Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
Jay County High School
Electronics and Computer Technology
Curriculum Guide
Grades 9-12
2012-2018
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
Domain –Careers
Core Standard 1 Students analyze career and employment trends in Electronics and Computer Technology to prepare for future
employment opportunity
ELECTRONICS &
COMPUTER STANDARD
LITERACY STANDARD
LEARNING ACTIVITIES
ASSESSMENTS
ECTI-1.1 Understand the
importance of electronics
and computers in the 21st
century.
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Determine the meaning of
symbols, key terms, and other
domain-specific words and
phrases as they are used in a
specific scientific context
relevant to grades 11-12 texts
and topics
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion
Teacher observation,
worksheet, performance,
demonstration
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion
Written reports, oral report,
student questions, teacher
questions
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion
Rubric, reflection, classroom
critique, performance
Analyze the author’s purpose
in providing an explanation,
describing a procedure, or
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
Written reports, oral report,
student questions, teacher
questions
ECTI-1.2 Recognize and explain
the convergence of
technologies.
ECTI-1.3 Investigate various
careers associated with
electronics and computer
technology.
ECTI-1.4 Differentiate between
the training and certification
needed for different careers.
ECTI-1.5 Compare the
advancement opportunities in
various careers.
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTI-1.6 Demonstrate project
management skills.
discussing an experiment in a
text, identifying important
issues that remain unresolved.
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
2012-2018
small group discussion
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
Domain –Safety
Core Standard 2- Students apply concepts of safety as outlined in professional and governmental regulation to ensure personal
and workplace security.
ELECTRONICS &
COMPUTER STANDARD
LITERACY STANDARD
LEARNING ACTIVITIES
ASSESSMENTS
ECTI-2.1 Assess tools and
hazards that are associated
with technician activities in the
workplace.
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Determine the meaning of
symbols, key terms, and other
domain-specific words and
phrases as they are used in a
specific scientific context
relevant to grades 11-12 texts
and topics
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Written reports, oral report,
student questions, teacher
questions
ECTI-2.2 Examine ladder
handling, usage, and height
safety concepts as outlined by
OSHA.
ECTI-2.3 Recognize service
vehicle safety concerns such as
transporting ladders, securing
equipment and materials, and
providing driver screens inside
the vehicle.
ECTI-2.4 Utilize lockout and
tagging rules for potentially
unsafe electrical or mechanical
hazards.
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTI-2.5 Recognize personal
safety precautions for working
with electrical and electronic
devices.
ECTI-2.6 Examine the human
physiological reactions
electrical shock causes.
ECTI-2.7 Break down various
degrees of current the human
body can tolerate.
ECTI-2.8 Explain the concept of
First Aid and its particular
importance to workers in
electric and electronic fields.
ECTI-2.9 Compare the different
classes of fires (A, B, C & D)
and the type of fire
extinguishers used to fight
them.
ECTI-2.10 Research fire safety
regulations as specified by
National Electrical Code (NEC)
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Analyze the author’s purpose
in providing an explanation,
describing a procedure, or
discussing an experiment in a
text, identifying important
issues that remain unresolved.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Synthesize information from a
range of sources (e.g., texts,
experiments, simulations) into
a coherent understanding of a
process, phenomenon, or
concept, resolving conflicting
information when possible.
Determine the meaning of
symbols, key terms, and other
domain-specific words and
2012-2018
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Written reports, oral report,
student questions, teacher
questions
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Rubric, reflection, classroom
critique, performance
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Written reports, oral report,
student questions, teacher
questions
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Multiple choice, matching,
written response, teacher
questions
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Written reports, oral report,
student questions, teacher
questions
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
Written reports, oral report,
student questions, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
and National Fire Protection
Association (NFPA) 70.
ECTI-2.11 Determine fiber
optics hazards to skin and
eyes.
ECTI-2.12 Outline the safety
precautions to be taken when
working with diodes,
transistors, thyristors,
integrated circuits,
optoelectronic devices, power
supplies, amplifiers,
operational amplifiers,
oscillators, and wave-shaping
circuits
ECTI-2.13 Examine static
causes and CMS damage
prevention straps, mats, and
grounding technology.
2012-2018
phrases as they are used in a
specific scientific context
relevant to grades 11-12 texts
and topics
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
small group discussion, Test &
Quizzes
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Written reports, oral report,
student questions, teacher
questions
Synthesize information from a
range of sources (e.g., texts,
experiments, simulations) into
a coherent understanding of a
process, phenomenon, or
concept, resolving conflicting
information when possible.
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Multiple choice, matching,
written response, teacher
questions
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
Domain – Soldering, De-soldering And Tools
Core Standard 3- Students select the appropriate process and tools to perform soldering-desoldering operations.
ELECTRONICS &
COMPUTER STANDARD
LITERACY STANDARD
LEARNING ACTIVITIES
ASSESSMENTS
ECTI-3.1 Recognize solder
safety as it pertains to burns
and potential fires or damage
to facilities or customer
products.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Analyze the author’s purpose
in providing an explanation,
describing a procedure, or
discussing an experiment in a
text, identifying important
issues that remain unresolved.
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
Synthesize information from a
range of sources (e.g., texts,
experiments, simulations) into
a coherent understanding of a
process, phenomenon, or
concept, resolving conflicting
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Rubric, reflection, classroom
critique, performance
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Teacher observation, rubrics,
reflection, student questions,
performance
ECTI-3.2 Diagnose the cause of
solder fumes and the effects of
lead poisoning.
ECTI-3.3 Examine causes and
precautions to prevent or
reduce solder splatter.
ECTI-3.4 Outline the reasons
for flux usage and describe
types.
ECTI-3.5 Compare types of
solder and explain reasons for
choosing each type.
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTI-3.6 Classify heat shunts
and explain why and how they
are used.
ECTI-3.7 Recognize cold solder
joints and explain the causes.
ECTI-3.8 Contrast the
differences between good and
bad mechanical and electrical
solder connections.
ECTI-3.9 Demonstrate proper
care of solder and de-solder
equipment and aids.
ECTI-3.10 Assess de-soldering
principles.
ECTI-3.11 Compare various
types of de-soldering
equipment and how they are
used.
information when possible.
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Write informative/explanatory
texts, including technical
processes.
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
2012-2018
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Rubric, reflection, classroom
critique, performance
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Rubric, reflection, classroom
critique, performance
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Teacher observation, rubrics,
reflection, student questions,
performance
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Lecture, Guest speakers,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Rubric, reflection, classroom
critique, performance
Teacher observation, rubrics,
reflection, student questions,
performance
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTI-3.12 Utilize braid-wick
solder removers.
task, purpose, and audience.
Write informative/explanatory
texts, including technical
processes.
Quizzes
Lab
2012-2018
Multiple choice, matching,
written response, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
Domain – DC Basics: Electrical Theory
Core Standard 4- Students analyze basic electrical theory to apply concepts in equipment repair and maintenance.
ELECTRONICS &
COMPUTER STANDARD
LITERACY STANDARD
LEARNING ACTIVITIES
ASSESSMENTS
ECTI-4.1 Interpret the scientific
symbols and metric prefixes
used in DC electronics.
Synthesize information from a
range of sources (e.g., texts,
experiments, simulations) into
a coherent understanding of a
process, phenomenon, or
concept, resolving conflicting
information when possible.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Determine the meaning of
symbols, key terms, and other
domain-specific words and
phrases as they are used in a
specific scientific context
relevant to grades 11-12 texts
and topics
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Analyze the author’s purpose
in providing an explanation,
describing a procedure, or
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
Teacher observation,
worksheets, reflections,
student questions, teacher
ECTI-4.2 Recognize the
following electronic
measurements and their
application to DC electronics:
current, voltage, resistance,
and power.
ECTI-4.3 Determine electronic
components and their usage:
resistors, insulators,
conductors, switches, fuses,
circuit breakers, and batteries.
ECTI-4.4 Select appropriate
tools for electronics
troubleshooting.
ECTI-4.5 Interpret electronic
schematic diagrams.
Multiple choice, matching,
written response, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTI-4.6 Examine basic
electrical and magnetic
properties and their relation to
various materials.
ECTI-4.7 Examine multimeter
components and usage.
ECTI-4.8 Distinguish wire types
and construction.
ECTI-4.9 Examine wire gauges
and identify specific purposes
for each wire gauge.
ECTI-4.10 List common
identifications for copper
cables such as #18, #24, and
UTP telephone cable.
discussing an experiment in a
text, identifying important
issues that remain unresolved.
Synthesize information from a
range of sources (e.g., texts,
experiments, simulations) into
a coherent understanding of a
process, phenomenon, or
concept, resolving conflicting
information when possible.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Determine the meaning of
symbols, key terms, and other
domain-specific words and
phrases as they are used in a
specific scientific context
relevant to grades 11-12 texts
and topics
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
2012-2018
reading, Class Discussions,
small group discussion, Test &
Quizzes
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
questions, worksheet,
demonstration
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Rubric, reflection, classroom
critique, performance
Multiple choice, matching,
written response, teacher
questions
Rubric, reflection, classroom
critique, performance
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTI-4.11 Differentiate
between various cable types
ECTI-4.12 Convert fixed
numbers to scientific notation.
ECTI-4.13 Demonstrate
standard metric conversion.
ECTI-4.14 Examine Ohms Law
and it’s applications in
calculating current, voltage, or
resistance.
ECTI-4.15 Outline the
characteristics of DC
resistance.
ECTI-4.16 Differentiate
between various circuits
including series, parallel,
combination, loaded voltage
Analyze the author’s purpose
in providing an explanation,
describing a procedure, or
discussing an experiment in a
text, identifying important
issues that remain unresolved.
Synthesize information from a
range of sources (e.g., texts,
experiments, simulations) into
a coherent understanding of a
process, phenomenon, or
concept, resolving conflicting
information when possible.
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Write informative/explanatory
texts, including technical
processes.
Write informative/explanatory
texts, including technical
processes.
2012-2018
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Rubric, reflection, classroom
critique, performance
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
Teacher observation, rubrics,
reflection, student questions,
performance
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Rubric, reflection, classroom
critique, performance
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
divider and Wheatstone bridge
circuits.
small group discussion, Test &
Quizzes
2012-2018
demonstration
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
Domain – AC Basics: Principles Of Alternating Current
Core Standard 5- Students examine AC wave form characteristics and applications to apply concepts in equipment repair and
maintenance.
ELECTRONICS &
COMPUTER STANDARD
LITERACY STANDARD
LEARNING ACTIVITIES
ASSESSMENTS
ECTI-5.1 Examine AC wave
form characteristics: effective
voltage (RMS), average voltage,
negative alternation, positive
alternation, wavelength,
amplitude, and period
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Determine the meaning of
symbols, key terms, and other
domain-specific words and
phrases as they are used in a
specific scientific context
relevant to grades 11-12 texts
and topics
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Rubric, reflection, classroom
critique, performance
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Teacher observation, rubrics,
reflection, student questions,
performance
ECTI-5.2 Calculate peak, RMS,
and average voltage values for
an AC wave form.
ECTI-5.3 Identify the frequency
terms: cycle, hertz, and phase.
ECTI-5.4 Quote Ohms Law
power, voltage, current, and
resistance formulas. Solve for
circuit values.
Rubric, reflection, classroom
critique, performance
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTI-5.5 Compare capacitor
types; list common usages and
methods of varying
capacitance.
Write informative/explanatory
texts, including technical
processes.
ECTI-5.6 Compare inductor
types and reasons for various
core materials.
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Synthesize information from a
range of sources (e.g., texts,
experiments, simulations) into
a coherent understanding of a
process, phenomenon, or
concept, resolving conflicting
information when possible.
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
ECTI-5.7 Recognize common
types of transformers and list
uses for each; explain why
laminations are used.
ECTI-5.8 Describe the
requirement for inductance in
AC electrical circuits
identifying the difference
between self and mutual
inductance.
ECTI-5.9 Examine Lenz’s law in
complement with Faraday’s law
of induction.
ECTI-5.10 Deduce the factors
used in calculating inductance
for a single and multi-layer air
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Follow precisely a complex
multistep procedure when
performing technical tasks;
2012-2018
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Rubric, reflection, classroom
critique, performance
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Rubric, reflection, classroom
critique, performance
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
Teacher observation,
worksheets, reflections,
student questions, teacher
Rubric, reflection, classroom
critique, performance
Multiple choice, matching,
written response, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
core coil.
ECTI-5.11 Contrast the
differences between reactance
and resistance and describe
current/voltage relationships.
ECTI-5.12 Compare impedance
with reactance and resistance;
explain the causes and effects
of impedance.
ECTI-5.13 Calculate power
consumption and requirements
in inductors in AC circuits.
ECTI-5.14 Solve series, parallel
and series-parallel problems
utilizing each appropriate
formula for reactance, voltage,
current, and power.
ECTI-5.15 Show the different
purposes for capacitors and
list common types and
construction of the different
types.
analyze the specific results
based on explanations in the
text.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Determine the meaning of
symbols, key terms, and other
domain-specific words and
phrases as they are used in a
specific scientific context
relevant to grades 11-12 texts
and topics
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
2012-2018
reading, Class Discussions,
small group discussion, Test &
Quizzes
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
questions, worksheet,
demonstration
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Rubric, reflection, classroom
critique, performance
Teacher observation,
worksheet, performance,
demonstration
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTI-5.16 Contrast the
differences between capacitive
reactance and resistance;
describe current/voltage
relationships
ECTI-5.17 Explain phase
relationships of voltage and
current for series and parallel
RL, RC, and RCL circuits.
ECTI-5.18 Examine bandwidth
and selectivity for series and
parallel resonant circuits.
ECTI-5.19 Diagram the
component configurations
used in PI, L, and T type high
and low pass filter circuits.
Synthesize information from a
range of sources (e.g., texts,
experiments, simulations) into
a coherent understanding of a
process, phenomenon, or
concept, resolving conflicting
information when possible.
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Determine the meaning of
symbols, key terms, and other
domain-specific words and
phrases as they are used in a
specific scientific context
relevant to grades 11-12 texts
and topics
2012-2018
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Multiple choice, matching,
written response, teacher
questions
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Multiple choice, matching,
written response, teacher
questions
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
Domain – Circuit Analysis: Analog Devices and Circuits
Core Standard 6 - Students verify circuits and their components ensuring proper operation within various electronic products.
ELECTRONICS &
COMPUTER STANDARD
LITERACY STANDARD
LEARNING ACTIVITIES
ASSESSMENTS
ECTI-6.1 Describe the purpose
and use of diodes.
Determine the meaning of
symbols, key terms, and other
domain-specific words and
phrases as they are used in a
specific scientific context
relevant to grades 11-12 texts
and topics
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Analyze the author’s purpose
in providing an explanation,
describing a procedure, or
discussing an experiment in a
text, identifying important
issues that remain unresolved.
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Multiple choice, matching,
written response, teacher
questions
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
ECTI-6.2 Recognize the
common types of diodes and
their schematic symbols.
ECTI-6.3 Describe the purpose
and types of a transistor.
ECTI-6.4 Identify schematic
symbols and leads of a
transistor.
Multiple choice, matching,
written response, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTI-6.5 Describe NPN and PNP
transistor bias.
ECTI-6.6 Describe the purpose
of an amplifier.
ECTI-6.7 Describe classes of
amplifier operation including
CE, CC, and CB amplifiers.
ECTI-6.8 Examine multistage,
RC coupled, Push-Pull and FET
transistor amplifiers.
ECTI-6.9 Describe the purpose
of transformers.
ECTI-6.10 Identify transformer
schematic symbols.
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
2012-2018
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Multiple choice, matching,
written response, teacher
questions
Teacher observation, rubrics,
reflection, student questions,
performance
Teacher observation, rubrics,
reflection, student questions,
performance
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTI-6.11 Describe transformer
operating characteristics.
ECTI-6.12 Calculate turns ratio,
secondary voltage, primary and
secondary current and power.
ECTI-6.13 Examine power
supplies and rectifiers.
ECTI-6.14 Investigate Half
Wave, Full Wave and Bridge
rectifier operation.
ECTI-6.15 Examine Zener diode
and IC voltage regulator
operation.
ECTI-6.16 Examine various
types of Oscillators and
paraphrasing them in simpler
but still accurate terms.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Write informative/explanatory
texts, including technical
processes.
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Determine the central ideas or
conclusions of a text;
2012-2018
Quizzes
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Teacher observation, rubrics,
reflection, student questions,
performance
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Teacher observation, rubrics,
reflection, student questions,
performance
Labs using Breadboards &
Electronics Workbench Lecture,
Multiple choice, matching,
written response, teacher
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Teacher observation, rubrics,
reflection, student questions,
performance
Multiple choice, matching,
written response, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
Multivibrator circuits.
ECTI-6.17 Investigate various
types if trigger circuits
including Unijunction
transistors, SCRs, Diacs, Triacs
and 4 layer diodes.
ECTI-6.18 Describe the types
operational amplifiers.
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Determine the meaning of
symbols, key terms, and other
domain-specific words and
phrases as they are used in a
specific scientific context
relevant to grades 11-12 texts
and topics
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
2012-2018
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
questions
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Teacher observation, rubrics,
reflection, student questions,
performance
Labs using Breadboards &
Electronics Workbench Lecture,
Chapter reading, Online
reading, Class Discussions,
small group discussion, Test &
Quizzes
Teacher observation, rubrics,
reflection, student questions,
performance
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
Domain – Personal Computer Design – Optional
Core Standard 7- Students apply and adapt computer disassembly/assembly procedures to
perform various computer troubleshooting, repair and maintenance services.
ELECTRONICS &
COMPUTER STANDARD
LITERACY STANDARD
LEARNING ACTIVITIES
ASSESMENTS
ECTI-7.1 Using common
practice hand tools, assemble
and dissemble a personal
computer.
Write informative/explanatory
texts, including technical
processes.
ECTI-7.2 Using common
practice software and test
equipment, troubleshoot and
Identify malfunctions on
computer motherboards,
secondary storage devices, and
power supplies.
ECTI-7.3 Using common
practice clear history & cookies
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Labs Using Marcraft
Computers, Lab Computers,
Class Discussions, Small Group
Discussion, Worksheets, Online Lectures
Labs Using Marcraft
Computers, Lab Computers,
Class Discussions, Small Group
Discussion, Worksheets, Online Lectures
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs Using Marcraft
Computers, Lab Computers,
Class Discussions, Small Group
Discussion, Worksheets, Online Lectures
Teacher observation, rubrics,
reflection, student questions,
performance
Labs Using Marcraft
Computers, Lab Computers,
Class Discussions, Small Group
Discussion, Worksheets, Online Lectures
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs Using Marcraft
Computers, Lab Computers,
Class Discussions, Small Group
Discussion, Worksheets, On-
Matching, teacher questioning
ECTI-7.4 Outline proper
computer usage
ECTI-7.5 Examine the theory of
operation, characteristics, and
use of system memory.
Synthesize information from a
range of sources (e.g., texts,
experiments, simulations) into
a coherent understanding of a
process, phenomenon, or
concept, resolving conflicting
information when possible.
Analyze the author’s purpose
in providing an explanation,
describing a procedure, or
discussing an experiment in a
text, identifying important
issues that remain unresolved.
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTI-7.6 Examine the theory of
operation, characteristics, and
use of the various buses used
in computers.
ECTI-7.7 Outline the categories
of System Resources theory of
operation and their use.
ECTI-7.8 Explain the theory of
operation, types,
characteristics, and use of
microprocessors.
ECTI-7.9 Examine the
operation, characteristics, and
use of peripheral devices
commonly used with computer
systems.
ECTI-7.10 Troubleshoot and
identify malfunctions on
peripheral devices commonly
used with computer systems
using common practice
software and test equipment.
ECTI-7.11 Examine the
operation, characteristics, and
use of current operating
systems.
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Write informative/explanatory
texts, including technical
processes.
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Write informative/explanatory
texts, including technical
processes.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
2012-2018
line Lectures
Labs Using Marcraft
Computers, Lab Computers,
Class Discussions, Small Group
Discussion, Worksheets, Online Lectures
Matching, teacher questioning
Labs Using Marcraft
Computers, Lab Computers,
Class Discussions, Small Group
Discussion, Worksheets, Online Lectures
Labs Using Marcraft
Computers, Lab Computers,
Class Discussions, Small Group
Discussion, Worksheets, Online Lectures
Matching, teacher questioning
Labs Using Marcraft
Computers, Lab Computers,
Class Discussions, Small Group
Discussion, Worksheets, Online Lectures
Labs Using Marcraft
Computers, Lab Computers,
Class Discussions, Small Group
Discussion, Worksheets, Online Lectures
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs Using Marcraft
Computers, Lab Computers,
Class Discussions, Small Group
Discussion, Worksheets, On-
Matching, teacher questioning
Matching, teacher questioning
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTI-7.12 Outline spyware
programming
ECTI-7.13 Outline connecting
to a server
ECTI-7.14 Examine the
operation and design of
laptops and notebooks.
ECTI-7.15 Describe the theory
of operation and
characteristics of File
Management systems that are
currently in use with
computers.
ECTI-7.16 Explain the term
“Integrated high voltage
transformer” supply; explain
how it differs from direct and
other power supply types.
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Analyze the author’s purpose
in providing an explanation,
describing a procedure, or
discussing an experiment in a
text, identifying important
issues that remain unresolved.
Synthesize information from a
range of sources (e.g., texts,
experiments, simulations) into
a coherent understanding of a
process, phenomenon, or
concept, resolving conflicting
information when possible.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
2012-2018
line Lectures
Labs Using Marcraft
Computers, Lab Computers,
Class Discussions, Small Group
Discussion, Worksheets, Online Lectures
Matching, teacher questioning
Labs Using Marcraft
Computers, Lab Computers,
Class Discussions, Small Group
Discussion, Worksheets, Online Lectures
Written reports, oral report,
student questions, teacher
questions
Labs Using Marcraft
Computers, Lab Computers,
Class Discussions, Small Group
Discussion, Worksheets, Online Lectures
Multiple choice, matching,
written response, teacher
questions
Labs Using Marcraft
Computers, Lab Computers,
Class Discussions, Small Group
Discussion, Worksheets, Online Lectures
Teacher observation,
worksheet, performance,
demonstration
Labs Using Marcraft
Computers, Lab Computers,
Class Discussions, Small Group
Discussion, Worksheets, Online Lectures
Written reports, oral report,
student questions, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTI-7.17 Describe basic
computer networking
topologies and protocols.
ECTI-7.18 Compare and
Contrast various common
word processing systems with
emphasis on specific hot keys.
ECTI-7.19 Outline SCSI,
termination, and SCSI IDs
ECTI-7.20 Flow Chart General
Purpose I/O
ECTI-7.21 Outline Internet
Applications
Synthesize information from a
range of sources (e.g., texts,
experiments, simulations) into
a coherent understanding of a
process, phenomenon, or
concept, resolving conflicting
information when possible.
Analyze the author’s purpose
in providing an explanation,
describing a procedure, or
discussing an experiment in a
text, identifying important
issues that remain unresolved.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Synthesize information from a
range of sources (e.g., texts,
experiments, simulations) into
a coherent understanding of a
process, phenomenon, or
concept, resolving conflicting
information when possible.
2012-2018
Labs Using Marcraft
Computers, Lab Computers,
Class Discussions, Small Group
Discussion, Worksheets, Online Lectures
Teacher observation,
worksheet, performance,
demonstration
Labs Using Marcraft
Computers, Lab Computers,
Class Discussions, Small Group
Discussion, Worksheets, Online Lectures
Teacher observation,
worksheet, performance,
demonstration
Labs Using Marcraft
Computers, Lab Computers,
Class Discussions, Small Group
Discussion, Worksheets, Online Lectures
Written reports, oral report,
student questions, teacher
questions
Labs Using Marcraft
Computers, Lab Computers,
Class Discussions, Small Group
Discussion, Worksheets, Online Lectures
Written reports, oral report,
student questions, teacher
questions
Labs Using Marcraft
Computers, Lab Computers,
Class Discussions, Small Group
Discussion, Worksheets, Online Lectures
Written reports, oral report,
student questions, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
Domain – Electronics Systems Technician (EST)
Core Standard 8- Students apply and adapt low voltage wiring procedures to ensure proper
installation of residential and commercial electronic systems.
ELECTRONICS &
COMPUTER STANDARD
LITERACY STANDARD
LEARNING ACTIVITIES
ASSESMENTS
ECTI-8.2 Recognize differences
between low-voltage and line
voltage to promote safety,
efficiency, and quality on the
job.
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Determine the meaning of
symbols, key terms, and other
domain-specific words and
phrases as they are used in a
specific scientific context
relevant to grades 11-12 texts
and topics
Write informative/explanatory
texts, including technical
processes.
Labs Using Marcraft Panels,
Handouts, Class Discussions,
Small Group Discussions ,
Reading Chapters
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs Using Marcraft Panels,
Handouts, Class Discussions,
Small Group Discussions ,
Reading Chapters
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs Using Marcraft Panels,
Handouts, Class Discussions,
Small Group Discussions ,
Reading Chapters
Synthesize information from a
range of sources (e.g., texts,
experiments, simulations) into
a coherent understanding of a
process, phenomenon, or
concept, resolving conflicting
information when possible.
Analyze the author’s purpose
in providing an explanation,
describing a procedure, or
Labs Using Marcraft Panels,
Handouts, Class Discussions,
Small Group Discussions ,
Reading Chapters
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Teacher observation,
worksheet, performance,
demonstration
ECTI-8.3 Identify the four basic
units of measurement used
with electricity, and explain
how they relate in Ohm’s Law.
ECTI-8.4 Interpret construction
drawings and symbols on
drawings, to promote safety,
productivity, and quality on a
job/project.
ECTI-8.5 Outline the various
types of documentation tools
and methods used on a
job/project. To promote safety,
productivity, and quality.
ECTI-8.6 Distinguish between
various tools and test
equipment and identify their
Labs Using Marcraft Panels,
Handouts, Class Discussions,
Small Group Discussions ,
Written reports, oral report,
student questions, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
uses, storage, and maintenance
to promote safety,
productivity, and quality on a
job/project.
ECTI-8.8 Recognize and explain
various construction methods
and materials used to promote
safety, productivity, and
quality on a job/project.
ECTI-8.9 Select appropriate
wire and cable materials to
complete specific
jobs/projects.
ECTI-8.10 Identify termination
types, pin-out configuration,
wire preparation and
termination techniques and
connection points on cables
and equipment to promote
safety, efficiency, accuracy and
quality on a job/project.
ECTI-8.11 Identify color code
standards for telephony,
speakers, data, and video to
promote safety, efficiency, and
quality on a job/project.
ECTI-8.12 Compare various
fasteners, anchors and back
boxes used to mount cable and
other equipment to structures
to promote safety, efficiency,
and quality on the job.
2012-2018
discussing an experiment in a
text, identifying important
issues that remain unresolved.
Reading Chapters
Write informative/explanatory
texts, including technical
processes.
Labs Using Marcraft Panels,
Handouts, Class Discussions,
Small Group Discussions ,
Reading Chapters
Written reports, oral report,
student questions, teacher
questions
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Labs Using Marcraft Panels,
Handouts, Class Discussions,
Small Group Discussions ,
Reading Chapters
Teacher observation,
worksheet, performance,
demonstration
Labs Using Marcraft Panels,
Handouts, Class Discussions,
Small Group Discussions ,
Reading Chapters
Written reports, oral report,
student questions, teacher
questions
Determine the meaning of
symbols, key terms, and other
domain-specific words and
phrases as they are used in a
specific scientific context
relevant to grades 11-12 texts
and topics
Analyze the author’s purpose
in providing an explanation,
describing a procedure, or
discussing an experiment in a
text, identifying important
issues that remain unresolved.
Labs Using Marcraft Panels,
Handouts, Class Discussions,
Small Group Discussions ,
Reading Chapters
Teacher observation,
worksheet, performance,
demonstration
Labs Using Marcraft Panels,
Handouts, Class Discussions,
Small Group Discussions ,
Reading Chapters
Written reports, oral report,
student questions, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTI-8.13 Break down
installation techniques and
procedures to promote quality,
efficiency, and safety on the
job/project.
ECTI-8.14 Examine accepted
standards and best practices
ECTI-8.15 Recognize and
explain applicable building
codes and safety practices.
2012-2018
Write informative/explanatory
texts, including technical
processes.
Labs Using Marcraft Panels,
Handouts, Class Discussions,
Small Group Discussions ,
Reading Chapters
Written reports, oral report,
student questions, teacher
questions
Synthesize information from a
range of sources (e.g., texts,
experiments, simulations) into
a coherent understanding of a
process, phenomenon, or
concept, resolving conflicting
information when possible.
Write informative/explanatory
texts, including technical
processes.
Labs Using Marcraft Panels,
Handouts, Class Discussions,
Small Group Discussions ,
Reading Chapters
Multiple choice, matching,
written response, teacher
questions
Labs Using Marcraft Panels,
Handouts, Class Discussions,
Small Group Discussions ,
Reading Chapters
Multiple choice, matching,
written response, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
Domain – Robotics
Core Standard 9- Students analyze robotic concepts to explore design processes and
procedures.
ELECTRONICS &
COMPUTER STANDARD
LITERACY STANDARD
LEARNING ACTIVITIES
ASSESMENTS
ECTI-9.1 Determine how
signals are sent when
controlling a robot.
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Write informative/explanatory
texts, including technical
processes.
Labs Using VEX & FIRST
Robotics, Class Discussions,
Small Group Discussions,
Building robots, Reading online & Handouts
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs Using VEX & FIRST
Robotics, Class Discussions,
Small Group Discussions,
Building robots, Reading online & Handouts
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs Using VEX & FIRST
Robotics, Class Discussions,
Small Group Discussions,
Building robots, Reading online & Handouts
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs Using VEX & FIRST
Robotics, Class Discussions,
Small Group Discussions,
Building robots, Reading online & Handouts
Multiple choice, matching,
written response, teacher
questions
Labs Using VEX & FIRST
Robotics, Class Discussions,
Small Group Discussions,
Building robots, Reading on-
Multiple choice, matching,
written response, teacher
questions
ECTI-9.2 Measure how much
current a robot draws.
ECTI-9.3 Determine how much
a motor will lift.
ECTI-9.4 Assess how gear
ratios affect speed and torque.
ECTI-9.5 Design, build, and test
a gear train.
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTI-9.6 Determine if wheel
size matters.
ECTI-9.7 Examine the use and
design of sensors in a robot
ECTI-9.8 Examine the role and
use of encoders.
ECTI-9.9 Program a robot to
perform various tasks.
ECTI-9.10 Distinguish between
tele-operated (remote control)
and autonomous devices.
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Synthesize information from a
range of sources (e.g., texts,
experiments, simulations) into
a coherent understanding of a
process, phenomenon, or
concept, resolving conflicting
information when possible.
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
line & Handouts
Labs Using VEX & FIRST
Robotics, Class Discussions,
Small Group Discussions,
Building robots, Reading online & Handouts
2012-2018
Multiple choice, matching,
written response, teacher
questions
Labs Using VEX & FIRST
Robotics, Class Discussions,
Small Group Discussions,
Building robots, Reading online & Handouts
Multiple choice, matching,
written response, teacher
questions
Labs Using VEX & FIRST
Robotics, Class Discussions,
Small Group Discussions,
Building robots, Reading online & Handouts
Labs Using VEX & FIRST
Robotics, Class Discussions,
Small Group Discussions,
Building robots, Reading online & Handouts
Multiple choice, matching,
written response, teacher
questions
Labs Using VEX & FIRST
Robotics, Class Discussions,
Small Group Discussions,
Building robots, Reading online & Handouts
Multiple choice, matching,
written response, teacher
questions
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
Domain – Mobile Electronics – Optional
Core Standard 10- Students evaluate various mobile electronics systems to ensure proper
installation and service.
ELECTRONICS &
COMPUTER STANDARD
LITERACY STANDARD
ECTI-10.1 Distinguish between
various mobile electronic
equipment
ECTI-10.2 Demonstrate audio
component installation
techniques
ECTI-10.3 Examine audio
installation components and
techniques
ECTI-10.4 Outline security
System Architecture
ECTI-10.5 Describe mobile
navigation systems
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Determine the meaning of
symbols, key terms, and other
domain-specific words and
phrases as they are used in a
specific scientific context
relevant to grades 11-12 texts
and topics
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
LEARNING ACTIVITIES
ASSESMENTS
Labs Using Marcraft Mobile
Dashboards, Class Discussions,
Small Group Discussions,
Handouts, reading on-line, and
Text
Labs Using Marcraft Mobile
Dashboards, Class Discussions,
Small Group Discussions,
Handouts, reading on-line, and
Text
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Multiple choice, matching,
written response, teacher
questions
Labs Using Marcraft Mobile
Dashboards, Class Discussions,
Small Group Discussions,
Handouts, reading on-line, and
Text
Multiple choice, matching,
written response, teacher
questions
Labs Using Marcraft Mobile
Dashboards, Class Discussions,
Small Group Discussions,
Handouts, reading on-line, and
Text
Labs Using Marcraft Mobile
Dashboards, Class Discussions,
Small Group Discussions,
Handouts, reading on-line, and
Text
Multiple choice, matching,
written response, teacher
questions
Written reports, oral report,
student questions, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTI-10.6 Introduction to
Mobile video systems and
remote control start
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Labs Using Marcraft Mobile
Dashboards, Class Discussions,
Small Group Discussions,
Handouts, reading on-line, and
Text
2012-2018
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
Reading Standards for Literacy in Technical Subjects 11-12
The standards below begin at grade 11 and define what students should understand and be able to do by the end of grade 12. The
CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations –
the former providing broad standards, the latter providing additional specificity.
Key Ideas and Details
ELECTRONICS &
COMPUTER STANDARD
LITERACY STANDARD
LEARNING ACTIVITIES
ASSESMENTS
11-12.RT.1 Cite specific textual
evidence to support analysis of
technical texts, attending to
important distinctions the
author makes and to any gaps
or inconsistencies in the
account.
11-12.RT.2 Determine the
central ideas or conclusions of
a text; summarize complex
concepts, processes, or
information presented in a text
by paraphrasing them in
simpler but still accurate
terms.
11-12.RT.3 Follow precisely a
complex multistep procedure
when performing technical
tasks; analyze the specific
results based on explanations
in the text.
Cite specific textual evidence
to support analysis of technical
texts, attending to important
distinctions the author makes
and to any gaps or
inconsistencies in the account.
Labs using text books, on-line
reading, writing technical
procedures, hand written and
computer software
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Determine the central ideas or
conclusions of a text;
summarize complex concepts,
processes, or information
presented in a text by
paraphrasing them in simpler
but still accurate terms.
Labs using text books, on-line
reading, writing technical
procedures, hand written and
computer software
Written reports, oral report,
student questions, teacher
questions
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Labs using text books, on-line
reading, writing technical
procedures, hand written and
computer software
Written reports, oral report,
student questions, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
Craft and Structure
ELECTRONICS &
COMPUTER STANDARD
LITERACY STANDARD
LEARNING ACTIVITIES
ASSESMENTS
11-12.RT.4 Determine the
meaning of symbols, key
terms, and other domainspecific words and phrases as
they are used in a specific
scientific context relevant to
grades 11-12 texts and topics.
11-12.RT.5 Analyze how the
text structures information or
ideas into categories or
hierarchies, demonstrating
understanding of the
information or ideas.
11-12.RT.6 Analyze the
author’s purpose in providing
an explanation, describing a
procedure, or discussing an
experiment in a text,
identifying important issues
that remain unresolved.
Determine the meaning of
symbols, key terms, and other
domain-specific words and
phrases as they are used in a
specific scientific context
relevant to grades 11-12 texts
and topics
Analyze how the text
structures information or ideas
into categories or hierarchies,
demonstrating understanding
of the information or ideas.
Labs using text books, on-line
reading, writing technical
procedures, hand written and
computer software
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs using text books, on-line
reading, writing technical
procedures, hand written and
computer software
Written reports, oral report,
student questions, teacher
questions
Analyze the author’s purpose
in providing an explanation,
describing a procedure, or
discussing an experiment in a
text, identifying important
issues that remain unresolved.
Labs using text books, on-line
reading, writing technical
procedures, hand written and
computer software
Written reports, oral report,
student questions, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
Integration of Knowledge and Idea
ELECTRONICS &
COMPUTER STANDARD
LITERACY STANDARD
LEARNING ACTIVITIES
ASSESMENTS
11-12.RT.7 Integrate and
evaluate multiple sources of
information presented in
diverse formats and media
(e.g., quantitative data, video,
multimedia) in order to
address a question or solve a
problem.
11-12.RT.8 Evaluate the
hypotheses, data, analysis, and
conclusions in a technical
subject, verifying the data
when possible and
corroborating or challenging
conclusions with other sources
of information.
11-12.RT.9 Synthesize
information from a range of
sources (e.g., texts,
experiments, simulations) into
a coherent understanding of a
process, phenomenon, or
concept, resolving conflicting
information when possible.
Integrate and evaluate multiple
sources of information
presented in diverse formats
and media (e.g., quantitative
data, video, multimedia) in
order to address a question or
solve a problem.
Labs using text books, on-line
reading, writing technical
procedures, hand written and
computer software
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Evaluate the hypotheses, data,
analysis, and conclusions in a
technical subject, verifying the
data when possible and
corroborating or challenging
conclusions with other sources
of information.
Labs using text books, on-line
reading, writing technical
procedures, hand written and
computer software
Written reports, oral report,
student questions, teacher
questions
Synthesize information from a
range of sources (e.g., texts,
experiments, simulations) into
a coherent understanding of a
process, phenomenon, or
concept, resolving conflicting
information when possible.
Labs using text books, on-line
reading, writing technical
procedures, hand written and
computer software
Written reports, oral report,
student questions, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
Range of Reading and Level of Text Complexity
ELECTRONICS &
COMPUTER STANDARD
LITERACY STANDARD
LEARNING ACTIVITIES
ASSESMENTS
11-12.RT.10 By the end of
By the end of grade 12, read
Labs using text books, on-line
Teacher observation,
grade 12, read and
and comprehend technical
reading, writing technical
worksheets, reflections,
comprehend technical texts in
texts in the grades 11-CCR text procedures, hand written and
student questions, teacher
the grades 11-CCR text
complexity band independently computer software
questions, worksheet,
complexity band independently and proficiently.
demonstration
and proficiently.
Writing Standards for Literacy in Technical Subjects 11-12
The standards below begin at grade 11 and define what students should understand and be able to do by the end of grade 12. The
CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations –
the former providing broad standards, the latter providing additional specificity.
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
Text Types and Purposes
ELECTRONICS &
COMPUTER STANDARD
LITERACY STANDARD
LEARNING ACTIVITIES
ASSESMENTS
11-12.WT.1 Write arguments
focused on discipline-specific
content.
Write arguments focused on
discipline-specific content.
Written reports, oral report,
student questions, teacher
questions
11-12.WT.2 Write
informative/explanatory texts,
including technical processes.
Write informative/explanatory
texts, including technical
processes.
11-12.WT.3 Students will not
write narratives in technical
subjects. Note: Students’
narrative skills continue to
grow in these grades. The
Standards require that students
be able to incorporate narrative
elements effectively into
arguments and
informative/explanatory texts.
In technical, students must be
able to write precise enough
descriptions of the step-by-step
procedures they use in their
technical work that others can
replicate them and (possibly)
reach the same results.
Students will not write
narratives in technical subjects.
Note: Students’ narrative skills
continue to grow in these
grades. The Standards require
that students be able to
incorporate narrative elements
effectively into arguments and
informative/explanatory texts.
In technical, students must be
able to write precise enough
descriptions of the step-by-step
procedures they use in their
technical work that others can
replicate them and (possibly)
reach the same results.
Labs using text books, on-line
reading, writing technical
procedures, hand written and
computer software
Labs using text books, on-line
reading, writing technical
procedures, hand written and
computer software
Labs using text books, on-line
reading, writing technical
procedures, hand written and
computer software
Written reports, oral report,
student questions, teacher
questions
Written reports, oral report,
student questions, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
Production and Distribution of Writing
ELECTRONICS &
COMPUTER STANDARD
LITERACY STANDARD
LEARNING ACTIVITIES
ASSESMENTS
11-12.WT.4 Produce clear and
coherent writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
11-12.WT.5 Develop and
strengthen writing as needed
by planning, revising, editing,
rewriting, or trying a new
approach, focusing on
addressing what is most
significant for a specific
purpose and audience.
11-12.WT.6 Use technology,
including the Internet, to
produce, publish, and update
individual or shared writing
products in response to
ongoing feedback, including
new arguments or information.
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
Develop and strengthen writing
as needed by planning,
revising, editing, rewriting, or
trying a new approach,
focusing on addressing what is
most significant for a specific
purpose and audience.
Labs using text books, on-line
reading, writing technical
procedures, hand written and
computer software
Written reports, oral report,
student questions, teacher
questions
Labs using text books, on-line
reading, writing technical
procedures, hand written and
computer software
Written reports, oral report,
student questions, teacher
questions
Use technology, including the
Internet, to produce, publish,
and update individual or
shared writing products in
response to ongoing feedback,
including new arguments or
information.
Labs using text books, on-line
reading, writing technical
procedures, hand written and
computer software
Written reports, oral report,
student questions, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
Research to Build and Present Knowledge
ELECTRONICS &
COMPUTER STANDARD
LITERACY STANDARD
LEARNING ACTIVITIES
ASSESMENTS
11-12.WT.7 Conduct short as
well as more sustained
research projects to answer a
question (including a selfgenerated question) or solve a
problem; narrow or broaden
the inquiry when appropriate;
synthesize multiple sources on
the subject, demonstrating
understanding of the subject
under investigation.
11-12.WT.8 Gather relevant
information from multiple
authoritative print and digital
sources, using advanced
searches effectively; assess the
usefulness of each source in
answering the research
question; integrate information
into the text selectivity to
maintain the flow of ideas,
avoiding plagiarism and
following a standard format
for citation
11-12.WT.9 Draw evidence
from informational texts to
support analysis, reflection,
and research.
Conduct short as well as more
sustained research projects to
answer a question (including a
self-generated question) or
solve a problem; narrow or
broaden the inquiry when
appropriate; synthesize
multiple sources on the
subject, demonstrating
understanding of the subject
under investigation.
Gather relevant information
from multiple authoritative
print and digital sources, using
advanced searches effectively;
assess the usefulness of each
source in answering the
research question; integrate
information into the text
selectivity to maintain the flow
of ideas, avoiding plagiarism
and following a standard
format for citation
Labs using text books, on-line
reading, writing technical
procedures, hand written and
computer software
Written reports, oral report,
student questions, teacher
questions
Labs using text books, on-line
reading, writing technical
procedures, hand written and
computer software
Written reports, oral report,
student questions, teacher
questions
Draw evidence from
informational texts to support
analysis, reflection, and
research.
Labs using text books, on-line
reading, writing technical
procedures, hand written and
computer software
Written reports, oral report,
student questions, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
Range of Writing
ELECTRONICS &
COMPUTER STANDARD
LITERACY STANDARD
LEARNING ACTIVITIES
ASSESMENTS
11-12.WT.10 Write routinely
over extended time frames
(time for reflection and
revision) and shorter time
frames (a single sitting or a
day or two) for a range of
discipline-specific tasks,
purposes, and audiences.
Write routinely over
extended time frames (time
for reflection and revision)
and shorter time frames (a
single sitting or a day or
two) for a range of
discipline-specific tasks,
purposes, and audiences.
Labs using text books, online reading, writing
technical procedures,
hand written and
computer software
Written reports, oral report,
student questions, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
Electronics and Computer Technology II
Standards
Domain – Basic Safety For Electronics And Computer Technology II
Content
Core Standard 1 - Students apply and adapt basic electrical safety practices to ensure professional and governmental compliance.
ELECTRONICS &
COMPUTER
STANDARD
LITERACY
STANDARD
LEARNING
ACTIVITIES
ECTII-1.1 List tools and
hazards that are associated
with technician activities in
the workplace.
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
Multiple choice, matching,
written response, teacher
questions
ECTII-1.2 List ladder
handling, usage, and height
safety rules as outlined by
OSHA.
Determine the central ideas
or conclusions of a text;
summarize complex
concepts, processes, or
information presented in a
text by paraphrasing them
in simpler but still accurate
terms.
Synthesize information
from a range of sources
(e.g., texts, experiments,
simulations) into a coherent
understanding of a process,
phenomenon, or concept,
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Teacher observation,
worksheet, performance,
demonstration
ECTII-1.3 List service vehicle
safety concerns such as
transporting ladders,
securing equipment and
materials, and providing
driver screens inside the
ASSESMENTS
Multiple choice, matching,
written response, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
vehicle.
ECTII-1.4 Describe lockout
and tagging rules for
potentially unsafe electrical
or mechanical hazards.
ECTII-1.5 Describe personal
safety precautions for
working with electrical and
electronic devices.
ECTII-1.6 Describe the
human physiological
reactions electrical shock
causes.
ECTII-1.7 List various
degrees of current the
human body can tolerate.
resolving conflicting
information when possible.
Determine the central ideas
or conclusions of a text;
summarize complex
concepts, processes, or
information presented in a
text by paraphrasing them
in simpler but still accurate
terms.
Synthesize information
from a range of sources
(e.g., texts, experiments,
simulations) into a coherent
understanding of a process,
phenomenon, or concept,
resolving conflicting
information when possible.
Synthesize information
from a range of sources
(e.g., texts, experiments,
simulations) into a coherent
understanding of a process,
phenomenon, or concept,
resolving conflicting
information when possible.
Synthesize information
from a range of sources
(e.g., texts, experiments,
simulations) into a coherent
understanding of a process,
phenomenon, or concept,
resolving conflicting
2012-2018
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Multiple choice, matching,
written response, teacher
questions
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Teacher observation,
worksheet, performance,
demonstration
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Multiple choice, matching,
written response, teacher
questions
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Teacher observation,
worksheet, performance,
demonstration
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTII-1.8 Explain the
concept of First Aid and its
particular importance to
workers in electric and
electronic fields.
ECTII-1.9 List and explain
fire safety regulations as
specified by National
Electrical Code (NEC) and
National Fire Protection
Association (NFPA) 70 – To
include understanding the
different classes of fires and
extinguishers used to fight
them.
ECTII-1.10 List fiber optics
hazards to skin and eyes.
ECTII-1.11 Explain the
reasons for safety in the
following areas: electrical
and electronic safety,
electrostatic discharge
(ESD), electromagnetic
information when possible.
Determine the central ideas
or conclusions of a text;
summarize complex
concepts, processes, or
information presented in a
text by paraphrasing them
in simpler but still accurate
terms.
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
Synthesize information
from a range of sources
(e.g., texts, experiments,
simulations) into a coherent
understanding of a process,
phenomenon, or concept,
resolving conflicting
information when possible.
Determine the central ideas
or conclusions of a text;
summarize complex
concepts, processes, or
information presented in a
text by paraphrasing them
2012-2018
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Written reports, oral report,
student questions, teacher
questions
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Written reports, oral report,
student questions, teacher
questions
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Teacher observation,
worksheet, performance,
demonstration
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Written reports, oral report,
student questions, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
interference (EMI), fire
safety, physical safety, fiber
optics cable, magnets, CDROM safety and
maintenance issues.
ECTII-1.12 List the safety
precautions to be taken
when working with diodes,
transistors, thyristors,
integrated circuits,
optoelectronic devices,
power supplies, amplifiers,
operational amplifiers,
oscillators, and waveshaping circuits.
ECTII-1.13 Employ skills
necessary to differentiate
among investigative typologies
including
offenses, offenders and
victims.
2012-2018
in simpler but still accurate
terms.
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Multiple choice, matching,
written response, teacher
questions
Write
informative/explanatory
texts, including technical
processes.
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Teacher observation,
worksheet, performance,
demonstration
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
Domain – Digital Electronics
Core Standard 2 Students analyze the workings and configurations of digital design and circuitry.
ELECTRONICS &
COMPUTER
STANDARD
LITERACY
STANDARD
LEARNING
ACTIVITIES
ECTII-2.1 Compare and
contrast between 1 and 0;
high and low; +5 and
ground; and truth and false
logic levels.
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
Multiple choice, matching,
written response, teacher
questions
ECTII-2.2 Identify and
convert numbers between
the decimal, binary, octal,
and hexadecimal and BCD
number systems.
Synthesize information
from a range of sources
(e.g., texts, experiments,
simulations) into a coherent
understanding of a process,
phenomenon, or concept,
resolving conflicting
information when possible.
Write
informative/explanatory
texts, including technical
processes.
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
ECTII-2.3 Identify and
describe the function of
AND, OR, Inverter, NAND,
NOR, Buffer, Exclusive OR
and Exclusive NOR gates.
ASSESMENTS
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTII-2.4 Understand the
uses for logic test probes.
Write
informative/explanatory
texts, including technical
processes.
ECTII-2.5 Create truth tables
from design specifications
and logic expressions
Synthesize information
from a range of sources
(e.g., texts, experiments,
simulations) into a coherent
understanding of a process,
phenomenon, or concept,
resolving conflicting
information when possible.
Determine the meaning of
symbols, key terms, and
other domain-specific words
and phrases as they are
used in a specific scientific
context relevant to grades
11-12 texts and topics
Write
informative/explanatory
texts, including technical
processes.
ECTII-2.6 Create a logic
expression and truth table
from an AOI circuit.
ECTII-2.7 Develop an unsimplified logic expression
from a truth table.
ECTII-2.8 Explain Boolean
Determine the central ideas
Algebra and its use in digital or conclusions of a text;
circuitry.
summarize complex
concepts, processes, or
information presented in a
2012-2018
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Multiple choice, matching,
written response, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTII-2.10 Simplify unsimplified logic expressions
containing two, three, or
four variable K-Maps.
text by paraphrasing them
in simpler but still accurate
terms.
Determine the meaning of
symbols, key terms, and
other domain-specific words
and phrases as they are
used in a specific scientific
context relevant to grades
11-12 texts and topics
Write
informative/explanatory
texts, including technical
processes.
ECTII-2.11 Compare and
contrast a logic design using
AOI, NAND, and NOR type
combinational logic circuits.
Write
informative/explanatory
texts, including technical
processes.
ECTII-2.12 Determine the
solution that uses the least
number of ICs between AOI,
NAND, and NOR type logic
circuits.
Write
informative/explanatory
texts, including technical
processes.
ECTII-2.13 Identify the
difference between a
Common Cathode (CC) and
Synthesize information
from a range of sources
(e.g., texts, experiments,
ECTII-2.9 Simplify a logic
expression using the rules
and laws of Boolean Algebra
including DeMorgan's.
2012-2018
discussions.
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Multiple choice, matching,
written response, teacher
questions
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Labs using Electronics
Workbench, Breadboards,
and bench lab work. On-
Teacher observation,
worksheet, performance,
demonstration
Multiple choice, matching,
written response
Teacher observation,
worksheet, performance,
demonstration
Multiple choice, matching,
written response
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
Common Anode (CA) seven
segment display.
simulations) into a coherent
understanding of a process,
phenomenon, or concept,
resolving conflicting
information when possible.
ECTII-2.14 Select the correct Determine the central ideas
current limiting resistor for
or conclusions of a text;
a seven segment display.
summarize complex
concepts, processes, or
information presented in a
text by paraphrasing them
in simpler but still accurate
terms.
ECTII-2.15 Design halfWrite
adders and full-adders using informative/explanatory
combinational logic gates.
texts, including technical
processes.
ECTII-2.16 Know the various
type of gate packages; SSI,
MSI, LSI, and VLSI.
Write
informative/explanatory
texts, including technical
processes.
ECTII-2.17 Design circuits
using multiplexers and demultiplexers.
Write
informative/explanatory
texts, including technical
processes.
2012-2018
line reading, text book,
large group & small group
discussions.
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Teacher observation,
worksheet, performance,
demonstration
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Multiple choice, matching,
written response
Teacher observation,
worksheet, performance,
demonstration
Written reports, oral report,
student questions, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTII-2.18 Use the two's
complement process to add
and subtract binary
numbers.
ECTII-2.19 Design a circuit
and understand the
advantages and
disadvatages of using a
Programmable Logic Device
(PLD).
ECTII-2.20 Describe the
functions of the RS, D and
JK type flip-flops.
ECTII-2.21 Know the
difference between the
synchronous and
asynchronous inputs of a
flip-flop.
ECTII-2.22 Describe the
timing diagram of each type
Determine the meaning of
symbols, key terms, and
other domain-specific words
and phrases as they are
used in a specific scientific
context relevant to grades
11-12 texts and topics
Synthesize information
from a range of sources
(e.g., texts, experiments,
simulations) into a coherent
understanding of a process,
phenomenon, or concept,
resolving conflicting
information when possible.
Determine the central ideas
or conclusions of a text;
summarize complex
concepts, processes, or
information presented in a
text by paraphrasing them
in simpler but still accurate
terms.
Synthesize information
from a range of sources
(e.g., texts, experiments,
simulations) into a coherent
understanding of a process,
phenomenon, or concept,
resolving conflicting
information when possible.
Produce clear and coherent
writing in which the
2012-2018
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Teacher observation,
worksheet, performance,
demonstration
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Written reports, oral report,
student questions, teacher
questions
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Teacher observation,
worksheet, performance,
demonstration
Labs using Electronics
Workbench, Breadboards,
Teacher observation,
worksheets, reflections,
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
of flip-flop.
development, organization,
and style are appropriate to
task, purpose, and audience.
ECTII-2.23 Describe counter
and register characteristics.
Write
informative/explanatory
texts, including technical
processes.
ECTII-2.24 Explain wave
shaping circuits and
explaining their purposes.
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
ECTII-2.25 Analyze up,
down and modulus
asynchronous and
synchronous counters.
Synthesize information
from a range of sources
(e.g., texts, experiments,
simulations) into a coherent
understanding of a process,
phenomenon, or concept,
resolving conflicting
information when possible.
Determine the meaning of
symbols, key terms, and
other domain-specific words
and phrases as they are
used in a specific scientific
context relevant to grades
11-12 texts and topics
ECTII-2.26 Know how to
design counters and
registers using SSI
combinational gates and MSI
integrated ICs.
2012-2018
and bench lab work. Online reading, text book,
large group & small group
discussions.
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
student questions, teacher
questions, worksheet,
demonstration
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Written reports, oral report,
student questions, teacher
questions
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Multiple choice, matching,
written response, teacher
questions
Multiple choice, matching,
written response
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTII-2.27 Analyze flip-flop
applications such as event
detectors, shift registers and
frequency dividers.
ECTII-2.28 Apply a
programming software such
as Quartus to program a
VHDL device to test the
operation and timing
diagrams of a variety of
basic logic circuits.
Synthesize information
from a range of sources
(e.g., texts, experiments,
simulations) into a coherent
understanding of a process,
phenomenon, or concept,
resolving conflicting
information when possible.
Determine the central ideas
or conclusions of a text;
summarize complex
concepts, processes, or
information presented in a
text by paraphrasing them
in simpler but still accurate
terms.
2012-2018
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Teacher observation,
worksheet, performance,
demonstration
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Teacher observation,
worksheet, performance,
demonstration
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
Domain 3 - Circuit Analysis: Analog Devices and Circuits
Students verify circuits and their components ensure proper operation within various electronic products.
ELECTRONICS &
COMPUTER
STANDARD
ECT2-3.1 Explain the
function of common
networking protocols.
ECT2-3.2 Identify address
formats and commonly use
TCP and UDP default ports.
ECT2-3.3 Identity common
IPv4 and IPv6 routing
protocols.
ECT2-3.4 Compare the
characteristics of wireless
communication standards.
LITERACY
STANDARD
LEARNING
ACTIVITIES
Write
informative/explanatory
texts, including technical
processes.
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Follow precisely a complex
Labs using Electronics
multistep procedure when
Workbench, Breadboards,
performing technical tasks;
and bench lab work. Onanalyze the specific results
line reading, text book,
based on explanations in the
large group & small group
text.
discussions.
Synthesize information
Labs using Electronics
from a range of sources
Workbench, Breadboards,
(e.g., texts, experiments,
and bench lab work. Onsimulations) into a coherent line reading, text book,
understanding of a process,
large group & small group
phenomenon, or concept,
discussions.
resolving conflicting
information when possible.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
ASSESMENTS
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Multiple choice, matching,
written response, teacher
questions
Multiple choice, matching,
written response, teacher
questions
Multiple choice, matching,
written response
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
text.
ECT2-3.5 Categorize
standard cable types and
their properties.
ECT2-3.6 Identify common
connector types.
ECT2-3.7 Identify and
explain common physical
network topologies.
ECT2-3.8 Categorize LAN
and WAN technology types
and properties.
ECT2-3.9 Configure and
differentiate between
common network devices.
Write
informative/explanatory
texts, including technical
processes.
Determine the central ideas
or conclusions of a text;
summarize complex
concepts, processes, or
information presented in a
text by paraphrasing them
in simpler but still accurate
terms.
Analyze the author’s
purpose in providing an
explanation, describing a
procedure, or discussing an
experiment in a text,
identifying important issues
that remain unresolved.
Write
informative/explanatory
texts, including technical
processes.
Follow precisely a complex
multistep procedure when
performing technical tasks;
large group & small group
discussions.
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
2012-2018
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Labs using Electronics
Workbench, Breadboards,
and bench lab work. On-
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
analyze the specific results
line reading, text book,
based on explanations in the large group & small group
text.
discussions.
ECT2-3.10 Identify the
functions of specialized
network devices
ECT2-3.11 Explain the
advanced features of a
switch.
ECT2-3.12 Explain the
function of each layer of the
OSI model.
ECT2-3.13 Explain the
different methods and
rationales for network
performance.
Synthesize information
from a range of sources
(e.g., texts, experiments,
simulations) into a coherent
understanding of a process,
phenomenon, or concept,
resolving conflicting
information when possible.
Determine the central ideas
or conclusions of a text;
summarize complex
concepts, processes, or
information presented in a
text by paraphrasing them
in simpler but still accurate
terms.
Analyze the author’s
purpose in providing an
explanation, describing a
procedure, or discussing an
experiment in a text,
identifying important issues
that remain unresolved.
Synthesize information
from a range of sources
(e.g., texts, experiments,
simulations) into a coherent
understanding of a process,
phenomenon, or concept,
resolving conflicting
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Written reports, oral report,
student questions, teacher
questions
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Multiple choice, matching,
written response
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECT2-3.17 Explain methods
of user authentication and
issues that affect device
security
information when possible.
Determine the meaning of
symbols, key terms, and
other domain-specific words
and phrases as they are
used in a specific scientific
context relevant to grades
11-12 texts and topics
Synthesize information
from a range of sources
(e.g., texts, experiments,
simulations) into a coherent
understanding of a process,
phenomenon, or concept,
resolving conflicting
information when possible.
Determine the central ideas
or conclusions of a text;
summarize complex
concepts, processes, or
information presented in a
text by paraphrasing them
in simpler but still accurate
terms.
Write
informative/explanatory
texts, including technical
processes.
ECT2-3.18 Identify common
security threats and
Determine the central ideas
or conclusions of a text;
ECT2-3.14 Explain the
purpose of network
scanners.
ECT2-3.15 Explain the
function of hardware and
software security devices.
ECT2-3.16 Explain the
methods of network access
security and common
features of a firewall.
2012-2018
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration Teacher
observation, worksheets,
reflections, student questions,
teacher questions, worksheet,
demonstration
Labs using Electronics
Workbench, Breadboards,
and bench lab work. Online reading, text book,
large group & small group
discussions.
Labs using Electronics
Workbench, Breadboards,
Multiple choice, matching,
written response
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
mitigation techniques
summarize complex
concepts, processes, or
information presented in a
text by paraphrasing them
in simpler but still accurate
terms.
and bench lab work. Online reading, text book,
large group & small group
discussions.
2012-2018
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
Domain : Pre-Wiring the Structure – Optional
Core Standard 4- Students integrate wiring concepts into residential and commercial electronics installation
procedures to ensure all installed system components work per industry specifications
ELECTRONICS &
COMPUTER
STANDARD
LITERACY
STANDARD
ECTII-4.1 Describe the task
of roughing-in new
structures, installing wall
boxes, conduit, distribution
boxes, speaker in-wall units,
CCTV mounts, etc.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
ECTII-4.2 Explain the use of
wall plates and indicate
proper locations.
Write
informative/explanatory
texts, including technical
processes.
ECTII-4.3 Describe purposes
and locations for J-Hooks
and cable trays.
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
ECTII-4.4 Explain inductive
signals and interference,
their effects and
precautions and separation
distances for cabling.
Determine the central ideas
or conclusions of a text;
summarize complex
concepts, processes, or
information presented in a
LEARNING
ACTIVITIES
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
ASSESSMENTS
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Multiple choice, matching,
written response, teacher
questions
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTII-4.5 Outline the
purposes of wiring, labeling,
sizing, and all factors
effecting wiring installation.
ECTII-4.6 Explain methods
used to closely estimate
cable requirements for
individual applications
ECTII-4.7 Formalize a
termination standard for RJ45 connections
ECTII-4.8 Select a device to
distribute audio and video
throughout the house.
text by paraphrasing them
in simpler but still accurate
terms.
Synthesize information
from a range of sources
(e.g., texts, experiments,
simulations) into a coherent
understanding of a process,
phenomenon, or concept,
resolving conflicting
information when possible.
Determine the central ideas
or conclusions of a text;
summarize complex
concepts, processes, or
information presented in a
text by paraphrasing them
in simpler but still accurate
terms.
Write
informative/explanatory
texts, including technical
processes.
2012-2018
book reading.
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Multiple choice, matching,
written response
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Determine the meaning of
Labs using Marcraft
symbols, key terms, and
panels and our pre-fab
other domain-specific words wall. Large group and
and phrases as they are
small group discussions.
used in a specific scientific
On-line reading and text
context relevant to grades
book reading.
11-12 texts and topics
Multiple choice, matching,
written response
Multiple choice, matching,
written response, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTII-4.9 Lay out wiring
configuration for a multicamera surveillance system
ECTII-4.10 Demonstrate
calculations using the Power
Formula and Ohm’s Law.
ECTII-4.11 Explain the
purpose of electric circuit
grounding and NEC rules for
residences.
ECTII-4.12 Describe
lightning hazards, lightning
arrestors used in electronics
applications and how
ground blocks are used.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text. Follow precisely a
complex multistep
procedure when performing
technical tasks; analyze the
specific results based on
explanations in the text.
Write
informative/explanatory
texts, including technical
processes.
Determine the central ideas
or conclusions of a text;
summarize complex
concepts, processes, or
information presented in a
text by paraphrasing them
in simpler but still accurate
terms.
Determine the meaning of
symbols, key terms, and
other domain-specific words
and phrases as they are
used in a specific scientific
context relevant to grades
11-12 texts and topics
2012-2018
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Multiple choice, matching,
written response, teacher
questions
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Written reports, oral report,
student questions, teacher
questions
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Teacher observation, rubric,
oral report, reflection,
classroom critiques, student
questions, teacher questions,
performance
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTII-4.13 Diagram a basic
telephone circuit.
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
ECTII-4.14 Differentiate
Analyze the author’s
between Internet – Cable TV- purpose in providing an
Wireless Systems and Bexplanation, describing a
VoIP.
procedure, or discussing an
experiment in a text,
identifying important issues
that remain unresolved.
ECTII-4.15 Explain bar
Determine the central ideas
coding and modern
or conclusions of a text;
inventory control methods
summarize complex
for residences.
concepts, processes, or
information presented in a
text by paraphrasing them
in simpler but still accurate
terms.
ECTII-4.16 Explain manual,
Synthesize information
automatic, and
from a range of sources
programmable appliances
(e.g., texts, experiments,
control.
simulations) into a coherent
understanding of a process,
phenomenon, or concept,
resolving conflicting
information when possible.
ECTII-4.17 Explain how
Determine the central ideas
energy management can
or conclusions of a text;
control the overall load on
summarize complex
the electrical grid.
concepts, processes, or
2012-2018
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Written reports, oral report,
student questions, teacher
questions
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs using Marcraft
panels and our pre-fab
wall. Large group and
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
Teacher observation, rubric,
reflection, student questions,
teacher questions, performance
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTII-4.18 Describe the
types of installation
documents and drawings
used for successful
installation of low voltage
systems (floor plans, RCP,
elevations, schedules).
ECTII-4.19 Explain the
Divide and Conquer
troubleshooting method. For
Prewire?
information presented in a
text by paraphrasing them
in simpler but still accurate
terms.
Write
informative/explanatory
texts, including technical
processes.
small group discussions.
On-line reading and text
book reading.
demonstration
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Written reports, oral report,
student questions, teacher
questions
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs using Marcraft
Teacher observation,
ECTII-4.20 List common
problems and solutions in
cabling.
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
ECTII-4.21 Identify sources
of on-line and phone
technical help from product
makers and suppliers
Determine the central ideas
or conclusions of a text;
summarize complex
concepts, processes, or
information presented in a
text by paraphrasing them
in simpler but still accurate
terms.
Write
ECTII-4.22 Explain time or
2012-2018
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Teacher observation, rubric,
oral report, reflection,
classroom critiques, student
questions, teacher questions,
performance
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
event automatic control
operation.
informative/explanatory
texts, including technical
processes.
2012-2018
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
ECTII-4.23 Describe the
Follow precisely a complex
Labs using Marcraft
advantages of interfacing
multistep procedure when
panels and our pre-fab
the network with the
performing technical tasks;
wall. Large group and
heating, ventilation and
analyze the specific results
small group discussions.
cooling system of the home. based on explanations in the
On-line reading and text
text.
book reading.
ECTII-4.24 Describe why and Produce clear and coherent
Labs using Marcraft
how home events data may
writing in which the
panels and our pre-fab
be accessed.
development, organization,
wall. Large group and
and style are appropriate to small group discussions.
task, purpose, and audience.
On-line reading and text
book reading.
ECTII-4.25 Explain how
Synthesize information
Labs using Marcraft
event sequences can be
from a range of sources
panels and our pre-fab
incorporated into a home
(e.g., texts, experiments,
wall. Large group and
control system and the
simulations) into a coherent small group discussions.
advantages
understanding of a process,
On-line reading and text
phenomenon, or concept,
book reading.
resolving conflicting
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
ECTII-4.26 Describe how
programmable logic control
(PLC) is utilized in home
control systems.
Teacher observation, rubric,
oral report, reflection,
classroom critiques, student
questions, teacher questions,
performance
information when possible.
Determine the meaning of
symbols, key terms, and
other domain-specific words
and phrases as they are
used in a specific scientific
context relevant to grades
11-12 texts and topics
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Written reports, oral report,
student questions, teacher
questions
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Written reports, oral report,
student questions, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
Domain - Residential Wiring - Optional
Core Standard 5-Students analyze the workings and configurations of residential electrical wiring.
ELECTRONICS &
COMPUTER
STANDARD
LITERACY
STANDARD
ECTII-5.1 Describe electrical
symbols and conductors.
Determine the central ideas
or conclusions of a text;
summarize complex
concepts, processes, or
information presented in a
text by paraphrasing them
in simpler but still accurate
terms.
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
ECTII-5.2 Describe electrical
wiring systems and boxes.
ECTII-5.3 Understand
switches, interrupters and
suppressors
ECTII-5.4 Describe recessed
lighting and ballast
LEARNING
ACTIVITIES
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Determine the meaning of
Labs using Marcraft
symbols, key terms, and
panels and our pre-fab
other domain-specific words wall. Large group and
and phrases as they are
small group discussions.
used in a specific scientific
On-line reading and text
context relevant to grades
book reading.
11-12 texts and topics
Follow precisely a complex
Labs using Marcraft
multistep procedure when
panels and our pre-fab
performing technical tasks;
wall. Large group and
analyze the specific results
small group discussions.
ASSESSMENTS
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Teacher observation, rubric,
oral report, reflection,
classroom critiques, student
questions, teacher questions,
performance
Teacher observation, rubric,
oral report, reflection,
classroom critiques, student
questions, teacher questions,
performance
Written reports, oral report,
student questions, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTII-5.5 Describe laundry,
study, rear entrance, and
attic circuits.
ECTII-5.6 Describe
bedroom/master bedroom
circuits.
ECTII-5.7 Describe bath,
hallway, front porch, and
entry circuits.
based on explanations in the
text.
Determine the central ideas
or conclusions of a text;
summarize complex
concepts, processes, or
information presented in a
text by paraphrasing them
in simpler but still accurate
terms.
Synthesize information
from a range of sources
(e.g., texts, experiments,
simulations) into a coherent
understanding of a process,
phenomenon, or concept,
resolving conflicting
information when possible.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
ECTII-5.8 Understand
kitchen, dining area, and
living room circuits.
Write
informative/explanatory
texts, including technical
processes.
ECTII-5.9 Describe laundry,
study, rear entrance, and
Synthesize information
from a range of sources
On-line reading and text
book reading.
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
2012-2018
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Written reports, oral report,
student questions, teacher
questions Written reports, oral
report, student questions,
teacher questions
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Labs using Marcraft
panels and our pre-fab
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Teacher observation, rubric,
reflection, student questions,
teacher questions, performance
Teacher observation,
worksheets, reflections,
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
attic circuits.
ECTII-5.10 Describe family
room and garage circuits.
ECTII-5.11 Describe
workshop circuits and
basement circuits.
ECTII-5.12 Describe water
pump and heater circuits.
(e.g., texts, experiments,
simulations) into a coherent
understanding of a process,
phenomenon, or concept,
resolving conflicting
information when possible.
Determine the meaning of
symbols, key terms, and
other domain-specific words
and phrases as they are
used in a specific scientific
context relevant to grades
11-12 texts and topics
Write
informative/explanatory
texts, including technical
processes.
Determine the central ideas
or conclusions of a text;
summarize complex
concepts, processes, or
information presented in a
text by paraphrasing them
in simpler but still accurate
terms.
2012-2018
wall. Large group and
small group discussions.
On-line reading and text
book reading.
student questions, teacher
questions, worksheet,
demonstration
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Teacher observation, rubric,
oral report, reflection,
classroom critiques, student
questions, teacher questions,
performance
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTII-5.13 Understand large
kitchen appliance circuits.
ECTII-5.14 Understand vent
fan and hydromassage
circuits.
ECTII-5.15 Describe electric
heating and air conditioning
wiring circuits.
Analyze the author’s
purpose in providing an
explanation, describing a
procedure, or discussing an
experiment in a text,
identifying important issues
that remain unresolved.
Analyze the author’s
purpose in providing an
explanation, describing a
procedure, or discussing an
experiment in a text,
identifying important issues
that remain unresolved.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
ECTII-5.16 Understand
oil/gas heating and
heat/smoke detectors. (This
is electrical??)
Write
informative/explanatory
texts, including technical
processes.
ECTII-5.17 Describe
television and telephone
signal distribution systems.
Determine the central ideas
or conclusions of a text;
summarize complex
concepts, processes, or
information presented in a
text by paraphrasing them
2012-2018
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Teacher observation, rubric,
reflection, student questions,
teacher questions, performance
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Written reports, oral report,
student questions, teacher
questions
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
Written reports, oral report,
student questions, teacher
questions
Teacher observation, rubric,
reflection, student questions,
teacher questions, performance
Written reports, oral report,
student questions, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTII-5.18 Understand
entrance equipment and
calculations. ?????
ECTII-5.19 Understand
pools, spa and smart house
wiring.
ECTII-5.20 Understand
remote control systems.
in simpler but still accurate
terms.
Synthesize information
from a range of sources
(e.g., texts, experiments,
simulations) into a coherent
understanding of a process,
phenomenon, or concept,
resolving conflicting
information when possible.
Determine the meaning of
symbols, key terms, and
other domain-specific words
and phrases as they are
used in a specific scientific
context relevant to grades
11-12 texts and topics
Write
informative/explanatory
texts, including technical
processes.
2012-2018
book reading.
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Written reports, oral report,
student questions, teacher
questions
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Written reports, oral report,
student questions, teacher
questions
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Written reports, oral report,
student questions, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
Domain - Alternative Energy: Photovoltaic - Optional
Core Standard 6-Students analyze the workings and configurations of photovoltaic alternative energy systems.
ELECTRONICS &
COMPUTER
STANDARD
ECTII-6.1 Identify major
components of a
Photovoltaic System.
ECTII-6.2 Identify types of
PV systems.
ECTII-6.3 Identify panel
types and characteristics.
ECTII-6.4 Determine proper
installation sequence for
Array and BOS.
LITERACY
STANDARD
Analyze the author’s
purpose in providing an
explanation, describing a
procedure, or discussing an
experiment in a text,
identifying important issues
that remain unresolved.
Write
informative/explanatory
texts, including technical
processes.
Synthesize information
from a range of sources
(e.g., texts, experiments,
simulations) into a coherent
understanding of a process,
phenomenon, or concept,
resolving conflicting
information when possible.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
LEARNING
ACTIVITIES
ASSESSMENTS
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
Multiple choice, matching,
written response, teacher
questions
Teacher observation, rubric,
oral report, reflection,
classroom critiques, student
questions, teacher questions,
performance
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
text.
ECTII-6.5 Install basic Array
and BOS components
ECTII-6.6 Determine proper
Array orientation
ECTII-6.7 Understand basic
performance characteristics.
Analyze the author’s
purpose in providing an
explanation, describing a
procedure, or discussing an
experiment in a text,
identifying important issues
that remain unresolved.
Write
informative/explanatory
texts, including technical
processes.
Determine the central ideas
or conclusions of a text;
summarize complex
concepts, processes, or
information presented in a
text by paraphrasing them
in simpler but still accurate
terms.
ECTII-6.8 Understand basic
Synthesize information
systems sizing methods.
from a range of sources
(e.g., texts, experiments,
simulations) into a coherent
understanding of a process,
phenomenon, or concept,
resolving conflicting
information when possible.
ECTII-6.9 Troubleshoot basic Follow precisely a complex
2012-2018
On-line reading and text
book reading.
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Multiple choice, matching,
written response, teacher
questions
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs using Marcraft
Teacher observation,
worksheets, reflections,
Teacher observation, rubric,
oral report, reflection,
classroom critiques, student
questions, teacher questions,
performance
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
systems problems and
installations errors.
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
ECTII-6.10 Understand safe
working practices for:
Working aloft (ladder, roof,
lanyard and harness). This
should be in the safety
section in Domain 1
Determine the central ideas
or conclusions of a text;
summarize complex
concepts, processes, or
information presented in a
text by paraphrasing them
in simpler but still accurate
terms.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
ECTII-6.11 Understand safe
working practices for:
Working with hand and
basic power tools.
ECTII-6.12 Understand safe
working practices for: Eye
and ear protection.
ECTII-6.13 Understand safe
working practices for:
Electrical safety.
Analyze the author’s
purpose in providing an
explanation, describing a
procedure, or discussing an
experiment in a text,
identifying important issues
that remain unresolved.
Synthesize information
from a range of sources
(e.g., texts, experiments,
simulations) into a coherent
understanding of a process,
phenomenon, or concept,
2012-2018
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
student questions, teacher
questions, worksheet,
demonstration
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Teacher observation, rubric,
reflection, student questions,
teacher questions, performance
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Teacher observation, rubric,
reflection, student questions,
teacher questions, performance
Multiple choice, matching,
written response, teacher
questions
Teacher observation, rubric,
reflection, student questions,
teacher questions, performance
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
resolving conflicting
information when possible.
2012-2018
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
Domain - Alternative Energy: Small Wind Energy Generation - Optional
Core Standard 7-Students analyze the workings and configurations of small wind alternative energy systems.
ELECTRONICS &
COMPUTER
STANDARD
LITERACY
STANDARD
ECTII-7.1 Identify major
components of a Small Wind
System.
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
ECTII-7.2 Identify types of
SW systems.
ECTII-7.3 Identify mounting
and turbine types and
characteristics.
ECTII-7.4 Determine proper
installation for turbine
types.
LEARNING
ACTIVITIES
ASSESSMENTS
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Follow precisely a complex
Labs using Marcraft
multistep procedure when
panels and our pre-fab
performing technical tasks;
wall. Large group and
analyze the specific results
small group discussions.
based on explanations in the
On-line reading and text
text.
book reading.
Determine the meaning of
Labs using Marcraft
symbols, key terms, and
panels and our pre-fab
other domain-specific words wall. Large group and
and phrases as they are
small group discussions.
used in a specific scientific
On-line reading and text
context relevant to grades
book reading.
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
Multiple choice, matching,
written response, teacher
questions
11-12 texts and topics
Determine the meaning of
symbols, key terms, and
other domain-specific words
and phrases as they are
used in a specific scientific
context relevant to grades
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Written reports, oral report,
student questions, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTII-7.5 Install basic small
wind turbine components
ECTII-7.6 Determine proper
site location
11-12 texts and topics
Follow precisely a complex
multistep procedure when
performing technical tasks;
analyze the specific results
based on explanations in the
text.
Synthesize information
from a range of sources
(e.g., texts, experiments,
simulations) into a coherent
understanding of a process,
phenomenon, or concept,
resolving conflicting
information when possible.
ECTII-7.7 Understand basic
Analyze the author’s
performance characteristics. purpose in providing an
explanation, describing a
procedure, or discussing an
experiment in a text,
identifying important issues
that remain unresolved.
ECTII-7.8 Understand basic
Synthesize information
systems sizing methods.
from a range of sources
(e.g., texts, experiments,
simulations) into a coherent
understanding of a process,
phenomenon, or concept,
resolving conflicting
information when possible.
ECTII-7.9 Troubleshoot basic Follow precisely a complex
systems problems and
multistep procedure when
book reading.
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
2012-2018
Teacher observation,
worksheets, reflections,
student questions, teacher
questions, worksheet,
demonstration
Written reports, oral report,
student questions, teacher
questions
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Multiple choice, matching,
written response, teacher
questions
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Multiple choice, matching,
written response, teacher
questions
Labs using Marcraft
panels and our pre-fab
Teacher observation, rubric,
oral report, reflection,
classroom critiques, student
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
installation errors.
performing technical tasks;
analyze the specific results
based on explanations in the
text.
ECTII-7.10 Understand safe
Analyze the author’s
working practices for: Tower purpose in providing an
safety.
explanation, describing a
procedure, or discussing an
experiment in a text,
identifying important issues
that remain unresolved.
ECTII-7.11 Understand safe
Analyze the author’s
working practices for:
purpose in providing an
Working aloft (ladder, roof,
explanation, describing a
lanyard and harness).
procedure, or discussing an
experiment in a text,
identifying important issues
that remain unresolved.
ECTII-7.12 Understand safe Synthesize information
working practices for:
from a range of sources
Working with hand and
(e.g., texts, experiments,
basic power tools.
simulations) into a coherent
understanding of a process,
phenomenon, or concept,
resolving conflicting
information when possible.
ECTII-7.13 Understand safe
Analyze the author’s
working practices for:
purpose in providing an
Working with hand and
explanation, describing a
basic power tools.
procedure, or discussing an
experiment in a text,
identifying important issues
that remain unresolved.
2012-2018
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
questions, teacher questions,
performance
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Multiple choice, matching,
written response, teacher
questions
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Multiple choice, matching,
written response, teacher
questions
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
Teacher observation, rubric,
reflection, student questions,
teacher questions, performance
Written reports, oral report,
student questions, teacher
questions
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
ECTII-7.14 Understand safe
working practices for:
Electrical safety.
Analyze the author’s
purpose in providing an
explanation, describing a
procedure, or discussing an
experiment in a text,
identifying important issues
that remain unresolved.
Labs using Marcraft
panels and our pre-fab
wall. Large group and
small group discussions.
On-line reading and text
book reading.
2012-2018
Teacher observation, rubric,
reflection, student questions,
teacher questions, performance
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
Process Standards
Reading Standards for Literacy in Technical Subjects 11-12
The standards below begin at grade 11 and define what students should understand and be able to do by the end of
grade 12. The CCR anchor standards and high school standards in literacy work in tandem to define college and career
readiness expectations – the former providing broad standards, the latter providing additional specificity.
Key Ideas and Details
11-12.RT.1
11-12.RT.2
11-12.RT.3
Cite specific textual evidence to support analysis of technical texts, attending to important
distinctions the author makes and to any gaps or inconsistencies in the account.
Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or
information presented in a text by paraphrasing them in simpler but still accurate terms.
Follow precisely a complex multistep procedure when performing technical tasks; analyze the
specific results based on explanations in the text.
Craft and Structure
11-12.RT.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as
they are used in a specific scientific context relevant to grades 11-12 texts and topics.
11-12.RT.5
Analyze how the text structures information or ideas into categories or hierarchies,
demonstrating understanding of the information or ideas.
11-12.RT.6
Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing
an experiment in a text, identifying important issues that remain unresolved.
Integration of Knowledge and Idea
11-12.RT.7
Integrate and evaluate multiple sources of information presented in diverse formats and media
(e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
11-12.RT.8
Evaluate the hypotheses, data, analysis, and conclusions in a technical subject, verifying the data
when possible and corroborating or challenging conclusions with other sources of information.
11-12.RT.9
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a
coherent understanding of a process, phenomenon, or concept, resolving conflicting information
when possible.
Range of Reading and Level of Text Complexity
11-12.RT.10
By the end of grade 12, read and comprehend technical texts texts in the grades 11-CCR text
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
2012-2018
complexity band independently and proficiently.
Writing Standards for Literacy in Technical Subjects 11-12
The standards below begin at grade 11 and define what students should understand and be able to do by the end of
grade 12. The CCR anchor standards and high school standards in literacy work in tandem to define college and career
readiness expectations – the former providing broad standards, the latter providing additional specificity.
Text Types and Purposes
11-12.WT.1
11-12.WT.2
11-12.WT.3
Write arguments focused on discipline-specific content.
Write informative/explanatory texts, including technical processes.
Students will not write narratives in technical subjects. Note: Students’ narrative skills continue to
grow in these grades. The Standards require that students be able to incorporate narrative
elements effectively into arguments and informative/explanatory texts. In technical, students must
be able to write precise enough descriptions of the step-by-step procedures they use in their
technical work that others can replicate them and (possibly) reach the same results.
Production and Distribution of Writing
11-12.WT.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
11-12.WT.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and
audience.
11-12.WT.6
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
Research to Build and Present Knowledge
11-12.WT.7
11-12.WT.8
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research
question; integrate information into the text selectivity to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation
Jay School Corporation Vocational Electronics and
Computer Technology Curriculum Guide
11-12.WT.9
Range of Writing
11-12.WT.10
2012-2018
Draw evidence from informational texts to support analysis, reflection, and research.
Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.