Ohio Board of Regent, Columbus. - ERIC

DOCUMENT RESUME

ED 393 002 CE 071 208

TITLE Plastics Technical Competency Profile.INSTITUTION Ohio State Univ., Columbus. Center on Education and

Training for Employment.SPONS AGENCY Ohio Board of Regent, Columbus.; Ohio State Dept. of

Development, Columbus.; Ohio State Dept. ofEducation, Columbus.

PUB DATE 96

NOTE 233p.; Product of the Ohio Tech Prep Initiative.AVAILABLE FROM Center on Education and Training for Employment,

College of Education, The Ohio State University, 1900Kenny Road, Columbus, OH 43210.

PUB TYPE Guides Classroom Use Teaching Guides (ForTeacher) (052)

EDRS PRICE MF01/PC10 Plus Postage.DESCRIPTORS Basic Skills; Behavioral Objectives; Competence;

*Competency Based Education; *EmploymentQualifications; High Schools; Job Skills; *Plastics;Postsecondary Education; *Statewide Planning;*Technical Occupations; *Tech Prep

IDENTIFIERS *Ohio

ABSTRACTThis document, which is intended to assist

individuals responsible for developing tech prep programs, lists theoccupational, academic, and employability competencies thatrepresentatives from education, business/industry, and laborthroughout Ohio have identified as being necessary for employment intechnician-level positions involving the manufacture and/or use ofplastics. Included in the introductory section are the following:overview of the technical competency profile (TCP) process used toidentify the technical competencies; lists of TCP team members;plastics job definitions; and plastics technical competency profilematrix. The plastics technical competencies identified by the TCPteam are listed by the following categories: communications literacy;mathematics literacy; science literacy; technological literacy;employability skills; professionalism; teamwork; technical recordingand reporting; problem analysis; project management; computerliteracy; basic economics; workplace safety; industrial electricity;electric test and measurement equipment; drafting technology; printreading; computer-aided design fundamentals; equipment maintenance;electromechanical technology; basic machining; hydraulics andpneumatics; industrial manufacturing technology; programmable logiccontrollers; welding basics; supervision; quality assurance; plasticspress technology; sheet metal fabrication; mold making; polymertechnology; plastics troubleshooting; plastics product design; colormatching; instrumental methods; rheology; and plastics manufacturing.Concluding the document are a sample glossary and plastics TCP Index.(MN)

***********************************************************************

Reproductions supplied by EDRS are the best that can be madefrom the original document.

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A Collaborative Project of the:

Ohio Department of Development

Ohio Tech Prep Initiative(co-sponsored by the Ohio Department of Education and Ohio Board of Regents)

Polymer Processors Association (PPA)

Printed and distributed by:

CENTER ON EDUCATIONAND TRAINING FOR EMPLOYMENT

COLLEGE OF EDUCATIONTHE OHIO STATE UNIVERSITY

U S DEPARTMENT OF EDUCATIONOtt,ce of Educe, one, Research arra Iroorovornent

E9OCATIONAL RESOURCES INFORMATIONCENTER (ERIC!

This document NIS been reproduced asrereived from the perSOM Or olanizationoriginating it

a Minor changes nave been made tonprove reur0OuClion Quahly

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

BEST COPY AVAILABLEnn.,,t% Of c.f.,. ,,r Slarod ,1 rhISdocument do not necessarily representoflcsI OERI position or policy

1Wt--TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC1''

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Printed and distributed by:

Center on Education and Training for EmploymentCollege of Education

The Ohio State University1900 Kenny Road

Columbus, Ohio 43210

" The plastics industry has played amajor role in Ohio's resurgence as aneconomic leader. Ohio accounts forapproximately 10% of the nationalplastics industry workforce,employing more than 100,000 people,and is responsible for the manufactureand shipment of products valued atmore than $15 billiol.."

Ohio Governor George V. Voinovich

A Collaborative Plastics CurriculumMore than a year ago, members of the Polymer Processors Association (PPA),Society of Plastics Engineers (SPE), and the plastics industry at-large sought theassistance of the Ohio Department of Development and the Ohio Tech PrepInitiative to develop a statewide core curriculum. This curriculum wouldprovide career paths for students at the end of a high school vocational program,adult education program, 8,000 hour apprenticeship program, Tech Prep (2 + 2)program, applied associate degree program, and/or baccalaureate program.

As the plastics project curriculum facilitator, Cathy Scruggs, Ohio Tech-PrepCurriculum Specialist, would like to thank the following individuals for theirhelp and support with this collaborative effort.

Special ThanksFor their extra networking efforts and driving force behind the project:Per Flem, CEO, Performance Plastics, Inc.Bill Palmer, President, Thermoplastics Division, Goshen Rubber Companies, Inc.Bob Rajkovich, Gem City Plastic Machinery, Inc.

For their extra committee work:Nancy Clem, Director, Akron Polymer Training CenterMickey Brandon, President & CEO, Marco MoldingLes Crowell, Change Agent, Master IndustriesBill Loskofsky, Sr. Development Engineer, The Goodyear Tire & Rubber Co.

For their assistance with facilitation of groups during the TCP Process:Jan Eley, Director, Akron Area Tech Prep ConsortiumEd Harper, Director, Workforce Development CouncilMike Hockman, Supervisor Great Oaks Institute of Technology & Career Dev.Sara Mazak, Program Associate, Center on Ed. & Training for EmploymentWendell Melton, Tech Prep Coordinator, Miami Valley Career & Tech.CenterVirginia Ramey, Director, Ohio South Tech Prep ConsortiumJerry Wickman, Director, Plastics Research Center, Ball State University

For their "behind the scenes" support:Steve Chambers, Librarian, Center on Education & Training for EmploymentLowell "Chris" Chrisman, Executive Director, Polymer Processors AssociationSara Mazak, Program Associate, Center on Ed. & Training for EmploymentLinda O'Connor, Manager, OITP, Ohio Department of DevelopmentTan Ray, Word Processor, Center on Education & Training for EmploymentShannon Vanderpool, OITP Secretary, Ohio Department of Development

Table of ContentsThe TCP Process v i

Business, Industry, and Labor Participants-1996 Plastics Technologies Curriculum Team ix

Education and Community Participants-1996 Plastics Technologies Curriculum Team xi

Plastics Job Definitions x i x

Plastics Technical Competency Profile Matrix x x i

TCP Leveling Codes 1

Communications Literacy-3Mathematics Literacy-19Science Literacy-29Technology Literacy-48Employability Skills-50Professionalism-56Teamwork-61Technical Recording & Reporting-64Problem Analysis-65Project Management-67Computer Literacy-69Basic Economics-71Workplace Safety-73Industrial Electricity-78Electrical Test & Measurement Equipment-85Drafting Technology-86Print Rt ading-92CAD Fundamentals-94Equipment Maintenance-97Electromechanical Technology-101Basic Machining-103Hydraulics & Pneumatics-111Industrial Manufacturing Technology-118Programmable Logic Controllers (PLCs)-123Welding Basics-126Supervision-129Quality Assurance-131Plastics Press Technology-142Sheet Metal Fabrication-146Moldmaking-149Polymer Technology-152Plastics Troubleshooting-163Plastics Product Design-165Color Matching-169Instrumental Methods-172Rheology-175Plastics Manufacturing-180Sample Glossary-196

Plastics Technical Competency Profile Index 201

P1

V

The TCP ProcessThe "Technical Competency Profile (TCP) Process" produces a list of occupational,academic, and employability competencies that need to be obtained in preparationfor technician level positions in business, industry, and labor. The "TCP Process"allows individuals from both secondary and postsecondary education and business,industry, and labor to deal with change in a positive manner by being active decisionmakers in the development of curriculum. Prior to the first official TCP meeting,labor market need has been determined and occupations identified for the targetedcurriculum cluster. Then the following three "panel sessions" occur.

Part I of the TCP Process:

Business, industry, and labor representatives from a labor market areaare convened to identify the occupational, academk, and employabilitycompetencies needed by one or more technician-level positions.

First, a brainstorming session is conducted to identify the critical skills needed bythe technician(s) positions being targeted (e.g., Process Technician, or a cluster ofoccupations within the plastics industry).

Second, a draft competency list that has been compiled in accordance withdefinitions of the individual or group of technician-level position(s) identified as thelabor market need is offered for consideration. Then, business, industry, and laborrepresentatives eagerly (1) add to, (2) delete from, and (3) alter the wording of thedraft competency list until it reflects the needs in the consortium's labor marketarea. It is critical that business, industry, and labor representatives alter the draft tofit the needs of their area, because it will be the cdyst for systemic curriculumreform in their schools and collegesultimately altering the type of employee poolavailable.

Then the business, industry, and labor representatives are provided with staterequired competencies in academic courses such as mathematics, language arts(communications), and science. They are asked to circle the code beside eachcompetency that could be taught in the context of the technologies being addressedby the TCP. This is done by silent, written votes so that the educational levels ofcommittee members will not sway the results. After tabulating the responses, thecorresponding competencies are identified with an asterisk (*) and used during PartsII and HI of the TCP Process.

ID 1996. The Ohio State University, Center on Education and Training for Employment.

v i

Part II of the TCP Process:

Both the academic and vocational-technical faculty members who will bedelivering the competencies in the consortium's participating secondaryschools and postsecondary colleges meet to assign grade levels andmastery levels to each competency on the list.

"Leveling" codes are used to indicate two-year increments (by the end of grade10, grade 12, AD-an associate degree, BD-a baccalaureate degree) during whichcompetencies will be introduced (I) and/or reinforced (R); when students willexpected to be competent (C), or proficient (P), or as having mastered (M) thecompetency; provided at a worksite (WS); or are lifelong learning (LL) skills dueto technological change. Competencies may carry one code (e.g., M12) or multiplecodes such as I-10, P42, R-AD, M-BD, WS, LL. Faculty members are also askedto list obstacles to delivering the competencies as stated (e.g., wording, equipment,training needs). These issues are recorded and addressed during TCP Part III.

Faculty members are also given the list of academic competencies that business,industry, and labor representatives identified during Part I as appropriate to betaught in the context of those technologies (indicated by an asterisk*) and asked toverify the validity of those choices. They are also asked to identify (using #) anyadditional competencies that need to be taught in the context of those technologies(Notethis is necessary due to educational terms not being understood by industryrepresentatives.) In this way faculty begins to discuss ways to apply academiccontent to the various technologies and ways to collaborate across disciplines toaccomplish that task.

Part III of the TCP Process:

Both groups, from TCP Parts I and II, meet together to addressperceived obstacles to accomplishing the competencies and how they, asa team, can best work together to facilitate delivery of the curriculumby removing or addressing each of the obstacles identified in Parts IIand HI. This is the "magic" of the TCP Process. With all theindividual "players" at the same table, planning for true systemic changecan take placeespecially if the focus is improving the education andtraining of students who will be their future employees and communitymembers.

1996. The Ohio State University, Center on Education and Training for Employment.

v i i

Post-TCP Steps:

Following the three "panel sessions" of the TCP Process, committees are formedto tipj_tiof the com etency builders and to create "pathways" that aidparents, teachers, and counselors in guiding students toward career choices.

Sam le Section of TCP Accountabilit Chart

Unit: ComptIteL Literag 10

I

12

R

AD

M

BD

R

WS LL

,., .iCqm tencll _.2Qp.peate:.gommOr 4gr4wAre.Competency Builders:Practice proper media handling techniques (e.g., magneticfields, dust, liquids) M R 4Identi hardware and its use I M R RUse hardware (e.g., mouse, drives, modems, cables, printers,di:'tizers, scanners, erotection devices) I R M R 4 q

R MOENMIENS

Ke board e cientl RRDemonstrate basic care of hardware I

The TCP chart is then used to extrapolate competencies into CompetencyDocumentation Sheets that outline the content of each course/worksite experience onthe curriculum pathway and verify that all the competencies in the TCP are covered.

Sample Competency Documentation SheetFutures County High School, Plastics Technologies Program

Integrated Math I covers the following competencies:NR2 Estimate answers, compute, and solve problems involving real numbersM1 Estimate and use measurementsMS Establish ratios with and without common unitsM13 Compute total sales from a variety of itemsM18 Identify area and volumeD1 Organize data into tables, charts, and graphsD7 Use tables, charts, and graphs to ideirly trends, draw conclusions, and makt: predictionsA13 Set up and solve linear equationsA21 Graph linear equationsA36 Translate verbal statements into symbolic languageG1 Create and interpret drawings of three-dimensional objectsG2 Represent problem situations with geometric models and apply properties of figuresG4 Demonstrate knowledge of angles, parallel, and perpendicular lines(the list would continue...)

To complete the TCP Process, committees often use both the "pathways" and theTCP chart to assist in the development of actual projects, lessens, modules, coursesof study, and eventually curriculum resource guides for the various components ofthe program at each grade level.

0 1996. The Ohio State University, Center on Education and Training Tor Employment.

viii

Business, Industry, and Labor Participants1996 Plastics Technologies Curriculum Team

Mickey Brandon, President & CEOMarco Molding, Dayton

Lowell "Chris" Chrisman, Executive DirectorPolymer Processors Association, Akron

Les Crowell, Change AgentMaster Industries, Ansonia

Wayne Decamp, Vice President-ManufacturingLandmark Plastic Corporation, Akron

Bill Deimling, PresidentDeimling/jeliho, Amelia

Per Flem, CEOPerformance Plastics, Inc., Cincinnati

Kurt Hamblin, Maintenance SuperintendentCardinal Packaging, Inc., Streetsboro

George Howard, Molding SuperintendentAkro-Mils/a Myers Industries Company, Akron

Donald Keyes, Principal Engineer & ManagerU. S. Precision Lens, Inc., Cincinnati

Ken Lazo, Director of Human ResourcesPREMIX, North Kingsville

Ken Lewis, Department ManagerRECTO MOLDEP Products, Cincinnati

Mike Lilja, Engineering ManagerItew Industries, Ashtabula

Bill Loskofsky, Sr. Development EngineerThe Goodyear Tire & Rubber Company, Akron

Business, Industry, and Labor Participants1996 Plastics Technolo ies Curriculum Team

Brent Martin, Manager, Blow Molding Engineering CenterOwens-Brockway Plastics & Closures, Toledo

Joe Pallota, Plant ManagerAkro-Mils/a Myers Industries Company, Akron

Bill Palmer, President Thermoplastics DivisionGoshen Rubber Companies, Inc., Englewood

Dennis PalmerPalmer Plastic Machinery Services, Inc., Columbus

Bob RajkovichGem City Plastic Machinery, Inc., Dayton

Ron Riffe, Diversified Industrial Training CoordinatorAshtabula County JVS, Jefferson

Jim Schweller, Plant ManagerAll Service Plastic Molding, Inc., Dayton

Donald Sherry, PresidentD. E. Sherry Company, Rocky River

John Silvey, Vice PresidentInternational Business Alliance, Ltd., Huber Heights

Willy Tychesen, Plastics CoordinatorOhio Valley Regional Development Commission, Portsmouth

Paul Vieltorf, Territory ManagerAdvanced Elastomer Systems, L. P., Akron

L Education and Community Participants1996 Plastics Technologies Curriculum Team

Shep Anderson, Chairperson, Manufacturing EducationSinclair Community College, Dayton

Allen Arthur, Associate Dean, Applied SciencesUniversity of Cincinnati, Cincinnati

Mary Banton, Applied Communications TeacherTri-County Vocational School, Nelsonville

Richard M. Beldyk, Instructor, Mechanical Engineering TechnologyWashington State Community College, Marietta

Dick Bickerstaff, Chairperson, Manufacturing TechnologiesColumbus State Community College, Columbus

Karen Blocher, Tech Prep CoordinatorGreater Cincinnati Consortium, Batavia

Dale Bodey, Education CommitteCleveland Society of Plastics Engineers, Strongsville

Jerry Brockway, SuperintendentAshtabula County & Vocational School District, Jefferson

Scott Brohard, InstructorPike County Vocational School, Piketon

Martha Brosz, Program Director, Scientific Laboratory TechnologyCincinnati State Technical & Community College, Cincinnati

David Brown, Coordinator, Industrial FinishingLima Technical College, Lima

Bill Burson, DirectorVanguard-Sentinel Technical Center, Fremont

Andre Camarata, Supervisor of Curriculum & InstructionAshtabula County Schools, Jefferson

1 3

Education and Community Participants1996 Plastics Technolo les Curriculum Team

Tony Carter, Electricity InstructorPike County Vocational School, Piketon

Stephen J. Clarson, Assistant Dean, College of EngineeringUniversity of Cincinnati, Cincinnati

Nancy Clem, DirectorAkron Polymer Training Center, The University of Akron, Akron

Gary N. Conley, PresidentInstitute of Advanced Mamfacturing, Cincinnati

Bill Deffenbaugh, Director, Economic & Workforce DevelopmentOwens Community College, Toledo

Michael J. DiMuzio, Technical Foundations InstructorGreat Oaks Institute of Technology & Career Dev., Cincinnati

Elaine Edgar, Tech Prep AdministratorOhio Board of Regents, Columbus

Jan Eley, Tech Prep DirectorAkron Area Tech Prep Consortium, Akron

L. Maxine Ewig, Project EMPOWEREdison Industrial Systems Center, Toledo

Leonard Fitzwater, Trades &Industry SupervisorMiami Valley Career Technology Center, Clayton

James Fraiser, DirectorGreat Oaks Institute of Technology & Career Dev., Cincinnati

Ted Gabry, Materials InstructorHocking College, Nelsonville

Darrell Gastin, Electronics InstructorTri-County Vocational School, Nelsonville

xi i

Education and Community Participants1996 Plastics Technolo ties Curriculum Team

John P. Hardy, Engineering Technologies InstructorCollins Career Center, Chesapeake

Edmund C. Harper, DirectorWorkforce Development Council, Fremont

Sandy Hartley, Applied Communications TeacherMiami Valley Career Technology Center, Clayton

Daniel P. Hochgreve, Program Manager, Quality and Supplier Dev.Lake Erie Manufacturing Extension Partnership, Toledo

Mike Hockman, Quality Support TeamGreat Oaks Institute of Technology & Career Dev., Cincinnati

Jan Hoeweler, Mathematics InstructorCincinnati State Technical & Community College, Cincinnati

Lindell Holtzmeier, Materials InstructorHocking College, Nelsonville

Linda Howard, Tech Prep DirectorSoutheast Tech Prep Consortium, Nelsonville

Janet Hyden, Technical Communication TeacherScarlet Oaks Career Dev. Center, Cincinnati

Stan Jennings, Tech Prep CoordinatorScioto County Vocational School District, Lucasville

Nicholas Johnson, Electrical InstructorScioto County Vocational School, Lucasville

Bruce Jones, Mathematics InstructorHocking College, Nelsonville

Dr. Daniel H. Jones, Polymer Technology TeacherEast High School, Akron

i

Education and Community Participants1996 Plastics Technolo ies Curriculum Team

Dan Keehan, Plastics InstructorLorain County Community College, Elyria

Peter W. Klein, Assistant Professor, Dept. of Industrial TechnologyCollege of Engineering and Technology, Ohio University, Athens

Jim Kronberg, Economic & Workforce DevelopmentOwens Community College, Toledo

John Kunkler, PrincipalStow High School, Stow

Howard Lawson, Director of Career EducationAkron Public Schools, Akron

Vicki Lear, Teacher, Applied MathematicsMiami Valley Career Technology Center, Clayton

Jack Lenz, Tech Prep SupervisorDiv. of Vocational & Adult Ed., Ohio Dept. of Education, Columbus

G. Rick Limber, Job Placement & Career EducationFour County Vocational School District, Archbold

Gretchen Lisi, Manager Technology Dev., Division of TrainingU. S. Precision Lens, Inc., Cincinnati

Steve Martin, Tech Prep CoordinatorPike County Vocational School District, Piketon

William Maston, Plastics InstructorMiami Valley Career Technology Center, Clayton

Mike McGill, Vocational InstructorWadsworth High School, Wadsworth

Kim McKinley, Adult DirectorTri-County Vocational School, Nelsonville

x i v16


Scott McMillen, Chemistry TeacherWadsworth High School, Wadsworth

William Meeker, Trade & Industrial Education SupervisorDiv. of Vocational & Adult Ed., Ohio Dept. of Education, Columbus

Wendell Melton, Tech-Prep CoordinatorMiami Valley Career Technology Center, Clayton

Steve Mercer, DirectorAshtabula County Vocational School District, Jefferson

Otto Meyer, Tech Prep CoordinatorWest Central Ohio Consortium, Lima

Eric Miller, Applied Science TeacherTri-County Vocational School, Athens

Mike Miller, Instructional SupervisorOhio Hi-Point Career Center, Bellefontaine

Russ Miller, Mathematics TeacherOhio Hi-Point Career Center, Bellefontaine

Susan E. Mongiardo, Interim Coordinator, Polymer TechnologyUniversity of Akron, Akron

James D. Mumaw, Teaching & Learning Chair, Tech. & Sciences Div.Terra Community College, Fremont

Becky Nicewarner, Human Resources ManagerLandmark Plastic Corporation, Akron

Judy Norris, Adult DirectorTri-Rivers Career Center, Marion

Leslie North, Mathematics TeacherWadsworth High School, Wadsworth

"X V


Linda O'Connor, Manager, Ohio Industrial Training ProgramEconomic Development Div., Ohio Dept. of Development, Columbus

G. James Pinchak, Associate Director, Planning & Admin. ServicesDiv. of Vocational & Adult Ed., Ohio Dept. of Education, Columbus

Sally Porter, Vocational DirectorWadsworth School District, Wadsworth

Virginia Ramey, Tech Prep DirectorOhio South Tech Prep Consortium, Portsmouth

Sue Ramlo, Physics Instructor, Engineering & Science Tech. Div.University of Akron, Akron

Larry Reuss, Manufacturing Engineering Technology InstructorCincinnati State Technical & Community College, Cincinnati

Joyce M. Rimlinger, Composition & Literature Department ChairCincinnati State Technical & Community College, Cincinnati

Tom Robinson, InstructorGreat Oaks Institute of Technology & Career Dev., Cincinnati

Roger C. Scherer, Associate Professor, Eng. Technologies/PlasticsShawnee State University, Portsmouth

Mike Schmeltzer, Chemistry InstructorWadsworth High School, Wadsworth

Doug Scott, Adult EducationToledo Public Schools, Toledo

George H. Sehi, Dean, Engineering and Industrial TechnologySinclair Community College, Dayton

Brian Sneider, Tech Prep TeacherVanguard/Sentinel Technical Center, Fremont

x vi 6


Steve Spriggs, Tech Prep InstructorEHOVE Career Center, Milan

Jack Steinicke, CoordinatorLakeland Tech Prep Consortium, Kirtland

Melanie R. Stewart, Polymer Science & TestingStow High School, Stow

Beth Stilwell, Mathematics TeacherTri-County Vocational School, Athens

Linda R. Taggart, English TeacherWadsworth High School, Wadsworth

Don Thompson, Science InstructorVanguard/Sentinel Technical Center, Fremont

Dr. Emin G. Turker, Dean, Engineering TechnologiesLakeland Community College, Kirtland

James Wallace, Instructor, Communications/General StudiesHocking College, Nelsonville

Pat Walsh, Director, Engineering TechnologyHocking Technical College, Nelsonville

Linda Watkins, SuperintendentFour County Vocational School District, Archbold

Steven E. Wendel, Asst. Professor, Drafting & Design TechnologySinclair Community College, Dayton

Steve Wheeler, Applied Science TeacherTri-County Vocational School, Nelsonville

Dr. Jerry L. Wickman, Director, Plastics Research and Ed. CenterBall State University, Muncie, Indiana

Education and Community Participants1996 Plastics Technologies Curriculum Team

Jennifer Williams, SupervisorTri-Rivers Career Center, Marion

Charles Winkle, Board MemberGreat Oaks Institute of Technology & Career Dev., Cincinnati

Jeffery M. Woodson, Asst. Professor, Mechanical Engineering Tech.Columbus State Community College, Columbus

2 0xviii

Plastics Job Definitions

Production AssociateAn operator of plastics processing equipment.Technical skills should include, but not be limV Al to:

safety issues in plastic processingtrimming/finishing operationvisual inspection for appearance/defectsperforms basic quality procedures (e.g., use of go/no go gauges, calipers, scales)

document process information (e.g., production reports, traceability, SPC charts)

0 U I LI. . V !I 14 IL

Set-Up PersonAn individual who set-ups plastics processingequipment utilizing set-up specifications and prints. Technical skillsshould include, but not be limited to:

has above plusenhanced safety trainingcan read and understand set-up sheets, follow written instruction, keep records

set-up tooling and auxiliary equipmentcan startup and run initial samplesbasic tooling and equipment maintenancematerial handling capabilities

I. U. I if II I IJ I IV

Maintenance PersonAn individual who maintains, troubleshoots, and

repairs equipment. Technical skills should include, but not be limitedto:

work experience of set-up/production associateadvanced safety requirementsunderstanding of electrical, hydraulic, pneumatic and mechanical systems onprocessing and related equipmentreading schematic diagramsbasic machining capabilitiesbasic weldingdocument changes

Preferred Minimum Education Level: High School Graduation or GED eauivalent

Plastics Job DefinitionsQuality Assurance PersonAn individual who monitors anddocuments products conformance to specifications. Technical skillsshould include, but not be limited to:

work experience of set-up/production associatereads printsmaintain calibration programgenerate first piece inspectioncan apply SPC technologieshandling the responsibility of being in an =popular positioncapability of team problem solving

Hi'h

Process TechnicianAn individual who troubleshoots and correctsprocessing problems. Would also be used to improves processes.Technical skills should include, but not be limited to:

has above plusabilities of quality assuranceknowledge of material propertiescapability of team problem solving

P9stsecondary Apprenticeship Certificate

Journeyman An individual who possesses the technical skills of themolder, set-up, maintenance, quality assurance, and processingtechnician.

Minim m Ed i n Lev

Baccalaureate DegreeAn individual who has obtained a four-yeardegree in either (1) Plastics Manufacturing/Processing or MaterialsScience; (2) Industrial Technology with an emphasis in plastics; or(3) an area of Engineering Technologies with a capstone in plastics.

X Xe 4 )ie Iv,

Plastics Technical Competency ProfileMatrix

(March 1996)

A = Production AssociateB = Set-Up PersonC = Maintenance PersonD = Quality Assurance Person

PG UNITS3 *Communications Literac

19 *Mathematics Literacy29 *Science Literac48 Technology LiteracL50 Em lo abilit Skills56 Professionalism61 Teamwork64 Technical Recordin & Re ortin .65 Problem Analysis67 Pro'ect Mana ement69 Com uter Literac71 Basic Economics73 Work lace Safet Level 177 Work 'lace Safet (Level 2)78 Inthstrial Electricity

Electrical Test & MeasurementE ui ment

85

86 Draftin Technolo92 Print Readin94 CAD Fundamentals97 E ui ment Maintenance101 Electromechanical Technolo103 Basic Machinin111 H draulics & Pnewnatics118 Industrial Manufacturing Technology

(Level 1)122 Industrial Manufacturing Technology

(Level 2

xxi

E = Process TechnicianF = JourneymanG = Baccalaureate Del ,ree

. B EN D 1.11.111B1El X ENIEREASSIENMMEIMMXMKM X Eillialla x 121El X welelmnisiMMEM X MIMIEill X ENIE111 WIEmxmxmlxMrEl X MEM X El

rilpit X WEI X ENMXKIXEIMMXMXMMXMXMIESMMMMMMXMM WIMMXMANIXM KIX=MXM WM

MXIMIXMMXMXMAXEMMI RE XM XEI

1101111111113 x IN1111111111111111:11101E1

X

X

MINN x WIWI Ill x IONINI will1111 1111

Au

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Plastics Technical Competency ProfileMatrix

(continued)

A = Production AssociateB = Set-Up PersonC = Maintenance PersonD = Quality Assurance Person

PG UNITS123 Pro rammable Logic Controllers (PLCs)126 Weldin Basics129 Su ervision131 Quality Assurance (Level 1)134 Sualit Assurance Level 2140 sualit Assurance Level 3)142 Plastics Press Technology (Level 1)143 Plastics Press Technolo (Level 2)146 Sheet Metal Fabrication149 Moldmakin (Level 1)151 Moldmaking (Level 2)152 Pol er Technolo_ (Level 1)161 Pol er Technolo (Level 2163 Plastics Troubleshootin: (Level 1)

Plastics Troubleshootin (Level 2)164165 Plastics Product Desi n169 Color Matchin: (Level 1171 Color Matching (Level 2)

Instrumental Methods (Level 1)172174 Instrumental Methods (Level 2)175 Rheolo _

180 Plastics Manufacturing (Level 1)185 Plastics Manufacturing (Level 2)

196 Sample Glossary

E = Process TechnicianF = JourneymanG = Baccalaureate Degree

X

XX

XX

X

X

X

XXX

IMaxiaxiamix= maximaixmaxER=xmaxesFM In EN

IN 11111111011E1 x §21.M111111111 MI EAlillx1E1x13X n 3( ENENEIEllialiERIEBER

4.

X

TCP LEVELING CODES

10 = by end of grade 10

12 = by end of grade 12

AD= by end of the Associate Degree

BD= by end of the Baccalaureate Degree

LL = lifelong learning necessary due to technological change

WS = on-job-training that occurs at an actual worksite

I = introduce (applies to at least 3 competency builders)

R = reinforce or add depth (after introducing or mastery)

M or C or P = master, competent, or proficient (achievement ofthe competency and all its competency builders)

Example: M12, RAD

Example: R10, C12, WS

Example: I-10, R12, PAD, LL

Diarr_ite: 1-12, RAD, MBD

Special Academic Codes used only for Communications Literacy,Mathematics Literacy, Science Literacy, and Technology Literacy.

* = Industry identified this competency to be taught usingapplied methods in context of technology

# = Teachers identified this competency to be taught usingapplied methods in context of technology

Note: All academic competencies not identified by * or #are to be taught using regular or applied teaching methods.

1

.

Unit: CommunicationsLiteracy

= Industrytaught

# = Teachersbe

Note:

identified these tousing applied methods

identified these totaught using applied methods

The remaining competenciesbe taught using regular or

methods.

be

also

gmare toa I tiled

Subunit: Ileadh2LStructure 10 AD BD WSRS1 Exhibit knowledge of languagestructure CP RR \I

* RS2 Recognize that there may be morethan one interpretation of readingselections RCP R \I

* RS3 Reco nize various litera devices R CP R EU4

RS4 Recognize and discuss literaryelements RCP R

* RS5 Develop and use an increasinglysophisticated vocabulary gained throughcontext R C R R \I 4

* RS6 Apply knowledge of languagestructure to reading CP RR 4

* RS7 Explain why there may be morethan one interpretation of readingselections IR CP \I

* RS8 Recognize effect of literacydevices on meanin: I R R C \I

RS9 Analyze author's use of literaryelements C \I

* RS10 Recognize relationship ofstructure to meanin. ICPR Ai

RS1I Describe various interpretationsof reading selections IR CP 4RS12 Characterize author's use oflitera devices C \I

RS13 Characterize use of literarytechni ues C N/

RS14 Critique a variety of literaturewith regard to plot, dialogue, theme,setting, and characterization R CR R 4RS15 Apply an expanding vocabularyained throu . h readin: R CR R \I \I

RS16 Explain various interpretationsselections and meaning levels in reading


* . Industrytaught

# . Teachersbe

Note:taught

The remainingbe taught

methods.12

identifiedusing applied

identifiedusing

using

AD

these

theseappliedcompetenciesregular

RD

tomethods

tomethods

or

WS

be

also

LL

are toapplied10Subunit: eadingStructure

(eon inned)RS17 Analyze use of literarytechniques (e.g., extended metaphor,simile, personification, hyperbole, pun,alliteration) C qRS18 Understand use of literarydevices (e.g., irony, satire, allegory,onornatooeia) C 4RS19 Analyze and synthesize pieces ofliterature with regard to plot, dialogue,theme, settin:, and characterization C 4Snbunit: ReadingMeaning

, onstruction10

,

12 AD BD WS LL

RM1 Demonstrate ability to recognizeappropriate pre-reading strategies R CP R .4

* RM2 Describe effectiveness of areading selection R CP R q

* RM3 Read to clarify personal thinkingand knowledge R CPR 4 4

* RM4 Support interpretation of text bylocating and citing specific information R CP R 4 4RM5 Develop and support personalresponse to a variety of literary works 1 R RRRM6 Recognize diverse literaryinterpretations 1 R C P

* RM7 Engage in self-selected readingactivities P R 4

* RM8 Confirm and extend meaning inreading by researching new conceptsand facts 1 CPR 4

* RM9 Self-monitor and applycorrective strategies whencommunication has been interrupted orlost R CP R 4RM10 Use features of literary genresto extend meaning C 4 .


* . Industrytaught

# . Teachers

Note:

identified these to beusing applied methods

identified these to alsobe taught using applied methods


methods.are toapplied

1ziuntt:. RedrngMeauingonstruction (continued )

12:

AD

RIV111 Assess effectiveness of aselection read R CPR 4

* RM12 Use reading as a possibleproblem-solving strategy to clarifypersonal thinkMg and knowledge R CP R 4 4RM13 Use knowledge of semanticelements (e.g., figurative language,denotation, connotation, dialect) toclarify meaning when reading R C P R 4RM14 Predict, recognize, interpret,and analyze themes based on familiaritywith author's work C .4

RM15 Compare and contrast literarygenres R CPR 4RM16 Assess validity and quality ofselection read R CPR 4

* RM17 Clarify meaning when reading R CPRC

.4

-NI

RM18 Compare personal reaction tocritical assessment of a literary selectionRM19 Assess validity of diverseliterary interpretations C 4

* RM20 Use reference books to find,evaluate, and synthesize information R CP12.4 4RM21 Identify tone of a literary work C P RR -4

RM22 Critique validity of diverseliterary interpretations C 4RM23 Integrate personal reaction toand critical assessment of a literaryselection C -4

Subunit: ReadingApplication 10 12 AD BD WS LL* RA1 Select and read material for

personal enjoyment and information P R qRA2 Read a variety of complete,unabridged works R R RR

5

. .

Se

..". ..

.

" ;..:


* . Industry identified these to betaught using applied methods

# . Teachers identified these to alsobe taught using applied methods

Notc. The remaining competenciesare to be taught using regular ora I lied methods.I

*

ESUbliliitt Re4. .:: ppngo. pit ::.. .... ,:...::.

"IcOntinikI 0 .::::11....'HI: '.::

RA3 Employ various readingstrate:ies accordin: to su s ose R CP R 4RA4 Participate in selection of books,materials, and topics for literature studygroups C 4RA5 Develop and apply knowledge ofthe interrelationship of concepts C -N/

RA6 Read selections from a variety ofstyles and formats, recognizing thatstyle and format influence meaning R CP R q

* RA7 Extend value of reading, writing,speaking, viewing, and listening bypursuing, through reading, new conceptsand interests developed as a result ofthese activities R R R R qRA8 Read extensively from aparticular author's work and explainelements of author's style CSubunit:, 'Re44i ;-',-::...:i,.:::, 1 0

.. ...: : .:

'. ' .:' -

-.Ap. : D ws :........ .

..,..... ...

LL..,.. :

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* RMI Connect themes and ideas acrossdisciplines through literature I CP P

* RM2 Read to facilitate learning acrosscurriculum R R R R. 4 4

* RM3 Read to develop awareness ofhuman rights and freedom R R R R q 4RM4 Participate actively in acommunity of learners c 4RM5 Recognize and explaininteraction between literature andvarious cultural domains (e.g., socialtechnological, political, economic) R R 4

6

A2 9

,


, Industry identified these to betaught using applied methods

# , Teachers identified these to alsobe taught using applied methods

Nigel The remaining competenciesare to be taught using regular orapplied methods.

. Sabund: Reache' '' Mu ltulisci s linar (cont.)

1

RM6 Explore and analyze a variety ofcultural elements, attitudes, beliefs,and value structures by men and womenof many racial, ethnic, and cultural

psRM7 Value thinking and language ofothersRM8 Relate literature to historicalperiod about which or in which it waswritten RCP R 4

* RM9 Read to facilitate contentlearnin: CP RR 4Suborn : WritinlStructure 10 12 AD RD WS LLWS1 Develop and expand a repertoireof organizational strategies (e.g.,narration, comparison/contrast, anddescription) through a practice anddiscussion R

* WS2 Clarify word choice according toaudience, topic, and purpose C

* WS3 Locate and correct errors inusage, spelling, and mechanics using avariety of resources

* WS4 Recognize information gainedfrom primal)/ and secondary sources

* WS5 Develop writing which containsordered, related, well-developedparagraphs with sentences of variedlengths and patterns C P R R 4

* WS6 Use information from a varietyof sources to develop an integrated pieceof writing

* WS7 Evaluate and revise writing tofocus on such things as audience, tone,and purpose C P R R


. Industry identified these to betaught using applied methods

. Teachers identified these to alsobe taught using applied methods

nal The remaining competenciesare to be taught using regular orapplied methods.

Suburnt .. - tructure.

cen tie10 1

* WS8 Recognize differences betweendocumentation and reference list stylesWS9 Develop extended pieces ofwriting which contain ordered, related,well-developed paragraphs withsentences of va_Lissind patternsWS10 Select from a repertoire oforganization strategies a patternappropriate to a topic

* WS11 Synthesize information from avariety of sources

* WS12 Refine word choice and toneaccording to audience, situation, andsu oseWS13 Appropriately cite informationgained from primary and secondarysources

* WS14 Use style manuals or softwareto prepare documentation and referencelists

* WS15 Develop effectively organizedpieces of expository writing containingstrong voice, clear thesis, and well-developed ideas

* WS16 Identify organization patternsappropriate to writing topic C

* WS17 Respond to others' suggestedrevisions to a writing piece


= Industrytaught

# = Teachersbe

Note:

identi led these to beusing applied methods

identified these to alsotaught using applied methods


methods.are toa I died

Subunit: Writing eaning, . Construction

1 0 : RD WS

WM1 Demonstrate knowledge of therecursive nature of the writing processby applying it appropriately to variousto tics, situations, and audiences RR CP 4WM2 Develop criteria for writingevaluation using scoring guides andeer/teacher 1 qWM3 Respond to others' suggestedrevisions to a siece of writin: RR CP 4

* WM4 Use word processing, graphics,and publishing aids to construct meaningin writin. C P R R 4 4WM5 Engage in self-initiated writingactivities P -4

* WM6 Incorporate personal criteriawith generally accepted standards forwritin: evaluation RCP R -4

* WM7 Evaluate, analyze, ands nthesize information for writin: ICPR 4WM8 Evaluate own writing usingsersonal and established scorin: criteria R CP R 4WM9 Assess personal/peer revisions toa writin: s iece RCP R q

Bil*

WM10 Recognize and refine personalwritin: s les RCP R 4

EN

4

Subunit: Writin 1A / / Iication 1 0 in AD BD WSWA1 Apply appropriate writingtechniques suitable for varied writingtasks CP RR

* WA2 Use sentence-combiningtechniques to improve syntactic fluencyand maturit CP R R 4


, Industrytaught

# . Teachersbe

Note:




methods.are toa I 'lied

*Subunit: elfin 1 0.

--f pplication..

(continued)* WA3 Write in response to prompted

and self-selected topics in practical,persuasive, descriptive, narrative, andexpository domains C P R RWA4 Develop personal voice inwritin RCP R 4

* WAS Consider audience and purposefor writin CP RR qWA6 Develop criteria for selectionand otential develoi ment of to ic I qWA7 Write in a journal or learninglog to clarify personal thinking andknowled e R R R R 4

* WAS Apply an expanding vocabulary:ained throu:h writin: R R R R 4

* WA9 Make judicious use of referencesources (e.g., dictionary, thesaurus, on-line data base, enc do eedia) R R 4WAN Demonstrate an appreciationfor aesthetically pleasing languagethrough word choice and style R R R R 4

* WAll Apply revising and editingstrategies needed for writing task R R R R 4WA12 Vary sentence lengths andpatterns CP RR 4WA13 Refine personal voice inwriting R R R R qWA14 Vary styles and formats forintended purpose and audience CWA15 Apply criteria for selection anddevelopment of topic C P R R 4WA16 Participate in peer review ofwriting in progressWA17 Use transitions betweensentences, ideas, and paragraphs inwriting


, Industrytaught

# . Teachersbe

Note:




methods.are toa s I lied

Subunia, Idu Applicationcontinued

10 12 A

____presentation/sublication

WA18 Revise and edit papersextensively in preparation for

WA19 Develop a variety of genres IWA20 Focus writing and tone on suchelements as audience, situation, andpurpose

,

* WA21 Develop topic fully anda I s ro iriatel C P R R 4

*_personal

WA22 Use writing process to.clarifythinking knowled e

WA23 Apply appropriate recursivewriting process as suggested by writingtask and writer's processWA24 Develop an extended piece ofwritingWA25 Revise writing and tone toassure focus on such elements asaudience, situation, and purposeWA26 Use writing process to writereflective! I R 4Suburnt Writrng--,

nitidisciplinary .

WM1 Use writing process for learningacross curriculum

* WM2 Use writing process todemonstrate knowledge of need forhuman rights and freedomWM3 Value and apply collaborativeskills in writing process

* WM4 Write in response to reading,speaking, viewing, and listening R R R R .4

* WM5 Use multidisciplinary resourcesin writing projects R R R R 4WM6 Use writing process to facilitatelearning across curriculum


' -5Thliistrytaught

# = Teachersbe

Note:taught


methods.12

1 den tim--1---ris--W--ieseusing applied

identifiedusing

using

AD


B

tomethods

tomethods

or

_

be

also

are toapplied

11 unit:Multidiseiplinarycon inue

10

WM7 Recognize value of and engagein collaborati2n irix,NI&j.)itin rocess

I C P R 4

WM8 Use communication processes todevelop a published writing piece incollaboration with othersWM9 Record experiences andobservations related to content learning C P R R qWM10 Apply collaborative skills inwriting process R R R R 4WM11 Write collaboratively withpeers RWM12 Use cross-disciplinaryresources in writinl ro'ects R R R R qubunit: 'stem 1

ite ructureLS1 Listen to and view a wide varietyof . enres CLS2 Become aware of an author'sstyle through listening and viewing avariety of worksLS3 Recognize correct andappropriate grammar, diction, andsn_Lax C

* LS4 Expand vocabulary throughlistening to and viewing varied mediaLS5 Recognize beauty of languageLS6 Enhance recognition of anauthor's style through listening andviewing a variety of worksLS7 Recognize use and misuse oflanguage in mediaLS8 Refine knowledge of stylethrough listening and viewing multipleworks by the same author


* = Industry identified these to betaught using applied methods

# = Teachers identified these to alsobe taught using applied methods

liolu The remaining competenciesare to be taught using regular ora I I lied methods.

Subunit: Istening/VisualiteracyStruclure

Conti=

LL

LS9 Expand and refine grammar,diction, and s ntax throu h listenin R R R 4LS10 Compare authors' styles throughviewin and listenin to their works R R R RLS11 Expand knowledge of complexrammar, diction, and s tax issues R R R R -V

Subunit: Lo ening/VisualiIteraryMeaningonstruction

BD W.

LL

* LM1 Develop critical thinking skillsnecessary to evaluate media and assessoral presentations I CP RLM2 Compare new oral texts to pastexperiences and knowledge in order toenhance comprehension I CR PLM3 Recognize how rhythmicpatterns, silence, and cadences enhancequality of speech and literature P R R RLM4 Focus listening and viewing onthemes and/or plots P R R R

* LI015 Gather information fromlistening and viewing experiences toenhance research C P R R

* LM6 Use critical thinking skills toevaluate media and oral presentations C P R R 4LM7 Use prior knowledge andexperiences to facilitate comprehensionof new oral texts I R R

.

RLM8 Identify rhythmic and timepatterns in speech and literature P R R RLM9 Identify and analyze themesand/or plots when listening and viewing P R R RLM10 Use information gathered fromlistening and viewing experiences toexpand research C R R

Unit: Communications, Literacy

. Industry Wenn ied these to betaught using applied methods


Note: The remaining competenciesare toa ITEer1

:10

be taughtmethoc_12

using

AP'.

regular

'RDs

or

VVS: 1.1, 1Subunit: ,. Istvan al.

1 er . eaningo ru nIcontruued

LM11 Enhance use of critical thinkingskills to evaluate media and oralpresentationsLM12 Consider prior knowledge andexperiences when attempting tounderstand the meanin: of new texts R R R RLM13 Appreciate rhythmic and timepatterns of speech and literature R R R R 4LM14 Select viewing and listeningmaterials to su s s ort written text C P R R 4

* LM15 Evaluate media and oral9 resentations anal ticall and criticall C P R R f 4LM16 Organize prior knowledge andexperiences to comprehend new texts R R R R 4LM17 Organize and use viewing andlistening materials to support writtentext CP R R 4

bunit: Listernnf Visual- Literac A lication

10

* LA1 Listen attentively during oralreadin:

* LA2 Use media as stimuli for learningand thinkins R R R RLA3 Develop knowledge oi structurethrough art, music, and literature I R 4LA4 Use electronic media to enhanceand highlight language learning R R R R 4LA5 Listen and view forentertainment and edo ment R R R R .Ni

* LA6 Use technology and other mediaas means of expressing ideas R R R R 4


. Industrytaught

# . Teachersbe

Note:




methods.are toa I +lied

Subunit: ,XisteningiVisualLiteraey-

ultidisei linar

I 0 AD BD WS

LIM Facilitate learning acrosscurriculum through critical listening andviewing I 4

* LM2 Engage in individual, small-group, and whole-group listening andviewin:, activities R R R R .N.I -/

LM3 Develop language arts (e.g.,viewing, listening) projectscollahorativel R R R R -\I

LM4 Investigate language and culturaldifferences through listening andviewing activities R R R RLM5 Participate in a community oflearners throu h roductive listenin R R R R

WS

Ea=qNI

q

Subunit: Oral CommunicationStructure

1 0 AD RD

* OS1 Refine oral communication skills R R R R* 0S2 Demonstrate knowledge of

grammar, usage, and syntax whenresentin CP RR

* 0S3 Select topics and vocat ularysuitable to audience CP RR q

* 0S4 Organize notes and ideas fors eakin CP RR .4

0S5 Use lan ua e ima inativel R R R R Ell4

0S6 Modulate voice to meaning wheninte gretin:. literature orall R R R R0S7 Organize notes and ideas forformal, semiformal and informalpresentations of information

* 0S8 Refine speaking techniques forformal, semiformal, and informalsettings


, Industrytaught

# . Teachersbe

Note:





- bunit, Oral Communication 10 12 iStructure .(continued)

A

0S9 Develop repertoire oforganizational strategies for presentinginformation orall

* OS10 Expand vocabulary to fit topic* OS11 Select topics suitable to

audience, situation, and purpose* 0S12 Select appropriate strategies

when organizing notes and ideas forspeaking C P R RSubunit: Oral Communication

eanin onstruction* OM1 Make connections between prior

knowledge and new information for oralpresentations R

* 0M2 Participate in informal speakingactivities R R R R 4

* 0M3 Use interviewing techniques togather information R R R R 4

* 0M4 Communicate orally to entertainand to inform R R RR 4

* 0M5 Participate in groupcommunication activities R R R R 4

* 0M6 Take and organize notes whenpreparing speech/presentation C P R R .4

0M7 Interpret texts orally to illustratemeaning R C

* 0M8 Respond to needs of variousaudiences C P R R 4

* 0M9 Gather and assess informationfor speaking C P R R 4

* OM10 Communicate orally to informand persuade

* 0M11 Prepare and deliver formalspeech/presentation I C R 40M12 Participate m a variety of oralinterpretations


. Industry identified these to betaught using applied methods


Note: The remaining competenciesare to be taught using regular orapplied methods.

Subuni: Oral Communication,: eaning Constructio. ..

,.. . continued ''''

1 0 12..

''

BD .WS -:

. '

LL

0M13 Assess needs of audience andadjust language and presentationaccordin: to th c:-..i. knowled e C P R R 40M14 Analyze.and synthesizeinformation for speaking I C P R 40M15 Describe effectiveness ofliterary selection C R R P .\1

* 0M16 Describe topic or idea in orderto clarify personal/audience thinking R

* 0M17 Analyze and synthesizeinformation gathered from a variety ofsources for speaking0M18 Describe validity and/or qualityof a liierary selection and justifyselection I0M19 Interpret orally a variety ofliterature IRRC

* 0M20 Describe topic or idea toclarify meaning for others RCP RSubunit: Oral Communication... .....: .

Application*1 0 1

.AD

, :WS . LL

* 0A1 Become proficient at usinginterviewing techniques0A2 Give an oral interpretation for aspecific audience I C P R .Ni

* 0A3 Develop and apply oralcommunication skills forcooperative/collaborative learning

* 0A4 Use oral communication for avariety of purposes and audiences (e.g.,negotiations, book reviews, rationales) R R0A5 Develop and apply decision-making strategies I C P R 40A6 Practice interviewing techniques R R

I Unit: CommunicationsLiteracy

bunt ; Oral Comm unicationApplication -(Continued)

0A7 Apply interviewing techniques topurposeful interviews0A8 Focus oral interpretation on as ecific audience

* = Industry identified these to betaught using applied methods


Note: The remaining competenciesare to be taught using regular orapplied methods.

* 0M1 Value thinking and language ofothers0M2 Develop oral projectscollaboratively

1

0M3 Be involved in individual, small-group, and whole-group languageactivities0M4 Participate actively in acommunity of learners0M5 Investigate language and culturaldifferences through oral languageactivities

Unit: MathematicsLiteracy

.=. I iti

taught# . Teachers

beNote:

d u s t 'Wet o b eusing applied methods



methods.are toappied

ubunit: Nuinbers and NumberRelations

10 12 A B

* NR1 Compare, order, and determinees uivalence of real numbers C P

* NR2 Estimate answers, compute, andsolve roblems involvin: real numbers C P

* NR3 Compare and contrast realnumber system, rational number system,and whole number system R CRP

* NR4 Extend knowledge to complexnumber system and develop facility withits operation I R CSubunit: Measurement 10 12 AD BD WS LL

* M1 Estimate and use measurements C P R M .N1 q* M2 Understand need for measurement

and probability that any measurement isaccurate to some designated specification I R CP

.N1

* M3 Understand and applymeasurements related to power andwork I R CP 4

* M4 Understand and applymeasurement concepts of distance-rate-time problems and accelerationproblems I RCP-4 4

* MS Use real experiments to investigateelasticity, heat, sound, electricity,magnetism, light, acceleration, velocity,energy, and gravity I R CP 4 4

* M6 Use real-world problem situationsinvolving mass and weight R C

I

P

R C

-4

4* M7 Use real-world problem situations

involving simple harmonic motion* M8 Establish ratios with and without

common units CP RR* M9 Construct and interpret maps,

tables, charts, and graphs as they relateto real-world mathematics I C P 4


, Industry identified these to betaught using applied methods


Note:. The remaining competenciesare to be taught using regular orapplied methods.

Subunit: Measurement (continued) 1 0 1 2 AD RI) WS LLM10 Understand and solve rate-changeproblems I C P -4

* MEL Understand and solve righttriangle relationships as they relate tomeasurement, specifically toPythagorean theorem I C P

* M12 Graph and interpret orderedpairs C P

* M13 Compute total sales from avariety of items C P

* M14 Comprehend and compute ratesof growth or decay I C P 4M15 Comprehend, compute, andinterpret real problems involvingannuities I CM16 Develop techniques to identifyreal problems and provide possiblesolutions I C R R 4

* M17 Identify and apply different typesof measurement scales R CR P

.1

M18 Identify area and volume C P R. S unit: Estimation and Mental

cian....1 ution1 0

R

1 2

C

AD

P

BD WS LL

El Use estimation to eliminate choicesin multiple-choice tests

* E2 Use estimation to determinereasonableness of problem situations in awide variety of applications C P R 4

* E3 Estimate shape of graphs of variousfunctions and algebraic expressions I R C P

* E4 Use mental computation whencomputer/calculator are inappropriate


. Industrytaught

# . Teachersbe

Note:




methods.are toa lied

ubunit: Data Analysis androbabilit

10 12 .

* Di Organize data into tables, charts,and graphs I C P 4 4

* D2 Understand and apply measures ofcentral tendency, variability, andcorrelation I C P -4 4

* D3 Use curve fitting to predict fromdata I R C P 4

* D4 Use experimental or theoreticalprobability, as appropriate, to representand solve problems involvinguncertaint R C 4 4

* D5 Use computer simulations andrandom number generators to estimateprobabilities I C R P 4 4

* D6 Test hypotheses using appropriatestatistics I R C P 4 4

* D7 Read, interpret, and use tables,charts, and graphs to identify patterns,note trends, draw conclusions, and makepredictions C P R R 4 4

* D8 Identify probabilities of eventsinvolving unbiased objects I CR P

* D9 Use sampling and recognize its rolein statistical claims I R C P 4

* 010 Design a statistical experiment tostudy problem, conduct experiment, andinterpret and communicate outcomes I R C P 4 4

* D11 Describe normal curve in generalterms and use its properties I C P

* 012 Create and interpret discreteprobability distributions I C P

* 013 Understand concept of randomvariable I C P .


. Industrytaught

# . Teachers

Note:




methods.are toa , died

Subunit: Data Analysis and-Probabilit (continued)

10 12 AD lID WS LL

* D14 Apply concept of randomvariable to generate and interpretprobability distributions, includingbinomial, uniform, and chi s uare I C P 4Subunit: Aliebra 10 12 AD BD WS

.LL

* Al Describe problem situations byusing and relating numerical, symbolic,and graphical representations C R P

* A2 Use language and notation offunctions in symbolic and graphingsettings ICPR

* A3 Recognize and use equivalent zerosof a function, roots and the solution ofan equation in terms of graphical andsymbolic representations I C P

* A4 Describe and use logic ofequivalence (<,>,=) in working withequations, inequalities, and functions I C P

* A5 Develop graphical techniques ofsolution for problem situations involvingfunctions I CRP

* A6 Explore and describecharacterizing features of functions I CR P

* A7 Make arguments in algebraicsettings (solve literal equations) I R C

* A8 Factor difference of two squares IP RR* A9 Identify slope, midpoint, and

distance ICPRA10 Explore and combine rationalfunctions I CR PAll Explore factoring techniques ICPR

* Al2 Solve quadratic equations byfactoring and formula ICPR

* A13 Set up and solve linear equations CR P R* A14 Solve systems of linear equations

with two variables I C P R


* . Industrytaught

# . Teachersbe

Note:




methods.are toappliedFY*SribunI 1 0 / 2 , Art BD WS LL

* A15 Describe geometric situations andphenomena using variables, equations,and functions R R C

*

*

A16 Describe measures of centraltendency, mean, median, mode, andN:_ian.2eall_el_.31.aicallira 1.pc_aiiian1 1 RCPA17 Represent inequalities on numberline and in coordinate plane I C P

* A18 Use coordinate arguments inmakin: leometric roofs I R

* A19 Symbolize transformations offigures and gtaphs 1 RA20 Explcte geometric basis forfunctions of tri:onomet IA21 Graph linear functions I C P

* A22 Develop and use vectors torepresent direction and magnitudeincluding operations I C P

* A23 Use polar and parametricequations to describe, graph, and solveproblem situations I R C

* A24 Represent sequences and series asfunctions both algebraically andgraphically I C P

* A25 Explore recursive functions andprocedures using spreadsheets, othercomputer utilities, and appropriatenotions I RA26 Describe and solve algebraicsituations with matrices 1 RA27 Describe and use inverserelationship between functions includingexponential and logarithmic I R

* A28 Analyze and describe errors anderror sources that can be made whenusing computers and calculators to solveproblems I R R C

Unit: Mathematics -17.--.

LiteracyFikiiWthtaught

# , Teachersbe

Note:

using appliedidentified

taught usingThe remainingbe taught using

methods.

led these to bemethods

these to alsoapplied methodscompetenciesregular orare to

a I s lied

:Stitiuriitt.*Algsj2M.:(contintiek 10 . 2:.: .::* '''' U WS ' :.:':LL:';:.

A29 Decide whether problem situationis best solved using computer,calculator, paper and pencil, or mentalarithmetic/estimation techniquesA30 Explore relationships betweencomplex numbers and vectorsA31 Make arguments concerninglimits, convergence and divergence incontext involving sequences, series, andother tj. es of functionsA32 Represent transformations inplane with matricesA33 Contrast and compare thealgebras of rational, real, and complexnumbers with characteristics of a matrixalgebra systemA34 Construct polynomialapproximations of a function overspecified intervals of convergenceA35 Examine complex numbers aszeros of functions

# A36 Translate verbal statements intosymbolic language I

* A37 Simplify algebraic expressions I C* A38 Use laws of exponents (including

scientific notation) IA39 Expand and extend idea ofvectors and linear algebra to higherdimensional situationsA40 Use the idea of independent basiselements for a vector space andassociated fundamental concepts of fmitedimensional linear algebraA41 Develop and communicatearguments about limit situationsA42 Use matrices to describe anda .111 transformations


. Industrytaught

# . Teachersbe

Note:




methods.are toa 1 I lied

Subunit: Al!.ebra (continued 10 12 AD RD WS 'LitA43 Develop and use polar andparametric equations to representproblem situationsA44 Explore proofs by mathematicalinduction ISubunit: Geometry 10 12 AD RD WS L

* G1 Create and interpret drawings ofthree-dimensional objects I R C

* G2 Represent problem situations withgeometric models and apply propertiesof figures

* G3 Apply Pythagorean theorem* G4 Demonstrate knowledge of angles

and parallel and perpendicular lines* G5 Explore inductive and deductive

reasoning through applications tovarious subject areasG6 Translate between synthetic andcoordinate representations

* G7 Identify congruent and similarfigures using transformation withcomputer programsG8 Deduce properties of figures usingtransformations and coordinatesG9 Use deductive reasoning

* G10 Explore compass and straightedgeconstructions in context of geometrictheoremsGll Demonstrate knowledge of andability to use proofG12 Use variety of proof techniques(e.g., synthetic, transformational, andcoordinate)G13 Use variety of proof formats,including T-proof (i.e., two-column)and eara:ra eh *roof


. IndustrThentifiedtaught

# . Teachersbe

Note:taught


methods.

these to beusing applied methods

identified these to alsousing applied methods

competenciesusing regular orare to

a t I liedSubunit Geonieti continued 10 12 AD RD WS LLG14 Explore different proof strategies I RG15 Investigate different proofs oftheoremsG16 Develop knowledge of anaxiomaticsatemG17 Apply transfoimations andcoordinates in problem solving

* GI8 Represent problem situations withgeometric models and apply propertiesof figures IGI9 Deduce properties of figuresusing vectorsG20 Analyze properties of Euclideantransformations and relate translations tovectorsG21 Apply vectors in problem solvingG22 Develop further knowledge ofaxiomatic systems by investigating andcomparing various geometry's ISubunit: Patterns., Relations, and

Functions10 12 AD BD 3 WS LL

P1 Model real-world phenomena withpolynomial and exponential functionsP2 Explore relationship between zerosand intercepts of functions I C

* P3 Translate among tables, algebraicexpressions, and graphs of functions

* P4 Use graphing calculator orcomputer to generate graph of afunctionP5 Explore relationship between alinear function and its inverse

# P6 Describe and use characteristics ofpolynomial functions in problem-solvingsituations I .


* . Industry identified these to betaught using applied methods

4 = Teachers identified these to alsobe taught using applied methods

Note: The remaining competenciesare to be taught using regular or122Led methods.

Subunit: Patterns, Relationsl and 1 0Fune *o ontinn .

12 , AD

P7 Explore conic sections and graphusing graphing calculator or computer I R

* PS Apply trigonometric functions toproblem situations involving triangles I C PP9 Discover relationships betweenalgebraic description, kind, andproperties of conicP10 Explore periodic real-worldplumomena using sine and cosinefunctions IP11 Analyze effects of parameterchanges on graphs I RP12 Use graphing calculator orcomputer to graph functions I C PP13 Develop a knowledge of rationaland transcendental functions IP14 Understand connections between

and circular functions I R C_trigonometricP15 Use circular functions to modelperiodic real-world functions I R CP16 Solve trigonometric equations andverify trigonometric identities I R CP17 Understand connections betweentrigonometric, exponential, andlogarithmic functions and polarcoordinates, complex numbers, andseries I R

# P18 Model real-world phenomenawith a variety of functions I R RP19 Graph using polar coordinates I R

* P20 Explore graphs in threedimensions I R


= Industry identified these to betaught using applied methods


Note. The remaining competenciesare to be taught using regular or

lied methods.Subunit: Patterns, ..Relatio

Funetion.s (cantinueP21 Explore functions of severalvariablesP22 Explore recursive functions usingspreadsheets and/or programminglanguages

28 5;

'---:-

Unit: Science Literacy . Industrytaught

# = Teachersbe

Note:




methods.are toa s lied

Sribunit:::.:::-. -SdentirteAn $ ull ' A.:. :!..1.::li12 .;:-; ;A1)::.:,!.131): WS :L1,* Q1 Check the appropriateness and

accuracy of measures and computationsusing various strategies (e.g.,estimations, unit analysis, determinationof si:nificant fi:uresQ2 Use ratios, proportions, andpercentages in appropriate problemsituations R P M R 4 4

*

*

Q3 Translate information from andrepresent information in various formswith equal ease (e.g., tables, charts,

a hs, cliaL_pm rg_mtricfi ures) R P

1

M RQ4 Derive algebraic formulas andcreate new ones in appropriate problem-solving situations I P MR

* Q5 Estimate and justify probabilitiesof outcomes of familiar situations basedon experimentation and other strategies R CR P .4 4

* Q6 Invent apparatus and mechanicaltools needed to perform unique tasks invarious situations I R R C

* Q7 Identify, compare, and contrastdifferent modes of inquiry R C P R 4 4

* Q8 Design investigations that are safeand ethical (i.e., obtain consent andinform others of potential outcomes,risks and benefits, and show evidence ofconcern for human health.and safety,concern for non- human species) R C P R -4

* Q9 Make and read scale drawings,maps, models, and other representationsto aid planning and understandin: R C P m 4 4Q10 Seek elaboration and justificationof data and ideas, and reflect onalternative interpretations of theinformation R R C P -4

Unit: Science Literacy * . IlidiiTii7identifiedtaught

# = Teachersbe

Note:taught


methods.

these to beusing applied methods



appliednbunit: Scientific In uiry

(continued)1 0 .

.12 A

,

Q11 Use appropriate units for countsand measures C P M R 4Q12 Create and use databases(electronic and other) to collect,organize, and verify data andobservations RCP R q 4Q13 Design and conduct investigationswith multi a le variablesQ14 Communicate the results ofinvestigations clearly in a variety ofsituations R CP R 4 qQ15 Examine relationships in nature,offer alternative explanations for theobservations, and collect evidence thatcan be used to help judge amongexplanations R R R Cg .\/

* Q16 Trace the development (e.g.,history, controversy, and ramifications)of various theories, focusing onsupporting evidence and modificationwith new evidence R CR P q 4

* Q17 Select, invent, and use tools,(including analog and digitalinstniments) to make and record directmeasurements CP MR -4 4

* Q18 Observe and document events andcharacteristics of complex systems R CPM4 4Q19 Explain the influence ofperspective (e.g., spatial, temporal, andsocial) on observation and subsequentinterpretations R R R R q 4

# Q20 Create multiple representations ofthe same data using a variety of symbols,descriptive languages, mathematicalconcepts, and graphic techniques R C R 4 4

Unit: Science Literacy * . Industrytaught

# = Teachersbe

Note:taught


j_iethods.12




applied1 0 _Subunit:. Scientific Inquiry

,(continued)

AD It L

Q21 Generate testable hypotheses forobservations of complex systems andinteractions R C P M 4 4

* Q22 Document potentially hazardousconditions and associated risks inselected homes and public areas R C M R 4 4

# Q23 Participate in public debates,relying on documented and verified datato construct and represent a position onscientific issues R R C P 4 4

# Q24 Construct and test models ofphysical, biological, social, andgeological systems R R C R 4 4

!

* Q25 Read, verify, debate, and, wherenecessary, refute research published inpopular or technical journals of science(e.g., Discover, Omni, PopularMechanics) I R C P 4 4

# Q26 Explore discrepant events anddevelop and test explanations of whatwas observed I R C P 4

* Q27 Conduct theory-based researchusing surveys, observationalinstruments, and other methods R R CP4 q

* Q28 Modify personal opinions,interpretations, explanations, andconclusions based on new information R C P R 4 4

* Q29 Analyze error and developexplanations in various domains RR CP4 qQ30 Formulate taxonomic schemesbased upon multivariate models that helpto explain similarities and differences inform, distribution, behavior, survival,and origin of objects and organisms R R R C 4

Unit: Science Literacy * = Industrytaught

# = Teachersbe

Note:





bunit: Sdentilic Inquiry(continued)

10 12.

AD BD

# Q31 Demonstrate various logicalconnections between related concepts(e.g., entropy, conservation of energy) R C P R I 4Q32 Account for discrepanciesbetween theories and observations R C P R i 4Q33 Analyze the changes within asystem when inputs, outputs, andinteractions are altered R C pQ34 Create, standardize, anddocument procedures R C P NI

Q35 Determine the sources ofsignificant disparities between thepredicted and recorded results andchange research procedures to minimizedisparities R R C P 4Q36 Research, locate, and proposeapplications for abstract patterns (e.g.,fractals, Fibonacci sequences, stringtheo , o ' ) I .N1

# Q37 Recognize and utilizeclassification systems for particles,elements, compounds, phenomena,organisms, and others for exploring andpredicting properties and behaviors R C P M 4 4

* Q38 Suggest and defend alternativeexperimental designs and dataexplanations (e.g., sampling, controls,safeguards) R R P .4

* Q39 Recognize and communicatedifferences between questions that can beinvestigated in a scientific way and thosethat rely on other ways of knowing(resource materials; intuitive) I 4 4


# = Teachersbe

Note:




methods.are toa i , lied

Subunit:. dentine Inquiry', continued)

1 0 12 ,

..

AD BD WS LL

Q40 Draw conclusions based on therelationships among data analysis,experimental design, and possiblemodels and theories R CPR

# Q41 Suggest new questions as a resultof reflection on and discussions abouttheir own scientific investigations

R C

P

P

R

R

4 4Q42 Investigate, assess, and commenton strengths and weakness of thedescriptive and predictive powers ofscience

# Q43 Create new information fromrepresentations of data in a variety offorms (e.g., symbols, descriptivelanguages, graphic formats) utilizing avariety of techniques (e.g.,interpolations, extrapolations, linearregressions, central tendencies,correlation's) C P

,

Subnnit: Scientific Knowiedle 1 0 12 AD BD WS LL* K1 Investigate various types of

dynamic equilibrium (e.g., biological,:eololical, mechanical, chemical) R C P M 4 4

* K2 Investigate the relationshipbetween the rates of energy exchangeand the relative energy level ofcomponents with systems (e.g., tropiclevels of ecosystems, osmosis, rate ofheating and cooling, storms) R C P M .4 NI

# K3 Investigate patterns in the naturalworld (e.g., heredity,crystallinestructures, population and resourcedistributions, diffraction, dispersion,polarization) R C P M 4 -1


# = Teachersbe

Notv:




methods.are to

Appliedu u . . elentific Knowledge

continued)10 12 AD BD WS ; LL

# K4 Investigate models and theories thathelp to explain the interactions ofcomponents in systems (e.g.,conservation of mass, energy, andmomentum; food webs; naturalselection; entropy; plate tectonics; chaos;relativity; social-psychology)KS Investigate degrees of kinshipamong organisms and groups oforganismsK6 Investigate the limits of thedefinition of life, and investigateorganisms and physical systems that existat or near these limits (e.g. viruses,quarks, black holes)K7 Investigate estimates andmeasurements of a wide range ofdistances and rates of changeK8 Investigate the historicaldevelopment of theories of change overtime (e.g., natural selection, continentaldrift, the WI ban:, :eolo:ic chan:e)K9 Investigate physical and chemicalchanges in living and non-living systems(e.g., photosynthesis, weatheringprocesses, glaciation, thermal effects ofmaterials, energy cells)K10 Investigate simulations of nuclearchange (e.g., radioactivity, half life,carbon dating)Kll Investigate conservationprinciples associated with physical,chemical, and nuclear changes


# = Teachersbe

Note:

ideal led these to beusing applied methods



methods.are toa 1 a lied

Subunit: Scientific Knowledge. (continued)

11J 12 AD BD WS LL

K12 Formulate descriptions of theimpacts of various forms of mechanicaland electromagnetic waves on variousorganisms on each other over time IK13 Formulate models and hypothesesfor patterns in the natural world (e.g.,earth structures, transportation systems,migrations, communications,constellations) IK14 Formulate explanations for theinfluences of objects and organisms oneach other over time IK15 Formulate and interpretexplanations for change phenomena(e.g., mass extinction's, stellar evolution,punctuated equilibrium, molecularsynthesis) I c -4

K16 Formulate and interpretexplanations for the magnitudes ofdiversity at different periods of geologictime (e.g., mutation, global cataclysms,continental drift, competition, massextinction's) IK17 Formulate interpretations of thestructure, function, and diversity in avariety of organisms and physicalsystems (e.g., DNA and RNA variants,nucleons, interaction particles) IK18 Formulate understandings ofgeologic time (e.g., millennia, periods,epochs) IK19 Formulate an understanding ofthe histcrical development of the modelof the universe

_'

Unit: Science Literacy --r = Industrytaught

# = Teachersbe

Note:




methods.are toa lied

hunit: clentifie Knowledgecontinued)

I . LL

K20 Formulate explanations andrepresentations of the production,transmission, and conservation of energyin biological and physical systems (e.g.,weather, volcanism, earthquakes,electricity, magnetism, cellularrespiration) I R CR \I \I

K21 Formulate models and hypothesesabout patterns in the natural world (e.g.,social behavior, molecular structure,energy transformation, entropy,randomness, aging, chaos, hormonalcycles) IR CP \I \I

K22 Formulate interpretations of therelationship between energy exchangeand the interfaces between componentswithin systems IRCPq \I

K23a Formulate estimations for therange of energies within and betweenvarious phenomena (e.g., thermal,electromagnetic, thermonuclear,chemical, electrical) I RCP -4 \I

K23b Formulate explanations for thehistorical development of descriptions ofmotions interactions and transformationsof matter and energy (e.g., classicalNewtonian mechanics, special and:eneral relativit , chaos IK24 Formulate models that can beused to describe fundamental molecularinteractions in living and non-livingsystems (e.g., cell membranes,semiconductors). I C -4

Unit: Science Literacy * = Industrytaught

# = Teachersbe

Note:




methods.are toa I died

Subunit: Scientific Knowledge(continued)

1 0 12 D BD

K25 Formulate an understanding ofthe degree of relationship amongorganisms and objects based onmolecular structure (e.g., proteins,nucleic acids) IK26 Formulate hypotheses and modelsthat may account for observable events(e.g., electricity and magnetism,gravitation, atoms, bonding, chemicalreactions, quantum effects, energy flowon biological systems, predator-preyrelationships) IK27 Formulate models and hypothesesabout change over time (e.g., naturalselection, speciation, punctuatedequilibrium, phyleytic gradualism,stellar evolution, plate tectonics,radioactive decay, quantum mechanicaltheory) IK28 Formulate lists of limitations andpropose refinements of standardclassification systems (e.g., periodictable, IUPAC, Linnean, standard model) IK29 Formulate specific cases oflimitations and possible exceptions oftheories and principles regarding theinteractions of moving objects andorganisms (e.g., fluid flow in vessels,motion near the speed of light,Heisenberg uncertainty principle,meteorological prediction, localvariation and diversity, predictingearthquakes, energy transport in cellularrespiration)

_


# = Teachersbe

Notes





Subunit: Scientific Knowledge(continued)

K30 Formulate plans andcontingencies that can be used toaccommodate for changes to and stresseson systems (e.g., wildlife and habitatmanagement, corrosion prevention,noise abatement, structure design) IK31 Formulate models of molecular,atomic, ionic, and subatomic structuresand the physical and biologicalimplications of these structures (e.g.,:enes, nucleons, s uarks) IK32 Formulate estimates for a widerange of measurements and scales (e.g.,angstroms to light years) I

.

K33 Formulate and interpretIrepresentations of time from origin topresent accounting for phenomena ofscale (e.g., smoothness, punctuation's,chaos)

.

1

K34 Formulate interpretations of thehistorical development of varioustheories of possible causes of diversityamong physical and biologicalphenomena (e.g., the works of Aristotle,Mendel, Darwin, McClintock) IK35 Formulate models and hypothesesthat can be used to explain theinteractions of components withintechnological and ecological systems ISubmit: Conditions for Learning

ctence1 0 1 2 AD BD WS LL

Cl Participate actively in dialogueabout and resolution of communityissues I

Unit: Science Literacy . Industry Wenn led these to betaught using applied methods


Note:. The remaining competenciesare to be taught using regular orapplied methods.

nbunitz- Conditions for LearningScience (continued)

I i2 AD BD WS LL:

C2 Assess information from variouscountries in the original language ortranslated form to ascertain theperspectives of many cultures IC3 Analyze the scientific ideaspresented in science fiction stories andfilms I

* C4 Perform and repeat investigationsto verify data, determine regularity, andreduce the impact of experimental error R C P R -1 -NI

CS Present the results of investigationsin a variety of forums R C P R NI

* C6 Contribute to the decisionsregarding topics for investigation C R R R 4 4

* C7 Use various creative means tocommunicate interpretations of scientificideas, concepts, phenomena, and events R C P R .Ni 4

* C8 Consider the scientific thinking andIan: a:e of others CR R R -\/ q

* C9 Individually and collaborativelyproduce clearly written representationsof investigative results R CP R 4

* C10 Fulfill responsibilities as part of aresearch group C R P R \I Ni

* C11 Select and utilize resources byvarious criteria (e.g., efficiency,effectiveness, health, safety) that areappropriate to the investigations beingconducted by groups C R PC12 Present persuasive argumentbased on the scientific aspects ofcontroversial issues

Unit: Science Literacy = Industry identified these to betaught using applied methods

= Teachers identified these to alsoS be taught using applied methods

The remaining competencies:1.5.5 are to be taught using regular or

apjjed_methods.Subunit: Conditions for Learning 10 12 AD RD WS LL

$dence.( nIl ued): :55.:

* C13 Collect, store, retrieve, andmanipulate information with availabletechnologies alleges that may range fromhand processes up through computerapplications R C P RC14 Investigate social issues with ascientific perspective (e.g., humanrights, weliness, economics, futurism,environmental ethics) IC15 Keep journals of observations andinferences made over an extended periodof time and reflecting upon the impactof these recorded ideas on their thinkingand actions R C P R 1

C16 Examine the intellect,perspectives, and ethics of notablescientists IC17 Collect and analyze observationsmade over extended periods of time andcompare these to scientific theories R C P RC18 Create presentations of scientificunderstandings using diverse modes ofexpressions R C P R "I

C19 Conduct formal scientific debatesin the classroom IC20 Wonder about the likelihood ofevents that may occur by chance orcoincidence I

* C21 Plan and conduct field trips andperiences for small and large groups R

C22 Analyze the historical contextwhich leads to and has lead to scientifictheories IC23 Seek information on topics ofpersonal scientific interest from avariety of sources I

40U'-)

.

.

41 C.1

".

. .."


# = Teachersbe taught

Note: The remaining



competenciesusing regular orare to be taught

a I died methods.Subunit: Conditions or Learning

Sdence (continued)1 AD R W

C24 Conduct learner-developedinvestigations independently andcollaboratively over periods of week andmonths IC25 Listen attentively and critically topresentations of scientific informationmade by others RC26 Conduct analyses of propagandarelated to scientific issues RC27 Perform investigations thatrequire observations over varyingperiods of time RC28 Experience scientific concepts asinterpreted by other cultures throughmultimedia and local and globalspecialists I

* C29 Access appropriate technology toperform complicated, time-consumingtasks R C P RC30 Relate historical accounts ofscience to the cultural context in whichthey were written I .

* C31 Work as a contributing memberof a collaborative research group R R R RC32 Examine the influences of socialand political structures and realities thatcontribute to inquiry about scientificissues ..

I* C33 Use technology (e.g., desktop

publishing, teleconferencing,networking) to communicate scientificideas R C P R -1

,

qC34 Explore and analyze a variety ofperspectives on science (e.g., works bymen and women of many racial, ethnic,and cultural groups) I

,


# = Teachersbe

Note:




methods.are to

1 g lied

bppii4.,i:.ic904i090.::.f.or :LgttrAing .:dent0.:16ohtimied

::,i, 10 12 :'::::.,

C35 Lead groups of learners ofvarious ages in designing, planning, andconducting science activities

* C36 Respect the scientific thinking ofothers and selfC37 Recognize and contrast differentepistemologies

jargid#

C38 Develop possible courses Jf actionin response to scientific issues of local

lobal concernC39 Determine the validity of researchconclusions in relation to the design,.erformance, and results RC40 Develop multimedia presentationsof group and individual researchprojects and investigations appropriatefor a variety of audiences and forumsC41 Produce interesting andscientifically correct stories and presentthem using various modes of expressionC42 Reflect on the ideas and contentfound in their own journal recordsC43 Examine ambiguous results andformulate explanations

k

C44 Recognize and synthesize thecontributions to scientific thought ofindividuals from many culturesC45 Construct models and simulationsof the component structures andfunctions of living and non-livingentitiesC46 Lead multi-age groups in theexamination of and planned resolutionfor scientific issues


# = Teachers

Note:


identified these to alsobe taught using applied methodsThe remaining competenciesbe taught using regular or

methods.are toa , i lied

ubunit: Conditions for Learning- cience (continue

2 AD RD WS LL

C47 Recognize and choose members ofresearch teams based upon the merit oftheir ideas and skills I

* C48 Construct a portfolio of products,documentation, and self-evaluations ofhis/her own abilities, skills, andexperiences RCP R qC49 Synthesize scientific informationfrom a variety of sources R R R R 4 4C50 Evaluate and prioritize scientificissues based u s on risk-benefit anal ses IC51 Refining scientific skills from avariet of ex I eriences RR R R 4 4Subunit: Applications for

Science Learnins10 12 AD RD WS LL

Al Answer student-determinedquestions by designing databases anddrawing inferences from the analyses ofthe information in these databasesA2 Make personal behavior decisionsby interpreting information that has ascientific basis I

* A3 Propose courses of action that willvalidate and demonstrate personalunderstandinls of scientific rinci Iles I R R R 4 4A4 Guide other learners in theirunderstanding of the interactions oftechnologies and society at variousperiods in time 1

A5 Promote and carry out practicesthat contribute to a sustainableenvironment IA6 Study and propose improvementsin public services and systems in theircommunity

_I

1 Unit: Science Literacy . Industrytaught

# = Teachersbe

Note:




methods.are toa , lied

Subunit:,

: liOticol$,:iitor:: :.:

pe. ening ,

éontinued

io D WS

* A7 Choose consumer materialsutilizing personal and environmentalrisk and benefit information R R R R 4 4

* A8 Make inferences and drawconclusions using databases,s readsheets, and other technolo lies I P R 4 4

* A9 Do simple troubleshooting oncommon electrical and mechanicalsystems, identifying and eliminatingpossible causes of malfunctions I C P 12 NI q

* A10 Construct devices that performsim i le, re s etitive actions I C P M-4 -4

* All Investigate the functionality ofvarious geometric shapes in die naturalworld and the designed world (e.g.,translations from spherical to planerepresentations cause distortions,triangular shapes contribute to rigidityand stability in structures, round shapesminimize bounda for a :iven ca snit ) I R C 4 4Al2 Make decisions regardingsersonal and iublic health RA13 Evaluate the social and ecologicalrisks and benefits resulting from the useof various consumer products RA14 Analyze the contributions ofadvances in technology through historyto his/her everyday lifeA15 Identify and reduce risks andihreats to a sustainable environmentA16 Extend the limits of humancapabilities using technologicalenhancementsA17 Use and recognize variouspropaganda techniques


# = Teachersbe

Note:





Subunit: Applicadons forScience Learningcontinued

1 0 12 AD BD WS LL

# A18 Solve unique problems using theresults of systematic analyses I C PA19 Choose everyday consumerproducts that utilize recent innovationand pass appropriate performancecriteria R

* A20 Refine personal career intereststhrough investigations of the diversity ofmanufacturing, research, service, andinvention processes R R R R

* A21 Predict and investigate theworking of toys and tools whilecontrolling and manipulating variables(e.g., friction, gravity, forces) R CPM-q \I

* A22 Write, follow, modify, andextend instructions (e.g., equations,algorithms, formulas, flow diagrams,illustrations) R C I' 11,1 4 NI

* A23 Create products, make inferences,and draw conclusions using databases,spreadsheets, and other technologies R CPR.N1 qA24 Predict various scenarios andpropose solutions to community issuesusing scientific information (e.g.,actuarial tables, census data, topographicmaps, incidence data, climatic data) IA25 Use scientific evidence toconsider options and formulate positionsabout the health and safety of others andhim/herself I

* A26 Search for, use, create, and storeobjects and information using variousstrategies and methods of organizationand access R R R R 4 \I


# = Teachersbe

Note:





ubunit: Apphcauons for. moue Learning....(continued) .

10 12 AD -.;

.

RD WS L

* A27 Research and write environmentalimpact statements of his/her own design I

I

C

C

P

R

* A28 Compare school-based scienceperspectives with those gained throughcutting-edge technological applicationsA29 Design management plans fornatural and human-altered environments(e.g., woodlots, patios, lots, lawns,farmlands, forests) I

* A30 Refine personal career interests R R R R q 4A31 Promote public awareness of theinteraction of technology with socialissues I

,

A32 1 dvocate and propose courses ofaction for local and global scientificissues using global networks

_

R qA33 Use appropriate technologies toprepare and present the findings ofinvestigations incorporating tables,graphs, diagrams, and text I C PA34 Make informed consumer choicesby evaluating and prioritizinginformation, evidence, and strategies RA35 Develop an informed point-of-view that allows for validation orrefutation of the scientific statements andclaims of advocated before pursuingcourses of action (e.g., contributingsupport, signing petitions, casting votes) IA36 Differentiate betweenobservations and inferences in theexploration of evidence related topersonal, scientific, and communityissues R

f


# = Teachers

Note:




methods.are toa i , lied

Subunit: Applications forScience Learningcontinued

1 0 12,

AD B

A37 Develop and write environmentalimpact and safety and hygienemanagement plans IA38 Use technology to collect,analyze, and communicate information(e.g., electronic networks, desktoppublishing, remote sensing, graphingcalculators, satellite telemetry, andothers) I R R 4A39 Design, construct, and marketinventions I

T. Unit: Technology LiteracyNote: Over 600 Ohio business, industry, andlabor representatives examined, altered, and thenverified the content extracted from the Report of

= Industrytaught

# = Teachersbe

Note:

i dentified these to beusing applied methods



methods.

Lb. cr )c_Task_EQrs,_Qc_c_uskgnLearner Goals for All Minnesotans. This unit are to

appliedstresses the impact of technology on bothteachin: and learnin!.

it . :.::,:: .

..., .ContpOeiteles:::::::;i'.::::: :: :::::;:::]:ii:: : :.: 10 : 12 :AD BD ,:WS. LL* T1 Demonstrate a systems view of

technology based on the interdependenceof social, political, economic, andecological systems

* T2 Assess the career, family, andpersonal development implications oftechnological change

* T3 Demonstrate continuous learningvia technolo:

* T4 Demonstrate global appreciationfor technology's potential effects oncultures, geographic areas, and theenvironment R C R P 4 4T5 Apply historical perspective ontechnology to the development and useof new technologies

* T6 Apply diverse technologies tostore, access, process, create, andcommunicate information needed tosolve roblems

* T7 Apply legal principles and ethicalconduct to the use of technolo:

* T8 Demonstrate competency inmathematics, science, social sciences,communication, and computer skillsthrough the analysis, design, andevaluation of technological systems

* T9 Analyze the potential of alternativetechnological systems to solve problemsand/or to extend human capabilities 4 4

48

Unit: Technology Literacy . Industrytaught

# = Teachers

Note:

usMg

be taughtThe remainingbe taught

methods.12

kdentiapplied

identifiedusing

using

AD

led these


BD

tomethods

tomethods

or

WS

be

also

LL

are toapplied10Com t etencies:

* T10 Use a variety of tools, materials,and equipment in solving problems andextending hurmcgabilities

* T11 Assess risks and benefits oftechnological developments from anecological, economic, social, andi olitical ers a- ctiveT12 Value human diversity as part ofa team in suggesting, designing, andtesting solutions to technologicalproblems

Unit: Employability Skills

10 12 AD BD WS

NIMENEMiLL

Levelin: o this com etenc ... R itei P R

Competency: Develop a career plan

Competency Builders:Identify current interests and aptitudesIdentify common barriers to employmentDescribe strategies to overcome employment barriersLocate resources for finding employmentResearch job trendsIdentify career optionsIdentify advantages and disadvantages of career options (in addition to monetary)Identify job requirementsInvestigate education/training opportunitiesEvaluate personal strengths and weaknesses

5 0

10 12 AD BD WS LLLeveling of this competency... R

Competency: Prepare for employment

Competency Builders:Identify traditional and non-traditional employment sourcesIdentify present and future employment opportunities (by geographic location)Research job opportunities, including non-traditional careersCompare salary ranges and benefit packagesCompile occupational profileIdentify rights and responsibilities of equal employment opportunity lawsDesign resume and cover letterTarget resumeSecure referencesInvestigate generic and specific employment tests (e.g., civil service exam, drug

screening)Use follow-up techniques to enhance employment potentialDemonstrate legible written communication skills using correct grammar,

spelling, punctuation, and concise wordingDescribe methods for handling illegal questions on job application forms and

during interviewsWrite letter of applicationResearch prospective employer and services performedExplain critical importance of personal appearance, hygiene, and demeanorInterpret job descriptionDemonstrate appropriate interview question and answer techniquesDemonstrate methods for handling difficult interview questionsEvaluate job offersWrite letter of acceptanceWrite letter of declinationDemonstrate good listening skillsAsk for the job tactfullyParticipate in extracurricular activities (e.g., student government, community

projects)

11111111111011=11 D IMESXLevelin : o this com , etenc ... R R R R MEINNE111

Competency: Evaluate the importance of self-esteem as anemployability skill

Competency Builders:Identify factors that affect self-esteemCompare effects of low self-esteem and high self-esteemIdentify strategies to promote positive self-esteem

10 12 AD BD WS LLLevelin this com etenc ...

Competency: Demonstrate job retention skills

Competency Builders:Identify employer expectations regarding job performance, work habits,

attitudes, personal appearance, and hygieneExhibit appropriate work habits and attitudeDemonstrate ability to set prioritiesIdentify behaviors to establish successful working relationshipsIdentify alternatives for dealing with harassment, bias, and discrimination based

on race, color, national origin, sex, religion, handicap, or ageIdentify opportunities for advancementList reasons for terminationList consequences of being absent frequently from jobList consequences of frequently arriving late for workDemonstrate interpersonal relations skills (i.e., verbal and written)Demonstrate negotiation skillsDemonstrate teamworkFollow chain-of-commandExhibit appropriate job dedication

52

10 12 AD BD WS LLLeveling of this competency... R C P R 4

Competency: Demonstrate knowledge of work ethic

Competency Builders:Define work ethicIdentify factors that influence work ethicDifferentiate law and ethicsDescribe how personal values are reflected in work ethicDescribe how interactions in the workplace affect personal work ethicDescribe how life changes affect personal work ethic

10 12 AD BD WS4

LLLevelin: o this com i etenc .. R R R

Competency: Exhibit appropriate work ethic

Competency Builders:Use time-management techniquesAvoid personal activity during work hoursAttend work as scheduledAdhere to company and/or governmental policies, procedures, rules, and

regulationsExercise confidentialityDemonstrate appropriate human relations skillsAdhere to rules of conductAccept constructive criticismOffer constructive criticismTake pride in workResolve conflictManage stressAvoid sexual connotations and harassmentAdjust to changes in the workplaceDemonstrate punctualityAssume responsibility for personal decisions and actionsTake responsibility for assignmentsFollow chain-of-command

53

11.1111111111=1111111111111111111111111121111111111111a21111MILMILEMEMO=Levelin : o this coin ietenc

Competency: Apply decision-making techniques

Competency Builders:Identify decision to be madeIdentify ownership of decision to be madeIdentify possible alternatives and their consequencesMake decisions based on facts, legality, ethics, goals, and/or cultureApply time factor(s)Present decision to be implementedEvaluate decision madeTake responsibility for decision

111111111121221 BD IiikalLIIILevelin : o this com i etenc ... R R IKM R =MIN=Competency: Apply problem-solving techniques

Competency Builders:Identify problemSelect appropriate problem solving tools/techniquesIdentify root problem cause(s)Track root problem cause(s)Identify possible solutions and their consequences (e.g., long term, short term,

crisis)Use resources to explore possible solutions to problemContrast advantages and disadvantages of each solutionIdentify appropriate actionEvaluate resultsIdentify post-preventive action

4

10 12 AD BD WS LLLeveling of this competency... IR RC 4

Competency : Exhibit characteristics for job advancement

Competency Builders:Display positive attitudeDemonstrate knowledge of positionPerform quality workAdapt to changing situations and technologyDemonstrate capability/responsibility for different positionsIdentify characteristics of effective leadersIdentify opportunities for leadership in workplace/communityDemonstrate initiative to affect change in workplaceParticipate in continuing education/training programResponds appropriately to criticism from employer, supervisor, or other

employeesExhibit awareness of corporate culturePrepare for job setbacksExhibit continual growth based on performance evaluationSet realistic goals

_

5 5

Unit: Professionalism

10 12 AD BD WS

NEM=LL

Levelin : o this com , etenc ... I IIIM P R

Competency: Project professional image

Competency Builders:Define professionalismExhibit professional appearanceExhibit professional mannersProject professional attitudeIdentify individuals' vital role in organizationExhibit proper etiquette in professionally-related situations

10 12 AD BD WS LL=MEMLevelin : o this corn # etenc ... R R KM R

Competency: Achieve individual and professional goals

Competency Builders:Set flexible, realistic, and measurable goalsIdentify potential barriers to achieving goalsIdentify strategies for addressing barriers to goal achievementBreakdown long-term goals into short-term goalsPrioritize goalsCommit to goalsAdjust goalsObtain support for goalsReward goal achievement

fri"J

56

Leveling of this competency... I C R

Competency: Manage personal finances

Competency Builders:Explain need for personal management recordsBalance checkbookIdentify tax obligationsAnalyze how credit affects financial securityCompare types and methods of investmentsCompare types and methods of borrowingCompare types and methods of insuranceCompare types of retirement options/plansIdentify discriminatory vs. non-discriminatory expenditures

10R

12R

ADR

BDR

WSV

LL4Leveling of this competency...

Competency: Support community well-being

Competency Builders:Identify environmental, educational, and social issuesParticipate in social and/or community activities

10 12 AD BD WS LL

Leveliriscometency... RR CR 4 4

Competency: Achieve organizational goals

Competency Builders:Evaluate personal goals in relation to organizational goalsMonitor progress by evaluating feedbackList responsibilities in relation to organization goalsAccomplish assigned tasksExercise responsibility in relation to organizational goalsSet appropriate personal performance standardsCommunicate goals with supervisor and peersDemonstrate knowledge of products and servicesPromote organizational image and mission

5 7

10 12 AD BD WS4

LLeveling of this competency... IR CR

Competency: Demonstrate positive relations in the workplace

Competency Builders:Identify personality types of self and otherIdentify various management stylesSupport employer expectationsSupport employer decisionsAccept constructive criticismGive constructive feedbackAdapt to changes in workplaceList factors to consider before resigningWrite letter of resignation

10 12 AD BD WS LLLeveling of this competency... RR R R

Competency: Manage stressful situations

Competency Builders:Learn how to accept stress as part of daily lifeIdentify personal and professional factors connibuting to stressDescribe physical and emotional responses to stressEvaluate positive and negative effects of stress on productivityIdentify strategies for reducing stressImplement strategies to manage stressCreate strategies for developing and maintaining support systems

58

Ilialliti11411111121111A11111211R R R R 11E11111=Levelin: o this comietenc ...

Competency: Analyze effects of family on work and work on family

Competency Builders:Identify how family values, goals, and priorities are reflected in workplaceIdentify responsibilities and rewards associated with paid and non-paid workIdentify responsibilities and rewards associated with familiesExplain how family responsibilities can conflict with workExplain how work can conflict with family responsibilitiesExplain how work-related stress can affect familiesExplain how family-related stress can affect workIdentify family support systems and resourcesIdentify work-related support systems and resourcesCommunicate with family regarding work

10 12 AD BD WS LLLeveling of this competency... R R R R

Competency: Apply lifelong learning skills

Competency Builders:Define lifelong learningIdentify factors that cause need for lifelong learningAnalyze effects of changeIdentify reasons why goals changeDescribe importance of flexibility and adaptabilityEvaluate need for continuing education/training

5 9

10 12 AD BD WS LLLeveling of this competency... R R C P q Ni

Competency: Manage professional development

Competency Builders:Identify career opportunitiesModify career planParticipate in continuing education/training opportunitiesDocument continuing education/trainingRead profession-related manuals, technical journals, and periodicalsAttend meetings, workshops, seminars, conferences, and demonstrationsParticipate in professional organizationsBuild personal/professional mentor relationshipBuild personal/professional support systemBuild professional networkStrengthen communication skillsStrengthen leadership skillsStrengthen management skills

60

Unit: Teamwork

10 12 AD BD WS LL

Leveling of this competency... I C R 4 4

Competency: Demonstrate knowledge of teamwork

Competency Builders:Define empowermentDifferentiate work groups and teamsIdentify conditions essential to teamwork (e.g., brainstorming)Explain influence of culture (e.g., corporate, community) on teamworkIdentify appropriate situations for using teamsDefine team structures (e.g., cross functional, quality improvement, task force,

quality circles)Identify team building conceptsDescribe characteristics and dynamics of teamsIdentify characteristics of effective team leaders and membersIdentify responsibilities of a valuable team memberIdentify methods of involving each member of a teamExplain how individuals from various backgrounds contribute to work-related

situations (e.g., technical training, cultural heritage)Explain the purpose of facilitatorsDefine consensusDefine reward/recognition system

,

6 1

10 12 AD BD WS LLLeveling of this competency... I C R 4

Competency: Demonstrate teamwork

Competency Builders:Identify purpose of team and intended goal (include time frames)Structure team around purposeDefine responsibilities of team membersContribute to efficiency and success of teamWork toward individual and team milestonesAnalyze results of team projectFacilitate a team meetingAssist team member(s) with problemMonitor time frameStress continuous improvementAccept failure as part of learning

10 12 AD BDCr R WS4

LL-s1ki.Weling of this competency... I

Competency: Use teamwork to solve problems

Competency Builders:Identify appropriate situations for using teamsUse problem-solving process in a team settingIdentify quality management processes/techniquesIdentify quality assurance processes/techniquesPrepare presentation

62

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12I

ADR

BDR

WSq

LL4Levelin o this com etenc ...

Competency: Conduct team meetings

Competency Builders:Plan agendaSchedule meeting and locationInvite appropriate personnelSolicit outside speakers as neededAssign someone to take minutesFacilitate introductionsInvite questions and comments and group participationFocus team on agenda itemsAssign appropriate action, time frame and accountability to tasksMonitor timeClose meeting on timePublish minutes in timely mannerSet ground rulesAvoid placing individual agendas above the group's agenda

63

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Unit: Technical Recording and Reporting

10 12 AD BD WS , ILLeveling of this competency... I C P R 4 4

Competency: Demonstrate technical recording skills

Competency Builders:Describe various documentation proceduresInterpret specifications or drawingsObserve processAsk open-ended questionsRecord process (e.g., flowchart, step-by-step)Identify parametersRecord accurate, truthful dataMaintain test logsCompile cumulative reference notebook/recordMeasure identified parameters

10 12 AD BD WS LLLeveling of this competency... I CP R V

Competency: Demonstrate technical reporting skills

Competency Builders:Use data books and cross reference/technical manualsCompose technical memorandaIdentify type of report or format neededUse appropriate formatCompile relevant dataDesign charts and graphsAnalyze dataDraw conclusionsExplain analytical methods usedOutline reportsWrite reportsPresent reportsDraft preventive maintenance and calibration procedures

64

Unit: Problem Analysis

10 12 AD BD. V-----Cgi '-1,171

Leveling of this competency... ICPR q I

Competency: Appraise situations

Competency Builders:Identify concernsClassify concernsSet prioritiesIdentify resolution processPlan resolution

10 12 AD BD WS LLLeveling of this competency... I C R 4 4

Competency: Analyze potential problems

Competency Builders:Identify potential problemsIdentify likely causesIdentify preventive actionsIdentify contingent actions

10 12 AD ED WS LLLeveling of this competency... I C R 4 4

Competency: Analyze actual problems

Competency Builders:Identify deviationIdentify problem and possible causesTest for probable causesVerify cause

10 12 AD BD1 WS LLLeveling of this competency... I C R I 4 4

Competency: Analyze decision(s)

Competency Builders:Identify objective(s)Classify objective(s)Identify alternativesEvaluate alternativesAssess risksMake final choiceVerify afectiveness of decision(s)

66

Unit: Project Management

10 12 AD BD WS LLLeveling of this competency... I C 4 4

Competency: Explain project management

Competency Builders:Identify project purpose/goalIdentify project objectivesIdentify work breakdown structure (WBS)Identify resource requirements

10 12 AD BD WS LLLeveling of this competency... I C 4 4

Competency: Plan projects

Competency Builders:Apply responsibility assignment matrix (RAM)Apply Gantt or bar chartsApply network diagramsApply critical path method (CPM)Apply project education and review techniquesApply software programs

10 12 AD BD WS LLLeveling of this competency... IR RC 4 4

Competency: Implement projects

Competency Builders:Monitor projectControl projectModify project

6 7

10 12 AD BD WSLeveling of this competency...

LL

Competency: Evaluate projects

Competency Builders:Analyze performanceClose-out project evaluationDraw project management conclusions

68

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Unit: Computer Literacy

10 12 ' AD BD WS LL

Leveling of this competency... R CPR 4

Competency: Describe personal computer operations

Competency Builders:Explain how data is stored in main computer memoryExplain how computer system executes program instructionExplain computer storage capacityExplain how data is representedDescribe data storage techniquesIdentify types of memory

10 12 AD BD WS LLLeveling of this competency... I P R

Competency: Explain information processing cycle

Competency Builders:Define operating systems (e.g., DOS, OS/2, UNIX, MAC)Describe computer languages and their useDescribe difference between data files and program filesExplain PC layoutExplain network layoutDifferentiate between hardware and softwareDifferentiate open from proprietary architecture

69

10 12 AD BD WS LLLevelin: o this corn,etenc ... R P R MEMWM

Competency: Operate computer hardware

Competency Builders:Practice proper media handling techniques (e.g., magnetic fields, dust, liquids)Identify hardware and its useUse hardware (e.g., mouse, diskettes, drive, modems, touch screen, printers,

digitizers, scanners, cables, protection devices)Keyboard efficientlyDemonstrate basic care of hardwareExplain need for and application of security levels/proceduresPerform basic hardware troubleshootingExplain hardware addressing techniques

10 12 AD BD WS LLLeveling of this competency... R R C P 4 1 4

Competency: Use software

Competency Builders:Define software types and functionsDescribe basic disk operations and carePerform functions necessary to operate softwareList advantages and disadvantages of integrated and dedicated softwareOperate system softwareOperate diagnostic softwareDemonstrate basic proficiency in spreadsheet useDemonstrate basic proficiency in word processingDemonstrate basic proficiency in database useDemonstrate basic proficiency in network useDemonstrate basic proficiency of utility (e.g., WINDOWS, GUI)Demonstrate basic proficiency in report writingDemonstrate system commandsDifferentiate ethical use/misuse of softwareDescribe bulletin boards/electronic mailApply security levels/procedures while handling sensitive dataExplain data compressionExplain use and deletion of passwords

70

Unit: Basic Economics

10 12 AD BD WS LL

Leveling of this competency... I R R C 4

Competency: Explain basic economic concepts

Competency Builders:Differentiate between needs and wantsExplain concept of supply and demandExplain concept of priceExplain how supply, demand, and price are relatedExplain concept of private enterprise and business ownershipExplain concept of cost, profit, and cash flowExplain concept of riskExplain concept of competitionExplain relationship among risk, competition, and profitCompare types of economic systemsDescribe the free enterprise system

10 12 Al) BD WS LLLevelirynetenc ... I P R 4

Competency: Identify cost and profit influences

Competency Builders:Identify importance of maximizing qualityIdentify importance of maximizing productivityDifferentiate between specialized training and cross trainingDifferentiate between labor and managementDifferentiate between government and business

71

1111111111111111=111111111111111111LIIIMIIM1111111==Levelin : o this con z , etene ... I R WM PCompetency: Explain basic business concepts

Competency Builders:Identify functions of businessExplain role of managementExplain role of laborExplain role of R&D (i.e., research and development)Explain role of administrationExplain role of sales and marketingExplain role of operationsExplain role of advertisingIdentify role of company objectivesIdentify role of mission statementIdentify importance of ethical business practicesExplain role of teams in businessExplain concept of service as a productIdentify types of ownershipIdentify components of a business planExplain laws relating to working conditions, wages and hours, civil rights, social

security, disability, and unemployment insurance

113

72

_

Unit: Workplace Safety (Level 1)

10 12 AD BD WS LL

Leveling of this competency... ICPR---4-4--Competency: Describe general workplace safety and hazards and

understand both personal and company responsibility

Competency Builders:Identify types and potential level of workplace hazards (e.g., physical hazards,

fire, chemicals, noise, ionizing radiation, ultraviolet, temperatureextremes, ergonomics, biological hazards, toxicity)

Identify safety materials/equipment (e.g., absorbent socks, oil dry, air-movingequipment, sonic-absorption panels, fire extinguishers)

Explain purpose(s) of OSHA, NIOSH, and NFPAIdentify purpose of emergency evacuation/relocation routes, master switch,

lockout/tagout locations, safety color coding systems, and basic machineguarding

Identify roles of industrial hygienists, safety professionals, occupationalphysicians, and occupational nurses

Describe methods of evaluating potential hazards (e.g., visual analysis)Describe methods of correcting potential hazardsDescribe corrective procedures for unsafe conditionsExplain precautions required when using toxic (e.g., ingested, contact, inhaled)

or flammable materialsDescribe various types of toxicity (e.g., chronic, immediate)Define confined space and related requirementsExplain how international directives relate to safetyRecognize personal responsibility for acts (e.g., running, shouting, horseplay,

practical jokes, drug use/abuse, arguing, not paying attention, personaldistractions)

Locate Materia) Safety Data Sheets (MSDS)

73 9C

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Competency: Apply general workplace safety precautions/procedures

Competency Builders:Identify local, state, and federal rules and regulations (e.g., worker's

compensation)Identify personal protective wear and equipment (e.g., safety glasses, helmet,

respirator)Identify visual controls (e.g., monitors, read outs)Identify visual and audible alarmsDefine and explain hazardous materials notices on containers (e.g., flammable,

combustible, ignitable, inflammable, non-flammable)Use personal protective wear and equipmentApply workplace safety rules and proceduresApply personal safety rules and procedures (e.g., do not wear dangling

clothing/jewelry, inappropriate footwear, restrain hair)Apply workplace organization (e.g., housekeeping)Apply applicable electrical, mechanical, steam, hydraulic, and pneumatic safety

rules and proceduresApply fire safety rules and proceduresApply hazardous waste rules and procedures, including disposalDefine and explain Material Safety Data Sheets (MSDS)Perform lockout and tagoutRecycle materialsUse preventive maintenance checklists

74

1 )

Levelin: o this corn ,etenc ..

Competency: Perform first aid

Competency Builders:Acquire state P- --oved first aid certificationAcquire blood-borne pathogen training (e.g., hepatitis, AIDS)Assist with first aid for wounds or fracturesAdminister first aid to control bleedingAdminister first aid for shockAdminister first aid for electrical shock (e.g., chemical, electfical, heat-related)Identify chemical, electrical, and heat-related burnsAdminister first aid for bum patientAssist with first aid for poisoned patientAssist with choking patientAssist with patient having seizureAssist with unconscious patientPerform head to toe assessmentDescribe signs and symptoms of emergency situationsIdentify and locate basic emergency procedures and equipmentContact local emergency assistanceDemonstrate first responder procedures

12 ADC

BDR

W4

LL4

_Leveliktaf thts compeler_sy... I R

Competency: Explain purpose of industrial pollution control systems

Competency Builders:Describe types of air, water, ground, groundwater, solid waste, and noise

pollutionExplain purpose of air pollution control systemsExplain purpose of water pollution control systemsExplain purpose of solid waste pollution control systemsExplain purpose of noise pollution control systemsExplain basic philosophy of "right to know" legislationExplain purpose(s) of EPAIdentify "costs" of industrial pollution control (i.e., dollars vs. impact to

environment)Describe ethics of environmental issues

75

I A. ; 1 rfLeveling of this com etenc ... I C R R

Competency: Maintain environmental health and safety regulations

Competency Builders:Comply with current environmental health and safety lawsDemonstrate the ability to perform safety inspectionsParticipate in safety auditsParticipate in safety, health, and environmental training (at home and work)Use safety monitoring equipmentOrganize and store chemicals and equipment properly (e.g., label chemicals,

materials, tools, and equipment with appropriate safety, health, andenvironmental details)

Keep workspace clean and orderlyReport unsafe or poten'dally unsafe conditions and actsDemonstrate safe hamlling of materials

I B D

this ...

Competency: Explain basic ergonomics ir the workplace

Competency Builders:Define ergonomicsDefine risk factorDefine maximum permissible limit (MPL) and action limit (AL) for liftingExplain need for mats and footrest for standing jobsExplain need for appropriate working heights of chairs, stools, workbenches,

equipmentExplain need for adequate lighting

76

.

Unit: Workplace Safety (Level 2)

10 12 AD BD WS 1 LL

Leveling of this competency... I P

Competency: Maintain cardiopulmonary resuscitation (CPR)certification

Competency Builders:Acquire CPR certificationUpdate CPR certificationAdminister CPR to infants and childrenAdminister CPR to adultsAdminister care for obstructed airways for infants, children, and adults

77

Unit: Industrial Electricity

AD BD W 11121Levelin: o this com , etenc ... I P R R MEM.Competency: Explain basic industrial electricity theory

Competency Builders:Describe atomic structure and its relationship to electricityDescribe the relationship between electrical and magnetic propertiesDescribe the photoelectric effectDescribe the thermocouple effectDescribe the electrical effect of frictionIdentify sources of electricityIdentify sources of potential electricity (e.g., static)Describe differences between AC/DCDescribe differences between single and 3-phaseDescribe .ffects varying degrees of electricity have on the human body

REIREIMIZal BD =HUMLeveling of this competency... Mai R MEM

Competency: Use the National Electrical Code (NEC)

Competency Builders:Use NEC to identify correct materialsUse NEC to identify correct applications

10 12 AD BD WS4

LL4LevelirIg_ofti_Lisc2L2_eteng=:_ I C R

Competency: Explain operation of electrical distribution systems

Competency Builders:Follow NFPA, local, state, and national codesDescribe functions of permits and licensing requirementsExplain generation of electricityExplain transmission oi electricityExplain end user distributionDescribe interfacing control circuits to a microprocessor

78

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Leveling of this competency...

Competency: Maintain basic electrical systems

Competency Builders:Replace electrical cordsReplace batteriesReplace fuse(s)Replace switches and other sensorsReplace plugs and socketsReplace control panel components (e.g., relays, motor starters)Replace AC motors (e.g., 3-phase, single-phase)Replace DC motorsRepair/replace electrical control devices

10 12 AD BD WS LLLeveling of this competency... I C j P R q 4

Competency: Read and apply electrical/electronic drawings

Competency Builders:Interpret basic electric/electronic standards and symbols (e.g., NEC, IEC)Interpret schematic drawingsInterpret cable drawingsInterpret component drawingsInterpret logic diagramsInterpret control panel drawingsInterpret connection drawingsInterpret interconnection drawingsInterpret printed circuit board drawingsInterpret harness drawingsInterpret package drawingsInterpret mechanical/electronic production prints, schematics, and assembly

drawings

10 12 AD BD WS LLLevelin : o this corn , etenc ... I P R

Competency: Demonstrate proficiency in direct current (DC) circuits

Competency Builders:Describe voltage, current, resistance, power, and energyMeasure properties of a ci, c. it using volt-ohm meter (VOM) and digital volt-

ohm meter (DVM) mewrs and oscilloscopesApply Ohm's LawConstruct parallel circuitsConstruct series circuitsConstruct series parallel and bridge circuitsDefme voltage divider circuits (loaded and unloaded)Construct DC circuits that demonstrate the maximum power transfer theorySolve problems in electrical units utilizing metric unitsDescribe the principles and operation of electrochemical suppliesApply Kirchoffs lawInterpret color codes and symbols to identify electrical components and valuesMeasure conductance and resistance of conductors and insulatorsDescribe magnetic properties of circuits and devicesDescribe the physical and electrical characteristics of capacitors and inductorsDescribe RC and RL time constantsSet up and operate power supplies for DC circuitsXnalyze frequency spectrumsApply Thevenin's and Norton's theorems

1 03

80

11111111111111111111=11111111111=11111111111111121111=1122111411112.11Levelin: o this corn , etenc ... I R P R IIIEIMIFall

Competency: Demonstrate proficiency in alternating current (AC)circuits

Competency Builders:Analyze AC signals utilizing VOM, DVM, oscilloscope, frequency counter and

function generatorAnalyze power in AC circuitsMeasure power in AC circuitsOperate capacitor and inductor analyzers for AC circuitsAnalyze properties of an AC signalDescribe the principles and operation of the characteristics of sinusoidal and non-

sinusoidal wave formsIdentify AC sourcesDescribe the principles and operation of the characteristics of capacitive circuitsDemonstrate the operation of capacitive circuitsDescribe the principles and operation of the characteristics of inductive circuitsDemonstrate the operation of inductive circuitsDescribe the principles and operation of the principles of transformersDemonstrate the operation of AC circuits utilizing transformersOperate differentiators and integrators to determine RC and RL time constantsDescribe the principles and operation of the characteristics of RLC circuitsDemonstrate the operation of RLC circuits (i.e., series, parallel, and complex)Describe the principles and operation of the characteristics of series and parallel

resonant circuitsOperate series and parallel resonant circuitsDescribe the principles and operation of the characteristics of frequency selective

filter circuitsDemonstrate the operation of frequent:), .elective filter circuitsOperate polyphase circuitsDescribe basic motor theory and operationDescribe basic generator theory and operationOperate power supplies for AC circuitsDescribe the principles and operation of various power conditioning (e.g.,

isolation transformers, surge suppressors, uninterruptable power systems)Describe the principles and operation of various safety grounding systems (e.g.,

lightning arresters, ground fault interrupters)

111111111111111111111111111111111111111111110111111111221111121111MILIMIPLevelin o this corn etenc

Competency: Demonstrate proficiency in power distribution systems

Competency Builders:Describe power distribution systemsDescribe 3-phase distribution systemsDescribe singie-phase distribution systemsDescribe AC distribution systemsDescribe delta distribution systemsDescribe wye distribution systemsDescribe medium-voltage distribution systems (less than 600v)Troubleshoot 3-phase distribution systemsTroubleshoot single-phase distribution systemsTroubleshoot AC distribution systemsTroubleshoot delta distribution systemsTroubleshoot wye distribution systemsTroubleshoot medium-voltage distribution systems (less than 600v)

I 2 AD BD. . .

Levelzng of this conzziRtency... I C P

Competency: Demonstrate proficiency in power distributionequipment

Competency Builders:Describe power transformersDescribe power capacitorsDescribe power oil switches and cutoutsDescribe application of NEMA or IEC controlsDescribe different types of enclosures for controlsDescribe current transformersDescribe potential transformersDescribe medium-voltage circuits breakers and fusesUse medium-voltage safety equipmentTroubleshoot power transformersTroubleshoot power capacitorsTroubleshoot power oil switches and cutoutsTroubleshoot current transformersTroubleshoot potential transformersTroubleshoot medium-voltage circuit breakers and fuses

_1 0 E;

82

111111111111111111111111111111111.11111111111110111111111121 MUMLevelinL o this con etenc =momCompetency: Demonstrate proficiency in motors and motor control

Competency Builders:Describe integrated circuitsTest solid state components with ohmmeterTest solid state DC motor control circuitsTest solid state AC motor control circuitsCalibrate or recalibrate equipmentIdentify SCR and TRIAC AC control circuitsExplain how load is connected to 3-phase wye configured AC generatorIdentify wye connected and delta connected 3-phase motorsExplain revolving fields in AC motorsDescribe operation of common AC motorsDescribe operation of variable frequency AC dr; resDefine advantages and disadvantages of common DC motorsExplain how motor load affects speed regulationDescribe operation of stepper motorsDescribe speed control of various types of motor drives using sensorsIdentify defective motorsDescribe regenerative dynamic breakingDescribe operation of various feedback loops

83 10 C

MILevelin o this corn etenc I R MIMI Mil

Competency: Apply electromechanical maintenance managementpractices

Competency Builders:Keep maintenance recordsComplete work orderComplete internal requisitionComplete external requisitionExplain planned maintenanceExplain breakdown maintenanceExplain preventive maintenanceExplain predictive maintenancePerform preventive and predictive maintenanceEstablish maintenance schedulesExplain reasons for keeping maintenance recordsExplain reasons for keeping cost recordsAnalyze system failureMake minor adjustments/repairsCoordinate maintenance serviceMake new/replacement equipment recommendationsInterpret bill of materials for allocation, stocking, and raw material informationAnalyze use of bill of materials for workplace decision making

8410'ic

Unit: Electrical Test and Measurement Equipment

summi AD BD mamaWIMWIMLevelin: o this com i etenc ... I NMI P

Competency: Demonstrate proficient use of electrical test equipment

Competency Builders:Descnbe function and operation of logic probe and logic analyzerDescribe function and operation of power monitorDescribe function and operation of signal generatorDescribe function and operation of spectrum analyzerDescribe function and operation of AC/DC hi-potDescribe function and operation of time-domain reflectometer (TDR)Describe function and operation of megger (1 million value)Describe function and operation of curve tracer/analoggerApply test equipment to DC circuitsApply test equipment to AC circuitsApply test equipment to solid-state devicesApply test equipment to digital circuitsApply test equipment to analog circuitsApply test equipment to microprocessors

12I

AD BDC--- P

WNLevelin : o this corn # etenc ..

Competency: Demonstrate proficient use of electrical measurementequipment

Competency Builders:Describe function and operation of analog volt-ohm-meter (AVOM)Describe function and operation of digital volt-ohm-meter (DVOM)Describe function and operation of amp probeDescribe function and operation of oscilloscopesDescribe function and operation of operation of infrared heat sensorApply measurement equipment to DC circuitsApply measurement equipment to AC circuitsApply measurement equipment to solid-state devicesApply measurement equipment to digital circuitsApply measurement equipment to analog circuitsApply measurement equipment to microprocessors

851 u

Unit: Drafting Technology

10 12 1 AD RD LLLeveling of this competency... I R I P

Competency: Apply basic drafting skills

Competency Builders:Use drafting equipment, measuring scales, drawing media, drafting instruments

and consumable materialsIdentify line styles and weights (alphabet of lines)Select proper drawing scale, introduction to different typesPrepare title blocks and other drafting formatsApply freehand and other lettering techniquesPrepare multi-view drawingsPrepare multi-view sketchesPrepare orthographic viewsPrepare change control blockDescribe change control block/revision blockMeasure anglesDraw horizontal, vertical, angular, parallel, and perpendicular linesTransfer an angleConstruct tangent lines (to arcs) and tangent arcs (to arcs)Bisect angles and arcsBisect linesDivide linesConstruct three-point circleConstruct regular hexagon, pentagon, and octagonReproduce a drawingPrepare single-view drawingsPrepare dimension drawingsInterpret notes and dimensions to determine partDraw arcs, circles, and conicsTransfer measurements

loJ

86

Kwgraiguougaraau'/./..ELn etene ... I R P MEM

Competency: Apply advanced drafting skills

Competency Builders:Describe types of blueprints and their applicationsApply isometric, oblique and perspective sketching techniquesPrepare isometric, oblique and perspective sketchesPrepare sectional viewsPrepare auxiliary viewsIdentify ANSI symbolsPrepare views of drilled and tapped holes, counterbores, countersinksApply systems drafting teclmiquesCreate a bill of materialsDimension drawings using ANSI standardsDescribe purpose of auxiliary and sectional viewsInterpret reports and specificationsPrepare pictorial drawingsPrepare schematicsDraw conicsInterpret basic pneumatic/hydraulic standard and symbolsInterpret various drawings (e.g., welding, casting, stamping, pattern shop, trim

dies)Interpret mold prints

1 0

87

1111111111111111111Levelin: o this comietenc

111111122111411111WHISMI

Competency: Prepare mechanical drawings

Competency Builders:Interpret basic mechanical standards and symbolsPrepare assembly drawingsPrepare welding drawingsPrepare bearing drawingsPrepare casting drawingsPrepare tool drawingsPrepare molding diagramsPrepare stamping drawingsPrepare nummical control drawings/instructionsPrepare assembly and installation drawingsPrepare purchase part drawingsPrepare plant layout drawingsPrepare approval drawingsResolve problems by descriptive geometry and revolutionsUse precision dimensioning to include geometric charactersUse precision measuring instruments

88

LevelinEff this competency..

Competency: Explain geometric dimensioning and tolerancing

Competency Builders:Identify geometric characteristics and symbols (i.e., flatness, straightness,

roundness, cylindricity, profile of line, profile of surface, perpendicularly,angularity, parallelism, circular, runout, total indicated runout, position,concentricity, and symmetry)

Define maximum material conditionDefine least material conditionDefine regardless of feature size conditionDescribe feature control blocksDescribe datum surfaces and targetsDefine flatness (pitch)Define straightness (yaw)Defme roundnessDefine cylindricityDefine profile of lineDefine profile of surfaceDefine perpendicularityDefine angularityDefine parallelismDefine circular runoutDefine total runoutDefine tme position concept to determine tolerance for location of holes in

mating parts

10 12 AD BD WS LLLeveling of this competency... P R

Competency: Convert dimensions and tolerances

Competency Builders:Convert dimensions and tolerances from English units to metric unitsConvert dimensions and tolerances from metric units to English units

89

Levelingof this corn

Competency: Demonstrate dimensioning techniques

Competency Builders:Construct arrowheads using various styles/disciplinesApply symbols for surface and texture controlAdd labels/notes to drawingInterpret decimal tolerance dimensionsDimension arcsDimension anglesDimension curvesDimension rounded-end shapesDimension spherical objectsDimension cylindrical objectsDimension cones, pyramids, and prismsDimension features on circular center lineDimension theoretical point of intersectionDimension object using rectangular coordinate systemDimensiun object using polar coordinate systemDimension object using tabular coordinate systemDimension object using ordinate dimensioning system

90

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Competency: Apply geometric dimensioning and tolerancing

Competency Builders:Interpret decimal tolerance dimensionsCalculate clearance fit tolerances of mating partsDimension clearance fit tolerances of mating partsCalculate interference fit tolerances of mating partsDimension interference fit tolerances of mating partsCalculate tolerances to mating parts using standard fit tablesAssign tolerances to mating parts using standard fit tablesApply positional and form tolerancing symbolsApply symbols for true positionApply symbols for maximum material control and regardless of feature sizeCalculate effects of dimensional stack-upCalculate transitional fit tolerancesDimension transitional fit tolerances

1 A

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9 1

Unit: Print Reading

111111111111111111E/111111111 AD liD NONALevelin o this com etenc ... I R P IMMUIRIMI

Competency: Interpret drawings/prints/schematics

Competency Builders:Interpret machine drawings/prints/schematicsInterpret basic hydraulic and pneumatic drawings/prints/schematicsInterpret instrument drawings/prints/schematicsInterpret electrical drawings/prints schematicsInterpret process flow drawingsInterpret P & ID (piping and instrument) diagrams that are commonly used in

process facilitiesIdentify the types of infotmation found on floor plans, elevation plans, flow

diagrams, piping and instrumentation diagrams, and electrical diagramsIdentify commonly used symbols and abbreviationsExplain how to trace diagramsExplain how to use diagrams to locate actual componentsVisualize object from drawingInterpret orthographic projectionsInterpret isometric viewsInterpret sectional viewsInterpret detail and assembly drawingsInterpret dimensionsInterpret tolerancesInterpret GD&T characteristic symbolsInterpret GD&T supplementary symbolsInterpret mold prints

1 592

Competency: Interpret structural drawings

Competency Builders:Define terms related to structural draftingDefine structural drawingList types of structuresIdentify types of materials used for structuresDescribe types of steel membersIdentify structural steel shapesExplain drawing practices for steel membersDescribe the placement of gage lines for steel membersDescribe fastener sizes and spacingsExplain dimensioning procedures for steel structuresLabel a structural steel calloutExplain structural steel markingDescribe anchor boltsDifferentiate among types of concreteIdentify types of concrete reinforcementIdentify standard prestressed concrete unitsDescribe foundation partsDescribe types of structural drawings for concreteCreate chart of symbols and abbreviations for concrete placing drawingsIdentify standard practices for documentation of rebarIdentify typical details of concrete structuresDescribe wood constructionIdentify types of wood connectorsIdentify types of framing connectorsDescribe components of wood constructionExplain heavy timber construction

93

Unit: CAD Fundamentals

IIIIIIIIIMIIIPIIIIIIIIIIIIIIIINIIIIIIILevelin: o this com,etenc ... KM P

AD BD Ea=MEM=R R

Competency: Demonstrate basic u! of computer operating system

Competency Builders:Create ASC11 text files with a text editorExplain rules for naming files and directoriesManage filesCreate directoriesRemove directoriesChange directoriesCopy filesRename filesErase filesFormat diskettesLabel diskettesExplain the syntax of operating system commandsUse wildcards in operating system commands

94

1111111111111111111111111111111111111111111111=1111=11221116/2111111P R =mu.Levelin: o this com etenc

Competency: Operate a CAD system

Competency Builders:Execute CAD systemUse keyboard inputUse screen and tablet menusUse other input devices (e.g., scanner, digitizer)Create scaled plotsOperate a pen plotterOperate a printer-plotter (i.e., laser plotter)Access on-line help for commandsUse file conversionUse data transferAdd or remove entities separatelyAdd or remove entities using a windowAdd or remove entities with a crossing-boxSelect entities by other methods (e.g., last, previous, type, all)Create primitive drawing entitiesDraw utilizing absolute Cartesian coordinatesDraw utilizing relative Cartesian coordinatesDraw utilizing polar coordinatesDraw using construction aides (e.g., snaps, grid, snap, etc.)Change drawing attributesEdit drawing entity properties (e.g., color, layer, thickness, linetype)Construct drawing entities (e.g., offset, timer, extend, break, mirror)Edit drawing entities (e.g., offset, trim, extend, break, mirror)Set system variables (e.g., units, scale)Use system variablesCreate layersName layersManipulate layersSave filesCreate back-upsCreate hatches, patterns, symbolsRecall drawing templates/blocksCreate text stylesEdit text stylesSelect text stylesApply notesCreate dimensions

1

95

Competency Builders: (continued from previous page)Edit textControl dimension variables/modelsApply view control while drawing (e.g., zoom and pan)Control view resolution (e.g., viewers)Save viewsDisplay viewsMeasure distancesMeasure areasIdentify locationsList entity characteristics (e.g., length, size, location, properties)

f.)

9 6

Unit: Equipment Maintenance

111111111111111111111111111111111111111111111 AD BD WILevelin: o this com,etenc ... I P R IMMOCompetency: Perform housekeeping

Competency Builders:Dispose of trash and recyclable wasteClean work areaStore hand tools, cutters, fixtures, jigs, and attachmentsFollow tool crib proceduresInspect machine guardsReplace or adjust machine guardsReport problems to supervisor

111111111111111111111111111111112111111111111111111113111M11 R MI MOMLevelin: o this cornsetenc

Competency: Perform recordkeeping

Competency Builders:Explain reasons for keeping maintenance recordsExplain masons for keeping cost recordsComplete work orderComplete internal requisitionComplete external requisitionComplete time cardsComplete job status reportsComplete equipment failure reportsRecord preventive maintenance activitiesRecord repair activitiesRead job orders and process sheetsLocate tooling and set up informationMaintain historical filesExplain reasons for maintenance schedulingPrepare new/rep1acement equipment recommendationsTrack processing anomalies with unassigned causesChart maintenance expensesDefine and explain "machine capability study"

97 1 if

lealing_o_Lt!_lis_=eterts2=._

Competency: Inspect machine systems

Competency Builders:Coordinate preventative maintenance services with production in advanceInspect safety systemsAnalyze system failureExplain planned maintenanceExplain predictive maintenance measuresExplain preventive maintenance measures (e.g., lubrication)Log machine historiesLog machine events (in hours)Explain machine system(s) calibrationInspect linkages and lever mechanismsInspect drive couplingsInspect clutchesInspect roller ball bearings/bushings/shoes

agilimiagi BD imamLevelit t o this coin , etenc ... I R MIMI MEMMIMI

Competency: Perform machine maintenance

Competency Builders:Coordinate preventative maintenance services with production in advanceApply lockout/tagout procedureUse operator's and manufacturer's manualsOperate individual machinesDiagnose malfunctionsDisassemble defective sectionClean equipmentLubricate equipmentCheck equipment for wear and alignmentRepair or replace defective partsTest machine for proper operation and follow-up for performanceMake minor adjustments to equipmentPrepare and coordinate planned maintenance schedulesExplain breakdown maintenance

98 1:2 1

ItS1111111 Al' . IMIIILIII

.11111=iiLevelsngoL tins coin , etenc ... I MIMI R R

Competency: Maintain hand tools

Competency Builders:Demonstrate use and care of common hand toolsDemonstrate use and care of measuring devices (e.g., rules, tapes, calipers,

micrometers, multimeter, thermometer, and coordinate measuring system)Demonstrate use and care of equipment used to bend and assemble rigid conduit

and tubingDemonstrate use and care of wood working tools "se.g., saws, planes, drills,

hammers)Demonstrate use and care of sheet metal tools (e.g., sheet metal gauges, hand

seamers, soldering irons)Demonstrate use and care of ropes, slings, pullers, and block and tackleDemonstrate proper metal working bench skills (including use of vices, hacksaws,

files, taps, dies, and reamers)Demonstrate use and care of pipe cleaning equipment

2 111211LISIIIMISMIR MilloramiLevelin : o this corn , etenc ... I IMII

Competency: Maintain portable power tools

Competency Builders:Demonstrate use and care of light-duty and heavy-duty drillsDemonstrate use and care of power screwdrivers and impact wrenchesDemonstrate use and care of linear motion sawsDemonstrate use and care of belt, pad and disc sandersDemonstrate use and care of grinders and shears

IIIIIIIIMIIIIIIIIIIIIIIRLJIMLillralilLtll'IMO=Levelin o t is com etenc ... MEM. R R MAUI=Competency: Maintain stationary equipment

Competency Builders:Demonstrate care of mechanical pressesDemonstrate care of hydraulic pressesDemonstrate care of drill pressesDemonstrate care of bench grindersDemonstrate care of power saws (e.g., hack, cut-off, chop, band, jig, and table)Demonstrate care of band sawsDemonstrate care of pipe threaders

100

Unit: Electromechanical Technology

12 AD BD W

NEINIMIIIILL

Levelin o this corn etenc ... I R M.411 R

Competency: Interpret electromechanical drawings

Competency Builders:Identify types of drawings and their applicationsTransfer measurementsExplain the use of auxiliary views, revolutions, and sectional viewsDescribe dimensioning practices and techniques on drawingsInterpret mechanical/electronic production and assembly drawings

I Kui AD BD wamszsrummumLevelin : o this corn , etenc ... I KM R

Competency: Describe and demonstrate proficiency in transducers(sensors) and instrumentation

Competency Builders:Describe characteristics associated with transducers and instrumentationDescribe the principles and operations of various types of transducers (e.g.,

thermal, shock/vibration, acceleration, positional, pressure, flow, optical,gas and humidity)

Describe the use of various transducers (e.g., thermal, shock/vibration,acceleration, positional, pressure, flow, optical, gas and humidity)

Troubleshoot transducersDifferentiate among thermocouple typesInterpret specifications of temperature sensors (e.g., thermocouples, thermistors,

resistance temperature devices)Interpret specification of pressure sensors (e.g., strain gage, piezzo

electric/piezzo resistive) to electrical circuitsInterpret specifications of flow sensors (e.g., orifice flow meter, turbine meter,

mass flow meters, ultrasonic)Interpret specifications of speed or position sensor (e.g., tachometer, resolver

encoder, linear voltage differential transformer [LVDTDInterpret specifications of controllers, indicators, and recorders (e.g., process

controllers, programmable logic controllers with interfaces, R-chartrecorders, dataloggers/indicators)

101

Competency Builders: (continued from previous page)Interpret specifications of final control elements (i.e., silicon controlled rectifiers

[SCR], power controllers, motor drives, actuators/robots)Describe application circuitsExplain use of proximity sensorsExplain use of photo electric sensorsExplain use of mechanically activated switchesTroubleshoot switch failureDescribe transducer control and measurement circuitsDemonstrate the use of control and measurement circuitsTroubleshoot control and measurement circuits

102

, ob.

Unit: Basic Machining

Levelin: o this com,etencAD

Competency: Perform prerequisite machining skills

Competency Builders:Demonstrate maintenance of immediate work area, machinery, tools and gagesDemonstrate proficiency in interpreting prints/drawingsDemonstrate proficiency in planning work sequence/set upFollow safety rules and regulations for each machine

10 12 AD BD WS LLLeveling of this competency... i N N

Competency: Analyze machine shop jobs

Competency Builders:Identify sequence of work on specified project(s)Identify tolerances and finishes on specified project(s)Identify variables that effect job efficiency (e.g., speeds, feeds)Use Machinery HandbookIdentify causes of workpiece defects

10 12 AD BD WS LLLeveling of this competency... I C

Competency: Explain basic machining operations

Competency Builders:Identify the parts of basic toolroom latheIdentify the parts of basic milling machinesIdentify the parts of basic drilling machinesIdentify the parts of horizontal and vertical sawsIdentify the parts of basic surface grindersDescribe the types of grinding operations: lapping, honing, drum, and blastingDescribe operations which the following machines can perform: sand blasting,

lathes, shapers, mills, drills, saws, grinders, hones, EDM, and welders

1031 C

1 0 2 NMP

LammummiWANLevelin o this corn ietenc ... I Wall

Competency: Perform bench operations

Competency Builders:Use measuring instruments and hand toolsDeburr workpiece, where appropriateLay out workpieceDrill holeHand tap holeCut threads with dieApply basic metallurgy knowledge

1 1 2 AD B D W LLLeveling of this competency... I C P

Competency: Operate metal cutting saw

Competency Builders:Identify types and usesIdentify proper cutting fluidsTransfer dimensions from blueprintClean metal cutting sawLubricate metal cutting sawInstall guidesAdjust guidesSelect proper bladesWeld saw bladeInstall saw bladeSelect speeds and feedsCut metalDeburr workpieceApply basic metallurgy knowledge

104

11111111111111111111111111111111111111 1113211 MIR=Levelin: o this corn etenc

Competency: Operate drill press

Competency Builders:Clean drill pressLubricate drill pressIdentify proper cutting fluidMount partSelect proper bit, speed, and feedDemonstrate proper bit sharpening techniquesDrill partCountersinkTap holeApply basic metallurgy knowledge

113111=111111111111M111=11111Levelin : o this corn i etenc .. I ILMI PCompetency: Operate tool and cutter grinding machine

Competency Builders:Identify parts of machineIdentify proper cutting fluidsIdentify causes of workpiece defectsSelect proper wheels and work holding devices (e.g., superabrasives)Perform truing operationsPerform dressing operationsPerform forming operationsSelect proper speeds and feedsSharpen end millSharpen horizontal milling cutterSharpen drills and countersinksApply basic metallurgy knowledge

105

1110111111=11121111111LIILIMII Mill PLevelly:: o this corn , etenc ..

Competency: Operate pedestal grinder

Competency Builders:Clean pedestal grinderLubricate pedestal grinderIdentify proper wheelIdentify proper coolantCheck wheel for defectsMount wheel and check balancePosition guard and restDress wheelSharpen drill bitApply basic metallurgy knowledge

Competency: Operate lathe

Competency Builders:Clean and lubricate latheIdentify proper cutting fluidIdentify proper tools and holdersSharpen tools properlyMount workpieceUse dial indicatorPosition guardsSelect feed(s) and speed(s)Face workpieceTurn shaftTurn taperCut off workpieceDeburrDemonstrate use of a 4-jaw chuckCenter drill holeCut threads (inside and outside)Turn inside boreDemonstrate use of steady rest

106

Competency Builders:Demonstrate use of centersApply basic metallurgy knowledge

(continued from previous page)

11111111=11111111111111111111111111MIUMIUJI AD BD WLevelin: o this corn i etenc ... I Kw PCompetency: Operate milling machine

Competency Builders:Clean milling machineLubricate milling machineIdentify proper cutting fluidSelect proper toolSelect proper feeds and speedsType of cut (e.g., climb, std.)Mount workpieceMount toolMill surfaceMill keywayDrill workpieceBore with milling machineMill angleApply basic metallurgy knowledge

2 A 0 t t f

Leveling of this com etenc ... I C P q q

Competency: Operate surface grinder

Competency Builders:Clean surface grinderLubricate surface grinderIdentify proper cutting fluidSelect proper wheelSelect proper speeds and feedsCheck wheel for defectsMount wheel and balancePosition guardDress wheelGrind chuckIdentify proper mounting techniquesMount workpieceApply surface grinder techniquesApply basic metallurgy knowledge

KUM=I

ADP

BD W LLLeveling of this competency...

Competency: Select materials for job

Competency Builders:Interpret color codes, numbering systems, and classification systems of materials

(i.e., ANSI, SAE)Identify materials (e.g., hazardous materials)Apply basic metallurgy knowledge

1 j

108

1111111111111111111111111111111111111111111111111WILWINAI'MIMILevelin: o this com,etenc ... I Kw R IraliCompetency: Explain nontraditional machining processes

Competency Builders:Describe principles of chemical etchingList applications of chemical etchingList advantages/disadvantages of chemical etchingDescribe principles of photochemical etchingList applications of photochemical etchingList advantages/disadvantages of photochemical etchingDescribe electrical-discharge machining (EDM)List applications of EDMDifferentiate between EDM and wire EDMList applications for wire EDMDescribe principles of electrochemical machiningList applications of electrochemical machiningList advantages/disadvantages of electrochemical machiningDescribe principles of water jet cuttingList applications of water jet cuttingDescribe principles of torch cuttingList applications of torch cuttingDescribe principles of laser cuttingList applications of laser cuttingList advantages/disadvantages of laser cuttingDescribe shot peenDescribe media finishDescribe glass beadDescribe principles of laser welding

1 2109

1111111111111111111111111W11111111111121112211MILlaP 11EM1111011Levelin : o this com ietenc

Competency: Demonstrate use of precision layout devices

Competency Builders:Identify appropriate tools for measuringDescribe precision, accuracy, tolerance, reliability, and discriminationDistinguish between precision and semiprecision measuringDefme standard stock dimensions and tolerancesDemonstrate knowledge of different units of measure (e.g., metric, English)Describe common measurement errors and correction proceduresCalibrate measuring machines and devicesDemonstrate care of measuring instrumentsDemonstrate use of ruleDemonstrate use of shrink ruleDemonstrate use of tapeDemonstrate use of pi tapeDemonstrate use of combination squareDemonstrate use of calipersDemonstrate use of micrometers (inside and out)Demonstrate use of dial indicatorsDemonstrate use of sine barDemonstrate use of gauges (e.g., dial bore, dial snaps)Demonstrate use of surface plateDemonstrate use of protractorExplain use of profilometerDemonstrate use of thermometer and pyrometerDemonstrate use of dividersDemonstrate basic use of gage blocks and gage pinsDemonstrate use of threading specsExplain use of optical comparitorExplain use of digital ,trumentsExplain use of electronic gauging equipmentExplain use of data acquisition equipmentExplain operation of manual coordinate measuring machine (CMM)Explain use and application of laser alignment/measurement

it"; 3

110

Unit: Hydraulics and Pneumatics

10 12 kID BD WS LL

Izydinsoftip_j_ziscom eten t.:::. 1 C P

Competency: Describe fluid flow concepts

Competency Builders:Explain Pascal's LawExplain Boyle's LawExplain Bernoulli's PrincipleDescribe flow velocityExplain how heat and pressure relate to power and transmissionDescribe physical and chemical properties of a fluidDescribe fluids in motion in closed conductorsDescribe continuity of mass flowIdentify types of fluidsIdentify properties of fluidsIdentify English and metric units of measurement for pressure, density, and

viscosity

"----Tir72 ----703M,Levelin o this com etenc ... 1 C P

Competency: Describe energy considerations

Competency Builders:Differentiate work Ind powerDifferentiate potential and kinetic energyExplain energy conservation conceptExplain hydraulic horsepowerExplain work of compression in compressible fluids

11.A

1 1,II) A

11111111111111111111111111MIMILLVILISIIIIMIWIILevelin: o this corn . etenc ... I P R

Competency: Describe system losses

Competency Builders:Differentiate turbulent and laminar flowExplain friction factorExplain pressure losses and why they occurIdentify potential system losses (e.g., leaks, wear, component sizing, heat, dirt)

10 12 AD BD WS LL

MiNiMilliEMLeveltn: o this com . etency... I P

Competency: Describe hydrostatics

Competency Builders:Explain pressure, density, and viscosityExplain buoyancyExplain equilibrium

10 12 AD BD WS LLLeveling of this competency... I P

Competency: Design basic hydraulic/pneumatic system

Competency Builders:Use common symbolsCreate circuit diagrams (i.e., schematics)Diagram closed-loop hydraulic systemDiagram an air supply system

1. 3

112

- -

11111111111111111111tillikillIMIIIIMIIM11131=is Km ENELevelin o this com ietenc

Competency: Describe component operation

Competency Builders:Identify functions and operation of hydraulic componentsIdentify functions and operation of pneumatic componentsExplain application(s) of different materials (e.g., plastic, copper)

111111111111111111111=11111111111111101111111102111211LL1111311mosLevelly:: o this corn etenc

Competency: Interpret hydraulic and pneumatic schematics

Competency Builders:Identify common symbolsSketch circuit diagrams (i.e., schematics)Interpret circuit diagrams (i.e., schematics)Sketch circuit analysisDiagram an air supply system

i 12 AD BD WS- LL[Leveling of this competency... I C

Competency: Perform hydraulic system maintenance and repair

Competency Builders:Identify standard fittings for hose, pipe, and tubeIdentify types and operating features of pumpsIdentify pump capacity and system requirementsExplain packing and seal requirementsExplain operating principles of pumps (e.b., centrifugal, propeller and turbine

rotary, metering)Perform pump maintenanceDisassemble a pumpReassemble a pumpTest pump

113 1 C

10 12 AD BD WS LLLeveling of this competency...

Competency: Maintain piping and accessories for high and lowpressure fluid power systems

Competency Builders:Identify components of a piping systemExplain maintenance features of both metallic and non-metallic piping systemsExplain types of valves and their operation and maintenanceExplain pipe schedule and their applicationExplain use and maintenance of strainers, filters, and traps in piping systemsJoin common fittingsJoin metallic pipeJoin plastic pipe for water cooling systemsJoin copper and steel tubingBend copper and steel tubingCut copper and steel tubingFlare tubing

10 12 AD BD WS LLLeveling of this competency... I P R

Competency: Maintain hydraulic system components

Competency Builders:Install an oil filtration systemMaintain an oil filtration syste:AExplain maintenance of fouled heat exchangersExplain operation and use of heat exchangesExplain fouling and its effectIdentify reservoir requirementsIdentify leaking heat exchangersCompute hose requirementsInstall hydraulic linesSelect control valves and servo-type valvesInstall control valves and servo-type valves

J'.:1

114

1111111111111=111111111111111111111MMIIII2121111:111Leveling of this competency... I P R

MIL=Competency: Troubleshoot hydraulic systems

Competency Builders:Interpret hydraulic schematicIdentify causes of failure modesConnect electrically controlled valvesExplain hydraulic system troubleshooting techniquesRepair or replace hydraulic valvesRepair or replace hydraulic cylindersRepair or replace hydraulic pumps and motorsInstall hydraulic componentsAnalyze hydraulic circuitsTroubleshoot hydraulic circuits

10 12 AD ED WS LLLevelincolthiscon_w_. I P R

Competency: Describe reciprocating and rotary air compressors

Competency Builders:Explain relationship of force, weight, mass, and density in pneumatic systemExplain operation of reciprocating compressorsExplain operation of rotary compressorsExplain primary and secondary air treatment (e.g., air dryers, lubricating

systems)Explain operation of compressor valves, cylinders, and motors

li

1111111111111111111111111111111111111111=11121111111111M1111151Leveling of this competency...

Competency: Maintain pneumatic systems

Competency Builders:Install pneumatic system componentsExplain pneumatic system maintenance techniquesExplain pneumatic system troubleshooting proceduresIsolate faults in air compressorsRepair or replace air compressorsIsolate faults in control valvesRepair or replace control valvesIsolate faults in air motorsRepair or replace air motorsIsolate faults in air dryersRepair or replace air dryersMaintain proportioning and servo valvesAnalyze pneumatic circuitsTroubleshoot pneumatic circuitsInterpret pneumatic schematicDiagram an air supply systemInstall pneumatic system componentsExplain pneumatic system troubleshooting proceduresTroubleshoot air compressorsTroubleshoot pneumatic control valvesTroubleshoot air motorsTroubleshoot air dryers

116

11111111131=2 1 ' MUMLeveling of this competency...

Competency: Maintain vacuum systems

Competency Builders:Describe characteristics associated with vacuum systems and sub atmospheric

pressureDescribe different units of vacuumDescribe the principles and operation of vacuum gaugesDemonstrate use of vacuum gaugesRepair or replace vacuum gaugesDescribe the principles and operation of vacuum pumpsDemonstrate use of vacuum pumpsRepair or replace vacuum pumpsDescribe the principles and operation of vacuum controlsDemonstrate use of vacuum controlsRepair or replace vacuum controls

10 12 AD BD WS LLLeveling of this competency... I P

Competency: Calculate energy

Competency Builders:Apply Pascal's LawApply Bernoulli's PrincipleApply Boyle's LawCalculate work and powerCalculate potential and kinetic energyCalculate hydraulic horsepowerCalculate flow velocity and pressureCalculate pressure lossesCalculate laminar flowCalculate pump capacityCalculate system requirements

117

Unit: Industrial Manufacturing Technology (Level 1)

1111111111111111211 " WLevelin: o this com i etenc ... KM PCompetency: Describe industrial manufacturing process

Competency Builders:Explain techniques of measuring motion, forces, distance, time, and temperatureExplain mechanical and chemical properties of various plastics, metals, ceramics,

fillers, and additivesExplain industrial manufacturing processExplain industrial use of non-metallic liquids, gases, and solids (e.g., ceramics,

polymers)Develop flow chart and process sheets

SW 12 Iral BD afiummiLeveling of this competency...

Competency: Describe materials requirements planning

Competency Builders:Define materials requirements planningExplain importance of maintaining and controlling inventory (e.g., quantity,

price, quality, minimal lot sizes, and timeliness)Defme master production schedule and bill of materialsExplain inventory carrying cost and economic order quantityDescribe the use of the computer in MRPCalculate net requirements

1 "A

118

11111111111111111111S1111111111112.2110211111111311Leveling of this competency... I P

Competency: Describe role of supply materials

Competency Builders:Describe role of purchase requisitionsDescribe role of material specificationsDescribe role of quality parametersDefine supplier certification rating methodsDescribe role of source inspectorDescribe role of receiving

10 12 AD BD WS LL

MINIIIIIIIlevelin this corn i etenc ... I IIILIII P

Competency: Describe plant layouts

Competency Builders:Describe the importance of flexibilityDifferentiate among product layout, process layout, fixed position layout, and

cellular layoutDescribe the type of production suited to each layoutDescribe advantages and disadvantages of each layout

10 12 AD ED WSLeveling of this competency...

LL

Competency: Describe material flow

Competency Builders:Describe importance of flexibilityDifferentiate straight-line, U-shaped, S-shaped, convoluted and comb patternsDescribe advantages and disadvantages of each pattern

119 1; 2

Leveling of this competency... I P

Competency: Maintain quality control of materials handling

Competency Builders:Maintain system for physical handling and movement of material in-process and

in-storageMonitor system of physical handling and movement of material in-process and in-

storageMaintain system for physical handling and movement of finished productsMonitor system of physical handling and movement of finished productsWrite requests for deviation from specificationsImplement quality control and inspection standards and proceduresWrite engineering change notices and rejection reportsMonitor reports of discrepancy or rejects during production processConduct quality tests under different environmental conditions

10 12Leveling of this competency...

AD BD W S LL

Competency: Describe post-production control

Competency Builders:Explain importance of product protection, packaging, identification, and storageDescribe methods of identifying products (e.g., labels, bar codes, radio frequency

systems and magnetic strip systems)Describe manual methods of storage and retrievalDescribe automated storage and retrieval systems (ASRS)Describe automated guided vehicle moving systems (AGVS)

120

1 13

______ I MINX1Kg. P IMO=Levelin: o this comietenc

Competency: Analyze a manufacturing project

Competency Builders:Explain the "how" of project selectionExplain the "how" of project implementationExplain the "how" of project evaluationExplain the "how" of planning continuing improvementExplain the "how" of planning predictive maintenance

121,,

Unit: Industrial Manufacturing Technology (Level 2)

I10 12. AD . BD WS 1.41.


Competency: Demonstrate knowledge of JIT

Competency Builders:Defme just-in-time concept (HT)Describe various production methodologies (e.g., standard cycle times, routings,

standard quantities, multiple-machine tending)Describe types of inventory control (e.g., Kanban)Describe importance of flexibilityDifferentiate product layout, process layout, fixed position layout, and cellular

layoutDifferentiate straight-line, U-shaped, S-shaped, convoluted and comb patternsDescribe advantages/disadvantages of layout and patternsExplain importance of product protection, identification and storageList methods of identifying products (e.g., labels, bar codes, radio frequency

systems and magnetic strip systems)

10 12 AD BD WS LLLeveling of this competency... C

Competency: Apply JIT

Competency Builders:Maintain system for physical handling and movement of material in-process and

in-storageMonitor system of physical handling and movement of material in-process and in-

storageMaintain system for physical handling and movement of finished productsMonitor system of physical handling and movement of finished productsWrite requests for deviation from specificationsImplement quality control and inspection standards and proceduresWrite engineering change notices and rejection reportsMonitor reports of discrepancy or rejects during production processConduct quality tests under different environmental conditions

122

Unit: Programmable Logic Controllers (PLCs)

now AD BD W

Levelin o this corn etenc ... I p

Competency: Differentiate among process controls

Competency Builders:Describe characteristics associated with automatic controlsDefine proportional controlDefine integral controlDefine derivative controlDescribe advantages of using proportional Integral or derivative controlDescribe disadvantages of using proportional, integral or derivative control

1 12 AD BD sumujiLeveling of this competency... I P

Competency: Explain basic operation of PLCs

Competency Builders:Describe basic applications of PLCsIdentify program symbols and language functionsDescribe function of block transfersDescribe operation of timers, counters, and sequencesDescribe operation of analog I/O modulesDescribe operation of servo motion controlDescribe the principles and operation of PLCs

1231 CR

11111111111111111111111111111111111111111111111111211111113111111211111121111M11112Levelin : o this corn , etene ... I R IMIllCompetency: Demonstrate use of PLCs

Competency Builders:Draw block diagram of a PLCDefine individual blocks of a PLCUse operator's and/or manufacturer's manual(s)Translate relay logic to logic for a PLCUse function of block transfersOperate timers, counters and sequencersOperate analog I/0 modulesOperate servo motion controlInstall a PLCConnect controller to sensorsDescribe test procedures for new installation of a PLCTroubleshoot hardware faults on a PLCsUse safety interlockDescribe use of GPP (i.e., Graphic Programmable Panel)Write a statement and ladder logic programDocument a statement and ladder logic programUse a PLC programTroubleshoot a program for a PLCRepair a program for a PLCUse specific manufacturer of PLCs (e.g., Allen Bradley, Siemens, Texas

Instruments)

124

111111111111111111111111111111111111111111111111S111111111011111321161111=1Levelin o this corn etene

Competency: Apply robot fundamentals

Competency Builders:Describe the operation of robotic work cellsOperate robotic work cellsTroubleshoot robotic work cellsRepair robotic work cellsClassify robots according to industry criteriaIdentify robot power drive typesDescribe positioning in terms of axis, actuators and coordinate systemIdentify types of control systems and sensorsApply different methods of programming (e.g., teach, off-line)Write simple programs to exercise robot functionsJoin programs to perform full functionIdentify principles of robot safetyDescribe operation of various sensors used in robot controlInterface sensors to robotInterface robotsDefine open loop and closed loop controlDesign a simple automated system to perform manufacturing operationIdentify operation of end-effectors

125

Unit: Welding Basics

10 12 AD BD WS f LLLetitip_tiscornetency... 1 R

Competency: Explain welding/cutting processes

Competency Builders:Explain process of resistance weldingExplain process of projection weldingExplain process of flash-butt weldingExplain process of laser weldingExplain process of friction weldingExplain process of spot weldingExplain process of shielded metal-arc welding (SMAW)Explain process of gas metal-arc welding (GMAW)Explain process of gas tungsten-arc welding (GTAW)Explain process of carbon arc gouging and cuttingExplain process of welding plasticsExplain welding rod alloysExplain mild steel welding rodExplain low hydrogen welding electrodeExplain rationale for preheating and post-heating metalExplain (GMAW) welding in flat, horizontal, vertical positionsExplain (GTAW) welding on mild steel, stainless steel, and aluminumExplain process of build up and hard facingExplain process of submerged arc weldingExplain process of plasma arc weldingExplain process of oxy-hydrogen weldingExplain process of stud weldingExplain process of oxy-acetylene weldingExplain process of percussion weldingExplain process of upset weldingExplain process of resistance spot weldingExplain process of pressure gas weldingExplain process of furnace brazingExplain process of torch brazingExplain process of resistance brazingExplain process of induction brazingExplain process of infra-red brazingExplain process of cold weldingExplain process of diffusion weldingExplain process of explosion welding

126

Competency Builders:Explain process of forge weldingExplain process of ultrasonic weldingExplain process of electron beam weldingExplain process of electro-slag welding


10 12 AD BD WS LLlevelin o this com i etenc ...

Competency: Perform basic gas welding, brazing, and cutting

Competency Builders:Follow safety guidelinesDifferentiate welding and brazingIdentify gas welding and cutting equipment and accessoriesUse personal protective equipment required for welding and cuttingExplain capillary attraction as it applies to metalDemonstrate proper lighting, adjusting, and shutting down of gas torchLayout mild steelCut mild steelBraze mild stee;Solder non-ferrous metalsApply basic metallurgy technology

10 I 12 AD BD WS LLLeveling of this competency... f I R

Competency: Perform basic arc welding/cutting (i.e., stick)

Competency Builders:Identify arc welding equipment and accessoriesRead welding rodsApply basic metallurgy technologyWeld stainless steel using (SMAW) processWeld steel requiring preheatWeld cast ironWeld aluminum

127


Competency: Evaluate welds

Competency Builders:Evaluate the quality of welds by using the fracture test, tensile test, bend test,

metallographic test, visual inspection, magnetic particle inspection, liquidpenetrant tests, ultrasonic tests, and/or radiographic test

Identify the following types of weld defects: cracks, porosity, cold shut,inclusions, lack of fusion, and undercut

128

Unit: Supervision

10 12 AD BD WS LL

Leveling of this competency... I P R

Competency: Perform supervisory functions

Competency Builders:Define supervisionConduct task analysisCreate organizational and/or departmental chartsApply company policies and proceduresMaintain workplace procedures manualsPrepare budgetsMonitor budgetsPrepare managerial reportsAnalyze daily production reportsMaintain appropriate work environmentConduct toursFacilitate assignmentsAssign workDelegate job tasksMonitor progressPrepare productivity reportsProvide training for new policiesTroubleshoot workplace problemsCoordinate workplace activitiesAppraise performance and coach for improvementDocument personnel issuesCoordinate administrative duties

102129

:414

Levelin o this com etenc ..

Competency: Coordinate training

Competency Builders:Assess training needsSecure training resources, materials and equipmentTrain employeesEvaluate progress of traineeProvide feedbackSolicit feedbackReceive feedbackAssess feedback

1 3

130

ITT

Unit: Quality Assurance (Level 1)

10 12 AD BD WS LL

Leveling of this competency... 1 P

Compeency: Demonstrate knowledge of inspection

Competency Builders:Explain purpose of inspectionDescribe scope of inspectionExplain purpose of incoming, ongoing, and final inspectionsExplain early detection inspectionExplain how statistical process control (SPC) aids inspectionDefine rework, salvage, and scrapDefine safety terms of productIdentify safety responsibility within the organizationExplain customer approval processDefine types of nonconformanceDefine degrees of nonconformanceDefine corrective actionDescribe when to 100% inspectDescribe when to sample inspectDescribe methods of testing for material properties (e.g, harness, strength,

chemical makeup, flaws, errors in tooling or setup)Describe ethical decisions an inspector may makeIdentify purposes of computer-automated inspectionExplain advantages and limitations of automated inspectionExplain disposition of non-conforming material

glantaigazgajtimunI MM P NIM11110111Levelin: o this comietenc ..

Competency: Demonstrate knowledge of quality assurance

Competency Builders:Explain the ISO 9000 and QS 9000 processExplain continuing improvementDefine quality termsDefine quality functionsExplain the historical evolution of quality assurance (e.g., Deming, ISO 9000)Explain changes brought about by quality leaders in the worldDescribe control devices used in functional areas (e.g., SPC, equipment)Use checksheets to organize and record inspection resultsConduct in-process inspectionConduct incoming materials inspection using sampling plan criteriaIdentify safe and unsafe equipmentExplain importance of internal and external customersIdentify internal and external customersDescribe successful efforts by industry to improve quality and/or reduce costsExplain basic foolproofing concept to build inspection into process (i.e., poka-

yoke)Differentiate prevention and detectionDifferentiate variable and attribute dataIdentify types of control chartsExplain how statistical techniques are tools used to control quality (e.g., SPC,

DOE, CR)Identify features of quality planningExplain the relationship among organizational structures, policies, procedures,

and quality assurance

132

1 5

111111111111111111111111111111111111111111111MILIMINALLIIIIIIILevelin : o this com . etenc ... I P P MIMI=Competency: Explain importance of interdepartmental relationships

to quality assurance

Competency Builders:Explain need for everyone's commitment in assuring qualityExplain phrase "Everyone is a customer/supplier"Define quality improvement team modelsExplain the importance of top management's support of qualityAssociate customer satisfaction with product characteristics (e.g., usefulness,

price, operation, life, reliability, safety, cost of operation)

111 12 AD BD WS LLLeveling of this competency... I C P 4 4

Competency: Demonstrate knowledge of basic statistics

Competency Builders:Describe data collection methodsCollect dataCheck chart for out-of-control conditionsDefme mean, median, and modeExplain significance of standard deviationExplain normal distribution

10 12 AD BD WS LLLeveling of this competency... I P 4

Competency: Demonstrate knowledge of precontrol

Competency Builders:Explain uses of precontrolExplain significance of the limitsPlot values on a precontrol chartExplain "out-of-control" situationMake decisions on green, yellow and red conditions

133


10 12 AD BD WS LL

Levehn : o thzs com i etenc ... I C P

Competency: Demonstrate knowledge of engineering a qualityproduct

Competency Builders:Define manufacturabilityDefine reliability factors (e.g., cost, human, producibility)Define failureDescribe predictive maintenance

1111111112111421 BD MICELeveling of this competency...

Competency: Inspect machinery, materials, and products

Competency Builders:Identify critical material characteristics from specification(s) or drawing(s)Perform capability studies for machinery and materials acceptanceIdentify appropriate acceptance sampling planIdentify critical in-process characteristics from specification(s) or drawing(s)

134

411111.11.10 12 AD ED

Leveling of this competency...LL

Competency: Use testing equipment

Competency Builders:Identify safe and unsafe testing equipmentDemonstrate tensile-compression testingDemonstrate bending testingDemonstrate impact testingDemonstrate fatigue testingDemonstrate shear testingDemonstrate hardness testingDemonstrate liquid-penetrant testingDemonstrate radiographic testingDemonstrate ultrasonic testingDemonstrate electrical-analysis testingDemonstrate ability to clean, adjust, calibrate, and set up testing equipment and

measuring devicesSelect proper tools and equipment for testing materials and products

10 12 AD BD WS I LLLeveling of this competency... I C P 4 I 4

Competency: Demonstrate knowledge of nondestructive testing

Competency Builders:Describe purpose of nondestructive testingIdentify anomaliesDefine defects and discontinuitiesIdentify factors contributing to defects and discontinuitiesDescribe ultrasonic testingDescribe advantages and limitations of ultrasonic testingDescribe industrial radiographyExplain advantages and limitations of penetrant inspectionExplain choiceof most suitable nondestructive test method

135

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Competency: Demonstrate knowledge of basic statistics

Competency Builders:Organize data by flow chartInterpret data by cause and effect diagramsDefine nominal, ordinal, interval, and ratio data

TV

Competency: Demonstrate knowledge of precontrol

Competency Builders:Identify appropriate inspection reports and follow-upGauge R and R (reproducibility and repeatability) and traceabilityCalibrate to national standardsApply geometric tolerancingExplain C = 0 (zero) acceptance planInterpret instructions in a control plan

10 12 AD BD WS LLLeveling of this competency... I

Competency: Construct R and R charts

Competency Builders:Arrange data into statistical sub-groupsExplain importance of random samplingCompute X (i.e., average of values) and R (i.e., range

within samplePlot in X and R on chartConstruct control chart with X (grand average) and RCalculate upper and lower control limits for X-chartCalculate upper and lower control limits for R-chart

b136

of values in subgroup)

(average range) calculated

10 12I

ADC

BDP

WS11

LL4Levehn o this con 1, etenc ...

Competency: Interpret and R charts

Competency Builders:Plot percentages for normal distributionTest distribution for normalityExplain difference between common cause and special causeDefine an "in-control" processExplain significance of an out-of-control point on X or R chartIdentify patterns and trends on control chartIdentify run up and run downTest for middle third on control chartExplain significance of middle third on control chartExplain Rule of Sevens

iumagaimazimillaillI KNIIMIIIWIMLevelin : o this corn s etenc ...

Competency: Demonstrate knowledge of scattergrams

Competency Builders:Construct scattergramInterpret for positive, negative, or no correlation between X and Y variablesTest for significance between one and five percentExplain regression analysis

10 12 lAD BD WS LLLeveling of this competency...

Competency: Use quality control charts

Competency Builders:Identify operational definitions for attribute criteriaInterpret histogramInterpret scattergramsInterpret NP chartInterpret P chartInterpret flowchartInterpret cause-and-effect diagramConstruct P (percentage defective) chart for attributesPlot control limits of P chart and data pointsConstruct an NP (number defective) chart with control limits and data

Leveling of this competency...isiistungsimmumi

Competency: Demonstrate knowledge of process capability

Competency Builders:Use X, R, USL, and LSL to determine process capability (upper and lower

specification limits)Calculate precontrol limitsCalculate estimated process standard deviationPlot right hand and left hand tail of process variationCompute Z value for percent of probable defect for processCalculate Cm values that describe process capabilityDescribe skewed distributionsList probable causes of skewed distributionConstruct C (count of defects) and U (number of defects per unit) chartsCheck data on C and U chartsConstruct flowchartConstruct cause-and-effect chart

138

Levelin o this com etenc

"CV

Competency: Demonstrate knowledge of quality/cost implications

Competency Builders:Identify cost/quality objectivesClassify costs (i.e., direct and indirect, fixed and variable, methods and standards)Classify quality costs (i.e., prevention, evaluation, pre-delivery failure, post-

delivery failure)Define product liability

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Competency: Manipulate quality cost data

Competency Builders:Develop quality cost dataTranslate cost reportsGraph quality cost data (e.g., pareto)Interpret quality cost reports

10 12 AD BD WS LL4-4-----Leveling of this competency... I P R

Competency: Manipulate cost control data

Competency Builders:Develop cost control dataAnalyze cost control reportsProvide cost control dataProvide advice on "Make or Buy" decisions (including economical lot size

decisions)

Ei

139


10 12 AD BD WS LL

Leveling of this competency... I R P 4 4

Competency: Demonstrate knowledge of engineering a qualityproduct

Competency Builders:Identify steps in product design (e.g., brainstorming, thumbnail sketches,

renderingIdentify ways reliability is achieved (e.g., maintainability, good design, design

simplification, design redundancy)Explain the relationship of maintainability to reliabilityExplain the role of testing and reliabilityDefine value engineeringDefme quality objectivesIdentify cost components as they relate to quality objectivesClassify quality costs (i.e. preventive, evaluation, pre-delivery failures, post

delivery failures)Describe FMEA (Failure Mode Effects Analysis)

Leveling of this competency...12 AD ED WS LL

Competency: Demonstrate knowledge of probability theory

Competency Builders:Define classical probabilityDefine empirical probabilityCalculate probability for outcomes

140

1 0 12 AD BD WS LLLeveling of this competency...

Competency: Conduct process improvement studies

Competency Builders:Analyze production methods and processes applying statistical process

improvement techniques (e.g., SPC, CpK)Identify appropriate statistical techniques for study (e.g., T-tests, F-test,

capability, DOEX)Identify major steps in conducting a studyDefine "report" for a study (e.g., goal, objective, study conduct, results,

conclusions, discussions)Integrate results into the total system


Competency: Explain importance of interdepartmental relationshipsto quality assurance

Competency Builders:Explain project selectionExplain project implementationExplain project evaluationDescribe future trend of experiment designDescribe future trend of predictive maintenance

10 1Z AD I BDI --C-1 P

WSN

LLLeveling of this competency...

Competency: Demonstrate knowledge of quality/cost implications

Competency Builders:Explain consumerism and liability preventionDefine contracts and tortsDifferentiate express and implied warrantyDifferentiate warranty and product liabilityExplain how warranties are part of contract lawList questions that would need answering in liability claim(s)

Unit: Plastics Press Technology (Level 1)

0 12 AD BD WS LL

Leveling of this competency... I CPMCompetency: Explain press operation

Competency Builders:Identify types of presses (e.g., injection, compression, blow, extrusion, etc.)Describe functions of each type of pressIdentify capacity of presses (e.g., tonnage, materials, shot size, etc.)Describe shutheightIdentify and explain function of press operator safety devicesExplain how mold dimension can affect the size of pressDefme terms used in plastics press operationsExplain the sequence of operation of each type of machineDescribe function of monitors, proximity switches, and die protection

12 AD BD WLeveling of this competency... I CP M q

Competency: Demonstrate knowledge of auxiliary press accessories

Competency Builders:Describe function of barrel heatersDescribe function of loaders and vacuum loadersDescribe function of chillers, mold heaters, and hot runnersDescribe function of blenders and dryersDescribe function of feeders and conveyorsDescribe function of part grindersDescribe use of quick die changeDescribe function of bridge crane and fork liftDescribe function of part weight scale

142

Unit: Plastics Press Technology (Level 2)

10 12 AD BD WS LL

Leveling of this competency... I C P

Competency: Explain various controls

Competency Builders:Define relay controlsDefine solid state controlsDefine numerical control (NC) and computerized numerical control (CNC)Differentiate between types of NC and CNCDescribe open loop and closed loop controlsIdentify data input mediumsIdentify computer memory typesIdentify information stored relative to computer memory types

EUMELZIMIIIMIMMISSII MI P ME1111=11111Levelin : o this corn # etenc ...

Competency: Perform preventive maintenance of control systems

Competency Builders:Follow proper safety proceduresDescribe care of various control systemsCalibrate NC and CNC control systems

10 12 AD BD WS LLLeveling of this con I, etenc ... C M R 1

Competency: Prepare setup sheet

Competency Builders:Prepare basic setup sheet for press with relay controlsPrepare basic setup sheet for press with solid state controlsPrepare basic setup sheet for press with NC controlsPrepare basic setup sheet for press with CNC controlsAdapt to various control system setup sheets

1 ti C143

10Leveling of this competency...

12 AD BD W4

LL

Competency: Describe basic press operations

Competency Builders:Defme manual modeDefme semiautomatic modeDefme full automatic modeDefme dry cycle modeExplain core pull operation according to SPI and EUROMAP standardsDescribe different types of ejection (e.g., air, hydraulic, mechanical)Describe purpose of purging and its sequence

10 12 AD BD WS LLLeveling of this competency... C P R 4 4

Competency: Describe relay control operations

Competency Builders:Identify parts of the pressIdentify various molding parametersApply basic setup skills to setup pressSet press molding parameters using setup sheet or create a new setup sheet if

needed

10 12C

ADP

BDR

WS4

LL4Leveling_of this competency...

Competency: Describe solid state control operations

Competency Builders:Identify various types of solid state controlsIdentify parts of the pressIdentify various molding parametersApply basic setup skills to setup pressSet press molding parameters to setup sheet or create new setup sheet if needed

144

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Leveling of this competency... C P R 4

Competency: Describe NC and CNC control operations

Competency Builders:Differentiate between NC and CNC (e.g., open loop control, closed loop control)Define total closed loop control and partial closed loop controlIdentify parts of the pressIdentify various molding parametersApply basic setup skills to setup pressLoad mold parameters from storage mediaLoad molding parameters from setup sheet or printoutWrite setup sheet for new molds or make printout of molding parameters or load

to storage media

(;)

145

Unit: Sheet Metal Fabrication

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Competency: Describe sheet metal fabrication

Competency Builders:Demonstrate safety handling of sheet metal and toolsDescribe sheet metal fabricated productsDescribe press working processDescribe process(es) of straightening metalDescribe metal finishing and coatingExplain bend allowancesIdentify materials used for sheet metal fabrication (e.g., hot roll, cold roll,

aluminum, stainless)Explain process of determining metal thicknessesExplain process of layoutExplain process of fasteningDemonstrate the capability to finish (e.g., cleaning, painting, plating)

10 12 AD BD WS LLLeveling of this competency... C P M 4 4

Competency: Describe types of metal fabrication manufacturing

Competency Builders:Describe shearDescribe press brakeDescribe cut-to-length linesDescribe roll forming

146

1 -11 TY

Levelzng of this competency... I C P R

Competency: Explain machining fabrication processes

Competency Builders:Explain the processes necessary to accomplish the following fabrication

requirements: cutting, shaping, forming, turning, drilling, finishing,pressing, drawing, bending, shearing, slitting, rolling, forging, swaging,hobbing, coining, surfacing, extruding, braking, notching, nibbling,piercing, blanking, trimming, perforating, trueing, shaving

Identify the measuring tools, hand tools, machines, and materials necessary toperform each of the fabrication processes listed above

10 12 AD BD WS LLLeveling of this competency... C P P 4 4

0 I

Competency: Layout sheet metal

Competency Builders:Lay out 900 ellsLay out 45° and 30° ellsUse radial line development to lay outUse development by triangulation to lay out

10 12 AD BD WS LLLeveling of this competency... C P 4 4

Competency: Fabricate components

Competency Builders:Layout designMeasure materialsCreate pattern and/or prototypeUse hand toolsCut materialsForm materialsUse fastenersSpot weld

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147

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Le velin . o this corn , etenc ..

Competency: Perform sheet metal fabrication

Competency Builders:Identify sheet metal fabrication jobsIdentify tools (e.g., manual and hand powered) neededFabricate round ellsFabricate teesFabricate pyramidsFabricate conesFabricate square to round transitions

148

Unit: Moldmaking (Level 1)

10 12 AD BD WS LL

Leveling of this competency... C P R

Competency: Explain basics of building molds

Competency Builders:Describe types of molds and their componentsDescribe process of making a moldDescribe machinery used in moldmakingDescribe types of metal castings used for moldsIdentify types of components used in the building process (e.g., gibs, core, cavity,

slides, heaters)Identify surface finishes for moldsIdentify specialty mold materials (e.g., beryllium copper, lead-zinc alloys, epoxy

resins)Describe the fitting and assembly processDescribe hardness testing (e.g., Brinell, Rockwell)Explain how draft and shrinkage must be allowed for in a moldDescribe how core and cavity blocks are mountedDescribe ejectors and their applicationsDescribe slide/side actions and their useIdentify hardware used in components of molds/tooling used in plastics (e.g.,

screws, taps and drills, dowel pins, leader pins, bushing)Describe types and purposes of venting

I 1

149

Levelin : o this com etenc /MUCompetency: Explain heating and cooling of molds

Competency Builders:Identify types of heating/cooling used with moldsDescribe flow patternsDescribe bafflesDescribe using 0-ringsDescribe bubblerDescribe cooling zoneDescribe diverting plugsDescribe high volume coolingDescribe "heat pipes" and their applicationsDescribe steam channelsDescribe application of oil heaters, water heaters, and electric heaters

I-Leveling10 12

CADP

BD4 4of this competency... I

Competency: Explain injection mold runners and gates

Competency Builders:Describe purpose of runnersDescribe size and shape of runnersDescribe purpose of gatesDescribe types, dimensions, and functions of gatesDescribe hot/cold/insulated runner moldsDescribe acceptable and unacceptable shapes of runnersExplain purpose of cold slug wellsDescribe hot bushingsDescribe sprue pullersDescribe sizing and types of sprues

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10 12 AD BD WS4

LL

4Leveling of this competency... C P

Competency: Explain heating and cooling of molds

Competency Builders:Describe the pattern and placement of heating/cooling lines

10 12 AD BD WS LL

Levelin: o this com,etenc ... P M MEM.Competency: Describe the machining and/or manufacturing of plastics

tooling

Competency Builders:Describe applications for manufacturing of dies for extruders, forms for

thermoforming, and related tooling to blow molding and roto molding, etc.by using mills (i.e., vertical, horizontal [boring]), lathes, grinders (surface,I.D. [jig], 0.D.), EDM, wire EDM, saws, drills and hones

Explain how NC and CNC apply to applicable machines aboveExplain heat treat

1 14151

Unit: Polymer Technology (Level 1)

10 12 AD BD WS LL

Levelin: o this corn # etenc ... I C P M 4 4

Competency: Demonstrate knowledge of plastics

Competency Builders:Explain the history, organization, importance, and potential of the plastics

industryExplain the various plastics standards (e.g., ASTM) that are essential for

consistent manufacturing and testingDescribe the inter-relationship between materials and processingIdentify the primary plastics trade and professional organizationsList the advantages and disadvantages of plasticsDefine terminology used in the plastics industryIdentify sources of raw materialsIdentify and define the families and applications of thermoplastics, thermosets,

elastomers, rubbers, and Liquid Crystal Polymers (LCP)Define polymersClassify polymers by physical and chemical propertiesClassify polymers by reactionsIdentify processing methods (typical materials processed)Identify various uses of plastics in relation to the environmentIdentify types and uses of additives and modifiers in plastics productionExplain composition of colorDefine thermo-analysis testing (e.g., melt flow, moisture control)Define plastics and polymersDescribe plastics and polymers manufacturing processesDescribe structure of plastics and polymersList chemical properties of plastics and polymersList physical properties of plastics and polymersDifferentiate thermoset and thermoplasticDescribe plastics and polymer property variablesDescribe measure of plastic and polymer strengthIdentify examples of raw materials processed by machining, extrusion, stamping,

injection, blow, stretch-blow, molding, compression molding, and injectioncompression molding, etc.

Identify molding defect (e.g., flash, sink marks, warp, contamination, wetmaterial, stuck parts, short shot, burn marks, surface blemishes)

Identify secondary operations performed on plastic parts (e.g., plating, milling,painted)

Perform tensile test

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Competency: Demonstrate basic knowledge of rubber manufacturing

Competency Builders:Explain history of rubber industryCompare properties of natural rubber with those of synthetic rubberExplain how natural rubber is manufacturedExplain vulcanization, mastication, and cure systemsExplain use of compounding ingredients (e.g., carbon blacks, accelerators, fillers,

antioxidants)Explain press and autoclave curingExplain how synthetic rubber is manufactured (e.g., neoprene, butyl, styrene-

butadiene)Explain rubber testing (e.g., tensile, durometer)


Competency: Define plastics materials

Competency Builders:Defme olefins (polyolefins)Define styrenicsDefine PPO/PPEDefine thermoplastic polyesters (PBT & PET)Defme nylon (polyamides)Defme acetalsDefine acrylics, polyarylate, polymethypenteneDefine polycarbcnateDefine polysulfone (and sulfone based polymers)Define fluoropolymersDefine ketone polymersDefine high heat specialty plasticsDefine vinyl and additivesDefine celluloseDefine siliconeDefine commercial blendsDefine thermoplastic elastomersDefine natural rubber, EPDMDefine SBR & latex, polybutadiene

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Competency Builders:Define isoprene, butyl rubbersDefine fluorocarbon elastomersDefine nitrite, polyacrylic rubbersDefme polyurethanesDefine ureasDefme polyestersDefine epoxiesDefine polyimides and polyamidesDefine high heat thermoset plastics


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Competency: Describe additives

Competency Builders:Define additives and their benefits/effectsDefine impact modifiersDefine colorants (e.g., dyes and pigments)Define flame retardantsDefine antimicrobials, antioxidants, and antistatsDefine lubricantsDefine release agents (internal & external)Define glass fibers, carbon fibers, and metal fibersDefine glass microspheresDefine mineral fillers, glass fillersDefine plasticizers and processing aids (rubber)Define vulcanizing agentsDefine antidegradentsDefme UV stabilizers and their effectsDefine thermal stabilizers and their effectsDefme compatabilizers and their effectsDefine filler and reinforcements (rubber)Define accelerators and activators

154

10 12 AD BD WS LLLevelzng of this competency... I R C P

Competency: Demonstrate knowledge of polymer chemistry

Competency Builders:Explain the structure of polymers (e.g., amorphous, crystalizing, and LCP)Describe how to make polymers from corresponding monomersExplain the polymerization of polyeth:ylene, addition and condensation polymers,

and blends and alloysExplain degradation (e.g., heat, light, oxygen)Describe the characteristics of polymeric materialsDescribe feedstock materialsDifferentiate between organic and inorganic compoundsList four (4) major classes of hydrocarbons and explain how they are structurally

differentDescribe trends in physical and chemical properties of alkanes and cycloalkanes,

alkenes, alkynes, aromatics, alcohols, phenols, ethersDescribe the structures of carbon double and triple bondsDescribe the structure and importance of addition polymersList reasons for the toxicity of most simple alcoholsExplain the mechanism by which soap cleans dirt and nonpolar substancesPredict the hydrolysis products of estersDescribe the basicity of amines

10 12 AD BD WS LLLeveling of this competency... I C P 4

Competency: Describe basic polymer processing

Competency Builders:Explain melt flow and rheologyExplain physical and chemical properties of blendsExplain compatibilizersExplain reinforcement with filler and fiber additivesExplain reactive polymer processingExplain recycling for post consumptionExplain morphology

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Competency: Prepare polymer blends and alloys

Competency Builders:Define blendsDefme alloysPrepare resin-blendsPrepare recipes and reaction batchesPrepare samples for ASTM testing procedures

1.0 12 AD BD WS LLLevelin of this cornpetenc

Competency: _Demonstrate knowledge of polymeric testing

Competency Builders:List reasons to test polymersExplain purpose of standardsIdentify factors affecting test resultsIdentify principles of sample conditioningPrepare samples for ASTM, DIN, and ISO testing procedures

156


Competency: Perform analytical testing of polymeric materials

Competency Builders:Analyze products by functional requirementsDescribe plastics by appearance (e.g., color, gloss)Identify plastics by reaction to solventsDissect productsFlame test plasticsIdentify the burning rates of plasticsIdentify the softening point of plasticsTest deformation plasticsIdentify specific gravity determinationsIdentify specific gravity using density gradientUse Melt IndexIdentify ash content of filled plasticsIdentify principles of hardness testingUse shore A & D DurometersTest with Clark hardness testerDefine the Law of Conservation of EnergyUse Chapy/Izod Impact testerPerform permeation testingIdentify principles of falling dart impactingUse Film Dart Impact testerPerform creep and creep-rapture testingExplain use of abrasion and friction testing

Leveling of this competency...'

Competency: Describe effects of weathering and aging on polymericmaterials

Competency Builders:Explain the purpose of weathering/aging testsExplain the theory of accelerated testingPerform water absorption testsExplain water absorption properties of plasticsExplain thermal expansion of plasticsCompare test results performed under different laboratory conditions (e.g., UV,

salt-water, and accelerated weathering testing)


Competency: Tensile test polymeric materials

Competency Builders:Explain polymer stress and strainUse tensiometerIdentify modulus of elasticityUse tear testerTest for stiffness and resilience of polymeric materialsDescribe tensile testsDescribe flexural propertiesDescribe compressive propertiesDescribe creep propertiesDescribe stress relaxationDescribe impact propertiesDescribe shear strengthDescribe abrasionDescribe fatigue resistanceDescribe hardness testsDescribe tests for elevated temperature performanceDescribe thermal conductivityDescribe expansionDescribe brittleness temperature

158


Competency: Identify electrical and weathering properties

Competency Builders:Describe dielectric strengthDescribe dielectric constant and dissipation factorDescribe electrical resistance testsDescribe arc resistanceDescribe accelerated weathering testsDescribe outdoor weathering of plasticsDescribe miscellaneous resistance to organic attacks tests

10 12 AD BD WS LLLeveling of this competency... 1 P R -4---

Competency: Identify optical properties and material characterizationtests

Competency Builders:Describe refractive indexDescribe luminous transmittance and hazeDescribe colorDescribe specular globsDescribe melt index testDescribe capillary rheometer testDescribe dynamic mechanical testingDescribe viscosity testsDescribe gel permeation chromatographyDescribe thermal analysis techniquesDescribe material characterization tests for thermosets

159

10 12 AD BD WS LLLeveling of this competency... I P R 4 4

Competency: Identify flammability, chemical properties, andanalytical tests

Competency Builders:Describe UL testing (e.g., flame/temperature)Describe chemical resistance testsDescribe specific gravityDescribe density by density gradient techniqueDescribe bulk (apparent) density testDescribe water absorptionDescribe moisture analysisDescribe sieve analysis (particle size) test

10 12 AD BD WS LLLeveling ofj competency... I P It ----7 4--

Competency: Identify tests and identification analysis of polymers

Competency Builders:Describe torque rheometer testDescribe burst strength testDescribe crush testDescribe chemical and thermal analysis for identification of polyme.:,Describe flame test

10 12 AD BD WS LLLevelzng of this competency... I P R

Competency: Identify testing of foam plastics and nondestructives

Competency Builders:Describe rigid foam test methodsDescribe flexible foam test methodsDescribe types of failureDescribe FMEA (Failure Mode Effects Analysis)Describe nondestructive tests

160

Unit: Polymer Technology (Level 2)

12ADBD LL

Leveling of this competency... IR R P

Competency: Demonstrate knowledge of polymer chemistry

Competency Builders:Plot and explain the development of atomic theoryExplain the Bohr atomic modelConstruct models of atoms, molecules, and macromoleculesExplain carbon-carbon bondingExplain theory of electron probabilityDescribe the behavior of electrons in various atomsIdentify atoms and characteristics of the families from the periodic chartDemonstrate knowledge of molecular weight definitionsDescribe intermolecular bondsDescribe various types of primary bondsUse Lewis Dot structures to represent primary bondingDescribe various types of secondary bondsDraw structural formulas for alkanes and alkyl halidesDefine structural isomers and geometric isomersDraw the structures of simple alcohols, phenols, and ethersIdentify primary, secondary, and tertiary alcohols and differences in their

propertiesContrast the physical properties of aldehydes and ketones and compare them to

other organic compoundsIdentify carbonyl compounds that are natural fragrancesWrite equations that show the acidic properties of organic acidsDescribe the trends in the physical properties of carboxylic acids, esters, amines

and amides

161

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Unit: Plastics Troubleshooting (Level 1)

10 12 AD BD WS LL

Leveling of this competency... C P R q 4

Competency: Identify abnormal conditions

Competency Builders:Describe color streakingDescribe short shotsDescribe sink marksDescribe flashDescribe weak weldDescribe brittlenessDescribe poor surface finishDescribe blush at gateDescribe jettingDescribe weld bumsDescribe laminationDescribe warpageDescribe wave marksDescribe poor dimensional stabilityDescribe sticking in cavityDescribe sprue stickingDescribe voids (bubbles)Describe knit-lines (weld lines)

163

1

Unit: Plastics Troubleshooting (Level 2)

10 12 AD BD WS LL

Leveling of this competency... I P R 4 4

Competency: Correct abnormal conditions

Competency Builders:Increase injection pressureDecrease injection pressureIncrease cycle timeIncrease injection hold-timeDecrease injection hold-timeUse larger opening in nozzleAdjust feedIncrease clamp pressureIncrease stock temperatureDecrease stock temperatureIncrease mold temperatureDecrease mold temperatureChange flow path of cooling mediaPre-dry materialPolish surface of moldIncrease injection speedDecrease injection speedRe-seat nozzle (machine)Check nozzle heating bandCheck material for contaminationPolish sprue bushingDecrease screw RPMIncrease back pressureDecrease back pressureAdjust mold protectionClamp sequence and adjusting clamp velocitiesSet ejector strokesIncrease sprue runner or gate sizeDecrease gate land lengthRe-match mold parting lineAdd more gas ventsChange location of gate

164

Unit: Plastics Product Design

10 12 AD BD WS LL

Leveling of this competency... I C P 4 4

Competency: Define product requirements

Competency Builders:Define customer requirement(s) for mechanical and thermal loadsDefine customer requirement(s) for features requiredDefine customer requirement(s) for product life expectancyExplain customer requirement(s) for product/material recycling and coding (e.g.,

1, 2-7)Identify customer requirement(s) for agency/regulatory issuesIdentify customer requirement(s) for environmental resistance


Competency: Select a plastic material based on evaluating constraints

Competency Builders:Identify target price (e.g., cost and percentage of raw materials)Identify specific gravity parametersIdentify electrical property parametersIdentify mechanical property parametersIdentify glass transition temperature parametersIdentify chemical property parameters (e.g., chemical resistance)Identify friction, wear, and abrasion parametersIdentify machinability parametersIdentify appearance parameters (e.g., transparency)Identify flammability parametersIdentify processing concernsExplain effect of material change on product performance

165


Competency: Describe plastic product design concepts

Competency Builders:Describe nominal wall/uniform wall/draftDescribe projectionsDescribe depressions (e.g., sink marks)Describe plating concernsDescribe part qualityDescribe print formatDescribe tolerance guidelinesDescribe gating/ejection/texturing parting lines, radii, and location of eachDescribe the value of concurrent engineering programDescribe post mold handling (e.g., robot arm, sprue picker)Describe packaging requirementsDescribe possible quality concerns, sink, bow, out-of roundness, cosmetic issues,

and shrinkageDescribe FMEA (Failure Mode Effects Analysis)

166

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Competency: Select process based on criteria

Competency Builders:Define injection molding criteriaDefine thermoset and thermoplastic molding criteriaDefine extrusion criteriaDefine blow molding criteriaDefine thermoforming criteriaDefine composites criteriaDefule compression/transfer criteriaDefine pultrusion criteriaDefine injection compression criteriaDefine gas-assist criteriaDefine co-injection criteriaDefine RIM/RRIM criteriaDefine co-extrusion criteriaDefine coining criteriaDefine injection blow molding criteriaDefine tubular film blowing criteriaDefine sheet extrusion criteriaDefine gas counter pressure molding criteriaDefine foam extrusion criteriaDefine microwave cure criteriaDefine rotational molding criteria

167

I I i ifLevelin: 0 tilts cont , etenc ...

Competency: Describe advanced part/tool design concepts

Competency Builders:Identify prototyping systems (e.g., machining, molding, stereolithography)Explain analysis of part designsExplain effect of part design changes on tooling/mold flowIdentify need for 3-plate, sprue gate, hot runnerContrast plastic part design-to-cost analysisPerform product analysis (including Computer Modeling)Perform process analysis (including Computer Modeling)Explain in-mold degatingExplain integrated tool/part handling devicesExplain gating optionsExplain in-mold decoratingExplain insert molding

131

168

Unit: Color Matching (Level 1)

EN 12 AD BD W LL

Leveling of this competency... I R P

Competency: Explain how color is perceived

Competency Builders:Describe physical factors influencing the perception of colorDescribe models for seeing color

10 12 AD BD WS LL


Competency: Explain color measurement principles

Competency Builders:Describe sample collection and visual assessmentDescribe spectrophotometer usePerform color difference calculations (e.g., tristimulus values, chromiticity,

coordinates CIE lab color space, lab diagrams, LCH diagrams, tolerencing,CMC)

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Competency: Analyze colorants

Competency Builders:Describe color pigment or dye characteristics and usersIdentify and describe organic and inorganic pigmentsIdentify families of dyesDescribe properties of specific classes of colorantsExplain evaluating performanceIdentify sources of colorant informationDefine colorant selection criteriaDescribe dispersionDefine metamerism

169


Competency: Formulate colored plastic compounds

Competency Builders:Prepare mass-tone and letdown samples of a colorantPerform spectrophotometerUse colorant file for computer color math evaluationPerform batch correction capabilities of the spectrophotometerExplain dispersion aids

iUj

170

Unit: Color Matching (Level 2)

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Competency: Interpret spectral c, 'Ps

Competency Builders:Describe how spectral curves are developedDescribe characteristics of spectral curvesIdentify components of a color mixture

10 12I

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Competency: Explain industry coloring materials

Competency Builders:Identify additives for plasticsExplain color mixing lawsExplain color matching typesExplain colorant replacementExplain colorant strengthExplain pigment selection for typical plastics

171

Unit: Instrumental Methods (Level 1)

10 12 AD BD WS

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Competency: Explain principles of instrumental analysis

Competency Builders:Explain linear regressionExplain Precision of Measurements TheoryExplain purpose of instrumental analysis

10 12 AD BD WS LL4Leveling_y _II 2issayn et ency... R

Competency: Explain microscopy methods

Competency Builders:Explain opticalExplain SEMExplain TEM

IIIIIIIIIIIIIIIIIIIIOIIIIIIIIIIIIIIIIIIMIIIIIIIUIILevelin : o this corn , etenc ...

12 AD BD W um=MEMP

Competency: Explain non-destructive testing methods

Competency Builders:Explain acoustic emissionExplain strain gaugesExplain x-raysExplain birefringenceExplain index of refractionExplain specific gravity

172

IIIIIIIIIIIIIIIIIIIIIIIIIIMIIINIIIIIILIIIILII AD BD Illikli MILevelin: o this corn ietenc ... I P R INIIIIIIIFJ11

Competency: Perform instrumental analysis

Competency Builders:Determine the specific gravity of a plastic materialRun melt index determinations to characterize flow propertiesRun stress-strain analysis (e.g., tensile, compression)Run dynamic mechanical properties (e.g., ASTM, QS, ISO)Run tear testsUse heat shrinkage tests to determine internal stress levels due to processingRun heat aging tests to study long term environmental effects on material

propertiesRun hardness testsRun heat and light stability testsRun falling ball (ASTM)Run low temperature brittleness and stiffness testsRun falling dart testRun hod impact testRun charpy impact testExplain the reason for differences in test results on machine direction and

transverse direction samplesIdentify unknown plastic materials through the use of observations of physical

appearance, burning characteristics, specific gravity, and stress-strainproperties

Identify the various safety hazards associated with the testing of plastic material,and take appropriate precautions to avoid injury to both personnel andequipment

19C173

Unit: Instrumental Methods (Level 2)

11111.111...11111111.111Levelin : o this con 1,etenc ...

1111/1 AD BD W

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Competency: Explain spectroscopic methods

Competency Builders:Explain infrared, near infrared, ultrasound, and microwaveExplain mass spectroscopyExplain atomic absorptionExplain NMR and other advanced techniquesExplain light scattering

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Competency: Explain thermal analysis methods

Competency Builders:Explain DSCExplain TGAExplain TMAExplain DMA

num AD BD NamIIMENFJIIILeveling of this comEelen2=. KM R

Competency: Explain chromatographic methods

Competency Builders:Explain GPCExplain liquid chromatography

174

Unit: Rheology

10 12 AD BD WS LL

Levelin : o this com , et c ac ... C R P 4 4

Competency: Describe the effects of heat on polymers

Competency Builders:Describe the effects of heat softeningDescribe the effects of volume increaseDescribe the effects of melting crystalsDescribe the effects of no melting temperature for amorphous polymers

12 AD BD W LL

=MEMLevelin, of this com . etency... I P

Competency: Describe types of polymer flow

Competency Builders:Describe laminar flowDescribe velocity profileDescribe turbulent flowDescribe plug flow

10 12 AD BD WS LLLel1112fEtiscometency... I P

Competency: Describe the effects of polymer flow on molded parts

Competency Builders:Describe areas of flow profile with greater orientationDescribe finished part properties exhibit anisotropy

LIE175

-

maingamiallLeveling of this competency... I

Competency: Describe the influence of orientation in thermosets

Competency Builders:Explain how lower flow rates are used to minimize orientationExplain how 3D network reduces anisotropyExplain why there is lower orientation in thermosets than thermoplastics

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Competency: Describe the concepts of shear rheology

Competency Builders:Describe the origin of shear viscosityDescribe concept and measurement of shear rateConvert from Pa-s to mPa-s to Poise to cp to lb-sec/in2Describe and cite examples of Newtonian/non-Newtonian flowDescribe shear thinning behaviorCite advantages of non-Newtonian flowExplain how non-Newtonian flow fills thin wall cavities easierExplain how non-Newtonian flow has less pressure loss at higher flow ratesCite disadvantages of non-Newtonian flowExplain why non-Newtonian is more difficult to controlDescribe orientation variations in non-Newtonian flowCite examples of viscosity changesExplain how acrylics can reduce viscosity by a factor of 100Explain how polyethylenes can reduce viscosity by a factor of 30Explain why polycarbonates exhibit minimal no:i-Newtonian behaviorExplain why polycarbonates, polysulfones, polyphenylene oxides, and

polyphenylene sulfides show few orientation effects

176

111M1 P 1101111E1111Levelin : o this corn .etenc

Competency: Describe the effects of orientation in injection moldedparts

Competency Builders:Explain the layer of oriented polymer near surfacesExplain the unoriented layer near centerExplain how layering determines ztructural properties of a part

MIMI AD BD WLeveling of this competency...

Competency: Describe the effects of orientation in compressionmolded parts

Competency Builders:Explain how flow affects orientationExplain how 3D network in thermosets determines structural properties

10 12 AD BD NM ILIIEMWAILevelin: o this com fetenc ... I MM P

Cqmpetency: Describe the effects of orientation in transfer moldedparts

Competency Builders:Explain why some orientation is seen in the direction of flowExplain how 3D network in thermosets determines structural properties

10 12 AD BDTveling of this com etenc ... I C P

Competency: Describe the effects of orientation in extruded parts

Competency Builders:Explain why orientation is dependent upon shear rate in the dieExplain why orientation is dependent upon post processing (draw rates)

177

1111111111111111111.1111111111111111111111111111111111111111111=111111111111MILMLevelintoLthis com etenc scillormCompetency: Describe processes which induce little orientation

Competency Builders:Explain why foamed parts (any process) induces little orientationExplain why rotational molding induces little orientationExplain why casting induces little ori:mtationExplain why RIM induces little orientation

1111121111111 AD BD W1_,evelit P

Competency: Describe the effects of orientation in reinforced moldedparts

Competency Builders:Explain why the fibers will orient in the direction of flowExplain why fibers account for most of the strength

178

Leveltn of tins competency...10 AD B D W S LL

Competency: Describe viscoelasticity using dynamic mechanicalrheology and methods

Competency Builders:Describe viscoelasticity and cite examplesDescribe time dependent behaviorDescribe viscous liquid response (long time)Describe elastic solid response (short time)Explain linear and non linear regionsDescribe processes that require a predominantly viscous response (e.g., extrusion,

injection molding, and compression molding)Describe processes that require a predominantly elastic response (e.g., fiber

spinning, injection blow molding, and tubular film blowing)Relate the viscous response to imaginary numbersExplain the tangent delta ratioCite modes and examples used for dynamic mechanical testingDescribe tensile (Autovibron)Describe shear (Rheometrics, DMA)Describe the relationships between E', E", and E*Describe the relationships between G', 0", and G*

179

-

Unit: Plastics Manufacturing (Level 1)n slimmiNMI P R

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Competency: Identify plastic forms

Competency Builders:Describe molding compounds (e.g., powders, pellets, flakes)Describe adhesives (e.g., co-extrusion)Describe profilesDescribe filmsDescribe fibersDescribe liquidsDescribe cellularDescribe reinforced

ii .., ALeveling o this competenc ... P R R

Competency: Identify property enhancers

Competency Builders:Describe filler (e.g., calcium, wood, mineral)Describe reinforcements (e.g., fiberglass, carbonfibers)Describe solventsDescribe lubricantsDescribe plasticizersDesci-ibe stabilizersDescribe antioxidantsDescribe antiozonantsDescribe antistaticsDescribe flame-retardantsDescribe catalystsDescribe colorantsDescribe coatingsDescribe UV protectorsDescribe EMT/RFI shieldingDescribe conductivity enhancersDescribe blowing agents

180

10 12 AD BD WS LLLeveling of this com etenc .. P R

Competency: Identify plastics processing methods

Competency Builders:Describe injection moldingDescribe extrusionDescribe blow moldingDescribe stretch-blow moldingDescribe thermoformingDescribe rotational moldingDescribe (RIM reaction injection molding)Describe calenderingDescribe compression moldingDescribe castDescribe pulltrusionDescribe liquid injection molding (e.g., silicone)Describe hybrid technology (e.g., metal injection molding [MIMI, ceramics)Describe spray lay-upDescribe rotational blow moldingDescribe multi-layered processingDescribe co-processing (e.g., injection, extrusion, blow)

10 12 AD BD WS LL1,e1 etency... I P R

Competency: Describe fiberglass reinforced plastics (FRP) method

Competency Builders:Describe match dieDescribe hand lay-upDescribe spray-upDescribe rigidizingDescribe bagDescribe filament windDescribe centrifugalDescribe pultrusionDescribe stamping/cold formingExplain reinforced plastic molding methodsIdentify machines and molds used in reinforced plastic moldings

=MIMI AlI P

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Competency: Describe thermoforming processes

Competency Builders:Describe vacuum formingDescribe drape formingDescribe match moldingDescribe plug assistDescribe snap backDescribe pressure bubbleDescribe trapped sheetDescribe free formingDescribe mechanical forming

10 12 AD RD W LL

MIMILevelin: o this com,etenc ... I P R

Competency: Describe expansion and coating processes

Competency Builders:Describe in-place expansion (e.g., foam)Describe sprayingDescribe extrusion coatingDescribe calenderingDescribe powder coatingDescribe transfer coatingDescribe knife coatingDescribe dipDescribe sprayDescribe metal coatingDescribe in-mold paintingDescribe granular in-mold painting technology

205

182

auniummI P

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Competency: Assemble plastics

Competency Builders:Explain how different adhesives are used in product assemblyDescribe solvent bonding processesDescribe spin weldingDescribe fusion bondingDescribe vibration weldingDescribe ultrasonic weldingDescribe dielectric sealingDescribe induction bondingDescribe cold pressingDescribe hot boss stakingDescribe hot gas weldingDescribe rivetingDescribe mechanical assembly (screws/clips/hardware)Describe snap-fit and press fit assemblyDescribe heat staking

12 AD BD am LLLevelin: o this com f etenc ... I P R =MIMICompetency: Print/coat plastics

Competency Builders:Explain hot stampingExplain pad printingExplain subliminal printingExplain electrostatic coatingExplain ink jetExplain laser printing and etchingExplain solvent and water based paintingExplain electroplatingExplain electroless platingExplain screen printingExplain vacuum metallizing/sputteringExplain corona discharge

20C183

,Levelin o this coin cleric

Competency: Explain surface preparation

Competency Builders:Explain corona dischargeExplain flameExplain plasmaExplain chemical etching

MUM AD BD imamIIIIIIIIMMILevelin ; o this corn I etenc ... I R P R

Competency: Describe annealing

Competency Builders:Explain conductionExplain convectionExplain what effect internal stresses have on plasticsExplain post-part curing (annealing)

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Competency: Explain deflashing

Competency Builders:Differentiate between various degrees of product cleanlinessExplain cryogenicsExplain vibrationExplain mediaExplain tumblingExplain degreasingExplain ultrasonic bathExplain knife trimmingExplain trim fixtureExplain laser deflashingExplain water jet deflashingExplain glass beading

184

2 Al

Unit: Plastics Manufacturing (Level 2)

10 12 AD BD WS LLLevelin : o this corn etenc ... I R

Competency: Transport plastic parts from mold

Competency Builders:Use vibratory bowlsUse pick and placeUse roboticsUse separatorsUse pickersUse conveyorsUse chutes _

1110111111111U1 D LUIS=Levelin : o this corn i etenc ... I NM P 1E111111011111

Competency: Perform physical testing on final parts

Competency Builders:Use insert pull testUse bond strength testUse drop impact testUse vibration and cyclic loading testUse porosity weight test

iLl 12 AD BD W umWIIIIMEMLevelin : o this corn , etenc ... I P R

Competency: Apply extrusion method

Competency Builders:Explain extrusion methodIdentify machines and dies used in extrusionIdentify applications for extrusionConduct extrusion method experimentDescribe products which can be produced by extrusionDescribe dies to produce various extrusion shapes

185 206

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Competency: Apply compression molding method

Competency Builders:Explain compression molding methodDefine well, draft, bulk factor, shrinkage, and molding cycleIdentify machines and molds used in compression moldingIdentify applications for compression molding (e.g., flash molds,Conduct compression molding experimentDescribe products which are compression moldedDescribe molds which are used to produce products utilizing the

molding process

semi-positive)

compression

I Al BD '_Lecompetellic... I P R

Competency: Apply injection molding method

Competency Builders:Explain injection molding methods (e.g., horizontal, vertical)Identify components of 2-plate injection mold and their functionsIdentify components of 3-plate injection mold and their functionsDetermine shrinkage allowanceCalculate clamp pressureIdentify machines and molds used in injection moldingIdentify application for injection moldingConduct injection molding experimentDescribe products which can be injection moldedDescribe molds for injection molding

1.)- I)1 kJ

186

11111111111111111111111111=11111111111111111111111102111121116UMMILevelin, o this corn , elenc ... Mill P R WMCompetency: Apply blow molding method

Competency Builders:Explain blow molding methodIdentify machines and molds used in blow moldingIdentify applications for blow moldingDescribe the high volume input and output characteristics of blow moldingConduct blow molding experimentDescribe product that can be blow-moldedDescribe molds for products produced using the blow-mold process

likillitill AD 13 D W LLINIIIIIIIEMILevelin: o this com i etenc ... I P R

Competency: Apply thermoforming method(s)

Competency Builders:Explain thermoforming methodIdentify machines and molds used in thermoformingIdentify applications for thermoformingDescribe downstream equipment for thermoformed partsConduct thermoforming experiment

10 12 AD BD WS LLLeveling of this competency... I P R _.

Competency: Apply rotational molding method

Competency Builders:Explain rotational molding methodIdentify machines and molds used in rotational moldingIdentify applications for rotational moldingConduct rotational molding experiment

2 1 0187

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Competency: Apply calendering method

Competency Builders:Explain calendering trethodIdentify machines and molds used in calenderingIdentify applications for calenderingConduct calendering experiment

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AD Bil W 111:31... 1 P R

Competency: Apply foam processes method

Competency Builders:Explain foam processes methodIdentify machines and materials used in foam processingIdentify applications for foam processesConduct foam processes experimentDescribe structural foamExplain gas assistDescribe expandable beadsDescribe foaming agents

10 12 AD BD W LLLevelin : o this com , etenc ... 1 P R WMI11111111

Competency: Apply powder coating method(s)

Competency Builders:Explain powder coating methodIdentify machines and materials used in powder coatingIdentify applications for powder coatingConduct powder coating experiment

188

2 `:

1112101111111=11124111WHIMIowl P R wromormlevehetenc ...

Competency: Describe thermoset sheet molding (i.e., mechanicalforming)

Competency Builders:Explain sheet molding methodIdentify machines and molds useLi in sheet moldingIdentify applications for sheet moldingDescribe products which utilize contact, vacuum bag, pressure bag, autoclave,

matched die, filament wound and spray processesDescribe molds to produce products using contact, vacuum bag, pressure bag,

autoclave, matched die, filament wound and spray molding processes

I Al 1 1 rf LLLevelin o this com i etenc ..

Competency: Describe slush, rotational, and dip casting

Competency Builders:Explain slush, rotational, and dip castingIdentify machines and molds used in slush, rotational, and dip castingIdentify applications for slush, rotational, and dip castingDescribe products which are formed by slush, rotational or dip castingDescribe molds to produce products utilizing slush, rotational and dip casting

processes

10 12 AD BD WS LLLeveling of this competency... 1 P R

Competency: Describe transfer molding

Competency Builders:Explain transfer molding methodIdentify machines and molds used in transfer moldingIdentify applications for transfer moldingIdentify compositions associated with transfer molds

2 I 2189

Levelin : o this corn etenclikill14111=111:11111ILLIIILLII

Competency: Describe pressure forming

Competency Builders:Explain pressure forming methodsIdentify machines and molds used in pressure formingIdentify applications for pressure formingDescribe products which are pressure formedDescribe pressure forming molds

Levelin o this com etencILUI11111111111111114211M1=1111=111111 P R 1111111111WAI

Competency: Describe vacuum forming

Competency Builders:Explain vacuum forming methodsIdentify machines and molds used in vacuum formingIdentify applications for vacuum formingDescribe products which are vacuum formedDescribe patterns and molds to produce products using the vacuum forming

process

IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIEUILeveling of this competencj... I

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Competency: Describe polymer nomenclature

Competency Builders:Locate the major polymer namesLocate the major material trade namesDefme terms (See Sample Glossary on pp. 197-201.)

21

190

11111111111111111111111111111111111111111111211111111111111221111MISMILIMILevelin : o this com i etenc ... OEM R R mailmmusCompetency: Finish/assemble plastic products

Competency Builders:Describe the processes, tools, materials, and machines necessary to

finish/assemble plastic productsFlash remove plastic productSlot cut plastic productPolish plastic productAnneal plastic productSaw plastic productFile plastic productDrill plastic productTap plastic productTurn plastic productPlane plastic productMill plastic productShape plastic productRoute plastic productSand plastic productShear plastic productPunch plastic productLaser cut plastic productTumble plastic productGrind plastic productDetermine ash content of plastic productBuff plastic productTransparent coat plastic productPolish by solvent plastic productPost-cure plastic productDescribe types of assembly methods which can be performed on various types

and classes of plastic productsIdentify types of products which can be used to perform successful repairsIdentify appropriate tools, machines, and processes which can be used to perform

successful repair of plastic productsDescribe cohesive cementing of plastic productsDescribe solvent cementing of plastic productsDescribe mechanical fastening of plastic productsDescribe stapling of plastic productsDescribe snap fit of plastic productsDescribe press fit of plastic products

Competency Builders: (continued from previous page)Describe heat staking of plastic productsDescribe ultrasonic staking of plastic productsDescribe thermal sealing of plastic productsDescribe impulse sealing of plastic productsDescribe ultrasonic sealing of plastic productsDescribe dielectric sealing of plastic productsDescribe hot gas welding of plastic productsDescribe spin welding of plastic productsDescribe hot plate welding of plastic productsDescribe ultrasonic welding of plastic productsDescribe hot blade welding of plastic productsDescribe high pressure lamination of plastic products

. 1 12 AD . BD W 141,

Leveling of this com etenc ... I C P 4 4

Competency: Demonstrate basic knowledge of material handling

Competency Builders:Describe identification of received material (e.g., type, nomenclature, etc.)Describe major polymer names and their abbreviations (e.g., Acrylonitrile-

Butadiene-Styrene [ABS], Polycarbonate [PC])Describe major material trade names (e.g., ABS [Cycolac, Lustran])Define a letter of material certificationList procedures of testing incoming materials (e.g., thenno-analysis)Describe good housekeeping procedures to prevent dust and water contaminationDefine proper lift truck techniques in moving materials (e.g., stacking,

accessibility)Explain material quarantineDescribe "First inFirst out" conceptDefine safety concerns in lift truck operationsDefine proper storing of materials (e.g., location, room temperature, ventilation)Describe necessity of strict stock control system

192

Levelin: o this com ietenc115111111111111121112211111011111.=11.11111M1 P R samorm

Competency: Demonstrate basic knowledge of material types forproper handling procedures

Competeacy Builders:Describe amorphous resinsList examples of amorphous materialsDescribe crystalline resinsList examples of crystalline materialsDescribe hygroscopic materialsDescribe non-hygroscopic materials

1 0 1 2

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PL eveling of this competency... I

Competency: Demonstrate basic knowledge of material dryingtechniques

Competency Builders:Describe vented machine methodDescribe oven dryingDescribe vacuum method of dryingDescribe desiccant dryingDescribe auto hopper loaderExplain insulation of inlet air lines to dryersDescribe hopper insulationDescribe use of temperature monitors at hopper inletsDescribe dewpointDescribe continuous dewpoint analyzerDescribe air flow meterDefine effect of air temperatureDefine effect of moisture content in resinDefine effect of residence timeDefine effect of air flow rateDefine effect of moisture content of airExplain formula to calculate hopper sizeExplain formula to calculate airflow requirementsExplain formula to calculate resin throughput

193 2 I

Competency Builders: (continued from previous page)Describe drying range for soft flow materialsDescribe drying range for hard flow materialsDescribe drying temperatures and time for commonly used materials (e.g., acetal,

ABS, nylon, polycarbonate, and polyurethanes)

IIIIIIIIIINIIIIIIIIIIIIIIMIOMIIIMIILUI AD ED SWIRLS'Levelin: o this com , etenc ... I P 1111111111111E1111

Competency: Describe basic knowledge of regrind materials

Competency Builders:Describe effect of regrind percentage on physical properties (e.g., 25%-50%-

75%)Define importance of proper size, design, and maintenance of granulatorDefine cascade regrind systemDescribe "fines" and their adverse affect on melt qualityDescribe relationship of blades to screensExplain importance of screen hole sizes and monitoring wearDescribe best materials for granulator blades (e.g., tungsten carbide, etc.)Describe blade gaps and how they should be set (e.g., PE-Polypro.003 to .005)Describe soundproofmg safety (e.g., OSHA limit)Explain safety concerns in granulator operations

Ilii111111111 AD BD WLeveling of this competency...

Competency: Describe basic knowledge of blending/mixing material

Competency Builders:Describe gravimetric blenderDescribe proportional or volumetric blenderDescribe methods of weighingDefine how to determine let down ratios and percentagesDescribe basic tumbling equipmentDescribe tumbling methodsDescribe effects of static electricity

194


Competency: Demonstrate knowledge of material conveying andloading systems

Competency Builders:Describe equipment used for hand filling machine hoppersDescribe hopper loaders and their functionDescribe tube system operationsDescribe use and operation of tipstersDescribe the functions of cyclonesDescribe advantage of machine side granulatorsDescribe maintenance of loading and conveying systemsDefine importance of constant monitoring of systemsDescribe source and type of material contamination in the work areaDescribe source and type of material contamination in molding operationsDescribe preventative methods and procedures to eliminate material

contamination

2 S

195

Sample Glossary of Terms

Automatic Mold: A mold for injection, compression or transfer molding thatrepeatedly goes through the entire molding cycle, including ejection, withouthuman assistance.

Back Pressure: Pressure applied to the rear end of a screw to slow its rate ofreturn to a starting position.

Cavity: Female or recessed portion of a mold which shapes the surface oppositethat formed by a core.

Center Gated Mold: An injection or transfer mold wherein the cavity is filledwith molding material through a sprue or gate directly into the center of the part.

Clamping Force: In injection molding and in transfer molding, the pressurewhich is applied to the mold to keep it closed.

Clamping Plate: A plate fitted to a mold and used to fasten mold to a moldingmachine.

Cooling Channels: Charmels or passageways located within the body of a moldthrough which a cooling medium can be circulated to control temperature on themold surface. May also be used for heating a mold by circulating steam, hot oilor other heated fluid through channels as in molding of the thermosetting andsome thermoplastic materials.

Core (n.): Male portion of a mold which shapes the inside of a hollow part.Also called force, plug or male section.

Cycle: A series of operations which performs all or part of a mold sequence.In injection molding a single cycle involves closing a mold, injection material,cooling the piece, opening the mold, and ejection. The cycle time is the elapsedtime between a certain point in one cycle and the same point in the next cycle.

Ejector Pin: Or ejector sleeve. A rod, pin or sleeve which pushes a moldingoff of a force out of a cavity of a mold. It is attached to an ejector bar or platewhich can be actuated by the ejector rod(s) of the press or by auxiliary hydraulicor air cylinders.

Family Mold: A multi-cavity mold wherein each of the cavities forms one ofthe component parts of the assembled finished object. The term often applied tomolds wherein parts from different customers are grouped together in one moldfor economy of production. Sometimes called Combination Mold.

196

Sample Glossary of Terms (continued)

Flash: Extra plastic attached to a molding along the parting line; under mostconditions it would be objectionable and must be removed before the parts areacceptable.

Flights: The spaces between the "turns" of a screw.

Flow: A qualitative description of the fluidity of a plastic material during theprocess of molding.

Force: That portion of the mold which forms the inside of the molded part.Sometimes called a Core or a Plunger.

Gate (mold): Restricted opening leading from a runner to a cavity.

Hopper: Container (located at the feed end of an injection machine) from whichpellets drop by gravity into the heating cylinder, or into a feed mechanism.

Injection Molding: A molding procedure whereby a heat-softened plasticmaterial is forced from a cylinder into a cavity which gives the article the desiredshape.

Mold (n.): The tool which imparts final shape to the molten plastic. Injectionmolds are machined from tool steel, special types of aluminum, and may havecores and cavities of beryllium copper. Molds are also referred to as tooling.

Molding Material: Plastic material in varying stages of granulation oftencomprising resin, filler, pigments, plasticizers and other ingredients, ready foruse in the molding operation. Also called Molding Compound or Powder.

Mold Release Agent: A lubricant used to coat a mold cavity to prevent themolded piece from sticking to it, and thus to facilitate its removal from the mold.Also called Release Agent.

Moveable Platen: The moving platen of a injection molding machine to whichhalf of the mold is secured during operation. This platen is moved either byhydraulic ram or toggle mechanism.

Nozzle: An adapter containing an orifice through which hot plastic flows fromthe heating cylinder into the sprue bushing.

197 2:0


Packing: The term applied when a slight excess of plastic is pushed into a cavitywhile the molded part is cooling and shrinking. Packing can cause sticking; cancause hidden stresses in a molded part. Packing increases shot weight, which runsthe cost of the job higher.

Pellet: Small, uniform particles of thermoplastic material usually cylindrical orcubical in shape, with a cross section of 1/8 to 1/16 inch.

Plastic: Natural and synthetic material and chemicals that can be transformedinto a solid, as either or both heat and pressure is applied.

Plasticate: To render a plastic workable by means of heat or mechanicalshearing.

Plasticity: A property of plastics which allows the material to be deformedcontinuously and permanently without rupture upon the application of a forcethat exceeds the yield value of the material.

Platen: Rugged steel plate which provides the means for clamping the mold andexerting clamping pressure.

Purging: Cleaning one color or type of material from the cylinder of aninjection molding machine by forcing it out with new color or material to be usedin subsequent production. Purging materials are also available.

Pyrometer: A device for measuring temperature. Electronic controllersregulate the current furnished to heating bands, based on pyrometer signals.

Reject (n.): A molded product that does not meet manufacturing specifications.

Residence Time: The total time required for pellets to be conveyed from thefeed end of a heating cylinder to the sprue bushing.

Rhythm: The ability of the machine operator to regulate his movements in timewith the established molding cycle.

Runner: Feed channels cut into the mold on the parting line to direct the plasticto cavities. The terni, runner, also applied to the cooled plastic formed in thechannel.

Runner System: (Refers to plastic) The term usually applied to all thematerial in the form of sprues, runners and gates which lead material from thenozzle of an injection machine to the mold cavity.

198 2:1


Screw: A device that accepts the pellets and conveys them forward into theheated barrel, where the pellets are melted. The melted plastics coming off of theend of the screw cause the screw to pump itself backward thereby preparing thenext shot of plastics for molding.

Semi-Automatic Molding Machine: A molding machine in which only partof the operation is controlled by the direct action of a human. The automatic partof the operation is controlled by the machine according to a predeterminedprogram.

Shearing: An action which results in one portion of a substance or body to slideaway from, or be torn from, another portion.

Short and Short Shot: A molded part produced when the mold has not beenfilled completely.

Shot: The amount of plastic that can be injected by one forward stroke of theinjection ram.

Shot Capacity: The maximum weight of material which a machine can producefrom one forward motion of the plunger or screw.

Sink Mark: A depression or dimple on the surface of an injection molded partdue to collapsing of the surface following local internal shrinkage after the gateseals.

Sprue Bushing: A steel insert, usually cylindrical, containing a tapered hole inits center, and a spherical seat which mates with the nozzle of the injectioncylinder. Heat-softened plastic flows through the sprue bushing, either directlyinto a mold cavity, or to runners which lead to cavities. The term, sprue, appliedto the cooled plastic formed in the sprue bushing.

Stationary Platen: The plate of an injection or compression molding machineto which the front plate of the mold is secured during operation. This platen doesnot move during normal operation.

Thermoplastic: (a) Capable of being repeatedly softened by heat and hardenedby cooling. (b) A material that will repeatedly softer when heated and hardenwhen cooled. Typical of the thermoplastic family are the styrene polymers andcopolymers, acrylics, cellulosics, polyethylenes, polypropylene, vinyls, nylons,and the various fluorocarbon materials.

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199


Toggle Action: A mechanism which exerts pressure developed by theapplication of force on a knee joint. It is used as a method of closing presses andalso to apply pressure at the same time.

Torque: Power applied to turn the screw.

Vent: In a mold, a shallow chamiel or minute hole cut in the cavity to allow airto escape as the material enters. Also called Breathers.

Warpage: Dimensional distortion on a plastic object after molding.

Weld Line: A mark on a molded piece made by the meeting of two flow frontsduring molding.

- 2:3.

200

Plastics Technical Competency Profile Index

P-3p.19p.29p.48

Unit:Unit:Unit:Unit:

Communications LiteracyMathematics LiteracyScience LiteracyTechnology Literacy

Unit: Employability Skillsp.50 Competency: Develop a career planp.51 Competency: Prepare for employmentp.52 Competency: Evaluate the importance of self-esteem as an employability

skillp.52 Competency: Demonstrate job retention skillsp.53 Competency: Demonstrate knowledge of work ethicp.53 Competency: Exhibit appropriate work ethicp.54 Competency: Apply decision-making techniquesp.54 Competency: Apply problem-solving techniquesp.55 Competency: Exhibit characteristics for job advancement

Unit: Professionalismp.56 Competency: Project professional imagep.56 Competency: Achieve individual and professional goalsp.57 Competency: Manage personal financesp.57 Competency: Support community well-beingp.57 Competency: Achieve organizational goalsp.58 Competency: Demonstrate positive relations in the workplacep.58 Competency: Manage stressful situations .

p.59 Competency: Analyze effects of family on work and work on familyp.59 Competency: Apply lifelong learning skillsp.60 Competency: Manage professional development

Unit: Teamworkp.61 Competency: Demonstrate knowledge of teamworkp.62 Competency: Demonstrate teamworkp.62 Competency: Use teamwork to solve problemsp.63 Competency: Conduct team meetings

Unit: Technical Recording and Reportingp.64 Competency: Demonstrate technical recording skillsp.64 Competency: Demonstrate technical reporting skills

2:?.1

201

Plastics Technical Com s etenc Profile Index (continued)

Unit: Problem Analysisp.65 Competency: Appraise situationsp.65 Competency: Analyze potential problemsp.65 Competency: Analyze actual problemsp.66 Competency: Analyze decision(s)

Unit: Project Managementp.67 Competency: Explain project managementp.67 Competency: Plan projectsp.67 Competency: Implement projectsp.68 Competency: Evaluate projects

Unit: Computer Literacyp.69 Competency: Describe personal computer operationsp.69 Competency: Explain information processing cyclep.70 Competency: Operate computer hardwarep.70 Competency: Use software

Unit: Basic Economicsp.71 Competency: Explain basic economic conceptsp.71 Competency: Identify cost and profit influencesp.72 Competency: Explain basic business concepts

Unit: Workplacep.73 Competency:

p.74 Competency:p.75 Competency:p.75 Competency:p.76 Competency:p.76 Competency:

Unit: Workplace

Safety (Level 1)Describe general workplace safety and hazards andunderstand both personal and company responsibilityApply general workplace safety precautions/proceduresPerform first aidExplain purpose of industrial pollution control systemsMaintain environmental health and safety regulationsExplain basic ergonomics in the workplace

Safety (Level 2)p.77 Competency: Maintain cardiopulmonary resuscitation (CPR) certification

202

Plastics Technical Competency Profile Index continued)

Unit: industriap.78 Competency:p.78 Competency:p.78 Competency:p.79 Competency:p.79 Competency:p.80 Competency:p.81 Competency:

p.82p.82p.83p.84

Competency:Competency:Competency:Competency:

1 ElectricityExplain basic industrial electricity theoryUse the National Electrical Code (NEC)Explain operation of electrical distribution systemsMaintain basic electrical systemsRead and apply electrical/electronic drawingsDemonstrate proficiency in direct current (DC) circuitsDemonstrate proficiency in alternating current (AC)circuitsDemonstrate proficiency in power distribution systemsDemonstrate proficiency in power distribution equipmentDemonstrate proficiency in motors and motor controlApply electromechanical maintenance managementpractices

Unit: Electricalp.85 Competency:p.85 Competency:

Unit: Draftingp.86 Competency:p.87 Competency:p.88 Competency:p.89 Competency:p.89 Competency:p.90 Competency:p.91 Competency:

Test and Measurement EquipmentDemonstrate proficient use of electrical test equipmentDemonstrate proficient use of electrical measurementequipment

TechnologyApply basic drafting skillsApply advanced drafting skillsPrepare mechanical drawingsExplain geometric dimensioning and tolerancingConvert dimensions and tolerancesDemonstrate dimensioning techniquesApply geometric dimensioning and tolerancing

Unit: Print Readingp.92 Competency: Interpret drawings/prints/schematicsp.93 Competency: Interpret structural drawings

Unit: CAD Fundamentalsp.94 Competency: Demonstrate basic use of computer operating systemp.95 Competency: Operate a CAD system

203

Plastics Technical Com etenc Profile Index (continued)

Unit: Equipment Maintenancep.97 Competency: Perform housekeepingp.97 Competency: Perform recordkeepingp.98 Competency: Inspect machine systemsp.98 Competency: Perform machine maintenancep.99 Competency: Maintain hand toolsp.99 Competency: Maintain portable power toolsp.100 Competency: Maintain stationary equipment

Unit:p.101p.101

Unit:

Electromechanical TechnologyCompetency: Interpret electromechanical drawingsCompetency: Describe and demonstrate proficiency in transducers

(sensors) and instrumentation

Basic Machiningp.103 Competency: Perform prerequisite machining skillsp.103 Competency: Analyze machine shop jobsp.103 Competency: Explain basic machining operationsp.104 Competency: Perform bench operationsp.104 Competency: Operate metal cutting sawp.105 Competency: Operate drill pressp.105 Competency: Operate tool and cutter grinding machinep.106 Competency: Operate pedestal grinderp.106 Competency: Operate lathep.107 Competency: Operate milling machinep.108 Competency: Operate surface grinderp.108 Competency: Select materials for jobp.109 Competency: Explain nontraditional machining processesp.110 Competency: Demonstrate use of precision layout devices

Unit: Hydraulics and Pneumaticsp.111 Competency: Describe fluid flow conceptsp.111 Competency: Describe energy considerationsp.112 Competency: Describe system lossesp.112 Competency: Describe hydrostaticsp.112 Competency: Design basic hydraulic/pneumatic systemp.113 Competency: Describe component operationp.113 Competency: Interpret hydraulic and pneumatic schematicsp.113 Competency: Perform hydraulic system maintenance and repair(continued on next page)

f .41

/&., a204

Plastics Technical Competency Profile Index (continued) I

Unit: Hydraulics & Pneumatics (continued)p.114 Competency: Maintain piping and accessories for high and low pressure

fluid power systemsp.114 Competency: Maintain hydraulic system componentsp 115 Competency: Troubleshoot hydraulic systemsp.115 Competency: Describe reciprocating and rotary air compressorsp.116 Competency: Maintain pneumatic systemsp.117 Competency: Maintain vacuum systemsp.117 Competency: Calculate energy

Unit: Industrial Manufacturing Technology (Level 1)p.118 Competency: Describe industrial manufacturing processp.118 Competency: Describe materials requirements planningp.119 Competency: Describe role of supply materialsp.119 Competency: Describe plant layoutsp.119 Competency: Describe material flowp.120 Competency: Maintain quality control of materials handlingp.120 Competency: Describe post-production controlp.121 Competency: Analyze a manufacturing project

Unit: Industrial Manufacturing Technology (Level 2)p.122 Competency: Demonstrate knowledge of HTp.122 Competency: Apply HT

Unit: Programmable Logic Controllers (PLCs)p.123 Competency: Differentiate among process controlsp.123 Competency: Explain basic operation of PLCsp.124 Competency: Demonstrate use of PLCsp.125 Competency: Apply robot fundamentals

Unit: Welding Basicsp.126 Competency: Explain welding/cutting processesp.127 Competency: Perform basic gas welding, brazing, and cuttingp.127 Competency: Perform basic arc welding/cutting (i.e., stick)p.128 Competency: Evaluate welds

Unit: Supervisionp.129 Competency: Perform supervisory functionsp.130 Competency: Coordinate training

2205

I_Plastics Technical Index (continued)

Unit: Quality Assurance (Level 1)p.131 Competency: Demonstrate knowledge of inspectionp.132 Competency: Demonstrate knowledge of quality assurancep.133 Competency: Explain importance of interdepartmental relationships to

quality assurancep.133 Competency: Demonstrate knowledge of basic statisticsp.133 Competency: Demonstrate knowledge of precontrol

Unit: Quality Assurance (Level 2)p.134 Competency: Demonstrate knowledge of engineering a quality productp.134 Competency: Inspect machinery, materials, and productsp.135 Competency: Use testing equipmentp.135 Competency: Demonstrate knowledge of nondestructive testingp.136 Competency: Demonstrate knowledge of basic statisticsp.136 Competency: Demonstrate knowledge of precontrolp.136 Competency: Construct X and R chartsp.137 Competency: Interpret X and R chartsp.137 Competency: Demonstrate knowledge of scattergramsp.138 Competency: Use quality control chartsp.138 Competency: Demonstrate knowledge of process capabilityp.139 Competency: Demonstrate knowledge of quality/cost implicationsp.139 Competency: Manipulate quality cost datap.139 Competency: Manipulate cost control data

Unit: Quality Assurance (Level 3)p.140 Competency: Demonstrate knowledge of engineering a quality productp.140 Cor ?..ncy: Demonstrate knowledge of probability theoryp.141 Compaency: Conduct process improvement studiesp.141 Competency: Explain importance of interdepartmental relationships to

quality assurancep.141 Competency Demonstrate knowleabe of quality/cost implications

Unit: Plastics Press Technology (Level 1)p.142 Competency: Explain press operationp.142 Competency: Demonstrate knowledge of auxiliary press accessories

2 f_I

206

I Plastics Technical Competency Profile Index (continued)

Unit:p.143p.143p.143p.144p.144p.144p.145

p.146p.146p.147p.147p.147p.148

Unit:p.149p.150p.150

Plastics Press Technology (Level 2)Competency: Explain various controlsCompetency:Competency:Competency:Competency:Competency:Competency:

Perform preventive maintenance of control systemsPrepare setup sheetDescribe basic press operationsDescribe relay control operationsDescribe solid state control operationsDescribe NC and CNC control operations

Sheet Metal FabricationCompetency:Competency:Competency:Competency:Competency:Competency:

Describe sheet metal fabricationDescribe types of metal fabrication manufacturingExplain machining fabrication processesLayout sheet metalFabricate componentsPerform sheet metal fabrication

Moldmaking (Level 1)Competency: Explain basics of building moldsCompetency: Explain heating and cooling of moldsCompetency: Explain injection mold runners and gates

Unit:p.151p.151

Unit:

Moldmaking (Level 2)Competency: Explain heating and cooling of moldsCompetency: Describe the machining and/or manufacturing of plastics

tooling

Polymer Technology (Level 1)p.152 Competency: Demonstrate knowledge of plasticsp.153 Competency: Demonstrate basic knowledge of rubber manufacturingp.153 Competency: Define plastics materialsp.154 Competency: Describe additivesp.155 Competency: Demonstrate knowledge of polymer chemistryp.155 Competency: Describe basic polymer processingp.156 Competency: Prepare polymer blends and alloysp.156 Competency: Demonstrate knowledge of polymeric testingp.157 Competency: Perform analytical testing of polymeric materialsp.158 Competency: Describe effects of weathering and aging on polymeric

materials(continued on next page)

2072. 3 0

Plastics Technical Com etenc Profile Index (continued)

Unit: Polymer Technology (Level 1 continued)p.158 Competency: Tensile test polymeric materialsp.159 Competency: Identify electrical and weathering propertiesp.159 Competency: Identify optical properties and matcrial characterization

testsp.160 Competency: Identify flammability, chemical properties, and analytical

testsp.160 Competency: Identify tests and identification analysis of polymersp.160 Competency: Identify testing of foam plastics and nondestructives

Unit: Polymer Technology (Level 2)p.161 Competency: Demonstrate knowledge of polymer chemistryp.162 Competency: Apply instrumental methods of analysis

Unit: Plastics Troubleshooting (Level 1)p.163 Competency: Identify abnormal conditions

Unit: Plastics Troubleshooting (Level 2)p.164 Competency: Correct abnormal conditions

Unit: Plastics Product Designp.165 Competency: Define product requirementsp.165 Competency: Select a plastic material based on evaluating constraintsp.166 Competency: Describe plastic product design conceptsp.167 Competency: Select process based on criteriap.168 Competency: Describe advanced part/tool design concepts

Unit: Color Matching (Level 1)p.169 Competency: Explain how color is perceivedp.169 Competency: Explain color measurement prillciplesp.169 Competency: Analyze colorantsp.170 Competency: Formulate colored plastic compounds

Unit: Color Matching (Level 2)p.171 Competency: Interpret spectral curvesp.171 Competency: Explain industry coloring materials

2ji208

Plastics Technical Corn s etenc Profile Index (continued)

Unit:p.172p.172p.172p.173

Unit:p.174p.174p.174

Unit:p.175p.175p.175p.176p.176p.177p.177

p.177p.177p.178p.178

p.179

Unit:p.180p.180p.181p.181p.182p.182p.183p.183p.184p.184p.184

InstrumentalCompetency:Competency:Competency:Competency:

InstrumentalCompetency:Competency:Competency:

RheologyCompetency:Competency:Competency:Competency:Competency:Competency:Competency:

Competency:Competency:Competency:Competency:

Competency:

Plastics ManCompetency:Competency:Competency:Competency:Competency:Competency:Competency:Competency:Competency:Competency:Competency:

Methods (Level I)Explain principles of instrumental analysisExplain microscopy methodsExplain non-destructive testing methodsPerform instrumental analysis

Methods (Level 2)Explain spectroscopic methodsExplain thermal analysis methodsExplain chromatographic methods

Describe the effects of heat on polymersDescribe types of polymer flowDescribe the effects of polymer flow on molded partsDescribe the influence of orientation in thermosetsDescribe the concepts of shear rheologyDescribe the effects of orientation in injection molded partsDescribe the effects of orientation in compression moldedpartsDescribe the effects of orientation in transfer molded partsDescribe the effects of orientation in extruded partsDescribe processes which induce little orientationDescribe the effects of orientation in reinforced moldedpartsDescribe viscoelasticity using dynamic mechanical rheologyand methods .

ufacturing (Level 1)Identify plastic formsIdentify property enhancersIdentify plastics processing methodsDescribe fiberglass reinforced plastics (FRP) methodDescribe thermoforming processesDescribe expansion and coating processesAssemble plasticsPrint/coat plasticsExplain surface preparationDescribe annealingExplain deflashing

'2 '3

209

Plastics Technical Com s etenc Profile Index (continued)

Unit: Plastics Manufacturing (Level 2)p.185 Competency: Transport plastic parts from moldp.185 Competency: Perform physical testing on final partsp.185 Competency: Apply extrusion methodp.186 Competency: Apply compression molding methodp.186 Competency: Apply injection molding methodp.187 Competency: Apply blow molding methodp.187 Competency: Apply thermofomiing method(s)p.187 Competency: Apply rotational molding methodp.188 Competency: Apply calendering methodp.188 Competency: Apply foam processes methodp.188 Competency: Apply powder coating method(s)p.189 Competency: Describe thermoset sheet molding (i.e., mechanical

forming)p.189 Competency: Describe slush, rotational, and dip castingp.189 Competency: Describe transfer moldingp.190 Competency: Describe pressure formingp.190 Competency: Describe vacuum formingp.190 Competency: Describe polymer nomenclaturep.191 Competency: Finish/assemble plastic productsp.192 Competency: Demonstrate basic knowledge of material handlingp.193 Competency: Demonstrate basic knowledge of material types for proper

handling proceduresp.193 Competency: Demonstrate basic knowledge of material drying techniquesp.194 Competency: Describe basic knowledge of regrind materialsp.194 Competency: Describe basic knowledge of blending/mixing materialp.195 Competency: Demonstrate knowledge of material conveying and loading

systems

p.196 Sample Glossary of Terms

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