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Course Overview

Manufacturing Technology, Open, Grade 10

Identifying Information

Course Developers: Alex Clachers, Bob Chambers, Brian Perkins, Dick Hopkins, Sergio Borghesi, Paul Fraser, Dave Beneteau, Paul Owens

Course Title: Manufacturing Technology

Grade: 10

Course Type: Open

Ministry Course Code: TMJ2O

Credit Value: One

Description/Rationale

Students in this course examine manufacturing from the perspective of a real world company. They research, design, build, and market products independently or in teams. Through a project driven approach, students experience various phases of the manufacturing process. In addition to furthering their technical skills, students expand their knowledge of how manufacturing relates to other subjects such as business, marketing, communications, and human and physical resource management.

How This Supports the Ontario Catholic School Graduate Expectations

The role of Technological Education in the Catholic faith community is to enable students to develop and utilize their gifts and talents while creating products that benefit others in a way that models Gospel values. The focus of the curriculum is to enable students to become critical and innovative problem solvers who question the use of resources and understand the implications of technological innovations. An emphasis on process as well as results ensures that students create products and provide services that recognize our God-given responsibility to respect the dignity and value of the individual and the community. Students also become aware of ethical issues and how they may be resolved using Christian values.

Unit Titles (Time + Sequence)

Unit 1	Exploring Manufacturing Technology	20 hours
Unit 2	Pre-Production Planning	15 hours
Unit 3	Production: Applied Manufacturing Operations	45 hours
Unit 4	Production: Introduction to Power and Control Systems	20 hours
Unit 5	Post-Production Analysis and Reporting	10 hours

Unit Organization

Students must work through each activity/project from start to finish. Upon designing the first major project, Designing and Planning a Three-Level Maze (Unit 2, Activity 1), students progress to Unit 3, Activity 1, where they fabricate the Three-Level Maze. When the first project is complete, students begin another major project at the design stage (Unit 2, Activity 2, Design and Plan a Pick-and-Place Robot). They progress through the units until the project is complete. Students repeat this process with their final project.

The appendices are located at the end of each activity. The unit number, activity number, and appendix number identify each appendix item (i.e., Appendix 5.2.3 refers to Unit 5, Activity 2, Appendix 3).

Unit 1: Exploring Manufacturing Technology

Time: 20 hours

Description

In this unit students explore manufacturing processes, terminology, and design concepts. They will develop an appreciation for product development from conception to completion, and consider the impact to the socio-economic well-being of the region, province, and nation. Through introductory design challenges, students also explore the manufacturing facility and become familiar with materials, shop layout, and equipment. They study appropriate safety procedures for all aspects of the course from personal protective equipment to appropriate behavior in any industrial setting. Through the career-awareness portion of this unit, students learn the intrinsic value of work and will realize their potential for dignity, self-respect, respect for others, and success. Using a variety of resources, students research post-secondary education and the world of work requirements. Students identify their God-given gifts and research career options in the technology fields. They practise making moral and ethical decisions in light of Gospel values with an informed conscience.

Unit 2: Pre-Production Planning

Time: 15 hours

Description

Pre-production planning is an integral part of the manufacturing process. This unit introduces students to technological design, feasibility studies, engineering drawings, process planning, and scheduling. Using these techniques and standards, students will demonstrate their knowledge of the concepts required to design, plan, and prepare a product idea for its production. Through problem solving exercises, independently and in groups, students apply their skills to develop ideas and formally present them through engineering graphic standards. The skills and knowledge acquired in this unit can then be applied to other projects in the following units.

It is at this phase in the production process that decision-making is critical to the development for peace and social justice. The designers and planners of the future must create, adapt, and evaluate new ideas in light of the common good. Technology, when placed at the service of God’s people, is to be developed for the benefit of all. In this unit students develop an appreciation of the importance of decision-making based on Gospel values. In this unit, emphasis is placed on giving students a general understanding of Manufacturing and how our Catholic faith influences moral decision-making.

Unit 3: Production: Applied Manufacturing Operations

Time: 45 hours

Description

Students produce high quality finished products in answer to design challenges in this unit. Using a variety of available materials (wood, plastic, steel, glass, fabric, etc.) and manufacturing processes (cutting, forming, machining, forging, joining, etc.), they develop skills in product manufacturing from prototype to factory production. This unit introduces students to manufacturing processes as they apply to the fabrication of products. Using skills developed in previous units, students utilize standard manufacturing processes to complete their projects. The unit will include an introduction to safety, machine licensing, fabrication techniques, and prototyping. This unit also requires that students become aware of the social consequences of technology as they relate to production and the ethical issues/situations which can develop. Class discussions introduce students to unions, sweat shops, wages, benefits, strikes, and contract negotiation processes. Students explore the effects of technology on working conditions. Through creative and reflective writing, students demonstrate a sense of respect for the dignity and welfare of humanity. This unit also promotes the development of thinking skills and the integration of social issues into the learning process.

Unit 4: Production: Introduction to Power and Control Systems

Time: 20 hours

Description

In this unit, students are presented with design challenges, which focus on adding elements of power and control to previous unit products. Students add electrical, pneumatic, and/or hydraulic power and control systems to the products. This unit also requires that the student become aware of the social consequences of technology as they relate to power and control mechanism. Students identify the positive and negative impact of technology on the environment and on society. Through creative and reflective writing, students demonstrate a positive sense of respect for the welfare of the environment.

Unit 5: Post-Production Analysis and Reporting

Time: 10 hours

Description

In this unit students assess the process and the finished product. Students analyse cost, feasibility, and markets. Students also demonstrate effective communication skills through written technical papers, design briefs and oral and multi-media presentations. In analysing the success of the projects, students assess their experiences throughout the design, planning, production, and reporting of their project. Through self- and peer assessment and reflection, students will develop an appreciation and respect for the rights, responsibilities and contributions of self and others.

Course Notes

This course includes several ongoing activities that follow The Design Process (initiate, design, fabricate, assess, report). The course also serves as a cross-curricular platform that can support academic and technological expectations in other courses. The development of activities and projects can be linked to business, school, and community initiatives.

The first unit of the course provides a general awareness of Manufacturing Technology as it relates to careers and the impact on society. The career portion of this course will provide students with opportunities for job shadowing, field trips, Internet research, and guest speakers. It will also provide an ideal vehicle for co-operative education opportunities.

Manufacturing plays an important role in society. Students are introduced to environmental effects, social issues, ethics, morals, and values as they relate to each phase of the manufacturing process. This will be presented through class discussions, oral presentations, and written reflections in each of the units.

Through the fabrication and production part of the course, students develop organizational and shop cleaning skills as they prepare, clean, and store tools and materials for their projects. These skills must be maintained throughout the course. Whether students work on computers or in manufacturing labs, health and safety issues will be emphasized throughout the term. Students develop an understanding of the importance of health and safety issues as they relate to physical and personal well being. They also understand the need to assume responsibility for their own safety and the safety of others.

Team work is an essential part of a successful process. Co-operative teamwork should be a positive experience, enhancing an individual’s self worth. Students have opportunities throughout the course to develop team and interpersonal skills in dealing with conflict management. Driven by group projects, students develop a clear understanding of what it means to be an effective team member.

An awareness of Gospel values is developed through reflection activities that explore technological implications to human well being. Humanity can no longer remain complacent about technological development especially as it relates to moral issues. Students will develop a clear understanding of the benefits and risks of technological growth and development. As part of the unit reflection, students will write journals, which allow them to reflect on the unit content and comment on their learning experiences. Throughout the course, students will be provided with opportunities to discuss and evaluate ethical issues which arise. In general, this course ensures that students acquire the knowledge, skills, and attitudes that will allow them to use technology effectively, confidently, and ethically to enhance the human condition and protect the environment.

This course provides students with many hands-on activities. Through teacher and student-directed instructions and criteria, students have several opportunities to plan, build, evaluate, and present their projects to their peers. The projects, as well as being monitored throughout the process, will be assessed for completeness, functionality and aesthetics.

Teaching Learning Strategies

Socratic Lesson

· oral presentation of information by the teacher

· theoretical material is presented to the student at the appropriate stage of their activity

Class Discussion

· students actively participate discussing current issues

Collaborative/Co-operatives

· small group learning providing high levels of student engagement, interdependence, and conflict management skills

Conferencing

· student-to-student discussion

· teacher-to-student discussion

Brainstorming

· group generation of initial ideas expressed without criticism or analysis

Design-Solving Process

· a problem-solving approach using a prescribed series of steps

Independent Study

· exploration and research of a topic interesting to students

Report/Presentation

· oral and written presentations of the researched topics

Case Study

· investigation of real-life issues

Examples

· provide students with models or samples of student work from previous terms

Journal and Reflection Writing

· the practice of expressing ideas, experiences, and reflections

Community Involvement

· field trips to local manufacturing facilities

· guest speakers

· engineering associations

Assessment/Evaluation Techniques

Personal Communication

· daily and/or weekly journals and logs

· student/teacher conferencing

· teacher/group conferencing

· self/peer assessment

· reflection papers

Paper and Pencil Tests

· unit tests/quiz

Observation

· formal teacher observation

· informal teacher observation

Performance Assessment

· project research

· assigned exercises

· presentations

· drawing and sketching (design briefs)

· product assessment

· formal written reports

Reflection

· self-assessment

· peer assessment

· log/journal

· reflection papers

Assessment Tools

· checklists

· marking schemes

· project specification sheets

· rubrics

· anecdotal comments with suggestions for improvements

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

Accommodations

· Teachers are to be familiar with exceptional students’ Individual Education Plans (IEPs) for legislated accommodations and consult with the appropriate staff. By doing this, teachers will be aware of and can implement prescribed modifications and accommodations.

· To maintain the principles of Catholic social teaching with regard to the “Dignity of the Human Person”, accommodations are to be made so students do not lose dignity because of disability, poverty, lack of success, linguistic diversity or race. Teachers foster a positive atmosphere accepting of individual’s uniqueness, values, and needs.

· The nature of these units and their activities allow for a wide range of course delivery methods. This flexibility includes the following support for students who may require it.

The teaching strategies may include:

· having class rules, procedures, and expectations for work, behaviour, and homework explicit and posted in clear view of students. Provide a variety of modes of instruction (verbal, written, demonstration, or small group). Repeat instructions and frequently monitor progress, providing feedback frequently through suggestions, comments, or questions about work;

· providing generated hardcopies of instructions and handouts that are well spaced, clear and have readable font and suitable font size;

· using drafts, proofreading, conferencing, mapping, outlines, diagrams, and word lists.

· using organizers (even one daily sheet) for the following purposes: outline, new vocabulary, recording of dates, required due dates, and homework, etc.;

· allowing the finished product/project/assignments to be presented in a variety of formats: accept oral contributions, point form rather than essay, one-on-one conferencing;

· simplifying expectations on individual assignments and allowing extra time for completion;

· considering “process rather than product” as an aspect of work;

· using class time for discussion through questioning and examples rather than lecturing providing an atmosphere that encourages students to ask questions for information gathering and for clarification;

· using audio visual aids, and/or group work with peer mentors;

· grouping students either with varied skills or similar skills to allow for enhancement or remediation;

· providing a glossary of new terms and definitions and diagrams/sketches with labels;

· using demonstrations and hands-on experience to further develop understanding of a new concept;

· checking with Administration, Academic Resource Department personnel and Guidance Counsellor to make certain that all aids, environmental issues, and safety precautions are addressed. Discuss accommodations and make certain that the surroundings will meet the needs of the student to experience success in the program;

· providing a list of topics and suggestions for an enrichment program;

· providing appropriate modifications to teaching, learning, and evaluation strategies ESL to help students gain proficiency in English. Check with Administration, Academic Resource Department personnel and Guidance Counsellor for assistance in making the accommodations.

· marking work for errors in Spelling and Writing/Grammar/specific terminology in a respectful way so that the effort remains workable without deducting marks for spelling, etc. except on proofread and final draft pieces;

· allowing for extra time writing tests, quizzes and exams (see the Special Education staff for assistance);

· using multiple choice/true-false/fill in the blank test questions with word list in place of essay type questions;

· reducing the number of questions on tests and quizzes or different types of questions. Oral testing may also be an option;

· using a checkpoint evaluation;

· using a self/peer evaluation;

· providing opportunities for involvement in self-assessment;

· allowing for alternative assignments relevant to student’s strength.

Resources

Web Sites

Catholic Social Teaching
http://www.coc.org/coc/cst.html

Material Search site
http://www.recycle.net

Genetic Engineering
http://www.centreforfoodsafety.org/itn.html

Rube Goldberg Machine
http://www.geocities.com/Baja/8205/rube.htm

General information on Rube Goldberg
Rube Golberg Machine Contest
http://www.cae.uwm.edu/rube/html/

Work Web
http://www.cacee.com

Site for student and graduate job seekers
Canada WorkinfoNet
http://www.workinfonet.ca
Source of career, education and labour market information for Canadians

Canlearn Interactive
http://www.canlearn.ca

Human Resource Development Canada
http://www.hrdc-drhc.gc.ca/maps/national/canada.shtml

Career information
National Occupation Classification Code
http://www.eoa-hrdc.com/3519/menu/occnoc.stm

General student information on future planning
Ontario Association of Certified Technicians and Technologists
http://oacett.org/

Education and Career information
Canadian Association of Professional Engineers
http://www.apegga.com/

Education and Career information
The Toronto Star Newspaper
http://www.thestar.com/

The Toronto Sun Newspaper
http://www.canoe.ca/TorontoSun/home.html

Centre for the Study of Ethics in the Professions
http://www.iit.edu/departments/csep/

Teacher resource on Professional Ethics
Engineering Ethics
http://www.lowery.tamu.edu/ethics/

Teacher resource on Engineering Ethics
The Model Aeronautics Association of Canada
http://www.maac.ca/

NASA Education Online
http://www.dfrc.nasa.gov/trc/ntps/index.html/

MotionNet
http://www.roboticarm.com/

A site designed by engineers to help engineers find everything to build anything
Labour Movement
http://www.dfrc.nasa.gov/trc/ntps/index.html

Labour Movement
http://cbc.ca/news/indepth/strike/index.html

“Strike” article
Guide to Canadian Labour History Resources
http://www.nlc-bnc.ca/services/ewebsite.htm

Publications

Browning, Heighington, Parvu, and Patillo. Design and Technology. McGraw-Hill Ryerson, 1993.
ISBN 0-07-549650-X

Canadian Technology Human Resources Board. Look Ahead, Get Ahead, Growing Career Opportunities for Technicians and Technologists. Ottawa: Canadian Cataloguing in Publication Data.
ISBN 0-9684007-8-7

Cirovic, Michael. Basic Electronics. Reston Publishing, 1997. ISBN 0-87-909059-6.

CNC Software Inc. Mastercam Mill/Lathe Tutorial-Basic Concept. Connecticut, 344 Merrow Road, Tolland, Connecticut, 06084 USA: 1993.

Crawford, Donald. A Practical Guide to Airplane Performance and Design. Crawford, Publisher, 1979. ISBN 0-96-0393939-04.

Schey, John A. Introduction to Manufacturing Processes. McGraw-Hill, 1997. ISBN 0-07-055279-7

Fogarty, D., J. Blackstone, and T. Hoffman. Production and Inventory Management 2^nd ed. Cincinnati, OH: 1991. ISBN 0-538-07461-2

Fowler and Horsley. Technology. Collins, 1999. ISBN 0-00-322036-2

Kibbe, Richard R., John Neely, and Roland Meyer. Machine Tool Practices. United States: Prentice Hall, 1999. ISBN 0-13-270232-0

Krar, Oswald. Technology of Machine Tools. McGraw-Hill, 1996. ISBN 0-02-803071-0

Quinlan, C. Orthographic Projection Simplified. USA/New York, New York: Glencoe, 1996.

Rorabaugh, Britt. Mechanical Devices for the Electronics Experimenter. McGraw-Hill, 1995.
ISBN 0-07-053546-9

Swartz, Mark. Get Wired, You’re Hired. Toronto: Canadian Association of Career Education and Employers, 1999. ISBN 0-921589-81-6

Spence, W.P. Drafting Technology and Practice. Peoria, Illinois: Glencoe, 1991.
ISBN 0-02-676290-0

ISBN 0-02-677320-1

Scriptures

Video Resources

Future Vision. Toronto: International Tele-Film, 21 programs/ 5 minutes: 1/50 minutes

Meridian Education Corporation. Manufacturing Technology Series. Mississauga, On: McIntyre Media Limited, 1999. 63.8 minutes

Society of Manufacturing Engineers. Adventures In Manufacturing. Dearborn, Michigan: Phone (313) 271-1500, 64 minutes.

Computer Software

Word processing software (e.g., Corel WordPerfect)

CAD software

CAD/CAM software

Desktop Publishing software (e.g., CorelDRAW™)

Presentation software (e.g., Corel Presentation)

Spreadsheet software

Other

School Library/Resource Centre

Local industry

Co-operative Education department

Local/national newspapers

Magazines such as Sport Aircraft or Model Airplane News, books, photographs and three-view drawings.

Guest speakers: local professionals, academic teachers, professional career recruiters, Chaplains, religion teachers, local parish priests

Co-op placements, job shadowing, speakers, local businesses, Municipal, Provincial, and Federal Government Agencies.

OACETT (Ontario Association of Engineering Technicians and Technologists

Canadian Professional Engineering Association

APMA; Automotive Parts Manufacturing Association (Magna International); great resource for speakers, tours, videos, career opportunities information, etc.

Society of Manufacturing Engineers

OSS Policy Applications

The Grade 10 Manufacturing Technology Course is designated as a Technological Education program. All Grade 10 courses offered in Technological Education are open courses, which comprise a set of expectations that are appropriate for all students. (See The Ontario Curriculum, Grades 9 and 10, Program Planning and Assessment, 1999 for a description of the different types of Secondary School courses.) Students can use the course as a compulsory credit (1 credit from Science Grade 11 or Grade 12) or Technological Education (Grade 9 –12), or as an optional credit. This course is designed to provide students with a broad educational base that will prepare them for their studies in Grades 11 and 12, and for productive participation in society. Students are introduced to practical and theoretical aspects of Manufacturing Technology. The curriculum provides opportunities for students to undertake hands-on practical activities, as well as to conduct research and analysis. Anti-discrimination education, equity, social justice issues, career goals, co-operative education, conflict resolution/violence prevention and community partnerships are addressed in the course. All of these support many of the Ontario Secondary School Policies.

Through a wide range of teaching strategies and accommodations, this course will meet the needs of all students. The accommodations for exceptional students will include specialized support and assessments to facilitate individualized learning.

The career portion of this course will allow students to learn about their interests, strengths, and aspirations. The activity will allow students to research a variety of career opportunities and learn to make appropriate educational choices as they relate to their high school courses, post-secondary requirements, and workplace options. Career exploration throughout all units will be made available to students with specific reference to Choices into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999.

The manufacturing process as a whole provides opportunities for many cross-curricular activities. The design and planning phases of the process involve many of the sciences, arts, and mathematics necessary for material strength and structure, as well as dimensionally accurate graphic representation. The planning and reporting phases also provide opportunities for students to become more familiar with information technology and to benefit from a wide variety of software packages. The production and quality control phases allow for integration with mathematics through measurements and statistical control. The technical briefs, written reports, and oral presentations will enhance students’ language and grammar skills as well as their communication skills.

Project-based, hands-on activities provide students with the opportunities to explore health and safety issues as they apply to the physical and personal well-being of students in the class, the lab, and the workplace. The activities will ensure that students acquire the knowledge and skills relating to safe practices and proper use and handling of material. Because of the practical nature of this course, students have an opportunity to apply what they learn through various planned learning activities outside the classrooms. This may include field trips, co-op placements, job shadowing, and outside community projects. This will also help enhance their awareness of educational and career opportunities. It is through these experiences students develop an understanding of personal values as well an ability to make ethical decisions reflective of Christian values.

Course Evaluation

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

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 special needs of individual students (exceptional students/ESL/ESD) being met?

Appendix A

Sample Oral Presentation Criteria and Rubric

Criteria	Level 1	Level 2	Level 3	Level 4
Organization/ Format · introduction · content · summary · conclusion TFV.02M	- very limited opening and/or closing	- opening and/or closing are somewhat effective	- effective opening and closing	- masterful opening and closing
	- limited development of one or more parts of the presentation	- some development of the parts of the presentation	- development of most parts of the presentation	- thorough development of all parts of the presentation
	- coherent sequence of ideas is not clearly discernible	- some coherence in sequencing of ideas	- coherent sequencing of ideas	- thoughtful sequencing of ideas
Presentation Delivery	- presents in a low, monotone manner, with infrequent eye content	- presents with adequate enthusiasm, some eye contact and acceptable voice clarity	- presents with enthusiasm maintaining eye contact, speaking clearly and pausing effectively	- presents with a high degree of enthusiasm maintaining eye contact, speaking clearly and pausing effectively
Presentation Delivery	- demonstrates limited awareness of body language skills	- demonstrates some awareness of body language skills	- demonstrates control of body language skills	- demonstrates sophisticated control of presentation skills
Quality of Content ICV.02M IC1.02M	- communicates understanding of few aspects of the content	- communicates understanding of some aspects of the content	- communicates a thorough and broad understanding of the content	- communicates a thorough, broad, insightful understanding of the content
Quality of Content ICV.02M IC1.02M	- answers audience questions in a limited manner	- answers concrete audience questions and/or replies to audience with some effectiveness	- answers concrete and abstract audience questions effectively	- answers concrete audience questions and/or replies to audience with effectiveness
Overall Impact	- demonstrates a limited grasp of the fundamental elements of presentation; lack of command of one or more elements seriously affects the overall impact	- demonstrates some grasp of the fundamental elements of presentation; strengths outweigh weaknesses and the communication is generally clear	- demonstrates command of the elements of presentation; generally the presentation is integrated and the elements reinforce each other to create a meaningful whole	- demonstrates a sophisticated command of the elements of presentation; all elements work together to convey a distinctive perspective and impression

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

Appendix B

Sample Rubric Evaluation for Reflection Journal/Paper

Criteria	Level 1	Level 2	Level 3	Level 4
Page Format · page layout · font type/size · headings · date/name/ course TFV.02M	- limited number of items complete or correctly placed	- some items complete and correctly placed	- all items present and properly placed	- all items present and properly placed with additional items (headers/footers/page no., etc.)
Content Format · introduction · content · conclusion	- introduction or conclusion is missing; limited development of one or more parts of the presentation - coherent flow of ideas is limited	- some development of introduction and conclusion but not clearly defined - some coherence in the flow of ideas	- clearly defined introduction and conclusion - coherent flow of ideas	- masterful use of introduction and conclusion - thorough flow of ideas
Quality of Content	- communicates understanding of limited aspects of the content	- communicates understanding of some aspects of the content	- communicates considerable understanding of the content	- communicates a thorough, broad, insightful understanding of the content
Spelling and Grammar	- limited attention to spelling and grammar	- some attention to spelling and grammar	- considerable attention to spelling and/or grammar	- thorough attention to spelling and/or grammar

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

Appendix C

Sample Safety Passport/License

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:

1. When 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 this is initialed 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 jewellery, protective clothing, etc.), 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 for the safety lesson and provides a makeup opportunity at a later date.

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 also be kept in students’ notebooks. These individual machine tests are designed to compliment any general facility safety rules. Upon satisfactory completion of the test the student dates the "tested" column and teacher initials it as complete.

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 they the teacher signs off that portion of their passport.

4. Once students have completed steps 1, 2, and 3, the teacher signs the final column of the safety passport indicating that they are able to use that equipment. Students must be able to provide the teacher with their signed off passport for that equipment each time they wish to use that equipment. A summary document of all the various permissions may be created by the student and signed by the teacher (as permissions are earned); these summary safety passports may be protected with page protectors or laminated for protection.

Sample Equipment Safety Passport/License

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 D

Safety and Production Instructions:

· Should have only one operator on each machine at any given time.

· Ensure all guards are in place.

· Safety glasses must be worn and loose clothing or hair must be secured or fastened while students operate tools or equipment.

· Hand tools and machinery must never be handled in a seated position.

· Students should establish a proper stance to ensure proper balance and stability while operating any piece of equipment.

· Each piece of equipment and machinery must be in top running condition before anyone is allowed to operate it.

· Improper conduct is not acceptable in a technological facility at any time.

· Some key areas of safety instruction for these activities include:

· band saw, scroll saw and hand saws

· hand tools such as files, utility knives, etc.

· Personal Protective Equipment (PPE) such as safety glasses

· WHMIS

Appendix E

Sample Rubric of Group Work

Expectations	Level 1	Level 2	Level 3	Level 4
Initiative and Reliability	- demonstrates limited confidence and respect of others	- demonstrates some confidence and respect of others	- demonstrates considerable confidence and respect of others	- demonstrates great confidence and respect of others
	- demonstrates limited flexibility and adaptability	- demonstrates some flexibility and adaptability	- demonstrates considerable flexibility and adaptability	- demonstrates great flexibility and adaptability
	- demonstrates limited initiative and leadership	- demonstrates some initiative and leadership	- demonstrates considerable initiative and leadership	- demonstrates great initiative and Christian leadership
	- demonstrates limited effectiveness in decision–making and problem solving	- demonstrates some effectiveness in decision–making and problem solving	- demonstrates considerable effectiveness in decision–making and problem solving	- demonstrates thorough effectiveness in decision–making and problem solving
	- limited time and resource management skills	- some time and resource management skills	- considerable time and resource management skills	- thorough time and resource management skills
Collaborative Contributor	- works with limited effectiveness as an interdependent team member	- works with some effectiveness as an interdependent team member	- works with considerable effectiveness as an interdependent team member	- works with great effectiveness as an interdependent team member
	- makes limited meaningful contribution to the group	- makes some meaningful contribution to the group	- makes considerable meaningful contribution to the group	- makes excellent meaningful contribution to the group
	- demonstrates limited respect for the rights, responsibilities and contributions of self and others	- demonstrates some respect for the rights, responsibilities and contributions of self and others	- demonstrates considerable respect for the rights, responsibilities and contributions of self and others	- demonstrates respect for the rights, responsibilities and contributions of self and others
	- exercises limited leadership skills in the achievement of individual and group goals	- exercises some leadership skills in the achievement of individual and group goals	- exercises considerable leadership in the achievement of individual and group goals	- exercises great leadership in the achievement of individual and group goals
Communication	- the student is capable of reading, understanding, and communicating ideas to/from others with assistance	- the student is capable of reading, understanding, and communicating ideas to/from others with some assistance	- the student is capable of reading, understanding, and communicating ideas to/from others	- the student is capable of reading, understanding, and communicating ideas to/from others

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

Appendix F

Principles of Catholic Social Teaching

The following six principles highlight some of the major themes from Catholic social teaching documents of the last century.

Dignity of the Human Person

All people are sacred, made in the image and likeness of God. People do not lose dignity because of disability, poverty, age, lack of success, or race. This emphasizes people over things, being over having.

Community and the Common Good

The human person is both sacred and social. We realize our dignity and rights in relationship with others, in community. “We are one body; when one suffers, we all suffer. “ We are called to respect all of God’s gifts of creation, to be good stewards of the earth and each other.

Rights and Responsibilities

People have a fundamental right to life, food, shelter, health care, education, and employment. All people have a right to participate in decisions that affect their lives. Corresponding to these rights are duties and responsibilities to respect the rights of others in the wider society and to work for the common good.

Options for the Poor

The moral test of a society is how it treats its most vulnerable members. The poor have the most urgent moral claim on the conscience of the nation. We are called to look at public policy decisions in terms of the poor.

Dignity of Work

People have the right to decent and productive work, fair wages, private property, and economic initiative. The economy exists to serve people, not the other way around.

Solidarity

We are one human family. Our responsibilities to each other cross national, racial, economic, and ideological differences. We are called to work globally for justice.

Appendix G

A Sample Manufacturing Design Process

Open-ended Problem Solving and the Design Process

Designing is the act of inventing or innovating new products or services to satisfy needs or a change in needs. The Design Process is a creative problem-solving activity. Like most creative processes, there are no correct procedures, but there are guidelines that assist the designer in ensuring the optimal solution is met. These guidelines are called the "Design Process". At the beginning of the Design Process, students analyse a given set of conditions in order to identify a technological problem, challenge, or need. They then work through a number of stages in order to arrive at a solution. Design Processes include all stages in the development of a product. Although the Design Process may have distinctive stages, they are not followed in a rigid, step-by-step sequence. For example, students must evaluate their work at each stage of the process. As they do so, they may discover that they need to return to an earlier stage to make modifications or complete a particular step sooner than originally planned. A portfolio and/or design report is used to document the design process.

Design processes may vary. One example of a design process for Manufacturing Technology for Grade 10 is described below:

1. Identification and Clarification of a Technological Problem

Students identify the technological problem and begin keeping a record of the Design Process. Initially, students should outline the broad aims of the project and describe in a general way what needs to be done to achieve those aims. As work progresses on the project, students may periodically revise the initial broad plan to reflect what is actually happening. Students need to translate the information given to them by the teacher into the sub-stages below. This provides an understanding of each sub-stage so that they can independently complete the stage in later grades. Possible sub-stages for the portfolio and/or design report are:

· context;

· problem situation;

· technological problem statement;

· performance specifications and constraints;

· planned sources of information.

2. Generation of Multiple Solutions

Students identify possible solutions for the technological problem and the resources required to achieve each proposed solution. They determine whether the required resources are available and record their findings. During this stage students may discover that they need to redefine the problem. Possible sub-stages for the portfolio and/or design report include:

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

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

· drawing rough sketches for these ideas;

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

· identifying the materials and tools needed for each idea;

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

Appendix G (Continued)

A Sample Manufacturing Design Process

3. Selection of a Best Solution

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

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

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

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

4. Production Plan

Students determine ways of producing the best solution and then construct a prototype of the product. They produce a full-sized prototype using production-type materials. They first draft a revised or working drawing. They then develop a production plan. As students move through the production phase, they may modify their best solution to incorporate ideas that emerge during construction. Students document all such changes. Possible sub-stages for the portfolio and/or design report include:

· creating three-view drawings of the selected idea--front, top, and right side;

· calculating the materials needed to produce the selected idea for the selected technological project, and the associated costs;

· ordering of supplies for the selected technological project;

· development of a production flow chart that includes group member duties and manufacturing schedules for the selected;

· technological project, using a Gantt Chart, Critical Path Network, or other types of flow charts;

· producing the product and document, in detail, the sequential steps used, and all modifications made, to produce the technological project.

5. Project and Process Evaluation

Students evaluate the product and process used for their technological project. They consider their own expectations and criteria and the reactions of their peers, teachers, and, if applicable, their client. As a result of their evaluation or testing, they may decide to modify the production process, the product, or even the original definition of the problem. Students record all of the suggested changes. Possible sub-stages for the portfolio and/or design report include:

· testing the technological project and record the results;

· reflection on the process used to produce the technological project;

· describing required changes for an improved process and product revision.

6. Present the Results

The final product and the final portfolio and/or design report are presented to communicate the results.

Adapted from the work of Dr. Ann Marie Hill, Queen's University

Appendix H

Sample Critical Path Planning Chart

Task	Team member responsible	Approximate time needed	Date started	Final date for completion	Teacher initials
Brainstorm ideas; Choose best one
Drawings/ Sketches
Presentation to client
Obtain material
Begin construction
Completion of product prototype
Product Analysis and cost estimate
Final Product

Appendix I

Checklist for Technical Drawings

This checklist is what will be used to evaluate your drawings. Ensure that all components are complete.

Check inside box as complete. A blank box will represent incomplete.

o Title block is complete

o Drawing is to scale

o Drawing is clearly labeled

o Drawing is centred on page

o Dimensioning is complete (in metric)

o Object(s) are fully described

o A number of views are presented

Appendix J

Group Process

· Groups must have a clear concept of true teamwork as well as what it means to be an effective team member.

· Co-operative teamwork is a positive experience, enhancing the individual’s sense of worth and dignity.

· The most critical point of group work is how decisions are made. There is the tendency in group work to rush decisions that affect the whole group. Nothing “turns off” a group member faster than the feeling that one or two people have rushed (or forced) their ideas into acceptance. The whole group should participate in accepting or rejecting ideas.

· Successful group work does not happen by good luck or by accident.

What Good Group is NOT:

· A committee in which individuals try to manipulate the group, by fair means or foul, to get their own way.

· A situation in which an authoritarian “leader” is chosen. He or she then makes all the important decisions which the “followers” carry out. This is poor strategy and gives little satisfaction to the followers.

· A group which operates on the “country club” principle. In this case, there is an unwritten rule that no one contests an expressed opinion. A “ friendly atmosphere” is to be maintained at all times, whether or not the boat is sinking. A great place for insincerity and achieving nothing.

What Good Group IS:

· A group with a lot of ideas.

· A group that makes sure that everyone has been heard before making a decision.

· A group that is informal, yet respectful of each other, often encouraging one another.

· A group where members share leadership functions. Nobody in the group dominates.

· A group where no one is offended if their idea is not accepted.

· A group where nobody is “put down” as a person.

Rules to follow while in a group:

· Always support each other.

· Everything is done for the sake of the group.

· Group members shall share leadership responsibilities equally.

· There must be equality of commitment and effort to develop mutual respect among team members.

· Encourage and reinforce creative thinking. Do not put down ideas. Be receptive to ideas.

· Avoid negative criticism and personal put-downs. Criticism should be directed at the idea, not the person.

· Clique-forming and behind-the-scenes lobbying are unacceptable.

· Honour the individualism of each member, but act as a team.

· Team members must act in the best interest of the group.

· All decisions are made in such a way that everyone has equal input.

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

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

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

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.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

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

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

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

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

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.

A Self-Directed, Responsible, Life Long Learner who

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

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

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

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

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;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

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

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good

Coded Expectations, Manufacturing Technology, TMJ2O

Theory and Foundation

Overall Expectations

TFV.01M

– describe the scope of the manufacturing industry;

TFV.02M

– communicate project ideas using a variety of methods;

TFV.03M

– select materials, industrial tools, and equipment to manufacture products;

TFV.04M

– analyse and solve manufacturing problems;

TFV.05M

– demonstrate understanding of manual and assembly-line production.

Specific Expectations

TF1.01M

– identify the role of the manufacturing sector locally, provincially, nationally, and internationally;

TF1.02M

– identify the various components used in the design of manufactured products;

TF1.03M

– identify and describe industrial tools and materials;

TF1.04M

– describe various methods of manufacturing;

TF1.05M

– identify the stages and equipment used in assembly-line production.

Skills and Processes

Overall Expectations

SPV.01M

– recognize market opportunities;

SPV.02M

– apply the planning and design process to specific projects;

SPV.03M

– use the manufacturing process correctly in specific projects;

SPV.04M

– assess processes and the resultant products.

Specific Expectations

SP1.01M

– use market research correctly to test consumer response to design solutions;

SP1.02M

– follow a design process that includes identification of the design problem, design considerations, multiple solutions, analysis, and evaluation;

SP1.03M

– select appropriate materials for predetermined projects;

SP1.04M

– develop production flow charts that include group member duties and manufacturing schedules;

SP1.05M

– perform the preparation processes required to manufacture products;

SP1.06M

– select methods of generating, transmitting, and transforming power;

SP1.07M

– apply various electrical and electronic controls;

SP1.08M

– describe the purpose of quality control processes;

SP1.09M

– evaluate projects using assessment instruments and identify design alterations;

SP1.10M

– prepare and present design briefs.

Impact and Consequences

Overall Expectations

ICV.01M

explain health and safety standards as they relate to processes, materials, tools, and equipment in the manufacturing industry;

ICV.02M

– identify career opportunities in the manufacturing industry;

ICV.03M

– demonstrate understanding of the social and environmental effects of the manufacturing industry.

Specific Expectations

IC1.01M

– apply personal and health and safety regulations in the handling of equipment and materials;

IC1.02M

– describe careers in manufacturing technology and the education and training required for entry into those positions;

IC1.03M

– describe the role of manufacturing entrepreneurs in Canadian society;

IC1.04M

– demonstrate understanding of the ecological ramifications of manufacturing.

Acknowledgments

Identifying Information

Description/Rationale

How This Supports the Ontario Catholic School Graduate Expectations

Unit Titles (Time + Sequence)

Unit Organization

Unit 1: Exploring Manufacturing Technology

Unit 2: Pre-Production Planning

Unit 3: Production: Applied Manufacturing Operations

Unit 4: Production: Introduction to Power and Control Systems

Unit 5: Post-Production Analysis and Reporting

Course Notes

Assessment Tools

Accommodations

Resources

Web Sites

Publications

Scriptures

Computer Software

Other

OSS Policy Applications

Course Evaluation

Appendix A

Sample Oral Presentation Criteria and Rubric

Appendix B

Sample Rubric Evaluation for Reflection Journal/Paper

Appendix C

Sample Safety Passport/License

Appendix D

Safety and Production Instructions:

Appendix E

Sample Rubric of Group Work

Appendix F

Principles of Catholic Social Teaching

Dignity of the Human Person

Community and the Common Good

Rights and Responsibilities

Options for the Poor

Dignity of Work

Solidarity

Appendix G

A Sample Manufacturing Design Process

Open-ended Problem Solving and the Design Process

Appendix G (Continued)

A Sample Manufacturing Design Process

Appendix H

Sample Critical Path Planning Chart

Appendix I

Checklist for Technical Drawings

Appendix J

Group Process

Theory and Foundation

Specific Expectations

Skills and Processes

Specific Expectations

Impact and Consequences

Specific Expectations