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Course Profile Technological Design (TDJ4M), Grade 12,
University/College Preparation, Combined
Course Overview
Policy Document: The Ontario Curriculum, Grades 11 and 12,
Technological Education, 2000.
Prerequisite: Technological
Design, Grade 11, University/College Preparation
This
course provides students with opportunities to solve problems in design through
the use of technical drawings, model building, testing, and marketing. Students
will research, design, and test solutions for residential or commercial
architecture, industrial engineering, and manufacturing. They will also examine
the educational requirements of a technical design-related career in
engineering, architecture, or industrial design.
The role
of Technological Education in the Catholic faith community enables 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
enables students to become critical thinkers 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
create products and provide services that recognize our God-given
responsibility to respect the dignity and value of the individual and the
global community. Collaboration and leadership are emphasized as students work
as a team to create a work/learning environment that is safe, welcoming, and
respectful of the individual.
This course is designed to lead to
postsecondary studies in engineering, industrial, or commercial product design,
architecture, or graphic design. The focus of this course is the application of
engineering design principles to solve real-world problems. The key components
of this course are the development of creative problem-solving skills,
application of scientific and engineering testing methods, technical drawing
and modelling, and fabrication skills with a variety of materials.
Teachers
should be cognizant of the career exploration component of the course. Teachers
help students make connections between their design work throughout the course
activities and related potential career opportunities. Teachers make use of
community-based projects and call on local engineers, architects, and design
professionals to contribute to student understanding of career paths in design
and engineering-related industries.
Many
of the skills developed in this course can be applied to a variety of careers.
Careers involved in design are outlined in Human Resources Development Canada’s
(HRDC) National Occupational Classifications (NOC) database, including:
|
NOC Code |
Occupation Category |
|
2131 |
Civil Engineer |
|
2132 |
Mechanical Engineer |
|
2133 |
Electrical and Electronic Engineer |
|
2134 |
Chemical Engineer |
|
2142 |
Metallurgical and Materials Engineer |
|
2143 |
Mining Engineer |
|
2144 |
Geological Engineer |
|
2145 |
Petroleum Engineer |
|
2146 |
Aerospace
Engineer |
|
2147 |
Computer
Engineer |
|
2151 |
Architect |
|
2152 |
Landscape
Architect |
|
2162 |
Computer
System Analyst |
|
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 |
|
2252 |
Industrial
Designer |
|
2253 |
Drafting
Technologist and Technician |
|
5241 |
Graphical
Designers and Illustration Artists |
|
5242 |
Interior
Designers |
|
5243 |
Theatre,
Fashion, Exhibit, and Other Creative Designers |
(See
Resources for HRDC NOC website.)
Students
are given a variety of progressive challenges to encourage creative, fully-rationalized
solutions. The activities involve a combination of individual and group work
and are designed to provide opportunities for students to learn problem-solving
skills, technical skills, communication skills, and group or enterprise-wide team
dynamics.
Design
does not rely on one systematic process, but rather a variety of methods
dependent on the situation. The engineering design problems focus on modelling,
using both physical prototyping and 3-D computer-generated modelling. Many
activities present engineering challenges through rapid prototyping; students
test solutions by constructing models or mock-ups with inexpensive materials or
kits. Solving the design challenges requires hands-on testing of materials,
structures, mechanisms, and control systems. Through the course, students
develop analytical skills applicable to any type of design, architectural, or
engineering challenge.
Teachers
should ensure students are aware that the prime directive in design is problem
solving. Design begins with identifying a situation or problem that relates to
a need or a change in need. An important aspect of any design endeavour is the
continual process of testing, rationalizing, and analysing to ensure the best
solution to a given problem is developed.
The
course is divided into four units; each unit progresses to become more
self-directed. Students progress from previously-learned concepts with a common
theme of investigating natural phenomenon and applying engineering principles
discovered through research and testing to design challenges.
In
the first unit, students are introduced to the challenge of developing a
commercial or industrial product by analysing how nature has solved related
problems (e.g., the protection of seeds in a fruit or nut). Taking cues from
nature, students model and test ideas to arrive at solutions to the design
challenge.
In
the second unit, students are challenged to design solutions to problems in
human habitat by analysing properties of natural animal habitat. This unit
focuses on architecture and engineering use of structures and materials.
Students analyse structural and material properties and apply these principles
to the design challenge.
The
third unit presents challenges in engineering dynamics: the study of mechanisms
and mechanical motion. Students investigate natural mechanisms and apply them
to engineering problems that utilize mechanical and electro-mechanical devices.
Students are further challenged to add intelligence to their devices through
the use of microprocessors and programmable interface controllers (PICs).
The
fourth unit is a sequence of activities leading to a culminating performance
task. Students are presented challenges that model the role of designer and
engineer in solving problems related to future issues in biotechnology, food
production, environmental protection, and sustainable development.
Throughout
the course, teachers should reinforce the concept of craftsmanship. Students
are taught to take their time and practise careful production and finishing
techniques, particularly with respect to test models, finished products, and
presentation materials. Careful attention to detail is invaluable to their
personal career development.
Teachers
should also take note of the material requirements of the activities and plan
ahead for the collection or purchasing of materials. Students are encouraged to
utilize recycled materials where possible.
As in all
technological endeavours, appropriate fabrication techniques and the safe use of
tools and equipment must remain an important focus throughout each activity.
Teachers should continually model appropriate, safe working habits through
demonstrations and practice. Before initiating any work in a shop environment,
teachers ensure that students demonstrate safe operating procedures. The use of
a student safety passport (Appendix A) is recommended.
|
Unit 1 |
Commercial
Design: How Things Come to Be |
20
hours |
|
* Unit
2 |
Engineering
Statics: How Things Are Built |
35
hours |
|
* Unit
3 |
Engineering
Dynamics: How Things Work |
30
hours |
|
Unit 4 |
The
Impact of Engineering in the Real World |
25
hours |
* These
units are fully developed in this Course Profile.
Time: 20 hours
Unit
Description
Following
investigations into natural phenomena, students design and test engineering
solutions to a commercial product challenge. Through this sequence of
activities, students develop creative problem-solving skills and effective
technical communications strategies. Activities focus on sketching,
illustration, model/prototype fabrication, 3-D computer-generated modelling,
and engineering testing.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
TFV.04,
TF2.03, SPV.01, SPV.02, SPV.05, SP1.01, SP3.02, SP3.03, ICV.03, IC2.02 |
Knowledge/Understanding
Thinking/Inquiry Application |
Designing
from Nature: research investigation |
|
2 |
TFV.01,
TF1.02, TF2.04, TF3.04, TF3.02, TF3.03, SPV.02, SPV.03, SP2.03, SP2.04,
ICV.02, IC2.01, IC2.02 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Designing
from Nature: model fabrication and testing |
|
3 |
TFV.05,
TF2.01, TF2.04, TF3.01, SP1.03 |
Knowledge/Understanding
Communication Application |
Designing
from Nature: producing technical drawings and 3-D computer-generated models |
Time: 35 hours
Unit
Description
Students
develop human habitat structures based on engineering and environmental
principles found in nature. Students investigate natural phenomena, analyse
structural requirements in specific situations, test components and assemblies
for strength and integrity, and develop technical drawings and models to
communicate their solutions.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
TFV.01,
TFV.02, TF1.01, SPV.05, SP1.01, SP3.02, SP3.03, ICV.01, ICV.03, IC1.01,
IC2.02, IC2.03 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Students
design human habitats using structural and environmental principles found in
nature. |
|
2 |
TFV.01,
TFV.02, TFV.04, TF1.101, TF1.02, TF1.03, TF2.03, TF3.01, SPV.03, SPV.05,
SP2.01, SP2.03, SP2.04, SP3.03, ICV.02, ICV.03, IC2.01, IC2.02 |
Knowledge/Understanding
Thinking/Inquiry Application |
Students
model design ideas and test components and/or assemblies for structural
strength, performance, and function. |
|
3 |
TFV.03,
TFV.05, TF1.03, TF2.01, TF2.02, TF3.02, TF3.03, SPV.01, SPV.04, SPV.05,
SP2.02, SP2.05, SP3.01, SP3.02, ICV.03, IC1.01, IC2.02, IC2.03 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Students
develop technical drawings, 3-D computer models, presentation imaging, and
technical reports of design solutions and test results. |
Time: 30 hours
Unit
Description
Students
develop mechanisms that simulate the ways in which animals adapt to their
environments. Students add intelligence to their mechanisms through the use of
microprocessor control technology, and demonstrate the capabilities of their
devices through a performance competition. The problem-solving process is
emphasized throughout the unit. Students use and integrate the Catholic faith
tradition in the critical analysis and appreciation of systems in nature. A
special focus is placed on living the gospel values through interdependent work
with peers.
Unit
Synopsis Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
TFV.01,
TFV.04, TF1.01, TF2.03, SPV.05, SP1.01, SP3.02, SP3.03, ICV.03, IC1.01,
IC2.02, IC2.03 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Students
research and design mechanisms that adapt to an environment (e.g., go to a
light/heat/food source for survival). |
|
2 |
TVF.01,
TFV.02, TFV.05, TF1.01, TF2.03, TF3.01, TF3.03, SPV.01, SPV.02, SPV.05,
SP2.01, SP3.01, SP3.02, IVC.03, IC2.01 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Students
develop a microprocessor-controlled mechanism to seek out food sources. |
|
3 |
TFV.02,
TFV.04, TF1.03, TF2.04, SPV.05, SP2.01, SP2.03, SP3.02 |
Knowledge/
Understanding Thinking/Inquiry Application |
Students
test and run simulations to maximize speed in a “seeking food” competition. |
Time: 25 hours
Unit
Description
Students
examine current and future issues in engineering design by investigating topics
in biotechnology and environmental science. Students develop products and
services related to food production, ecosystem maintenance, and handling of
waste.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
TFV.01,
TFV.02, TFV.04, TFV.05, TF1.01, TF1.02, TF2.03, TF2.04, TF3.03, SPV.01,
SPV.02, SPV.04, SPV.05, SP1.01, SP1.02, SP1.03, SP2.01, SP2.02, SP2.05,
SP3.01, SP3.02, SP3.03, ICV.01, ICV.03, IC1.01, IC1.02, IC2.02 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Biotechnology:
Students develop home-based products to manufacture food products (e.g.,
cheese, bread, health foods) for commercial ventures. |
|
2 |
TFV.01, TFV.02, TFV.03, TFV.05, TF1.01,
TF2.01, TF2.04, TF3.02, TF3.03, SPV.01, SPV.02, SPV.05, SP1.01, SP1.02,
SP1.03, SP2.02, SP3.01, SP3.02, SP3.03, ICV.01, ICV.03, ICV.04, IC1.01,
IC1.02, IC2.02, IC2.03, IC3.01, IC3.02 |
Knowledge/ Understanding Thinking/Inquiry
Communication Application |
Ecosystems: Students develop a system for
food production/ distribution and waste management based on concepts from
plants (e.g., seeds, fruits). |
Technological
Design involves generating solutions to human-needs problems and 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,
the teacher provides students with a design brief, which describes the problem
to be solved or need to be satisfied, the constraints or criteria to be met in
the solution, 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.
Due
to the variety of problem-solving challenges, the course should be structured
using the principle of ‘Just In Time’ (JIT) learning (i.e., particular theory
and skills are taught at the time students need the theoretical background or
skill to develop their solutions, so that the required concepts or skills are
fresh in their minds).
Teachers
may provide students with a list of projects at the beginning of the course or
introduce them in sequence. This lends itself to various learning strategies
that are dependent on the project, the level of student understanding and
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 accomplish specific tasks modelled after a
typical design or engineering firm in which individuals with differing
strengths, skills, and knowledge work together to solve problems or issues.
Individual
Effort
·
Students
work individually to accomplish specific tasks, including research, reporting,
or tasks related to a group project, such as drawing, drafting, model building,
or presentation preparation.
Class
Discussion
·
Students
actively participate by taking turns discussing current issues.
·
Teachers
may direct discussions by posing initial questions, demonstrating specific
procedures (e.g., proper, safe tool operation), and presenting a media topic
related to the current activity (e.g., a video or newspaper clipping).
Theoretical
Study
·
Students
learn concepts and theory in application through the study and analysis of case
studies.
·
Students
test and observe scientific and engineering principles through experimentation,
Socratic lessons provided by the teacher or invited guests, or assignments that
involve research and investigation into critical issues as applied to the
current activities.
Safety should be reinforced throughout the
course. Following initial discussions and testing (see Appendix A – Student
Safety Passport), teachers reintroduce specific topics at the time required
(e.g., before cutting wood on a table saw, the teacher reviews specific table
saw safety issues). This JIT method ensures students have more than one
opportunity to learn important skills or safety procedures.
The computer is used extensively as
a tool to: generate illustrations and create drawings; generate and test 3-D
models; research online resources; communicate with peers and experts in the
field; graph test data; produce products with Computer Numerical Control (CNC);
and produce finished prints, reports, and presentations.
If
there are insufficient computer resources, teachers provide activities
involving conventional illustration and/or sketching, conventional library or
text research, hand modelling, and testing. Teachers may generate and post a
checklist that encompasses a wide range of tasks so students have opportunities
to accomplish goals independent of resource limitations. This checklist could
identify the to-do tasks from each ongoing activity (e.g., drawings or models
to be completed, finishing tasks, or report writing), as well as facility tasks
(e.g., clean-up, lab prep, or equipment repair).
Design
ideas and concepts can be 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, or discussions with workers in
the relevant field of study.
A key
component of this course is to inform students to be informed of career
opportunities in the fields of design, architecture, and engineering.
Strategies include inviting guest speakers, conducting field trips or industry
visits, participating in community-based projects, encouraging and marketing
job shadowing, and use of co-op or apprenticeship placements. While
career-related expectations are addressed in only a few activities, career
awareness is implicit in all activities and should be reinforced by posting
newspaper clippings and posters from design schools, and conducting periodic
discussions about career paths and opportunities.
While this course is designed to create the
atmosphere of a design/engineering firm, teachers may conduct written tests to
reinforce theoretical concepts. Knowledge of important theoretical facts and
processes can be assessed through written tests of terminology, procedures,
and/or application of learned concepts. The culminating performance task can be
comprised of a design situation that assesses the student’s knowledge of the complete
design and development process. A summative exam can be connected to the final
culminating performance task if necessary.
Assessment and evaluation may be accomplished
through checklists, rubrics, or a combination of both. The daily log or work
journal can assist the teacher in determining individual efforts and
accomplishment of learning expectations.
This
course is project-driven, student-centred, and encourages creative solutions to
open-ended problems. Assessment and evaluation criteria must be clearly
indicated to students during project initiation. Performance can be assessed
through measurement of established criteria. Student work can be evaluated
through verbal testing, written design reports, formal student presentations,
and daily logs or journals. Teachers assess the individual student’s progress
through observation, comment, group or individual conferencing, and self or
peer assessment.
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.
Assessment and
evaluation tasks include:
·
composition
of design briefs (research and analysis);
·
composition
of design proposals;
·
technical,
test result, and/or design reports;
·
research
reports (including photos of product in use);
·
drawings,
illustrations, and/or blueprints;
·
finished
models, prototypes, test models, and products;
·
presentations;
·
competition
deliverables;
·
daily
log or work journal (see Appendix B – Daily Log).
Teachers ensure all students participate in the
activities and are evaluated on individual merits, even while working within a
collaborative group. Possible strategies to effectively assess and evaluate
work done in groups:
Individual
Deliverables
·
a
research report;
·
an
analysis report;
·
presentation;
·
fabricated
product or model;
·
portfolio
of individual work (e.g., sketches, reports, photographs).
Daily
Job or Task Sheet
·
signed
by both the student and the teacher;
·
attached
to an end report which clearly indicates each group member’s respective
accomplishments.
Individual
Conferencing
·
teacher-to-student
discussions to assess development and encourage motivation;
·
development
of individual portfolios, daily notes, and/or daily journals for assessment.
Teachers
provide all students with as many opportunities as possible to develop their
God-given potential. The teacher should consult individual student IEPs for
specific direction on accommodation for individuals. Various accommodations may
be made including one-on-one teaching/conferencing, adaptation of handouts,
small-group learning, allowing increased time for activities, and facilitating
peer tutor assistance where possible.
Various
resources are used throughout the course, including websites, guest speakers,
company literature, videos, trade and industry magazines, and textbooks.
Pamphlets,
calendar information, and websites from universities, colleges, and schools of
design and engineering provide information on careers in design and
engineering. Guidance and Student Services Departments should have written
materials and CDs of information. Library staff should be consulted for
information on historical developments in particular fields, current practices,
and search strategies for publications and Internet-based research.
Internet
sites about design can be found by searching on keywords, such as design,
industrial design, engineering (civil, mechanical, electronic), architecture
(residential, commercial), and/or graphic design. Keyword searches direct the
student and/or teacher to sites useful for background research. Local
bookstores and web-based booksellers sell design-related books as well.
Catalogues
from local hardware or building supply stores can be consulted for materials
and project resources. Students may consult local hobby, hardware, and
lumberyard personnel for ideas on solving design problems and insights on
material properties and fabrication techniques.
Units in
this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. The 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. The 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 from the Internet is not allowed without the permission of the
owner.
Gordon,
J.E. The New Science of Strong Materials.
Markham, Ontario: Penguin Books, 1999.
ISBN 0-306-80151-5
Gordon,
J.E. Structures, or Why Things Don’t Fall
Down. Markham, Ontario: Penguin Books, 1999.
ISBN 0-306-80151-5
Hawkes,
N. Structures. London: Marshall
Editions, 1990. ISBN 0 86438 189 1
Hylander,
C. Wildlife Communities. Boston:
Houghton, Mifflin, 1966. LCC #66-19940
Jensen,
Cecil H. and J.D. Helsel. Engineering
Drawing and Design. New York: Glencoe McGraw Hill, 1997. ISBN 0028017951
Lawson,
Bryan. How Designers Think: The Design
Process Demystified, 3rd ed. London: Butterworth Architecture. ISBN
0750630736
Norman,
Donald A. The Design of Everyday Things.
New York: Doubleday, 1988. ISBN 0-385-26774-6
Papanek,
Victor. Design for the Real World: Human
Ecology and Social Change. Chicago: Academy Publishers, 1999. ISBN 0897331532
Salvadori,
Mario. The Art of Construction, Projects
and Principles for Beginning Engineers and Architects. Chicago: Chicago
Review Press, 1990. ISBN 1-55652-080-8
Taylor,
John R. and Chris D. Zafiratos. Modern
Physics for Scientists and Engineers. New York: Prentice Hall, 1991. ISBN
0135897890
Vogel,
Steven. Cat’s Paws and Catapults,
Mechanical Worlds of Nature and People. New York: W.W. Norton, 1998. ISBN
0-393-31990-3
MIT’s Technology Review (see http://www.techreview.com/)
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)
Fraser
catalogue
Machinery’s
Handbook (see
http://www.industrialpress.com/mh.htm)
Model-making
manuals and magazines are available from local hobby stores (e.g., Fine Scale Modeller, Railroad Modeler)
Ontario
Building Code (see http://obc.mah.gov.on.ca/branch3.shtml)
Spae-Naur
catalogue
Sweet’s Catalogue
Publications on many
aspects of architectural design considerations and research are available from:
·
ASTM
testing standards
·
Canada
Mortgage and Housing Canadian Housing Information Centre, Ottawa Ontario (see
http://www.cmhc-schl.gc.ca/)
·
Canadian
Standards Association
Videos on
the design process and projects such as washing machines, bicycles, toys, and
mobile homes are available from Classroom Video, 107 1500 Hartley Avenue,
Coquitlam, BC, V3K 7A1.
American
Institute of Architects (AIA) – http://www.aia.org/
American
Society For Testing and Materials (ASTM) – http:// www.astm.com
Association
of Architectural Technologists of Ontario (AATO) – http://www.aato.on.ca/
Association
of Professional Engineers of Ontario (APEO) – http://www.peo.on.ca/
Industrial
Designers Society of America (IDSA) – http://www.idsa.org/
Ontario
Association of Architects (OAA) – http://www.oaa.on.ca/
Ontario
Association of Certified Engineering Technicians and Technologists (OACETT)
– http://www.oacett.org/
Ontario
Council for Technology Education (OCTE) – http://www.octe.on.ca
The URLs
for the websites were 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.
Design
Core77
Design Network (information on design careers, competitions, events) –
http://www.core77.com/
The
Design Exchange (Canadian) – http://www.designexchange.org/
Frog
Design – http://www.frogdesign.com/
Industrial
Designers Society of America – http://www.idsa.org/
International
Directory of Design (universities, associations, journals, events, etc.) –
http://www.penrose-press.com/IDD/search.html
Scotty’s
WAVE (Wondrously Advantageous Ventures in Education) –
http://www.millenniumwave.com (teaching design, developing projects, resources)
Related
Careers
Carleton
University (information on industrial design curriculum) –
http://www.id.carleton.ca
Human
Resources Development Canada National Occupational Classification database
– http://www.hrdc-drhc.ca/noc
Ontario
Prospects (career explorations) – http://www.edu.gov.on.ca
Trends
and Innovation
History
of Technology (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 (problems in consumer design) – http://www.baddesigns.com
Popular Mechanics (latest information on
innovations and inventions)
– http://www.popularmechanics.com
Popular
Science (latest innovations in industrial and 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
Sweet’s.com
(construction industry resources) – http://www.sweets.com
Tech
Street (standards and information – ASTM, CSA, ISO, etc.) –
http://www.techstreet.com
Environmental
Architecture
Environmental
Sustainable Architecture – http://enertia.com/envirarc.htm
Sustainable
Architecture, Building and Culture – http://www.sustainableabc.com/
Course
policy is outlined in The Ontario
Curriculum, Grades 11 and 12, Technological Education, 2000. Program and
diploma requirements are found in Ontario
Secondary Schools, Grades 9-12, Program and Diploma Requirements, 1999.
The
analysis, research, fabrication knowledge, and skills derived from this course
can be applied to any career path students may wish to pursue. Career
exploration is discussed in Choices Into
Action: Guidance and Career Education Program Policy for Elementary and
Secondary Schools, 1999.
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 compliment 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
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
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Student
Name: __________________________ Equipment:
_____________________________ See
notebook for the note on safe setup and operation of the equipment. |
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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 |
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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 |
Activity |
Hours |
Teacher Signature |
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Total Hours: |
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Student Signature: |
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Form
adapted from the Ontario Council for
Technology Education (OCTE), 2001
Coded
Expectations, Technological Design, Grade 12,
University/College Preparation, TDJ4M
TFV.01 · apply engineering principles and
appropriate formulas to design work;
TFV.02 · demonstrate the ability to
interpret technical reference materials and test data;
TFV.03 · describe manufacturing or
construction techniques used in architecture, engineering, or industrial
design;
TFV.04 · solve engineering problems in a
team environment;
TFV.05 · identify suitable ways of
communicating their design ideas.
Planning
TF1.01 – explain the engineering principles
that apply and the formulas used in technological design (e.g., related to the
strength of materials, static and dynamic formulas, bending moments, shear);
TF1.02 – describe how engineering
principles apply to methods of structural testing;
TF1.03 – demonstrate an ability to consult
pertinent technical reference materials (e.g., trade literature, catalogues,
and applicable codes such as the Ontario Building Code, the Electrical Safety
Code, and municipal by-laws) as required by the project.
Preparing
Designs
TF2.01 – prepare accurate mechanical and
industrial engineering drawings (e.g., detail and assembly drawings);
TF2.02 – describe the sequence of
construction used in frame construction and identify the related trades (e.g.,
electricians, carpenters, masons, heating and air-conditioning installers) used
in the construction industry;
TF2.03 – work cooperatively in a group,
communicating ideas effectively, being supportive of other group members’
ideas, and accepting constructive criticism;
TF2.04 – use technical illustrations,
traditional or computer-aided drawing methods, and models to present ideas and
solutions effectively.
Evaluating
and Documenting Designs
TF3.01 – keep accurate records of
engineering tests and results;
TF3.02 – assess the different methods of
illustrating a design solution (e.g., by using engineering drawings, models, or
prototypes) and choose the most suitable for each project;
TF3.03 – write technical reports detailing
product specifications, test results, and effectiveness in meeting established
design criteria.
SPV.01 · produce effective design briefs
and technical reports, and create freehand illustrations and traditional or
computer-aided drawings that conform to industry standards;
SPV.02 · fabricate effective models and
displays of student-developed products;
SPV.03 · perform structural and material
tests correctly;
SPV.04 · estimate the cost of labour and
materials for a project;
SPV.05 · evaluate project solutions.
Planning
SP1.01 – prepare effective design briefs
outlining problems that require design solutions;
SP1.02 – include appropriate health and
safety codes in project documentation;
SP1.03 – use either traditional (drafting
board) or computer-based methods to create industry-standard drawings (e.g.,
three-dimensional projections, working drawings, floor plans, perspectives and
elevation views, details, auxiliaries, section and assembly drawings).
Preparing
Designs
SP2.01 – construct functional models and
prototypes of their finished products;
SP2.02 – create effective displays and
presentations of their finished products;
SP2.03 – conduct appropriate structural
tests on components and assemblies;
SP2.04 – conduct appropriate tests to determine
the properties of materials;
SP2.05 – estimate the costs of project
materials and labour.
Evaluating
and Documenting Designs
SP3.01 – prepare effective technical
reports documenting the design process and proposed solutions;
SP3.02 – evaluate the appropriateness of
project solutions in terms of the design criteria;
SP3.03 – evaluate the suitability of
materials for project design applications.
ICV.01 · identify ethical issues related
to engineering design;
ICV.02 · handle materials and tools
safely;
ICV.03 · assess project solutions in terms
of safety, efficiency, ergonomics, and the environment;
ICV.04 · describe careers in engineering,
architecture, or industrial design and the educational requirements for each.
Design
Impacts
IC1.01 – identify design considerations
when designing for the physically challenged (e.g., accessibility and
function);
IC1.02 – explain ethical issues related to
design engineering (e.g., those outlined in professional charters).
Environmental
and Safety Issues
IC2.01 – handle tools and materials
safely;
IC2.02 – analyse the consequences of a
product’s features in terms of safety, efficiency, ergonomics, and the
environment;
IC2.03 – describe how well-designed
project solutions can minimize negative environmental impact.
Education,
Training, and Career Opportunities
IC3.01 – identify career opportunities in
architecture, engineering, or industrial design that are related to
technological design;
IC3.02 – describe the requirements and
educational qualifications for the career opportunities identified.
Ontario
Catholic School Graduate Expectations
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 Canada’s official languages;
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.