Mechanical Drafting and Design
Mechanical Drafting and Design
Mechanical Drafting and Design
This document was prepared by: Office of Career, Technical, and Adult Education Nevada Department of Education 755 N. Roop Street, Suite 201 Carson City, NV 89701 Adopted by the State Board of Education / State Board for Career and Technical Education on December 9, 2011
The State of Nevada Department of Education is an equal opportunity/affirmative action agency and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity or expression, age, disability, or national origin.
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NEVADA STATE BOARD OF EDUCATION NEVADA STATE BOARD FOR CAREER AND TECHNICAL EDUCATION
Christopher Wallace....................................................... President Dave Cook .............................................................Vice President Craig Wilkinson ................................................................... Clerk Gloria Bonaventura ......................................................... Member Willia Chaney ................................................................. Member Stavan Corbett ................................................................. Member Dr. Cliff Ferry ................................................................. Member Adriana Fralick ............................................................... Member Sandy Metcalf ................................................................. Member Annie Yvette Wilson....................................................... Member Daniela Sanchez ....................................... Student Representative
Rorie Fitzpatrick, Interim Deputy Superintendent Instructional, Research, and Evaluative Services
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Nevada State Board of Education/Nevada Department of Education.......................................................... iii Acknowledgements/Writing Team Members/Project Coordinator ............................................................ vii Introduction .................................................................................................................................................. ix Content Standard 1.0 Apply Fundamental Drafting Skills ........................................................................ 1 Content Standard 2.0 Apply Fundamental CADD Skills........................................................................... 3 Content Standard 3.0 Demonstrate Advanced CADD Skills and Techniques ........................................... 5 Content Standard 4.0 Apply Mechanical Drafting and Design.................................................................. 6 Crosswalks and Alignments of Skill Standards and Common Core State Standards ................................... 7
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The development of the Nevada Career and Technical Standards project was a collaborative effort sponsored by the Office of Career, Technical, and Adult Education at the Department of Education and the Career and Technical Education Consortium of States. The Department of Education must rely on teachers and industry representatives who have the technical expertise and teaching experience to develop standards and performance indicators that truly measure student skill attainment. Most important, however, is recognition of the time, expertise and great diligence provided by the writing team members in developing the Career and Technical Standards for Mechanical Drafting and Design.
PROJECT COORDINATOR
Alex Kyser, Education Programs Professional Skilled and Technical Sciences Office of Career, Technical, and Adult Education Nevada Department of Education
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The standards in this document are designed to clearly state what the student should know and be able to do upon completion of an advanced high school Mechanical Drafting and Design program. These standards are designed for a three-credit course sequence that prepares the student for a technical assessment directly aligned to the standards. The Mechanical Drafting and Design Standards Writing Team determined that any statewide skill standards for Mechanical Drafting and Design programs must follow, as closely as possible, nationallyrecognized standards. Many resources were considered and evaluated including ASME, ISO, and AIA standards. The standards were industry validated through the coordination of industry representatives and the Office of Career, Technical, and Adult Education at the Nevada Department of Education. These exit-level standards are designed for the student to complete all standards through their completion of a program of study. These standards are intended to guide curriculum objectives for a program of study. The standards are organized as follows: Content Standards are general statements that identify major areas of knowledge, understanding, and the skills students are expected to learn in key subject and career areas by the end of the program. Performance Standards follow each content standard. Performance standards identify the more specific components of each content standard and define the expected abilities of students within each content standard. Performance Indicators are very specific criteria statements for determining whether a student meets the performance standard. Performance indicators may also be used as learning outcomes, which teachers can identify as they plan their program learning objectives. The crosswalk and alignment section of the document shows where the performance indicators support the English Language Arts and Math Common Core State Standards, and the Nevada State Science Standards. Where correlation with an academic standard exists, students in the Mechanical Drafting and Design program perform learning activities that support, either directly or indirectly, achievement of one or more Common Core State Standards. All students are encouraged to participate in the career and technical student organization (CTSO) that relates to their program area. CTSOs are co-curricular national associations that directly enforce learning in the CTE classroom through curriculum resources, competitive events, and leadership development. CTSOs provide students the ability to apply academic and technical knowledge, develop communication and teamwork skills, and cultivate leadership skills to ensure college and career readiness. The Employability Skills for Career Readiness identify the soft skills needed to be successful in all careers, and must be taught as an integrated component of all CTE course sequences. These standards are available in a separate document.
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PERFORMANCE STANDARD 2.3 : UTILIZE THE CARTESIAN COORDINATE SYSTEM TO CREATE GEOMETRIC SHAPES AND OBJECTS
2.3.1 2.3.2 2.3.3 2.3.4 Describe and utilize the Cartesian Coordinate System to create geometric shapes and objects (x, y, z) Calculate input coordinates Manipulate coordinate systems (i.e., absolute, relative, and polar) Utilize appropriate coordinate entry methods
PERFORMANCE STANDARD 2.4 : CREATE AND MODIFY OBJECTS UTILIZING CADD COMMANDS
2.4.1 2.4.2 2.4.3 2.4.4 2.4.5 Utilize multiple entry methods to invoke CADD commands (i.e., hot keys, icons, and menus) Utilize geometric relationships to ensure accuracy (i.e., endpoint, midpoint, and center) Create and modify objects using CADD commands Assign property styles to objects Access and integrate help resources to solve problems
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PERFORMANCE STANDARD 4.1 : APPLY DRAFTING CONCEPTS RELATED TO BASIC MANUFACTURING PROCESSES
4.1.1 4.1.2 4.1.3 4.1.4 4.1.5 4.1.6 4.1.7 4.1.8 4.1.9 4.1.10 4.1.11 4.1.12 4.1.13 Describe the basic design process (identify problem, brainstorm solutions, prototype, manufacture) Describe standard machine processes Identify standard welding symbols Identify common stock forms (i.e., angle, channel, tube, pipe) Identify basic parts of a surface texture symbol Describe molding, foundry, and forging processes Interpret manufacturing-related drawings Prepare preliminary design sketches Create scaled working drawings with dimensions, tolerances, and other specifications for basic machine tool processes Create working drawings that include dimensions, symbology, and other specifications for welding processes Create working drawings that include dimensions, machine allowances, and other specifications for foundry processes Create thread and fastener representations Create assembly drawings with a bill of materials table
PERFORMANCE STANDARD 4.2 : APPLY GEOMETRIC DIMENSIONING AND TOLERANCING (GD&T) STANDARDS
4.2.1 4.2.2 4.2.3 4.2.4 4.2.5 Identify symbols used in GD&T (i.e., basic dimensions, datums, and feature control frames) Describe and apply geometric dimensioning and tolerancing feature control frames Edit feature control frames according to industry standards Identify Maximum Material Condition/Least Material Condition Calculate tolerance zone using material condition (i.e., circular, perpendicular, parallel, etc.)
PERFORMANCE STANDARD 4.3 : APPLY DRAFTING CONCEPTS RELATED TO BASIC PATTERN DEVELOPMENT
4.3.1 4.3.2 4.3.3 4.3.4 4.3.5 4.3.6 4.3.7 4.3.8 Define developments List the major kinds of developments Identify basic seam types and bend allowances Construct parallel line development Construct a radial development Construct a pyramid triangulation development Determine proper placement of tabs Assemble development model
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The crosswalk of the Mechanical Drafting and Design Standards shows links to the Common Core State Standards, and identifies the performance indicators in which the learning objectives in the Mechanical Drafting and Design program support academic learning. The performance indicators are grouped according to their content standard, and are crosswalked to the English Language Arts and Math Common Core State Standards, and Nevada State Science Standards.
ALIGNMENTS In addition to correlation with the Common Core Math Standards, many performance indicators support the Common Core Mathematical Practices. The following table illustrates the alignment of the Mechanical Drafting and Design Standards Performance Indicators and the Common Core Mathematical Practices. This alignment identifies the performance indicators in which the learning objectives in the Mechanical Drafting and Design program support academic learning.
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1.1.2
Math: Geometry Congruence G-CO.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. English Language Arts: Reading Standards for Literacy in Science and Technical Subjects RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 1112 texts and topics. English Language Arts: Writing Standards for Literacy in Science and Technical Subjects WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Math: Geometry Circles G-C.3 Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle. Math: Geometry Congruence G-CO.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). G-CO.13 Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle. Math: Geometry Congruence G-CO.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Math: Geometry Congruence G-CO.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Math: Geometry Circles G-C.4 Construct a tangent line from a point outside a given circle to the circle. Math: Geometry Congruence G-CO.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Math: Geometry Similarity, Right Triangles, and Trigonometry G-SRT.9 Derive the formula A = 1/2 ab sin for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side. G-SRT.11 Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces). Math: Geometry Geometric Measurement and Dimension G-GMD.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. Math: Number & Quantity Quantities N-Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
1.1.3
1.1.4
1.1.5
1.1.6
1.2.1
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1.2.2
Math: Number & Quantity Quantities N-Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. N-Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. Math: Geometry Congruence G-CO.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). English Language Arts: Reading Standards for Literacy in Science and Technical Subjects RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 1112 texts and topics. English Language Arts: Reading Standards for Literacy in Science and Technical Subjects RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 1112 texts and topics. English Language Arts: Writing Standards for Literacy in Science and Technical Subjects WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. English Language Arts: Writing Standards for Literacy in Science and Technical Subjects WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Math: Geometry - Congruence G-CO.5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another. Math: Geometry - Geometric Measurement and Dimension G-GMD.4 Identify the shapes of two-dimensional cross-sections of three dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects. Math: Geometry - Congruence G-CO.5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another. Math: Geometry - Geometric Measurement and Dimension G-GMD.4 Identify the shapes of two-dimensional cross-sections of three dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects. Math: Number & Quantity - Quantities N-Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. English Language Arts: Reading Standards for Literacy in Science and Technical Subjects RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 1112 texts and topics. English Language Arts: Writing Standards for Literacy in Science and Technical Subjects WHST.11-12.2a Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
1.2.4
1.3.4
1.3.6
1.3.7
1.4.2
1.4.4
1.4.6
1.5.1
1.5.4
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1.5.5
1.5.6
English Language Arts: Reading Standards for Literacy in Science and Technical Subjects RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 1112 texts and topics. English Language Arts: Writing Standards for Literacy in Science and Technical Subjects WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. English Language Arts: Reading Standards for Literacy in Science and Technical Subjects RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 1112 texts and topics. English Language Arts: Writing Standards for Literacy in Science and Technical Subjects WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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Common Core State Standards and Nevada Science Standards English Language Arts: Reading Standards for Literacy in Science and Technical Subjects RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem English Language Arts: Reading Standards for Literacy in Science and Technical Subjects RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Math: Number & Quantity - Quantities N-Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. Math: Number & Quantity - Quantities N-Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. English Language Arts: Reading Standards for Literacy in Science and Technical Subjects RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 1112 texts and topics. English Language Arts: Writing Standards for Literacy in Science and Technical Subjects WHST.11-12.2d Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. English Language Arts: Reading Standards for Literacy in Science and Technical Subjects RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem English Language Arts: Writing Standards for Literacy in Science and Technical Subjects WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. English Language Arts: Reading Standards for Literacy in Science and Technical Subjects RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 1112 texts and topics. English Language Arts: Writing Standards for Literacy in Science and Technical Subjects WHST.11-12.2a Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Math: Number & Quantity - Quantities N-Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
2.1.10
2.2.3
2.2.7
2.3.1
2.4.5
2.5.1
2.5.5
2.5.6
2.6.3
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3.1.3
3.2.1
3.2.2 3.2.3
3.2.4
English Language Arts: Reading Standards for Literacy in Science and Technical Subjects RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 1112 texts and topics. English Language Arts: Writing Standards for Literacy in Science and Technical Subjects WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. English Language Arts: Reading Standards for Literacy in Science and Technical Subjects RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 1112 texts and topics. English Language Arts: Writing Standards for Literacy in Science and Technical Subjects WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. English Language Arts: Reading Standards for Literacy in Science and Technical Subjects RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 1112 texts and topics. English Language Arts: Writing Standards for Literacy in Science and Technical Subjects WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Math: Geometry- Modeling with Geometry G-MG.1 Use geometric shapes, their measures, and their properties to describe objects. Math: Geometry - Congruence G-CO.5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another. Math: Geometry - Congruence G-CO.5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another. G-CO.6 Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent. Math: Geometry - Geometric Measurement and Dimension G-GMD.4 Identify the shapes of two-dimensional cross-sections of three dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects. Math: Geometry - Congruence G-CO.5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another. G-CO.6 Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent. Math: Geometry - Geometric Measurement and Dimension G-GMD.4 Identify the shapes of two-dimensional cross-sections of three dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects. Math: Geometry- Modeling with Geometry G-MG.3 Apply geometric methods to solve design problems.
3.2.5
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3.2.6
3.3.3
English Language Arts: Writing Standards for Literacy in Science and Technical Subjects WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. English Language Arts: Writing Standards for Literacy in Science and Technical Subjects WHST.11-12.2a Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
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English Language Arts: Reading Standards for Literacy in Science and Technical Subjects RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. English Language Arts: Writing Standards for Literacy in Science and Technical Subjects WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research. English Language Arts: Speaking and Listening Standards SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. English Language Arts: Reading Standards for Literacy in Science and Technical Subjects RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. English Language Arts: Writing Standards for Literacy in Science and Technical Subjects WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research. English Language Arts: Reading Standards for Literacy in Science and Technical Subjects RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 1112 texts and topics. English Language Arts: Writing Standards for Literacy in Science and Technical Subjects WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research. English Language Arts: Reading Standards for Literacy in Science and Technical Subjects RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 1112 texts and topics. Math: Number & Quantity - Quantities N-Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. Math: Number & Quantity - Quantities N-Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. Math: Number & Quantity - Quantities N-Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. English Language Arts: Reading Standards for Literacy in Science and Technical Subjects RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 1112 texts and topics.
4.1.2
4.1.3
4.1.6
4.1.7
4.1.9
4.1.10
4.1.11
4.2.1
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4.2.2
4.2.4
4.3.1
4.3.2
English Language Arts: Writing Standards for Literacy in Science and Technical Subjects WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. English Language Arts: Reading Standards for Literacy in Science and Technical Subjects RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 1112 texts and topics. English Language Arts: Reading Standards for Literacy in Science and Technical Subjects RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 1112 texts and topics. English Language Arts: Writing Standards for Literacy in Science and Technical Subjects WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. English Language Arts: Writing Standards for Literacy in Science and Technical Subjects WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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1.2.2; 1.6.1, 1.6.2, 1.6.3; 1.7.2, 1.7.4 3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.1.5, 3.1.6, 3.1.7; 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5, 3.2.6, 3.2.7; 3.3.6, 3.3.7 4.1.3; 4.2.1, 4.2.4; 4.3.1, 4.3.2; 4.3.3
3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics.
1.1.6; 1.2.3 3.2.2, 3.2.9, 3.2.10 4.1.1; 4.3.4, 4.3.5, 4.3.6, 4.3.8
1.1.2, 1.1.3, 1.1.5; 1.2.3, 1.2.4; 1.3.1, 1.3.3; 1.5.6; 1.7.6, 1.7.7 2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.1.5, 2.1.6, 2.1.7, 2.1.8, 2.1.10; 2.2.1, 2.2.2, 2.2.3, 2.2.4, 2.2.5, 2.2.6, 2.2.7; 2.4.1, 2.4.2, 2.4.3; 2.4.4, 2.4.5; 2.5.1, 2.5.2, 2.5.5, 2.5.6, 2.5.7; 2.6.1, 2.6.2, 2.6.4 3.1.8; 3.2.8, 3.2.10; 3.3.1, 3.3.3, 3.3.4, 3.3.5 4.1.2, 4.1.3, 4.1.4, 4.1.6, 4.1.7, 4.1.9, 4.1.10, 4.1.11, 4.1.12, 4.1.13; 4.2.2, 4.2.3, 4.2.4, 4.2.5
6. Attend to precision.
1.2.2, 1.2.5, 1.2.7; 1.3.4, 1.3.5, 1.3.6, 1.3.7, 1.3.8; 1.4.6; 1.5.1, 1.5.2, 1.5.3, 1.5.4, 1.5.5; 1.7.5 2.3.4; 2.4.2; 2.5.3, 2.5.4, 2.5.5, 2.5.6; 2.6.3 3.3.1, 3.3.3 4.1.2, 4.1.5; 4.2.2, 4.2.5; 4.3.7, 4.3.8
1.1.1, 1.1.4; 1.2.6; 1.4.1, 1.4.2, 1.4.3, 1.4.4, 1.4.5 2.3.1, 2.3.3; 3.3.2
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