Course Overview

Construction Technology, Grade 11, College Preparation, TCJ3C

Policy Document: The Ontario Curriculum, Grade 11 and 12, Technological Education

Course Description

This course focuses on residential and light construction systems related to commercial, industrial, and/or recreational construction. Students learn about the tools, materials, equipment, and methods used in the light construction industry; structural analysis and design; presentation and working drawings; and auxiliary systems. They also estimate materials and labour costs; study industry standards and building codes; consider health and safety issues and energy conservation and explore careers and the impact of construction technology on society and the environment.

How This Supports the Ontario Catholic School Graduate Expectations

The shared intent of this document is to demonstrate to the students that progress must be tempered with the understanding that everything is a gift from God and as such must be treated with respect. Students complete units and activities that give them the opportunity to display their inner spiritual growth in the areas of the environment and stewardship of their surroundings.

The Catholic School Graduate Expectations are used as an opportunity to enhance student awareness of their surroundings and to relate their experiences to the life and values demonstrated by Jesus Christ. The world and its possessions are a gift from God and as stewards of His world, we must make informed decisions, being mindful of both the short and long term consequences on our environment, quality of life, and how this relates to our Catholic values as followers of Jesus Christ.

The students work through open-ended problems that allow them not only to problem-solve but also to be innovative in their creative decisions. Students are given the opportunity to grow in the communication of their faith. All students, regardless of ability, age, or gender are given the opportunity to express their values and attitudes that their faith has given them for the improvement of the community as a whole.

Course Notes

This course is directed toward students who wish to continue their post secondary education in construction related courses such as Architecture, Engineering, Urban Planning and Development and Environmental Studies. The course challenges students to develop open-ended solutions to real life situations that affect their community and the local environment. This course profile is inclusive to all students regardless of race, gender, belief systems, disabilities, or economic background.

It is imperative that safety be the prime concern of both the teacher and student. To help ensure that all possible precautions are taken it is suggested that a SAFETY PASSPORT (Appendix A, Sample – Safety Passport) be given to each student. This form tracks the student through the process of introduction to, demonstration of, and then student demonstration of the safe operation of the tools.

The use of newspapers, magazines, Internet, journal entries and other sources of information allows the student to demonstrate their understanding of local, community, and world environmental issues.

The college bound students build their skills in the proper use of tools of the industry and looks beyond the product to the process of making it and its effect on the community, challenging the student to design with considerations of factors such as time, effort required, facilities available, cost of materials, selection of proper materials, long-range cost for upkeep and maintenance, and accessibility to all persons.

The student-centred, activity-based mode of delivery provides students opportunities to develop individual and group skills and time management skills. They are also given an opportunity to demonstrate the ability to design and follow an organizational plan for the completion of a range of different tasks and to show commitment to a task by maintaining a level of effort required to work toward the development of a final product.

Each unit provides the opportunity for students to have exposure to many career opportunities for insights into the skills required for a variety of related professions.

A number of teaching/learning strategies employed in the classroom allow for career orientation such as job shadowing, computer career and education research, field trips, and guest speakers.

Unit: Titles and Times

Unit 1	Environmental Concerns and Community Responsibilities	10 hours
* Unit 2	Architectural Millwork and Detailing	40 hours
* Unit 3	Land Use Planning and Development	40 hours
Unit 4	Structural Support and Concrete Structures	10 hours
Unit 5	Career Opportunities and Entrepreneurship	10 hours

* These units are fully developed in this Course Profile.

Unit Overviews

Unit 1: Environmental Concerns and Community Responsibilities

Time: 10 hours

Unit Description

This unit is applied over the entire semester, with the students gathering information from local papers, libraries, Internet, and magazine articles on topics related to the construction industry and environmental issues. Students present their findings in the form of a presentation and engage in discussions on the findings. This sharing of ideas and open discussion allows the students to gain exposure to ideas and information that other students have researched and feel are relevant to the local and world communities’ welfare.

Research topics could be stewardship and environmental concerns resulting from material selection and use, overuse and exhaustion of natural resources, i.e., wood, disposal of construction materials, local urban planning issues, green space use and, tree planting programs. Budgets from local and national organizations could be monitored. This is a student-driven unit and their personal area of interest should be encouraged where appropriate.

Topics to be covered may include a variety of issues: the history of material development; the impact on society over generations of use (e.g., asbestos); the development of new products and their consequences; costs and how they are absorbed by the consumer; loss of retrial habitat; pollution of air, water and land.

Unit 1 Synopsis Chart

Activity	Time	Expectations	Assessment	Focus/Tasks
1. Project Introduction	1 hour	TFV.01, TFV.03, TFI.01, SPI.01, CGE 1e, 1i, 2, 2b, 3a, 4a, 7i	Knowledge	Environmental Responsibility Instructor describes the assignment and gives examples and promotes discussion on topics related to assignment (land use, natural resources, taking ownership of community).
2. Topic is Investigated by student	7 hours	SPI.01, SPI.06, IC1.04, IC2.01, IC2.03, IC2.06 CGE 2b, 2e, 3c, 4c, 4d, 5a, 5e, 5f	Thinking/ Inquiry	Gathering and analysis of information on topics related to project. The student begins to research and gather information on the topic(s) they have chosen through various mediums.
3. Presentation and Discussion	2 hours	SPI.05, SPI.06, ICV.01, ICV.02IC1.02, IC1.03 CGE 2c, 2d, 3d, 4a, 5d, 6e	Communication	Presentation of collage; discussion of findings and how they are applicable to today’s society. Students present for class discussion materials that support their position.

Unit 2: Architectural Millwork and Detailing

Time: 40 hours

Unit Description

Students investigate aspects of construction that involve fine woodworking and architectural details. They explore period styles, architectural restoration techniques, and traditional and contemporary materials, tools and processes. Students research, design, sketch, draw, and construct a wide range of components for use in both new buildings and those undergoing renovation or restoration. Students investigate careers in interior design, architecture, fine woodworking, architectural restoration, and new construction. Learning is assessed by a variety of means including written reports, research documentation, class discussion, drawings, models, and prototypes. An emphasis is placed on using materials in an environmentally conscious manner. This includes experience in the rehabilitation of architectural components and structures in an attempt to both appreciate and preserve the rich architectural heritage we enjoy.

Unit 2 Synopsis Chart

Activity	Time	Expectations	Assessment	Focus/Tasks
1. Building a Louvered Cupola	14 hours	TF1.01, TF1.02, TF2.01, TF2.02, TF2.03, TF2.05, SP1.09, SP1.10, SP2.15, IC1.02, CGE 2a, 2b, 3b, 3c	Knowledge Thinking/ Inquiry Application Communication	Design, Structure, Joinery, Finishing. Research, design, draw, and fabricate a wooden cupola that provides ventilation for, and enhance the appearance of a small building.
2. Producing turned balusters and handrail for a veranda	6 hours	TFV.01, TF1.02, TF2.06, SP1.04, SP1.05, SP3.06, IC2.04, IC2.05, CGE 2c, 2e, 3d, 4a, 7i	Thinking/ Inquiry Application Knowledge Communication	Drawing (sketching and CAD), Use of tools research, draw and fabricate veranda components for a specific client.
3. Fabricating trim components for a front entrance	6 hours	TFV.01, TF1.02, TF2.03, TF2.05, SP1.05, SP2.12, SP2.13, IC2.02, IC3.01, IC3.03 CGE 2c, 4b, 4c, 4f, 5b	Thinking/ Inquiry Application Knowledge Communication	Use of machines, finishing research, design, draw, and produce mouldings and panels to be used in the construction of a front entrance for a residence.
4. Building a period fireplace surround	14 hours	TFV.01, TF1.01, TF1.02, SP1.04, SP1.05, SP2.14, SP2.16, IC2.02, IC3.01, IC3.03, CGE 1i, 2c, 2e, 3c, 4g	Thinking/ Inquiry Application Knowledge Communication	Historical research, CAD, quality of work research, design, draw, and fabricate an authentic moulded surround appropriate for a particular architectural period.

Unit 3: Land Use Planning and Development

Time: 40 hours

Unit Description

Students explore the concepts of land use planning and development. They develop an understanding of how our urban surroundings are created and structured. This unit introduces students to potential careers in Urban Planning, Engineering, and Development. They develop design and problem-solving skills (see Unit 2) and increase their knowledge of the environment, technical terminology, design and drafting, and model building. An emphasis is placed on conscientious environmental design and respect for the environment as is our Christian duty. Students demonstrate their learning through discussions, research, written work, and preparing land use plans and scale models.

Unit 3 Synopsis Chart

Activity	Time	Expectations	Assessment	Focus/Tasks
1. Land use planning- Official Plans and Zoning By-laws	7 hours	TFV.04, SP1.06, SP2.03, ICV.01, IC1.01, IC3.01, CGE 2a, 2b, 3f	Knowledge/ Understanding	Historical context of planning. Teacher introduces the assignment and gives a historical perspective into the planning process. Students analyse how their area (town/city/subdivision) was planned.
2. Designing a Residential Subdivision	10 hours	TFV.01, TF1.02, SPV.01, SPV.02, SP1.01, SP2.02, SP2.03, CGE2c, 3b, 3e, 3f	Thinking/ Inquiry Application	Official Plans and By-laws. Teacher reviews how official plans and zoning bylaws were developed for the area they live in. Students research and gather information on the area. (town/city/subdivision)
3. Presentation Drawings-Design and Drafting	10 hours	TFV.01, TFV.02, SP1.07, SP1.08, SP1.09 CGE3c, 4f, 5g	Thinking/ Inquiry Application	Students create presentation drawings and models. Students design a subdivision plan on a real local site, interpreting data, setting parameters and developing rough sketches.
4. Model building	10 hours	TFV.02, SP1.09, IC2.02, CGE 3c, 4f, 5g, 7i	Communication Knowledge/ Understanding	Students visualize their designs and create presentation drawings and models.
5. Presentation and Reflection	3 hours	TFV.02, TFV.04, SPV.05, SP1.07, SP1.08, IC1.01, IC1.04, IC3.01 GCE 1d, 1i, 2c, 3b, 4c	Application Communication	Students present their designs and review designs of others. Students create a scale model of their design.

Unit 4: Structural Support and Concrete Structures

Time: 10 hours

Unit Description

This unit focuses on the structural components of buildings. Through research, experimentation, model building, and the construction of a variety of prototypes, students discover how buildings behave structurally. They also investigate which building materials and techniques are best suited for particular applications, as well as, implications for mechanical and electrical systems.

Unit 4 Synopsis Chart

Activity	Time	Expectations	Assessment	Focus/Tasks
1. What makes buildings stand up (or fall down)	1 hour	TF2.04, TF2.05, TF3.03, SP1.11, SP2.04, CGE 2a, 2b, 3c, 4g, 7g, 5g	Knowledge/ Understanding Thinking/ Inquiry Application	Structure, Materials, History. Analyse a variety of buildings to determine sound construction principles.
2. Building a scaled structural model	5 hours	TFV.03, TFV.05, TF2.04, TF2.05, TF2.06, TF3.01, TF3.02, TF3.03, SP1.05, SP1.10, SP1.11, SP2.04, SP2.05, SP2.06, SP2.07, SP2.08, SP2.09, SP2.10, SP2.11, SP3.03, SP3.04, SP3.05, IC1.02, IC1.03, IC1.04, CGE 2b, 2c, 3b, 3d, 5g	Knowledge/ Understanding Thinking/ Inquiry Application Communication	Materials and Structural techniques. Draw and construct a residential model to show essential construction techniques and materials. Models will demonstrate electrical and mechanical systems
3. Building a poured concrete fireplace surround	4 hours	TFV.01, SP1.02, .04 .08, SP2.15, .16, ICV.02, IC2.01, .02, .03, CGE 2b, 3b, 3c, 4b, 4f	Knowledge/ Understanding Thinking/ Inquiry Application	Moulds, Concrete, Casting techniques. Using moulds and light weight concrete, design and produce modular cast units suitable for this application.

Unit 5: Career Opportunities and Entrepreneurship

Time: 10 hours

Unit Description

This unit explores career and business opportunities in the Construction industry. Students research potential careers and businesses as opportunities for the future. Students investigate College and University programs that relate to the construction industry, including, but not limited to; Urban Planning, Engineering, Architecture, Landscape Architecture and Construction Estimating. Students also research starting a small business in consulting, design build, or construction.

Unit 5 Synopsis Chart

Activity	Time	Expectations	Assessment	Focus/Tasks
1. Identifying Construction related careers	2 hours	ICV.03, IC3.01, IC3.02, IC3.03, IC3.04, CGE 1e, 1i, 2a, 3a, 3c	Knowledge Thinking/Inquiry	Understanding and discussing the assignment. Students research construction careers in college/University calendars and the Internet.
2. Choosing the Right Career	2 hours	IC3.02, IC3.03, IC3.04, CGE 2b, 2c, 5b, 5h	Knowledge Application	Describe and relate specific jobs. Skills profiles done by students after careers are researched.
3. Business Opportunities-Why go into Business for Yourself	1 hour	ICV.01, IC1.01, IC3.04, CGE 2a, 2b, 2e, 1i, 5b	Knowledge	Listen to presentations from people with first hand experience. Teacher presents information/speakers who are self employed in the construction industry.
4. Setting up a Small Business	3 hours	ICV.01, IC1.01, IC3.04, SP3.01, SP3.06, CGE 2c, 3d, 3f, 5a	Thinking/Inquiry Application	Set up their own company. Students set up a small business plan, complete with company name and business identity.
5. Sales and Marketing	2 hours	SP1.06, IC3.01, CGE 2b, 2c, 3c, 5a, 7b	Thinking/Inquiry Communication	Small business investigation. Students research and compare how businesses advertise and attract business.

Teaching/Learning Strategies

Includes the following:

· Brainstorming through group generation of initial ideas expressed without criticism or analysis;

· Collaborative/Cooperative in small group learning providing high levels of student engagement and interdependence;

· Conferencing through student to student discussion;

· Design Process is applied in a problem-solving approach using a prescribed series of steps;

· Inquiry is conducted through a problem-solving approach using prescribed processes involving a number of steps (e.g., SPICE model)

· Independent Study through an exploration and research of a topic interesting to students;

· Construction activities in the development of products and services;

· Report/Presentation using a variety of media both orally and in writing of the researched topics to the class;

· Use of daily contact with the student to ensure they remain on task, and provide positive, and constructive feedback, or judgment, as required.

Assessment and Evaluation Techniques

Students are assessed using the following strategies:

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

· Formative: during learning; ongoing feedback to the student about the quality of learning and the effectiveness of instruction;

· Summative: usually carried out at the end of a learning process.

Personal Communication:

· Journals/conferencing logs;

· self-assessment;

· student/teacher conferencing.

Paper-and-pencil Tests:

· unit tests.

Observation:

· formal and informal.

Performance Assessment:

· product research;

· construction projects (how they meet design expectations);

· drawing and sketching.

Conferencing:

· student/teacher; roving conferencing.

Reflection:

· self-assessment;

· journal;

· learning logs;

· peer assessment.

Assessment Tools include:

· checklists;

· marking schemes (i.e., tests, written assignments, presentations);

· rubrics;

· anecdotal comments with suggestions for improvement.

Assessment & Evaluation of Student Achievement

Students are assessed using the following strategies:

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

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

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

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

The nature of these units and their activities allow for a wide range of course delivery methods.

Accommodations are made to cover the needs of all students identified with exceptionalities. Refer to the appropriate school personnel for a list of students in your class who have been identified as exceptional through an IPRC.

Some accommodations that could be used are:

· Written, audio, and video taped materials in the form of notes, or samples of completed work, sketches, drawings;

· Facilities for physically handicapped students must be considered (e.g., ramps, lowered tables, special tools, and protective wear) to provide an environment that is supportive both in academic content and physical set-up;

· Advance and/or additional use of equipment if needed;

· Large print texts, large screen monitors, and other adaptive devices that are appropriate;

· Pre-testing at the beginning for knowledge and specific vocabulary where appropriate;

· Data received from student’s IEP must use student’s strength to build understanding and confidence through adaptation of the Activity and Teaching/Learning Strategies;

· Small group learning;

· Use of peer tutor;

· Use of Ministry Document: Technology and Education 1999, p. 48 re exceptional students;

· Modify testing and evaluation as required.

Resources

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

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

Cantanese, A. J. and J.C. Snyder. Introduction to Urban Planning. Toronto: McGraw Hill, 1979.
ISBN 0070102287

Clidero, Robert K. and Kenneth H. Sharpe. Applications of Electrical Construction. Don Mills, Ontario: General Publishing, 1979. ISBN 0-7725-1719-3

Expanding Your Horizons. McGraw-Hill Ryerson Limited, 1993. ISBN 0-07-551392-7

Hire Expectations – Employment Strategies for Canada’s Youth. Canadian Federation of Independent Business, 1998. ISBN 0-9693268-4-X

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

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

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

Kirchner, Harold B. Wiring Installation and Maintenance. Toronto: McGraw-Hill Ryerson, 1978.
ISBN – 0070828296

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

Landers, Jack M. Home Repair and Maintenance. Tinley Park II: Goodheart- Willcox 1991.
ISBN 0-87006-820-2

Lieper/De Jordy/Schultz. The Entrepreneurial Spirit. Toronto: McGraw Hill Ryerson, 1991.
ISBN 0-07-549931-2

Long, Frank J. Intermediate Electricity, 3rd ed. Toronto: General Publishing, 1985. ISBN- 0773650296

Massey, Howard C. Plumbers Handbook, 2nd ed. Carlsbad, California: Craftsman Book Company, 1985. ISBN – 091046093

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

Ontario Job Futures and the Ontario Ministry of Training, Colleges and Universities.
ISBN 0-7778-8799-1

Ontario Plumbing Code. current.

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

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

Tech Prep Career Programs – A Practical Guide to Preparing Students for High-Tech, High-Skill, High-Wage Opportunities. Corwin Press Inc., Thousand Oaks, California, 1997. ISBN 0-8039-6510-9

Transitions – A Practical Guide to the Workplace. Collier MacMillan Canada, Inc., 1989.

Wood, Robert W. All Thumbs Guide to Home Plumbing. Blue Ridge Summit, Pennsylvania: Tab Books, 1992. ISBN 0830625461

Websites

Note: The URLs for the websites have been verified by the writer prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

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

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

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

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

http://www.finehomebuilding.com
Canadian Home Workshop. Volumes 1-22. Markham, Ontario: Camar Publications. ISSN 1485-8509
http://www.augusthome.com

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

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

www:Algonquincollege.com
Algonquin College WebPage
(Other colleges will have similar websites)

www.pacificconcrete.com
Material Search site

Www.recycle.net
Recycled Furniture Info

www.ilovethisplace.com
Eco Choices Community WebPage

http://www.wood.ca
Canadian Wood Council. http://www.wood.ca (613) 747-0755

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

www.msbigday.com
Microsoft Free Seminar Series

www.msnbc.com/news/SMALLBUSINESS
Assistance for Small Business

www.hrdc-drhc.gov.ca
Human Resources Development Canada

www.edu.gov.on.ca.
Apprenticeship Website Address: Ministry of Education and Training

www.rubricbuilder.on.ca
An Ontario website that assists teachers with the new assessment tool, rubrics.

Community Resources

Co-op placements, job shadows, speakers, local businesses, Municipal, Provincial and Federal Government Agencies, local clubs (gardening and landscape), Royal Botanical Gardens (Aldershot), Public and University Libraries, School Libraries

Human Resources and Development Canada

Local school and Public Libraries

Municipal Offices of local Communities

Province of Ontario

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

OSS Considerations

“To prepare students effectively for the challenges that await them, Ontario’s schools should offer an education program that promotes a high standard of achievement, that provides all students with the learning opportunities and support they need, and that is relevant to society’s needs and expectations”* Ontario Secondary Schools Grades 9 to 12. Today’s technology programs, challenge students to develop an understanding of the effects of technology and how its applications for individuals and society must be considered when they are about to be applied.

In order to earn their diploma for graduation, students starting in 1999/2000 school year must complete a total of 30 credits. These credits are made up of 18 compulsory and 12 optional plus 40 hours of community involvement.

Technological Education Programs offer the students an exciting and challenging opportunity to help the student investigate what they think may be areas of interest in post secondary or direct entry into the work force. Courses allow students to work with computers and computer software that encourages and improves their ability to research, analyse and present information on researched topics. The course design allows for research into future employment opportunities, practical work experience through co-op programs to help with these life long decisions.

Technology offers students the opportunity to complete credits in a variety of ways including co-op placements, courses that include school time towards apprentice programs, correspondence, independent study, private study, continuing education, as well as summer school. The technology programs have no boundaries when it comes to the needs of students. Technology has the ability to accommodate students of all abilities. The following Ontario Ministry of Education Curriculum Policy Documents must be used in the development of Technological Education Courses.

· Program and Diploma Requirements, 1999

· Technological Education Guidelines, Grades 11 and 12, 1999

· Appendices

Appendix A

Sample Safety Passport

This is a sample of a generic safety passport that may be adopted for use in a number of technology classrooms. The purpose of the safety passport is to ensure that students are fully aware of all safety features on each piece of equipment in the technical facility prior to using it independently. This process may be adapted to suit the needs of the teacher and student.

The general process is as follows:

1. The student records the date of the safety demonstration on the safety passport. It is initiated by the teacher (see sample below) when a new piece of equipment, e.g., lathe, is introduced. The teacher demonstrates techniques for the safe operation of the machine and personal protective equipment i.e., proper eye protection, securing loose hair, removing jewellery, protective clothing, etc. The student takes notes of the demonstration and records the information in a notebook along with the signed passport slip. If a student is absent on the day of a safety demonstration, a makeup opportunity must be provided.

2. Each student must complete a written/oral test on the safe operation of the machine tool, outlining all safety features that must be observed. The student keeps the written tests in a notebook. These individual machine tests are designed to complement any general facility safety rules. The student dates the “tested” column and the teacher initials this as complete when the test is completed satisfactorily. Next, students must demonstrate to the teacher that they have a thorough knowledge of the safety rules for the equipment and are able to demonstrate their competency on the equipment. Once the teacher has observed the required safe set-up and operation of the equipment by a student, the teacher signs off that portion of their passport.

3. The teacher signs the final column of student’s safety passport once the student has completed steps 1, 2, and 3. The student is now able to use that piece of equipment. Students must be able to provide the teacher with their signed passport for that equipment each time they wish to use it. A summary document of all the various permissions may be created by the student and signed by the teacher (as permissions are earned); these summary safety passports may be protected with page protectors or laminated for protection. See the sample summary passport below.

Sample Equipment Safety Passport

Student Name: __________________________ Equipment: ______________________________ See notebook for the note on safe set-up and operation of the equipment.
Attended Teacher Safety Instruction and Demonstration (and note recorded)		Passed Written or Oral Testing		Demonstrated Safe Set-up 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 B

Sample Design Process

Open Ended Problem Solving and the Design Process

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

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

Identification and Clarification of a Technological Problem

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

· context;

· problem situation;

· technological problem statement;

· performance specifications and constraints;

· planned sources of information.

Generation of Multiple Solutions

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

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

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

· drawing rough sketches for these ideas;

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

· identifying the materials and tools needed for each idea;

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

Appendix B (Continued)

Selection of a Best Solution

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

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

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

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

Production Plan

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

· creating drawings of the selected ideas;

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

· ordering supplies for the project;

· developing a critical path, incorporating key dates;

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

Project and Process Evaluation

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

Present the Results

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

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

Coded Expectations, Construction Technology, Grade 11,
College Preparation, TCJ3C

Theory and Foundation

Overall Expectations

TFV.01 · apply the design process to develop solutions, products, processes, or services in response to challenges or problems in construction technology;

TFV.02 · explain different techniques used to visualize, describe, present, and build final products of designs of buildings and other structures (e.g., presentation and working drawings);

TFV.03 · describe the properties of natural and manufactured building materials, processes, and finishes;

TFV.04 · identify the building codes, regulations, and standards governing a construction project;

TFV.05 · describe appropriate building construction techniques; construction systems (electrical, mechanical, structural); and the building materials, tools, and equipment used in the construction industry.

Specific Expectations

The Design Process

TF1.01 – explain how a human need or want can be met through a new or improved product;

TF1.02 – apply the following steps of the design process to solve a variety of construction technology challenges or problems:

q identify what has to be accomplished (the problem);

q gather and record information, and establish a plan of procedures;

q brainstorm a list of as many solutions as possible;

q identify the resources required for each suggested solution, and compare each solution to the design criteria, refining and modifying it as required;

q evaluate the solutions (e.g., by testing, modelling, and documenting results) and choose the best one;

q produce presentation and working drawings, sketches, graphics, mathematical and physical models, or a prototype of the best solution;

q evaluate the prototype and determine the resources, including computer applications, required to produce it;

q communicate the solution, using one or more of the following: final drawings, graphs, charts, sketches, technical reports, electronic presentations, flow charts, mock-ups, models, prototypes, and so on;

q obtain feedback on the final solution and repeat the design process if necessary to refine or improve the solution.

Building Materials and Methods

TF2.01 – describe the properties (physical, mechanical, and thermal) of the natural and manufactured building products used in construction projects;

TF2.02 – describe the processes used to prepare natural and manufactured wood products for the construction industry;

TF2.03 – describe the various finishes and preservatives applied to wood products used in construction projects;

TF2.04 – describe the materials commonly used for the various components of a construction project (e.g., footings, foundations, floors, walls, roof systems, windows, doors, millwork, interior and exterior finishes, hardware);

TF2.05 – identify a variety of building materials, construction techniques, architectural styles and details, and engineering features used in different construction projects;

TF2.06 – identify and describe the building codes, regulations, and standards applicable to construction projects.

Electrical, Mechanical, and Structural Systems

TF3.01 – describe the operating principles of basic electrical, plumbing, heating, ventilation, and air-conditioning systems used in construction projects;

TF3.02 – use appropriately the terminology, symbols, industry standards, codes, regulations, and conventions related to the electrical, mechanical, and structural systems of a construction project;

TF3.03 – describe the types of loads and structural support members for footings, foundations, floors, walls, roofs, framing systems, bearing walls, columns, beams, lintels, and other parts of the systems used in a wood-frame construction project.

Skills and Processes

Overall Expectations

SPV.01 · demonstrate an understanding of the design process skills by applying them to a variety of construction projects;

SPV.02 · interpret and use technical data, building codes, regulations and standards, and other resources correctly;

SPV.03 · demonstrate a general understanding of residential and light construction systems, as well as the appropriate technical skills for using the tools, equipment, and materials required to complete a construction project;

SPV.04 · describe various documents, bidding procedures, and preliminary estimating methods used in construction projects;

SPV.05 · explain the importance of such aspects of construction projects as architectural styles and features, quality design and workmanship, and efficient and functional planning.

Specific Expectations

Design, Planning, and Communication Skills

SP1.01 – design using effective brainstorming techniques, plan, and implement the best solutions for a variety of construction projects;

SP1.02 – apply design principles to, and identify good planning characteristics of, construction projects;

SP1.03 – describe and use the basic elements of space planning for different areas of a building or structure;

SP1.04 – describe different architectural styles and features of a construction project;

SP1.05 – describe the characteristics of a quality product in terms of good design, choice and finish of materials, and workmanship;

SP1.06 – research, document, and use resources applicable to construction projects such as technical data, charts, tables, reports, zoning by-laws, and building codes, regulations, and standards;

SP1.07 – explain the purpose and content of presentation and working drawings used in the construction industry;

SP1.08 – describe and, where appropriate, use basic traditional and computer-assisted drafting practices used in construction projects;

SP1.09 – produce appropriate presentation drawings (including isometric and oblique drawings, scale models, and two- and three-dimensional computer-generated drawings) using a variety of techniques (e.g., pencil, ink, computer software);

SP1.10 – produce appropriate working drawings, including site plans, floor plans, elevations, sections, and details, using a variety of techniques and computer software for a range of construction projects;

SP1.11 – design the structural elements of a construction project and develop drawings describing them and the required materials;

SP1.12 – design the mechanical systems of a building project (including electrical, plumbing, heating, ventilation, and air-conditioning systems) in accordance with building codes, regulations, and standards.

Building and Materials Application Skills

SP2.01 – evaluate a property with respect to important design considerations (e.g., orientation, site restrictions, public services, zoning restrictions, and building codes, regulations, and standards);

SP2.02 – describe the tools, equipment, and procedures required to properly locate and stake out a building on a property;

SP2.03 – identify the major features of a site plan;

SP2.04 – identify the major considerations (e.g., soil type, building type and use, weight of the building material) for the footings of a construction project;

SP2.05 – identify the major features included in a foundation plan;

SP2.06 – identify the components of a floor system and determine proper joist and subfloor sizes;

SP2.07 – identify structural members and explain methods of frame wall construction;

SP2.08 – describe types of basic roof designs used in construction projects;

SP2.09 – describe the components of a roof system and determine the correct sizes for ceiling joists, rafters, and sheathing;

SP2.10 – explain the advantages of trusses for use in construction projects;

SP2.11 – explain the importance of allowing for proper ventilation and moisture protection, as well as using flashing correctly, in construction projects;

SP2.12 – describe the advantages and disadvantages of different types of windows and doors used in construction projects;

SP2.13 – demonstrate an ability to design and, where appropriate, build a stairway for a construction project;

SP2.14 – demonstrate an ability to design and, where appropriate, build a fireplace for a construction project;

SP2.15 – use a variety of tools and equipment to complete a construction project;

SP2.16 – complete a construction project using a variety of methods and procedures for laying out, assembling, and joining.

Estimates, Specifications, and Contracts

SP3.01 – explain what is involved in developing an estimate of building costs;

SP3.02 – prepare a materials list for a construction project;

SP3.03 – estimate accurately the cost of a construction project using the volume and area method;

SP3.04 – explain the purpose and organization of material and work specifications;

SP3.05 – identify specification guides for building materials and work related to construction projects;

SP3.06 – describe various types of contracts and bidding processes used in the construction industry.

Impact and Consequences

Overall Expectations

ICV.01 · explain the impact of the construction industry on the economy, on society, and on the environment;

ICV.02 · describe, and apply where appropriate, health and safety legislation; general shop and site safety rules; and rules specific to the safe use of materials, tools, and equipment;

ICV.03 · identify careers in construction technology and the skills, education, and training each requires.

Specific Expectations

Economic, Social, and Environmental Impacts

IC1.01 – explain how the construction industry is directly linked to the local economy;

IC1.02 – explain how to reduce negative environmental and social impacts through the choice of particular energy sources, materials, or processes for construction projects;

IC1.03 – explain the use of natural and manufactured construction materials and the short- and long-term impact of their use on the environment;

IC1.04 – evaluate different types of construction projects in terms of efficiency, community building needs, environmental impact, and local building codes, regulations, and standards.

Health and Safety

IC2.01 – identify hazards related to the materials, processes, and equipment used in a construction work environment;

IC2.02 – demonstrate safe shop practices when using hand and power tools, materials, and equipment;

IC2.03 – describe the basic health and safety needs of workers on construction sites;

IC2.04 – explain the need for health and safety laws and regulations;

IC2.05 – identify safety codes, regulations, and standards applicable to construction projects and the workplace;

IC2.06 – explain how to handle hazardous materials in accordance with the Workplace Hazardous Materials Information Systems (WHMIS) guidelines.

Education, Training, and Career Opportunities

IC3.01 – identify career opportunities in the various sectors of the construction industry;

IC3.02 – describe the education and training required for employment in construction-related careers;

IC3.03 – identify postsecondary programs in the construction industry and describe their admission requirements;

IC3.04 – explain the importance of lifelong learning for someone choosing a career in the construction field.

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.

Unit 2 | Unit 3 | Course Profiles Main Menu

Acknowledgments

Policy Document: The Ontario Curriculum, Grade 11 and 12, Technological Education

Course Description

How This Supports the Ontario Catholic School Graduate Expectations

Course Notes

Unit: Titles and Times

Unit Overviews

Unit 1: Environmental Concerns and Community Responsibilities

Unit 2: Architectural Millwork and Detailing

Unit 3: Land Use Planning and Development

Unit 4: Structural Support and Concrete Structures

Unit 5: Career Opportunities and Entrepreneurship

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Websites

Community Resources

OSS Considerations

Appendix A

Sample Safety Passport

Appendix B

Sample Design Process

Appendix B (Continued)

Theory and Foundation

Overall Expectations

Specific Expectations

Skills and Processes

Overall Expectations

Specific Expectations

Impact and Consequences

Overall Expectations

Specific Expectations