Proposed Rules Title 19

TITLE 19. EDUCATION

PART 1. TEXAS HIGHER EDUCATION COORDINATING BOARD

CHAPTER 1. AGENCY ADMINISTRATION

SUBCHAPTER A. GENERAL PROVISIONS

19 TAC §1.19

The Texas Higher Education Coordinating Board proposes new §1.19 concerning General Provisions. This new section was adopted on an emergency basis and appeared in the May 15, 2009, issue of the Texas Register (34 TexReg 2862). Specifically, the new section would establish procedures concerning professional development through education and training for agency's administrators and employees. In order for an agency to provide training and education to its employees, it must adopt rules allowing same. Section 656.048 of the Government Code directs that: "(a) A state agency shall adopt rules relating to: (1) the eligibility of the agency's administrators and employees for training and education supported by the agency; and (2) the obligations assumed by the administrators and employees on receiving the training and education."

Dr. Arturo Alonzo, Deputy Commissioner, has determined that for each year of the first five years the new section is in effect, there will be no fiscal implications to state or local government as a result of enforcing or administering the rules.

Dr. Alonzo has also determined that for each year of the first five years the new section is in effect, the public benefit anticipated as a result of this change will be that staff will be allowed to continue with professional development through education and training. There are no anticipated economic costs to persons who are required to comply with the section as proposed. There is no impact on local employment.

Comments on the proposal may be submitted to Dr. Arturo Alonzo, P.O. Box 12788, Austin, Texas 78711, (512) 427-6143, or arturo.alonzo@thecb.state.tx.us. Comments will be accepted for 30 days following publication of the proposal in the Texas Register.

The new section is proposed under the Texas Education Code, §61.027, which provides the Coordinating Board with general rulemaking authority, and Article III of the General Appropriations Act of the 80th Texas Legislature.

The new section affects the Texas Education Code, §61.027.

§1.19.Education and Training of Board Administrators and Employees.

The Texas Higher Education Coordinating Board values its administrators and employees and encourages lifelong learning and professional development through education and training pursuant to the State Employees Training Act, Texas Government Code §§656.041 - 656.104 and successor sections. The eligibility of the agency's administrators and employees for training and education provided by the agency, and the obligations, including restrictions and potential liability, assumed by administrators and employees on receiving such training and education, shall be as set forth in the Board's policies.

This agency hereby certifies that the proposal has been reviewed by legal counsel and found to be within the agency's legal authority to adopt.

Filed with the Office of the Secretary of State on May 29, 2009.

TRD-200902068

Bill Franz

General Counsel

Texas Higher Education Coordinating Board

Proposed date of adoption: July 30, 2009

For further information, please call: (512) 427-6114

Chapter 17. RESOURCE PLANNING

Subchapter B. BOARD APPROVAL

19 TAC §17.11, §17.14

The Texas Higher Education Coordinating Board proposes amendments to §17.11(1) and (2), concerning projects exempt from Board approval, and §17.14(c), concerning re-approval of projects. Specifically, in compliance with Senate Bill 1796, 81st Texas Legislature, the proposed amendments increase the threshold for projects that are exempt from Board approval to $4 million for both new construction and repair and renovation projects. In addition the amendments exempt projects previously approved by the Board under $4 million from having to seek re-approval as required by §17.14(a).

Ms. Susan Brown, Assistant Commissioner, Planning and Accountability, has determined that for each year of the first five years the amended sections are in effect, there will not be any fiscal implications to state or local government as a result of enforcing or administering the rules.

Ms. Brown has also determined that for each year of the first five years the amended sections are in effect, the public benefit anticipated as a result of administering the sections will be more efficient Board operations relating to institution facility project approvals. There is no effect on small businesses. There are no anticipated economic costs to persons who are required to comply with the sections as proposed. There is no impact on local employment.

Comments on the proposal may be submitted to Gary W. Johnstone, Deputy Assistant Commissioner, Planning and Accountability, 1200 East Anderson Lane, Austin, Texas 78752 or gary.johnstone@thecb.state.tx.us. Comments will be accepted for 30 days following publication of the proposal in the Texas Register.

The amendments are proposed under the Texas Education Code, §61.058(a).

The amendments affect Texas Education Code, §61.058.

§17.11.Projects Exempt from Board Approval.

The following types of projects are exempt from Board approval:

(1) New construction projects costing less than $4 million [ ~~$1 million~~ ];

(2) Repair and renovation projects costing less than $4 million [ ~~$2 million~~ ];

(3) - (9) (No change.)

§17.14.Re-approval of Projects.

(a) - (b) (No change.)

(c) Projects approved prior to September 1, 2009, are exempt from the provisions of subsection (a) of this section if the new project cost does not exceed the amounts specified in §17.11(1) and/or (2) of this title (relating to Projects Exempt from Board Approval).

This agency hereby certifies that the proposal has been reviewed by legal counsel and found to be within the agency's legal authority to adopt.

Filed with the Office of the Secretary of State on May 29, 2009.

TRD-200902094

Bill Franz

General Counsel

Texas Higher Education Coordinating Board

Proposed date of adoption: July 30, 2009

For further information, please call: (512) 427-6114

Part 2. TEXAS EDUCATION AGENCY

Chapter 127. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR CAREER DEVELOPMENT

The State Board of Education (SBOE) proposes amendments to §127.1 and §127.11 and new §§127.3, 127.4, and 127.13-127.15, concerning the Texas essential knowledge and skills (TEKS) for career development. The sections establish the TEKS for career orientation courses in middle school and high school. The proposal would revise the TEKS based on recommendations of the career and technical education (CTE) review panel, in accordance with the Texas Education Code (TEC), §28.0022, and would include an implementation date of the 2010-2011 school year.

The 80th Texas Legislature, 2007, passed House Bill (HB) 3485, adding the TEC, §28.0022, requiring the Texas Education Agency (TEA) to establish a panel to review and recommend revisions to the CTE curriculum. HB 3485 requires the panel to make recommendations to the SBOE not later than November 1, 2008, as necessary to increase the academic rigor of the CTE curriculum under the TEC, §28.002(a)(2)(F), and to improve and increase participation in the program under which high schools and articulated postsecondary institutions allow high school students to take advanced technical credit courses. HB 3485 further requires the SBOE to revise the CTE TEKS based on the recommendations of the panel no later than September 1, 2009. Districts are required to use the revised TEKS beginning with the 2010-2011 school year.

The CTE review panel presented recommendations to the SBOE at the November 2008 meeting. The SBOE asked the CTE review panel to present prioritized recommendations at a future meeting. The review panel presented prioritized recommendations at the March 2009 meeting.

In April, June, August, and October 2008 and January and April 2009, writing teams were convened to review all CTE TEKS and make recommendations for revisions. After the November 2008 meeting, the SBOE received draft recommendations for proposed revisions to the career orientation TEKS. A discussion item regarding the proposed revisions to 19 TAC Chapter 127, Texas Essential Knowledge and Skills for Career Orientation, Subchapter A, Middle School, and Subchapter B, High School, was presented to the SBOE Committee of the Full Board during the March 2009 meeting.

The proposed revisions were modified subsequent to presentation for discussion at the March 2009 SBOE committee meeting. Modifications reflected work of the writing team meeting conducted in April 2009, including changes made in response to questions raised by SBOE committee members during the March 2009 meeting.

The SBOE Committee of the Full Board held a public hearing on 19 TAC Chapter 127, Texas Essential Knowledge and Skills for Career Orientation, Subchapter A, Middle School, and Subchapter B, High School, on May 20, 2009. At the May 22, 2009, meeting, the SBOE approved the proposed revisions for first reading and filing authorization.

The proposal would have no procedural and reporting implications. Also, the proposal would have no locally maintained paperwork requirements.

Anita Givens, associate commissioner for standards and programs, has determined that for the first five-year period the amendments and new sections are in effect there will be fiscal implications for state and local government as a result of enforcing or administering the amendments and new sections.

There will be normal business costs associated with this process for the TEA, including staff and writing team travel, meeting accommodations, and production and dissemination of documents. In addition, a need for the development and implementation of professional development to help teachers and administrators understand the revised CTE TEKS is anticipated. It is not possible to determine the exact fiscal implication until input is received from districts regarding potential needs.

There are anticipated fiscal implications for school districts to implement the revised TEKS, which may include the need for professional development and revisions to district-developed databases, curriculum, and scope and sequence documents. Since curriculum and instruction decisions are made at the local district level, it is difficult to estimate the fiscal impact on any given district.

Ms. Givens has determined that for each year of the first five years the amendments and new sections are in effect the public benefit anticipated as a result of enforcing the rule actions would include better alignment of the TEKS and coordination of the standards with the adoption of instructional materials. In addition, the academic rigor of the CTE TEKS will be increased. There is no anticipated economic cost to persons who are required to comply with the proposed amendments and new sections.

The TEA has determined that there is no direct adverse economic impact for small businesses or microbusinesses; therefore, no regulatory flexibility analysis, specified in Texas Government Code, §2006.002, is required.

Comments on the proposal may be submitted to Cristina De La Fuente-Valadez, Policy Coordination Division, Texas Education Agency, 1701 North Congress Avenue, Austin, Texas 78701, (512) 475-1497. Comments may also be submitted electronically to rules@tea.state.tx.us or faxed to (512) 463-0028. In conjunction with the regularly scheduled July 2009 State Board of Education meeting, a public hearing on the proposal will be held on Wednesday, July 15, 2009, in Room 1-104, William B. Travis Building, 1701 North Congress Avenue, Austin, Texas.

Subchapter A. MIDDLE SCHOOL

19 TAC §§127.1, 127.3, 127.4

The amendment and new sections are proposed under the Texas Education Code, §7.102(c)(4), which authorizes the SBOE to establish curriculum and graduation requirements; §28.002, which authorizes the SBOE to by rule identify the essential knowledge and skills of each subject of the required curriculum that all students should be able to demonstrate and that will be used in evaluating textbooks; and §28.0022, which authorizes the SBOE to by rule revise the essential knowledge and skills of the career and technical education curriculum as provided by Section 28.002(c) based on the recommendations of the panel under Subsection (d).

The amendment and new sections implement the Texas Education Code, §§7.102(c)(4), 28.002, and 28.0022.

§127.1.Implementation of Texas Essential Knowledge and Skills for Career Development [ ~~Orientation~~ ], Middle School.

The provisions of this subchapter shall be implemented by school districts beginning with the 2010-2011 school year, with the exception of §127.2 of this title (relating to Career Investigations). Section 127.2 of this title was implemented [ ~~supersede §75.50(e) of this title (relating to Career Investigation) beginning~~ ] September 1, 1998 , and will be superseded by §127.3 and §127.4 beginning with the 2010-2011 school year .

§127.3.Exploring Careers.

(a) General requirements. This course is recommended for students in Grades 7-8.

(b) Introduction. The career development process is unique to every person and evolves throughout one's life. Students will use decision-making and problem-solving skills for college and career planning. Students will explore valid, reliable educational and career information to learn more about themselves and their interests and abilities. Students integrate skills from academic subjects, information technology, and interpersonal communication to make informed decisions. This course is designed to guide students through the process of investigation and in the development of a college and career achievement plan. Students will use interest inventory software or other tools to explore areas of personal interest. Students will use this information to explore educational requirements for a variety of chosen career paths. Districts have the flexibility of offering career exploration knowledge and skills in a variety of instructional arrangements.

(1) The student explores personal interests and aptitudes as they relate to education and career planning. The student is expected to:

(A) complete, discuss, and analyze the results of personality, career interest, and aptitude assessments;

(B) explore the career clusters as defined by the U.S. Department of Education;

(D) research current and emerging fields related to personal interest areas;

(E) determine academic requirements in career fields related to personal interest areas;

(F) explore how career choices impact the balance between personal and professional responsibilities; and

(G) research educational options and requirements using appropriate technology.

(2) The student analyzes personal interests and aptitudes regarding education and career planning. The student is expected to:

(A) create a personal career portfolio;

(B) make oral presentations that fulfill specific purposes using appropriate technology;

(D) determine the impact of technology on careers of personal interest; and

(E) identify entrepreneurial opportunities within a field of personal interest.

(3) The student analyzes college and career opportunities. The student is expected to:

(A) determine academic requirements for transition from one learning level to the next;

(B) explore opportunities for earning college credit in high school such as advanced placement courses, International Baccalaureate courses, dual credit, and local and statewide articulated credit;

(D) discuss the impact of effective college and career planning;

(E) demonstrate decision-making skills related to school and community issues, programs of study, and career planning; and

(F) identify how performance on assessments such as the SAT®, ACT®, ASVAB®, and ACCUPLACER® impact personal academic and career goals.

(4) The student evaluates skills for personal success. The student is expected to:

(A) implement effective study skills for academic success;

(B) use interpersonal skills to facilitate effective teamwork;

(D) use effective time-management and goal-setting strategies;

(E) effectively use information and communication technology tools; and

(F) identify skills that can be transferable among a variety of careers.

(5) The student recognizes the impact of career choice on personal lifestyle. The student is expected to:

(A) prepare a personal budget reflecting the student's desired lifestyle;

(B) use appropriate resources to compare and contrast salaries and educational requirements of at least three careers in the student's interest area; and

(6) The student demonstrates an understanding of personal financial management. The student is expected to:

(A) compare the advantages and disadvantages of different types of banking services;

(B) simulate opening and maintaining different types of bank accounts;

(D) reconcile bank statements, including fees and services.

(7) The student develops skills for professional success. The student is expected to:

(A) demonstrate effective verbal, nonverbal, written, and electronic communication skills;

(B) evaluate the impact of positive and negative personal choices, including use of electronic communications such as social networking sites;

(D) recognize the importance of a healthy lifestyle, including the ability to manage stress;

(E) explore and model characteristics necessary for professional success such as work ethics, integrity, dedication, perseverance, and the ability to interact with a diverse population; and

(F) complete activities using project- and time-management techniques.

(8) The student identifies and explores technical skills essential to careers in multiple occupations, including those that are high skill, high wage, or high demand. The student is expected to:

(A) complete actual or virtual labs to simulate the technical skills required in various occupations; and

(B) analyze the relationship between various occupations such as the relationship between interior design, architectural design, manufacturing, and construction on the industry of home building or the multiple occupations required for hospital administration.

§127.4.Career Portals.

(a) General requirements. This course is recommended for students in Grades 7-8.

(b) Introduction. The goal of this course is to create a culture of high expectation and continuous improvement that provides middle school students with a foundation for success in high school, future studies, and careers. Students explore college and career planning within specific career cluster(s). The students research labor market information, learn job-seeking skills, and create documents required for employment. Students use self-knowledge to explore and set realistic goals. Districts have the flexibility of offering career exploration knowledge and skills in a variety of instructional arrangements.

(1) The student explores one or more career clusters of interest. The student is expected to:

(A) identify the various career opportunities within one or more career clusters; and

(B) identify the pathways within one or more career clusters.

(2) The student explores pathways of interest within one or more career clusters. The student is expected to:

(A) investigate career opportunities within the pathways;

(B) explore careers of personal interest;

(D) research the certification or educational requirements for careers of personal interest; and

(E) describe the technical-skill requirements for careers of personal interest.

(3) The student explores programs of study. The student is expected to:

(A) compare levels of education for careers of personal interest;

(B) identify the academic and technical skills needed; and

(4) The student explores the professional skills needed for college and career success. The student is expected to:

(A) articulate the importance of strong academic skills to meet personal academic and career goals;

(B) explore the importance of curricular, extracurricular, career preparation, and extended learning experiences;

(C) develop a personal six- or eight-year achievement plan that incorporates rigorous academic and relevant enrichment courses;

(D) explore the steps required to participate in a variety of career and educational opportunities, including, but not limited to, entry-level employment, military service, apprenticeships, community and technical colleges, and universities;

(E) identify professional associations affiliated with a specified program of study;

(F) employ effective leadership, teamwork, and conflict management;

(G) recognize the value of community service and volunteerism; and

(H) demonstrate characteristics required for personal and professional success, including work ethics, integrity, dedication, perseverance, and the ability to interact with a diverse population.

(5) The student understands personal financial management and recognizes the value of personal fiscal responsibility. The student is expected to:

(A) compare and contrast different types of banking services;

(B) open and maintain different types of simulated bank accounts;

(D) reconcile bank statements, including fees and services;

(E) compare and contrast forms of credit, including credit cards and debit cards;

(F) list the qualifications and procedures to obtain and improve credit scores;

(G) discuss the impact of identity theft on credit; and

(H) examine the effects of poor credit scores as they relate to personal finance and career opportunities.

(6) The student explores labor market information. The student is expected to:

(A) analyze national, state, regional, and local labor market information;

(B) cite evidence of high-skill, high-wage, or high-demand occupations based on analysis of labor market information; and

(7) The student explores job-seeking skills. The student is expected to:

(A) identify the steps for an effective job search;

(B) describe appropriate appearance for an interview; and

(8) The student creates professional documents required for employment. The student is expected to:

(A) develop a resumé;

(B) write appropriate business correspondence such as a letter of intent and a thank you letter;

(D) explain protocol for use of references.

This agency hereby certifies that the proposal has been reviewed by legal counsel and found to be within the agency's legal authority to adopt.

Filed with the Office of the Secretary of State on June 1, 2009.

TRD-200902118

Cristina De La Fuente-Valadez

Director, Policy Coordination

Texas Education Agency

Earliest possible date of adoption: July 12, 2009

For further information, please call: (512) 475-1497

Subchapter B. HIGH SCHOOL

19 TAC §§127.11, 127.13 - 127.15

The amendment and new sections are proposed under the Texas Education Code, §7.102(c)(4), which authorizes the SBOE to establish curriculum and graduation requirements; §28.002, which authorizes the SBOE to by rule identify the essential knowledge and skills of each subject of the required curriculum that all students should be able to demonstrate and that will be used in evaluating textbooks; §28.0022, which authorizes the SBOE to by rule revise the essential knowledge and skills of the career and technical education curriculum as provided by Section 28.002(c) based on the recommendations of the panel under Subsection (d); and §28.025, which authorizes the SBOE to by rule determine curriculum requirements for the minimum, recommended, and advanced high school programs that are consistent with the required curriculum under §28.002.

The amendment and new sections implement the Texas Education Code, §§7.102(c)(4), 28.002, 28.0022, and 28.025.

§127.11.Implementation of Texas Essential Knowledge and Skills for Career Development [ ~~Orientation~~ ], High School.

The provisions of this subchapter shall be implemented by school districts beginning with the 2010-2011 school year, with the exception of §127.12 of this title (relating to Career Connections (One-Half Credit)). Section 127.12 of this title was implemented [ ~~effective~~ ] September 1, 1998 , and will be superseded by §§127.13-127.15 beginning with the 2010-2011 school year .

§127.13.Career Preparation I (Two to Three Credits).

(a) General requirements. This course is recommended for students in Grades 11-12.

(b) Introduction. Career Preparation I provides opportunities for students to participate in a learning experience that combines classroom instruction with paid business and industry employment experiences and supports strong partnerships among school, business, and community stakeholders. The goal is to prepare students with a variety of skills for a fast-changing workplace. This instructional arrangement should be an advanced component of a student's individual program of study. Students are taught employability skills, which include job-specific skills applicable to their training station, job interview techniques, communication skills, financial and budget activities, human relations, and portfolio development. Career preparation is relevant and rigorous, supports student attainment of academic standards, and effectively prepares students for college and career success.

(1) The student uses employability skills to gain an entry-level job in a high-skill, high-wage, or high-demand field. The student is expected to:

(A) identify employment opportunities;

(B) demonstrate the application of essential workplace skills in the career acquisition process;

(D) complete job search documents, including job applications and I-9 and W-4 forms;

(E) demonstrate proper interview techniques in various situations; and

(F) create and complete appropriate documents such as electronic portfolio, employment application, letter of intent, and thank you letters.

(2) The student develops skills for success in the workplace. The student is expected to:

(A) identify and model appropriate grooming and appearance for the workplace;

(B) demonstrate dependability, punctuality, and initiative;

(D) model appropriate business and personal etiquette in the workplace;

(E) exhibit productive work habits, ethical practices, and a positive attitude;

(F) demonstrate the ability to work with the other employees to support the organization and complete assigned tasks;

(G) identify how to prioritize work to fulfill responsibilities and meet deadlines;

(H) evaluate the relationship of good physical and mental health to job success and personal achievement; and

(I) demonstrate effective methods to secure, maintain, and terminate employment.

(3) The student applies work ethics, employer expectations and interactions with diverse populations, and communication skills in the workplace. The student is expected to:

(A) illustrate how personal integrity affects human relations on the job;

(B) research characteristics of successful working relationships such as teamwork, conflict resolution, self-control, and ability to accept criticism;

(D) demonstrate respect for the rights of others;

(E) develop listening skills;

(F) apply effective listening skills used in the workplace;

(G) identify ethical standards; and

(H) comply with organizational policies and procedures.

(4) The student applies academic skills to job skills. The student is expected to:

(A) apply mathematical skills to business transactions;

(B) develop a personal budget based on a career choice;

(D) organize, write, and compile workplace business documents.

(5) The student applies ethical behavior standards and legal responsibilities within the workplace. The student is expected to:

(A) research and compare published workplace policies and procedures;

(B) demonstrate responsible and ethical behavior;

(D) describe the consequences of breach of confidentiality; and

(E) research and describe laws related to different careers.

(6) The student applies the use of self-development techniques and interpersonal skills to accomplish objectives. The student is expected to:

(A) identify and practice effective interpersonal and team-building skills with coworkers, managers, and customers; and

(B) develop effective leadership skills through participation in activities such as career and technical student organizations.

(7) The student applies concepts and skills related to safety at the workplace. The student is expected to:

(A) identify and apply safe working practices related to training station;

(B) demonstrate knowledge of personal and occupational safety practices in the workplace;

(D) explain Occupational Safety and Health Administration regulations in the workplace; and

(E) determine health and wellness practices that influence job performance.

(8) The student evaluates personal attitudes and work habits that support career retention and advancement. The student is expected to:

(A) analyze the future employment outlook in the occupational area;

(B) describe entrepreneurial opportunities in the occupational area;

(D) evaluate strategies for career retention and advancement in response to the changing global workplace;

(E) summarize the rights and responsibilities of employers and employees; and

(F) determine effective money-management and financial-planning techniques.

(9) The student identifies skills and attributes necessary for professional advancement. The student is expected to:

(A) evaluate and compare employment options, including salaries and benefits;

(B) compare rewards and demands for various levels of employment in a variety of careers;

(D) determine continuing education opportunities that enhance career advancement and promote lifelong learning.

§127.14.Career Preparation II (Two to Three Credits).

(a) General requirements. This course is recommended for students in Grade 12. Recommended prerequisite: Career Preparation I.

(b) Introduction. Career Preparation II develops essential knowledge and skills through classroom technical instruction and on-the-job training in an approved business and industry training area. Students will develop skills for lifelong learning, employability, leadership, management, work ethics, safety, and communication as a group; however, each student will have an individual training plan that will address job-specific knowledge and skills. Approved training sponsors will provide paid occupational training for a student. The training sponsor will assist the teacher in providing the necessary knowledge and skills for the student's specific career preparation.

(1) The student uses and evaluates employability skills to maintain a position in a company. The student is expected to:

(A) create a professional electronic portfolio, including a two- to four-year individual career plan of study, resumé, cover letter, awards, commendations, and thank you letters;

(B) obtain letters of recommendation;

(D) refine interview skills.

(2) The student develops advanced knowledge and skills associated with success in the workplace. The student is expected to:

(A) maintain appropriate grooming and appearance for the workplace;

(B) demonstrate positive interpersonal skills, including respect for diversity;

(D) exhibit productive work habits, attitudes, and ethical practices;

(E) evaluate consequences for breach of personal and occupational safety practices in the workplace; and

(F) prioritize work to fulfill responsibilities and meet deadlines.

(3) The student applies work ethics, job expectations, multicultural considerations, and communication skills in the workplace. The student is expected to:

(A) evaluate personal integrity and its effects on human relations in the workplace;

(B) evaluate characteristics of successful working relationships such as teamwork, conflict resolution, self-control, and the ability to accept criticism;

(D) analyze employer expectations;

(E) exhibit productive work habits and attitudes;

(F) communicate effectively to a variety of audiences;

(G) analyze ethical standards; and

(H) comply with organizational policies and procedures.

(4) The student applies academic knowledge and skills in the workplace. The student is expected to:

(A) apply critical- and creative-thinking skills to solve complex problems;

(B) integrate mathematical concepts into business transactions;

(D) apply effective listening skills used in the workplace;

(E) read and write technical reports and summaries; and

(F) apply effective verbal, nonverbal, written, and electronic communication skills.

(5) The student recognizes legal responsibilities of the workplace. The student is expected to:

(A) evaluate provisions of the Fair Labor Standards Act;

(B) analyze the legal consequences of breach of confidentiality; and

(6) The student recognizes the dangers of identity theft. The student is expected to:

(A) identify various methods criminals use to obtain information; and

(B) research how to avoid becoming a victim.

(7) The student applies the use of self-development techniques and interpersonal skills to improve personal development. The student is expected to:

(A) evaluate effective interpersonal and team-building skills involving situations with coworkers, managers, and customers; and

(B) participate in leadership and career-development activities.

(8) The student recognizes knowledge and skills related to safety in the workplace. The student is expected to:

(A) apply safe working practices to training station;

(B) evaluate unsafe work practices and attitudes;

(D) recognize the importance of applying safety rules in all situations; and

(E) analyze health and wellness practices that influence job performance.

(9) The student acquires the academic and technical skills for future education and employment in high-skill, high-wage, or high-demand occupations. The student is expected to:

(A) research and identify current or emerging occupations;

(B) analyze future employment outlook;

(D) analyze rewards and demands for various levels of employment;

(E) identify the academic and technical entry requirements for employment in various high-skill, high-wage, or high-demand occupations;

(F) identify and pursue opportunities, available in high school and post secondary, to acquire the necessary academic and technical skills for employment in high-skill, high-wage, or high-demand occupations;

(G) evaluate the rights and responsibilities of employers and employees; and

(H) apply money-management and financial-planning techniques.

(10) The student identifies skills and attributes necessary for professional advancement. The student is expected to:

(A) evaluate and compare employment options such as salaries, benefits, and prerequisites;

(B) compare rewards and demands for various levels of employment in a variety of careers;

(D) determine preparation requirements for levels of employment in a variety of careers;

(E) determine interests, abilities, personal priorities, and family responsibilities affecting career choice; and

(F) demonstrate effective methods to secure, maintain, and terminate employment.

§127.15.Problems and Solutions (One-Half to One Credit).

(a) General requirements. This course is recommended for students in Grades 11-12.

(b) Introduction. Problems and Solutions is a project-based research course for students who have the ability to research a real-world problem. Students develop a project on a topic related to career interests, use scientific methods of investigation to conduct in-depth research, are matched with a mentor from the business or professional community, compile findings, and present their findings to an audience that includes experts in the field. To attain academic success, students must have opportunities to learn, reinforce, apply, and transfer their knowledge, skills, and technologies in a variety of settings. This course is designed to provide students an opportunity to earn one advanced measure for the Distinguished Achievement Program.

(1) The student applies mathematics, science, English language arts, and social studies in independent study. The student is expected to:

(A) select an original independent study project for personal enrichment and professional development;

(B) use reading and research skills to investigate self-selected topics and compile a research portfolio;

(D) identify community, state, national, or international issues to select a project;

(E) conduct a project under the supervision of a mentor;

(F) use scientific methods of investigation;

(G) apply statistical concepts to analyze data, evaluate results, and draw conclusions;

(H) compare and contrast findings in a coherent and organized manner; and

(I) present the independent research project to an appropriate audience of experts in the field using a variety of technologies.

(2) The student uses verbal and nonverbal communication skills. The student is expected to:

(A) listen actively and effectively in group discussions;

(B) use a variety of resources to access, process, and collect data relevant to the project; and

(3) The student demonstrates professional ethical behavior standards and legal responsibilities. The student is expected to:

(A) analyze ethical challenges posed by factors such as cost containment, new and emerging technologies, and allocation of limited resources; and

(B) review legal issues related to the research project.

(4) The student designs and develops a research project related to their career interests. The student is expected to:

(A) identify processes to be used in the independent research project; and

(B) use resources to complete a project.

(5) The student uses technology needed to complete a research project. The student is expected to:

(A) use search engines, databases, and other digital electronic tools effectively to locate information;

(B) evaluate quality, accuracy, completeness, reliability, and currency of information from any source;

(D) accept constructive criticism and revise personal views when valid evidence warrants; and

(E) prepare and present scientific/technical information in appropriate formats to a panel of experts in the field of the research project.

(6) The student evaluates the original research project. The student is expected to:

(A) create weekly progress reports that address time management and goal setting;

(B) meet periodically with the teacher for conferences about progress, concerns, successes, and needs;

(D) compose written reflections regarding strengths and weaknesses as well as areas of growth;

(E) analyze the feedback from the panel of experts; and

(F) submit project results and analysis to mentors and experts.

This agency hereby certifies that the proposal has been reviewed by legal counsel and found to be within the agency's legal authority to adopt.

Filed with the Office of the Secretary of State on June 1, 2009.

TRD-200902121

Cristina De La Fuente-Valadez

Director, Policy Coordination

Texas Education Agency

Earliest possible date of adoption: July 12, 2009

For further information, please call: (512) 475-1497

Chapter 130. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR CAREER AND TECHNICAL EDUCATION

Subchapter A. AGRICULTURE, FOOD, AND NATURAL RESOURCES

19 TAC §§130.1 - 130.25

The State Board of Education (SBOE) proposes new §§130.1-130.25, concerning the Texas essential knowledge and skills (TEKS) for agriculture, food, and natural resources. The proposal would revise career and technical education (CTE) TEKS based on recommendations of the CTE review panel, in accordance with the Texas Education Code (TEC), §28.0022, and would include an implementation date of the 2010-2011 school year.

In April, June, August, and October 2008 and January and April 2009, writing teams were convened to review all CTE TEKS and make recommendations for revisions. Recommendations include proposed CTE courses for which students could earn a fourth mathematics or science credit. After the November 2008 meeting, the SBOE received draft recommendations for proposed new CTE TEKS. A discussion item regarding proposed new 19 TAC Chapter 130, Texas Essential Knowledge and Skills for Career and Technical Education, was presented to the SBOE Committee of the Full Board during the March 2009 meeting.

The SBOE Committee of the Full Board held a public hearing on 19 TAC Chapter 130, Texas Essential Knowledge and Skills for Career and Technical Education, on May 20, 2009. At the May 22, 2009, meeting, the SBOE amended and approved the proposed revisions for first reading and filing authorization.

The proposal would have no procedural and reporting implications. Also, the proposal would have no locally maintained paperwork requirements.

Anita Givens, associate commissioner for standards and programs, has determined that for the first five-year period the new sections are in effect there will be fiscal implications for state and local government as a result of enforcing or administering the new sections.

Ms. Givens has determined that for each year of the first five years the new sections are in effect the public benefit anticipated as a result of enforcing the rule actions would include better alignment of the TEKS and coordination of the standards with the adoption of instructional materials. In addition, the academic rigor of the CTE TEKS will be increased. There is no anticipated economic cost to persons who are required to comply with the proposed new sections.

The new sections are proposed under the Texas Education Code, §7.102(c)(4), which authorizes the SBOE to establish curriculum and graduation requirements; §28.002, which authorizes the SBOE to by rule identify the essential knowledge and skills of each subject of the required curriculum that all students should be able to demonstrate and that will be used in evaluating textbooks; §28.0022, which authorizes the SBOE to by rule revise the essential knowledge and skills of the career and technical education curriculum as provided by Section 28.002(c) based on the recommendations of the panel under Subsection (d); and §28.025, which authorizes the SBOE to by rule determine curriculum requirements for the minimum, recommended, and advanced high school programs that are consistent with the required curriculum under §28.002.

The new sections implement the Texas Education Code, §§7.102(c)(4), 28.002, 28.0022, and 28.025.

§130.1.Implementation of Texas Essential Knowledge and Skills for Agriculture, Food, and Natural Resources.

The provisions of this subchapter shall be implemented by school districts beginning with the 2010-2011 school year.

§130.2.Principles of Agriculture, Food, and Natural Resources (One-Half to One Credit).

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in agriculture, food, and natural resources, students must attain academic skills and knowledge in agriculture. This course allows students to develop knowledge and skills regarding career opportunities, personal development, globalization, industry standards, details, practices, and expectations. To prepare for success, students need to have opportunities to learn, reinforce, experience, apply, and transfer their knowledge and skills in a variety of settings.

(1) The student learns the employability characteristics of a successful employee. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of agriculture, food, and natural resources, including how to search for and obtain employment, what qualifications are required for varying career fields, and how to advance in a position;

(B) identify careers in agriculture, food, and natural resources with required aptitudes in science, mathematics, language arts, and social studies;

(C) apply competencies related to resources, information, interpersonal skills, problem solving, critical thinking, and systems of operation in agriculture, food, and natural resources;

(D) demonstrate knowledge of personal and occupational safety, health, and first-aid policy in the workplace;

(E) develop response plans to emergency situations; and

(F) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills.

(2) The student develops a supervised agriculture experience program as it relates to agriculture, food, and natural resources. The student is expected to:

(A) plan, propose, conduct, and evaluate entrepreneurship; placement; exploratory; research, either experimental or analytical; improvement; supplementary; laboratory-based; or other identified, supervised agricultural experience as an experiential learning activity;

(B) apply proper record-keeping skills as they relate to the supervised agricultural experience;

(D) participate in youth leadership opportunities to create a well-rounded-experience program in agriculture; and

(E) produce a challenging approach for a local program of activities in agriculture, food, and natural resources.

(3) The student identifies concepts related to cultural diversity. The student is expected to:

(A) discuss significant similarities and differences in international agriculture;

(B) explain the variety of world markets; and

(4) The student describes the historical, current, and future significance of the agricultural industry. The student is expected to:

(A) define agriculture;

(B) identify the scope of agriculture and its effect upon society;

(D) identify potential future scenarios for agriculture, food, and natural resource systems;

(E) describe how emerging technologies and globalization impacts agriculture, food, and natural resources; and

(F) compare and contrast issues impacting agriculture, food, and natural resources such as biotechnology, employment, safety, environmental, and animal welfare.

(5) The student analyzes the structure of agricultural leadership in organizations. The student is expected to:

(A) develop premiere leadership skills and collaborate with others to accomplish organizational goals and objectives through the demonstration of characteristics such as empowerment, risk, communication, focusing on results, decision making, problem solving, investment in individuals, resource use and access, service, listening, coaching, developing others, team development, understanding and appreciating others, enthusiasm, creativity, conviction, mission, courage, focus, principles, change, integrity, values, ethics, humility, perseverance, self-discipline, responsibility, community, diversity, global awareness and knowledge, innovation, intuition, adaptation, lifelong learning, and coachability;

(B) develop personal growth skills and collaborate with others to accomplish organizational goals and objectives through the demonstration of characteristics such as attitude, exercise, goal setting, planning, self-discipline, sense of balance, persistence, respect, friendship, integrity, morals, values, etiquette, citizenship, cross-cultural awareness, acceptance of change, respect for differences, decision making, principles, dependability, loyalty, trustworthiness, communication, learning, critical thinking, reasoning, creative thinking, problem solving, self-discovery, coping, friendship, self-reliance, sense of balance, empathy, compassion, ethics, coping, courage, and self-image or worth;

(D) demonstrate democratic principles in conducting effective meetings;

(E) describe team dynamics; and

(F) describe the development of organizational vision, mission, and goals through strategic planning processes.

(6) The student explains agriculture, food, and natural resource systems at the local, state, national, and international levels. The student is expected to:

(A) identify reasons for world trade;

(B) identify the political impact of agriculture, food, and natural resources;

(D) explain ethical stewardship practices that reduce negative impacts of agriculture upon land, air, and water resources;

(E) review regulations and major laws to evaluate their impact on agriculture, food, and natural resources management;

(F) analyze appropriate written material to stay abreast of current issues impacting agriculture, food, and natural resources management;

(G) collect and analyze public opinion and data in order to make informed decisions; and

(H) use critical-thinking skills to identify, organize alternatives, and evaluate public policy issues related to agriculture, food, and natural resources.

(7) The student demonstrates appropriate personal and communication skills. The student is expected to:

(A) describe professional, ethical, and legal responsibilities;

(B) demonstrate the uses of proper etiquette and behavior;

(D) practice written and oral communication skills and employ effective listening skills in formal and informal situations;

(E) analyze written materials common to the agricultural industry;

(F) demonstrate sound writing and preparation skills for oral presentations, including prepared and extemporaneous presentations; and

(G) demonstrate effective speaking skills.

(8) The student applies appropriate research methods to agriculture, food, and natural resources topics. The student is expected to:

(A) define major research and development fields of agriculture, food, and natural resources;

(B) identify and apply research in the food and fiber products industries;

(D) describe scientific methods of research.

(9) The student applies problem-solving, mathematical, and organizational skills in order to plan and propose supervised agricultural experience programs as well as maintain financial and logistical records. The student is expected to:

(A) develop project proposals by using business strategies which may include identifying learning objectives; describing project logistics, methodologies, and background; forecasting expenses and potential income through budgeting; and planning for major project timeline events through calendar implementation and documentation;

(B) develop and maintain records appropriate to project type following project approval;

(C) maintain appropriate financial records through use and management of appropriate journals, inventories, income and expense logs, financial statements, and balance sheets; and

(D) conduct formative and summative reflective and financial analyses on project learning objectives and records in order to plan for the future.

(10) The student uses information technology tools specific to agriculture, food, and natural resource to access, manage, integrate, and create information. The student is expected to:

(A) identify personal management software, electronic mail applications, and Internet applications;

(B) use word-processing, spreadsheet, and presentation software;

(D) explain the benefits of Geographic Information Systems and Global Positioning Systems; and

(E) recognize other computer-based equipment in agriculture, food, and natural resources.

(11) The student develops technical knowledge and skills related to plant systems. The student is expected to:

(A) identify the components and properties of soils;

(B) describe the process of soil formation;

(D) describe the structure and functions of plant parts;

(E) discuss plant germination, growth, and development;

(F) describe plant reproduction, genetics, and breeding;

(G) identify plants of importance to agriculture, food, and natural resources;

(H) identify technological needs for improved capacity in transportation, improved production, increased product quality and operation, and specialized skills specific to plant systems; and

(I) select, maintain, operate, and use tools, equipment, and personal protective equipment common to plant systems.

(12) The student develops technical knowledge and skills related to animal systems. The student is expected to:

(A) describe animal growth and development;

(B) identify animal anatomy and physiology;

(D) discuss animal selection, reproduction, breeding, and genetics.

(13) The student describes the principles of food products and processing systems. The student is expected to:

(A) identify the importance of food products and processing systems;

(B) determine trends in world food production;

(C) identify technological needs for improved capacity in transportation, improved production, increased product quality and operation, and specialized skills specific to food products and processing systems; and

(D) select, maintain, operate, and use tools, equipment, and personal protective equipment common to food products and processing systems.

(14) The student safely performs basic power, structural, and technical system skills in agricultural applications. The student is expected to:

(A) identify major areas of power, structural, and technical systems as well as their impact on world agricultural production;

(B) understand safe and appropriate laboratory procedures and policies;

(C) create proposals that include bill of materials, budget, schedule, drawings, and technical skills developed for basic power, structural, and technical system projects or structures;

(D) identify building materials and fasteners common to power, structural, and technical systems;

(E) use basic tools, skills, and common building materials to construct projects or structures;

(F) select, maintain, operate, and use tools, equipment, and personal protective equipment common to power, structural, and technical systems; and

(G) identify technological needs for improved capacity in transportation, improved production, increased product quality and operation, and specialized skills specific to power, structural, and technical systems.

(15) The student explains the relationship between agriculture and safety, health, and the environment. The student is expected to:

(A) determine the effects of agriculture, food, and natural resources upon safety, health, and the environment;

(B) identify regulations relating to safety, health, and environmental systems in agriculture, food, and natural resources;

(C) describe methods to maintain and improve safety, health, and environmental systems in agriculture, food, and natural resources;

(D) identify alternative energy sources that stem from or impact agriculture, food, and natural resources;

(E) evaluate energy and water conservation methods; and

(F) describe the importance of safety, health, and environmental regulations and procedures in the workplace.

§130.3.Livestock Production (One-Half to One Credit).

(a) General requirements. This course is recommended for students in Grades 10-12.

(b) Introduction. To be prepared for careers in the field of animal science, students need to attain academic skills and knowledge, acquire knowledge and skills related to animal systems and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings. Animal species to be addressed in this course may include, but are not limited to, beef cattle, dairy cattle, swine, sheep, goats, and poultry.

(1) The student learns the employability characteristics of a successful employee. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of animal systems;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in animal systems;

(D) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills.

(2) The student demonstrates technical skills relating to the interrelated human, scientific, and technological dimensions of animal systems. The student is expected to:

(A) assess the importance of the United States impact on world commodity markets;

(B) apply the principles of livestock breeding and nutrition in predicting the impact of current advances in genetics; and

(3) The student performs technical skills related to livestock production. The student is expected to:

(A) gather performance data;

(B) describe common veterinary procedures and skills;

(D) demonstrate identification techniques; and

(E) demonstrate effective management strategies.

(4) The student explains anatomy and physiology related to nutrition, reproduction, health, and management of domesticated animals. The student is expected to:

(A) explain the skeletal, muscular, respiratory, reproductive, and circulatory systems of animals; and

(B) evaluate vital signs and normal behavior.

(5) The student determines nutritional requirements of ruminant and non-ruminant animals, including poultry. The student is expected to:

(A) describe the digestive system;

(B) identify sources of nutrients and classes of feed;

(D) formulate rations; and

(E) discuss feeding practices and feed quality issues.

(6) The student explains animal genetics and reproduction. The student is expected to:

(A) describe the reproductive system;

(B) explain the use of genetics in animal agriculture;

(D) research current and emerging technologies in animal reproduction.

(7) The student identifies animal pests and diseases. The student is expected to:

(A) describe the role of bacteria, fungi, viruses, genetics, and nutrition in disease; and

(B) identify methods of disease control, treatment, and prevention.

(8) The student knows the factors impacting commodity prices and costs. The student is expected to:

(A) evaluate the relationship between commodity markets;

(B) formulate rations based on least-cost factors; and

(9) The student plans for dynamic changes in business operation. The student is expected to:

(A) design, conduct, and complete research to solve self-identified problems; and

(B) use charts, tables, or graphs to prepare written summaries of data obtained in a laboratory activity and an individual scientific research project.

(10) The student develops an improved supervised agriculture experience program as it relates to agriculture, food, and natural resources. The student is expected to:

(B) apply proper record-keeping skills as they relate to a supervised experience;

(D) participate in youth leadership opportunities to create a well-rounded experience program in agriculture; and

(E) produce a challenging approach for a local program of activities in agriculture.

§130.4.Small Animal Management (One-Half to One Credit).

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) To be prepared for careers in the field of animal science, students need to enhance academic knowledge and skills, acquire knowledge and skills related to animal systems, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer knowledge and skills in a variety of settings. Suggested small animals which may be included in the course of study include, but are not limited to, small mammals, amphibians, reptiles, avian, dogs, and cats.

(1) The student describes the importance of responsible small animal ownership. The student is expected to:

(A) explain the domestication and use of small animals;

(B) identify the influence small animals have on society;

(D) describe the obligations and benefits of small animal ownership; and

(E) discuss the use and services provided by small animals.

(2) The student learns the hazards associated with working in the small animal industry. The student is expected to:

(A) explain the importance of safe practices when working with small animals;

(B) identify diseases that can be transmitted from small animals to humans;

(D) follow guidelines for safety when handling dangerous chemicals and when working with small animals; and

(E) demonstrate the proper use of laboratory equipment.

(3) The student evaluates current topics in animal rights and animal welfare. The student is expected to:

(A) compare and contrast animal rights and animal welfare;

(B) research important persons, organizations, and groups involved in the animal rights movement;

(D) analyze current issues in animal rights and animal welfare.

(4) The student knows the care and management requirements for a variety of small animals. The student is expected to:

(A) discuss the physical characteristics for each species studied;

(B) list the breeds or types of each species studied as appropriate;

(D) compare and contrast nutritional requirements for each species studied;

(E) explain health maintenance in each species studied, including the prevention and control of diseases and parasites;

(F) describe and practice common methods of handling each species studied; and

(G) use available laboratory equipment to perform procedures such as fecal test, blood testing, and basic grooming procedures.

(5) The student examines career opportunities in small animal care. The student is expected to:

(A) identify, describe, and compare career opportunities in small animal care and management; and

(B) describe the nature of the work, salaries, and educational requirements for careers in small animal care.

(6) The student learns the employability characteristics of a successful employee. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of specialty agricultural enterprises;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in specialty agricultural enterprises;

(D) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills.

(7) The student develops a supervised agriculture experience program as it relates to agriculture, food, and natural resources. The student is expected to:

(B) apply proper record-keeping skills as they relate to a supervised experience;

(D) participate in youth leadership opportunities to create a well-rounded experience program in agriculture; and

(E) produce a challenging approach for a local program of activities in agriculture.

§130.5.Equine Science (One-Half to One Credit).

(a) General requirements. This course is recommended for students in Grades 10-12.

(b) Introduction. To be prepared for careers in the field of animal science, students need to enhance academic knowledge and skills, acquire knowledge and skills related to animal systems, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings. Suggested animals which may be included in the course of study include, but are not limited to, horses, donkeys, and mules.

(1) The student analyzes equine science as it relates to the selection of horses. The student is expected to:

(A) recognize the importance of the equine industry; and

(B) evaluate and select horses.

(2) The student knows how to provide proper nutrition using accepted protocols and processes to maintain animal performance. The student is expected to:

(A) determine nutritional requirements of horses;

(B) describe the anatomy and physiology of horses; and

(3) The student analyzes equine science as it relates to the management of horses. The student is expected to:

(A) select equipment and facilities for horses;

(B) demonstrate methods of handling horses safely; and

(4) The student compares and contrasts issues affecting the equine industry. The student is expected to:

(A) describe issues concerning biotechnology related to the equine industry; and

(B) identify animal welfare policy pertaining to the equine industry.

(5) The student learns the employability characteristics of a successful employee. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of equine science;

(B) demonstrate competencies related to resources, information, interpersonal skills, and systems of operation in equine science;

(D) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills; and

(E) access and navigate the Internet for research.

(6) The student develops an improved supervised agricultural experience program as it relates to agriculture, food, and natural resources. The student is expected to:

(B) apply proper record-keeping skills as they relate to a supervised experience;

(D) participate in youth leadership opportunities to create a well-rounded experience program in agriculture; and

(E) produce a challenging approach for a local program of activities in agriculture.

§130.6.Veterinary Medical Applications (One Credit).

(a) General requirements. This course is recommended for students in Grades 10-12.

(b) Introduction. To be prepared for careers in the field of animal science, students need to attain academic skills and knowledge, acquire technical knowledge and skills related to animal systems and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer knowledge and skills and technologies in a variety of settings. Topics covered in this course include, but are not limited to, veterinary practices as they relate to both large and small animal species.

(1) The student learns the employability characteristics of a successful employee. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of veterinary science;

(B) demonstrate competencies related to resources, information, interpersonal skills, and systems of operation in veterinary science;

(D) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills.

(2) The student researches current topics in veterinary medicine, recognizes the importance of animals in society, and discusses professional ethics and laws that relate to veterinary medicine. The student is expected to:

(A) explain the human-animal bond and how to interact with clients and their animals;

(B) identify trends, issues, and historical events that have influenced animal use and care;

(D) evaluate the principals of veterinary medical ethics; and

(E) review policies and procedures in veterinary medicine that are considered a reflection of various local, state, and federal laws.

(3) The student evaluates veterinary hospital management and marketing to determine its importance to the success of veterinary clinics and hospitals. The student is expected to:

(A) identify skills needed to communicate effectively with clients and pet owners in the community;

(B) identify vital information and demonstrate effective communication skills necessary to solve problems;

(D) develop skills involving the use of electronic technology commonly found in a veterinary hospital.

(4) The student communicates the importance of medical terminology, evaluates veterinary terms to discover their meanings, and demonstrates the ability to use terms correctly. The student is expected to:

(A) analyze veterinary terms to discover their meanings and recognize common Greek and Latin prefixes, suffixes, and roots;

(B) develop appropriate use of directional anatomical terms;

(D) describe the major body systems by using appropriate medical terminology; and

(E) recognize, pronounce, spell, and define medical terms relating to diagnosis, pathology, and treatment of animals.

(5) The student explores the area of animal management as it relates to animal identification, animal characteristics, and behavioral temperament. The student is expected to:

(A) identify a variety of animal species according to common breed characteristics;

(B) recognize common animal behavioral problems;

(D) demonstrate appropriate methods of handling a variety of animal behavioral situations.

(6) The student investigates the body systems and gains a working knowledge of each system's purpose and functions and how each system is affected by disease. The student is expected to:

(A) identify the parts of the skeletal, muscular, respiratory, circulatory, digestive, endocrine, and nervous systems;

(B) describe the functions of the skeletal, muscular, respiratory, circulatory, digestive, endocrine, and nervous systems;

(C) identify appropriate anatomical sites for injections, measuring vital signs, and collecting blood samples for various animal species; and

(D) use medical terminology to describe normal animal behavior and vital signs compared to sick animals.

(7) The student performs mathematical calculations used in veterinary medicine. The student is expected to:

(A) add, subtract, multiply, and divide whole numbers, fractions, and decimals as related to veterinary medicine;

(B) apply mathematical skills needed for accurate client assessment such as measurement, conversion, and data analysis;

(D) convert between English and metric units;

(E) use scientific calculations to determine weight, volume, and linear measurements;

(F) solve word problems using ratios and dimensional analysis;

(G) interpret data using tables, charts, and graphs; and

(H) use mathematical equations to calculate and prepare chemical concentrations.

(8) The student evaluates animal diseases and identifies internal and external parasites. The student is expected to:

(A) identify factors that influence the health of animals;

(B) identify pathogens and describe the effects that diseases have on various body systems;

(D) describe the process of immunity and disease transmission;

(E) identify internal and external parasites using common and scientific names;

(F) describe life cycles of common parasites;

(G) explain how parasites are transmitted and their effect on the host;

(H) conduct parasitic diagnostic procedures; and

(I) describe types of treatments for diseases and parasites.

(9) The student evaluates an animal's health during a clinical examination. The student is expected to:

(A) describe the characteristics and signs of a healthy animal;

(B) recognize examples of abnormalities and relate them to the associated problems and illnesses;

(D) describe effects of age, stress, and environmental factors on vital signs of animals;

(E) explain procedures for physical examinations; and

(F) explain the regional approach to assess an animal's health.

(10) The student identifies imaging equipment and demonstrates how to safely operate and maintain equipment. The student is expected to:

(A) identify imaging equipment such as ultrasonograph, endoscope, electrocardiograph, and radiograph;

(B) explain safety procedures, maintenance, and operation of imaging equipment; and

(11) The student determines nutritional requirements for ruminant and non-ruminant animals and communicates the importance of animal nutrition in maintaining a healthy animal. The student is expected to:

(A) identify the anatomy of the digestive system of ruminant and non-ruminant animals;

(B) describe the process of digestion in ruminant and non-ruminant animals;

(D) identify feed additives and describe how additives affect the food supply;

(E) evaluate animal dietary needs and feeding factors;

(F) calculate energy requirements and formulate rations;

(G) discuss feeding practices and feed-quality issues; and

(H) analyze the quality of commercially prepared feeds.

(12) The student examines various aspects of clinical hematology. The student is expected to:

(A) describe laboratory tests and explain the importance of proper laboratory procedures;

(B) demonstrate the procedures used in collecting, handling, preparing, and examining fecal, blood, and urine specimens;

(D) explain sensitivity testing and how to read testing results; and

(E) prepare microscope slides, preserve specimens, and perform several of the most common laboratory tests.

(13) The student identifies hospital procedures, skills, and objectives that are included in the job description of an animal care assistant. The student is expected to:

(A) explain the care, maintenance, and use of equipment and instruments found in veterinary practice;

(B) explain appropriate hospital procedures;

(C) discuss emergency protocols and describe first aid procedures for small and large animals, including cardiopulmonary resuscitation, control of bleeding, and treatment for shock;

(D) demonstrate animal care skills such as administering medications, nail trimming, bathing, grooming, ear cleaning, expressing anal sacs, dental prophylaxis, enema administration, and identification of animals;

(E) demonstrate therapeutic care such as patient observation, maintaining and administering fluids, applying bandages, caring for open wounds, and managing hydrotherapy and physical therapy; and

(F) describe skills involved in the reproductive and genetic evaluation of animals.

(14) The student identifies and discusses surgical-assisting procedures, skills, and objectives that are included in the job description of an animal care assistant. The student is expected to:

(A) explain the protocol for pre-surgical and post-surgical care of a patient;

(B) describe methods used in the sterilization and preparation of small and large animal surgery packs;

(D) describe surgical skills such as castration, dehorning, and docking;

(E) describe care of newborn, orphan, and recumbent patients; and

(F) identify and monitor equipment used in surgical procedures.

(15) The student identifies pharmacology-assisting procedures, skills, and objectives that are included in the job description of an animal care assistant. The student is expected to:

(A) identify medications according to their classification, form, routes, and methods of administration;

(B) explain handling and distribution, protocol, and laws for controlled substances;

(D) complete a prescription label with identifiers that are required by the United States Food and Drug Administration; and

(E) select equipment and instruments used to give medications.

(16) The student develops an improved supervised agriculture experience program as it relates to agriculture, food, and natural resources. The student is expected to:

(B) apply proper record-keeping skills as they relate to a supervised experience;

(D) participate in youth leadership opportunities to create a well-rounded experience program in agriculture; and

(E) produce a challenging approach for a local program of activities in agriculture.

§130.7.Advanced Animal Science (One Credit).

(a) General requirements. This course is recommended for students in Grade 12. Recommended prerequisite: a minimum of one credit from the courses in the Agriculture, Food, and Natural Resources cluster. To receive credit in science, students must meet the 40% laboratory and fieldwork requirement identified in §74.3(b)(2)(C) of this title (relating to Description of a Required Secondary Curriculum).

(b) Introduction.

(1) Advanced Animal Science. To be prepared for careers in the field of animal science, students need to attain academic skills and knowledge, acquire knowledge and skills related to animal systems, and develop knowledge and skills regarding career opportunities, entry requirements, and industry standards. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings. This course examines the interrelatedness of human, scientific, and technological dimensions of livestock production. Instruction is designed to allow for the application of scientific and technological aspects of animal science through field and laboratory experiences.

(2) Nature of science. Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable.

(3) Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific methods of investigation are experimental, descriptive, or comparative. The method chosen should be appropriate to the question being asked.

(4) Science and social ethics. Scientific decision making is a way of answering questions about the natural world. Students should be able to distinguish between scientific decision-making methods (scientific methods) and ethical and social decisions that involve science (the application of scientific information).

(5) Science, systems, and models. A system is a collection of cycles, structures, and processes that interact. All systems have basic properties that can be described in space, time, energy, and matter. Change and constancy occur in systems as patterns and can be observed, measured, and modeled. These patterns help to make predictions that can be scientifically tested. Students should analyze a system in terms of its components and how these components relate to each other, to the whole, and to the external environment.

(1) The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. These investigations must involve actively obtaining and analyzing data with physical equipment, but may also involve experimentation in a simulated environment as well as field observations that extend beyond the classroom. The student is expected to:

(A) demonstrate safe practices during field and laboratory investigations; and

(B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials.

(2) The student uses scientific methods and equipment during field and laboratory investigations. The student is expected to:

(A) know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section;

(B) know that hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories;

(C) know scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science and new technologies are developed;

(D) distinguish between scientific hypotheses and scientific theories;

(E) plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology;

(F) collect and organize qualitative and quantitative data and make measurements with accuracy and precision using tools and equipment;

(G) analyze, evaluate, make inferences, and predict trends from data; and

(H) communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports.

(3) The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:

(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

(B) communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials;

(D) evaluate the impact of scientific research on society and the environment;

(E) evaluate models according to their limitations in representing biological objects or events; and

(F) research and describe the history of science and contributions of scientists.

(4) The student evaluates the employability characteristics of an employee. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of animal systems;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in animal systems;

(D) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills.

(5) The student demonstrates principles relating to the human, scientific, and technological dimensions of scientific animal agriculture and the resources necessary for producing domesticated animals. The student is expected to:

(A) evaluate market classes and grades of livestock;

(B) identify animal products and consumption patterns relative to human diet and health issues; and

(6) The student applies the principles of reproduction and breeding to livestock improvement. The student is expected to:

(A) describe reproductive cycles and relate them to breeding systems;

(B) explain the embryo transfer process and how it can impact the livestock industries;

(D) evaluate animal behavior and its relationship to livestock management.

(7) The student applies the principles of molecular genetics and heredity. The student is expected to:

(A) explain Mendel's laws of inheritance by predicting genotypes and phenotypes of offspring using the Punnett square;

(B) explain the inheritance of sex-linked characteristics and provide some examples found in animals;

(D) explain the functions of nucleic acids;

(E) describe how heredity is used in the selection of livestock; and

(F) explain how traits are passed from parent to offspring through genetic transfer and the implications of breeding practices.

(8) The student examines and compares animal anatomy and physiology in livestock species. The student is expected to:

(A) identify and compare the external anatomy of a variety of livestock species;

(B) compare the anatomy and physiology of the skeletal, muscular, reproductive, digestive, circulatory, genito-urinary, respiratory, nervous, and endocrine systems of animals;

(D) identify and describe the functions of epithelial, connective, and muscular tissue and relate these to animal body systems.

(9) The student determines nutritional requirements of ruminant and non-ruminant animals. The student is expected to:

(A) describe the structures and functions of the digestive system of ruminant and non-ruminant animals, including poultry and cattle;

(B) identify and describe sources of nutrients and classes of feeds and relate to the ruminant and non-ruminant animals;

(C) identify and describe vitamins, minerals, and feed additives and how they relate to the nutritional requirements of ruminant and non-ruminant animals;

(D) formulate rations based on different nutritional requirements;

(E) analyze feeding practices in relation to nutritional requirements of animals; and

(F) analyze feed quality issues and determine their effect on animal health.

(10) The student evaluates animal diseases and parasites. The student is expected to:

(A) identify factors that influence the health of animals such as geographic location, age, genetic composition, and inherited diseases to a particular species;

(B) identify pathogens and describe the effects that diseases have on various body systems;

(D) describe the process of immunity and disease transmission;

(E) explain how parasites are transmitted and the effect they have on the host;

(F) explain the methods of prevention, control, and treatment of internal and external parasites;

(G) describe the life cycles of various parasites and relate them to animal health issues; and

(H) conduct parasite diagnostic tests.

(11) The student defines how an organism grows and how specialized cells, tissues, and organs develop. The student is expected to:

(A) compare cells from different parts of animals, including epithelia, muscles, and bones, to show specialization of structure and function;

(B) describe and explain cell differentiation in the development of organisms; and

(12) The student recognizes policies and issues in animal science. The student is expected to:

(A) discuss the impacts of biotechnology on the production of livestock such as cloning, artificial insemination, and freezing of semen and embryos;

(B) analyze the issues surrounding animal welfare and the humane treatment of livestock;

(D) design, conduct, and complete research to solve a self-identified problem in scientific animal agriculture.

(13) The student discusses livestock harvesting operations. The student is expected to:

(A) map the stages of animal growth and development as it relates to market readiness;

(B) describe the harvesting process;

(D) identify retail and wholesale cuts of meat and meat by-products and correlate to major muscle groups.

(14) The student explores methods of marketing livestock. The student is expected to:

(A) compare various methods of marketing livestock; and

(B) describe methods of marketing meat and meat products.

(15) The student develops an advanced supervised agriculture experience program as it relates to agriculture, food, and natural resources. The student is expected to:

(B) apply proper record-keeping skills as they relate to a supervised experience;

(D) participate in youth leadership opportunities to create a well-rounded experience program in agriculture; and

(E) produce a challenging approach for a local program of activities in agriculture.

§130.8.Professional Standards in Agribusiness (One-Half to One Credit).

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in agribusiness systems, students need to attain academic skills and knowledge, acquire technical knowledge and skills related to leadership development and the workplace, and develop knowledge and skills regarding agricultural career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings. This course primarily focuses on leadership, communication, employer-employee relations, and problem solving as they relate to agribusiness.

(1) The student learns the employability characteristics of a successful contributor to the modern agricultural workplace. The student is expected to:

(A) identify career and entrepreneurship opportunities related to agribusiness;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in agriculture, food, and natural resource industries;

(D) employ leadership skills to accomplish organizational goals and objectives.

(2) The student demonstrates professional development related to effective leadership in agribusiness. The student is expected to:

(A) describe the importance of positive self-concept, social skills, and maintaining a professional image with respect to cultural diversity;

(B) identify leadership styles;

(D) use positive interpersonal skills to work cooperatively with others from different cultures, genders, and backgrounds.

(3) The student evaluates employer and employee responsibilities for occupations in agriculture, food, and natural resources. The student is expected to:

(A) identify and discuss work-related and agribusiness-related ethics;

(B) demonstrate methods for working effectively with others;

(D) outline complaint and appeal processes.

(4) The student communicates effectively with groups and individuals. The student is expected to:

(A) understand the elements of communication both in informal group discussions and formal presentations such as accuracy, relevance, rhetorical features, and organization of information by:

(i) describing how style and content of spoken language varies in different contexts and influences the listener's understanding; and

(ii) modifying presentations such as delivery, vocabulary, length, audience needs, and purposes;

(B) identify appropriate written and verbal communications in agribusiness;

(D) demonstrate nonverbal communications skills and effective listening strategies; and

(E) discuss the importance of relationships and group organization.

(5) The student identifies professional agricultural communications in relation to using appropriate spoken communication techniques and procedures. The student is expected to:

(A) identify the importance of verbal and nonverbal communications;

(B) know the importance of communicating factual and unbiased data and information obtained from reliable sources;

(D) plan and deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning.

(6) The student demonstrates the factors of group and individual efficiency. The student is expected to:

(A) define the significance of personal and group goals;

(B) exhibit traits such as empowerment, risk, communication, focusing on results, decision making, problem solving, and investment in individuals when leading a group in solving a problem;

(D) list the steps in the decision-making and problem-solving processes; and

(E) demonstrate a working knowledge of parliamentary law.

(7) The student identifies involvement opportunities in agribusiness professional organizations. The student is expected to:

(A) discuss the role of agricultural organizations in formulating public policy;

(B) develop strategies for effective participation in agricultural organizations; and

(C) identify various agricultural organizations such as Texas Farm Bureau, The Association of Soil and Water Conservation Districts, Texas and Southwestern Cattle Raisers Association, Independent Cattlemen's Association, agricultural cooperatives, commodity associations, and breed associations.

(8) The student identifies and researches current agribusiness issues. The student is expected to:

(A) compare and contrast the marketing of agricultural and non-agricultural products; and

(B) describe the effects of urbanization on traditional agriculture.

(9) The student develops an improved supervised agriculture experience program as it relates to agriculture, food, and natural resources. The student is expected to:

(B) apply proper record-keeping skills as they relate to a supervised experience;

(D) employ youth leadership opportunities to create a well-rounded experience program in agriculture; and

(E) produce a challenging approach for a local program of activities in agriculture.

§130.9.Agribusiness Management and Marketing (One-Half to One Credit).

(a) General requirements. This course is recommended for students in Grades 10-12.

(b) Introduction. To be prepared for careers in agribusiness systems, students need to attain academic skills and knowledge, acquire technical knowledge and skills related to agribusiness marketing and management and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings. This course is designed to provide a foundation to agribusiness management and the free enterprise system. Instruction includes the use of economic principles such as supply and demand, budgeting, record keeping, finance, risk management, business law, marketing, and careers in agribusiness.

(1) The student learns the employability characteristics of a successful employee in the field of agriculture, food, and natural resources. The student is expected to:

(A) identify career development and entrepreneurship opportunities in agribusiness systems;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in agribusiness systems;

(D) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills.

(2) The student recognizes roles within teams, work units, departments, organizations, inter-organizational systems, and the larger environment. The student is expected to:

(A) identify how key organizational systems affect organizational performance and the quality of products and services related to agriculture, food, and natural resources;

(B) understand the global context of agricultural industries and careers; and

(3) The student examines critical aspects of career opportunities in one or more agriculture, food, and natural resources careers. The student is expected to:

(A) research and interpret information for one or more careers in agriculture, food, or natural resources; and

(B) identify educational and credentialing requirements for one or more careers in agriculture, food, and natural resources.

(4) The student defines and examines agribusiness management and marketing and its importance to the local and international economy. The student is expected to:

(A) describe the roles and functions of management in agribusiness;

(B) identify key economic principles of free enterprise; and

(5) The student defines the importance of records and budgeting in agribusiness. The student is expected to:

(A) maintain appropriate agribusiness records such as payroll, employee benefits, journals, inventories, income and expense logs, financial statements, and balance sheets;

(B) identify methods of obtaining agribusiness loans and financing; and

(6) The student describes issues related to government policy and recognizes concepts related to cultural diversity. The student is expected to:

(A) analyze methods of decision making;

(B) examine the effects of government policies and regulations in making management decisions;

(D) identify laws pertaining to land and property ownership and uses, taxes, wills, and liabilities; and

(E) develop a personal economic philosophy.

(7) The student defines key issues of agribusiness success and failure. The student is expected to:

(A) use the decision-making process for budgeting issues;

(B) analyze business records and record-keeping procedures;

(D) identify methods of obtaining capital resources.

(8) The student describes the marketing of agricultural products. The student is expected to:

(A) describe the purpose and importance of marketing;

(B) develop a marketing plan;

(D) compare types of markets and influence factors; and

(E) identify methods of managing risk.

(9) The student knows the efficiency aspects of agribusiness management. The student is expected to:

(A) use management software and information technology such as spreadsheets and databases;

(B) develop an entrepreneurial plan based on personal economic philosophy;

(D) present a business proposal.

(10) The student develops an improved supervised agriculture experience program as it relates to agriculture, food, and natural resources. The student is expected to:

(B) apply proper record-keeping skills as they relate to a supervised experience;

(D) participate in youth leadership opportunities to create a well-rounded experience program in agriculture; and

(E) produce a challenging approach for a local program of activities in agriculture.

§130.10.Mathematical Applications in Agriculture, Food, and Natural Resources (One Credit).

(b) Introduction. To be prepared for careers in agriculture, food, and natural resources, students must acquire technical knowledge in the discipline as well as apply academic skills in mathematics. Students should apply knowledge and skills related to mathematics, including algebra, geometry, and data analysis in the context of agriculture, food, and natural resources. To prepare for success, students are afforded opportunities to reinforce, apply, and transfer their knowledge and skills related to mathematics in a variety of contexts.

(1) The student demonstrates mathematics knowledge and skills required to solve problems related to the agriculture, food, and natural resources industries. The student is expected to:

(A) demonstrate use of relational expressions in agribusiness, animal, environmental service, food products and processing, natural resources, plant, and power, structural, and technical systems such as equal to, not equal, greater than, and less than;

(B) apply statistical and data analysis to solve problems in agribusiness, animal, environmental service, food products and processing, natural resources, plant, or power, structural, and technical systems;

(C) analyze mathematical problem statements for missing or irrelevant data essential to agribusiness, animal, environmental service, food products and processing, natural resources, plant, and power, structural, and technical systems;

(D) construct and analyze charts, tables, and graphs from functions and data generated in agribusiness, animal, environmental service, food products and processing, natural resources, plant, and power, structural, and technical systems; and

(E) analyze data when interpreting operational documents in agribusiness, animal, environmental service, food products and processing, natural resources, plant, and power, structural, and technical systems.

(2) The student demonstrates mathematics knowledge and skills to solve problems related to agribusiness systems and career opportunities. The student is expected to:

(A) use mathematic operations and knowledge of relationships to solve daily problems inherent to agribusiness systems such as record keeping, profit/loss statements, income statements, capital asset inventories, insurance, risk management, lease agreements, loan documentation, employee payroll, benefits, investments, tax documentation, and real estate contract documentation;

(B) demonstrate knowledge of algebraic applications linear and exponential functions related to agribusiness systems concepts such as simple interest, compound interest, maturity value, tax rates, depreciation, production analysis, market trends, investments, and price determination; and

(C) demonstrate use of statistical and data analysis for the evaluation of agribusiness systems such as the collection of demographic, production, consumption, weather, market data for analysis through counts, percentages, central tendency, and prediction. Data is to be reported numerically or graphically on concepts such as pricing, market trends, commodity prices, exports and imports, supply and demand, and production yields.

(3) The student demonstrates mathematics knowledge and skills to solve problems related to animal systems and career opportunities. The student is expected to:

(A) use mathematic operations and knowledge of relationships to solve problems inherent to animal systems such as the calculation of purchasing and marketing, housing requirements, conversion of units, average daily gain, topical and injectable medications, United States Department of Agriculture (USDA) grade calculation, feeding schedules, volumes, production cost, stocking rates, breeding, and gestation;

(B) demonstrate knowledge of algebraic applications related to animal systems concepts such as ration calculation using the Pearson Square, percent homozygosity, heritability, USDA grade calculation, gene frequency, cost per unit of nutrient, and weaning weight ratio;

(C) use geometric principles to solve problems inherent to animal systems such as square footage for housing requirements; acreage calculation for normal and irregular shaped pastures; the use of right triangles for perpendicular cross fencing; calculation of feed bin volume based upon shape such as cylinder, cone, cube, or pyramid; and housing volume calculations for ventilation; and

(D) demonstrate use of statistical and data analysis in animal systems such as the collection and analysis of production data to be reported numerically or graphically on concepts such as birth weight, weaning weights, days to market weight, expected progeny differences, feed efficiencies, birth type, litter size, presence or absence of genetic abnormality, milk production, sow productivity index, and veterinary costs or records.

(4) The student demonstrates mathematical knowledge and skills to solve problems related to environmental service systems and career opportunities. The student is expected to:

(A) use mathematic operations and knowledge of relationships to solve problems inherent to environmental service systems such as the calculation of gallons of water from inches of rain, acres of ground water, liquid and gaseous volumes, and conversion of units;

(B) demonstrate knowledge of algebraic applications to create solutions to problems related to environmental service systems concepts such as the calculation of acre feet of water, water volume in ponds, water well volume, water pressure friction loss, flow rate, total head pressure, pump efficiency, soil solids volume, and soil degree of saturation;

(C) use geometric principles to solve problems inherent to environmental service systems such as acreage calculation for normal and irregular shaped pastures, calculating slope of land, planning runoff drainage structures, and applying differential leveling techniques; and

(D) demonstrate use of statistical and data analysis in environmental service systems such as the collection and analysis of environmental data to be reported numerically or graphically on concepts such as rainfall, soil classifications, groundwater levels, recycling activities, and pollution rates.

(5) The student demonstrates mathematics knowledge and skills required to solve problems related to food products and processing systems and career opportunities. The student is expected to:

(A) use mathematic operations and knowledge of relationships to solve and analyze problems inherent to food products and processing systems such as the calculation of caloric value, parts per million of restricted ingredients, conversion of measurements, and USDA grades;

(B) demonstrate knowledge of algebraic applications related to food products and processing systems concepts such as the calculation of exponential growth of bacteria, contribution margin in processing, percentage of weight loss in packaged food, percentage of water absorption in packaged food, and microbe analysis following pasteurization;

(C) use geometric principles to solve problems inherent to food products and processing systems such as the calculation of packaging requirements, construction of food storage structures and containers, liquid transfer materials, and vessels design and volume; and

(D) demonstrate use of statistical and data analysis in food products and processing systems data to be reported numerically or graphically on concepts such as such as governmental regulations, hazard analysis, critical control points data, taste tests, quality assurance data, and industry packing practices.

(6) The student demonstrates mathematics knowledge and skills to solve problems related to natural resources systems and career opportunities. The student is expected to:

(A) use mathematic operations and knowledge of relationships to solve problems inherent to natural resource systems such as the estimation of wildlife populations, pulpwood yields, and calculation of mapping data;

(B) demonstrate knowledge of algebraic applications related to natural resource systems concepts such as the calculation of mean harvest area, calibration of pesticides, and the Doyle Log Rule;

(C) use geometric principles to solve problems inherent to natural resource systems such as planning and construction of structures related to wildlife and fisheries management, determination of lumber volume in given tree stock, and calculation of tank volume for chemical application; and

(D) demonstrate use of statistical and data analysis for the evaluation of natural resource systems data to be reported numerically or graphically for resource data analysis, analysis of Geographic Information Systems and Global Positioning Systems data, analysis of weather-related data, and analysis of data related to wildlife and habitat.

(7) The student demonstrates mathematics knowledge and skills to solve problems related to plant systems and career opportunities. The student is expected to:

(A) use mathematic operations and knowledge of relationships to solve problems inherent to plant systems such as the calculation of crop yields, crop loss, grain drying requirements, grain weight shrinkage, germination rates, greenhouse heating, and cooling and fertilizer application rates;

(B) demonstrate knowledge of algebraic applications related to plant systems concepts such as the calculation of grain handling efficiency, harvesting capacity, crop rotation, seeding rates, fertilizer nutrient requirements, and greenhouse ventilation;

(C) use geometric principles for the analysis of problems inherent to plant systems such as plan grain storage structures, volume of grain storage vessels, grain handling volume, greenhouse capacity, and regular and irregular shaped planting bed size; and

(D) demonstrate use of statistical and data analysis in plant systems such as crop yields, Global Information Systems data, plant growth data, and climate data.

(8) The student demonstrates mathematics knowledge and skills to solve problems related to power, structural, and technical systems education and career opportunities. The student is expected to:

(A) use mathematic operations and knowledge of relationships to solve problems inherent to power, structural, and technical systems such as the calculation of gear ratio, fuel efficiency, construction costs, project layout, energy costs, unit conversions, bid preparation, and labor-related calculations;

(B) demonstrate knowledge of algebraic applications related to power, structural, and technical systems concepts such as the calculation of strength of magnetism, chain or belt tension, horsepower, Ohm's Law, hydraulic multiplication of force, and Mohr's Circle tensile strength test;

(C) use geometric principles for the evaluation of problems inherent to power, structural, and technical systems such as rafter length, land measurement, differential leveling, concrete volume, heating, ventilating, and air conditioning requirements and creation of structural drawings; and

(D) use statistical and data analysis to evaluate power, structural, and technical systems problems such as construction cost data; equipment maintenance; heating, ventilating, and air conditioning efficiencies; engine performance; and labor costs.

(9) The student develops an improved supervised agriculture experience program as it relates to agriculture, food, and natural resources. The student is expected to:

(B) apply proper record-keeping skills as they relate to a supervised experience;

(D) participate in youth leadership opportunities to create a well-rounded experience program in agriculture; and

(E) produce a challenging approach for a local program of activities in agriculture.

§130.11.Energy and Natural Resources Technology (One-Half to One Credit).

(a) General requirements. This course is recommended for students in Grades 10-12.

(b) Introduction. To be prepared for careers in the field of energy and natural resource systems, students need to attain academic skills and knowledge, acquire technical knowledge and skills related to energy and natural resources and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings. This course is designed to explore the interdependency of the public and natural resource systems related to energy production. In addition, renewable, sustainable, and environmentally friendly practices will be explored.

(1) The student develops an improved supervised agriculture experience program as it relates to agriculture, food, and natural resources. The student is expected to:

(B) apply proper record-keeping skills as they relate to a supervised experience;

(D) participate in youth leadership opportunities to create a well-rounded experience program in agriculture; and

(E) produce a challenging approach for a local program of activities in agriculture.

(2) The student uses instructional time to conduct field and laboratory investigations using safe, environmentally appropriate, and ethical practices in a documented supervised experience. The student is expected to:

(A) demonstrate safe practices during field and laboratory investigations in a documented supervised experience; and

(B) use accepted procedures for the use and conservation of resources and for the safe handling of materials.

(3) The student learns the employability characteristics of a successful employee. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the fields of energy and natural resources;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in energy and natural resources;

(D) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills; and

(E) demonstrate leadership skills to accomplish organizational goals and objectives.

(4) The student determines the importance and scope of energy and natural resources. The student is expected to:

(A) identify various types of natural resources;

(B) discuss renewable, non-renewable, and sustainable energy resources and their availability;

(D) analyze the geographic and demographic distribution of natural resources.

(5) The student analyzes ethical issues related to natural resource management and energy production. The student is expected to:

(A) compile examples of different lease agreements used for leasing minerals and natural resources;

(B) understand landowner and leasing company relationships;

(D) understand the impacts of natural resource management on the landowner.

(6) The student understands energy and natural resource policies at the local, state, and national level. The student is expected to:

(A) identify policy affecting the use of natural resources;

(B) identify policy affecting energy production;

(D) identify state and federal agencies that have natural resource management responsibilities; and

(E) define the roles of government, society, and property owners in the development of energy and natural resource policy.

(7) The student recognizes the purpose of land use planning. The student is expected to:

(A) identify the major categories of land use;

(B) evaluate considerations for land use planning, including ecological benefits;

(D) compare and contrast land use policy trends within the state; and

(E) discuss the advantages and disadvantages of land use planning for energy production.

(8) The student identifies water and wastewater use and management. The student is expected to:

(A) identify municipal, industrial, and agricultural uses of water, including recycling opportunities;

(B) discuss how different types of water uses pollute water resources;

(D) identify sources of point source and non-point source pollution associated with municipal, industrial, and agricultural uses;

(E) describe effective management practices commonly used to abate point and non-point sources of pollution;

(F) discuss how the different types of water uses impact water availability;

(G) research water use legislation;

(H) review water quality policy, including the agricultural storm water exclusion, and how it affects the decisions made in agricultural production; and

(I) discuss the potential impacts of energy production on water resources.

(9) The student describes air quality associated with energy production. The student is expected to:

(A) define air pollution;

(B) research air quality legislation;

(D) discuss different emission management strategies; and

(E) identify air pollution controls used in energy production.

(10) The student examines soil erosion as related to energy production. The student is expected to:

(A) identify sources of energy production that can contribute to soil erosion;

(B) illustrate harmful effects of soil erosion;

(D) list soil erosion control methods and programs.

(11) The student analyzes the identification, handling, storing, and disposing of waste and hazardous materials. The student is expected to:

(A) identify types of waste and hazardous materials;

(B) research legislation related to waste and hazardous materials;

(D) describe safe handling, storing, and disposal of waste materials, including composting and recycling.

(12) The student learns the processes for producing energy from agricultural crops, biomass, fossil fuel, wind, solar, and geothermal sources. The student is expected to:

(A) identify agricultural and silvicultural crops and bi-products suitable for renewable energy production;

(B) discuss production processes for agricultural- and silvicultural-based biofuels;

(D) compare and contrast oil and gas drilling methods and the environmental considerations associated with each, including environmentally friendly alternatives;

(E) compare and contrast coal mining methods and the environmental considerations associated with each;

(F) analyze advantages and disadvantages of wind-generated energy;

(G) identify public policy considerations associated with transmission line construction to move wind-generated energy;

(H) locate areas in the state that have geothermal energy production potential;

(I) explain the benefits of geothermal energy;

(J) identify solar energy systems and describe the function of each; and

(K) identify the environmental considerations associated with biofuels and wind energy.

§130.12.Advanced Environmental Technology (One Credit).

(a) General requirements. This course is recommended for students in Grades 11-12. Recommended prerequisite: a minimum of one credit from the courses in the Agriculture, Food, and Natural Resources cluster.

(b) Introduction. To be prepared for careers in environmental service systems, students need to attain academic skills and knowledge, acquire advanced technical knowledge and skills related to environmental service systems and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings. This course examines the interrelatedness of environmental issues and production agriculture. Students evaluate sustainable resources and green technologies which will provide environmental benefits. Instruction is designed to allow for the application of science and technology to measure environmental impacts resulting from production agriculture through field and laboratory experiences.

(1) The student learns the employability characteristics of a successful employee. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of environmental technology;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in environmental technology;

(D) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills; and

(E) demonstrate leadership skills to accomplish organizational goals and objectives.

(2) The student develops an advanced supervised agriculture experience program as it relates to agriculture, food, and natural resources. The student is expected to:

(B) apply proper record-keeping skills as they relate to a supervised experience;

(D) participate in youth leadership opportunities to create a well-rounded experience program in agriculture; and

(E) produce a challenging approach for a local program of activities in agriculture.

(3) The student uses instructional time to conduct field and laboratory investigations using safe, environmentally appropriate, and ethical practices in a documented supervised experience. The student is expected to:

(A) demonstrate safe practices during field and laboratory investigations in a documented supervised experience; and

(B) use accepted procedures for the use and conservation of resources and for the safe handling of materials.

(4) The student determines the importance and scope of natural resources. The student is expected to:

(A) identify various types of natural resources;

(B) discuss renewable and non-renewable energy resources and the impact on the environment;

(D) map the geographic and demographic distribution of natural resources.

(5) The student identifies water use and management in agricultural settings. The student is expected to:

(A) identify the distribution and properties of water in the hydrologic cycle;

(B) identify agricultural uses of water, including the benefits of recycling;

(D) define point source and non-point source pollution;

(E) identify sources of point source and non-point source pollution associated with agriculture;

(F) identify effective management practices commonly used to abate point and non-point sources of pollution;

(G) explain the impact of agriculture production on water quality as related to the functioning of watersheds;

(H) evaluate how the different agricultural water uses may impact water availability;

(I) research water use legislation; and

(J) research water quality policy, including the agricultural storm water exclusion, and how it affects the decisions made in agricultural production.

(6) The student describes air quality associated with agricultural production. The student is expected to:

(A) describe the anatomy of the atmosphere and the atmospheric cycle;

(B) define air pollution;

(D) identify sources and effects of air pollution from agricultural production;

(E) discuss different emission management strategies; and

(F) identify common air pollution controls used in agricultural production.

(7) The student examines soil erosion as related to agricultural production. The student is expected to:

(A) describe the components, dynamics, properties, and functions of soils;

(B) identify agriculture production practices that can contribute to soil erosion;

(D) discuss the legal aspects of soil erosion;

(E) explain soil erosion control methods and programs; and

(F) identify how soil erosion affects the environment.

(8) The student explains the use and abuse of natural resources. The student is expected to:

(A) identify the progression of use of natural resources leading to environmental degradation;

(B) explain the impact of human population dynamics on the environment;

(D) communicate the resulting environmental consequences, including those on living organisms.

§130.13.Food Technology and Safety (One-Half to One Credit).

(a) General requirements. This course is recommended for students in Grades 10-12.

(b) Introduction. To be prepared for careers in value-added and food processing systems, students need to attain academic skills and knowledge, acquire technical knowledge and skills related to value-added and food processing and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings. This course examines the food technology industry as it relates to food production, handling, and safety.

(1) The student explains the impact of food science systems. The student is expected to:

(A) know the significance of food science systems;

(B) define trends in food production, world population, and supply and demand for food products;

(D) evaluate the relationship between biotechnology and the food science industry.

(2) The student analyzes the nutritive value of food constituents. The student is expected to:

(A) define the terms used in food technology;

(B) compare and contrast the nutritive value of food groups; and

(3) The student identifies procedures and regulations for sanitation and safety in the food industry. The student is expected to:

(A) identify food industry inspection standards, including hazard analysis and critical control points;

(B) describe procedures for insect and rodent control;

(D) assess conditions with regard to safety and health.

(4) The student identifies safety and governmental regulations involved in the processing and labeling of foods. The student is expected to:

(A) research regulations dealing with preserving red meat, poultry, and fish;

(B) describe packaging, labeling, and storage requirements for red meat, poultry, and fish;

(D) compare and contrast packaging requirements.

(5) The student compares and contrasts issues affecting the food science industry, including biotechnology, employment, safety, environmental, and animal welfare, to demonstrate an understanding of the trends and issues important to careers in the food science industry. The student is expected to:

(A) select solutions for different environmental issues;

(B) identify issues affecting food science;

(D) analyze and defend solutions for different environmental issues; and

(E) learn economic principles in order to apply them to food science systems such as supply, demand, and profit.

(6) The student describes the processing, packaging, quality analysis, and marketing of red meats and their by-products. The student is expected to:

(A) describe preparing livestock carcasses for market;

(B) describe United States Department of Agriculture inspection and grading procedures;

(D) evaluate and grade beef, pork, and lamb carcasses and wholesale cuts; and

(E) identify methods of fabricating and marketing processed meats.

(7) The student describes the processing, packaging, quality analysis, and marketing of eggs, poultry, and fish and their by-products. The student is expected to:

(A) describe processing techniques;

(B) demonstrate poultry and retail cuts evaluation;

(D) fabricate specialty and value-added products;

(E) know quality and portion control procedures; and

(F) describe marketing procedures for eggs, poultry, fish, and seafood.

(8) The student describes the processing, packaging, quality analysis, and marketing of fruits, nuts, and vegetables and their by-products. The student is expected to:

(A) identify, classify, and grade fruits, nuts, and vegetables;

(B) demonstrate trimming, washing, waxing, peeling, blanching, and other marketing techniques;

(D) discuss preserving, packaging, and storing fruits, nuts, and vegetables.

(9) The student describes the processing, packaging, quality analysis, and marketing of milk and dairy products for distribution. The student is expected to:

(A) describe methods of preparing milk for processing;

(B) evaluate methods of processing milk and dairy products;

(D) process, classify, and grade cheese; and

(E) identify dairy products.

(10) The student learns the employability characteristics of a successful employee. The student is expected to:

(A) locate and identify career opportunities that appeal to personal career goals;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation of value-added and food processing;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) access and navigate the Internet for research.

(11) The student develops an improved supervised agriculture experience program as it relates to agriculture, food, and natural resources. The student is expected to:

(B) apply proper record-keeping skills as they relate to a supervised experience;

(D) participate in youth leadership opportunities to create a well-rounded experience program in agriculture; and

(E) produce a challenging approach for a local program of activities in agriculture.

§130.14.Food Processing (One to Two Credits).

(a) General requirements. This course is recommended for students in Grades 10-12.

(b) Introduction. To be prepared for careers in food products and processing systems, students need to attain academic skills and knowledge, acquire technical knowledge and skills related to natural resources and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings. This course focuses on the food processing industry with special emphasis on the handling, processing, and marketing of food products.

(1) The student knows the relationship of the food processing industry to the free enterprise system. The student is expected to:

(A) explain the importance of the food processing industry in the free enterprise system; and

(B) explain trends in the consumption of food products.

(2) The student understands consumer satisfaction issues. The student is expected to:

(A) practice equipment maintenance and sanitation procedures;

(B) explain the factors that affect food palatability;

(D) demonstrate work ethics, customer relations skills, and management competencies consistent with industry standards.

(3) The student understands quality control issues in food processing. The student is expected to:

(A) practice procedures relating to the safe manufacture of foods through hygienic food handling and processing;

(B) develop and maintain sanitation schedules;

(D) research food safety laws; and

(E) describe solutions for different environmental issues.

(4) The student identifies marketing considerations for food processing. The student is expected to:

(A) practice methods of merchandising red meat, poultry, game, fish, and their by-products;

(B) identify, select, and grade meat;

(i) explaining the impact of temperature in food preservation; and

(ii) comparing and contrasting packaging preservation such as film, plastic, and can; and

(D) describe harvest and inspection techniques to process food products and analyze food product options.

(5) The student learns the employability characteristics of a successful employee. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the value-added and food processing industry;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in the value-added and food processing industry;

(D) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills; and

(E) access and navigate the Internet for research.

(6) The student develops an improved supervised agriculture experience program as it relates to agriculture, food, and natural resources. The student is expected to:

(B) apply proper record-keeping skills related to a supervised experience;

(D) participate in youth leadership opportunities to create a well-rounded experience program in agriculture; and

(E) produce a challenging approach for a local program of activities in agriculture.

§130.15.Wildlife, Fisheries, and Ecology Management (One-Half to One Credit).

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. To be prepared for careers in natural resource systems, students need to attain academic skills and knowledge, acquire technical knowledge and skills related to natural resources, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings. This course examines the management of game and non-game wildlife species, fish, and aquacrops and their ecological needs as related to current agricultural practices.

(1) The student learns the employability characteristics of a successful employee. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of natural resources;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in natural resources;

(D) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills.

(2) The student analyzes the importance of wildlife, with an emphasis on use and management. The student is expected to:

(A) analyze the importance of wildlife, fisheries, and ecology management;

(B) discuss the history of wildlife, fisheries, and ecology management;

(D) describe how public recreation use is a product.

(3) The student knows the scientific basis for wildlife management. The student is expected to:

(A) identify the basic ecological concepts of game management;

(B) identify game, non-game, and fish species;

(D) identify observable diseases impacting plants and animals; and

(E) describe how to report observance of disease infestations.

(4) The student knows the interrelationships between the various aspects of wildlife and outdoor public use management. The student is expected to:

(A) identify special areas of importance in wildlife and public use management;

(B) identify laws and regulations regarding the use of wildlife resources;

(D) list factors involved in landowner and property rights;

(E) demonstrate specific safety certification requirements;

(F) demonstrate precautions to use when interfacing with the public concerning regulations and law enforcement;

(G) describe security issues for closed and restricted areas;

(H) describe solutions to issues concerning public protection;

(I) recognize potential threat situations for the public and other users;

(J) identify the appropriate law enforcement authority;

(K) describe wildlife harvest techniques and procedures; and

(L) describe fish harvest techniques and procedures.

(5) The student examines natural cycles and related phenomena to describe ecologic concepts and principles. The student is expected to:

(A) explain the hydrologic, nitrogen, carbon, and nutrient cycles;

(B) describe succession;

(D) distinguish between primary and secondary producers;

(E) describe predator-prey relationships;

(F) identify potential pollution sources;

(G) define watershed boundaries;

(H) use the stream classification system; and

(I) describe the influence of weather and climatic factors.

(6) The student applies cartographic skills to natural resource activities. The student is expected to:

(A) describe different types of maps;

(B) interpret map features and legends;

(D) determine direction from map;

(E) determine elevation and terrain features from topographic maps;

(F) use directional tools with maps to locate position;

(G) use land survey and coordinate system; and

(H) use a Geographic Information System to interface geospatial data and interpret photos and images.

(7) The student obtains planning data by monitoring natural resource status. The student is expected to:

(A) describe resource inventory and population studies;

(B) devise sample plots and points;

(D) interpret data concerning resource availability and health;

(E) organize databases of resource data;

(F) use a Geographic Information System to analyze resource data;

(G) create a technical report; and

(H) describe the relationship of harvest levels to long-term availability of resources.

(8) The student executes various natural resource enhancement techniques using scientific knowledge from the study of environment and wildlife. The student is expected to:

(A) demonstrate stream enhancement techniques;

(B) demonstrate wildlife habitat enhancement techniques; and

(9) The student demonstrates the concepts related to the importance of facilities, harvest, processing, and marketing of aquaculture products. The student is expected to:

(A) discuss the importance and progress of aquaculture as an emerging industry; and

(B) identify and classify plant and animal aquaculture species.

(10) The student demonstrates concepts related to optimum production. The student is expected to:

(A) describe nutritional aspects of aquaculture production;

(B) discuss requirements for optimum growth of species-specific aquacrops;

(D) recognize weather-related dangers;

(E) recognize hazards as they relate to terrain;

(F) identify poisonous plants and animals;

(G) recognize hazardous situations; and

(H) demonstrate personal fire prevention precautions while working in natural environments.

(11) The student develops an improved supervised agriculture experience program as it relates to agriculture, food, and natural resources. The student is expected to:

(B) apply proper record-keeping skills as they relate to a supervised experience;

(D) participate in youth leadership opportunities to create a well-rounded experience program in agriculture; and

(E) produce a challenging approach for a local program of activities in agriculture.

§130.16.Range Ecology and Management (One-Half to One Credit).

(a) General requirements. This course is recommended for students in Grades 10-12.

(b) Introduction. To be prepared for careers in environmental and natural resource systems, students need to attain academic skills and knowledge, acquire technical knowledge and skills related to environmental and natural resources, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings. This course is designed to develop students' understanding of rangeland ecosystems and sustainable forage production.

(1) The student develops an improved supervised agriculture experience program as it relates to agriculture, food, and natural resources. The student is expected to:

(B) apply proper record-keeping skills as they relate to a supervised experience;

(D) participate in youth leadership opportunities to create a well-rounded experience program in agriculture; and

(E) produce a challenging approach for a local program of activities in agriculture.

(2) The student learns the employability characteristics of a successful employee. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of environmental and natural resources;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in environmental and natural resources;

(D) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills.

(3) The student develops an understanding of the rangeland ecosystem. The student is expected to:

(A) describe ecology, photosynthesis, energy flow, and climax vegetation;

(B) describe the impact of rangeland on the water cycle and water quality; and

(4) The student gains an understanding of rangeland as a dynamic, living, and changeable resource. The student is expected to:

(A) explain the relationship of rangeland to the environment;

(B) discuss the interrelationships of water, alternative use, carrying capacity, and population;

(D) explore the use of rangeland plants as alternative energy sources; and

(E) develop an understanding of the role of rangeland in water recharge and conservation.

(5) The student analyzes the biotic and abiotic components of a rangeland. The student is expected to:

(A) discuss abiotic components of rangeland with an emphasis on soil;

(B) determine abiotic components of rangeland with an emphasis on topography;

(D) identify important range plants; and

(E) recognize plant characteristics that impact rangeland ecology.

(6) The student develops an understanding of the dynamic process of a renewable rangeland resource. The student is expected to:

(A) determine range condition based on plant populations;

(B) compare and contrast rangeland condition trends; and

(7) The student applies rangeland ecology concepts as related to domestic livestock. The student is expected to:

(A) recognize plants beneficial to domestic livestock;

(B) identify plants poisonous to domestic livestock;

(D) select a proper mixture of domestic livestock appropriate for specific range sites.

(8) The student identifies methods of maintaining and improving rangeland for wildlife production. The student is expected to:

(A) identify plants beneficial to wildlife;

(B) recognize plants poisonous to wildlife;

(D) determine proper species of wildlife used to develop for specific range sites.

(9) The student develops an understanding of rangeland as it relates to worldwide concerns. The student is expected to:

(A) predict the effect of rangeland as recharge zones for aquifers;

(B) draw conclusions on the effect of rangeland on the carbon footprint of agriculture products;

(D) develop an understanding of rangeland's role in energy production, including wind and ethanol production as well as fossil fuels.

§130.17.Forestry and Woodland Ecosystems (One-Half to One Credit).

(a) General requirements. This course is recommended for students in Grades 10-12.

(b) Introduction. To be prepared for careers in natural resource systems, students need to attain academic skills and knowledge, acquire technical knowledge and skills related to natural resources, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer knowledge and skills in a variety of settings. This course examines current management practices for forestry and woodlands. Special emphasis is given to management as it relates to ecological requirements and how these practices impact the environment.

(1) The student learns the employability characteristics of a successful employee. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of forestry and woodland ecosystems;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in forestry and woodland ecosystems;

(D) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills.

(2) The student describes the principles of forestry and woodland ecosystems. The student is expected to:

(A) describe the historical and economic significance of forestry;

(B) illustrate tree anatomy and growth;

(D) identify forest and woodland soils;

(E) describe silviculture;

(F) define ecosystems;

(G) describe photosynthesis and respiration;

(H) describe watershed management;

(I) define succession; and

(J) compare forests and woodlands.

(3) The student demonstrates forestry biometrics skills. The student is expected to:

(A) calculate tree volume;

(B) estimate timber growth and yield;

(D) calculate quality and volume by scaling logs.

(4) The student performs forestry management skills. The student is expected to:

(A) identify forestry management options;

(B) define multiple-use possibilities; and

(5) The student identifies softwood and hardwood forest management and utilization practices. The student is expected to:

(A) identify principles of forestry economics;

(B) research sources of forestry management assistance;

(D) describe merchandising practices; and

(E) identify research in forestry and wood technology.

(6) The student describes the role of wood technology in forest product development. The student is expected to:

(A) compare timber manufacturing processes and products; and

(B) identify research and development issues in forestry and wood technology.

(7) The student applies cartographic skills to natural resource activities. The student is expected to:

(A) describe different types of maps;

(B) interpret map features and legends;

(D) identify direction from map;

(E) distinguish elevation and terrain features from topographic maps;

(F) use directional tools with maps to locate position;

(G) use land survey and coordinate systems;

(H) use a Geographic Information System to interface geospatial data; and

(I) interpret photos and images.

(8) The student identifies and distinguishes ethical practices in the field of natural resource systems. The student is expected to:

(A) identify and evaluate ethical guidelines;

(B) evaluate how advances in science and technology have raised concerns about ethical issues; and

(C) identify a national organization or institution that seeks to promote ethical behavior and analyze its success and impact.

(9) The student develops an improved supervised agriculture experience program as it relates to agriculture, food, and natural resources. The student is expected to:

(B) apply proper record-keeping skills as they relate to a supervised experience;

(D) participate in youth leadership opportunities to create a well-rounded experience program in agriculture; and

(E) produce a challenging approach for a local program of activities in agriculture.

§130.18.Principles and Elements of Floral Design (One Credit).

(a) General requirements. This course is recommended for students in Grades 10-12.

(b) Introduction.

(1) To be prepared for careers in floral design, students need to attain academic skills and knowledge as well as technical knowledge and skills related to horticultural systems and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply and transfer their knowledge and skills and technologies in a variety of settings. This course is designed to develop students' ability to identify and demonstrate the principles and techniques related to floral design as well as develop an understanding of the management of floral enterprises.

(2) Through the analysis of artistic floral styles and historical periods, students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze floral designs, thus contributing to the development of lifelong skills of making informed judgments and evaluations.

(1) The student identifies design principles and techniques in floral art and interiorscapes. The student is expected to:

(A) identify the aesthetic benefits and the history of floral art, particularly as it relates to current practice;

(B) classify and identify flowers and plants used in floral design; and

(2) The student demonstrates floral design principles and techniques. The student is expected to:

(A) understand and implement the design process through the medium of floral materials;

(B) evaluate and prepare geometric floral designs using cut flowers;

(D) prepare corsages and boutonnieres; and

(E) prepare floral designs for specific occasions.

(3) The student develops and formulates ideas from the environment. The student is expected to:

(A) illustrate ideas for floral designs from direct observation, experiences, and imagination;

(B) compare and contrast the use of art elements such as color, texture, form, line, and space; and

(C) compare and contrast the art principles of art elements such as continuity, pattern, rhythm, balance, proportion, and unity in personal designs.

(4) The student makes informed judgments about personal designs and the designs of others. The student is expected to:

(A) interpret, evaluate, and justify artistic decisions in personal arrangements; and

(B) select and analyze original designs, portfolios, and floral exhibitions by peers and others to form precise conclusions about formal qualities, and historical and cultural contexts, intents, and meanings.

(5) The student demonstrates contemporary designs, business practices, specialty items, and creativity in the floral industry by developing floral design skills. The student is expected to:

(A) classify and identify specialty floral items;

(B) evaluate and appraise floral designs;

(D) create specialty designs to expand artistic expression;

(E) demonstrate pricing and order-processing skills; and

(F) list service delivery options related to effectiveness.

(6) The student knows the management factors of floral enterprises. The student is expected to:

(A) use temperature, preservatives, and cutting techniques to increase keeping quality;

(B) identify tools, chemicals, and equipment used in floral design;

(D) manage pests; and

(E) demonstrate the technical skills for increasing the preservation of cut flowers and foliage.

(7) The student learns the employability characteristics of a successful employee. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of floral design and interior landscape development;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in floral design and interior landscape development;

(D) identify employers' expectations, appropriate work habits, and good citizenship skills; and

(E) identify training, education, and certification requirements for occupational choice.

(8) The student develops an improved supervised agriculture experience program as it relates to agriculture, food, and natural resources. The student is expected to:

(B) apply proper record-keeping skills as they relate to a supervised experience;

(D) participate in youth leadership opportunities to create a well-rounded experience program in agriculture; and

(E) produce a challenging approach for a local program of activities in agriculture.

§130.19.Landscape Design and Turf Grass Management (One-Half to One Credit).

(a) General requirements. This course is recommended for students in Grades 10-12.

(b) Introduction. To be prepared for careers in horticultural systems, students need to attain academic skills and knowledge, acquire technical knowledge and skills related to horticultural systems and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings. This course is designed to develop an understanding of landscape and turf grass management techniques and practices.

(1) The student learns the employability skills of a successful employee in the modern workplace. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of landscape design and turf grass management, including how to search for and obtain employment, what qualifications are required for varying career fields, and how to advance in a position;

(B) apply competencies related to resources, information, interpersonal skills, problem solving, critical thinking, and systems of operation in landscape design, construction, and maintenance;

(D) demonstrate knowledge of personal and occupational health and safety practices in the industry; and

(E) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills.

(2) The student develops an improved supervised agriculture experience program as it relates to agriculture, food, and natural resources. The student is expected to:

(B) apply proper record-keeping skills as they relate to a supervised experience;

(D) participate in youth leadership opportunities to create a well-rounded experience program in agriculture; and

(E) produce a challenging approach for a local program of activities in agriculture.

(3) The student identifies environmental, aesthetic, and financial benefits of landscaped sites. The student is expected to:

(A) assess soil characteristics and environmental conditions;

(B) complete a site analysis checklist;

(D) identify plants and structures used in designing landscapes.

(4) The student performs landscape business procedures. The student is expected to:

(A) interview potential clients;

(B) prepare cost estimates such as materials, labor, and administrative cost and service schedules; and

(5) The student analyzes the cost and maintenance of tools, equipment, and structures used in the landscape industry. The student is expected to:

(A) identify, store, and maintain landscaping hand and power tools and equipment;

(B) prepare plant growing sites;

(D) select and install landscape irrigation systems; and

(E) perform turf grass services such as mowing, renovating, fertilizing, pesticide application, weed control, and watering.

(6) The student performs turf grass establishment and maintenance techniques. The student is expected to:

(A) identify, store, and maintain turf grass hand and power tools and equipment;

(B) identify different varieties of turf grasses and selected use;

(D) prepare turf grass sites for sodding or seeding;

(E) select the proper turf grass for a site;

(F) select the method of turf grass installation;

(G) select and install turf grass irrigation systems; and

(H) perform turf grass services such as mowing, renovating, fertilizing, pesticide application, weed control, and watering.

§130.20.Horticulture Science (One-Half to One Credit).

(a) General requirements. This course is recommended for students in Grades 10-12.

(b) Introduction. To be prepared for careers in horticultural systems, students need to attain academic skills and knowledge, acquire technical knowledge and skills related to horticulture and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer knowledge and skills in a variety of settings. This course is designed to develop an understanding of common horticultural management practices as they relate to food and ornamental plant production.

(1) The student learns the employability characteristics of a successful employee. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of horticulture;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in horticulture;

(D) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills.

(2) The student develops technical skills associated with the management and production of horticultural plants. The student is expected to:

(A) classify horticultural plants based on physiology for taxonomic or other classifications;

(B) manage the horticultural production environment;

(D) create a design using plants that demonstrates an application of design elements and principles;

(E) design and establish landscapes; and

(F) describe the process of fruit, nut, and vegetable production.

(3) The student identifies structures and physiological processes used in plant production. The student is expected to:

(A) examine unique plant properties to identify and describe functional differences in plant structures, including roots, stems, flowers, leaves, and fruit;

(B) differentiate between monocots and dicots and male and female plants;

(D) demonstrate asexual propagation techniques.

(4) The student manages and controls common pests of horticultural plants. The student is expected to:

(A) identify common horticultural pests;

(B) demonstrate safe practices in selecting, applying, storing, and disposing of chemicals; and

(5) The student demonstrates marketing and management skills used in the operation of horticultural businesses. The student is expected to:

(A) identify and maintain hand and power tools and equipment;

(B) select appropriate tools and equipment;

(D) identify options and opportunities for business ownership; and

(E) analyze the role of small business in free enterprise.

(6) The student develops an improved supervised agriculture experience program as it relates to agriculture, food, and natural resources. The student is expected to:

(B) apply proper record-keeping skills as they relate to a supervised experience;

(D) participate in youth leadership opportunities to create a well-rounded experience program in agriculture; and

(E) produce a challenging approach for a local program of activities in agriculture.

§130.21.Advanced Plant and Soil Science (One Credit).

(b) Introduction.

(1) Plant and Soil Science provides a way of learning about the natural world. Students should know how plant and soil science has influenced a vast body of knowledge, that there are still applications to be discovered, and that plant and soil science is the basis for many other fields of science.

(2) Investigations, laboratory practices, and field exercises will be used to develop an understanding of current plant and soil science.

(3) This course is designed to prepare students for careers in the food and fiber industry. Students will learn, reinforce, apply, and transfer their knowledge in a scientific setting.

(1) The student, for at least 40% of instructional time, conducts field experiments, laboratory investigations, or approved supervised experience programs using safe, environmentally appropriate, and ethical practices. The student is expected to:

(A) demonstrate safe practices during field and laboratory investigations; and

(B) demonstrate an understanding of the use and conservation of resources and proper disposal and recycling of spent resources.

(2) The student analyzes plant and soil science as related to plant and soil relationships affecting the production of food and fiber. The student is expected to:

(A) recognize the importance and interrelationships of soil and plants; and

(B) practice soil and plant evaluation as it applies to agricultural and urban settings.

(3) The student demonstrates the employability characteristics of a successful employee. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of plant systems;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in plant systems;

(D) identify employer expectations, appropriate work habits, and good citizenship skills.

(4) The student develops an advanced supervised experience program as it relates to agriculture, food, and natural resources. The student is expected to:

(B) apply proper record-keeping skills as they relate to a supervised experience;

(D) participate in youth leadership opportunities to create a well-rounded experience program in agriculture; and

(E) produce a challenging approach for a local program of activities in agriculture.

(5) The student develops scenarios for advances in plant and soil science. The student is expected to:

(A) design, conduct, and complete research in a laboratory or field activity to solve problems in plant and soil science;

(B) use charts, tables, and graphs to prepare written summaries of results and data obtained in a laboratory or field activity;

(D) communicate valid outcomes and solutions.

(6) The student explains the relationship of biotic and abiotic factors within habitats and ecosystems. The student is expected to:

(A) identify native plants, assess their role in an ecosystem, and compare them to plants in other ecosystems;

(B) make observations and compile data about fluctuations in abiotic cycles and evaluate their effects on local ecosystems;

(C) evaluate the impact of human activity such as methods of pest control, hydroponics, and sustainable agriculture on ecosystems; and

(D) predict how the introduction, removal, or re-introduction of an organism may affect the food chain and existing populations.

(7) The student analyzes soil science as related to food and fiber production. The student is expected to:

(A) explain soil formation;

(B) evaluate the properties and nature of soils;

(D) perform soil management practices such as tillage trials and sustainable soil management; and

(E) practice soil evaluations as related to experiential activities such as land judging.

(8) The student describes the relationship between resources within environmental systems. The student is expected to:

(A) summarize methods of land use and management;

(B) identify sources, use, quality, and conservation of water;

(D) analyze and evaluate the economic significance and interdependence of components of the environment;

(E) evaluate the impact of human activity and technology on soil fertility and productivity;

(F) analyze and describe the effects on environments by events such as fire, hurricanes, deforestation, mining, population growth, and urban development; and

(G) explain how regional changes in the environment may have a global effect.

(9) The student describes the origin and use of water in a watershed. The student is expected to:

(A) identify sources and calculate the amount of water in a watershed, including ground and surface water;

(B) research and identify the type of water used in a watershed;

(D) identify and use methods to evaluate water quantity available in a watershed.

(10) The student maps the process of soil formation as influenced by weathering, including erosion processes due to water, wind, and mechanical factors influenced by climate. The student is expected to:

(A) illustrate the role of weathering in soil formations;

(B) distinguish chemical weathering from mechanical weathering; and

(11) The student describes the dynamics of a watershed. The student is expected to:

(A) identify the characteristics of a local watershed such as average annual rainfall, runoff patterns, aquifers, location of water basins, and surface reservoirs; and

(B) analyze the impact of floods, drought, irrigation, urbanization, and industrialization in a watershed.

(12) The student explains how petroleum energy resources affect agriculture. The student is expected to:

(A) research and describe the origin of fossil fuels such as coal, oil, and natural gas;

(B) analyze issues regarding the use of fossil fuels and other non-renewable energy sources or alternative energy sources; and

(13) The student evaluates components of plant science as it relates to crop production. The student is expected to:

(A) analyze plant physiology, genetics, and reproduction;

(B) recognize characteristics of quality seeds such as mechanical damage, viability, and grade;

(D) perform plant management practices such as germination tests, plant spacing trials, and fertilizer tests; and

(E) measure trends in crop species and varieties grown locally in Texas and the United States and how this affects agriculture and consumers.

(14) The student identifies how plants grow and how specialized cells, tissues, and organs develop. The student is expected to:

(A) compare cells from different parts of the plant, including roots, stems, and leaves, to show specialization of structures and functions; and

(B) sequence the levels of organization in multicellular organisms that relate the parts to each other and the whole.

(15) The student diagrams the structure and function of nucleic acids in the mechanism of genetics. The student is expected to:

(A) describe components of deoxyribonucleic acid and illustrate how information for specifying the traits of an organism is carried in deoxyribonucleic acid;

(B) identify and illustrate how changes in deoxyribonucleic acid cause phenotypic or genotypic changes;

(D) compare the processes of mitosis and meiosis and their significance.

(16) The student demonstrates skills related to the human, scientific, and technological dimensions of crop production and the resources necessary for producing domesticated plants. The student is expected to:

(A) describe the growth and development of major crops;

(B) apply principles of genetics and plant breeding;

(D) design and conduct experiments to support known principles of genetics.

(17) The student explains the chemistry involved in plants at the cellular level. The student is expected to:

(A) compare the structures and functions of different types of organic molecules such as carbohydrates, lipids, proteins, and nucleic acids;

(B) compare the energy flow in photosynthesis to the energy flow in cellular respiration; and

(18) The student identifies the sources and flow of energy through environmental systems. The student is expected to:

(A) summarize forms and sources of energy;

(B) explain the flow of energy in an environment;

(D) investigate and identify energy interaction in an ecosystem.

§130.22.Agricultural Mechanics and Metal Technologies (One-Half to One Credit).

(a) General requirements. This course is recommended for students in Grades 10-12. Students may take this course in Grade 9 if they have met the recommended prerequisite of Principles of Agriculture, Food, and Natural Resources.

(b) Introduction. To be prepared for careers in agricultural power, structural, and technical systems, students need to attain academic skills and knowledge; acquire technical knowledge and skills related to power, structural, and technical agricultural systems and the industry; and develop knowledge and skills regarding career opportunities, entry requirements, industry certifications, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer knowledge and skills and technologies in a variety of settings. This course is designed to develop an understanding of agricultural mechanics as it relates to safety and skills in tool operation, electrical wiring, plumbing, carpentry, fencing, concrete, and metal working techniques.

(1) The student learns the employability skills of a successful employee to meet current industry standards and society. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of power, structural, and technical agricultural systems, including how to search and obtain employment, what qualifications are required for varying career fields, and how to advance in a position;

(B) apply competencies related to resources, information, interpersonal skills, problem solving, critical thinking, and systems of operation of power, structural, and technical agricultural systems;

(D) demonstrate knowledge of personal and occupational health, safety, and first-aid practices in the industry; and

(E) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills.

(2) The student develops an improved supervised agriculture experience program as it relates to agriculture, food, and natural resources. The student is expected to:

(B) apply proper record-keeping skills as they relate to a supervised experience;

(D) participate in youth leadership opportunities to create a well-rounded experience program in agriculture; and

(E) produce a challenging approach for a local program of activities in agriculture.

(3) The student follows operating instructions for tools and equipment to perform a given task. The student is expected to:

(A) select and use the appropriate hand and power tools to perform a given task, maintain tools, and store tools; and

(B) select and use measuring and marking devices.

(4) The student identifies and performs electric wiring skills. The student is expected to:

(A) identify principles of electric wiring and wiring terminology;

(B) perform and install electric wiring components and fixtures to comply with government regulations and applicable codes; and

(5) The student performs plumbing skills. The student is expected to:

(A) identify and select plumbing tools and fixtures;

(B) install plumbing equipment and fixtures to comply with government regulations and applicable codes; and

(6) The student performs concrete construction skills. The student is expected to:

(A) project cost estimates for materials and construct forms; and

(B) reinforce, place, finish, and cure concrete.

(7) The student performs carpentry skills. The student is expected to:

(A) identify materials used in agricultural construction;

(B) identify elements of projected cost estimate and prepare a bid package for a planned project;

(D) paint and protect with coatings.

(8) The student identifies fencing methods. The student is expected to:

(A) select fencing materials; and

(B) plan and install fences.

(9) The student performs appropriate cold and hot metal techniques. The student is expected to:

(A) identify types of metal;

(B) cut, file, shape, and drill metal;

(D) select and operate electric-arc welding equipment to meet standards; and

(E) perform specialty welding and cutting techniques to meet standards.

(10) The student knows metal merging technology and processes relating to assembly of equipment in agricultural systems operations. The student is expected to:

(A) select and maintain appropriate tools, equipment, and facilities; and

(B) identify and determine properties, types, and uses of metal.

(11) The student plans and performs cost-effective construction techniques. The student is expected to:

(A) analyze site, equipment, and permit requirements;

(B) observe or operate computer-aided drafting design software;

(D) estimate material needs and costs;

(E) measure, mark, and cut material; and

(F) perform specialized nonmetallic fabrication techniques.

§130.23.Agricultural Facilities Design and Fabrication (One to Two Credits).

(a) General requirements. This course is recommended for students in Grades 11-12.

(b) Introduction. To be prepared for careers in mechanized agriculture and technical systems, students attain knowledge and skills related to agricultural facilities design and fabrication. Students explore career opportunities, entry requirements, and industry expectations. To prepare for success, students reinforce, apply, and transfer their academic knowledge and technical skills in a variety of settings.

(1) The student learns and applies the employability characteristics of a successful employee. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of mechanized agriculture;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation of mechanized agriculture;

(D) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills; and

(E) research licensing, certification, and credentialing requirements.

(2) The student demonstrates principles of facilities design and fabrication related to agricultural structures. The student is expected to:

(A) develop building plans;

(B) select site and locate agricultural building placement;

(D) select appropriate environmental control systems with a special emphasis on green technology; and

(E) use computer-aided design software as appropriate.

(3) The student plans, constructs, and maintains fences, corrals, and other agricultural enclosures. The student is expected to:

(A) select site and locate enclosures;

(B) estimate materials and building costs; and

(4) The student explores the different types of power systems used in agricultural facilities. The student is expected to:

(A) define the terms and principles of electricity;

(B) estimate electrical needs and loads;

(D) demonstrate the use of various meters;

(E) select circuit wiring materials and supplies;

(F) demonstrate electrical systems repair; and

(G) explore alternative power systems, including solar, wind, and biomass.

(5) The student constructs agricultural structures using appropriate technology. The student is expected to:

(A) demonstrate appropriate use of surveying equipment;

(B) demonstrate and apply Geographic Information System (GIS) and Global Positioning System (GPS) principles;

(D) plan, establish, and maintain water-management systems;

(E) identify non-traditional structural building techniques, including industry trends that are eco-friendly;

(F) discuss the use of masonry and drywall construction; and

(G) install doors, windows, and roofing materials.

(6) The student demonstrates metal construction techniques related to agricultural design and fabrication. The student is expected to:

(A) explain the operations of safe oxy-fuel cutting; and

(B) demonstrate safe electrical welding.

(7) The student develops an advanced supervised agriculture experience program as it relates to agriculture, food, and natural resources. The student is expected to:

(B) apply proper record-keeping skills as they relate to a supervised experience;

(D) participate in youth leadership opportunities to create a well-rounded experience program in agriculture; and

(E) produce a challenging approach for a local program of activities in agriculture.

§130.24.Agricultural Power Systems (One to Two Credits).

(a) General requirements. This course is recommended for students in Grades 10-12.

(b) Introduction. To be prepared for careers in agricultural power, structural, and technical systems, students should attain academic skills and knowledge; acquire technical knowledge and skills related to power, structural, and technical agricultural systems and the workplace; and develop knowledge and skills regarding career opportunities, entry requirements, industry certifications, and industry expectations. To prepare for success, students should have opportunities to learn, reinforce, apply, and transfer their knowledge and technical skills in a variety of settings. This course is designed to develop an understanding of power and control systems as related to energy sources, small and large power systems, and agricultural machinery.

(1) The student outlines the employability skills of a successful employee to meet current industry and societal standards. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of power, structural, and technical systems;

(B) apply competencies related to resources, information, interpersonal skills, problem solving, and critical thinking in power, structural, and technical systems;

(D) demonstrate knowledge of personal and occupational health and safety practices in the workplace; and

(E) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills.

(2) The student develops an improved supervised agriculture experience program as it relates to agriculture, food, and natural resources. The student is expected to:

(B) apply proper record-keeping skills as they relate to a supervised experience;

(D) participate in youth leadership opportunities to create a well-rounded experience program in agriculture; and

(E) produce a challenging approach for a local program of activities in agriculture.

(3) The student connects power generation to differing energy sources. The student is expected to:

(A) discuss benefits and detriments of petroleum and alternative energy sources;

(B) compare environmental impacts of varying energy sources;

(D) discuss the efficiency of power generation systems that use various energy sources.

(4) The student selects the appropriate tool to perform a given task related to agricultural power systems. The student is expected to:

(A) select and identify standard tools, equipment, and safety procedures common to power and control applications;

(B) follow operating instructions of specialized tools and equipment such as micrometers, digital multimeters, and dynameters;

(D) maintain and store tools and equipment common to power and control applications; and

(E) inventory tools and equipment in a service or maintenance facility.

(5) The student selects, operates, and maintains small engines. The student is expected to:

(A) describe principles of operation of internal combustion engines and related power systems and parallel them to shared operations and theories in multiple cylinder engines;

(B) disassemble and reassemble small engines;

(D) research small engine industry certifications.

(6) The student selects, operates, and maintains agricultural machines and equipment. The student is expected to:

(A) identify and select agricultural equipment for appropriate tasks such as the selection of tillage equipment to obtain a desired result;

(B) identify and maintain component materials on varying types of machines and equipment such as bearings, hydraulics, seals, chains, and drives;

(C) ensure the presence and function of safety systems and hardware on machinery and equipment such as guards and shields;

(D) calibrate metering, monitoring, and sensing equipment on various equipment such as tillage, harvest, transport, and haying; and

(E) perform pre-operation inspection and appropriate start-up procedures, identify causes of malfunctions and failures, perform scheduled preventive maintenance, and safely operate equipment.

(7) The student selects, operates, and maintains tractors and agricultural power systems. The student is expected to:

(A) select tractors based upon application and power requirements and describe or perform safe operation of tractors in various applications;

(B) maintain intake and exhaust systems, including shrouds, screens, filters, piping, after-coolers, air induction systems, manifolds, exhausts, and mufflers;

(C) select lubricants and apply appropriate lubrication as required by maintenance schedules on varying lubrication systems;

(D) identify and maintain varying fuel systems, power trains, and hydraulic systems used on farm tractors;

(E) explain charging, starting, operating, and igniting direct current electrical systems as well as troubleshoot simple problems with a digital multimeter;

(F) maintain steering and braking systems;

(G) maintain tires and tracks and describe the role of ballasting and traction in farm tractors; and

(H) explain the operation of and maintain liquid and air-cooling systems in tractors.

(8) The student monitors and controls electrical systems as related to agricultural machines and equipment. The student is expected to:

(A) use various meters and test equipment such as digital multimeters to collect data and troubleshoot electrical systems;

(B) employ appropriate techniques for applying devices, controls, and grounding in electrical systems;

(D) select and apply electric controls such as motor controls, switches, circuit breakers, timers, sensors, and relays; and

(E) interpret data generated by electrical monitoring systems.

(9) The student implements control systems as related to agricultural machines and equipment. The student is expected to:

(A) decipher schematic drawings for electrical control systems;

(B) describe uses of various electrical control system components;

(C) install control system components such as motor controls, switches, circuit breakers, timers, sensors, and relays and properly use appropriate tools, procedures, and safety practices; and

(D) identify system performance problems and apply troubleshooting techniques using monitoring devices or troubleshooting devices.

(10) The student describes hydraulic controls and applications as related to agricultural machines and equipment. The student is expected to:

(A) describe the operation of open and closed center hydraulic systems;

(B) explain the purpose and function of hydraulic controls such as valves, motors, pumps, cylinders, manifolds, and meters; and

(11) The student describes additional control systems as related to agricultural machines and equipment. The student is expected to:

(A) explain the application of pneumatic systems and controls; and

(B) explain the application of water or other fluid control systems as they apply to power and control systems and their component controls.

§130.25.Practicum in Agriculture, Food, and Natural Resources (Two to Three Credits).

(a) General requirements. This course is recommended for students in Grades 11-12. The practicum course is a paid or unpaid capstone experience for students participating in a coherent sequence of career and technical education courses in the Agriculture, Food, and Natural Resources cluster. Recommended prerequisite: a minimum of one credit from the courses in the Agriculture, Food, and Natural Resources cluster.

(b) Introduction. The practicum is designed to give students supervised practical application of knowledge and skills. Practicum experiences can occur in a variety of locations appropriate to the nature and level of experiences such as employment, independent study, internships, assistantships, mentorships, or laboratories.

(1) The student demonstrates professional standards as required by business and industry. The student is expected to:

(A) adhere to policies and procedures;

(B) demonstrate positive work behaviors and attitudes, including, punctuality, time management, initiative, and cooperation;

(D) apply ethical reasoning to a variety of situations in order to make ethical decisions;

(E) complete tasks with the highest standards to ensure quality products and services;

(F) model professional appearance, including dress, grooming, and personal protective equipment as appropriate; and

(G) comply with practicum setting safety rules and regulations to maintain safe and healthful working conditions and environments.

(2) The student applies concepts of critical thinking and problem solving. The student is expected to:

(A) analyze elements of a problem to develop creative and innovative solutions;

(B) critically analyze information to determine value to the problem-solving task;

(D) conduct technical research to gather information necessary for decision making.

(3) The student demonstrates leadership and teamwork skills to accomplish goals and objectives. The student is expected to:

(A) analyze leadership in relation to trust, positive attitude, integrity, and willingness to accept key responsibilities in a work situation;

(B) demonstrate teamwork skills through working cooperatively with others to achieve tasks;

(C) demonstrate teamwork processes that promote team building, consensus, continuous improvement, respect for the opinions of others, cooperation, adaptability, and conflict resolution;

(D) demonstrate responsibility for shared group and individual work tasks;

(E) establish and maintain effective working relationships in order to accomplish objectives and tasks;

(F) demonstrate effective working relationships using interpersonal skills in order to accomplish objectives and tasks;

(G) use positive interpersonal skills to negotiate and work cooperatively with others; and

(H) demonstrate respect for individuals, including those from different cultures, genders, and backgrounds, and value for diversity.

(4) The student demonstrates oral and written communication skills in creating, expressing, and interpreting information and ideas, including technical terminology and information. The student is expected to:

(A) demonstrate the use of content, technical concepts, and vocabulary when analyzing information and following directions;

(B) employ verbal skills when obtaining and conveying information;

(C) use informational texts, Internet sites, or technical materials to review and apply information sources for occupational tasks;

(D) evaluate the reliability of information from informational texts, Internet sites, or technical materials and resources;

(E) interpret verbal and nonverbal cues and behaviors to enhance communication;

(F) apply active listening skills to obtain and clarify information; and

(G) use academic skills to facilitate effective written and oral communication.

(5) The student develops management skills for agricultural resources. The student is expected to:

(A) discuss the importance of agricultural and natural resources to individuals and society;

(B) develop long-range land, water, and air quality management plans;

(D) analyze the cost and maintenance of tools, equipment, and structures used in agriculture;

(E) describe and develop marketing strategies for agricultural and natural resources;

(F) decide between replacement, maintenance, repair, and reconditioning of agricultural vehicles and machinery; and

(G) describe and perform hazard analysis and follow safety laws.

(6) The student demonstrates technical knowledge and skills required to pursue a career in the Agriculture, Food, and Natural Resources cluster. The student is expected to:

(A) develop advanced technical knowledge and skills related to the personal occupational objective;

(B) evaluate strengths and weaknesses in technical skill proficiency;

(D) pursue opportunities for licensure or certification relating to chosen career path.

(7) The student develops an advanced supervised agriculture experience program as it relates to agriculture, food, and natural resources. The student is expected to:

(B) apply proper record-keeping skills as they relate to a supervised experience;

(D) employ youth leadership opportunities to create a well-rounded experience program in agriculture; and

(E) produce a challenging approach for a local program of activities in agriculture.

(8) The student documents technical knowledge and skills. The student is expected to:

(A) update a professional portfolio to include:

(i) attainment of technical skill competencies;

(ii) licensures or certifications;

(iii) recognitions, awards, and scholarships;

(iv) extended learning experiences such as community service and active participation in career and technical student organizations and professional organizations;

(v) abstract of key points of the practicum;

(vi) resumé;

(vii) samples of work; and

(viii) evaluation from the practicum supervisor; and

(B) present the portfolio to all interested stakeholders such as in a poster presentation.

This agency hereby certifies that the proposal has been reviewed by legal counsel and found to be within the agency's legal authority to adopt.

Filed with the Office of the Secretary of State on June 1, 2009.

TRD-200902112

Cristina De La Fuente-Valadez

Director, Policy Coordination

Texas Education Agency

Earliest possible date of adoption: July 12, 2009

For further information, please call: (512) 475-1497

Subchapter B. ARCHITECTURE AND CONSTRUCTION

19 TAC §§130.41 - 130.62

The State Board of Education (SBOE) proposes new §§130.41-130.62, concerning the Texas essential knowledge and skills (TEKS) for architecture and construction. The proposal would revise career and technical education (CTE) TEKS based on recommendations of the CTE review panel, in accordance with the Texas Education Code (TEC), §28.0022, and would include an implementation date of the 2010-2011 school year.

The proposal would have no procedural and reporting implications. Also, the proposal would have no locally maintained paperwork requirements.

The new sections implement the Texas Education Code, §§7.102(c)(4), 28.002, 28.0022, and 28.025.

§130.41.Implementation of Texas Essential Knowledge and Skills for Architecture and Construction.

The provisions of this subchapter shall be implemented by school districts beginning with the 2010-2011 school year.

§130.42.Principles of Architecture and Construction (One-Half to One Credit).

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction. Principles of Architecture and Construction provides an overview to the various fields of architecture, interior design, construction science, and construction technology. Achieving proficiency in decision making and problem solving is an essential skill for career planning and lifelong learning. Students use self-knowledge, educational, and career information to set and achieve realistic career and educational goals. Job-specific, skilled training can be provided through the use of training modules to identify career goals in trade and industry areas. Safety and career opportunities are included, in addition to work ethics and job-related study in the classroom such as communications; problem solving and critical thinking; Information Technology Applications; systems; safety, health, and environmental; leadership and teamwork; ethics and legal responsibilities; employability and career development; technical skills; introduction to hand tools; introduction to power tools; basic rigging; and reading technical drawings.

(1) The student performs mathematical operations to complete tasks such as estimating materials and supplies. The student is expected to:

(A) use appropriate geometric formulas and calculations to determine areas and volumes of various structures and estimate materials and supplies;

(B) use appropriate formulas and calculations to determine percentages and decimals and use percentages and decimals to perform measurement tasks;

(C) use appropriate formulas and calculations to determine ratios, fractions, and proportion measures and use ratios, fractions, and proportion measures to perform measurement tasks; and

(D) use dimensions, spaces, and structures calculations to estimate materials and supplies.

(2) The student performs physics skills to work with materials and load applications. The student is expected to:

(A) apply basic concepts of static and loads to planning; and

(B) identify the physical properties present when using common construction materials in order to use the materials safely, effectively, and efficiently.

(3) The student manages chemical materials safely. The student is expected to:

(A) recognize the issues present when mixing compatible and incompatible substances to maintain workplace and job site safety;

(B) differentiate between incompatible and compatible substances;

(D) describe the chemical process that occurs when using common construction materials to maintain workplace and job site safety;

(E) apply chemical processes in relation to environmental conditions; and

(F) apply chemical processes in relation to construction building materials.

(4) The student reads, understands, and responds to English language technical documents to effectively accomplish assignments. The student is expected to:

(A) read, interpret, and use technical and workplace documents to accomplish workplace and job site assignments;

(B) read and understand industry-specific terminology;

(D) use verbal or written processes to report key information;

(E) use technology to transmit reports;

(F) use written communications such as written estimates, work orders, and memos; and

(G) read and follow technical instructions and manuals.

(5) The student writes clear and effective English to prepare information. The student is expected to:

(A) complete reports and documents to comply with project requirements;

(B) compose an accurate and organized diary or log of work;

(D) write reports and work orders that meet industry standards.

(6) The student uses industry-specific verbal and visual skills to accomplish effective communications. The student is expected to:

(A) match verbal and visual communications to industry-specific situations; and

(B) use correct terminology to convey verbal and visual communications.

(7) The student listens attentively and speaks clearly to convey information correctly. The student is expected to:

(A) confirm understanding of verbal and visual instructions;

(B) ask relevant questions concerning details of instructions; and

(8) The student listens to and speaks with a variety of individuals to enhance communications skills. The student is expected to:

(A) speak succinctly and clearly to convey information;

(B) speak so that others can understand and carry out information presented;

(D) listen attentively to spoken messages to respond to information.

(9) The student exhibits public-relations skills to address a variety of situations such as increasing internal and external customer and client satisfaction. The student is expected to:

(A) communicate effectively to develop positive customer and client relationships;

(B) develop and maintain customer relations;

(D) define customer and client satisfaction; and

(E) evaluate customer and client satisfaction.

(10) The student identifies the relationship between available resources and requirements of a problem to accomplish realistic planning. The student is expected to:

(A) estimate resources and materials required for a specific problem, including time-management, labor-management, job-management, and job-site obligations in order to effectively plan;

(B) estimate correct amount of required resources and materials;

(D) implement appropriate alternatives;

(E) use available resources and materials effectively to complete a project or resolve a problem;

(F) evaluate waste of resources and materials;

(G) evaluate necessity for additional resources and materials;

(H) determine alternative solutions for a specific problem in order to effectively plan;

(I) evaluate feasibility of alternative suggestions; and

(J) implement appropriate alternatives.

(11) The student evaluates and adjusts plans and schedules to respond to unexpected events and conditions. The student is expected to:

(A) incorporate potential job disruptions into planning timelines;

(B) identify potential events and conditions that disrupt the completion of a job;

(D) adjust plans and schedules to meet project needs;

(E) modify existing plans to reflect an unexpected change;

(F) modify existing schedules to reflect an unexpected change;

(G) identify and assess critical situations as they arise to resolve issues;

(H) evaluate potential solutions and determine the best solution;

(I) appraise critical situations and implement appropriate responses;

(J) provide a project update to track changes necessitated by unexpected events and conditions; and

(K) present verbal or written status reports on the project.

(12) The student synthesizes and reports conditions to keep the organization appraised of progress and potential problems. The student is expected to:

(A) provide a project update to keep stakeholders up to date; and

(B) present a verbal or written status report on the project.

(13) The student uses technology tools specific to architecture and construction to access, manage, integrate, and create information. The student is expected to:

(A) manage personal schedule and contact information;

(B) create a tasks list;

(D) manage personal and professional contact information;

(E) create memos and notes;

(F) create personal reminders;

(G) create and send notes, informal memos, and reminders using applications; and

(H) use electronic mail applications.

(14) The student uses email to communicate within and across organizations. The student is expected to:

(A) access an email system using login and password functions;

(B) access email messages received;

(C) create email messages in accordance with established business standards such as grammar, word usage, spelling, sentence structure, clarity, and etiquette;

(D) practice email etiquette;

(E) send email messages;

(F) use email to share files and documents;

(G) access email attachments;

(H) attach documents to messages;

(I) save email messages and attachments; and

(J) practice contamination protection strategies for email.

(15) The student uses Internet applications. The student is expected to:

(A) search for information and resources;

(B) select appropriate search engines;

(D) locate information using search engines and Boolean logic;

(E) navigate websites using software functions;

(F) access and evaluate Internet resources;

(G) access business and technical information using the Internet;

(H) access commercial, government, and education resources; and

(I) evaluate Internet resources for accuracy of information.

(16) The student uses writing and publishing applications. The student is expected to:

(A) prepare simple documents and other business communications;

(B) retrieve existing documents;

(D) safeguard documents using name and save functions;

(E) format text using basic formatting functions; and

(F) employ word processing utility tools such as spell check, grammar check, and thesaurus.

(17) The student uses spreadsheet applications. The student is expected to:

(A) create, retrieve, edit, save, and print spreadsheets;

(B) perform calculations and analysis on data;

(D) create charts and graphs from a spreadsheet;

(E) perform calculations using simple formulas; and

(F) input and process data using spreadsheet functions.

(18) The student uses database applications. The student is expected to:

(A) manipulate data elements;

(B) enter data using a form;

(D) process data using database functions such as structure, format, attributes, and relationships.

(19) The student uses collaborative applications. The student is expected to:

(A) facilitate group work through management of shared schedule and contact information;

(B) manage daily, weekly, and monthly schedules using an application; and

(20) The student uses computer operations applications. The student is expected to:

(A) manage computer operations;

(B) apply basic commands of operating system software;

(D) manage file storage;

(E) apply appropriate file and disk management techniques;

(F) differentiate between files and directories;

(G) determine file organization; and

(H) use system utilities for file management.

(21) The student uses computer-based equipment containing embedded computers or processors used to control electromechanical devices. The student is expected to:

(A) operate computer-driven equipment and machines;

(B) secure needed supplies and resources;

(D) respond to system messages using a console device;

(E) run applications in accordance with processing procedures;

(F) follow log-off and power-down procedures;

(G) use installation and operation manuals;

(H) access needed information using appropriate reference materials;

(I) troubleshoot computer-driven equipment and machines and access support as needed;

(J) test a system using diagnostic tools and software;

(K) repair or replace malfunctioning hardware;

(L) reinstall software as needed;

(M) recover data files; and

(N) restore system to normal operating standards.

(22) The student complies with governmental regulations and applicable codes to establish a legal and safe environment. The student is expected to:

(A) identify occupation-specific governmental regulations and national, state, and local building codes to establish appropriate regulations and codes;

(B) follow governmental regulations and building codes;

(D) pass job inspections and comply with regulations at all times;

(E) monitor activities to comply with governmental and other applicable safety regulations such as the Environmental Protection Agency and Occupational Safety and Health Administration;

(F) read and discuss information on Occupational Safety and Health Administration, Environmental Protection Agency, and other safety regulations;

(G) pass safety inspections and comply with regulations at all times;

(H) use Material Safety Data Sheet information to manage and dispose of hazardous materials;

(I) identify environmental hazards to promote safety; and

(J) follow safe practices relating to environmental hazards.

(23) The student examines the roles and responsibilities of technicians and professionals to complete a project. The student is expected to:

(A) plan, organize, schedule, and manage a project or job to optimize workflow sequence;

(B) report results of the project or job;

(D) identify a timeline required to complete a project or job;

(E) evaluate efficiency and effectiveness of a project or job;

(F) recognize relationships between technicians and professionals to facilitate smooth workflow;

(G) coordinate work between various occupations;

(H) incorporate job functions in the reporting chain of supervision; and

(I) evaluate the safety issues and responsibilities managed by each level of supervision.

(24) The student examines all aspects of the built environment and systems to complete project planning. The student is expected to:

(A) align and incorporate the built environment and its systems to complete the project;

(B) label all systems on a set of construction documents;

(D) use a sequential method such as the critical path method so that work progresses efficiently.

(25) The student applies industry standards and practices to ensure quality work. The student is expected to:

(A) identify current industry standards and practices in order to incorporate quality into projects;

(B) document how quality improves profitability;

(D) use industry standards and practices to enhance appreciation for quality workmanship; and

(E) perform work that meets or exceeds the quality standards of the industry.

(26) The student observes rules and regulations to comply with personal and occupational health and safety standards. The student is expected to:

(A) align appropriate safety standards to ensure a safe environment;

(B) practice safety rules and regulations;

(D) use appropriate safety practices and equipment;

(E) select, inspect, and use personal protective equipment such as respiratory protection and fall protection equipment to ensure a safe environment;

(F) inspect personal protective equipment to ensure safety;

(G) report defects found in personal protective equipment;

(H) wear appropriate personal protective equipment;

(I) employ hierarchy and workflow of the site to ensure safety;

(J) perform site safety procedures at all times; and

(K) use various safety barriers.

(27) The student establishes specific goals to manage project assignments in a timely manner. The student is expected to:

(A) establish project goals in order to meet project specifications and deadlines; and

(B) organize work teams to effectively manage assignments.

(28) The student works as an individual and as a team member to accomplish assignments. The student is expected to:

(A) use human relations skills to work cooperatively with coworkers representing different cultures, genders, and backgrounds;

(B) track team goals to contribute constructively and positively to the team;

(D) manage skills to effectively accomplish assignments;

(E) effectively use conflict resolution skills with coworkers to maintain a smooth workflow; and

(F) use mentoring skills to inspire and motivate others to achieve and enhance performance.

(29) The student exhibits personal accountability, integrity, and responsibility to enhance confidence among coworkers. The student is expected to:

(A) apply the professional and ethical standards of the industry to personal conduct;

(B) practice professional and ethical standards;

(D) promote personal and professional integrity in coworkers; and

(E) recognize integrity in others.

(30) The student reads regulations and contracts to ensure ethical and safety elements are observed. The student is expected to:

(A) study regulations and codes to identify those applicable to the local area;

(B) locate and implement regulations and codes applicable to tasks and projects;

(D) read and explain the various aspects of service contracts to ensure compliance;

(E) evaluate and follow service contracts;

(F) recognize the relationship between the various parties to a contract in order to interpret responsibilities;

(G) fulfill contractual roles and responsibilities;

(H) recognize the definition of specialized words or phrases to fully understand documents and contracts;

(I) use industry jargon or terminology appropriately;

(J) use industry acronyms correctly;

(K) use words with multiple meanings correctly in context; and

(L) use ethical and legal standards to avoid conflicts of interest.

(31) The student recognizes legal and ethical relationships between employees and employers to establish workplace and job site rules, regulations, and guidelines. The student is expected to:

(A) access appropriate resources to identify the roles, rights, and responsibilities of an employee and an employer; and

(B) examine insurance documentation to determine liability issues associated with a job.

(32) The student recognizes a positive work ethic to comply with employment requirements. The student is expected to:

(A) exhibit behaviors showing reliability and dependability;

(B) recognize appropriate dress for the work environment; and

(C) recognize the required employment forms and documentation such as I-9, work visa, W-4, and licensures to meet employment requirements.

(33) The student recognizes requirements for career advancement to plan for continuing education and training. The student is expected to:

(A) identify opportunities for career advancement to formulate career goals;

(B) identify a career ladder;

(D) implement a career advancement plan;

(E) review progress of a career advancement plan;

(F) maintain positive interpersonal skills to enhance advancement potential;

(G) perform quality work as measured by a performance evaluation;

(H) pursue education and training opportunities to acquire skills necessary for career advancement;

(I) document successful completion of education and training opportunities;

(J) participate in professional development opportunities such as professional organizations and associations, trade shows, and seminars;

(K) read professional journals, magazines, manufacturers' catalogs, industry publications, and Internet sites to keep current on industry trends; and

(L) identify and prepare for new and emerging occupations, practices, and procedures as well as declining occupations and practices.

(34) The student examines the organization and structure of various segments of the industry to prepare for career advancement. The student is expected to:

(A) recognize segments of the construction industry and show the relationships to specialty areas;

(B) obtain necessary knowledge and skills to enhance employability;

(D) identify sources of career information;

(E) identify job opportunities for the trade;

(F) identify organizations that offer career and job placement;

(G) analyze potential growth of identified careers;

(H) apply labor market and job growth information to career goals;

(I) examine licensing, certification, and credentialing requirements at the national, state, and local levels to achieve compliance;

(J) align licensing, certification, and credentialing requirements to career goals in order to plan for career advancement;

(K) use technologies and resources to research licensing, certification, and credentialing;

(L) evaluate and select suitable sources of licensing, certification, and credentialing;

(M) identify licenses, certifications, and credentials applicable to career goals; and

(N) document sources and agencies for licensing and certification and credentialing information, including contact information.

(35) The student recognizes the responsibilities and personal characteristics of a professional in architecture and construction to develop personal goals for professionalism. The student is expected to:

(A) research information to identify appropriate responsibilities and personal characteristics;

(B) practice the responsibilities and characteristics of a professional in architecture and construction;

(D) document customer satisfaction;

(E) present a professional image in the workplace or job site to enhance career advancement;

(F) maintain appropriate professional memberships; and

(G) follow rules, regulations, and guidelines.

(36) The student initiates and maintains a career portfolio to document knowledge, skills, and abilities. The student is expected to:

(A) select educational and work history highlights to create a personal resumé;

(B) develop a resumé using word processing technology;

(D) obtain appropriate letters of recommendation;

(E) maintain a record of work experiences, licenses, certifications, and education to build a portfolio;

(F) document work experience;

(G) document receipt of licenses, certifications, and credentialing; and

(H) document completion of education and training.

(37) The student reads technical drawings and documents to plan a project. The student is expected to:

(A) interpret blueprints and drawings to assist with project planning;

(B) recognize elements and symbols of blueprints and drawings;

(D) recognize different classifications of drawings; and

(E) interpret and use drawing dimensions.

(38) The student uses and maintains appropriate tools, machines, and equipment to accomplish project goals. The student is expected to:

(A) select tools, machinery, and equipment to match requirements of the project;

(B) safely operate tools, machinery, and equipment;

(D) use tools, machines, and equipment productively and efficiently in alignment with industry standards;

(E) identify sources of information concerning state-of-the-art tools, equipment, materials, technologies, and methodologies;

(F) read current periodicals, industry publications, and manufacturers' catalogs; and

(G) use state-of-the-art tools, equipment, materials, technologies, and methodologies.

(39) The student recognizes, identifies, and discusses the appropriate safe use and maintenance of tools used in construction careers. The student is expected to:

(A) recognize, identify, and discuss the appropriate safe use and maintenance of some of the commonly used power tools in construction such as hammers, screwdrivers, sledgehammers, ripping bars and nail pullers, pliers and wire cutters, rulers and other measuring tools, levels, squares, plumb bob, chalk lines, bench vises, clamps, saws, files and rasps, chisels and punches, wrenches, sockets and ratchets, torque wrenches, wedges, utility knives, chain falls and come-alongs, wire brushes, and shovels;

(B) identify and describe the use of slings and common rigging hardware;

(D) describe basic hitch configurations and their proper connections;

(E) describe basic load-handling safety practices; and

(F) demonstrate proper use of American National Standards Institute hand signals.

§130.43.Interior Design (One to Two Credits).

(a) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisite: Algebra I, Principles of Architecture and Construction, or Architectural Design.

(b) Introduction. Interior Design is a technical course that addresses psychological, physiological, and sociological needs of individuals by enhancing the environments in which they live and work. Individuals use knowledge and skills related to interior and exterior environments, construction, and furnishings to make wise consumer decisions, increase productivity, and compete in industry.

(1) The student demonstrates effective decision-making skills related to housing needs throughout the life cycle. The student is expected to:

(A) determine housing characteristics common to various cultures and regions;

(B) describe factors affecting housing choices;

(D) assess the impact of demographic trends and psychological, physiological, and social needs on housing decisions;

(E) analyze the impact of housing decisions on family relationships and the management of multiple family, community, and wage-earner roles;

(F) analyze aspects of community planning that impact housing decisions; and

(G) compare the availability, desirability, and financial feasibility of housing alternatives.

(2) The student demonstrates effective management practices related to the housing budget. The student is expected to:

(A) explain consumer rights and responsibilities associated with housing;

(B) contrast the impact of needs and wants on the costs of housing;

(D) summarize laws and public policies that impact housing decisions and costs.

(3) The student recommends practices that will create a safe, secure, and well-maintained home. The student is expected to:

(A) explain the effect of housing conditions on health and safety;

(B) develop a plan for detecting safety hazards and maintaining a safe home; and

(4) The student proposes methods to create quality living environments. The student is expected to:

(A) apply elements and principles of design to living environments;

(B) apply principles of space utilization, zoning, and traffic patterns in planning and furnishing housing; and

(5) The student considers factors affecting housing construction when making planning and consumer decisions related to housing. The student is expected to:

(A) identify architectural styles exemplified in housing;

(B) summarize considerations for housing site selection;

(D) describe the effects of technology on current and future housing trends.

(6) The student evaluates factors influencing the housing industry. The student is expected to:

(A) describe the interrelationship of the housing industry and the economy; and

(B) determine sources and availability of construction materials.

(7) The student assesses environmental issues affecting housing. The student is expected to:

(A) evaluate the effects of landscaping on housing and the larger environment; and

(B) determine techniques, materials, and technology applications that can be used in housing to conserve energy and other resources.

(8) The student uses effective design practices to evaluate residential and nonresidential interiors. The student is expected to:

(A) apply elements and principles of design to interiors;

(B) plan for effective use of space zones and placement of furnishings;

(D) determine the effect of technology on interior design practices;

(E) differentiate design practices to meet individual, business, and special needs; and

(F) describe energy conservation practices that affect interior design and summarize laws, public policies, and regulations impacting interior environments.

(9) The student determines appropriate lighting for residential and nonresidential interiors. The student is expected to:

(A) analyze the functions and principles of lighting;

(B) compare lighting types and methods of control; and

(10) The student chooses appropriate background materials to complement various residential and nonresidential interior settings. The student is expected to:

(A) compare criteria for selection, use, and care of floor coverings;

(B) evaluate selection, use, and care of wall treatments;

(D) evaluate the selection, use, and care of window treatments and their suitability for various window types.

(11) The student demonstrates effective decision-making skills in applying principles of design and space to residential and nonresidential interior environments. The student is expected to:

(A) describe the relationship of interior decisions to individual and family needs and wants;

(B) describe the influences of demographics, society, and culture on interior design decisions;

(C) explain the relationship of economics to interior environments and propose strategies for controlling costs and allocating resources; and

(D) budget for acquisition of products to enhance interior environments.

(12) The student evaluates the role of furniture in interior design for residential and nonresidential settings. The student is expected to:

(A) describe characteristics of period styles;

(B) determine the influence of period styles on interior design;

(D) assess aesthetic and functional aspects of furniture; and

(E) describe the impact of technology on furniture.

(13) The student determines the role of appliances in interior design for residential and nonresidential settings. The student is expected to:

(A) analyze the functional and aesthetic aspects of appliances;

(B) determine the process for selection of appliances;

(D) describe the impact of technology on appliances.

(14) The student evaluates the role of accessories in interior design for residential and nonresidential settings. The student is expected to:

(A) identify types of accessories;

(B) describe criteria for selection of accessories;

(D) practice guidelines for arranging accessories.

(15) The student applies the concepts and skills of the industry to simulated work situations. The student is expected to:

(A) customize screen menus to fit specific problems or needs;

(B) construct points, lines, and other geometric forms using accepted computer-aided design methods;

(D) use technology to create a bill of materials;

(E) use technology to create and modify architectural interior drawings; and

(F) plot architectural interior drawings for presentation.

(16) The student develops and organizes ideas from the surroundings. The student is expected to:

(A) illustrate ideas for interior design from direct observation, experiences, and imagination; and

(B) compare and contrast the use of interior design elements (color, texture, form, line, space, and value) and interior design principles (emphasis, pattern, rhythm, balance, proportion, and unity) in personal interior design artworks and those of others using vocabulary accurately.

(17) The student expresses ideas through original interior design projects using a variety of media with appropriate skill. The student is expected to:

(A) create visual solutions by elaborating on direct observation, experiences, and imagination;

(B) create designs for practical applications; and

(C) demonstrate effective use of interior design media and tools in design, drawing, painting, printmaking, and sculpture such as model building.

(18) The student maintains a career portfolio to document knowledge, skills, and abilities. The student is expected to:

(A) select educational and work history highlights to create a personal resumé;

(B) develop a resumé using word processing technology;

(D) obtain appropriate letters of recommendation;

(E) maintain a record of work experiences, licenses, certifications, and education to build a portfolio;

(F) document work experience;

(G) document receipt of licenses, certifications, and credentialing; and

(H) document completion of education and training.

(19) The student applies the concepts and skills of the profession to simulated or actual work situations. The student is expected to:

(A) use problem-solving skills to analyze a situation to identify a problem to be solved;

(B) break a complex problem into component parts that can be analyzed and solved separately;

(D) work independently;

(E) work collaboratively;

(F) research an interior design project;

(G) design and present an effective interior design product; and

(H) present a final interior design product for critique.

§130.44.Advanced Interior Design (Two to Three Credits).

(a) General requirements. This course is recommended for students in Grades 11-12. Recommended prerequisite: Geometry, Principles of Architecture and Construction, Interior Design, Architectural Design, or Advanced Architectural Design.

(b) Introduction. Advanced Interior Design is a technical laboratory course that includes the knowledge of the employability characteristics, principles, processes, technologies, communication, tools, equipment, and materials related to interior spatial design.

(1) The student knows the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify employment opportunities, including entrepreneurship, and preparation requirements in the field of architectural interior design;

(B) demonstrate the principles of group participation and leadership related to citizenship and career preparation;

(D) apply the competencies related to resources, information, systems, and technology in appropriate settings and situations;

(E) demonstrate knowledge of the concepts and skills related to health and safety in the workplace, as specified by appropriate government regulations; and

(F) maintain a project portfolio that documents interior design projects using a variety of multimedia techniques with a professional resumé.

(2) The student applies core academic skills to the requirements of architectural interior design. The student is expected to:

(A) demonstrate effective verbal and written communication skills with individuals from varied cultures, including fellow workers, management, and customers;

(B) successfully complete work orders and related paperwork;

(D) read and interpret schematics, floor plans, work drawings, catalogs, manuals, and bulletins.

(3) The student knows the concepts and skills that form the core knowledge of architectural interior design. The student is expected to:

(A) use interior design theory, layout and design lines, symbols, and drawings;

(B) demonstrate knowledge of the theory and use of color in interior design; and

(4) The student knows the function and application of the tools, equipment, technologies, and materials used in architectural interior design. The student is expected to:

(A) safely use tools, materials, and equipment commonly employed in the field of architectural interior design;

(B) properly handle and dispose of environmentally hazardous materials used in the field of architectural interior design; and

(5) The student applies the concepts and skills of interior design to simulated and actual work situations. The student is expected to:

(A) use architectural lettering techniques;

(B) render freehand commercial or residential interior design working drawings;

(D) choose interior furnishings and finish materials for a residence or a commercial office interior;

(E) prepare and draw dimension plans for construction documents;

(F) produce interior drawings using both one-point and two-point perspective;

(G) develop and complete schematic design drawings;

(H) apply the essential knowledge and skills in architectural interior design to career preparation learning experiences, including, but not limited to, job shadowing, mentoring, or apprenticeship training programs;

(I) recognize sustainable design as it relates to interior design;

(J) define green architecture as related to the field of interior design;

(K) customize screen menus in drawing programs;

(L) use industry accepted computer-aided drafting skills;

(M) research the Americans with Disabilities Act; and

(N) research the guidelines for kitchen and bath design as defined by The National Kitchen and Bath Industry.

(6) The student understands the concepts and skills that form the core knowledge of furniture repair and upholstery. The student is expected to:

(A) identify styles and periods of furniture;

(B) identify the various types and properties of woods;

(D) identify different fabrics, materials, and finishes and their characteristics.

(7) The student knows the function and application of the tools, equipment, technologies, and materials used in furniture repair and upholstery. The student is expected to:

(A) safely use tools, materials, and equipment commonly employed in the field of furniture repair and upholstery services;

(B) properly handle and dispose of environmentally hazardous materials used in the field of furniture repair and upholstery; and

(C) demonstrate knowledge of new and emerging technologies that may affect the field of furniture repair and upholstery services.

(8) The student applies the concepts and skills of interior design to simulated and actual work situations. The student is expected to:

(A) use the woodworking skills required for furniture finishing and repair;

(B) demonstrate knowledge of the types, properties, and uses of paints, varnishes, polishes, and waxes;

(D) repair dents, mars, and scratches by using fillers and stains;

(E) perform the tasks of fabrication and repair and disassembly and reassembly such as tacking, nailing, gluing, measuring, layout, cutting, sewing, and fitting materials;

(F) apply filling, padding, springs, and fabric;

(G) apply the essential knowledge and skills in furniture repair and upholstery services to career preparation learning experiences, including, but not limited to, job shadowing, mentoring, and apprenticeship training;

(H) use problem-solving skills to analyze a situation to identify a problem to be solved;

(I) break a complex problem into component parts that can be analyzed and solved separately;

(J) strive for accuracy and precision;

(K) work independently;

(L) work collaboratively;

(M) research an architectural project;

(N) design and present an effective interior design product; and

(O) present a final interior design product for critique.

§130.45.Practicum in Interior Design (Two to Three Credits).

(a) General requirements. This course is recommended for students in Grade 12. The practicum course is a paid or unpaid capstone experience or independent study course for students participating in a coherent sequence of career and technical education courses in the field of interior design. Instruction may be delivered through laboratory training or through career preparation delivery arrangements.

(b) Introduction.

(1) This is an occupationally-specific course designed to provide classroom technical instruction. Job-specific skilled training is provided through the use of laboratory training or training plans by local training sponsors in areas compatible with identified career goals in interior design. In addition, students are expected to develop knowledge and skills described in one of the training specialization options specified in paragraph (2) or (3) of this subsection.

(2) Housing, furnishings, and equipment construction. Students whose training emphasizes housing, furnishings, and equipment production are expected to demonstrate advanced knowledge and skills in this area.

(3) Housing, furnishings, and equipment management and services. Students whose training emphasizes housing, furnishings, and equipment management and services are expected to demonstrate advanced knowledge and skills in this area.

(1) The student determines the use of elements and principles of design in residential and nonresidential environments and their furnishings. The student is expected to:

(A) identify the elements of design;

(B) exhibit how the elements of design can create various effects;

(D) explain how the principles and elements of design differ;

(E) apply guidelines for coordinating furnishings; and

(F) analyze societal and cultural influences on the design of residential and nonresidential environments and their furnishings.

(2) The student analyzes the workmanship, characteristics, use, and care of materials used in the design and construction of residential and nonresidential furnishings and equipment. The student is expected to:

(A) analyze characteristics of materials and workmanship in relationship to durability and use;

(B) identify characteristics of materials and workmanship in relationship to appearance, performance, use, and care of furnishings;

(D) interpret information provided in equipment use and care manuals; and

(E) demonstrate procedures for the care and maintenance of different types of furnishings and equipment.

(3) The student determines treatments and accessories suitable for residential and nonresidential applications. The student is expected to:

(A) analyze products to determine the appropriate style of design;

(B) determine appropriate use of accessories, lighting, materials, and space in various environments;

(D) illustrate appropriate window treatments for specific windows;

(E) evaluate cost considerations in accessorizing for various settings;

(F) describe characteristics, use, and care of wall treatments; and

(G) identify characteristics of types of flooring in relationship to design and construction.

(4) The student assesses factors influencing the selection of furniture and equipment for residential and nonresidential applications. The student is expected to:

(A) describe furniture and equipment used in residential and nonresidential applications;

(B) compare furniture and equipment needs of families in different stages of the life cycle;

(D) arrange furniture and equipment to accommodate floor plans to meet needs and wants;

(E) describe considerations for selecting furniture and equipment to accommodate persons with special needs; and

(F) use sources of information on changing trends and technology related to furnishings and equipment.

(5) The student applies safety and sanitation practices. The student is expected to:

(A) apply safety rules in performing various workplace procedures according to industry standards;

(B) identify potential hazards and prevention practices;

(D) demonstrate appropriate responses to emergency situations; and

(E) determine workplace procedures that protect the environment.

(6) The student determines appropriate use and care of tools and equipment used in construction of furnishings. The student is expected to:

(A) identify tools and equipment used in construction of furnishings;

(B) demonstrate safe and skillful tool care and use; and

(7) The student demonstrates skills in selected product design and construction. The student is expected to:

(A) appraise characteristics of good workmanship in furnishings products;

(B) use knowledge of design application, selection, and construction to complete furnishings projects; and

(8) The student identifies types of business promotion practices and their benefit to the housing and furnishings retailer. The student is expected to:

(A) discuss business promotion objectives in the retail housing and furnishings industry;

(B) analyze techniques using sales promotion, advertising, and displays;

(D) explain how business promotion reflects the environment in which a person lives; and

(E) predict how societal trends and changing demographics influence housing and furnishings business promotions.

(9) The student evaluates customer relations as a tool for successful business operations. The student is expected to:

(A) analyze the importance of good customer relations in building and maintaining a business;

(B) demonstrate techniques for maintaining good client relationships; and

(10) The student exhibits employability skills that lead to job success in the housing, furnishings, and equipment industries. The student is expected to:

(A) demonstrate effective verbal, nonverbal, written, and electronic communication skills;

(B) demonstrate effective methods to secure, maintain, and terminate employment;

(D) evaluate the relationship of good physical and mental health to job success and achievement;

(E) demonstrate appropriate grooming and appearance for the workplace;

(F) demonstrate appropriate business and personal etiquette in the workplace;

(G) exhibit productive work habits and attitudes; and

(H) maintain a project portfolio that documents interior design projects using a variety of multimedia techniques with a professional resumé.

(11) The student determines employment opportunities and preparation requirements for careers in the housing, furnishings, and equipment industries. The student is expected to:

(A) determine preparation requirements for various levels of employment in a variety of careers in the housing, furnishings, and equipment industries;

(B) analyze the future employment outlook in the housing, furnishings, and equipment industries;

(D) determine how interests, abilities, personal priorities, and family responsibilities affect career choice;

(E) compare rewards and demands for various levels of employment in a variety of careers; and

(F) determine continuing education opportunities that enhance career advancement and promote lifelong learning.

(12) The student demonstrates ethical and legal practices for careers in the housing, furnishings, and equipment industries. The student is expected to:

(A) summarize the rights and responsibilities of employers and employees;

(B) exhibit ethical practices as defined by the housing, furnishings, and equipment industries; and

§130.46.Architectural Design (One to Two Credits).

(a) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisites: Algebra I, Geometry, and Principles of Architecture and Construction.

(b) Introduction. In Architectural Design, students gain knowledge and skills specific to those needed to enter a career in architecture and construction or prepare a foundation toward a postsecondary degree in architecture, construction science, drafting, interior design, and landscape architecture. Architectural design includes the knowledge of the design, design history, techniques, and tools related to the production of drawings, renderings, and scaled models for commercial or residential architectural purposes.

(1) The student knows the employability characteristics of a successful professional in the modern workplace. The student is expected to:

(A) identify employment opportunities, including entrepreneurship, and preparation requirements in the field of architectural drafting;

(B) demonstrate the principles of group participation and leadership related to citizenship and career preparation;

(D) apply the competencies related to resources, information, systems, and technology in appropriate settings and situations; and

(E) demonstrate knowledge of the concepts and skills related to health and safety in the workplace, as specified by appropriate government regulations.

(2) The student applies key cognitive skills and academic behaviors to the requirements of architectural studies. The student is expected to:

(A) self-monitor learning needs and seek assistance when needed;

(B) use study habits necessary to manage academic pursuits and requirements;

(D) complete and master tasks;

(E) demonstrate effective verbal and written communication skills with individuals from varied cultures, including fellow workers, management, and customers;

(F) successfully complete work orders and related paperwork;

(G) estimate jobs, schedules, and practices related to legal restrictions;

(H) read and interpret appropriate architectural symbols, schematics, blueprints, work drawings, manuals, and bulletins; and

(I) use descriptive geometry related to auxiliary views, revolutions, intersections, and piping drawings.

(3) The student knows the concepts and skills that form the technical knowledge of architectural design. The student is expected to:

(A) demonstrate knowledge of architectural design principles;

(B) determine building code and zoning requirements for building types in a selected area; and

(4) The student knows the function and application of the tools, equipment, technologies, and materials used in architectural drawing. The student is expected to:

(A) safely use the tools, materials, and equipment commonly employed in the field of architectural computer-aided drafting;

(B) properly handle and dispose of environmentally hazardous materials; and

(5) The student applies the concepts and skills of the profession to simulated or actual work situations. The student is expected to:

(A) use problem-solving skills to analyze a situation to identify a problem to be solved;

(B) break a complex problem into component parts that can be analyzed and solved separately;

(D) work independently;

(E) work collaboratively;

(F) research an architectural project;

(G) design and present an effective architectural product;

(H) present a final architectural product for critique;

(I) use architectural lettering techniques;

(J) develop preliminary sketches of a commercial or residential architectural design;

(K) use traditional technical architectural drafting techniques to create drawings;

(L) demonstrate through drawings the development of maximum efficiency of circulation within areas or rooms;

(M) develop a site plan using maximum orientation of the building relative to views, sun, and wind direction;

(N) develop building designs to ensure compatibility between interior and exterior to enhance overall appearance;

(O) draw schematic site plans, floor plans, building elevations, sections, perspectives, and character sketches from bubble diagrams;

(P) draw scaled wall thickness plans, elevations, and sections;

(Q) develop details of floor and wall sections as required;

(R) demonstrate knowledge of the Americans with Disabilities Act; and

(S) assemble an architectural design in three dimensions.

(6) The student applies the concepts and skills of the profession to simulated or actual work situations. The student is expected to:

(A) customize screen menus to fit specific problems or needs;

(B) construct points, lines, and other geometric forms using accepted computer-aided design methods;

(D) use a computer system to create a bill of materials;

(E) use a computer system to create and modify architectural drawings; and

(F) plot architectural drawings for presentation.

(7) The student begins exploration, development, and organization of ideas from the surroundings. The student is expected to:

(A) begin illustrating ideas for architectural projects from direct observation, experiences, and imagination; and

(B) begin comparing and contrasting the use of architectural elements such as color, texture, form, line, space, value, and architectural principles such as emphasis, pattern, rhythm, balance, proportion, and unity in personal architectural projects and those of others using vocabulary accurately.

(8) The student begins expressing ideas through original architectural projects using a variety of media with appropriate skill. The student is expected to:

(A) create beginning visual solutions by elaborating on direct observation, experiences, and imagination;

(B) create beginning designs for practical applications; and

(C) demonstrate beginning effective use of architectural media and tools in design, drawing, painting, printmaking, and sculpture such as model building.

(9) The student demonstrates an understanding of architectural history and culture as records of human achievement from ancient Egypt to the present. The student is expected to:

(A) compare and contrast historical and contemporary styles, identifying general themes and trends;

(B) describe general characteristics in architectural projects from a variety of cultures; and

(10) The student makes beginning informed judgments about personal architectural projects and the architectural projects of others. The student is expected to:

(A) interpret, evaluate, and justify architectural artistic decisions in personal architectural projects; and

(B) select and analyze original architectural projects, portfolios, and exhibitions by peers and others to form precise conclusions about formal qualities, historical and cultural contexts, intents, and meanings.

(11) The student makes informed career decisions that reflect career goals. The student is expected to:

(A) determine employment and entrepreneurial opportunities and preparation requirements in architectural design and related fields;

(B) propose short-term and long-term career goals;

(D) maintain a project portfolio that documents experience by using graphic or written documentation of architectural-related projects and a professional resumé that should include select educational and work history; professional references; appropriate letters of recommendation, record of work experiences, licenses, and certifications; receipt of licenses, certifications, and credentialing; and completion of education and training.

(12) The student applies communication, science, and mathematics knowledge and skills to architectural projects. The student is expected to:

(A) prepare professional communications, technical reports, and presentations;

(B) use mathematical equations; and

(13) The student knows the concept of energy. The student is expected to:

(A) identify the nature of energy;

(B) relate potential energy, kinetic energy, and heat energy to conservation;

(D) evaluate different methods of energy transfer;

(E) recognize sustainable design as it relates to architectural design; and

(F) define green architecture as related to the field of architecture.

§130.47.Advanced Architectural Design (Two to Three Credits).

(a) General requirements. This course is recommended for students in Grades 11-12. Recommended prerequisites: Principles of Architecture and Construction and Architectural Design or Advanced Interior Design.

(b) Introduction. In Advanced Architectural Design, students gain advanced knowledge and skills specific to those needed to enter a career in architecture and construction or prepare a foundation toward a postsecondary degree in architecture, construction science, drafting, interior design, and landscape architecture. Advanced Architectural design includes the advanced knowledge of the design, design history, techniques, and tools related to the production of drawings, renderings, and scaled models for commercial or residential architectural purposes.

(1) The student knows the employability characteristics of a successful worker in architectural design. The student is expected to:

(A) identify employment opportunities, including entrepreneurship, and preparation requirements in the field of architectural drafting;

(B) demonstrate the principles of group participation and leadership related to citizenship and career preparation;

(D) apply the competencies related to resources, information, systems, and technology in appropriate settings and situations; and

(E) demonstrate knowledge of the concepts and skills related to health and safety in the workplace, as specified by appropriate government regulations.

(2) The student relates core academic skills to the requirements of architectural drafting. The student is expected to:

(A) demonstrate effective verbal and written communication skills with individuals from varied cultures, including fellow workers, management, and customers;

(B) successfully complete work orders and related paperwork;

(D) read and interpret appropriate architectural symbols, schematics, blueprints, work drawings, manuals, and bulletins; and

(E) use descriptive geometry related to auxiliary views, revolutions, intersections, and piping drawings.

(3) The student knows the concepts and skills that form the technical knowledge of architectural computer-aided drafting. The student is expected to:

(A) demonstrate knowledge of architectural design principles;

(B) determine building code and zoning requirements for building types in a selected area; and

(4) The student knows the function and application of the tools, equipment, technologies, and materials used in architectural computer-aided drafting. The student is expected to:

(A) safely use the tools, materials, and equipment commonly employed in the field of architectural computer-aided drafting;

(B) properly handle and dispose of environmentally hazardous materials used in the field of architectural computer-aided drafting; and

(C) demonstrate knowledge of new and emerging technologies that may affect the field of architectural computer-aided drafting.

(5) The student applies the concepts and skills of the trade to simulated and actual work situations. The student is expected to:

(A) use problem-solving skills to analyze a situation to identify a problem to be solved;

(B) break a complex problem into component parts that can be analyzed and solved separately;

(D) work independently;

(E) work collaboratively;

(F) research an architectural project;

(G) design and present an effective architectural product;

(H) present a final architectural product for critique;

(I) use architectural lettering techniques;

(J) develop preliminary sketches of a house plan or commercial interior space;

(K) demonstrate through drawings the development of maximum efficiency of circulation within areas or rooms;

(L) develop a site plan using maximum orientation of the building relative to views, sun, and wind direction;

(M) draw building designs and styles to ensure compatibility between interior and exterior to enhance overall appearance;

(N) draw schematic site plans, floor plans, building elevations, sections, perspectives, and character sketches using design development techniques;

(O) draw scaled wall thickness plans, elevations, and sections;

(P) develop details of footing and foundations sections, floor and wall sections, ceiling and roof sections, door and window sections, and other sections as required;

(Q) assemble an architectural design in three dimensions;

(R) research the Green Building Rating System as defined by the United States Green Building Council; and

(S) create a project demonstrating sustainable design as it relates to architectural design as defined by the United States Green Building Council.

(6) The student applies the concepts and skills of the trade to simulated and actual work situations. The student is expected to:

(A) customize screen menus to fit specific problems or needs;

(B) construct architectural drawings using advanced computer-aided design drafting skills;

(D) create three-dimensional solid models;

(E) view three-dimensional objects in several different positions;

(F) use a computer system to create a bill of materials;

(G) use a computer-aided drafting system to create and modify commercial or residential architectural drawings;

(H) plot architectural drawings for presentation;

(I) render three-dimensional objects with applied materials; and

(J) animate a path through a three-dimensional computer-aided project.

(7) The student describes the importance of teamwork, leadership, integrity, honesty, work habits, and organizational skills. The student is expected to:

(A) describe how teams function;

(B) use teamwork to solve problems;

(D) identify characteristics of good leaders;

(E) identify employers' expectations and appropriate work habits;

(F) define discrimination, harassment, and equality;

(G) use time-management techniques to develop and maintain work schedules and meet deadlines; and

(H) complete work according to established criteria.

(8) The student sustains exploration, development, and organization of ideas from their surroundings. The student is expected to:

(A) use advanced skills to illustrate ideas for architectural projects from direct observation, experiences, and imagination; and

(B) use advanced skills comparing and contrasting the use of architectural elements such as color, texture, form, line, space, and value and architectural principles such as emphasis, pattern, rhythm, balance, proportion, and unity in personal architectural projects and those of others using vocabulary accurately.

(9) The student uses advanced skills expressing ideas through original architectural projects using a variety of media with appropriate skill. The student is expected to:

(A) create, using advanced skills, visual solutions by elaborating on direct observation, experiences, and imagination;

(B) create, using advanced skills, designs for practical applications; and

(C) demonstrate, using advanced skills, effective use of architectural media and tools in design, drawing, painting, printmaking, and sculpture such as advanced model building.

(10) The student demonstrates an understanding of architectural history and culture as records of human achievement by examining the connection between twentieth and twenty-first century architecture and art and Greek and Roman architecture and art. The student is expected to:

(A) compare and contrast historical and contemporary styles by identifying general themes and trends;

(B) describe general characteristics in architectural artworks from a variety of cultures; and

(11) The student makes advanced informed judgments about personal architectural projects and the architectural projects of others. The student is expected to:

(A) interpret, evaluate, and justify architectural artistic decisions in personal architectural artworks; and

(B) select and analyze original architectural artworks, portfolios, and exhibitions by peers and others to form precise conclusions about formal qualities, historical and cultural contexts, intents, and meanings.

(12) The student exhibits employability skills that lead to job success in the architectural design industry. The student is expected to:

(A) demonstrate effective verbal, nonverbal, written, and electronic communication skills;

(B) demonstrate effective methods to secure, maintain, and terminate employment;

(D) evaluate the relationship of good physical and mental health to job success and achievement;

(E) demonstrate appropriate grooming and appearance for the workplace;

(F) demonstrate appropriate business and personal etiquette in the workplace;

(G) exhibit productive work habits and attitudes; and

(H) maintain a project portfolio that documents architectural projects using a variety of multimedia techniques with a professional resumé.

§130.48.Practicum in Architectural Design (Two to Three Credits).

(a) General requirements. This course is recommended for students in Grade 12. Recommended prerequisite: completion of a coherent sequence in a program area related to the field of architectural design. Instruction may be delivered through laboratory training or through career preparation delivery arrangements.

(b) Introduction. Practicum in Architectural Design is an occupationally specific course designed to provide technical instruction in architectural design. Safety and career opportunities are included in addition to work ethics and architectural design study.

(1) The student knows the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify employment opportunities, including entrepreneurship, and preparation requirements for the student's chosen field;

(B) demonstrate the principles of group participation and leadership related to citizenship and career preparation;

(D) apply the competencies related to resources, information, interpersonal skills, systems, and technology in appropriate settings and situations; and

(E) demonstrate knowledge of the concepts and skills related to health and safety in the workplace, as specified by appropriate government regulations.

(2) The student relates communication, mathematics, and science to the requirements of the student's chosen field. The student is expected to:

(A) demonstrate effective verbal and written communication skills with individuals from varied cultures, including fellow workers, management, and customers;

(B) apply mathematics principles and practices;

(D) read and interpret appropriate schematics, charts, graphs, drawings, blueprints, directions, manuals, bulletins, and regulations.

(3) The student knows the function and application of the tools, equipment, technologies, and materials used in the student's chosen field. The student is expected to:

(A) identify and select basic materials and processes used in the student's chosen field;

(B) safely use the hand and power tools and equipment commonly employed in the student's chosen field;

(D) demonstrate knowledge of new and emerging technologies in the student's chosen field.

(4) The student selects and uses multimedia communication and animation technology to meet specific architectural design needs. The student is expected to:

(A) apply multimedia communication and animation technology to individual or community problems;

(B) describe the factors that affect the use and interpretation of communication products; and

(5) The student designs multimedia communication and animation products using appropriate architectural design processes and techniques. The student is expected to:

(A) develop or improve communication products that meet specified needs; and

(B) maintain a project portfolio that documents architectural projects using a variety of multimedia techniques.

(6) The student produces multimedia communication and animation products using the appropriate tools, equipment, machines, materials, and processes. The student is expected to:

(A) use a variety of tools, equipment, and machines; and

(B) produce an architectural project using multimedia communications techniques.

(7) The student follows appropriate codes, laws, standards, or regulations. The student is expected to:

(A) identify areas where codes, laws, standards, or regulations may be required;

(B) locate the appropriate codes, laws, standards, or regulations; and

(8) The student demonstrates the ability to solve problems, think critically, and make decisions. The student is expected to:

(A) develop or improve a product by following a problem-solving strategy;

(B) apply critical-thinking strategies to the analysis and evaluation of proposed technological solutions; and

(9) The student applies communication, mathematics, and science knowledge and skills to job-related activities. The student is expected to:

(A) use written, verbal, and visual communication techniques consistent with industry standards;

(B) use mathematics concepts in communication technology; and

(10) The student determines employment opportunities and preparation requirements for careers. The student is expected to:

(A) determine preparation requirements for various levels of employment in a variety of careers;

(B) analyze the future employment outlook;

(D) determine how interests, abilities, personal priorities, and family responsibilities affect career choice;

(E) compare rewards and demands for various levels of employment in a variety of careers; and

(F) determine continuing education opportunities that enhance career advancement and promote lifelong learning.

(11) The student demonstrates ethical and legal practices for careers in the architectural-related workplaces. The student is expected to:

(A) summarize the rights and responsibilities of employers and employees;

(B) exhibit ethical practices as defined by the architectural industry;

(D) develop a school-based learning activity in collaboration with the teacher and at least one related industrial mentor that provides an in-depth study of at least one aspect of a selected business, industry, and labor independent study;

(E) present the project in at least two formats such as model, graphic, verbal, written, or other to a panel of students, teachers, and practitioners in the career concentration;

(F) deliver the project's final product(s) that demonstrate(s) the use of a variety of resources, technologies, and communication skills; and

(G) maintain a project portfolio that documents experience by using graphic or written documentation of architectural-related projects and a professional resumé that should include select educational and work history; professional references; appropriate letters of recommendation; record of work experiences, licenses, and certifications; receipt of licenses, certifications, and credentialing; and completion of education and training.

§130.49.Construction Management (One to Two Credits).

(a) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisites: Algebra I, Geometry, and Principles of Architecture and Construction.

(b) Introduction. In Construction Management, students gain knowledge and skills specific to those needed to enter the work force as carpenters or building maintenance supervisors or build a foundation toward a postsecondary degree in architecture, construction science, drafting, or engineering. Construction Management includes the knowledge of the design techniques and tools related to the management of architectural and engineering projects.

(1) The student knows the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify employment opportunities, including entrepreneurship, and preparation requirements in the field of construction management;

(B) demonstrate the principles of group participation and leadership related to citizenship and career preparation;

(D) apply the competencies related to resources, information, systems, and technology in appropriate settings and situations; and

(E) demonstrate knowledge of the concepts and skills related to health and safety in the workplace, as specified by appropriate government regulations.

(2) The student applies academic skills to the requirements of construction management. The student is expected to:

(A) demonstrate effective verbal and written communication skills with individuals from varied cultures, including fellow workers, management, and customers;

(B) successfully complete work orders and related paperwork;

(D) read and interpret appropriate architectural symbols, schematics, blueprints, work drawings, manuals, and bulletins; and

(E) use descriptive geometry related to auxiliary views, revolutions, intersections, and piping drawings.

(3) The student gains knowledge about building materials used in the construction industry, including lumber, sheet materials, engineered wood products, structural concrete, and structural steel. Additionally, the student learns the various fasteners and adhesives used in construction settings. The student is expected to:

(A) identify various types of construction materials and methods;

(B) describe the uses of various types of hardwoods and softwoods;

(D) describe the proper method of storing and handling building materials;

(E) describe the uses of various types of engineered lumber;

(F) calculate the quantities of lumber and wood products using industry-standard methods; and

(G) describe the fasteners, anchors, and adhesives used in construction work and explain their uses.

(4) The student describes how a systems model can be used to describe construction activities. The student is expected to:

(A) apply the universal systems model to construction activities;

(B) identify the inputs, processes, outputs, and feedback associated with construction systems;

(D) describe how technological systems interact to achieve common goals.

(5) The student selects and uses the proper construction technology to meet practical objectives. The student is expected to:

(A) distinguish between architectural and civil construction systems and related construction systems;

(B) apply construction technology to individual or community problems;

(D) identify and describe the roles of construction.

(6) The student designs an item for construction using appropriate design processes and techniques. The student is expected to:

(A) describe the design processes and techniques used in construction;

(B) develop or improve a building or structure that meets specified needs; and

(7) The student investigates emerging and innovative construction technologies. The student is expected to:

(A) report on emerging and innovative construction technologies; and

(B) conduct research and experimentation in construction technology.

(8) The student describes quality and how it is measured in construction. The student is expected to:

(A) describe different quality control applications in construction; and

(B) apply continuous quality improvement techniques to the construction of a building or structure.

(9) The student builds buildings or structures using the appropriate tools, equipment, machines, materials, and technical processes. The student is expected to:

(A) describe the chemical, mechanical, and physical properties of construction materials;

(B) describe the processes used in construction;

(D) construct a building or structure.

(10) The student works safely with construction tools, equipment, machines, and materials. The student is expected to:

(A) master relevant safety tests;

(B) follow safety manuals, instructions, and requirements;

(D) dispose of hazardous materials and wastes appropriately.

(11) The student describes the importance of maintenance in construction. The student is expected to:

(A) handle and store tools and materials correctly;

(B) locate and perform manufacturers' maintenance procedures on selected tools, equipment, and machines; and

(12) The student manages a construction project. The student is expected to:

(A) develop a plan for completing a construction project; and

(B) participate in the organization and operation of a real or simulated construction project.

(13) The student applies the appropriate codes, laws, standards, or regulations related to construction technology. The student is expected to:

(A) describe the importance of codes, laws, standards, or regulations;

(B) identify areas where codes, laws, standards, or regulations may be required; and

(14) The student describes the intended and unintended effects of technological solutions. The student is expected to:

(A) use an assessment strategy to determine the risks and benefits of technological developments in construction;

(B) describe how technology has affected individuals, societies, cultures, economies, and environments;

(D) describe the issues related to regional and community planning.

(15) The student identifies the factors that influence the evolution of construction technology. The student is expected to:

(A) describe how changes in construction technology affect business and industry;

(B) describe how the development and use of construction technology are influenced by past events;

(D) describe how and why technology evolves.

(16) The student solves problems, thinks critically, and makes decisions related to construction technology. The student is expected to:

(A) develop or improve a building or structure by following a problem-solving strategy;

(B) apply critical-thinking strategies to the analysis and evaluation of proposed technological solutions; and

(17) The student identifies the factors that influence the cost of goods and services in construction projects. The student is expected to:

(A) develop a budget for a construction project;

(B) determine the most effective strategies to minimize costs;

(D) explain the role of business in a free enterprise system.

(18) The student applies communication, mathematics, and science knowledge and skills to construction activities. The student is expected to:

(A) use written, verbal, and visual communication techniques consistent with industry standards;

(B) use mathematics concepts in construction technology;

(D) use the appropriate units of measure.

(19) The student knows the concepts and skills that form the technical knowledge of building carpentry. The student is expected to:

(A) identify the uses of carpentry hardware and fasteners;

(B) demonstrate knowledge of fire ratings in construction materials; and

(20) The student knows the function and application of the tools, equipment, technologies, and materials used in construction carpentry. The student is expected to:

(A) safely use hand and power tools and equipment commonly employed in carpentry;

(B) properly handle and dispose of environmentally hazardous materials used in carpentry;

(D) demonstrate knowledge of new and emerging technologies that may affect construction carpentry.

(21) The student applies the concepts and skills of the construction industry to simulated and actual work situations. The student is expected to:

(A) square, measure, and cut materials to specified dimensions;

(B) rig and handle different types of loads and use the proper hand signals at the job site;

(C) use framing techniques for walls, floors, ceilings, rafters, structural timbers, stairs, trusses, and fireproof metal-studs;

(D) demonstrate the proper principles of drywall application;

(E) install doors, windows, interior and exterior wall covering, and trim; and

(F) apply the essential knowledge and skills in building carpentry to career preparation learning experiences, including, but not limited to, job shadowing, mentoring, and apprenticeship training.

(22) The student knows the proper and safe use of hand and power tools. The student is expected to:

(A) identify the hand tools commonly used by carpenters and describe their uses;

(B) use hand tools in a safe and appropriate manner;

(D) identify the portable power tools commonly used by carpenters and describe their uses; and

(E) use portable power tools in a safe and appropriate manner.

(23) The student learns how to interpret architectural and engineering working drawings and specifications. The student will become familiar with the symbols and nomenclature specific to the construction industry. The student is expected to:

(A) describe the types of drawings usually included in a set of plans and list the information found on each type;

(B) identify the different types of lines used on construction drawings;

(D) identify selected electrical, mechanical, and plumbing symbols commonly used on plans;

(E) identify selected abbreviations commonly used on plans;

(F) read and interpret plans, elevations, schedules, sections, and details contained in basic construction drawings;

(G) state the purpose of written specifications;

(H) identify and describe the parts of a specification; and

(I) demonstrate or describe how to perform a quantity takeoff for materials.

(24) The student gains knowledge about the basics of wood framing and the layout and construction of wood-framed floor systems using common and engineered lumber. The student is expected to:

(A) identify the different types of framing systems;

(B) read and interpret drawings and specifications to determine floor system requirements;

(D) name the methods used to fasten sills to the foundation;

(E) given specific floor load and span data, select the proper girder and beam size from a list of available girders and beams;

(F) list and recognize different types of bridging;

(G) list and recognize different types of flooring materials;

(H) explain the purposes of subflooring and underlayment;

(I) select the appropriate fasteners to be used in various floor framing systems;

(J) estimate the amount of material needed to frame a floor assembly; and

(K) demonstrate the ability to:

(i) lay out and construct a floor assembly;

(ii) install bridging;

(iii) install joists for a cantilever-floor;

(iv) install a subfloor using butt-joint plywood or oriented strand board panels; and

(v) install a single floor system using tongue-and-groove plywood or oriented strand board panels.

(25) The student understands how to lay out and frame walls and ceilings, rough-in door and window openings, construct corners and partition tee-bracing walls and ceilings, and apply sheathing. The student is expected to:

(A) identify the components of a wall and ceiling layout;

(B) describe the procedure for laying out a wood frame wall, including plates, corner posts, door and window openings, partition Ts, bracing, and fire stops;

(D) identify the common materials and methods used for installing sheathing on walls;

(E) lay out, assemble erect, and brace exterior walls for a frame building;

(F) describe wall framing techniques used in masonry construction;

(G) explain the use of metal studs in wall framing;

(H) explain how to cut and install ceiling joists on a wood frame building; and

(I) estimate the materials required for frame walls and ceilings.

(26) The student investigates various types of framed roofs. The student is expected to:

(A) understand the terms associated with roof framing;

(B) identify the roof framing members used in gable and hip roofs;

(D) identify the various types of trusses used in roof framing;

(E) use a framing square, speed square, and calculator in laying out a roof;

(F) identify various types of sheathing used in roof construction;

(G) frame a gable roof with vent openings;

(H) erect a gable roof using trusses;

(I) frame a roof opening; and

(J) estimate the materials used for framing and sheathing a roof.

(27) The student describes various types of windows, skylights, and exterior doors. The student is expected to:

(A) identify various types of fixed, sliding, and swinging windows;

(B) identify the parts of a window installation;

(D) explain how to install a pre-hung window;

(E) identify the common types of exterior doors and explain how they are constructed;

(F) identify the parts of a door installation;

(G) identify types of thresholds used with exterior doors;

(H) install a pre-hung exterior door;

(I) identify the various types of locksets used on exterior doors and explain how the locksets are installed;

(J) install a lockset; and

(K) identify and explain the use and installation of various other door and window hardware, including security hinges, keepers, deadbolts, and peep holes.

(28) The student describes various types of stairs and the common building code requirements related to stairs. The student is expected to:

(A) identify the various types of stairs;

(B) identify the various parts of stairs;

(D) interpret construction drawings of stairs;

(E) calculate the total rise, number and size of risers, and the number of size of treads required for a given stairway;

(F) layout and cut stringers, risers, and treads; and

(G) build a small stair unit with a temporary handrail.

(29) The student describes basic product marketing processes and techniques used in construction. The student is expected to:

(A) prepare a marketing plan for an idea, product, or service; and

(B) discuss the effect of customer satisfaction on the image of a product or company.

(30) The student investigates career opportunities, requirements, and expectations in construction technology. The student is expected to:

(A) identify an area of interest in construction and investigate its entry-level and advancement requirements and its growth potential; and

(B) describe the careers available in construction technology.

(31) The student describes the importance of teamwork, leadership, integrity, honesty, work habits, and organizational skills. The student is expected to:

(A) describe how teams function;

(B) use teamwork to solve problems;

(D) identify characteristics of good leaders;

(E) identify employers' expectations and appropriate work habits;

(F) define discrimination, harassment, and equality;

(G) use time-management techniques to develop and maintain work schedules and meet deadlines; and

(H) complete work according to established criteria.

(32) The student uses a systems approach to investigate mechanical, fluid, electrical, and thermal systems. The student is expected to:

(A) apply the universal systems model to technological activities; and

(B) identify the inputs, processes, outputs, and feedback associated with each of the systems.

(33) The student works safely with mechanical, fluid, electrical, and thermal technology. The student is expected to:

(A) master relevant safety tests;

(B) follow safety manuals, instructions, and requirements; and

(34) The student solves problems, thinks critically, and makes decisions related to technology. The student is expected to:

(A) use specified problem-solving strategies;

(B) apply critical-thinking strategies;

(D) evaluate the impact of technology on scientific thought, society, and the environment.

(35) The student applies communication, science, and mathematics knowledge and skills to construction activities. The student is expected to:

(A) prepare technical reports and presentations;

(B) solve algebraic equations; and

§130.50.Advanced Construction Management (Two to Three Credits).

(a) General requirements. This course is recommended for students in Grades 11-12. Recommended prerequisite: Construction Management.

(b) Introduction. In Advanced Construction Management, students gain knowledge and skills specific to those needed to enter the workforce as carpenters or building maintenance supervisors or build a foundation toward a postsecondary degree in architecture, construction science, drafting, or engineering. Construction Management includes the knowledge of the design, techniques, and tools related to the management of architectural and engineering projects.

(1) The student selects and uses the appropriate resources to complete construction tasks. The student is expected to:

(A) apply construction technology to individual or local problems;

(B) identify a problem and determine the appropriate resources needed to solve the problem; and

(2) The student designs or modifies a structure using designated design processes and techniques. The student is expected to:

(A) develop or improve a building design that meets a specified need; and

(B) use specified design processes to develop and communicate ideas.

(3) The student investigates emerging and innovative construction technologies. The student is expected to:

(A) report on emerging and innovative construction technologies; and

(B) conduct research and experimentation in construction technology to determine its effectiveness.

(4) The student describes quality and how it is measured in construction. The student is expected to:

(A) construct items that meet a specified level of quality;

(B) recommend where and how the quality of a building can be improved; and

(5) The student constructs buildings using the appropriate tools, equipment, machines, materials, and technical processes. The student is expected to:

(A) describe the chemical, mechanical, and physical properties and standard units of measure of architectural construction materials such as concrete, masonry, and metals;

(B) describe the processes used in construction;

(D) construct a building or model of a building.

(6) The student works safely with construction technology. The student is expected to:

(A) master relevant safety tests;

(B) follow safety manuals, instructions, and requirements;

(D) dispose of hazardous materials and wastes appropriately; and

(E) recommend improvements in safety procedures.

(7) The student performs basic maintenance on selected construction equipment and machines. The student is expected to:

(A) handle and store tools and materials correctly;

(B) locate and perform manufacturers' maintenance procedures on selected tools, equipment, and machines; and

(8) The student manages construction technology projects. The student is expected to:

(A) develop a plan for completing a construction technology project;

(B) identify and describe the resources required to complete a construction project; and

(9) The student follows the appropriate codes, laws, standards, or regulations related to architectural construction technology. The student is expected to:

(A) identify areas where codes, laws, standards, or regulations may be required;

(B) locate the appropriate codes, laws, standards, or regulations; and

(10) The student solves problems, thinks critically, and makes decisions related to architectural construction. The student is expected to:

(A) develop or improve a building or structure by following a problem-solving strategy;

(B) apply critical-thinking strategies to the analysis and evaluation of proposed technological solutions; and

(11) The student determines the cost of constructing a building. The student is expected to:

(A) develop a budget for a construction project; and

(B) determine the most effective strategies to minimize costs.

(12) The student applies communication, mathematics, and science knowledge and skills to construction activities. The student is expected to:

(A) write technical reports;

(B) make technical presentations to groups of individuals;

(D) identify and apply science principles used in construction technology.

(13) The student describes the importance of teamwork, leadership, integrity, honesty, work habits, and organizational skills. The student is expected to:

(A) describe how teams function;

(B) use teamwork to solve problems;

(D) identify characteristics of good leaders;

(E) identify employers' expectations and appropriate work habits;

(F) define discrimination, harassment, and equality;

(G) use time-management techniques to develop and maintain work schedules and meet deadlines; and

(H) complete work according to established criteria.

(14) The student gains knowledge about the ingredients of concrete, various types of concrete, and methods to mix concrete. The student is expected to:

(A) identify the properties of cement;

(B) describe the composition of concrete;

(D) identify types of concrete reinforcement materials and describe their uses;

(E) identify various types of footings and explain their uses;

(F) identify the parts of various types of forms;

(G) explain the safety procedures associated with the construction and use of concrete forms; and

(H) explain how to erect, plumb, and brace a simple concrete form with reinforcement.

(15) The student uses a systems approach to investigate mechanical, fluid, electrical, and thermal systems. The student is expected to:

(A) apply the universal systems model to technological activities; and

(B) identify the inputs, processes, outputs, and feedback associated with each of the systems.

(16) The student works safely with mechanical, fluid, electrical, and thermal technology. The student is expected to:

(A) master relevant safety tests;

(B) follow safety manuals, instructions, and requirements;

(D) dispose of hazardous materials and wastes appropriately.

(17) The student solves problems, thinks critically, and makes decisions related to construction. The student is expected to:

(A) use problem-solving strategies;

(B) apply critical-thinking strategies;

(D) evaluate the impact of technology on scientific thought, society, and the environment.

(18) The student applies communication, science, and mathematics knowledge and skills to construction activities. The student is expected to:

(A) prepare technical reports and presentations;

(B) solve algebraic equations;

(D) perform unit conversions.

(19) The student knows the laws governing motion. The student is expected to:

(A) analyze examples of uniform and accelerated motion, including linear, projectile, and circular motion;

(B) evaluate the effects of forces on the motion of objects;

(D) analyze motion relative to different frames of reference.

(20) The student knows the concept of momentum. The student is expected to:

(A) identify linear and angular momentum; and

(B) relate the conservation of momentum to linear and angular motion.

(21) The student knows the concept of waves and vibrations. The student is expected to:

(A) identify and evaluate characteristics of wave motion; and

(B) demonstrate how waves transmit energy.

(22) The student knows the concept of energy conversion. The student is expected to:

(A) evaluate the purpose of energy converters;

(B) identify converters that change one form of energy to another; and

(23) The student knows the concept of energy transduction. The student is expected to:

(A) identify the function of a transducer;

(B) distinguish between an energy converter and a transducer; and

(24) The student knows the concept of radiant energy. The student is expected to:

(A) describe radiation and cite examples;

(B) compare fission and fusion in terms of end products, energy, advantages, and availability; and

(25) The student knows the concept of light and optics. The student is expected to:

(A) identify characteristics of optical devices;

(B) analyze the characteristics of light, including reflection, refraction, and interference; and

(C) interpret the effects of wave characteristics in daily applications such as lasers and optics in industrial and medical technology.

(26) The student knows the concept of time constants. The student is expected to:

(A) define a time constant; and

(B) distinguish between a linear and non-linear increase and decrease of a variable with time.

(27) The student describes basic product marketing processes and techniques used in construction. The student is expected to:

(A) prepare a marketing plan for an idea, product, or service; and

(B) discuss the effect of customer satisfaction on the image of a product or company.

(28) The student investigates career opportunities, requirements, and expectations in construction technology. The student is expected to:

(A) identify an area of interest in construction and investigate its entry-level and advancement requirements and its growth potential; and

(B) describe the careers available in construction.

(29) The student describes the importance of teamwork, leadership, integrity, honesty, work habits, and organizational skills. The student is expected to:

(A) describe how teams function;

(B) use teamwork to solve problems;

(D) identify characteristics of good leaders;

(E) identify employers' expectations and appropriate work habits;

(F) define discrimination, harassment, and equality;

(G) use time-management techniques to develop and maintain work schedules and meet deadlines; and

(H) complete work according to established criteria.

§130.51.Construction Technology (One to Two Credits).

(a) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Architecture and Construction.

(b) Introduction. In Construction Technology, students gain knowledge and skills specific to those needed to enter the work force as carpenters or building maintenance supervisors or prepare for a postsecondary degree in construction management, architecture, or engineering. Students acquire knowledge and skills in safety, tool usage, building materials, codes, and framing.

(1) The student identifies various employment opportunities in the field of carpentry and the characteristics a carpenter should possess. The student is expected to:

(A) identify job opportunities with their accompanying job duties such as carpentry, building maintenance supervisor, architect, and engineer; and

(B) research careers along with the education, job skills, and experience required to achieve career goals.

(2) The student gains knowledge about building materials used in the construction industry. The student is expected to:

(A) identify various types of building materials and their uses;

(B) state the uses of various types of hardwoods and softwoods;

(D) describe the proper method of storing and handling building materials;

(E) state the uses of various types of engineered lumber;

(F) calculate the quantities of lumber and wood products using industry-standard methods; and

(G) describe the fasteners, anchors, and adhesives used in construction work and explain their uses.

(3) The student applies the proper and safe use of hand and power tools associated with carpentry. The student is expected to:

(A) identify the hand tools commonly used by carpenters and describe their uses;

(B) use hand tools in a safe and appropriate manner;

(D) identify the portable power tools commonly used by carpenters and describe their uses; and

(E) use portable power tools in a safe and appropriate manner.

(4) The student interprets architectural and engineering working drawings and specifications. The student is expected to:

(A) describe the types of drawings usually included in a set of plans and list the information found on each type;

(B) identify the different types of lines used on construction drawings;

(D) identify selected electrical, mechanical, and plumbing symbols commonly used on plans;

(E) identify selected abbreviations commonly used on plans;

(F) read and interpret plans, elevations, schedules, sections, and details contained in basic construction drawings;

(G) state the purpose of written specifications;

(H) identify and describe the parts of a specification; and

(I) demonstrate or describe how to perform a quantity takeoff for materials.

(5) The student gains knowledge of wood framing and the layout and construction of wood-framed floor systems using common and engineered lumber. The student is expected to:

(A) identify the different types of framing systems;

(B) read and interpret drawings and specifications to determine floor system requirements;

(D) name the methods used to fasten sills to the foundation;

(E) select the proper girder or beam size from a list of available girders or beams given specific floor load and span data;

(F) list and recognize different types of bridging;

(G) list and recognize different types of flooring materials;

(H) explain the purposes of subflooring and underlayment;

(I) select the appropriate fasteners to be used in various floor framing systems;

(J) estimate the amount of material needed to frame a floor assembly; and

(K) demonstrate the ability to:

(i) lay out and construct a floor assembly;

(ii) install bridging;

(iii) install joists for a cantilever-floor;

(iv) install a subfloor using butt-joint plywood or oriented strand board panels; and

(v) install a single floor system using tongue-and-groove plywood or oriented strand board panels.

(6) The student knows how to lay out and frame walls and ceilings, rough-in door and window openings, construct corners and partition tees, brace walls and ceilings, and apply sheathing. The student is expected to:

(A) identify the components of a wall and ceiling layout;

(B) describe the procedure for laying out a wood frame wall, including plates, corner posts, door and window openings, partition tees, bracing, and fire-stops;

(D) identify the common materials and methods used for installing sheathing on walls;

(E) lay out, assemble, erect, and brace exterior walls for a frame building;

(F) describe wall framing techniques used in masonry construction;

(G) explain the use of metal studs in wall framing;

(H) cut and install ceiling joists on a wood frame building; and

(I) estimate the materials required for frame walls and ceilings.

(7) The student gains knowledge of various types of framed roofs and how to frame these roofs using both stick-build and truss-build systems. The student is expected to:

(A) understand the terms associated with roof framing;

(B) identify the roof framing members used in gable and hip roofs;

(D) identify the various types of trusses used in roof framing;

(E) use a framing square, speed square, and calculator in laying out a roof;

(F) identify various types of sheathing used in roof construction;

(G) frame a gable roof with vent openings;

(H) erect a gable roof using trusses;

(I) frame a roof opening; and

(J) estimate the materials used for framing and sheathing a roof.

(8) The student knows the ingredients of concrete, various types of concrete, and methods to mix concrete. The student is expected to:

(A) identify the properties of cement;

(B) describe the composition of concrete;

(D) identify types of concrete reinforcement materials and describe their uses;

(E) identify various types of footings and explain their uses;

(F) identify the parts of various types of forms;

(G) explain the safety procedures associated with the construction and use of concrete forms; and

(H) erect, plumb, and brace a simple concrete form with reinforcement.

(9) The student gains knowledge of various types of windows, skylights, and exterior doors. The student is expected to:

(A) identify various types of fixed, sliding, and swinging windows;

(B) identify the parts of a window installation;

(D) install a pre-hung window;

(E) identify the common types of exterior doors and explain how they are constructed;

(F) identify the parts of a door installation;

(G) identify types of thresholds used with exterior doors;

(H) install a pre-hung exterior door;

(I) identify the various types of locksets used on exterior doors and explain how the locksets are installed;

(J) install a lockset; and

(K) identify and explain the use and installation of various other door and window hardware, including security hinges, keepers, deadbolts, and peep holes.

(10) The student is introduced to various types of stairs and the common building code requirements related to stairs. The student is expected to:

(A) identify the various types of stairs;

(B) identify the various parts of stairs;

(D) interpret construction drawings of stairs;

(E) calculate the total rise, number and size of risers, and the number and size of treads required for a given stairway;

(F) lay out and cut stringers, risers, and treads; and

(G) build a small stair unit with a temporary handrail.

§130.52.Advanced Construction Technology (Two to Three Credits).

(a) General requirements. This course is recommended for students in Grades 11-12. Recommended prerequisites: Principles of Architecture and Construction and Construction Technology.

(b) Introduction. In Advanced Construction Technology, students gain advanced knowledge and skills specific to those needed to enter the work force as carpenters, building maintenance technicians, or supervisors or prepare for a postsecondary degree in construction management, architecture, or engineering. Students build on the knowledge base from Construction Technology and are introduced to exterior and interior finish out skills.

(1) The student is provided with the knowledge to interpret various types of working drawings as they pertain to commercial construction. The student is expected to:

(A) recognize the difference between commercial and residential construction drawings;

(B) identify the basic keys, abbreviations, and other references contained in a set of commercial drawings;

(D) identify and document specific items from a door and window schedule;

(E) explain basic construction details and concepts employed in commercial construction; and

(F) calculate the floor area of each room in a floor plan.

(2) The student selects and installs common roofing materials for residential and light commercial projects. The student is expected to:

(A) identify the materials and methods used in roofing;

(B) explain the safety requirements for roof jobs;

(D) close up a valley using fiberglass shingles;

(E) explain how to make various roof projections watertight when using fiberglass shingles;

(F) complete the proper cuts and install the main and hip ridge caps using fiberglass shingles;

(G) lay out, cut, and install a cricket or saddle;

(H) install wood shingles and shakes on roofs;

(I) describe how to close up a valley using wood shingles and shakes;

(J) complete the cuts and install the main and hip ridge caps using wood shakes or shingles; and

(K) demonstrate the techniques for installing other selected types of roofing materials.

(3) The student selects and installs various types of insulation in walls, floors, and attics. The student is expected to:

(A) describe the requirements for insulation;

(B) describe the characteristics of various types of insulation material;

(D) install selected insulation materials;

(E) describe the requirements for moisture control and ventilation;

(F) install selected vapor barriers;

(G) describe various methods of waterproofing;

(H) describe air infiltration control requirements; and

(I) install selected building wraps.

(4) The student learns the processes to install various exterior siding materials. The student is expected to:

(A) describe the purpose of wall insulation and flashing;

(B) install selected common cornices;

(D) describe the types and applications of common wood siding;

(E) describe fiber-cement siding and its uses;

(F) describe the types and styles of vinyl and metal siding;

(G) describe the types and applications of stucco and masonry veneer finishes; and

(H) install three types of siding commonly used in the local area.

(5) The student knows the types and grades of steel framing materials and the process for installation of metal framing for interior walls, exterior nonbearing walls, and partitions. The student is expected to:

(A) identify the components of a steel framing system;

(B) identify and select the tools and fasteners used in a steel framing systems;

(D) demonstrate the ability to build back-to-back, box, and L-headers;

(E) layout and install a steel stud structural wall with openings to include bracing and blocking; and

(F) layout and install a steel stud non-structural wall with openings to include bracing blocking.

(6) The student knows various types of gypsum drywall, their uses, and the fastening devices and methods used to install them. The student is expect to:

(A) identify the different types of drywall and their uses;

(B) select the type and thickness of drywall required for specific installations;

(D) explain the fastener schedules for different types of drywall installations;

(E) perform single-layer and multi-layer drywall installations using different types of fastening systems, including nails, drywall screws, and adhesives;

(F) install gypsum drywall on steel studs;

(G) explain how soundproofing is achieved in drywall installations; and

(H) estimate material quantities for a drywall installation.

(7) The student knows the materials, tools, and methods used to finish and patch gypsum drywall. The student is expected to:

(A) state the differences between the six levels of finish established by industry standards and distinguish a finish level by observation;

(B) identify the hand tools used in drywall finishing and demonstrate the ability to use these tools;

(D) identify the materials used in drywall finishing and state the purpose and use of each type of material, including compounds, joint reinforcing tapes, trim materials, textures, and coatings;

(E) properly finish drywall using hand tools;

(F) recognize various types of problems that occur in drywall finishes;

(G) identify the causes and correct methods for solving each type of problem; and

(H) patch damaged drywall.

(8) The student installs metal doors and related hardware in steel-framed, wood-framed, and masonry walls. The student is expected to:

(A) identify various types of door jambs and frames and demonstrate the installation procedures for placing selected door jambs and frames in different types of interior partitions;

(B) identify different types of interior doors;

(D) list and identify specific items included on a typical door schedule; and

(E) demonstrate the procedure for placing and hanging a selected door.

(9) The student gains knowledge of the materials, layout, and installation of various types of suspended ceilings used in commercial construction as well as ceiling tiles, drywall suspension systems, and pan-type ceilings. The student is expected to:

(A) establish a level line;

(B) explain the common terms related to sound waves and acoustical ceiling materials;

(D) interpret plans related to ceiling layout;

(E) sketch the ceiling layout for a basic suspended ceiling; and

(F) install selected suspended ceilings.

(10) The student knows the types of trim used in finish work. The student is expected to:

(A) identify the different types of standard moldings and describe their uses;

(B) make square and miter cuts using a miter box or power miter saw;

(D) select and properly use fasteners to install trim, including door trim, window trim, base trim, and ceiling trim; and

(E) estimate the quantities of different trim materials required for selected rooms.

(11) The student selects and installs base and wall cabinets and countertops. The student is expected to:

(A) state the classes and sizes of typical base and wall kitchen cabinets;

(B) identify cabinet components and hardware and describe their purposes;

(D) explain the installation of an island base;

(E) recognize the common types of woods used to make cabinets;

(F) identify and cut the various types of joints used in cabinetmaking;

(G) build a cabinet from a set of drawings; and

(H) install plastic laminate on a countertop core.

§130.53.Mill and Cabinetmaking Technology (Two to Three Credits).

(a) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Architecture and Construction.

(b) Introduction. In Mill and Cabinetmaking Technology, students gain knowledge and skills specific to those needed to enter the work force in the area of mill work and cabinet manufacturing and installation. The student may also apply these skills to professions in carpentry or building maintenance supervison or use the skills as a foundation for a postsecondary degree in construction management, architecture, or engineering. Students acquire knowledge and skills in cabinet design, tool usage, jointing methods, finishes, and numerical and computer control production methods.

(1) The student knows the employability characteristics of a successful worker in the modern workplace. The student is expected to:

(A) identify employment opportunities, including entrepreneurship, and preparation requirements for mill and cabinetmaking;

(B) demonstrate the principles of group participation and leadership related to citizenship and career preparation;

(D) apply the competencies related to resources, information, systems, and technology in appropriate settings and situations; and

(E) demonstrate knowledge of the concepts and skills related to health and safety in the workplace, as specified by appropriate government regulations.

(2) The student relates core academic skills to the requirements of mill and cabinetmaking. The student is expected to:

(A) demonstrate effective verbal and written communication skills with individuals from varied cultures, including fellow workers, management, and customers;

(B) successfully complete work orders and related paperwork;

(D) apply the principles of mathematics for accurate linear and metric measurements; and

(E) read and interpret appropriate blueprints, drawings, charts, and diagrams.

(3) The student knows the concepts and skills that form the core knowledge of mill and cabinetmaking. The student is expected to:

(A) demonstrate knowledge of cabinetmaking design;

(B) demonstrate knowledge of the use of woods, fasteners, hardware, glass, and mirrors; and

(4) The student knows the function and application of the tools, equipment, technologies, and materials used in mill and cabinetmaking. The student is expected to:

(A) safely use hand and power tools and equipment commonly employed in mill and cabinetmaking;

(B) properly handle and dispose of environmentally hazardous materials used in mill and cabinetmaking;

(C) use the proper procedures in sawing, planing, shaping, turning, boring, mortising, and sanding various types of woods;

(D) demonstrate knowledge of numerical control and computer control production devices; and

(E) demonstrate knowledge of new and emerging technologies that may affect mill and cabinetmaking.

(5) The student applies the concepts and skills of mill and cabinet making to simulated and actual work situations. The student is expected to:

(A) identify and construct the various joints used in cabinetmaking;

(B) use the proper procedures in gluing, clamping, laminating, veneering, and inlaying;

(C) use the proper procedures to construct and install cabinet doors, furniture doors, drawers, drawer guides, shelves, cabinet interiors, legs, posts, table tops, and cabinet tops;

(D) use proper finishing techniques; and

(E) apply the essential knowledge and skills in mill and cabinetmaking to career preparation learning experiences, including, but not limited to, job shadowing, mentoring, and apprenticeship training.

§130.54.Building Maintenance Technology (One to Two Credits).

(a) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Architecture and Construction.

(b) Introduction. In Building Maintenance Technology, students gain knowledge and skills specific to those needed to enter the field of building maintenance as a building maintenance technician or supervisor or secure a foundation for a postsecondary degree in construction management, architecture, or engineering. Students acquire knowledge and skills in plumbing, electrical, and Heating, Ventilation, and Air Conditioning (HVAC) systems. Additionally, students learn methods for repair and installation of drywall, roof, and insulation systems.

(1) The student identifies various employment opportunities in the field of building maintenance. The student is expected to:

(A) identify job opportunities with their accompanying job duties such as building maintenance technician, building maintenance supervisor, architect, and engineer; and

(B) research construction careers along with the education, job skills, and experience required to achieve that career goal.

(2) The student gains knowledge to interpret various types of working drawings as they pertain to commercial construction. The student becomes familiar with all aspects of contract documents, including architectural, engineering, and shop drawings. The student is expected to:

(A) describe the types of drawings usually included in a set of plans and list the information found on each type;

(B) identify the different types of lines used on construction drawings;

(D) identify selected architectural symbols commonly used to present materials on plans;

(E) identify selected abbreviations commonly used on plans;

(F) read and interpret plans, elevations, schedules, sections, and details contained in basic construction drawings;

(G) describe the purpose of written specifications;

(H) identify and describe the parts of a specification; and

(I) demonstrate how to perform a quantity takeoff for materials.

(3) The student selects and installs common roofing materials for residential and light commercial projects. The student is expected to:

(A) identify the materials and methods used in roofing;

(B) explain the safety requirements for roof jobs;

(D) explain how to make various roof projections watertight when using fiberglass shingles;

(E) lay out, cut, and install a cricket or saddle;

(F) install wood shingles and shakes on roofs;

(G) describe how to close up a valley using wood shingles and shakes;

(H) complete the cuts and install the main and hip ridge caps using wood shakes; and

(I) demonstrate the techniques for installing other selected types of roofing materials.

(4) The student selects and installs various types of insulation in walls, floors, and attics. The student becomes familiar with the uses and installation practices for vapor barriers and waterproofing materials. The student is expected to:

(A) demonstrate how to properly remove, replace, and install various types of insulation, including batt, rigid, and blown materials; and

(B) demonstrate how to use and install various vapor barriers and waterproofing materials.

(5) The student installs various exterior siding materials, including wood, metal, vinyl, and cement board siding. The student is expected to:

(A) demonstrate the proper methods to install exterior finish materials, including wood, metal, vinyl, and cement board siding;

(B) identify various fasteners used to install siding, including nails, screws, and adhesives;

(D) install three types of siding commonly used in the local area.

(6) The student gains knowledge of the types and grades of steel framing materials and the process for installation of metal framing for interior walls, exterior nonbearing walls, and partitions. The student is expected to:

(A) identify and use a system to install a steel frame wall or partition;

(B) identify the fastening methods used for steel frame systems; and

(7) The student knows various types of gypsum drywall, their uses, and the fastening devices and methods used to install them. The student is expected to:

(A) identify the different types of drywall and their uses;

(B) select the type and thickness of drywall required for specific installations;

(D) perform single-layer and multi-layer drywall installations using different types of fastening systems, including nails, drywall screws, and adhesives;

(E) install gypsum drywall on steel studs; and

(F) estimate material quantities for a drywall installation.

(8) The student knows the materials, tools, and methods used to finish and patch gypsum drywall. The student is expected to:

(A) describe the differences between the six levels of finish established by industry standards and distinguish a finish level by observation;

(B) identify the hand tools used in drywall finishing and demonstrate the ability to use these tools;

(D) identify the materials used in drywall finishing and describe the purpose and use of each type of material, including compounds, joint reinforcing tapes, trim materials, and textures and coatings;

(E) properly finish drywall using hand tools;

(F) recognize various types of problems that occur in drywall finishes;

(G) identify the causes and correct method for solving each type of problem; and

(H) patch damaged drywall.

(9) The student installs metal doors and related hardware in steel-framed, wood-framed, and masonry walls. The student is expected to:

(A) identify various types of door jambs and frames and demonstrate the installation procedures for placing selected door jambs and frames in different types of interior partitions;

(B) identify types of interior doors;

(D) list and identify specific items included on a typical door schedule; and

(E) demonstrate the procedures for placing and hanging a selected door.

(10) The student gains knowledge of the materials, layout, and installation of various types of suspended ceilings used in commercial construction as well as ceiling tiles, drywall suspension systems, and pan-type ceilings. The student is expected to:

(A) establish a level line;

(B) explain the common terms related to sound waves and acoustical ceiling materials;

(D) interpret plans related to ceiling layout for a suspended ceiling;

(E) sketch the ceiling layout for a suspended ceiling; and

(F) install selected suspended ceilings.

(11) The student knows the various types of trim used in finish work and the proper methods for selecting, cutting, and fastening trim. The student is expected to:

(A) identify the different types of standard moldings and describe their uses;

(B) make square and miter cuts using a miter box or power miter saw;

(D) select and properly use fasteners to install trim, including door trim, window trim, base trim, and ceiling trim.

(12) The student selects and installs base and wall cabinets and countertops. The student is expected to:

(A) describe the classes and sizes of typical base and wall cabinets;

(B) identify cabinet components and hardware and describe their purposes;

(D) install plastic laminate on a countertop core.

(13) The student selects and installs various types of floor coverings, including carpet, vinyl tile, ceramic tile, and wood flooring systems. The student is expected to:

(A) describe the methods used to install ceramic tile, carpet, and vinyl tile;

(B) make repairs of ceramic tile, carpet, and vinyl tile; and

(C) use and maintain the tools used for the installation and repair of floor systems, including wet saw, trowels, and carpet knives.

§130.55.Advanced Building Maintenance Technology (Two to Three Credits).

(a) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisite: Building Maintenance Technology.

(b) Introduction. In Advanced Building Maintenance Technology, students continue to gain advanced knowledge and skills specific to those needed to enter the work force as a building maintenance technician or supervisor and construction project manager or secure a foundation for a postsecondary degree in construction management, architecture, or engineering. Students acquire knowledge and skills in safety, Occupational Safety and Health Administration (OSHA) standards, safety devices in electrical circuits, maintenance of electrical and heating, ventilation, and air conditioning (HVAC) systems, and concepts of historic preservation.

(1) The student identifies various employment opportunities in the field of building maintenance. The student is expected to:

(A) identify job opportunities with their accompanying job duties and tasks such as a building maintenance technician, manager, and construction manager; and

(B) research career pathways along with the education, job skills, and experience required to achieve that pathway.

(2) The student knows electrical safety regulations and safety guidelines. The student is expected to:

(A) demonstrate safe working procedures during building maintenance;

(B) explain the purpose of the OSHA and how to promote safety on site;

(D) explain safety issues concerning lockout and tagout procedures, personal protection using assured grounding and isolation programs, confined space entry, respiratory protection, and fall protection.

(3) The student knows how to interpret electrical drawings, electrical symbols, schematics, one-line diagrams, and wiring diagrams. The student is expected to:

(A) explain the basic layout of an electrical drawing;

(B) identify the common symbols used on electrical drawings;

(D) describe the type of information included in electrical specifications.

(4) The student knows how to handle fuses and circuit breakers. The student is expected to:

(A) explain the necessity of overcurrent protection devices in electrical circuits;

(B) define the terms associated with fuses and circuit breakers;

(D) describe the operation of single-element and time-delay fuses;

(E) explain how ground fault circuit interrupters can save lives; and

(F) describe troubleshooting and maintenance techniques for overcurrent devices.

(5) The student installs various types of lamps and fixtures. The student is expected to:

(A) recognize the different kinds of lamps and explain the advantages and disadvantages of each type, including incandescent, halogen, fluorescent, and high-intensity discharge;

(B) properly select and install lamps into lighting fixtures; and

(6) The student knows various methods to properly select, inspect, use, and maintain common electrical test equipment. The student is expected to:

(A) explain the operation of and describe various test equipment such as ammeter, voltmeter, ohmmeter, volt-ohm-multimeter, wattmeter, megohmmeter, frequency meter, power factor meter, continuity tester, voltage tester, recording instruments, and cable-length meters;

(B) explain how to read and convert from one scale to another using test equipment;

(D) define frequency and explain the use of a frequency meter; and

(E) explain the differences between digital and analog meters.

(7) The student installs and maintains electrical devices and knows wiring techniques common to commercial and industrial facilities. The student is expected to:

(A) describe how to determine electrical service requirements for commercial and industrial facilities;

(B) select the proper wiring methods for various commercial and industrial facilities;

(D) compute branch circuit loads and explain their installation requirements;

(E) explain the types and purposes of equipment grounding conductors;

(F) size and select outlet boxes for various wiring methods;

(G) describe the rules for installing electric space heating and HVAC systems equipment; and

(H) describe the installation rules for electrical systems around swimming pools, spas, and hot tubs.

(8) The student is introduced to the basic principles of HVAC systems. The student is expected to:

(A) explain the principles of HVAC;

(B) describe what the Clean Air Act means to the HVAC systems industry; and

(9) The student installs, selects, prepares, joins, and supports copper and plastic piping and fittings. The student is expected to:

(A) describe the precautions that must be taken when installing refrigerant piping;

(B) select the right tubing for a project;

(D) determine the kinds of hangers and supports needed for refrigerant piping;

(E) describe the requirements for pressure-testing a system once it has been installed;

(F) identify types of plastic pipe and describe their uses; and

(G) cut and join lengths of plastic pipe.

(10) The student operates, tests, and adjusts conventional and electronic thermostats as well as the operation of common electrical, electronic, and pneumatic circuits used to control HVAC systems. The student is expected to:

(A) describe how conventional and electronic thermostats operate;

(B) describe how pneumatic and electronic circuits are used to control mechanical systems;

(D) troubleshoot systems using various controls.

(11) The student knows the concepts of historic preservation and local and national resources to maintain and renovate historic structures and landscapes. The student is expected to:

(A) research the United States Department of Interiors methods and guides for historic preservation;

(B) describe the rules and regulations for historic preservation as prescribed by the Texas Historical Commission; and

§130.56.Electrical Technology (One to Two Credits).

(a) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Architecture and Construction.

(b) Introduction. In Electrical Technology, students gain knowledge and skills specific to those needed to enter the work force as an electrician or building maintenance supervisor or prepare for a postsecondary degree in construction. Students acquire knowledge and skills in safety, electrical theory, tools, codes, installation of electrical equipment, and the reading of electrical drawings, schematics, and specifications.

(1) The student identifies various employment opportunities in the field of electrical trades. The student is expected to:

(A) identify job opportunities with their accompanying job duties such as electrician, building maintenance technician, manager, and electrical engineer; and

(B) research career pathways along with the education, job skills, and experience required to achieve that pathway.

(2) The student identifies the issues associated with electrical hazards found on a job site. The student is expected to:

(A) demonstrate safe working procedures in a construction environment;

(B) explain the purpose of the Occupational Safety and Health Administration and how it promotes safety on the job;

(3) The student learns conduit bending and installation. The student is expected to:

(A) identify the methods of hand bending conduit;

(B) identify the various methods used to install conduit;

(D) make 90 degree bends, back-to-back bends, offsets, kicks, and saddle bends using a hand bender; and

(E) cut, ream, and thread conduit.

(4) The student gains knowledge of the hardware and systems used by an electrician to mount and support boxes, receptacles, and other electrical components. The student is expected to:

(A) identify and explain the use of threaded fasteners;

(B) identify and explain the use of non-threaded fasteners;

(D) demonstrate the correct applications for fasteners and anchors; and

(E) install fasteners and anchors.

(5) The student learns the electrical concepts used in Ohm's law applied to direct current and series circuits. The student understands series parallel circuits, resistive circuits, Kirchhoff's voltage and current laws, and circuit analysis. The student is expected to:

(A) recognize what atoms are and how atoms are constructed;

(B) define voltage and identify the ways in which it can be produced;

(D) define the units of measurement used to measure the properties of electricity;

(E) explain how voltage, current, and resistance are related to each other;

(F) calculate an unknown value using the formula for Ohm's law;

(G) explain the different types of meters used to measure voltage, current, and resistance;

(H) calculate the amount of power used by a circuit using the power formula;

(I) explain the basic characteristics of a series circuit;

(J) explain the basic characteristics of a parallel circuit;

(K) explain the basic characteristics of a series-parallel circuit;

(L) calculate, using Kirchhoff's current law, the total current in parallel and series-parallel circuits;

(M) find the total amount of resistance in a series circuit;

(N) find the total amount of resistance in a parallel circuit; and

(O) find the total amount of resistance in a series-parallel circuit.

(6) The student gains knowledge to properly select, inspect, use, and maintain common electrical test equipment. The student is expect to:

(A) explain the operation of test equipment such as ammeter, voltmeter, ohmmeter, volt-ohm-multimeter, wattmeter, megohmmeter, frequency meter, power factor meter, continuity tester, voltage tester, recording instruments, and cable-length meters;

(B) explain how to read and convert from one scale to another using the test equipment specified in subparagraph (A) of this paragraph;

(D) define frequency and explain the use of a frequency meter; and

(E) explain the difference between digital and analog meters.

(7) The student uses the National Electrical Code. The student is expected to:

(A) explain the purpose and history of the National Electrical Code;

(B) describe the layout of the National Electrical Code;

(D) describe the purpose of the National Electrical Manufacturers Association and National Fire Protection Association; and

(E) explain the role of testing laboratories.

(8) The student learns the types and applications of raceways, wireways, and ducts. The student is expected to:

(A) describe various types of cable trays and raceways;

(B) identify and select various types and sizes of raceways;

(D) identify and select various types of raceway fittings;

(E) identify various methods used to install raceways;

(F) demonstrate knowledge of National Electrical Code raceway requirements;

(G) describe procedures for installing raceways and boxes on masonry surfaces, metal stud systems, wood-framed systems, and drywall surfaces; and

(H) recognize safety precautions that must be followed when working with boxes and raceways.

(9) The student learns the types and applications of conductors and wiring techniques. The student is expected to:

(A) explain the various sizes and gauges of wire in accordance with American Wire Gauge standards;

(B) identify insulation and jacket types according to conditions and applications;

(D) read and identify markings on conductors and cables;

(E) use the tables in the National Electrical Code to determine the ampacity of a conductor;

(F) state the purpose of stranded wire;

(G) state the purpose of compressed conductors;

(H) describe the different materials from which conductors are made;

(I) describe the different types of conductor insulation;

(J) describe the color coding of insulation;

(K) describe instrumentation control wiring;

(L) describe the equipment required for pulling wire through conduit;

(M) describe the procedure for pulling wire through conduit;

(N) install conductors in conduit; and

(O) pull conductors in a conduit system.

(10) The student learns electrical symbols and their use in design drawings. Additionally, students learn to interpret schematics, one-line diagrams, and wiring diagrams. The student is expected to:

(A) explain the basic layout of a design drawing;

(B) describe the information included in the title block of a drawing;

(D) identify common symbols used on drawings;

(E) understand the use of architect's and engineer's scales;

(F) interpret electrical drawings, including site plans, floor plans, and detail drawings;

(G) read equipment schedules found on electrical drawings; and

(H) describe the type of information included in electrical specifications.

(11) The student learns the electrical devices and wiring techniques used in commercial and industrial construction and maintenance. The student is expected to:

(A) identify and state the functions and ratings of single-pole, double-pole, three-way, four-way, dimmer, special, and safety switches;

(B) explain National Electrical Manufacturers Association classifications as they relate to switches and enclosures;

(D) identify and state the functions and ratings of straight blade, twist lock, and pin and sleeve receptacles;

(E) identify and define receptacle terminals and disconnects;

(F) identify and define ground fault circuit interrupters;

(G) explain the box mounting requirements in the National Building Code;

(H) use a wire stripper to strip insulation from a wire;

(I) use a solderless connector to splice wires together;

(J) identify and state the functions of limit switches and relays; and

(K) identify and state the function of switchgear.

(12) The student learns the electrical devices and wiring techniques used in residential construction maintenance. The student is expected to:

(A) describe how to determine electric service requirements for dwellings;

(B) explain the grounding requirements of a residential electric service;

(D) select the proper wiring methods for various types of residences;

(E) explain the role of the National Electrical Code in residential wiring;

(F) compute branch circuit loads and explain their installation requirements;

(G) explain the types and purposes of equipment grounding conductors;

(H) explain the purpose of ground-fault circuit interrupters and tell where they must be installed;

(I) size outlet boxes and select the proper type for different wiring methods;

(J) describe rules for installing electric space heating and heating, ventilating, and air conditioning equipment;

(K) describe the installation rules for electrical systems around swimming pools, spas, and hot tubs;

(L) describe the installation and control of lighting fixtures; and

(M) explain how wiring devices are selected and installed.

§130.57.Advanced Electrical Technology (Two to Three Credits).

(a) General requirements. This course is recommended for students in Grades 11-12. Recommended prerequisites: Principles of Architecture and Construction and Electrical Technology.

(b) Introduction. In Advanced Electrical Technology, students gain advanced knowledge and skills specific to those needed to enter the work force as an electrician or building maintenance technician or supervisor or prepare for a postsecondary degree in construction. Students acquire knowledge and skills in safety, electrical theory, tools, codes, installation of electrical equipment, alternating current and direct current motors, conductor installation, installation of electrical services, and electric lighting installation.

(1) The student identifies various employment opportunities in the field of electrical trades. The student is expected to:

(A) identify job opportunities with their accompanying job duties such as electrician, building maintenance technician, manager, and electrical engineer; and

(B) research careers along with the education, job skills, and experience required to achieve that career goal.

(2) The student knows the issues associated with electrical hazards found on a job site. The student is expected to:

(A) demonstrate safe working procedures in a construction environment;

(B) explain the purpose of the Occupational Safety and Health Administration and how it promotes safety on the job;

(3) The student learns characteristics of alternating-current systems and the application of Ohm's law to alternating current circuits. The student is expected to:

(A) calculate the peak and effective voltage or current values for an alternating current waveform;

(B) calculate the phase relationship between two alternating current waveforms;

(D) describe the voltage and current transients that occur in an inductive circuit;

(E) define inductive reactance and state how it is affected by frequency;

(F) define the voltage and current transients that occur in a capacitive circuit;

(G) define capacitive reactance and state how it is affected by frequency;

(H) explain the relationship between voltage and current in alternating current circuits such as resistor-inductor circuit, resistor-capacitor circuit, LC circuit, and RLC circuit;

(I) describe the effect that resonant frequency has on impedance and current flow in a series or parallel resonant circuit;

(J) define bandwidth and describe how it is affected by resistance in a series or parallel resonant circuit; and

(K) explain terms such as true power, apparent power, reactive power, power factor, and basic transformer action as related to alternating current circuits.

(4) The student gains knowledge of alternating current and direct current motors with specific attention being given to main parts, circuits, and connections. The student is expected to:

(A) define terms such as ampacity, branch circuit, circuit breaker, controller, duty, full-load amps, ground fault circuit interrupter, interrupting rating, motor circuit switch, thermal protector, National Electrical Manufacturers Association design letter, non-automatic, overcurrent, overload, rated full-load speed, rated horsepower, remote control circuit, service factor, and thermal cutout;

(B) describe the various types of motor enclosures;

(D) describe the basic construction and components of a three-phase squirrel cage induction motor;

(E) explain the relationships among speed, frequency, and the number of poles in a three-phase induction motor;

(F) describe how torque is developed in an induction motor;

(G) explain how and why torque varies with rotor reactance and slip;

(H) define percent slip and speed regulation;

(I) explain how the direction of a three-phase motor is reversed;

(J) describe the component parts and operating characteristics of a three-phase wound-rotor induction motor;

(K) define torque, starting current, and armature reaction as they apply to direct current motors;

(L) explain how the direction of rotation of a direct current motor is changed;

(M) describe the design and characteristics of direct current shunt, series, and compound motor;

(N) describe dual-voltage motors and their applications;

(O) describe the methods for determining various motor connections; and

(P) describe general motor protection requirements as delineated by the National Electrical Code.

(5) The student learns the purpose for grounding and bonding electrical systems. The student is expected to:

(A) explain the purpose of grounding and the scope of the National Electrical Code;

(B) distinguish between a short circuit and a ground fault;

(D) distinguish between system grounding and equipment grounding;

(E) use the National Electrical Code to size the grounding electrode conductor for various alternating current systems;

(F) explain the National Electrical Code requirements for the installation and physical protection of grounding electrode conductors;

(G) explain the function of the grounding electrode system and determine which grounding electrodes must be used;

(H) define electrodes and explain the resistance requirements for electrodes using the National Electrical Code;

(I) use the National Electrical Code to size the equipment grounding conductor for raceways and equipment;

(J) explain the function of the main bonding jumper and system bonding jumpers in the grounding system and size the bonding jumpers for various applications;

(K) size the main bonding jumper for a service using multiple service disconnecting means;

(L) explain the National Electrical Code requirements for bonding of enclosures and equipment;

(M) explain effective grounding and its importance in clearing ground faults and short circuits;

(N) explain the purposes of the grounded conductor neutral in operation of overcurrent devices;

(O) explain the National Electrical Code requirements for grounding separately derived systems, including transformers and generators;

(P) explain the National Electrical Code requirements for grounding at more than one building; and

(Q) explain the National Electrical Code grounding requirements for systems over 600 volts.

(6) The student properly bends all sizes of conduit up to six inches. The student is expected to:

(A) describe the process of conduit bending using power tools;

(B) identify all parts of popular electric and hydraulic benders;

(D) bend offsets, kicks, saddles, and segmented and parallel bends;

(E) explain the requirements for the National Electrical Code for bending conduit;

(F) compute the radius, degrees in bend, developed length, and gain for conduit up to six inches; and

(G) explain how to correct damaged conduit and modify existing bends.

(7) The student learns to select and size outlet boxes, pull boxes, and junction boxes. The student is expected to:

(A) describe the different types of nonmetallic and metallic boxes;

(B) calculate the required box size for any number and size of conductors;

(D) properly locate, install, and support boxes of all types;

(E) describe the National Electrical Code regulations governing pull and junction boxes;

(F) explain the radius rule when installing conductors in pull boxes;

(G) understand the National Electrical Code requirements for boxes supporting lighting fixtures;

(H) describe the purpose of conduit bodies and Type FS boxes;

(I) install the different types of fittings used in conjunction with boxes;

(J) describe the installation rules for boxes and fittings in hazardous areas;

(K) explain how boxes and fittings are selected and installed; and

(L) describe the various types of box supports.

(8) The student knows transportation, storage, and setup of cable reels, methods of rigging, and procedures to complete cable pulls in raceways and cable trays. The student is expected to:

(A) describe the various methods of installing conductors in conduit;

(B) plan and set up for a cable pull;

(D) set up reel stands and spindles for a wire-pulling installation;

(E) explain how mandrels, swabs, and brushes are used to prepare conduit for conductors;

(F) properly install a pull line for a cable-pulling operation;

(G) explain the operation of power fish tape systems;

(H) prepare the ends of conductors for pulling;

(I) describe the types of cable pullers;

(J) describe the process of high-force cable pulling;

(K) explain how to support conductors in vertical conduit runs;

(L) describe the installation of cables in cable trays;

(M) explain the importance of communication during a cable-pulling operation; and

(N) calculate the probable stress or tension in cable pulls.

(9) The student installs cable trays and modifies cable trays and cable. The student is expected to:

(A) describe the components that make up a cable tray assembly;

(B) explain the methods used to hang and secure a cable tray;

(D) select the proper cable tray fitting for the situation;

(E) explain the National Electrical Manufacturers Association standards for cable tray installations;

(F) explain the National Electrical Code requirements for cable tray installations;

(G) select the required fittings to ensure equipment grounding continuity in cable tray systems;

(H) interpret electrical working drawings showing cable tray fittings;

(I) size a cable tray for the number and type of conductors contained in the system;

(J) select rollers and sheaves for pulling cable in specific cable tray situations; and

(K) designate the required locations of rollers and sheaves for a specific cable pull.

(10) The student knows the methods of terminating and splicing conductors of all types and sizes and the preparation and taping of conductors. The student is expected to:

(A) describe how to make a good conductor termination;

(B) prepare cable ends for terminations and splices;

(D) train cable at termination points;

(E) explain the role of the National Electrical Code in making cable terminations and splices;

(F) explain why mechanical stress should be avoided at cable termination points;

(G) describe the importance of using proper bolt torque when bolting lugs onto bus bars;

(H) describe crimping techniques;

(I) select the proper lug or connector for the job;

(J) describe splicing techniques; and

(K) explain how to use hand and power crimping tools.

(11) The student installs single- and three-phase services, including metering equipment. The student is expected to:

(A) describe various types of electric services for commercial and industrial installations;

(B) read electrical drawings and diagrams describing service installation;

(D) explain the role of the National Electrical Code in service installations;

(E) install main disconnect switches, panel boards, and overcurrent protection devices;

(F) identify the circuit loads, number of circuits required, and installation requirements for distribution panels;

(G) explain the types and purposes of service grounding;

(H) explain the purpose and required locations of ground fault circuit interrupters;

(I) describe single-phase service connections; and

(J) describe both wye-phase and delta-connected three-phase services.

(12) The student knows the practical application of fuses and circuit breakers. The student is expected to:

(A) explain the necessity of overcurrent protection devices in electrical circuits;

(B) define the terms associated with fuses and circuit breakers;

(D) select the most suitable overcurrent device for the application;

(E) describe the operation of single-element and time-delay fuses;

(F) explain how ground fault circuit interrupters can save lives;

(G) calculate short circuit currents; and

(H) describe troubleshooting and maintenance techniques for overcurrent devices.

(13) The student knows the practical applications of contactors and relays. The student is expected to:

(A) describe the operating principles of contactors and relays;

(B) select contactors and relays for use in specific electrical systems;

(D) explain how solid-state contactors operate;

(E) install contactors and relays according to National Electrical Code requirements;

(F) select and install contactors and relays for lighting control;

(G) describe how overload relays operate;

(H) connect a simple control circuit; and

(I) test control circuits.

(14) The student learns the basic principles of human vision and the characteristics of light. The student is expected to:

(A) explain how the human eye works;

(B) describe the characteristics of light;

(C) recognize the different kinds of lamps and explain the advantages and disadvantages of each type, including incandescent, halogen, fluorescent, and high-intensity discharge;

(D) properly select and install lamps into lighting fixtures; and

(E) recognize and install various types of lighting fixtures, including surface mounted, recessed, suspended, and track-mounted units.

§130.58.Heating, Ventilation, and Air Conditioning (HVAC) and Refrigeration Technology (One to Two Credits).

(a) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Architecture and Construction or Construction Technology.

(b) Introduction. In Heating, Ventilation, and Air Conditioning (HVAC) and Refrigeration Technology, students gain knowledge and skills specific to those needed to enter the industry as technicians in the HVAC and refrigeration industry or building maintenance technician or supervisor or prepare for a postsecondary degree. Students acquire knowledge and skills in safety, principles of HVAC theory, tools, codes, and installation of HVAC and refrigeration equipment.

(1) The student identifies various employment opportunities in the field of HVAC and refrigeration industries. The student is expected to:

(A) identify job opportunities with their accompanying job duties in occupations such as electrician, building maintenance technician, manager, and electrical engineer; and

(B) research career pathways along with the education, job skills, and experience required to achieve that career goal.

(2) The student learns the basic principles of HVAC and refrigeration. The student is expected to:

(A) explain the basic principles of HVAC;

(B) describe what the Clean Air Act means to the HVAC and refrigeration industry; and

(3) The student applies the knowledge and skills in mathematics that are particular to HVAC and refrigeration. The student is expected to:

(A) identify similar units of measurement in both English and the International System (SI) of units and state which units are larger;

(B) convert measured values in the English system to equivalent SI values and vice versa;

(D) determine the powers and roots of numbers;

(E) solve basic algebraic equations;

(F) identify various geometric figures;

(G) use the Pythagorean Theorem to make calculations involving right triangles;

(H) calculate perimeter, area, and volume; and

(I) convert temperature values between Celsius and Fahrenheit.

(4) The student selects, prepares, joins, and supports copper and plastic piping and fittings. The student is expected to:

(A) state the precautions that must be taken when installing refrigerant piping;

(B) select the right tubing for a job;

(D) safely join tubing by using flare and compression fittings;

(E) determine the kinds of hangers and supports needed for refrigerant piping;

(F) describe the basic requirements for pressure-testing a system once it has been installed;

(G) identify types of plastic pipe and state their uses; and

(H) cut and join lengths of plastic pipe.

(5) The student cuts, threads, and joins ferrous piping. The student is expected to:

(A) assemble and operate the tools used for soldering;

(B) prepare tubing and fittings for soldering;

(D) solder copper tubing fittings;

(E) assemble and operate the tools used for brazing;

(F) prepare tubing and fittings for brazing;

(G) identify the purposes and uses of filler metals and fluxes used for brazing;

(H) braze copper tubing and fittings;

(I) identify the inert gases that can be used safely to purge tubing when brazing;

(J) identify the types of ferrous metal pipes;

(K) accurately measure the sizes of ferrous metal pipes;

(L) identify the common malleable iron fittings;

(M) cut, ream, and thread ferrous metal pipe;

(N) join lengths of threaded pipe together and install fittings;

(O) describe the main points to consider when installing pipe runs; and

(P) describe the methods used to join grooved piping.

(6) The student knows electrical principles, power generation and distribution, electrical components, direct current circuits, and electrical safety. The student is expected to:

(A) explain how electrical power is distributed;

(B) describe how voltage, current, resistance, and power are related;

(D) use the power formula to calculate how much power is consumed by a circuit;

(E) describe the differences between series and parallel circuits and calculate loads in each;

(F) describe the purpose and operation of the various electrical components used in HVAC equipment;

(G) state and demonstrate the safety precautions that must be followed when working on electrical equipment;

(H) make voltage, current, and resistance measurements using electrical test equipment; and

(I) read and interpret common electrical symbols.

(7) The student learns the principles of heat transfer, refrigeration, pressure temperature relationships, and the components and accessories used in air conditioning systems. The student is expected to:

(A) explain how heat transfer occurs in a cooling system, demonstrating an understanding of the terms and concepts used in the refrigeration cycle;

(B) calculate the temperature and pressure relationships at key points in the refrigeration cycle;

(C) under supervision, use temperature- and pressure-measuring instruments to make readings at key points in the refrigeration cycle;

(D) identify commonly used refrigerants and demonstrate the procedures for handling these refrigerants;

(E) identify the major components of a cooling system and explain how each type works;

(F) identify the major accessories available for cooling systems and explain how each works;

(G) identify the control devices used in cooling systems and explain how each works; and

(H) demonstrate the correct methods to be used when piping a refrigeration system.

(8) The student learns heating fundamentals, types and designs of furnaces and their components, and basic procedures for installing and servicing furnaces. The student is expected to:

(A) explain the three methods by which heat is transferred and give an example of each;

(B) describe how combustion occurs and identify the by-products of combustion;

(D) identify the major components and accessories of an induced draft and condensing gas furnace and explain the function of each component;

(E) describe the factors that must be considered when installing a furnace;

(F) identify the major components of a gas furnace and describe how each works;

(G) with supervision, use a manometer to measure and adjust manifold pressure on a gas furnace;

(H) identify the major components of an oil furnace and describe how each works; and

(I) with supervision, perform furnace preventive maintenance procedures such as cleaning and filter replacement.

(9) The student gains knowledge and skills related to air distribution systems. The student is expected to:

(A) describe the airflow and pressures in a basic forced-air distribution system;

(B) explain the differences between propeller and centrifugal fans and blowers;

(D) demonstrate or explain the installation of metal, fiberboard, and flexible duct;

(E) demonstrate or explain the installation of fittings and transitions used in duct systems;

(F) demonstrate or explain the use and installation of diffusers, registers, and grilles used in duct systems;

(G) demonstrate or explain the use and installation of dampers used in duct systems;

(H) demonstrate or explain the use and installation of insulation and vapor barriers used in duct systems;

(I) identify the instruments used to make measurements in air systems and explain the use of each instrument; and

(J) make accurate temperature, air pressure, and velocity measurements in an air distribution system.

§130.59.Advanced Heating, Ventilation, and Air Conditioning (HVAC) and Refrigeration Technology (Two to Three Credits).

(a) General requirements. This course is recommended for students in Grades 11-12. Recommended prerequisites: Principles of Architecture and Construction and Heating, Ventilation, and Air Conditioning (HVAC) and Refrigeration Technology.

(b) Introduction. In Advanced Heating, Ventilation, and Air Conditioning (HVAC) and Refrigeration Technology, students gain advanced knowledge and skills specific to those needed to enter the industry as HVAC and refrigeration technicians or building maintenance technicians or supervisors or prepare for a postsecondary degree. Students acquire knowledge and skills in safety, electrical theory, tools, codes, installation of commercial HVAC equipment, heat pumps, troubleshooting techniques, various duct systems, and maintenance practices.

(1) The student learns the systems, equipment, and operating sequences used in a variety of commercial airside system configurations such as constant volume single-zone and multi-zone, variable valve timing, variable air volume, and dual-duct variable air volume. The student is expected to:

(A) identify the differences between types of commercial air systems;

(B) identify the type of building in which a particular type of system is used; and

(2) The student knows the principles of venting fossil-fuel furnaces and the proper methods for selecting and installing vent systems for gas-fired heating equipment. The student is expected to:

(A) describe the principles of combustion and explain complete and incomplete combustion;

(B) describe the content of flue gas and explain how it is vented;

(D) describe how to select and install a vent system;

(E) perform the adjustments necessary to achieve proper combustion in a gas furnace;

(F) describe the techniques for venting different types of furnaces;

(G) explain the various draft control devices used with natural-draft furnaces;

(H) calculate the size of a vent required for a given application; and

(I) adjust a thermostat heat anticipator.

(3) The student gains knowledge of hot water heating systems, focusing on safe operation of the low-pressure boiler and piping systems commonly used in residential applications. The student is expected to:

(A) explain the terms and concepts used when working with hot-water heating;

(B) identify the major components of hot-water heating;

(D) demonstrate the safety precautions used when working with hot-water systems;

(E) demonstrate how to operate selected hot-water systems;

(F) demonstrate how to safely perform selected operating procedures on low-pressure systems;

(G) identify the common piping configurations used with hot-water heating;

(H) explain how to read the pressure across a water system circulating pump;

(I) calculate heating water flow rates; and

(J) select a pump for a given application.

(4) The student learns the basic principles, processes, and devices used to control humidity and air clean-lines as well as devices used to conserve energy in HVAC systems. The student is expected to:

(A) explain why it is important to control humidity in a building;

(B) recognize the various kinds of humidifiers used with HVAC systems and explain why each is used;

(D) recognize the kinds of air filters used with HVAC systems and explain why each is used;

(E) demonstrate how to install and service the filters used in HVAC systems;

(F) use a manometer or differential pressure gauge to measure the friction loss of an air filter;

(G) identify accessories commonly used with air conditioning systems to improve indoor air quality and reduce energy cost and explain the function of each, including humidity control devices, air filtration devices, and energy conservation devices; and

(H) demonstrate or describe how to clean an electronic air cleaner.

(5) The student gains the knowledge and skills in the handling of refrigerant and equipment servicing procedures to service HVAC systems in an environmentally safe manner. The student is expected to:

(A) identify the common types of leak detectors and explain how each is used;

(B) perform leak detection tests using selected methods;

(D) perform system evacuation and dehydration;

(E) identify the service equipment used for recovering refrigerant from a system and for recycling the recovered refrigerant and explain why each item of equipment is used;

(F) perform a refrigerant recovery;

(G) evacuate a system to a deep vacuum;

(H) identify the service equipment used for charging refrigerant into a system and explain why each item of equipment is used;

(I) use nitrogen to purge a system; and

(J) charge refrigerant into a system using various methods, including weight, superheat, sub-cooling, and charging pressure chart.

(6) The student gains knowledge of transformers, single-phase and three-phase power distribution, capacitors, theory and operation of induction motors, and instruments and techniques used in testing alternating current circuits and components. The student is expected to:

(A) describe the operation of various types of transformers;

(B) explain how alternating current is developed and draw a sine wave;

(D) explain how phase shift occurs in inductors and capacitors;

(E) describe the types of capacitors and their applications;

(F) explain the operation of single-phase and three-phase induction motors;

(G) identify the various types of single-phase motors and their applications;

(H) state and demonstrate the safety precautions that must be followed when working with electrical equipment; and

(I) test alternating current components, including, capacitors, transformers, and motors.

(7) The student learns the theory of solid-state electronics as well as the operation, use, and testing of the various electronic components used in HVAC equipment. The student is expected to:

(A) explain the theory of electronics and semiconductors;

(B) explain how various semiconductor devices such as diodes, light emitting diodes, and photo diodes work and how the devices are used in power and control circuits;

(D) describe the operation and function of thermistors and cad cells;

(E) test semiconductor components; and

(F) identify the connectors on a personal computer.

(8) The student learns the operation, testing, and adjustment of conventional and electronic thermostats as well as the operation of common electrical, electronic, and pneumatic circuits used to control HVAC systems. The student is expected to:

(A) explain the function of a thermostat in an HVAC system;

(B) describe different types of thermostats and explain how the thermostats are used;

(D) explain the principles applicable to all control systems;

(E) identify the various types of electromechanical, electronic, and pneumatic HVAC controls and explain their function and operation;

(F) describe a systematic approach for electrical troubleshooting of HVAC equipment and components;

(G) recognize and use equipment manufacturers' troubleshooting aids to troubleshoot HVAC equipment;

(H) demonstrate how to isolate electrical problems to faulty power distribution, load, or control circuits;

(I) identify the service instruments needed to troubleshoot HVAC electrical equipment;

(J) make electrical troubleshooting checks and measurements on circuits and components common to all HVAC equipment; and

(K) isolate and correct malfunctions in a cooling system control circuit.

(9) The student learns the tools, instruments, and techniques used in troubleshooting gas heating appliances, including how to isolate and correct faults. The student is expected to:

(A) describe the operating sequence for gas heating equipment;

(B) interpret control circuit diagrams for gas heating systems;

(D) identify the tools and instruments used when troubleshooting gas heating systems;

(E) demonstrate using the tools and instruments required for troubleshooting gas heating systems; and

(F) isolate and correct malfunctions in gas heating systems.

(10) The student learns the techniques and equipment used in troubleshooting cooling equipment and analyzing system temperatures and pressures in order to isolate faults. The student is expected to:

(A) describe a systematic approach for troubleshooting cooling systems and components;

(B) isolate problems to electrical and mechanical functions in cooling systems;

(D) identify and use the service instruments needed to troubleshoot cooling systems;

(E) successfully troubleshoot selected problems in cooling equipment; and

(F) state the safety precautions associated with cooling troubleshooting.

(11) The student learns the principles of reverse cycle heating, the operation of various types of heat pumps, and how to analyze heat pump control circuits. The student learns to install and service heat pumps. The student is expected to:

(A) describe the principles of reverse-cycle heating;

(B) identify heat pumps by type and general classification;

(D) list the components of heat pump systems;

(E) describe the role and operation of electric heat in common heat pump systems;

(F) describe common heat pump ratings such as Coefficient of Performance, Heating Season Performance Factor, and Seasonal Energy Efficiency Ratio;

(G) demonstrate heat pump installation and service procedures;

(H) identify and install refrigerant circuit accessories commonly associated with heat pumps;

(I) analyze a heat pump control circuit; and

(J) isolate and correct malfunctions in a heat pump.

(12) The student selects the application and installation of various types of fasteners, gaskets, seals, and lubricants as well as the installation and adjustment of different types of belt drives, bearings, and couplings. The student is expected to:

(A) identify, explain, and install threaded and non-threaded fasteners;

(B) identify, remove, and install types of gaskets, packings, and seals;

(D) use lubrication equipment to lubricate motor bearings;

(E) identify the types of belt drives, explain their uses, and demonstrate procedures used to install or adjust them;

(F) identify and explain types of couplings;

(G) demonstrate procedures used to remove, install, and align couplings;

(H) identify types of bearings and explain their uses;

(I) explain causes of bearing failures;

(J) demonstrate procedures used to remove and install bearings;

(K) perform preventive maintenance inspection and cleaning procedures; and

(L) list ways to develop and maintain good customer relations.

(13) The student demonstrates how to lay out, fabricate, install, and join sheet metal ductwork. The student is expected to:

(A) identify and describe the types of sheet metal;

(B) define properties of steel and aluminum alloys;

(D) join sheet metal duct sections using proper seams and connectors;

(E) describe proper hanging and support methods for sheet metal ductwork;

(F) describe thermal and acoustic insulation principles;

(G) select, apply, and seal the proper insulation for sheet metal ductwork;

(H) describe guidelines for installing components such as register, diffusers, grilles, dampers, access doors, and zoning accessories; and

(I) install takeoffs and attach flexible duct to a sheet metal duct.

(14) The student gains the knowledge and skills to lay out, fabricate, install, join, attach, and support fiberglass ductwork and fittings. The student is expected to:

(A) identify types of fiberglass duct, including flexible duct;

(B) describe fiberglass duct layout and some basic fabrication methods;

(D) fabricate selected duct modules and fittings using the appropriate tools;

(E) describe hanging and support methods for fiberglass duct;

(F) describe how to repair major and minor damage to fiberglass duct; and

(G) install takeoffs and attach flexible duct to a fiberglass duct.

§130.60.Piping and Plumbing Technology (One to Two Credits).

(a) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Architecture and Construction or Construction Technology.

(b) Introduction. In Piping and Plumbing Technology, students gain knowledge and skills needed to enter industry as a plumber, pipe fitter, or building maintenance technician or supervisor or prepare for a postsecondary degree in construction management, architecture, or engineering. Students acquire knowledge and skills in tool usage, safety, pipefitting, drainage, building codes, and water supply.

(1) The student identifies various employment opportunities in the fields of plumbing and pipe fitting. The student is expected to:

(A) identify job opportunities with their accompanying job duties such as plumber, pipe fitter, building maintenance technician or supervisor, manager, and mechanical engineer;

(B) research careers along with the education, job skills, and experience required to achieve that career goal; and

(2) The student understands the causes of accidents and their consequences and repercussions in terms of delays, increased expenses, injury, and loss of life. The student is expected to:

(A) describe the common unsafe acts and unsafe conditions that cause accidents;

(B) describe how to handle unsafe acts and unsafe conditions;

(D) demonstrate the use and care of appropriate personal protective equipment;

(E) identify job-site hazards specific to plumbers;

(F) demonstrate the proper use of ladders;

(G) explain how to work around a trench; and

(H) describe and demonstrate the lockout and tagout process.

(3) The student selects and properly uses different types of hand and power tools related to a specific task. The student is expected to:

(A) identify the hand and power tools used in the plumbing industry;

(B) demonstrate the proper use of plumbing tools;

(D) demonstrate proper maintenance and care for hand and power tools;

(E) demonstrate how to prepare a surface for tool use; and

(F) describe the safety requirements for using plumbing tools.

(4) The student applies mathematics concepts such as whole numbers, fractions, decimals, and squares and examines how these apply to specific situations. The student is expected to:

(A) add, subtract, multiply, and divide whole numbers, fractions, and decimals;

(B) convert fractions to decimals and decimals to fractions;

(D) square various numbers and determine the square roots of numbers, with and without a calculator;

(E) identify the parts of a fitting and use common pipe-measuring techniques;

(F) use fitting dimensions tables to determine fitting allowances and thread makeup; and

(G) calculate end-to-end measurements using fitting allowances and thread makeup.

(5) The student learns the various types of drawings used in the plumbing industry to lay out and install plumbing systems. The student is expected to:

(A) identify pictorial, isometric and oblique, schematic, and orthographic drawings and discuss how different views are used to depict information about objects;

(B) identify the basic symbols used in schematic drawings of pipe assemblies;

(C) explain the types of drawings that may be included in a set of plumbing drawings and the relationship among the different drawings;

(D) interpret plumbing-related information from a set of drawings;

(E) sketch orthographic and schematic drawings;

(F) use an architect's scale to draw lines to scale and to measure lines drawn to scale; and

(G) discuss how code requirements apply to certain drawings.

(6) The student learns the types and grades of plastic pipe and fittings used in plumbing applications, including acrylonitrile butadiene styrene, polyvinyl chloride, chlorinated polyvinyl chloride, polyethylene, crosslinked polyethylene, and polybutylene. The student is expected to:

(A) identify types of materials and schedules of plastic piping;

(B) identify proper and improper applications of plastic piping;

(D) identify and determine the kinds of hangers and supports needed for plastic piping;

(E) identify the various techniques used in hanging and supporting plastic piping;

(F) properly measure, cut, and join plastic piping; and

(G) explain proper procedures for the handling, storage, and protection of plastic pipes.

(7) The student understands the applications of copper pipe and fittings and the types of valves that can be used on copper pipe systems and the methods for cutting, joining, and installing copper pipe. The student is expected to:

(A) identify the types of materials and schedules used with copper piping;

(B) identify the material properties, storage, and handling requirements of copper piping;

(D) identify the various techniques used in hanging and supporting copper piping;

(E) properly measure, ream, cut, and join copper piping; and

(F) identify the hazards and safety precautions associated with copper piping.

(8) The student measures, cuts, threads, joins, and hangs carbon steel pipe. The student becomes familiar with labeling and sizing of carbon steel pipe. The student is expected to:

(A) recognize proper applications of carbon steel piping;

(B) identify the material properties, storage, and handling requirements of carbon steel piping;

(D) properly measure, cut, groove, thread, and join steel piping.

(9) The student gains knowledge and skills to connect and install flexible plastic coated steel tubing in various installation conditions. The student is expected to:

(A) identify the common manufacturers of corrugated stainless steel tubing;

(B) recognize proper and improper applications of corrugated stainless steel tubing;

(D) explain how to properly measure, cut, join, and groove corrugated stainless steel tubing; and

(E) identify the material properties, storage, and handling requirements of corrugated stainless steel tubing.

(10) The student learns the various plumbing fixtures, the materials they are comprised of, and their installation and use. The student is expected to:

(A) identify the types of materials used in the manufacture of plumbing fixtures;

(B) discuss common types of sinks, lavatories, and faucets;

(D) discuss common types of toilets, urinals, and bidets;

(E) identify and describe common types of drinking fountains and water coolers; and

(F) discuss common types of garbage disposals and domestic dishwashers.

(11) The student learns the way drain, waste, and vent systems remove waste safely. The student learns how pipes, drains, traps, and vents work. The student is expected to:

(A) explain how waste moves from a fixture through the drain system to the environment;

(B) identify the major components of a drainage system and describe their functions;

(C) identify the different types of traps and their components, explain the importance of traps, and identify the ways that traps can lose their seals;

(D) identify the various types of drain, waste, and vent fittings and describe their applications; and

(E) identify significant code and health issues, violations, and consequences related to drain, waste, and vent systems.

(12) The student learns the principles of electricity, including voltage, current, resistance, power, electrical formulas, circuitry, and common plumbing-related electrical applications. The student is expected to:

(A) state and demonstrate the safety precautions that must be followed when working on electrical equipment;

(B) describe how electrical power is generated and distributed;

(D) use Ohm's law to calculate the current, voltage, and resistance in a circuit;

(E) use the power formula to calculate how much power is consumed by a circuit;

(F) describe the differences between series and parallel circuits;

(G) recognize and describe the purpose and operation of the various electrical components used in plumbing equipment;

(H) make voltage, current, and resistance measurements using electrical test equipment;

(I) determine the positioning of leads;

(J) test a fuse for continuity; and

(K) explain and understand electrical symbols.

(13) The student gains the knowledge and skills to locate, install, and test complete water systems, including piping, meters, water heaters, water softeners, and hose bibs. The student is expected to:

(A) develop a material takeoff from a given set of plans;

(B) use plans and fixture rough-in sheets to determine the location of fixtures and the route of the water supply piping;

(D) locate a water heater, water softener, and hose bib;

(E) install a water distribution system using appropriate hangers;

(F) modify structural members, using the appropriate tools, without weakening the structure;

(G) correctly size and install a water service line, including backflow prevention; and

(H) test a water supply system.

(14) The student gains the knowledge and skills for the safe handling and installation of natural gas, liquefied petroleum gas, and fuel oil systems. The student is expected to:

(A) identify the major components of the fuel systems of natural gas, liquefied petroleum gas, and fuel oil and describe the functions of each component;

(B) identify the safety precautions and potential hazards associated with each type of fuel and system, including natural gas, liquefied petroleum gas, and fuel oil;

(D) apply local codes to various fuel gas systems;

(E) design, size, purge, and test fuel gas systems; and

(F) demonstrate familiarity with applicable fuel gas codes.

§130.61.Advanced Piping and Plumbing Technology (Two to Three Credits).

(a) General requirements. This course is recommended for students in Grades 11-12. Recommended prerequisites: Principles of Architecture and Construction and Piping and Plumbing Technology.

(b) Introduction. In Advanced Piping and Plumbing Technology, students gain advanced knowledge and skills specific to those needed to enter the industry as a plumber, pipe fitter, or building maintenance technician or supervisor or prepare for a postsecondary degree in mechanical engineering. Students acquire knowledge and skills in industrial pipe fitting, motorized equipment, oxy-fuel cutting, and water, chemical, steam, compressed air, and oil pipe systems.

(1) The student understands the selection, use, and maintenance of hand and power tools used by the pipe fitting industry. The student becomes familiar with tools, including pipe wrenches, pipe stands, pipe vises, levels, pipe fabrication tools, and pipe fitting tools. The student is expected to:

(A) describe the safety requirements that apply to the use of pipefitter hand and power tools;

(B) explain how to properly care for selected pipefitter hand and power tools;

(D) identify tools and state their uses;

(E) use selected hand tools;

(F) cut pipe using a portable band saw;

(G) identify and explain the uses of portable grinders;

(H) explain the proper and safe operations of machines used in pipe joint preparations, including pipe threaders, portable power drives, and pipe bevellers; and

(I) perform selected pipe and joint preparation operations using power tools.

(2) The student gains the knowledge and skills for the safe use of oxyfuel cutting equipment. The student learns techniques for cutting straight lines, piecing, beveling, washing, and gouging materials. The student is expected to:

(A) identify and explain the use of oxyfuel cutting equipment;

(B) set up oxyfuel equipment;

(D) shut down oxyfuel cutting equipment;

(E) disassemble oxyfuel equipment;

(F) change empty cylinders;

(G) perform oxyfuel cutting;

(H) perform straight line and square shape procedures;

(I) perform piercing and slot cutting operations;

(J) conduct bevel operations; and

(K) perform washing procedures.

(3) The student identifies the safety, operation, and maintenance of motorized equipment such as electrical generators, air compressors, aerial lifts, pumps, forklifts, and hydraulic cranes. The student is expected to:

(A) state the safety precautions associated with the use of motor-driven equipment used on job sites;

(B) identify and explain the operation and uses of equipment, including welding machines, portable generators, air compressors, portable pumps, aerial lifts, compaction equipment, forklifts, trenching equipment, and backhoes; and

(C) perform pre-start checks and operate equipment, including portable generators, welding machines, portable pumps, and air compressors.

(4) The student learns chemical, compressed air, fuel oil, steam, and water systems and the methods of identifying piping systems according to color codes. The student is expected to:

(A) identify and explain the types of piping systems;

(B) explain the effects and corrective measures for thermal expansion in piping systems; and

(5) The student learns plot plans, structural design, shop drawings, elevation drawings, as-built drawings, equipment arrangement drawings, pipe and instrumentation drawings, isometric drawings, spool sheets, and detail drawings. The student is expected to:

(A) identify types of drawings;

(B) identify and use drawing symbols associated with piping plans and details;

(D) interpret drawing indexes and line lists.

(6) The student installs, stores, and handles various types of valves. The student is expected to:

(A) identify types of valves that start and stop flow;

(B) identify types of valves that regulate flow;

(D) identify valves that regulate the direction of flow;

(E) identify types of valve actuators;

(F) explain how to properly store and handle valves;

(G) explain valve locations and positions;

(H) explain the factors that influence valve selection; and

(I) interpret valve markings and nameplate information.

(7) The student uses algebra to solve problems encountered in the plumbing and pipe fitting industry. The student is expected to:

(A) calculate area, volume, and circumference; and

(B) solve for right triangles using the Pythagorean Theorem.

§130.62.Practicum in Construction Management (Two to Three Credits).

(a) General requirements. This course is recommended for students in Grade 12. Prerequisite: Completion of a coherent sequence in a program area related to the field of Construction Management. Instruction may be delivered through laboratory training or through career preparation delivery arrangements.

(b) Introduction. Practicum in Construction Management is an occupationally specific course designed to provide classroom technical instruction or on-the-job training experiences. Safety and career opportunities are included in addition to work ethics and job-related study in the classroom.

(1) The student develops a management plan for a project or an activity. The student is expected to:

(A) identify and describe the steps required to complete a project;

(B) determine and acquire the resources needed to complete a project; and

(2) The student applies the appropriate codes, laws, standards, or regulations related to a research and development project. The student is expected to:

(A) identify areas where codes, laws, standards, or regulations may be required;

(B) locate the appropriate codes, laws, standards, or regulations; and

(3) The student describes the intended and unintended effects of construction management solutions. The student is expected to:

(A) use an assessment strategy to determine the risks and benefits of a research project; and

(B) describe how construction management has affected individuals, societies, cultures, economies, and environments.

(4) The student solves problems, thinks critically, and makes decisions related to research, design, and development. The student is expected to:

(A) develop or improve a product by following a problem-solving strategy;

(B) apply critical-thinking strategies to the analysis and evaluation of proposed technological solutions; and

(5) The student describes the costs associated with research and development activities. The student is expected to:

(A) develop a budget for a research and development project; and

(B) determine the most effective way to minimize project costs.

(6) The student applies communication, mathematics, and science knowledge and skills to construction management activities. The student is expected to:

(A) write technical reports;

(B) deliver technical presentations to groups of individuals;

(D) identify and describe the science concepts used in projects.

(7) The student predicts the marketability of a project, product, or service. The student is expected to:

(A) determine the customer's expectations concerning a project, product, or service;

(B) evaluate a project, product, or service to determine if it will meet the customer's expectations; and

(8) The student uses advanced tools, materials, processes, and procedures in construction management. The student is expected to:

(A) determine and use the appropriate technology needed to solve a problem or complete a task;

(B) evaluate the use of technology in a given situation; and

(9) The student designs a project using appropriate design processes and techniques. The student is expected to:

(A) use an accepted design process to design an object or a service;

(B) develop drawings, illustrations, or models; and

(10) The student predicts the impacts of emerging and innovative applications of construction technology. The student is expected to:

(A) describe the emerging and innovative technologies being developed in a field; and

(B) identify the factors that may influence the adoption of emerging and innovative technologies.

(11) The student improves the quality of a product or service using different quality control techniques. The student is expected to:

(A) define quality;

(B) assess the quality of specific products and services; and

(12) The student recommends new ways to build products using different tools, equipment, machines, materials, and technical processes. The student is expected to:

(A) use a variety of tools, equipment, machines, materials, and processes to build products in a more efficient manner; and

(B) demonstrate advanced construction management skills.

(13) The student proposes safety devices required to complete different tasks. The student is expected to:

(A) recommend improvements to safety standards; and

(B) specify safety devices that allow for the safe completion of a task.

(14) The student performs advanced equipment maintenance. The student is expected to:

(A) handle and store tools and materials correctly;

(B) locate and perform manufacturers' maintenance procedures on selected tools, equipment, and machines; and

(15) The student suggests how the cost of a project, product, or service can be reduced. The student is expected to:

(A) identify the factors that influence the cost of a project, product, or service; and

(B) select materials or processes that will reduce the cost of producing the product or delivering the service.

(16) The student applies knowledge and skills in mathematics, science, English language arts, and social studies as it relates to construction management. The student is expected to:

(A) develop a school-based learning activity in collaboration with the teacher and at least one related industrial mentor that provides an in-depth study of at least one aspect of construction management independent study;

(B) present the project in at least two formats such as model, graphic, verbal, written, or other to a panel of students, teachers, and practitioners in construction management; and

(C) deliver the project's final product(s) that demonstrate(s) the use of a variety of resources, technologies, and communications skills.

(17) The student exhibits employability skills that lead to job success in construction management. The student is expected to:

(A) demonstrate effective verbal, nonverbal, written, and electronic communication skills;

(B) demonstrate effective methods to secure, maintain, and terminate employment;

(D) evaluate the relationship of good physical and mental health to job success and achievement;

(E) demonstrate appropriate grooming and appearance for the workplace;

(F) demonstrate appropriate business and personal etiquette in the workplace; and

(G) exhibit productive work habits and attitudes.

(18) The student determines employment opportunities and preparation requirements for careers in the construction management industries. The student is expected to:

(A) determine preparation requirements for various levels of employment in a variety of careers in construction management;

(B) analyze the future employment outlook of construction management;

(D) determine how interests, abilities, personal priorities, and family responsibilities affect career choice;

(E) compare rewards and demands for various levels of employment in a variety of careers; and

(F) determine continuing education opportunities that enhance career advancement and promote lifelong learning.

(19) The student demonstrates ethical and legal practices for careers in construction management. The student is expected to:

(A) summarize the rights and responsibilities of employers and employees;

(B) exhibit ethical practices as defined in construction management;

(D) describe and use the scientific method, technological method, or universal systems model to conduct a research activity; and

(E) identify the inputs, processes, outputs, and feedback associated with research, design, and development activities.

(20) The student selects the appropriate technological resources to conduct research, design, and development activities. The student is expected to:

(A) apply technology to individual or community problems;

(B) describe the factors that affect the purchase and use of items;

(D) distinguish between adaptation, imitation, innovation, and invention.

(21) The student designs or improves a product using appropriate design processes and techniques. The student is expected to:

(A) develop or improve a product or service that meets a specified need;

(B) identify areas where quality, reliability, and safety can be designed into a product;

(D) develop a project portfolio that documents a research and development project.

This agency hereby certifies that the proposal has been reviewed by legal counsel and found to be within the agency's legal authority to adopt.

Filed with the Office of the Secretary of State on June 1, 2009.

TRD-200902113

Cristina De La Fuente-Valadez

Director, Policy Coordination

Texas Education Agency

Earliest possible date of adoption: July 12, 2009

For further information, please call: (512) 475-1497

Subchapter C. ARTS, AUDIO/VIDEO TECHNOLOGY, AND COMMUNICATIONS

19 TAC §§130.81 - 130.99

The State Board of Education (SBOE) proposes new §§130.81-130.99, concerning the Texas essential knowledge and skills (TEKS) for arts, audio/video technology, and communications. The proposal would revise career and technical education (CTE) TEKS based on recommendations of the CTE review panel, in accordance with the Texas Education Code (TEC), §28.0022, and would include an implementation date of the 2010-2011 school year.

The proposal would have no procedural and reporting implications. Also, the proposal would have no locally maintained paperwork requirements.

The new sections implement the Texas Education Code, §§7.102(c)(4), 28.002, 28.0022, and 28.025.

§130.81.Implementation of Texas Essential Knowledge and Skills for Arts, Audio/Video Technology, and Communications.

The provisions of this subchapter shall be implemented by school districts beginning with the 2010-2011 school year.

§130.82.Principles of Arts, Audio/Video Technology, and Communications (One-Half to One Credit).

(a) General requirements. This course is recommended for students in Grade 9.

(b) Introduction. Careers in the Arts, Audio/Video Technology, and Communications career cluster require, in addition to creative aptitude, a strong background in computer and technology applications, a strong academic foundation, and a proficiency in oral and written communication. Within this context, students will be expected to develop an understanding of the various and multifaceted career opportunities in this cluster and the knowledge, skills, and educational requirements for those opportunities.

(1) The student applies English language arts in Arts, Audio/Video Technology, and Communications cluster projects. The student is expected to:

(A) demonstrate use of content, technical concepts, and vocabulary;

(B) use correct grammar, punctuation, and terminology to write and edit documents;

(D) compose and edit copy for a variety of written documents;

(E) evaluate oral and written information; and

(F) research topics for the preparation of oral and written communication.

(2) The student applies professional communications strategies. The student is expected to:

(A) adapt language for audience, purpose, situation, and intent such as structure and style;

(B) organize oral and written information;

(D) give formal and informal presentations;

(E) apply active listening skills to obtain and clarify information;

(F) develop and interpret tables, charts, and figures to support written and oral communications;

(G) listen to and speak with diverse individuals; and

(H) exhibit public relations skills to increase internal and external customer client satisfaction.

(3) The student understands and examines problem-solving methods. The student is expected to employ critical-thinking and interpersonal skills independently and in teams to solve problems.

(4) The student applies information technology applications when completing Arts, Audio/Video Technology, and Communications cluster projects. The student is expected to use personal information management, email, Internet, writing and publishing, presentation, and spreadsheet or database applications.

(5) The student understands Arts, Audio/Video Technology, and Communications cluster systems. The student is expected to:

(A) describe the nature and types of businesses in this cluster;

(B) analyze and summarize the history and evolution of the various related fields of study in this cluster;

(D) analyze and summarize evidence of interdependence between the technical and the artistic sides of this career cluster.

(6) The student applies safety regulations. The student is expected to implement personal and classroom safety rules and regulations.

(7) The student develops leadership characteristics. The student is expected to participate in student leadership and professional development activities.

(8) The student applies ethical decision making and understands and complies with laws regarding use of technology in the Arts, Audio/Video Technology, and Communications cluster. The student is expected to:

(A) exhibit ethical conduct related to interacting with others such as client confidentiality, privacy of sensitive content, and providing proper credit for ideas;

(B) examine the First Amendment, Federal Communications Commission regulations, the Freedom of Information Act, liability laws, and other regulations for compliance issues relevant to this cluster;

(C) examine the liabilities, copyright laws, fair use, and duplication of materials associated with productions and performances; and

(D) analyze the impact of Arts, Audio/Video Technology, and Communications cluster industries on society.

(9) The student develops employability characteristics. The student is expected to:

(A) identify training, education, or certification requirements needed for employment;

(B) identify and demonstrate positive work behaviors and personal qualities needed to be employable such as self-discipline, self-worth, positive attitude, integrity, and commitment;

(D) demonstrate skills in evaluating and comparing employment opportunities.

(10) The student applies technical skills for efficiency. The student is expected to employ planning and time-management skills to complete work tasks.

(11) The student develops a basic understanding of the Arts, Audio/Video Technology, and Communications cluster. The student is expected to:

(A) research the scope of career opportunities;

(B) develop an understanding of the elements and principles of art;

(C) develop an understanding of the industry by explaining the history and evolution of cluster career fields and defining and using related terminology;

(D) evaluate works of art using critical-thinking skills;

(E) demonstrate knowledge of various communication processes in professional and social contexts by:

(i) explaining the importance of effective communication skills in professional and social contexts;

(ii) identifying the components of the communication process and their functions;

(iii) identifying standards for making appropriate communication choices for self, listener, occasion, and task;

(iv) identifying the characteristics of oral language and analyzing standards for using informal, standard, and technical language appropriately;

(v) identifying types of nonverbal communication and their effects;

(vi) recognizing the importance of effective nonverbal strategies such as a firm handshake, direct eye contact, and appropriate use of space and distance;

(vii) identifying the components of the listening process;

(viii) identifying specific kinds of listening such as critical, deliberative, and empathic;

(ix) recognizing the importance of gathering and using accurate and complete information as a basis for making communication decisions;

(x) identifying and analyzing ethical and social responsibilities of communicators; and

(xi) recognizing and analyzing appropriate channels of communication in organizations;

(F) use appropriate interpersonal communication strategies in professional and social contexts by:

(i) identifying types, importance, and purposes of professional and social relationships;

(ii) employing appropriate verbal, nonverbal, and listening skills to enhance interpersonal relationships;

(iii) using communication management skills to build confidence and develop appropriate assertiveness, tact, and courtesy;

(iv) using professional etiquette and protocol in situations such as making introductions, speaking on the telephone, and offering and receiving criticism;

(v) making clear appropriate requests, giving clear and accurate directions, asking appropriate and purposeful questions, and responding appropriately to the requests, directions, and questions of others;

(vi) participating appropriately in conversations;

(vii) communicating effectively in interviews;

(viii) identifying and using appropriate strategies for dealing with differences, including gender, ethnicity, and age; and

(ix) analyzing and evaluating the effectiveness of communication;

(G) communicate effectively in groups in professional and social contexts by:

(i) identifying kinds of groups and the importance and purposes they serve;

(ii) analyzing group dynamics and processes for participating effectively in groups, committees, or teams;

(iii) identifying and analyzing the roles of group members and their influence on group dynamics;

(iv) demonstrating skills for assuming productive roles in groups;

(v) using appropriate verbal, nonverbal, and listening strategies to promote group effectiveness;

(vi) identifying and analyzing leadership styles;

(vii) using effective communication strategies in leadership roles;

(viii) using effective communication strategies for solving problems, managing conflicts, and building consensus in groups; and

(ix) analyzing the participation and contributions of group members and evaluating group effectiveness; and

(H) make and evaluate formal and informal professional presentations by:

(i) analyzing the audience, occasion, and purpose when designing presentations;

(ii) determining specific topics and purposes for presentations;

(iii) researching topics using primary and secondary sources, including electronic technology;

(iv) using effective strategies to organize and outline presentations;

(v) using information effectively to support and clarify points in presentations;

(vi) preparing scripts or notes for presentations;

(vii) preparing and using visual or auditory aids, including technology, to enhance presentations;

(viii) using appropriate techniques to manage communication apprehension, build self-confidence, and gain command of the information;

(ix) using effective verbal and nonverbal strategies in presentations;

(x) preparing, organizing, and participating in an informative or persuasive group discussion for an audience;

(xi) making individual presentations to inform, persuade, or motivate an audience;

(xii) participating in question and answer sessions following presentations;

(xiii) applying critical-listening strategies to evaluate presentations; and

(xiv) evaluating effectiveness of presentations.

§130.83.Animation (One to Two Credits).

(a) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisite: Graphic Design and Illustration or Art I.

(b) Introduction. Careers in animation span all aspects of motion graphics. Within this context, in addition to developing technical knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an understanding of the history and techniques of the animation industry.

(1) The student applies academic knowledge and skills in animation projects. The student is expected to:

(A) apply English language arts knowledge and skills by demonstrating use of content, technical concepts, and vocabulary; using correct grammar, punctuation, and terminology to write and edit documents; and composing and editing copy for a variety of written documents; and

(B) apply mathematics knowledge and skills by identifying whole numbers, decimals, and fractions applied to measurement and scale; demonstrating knowledge of arithmetic operations; using conversion methods such as fractions to decimals and inches to points; and applying measurement to solve problems.

(2) The student understands professional communications strategies. The student is expected to:

(A) adapt language for audience, purpose, situation, and intent;

(B) organize oral and written information;

(D) present formal and informal presentations;

(E) apply active listening skills;

(F) listen to and speak with diverse individuals; and

(G) exhibit public relations skills.

(3) The student understands and examines problem-solving methods. The student is expected to employ critical-thinking and interpersonal skills independently and in teams to solve problems.

(4) The student applies information technology applications. The student is expected to use personal information management, email, Internet, writing and publishing, presentation, and spreadsheet or database applications for animation projects.

(5) The student applies safety regulations. The student is expected to:

(A) implement personal and workplace safety rules and regulations; and

(B) employ emergency procedures.

(6) The student applies leadership characteristics to student leadership and professional development activities. The student is expected to:

(A) demonstrate leadership skills;

(B) demonstrate teamwork and conflict-management skills;

(D) model mentoring skills.

(7) The student applies ethical decision making and understands and complies with laws regarding use of technology in animation. The student is expected to:

(A) exhibit ethical conduct related to interacting with others such as client confidentiality, privacy of sensitive content, and providing proper credit for ideas;

(B) discuss and apply copyright laws;

(D) demonstrate proper etiquette and knowledge of acceptable use policies; and

(E) analyze the impact of the animation industry on society, including concepts related to persuasiveness, marketing, and point of view.

(8) The student develops employability characteristics. The student is expected to:

(A) identify and participate in training, education, or certification for employment;

(B) identify and demonstrate positive work behaviors and personal qualities needed to be employable;

(D) create a career portfolio to document work experiences, licenses, certifications, and work samples;

(E) demonstrate skills in evaluating and comparing employment opportunities; and

(F) examine employment opportunities in entrepreneurship.

(9) The student applies technical skills for efficiency. The student is expected to employ planning and time-management skills to complete work tasks.

(10) The student develops an understanding of animation. The student is expected to:

(A) demonstrate appropriate use of hardware components;

(B) demonstrate appropriate use of software programs;

(D) demonstrate knowledge of sound editing;

(E) demonstrate knowledge of file formats and cross-platform compatibility;

(F) acquire information in a variety of electronic formats;

(G) evaluate visual information by:

(i) recognizing the use of principles and elements of design; and

(ii) recognizing the use of typography;

(H) use an appropriate design process to create and modify solutions to problems by:

(i) combining graphics, images, and sound;

(ii) applying principles of design;

(iii) developing and referencing technical documentation; and

(iv) editing products;

(I) publish and deliver the product in a variety of media;

(J) research the history and evolution of animation by:

(i) explaining the history of animation;

(ii) describing how changing technology is affecting the industry;

(iii) analyzing the use of symbols in the animation of diverse cultures;

(iv) comparing current animation technologies with historical technologies;

(v) comparing various styles of animation; and

(vi) exploring emerging and innovative animation technologies and software;

(K) understand and apply animation principles, elements, and techniques by:

(i) describing and using audience identification, script writing, character design, storyboarding, audio uses, and delivery formats;

(ii) describing and using cell, stop motion, inbetweening/tweening, motion paths, masking, looping, scripting/programming, and interactivity;

(iii) describing lighting and camera shots;

(iv) describing and using flip books, claymation, and cut-outs;

(v) rendering; and

(vi) describing and using postproduction processes such as editing, titles, credits, and special effects;

(L) evaluate a product using critical-thinking skills;

(M) present oral or written evaluations of animation projects by:

(i) identifying the intended audience;

(ii) describing aesthetics;

(iii) explaining the storyline;

(iv) summarizing subject matter; and

(v) discussing the use of sound; and

(N) create animation projects using a variety of techniques and software programs.

§130.84.Advanced Animation (Two to Three Credits).

(a) General requirements. This course is recommended for students in Grades 11-12. Prerequisite: Animation.

(b) Introduction. Careers in animation span all aspects of motion graphics. Within this context, in addition to developing advanced knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to create two- and three-dimensional animations. The instruction also assists students seeking careers in the animation industry.

(1) The student applies academic knowledge and skills in animation projects. The student is expected to:

(A) apply English language arts knowledge and skills by demonstrating use of content, technical concepts, and vocabulary using correct grammar, punctuation, and terminology to write and edit documents; and

(2) The student applies professional communications strategies. The student is expected to:

(A) adapt language for audience, purpose, situation, and intent such as structure and style;

(B) organize oral and written information;

(D) present formal and informal presentations;

(E) apply active listening skills to obtain and clarify information;

(F) listen to and speak with diverse individuals; and

(G) exhibit public relations skills to increase internal and external customer/client satisfaction.

(3) The student understands and examines problem-solving methods. The student is expected to employ critical-thinking and interpersonal skills independently and in teams to solve problems.

(5) The student understands animation systems. The student is expected to analyze and summarize the history and evolution of the animation field.

(6) The student applies safety regulations. The student is expected to:

(A) implement personal and workplace safety rules and regulations; and

(B) employ emergency procedures.

(7) The student applies leadership characteristics to student leadership and professional development activities. The student is expected to:

(A) employ leadership skills to accomplish goals and objectives by analyzing the various roles of leaders within organizations, exhibiting problem-solving and management traits, describing effective leadership styles, and participating in civic and community leadership and teamwork opportunities to enhance skills;

(B) employ teamwork and conflict-management skills to achieve collective goals;

(C) establish and maintain effective working relationships by providing constructive praise and criticism, demonstrating sensitivity to and value for diversity, and managing stress and controlling emotions;

(D) conduct and participate in meetings to accomplish work tasks by developing meeting goals, objectives, and agendas; preparing for and conducting meetings to achieve objectives within scheduled time; producing meeting minutes, including decisions and next steps; and using parliamentary procedure, as needed, to conduct meetings; and

(E) employ mentoring skills to inspire and teach others.

(8) The student applies ethical decision making and complies with laws regarding use of technology in animation. The student is expected to:

(A) exhibit ethical conduct;

(B) apply copyright laws;

(D) demonstrate proper etiquette and knowledge of acceptable use policies.

(9) The student develops employability characteristics. The student is expected to:

(A) participate in training, education, or certification for employment;

(B) demonstrate positive work behaviors and personal qualities needed to be employable;

(C) demonstrate skills related to seeking and applying for employment to find and obtain a desired job, including identifying job opportunities, developing a resumé and letter of application, completing a job application, and demonstrating effective interview skills; and

(D) maintain a career portfolio to document work experiences, licenses, certifications, and work samples.

(10) The student applies advanced technical skills for efficiency. The student is expected to employ planning and time-management skills to complete work tasks.

(11) The student develops an advanced technical understanding of animation. The student is expected to:

(A) operate communication systems to prepare and conduct verbal and visual communication;

(B) use production elements such as transitions, edits, framing, angle, and lighting techniques;

(D) demonstrate familiarity with commercial production applications;

(E) demonstrate animation principles and elements by:

(i) applying animation principles such as arcs, timing, and exaggeration; and

(ii) identifying animation elements such as cycles, layers, transitions, and transparency;

(F) apply the elements and principles of art to animation projects by:

(i) identifying animation design elements such as line, color, shape, and texture;

(ii) explaining the use of additive color theory; and

(iii) comparing various styles of animation;

(G) apply pre-production processes by:

(i) analyzing target audience to identify needs and wants;

(ii) writing and editing scripts;

(iii) storyboarding; and

(iv) selecting aspect ratio and frame rate appropriate to delivery method;

(H) apply production processes by:

(i) designing color and compositional elements;

(ii) designing characters, environments, and props;

(iii) modeling characters, environments, and props;

(iv) lighting sets or animating lights as needed;

(v) developing rigs for animating characters;

(vi) assembling particle systems for visual effects such as rain, snow, and fire;

(vii) animating characters, environments, or cameras;

(viii) recording musical scores; and

(ix) rendering scenes; and

(I) apply post-production processes by:

(i) editing;

(ii) producing titles and credits;

(iii) adding visual effects and processing;

(iv) adding audio effects and processing; and

(v) producing output.

§130.85.Audio/Video Production (One to Two Credits).

(a) General requirements. This course is recommended for students in Grades 9-12. Recommended prerequisite: Principles of Arts, Audio/Video Technology, and Communications.

(1) The student applies academic knowledge and skills in audio and video projects. The student is expected to:

(B) apply mathematics knowledge and skills in invoicing and time-based mathematics by demonstrating knowledge of arithmetic operations and applying measurement to solve problems.

(2) The student understands professional communications strategies. The student is expected to:

(A) adapt language for audience, purpose, situation, and intent such as structure and style;

(B) organize oral and written information;

(D) present formal and informal presentations;

(E) apply active listening skills;

(F) listen to and speak with diverse individuals; and

(G) exhibit public relations skills.

(3) The student understands and examines problem-solving methods. The student is expected to employ critical-thinking and interpersonal skills independently and in teams to solve problems.

(5) The student understands design systems. The student is expected to analyze and summarize the history and evolution of the audio and video production fields.

(6) The student applies safety regulations. The student is expected to:

(A) implement personal and workplace safety rules and regulations;

(B) follow emergency procedures; and

(7) The student develops leadership characteristics. The student is expected to:

(A) employ leadership skills;

(B) employ teamwork and conflict-management skills;

(D) employ mentoring skills.

(8) The student applies ethical decision making and complies with laws regarding use of technology in audio and video production. The student is expected to:

(A) exhibit ethical conduct related to interacting with others and providing proper credit for ideas;

(B) discuss and apply copyright laws in relation to fair use and acquisition;

(D) analyze the ethical impact of the audio and video production industry on society.

(9) The student develops employability characteristics. The student is expected to:

(A) identify and participate in training, education, or certification required for employment;

(B) identify and demonstrate positive work behaviors and personal qualities needed to be employable;

(D) develop a resumé and letter of application;

(E) create a career portfolio to document work experiences, licenses, certifications, and work samples;

(F) demonstrate skills in evaluating and comparing employment opportunities; and

(G) examine employment opportunities in entrepreneurship.

(10) The student applies technical skills for efficiency. The student is expected to employ planning and time-management skills to complete work tasks.

(11) The student develops a basic understanding of audio and video production. The student is expected to:

(A) understand the industry, including history, current practice, and future trends by:

(i) explaining the beginnings and evolution of audio, video, and film;

(ii) describing how the changing technology is impacting the audio, video, and film industries; and

(iii) defining terminology associated with the industry;

(B) employ knowledge regarding use of audio by:

(i) identifying the key elements required in audio scripts;

(ii) applying writing skills to develop an audio script;

(iii) explaining how various styles of music can create a specific emotional impact;

(iv) identifying various audio tape, tapeless, and file formats;

(v) understanding various microphones based upon type and pickup patterns; and

(vi) understanding various audio cables and connectors;

(i) identifying the key elements required in video scripts;

(ii) applying writing skills to develop a video script;

(iii) identifying various video tape, tapeless, and file formats;

(iv) understanding various video cables and connectors;

(v) distinguishing between analog and digital formats;

(vi) demonstrating operation of video cameras; and

(vii) demonstrating how to properly maintain video equipment;

(D) demonstrate various cinematography techniques by:

(i) demonstrating how to frame and maintain picture composition;

(ii) demonstrating focusing techniques;

(iii) demonstrating camera and tripod movements; and

(iv) demonstrating proper exposure and white balance; and

(E) edit basic audio and video productions by:

(i) understanding the differences in linear and nonlinear systems;

(ii) demonstrating skills required for editing using linear and nonlinear systems;

(iii) employing knowledge of control peripherals for capturing or ingesting media; and

(iv) describing various digital platforms, including high definition and standard definition.

(12) The student understands the pre-production process. The student is expected to:

(A) identify critical elements in the pre-production stage;

(B) use technology applications to facilitate pre-production by:

(i) designing and implementing procedures to track trends, set timelines, and evaluate progress for continual improvement in process and product;

(ii) responding to advice from peers and professionals;

(iii) creating technology specifications;

(iv) monitoring process and product quality using established criteria;

(v) creating a script and identifying resources needed to begin the production; and

(vi) identifying budgeting considerations for crew, cast, and equipment;

(D) identify and participate in the team roles required for completion of a production;

(E) identify equipment, crew, and cast requirements for a scripted production; and

(F) understand the casting or audition process.

(13) The student understands the production process. The student is expected to:

(A) understand the coherent sequence of events to successfully produce a script;

(B) use lighting techniques by:

(i) demonstrating three-point lighting, including key, fill, and back lights;

(ii) using reflected light;

(iii) understanding color temperatures; and

(iv) using filters;

(D) demonstrate knowledge of interpersonal skills with sensitivity to diversity when directing crew or talent.

(14) The student understands the post-production process. The student is expected to:

(A) demonstrate appropriate use of hardware components, software programs, and their connections by:

(i) demonstrating knowledge of video systems such as digital and analog systems, software applications, and communication and networking components;

(ii) using various computer peripherals appropriately;

(iii) making appropriate decisions regarding the selection of software; and

(iv) making necessary adjustments regarding compatibility issues, including digital file formats and cross-platform connectivity;

(B) apply animation effects to video by:

(i) using character generators, fonts, colors, and principles of compositions to create graphic images; and

(ii) creating captions or titles for video and graphics;

(D) use a variety of strategies to acquire information from online resources;

(E) acquire electronic information in a variety of formats;

(F) use different compression techniques to output for distribution;

(G) format digital information for effective communication with a defined audience by:

(i) using appropriate font attributes and color;

(ii) using appropriate white space and graphics;

(iii) using appropriate camera perspective;

(iv) using appropriate content selection and presentation; and

(v) understanding target audiences and demographics;

(H) deliver the product in a variety of media by:

(i) understanding the various delivery formats such as disk, broadcast, cellular, portable device, electronic, and online delivery;

(ii) researching to determine appropriate delivery method based on distribution needs; and

(iii) extending the learning environment through digital sharing;

(I) use appropriate computer-based productivity tools to create and modify solutions to problems by:

(i) integrating productivity tools;

(ii) creating audio and video technology products for a variety of purposes and audiences;

(iii) developing technical documentation related to audio and video technology; and

(iv) critiquing a production; and

(J) use technology applications to facilitate evaluation of work, both process and product by:

(i) evaluating the project's success in meeting established criteria; and

(ii) researching the best method for promoting the product.

§130.86.Advanced Audio/Video Production (Two to Three Credits).

(a) General requirements. This course is recommended for students in Grades 10-12. Prerequisite: Audio/Video Production.

(b) Introduction. Careers in audio and video technology and film production span all aspects of the audio/video communications industry. Within this context, in addition to developing advanced knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an advanced understanding of the industry with a focus on pre-production, production, and post-production activities. This course may be implemented in an advanced audio format or an advanced format, including both audio and video.

(1) The student applies academic knowledge and skills in production projects. The student is expected to:

(B) apply mathematics knowledge and skills in invoicing and time-based mathematics by demonstrating knowledge of arithmetic operations and applying measurement to solve problems.

(2) The student applies professional communications strategies. The student is expected to:

(A) adapt language for audience, purpose, situation, and intent such as structure and style;

(B) organize oral and written information;

(D) present formal and informal presentations;

(E) apply active listening skills to obtain and clarify information;

(F) listen to and speak with diverse individuals; and

(G) exhibit public relations skills to increase internal and external customer/client satisfaction.

(3) The student understands and examines problem-solving methods. The student is expected to employ critical-thinking and interpersonal skills independently and in teams to solve problems.

(5) The student applies knowledge of design systems. The student is expected to analyze and summarize the history and evolution of the audio/video production field.

(6) The student applies safety regulations. The student is expected to:

(A) implement personal and workplace safety rules and regulations; and

(B) follow emergency procedures.

(7) The student applies leadership characteristics to student leadership and professional development activities. The student is expected to:

(B) employ teamwork and conflict-management skills to achieve collective goals;

(E) employ mentoring skills to inspire and teach others.

(8) The student applies ethical decision making and complies with laws regarding use of technology in audio/video production. The student is expected to:

(A) exhibit ethical conduct;

(B) apply copyright laws;

(D) demonstrate proper etiquette and knowledge of acceptable use policies.

(9) The student develops employability characteristics. The student is expected to:

(A) participate in training, education, or certification for employment;

(B) demonstrate positive work behaviors and personal qualities needed to be employable;

(D) update a career portfolio to document work experiences, licenses, certifications, and work samples; and

(E) demonstrate skills in evaluating and comparing employment opportunities.

(10) The student applies technical skills for efficiency. The student is expected to employ planning and time-management skills to complete work tasks.

(11) The student demonstrates an understanding of audio/video production equipment. The student is expected to:

(A) understand standard systems for the audio/video industry by:

(i) setting up editing systems and performing standard trouble-shooting;

(ii) understanding knowledge of wireless and wired transmission systems;

(iii) identifying appropriate cabling and configurations for engineering purposes;

(iv) setting up cabling for various productions; and

(v) routing standard cabling for broadcasting signal;

(B) employ knowledge regarding use of recording equipment by:

(i) explaining uses of analog and digital formats;

(ii) describing tape and tapeless formats;

(iii) demonstrating the operation of recording devices;

(iv) demonstrating how to properly maintain recording equipment; and

(v) demonstrating how to properly meter a recording signal for proper levels; and

(12) The student understands the pre-production process. The student is expected to:

(A) apply critical elements in the pre-production stage;

(B) use advanced technology applications to facilitate pre-production by:

(i) demonstrating procedures to establish timelines; and

(ii) developing a budget with considerations for crew, cast, and equipment;

(i) using proper formatting for the specific type of script;

(ii) identifying specific elements of the script needed for successful production, including cast, props, or sound effects; and

(iii) discussing how various styles of music can create a specific emotional impact;

(D) determine equipment, crew, and cast requirements for a successful production by:

(i) examining the end goal of the production to determine the appropriate format for recording and distribution;

(ii) identifying several means to work within budget restraints;

(iii) conducting auditions for the talent; and

(iv) securing the crew required for a successful production; and

(E) examine various contracts related to industry tasks by:

(i) using talent releases for productions;

(ii) examining key elements for talent work contracts;

(iii) examining key elements for crew contracts; and

(iv) examining key elements in distribution contracts.

(13) The student applies the production process. The student is expected to:

(A) apply the coherent sequence of events to successfully produce a script;

(B) demonstrate a knowledge of audio techniques by:

(i) identifying various microphone types;

(ii) understanding the various microphone pickup patterns;

(iii) demonstrating understanding of sound mixing; and

(iv) demonstrating understanding of a final audio mix;

(i) demonstrating teamwork and knowledge of interpersonal skills with sensitivity to diversity when directing crew and talent; and

(ii) applying knowledge of the critical elements in designing activities in the production stage;

(D) employ knowledge of digital editing by:

(i) addressing various distribution formats, including electronic, disk, tapeless, and tape; and

(ii) capturing media to an editing system for the purpose of manipulating recorded media; and

(E) employ knowledge of recording equipment by:

(i) using proper monitoring of equipment to ensure quality recordings;

(ii) setting appropriate levels before recording using broadcast standard tools; and

(iii) identifying standards for logging notes or comments in the original recording process.

(14) The student understands the post-production process. The student is expected to:

(A) apply knowledge and appropriate use of hardware components, software programs, and their connections by:

(i) demonstrating knowledge and appropriate use of digital systems such as software applications, communication, and networking components;

(ii) demonstrating an understanding of various input, processing, output, and storage devices;

(iii) demonstrating an understanding of compatibility issues, including digital file formats and cross-platform connectivity; and

(iv) demonstrating an understanding of high definition and standard definition output media;

(B) acquire electronic information in a variety of formats;

(i) demonstrating knowledge of outputting for distribution; and

(ii) understanding the relationship between file size and quality;

(D) deliver the product in a variety of media by:

(i) understanding the various delivery formats such as disk, broadcast, cellular, portable devices, electronic, and online delivery; and

(ii) researching to determine the appropriate delivery method based upon distribution need; and

(E) use appropriate computer-based productivity tools to create and modify solutions to problems by:

(i) integrating productivity tools to develop and modify solutions to problems;

(ii) developing technical documentation related to project specifications; and

(iii) critiquing a production to determine how the various elements resulted in a successful or unsuccessful presentation.

(15) The student understands the business aspects of the industry. The student is expected to:

(A) understand the roles of various industry professionals by:

(i) discussing the responsibilities of producers;

(ii) discussing the responsibilities of directors, including the relationship to the production team and the responsibilities of crew members;

(iii) discussing the duties of editors;

(iv) discussing the responsibilities of engineers;

(v) discussing the responsibilities of the talent; and

(vi) discussing the responsibilities of the sales team;

(B) understand the opportunities in the industry for freelance contractors by:

(i) identifying standard freelance self-promotion techniques;

(ii) understanding how to create invoices;

(iii) understanding standard billing practices for freelance labor;

(iv) researching rates and best practices for various freelance job responsibilities; and

(v) identifying information technology applications common for small businesses;

(i) identifying roles specific to live productions;

(ii) identifying the importance of time accountability;

(iii) demonstrating an understanding of back-timing and time-based mathematics;

(iv) demonstrating an understanding of Federal Communications Commission guidelines for broadcast appropriateness;

(v) identifying equipment standard for live productions; and

(vi) identifying strategies for financially supporting live productions;

(D) understand the unique characteristics of studio productions by:

(i) identifying roles unique to studio productions;

(ii) identifying costs specific to studio productions;

(iii) identifying equipment standard for studio productions; and

(iv) identifying strategies for financially supporting studio productions; and

(E) understand the unique characteristics of field production by:

(i) identifying roles unique to field productions;

(ii) identifying costs specific to field productions;

(iii) identifying equipment standard for field productions; and

(iv) identifying strategies for financially supporting field productions.

(16) The student understands the broadcast standards established by the Federal Communications Commission. The student is expected to:

(A) apply knowledge of broadcast formats by:

(i) distinguishing between analog and digital formats;

(ii) describing the difference in data signals and equipment for analog and digital technology;

(iii) identifying the evolution of the broadcast signal; and

(iv) identifying various broadcast standards, including National Television System Committee, Phase Alternating Line, and Sequential Color with Memory;

(B) identify radio and television frequencies location in the electromagnetic spectrum; and

(i) identifying the evolution of various tape formats;

(ii) identifying the evolution of various tapeless formats;

(iii) identifying the evolution of various electronic formats;

(iv) identifying the evolution of various online delivery systems; and

(v) identifying the various film formats.

§130.87.Practicum in Audio/Video Production (Two to Three Credits).

(a) General requirements. This course is recommended for students in Grades 11-12. Prerequisite: Advanced Audio/Video Production or Advanced Animation.

(b) Introduction. Careers in audio and video technology and film production span all aspects of the audio/video communications industry. Within this context, in addition to developing advanced technical knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an increasing understanding of the industry with a focus on applying pre-production, production, and post-production audio and video activities in a studio environment. This course may be implemented in an advanced audio, video, or animation format. Instruction may be delivered through lab-based classroom experiences or career preparation opportunities.

(1) The student applies academic knowledge and skills in production projects. The student is expected to:

(B) apply mathematics knowledge and skills in invoicing and time-based mathematics by demonstrating knowledge of arithmetic operations and applying measurement to solve problems.

(2) The student implements advanced professional communications strategies. The student is expected to:

(A) adapt language for audience, purpose, situation, and intent such as structure and style;

(B) organize oral and written information;

(D) present formal and informal presentations;

(E) apply active listening skills to obtain and clarify information;

(F) listen to and speak with diverse individuals; and

(G) exhibit public relations skills to increase internal and external customer/client satisfaction.

(3) The student implements advanced problem-solving methods. The student is expected to employ critical-thinking and interpersonal skills, including data gathering and interpretation independently and in teams to solve problems and make decisions.

(4) The student implements advanced information technology applications. The student is expected to use personal information management, email, Internet, writing and publishing, presentation, and spreadsheet or database applications for audio and video projects.

(5) The student implements advanced knowledge of design systems. The student is expected to analyze and summarize the history and evolution of the audio and video production field.

(6) The student applies safety regulations. The student is expected to:

(A) implement personal and workplace safety rules and regulations; and

(B) follow emergency procedures.

(7) The student implements leadership characteristics to student leadership and professional development activities. The student is expected to:

(B) employ teamwork and conflict-management skills to achieve collective goals;

(E) employ mentoring skills to inspire and teach others.

(8) The student implements ethical decision making and complies with laws regarding use of technology. The student is expected to:

(A) exhibit ethical conduct related to providing proper credit for ideas and privacy of sensitive content;

(B) discuss and apply copyright laws in relation to fair use and acquisition and use of digital information by citing sources using established methods;

(D) demonstrate proper etiquette and knowledge of acceptable use policies when using networks, especially resources on the Internet and intranet; and

(E) analyze the impact of the audio/video production industry on society, including concepts related to persuasiveness, marketing, and point of view.

(9) The student demonstrates appropriate employability characteristics and maintains a professional portfolio. The student is expected to:

(A) identify and participate in training, education, or certification to prepare for employment;

(B) identify and demonstrate positive work behaviors and personal qualities needed to be employable such as self-discipline, self-worth, positive attitude, integrity, and commitment;

(D) maintain a career portfolio to document work experiences, licenses, certifications, and work samples;

(E) demonstrate skills in evaluating and comparing employment opportunities; and

(F) examine employment opportunities in entrepreneurship.

(10) The student employs effective planning and time-management skills. The student is expected to employ planning and time-management skills and tools to enhance results and complete work tasks.

(11) The student implements an advanced understanding of a client-based production. The student is expected to:

(A) determine client needs by:

(i) conducting client meetings to identify specific project requirements; and

(ii) researching target audience and demographics to meet client needs;

(B) develop a production proposal for client approval by:

(i) creating a production schedule;

(ii) researching and determining production costs; and

(iii) researching and determining appropriate delivery and distribution options;

(i) identifying equipment, crew, and cast requirements;

(ii) developing a budget with considerations for crew, cast, and equipment;

(iii) analyzing the script and storyboard processes; and

(iv) assigning team roles required for production;

(D) conduct a client meeting for presenting production strategies and implement client feedback;

(E) apply advanced principles of production by:

(i) implementing a coherent sequence of events;

(ii) using necessary equipment and crew for quality productions; and

(iii) demonstrating teamwork and knowledge of interpersonal skills with sensitivity to diversity;

(F) implement advanced skills in the post-production process by:

(i) demonstrating appropriate use of editing systems;

(ii) making decisions appropriate for each element of production;

(iii) making necessary adjustments regarding compatibility issues, including digital file formats and cross-platform connectivity;

(iv) using various compression formats; and

(v) demonstrating knowledge in outputting for distribution; and

(G) deliver the product by:

(i) researching the appropriate delivery formats for the target audience;

(ii) advising clients on optimal delivery options; and

(iii) discussing distribution options with optimal project reach.

(12) The student practices business skills for freelance contractors. The student is expected to:

(A) implement standard freelance self-promotion techniques;

(B) develop invoices and standard billing practices;

(D) use information technology applications common to small businesses.

§130.88.Graphic Design and Illustration (One to Two Credits).

(a) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Arts, Audio/Video Technology, and Communications.

(b) Introduction. Careers in graphic design and illustration span all aspects of the advertising and visual communications industries. Within this context, in addition to developing knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an understanding of the industry with a focus on fundamental elements and principles of visual art and design.

(1) The student applies academic knowledge and skills in art and design projects. The student is expected to:

(2) The student understands professional communications strategies. The student is expected to:

(A) adapt language for audience, purpose, situation, and intent such as structure and style;

(B) organize oral and written information;

(D) present formal and informal presentations;

(E) apply active listening skills;

(F) listen to and speak with diverse individuals; and

(G) exhibit public relations skills.

(3) The student understands and examines problem-solving methods. The student is expected to employ critical-thinking and interpersonal skills independently and in teams to solve problems.

(5) The student understands design systems. The student is expected to analyze and summarize the history and evolution of related fields.

(6) The student applies safety regulations. The student is expected to:

(A) implement personal and workplace safety rules and regulations; and

(B) follow emergency procedures.

(7) The student applies leadership characteristics to student leadership and professional development activities. The student is expected to:

(A) employ leadership skills;

(B) employ teamwork and conflict-management skills;

(D) employ mentoring skills.

(8) The student applies ethical decision making and understands and complies with laws regarding use of technology in graphic design and illustration. The student is expected to:

(A) exhibit ethical conduct related to interacting with others such as client confidentiality, privacy of sensitive content, and providing proper credit for ideas;

(B) discuss and apply copyright laws in relation to fair use and acquisition;

(D) demonstrate proper etiquette and knowledge of acceptable use policies; and

(E) analyze the impact of the advertising and visual communication design industry on society, including concepts related to persuasiveness, marketing, and point of view.

(9) The student develops employability characteristics. The student is expected to:

(A) identify and participate in training, education, or certification for employment;

(B) identify and demonstrate positive work behaviors and personal qualities needed to be employable;

(D) maintain a career portfolio to document work experiences, licenses, certifications, and work samples; and

(E) examine employment opportunities in entrepreneurship.

(10) The student applies technical skills for efficiency. The student is expected to employ planning and time-management skills to complete work tasks.

(11) The student develops an increasing understanding of graphic design and illustration. The student is expected to:

(A) research art and design career opportunities and qualifications;

(B) research the history and evolution of art and design by:

(i) explaining the history of visual arts and design;

(ii) understanding general characteristics in artwork from a variety of cultures; and

(iii) comparing current visual arts technologies with historical technologies;

(D) conduct oral or written critiques of designs by:

(i) applying a critical method of evaluation;

(ii) communicating an oral or written defense; and

(iii) evaluating oral or written feedback;

(E) analyze and apply art elements and principles;

(F) employ a creative design process to create original two- or three-dimensional projects by:

(i) creating designs for defined applications;

(ii) applying elements of design;

(iii) applying design principles and typography;

(iv) using good composition;

(v) demonstrating anatomical figure drawing;

(vi) demonstrating drawing in one-point, two-point, and multi-point perspective;

(vii) creating a project by applying color; and

(viii) applying printing concepts;

(G) apply art elements and principles to photographic works; and

(H) apply art elements and principles to multimedia applications.

§130.89.Advanced Graphic Design and Illustration (Two to Three Credits).

(a) General requirements. This course is recommended for students in Grades 10-12. Prerequisite: Graphic Design and Illustration.

(b) Introduction. Careers in graphic design and illustration span all aspects of the advertising and visual communications industries. Within this context, in addition to developing advanced technical knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an advanced understanding of the industry with a focus on mastery of content knowledge and skills.

(1) The student applies academic knowledge and skills in art and design projects. The student is expected to:

(2) The student applies professional communications strategies. The student is expected to:

(A) adapt language for audience, purpose, situation, and intent such as structure and style;

(B) organize oral and written information;

(D) present formal and informal presentations;

(E) apply active listening skills;

(F) listen to and speak with diverse individuals; and

(G) exhibit public relations skills.

(3) The student understands and examines problem-solving methods. The student is expected to employ critical-thinking and interpersonal skills independently and in teams to solve problems.

(5) The student applies knowledge of design systems. The student is expected to analyze and summarize the history and evolution of related fields.

(6) The student applies safety regulations. The student is expected to:

(A) implement personal and workplace safety rules and regulations; and

(B) follow emergency procedures.

(7) The student applies leadership characteristics to student leadership and professional development activities. The student is expected to:

(A) employ leadership skills;

(B) employ teamwork and conflict-management skills;

(D) employ mentoring skills.

(8) The student applies ethical decision making and complies with laws regarding use of technology in art and design. The student is expected to:

(A) exhibit ethical conduct;

(B) apply copyright laws;

(D) demonstrate proper etiquette and knowledge of acceptable use policies.

(9) The student applies employability characteristics. The student is expected to:

(A) participate in training, education, or certification for employment;

(B) demonstrate positive work behaviors and personal qualities needed to be employable;

(D) maintain a career portfolio to document work experiences, licenses, certifications, and work samples; and

(E) demonstrate skills in evaluating and comparing employment opportunities.

(10) The student applies technical skills for efficiency. The student is expected to employ planning and time-management skills to complete work tasks.

(11) The student develops an advanced understanding of graphic design and illustration. The student is expected to:

(A) interpret, evaluate, and justify design decisions;

(B) participate in oral or written critiques of designs by:

(i) applying a critical method of evaluation; and

(ii) communicating an oral or written defense;

(D) employ a creative design process to create original two- or three-dimensional projects by:

(i) creating designs for defined applications;

(ii) applying elements of design;

(iii) applying design principles and typography;

(iv) using appropriate composition;

(v) using anatomically appropriate figure drawing;

(vi) using appropriate perspective;

(vii) using the most effective color choices in projects; and

(viii) using printing concepts.

§130.90.Practicum in Graphic Design and Illustration (Two to Three Credits).

(a) General requirements. This course is recommended for students in Grades 10-12. Prerequisite: Advanced Graphic Design and Illustration, Advanced Commercial Photography, or Advanced Animation.

(b) Introduction. Careers in graphic design and illustration span all aspects of the advertising and visual communications industry. Within this context, in addition to developing technical knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop a technical understanding of the industry with a focus on skill proficiency. Instruction may be delivered through lab-based classroom experiences or career preparation opportunities.

(1) The student applies academic knowledge and skills in art and design projects. The student is expected to:

(2) The student implements advanced professional communications strategies. The student is expected to:

(A) adapt language for audience, purpose, situation, and intent such as structure and style;

(B) organize oral and written information;

(D) present formal and informal presentations;

(E) apply active listening skills to obtain and clarify information;

(F) listen to and speak with diverse individuals; and

(G) exhibit public relations skills to increase internal and external customer/client satisfaction.

(5) The student implements advanced knowledge of design systems. The student is expected to analyze and summarize the history and evolution of the commercial art and design field.

(6) The student applies safety regulations. The student is expected to:

(A) implement personal and workplace safety rules and regulations; and

(B) follow emergency procedures.

(7) The student implements leadership characteristics to student leadership and professional development activities. The student is expected to:

(B) employ teamwork and conflict-management skills to achieve collective goals;

(E) employ mentoring skills to inspire and teach others.

(8) The student applies ethical decision making and complies with laws regarding use of technology. The student is expected to:

(A) exhibit ethical conduct related to interacting with others such as client confidentiality, privacy of sensitive content, and providing proper credit for ideas;

(B) discuss and apply copyright laws in relation to fair use and acquisition and use of digital information by citing sources using established methods;

(D) demonstrate proper etiquette and knowledge of acceptable use policies when using networks, especially resources on the Internet and intranet; and

(E) analyze the impact of the advertising and visual communication design industry on society, including concepts related to persuasiveness, marketing, and point of view.

(9) The student demonstrates appropriate employability characteristics and maintains a professional portfolio. The student is expected to:

(A) identify and participate in training, education, or preparation for certification to prepare for employment;

(B) identify and demonstrate positive work behaviors and personal qualities needed to be employable such as self-discipline, self-worth, positive attitude, integrity, and commitment;

(D) maintain a career portfolio to document work experiences, licenses, certifications, and work samples;

(E) demonstrate skills in evaluating and comparing employment opportunities; and

(F) examine employment opportunities in entrepreneurship.

(10) The student applies effective planning and time-management skills. The student is expected to employ tools to enhance results and complete work tasks.

(11) The student uses advanced graphic design and illustration methods and skills. The student is expected to:

(A) interpret, evaluate, and justify design decisions;

(B) conduct verbal or written critiques of design projects;

(D) employ a creative design process to create professional quality two- or three-dimensional projects by:

(i) creating designs for defined applications;

(ii) using appropriate elements of design;

(iii) using appropriate design principles and typography;

(iv) using appropriate composition;

(v) using anatomically appropriate figure drawing;

(vi) using appropriate perspective;

(vii) using the most effective color choices in projects; and

(viii) using appropriate printing concepts.

§130.91.Commercial Photography (One to Two Credits).

(a) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisite: Graphic Design and Illustration or Art I.

(b) Introduction. Careers in commercial photography require skills that span all aspects of the industry from setting up a shot to delivering products in a competitive market. Within this context, in addition to developing knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an understanding of the commercial photography industry with a focus on creating quality photographs.

(1) The student applies academic knowledge and skills in commercial photography. The student is expected to:

(B) apply mathematics knowledge and skills by identifying whole numbers, decimals and fractions applied to measurement, percentages, depth of field, aperture, resolution, and scale; demonstrating knowledge of arithmetic operations; using conversion methods such as fractions to decimals and inches to points; and applying measurement to solve a problem.

(2) The student applies professional communications strategies. The student is expected to:

(A) adapt language for audience, purpose, situation, and intent such as structure and style;

(B) organize oral and written information;

(D) give formal and informal presentations;

(E) apply active listening skills;

(F) listen to and speak with diverse individuals; and

(G) exhibit public relations skills.

(3) The student understands and examines problem-solving methods. The student is expected to employ critical-thinking and interpersonal skills independently and in teams to solve problems.

(5) The student understands commercial photography systems. The student is expected to analyze and summarize the history and evolution of commercial photography.

(6) The student applies safety regulations. The student is expected to:

(A) implement personal and workplace safety rules and regulations; and

(B) follow emergency procedures.

(7) The student applies leadership characteristics to student leadership and professional development activities. The student is expected to:

(A) employ leadership skills;

(B) employ teamwork and conflict-management skills;

(D) employ mentoring skills.

(8) The student applies ethical decision making and understands and complies with laws regarding use of technology in commercial photography. The student is expected to:

(A) exhibit ethical conduct related to interacting with others such as client confidentiality, privacy of sensitive content, and providing proper credit for ideas;

(B) discuss and apply copyright laws in relation to fair use and duplication of images;

(D) analyze the impact of photography on society, including concepts related to persuasiveness, marketing, and point of view.

(9) The student develops employability characteristics. The student is expected to:

(A) identify and participate in training, education, or certification for employment;

(B) identify and demonstrate positive work behaviors and personal qualities needed to be employable;

(D) create a career portfolio to document work experiences, licenses, certifications, and work samples; and

(E) examine employment opportunities in entrepreneurship.

(10) The student applies technical skills for efficiency. The student is expected to employ planning and time-management skills to complete work tasks.

(11) The student develops an increasing understanding of commercial photography. The student is expected to:

(A) research career opportunities and qualifications in photography;

(B) research the history and evolution of photography;

(C) analyze principles of commercial photography such as working with clients, interpreting client instructions, developing production schedules, and delivering products in a competitive market;

(D) analyze and apply the elements and principles of art to photographs;

(E) demonstrate knowledge of different types of cameras and lenses and their applications to photography;

(F) demonstrate knowledge of good photographic composition and layout;

(G) demonstrate knowledge of the characteristics of different types of photographic media;

(H) demonstrate knowledge of the basics of black and white and color photography processes;

(I) demonstrate knowledge of photographic lighting techniques;

(J) identify characteristics of various types of photographic paper;

(K) demonstrate an understanding of standard conventions for mounting, matting, and framing;

(L) produce a variety of photographs using current, industry-standard production processes; and

(M) evaluate photographs using principles of art, commercial photography standards, and critical-thinking skills.

§130.92.Advanced Commercial Photography (Two to Three Credits).

(a) General requirements. This course is recommended for students in Grades 11-12. Prerequisite: Commercial Photography.

(b) Introduction. Careers in commercial photography span all aspects of the industry from setting up a shot to delivering products in a competitive market. Within this context, in addition to developing advanced technical knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an advanced technical understanding of the commercial photography industry with a focus on producing, promoting, and presenting professional quality photographs.

(1) The student applies academic knowledge and skills in commercial photography. The student is expected to:

(B) apply mathematics knowledge and skills by identifying whole numbers, decimals, and fractions applied to measurement, percentages, depth of field, aperture, resolution, and scale; demonstrating knowledge of arithmetic operations; using conversion methods such as fractions to decimals and inches to points; and applying measurement to solve a problem.

(2) The student applies professional communications strategies. The student is expected to:

(A) adapt language for audience, purpose, situation, and intent such as structure and style;

(B) organize oral and written information;

(D) present formal and informal presentations;

(E) apply active listening skills to obtain and clarify information;

(F) listen to and speak with diverse individuals; and

(G) exhibit public relations skills to increase internal and external customer/client satisfaction.

(3) The student understands and examines problem-solving methods. The student is expected to employ critical-thinking and interpersonal skills independently and in teams to solve problems.

(5) The student applies knowledge of commercial photography systems. The student is expected to analyze and summarize the history and evolution of the commercial photography field.

(6) The student applies safety regulations. The student is expected to:

(A) implement personal and workplace safety rules and regulations; and

(B) follow emergency procedures.

(7) The student applies leadership characteristics to student leadership and professional development activities. The student is expected to:

(A) employ leadership skills to accomplish goals and objectives by analyzing the various roles of leaders with organizations, exhibiting problem-solving and management traits, describing effective leadership styles, and participating in civic and community leadership and teamwork opportunities;

(B) employ teamwork and conflict-management skills to achieve collective goals;

(E) employ mentoring skills to inspire and teach others.

(8) The student applies ethical decision making and complies with laws regarding use of technology in commercial photography. The student is expected to: