Course Profile Technological Design, Grade 11, University/College, Catholic and Public

Unit 4: Applications of Design

Time: 30 hours

Activity 1 | Activity 2

Unit Description

In this culminating unit, students draw upon all the knowledge, skills, and values they have learned in the course to 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 the 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 of this unit is to provide post-secondary bound students with tasks that highlight the nature of careers in the design industry.

Unit Synopsis 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 CGE4f, 7g, 2b, 2c, 7g	Knowledge Inquiry Communication Application	Design, test, and fabricate a prototype of a futuristic device or kiosk for disseminating information in public places

Activity 1: Design of Public Cultural Spaces

Time: 900 minutes

Description

The focus of this activity is to design a World’s Fair pavilion through the research and interpretation of the history, tradition, culture, and commerce of a selected country. Students develop solutions by using a design criteria analysis process, then communicate their ideas through technical drawings, presentation media and models. Students construct structure and floor plan models, as part of a presentation display to highlight design features based on their research.

Strand(s) and Learning Expectations

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

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

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.05 - build effective models and prototypes;

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

ICV.04 - follow safe operating procedures for tools and materials.

Specific Expectations

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;

TF1.04 - describe construction processes used in architectural technology;

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;

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;

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

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

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;

SP2.03 - fabricate models and prototypes following standard safety procedures;

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

IC2.03 - handle materials and tools safely.

Prior Knowledge & Skills

Students should have basic knowledge of design briefs, problem-solving models, basic sketching techniques and terms (e.g., isometric, pictorial), basic CAD techniques, drawing standards, research and referencing techniques, all acquired through previous activities.

Planning Notes

· The teacher prepares an introduction on the nature and history of World Fairs and/or cultural exhibitions. Historical documentation on exhibitions and World Fairs should be located before activity initiation. This information is available in print and Internet form (see Resources). The focus of the activity is to design a national pavilion by analysing the culture of a selected country and interpreting this culture through architectural design. Consequently, a selected theme, such as economic promotion or promotion of national cultural values should be selected in advance. Teachers may wish to pre-select countries, (or provinces in a Canada-wide fair), or allow students to propose their own.

· Students focus on drawing and modelling skills to illustrate research ideas. Drawings and models are arranged in a presentation display that effectively and clearly details the student’s research.

· Limiting the model size and establishing a standard scale facilitates economic use of modelling materials as well as planning for scaled drawings. A suggested scale of 1cm:1m with a maximum base size of 60 cm x 60 cm (approx. 2' x 2') is appropriate as it is small enough for class work but large enough for detail.

· Teachers provide materials and equipment for model building, including:

· masonite, other sheet stock;

· plastic sheets, rod stock;

· wood strips, dowel;

· cardboard;

· hot melt glue, epoxy, carpenter’s glue;

· styrofoam;

· modelling clay;

· modelling trees, printed finishes, etc. (optional);

· human figures to scale (optional);

· paints or finishes.

· Teachers may network with teachers of Geography, History, or Social Studies for resources and possible curriculum links.

Teaching/Learning Strategies

· Teachers initiate discussion on the activity parameters, with an overview of historical World Fairs and exhibitions. Teachers present the challenge as a design brief outlining the Situation, Challenge, Criteria, and Constraints. (See Resources and Appendix 4-1A - Design Brief: World’s Fair Pavilion.)

· Teachers provide reference material to outline basic structural construction and codes in commercial building. They discuss pedestrian flow, public safety concerns, mechanical and construction needs, environmental considerations, and material properties.

· Teachers review architectural drawing standards and model parameters (e.g., scale, size restrictions).

· Teachers should reinforce concepts of traffic flow and use of space in the structure (e.g., multimedia viewing, stages for presentations, eating areas, rest areas).

· Teachers initiate discussions on construction techniques used in public structures with a focus on waste produced by the construction industry, and discuss possible ways to minimize waste.

· Teachers establish a timetable. A suggested timetable is as follows:

Week 1 (3 hours)	Form groups, write proposals, research references, propose themes to be incorporated in designs with initial sketches (thumbnails, roughs)
Week 1-2 (6 hours)	Development of presentation and working drawings
Week 2 (6 hours)	Model building and completion of presentation displays.

· Students are instructed to examine the construction process as well, in order to describe the process used in their particular solution.

· Students choose design teams and allocate tasks. Design teams propose solutions, identifying criteria to be examined and suggested solutions. Teachers approve proposals before they advance to next step.

· Student teams prepare design illustrations and sketches of test models. Students then develop working drawings to detail scale model.

· Student teams prepare scale models according to working drawings. Students prepare presentation materials, including posters, explanatory notes, photographs, and computer models, as required to highlight and describe the features of their design solutions and to detail the process that would be used to construct their particular solutions. Students consider the issue of waste generated by the construction industry and detail how to minimize waste in their designs. Teams present their work to the class for discussion and evaluation. The presentation include reports on: construction methods employed to construct the pavilion; concepts of relative costs and efficiency of construction (i.e., consideration of waste and environmental issues); and use cycle (i.e., what is done with pavilion after the exhibition).

Assessment & Evaluation of Student Achievement

Assessment and evaluation is focused on the depth of research, quality of communications, evidence of effort, attention to detail, and evidence of justification for design decisions as shown in drawings, design briefs, and verbal presentations. Students are evaluated against the criteria listed in Appendix 4-1A. Evaluation is based on the depth of research, adherence to drawing standards, and quality of presentation of ideas. Model construction should reflect attention to detail, depth of research, valid and justified use of materials (model materials and materials designed for end product), and accurate scale. Presentation drawings, working drawings and sketches should be evaluated for attention to detail, evidence of research, and attention to standards.

· The checklist found in Appendix 4-1B and the assessment rubric in Appendix 4-1C – Sample World’s Fair Pavilion Rubric are used as criteria to evaluate the student’s achievement of the activity expectations.

Accommodations

· Teachers may provide differing levels of requirements for research, (e.g., could be more or less prescriptive in tasks, products could be prescribed or left open to proposals). Teachers may provide more direction to students in selecting and detailing assignments. Reporting formats and research reference requirements can be reduced or increased in scope and number to suit students’ abilities.

· Teachers ensure that students with disabilities have access to specific equipment and tools to perform required tasks (e.g., table-top power tools, simplified modelling/drawing equipment or resources).

· For enrichment, students consider mechanical or wide-ranging details (e.g., electrical, plumbing, structural elements, landscaping, costing, site planning, post-exhibition use).

· Base accommodations on student’s IEPs, where appropriate.

Resources

Print

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

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

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

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

Websites

International Database and Gallery of Structures (links, example structures)
http://www.structurae.de/index_e.html

1964 New York World’s Fair documentary – http://members.aol.com/bbqprod/bbqprod.html

1939 New York World’s Fair – http://xroads.virginia.edu/~1930s/DISPLAY/39wf/front.htm

1967 Montreal World’s Fair – http://naid.sppsr.ucla.edu/expo67/

World’s Fairs and International Expositions – http://www.boondocksnet.com/expos/

World’s Fairs and Expositions WebRing – http://members.spree.com/thearts/gbex/WebRing.html

Appendix 4-1A

Design Brief: World’s Fair Pavilion

Situation

Our town has been declared the site of next year’s World’s Fair. The World’s Fair is a major international exhibition; participating countries set up pavilions to display heritage and cultural artefacts as well as any state-of-the-art technical products they have developed and wish to promote.

To ensure Ontario building codes are met, participants must use Ontario architects to design, layout, and oversee construction of their pavilions. Your architectural firm is bidding on design contracts for various Asian, European and North African countries. Your group is responsible for developing one such bid.

Challenge

Research, sketch, plan, and build a model of a proposed pavilion for a participating country that represents and reflects that country.

Criteria and Constraints

· The client country must be thoroughly researched for established culture:

· What symbols do they use?

· How do they portray themselves to the outside?

· What would they want to say about themselves?

· What major economic products and services are available?

· What previous World’s Fair structures have they built (if applicable)?

· Initial sketches of your research and ideas must be prepared, reflecting:

· identified ‘themes’ of the chosen country;

· use of symbols and concepts;

· initial ideas for the pavilion structure and interior layout.

· Presentation materials must include:

· reports on construction methods to be employed to construct the pavilion;

· ideas on what the structure may cost, (comparing different materials and building methods);

· efficiency of construction (consideration of waste and environmental issues);

· use cycle (i.e., what is done with the pavilion after the exhibition).

· Detailed presentation drawings are prepared, including:

· information on scale;

· exterior details;

· complete interior layout.

· A scale model of the pavilion (use a 1 cm : 1 m scale) must be completed for the client presentation.

· Summary information outlines:

· features of the proposed design;

· research detailing your design decisions.

· All research references must be included.

Appendix 4-1B

Assessment/Evaluation Checklist for World’s Fair Pavilion Design

Student:

Class:

Checklist for Pavilion Design	Level 1 limited	Level 2 adequate	Level 3 acceptable	Level 4 exceptional
Drawings conform to industry standards
Drawings are accurate
Drawings are clean and detailed
Model quality and effort
Models are accurate (scale)
Models have required detail
Considered site parameters
Considered efficiency of construction (waste, etc.)
Considered cultural symbols of country
Considered overall theme
Considered material properties
Considered cost of materials and construction techniques
Considered pavilion usage after exposition
Considered eating function
Considered rest functions
Considered traffic patterns
Considered engineering strength of structure
Considered economy of materials
Considered fire safety
Considered mood
Considered harmony/balance
Considered focal point
Considered pattern/rhythm
Considered contrast
TOTALS
Level of Achievement

Appendix 4-1C

Sample World’s Fair Pavilion Rubric

Criteria	Level 1 (50 – 59%)	Level 2 (60 – 69%)	Level 3 (70 – 79%)	Level 4 (80 – 100%)
Knowledge/ Understanding Construction Process TFV.03, TF1.04, TF3.02, IC2.01	- demonstrates limited knowledge of construction processes, materials, and waste management	- demonstrates some knowledge of construction processes, materials, and waste management	- demonstrates considerable knowledge of construction processes, materials, and waste management	- demonstrates a thorough knowledge of construction processes, materials, and waste management
Thinking/ Inquiry Design TFV.01, TF1.01, TF2.01, TF3.02, SP1.01	- applies few of the skills involved in the design process	- applies some of the skills involved in the design process	- applies most of the skills involved in the design process	- applies all or almost all of the skills involved in the design process
Communication Drawing Conventions TFV.02, TF2.02, TF2.03, SPV.01, SP2.01	- uses language, symbols, and visuals with limited accuracy and effectiveness	- uses language, symbols, and visuals with some accuracy and effectiveness	- uses language, symbols, and visuals with considerable accuracy and effectiveness	- uses language, symbols, and visuals with a high degree of accuracy and effectiveness
Application Model Building SPV.05, SP2.03, ICV.04, IC2.03	- uses procedures, equipments and technology safely and correctly only with supervision	- uses procedures, equipments and technology safely and correctly with some supervision	- uses procedures, equipments and technology safely and correctly	- demonstrates and promotes the safe and correct use of procedures, equipments, and technology

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

Activity 2: Design of an Information Kiosk/Device

Time: 900 minutes

Description

Students design and build a full-scale prototype or finished product to display information in a public venue. Using the scenario of a temporary public event or permanent installation, students consider criteria such as material and structural properties, graphic design, environmental considerations, and client specifications in the design of an information kiosk or display system. Students are made aware of the design considerations and career opportunities in the multi-billion dollar trade fair and event display industry.

Strand(s) & Learning Expectations

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

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

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;

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

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.

Specific Expectations

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;

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;

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;

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;

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;

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;

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.

Prior Knowledge & Skills

· Students should have a working knowledge of design problem-solving techniques gained through earlier activities. Students should have basic technical drawing, report writing, model fabrication, and presentation skills. Students should also have general computer skills such as Internet-based research, file manipulation, word processing, and graphic production.

· Students should have knowledge of general hand and machine tool safety requirements, though teachers should not assume safety familiarity. Safe operating procedures must be reviewed.

Planning Notes

· This activity continues from Activity 1: Design of Public Cultural Spaces. Teachers may adapt this activity to develop solutions to local community needs. Teachers may wish to pre-arrange community or industry representatives to present specific design challenges. Possible scenarios are:

· malls;

· schools;

· cultural centres;

· museums/galleries;

· fairs/special events/seasonal events.

· This activity involves building full-scale mock-ups and finished (or components of finished) structures. Teachers should:

· predetermine team size, which determines the number of products required;

· determine available resources;

· estimate the length of time available and storage space, during and after the activity.

· Teachers should provide images of example information kiosks or architectural signage structures or assign students to research commercial solutions. Teachers lead discussions on criteria for effective means of delivery messages and information (see Appendix 4-2B).

· The key to this activity is an analysis of current and historical practices in design of public spaces and information displays (e.g., signage and information kiosks). Analysing and critiquing existing work derives key concepts (see Resources). Analysing trends is vital to help students understand the historical progression of design ideas and the future of innovation. Example work should be gathered prior to implementing the activity.

· Teachers should review Unit 4 of the Grade 10 Technological Design profiles to prepare for instruction on types of structures (e.g., bridges, domes, towers, trusses, shells, geodesic domes, joist and beam frames, triangulated space frames, etc.). Existing commercial exhibition structures also should be examined.

· Material selection and investigations in material properties is an important focus of this activity. Teachers provide materials for construction of models, prototypes, and finished structures, which may include:

· drawing and illustration tools and software;

· cardboard sheets or boxes (e.g., moving or appliance cartons);

· variety of wood materials, metals, plastics, structural foam, etc. as required;

· duct tape, masking tape;

· glue, screws, nails, or other fastening hardware;

· finishing materials such as sandpaper, paints, varnishes, polishing waxes, etc. as required;

· appropriate fabrication tools;

· video/computer display or interactive elements as required;

· safety equipment as required;

· access to Internet and/or Library/Resource Centre research facilities.

· This activity integrates concepts and knowledge from Science, Social Sciences, Business, Mathematics, Creative Arts, and other technology courses. For example, mathematics is used for calculations of scale and geometry; science provides concepts in the physics of structures; social science or business for understanding culture and marketing; and art and technology for understanding graphic elements and communications technology. Understanding these concepts is essential to the process of effective and innovative problem solving. If a teacher is unfamiliar with previous learned skills or knowledge in any curriculum area, teachers from those areas should be consulted prior to implementing this activity.

· To initiate this activity, teachers should discuss criteria for assessment/evaluation and the specific requirements for successful solutions. See appendices for handouts detailing design briefs, design considerations, and reporting topics.

Teaching/Learning Strategies

Stage 1: Situation Analysis (approximately two periods)

The teacher initiates discussion of the particular situation students will develop solutions for. Teachers hand out materials outlining criteria for assessment/evaluation, specific requirements for successful solutions, format of research report, and research strategies. (See Appendix 4-2A –
Sample Student Handout.)

Students initiate a daily time log. Students individually research current and historical trends related to the given design problem. They individually report on design considerations, providing possible solution scenarios, in a written proposal and in discussions with the teacher. The written proposal is presented in a design brief format, including design sketches and analysis of possible solutions. The brief must include:

· an identification of health and safety issues related to the product, such as:

· end user issues;

· sharp edges;

· falling or tripping hazards.

· ease of use and installers’ and shippers’ issues:

· awkward or heavy lifting;

· strong and rugged connections.

· a description of what would constitute bad or ineffectual design, accomplished through an examination of current or historical examples.

Students are then assigned design team tasks and responsibilities. Each team is allowed to proceed when the teacher is satisfied the task requirements are likely to be met through the proposed strategy.

Stage 2: Drawing, Modelling and Testing (approximately five periods)

· Students develop solutions through sketches, drawings, calculations, models, and material test pieces. Considerations include:

· overall message and information to be conveyed;

· specific client and situational requirements;

· overall structural shape and size including structural modularity and assembly;

· distance of visibility;

· function of elements;

· material properties;

· shipping and assembly procedures;

· component costs and economy;

· manufacturing (custom or mass production);

· safety and liability factors for installers and end users;

· possible problems due to inadequacies or improper designs (both current products and proposed designs).

· Teachers assess and guide students on a daily basis. Teams advance to next stags on teacher approval.

· After selecting the preferred solution, students fabricate mock-ups with cardboard or other low-cost materials to test for design elements including: fabrication/assembly considerations, ergonomics, and anthropometrics (ease of use, relative heights, viewing angles, ease of controls, ease of assembly, and installation, etc.). Scale figures and eye-level photographs can be used to study scale and dimensions.

· People from the school community and/or clients are invited to review and comment on the intended solution. If a class solution is required, the class, in consultation with the teacher and clients or end users, discuss and decide on the elements of the final design. Teachers approve the design for advancing to the implementation stage.

Stage 3: Implementation (approximately six periods)

· Students are grouped into task teams to develop the proposed solution. Task teams are composed of:

· technical drawing production;

· cost and budget analysis;

· prototype fabrication;

· presentation material production (including 3-D modelling);

· project management.

· Teachers ask students to present their progress at the beginning of each class. Project managers ensure that progress is maintained and that all teams have the necessary resources each day.

Stage 4: Post-implementation (approximately two periods)

Students complete an individual design report outlining their team and individual research and intermediate and final design features. Students include shared sketches, technical drawings, model photographs, etc., as well as their daily log of individual tasks. Teachers evaluate each student through individual and team consultation and presentation.

Assessment & Evaluation of Student Achievement

· Teachers assess daily, using criteria outlined in the evaluation rubric in Appendix 4-2B. Teachers evaluate each student’s performance through a verbal presentation and the Engineering Design Report. The evaluation breakdown is as follows: 10% Design Brief; 20% sketches, models, test models; 30% completed prototype or model; 40% engineering report and presentation of work.

· Key assessment considerations are: demonstration of knowledge of a structured design procedure, knowledge and analysis of materials used in fabrication of the developed solution, and public safety and liability issues. See Appendix 4-2B – Sample Engineering Design Report for a rubric to evaluate the report/presentation. The daily log helps determine the individual student’s achievement in team/group work.

Accommodations

· The expectations can be met through a range of solutions from simple signage (or series of signs) only requiring simple structural elements, to a fully interactive kiosk, requiring extensive user input and testing.

· Teachers may provide more guidance and assistance in design decision making, testing, analysis of material properties, and fabrication techniques. This may take the form of more directed research, additional resource materials, one-on-one assistance to complete assignment tasks, and/or peer assistance. Teachers may also provide additional assistance, peer assistance, and/or tutoring in fabrication activities.

· Extended challenges may be provided to enriched students by: requiring more complex research (e.g., research into corporate culture), in-depth cost analysis, project management, or in-depth material properties analysis. Multimedia productions, addition of sound, user interactivity, and coin-acceptance elements may add to the challenge for enrichment.

Resources

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

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

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

Websites

Suggested keywords are “kiosk,” “branding” or specific materials, such as “fibreglass” or “steel”. Other sites specific to the project may be searched (e.g., world fairs, trade shows or local malls). General sites include:

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

Feature Factory (Canadian) - http://www.fefa.com

International Database and Gallery of Structures (links, example structures) - http://www.structurae.de/index_e.html

Kiosk Design (portal site) - http://www.kiosk.org

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

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

Appendix 4-2A

Sample Student Handout

Title: Design of a Public Information Display System

Activity: Students design and build a full-scale public information display system

Course: TDJ3M, Grade 11 Technological Design, University/College

Time Required: 15 periods

Date:

RATIONALE

“The medium is the message” is a famous quote from the late Canadian media expert Marshall McLuhan. How we present information is as important as the information itself. When we want to present information, directions, gather input, etc., we have to consider the symbolism inherent in materials, in size and shape, in types of display, in graphical design, as well as the information we wish to convey. In the multi-billion dollar trade fair and event display industry, the structures and sign layouts are important aspects of relaying information to the public. In this project, you develop an exhibition display system that takes into account: material properties; shipping, assembly, and installation issues; environment issues; display types; and end user/client requirements.

THE ASSIGNMENT

Design and build a full-scale structure to convey public information for a prescribed situation.

LEARNING EXPECTATIONS You will:

· identify end user and client needs;

· determine the criteria affecting design solutions;

· work effectively in a team environment;

· determine appropriate material properties for solutions;

· produce sketches, illustrations, and/or technical drawings as required for specific project needs;

· fabricate models, prototypes, mock-ups, and test models;

· test effectiveness of design solutions;

· produce engineering reports and presentations.

TOOLS AND MATERIALS

Illustration, sketching, drawing tools and materials, fabrication tools and equipment for metal, wood, plastics, etc. as required. Computer use: Internet research, CAD drawing, CNC/sign-making fabrication, illustration, 3-D modelling, word processing, and spreadsheet cost analysis.

EVALUATION

No.	Deliverable	Time Limit (periods)	Mark (%)	Notes
1	Design brief/proposal	2	10
2	Sketches/models/test models	5	20	Evidence of research
3	Completed prototype	6	30	As directed by teacher
4	Engineering report/presentation	2	40
	TOTALS	15	100

Appendix 4-2A (Continued)

NOTES

Considerations in Design (identify and comment on each):

· End user requirements: message to convey; location; audience; theme; demographics

· Types of information displays: kiosks; signs; interactive; Point Of Sale (POS); indoor/outdoors; input/output sources

· Materials: symbolic meaning; (e.g., wood: nature, warmth, home)

· Materials: ease of manufacture; assembly; strength of structure; weathering; durability; vandalism; finishes

· Fastenings: ease of assembly; installation

· Shape/style: symbolism; location; size; use of colour/graphical elements; material and fastening considerations

· Safety: installers, public safety

PROJECT STEPS

Step	Student Activities
1	Stage 1: Situation Analysis (Individual) (approximately two periods) · Initiate log of hours. · Read design scenario. · Analyse requirements and research current solutions. · Develop list of design criteria. · List possible steps to develop solution. · Hand in personal Design Brief/Proposal.
2	Stage 2: Drawing, Modelling and Testing (Teams) (approximately five periods) · Discuss and brainstorm design criteria and possible solutions. · Develop sketches and models of possible solutions. · Choose appropriate design features for further work. · Develop mock-up, test for ergonomics, user survey comments. · Record all work and photograph all model work. · Retain materials for Engineering Report. · Seek teacher approval for continuation.
3	Stage 3: Implementation (Teams) (approximately six periods) · Determine team responsibilities and assign a Project Manager. · Fabricate structure and test structural strength, fasteners, finishes, etc. · Assemble and record.
4	Stage 4: Engineering Design Report (Teams and Individual) (approximately two periods) · Produce Engineering Design Report, ensure all format, headings, images, drawings, etc. are incorporated. · Present design features to class. · Hand in report.

Appendix 4-2B

Sample Design Brief

Scenario

[Name of country] is participating in the International World’s Fair, to be held June 2004 in Ottawa, Ontario, Canada. [Name of country] is [describe geographical location].

The [name of country] Board of Trade has asked our firm to produce unattended information kiosk/display to provide people from around the world with information on the industries of [name of country], highlighting the kinds of products they produce for export. The goal is to encourage export sales and educate citizens from around the world on their economy and career opportunities. This information kiosk/display system is a component of their country’s pavilion at the World’s Fair.

Design Statement

Design a standalone information kiosk or display system for the Board of Trade of [name of country].

Considerations

You are to consider the SUM of this design:

SITUATION: location, time, season, current practices, safety codes

USER: intended audience, end user, customer

MESSAGE: theme, clarity, utility, rationalization, symbolic intent

(The following to be identified in Proposal and Engineering Design Report):

· Client requirements: cost, space requirements, maintenance, durability, building codes, prefab elements, reuse (if applicable), and quick assembly/tear-down.

· End User requirements: message to convey, location, audience, theme, demographics.

· Types of information displays: kiosks, signs, interactive, POS, indoor/outdoors, input/output sources etc.

· Materials: symbolic meaning, e.g., wood: nature, warmth, home, etc.

· Materials: ease of manufacture, assembly, strength of structure, weathering, durability, vandalism, finishes etc.

· Identify and comment on your comparative evaluation of each of these materials, to be answered in the design brief.

· Wood sheeting: Plywood, MDF, Masonite, Particle board.

· Wood structural elements: fir, spruce, pine, maple, oak, others.

· Metals: aluminum, steel, stainless steel, cold rolled steel, non-ferrous: brass, bronze, copper, etc.

· Metal structural elements: sheet, tube (square, round), flat bar, castings.

· Plastics: acrylic, Lexan, epoxy, fibreglass, vacuum formed, coatings, Coroplast (corrugated plastic sheet).

· Other: glass, rubber, concrete, stone, virtual stone.

· Fastenings: ease of assembly, installation.

· Shape/style: symbolism, location, size, use of colour/graphical elements, material and fastening considerations.

· Safety: installation and assembly safety, public safety, safety legislation.

· Comparison of current designs, with a description on how they might be improved.

Appendix 4-2B (Continued)

Deliverables

We require the following:

1. Design Proposal: detailing research into [name of county]’s state of economics and exports; symbols, colours, and common themes of the country; considerations of design; possible solutions.

2. From there, we will be assembling design teams to:

· sketch, illustrate, and model possible solution(s);

· build and test full-scale mock-up for ease of assembly, scale, and ergonomics;

· build full-scale prototype;

· generate Engineering Design Report detailing design features and considerations.

Since the levels of government approval require an indeterminate time, we are asked to produce the package for our client in 15 days from today. Please log your hours. We will bill client for time and expenses.

Your job is evaluated through the completed project; criteria for your report are in the following rubric.

Appendix 4-2B (Continued)

Sample Engineering Design Report Rubric

Criteria	Level 1 (50 – 59%)	Level 2 (60 – 69%)	Level 3 (70 – 79%)	Level 4 (80 – 100%)
Knowledge/ Understanding Knowledge of facts, technical terminology, procedures, and standards to be used in a technical drawing. TFV.02 Understanding of design concepts. SP1.03	- demonstrates limited knowledge of facts, technical terminology, procedures, and standards to be used in a technical drawing	- demonstrates some knowledge of facts, technical terminology, procedures, and standards to be used in a technical drawing	- demonstrates considerable knowledge of facts, technical terminology, procedures, and standards to be used in a technical drawing	- demonstrates a high degree of knowledge of facts, technical terminology, procedures, and standards to be used in a technical drawing
	- demonstrates limited understanding of design concepts	- demonstrates some understanding of design concepts	- demonstrates considerable understanding of design concepts	- demonstrates thorough understanding of design concepts
Thinking/ Inquiry Inquiry/design skills TFV.01, TFV.05, TF1.01, TF1.02, TF2.01, TF3.02 SPV.02, SPV.04, SP1.04, SP2.02	- applies few of the skills involved in an inquiry/design process	- applies some of the skills involved in an inquiry/design process	- applies most of the skills involved in an inquiry/design process	- applies all or almost all of the skills involved in an inquiry/design process
Communication Use of language and symbols on technical drawings TF2.02, TF2.03, SPV.01, SP2.01	- uses language, symbols, and visuals with limited accuracy and effectiveness on technical drawings	- uses language, symbols, and visuals with some accuracy and effectiveness on technical drawings	- uses language, symbols, and visuals with considerable accuracy and effectiveness on technical drawings	- uses language, symbols, and visuals with a high degree of accuracy and effectiveness on technical drawings
Application Use procedures, tools, and equipment safely SP2.03, ICV.04, IC2.03; ICV.01; ICV.03; IC2.02	- uses procedures, equipment, and technology safely and correctly only with supervision	- uses procedures, equipment, and technology safely and correctly with some supervision	- use procedures, equipment, and technology safely and correctly	- demonstrates and promotes the safe and correct use of procedures, equipment, and technology

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

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