Course
Profile Integrated Technologies,
Grade 9 open, Catholic
Unit 1
Course
Profiles are professional development materials designed to help teachers
implement the new Grade 9 secondary school curriculum. These materials were
created by writing partnerships of school boards and subject associations. The
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Ministry of Education and Training or by the Partnership of School Boards that
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Acknowledgements
Lead
Board
Dufferin-Peel Catholic District
School Board
Denise Panunte, Manager
Course
Profile Writing Team
Joanne Durst, Dufferin-Peel Catholic
District School Board
Brenda Kenney, Wellington Catholic
District School Board
John McDermott, Dufferin-Peel Catholic District
School Board
Paul Owens, Dufferin-Peel Catholic District School
Board
Roy Parteno, Dufferin-Peel Catholic District School
Board
Central
Ontario Catholic Curriculum Cooperative
Institute for Catholic Education
Unit # 1
Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity
5 | Activity 6 | Activity 7 | Activity 8
Title: Construction and Manufacturing
Time: 20
hours
Unit
Developers: Paul Owens, Joanne Durst, DPCDSB
Development
Date: March
16, 1999
Unit Description
In
this unit, students will develop design process and problem solving skills.
They will increase their knowledge of the problem solving process, technical
terminology, procedures and standards of product testing. Students will
demonstrate their learning through discussion, designing drawings and creating
of their own construction product (a roller coaster).
Strands and Expectations:
Theory and Foundation, Skills and Processes, Impact and Consequences
Ontario Catholic School Graduate
Expectations:
makes decisions in light of gospel values
with an informed moral conscience
takes initiative and demonstrates
Christian leadership
applies effective communication, decision
making, problem solving, time and resource
management skills
works effectively as an interdependent
team member
contributes to the common good
seeks and grants forgiveness
Overall Expectations: TFV.01X, TFV.02X,
SPV.01X, SPV.02X, SPV.03X, ICV.01X
Specific Expectations: TFS.01X, TFS.02X, SPS.01X, SPS.02X, SPS.03X, SPS.04X, SPS.07X,
SPS.08X, ICS.01X, ICS.03X
Activity Titles (Time + Sequence)
|
Activity 1 |
Introduction
to Roller Coaster Design |
60
min |
|
Activity 2 |
Introduction
to the Design Process (SPICE) |
120
min |
|
Activity 3 |
Communicating
Ideas: Sketching and Drafting |
240
min |
|
Activity 4 |
Communicating
Ideas: Advertising |
120
min |
|
Activity 5 |
Safety
Rules and Procedures |
120
min |
|
Activity 6 |
Fabrication
and Troubleshooting |
360
min |
|
Activity 7 |
Initial
Testing and Reporting |
120
min |
|
Activity 8 |
Formal
Presentation and Evaluation |
60
min |
Unit Planning Notes
The
focus of this unit is to engage students in a group activity which promotes open
discussion and creativity, utlilizes peer mentors (senior physics students) and
uses sketching, drafting and other technical avenues and facilities to complete
the design and building of a roller coaster.
Prior Knowledge Required
basic mathematics (fractions)
problem solving techniques
working co-operatively in a group environment
Teaching/Learning Strategies
1. Students are to be grouped to include
special-needs students and to ensure that groups have a balance of visual and
analytical thinkers (question and answer students for strengths and weaknesses)
2. Students work individually and in groups to
complete the activities. The teacher needs to stress the importance of working
both ways.
individually for understanding of terms and
processes
in groups in order to draw on expertise of
all members of a design team
Assessment/Evaluation
This unit will introduce students to the design and problem solving model, which will provide opportunities for them to assess their participation, responsible behaviour and skills with working in a group. The teacher and students will collect evidence of learning, using observational checklists, rubrics and personal communication tools.
Resources
Print
Foundation Course
Collins,
CDT
M.
Finney, P. Fowler
@
Lincolnshire County Council 1986
ISBN
0.00.322053.2
By Design
Technology
Exploration and Integration
Trifobin
Books
Editor:
Julie CzernadaISBN 1.895579.78.3
Computer Software
Internet
searches (see Activity 1)
Miscellaneous
Grade 12 and OAC physics students as
mentors
architects and engineers
Canadas Wonderland, Maple, Ont. (905)
832-7000
public library
Safety Care Videos
Safety Care Inc.
40 Wynford Drive
Don Mills, Ont
(416) 391-3511
Assessment Rubrics
1.
OAJE-OAME/OMCA Problem Solving Rubric - Linking Assessment and Instruction in
Mathematics, pg. 33-35
2.
Achievement chart, Grade 9-10 Technological Education
Technology Ideas
Integrating
Design Education Activities for Students
Bill
Reynolds, Bob Carney, Norm Dale
@
1993 Maxwell MacMillan Canada Inc.
ISBN
0.02.954154.9
Fundamentals of Technical Drawing
Norman
Stirling
1984
Gage Education Publishing
ISBN 0.7715.0327.X
Title: Introduction to Roller Coaster Design
Time: 60
minutes
Description
Students
will participate in an open-ended problem solving project that will result in
the designing and building of a scale model roller coaster. Through the
interactions of group members and in discussion with other groups, students
will be guided to the completion of the model. Students are to be encouraged to
have lively discussions of experiences on actual roller coasters and to use
their imaginations, to foster participation of all group members. The students
will discuss the proper, safe use and care of tools and materials.
Strands and Expectations
Ontario
Catholic School Graduate Expectations:
The graduate is expected to:
create, adapt and evaluate new ideas in
light of the common good.
take initiative and demonstrate Christian
leadership.
Strands:
Theory and Foundation, Skills and Processes, Impact and
Consequences
Overall
Expectations: TFV.01X, TFV.03X, SPV.01X
Specific
Expectations: TFX.01X, SPS.02X, SPV.03X
Planning Notes
The first day should be an open discussion promoting
participation by all.
Internet searches should be included.
Special-needs students must be addressed at
this time (group or facility modifications).
The construction/manufacturing room should be
introduced. Special attention should be paid to safety and emergency procedures
and first aid and eye wash stations.
Have students start a reflective log on
personal growth and Christian development and leadership. The log will be
submitted at the completion of the unit for evaluation, so ensure that students
are familiar with the evaluation criteria.
Establish criteria for assessing
participation, working safely and behaving properly.
Prior Knowledge Required
mathematical skills
understanding of the basic concepts of motion
and how it acts upon a body
Teaching/Learning Strategies
Students will
understand the basic concept of roller
coaster design.
learn about potential and kinetic energy.
learn about acceleration and velocity (terms
and unit of measure).
begin a daily reflective log book that
outlines their role as a Christian individual and valued group member.
share the gifts God has given each of us for
the building of the faith community.
Teachers will
(whole
group)
introduce the project and expectations to the
class (Appendix 1).
discuss the impact of technology on the
community and how technology relates to Catholic values (e.g., to value people
over things; value sharing; technology is a service to others; have respect for
the environment).
show a video on roller coasters.
generate an open discussion on the rides the
students have personally experienced. Topics should include the scariest, most
fun, favourite part of the ride, where, when, etc.
remind students that they are gifts from God.
Students
read handouts on Energy and Learning Science language and write down
definitions. The teacher needs to demonstrate how these terms are used in
relationship to the design of roller coasters (Appendix 1, Energy).
Assessment/Evaluation
Teacher checks that definitions are written
down and that students understand terms (not assessed).
A formative self-assessment using a daily
reflection log to be checked but not evaluated.
Students should address issues that would
possibly effect the lives of people that would have a new facility such as this
(roller coaster, amusement park) in their local community.
Accommodations
Group students to pair special-needs students
with stronger students for peer mentoring.
Ensure that visual aids and other devices are
available for special-needs students.
Enriched students should be encouraged to
work at an enhanced level.
Resources
movies on roller coasters
Internet locations:
www.nlpublishing.com/
www.demon.co.uk/arvis/wwg/xwc.html
www.middleweb.com/coaster.html (interactive design page)
Title: Understanding the Design Process
Time: 120 minutes
Description
Students
will demonstrate an understanding of the basics of design through drawings and
verbal communication. They will communicate their ideas using the appropriate
language, and then apply skills and strategies of the design process.
Strands and Expectations
Ontario Catholic School Graduate
Expectations:
The graduate is expected to:
make decisions in light of gospel values
with an informed moral conscience.
take initiative and demonstrate Christian
leadership characterized by service to others.
work effectively as a team member.
Strands:
Theory and Foundations, Skills and Processes
Overall Expectations: TFV.01X,
TFV.03X, SPV.03X
Specific
Expectations: TFS.02X, SPS.02X, SPS.01X
Planning Notes
Work
through the SPICE model or similar problem solving model and demonstrate its
proper use.
Group member responsibilities should be
discussed and assigned. Students should be encouraged to take initiative and
show their leadership skills.
Agree on product development, research and
communication formats.
Prior Knowledge Required
mathematical skills; understanding of the
basic concepts of motion speed and how it acts upon a body
Teaching/Learning Strategies
Students will
understand the basic concept of roller
coaster design .
learn about potential and kinetic energy.
learn about acceleration and velocity (terms
and units of measure).
Teachers will
(whole
group)
introduce the project and expectations to the
class.
show a video on roller coasters.
generate an open discussion on the rides the
students have personally experienced, topics should include the scariest, most
fun, favourite part of the ride, where, when, etc.
There
should be a class discussion on various types of problem solving methods
(examples to be shown). Students should choose the one they are most
comfortable with and then complete a sample. Small groups that include special
needs students may then be formed by the teacher.
Assessment/Evaluation
personal growth log checked but not evaluated
(comments added as required)
students participation should be noted, but
not evaluated at this time
rubric of group evaluation of Problem Solving
and Individual Self-evaluation Rubric (Appendix 3)
decisions should be moraly and ethically
correct
Accommodations
Use groups to pair weaker and stronger students
for peer mentoring.
Allow for changes in group structures.
Provide completed assignments for
special-needs students.
Use a variety of teaching styles to
accommodate all students.
Resources
Model of SPICE or other forms of design process
solving models (Appendix 2) Foundation Course, Collins, CDT, 1986, ISBN
0.00.322053.2
Technology In Your World, 2nd Edition,
Michael Hacker, Robert Barden, pg. 34, ISBN 0.8273.4425.2
Title:
Communications Sketching and Drafting
Time: 240 minutes
Description
Students
will communicate their ideas to other group members by means of sketches and
completed drafting drawings. Proper engineering symbols and language will be used.
All ideas will be presented visually, accurately and effectively.
Strands and Expectations
Ontario Catholic School Graduate
Expectations:
The
graduate is expected to:
read, understand and use written materials effectively.
take initiative and demonstrate Christian leadership.
work effectively as an interdependent team member.
Strands: Theory
and Foundation, Skills and Practices, Impact and Consequences
Overall Expectations: TFV.03X,
SPS.05X
Specific Expectations: TFS.04X,
SPS.02X, SPS.03X
Planning Notes
Share samples of engineering drawings,
orthographic projection and sketches.
Provide scale rulers (tri-angle scales) for
each group.
Discuss samples of drafting symbols.
Prior Knowledge Required
working knowledge of scale, sketching and
basic drafting tools
group working skills
safety practices when working in construction
room
communication skills
Teaching/Learning Strategies
Students will
produce rough sketches and drawings for
discussion.
produce scaled drawings and orthographic
drawings of the project.
use proper engineering symbols where
applicable.
Teachers will
(whole
group)
introduce thumbnail sketches as a way to
communicate ideas.
instruct the use of scaled rulers.
introduce and provide samples of orthographic
drawings.
Assessment/Evaluation
Students should demonstrate a knowledge of
the design process.
Students should be evaluated on leadership
and being an interdependent team member (App. 2).
Students
drawings and sketches will be assessed individually, based upon accuracy and
attention to detail (Rubric of Drafting Appendix 3). A formative evaluation
will be used to assess participation in problem solving, communication and
design ideas in the group.
Accommodations
Provide samples of various types of sketches,
engineering drawings etc., for discussion.
Provide computers with drawing programs.
Provide extra instructions to groups as
required.
Resources
Fundamentals of Technical Drawing,
Norman Sterling Chapters 3, 4, 5 (as background)
Title: Communications Advertising and Logo
Time: 120 minutes
Description
Students
will communicate ideas for advertising and/or a ride logo. The completed product(s)
should accurately reflect their ideas and represent the group.
Strands and Expectations
Ontario Catholic School Graduate
Expectations:
The
graduate is expected to:
contribute to the common good.
take initiative and demonstrate Christian leadership.
work effectively as an interdependent team member.
Strands: Theory
and Foundation, Skills and Processes
Overall Expectations: TFV.03X
Specific Expectations:
TFS.01X, SPS.02X, SPS.03X
Planning Notes
Teacher
should have samples of the various types of advertising he/she wants the
students to use.
The individual groups can use these samples
as resources, but the final product must be new and innovative.
Students are to be made aware of copyright
laws and are not to copy any existing symbols or slogans.
Prior Knowledge Required
group working skills
understanding of personal responsibilities
assigned by group
communication skills
Teaching/Learning Strategies
Students will
provide examples of visual advertising (using
typography, photography, symbols and animation).
provide a logo completed and agreed on by the
group.
provide a full page colour advertisement for
the roller coaster.
understand the impact of advertising on
Christian values and the development of personal growth.
Teachers will
(whole
group)
discuss and show samples of typography,
animation, photography and symbols in advertising.
discuss the impact advertising may have on
personal beliefs, attitudes and behaviours.
discuss the impact of advertising on
self-esteem (morals and ethics of role model advertising).
(individual
group)
demonstrate potential avenues to follow so
all groups will produce different ideas.
encourage students reflect on the image
portrayed by their logo and advertising campaigns.
Students
will provide examples of print advertising and be able to explain their choices
for likes and dislikes in written form. They should provide thumbnail sketches
and final sketches of both the logo and the full page advertisement. Computer
programs may be used, but clip-art should not be allowed, as this is a new
product.
Assessment/Evaluation
Each
student will be evaluated on the attention to detail and creativity of their
sketches, full page sketch and final drawing; moral content should be part of
the evaluation.
Social values should be reflected in the
advertising campaign. Nothing that could be considered racial, sexual or
religiously unacceptable should be included.
Student's initiative, Christian leadership
and participation in a group should be noted (Appendices 1 and 2).
Once
all group members have been evaluated, students in the group will select the
drawing/logo that they feel is the best, and use it to represent them. Personal
reflective logs should be checked, with discussions regarding the students'
personal growth to be done in private. Formative evaluation of communication
skills, problem solving, completion of assigned tasks and work habits (safety
included) is to be entered into the teachers log.
Accommodations
Provide work that may be already started.
Provide a standard of conduct for all groups
to follow.
Resources
Newspaper, magazines, flyers etc...
Title: Safety Rules and Procedures
Time: 120 minutes
Description
In
this activity, the students will be introduced to the facilities, tools and
equipment that they will be using. Health and safety is the focus. A written
test may be used if necessary.
Strands and Expectations
Strands: Theory
and Foundations, Skills and Processes, Impact and Consequences
Ontario Catholic School Graduate
Expectations:
The
graduate is expected to:
accept accountability for ones own actions.
respect the environment and use resources wisely.
Overall Expectations: TFV.01X,
SPV.01X, ICV.01X
Specific Expectations: SPS.08X
Planning Notes
Teacher must provide safety videos for all
equipment to be used.
Teachers will provide materials (tools, equipment).
Safety quiz is recommended.
Prior Knowledge Required
a respect for the safety and well being of
others
completion of safety quiz and the ability to
demonstrate the safe operation of tools
Teaching/Learning Strategies
Students will
review and understand safety rules and
procedures.
demonstrate the proper and safe operation of
tools and equipment.
understand the emergency procedures for the
classroom in case of fire or accident.
be aware of his/her environment and look out
for the well-being of others.
Teachers will
(whole
group)
introduce the safety procedures for the
classroom.
provide safety videos and a quiz.
introduce criteria for material selection
(include environmental concerns in the discussion).
(small
groups)
provide demonstrations on proper use of
equipment.
(individual
students)
be aware of special-needs students and
provide for their well-being.
Students
will observe the videos and complete a quiz on shop safety. They will
understand the safe operation of the tools to be used and be able to
demonstrate that understanding. The proper storage and use of the materials
should also be demonstrated.
Assessment/Evaluation
accountability and leadership skill
development should be noted (Appendix 1 for help)
selection of materials and their use should
include environmental concerns and waste disposal
Students
will write and pass a quiz on safety. Test must include proper dress, tool
identification and its proper use. They must then demonstrate a working knowledge
of how the tool is used, including its cleaning and storing.
Accommodations
Use a variety of instructions techniques on
safety.
Provide modified tools where necessary to ensure safe completion of product.
Group stronger/more experienced students with
those of special needs for peer teaching.
A teachers assistant may be required
depending upon class make-up or structure.
Resources
safety videos, safety handout and quiz
tools and equipment to be used.
materials to be used in construction
Title: Roller Coaster Fabrication
Time: 360 minutes
Description
Students
will begin to fabricate their roller coaster using the sketches and drawings they
have completed. Daily logs will contain progress reports as well as any
difficulties encountered and how they were overcome.
Strands and Expectations
Ontario Catholic School Graduate
Expectations:
The
graduate is expected to:
demonstrate effective communication, decision
making, problem solving, time and resource management skills.
take initiative and demonstrate Christian
leadership.
work effectively as an interdependent team
member.
Strands: Theory
and Foundations, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01X,
SPV.01X, ICV.01X
Specific Expectations: TFS.01X,
SPS.07X, ICS.01X, ICS.03X
Planning Notes
Students
will be supplied with materials and given an assigned work area (environmental and
waste concerns should be addressed again).
Groups should observe one another and
question design and fabrication techniques.
The facilities in the room will determine the
types and sizes of materials used.
Groups are to be encouraged to use their own
fabrication techniques, such as wood glue, nails, hot melt glue, various wood
joints, welding etc.
Prior Knowledge Required
understanding of the SPICE method or similar
model
understanding of the
safe operation of tools and equipment
understanding of the expectations of their
completed drawings and specifications
Teaching/Learning Strategies
Students will
use thinking and problem solving skills.
use equipment and technology safely with
regard for others.
construct a roller coaster to their design
specifications.
problem solve and brainstorm when new
problems arise.
Teachers will
(whole
group)
distribute materials and equipment.
ensure all groups are aware of time lines and
product expectations.
(individual
work)
do roving conferencing.
ensure daily logs are complete.
ensure special needs students are provided
for (i.e., peer mentoring, special tools, additional time, completed samples,
etc.).
Assessment/Evaluation:
leadership and initiative should be noted
communication skills and prticipation as a
group member are to be evaluated (Appendices 1 and 2)
The
Rubric Model (Appendix 1) is to be used to evaluate problem solving skills as
the roller coaster is being constructed. Teacher should be doing roving conferencing
and assessing group interaction. Christian reflections should be noted and
discussed as required.
Accommodations
Prepare partially completed samples to
demonstrate various construction techniques.
Provide modified work areas (tools, tables,
lighting, etc.).
Resources
Materials selected by the instructor
Tools and equipment distributed by the
instructor
Residential Carpentry; Ch. 4 Safety Unit
(handout and quiz) John L Freirer
Title: Initial Testing and Product Evaluation
Time: 120 minutes
Description
Students
are now ready to start the evaluation stage of the project. They are to conduct
a series of test runs on the roller coaster and observe and report any design
or operational concerns. Once noted, they may be corrected and the trial
process repeated. Accurate notes are to be kept. Students must describe
concerns and solutions to the teacher prior to any changes to design.
Strands and Expectations
Ontario Catholic School Graduate
Expectations:
The
graduate is expected to:
create, adapt and evaluate new ideas in light of the common good.
read, understand and use written materials effectively.
think reflectively and creatively to evaluate situations and solve problems.
respect the rights, responsibilities and contributions of self and others.
Strands: Theory
and Foundations, Skills and Processes
Overall Expectations:
TFV.03X, SPV.03X
Specific Expectations:
TFS.01X, SPS.02X, SPS.03X, SPS.01X
Planning Notes
Students
will be given time to run a series of tests on their roller coaster. Tests
should include approximately 30 trial runs with the marble or ball bearing and
notes must be taken on results that will include the number of successful runs,
any areas of concern (corners, loops, speed, track design etc..), potential
repairs and design modifications. They may then complete necessary changes once
the reasons have been explained to the teacher and another set of trials has
been completed.
Prior Knowledge Required
use of peer and self-evaluation sheets and
criteria for marking
an understanding of problem solving methods
for use in modifications
Teaching/Learning Strategies
Students will
understand and use a design process model in
their evaluation.
transfer new concepts, skills and procedures
to new context.
Teachers will
(whole
group)
review the evaluation process so students can
make the connection between ideas, product and development modifications.
(individual
groups)
distribute peer and self evaluation sheets.
distribute project evaluation sheets.
ensure testing procedures are followed.
Students
are to work collaboratively in the evaluation of the roller coaster and agree
to any design changes and be able to support their decision. They should be
able to operate the coaster for a series of trial runs (30) and record all data
to support their decision whether or not to do any modifications.
Assessment/Evaluation
response to design problems and changes
should be noted and evaluated (Appendix 1)
daily logs and reflections are complete and
show personal growth (Appendices 1 and 2)
Students
will write a report outlining the design process and resulting design. The
report will include all rough and finished drawings, all test data and a
reflection of the improvements and modifications. A second set of results must
be included after changes are made and should reflect the improvements made.
Evaluation using OAJE-OAME/OMCA Rubric.
Accommodations
Provide various examples of measuring and
evaluating.
Modify group assignments and structure as
required to ensure all members participate.
Provide facilities for special needs and
stronger students (computer programs for evaluation).
Resources
Completed roller coaster
Test run results and all data sheets
OAJE-OAME/OMCA Problem Solving Rubric-
Linking Assessment and Instruction in Mathematics, pg33-35
Achievement chart grade 9-10 Technological
Education
Title: Formal Presentation and Final Evaluation
Time: 60 minutes
Description
Students
will present their final version of the roller coaster to their instructor and
the class. They will display all drawings, sketches, advertising and logo for evaluation.
They will demonstrate the roller coasters operation while noting any unique
design ideas the group used. Other groups may question and then evaluate the
members.
Strands and Expectations
Ontario Catholic School Graduate
Expectations:
The
graduate is expected to:
read, understand and use written materials effectively.
create, adapt and evaluate new ideas in light of the common good.
think reflectively and creatively to evaluate situations and solve problems.
take initiative and demonstrate Christian leadership.
Strands: Theory
and Foundation, Skills and Procedures, Impact and Consequences
Overall Expectations:
TFV.01X, TFV.03X, SPV.01X, SPS.05X
Specific Expectations:
TFS.01X, SPS.02X, SPS.03X, ICV.01X
Planning Notes
All
group members actively participate in the presentation of the model. Teacher
should encourage an exciting atmosphere with students being allowed to be
dramatic in the presentation.
All data supporting the final product must be
available for final evaluation.
Teachers may allow students to complete a
confidential evaluation on group members.
All students must complete
a reflection on the project that would include personal growth, environmental
strategies, what they have learned from others and how they have helped others
grow personally during the module.
Prior Knowledge Required
an understanding of the design process
ability to evaluate finished product to
design concept standards
Teaching/Learning Strategies
Students will
demonstrate an understanding of the
evaluation method for their final project.
present all background material for
evaluation and justify all decisions with back-up data.
present ideas honestly and with sensitivity
to others (tying in Catholic values of respecting the dignity of all group
members).
complete all peer and self-evaluation forms.
complete a project evaluation form.
Teachers will
(whole
group)
review project expectations.
encourage students to be creative in their presentations
to the class (use various media).
ensure full/equal participation by group
members.
encourage open discussion which shows respect
for the opinions of others.
Assessment/Evaluation
care and accommodation for the environment
should be noted in final evaluation
use
of written word for both evaluation of final product and personal growth are to
be evaluated
Christian leadership and respect for others
to be evaluated
creativity and problem solving skills to be
evaluated
Accommodations
Provide facilities for presentation by
special needs/stronger students so they may work at their full potential.
Ensure full participation by providing
necessary materials (overheads, computers, etc.).
Resources
Video camera, radio
All evaluation forms
Assessment/Evaluation
|
|
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Understanding
of concepts |
demonstrates
limited understanding
of concepts
such as force, energy and momentum |
demonstrates
some understanding
of concepts
such as force, energy and momentum |
demonstrates
considerable understanding of concepts
such as force, energy and momentum |
demonstrates
thorough and
insightful understanding of concepts
such as force, energy and momentum |
|
Thinking
skills |
uses
thinking skills with limited effectiveness in the design
process |
uses
thinking skills with moderate effectiveness in the design process |
uses
thinking skills with considerable effectiveness in the design process |
uses
thinking skills with a high degree of effectiveness in the design process |
|
Communication
of information |
communicates
ideas and information such as drawings, sketches or daily logs with limited
clarity and accuracy |
communicates
ideas and information such as drawings, sketches or daily logs with moderate
clarity and accuracy |
communicates
ideas and information such as drawings, sketches or daily logs with
considerable clarity |
communicates
ideas and information such as drawings, sketches or daily logs with a high
degree of clarity and accuracy |
|
Application
of procedure,
equipment and
technology |
uses
technical equipment correctly and safely only with supervision |
uses
technical equipment correctly and safely only with some supervision |
uses
technical equipment correctly and safely |
demonstrates
and promotes correct and safe use of technical equipment |
|
Making
connections |
makes
the connection between force and momentum in the model and real-life vehicles
with limited effectiveness |
makes
the connection between force and momentum in the model and real-life vehicles
with moderate effectiveness |
makes
the connection between force and momentum in the model and real-life vehicles
with considerable effectiveness |
makes
the connection between force and momentum in the model and real-life vehicles
with a high degree of effectiveness |
Assessment/Evaluation
of Personal and Christian Development
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|
Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Effective
communicator CGE2c |
demonstrates
limited understanding of how to present information and ideas clearly,
honestly and with sensitivity |
demonstrates
some understanding of how to present information and ideas clearly, honestly
and with sensitivity |
demonstrates
considerable understanding of how to present information and ideas clearly,
honestly and with sensitivity |
demonstrates
insightful understanding of how to present information and ideas clearly,
honestly and with sensitivity |
|
Reflective
and creative
thinker CGE3c |
shows
limited ability to think reflectively and creatively to evaluate situations
and solve problems |
shows
moderate ability to think reflectively and creatively to evaluate situations
and solve problems |
shows
considerable ability to think reflectively and creatively to evaluate
situations and solve problems |
shows
a thorough and insightful ability to think reflectively and creatively to
evaluate situations and solve problems |
|
Collaborative
contributor CGE5a |
demonstrates
limited ability to work effectively as an interdependent team member |
demonstrates
some ability to work effectively as an interdependent team member |
demonstrates
considerable ability to work effectively as an interdependent team member |
demonstrates
a thorough and insightful understanding and ability to work as an
interdependent team member |
|
Responsible
citizen CGE7i |
demonstrates
a limited understanding and respect for the environment and uses resources
wisely |
demonstrates
some understanding and respect for the environment and uses resources wisely |
demonstrates
considerable understanding for the environment and uses resources wisely |
demonstrates
a thorough and insightful understanding for the environment and uses
resources wisely |
|
Self
directed, responsible, life-long learner CGE4a |
demonstrates
a confident and positive sense of self and respect for the dignity and well
being of others only with supervision |
demonstrates
a confident and positive sense of self and respect for the dignity and well
being of others with some supervision |
demonstrates
a confident and positive sense of self and the respect for the dignity and
well being of others with limited supervision |
demonstrates
a confident and positive sense of self and the respect
for the dignity and the well being of others all the time |
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