Course Profile   Construction Technology, Grade 10, Open, Public

 

Course Overview

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 10 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, 2000

 

Acknowledgments

This profile was a collaborative effort between the Simcoe County District School Board and the Institute for Catholic Education(ICE).

 

Public School Board Writing Team – Grade 10 Construction Technology

 

Lead Board

Simcoe County District School Board

Robert Emptage, Laura Featherstone, Project Managers

 

Course Profile Writing Team - Public

Don Cook, Upper Canada District School Board, Lead Writer

Steve Paul, Upper Canada District School Board, Lead Writer

Gunnar Christensen, Trillium Lakelands School Board

Dr. Ann Marie Hill, Queens University

Rob Stonehouse, Trillium Lakelands School Board

Richard Watts, Algoma District School Board

 

Catholic School Board Writing Team – Grade 10 Construction Technology

 

Lead Board

Dufferin-Peel Catholic District School Board

Denise Panunte, Project Manager

 

Course Profile Writing Team - Catholic

Paul Owens, Dufferin-Peel Catholic District School Board, Lead Writer

Brian Andres, Wellington Catholic District School Board

Joanne Durst, Peel District School Board

Joe Panetta, Dufferin-Peel Catholic District School Board

 

Course Overview

Construction Technology, Grade 10, Open

Identify Information

Course Title:  Construction Technology

Grade:  10

Course Type:  Open

Ministry Course Code:  TCJ2O

Credit Value:  One

Policy Document:  The Ontario Curriculum, Grade 9 and 10, Technological Education, 1999

Description/Rationale

This course requires students to design, build, and evaluate projects using design instruments, machine, and hand tools. Students will: solve technological problems through a variety of media;

identify and describe building materials and other resources needed to construct; maintain and service buildings; identify support systems and components; apply safety rules related to materials, processes, and equipment; recognize common architectural styles; and identify careers related to construction technology.

Four units are presented for flexibility in achieving the Overall and Specific Expectations identified for this course. Together, they offer a broad spectrum of study, which can be readily adapted for local use.

In all technology programs, safety is of major concern. For all units and activities in this profile, refer to the safety passport (see Appendix 1 – Sample Safety Passport).

Unit Titles (Time + Sequence)

Unit Organization

Unit 1:  The Subtrades: Residential Electrical Circuits

Description

This unit identifies the role of the various subtrades involved in construction, the work/systems they are responsible for, and the environmental impact of those systems. These include: heating, ventilation, and air-conditioning systems (insulation); water and waste systems; electrical (power and lighting); interior/exterior finishing. Students incorporate material processes or systems in their projects to support the theoretical context of this unit. Examples include lighting in a playhouse, plumbing and drywall in a doghouse, building the atrium in Units 2 and 3, and the construction of models (e.g., electrical grids, water/waste systems). Local tradesmen and relevant inspectors may be used as resource people for this unit, providing job site visits, in-school presentations, etc.

Unit 2:  The Atrium: Research and Presentation

Description

This unit is the first of two in which students explore unique relationships with fellow classmates, the environment, and the community. Students create, design, and construct a personal area. The object of the activities is to create an atrium area where other students or the public go to relax, study, or just enjoy each other's company. Students research potential sites, using all of the sources of information available and present an overall plan that will include a pond, landscaping, furniture, and patio area. Skill development includes such areas as construction tool use, masonry, sketching, drafting (computer design program), desktop publishing, environmental concerns, and others. At the beginning of this unit, the teacher decides if the final product is an actual garden area or a scaled model. Teachers may approach local resources (nurseries, hardware stores, art stores, etc.) for material donations that will help keep costs to a minimum.

Unit 3:  Landscape Design and Construction

Description

Students develop their design and problem-solving skills. They increase their knowledge of the environment, technical terminology procedures, and landscape construction. Students demonstrate their learning by participating in class discussions, preparing landscape working drawings, and constructing a functional, aesthetically pleasing and environmentally friendly water garden and atrium. Students who are unable to complete the actual landscape project may construct and evaluate a scale model of the project. This approach is similar to that which is employed by landscape architects when presenting ideas to potential clients. Local businesses are a good source of materials and expertise on projects.

Unit 4:  Furniture Making

Description

This unit focusses on the role and work of the furniture maker/designer. Students complete a piece of furniture, starting with the initial drawings, through the construction and finishing, to the final project report. Skills are acquired over the course of this project, including sketching, drafting, measuring, machining, joinery, surface preparation, and finishing. The final report is assembled from a daily journal or log maintained by each student. Additional topics covered include: the design process and what constitutes good design; furniture styles; wood technology (including engineered wood products); the impact on the environment of the lumber industry; and woodworking as a career or as a hobby (fostering informed consumers).

Course Notes

A daily log or journal is a useful tool for students to practise their technical writing. It is a useful place to enclose working drawings, cutting lists, and photographs of project work in varying stages of completion. Daily drills can be used to practise essential, often-used skills such as measuring.

Students learn to problem solve through careful analysis, co-operation, and communication. The student-centred, activity-based mode of delivery allows students to:

·         develop individual and group skills;

·         develop time management skills;

·         design and follow an organizational plan with a level of commitment and effort required to complete a task;

·         develop the ability to monitor one’s own progress using a variety of record keeping and tracking procedures (logs, journals, and project portfolios).

Each unit allows students to focus on specific career options and provide insight into the skills required for related professions. A number of teaching/learning strategies employed in the classroom allow for career orientation; e.g., job shadowing, computer career and education research, field trips, and guest speakers.

Teaching/Learning Strategies

A variety of teaching and learning strategies are used throughout this course, including:

·         classroom lessons;

·         brainstorming;

·         collaborative and co-operative learning;

·         student teacher conferencing;

·         design process;

·         independent study.

The following chart describes additional teaching/learning and assessment strategies.

Assessment/Evaluation Techniques

Students are assessed using the following strategies:

Diagnostic:  occurs at the beginning of a term, a unit of study, or whenever information about prior learning is useful;

Formative:  occurs during learning, with ongoing feedback to the teacher about the quality of learning and the effectiveness of instruction;

Summative:  usually carried out at the end of a learning process; may include feedback and/or judgement.

Specifically, evaluation techniques may include the following:

·         communication through journals and classroom presentations;

·         self-assessment rubrics;

·         student teacher conferencing;

·         written tests, formal and informal observation;

·         performance assessment rubrics;

·         reflective learning including self-assessment;

·         learning logs;

·         peer assessment rubrics.

See the preceding table for additional assessment strategies.

Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation suitable to the course content and administered towards the end of the course.

Accommodation

Teachers shall be familiar with students’ IEPs. Teachers may need to modify activities to accommodate students with special needs, including the use of wheelchair accessible equipment and tools, pre-designed projects, teacher/student conferencing, teacher/student/parent conferencing, adaptation of handouts, small group learning, peer tutoring, and the buddy system. An awareness of students with allergies is important. Opportunities for enrichment may include increasing complexity of the task and mentoring other students.

Resources

Print

Canadian Electrical Code. Rexdale, Ontario: Canadian Standards Association, current.

Canadian Home Workshop. Volumes 1-22. Markham, Ontario: Camar Publications. ISSN 1485-8509 http://www.canadianhomeworkshop.com (1-905-475-8440)

Fine Homebuilding. Numbers 1-126. Newtown, Connecticut: The Taunton Press. ISSN 1096-360-X http://www.finehomebuilding.com (1-800-477-8727)

Ontario Hydro Electrical Safety Code. Toronto, Ontario, current.

Ontario Plumbing Code, current.

Clider, Robert K. and Kenneth H. Sharpe. Applications of Electrical Construction. Don Mills, Ontario: General Publishing, 1979.

The Home Depot. Kitchen and Bath 1-2-3. Des Moines, Iowa: Meredith Books, 1999.

The Home Depot. Outdoor Projects 1-2-3. Des Moines, Iowa: Meredith Books, 1998.

Kirklighter, Clois E. Modern Masonry Brick, Block, Stone. South Holland, Illinois: The Goodheart-Willcox Company, 1985.

Kirchner, Harold B. Wiring Installation and Maintenance. Toronto: McGraw-Hill Ryerson, 1978.

Long, Frank J. Intermediate Electricity. 3^rd Ed. Toronto: General Publishing, 1985.

Massey, Howard C. Plumbers Handbook. 2^nd Ed. Carlsbad, California: Craftsman Book Company, 1985.

Ministry of Municipal Affairs and Housing. Ontario Building Code (1997). Housing Development and Buildings Branch, 777 Bay Street, 2nd Floor, Toronto, Ontario, M5G 2E5.

Wood, Robert W. All Thumbs Guide to Home Plumbing. Blue Ridge Summit, Pennsylvania: Tab Books, 1992.

Other

La Farge Construction Materials, Technical Services Group, 7880 Keele St., Concord, Ontario, L4K 4G7. 1-800-523-2743 http://www.lafarge.ca

Publications of the Standards Council of Canada. Rexdale, Ontario.
http://www.scc.ca

Linden Publishing. 352 W. Bedford #105, Fresno, California 93711; 1-800-345-4447

American Woodworker. Numbers 1-74. Harlan, Iowa: Home Service Publications.
ISSN 1074-9152 e-mail: AWWcustserv@cds.fulfillment.com (1-800-666-3111)

Fine Woodworking. Numbers 1-139. Newtown, Connecticut: The Taunton Press. ISSN 0361-3453 http://www.finewoodworking.com (1-800-477-8727)

Plywood Handbook. Revised. Vancouver, British Columbia: Council of Forest Industries of British Columbia, 1980.

Shopnotes. Numbers 1-48. Des Moines, Iowa: August Home Publishing Company. ISSN 1062-9696 http://www.augusthome.com (Tel: 1-800-333-5854)

Wood le Bois. Numbers 1-27. Ottawa, Ontario: Janam Publications for the Canadian Wood Council. ISSN 1183-6652 http://www.wood.ca (613) 747-0755

Woodsmith. Numbers 1-126. Des Moines, Iowa: August Home Publishing Company. ISSN 0164-4114 http://www.augusthome.com (Tel: 1-800-333-5075)

Diffrient, Niels, Alvin R. Tilley, and Joan C. Bardagjy. Humanscale 1/2/3. Cambridge, Massachusetts: Van Ness Water Gardens, for all your Water Gardening needs, http://www.vnwg.com

Canadian Gardens Online
http://www.canadiangardening.com

Gardens in Canada
http://www.cangarden.com

Garden Construction – Peter’s Pond Page
www.geocities.com - Pondside Home page

Stirling, N. Fundamentals of Technical Drawing. Canada: Gage Educational Publishing, 1984.
ISBN 0-7715-0327x

Leverett, B. Water Gardens - Step by Step to Success. England: Crowood Press, 1990.
ISBN 1-85223-295-1

Better Homes and Gardening. USA: Meredith Corp., 1979. ISBN 0-696-00041-5

Clidero, R.K. Applications of Electrical Construction. McGraw-Hill. ISBN 0-7725-1719-3

Smith, K. Garden Construction Know-how. Ortho Books, USA, 1976. ISBN 0-917102-70-3

Hosie, R.C. Native Trees of Canada. Toronto: Fitzhenry and Whiteside Ltd., 1979.
ISBN- 0-88-902-572-X

Gardening magazines and nursery catalogues (available at local nurseries)

OSS Policy Applications

The Grade 10 Construction Technology Course is designated as a Technological Education program. All courses offered in technological education are open in Grade 10, which comprise a set of expectations appropriate for all students. (See The Ontario Curriculum, Grades 9 and 10: Program Planning and Assessment, 1999 for a description of the different types of secondary school courses.)

Students may use the course as a compulsory credit (one credit from Science [Grade 11 or Grade 12] or Technological Education [Grade 9 –12]) or as an optional credit. This course is designed to provide students with a broad educational base that will prepare them for Grades 11 and 12, and for productive participation in society.

Students learn practical aspects of construction technology. The curriculum allows students to undertake hands-on practical activities and conduct research and analysis. There is a wide range of teaching/learning strategies and accommodation to meet the needs of all students. Anti-discrimination education, equity/social justice issues, career goals/co-operative education, conflict resolution/violence prevention and community partnerships are addressed. All of these support the Ontario Secondary School Policies.

Career exploration is available to students with specific reference to Choices into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999.

Course Evaluation

The teacher may evaluate the course through a variety of methods such as networking with colleagues from other schools, subject associations, and peers at the local school to determine what modifications or new ideas can be incorporated into the units. Since every teacher will approach the units in a unique way, there are ample opportunities for extensions, modifications and applications. The local school and business community at large may have input on developing aspects of the construction technology course. The teacher may assess progress by:

·         ensuring that all expectations are being met;

·         using a variety of teaching/learning strategies to meet the learning styles of all students;

·         ensuring assessment/evaluation strategies measure student expectations in a reliable and accurate manner;

·         informing parents of student performance on a regular basis;

·         using a variety of assessment/evaluation tools;

·         ensuring that special needs of individual students (exceptional students/ESL/ESD) are being met.

Appendix 1

Sample Safety Passport

 

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 initialed 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., proper eye 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

Appendix 2

Sample Design Process*

Open Ended Problem Solving and the Design Process

Design is the act of inventing and innovating new products or services to satisfy needs or a change in needs. Design is a creative problem-solving activity. Like most creative processes, there are no correct procedures, but there are guidelines that assist the designer in ensuring the optimal solution is met. These guidelines are called the design process.

Students analyse at the beginning of the design process, a given set of conditions in order to identify a technological problem, challenge, or need. Students then work through a number of stages in order to arrive at a solution. Design processes include all stages in the development of a product. Although the design process may have distinctive stages, they are not followed in a rigid, step-by-step sequence. For example, students must evaluate their work at each stage of the process. As they do so, students may discover that they need to return to an earlier stage to make modifications or complete a particular step sooner than originally planned. A portfolio and/or a design report is used to document the design process.

Identification and Clarification of a Technological Problem

Students identify the technological problem and begin keeping a record of the design process. Students initially outline the broad aims of the project and describe in a general way what needs to be done to achieve those aims. Students may periodically revise the initial broad plan to reflect what is actually happening. In the Grade 10 construction course, the teacher designates this stage when implementing the atrium project. Students need to translate the information given to them by the teacher into the sub-stages below. This provides an understanding of each sub-stage so students can independently complete the stage in later grades. Possible sub-stages for the design report are:

·         context;

·         problem situation;

·         technological problem statement;

·         performance specifications and constraints;

·         planned sources of information.

Generation of Multiple Solutions

Students identify possible solutions for the technological problem and the resources required to achieve each proposed solution. Students determine the availability of required resources and record their findings. Students during this stage, may discover they need to redefine the problem. Possible sub-stages for the design report include:

·         brainstorming to generate ideas/solutions for the technological problem;

·         selecting several ideas from the solutions generated in the brainstorming exercise (typically three);

·         drawing rough sketches for these ideas;

·         completing an analysis for each idea (i.e., indicate details on the rough sketches);

·         identifying the materials and tools needed for each idea;

·         making scale models of technological problem ideas to work out initial details of complexity and feasibility (scale models are not always required - they are used only if they help to clarify ideas).

Appendix 2  (Continued)

Sample Design Process*

Selection of a Best Solution

Students establish evaluation criteria for the selection of a best solution. They consider such factors as: what materials, tool, and resources are available; the amount of time needed to carry out difficult procedures; and any relevant ergonomic and aesthetic requirements. Students choose the best solutions based on the results of these activities. They record the reasons for choosing a particular solution. Possible sub-stages for the design report include:

·         establishing evaluation criteria for the best solution based on performance specifications, constraints, attribute analysis (details form rough sketches of ideas), and available materials;

·         evaluating ideas according to the established evaluation criteria for the best solution by creating a chart to rate each idea;

·         creating a working drawing of the idea selected as the best solution.

Production Plan

Students determine ways of producing the best solution and then construct a prototype of the product. Students produce a model size prototype using production-type materials, where possible. Students first draft a revised or working drawing and develop a production plan. Students may modify their best solution while moving through the production phase to incorporate ideas that emerge during constructions. Students document all such changes. Possible sub-stages for the design report include:

·         creating drawings of the selected ideas;

·         calculating the materials needed to produce the selected idea and the associated costs;

·         ordering supplies for the project;

·         developing a critical path, incorporating key dates;

·         completing the project, producing, in detail, the sequential steps used, and all modifications made.

Project and Process Evaluation

Students evaluate the atrium and their design report. They consider their own expectations and criteria and the reactions of their peers, teachers, and if applicable, their client.

Present the Results

The final Atrium project and design reports are presented to communicate the results.

 

This design process is adapted from the work of Dr. Ann Marie Hill, Queens University.

Appendix 3

Works Independently Rubric

 

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Checklist for Ongoing Observation of Student Work Habits

* to be used to support above rubric

Adapted from Simcoe County DSB

Appendix 4

Teamwork Rubric

(may be used as self, peer, or teacher assessment)

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 4  (Continued)

Checklist for Ongoing Observation of Teamwork Behaviours

*to be used to support above rubric

 

Adapted from Simcoe County DSB

Appendix 5

Organization Rubric

 

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Checklist for Ongoing Observation of Student Work Habits

* to be used to support above rubric

Adapted from Simcoe County DSB

Appendix 6

Work Habits/Homework Rubric

 

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Checklist for Ongoing Observation of Student Work Habits/Homework

* to be used to support above rubric

Adapted from Simcoe County DSB

Appendix 7

Initiative Rubric

 

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Checklist for Ongoing Observation of Student Initiative

* to be used to support above rubric

Adapted from Simcoe County DSB

Appendix 8

Co-operative Learning Checklist

 

Place a check mark in the space for each student when they are observed performing the skill.

 

 

 Adapted from Quality Assessment: Fitting the Pieces Together, OSSTF,1999.

Coded Expectations, Construction Technology, TCJ2O

Theory and Foundation

Overall Expectations

TFV.01C

– communicate ideas and solutions to technological problems through a variety of media;

TFV.02C

– describe the qualities, characteristics, and uses of different types of building materials;

TFV.03C

– use technological concepts correctly in the design, fabrication, and evaluation of projects;

TFV.04C

– identify the importance of support systems as an integral part of the construction.

Specific Expectations

TF1.01C

– identify and describe building materials, products, pre-engineered components, and other resources needed to build projects and to construct, maintain, and service buildings;

TF1.02C

– describe the products and materials used to construct different types of foundations;

TF1.03C

– identify materials, products, and pre-engineered components used to build floor, wall, and roof systems;

TF1.04C

– name different types of insulation, doors, and windows and describe their respective uses;

TF1.05C

– describe materials and products used in interior and exterior finishes;

TF1.06C

– classify materials and products related to cabinet making and millwork;

TF1.07C

– name the different types of support systems and describe their respective functions;

TF1.08C

– use technological terms correctly in written and oral presentations;

TF1.09C

– include the ten technological concepts in the design, production, and evaluation of projects;

TF1.10C

– identify electrical devices commonly found in buildings;

TF1.11C

– analyse different methods of heating, ventilating, and air conditioning;

TF1.12C

– describe the water supply and waste disposal aspects of plumbing.

Skills and Processes

Overall Expectations

SPV.01C

– demonstrate skill in the use of tools, materials, processes, and systems required to build, maintain, and service construction-related projects;

SPV.02C

– apply the design process either individually or in small groups to project assembly;

SPV.03C

– apply problem-solving skills to projects;

SPV.04C

– use industry-standard tools and equipment correctly.

Specific Expectations

SP1.01C

– interpret and produce technical drawings using graphic conventions, techniques, instruments, and computer technologies to present solutions to technological problems;

SP1.02C

– apply problem-solving methods to investigate, analyse, and resolve the challenges presented when constructing models or mock-ups;

SP1.03C

– use correctly tools, equipment, and techniques to dress, measure, cut, mill, assemble, sand, and finish wood;

SP1.04C

– use correctly tools, equipment, and techniques to measure, cut, lay out, and assemble structural components and systems;

SP1.05C

– use correctly tools, equipment, and techniques applicable to the layout, rough-in, and completion of support systems;

SP1.06C

– identify tools, equipment, and techniques needed to install interior and exterior finishes;

SP1.07C

– identify common tools and equipment used to maintain and service a building;

SP1.08C

– use a design process correctly.

Impact and Consequences

Overall Expectations

ICV.01C

– identify common architectural styles and building materials;

ICV.02C

– recognize and describe the impacts of construction technology on society and the environment;

ICV.03C

– describe the factors affecting the quality of life of occupants within buildings;

ICV.04C

– apply safety standards as they relate to processes, materials, tools, and equipment in the construction industry;

ICV.05C

– identify and describe careers in construction technology and the education and training required for entry into those positions.

Specific Expectations

IC1.01C

– identify building designs from different architectural eras;

IC1.02C

– describe the evolution of materials, methods, and building codes through different architectural eras;

IC1.03C

– explain the economic, ecological, social, and safety concerns in choosing a particular energy source;

IC1.04C

– explain the purpose of building codes in relation to health and safety;

IC1.05C

– analyse the importance of design on the quality of life in residential, commercial, recreational, and industrial facilities;

IC1.06C

– identify the qualities of effective heating, ventilation, and lighting systems;

IC1.07C

– apply health and safety standards related to materials, processes, tools, and equipment;

IC1.08C

– explain the impact and application of health and safety laws and regulations;

IC1.09C

– identify career opportunities and the skills and education needed to achieve career goals;

IC1.10C

– identify some impacts of construction on society and the environment.

 

 

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