Course Overview

Technological Design, Grade 11, University/College, TDJ3M

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 technological design to challenges in communications, manufacturing, electronics, transportation, architecture, industrial and consumer products, health and safety equipment, and environmental services. Students identify user needs, estimate labour and material costs, analyse material characteristics, and illustrate design solutions, using traditional and computer-based methods. Students also acquire the basic design skills required for postsecondary studies in engineering, manufacturing, architecture, and construction.

How This Course Supports the Ontario Catholic School Graduate Expectations

The role of Technological Education in the Catholic faith community enables 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 who question the use of resources and understand the implications of technological innovations. An emphasis on process as well as results ensures that students create products and provide services that recognize our God-given responsibility to respect the dignity and value of the individual and the 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 the individual.

Course Notes

This course is designed to lead to Grade 12 Technological Design (TDJ4M), which may then lead to postsecondary studies in engineering, industrial or commercial product design, architecture, or graphic design. Students learn to develop ideas from problem identification through testing and to prepare for presentation of final solutions. The key components of this course are the development of creative problem-solving skills, application of scientific testing methods, technical drawing and modelling, fabrication skills in a variety of materials, and presentation of ideas to clients and end users.

Many of the skills developed in this course can be applied to a variety of careers. A list of careers involved in design are outlined in Human Resources Development Canada’s (HRDC) National Occupational Classifications (NOC) database, partially listed next, (see Resources for
HRDC NOC website).

NOC Code	Occupation Category
2131	Civil Engineer
2132	Mechanical Engineer
2133	Electrical and Electronic Engineer
2134	Chemical Engineer
2142	Metallurgical and Materials Engineer
2143	Mining Engineer
2144	Geological Engineer
2145	Petroleum Engineer
2146	Aerospace Engineer
2147	Computer Engineer
2151	Architect
2152	Landscape Architect
2162	Computer System Analyst
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
2252	Industrial Designer
2253	Drafting Technologist and Technician
5241	Graphical Designers and Illustration Artists
5242	Interior Designers
5243	Theatre, Fashion, Exhibit and Other Creative Designers

Teachers should be cognizant of the career exploration component of this course. It is suggested that teachers make use of community-based projects and call on local engineers, architects, and design professionals to contribute to student understanding of career paths in the design industry.

In this course, students are given a variety of progressive challenges to encourage creative, fully rationalized solutions. Activities can be teacher- or student-driven and are undertaken on an individual or group basis.

It should be noted that the “design process” (identify the problem, identify related criteria, develop possible solutions, test ideas, produce a solution, and evaluate), is really a development process or cycle. Design is the “front end” to the development process and permeates the entire cycle of developing products and environments. To illustrate this, designers do not ask how they can develop a better mousetrap; they ask why a mousetrap is needed in the first place.

Designers examine a situation and ask the following questions:

· Who has a need, a change in need, a problem, or a situation that could be improved through design?

· What has changed to lead to this need or problem?

· Why does this need or problem exist?

· When and where does this need or problem occur?

· How can the situation be improved?

The prime directive in design is problem solving. Design begins with identifying a situation or problem that relates to a need or a change in need. An important aspect is the continual process of testing, rationalizing, and analysing to ensure the best solution to a given problem is developed.

This course is divided into four units, each unit representing progressively more student
responsibility and effort.

In the first unit, students are introduced to techniques and strategies used to generate design ideas. Short, quick prototyping projects are designed to develop creative problem-solving skills. The unit ends with problems relating to students’ lives, to make them aware of the techniques for identifying needs and analysing solutions.

In the second unit, students concentrate on the technical aspects of communicating ideas through technical drawings and sketching (both manual and computer-generated), 3-D modelling and simulations, and model fabrication. Students learn the processes of communicating to fabricators and builders through industry-standard techniques and tools.

In the third unit, students investigate the societal impacts of design and learn to appreciate how appropriate design and engineering should lead to improving people’s lives and protecting
the environment.

In the fourth unit, designed as a sequence of activities leading to a culminating performance task, students apply their skills and knowledge to solve problem situations through design principles learned in the previous units.

Throughout this course, it is important that students explore problem solving from many aspects, and that craftsmanship in all deliverables is paramount to success.

Appropriate fabrication techniques and the safe use of required tools and equipment must remain an important focus throughout each activity. The teacher models appropriate, safe working habits through demonstrations and continual practice. Before initiating any work in a shop environment, the teacher ensures that students demonstrate safe operating procedures. The use of a Safety Passport, (Appendix A), is strongly suggested.

Units: Titles and Time

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

* These units are fully developed in this Course Profile.

Unit Descriptions

Unit 1: Generating Designs

Unit Description

Students engage in a series of activities that establish techniques for creative problem solving in a variety of design situations. Activities focus on the various methods used to generate and communicate ideas through sketching and illustration techniques; research and investigation skills; and decision-making skills. Through these methods, students begin to create, adapt, and evaluate new ideas in light of the common good and think reflectively and creatively to evaluate situations and solve problems. Emphasis is on engineering design, prototyping (or “sketch modelling”) as a design process, and the development cycle of products. The societal impact of their solutions is examined, and students are encouraged to integrate Gospel values and responsible attitudes in their ideas and solutions.

Unit Overview Chart

Activity	Time	Expectations	Assessment	Tasks
1: Engineering Physics and Materials: The Plastic Airplane Competition	5 hours	TFV.05, TF1.02, TF2.01, TF3.02 SPV.02, SP1.01, SP1.04, SP2.03, ICV.04, IC2.03 CGE2b, 3e, 4f, 5b, 7b	Knowledge Inquiry Application	- Design, build, and fly the largest airplane, made entirely of recycled or found paper/plastics, in a distance competition
2: Rapid Prototyping: Designing Tools	5 hours	TFV.01, TFV.03, TFV.05, TF1.01, TF1.02, TF1.03, TF2.01, TF2.03, TF3.02 SPV.02, SPV.05, SP1.04, SP2.03 ICV.01, ICV.03, ICV.04, IC1.01, IC1.02, IC2.02, IC2.03 CGE2e, 3b, 3c, 4f	Knowledge Inquiry Communication Application	- Design and fabricate a model or prototype of a tool for a chosen occupation or sport (e.g., foam model for ergonomic testing)
3: Designing for Human Needs	10 hours	TFV.01, TFV.04, TFV.05, TF1.01, TF1.02, TF1.03, TF2.01, TF2.03, TF3.01, TF3.02 SPV.02, SPV.03, SPV.04, SPV.05, SP1.01, SP1.02, SP1.04, SP1.05, SP2.03 ICV.01, ICV.03, ICV.04, IC1.01, IC1.02, IC2.03 CGE1d, 2e, 3d, 4a, 4f, 5d, 7d, 7j	Knowledge Inquiry Communication Application	- Design, build, and test a device that would make a task in the home or school safer and/or easier

Unit 2: Technical Design

Unit Description

The focus of this unit is on the technical aspects of communicating design ideas. Engineering and design concepts are explored through problem-solving activities. Technical drawing, 3-D modelling, testing, and report developments are key areas explored in this unit. Research of historical design enables students to understand the evolution of today’s products and buildings. 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. Students assess products for aesthetics, function, and safety while applying human values and socially responsible criteria.

Unit Overview Chart

Activity	Time	Expectations	Assessment	Tasks
1: The View: Sketching and Drawing	10 hours	TFV.02, TF2.02, TF2.03 SPV.01, SP2.01 ICV.04, ICV.05 CGE4f, 5g	Knowledge Communication Application	- Create a portfolio of simple 2-D/3-D drawings of the device from Unit 1, Activity 2 or Activity 3
2: Developing Working Drawings	10 hours	TFV.02, TFV.03, TF1.03, TF2.02, TF2.03, TF3.01 SPV.01, SPV.02, SPV.03, SP1.02, SP1.03, SP1.05, SP2.01 ICV.01, ICV.03, IC1.01, IC1.02, IC2.02 CGE4f, 5g	Knowledge Communication Application	- Generate working drawings, assembly drawings, and analysis report of selected devices from the home or school
3: 3-D Modelling Architectural Design Renovation	10 hours	TFV.01, TFV.02, TFV.05, TF1.01, TF1.04, TF2.01, TF2.02, TF2.03, TF3.01, TF3.02 SPV.01, SPV.02, SPV.03, SPV.04, SPV.05, SP1.02, SP1.05, SP2.01, SP2.03 ICV.04, ICV.05, IC2.03, IC3.01, IC3.02 CGE4f, 2c, 3b, 4d, 7a, 7d, 7i, 7j	Knowledge Inquiry Communication Application	- Generate a 3-D model (virtual and/or physical) of a proposed addition to an existing historical structure - Identify careers in architecture and construction

Unit 3: Design and Society

Unit Description

Advances in technology have had a profound impact on individuals and societies throughout history. This unit examines the effect of design 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 to formulate attitudes and values based on social responsibility and the Gospel, to develop one’s God-given potential, and to make a meaningful contribution to society. Students have the opportunity to apply their knowledge and begin to formulate attitudes and values towards the development and application of technological design based on social responsibility and the Gospel.

Unit Overview Chart

Activity	Time	Expectations	Assessment	Tasks
3.1: An Introduction to Renewable Energy	3 hours	TFV.05, ICV.02 CGE 4f, 5g	Knowledge Communication	Research and present information on energy use
3.2: Solar Water Purification System	9 hours	TFV.01, .05, SPV.01, .05, ICV.01 TF1.01, 2.01, .02, 3.02, SP1.01, 2.01, IC2.03 CGE 4f, 5g	Knowledge Communication Application	Design and construct a water purification system
3: Design and Construct a Solar-powered Device using Photovoltaic (PV) Cells	13 hours	TFV.05, SPV.01, .04, .05, ICV.01, .04 TF1.02, 2.02, .03, SP1.01, .02, .04, .05, 2.03, IC2.03 CGE 2c, 3b, 4d, 4f	Knowledge Thinking/Inquiry Communication Application	Design and construct a device powered by PV cells

Unit 4: Applications of Design

Unit Description

In this culminating unit, students draw upon all the knowledge, skills, and values they have learned to help them develop appropriate solutions to design problems. Students explore the development of design challenges from the situation identification stage through to solution analysis.

This unit provides students with a broad overview of the design and development cycle of typical products. Activity 1 focuses on a project that would be found in an architectural design firm, while Activity 2, the course culminating activity, continues with a final product that could be accomplished through an architectural, graphics, or industrial design firm. The goal is to provide postsecondary bound students with tasks that highlight the nature of careers in the design industry.

Unit Overview Chart

Activity

Time

Expectations

Assessment

Tasks

1: Design of Public Cultural Spaces

15 hours

TFV.01, TFV.02, TFV.03, TFV.05, TF1.01, TF1.02, TF1.04, TF2.01, TF2.02, TF2.03, TF3.01, TF3.02

SPV.01, SPV.02, SPV.05, SP1.01, SP1.04, SP2.01, SP2.03

ICV.01, ICV.04, IC2.01, IC2.03

CGE4f, 4c, 5a, 5e, 5f

Knowledge

Inquiry

Communication

Application

Design and build a model of a cultural centre or exhibition display

2: Design of an Information Kiosk/Device

15 hours

TFV.01, TFV.02, TFV.05, TF1.01, TF1.02, TF1.03, TF2.01, TF2.03, TF3.01, TF3.02

SPV.02, SPV.03, SPV.05, SP1.01, SP1.02, SP1.04, SP1.05, SP2.03

ICV.01, ICV.03, ICV.04, IC1.01, IC1.02, IC2.02, IC2.03

CGE2b, 2c, 4f, 7g

Knowledge

Inquiry

Communication

Application

Design, test, and fabricate a prototype of a futuristic device or kiosk for disseminating information in public places

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 or need to be satisfied, the constraints or criteria to be met in the solution, 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.

Before initiating the project, it is important to provide students with the assessment criteria and discuss the strategies for attaining their maximum potential. Teachers should discuss the production and maintenance of portfolios as each activity begins.

Teachers may elect to provide students with a list of projects at the beginning of the course 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 a typical design or engineering firm where individuals with differing strengths, skills, and knowledge work together to solve problems or issues.

Individual Effort

· Students work individually to accomplish specific tasks. This may include research, reporting, or 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.

· Teachers may direct discussions by posing initial questions, demonstrating specific procedures (e.g., proper, safe tool operation), or presenting a media topic related to the current activity (e.g., a video or newspaper clipping).

Theoretical Study

· Students learn concepts and theory in application through the study and analysis of case studies.

· Students test and observe scientific and engineering principles through experimentation, Socratic lessons provided by the teacher or invited guests, or assignments that involve research and investigation into critical issues as applied to the current activities.

Important issues such as safety should be reinforced throughout the course. Following initial discussions and testing, (see Appendix A - Safety Passport), teachers should reintroduce specific topics at the time required, (e.g., before cutting wood on a table saw, the teacher should review specific table saw safety items). This Just-In-Time (JIT) method ensures students have more than one opportunity to learn very important skills.

In Technological Design, the computer is 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; produce products with Computer Numerical Control (CNC); and produce finished prints, reports, and presentations.

If there are insufficient computer resources, teachers should ensure that there are plenty of activities involving conventional illustration and/or sketching, conventional library or text research, hand modelling, and testing. Teachers may generate and post a checklist that encompasses a wide range of tasks so students have opportunities to accomplish goals independent of resource limitations. This checklist could identify the to-do tasks from each ongoing activity (e.g., drawings or models to be completed, finishing tasks, or report writing), as well as facility tasks (e.g., clean-up, lab prep, or equipment repair).

Design ideas and concepts can be 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, or discussions with workers in the relevant field of study.

A key component of this course is for students to be informed 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, encouraging and marketing job shadowing, and co-op or apprenticeship placements are recommended. While career-related expectations are addressed in only a few activities, career awareness is implicit in all activities and should be reinforced, by posting newspaper clippings and posters from design schools and conducting periodic discussions about career paths and opportunities.

Assessment & Evaluation of Student Achievement

This course is project-oriented, student-driven, and involves creative solutions to open-ended problems. Assessment and evaluation criteria must be clearly indicated to students during project initiation. Performance can be assessed through analysis of completion of established criteria and by the student’s own rationalization of design ideas. Rationalization can be evaluated through verbal testing, written design reports, formal student presentations, and daily logs or journals. Teachers should assess the individual student’s progress through daily observation and comment, group or individual conferencing, and/or self or peer-assessment.

Assessment and evaluation tasks may include:

· composition of design briefs (research and analysis);

· composition of design proposals;

· technical and/or design reports;

· research reports (including photos of product in use);

· drawings, illustrations, and/or blueprints;

· finished models, prototypes, test models, and products;

· presentations;

· competition deliverables;

· daily log or work journal.

Teachers ensure all students participate in the activities and are evaluated on individual merits, even while working within a collaborative group. Possible strategies include:

Individual deliverables

· a research report;

· an analysis report;

· presentation;

· fabricated product or model.

A daily job or task sheet

· to be signed by the student and the teacher;

· attached to an end report, which clearly indicates each group member’s respective accomplishments.

Individual conferencing

· teacher-to-student discussions to assess development and encourage motivation.

Development of individual portfolios, daily notes, and/or daily journals for assessment.

While this course is designed to create an atmosphere of a design firm, teachers may elect to conduct written tests to reinforce theoretical concepts. Knowledge of important theoretical facts and processes can be assessed through written tests of terminology, procedures, and/or application of learned concepts. It is suggested that the culminating performance task be comprised of a design situation that assesses the student’s knowledge of the complete design and development process. A summative exam can be connected to the final culminating performance task if deemed necessary by the teacher.

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

Accommodations

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

Specific accommodations in Technological Design activities include:

· additional assistance in idea development tasks, including step-by-step assistance;

· templates to assist in completing drawings or reports;

· peer tutoring or additional help in drafting, modelling, computer, or fabricating tasks;

· heterogeneous groupings to provide opportunities for peer assistance and tutoring;

· sample completed assignments (i.e. exemplars) with grading scheme if possible;

· directed idea generation tasks, one-on-one assistance in developing ideas;

· modified requirements: additional computer-based assignments, advanced finishing or modelling requirements.

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 also applies to students who have not been identified as exceptional but are receiving Special Education programs and services.

Resources

Pamphlets, calendar information, and websites from universities, colleges, and schools of design provide information on careers in design and engineering. Guidance or Student Services Departments should have written materials and CDs of information. Teacher/librarians should be consulted for information on historical developments in particular fields, current practices and search strategies for publications and Internet based research. Teacher/librarians should be consulted for information on historical developments in particular fields, current practices, and search strategies for publication- and Internet-based research.

Internet sites on design can be found by searching on major keywords such as design, industrial design, engineering (e.g., civil, mechanical, electronic, etc.), and/or graphic design. Keyword searches direct the student and/or teacher to sites useful for background research. Local bookstores and web-based booksellers sell design-related books as well.

Catalogues from local hardware or building supply stores can be consulted for materials and project resources. Students should consult local hobby, hardware, and lumberyard personnel for ideas on solving design problems and insights on material properties and fabrication techniques.

Various resources are used throughout the course, including websites, guest speakers, company literature, videos, trade and industry magazines, and textbooks.

Books

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

Huchinson, Karsnitz. Design And Problem Solving. ISBN 0.8273.52441.1

Jensen, Cecil H. and J.D. Helsel. Engineering Drawing and Design. Glencoe McGraw Hill.
ISBN: 0028017951

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

Papanek, Victor. Design for the Real World: Human Ecology and Social Change. Chicago: Academy Publishers, 1999. ISBN 0897331532

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

Taylor, John R. and Chris D. Zafiratos. Modern Physics for Scientists and Engineers. New York: Prentice Hall, 1991. ISBN 0135897890

Publications

Publications on many aspects of architectural design considerations and research are available from:
ASTM testing standards
Canada Mortgage and Housing Canadian Housing Information Centre, Ottawa Ontario
Canadian Standards Association

Fraser catalogue

Machinery’s Handbook

Model making manuals and magazines are available from local hobby stores

Ontario Building Code

Spae-Naur catalogue

Sweet’s Catalogue

Periodicals

Popular Science.

Popular Mechanics.

Various architecture and home improvement magazines

Wired.

Video

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

Classroom Video

107 1500 Hartley Avenue, Coquitlam, BC V3K 7A1

Associations

APEO (Association of Professional Engineers of Ontario)

Design associations

OACETT (Ontario Association of Certified Engineering Technicians and Technologists)

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.

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

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

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

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

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

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

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

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/

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

How Things Work
www.howthingswork.com

Vocabulary definitions
www.whatis.com/index.htm

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

CSA International
www.csa.ca

Sweet’s.com – construction industry resources
www.sweets.com

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

International Directory of Design – universities, associations, journals, events, etc.
www.penrose-press.com/IDD/search.html

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

OSS Considerations

The Grade 11 Technological Design course is designated as a Technological Education program in which students develop an understanding of the process of developing products and services for user needs. Course policy is outlined in The Ontario Curriculum, Grades 11 and 12, Technological Education, 2000. Program and diploma requirements are found in Ontario Secondary Schools, Grades 9-12, Program and Diploma Requirements, 1999.

For a broad overview of this course, teachers should also refer to policy in The Ontario Curriculum, Grades 9 and 10, Technological Education, 1999 and The Ontario Curriculum, K-8, Science and Technology, 1998. Curriculum profiles for Grade 9 Integrated Technologies and Grade 10 Technological Design can be found online at www.curriculum.org.

The analysis, research, fabrication knowledge, and skills derived from this course can be applied to any career path a student may wish to pursue. Potential for career exploration throughout all units is available to students with specific reference to Choices Into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999. Teachers should also consult their local Ontario Apprenticeship branch for information on trade apprenticeships and the Ontario Youth Apprenticeship Program, (OYAP), available from the Ontario Ministry of Training, Colleges, and Universities. Ideas for projects related to career explorations can be found in Ideas in Action: Summary of Pilot Projects for the Bridges School to Work Transition Program 1999, Volumes 1 and 2.

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 (see sample). Students prepare notes 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,
University/College Preparation, TDJ3M

Theory and Foundation

Overall Expectations

TFV.01 · use the design process to create products or services based on an analysis of consumer needs and market requirements;

TFV.02 · follow Canadian Standards Association (CSA) drawing practices (e.g., using standardized symbols; orthographic projection; and applicable codes such as the Ontario Building Code, the Electrical Safety Code, and municipal by-laws) when creating drawings;

TFV.03 · describe manufacturing and construction processes used in industry;

TFV.04 · describe the significance of the components contained in a technical report;

TFV.05 · determine project criteria and evaluate solutions to decide how well the criteria have been met.

Specific Expectations

Planning

TF1.01 – evaluate consumer needs and expectations in relation to a specific product;

TF1.02 – evaluate the suitability of materials to meet the project criteria based on the materials’ properties and costs, and on the manufacturing methods being used;

TF1.03 – describe manufacturing processes used in engineering;

TF1.04 – describe construction processes used in architectural technology.

Preparing Designs

TF2.01 – apply the design process to develop solutions for a particular product or service;

TF2.02 – create technical drawings that reflect appropriate line type, weight, and density;

TF2.03 – use technical illustrations, drafting, computer graphics, and models to present ideas and solutions.

Evaluating and Documenting Designs

TF3.01 – identify, in technical reports, factors (e.g., materials, fabrication methods, trends, costs, ergonomics, alternative solutions) that influence design decisions for a particular product;

TF3.02 – evaluate solutions to ensure that project criteria are met.

Skills and Processes

Overall Expectations

SPV.01 · follow drafting conventions to produce technical drawings;

SPV.02 · analyse the physical characteristics of common building and manufacturing materials proposed for a design solution;

SPV.03 · produce technical reports and design briefs that follow a prescribed format;

SPV.04 · estimate the materials, fabrication, and labour costs associated with a project;

SPV.05 · build effective models and prototypes.

Specific Expectations

Planning

SP1.01 – create effective design briefs that outline consumer needs and any other requirements or limitations that will affect the design solution;

SP1.02 – produce technical reports that follow a prescribed format;

SP1.03 – identify materials for particular projects based on desired physical properties using technical reference material such as Machinery’s Handbook, Sweet’s Catalogue, or Architectural
Graphics Standards;

SP1.04 – determine whether proposed materials are suitable for a specific product;

SP1.05 – write effective technical reports that include sections such as the following: Design Brief, Criteria and Constraints, Idea Development, Planning, Design Analysis, Evaluation, Design Solution, Product Description.

Preparing Designs

SP2.01 – create accurate drawings (e.g., floor plans, perspectives and elevation views, section and assembly drawings) using both traditional (drafting board) and computer-based methods;

SP2.02 – estimate the costs of materials and fabrication methods for particular projects by performing quantity take-offs;

SP2.03 – fabricate models and prototypes following standard safety procedures.

Impact and Consequences

Overall Expectations

ICV.01 · identify concerns related to technical design, such as product safety, durability, costs, choice of materials, and ergonomics;

ICV.02 · identify actions that can be taken in response to environmental concerns;

ICV.03 · describe liability issues that necessitate the inclusion of safety features in a product’s design;

ICV.04 · follow safe operating procedures for tools and materials;

ICV.05 · identify a variety of careers in engineering, architecture, or industrial design and the educational requirements for each.

Specific Expectations

Design Impacts

IC1.01 – describe problems caused by improper or inadequate design;

IC1.02 – identify existing products that could be improved and explain problems in these products that resulted from inadequate design.

Environmental and Safety Issues

IC2.01 – explain different methods of handling materials and waste generated by the construction or manufacturing industries;

IC2.02 – describe safety issues, constraints, or legislation that would affect the design of a particular project and explain how these restrictions would affect design documentation and drawings;

IC2.03 – handle materials and tools safely.

Education, Training, and Career Opportunities

IC3.01 – identify a variety of careers in engineering, architecture, or industrial design;

IC3.02 – identify the educational and other requirements for a career in engineering or architecture that is 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 Time

Unit Descriptions

Unit 1: Generating Designs

Unit 2: Technical Design

Unit 3: Design and Society

Unit 4: Applications of Design

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Books

Publications

Periodicals

Video

Associations

Websites

OSS Considerations

Appendix A

Safety Passport

Theory and Foundation

Overall Expectations

Specific Expectations

Skills and Processes

Overall Expectations

Specific Expectations

Impact and Consequences

Overall Expectations

Specific Expectations