Automotive Technologies. Field: Transportation Systems Pathway: Ground Transportation Specialization: Auto Technology Subject Code #: 17.

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1 Automotive Technologies Field: Transportation Systems athway: Ground Transportation Specialization: Auto Technology Subject Code #: Course of Study For Junior/Senior Developed by: Timothy. Stroub aul F. Waldman Millstream Career & Technology Center Findlay City Schools 1200 Broad Ave. Findlay, Ohio hone Fall 2009

2 Section 1: Acknowledgments Automotive Technologies My thanks go to the Millstream Career and Technology Center for providing the time, resources, and guidance necessary to complete this Course of Study. would also like to thank Dr. Edith Wannemacher., Vocational Director, Millstream Career Cooperative, Mr. Rich Steiner., Vocational Assistant Director, Millstream Career Cooperative, and the seminar staff for their help; Mr. Dean Whitwer, Superintendent, Findlay City Schools and the Findlay City Schools Board of Education for their support. Thanks to my fellow teachers, who participated in the course of study seminar, for their help and collaboration. Thanks also to the Automotive Technologies Advisory Committee. For their helpful suggestions and encouragement, we recognize all former Auto Technologies students; Nancy ietras, Director, Greater Northwest Ohio Tech rep Consortium; and aul Hubaker, Teacher Educator, University of Toledo.

3 Section 2: Findlay City Schools Mission Statement The mission of the Findlay City Schools, a community partnership committed to educational excellence, is to instill in each student the knowledge, skills and virtues necessary to be lifelong learners who recognize their unique talents and purpose and use them in pursuit of their dreams and for service to a global society. This is accomplished through a passion for knowledge, discovery and vision shared by students, families, staff and community. We believe Beliefs Our beliefs form the ethical foundation of the Findlay City Schools. every person has worth. every individual can learn. family is the most important influence on the development of personal values. attitude is a choice and always affects performance. motivation and effort are necessary to achieve full potential. honesty and integrity are essential for building trust. people are responsible for the choices they make. performance is directly related to expectations. educated citizens are essential for the survival of the democratic process. personal fulfillment requires the nurturing of the mind, body and spirit. every individual has a moral and ethical obligation to contribute to the well-being of society. education is a responsibility shared by students, family, staff and community. the entire community benefits by investing its time, resources and effort in educational excellence. a consistent practice of shared morals and ethics is essential for our community to thrive.

4 Section 3: Millstream s Mission Educating Students ~ Empowering Communities Millstream s Goals 1. All Millstream students will achieve career and education goals. 2. All communities in the Career-Technical lanning District will perceive Millstream Career and Technology Center as a positive leader in careertechnical education. 3. All communities in the Career-Technical lanning District will strengthen communication and collaboration with all stakeholders. 4. All Millstream students and staff will continually increase their careerspecific skill levels. 5. All members in the Career-Technical lanning District will ensure a culture of continuous improvement and innovation to attract a broader number of students.

5 Section 4: rogram Overview Transportation Systems Careers The Automotive Technologies program at Millstream Career and Technology Center is a two-year program designed for 11 th and 12 th year level students. The program curriculum is based on the Ohio Department of Education Occupational Competency Analysis profile for Automotive Technologies. This curriculum is the result of a comprehensive review and refinement of the State s Occupational Competency Analysis rofile by a panel of representatives from Business and ndustry. Each competency and competency builder in the required curriculum are designated to be introduced, reinforced and mastered. Employability skills, critical thinking, problem solving and safe practices are threaded throughout the entire curriculum. Within the philosophy of the Automotive Technologies program project-based learning is encouraged. An advisory committee comprised of representatives from business and industry, program graduates, and academic representatives from the school meets two times each year to provide input and guidance to this program. Course Descriptions AUTOMOTVE TECHNOLOGY A Tech rep Option rogram Lab Related Full year 3 periods per day credits lab Grade 11 1 credit related Cost: $47 includes Skills/USA Dues. Additional cost: required instructor approved tool kit, and two work shirts. The Automotive Technology lab is fully equipped with the most current electronic testing equipment, repair facilities and tools. The course includes electrical systems, fuel systems, brakes, engine theory and construction, cooling systems, suspension and steering systems, computerized diagnosis, tune-up, and lubrication systems. Student s work on a variety of recent model automobiles selected to meet the instructional needs of the course. The curriculum, facility and instructor are ASE certified. Students need not have any prior experience in auto repair; however a mechanical aptitude is helpful. Students are members of Skis/USA and participate in related activities. Students will need to purchase a teacher-approved uniform, pair of work shoes, and a basic set of tools at student s expense. AUTOMOTVE TECHNOLOGY A Tech rep Option rogram Lab Related Full year 3 periods per day 2 credits lab Grade 12 1 credit related Cost: $40 includes SkillsUSA dues. Additional cost: required instructor approved tool kit. rerequisite: Auto Technology The senior automotive technology program provides entry-level instruction in the following areas: automotive dealership mechanics, general automotive mechanics, electronic computer technician, service writer or parts-counter salesperson. Students have the opportunity for early placement in a related field during the second semester of the senior year. Students are members of Skis/USA and participate in related activities. Students will need a teacher approved set of tools, uniform and work shoes at student s expense. Automotive Technology has a College Tech rep Option Students successfully completing this program may receive advanced college credits through articulation agreements with select colleges and universities.

6 Details of rogram mplementation Academic application Academic instruction is provided at the student s home school. Our purpose here is to reinforce and practice those skills as listed in the curriculum map. Work-based learning experiences Early placement/internships/mentoring assignments/job shadowing is defined by local school policies. opulations served n some local school programs tech prep students are identified by grade point average for specific program along with other school-required criteria, i.e., attendance, prerequisite academic courses/foundations courses, aptitude, any special physical requirements necessary for program completion, etc. The school guidance office will have the student records to ensure graduation requirements are met for each student. The Automotive Technologies program is open to all 11 th and 12 th year level students. Occupations addressed The Automotive Technologies program helps prepare students for the following careers: automotive technician, automotive machinist, automotive specialist, transmission specialist, brake specialist, drive ability technician, service parts specialist, service writer, and automotive management. erformance measures Assessments identified by the Ohio Department of Education (ODE) are administered to determine performance according to state criteria. Our department is striving to achieve these performance levels. Currently the nine performance measures provided by ODE include: 1 ost-program placement 90% 2 Market share (student enrollment) 40% of eligible students 3 OVCA Assessment results 4 Career Technical Student Organization participation rate 95% (CTSO) 5 Career assport Rate 100% 6 Student attendance 95% 7 Staff attendance 97% Career-Technical Student Organizations Active participation in SkillsUSA is encouraged for all students. articipation in SkillsUSA provides the student with experiences in competitive events at local, regional, and national levels. n addition to the competitive events, the student learns citizenship, parliamentary procedures, democratic principles, social skills, and civic responsibility.

7 Section 5: Approval by Advisory Committee After reviewing this document, we recommend that the (Automotive Technologies) Course of Study be approved and adopted. Name Business Date Name Business Date Name Business Date Name Business Date Name Millstream Director Date Name Millstream Assistant Director Date

8 Section 6: MLLSTREAM CAREER & TECHNOLOGY CENTER AUTOMOTVE TECHNOLOGY/AUTOMOTVE TECH RE Automotive Technology rogram Automotive Technology rogram Related-394, Lab-395 rogram Number Related-494, Lab-495 rogram Number SYLLABUS nstructor Level : Mr. Stroub / Mr. Waldman Grade: 11, 12 nstructor Level : Mr. Stroub / Mr. Waldman Grade: 12 Course length: Two years both courses. Cost Level : $47.00 not including tool set. Units of Credits: Three credits each course, each year. Cost Level : $40.00 not including tool set. rerequisite Level : None: Math, Geometry, and mechanical aptitude are helpful. rogram Location: Level : Level : both courses. Building Level : MSN Classroom: Room 4 Lab: Room 2 Building Level : MSN Classroom: Room 4 Lab: Room 2

9 Section 7: Scope and Sequence Curriculum Mapping Junior Level rogram Week Technical Content * nquiry based lesson 1 Unit 1: Career Exploration and Development 2 Unit 1: continued 3 Unit 8: Safety, Health and Environment 4 Unit 8 continued 5 Unit 11: Orientation to the Automotive ndustry 6 Unit 12: Tools and Equipment 7 Unit 12: continued 8 Unit 12: continued 9 Unit 9: Transportation Fuels * Students will research and analyze different alternative fuels to determine which fuel is most practical and feasible 10 Unit 13: Engine Repair 11 Unit 13: continued 12 Unit 16: Steering and Suspension * Students will diagnose and make needed repairs vehicles with steering or suspension problems based on customer complaints 13 Unit 16: continued 14 Unit 16: continued 15 Unit 16: continued 16 Unit 17: Brakes * Students will diagnose and repair vehicles with brakes problems based on customer complaints 17 Unit 17: continued 18 Unit 17: continued Semester Exams 19 Unit 17: continued 20 Unit 17: continued 21 Unit 18: Electrical/Electronic Systems *Students will diagnose and repair vehicles with electrical/electronic problems or simulated training board problems based on customer complaints Unit 18: continued 34 Review and Testing 35 Review and Testing 36 Review and Testing Semester Exams

10 Senior Level rogram Week Technical Content *nquiry based lesson 1 ntroduce/assign Tech rep Senior roject * The student will create a project that demonstrates a culmination of knowledge and skills they have learned while in the Auto Tech rep program 2 Senior roject 3 Review Unit 13 4 Review Unit 16 5 Review Unit 17 6 Review Unit 18 7 Unit 20 Engine erformance & Unit 21 Emission Control System Diagnosis and Repair 8 18 Unit 20 and Unit 21 continued Semester Exams 19 Unit 20 Engine erformance and Unit 21 Emission Control System rogram Review and Testing Semester Exams *Students will diagnose and repair vehicles with engine performance or emission control problems based on customer complaints

11 Section 8: Department Of Education Career Content Standards Career-Technical And Adult Education

12 nstructions for Review of the Technical Competencies lease review the State Career Field Standard Document in detail. Feel free to make notes or highlight items in the book. We will not be discussing each and every competency during the meeting, only those for which panel members have questions or comments. lease keep in mind the following guidelines as you review the rofile: Competencies Those competencies marked in the state profile were determined by the statewide business panel to be necessary to ensure minimal levels of employability. Entry level employees should be able to perform this competency without supervision; therefore, students must be proficient in these competencies at least by the end of the Associate Degree. competencies must be included in all Tech rep programs. Wording of essential competencies may not be altered. The leveling may only be changed to deliver the competency earlier during the educational process. For example, the leveling of an essential competency in the state profile may be altered local from a or roficiency leveling at the end of the Associate Degree to a or roficiency by the end of the 12 th grade. The reverse is not permissible. For example, competency leveled or proficient by the end of the 12 th grade in the state profile cannot be changed locally to a or proficiency by the end of the Associate Degree. Competency descriptors are intended to help define each competency: therefore, the descriptors may be modified as long as the modifications does not change or dilute the intent of the state panel. Recommended Competencies The competencies marked Recommended are suggested additions to the state profile. Each of these competencies will be reviewed during the local competency profile meetings; the joint panel of business and education representatives will decide whether to include each competency in the local curriculum. The decision should include consideration of local business needs, as well as priorities and time constraints of the educational process. Wording and leveling of all recommended competencies and builders may be modified. Additional Units/Competencies/Descriptors Competencies and/or descriptors may be added to any unit in the state profile Additional units may also be added. Occupational Definitions Skills may be added to the occupation definitions based on the modifications made during the competency review. Because the definition is based on the skills detailed in the competency profile, only minor modifications should be necessary.

13 Section 9: TRANSORTATON SYSTEMS CORE BODY OF KNOWLEDGE UNTS 1-21 Transportation Systems Core Unit 1: Career Exploration and Development R Competency 1.1: Explore career pathways in transportation systems dentify current and future career options for a person interested in transportation systems Research the historical evolution of the various careers in transportation systems Experience specific transportation interests (e.g., shadowing, professional readings, community service, internship) Analyze the interrelationships between the transportation industry and other industries (e.g., business, agriculture, energy, travel and tourism) dentify the education and licensing requirements needed for a career in transportation systems. Use multiple resources to enhance comprehension of vocabulary. (Acquisition of Vocabulary F, 8-10; Acquisition of Vocabulary E, Formulate open-ended research questions suitable for investigation and adjust questions as necessary while research is conducted. (Research A, 8-10) Formulate open-ended research questions suitable for inquiry and investigation and adjust questions as necessary while research is conducted. (Research A, Evaluate the usefulness and credibility of data and sources. (Research B, 8-10) Compile, organize and evaluate information, take notes and summarize findings. (Research B, Recognize that scientific literacy is part of being a knowledgeable citizen. (Scientific Ways of Knowing D, 9-10) Explain how societal issues and considerations affect the progress of science and technology. (Scientific Ways of Knowing C,

14 R Competency 1.2: Explore professional development and career advancement opportunities for a transportation professional dentify advancement opportunities in transportation systems (e.g., internal and external) Describe the importance of professional organizations, associations, seminars and professional relationships with transportation professionals Remain current on changes in the transportation systems profession Demonstrate quality work as measured by performance evaluations Develop a résumé, list of references and a portfolio. roduce letters (e.g., business, letters to the editor, job applications) that follow the conventional style appropriate to the text, include appropriate details and exclude extraneous details and inconsistencies. (Writing Applications C, 8-10) Compile, organize and evaluate information, take notes and summarize findings. (Research B, Evaluate the usefulness and credibility of data and sources and synthesize information from multiple sources. (Research C, R Competency 1.3: Demonstrate positive work behaviors and personal qualities Conform to company and departmental policies (e.g., attendance, punctuality, time management) Demonstrate professionalism, self-discipline, self worth, positive attitude and integrity in a work situation Demonstrate flexibility and willingness to learn Exhibit a commitment to the organization Explain how individuals impact performance in the transportation industry Describe the expectations for individuals in terms of performance dentify impact areas of individual performance (e.g., quality, profit, customer relations) Discuss the importance of having all employees understand the core business processes of transportation organizations Demonstrate positive co-worker and employee/employer relationships Explain the importance of demonstrating appropriate workplace behaviors and the consequences and negative impacts (e.g. personal and company success) of workplace harassment.

15 R Competency 1.4: Develop personal career goals and the objectives to meet those career goals dentify personal goals and objectives in concert with transportation organization goals Demonstrate the ability to seek and apply for employment Research employers and companies and the applicability of personal skill sets repare and interview for employment Demonstrate the ability to evaluate and compare employment opportunities dentify the motivations and personal rewards of effective career goals. roduce letters (e.g., business, letters to the editor, job applications) that follow the conventional style appropriate to the text, include appropriate details and exclude extraneous details and inconsistencies. (Writing Applications C, 8-10) Evaluate the usefulness and credibility of data and sources. (Research B, 8-10) Compile, organize and evaluate information, take notes and summarize findings. (Research B, Use a variety of strategies to enhance listening comprehension. (Communications: Oral and Visual A, 8-10; Communications: Oral and Visual A, Select and use effective speaking strategies for a variety of audiences, situations and purposes. (Communications: Oral and Visual C,

16 Unit 2: Business Foundations Competency 2.1: Analyze the roles and major functions of transportation systems dentify types of transportation organizations and their functions Describe and explain the mission of transportation organizations Use organizational charts to analyze workplace operations Describe and explain the major internal functions and structures of transportation organizations Define and explain the critical customers, suppliers, and stakeholders for transportation organizations Explain the major competitive challenges faced by organizations in thetransportation industry. Translate information from one representation (words, table, graph or equation) to another representation of a relation or function. (atterns, Functions and Algebra C, 8-10) Create, interpret and use graphical displays and statistical measures to describe data; e.g., boxand-whisker plots, histograms, scatterplots, measures of center and variability. (Data Analysis and robability A, 8-10) Analysis and robability F, 8-10) Locate and interpret mathematical information accurately, and communicate ideas, processes and solutions in a complete and easily understood manner. (Mathematical rocesses H, 8-10) Recommended Competency 2.2: Develop a business process model for a transportation organization Define business processes dentify and explain the core business operations in a transportation organization repare a diagram, chart and/or model that illustrates the organization repare a diagram, chart and/or model that illustrates the workflow through a transportation organization Demonstrate the fundamentals of systems thinking (e.g. integrate supply chain). Compile, organize and evaluate information, take notes and summarize findings. (Research B, Communicate findings, reporting on the substance and processes orally, visually and in writing or through multimedia. (Research E, 8-10; Research E,

17 Translate information from one representation (words, table, graph or equation) to another representation of a relation or function. (atterns, Functions and Algebra C, 8-10) Create, interpret and use graphical displays and statistical measures to describe data; e.g., boxand-whisker plots, histograms, scatterplots, measures of center and variability. (Data Analysis and robability A, 8-10) Analysis and robability F, 8-10) Locate and interpret mathematical information accurately, and communicate ideas, processes and solutions in a complete and easily understood manner. (Mathematical rocesses H, 8-10) Competency 2.3: Explain the impact of economic, social and technological changes on a transportation organization Explain the impact of economic changes, including economic income growth and decline, consumer confidence, interest rates, labor, and fuel and material costs Explain the impact of social changes, including consumer attitudes and preferences, demographics, and population shifts Explain quality assurance systems and how they contribute to effective work organizations Describe productivity issues related to transportation (e.g., employee productivity, quality) Explain the impact of technological changes, including transportation and information technology Explain the major competitive challenges faced by transportation businesses Describe historical influences on transportation (e.g., labor movement, high-performance, quality). Use multiple resources to enhance comprehension of vocabulary. (Acquisition of Vocabulary F, 8-10; Acquisition of Vocabulary E, Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing). (Reading rocess B, 8-10; Reading rocess B, Translate information from one representation (words, table, graph or equation) to another representation of a relation or function. (atterns, Functions and Algebra C, 8-10) Create, interpret and use graphical displays and statistical measures to describe data; e.g., boxand-whisker plots, histograms, scatterplots, measures of center and variability. (Data Analysis and robability A, 8-10) Analysis and robability F, 8-10) Locate and interpret mathematical information accurately, and communicate ideas, processes and solutions in a complete and easily understood manner. (Mathematical rocesses H, 8-10)

18 Competency 2.6: Maintain compliance with organizational policies and government laws and regulations dentify and explain relevant organizational policies and regulations for general functions that are driven by government laws and regulations dentify and explain relevant government laws and regulations for specific functions within transportation organizations Examine the governmental roles in managing the infrastructure of transportation operations Explain the governmental roles in health, safety and environment management. Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing). (Reading rocess B, 8-10; Reading rocess B, Analysis and robability F, 8-10) Create and analyze tabular and graphical displays of data using appropriate tools, including spreadsheets and graphing calculators. (Data Analysis and robability A, Competency 2.7: Explain how transportation businesses manage customer relationships Conduct in-depth investigation to identify internal and external customer needs Maintain a liaison with customer contacts Maintain customer satisfaction and address customer problems and complaints efficiently Communicate with internal and/or external customers to ensure products or services meet customer requirements. Formulate open-ended research questions suitable for inquiry and investigation and adjust questions as necessary while research is conducted. (Research A, Use a variety of strategies to enhance listening comprehension. (Communications: Oral and Visual A, 8-10; Communication A, Select and use effective speaking strategies for a variety of audiences, situations and purposes. (Communications: Oral and Visual C, Evaluate the validity of claims and predictions that are based on data by examining the appropriateness of the data collection and analysis. (Data Analysis and robability E, 8-10)

19 Design and perform a statistical experiment, simulation or study; collect and interpret data; and use descriptive statistics to communicate and support predictions and conclusions. (Data Analysis and robability C, Connect statistical techniques to applications in workplace and consumer situations. (Data Analysis and robability D, Locate and interpret mathematical information accurately, and communicate ideas, processes and solutions in a complete and easily understood manner. (Mathematical rocesses H, 8-10) Communicate mathematical ideas orally and in writing with a clear purpose and appropriate for a specific audience. (Mathematical rocesses, Competency 2.8: Describe a management plan for business Describe strategies to achieve company goals and objectives Design an organizational chart with job and activity descriptions dentify market segments and perspective clients Describe a business development plan Define and explain the role of research and development. Compile, organize and evaluate information, take notes and summarize findings. (Research B, Analysis and robability F, 8-10) Create and analyze tabular and graphical displays of data using appropriate tools, including spreadsheets and graphing calculators. (Data Analysis and robability A, Communicate mathematical ideas orally and in writing with a clear purpose and appropriate for a specific audience. (Mathematical rocesses, Competency 2.10: Define and explain the major measures a transportation organization uses to manage and improve performance Define and explain the measures for financial performance (e.g. profitability, cost reduction, asset utilization) Define and explain the measures for market performance (e.g., customer and sales and/or service growth) Define and explain the operational measures for service and internal operations performance (e.g., customer satisfaction, service quality, cycle time, on-time delivery, claims-free handling).

20 Define and explain the measures for organizational compliance and health, safety and environmental performance (e.g., audit findings, emissions, lost time accidents) Describe benchmark performances against competitors and the general industry Describe the continuous improvement process. Use multiple resources to enhance comprehension of vocabulary. (Acquisition of Vocabulary F, 8-10; Acquisition of Vocabulary E, Solve increasingly complex non-routine measurement problems and check for reasonableness of results. (Measurement A, 8-10) Analysis and robability F, 8-10) Create and analyze tabular and graphical displays of data using appropriate tools, including spreadsheets and graphing calculators. (Data Analysis and robability A, Communicate mathematical ideas orally and in writing with a clear purpose and appropriate for a specific audience. (Mathematical rocesses, Competency 2.11: Explain the role of risk management in reducing risks and improving performance Explain the concept of risk management programs Describe the major types of loss exposures for a transportation organization, including property, liability, personnel and net income Describe the approaches for managing organizational risks Describe the employees role in risk management. Connect statistical techniques to applications in workplace and consumer situations. (Data Analysis and robability D, Locate and interpret mathematical information accurately, and communicate ideas, processes and solutions in a complete and easily understood manner. (Mathematical rocesses H, 8-10) Communicate mathematical ideas orally and in writing with a clear purpose and appropriate for a specific audience. (Mathematical rocesses,

21 Unit 3: Communications R Competency 3.1: Utilize reading strategies to interpret transportation systems data, information and analysis Skim, read for detail, read for meaning and for critical analysis, to determine the purpose of a text Describe the content, technical concepts and vocabulary to analyze information and follow directions nterpret, transcribe and communicate information, data and observations to apply information learned from reading to actual practice. Use multiple resources to enhance comprehension of vocabulary. (Acquisition of Vocabulary F, 8-10; Acquisition of Vocabulary E, Apply reading comprehension strategies to understand grade-appropriate text. (Reading rocess A, 8-10; Reading rocess A, Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing). (Reading rocess B, 8-10; Reading rocess B, Compile, organize and evaluate information, take notes and summarize findings. (Research B, R Competency 3.2: Locate, organize and reference written transportation systems information from various sources Locate written information to communicate with co-workers, clients and participants Organize information to use in written and oral communications Document the source and proper reference for written information. Evaluate the usefulness and credibility of data and sources and synthesize information from multiple sources. (Research C, Use style guides to produce oral and written reports that give proper credit for sources (e.g., words, ideas, images and information) and include an acceptable format for source acknowledgement. (Research D, 8-10; Research D, Communicate findings, reporting on the substance and processes orally, visually and in writing or through multimedia. (Research E, 8-10; Research E, Translate information from one representation (words, table, graph or equation) to another representation of a relation or function. (atterns, Functions and Algebra C, 8-10)

22 Create, interpret and use graphical displays and statistical measures to describe data; e.g., boxand-whisker plots, histograms, scatterplots, measures of center and variability. (Data Analysis and robability A, 8-10) Locate and interpret mathematical information accurately, and communicate ideas, processes and solutions in a complete and easily understood manner. (Mathematical rocesses H, 8-10) Communicate mathematical ideas orally and in writing with a clear purpose and appropriate for a specific audience. (Mathematical rocesses, R Competency 3.3: Write and utilize coherent and focused technical communications that support a defined perspective for transportation systems Use various note-taking techniques to summarize main ideas Structure ideas and arguments in an organized manner and that are supported by relevant documentation and/or examples Write messages using language that is appropriate for the intended audience and purpose Use correct spelling, grammar, capitalization and punctuation dentify positions from relevant research and resources Calculate and interpret descriptive statistics to communicate and support predictions and conclusions Utilize tables, charts and graphs to clarify textual explanations and support arguments. Formulate writing ideas, and identify a topic appropriate to the purpose and audience. (Writing rocess A, 8-10; Writing rocess A, repare writing for publication that is legible, follows an appropriate format and uses techniques such as electronic resources and graphics. (Writing rocess F, 8-10) repare writing for publication that follows an appropriate format and uses a variety of techniques to enhance the final product. (Writing rocess F, Edit to improve sentence fluency, grammar and usage. (Writing rocess D, 8-10) roduce functional documents that report, organize and convey information and ideas accurately, foresee readers problems or misunderstandings and that include formatting techniques that are user friendly. (Writing Applications C, Organize information from various resources and select appropriate sources to support central ideas, concepts and themes. (Research C, 8-10) Create, interpret and use graphical displays and statistical measures to describe data; e.g., boxand-whisker plots, histograms, scatterplots, measures of center and variability. (Data Analysis and robability A, 8-10) Evaluate different graphical representations of the same data to determine which is the most appropriate representation for an identified purpose. (Data Analysis and robability B, 8-10) Find, use and interpret measures of center and spread, such as mean and quartiles, and use those measures to compare and draw conclusions about sets of data. (Data Analysis and robability D, 8-10) Analysis and robability F, 8-10)

23 Create and analyze tabular and graphical displays of data using appropriate tools, including spreadsheets and graphing calculators. (Data Analysis and robability A, Use descriptive statistics to analyze and summarize data, including measures of center, dispersion, correlation and variability. (Data Analysis and robability B, Write clearly and coherently about mathematical thinking and ideas. (Mathematical rocesses G, 8-10) articipate in and apply the processes of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these investigations. (Scientific nquiry A, 9-10) Make appropriate choices when designing and participating in scientific investigations by using cognitive and manipulative skills when collecting data and formulating conclusions from the data. (Scientific nquiry A, R Competency 3.4: Deliver formal and informal presentations that demonstrate organization and delivery skill Demonstrate appropriate usage of grammar, diction and sentence structure Communicate main ideas and supporting facts to achieve the purpose of communication Use appropriate technology to enhance the clarity and persuasiveness Use proper organization and structure to achieve coherence Use technical terms, references and quoted material properly Engage an audience using appropriate vocal variety and gestures. Demonstrate an understanding of effective speaking strategies by selecting appropriate language and adjusting presentation techniques. (Communications: Oral and Visual D, 8-10) Select and use effective speaking strategies for a variety of audiences, situations and purposes. (Communications: Oral and Visual C, Give presentations using a variety of delivery methods, visual displays and technology. (Communications: Oral and Visual G, 8-10; Communications: Oral and Visual F, R Competency 3.5: Listen and speak effectively to contribute to group discussions and meetings Conduct meetings in a timely, organized and professional manner Clarify the purpose and goals of a discussion or meeting Demonstrate respect for diverse cultures Give and receive feedback appropriately Stay on subject and task Summarize the results of the meeting, including agreements and disagreements Speak succinctly and clearly to convey information.

24 3.5.8 Correctly utilize transportation terminology Discuss slang and jargon related to different trades Communicate with non-english-speaking populations. Use multiple resources to enhance comprehension of vocabulary. (Acquisition of Vocabulary F, 8-10; Acquisition of Vocabulary E, Use a variety of strategies to enhance listening comprehension. (Communications: Oral and Visual A, 8-10; Communications: Oral and Visual A, Select and use effective speaking strategies for a variety of audiences, situations and purposes. (Communications: Oral and Visual C, Demonstrate an understanding of effective speaking strategies by selecting appropriate language and adjusting presentation techniques. (Communications: Oral and Visual D, 8-10) Give informational presentations that present ideas in a logical sequence, include relevant facts and details from multiple sources and use a consistent organizational structure. (Communications: Oral and Visual E, 8-10) R Competency 3.6: Apply active listening skills to obtain and clarify information provided in oral communications dentify and apply active listening techniques one-to-one and in team or group meetings nterpret verbal cues and behaviors to enhance communication nterpret nonverbal cues and behaviors to enhance communication araphrase and repeat information to confirm understanding Record and summarize information in written notes Ask questions to seek or confirm understanding. Use a variety of strategies to enhance listening comprehension. (Communications: Oral and Visual A, 8-10; Communications: Oral and Visual A, Select and use effective speaking strategies for a variety of audiences, situations and purposes. (Communications: Oral and Visual C, R Competency 3.7: Utilize written documents to direct the transportation systems operations dentify types of reports (e.g. quality assurance, shift turnover, schedules, preventive maintenance) Generate work orders, including change order requests Calculate job cost and prepare billing documents Complete reports in accordance with established standards.

25 3.7.5 Apply concepts of tolerances and equivalency to specifications dentify the components of contract documents File reports with the appropriate personnel Disseminate written information from various sources to co-workers and clients. Use multiple resources to enhance comprehension of vocabulary. (Acquisition of Vocabulary F, 8-10; Acquisition of Vocabulary E, Apply editing strategies to eliminate slang and improve conventions. (Writing rocess D, roduce functional documents that report, organize and convey information and ideas accurately, foresee readers problems or misunderstandings and that include formatting techniques that are user friendly. (Writing Applications C, Compare, order and determine equivalent forms of real numbers. (Number, Number Sense and Operations E, 8-10) Estimate, compute and solve problems involving real numbers, including ratio, proportion and percent, and explain solutions. (Number, Number Sense and Operations G, 8-10) Write and solve real-world, multi-step problems involving money, elapsed time and temperature, and verify reasonableness of solutions. (Measurement F, 8-10) Analysis and robability F, 8-10) Communicate mathematical ideas orally and in writing with a clear purpose and appropriate for a specific audience. (Mathematical rocesses, Competency 3.8: Research and respond to customer needs Recognize the importance of all customers to business Describe the relationship between meeting customer needs and profitability nteract with customers and vendors in a professional manner Demonstrate professional phone etiquette when dealing with customers, vendors and the general public Follow through on commitments made to customers and vendors in a timely manner Maintain customer satisfaction and address customer problems and complaints efficiently. Use a variety of strategies to enhance listening comprehension. (Communications: Oral and Visual A, 8-10; Communications: Oral and Visual A, Select and use effective speaking strategies for a variety of audiences, situations and purposes. (Communications: Oral and Visual C, Connect statistical techniques to applications in workplace and consumer situations. (Data Analysis and robability D,

26 Unit 4: roblem Solving and Critical Thinking R Competency 4.1: Employ critical thinking and problem solving skills independently and in teams to formulate solutions to problems Define problem-solving methods accepted in the transportation industry State the problem completely and precisely Assemble and examine pertinent information Brainstorm potential solutions dentify constraints and parameters to solutions as they relate to budgets, scope and schedules Compare and contrast consequences, and discuss underlying assumptions dentify the best solution based on risks, costs, ethics, laws, benefits, conflicting concerns and points of view Apply the best solution to the problem Evaluate the solution Evaluate resources and timelines. Formulate open-ended research questions suitable for investigation and adjust questions as necessary while research is conducted. (Research A, 8-10) Formulate open-ended research questions suitable for inquiry and investigation and adjust questions as necessary while research is conducted. (Research A, Compile, organize and evaluate information, take notes and summarize findings. (Research B, Organize information from various resources and select appropriate sources to support central ideas, concepts and themes. (Research C, 8-10) Evaluate the usefulness and credibility of data and sources, and synthesize information from multiple sources. (Research C, Communicate findings, reporting on the substance and processes orally, visually and in writing or through multimedia. (Research E, 8-10; Research E, Use algebraic representations, such as tables, graphs, expressions, functions and inequalities, to model and solve problem situations. (atterns, Functions and Algebra D, 8-10) Analysis and robability F, 8-10) Formulate a problem or mathematical model in response to a specific need or situation, determine information required to solve the problem, choose method for obtaining this information, and set limits for acceptable solution. (Mathematical rocesses A, 8-10) Use precise mathematical language and notations to represent problem situations and mathematical ideas. (Mathematical rocesses F, 8-10) resent complete and convincing arguments and justifications, using inductive and deductive reasoning, adapted to be effective for various audiences. (Mathematical rocesses F,

27 Apply mathematical modeling to workplace and consumer situations, including problem formulation, identification of a mathematical model, interpretation of solution within the model, and validation to original problem situation. (Mathematical rocesses J, Explain the ways in which the processes of technological design respond to the needs of society. (Science and Technology A, 9-10) Competency 4.2: Apply problem solving and critical thinking techniques to the conflict between available resources, requirements of the project, and timelines dentify alternative solutions for a specific resources and/or materials problem Calculate the potential waste of resources and materials Examine the feasibility of each alternative suggestion mplement the appropriate alternative Use available resources and materials efficiently to complete the project Discuss strategies to avoid the problem in the future. Estimate, compute and solve problems involving real numbers, including ratio, proportion and percent, and explain solutions. (Number, Number Sense and Operations G, 8-10) Write and solve real-world, multi-step problems involving money, elapsed time and temperature, and verify reasonableness of solutions. (Measurement F, 8-10) Use algebraic representations, such as tables, graphs, expressions, functions and inequalities, to model and solve problem situations. (atterns, Functions and Algebra D, 8-10) Analysis and robability F, 8-10) Locate and interpret mathematical information accurately, and communicate ideas, processes and solutions in a complete and easily understood manner. (Mathematical rocesses H, 8-10) resent complete and convincing arguments and justifications, using inductive and deductive reasoning, adapted to be effective for various audiences. (Mathematical rocesses F, Apply mathematical modeling to workplace and consumer situations, including problem formulation, identification of a mathematical model, interpretation of solution within the model, and validation to original problem situation. (Mathematical rocesses J, Explain the ways in which the processes of technological design respond to the needs of society. (Science and Technology A, 9-10) R Competency 4.3: Combine critical thinking and team-building skills to solve problems Work with others to define problems Share ideas, facts, information and/or data with others State personal positions clearly, and respect conflicting positions.

28 4.3.4 Accept and support group decisions even when different from a personal solution, within the bounds of ethical, safety, legal or similar concerns. Communicate findings, reporting on the substance and processes orally, visually and in writing or through multimedia. (Research E, 8-10; Research E, Use a variety of strategies to enhance listening comprehension. (Communications: Oral and Visual A, 8-10; Communications: Oral and Visual A, Select and use effective speaking strategies for a variety of audiences, situations and purposes. (Communications: Oral and Visual C, Analysis and robability F, 8-10) Locate and interpret mathematical information accurately, and communicate ideas, processes and solutions in a complete and easily understood manner. (Mathematical rocesses H, 8-10) Communicate mathematical ideas orally and in writing with a clear purpose and appropriate for a specific audience. (Mathematical rocesses, Competency 4.4: Evaluate and adjust plans and schedules to respond to unexpected events and conditions dentify potential events and conditions that disrupt the completion of a job ncorporate potential job disruptions into planning timelines Solve situational problems involved with unexpected events and conditions dentify and assess critical situations, and implement an appropriate response Adjust plans and schedules to reflect an unexpected change rovide a project update to track change. Formulate open-ended research questions suitable for investigation and adjust questions as necessary while research is conducted. (Research A, 8-10) Formulate open-ended research questions suitable for inquiry and investigation and adjust questions as necessary while research is conducted. (Research A, Evaluate the usefulness and credibility of data and sources and synthesize information from multiple sources. (Research C, Estimate, compute and solve problems involving real numbers, including ratio, proportion and percent, and explain solutions. (Number, Number Sense and Operations G, 8-10) Write and solve real-world, multi-step problems involving money, elapsed time and temperature, and verify reasonableness of solutions. (Measurement F, 8-10) Use algebraic representations, such as tables, graphs, expressions, functions and inequalities, to model and solve problem situations. (atterns, Functions and Algebra D, 8-10) Analysis and robability F, 8-10) Communicate mathematical ideas orally and in writing with a clear purpose and appropriate for a specific audience. (Mathematical rocesses,

29 Competency 4.5: Apply mathematical principles and formulas to transportation systems problems Utilize statistical probability to address problems Apply statistical process control to operational problems. Estimate, compute and solve problems involving real numbers, including ratio, proportion and percent, and explain solutions. (Number, Number Sense and Operations G, 8-10) Write and solve real-world, multi-step problems involving money, elapsed time and temperature, and verify reasonableness of solutions. (Measurement F, 8-10) Use counting techniques, such as permutations and combinations, to determine the total number of options and possible outcomes. (Data Analysis and robability H, 8-10) Design an experiment to test a theoretical probability, and record and explain results. (Data Analysis and robability, 8-10) Compute probabilities of compound events, independent events, and simple dependent events. (Data Analysis and robability J, 8-10) Make predictions based on theoretical probabilities and experimental results. (Data Analysis and robability K, 8-10) Connect statistical techniques to applications in workplace and consumer situations. (Data Analysis and robability D, Competency 4.6: Apply scientific theory and applications to transportation systems problems dentify situations that require scientific theory and application Utilize physical sciences and applications to address problems. Explain that scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. (Scientific Ways of Knowing A, 9-10) Explain the ways in which the processes of technological design respond to the needs of society. (Science and Technology A, 9-10) Explain the movement of objects by applying Newton s three laws of motion. (hysical Sciences D, 9-10) Apply principles of forces and motion to mathematically analyze, describe and predict the net effects on objects or systems. (hysical Sciences D,