Course Overview

Manufacturing Engineering Technology, Grade 11, College Preparation, TMJ3C

Course Description

This course focuses on design principles; electronic, pneumatic, and hydraulic control systems; and traditional and advanced manufacturing processes. Students solve problems and make the critical decisions necessary to develop efficient production systems. They also study the range of career opportunities available in the manufacturing sector, and their educational requirements, and research the scope of the industry and the impact of its products on individuals, society, and the environment.

How This Course Supports the Ontario Catholic School Graduate Expectations

The role of Technological Education in the Catholic faith community is to enable students to develop and utilize their gifts and talents while creating products and processes that benefit others in a way that models Gospel values. The focus of the curriculum is to enable 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 community. Students also become aware of ethical issues and how they may be resolved using Christian values.

Course Notes

This course includes several ongoing activities that follow the Manufacturing Process (design, plan, analyse, fabricate, assess, and report). The course also serves as a cross-curricular platform that supports academic and technological expectations in other courses. It is important that the focus throughout the course be on the process not the product.

The sequencing of the units demonstrates a logical development of skills and knowledge. The units follow a typical design and manufacturing process, in which students identify a problem, design and plan for its production, fabricate the product, identify the quality requirements, and develop a post-production analysis. The first unit introduces students to project/process engineering and management. In this unit, students develop skills in project estimating, planning, material selection, project design, and process management. At this point, students begin to develop knowledge and skills in the preparation of design briefs and work schedules they can later use for other projects. Engineers and technologists are constantly faced with material selection problems. They are constantly striving for weight reduction, improved strength, and cost efficiency. Students have opportunities to investigate and evaluate materials while selecting their product material. Process planning also becomes critically important throughout the course. It is at this stage in the process that students benefit most. Project management is a likely destination for these students; therefore a strong emphasis should be placed on these activities as they relate to real manufacturing situations.

This course provides students with many hands-on activities. Through the fabrication and production part of the course, students develop an awareness of different manufacturing processes and control systems. These skills help students by expanding their knowledge base in preparation for leadership roles. As potential supervisors, students must also be familiar with health and safety issues. Students develop an understanding of the importance of health and safety as they relate to physical and personal well-being. They also understand the need to assume responsibility for their own safety and the safety of others.

Another important focus for students of this course is the post-analysis unit. As part of a management team, students must develop skills in analysing processes and product so that they may report on the efficiency of the system and suggest improvements.

Teamwork is an essential part of a successful process. Cooperative teamwork should be a positive experience, enhancing individual self worth. Students have opportunities throughout the course to develop team and interpersonal skills in dealing with conflict management. Driven by group projects, students develop a clear understanding of what it means to be an effective team member. An awareness of Gospel values is developed through reflection activities that explore technological implications to human well-being. Humanity can no longer remain complacent about technological development especially as it relates to moral issues. Students develop a clear understanding of the benefits and risks of technological growth and development. As part of the unit reflection, students write journals, which allows them to reflect on the content and comment on their learning experiences. Throughout the course, students are provided with opportunities to discuss and evaluate ethical issues that arise. In general, students acquire the knowledge, skills, and attitudes that allow them to use technology effectively, confidently, and ethically to enhance the human condition and protect the environment. To maintain the principles of Catholic social teaching with regard to the “Dignity of the Human Person”, accommodations are to be made so students do not lose dignity because of disability, poverty, lack of success, linguistic diversity, or race. Teachers foster a positive atmosphere accepting of the individual’s uniqueness, values, and needs.

Units: Titles and Time

* Unit 1	Project Engineering and Management	32 hours
* Unit 2	Production	50 hours
Unit 3	Quality Control	8 hours
Unit 4	Post-production Analysis	20 hours

* These units are fully developed in this Course Profile.

Unit Overviews

Unit 1: Project Engineering and Management

Time: 32 hours

Unit Description

Throughout the course, students apply the design process to develop solutions, products, processes, and process controls to solve a variety of manufacturing challenges or problems. Project engineering and management is an integral part of the design process. In this unit, students are introduced to product research and design; material properties, testing, and selection; process planning; production scheduling; and cost analysis. Using the design process and engineering standards, students demonstrate their knowledge of the concepts required to design, prototype, analyse, plan, and prepare a product idea for production. In evaluating product ideas, emphasis is placed on testing and prototyping. The skills and knowledge acquired in this unit can then be applied to other projects in the following units.

Technology, when placed at the service of God’s people, is to be developed for the benefit of all. Students develop an appreciation of the importance of decision-making based on Gospel values. Emphasis is placed on giving students a general understanding of Manufacturing and how our Catholic faith influences moral decision-making using an informed conscience. The designers and planners of the future must create, adapt, and evaluate new ideas in light of the common good with consideration of the impact to the socio-economic well-being of the region, province, and nation.

Unit Overview Chart

Activity

Time

Expectations

Assessment

Focus

1.1: Project Research

120 min

TFV.01, SPV.04, ICV.01, TF1.01,.02, TF2.05,.07, SP5.01; IC1.02

CGE1d, 2b,c, 4f,g, 5e

Application

Knowledge/ Understanding

Communication

Technological Systems

Manufacturing Systems

Design Process

Product Research

Group Dynamics

1.2: Developing Presentation and Working Drawings of the Wind-powered Generator

840 min

TFV.01, SPV.04, ICV.02, ICV.04; TF1.02; SP1.04, SP3.02, SP4.02, SP4.03, SP4.05; IC2.01, IC3.04

CGE2b,c, 3b, 4f, 5h

Knowledge/ Understanding

Thinking/Inquiry

Application

Communication

Learning Skills

Sketch Development

Elements and Principles of Design

Engineering Graphics

Presentation Drawings

Working Drawings

Assembly Drawings

Bill of Material

CAD

1.3: Material Properties, Testing, and Selection

300 min

TFV.01, TFV.02, SPV.04, ICV.02, TF2.01,.02,.03,.04,.05, SP5.03, IC1.02, IC2.01

CGE1d, 2b,d, 4a, 7i

Thinking/Inquiry

Communication

Material Identification, Selection, Properties, Testing, and Conditioning

Environmental Impact

1.4: Modelling and Prototyping

180 min

TFV.01, TFV.02, SPV.04, ICV.02, TF1.02, SP1.05, IC2.01

CGE2a,c, 4b, 3b

Application

Communication

Types of Models

Modelling Techniques

Selecting Material

Building Prototypes

1.5: Developing Process Control Charts and Production Planning

300 min

TFV.01, TFV.03, TFV.04, SPV.01, SPV.03, TF1.02, SP1.01,.02,.03, SP4.01, IC2.02

CGE2b,c, 4b, 7i

Thinking/Inquiry

Communication

Application

Planning and Organizing Activities

Production Flow Charts

Control Systems

Develop Project Management Systems

1.6: Cost Estimating and Analysis

180 min

SPV.04, SPV.05, SP1.01, SP4.04,.06, SP5.01,.03,

CGE1d, 2c, 4b,f,g, 5c

Communication

Application

Knowledge/ Understanding

Learning Skills

Estimating Process

Product Cost Estimates

Process Cost Estimates

Unit 2: Production

Time: 50 hours

Unit Description

This unit introduces students to the design and fabrication of an integrated product. Working from a context, students provide solutions to three separate engineering challenges. The products are then combined to form a controlled system. Using a variety of materials (metal, plastic, alloys, wood, or composite fibres) and following a manufacturing process (welding, cutting, machining, laminating, gluing, bonding, and forming), students produce prototypes. Through analysis of the prototypes using the ten technological concepts, students implement appropriate revisions and modifications. Students provide the solution to the contextual challenge by combining the results of the three activities.

We rely on each other and our technologies for support. Working as a part of a team provides opportunities to apply the Gospel values for the common good of all. Through the development of this project, students directly apply their God-given talents and Catholic faith traditions to gain a better understanding of product designing and process planning and their impact.

Unit Overview Chart

Activity	Time	Expectations	Assessment	Focus/Tasks
2.1: Wind-powered generator – Blades From Composites	1200 min	TFV.01,.02,.03, TF1.01,.02, TF2.04,.05, SPV.02,.04, SP1.04,.05, SP2.01,.03, SP4.05,.06, SP5.03, ICV.02, IC1.02, IC2.01,.05 CGE2a, 3b, 4b, 5e	Thinking/ Inquiry Application	Composites Wing design Blade construction
2.2: Wind-powered generator – tower and drive system	1200 min	TFV.01,.02,.03,.04, TF1.01,.02, TF2.03, SPV.01,.02,.04, SP1.05, SP2.01, SP4.02,.03,.06,.07, ICV.02, IC2.01,.05 CGE2b,e,c, 4c,f	Thinking/ Inquiry Application	Structures Mechanisms Drive systems
2.3: Wind-powered generator – power take off and controller	600 min	TFV.01,.04, TF1.02, TF2.06, SPV.02,.04, SP1.02, SP4.02,.06,.07, SP5.04, ICV.02, IC2.01 CGE5a,e, 7a	Thinking/ Inquiry Application	Generators Power control

Unit 3: Quality Control

Time: 8 hours

Unit Description

In this unit, students learn to ensure their product is made with quality and integrity. Throughout the manufacturing process, students learn the differences between destructive and non-destructive testing, physical inspection of work, meeting set specifications and tolerances, and statistical analysis. They develop an understanding of the importance of quality control within the evaluation of the product. By implementing consistency in methodology, students learn the value and integrity provided by quality systems requirements such as the ISO.

Students develop an appreciation of the importance of moral and ethical decision-making as they learn to think effectively and creatively to evaluate situations and solve problems. Students also exercise Christian leadership in the achievement of individual and group goals.

Unit Overview Chart

Activity	Time	Expectations	Assessment	Focus/Tasks
3.1: Quality Standards	1200 min	TFV.04, SPV.01, SP1.01 CGE2a, 3f, 5f	Knowledge/ Understanding Application	ISO 9000 QS 9000 Audit
3.2: Metrology and Precision Measurement	180 min	TFV.04, SPV.02, SP5.02, CGE2a, 3f, 5f	Knowledge/ Understanding Application	Standards Accuracy Devices Tests
3.3: Statistical Process Control	180 min	TFV.04, SPV.04, SP1.03, SP3.03, SP5.04 CGE2a, 3f, 5f	Application Communication	Normal Distribution Effects Interactions Tabulation

Unit 4: Post-production Analysis

Time: 20 hours

Unit Description

In this unit, students gain knowledge and experience by conducting a detailed analysis of their project/product in terms of cost impact, environmental impact, and production process and method improvement. They present their findings through technical reports and effective oral presentations utilizing technological enhancements such as presentation software and/or projection equipment. Students reflect upon their analysis and how the manufacturing of goods affect the common good in relation to Catholic social teachings.

Unit Overview Chart

Activity	Time	Expectations	Assessment	Focus
4.1: Using a Spreadsheet	240 min	SPV.04, SP1.01, SP4.04 CGE4b,f	Knowledge/ Understanding Application	Elements of Costing Spreadsheet Manipulation Costing Module
4.2: Developing the Product Cost	240 min	SPV.05, SP4.04, CGE1d	Knowledge/ Understanding Application	Developing the Data Time Standards Actual Production Time Direct vs. Indirect Costs Impact to Marketing
4.3: Technology and the Environment	240 min	ICV.0, IC1.01, IC1.02, CGE7i,j	Knowledge/ Understanding Thinking/Inquiry Communication	Waste Disposal Impact of Technology Participate in a Round Table Current Trends in Waste Management
4.4: Technical Writing	240 min	TFV.03, SP4.06,.07, SP5.01 CGE2d,e	Knowledge/ Understanding	Technical Writing Overview Format Content of the Report Target Audience Developing Technical Documents
4.5: Production Reporting and Presentation Techniques	240 min	SPV.05, SP4.06, SP5.03 CGE2c, 5e	Communication	Effective Presentations Use of Technology Selling Your Ideas

Teaching/Learning Strategies

Socratic Lesson

· oral presentation of information by the teacher (theoretical material is presented to the student at the appropriate stage of their activity)

Class Discussion

· students actively participate in discussing current issues

Collaborative/Cooperative

· small-group learning providing high levels of student engagement, interdependence, and conflict-management skills

Conferencing

· student-to-student discussion

· teacher-to-student discussion

Brainstorming

· group generation of initial ideas expressed without criticism or analysis

Design-solving Process

· a problem-solving approach using a prescribed series of steps

Independent Study

· exploration and research of a topic interesting to students

Report/Presentation

· oral and written presentations of the researched topics

Case Study

· investigation of real-life issues

Examples

· provide students with models or samples of student work from previous terms

Journal and Reflection Writing

· the practice of expressing ideas, experiences, and reflections

Community Involvement

· field trips to local manufacturing facilities	· engineering associations
· guest speakers	· recycling centres

Assessment & Evaluation of Student Achievement

The primary purpose of assessment, evaluation, and reporting is to improve student performance. Rubrics and checklists for performance of resource tasks, capability tasks, and learning skills are posted in the classroom. Assessment criteria for individual assignments are to be clearly posted in advance. A student should be aware on an ongoing basis of his or her standing relative to the Provincial Standard.

To evaluate projects and products, exemplars can be used as reference. These exemplars provide both the student and teacher with an up-to-date and ongoing means of monitoring the level of achievement attained.

Seventy per cent of the course grade is based on assessment and evaluation conducted throughout the course. Thirty per cent of the grade is based on a final evaluation in the form of an examination, performance, essay, and/or other culminating event.

Learning skills, effort, punctuality, and recorded absences are reported separately and are not considered in the percentage grade. Learning skills are reported as Needs Improvement, Satisfactory, Good, or Excellent.

Assessment/Evaluation Techniques

Personal Communication

· daily and/or weekly journals and logs

· student/teacher conferencing

· teacher/group conferencing

Paper-and-Pencil Tests

· unit tests/quizzes

Observation

· formal teacher observation

· informal teacher observation

Performance Assessment

· project research

· assigned exercises

· presentations

· drawing and sketching (design briefs)

· product assessment

· formal written reports

Reflection

· self-assessment

· peer assessment

· log/journal

· reflection papers

Assessment Tools

· checklists

· marking schemes

· project specification sheets

· rubrics

· anecdotal comments with suggestions for improvement

Accommodations

Teachers should be familiar with exceptional students’ Individual Education Plans (IEPs) for legislated accommodations and consult with the appropriate staff. By doing this, teachers are aware of and can implement prescribed modifications and accommodations.

To maintain the principles of Catholic social teaching with regard to the Dignity of the Human Person, accommodations are to be made so students do not lose dignity because of disability, poverty, linguistic diversity, or race. Teachers foster a positive atmosphere accepting of individual’s uniqueness, values, and needs.

The activities allow for a wide range of course delivery methods. This flexibility includes the following support for students who may require it. Teaching strategies may include:

· modifying approaches to evaluation;

· allowing the finished product/project/assignments to be presented in a variety of formats;

· allowing group work with peer mentors;

· grouping students either with varied skills or similar skills to allow for enhancement and/or remediation;

· checking with appropriate school personnel to make certain that all aids, environmental issues, and safety precautions are addressed. Discuss accommodations and make certain that the surroundings and environment meet the needs of all students to allow for positive experiences of success;

· providing appropriate modifications to teaching, learning, and evaluation strategies for ESL students to help them gain proficiency in English. Check with appropriate school personnel for assistance in making the accommodations;

· allowing for extra time writing tests, quizzes, and exams (see the Special Education staff for assistance);

· providing a list of topics and suggestions for an enrichment program;

· allowing for alternative assignments relevant to student’s strength.

Resources

Publications

Browning, Heighington, Parvu, and Patillo. Design and Technology. McGraw-Hill Ryerson, 1993.
ISBN 0-07-549650-X

Canadian Technology Human Resources Board. Look Ahead, Get Ahead, Growing Career Opportunities for Technicians and Technologists. Ottawa: Canadian Cataloguing in Publication Data.
ISBN 0-9684007-8-7

Fogarty, D., J. Blackstone, and T. Hoffman. Production and Inventory Management, 2nd ed. Cincinnati, OH: 1991. ISBN 0-538-07461-2

Fowler and Horsley. Technology. Collins, 1999. ISBN 0-00-322036-2

Hacker, Michael and Robert Barden. Technology in Your World. Delmar Publishing, 1992.
ISBN 0-8273-4425-2

Kibbe, Richard R., John Neely, and Roland Meyer. Machine Tool Practices. United States: Prentice Hall, 1999. ISBN 0-13-270232-0

Krar, Oswald. Technology of Machine Tools. McGraw-Hill, 1996. ISBN 0-02-803071-0

Oberg, E., D. Jones, H. Horten, and H. Ryffel. Machinery Handbook, 23rd ed. Industrial Press Inc.
ISBN 0-8311-1200-X

Quinlan, C. Orthographic Projection Simplified. USA/New York, New York: Glencoe, 1996.

Rorabaugh, Britt. Mechanical Devices for the Electronics Experimenter. McGraw-Hill, 1995.
ISBN 0-07-053546-9

Schey, John A. Introduction to Manufacturing Processes. McGraw-Hill, 1997. ISBN 0-07-055279-7

Spence, W.P. Drafting Technology and Practice. Peoria, Illinois: Glencoe, 1991. ISBN 0-02-676290-0

Swartz, Mark. Get Wired, You’re Hired. Toronto: Canadian Association of Career Education and Employers, 1999. ISBN 0-921589-81-6

Write, Thomas R. Technology Systems. Goodheart-Willcox, 1992. ISBN 0-87006-896-2

Course Development Resources

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

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

The Ontario Curriculum, Grades 11 and 12, Technological Education, 2000.

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

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

Software

Ministry-issued application software (OESS)

Spreadsheet software

CAD software

Word-processing software

Presentation software

Websites

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

Material Search site
http://www.recycle.net

Site for student and graduate job seekers
http://www.cacee.com

Canada WorkinfoNet - source of career, education, and labour market information for Canadians
http://www.workinfonet.ca

Canlearn Interactive
http://www.canlearn.ca

Human Resource Development Canada Career information
http://www.hrdc-drhc.gc.ca/maps/national/canada.shtml

Ontario Association of Certified Technicians and Technologists - education and career information
http://oacett.org/

Human Resources

Computer Site Administrator from the board office or the school

Computer technicians (from the board office and/or community)

School Resource Technician/Librarian

School Chaplain

Special Education teacher

Parents employed in the Information Technology industry

OSS Considerations

This Grade 11 Manufacturing Technology Course is designated as a college preparation course. (See The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000 for a description of the different types of Secondary School courses.) Students can use the course as a compulsory credit (1 additional credit in science Grade 11 or Grade 12) or technological education (Grades 9-12), or as an optional credit.

This course is designed to equip students with the knowledge and skills they need to meet the entrance requirements for college programs. Teaching and learning emphasize workplace applications of the course content, but also explore the theoretical material that underlies these practical applications. Students are introduced to practical and theoretical aspects of Manufacturing Technology. The curriculum provides opportunities for students to undertake hands-on practical activities, as well as to conduct research and analysis. Anti-discrimination education, equity, social justice issues, career goals, cooperative education, conflict resolution/violence prevention, and community partnerships are addressed. All of these support many of the Ontario Secondary School Policies.

Through a wide range of teaching strategies and accommodations, this course meets the needs of all students. Accommodations for exceptional students include specialized support and assessments to facilitate individualized learning. Students of linguistic diversity are accommodated through peer or individual help.

The career portion of this course allows students to learn about their interests, strengths, and aspirations. Students research a variety of career opportunities and learn to make appropriate educational choices related to their secondary school courses, post-secondary requirements, and workplace options. 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.

The manufacturing process as a whole provides opportunities for many cross-curricular activities. From planning and design to production and analysis, students are constantly using the sciences, arts, and mathematics. Mathematics and arts are used in preparing drawings and dimensionally and statistically checking product. The sciences are used in selecting material requiring appropriate properties and structure. The planning and reporting phases provide opportunities for students to become more familiar with information technology and a variety of software packages. The production and quality control phases allow for integration with mathematics through measurements and statistical control. Technical briefs, written reports, and oral presentations enhance students’ language and grammar skills as well as their communication skills.

Project-based, hands-on activities provide students with the opportunities to explore health and safety issues as they apply to the physical and personal well-being of students in the class, lab, and workplace. The activities ensure that students acquire the knowledge and skills relating to safe practices and proper use and handling of material. Because of the practical nature of this course, students apply what they learn in planned learning activities outside the classroom. This may include field trips, co-op placements, job shadowing, and outside community projects. This also helps to enhance their awareness of educational and career opportunities. It is through these experiences students develop an understanding of personal values as well as an ability to make ethical decisions reflective of Christian values.

Coded Expectations, Manufacturing Engineering Technology, Grade 11, College Preparation, TMJ3C

Theory and Foundation

Overall Expectations

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

TFV.02 · identify appropriate materials and processes to produce products to meet human needs and wants;

TFV.03 · describe the production process required to develop a product;

TFV.04 · evaluate the types of control systems used in production processes and products.

Specific Expectations

The Design Process

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

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

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

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

q brainstorm a list of as many solutions as possible;

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

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

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

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

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

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

Materials and Production Processes

TF2.01 – identify destructive and non-destructive tests to evaluate material choice;

TF2.02 – evaluate material properties using computers and report the results;

TF2.03 – investigate and evaluate the following materials before choosing the most appropriate materials for a product: metals (ferrous and non-ferrous), polymers (e.g., natural – wood, cellulose; synthetic – plastics), ceramics (e.g., clay, glass, oxides, cement, carbides), composites (e.g., filler, particle, laminate, flake, fibre), and natural materials;

TF2.04 – describe the conditioning processes that change a material’s physical and mechanical characteristics and properties;

TF2.05 – explain the three methods of conditioning materials: thermal conditioning, chemical conditioning, and mechanical conditioning;

TF2.06 – identify semiconductor devices, numeric controls, digital electronic devices, pneumatic and hydraulic devices and controls, and electrochemical devices, and describe how they are used in the production process.

Skills and Processes

Overall Expectations

SPV.01 · effectively plan, organize, direct, and control various manufacturing activities;

SPV.02 · use current technology and production skills in the development of a process or a product;

SPV.03 · operate a manufacturing system and analyse the efficiency of the system;

SPV.04 · use effective techniques to model and communicate product ideas, materials, and specifications;

SPV.05 · use mathematical and language skills effectively and apply technological systems and scientific principles to design material processing and management systems.

Specific Expectations

Organizational Skills

SP1.01 – develop systems for production, marketing, personnel, and financial control;

SP1.02 – use computers to help develop, operate, and control systems;

SP1.03 – apply the concepts of work flow, products per period of time, and defect rate when analysing and testing the efficiency of a production line;

SP1.04 – use appropriate techniques to sketch solutions to scale showing orthographic and isometric views;

SP1.05 – use appropriate techniques to mock up or model potential solutions to challenges;

SP1.06 – select and use appropriate software in the development of marketing strategies.

Technology and Production Skills

SP2.01 – use a wide variety of appropriate hand and machine tool skills in the assembly or fabrication of a product or manufacturing process;

SP2.02 – choose the most appropriate production method by conducting a test run in the manufacture of a product or process;

SP2.03 – analyse and explain the results of producing products in a particular manufacturing process;

SP2.04 – modify particular operations and tooling to improve the manufacturing process.

Quality Control Skills

SP3.01 – use a number of quality control processes when fabricating products;

SP3.02 – design and implement inventory and production control systems;

SP3.03 – use quality control methods such as statistical process control to monitor the efficiency of manufacturing processes, and record results using spreadsheets.

Communication Skills

SP4.01 – create process control charts that clearly outline the stages of the production process;

SP4.02 – use detailed working drawings and assembly drawings to depict the components of the product or process;

SP4.03 – develop a bill of material that indicates the specifications and quantity of a particular part of the product or process;

SP4.04 – conduct an accurate cost analysis of the final product or process;

SP4.05 – develop appropriate engineering drawings using a computer-aided drawing program;

SP4.06 – develop engineering reports that communicate the specifics of the product or process;

SP4.07 – prepare and present effective oral reports on the product or process.

Interdisciplinary Applications

SP5.01 – explain the technological systems approach and how it relates to manufacturing: inputs (materials, labour, capital), processes (material processing), and outputs (for industry or the consumer market);

SP5.02 – apply mathematical skills in spreadsheet analysis to measure to close tolerances machining speeds and production rates per unit of time and to control inventory, costs, quality, and sampling;

SP5.03 – explain how science or scientific principles or practices apply to material selection and specifications, energy consumption, worker fatigue, material processing, and the design of ergonomically appropriate products that accommodate the human form;

SP5.04 – use appropriate language in flow charts, operation and inspections charts, job descriptions, formal presentations, bills of material, and lists of tooling requirements or materials for quality control programs.

Impact and Consequences

Overall Expectations

ICV.01 · demonstrate an ability to make informed decisions concerning the social, economic, and environmental consequences and impact of the manufacturing sector;

ICV.02 · demonstrate the exemplary practices that are essential to safe work environments and practices;

ICV.03 · identify the role of health and safety legislation in manufacturing technology programs in schools and in the manufacturing sector;

ICV.04 · describe the career opportunities in manufacturing engineering.

Specific Expectations

Impacts

IC1.01 – describe the social and economic consequences of manufacturing activity for individuals and for society;

IC1.02 – describe the impact of manufacturing activity on the environment and identify a variety of materials, processes, and waste management methods to minimize negative impact.

Safety and Legislation

IC2.01 – apply safe work practices in performing manufacturing-related processes;

IC2.02 – identify potential hazards in their workplace by conducting safety audits and inspections;

IC2.03 – describe specific components of the Occupational Health and Safety Act and the actions required on their part to adhere to the act;

IC2.04 – describe the Workplace Hazardous Materials Information System (WHMIS ) and explain the importance of consulting material safety data sheets (MSDS) whenever appropriate;

IC2.05 – recognize the meaning of the hazard labels associated with WHMIS.

Education, Training, and Career Opportunities

IC3.01 – describe the scope of career opportunities within the manufacturing sector;

IC3.02 – identify the specific educational and training requirements necessary for careers in the manufacturing sector;

IC3.03 – describe career programs such as cooperative education and the Ontario Youth Apprenticeship Program (OYAP);

IC3.04 – distinguish among the careers of technician, technologist, and engineer and identify the education required for each.

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.

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Acknowledgments

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Time

Unit Overviews

Unit 1: Project Engineering and Management

Unit 2: Production

Unit 3: Quality Control

Unit 4: Post-production Analysis

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Assessment/Evaluation Techniques

Assessment Tools

Accommodations

Resources

Course Development Resources

Software

Websites

Human Resources

OSS Considerations

Theory and Foundation

Overall Expectations

Specific Expectations

Skills and Processes

Overall Expectations

Specific Expectations

Impact and Consequences

Overall Expectations

Specific Expectations