Course Profile
Integrated Technologies, Grade 9 open, Public
Unit 3
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 development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.
Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.
© Queen’s Printer for Ontario
Public School Board Writing Team - Integrated Technologies
Lead Board
Simcoe County District School Board
Robert Emptage, Laura Featherstone, Project Managers
Course Profile Writing Team
Don Cook, Upper Canada District School Board
Sylvia Cook, Simcoe County District School Board
Lyn Cowieson, formerly Simcoe District School Board
Norman Emptage, Waterloo District School Board
David Fitt, Simcoe County District School Board
Paul Hannan, formerly Simcoe District School Board
Ann Marie Hill, Associate Professor, Technological Education, Queen’s University
Richard Hopkins, Limestone District School Board
John Rampelt, Waterloo District School Board
Margaret Ritchie, Simcoe County District School Board
Michael A. Scott, Ottawa Carleton Catholic District School Board
Robert Tigwell, Gateway Software Production
Unit 3: Construction and Technological Design
Activity 1 | Activity 2
| Activity 3 | Activity 4
Unit Developer(s)
Jean Magne
Don Cook
Michael Scott
Judith Little
Simcoe County District School Board: Lead Board
Development Date: July 1999
Students investigate four different activities covering many aspects of Technological Design and Construction Technology, as well as the integration of computers into each activity. Although activities may be delivered independent of each other, skills developed in each activity contribute to the next activity in the unit. Students apply problem-solving models to the various challenges, and at the end of the unit have produced four products or services. Students have the opportunity to become aware of career opportunities, education programs, and opportunities for co-operative education, community resources, and safety issues as they apply to technological education and computers.
Strand(s): Theory and Foundations, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01X, TFV.02X, TFV.03X, SPV.01X, SPV.02X, SPV.03X, SPV.04X, SPV.05X, ICV.01X, ICV.02X, ICV.04X, ICV.05X.
Specific Expectations: TFS.01X, TFS.02X, TFS.03X, TFS.04X, TFS.05X, TFS.07X, SPS.01X, SPS.02X, SPS.03X, SPS.04X, SPS.05X, SPS.07X, SPS.08X, ICS.01X, ICS.02X, ICS.03X, ICS.04X, ICS.07X.
|
Activity 1 |
Manufacture Wooden Clothing Accessories |
300 minutes |
|
Activity 2 |
Designing a Folding Chair |
300 minutes |
|
Activity 3 |
Railway Crossing Lights |
320 minutes |
|
Activity 4 |
Millennium Time Capsule |
400 minutes |
Before initiating each of these activities, teachers should secure the appropriate resources and work through each activity prior to implementation. These preparations ensure that all facility, equipment, and material requirements are met. Some activities require the teacher to research new information. Students and teachers benefit from contacting local businesses in the design and construction industry for support in conducting the various activities. These members of the community also provide students with insight into career opportunities, educational requirements, and, potentially, offer students co-operative education learning opportunities in Grades 11 and 12 in the design or construction sector of the economy.
Prior to the beginning of each activity teachers need to obtain the following: pencil, eraser, graph paper (150mm x 450mm), rigid paper for finished pattern, ruler or tape measure, straight edge, scissors, utility knife, wood, thickness planer (desirable but not essential), band saw, scroll saw, drill press, sand paper, files, chisels, hammer, white glue, paint, wood stain and finish, paint brushes, clamps, spray-grade contact cement (or a water soluble substitute), fabric, braided elastic, masking tape, word processor, Box board, Bristol board, scissors and masking tape for the modelling phase of this project, as well as an overhead projector. Additional materials to enhance the modelling phase include coffee stir sticks, scraps of wire (with wire strippers and pliers), thumbtacks, glue, straws, elastic bands, string, fabric scraps, wood scraps, etc. A full prototype of the project may be made with manual or power tools, depending on the technological facility available. Additionally, drawings may be done using computer-aided design (CAD) applications (prior CAD instruction is required). Suggested material for the construction of the time capsule include: plastics, wood, metals, or recycled materials, all modelling materials, small wire, solder, soldering irons, safety glasses and wire strippers, plastics, wood metals, recycled materials, artifacts that students choose, Bristol board, wood, scissors, masking tape, coffee stir sticks, scraps of wire, thumbtacks, glue, straws, elastic bands, string, fabric scraps, wood scraps, etc.
By Grade 8, students have learned to communicate procedures and results of investigations including original ideas for specific purposes and to specific audiences. Students communicate using a variety of mediums, including written notes, drawings, specifications, and oral presentations. Students are aware of basic safety precautions for using hand and machine tools.
This unit incorporates a variety of teaching and learning strategies, including: teacher-directed activities, individual learning activities, group work, and co-operative learning strategies. The teacher should provide the students with the information, resources, and guidance necessary to complete each task safely and with maximum opportunity for success. Provide students with opportunities to work independently and in groups to perform the following tasks: problem solving, brainstorming, safely using hand and power tools, following various design processes, (see Appendix 1), collecting information, report writing, assessing and evaluating projects, and making classroom presentations. Activities should be modified to meet the needs of all learners by applying various accommodations, such as: allowing increased time for activities, enhancing or compacting course content, assisting during evaluation processes, and facilitating peer - tutor assistance where possible. Teachers supervise students' safe operation of only those hand and power tools that they (the teachers) themselves are skilled at using safely. If a teacher is uncertain about the correct use of equipment, then an alternate activity should be selected for students.
Huchinson, J. and J.R. Karsnitz. Design and Problem Solving in Technology. ISBN 08-8273-5246-8
Tokeim, Roger. Digital Electronics. ISBN 0-07-064980-4
Caney, Steven. Make Your Own Time Capsule. 1992. ISBN 0894804189
Packard, Mary and Brian Floca. Make Your Own Time Capsule. Troll Assoc., 1999. ISBN 0816749760
http://205.181.179.43/fw/
http://www.augusthome.com/woodsmith.htm
http://www.time-capsule.com
http://www.futurearchaeololgy.com
http://www.mindspring.com/~futurepkg/indes.htm
Electronic Workbench. Ministry of Education and Training School Licensed Software
http://www.cadsoftware.com/
Time: 300 minutes
Students follow a design process to create a wooden clothing accessory such as a necktie, scarf, belt, headband, etc. The selected item is designed for someone specific, such as a parent, guardian, relative, friend, coach, or the students themselves. Students may make the object for someone from another culture, thereby broadening their perspective and potentially increasing their sensitivity to issues of bias. The item should also reflect the recipient's personality, job, hobby, or culture.
Strand(s): Theory and Foundations, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01X, TFV.03X, SPV.01X, SPV.03X, SPV.04X, ICV.01X.
Specific Expectations: TFS.01X, TFS.03X, TFS.04X, SPS.01X, SPS.04X, SPS.07X, SPS.08X, ICS.01X, ICS.03X.
Before attempting this activity with a class, teachers experience the complete process of designing and manufacturing at least one wooden clothing article to be used as a sample to motivate students. Required materials and equipment include: pencil, eraser, graph paper (150mm x 450mm), rigid paper for finished pattern, ruler or tape measure, straight edge, scissors, utility knife, wood (pine and butternut preferred), thickness planer (desirable but not essential), band saw, scroll saw, drill press, abrasive paper, files, chisels, hammer, white glue, paint, wood stain and finish, paint brushes, clamps, spray-grade contact cement (or a water-soluble substitute), fabric, braided elastic, masking tape, and a word processor.
By Grade 8, students have learned to communicate procedures and results of investigations including original ideas for specific purposes and to specific audiences. They communicate using a variety of mediums, including written notes, drawings, specifications, and oral presentations. Students demonstrate an awareness of basic safety precautions for using hand and machine tools. If the students cannot demonstrate this knowledge, review all pertinent safety lessons.
Students consider the individual who will wear the article. Teachers help students recognize ways in which individuals assume identity (often through a career, culture, favorite sport, hobby, or family responsibilities). Criteria for the project include the recipient's physical stature, the number of sections in each article, wood types and texture, wood working techniques such as marquetry (inlaid work of wood often interspersed with decorative objects such as stones) and inlay, and types of finish such as natural, stain, or paint. Students retain all of their project sketches and patterns to hand in at the end of the activity. These sketches and patterns are included as part of the assessment criteria.
Teachers ensure students follow the design process (see Appendix 1), and prepare thumbnail sketches and a comprehensive pattern for their final designs. Teachers accommodate various learning abilities by expanding or eliminating stages of the design process. For example, rough sketches may be omitted for learners who may not possess the skill of positive self-criticism, thereby making design development difficult.
Teachers enhance the learning activity by allowing students to create computer-generated graphics such as CorelDRAW™ as well as or instead of creating hand drawings. Students must know proper procedures to follow when using drafting tools, computers, planers, band saws, scroll saws, drill presses, sanders, and hand tools.
Teachers review all appropriate safety precautions before allowing students to use hand and power tools. For example, teachers emphasize the importance of having only one operator on each machine at any given time, as well as the need for careful supervision and to ensure all guards are in place. Safety glasses must be worn and loose clothing or hair must be secured or fastened while students operate tools or equipment. Hand tools and machinery must never be handled in a seated position. Students should establish a proper stance to ensure proper balance and stability while operating any piece of equipment. Students with physical disabilities and those who require crutches or a wheelchair require special consideration and should be accommodated on an individual basis according to their limitations. Each piece of equipment and machinery must be in top running condition before anyone is allowed to operate it. Horseplay is not acceptable in a technological facility at any time.
Students write (or word process if possible) a proposal for the article of wooden clothing and format the proposal as a business memorandum addressed to the teacher. The proposal identifies the person to receive the article (mentioned in the description) and explains the skills and knowledge required to complete the project.
Students prepare several thumbnail sketches for different designs. Students draw the full-scale design on pattern paper using drafting instruments to maintain proportions. Students choose at least four breaking sections to provide flexibility in the wooden piece of clothing.
Students cut the full-scale pattern and select a piece of pine to be planed down to 6mm on the thickness planer. Students trace the main body of the clothing pattern including the break sections onto the pine. (The knot and additional feature sections of a tie may be traced onto a piece of 10mm butternut to create contrast and an additional 3D effect - oak, walnut, cherry, or other dark woods can be used instead of butternut.)
Students cut their wood to shape with a bandsaw. Internal cuts require the use of the drill press followed by the scroll saw. Students who are intimidated by these machines require additional encouragement and supervision to complete tasks. These students usually appreciate their new skills after successfully completing several operations.
Students making a tie drill a hole through the top section of the knot to accommodate the elastic.
Students shape the edges and surfaces of their pieces using files and sand paper, starting with coarse grades and finishing with a fine grade. Teachers provide special instructions to assure students understand to sand in the direction of the grain and to remove all scratches and machine marks.
Students select paints or finishes desired to finish their project and apply them using proper techniques. The articles are stored for drying. Immediate and conscientious cleanup is required to properly maintain paints and brushes.
Students invert and assemble the sections of the clothing article by running masking tape around the perimeter of the whole unit (for example, around the whole tie). The tape covers only 6mm of the edge and hangs over the edge to protect the finish surface from overspray of the contact cement (or other spray adhesive). Students do not place any tape along the section joints.
Students cut an oversized piece of fabric and place it face down on a large piece of scrap paper beside the wooden clothing article. Students apply a thin even coat of contact cement to both surfaces and allow the adhesive to dry for approximately 10 to 15 minutes. This is done in a well-ventilated area, as some people are sensitive to the fumes of contact cement. After the contact cement has dried, another student or the teacher stretches the fabric, while students invert the wooden clothing article onto the fabric, causing the two surfaces to adhere. Students then press the fabric with their fingers to ensure that the entire surface has made full contact. Students trim the fabric with a sharp utility knife by following along the inside edge of the tape. Students peel away excess tape and fabric. The article of clothing is fitted to the model.
Students complete finishing touches or repairs as required.
Students use a rubric to evaluate their article of clothing, comparing all design elements with the original pattern, checking on finish sizes, quality of construction, and quality of finish. Teachers may enhance the learning process by allowing some students to design their own rubric to assess their article and determine if it met the planned design criteria.
Students produce a design report, including all sketches, drawings, and comprehensive patterns used to make their article, plus a description of the method used to create the piece and evaluations of the project design and process.
Students demonstrate appropriate use of computers and save their work successfully. The proposal is in correct format and includes the project proposal and the knowledge and skills students are expected to learn. Students produce several different ideas as thumbnail sketches. All thumbnail sketches meet the specified criteria and correspond to the students' proposals. Students' demonstrate appropriate use of drafting instruments and reproduce their work successfully. Students' critiques demonstrate careful thought (something more than "I can't think of anything else"). Graphs and patterns show development and refinement of design ideas. Patterns are neatly and carefully cut out, assuring an accurate template for the finished project.
Students demonstrate proficient and safe use of machinery through proper set-up, use of eye protection and push sticks, and proper use of guards. The use of relief cuts is also necessary when cutting irregular lines. Material is properly prepared before finishing. Students check all surfaces for machine marks, rough or sharp edges, and gouges or scratches. All surfaces are smooth and all edges are rounded and comfortable to the touch. Break lines in the wooden clothing article are strategically placed in order to enhance the aesthetic design. Students assure the finish is applied completely and evenly on all exposed surfaces of the wooden clothing article and all paints and brushes are properly cleaned and stored after use. Teachers assess that the Project Report includes the thumbnail sketches, scaled drawings, patterns, description of the steps used to fabricate projects, evaluations of project designs and processes, and self-evaluation rubrics. Students produce reports using word processing programs and ensure they are correctly formatted. Students complete self-assessments fairly.
|
|
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/ Understanding TFV.01X TFV.03X TFS.01X TFS.04X |
- demonstrates limited knowledge of types of wood, technical terminology, procedures, and standards |
- demonstrates some knowledge of types of wood, technical terminology, procedures, and standards |
- demonstrates considerable knowledge of types of wood, technical terminology, procedures, and standards |
- demonstrates thorough knowledge of types of wood, technical terminology, procedures, and standards |
|
Thinking/Inquiry SPV.01X SPV.03X SPS.01X SPS.07X |
- applies few of the skills involved in the design process |
- applies some of the skills involved in the design process |
- applies most of the skills involved in the design process |
- applies all or almost all of the skills involved in the design process |
|
Communication SPV.04X SPS.04X TFS.03X |
- communicates information with limited clarity |
- communicates information with some clarity |
- communicates information with considerable clarity |
- communicates information with a high degree of clarity and with confidence |
|
Application SPS.08X ICV.01X ICS.01X ICS.03X |
- uses procedures, equipment, and technology safely and correctly only with supervision |
- uses procedures, equipment, and technology safely and correctly with some supervision |
- uses procedures, equipment, and technology safely and correctly |
- demonstrates and promotes the safe and correct use of procedures, equipment, and technology |
Teachers may provide sample patterns of wooden clothing accessories for students who experience difficulty visualizing a pattern. A Project Design Report template created on any word processor or spreadsheet helps students write a report by providing them with prepared blanks to fill in. Partners may help visually-impaired students with more complicated tasks such as cutting irregular shapes on the band saw. Visually-impaired students may use wax-coated string to create their pattern outline on paper and have their partner cut it out with scissors. The student then transfers the outline onto the wood piece by tracing the outline with a pencil. Very closely supervised by the instructor, the student may be able to cut some of the simpler cuts on the band saw while the partner completes the more complex cuts. Visually-impaired students may always do their own shaping and sanding since they can feel the texture of the material. To extend activities, teachers may allow students to design more complex components for their wooden articles, requiring them to learn about additional machines such as the lathe or learn about different techniques such as marquetry and inlay.
Hutchinson, J. and J.R. Karsnitz. Design and Problem Solving in Technology. ISBN 08-8273-5246-8
Woodsmith
Fine Wood Working
Wood
http://205.181.179.43/fw/
http://www.augusthome.com/woodsmth.htm
Lee Valley Tools
Time: 300 minutes
Students, working in pairs, follow the outlined process to design and construct a scale model and, if possible, a prototype of a folding chair. The chair, when folded, must fit under a bed for storage. Students research suitable and comfortable chair sizes by assessing and measuring their classmates' chair requirements. They obtain anthropological information, create orthographic and isometric drawings of the chair, write a design report, and present their project to the class.
Strand(s): Theory and Foundations, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01X, TFV.02X, TFV.03X, ICV.01X.
Specific Expectations: TFS.01X, TFS.03X, TFS.04X, SPS.07X, SPS.08X.
Teachers require boxboard, Bristol board, scissors and masking tape for the modelling phase of this project, as well as an overhead projector. Additional materials to enhance the modelling phase include coffee stir sticks, scraps of wire (also wire strippers and pliers), thumbtacks, glue, straws, elastic bands, string, fabric scraps, wood scraps, etc. A full prototype of the project may be made with manual or power tools, depending on the technological facility available. This activity provides a good introduction to drafting skills using the drafting board and pencil. Additionally, drawings may be done using computer-aided drafting (CAD) applications (prior CAD instruction is required).
By Grade 8, students have learned to communicate procedures and results of investigations for specific purposes and to specific audiences using a variety of mediums, including written notes, descriptions, drawings, and oral presentations. Participants must demonstrate safe use of tools and equipment. Students may require instruction in computer applications such as computer-aided drafting and word processors.
1. Teachers outline the scope of the project with students.
2. Students brainstorm about desirable characteristics of folding chairs. Teachers may wish to list the desirable characteristics for the class to share, after the brainstorming session. (e.g., it is desirable for a folded chair to fit under a bed for easy storage).
3. Students measure classmates' chair requirements in millimetres and then find the averages for individual requirements. For example, students measure the height from floor to seat for a range of comfortably seated individuals and then calculate the average floor-to-seat height.
4. Students make paper shapes of people in average sizes at a scale of 1:5. Average sizes have been obtained by measuring volunteer classmates. (The teacher may have a sample pattern to share with the class).
5. Students place the paper shapes in various poses resembling a human sitting, to obtain information about angle of back, distance from floor to seat, etcetera.
6. Individually, students sketch their chair design ideas and then share these ideas with each other. In partners, students reach agreement about the proposed appearance of their chair and complete a composite sketch together.
7. Students begin to construct the chair using building materials. The teacher acts as a facilitator and ensures safety rules are being followed.
8. Students explore methods of hinging and supporting the chair, with advice and support from the teacher.
9. Students create orthographic drawings - first not-to-scale, then in 1:5 scale or 1:10 scale.
10. Students add dimensions to their drawings following the teachers instructions.
11. Students create isometric sketches of the complete chair.
12. The creators present their projects to the class.
Teachers ask students to imagine they have a small room, and that this room is the only place where they can entertain friends. During the subsequent discussion, it becomes clear that small spaces only allow for a limited number of furniture pieces and it is likely that visiting friends would end up sitting on the bed and floor. Students discuss how to provide enough furniture to seat visitors comfortably and yet keep the room free of clutter when there are no visitors. A practical, attractive solution is to provide a comfortable chair that can be folded and stored under the bed when not needed.
1. Students brainstorm about types of folding chairs and describe related mechanisms. For example, students discuss how lawn chairs fold and how wheelchairs fold. Teachers encourage them to recognize that folding chairs can also be designed to come apart for easy storage and transportation. Teachers may wish to show pictures of folding chairs or bring actual folding chairs to class to spark discussion.
2. Teachers introduce the topic of anthropometrics by asking students to think about people's range of sizes - large, medium, small, and variations between. (Since teenagers can be particularly sensitive about how they appear to each other, potential negative statements about weight and height, whether or not intended, can be avoided by focussing the discussion on well-known athletes, performers, or newsmakers). Students consider clothing sizes and the fact that they may own a range of clothing sizes (for example, some medium and some large). Students discuss why clothing sizes are not consistent and how clothing designers decide to assign sizes. Students speculate about chair sizes and how chair designers know where to position armrests, where to locate seats in relation to the floor, and how to angle seat backs.
3. The class discusses ergonomics and considers the characteristics of a comfortable chair. Students assess the chairs they are currently sitting in for comfort, leg room, thigh support, etc. The group considers that the clothes they wear and the furniture they sit in are made for average-sized people. Four volunteers from the class are measured. A student records the values on a chart, noting the tallest girl and boy and the shortest girl and boy. Other students average the sizes. All partners write the averaged values in their log books. The group should discuss if a sample of four is sufficient to obtain an average size.
4. Using the average sizes and a 1:5 metric scale, students draw lines to the appropriate lengths on a piece of scrap paper, leaving lots of space around each line. Students draw a body around the lines (head and torso, upper arm, lower arm and hand, thigh, and lower leg with foot). Students cut the paper patterns, trace these patterns onto Bristol board, add space around joint areas so that brass fasteners can be inserted later, and cut out the shapes of different body parts. The body part shapes are connected with fasteners (bent paper clips may also be used to allow pivotal action).
5. The teacher poses a Bristol board person on an overhead in positions ranging from upright to reclining, projecting the figure onto a wall. The class discusses the notion of comfort and determines what is a comfortable sitting position. A line is drawn on the overhead to indicate floor level. The Bristol board model's feet are placed against the line and a measurement from the floor to the bottom of the seat is made. This measurement determines the length of the chair legs. The teacher traces the angle of the seat, removes the Bristol board model, and shows how these lines can be interpreted as a chair. Using the same method, students determine the appearance of their chair by posing the Bristol board models on paper and making similar measurements.
6. Teachers and students brainstorm about the notion of "hinging" the chair designs. Students draw their ideas for hinges on the board or overhead. Students consider how they will make their chairs fold.
7. Students create a model of their design by cutting out panels for chair seats and backs from a material such as cardboard. A wide variety of building materials should be available. Legs may be constructed out of cardboard, straws, stir sticks, wire -- anything handy. Students are discouraged from using ready-made building materials, such as Lego or Meccano. Ready-made materials will not provide the sizes needed to fit the cardboard figures. Teachers remind students that while the chair has to fold, it also has to stay upright. Areas where the chairs could fail are pinpointed and students determine if they need to include support for the legs and backs.
8. Teachers demonstrate orthographic drawing of the chair to prepare students for creating their own 1:5 or 1:10 scale to fit the drawing on a B-sized sheet. Students select a suitable scale. The drawing is dimensioned.
9. Teachers demonstrate isometric sketching of the chair to prepare students for creating their own not-to-scale isometric drawing. Iso paper is used, when available.
10. Students present chair, paper person, isometric and orthographic drawings to class.
11. Students provide feedback to each other about their presentations. (See the following feedback sheet.)
Because this is a paired activity, teachers can select a partner with strengths to balance the special needs of some students. Changes are possible to any or all of the activities associated with the stages of the design process. Students with varying artistic skills, for example, could decorate their Bristol board person or chair model. If partners are encouraged to divide the work equitably, a student who prefers building to designing will be accommodated. The use of isometric paper greatly aids the student in visualizing isometric projections. As an enrichment activity, students may use a computer-modelling program to represent their design ideas, or be challenged to have the chair serve more than one purpose (e.g., it floats, it can be a bed). Other accommodations within this activity may include: simplified or expanded research, adjusting the modelling medium (paper, plastic, wood, ferrous and non-ferrous metals, etc.), in-class peer tutors familiar with the technical processes, extra time provided after school or at lunch.
Design a Chair - Student feedback regarding the presentation
(comments only, no marks)
Names of presenters:
Was the presentation audible?
Was the presentation sensible?
Did the presenters demonstrate how the chair folds?
Did the presenters speak enthusiastically about their chair design?
What were some of the positive qualities described to you?
What suggestions would you make to the presenters to improve the presentation?
Design a Chair - Marking Scheme
Names of Partnership: ________________
Criteria/Comments/Mark
1. Make a cardboard person at a scale of 1:5, based on the averaged sizes of the class.
· overall height correct
· conform to the measurements found in class
· proportion of person appropriate /5
2. Sketch chair using isometric projection methods.
· iso paper used
· followed the three axes
· proportion good
· neatly done, line work clear and visible
· title block lettered /5
3. Create an engineering drawing using orthographic projection methods.
· three views properly oriented
· to scale (1:5 or 1:10)
· dimensions included
· neatly done, line work clear and visible
· title block lettered /5
4. Make a model of your design, using a scale of 1:5.
· chair must fit person
· chair is neatly built
· chair must not collapse
· chair must fold, and fit under bed
· obvious thought put into design /10
5. Present your chair to the class.
· introduce self and partner
· show person and chair
· demonstrate how the chair folds
· tell us something unusual or positive about your chair
· show us the drawings of your chair
· answer questions from audience
· presentation was audible
· presentation was upbeat and enthusiastically done /5
6. Complete a technical report about the chair project. Complete a group and self-evaluation.
· report is neatly presented
· report has illustrations
· report is free of spelling and grammar errors
· report covers all major aspects of project
· evaluation complete /10
|
Assessment
Rubric |
||||
|
|
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
How to develop products or provide services: TFV.01X, TFS.01X |
- limited ideas generated |
- some ideas generated |
- generated many original ideas |
- generated many creative ideas |
|
Communicates through a variety of media: TFV.02X, TFV.03X |
- drawings completed with full assistance - presentation made with limited clarity - technical report partially completed |
- drawings completed with some assistance - presentation made with moderate clarity - technical report contains some components |
- drawing is complete and dimensioned, line work follows required format - presentation audible, content is appropriate - technical report contains all required elements |
- drawing is complete, dimensioned, line work is neat and precise - presentation is engaging - technical report is thorough in scope, neatly illustrated |
|
Evaluates project work TFV.03X, TFS.04X |
- chair does not fold - chair does not fit under bed - chair will collapse when used - chair is not to size (does not fit person) |
- chair folds - chair may jam when fit under bed/just fits under bed - chair will collapse when used - chair back may collapse - chair legs may splay - chair model is not stable |
- chair folds - chair fits under bed - chair model is stable - chair back is supported, legs will not splay - chair fits person, but may have pressure points |
- chair folds into required size - chair is comfortable, and supports person - chair model is stable |
|
Fabricate product using design process and tools SPV.01X, SPS.01X, SPS.07X, SPS.08X |
- model construction is limited |
- model adequately constructed |
- model neatly constructed |
- model well constructed and decorated |
|
Safety ICV.01X |
- needs reminders to act in safe manner |
-needs some reminders to act in safe manner |
- acts in safe manner |
- demonstrates and encourages safe work habits |
Chart used to record sizes of students, and final average size. The average sizes must be recorded by every partnership. They are used to size the person:
|
|
Back to Hip |
Hip to Knee |
Knee to Floor |
Shoulder to
Elbow |
Elbow to Wrist |
|
Student 1 |
|
|
|
|
|
|
Student 2 |
|
|
|
|
|
|
Student 3 |
|
|
|
|
|
|
Student 4 |
|
|
|
|
|
|
Averages |
|
|
|
|
|
Time: 320 minutes
Students apply a design process to research and develop a working model railway signal device. The device incorporates electricity, digital electronics, structures, and mechanical systems. In a modified version of the activity, students may create design solutions for a wide variety of required signal devices such as model traffic lights, warning lights, or lights to enhance a graphic display such as a sculpture.
Strand(s): Theory and Foundations, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01X, TFV.03X, SPV.03X ICV.04X, ICV.01X.
Specific Expectations: TFS.07X, SPS.01X, SPS.01X, SPS.03X, SPS.04X, SPS.08X, ICS.01X.
Teachers gather all modelling materials for the structure and mechanisms in the signal device. Gather the following required components: prototype board for electronic circuits, 555 IC timer, two 24-k ohm resistors, 10 MFD capacitor, coloured light-emitting diodes, and two - 330 ohm resistors. Local hardware stores can provide the following other required materials and tools: small wire, solder, soldering irons, safety glasses and wire strippers.
This activity emphasizes digital electronics. Teachers may also focus on other technological processes depending on student knowledge and available facilities. Students create an electrical circuit that produces a digital signal. Students research structural, mechanical, and electrical requirements of the railway signal device (or equivalent system). Students also identify design criteria for creating a safe structure and mechanism, a reliable mechanism and electronic circuit, and an effective means of signaling. Working through all design stages (see Appendix One) outlined in the activity instructions, students develop a suitable structure and mechanism for their signal device. Students also design and install one or more digital signal lights in this device. The frequency of the flashing signal light may be altered to fulfill a variety of applications. Students view an ideal example of this on/off action when they witness a digital device in a familiar application - the railway crossing light. Students become acquainted with the decimal system in which all numbers are to the power of ten. In these digital systems, where numbers are to the power of two, students soon realize there are only two possible conditions - the digital circuit only produces an on or off sequence. In later activities, this digital circuit can be used to drive binary counters or clocking systems. An integrated chip (IC) produces a signal by using a resistor/capacitor combination to produce the desired frequency of the output pulse. Enlarging either resistors or the capacitor increases the on/off time or slows the rate of flashes. The output on the chip is from pin number three. This location is where a light-emitting diode with resistors connected in series may be used to change the electrical signal to a light signal. If suitable for the signal device being designed, an eight-OHM speaker can be used to change the electrical signal into a sound. Operating on five volts DC, this circuit uses little electrical energy and results in the project being safe and efficient. The IC in this circuit can operate on a nine-volt DC battery, however the resistor values must change to maintain the same pulse rate. Electrical components of the pulse generating circuit are small. Students must understand that precision in installing these components and soldering leads requires patience and a steady hand. As this may be the first circuit many students have built, they must pay close attention to detail if they are to achieve success. Key safety considerations in constructing electrical circuits are: Safety glasses must be worn at all times while using hand and power tools. Lead solder (if used) can be dangerous. All students should wash their hands after handling solder. Soldering must be done only over a fire-resistant surface. Teachers must check all circuits before energizing to ensure no components are damaged and there is no danger to participants. Students must work in a professional, appropriate manner while operating tools and working in a technological facility. Inappropriate behaviour will not be tolerated, particularly in a technological facility environment.
Students have learned to communicate procedures and results of investigations including original ideas for specific purposes and to specific audiences using a variety of mediums including written notes, drafting skills, specifications, and oral presentations. Students have received an introduction to the design and construction of a variety of electrical circuits and investigated ways in which electrical energy is transformed into other forms of energy. Students are aware of basic safety precautions and correct usage of hand tools.
Teachers begin this activity by discussing the history of electronics in relation to the transportation sector of our society, and the profound influence of electronics. The discussion may include comparisons from the past of a conductor waving a coal oil lamp to the advent of the tube radio and to today's proliferation of tiny ICs within two-way radios, switching devices, and monitoring engine controls in virtually all vehicles. Students engaging in the design and construction of a model signal device become more aware of the impact of computer technology and digital controls in the transportation sector and society as a whole.
Teachers present the train signal challenge and explain that a goal of the activity is to help students integrate a digital control circuit into a system. The specific design stages students work through depend on the emphasis in the activity. This activity focuses on the electronics aspect of the solution and the design of the functional circuit. However, students with more experience in fundamental electrical and electronic control may undertake greater challenges by enhancing the complexity of the circuit to utilize a motor control circuit. The motor control circuit actuates the train signal arms at the same time as the digital flasher.
As part of the electronics component, students install a 555 IC timer into a small prototype circuit board. A dot or "c" shaped mark on the IC indicates the left side of the computer chip. Pin one is in the left-hand corner. The pins are labeled from pin one in a clockwise direction, with pin four in the bottom right corner, pin five in the top right corner, and pin eight in the top left corner.
If a prototype board is not available, an eight-pin IC socket can be used by soldering components to the socket leads, and then inserting the IC at the last step. Students follow this sequence:
Connect pin one to ground or negative. Connect pins eight and four to +5 volts DC.
Install a 24-k ohm resistor between pins eight and seven.
Install a 24-k ohm resistor between pins seven and six.
Connect pin two to pin six.
Install a 10 MFD capacitor between pins one and two (negative side of the
cap must be on pin one).
Connect pin three to both the light-emitting diodes (LED), the cathode or flat side of one LED and the anode or positive side of the other LED.
Solder a 330-ohm resistor to the other lead of each LED.
Connect one resistor to the positive (+5vdc) and the other resistor, which is soldered to the cathode of the LED, goes to the ground or negative lead.
The above sequence of operations allows the LEDs to continually flash at a set interval. Students may then incorporate this functional digital circuit into their railway signal device (or other system). Simple techniques to customize the above circuits to various signal devises include providing additional lights and switches, and alternating the LED colours.
|
|
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/ Understanding TFV.01X |
- demonstrates limited understanding of concepts |
-demonstrates some understanding of concepts |
- demonstrates considerable understanding of concepts |
- demonstrates thorough and insightful understanding of concepts |
|
Thinking/Inquiry TFV.03X |
- uses thinking skills with limited effectiveness |
- uses thinking skills with moderate effectiveness |
- uses thinking skills with considerable effectiveness |
- uses thinking skills with a high degree of effectiveness |
|
Communication TFS.07X SPV.03X SPS.04X SPS.03X |
- communicates information with limited clarity |
- communicates information with moderate clarity |
- communicates information with considerable clarity |
- communicates information with a high degree of clarity, and with confidence |
|
Application ICV.01X ICS.01X SPS.01X SPS.08X |
- uses procedures, equipment and technology safely and correctly only with supervision |
- uses procedures, equipment and technology safely and correctly with some supervision |
- uses procedures, equipment and technology safely and correctly |
- demonstrates and promotes the safe and correct use of procedures, equipment and technology |
Teachers may adapt this activity to match student research into signal devices, structures, mechanisms, and electronics. Students with advanced knowledge or skills may be paired with students who would benefit from assistance. Teachers may provide more guidance for specific students or simply direct these students to follow the circuit construction process in a very prescriptive manner. Including additional problem solving exercises easily enhances all stages of this activity. This project allows for a wide variety of skill or knowledge levels. Teachers ensure students with special needs have productive roles to play within all stages of the signal device design and construction.
Tokheim, Roger. Digital Electronics. ISBN: 0-07-064980-4
Electronic Workbench. Ministry of Education and Training School Licensed software.
Time: 400 minutes
Students create a time capsule to preserve thoughts, ideas, and icons of their life for future examination. Students garner a sense of history and ownership by examining their present lives at home, school, and in their community. Students select artifacts, determine and use methods and materials of historical preservation, and develop the project using principles of engineering project management. Students then construct a container to save and preserve their artifacts for a predetermined time. This activity integrates material science, design, construction, communications, business, and the arts.
Strand(s): Theory and Foundations, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01X, TFV.02X, TFV.03X, SPV.01X, SPV.02X, SPV.03X, SPV.04X, SPV.05X, ICV.01X, ICV.02X, ICV.05X.
Specific Expectations: TFS.0lX, TFS.02X, TFS.03X, TFS.04X, TFS.05X, SPS.01X, SPS.02X, SPS.03X, SPS.04X, SPS.05X, SPS.07X, SPS.08X, ICS.01X, ICS.02X, ICS.03X, ICS.04X, ICS.07X.
This activity provides students an opportunity to characterize their life at the beginning of their high school years, gives them a sense of history and ownership, and provides them with a sense of progression. Students also gain the opportunity to work with parents, teachers, and their local community. The completed activity may form the basis of a school-wide or community-based project, depending on local resources and time limitations. Initial time capsules may be designed for opening in four years, during the capsule builders' year of graduation. This project, however, may also be modified to last any number of years. In addition, items can be added to the time capsule upon graduation, with the intent of re-opening the capsule at a later date. The central focus of the project is the design and construction of a container for chosen artifacts. Teachers review and demonstrate the safe use of hand and power tools before allowing students to use equipment. Suggested materials for capsule construction include plastics, wood, metals, or, more importantly, recycled materials. Suggested artifacts include selected writings, images, photographs, recorded CDs, diskettes or other computer storage media, current popular toys, videos, or games, future predictions, newspaper or magazine clippings, science samples (seeds, DNA, etc.), or paraphernalia from parents, staff, other classes, and the community.
Students research the expected life of materials and information storage media. Local libraries and museums are valuable resources in this regard. Teachers encourage students to reflect whether CDs, diskettes, tapes, computer games, etc. will be readable by devices in the future. Students are made aware of the design process, including identifying needs and criteria, researching current situations, proposing and analysing possible solutions, developing models, testing solutions against established criteria, and preparing analysis for further developments. Consideration is given to ensure every student contributes something personal to the time capsule. Teachers' sensitivity to all students' needs and interests when determining time capsule artifacts ensures representation by both gender groups and a balanced representation of ethnocultural groups in the local community. Teachers encourage students to highlight Canadian and local values and culture in the production of their project.
Participants have a working knowledge of computer operations such as word processing, creating graphics, printing documents, and managing files. As well, participants have some knowledge of Internet research and are familiar with computer usage regulations as defined at the local level. Participants also have some knowledge of measurement techniques and calculations, and elementary drafting/dimensioning conventions. Students with expertise in computer operations may be paired with classmates who have less knowledge in this area. Teachers do not assume that students have prior knowledge of safety issues involving materials processing and assembly and, therefore, emphasize proper safety precautions and demonstrate proper usage of equipment and materials before allowing students to begin the project.
Curriculum expectations outlined in the Ontario Curriculum Grades 1-8 Science and Technology document are reinforced through the design and construction of the time capsule. Particular examples can be adapted from:
· Structures and Mechanisms: Grade 5: Forces Acting on Structures and Mechanisms;
· Structures and Mechanisms Grade 7: Structural Strength and Stability;
Topics chosen from other curricula may also be addressed, highlighting the importance of integrating technology into the learning process.
The capsule building activity promotes a variety of experiential learning strategies, including participating in hands-on construction, processing materials, problem solving, following design procedures (see Appendix 1), communicating ideas through graphic design, presenting completed work, writing technical reports, and facilitating group design activities. Individual work includes sketching, writing and researching, constructing individual capsule components and preparing artifacts. Group activities include brainstorming, deciding about design, organizing duties, and assembling the final product. Students present the final product within the classroom, or with other classrooms or community groups.
1. Students receive a prepared project description (design brief) outlining time capsule requirements. Students brainstorm about what kinds of artifacts would be desirable to preserve in the predetermined storage time (potentially four years, when current students are expected to graduate).
2. Students develop a name and logo identity for a company that organizes the project. Students then work in groups and compose a survey to request artifact ideas from family, staff, homerooms, and/or community groups and businesses.
3. Students are organized in project teams with specific responsibilities, such as capsule design, materials research, database compilation, artifact selection/preparation, and project management. Each team elects a project manager to work directly with other project managers in making decisions and establishing time lines. At this time, the class also discusses the proposed size of the time capsule.
4. Students analyse the requirements of their particular roles, brainstorm ideas and directions, produce sketches, scale models, or database designs (where appropriate), and write proposals for teacher approval. Students sell or "pitch" their ideas to the class in a critiquing session.
5. Students research previous time capsule designs, sources of long lasting materials such as acid-free paper, and preservation methods for the variety of artifact materials.
6. Capsule design team members investigate materials, sketch and/or draft dimensioned drawings for fabrication, and construct the capsule and associated components. Possible construction materials include plastics, wood, stainless steel, aluminum, or fiberglass. Students examine recycled materials or found objects. Students design methods of sealing the capsule to ensure longevity of container and artifact materials.
7. Artifact selection and preparation team members collect, catalogue, and prepare artifacts. Survey team members compile documentation while project managers ensure deadlines are met.
8. A celebration event is held to seal the contents in the capsule and to locate the capsule in a safe, out-of-the-way place. Potential locations include the tops of classroom bookshelves, mechanical rooms in the school, display cases, or locations on school grounds where the capsule can be buried.
|
|
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Understanding of concepts TFV.01X TFS.05X SPS.02X ICS.07X |
- demonstrates limited understanding of artifact preservation requirements |
- demonstrates some understanding of artifact preservation requirements |
- demonstrates considerable understanding of artifact preservation requirements |
- demonstrates thorough and insightful understanding of artifact preservation requirements |
|
Thinking/Inquiry TFS.01X TFS.04X |
- uses thinking skills to identify and solve problems with limited effectiveness |
- uses thinking skills to identify and solve problems with moderate effectiveness |
- uses thinking skills to identify and solve problems with considerable effectiveness |
- uses thinking skills to identify and solve problems with high degree of effectiveness |
|
Application of inquiry/design TFS.02X TFS.04X SPV.05X SPS.01X SPS.05X |
- applies few strategies such as sketching, dimension calculation, or project planning - demonstrates limited research skills |
- applies some strategies such as sketching, dimension calculation, or project planning - demonstrates some research skills |
- applies a variety of strategies such as sketching, dimension calculation, or project planning - demonstrates effective research skills |
- applies many effective strategies such as sketching, dimension calculation, or project planning - demonstrates comprehensive and insightful research skills |
|
Communication of Information TFV.02X TFS.03X SPV.02X SPS.03X SPS.04X |
- communicates design ideas and project reports with limited clarity |
- communicates design ideas and project reports with moderate clarity |
- communicates design ideas and project reports with considerable clarity |
- communicates design ideas and project reports with a high degree of clarity |
|
Application of equipment, procedures, and technology TFV.01X SPV.01X SPV.03X SPV.04X SPS.07X SPS.08X ICV.01X ICV.02X ICV.05X ICS.01X ICS.02X ICS.03X ICS.04X |
- uses procedures, equipment, and technology safely and correctly only with supervision |
- uses procedures, equipment, and technology safely and correctly with some supervision |
- uses procedures, equipment, and technology safely and correctly |
- demonstrates and promotes the safe and correct use of procedures, equipment, and technology |
This activity can be adapted by varying the amount of research required, degree of difficulty in project work, and longevity requirements of the final product. Teachers may opt to provide more guidance for individuals or allocate simpler designs. Individual students may be paired with students having more advanced knowledge or skills. By incorporating a wide variety of skill or knowledge levels, this project enables students with special needs to assume productive roles and responsibilities. Enrichment activity/extension work may involve working with a larger community, designing a multiplicity of capsules for varying numbers of years, designing a vandal-proof marker, and burying the capsule on school grounds. Advanced students may access leadership opportunities through project manager functions.
Libraries and museums maintain information about artifact preservation techniques. School librarians are valuable resource persons for this type of research.
Caney, Steven. Make Your Own Time Capsule. Workman Publishing, 1992. ISBN 0894804189
Packard, Mary and Brian Floca. Make Your Own Time Capsule. Troll Assoc., 1999. ISBN 0816749760
The following commercial sites represent a few of the many Internet resources available (also, try searching under "time capsule" in any search engine or portal):
Millennium Time Capsule
http://www.time-capsule.com
Future Archaeology
http://www.futurearchaeology.com
Time Capsules and Future Packaging
http://www.mindspring.com/~futurepkg/index.htm
Continue to Unit 4 |
Back to Unit 2 | Back to Course Profiles main menu