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Course Profile Technological Design (TDJ4E), Grade 12, Workplace
Preparation, Combined
Course Overview
Prerequisite: Technological
Design, Grade 11, Workplace Preparation
This
course helps students develop a systematic process to design products or
services based on an understanding and analysis of consumer needs, material
characteristics, fabrication methods, and design principles. Students will
develop design briefs, conduct marketing surveys, create freehand and
computer-generated illustrations, make models, generate technical reports,
design packaging, and become aware of design trends. They will also examine
careers and small business opportunities in design, architecture,
manufacturing, or marketing.
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. Placing an emphasis on the societal
implications of technological innovations and the use of our natural resources
ensures that students create products and provide services that recognize our
societal responsibility to respect the dignity and value of the individual and
the global community. Collaboration and leadership are emphasized as students
work in teams to create a work/learning environment that is safe, welcoming,
and respectful of individual differences.
This
course is designed to further develop and add to the skills and knowledge
acquired in Grade 11, leading to workplace positions, entrepreneurship,
apprenticeship, job-training programs, or other endeavours involved in the
development of products, services, and environments. The skills developed in
this course are transferable and can be applied to a wide variety of careers. A
list of careers directly involved in design are outlined in Human Resources
Development Canada’s (HRDC) National O
|
NOC Code |
O |
|
2225 |
Landscape
and Horticulture Technician and Specialist |
|
2231 |
Civil
Engineering Technologist and Technician |
|
2232 |
Mechanical
Engineering Technologist and Technician |
|
2241 |
Electrical
and Electronic Engineering Technologist and Technician |
|
2251 |
Architectural
Technologist and Technician |
|
2253 |
Drafting
Technologist and Technician |
|
5241 |
Graphical
Designers and Illustration Artists |
|
5242 |
Interior
Designers |
|
5243 |
Theatre,
Fashion, Exhibit, and Other Creative Designers |
Students focus on entry-level career
skills. This course destination leads to careers such as drafting technicians,
CAD operators, graphic illustrators, or technical or entrepreneurial jobs in
architectural, artistic, or engineering firms. Problems that require students
to generate their own designs may have prescriptive/restrictive criteria that
limit the scope of design choices. Students may focus on communicating,
constructing, and testing designs. Students develop the practical skills
involved in designing and are given opportunities to practise and apply those
skills on both an individual basis and as a member of a team.
The
delivery of the course emphasizes teaching practical elements and processes of
technical drawing, illustrating, modelling, testing, and fabrication. This
course focuses on evaluating existing products or environments and provides a
basis for innovating practical designs. Students should apply Gospel teachings
in examining the safe, ethical use of technology and the environmental and
sociological impacts technology may have.
Design
is a broad-based activity in which illustration, drafting, communication,
fabrication techniques, and the safe use of tools and equipment must remain an
important focus. The flow of activities follows the design process, allowing
students to develop skills related to all stages of the process. Students learn
to connect the stages together in a logical, coherent manner.
Unit
1 examines the process of designing and producing ideas for commercial
products. Activities develop idea generation, 3-D sketching, modelling,
technical drawing, and 3-D virtual modelling techniques.
Unit
2 examines the design of commercial environments. Students plan the layout, fixtures,
colours, and textures of a commercial retail space.
In
Unit 3, students practise the skills developed in the previous units by
applying them to the design and manufacturing of furniture for the retail
spaces designed in Unit 2. The manufacturing process, cost estimates, and
layout of the manufacturing facility are examined.
Unit
4 examines the process of marketing. Graphic design skills are developed
through the branding and marketing of products developed in Unit 1.
To
facilitate classroom and resource management, students can rotate through
various tasks within activities, work in groups or teams, or simultaneously
work on individual activities. Teachers should provide students with the list
of course projects at the beginning of the semester, to help students with
planning options in advance. Activity resources should be prepared before the
activity begins.
Local
experts from engineering, manufacturing, architectural, or design firms should
be introduced throughout the course activities to provide students with
opportunities to investigate and explore career and apprenticeship choices.
In
any aspect of model building, testing, or product fabrication, safety is of the
utmost importance. Safe operating procedures should be reviewed, both before
commencement of the activity and before the use of each tool and process. The
use of a Sample Safety Passport (see Appendix A) is recommended for recording
and maintaining safe work practices in a workshop environment.
Safety
should be reinforced throughout the course. Following initial lessons,
demonstrations, and testing of general lab and machine safety at the beginning
of the course, the teacher reintroduces topics at the time required (e.g.,
before cutting wood on a table saw, the teacher reviews specific table-saw
safety). The approach of learning safety at the beginning and then reinforcing
the learning with the Just-In-Time (JIT) method ensures students have more than
one opportunity to learn important skills. Students become qualified for
specific equipment by:
·
watching
a teacher-led or video demonstration of proper use;
·
reading
about proper use in a textbook or a safety sheet hand-out;
·
writing
a test or quiz on the equipment and demonstrating safe work habits while using
the equipment. The teacher observes the safe work habits and the information is
recorded on the Student Safety Passport (Appendix A).
|
Unit 1 |
Commercial
Product Design |
25
hours |
|
* Unit
2 |
Interior
Design |
25
hours |
|
* Unit
3 |
Furniture
Design |
35
hours |
|
Unit 4 |
The
World of Graphic Design |
25
hours |
* These
units are fully developed in this Course Profile.
Time: 25 hours
Unit
Description
The
process of designing commercial products is the main focus of this unit.
Students examine the generation and development of ideas for products. Students
learn essential skills for product development, such as 3-D sketching,
technical drawing, rendering, modelling, virtual modelling, and marketing. The
principles and elements of industrial design and manufacturing are examined
along with techniques for assessing critical design elements. Catholic faith
traditions are applied to the development and evaluation of products and ideas.
The value of work and achieving excellence in all ones does for the common good
is examined.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
TFV.01,
TF1.01, TF1.02, SP1.02 CGE 2e,
3b, 3c |
Knowledge/
Understanding Communication |
Students
use brainstorming, research, speed sketching, and 3-D sketching techniques to
generate ideas for commercial products. |
|
2 |
SPV.03,
SP2.02, SP2.03, ICV.03, IC2.01 CGE 5b,
5g |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Students
develop and produce 3-D virtual and physical models of the commercial
products. |
|
3 |
TFV.03,
TFV.04, TF2.01, TF2.02, TF2.03, SPV.04, SP2.01, SP2.02, SP2.03 CGE 2b,
2e, 3e, 5g, 7i |
Knowledge/
Understanding Application Communication |
Students
produce technical drawings and hand-rendered illustrations of the commercial
products. |
Time: 25 hours
Unit
Description
Students
examine the concepts of designing commercial environments through the design of
a retail space for the product developed in Unit 1. Students plan the layout,
fixtures, traffic patterns, display patterns, colours, and textures of the
retail space, based on interior design and marketing concepts. Students examine
the ways that our physical environments affect the way we feel and think. Students
apply Catholic values and ethical business practices to their design solutions.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
TFV.01,
TF1.02, TF1.03, TF30.1, SP3.01, SPV.01, SP1.01, SP1.02 |
Knowledge/
Understanding Thinking/Inquiry |
Students
develop a marketing strategy for a retail space for the commercial product
developed in Unit 1, including layout, display designs, and display
structures. |
|
2 |
TF2.01,
TF2.02, SPV.04, SP2.01, SP2.02, SP2.03 |
Knowledge/
Understanding Inquiry |
Students
design the interior commercial environment based on criteria derived from an
analysis of researched information. |
|
3 |
TFV.03,
TF2.01, TF2.02, TF3.01, SPV.03, SPV.05, SP1.04, SP2.04, ICV.03 |
Communication Application |
Students
develop a scale model and presentation of the retail environment. |
Time: 35 hours
Unit
Description
Students
design furnishings for commercial needs based on their work in previous units.
Students examine considerations in furniture design, materials, structural
properties, and manufacturing processes. Students fabricate and test full-scale
mock-ups and develop a catalogue to present the various display fixtures.
Ethical issues regarding the negative impacts of consumerism, excessive
marketing, and the proper handing of materials and waste are examined.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
TFV.03,
TF1.03, SP1.01, ICV.01, ICV.02, IC1.01, IC1.02 CGE 1g,
2e, 3c, 4f, 7f, 7g |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Students
research retail furniture considerations and design a particular product for
the display of products developed in Unit 1. |
|
2 |
TFV.01,
TF2.03, TF3.01, SPV.04, SP1.01, SP2.02, SP2.03, SP3.01, IC1.01, IC2.02 CGE 2e,
3d, 5g, 7f |
Communication
Application |
Using
the manufacturing process layout in Activity 2, students develop a scale
model of the product. |
|
3 |
TFV.02,
TF3.02, SPV.03, SP1.04, SP2.04, ICV.03, IC2.03 CGE 5a,
5b, 5e, 5g, 7i |
Communication
Application |
Using
both manual and computer-aided drafting techniques, students draft the layout
of the manufacturing facility. |
Time: 25 hours
Unit
Description
Students explore the topics of user
surveys, branding, and marketing of commercial products by developing
environmental graphics and advertising. Students produce illustrations,
technical drawings, physical models, and virtual models of their product.
Students apply and practise the skills developed throughout the course through
activities 1, 2, and 3. Students develop their understanding of the design
process, creative and critical-thinking skills, and proficiency in producing
illustrations, technical drawings, and models. Issues of ethics in advertising
are explored and students apply gospel values in the development of an
effective and appropriate marketing strategy. Career opportunities are also
explored through job shadowing within the design industry. The integration of
ethics and Gospel values into one’s work is examined.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
TFV.01,
TF1.01, TF1.02, TF1.03, TF3.01, SP1.02 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Students
analyse and develop a user-needs survey and marketing plan for the commercial
product developed in Unit 1. |
|
2 |
SP3.03,
ICV.01 |
Knowledge/
Understanding Thinking/Inquiry |
Students
develop a logotype and brand name for the product from Unit 1. |
|
3 |
TFV.01,
TF3.01, SPV.05, SP3.02 |
Knowledge/
Understanding Communication Application |
Students
produce environmental retail and advertising graphics for the Unit 1 product. |
|
4 |
ICV.04,
ICV.05, IC3.01, IC3.02, IC3.03 |
Knowledge/
Understanding Thinking/Inquiry |
Students
job shadow a person who works in graphical design and/or marketing field. The
use of career exploration software, such as www.careercruising.com, |
Students
work through the process for designing and developing products. Activities are
hands-on and student-centred, with opportunities to work individually and as
part of a design team. Through problem-solving activities, students develop
skills in the areas of technical drawing, illustration, modelling, and fabrication
techniques. Design challenges focus on commercial products and interior designs
and are derived from existing concepts. Students can redesign or make
modifications to improve a situation, product, or environment.
Technological Design involves generating
solutions to human needs or problems. This requires a hands-on, project-based
approach that incorporates individual and team efforts, a flexible process for
creative idea generation, and a variety of materials and tools to model, test,
and communicate solutions. In a typical design project, teachers provide
students with a design brief, which describes the problem to be solved, the
constraints or criteria to be met in solving the problem, and, in many cases,
possible paths to take to develop a viable solution. Activity initiation may
take place with the whole classroom or with select groups.
Teachers
may provide students with a list of the course projects at the beginning or
introduce them in sequence. This lends itself to various learning strategies
that are dependent on the project, the level of student understanding,
experience, and the availability of local facilities and resources. Possible
teaching/learning strategies in a design project include:
Group
Collaboration
Students
work in teams or with partners to a
Individual
Work
Students
work individually to a
Class
Discussion
Students actively
participate by taking turns discussing current issues. The teacher directs
discussion by:
·
posing
initial questions;
·
demonstrating
specific procedures (e.g., proper, safe tool operation);
·
presenting
a media topic related to the current activity (e.g., a video or newspaper
clipping).
Relevant issues may include the job market as
it relates to careers in technology, the effects of technology on the
environment, and the impact of a historical technology on today’s society.
Case
Study
Students
learn concepts and theory in application through the study and analysis of case
studies. They test and observe scientific and engineering principles through
experimentation, through Socratic lessons provided by the teacher or invited
guests, or through testing a solution to a problem (e.g., building a kite,
observing how well it flies, then making appropriate modifications to improve its
performance).
In Technological Design,
the computer may be used extensively as an instructional tool to:
·
generate
illustrations and drafted drawings;
·
research
online resources;
·
communicate
with peers and experts in the field;
·
download
images, papers, and software;
·
produce
finished prints, reports, and presentations.
If there are insufficient computer resources, teachers provide activities that involve conventional illustration, sketching, library or text research, hand modelling, and testing.
Design ideas and
concepts are generated through a variety of methods, including:
·
group
brainstorming;
·
conducting
surveys or interviews of clients or end users;
·
developing
and testing of prototypes or models;
·
holding
discussions with workers in the relevant field of study.
A key component of this course is
for students to be made aware of career opportunities in the field of
technological design. Strategies include inviting guest speakers, conducting
field trips or industry visits, participating in community-based projects, and
encouraging job shadowing, co-op, or apprenticeship placements.
Assessment
and evaluation of student achievement should be based on both formative and
summative techniques. Formative assessments include teacher, peer, and
self-assessment. An integral part of the learning process is continual
self-assessment and group assessment, through the testing and evaluation of
models and products that demonstrate student recognition of a structured
process for problem solving. Throughout the course, students demonstrate skill,
knowledge, and gospel values.
Assessment and
evaluation tasks include:
·
design
briefs (rubric);
·
design
proposals (checklist and conference with student);
·
technical
and/or design reports (rubric);
·
research
reports (rubric and/or marking scheme);
·
drawings,
illustrations, and blueprints (marking scheme based on specific criteria);
·
finished
models, prototypes, and products (marking scheme based on specific criteria and
conference with student);
·
presentations
(rubric and conference with student);
·
competition
deliverables (marking scheme based on criteria);
·
daily
log or work journal (see Appendix B – Daily Log).
By measuring their own work against examples of
previous work, students develop the skills necessary to assess their own
projects and products. Comparisons of the teacher’s evaluation of a skill and
the student’s self-assessment through teacher/student discussion often
clarifies the standards that are expected. The addition of a peer-assessment
component, especially in a group work situation, also helps to identify
achievement. The ability to combine skills and knowledge su
Self-assessment
encourages students to reflect on their growth and learning, giving them a
sense of where they have been, where they are, and where they are going.
Self-assessment is a valuable skill and aids students in developing their
God-given potential. With the use of self-, peer, and teacher assessment,
students are provided with ample feedback on their work.
Summative
assessment, usually carried out at the end of a learning process and which
includes feedback and evaluation resulting in a grade, is an important
component in the evaluation of student achievement. Students should be able to
articulate knowledge of design processes through oral and written methods such
as design reports. Students demonstrate proficiency in the variety of practical
skills developed throughout the course.
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
methods of evaluation. The work completed in the activities demonstrates
students’ understanding of the design process, their creative and
critical-thinking skills, and their proficiency in producing illustrations,
technical drawings, and models.
Teachers
should consult individual student IEPs for specific direction on a
·
The
teacher develops activities around students’ strengths and needs (e.g.,
limiting the amount of reading and writing activities).
·
The
teacher keeps instructions simple and provides fewer steps at a time (e.g.,
oral instructions with demonstration as opposed to written instructions). This
a
·
The
teacher provides the option for oral testing and student demonstrations of
acquired skills (e.g., students demonstrate the safe, proper use of a piece of
equipment, tool, or manufacturing process, in cooperation with or instead of a
written test).
·
The
teacher allows oral presentations to small groups rather than to the whole
class. Students may present design ideas/proposals to their peers for
assessment and feedback. Having students present in smaller groups gives the
presenters more confidence and allows for more constructive feedback.
·
The
teacher provides adaptation of student resources and equipment. Students who
experience difficulty reading can be provided with more graphic handouts or be
allowed to use visual resources (e.g., use videos to outline the proper
procedures for using a piece of equipment instead of written instructions).
·
Students
are given opportunities for enrichment and extension. This course restricts the
theory and research stages of the design process to focus on practical skills.
Students who are more creative and innovative and demonstrate proficiency with
practical skills can be given more challenging design problems or given fewer
restrictions with the design challenges provided.
·
The
teacher provides classroom a
Units in
this Course Profile make reference to use of specific texts, magazines, films,
videos, and websites. Teachers need to consult their board policies regarding
use of any copyrighted materials. Before reproducing materials for student use
from printed publications, teachers need to ensure that their board has a
Cancopy licence and that this licence covers the resources they wish to use.
Before screening videos/films with their students, teachers need to ensure that
their board/school has obtained the appropriate public performance
videocassette licence from an authorized distributor, e.g. Audio Cine Films
Inc. Teachers are reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work on the Internet is not allowed without the permission of the
owner.
Browning,
Heighington, Parvu, and Patillo. Design
and Technology.
Ryerson, 1993. ISBN 0.07.549650.X
Gordon,
J.E. The New Science of Strong Materials.
ISBN 0-306-80151-5
Gordon,
J.E. Structures, or Why Things Don’t Fall
Down.
Gradwell,
Welch and Martin. Technology Shaping Our
World.
Huchinson,
Karsnitz. Design And Problem Solving.
ISBN 0-8273-5244-1
Norman,
Donald A. The Design of Everyday Things.
Papanek,
Victor. Design for the Real World: Human
Ecology and Social Change.
Salvadori,
Mario. The Art of Construction, Projects
and Principles for Beginning Engineers and Architects.
Wright,
Smith. Understanding Technology.
Company, 1998. ISBN 1.56637.374.3
International
Technology Education Association (ITEA). Tech
Directions.
Popular Mechanics (see http://popularmechanics.com/)
Popular Science (see http://popsci.com)
Wired (see http://wired.com)
Various
architecture and home improvement magazines (e.g., Architecture Today, Better Homes and Gardens, Architecture Digest, This
Old House)
ASTM
testing standards
Canadian
Standards Association publications
ITEA
(International Technology Education Association) publications
Machinery’s Handbook.
Model-making
manuals and magazines are available from local hobby stores
Ontario
Building Code (see http://obc.mah.gov.on.ca/branch3.shtml)
Sweet’s Catalogue.
Publications
on many aspects of architectural design considerations and research are
available from Canada Mortgage and Housing Canadian Housing Information Centre,
phone 613-748-2367
Videos on
designing products, such as washing machines, bicycles, toys, and mobile homes,
are available from: Classroom Video,
The URLs
for the websites have been verified by the writer prior to publication. Given
the frequency with which these designations change, teachers should always verify
the websites prior to assigning them for student use.
Design
Core77
Design Network (information on design careers, competitions, events) –
http://www.core77.com/
Frog
Design – http://www.frogdesign.com/
Industrial
Designers Society of
International
Directory of Design (universities, associations, journals, events, etc.)
– http://www.penrose-press.com/IDD/search.html
The
Design Exchange (Canadian) – http://www.designexchange.org/
Related
Careers
Human
Resources Development Canada NOC database – http://www.hrdc-drhc.ca/noc
Ontario
Prospects (career explorations) – http://www.edu.gov.on.ca
Trends
and Innovation
History of Technology (list of resources on the
development of technology)
– http://www.englib.cornell.edu/ice/lists/historytechnology/historytechnology.html
How Things Work – http://www.howthingswork.com
Human Factors Bad Designs (examples of problems in consumer design) – http://www.baddesigns.com
Popular Mechanics (latest information of
innovations and inventions)
– http://www.popularmechanics.com
Popular Science (latest innovations in industrial/architectural design) – http://www.popoularscience.com
Vocabulary definitions – http://www.whatis.com/index.htm
Wired
Magazine (trends and future directions of technology) – http://www.wired.com
Standards
American
Standards for Testing and Materials (ASTM) – http://www.astm.com
CSA
International – http://www.csa.ca
Tech
Streets (standards and information [ASTM, CSA, ISO, etc.]) –
http://www.techstreet.com
Blueprints: A Resource Tool for
Choices Into Action: Guidance and
Career Education Program Policy for
The
The
Ontario Secondary Schools, Grades 9
to 12, Program and Diploma Requirements, 1999.
Trafford,
Larry. Educating the Soul: Writing
Curriculum for Catholic Secondary Schools.
Grade 12 Technological Design is designated as
a Technological Education program in which students develop an understanding of
the design industry. Students are provided with a broad educational base to
prepare them for direct entry into the workplace or for admission to
apprenticeship programs and other training programs. The goal of this program
is to empower students to become productive participants in society. Students
are introduced to practical aspects of design and fabrication of products to
benefit society. The curriculum provides opportunities for students to
undertake hands-on practical activities, as well as to conduct research and
analysis. However, students should be encouraged to take part in a cooperative
education program, Ontario Youth Apprenticeship Program, or other program that
provides workplace experience. Students may count this course as an optional
credit or an additional compulsory credit for diploma purposes.
Potential
for career exploration is made available to students throughout all units with
specific reference to Choices Into
Action: Guidance and Career Education Program Policy for Elementary and
Secondary Schools, 1999.
Apprenticeship
is hands-on training for people who enjoy learning by doing. The training
provides a
Apprenticeship is a method of training in which employers train workers to become skilled tradespeople through on-the-job training and classroom instruction. Apprenticeship training programs are available for many skilled trades in Ontario.
The Ontario Youth Apprenticeship Program (OYAP) opens the door to apprenticeship in a wide range of exciting careers. Students entering Grade 11 and at least 16 years old, can work towards a career in a skilled trade as a registered apprentice, and eventually a certified skilled worker or journeyperson, while completing an Ontario Secondary School Diploma. Eligible students should contact their guidance counsellor, technical director, or local apprenticeship office.
For more information
– http://www.edu.gov.on.ca/eng/training/apprenticeship/skills/splash.html
This is a
sample of a generic safety passport that may be adopted for use in a number of
technology classrooms. The purpose of the safety passport is to ensure that
students are fully aware of all safety features on each piece of equipment in
the technical facility prior to using it independently. This process may be adapted
to suit the needs of the teacher and student.
The general process is
as follows:
1. The student records the date of the safety
demonstration on the safety passport. It is initiated by the teacher (see
sample below) when a new piece of equipment, e.g., lathe, is introduced. The
teacher demonstrates techniques for the safe operation of the machine and
personal protective equipment, e.g., using proper eye wearing protection,
securing loose hair, removing jewellery, protective clothing, etc. The student
takes notes of the demonstration and records the information in a notebook
along with the signed passport slip. If a student is absent on the day of a
safety demonstration, a makeup opportunity must be provided.
2. Each student must complete a written (or
oral) test on the safe operation of the machine tool, outlining all safety
features that must be observed. The student must record the written tests in a
notebook. These individual machine tests are designed to complement any general
facility safety rules. The student dates the “tested” column and the teacher
initials this as complete when the test is completed satisfactorily. Next,
students must demonstrate to the teacher that they have a thorough knowledge of
the safety rules for the equipment and are able to demonstrate their competency
on the equipment. Once the teacher has observed the required safe setup and
operation of the equipment by a student, the teacher signs off that portion of
their passport.
3. The teacher signs the final column of a
student’s safety passport once the student has completed steps 1, 2, and 3. The
student is now able to use that piece of equipment. Students must be able to
provide the teacher with their signed passport for that equipment each time
they wish to use it. A summary document of all the various permissions may be
created by the student and signed by the teacher (as permissions are earned);
these summary safety passports may be protected with page protectors or
laminated for protection. See the sample summary passport below.
Sample
Equipment Safety Passport
|
Student
Name: __________________________ Equipment:
_____________________________ See
notebook for the note on safe setup and operation of the equipment. |
|||||||
|
Attended
Teacher Safety Instruction and Demonstration (and note recorded) |
Passed
Written or Oral Testing |
Demonstrated
Safe Setup and Operation of Equipment to Teacher |
Granted
Permission to use Equipment by Teacher |
||||
|
Date of
Lesson |
Teacher
Initial |
Date
Tested |
Teacher
Initial |
Date of
Demo |
Teacher
Initial |
Date |
Teacher
Initial |
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Student:
Class:
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Date |
Project |
Function |
Hours |
Teacher Signature |
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Form
adapted from the Ontario Council for
Technology Education (OCTE), 2001
Coded Expectations, Technological Design,
Grade 12,
Workplace Preparation, TDJ4E
TFV.01 · demonstrate an understanding of
how the design process is used to create products or services for the
marketplace;
TFV.02 · evaluate the suitability of
materials and methods of fabrication for a variety of products;
TFV.03 · explain the principles and
fundamentals of design;
TFV.04 · consult appropriate technical
reference materials for specific projects and services.
Planning
TF1.01 – plan an appropriate marketing
survey for a particular product or service;
TF1.02 – analyse the results of a
marketing survey to determine consumer needs and requirements;
TF1.03 – explain how to develop a needs
analysis based on research into consumer products or services;
TF1.04 – assess a variety of materials and
fabrication techniques used for different custom and mass-manufactured
products.
Preparing
Designs
TF2.01 – use the principles of symmetrical
and asymmetrical balance, rhythm, repetition, and spatial proportions when
creating models and illustrations;
TF2.02 – use the fundamentals of line and
direction, pattern, light and shadow, shape and space, texture, and colour when
creating models and illustrations;
TF2.03 – demonstrate an ability to consult
reference materials such as codes, Machinery’s Handbook, Sweet’s Catalogue,
Architectural Graphic Standards, and trade literature and catalogues.
Evaluating
and Documenting Designs
TF3.01 – explain project designs in terms
of satisfying consumer needs and meeting design criteria;
TF3.02 – identify design constraints for
specific projects.
SPV.01 · produce effective design briefs
outlining the design challenges they face and the design criteria they will use
to meet the challenges;
SPV.02 · estimate the costs of projects;
SPV.03 · prepare effective models,
prototypes, and finished products;
SPV.04 · create appropriate drawings using
either traditional or computer-based methods;
SPV.05 · prepare appropriate promotional
materials and write effective technical reports for the products they create.
Planning
SP1.01 – identify design problems, list relevant
criteria, and propose solutions;
SP1.02 – produce effective design briefs that include
analyses of consumer needs, design criteria, and considerations in meeting
design challenges;
SP1.03 – estimate the costs of project materials and
labour;
SP1.04 – identify appropriate materials
for models and finished products by analysing material characteristics and
properties.
Preparing
Designs
SP2.01 – prepare effective technical
drawings using standard scales, lettering techniques, and symbols;
SP2.02 – use computer-aided design methods
effectively to produce illustrations (e.g., floor plans, perspectives and
elevation views, details, auxiliaries, and assembly drawings) as required;
SP2.03 – illustrate design solutions
effectively using orthographic and pictorial techniques;
SP2.04 – build effective displays and
product prototypes.
Evaluating
and Documenting Designs
SP3.01 – evaluate the appropriateness of
project solutions against design criteria;
SP3.02 – design promotional materials that
are suitable for potential clients or investors;
SP3.03 – prepare technical reports
documenting the design process, needs analyses, comparisons of existing
solutions, and testing and evaluation procedures.
ICV.01 · describe safety features and
ethical issues that must be addressed in technological design;
ICV.02 · describe problems caused by
improper or inadequate design;
ICV.03 · handle the tools and equipment
used in technological design safely;
ICV.04 · identify career opportunities in
design-related businesses;
ICV.05 · identify the requirements for
joining a professional association.
Design
Impacts
IC1.01 – describe how project solutions
address efficiency and ergonomic issues, comparing proposed products or
services to existing ones;
IC1.02 – identify how existing products
could be improved to address problems that result from improper or inadequate
design.
Environmental
and Safety Issues
IC2.01 – handle tools and materials
safely;
IC2.02 – explain how project solutions
affect the environment;
IC2.03 – evaluate the procedures used in
processing materials, taking into consideration safety issues and environmental
concerns;
IC2.04 – identify the environmental
concerns related to a product’s life.
Education,
Training, and Career Opportunities
IC3.01 – identify career opportunities in
design, architecture, or manufacturing;
IC3.02 – describe the educational
qualifications required for the career opportunities identified;
IC3.03 – identify the requirements for
joining a professional association and describe the association’s code of
ethics.
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 -a
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.