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Course Profile
Manufacturing Technology, Grade 11, Workplace Preparation, Catholic and
Public
Course Overview
Course
Profiles are professional development materials designed to help teachers
implement the new Grade 11 secondary school curriculum. These materials were
created by writing partnerships of school boards and subject associations. The
development of these resources was funded by the Ontario Ministry of Education.
This document reflects the views of the developers and not necessarily those of
the Ministry. Permission is given to reproduce these materials for any purpose
except profit. Teachers are also encouraged to amend, revise, edit, cut, paste,
and otherwise adapt this material for educational purposes.
Any
references in this document to particular commercial resources, learning
materials, equipment, or technology reflect only the opinions of the writers of
this sample Course Profile, and do not reflect any official endorsement by the
Ministry of Education or by the Partnership of School Boards that supported the
production of the document.
© Queen’s
Printer for Ontario, 2001
Public
and Catholic District School Board Writing Teams –
Catholic
School Board Writing Team - Grade 11 Manufacturing Technology
Lead
Board
Dufferin-Peel
Catholic District School Board
Denise
Panunte, Project Manager
Course
Profile Writing Team - Catholic
Sergio
Borghesi, Niagara Catholic District School Board, Lead Writer
Paul
Fraser, Durham Catholic District School Board
Giuseppe
Panetta, Dufferin-Peel Catholic District School Board
Course
Profile Internal Reviewers
Carmen
Leith, Dufferin-Peel Catholic District School Board
Denise
Panunte, Dufferin-Peel Catholic District School Board
Dave
Chambers, Durham Catholic District School Board
Rosaria
Kalino, Dufferin-Peel Catholic District School Board
Public
School Board Writing Team - Grade 11 Manufacturing Technology
Lead
Board
Simcoe
County District School Board
Robert
Emptage, Laura Featherstone, Project Managers
Course
Profile Writing Team - Public
Alex
Clachers, Kawartha Pine Ridge District School Board
Brian
J. Perkins, Faculty of Education, Queen's University
William
Thorne, Toronto District School Board
James
Robert Chambers, Limestone District School Board
Course
Overview
Manufacturing
Technology, Grade 11, Workplace Preparation, TMJ3E
This
course helps familiarize students with the broad range of career opportunities
within the manufacturing sector. Students acquire design and fabrication
skills, using a variety of materials, tools, equipment, and processes, and
construct products that adhere to design specifications and meet quality
control standards. In addition to developing employability and technical
skills, students develop an understanding of the impact of the manufacturing
sector on consumers, society, and the environment.
The role
of Technological Education in the Catholic faith community is to enable
students to develop and utilize their gifts and talents while creating products
that benefit others in a way that models Gospel values. The focus of the
curriculum is to enable students to become critical and innovative problem
solvers who question the use of resources and understand the implications of
technological innovations. An emphasis on process as well as results ensures
that students design, create, and provide products and services that recognize
our God-given responsibility to respect the dignity and value of the individual
and the community. Students also become aware of ethical issues and how they
may be resolved using Christian values.
This
course provides a variety of activities for students to learn of their interest
and capability in many of the skills and processes related to manufacturing.
Students develop a clearer picture of the available career choices and
opportunities offered in the workplace including entrepreneurship, fundamental
trades, apprenticeship in the regulated trades, and the Ontario Youth
Apprenticeship Program (OYAP).
The
course serves as a cross-curricular platform that supports academic and
technological expectations in other courses.
The
sequencing of the units demonstrates a logical development of skills and
knowledge. The units follow a typical design and manufacturing process where
students identify a problem, design and plan for its production, fabricate the
product, identify the quality requirements, and develop a post-production
analysis. The first unit introduces students to project management. In this
unit, students develop skills in planning, material selection, and design. At
this point, students begin to develop knowledge and skills in preparing design
briefs and work schedules they can later use for other projects. Time
management is important throughout the course.
This
course profile provides students with many hands-on activities. Through
teacher- and student-directed instructions and criteria, students have several
opportunities to plan, build, evaluate, and present their projects to their
peers. The projects, as well as being monitored throughout the process, are
assessed for completeness, functionality, and aesthetics.
Through
the fabrication and production part of the course, along with developing
practical skills, students acquire organizational and manufacturing lab
maintenance skills as they prepare, clean, and store tools and materials for
their projects. These skills must be maintained throughout the course. Whether
students work on computers or in manufacturing labs, health and safety issues
are emphasized throughout the term. Students develop an understanding of the
importance of health and safety as they relate to physical and personal
well-being. They also understand the need to assume responsibility for their
own safety and the safety of others. Students are made aware of their Christian
responsibilities regarding environmental and/or ethical issues regarding
manufacturing.
Good teamwork is an essential part of a
successful process and therefore should be emphasized throughout the course.
Cooperative teamwork should be a positive experience, enhancing an individual’s
self worth and values. Students have opportunities to develop team and
interpersonal skills in dealing with conflict management. Driven by group
projects, students develop a clear understanding of what it means to be an
effective team member.
An
awareness of Gospel values is developed through reflection activities that
explore technological implications to human well-being. Humanity can no longer
remain complacent about technological development especially as it relates to
moral issues. Students develop a clear understanding of the benefits and risks
of technological growth and development. As part of the unit reflection,
students write journals, which allows them to reflect on the content and
comment on their learning experiences. Throughout the course, students are
provided with opportunities to discuss and evaluate ethical issues that arise.
In general, students acquire the knowledge, skills, and attitudes that allow
them to use technology effectively, confidently, and ethically to enhance the
human condition and protect the environment. To maintain the principles of
Catholic social teaching with regard to the “Dignity of the Human Person,”
accommodations are to be made so students do not lose dignity because of
disability, poverty, lack of success, linguistic diversity, or race. Teachers
foster a positive atmosphere accepting of the individual’s uniqueness, values,
and needs.
Teachers
should be aware of students who require modification to the mandated
expectations for this course. Ontario Secondary Schools (p. 24) allows teachers
to modify the learning expectations for exceptional students in order to
support the contents of the student’s IEP. This applies also to students who
have not been identified as exceptional but are receiving Special Education
programs and services.
|
* Unit 1 |
Project Management |
20 hours |
|
* Unit 2 |
Production |
75 hours |
|
Unit 3 |
Quality Control |
8 hours |
|
Unit 4 |
Post-production Analysis |
7 hours |
* These
units are fully developed in this Course Profile.
Time: 20 hours
Unit
Description
In this
unit, students develop problem-solving skills and knowledge of project
management as it relates to Manufacturing Technology. Students are introduced
to product research, product design, blueprint reading, material selection,
process planning, production scheduling, and cost analysis. Using the design
process and engineering standards, students demonstrate their knowledge of the
concepts required to design, plan, and prepare a product idea for production.
The skills and knowledge acquired in this unit are then applied to other
projects in the units that follow.
Technology,
when placed at the service of God’s people, is to be developed for the benefit
of all. Students develop an appreciation of the importance of decision-making
based on Gospel values. Emphasis is placed on giving students a general
understanding of Manufacturing and how our Catholic faith influences moral
decision-making. The designers and planners of the future must create, adapt,
and evaluate new ideas in light of the common good with consideration of the
impact to the socio-economic well-being of the region, province, and nation.
Unit
Overview Chart
|
Activity |
Time |
Expectations |
Assessment |
Focus/Tasks |
|
1.1: Gathering Information |
120 min |
TFV.01, TFV.02, SPV.03, ICV.01, TF1.01, TF1.02, TF2.05, IC1.02 CGE2b, CGE2c, CGE4f, CGE4g, CGE5e |
Knowledge/ Understanding Communication |
design process product research group dynamics rules of teamwork brainstorming idea development sketch development |
|
1.2: Developing Engineering Drawings and Blueprint Reading |
780 min |
TFV.01, SPV.04, TF1.02, SP1.01, SP1.02, SP1.04, SP2.01, SP2.06, SP4.02, SP4.03, SP4.05, SP5.01 CGE2b, CGE2c, GE3b, CGE4f, CHG5h |
Knowledge/ Understanding Thinking/ Application Communication |
engineering graphics presentation drawings blueprint reading working drawings assembly drawing bills of material |
|
1.3: Material Selection |
120 min |
TFV.01, TFV.02, ICV.01, TF2.01, TF2.02, TF2.05, TF2.07, SP2.03, IC1.01 CGE2a, CGE2b, CGE3f, CGE7i, CGE7j |
Knowledge/ Understanding |
identify and describe different properties of a variety of materials select the appropriate project material environmental impact |
|
1.4: Planning Production |
120 min |
TFV.01, SPV.02, ICV.01, TF1.02, SP1.04, SP3.01, SP3.02, SP3.03, SP4.0 CGE4f, CGE2b, CGE2c |
Thinking/ Communication |
production flow charts |
|
1.5: Cost Analysis |
60 min |
SPV.05, SP4.04, SP5.01, SP5.03 CGE 1d, CGE2c, CGE4f, CGE4g, CGE5e |
Thinking/ Application |
product cost analysis |
Time: 75 hours
Unit
Description
This unit
introduces students to a number of manufacturing processes, career-related
skills, and some of the methods used in the development of today’s products.
Using a variety of materials (metal, plastic, alloys, wood, or composite
fibres) and following manufacturing processes (welding, cutting, machining,
laminating, gluing, bonding, and forming), students produce a product. Through
completion of the two activities, students learn the fundamentals of modelling
and developing a working prototype.
Unit Overview
Chart
|
Activity |
Time |
Expectations |
Assessment |
Focus/Tasks |
|
2.1: Design and Manufacture a Product Using Composite Materials |
2100 min |
TFV.01, TFV.02, TFV.03, TF1.01, TF1.02, TF2.01, TF2.02, TF2.04, TF2.05, TF2.06, TF2.07 SPV.01, SPV.02, SPV.04, SP2.01, SP2.03, SP2.07, SP2.08, SP2.09, SP4.02, SP4.03, SP4.04, SP4.05, SP4.06, SP5.03 ICV.01, ICV.02, ICV.03, ICV.04, ICV.05, IC1.01, IC1.02, IC2.02, IC2.03, IC2.04, IC3.01, IC3.02 CGE2b. 2c, 2e, 3b, 4b |
Thinking/ Inquiry Application Communication |
Composites Comprehensive Activity |
|
2.2: Conveyors – The Gumball Machine Project |
2400 min |
TFV.01, TFV.02, TFV.03, TF1.01, TF1.02, TF2.01, TF2.02, TF2.04, TF2.05, TF2.06, TF2.07 SPV.01, SPV.02, SPV.03, SPV.04, SPV.05, SP1.01, SP1.02, SP1.03, SP1.04, SP2.01, SP2.03, SP2.04, SP2.05, SP2.07, SP2.08, SP2.09, SP2.10, SP3.01, SP4.02, SP4.03, SP4.05, SP4.06 ICV.01, ICV.02, ICV.03, ICV.04, ICV.05, IC1.01, IC2.01, IC2.02, IC2.03, IC2.04, IC3.01, IC3.02 CGE1d, 2a, 4c, 4f, 5a, 5e |
Thinking/ Inquiry Application Communication |
Conveyors Comprehensive Activity |
Time: 8 hours
Unit
Description
Students
learn to ensure their product is made with quality and integrity. Throughout
the manufacturing process, students learn about measurement, tolerances,
destructive and non-destructive testing, physical inspection of work, and
meeting set specifications. They develop an understanding of the importance of
quality control during the evaluation of the product at all stages in its
production. By implementing consistency in methodology, students learn the
value and integrity provided by quality system requirements such as those of
the International Standards Organization (ISO). Students develop an
appreciation of the importance of decision-making as they learn to think
effectively and creatively to evaluate situations and solve problems. Students
also exercise Christian leadership in the achievement of individual and group
goals.
Unit
Overview Chart
|
Activity |
Time |
Expectations |
Assessment |
Focus/Tasks |
|
3.1: Quality Systems Requirements |
60 min |
SP5.03, ICV.02 CGE2a, CGE3f, CGE5f |
Knowledge/Understanding Application |
ISO 9000 |
|
3.2: Metrology and Gauging |
180 min |
SP2.01, SP2.02, SP2.04, SP2.06 CGE2a, CGE3f, CGE5f |
Application |
Precision Measurement |
|
3.3: Integrating QC in Production |
240 min |
SP3.01, SP3.03, CGE2a, CGE3f, CGE5f |
Thinking/Inquiry Application Communication |
Process Control |
Time: 7 hours
Unit
Description
In this
unit, students gain knowledge and experience at analysing and summarizing their
project/product in terms of cost impact, environmental impact, and production
process. They present their findings through written and oral techniques.
Students reflect upon their analysis and how the manufacturing of goods affects
the common good in relation to Catholic social teachings.
Unit Overview
Chart
|
Activity |
Time |
Expectations |
Assessment |
Focus/Tasks |
|
4.1: Developing the Product Cost |
120 min |
SPV.05, SP4.04 CGE1d |
Knowledge Application |
labour cost material cost worker impact product copy and report |
|
4.2: Technology and the Environment |
60 min |
ICV.01, IC1.01, IC1.02 CGE7i |
Knowledge Inquiry |
waste materials environmental impact responsibilities awareness of our roles as stewards |
|
4.3: Production Reporting and Presentation Techniques |
240 min |
SPV.05, SP4.06, SP5.03 CGE2c, CGE5e |
Communication |
report format report content effective presentation presentation techniques |
Socratic
Lesson
·
oral
presentation of information by the teacher (theoretical material is presented
to the student at the appropriate stage of their activity)
Class
Discussion
·
students
actively participate by discussing current issues
Collaborative/Cooperative
·
small-group
learning providing high levels of student engagement, interdependence, and
conflict-management skills
Conferencing
·
student-to-student
discussion
·
teacher-to-student
discussion
Brainstorming
·
group
generation of initial ideas expressed without criticism or analysis
Design-solving
Process
·
a
problem-solving approach using a prescribed series of steps
Independent
Study
·
exploration
and research of a topic interesting to students
Report/Presentation
·
oral
and written presentations of the researched topics
Case
Study
·
investigation
of real-life issues
Examples
·
provide
students with models or samples of student work from previous terms
Writing
·
the
practice of recording ideas, experiences, observations, reflections, and
conclusions
Community
Involvement
·
field
trips to local manufacturing facilities
·
guest
speakers
·
engineering
associations
The
primary purpose of assessment, evaluation, and reporting is to improve student
performance. Rubrics and checklists for performance of resource tasks,
capability tasks, and learning skills are posted in the classroom. Clearly post
assessment criteria for individual assignments in advance. Students should be
aware, on an ongoing basis, of their standing relative to the Provincial
Standard and next steps required to provide evidence of performance
improvement. Attitude, learning skills, and effort must be assessed and
reported separately from capability in process and product achievement.
Seventy
per cent of the course grade is based on assessment and evaluation conducted throughout
the course based on a representative sampling of what students do in their
project-based learning. Thirty per cent of the grade is based on a final
evaluation in the form of an examination, performance, essay, and/or other
culminating event.
Learning
skills are reported separately as Needs Improvement, Satisfactory, Good, or
Excellent.
Personal
Communication
·
daily
logs/time sheets
·
student/teacher
conferencing
·
teacher/group
conferencing
Paper-and-Pencil
Tests
·
unit
tests/quizzes
Observation
·
formal
teacher observation
·
informal
teacher observation
Performance
Assessment
·
project
research
·
assigned
exercises
·
presentations
·
drawing
and sketching (design briefs)
·
product
assessment
·
formal
written reports
Reflection
·
self-assessment
·
peer
assessment
·
log/journal/reflection
papers
·
checklists
·
marking
schemes
·
project
specification sheets
·
rubrics
·
anecdotal
comments with suggestions for improvement
Seventy
per cent of the grade will be based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade will be based on a final
evaluation in the form of an examination, performance, essay, and/or other
method of evaluation.
Teachers
are to be familiar with exceptional students’ Individual Education Plans (IEPs)
for accommodations and consult with the appropriate staff. By doing this,
teachers are aware of and can implement prescribed modifications and
accommodations.
To
maintain the principles of Catholic social teaching with regard to the “Dignity
of the Human Person,” accommodations are to be made so students do not lose
dignity because of disability, poverty, lack of success, linguistic diversity,
or race. Teachers foster a positive atmosphere accepting of the individual’s
uniqueness, values, and needs.
The
activities allow for a range of course delivery methods. This flexibility
includes the following support for students who may require it. The teaching
strategies include:
·
having
class rules, procedures, and expectations for work, behaviour, and homework
explicit and posted in clear view of students. Provide a variety of modes of
instruction (verbal, written, demonstration, or small group). Repeat
instructions and frequently monitor progress, providing feedback through suggestions,
comments, or questions about work;
·
providing
generated hard copies of instructions and handouts that are well spaced, clear,
and have readable font and suitable font size;
·
using
drafts, proofreading, conferencing, mapping, outlines, diagrams, and word
lists;
·
using
organizers (even one daily sheet) for the following purposes: outline, new
vocabulary, recording of dates, required due dates, and homework, etc.;
·
allowing
the finished product/project/assignments to be presented in a variety of formats:
oral or point form rather than one-on-one conferencing, or essay;
·
simplifying
expectations on individual assignments and allowing extra time for completion;
·
using
class time for discussion through questioning and examples rather than
lecturing, providing an atmosphere that encourages students to ask questions
for information gathering and for clarification;
·
using
audio-visual aids and/or group work with peer mentors;
·
grouping
students either with varied skills or similar skills to allow for enhancement or
remediation;
·
providing
a glossary of new terms and definitions and diagrams/sketches with labels;
·
using
demonstrations and hands-on experience to further develop understanding of a
new concept;
·
making
certain that all aids, environmental issues, and safety precautions are
addressed by discussing accommodations and make certain that the surroundings
meet the needs of the student to experience success in the program;
·
providing
a list of topics and suggestions for an enrichment program;
·
providing
appropriate modifications to teaching, learning, and evaluation strategies for
ESL students to help them gain proficiency in English;
·
marking
work for errors in spelling, writing, grammar, and specific terminology in a
respectful way, deducting marks only on proofread and final draft pieces;
·
allowing
for extra time writing tests, quizzes, and exams;
·
using
multiple-choice, true/false, and/or fill-in-the-blank test questions with word
list in place of essay questions;
·
using
oral testing;
·
using
a checkpoint assessment;
·
using
self-/peer assessment;
·
providing
opportunities for involvement in self-assessment;
·
allowing
for alternative assignments.
Browning,
Heighington, Parvu, and Patillo. Design
and Technology. McGraw-Hill Ryerson, 1993.
ISBN 0-07-549650-X
Canadian
Technology Human Resources Board. Look
Ahead, Get Ahead, Growing Career Opportunities for Technicians and
Technologists.
ISBN 0-9684007-8-7
Fogarty,
D., J. Blackstone, and T. Hoffman. Production
and Inventory Management, 2nd ed.
Fowler
and Horsley. Technology. Collins,
1999. ISBN 0-00-322036-2
Hacker,
Michael and Robert Barden. Technology in
your world. Delmar Publishing, 1992.
ISBN 0-8273-4425-2
Kibbe,
Richard R., John Neely, and Roland Meyer. Machine
Tool Practices.
Krar, Oswald. Technology of Machine Tools. McGraw-Hill, 1996. ISBN 0-02-803071-0
Oberg,
E., D. Jones, H. Horten, and H. Ryffel. Machinery’s
Handbook, 23rd ed.
Industrial Press Inc., ISBN 0-8311-1200-X
Quinlan,
C. Orthographic Projection Simplified.
Rorabaugh,
Britt. Mechanical Devices for the
Electronics Experimenter. McGraw-Hill, 1995.
ISBN 0-07-053546-9
Schey,
John A. Introduction to Manufacturing
Processes. McGraw-Hill, 1997. ISBN 0-07-055279-7
Spence,
W.P. Drafting Technology and Practice.
Swartz,
Mark. Get Wired, You’re Hired.
Write,
Thomas R. Technology Systems.
Goodheart-Willcox, 1992. ISBN 0-87006-896-2
Blueprints: A Resource Tool for
Choices Into Action: Guidance and
Career Education Program Policy For
The
Ontario Secondary Schools, Grades
9-12, Program and Diploma Requirements, 1999.
Trafford,
Larry. Educating the Soul: Writing
Curriculum for Catholic Secondary Schools.
Note: The URLs for the websites have been verified by the writers prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.
Catholic
Social Teaching
http://www.coc.org/cathsoct..html
Material
Search site
http://www.recycle.net
Site
for student and graduate job seekers
http://www.cacee.com
http://www.workinfonet.ca
Canlearn
Interactive
http://www.canlearn.ca
Human
Resource Development
http://www.hrdc-drhc.gc.ca/maps/national/canada.shtml
Ontario
Association of Certified Technicians and Technologists - general student
information on future planning, education, and career information
http://oacett.org/
Ministry-issued application software (OESS)
Spreadsheet software
CAD software
Word-processing software
Presentation software
Future Vision.
Meridian
Education Corporation. Manufacturing
Technology Series.
Society
of Manufacturing Engineers. Adventures In
Manufacturing.
Magic
Lantern. Introduction to Manufacturing.
Code #95-31-290D01, 15 min. video@magiclantern.ca
Magic
Lantern. People, Technology and the
Environment. Code #95-31-290A02, 13 min. video@magiclantern.ca
Computer
Site Administrator from the board office or the school
Computer
technicians (from the board office and/or community)
School
Resource Technician/Librarian
School
Chaplain
Special
Education teacher
Parents
employed in the Information Technology industry
Canadian
Association of Professional Engineers
This
Grade 11 Manufacturing Technology Course is designated as a Workplace
Preparation course. (See The
Workplace
Preparation courses are designed to equip students with the knowledge and
skills they need for direct entry into the workplace or for admission to
apprenticeship programs and other training programs offered in the community.
Teaching and learning emphasize workplace applications of the course content,
but also explore the theoretical material that underlies these practical
applications. Students are introduced to practical and theoretical aspects of
Manufacturing Technology. The curriculum provides opportunities for students to
undertake hands-on practical activities, as well as to conduct research and
analysis. Anti-discrimination education, equity, social justice issues, career
goals, cooperative education, conflict resolution/violence prevention, and
community partnerships are addressed. All of these support many of the Ontario
Secondary School Policies.
Through
a wide range of teaching strategies and accommodations, this course meets the
needs of all students. Accommodations for exceptional students include
specialized support and assessments to facilitate individualized learning.
Students of linguistic diversity are accommodated through ESL supports.
The career portion of this course allows
students to learn about their interests, strengths, and aspirations. Students
research a variety of career opportunities and learn to make appropriate
educational choices as they relate to their secondary school courses,
post-secondary requirements, and workplace options. Career exploration
throughout all units are available to students with specific reference to Choices Into Action: Guidance and Career
Education Program Policy for Elementary and Secondary Schools, 1999.
The
manufacturing process as a whole provides opportunities for many
cross-curricular activities. From planning and design to production and
analysis, students are constantly using the sciences, arts, and mathematics.
Mathematics and arts are used in preparing drawings and dimensionally and
statistically checking product. The sciences are used in selecting material
having the appropriate properties and structure. The planning and reporting
phases also provide opportunities for students to become more familiar with
information technology and a variety of software packages. The production and
quality control phases allow for integration with mathematics through
measurements and statistical control. Technical briefs, written reports, and
oral presentations enhance student’s language and grammar skills as well as
their communication skills.
Project-based,
hands-on activities provide students with opportunities to explore health and
safety issues as they apply to the physical and personal well-being of students
in the class, lab, and workplace. The activities ensure that students acquire
the knowledge and skills relating to safe practices and proper use and handling
of material. Because of the practical nature of this course, students apply
what they learn in planned learning activities outside the classroom. This may
include field trips, co-op placements, job shadowing, and outside community
projects. This also helps enhance their awareness of educational and career
opportunities. It is through these experiences students develop an
understanding of personal values as well as an ability to make ethical
decisions reflective of Christian values.
Coded
Expectations, Manufacturing Technology, Grade 11,
Workplace Preparation, TMJ3E
TFV.01 · apply the design process to develop
solutions, products, processes, or services in response to challenges or
problems in manufacturing technology;
TFV.02 · identify the physical and
mechanical characteristics of the materials and processes required to produce a
product or process;
TFV.03 · explain the four material
conversions: separation of materials (e.g., cutting), addition of materials
(e.g., welding), contour changes of materials (e.g., forming), and internal
changes of materials (e.g., heat treatment to harden, anneal, normalize).
The Design Process
TF1.01 – explain how a human need or want
can be met through a new or improved product;
TF1.02 – apply the following steps of the
design process to solve a variety of manufacturing technology challenges or
problems:
q identify what has to be
accomplished (the problem);
q gather and record information, and
establish a plan of procedures;
q brainstorm a list of as many
solutions as possible;
q identify the resources required for
each suggested solution, and compare each solution to the design criteria,
refining and modifying it as required;
q evaluate the solutions (e.g., by
testing, modelling, and documenting results) and choose the best one;
q produce presentation and working
drawings, sketches, graphics, mathematical and physical models, or a prototype
of the best solution;
q evaluate the prototype and
determine the resources, including computer applications, required to produce
it;
q communicate the solution, using one
or more of the following: final drawings, graphs, charts, sketches, technical
reports, electronic presentations, flow charts, mock-ups, models, prototypes,
and so on;
q obtain feedback on the final
solution and repeat the design process if necessary to refine or improve the
solution.
Materials and Production Processes
TF2.01 – identify the physical,
mechanical, thermal, chemical, electrical, magnetic, optical, and acoustical
properties of materials;
TF2.02 – describe the following physical
properties of materials: appearance, density, moisture, content, porosity,
size, surface texture, weight;
TF2.03 – describe the following mechanical
properties of materials: brittleness, compression, ductility, elasticity,
fatigue, hardness, impact, plasticity, shear, torsion, tensility;
TF2.04 – explain the following material
conversions: the separation process (converting a material’s size and shape by
removing excess material), the addition process (combining materials to achieve
enhanced qualities such as in alloys), the process of making changes to
contours (assembling materials by such means as gluing, mixing, fastening,
bonding, and welding), the process of making internal changes (thermal,
chemical, or mechanical conditioning);
TF2.05 – identify the factors that affect material
selection;
TF2.06 – describe the different forms and
characteristics of wood and wood composites, metals and alloys, plastics, earth
materials, and composites;
TF2.07 – describe the advantages of using
a variety of materials, such as different species of woods, metals and alloys,
plastics, earth materials, and composite materials.
SPV.01 · function effectively as
individuals and as members of a cooperative team to produce a product;
SPV.02 · use current technology and
production skills in the development of a product;
SPV.03 · identify and choose the most
appropriate power and control systems to develop a product;
SPV.04 · communicate project ideas
effectively using engineering drawings and reports;
SPV.05 · use mathematical and language
skills effectively and apply technological systems and scientific principles to
construct products that adhere to design specifications and meet quality
control standards.
Organizational Skills
SP1.01 – use effective brainstorming
techniques to develop the best solution to a manufacturing challenge;
SP1.02 – use appropriate techniques to
sketch solutions to scale showing orthographic and isometric views;
SP1.03 – use appropriate techniques to
model and communicate product ideas, materials, and specifications;
SP1.04 – develop an operational plan for
drawing procedures and production methods.
Technology
and Production Skills
SP2.01 – determine and convert drawing
dimensions from metric units to imperial units, from imperial units to metric
units, and from fractions to decimals so that the information corresponds to
the demands of the particular manufacturing product or process;
SP2.02 – solve problems involving
geometric calculations and algebraic equations; calculate perimeters, volumes,
and area; and consult charts, tables, and reference books to determine the best
manufacturing process;
SP2.03 – use the most appropriate material
for a particular product by considering the intended use, customer
specifications, quality control processes, and the environment that the product
will be subjected to;
SP2.04 – explain the principles of
dimensional metrology (precision measurement methods) and apply them to
manufacturing processes;
SP2.05 – identify and use appropriate
bench work techniques to lay out, fit, and assemble work pieces;
SP2.06 – read and interpret engineering
drawings, visualize three-dimensional objects, sectionalize the drawings, and
convert drawing dimensions;
SP2.07 – identify the appropriate machine
or hand tools for specific tasks and then use them correctly and safely;
SP2.08 – maintain in good working order
the machines and hand tools used in the production process;
SP2.09 – identify appropriate storage requirements
for machine and hand tools used in the production process;
SP2.10 – use effectively a variety of power and
control systems (e.g., pneumatic, hydraulic, and mechanical);
SP2.11 – program and use numerical control
(NC) and computer numerical control (CNC) equipment.
Quality Control Skills
SP3.01 – use a number of quality control
processes when making products;
SP3.02 – design and use inventory and
production control systems;
SP3.03 – use quality control methods
(e.g., statistical process control) correctly and monitor the efficiency of the
process using tools such as spreadsheets.
Communication Skills
SP4.01 – produce process control charts
that clearly outline the stages of the production process;
SP4.02 – prepare detailed working drawings
and assembly drawings that depict the components of a product or process;
SP4.03 – develop a bill of material that
indicates the specifications and quantity of a particular part of a product or
process;
SP4.04 – conduct an accurate cost analysis
of the final product or process;
SP4.05 – develop effective engineering drawings using
a computer-aided drawing program;
SP4.06 – produce effective oral and
written reports on the product or process.
Interdisciplinary Applications
SP5.01 – apply mathematics (including
algebra, geometry, and trigonometry) to work with integers, to order
operations, to work with decimals and fractions, to make
percent/decimal/fraction conversions, and to make imperial and metric
conversions – all within the context of manufacturing design and production;
SP5.02 – apply scientific principles related
to such areas as properties and states of matter, energy, force, Newton’s laws
of motion, simple machines, mechanical advantage, and basic electrical theory –
all within the context of manufacturing design and production;
SP5.03 – use appropriate language in
technical manuals, reports, and presentations.
ICV.01 · explain the environmental impact
of using particular materials and processes when making products;
ICV.02 · identify pertinent legislation
and practices related to safety;
ICV.03 · describe the career opportunities
available in the manufacturing sector immediately on graduation;
ICV.04 · identify the employability skills
required to be successful in the workplace;
ICV.05 · effectively implement safe work
practices in the workplace.
Impacts
IC1.01 – explain the importance of the proper
disposal of waste products;
IC1.02 – explain the benefits of using
environmentally friendly products in the manufacturing process.
Safety
and Legislation
IC2.01 – implement safe work practices (e.g., correct
machine set-up, operational safety procedures) when performing tasks in the
manufacturing process;
IC2.02 – use all required protective clothing and
gear (e.g., for eye, ear, hand, head, foot, and respiratory protection);
IC2.03 – identify the specific components
of the Occupational Health and Safety Act (OHSA) that relate to a manufacturing
technology program;
IC2.04 – use material safety data sheets
(MSDS) from the Workplace Hazardous Materials Information System (WHMIS) when
handling materials.
Education, Training, and Career Opportunities
IC3.01 – identify apprenticeship and
training opportunities available in the manufacturing sector prior to or
immediately following graduation, as well as their admission and training
requirements;
IC3.02 – explain the important role that
employability skills play in achieving success in the workplace.
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates
in the sacramental life of the church and demonstrates an understanding
of the centrality of the Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work which contributes to the
common good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -accepts
accountability for one’s own actions;
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes
to the common good.
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