Course Profile Technological Design, Grade 10, Open, Catholic

Unit 1: Consumer Product Design

Time: 25 hours

Unit Description

In this unit students develop problem-solving skills and knowledge of the design process as it relates to the area of industrial design. Activities examine consumer needs, material properties, fabrication processes, safe use of tools and equipment, product testing and evaluation methods. Students also examine the sociological impact and the moral/religious issues around the products and services they produce. Students begin to develop knowledge and skills that are essential in successfully completing these activities and those in subsequent units. These skills are in the areas of drawing/sketching and safety.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE1d; CGE2c; CGE2e; CGE3b; CGE3c; CGE3d; CGE3f; CGE4a; CGE4c; CGE4d; CGE4f; CGE5a; CGE5c; CGE5d; CGE5g; CGE7i; CGE7j.

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences.

Overall Expectations: TVF.01; TVF.02; TVF.03; TVF.05; SPV.01; SPV.02; SPV.03; SPV.04; SPV.05; ICV.01; ICV.02; ICV.03; ICV.05.

Specific Expectations: TF1.01; TF1.03; TF1.05; SP1.01; SP1.02; SP1.03; SP1.04; SP1.05; IC1.01; IC1.02; IC1.03; IC1.04; IC1.06; IC1.07.

Activity Titles (Time + Sequence)

Activity 1	Introduction to SPICE Model – Tower of Power	120 minutes
Activity 2	Introduction to Technical Drawing	180 minutes
Activity 3	Designing a Design Company	240 minutes
Activity 4	Designing and Building a Locker Organizer	360 minutes
Activity 5	Introduction to Technology in Sport – Sport and Cycle Accessories	60 minutes
Activity 6	Designing and Constructing a Sport and Cycle Accessory	480 minutes
Activity 7	Formal Presentation and Evaluation	60 minutes

Prior Knowledge Required

Since there is no prerequisite for this course, some students may not be familiar with the design process or, more specifically, the SPICE Model. As a result, not all students have gained knowledge and understanding in the concept of a formal design process through activities in the Grade 9 Integrated Technologies course. The same holds true for drawing techniques, shop safety and use of tools and equipment. As such, the teacher must be careful not to replicate the activities from Grade 9 and instead find another way to introduce and reinforce these concepts to the class.

Unit Planning Notes

· This unit is based on the concept of open-ended, problem-solving, project-based activities. Analysing project results and critiquing creative work derives key concepts. Examples of design and engineering work (through magazines, Internet sites, videos, books, etc.) are vital to help the student understand the historical progression of design solutions and innovation. For this unit, teachers find it beneficial if they gather examples of locker organizers and sporting equipment in advance. Locker organizers can be found at any office/school supply store and all sorts of sports equipment can be found at garage sales, thrift stores, or even someone’s attic. Teachers should try to acquire various pieces of sports equipment from over the years to emphasize the process of evolution in technology and sport.

· Design is an integrated process. Concepts and knowledge from the areas of history, science, social studies, mathematics, creative arts and other technology courses are essential to the process of invention and innovation. Teachers should consult with other teachers in these areas to establish and reinforce these connections. For example, the art department has numerous resources on a variety of drawing/illustrating techniques, not to mention career opportunities within the field.

· It is important that students learn to communicate through hand illustration, sketching, and physical modelling at all stages of the design process. The computer is an important tool but should not be used exclusively in the process of design.

· Teachers should examine the activities in advance so they may acquire the necessary materials and demonstrate the safe use of tools and machinery as students need them.

Teaching/Learning Strategies

Students participate in a variety of individual and group tasks that enable them to learn the basic skills required to complete the activities in this and subsequent units. Students learn through discovery, researching, and teacher-led activities the skills of drawing and the design process as a form of problem solving. Teachers present students with challenges that require open-ended solutions and allow for student learning and success. Students are given time in class as well as homework activities to complete the unit objectives. Teachers make the necessary accommodations as they see fit in order to ensure all students’ needs are met.

Assessment and Evaluation

Formative and summative forms of evaluation are used to evaluate student performance. Teachers observe and consult with students as they work together in groups to complete the tasks at hand. Daily Work Habits Checklists monitor individual student behaviour and learning. Students are required to submit homework assignments and written design briefs for the specified activities. Some activities also require that a solution be designed and fabricated. Other activities require that students communicate their solutions to the teacher and the rest of the class in the form of a visual or oral presentation. A Rubric is used to assess this presentation.

Resources

Pamphlets, calendar information, and web sites from universities, colleges, and schools of design provide information on careers in design and engineering. Your school’s Guidance or Student Services Departments should have written materials and CDs of information.

Internet sites on design can be found by searching on keywords such as design, industrial design, engineering, and graphic design. Local bookstores and web booksellers sell design-related books.

Example branding company, with explanations of the name design process
www.nameit.com
(See an example brand name assignment at www.nameit.com/nameitjb.htm)

Example branding company, with descriptions of their business model
www.brand.com

Vocabulary definitions
www.whatis.com/index.htm

Activity 1: Introduction to the SPICE Model – Tower of Power

Time: 120 minutes

Description

Students use the discovery method to learn the SPICE (Situation/Problem/Investigation/Construction/
Evaluation) Model. Students are organized into groups and given a problem to solve in a specific amount of time (approximately 20 minutes). Each group is required to construct a paper tower capable of supporting as much weight as possible for a period of one minute. See Appendix 1.1 – The Tower of Power for a suggested outline. The teacher outlines the parameters and then oversees the final testing procedure. After testing, the teacher leads a discussion on the planning processes used by various groups, reasons for success or failure and any suggestions for improvement. More specifically, teachers use this discussion to develop the SPICE Model together with the students. Students are then given the opportunity to redesign their structure for homework using the SPICE Model. The new structure is tested again the next day.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE2c – presents information and ideas clearly and honestly and with sensitivity to others;

CGE3c – thinks reflectively and creatively to evaluate situations and solve problems;

CGE4c – takes initiative and demonstrates Christian leadership;

CGE4f – applies effective communication, decision-making, problem-solving, time, and resource management skills;

CGE5a – works effectively as an interdependent team member;

CGE7i – respects the environment and uses resources wisely.

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TVF.02 - describe the processes used to develop products;

TVF.05 - describe methods to test and evaluate design solutions;

SPV.02 - design and fabricate models, prototypes, or mock-ups;

SPV.03 - test solutions against design criteria and identify potential implementation problems.

Specific Expectations

SP1.02 - fabricate models, prototypes, or mock-ups for testing and analysis;

SP1.03 - establish test criteria and use them to test projects;

SP1.05 - describe the process used to solve project design problems;

IC1.03 - describe the evolution of a system, product, or service.

Planning Notes

· Teachers should acquire in advance enough staplers, staples, scissors, rulers, and paper for each group. Review safety procedures for using scissors and staplers if necessary.

· Prepare enough copies of the SPICE Model (Appendix 1.2) in advance and reserve the overhead projector for presenting the model to the students.

· Teachers should construct the device used to test the towers in advance and it should be made available to the students throughout the construction of their tower. Refer to Appendix 1.1 for instructions on constructing the testing device. A stopwatch or clock with a second hand is also required for the testing.

Teaching/Learning Strategies

1. Very few instructions or suggestions should be given prior to the activity. This causes students to ask many questions. Encourage your students to ask you questions that can only be answered with a yes or no answer. This teaches them to think in greater detail and come to a clearer understanding of what is expected of them. Students should be encouraged to develop the solution on their own.

2. This activity can be done individually, in pairs, or groups of three to four students, depending on the resources available and the abilities of the students. Since this is the first activity and knowledge of the students’ abilities is limited, teachers should try to organize the activity in pairs, although some students may choose to work alone.

3. Enforce the timelines as much as possible. This is part of the learning process. After testing is completed, ask the students how they arrived at their solution. Find out what they would do differently if they were faced with the same challenge in the future. Inform students that they will have another opportunity to reconstruct their tower only after you have clearly outlined the SPICE Model and discussed it with the class.

4. Teachers could use the overhead projector in presenting the SPICE Model to the class. Students need to “see” the reasoning behind the process. Refer to Appendix 1.2 for a visual representation of the SPICE Model.

Assessment/Evaluation Techniques

Teachers observe how students work together to solve the problem. The construction of the tower is not assessed. Students write a one-page report outlining the changes and reasons for them in their new tower.

Accommodations

· Students should be given the choice of whether or not they would like to work with a partner.

· Teachers may choose to increase the amount of time required to complete the activity but keep in mind that all the towers must be tested and the SPICE Model should be introduced in 60 minutes. If necessary, reduce the amount of time the tower must be able to support the weight to accommodate the number of groups in the time available.

Resources

General

Staplers (one per group) and standard staples

8.5" x 11" paper (ten sheets per group)

Scissors (one pair per group)

Ruler

Stopwatch or clock with a second hand

Books

Hutchinson, J. and J. Karsnitz. Design and Problem Solving in Technology. New York: Glencoe McGraw-Hill, 1997.

Appendix 1.1

The Tower of Power

Objective: To build a paper tower on site in a period of ten minutes that can support as much weight as possible for a period of one minute.

Materials: The teams are provided with the following supplies:

· Standard paper staplers with standard staples (staples with 1/2" crown, 1/4" leg, chisel point);

· Scissors;

· A platform and test weights;

· A guide structure (optional);

· Ten sheets of 20lb photocopier paper

Rules for Event:

1. The tower must be constructed during a ten-minute period at the beginning of the event. It must be constructed from no more than ten standard 81/2" x 11" pieces of 20 lb photocopier paper and standard staples. No other materials may be used in its construction. Any number of staples may be used, but staples must serve a fastening function only; specifically, every staple used must pierce some piece of paper provided by event organizers.

2. The tower must be between 39.5 cm and 40.5 cm in height. The finished tower must fit inside a rectangular box with a 30 cm x 30 cm square base and 40.5 cm in height.

3. The tower must be strong enough to support the chosen weight for one minute.

4. The tower is tested by positioning it on a flat linoleum floor, placing the platform on its top, then placing weights on top of the platform. Teams are responsible for placing all weights. All weights must remain entirely on top of the platform with no part hanging below it at any time.

5. The guide structure is provided by the teacher and resembles the diagram below. The teams are permitted to construct a guide device to ensure the levelness of the platform while placing weights. The device may have any configuration and may touch the platform during the loading phase. However, it must not touch the platform, tower, or weights at any time during the testing period. If any contact is made, the trial receives a score of zero.

The wooden platform above has guides that serve to keep it from tilting or sliding off too much to the side during weight placement.

6. Teams have two minutes to set up their tower and demonstrate that it will hold the selected weights for one minute. Contestants are allowed a maximum of two trials in the two-minute period.

Appendix 1.1 (Continued)

The Tower of Power

7. Teams must notify the teacher when they are ready to begin each trial. The teacher indicates to the team when to begin. When a team has completed the addition of weights, they must indicate this to the judge who then begins timing one minute.

8. The tower must support the weight(s) for one minute. At the end of the one-minute period, the lowest point of the platform must be at least 35 cm above the floor. Towers that collapse below this height during the addition of weights or before one minute is up receive a score of zero for that trial. Towers that do not collapse but whose platform’s lowest point is less than 35 cm high during or at the end of the timed minute also receive a score of zero.

9. Teams may not modify their tower between trials. Teams may change the amount of weight supported by their tower for the second trial.

Scoring:

The team’s score is the maximum of the score for each of their two trials. It is computed by

score =	total weight supported
	(11 – number of unused sheets of paper returned)²

Where the total weight supported is the sum of the weight of the platform and all weights placed on it. The maximum score wins. Ties, if any, are decided by considering the score for the other trial.

Appendix 1.2

The SPICE Model

S – Situation

P – Problem

I – Investigation

C – Construction

E – Evaluation

Situation (Scenario)

The situation gives the frame of reference for the design brief or problem. It sets the stage for the activity and helps to provide a context for the design problem. The situation should be a creative story that takes into account such factors as age and background knowledge of the students. Students should be encouraged to write situations that are as real as possible while maintaining an element of creativity. The situations should be written so they are open-ended and allow for a variety of solutions.

Problem (Design Brief)

The design brief is a short statement indicating what is to be designed and made. A detailed design brief also states any restrictions and/or requirements placed on the design such as materials, size, cost, time allotted, and processes to be used. The design brief is developed in conjunction with the situation.

Investigation

During this stage, students incorporate a variety of idea generation and information gathering techniques to learn more about the problem and a possible solution. Students brainstorm a variety of possible solutions and consult reference materials for further ideas. Students should sketch their ideas for solutions and include annotations as needed to help explain how the solution works and is fabricated. In conducting their investigation, students should consider such factors as cost, size, availability of materials, appearance, functionality, ergonomics, and safety considerations while ensuring that all requirements of the design brief are met.

Construction

Once students have compiled a list of ideas they select the one they feel is the best possible solution to the problem. Students should then complete working diagrams of their solution with all the necessary dimensions. They choose the best possible method of construction and then begin fabricating their solution. Students should first build a prototype from recyclable materials in order to ensure their solution is viable.

Evaluation

During this stage, students develop methods of testing their prototype to see if it meets the design criteria. If it does, they could begin the construction of the final product. If it fails to meet the requirements, students should return to the investigation and choose another solution or modify the existing one. The new solution must be constructed and tested again to ensure the design brief requirements have been satisfied.

Activity 2: Introduction to Technical Drawing

Time: 180 minutes

Description

This activity is designed to introduce students to a variety of drawing techniques used in the design industry. Students are shown how to sketch objects or ideas using the following methods: cabinet oblique, isometric drawing and orthographic perspective. Emphasis is placed on understanding the differences between these techniques and when they should be used. Students further develop their drawing skills through homework assignments. These skills are reinforced in subsequent projects throughout the course.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE2c – presents information and ideas clearly and honestly and with sensitivity to others;

CGE4a – demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE5g – achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

SPV.04 - illustrate ideas and solutions using hand-drawn and computer illustrations, as well as technical drawings.

Specific Expectations

TF1.05 – communicate ideas using a variety of methods;

SP1.04 – assess, select, and use illustration and modelling techniques;

Planning Notes

· Teachers should consult the Art Department in the school for texts on drawing techniques if none are available in their own department.

· A variety of simple objects such as wooden blocks cut in geometric shapes should be obtained in advance so students have examples to study from all angles.

· Teachers could create posters of examples of these techniques and put them up around the room so students always have something to refer to.

· Ensure that enough copies of isometric drawing paper and graph paper are available to students.

Prior Knowledge Required

None

Teaching/Learning Strategies

1. Introduce the techniques to students in the following order: cabinet oblique, isometric, and then orthographic. Teachers might choose to draw one object using each of the three techniques on the first day to demonstrate that there are different ways of drawing the same thing. However, try to keep it to one technique per day so as not to confuse the students.

2. For each technique, teachers select an object (e.g., a box or cube) and demonstrate how it is drawn using that particular technique. Teachers highlight the features of each technique so students identify them more readily. First, have the students draw simple objects and then progress to something more difficult. Have the students complete drawings of two or three objects found in their home for homework using each of the techniques once they have been introduced.

3. Teachers may produce posters showing examples and identifying characteristics of each technique and place them around the room as a reference tool.

4. At first, have students sketch their drawings without a ruler to get the general idea of each technique and understand the different views without having to worry about exact dimensions and straight lines. Then the use of rulers and drafting equipment can be introduced.

Assessment/Evaluation Techniques

Students are tested on their ability to draw a given object using each of the techniques learned. Teachers check to see that the drawings assigned for homework have been completed.

Accommodations

· Some students have obtained knowledge of drawing techniques in previous art and/or technology courses. These students can be paired with those who are not yet familiar with the techniques.

· Once all the techniques have been introduced, some students show a preference for a particular technique. Although they should at least be able to identify the different techniques, teachers should allow students to select the one they are most comfortable with and use it exclusively in subsequent assignments.

· More complicated drawings can be given to those students who have prior knowledge and skills or who demonstrate abilities above the expectations. Other students may need to start with tracing a drawing or transferring drawings using grids.

Resources

Books

Negus, M. Introduction to Drafting. Toronto: McGraw-Hill Ryerson Ltd., 1983.

Quinlan, C. Orthographic Projection Simplified (Fifth Edition). Toronto: McGraw-Hill Ryerson Ltd., 1996.

Wallach, P. Metric Drafting. California: Collier Macmillan Publishers, 1979.

Activity 3: Designing a Design Company

Time: 240 minutes

Description

Students develop a company and associated corporate identification modelled after typical design or engineering firms. The student-designed company is used as a framework for subsequent design activities. In this activity, students participate in exercises to learn visual symbolism and name identification and to develop insights into how product names and imagery are created to advertise and market products and services.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE2c – presents information and ideas clearly and honestly and with sensitivity to others;

CGE3b – creates, adapts, and evaluates new ideas in light of the common good;

CGE3d - makes decisions in light of gospel values with an informed moral conscience.

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.02 - describe the processes used to develop products;

TFV.03 - identify the design criteria applicable to existing products and services related to project activities;

SPV.04 - illustrate ideas and solutions using hand-drawn and computer illustrations, as well as technical drawings;

SPV.05 - generate research reports and presentation materials for review;

ICV.03 - demonstrate understanding of the strategies used by advertisers to market products or services;

ICV.05 - identify design-related careers.

Specific Expectations

TF1.01 - identify user needs related to given design problems;

TF1.05 - communicate ideas using a variety of methods;

SP1.01 - develop reports on criteria for given design challenges and suggest solutions;

SP1.04 - assess, select, and use illustration and modelling techniques;

IC1.04 - identify the methods used in advertising project-related products or services;

IC1.06 - describe functions of personnel working in design-related careers.

Planning Notes

· Students are given roles to play (such as engineer, designer, fabricator, marketer, advertiser), for subsequent design activities. This activity provides the business-like framework for the rest of the course. Teachers play the role of the CEO of the group of companies, or a client hiring them for specific projects.

· Teachers should prepare a design brief as shown in Appendix 1.3. The types of companies can be modified depending on the projects that follow this activity.

Prior Knowledge Required

A working knowledge of computer operations such as word processing, creating graphics, printing, and file management is required. It is assumed that students have some knowledge of Internet research. Students must be familiar with computer usage regulations as defined at the local level.

Teaching/Learning Strategies

1. Teachers provide a design brief outlining the purpose of this activity, (to create a design company and associated name and graphics). The design brief also includes a short description of the operation of a design firm, the criteria and evaluation for the activity, and the associated timelines, (generally a six-hour time frame).

2. Students are instructed to create their own personal design firm specializing in solving problems or meeting needs for people. Teachers describe how the triangle of industrial design, (industrial designer, engineer, and marketers) brings different skills and talents together to develop products and services.

3. Teachers provide an overview of the types of careers involved in the design industry. Students are instructed to research the requirements for careers in the fields of designers, engineers, manufacturers, and marketing, using resources from colleges and universities (found in guidance, library/resource centre, or the Internet). Teachers divide the students into categories, such as Industrial Designer, Engineer, Manufacturer, or Marketing. Alternatively, students select for themselves which category they represent. The category selected defines the type of company for which the student creates an identification or brand.

4. Teachers describe that the student’s firm needs a “corporate identification”, an image and a name that conveys the message of what the firm is about. Teachers then explain that in order to develop their individual company graphics and name, they participate in a couple of exercises to “get the creative juices flowing”.

Exercise 1: Speed Sketching

1. Through this exercise, students learn how symbolism is used in design to encourage consumer demand, how a company or product name and packaging can elicit consumer responses targeted by advertises and marketers, and how students themselves can express their own ideas graphically.

2. Teachers note that our subconscious mind works with visual or symbolic language. We perceive our world in simple shapes; for example, three simple lines can conjure up a wide raft of memories and meanings when recognized as a table. In design, we use this knowledge to build meaning into everyday objects and graphic designs. We can trigger the subconscious into deriving meaning through the use of subliminal shapes. (Graphics example: The Nike “Swoosh” resembles speed, or movement. Product design example: Toilet Duck suggests environment, clean water; Log Cabin Maple Syrup suggests country, nutritional food).

3. To better understand symbolism and how symbols are used to convey messages, students participate in a class activity called Speed Sketching. Volunteer groups of students go to the board to perform the sketches, while the rest sketch in their notebooks. A name of a common object is called out and students have three seconds to draw the object. Some sample objects and notations are listed below:

· house (note roof line, simple upside down ‘V’ can signify many architectural concepts)

· chair (simple "h")

· table (simple "TT")

· tree (deciduous or conifer?)

· clock (analog?)

· TV (rabbit ears in this day and age?)

· apple (always has a leaf or leaves on top)

· bird (remind child’s simple rounded ‘M’ for a seagull)

· man/woman (bathroom symbols?)

4. At the end of the session, the sketches on the board are then analysed for content and meaning. Teachers point out how a simple line or lines can invoke all kinds of meaning for the viewer and that since we were babies we learned to develop ideas from abstracting simple shapes. Teachers also point out how the simpler the graphic, the more elegant the design, (KISS, Keep It Simple, Silly!). Teachers also point out that the product design industry uses the concepts of symbols to design and market products. Teachers show examples of some corporate logos and ask students to describe what they see. Students are instructed to consider simple symbols for their own designs.

5. Students are asked to bring in example logos and company names for next class. These examples may be actual products, or ads from magazines or newspapers. Students report (in their final design report) on their selection as to the message it conveys to them and who they think is the target audience for the product or company, with commentary on colours, shapes, symbols, and lettering styles used.

Exercise 2: Word Association

1. In this exercise, students learn to connect words to come up with concepts for their company name. Students are instructed to use a blank sheet of paper and divide it in three columns. Teachers provide a word to be placed at the top of each column, then students have 60 seconds to write down any words that come to mind down the column, as fast as they can write them. The teacher then provides another word, and students have 60 seconds to write words as before. A similar step is performed for the third column. Example seed words may be Home, Community, School, Hobbies, or any word the teacher may wish to target.

2. Students then turn the sheets upside down and while squinting, they circle one word in each column, joining three words together. (This is performed upside down while squinting to prevent the student from consciously selecting words.) The student selects a minimum of three groups of three words. These words are written down as joined. The teacher asks students to give examples of combined words, and writes them on the board.

3. The word groups are then examined by the class to see if a name of a company emerges. (There are no rules here. Word fragments or other word combinations can be used.) Teachers explain how this process may be used by graphic design or ad agencies to develop names for companies or products, in fact computer programs exist to create potential names by association.

Exercise 3: Completion of Company Identification

1. Using a combination of words from the word association exercise, their own names, or words from their hobbies or interests, each student decides on a name for their own company. (They are given until the next day to decide). If a student selected an engineering firm as their company, the design should reflect that business. The same would go for any type of business the student is representing.

2. Using the concepts they learned in the Speed Sketching exercise, students individually prepare a series of thumbnails (small, quick, freehand sketches) of graphic symbols for their company. Teachers reinforce the idea that these thumbnails are small and quick, to generate ideas as quickly as possible. Teachers point out the importance of establishing many unique ideas, rather than ‘getting stuck’ on a single concept. (It may be advantageous to instruct the students to prepare a minimum of three to five pages of unique ideas. Students sign each sheet and hand in for assessment.) It should also be pointed out that colour and fonts are symbolic and should be considered in the logo design. Students then select a group (three is suggested) of their thumbnail ideas to create more comprehensive hand-drawn illustrations for class presentation and discussion. Students are given the rest of the period and overnight to prepare their thumbnails and illustrations for the next class.

3. Students present their illustrations to the class for peer review and criticism. Students are prompted to reveal their rationale for selecting individual designs, colours, symbols, font types, and names. Students also present the company logo and name from a product or advertisement they selected (the day before) for discussion and criticism. Students hand in their comprehensive drawings for assessment and evaluation.

4. Students then modify their designs based on the discussions and select names/graphics to represent their company. Students produce their designs on the computer using a graphics application for printing and for placing into documents, business cards, and publications. Students hand in their computer image for assessment and evaluation.

Exercise 4: Design Company Research

1. Students compose a design report, outlining the process they followed in developing their designs: the rationale for selection of symbolism, colour, name, and fonts and the criteria they used to evaluate their chosen design. This report includes a “mission statement”, the goals of the student’s company. Students also describe their business role in designing products or environments, based on their previous selection of industrial designer, engineer or marketer, etc., and personal research. This description should be an overview of what an individual in that field would do in the context of a design setting, what educational requirements are needed to enter that field, and how the student personally feels about working in such a career field. Students hand in their design report for assessment and evaluation.

2. Teachers may elect to require students to define the following vocabulary terms to assess their knowledge of corporate identification business:

Vocabulary
cross media campaign	corporate identification	logotype
start-ups	symbolism	subliminal advertising
brands/branding	font/font style	trademark
copyright	industrial design	engineering
marketing	thumbnail sketches	mind share

Assessment/Evaluation Techniques

Teachers assess students according to the criteria outlined in Appendix 1.3 – Designing a Design Company.

Accommodations

· This activity can be adapted as to amount of individual research required. Teachers may opt to provide more guidance for individuals, or define requirements for simpler designs. Individual students with limited computer experience may be paired with students with more experience. Teachers may elect to establish a class wide company name or set of names ahead of time. Teachers may allow hand illustrations instead of computer-generated images or allow extra time to complete the computer imaging deliverable.

· As an enrichment activity/extension, more comprehensive research on how to register brands, names, trademarks, etc., may be directed. Further research into local firms involved in design, manufacturing, or marketing may also be considered. Students may research the historical roots of corporate and product names/images. For more advanced students or quick learners, leadership opportunities exist for project manager functions such as organizing company teams.

Resources

Pamphlets, calendar information, and web sites from universities, colleges, and schools of design provide information on careers on design and engineering. Your school’s Guidance or Student Services Departments should have written materials and CDs of information.

Internet sites on branding and logo design can be found by searching on keywords such as branding, logo, and graphic design. Several commercial sites of firms engaged in designing names/brands/graphic logos for companies and product lines exist that describe their process and give examples of their work. Local bookstores and web booksellers sell business related books on branding as well.

Some web based examples include:

Example branding company, with explanations of the name design process
www.nameit.com
(See an example brand name assignment at www.nameit.com/nameitjb.htm)

Example branding company, with descriptions of their business model
www.brand.com

Vocabulary definitions
www.whatis.com/index.htm

Appendix 1.3

Designing a Design Company

Situation

You are an employee of the International Design Firm (IDF) and have been asked to develop a design company responsible for coming up with a variety of new products throughout this course. Your main objective is to develop a successful company with its own unique identity that generates a profit for its larger firm IDF. Your future with the firm depends on the success of your products.

Problem/Design Brief

As a group, select a name for your company and an appropriate logo. Take into consideration the following when deciding: symbolism, colour, name, and style of font. When designing your logo, you should create an original design that represents a positive company image to the consumer. Your company will have a mission statement which clearly identifies the goals and purpose of the company. You should be aware that this statement is a reflection of who you are and demonstrates the values within your group and community. You must be aware of what your company represents and the implications of your products and advertising campaign on the general public. In short, your company needs a corporate identification: an image and a name that convey the message of what the firm is about.

You also describe your role in a design firm, based on your previous selection of industrial designer, engineer, or marketer and their personal research. This description should be an overview of what an individual in that field would do in the context of a design setting, what educational requirements are needed to enter that field, and your personal feelings about working in such a career field.

Investigation/Research

Research a number of design companies currently on the market and analyse their marketing and advertising strategies to determine their effectiveness. Be sure to consider the following: television commercials, slogans, magazine ads, logos, colours, font styles, etc. An effective advertising campaign is easily recognizable by the general public. Also, consider the demographics of the people you are trying to reach (e.g., age, gender, geographic location, economic situation).

Evaluation

Idea Generation – Company Name (at least ten per student)	/10
Rough Sketches – Company Logo (approximately ten per student)	/20
Rationale for selection of name, logo, colours, font, etc.	/20
Mission Statement – in paragraph form, clearly indicates goals	/25
Final Drawing of Company Logo and Name selection – computer-generated	/25
Total	/100

Activity 4: Designing and Building a Locker Organizer

Time: 360 minutes

Description

Students produce a locker organizer that can be adaptable to any size locker. Students measure a variety of lockers in the school, research what products are currently on the market, build a prototype, test it against the criteria, and present the locker organizer to the class. Students write a technical report detailing the project brief, criteria, testing, and solution. This project incorporates the ideas of a formal design process, prototyping design solutions, engineering testing, and presenting skills.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE3c – thinks reflectively and creatively to evaluate situations and solve problems;

CGE4f – applies effective communication, decision-making, problem-solving, time, and resource management skills;

CGE7i – respects the environment and uses resources wisely.

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.01 - identify user needs related to specified design projects;

TFV.03 - identify the design criteria applicable to existing products and services related to project activities;

TFV.04 - identify the physical properties of selected materials and their application in product design;

TFV.05 - describe methods to test and evaluate design solutions;

SPV.02 - design and fabricate models, prototypes, or mock-ups;

SPV.03 - test solutions against design criteria and identify potential implementation problems;

SPV.04 - illustrate ideas and solutions using hand-drawn and computer illustrations, as well as technical drawings;

SPV.05 - generate research reports and presentation materials for review;

ICV.01 - apply safety standards when using materials, tools, and equipment.

Specific Expectations

TF1.01 - identify user needs related to given design problems;

TF1.03 - compare consumer products or services using criteria such as functionality, reliability, materials selection, ease of use, and durability;

TF1.04 - demonstrate knowledge of the physical characteristics of materials and define how they are used in products;

TF1.05 - communicate ideas using a variety of methods;

TF1.06 - describe testing and evaluating criteria for project materials or components;

SP1.01 - develop reports on criteria for given design challenges and suggest solutions;

SP1.02 - fabricate models, prototypes, or mock-ups for testing and analysis;

SP1.04 - assess, select, and use illustration and modelling techniques;

IC1.01 - identify the safety features of tools, materials, and processes;

IC1.02 - use appropriate strategies to prevent potential health and safety problems.

Planning Notes

Students need: measuring tape, a bathroom scale (to weigh text and notebooks), assorted building materials such as box-board, utility knives, scissors, duct tape, tempera paint and brushes, string, wire, scrap paper or design journals, pliers, side cutters, safety glasses, work gloves, etc. Students may also require B-sized paper, CAD system, or board drafting accessories, and access to presentation media such as video equipment or bristol board. If possible, arrange for an empty locker near the classroom to be available to test the models.

Prior Knowledge Required

Students should have knowledge of general shop safety and machine operation before operating in a shop environment, though teachers should not assume safety familiarity.

Teaching/Learning Strategies

Step I

Teachers discuss with students the difficulties in keeping lockers neat. If possible, take them on a "field trip" to a disorganized locker you have staged for this purpose (books and old notes everywhere, stuff spilling out as the door opens, etc.). Students are asked to discuss the problems with lockers:

· not enough room for required books, etc.

· where do wet boots go so that other things don't get soggy

· during inclement weather, not enough room to cram a winter coat and a knapsack, etc.

Teachers discuss organizers for lockers that are currently on the market, who uses them and/or purchases them, what they are designed to organize, what they are made of, and what they cost. Students compare features and value of current models. Students also discuss the properties of materials used in current models, with views on criteria for material properties for future designs.

Students are organized into design groups, using the companies developed in Activity 3. Each group can select one company identification or a combination for the purpose of this activity. All members of the group record subsequent notes in a design journal to track the progress of ideas.

Step II

Students measure the dimensions of a locker. If the school has a variety of lockers, the students should gather sizes from each style. Put the information in a chart in the design journal. Discuss the notion of making an organizer that fits any locker, is easy to manufacture, and is useful to the design team themselves. Students discuss the criteria to be considered in the design of an organizer and possible solution details. The design team selects a working solution and proposes a design for their organizer.

Step III

Teachers discuss appropriate safety considerations in tool and equipment use. Construction of the model is then initiated. Models or mock-ups can be constructed of cardboard or scrap wood. All of the team should be involved with model construction and testing. Discourage arrangement of work that allows team members to start final drawings or technical reports now, as they don't know yet if their proposed design works.

Step IV

Design teams then conduct testing and refinement of design. Design teams ensure the organizer can be inserted (and removed) easily into the locker, fits into the locker as designed, and functions as designed.

Step V

If the model passes testing, then the design team completes a prototype, which may be a refined mock-up or finished design, (depending on time and material availability).

Step VI

Teachers discuss orthographic drawings, line types and thickness and drafting conventions including Canadian Standards Association (CSA) standards and dimensioning. The design team is instructed to measure the final design and create simple orthographic views with dimensions.

Step VII

Design teams compose a simple design report outlining the criteria considered in the design, the results of testing, and the features of the final design.

Assessment/Evaluation Techniques

Students are assessed according to the criteria outlined in Appendix 1.4 – Designing and Building a Locker Organizer.

Accommodations

· Teachers may opt to provide more guidance for individuals, or define requirements for simpler designs or drafted drawings. Individual students may be paired with students with more advanced knowledge or skills in construction or drafting.

· Extensions to the project could be to design a line of locker accessories that fit into the organizer, or building and selling the organizer as a school fund-raiser. Advanced students may wish to extend their project to packaging and marketing their designs. This activity can form the basis of a business opportunity for advanced students.

Resources

Catalogues from local hardware stores can be consulted for materials and fasteners. Students should be directed to consult local hobby, hardware and lumber yard personnel for ideas on solving design problems and insights on material properties and fabrication techniques.

Appendix 1.4

Designing and Building a Locker Organizer

Situation

You stayed up all night last night studying for a big test the next day. You woke up late this morning but you still just manage to make it to school on time. You rush to your first period class ready to write your test when you discover that you have no pen. You ask the teacher if you can go and get one in your locker and she lets you go. However, she tells you to hurry because you are going to need the entire class to write the test. You rush to your locker knowing that you have a pen in there somewhere. When you get there, it is as though a hurricane went through your locker. There are lunch bags, textbooks, gym equipment, a radio, tapes, and CDs all over the place. Not to mention you had football practice yesterday and your equipment is still inside. How will you ever find your pen?

Problem/Design Brief

Your company designs and constructs a locker organizer that meets a variety of consumer needs. The locker organizer must be lightweight, affordable, and made from readily found materials. Overall appearance is important and must be compatible with the styles and trends of today’s teenagers.

Investigation/Research

Consider the following questions before designing your locker organizer:

What are the dimensions and styles of the lockers at your school?

What types of locker organizers are currently out on the market?

What is the cost and what are they made of?

What were they made to organize and what do they look like?

What name will you give your locker organizer?

How will you package it?

How will your company market and advertise your product?

Construction Notes/Materials

List all the materials required to construct your locker organizer and the steps required for complete assembly from start to finish.

Evaluation/Testing Procedures

Discuss the methods used to evaluate the effectiveness of your product.

Evaluation for Locker Organizer

Ideation Sketches (five sketches)	/20
Investigation/Research Notes	/20
Functionality of Design	/20
Finished Prototype/Aesthetics	/10
Results of Testing	/10
Work Habits	/10
Writing Style/Grammar/Spelling	/10
Total	/100

Activity 5: Introduction to Technology in Sport – Sport and Cycle Accessories

Time: 60 minutes

Description

This activity is designed to introduce students to a variety of sports and cycle accessories currently out on the market and the various technologies used to produce them. Students research a physical activity of their choice and any equipment or facilities required for participation. This activity helps students develop ideas for the design and fabrication of their own sport accessory in subsequent activities.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE2e - uses and integrates the Catholic faith tradition in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

ICV.02 - illustrate how technology has affected the development of products or services;

ICV.05 - identify design-related careers.

Specific Expectations

IC1.03 - describe the evolution of a system, product, or service.

Planning Notes

· Teachers should be aware that Activities 5 through 7 are linked together to facilitate the completion of a sport or cycle accessory. (See Appendices 1.5, 1.6, and 1.7.)

· Teachers prepare video clips in advance and reserve the necessary A/V equipment. Students may have some examples of these videos at home. With respect to samples of old and new sports equipment, teachers can ask their fellow colleagues to look in their garages or attics. Other sources include the Physical Education Department and any local thrift store (e.g., St. Vincent de Paul, Salvation Army, and Goodwill have sports equipment and accessories at reasonable prices, not to mention examples of older equipment).

· Try to give examples of the equipment in the “good old days” and contrast those to the equipment being used today. If time permits, a visit to the Hockey Hall of Fame, Canadian Sports Hall of Fame, Ontario Science Centre, or similar venues in your local area might prove to be helpful. A field trip of this nature will obviously have to be planned in advance.

· Teachers should illustrate the concept of mind mapping as a way to brainstorm ideas. Students begin by writing the name of their favourite physical activity on the centre of the page. Then they proceed to write down anything associated with their sport and try to organize into categories. Examples of categories include: equipment (do all players have to wear the same equipment, e.g., in baseball, catchers vs. fielders); rules (e.g., offsides, roughing, etc.); skills required (e.g., skating, throwing, blocking, dribbling, etc); technology (e.g., hockey – aluminum sticks, goalie mask, skates, magnets, ice-making, broadcasting, etc.); influential players; leagues/organizations (e.g., NBA, WNBA, CBA); awards/championship trophies (Stanley Cup, World Series, World Cup, Olympic medal, etc.).

· Teachers might also choose to create a timeline outlining the major changes taking place in a particular sport as an alternative to a mind map.

· Not all students have had a positive experience when it comes to sports. Some students feel insecure about their athletic abilities and are unwilling to share their experiences. Encourage students to think not only of the typical sports (e.g., basketball, football, hockey, baseball) but of other recreational or physical activities as well (e.g., cycling, camping, fishing, golf, weight training, tobogganing, etc.).

Prior Knowledge Required

Students have some knowledge of sport and physical activities. Students should be familiar with the rules and equipment required to play a sport or participate in a physical activity of their choice. For students that do not participate in some form of physical activity a suitable hobby could serve as a substitute.

Teaching/Learning Strategies

1. Students view video segments and clip articles from newspapers and magazines pertaining to their sport.

2. The teacher creates an example of a visual display or timeline indicating the major changes that have taken place in a particular sporting activity. This could include video segments or pictures of the way the game or activity was played in the past. Another suggestion would be to take a trip to the Ontario Science Centre or the Hockey Hall of Fame or research on the Internet.

Assessment/Evaluation Techniques

The teacher checks that students complete a mind map or timeline of their sport. The mind map is not assessed but should be taken up to clear up any student misconceptions. Further research is required in order to complete the student worksheet. See Appendix 1.6 – Researching Your Favourite Sport Activity.

Accommodations

Teachers could provide students with additional time to complete the exercise or reduce the number of categories required for the completion of the mind map of their sport.

Resources

General

Movies about sports – old and most recent

Canadian Sports Hall of Fame

Hockey Hall of Fame

Ontario Science Centre

Web Sites

http://www.classicmask.com/history.html
excellent account of the evolution of the goaltender mask in ice hockey

http://www.cyclecush.com
new bicycle accessory designed for a more comfortable ride

http://www.usoc.org/sports/az_3_32_1.html
US Olympic web site outlining equipment requirements and rules for every Olympic sport (winter and summer)

http://www.ausport.gov.au/tech.html
“Technology and the Olympics”- article put out by the Australian Sports commission on the evolution of technology in the Olympic Games

http://whyfiles.news.wisc.edu/019olympic/main.html
“Sport Science” - article highlighting the use of technology on and off the playing field during the 1996 Atlanta Games

Appendix 1.5

Design Report Format

The Design Report consists of the following:

1. Title Page

The title page is used to grab the attention of the reader. As such, it should contain some form of illustration that appeals to the reader. It should also contain the name of the report, the name(s) of the persons that produced the report and for whom the report has been prepared.

2. Situation

This is a description of the environment in which the problem has arisen. It is a brief explanation of the circumstances and important problems creating the problem. Students should be encouraged to use their creativity in coming up with a situation. This should be no longer than six to eight sentences.

3. Problem/Design Brief

This is a statement explaining exactly what is going to be done in order to solve the problem. As with the situation, this should also be kept brief as the majority of the details are provided in the next section.

4. Procedure/Construction Notes

This should be a paragraph by paragraph account of the process used in the design and fabrication of the product. The sentences in each paragraph should be kept short and to the point.

The first paragraph should be written with the intention of capturing the reader’s attention and reinforcing the main objective of the report. The inner paragraphs contain the facts of the design and fabrication in logical and coherent progression. The final paragraph simply repeats the objective.

To simplify matters, each paragraph could be described by the following:

Paragraph 1 – How I designed the project

Paragraph 2 – How I made the project

Paragraph 3 – How I assembled the project

Paragraph 4 – How I finished the project

5. Materials

List all the necessary materials used in the construction of your project and the cost of each.

6. Drawings or Illustrations

This includes all drawings or illustrations that were used in the development and construction of your project. This includes rough sketches and final drawings in cabinet oblique, isometric or orthographic perspective. At least one drawing should be computer generated.

7. Conclusion/Reflection

This should be a paragraph outlining the overall performance of the project. Here the student indicates if the solution solved the problem according to the design criteria, the degree to which it was able to do so, and the reasons for its success. If the solution did not solve the problem, the student indicates any modifications or improvements required in order to make the solution successful in future.

8. References

This is a list of all reference materials that students used to complete the project, including books, articles, interviews, and Internet sources.

Appendix 1.6

Researching Your Favourite Sport/Activity

Complete the following questions using a variety of resources (Internet, library, newspaper and magazine articles, television documentaries, interviews with family members and friends). Be sure to list the resource(s) used after each answer.

1. What is your favourite sport or recreational activity?

2. Name at least two (2) important people in your sport or activity today. Why do you feel they are important?

Person 1:

Person 2:

3. On what type of surface is your sport/activity played? (e.g., field, ice, water, snow, etc.)

4. What type of equipment is required to play your sport/activity today?

5. Name three of the more popular manufacturers of this equipment.

6. Where in the world was your sport/activity first played? When and by whom?

Appendix 1.6 (Continued)

Researching Your Favourite Sport/Activity

7. What type of equipment was used then, if any?

8. List two significant changes or developments that have taken place throughout the history of your sport/activity and explain why you believe these changes are significant (changes can be with respect to rules but should focus more on equipment, technology and training methods).

9. List at least three (3) accessories related to your sport. Examples include bicycle locks, racks for storing or carrying equipment, exercise equipment, etc.

10. Identify three careers, other than that of athlete, related to your sport. Are you interested in becoming any one of these? If so, what are the educational requirements for that occupation?

Activity 6: Designing and Constructing a Sport or Cycle Accessory

Time: 480 minutes

Description

Students form groups based on similar interests in sports or physical activities. They use a variety of research methods to further understand the needs within their sport. Students develop sketches and drawings before commencing fabrication of their sport or cycle accessory. Students keep a record of their progress and use a variety of problem-solving strategies in the development of their product and design report. Students evaluate the success of their product by establishing and completing a testing procedure. Particular emphasis is placed on the ability of the students to work together and use resources wisely.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE3c – thinks reflectively and creatively to evaluate situations and solve problems;

CGE3f – examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society;

CGE4c – takes initiative and demonstrates Christian leadership;

CGE4f – applies effective communication, decision-making, problem-solving, time, and resource management skills;

CGE5a – works effectively as an interdependent team member;

CGE5c – develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d – finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5g – achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE7i – respects the environment and uses resources wisely.

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.02 – describe the processes used to develop products;

TFV.03 – identify the design criteria applicable to existing products and services related to project activities;

TFV.05 – describe methods to test and evaluate design solutions;

SPV.01 – analyse design criteria from given design briefs;

SPV.02 – design and fabricate models, prototypes, or mock-ups;

SPV.03 – test solutions against design criteria and identify potential implementation problems;

SPV.04 – illustrate ideas and solutions using hand-drawn and computer illustrations, as well as technical drawings;

SPV.05 – generate research reports and presentation materials for review;

ICV.01 – apply safety standards when using materials, tools, and equipment;

ICV.02 – illustrate how technology has affected the development of products and services;

ICV.03 – demonstrate understanding of the strategies used by advertisers to market products or services;

ICV.04 – explain how the choice and use of materials may affect the environment.

Specific Expectations

TF1.01 – identify user needs related to specified design project;

TF1.02 – describe the process of design and manufacturing and apply their knowledge to the design of projects;

TF1.03 – compare consumer products or services using criteria such as functionality, reliability, materials selection, ease of use, and durability;

TF1.05 – communicate ideas using a variety of methods;

SP1.02 – fabricate models, prototypes, or mock-ups for testing and analysis;

SP1.04 – assess, select, and use illustration and modelling techniques;

IC1.01 - identify the safety features of tools, materials, tools, and equipment;

IC1.02 - use appropriate strategies to prevent potential health and safety problems;

IC1.03 – describe the evolution of a system, product, or service;

IC1.04 – identify the methods used in advertising project-related products or services;

IC1.05 – describe the environmental concerns related to the use of particular raw materials.

Planning Notes

Teachers should ensure that students have access to a variety of materials to facilitate the completion of their project. If Internet research is to be used, the teacher should reserve the computer lab in advance and have students bring with them a 3.5" computer disk to save their work.

Prior Knowledge Required

Students should have an understanding of design process (SPICE Model) from previous activities. Students should also be aware of the safe operation of tools and equipment, however it is important to review this before students begin fabricating. Knowledge pertaining to the preparation of design brief is further developed. Some students have knowledge of word-processing and computer research skills.

Teaching/Learning Strategies

1. Students should have completed a mind map of their sport. This indicates the students’ knowledge of the subject and can assist the teacher in determining what techniques are useful in clearing up any misconceptions the students may have. The teacher uses this information and the students formulate small groups based on common interests. Within these groups, students can determine the common themes and needs within their sport through the analysis of the completed worksheet Researching Your Favourite Sport (Appendix 1.6). The teacher should encourage open discussion within the groups so that all members are able to contribute equally. Once students have completed this task they analyse the information and attempt to identify a specific problem based on their findings.

2. Students work together to develop a solution to their problem and other problems that may arise and use a variety of problem-solving strategies to troubleshoot. Students begin fabrication of their project. Teachers ensure that students have completed their drawings before any materials are distributed. Daily logs should be checked on a daily basis. Modifications should be made for special needs students. Some students may choose to develop a computer-generated model using a CAD type or 3-D rendering program in place of constructing a physical model.

3. Teachers provide students with a design brief outlining the expectations and parameters of the project. A sample is included in Appendix 1.7.

4. The teacher demonstrates a variety of research techniques (interviews, Library/Resource Centre, Internet, etc.). Students then choose which one they are most comfortable with and use it to define a problem within their sport that they must solve.

5. Teachers guide students to the completion of their project and distribute materials and equipment. New technologies and demonstrations of safe operation of tools and equipment are introduced as required. Students use machines, tools, and materials with regard for the safety of others and the environment. Teachers ensure daily logs are completed on a daily basis.

6. Students work together to complete the design report and oral presentation that are due on the final day of the project.

Assessment/Evaluation Techniques

Students submit a written proposal outlining their idea for their sport or cycle accessory. Teachers proofread all proposals before giving approval. Teachers assess the students’ ability to work together to solve the problem throughout the designing and construction of their product. Evaluation takes place at the end of the next activity.

Accommodations

· This activity is designed to be completed as a group project. Whether the group is the same as the design company formed in Activity 3 or is organized according to student interests in a sporting activity is the teacher’s discretion. Some students may benefit from working with students other than those in their company and perhaps may be more productive if they have common interests.

· Some students may be interested in designing teaching aids for a particular activity. Others may choose to design accessories that prevent something from occurring, for example, a special lock for a bicycle to prevent theft. In any case, students are required to develop a sport or cycle accessory that meets the consumers’ needs and their design specifications.

· Teachers may opt to remove the design report as a requirement and focus on the development of the product and an effective advertising campaign and presentation depending on the ability of the students.

Resources

Audio-visual equipment, access to tools and machinery, and materials.

Appendix 1.7

Design Brief for Sport/Cycle Accessories

Situation

Congratulations! Due to the increasing popularity of (your sport/activity), the Special Olympics Committee has just announced that (your sport/activity) will be included in the next Special Olympic Games as a medal event. Both the committee and the athletes are very excited. As you are aware, the athletes that participate in these games have exceptional abilities and needs. As a result, the equipment they require must be able to meet these needs. Unfortunately, the equipment currently on the market does not suffice. Your task is to develop or modify a piece of equipment that can be used effectively by a person with a special need, e.g., visual impairment.

Design Brief

Carefully examine the equipment and accessories required for your sport/activity. List at least five (5) changes that you could make to the equipment in order to improve effectiveness. Brainstorm with fellow group members and compare your ideas. Select one idea and use the SPICE model to further develop your idea. Once your group has completed the fabrication of your product it is responsible for marketing your product through the development of an effective advertising campaign and logo. The final product and advertisement are presented to the teacher and fellow class members on the final day.

Materials

You may use any material you wish including those that are recyclable. You may use a piece of sports equipment that already exists, but it must be clearly modified to accommodate a particular need.

Evaluation

Ideation Sketches (five sketches)	/15
Written Proposal	/5
Investigation/Research Notes	/20
Functionality of Design	/20
Finished Prototype/Aesthetics	/10
Results of Testing	/10
Work Habits	/10
Writing Style/Grammar/Spelling	/10
Total	/100

Activity 7: Formal Presentation and Evaluation

Time: 60 minutes

Description

Students present to their instructor and the class their final version of their sport or cycle accessory. They display all drawings, sketches, and logo for evaluation in the form of a poster board or other form of visual display. Students demonstrate their product and highlight its unique design features and functionality. Each group is able to question the designers and evaluate their presentation.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE2c – presents information and ideas clearly and honestly and with sensitivity to others;

CGE4f – applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE5a – works effectively as an interdependent team member;

CGE5c – develops one’s God-given potential and makes a meaningful contribution to society;

CGE7j – contributes to the common good.

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.02 – describe the processes used to develop products

SPV.04 – illustrate ideas and solutions using hand-drawn and computer illustrations, as well as technical drawings

SPV.05 – generate research reports and presentation materials for review

ICV.03 – demonstrate understanding of the strategies used by advertisers to market products or services

Specific Expectations

TF1.02 – describe the process of design and manufacturing and apply their knowledge to the design of projects;

TF1.03 – compare consumer products or services using criteria such as functionality, reliability, materials selection, ease of use, and durability;

IC1.04 – identify the methods used in advertising project-related products or services;

IC1.05 – describe the environmental concerns related to the use of particular raw materials.

Planning Notes

Teachers should ensure access to a variety of media technologies such as video, overhead projector, audio, presentation software, etc. If a display in the cafeteria, gymnasium, or Library/Resource Centre is to take place then the teacher should make the necessary arrangements in advance (e.g., availability of space, appropriate number of tables, audio-visual technologies, and perhaps refreshments).

Prior Knowledge Required

Students should be familiar with the operation of a video camera, overhead projector, or VCR.

Teaching/Learning Strategies

1. Students demonstrate an understanding of the evaluation process for their final project and presentation through the submission of a final written report. Refer to Appendix 1.5 for a list of requirements for a design report. Students are encouraged to demonstrate the unique design features and functionality of their product using a variety of media tools and technologies

2. Teachers encourage students to participate equally during presentations through questions and comments. Teachers should also attempt to encourage creativity in student presentations through the use of a variety of presentation mediums. Teachers review project expectations together with each group and ensure they have been met.

3. Teachers could arrange to have students display their work in the Library/Resource Centre, cafeteria, or classroom. Teachers should encourage other students, teachers, parents, and members of the business community to view the display.

Assessment/Evaluation Techniques

Students and teachers will assess all visual presentations to the class. Students are to complete the Checklist of Student Work Habits (Appendix 1.8) on a daily basis. Teachers check to see that this has been completed. Teachers and students assess the visual presentation of the final product to the class though the use of a rubric (refer to Appendix 1.9).

Accommodations

Students should be given the opportunity to present their product using the medium with which they are most comfortable. Some students choose to create a commercial, skit, or computer presentation. Some students may not feel comfortable presenting in front of the classroom and may elect to prepare an advertisement on paper.

Resources

General

A/V equipment – video camera, overhead projector, VCR, television, etc.

Evaluation forms (Appendices 1.8 and 1.9)

Appendix 1.8

Student Checklist for Daily Work Habits

Name: ________________________________________

Course: ________________________________________

Teacher: ________________________________________

I arrived to class on time.

I was prepared for class (materials, pen, uniform, etc.).

I observed all safety rules and procedures.

I utilized all tools properly.

I used resources wisely (recycled materials).

I co-operated with the teacher and other students.

I completed my task set out for the day.

I helped someone with his/her project.

I put away all tools and materials that I used.

I helped clean up the classroom.

Daily Total /10

Unit Total /150

Appendix 1.9

Assessment Rubric: Activities 6 and 7 - Sport and Cycle Accessories

Categories	Level 1	Level 2	Level 3	Level 4
Knowledge and Understanding Knowledge of facts and terminology pertaining to sports and cycle accessories and their use. CGE2a; TF1.01; TFV.01	- demonstrates limited evidence of grasping the terminology and scientific concepts of sport and cycle accessories and their uses	- displays some knowledge of the concepts of sport and cycle accessories but has difficulty applying this knowledge	- demonstrates considerable understanding of most of the concepts presented and is able to articulate the terminology of sport and cycle accessories and apply this knowledge to a considerable extent	- clearly demonstrates an understanding of the concepts and is able to transfer this understanding to other areas of concern
Research and Planning Research specific individual needs within a sport or cycle activity and develop a plan of action that reflects Gospel values and makes a meaningful contribution to society. CGE3d; CGE5c; TFV.01; TF1.01; IC1.03; ICV.02	- relies on known solutions with little regard for the moral implication of the solution.	- investigates a moderate list of resources with a view to creating an identifiable solution; some consideration of Gospel values is evident	- investigates a wide range of possibilities and considers them with an informed moral conscience	- demonstrates a clear knowledge of the resources available and evaluates them with a view to developing a plan to make a meaningful contribution to society
Fabrication and use of tools and materials Constructing a model or prototype of a sport or cycle accessory while paying particular attention to the dignity of the people in need and the wise use of resources. CGE4a; CGE5a; CGE7i; SPV.02; SP1.02; IC1.01; IC1.02; IC1.05	- does not exhibit the necessary skills to achieve the solution; skills with tools require more time and practice; shows limited regard for wise use of materials	- masters some of the necessary skills; some regard for wise use of resources is evident	- demonstrates a mastery of most of the skills required to implement the plan; skills with tools are sufficient to yield satisfactory results	- uses and develops skills to create the solution as planned; displays accuracy with all tools used; respects the environment and uses resources wisely
Testing and Evaluation Formulating fair and honest testing criteria based on Catholic traditions with a view to developing improvements for the future. CGE7a; SPV.03; TF1.06; SP1.03;	- uses limited criteria in formulating and executing a fair and equitable test of the solution and the materials used	- considers some of the criteria in testing the solution and the materials used	- gives a fair and honest evaluation of the solution with a few oversights and with high regard for Catholic traditions.	- applies Gospel values in formulating a fair and honest means of testing and evaluating their solution while maintaining respect for humanity and contributing to the common good.
Group Work Members work effectively while respecting the ideas of other members and are able to adapt positively to criticism and unexpected problems. CGE4f; CGE5a; CGE5g	- members frequently interrupt and/or demonstrate limited respect for the views of others; ask for limited clarification	- members pay attention to the group discussion and some members ask questions and build on constructive criticism	- body and/or verbal responses indicate active listening and most members ask questions and build on input from other members	- all members respect and encourage the views of others and demonstrate flexibility and adaptability in working together to solve the problem within the allotted time
Presentation Members work together to generate an exciting and effective oral and visual presentation that demonstrates their understanding of various marketing and advertising techniques SPV.05; TF1.05;ICV.03	- quality of presentation indicates limited preparation by most members; limited knowledge of advertising, marketing, and presentation techniques	- some members contribute to the development of presentation; some knowledge of advertising and marketing strategies is evident	- most members contribute and participate in the presentation; a clear attempt is made to utilize at least two presentation techniques	- all members participate in a group presentation; a variety of presentation methods are used effectively to clearly demonstrate knowledge of advertising and marketing techniques

Formulated with information from: By Design: Technology Exploration and Integration, Day, et al.

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