arts. - files.eric.ed.gov
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ED 159 469
AUTHOR..TITLE
INSTITUTION
PUB DATENOTE,
EDRS PRICEDESCRIPTORS
DOCONEEIVEESDEE
CE C16 062
Gillet, Garth; And OthersPre-Vodational Perfatmance Objectives. IndustrialArts.Michigan State Dept. of Education, Lansins.Vocational-Technical Education Service.J-un 7818p.; Por related documents see CE 018 06Z-064; Notavailable in hard copy tecausecf marginallegibility .
MF-$0.83 Plus Postage. EC Not Availakle fici EDRS.*Behavioral Objectives; Building Trades; CareerEducation; Construction (Process); Energy; Graphic-Arts; *Industrial Arts; Manufacturing; PerformanceBased Education; *Performance Criteria; POwerMechanics; *Prevocational Education; Trade andIndustrial Education
ABSTRACTOne of, three documents presenting performance
objectives tor preloCational co rseS, this document containsperformance obiecves for cour es in industri arts includinggeneral industrial arts, manufa turing and cc truction, graphiccommunications, and power and energy. (The' c er two documentspresent performance objectives for prgsocat onal courses in business,CE 018 864, and home economics CE 018 863.) Career education and.safety components are integrated into each set cf performanceobjectives. The career education aspects included are skills inmathematics, reading add language arts, self awareness, occupationalskills, exploration, consumer .education, and decision making. Eachset Of objectives is identified by'a course designation, and fourcol6mns of information are used" to present the content of -eachobjective: conditions, performance, criteria; and instructibnalresources. One hundred and twenty-eight performance objectives forprevocational industrial arts courses are included in this document.(BM)
*********************4****************-i********************************* Reproductions supplied by EDRS are the best that car to made*I ,14 from the original document.******************i****************************************************
I
.PERMISSION TO FIEFRODUcE,
THIS
MATERIAL HAS BEENGRANTED BY
TO EDUCATIONALSOURCES
INTHE
FORMATIONCENTER IERICI AND
USERS OF THE ERIC SYSTEM"
U,S OEPARTMENT'OF HEALTH,EDUCATION I IELFAilE. NATIONAL INSTITUTE OF
EDUCATION
THIS DOCUMENT HAS BEEN REPRO.D-UCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN.ATi NG IT POINTS OF VIEW OR OPINIONSSTATED 00 NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLIO;
2
"a 1
7
ArinettaVice Presiclere,
Huntington Woacia-'1'
tr
Barbara ',Roberts Mason :. :Dr. "Gumecindo Sales,Secretary , TreesererLansing East Lansing
Barbara Dumcuchelle'Grosse lle
Dr.' Paul' B HenryGrand Rapids
Norman Qtto Stockmeyer, SrWestland-
Ex-Officio Members
%Mem G Milliken, , D John W 'PorterGovernor Supennt ndent of Public IngructIon\
Cover Design by=.Students in Graphic Arts and. Photography.
Mr. Richard Aldrich. InstructorBranch AreaCinterColdwater, Michigan
1'
MICHIGAN DEPARTMENT or. EDUCATION
LANSING, MICHIGAN
Din-ing the 197, -77 ochool year,' performance objectives for prevOcationalcourses in home economics, business`and industrial arts education were developedunder the directipn of the VocatiOnal-Technical Education SerVice , staffSherryAnderson,'Mary/Brown and Gerald Briggs. The following courses were identifiedfor the develOpriterit of performance objectives:
HOME ECONOMICS Food and Nutrition, Human Growth and RelationshipsClothing and Textiles, and Housing and Homeagement
BUSINES EDUCATIONGeneral Business and Beginning TypingINDUSTR AL ARTSGenerah, Manufacturing/Construction, Graphic Com-
. munications, and Power and Energy
Career Education and Safety components were identified and integrated intoeach set of performance objectives. The Career Education aspects of the perform-'ance objectives 'included mathematics skills, reading and language arts skills, selfawareness,, occupational skills, exploration, consumer and decision-making skills.
Local teachikg personnel were identified by program area to serve as perform-ance objectives writing team members. Writing team selection criteria included, aworking knowledge of Competency Based Education, experience in teaching thecourses being" addressed, and representation from various locations across theState. The writing teams met in November, 1976; and February, 1977, to develop atentative draft of performance objectives: Subsequently-, the tentative drafts werereviewed by committees of teacher educators, vocational administrators, and highschool and junior high school teachers. In addition, the materials were sent to andreviewed by junior high school; teachers in every Career Education Planning Dis-trict in the State. The writing teams considered the recommendations of the variousreview committees and individual reviews alcd formulated a final set of objectives.
It seems entirely appr.opriate for me to express, for the State Board of Educationand myself, our appreciation to all of the individuals and organized groups who haveexpended countless hours and much energy to bring this'project to fruition. Inparticular I would like to thankDr. Emmett Mason, Central Michigan University,for without his contribution of the Career Education and Safety components thisproject could not have been possible,
n-
June, 1918
JOHN W. PORTERSuperintendent ofPublic Instruction
PREVOCATIONAL PERFORMANCE- OBJECTIVESDEVELOPMENT, PROJECT DEFINITIONS
Overview
A performance objective is a description of what a learner should be able lodo when te/she has learned a skill or acquired certain understandings.
Several characteristics of these objectives must be,understood to be adequately.utilized:
1. Minimum: these objectives represent the cOnsidered:opinionof the writers, aftercompletion of a structured review, asto the"Minimum skills and understandings necessary uponcompletion of the courses.
2. Recommended: these Objectives are those which the particularwriting team recommends to the Vocational-Technical Education'Service and; in turn, the Vocational-Technical Education Serviceto the Local Educational Agencies for their consideration asreasonable minimum learner objectives.
3ts.
Terminal: these objectives describe only,thoSe significantperforMances which are to be mastered by the end,of the courses.It is likely that.each'of these.terminal objectites-contains
. Several enablingobjectives'whiCh are assumed to be necessaryto achieve the terminal objective.
4. Grading /Passir: the decision to what grade: a student wil),earn for achieving some, all, or in excess of the minimumperformance objectives is a Local Educational Agency decision..Some districts choose to include factors other than the achieve-ment of objectives as the basis fbrassigning grades. It is notthe intent here to suggest that this practice must change as aresult of ,performance objectives. .It is also recognized that,many factors may affect the decisiOn as to whether credit fora course, should be assigned to a particular student who Mayachieve less than the minimum objectives of the course.
'Format
1. Each set .of objectives is identified by a course designatipp.' Thecourse deSignations are considered to be those most often used byLocal Educational Agencies for the specific course content included.
2 Each set of objectives begins with the standard statement, Alponcompletion of this course, students will have the following. skillsand understandings as measured by teacher-made'olelective referencedtest (ORT's), unless-Otherwise indicated: ". In order to avoidunnecessary duplication, this statement is presented as- a constant, ,.
'but it is to be interpreted as part of each subsequent objective.
3. The decOon as to the sequence or priority of performance objectivesWithin a given course designation is a Local Educational Agerz decision.
. ..
..
Note: Industrial ArtsTerformance Objectives /The performance objectiveconsidered to be applicable to all Industrial Arts courses are 4numbered 1 through 51. and 85 through 128." Specific Industrial
:Arts performance objectives for skill development are numbered'as folic:Ms: ' .
52-70 Manufacturing/Construction71-78 Graphic'Communications.79784 Power and Energy
r
our columns ofinformation are used to present the content of each.jttive:
,irs
.
1. Conditions: a destriPtion pf the environment (materials, supplies,etc.) in which the student will perfOrm at the time of evaluation.
i .,k..,.Performance:. en observable, measurable description of what the.iv y ' student will do. .
(
Criteria: a description of thecpantitative.and. qualitative standardsagainst which the performance is to be measured;'
Instructional Resources: this column is provided for teacher notesregardingifinstructional supplies, tools, equipment, techniques, etc.for each performance objective.
O r-,
June, 1978
1.
FOr further information, write td:
Michigan:Department df EducationVocationalTechnical Education ServiceBox 30009Lansing, Michigan. 48909
4 Q
Prevocational Performance ObjectivesDevel ment Project
W Hing Teamsi15
-.6
1.
BUSIVESS EDUCATION.
Kay ColemanEastern High SchoolLansing, MI 48910
GWendlYn HicksBrake Junior High SchoolTaylor, MI 48180.
Vicki LindstaedtBaker diddle SchoolTroy,:MI 48084
.1..aura Royster
Detroit Public SchoolsDetroit, MI 48207
Sandra WhiteCollege Avenue Skill°GengrGrand Rapids, MI 48506 t
HOME ECONOMICS
Mary Deh enty t
Hastings Junior High, Hastings, MI 49058.
Maureen Ewasek ,Adams Junior High,SchoolDearborn, MI 481'24
(
Kathie LaRoyBaldwin Community SchOoTSBaldwin, MI 49304
Betty McGheeCroswell-Lexington Jr. HighCroswell, MI 48422
Onita Oles,Mason Junior 'HighDrayton Plains, MI' 48020
HOME ECONOMICS (Continued)
Judy RamsowerWest Intermediate SchoolsMt. Pleasant, MI 48858
Mlary Ann WagnerMahkin Mills Junior High-Westland, MI 48184
INDUSTRIAL ARTS
Garth GilletNorth East Junior HighGrand Rapids*,-MI 49505
David Knowlton ,
Bridgman High SchoolBridgman'flMI- 49106
Ron Mehals.ki/ South Middle School
Grand Rapids, MI 45507
Donad Strphmier'WestJunior High Scho
Mt: Pleasant, MI 48858
TerrkTurkFlynnNunior High SchoolSterling Heights, MI 48092
kharlesWilliamsCarter Junior High School"Warren, MI 48093-
r
BUSINESRDUCATION
Grace -BookerMonroe JUniortlighMonrOe; MI 48161
Prevocatio
De,
.Sandy MOuestionColeman: High 5choolColeman, 'MI 48618.
al Performance Objectives.eloOlignt ProjectReview Teams
Betty MoyDandero High,SchoolRoyal Oak, MI 48067
Robert Ristauastern Michigan UniversityYpsilanti, MI 48197
Alexandria, TakisBerkley Scliool DistrictBerkley, MI 48072
Ellis-ThomasMichigan State UniversityEast LariNng, MI 48824
HOME ECONOMICS
Jeanne ClarkBentley High SchoolBurton, MI. 48509
Donna ColionRegd City High SchoolReed City, MI 49677
Marilyn DukeAlbion College (
X
Albion, MI 49224
Denise HobbsHoli"High School,
-Holt, MI 48842
/7-
HOME ECONOMICS JCatinued)
Phyllis Johnsonac_.
0.J. DeJonge Jun or High- LudingtOn, MI 49431 .
Mary Krieger.Eastern. Michigan University.Ypsilanti, MI 48197_
Russell MaplesLansing Public SchoolsLansing; MI' 48933
Jim Olin,'SfiiawasseeCOrunna, MI. 48817
:INDUSTRIAL ARTS
John AltovelliEscanaba Public Schools&Escanaba, MI .49829
George FernsMichigan State UniversidEast Lansing,J1I 48824
Mel FrancisPortage Public Schools.Portage,,MI 49081
Emmett MasonCentral Michigan UnivecsityMt. Pleasant, MI' 48859
Larry Rouse.Portage Public S"choolsPortage, MI 49081
Roger SzeszulskiMidland Public Schools
:Midland, 'MI 48640
Richard VanAlmenL'Ans Creuse SchoolsMt. Cle ens, MI 48045
4'
RECOMMENDED MINIMUM PREVOCATIONAL PERFORMANCE
cationalnation:. Inddstrial Art*
_. . .4-.
.
on cqmpletion of" this COurse, students will have'the Aiollowing skills and Undelarstandingsteachev-made objedtive.referenced tests (ORT's) unless otherwise_indicated:
JEETIVES ..
,Ai.en 241m. scale, and A-
.... %:.r.
2. "Given a 12",U.S. ruler, and-.30"CA.a metric ruler andip-MeeuratiQO
t , objetts
3. ..Given a 0 - 1" micrometer and a0 - 2.54 CM metric mitrometer.
4 'Given the formulas for area,;:volume, board feet-i-ClrcumferenceancriO problems
1
51' Given a kno ledge of (1) rests...
jianCe, (2)% urrent, and (3).. .
voltage an tWeluation for.0hms Law'
.
Given unit c9st inthumter ofunits for 10 problems
%
Given a list of-fractions;decimals, and cdnversien charts(metric, ecimar, and fractionalequivald ce)
el*is. Given p nject assignments and
measuring equipment
a drawing assignmentGiven
JO..-' Gi4m a list;mattergterms
of:subject
11. Given symbols or abbreviationrepresentetive-ef subject are
1,
T2a: Liven a reading assignmentto subject matter
(i.e.vblueprints, schematics-, .
texts, instruc onal manuals)
13. Given a list of terms:appropriateto area
14.
15.
-Ter4mance
thdastudene will identify tendescribed -increments 11P) each.sCale
f-the' student will measurN10'objeots a
the Audeht will measur/ ten_different size objects
ilstuent.will=ttalculate
the student will compute the.missing factor°
the student will'calculate thetdst df mA'terials , '
the student will convert equiv-alent valves ,
the student*will add, subtract,,divideorand multiply
the student will add, subtract,divide, and multiply ' /
the ktudent will (1) write,or (2)' mateli the correct-
definition. -
the student will identify, correctly
the student will identifyimportant points of,theassignment .
the student will
Given a plan sheet and choice the. will complete theof projects plannihg sheet
the stUdentIviil
spell
After appropriate research
16. Given a choice Of jndus fal
related topics
' *See Project Definitiun.,
L_
the student willclass
write a report
4give oral
:04.iteria
....With a Succelsof'/each scale. .
4 . 2ts
70.E o
so, welpat 7 /1p aremeasure tp the nearest.1/16" coptlimm. /.
with a sUcces' of 70%with each instrument.
for.7/10 prObl.erni.correctlly..
for 7/10 probleniscorrectly.
for 7/10 problemscorrectly,
with 70% accuracy.
/necessary,tddesign lay -out 'and d4erntile Projects.
as necessary to center')and.layout the drawingassignments.
.
with.an accuracy of 70%.-
, -
with an accuracy of 70%.
and lis4 them accordingto teacher studentestablished criteria.
a
with an accuracy of 70%.
1to teacher/studentestablished criteria.
i.
to to cher/studentestab fished criteria.
to to chg/studentestablished criteria.
InstructionalRelsobrcpki
4116
./ s
Z1 -N, .
' . Given' liSt..pf visual or
;i yerbar inStrutions (exarripte,servi&cmalfuals)-- --4 k %,- . ..,
. .
'..- 18. GIverCa list, of industrial'related careers .
.
.
i.. 19. -Given a list of occupational., and leis e tir activities
, .
20. After having achiev.ed stdcesfulexperiences "'
r
21. Given appropriate. time'neteriaTs
22. -After appro
ar/
23 'After, ,evaluating irldividu 1
f ittps and dislikes relAte to
idlbsterS14-dtcussingkith a classmate' _
24. After haviqg compiet dproduct
riate
and
e in rlass
25. Given,a variety of teacherprovidid completed .projec s
:26. Given paper and pen
. /
27. Given lab and classrOn.responsibili \ies
28. biderappropriatetime',-)-and/materials \4
Given a list of positive andnegative individual socialbehaviors
(30' Given a list:of Feisonality
traits
31. After haVing achievingdegree of success at peNprmingan activity
the-student 14411t ose instructiOn
'thd stude8t will 4dentify .individuAl inters:t0-
the2studentmAl identithose that re prim r*leisurd ti nd tare occupy nal
the tstuden willthe
student AT describehir4 industrial related orareer areas inter.est thetudent rgost,
g.he%5tude6i. 'deScribe howeer gr ups affect his/hd:r
s and values andthe importance of -'1ffett
th,o, studerft writtenform,.compare an contrasthis or her feelings toAhOseof.the classmate
the. student wilf verbally or,write a briefreportaon what'was-gained it the.experielicd,.and given a second chance Oqwto -improve-his/her work
the student will determineand listthose items which'create pride in work%, ,
the student will write 10acceptable shop behaviors .
ithe student will demonstrate,positivt,soc'al -behavior.
the student will inventory'their, persp c i e.of school,and persona a ibutes
as
the student will - distinguishbetween the positive ndnegative behaviors
the s udent will list.fivA- .
he or she thinkslAprmOst,socia ly rewardirig V,
.1the tudent will assistclas ate. in perforMing t esame a ivity
V
1
4
so they are in the correctsequence and the task iicOmpleted.-
by writing a careerreport of choke.
with 70% accuracy.
in terms of now theywill increase anyavocation interests theymay have. .
;and list three redsons.,1411y.
. k
did or did'not describe.
id or,did not ligt.
so that the studentreco iz any strengthsand w nesses And hawto iMProve oneself.
s1, the *udent wi\so J beable to relate ,this .to'their own work.'-
which apply to physicalshop setting:
by getting along withothers in.caiTying outthose responsibilities.
earyasff4and liswhich tlife ro
an explain theirrationale for theirc oices.
did or did notlist.
so the repetitivityperformance reinforceslearning and increaseswillingness to assistothers.
InstructtonalResources
..p- , . .
'
-.
1tt
. .
.
u
..
Conditions.
A 3
. Performance4t
Criteria'. il
InstruttiopalResource
\32: Giventhe experience in working
togetherej
s
33. Given information on how wellhe or she does on specificindustrial skills '
,.. _
34. Given the Design Analysis Methodand plan sheet
Stn. Given essentials, elements ofinputS, and componentsofindustry
.
3&. Given a mass production projectand-use of equipment
IL .
,
37.. Give a project.assignment and -availa le tools and equipment
,. ..-
38. Given various 'tools and equipment
,--
39. Given a list of ten raw materialS-
' > .
40. Givep the appropriate instrOc-tion, materiels and equipMent
-,..
. .. .
41. Given a display of hand. tools.
42. After having been shown avariety of different power handtools It
43. Given the appropriate drawing,-templets, instruction, drawingequipment and materials
g44. Given materials for shop skills
such as diving nails, pullingnail's, sawing, filing, abrading,polishing, and thiseling, etc:
45. GiVen assorted mechanic41fasteners
.
46. Given a repSir and/or refinishproject assignment
.
47. Given a list of solvents.
1
\ .
48. 'Given the instruction, materialsand'buffer
49. Given a list of:abrasivematerials .
//
, ,'
. .....
the student'is to determineand list the advantages ofcooperation and workingstogether ,
s ,
the student will identthos which he or shk thin srequ e further"developme tand i prov'ement
.
.
the st dent will design and.complet"lan sheet.for a
tprojec. :.
.
the student will0t-identify andexplain
.
the student will participatein the developmtnt of and the.production of a product
' the stpdent will design, plan,and construct 1Noject
_
the student will maintain and.care for tools and equipment
.
tthe.student will identify theindustries that are involved..iii processing the raw materials
...
11.the student will cast mateela
..the student will, identify
-,'
the student will,visuellyidentify them.. )
1
the student will layout thesize and shape of a project,.
,,
.-_,
,
:the student will demonstratethe, correct usage of tools
the student will be able toexplain correct usage
°
the student will repair and /orrefinish a project,
. .
. -
. the student will identifytheir correct use
the student will polish orfinish Op material
the student will .identify
...
miniman of five.-
1
.
.
did or did not idenfify-minimum of three areas.
°
(--- '
check and ok completed.sheet.-
pass written test 70%.
.
as observed by studentsparticipating in thefinal process.
J check and ek'plah pheetand grade completedproject by instruction.
did//or did not do.
. -
with 70% accuracy..
'1
so the casting is°complete. 0
with 70% correct identi-fication.
.
with 70% accuracy...
so that they are withinan accuracy of1/16" ofdrawing dimensi -ons.
according, otopractices.
pass.written test 70%..
grade finished projec
pass' written test 100%:
to the teacheOtudent .
approval.
pass written test.70%.
/
..,,
:. .
,
r
,
k.
4
.s.
.
,,-
i
,
,
--:.,
.
_
°
.
:-
.t14
.
Conditions
50. /Given abrasive material.s
051. Using information on making
assembliei or finished produtts4-
i
Given vdis4la of'twenty-fivedifferent 46 orking.hand tools
Given the f portableelectric to ls: electric drill,belt sande , firTishing sander, .
router; s b'ee saw, and skill saw
Given the following woodworkingmachined: radial arm saw,'jcitinter, planer and table saw
Given a list of lumber processingsteA
56 tiven the folldwing buildengmaterials: solid lupber, plywoOd,veneer. hardboard, particleboard, and plastic laminates:
57 Given twelve wood samples. _
58. Given the following wood joints:butt, dag: miter, dowel,rabbit, mortise,and tennon.
T,
59. Given the.seven.bascfinrshing'Steps: bleathing, paSte.Woodfiller, stain, sealer, finishedcoats, rubbing down and waxing
1-60. Given*.the following finishing'Alt
methodS: brushing, wiping,spraying, dipping and folling
61. Given the following woodworkingmachines: band saws drill press,scroll saw, belt disc sander,and wood-lathe
62. Given a display of twenty-fivedifferent metalworking hand tools
63. Given sheetmetal working machines:(a) squaring shear, (b) drillPress, (c) boX and pan break,and (d) spot welder
6a Gil/en a list and sample ofvarious kinds of metal materials'
65 Givenpresentation on combiningpractices 'of mixing, coating,bonding and mechanical fastening
Performance
the' tudent will followproper abrading techniques _.
athe student. will name productsin the classroom that have beencombined by mixing, coating,.bonding and mechanical fastening
the strident will identify, andwrite their correct names
' the student W11. identify---
the student ill' idelitify
machine adjustments, uses andsafety
thOtudent wi.14i4entify and,explain .\ . -
:the student will identify,.andexplain usetof each
1 4
the student will idehtifydeciduous or- coniferous"samples
the student will identify-I
the Student will identify
thestudent will identify
the student will identifymachine, adjustment, 'andsafety d I
the student will identify andwrite their correct names
ea
students will apply to aproject construction
,the student will identifythese materials
/ the student will identify thepractice
InstructionalResource's
44-
.final sketches should:be,fin' and uniform.
7/10 products named.
with 70% accuracy,
five out-of six correctly.
pas.s-aritten test 70%for each machine.
pass written test 79%,
pass written test 70%for each material.
identify ten out oftwelveLcorrectly. -
passwritten test 70i.
° '
paSs written test 70%.
pas% written' test
paSS written test 70% -4for'each machine (100k.for safety). -7`
/r
identify twenty out oftwenty-fiVe correctly.
quality appropriate tograde level and maturity,
with 70% accuracy.
with 70% accuracy
Conditions
1 ,
66. Give6 the necessary instructionand demonstration on heattreating and forging
6. Given the necessary-instructionsand demonstration in "raming amole', (send tasttng)
68. After having been shown a varietyof plastic forming equipment
it
69. Given ten hand tools for plastics
70. After having been shown a varietyof different power equipment asrelatesto plastics
71. Given the following drawing'equipment: T-square, 45° and300-60° triangle, protractor,architect or mechanical scale,compass, divider and template,
'french curve, parallel bar,drafting machine, pencils (2H,4H, H, HB), erasers, tape,drawing paper, and erasing shield
a- tt72. Giveki/ee following.alphabet of
lines: Nidlect line, hidden line,center line, center point, breakline, cutting plane line, leader,and section line
73. Given the dimensioning rules
74. Given blueprint material's
75. Given sketching problems
76. Given problems, paper, penciland drawing equipment
77. Given the opportunity to workwith the four basic graphicprocesses: relief, intaglio,lithograph, silkscreen
78. Given apprliriate instruction
79'. Given necessary instruction
Performance Criteri InstructionalResources
the student will correctlyduplicate and/or explain theproces5
the student will correctlyduplicge and/or explain theprocess
the student will identify
the student will be able toidentify
..the student will identify
the student will identify,explain and correctly use
the student will identify andcorrectly sketch
the student will identify andexplain the basic dimensionrules
the student will run off blue-prints or reproduce drawingcopies
the student will draw fiveprobleqs in isometric, fiveoblique, five orthographic,and five perspective
the,Student will draw five, .
perspective, five, isometric,five obliques, five ot.tho:-1,
graphics, five sections, andsurface developments
the student will identify each
Chestudent will take, developand enlarge a black_and whitepicture
the student will identify foursources of energy (i.e. oil,gas, wind)
did or did not do.
did or did not do.
with 70% accuracy.
for seven out of tentools.;
with 70% accuracy.
paSs written test by 70%.
pass written test by 70%.
pass written test by 70%.
grade blueprint copy.
with less than four errorsfor each problem.
for.four of the five ineach area.
with 70% accuracy.
did or did not do.
and rank them in order ofavailability and abundance.
Conditions Performance Criteria InstructionalResources
80.' Given instruction on the fivesimple machines
81. Given oppOrtunity to disassemblea,small reciprocating engine
82. Given necessary instruction andvarious types of internal combus-tion engines (i.e. wankle andopposed piston)
83. Given the instruction, equipmentand experiments'
84. Given the instruction, materialand hand tools
85. Given a list of twenty-fiveindustries
86. After having identified interestareas and given a list of occu-pations related to an industrialarea
87. Given the presentation by a.speaker or appropriate mediamaterial on labor unions
88. Given five occupations relatedto an industrial, area
89. Given appropriate time andmaterials
90. After examining future jobmarkets
91. Given necessary information frombooks, pamphlets, and newspapers
92. Given books, pamphlets, andnewspapers
93. Given appropriate informationfrom books, pamphlets, andnewspapers
94. Given appropriate time andmaterials
the student will list andstate two applications for eatfi
the student will visuallyidentify basic parts of thatengine
the student. will open, Seeingeach, identify the engine type
the student will. develop anawareness of generation ofelectricity, control of elec-tricity, circuitry, uses orapplications of electricity
the student will complete a'simple wiring circuit (i.e.wire a lamp)
the student will determine andidentify those that producegoods versus those that performservices
the student will list andexplain from the list which heor she is most interested in '
the student will listen,A observe and list benefits,
gains and responsibilities ofthe union
the student will list addi-tional,occupations which aredependent upon their existence
the student will list factorsinfluencing job marketsrelated to industrial areasand write an example of each
theEtudent will identify jobfamilies related to industrialareas in which there will be anemployment increase within thenext five years
the student will identifyeducation requirements
the student will list workingconditions
the student will list salariesand benefits
the student will list occupa-tions that are directly relatedto subject areas
minimum of ten.
minimum of five.
did or dnot,4o.
with 70% accuracy.
so the product worksproperly and safely. .
with 70% accuracy.
minimum of'five.
five benefits and fiveresponsibilities.
minimum of four.
minimum of five.
minimum of three.
*minimum of seven.
.mimimum of five.
minimum of five occu-pations.
minimum of ten occupations t
Conditions" Performance Criteria '
95. Given the personnel managementof the element of industry
96. After having accumulated severaleditions of the local newspapers"H7_13 WANTED" sections
. ,
97. Given an employment application
98. ,Given appropriate'resourcematerial ,
99. Given a weeks period of time
100. After a teacher directeddiscussion
101. Given a list of consumableproducts
102. Given two products by differentmanufacturers
103. Give two product pamphlets bydiff ent manufacturers
104. Given a problem concerning thepurchase of a piece of dquipment
105; Given a film on ecology(resources)
106. After discussion orconservat on.of material ff
107. Given a list of ten consumableproducts- needed
108. Given the five steps in problemsolving
109. Given the Design Analysis Methodand a problem
110. Given a plan sheet and productassignment
111. Given students ambitions
the student will define hiring,training, working, advancing,and retiring
the student will list thoseoccupations that repeat-inthe Want Ads
the student will complete theform as necessary for the jobopenings ,
the student will be able totrace products from rawmaterial,to manufacturer tomarketing
the Student will note T.V.,newspaper, magazine and radio,by a'log, the amount of space...,in print and/or time spent inadverttOment
the-student will write-oneparagraph og wholesale andretail purchasing and itsaffect on prices
the student will identify theVendor which can supply theproducts
the student will determinewhich is better by quality,function's and price
the student will determinewhich has better.. warranty
the student will considerdifferent methods of financind
the student mill explain conser-vation of resources
the student will list ways tocons4 erve materials
the student will determinewhich are least ecologiCallydestructible (pollution,energy saving, and wasteful)
the student will explain thefive steps of Design AnalysisMethod
the student will follow throughthe five steps.
the student.will complete thefour parts of a plan sheet
theEtudent will determine alist of careers which may suitthem
does or does not do.
in a four week period.
611 appropriate blanksare completed.
all major steps will beidentified.
so they can explain thesignificance of advertise-,ment in marketing.
did or did not do.
with 70% accuracy.
as observed by writtenreport,
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select4best warranty.
so they-will realize a'savings by the comparison.
pass written test 70%.
mimimum of five.
minimum of seven.,
pass written test 70%.
in reaching a solutionto the problem given.
Check and ok plan sheetfor jects.
list fivefive areers.
InstructionalResources
Conditions Performance, Criteria InstructionalResources
. 112. Given the career interest, the student will research, dis,course descriptions and counselor cuss, and 'consider course
selections
113.Given the local vocationalprograms
114. After having listened to asafety lectu're on appropriatematerial to doyer the area inwhich is ring taught,
115. Given proper verbal instruction,'visual demonstrations, and reading appropriate Literature foreach power woodworking machineto be used by the student
116. .Given proper verbal instruction,Visual demonstrations, and read-
,ing appropriate literature foreach power woodworking hand tool,to.be used by the student in the.setting he/she will be working in
117. Given proper verbal instructions,visual demonstrations, and readappropriate literature foreach metal working dower machine'
1 the student will be using duringthe course
118. Given proper verbal instructions,visual demonstrations,. and read-ing appropriate literature forthe .safe and proper use of theArc Weldor
119.-Givep proper verbal instructions,'visual,demonstrations,'and read-ing. appropriate literature for..the'safe use of gas equipment
120. Given verbal instructions, anda visual demonstration on theproper use of all required safetyequipment
121. Given a school shop or workstation which requires eye
. protection
122. Given a sharp hand tool andappropriate material
the .student will identify thetwo which host 'closely matchhis/her-Occupational goals
the student will take,a safety, exam made grby the instructorin charge (fitting the 'area of'Industrial. Education being; ..,
.
the tticifent will be tested
...eitherY(1) by written exam,'.(2),verbal testing, or (3)visually demonstratinga safe,and correct method of use foreach'power machine
the student will (1) take asafety exam, (2) demonstrateproper usage, and (3) verballyrecite the safety precautionnecessary fer'the safe use ofthese items
the student. will (1) take anexam; (2) verbally expreSs thesafety precautions, and (3)demonstrate the correct use aw
of all items concerned
the student will (1) take awritten exam, (2) give verbalsafety instructions, and (3)demonstrate the proper,uSe ofthe equipment and set-upsequence
theludent will (1) take awritten exam, (2) give verbalsafety instructions, and (3)demonstrate the proper safeuse of the equipment
the student will -(1) take awritten exam, ,(2) give verbalinstructions for-the correctand proper use for all safetyequipment, and all work. areasconcerned, and (39 demonstratecorrect adjusting and wearingof all safety-equipment
the student will wear approvedeye protection
the student will use the tool
f
so they are able to makechoices relative tointerest, vocational oravocational.
name two programs. .
and pass by a minimum of
85%.
to a satisfaction 80%by theinstructor incharge'on the writtenportion; and 100% on theverbal, and/or demonstra-tion.
to a satisfaction of amin,imUm of 80% on-thewritten dortion, and 100%on the Jerbal.and demon-stration prior to use.
with a minimum.,of 80% onthe written exam, and100% on the verbal anddemonstration pHor touse.
with a minimum of 80%onthe. witten exam,'and100% on 'the verbal and
%demonstration of usageprior to use.
with a minimum of 80% onthe written exam, and100% on the verbatl anddemonstration prior touse..
with a minimuM of 80% onthe written. exam, and100% on the verbal anddemonstration of usageof all appropriate safetyequipment and apparel.
eye protection in placeat all times.
so that there is nopersonal injury.
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Criteria
100% of the answers willbe acceptable.
so that no damage isdone to the power tool andno personal-injury occurs.
100% of the answers willbe acceptable.
the. rearranged list willmatch the teacher's key.
as specified by,gIOSHAor accepted occupationalstandards.
all key equipment, exits,and routes must beincluded.
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"Instructional
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Resources
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Conditions Peformance
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,
123. Given a test,over general .safety.
124. Given a power tool and appropriatematerial
..
125/ Given a safety test over one ormore-powee.too1,6
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126. Given a scrambled list of safeprocedures for 'a 'process or tool
operation
127. Given a shop situation whichrequires safety clothes
128. Given a shop situation
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,..,
the stude(t) will write answersin longhand and sign with,alegal sighature .
the student will operate thetool at an appropriate skilllevel
..
the studerit will write answersin longhand and sign a legalsignature. '.
the student will rearrange thelist into a logical safe list
the studehkwill wear safetyclothes
the student will point out orexplain the fire equipment andfire exits or routes
.
.
,
*The performanCe objectives considered to be applicable to all Industrial Arts courses are numbered 1 through 51
and 85 through 128. Specific InduslHal Arts performance objectives for skill development are numbered as follows: ,
12-70 Manufacturing/Construction71-78 Graphic Communications79-84 Power and Energy
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MICHIGAN, STATE BOARD. OF EDUC
STATEMENT OF ASSURANCE OF 'COMPLIANCE.
TIO
H FEDERAL LAW
The Michigan State Board of Education hereby a rees that it will complywith Federal laws ,prohibiting discrimination and with, all requirementsimposed by or pursuant to regulations of the U.S. Department of Health,Eciucat'on end/Welfare. Therefore, it shall be `the policy of the MichiganState oard, of Education that no person on the basis of race, color,religio n Urinal origin or ancestry, age, sex, or marital status shall bediperi ted against-, excluded from participation in, be denied the benefitsof, or be otherwise subjected' to discrimination under any federally fundedpr&grarre or activity for which the Michigan State Board. of Education° isresponsil3le or for which it receives federal financial assistance from theDepartment of Health, Education and Welfare. This policy of non-discrimination shall also apply to otherwise qualified handicappedindividuals. . e
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