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Course Overview

Technological Design, Grade 10, Open

Identifying Information

Course Title: Technological Design

Grade: 10

Course Type: Open

Ministry Course Code: TDJ2O

Credit Value: One

Secondary Policy Document: The Ontario Curriculum, Grades 9 and 10, Technological Education, 1999.

Description/Rationale

This course requires students to design and develop innovative products and services. Students learn the following: how to identify user needs related to specified design problems; the physical properties of selected materials and their application in product design; techniques to create physical products and services; various presentation techniques; how to test and evaluate design solutions; and the implications of technology on the development of products or services. They also become aware of design-related careers.

Upon completion of this course, students are aware of the process of design and fabrication of consumer products, the design and construction of architectural structures, engineering principles in mechanical, electronic, structural and civil engineering, and consumer issues in advertising and marketing. The responsibility of designing for improving life and the environment is stressed throughout this course. Students are also aware of the potential for careers in various design-related industries, and the roles of members of design teams.

Unit Titles (Time + Sequence)

Unit 1	Consumer Product Design	25 hours
Unit 2	Product Engineering Design	25 hours
Unit 3	Architectural Design	25 hours
Unit 4	Structural Engineering Design	35 hours

Unit Organization

Unit 1: Consumer Product Design

Time: 25 hours

Description

This unit introduces students to the field of industrial design which includes consumer product design, manufacturing, consumer research, advertising and marketing, fashion design, and graphic design. Activities examine the process for designing products for specific user groups and situations, material properties, fabrication processes, safe use of tools and equipment, and product testing methods. Students develop their own corporate identities as a basis for subsequent activities. This unit emphasizes the development of skills and strategies for application in any design problem-solving challenge.

Unit 2: Product Engineering Design

Time: 25 hours

Description

Students develop products by investigating engineering issues in consumer product and industrial design development. The focus of this unit is to investigate physical and structural properties of components and assemblies; properties of materials; robotics and control technology; mechanisms; ergonomics; mechanical testing; fabrication and manufacturing; mechanical testing and computer-aided drafting (CAD). Students gain an understanding of the engineering side of design.

Unit 3: Architectural Design

Time: 25 hours

Description

This unit introduces students to architectural design, a field which includes interior design, furniture design, landscaping, urban planning, and environmental design. The unit focusses on the design and development of architectural related products and services, the career paths available in architectural related industries, and the production of architectural drawing, modelling, and sketching. The role of the architectural designer in improving the environment and human life is emphasized in this unit.

Unit 4: Structural Engineering Design

Time: 35 hours

Description

Students investigate the design of structures through projects in structural and architectural engineering. This unit introduces students to engineering concepts such as habitat design, analysis of structures and materials, architectural and engineering drawing, and structural modelling and prototyping. Student projects relate to the future of engineering design.

Course Notes

The delivery of a Technological Design course should have an emphasis on teaching the student to be a better consumer by analysing the factors that make for good design solutions. The focus of this course is to provide students with knowledge and skills to solve challenges in meeting the needs of specific users in particular situations. It should be noted that the prime “driver” in design is solving user needs. Design begins with identifying a problem or situation in need of a solution. Using specific design processes as outlined in each activity, students gain an understanding of the systematic procedures used in design problem solving in the wide field of technological design. Appendix B lists examples of step-by-step design process models that can be applied to many design problems.

This course is designed to provide the students with a realistic design or engineering business framework, and as such teachers should provide the students with an idea of how design or architectural firms are structured (e.g., firms typically made up of teams of designers, engineers, marketing departments, and project managers). The students should be made aware of the roles and responsibilities of team member’s duties. Assignments should reflect the requirements of any business such as structured deadlines, report writing to management and clients, client and investor presentations, daily journal writing, and reporting.

Before initiating each of these units, teachers should secure the appropriate resources and work through unfamiliar activities prior to implementation. These preparations ensure that all facility, equipment, and material requirements are met. Some activities require the teacher to research new information. Students and teachers benefit from contacting local businesses in design, manufacturing, marketing, or architectural industries for support in conducting the various activities. These members of the community can provide students with insight into career opportunities, educational requirements, and, potentially, offer students co-operative education learning opportunities in Grades 11 and 12. Awareness of careers can be accomplished in a variety of ways, (e.g., job shadowing, computer-based research, field trips, and/or guest speakers).

Prior to the beginning of the course, teachers need to obtain the proper drawing and modelling materials and tools. Computer resources that may be required include word processors, graphic production packages, layout and illustration packages, computer-aided drafting (CAD, 2-D and 3-D), animation, presentation software, spreadsheets, and database applications. Students communicate using a variety of media, including written reports and proposals, technical drawings, illustrations, and oral presentations.

Throughout these activities, students are continuously made aware of basic safety precautions for using hand and machine tools, as well as professional daily behaviour. Appendix A - Sample Safety Passport, can be used to verify students’ understanding of safety rules specific to workshop environments. Teachers must supervise students' safe operation of only those hand and power tools that they (the teachers) themselves are skilled at using safely. If a teacher is uncertain about the correct use of equipment, then an alternate activity should be selected.

Before allowing access to Internet resources, teachers should address safety/censorship on the Internet by implementing School Board acceptable use policies outlining appropriate student use and access of Internet services.

Students are instructed to save all deliverables such as reports, sketches, illustrations, drawings, models, and products for inclusion in their portfolio and for display (see Unit 4, Activity 4). Students are also instructed to complete a daily journal describing their activities for insertion in technical reports and for assessment by the teacher on an ongoing basis. This log could also be used to assess student learning throughout the course. (See Appendix C for sample engineering log sheet.)

Many design projects require a report that reflects on the process used to solve the challenge and suggests future improvements. A sample of the layout of a typical design report is included as Appendix D.

Teaching/Learning Strategies

The fundamental approach for teaching and learning is by providing a real-world, hands-on, project basis to the course in each activity. This course incorporates a variety of teaching/learning strategies, including student- and teacher-directed activities, individual learning activities, group work, and co-operative learning. The teacher should provide students at the beginning of each activity with the information, resources, and guidance necessary to complete each task safely and with maximum opportunity for success. Teachers provide students with opportunities to work both independently and in groups to perform the following tasks: problem solving, brainstorming, safely using hand and power tools, following various design processes, collecting information, report writing, assessing and evaluating projects, and making classroom presentations.

Assessment/Evaluation Techniques

Methods of assessment and evaluation include a wide variety of approaches to enhance the learning environment. Assessment methods may include: performance assessments such as project deliverables and skill demonstrations; personal communication assessment such as instructional questions and answers, conferences, classroom discussions, journals, or log books; and standardized tests such as classroom tests or examinations. Self- and peer assessment assist the student by providing directions to improve performance. Assessment charts included in each activity provide the basis for teacher evaluation rubrics, student self-assessment, or team assessment tools.

Final cumulative assessment and evaluation should take the form of a research and presentation task that allows students to demonstrate their knowledge and understanding of the design process. Unit 4 includes activities that can be used as the culminating task for evaluation purposes. The culminating task may be supplemented by summative evaluation in the form of a test or exam.

Accommodation

Various accommodations are made throughout the program to assist students with various physical and developmental needs. They include: one-on-one teaching/conferencing, adaptation of handouts, small group learning, and/or peer tutoring. Activities should be modified to meet the needs of all learners by applying various accommodations such as allowing increased time for activities and facilitating peer tutor assistance where possible. Teachers using the course profile are expected to be acquainted with students' Individual Education Plans (IEPs) and the unique learning characteristics of their individual students and to make the necessary accommodations.

Resources

Various resources are used throughout the course, including web sites, guest speakers, company literature, videos, trade and industry magazines, and textbooks. Course brochures from universities and colleges should be used to provide the students with educational requirements and career possibilities.

Teachers/librarians should be consulted for information on historical developments in particular fields, current practices, and search strategies for publications and the Internet. Some general resources to consider include:

Web Sites

Specific Internet resources and keywords for targeted searches are listed in each activity. General sites of interest include:

Scotty’s Unofficial Centre for Tech Education, resources for teaching design
www.igs.net/~mascott

Wired Magazine, trends and future directions of technology
www.wired.com

Popular Science, latest innovations in industrial and architectural design
www.popoularscience.com

Popular Mechanics, latest information of innovations and inventions
www.popularmechanics.com

History of Technology, list of resources on the development of technology
www.englib.cornell.edu/ice/lists/historytechnology/historytechnology.html

Core77 Design Network, information on design careers, competitions, events
www.core77.com/

Bad Designs, examples of problems in consumer design
www.baddesigns.com

Example branding company, with explanations of the name design process
www.nameit.com

Vocabulary definitions
www.whatis.com/index.htm

Books

Many textbooks exist on technical (mechanical and architectural) drafting and engineering principles for use in schools. School purchasing agents should be consulted for up-to-date information. Some general informative books include:

Ching, Frank. Architectural Graphics. New York, NY: Van Norstrand Reinhold, 1996.
ISBN 0-442-02237-9

Gordon, J.E. The New Science of Strong Materials. Markham, ON: Penguin Books, 1978.
ISBN 0-306-80151-5

Gordon, J.E. Structures, or Why Things Don’t Fall Down. Markham, ON: Penguin Books, 1978.
ISBN 0-306-80151-5

Norman, Donald A. The Design of Everyday Things. New York: Doubleday, 1988. ISBN 0-385-26774-6

Papanek, Victor. Design for the Real World. New York: Bantam Books, 1971.

Salvadori, Mario. The Art of Construction, Projects and Principles for Beginning Engineers and Architects. Chicago: Chicago Review Press, 1990. ISBN 1-55652-080-8

Publications

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 for insights on material properties and fabrication techniques.

Publications on many aspects of architectural design considerations and research are available from Canada Mortgage and Housing Canadian Housing Information Center, Ottawa, Ontario (613-748-2367)

Standard residential dimensions can be obtained from architectural design textbooks. Kitchen utensils and appliances may be obtained from home, local hardware or discount stores. Local home builders have a wide variety of pamphlets with floor plans of their models, and most are willing to provide blueprints as well.

Model-making manuals and magazines are available from local hobby stores

Periodicals

Popular Science

Popular Mechanics

Wired

Various architecture and home improvement magazines

Videos

Videos on the design process and projects such as washing machines, bicycles, toys, and mobile homes are available from:

Classroom Video
107 1500 Hartley Avenue
Coquitlam, BC
V3K 7A1
Phone: 604-523-6677

OSS Policy Applications

Teachers should consult the OSS document: Choices into Action: Guidance and Career Education Program, for assistance in developing the career, co-op, and apprenticeship aspects of this course. The Grade 10 Technological Design Course is designated as a Technological Education program in which students develop an understanding of the process of developing products and services for user needs. The analysis, research, and fabrication knowledge and skills derived from this course can be applied to any career path a student pursues.

Students are introduced to practical aspects of design and fabrication of products to benefit society. The curriculum provides opportunities for students to undertake hands-on practical activities as well as to conduct research and analysis.

Potential for career exploration throughout all units is made available to students with specific reference to Choices into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999. Teachers should also consult their local Ontario Apprenticeship branch for information on trade apprenticeships and the Ontario Youth Apprenticeship Program, (OYAP), available from the Ontario Ministry of Training, Colleges, and Universities.

Course Evaluation

Teachers may elect to provide the student with an exit survey form to analyse the student’s reactions to the course content and delivery. Teachers may also provide local businesses involved in design-related industries with course curriculum and materials for analysis of the efficacy of the program content.

The following areas should be assessed:

· Are expectations being met?

· Are the learning styles of all students being met through teaching strategies?

· Does assessment/evaluation measure student expectations in a reliable and accurate manner?

· Are parents informed of student performance on a regular basis?

· Are a variety of assessment/evaluation tools used?

· Are a variety of teaching/learning strategies used?

· Are the special needs of individual students being met?

Appendix A (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 them independently. This process may be adapted to suit the individual teacher and students' needs.

The general process is as follows:

Step 1. The teacher introduces a new piece of equipment (e.g., lathe). The student records the date of the safety demonstration on their safety passport and it is initialled by the teacher (see sample below). During this lesson, in which the teacher demonstrates techniques for the safe operation of the machine and personal protective equipment (e.g., proper eye protection, secure loose hair, remove jewelry, protective clothing, etc.), the students prepare a note in their notebooks. This safety note is carefully recorded in each student’s notebook along with the signed passport slip. The teacher also carefully notes on the attendance for that day if any students are absent so that a makeup opportunity is provided.

Step 2. Secondly, 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 written tests must be kept by the students in their notebooks. These individual machine tests are designed to complement any general facility safety rules. Upon satisfactory completion of the test the student dates the “tested” column and teacher initials it as complete.

Step 3. 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.

Step 4. Once the student has completed steps 1,2, and 3, the teacher signs the final column granting permission to use the equipment. Students provide the teacher with their signed-off 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); summary safety passports may be protected with page protectors or laminated. See the sample summary passport below.

Sample Equipment Safety Passport

Student Name: __________________________ Equipment: ______________________________ See notebook for the note on safe setup and operation of the equipment.
Attended Teacher Safety Instruction and Demonstration (and note recorded)		Passed Written or Oral Testing		Demonstrated Safe Setup and Operation of Equipment to Teacher		Granted Permission to use Equipment by Teacher
Date of Lesson	Teacher Initial	Date Tested	Teacher Initial	Date of Demo	Teacher Initial	Date	Teacher Initial

Appendix A (2)

Technological Design: General Lab Safety

Safety is a very important concern when working in a Technological Design Lab. Accidents normally occur as a result of people’s carelessness, not through any fault of a machine. Working safely requires knowledge, concentration, mature responsible attitude, common sense, respect and for you to follow these safety rules at all times.

Dress properly: remove sweaters, coats, and jewelry, roll up sleeves, tuck in shirts, and tie long hair back.

Keep behavior appropriate for a classroom: no running, pushing, fighting, or throwing items.

Pay full attention to what you are doing and never distract anyone else when they are working.

Keep work area clean and clear from debris or tools not being used.

Remember to keep your hands away from the machine's moving parts

Do not touch any machines that you have not been shown how to use by the instructor.

Make sure all safety guards are properly adjusted and locked in place. Do not play with any handles, knobs, or adjustments unnecessarily.

Always ask permission before using any machine.

Only one person operates a machine at one time; everyone else is to remain outside the yellow safety areas.

Always turn off machine and wait until all moving parts have come to a complete stop before making any adjustments or walking away from the machine. Never stop any moving parts with your hands or material.

Make sure all blades are sharp and tools are in perfect condition. Report any machine trouble or broken tools to the instructor.

Always take a comfortable well-balanced stance while using tools and machines, never sit.

Eye protection MUST be worn at ALL times when you are in the Tech Lab.

Students must never enter the room unless the instructor is present.

Appendix B (1)

Design Process Models

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. This 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 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 (e.g., 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 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 then they begin the construction of the final product. If it fails to meet the requirements, students 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.

Appendix B (2)

Design Process Models

Scotty’s Project Problem-Solving Model

Planning Stage

Problem Identification

· What is needed, why is it needed, who needs it, when do they need it?

· research, conceptualization, group think, brainstorm

· think out solutions using sketching, models, doodles

Set Goals, Note Criteria

· How might it be solved?

· consider resources, materials, funds, time constraints

· discuss goals with clients, users, investors

· refine solutions, more sketches, models, doodles

Evaluate, Test, Select, And Implement Solutions

· brainstorm, sketch, doodle, thumbnails, roughs, models

· group discussions, decisions, user surveys, test marketing

· pin down solution

· feedback to other stages

Presentation Stage

Sell The Solution

· polish and layout solution(s), comprehensive drawings, and or illustrations

· present ideas to management, clients, investors

· feedback to other stages

Production Stage

Fabrication

· complete engineering design, prototypes, technical drawings

· evaluate design, test components and products, verify, modify if necessary

· monitor production

· feedback to other stages

Implement

· package, delivery, installation

· test solutions, feedback to other stages

· marketing, communications, advertising

Post-production Stage

Evaluate

· analyse and conclude, report results

· refine ideas for further work

· monitor solutions

· feedback to other stages

Appendix C

Engineering Log Sheet

STUDENT: ____________________________ COURSE: __________________________

Date	Hours	Project	Activity Performed	Teacher Signature













Total Hours		Student Signature/date: Instructor Signature/date:

Appendix D

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 person(s) who produced the report, for whom the report has been prepared, and the date of production.

2. Problem Statement

The problem statement describes the identified needs and situation of the project at hand. This statement is very brief (approximately one or two sentences).

3. Design Criteria

This section outlines the set of factors that influence the design (e.g., cost considerations, size limitations, user requirements, material or component properties, etc.). This section guides the design. It may be in point form, but as much detail as known should be here.

4. Procedure Notes

This is an in-depth 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. It describes the route used to determine the solution to the design challenge, including research conducted, sources of information, modelling and testing of ideas and their results.

5. Materials

List all the materials and costs used in the fabrication of the final product.

6. Drawings or Illustrations

Include all drawings or illustrations that were used in the development and fabrication of the project. This includes rough sketches, technical drawings, illustrations, and/or photographs of models or products. Ensure all drawings are properly labelled and descriptive.

7. Conclusion

Describe the results of the process of finding a solution to the design challenge. Include the results of testing solutions. Include a description on how each of the design criteria was met (or not). Describe possible improvements or modifications for future work. Suggest other users or situations that may benefit from your research and/or testing.

8. References

List all reference materials used to complete the project, including books, articles, interviews, and Internet sources.

9. Log Sheet

From your daily log records, list the dates and amount of hours taken for each facet of the project.

Coded Expectations, Technological Design, TDJ2O

Theory and Foundation

Overall Expectations

TFV.01D

– identify user needs related to specified design projects;

TFV.02D

– describe the processes used to develop products;

TFV.03D

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

TFV.04D

– identify the physical properties of selected materials and their application in product design;

TFV.05D

– describe methods to test and evaluate design solutions.

Specific Expectations

TF1.01D

– identify user needs related to given design problems;

TF1.02D

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

TF1.03D

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

TF1.04D

– demonstrate knowledge of the physical characteristics of materials and define how they are used in products;

TF1.05D

– communicate ideas using a variety of methods;

TF1.06D

– describe testing and evaluating criteria for project materials or components.

Skills and Processes

Overall Expectations

SPV.01D

– analyse design criteria from given design briefs;

SPV.02D

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

SPV.03D

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

SPV.04D

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

SPV.05D

– generate research reports and presentation materials for review.

Specific Expectations

SP1.01D

– develop reports on criteria for given design challenges and suggest solutions;

SP1.02D

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

SP1.03D

– establish test criteria and use them to test projects;

SP1.04D

– assess, select, and use illustration and modelling techniques;

SP1.05D

– describe the process used to solve project design problems.

Impact and Consequences

Overall Expectations

ICV.01D

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

ICV.02D

– illustrate how technology has affected the development of products or services;

ICV.03D

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

ICV.04D

– explain how the choice and use of materials may affect the environment;

ICV.05D

– identify design-related careers.

Specific Expectations

IC1.01D

– identify the safety features of tools, materials, and processes;

IC1.02D

– use appropriate strategies to prevent potential health and safety problems;

IC1.03D

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

IC1.04D

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

IC1.05D

– describe the environmental concerns related to the use of particular raw materials;

IC1.06D

– describe functions of personnel working in design-related careers;

IC1.07D

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

Acknowledgments

Identifying Information

Description/Rationale

Unit Titles (Time + Sequence)

Unit Organization

Unit 1: Consumer Product Design

Unit 2: Product Engineering Design

Unit 3: Architectural Design

Unit 4: Structural Engineering Design

Course Notes

Teaching/Learning Strategies

Assessment/Evaluation Techniques

Accommodation

Resources

Web Sites

Books

Publications

Periodicals

Videos

OSS Policy Applications

Course Evaluation

Appendix A (1)

Sample Safety Passport

Appendix A (2)

Technological Design: General Lab Safety

Appendix B (1)

Design Process Models

The SPICE Model

Appendix B (2)

Design Process Models

Scotty’s Project Problem-Solving Model

Appendix C

Engineering Log Sheet

Appendix D

Design Report Format

Theory and Foundation

Specific Expectations

Skills and Processes

Specific Expectations

Impact and Consequences

Specific Expectations