“Unwrapped” Standard



“Unwrapped” Outcomes

Grade Level 10

Content Area Goal 10-1: Shop Safety

Outcomes(s) listed by number and bold are “POWERED”.

|Concepts |Skills |Unit, Lesson, or Activity |

|What students need to know about ( nouns |What students need to be able to do ( verbs |What the teacher will use to teach concepts and skills |

|Workplace safety hazards, unsafe conditions and work practices |Identify (workplace safety hazards, unsafe conditions and work | |

|relating to: |practices) | |

|Crush points |Explain (workplace safety hazards, unsafe conditions and work | |

|Pinch points |practices) | |

|Burns | | |

|Eye injuries | | |

|Electrocution | | |

|Entanglements | | |

|Fumes/Respiratory injuries | | |

|Lifting injuries | | |

|School/shop safety rules and work practices relating to: |Implement (school/shop safety rules and work practices) | |

|Shop/personal safety | | |

|General machine safety | | |

|General tool safety | | |

|Fire safety | | |

|Proper protocol for all school emergency plans. |Describe (proper protocol for all school emergency plans) | |

|Proper procedures when a school emergency or drill is held. |Demonstrate (proper procedures when a school emergency or drill| |

| |is held) | |

|Big Ideas |Essential Questions |

|Student’s statements of enduring ideas |Teacher’s guiding questions |

|Shop safety is everybody’s responsibility. |What are ways that we can insure a safe environment in the manufacturing workplace? |

| | |

“Unwrapped” Outcomes

Grade Level 10

Content Area Goal 10-2: Reading machine prints for information

Outcomes(s) listed by number and bold are “POWERED”.

|Concepts |Skills |Unit, Lesson, or Activity |

|What students need to know about ( nouns |What students need to be able to do ( verbs |What the teacher will use to teach concepts and skills |

|Size and Location dimensions on a multi-view sketch. |Apply (Size and location dimensions) | |

|ANSI/ASTM standard symbols/conventions on machine prints. |Identify (ANSI/ASTM standard symbols/conventions) | |

|Diameter |Explain (Use of ANSI/ASTM standard symbols/conventions) | |

|Degrees | | |

|Depth | | |

|Counterbore | | |

|Countersink | | |

|Surface finish mark | | |

|Quantity | | |

|Section lines | | |

|Cutting plane line | | |

|Reference dimension | | |

|Dimensioning methods used on machine prints |Identify (Dimensioning methods used on machine prints) | |

|Baseline | | |

|Angular | | |

|Metric | | |

|Tabular | | |

|Coordinate | | |

|Dual dimensioning | | |

|Basic tolerancing terms and definitions. |List (Basic tolerancing terms and definitions) | |

|Tolerance |Identify (Basic tolerancing terms and definitions) | |

|Nominal size | | |

|Basic size | | |

|Actual size | | |

|General tolerances | | |

|Limits | | |

|Unilateral | | |

|Bilateral | | |

|Allowance | | |

|Clearance | | |

|Methods of representing threads on a machine print. |Identify (Methods of representing threads on a machine print) | |

|Detailed | | |

|Schematic | | |

|Simplified | | |

|Key elements of a thread note. |Identify (Key elements of a thread note) | |

|Thread size |Explain (Key elements of a thread note) | |

|TPI | | |

|Series | | |

|Fit | | |

|Function of auxiliary views. |Explain (Function of auxiliary views) | |

|Types and function of section views: |Explain (Function of a sectional view) | |

|Full |Identify (Five types of sectional view) | |

|Half | | |

|Revolved | | |

|Removed | | |

|Broken | | |

|Big Ideas |Essential Questions |

|Student’s statements of enduring ideas |Teacher’s guiding questions |

|Drawings created with common symbols allow everyone to understand all details of a part to be |Why are drawings standardized? |

|made. | |

|Drawings created with common symbols allow anyone, anywhere to produce identical parts. | |

“Unwrapped” Outcomes

Grade Level 10

Content Area Goal 10-3: Demonstrate a good work ethic.

Outcomes(s) listed by number and bold are “POWERED”.

|Concepts |Skills |Unit, Lesson, or Activity |

|What students need to know about ( nouns |What students need to be able to do ( verbs |What the teacher will use to teach concepts and skills |

|Characteristics of a good work ethic. |Define (work ethic) | |

|Interpersonal skills |Recognize (characteristics essential to a good work ethic) | |

|Initiative | | |

|Dependability | | |

|Employability skills and key characteristics. |Identify (key characteristics which are important for | |

|Attendance (Punctuality) |employability) | |

|Character | | |

|Teamwork |List (key characteristics which are important for | |

|Appearance |employability) | |

|Attitude | | |

|Productivity |Explain (how employability skills are related to work ethic) | |

|Organizational Skills |Practice (employability skills related to a good work ethic in | |

|Communication |and out of the shop and classroom) | |

|Cooperation | | |

|Respect | | |

|Role of interpersonal skills and strategies. |Explain (the role of interpersonal skills as an aspect of work | |

|Habits |ethic) | |

|Attitude |Develop (strategies for improving interpersonal skills in and | |

|Manners |out of the shop and classroom) | |

|Appearance |Implement (strategies for improving interpersonal skills in and| |

|Behaviors |out of the shop and classroom) | |

|Initiative as a part of work ethic. |Explain (Initiative as a part of work ethic) | |

| |Evaluate (One's own initiative) | |

| |Demonstrate (an increased initiative in appropriate and | |

| |productive ways) | |

|Dependability as a part of work ethic. |Explain (The importance of being dependable) | |

| |Identify (Areas for improving personal dependability) | |

| |Employ (Characteristics that will improve personal | |

| |dependability in and out of the shop and classroom) | |

|Sexual harassment |Explain (the implications of sexual harassment in and out of | |

| |the workplace) | |

|Big Ideas |Essential Questions |

|Student’s statements of enduring ideas |Teacher’s guiding questions |

|Good work ethics allow me to get and hold a job. |Why is it important to enter the workplace with good work ethics? |

|Appearance does matter when I’m at the workplace. | |

|It’s important that I practice good work ethics now so that I’m prepared for my future. | |

| | |

“Unwrapped” Outcomes

Grade Level 10

Content Area Goal 10-4: Perform basic set-up and turning operations

Outcomes(s) listed by number and bold are “POWERED”.

|Concepts |Skills |Unit, Lesson, or Activity |

|What students need to know about ( nouns |What students need to be able to do ( verbs |What the teacher will use to teach concepts and skills |

|Moving parts of a lathe that can cause injury. |Identify (Moving parts of a lathe that can cause injury) | |

|Safety devices and function(s). |Identify (All safety devices) | |

| |Explain (Their function(s)) | |

|How personal items can become safety hazards. |Explain (How personal items can become safety hazards) | |

|Required personal safety equipment when operating a lathe. |Use (Required personal safety equipment when operating a lathe)| |

|Safety glasses | | |

|Respirators | | |

|Dust masks | | |

|Hearing protectors | | |

|Safety Shoes | | |

|Different types of lathes and their uses. |Identify (Types of lathes) | |

|Engine Lathe |Explain (Their uses) | |

|Turret Lathe | | |

|Vertical Turret Lathe | | |

|CNC Lathe | | |

|Major parts of a lathe and their purpose. |Identify (Major parts of a lathe) | |

| |Explain (Their purpose) | |

|Lathe accessories. |Identify (Lathe accessories) | |

|Micrometer stops |Explain (Their use) | |

|Follower rest |Demonstrate (Using lathe accessories) | |

|Steady rest | | |

|Taper attachments | | |

|Work holding devices and their attachments. |Identify (Work holding devices and their attachments) | |

|4 jaw chuck |Explain (Their use) | |

|Jacobs type chuck |Demonstrate (Using work holding devices and their attachments) | |

|Bolt to faceplate | | |

|Application of cutting tools used on a lathe. |Identify (Cutting tools used on a lathe) | |

|Left & Right cut |Explain (Application of cutting tools) | |

|Grooving/cutoff |Demonstrate (Application of cutting tools) | |

|Threading | | |

|Knurling | | |

|Boring | | |

|Form | | |

|Angles (Compound Tool Rest) | | |

|Uses of high speed steel and carbide tool material. |Explain (Uses of high speed steel and carbide tool material) | |

|Acceptable “checkout procedure” for proper lathe maintenance. |Implement (An acceptable “checkout procedure” for proper lathe | |

|Cleaning |maintenance) | |

|Lubrication | | |

|Adjustment | | |

|Calculate speeds and feeds based on job requirements. |Use (Algebraic formulas and conversion tables) | |

| |Calculate (Speeds and feeds based on job requirements) | |

|Different sizes and styles of threads. |Identify (Different sizes and styles of threads) | |

|Unified | | |

|Acme | | |

|Tapered pipe | | |

|Metric | | |

|Thread terminology. |Identify (Thread terminology) | |

|Helix |Explain (Thread terminology) | |

|Screw Thread | | |

|Nominal Size | | |

|Pitch | | |

|Lead | | |

|Major Diameter | | |

|Minor Diameter | | |

|Pitch Diameter | | |

|Set-up procedure and operations required to produce a thread |Demonstrate | |

|with regards to: |(Set-up procedure required to produce a thread and operations | |

|Compound tool rest angle |required to produce a thread in a responsible and safe manner) | |

|Pitch selection | | |

|Tool bit orientation | | |

|Algebraic formulas to calculate dimensions necessary to produce|Use (Algebraic formulas) | |

|threads on a lathe. |Calculate (Dimensions necessary to produce threads on a lathe) | |

|Three-wire thread measuring system to measure threads. |Use (Three-wire thread measuring system) | |

|Arrangement of work, wires, and micrometer |Calculate (Thread measurement) | |

|3 wire formula calculation | | |

|Big Ideas |Essential Questions |

|Student’s statements of enduring ideas |Teacher’s guiding questions |

|If I know how to set-up the machine, I can work quickly and safely. |Why do you need to know about setting up a lathe for proper machining? |

|The more I know about my machine, the better I can operate it. |Why do you need to know about various parts of the lathe and their functions? |

| |Why is it important to be able to identify proper work-holding devices? |

| |Why is it important to be able to calculate and apply proper RPM’s when you are working on the |

| |lathe? |

“Unwrapped” Outcomes

Grade Level 10

Content Area Goal 10-5: Introduction to drills and drilling machines

Outcomes(s) listed by number and bold are “POWERED”.

|Concepts |Skills |Unit, Lesson, or Activity |

|What students need to know about ( nouns |What students need to be able to do ( verbs |What the teacher will use to teach concepts and skills |

|Parts of a drill. |Identify (parts of a drill) | |

|Shank | | |

|Web | | |

|Land | | |

|Cutting edge | | |

|Margin | | |

|Hand | | |

|Method of measuring a drill bit to identify size. |Demonstrate (method of measuring a drill bit to identify size) | |

|Method to sharpen a drill point using a bench grinder. |Demonstrate (method to sharpen a drill point using a bench | |

| |grinder) | |

|Types of drilling machines and the specific type(s) of work |Identify (types of drilling machines) | |

|each machine produces. |Describe (work each machine produces) | |

|Drill Press | | |

|Radial Drill | | |

|Multi spindle | | |

|Gang drill press | | |

|Hand drill | | |

1.

|Possible injuries that can occur if a drilling machine is |List (possible injuries that can occur if a drilling machine is| |

|operated in an unsafe manner. |operated in an unsafe manner) | |

| |Identify (possible injuries that can occur if a drilling | |

| |machine is operated in an unsafe manner) | |

|Work holding devices and their application. |Identify (work holding devices) | |

|V-Blocks |Demonstrate (their application) | |

|Strap clamps | | |

|C clamps | | |

|Cross slide vises | | |

|Step blocks | | |

|Angle plate | | |

|Big Ideas |Essential Questions |

|Student’s statements of enduring ideas |Teacher’s guiding questions |

|It’s important for me to check my drills for size and condition before I use them. |Why should you inspect the drill bit you’ve just received from the tool crib? |

|Sometimes it’s quicker and easier to use a drill press instead of a milling machine. |When would you use a drill press instead of a milling machine? |

“Unwrapped” Outcomes

Grade Level 10

Content Area Goal 10-6: Use precision measuring tools for machine part inspection.

Outcomes(s) listed by number and bold are “POWERED”.

|Concepts |Skills |Unit, Lesson, or Activity |

|What students need to know about ( nouns |What students need to be able to do ( verbs |What the teacher will use to teach concepts and skills |

|Micrometers. |Identify (Micrometers) | |

|Inside & outside |Explain (Micrometer uses) | |

|Depth |Demonstrate (Micrometers and their uses) | |

|Thread | | |

|Blade | | |

|Comparison gages. |Identify (Comparison gages) | |

|Radius Gages |Explain (Comparison gages uses) | |

|Center Gage |Demonstrate (Comparison gages and their uses) | |

|Thread Pitch Gage | | |

|Drill gage | | |

|Go & No-Go gages | | |

|Gage blocks. |Identify (Gage blocks) | |

| |Explain (Gage blocks uses) | |

| |Demonstrate (Gage blocks and their uses) | |

1.

|Dial and digital indicators. |Identify (Dial and digital indicators) | |

| |Explain (Dial and digital indicator uses) | |

| |Demonstrate (Dial and digital indicators and their uses) | |

|Care of all measuring tools and their components. |Demonstrate (Care of all measuring tools and their components) | |

|Big Ideas |Essential Questions |

|Student’s statements of enduring ideas |Teacher’s guiding questions |

|It’s important to be able to make exact measurements so parts we rely on are dependable. |Where are accurate measurements essential in your everyday life? |

“Unwrapped” Outcomes

Grade Level 10

Content Area Goal 10-7: Perform basic set-up and Milling Operations.

Outcomes(s) listed by number and bold are “POWERED”.

|Concepts |Skills |Unit, Lesson, or Activity |

|What students need to know about ( nouns |What students need to be able to do ( verbs |What the teacher will use to teach concepts and skills |

|Safety hazards that may cause injury during the operation of a |Identify (Safety hazards that may cause injury during the | |

|vertical milling machine. |operation of a vertical milling machine) | |

|Safety devices and function(s). |Identify (All safety devices) | |

| |Explain (Their function(s)) | |

|How personal items can become safety hazards. |Explain (How personal items can become safety hazards) | |

|Required personal safety equipment when operating a milling |Use (Required personal safety equipment when operating a | |

|machine. |milling machine) | |

|Safety glasses | | |

|Respirators | | |

|Dust masks | | |

|Hearing protectors | | |

|Safety Shoes | | |

|Different types of milling machines and their uses. |Identify (Different types of milling machines) | |

|Horizontal (Plain and universal) |Explain (Their uses) | |

|Vertical spindle | | |

|Fixed bed | | |

|Column and knee | | |

|Common milling cutters-- their characteristics and uses. |Identify (Common milling cutters and their characteristics) | |

|End cutters |Explain (Milling cutter uses) | |

|Face cutters | | |

|Fly cutters | | |

|Shell cutters | | |

|Inserted tool cutters | | |

|Common work-holding attachments. |Identify (Work holding attachments) | |

|Fixtures |Explain (Their uses) | |

|Vises |Demonstrate (Using work holding attachments) | |

|Milling Jacks | | |

|Clamp sets | | |

|Angle plates | | |

|The importance of cutting speeds and feeds with regards to |Explain (Importance of cutting speeds and feeds) | |

|milling. | | |

|Use charts and tables to determine speeds and feeds based on |Use (Charts and tables) | |

|the job requirements. |Determine (Speeds and feeds based on job requirements) | |

|Milling machine operation: |Explain (Procedures used to perform these milling machine | |

|Square block |operations) | |

|Angle cuts |Perform (Milling machine operations) | |

|Select rpm | | |

|Tapping holes | | |

|Tramming the machine head | | |

|Big Ideas |Essential Questions |

|Student’s statements of enduring ideas |Teacher’s guiding questions |

|If I know how to properly set-up the milling machine, I can work quickly and safely. |Why do you need to know about setting up a milling machine for proper machining? |

|The more I know about my machine, the better I can operate it. |Why do you need to know about various parts of the milling machine and their functions? |

| |Why is it important to be able to identify proper work-holding devices? |

| |Why is it important to be able to calculate and apply proper RPM’s when you are working on the |

| |milling machine? |

| |How does square-ness affect tolerances and accumulation of error? |

“Unwrapped” Outcomes

Grade Level 10

Content Area Goal 10-8: Use advanced layout methods and techniques.

Outcomes(s) listed by number and bold are “POWERED”.

|Concepts |Skills |Unit, Lesson, or Activity |

|What students need to know about ( nouns |What students need to be able to do ( verbs |What the teacher will use to teach concepts and skills |

|Tools for laying out complex jobs. |Identify (Tools for laying out complex jobs) | |

|Combination set |Describe (Function of these tools) | |

|Hermaphrodite caliper |Demonstrate (Tools for laying out complex jobs) | |

|Right angle plate |. | |

|Angle plate | | |

|V-block | | |

|Vernier protractor | | |

|Safety practices when using layout tools. |Implement (Safety practices when using layout tools) | |

|Steps to laying out a complex job that includes radii, holes, |Demonstrate (Steps to laying out a complex job that includes | |

|and angles according to print specifications. |radii, holes, and angles according to print specifications) | |

|Big Ideas |Essential Questions |

|Student’s statements of enduring ideas |Teacher’s guiding questions |

|Laying out parts can prevent costly errors. |What circumstances would require you to cut on your layout line versus leaving additional stock |

| |for machining? Why is it important to leave additional stock for machining? |

“Unwrapped” Outcomes

Grade Level 10

Content Area Goal 10-9: Introduction to offhand and precision grinding.

Outcomes(s) listed by number and bold are “POWERED”.

|Concepts |Skills |Unit, Lesson, or Activity |

|What students need to know about ( nouns |What students need to be able to do ( verbs |What the teacher will use to teach concepts and skills |

|Safety hazards that may cause injury |Identify (safety hazards that may cause injury) | |

|Safety Guards | | |

|Proper clothing | | |

|Proper Mounting of Wheel | | |

|Proper work holding measures | | |

|Safe work area. | | |

|Proper safety precautions when using a grinding machine |Demonstrate (proper safety precautions when using a grinding | |

|Safety Glasses |machine) | |

|Guards in place | | |

|Work correctly mounted | | |

|Proper wheel choice | | |

|Different types of grinding machines and their functions. |Identify (different types of grinding machines) | |

|Surface Grinder |explain (their functions) | |

|OD Grinder | | |

|ID Grinder | | |

|Bench Grinder | | |

|Blanchard Grinding | | |

|Common accessories and work-holding attachments. |Identify (common accessories and work-holding attachments) | |

|1,2,3 Blocks |Demonstrate (proper use of common accessories and work-holding | |

|C-Clamp |attachments) | |

|Parallel Clamps | | |

|Precision lathe stops | | |

|Visual inspection of a Grinding Wheel before mounting using the|Demonstrate (visual inspection of a Grinding Wheel before | |

|following guidelines. |mounting based on given guidelines) | |

|Inspect wheel for damage | | |

|Insure wheel has blotters on both sides | | |

|Perform a Ring test on wheel. | | |

|Basic parts of a Surface Grinder. |Identify (basic parts of a Surface Grinder) | |

|Spindle | | |

|Magnetic Chuck | | |

|Base | | |

|Column | | |

|Ways | | |

|Longitude Feed Hand wheel | | |

|Cross Feed Hand wheel | | |

|Down feed hand wheel | | |

|Lubrication System | | |

|Terms associated with the design, structure and material |Identify (terms associated with the design, structure and | |

|composition of grinding wheels. |material composition of grinding wheels) | |

|Abrasive type | | |

|Structure | | |

|Bond | | |

|Grain Size | | |

|Common grinding wheels and their uses. |Identify (common grinding wheels) | |

|Cylindrical |Explain (common grinding wheel uses) | |

|Straight Cup | | |

|Dish | | |

|Flared Cup | | |

|Grinding wheel selection |Use (standard charts) | |

| |Select (appropriate grinding wheel with regards to machine type| |

| |and part material) | |

|Proper mounting and balancing of a grinding wheel on the |Demonstrate (proper mounting and balancing of a grinding wheel)| |

|following machines. | | |

|Bench Grinder | | |

|Surface Grinder | | |

|Cylindrical Grinder | | |

|Id Grinder | | |

|Proper dressing of a grinding wheel on the following machines. |Select (proper dressing tool) | |

|Surface Grinder |Locate and hold (the dressing tool) | |

|Bench Grinder |Demonstrate (the proper use of the dressing tool) | |

|Cylindrical Grinder | | |

|ID Grinder | | |

|Safe and proper use of a grinding machine. |Demonstrate (safe and proper use of a grinding machine) | |

|Surface Grinder | | |

|Bench Grinder | | |

|Cylindrical Grinder | | |

|ID Grinder | | |

|Big Ideas |Essential Questions |

|Student’s statements of enduring ideas |Teacher’s guiding questions |

| | |

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