Course Overview

Technological Design, Grade 11, Workplace Preparation, TDJ3E

Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12,

Technological Education, 2000

Course Description

This course provides students with opportunities to apply the principles of basic design to technological challenges in industry, engineering, architecture, manufacturing, and graphics. Students develop problem-solving and design skills through the use of technical drawings and illustrations, model building, testing, and marketing. They become aware of consumer, business, and environmental issues in the creation and marketing of products or services, and the educational requirements of design-related careers.

How This Course 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 enables students to become critical and innovative problem-solvers. Students gain an awareness of their use of resources – renewable and non-renewable and are encouraged to recognize the implications of technological innovations on society as a whole. An emphasis on process and results ensures that students create products and provide services that recognize our societal responsibility to respect the dignity and value of the individual and the global community. Collaboration and leadership are emphasized as students work as a team to create a work/learning environment that is safe, welcoming, and respectful of individual differences.

Course Notes

This course is designed to provide the skills and knowledge that leads to Grade 12 Technological Design (TDJ4E), then to the workplace, apprenticeship, job-training programs, or other endeavours that are involved in the development of products and environments. Many of the skills developed in this course can be applied to a wide variety of careers. A list of careers directly involved in design are outlined in Human Resources Development Canada’s (HRDC) National Occupational Classifications (NOC) database, partially listed (see Resources for HRDC NOC website):

NOC Code	Occupation Category
2225	Landscape and Horticulture Technician and Specialist
2231	Civil Engineering Technologist and Technician
2232	Mechanical Engineering Technologist and Technician
2241	Electrical and Electronic Engineering Technologist and Technician
2251	Architectural Technologist and Technician
2253	Drafting Technologist and Technician
5241	Graphical Designers and Illustration Artists
5242	Interior Designers
5243	Theatre, Fashion, Exhibit, and Other Creative Designers

The delivery of the Technological Design (Workplace) course has an emphasis on teaching practical elements of the process of technical drawing, modelling, testing, and fabrication. This course focuses on evaluating existing products or environments, and provides a basis for innovating practical designs.

Students apply Gospel teachings in examining the safe, ethical use of technology and the environmental and sociological impacts technology may have.

This course, followed by the Grade 12 Technological Design (TDJ4E) program, provides students with opportunities to develop skills and understanding in entry-level design-related careers. These careers may include technical or artistic functions such as drafting/CAD operations, production members of custom manufacturing teams, graphic and/or interface designers, or business entrepreneurs. Design is a broad-based activity in which illustration, drafting, communication, fabrication techniques, and the safe use of tools and equipment must remain an important focus. An integral part of the learning process should be a continual atmosphere of self-assessment and group assessment through the testing and evaluation of models and products.

The units in this course allow students to work through processes of designing and developing products. Through problem-solving activities, students develop skills in the areas of technical drawing, modelling, and fabrication techniques. Design problems are based on existing designs in which students can redesign or make modifications to improve a situation, product, and/or environment.

Unit 1 provides an overview of the design and product development process. Skills in generating, communicating, fabricating, and testing ideas are developed.

Unit 2 further explores the communication of ideas through various drawing, illustration, and modelling techniques. Students develop skills in freehand sketching techniques, technical drafting, and computer-aided design and drafting (CAD).

Unit 3 allows students to practise the skills developed in the previous units by applying them to example design problems. This unit takes an extensive look at how technology impacts society, the environment, and future career options.

Unit 4 offers practical applications in design and serves as a culmination to the course.

It is important to note that even though each unit has a stated focus, many skills and concepts, such as safety, illustration techniques, and social impact, are addressed throughout all units.

To facilitate classroom and resource management, students can rotate through various activities, work in groups or teams, or simultaneously work on individual activities. The teacher should provide students with the list of course projects at the beginning of the semester, to help students with planning options in advance. Resources required for each activity should be prepared before activity initiation. These include:

· design and communication tools/materials;

· modelling and fabrication tools;

· materials and equipment;

· research tools;

· professional expertise in specific areas, such as local businesses or industries.

Local experts from engineering, manufacturing, architectural, or design firms provide students with an opportunity to investigate and explore career and apprenticeship choices.

The use of Overview Appendix A – Safety Passport is recommended to record and maintain safe working practices in a workshop environment.

Units: Titles and Times

Unit 1	Generating Design	20 hours
Unit 2	Technical Design	25 hours
* Unit 3	Design and Society	30 hours
* Unit 4	Applications of Design	35 hours

* These units are fully developed in this Course Profile.

Unit Overviews

Unit 1: Generating Design

Time: 20 hours

Description

The focus of this unit is on generating, testing, and evaluating designs. Through problem-solving activities, students are introduced to the concepts of safe operating procedures and designing for user needs and requirements. Students create models, prototypes, products, and services that solve design problems. Students learn to appreciate designing for the common good and think reflectively and creatively to evaluate situations and solve problems. Students assess products for aesthetics, function, and safety while applying human values and socially responsible criteria.

Unit Synopsis Chart

Activity	Time	Expectations	Assessment	Tasks
1.1: Engineering Physics and Materials	5 hours	TFV.04, TF1.02, TF2.02 SPV.01, SPV.02, SP1.01, SP2.02, SP2.03 ICV.03, ICV.04, IC1.03, IC1.04, IC2.01, IC2.03 CGE2b, 3e, 4f, 5b, 7b	Knowledge Inquiry	Example: Design, build, and fly kites that can be made from easily found materials (quick “ice-breaker” project).
1.2: Rapid Prototyping: Tool Design	5 hours	TFV.03, TFV.05, TF1.01, TF2.01, TF3.02 SPV.02, SPV.03, SP1.03, SP2.01, SP2.02, SP2.03 ICV.01, ICV.03, IC1.01, IC1.03, IC2.02, IC2.03 CGE2e, 3b, 3c, 4f	Knowledge Inquiry Communication Application	Example: Fabricate a model of a household or workshop tool. Students look at aesthetics, function, and ergonomics when constructing tool models.
1.3: Designing for Human Needs	10 hours	TFV.01, TFV.03, TFV.04, TF1.01 SPV.02, SPV.04, SP2.03 ICV.01, ICV.03, ICV.04, IC1.01, IC1.03, IC2.02, IC2.03 CGE1d, 2e, 3d, 4a, 4f, 5d, 7d, 7j	Knowledge Inquiry Communication Application	Example: Design and build a device that would increase accessibility in the school for those with disabilities (e.g., accessibility ramps).

Unit 2: Technical Design

Time: 25 hours

Description

Students engage in a series of activities to develop the necessary technical skills for creating design solutions common to any field of design. Activities focus on the technical aspects of communicating ideas, such as technical drawing, 3-D modelling, testing, and report development through the process of examining existing design solutions. Students use and integrate the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life.

Unit Synopsis Chart

Activity	Time	Expectations	Assessment	Tasks
2.1: The View: Sketching and Drawing	10 hours	TFV.02 SPV.01, SP1.01, SP1.02 ICV.04 CGE4f, 5g	Knowledge Communication Application	Example: Create a portfolio of 2-D/3-D drawings and sketches of various objects.
2.2: Developing Working Drawings	5 hours	TFV.02, TF2.01 SPV.01, SP1.01, SP1.02, SP1.04 ICV.01, IC1.04 CGE4f, 5g	Knowledge Communication Application	Example: Generate orthographic working drawings and analysis reports on simple devices from the home or school.
2.3: Modelling Architecture and Career Exploration	10 hours	TFV.01, TFV.05, TF1.01, TF1.02, TF2.01, TF3.01 SPV.03, SP1.04, SP2.01, SP2.02 ICV.01, ICV.02, IC2.01, IC2.02 CGE2c, 4f, 3b, 4d, 7a, 7d, 7i, 7j	Knowledge Communication Application	Example: Generate a model of an existing architectural structure or architectural detail. Identify careers in architecture and construction.

Unit 3: Design and Society

Time: 30 hours

Description

The human ability to design and create technology has had a profound impact on individuals and societies throughout history. This unit examines the effect of technology on societies in the past, present, and future, while allowing students to engage in problem-solving activities based primarily on humanitarian and environmental issues. In developing and applying technology to the issues, students are provided the opportunity to use their knowledge and begin to formulate attitudes and values based on social responsibility and the Gospel and develop their God-given potential and make a meaningful contribution to society. They are encouraged to explore various avenues to apply the design concepts (e.g., patent process) and reflect upon the possible effects of the chosen applications.

Unit Synopsis Chart

Activity	Time	Expectations	Assessment	Tasks
3.1: Investigating Modern Inventions	3 hours	TF1.03, SP1.04 ICV.02, IC1.03, IC2.01 CGE2b, 2c, 3f, 7g	Knowledge Inquiry Communication	Examine how a product or technique has developed over time and its impact on society. Form a timeline of the technology and create a visual display of the invention over time.
3.2: Investigating the Life Cycle of a Product	5 hours	TFV.01, TFV.04, TF2.02, TF2.03, ICV.04, IC1.02, IC2.01, IC2.02 CGE2b, 3f, 4e, 4g, 5b, 5h	Knowledge Inquiry Communication	Investigate the process of product development from its conception (patent process) to final product on the sales shelf. Identify jobs and careers associated with the development of the product.
3.3: Protecting Our Children: Safety Design Challenge	10 hours	TFV.03, TF1.01, TF1.02, TF2.02, TF3.02, SPV.01, SPV.02, SP1.03, SP2.01, SP2.03, ICV.01, ICV.02, IC1.01, IC1.02, IC1.03 CGE1d, 3b, 3c, 3f, 4f, 5a, 5c, 7i	Inquiry Application	Identify safety hazards of everyday objects in the home, at school, and at work. Make appropriate modifications to these objects to prevent future accidents from occurring (e.g., shopping carts, childproofing the home, etc.).
3.4: Technology, Amusement, and Leisure	12 hours	TFV.01, TFV.03, TF2.01, TF2.02, TF2.03, SPV.02, SPV.04, SP1.03, SP1.04, ICV.03, IC1.01, IC1.02 CGE1d, 2e, 3b, 3c, 3d, 3f, 4f, 5a, 7g, 7i	Knowledge Inquiry Application Communication	Investigate the role of technology in amusement and leisure throughout history. Identify specific user needs with respect to amusement and leisure and design a solution to meet these needs (e.g., developing a carnival or board game). Prepare a presentation to demonstrate user needs and the final solution.

Unit 4: Applications of Design

Time: 35 hours

Description

In this culminating unit, students apply learned communication, decision-making, and problem-solving skills to challenges in theatre and film production design. Students explore the development of design solutions through the development of technical drawings, illustrations, models, test models, fabricated products, proposals, and reports. Skills developed in this unit can be applied to a wide variety of careers in architecture, industrial design, fashion, or theatre/film production.

Unit Synopsis Chart

Activity

Time

Expectations

Assessment

Tasks

4.1: Reproducing History for Film or Video

15 hours

TFV.02, TFV.03, TF1.03, TF2.01, TF2.02, SPV.01, SPV.02, SP1.01, SP1.02, SP1.03, ICV.03, IC2.03

Knowledge

Inquiry

Communication

Application

Generate artefacts or costumes from a historical period as portrayed in film or video.

4.2: Theatre Set Design and Production

20 hours

TFV.01, TFV.02, TFV.03, TF1.01, TF1.02, TF2.01, SPV.01, SPV.02, SPV.03, SP1.01, SP1.02, SP1.03, SP2.03, ICV.03, IC1.01, IC1.02, IC2.03

Knowledge

Inquiry

Communication

Application

Design and construct a theatre or video set.

Teaching/Learning Strategies

Technological Design involves generating solutions to human needs problems and requires a hands-on, project-based approach that incorporates individual and team efforts, a flexible process for creative idea generation, and a variety of materials and tools to model, test, and communicate solutions. In a typical design project, the teacher provides students with a design brief, which describes the problem to be solved, the constraints or criteria to be met in solving the problem, and, in many cases, possible paths to take to develop a viable solution. Activity initiation may take place with the whole classroom or with select groups.

The teacher may provide students with a list of the course projects at the beginning or introduce them in sequence. This lends itself to a variety of strategies for learning that is dependent on the project, the level of student understanding and experience, and the availability of local facilities and resources. Possible teaching and learning strategies in a design project include:

· Group Collaboration

Students work in teams or with partners to accomplish specific tasks, modelled after design or engineering firms where individuals with differing strengths, skills, and knowledge work together to solve problems or issues. This is particularly effective for large projects such as designing and constructing drama sets or accessibility ramps. Groups of three or four may be more manageable than five or more.

· Individual Work

Students work individually to accomplish specific tasks. This may include working through the design process to develop a product such as a tool or individual tasks related to a group project such as drawing, drafting, model building, or presentation preparation.

· Class Discussion

Students actively participate by taking turns discussing current issues. The teacher may direct discussions by:

· posing initial questions;

· demonstrating specific procedures (e.g., a proper and safe tool operation);

· presenting a media topic relating to the current activity (e.g., a video or newspaper clipping).

Relevant issues may include the job market as it relates to careers in technology, the effects of technology on the environment, or the impact of a historical technology on today’s society.

· Theoretical Study

Students learn concepts and theory in application through the study and analysis of case studies. They test and observe scientific and engineering principles through experimentation, through Socratic lessons provided by the teacher or invited guests, or by experiencing them while testing a solution to a problem (e.g., building a kite, observing how well it flies, then making the appropriate modifications to improve its performance).

It should be noted that important issues such as safety should be reinforced throughout the course. Following initial lessons, demonstrations, and testing of general lab and machine safety at the beginning of the course, the teacher should reintroduce specific topics at the time required (e.g., before cutting wood on a table saw, the teacher reviews specific table saw safety items). The approach of learning safety at the beginning and then reinforcing that learning with the Just-In-Time (JIT) method ensures students have more than one opportunity to learn very important skills.

In Technological Design, the computer may be used extensively to:

· generate illustrations and drafted drawings;

· generate and test 3-D models;

· research on-line resources;

· communicate with peers and experts in the field;

· download images, papers, and software;

· produce products with Computer Numerical Control (CNC);

· produce finished prints, reports, and presentations.

If there are insufficient computer resources, teachers ensure that there are plenty of activities that involve conventional illustration and/or sketching, library or text research, hand modelling, and testing.

Design ideas and concepts are generated through a variety of methods including:

· group brainstorming;

· conducting surveys or interviews of clients or end users;

· developing and testing of prototypes or models;

· holding discussions with workers in the relevant field of study.

Students are instructed to focus on the kinds of entry-level career skills this course destination leads to, such as drafting technicians, CAD operators, graphic illustrators, or technical or entrepreneurial jobs in architectural, artistic, or engineering firms. Problems that require students to generate their own designs have prescriptive restrictive criteria and are limited in scope of design choices, allowing students to focus on the communicating, constructing, and testing of designs. Ample opportunity must be given for students to develop the practical skills involved in designing and to practise and apply those skills on both an individual basis and as a member of a team.

A key component of this course is for students to be made aware of career opportunities in the field of design. Strategies such as inviting guest speakers, conducting field trips or industry visits, participating in community-based projects, and encouraging job shadowing, co-op, or apprenticeship placements are highly recommended.

Assessment & Evaluation of Student Achievement

Students demonstrate recognition of a structured process in problem solving. Evaluation is based primarily on formative assessment, as it occurs during learning. This assessment occurs through ongoing feedback to the teacher and students about the quality of learning and the effectiveness of instruction. Throughout the course, students demonstrate a learning process in conjunction with a specified amount of skill, knowledge, and values.

Assessment and evaluation tasks can include:

· design briefs;

· design proposals;

· technical and/or design reports;

· research reports;

· drawings, illustrations, and/or blueprints;

· finished models, prototypes, and products;

· presentations;

· competition deliverables;

· daily log or work journal.

Examples of previous work help students to develop the skills necessary to evaluate their projects and products. They provide students and the teacher with a progressive and ongoing means of monitoring the level of achievement attained. Comparisons of the teacher’s evaluation of a skill and the student’s self-assessment through teacher/student discussion often clarifies the standards that are expected. The addition of a peer assessment component, especially in a group work situation, also helps to identify reasonable expectations. The ability to combine skills and knowledge successfully in practical work tasks are demonstrated by students in their planning and implementation of projects, work assignments, and problem-solving activities. Daily teacher observation of each student’s achievement on such assignments is a technique for assessing progress.

Self-assessment encourages students to reflect on their growth and learning, giving them a sense of where they have been, where they are, and where they are going. Self-evaluation is a valuable skill and aids students in developing their God-given potential. With the use of self-, peer, and teacher assessment, students are provided with feedback on their work.

Summative assessment, usually carried out at the end of a learning process and which includes feedback and evaluation resulting in a grade, is a focus in the evaluation of student achievement. Students should be able to articulate knowledge of design processes through oral and written methods such as a design report. Students demonstrate proficiency in the variety of practical skills developed throughout the course.

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 teacher should be acquainted with students’ Individual Education Plans (IEPs) and unique learning characteristics to make the necessary accommodations.

There is a wide range of teaching/learning strategies and assessment employed to ensure that all students with special needs can be successful in the course. The teacher is encouraged to modify and expand strategies to accommodate learning styles. These may include:

· developing activities around student’s strengths and needs (e.g., limiting the amount of reading and writing activities);

· keeping instructions simple and providing limited steps at a time (e.g., consider oral instructions with a demonstration as opposed to written instructions);

· providing accommodations of approaches to assessment;

· providing the option for oral testing and student demonstrations of acquired skills;

· encouraging conferencing/discussion;

· encouraging student-to-student and teacher-to-student discussion to encourage confidence and motivation;

· allowing oral presentations to small groups rather than to the whole class;

· encouraging cooperative small-group learning as opposed to teacher-presented material;

· providing flexible timelines;

· providing adaptation of student resources and equipment;

· encouraging peer tutoring;

· a supporting Educational Assistant in the classroom;

· providing enrichment and extension activities;

· providing classroom accessibility.

Teachers should be aware of students who require modification to the mandated expectations for this course. Ontario Secondary Schools (page 24) allows teachers to modify the learning expectations for exceptional students in order to support the contents of the student’s IEP. This applies also to students who have not been identified as exceptional but are receiving Special Education programs and services.

Resources

Books

Browning, Heighington, Parvu, and Patillo. Design and Technology. Toronto: McGraw-Hill Ryerson, 1993. ISBN 0.07.549650.X

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

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

Gradwell, Welch, and Martin. Technology Shaping Our World. Tinley Park, Illinois: The Goodheart-Willcox Company, 1996. ISBN 1.56637.217.8

Huchinson, Karsnitz. Design And Problem Solving. New York: Glencoe/McGraw- Hill, 1994.
ISBN 0-8273-5244-1

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

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

Salvadori, Mario. The Art of Construction, Projects and Principles for Beginning Engineers and Architects. Chicago: Chicago Review Press, 1990. ISBN 1.55652.080.8

Wright, Smith. Understanding Technology. Tinley Park, Illinois: The Goodheart-Willcox Company, 1998. ISBN 1.56637.374.3

Periodicals

Popular Science.

Popular Mechanics.

Wired.

Various architecture and home improvement magazines

Tech Directions.

DTTO Bulletin

Publications

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

ITEA (International Technology Education Association) publications

Canadian Standards Association publications

ASTM testing standards

Ontario Building Code

Sweet’s Catalogue

Machinery’s Handbook

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

Videos

Videos on designing products such as washing machines, bicycles, toys, and mobile homes are available from: Classroom Video, 107 1500 Hartley Avenue, Coquitlam, BC V3K 7A1, phone 604-523-6677.

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.

American Standards for Testing and Materials (ASTM)
www.astm.com

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

CSA International
www.csa.ca

Carleton University School of Industrial Design, information on industrial design curriculum
www.id.carleton.ca

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

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

How Things Work
www.howthingswork.com

Human Resources Development Canada National Occupational Classification database
www.hrdc-drhc.ca/noc

Ontario Prospects (career explorations)
www.edu.gov.on.ca

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

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

Scotty’s Unofficial Centre for Tech Education, resources for teaching design
www.millenniumwave.com

Sweet’s.com (construction industry resources)
www.sweets.com

Tech Streets, (standards and information (ASTM, CSA, ISO, etc.))
www.techstreet.com

Vocabulary definitions
www.whatis.com/index.htm

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

Course Development Resources

Blueprints: A Resource Tool for Writing Catholic Secondary School Profiles. Catholic Curriculum Cooperative, Central Region.

Choices Into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999.

The Ontario Curriculum, Grades 9-12, Technological Education, 1999.

Ontario Secondary Schools, Grades 9-12, Program and Diploma Requirements, 1999.

Trafford, Larry. Educating the Soul: Writing Curriculum for Catholic Secondary Schools. Toronto: Institute for Catholic Education, 1998. ISBN 0-9699178-5-6

OSS Considerations

The Grade 11 Technological Design Course is designated as a Technological Education program in which students develop an understanding of the design industry. This course is designed to provide students with a broad educational base that prepares them for their studies in Grades 12, and subsequent direct entry into the workplace, or for admission to apprenticeship programs and other training programs. The goal of this program is to empower students to become productive participants in society. Students are introduced to practical aspects of design and fabrication of products to benefit society. The curriculum provides opportunities for students to undertake hands-on practical activities, as well as to conduct research and analysis. There are a wide range of teaching/learning strategies and accommodations through which the needs of students with special needs are met. The hands-on, practical approach provides students with experiences that reflect a workplace environment. However, students should be encouraged to take part in a co-operative education, Ontario Youth Apprenticeship Program, or other program that provides workplace experience in conjunction with this course.

Potential for career exploration is made available to students throughout all units with specific reference to Choices Into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999.

Overview Appendix A

Safety Passport

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.

The general process is as follows:

1. When the teacher introduces a new piece of equipment (e.g., lathe), students record the date of the safety demonstration on their safety passport. Students prepare a note in their notebooks during this lesson while 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.). This safety note is carefully recorded in each student’s notebook along with the signed passport slip. If any students are absent for the safety lesson, the teacher carefully notes it on the daily attendance and a make-up opportunity must be provided.

2. 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. 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. These individual machine tests are designed to complement any general facility safety rules. Upon satisfactory completion of the test, the student dates the “tested” column and the teacher initials it as complete.

4. Once the student has completed steps 1, 2, and 3, the teacher signs the final column of the student’s safety passport indicating they are able to use that equipment. The teacher keeps the signed passports on file. A summary document of all the various permissions may be created by the student and signed by the teacher (as permissions are earned). See the sample summary passport below.

Equipment Safety Passport

School: Student Name:				Instructor: Equipment:
See your instructor for ANY questions about the safe set-up and operation of equipment.
Attended Teacher Safety Instruction and Demonstration (and notes recorded)		Demonstrated Safe Set-up and Operation of Equipment to Teacher		Passed Written or Oral Testing		Permission Granted to Use Equipment by Teacher
Date of Lesson	Teacher Initial	Date Tested	Teacher Initial	Date of Demo	Teacher Initial	Date	Teacher Initial

Coded Expectations, Technological Design, Grade 11,
Workplace Preparation, TDJ3E

Theory and Foundation

Overall Expectations

TFV.01 · demonstrate an understanding of how the design process is used to create products or services for the marketplace;

TFV.02 · create effective technical drawings using standardized drawing practices;

TFV.03 · determine appropriate solutions to design problems;

TFV.04 · describe manufacturing and construction materials and techniques related to their projects;

TFV.05 · write effective technical reports that follow a conventional format.

Specific Expectations

Planning

TF1.01 – describe user requirements, design criteria, and ways of developing and testing solutions;

TF1.02 – justify design decisions that involve alternative approaches;

TF1.03 – describe the historical development of a variety of designed products and services.

Preparing Designs

TF2.01 – use technical illustrations, drafting, computer graphics, and models to present ideas and solutions effectively;

TF2.02 – describe materials that are appropriate for the manufacture or construction of given projects;

TF2.03 – describe appropriate methods of manufacture or construction for given projects.

Evaluating and Documenting Designs

TF3.01 – write reports summarizing how the criteria and constraints influenced a particular design decision;

TF3.02 – evaluate solutions based on given design criteria.

Skills and Processes

Overall Expectations

SPV.01 · illustrate their design solutions effectively using a variety of technical drawing methods that conform to industry drafting conventions;

SPV.02 · fabricate projects or displays using hand and power tools safely;

SPV.03 · write effective design briefs and technical reports;

SPV.04 · evaluate solutions against design criteria.

Specific Expectations

Preparing Designs

SP1.01 – draw appropriate technical illustrations using industry-standard practices, including lettering techniques, scales, and symbols;

SP1.02 – produce correct orthographic or pictorial technical drawings (e.g., floor plans, perspectives and elevation views, section and assembly drawings) using traditional or computer-based methods;

SP1.03 – fabricate models and prototypes for analysis and testing using standard safety procedures;

SP1.04 – create displays of the finished products using computer graphics, posters, or multimedia productions.

Evaluating and Documenting Designs

SP2.01 – produce appropriate design briefs based on their analysis of user needs and on consumer product research;

SP2.02 – prepare technical reports documenting the design process and proposed solution;

SP2.03 – evaluate design solutions to determine how well they suit the design criteria.

Impact and Consequences

Overall Expectations

ICV.01 · identify factors that must be considered when designing for the consumer marketplace (e.g., costs, materials, safety, durability);

ICV.02 · identify environmental concerns related to the development, use, and disposal of manufactured goods;

ICV.03 · use tools and materials safely to fabricate products;

ICV.04 · describe design-related careers and their educational requirements.

Design Impacts

IC1.01 – assess project solutions in terms of safety, ergonomics, and efficiency;

IC1.02 – identify design issues, such as production costs, instructional materials for assembly and use, special design needs related to controls and instrumentation, safety issues in handling products, and product durability;

IC1.03 – describe problems that can result from improper design.

Environmental and Safety Issues

IC2.01 – identify alternative environmentally friendly materials that could be used to produce specific products;

IC2.02 – explain various methods of handling materials and reducing waste;

IC2.03 – handle tools and materials safely.

Education, Training, and Career Opportunities

IC3.01 – identify a variety of design-related careers;

IC3.02 – identify the educational and training requirements for careers related to technological design.

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 3 | Unit 4 | Course Profiles Main Menu

Acknowledgments

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Times

Unit Overviews

Unit 1: Generating Design

Unit Synopsis Chart

Unit 2: Technical Design

Unit Synopsis Chart

Unit 3: Design and Society

Unit Synopsis Chart

Unit 4: Applications of Design

Unit Synopsis Chart

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Books

Periodicals

Publications

Videos

Websites

Course Development Resources

OSS Considerations

Overview Appendix A

Safety Passport

Theory and Foundation

Overall Expectations

Specific Expectations

Skills and Processes

Overall Expectations

Specific Expectations

Impact and Consequences

Overall Expectations