ED 159 469

AUTHOR..TITLE

INSTITUTION

PUB DATENOTE,

EDRS PRICEDESCRIPTORS

DOCONEEIVEESDEE

CE C16 062

Gillet, Garth; And OthersPre-Vodational Perfatmance Objectives. IndustrialArts.Michigan State Dept. of Education, Lansins.Vocational-Technical Education Service.J-un 7818p.; Por related documents see CE 018 06Z-064; Notavailable in hard copy tecausecf marginallegibility .

MF-$0.83 Plus Postage. EC Not Availakle fici EDRS.*Behavioral Objectives; Building Trades; CareerEducation; Construction (Process); Energy; Graphic-Arts; *Industrial Arts; Manufacturing; PerformanceBased Education; *Performance Criteria; POwerMechanics; *Prevocational Education; Trade andIndustrial Education

ABSTRACTOne of, three documents presenting performance

objectives tor preloCational co rseS, this document containsperformance obiecves for cour es in industri arts includinggeneral industrial arts, manufa turing and cc truction, graphiccommunications, and power and energy. (The' c er two documentspresent performance objectives for prgsocat onal courses in business,CE 018 864, and home economics CE 018 863.) Career education and.safety components are integrated into each set cf performanceobjectives. The career education aspects included are skills inmathematics, reading add language arts, self awareness, occupationalskills, exploration, consumer .education, and decision making. Eachset Of objectives is identified by'a course designation, and fourcol6mns of information are used" to present the content of -eachobjective: conditions, performance, criteria; and instructibnalresources. One hundred and twenty-eight performance objectives forprevocational industrial arts courses are included in this document.(BM)

*********************4****************-i********************************* Reproductions supplied by EDRS are the best that car to made*I ,14 from the original document.******************i****************************************************

I

.PERMISSION TO FIEFRODUcE,

THIS

MATERIAL HAS BEENGRANTED BY

TO EDUCATIONALSOURCES

INTHE

FORMATIONCENTER IERICI AND

USERS OF THE ERIC SYSTEM"

U,S OEPARTMENT'OF HEALTH,EDUCATION I IELFAilE. NATIONAL INSTITUTE OF

EDUCATION

THIS DOCUMENT HAS BEEN REPRO.D-UCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN.ATi NG IT POINTS OF VIEW OR OPINIONSSTATED 00 NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLIO;

2

"a 1

7

ArinettaVice Presiclere,

Huntington Woacia-'1'

tr

Barbara ',Roberts Mason :. :Dr. "Gumecindo Sales,Secretary , TreesererLansing East Lansing

Barbara Dumcuchelle'Grosse lle

Dr.' Paul' B HenryGrand Rapids

Norman Qtto Stockmeyer, SrWestland-

Ex-Officio Members

%Mem G Milliken, , D John W 'PorterGovernor Supennt ndent of Public IngructIon\

Cover Design by=.Students in Graphic Arts and. Photography.

Mr. Richard Aldrich. InstructorBranch AreaCinterColdwater, Michigan

1'

MICHIGAN DEPARTMENT or. EDUCATION

LANSING, MICHIGAN

Din-ing the 197, -77 ochool year,' performance objectives for prevOcationalcourses in home economics, business`and industrial arts education were developedunder the directipn of the VocatiOnal-Technical Education SerVice , staffSherryAnderson,'Mary/Brown and Gerald Briggs. The following courses were identifiedfor the develOpriterit of performance objectives:

HOME ECONOMICS Food and Nutrition, Human Growth and RelationshipsClothing and Textiles, and Housing and Homeagement

BUSINES EDUCATIONGeneral Business and Beginning TypingINDUSTR AL ARTSGenerah, Manufacturing/Construction, Graphic Com-

. munications, and Power and Energy

Career Education and Safety components were identified and integrated intoeach set of performance objectives. The Career Education aspects of the perform-'ance objectives 'included mathematics skills, reading and language arts skills, selfawareness,, occupational skills, exploration, consumer and decision-making skills.

Local teachikg personnel were identified by program area to serve as perform-ance objectives writing team members. Writing team selection criteria included, aworking knowledge of Competency Based Education, experience in teaching thecourses being" addressed, and representation from various locations across theState. The writing teams met in November, 1976; and February, 1977, to develop atentative draft of performance objectives: Subsequently-, the tentative drafts werereviewed by committees of teacher educators, vocational administrators, and highschool and junior high school teachers. In addition, the materials were sent to andreviewed by junior high school; teachers in every Career Education Planning Dis-trict in the State. The writing teams considered the recommendations of the variousreview committees and individual reviews alcd formulated a final set of objectives.

It seems entirely appr.opriate for me to express, for the State Board of Educationand myself, our appreciation to all of the individuals and organized groups who haveexpended countless hours and much energy to bring this'project to fruition. Inparticular I would like to thankDr. Emmett Mason, Central Michigan University,for without his contribution of the Career Education and Safety components thisproject could not have been possible,

n-

June, 1918

JOHN W. PORTERSuperintendent ofPublic Instruction

PREVOCATIONAL PERFORMANCE- OBJECTIVESDEVELOPMENT, PROJECT DEFINITIONS

Overview

A performance objective is a description of what a learner should be able lodo when te/she has learned a skill or acquired certain understandings.

Several characteristics of these objectives must be,understood to be adequately.utilized:

1. Minimum: these objectives represent the cOnsidered:opinionof the writers, aftercompletion of a structured review, asto the"Minimum skills and understandings necessary uponcompletion of the courses.

2. Recommended: these Objectives are those which the particularwriting team recommends to the Vocational-Technical Education'Service and; in turn, the Vocational-Technical Education Serviceto the Local Educational Agencies for their consideration asreasonable minimum learner objectives.

3ts.

Terminal: these objectives describe only,thoSe significantperforMances which are to be mastered by the end,of the courses.It is likely that.each'of these.terminal objectites-contains

. Several enablingobjectives'whiCh are assumed to be necessaryto achieve the terminal objective.

4. Grading /Passir: the decision to what grade: a student wil),earn for achieving some, all, or in excess of the minimumperformance objectives is a Local Educational Agency decision..Some districts choose to include factors other than the achieve-ment of objectives as the basis fbrassigning grades. It is notthe intent here to suggest that this practice must change as aresult of ,performance objectives. .It is also recognized that,many factors may affect the decisiOn as to whether credit fora course, should be assigned to a particular student who Mayachieve less than the minimum objectives of the course.

'Format

1. Each set .of objectives is identified by a course designatipp.' Thecourse deSignations are considered to be those most often used byLocal Educational Agencies for the specific course content included.

2 Each set of objectives begins with the standard statement, Alponcompletion of this course, students will have the following. skillsand understandings as measured by teacher-made'olelective referencedtest (ORT's), unless-Otherwise indicated: ". In order to avoidunnecessary duplication, this statement is presented as- a constant, ,.

'but it is to be interpreted as part of each subsequent objective.

3. The decOon as to the sequence or priority of performance objectivesWithin a given course designation is a Local Educational Agerz decision.

. ..

..

Note: Industrial ArtsTerformance Objectives /The performance objectiveconsidered to be applicable to all Industrial Arts courses are 4numbered 1 through 51. and 85 through 128." Specific Industrial

:Arts performance objectives for skill development are numbered'as folic:Ms: ' .

52-70 Manufacturing/Construction71-78 Graphic'Communications.79784 Power and Energy

r

our columns ofinformation are used to present the content of each.jttive:

,irs

.

1. Conditions: a destriPtion pf the environment (materials, supplies,etc.) in which the student will perfOrm at the time of evaluation.

i .,k..,.Performance:. en observable, measurable description of what the.iv y ' student will do. .

(

Criteria: a description of thecpantitative.and. qualitative standardsagainst which the performance is to be measured;'

Instructional Resources: this column is provided for teacher notesregardingifinstructional supplies, tools, equipment, techniques, etc.for each performance objective.

O r-,

June, 1978

1.

FOr further information, write td:

Michigan:Department df EducationVocationalTechnical Education ServiceBox 30009Lansing, Michigan. 48909

4 Q

Prevocational Performance ObjectivesDevel ment Project

W Hing Teamsi15

-.6

1.

BUSIVESS EDUCATION.

Kay ColemanEastern High SchoolLansing, MI 48910

GWendlYn HicksBrake Junior High SchoolTaylor, MI 48180.

Vicki LindstaedtBaker diddle SchoolTroy,:MI 48084

.1..aura Royster

Detroit Public SchoolsDetroit, MI 48207

Sandra WhiteCollege Avenue Skill°GengrGrand Rapids, MI 48506 t

HOME ECONOMICS

Mary Deh enty t

Hastings Junior High, Hastings, MI 49058.

Maureen Ewasek ,Adams Junior High,SchoolDearborn, MI 481'24

(

Kathie LaRoyBaldwin Community SchOoTSBaldwin, MI 49304

Betty McGheeCroswell-Lexington Jr. HighCroswell, MI 48422

Onita Oles,Mason Junior 'HighDrayton Plains, MI' 48020

HOME ECONOMICS (Continued)

Judy RamsowerWest Intermediate SchoolsMt. Pleasant, MI 48858

Mlary Ann WagnerMahkin Mills Junior High-Westland, MI 48184

INDUSTRIAL ARTS

Garth GilletNorth East Junior HighGrand Rapids*,-MI 49505

David Knowlton ,

Bridgman High SchoolBridgman'flMI- 49106

Ron Mehals.ki/ South Middle School

Grand Rapids, MI 45507

Donad Strphmier'WestJunior High Scho

Mt: Pleasant, MI 48858

TerrkTurkFlynnNunior High SchoolSterling Heights, MI 48092

kharlesWilliamsCarter Junior High School"Warren, MI 48093-

r

BUSINESRDUCATION

Grace -BookerMonroe JUniortlighMonrOe; MI 48161

Prevocatio

De,

.Sandy MOuestionColeman: High 5choolColeman, 'MI 48618.

al Performance Objectives.eloOlignt ProjectReview Teams

Betty MoyDandero High,SchoolRoyal Oak, MI 48067

Robert Ristauastern Michigan UniversityYpsilanti, MI 48197

Alexandria, TakisBerkley Scliool DistrictBerkley, MI 48072

Ellis-ThomasMichigan State UniversityEast LariNng, MI 48824

HOME ECONOMICS

Jeanne ClarkBentley High SchoolBurton, MI. 48509

Donna ColionRegd City High SchoolReed City, MI 49677

Marilyn DukeAlbion College (

X

Albion, MI 49224

Denise HobbsHoli"High School,

-Holt, MI 48842

/7-

HOME ECONOMICS JCatinued)

Phyllis Johnsonac_.

0.J. DeJonge Jun or High- LudingtOn, MI 49431 .

Mary Krieger.Eastern. Michigan University.Ypsilanti, MI 48197_

Russell MaplesLansing Public SchoolsLansing; MI' 48933

Jim Olin,'SfiiawasseeCOrunna, MI. 48817

:INDUSTRIAL ARTS

John AltovelliEscanaba Public Schools&Escanaba, MI .49829

George FernsMichigan State UniversidEast Lansing,J1I 48824

Mel FrancisPortage Public Schools.Portage,,MI 49081

Emmett MasonCentral Michigan UnivecsityMt. Pleasant, MI' 48859

Larry Rouse.Portage Public S"choolsPortage, MI 49081

Roger SzeszulskiMidland Public Schools

:Midland, 'MI 48640

Richard VanAlmenL'Ans Creuse SchoolsMt. Cle ens, MI 48045

4'

RECOMMENDED MINIMUM PREVOCATIONAL PERFORMANCE

cationalnation:. Inddstrial Art*

_. . .4-.

.

on cqmpletion of" this COurse, students will have'the Aiollowing skills and Undelarstandingsteachev-made objedtive.referenced tests (ORT's) unless otherwise_indicated:

JEETIVES ..

,Ai.en 241m. scale, and A-

.... %:.r.

2. "Given a 12",U.S. ruler, and-.30"CA.a metric ruler andip-MeeuratiQO

t , objetts

3. ..Given a 0 - 1" micrometer and a0 - 2.54 CM metric mitrometer.

4 'Given the formulas for area,;:volume, board feet-i-ClrcumferenceancriO problems

1

51' Given a kno ledge of (1) rests...

jianCe, (2)% urrent, and (3).. .

voltage an tWeluation for.0hms Law'

.

Given unit c9st inthumter ofunits for 10 problems

%

Given a list of-fractions;decimals, and cdnversien charts(metric, ecimar, and fractionalequivald ce)

el*is. Given p nject assignments and

measuring equipment

a drawing assignmentGiven

JO..-' Gi4m a list;mattergterms

of:subject

11. Given symbols or abbreviationrepresentetive-ef subject are

1,

T2a: Liven a reading assignmentto subject matter

(i.e.vblueprints, schematics-, .

texts, instruc onal manuals)

13. Given a list of terms:appropriateto area

14.

15.

-Ter4mance

thdastudene will identify tendescribed -increments 11P) each.sCale

f-the' student will measurN10'objeots a

the Audeht will measur/ ten_different size objects

ilstuent.will=ttalculate

the student will compute the.missing factor°

the student will'calculate thetdst df mA'terials , '

the student will convert equiv-alent valves ,

the student*will add, subtract,,divideorand multiply

the student will add, subtract,divide, and multiply ' /

the ktudent will (1) write,or (2)' mateli the correct-

definition. -

the student will identify, correctly

the student will identifyimportant points of,theassignment .

the student will

Given a plan sheet and choice the. will complete theof projects plannihg sheet

the stUdentIviil

spell

After appropriate research

16. Given a choice Of jndus fal

related topics

' *See Project Definitiun.,

L_

the student willclass

write a report

4give oral

:04.iteria

....With a Succelsof'/each scale. .

4 . 2ts

70.E o

so, welpat 7 /1p aremeasure tp the nearest.1/16" coptlimm. /.

with a sUcces' of 70%with each instrument.

for.7/10 prObl.erni.correctlly..

for 7/10 probleniscorrectly.

for 7/10 problemscorrectly,

with 70% accuracy.

/necessary,tddesign lay -out 'and d4erntile Projects.

as necessary to center')and.layout the drawingassignments.

.

with.an accuracy of 70%.-

, -

with an accuracy of 70%.

and lis4 them accordingto teacher studentestablished criteria.

a

with an accuracy of 70%.

1to teacher/studentestablished criteria.

i.

to to cher/studentestab fished criteria.

to to chg/studentestablished criteria.

InstructionalRelsobrcpki

4116

./ s

Z1 -N, .

' . Given' liSt..pf visual or

;i yerbar inStrutions (exarripte,servi&cmalfuals)-- --4 k %,- . ..,

. .

'..- 18. GIverCa list, of industrial'related careers .

.

.

i.. 19. -Given a list of occupational., and leis e tir activities

, .

20. After having achiev.ed stdcesfulexperiences "'

r

21. Given appropriate. time'neteriaTs

22. -After appro

ar/

23 'After, ,evaluating irldividu 1

f ittps and dislikes relAte to

idlbsterS14-dtcussingkith a classmate' _

24. After haviqg compiet dproduct

riate

and

e in rlass

25. Given,a variety of teacherprovidid completed .projec s

:26. Given paper and pen

. /

27. Given lab and classrOn.responsibili \ies

28. biderappropriatetime',-)-and/materials \4

Given a list of positive andnegative individual socialbehaviors

(30' Given a list:of Feisonality

traits

31. After haVing achievingdegree of success at peNprmingan activity

the-student 14411t ose instructiOn

'thd stude8t will 4dentify .individuAl inters:t0-

the2studentmAl identithose that re prim r*leisurd ti nd tare occupy nal

the tstuden willthe

student AT describehir4 industrial related orareer areas inter.est thetudent rgost,

g.he%5tude6i. 'deScribe howeer gr ups affect his/hd:r

s and values andthe importance of -'1ffett

th,o, studerft writtenform,.compare an contrasthis or her feelings toAhOseof.the classmate

the. student wilf verbally or,write a briefreportaon what'was-gained it the.experielicd,.and given a second chance Oqwto -improve-his/her work

the student will determineand listthose items which'create pride in work%, ,

the student will write 10acceptable shop behaviors .

ithe student will demonstrate,positivt,soc'al -behavior.

the student will inventory'their, persp c i e.of school,and persona a ibutes

as

the student will - distinguishbetween the positive ndnegative behaviors

the s udent will list.fivA- .

he or she thinkslAprmOst,socia ly rewardirig V,

.1the tudent will assistclas ate. in perforMing t esame a ivity

V

1

4

so they are in the correctsequence and the task iicOmpleted.-

by writing a careerreport of choke.

with 70% accuracy.

in terms of now theywill increase anyavocation interests theymay have. .

;and list three redsons.,1411y.

. k

did or did'not describe.

id or,did not ligt.

so that the studentreco iz any strengthsand w nesses And hawto iMProve oneself.

s1, the *udent wi\so J beable to relate ,this .to'their own work.'-

which apply to physicalshop setting:

by getting along withothers in.caiTying outthose responsibilities.

earyasff4and liswhich tlife ro

an explain theirrationale for theirc oices.

did or did notlist.

so the repetitivityperformance reinforceslearning and increaseswillingness to assistothers.

InstructtonalResources

..p- , . .

'

-.

1tt

. .

.

u

..

Conditions.

A 3

. Performance4t

Criteria'. il

InstruttiopalResource

\32: Giventhe experience in working

togetherej

s

33. Given information on how wellhe or she does on specificindustrial skills '

,.. _

34. Given the Design Analysis Methodand plan sheet

Stn. Given essentials, elements ofinputS, and componentsofindustry

.

3&. Given a mass production projectand-use of equipment

IL .

,

37.. Give a project.assignment and -availa le tools and equipment

,. ..-

38. Given various 'tools and equipment

,--

39. Given a list of ten raw materialS-

' > .

40. Givep the appropriate instrOc-tion, materiels and equipMent

-,..

. .. .

41. Given a display of hand. tools.

42. After having been shown avariety of different power handtools It

43. Given the appropriate drawing,-templets, instruction, drawingequipment and materials

g44. Given materials for shop skills

such as diving nails, pullingnail's, sawing, filing, abrading,polishing, and thiseling, etc:

45. GiVen assorted mechanic41fasteners

.

46. Given a repSir and/or refinishproject assignment

.

47. Given a list of solvents.

1

\ .

48. 'Given the instruction, materialsand'buffer

49. Given a list of:abrasivematerials .

//

, ,'

. .....

the student'is to determineand list the advantages ofcooperation and workingstogether ,

s ,

the student will identthos which he or shk thin srequ e further"developme tand i prov'ement

.

.

the st dent will design and.complet"lan sheet.for a

tprojec. :.

.

the student will0t-identify andexplain

.

the student will participatein the developmtnt of and the.production of a product

' the stpdent will design, plan,and construct 1Noject

_

the student will maintain and.care for tools and equipment

.

tthe.student will identify theindustries that are involved..iii processing the raw materials

...

11.the student will cast mateela

..the student will, identify

-,'

the student will,visuellyidentify them.. )

1

the student will layout thesize and shape of a project,.

,,

.-_,

,

:the student will demonstratethe, correct usage of tools

the student will be able toexplain correct usage

°

the student will repair and /orrefinish a project,

. .

. -

. the student will identifytheir correct use

the student will polish orfinish Op material

the student will .identify

...

miniman of five.-

1

.

.

did or did not idenfify-minimum of three areas.

°

(--- '

check and ok completed.sheet.-

pass written test 70%.

.

as observed by studentsparticipating in thefinal process.

J check and ek'plah pheetand grade completedproject by instruction.

did//or did not do.

. -

with 70% accuracy..

'1

so the casting is°complete. 0

with 70% correct identi-fication.

.

with 70% accuracy...

so that they are withinan accuracy of1/16" ofdrawing dimensi -ons.

according, otopractices.

pass.written test 70%..

grade finished projec

pass' written test 100%:

to the teacheOtudent .

approval.

pass written test.70%.

/

..,,

:. .

,

r

,

k.

4

.s.

.

,,-

i

,

,

--:.,

.

_

°

.

:-

.t14

.

Conditions

50. /Given abrasive material.s

051. Using information on making

assembliei or finished produtts4-

i

Given vdis4la of'twenty-fivedifferent 46 orking.hand tools

Given the f portableelectric to ls: electric drill,belt sande , firTishing sander, .

router; s b'ee saw, and skill saw

Given the following woodworkingmachined: radial arm saw,'jcitinter, planer and table saw

Given a list of lumber processingsteA

56 tiven the folldwing buildengmaterials: solid lupber, plywoOd,veneer. hardboard, particleboard, and plastic laminates:

57 Given twelve wood samples. _

58. Given the following wood joints:butt, dag: miter, dowel,rabbit, mortise,and tennon.

T,

59. Given the.seven.bascfinrshing'Steps: bleathing, paSte.Woodfiller, stain, sealer, finishedcoats, rubbing down and waxing

1-60. Given*.the following finishing'Alt

methodS: brushing, wiping,spraying, dipping and folling

61. Given the following woodworkingmachines: band saws drill press,scroll saw, belt disc sander,and wood-lathe

62. Given a display of twenty-fivedifferent metalworking hand tools

63. Given sheetmetal working machines:(a) squaring shear, (b) drillPress, (c) boX and pan break,and (d) spot welder

6a Gil/en a list and sample ofvarious kinds of metal materials'

65 Givenpresentation on combiningpractices 'of mixing, coating,bonding and mechanical fastening

Performance

the' tudent will followproper abrading techniques _.

athe student. will name productsin the classroom that have beencombined by mixing, coating,.bonding and mechanical fastening

the strident will identify, andwrite their correct names

' the student W11. identify---

the student ill' idelitify

machine adjustments, uses andsafety

thOtudent wi.14i4entify and,explain .\ . -

:the student will identify,.andexplain usetof each

1 4

the student will idehtifydeciduous or- coniferous"samples

the student will identify-I

the Student will identify

thestudent will identify

the student will identifymachine, adjustment, 'andsafety d I

the student will identify andwrite their correct names

ea

students will apply to aproject construction

,the student will identifythese materials

/ the student will identify thepractice

InstructionalResource's

44-

.final sketches should:be,fin' and uniform.

7/10 products named.

with 70% accuracy,

five out-of six correctly.

pas.s-aritten test 70%for each machine.

pass written test 79%,

pass written test 70%for each material.

identify ten out oftwelveLcorrectly. -

passwritten test 70i.

° '

paSs written test 70%.

pas% written' test

paSS written test 70% -4for'each machine (100k.for safety). -7`

/r

identify twenty out oftwenty-fiVe correctly.

quality appropriate tograde level and maturity,

with 70% accuracy.

with 70% accuracy

Conditions

1 ,

66. Give6 the necessary instructionand demonstration on heattreating and forging

6. Given the necessary-instructionsand demonstration in "raming amole', (send tasttng)

68. After having been shown a varietyof plastic forming equipment

it

69. Given ten hand tools for plastics

70. After having been shown a varietyof different power equipment asrelatesto plastics

71. Given the following drawing'equipment: T-square, 45° and300-60° triangle, protractor,architect or mechanical scale,compass, divider and template,

'french curve, parallel bar,drafting machine, pencils (2H,4H, H, HB), erasers, tape,drawing paper, and erasing shield

a- tt72. Giveki/ee following.alphabet of

lines: Nidlect line, hidden line,center line, center point, breakline, cutting plane line, leader,and section line

73. Given the dimensioning rules

74. Given blueprint material's

75. Given sketching problems

76. Given problems, paper, penciland drawing equipment

77. Given the opportunity to workwith the four basic graphicprocesses: relief, intaglio,lithograph, silkscreen

78. Given apprliriate instruction

79'. Given necessary instruction

Performance Criteri InstructionalResources

the student will correctlyduplicate and/or explain theproces5

the student will correctlyduplicge and/or explain theprocess

the student will identify

the student will be able toidentify

..the student will identify

the student will identify,explain and correctly use

the student will identify andcorrectly sketch

the student will identify andexplain the basic dimensionrules

the student will run off blue-prints or reproduce drawingcopies

the student will draw fiveprobleqs in isometric, fiveoblique, five orthographic,and five perspective

the,Student will draw five, .

perspective, five, isometric,five obliques, five ot.tho:-1,

graphics, five sections, andsurface developments

the student will identify each

Chestudent will take, developand enlarge a black_and whitepicture

the student will identify foursources of energy (i.e. oil,gas, wind)

did or did not do.

did or did not do.

with 70% accuracy.

for seven out of tentools.;

with 70% accuracy.

paSs written test by 70%.

pass written test by 70%.

pass written test by 70%.

grade blueprint copy.

with less than four errorsfor each problem.

for.four of the five ineach area.

with 70% accuracy.

did or did not do.

and rank them in order ofavailability and abundance.

Conditions Performance Criteria InstructionalResources

80.' Given instruction on the fivesimple machines

81. Given oppOrtunity to disassemblea,small reciprocating engine

82. Given necessary instruction andvarious types of internal combus-tion engines (i.e. wankle andopposed piston)

83. Given the instruction, equipmentand experiments'

84. Given the instruction, materialand hand tools

85. Given a list of twenty-fiveindustries

86. After having identified interestareas and given a list of occu-pations related to an industrialarea

87. Given the presentation by a.speaker or appropriate mediamaterial on labor unions

88. Given five occupations relatedto an industrial, area

89. Given appropriate time andmaterials

90. After examining future jobmarkets

91. Given necessary information frombooks, pamphlets, and newspapers

92. Given books, pamphlets, andnewspapers

93. Given appropriate informationfrom books, pamphlets, andnewspapers

94. Given appropriate time andmaterials

the student will list andstate two applications for eatfi

the student will visuallyidentify basic parts of thatengine

the student. will open, Seeingeach, identify the engine type

the student will. develop anawareness of generation ofelectricity, control of elec-tricity, circuitry, uses orapplications of electricity

the student will complete a'simple wiring circuit (i.e.wire a lamp)

the student will determine andidentify those that producegoods versus those that performservices

the student will list andexplain from the list which heor she is most interested in '

the student will listen,A observe and list benefits,

gains and responsibilities ofthe union

the student will list addi-tional,occupations which aredependent upon their existence

the student will list factorsinfluencing job marketsrelated to industrial areasand write an example of each

theEtudent will identify jobfamilies related to industrialareas in which there will be anemployment increase within thenext five years

the student will identifyeducation requirements

the student will list workingconditions

the student will list salariesand benefits

the student will list occupa-tions that are directly relatedto subject areas

minimum of ten.

minimum of five.

did or dnot,4o.

with 70% accuracy.

so the product worksproperly and safely. .

with 70% accuracy.

minimum of'five.

five benefits and fiveresponsibilities.

minimum of four.

minimum of five.

minimum of three.

*minimum of seven.

.mimimum of five.

minimum of five occu-pations.

minimum of ten occupations t

Conditions" Performance Criteria '

95. Given the personnel managementof the element of industry

96. After having accumulated severaleditions of the local newspapers"H7_13 WANTED" sections

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97. Given an employment application

98. ,Given appropriate'resourcematerial ,

99. Given a weeks period of time

100. After a teacher directeddiscussion

101. Given a list of consumableproducts

102. Given two products by differentmanufacturers

103. Give two product pamphlets bydiff ent manufacturers

104. Given a problem concerning thepurchase of a piece of dquipment

105; Given a film on ecology(resources)

106. After discussion orconservat on.of material ff

107. Given a list of ten consumableproducts- needed

108. Given the five steps in problemsolving

109. Given the Design Analysis Methodand a problem

110. Given a plan sheet and productassignment

111. Given students ambitions

the student will define hiring,training, working, advancing,and retiring

the student will list thoseoccupations that repeat-inthe Want Ads

the student will complete theform as necessary for the jobopenings ,

the student will be able totrace products from rawmaterial,to manufacturer tomarketing

the Student will note T.V.,newspaper, magazine and radio,by a'log, the amount of space...,in print and/or time spent inadverttOment

the-student will write-oneparagraph og wholesale andretail purchasing and itsaffect on prices

the student will identify theVendor which can supply theproducts

the student will determinewhich is better by quality,function's and price

the student will determinewhich has better.. warranty

the student will considerdifferent methods of financind

the student mill explain conser-vation of resources

the student will list ways tocons4 erve materials

the student will determinewhich are least ecologiCallydestructible (pollution,energy saving, and wasteful)

the student will explain thefive steps of Design AnalysisMethod

the student will follow throughthe five steps.

the student.will complete thefour parts of a plan sheet

theEtudent will determine alist of careers which may suitthem

does or does not do.

in a four week period.

611 appropriate blanksare completed.

all major steps will beidentified.

so they can explain thesignificance of advertise-,ment in marketing.

did or did not do.

with 70% accuracy.

as observed by writtenreport,

4

select4best warranty.

so they-will realize a'savings by the comparison.

pass written test 70%.

mimimum of five.

minimum of seven.,

pass written test 70%.

in reaching a solutionto the problem given.

Check and ok plan sheetfor jects.

list fivefive areers.

InstructionalResources

Conditions Performance, Criteria InstructionalResources

. 112. Given the career interest, the student will research, dis,course descriptions and counselor cuss, and 'consider course

selections

113.Given the local vocationalprograms

114. After having listened to asafety lectu're on appropriatematerial to doyer the area inwhich is ring taught,

115. Given proper verbal instruction,'visual demonstrations, and reading appropriate Literature foreach power woodworking machineto be used by the student

116. .Given proper verbal instruction,Visual demonstrations, and read-

,ing appropriate literature foreach power woodworking hand tool,to.be used by the student in the.setting he/she will be working in

117. Given proper verbal instructions,visual demonstrations, and readappropriate literature foreach metal working dower machine'

1 the student will be using duringthe course

118. Given proper verbal instructions,visual demonstrations,. and read-ing appropriate literature forthe .safe and proper use of theArc Weldor

119.-Givep proper verbal instructions,'visual,demonstrations,'and read-ing. appropriate literature for..the'safe use of gas equipment

120. Given verbal instructions, anda visual demonstration on theproper use of all required safetyequipment

121. Given a school shop or workstation which requires eye

. protection

122. Given a sharp hand tool andappropriate material

the .student will identify thetwo which host 'closely matchhis/her-Occupational goals

the student will take,a safety, exam made grby the instructorin charge (fitting the 'area of'Industrial. Education being; ..,

.

the tticifent will be tested

...eitherY(1) by written exam,'.(2),verbal testing, or (3)visually demonstratinga safe,and correct method of use foreach'power machine

the student will (1) take asafety exam, (2) demonstrateproper usage, and (3) verballyrecite the safety precautionnecessary fer'the safe use ofthese items

the student. will (1) take anexam; (2) verbally expreSs thesafety precautions, and (3)demonstrate the correct use aw

of all items concerned

the student will (1) take awritten exam, (2) give verbalsafety instructions, and (3)demonstrate the proper,uSe ofthe equipment and set-upsequence

theludent will (1) take awritten exam, (2) give verbalsafety instructions, and (3)demonstrate the proper safeuse of the equipment

the student will -(1) take awritten exam, ,(2) give verbalinstructions for-the correctand proper use for all safetyequipment, and all work. areasconcerned, and (39 demonstratecorrect adjusting and wearingof all safety-equipment

the student will wear approvedeye protection

the student will use the tool

f

so they are able to makechoices relative tointerest, vocational oravocational.

name two programs. .

and pass by a minimum of

85%.

to a satisfaction 80%by theinstructor incharge'on the writtenportion; and 100% on theverbal, and/or demonstra-tion.

to a satisfaction of amin,imUm of 80% on-thewritten dortion, and 100%on the Jerbal.and demon-stration prior to use.

with a minimum.,of 80% onthe written exam, and100% on the verbal anddemonstration pHor touse.

with a minimum of 80%onthe. witten exam,'and100% on 'the verbal and

%demonstration of usageprior to use.

with a minimum of 80% onthe written exam, and100% on the verbatl anddemonstration prior touse..

with a minimuM of 80% onthe written. exam, and100% on the verbal anddemonstration of usageof all appropriate safetyequipment and apparel.

eye protection in placeat all times.

so that there is nopersonal injury.

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Criteria

100% of the answers willbe acceptable.

so that no damage isdone to the power tool andno personal-injury occurs.

100% of the answers willbe acceptable.

the. rearranged list willmatch the teacher's key.

as specified by,gIOSHAor accepted occupationalstandards.

all key equipment, exits,and routes must beincluded.

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"Instructional

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Resources

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Conditions Peformance

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123. Given a test,over general .safety.

124. Given a power tool and appropriatematerial

..

125/ Given a safety test over one ormore-powee.too1,6

.

126. Given a scrambled list of safeprocedures for 'a 'process or tool

operation

127. Given a shop situation whichrequires safety clothes

128. Given a shop situation

_4

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c

1

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,..,

the stude(t) will write answersin longhand and sign with,alegal sighature .

the student will operate thetool at an appropriate skilllevel

..

the studerit will write answersin longhand and sign a legalsignature. '.

the student will rearrange thelist into a logical safe list

the studehkwill wear safetyclothes

the student will point out orexplain the fire equipment andfire exits or routes

.

.

,

*The performanCe objectives considered to be applicable to all Industrial Arts courses are numbered 1 through 51

and 85 through 128. Specific InduslHal Arts performance objectives for skill development are numbered as follows: ,

12-70 Manufacturing/Construction71-78 Graphic Communications79-84 Power and Energy

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MICHIGAN, STATE BOARD. OF EDUC

STATEMENT OF ASSURANCE OF 'COMPLIANCE.

TIO

H FEDERAL LAW

The Michigan State Board of Education hereby a rees that it will complywith Federal laws ,prohibiting discrimination and with, all requirementsimposed by or pursuant to regulations of the U.S. Department of Health,Eciucat'on end/Welfare. Therefore, it shall be `the policy of the MichiganState oard, of Education that no person on the basis of race, color,religio n Urinal origin or ancestry, age, sex, or marital status shall bediperi ted against-, excluded from participation in, be denied the benefitsof, or be otherwise subjected' to discrimination under any federally fundedpr&grarre or activity for which the Michigan State Board. of Education° isresponsil3le or for which it receives federal financial assistance from theDepartment of Health, Education and Welfare. This policy of non-discrimination shall also apply to otherwise qualified handicappedindividuals. . e

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