Florida Department of Education
Curriculum Framework 

The standards and/or benchmarks for this program were updated for the 2026-27 academic year. The course title for Digital Information Technology (8207310) has been changed to Digital Business Foundations for the 2026-27 academic year.

Program Title:	Scientific Visualization
Program Type:	Non-Career Preparatory
Career Cluster:	Engineering & Technology Education

Secondary – Non-Career Preparatory	
Program Number	9400100	
CIP Number	0507039918	
Grade Level	9-12	
Program Length	5 credits	
Teacher Certification	Refer to the Program Structure section	
CTSO	FL-TSA, SkillsUSA	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

Purpose 

This Engineering and Technology Education program focuses on the principles, concepts, and use of complex graphic and visualization tools as applied to the study of science and technology.  Students use complex 2D graphics, 3D Animation, editing, and image analysis tools to better understand, illustrate, explain, and present technical, mathematical, and/or scientific concepts and principles.  Emphasis is placed on the use of computer enhanced images to generate both conceptual and data-driven models, data-driven charts, and animations.  Science, math, and visual design concepts are reinforced throughout each course.

The skills students acquire in this program can be applied to many different occupations, however, occupations that require scientific visualization skills do not typically include the term in the job title.  For example, a person who designs educational web pages for a zoo or a museum is using scientific visualization to convey scientific ideas to the public. Also, a research chemist may use scientific visualization to design a better medical drug, or an engineer might use the same skills to design a faster race car.  This course helps students gain experience using a multitude of computer graphic software, develop problem solving skills, become independent learners, and acquire the intellectual confidence necessary for success in their post-secondary educational pursuits.  

The Scientific Visualization program is a sequence of four courses with provisions for an internship for students as a capstone experience. In addition to complex visualization tools, the content of this program includes the development of the following computer skills and concepts:  computer application skills (e.g., word processing, spreadsheet, presentation, and desktop publishing), Internet browser applications, computer programming, advanced web tools, and basic concepts of relational databases and the tools to use them. Additionally, this program stresses understanding of geospatial concepts, project management strategies, applications of geographic data elements and remotely sensed data, and visualizations of dynamic spatial data. 

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Program Structure

This program is a planned sequence of instruction consisting of five credits.

To teach the course(s) listed below, instructors must hold at least one of the teacher certifications indicated for that course. 

The following table illustrates the secondary program structure:

Course Number	Course Title	Teacher Certification	Length	Level	Graduation Requirement	
8207310	Digital Business Foundations	DBF Teacher Certifications	1 credit	2	CT	
9400110	Principles of Scientific Visualization	COMPU SCI  6
ENG 7G 
SCI VIZ 7G
TEC ED 1 @2
ENG&TEC ED1@2	1 credit	3	CT	
9400120	Data Modeling		1 credit	3	CT	
9400130	Advanced Applications in Scientific Visualization		1 credit	3	CT	
9400140	SciViz Internship		1 credit	2	CT	
(Graduation Requirement Codes: CT=Career & Technical Education, EQ= Equally Rigorous Science, EC= Economics, MA=Mathematics, PL=Personal Financial Literacy)

Florida’s Career Readiness Skills for CTE Programs

Employability Skills	
01.0	Apply academic skills to workplace scenarios.	
01.01	Use reading skills.	
01.02	Use writing skills.	
01.03	Use mathematical strategies and procedures.	
01.04	Use scientific principles and procedures.	
02.0	Design a solution to an industry problem.	
02.01	Use critical thinking.	
02.02	Use creativity.	
02.03	Make sound decisions.	
02.04	Solve problems.	
02.05	Reason. 	
02.06	Plan and organize.	
03.0	Manage resources within an industry project	
03.01	Manage time.	
03.02	Manage money or resources.	
03.03	Manage materials.	
03.04	Manage personnel.	
04.0	Oversee the subcomponents, operations and output of a technical or organizational system.	
04.01	Manage systems.	
04.02	Monitor systems.	
04.03	Improve systems.	
05.0	Use information for decision making.	
05.01	Locate information.	
05.02	Organize information.	
05.03	Use information.	
05.04	Analyze information.	
05.05	Communicate information.	
06.0	Apply relevant technology to workplace scenarios to aid productivity.	
06.01	Use technology.	
07.0	Interpret and express interpersonal communication.	
07.01	Communicate verbally.	
07.02	Listen actively.	
07.03	Comprehend written material.	
07.04	Convey information in writing.	
07.05	Communicate nonverbally.	
07.06	Interpret nonverbal communication.	
08.0	Interact with others to accomplish workplace goals.	
08.01	Collaborate with others in a team.	
08.02	Respond to customer needs.	
08.03	Exercise leadership.	
08.04	Negotiate to resolve conflict.	
08.05	Respect others.	
09.0	Manage personal behavior to maximize productivity and professional growth.	
09.01	Demonstrate responsibility and self-discipline.	
09.02	Adapt and show flexibility.	
09.03	Work independently.	
09.04	Demonstrate a willingness to learn.	
09.05	Demonstrate integrity.	
09.06	Demonstrate professionalism.	
09.07	Take initiative.	
09.08	Display positive attitude.	
09.09	Take responsibility for professional growth.	
Career Exploration & Planning 	
10.0	Explain career opportunities aligned with the regional economy and personal aspirations.	
10.01	Describe regional occupations that are high-demand, high-growth, high-wage and/or high-skill.	
10.02	Describe careers aligned with his or her interests, skills and values based on career assessment, experiential learning, career informational interviews, research and/or reflection.	
11.0	Explain postsecondary pathways aligned with his or her career aspirations.	
11.01	Compare and contrast postsecondary pathways, including education, employment, entrepreneurship and enlistment (the “Four Es”). 	
11.02	Compare and contrast regional postsecondary training provider options, including apprenticeships, technical colleges, state colleges, universities and industry-recognized certification providers. 	
11.03	Define postsecondary credentialing and stacking options, including industry-recognized certifications, apprenticeship certificates of completion, career certificates, licenses and associate or baccalaureate degrees. 	
11.04	Compare postsecondary training data for training programs of interest, such as total costs, average student loan debt, and median earnings and job placement rates after program completion.	
12.0	Develop a personalized career and academic plan.	
12.01	Prioritize an occupation, credential and postsecondary training provider for plan formation.	
12.02	Self-assess progress toward meeting graduation requirements and skill-development goals.	
12.03	Develop and complete a chronological checklist of steps and deadlines prior to postsecondary training or national service application that includes any required documentation to gather, writing prompts and examinations.	
12.04	Identify a variety of financial aid opportunities, including scholarships, grants, savings, work, work-study programs, private loans and federal loans.	
12.05	Develop a postsecondary training budget that is inclusive of living and school expenses.	
Job Attainment	
13.0	Find, assess and apply to job opportunities.	
13.01	Identify online job posts relevant to his or her career aspirations.	
13.02	Compare and contrast the job posts’ required qualifications, job duties, compensation, benefits and employers. 	
13.03	Define what information, documentation and writing prompts are required for the positions.	
14.0	Communicate personal competence, character and fit for a job opportunity.	
14.01	Develop a resume.	
14.02	Write a cover letter.	
14.03	Curate a professional portfolio that includes work products.	
14.04	Prepare for and experience a mock job interview.	
15.0	Cultivate and leverage relationships to professionally advance.	
15.01	Request a signed reference letter, letter of recommendation and/or an online skill/professionalism endorsement. 	
15.02	Develop a plan to cultivate a professional digital footprint.	
15.03	Develop a networking plan for a specific industry of interest.	

Standards

After successfully completing this program, the student will be able to perform the following:

Digital Business Foundation (8207310) is the first course in this program.  Standards 01.0 – 9.0 are associated with this course.

10.0	Demonstrate knowledge, skill, and application of information systems to accomplish job objectives and enhance workplace performance.
11.0	Develop an awareness of microcomputers.
12.0	Demonstrate an understanding of networks. 
13.0	Use word processing applications to enhance the effectiveness of various types of documents and communication.
14.0	Use presentation applications to enhance communication skills.
15.0	Use spreadsheet applications to enhance communication skills.
16.0	Use database applications to store and organize data. 
17.0	Use electronic mail to enhance communication skills.
18.0	Investigate individual assessment and job/career exploration and individual career planning that reflect the transition from school to work, lifelong learning, and personal and professional goals.
19.0	Incorporate appropriate leadership and supervision techniques, customer service strategies, and standards of personal ethics to accomplish job objectives and enhance workplace performance.
20.0	Demonstrate competence using computer networks, internet and online databases to facilitate collaborative or individual learning and communication.
21.0	Develop awareness of computer languages, web-based and software applications, and emerging technologies.
22.0	Demonstrate an understanding of basic html by creating a simple web page.
23.0	Demonstrate comprehension and communication skills.
24.0	Use social media to enhance online communication and develop an awareness of a digital footprint.  
16.0	Describe scientific and technical visualization. 
17.0	Describe the historical significance of scientific and technical visualization. 
18.0	Describe the technological advancements of scientific and technical visualization. 
19.0	Recognize types of scientific and technical visualization and related careers. 
20.0	Classify the categories of visualization tools, providing examples of each category. 
21.0	Describe design fundamentals relative to visualization. 
22.0	Interpret color and its applications. 
23.0	Discuss vector and bitmap images. 
24.0	Identify effective 2D presentation techniques.  
25.0	Describe 2D software applications and their basic functions. 
26.0	Demonstrate effective presentation techniques using appropriate design fundamentals. 
27.0	Evaluate methods for displaying data using charts and graphs. 
28.0	Describe the steps of a design brief. 
29.0	Describe various organizational and diagramming tools. The student will be able to:
30.0	Interpret data for use in charts and graphs. 
31.0	Apply data to make an appropriate graph. 
32.0	Recognize digital image formats.  
33.0	Summarize basic 3D modeling concepts. 
34.0	Recognize basic rendering techniques. 
35.0	Summarize basic animation techniques. 
36.0	Produce a 3D model with animation and rendering. 
37.0	Describe 3D modeling. 
38.0	Apply basic 3D modeling concepts. 
39.0	Render 3D objects to final form. 
40.0	Animate 3D objects using dynamic data. 
41.0	Render an animated 3D model. 
42.0	Interpret different types of spatial data used in 3D visualization and analysis. 
43.0	Customize the display of geospatial data. 
44.0	Manage, query, and symbolize geospatial data. 
45.0	Create, change, and manipulate remotely sensed image data. 
46.0	Construct a 3D model of a physical environment.  
47.0	Apply advanced tools of visualization. 
48.0	Demonstrate advanced principles of visualization. 
49.0	Demonstrate advanced visualization processes. 
50.0	Demonstrate advanced scientific visualization.  
51.0	Demonstrate preparedness for the future.

Florida Department of Education
Student Performance Standards

Course Title:		Digital Business Foundations
Course Number:	8207310
Course Credit:	1

Course Description:

This core course is designed to provide a basic overview of current business and information systems and trends, and to introduce students to fundamental skills required for today's business and academic environments.  Emphasis is placed on developing fundamental computer skills.  The intention of this course is to prepare students to be successful both personally and professionally in an information-based society.  Digital Information Technology includes the exploration and use of: databases, the internet, spreadsheets, presentation applications, management of personal information and email, word processing and document manipulation, HTML, web page design, and the integration of these programs using software that meets industry standards.  

Digital Business Foundations (8207310) is part of several programs across various CTE career clusters. To ensure consistency, the standards and benchmarks for this course (01.0 – 15.0) have been placed in a separate document. To access this document, visit: Digital Business Foundation (8207310) 

Florida Department of Education
Student Performance Standards

Course Title: 	Principles of Scientific Visualization 
Course Number: 	9400110
Course Credit:	1

Course Description:

This course provides students with instruction in the evolution and underlying principles of scientific visualization, including two-dimensional representation of scientific and other forms of data. Included in the content is the use of color and other graphical elements such as vector and bitmap images in different presentation techniques. Students will also learn about the use of charts and graphs in representing data and the software tools used to produce them. The ultimate output of this course is a design portfolio created by the student from a scenario. The portfolio should include a narrative description of the scenario, the approach to data collection, resulting charts and graphs, and an interpretation of each chart/graph. Research references should be cited appropriately. Consideration should be given to having students produce the portfolio using presentation software.

CTE Standards and Benchmarks	
10.0	Describe scientific and technical visualization.  The student will be able to:	
10.01	Define scientific and technical visualization and provide examples of each.	
10.02	Explain the importance of scientific visualization and its applicability to various industries.	
10.03	Provide examples of 2-D and 3D rendered visualizations.	
11.0	Describe the historical significance of scientific and technical visualization.  The student will be able to:	
11.01	Describe the evolution of drawings from cave through perspective drawings to photography, television, and the Internet.	
11.02	Define and describe the elements contained on various types of maps (e.g., road, topographic, aeronautical, weather, concept, and gene).	
12.0	Describe the technological advancements of scientific and technical visualization.  The student will be able to:	
12.01	Describe x-ray crystallography and its importance to modern visualization. 	
12.02	Compare the differences between microscopes and the types of telescopes (radio and light) relative to their use in scientific visualization. 	
12.03	Describe how the advancement of computer technology has impacted scientific visualization. 	
12.04	Explain how DNA fingerprinting relates to scientific visualization. 	
12.05	Describe magnetic resonance imaging (MRI) and how it benefits from scientific visualization. 	
12.06	Describe how geospatial information systems and remote sensing relate to scientific visualization. 	
12.07	Define virtual reality and relate it to simulations and holograms.	
13.0	Recognize types of scientific and technical visualization and related careers.  The student will be able to:	
13.01	Describe careers related to scientific visualization that exist in various industries. 	
13.02	Describe careers related to technical visualization that exist in various industries. 	
14.0	Classify the categories of visualization tools, providing examples of each category.  The student will be able to:	
14.01	Describe basic computer hardware and software components and characteristics.	
14.02	Interpret the use and application of different types of software programs.	
14.03	Summarize the ethical use of electronic media.	
14.04	Demonstrate basic computer knowledge by writing a proposal for a 3-D animation project to include:	
•	A chart or spreadsheet comparing three software applications in terms of hardware requirements and software cost.	
•	List describing input and output devices chosen and rationale.	
•	Written justification for the proposed solution (2-3 paragraphs).	
15.0	Describe design fundamentals relative to visualization.  The student will be able to:	
15.01	Define the three aspects of design.	
15.02	Describe the three principles of design (balance, rhythm, proportion).	
15.03	Describe the three methods of design (emphasis, unity, and repetition).	
15.04	Define and describe the six elements of design (lines, shapes, color, texture, space, and size)	
16.0	Interpret color and its applications.  The student will be able to:	
16.01	Describe the relationships between additive and subtractive color and their implications to absorbed, reflected, transmissive, transparent, and opaque colors.	
16.02	Describe how mood is communicated using color and give examples.	
16.03	Describe the HSV (Hue, Saturation, Values) Model and its role in color mixing and harmony.	
16.04	Define and explain the use of complimentary color schemes. 	
16.05	Describe and give examples of how visual communication uses images and text to convey information and persuade.	
17.0	Discuss vector and bitmap images.  The student will be able to:	
17.01	Define the characteristics of vector images.	
17.02	Describe the advantages of vector images over raster images.	
17.03	Describe the disadvantages of vector images compared to raster images.	
17.04	Compare and contrast line art, complex line art, high detail line art, and colored vector images.	
17.05	Identify the native file format for common software used to create vector images (Corel Draw, Adobe Illustrator, and Adobe Photoshop).	
17.06	Define the characteristics of raster (bitmap) images.	
17.07	Describe the advantages of raster images over vector images.	
17.08	Describe the disadvantages of vector images compared to raster images.	
17.09	Compare the three types of raster images.	
17.10	Explain how the color depth of a raster image pixel affects file size.	
17.11	Define image resolution and explain why it only applies to raster images.	
18.0	Identify effective 2D presentation techniques.  The student will be able to: 	
18.01	Identify the fundamental elements used to produce visual aids (images, words, shapes, and color)	
18.02	Explain how theme, focus, balance, weight, and placement affect visual representations.	
18.03	Explain the differences in presentation between demonstration, setting, and product along.	
18.04	Describe common conceptual techniques employed in presentations (picture windows, type specimen, copy heavy, Mondrian, omnibus, multi-panel or cartoon, and silhouette).	
19.0	Describe 2D software applications and their basic functions.  The student will be able to:	
19.01	Identify and describe the purpose of the various tools used in a basic 2D graphics application (select, knife, magnify/zoom, text, fill, pan, eyedropper, gradient blend, and crop).	
19.02	Identify and describe various drawing techniques used in 2D representations, to include Bezier curves, closed and open splines, control points, layering, welding, grouping, desktop, grids and snaps, brushes and brush effects, line thickness, rotation, transparency, and printing).	
19.03	Create a slide presentation (using software such as Microsoft PowerPoint) that employs backgrounds, master slides, images, movies, slide transitions, internal navigation, and timed sequencing.	
19.04	Use layout concepts in creating a slide presentation; including use of a common background, the 6-6-6 rule, maximum of two images per slide, appropriate white space, adheres to SAFE design methods, and appropriate text size.	
20.0	Demonstrate effective presentation techniques using appropriate design fundamentals.  The student will be able to:	
20.01	Design and produce a flyer or brochure about an organism for use in a high school biology or other science program.	
20.02	Conduct research on a target organism for a flyer or brochure and include parts of the organism, habitat, feeding habits, special adaptations, and role in the environment.	
20.03	Create two original images of the target organism in 2D software. 	
20.04	Identify the image for use as the dominant element in the layout and include labels and tags.	
20.05	Sketch the layout of the flyer or brochure and select the appropriate typeface and color theme.	
20.06	Size images to fit provided in the layout design.	
20.07	Design a logo for use as an identity mark.	
21.0	Evaluate methods for displaying data using charts and graphs.  The student will be able to:	
21.01	Recognize different types of charts and their uses and advantages.	
21.02	Describe the characteristics and uses of bar charts.	
21.03	Describe the characteristics and uses of a stacked column chart.	
21.04	Describe the characteristics and uses of a line (x-y) graph.	
21.05	Describe the characteristics and uses of a pie chart.	
21.06	Describe the characteristics and uses of a scatter plot.	
21.07	Describe the characteristics and uses of a histogram.	
21.08	Identify and describe the different parts of a chart (axis, title, legend, labels).	
21.09	Describe the basic rules for chart construction.	
22.0	Describe the steps of a design brief.  The student will be able to:	
22.01	Describe the problem identification and definition step of producing a design brief.	
22.02	Describe the plan of work step of producing a design brief.	
22.03	Describe the literature review step of producing a design brief.	
22.04	Describe the hypothesis step of producing a design brief.	
22.05	Describe the data collection step of producing a design brief.	
22.06	Describe the visualization selection step of producing a design brief.	
22.07	Describe the self-evaluation step of producing a design brief. 	
22.08	Describe the IDEAL problem-solving process (Identify the problem, Define the plan of work, Explore the problem through research, Act on the possible solution, Look back at the process).	
22.09	Describe each aspect of the SAFE design process (Simple, Appropriate, Functional, and Economical).	
22.10	Compare data-driven design to concept-driven design. 	
23.0	Describe various organizational and diagramming tools.  The student will be able to:	
23.01	Describe flowcharting and its use in visualization.	
23.02	Identify and describe the basic flowcharting shapes.	
23.03	Describe brainstorming and its role in visualization.	
23.04	Describe the nominal group technique and its role in visualization.	
23.05	Define and explain the use of Venn diagramming in visualization.	
24.0	Interpret data for use in charts and graphs.  The student will be able to:	
24.01	Compare and contrast the 2D and 3D differences in the Cartesian coordinate system.	
24.02	Identify and give examples of direct or positive relationships.	
24.03	Identify and give examples of inverse or negative relationships.	
24.04	Read data values on charts and graphs and plot a regression line.	
24.05	Describe and give examples of the following data types:	
•	Ordinal data	
•	Nominal data	
•	Scalar quantities	
•	Vector quantities	
•	Qualitative data	
•	Quantitative data	
•	Mean	
•	Median	
•	Mode	
•	Independent variable	
•	Dependent variable	
•	Control	
•	Empirically or computationally derived data	
25.0	Apply data to make an appropriate graph.  The student will be able to:	
25.01	Select and create a graph or chart to appropriately illustrate a data set depicting rates of photosynthesis (time in minutes and rate in cubic millimeters).	
25.02	Select and create a graph or chart to appropriately illustrate a data set depicting number of red eyes in fruit flies over generations (frequency of x).	
25.03	Select and create a graph or chart to appropriately illustrate a data set depicting the diet of the coyote in the summer (diet item and percent).	
25.04	Select and create a graph or chart to appropriately illustrate a data set depicting length of cottonwood leaves (length range and quantity).	
25.05	Select and create a graph or chart to appropriately illustrate a data set depicting energy expenditures in the production of corn in 1945 and 1970 (energy input and 1945 and 1970 kcal/m2 units).	
25.06	Select and create a graph or chart to appropriately illustrate a data set depicting income differences between men and women with different education backgrounds (education level and men and women 	
26.0	Recognize digital image formats.  The student will be able to:	
26.01	Explain the difference between native and non-native file formats. 	
26.02	Describe the difference between lossy and lossless file compression.	
26.03	Describe the characteristics, advantages, disadvantages, and uses of various image file formats (TIFF, JPEG, GIF, and BMP).	
26.04	Describe the characteristics, advantages, disadvantages, and uses of various audio and video file formats (WAV, AVI, MPEG, MP3, and SWF). 	
27.0	Summarize basic 3D modeling concepts.  The student will be able to:	
27.01	Compare and contrast 3D modeling software applications that offer a perspective view, an orthographic view, or a combination.	
27.02	Explain how coordinate systems are used to locate objects in three-dimensional space.	
27.03	Describe basic geometric shapes available in 3D modeling software (sphere, cube, cylinder, torus, cone, plane).	
27.04	Describe basic shapes available in 2D modeling software (arcs, ellipses, circles, curve, freehand curves, polygons, splines). 	
27.05	Define the parameters used for determining the size, placement, and orientation of a modeling object.	
27.06	Describe the Boolean modeling operations of union, subtraction, and intersection.	
27.07	Describe how extrusion or sweeping techniques transform 2D objects into 3D objects.	
27.08	Describe the lofting technique for creating 3D objects.	
27.09	Describe the revolve or lathe techniques for animating a 2D object and give examples of their application.	
27.10	Describe the scale, rotate, and move actions that comprise the transformation technique for animating a 3D object.	
27.11	Describe the object parameters modified using the deformation technique and provide examples of its use.	
27.12	Describe the copy or clone technique.	
27.13	Describe the mirror technique.	
27.14	Compare and contrast the wire frame and sold viewing tools.	
27.15	Describe basic viewing navigation tools such as zoom, rotate, and panning.	
27.16	Define plug-in and describe how it extends the capability of the modeling program.	
27.17	Describe the export function and its value when producing visualizations.	
28.0	Recognize basic rendering techniques.  The student will be able to:	
28.01	Define rendering and describe its role in 3D modeling.	
28.02	Define texture mapping and describe its role in 2D and 3D modeling.	
28.03	Define UV mapping and describe its role in rendering visualizations.	
28.04	Define bump mapping and describe its role in rendering visualizations.	
28.05	Describe the role of lighting in rendering a 3D visualization.	
29.0	Summarize basic animation techniques.  The student will be able to:	
29.01	Describe how the human brain processes images that make up an animation. 	
29.02	Identify the NTSC frame rate.	
29.03	Identify the PAL frame rate.	
29.04	Identify the standard frame rate for motion pictures. 	
29.05	Calculate the number of images required a one second of animation.	
29.06	Describe the use of scenes, layers, keyframes, and tweens in animation.	
29.07	Describe stop-action animation.	
29.08	Describe the steps or processes involved in creating a computer animation.	
29.09	Define storyboarding and describe its role in computer animation.	
30.0	Produce a 3D model with animation and rendering.  The student will be able to:	
30.01	Select a topic suitable for animation (e.g., lytic cycle of a T4 bacteriophage virus, a scientific concept or law, replication of a famous experiment, explain how something works, explain a disease) and conduct background research.	
30.02	Create a script and storyboard for the animation.	
30.03	Use a 3D modeling program to build the appropriate graphics to be used in the animation scenes.	
30.04	Create a 3-4 second animation for each scene in the animation.	
30.05	Render each scene and export to an appropriate file format (e.g., AVI, MPEG, MP3, SWF).	
30.06	Integrate the animation scene into a slide presentation using an application such as PowerPoint.	

Florida Department of Education
Student Performance Standards

Course Title: 	Data Modeling 
Course Number: 	9400120
Course Credit:	1

Course Description: 

In this course, students learn about the nature of data and various tools and techniques used in different industries to retrieve, render, and display 2-D and 3-D data. Students are provided instruction in the concepts and techniques associated with rendering dynamic or changing data as animation. They are also introduced to various imaging techniques used in different industries, their implications, applications, and challenges. 
The ultimate output of this course is a portfolio created by the student from a scenario related to the student’s industry of interest. The portfolio should include a narrative description of the scenario, the approach to data collection, a description of the tools and techniques used for rendering, and an interpretation of each data model. Research references should be cited appropriately. Given the advanced nature of this course, consideration should be given to having students produce the portfolio using presentation software.

CTE Standards and Benchmarks	
37.0	Describe 3D modeling.  The student will be able to:	
37.01	Define 3D modeling.	
37.02	Compare and contrast the solid and shell categories of 3D models.	
37.03	Describe the polygonal, NURBS, splines and patches, primitives, and sculpting methods of 3D modeling.	
37.04	Describe the constructive solid geometry method of 3D modeling and give examples of its value to data visualization. 	
37.05	Describe the implicit surfaces (iso-surfaces) method of 3D modeling and give examples of its value to data visualization.	
37.06	Describe the subdivision surfaces method of 3D modeling and give examples of its value to data visualization.	
37.07	Identify common 2D and 3D modeling tools.	
38.0	Apply basic 3D modeling concepts.  The student will be able to:	
38.01	Manipulate primitive modeling views by using the three Boolean operations (union, subtract, and intersect) to create 3D objects.	
38.02	Utilize revolve or extrude commands to create 3D objects from 2D shapes.	
38.03	Enhance a 3D object’s realism by using the shading technique.	
38.04	Use 3D orbit to rotate objects for better visualization.	
38.05	Adjust the lighting of a 3D object to enhance the visualization.	
39.0	Render 3D objects to final form.  The student will be able to:	
39.01	Use texture mapping in rendering a 3D object.	
39.02	Use UV mapping in rendering visualizations.	
39.03	Use bump mapping in rendering visualizations.	
39.04	Use lighting in rendering a 3D visualization.	
40.0	Animate 3D objects using dynamic data.  The student will be able to:	
40.01	Assign values to points of a 3D object based on information from a database.	
40.02	Create a script and storyboard for the animation.	
40.03	Use a 3D modeling program to alter the dataset to create an animated 3D object.	
40.04	Vary the data if fixed ways to observe/analyze results.	
40.05	Integrate the animation scene into a slide presentation using an application such as PowerPoint.	
41.0	Render an animated 3D model.  The student will be able to:	
41.01	Select a topic suitable for animation (e.g., lytic cycle of a T4 bacteriophage virus, a scientific concept or law, replication of a famous experiment, explain how something works, explain a disease) and conduct background research.	
41.02	Create a script and storyboard for the animation, including identifying needed data.	
41.03	Use a 3D modeling program to build the appropriate graphics and corresponding data to be used in the animation scenes.	
41.04	Create a data-driven, 3-4 second animation for each scene in the animation.	
41.05	Render each scene and export to an appropriate file format (e.g., AVI, MPEG, MP3, SWF).	
41.06	Integrate the animation scene into a slide presentation using an application such as PowerPoint.	
42.0	Interpret different types of spatial data used in 3D visualization and analysis.  The student will be able to:	
42.01	Explore methods of obtaining, downloading, and extracting free data using the Internet. 	
42.02	Build 3D datasets. 	
42.03	Display 2D features onto a 3D surface. 	
42.04	Create shapefiles to view in a 3D environment. 	
42.05	Construct a 3D model of a physical environment.	
42.06	Display georeferenced data measurements in 3D. 	
42.07	Apply Interpolation methods. 	
42.08	Utilize georeferenced 2D data in a 3D environment. 	
42.09	Create contour lines in a 3D environment. 	
43.0	Customize the display of geospatial data.  The student will be able to:	
43.01	Edit Layer Properties. 	
43.02	Create Layer Files.	
43.03	Edit an attribute table by adding a new field with calculating values.	
43.04	Perform relates and joins with data tables.	
44.0	Manage, query, and symbolize geospatial data.  The student will be able to:	
44.01	Label features.	
44.02	Insert, copy, and paste data into new data frames.	
44.03	Create graphs and reports from data.	
45.0	Create, change, and manipulate remotely sensed image data.  The student will be able to:	
45.01	View single band and multispectral images. 	
45.02	Perform various manipulations to an image including creating a subset of an image, mosaic two georeferenced images, and orthorectification. 	
45.03	Perform image analysis by orthorectifying non-georeferenced digital images to existing map features.	
45.04	Enhance an image by adjusting the brightness and contrast, adjusting the histogram, applying custom histogram stretches, sharpening and smoothing its appearance. 	
45.05	Convert an image from color IR to natural color by performing a resolution merge.	
46.0	Construct a 3D model of a physical environment.  The student will be able to: 	
46.01	Display georeferenced data measurements in 3D. 	
46.02	Apply Interpolation methods. 	
46.03	Utilize georeferenced 2D data in a 3D environment. 	
46.04	Create contour lines in a 3D environment. 	

Florida Department of Education
Student Performance Standards

Course Title: 	Advanced Applications in Scientific Visualization 
Course Number: 	9400130
Course Credit:	1

Course Description:

This course provides students with instruction in advanced imaging techniques relative to both static and dynamic visualization. In addition to digital imaging, students receive instruction in video editing and the integration of animated 3-D rendered data model. Students will create visualizations related to biological cells, plate tectonics, DNA and gel electrophoresis, and one of simple machines. The ultimate output of this course is a portfolio created by the student from a scenario. The portfolio should include a narrative description of the scenario, the approach to data collection, resulting renderings, and an interpretation of each chart/graph. Research references should be cited appropriately. Given the advanced nature of this course and the need to illustrate skills in dynamic renderings, students should produce the portfolio using presentation software suitable for dissemination via the Internet.

CTE Standards and Benchmarks	
47.0	Apply advanced tools of visualization.  The student will be able to:	
47.01	Describe how computers store information.	
47.02	Define how to apply pixel values to digital images.	
47.03	Apply pixel values to digital images.	
47.04	Identify trends in scientific and technical visualization tools.	
48.0	Demonstrate advanced principles of visualization.  The student will be able to:	
48.01	Recognize advanced 2D design concepts.	
48.02	Describe advanced imaging techniques.	
48.03	Identify advanced presentation techniques.	
48.04	Demonstrate advanced presentation techniques.	
48.05	Identify basic web page design.	
48.06	Demonstrate basic web page design.	
49.0	Demonstrate advanced visualization processes.  The student will be able to:	
49.01	Summarize advanced 3D modeling.	
49.02	Interpret advanced animation techniques.	
49.03	Describe video-editing techniques.	
49.04	Demonstrate video-editing techniques.	
50.0	Demonstrate advanced scientific visualization.  The student will be able to:	
50.01	Recognize cells and their parts.	
50.02	Create a visualization of the cell and its parts.	
50.03	Recognize plate tectonics.	
50.04	Create a visualization of plate tectonics.	
50.05	Describe DNA and gel electrophoresis.	
50.06	Create a visualization of DNA and gel electrophoresis.	
50.07	Explain different simple machines.	
50.08	Create a visualization of simple machines.	
50.09	Create an advanced visualization.	
51.0	Demonstrate preparedness for the future.  The student will be able to:	
51.01	Summarize different types of portfolios.	
51.02	Synthesize an electronic portfolio.	
51.03	Create an electronic portfolio of their work.	

Florida Department of Education
Student Performance Standards

Course Title:		SciViz Internship
Course Number:	9400140
Course Credit:	1

Course Description:

The SciViz internship course provides students with the opportunity to stimulate their career interest, to demonstrate human relations, communications, and employability skills, and to gain professional job experience related to a career in scientific visualization related to an industry of their choosing.  Students will enhance and apply instructional competencies learned in the classroom through the internship experience. For this six to eight-week internship, the rules, guidelines, and requirements specified in the Florida Department of Education Cooperative Education Manual apply. 

This manual is available online at: http://fldoe.org/academics/career-adult-edu/career-tech-edu/additional-cte-programs-courses/diversified-edu.stml

The internship must include the following components:

Pre-Placement Planning Conference 

The student, teacher, and the workplace-learning site supervisor must participate in a pre-placement conference.  It is also recommended that the parent/guardian of the student be included in the pre-placement planning conference.  Pre-placement planning is essential in designing learning experiences that are appropriate for each individual's learning needs and career interests.  Also, it is critical that all parties involved understand and agree on time schedules, expectations, training/learning activities, and evaluation methods.  The internship agreement should be signed by the student, teacher/coordinator, parent/guardian, and the workplace-learning site supervisor.

Workplace-Learning Site

The following criteria should be met when choosing the workplace-learning site:

1.	The workplace experience must allow experiences that utilize both skills and knowledge directly related to the student's career goal and the career and technical course/program in which the student is enrolled or has completed.
2.	The workplace experience must provide opportunities for rotation through a wide variety of increasingly responsible experiences beyond routine activities.
3.	The workplace experience must provide skilled workplace-learning site supervisors and/or mentors who are interested and willing to assist the student.
4.	The workplace experience must provide a safe and ethically sound environment with up-to-date facilities and equipment.  The workplace experience must adhere to all state and federal laws and rules regarding the employment of minors.  The workplace experience must not displace a paid employee.
5.	The student does not have to be paid.
6.	Timecards documenting the time spent at the workplace-learning site must be maintained.

Job Experience

This component shall provide a match between the student's career goal and a work-based situation that will provide exposure to the broad aspects of the selected industry.  The assigned tasks should allow for a progression of and rotation through experiences requiring a variety of skills and knowledge at increasingly higher levels as relates to the student's career major.

Workplace-Learning Plan

A workplace-learning plan must be developed and implemented for each student.  The student performance standards of the workplace-learning plan should include an outline of learning objectives, methods of learning, activities/responsibilities, time required, provisions for supervision, and method(s) of student evaluation.  The workplace-learning plan must be signed by the student, teacher/coordinator, parent/guardian, and the workplace-learning site supervisor.

Weekly Class or Seminar

Students in the SciViz internship must meet a minimum of once per week for the purpose of related instruction and developmental activity.  These seminars should provide a forum for students to share and learn from each other's experiences through discussion and group activities/projects.  Faculty should also use this time to reinforce the application of subject matter in the workplace-learning setting.  Students should be encouraged to reflect upon and personalize their experiences through individual journals and also through interaction with the teacher/coordinator and the workplace-learning site supervisor.

Supervision/Site Visits

Teacher/Coordinators of the SciViz internship must monitor and support learning while students are in the field.  Teacher/coordinators should visit the workplace-learning site as frequently as once every two weeks, but not less than once per month so that students may be observed performing all facets of their workplace-learning experiences.  Students must also be evaluated a minimum of once per grading period the workplace-learning site supervisor.  The evaluation should assess how well the student is progressing towards goals established by the student, teacher/coordinator, and workplace-learning site supervisor.  Portfolio assessment is a recommended method of student assessment.

For every 20 students (or portion thereof) enrolled in this internship course, the teacher/coordinator should be given one hour of coordination release time per day for the purposes of visiting students on the job and managing the cooperative method of instruction.

Additional Information
Equipment List
Recommendations Per Student 

Hardware - (minimum)
•	Intel® Pentium® 4, 2.80GHz, 1 GB RAM 
•	40 GB hard drive
•	Video/graphics accelerator card to match animation software
•	17” monitor or larger
•	10/100/1000 MB/sec network card
•	Operating System
•	Network card
•	USB serial and parallel ports
•	DVD Drive
•	3 button mouse (optical)
•	Sound card
•	Headphone / microphone
•	Surge protector
•	Broadband Internet connection

Software
•	Animation
•	Office Suite
•	Graphics
•	Image
•	Video editor 
•	Web editor
•	Geospatial Information Systems (GIS) Software 

Supplemental Software
•	Adobe Creative Suite 
•	File Compression Software
•	Classroom Management Software
•	Screen Capturing Software

Recommendations Per Lab – (minimum) 
•	24 computer stations recommended (Networked) 
•	Scanner-flatbed
•	Digital camera
•	Color printer capable of graphics output
•	2 Flash drives: 1 GB minimum
•	Video input device with Firewire cabling
•	Data projector (1000 or better lumens) with screen OR SmartBoard
•	Teacher computer station w/DVD
•	One additional computer for rendering (80 GB hard drive, 4 GB RAM, Video port, DVD burner)

Supplies
•	Blank DVD-R or DVD-RW disks
•	Printer cartridges
•	Replacement bulb for projector

Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. Equipment and supplies should be provided to enhance hands-on experiences for students.

Florida Standards for English Language Development (ELD)
English language learners communicate for social and instructional purposes within the school setting. ELD.K12.ELL.SI.1

English Language Development (ELD) Standards Special Notes:
Teachers are required to provide listening, speaking, reading, and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.  For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences, and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition a SALA@fldoe.org. 

Career and Technical Student Organization (CTSO)

CTSOs are co-curricular career and technical student organizations providing leadership training and reinforcing specific career and technical skills. Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered. Other CTSOs not listed in this curriculum framework or recognized by the Florida Department of Education are permissible provided they support student mastery over the standards and benchmarks of this curriculum framework.

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program.  Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply.

Work-Based Experience (8601800) is the appropriate course to provide Engineering & Technology Education students with the opportunity, as Student Learners, to gain real world practical, first-hand exposure in broad occupational clusters or industry sectors through a structured, compensated or uncompensated experience.  Work-Based Experience (WBE) is also designed to give the Student Learners an opportunity to apply and integrate the knowledge, skills, and abilities acquired during their School-Based Experience to actual work situations independent of school facilities.  At least one credit of Engineering & Technology Education program consisting of three credits must be completed before enrolling in WBE.  See the Work-Based Experience framework for more information. 

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access. Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs. Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course. Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular course or a modified course.  If needed, a student may enroll in the same career and technical course more than once.  Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete a Career and Technical Education (CTE) course.  The student should work on different competencies and new applications of competencies each year toward completion of the CTE course.  After achieving the competencies identified for the year, the student earns credit for the course.  It is important to ensure that credits earned by students are reported accurately.  The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.