Course
Profile
Technological Design, Grade 11, Workplace Preparation, Catholic and
Public
Unit 3: Design and Society
Time: 30 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
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 have the opportunity to use their knowledge and begin to
formulate attitudes and values based on social responsibility and the Gospel
and to 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. |
Time: 180 minutes
This
activity is designed to allow students to develop an understanding, appreciation,
and respect for the many inventions that have had an impact on our way of life
and the individuals responsible for these inventions. More specifically, the
contributions of Canadian, women, and minority inventors are considered. The
moral and ethical considerations underlying the development of such inventions
are also addressed. Students then develop a timeline for an invention of their
choice to trace its development and evolution throughout history. Students
begin to develop ideas for generating their own inventions in subsequent
activities.
Strand(s): Theory and Foundation, Skills and Processes, Impact
and Consequences
Overall
Expectations
ICV.02 - identify
environmental concerns related to the development, use, and disposal of
manufactured goods.
Specific
Expectations
TF1.03 -
describe the historical development of a variety of designed products and
services;
SP1.04 -
create displays of the finished products using computer graphics, posters, or
multimedia productions;
IC1.03 -
describe problems that can result from improper design;
IC2.01 -
identify alternative environmentally friendly materials that could be used to
produce
specific products.
Ontario
Catholic School Graduate Expectations
CGE2b -
reads, understands, and uses written materials effectively;
CGE2c -
presents information and ideas clearly and honestly and with sensitivity to
others;
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.
CGE7g -
respects and understands the history, cultural heritage, and pluralism of
today’s
contemporary society.
A working
knowledge of computer operations such as word processing, creating graphics,
printing, and file management is required. It is assumed that students have
some knowledge of Internet research techniques. Students must be familiar with
computer usage regulations as defined at the local level. Students with little
or no knowledge in computer operations should be paired with students who have
expertise. Students should also be familiar with library research techniques
and the Dewey Decimal System of cataloguing books. Students should have
knowledge of timelines gained in the Grade 10 History course.
As this is primarily an
investigative activity, teachers need to ensure that students have access to a
variety of resources. Resources include access to the Library/Resource Centre
and computer lab equipped with access to the Internet. In order to help
students visualize a timeline, teachers may wish to prepare an example ahead of
time. This can be laminated and posted on the wall in the technology lab. A
technology timeline indicating the various forms of technologies used over the
centuries could be used, i.e., Stone Age, Bronze Age, Iron Age, Pre-Industrial
Revolution, Industrial Revolution, and the Modern Age (Air Age, Space Age,
Information Age). Teachers provide students with glue, scissors, old magazines,
bristol board, construction paper, banner paper, and markers.
Day
1: Introduction and Top Ten List
·
The
teacher introduces the topic of inventions by asking students to write down as
many modern inventions as they can on a piece of paper within a given time
frame (approximately five minutes). Next, students rank the inventions they
have written down in terms of their importance to society. They then form
groups of three or four and share their ideas. In their groups, students try to
come to a consensus as to what they feel are the “Top Ten” inventions of the
century. The teacher should remain as vague as possible when delivering this particular
instruction and allow students to form their own criteria for judging. The
results for each group should be written down on chart paper and posted around
the classroom.
·
The
teacher leads students in a discussion as the class tries to come up with a Top
Ten list of the most important modern inventions. Opinions will vary according
to the criteria of the respective groups. Once students come to a consensus on
the criteria, the class compiles its Top Ten list. Students must be able to
support their opinions clearly and intelligently. Chances are the inventions
listed will have something to do with improving the quality of life for humans
and other living things.
·
The
teacher leads students in a discussion on the moral and ethical values
underlying the development of some modern inventions. This activity may lead to
controversial issues (e.g., genetic engineering, weapons technology), and
teachers should use discretion in leading discussions so that they comply with
Catholic education guidelines.
Days 2
and 3: Timeline Activity
·
The
teacher introduces students to the concept of timelines and asks them to draw a
horizontal line, measuring 20 cm, on a piece of paper. Students then place a
mark on the line for every centimetre. The start of the line represents the
year they were born. Each mark after that represents one year. Students recall
some of the most memorable achievements in their lives thus far and record them
on the timeline above or below the appropriate year. Is there something
recorded for every year since they were born?
·
Students
form groups of three to four and develop a timeline to trace the technological
developments throughout history in one of the following areas: agriculture,
health and medicine, communication technology, transportation, entertainment
and amusement, weaponry, architecture, music and the arts, etc. Teachers should
encourage students to examine the contributions of Canadians and/or women or
minority groups. The World Wide Web has many sites on inventions and their
inventors. The timelines could be computer-generated with clip art, hand-drawn
images, or pictures cut out from magazines depending on student abilities.
·
The
stories behind the inventions and their inventors are as fascinating as the
inventions themselves. How inventors get their inspirations for their ideas is
considered in the next activity. Students make notes of resources that provide
the stories behind the inventions; they will prove useful in Activity 2: Life
Cycle of a Product.
Students
are assessed on their ability to research and prepare a timeline showing the
technological advancements throughout history in a field of their choice.
Informal assessment takes place during class discussions as to the amount and
quality of student participation. An assessment rubric has been provided in
Appendix 3.2 to evaluate the process.
This
activity can be adapted as to amount of individual research required and degree
of effort required in completing the timeline:
·
Students
can be given the choice of completing the timelines individually or in small
groups.
·
The
technology timeline could be completed as a class and displayed around the room
using poster paper.
·
Students
with artistic abilities may choose to paint a mural in the technology lab,
Library/Resource Centre, or main lobby of the school.
·
In
researching the inventions, individual students may be paired with students
with more advanced knowledge or skills in communications or computer
applications.
·
Teachers
may allow hand illustrations or pictures cut from magazines in place of
computer-generated images or allow extra time to complete the computer imaging
deliverable.
·
Teachers
should consult student IEPs.
Websites
The
Canada Science and Technology Museum – www.science-tech.nmstc.ca/
The
Leonardo Museum – www.leonet.it/comuni/vincimus/invinimus.html
A website dedicated to the inventions of Leonardo DaVinci
www.inventorsmuseum.com/
Lists all sorts of inventions and their inventors. Provides brief accounts of
the stories behind the inventions.
National
Inventors’ Hall of Fame Index of Inventions –
www.invent.org/book.book-index.html
American website that lists all inventions and inventors in an index organized
alphabetically.
http://inventors.about.com/science/inventors
A website that is dedicated to past, present, and future inventors. It contains
links to famous inventions and inventors as well as recognizes Black, Canadian,
Chinese, and women inventors and their inventions.
Software
The New Way Things Work. 1994. ISBN 0-7894-3896-8 – a
CD-ROM developed by David Macaulay based on the popular book The Way Things Work. This CD-ROM
provides students with the opportunity to learn about the latest technologies,
promotes active learning, and allows students to test their knowledge of
scientific principles. It serves as an excellent reference for students when
investigating the scientific principles behind inventions.
Glakslar – compact- Inventions. 2000. ISBN 1-892898-12-8 – a
CD-ROM developed by Mega Systems USA that contains 3-D animations, detailed
illustrations, and text written by experts on inventions in transportation,
energy, communications, etc. The CD-ROM comes equipped with a knowledge browser
to assist students in locating their invention. It also contains an Internet
research function to further assist in researching the invention. The software
provides information on why and when inventions took place, as well as
information on who was responsible for the inventions.
Time: 300 minutes
Whereas
the previous activity examined the impact of modern inventions on society, this
activity is designed to teach students how an idea for an invention is
developed into a marketable product. Students select a product or process and
identify the major steps in its development – idea generation, design process,
patents, research, testing, manufacturing, marketing, advertising, and
distribution. Students use and integrate the Catholic faith tradition in selecting
a product that clearly supports the development of a just and compassionate
society. Students also investigate the requirement for standards in Canada as
well as industry testing for various products. Students gain the necessary
skills for developing their own ideas in subsequent activities and are
introduced to a variety of career possibilities in the design industry.
Strand(s): Theory and Foundation, Skills and Processes, Impact
and Consequences
Overall
Expectations
TFV.01 -
demonstrate an understanding of how the design process is used to create
products or services for the marketplace;
TFV.04 -
describe manufacturing and construction materials and techniques related to
their projects;
ICV.04 - describe
design-related careers and their educational requirements.
Specific
Expectations
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;
SP1.04 -
create displays of the finished products using computer graphics, posters, or
multimedia productions;
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;
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;
IC3.01 -
identify a variety of design-related careers.
Ontario
Catholic School Graduate Expectations
CGE2b -
reads, understands, and uses written materials effectively;
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;
CGE4g -
examines and reflects on one’s personal values, abilities, and aspirations
influencing life’s choices and opportunities;
CGE5b -
thinks critically about the meaning and purpose of work;
CGE5h -
applies skills for employability, self-employment, and entrepreneurship
relative to
Christian vocation.
A working
knowledge of computer operations such as word processing, creating graphics,
printing, and file management is required. It is assumed that students have
some knowledge of Internet research techniques. Students must be familiar with
computer usage regulations as defined at the local level. Students with little
or no knowledge in computer operations should be paired with students who have
expertise.
·
Teachers
need to ensure that students have access to a variety of resources. Resources
include access to the Library/Resource Centre and computer lab equipped with
Internet capabilities. Examples of flowcharts depicting the development of a
product should be prepared in advance as a reference for students. Examples of
flowcharts can be found in assembly instructions for a variety of products,
science textbooks (water cycle), computer programming texts, etc. Teachers
provide students with poster board, scissors, glue, and some old magazines.
·
A
local inventor could be contacted and invited to speak at your school. Canadian
patents are a matter of public record and contain the name(s) of the
individual(s) to which the patent is registered as well as the date of expiry.
The name of the individual can then be located in the local phone book.
·
Teachers
need to familiarize themselves with the patent process in Canada. The website
http://cipo.gc.ca provides an on-line tutorial for completing and submitting a
patent application. Criteria for patent application can also be found on the
website. Teachers should prepare copies of the patent application in advance
for students to practise before going on-line.
·
The
teacher introduces students to the concept of flowcharts by having them
complete a flowchart together as a class. A flowchart is a combination of
words, symbols, and pictures used to show the steps involved in a particular
process. A flowchart helps make it easier to understand the process and also
helps in the planning process to help meet deadlines. A flowchart can identify
where a process may be stopped because an important step could not be
completed. Flowcharts are particularly useful if there is a language barrier.
Consider, for example, the instruction pamphlets for preparing for an emergency
landing of an airplane.
·
The
teacher asks students how to make a ham and cheese sandwich, wooden chair, or
some other item. Identify the first step and write it on the board. Give this
first step a symbol. Next, draw an arrow to indicate moving on to the next
step. Continue to do the same for the remaining steps until the process is
complete. Examine the flowchart. Are the steps in a logical order? Are there
any steps missing? Is there a step for inspecting the product? Can the process
be communicated without using any words? Is the flowchart easy to understand?
·
Students
then select a product or process and identify the major steps in its
development – idea generation, design process, patents, research, testing,
manufacturing, marketing, advertising, and distribution. In addition to the
processes involved, students should try to identify as many careers as possible
involved in the development of the product of their choice. The flowchart
should be in the form of a poster and list the possible careers associated with
each step in the process.
·
Students
present their flowchart to the rest of the class.
Students
are assessed on their ability to access and find information on the life cycle
of a product. Assessment is similar to timeline activity – evaluation of poster
board.
Evaluation
|
Research Skills |
/10 |
|
Organization |
/10 |
|
Content |
/10 |
|
Use of Diagrams |
/10 |
|
Presentation |
/10 |
|
Total |
/50 |
This
activity can be adapted as to the amount of individual research required and time
commitment required in completing deliverables. Teachers may opt to provide
more guidance or define requirements for simpler designs. Individual students
may be paired with students with more advanced knowledge or skills in
communications or computer applications.
Canadian
Intellectual Property Office – http://cipo.gc.ca
Provides information on obtaining patents for newly developed products. Offers
an on-line tutorial for completing a patent application.
Industry
Canada – www.ic.gc.ca
Provides information on employment opportunities in the technology industry.
Contains link to the SchoolNet Youth Employment Initiative – a program
established by the national government to help students find employment in
industry. Offers an online tutorial for completing a resume and submitting it
to an employer.
The
Learning Partnership. We CAN Invent! 10
Practical Steps to Invention.
www.tlp.on.ca/telephone 416 204-4478
www.howthingswork.com
A website that describes how everyday objects work.
Time: 600 minutes
In this
group activity, students investigate the safety issues around existing products
related to children according to the standards of the Canadian Standards Association
(CSA). Students identify safety hazards in the home, school, and workplace and
are required to design age-appropriate safety solutions. Students are required
to fully document and research the development of their solutions and develop
appropriate methods for testing these solutions in compliance with CSA
standards. In researching their solutions, students investigate the principles
on which patents are granted as well as the patent process in Canada. All
groups demonstrate their solutions.
Strand(s): Theory and Foundation, Skills and Processes, Impact
and Consequences
Overall
Expectations
TFV.03 -
determine appropriate solutions to design problems;
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.
Specific
Expectations
TF1.01 -
describe user requirements, design criteria, and ways of developing and testing
solutions;
TF1.02 -
justify design decisions that involve alternative approaches;
TF2.02 -
describe materials that are appropriate for the manufacture or construction of
given projects;
TF3.02 -
evaluate solutions based on given design criteria;
SP1.03 -
fabricate models and prototypes for analysis and testing using standard safety
procedures;
SP2.01 - produce appropriate design briefs
based on their analysis of user needs and on consumer product research;
SP2.03 -
evaluate design solutions to determine how well they suit the design criteria;
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;
IC1.03 -
describe problems that can result from improper design.
Ontario
Catholic School Graduate Expectations
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity, and the common good;
CGE3b -
creates, adapts, and evaluates new ideas in light of the common good;
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE4f -
applies effective communication, decision-making, problem-solving, time, and
resource management skills;
CGE5a -
works effectively as an interdependent team member;
CGE5c -
develops one’s God-given potential and makes a meaningful contribution to
society;
CGE7i -
respects the environment and uses resources wisely.
·
Students
design and fabricate their own safety inventions or alterations thereof. As a
result, they are required to develop testing procedures to ensure that their
products meet certain standards. Students can gain a better appreciation of
this testing process if they see its application in the real world and are
exposed to alternative career options. The Canadian Standards Association is an
organization that tests all sorts of products to meet industry standards before
they enter the market. The CSA head office is located in Etobicoke, ON (phone
416-747-4000). Teachers may wish to call in advance to organize a class visit
or have a CSA representative come to the school.
·
The CSA
website (www.csa-international.org) contains an extensive list of the types of
products that CSA certifies. There are many options for product certification
available and CSA provides a step-by-step on-line tutorial to help you get
products certified according to current industry standards. Teachers should
ensure that students have access to computers with Internet capabilities so
this information may be accessed.
·
In the
event that students elect to produce a safety video or computer-generated
prototype, teachers make arrangements in advance to ensure that the appropriate
resources are available (e.g., video camera, television, video editing
equipment, digital camera, photo-editing software, etc.).
·
Teachers
should have examples of safety devices on display in the classroom. Safety
goggles, ear protection devices, welding masks, rubber gloves, hard hats,
safety shoes, and safety posters are some examples. Other examples include
devices for childproofing the home. There are local merchants who are devoted specifically
to this end and can be found in the local phone book. There are also merchants,
available on-line, who provide pictures and detailed descriptions of
their products.
·
Students
should be given the opportunity to visit the CSA website to obtain information
on product testing and certification. Teachers may wish to download the
information ahead of time and make copies for students. Links entitled
“Products we certify” and “How to get your product certified” should prove
helpful.
Day 1
·
In
order to help students develop inventive thinking, the teacher provides
students with examples of stories behind some important inventions. Students
may share stories from their research in the previous activity. After reading
or listening to the stories, ask students “How did the inventors get their
ideas? How did they make their ideas a reality?” Discuss the following
statement: “Necessity is the mother of invention.” What does this mean? Does
this apply to all inventions?
·
Next,
ask students “If you could invent anything in the world, what would it be? Is
this invention possible? What are some of the obstacles in the way of the
development of your invention? Has this invention already been invented? How
will you find out?”
Day 2
·
The
teacher introduces students to the patent process. The Canadian Intellectual
Property Office defines a patent as “a government grant giving you the right to
exclude others from making, using, or selling your invention.” The website
(http://cipo.gc.ca) has information on obtaining patents for newly developed
products. It outlines specific criteria for patenting an invention and also
offers an on-line tutorial for completing a patent application. Students need
to have access to the computer lab. The teacher prepares copies of the patent
application in advance so students can practise before
going on-line.
·
Students
look around the room for inventions. Most tools and machines have a patent
number on them. Ask students to record the inventions and their patent numbers.
Patents can be researched to find out to whom the patent is registered and the
date the patent expires. The patent numbers can then be researched on Canadian
and American websites. In some cases, patent offices from other countries may
have to be contacted.
Day 3
·
The
teacher reviews with students the technology lab safety policies and
procedures. A discussion as to why the policies and procedures are in place may
be required. The discussion could extend to identifying safety hazards in
school or in the workplace. Students could identify safety hazards associated
with some of the careers they discovered in Activity 2: Life Cycle of a
Product. Students can survey family members and neighbours about accidents they
have witnessed in the workplace. Some students may have participated in the
“Take Our Kids To Work” program in Grade 9 and may wish to share their
experiences. Teachers may wish to contact a representative from the Worker’s
Compensation Board to come to the school to speak about some of the safety hazards
that exist in the workplace. At this time the Design Brief and criteria are
presented and students are given time to start generating ideas. The teacher
makes copies of Appendix 3.3 – Protecting Our Children: The Safety Design
Challenge. This design brief provides students with a clear description of what
is required and how they are to be evaluated.
Days 4
to 8
·
Students
are given class time to work on their designs, test ideas, and conference with
the teacher.
Day 9
·
Students
share their idea solution with the class in the form of a brief oral
presentation. Students should be given the choice of whether they would like to
work in groups or individually. Groups should consist of a maximum of four
students.
Students are assessed based on the
marking scheme provided in Appendix 3.3 – Protecting Our Children: The Safety
Design Challenge. Students are assessed on their ability to complete a written
report documenting the development of their solution, and on the solution
itself. The solution is evaluated on the functionality of its design and the
aesthetics of the finished prototype. Students are required to demonstrate
their solution and are evaluated on their ability to work safely during the
development of their prototype.
·
This
activity can be adapted to amount of individual research required and time
commitment required in completing deliverables. Teachers may opt to provide
more guidance or define requirements for simpler designs. Individual students
may be paired with students with more advanced knowledge or skills in
communications or computer applications.
·
It is
important that students, when designing any product, take into account safety
considerations around their product. Since the focus of the activity is on the
design process, some students may be given the option to develop a detailed
drawing of their solution, using manual or CAD drawing techniques, without
fabricating their design. Other groups or individuals may devote more time to developing
an actual prototype.
Canadian
Standards Association – www.csa-international.org
Official website offers information on testing procedures for new products.
Canadian
Intellectual Property Office – http://cipo.gc.ca
Provides information on obtaining patents for newly developed products. Offers
an on-line tutorial for completing a patent application.
Time: 720 minutes
The previous
activities provided students with a serious look at technology’s ability to
transform society. In this culminating activity, students develop an
appreciation for the ways in which technology has been used in the past and
present to provide amusement and leisure to children and adults of all ages.
Students design and fabricate a device that provides amusement and/or leisure
for a specified age group. Students have the choice of developing a board game,
carnival game, a Rube Goldberg gumball machine, or their own idea. The devices
are developed around a theme appropriate for the chosen age group and are
displayed throughout the classroom.
Strand(s): Theory and Foundation, Skills and Processes, Impact
and Consequences
Overall
Expectations
TFV.01 -
demonstrate an understanding of how the design process is used to create
products or services for the marketplace;
TFV.03 -
determine appropriate solutions to design problems;
SPV.02 -
fabricate projects or displays using hand and power tools safely;
SPV.04 -
evaluate solutions against design criteria;
ICV.03 -
use tools and materials safely to fabricate products.
Specific
Expectations
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;
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 production;
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.
Ontario
Catholic School Graduate Expectations
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity, and the common good;
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;
CGE3b -
creates, adapts, and evaluates new ideas in light of the common good;
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE3f -
examines, evaluates, and applies knowledge of interdependent systems (physical,
political, ethical, socio-economic, and ecological) for the development of a
just and compassionate society;
CGE4f -
applies effective communication, decision-making, problem-solving, time, and
resource management skills;
CGE5a -
works effectively as an interdependent team member;
CGE7g -
respects and understands the history, cultural heritage, and pluralism of
today’s
contemporary society;
CGE7i -
respects the environment and uses resources wisely.
Students
should complete the previous activities before commencing Activity 4. In
completing the activities, students have gained knowledge in generating ideas for
inventions, documenting and designing their invention, and establishing
criteria and testing procedures for determining the success of their idea.
Students should have an understanding of how to use tools, machines, and
materials safely. Students should have knowledge of simple machines (e.g.,
wheel and axle, lever, inclined plane, screw, pulley, etc.).
·
Since
this activity revolves around the design and fabrication of a toy or game that
provides amusement, teachers need to gather examples of old toys and games. A
visit to a local thrift store should provide many examples at a low cost.
Students could be asked to survey their parents and grandparents and bring in a
toy that belonged to their parents.
·
Examples
of Rube Goldberg machines can be found on the website www.rube-goldberg.com/ -
a website dedicated to Rube Goldberg, an engineer and cartoonist who drew his
“inventions” as contraptions that satirized the new technology of the day. The
website lists rules and regulations as well as tips for designing and making an
effective Rube Goldberg machine.
·
Teachers
should ensure that students have access to sufficient tools, machines, and
materials required to carry out the fabrication of their invention. Teachers
reserve the Library/Resource Centre and computer lab for research purposes.
Design briefs are prepared in advance to clearly outline the purpose and
parameters of the activity.
Day
1: Introduction
·
The
teacher begins by leading a discussion on toys and games that students played
when they were younger. Students also investigate the ways in which their
parents and grandparents amused themselves when they were younger. Students
note the changes and trends in the toy and game industry over the years. The
teacher asks, “What were the hottest toys last Christmas, and this year? What
are the popular toys and games of the day? Why are they popular? How much do
they cost? For which age levels are these toys appropriate?” The discussion
allows students to generate ideas for their own inventions of a toy or game.
·
Students
may design and fabricate a carnival game. Ask students if they have ever been
to a carnival, fair, or amusement park. The Canadian National Exhibition and
Paramount Canada’s Wonderland are excellent examples and perhaps the most
recognizable by most students. Some students may have stories about similar
attractions from their native country. Ask them what they liked and disliked
about the carnival. What sorts of things can one do at a carnival? What types of
games and attractions can be found at a carnival that can’t be found anywhere
else? The focus of this activity is not to design an amusement ride but rather
a game of skill or chance.
·
The
teacher introduces students to Rube Goldberg machines by having them visit the
website or providing an example of a Rube Goldberg cartoon. For an example of a
Rube Goldberg machine in action, the teacher may show students a video clip
from the movie Back to the Future Part 1.
It takes place at the beginning of the movie and illustrates a series of
inventions that operate in a logical sequence to complete the task of opening
up a can of dog food, placing its contents in a dish, and cooking breakfast
(toast and eggs) at the same time. It may be an example which is beyond the
abilities of some students but others may be inspired to use electronics,
mechanics, pneumatics, and hydraulics in the fabrication of their own Rube
Goldberg machine.
Day
2: Group Formation and Brainstorming
·
Once
students have been introduced to the three activities above, they are required
to select one or their own alternative. Students then form groups based on
similar interests. Take students to the computer lab and/or Library/Resource
Centre to further research their ideas.
Day
3: Written Proposal and Materials List
·
Each
group prepares a written proposal clearly outlining what they wish to make. The
written proposal must be accompanied by dimensioned drawings and a list of
required materials and tools. Once proposals are submitted, the teacher issues
a patent to each group preventing other groups from making a similar game or
toy. This relates back to Activity 3.2: Life Cycle of a Product. Students must
submit their design ideas and a materials list for the teacher’s approval
before they
begin fabrication.
Days 4
to 9: Fabrication Process
·
Students
work together to develop their designs and fabricate their solutions. The
teacher provides students with the materials required for completing the
projects. The teacher demonstrates new techniques and machines as required.
Day
10: Testing
·
Students
are responsible for developing appropriate testing procedures for their
invention. Students may have already tested their invention during the
fabrication process.
Day
11: Modifications
·
Students
use this time to make any last-minute adjustments to their invention based on
their
test results.
Day
12: Activity Day
·
Students
display their projects around the classroom and demonstrate their inventions.
The teacher encourages students to
be creative and have fun developing their invention. The teacher guides
students to the completion of their project, distributes materials and
equipment, introduces new technologies, and demonstrates safe operation of
tools and equipment as required.
Focus
should be placed on the designing and fabrication processes. Students are
assessed on their final product and presentation to the class with the use of a
rubric (Appendix 3.6). A design report is not required. However, students are
required to keep a daily log to record their progress (Appendix 3.5). Students
are also evaluated on the other aspects involved in the development of the
projects, such as their written proposal, materials list, etc. (Appendix 3.4).
·
As an extension
for students who decided to design a carnival game, they could use the games
that they design in planning an activity day at the school. The proceeds could
be donated to charity or used to improve the school in some fashion. This
activity can be combined with the next unit in which students are required to
draw up a site plan of a fair.
·
Ensuring
that students have plenty of choices for the type of game they design and how
they fabricate the model also helps all students be successful. Students can
choose designs and fabrication techniques based on their skill level and
strengths. Also providing construction kits can be a challenging substitute for
many special needs students.
www.rube-goldberg.com/
A website dedicated to Rube Goldberg, an engineer and cartoonist who drew his
“inventions” as contraptions that satirized the new technology of the day. This
website lists rules and regulations as well tips for designing and making an
effective Rube Goldberg machine.
The Incredible Machine – game on CD-ROM that teaches
students to develop solutions to a variety of challenges using simple machines
and devices. Students arrange the devices accordingly and then immediately test
their solutions. The challenges range from simple to complex. There is no one
correct solution for a particular challenge, allowing for a variety of possible
solutions.
The Even More Incredible Machine – the successor to the original
game on CD-ROM with new and exciting challenges and devices.
Pinball Science – a CD-ROM developed by David
Macaulay that allows students to build their own exciting pinball games using a
variety of objects and mechanical devices. Before using the objects, students
are required to visit the “Inventor’s Journal” to learn the science behind the
invention. This game can serve as a fun way of generating ideas for their own
inventions. The CD can be purchased by contacting DK Interactive Learning 95
Madison Avenue, New York, NY 10016 or www.dk.com
The New Way Things Work - a CD-ROM developed by David Macaulay
based on the popular book The Way Things
Work. This CD-ROM provides students with the opportunity to learn about the
latest technologies, promotes active learning, and allows students to test
their knowledge of scientific principles. It is an excellent reference for
students when investigating the scientific principles
behind inventions.
Rube Goldberg Inventions 30 Postcards. 1996. ISBN 1-55670-524-7
Video
Back to the Future Part 1. 1985.
Introduction
Throughout
history, advancements in technology have had a profound impact on society and
have changed the way in which we live. A timeline provides us with a visual
representation of the speed with which technology has influenced society. In
this activity, your group selects a particular area and develops a timeline to
show how technology has changed this area over time.
Problem
Students
form groups of three to four and develop a timeline to trace the technological
developments throughout history in one of the following areas:
·
Agriculture
and Food Processing
·
Health
and Medicine
·
Communication
Technology
·
Transportation
·
Entertainment
and Amusement
·
Weaponry
·
Music
and the Arts
·
Construction
and Architecture
·
Manufacturing
·
Sports
and Leisure
Limitations
and Specifications
·
Groups
are to consist of a maximum of four students.
·
One
group per topic.
·
A
minimum of ten major events is required.
·
Three
of the events must be contributions by Canadian and/or women or minority
groups.
·
Exact
dates and names of persons are preferred but not required.
·
Completed
timelines should be in the form a poster or paper banner.
·
Pictures
of the inventions are preferred but not required.
Evaluation
|
Organization |
/10 |
|
Content |
/10 |
|
Use of Diagrams |
/10 |
|
Presentation |
/10 |
|
Total |
/40 |
|
|
Level 1 (50 – 59%) |
Level 2 (60 – 69%) |
Level 3 (70 – 79%) |
Level 4 (80 – 100%) |
|
Knowledge/ Understanding TVF.01,
TF1.03 |
- demonstrates
limited understanding of the historical development of designed products and
services |
-
demonstrates some understanding of the historical development of designed
products and services |
-
demonstrates considerable understanding of the historical development of
designed products and services |
-
demonstrates thorough and insightful understanding of the historical
development of designed products and services |
|
Thinking/ Inquiry ICV.02,
IC1.03, IC2.01 |
-
demonstrates limited understanding of the impact of inventions on humans and
the environment |
-
demonstrates some understanding of the impact of inventions on humans and the
environment |
-
demonstrates adequate understanding of the impact of inventions on humans and
the environment |
- demonstrates
insightful understanding of the impact of inventions on humans and the
environment |
|
Finished Product SPV.02,
SP1.04 |
-
finished timeline shows limited evidence of research |
-
finished timeline is clearly presented and provides evidence of some effort |
-
finished timeline is clearly presented and provides evidence of creative
software use |
-
finished timeline is presented with professional quality |
Note: A student whose achievement is below level 1 (50%)
has not met the expectations for this assignment or activity.
Problem
Situation
Dangers
of many kinds threaten children the world over. Children’s health and safety are
a common concern. Children of the world face different sorts of problems,
environmental hazards and the results of technological developments. Hazards
include traffic accidents, illnesses, dangers from household products, and even
toys.
Design
Brief
Design
and develop a solution to protect a child from a problem, danger, and/or hazard
of your choice. This danger can be found in the home, playground, at school, or
in a vehicle. Your solution can be something entirely new or a modification of
an existing product. The solutions can range from ingeniously simple to complex
and sophisticated and use locally available resources to reduce the risk of
harm to children.
Specifications
and Limitations
1. Identify a problem.
2. Develop a problem statement to fit the chosen
problem.
3. Develop a design brief to fit the chosen
problem.
4. Specify the age level of the children and the
current safety standards related to the problem.
5. Use a design process to document the process.
6. The solution must be safe and usable by the
intended audience.
7. The solution should be appropriately tested,
if time permits.
8. The solution can be a modification or
improvement of an existing idea.
Documentation
Include:
·
title
page;
·
table
of contents;
·
identification
of the problem;
·
brainstormed
ideas;
·
investigation
and research notes;
·
selection
and development of solution (e.g., fabrication process);
·
standards
and results of testing;
·
evaluation
of solution with suggested improvements.
Evaluation
|
Written Report |
/35 |
|
Functionality of Design |
/25 |
|
Finished Prototype/Aesthetics |
/15 |
|
Demonstration of Solution |
/15 |
|
Safety Work Habits |
/10 |
|
Total |
/100 |
Situation
Throughout
history, humans have always strived to find ways of improving the quality of
life. Archaeologists have uncovered many clues about the ways in which past
civilizations gathered food, built shelters and socialized with one another.
They have found weapons, tools, utensils, and even primitive games to support
their findings. As humans became more technologically advanced, less time was
spent doing work. Less work meant more spare time. Thus the need to occupy this
spare time arose and so did ways in which to occupy that time.
Problem
Design
and construct a device or game that provides amusement and/or leisure for a
specified age group. Select from one of the following:
·
Develop
a board game with complete rules, game pieces, and board.
·
Develop
a carnival game or other game of skill or chance.
·
Develop
a child’s toy.
·
Develop
a Rube Goldberg gumball machine.
·
Other
(must be approved by teacher).
Specifications
and Limitations
1. The age group for the device must be
specified.
2. The device must be designed around a theme
appropriate for the age group.
3. Students must submit a written proposal
describing their device (patent process).
4. A materials list, including all required
tools, machines, and materials, must be submitted.
5. A complete list of rules and/or instructions
must accompany the device.
6. The device or game MUST be original or an
ingenious modification of an existing product.
Evaluation
|
Written Proposal |
/10 |
|
Materials List |
/10 |
|
Functionality of Design |
/25 |
|
Finished Prototype/Aesthetics |
/20 |
|
Demonstration of Solution |
/10 |
|
Safety Work Habits |
/10 |
|
Daily Log |
/15 |
|
Total |
/100 |
Name:
Course:
Teacher:
|
|
M |
T |
W |
R |
F |
M |
T |
W |
R |
F |
M |
T |
W |
R |
F |
|
I
arrived to class on time. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
I was
prepared for class (materials, pen, uniform, etc.). |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
I observed
all safety rules |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
I
utilized all tools properly. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
I used
resources wisely (recycled materials). |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
I
cooperated with the teacher and other students. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
I
completed my task set out for the day. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
I
helped someone with |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
I put
away all tools and materials that I used. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
I
helped clean up the classroom. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Daily Total /10 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Unit Total /150 |
|||||||||||||||
|
Categories |
Level 1 (50 – 59%) |
Level 2 (60 – 69%) |
Level 3 (70 – 79%) |
Level 4 (80 – 100%) |
|
Knowledge/ Understanding Knowledge
of scientific principles and facts around the development of toys, games, and
other amusement devices. TFV.01 |
-
demonstrates limited evidence of grasping the terminology and scientific
concepts behind amusement devices |
-
displays some knowledge and some of the concepts involved in the development
of amusement devices but has difficulty applying this knowledge |
-
demonstrates considerable understanding of most of the scientific concepts
presented and is able to articulate the terminology of the concepts and apply
knowledge to a considerable extent |
-
clearly demonstrates an understanding of the concepts and is able to transfer
this understanding to other areas of concern |
|
Research and Planning Research
specific individual needs around amusement and leisure and develop a plan of
action to help students manage their time effectively. TF2.01,
TF2.02, TF2.03, TFV.03, IC1.02 |
-
limited or no evidence of research around amusement devices |
- investigates
a some of resources with a view to creating an identifiable solution |
-
investigates a wide range of possibilities |
-
demonstrates a clear knowledge of the resources available |
|
Use of tools and materials Constructing
a model or prototype of an amusement device that is effective and
demonstrates the wise use of materials. SPV.02,
SP1.03, ICV.03 |
-
exhibits few of the necessary skills to achieve the solution; skills with
tools require more time and practice; shows limited regard for wise use of
materials |
- has
mastered some of the necessary skills; shows some regard for wise use of
resources |
-
demonstrates a mastery of most of the skills required to implement the plan |
- uses
and develops skills to create the solution as planned; displays accuracy with
all the tools used |
|
Testing and Evaluation Formulating
fair and honest testing criteria based on CSA standards with a view to future
developments. TF1.01,
SPV.04, SP1.03, IC1.01 |
- considers
very limited criteria for testing according to CSA standards |
-
considers some of the criteria in testing the solution and the materials used
in accordance with CSA standards |
- gives
a fair and honest evaluation of the solution which meets most CSA standards |
- a
fair and honest means of testing and evaluating their solution while meeting
CSA standards |
|
Presentation Oral
and/or visual presentation clearly demonstrates the function of their
amusement device. SP1.04 |
Quality
of presentation indicates lack of preparation by most members and limited
knowledge of the operation of their amusement device. The presentation
generates limited class interest. |
Some
members contribute to the development of the presentation. Some knowledge of
the operation of their amusement device are evident. The presentation
generates some class interest. |
Most
members contribute and participate in the presentation. A clear attempt is
made to utilize at least two presentation techniques. The presentation
elicits moderate class interest and excitement. |
All
members participate in the group presentation. A variety of presentation
methods are used effectively to clearly demonstrate an understanding of their
amusement device. The presentation and device clearly elicit complete class
involvement and excitement. |
Formulated
with information from: Day, et al. By Design: Technology Exploration and
Integration.
Note: A student whose achievement is below level 1 (50%)
has not met the expectations for this assignment or activity.
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