Energy, Environment, and · PDF fileEnergy, Environment, and Utilities | EEU. Implementation....
Transcript of Energy, Environment, and · PDF fileEnergy, Environment, and Utilities | EEU. Implementation....
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rgy,
Environment, and Utilities
Environmental Resources
PathwayTelecommunications Pathway
Energy and Power Technology Pathway
California Career Technical Education Model Curriculum Standards
Table of ContentsEnergy, Environment, and Utilities
Overview ............................................................................................................................................ iii
California Standards for Career Ready Practice ........................................................................... vi
Sector Description .............................................................................................................................1
Knowledge and Performance Anchor Standards ............................................................................2
1.0 Academics ..........................................................................................................................................2
2.0 Communications ...............................................................................................................................2
3.0 Career Planning and Management ..............................................................................................2
4.0 Technology .........................................................................................................................................3
5.0 Problem Solving and Critical Thinking .......................................................................................3
6.0 Health and Safety ............................................................................................................................3
7.0 Responsibility and Flexibility ........................................................................................................4
8.0 Ethics and Legal Responsibilities .................................................................................................4
9.0 Leadership and Teamwork ..............................................................................................................5
10.0 Technical Knowledge and Skills ....................................................................................................5
11.0 Demonstration and Application ...................................................................................................6
Pathway Standards ............................................................................................................................7
A. Environmental Resources Pathway .................................................................................................7
B. Energy and Power Technology Pathway ......................................................................................10
C. Telecommunications Pathway ........................................................................................................13
Academic Alignment Matrix ..........................................................................................................17
Contributors .....................................................................................................................................36
References ........................................................................................................................................38
EEU | California Career Technical Education Model Curriculum Standardsii
Overview
The Career Technical Education (CTE) Model Curriculum Standards publication is organized for use as a complete document or for access to individual industry sectors and pathways. The document includes Standards for Career Ready Practice—which describe the knowledge and skills that students need prior to entering a career technical education program—as part of the career technical educa-tion sequence or as integrated elements of other course work in preparation for careers and college.
Each of the 15 industry sector sections includes a description, anchor standards, pathway standards, and an academic alignment matrix. The standards can be adjusted to be part of the curriculum (grades seven through twelve), provided through adult education, or included in community col-lege programs. The document also lists the representatives who participated in each sector’s content development and the references that were consulted to revise the CTE standards.
Standards for Career Ready PracticeCalifornia’s Standards for Career Ready Practice, which follow this overview, are based on the Career Ready Practices of the Common Career Technical Core (CCTC), a state-led initiative sponsored by the National Association of State Directors of Career Technical Education Consortium (NASDCTEc):
Career Ready Practices describe the career-ready skills that educators should seek to develop in their students. These practices are not exclusive to a Career Pathway, program of study, discipline or level of education. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. (NASDCTEc 2012, 2)
California’s 12 Standards for Career Ready Practice align with the state’s CTE anchor standards and reflect the expectations from business and industry, labor and community organizations, and second-ary and postsecondary education representatives from 42 participating states.
Anchor StandardsThe 11 anchor standards build on the Standards for Career Ready Practice and are common across the 15 industry sectors. Content for these standards was drawn from several documents: “Preparing Students for the 21st Century Economy” (American Association of Colleges for Teacher Education and the Partnership for 21st Century Skills 2010); How Should Colleges Prepare Students to Succeed in Today’s Global Economy? (Association of American Colleges and Universities and Peter D. Hart Research Associates, Inc. 2006); “Importance of Skills and Knowledge for College and Career Readiness,” from The MetLife Survey of the American Teacher: Preparing Students for College and Careers (MetLife, Inc. 2011); and Are They Really Ready to Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce (The Conference Board et al. 2006).
Each anchor standard is followed by performance indicators using action verbs from the Beyond Knowledge Construct, presented in a hierarchical progression of simple tasks to more complex tasks. Performance indicators provide guidance for curriculum design and standards measurement.
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EEU | California Career Technical Education Model Curriculum Standards
The industry-sector anchor standards have been customized with selected additions to better reflect the needs and special conditions of each industry sector.
Anchor Standard 1 (Academics) guides users to sector-specific core academic standards related to each industry sector, which are listed in the alignment matrix at the end of each sector section. Anchor standards 2–10 are deliberately aligned with one of the Common Core English language arts standards, using similar language demonstrating the natural connections between the two subjects. Anchor Standard 11 (Demonstration and Application) highlights classroom, laboratory, and workplace learning specific to the individual sector and pathways.
Pathway StandardsAll 15 industry sectors contain multiple pathways. In order to be identified and listed for an industry sector, each pathway had to meet the following criteria:
• unique to an industry sector
• has an occupational focus
• consistent in size and scope
• composed of similar functions
• inclusive of all aspects of the industry
• includes 8–12 pathway-specific standards
• demonstrates sequence potential
• reasonable and appropriate for high school
• leads to high-skill, high-wage, or high-demand jobs
• sustainable and viable over the next 10 years
Academic Alignment MatrixEach sector includes an academic alignment matrix that displays where a natural, obvious alignment occurs. Compiled by five teams of academic content experts in collaboration with industry-sector consultants, teachers, and other advisers, the alignment was selected if it was determined that the pathway standard would enhance, reinforce, or provide an application for a specific academic subject standard.
The alignment matrices include the subjects of Common Core English language arts and mathemat-ics standards, history/social studies standards, and Next Generation Science Core Ideas. To assist with further review and implementation, each academic alignment is notated with specific pathway standards codes.
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ImplementationThe Standards for Career Ready Practice can be integrated with a course or incorporated into several courses over multiple school years (grades seven through twelve). The practices are expectations for all students, whether they are enrolled in a CTE program or following a more generalized course sequence. It is expected that all students who exit high school will be proficient in these practices.
The anchor standards are the basis for each of the pathways within each sector. These standards are designed to assist with the development of course curricula and instructional lesson plans; they describe what is to be taught and measured. In most cases, the teacher determines the sequence and strategies to be used to meet the needs of the student population he or she is serving.
The performance indicators that follow each standard offer guidance for both course design and student assessment. They are intended to guide course work as it is developed. The pathways organize the standards with a career focus, but they are not designed to be offered as single courses. Rather, the standards from each pathway are collected and organized into a sequence of learning. To meet local demands of business and industry and particular student populations, standards can be collected from more than one sector to create a course.
Using the academic alignment matrices as a resource, academic and CTE teachers can see where enhancements and support for both sets of standards can be initiated. CTE teachers can quickly iden-tify academic standards that have a substantial relationship to their instruction. Likewise, academic teachers can specify individual academic standards and quickly identify related CTE standards, which will assist them in incorporating application and technology in their curricula and lessons.
The CTE Model Curriculum Standards are intended to serve the entire education community—from middle schools and high schools to postsecondary colleges and career training programs. A major aim of these standards is to prepare students for postsecondary education and training and to help them make a smooth transition into the workforce. In order for both the people and the economy of Cali-fornia to prosper, it is essential for all students to emerge from schools ready to pursue their career and college goals. Equipping all high school students with the knowledge and skills necessary to plan and manage their education and careers throughout their lives will help to guarantee these important outcomes. Strong CTE programs will continue to provide important educational opportunities to assist students as they pursue their dreams and strive for economic prosperity. The CTE Model Curriculum Standards are a resource for educators and the business world for ensuring high-quality CTE learning experiences and improved student outcomes in the twenty-first-century economy.
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California Standards for Career Ready Practice
Standards for Career Ready Practice describe the fundamental knowledge and skills that a career-ready student needs in order to prepare for transition to postsecondary education, career training, or the workforce. These standards are not exclusive to a career pathway, a CTE program of study, a par-ticular discipline, or level of education. Standards for Career Ready Practice are taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. Standards for Career Ready Practice are a valuable resource to CTE and academic teachers designing curricula and lessons in order to teach and reinforce the career-ready aims of the CTE Model Curriculum Standards and the Common Core State Standards.
1. Apply appropriate technical skills and academic knowledge.Career-ready individuals readily access and use the knowledge and skills acquired through experience and education. They make connections between abstract concepts with real-world applications and recognize the value of academic preparation for solving problems, communicating with others, calcu-lating measures, and other work-related practices.
2. Communicate clearly, effectively, and with reason.Career-ready individuals communicate thoughts, ideas, and action plans with clarity, using written, verbal, electronic, and/or visual methods. They are skilled at interacting with others, are active listen-ers who speak clearly and with purpose, and are comfortable with the terminology common to the workplace environment. Career-ready individuals consider the audience for their communication and prepare accordingly to ensure the desired outcome.
3. Develop an education and career plan aligned with personal goals.Career-ready individuals take personal ownership of their own educational and career goals and man-age their individual plan to attain these goals. They recognize the value of each step in the educa-tional and experiential process and understand that nearly all career paths require ongoing education and experience to adapt to practices, procedures, and expectations of an ever-changing work envi-ronment. They seek counselors, mentors, and other experts to assist in the planning and execution of education and career plans.
4. Apply technology to enhance productivity.Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquir-ing and using new technology. They understand the inherent risks—personal and organizational—of technology applications, and they take actions to prevent or mitigate these risks.
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5. Utilize critical thinking to make sense of problems and persevere in solving them.Career-ready individuals recognize problems in the workplace, understand the nature of the problems, and devise effective plans to solve the problems. They thoughtfully investigate the root cause of a problem prior to introducing solutions. They carefully consider options to solve the problem and, once agreed upon, follow through to ensure the problem is resolved.
6. Practice personal health and understand financial literacy.Career-ready individuals understand the relationship between personal health and workplace perfor-mance. They contribute to their personal well-being through a healthy diet, regular exercise, and men-tal health activities. Career-ready individuals also understand that financial literacy leads to a secure future that enables career success.
7. Act as a responsible citizen in the workplace and the community.Career-ready individuals understand the obligations and responsibilities of being a member of a com-munity and demonstrate this understanding every day through their interactions with others. They are aware of the impacts of their decisions on others and the environment around them and think about the short-term and long-term consequences of their actions. They are reliable and consistent in going beyond minimum expectations and in participating in activities that serve the greater good.
8. Model integrity, ethical leadership, and effective management.Career-ready individuals consistently act in ways that align with personal and community-held ideals and principles. They employ ethical behaviors and actions that positively influence others. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the direction and actions of a team or organization, and they recognize the short-term and long-term effects that management’s actions and attitudes can have on produc-tivity, morale, and organizational culture.
9. Work productively in teams while integrating cultural and global competence.Career-ready individuals positively contribute to every team as both team leaders and team members. They apply an awareness of cultural differences to avoid barriers to productive and positive interac-tion. They interact effectively and sensitively with all members of the team and find ways to increase the engagement and contribution of other members.
10. Demonstrate creativity and innovation.Career-ready individuals recommend ideas that solve problems in new and different ways and con-tribute to the improvement of the organization. They consider unconventional ideas and suggestions by others as solutions to issues, tasks, or problems. They discern which ideas and suggestions may have the greatest value. They seek new methods, practices, and ideas from a variety of sources and apply those ideas to their own workplace practices.
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11. Employ valid and reliable research strategies.Career-ready individuals employ research practices to plan and carry out investigations, create solu-tions, and keep abreast of the most current findings related to workplace environments and practices. They use a reliable research process to search for new information and confirm the validity of sources when considering the use and adoption of external information or practices.
12. Understand the environmental, social, and economic impacts of decisions.Career-ready individuals understand the interrelated nature of their actions and regularly make deci-sions that positively impact other people, organizations, the workplace, and the environment. They are aware of and utilize new technologies, understandings, procedures, and materials and adhere to regulations affecting the nature of their work. They are cognizant of impacts on the social condition, environment, workplace, and profitability of the organization.
Note: As stated previously, California’s Standards for Career Ready Practice are based on the CCTC Career Ready Practices posted at https://careertech.org/ (accessed June 8, 2016).
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Energy, Environment, and Utilities
Sector DescriptionThis sector is designed to provide a foundation of knowledge and skills in careers
related to energy, environment, and utilities. The pathways emphasize real-world,
occupationally relevant knowledge, skills, and experiences of significant scope and
depth in Environmental Resources, Energy and Power Technology, and Telecommu-
nications. The standards integrate academic and technical preparation and focus
on career awareness, career exploration, preparation for entry to technical-level
employment, and alignment with postsecondary programs focused on energy,
utilities, and related fields.
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Energy, Environment, and UtilitiesKnowledge and Performance Anchor Standards
1.0 AcademicsAnalyze and apply appropriate academic standards required for successful industry sector pathway completion leading to postsecondary education and employment. Refer to the Energy, Environment, and Utilities academic alignment matrix for identification of standards.
2.0 CommunicationsAcquire, and accurately use Energy, Environment, and Utilities sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment with LS 9-10, 11-12.6)
2.1 Recognize the elements of communication using a sender–receiver model.
2.2 Identify barriers to accurate and appropriate communication.
2.3 Interpret verbal and nonverbal communications and respond appropriately.
2.4 Demonstrate elements of written and electronic communication such as accurate spelling, grammar, and format.
2.5 Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
2.6 Advocate and practice safe, legal, and responsible use of digital media information and communications technologies.
3.0 Career Planning and ManagementIntegrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment with SLS 11-12.2)
3.1 Identify personal interests, aptitudes, information, and skills necessary for informed career decision making.
3.2 Evaluate personal character traits such as trust, respect, and responsibility and understand the impact they can have on career success.
3.3 Explore how information and communication technologies are used in career planning and decision making.
3.4 Research the scope of career opportunities available and the requirements for education, training, certification, and licensure.
3.5 Integrate changing employment trends, societal needs, and economic conditions into career planning.
3.6 Recognize the role and function of professional organizations, industry associations, and organized labor in a productive society.
3.7 Recognize the importance of small business in the California and global economies.
3.8 Understand how digital media are used by potential employers and postsecondary agencies to evaluate candidates.
3.9 Develop a career plan that reflects career interests, pathways, and postsecondary options.
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4.0 TechnologyUse existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Energy, Environment, and Utilities sector workplace environment. (Direct alignment with WS 11-12.6)
4.1 Use electronic reference materials to gather information and produce products and services.
4.2 Employ Web-based communications responsibly and effectively to explore complex systems and issues.
4.3 Use information and communication technologies to synthesize, summarize, compare, and contrast information from multiple sources.
4.4 Discern the quality and value of information collected using digital technologies, and recognize bias and intent of the associated sources.
4.5 Research past, present, and projected technological advances as they impact a particular pathway.
4.6 Assess the value of various information and communication technologies to interact with constituent populations as part of a search of the current literature or in relation to the information task.
5.0 Problem Solving and Critical ThinkingConduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Energy, Environment, and Utilities sector using critical and creative thinking; logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment with WS 11-12.7)
5.1 Identify and ask significant questions that clarify various points of view to solve problems.
5.2 Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as appropriate.
5.3 Use systems thinking to analyze how various components interact with each other to produce outcomes in a complex work environment.
5.4 Interpret information and draw conclusions, based on the best analysis, to make informed decisions.
6.0 Health and SafetyDemonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Energy, Environment, and Utilities sector workplace environment. (Direct alignment with RSTS 9-10, 11-12.4)
6.1 Locate, and adhere to, Material Safety Data Sheet (MSDS) instructions.
6.2 Interpret policies, procedures, and regulations for the workplace environment, including employer and employee responsibilities.
6.3 Use health and safety practices for storing, cleaning, and maintaining tools, equipment, and supplies.
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6.4 Practice personal safety when lifting, bending, or moving equipment and supplies.
6.5 Demonstrate how to prevent and respond to work-related accidents or injuries; this includes demonstrating an understanding of ergonomics.
6.6 Maintain a safe and healthful working environment.
6.7 Review the responsibility of the Occupational Safety and Health Administration (OSHA) to ensure workplace safety.
6.8 Identify both potential hazards and accident scenarios in the work environment.
6.9 Follow established safety procedures (OSHA regulations and utility company procedures).
6.10 Evaluate changes in the environment with respect to their impact on safety of self and others.
6.11 Comply with energy industry safety procedures and proper ways to perform work.
6.12 Use safety equipment as specified by user manuals and safety training.
6.13 Use personal protective equipment (PPE), including safety glasses, hearing protection, gloves, work boots, and hard hats.
6.14 Keep personal safety equipment in good working order.
6.15 Use tools and equipment in compliance with user manuals and training.
6.16 Recognize potential and actual hazardous conditions as they arise.
7.0 Responsibility and FlexibilityInitiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Energy, Environment, and Utilities sector workplace environment and community settings. (Direct alignment with SLS 9-10, 11-12.1)
7.1 Recognize how financial management impacts the economy, workforce, and community.
7.2 Explain the importance of accountability and responsibility in fulfilling personal, community, and workplace roles.
7.3 Understand the need to adapt to changing and varied roles and responsibilities.
7.4 Practice time management and efficiency to fulfill responsibilities.
7.5 Apply high-quality techniques to product or presentation design and development.
7.6 Demonstrate knowledge and practice of responsible financial management.
7.7 Demonstrate the qualities and behaviors that constitute a positive and professional work demeanor, including appropriate attire for the profession.
7.8 Explore issues of global significance and document the impact on the Energy, Environment, and Utilities sector.
8.0 Ethics and Legal ResponsibilitiesPractice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. (Direct alignment with SLS 11-12.1d)
8.1 Access, analyze, and implement quality assurance standards of practice.
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8.2 Identify local, district, state, and federal regulatory agencies, entities, laws, and regulations related to the Energy, Environment, and Utilities industry sector.
8.3 Demonstrate ethical and legal practices consistent with Energy, Environment, and Utilities sector workplace standards.
8.4 Explain the importance of personal integrity, confidentiality, and ethical behavior in the workplace.
8.5 Analyze organizational culture and practices within the workplace environment.
8.6 Adhere to copyright and intellectual property laws and regulations, and use and appropriately cite proprietary information.
8.7 Conform to rules and regulations regarding sharing of confidential information, as determined by Energy, Environment, and Utilities sector laws and practices.
9.0 Leadership and TeamworkWork with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as prac-ticed in the SkillsUSA career technical student organization. (Direct alignment with SLS 11-12.1b)
9.1 Define leadership and identify the responsibilities, competencies, and behaviors of successful leaders.
9.2 Identify the characteristics of successful teams, including leadership, cooperation, collabora-tion, and effective decision-making skills as applied in groups, teams, and career technical student organization activities.
9.3 Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace setting.
9.4 Explain how professional associations and organizations and associated leadership develop-ment and competitive career development activities enhance academic preparation, promote career choices, and contribute to employment opportunities.
9.5 Understand that the modern world is an international community and requires an expanded global view.
9.6 Respect individual and cultural differences and recognize the importance of diversity in the workplace.
9.7 Participate in interactive teamwork to solve real Energy, Environment, and Utilities sector issues and problems.
10.0 Technical Knowledge and SkillsApply essential technical knowledge and skills common to all pathways in the Energy, Environment, and Utilities sector.
10.1 Interpret and explain terminology and practices specific to the Energy, Environment, and Utilities sector.
10.2 Comply with the rules, regulations, and expectations of all aspects of the Energy, Environment, and Utilities sector.
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10.3 Construct projects and products specific to the Energy, Environment, and Utilities sector requirements and expectations.
10.4 Coordinate with industry experts for specific technical knowledge and skills.
10.5 Maintain and troubleshoot equipment used in the energy, environment, and utilities industry.
10.6 Identify and evaluate questions that require skilled investigation to solve current problems cited in literature or media, or observed through personal observations.
11.0 Demonstration and ApplicationDemonstrate and apply the knowledge and skills contained in the Energy, Environment, and Utilities anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and through the SkillsUSA career technical student organization.
11.1 Utilize work-based/workplace learning experiences to demonstrate and expand upon knowledge and skills gained during classroom instruction and laboratory practices specific to the Energy, Environment, and Utilities sector program of study.
11.2 Demonstrate proficiency in a career technical pathway that leads to certification, licensure, and/or continued learning at the postsecondary level.
11.3 Demonstrate entrepreneurship skills and knowledge of self-employment options and innovative ventures.
11.4 Employ entrepreneurial practices and behaviors appropriate to Energy, Environment, and Utilities sector opportunities.
11.5 Create a portfolio, or similar collection of work, that offers evidence through assessment and evaluation of skills and knowledge competency as contained in the anchor standards, pathway standards, and performance indicators.
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Energy, Environment, and Utilities | EEU
Energy, Environment, and UtilitiesPathway Standards
A. Environmental Resources PathwayThe Environmental Resources pathway prepares students for employment, postsecondary education, and/or training in a variety of environmental industries.
Sample occupations associated with this pathway:
Air Quality Technician
Climatologist
Environmental Biologist/Technician/Scientist
Environmental Health and Safety Officer
Hazardous Waste Operations and Emergency Response Technician
A1.0 Identify energy resources and the effects of these resources on the environment.
A1.1 Classify energy resources by type: depletable, nondepletable, renewable, and nonrenewable.
A1.2 Discover new and emerging energy resources.
A1.3 Compare the advantages and disadvantages of energy resources in terms of the effects on the environment.
A1.4 List jobs in the community that result from, or are influenced by, processing and using energy resources.
A2.0 Identify and describe the global interactive systems and elements that create and sustain climate.
A2.1 Describe the natural elements that interact to create climate.
A2.2 Identify world climate patterns and summarize factors that affect climate.
A2.3 Analyze the impact of climate upon human activities and needs.
A2.4 Identify the greenhouse effect and climate change.
A2.5 Explain how greenhouse gases are generated.
A2.6 Assess impacts of greenhouse gases on the environment.
A3.0 Evaluate regional interactive systems and elements that create harmful environmental effects.
A3.1 Describe the sources of, and impacts attributable to, pollution and contamination.
A3.2 Recognize the actions that cause resource depletion.
A3.3 Define the causes of erosion and soil depletion.
A3.4 Describe the attributes and proliferation of hardscape.
A3.5 Identify the sources of, and impacts attributable to, habitat alteration.
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A4.0 Research the environmental implications of energy conversion processes and energy transmis-sion systems.
A4.1 Define the basic terms, characteristics, and concepts of physical and chemical processes related to energy conversion.
A4.2 Identify the basic principles of energy systems, including chemical, hydraulic, pneumatic, electrical, nuclear, solar, wind, and geothermal.
A4.3 Analyze the impacts of energy conversion processes as they relate to activities across the environment.
A5.0 Identify the role and impact of waste management systems and their operations on the environment.
A5.1 Understand the role of waste and storm water management systems, their operation, and their impact on the environment.
A5.2 Explore the causes and effects of pollution linked to wastewater treatment facilities.
A5.3 Identify wastewater treatment processes that lessen environmental impacts and improve water reuse.
A5.4 Explain the types and sources of hazardous waste and associated safety practices and legal requirements for handling and disposing of such waste.
A5.5 Design solid waste disposal processes that lessen environmental impacts and improve recycling.
A6.0 Understand the field of land use management and its potential for environmental impact.
A6.1 Describe the need for, and role of, habitat preservation.
A6.2 Describe the composition, role, and function of ecosystems, including trends affecting viability.
A6.3 Demonstrate the need for, and methods of, land use planning.
A6.4 Identify the aspects of land use planning and describe current trends.
A6.5 Summarize the relationship between land use planning and energy use and distribution.
A6.6 Explain the laws and regulations pertaining to land use planning.
A6.7 Develop strategies to maximize the effectiveness of land use planning.
A7.0 Research the role of air quality management and systems, their operations, and their impact on the environment.
A7.1 Understand the elements that create outdoor air quality.
A7.2 Summarize the causes of air pollutants and their chemical composition.
A7.3 Research air pollutants and their threat to human health.
A7.4 Understand U.S. and California laws and regulations related to air pollution control programs and health effects of air pollution.
A7.5 Describe the basic U.S. Environmental Protection Agency (EPA) and California Air Resources Board (ARB) roles and regulations.
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A8.0 Implement processes to support energy efficiency.
A8.1 Understand the relationship between power and energy efficiency.
A8.2 Outline how domestic and industrial appliances and systems affect the environment, such as water units and heating and cooling systems.
A8.3 Compare costs of alternate/renewable energy sources, systems, and appliances and traditional energy sources, systems, and appliances.
A8.4 Conduct an energy audit.
A9.0 Research drinking-water sources, systems, treatment, and conservation.
A9.1 Understand water reuse: issues, strategies, technologies, and applications.
A9.2 Analyze strategies for improving energy efficiencies in water collection and distribution.
A9.3 Describe the role of environmental engineering and green energy in water systems.
A9.4 Understand the functions and operations of water storage, reservoirs, aqueducts, and dams.
A10.0 Evaluate the impact and flow management of storm water, rivers, and groundwater.
A10.1 Understand the designs and tools used in water flow management.
A10.2 Describe watershed modeling.
A10.3 Understand the principles and applications of drainage engineering.
A10.4 Use the Hydrologic Engineering Centers River Analysis System (HEC-RAS).
A10.5 Analyze and interpret contaminated harbor and river sediment.
A10.6 Describe the concerns and strategies for catastrophic storm water events and management.
A11.0 Prepare an efficient solar heated water design and installation plan.
A11.1 Identify the characteristics of solar heated water design and installation.
A11.2 Describe the requirements of solar water heaters that meet regulations.
A11.3 Describe solar hot water financial support programs and regulations.
A11.4 Analyze efficient solar water heating systems.
A12.0 Identify and analyze issues, legislation, and regulations related to energy and the environment.
A12.1 Identify and discuss major environmental laws and policies, including the regulatory and legislative processes used to create such laws.
A12.2 Understand current regulations concerning recycling, solid waste, land use management, water quality, and renewable and nonrenewable energy.
A12.3 Compare and contrast environmental laws and regulations that may have a positive or negative impact on the environment and the economy.
A12.4 Create an environmental law or regulation and explain how it will impact the environment.
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Energy, Environment, and UtilitiesPathway Standards
B. Energy and Power Technology PathwayThe Energy and Power Technology pathway provides learning opportunities for students interested in preparing for careers in the energy and power industries.
Sample occupations associated with this pathway:
Energy Efficiency Evaluation Specialist
Energy Engineer
Energy Generation/Power Distribution, Maintenance, Inspection, and Repair Technicians
Energy/Building Retrofit Specialist
Plant/Field Weatherization Installer
B1.0 Explore the basic conventional and emerging principles and concepts of the energy industry, including energy production, energy transmission, and alternative energy technologies.
B1.1 Describe the past, present, and anticipated demand for, and use of, energy.
B1.2 Identify the differences and challenges in energy needs, sources, and uses in developing regions.
B1.3 Explain the flow of energy from generation through distribution to the customer.
B1.4 Demonstrate an understanding of basic direct current (DC) electrical-circuit skills.
B1.5 Identify the role and function of generation, transmission, and distribution organizations.
B1.6 Explain the different structures of energy companies, including investor-owned utilities, municipalities (and associated utility practices, such as water/wastewater), electric cooperatives, and independent power producers and the different lines of energy business, including electric and gas.
B1.7 Explain the role of regulatory bodies in the energy industry (Federal Energy Regulatory Commission, Public Utilities Commission [PUC]).
B1.8 Describe the process of electric metering and billing for energy consumption.
B2.0 Identify various conventional electric power generation fuel sources and the cost and efficiency issues associated with each.
B2.1 Explain the conventional electric power generation system and process (coal, oil, natural gas, solar, wind, geothermal, and hydroelectric).
B2.2 Explain how each source was created and is used to produce electricity.
B2.3 Evaluate and list the advantages and disadvantages for each energy source.
B2.4 Describe how cost and efficiency rates are determined for each source.
B3.0 Investigate emerging and alternative electric power generation technologies and fuel sources.
B3.1 Explain biomass conversion, including thermal and chemical processes used to produce electric energy.
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Energy, Environment, and Utilities | EEU
B3.2 Describe the major sources, scale, and impacts of biomass energy.
B3.3 Define biofuels use and production.
B3.4 Explain how nuclear power is used to produce electric energy.
B3.5 Explain the process of nuclear fission.
B3.6 Explain how ocean wave energy is used to produce electric energy.
B3.7 Describe how wave power is harnessed in near shore, offshore, and far shore locations.
B3.8 Explain wave energy technologies (terminator devices, oscillating water column, point absorbers, attenuators, and overtopping devices).
B3.9 Compare and contrast the advantages and disadvantages of using ocean wave energy technologies for energy.
B4.0 Understand nonnuclear power generation plant operations (coal, oil, natural gas, solar, wind, geothermal power, hydroelectric, or biofuel).
B4.1 Explain and use the fundamental laws and principles of electricity and magnetism.
B4.2 Classify the components of electrical generating systems, including boilers, generators, alternators, turbines, motors, engines, pumps, and switchgear.
B4.3 Discriminate the differences and similarities of power generation, including use of different fuel types and different power plant uses.
B4.4 Summarize the basic operating principles of fossil, hydroelectric, and internal combus-tion systems.
B4.5 Describe the location of equipment in the plant, how the equipment operates, and normal operating parameters.
B4.6 Describe the theory, construction, and application of the mechanical components of various types of power generation systems.
B5.0 Understand and apply basic knowledge and skills necessary for nuclear power generation and nuclear power plant personnel.
B5.1 Use the fundamental concepts associated with electricity (e.g., electric charge, electric current).
B5.2 Understand the components of electrical systems, including switchyard construction, transformers, relays, circuit breakers, and motors.
B5.3 Explain the basic atomic and nuclear physics terms, unit, definitions, and basic concepts, including atomic structure, nuclear interactions and reactions, sources of residual heat/decay heat, and reactor operation.
B5.4 Understand reactor theory and operations.
B5.5 Explain the general design overview of the basic reactor types.
B5.6 Demonstrate understanding of reactor startup and shutdown procedures.
B5.7 Explain the fission process, including the construction of fission product barriers.
11
EEU | California Career Technical Education Model Curriculum Standards
B5.8 Operate, repair, and test machines, devices, and equipment based on electrical or mechanical principles in order to diagnose machine malfunctions, using basic hand and small electric tools and equipment.
B5.9 Conduct tests and inspections of products, services, or processes to evaluate quality or performance.
B6.0 Research methods of energy procurement, transmission, distribution, and storage.
B6.1 Describe the electric power transmission principles and processes.
B6.2 Explain the need for electric distribution systems and how they are designed to operate.
B6.3 Understand the emerging technologies in electric power transmission.
B6.4 Identify electric power transmission equipment and systems.
B7.0 Understand the interrelationships among components of systems.
B7.1 Understand the components and workings of the electric transmission and distribution network.
B7.2 Understand the components and workings of the gas transmission and distribution network.
B7.3 Define and explain voltage, current, resistance, power, and energy.
B7.4 Measure voltage, amperage, and resistance using a volt-ohm meter (VOM) and a digital volt-ohm meter (DVM).
B7.5 Explain and apply Ohm’s Law.
B7.6 Design and construct an electrical circuit with a power generation source.
12
Energy, Environment, and Utilities | EEU
Energy, Environment, and UtilitiesPathway Standards
C. Telecommunications PathwayThe Telecommunications pathway prepares students for employment and postsecondary education and training in the wireless and fixed-line communications industries. The sharing of information is essential for personal, commercial, educational, government, and military functions. Information is stored, sent, and accessed primarily via the telecommunications industries.
Sample occupations associated with this pathway:
Cable/Telecommunications Installation and Maintenance Technicians
Line Workers
Network Operators, Technicians, Designers, and Managers
Network Security Administrator
Satellite Systems Installation/Engineers
C1.0 Understand the basic principles and concepts that impact the telecommunications industry, including systems, concepts, and regulations.
C1.1 Understand the relationship between telecommunications and society.
C1.2 Evaluate the effects of telecommunications media and networks (telephone, television, cellular, social networking, etc.).
C1.3 Understand the fundamentals of voice telephony and voice characteristics.
C1.4 Compare analog transmission concepts (bandwidth, voiceband, modulation), analog circuits and sounds, and plain ordinary telephone service (POTS).
C1.5 Understand digital transmission concepts (capacity, bits-per-second), converting sound to digital signals (PCM, CODECS), and compensating for transmission impairments (attenuation, noise, delay, jitter).
C1.6 Define voice over IP (VoIP).
C1.7 Describe public switched telephone network (PSTN) and signaling system 7 (SS7).
C1.8 Understand signaling: pulse dialing and dual tone multiple frequency (DTMF).
C2.0 Demonstrate understanding and use of the basic and emerging technologies that impact the telecommunications industry.
C2.1 Describe the differences between analog and digital transmission and the migration to a converged digital/optical network for voice, data, and video.
C2.2 Compare and contrast the components of voice networks, such as carrier switches, routing, PBXs, T1 trunks, switched versus dedicated circuits, and packet and wireless networks.
C2.3 Define the components of data networks, such as modems, virtual circuits, hubs, switches, and routers.
C2.4 Evaluate the differences between the various access methods, including DSL, cable modems, wireless (cellular, WiMax, Wi-Fi), T1, and carrier Ethernet.
13
EEU | California Career Technical Education Model Curriculum Standards
C2.5 Compare private voice network design alternatives using tie-lines, Centrex, virtual private networks (VPN), and hosted services.
C2.6 Understand the basics of local, metropolitan, and wide area networks (LANs, MANs, and WANs), including the differences between network bridging/switching and routing.
C2.7 Recognize technologies such as frame relay, ATM, MLPS, Ethernet, and TCP/IP and determine each technology’s impact on network design, communication capabilities, and quality of service (QOS).
C2.8 Compare the benefits, drawbacks, and technology behind voice over IP (VoIP) using IP PBXs, IP phones and Internet telephony service providers (ITSP), and IPTV.
C2.9 Obtain a working knowledge of communications protocols and standards with an emphasis on their importance in network engineering and network operation.
C2.10 Understand the uses and effects of new technologies, such as social networking and cloud computing, on the network.
C3.0 Examine the role and functions of satellites in telecommunications.
C3.1 Understand the evolution of satellite communications.
C3.2 Analyze the limitations of terrestrial communications and the advantages and disadvantages of satellites.
C3.3 Illustrate and describe the basic elements of satellite communications.
C3.4 Describe common types of satellites and their respective functions.
C3.5 Learn the vocabulary and acronyms associated with satellite communications.
C3.6 Understand satellite orbits, including launch vehicles and the launching of satellites.
C3.7 Understand satellite systems, including geo-synchronous earth orbiting (GEO), low-earth orbiting (LEO), medium-earth orbiting (MEO), high-earth orbiting (HEO), and mobile satellite systems.
C3.8 Analyze satellite system architecture, including the network configuration, remotes, satellite subsystems, ground stations, and network management.
C3.9 Understand frequency bands and those used in satellite communications.
C3.10 Understand the importance of modulation, multiplexing, and multiple access.
C3.11 Explain propagation and interference, including radio noise, ionosphere effects, troposphere effects, interference between satellite networks, and interference with terrestrial networks.
C3.12 Research applications and trends in satellite communications, including personal, commercial, military and government, and global applications.
C4.0 Research the components, interaction, and operations of wireless telecommunications systems.
C4.1 Understand mobile wireless services and applications.
C4.2 Demonstrate device management.
14
Energy, Environment, and Utilities | EEU
C4.3 Describe access technologies, including wireline and wireless end-to-end switching and signaling.
C4.4 Identify switching, routing, and security systems and technologies for wireless and Internet networking.
C4.5 Understand radio frequency (RF), air interface, and radio access network (RAN).
C4.6 Explain code division multiple access (CDMA), wireless technologies, services, and applications.
C4.7 Research the different functions and uses of wireless and cable networks.
C4.8 Describe mobile network components and basic operation, including cellular principles and AMPS (1G), 2G; digital radio voice communications and digital cellular; data communications and spectrum-sharing technologies; frequency division multiple access (FDMA), time division multiple access (TDMA), CDMA, orthogonal frequency division multiplexing (OFDM) and 3G cellular; CDMA and 4G mobile cellular; LTE, wireless local area networks (LANs) and WiFi.
C4.9 Understand the function and basic operations of communications satellites.
C5.0 Research the components, interaction, and operations of fixed-wire telecommunications systems.
C5.1 Demonstrate and apply safety procedures and practices for traffic control, pole climbing, roadside safety, electrical hazards, and data line safety checks.
C5.2 Demonstrate proficiency in making electrical connections, splices, and basic field repair.
C5.3 Understand the differences between function and uses of wireless and cable networks.
C5.4 Understand access technologies, including wireline and wireless end-to-end switching and signaling.
C5.5 Practice troubleshooting and repairing telecommunication system wiring.
C5.6 Demonstrate proficiency in basic AC and DC circuits.
C5.7 Inspect and demonstrate proficiency in the use of tools, equipment, and test equipment used in the voice and data communications industry.
C5.8 Install, repair, terminate, and test network cabling.
C5.9 Demonstrate cable repair techniques.
C5.10 Prepare work site plans to demonstrate proficiency in site requirements and considerations.
C5.11 Understand the theory of twisted pair design and shielding.
C6.0 Consider privacy and security issues of the telecommunications systems.
C6.1 Understand switching, routing, and security systems and technologies for wireless and Internet networking.
C6.2 Explain the need and strategies for network security and integrity.
15
EEU | California Career Technical Education Model Curriculum Standards
C6.3 Demonstrate the appropriate applications of network and user data mining and behavior profiling.
C6.4 Explain industry code of conduct.
C7.0 Demonstrate proficiency in customer relations.
C7.1 Demonstrate appropriate personal hygiene and professional attire.
C7.2 Apply techniques for instilling customer confidence and satisfaction.
C7.3 Apply techniques for keeping the customer informed.
C7.4 Describe and demonstrate effective follow-up techniques.
C7.5 Demonstrate discretion in interacting with customers in field and retail environments.
C7.6 Illustrate basic conflict-resolution practices.
16
Energy, Environment, and Utilities | EEU
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
EN
ER
GY,
EN
VIR
ON
ME
NT,
AN
D U
TIL
ITIE
SEn
viro
nmen
tal
Ener
gy a
nd
Tele
com
mun
icat
ions
Reso
urce
sPo
wer
Te
chno
logy
ENGL
ISH
LAN
GUAG
E A
RTS
Lang
uage
Sta
ndar
ds –
LS
– (S
tand
ard
Are
a, G
rade
Lev
el, S
tand
ard
#)
11-1
2.1.
Dem
onst
rate
com
man
d of
the
con
vent
ions
of s
tand
ard
Engl
ish
gram
mar
and
usa
ge w
hen
B1.0
, B2.
0, B
3.0,
C1
.0, C
2.0,
C3.
0,
A1.0
, A 2
.0w
ritin
g or
spe
akin
g.B4
.0, B
5.0,
B6.
0C4
.0, C
5.0
11-1
2.2.
Dem
onst
rate
com
man
d of
the
con
vent
ions
of s
tand
ard
Engl
ish
capi
taliz
atio
n, p
unct
uatio
n,
C1.0
, C2.
0, C
3.0,
A1
.0, A
2.0
and
spel
ling
whe
n w
ritin
g.C4
.0, C
5.0
11-1
2.6.
Acq
uire
and
acc
urat
ely
use
gene
ral a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd p
hras
es
A1.0
, A2.
0, A
3.0,
su
ffici
ent
for r
eadi
ng, w
ritin
g, s
peak
ing,
and
list
enin
g at
the
col
lege
and
car
eer r
eadi
ness
leve
l; A4
.0, A
5.0,
A6.
0,
B1.0
, B2.
0, B
3.0,
C1
.0, C
2.0,
C3.
0,
dem
onst
rate
inde
pend
ence
in g
athe
ring
voca
bula
ry k
now
ledg
e w
hen
cons
ider
ing
a w
ord
or p
hras
e A7
.0. A
9.0,
A10
.0,
B4.0
, B5.
0, B
6.0
C4.0
, C5.
0im
port
ant
to c
ompr
ehen
sion
or e
xpre
ssio
n.A1
2.0
Read
ing
Stan
dard
s fo
r In
form
atio
nal T
ext
– RS
IT –
(St
anda
rd A
rea,
Gra
de L
evel
, St
anda
rd #
)11
-12.
1. C
ite s
tron
g an
d th
orou
gh t
extu
al e
vide
nce
to s
uppo
rt a
naly
sis
of w
hat
the
text
say
s
A1.0
, A2.
0, A
3.0,
ex
plic
itly
as w
ell a
s in
fere
nces
dra
wn
from
the
tex
t, in
clud
ing
dete
rmin
ing
whe
re t
he t
ext
leav
es
A4.0
, A5.
0, A
6.0,
B1
.0, B
2.0,
B3.
0,
mat
ters
unc
erta
in.
A7.0
. A9.
0, A
10.0
, B4
.0, B
5.0,
B6.
0A1
2.0
11-1
2.3.
Ana
lyze
a c
ompl
ex s
et o
f ide
as o
r seq
uenc
e of
eve
nts
and
expl
ain
how
spe
cific
indi
vidu
als,
A1
.0, A
2.0,
A3.
0,
idea
s, o
r eve
nts
inte
ract
and
dev
elop
ove
r the
cou
rse
of t
he t
ext.
A4.0
, A5.
0, A
6.0,
C1
.0, C
2.0,
C3.
0,
A7.0
. A9.
0, A
10.0
, C4
.0, C
5.0
A12.
0
11-1
2.7.
Inte
grat
e an
d ev
alua
te m
ultip
le s
ourc
es o
f inf
orm
atio
n pr
esen
ted
in d
iffe
rent
med
ia o
r A1
.0, A
2.0,
A3.
0,
form
ats
(e.g
., vi
sual
ly, q
uant
itativ
ely)
as
wel
l as
in w
ords
in o
rder
to
addr
ess
a qu
estio
n or
sol
ve a
C5
.0, C
7.0
A4.0
, A5.
0, A
7.0
prob
lem
.
11-1
2.8.
Del
inea
te a
nd e
valu
ate
the
reas
onin
g in
sem
inal
U.S
. tex
ts, i
nclu
ding
the
app
licat
ion
of
cons
titut
iona
l prin
cipl
es a
nd u
se o
f leg
al r
easo
ning
(e.g
., in
U.S
. Sup
rem
e Co
urt
maj
orit
y op
inio
ns
A 7.
0, A
12.0
B4.0
and
diss
ents
) and
the
pre
mis
es, p
urpo
ses,
and
arg
umen
ts in
wor
ks o
f pub
lic a
dvoc
acy
(e.g
.,
The
Fede
ralis
t, pr
esid
entia
l add
ress
es).
17
EEU | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
EN
ER
GY,
EN
VIR
ON
ME
NT,
AN
D U
TIL
ITIE
SEn
viro
nmen
tal
Ener
gy a
nd
Tele
com
mun
icat
ions
Reso
urce
sPo
wer
Te
chno
logy
Read
ing
Stan
dard
s fo
r Li
tera
cy in
Sci
ence
and
Tec
hnic
al S
ubje
cts
– RL
ST –
(S
tand
ard
Are
a, G
rade
Lev
el, S
tand
ard
#) (c
ontin
ued)
11-1
2.3.
Fol
low
pre
cise
ly a
com
plex
mul
tiste
p pr
oced
ure
whe
n ca
rryi
ng o
ut e
xper
imen
ts,
taki
ng m
easu
rem
ents
, or p
erfo
rmin
g te
chni
cal t
asks
; ana
lyze
the
spe
cific
res
ults
bas
ed o
n A8
.0B1
.0,B
5.0,
B7.
0C6
.0, C
7.0
expl
anat
ions
in t
he t
ext.
11-1
2.7.
Inte
grat
e an
d ev
alua
te m
ultip
le s
ourc
es o
f inf
orm
atio
n pr
esen
ted
in d
iver
se f
orm
ats
A2.
0, A
3.0,
A4.
0, A
5.0,
an
d m
edia
(e.g
., qu
antit
ativ
e da
ta, v
ideo
, mul
timed
ia) i
n or
der t
o ad
dres
s a
ques
tion
or s
olve
a
B3.0
C5.0
, C7.
0A7
.0pr
oble
m.
11-1
2.9.
Syn
thes
ize
info
rmat
ion
from
a r
ange
of s
ourc
es (e
.g.,
text
s, e
xper
imen
ts, s
imul
atio
ns)
A2.
0, A
3.0,
A4.
0, A
5.0,
C1
.0, C
2.0,
C3.
0,
into
a c
oher
ent
unde
rsta
ndin
g of
a p
roce
ss, p
heno
men
on, o
r con
cept
, res
olvi
ng c
onfli
ctin
g B1
.0, B
5.0,
B7.
0A7
.0C4
.0, C
5.0
info
rmat
ion
whe
n po
ssib
le.
11-1
2.10
. By
the
end
of g
rade
12,
rea
d an
d co
mpr
ehen
d sc
ienc
e/te
chni
cal t
exts
in t
he g
rade
s A1
.0, A
2.0,
A3.
0, A
4.0,
B1
.0, B
2.0,
B3.
0,
C1.0
, C2.
0, C
3.0,
11
-12
text
com
plex
ity
band
inde
pend
ently
and
pro
ficie
ntly
.A5
.0, A
6.0,
A7.
0. A
9.0,
B4
.0, B
5.0,
C4
.0, C
5.0,
C6.
0,
A10.
0, A
12.0
B6.0
, B7.
0C7
.0
Writ
ing
Stan
dard
s –
WS
– (S
tand
ard
Are
a, G
rade
Lev
el, S
tand
ard
#)11
-12.
1. W
rite
argu
men
ts t
o su
ppor
t cl
aim
s in
an
anal
ysis
of s
ubst
antiv
e to
pics
or t
exts
, usi
ng
B1.0
, B2.
0, B
3.0,
va
lid r
easo
ning
and
rel
evan
t an
d su
ffici
ent
evid
ence
.B4
.0, B
5.0,
B6
.0, B
7.0
11-1
2.2.
Writ
e in
form
ativ
e/ex
plan
ator
y te
xts
to e
xam
ine
and
conv
ey c
ompl
ex id
eas,
con
cept
s,
A1.0
, A2.
0, A
3.0,
A4.
0,
B1.0
, B2.
0, B
3.0,
an
d in
form
atio
n cl
early
and
acc
urat
ely
thro
ugh
the
effe
ctiv
e se
lect
ion,
org
aniz
atio
n, a
nd
A5.0
, A6.
0, A
7.0.
A9.
0,
B4.0
, B5.
0,
C2.0
, C3.
0an
alys
is o
f con
tent
.A1
0.0,
A12
.0B6
.0, B
7.0
11-1
2.4.
Pro
duce
cle
ar a
nd c
oher
ent
writ
ing
in w
hich
the
dev
elop
men
t, or
gani
zatio
n, a
nd s
tyle
A1
.0, A
2.0,
A3.
0, A
4.0,
B1
.0, B
2.0,
B3.
0,
are
appr
opria
te t
o ta
sk, p
urpo
se, a
nd a
udie
nce.
A5.0
, A6.
0, A
7.0.
A9.
0,
B4.0
, B5.
0,
C3.0
, C6.
0A1
0.0,
A12
.0B6
.0, B
7.0
11-1
2.7.
Con
duct
sho
rt a
s w
ell a
s m
ore
sust
aine
d re
sear
ch p
roje
cts
to a
nsw
er a
que
stio
n (in
clud
ing
a se
lf-ge
nera
ted
ques
tion)
or s
olve
a p
robl
em; n
arro
w o
r bro
aden
the
inqu
iry
whe
n A5
.0, A
6.0,
A7.
0, A
9.0,
B1
.0, B
5.0,
B7.
0C1
.0, C
4.0,
C5.
0ap
prop
riate
; syn
thes
ize
mul
tiple
sou
rces
on
the
subj
ect,
dem
onst
ratin
g un
ders
tand
ing
of t
he
A11.
0su
bjec
t un
der i
nves
tigat
ion.
18
Energy, Environment, and Utilities | EEU
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
EN
ER
GY,
EN
VIR
ON
ME
NT,
AN
D U
TIL
ITIE
SEn
viro
nmen
tal
Ener
gy a
nd
Tele
com
mun
icat
ions
Reso
urce
sPo
wer
Te
chno
logy
Writ
ing
Stan
dard
s –
WS
– (S
tand
ard
Are
a, G
rade
Lev
el, S
tand
ard
#) (c
ontin
ued)
11-1
2.8.
Gat
her r
elev
ant
info
rmat
ion
from
mul
tiple
aut
horit
ativ
e pr
int
and
digi
tal s
ourc
es, u
sing
ad
vanc
ed s
earc
hes
effe
ctiv
ely;
ass
ess
the
stre
ngth
s an
d lim
itatio
ns o
f eac
h so
urce
in t
erm
s of
the
B1
.0, B
2.0,
B3.
0,
task
, pur
pose
, and
aud
ienc
e; in
tegr
ate
info
rmat
ion
into
the
tex
t se
lect
ivel
y to
mai
ntai
n th
e flo
w o
f B4
.0, B
5.0,
C1
.0, C
4.0,
C5.
0id
eas,
avo
idin
g pl
agia
rism
and
ove
rrel
ianc
e on
any
one
sou
rce
and
follo
win
g a
stan
dard
for
mat
for
B6
.0, B
7.0
cita
tion
incl
udin
g fo
otno
tes
and
endn
otes
.
11-1
2.9.
Dra
w e
vide
nce
from
lite
rary
or i
nfor
mat
iona
l tex
ts t
o su
ppor
t an
alys
is, r
eflec
tion,
and
A5
.0, A
6.0,
A7.
0,
C1.0
, C4.
0, C
5.0
rese
arch
.A9
.0, A
11.0
Writ
ing
Stan
dard
s fo
r Li
tera
cy in
His
tory
/Soc
ial S
tudi
es, S
cien
ce, a
nd T
echn
ical
Su
bjec
ts –
WH
SST
–(St
anda
rd A
rea,
Gra
de L
evel
, Sta
ndar
d #)
11-1
2.2.
Writ
e in
form
ativ
e/ex
plan
ator
y te
xts,
incl
udin
g th
e na
rrat
ion
of h
isto
rical
eve
nts,
sci
entifi
c B1
.0C2
.0, C
3.0
proc
edur
es/e
xper
imen
ts, o
r tec
hnic
al p
roce
sses
.
11-1
2.7.
Con
duct
sho
rt a
s w
ell a
s m
ore
sust
aine
d re
sear
ch p
roje
cts
to a
nsw
er a
que
stio
n (in
clud
ing
a se
lf-ge
nera
ted
ques
tion)
or s
olve
a p
robl
em; n
arro
w o
r bro
aden
the
inqu
iry
whe
n ap
prop
riate
; syn
the-
A5.0
, A8.
0B5
.0, B
7.0
C1.0
, C4.
0, C
5.0
size
mul
tiple
sou
rces
on
the
subj
ect,
dem
onst
ratin
g un
ders
tand
ing
of t
he s
ubje
ct u
nder
inve
stig
atio
n.
11-1
2.8.
Gat
her r
elev
ant
info
rmat
ion
from
mul
tiple
aut
horit
ativ
e pr
int
and
digi
tal s
ourc
es, u
sing
ad
vanc
ed s
earc
hes
effe
ctiv
ely;
ass
ess
the
stre
ngth
s an
d lim
itatio
ns o
f eac
h so
urce
in t
erm
s of
the
sp
ecifi
c ta
sk, p
urpo
se, a
nd a
udie
nce;
inte
grat
e in
form
atio
n in
to t
he t
ext
sele
ctiv
ely
to m
aint
ain
the
C1.0
, C4.
0, D
5.0
flow
of i
deas
, avo
idin
g pl
agia
rism
and
ove
rrel
ianc
e on
any
one
sou
rce
and
follo
win
g a
stan
dard
for
mat
fo
r cita
tion.
11-1
2.9.
Dra
w e
vide
nce
from
info
rmat
iona
l tex
ts t
o su
ppor
t an
alys
is, r
eflec
tion,
and
res
earc
h.A5
.0, A
8.0
B5.0
, B7.
0C1
.0, C
4.0,
C5.
0
MAT
HEM
ATIC
SAl
gebr
a –
A-SS
E –
Seei
ng S
truc
ture
in E
xpre
ssio
nsIn
terp
ret t
he st
ruct
ure
of e
xpre
ssio
ns
1. In
terp
ret
expr
essi
ons
that
rep
rese
nt a
qua
ntit
y in
ter
ms
of it
s co
ntex
t.A
2.0,
A3.
0,
a. In
terp
ret
part
s of
an
expr
essi
on, s
uch
as t
erm
s, f
acto
rs, a
nd c
oeffi
cien
ts.
A5.0
, A6.
0,
C1.0
A8.0
, A9.
0,
b. In
terp
ret
com
plic
ated
exp
ress
ions
by
view
ing
one
or m
ore
of t
heir
part
s as
a s
ingl
e en
tity.
For
A1
0.0,
A11
.0ex
ampl
e, in
terp
ret P
(1+r
)n as t
he p
rodu
ct o
f P a
nd a
fact
or n
ot d
epen
ding
on
P.
19
EEU | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
EN
ER
GY,
EN
VIR
ON
ME
NT,
AN
D U
TIL
ITIE
SEn
viro
nmen
tal
Ener
gy a
nd
Tele
com
mun
icat
ions
Reso
urce
sPo
wer
Te
chno
logy
Alge
bra
– A-
SSE
– Se
eing
Str
uctu
re in
Exp
ress
ions
(con
tinue
d)W
rite
expr
essi
ons i
n eq
uiva
lent
form
s to
solv
e pr
oble
ms
3. C
hoos
e an
d pr
oduc
e an
equ
ival
ent
form
of a
n ex
pres
sion
to
reve
al a
nd e
xpla
in p
rope
rtie
s of
the
qu
antit
y re
pres
ente
d by
the
exp
ress
ion.
*
a. F
acto
r a q
uadr
atic
exp
ress
ion
to r
evea
l the
zer
os o
f the
fun
ctio
n it
defin
es.
b. C
ompl
ete
the
squa
re in
a q
uadr
atic
exp
ress
ion
to r
evea
l the
max
imum
or m
inim
um v
alue
of t
he
func
tion
it de
fines
.
c. U
se t
he p
rope
rtie
s of
exp
onen
ts t
o tr
ansf
orm
exp
ress
ions
for
exp
onen
tial f
unct
ions
. For
exa
mpl
e th
e ex
pres
sion
1.1
5t can
be
rew
ritte
n as
(1.1
51/12
)12t =
1.0
1212
t to
reve
al t
he a
ppro
xim
ate
equi
vale
nt m
onth
ly
A10.
0in
tere
st r
ate
if th
e an
nual
rat
e is
15%
.
d. P
rove
sim
ple
law
s of
loga
rithm
s. (C
A St
anda
rd A
lgeb
ra II
- 1
1.0)
e. U
se t
he d
efini
tion
of lo
garit
hms
to t
rans
late
bet
wee
n lo
garit
hms
in a
ny b
ase.
(CA
Stan
dard
Alg
ebra
II
- 13
.0)
f. U
nder
stan
d an
d us
e th
e pr
oper
ties
of lo
garit
hms
to s
impl
ify
loga
rithm
ic n
umer
ic e
xpre
ssio
ns a
nd t
o id
entif
y th
eir a
ppro
xim
ate
valu
es. (
CA S
tand
ard
Alge
bra
II -
14.0
)
4. D
eriv
e th
e fo
rmul
a fo
r the
sum
of a
fini
te g
eom
etric
ser
ies
(whe
n th
e co
mm
on r
atio
is n
ot 1
), an
d us
e A1
0.0
the
form
ula
to s
olve
pro
blem
s. F
or e
xam
ple,
cal
cula
te m
ortg
age
paym
ents
.
Alge
bra
– A-
CED
– Cr
eatin
g Eq
uati
ons
Crea
te e
quat
ions
that
des
crib
e nu
mbe
rs o
r rel
atio
nshi
ps
1. C
reat
e eq
uatio
ns a
nd in
equa
litie
s in
one
var
iabl
e in
clud
ing
ones
with
abs
olut
e va
lue
and
use
them
to
solv
e pr
oble
ms
in a
nd o
ut o
f con
text
, inc
ludi
ng e
quat
ions
aris
ing
from
line
ar f
unct
ions
.A
2.0
1.1
Judg
e th
e va
lidit
y of
an
argu
men
t ac
cord
ing
to w
heth
er t
he p
rope
rtie
s of
rea
l num
bers
, exp
onen
ts,
and
loga
rithm
s ha
ve b
een
appl
ied
corr
ectly
at
each
ste
p. (C
A St
anda
rd A
lgeb
ra II
- 1
1.2)
2. C
reat
e eq
uatio
ns in
tw
o or
mor
e va
riabl
es t
o re
pres
ent
rela
tions
hips
bet
wee
n qu
antit
ies;
gra
ph e
qua-
A2.
0B1
.0C1
.0, C
2.0
tions
on
coor
dina
te a
xes
with
labe
ls a
nd s
cale
s.
3. R
epre
sent
con
stra
ints
by
equa
tions
or i
nequ
aliti
es, a
nd b
y sy
stem
s of
equ
atio
ns a
nd/o
r ine
qual
ities
, and
in
terp
ret
solu
tions
as
viab
le o
r non
viab
le o
ptio
ns in
a m
odel
ing
cont
ext.
For e
xam
ple,
rep
rese
nt in
equa
li-A
2.0,
A6.
0C2
.0tie
s de
scrib
ing
nutr
ition
al a
nd c
ost
cons
trai
nts
on c
ombi
natio
ns o
f dif
fere
nt f
oods
.
20
Energy, Environment, and Utilities | EEU
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
EN
ER
GY,
EN
VIR
ON
ME
NT,
AN
D U
TIL
ITIE
SEn
viro
nmen
tal
Ener
gy a
nd
Tele
com
mun
icat
ions
Reso
urce
sPo
wer
Te
chno
logy
Alge
bra
– A-
CED
– Cr
eatin
g Eq
uati
ons
(con
tinue
d)
4. R
earr
ange
for
mul
as t
o hi
ghlig
ht a
qua
ntit
y of
inte
rest
, usi
ng t
he s
ame
reas
onin
g as
in s
olvi
ng e
qua-
C2.0
tions
. For
exa
mpl
e, r
earr
ange
Ohm
’s la
w V
= IR
to
high
light
res
ista
nce
R.
Alge
bra
– A-
REI –
Rea
soni
ng w
ith
Equa
tion
s an
d In
equa
litie
s
Unde
rsta
nd so
lvin
g eq
uatio
ns a
s a p
roce
ss o
f rea
soni
ng a
nd e
xpla
in th
e re
ason
ing
1. E
xpla
in e
ach
step
in s
olvi
ng a
sim
ple
equa
tion
as f
ollo
win
g fr
om t
he e
qual
ity
of n
umbe
rs a
sser
ted
at
the
prev
ious
ste
p, s
tart
ing
from
the
ass
umpt
ion
that
the
orig
inal
equ
atio
n ha
s a
solu
tion.
Con
stru
ct a
A
2.0
C1.0
, C2.
0vi
able
arg
umen
t to
just
ify
a so
lutio
n m
etho
d.
2. S
olve
sim
ple
ratio
nal a
nd r
adic
al e
quat
ions
in o
ne v
aria
ble,
and
giv
e ex
ampl
es s
how
ing
how
ext
rane
ous
A10.
0so
lutio
ns m
ay a
rise.
Solv
e eq
uatio
ns a
nd in
equa
litie
s in
one
varia
ble
3. S
olve
line
ar e
quat
ions
and
ineq
ualit
ies
in o
ne v
aria
ble,
incl
udin
g eq
uatio
ns w
ith c
oeffi
cien
ts r
epre
-se
nted
by
lett
ers.
A2.
03.
1 So
lve
equa
tions
and
ineq
ualit
ies
invo
lvin
g ab
solu
te v
alue
. (CA
Sta
ndar
d Al
gebr
a I -
3.0
and
CA
Stan
dard
Alg
ebra
II -
1.0
)
Solv
e sy
stem
s of e
quat
ions
6. S
olve
sys
tem
s of
line
ar e
quat
ions
exa
ctly
and
app
roxi
mat
ely
(e.g
., w
ith g
raph
s), f
ocus
ing
on p
airs
of
A6.0
linea
r equ
atio
ns in
tw
o va
riabl
es.
Func
tion
s –
F-IF
– In
terp
retin
g Fu
ncti
ons
Inte
rpre
t fun
ctio
ns th
at a
rise
in a
pplic
atio
ns in
term
s of t
he c
onte
xt
4. F
or a
fun
ctio
n th
at m
odel
s a
rela
tions
hip
betw
een
two
quan
titie
s, in
terp
ret
key
feat
ures
of g
raph
s an
d ta
bles
in t
erm
s of
the
qua
ntiti
es, a
nd s
ketc
h gr
aphs
sho
win
g ke
y fe
atur
es g
iven
a v
erba
l des
crip
tion
of t
he
A2.
0re
latio
nshi
p. K
ey f
eatu
res
incl
ude:
inte
rcep
ts; i
nter
vals
whe
re t
he f
unct
ion
is in
crea
sing
, dec
reas
ing,
po
sitiv
e, o
r neg
ativ
e; r
elat
ive
max
imum
s an
d m
inim
ums;
sym
met
ries;
end
beh
avio
r; an
d pe
riodi
city
.
6. C
alcu
late
and
inte
rpre
t th
e av
erag
e ra
te o
f cha
nge
of a
fun
ctio
n (p
rese
nted
sym
bolic
ally
or a
s a
tabl
e)
A2.
0ov
er a
spe
cifie
d in
terv
al. E
stim
ate
the
rate
of c
hang
e fr
om a
gra
ph.
21
EEU | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
EN
ER
GY,
EN
VIR
ON
ME
NT,
AN
D U
TIL
ITIE
SEn
viro
nmen
tal
Ener
gy a
nd
Tele
com
mun
icat
ions
Reso
urce
sPo
wer
Te
chno
logy
Func
tion
s –
F-IF
– In
terp
retin
g Fu
ncti
ons
(con
tinue
d)
Anal
yze
func
tions
usi
ng d
iffer
ent r
epre
sent
atio
ns
7. G
raph
fun
ctio
ns e
xpre
ssed
sym
bolic
ally
and
sho
w k
ey f
eatu
res
of t
he g
raph
, by
hand
in s
impl
e ca
ses
and
usin
g te
chno
logy
for
mor
e co
mpl
icat
ed c
ases
.
a. G
raph
line
ar a
nd q
uadr
atic
fun
ctio
ns a
nd s
how
inte
rcep
ts, m
axim
a, a
nd m
inim
a.
b. G
raph
squ
are
root
, cub
e ro
ot, a
nd p
iece
wis
e-de
fined
fun
ctio
ns, i
nclu
ding
ste
p fu
nctio
ns a
nd a
bsol
ute
valu
e fu
nctio
ns.
c. G
raph
pol
ynom
ial f
unct
ions
, ide
ntif
ying
zer
os w
hen
suita
ble
fact
oriz
atio
ns a
re a
vaila
ble,
and
sho
win
g A1
0.0
end
beha
vior
.
d. (+
) Gra
ph r
atio
nal f
unct
ions
, ide
ntif
ying
zer
os a
nd a
sym
ptot
es w
hen
suita
ble
fact
oriz
atio
ns a
re a
vail-
able
, and
sho
win
g en
d be
havi
or.
e. G
raph
exp
onen
tial a
nd lo
garit
hmic
fun
ctio
ns, s
how
ing
inte
rcep
ts a
nd e
nd b
ehav
ior,
and
trig
onom
et-
ric f
unct
ions
, sho
win
g pe
riod,
mid
line,
and
am
plitu
de.
9. C
ompa
re p
rope
rtie
s of
tw
o fu
nctio
ns e
ach
repr
esen
ted
in a
dif
fere
nt w
ay (a
lgeb
raic
ally
, gra
phic
ally
, nu
mer
ical
ly in
tab
les,
or b
y ve
rbal
des
crip
tions
). Fo
r exa
mpl
e, g
iven
a g
raph
of o
ne q
uadr
atic
fun
ctio
n an
d A6
.0B1
.0C2
.0an
alg
ebra
ic e
xpre
ssio
n fo
r ano
ther
, say
whi
ch h
as t
he la
rger
max
imum
.
10. D
emon
stra
te a
n un
ders
tand
ing
of f
unct
ions
and
equ
atio
ns d
efine
d pa
ram
etric
ally
and
gra
ph t
hem
. (CA
B1
.0St
anda
rd M
ath
Anal
ysis
- 7
.0)
Func
tion
s –
F-BF
– B
uild
ing
Func
tion
sBu
ild a
func
tion
that
mod
els a
rela
tions
hip
betw
een
two
quan
titie
s
1. W
rite
a fu
nctio
n th
at d
escr
ibes
a r
elat
ions
hip
betw
een
two
quan
titie
s.
a. D
eter
min
e an
exp
licit
expr
essi
on, a
rec
ursi
ve p
roce
ss, o
r ste
ps f
or c
alcu
latio
n fr
om a
con
text
.
b. C
ombi
ne s
tand
ard
func
tion
type
s us
ing
arith
met
ic o
pera
tions
. For
exa
mpl
e, b
uild
a fu
nctio
n th
at
mod
els t
he te
mpe
ratu
re o
f a c
oolin
g bo
dy b
y ad
ding
a c
onst
ant f
unct
ion
to a
dec
ayin
g ex
pone
ntia
l, an
d C2
.0re
late
thes
e fu
nctio
ns to
the
mod
el.
c. (+
) Com
pose
fun
ctio
ns. F
or e
xam
ple,
if T
(y) i
s th
e te
mpe
ratu
re in
the
atm
osph
ere
as a
fun
ctio
n of
he
ight
, and
h(t
) is
the
heig
ht o
f a w
eath
er b
allo
on a
s a
func
tion
of t
ime,
the
n T(
h(t)
) is
the
tem
pera
ture
at
the
loca
tion
of t
he w
eath
er b
allo
on a
s a
func
tion
of t
ime.
22
Energy, Environment, and Utilities | EEU
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
EN
ER
GY,
EN
VIR
ON
ME
NT,
AN
D U
TIL
ITIE
SEn
viro
nmen
tal
Ener
gy a
nd
Tele
com
mun
icat
ions
Reso
urce
sPo
wer
Te
chno
logy
Func
tion
s –
F-LE
– L
inea
r, Q
uadr
atic
, and
Exp
onen
tial M
odel
s1.
Dis
tingu
ish
betw
een
situ
atio
ns th
at c
an b
e m
odel
ed w
ith li
near
func
tions
and
with
exp
onen
tial f
unct
ions
.
a. P
rove
tha
t lin
ear f
unct
ions
gro
w b
y eq
ual d
iffe
renc
es o
ver e
qual
inte
rval
s, a
nd t
hat
expo
nent
ial f
unc-
tions
gro
w b
y eq
ual f
acto
rs o
ver e
qual
inte
rval
s.
b. R
ecog
nize
situ
atio
ns in
whi
ch o
ne q
uant
ity
chan
ges
at a
con
stan
t ra
te p
er u
nit
inte
rval
rel
ativ
e to
A
2.0
anot
her.
c. R
ecog
nize
situ
atio
ns in
whi
ch a
qua
ntit
y gr
ows
or d
ecay
s by
a c
onst
ant
perc
ent
rate
per
uni
t in
terv
al
rela
tive
to a
noth
er.
2. C
onst
ruct
line
ar a
nd e
xpon
entia
l fun
ctio
ns, i
nclu
ding
arit
hmet
ic a
nd g
eom
etric
seq
uenc
es, g
iven
a
B1.0
C2.0
grap
h, a
des
crip
tion
of a
rel
atio
nshi
p, o
r tw
o in
put-
outp
ut p
airs
(inc
lude
rea
ding
the
se f
rom
a t
able
).
3. O
bser
ve u
sing
gra
phs
and
tabl
es t
hat
a qu
antit
y in
crea
sing
exp
onen
tially
eve
ntua
lly e
xcee
ds a
qua
ntit
y C2
.0in
crea
sing
line
arly
, qua
drat
ical
ly, o
r (m
ore
gene
rally
) as
a po
lyno
mia
l fun
ctio
n.
Inte
rpre
t exp
ress
ions
for f
unct
ions
in te
rms o
f the
situ
atio
n th
ey m
odel
5. In
terp
ret
the
para
met
ers
in a
line
ar o
r exp
onen
tial f
unct
ion
in t
erm
s of
a c
onte
xt.
B1.0
C2.0
Func
tion
s –
F-TF
– T
rigon
omet
ric F
unct
ions
Exte
nd th
e do
mai
n of
trig
onom
etric
func
tions
usin
g th
e un
it ci
rcle
1. U
nder
stan
d ra
dian
mea
sure
of a
n an
gle
as t
he le
ngth
of t
he a
rc o
n th
e un
it ci
rcle
sub
tend
ed b
y th
e an
gle.
C3.0
1.1
Und
erst
and
the
notio
n of
ang
le a
nd h
ow t
o m
easu
re it
, in
both
deg
rees
and
rad
ians
. Con
vert
be
twee
n de
gree
s an
d ra
dian
s. (C
A St
anda
rd T
rigon
omet
ry -
1.0
)
2. E
xpla
in h
ow t
he u
nit
circ
le in
the
coo
rdin
ate
plan
e en
able
s th
e ex
tens
ion
of t
rigon
omet
ric f
unct
ions
to
all
real
num
bers
, int
erpr
eted
as
radi
an m
easu
res
of a
ngle
s tr
aver
sed
coun
terc
lock
wis
e ar
ound
the
uni
t C3
.0ci
rcle
.
Mod
el p
erio
dic
phen
omen
a w
ith tr
igon
omet
ric fu
nctio
ns
5. C
hoos
e tr
igon
omet
ric f
unct
ions
to
mod
el p
erio
dic
phen
omen
a w
ith s
peci
fied
ampl
itude
, fre
quen
cy, a
nd
C3.0
mid
line.
7. (+
) Use
inve
rse
func
tions
to
solv
e tr
igon
omet
ric e
quat
ions
tha
t ar
ise
in m
odel
ing
cont
exts
; eva
luat
e th
e C3
.0so
lutio
ns u
sing
tec
hnol
ogy,
and
inte
rpre
t th
em in
ter
ms
of t
he c
onte
xt.
23
EEU | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
EN
ER
GY,
EN
VIR
ON
ME
NT,
AN
D U
TIL
ITIE
SEn
viro
nmen
tal
Ener
gy a
nd
Tele
com
mun
icat
ions
Reso
urce
sPo
wer
Te
chno
logy
Geom
etry
– G
-C –
Circ
les
Unde
rsta
nd a
nd a
pply
theo
rem
s abo
ut c
ircle
s
2. Id
entif
y an
d de
scrib
e re
latio
nshi
ps a
mon
g in
scrib
ed a
ngle
s, r
adii,
and
cho
rds.
Incl
ude
the
rela
tions
hip
betw
een
cent
ral,
insc
ribed
, and
circ
umsc
ribed
ang
les;
insc
ribed
ang
les
on a
dia
met
er a
re ri
ght
angl
es; t
he
A10.
0C3
.0ra
dius
of a
circ
le is
per
pend
icul
ar t
o th
e ta
ngen
t w
here
the
rad
ius
inte
rsec
ts t
he c
ircle
.
4. (+
) Con
stru
ct a
tan
gent
line
fro
m a
poi
nt o
utsi
de a
giv
en c
ircle
to
the
circ
le.
C3.0
Find
arc
leng
ths a
nd a
reas
of s
ecto
rs o
f circ
les
5. D
eriv
e us
ing
sim
ilarit
y th
e fa
ct t
hat
the
leng
th o
f the
arc
inte
rcep
ted
by a
n an
gle
is p
ropo
rtio
nal t
o th
e ra
dius
, and
defi
ne t
he r
adia
n m
easu
re o
f the
ang
le a
s th
e co
nsta
nt o
f pro
port
iona
lity;
der
ive
the
form
ula
C3.0
for t
he a
rea
of a
sec
tor.
Geom
etry
– G
-CO
– C
ongr
uenc
eEx
perim
ent w
ith tr
ansf
orm
atio
ns in
the
plan
e
1. K
now
pre
cise
defi
nitio
ns o
f ang
le, c
ircle
, per
pend
icul
ar li
ne, p
aral
lel l
ine,
and
line
seg
men
t, ba
sed
on t
he
C3.0
unde
fined
not
ions
of p
oint
, lin
e, d
ista
nce
alon
g a
line,
and
dis
tanc
e ar
ound
a c
ircul
ar a
rc.
2. R
epre
sent
tra
nsfo
rmat
ions
in t
he p
lane
usi
ng, e
.g.,
tran
spar
enci
es a
nd g
eom
etry
sof
twar
e; d
escr
ibe
tran
sfor
mat
ions
as
func
tions
tha
t ta
ke p
aint
s in
the
pla
ne a
s in
puts
and
giv
e ot
her p
oint
s as
out
puts
. C3
.0Co
mpa
re t
rans
form
atio
ns t
hat
pres
erve
dis
tanc
e an
d an
gle
to t
hose
tha
t do
not
(e.g
., tr
ansl
atio
n ve
rsus
ho
rizon
tal s
tret
ch).
Mak
e ge
omet
ric c
onst
ruct
ions
12. M
ake
form
al g
eom
etric
con
stru
ctio
ns w
ith a
var
iety
of t
ools
and
met
hods
(com
pass
and
str
aigh
tedg
e,
strin
g, r
eflec
tive
devi
ces,
pap
er f
oldi
ng, d
ynam
ic g
eom
etric
sof
twar
e, e
tc.).
Cop
ying
a s
egm
ent;
cop
ying
an
ang
le; b
isec
ting
a se
gmen
t; b
isec
ting
an a
ngle
; con
stru
ctin
g pe
rpen
dicu
lar l
ines
, inc
ludi
ng t
he p
erpe
n-C3
.0di
cula
r bis
ecto
r of a
line
seg
men
t; a
nd c
onst
ruct
ing
a lin
e pa
ralle
l to
a gi
ven
line
thro
ugh
a po
int
not
on
the
line.
24
Energy, Environment, and Utilities | EEU
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
EN
ER
GY,
EN
VIR
ON
ME
NT,
AN
D U
TIL
ITIE
SEn
viro
nmen
tal
Ener
gy a
nd
Tele
com
mun
icat
ions
Reso
urce
sPo
wer
Te
chno
logy
Geom
etry
– G
-GM
D –
Geom
etric
Mea
sure
men
t an
d Di
men
sion
sEx
plai
n vo
lum
e fo
rmul
as a
nd u
se th
em to
solv
e pr
oble
ms
1. G
ive
an in
form
al a
rgum
ent
for t
he f
orm
ulas
for
the
circ
umfe
renc
e of
a C
ircle
, are
a of
a c
ircle
, vol
ume
of
a cy
linde
r, py
ram
id, a
nd c
one.
Use
dis
sect
ion
argu
men
ts, C
aval
ieri’
s pr
inci
ple,
and
info
rmal
lim
it ar
gum
ents
.
2. (+
) Giv
e an
info
rmal
arg
umen
t us
ing
Cava
lieri’
s pr
inci
ple
for t
he f
orm
ulas
for
the
vol
ume
of a
sph
ere
C3.0
and
othe
r sol
id fi
gure
s.
3. U
se v
olum
e fo
rmul
as f
or c
ylin
ders
, pyr
amid
s, c
ones
, and
sph
eres
to
solv
e pr
oble
ms.
Geom
etry
– G
-GPE
– E
xpre
ssin
g Ge
omet
ric P
rope
rtie
s w
ith
Equa
tion
sTr
ansl
ate
betw
een
the
geom
etric
des
crip
tion
and
the
equa
tion
for a
con
ic se
ctio
n
3. (+
) Der
ive
the
equa
tions
of e
llips
es a
nd h
yper
bola
s gi
ven
the
foci
, usi
ng t
he f
act
that
the
sum
or d
iffe
r-en
ce o
f dis
tanc
es f
rom
the
foc
i is
cons
tant
.
3.1
Dem
onst
rate
and
exp
lain
how
the
geo
met
ry o
f the
gra
ph o
f a c
onic
sec
tion
(e.g
, asy
mpt
otes
, foc
i, ec
cent
ricit
y} d
epen
ds o
n th
e co
effic
ient
s of
the
qua
drat
ic e
quat
ion
repr
esen
ting
it. (C
A St
anda
rd A
lge-
bra
II -
16.0
)C3
.03.
2 G
iven
a q
uadr
atic
equ
atio
n of
the
for
m a
x2 + b
y2 + c
x +
dy +
e =
0, u
se t
he m
etho
d fo
r com
plet
ing
the
squa
re t
o pu
t th
e eq
uatio
n in
to s
tand
ard
form
and
rec
ogni
ze w
heth
er t
he g
raph
of t
he e
quat
ion
is a
ci
rcle
, elli
pse,
par
abol
a, o
r hyp
erbo
la. T
hen
grap
h th
e eq
uatio
n. (C
A St
anda
rd A
lgeb
ra II
- 1
7.0)
3.3
Be fa
mili
ar w
ith c
onic
sec
tions
bot
h an
alyt
ical
ly a
nd g
eom
etric
ally
. (CA
Sta
ndar
d M
ath
Anal
ysis
- 5
.0)
Geom
etry
– G
-MG
– M
odel
ing
wit
h Ge
omet
ryAp
ply
geom
etric
con
cept
s in
mod
elin
g sit
uatio
ns
1. U
se g
eom
etric
sha
pes,
the
ir m
easu
res,
and
the
ir pr
oper
ties
to d
escr
ibe
obje
cts
(e.g
., m
odel
ing
a tr
ee
A2.
0C2
.0tr
unk
or a
hum
an t
orso
as
a cy
linde
r.
2. A
pply
con
cept
s of
den
sity
bas
ed o
n ar
ea a
nd v
olum
e in
mod
elin
g si
tuat
ions
(e.g
., pe
rson
s pe
r squ
are
A2.
0, A
6.0
mile
, BTU
s pe
r cub
ic f
oot)
.
3. A
pply
geo
met
ric m
etho
ds t
o so
lve
desi
gn p
robl
ems
(e.g
., de
sign
ing
an o
bjec
t or
str
uctu
re t
o sa
tisfy
A
2.0,
A6.
0C2
.0ph
ysic
al c
onst
rain
ts o
r min
imiz
e co
st; w
orki
ng w
ith t
ypog
raph
ic g
rid s
yste
ms
base
d on
rat
ios)
25
EEU | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
EN
ER
GY,
EN
VIR
ON
ME
NT,
AN
D U
TIL
ITIE
SEn
viro
nmen
tal
Ener
gy a
nd
Tele
com
mun
icat
ions
Reso
urce
sPo
wer
Te
chno
logy
Geom
etry
– G
-SRT
– S
imila
rity,
Rig
ht T
riang
les,
and
Trig
onom
etry
Appl
y tr
igon
omet
ry to
gen
eral
tria
ngle
s
11. (
+) U
nder
stan
d an
d ap
ply
the
Law
of S
ines
and
the
Law
of C
osin
es t
o fin
d un
know
n m
easu
rem
ents
in
C3.0
right
and
non
-rig
ht t
riang
les
(e.g
., su
rvey
ing
prob
lem
s, r
esul
tant
for
ces)
.
Geom
etry
– G
-PCC
– P
olar
Coo
rdin
ates
and
Cur
ves
Grap
h po
lar c
oord
inat
es a
nd c
urve
s.
1. B
e fa
mili
ar w
ith p
olar
coo
rdin
ates
. In
part
icul
ar, d
eter
min
e po
lar c
oord
inat
es o
f a p
oint
giv
en in
rec
tan-
A2.
0gu
lar c
oord
inat
es a
nd v
ice
vers
a. (C
A St
anda
rd T
rigon
omet
ry -
15.0
)
Num
ber
and
Qua
ntit
y –
N-Q
– Q
uant
itie
s
Reas
on q
uant
itativ
ely
and
use
units
to so
lve
prob
lem
s
1. U
se u
nits
as
a w
ay t
o un
ders
tand
pro
blem
s an
d to
gui
de t
he s
olut
ion
of m
ulti-
step
pro
blem
s; c
hoos
e an
d in
terp
ret
unit
s co
nsis
tent
ly in
for
mul
as; c
hoos
e an
d in
terp
ret
the
scal
e an
d th
e or
igin
in g
raph
s an
d A6
.0da
ta d
ispl
ays.
2. D
efine
app
ropr
iate
qua
ntiti
es f
or t
he p
urpo
se o
f des
crip
tive
mod
elin
g.A
2.0,
A6.
0
3. C
hoos
e a
leve
l of a
ccur
acy
appr
opria
te t
o lim
itatio
ns o
n m
easu
rem
ent
whe
n re
port
ing
quan
titie
s.A
2.0,
A6.
0
Num
ber
and
Qua
ntit
y –
N-V
M –
Vec
tor
and
Mat
rix Q
uant
itie
s
Repr
esen
t and
mod
el w
ith v
ecto
r qua
ntiti
es
1. (+
) Rec
ogni
ze v
ecto
r qua
ntiti
es a
s ha
ving
bot
h m
agni
tude
and
dire
ctio
n. R
epre
sent
vec
tor q
uant
ities
by
C3.0
dire
cted
line
seg
men
ts, a
nd u
se a
ppro
pria
te s
ymbo
ls f
or v
ecto
rs a
nd t
heir
mag
nitu
des
(e.g
., v,
lvI,
Ilvll,
v).
3. (+
) Sol
ve p
robl
ems
invo
lvin
g ve
loci
ty a
nd o
ther
qua
ntiti
es t
hat
can
be r
epre
sent
ed b
y ve
ctor
s.C3
.0
26
Energy, Environment, and Utilities | EEU
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
EN
ER
GY,
EN
VIR
ON
ME
NT,
AN
D U
TIL
ITIE
SEn
viro
nmen
tal
Ener
gy a
nd
Tele
com
mun
icat
ions
Reso
urce
sPo
wer
Te
chno
logy
Num
ber
and
Qua
ntit
y –
N-V
M –
Vec
tor
and
Mat
rix Q
uant
itie
s (c
ontin
ued)
Perf
orm
ope
ratio
ns o
n ve
ctor
s
4. (+
) Add
and
sub
trac
t ve
ctor
s.
a. A
dd v
ecto
rs e
nd-t
o-en
d, c
ompo
nent
-wis
e, a
nd b
y th
e pa
ralle
logr
am r
ule.
Und
erst
and
that
the
mag
ni-
tude
of a
sum
of t
wo
vect
ors
is t
ypic
ally
not
the
sum
of t
he m
agni
tude
s.
b. G
iven
tw
o ve
ctor
s in
mag
nitu
de a
nd d
irect
ion
form
, det
erm
ine
the
mag
nitu
de a
nd d
irect
ion
of t
heir
C3.0
sum
.
c. U
nder
stan
d ve
ctor
sub
trac
tion
v –
w a
s v
+ (-
w),
whe
re -
w is
the
add
itive
inve
rse
of w
, with
the
sam
e m
agni
tude
as
w a
nd p
oint
ing
in t
he o
ppos
ite d
irect
ion.
Rep
rese
nt v
ecto
r sub
trac
tion
grap
hica
lly b
y co
n-ne
ctin
g th
e tip
s in
the
app
ropr
iate
ord
er, a
nd p
erfo
rm v
ecto
r sub
trac
tion
com
pone
nt-w
ise.
Stat
isti
cs a
nd P
roba
bilit
y –
S-IC
– M
akin
g In
fere
nces
and
Jus
tify
ing
Conc
lusi
ons
Unde
rsta
nd a
nd e
valu
ate
rand
om p
roce
sses
und
erly
ing
stat
istic
al e
xper
imen
ts
1. U
nder
stan
d st
atis
tics
as a
pro
cess
for
mak
ing
infe
renc
es a
bout
pop
ulat
ion
para
met
ers
base
d on
a r
an-
A2.
0, A
8.0
B1.0
C6.0
dom
sam
ple
from
tha
t po
pula
tion.
2. D
ecid
e if
a sp
ecifi
ed m
odel
is c
onsi
sten
t w
ith r
esul
ts f
rom
a g
iven
dat
a-ge
nera
ting
proc
ess,
e.g
., us
ing
sim
ulat
ion.
For
exa
mpl
e, a
mod
el s
ays
a sp
inni
ng c
oin
falls
hea
ds u
p w
ith p
roba
bilit
y 0.
5. W
ould
a r
esul
t of
A
2.0,
A8.
0B5
.0C6
.05
tails
in a
row
cau
se y
ou t
o qu
estio
n th
e m
odel
?
Mak
e in
fere
nces
and
just
ify c
oncl
usio
ns fr
om sa
mpl
e su
rvey
s, ex
perim
ents
, and
obs
erva
tiona
l stu
dies
3. R
ecog
nize
the
pur
pose
s of
and
dif
fere
nces
am
ong
sam
ple
surv
eys,
exp
erim
ents
, and
obs
erva
tiona
l stu
d-A8
.0B5
.0C6
.0ie
s; e
xpla
in h
ow r
ando
miz
atio
n re
late
s to
eac
h.
5. U
se d
ata
from
a r
ando
miz
ed e
xper
imen
t to
com
pare
tw
o tr
eatm
ents
; use
sim
ulat
ions
to
deci
de if
dif
fer-
A8.0
B5.0
ence
s be
twee
n pa
ram
eter
s ar
e si
gnifi
cant
.
6. E
valu
ate
repo
rts
base
d on
dat
a.A
2.0,
A8.
0B1
.0, B
5.0
C6.0
Stat
isti
cs a
nd P
roba
bilit
y –
S-ID
– In
terp
reti
ng C
ateg
oric
al a
nd Q
uant
itat
ive
Data
Sum
mar
ize,
repr
esen
t, an
d in
terp
ret d
ata
on a
sing
le c
ount
or m
easu
rem
ent v
aria
ble
1. R
epre
sent
dat
a w
ith p
lots
on
the
real
num
ber l
ine
(dot
plo
ts, h
isto
gram
s, a
nd b
ox p
lots
).A
2.0,
A8.
0B5
.0
27
EEU | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
EN
ER
GY,
EN
VIR
ON
ME
NT,
AN
D U
TIL
ITIE
SEn
viro
nmen
tal
Ener
gy a
nd
Tele
com
mun
icat
ions
Reso
urce
sPo
wer
Te
chno
logy
Stat
isti
cs a
nd P
roba
bilit
y –
S-ID
– In
terp
retin
g Ca
tego
rical
and
Qua
ntit
ativ
e Da
ta
(con
tinue
d)2.
Use
sta
tistic
s ap
prop
riate
to
the
shap
e of
the
dat
a di
strib
utio
n to
com
pare
cen
ter (
med
ian,
mea
n) a
nd
A2.
0, A
8.0
B5.0
spre
ad (i
nter
quar
tile
rang
e, s
tand
ard
devi
atio
n) o
f tw
o or
mor
e di
ffer
ent
data
set
s.
3. In
terp
ret
diff
eren
ces
in s
hape
, cen
ter,
and
spre
ad in
the
con
text
of t
he d
ata
sets
, acc
ount
ing
for p
os-
A2.
0, A
8.0
B5.0
sibl
e ef
fect
s of
ext
rem
e da
ta p
oint
s (o
utlie
rs).
4. U
se t
he m
ean
and
stan
dard
dev
iatio
n of
a d
ata
set
to fi
t it
to a
nor
mal
dis
trib
utio
n an
d to
est
imat
e po
pula
tion
perc
enta
ges.
Rec
ogni
ze t
hat
ther
e ar
e da
ta s
ets
for w
hich
suc
h a
proc
edur
e is
not
app
ropr
iate
. A8
.0B5
.0U
se c
alcu
lato
rs, s
prea
dshe
ets,
and
tab
les
to e
stim
ate
area
s un
der t
he n
orm
al c
urve
.
Sum
mar
ize,
repr
esen
t, an
d in
terp
ret d
ata
on tw
o ca
tego
rical
and
qua
ntita
tive
varia
bles
5. S
umm
ariz
e ca
tego
rical
dat
a fo
r tw
o ca
tego
ries
in t
wo-
way
fre
quen
cy t
able
s. In
terp
ret
rela
tive
freq
uen-
cies
in t
he c
onte
xt o
f the
dat
a (in
clud
ing
join
t, m
argi
nal,
and
cond
ition
al r
elat
ive
freq
uenc
ies)
. Rec
ogni
ze
A2.
0, A
8.0
B1.0
poss
ible
ass
ocia
tions
and
tre
nds
in t
he d
ata.
6. R
epre
sent
dat
a on
tw
o qu
antit
ativ
e va
riabl
es o
n a
scat
ter p
lot,
and
desc
ribe
how
the
var
iabl
es a
re
rela
ted.
a. F
it a
func
tion
to t
he d
ata;
use
fun
ctio
ns fi
tted
to
data
to
solv
e pr
oble
ms
in t
he c
onte
xt o
f the
dat
a.
Use
giv
en f
unct
ions
or c
hoos
e a
func
tion
sugg
este
d by
the
con
text
. Em
phas
ize
linea
r, qu
adra
tic, a
nd
A2.
0, A
8.0
B1.0
expo
nent
ial m
odel
s.
b. In
form
ally
ass
ess
the
fit o
f a f
unct
ion
by p
lott
ing
and
anal
yzin
g re
sidu
als.
c. F
it a
linea
r fun
ctio
n fo
r a s
catt
er p
lot
that
sug
gest
s a
linea
r ass
ocia
tion.
Inte
rpre
t lin
ear m
odel
s
7. In
terp
ret
the
slop
e (r
ate
of c
hang
e) a
nd t
he in
terc
ept
(con
stan
t te
rm) o
f a li
near
mod
el in
the
con
text
of
A2.
0B1
.0th
e da
ta.
8. C
ompu
te (u
sing
tec
hnol
ogy)
and
inte
rpre
t th
e co
rrel
atio
n co
effic
ient
of a
line
ar fi
t.A8
.0
9. D
istin
guis
h be
twee
n co
rrel
atio
n an
d ca
usat
ion.
A2.
0
28
Energy, Environment, and Utilities | EEU
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
EN
ER
GY,
EN
VIR
ON
ME
NT,
AN
D U
TIL
ITIE
SEn
viro
nmen
tal
Ener
gy a
nd
Tele
com
mun
icat
ions
Reso
urce
sPo
wer
Te
chno
logy
Stat
isti
cs a
nd P
roba
bilit
y –
S-CP
– C
ondi
tion
al P
roba
bilit
y an
d th
e Ru
les
of P
roba
bilit
yUn
ders
tand
inde
pend
ence
and
con
ditio
nal p
roba
bilit
y an
d us
e th
em to
inte
rpre
t dat
a
5. R
ecog
nize
and
exp
lain
the
con
cept
s of
con
ditio
nal p
roba
bilit
y an
d in
depe
nden
ce in
eve
ryda
y la
ngua
ge
and
ever
yday
situ
atio
ns. F
or e
xam
ple,
com
pare
the
cha
nce
of h
avin
g lu
ng c
ance
r if y
ou a
re a
sm
oker
B1
.0w
ith t
he c
hanc
e of
bei
ng a
sm
oker
if y
ou h
ave
lung
can
cer.
Stat
isti
cs a
nd P
roba
bilit
y –
S-M
D –
Usin
g Pr
obab
ility
to
Mak
e De
cisi
ons
Use
prob
abili
ty to
eva
luat
e ou
tcom
es o
f dec
ision
s
5. (+
) Wei
gh t
he p
ossi
ble
outc
omes
of a
dec
isio
n by
ass
igni
ng p
roba
bilit
ies
to p
ayof
f val
ues
and
findi
ng
expe
cted
val
ues.
a. F
ind
the
expe
cted
pay
off f
or a
gam
e of
cha
nce.
For
exa
mpl
e, fi
nd t
he e
xpec
ted
win
ning
s fr
om a
st
ate
lott
ery
ticke
t or
a g
ame
at a
fas
t-fo
od r
esta
uran
t.B1
.0C6
.0b.
Eva
luat
e an
d co
mpa
re s
trat
egie
s on
the
bas
is o
f exp
ecte
d va
lues
. For
exa
mpl
e, c
ompa
re a
hig
h de
duct
ible
ver
sus
a lo
w-d
educ
tible
aut
omob
ile in
sura
nce
polic
y us
ing
vario
us, b
ut r
easo
nabl
e, c
hanc
es
of h
avin
g a
min
or o
r a m
ajor
acc
iden
t.
6. (+
) Use
pro
babi
litie
s to
mak
e fa
ir de
cisi
ons
(e.g
., dr
awin
g by
lots
, usi
ng a
ran
dom
num
ber g
ener
ator
).B1
.0C6
.0
7. (+
) Ana
lyze
dec
isio
ns a
nd s
trat
egie
s us
ing
prob
abili
ty c
once
pts
(e.g
., pr
oduc
t te
stin
g, m
edic
al t
estin
g,
B1.0
, B2.
0,
A6.0
, A9.
0C6
.0pu
lling
a h
ocke
y go
alie
at
the
end
of a
gam
e).
B5.0
Stat
isti
cs a
nd P
roba
bilit
y –
APP
S –
Adva
nced
Pla
cem
ent
Prob
abili
ty a
nd S
tati
stic
s10
.0 S
tude
nts
know
the
defi
nitio
ns o
f the
mea
n, m
edia
n. a
nd m
ode
of d
istr
ibut
ion
of d
ata
and
can
com
-A
2.0,
A9.
0B1
.0, B
5.0
C6.0
pute
eac
h of
the
m in
par
ticul
ar s
ituat
ions
.
Calc
ulus
– C
6.0
Stud
ents
find
the
der
ivat
ives
of p
aram
etric
ally
defi
ned
func
tions
and
use
impl
icit
diff
eren
tiatio
n in
a
A10.
0B2
.0w
ide
varie
ty o
f pro
blem
s in
phy
sics
, che
mis
try,
eco
nom
ics,
and
so
fort
h.
11.0
Stu
dent
s us
e di
ffer
entia
tion
to s
olve
opt
imiz
atio
n (m
axim
um-m
inim
um p
robl
ems)
in a
var
iety
of
A6.0
, A9.
0, A
10.0
B2.0
C3.0
pure
and
app
lied
cont
exts
.
12.0
Stu
dent
s us
e di
ffer
entia
tion
to s
olve
rel
ated
rat
e pr
oble
ms
in a
var
iety
of p
ure
and
appl
ied
cont
exts
.A6
.0, A
9.0,
A10
.0B2
.0C3
.0
16.0
Stu
dent
s us
e de
finite
inte
gral
s in
pro
blem
s in
volv
ing
area
, vel
ocit
y, a
ccel
erat
ion,
vol
ume
of a
sol
id,
A9.0
, A10
.0B2
.0C3
.0ar
ea o
f a s
urfa
ce o
f rev
olut
ion,
leng
th o
f a c
urve
, and
wor
k.
29
EEU | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
EN
ER
GY,
EN
VIR
ON
ME
NT,
AN
D U
TIL
ITIE
SEn
viro
nmen
tal
Ener
gy a
nd P
ower
Te
leco
mm
unic
atio
nsRe
sour
ces
Tech
nolo
gy
SCIE
NCE
Scie
ntifi
c an
d En
gine
erin
g Pr
acti
ces
– SE
P 1.
Ask
ing
ques
tions
(for
sci
ence
) and
defi
ning
pro
blem
s
A1.0
, A2.
0, A
3.0,
A4.
0, A
5.0,
A9.
0,
B1.0
, B2.
0, B
3.0,
B4.
0,
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
(f
or e
ngin
eerin
g)A1
0.0,
A12
.0B6
.0C6
.0, C
8.0
2. D
evel
opin
g an
d us
ing
mod
els
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
A1
0.0,
A11
.0B1
.0, B
7.0
C6.0
3. P
lann
ing
and
carr
ying
out
inve
stig
atio
nsA
2.0,
A5.
0, A
8.0,
A10
.0, A
11.0
B5.0
, B7.
0C3
.0, C
4.0,
C5.
0, C
6.0
4. A
naly
zing
and
inte
rpre
ting
data
B1.0
, B2.
0, B
3.0,
B5.
0,
A1.0
, A2.
0, A
3.0,
A8.
0, A
10.0
, A11
.0C3
.0, C
4.0,
C5.
0, C
6.0,
C7.
0B7
.0
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
5.
Usi
ng m
athe
mat
ics
and
com
puta
tiona
l thi
nkin
gA8
.0, A
11.0
B2.0
, B7.
0C6
.0
6. C
onst
ruct
ing
expl
anat
ions
(for
sci
ence
) and
des
igni
ng s
olut
ions
A
2.0,
A5.
0, A
6.0,
A7.
0, A
10.0
, B1
.0, B
2.0,
B3.
0, B
4.0,
C3
.0, C
4.0,
C5.
0, C
6.0,
C7.
0(f
or e
ngin
eerin
g)A1
2.0
B5.0
, B6.
0, B
7.0
7. E
ngag
ing
in a
rgum
ent
from
evi
denc
eA1
.0, A
2.0,
A4.
0, A
7.0,
A10
.0, A
12.0
B3.0
, B4.
0C3
.0, C
4.0,
C5.
0, C
6.0
A1.0
, A2.
0, A
3.0,
A4.
0, A
5.0,
A6.
0,
B1.0
, B2.
0, B
3.0,
B4.
0,
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
8.
Obt
aini
ng, e
valu
atin
g, a
nd c
omm
unic
atin
g in
form
atio
nA7
.0, A
8.0,
A10
.0, A
11.0
B5.0
C6.0
, C7.
0
Cros
scut
ting
Con
cept
– C
C C1
.0, C
2.0,
C3.
0, C
4.0,
C5.
0,
1. P
atte
rns
A1.0
, A2.
0, A
4.0,
A5.
0, A
9.0
B2.0
, B4.
0, B
7.0
C6.0
A1.0
, A2.
0, A
3.0,
A4.
0, A
5.0,
A6.
0,
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
2.
Cau
se a
nd e
ffec
t: M
echa
nism
and
exp
lana
tion
B1.0
A7.0
, A10
.0C6
.0
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
3.
Sca
le, p
ropo
rtio
n, a
nd q
uant
ity
A2.
0, A
4.0,
A8.
0B1
.0, B
2.0,
B6.
0C6
.0
A2.
0, A
4.0,
A5.
0, A
9.0,
A10
.0,
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
4.
Sys
tem
s an
d sy
stem
mod
els
B4.0
, B5.
0, B
6.0
A11.
0C6
.0
A1.0
, A2.
0, A
4.0,
A5.
0, A
7.0,
A8.
0,
B1.0
, B2.
0, B
3.0,
B4.
0,
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
5.
Ene
rgy
and
mat
ter:
Flow
s, c
ycle
s, a
nd c
onse
rvat
ion
A9.0
, A11
.0B5
.0, B
6.0
C6.0
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
6.
Str
uctu
re a
nd f
unct
ion
A6.0
, A10
.0C6
.0
30
Energy, Environment, and Utilities | EEU
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
EN
ER
GY,
EN
VIR
ON
ME
NT,
AN
D U
TIL
ITIE
SEn
viro
nmen
tal
Ener
gy a
nd P
ower
Te
leco
mm
unic
atio
nsRe
sour
ces
Tech
nolo
gy
Phys
ical
Sci
ence
s –
PS
PS1:
Mat
ter a
nd It
s In
tera
ctio
ns
PS1.
A: S
truc
ture
and
Pro
pert
ies
of M
atte
rA
2.0,
A3.
0B2
.0, B
5.0
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
C6.
0
PS1.
B: C
hem
ical
Rea
ctio
nsA
2.0,
A4.
0, A
7.0
B3.0
, B4.
0C1
.0, C
2.0,
C3.
0, C
4.0,
C5.
0, C
6.0
PS1.
C: N
ucle
ar P
roce
sses
B3.0
, B5.
0C1
.0, C
2.0,
C3.
0, C
4.0,
C5.
0, C
6.0
PS2:
Mot
ion
and
Stab
ility
: For
ces
and
Inte
ract
ions
PS2.
A: F
orce
s an
d M
otio
nA1
0.0
B3.0
C5.0
, C6.
0
PS2.
B: T
ypes
of i
nter
actio
nsA1
0.0
B1.0
, B3.
0, B
7.0
PS2.
C: S
tabi
lity
and
Inst
abili
ty in
Phy
sica
l Sys
tem
sA1
0.0
B3.0
PS3:
Ene
rgy
PS3.
A: D
efini
tions
of E
nerg
yA1
.0, A
4.0,
A8.
0B1
.0, B
2.0,
B3.
0, B
5.0,
B7.
0C3
.0, C
4.0,
C5.
0, C
6.0
PS3.
B: C
onse
rvat
ion
of E
nerg
y an
d En
ergy
Tra
nsfe
rA1
.0, A
4.0,
A8.
0B1
.0, B
2.0,
B3.
0C3
.0, C
4.0,
C5.
0, C
6.0
PS3.
C: R
elat
ions
hip
Betw
een
Ener
gy a
nd F
orce
sA1
0.0
B2.0
, B3.
0, B
4.0
C3.0
, C4.
0, C
5.0,
C6.
0
PS3.
D: E
nerg
y in
Che
mic
al P
roce
sses
and
Eve
ryda
y Li
feA1
.0, A
2.0
B3.0
, B4.
0C3
.0, C
4.0,
C5.
0, C
6.0
PS4:
Wav
es a
nd T
heir
Appl
icat
ions
in T
echn
olog
ies
for I
nfor
mat
ion
Tran
sfer
PS4.
A: W
ave
Prop
ertie
sB3
.0C1
.0, C
2.0,
C3.
0, C
4.0,
C5.
0, C
6.0
PS4.
B: E
lect
rom
agne
tic R
adia
tion
A2.
0B2
.0C1
.0, C
2.0,
C3.
0, C
4.0,
C5.
0, C
6.0
PS4.
C: In
form
atio
n Te
chno
logi
es a
nd In
stru
men
tatio
nC1
.0, C
2.0,
C3.
0, C
4.0,
C5.
0, C
6.0
Life
Sci
ence
s –
LS
LS2:
Eco
syst
ems:
Inte
ract
ions
, Ene
rgy,
and
Dyn
amic
s
LS2.
A: In
terd
epen
dent
Rel
atio
nshi
ps in
Eco
syst
ems
A3.0
, A6.
0
LS2.
B: C
ycle
s of
mat
ter a
nd E
nerg
y Tr
ansf
er in
Eco
syst
ems
A2.
0B3
.0
LS2.
C: E
cosy
stem
s D
ynam
ics,
Fun
ctio
ning
, and
Res
ilien
ceA3
.0, A
6.0
LS4:
Bio
logi
cal E
volu
tion:
Uni
ty a
nd D
iver
sity
LS4.
C: A
dapt
atio
nA6
.0
LS4.
D: B
iodi
vers
ity
and
Hum
ans
A6.0
31
EEU | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
EN
ER
GY,
EN
VIR
ON
ME
NT,
AN
D U
TIL
ITIE
SEn
viro
nmen
tal
Ener
gy a
nd P
ower
Te
leco
mm
unic
atio
nsRe
sour
ces
Tech
nolo
gy
Eart
h an
d Sp
ace
Scie
nces
– E
SS
ESS2
: Ear
th’s
Syst
ems
ESS2
.A: E
arth
Mat
eria
ls a
nd S
yste
ms
ESS2
.B: P
late
Tec
toni
cs a
nd L
arge
-Sca
le S
yste
m In
tera
ctio
nsC3
.0, C
4.0
ESS2
.C: T
he R
oles
of W
ater
in E
arth
’s Su
rfac
e Pr
oces
ses
A2.
0, A
11.0
ESS2
.D: W
eath
er a
nd C
limat
eA
2.0,
A3.
0ES
S2.E
: Bio
geol
ogy
ESS3
: Ear
th a
nd H
uman
Act
ivit
yA8
.0ES
S3.A
: Nat
ural
Res
ourc
esA1
.0, A
6.0,
A7.
0ES
S3.B
: Nat
ural
Haz
ards
B1.0
C2.0
, C3.
0, C
4.0
A6.0
ESS3
.C: H
uman
Impa
cts
on E
arth
Sys
tem
sA
2.0
ESS3
.D: G
loba
l Clim
ate
Chan
ge
Engi
neer
ing,
Tec
hnol
ogy,
and
the
App
licat
ions
of
Scie
nce
– ET
S
ETS1
: Eng
inee
ring
Desi
gn
ETS1
.A: D
efini
ng a
nd D
elim
iting
an
Engi
neer
ing
Prob
lem
A5.0
, A10
.0,
B5.0
, B7.
0C2
.0, C
3.0,
C4.
0, C
5.0,
C6.
0ET
S1.B
: Dev
elop
ing
Poss
ible
Sol
utio
nsA1
1.0
ETS1
.C: O
ptim
izin
g th
e De
sign
Sol
utio
n
ETS2
: Lin
ks A
mon
g En
gine
erin
g, T
echn
olog
y, S
cien
ce, a
nd S
ocie
ty
ETS2
.A: I
nter
depe
nden
ce o
f Sci
ence
, Eng
inee
ring,
and
Tec
hnol
ogy
A2.
0B1
.0C2
.0, C
3.0,
C4.
0, C
5.0,
C6.
0, C
7.0
ETS2
.B: I
nflue
nce
of E
ngin
eerin
g, T
echn
olog
y, a
nd S
cien
ce o
n So
ciet
y an
d th
e N
atur
al W
orld
32
Energy, Environment, and Utilities | EEU
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
EN
ER
GY,
EN
VIR
ON
ME
NT,
AN
D U
TIL
ITIE
SEn
viro
nmen
tal
Ener
gy a
nd P
ower
Te
leco
mm
unic
atio
nsRe
sour
ces
Tech
nolo
gy
HIS
TORY
/SO
CIAL
SCI
ENCE
Prin
cipl
es o
f A
mer
ican
Dem
ocra
cy a
nd E
cono
mic
s (g
over
nmen
t) –
AD
12.7
Stu
dent
s an
alyz
e an
d co
mpa
re t
he p
ower
s an
d pr
oced
ures
of t
he n
atio
nal,
stat
e, t
ribal
, and
loca
l gov
ernm
ents
.
12.7
.1. E
xpla
in h
ow c
onfli
cts
betw
een
leve
ls o
f gov
ernm
ent
and
bran
ches
of
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
C6.
0, C
7.0
gove
rnm
ent
are
reso
lved
12.7
.2. I
dent
ify
the
maj
or r
espo
nsib
ilitie
s an
d so
urce
s of
rev
enue
for
sta
te a
nd
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
C6.
0, C
7.0
loca
l gov
ernm
ents
.
12.7
.3. D
iscu
ss r
eser
ved
pow
ers
and
conc
urre
nt p
ower
s of
sta
te g
over
nmen
ts.
12.7
.5. E
xpla
in h
ow p
ublic
pol
icy
is f
orm
ed, i
nclu
ding
the
set
ting
of t
he p
ublic
C1
.0, C
2.0,
C3.
0, C
4.0,
C5.
0, C
6.0,
C7.
0ag
enda
and
impl
emen
tatio
n of
it t
hrou
gh r
egul
atio
ns a
nd e
xecu
tive
orde
rs.
12.7
.6. C
ompa
re t
he p
roce
sses
of l
awm
akin
g at
eac
h of
the
thr
ee le
vels
of
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
C6.
0, C
7.0
gove
rnm
ent,
incl
udin
g th
e ro
le o
f lob
byin
g an
d th
e m
edia
.
Prin
cipl
es o
f Ec
onom
ics
– PE
12.1
Stu
dent
s un
ders
tand
com
mon
eco
nom
ic t
erm
s an
d co
ncep
ts a
nd e
cono
mic
re
ason
ing.
12.1
.2. E
xpla
in o
ppor
tuni
ty c
ost
and
mar
gina
l ben
efit
and
mar
gina
l cos
t.C1
.0, C
2.0,
C3.
0, C
4.0,
C5.
0, C
6.0,
C7.
0
12.2
Stu
dent
s an
alyz
e th
e el
emen
ts o
f Am
eric
a’s
mar
ket
econ
omy
in a
glo
bal
sett
ing.
12.2
.3. E
xpla
in t
he r
oles
of p
rope
rty
right
s, c
ompe
titio
n, a
nd p
rofit
in a
mar
ket
C1.0
, C2.
0, C
3.0,
C4.
0, C
5.0,
C6.
0, C
7.0
econ
omy.
12.3
Stu
dent
s an
alyz
e th
e in
fluen
ce o
f the
fed
eral
gov
ernm
ent
on t
he A
mer
ican
ec
onom
y.
12.3
.1. U
nder
stan
d ho
w t
he r
ole
of g
over
nmen
t in
a m
arke
t ec
onom
y of
ten
incl
udes
pro
vidi
ng f
or n
atio
nal d
efen
se, a
ddre
ssin
g en
viro
nmen
tal c
once
rns,
C1
.0, C
2.0,
C3.
0, C
4.0,
C5.
0, C
6.0,
C7.
0de
finin
g an
d en
forc
ing
prop
erty
righ
ts, a
ttem
ptin
g to
mak
e m
arke
ts m
ore
com
-pe
titiv
e, a
nd p
rote
ctin
g co
nsum
ers’
right
s.
33
EEU | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
EN
ER
GY,
EN
VIR
ON
ME
NT,
AN
D U
TIL
ITIE
SEn
viro
nmen
tal
Ener
gy a
nd P
ower
Te
leco
mm
unic
atio
nsRe
sour
ces
Tech
nolo
gy
U.S.
His
tory
and
Geo
grap
hy –
US
11.5
Stu
dent
s an
alyz
e th
e m
ajor
pol
itica
l, so
cial
, eco
nom
ic, t
echn
olog
ical
, and
cu
ltura
l dev
elop
men
ts o
f the
192
0s.
11.5
.7. D
iscu
ss t
he ri
se o
f mas
s pr
oduc
tion
tech
niqu
es, t
he g
row
th o
f citi
es, t
he
impa
ct o
f new
tec
hnol
ogie
s (e
.g.,
the
auto
mob
ile, e
lect
ricit
y), a
nd t
he r
esul
ting
B1.0
pros
perit
y an
d ef
fect
on
the
Amer
ican
land
scap
e.
11.6
Stu
dent
s an
alyz
e th
e di
ffer
ent
expl
anat
ions
for
the
Gre
at D
epre
ssio
n an
d ho
w t
he N
ew D
eal f
unda
men
tally
cha
nged
the
rol
e of
the
fed
eral
gov
ernm
ent.
11.6
.4. A
naly
ze t
he e
ffec
ts o
f and
the
con
trov
ersi
es a
risin
g fr
om N
ew D
eal
econ
omic
pol
icie
s an
d th
e ex
pand
ed r
ole
of t
he f
eder
al g
over
nmen
t in
soc
iety
an
d th
e ec
onom
y si
nce
the
1930
s (e
.g.,
Wor
ks P
rogr
ess
Adm
inis
trat
ion,
Soc
ial
C2.0
, C3.
0, C
4.0,
C5.
0, C
6.0,
C7.
0Se
curit
y, N
atio
nal L
abor
Rel
atio
ns B
oard
, far
m p
rogr
ams,
reg
iona
l dev
elop
men
t po
licie
s, a
nd e
nerg
y de
velo
pmen
t pr
ojec
ts s
uch
as t
he T
enne
ssee
Val
ley
Au
thor
ity,
Cal
iforn
ia C
entr
al V
alle
y Pr
ojec
t, an
d Bo
nnev
ille
Dam
).
11.6
.5. T
race
the
adv
ance
s an
d re
trea
ts o
f org
aniz
ed la
bor,
from
the
cre
atio
n of
the
Am
eric
an F
eder
atio
n of
Lab
or a
nd t
he C
ongr
ess
of In
dust
rial O
rgan
iza-
C2.0
, C3.
0, C
4.0,
C5.
0, C
6.0,
C7.
0tio
ns t
o cu
rren
t is
sues
of a
pos
tindu
stria
l, m
ultin
atio
nal e
cono
my,
incl
udin
g th
e U
nite
d Fa
rm W
orke
rs in
Cal
iforn
ia.
11.8
Stu
dent
s an
alyz
e th
e ec
onom
ic b
oom
and
soc
ial t
rans
form
atio
n of
pos
t-W
orld
War
II A
mer
ica.
11.8
.7. D
escr
ibe
the
effe
cts
on s
ocie
ty a
nd t
he e
cono
my
of t
echn
olog
ical
dev
el-
opm
ents
sin
ce 1
945,
incl
udin
g th
e co
mpu
ter r
evol
utio
n, c
hang
es in
com
mun
i-C2
.0, C
3.0,
C4.
0, C
5.0,
C6.
0, C
7.0
catio
n, a
dvan
ces
in m
edic
ine,
and
impr
ovem
ents
in a
gric
ultu
ral t
echn
olog
y.
11.11
Stu
dent
s an
alyz
e th
e m
ajor
soc
ial p
robl
ems
and
dom
estic
pol
icy
issu
es in
co
ntem
pora
ry A
mer
ican
soc
iety
.
11.11
.5. T
race
the
impa
ct o
f, ne
ed f
or, a
nd c
ontr
over
sies
ass
ocia
ted
with
en
viro
nmen
tal c
onse
rvat
ion,
exp
ansi
on o
f the
nat
iona
l par
k sy
stem
, and
the
de
velo
pmen
t of
env
ironm
enta
l pro
tect
ion
law
s, w
ith p
artic
ular
att
entio
n to
the
C2
.0, C
3.0,
C4.
0, C
5.0,
C6.
0, C
7.0
inte
ract
ion
betw
een
envi
ronm
enta
l pro
tect
ion
advo
cate
s an
d pr
oper
ty ri
ghts
ad
voca
tes.
34
Energy, Environment, and Utilities | EEU
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
EN
ER
GY,
EN
VIR
ON
ME
NT,
AN
D U
TIL
ITIE
SEn
viro
nmen
tal
Ener
gy a
nd P
ower
Te
leco
mm
unic
atio
nsRe
sour
ces
Tech
nolo
gy
Wor
ld H
isto
ry, C
ultu
re, a
nd G
eogr
aphy
– W
H10
.3 S
tude
nts
anal
yze
the
effe
cts
of t
he In
dust
rial R
evol
utio
n in
Eng
land
, Fra
nce,
G
erm
any,
Jap
an, a
nd t
he U
nite
d St
ates
.
10.3
.2. E
xam
ine
how
sci
entifi
c an
d te
chno
logi
cal c
hang
es a
nd n
ew f
orm
s of
en
ergy
bro
ught
abo
ut m
assi
ve s
ocia
l, ec
onom
ic, a
nd c
ultu
ral c
hang
e (e
.g.,
the
B1.0
inve
ntio
ns a
nd d
isco
verie
s of
Jam
es W
att,
Eli W
hitn
ey, H
enry
Bes
sem
er, L
ouis
Pa
steu
r, Th
omas
Edi
son)
.
10.11
Stu
dent
s an
alyz
e th
e in
tegr
atio
n of
cou
ntrie
s in
to t
he w
orld
eco
nom
y an
d th
e in
form
atio
n, t
echn
olog
ical
, and
com
mun
icat
ions
rev
olut
ions
(e.g
., te
levi
sion
, C1
.0, C
2.0,
C3.
0, C
4.0,
C5.
0, C
6.0,
C7.
0sa
telli
tes,
com
pute
rs).
35
Contributors
Energy, Environment, and Utilities
Lloyd McCabe, Administrator, California Department of Education
Mindi Yates, Education Consultant, California Department of Education
Standards Review TeamJerry Bernstein, Director, City College of San Francisco
Linda Christopher, Director, Linking Education and Economic Development
Duane Crum, California State Leader, Project Lead the Way
Peter Davis, Statewide Director, Advanced Transportation, Technology, and
Energy (ATTE) Initiative
David Esmaili, Director, ATTE Initiative, West Valley College
Daniel Feemster, Manager, Curriculum Development, Pacific Gas and
Electric Company
Siobhan Foley, Director, Education and Outreach, Center for Sustainable Energy
J. Gonzales, Advisor, Secondary Programs, Los Angeles Unified School District
Andrea Gooden, Senior Project Manager, Pacific Gas and Electric Company
Chris Graillat, Workforce Development Coordinator, California Energy Commission
Carlos Hernandez, Program Manager, Workforce Education and Training, Southern California Edison
Kevin Pledger, Instructor, San Joaquin County Office of Education
Nikole Reaksecker, Program Manager, Energy Coalition
Mario Rendon, Principal Program Manager, Power Pathway, Pacific Gas and
Electric Company
Susan Tidyman, Career Academic Support Unit, University of California, Berkeley
Case Van Dam, Professor and Director, California Wind Energy Collaborative
Susan Wheeler, Coordinator, Education Relations, Sacramento Metropolitan
Utility District
David Yeroshek, Instructor, Twin Rivers Unified School District
EEU | California Career Technical Education Model Curriculum Standards36
Standards Writing TeamRonda Adams, Associate Superintendent, Educational Services, Yolo County Office
of Education
Bob Bachmeier, Math Specialist, Yolo County Office of Education
Carlos Hernandez, Program Manager, Workforce Education and Training, Southern California Edison
Bill Lehtonen, Director, Public Outreach, International Association of Plumbing and Mechanical Officials
Steve Lehtonen, Director of Environmental Education, International Association of
Plumbing and Mechanical Officials
Janet Malig, Director, Advanced Transportation, Technology, and Energy (ATTE) Initiative, Cerritos College
Larry McLaughlin, Director, ATTE Initiative, College of the Desert
Greg Newhouse, Director, ATTE Initiative, San Diego Miramar College
Roland Otto, Project Manager, Institute for Sustainable Performance of Buildings
Kevin Pledger, Instructor, Venture Academy, Imagine IT
David Yeroshek, Instructor, Twin Rivers Unified School District
Common Core Alignment TeamAutumn Chapman, Instructor, Oakland Unified School District
Pamela Davis, Instructor, Sacramento City Unified School District
Kristi Leonard, Instructor, Lake Tahoe Unified School District
Marcia McAllister, Instructor, Sacramento City Unified School District
Sofia Paez-Valdez, Instructor, Pasadena Unified School District
Sherry Penaflor, Instructor, Coachella Valley Unified School District
Zach Ronnenberg, Instructor, Davis Joint Unified School District
Russell Wong, Instructor, Pasadena Unified School District
Energy, Environment, and Utilities | EEU 37
EEU | California Career Technical Education Model Curriculum Standards
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