fields and the impacts that those innovations have on society. Computing is situated within economic, social and cultural contexts and, therefore, influences and is influenced by each of these. The proliferation of computers and networks raises a number of ethical issues. Technology has had both positive and negative impacts on human culture.Objective 1 Students will be able to identify ethical behavior and articulate both sides of ethical topics.Discuss issues of equity, access, and power in the context of computing resources.Communicate the legal an ethical concerns raised by computational innovations.Explain positive and negative effects of technological innovations on human culture.Objective 2 Students study the responsibilities of software users and software developers with respect to intellectual property rights, software failures, and the piracy of software and other digital media.Analyze how computing influences and is influenced by the cultures for which they are designed and the cultures in which they are used.Analyze how social and economic values influence the design and development of computing innovations.Discuss privacy and security concerns related to computational innovations.Objective 3 Students are introduced to the concept of open-source software development and explore its implications.Describe ways in which computing enables innovation.Discuss the ways in which innovations enabled by computing affect communication and problem solving.Objective 4 Students identify and describe careers in computing and careers that employ computing.Objective 5 Students will use skills and applications learned to complete a cross curricular project for the class.Standard 7 Computing FundamentalsObjective 1 Students will demonstrate an understanding of basic operating system features and functions.Demonstrate an understanding of an OS, its function, its relationship to hardware, common features, need for upgrades, etc.Explain the difference between operation system and application software.Manage computer folder and/or files and use different OS tools.Understand common file types and extensions.Manage OS configurations, customize desktop settings, etc.Objective 2 Students will demonstrate an understanding of computers, computer hardware, computing devices, computer performance, peripherals, etc.Identify computer hardware, peripherals, etc. and explain the functions of the item.Identify different storage media – external drives, flash drives, cloud storage, etc.Identify different computing devices – desktop, laptop, server, tablet, smart phone, etc.Explain how computing performance is affected by memory, processor, storage, network bandwidth, etc.Objective 3 Students will demonstrate an understanding of computer software and related concepts.Understand software management including install, uninstall, configuration, etc.Understand software licensing – freeware, shareware, open-source, End User License Agreements (EULAs), site licensing, etc.Understand and use software tools – file compression, updates, disk management, virus and malware software scanners, etc.Objective 4 Students will use problem solving skills to troubleshoot software and hardware problems.Understand concepts related to software – updates, OS versions, virus or malware removal, Safe mode, Knowledge Base, Help, task management, etc.Identify and explain the uses of different cables and connections used on computers.Understand the need to backup a computing device to a external device, cloud, local drive, etc. and how to restore from a backup.Objective 5 Students will demonstrate a knowledge networking concepts.Understand the Internet concepts of speed, bandwidth, wired, wireless, cell wired, security, etc.Understand different network types, features, and capabilities – publicly switched networks, domain name server (DNS), addressing, LAN, WAN, VPN, etc.Show an understanding problem solving that involves common network problems, IP addressing, solve simple network scenarios, etc.Food And Nutrition I

 Course Preface Printable Version (pdf)   Course Description Core Standards of the CoursePERFORMANCE OBJECTIVE 1Complete FCCLA Step One. http://www.uen.org/cte/facs_cabinet/facs_cabinet10.shtmlStandard 1 Students will apply the skills of kitchen equipment and management.Objective 1 Identify types, use and care of selected kitchen equipment.Identify various types of kitchen equipment.Select appropriate equipment for specific product preparation.Demonstrate the proper use and care of equipment.Demonstrate basic knife skills, including safety and proper handling.Employ standard safety procedures when using equipment.Objective 2 Explain the basic principles of cooking in a microwave.Identify that microwaves are attracted to fat, sugar, and water molecules.Identify how microwaves cook food.Identify appropriate and safe cooking containers.Discuss basic principles of microwave cooking:Cooking timeStanding timeWays to increase even cookingAppropriate foods and limitationsDiscuss prevention of burns and exploding or splattering of food.Objective 3 Identify appropriate abbreviations, food-measurement terminology, techniques, equivalents, and calculate recipe-size adjustments and demonstrate proper measuring techniques.Identify abbreviations.Compute equivalents.Identify measuring techniques and utensils.Double and cut recipe size in half.Analyze, prepare and complete a recipe.Objective 4 Explain basic food-preparation terminology.Define cooking terms: chop, cream, cut in, dice, dredge, flour, fold in, grate, knead, mince, peel, sauté, simmer, steam and whip.Performance Objective 2 Consistently demonstrate proper measuring and preparation techniques while preparing a recipe.Standard 2 Students will consistently demonstrate kitchen safety procedures and sanitation techniques.Objective 1 Apply established safety rules and guidelines to maintain a safe working environment.Identify safety practices for using electric appliances.Explain how to extinguish a grease fire.Identify proper storage of cleaning supplies.Explain prevention of: burns, cuts, fires, falls, electrical safety; and lifting techniques.Objective 2 Identify proper first-aid procedures for cuts, burns, and electrical shock.Identify ways to present poisoning and chemical contamination.Identify basic first-aid for cuts and burns.Identify proper first-aid procedures for electrical shock.Objective 3 Identify and apply sanitation rules and guidelines.Identify proper hand washing and dishwashing techniques.Discuss disinfecting of work surfaces.Discuss appropriate use of gloves.Identify appropriate clothing and hair coverings.Objective 4 Identify methods that prevent food-borne illnesses and contamination.Define the characteristics of food-borne illness.Identify types of food-borne illness, their symptoms and common sources of contamination:Botulism (improperly canned foods)E-coli (undercooked ground beef)Hepatitis A (contaminated food/water, fecal matter, improper hand washing)Salmonella (raw poultry and eggs)Staphylococci (human mucous and body fluids such as coughing, sneezing and open wounds)Explain prevention techniques including cross contamination.Identify proper temperatures:Danger Zone: 41-135 degreesHeating, reheating and serving foods: 165 degreesCold storage of foods: 40 degrees or belowInternal Food temperatures:Seafood, beef, veal, lamb, pork: at least 145 degreesGround meats (pork, beef, veal, lamb) : 155 degreesAll poultry (whole or ground): 165 degreesExplain how to correctly thaw foods.Performance Objective 3 Consistently demonstrate preventative practices related to kitchen safety procedures.Performance Objective 4 Consistently demonstrate sanitation techniques.Standard 3 Students will explore the current Dietary Guidelines and ChooseMyPlate.gov.Objective 1 Identify the six Dietary Guidelines and the key recommendations for each. The guidelines are listed below:Eat nutrient dense foods.Balance calories to manage weight.Reduce sodium, fats and added sugars, refined grains and alcohol.Increase vegetables, fruits, whole grains, milk, seafood and use oils in place of solid fats.Build healthy eating patterns that meet nutritional needs over time at an appropriate calorie level.Include physical exercise as part of healthy eating patterns.(Dietary Guidelines are revised every 5 years; Pending revision in 2015.)Objective 2 Demonstrate knowledge of MyPlate (See ChooseMyPlate.gov.)Identify the characteristics of MyPlate:Grains GroupProtein GroupVegetable GroupFruit GroupDairy GroupObjective 3 Demonstrate knowledge of healthy eating patterns. (See ChooseMyPlate.gov.)Explain how all food groups are important to good health.Identify the characteristics of healthy eating patterns:(These are the “Ten Tips to a Great Plate” from ChooseMyPlate.gov)Balance calories:Enjoy your food, but eat less.Avoid oversized portions.Foods to increase:Make half your plate fruits and vegetables.Switch to fat-free or low-fat (1%) milk.Make at least half your grains whole grains.Foods to reduce:Compare sodium in foods like soup, bread, and frozen meals and choose the foods with lower numbers.Drink water instead of sugary drinks.Explain empty calories.Explain how people have different caloric needs depending on age, gender and activity level.Evaluate and analyze a personal dietary intake for one or more days according to the dietary guidelines and MyPlate.Performance Objective 5 Evaluate and analyze a personal dietary intake for one or more days according to the dietary guidelines and MyPlate.Standard 4 Students will identify the sources and function of carbohydrates and fiber and apply appropriate food preparation techniques.Objective 1 Identify carbohydrates, their sources, and functions, and the importance of whole grains in the body.Define simple carbohydrates (sugars), complex carbohydrates (starches) and fiber.Identify functions, food sources and caloric content of simple and complex carbohydrates.Describe how complex carbohydrates break down into simple sugars in the digestion process.Objective 2 Identify fiber, its sources and functions.Identify the functions and food sources of fiber.Identify cellulose/non-digestible fiber.Discuss the importance of liquids in the role of bowel function.Discuss why the National Cancer Institute recommends 20-35 grams of daily fiber.Identify foods high in natural fiber, and how to increase the bulk in low-fiber foods.Objective 3 Apply food selection and preparation guidelines related to quick breads, rice, grains, and pasta.Identify examples of quick breads: muffins, pancakes, waffles, biscuits, cornbread and nut/fruit bread.Identify basic mixing techniques for quick breads.Identify the role of each ingredient contained in quick breads: flour, liquid, leavening agents, fat, salt and sugar.Identify types of rice (brown, instant, long grain and short grain), and cooking methods for rice.Identify cooking methods for pasta.Performance Objective 6 Actively participate in the preparation of a complex carbohydrate food product.Standard 5 Students will identify the sources and functions of proteins and fats and apply appropriate food preparation techniques.Objective 1 Identify proteins (complete, incomplete and complementary), their sources, and functions in the body.Identify the function of protein in the body and its caloric content.Define amino acids, complete, incomplete and complementary proteins.Identify examples of complete, incomplete and complementary proteins.Objective 2 Apply food selection and preparation guidelines related to egg products.Identify functions of eggs: binder, thickener, coating, leavening agent, and emulsifier.Identify egg cooking temperatures and techniques/methods: hard cooked, soft cooked, scrambled, fried, and poached.Identify appropriate storage of eggs.Objective 3 Apply food selections and preparation guidelines related to milk and milk products.Identify serving sizes and amounts for milk and dairy products.Define pasteurization, homogenization, and fortified milk.Identify methods of lowering fat in recipes by using a lower fat content milk or milk products.Objective 4 Identify fats, their sources, functions and related health concerns.Identify the functions of fats:carrier for vitamins A, D, E, and K.Reserve supply of energy.Adds flavor in foodSatisfies hunger.Protects internal organs from shock and injury.Insulates the body from shock and temperature changesPromotes healthy skinSatisfies hunger and helps you feel full longer.Explain the role of cholesterol, including HDL and LDL factors.Identify the differences between saturated, monounsaturated, polyunsaturated fats and trans-fatty acids. Discuss the effect of each type of fat on HDL and LDL levels.Identify caloric content and methods of lowering fat content of prepared foods.Performance Objective 7 Actively participate in the preparation of a protein food product.Performance Objective 8 Actively participate in the preparation of a food product containing healthy fats or fat substitutions.Standard 6 Students will identify the sources, function of vitamins, minerals and water and apply appropriate food preparation techniquesObjective 1 Identify vitamins, their food sources, functions, and deficiencies in the body.Identify the body processes that are regulated by vitamins: nerves, muscles and skin all require vitamins to function properly.Discuss the importance of folate (folacin/folic acid) in preventing neural tube birth disorders.Identify water soluble vitamins:Vitamin CB-Vitamins: thiamin, riboflavin, niacin, folateIdentify fat soluble vitamins: A, D, E, and KObjective 2 Identify minerals, their sources, functions, and deficiencies in the body.Discuss macro minerals (calcium, phosphorus, magnesium), electrolytes (sodium, chloride, potassium) and trace minerals (iron, iodine, fluoride, zinc, copper).Identify the problems associated with calcium and iron deficiencies. (osteoporosis and anemia)Objective 3 Identify the functions of water in the body.Identify the functions of water:Carries water soluble vitamins.Carries waste through the body.Regulates body temperature.Prevents dehydration.Discuss why water is the most important of all the essential nutrients.Identify symptoms of dehydration and how to prevent it based on current daily recommendations.Objective 4 Apply food selection and preparation guidelines related to fruits and vegetables.Identify the nutrients provided by fruits and vegetables. (vitamins, minerals, fiber, water)Identify how to preserve nutrients in the storage process of fruits and vegetables.Identify preparation methods to preserve the most nutrients for vegetables and/or fruits: Microwave, bake, steam, stir fry, simmer, and sautéIdentify how to select fresh fruits and vegetables.Discuss how to prevent oxidation of fresh fruits.Performance Objective 9 Actively participate in the preparation of a nutrient dense food product.Food And Nutrition II

 Course Preface Printable Version (pdf)   Course Description Core Standards of the CourseStandard 1 Students will review and apply the skills of kitchen management, safety and sanitation.Objective 1 Identify food safety and sanitation rules and guidelines to maintain a safe working environment.Review food borne illness sources, symptoms and preventions.Cross-contaminationProper thawing of food and refrigerator placementDanger zone (41-135 degrees)Internal food tempsGround meats (pork, beef, veal, lamb) – 155 degreesSeafood, beef, veal, lamb – 145 degreesAll Poultry (whole or ground) – 165 degreesPork – 160 degreesReheat temp – 165 degreesFIFO – First in and First Out is a method of storage for home and restaurantsIdentify and demonstrate the importance of personal hygiene Hand washingHair covering or tied backUniform – apron/chefs jacket/lab coatDiscuss use of gloves – use/change (any food that won’t be heated again before serving, handling of protein both raw and cooked)Demonstrate disinfection of work surfacesClean means to remove visible soil and food particlesSanitize means to use moist heat or chemical agents to reduce pathogensApply established safety rules and guidelines to maintain a safe working environment.Basic first aid/cuts and burnsFire prevention and safetyObjective 2 Identify and explain the appropriate safe use and care of kitchen equipment.Objective 3 Select appropriate equipment to use for specific product preparation and culinary applications.Chef’s Knife – shape and how to holdSanitation and storage of knivesParing Knife – peeling and garnishingCutting board – stabilization and designation of useStand electric mixers (i.e. Kitchen Aide, Bosch)Food processor, blender, immersion blenderInternal temp thermometers/calibrationObjective 4 Identify and demonstrate different knife cuts - Julienne, Brunoise, Small Dice, Medium Dice, Chiffonade, Diagonal.Objective 5 Review and apply appropriate abbreviations, techniques, equivalents, calculate recipe-size adjustments, and proper measuring techniques with correct equipment.All tablespoon equivalents to 1 cup¾ cup = ½ cup + ¼ cupCups/pints/quarts to gallons3 tsp = 1 tbspStandard 2 Students will demonstrate food preparation techniques and nutrition of salads.Objective 1 Identify and perform salad preparation skills.Identify classifications of salad dressings – mayonnaise based, vinaigrette (3 oils to 1 vinegar ratio)Objective 2 Identify structure and arrangement and service of a salad.FreshnessColorTextureIngredients should be well drained, cut into convenient eating size, prepared right before serving dressing procedures.Objective 3 Demonstrate knife skills and cutting techniques in salad making techniques (FNII 1.4)Objective 4 Identify the nutrients found in salads and incorporate guidelines from MyPlate.Carbohydrates (fiber) – pasta, potatoesFats - dressingsProtein – meats, cheese, eggsMinerals – fruits and vegetables (fiber)Vitamins – Fruits and vegetables (fiber)Objective 5 Identify classification of salads—appetizer, accompaniment, main dish, dessert.PastaGelatinProteinVegetableFruitStandard 3 Students will demonstrate food preparation and nutrition of soups and sauces.Objective 1 Identify and prepare two basic types of soup (cream and stock).Objective 2 Identify and prepare a cream based soup.Apply and prepare a béchamel based sauce (white sauce – a mother sauce)Explain the thickening agent for a béchamel sauce is a rouxObjective 3 Identify and prepare a stock based soupApply and prepare a liquid from cooking meat, poultry, fish and vegetables using a mirepoix.Objective 4 Identify how soups may be served as different parts of a meal incorporating MyPlate. (appetizer, side, main course and dessert)Objective 5 Identify and apply proper storage of soupsShallow containers cool soups quicklyObjective 6 Demonstrate knife skills and cutting techniques in soup making techniques.Objective 7 Identify the five Mother sauces used in standard home and restaurant cooking.Standard 4 Students will demonstrate food preparation and nutrition of casseroles.Objective 1 Identify, prepare and evaluate casseroles utilizing guidelines from MyPlate.Objective 2 Define casseroles and the qualities/nutrients of casseroles: easy, time saver, complete meal in a dish, economical, large variety can be made ahead and stored in refrigerator/freezer, require little supervision during baking; served in same dish baked in; leftovers easy to use.Objective 3 Identify protein and its function as the main ingredient; meat, fish, egg, dried beans, cheeseObjective 4 Identify carbohydrate/starch and its function as extenderUndercook rice and pastas so they can continue to cook during the baking processObjective 5 Identify vegetables and function as it adds contrast in color and textureObjective 6 Identify the binder as the sauce, which hold ingredients together (Béchamel or Tomato mother sauce can be applied here)Objective 7 Identify casserole toppings used for color, variety in texture; protects protein ingredients (note common toppings).Objective 8 Demonstrate knife skills and cutting techniques in casseroles making techniques mother sauce.Standard 5 Students will explore health concerns incorporating guidelines from MyPlate and current dietary guidelines throughout the life cycle.Objective 1 Identify the changing nutritional needs across the life cycle.Child (12 months to 11yrs)Adolescence (12 to 21)Adult (22 to 60)Elderly (60+)Use MyPlate and current dietary guidelines to assess nutritional needs based on age, gender and activity level.Objective 2 Classify common food and nutrition related health concerns.Diabetes: Type I child/juvenile, Type II adult onsetCoronary heart disease (CHD), Arteriosclerosis as it refers to disease of the heart and blood vesselsAnemiaColon and rectal cancerOsteoporosisObesityStandard 6 Students will apply skills for consumerism and budgeting as it applies to meal planning, meal management, and meal service.Objective 1 Identify quality meal planning elementsObjective 2 Incorporate the current Dietary Guidelines and MyPlate when planning nutritionally balanced meals.Objective 3 Plan, prepare and evaluate aesthetically pleasing meals by incorporating the aesthetic guidelines:ColorTextureFlavorTemperatureSize and shapeObjective 4 Incorporate food costs as part of meal planning elementObjective 5 Create a work plan (see FCCLA culinary arts star event)Objective 6 Students will identify and practice skills associated with meal service.Objective 7 Identify and demonstrate practice table setting techniques.Identify a cover—arrangement of a place setting for one personIdentify and practice flatwaresalad plate, bread and butter platewater glass placement and arrangementnapkin foldingObjective 8 Identify how table setting influences the appearance of the food, sets the tone/feeling of the meal, and makes people feel important.Objective 9 Identify and demonstrate correct etiquette while dining.Flatware useTippingNapkin placementCell phone etiquetteTable manners, passing foodEating roll, cutting meatObjective 10 Students will practice consumerism and budgeting skills related to food.Establish and apply a budget as it relates to food.Apply shopping strategiesCreate a categorized shopping listTake calculatorNot hungry, tiredShop aloneIdentify shopping guidelines and advertising strategiesLoss leadersCouponsImpulse buysLayout of store/shelf placementPractice unit pricing/cost per servingInterpret package informationDiscuss national brands versus store brandsCompare and contrast the use of convenience foods in relation to nutrition, use of time and money.Objective 11 Read and interpret food labels as it applies to nutritional valueIdentify the components of a food labelNutritional factsIngredient list in order of amountDaily % valuesServing sizeFood label termsLow inReduced, less, or fewerGood source ofOrganic and naturalHigh source of fiberJuice, 100%Sell date, use by date, open dating, expiration dateStandard 7 Demonstrate food preparation techniques and nutrition of yeast breads and pastries.Objective 1 Identify and prepare yeast breads.Objective 2 Identify the classes of breads: rolls, loaves, deep-fat fried.Objective 3 Identify ingredients in yeast breads and their functions.FlourYeastLiquidSaltSugarFatEggsObjective 4 Identify the food science principles of yeast breads.FermentationKneadingProofingShapingBaking/oven springObjective 5 Identify and prepare pies/tarts (pie shell, single, double).Objective 6 Identify main ingredients and their functions.FlourFatSaltWaterObjective 7 Storage and Handling of pastries.Cream/custard pies/refrigerateSavory pies/refrigerateFruit piesObjective 8 Identify the nutrients found in breads and incorporate guidelines from MyPlate.Standard 8 Demonstrate food preparation techniques and nutrition of meats and poultry.Objective 1 Identify and prepare meats and/or poultry product(s).Objective 2 Identify lean vs. fatty cuts of meats and poultry.Trimming excess fatWhite meat vs. dark meatLean cooking methods (roast, broil, grill)Objective 3 Discuss inspection and grading of meat and poultry.Objective 4 Discuss how bone affects serving size.¼ lb boneless meat/person½ lb moderate bone meat/person1 lb large bone(turkey)/personObjective 5 Identifying and apply proper cooking temperatures to meats.Objective 6 Match appropriate cooking methods dry vs. moistBraise – moist/less tender cutsSlow cooking – moist/less tender cutsBroil – dry/tender cutsGrill – dry/tender cutsRoast – dry/tender cutsSauté – dry/tender cutsObjective 7 Identify the nutrients found in meats and application to MyPlate.Standard 9 Define and utilize culinary vocabulary.Objective 1 BacteriaClean and sanitizedFIFO – first in first outPathogensMise en placeyieldblanchingbraisingbroilinggrillingroastingsautéstir fryingBechamel mother sauceVeloute mother sauceEspagnole mother sauceTomato mother sauceHollandaise mother sauceMirepoixRouxStockCaramelizationAl denteLegumesCross-contaminationDanger zoneSalmonellaE-coliBotulismFood and Science

 Course Preface Printable Version (pdf)   Course Description Core Standards of the CourseStandard 1 Students will learn the meaning of food science and management for the classroom and laboratory.Objective 1 Define the term food science and describe the main goal of food scientists.Objective 2 Explain the interrelationship of food science and nutrition.Objective 3 Explain classroom and laboratory procedures.Identify scientific equipment and the proper methods for use.Follow safety procedures when conducting experiments.Write reports using scientific terminology.Use the metric system of measurement.Standard 2 Students will explain how food provides and produces energy.Objective 1 Discuss the processes of heat and temperature.Discuss molecular motion and temperature.Explain heat transfer.Explain latent heat in phase changes.Compare various temperatures on rates of reaction.Objective 2 Explain how the body uses energy and calories.Describe the relationship of energy to physical and chemical reactions.Analyze relationships between food intake and body weight.Determine energy requirements of individuals using multiple variables.Identify weight-related disorders and diseases.Standard 3 Students will discuss the meaning of food physics.Objective 1 Define the term sensory evaluation.Identify qualities that make the sensory characteristics of food.Describe the characteristics of successful sensory testing.Discuss factors affecting people’s food preferences.Objective 2 List the qualifications needed for a career in sensory evaluation.Explain what sensory evaluation panels do.Explain how sensory evaluation panels are conducted.Standard 4 Students will discuss the principles of food microbiology.Objective 1 Discuss food safety and microbe control.Identify properties of microorganisms that cause food spoilage.Explain the difference between food intoxication and food infection.List organisms that cause food-borne illness.Identify microorganisms that are helpful and those that are harmful.Identify sanitary food-handling practices. Practice laboratory procedures that prevent biological contamination.Identify United States government agencies that keep the food supply safe.Objective 2 Explain the food dehydration process.List the purposes of dehydration.Explain why food is pretreated before dehydrating.Compare sulfating, sulfuring and blanching.Describe types of blanching that can be used as pretreatment methods.Discuss the role of air temperature and movement in successful dehydration.Identify four methods of dehydration and explain their similarities and differences.Describe how dried food should be served.Objective 3 Discuss the food canning process.Identify equipment used in home and commercial canning.Describe hot-pack, cold-pack, and pressure canning.Identify advantages and disadvantages of each method.Identify types of food that should be processed by each method.Compare heat transfer by conduction and by convection in canning.Discuss the similarities and differences in regular retort canning and aseptic canning.Describe the properties of C. Botulisnum that make botulism poisoning a problem in improperly canned food.Objective 4 Discuss the food freezing process.List the steps of the food freezing process.Identify factors needed for successful freezing of food.Identify advantages and disadvantages of freezing food.Objective 5 Discuss freeze-drying and/or air drying processes.List the steps of the freeze drying and air drying process.Explain the role of sublimation in freeze drying.Identify examples of food that can successfully be freeze-dried and explain how they should be stored.Objective 6 Discuss the food irradiation process.List the steps of the food irradiation process.Define the units used to measure the amount of radiation used during the irradiation process.Describe the effects of irradiation on food.Discuss the effect the Delaney Anti-Cancer Clause has had on the irradiated food industry.Objective 7 Discuss the USDA packaging guidelines.List food packaging guidelines established by the USDA.Explain the rationale and purposes of those guidelines.List properties of containers needed for commercial food packaging.Identify factors related to the successful use of controlled-atmosphere packaging.Describe information required on a food label.Standard 5 Students will discuss the basis of food chemistry.Objective 1 Discuss elements, compounds, mixtures, and formulas.Explain the scientific table of elements.Compare and contrast elements and compounds.Describe heterogeneous mixtures and homogeneous mixtures.Explain the similarities and differences between heterogeneous and homogenous mixtures.Identify common examples of pure substances and mixtures.Describe the parts of an atom.Identify chemical symbols, formulas, and equations.Explain how chemical symbols, formulas, and equations are used in food science.Explain the differences between ionic and covalent bonds and ionic and covalent compounds.Explain why specific chemical reactions occur.Explain the chemical and physical changes in food.Objective 2 Explain solutions, colloids, sols, gels, foams, and emulsions.Identify the solvent and solute in a given solution.Discuss the effect of a solute and its concentration on the boiling and freezing points of a solution.Calculate the concentration of a solution using mass percent.Compare and contract, unsaturated, saturated, and supersaturated solutions.Describe the properties of colloidal dispersions.Explain the three parts of an emulsion and their relationship to each other.Identify various food emulsions and tell the types of each emulsion.Objective 3 Discuss the functions of enzymes.Describe how enzymes act as catalysts in chemical reactions.Explain the relationship between an enzyme and a substrate.Compare the functions and activities of enzymes and coenzymes.Discuss the enzymes involved in digestion.Identify factors that affect enzyme activity.Explain how enzyme reactions are involved in food preparation.Objective 4 Discuss fermentation and food.Explain anaerobic respiration and how it is involved in metabolism and food science.List three reasons why food is fermented.Identify bacteria used to ferment food.Compare fresh-pack pickling and brine pickling.Discuss how lactic acid bacteria create sauerkraut from cabbage.Describe the process of making vinegar.Objective 5 Discuss leavening agents and baked goods.Describe the purpose of leavening agents in baked goods.List the four major leavening agents.Explain why baking soda is used with an acid in baked goods.Identify the types of doughs and batters used in making quick breads.List the ingredients in baking powder.Discuss how air and steam act as leavening agents.Identify the purposes of the ingredients used in making yeast breads.Objective 6 Discuss the purpose of additives.Identify agencies involved in regulating food additives.Discuss the purposes for using food additives.Describe properties of a desirable food preservative.Explain why additives used as antioxidants are added to food.Explain the difference between natural and artificial additives.Identify kinds of sweeteners used in food processing.Name nutrients that are used as food additivesDiscuss advantages and disadvantages of using food additives.Standard 6 Students will discuss the basics of nutrition as related to food.Objective 1 Discuss human physiology.Illustrate and label the parts of the human digestive system.Define the terms mechanical and chemical digestive processes.Explain the difference between mechanical and chemical digestive processes.Explain absorption as part of the digestive process.Objective 2 Discuss cellular biology.Illustrate and label the parts of a plant and an animal cell.Explain the role of osmosis as part of the digestive process.Analyze components and by-products of metabolism.Explain a food chain and its relationship to human nutrition.Identify the common and different characteristics of plant and animal cells.Describe the functions of plant and animal cells.Describe the function of the root, stem, leaf, and seed in the plant structure.Describe the denaturation process and how it relates to food preparation.Describe the dehydration process and how it related to food preparation.Objective 3 Discuss molecular structures.Duplicate the molecular structure of carbohydrates.Duplicate the moecular structure of proteins.Duplicate the molecular structure of fats.Objective 4 Discuss metabolism.Define anabolism and catabolism.Describe conditions needed for metabolism to occur.Explain the process of osmosis and the role it plays in metabolism.Discuss basal metabolism and the factors that affect it.Identify levels of voluntary activity and how these affect the need for kilocalories.Describe metabolic changes and the effect they have on the body during fasting.Explain why lactic acid builds up in the muscles during exercise and ho this can be prevented or treated.Standard 7 Students will discuss the basic nutrients and their specific properties as related to food science.Objective 1 Identify nutrients and recommended daily allowances.Identify the recommended daily allowances (RDA) of the basic nutrients.List the five main nutrients and food sources of each.Explain the use of the five main nutrients in relation to the Food Guide Pyramid and/or the Dietary Guidelines.Discuss the importance of fiber in the diet.Objective 2 Identify the properties of carbohydrates.Explain the chemical reaction that occurs when plants produce carbohydrates.Define Monosaccharides and disaccharides and name examples of each.Describe the normal regulation of glucose levels in the blood and the conditions of low and high glucose levels.Explain sugar hydrolysis and list the products of the hydrolysis of sucrose and lactose.Discuss the process of caramelization.Compare the structures of amylose and amylopectin and how these structures affect cooking properties.Define the terms gelatinization, paste, retrogradation, and syneresis as used in starch cookery.Objective 3 Identify the properties of fats and lipids.Compare the properties of saturated and unsaturated fatty acids.Identify foods containing triglycerides and identify which foods contain saturated and unsaturated fat.Discuss the function of fat in food preparation.List ways lipid oxidation can be controlled in food.Describe the functions of fat in the body.Explain the role of fat in maintaining optimum health.Explain the role of cholesterol in maintaining optimum health.Contrast the properties of saturated and unsaturated fats.Describe the effects of temperature on fats used in food preparation.Objective 4 Identify the properties of proteins and amino acids.Name the groups of elements that identify an amino acid.Describe the chemical structure of protein.Explain what happen during the denaturation of protein and how the process occurs.Describe ways in which protein is used in food preparation.Discuss the composition of eggs and how they should be stored.List factors that affect the stability of an egg foam.Identify the functions of protein in the body.Compare and contrast complete and incomplete protein.Objective 5 Identify the properties of vitamins and minerals.Explain why mega doses of fat-soluble vitamins can be toxic.Discuss the functions of vitamins and minerals in the body.Describe water and fat-soluble vitamins and list the main vitamins in each category.Identify the food sources for each vitamin and mineral.Identify deficiency diseases and explain their causes.Explain the difference and list examples of major and trace minerals.Explain the interrelationships among nutrients.Objective 6 Explain the properties of water.Identify the properties of water that make it a polar molecule.Describe hydrogen bonds and how they differ from covalent bonds.Discuss the differences between hard water and soft water.Compare the heat of fusion and the heat of vaporization.Explain the functions of water in food preparation.Identify the functions of water in the body.Standard 8 Students will apply basic food science principles.Objective 1 Discuss the role of acids and bases.Discuss what happens when water ionizes and how ionization relates to the formation of acids and bases.Identify the properties of acids and bases.Describe the pH scale and how it is used.Use indicators to measure the pH of solutions.Define atomic mass and mole and analyze relationship between them.Explain how molarity is calculated.Describe the importance of pH in digestion and blood.Discuss ways pH is related to the properties of food, its safety, and its freshness.Objective 2 Explain the coagulation and coalescence processes associated with milk protein and cheese.List the components of milk and explain how each component is dispersed in the milk.Describe what happens when milk protein is coagulated.Discuss the processing of milk and how it is treated when it is pasteurized, homogenized, and fortified.Compare and contrast skim milk, low-fat milk, whole milk, half-and-half, and various creams.Explain the differences between evaporated milk, condensed milk, and dried milk.Identify factors that affect the ability of cream to form a loam.Explain the changes that occur when milk is heated.Describe the process of making a fermented or cultured milk product and list examples of these products. Standard 9 Students will complete experiments in food science.Objective 1 Complete steps for research project preparation.Describe ways of selecting a topic for research.Identify resources to be used to gather information for a project.Select a hypothesis and title.Propose variables.Develop a procedure.Explain the importance of having accurate supply land equipment lists.Objective 2 Complete a research project.Complete a research project according to scientific principles.Describe the results of the project and compare it with the initial hypothesis.Evaluate the research project information for reliability and usability.Standard 10 Students will identify careers related to food science.Objective 1 Identify career opportunities related to food science.Identify career areas that are open to people with college degrees in food science and technology.List careers available to people with college degrees in Family and Consumer Sciences or a related field.Discuss the duties of a dietitian and the setting in which a dietitian might work.Explain the difference between commercial and noncommercial establishments in the food service industry.Compare and contract entry-level with higher-level jobs in the food service industry.Objective 2 Complete a personal career evaluation.Identify careers in food science that would meet a person’s individual needs.Complete a personal aptitude analysis and analyze the results.HTML5 App Development Fundamentals

 Printable Version (pdf)   Course Description Core Standards of the CourseStandard 1 Manage the Application Life CycleObjective 1 Understand the platform fundamentals.packaging and the runtime environment:app package, app container, credentials/permission sets, host process, leveraging existing HTML5 skills and content for slate/tablet applicationsObjective 2 Manage the state of an application.manage session state, app state, and persist state information;understand states of an applicationObjective 3 Debug and test an HTML5-based touch-enabled application.Objective 4 Publish an application to a store.Windows Store;third-party storesStandard 2 Build the User Interface by Using HTML5Objective 1 Choose and configure HTML5 tags to display text content.Objective 2 Choose and configure HTML5 tags to display graphics.when, why, and how to use Canvas;when, why, and how to use SVGObjective 3 Choose and configure HTML5 tags to play media.video and audio tagsObjective 4 Choose and configure HTML5 tags to organize content and forms.tables, lists, sections;semantic HTMLObjective 5 Choose and configure HTML5 tags for input and validation.Standard 3 Format the User Interface by Using CSSObjective 1 Understand the core CSS concepts.separating presentation from content – create content with HTML and style content with CSS;managing content flow - inline vs. block flow;managing positioning of individual elements – float vs. absolute positioning;managing content overflow – scrolling, visible, and hidden;basic CSS stylingObjective 2 Arrange user interface (UI) content by using CSS.using flexible box and grid layouts to establish content alignment, direction, and orientation;proportional scaling and use of “free scape” for elements within a flexible box or grid;ordering and arranging content;concepts for using flex box for simple layouts and grid for complex layouts;grid content properties for rows and columns;using application templatesObjective 3 Manage the flow of text content by using CSS.regions and using regions to flow text content between multiple

sections – content source, content container, dynamic flow, flow-into, flow-from, msRegionUpdate, msRegionOverflow, msGetRegionContent();columns and hyphenation and using these CSS settings to optimize the readability of text;using “positioned floats” to create text flow around a floating objectObjective 4 Manage the graphical interface by using CSS.graphics effects - rounded corners, shadows, transparency, background gradients, typography, and Web Open Font Format;2D and 3D transformations – translate, scale, rotate, skew, and 3D perspective transitions and animations;SVG filter effects;CanvasStandard 4 Code by Using JavaScriptObjective 1 Manage and maintain JavaScript.creating and using functions;using Windows Library for JavaScript, jQuery, and other third-party librariesObjective 2 Update the UI by using JavaScript.locating/accessing elements;listening and responding to events;showing and hiding elements;updating the content of elements;adding elementsObjective 3 Code animations by using JavaScript.using the animation libraryObjective 4 Access data access by using JavaScript.sending and receiving data;transmitting complex objects and parsing; accessing databases and indexed DB;loading and saving files;App CacheObjective 5 Respond to the touch interface.gestures, how to capture and respond to gesturesObjective 6 Code additional HTML5 APIs.GeoLocation, Web Workers, Web SocketsObjective 7 Access device and operating system resources.Windows Runtime (WinRT);in memory resources such as contact lists and calendar;hardware capabilities such as GPS, accelerometer and camera Course Description Core Standards of the CourseStandard 1 Students will demonstrate knowledge, skills, and strategies related to mental and emotional health to enhance self-concept and relationships with others.Objective 1 Develop strategies for a healthy self-concept.Recognize how personal self-concept relates to interactions with others.Analyze the influence of personal values on individual health practices.Determine how adolescent brain development affects self-concept and social interactions.Use decision making skills to solve problems.Create personal goal-setting strategies to promote a healthy lifestyle. Objective 2 Identify strategies that enhance mental and emotional health.Identify positive ways to express emotions.Explore the risk and protective factors of mental and emotional health.Analyze how societal norms, cultural differences, personal beliefs, and media impact choices, behavior, and relationships.Apply stress management techniques.Discuss strategies for suicide prevention.Objective 3 Examine mental illness.Review types of mental disorders.Explain the effects of mental disorders on individuals and society.Describe ways to eliminate the stigma associated with mental illness.Investigate school and community mental health resources.Objective 4 Create and maintain healthy relationships.Review components of healthy relationships.Develop and practice effective communication skills.Explore methods of managing inappropriate or harmful comments and advances from others (e.g., bullying, cyber-bullying, peer pressure, sexual harassment).Determine healthy ways to accept, manage, and adapt to changes in relationships (e.g., coping with loss and grief).Apply interpersonal communication skills (e.g., assertiveness, refusal skills, negotiation, conflict management).Standard 2 Students will use nutrition and fitness information, skills, and strategies to enhance health.Objective 1 Describe the components and benefits of proper nutrition.Describe the primary nutrients and their functions.Evaluate how the United States Department of Agriculture’s Seven Guidelines and the most current Food Pyramid can enhance proper nutritional choice.Analyze and employ healthy food choices (e.g., reading food labels, calculating calorie intake).Identify and investigate community nutritional resources.Objective 2 Analyze how physical activity benefits overall health.Describe the elements of physical fitness (e.g., muscular strength and endurance, cardio vascular endurance, flexibility, body composition).Develop strategies for maintaining life-long fitness and avoiding the consequences of inactivity.Identify and investigate available fitness resources.Create individual fitness goals.Objective 3 Recognize the importance of a healthy body image and develop appropriate weight management behaviors.Explain how caloric intake and energy expenditure affect body weight.Explore the short and long term effects of poor nutrition and inactivity (e.g., obesity, chronic diseases).Evaluate the strengths and weaknesses of various body-weight indicators (e.g., Body Mass Index [B.M.I.], waist circumference, body fat percentage calculators).Examine the causes, symptoms, and the short and long-term consequences of eating disorders.Analyze the influence of media on body image.Standard 3 Students will demonstrate health-promoting and risk-reducing behaviors to prevent substance abuse.Objective 1 Examine the consequences of drug use, misuse, and abuse.Explain short and long term effects of alcohol, tobacco, and other drugs (e.g., brain development/function, the multiplier effect, fetal alcohol spectrum disorders).Describe the importance of guidelines for the safe use of medicine (e.g., over the counter drugs, prescription drugs, herbal supplements).Recognize, respect, and communicate personal boundaries for self and others.Identify legal consequences for the abuse of alcohol, tobacco, and other drugs.Evaluate the impact that the use/abuse of alcohol, tobacco, and other drugs has on families and communities.Objective 2 Analyze the risk and protective factors that influence the use and abuse of alcohol, tobacco, and other drugs.Discuss risk and protective factors associated with alcohol, tobacco, and other drug use and abuse.Examine the impact of peer pressure on alcohol, tobacco, and other drug use and abuse.Evaluate media and marketing tactics used to promote alcohol, tobacco, and other drug products.Advocate for healthy alcohol, tobacco, and other drug policies in home and community.Objective 3 Access information for treatment of addictive behaviors.Describe methods of professional intervention for those affected by addictions.Examine practices that will help support a drug-free lifestyle.Identify community resources available to support those impacted by substance abuse. Standard 4 Students will demonstrate the ability to apply prevention and intervention knowledge, skills, and processes to promote safety in the home, school, and community.Objective 1 Identify personal behaviors that contribute to or detract from safety.Develop strategies to avoid unhealthy or potentially dangerous situations.Explore how participation in healthy lifestyle activities includes safety considerations (e.g., safety equipment, including protective gear and seatbelts, exercise warm-up and cool-down, preparing for exercise in severe weather conditions).Create personal safety and disaster plans for home, school, and community.Objective 2 Recognize emergencies and respond appropriately.Describe how immediate response increases a victim’s chance for survival.Demonstrate proficiency in basic first-aid, practice Cardiopulmonary Resuscitation (CPR) as outlined in national standards, and describe the purpose and use of an Automated External Defibrillator (AED).Evaluate personal responsibility to fellow citizens in critical emergency situations.Objective 3 Assess and respond appropriately to harassment and violent behaviors.Describe abusive behaviors (e.g., threats, harassment, bullying, assault, domestic abuse).Examine methods to prevent and report violence at home, school, and in the community.Practice skills for maintaining healthy relationships.Objective 4 Examine the dangers of inappropriate use of current technology.Discuss use and misuse of current technology (e.g., Internet, email, websites, instant messages, cell phones).Determine the short and long term dangers of sharing private information when using current technologies.Explore personal and legal consequences for using technology inappropriately and discuss school and LEA policies.Analyze violence in the media and how it impacts behavior.Standard 5 Students will understand and summarize concepts related to health promotion and the prevention of communicable and non-communicable diseases.Objective 1 Explain the transmission and prevention of communicable diseases.Identify pathogens and how they are transmitted.Describe symptoms of common communicable diseases.Apply methods of prevention and treatment for communicable diseases (e.g., personal hygiene, immunization, balanced diet, exercise, rest, natural body defenses, abstinence from high risk behaviors).Objective 2 Analyze the effects of non-communicable diseases.Identify short and long term effects of common non-communicable diseases (e.g., allergies, asthma, arthritis, cancer, cardiovascular disease, diabetes).Describe medical diagnoses and treatment for non-communicable diseases.Examine risk factors for common non-communicable diseases (e.g., environment, age, gender, family history, diet, body composition, risky behaviors).Discuss risk reduction and prevention methods for common non-communicable diseases including breast and testicular self exams.Objective 3 Analyze the impact of sexually transmitted diseases including human immuno-deficiency virus (HIV) and acquired immune deficiency syndrome (AIDS) on self and others.Identify the pathogens and modes of transmission of common sexually transmitted diseases. Terms of a sensitive nature will be defined to help explain modes of transmission.Recognize signs and symptoms of common sexually transmitted diseases (e.g., HIV/AIDS, chlamydia, gonorrhea, herpes, syphilis).Discuss the advantages of abstinence over other methods in preventing sexually transmitted diseases.Recognize the importance of early detection, testing and treatment for sexually transmitted diseases.Objective 4 Analyze the impact of disease on self and society.Explain economic, physical, mental, social, and emotional effects of communicable diseases.Discuss economic, physical, mental, social, and emotional effects of non-communicable diseases.Compare the cost of preventative measures with the treatment costs for communicable and non-communicable diseases.Standard 6 Students will demonstrate knowledge of human development, social skills, and strategies that encourage healthy relationships and healthy growth throughout life.Objective 1 Describe the physical, mental, social, and emotional changes that occur throughout the life cycle.Review the anatomy and physiology of the male and female reproductive systems.Identify physical, mental, social, and emotional changes that occur from adolescence through late adulthood.Explain genetic influences on growth and development.Describe fertilization, fetal development, the birth process, and personal choices that may affect the fetus (e.g., nutrition, the use of alcohol, tobacco, other drugs).Describe how the developing brain impacts choices and behaviors.Objective 2 Describe the interrelationship of physical, mental, social, and emotional health.Identify characteristics necessary for healthy relationships (e.g., communication, empathy, confidence, trust, mutual respect).Describe how personal relationships evolve over time, focusing on changes in friendships, family, dating relationships, and marriage.Develop and use effective communication skills including being able to discuss questions on sexuality with parents and/or guardians.Develop strategies for preventing sexual harassment.Identify people, resources, and services that may help with personal or relationship issues.Objective 3 Establish guidelines that promote healthy and positive dating relationships.Analyze how personal values impact dating behaviors.Identify skills for maintaining healthy relationships, and discuss unhealthy behaviors in dating and other personal relationships (e.g., violence, coercion, selfishness, manipulation, aggression, drug use).Demonstrate refusal skills as they apply to situations involving pressure to be sexually active, and identify alternative strategies that support the decision to abstain from sexual behavior.Evaluate messages about sexuality from society, including the media, and identify how those messages affect attitudes and behaviors.Explain how laws relate to relationships and sexual behavior.Objective 4 Understand the importance of abstinence, the responsibilities related to sexual development, and the challenges associated with teen and/or unintended pregnancies.Describe how sexual abstinence before marriage and fidelity after marriage contribute to overall wellness (e.g., physical, mental, social, emotional).Analyze the responsibilities, joys, demands, and challenges of parenthood.Identify means of prevention of early and/or unintended pregnancy and sexually transmitted diseases (e.g., abstinence, disease prevention, contraception/condom use).Identify adoption as an option for unintended pregnancy, and discuss the Newborn Safe Haven Law.Explain the importance of an annual physical examination as well as breast and testicular self-examinations.Utah State Law and USOE Policy- Utah Administrative Code R277-474Prior written consent must be obtained before including any aspect of contraception in the curriculum. It must be obtained at least two weeks prior to the start of the unit of instruction.Teachers may not teach the advocacy or encouragement of contraceptive methods or devices. Intermediate Graphic Communications

 Printable Version (pdf)   Course Description Core Standards of the CourseStandard 1 Students will be able to understand the introduction to the graphics/printing industry.Objective 1 Define the role of graphic communications.Objective 2 Identify print markets and types of print businesses.Objective 3 Describe major contributions in the history of printing.Objective 4 Explore printing technologies.Objective 5 Demonstrate the technical production flow from idea to finished product.Standard 2 Students will be able to understand and demonstrate safe practices.Objective 1 List safety rules involving chemicals and flammable liquids.Objective 2 Read, comprehend and follow instructions on warning labels.Objective 3 List the steps to be taken in case of injury in the lab.Objective 4 Identify locations of first aid kit, eye wash station, MSDS and safety equipment.Objective 5 Follow proper safety procedures and dress code when operating equipment.Objective 6 Demonstrate common sense when working with others.Objective 7 Pass general lab safety test.Standard 3 Students will be able to understand and demonstrate design processes.Objective 1 Understand the design process.Objective 2 Define the principles and elements of design.Objective 3 Identify typeface classifications and their uses.Objective 4 Describe the anatomy of type.Objective 5 Understand point size, leading, and alignment.Objective 6 Measure type size and line weight in points.Objective 7 Create a design for printing, applying the design process.Standard 4 Students will be able to understand and demonstrate computer skills.Objective 1 Select appropriate software types (i.e. word processing, page layout, paint, draw) and related applications.Objective 2 Identify software interface features (i.e. panels, menus, dialog boxes).Objective 3 Define hardware and hardware functions as they apply to the graphics industry.Objective 4 Understand digital publishing technology.Objective 5 Identify and determine appropriate file formats.Objective 6 Install fonts.Objective 7 Perform basic math skills.Objective 8 Create an interactive PDF.Standard 5 Students will be able to understand and demonstrate page layout.Objective 1 Demonstrate operation of tools, panels, and menus in a page layout application (i.e. InDesign).Objective 2 Change page layout software defaults.Objective 3 Define layout elements (body text, display text, illustration and white space).Objective 4 Demonstrate proper use of guides, margins, columns, gutters, and rows.Objective 5 Know basic paper sizes and orientations (i.e. letter and tabloid).Objective 6 Import and modify an image in a page layout program.Objective 7 Measure linear dimensions in inches and fractions of an inch to 1/16”.Objective 8 Comprehend crop and registration marks.Objective 9 Define bleeds.Objective 10 Output color separations.Objective 11 Perform fraction to decimal conversions.Objective 12 Create a multi‐page layout.Standard 6 Students will be able to understand and demonstrate digital image editing.Objective 1 Demonstrate operation of tools, panels, and menus in an image editing application (i.e. Photoshop).Objective 2 Change image editing software defaults.Objective 3 Understand the advantages & disadvantages of raster images.Objective 4 Comprehend pixels, resolution, and interpolation.Objective 5 Compare line art, continuous tone and halftone image types.Objective 6 Capture an image (i.e. digital camera or scanner).Objective 7 Understand metric prefixes as they relate to file size.Objective 8 Identify color modes and their uses (i.e. RGB and CMYK).Objective 9 Utilize multiple selection methods, layers, and channels.Objective 10 Solve mathematical equations as they relate to pixels.Objective 11 Edit a color raster image.Standard 7 Students will be able to understand and demonstrate digital illustrations.Objective 1 Demonstrate operation of tools, panels, and menus in an illustration application (i.e. Illustrator).Objective 2 Change illustration software defaults.Objective 3 Understand the advantages & disadvantages of vector images.Objective 4 Comprehend process and spot colors.Objective 5 Define trapping.Objective 6 Solve ratio and percent equations.Objective 7 Create and modify a vector image.Standard 8 Students will be able to understand and demonstrate printing processes.Objective 1 Classify the major printing process (flexography, lithography, screen, gravure, and digital).Objective 2 Identify products produce by each of the major printing process.Objective 3 Understand the concept of the image carrier for the major printing process.Objective 4 Identify other graphics communication processes (i.e. vinyl, engraving, embroidery, etc).Objective 5 Know substrate and basic paper grades (i.e. bond and cover).Objective 6 Produce a multi‐color product.Standard 9 Students will be able to understand and demonstrate finishing and binding processes.Objective 1 Define finishing.Objective 2 Identify finishing processes.Objective 3 Define binding.Objective 4 Identify binding processes.Objective 5 Finish or bind a product.Standard 10 Students will enhance their understanding of Graphic Communications as a profession and will develop professional skills for the workplace.Objective 1 As a participating member of the SkillsUSA student organization, complete the SkillsUSA Level 2 Professional Development Program.Measure/modify short‐term goals.Identify stress sources.Select characteristics of a positive image.Demonstrate Government awareness.Demonstrate awareness of professional organizations. Apply team skills to a group project.Observe and critique team skills at a local professional meeting.Demonstrate business meeting skills.Explore workplace ethics: codes of conduct.Demonstrate social etiquette.Complete survey for employment opportunities.Review a professional journal and develop a three‐ to five‐minute speech.Complete a job application.Assemble an employment portfolio.Explore supervisory and management roles in an organization.Conduct a worker interview.Perform a self‐evaluation of proficiency in program competencies.Objective 2 Serve in the school’s SkillsUSA chapter as a committee member.Objective 3 Display a professional attitude toward the instructor and peers.* SkillsUSA PDP requirements - are recommended.Introduction to Graphic Communications

 Printable Version (pdf)   Course Description Core Standards of the CourseStandard 1 Students will be able to understand the introduction to the graphics/printing industry.Objective 1 Define graphic communications.Objective 2 Define printing and identify products produced by printing.Objective 3 Identify major contributions in the history of printing.Objective 4 Explain basic printing technologies.Objective 5 Demonstrate the technical production flow from idea to finished product.Standard 2 Students will be able to understand and demonstrate safe practices.Objective 1 List safety rules involving chemicals and flammable liquids.Objective 2 Read, comprehend and follow instructions on warning labels.Objective 3 List the steps to be taken in case of injury in the lab.Objective 4 Identify locations of first aid kit, eye wash station, MSDS and safety equipment.Objective 5 Follow proper safety procedures and dress code when operating equipment.Objective 6 Demonstrate common sense when working with others.Objective 7 Pass general lab safety test.Standard 3 Students will be able to understand and demonstrate design processes.Objective 1 Understand the design process.Objective 2 Define the principles and elements of design.Objective 3 Identify typeface classifications.Objective 4 Understand point size, leading and alignment.Objective 5 Create a design for printing.Standard 4 Students will be able to understand and demonstrate computer skills.Objective 1 Understand software types (i.e. word processing, page layout, paint, draw) and related applications.Objective 2 Identify software interface features (i.e. panels, menus, dialog boxes).Objective 3 Define hardware and hardware functions.Objective 4 List file types, file formats, and image types.Objective 5 Perform basic math skills.Objective 6 Create a PDF.Standard 5 Students will be able to understand and demonstrate page layout.Objective 1 Know basic operations of tools, panels, and menus in a page layout application (i.e. InDesign).Objective 2 Define layout elements (i.e. body type, display type, illustrations, and white space).Objective 3 Demonstrate proper use of rulers, guides, and margins.Objective 4 Import an image into a page layout program.Objective 5 Measure linear dimensions in inches and fractions of an inch to 1/8”.Objective 6 Perform fraction to decimal conversions.Objective 7 Create a page layout.Standard 6 Students will be able to understand and demonstrate digital image editing.Objective 1 Know basic operations of tools, panels, and menus in an image editing application (i.e. Photoshop).Objective 2 Define pixels and resolution.Objective 3 Understand the advantages & disadvantages of raster images.Objective 4 Acquire a raster image.Objective 5 Solve mathematical equations as they relate to pixels.Objective 6 Edit a raster image.Standard 7 Students will be able to understand and demonstrate digital illustrations.Objective 1 Know basic operations of tools, panels, and menus in an illustration application (i.e. Illustrator).Objective 2 List the advantages & disadvantages of vector images.Objective 3 Select and modify a vector image.Objective 4 Solve ratio and conversion problems.Objective 5 Create a vector image.Standard 8 Students will be able to understand and demonstrate printing processes.Objective 1 Classify the major printing process (flexography, lithography, screen, gravure, and digital).Objective 2 Determine products produced by each of the major printing process.Objective 3 Identify the image and non‐image area on an image carrier.Objective 4 Define substrate.Objective 5 Print a product.Standard 9 Students will gain an understanding of Graphic Communications as a profession and will develop professional skills for the workplace.Objective 1 As a participating member of the SkillsUSA student organization complete the SkillsUSA Level 1 Professional Development Program.Complete a self‐assessment inventory and identify individual learning styles.Discover self‐motivation techniques and establish short‐term goals.Determine individual time‐management skills.Define future occupations.Define awareness of cultural diversity and equity issues.Recognize the benefits of conducting a community service project.Demonstrate effective communication skills with others.Participate in a shadowing activity.Explore what is ethical in the workplace or school.Demonstrate proficiency in program competencies.Explore what is ethical in the workplace or school.State the SkillsUSA motto.State the SkillsUSA creed.Learn the SkillsUSA colors.Describe the official SkillsUSA dress.Describe the procedure for becoming a SkillsUSA officer.Objective 2 Understand the role graphic communications and relate career opportunities.Objective 3 Display a professional attitude toward the instructor and peers.Introduction to Information Technology

 Course Preface Printable Version (pdf)   Course Description Core Standards of the CourseStandard 1 Students will develop an understanding of current issues related to Information Technology.Objective 1 Introduced to the importance of ethics and ethical behavior.Understand and follow an Acceptable Use Policy (AUP).Explain the difference between legal and ethical.Explain how some online behaviors can be harmful personally and to a business. (pornography, social networking, gaming, etc.)Follow copyright and fair use guidelines.Objective 2 Understand the importance of information privacy and security.Viruses, spoofing, phishing, cookies, etc.Explain kinds of anti-virus software is and how they work.Objective 3 Identify the skills needed by employers to be an effective and valued employee.List employable skills:Model employable skills in the classroom.Objective 4 Understand the levels of education needed to be successful in the area of Information Technology that they are interested in pursuing.Understand IT industry certifications, education, and work experience.Explain how certifications, education, and work experience can affect employablity.Objective 5 Participate in an on-line IT interest survey.Identify different areas and careers in IT.Identify their strength and weaknesses based on an IT interest survey.Understand how different multiple intelligences can affect their skill level and interests.Objective 6 Identify the organizational structure of a business and the role that Information Technology plays in the success of business.Identify different IT careers in business (CEO, CIO, System Analysts, tech support, etc.)Objective 7 Identify trends in the world of information technology.Discuss the pros and cons of cell phones, texting and drivingDiscuss the use of portable digital devices,Identify the values and problems with social networking,Explore the impact of cloud computingExplore the impact of Web 2.0 technology,Standard 2 Student will complete projects and assignments in the area of Interactive Media.Objective 1 Understand the different types of media included in an interactive multimedia project.Understand and use textUnderstand and use graphicsUnderstand and use audioUnderstand and use videoUnderstand and use animationObjective 2 Utilize fonts in interactive projects.Change a font family, size, and color.Identify serif, and san serif fonts.Objective 3 Obtain, create, and edit digital 2D graphics.Obtain 2D graphics from clipart or photo collections.Scan photos and/or take photos with a digital camera.Use software to draw and edit a bitmap and a vector drawing.Objective 4 Obtain, create, and edit digital audio.Capture digital audio from a CD, record, or tape.Obtain digital audio from royality free sources. (Soundzabound, etc.)Record, edit, and export digital audio.Understand the use and importance of audio in digital media productions.Understand and identify different audio formats. (WAV, AAC, mp3, wma, ogg, m4a, etc.)Objective 5 Obtain, create, and/or edit digital video.Edit or render a digital video from photos or video clips.Understand and identify different video formats & codecs. (mov, wmv, m4a, mp4, H.264, etc.)User or embed video in a document or presentation.Objective 6 Create, edit, and utilize 2D animations.Draw a flip book with at least 10 pages.Create and edit a digital frame (cel) animation.Create and edit a path or tween animation.Objective 7 Utilize a design model or process to plan and implement an interactive project. (ADDIE, Adobe, Rapid Deployment Design, etc)Describe the project and the problem it address.Address the needs of the audience or customer.Plan the organization for the project and design the screen layouts.Storyboard the plan.Write a proposal for the project.Objective 8 Use interactive software to create and implement an interactive project from a plan. (Software used could include: PowerPoint, Presentations, Google Presentations, OpenOffice Presentations, etc.)Include in the project: audio, animation, graphics and navigation links for user input.Create or prepare assets for the project.Build the project.Evaluated the project by testing and debugging it.Publish or distribute the project.Objective 9 Create web pages using a GUI HTML editor. (Dreamweaver, Microsoft Web Expressions, Kompozer, NVU, etc.)Include a main page with links to other pages,Include a page with a table.Include a page with bullets or a numbered list.Include photos or graphics in at least one page.Use CSS to change fonts, colors, layout, etc.Objective 10 Explore to careers and educational options in interactive media and Web development.Understand different career options in digital & interactive media.Identify different specialties or team members that can be involved in a project.Standard 3 The student will complete projects and assignments in the area of Information Support and Services.Objective 1 Understand the input/output, processing and storage of data in a personal computer system.Identify and label the five parts of computer system. (input, output, storage, memory, processing)Explain the function of each of the parts of a computer system.List examples of each of the parts of the computer system.Objective 2 Understand the basic components of a modern computer system.Understand how hardware components function on a computer.Explain the function of firmware as a computer component.Explain the function of software on a computer.Understand the purpose and function of power on a computer.Objective 3 Understand hardware: parts, functions, handling, safety, assembly, and troubleshooting.List basic hardware components. (motherboard, hard drive, memory, processor, power supply, expansion slot, etc.)Describe functions of basic components of a computer system. (Processor, Motherboard, RAM/ROM, Hard Drive, Input/Output Adaptors and Removable Storage Devices.)Demonstrate proper handling and safety considerations for hardware components.Assemble and disassemble parts of a computer system.Follow the basic troubleshooting steps for solving problems with a personal computer system. (1. Identify the problem, 2. Establish a idea of probable cause, 3. Test your idea, 4. Plan of action to implement the solution, 5. Verify solution worked, 6. Document your findings, actions, and outcomes.)Objective 4 Understand the basic functions of a computer operating system.Identify different common OS’s, (Windows, Mac OS, Linux, etc.)List the functions of an operating system. (Controls hardware, controls software, controls GUI, file-system.)Understand the difference be a GUI OS and the command line of an OS.Understand the history of OS’s on a personal computer.Objective 5 Understand basic kinds and uses of application software.Identify the uses of application software. (Word processor, spreadsheet, presentation, accounting, database, digital media editors, accounting, development, etc.)Identify different sources and licensing of software. (commercial, open source, freeware, shareware, creative commons, etc.)Objective 6 Understand introduced to careers and educational options in technical support.Explore certifications in Information Support and Services.Explore education and work experience that can lead to IT careers.Standard 4 Students will complete projects and assignments in the area of Network Systems.Objective 1 Understand the uses of computer networks in today’s society.Explore the impact of home, school, and business networks.Explore the impact of the Internet on society.Objective 2 Identify functions & common network operating systems (NOS).Identify the functions of a NOS. (file storage, printing, security, etc.)Identify some common NOS’s. (Novell Netware, Microsoft Server, Linux, etc.)Objective 3 Understand networking in a local and remote environment..Examine the uses of a local network.Compare and contrast wired, wireless, and cell networks.Explore remote communications through the use of webinars, collaborative tools, online storage, cloud computing, remote desktop, etc.Objective 4 Define the media transmission required for successful network communication.Understand how media, medium, message are related.Objective 5 Identify and describe the communication devices and protocols required for successful networking.Identify & describe network connection devices. (Routers, switches, modem, cable modem, DSL, etc.)Identify & describe network medium types. (twisted pair, CAT 6, wireless, G3, Bluetooth, fiber optic, etc.)Describe how packets are used to send and receive data.Describe what is meant by network protocols.Identify common network protocols. (TCP/IP, FTP, HTTP, HTTPS, etc.)Objective 6 Learn about careers and educational options in network administration.Explore certifications in Network Services.Explore education and work experience that can lead to IT network careers.Identify network career opportunities. (Network Administrators, security, network analysis, etc.).Standard 5 Students will complete projects and assignments in the area of Programming and Software Development.Objective 1 Understand the uses of programming concepts in the development of software applications.Identify and describe kinds of developed software. (Generic, custom, etc.)Identify and describe levels of programming languages. (low level, mid level, high level, 4GL)Describe the difference between interpreted and compiled languages.Identify basic kinds of programming. (spaghetti, modular, procedure, object oriented programming (OOP), etc.)Objective 2 Understand the process to software/program design.Follow software design steps. (1. State the problem, 2. Develop an algorithm or solutions, 3. Code the project, 4. Test & debug the project, 5. Provide internal & external document.)Use walk through steps to see all the steps to describe a problem solution.Design a flowchart to solve a basic problem.Develop an algorithm to solve a simple problem.Understand how UML is used in OOP.Objective 3 Create applications using a programming language. (MIT Scratch, Alice, QBASIC, Visual Basic, C++, Java, Scheme, etc.).Use a software design process to plan a software program.Understand and use programming conventions. (indentation, capitalization, etc.)Understand and in a program use: variables, data types, constants, calculations, operators, decisions, loops, functions, etc.Design the screen layout for a software program.Understand how GUI software development environments are used.Design and develop a software program that gets input, processes the data, and displays output.Objective 4 Create a web pages using XHTML & Cascading Style Sheets (CSS).Understand the basic parts of HTML syntax. (tags, attributes, values)Understand the W3C standards for XHTML web pages.Understand how CSS is used for formatting web pages.Create web pages using a text editor, XHTML standards, and CSS.Understand and use scripting to create interactive web pages.Objective 5 Students will be introduced to careers and educational options in computer programming and software engineering.Explore education and work experience that can lead to careers in Software Development.Identify Software Development career opportunities. (programmer, system analyst, etc.).Standard 6 Students will understand the basic concepts of databases, their use, and developmentObjective 1 Understand how databases are used in societyIdentity several databases that they may be part of.(school SIS, bank, SSN, IRS, state drivers license, etc.)Identify several databases that can be accessed on the Internet. (search engines, white pages, Facebook, real estate listings, eBay, etc.)Objective 2 Understand database concepts to create and use a database.Understand basic vocabulary associated with a database. (flat file, record, field, table, search, select, sort, report, etc.)Create a flat file database, enter, edit, and delete records.Search and sort the database.Create reports to extract information from the database.Standard 7 Students will complete an end-of-course project and participate in work-based learning activities.Objective 1 Create an end-of-course project on an information technology topic or career of their choice.Plan the IT or career project so it could be cross curricular or used in another class if possible.Plan the project as part of a team member. (2-3 team members)Make the project interactive. (Use web pages, presentation software, or programming software.)Prepare to give an oral presentation about your project.Objective 2 Optional: Participate in a work-based learning (WBL) activity.Listen to a guest speaker.Attend a field trip or tour a IT business.Participated in a job shadowing.Plan your own work-based learning activity.Language Arts - 10th Grade

 Course Preface Printable Version (pdf)Independent Materials AlignmentPublisher: Materials: --select a publisher--GLENCOE/MCGRAW-HILLGREAT SOURCE an imprint of HOUGHTON MIFFLIN HARCOUHOLT, MCDOUGAL, A Division of HMH PublishingMCDOUGAL LITTELL INC.NATIONAL GEOGRAPHIC SCHOOL PUB & HAMPTON-BROWNPEARSON PRENTICE HALLSOPRIS WEST   Course Description Core Standards of the CourseStandard 1 (Reading): Students will use vocabulary development and an understanding of text elements and structures to comprehend literary and informational grade level text.Objective 1 (Word Analysis, Vocabulary Development): Determine word meaning through word parts, definitions, and context clues.Analyze the meaning of words using knowledge of roots (see chart, Appendix A).Evaluate the effects of connotation in text.Determine word meaning through analogy and contrast/antonym context clues.Distinguish between commonly confused words (i.e., affect/ effect; between/among; either/ neither; fewer/less; good/well; irregardless/regardless; waste, waist).Objective 2 (Comprehension of Informational Text): Comprehend and evaluate informational text (i.e., essays, nonfiction articles, workplace and consumer documents, electronic text).Analyze the purpose of external text features and structures in a variety of electronic texts (e.g., e-mail, electronic newspapers, web pages).Analyze the function of multiple internal text structures in a single text.Use explicit and implicit information to arrive at conclusions.Evaluate text for reliability and accuracy.Objective 3 (Comprehension of Literary Text): Comprehend literature by recognizing the use of literary elements across genres and cultures.Examine the relationship between oral and written narratives.Understand the uses of character development in conveying theme in literary works.Analyze themes in literature and their connection to politics, history, culture, and economics.Evaluate setting as it contributes to characterization, plot, or theme.Analyze the use of simile, metaphor, pun, irony, symbolism, allusion and personification.Compare poetry on different topics from varied cultures and times.Standard 2 (Writing): Students will write informational and literary text to reflect on and recreate experiences, report observations, and persuade others.Objective 1 (Writing to Learn): Interpret and analyze ideas and perspectives to clarify thinking through writing.Analyze varied ideas and opposing opinions.Analyze facts, events, or ideas to create meaning.Identify and analyze assumptions and perceptions by examining connections between texts, between texts and self, and between texts and different world connections.Objective 2 (Extended Writing): Write to persuade others. (Emphasize persuasive compositions. Students should use the entire writing process to produce at least one extended piece per term, not necessarily limited to the type of writing emphasized at individual grade level.)Experiment with varied organizational patterns and forms of writing (e.g., memos, letters, reports, essays, brochures).Support arguments with personal experience, detailed evidence, examples, and reasoning.Use persuasive strategies including appeals to logic, emotion, and ethics.Objective 3 (Revision and Editing): Revise and edit to strengthen ideas, organization, voice, word choice, sentence fluency and conventions.Evaluate and revise for:Adequate support of ideas (e.g., quotations, facts, examples, anecdotes, and excerpts).Control of organizational elements in multiple paragraph texts (e.g., thesis, details, leads, conclusions, and transitions).Correct use of active and passive voice. Appropriate voice for specific audiences.Specific word choice for different audiences and purposes.Rhythm created through sentence construction (i.e., parallel sentence structure).Edit for:Spelling.Correct use of commas to set off appositives.Correct subject/verb agreement.Correct sentence construction (i.e., fragments, run-ons).Correct placement of modifiers.Correct capitalization for abbreviations (Ph.D.) or letters that stand alone (U-turn, I-beams).Correct formation of possessives.Correct use of semi-colon.Standard 3 (Inquiry/Research/Oral Presentation): Students will understand the process of seeking and giving information in conversations, group discussions, written reports, and oral presentations.Objective 1 (Processes of Inquiry): Use the process of inquiry to problem-solve and deepen understanding.Formulate essential questions that expose problems and explore issues.Analyze information to determine relevance to essential question.Evaluate the accuracy and relevance of information that reflects multiple points of view.Evaluate, use, and cite nontraditional sources (e.g., Internet, interviews, media sources).Objective 2 (Written Communication of Inquiry): Write to synthesize information to solve a problem or deepen understanding.Select an appropriate format to synthesize information.Gather and synthesize information to solve a problem or deepen understanding.Support synthesis of information using paraphrase, summary, and/or quotations.Use informal and formal citations, where appropriate, to support inquiry.Objective 3 (Oral Communication of Inquiry): Plan and present orally using techniques appropriate to audience and purpose.Determine audience and purpose for oral presentations (e.g., to inform, to persuade, to entertain).Anticipate and prepare to respond to potential audience questions.Respond effectively to audience questions and feedback.Present orally using visual aids/technology for support.Language Arts - 10th Grade

 Course Preface Printable Version (pdf)Independent Materials AlignmentPublisher: Materials: --select a publisher--GLENCOE/MCGRAW-HILLGREAT SOURCE an imprint of HOUGHTON MIFFLIN HARCOUHOLT, MCDOUGAL, A Division of HMH PublishingMCDOUGAL LITTELL INC.NATIONAL GEOGRAPHIC SCHOOL PUB & HAMPTON-BROWNPEARSON PRENTICE HALLSOPRIS WEST   Course Description Core Standards of the CourseStandard 1 (Reading): Students will use vocabulary development and an understanding of text elements and structures to comprehend literary and informational grade level text.Objective 1 (Word Analysis, Vocabulary Development): Determine word meaning through word parts, definitions, and context clues.Analyze the meaning of words using knowledge of roots (see chart, Appendix A).Evaluate the effects of connotation in text.Determine word meaning through analogy and contrast/antonym context clues.Distinguish between commonly confused words (i.e., affect/ effect; between/among; either/ neither; fewer/less; good/well; irregardless/regardless; waste, waist).Objective 2 (Comprehension of Informational Text): Comprehend and evaluate informational text (i.e., essays, nonfiction articles, workplace and consumer documents, electronic text).Analyze the purpose of external text features and structures in a variety of electronic texts (e.g., e-mail, electronic newspapers, web pages).Analyze the function of multiple internal text structures in a single text.Use explicit and implicit information to arrive at conclusions.Evaluate text for reliability and accuracy.Objective 3 (Comprehension of Literary Text): Comprehend literature by recognizing the use of literary elements across genres and cultures.Examine the relationship between oral and written narratives.Understand the uses of character development in conveying theme in literary works.Analyze themes in literature and their connection to politics, history, culture, and economics.Evaluate setting as it contributes to characterization, plot, or theme.Analyze the use of simile, metaphor, pun, irony, symbolism, allusion and personification.Compare poetry on different topics from varied cultures and times.Standard 2 (Writing): Students will write informational and literary text to reflect on and recreate experiences, report observations, and persuade others.Objective 1 (Writing to Learn): Interpret and analyze ideas and perspectives to clarify thinking through writing.Analyze varied ideas and opposing opinions.Analyze facts, events, or ideas to create meaning.Identify and analyze assumptions and perceptions by examining connections between texts, between texts and self, and between texts and different world connections.Objective 2 (Extended Writing): Write to persuade others. (Emphasize persuasive compositions. Students should use the entire writing process to produce at least one extended piece per term, not necessarily limited to the type of writing emphasized at individual grade level.)Experiment with varied organizational patterns and forms of writing (e.g., memos, letters, reports, essays, brochures).Support arguments with personal experience, detailed evidence, examples, and reasoning.Use persuasive strategies including appeals to logic, emotion, and ethics.Objective 3 (Revision and Editing): Revise and edit to strengthen ideas, organization, voice, word choice, sentence fluency and conventions.Evaluate and revise for:Adequate support of ideas (e.g., quotations, facts, examples, anecdotes, and excerpts).Control of organizational elements in multiple paragraph texts (e.g., thesis, details, leads, conclusions, and transitions).Correct use of active and passive voice. Appropriate voice for specific audiences.Specific word choice for different audiences and purposes.Rhythm created through sentence construction (i.e., parallel sentence structure).Edit for:Spelling.Correct use of commas to set off appositives.Correct subject/verb agreement.Correct sentence construction (i.e., fragments, run-ons).Correct placement of modifiers.Correct capitalization for abbreviations (Ph.D.) or letters that stand alone (U-turn, I-beams).Correct formation of possessives.Correct use of semi-colon.Standard 3 (Inquiry/Research/Oral Presentation): Students will understand the process of seeking and giving information in conversations, group discussions, written reports, and oral presentations.Objective 1 (Processes of Inquiry): Use the process of inquiry to problem-solve and deepen understanding.Formulate essential questions that expose problems and explore issues.Analyze information to determine relevance to essential question.Evaluate the accuracy and relevance of information that reflects multiple points of view.Evaluate, use, and cite nontraditional sources (e.g., Internet, interviews, media sources).Objective 2 (Written Communication of Inquiry): Write to synthesize information to solve a problem or deepen understanding.Select an appropriate format to synthesize information.Gather and synthesize information to solve a problem or deepen understanding.Support synthesis of information using paraphrase, summary, and/or quotations.Use informal and formal citations, where appropriate, to support inquiry.Objective 3 (Oral Communication of Inquiry): Plan and present orally using techniques appropriate to audience and purpose.Determine audience and purpose for oral presentations (e.g., to inform, to persuade, to entertain).Anticipate and prepare to respond to potential audience questions.Respond effectively to audience questions and feedback.Present orally using visual aids/technology for support.

Desktop Publishing II

 Printable Version (pdf)   Course Description Core Standards of the CourseStandard 1 Students will understand the process of planning a document.Objective 1 Students should understand the importance of preplanning a document in terms of audience, purpose, timeline, budget, page arrangement, and production method.Objective 2 Students will use guides, grids, and columns to set up their documents as a way to create consistency and unity.Objective 3 Students will understand that master pages are used to create consistency and increase productivity.Objective 4 Students will understand headers and footers contain recurring information and that they are used to help organize a publication.Objective 5 Students will understand that slug space is a space outside the printed area in which you can place instructions that stay with your document.Standard 2 Students will expand on typography and design principles learned in DTP I.Objective 1 Students will develop an understanding of basic desktop publishing terminology (see teacher helps vocabulary list).Objective 2 Students will understand that those fonts can be used to portray the mood or message of a publication.Objective 3 Students will use styles and style sheets for consistency and productivity within a publication.Objective 4 Students will understand how to create type on and edit text paths.Objective 5 Students will understand how to thread and flow text/frames.Objective 6 Students will understand how to create a pull quote to enhance a document.Objective 7 Students will understand the appropriate use of captions.Objective 8 Students will understand the purpose and difference between em dash and en dash.Objective 9 Students will recognize widows, orphans, and ragged lines and use kerning, tracking, and proper hyphenation to correct them.Standard 3 Students will understand the proper use of color in publications.Objective 1 Students will understand that there are two ways that color is added to a printed page: process color and spot color.Objective 2 Students will create variations of color using tint, patterns, gradients, and opacity.Objective 3 Students will understand the difference between the screen color (monitor vs. printed document) and print color.Standard 4 Students will optimize images to enhance publications.Objective 1 Students will understand the file extensions that are compatible with professional desktop publishing software.Objective 2 Students will understand how to use standoff space.Objective 3 Students will determine if an image is acceptable for print based on its resolution.Objective 4 Students will create COBs (cut out background) with transparent backgrounds.Objective 5 Students will create frames using different shapes and sizes.Objective 6 Students will be able to resize an objective while maintaining aspect ratio.Objective 7 Students will learn touchup techniques to enhance images.Standard 5 Students will demonstrate an understanding of ethics related to the use of images and text.Objective 1 Students will understand the difference between royalty free and copyrighted images and text.Objective 2 Students will understand the process of obtaining and citing permission for copyrighted works.Performance Objectives: Students will create and publish an original multipage business document utilizing the standards and objectives from Desktop Publishing II.Desktop Publishing I

 Printable Version (pdf)   Course Description Core Standards of the CourseStandard 1 Students will understand the process of planning a document.Objective 1 Students will understand the importance of preplanning a document including creating a thumbnail sketch.Objective 2 Students will create multiple‐page documents by inserting and deleting pages and using facing pages.Objective 3 Students will understand that documents are printed on different types of paper that have different sizes, weights, and finishes.Objective 4 Students will understand the different types of parallel folds that are used with publications, including z‐fold, trifold, and half‐fold.Standard 2 Students will apply basic desktop publishing design principles.Objective 1 Students will develop an understanding of basic desktop publishing terminology (see teacher helps vocabulary list).Objective 2 Students will understand that the focal point is the visual element that is the center of interest on the page or set of facing pages.Objective 3 Students will use directional flow to draw the reader’s eyes through the text to particular words or images that the designer wishes to emphasize.Objective 4 Students will understand how to use white space /negative space.Objective 5 Students will understand the rule of thirds.Objective 6 Students will understand how to use balance, contrast, repetition and proximity to create harmony within a publication.Standard 3 Students will demonstrate and understand basic typography. (see teacher helps for clarification)Objective 1 Students will understand basic text alignment, including left, right, centered, and (full) justified.Objective 2 Students will understand: baseline, x-height, ascender, descender and drop cap.Objective 3 Students will recognize the difference between the two major categories of typefaces, including serif and sans serif.Objective 4 Students will understand that fonts are grouped together in families and given a family name (i.e. Arial, Garamond).Objective 5 Students will understand that when a style is applied to a font family it becomes a typeface.Objective 6 Students will utilize the four basic categories of type styles, including normal, bold, italic, book, and heavy.Objective 7 Students will understand points and picas.Objective 8 Students will understand and utilize kerning, tracking, and leading.Objective 9 Students will understand reverse type.Objective 10 Students will understand how to use tabs and leaders.Standard 4 Students will understand the proper use of color in publications.Objective 1 Students will develop a basic understanding of the color wheel including complementary and analogous colors.Objective 2 Students will understand that colors are used to communicate a mood or a message and that different colors are associated with different meanings.Objective 3 Students will understand the difference between the two basic color modes CMYK and RGB.Standard 5 Students will understand that images are used to enhance publications.Objective 1 Students will insert and transform photos using cropping, resizing, flipping, rotating, skewing, and shadowing.Objective 2 Students will create simple drawings to include shapes, fills, colors, strokes and lines.Objective 3 Students will select and group objects.Objective 4 Students will have a basic understanding of layering including text wrap, and opacity/watermarks.Objective 5 Students will understand pixels as a unit of measurement for images and how to select high quality images.Objective 6 Students will understand the differences between raster/bitmap and vector images.Standard 6 Students will demonstrate an understanding of ethics related to the use of images and text.Objective 1 Students will understand the difference between royalty free and copyrighted images and text.Objective 2 Students will understand the process of obtaining and citing permission for copyrighted works.Performance Objectives: Students will create a document utilizing the basic design principles listed in Standard 2.Students will create a document demonstrating knowledge of typography listed in Standard 3.Students will create a document utilizing color, as listed in Standard 4.Students will create a document incorporating images, as listed in Standard 5. Course Description Core Standards of the CourseStandard 1 Students will be able to understand commercial art orientation and job standards.Objective 1 Demonstrate knowledge about the various kinds of jobs in the commercial art field and focus on local vocational opportunities.Cartooning/AnimationProduction artIllustrationSign designCommercial designLogo and Letterhead (Package design, display, corporate image, advertising, etc.)Layout (Books, magazine, newspaper, etc.)Digital imaging and website designObjective 2 Performance standards.Analysis of target audienceAnalysis and critique of current stylesAnalyze and use appropriate existing material i.e. clipart and stock files.Objective 3 Understand the importance of portfoliosStandard 2 Students will be able to understand and demonstrate proper drawing techniques.Objective 1 Plan composition through the use of thumbnail sketches. Use strategies to measure correct proportional relationships between paper and objects being drawn.Objective 2 Demonstrate expertise in drawing objects from observationLight Logic (sphere, highlight, shadow, core shadow, reflected light, cast shadow)Objective 3 Demonstrate ability to relate three‐dimensional objects to a two‐dimensional picture plane.Objective 4 Be able to use overlapping to show depth.Objective 5 Using value to create illusion of space.Standard 3 Students will be able to understand and demonstrate proper typography techniques.Objective 1 Identify and correctly use type from the six type families.Identify and correctly use old style.Identify and correctly use modern.Identify and correctly use slab serif letter forms.Identify and correctly use sans serif letter forms.Identify and correctly use script letter forms.Identify and correctly use decorative, novelty, or display letter formsObjective 2 Know and use the measuring units and vocabulary of typographyCap heightBaselineX-heightPoint sizePointsUpper and lower caseAscender and DescenderRegular and boldfaceCondensed and expandedItalic and cursiveFont, text, type, and type style.Justified, unjustified, ragged left, and ragged right.Objective 3 ReadabilityStandard 4 Students will be able to understand and demonstrate proper color/painting techniques.Objective 1 Demonstrate a thorough knowledge of color theory.Light - RGBPigment - RYBPrint ‐ CMYKTransparent/opaque colorObjective 2 Demonstrate a working knowledge of color organization and the color wheel.Primary colorsSecondary colorsIntermediate/Tertiary colorsNeutralsObjective 3 Identify and organize color schemes.MonochromaticComplimentarySplit-complimentaryAnalogousTriadicTetradObjective 4 Demonstrate a working knowledge of values and use them in project work.Value scaleTintsTonesShadesDemonstrate expertise in aerial/atmospheric perspective.Using hue to create illusion of space.Using control of detail to create illusion of space.Objective 5 Demonstrate a thorough knowledge of the dimensions of color.HueValueIntensity/saturationObjective 6 Demonstrate a working knowledge of warm and cool colors.Standard 5 Students will be able to understand and demonstrate basic design principles.Objective 1 Demonstrate an ability to recognize and utilize the elements of design.LineShapeValueFormTextureColorSpaceObjective 2 Demonstrate an ability to recognize and utilize the principles of design.Balance - symmetrical/asymmetrical/radialEmphasis/SubordinationRhythm/Repetition/PatternScale/ ProportionUnity/VarietyContrastMovement/Directional forcesObjective 3 CompositionLayout/type/artworkBody copyGraphic elementsPhotographyStandard 6 Students will be able to understand and demonstrate safe practices.Objective 1 Understand proper ventilationIdentify materials and techniques that require proper ventilationObjective 2 Identify and use proper safety equipmentObjective 3 Identify hazardous chemicals and solvents, their proper handling, disposal, and safety procedures if an accident occursObjective 4 Know how to access and read material safety data sheetsObjective 5 Participate in safety training and maintain a safe work area.Objective 6 Report classroom, environment, or safety equipment, problems, violations to the instructor.Objective 7 Understand accident report procedures.Report to teacherObjective 8 Clean and maintain an orderly work area.Objective 9 Avoid repetitive stress injuries.Good postureKeep wrists straightTake breaksStretch and strengthenPosition of monitor, keyboard, and mouse.Standard 7 Students will be able to understand and practice copyright laws, ethics and legal issues dealing with commercial art as identified in United States Code Title 17 Chapter 1 Section 101.Objective 1 Define copyright and know how to copyright your work with the Library of Congress, Copyrights Office.Fair useCreating copy with a Registration with U.S. Copyright office.Public domainObjective 2 Other definitionsAudiovisual worksComputer programCopiesCopyright ownerDigital transmissionFinancial gainPictorial, graphic, and sculptural worksPhotographsWork of visual artObjective 3 Students will practice ethics and rules governing photojournalism (i.e. Editorial content must not be changed) Note: Photo illustrations.Objective 4 Students will practice correct usage of copyright laws (i.e. the right to reproduce, manipulate, distribute, plagiarize or exhibit another artist’s work outside of fair use provisions)Time limitationsPortion limitations – in text materialText materialIllustrations and photographsCopying and distribution limitationsObjective 5 Students will demonstrate understanding of ethics related to social and legal issues in subject choice (i.e. model releases, image appropriateness, and cultural sensitivity)Professional DevelopmentStandard 8 Students will gain an understanding of Design Technology as a profession and will develop professional skills for the workplace.Objective 1 As a participating member of the SkillsUSA student organization complete the SkillsUSA Level 1 Professional Development Program.Complete a self‐assessment inventory and identify individual learning styles.Discover self‐motivation techniques and establish short‐term goals.Determine individual time‐management skills.Define future occupations.Define awareness of cultural diversity and equity issues.Recognize the benefits of conducting a community service project.Demonstrate effective communication skills with others.Participate in a shadowing activity.Identify components of an employment portfolio.Explore what is ethical in the workplace or school.Demonstrate proficiency in program competencies.Explore what is ethical in the workplace or school.Objective 2 Understand the use of drawings in commercial art and how those drawings relate to career opportunities.Objective 3 Display a professional attitude toward the instructor and peers.* SkillsUSA PDP requirements ‐ recommended.Computer Programming II

 Course Preface Printable Version (pdf)   Course Description Core Standards of the CourseStandard 1 Students will develop applications which make advanced use of the skills and concepts developed in Computer Programming IA & IB.Objective 1 Demonstrate the ability to develop advanced applications.Develop advanced applications using input, calculations, and output.Develop advanced applications using control structures.Develop advanced applications in object-oriented programming.Develop advanced applications using data structuresDevelop advanced applications using files (sequential files).Objective 2 Utilize recursive algorithmsAnalyze and solve recursive methodsUtilize recursive algorithms to solve a problemIdentify the base case, recursive case, and action of each recursive functionUnderstand the use of a recursive helper functionObjective 3 Create advanced functionsUnderstand and create overloaded methods.Create and use overloaded operators (C++).Standard 2 Students will use searching and sorting algorithms.Objective 1 Demonstrate the ability to search data structures in programs.Develop a binary search.Compare efficiency of sequential and binary searches.Objective 2 Demonstrate the ability to sort data structures in programs.Sort arrays using the selection sort algorithm.Sort arrays using another sorting algorithm (insertion, merge, quick, heap, bubble).Compare the efficiency of differing sorting algorithms.Standard 3 Students will utilize multidimensional arrays.Objective 1 Utilize multidimensional arrays.Initialize arrays.Input data into arrays.Output data from arrays.Perform operations on arrays.Perform searches on arrays.Standard 4 Students will properly employ dynamic data structures and abstract data types (ADTs).Objective 1 Demonstrate the ability to use stacks in programs.Declare stack structures.Initialize stacks.Check for empty and full stacks.Push on to and pop off values from stacks.Develop an application that utilizes stacks.Objective 2 Demonstrate the ability to use queues in programs.Declare queue structures.Check for empty and full queues.Initialize queues.Enqueue values on to and dequeue values off of queues.Develop an application that utilizes queues.Objective 3 Demonstrate the ability to use maps.Define a hashing algorithm and what makes a good hash.Understand collisions and how they are handled.Declare a map structure.Determine whether a key exists in the map.Assign a value to a given key in the map.Retrieve values using a key.Develop an application that utilizes maps.Objective 4 Utilize type-safe data structures (generics or templates)Utilize data structures that are type-safe using generics or templates.Understand how type-safe data structures prevent errors.Optional — Demonstrate how to create a template or generic class.Standard 5 Students will design and implement advanced objected oriented concepts.Objective 1 Implement object oriented programsCreate classes that have high cohesion and low coupling.Understand and use composition and aggregation (HAS-A) relationships.Understand the use of class variables (static variables).Objective 2 Implement Inheritance in an objected oriented program.Utilize class hierarchies (parent-child relationships).Understand IS-A Relationships.Override methods. Understand how to call the overriding method from the child.Understand the protected modifierCall a parent class constructor from the child's constructorObjective 3 Create and use Abstract ClassesCreate and implement abstract classesImplement interfaces (purely abstract classes).Abstract classesObjective 4 Implement polymorphismDemonstrate the use of abstracting a child instance as a parent instance.Determine IS-A relationships at run-time.Objective 5 Demonstrate overloading techniques.Demonstrate method overloadingDemonstrate operator overloading (C++ only)Standard 6 Students will use Unified Modeling Language (UML) to design object oriented programsObjective 1 Demonstrate the use of an Activity Diagram.Create an activity diagram to flow-chart how an algorithm works.Translate an activity diagram to code.Objective 2 Demonstrate the use of a Use Case Diagram.Design a class diagram for the class hierarchy of a program.Translate a class diagram into code.Objective 3 Show how to use a Sequence DiagramDefine how objects communicate via a sequence diagramShow how a class diagram's message relates to a function callStandard 7 Students will develop an individual program of significant complexity and size (300-500 lines) and portfolio of their work.Objective 1 Create an individual program of significant complexity and size (300-500 lines).Create a UML diagram for the projectOrganize the project in modular programming.Objective 2 Compile a portfolio of the individual and group programs developed.Include sample design workInclude sample program source code and outputStandard 8 Students will participate in a work-based learning experience and/or competition.Objective 1 Participate in a work-based learning experience.Take a field trip to a software engineering firmParticipate in a Job shadowWork an InternshipListen to an Industry guest speaker or posst-secondary guest speakerIntverview with an industry representiveParticipate in a competition

Computer Programming I

 Course Preface Printable Version (pdf)   Course Description Core Standards of the CourseStandard 1 Students will be familiar with and use a programming environment.Objective 1 Demonstrate knowledge of external and internal computer hardware.Describe the functions of basic computer hardware devices (monitor, printer, CD-ROM drive, floppy drive, keyboard, mouse, adapters, other devices).Describe the functions of the internal components of computers (CPU, RAM, ROM, Motherboard, graphics card, hard drive).Utilize the binary numbering system (translate from binary to decimal and vice-versa).Objective 2 Demonstrate knowledge of software concepts.Define the distinction between computer software and hardware.Identify software categories such as Application Software, Web Based Software, OS, Utility Software (anti virus, system tools).Describe the difference between an interpreted language vs a compiled languageDescribe the difference between a low level and high level languageObjective 3 Develop the ability to use a current operating system.Demonstrate how to open and save files.Demonstrate how to move, rename, copy, compress and delete files.Demonstrate how to display and print files.Create and use appropriate directory and path structuresDemonstrate how to execute a program.Objective 4 Demonstrate the ability to use the editor to write code.Demonstrate the process of selecting a block of text.Demonstrate how to move, copy, and delete blocks of text.Objective 5 Demonstrate the ability to compile, debug and execute programs.Demonstrate how to use the editor to compile and run programs.Understand the difference between syntax, run-time, and login errors.Demonstrate how to debug programs.Optional — Use a debugger to set break-points, and step through code to track down errors at runtimeStandard 2 Students will employ accepted programming methodology.Objective 1 Demonstrate the ability to use good programming style.Demonstrate how to use white space properly.Employ proper naming conventions (such as Camel Case and Pascal Case).Construct programs with meaningful identifiers.Objective 2 Follow the major steps of a Software Development Life Cycle (SDLC).Prepare specifications and requirements for computer programs.Design solutions using algorithms such as flow charts, pseudo code, and basic UML.Implement the code for a program.Test programs for effectiveness and completeness.Provide documentation for a program (such as internal and external documentation).Objective 3 Identify the syntactical components of a programIdentify keywords, identifiers, operators, operands, and literalsIdentify the entry-point of a programIdentify statements and expressions in a programIdentify subroutines in a programStandard 3 Students will properly use language-fundamental commands and operations.Objective 1 Demonstrate the ability to use basic elements of a specific language.Write programs using a language-specific template.Declare, initialize, and assign values to constants and variables.Output text with formatting.Demonstrate the ability to use input/output commands.Output values stored in identifiers.Objective 2 Employ basic arithmetic expressions in programs.Use basic arithmetic operators (addition, subtraction, modulus, multiplication, division)Understand order of operation of expressionsWrite expressions that mix floating-point and integer expressions.Write expressions to accumulate values.Objective 3 Demonstrate the ability to use data types in programs.Declare and use primitive data types (integer, floating point, Boolean)Declare and use reference (non-primitive) typesDeclare and use constants.Optional — Declare and use enumerators as a list of constantsObjective 4 Demonstrate the ability to use strings in programs.Declare string identifier.Input string identifiers.Output string identifiers.Standard 4 Students will properly employ control structures.Objective 1 Demonstrate the ability to use relational and logical operators in programs.Compare values using relational operators.Form complex expressions using logical operators.Objective 2 Demonstrate the ability to use decisions in programs.Employ simple IF structures.Use IF-ELSE structures.Write programs with nested IF-ELSE structures.Make multiple-way selections (switch, case).Objective 3 Demonstrate the ability to use loops in programs.Use initial, terminal, and incremental values in loops.Construct both pre-test and post-test loops.Demonstrate how to use counted loops.Describe the use of flagged (sentinel-controlled) loops.Utilize nested loops.Explain how to avoid infinite loops.Accumulate running totals using loops.Objective 4 Demonstrate the ability to use modularity in programs.Demonstrate how to use language-defined subroutines.Develop and utilize subroutines.Utilize value and reference parameters.Understand the scope of identifiers in subroutines.Return values from subroutines.Standard 5 Students will demonstrate knowledge of current ethical issues dealing with computers and information in society.Objective 1 Understand ethical responsibility of software developersExplain the ethical reasons for creating reliable and robust software. Explain the impact software can have on society.Show how security concerns can be addressed in a program.Objective 2 Demonstrate knowledge of the social and ethical consequences of computers.Describe how computer-controlled automation affects a workplace and society.Explain the ramifications of society's dependence on computers.Identify advantages and disadvantages of changing workplace environments.Objective 3 Demonstrate knowledge of the right to privacy.Explain how computers can compromise privacy.Exhibit knowledge of privacy laws.Describe responsibilities of people who control computer information.Objective 4 Demonstrate knowledge of computer, information and software security.Exhibit knowledge of copyright laws.Explain how computers could erroneously be used to compromise copyright laws.Give examples of ways to protect information on computer systems.Identify ways to protect against computer viruses.Standard 6 Students will develop an awareness of career opportunities in the Computer Programming/Software Engineering industry and of its history.Objective 1 Identify personal interests and abilities related to Computer Programming/Software Engineering careersIdentify personal creative talentsIdentify technical/programming talentsIdentify organizational and leadership skillsExplore aptitude for innovationDetermine aptitude for working as a member of a Computer Programming/Software Engineering teamObjective 2 Identify Computer Science career fieldsUnderstand the work of a Software EngineerUnderstand what a Systems Analyst doesUnderstand the kind of work performed by a Applications Programmer (Gaming, Multimedia Etc.)Objective 3 Investigate career opportunities, trends, and requirements related to Computer Programming/Software Engineering careersIdentify the members of a Computer Programming/Software Engineering team: Team Leader, Analyst, Sr. Developer, Jr. Developer, and Client/Subject Matter ExpertDescribe work performed by each member of the Computer Programming/Software Engineering teamInvestigate trends associated with Computer Programming/Software Engineering careersDevelop a realistic Student Education Occupation Plan (SEOP) to help guide further educational pursuitsObjective 4 Identify factors for employ ability and advancement in Computer Programming/Software Engineering careersSurvey existing Computer Programming/Software Engineering businesses to determine what training is requiredSurvey universities and colleges to determine higher education optionsDevelop employability competencies/characteristics: responsibility, dependability, respect, and cooperationAchieve high standards of personal performanceDevelop a positive work ethicCompile a portfolio of the individual and group programs developed during the courseObjective 5 Discuss relevant history of software developmentDiscuss relevant history of computer technologyIdentify key points in the history of the Computer Programming/Software Engineering industryStandard 7 Students will employ arrays.Objective 1 Demonstrate the ability to use arrays in programs.Declare arrays all applicable types.Initialize arrays.Input data into arrays.Output data from arrays.Perform operations on arrays.Perform sequential searches on arrays.Objective 2 Demonstrate the ability to use dynamic arrays (i.e. vectors, arraylists, or generic lists)Declare a dynamic array Add and remove items from the arrayOutput data from arrays.Perform operations on arrays.Iterate through the loop (i.e. foreach loop)Objective 3 Demonstrate the ability to use strings in programs.Compare string identifiers.Find the length of a string.Copy part or all of string identifiers into other strings.Concatenate string identifiers.Locate and delete sub-string positions.Insert strings into other strings.Standard 8 Students will properly employ object-oriented programming techniques.Objective 1 Demonstrate the ability to use classes.Instantiate objects.Use object data members.Use object member functions (methods).Objective 2 Demonstrate the ability to create user-defined classes.Create and use data members.Create a constructor to initialize the data members.Create and use instance functions (methods).Objective 3 Demonstrate proper design principles with classesCreate classes that are well encapsulated (data members private).Properly use modifiers and accessors (getters and setters).Understand private and public modifiersStandard 9 Students will properly use sequential files.Objective 1 Demonstrate the ability to use sequential files in programs.Create and initialize sequential files.Store data to sequential files.Retrieve data from sequential files.Update sequential files.Standard 10 Students will apply appropriate programming skill as an effective member of a team.Objective 1 Demonstrate the ability to apply knowledge to a programming project.Formalize specifications.Choose proper input parameters.Choose appropriate data structures and processing.Design appropriate output.Use appropriate test data.Write good documentation.Objective 2 Demonstrate the ability to use teamwork and collaboration in a programming project.Divide a project among programmers.Present work to a group.Coordinate work with others in the group.Complete assigned work according to predetermined deadlines.Participate in a peer performance evaluation.Demonstrate professionalism in team relationships, communication, timeliness, and attitude.

Business Web Page Design

 Printable Version (pdf)   Course Description Core Standards of the CourseStandard 1 The student will demonstrate a basic knowledge of the Internet and the tools used to access information. (Suggested time proportion: 10%)Objective 1 Review basic Internet concepts, including the World Wide Web (WWW), browsers, FTP, URL, and domains.Objective 2 Acquire Internet vocabulary, including the basic Internet terms found in the vocabulary list on USOE's Teacher Helps web page.Objective 3 Explore the appropriate use and netiquette of social media, as well as the impact of Facebook, Twitter, blogs, etc.Objective 4 Review different types and purposes of websites on the Internet; explain the differences between information, commercial, education, personal, and portal websites.Objective 5 Investigate web design resources on the Internet, including shareware and freeware software, hexadecimal charts, tutorials, free graphic sites, commercial trial basis software, etc.Objective 6 Understand safety, ethical, and copyright issues related to Internet use.Adhere to an Acceptable Use Policy.Demonstrate the ability to comply with copyright law on assignments and projects.Standard 2 The student will use HTML to create Web pages. (Suggested time proportion: 35%)Objective 1 Use a variety of html tags to create a web page.Create paragraphs, line breaks, horizontal rules, ordered and unordered lists, forms, and tables.Use headings and font attributes.Create hyperlinks and e-mail links.Insert images and include attributes such as alt, vspace and hspace, size, align, etc.Use colors to change backgrounds, texts, and links.Apply images as backgrounds.Objective 2 Identify various web development languages, and discuss the differences and similarities between xhtml, java, ajax, php, asp, pearl, etc. (A helpful website is http://www.w3schools.com.)Standard 3 The student will plan and design a website/web page using design principles. (Suggested time proportion: 5%)Objective 1 Explore and understand effective web development and design principles, including the use of color, white space, font styles, viewing patterns, background images, balance, etc.Objective 2 Determine the purpose, goals, and target audience.Objective 3 Design a storyboard or sketch of the site elements.Create an appropriate layout of text, graphics, multimedia, links, etc.Plan the layout incorporating consistency, readability, proportion, navigation, etc.Objective 4 Understand file types and filename extensions, and be able to use proper naming conventions and file structure.Objective 5 Proofread, find, and correct spelling and grammatical errors.Standard 4 The student will use web design software to create attractive websites/web pages. (Suggested time proportion: 35%)Objective 1 Learn the software-specific commands to create a web page.Create paragraphs, line breaks, horizontal rules, ordered and unordered lists, forms, and tables.Use headings and font attributes.Create hyperlinks and e-mail links.Insert images and include attributes (such as alt, vspace and hspace, size, align, etc).Use colors to change backgrounds, texts, and links.Objective 2 Modify page properties by editing background, font, styles, colors, and links.Objective 3 Create and save a document for use on your web page by linking a web page to one or more of the following: a Word, PDF, Excel or PowerPoint document.Objective 4 Create a website using CSS and/or templates.Objective 5 Post and/or understand how to post a website on the Internet.Standard 5 The student will create and prepare images to integrate with website designs, using image software such as Fireworks, Photoshop, Picasa, Paint, etc. (Suggested time proportion: 15%)Objective 1 Open, edit, and save an image for effective use on your website.Crop and resize various images.Add a border and/or drop shadow to an image or text.Optimize an image (resize and change resolution for optimal load time).Enhance an image to improve photo quality (red eye, autocolor, etc.). Objective 2 Create buttons or navigation bar.Objective 3 Design a logo or banner to incorporate into a Web page.Objective 4 Optional: Use a scanner or digital camera to incorporate photos into a Web page.

Advanced Business Web Page Design

 Printable Version (pdf)   Course Description Core Standards of the CourseStandard 1 The student will use commercial Web design software (for example: Adobe Dreamweaver, Microsoft Expression) to create dynamic and interactive Web sites.Objective 1 Review basic skills learned in Business Web Page Design.Objective 2 Use the following software features: templates, CSS, rollover images, forms, layers, div tags, frames (regular and i-frames), and tables.Objective 3 Include music, sound, and/or video in a document.Objective 4 Create an image map with hotspots.Objective 5 Use meta tags to improve Search Engine Optimization (SEO).Objective 6 Create a variety of links (hypertext, anchor tag/jump link/target link, e-mail links).Objective 7 Check for and use the HTML5 (or latest version) extension for your software.Standard 2 The student will use commercial image editing software (for example: Fireworks, Photoshop) to create graphics/web page.Objective 1 Create, edit, and enhance images. Review image file extensions.Objective 2 Create a navigation bar incorporating a drop-down or fly-out menu.Objective 3 Create an entire web page with the image editing software.Objective 4 Use the following software features: masking, animation, transparent background, twist and fade, filters, slicing, etc.Standard 3 The student will post a website to the Internet if allowed by district policy. If not, the student will understand the steps required to post a website.Objective 1 Create a Web page portfolio of projects completed in class.Objective 2 Use proper naming conventions and file structure, by understanding file types and file name extensions.Objective 3 Understand the use of FTP for downloading or uploading documents.Objective 4 Understand the process of registering and/or changing a domain for the Internet. (register.com or godaddy.com)Objective 5 Understand the process of registering a Web site with a search engine.Objective 6 Explain the purpose of setting up a server to keep and analyze log files of user access and traffic. (CGI files)Objective 7 Test and validate a web site in different window sizes, browsers and electronic devices such as a mobile phones and tablet PC’s.Standard 4 The student will collaborate in a project management team to create, post and present a website.Objective 1 Students will work together to design and complete a multi-page website.Objective 2 Each team will storyboard its web design project and get approval from the project manager prior to beginning the project.Objective 3 Students will maintain a collaborative location to share files and website resources.Objective 4 Students will cite all the resources used in their website.Objective 5 Students will present their project to the class. Presentation should include target audience, design phase elements, resources and software used.Standard 5 The student will use commercial animation software (for example: Flash, Alice, Anim8, Ulead) to create graphics/web page.Objective 1 Drawing, color, and edit objects.Objective 2 Use layers.Objective 3 Understand the difference between vector and bitmap graphics.Objective 4 Understand the importance and use of a timeline and/or storyboard.Objective 5 Understand animation concepts: tweening and/or morphing, motion paths, behaviors and/or actions, library, import graphics.Objective 6 Insert animation into a web page.

Accounting I

 Printable Version (pdf)   Course Description Core Standards of the CourseStandard 1 Students will acquire accounting vocabulary and business skills used in accounting.Objective 1 Define accounting, explain the purpose of the accounting system, and apply each step of the accounting cycle.Objective 2 Define and use accounting terminology and generally accepted accounting principles (GAAP).Objective 3 Demonstrate critical thinking, problem solving, and decision making skills.Objective 4 Demonstrate team building to enhance cooperative learning and interpersonal skills.Objective 5 Understand and use business ethics in accounting decision making.Objective 6 Identify and explain the three forms of business ownership.List the characteristics, advantages, and disadvantages of a sole proprietorship, partnership, and corporation.Objective 7 Identify and explain three types of businesses.List the characteristics of service, merchandising, and manufacturing businesses.Objective 8 Demonstrate mathematical calculations necessary for accounting procedures.Standard 2 Students will list and identify characteristics of the three basic accounting equation elements.Objective 1 Demonstrate an understanding of the fundamental accounting equation.Understand the accounting equation: Assets = Liabilities + Owner’s EquityExplain mathematically why the accounting equation must be in balance. Manipulate the accounting equation to find the missing variable.Objective 2 Classify accounts as assets, liabilities, or owner’s equity.Standard 3 Students will apply the theory of debit and credit to the accounting equation, define a business transaction, and show how and why accounts are increased and decreased.Objective 1 Apply the rules of double-entry accounting to business transactions.Refer to a chart of accounts to identify accounts that are affected.Show the resulting changes that occur within the accounting equation.Objective 2 Identify and describe the purpose of permanent/real accountsObjective 3 Identify and describe the purpose of temporary/nominal accountsObjective 4 Use T-accounts to analyze business transactions into debits and credits.Identify normal balance, increase and decrease sides of all accounts.Calculate changes in account balances.Calculate the increases/decreases to owner’s equity from each of the temporary accounts.Show that the accounting equation is in balance.Standard 4 Students will identify and use source documents for journalizing transactions, post journal entries to a ledger, and prepare a trial balance.Objective 1 Use source documents to analyze business transactions.Identify different types of source documents.Evaluate checks, invoices, memorandums, receipts, and register tapes to determine accounts affected by a transaction.Objective 2 Explain the purpose of the general journalRecord journal transactions in chronological order.Journal includes complete transaction.Objective 3 Use appropriate steps to journalize transactions verifying that debits equal credits.Objective 4 Explain the purpose of the general ledger.Organize the ledger according to account classification.Use general ledger account information to prepare financial statements.Objective 5 Post information from the general journal to the general ledger.Record dateRecord journal page numberRecord debit/credit amountCalculate new account balanceRecord account number in journalExplain the need for post-referencing in accountingUse the audit trail to trace a transactionObjective 6 Prepare a Trial Balance to prove equality of debits and credits.Explain the uses and limitations of a trial balance.Identify and use mathematical methods for locating and correcting errors shown by the trial balance. (i.e. difference is multiple of 1, evenly divided by 9, evenly divided by 2, or an omitted amount)Journalize correcting entriesStandard 5 Students will prepare, analyze and interpret financial statements.Objective 1 Know the elements of an appropriate heading for each financial statement.Objective 2 Prepare a formal Income StatementCalculate revenueCalculate expensesCompute net income/net lossObjective 3 Determine the ending capital account balance.Compute the change in capital using one of the following formulas: Beginning capital + net income - drawing/withdrawals Beginning capital - net loss - drawing/withdrawalsObjective 4 Prepare a formal Balance Sheet.List and calculate total assetsList and calculate total liabilitiesRecord ending capitalProve the accounting equation is in balanceObjective 5 Explain the purposes of each financial statement and describe the way the statements articulate with each other.Objective 6 Use percentages and ratios to analyze financial statement data.Standard 6 Students will complete the accounting cycle.Objective 1 Journalize and post closing entries.Identify accounts that need to be closed (temporary accounts).Journalize and post the entry to bring revenue/sales account to zero balance.Journalize and post the entry to bring expense accounts to zero balances.Journalize and post the entry to close Income Summary using "If/Then" statements.Journalize and post the entry to bring drawing/withdrawal account to zero balance. Verify that the current balance of the capital account matches balance sheet.Objective 2 Prepare a Post-Closing Trial Balance to prove equality of debits and credits for permanent accounts.Standard 7 Students will demonstrate an understanding of cash control systems.Objective 1 Understand banking vocabulary and identify the specific details of business-related banking forms/documents.Prepare banking documents/forms (i.e. deposit slips, checks, and endorsements)Prepare a bank statement reconciliation and make necessary journal entries.Demonstrate cash proof of the checkbook, bank statement and cash account.Objective 2 Establish and replenish a petty cash fundList and discuss situations in which a petty cash fund would be used.Journalize an entry to establish a petty cash fund.Journalize an entry to increase or decrease the balance in the petty cash fund.Prepare petty cash proof using petty cash receipts as source documents.Journalize an entry to replenish the petty cash fund.Standard 8 Students will acquire automated accounting competency or calculator proficiency if computers are not available (OPTIONAL STANDARD).Objective 1 Use spreadsheet and accounting software.Maintain accounting records.Graph accounting data.Objective 2 Describe the differences between manual and computerized accounting systems.Understand automated posting.Understand automated computation.Print reports.Objective 3 Identify types of accounting software.Identify industry-standard accounting & tax software.Objective 4 Explore internet web sites for accounting purposes.Objective 5 Explore careers in the field of accounting.

Meir Har-Zion

From Wikipedia, the free encyclopedia

Meir Har-Zion
Born	1934
Allegiance	Israel
Unit	Unit 101; 890th Paratroop Battalion

Meir Har-Zion, 1956

Meir Har-Zion (Hebrew: מאיר הר ציון‎; born 1934) is a former Israelimilitary commando.

As a key member of Unit 101, he was highly praised by Chief of Staff Moshe Dayan who described him as "the finest of our commando soldiers, the best soldier ever to emerge in the IDF".^[1]Ariel Sharon described him as "the elite of the elite."^[2] His three-year military career was ended by injuries sustained in battle.

Contents

  [hide] 

• 1 Youth
• 2 Unit 101
• 3 890th Paratroop Battalion
• 4 The Har-Zion Affair
• 5 End of career
• 6 1967 and 1973 Wars
• 7 Writing career
• 8 Current life
• 9 References

Youth[edit]

Born in 1934 in Herzliya,^[3] to second generation Sabra, Har-Zion and his father moved to Ein Harod in 1947.

In 1949 he was briefly detained by Syrian authorities together with his 13-year-old sister, Shoshana, after being caught in Syrian territory east of Beit She'an.

In 1951, two years later, they were both captured by a shepherd while on the Syrian side of the border. This time they were held prisoner in Damascus, and the two children were only released by the Syrian government after a month of negotiation by the UNand the governments of both countries, making international headlines.^[4][5]

As the children of divorced parents, Meir and his younger sister Shoshana had developed a deep emotional bond with each other, and had become extremely close, often illegally crossing into neighbouring Arab countries together.^[6]

During the 1950s around a dozen Israeli teenagers were killed attempting to illegally reach the ancient city of Petra, which is located 40km inside Jordan. Such cross-border treks were considered a rite of passage for elite youth. The song "HaSela HaAdom" (The Red Rock), which praised a group killed attempting the trek, was banned.^[7]

At the age of 18, Meir and his girlfriend managed to reach Petra at night, after three days of hiking, and crossing the Wadi Musa and climbing Mount Hor and bypassing an unpassable waterfall: they apparently slipped into the ancient city unnoticed, under the cover of darkness, before exploring the Nabatean palaces. This feat made them legendary figures amongst the Israeli youth of the time, for whom Petra had represented an impenetrable citadel.^[8]

Unit 101[edit]

In 1953 he was one of the founding members of Unit 101. He took part in the unit's first operation at the end of August 1953. Sixteen men with two jeeps, two command cars and a reconnaissance aircraft attacked the 'Azazme bedouin camps around the wells at al Auja. Their tents were burnt and anything attempting to reach the water was shot at.^[9]

On the night of 14–15 October 1953 around 65 men from Unit 101 joined a larger IDF force in an attack on the village ofQibya. Har-Zion commanded one of three squads sent to ambush any reinforcements coming from Ni'lin, Budrus, andShuqba.^[10] In another night time attack, 18–19 December 1953, two Unit 101 squads led by Har-Zion ambushed a car on the Bethlehem to Hebron road. A Lebanese-born doctor serving in the Arab Legion, Mansour Awad, was killed. The Israeli Prime Minister Moshe Sharett was annoyed that he had not been informed about the attack beforehand. Three nights later Har-Zion led a four man squad on a 21-kilometre march to the outskirts of Hebron where, they placed a bomb outside a house chosen at random. Two men and a pregnant women were killed.^[11]

890th Paratroop Battalion[edit]

Meir Har-Zion, 1954

The following year, 26 May 1954, Har-Zion was amongst a ten-man squad from the newly formed 890th Paratroop Battalion, led by its commander Arik Sharon, which carried out a raid near Khirbet Jinba, south west of Hebron. Two National Guardsmen were killed in an ambush as well as two farmers and two camels. Sharett once again complained about not being informed and suspected that Minister of Defence Pinhas Lavon had not been consulted either.^[12]

On 27–28 June 1954 Har-Zion was in a seven man squad led by Major Aharon Davidi that launched a surprise attack on an Arab Legion camp at Azzun, 13 km east of Qalqilya. Three Legionnaires were killed as well as a farmer, Rafi'a Abdel Aziz Omar, who was stabbed to death by Har-Zion to prevent him raising the alarm. On their return to Israeli lines one of the team who had been wounded, Sergeant Yitzhak Jibli, was left behind.^[13] On discovering that Sergeant Jibli had been taken prisoner Chief of Staff Moshe Dayan approved a series hostage taking raids.^[14]

On 31 July – 1 August 1954 Har-Zion led a group of ten raiders who attacked two policemen near Jenin, taking one of them prisoner. On their way back they killed a farmer watching his fields.^[15] On the 30–31 August 1954 Har-Zion took part in Operation Binyamin 2. This operation was approved by Prime Minister Moshe Sharett and was commanded by Ariel Sharon. The attackers were divided into four groups. The first attacked a school building in the village of Beit Liqya. The other three set ambushes for the expected arrival of reinforcements. Only Har-Zion's group were successful. They had strung a wire across the road with cans of petrol at each end. A car full of soldiers from the Arab Legion drove into the trap. Two were killed, one wounded and three taken prisoner.^[16] Jibli was released on 29 October 1954.

The Har-Zion Affair[edit]

In the middle of February 1955 Har-Zion's sister, Shoshana, along with her boyfriend Oded Wagmeister, both 18, were captured, abused and murdered by Bedouins tribesmen from Wadi al Ghar^[17] while on an illegal cross-border hike across Jordanian territory. When he heard of her death, Har-Zion was inconsolable and vowed revenge. On March 4th, he and three ex-members of the 890th Battalion drove to the Armistice Line with Jordan. In Wadi al Ghar, 9 km from the border, they captured six bedouin from the Jahaleen and 'Azazme tribes. The prisoners were interrogated and five of them killed, four with knives and the fifth was shot. One of the dead was 16 years old. The sixth was sent back to his tribe to tell what happened. The men probably had nothing to do with the killing of Har-Zion's sister, and had merely belonged to the same tribes as the murderers. David Ben-Gurion told the cabinet that the Israelis did not know enough Arabic to understand what their prisoners were saying. Sharon wrote that it was "the kind of ritual revenge the Bedouins understood perfectly. But the repucussions of what Har-Zion had done were very 20th century. The Jordanians made a formal complaint to the UN."^[18]

On their return, Har-Zion and three of his companions, were held in custody for 20 days. They were released without charge, as a result of protection and stonewalling by them and their colleagues in the army, and soon rejoined their old unit. Sharett, who suspected that Dayan had advanced knowledge of the raid, and who deplored such actions, noted critically in his diary: "The dark soul of the Bible has come alive among the sons of Nahalal and 'Ein Harod".^[19]

End of career[edit]

Operation Jonathon, 11–12 September 1955, was an attack by two paratroop companies on Khirbet al Rahwa police fort, on the Hebron–Beersheba road, in which over 20 Jordanian soldiers and policemen were killed. During the fighting Har-Zion was wounded in the throat and arm. His life was saved by an army doctor who performed a tracheotomy while still on the battlefield.^[20][21]

His injuries left him unable to continue his army career. He was awarded Medal of Courage. He had attained the rank of Captain.

1967 and 1973 Wars[edit]

During the 1967 Six Day War, Har-Zion was called up as captain in the reserves, and despite the use of only one hand, took part alongside the paratroopers in the battle for the Old City of Jerusalem. In one important exploit in the battle, he killed a Jordanian sniper who had been holding up the Israel advance: after stalking the sniper across a roof-top, he killed him with hand-grenades.^[22]

Har-Zion served again as a captain during the Yom Kippur War, on the Golan front, in which he fought deep inside Syrian territory and rescued injured soldiers behind enemy lines.

Writing career[edit]

In 1969 he published his diaries which gave an account of his time as a paratrooper.^[23]

Of one of the early attacks he wrote:

"Once again I am beset by this strong feeling of discord... the feel of battle, the will to victory, the hatred towards one who wishes to take from you what is most precious of all – your life. These first victories have been too easy."^[24]

He also gives an account of the killing of Rafia Abdul Aziz Omar:

".... A telephone line blocks our way. We cut it and continue. A narrow path leads along the slope of a hill. The column marches forward in silence. Stop! A few rocks roll down the hill. I catch sight of a man surveying the silence. I cought my rifle. Gibly crawls over to me, "Har, for God's sake, a knife!!" His clenched teeth glitter in the dark and his whole body is tight, his mind alert, "For God's sake," ... I put my tommy down and unsheath my machete. We crawl towards the lone figure as he begins to sing a trilled Arab tune. Soon the singing will turn into a death moan. I am shaking, every muscle in my body is tense. This is my first experience with this type of weapon. Will I be able to do it?"

We draw closer. There he stands, only a few meters in front of us. We leap. Gibly grabs him and I plunge the knife deep into his back. The blood pours over his striped cotton shirt. With not a second to lose, I react instinctively and stab him again. The body groans, struggles and then becomes quiet and still.^[25]

In 2005, he was voted the 15th-greatest Israeli of all time, in a poll by the Israeli news website Ynet to determine whom the general public considered the 200 Greatest Israelis.^[26]

Current life[edit]

Currently, he lives in "Ahuzat Shoshana", a farm built on land on a mountaintop above the Jordan Valley. The farm is named after his sister and her name is written on the gate to the farm. In 2005, he published criticisms of his former colleague Ariel Sharon for his policy of disengagement from Gaza.

References[edit]

1. Jump up^ Morris, Benny (1993) Israel's Border Wars, 1949–1956. Arab Infiltration, Israeli Retaliation, and the Countdown to the Suez War. Oxford University Press, ISBN 0-19-827850-0. Page
2. Jump up^ Ariel Sharon, with David Chanoff; Warrior: The Autobiography of Ariel Sharon, Simon & Schuster, 2001, page 110.
3. Jump up^ [1]
4. Jump up^ Elon, Amos The Israelis. Founders and Sons. p. 232.
5. Jump up^ Davar, בנובמבר 1951 [2]
6. Jump up^ Ariel Sharon, with David Chanoff; Warrior: The Autobiography of Ariel Sharon, Simon & Schuster, 2001, page 111.
7. Jump up^ Morris. p. 239.
8. Jump up^ ראובן וויס, מיתוס הסלע האדום מתנפץ ynet
9. Jump up^ Teveth, Shabtai (1974) Moshe Dayan. The soldier, the man, the legend. Quartet Books. ISBN 0-7043-1080-5. p. 243. Morris, p. 244, has 14 men in group.
10. Jump up^ Morris. p. 246.
11. Jump up^ Morris. p. 293.
12. Jump up^ Morris. pp. 305, 306.
13. Jump up^ Morris. p. 307. Burns, Lieutenant-General E.L.M. (1962)Between Arab and Israeli. George G. Harrap. p. 35. States that Omar had received twelve knife or bayonet wounds.
14. Jump up^ Teveth. p. 253.
15. Jump up^ Teveth. p. 253 describes the prisoner as a Jordanian soldier. Burns. pp. 36, 37.
16. Jump up^ Morris. p. 310. Burns. p. 37 and 17 for description of technique.
17. Jump up^ Political Assassinations by Jews: A Rhetorical Device for Justice, By Naḥmān Ben-Yĕhûdā, page 443, SUNY Press, 1993
18. Jump up^ Ariel Sharon, with David Chanoff; Warrior: The Autobiography of Ariel Sharon, Simon & Schuster, 2001, page 112.
19. Jump up^ Morris. pp. 384–386.
20. Jump up^ Morris. p. 393. Teveth. pp. 243, 244.
21. Jump up^ Dayan, Moshe (1965) Diary of the Sinai Campaign 1956. Sphere Books edition (1967) pp. 32. "He was gravely wounded, the bullet striking his windpipe, but his life was saved by the medical officer of the unit, who crawled to him under fire and performed a tracheotomy with his pocket knife."
22. Jump up^ The Israeli Army in the Middle East Wars 1948-73, By John Laffin, Osprey Publishing, 21 Aug 2012
23. Jump up^ Har-Zion, Meir Pirkei Yoman. (Hebrew: Chapters of a diary), Tel Aviv, Levin-Epstein.
24. Jump up^ Teveth, p. 243.
25. Jump up^ Livia Rokach: A study based on Moshe Sharett's diary, Foreword by Noam Chomsky, 1980. Appendix 3.
26. Jump up^ גיא בניוביץ' (1995-06-20). "הישראלי מספר 1: יצחק רבין – תרבות ובידור". Ynet. Retrieved 2011-07-10.

Categories:

• 1934 births
• Living people
• Israeli military personnel
• Israeli Jews
• Recipients of the Medal of Courage