Course Profile Construction Technology (TCJ4E), Grade 12, Workplace Preparation, Combined
Unit 3: Interior Finishing
Time: 25 hours
Activity
3.1 | Activity 3.2 | Activity 3.3
Unit Description
This course
investigates all aspects of interior finish carpentry. Using the design
process, students plan and cost all of the work that is required to finish an
interior stud wall. This includes drywalling, plastering, decorating, hanging
doors, and doing trim woodwork. Students also complete a tiled section of a
wall, taking colour, pattern, and tile dimensions into consideration. At the
end of the unit, students complete a portfolio of their work including
photographs, sketches, and design briefs. While working on projects, students
are encouraged to investigate career possibilities, as well as how the
finishing trades connect to their living environment, e.g. colour affecting
mood, aesthetic quality, material handling, effect on the ecosystem, etc.
Unit Synopsis Chart
|
Cluster |
Time |
Learning Expectations |
Assessment Categories |
Focus |
|
3.1 |
5 hours |
TFV.01, TFV.02,
TFV.03, SPV.04, TF1.01, TF1.02, TF2.02, SP1.04, SP2.02, SP2.05, SP2.06,
ICV.01, IC1.03, IC2.02 |
Application
Thinking/Inquiry Knowledge/ Understanding |
Proper costing,
handling, installation, and finishing of surface |
|
3.2 |
15 hours |
TFV.01, TFV.02,
TF1.01, TF1.02, TF2.02, TF2.03, SPV.01, SPV.05, SP1.04, SP2.02, SP2.04,
SP2.05, SP2.06, ICV.01, IC1.03 |
Application
Thinking/Inquiry Knowledge/ Understanding |
Final selection of
trim and necessary materials, then installation |
|
3.3 |
5 hours |
TFV.02, TF1.01,
TF1.02, TF2.02, SP1.04, SP2.02, SP2.05, SP2.06, SP5.06, ICV.01, IC1.03,
IC2.01 |
Application
Thinking/Inquiry Knowledge/ Understanding |
Tile selection and
application of wall section |
Activity 3.1: Drywall, Taping, and Plaster
Time: 5 hours
Description
Students design,
cost, and construct a frame wall corner section (approximately 2.0 metres by 3
metre
by 4 metre) with one door opening, two window openings, and four electrical
boxes. The students install drywall sheeting with particular attention being
devoted to laying out the panels mathematically and avoiding non-feathered butt
joint tape joints. Next, students tape seams, mud seams, and drywall screws in preparation
for a professional finish. The drywall must be painted with a primer paint
prior to finishing.
Strand(s) & Learning Expectations
Strand(s): Theory and Foundations, Skills and processes, Impact and
Consequences
Overall
Expectations
TFV.01 - apply the
design process to develop solutions, products, processes, or services in
response to complex renovation or landscaping projects;
TFV.02 - describe
the properties of, and use where applicable, a variety of building and
landscaping materials, techniques, and processes, including those in the
production assembly, and installation of prefabricated units and in renovation
projects;
TFV.03 - describe a
variety of construction technologies, materials, and manufactured products,
tools and equipment used in construction projects;
SPV.04 -
demonstrates the ability to use construction tools, materials, and equipment;
ICV.01 - explain the
effects of technological change in the construction industry on society and the
environment.
Specific
Expectations
TF1.01 - explain how
a human need or want can be met through a new or improved product;
TF1.02 - apply the
followings steps of the design process to solve a variety of construction
technology challenges or problems;
- identify what has to be accomplished;
- gather and record information, and establish a plan of procedures;
- brainstorm a list of as many solutions as possible;
- identify the resources required for each suggested solution, and compare each solution to the design - criteria, refining and modifying it as required;
- evaluate the solutions (e.g., by testing, modeling, and documenting results) and choose the best one;
- produce presentation and working drawings sketches, graphics, mathematical and physical models or a prototype of the best solution;
- evaluate the prototype and determine the resources, including computer applications, required to produce it;
- 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;
- obtain feedback on the final solution and repeat the design process if necessary to refine or improve the solution.
TF2.02 - describe
the material used, and methods of applying them, for the various components of
a construction project (e.g., footings, foundations, floors, walls, roofs,
windows, doors, millwork, interior and exterior finishes, hardware,
landscaping);
SP1.04 - evaluate
and document construction projects in relation to type of building, structural
element, aesthetics, and architectural style, efficiency, and compliance with
building codes, regulations and standards;
SP2.02 - identify
suitable materials for a variety of components of a construction project;
SP2.05 - prepare
accurate working drawings for a variety of advanced construction projects;
SP2.06 - explain the
type of structure and the materials used for a particular construction project;
IC1.03 - identify
and describe renovations and modifications to various buildings and construction
projects that could have an economic, social, and/or environmental impact on
the community;
IC2.02 - demonstrate
safe shop and construction site practices for the use of hand or power tools,
materials, and equipment.
Prior Knowledge & Skills
·
Measurement and
layout techniques in both imperial and metric measurement systems
·
Ability to frame
a stud wall, with doors and windows
·
Ability to
install electrical boxes.
·
Interactive and
collaborative learning skills
·
Communication
skills (both written and verbal)
·
A general
awareness of safety, as it relates to shop practices (use of the sample safety
passport Appendix 3.3.1)
·
Ability to use a
design process for problem solving
Planning Notes
·
Ensure that all
necessary tools and equipment required for this activity are available.
·
Obtain required
supplies from various sources.
·
Prepare layout
and measurement quiz (Appendix 3.1.1).
·
Provide examples
of good quality work for students to look at.
·
Determine student
groups, usually four per group.
Teaching/Learning Strategies
·
Students and the
teacher review the safety passport and its proper use.
·
Student groups
brainstorm the differences between careers in the finishing trades and in the
rough carpentry trades. Each group creates a list, which is shared with the
rest of the class.
·
Students and the
teacher review the procedure for framing a stud wall 2 metres high and 3 – 4
metres long, with a corner including: one door opening, two windows, and 4
electrical boxes. One side of the wall should be considered an outside wall and
one an inside wall.
·
Students and the
teacher review measurement and layout. When laying out drywall it is imperative
that the drywall installer would make the most efficient use of time and
material.
·
Using the design
process (Appendix 3.3.2), students sketch the layout and cutting of their
drywall in order to be most cost effective, both in time and material.
·
Students complete
quiz on layout and measurement. (Appendix 3.1.1)
·
The teacher
demonstrates safe ways to cut and fasten drywall to the stud wall.
·
After completing
a set of drawings, the students cost and order the materials for sheeting.
·
After
constructing the stud frame wall, the students begin to layout drywall sheets
for installation.
·
Students install
drywall following all safety rules when cutting and using a screw gun.
·
Once the drywall
has been installed, the students tape joints, install corner bead, and mud and
sand drywall using the three-coat method in preparation for finish.
Assessment and Evaluation of Student
Achievement
|
Task/Product |
Tool |
Purpose |
Achievement Chart Categories |
|
Quiz on layout and
measurement Appendix 3.1.1 |
Marking Scheme |
Formative |
Knowledge/Understanding |
|
Design Brief |
Checklist
Anecdotal Rubric |
Formative |
Thinking/Inquiry
Communication |
|
Dry Wall
Demonstration Wall Construction
and Dry Wall Installation |
Checklist
Conferencing Rubric |
Formative Summative |
Application Application |
Accommodations
·
For enrichment,
assign the task of completing textured effects, such as stippling.
·
Review students’
IEPs and adapt the activity and teaching/learning and assessment strategies to
meet the students’ needs.
·
Provide
instructions both verbally and visually, as required.
·
Provide supports
for exceptional students to ensure safety.
·
Adapt
instructions, choices, and scheduling as required.
·
Allow for
flexible pacing in keeping with the student’s needs and abilities.
Resources
Furguson,
Myron R. Drywall. Taunton Press ISBN 156158133X
Goad, Karen.
Drywall Installation and Finishing., 1993. ISBN 0827356056
Spence,
William. Installing and Finishing Drywall. Sterling Publishers. ISBN
0806938854
Wagner, John D. Drywall.
Creative Homeowner Press. ISBN 1580110673
Video
Drywall Video ASIN 1565220137
Drywall (Hometime series) ASIN 6301415027
Drywall Hanging
and Taping ASIN 63046810X
Websites
www.remodelonline.com
A web site with many useful tips on remodelling with helpful advice to
homeowners.
www.drywalltextures.com
– Professional web site on drywall refinishing.
www.taunton.com/video
A publishing company that publishes books and magazines on home improvement
topics.
Appendix 3.1.1
Measurement and Layout Test
On a 8 
O by
11O (portrait
orientation) sheet of paper, layout the following points:
(Two marks
each, for a total of 20)
1. Point 1 is located 3
O from the left, and 4
O from the top.
2. Point
2 is located 3 
O from
the left, and 3
O from
the bottom.
3. Point
3 is located 4
O from
the bottom, and 1
O from
the right.
4. Point
4 is located 1
O from
the right, and 3
O from
the top.
5. Point
5 is located 2
O from
the top, and 2
O from
the right.
6. Point
6 is located 3
O from
the top, and 2
O from
the left.
7. Point
7 is located 
O from
the left, and 4
O from
the top.
8. Point
8 is located 
O from
the left, and 4
O from
the bottom.
9. Join the dots, from 1 to 8.
10. Join dots 1 and 7, 1 and 6, 1 and 4, 2 and 8.
What do you see? __________________________
Activity
3.2: Interior Trim and Finish Carpentry
Time: 15 hours
Description
Students learn to
apply a finish to their drywalled area. The finish may be wallpaper, faux paint
effects, polished plaster, stucco, texture spray, or any other finish. If a
textured effect is desired, the students may elect to practise trowelling and
stippling. Once this is completed, using the design process, students develop a
variety of wood products to enhance the aesthetic quality of their wall. Such
products may include door and window casing, baseboard, crown moulding,
wainscot, chair rail, or a plate shelf. Students install and finish the trim
product they have selected.
Strand(s) & Learning Expectations
Strand(s): Theory and Foundations, Skills and Processes, Impact and
Consequences
Overall
Expectations
TFV.02 - describe
the properties of, and use where applicable, a variety of building and
landscaping materials, techniques, and processes, including those in the
production assembly, and installation of prefabricated units and in renovation
projects;
SPV.01 - apply the
design process to a variety of construction projects;
SPV.05 - demonstrate
mathematical and estimation skills for a variety of construction projects;
ICV.01 - explain the
effects of technological change in the construction industry on society and the
environment.
Specific
Expectations
TF1.01 - explain how
a human need or want can be met through a new or improved product;
TF1.02 - apply the
followings steps of the design process to solve a variety of construction
technology challenges or problems:
- identify what has to be accomplished;
- gather and record information, and establish a plan of procedures;
- brainstorm a list of as many solutions as possible;
- identify the resources required for each suggested solution, and compare each solution to the design criteria, refining and modifying it as required;
- evaluate the solutions (e.g., by testing, modeling, and documenting results) and choose the best one;
- produce presentation and working drawings sketches, graphics, mathematical and physical models or a prototype of the best solution;
- evaluate the prototype and determine the resources, including computer applications, required to produce it;
- 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;
- obtain feedback on the final solution and repeat the design process if necessary to refine or improve the solution;
TF2.02 - describe
the material used, and methods of applying them, for the various components of
a construction project (e.g., footings, foundations, floors, walls, roofs,
windows, doors, millwork, interior and exterior finishes, hardware, landscaping);
TF2.03 - identify
the building codes, regulations, and standards applicable to complex
construction projects;
SP1.04 - evaluate
and document construction projects in relation to type of building, structural
elements, aesthetics, and architectural style, efficiency, and compliance with
building codes, regulations and standards;
SP2.02 - identify
suitable materials for a variety of components of a construction project;
SP2.04 - apply a
variety of tools, equipment, and materials to complete a construction project;
SP2.05 - prepare
accurate working drawings for a variety of advanced construction projects;
SP2.06 - explain the
type of structure and the materials used for a particular construction project;
IC1.03 - identify
and describe renovations and modifications to various buildings and
construction projects that could have an economic, social, and/or environmental
impact on the community.
Prior Knowledge & Skills
·
Ability to use
both imperial and metric measurement systems
·
Ability to use
shop tools safely and proficiently
·
Work
collaboratively
·
Communication
skills (both written and verbal)
·
General awareness
of safety as it relates to shop practices
·
Ability to use a
design process for problem solving
Planning Notes
·
Ensure that all
necessary tools and equipment required for this activity are available.
·
Obtain required
supplies from various sources.
·
Provide examples
of good quality work for students to look at.
·
Ensure that there
are woodworking and home design magazines in the classroom for research purposes.
Teaching/Learning Strategies
·
Students, working
in the same groups as the previous activity, research the finish they would
like to apply to their drywalled area. Each student researches and presents a
different type of finish to their group. The group decides which finish to
apply.
·
Students apply a
finish to their drywalled area. It will likely be necessary to touch up after
wood installations.
·
Using magazines
and real life examples, the teacher provides a lesson and/or a sketching
activity on styles, shape, proportion, and definition.
·
Using the design
process, students must document the process and complete the finish on the
window and door openings. All work must be approved by the instructor.
·
Students
determine what style of trim they would like to have on their wall.
·
Students cost out
the purchase cost of the baseboard, casing, and decorative mouldings needed to
complete their wall.
·
Emphasizing
safety, the teacher demonstrates to students how to create variations in shape
using a simple router table or a shaper. The teacher reviews the safety
requirements.
·
Students
demonstrate to the teacher competent and safe use of a router table or shaper.
·
Students
determine if they will finish their trim prior to installation on the wall or
after installation.
·
Students finish
their trim with appropriate finish (if required) and install their baseboard on
their wall section.
·
Students complete
the finish woodwork on their wall section. The teacher assesses the finished
wall using The Finished Wall Section Rubric (Appendix 3.2.1).
Assessment & Evaluation of
Student Achievement
|
Task/Product |
Tool |
Purpose |
Achievement Chart Category |
|
Design Brief |
Checklist Anecdotal Comments Rubric |
Formative |
Thinking/Inquiry |
|
Interior Carpentry |
Checklist Conferencing |
Formative |
Application |
|
Finished Wall
Section Appendix 3.2.1 |
Rubric |
Summative |
Application |
Accommodations
·
Review students’
IEPs and adapt the activity and teaching/learning and assessment strategies to
meet the students’ needs.
·
Groups may be
selected to balance different abilities.
·
Provide
instructions both verbally and visually as required.
·
Allow for
flexible pacing in keeping with the students needs and abilities.
Resources
Black and
Decker Home Improvement Library. The Complete Guide to Home Carpentry:
Carpentry Skills and Projects for Homeowners. Creative Publishing
International. ISBN 0865735778
Feirer,
Mark. Trim (Quick Guide). Creative Homeowner Press. ISBN 1880029278
Ireton,
Kevin. Finish Carpentry: The Best of Fine Homebuilding. Taunton Press.
ISBN 1561583316
Neumann, R.
P. Finish Carpentry: A Complete Interior and Exterior Guide. Sterling
Publications
ISBN 0806907002
Savage,
Craig. Trim Carpentry Techniques: Installing Doors, Windows, Base and Crown.
Taunton Press
ISBN 094239108X
Tolpin, Jim.
Finish Carpenter’s Manual. Craftsman Book Co. ISBN 0934041822
Ziegner,
Rich. Stairs and Railings (Quick Guide). Creative Homeowner Press ISBN
188002988X
Video
Finish Carpentry, ASIN 630141506X
Activity
3.3: Tile Installation
Time: 5 hours
Unit Description
Students tile a
portion of the wall they have drywalled at the corner junction. Each student in
the group researches and prepares a sample book of various tiles for bath and
kitchen. Each student presents their sample book to the group. Colour schemes,
types of tiles recommended, and sealants used must be presented. Each group
must choose one tile product to be installed on their wall. During the
application process, the students investigate the many careers that relate to
interior decoratoring as well as reflect on environmental and social issues.
Teachers may approach local tile contractors for donations of leftover tiles.
Strand(s) & Learning Expectations
Strand(s): Theory and Foundations, Skills and Processes, Impact and
Consequences
Overall
Expectations
TFV.02 - describe
the properties of, and use where applicable, a variety of building and
landscaping materials, techniques, and processes, including those in the
production assembly, and installation of prefabricated units and in renovation
projects;
ICV.01 - explain the
effects of technological change in the construction industry on society and the
environment;:
Specific
Expectations
TF1.01 - explain how
a human need or want can be met through a new or improved product;
TF1.02 - apply the
followings steps of the design process to solve a variety of construction
technology challenges or problems:
- identify what has to accomplished;
- gather and record information, and establish a plan of procedures;
- brainstorm a list of as many solutions as possible;
- identify the resources required for each suggested solution, and compare each solution to the design criteria, refining and modifying it as required;
- evaluate the solutions (e.g., by testing, modeling, and documenting results) and choose the best one;
- produce presentation and working drawings sketches, graphics, mathematical and physical models or a prototype of the best solution;
- evaluate the prototype and determine the resources, including computer applications, required to produce it;
- 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;
- obtain feedback on the final solution and repeat the design process if necessary to refine or improve the solution;
TF2.02 - describe
the material used, and methods of applying them, for the various components of
a construction project (e.g., footings, foundations, floors, walls, roofs,
windows, doors, millwork, interior and exterior finishes, hardware,
landscaping);
SP1.04 - evaluate
and document construction projects in relation to type of building, structural
element, aesthetics, and architectural style, efficiency, and compliance with
building codes, regulations and standards;
SP2.02 - identify
suitable materials for a variety of components of a construction project;
SP2.05 - prepare
accurate working drawings for a variety of advanced construction projects;
SP2.06 - explain the
type of structure and the materials used for a particular construction project;
SP5.06 - demonstrate
entrepreneurial skills in creative thinking and communication;
IC2.01 - identify
hazards related to materials, processes and equipment used in construction
work;
IC1.03 - identify
and describe renovations and modifications to various buildings and
construction projects that could have an economic, social, and/or environmental
impact on the community.
Prior Knowledge & Skills
·
Ability to
maintain a clean and healthy shop environment
·
Interactive and
collaborative learning skills
·
Good
communication skills (both written and verbal)
·
General awareness
of safety, as it relates to shop practice.
·
Ability to use
the design process
Teaching/Learning Strategies
·
Review safety
practices, as they relate to tile application. This may include the safe
handling and storage of solvents and adhesives.
·
Review health and
safety issues regarding the cleaning and disposal of waste.
·
Check with
students for any allergy concerns when using adhesives or solvents.
·
Using the design
process, students research various tile options available for completing a
bathroom or a kitchen in a residence (Glass tile, glazed tile, marble, granite,
slate, porcelain, stone, ceramic tiles, quarry tile etc.). Each option must
contain a choice of at least three types of tile, three sizes of tile, and two
complementary colours in a pattern. The student recommends the best type of
tile for the area, e.g., on a bathroom floor tiles may become unsafe when wet,
etc.
·
From this
research, each student creates a presentation (as though they were presenting
information to a client), to be made to their group, on the various choices
they have in tiles, including size and colour schemes. Once a tile choice has
been made, each student completes a rendered sketch of the finished room
showing tile size, colour scheme, and pattern.
·
The teacher
provides a lesson on WHMIS as it relates to solvents and cement based
adhesives.
·
Students complete
a WHMIS quiz.
·
The teacher
demonstrates how to begin tile layout, with plumb lines and pattern to avoid
small slivers of tiles at corners or edges. The teacher demonstrates tile
installation.
·
Students install
tiles on their walls, ensuring that the tiles are plumb straight and compensate
for irregularities at corners, ceilings, or floors.
·
The teacher
demonstrates finishing of tile, using grout, cleaning techniques, and sealants.
·
Students finish
their tiles with grout and sealant, if required.
·
Students complete
a portfolio on the work they have done in this unit, including photographs,
diagrams, sketches, and detailing techniques.
Assessment & Evaluation of
Student Achievement
|
Task/Product |
Tool |
Purpose |
Achievement Chart Categories |
|
Design Brief |
Checklist Anecdotal Comments Rubric |
Formative
Summative |
Thinking/Inquiry |
|
Presentation to
Group |
Peer Assessment
Checklist |
Formative |
Knowledge/Understanding
Thinking/Inquiry |
|
WHMIS Test |
Marking Scheme |
Summative |
Knowledge/Understanding |
|
Tile installation |
Checklist Conferencing |
Formative |
Application |
|
Portfolio |
Rubric |
Summative |
Knowledge/Understanding
Thinking/Inquiry |
Accommodations
·
Review students’
IEPs and adapt the activity and teaching/learning and assessment strategies to
meet the students’ needs.
·
Groups can be
selected to balance abilities.
·
Provide models or
examples of completed projects so students can visualize the project.
·
Make necessary
changes for students with mobility impairments.
Resources
Atkinson, Scott. Decorating With Paint and
Wall Coverings. Oxmoor House. ISBN 0376090634
Barnes,
Christine. Color For Your Home. Sunset Publishing, 1999. ISBN 0376012641
Black and
Decker. The Complete Guide to Painting and Decorating. Creative
Publishing International, 1999. ISBN 0865736324
Black and
Decker. Flooring Projects and Techniques. Creative Publishing
International, 1997.
ISBN 0865736790
Canadian
Electrical Code. Rexdale,
Ontario: Canadian Standards Association.
Canadian
Home Workshop. Volumes 1-22.
Markham, Ontario: Camar Publications.
ISSN 1485-8509 http://www.canadianhomeworkshop.com (1-905-475-8440)
Clidero,
Robert K. and Kenneth H. Sharpe. Applications of Electrical Construction.
Don Mills, Ontario: General Publishing, 1979. ISBN 0-7725-1719-3
Donegan, F. Paint
Your Home: Skills, Techniques, and Tricks of the Trade For Professional Looking
Interior. Painting Reader’s Digest, 1997. ISBN 0895778386
Fine
Homebuilding. Numbers 1-126.
Newtown, Connecticut: The Taunton Press.
ISSN 1096-360-X (1-800-477-8727)
Hennigs,
Louise. Painting Techniques and Faux Finishes. Creative Publishing
International, 1999.
ISBN 0865731829
Lutes, Rob. Complete
Paint and Wall Coverings. Sunset Publishing, 1999. ISBN 0376013966
Selden,
Linda. Decorative Paint and Faux Finishes. Sunset Publishing, 1999. ISBN
0376013885
Sunset Book.
Ideas For Great Home Decorating. Sunset Publishing, 1996. ISBN
0376012579
Woodsmith. Numbers 1-126. Des Moines, Iowa: August Home
Publishing Company.
ISSN 0164-4114 (Tel: 1-800-333-5075) construction techniques
Websites
http://www.homeadvisor.msncom/improve/walls/drywall–Home
Advisor - site for the installation and repair to drywall and its related
products
http://www.painterschatroom.com–Painters
Chat Room - painting and decorating website
http://www.profilepaint.com–Profile
Paint Interior Finishing - paint and decorating website
Video
Interior
Paint and Wallpaper Video, ASIN 1565220129
Paint and
Wallpaper, ASIN 6301415183
Appendix 3.3.1
Sample Safety Passport
This is a sample of
a generic safety passport that may be adopted for use in a number of technology
classrooms. 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 it independently. This process may be adapted to suit
the needs of the teacher and student.
The general
process is as follows:
1. The student records the date of the safety
demonstration on the safety passport. It is initiated by the teacher (see
sample below) when a new piece of equipment, e.g., lathe, is introduced. The
teacher demonstrates techniques for the safe operation of the machine and
personal protective equipment, e.g., using proper eye wearing protection,
securing loose hair, removing jewellery, protective clothing, etc. The student
takes notes of the demonstration and records the information in a notebook
along with the signed passport slip. If a student is absent on the day of a
safety demonstration, a makeup opportunity must be provided.
2. 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. The student must record the written tests in a
notebook. These individual machine tests are designed to compliment any general
facility safety rules. The student dates the “tested” column and the teacher
initials this as complete when the test is completed satisfactorily. Next,
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 setup and
operation of the equipment by a student, the teacher signs off that portion of
their passport.
3. The teacher signs the final column of
student’s safety passport once the student has completed
steps 1, 2, and 3. The student is now able to use that piece of equipment.
Students must be able to provide the teacher with their signed passport for
that equipment each time they wish to use it. A summary document of all the
various permissions may be created by the student and signed by the teacher (as
permissions are earned); these summary safety passports may be protected with
page protectors or laminated for protection. See the sample summary passport
below.
Sample Equipment Safety
Passport
|
Student Name:
__________________________ Equipment:
_____________________________ See notebook for
the note on safe setup and operation of the equipment. |
|||||||
|
Attended Teacher
Safety Instruction and Demonstration (and note recorded) |
Passed Written or
Oral Testing |
Demonstrated Safe
Setup and Operation of Equipment to Teacher |
Granted Permission
to use Equipment by Teacher |
||||
|
Date of Lesson |
Teacher Initial |
Date Tested |
Teacher Initial |
Date of Demo |
Teacher Initial |
Date |
Teacher Initial |
|
|
|
|
|
|
|
|
|
Appendix 3.1.2
Sample Design Process*
Open Ended Problem
Solving and the Design Process
Design is the act of inventing and innovating new products or services to satisfy needs or a change in needs. Design is a creative problem-solving activity. Like most creative processes, there are no correct procedures, but there are guidelines that assist the designer in ensuring the optimal solution is met. These guidelines are called the design process.
Students analyse, at the beginning of the design process, a given set of conditions in order to identify a technological problem, challenge, or need. Students then work through a number of stages in order to arrive at a solution. Design processes include all stages in the development of a product. Although the design process may have distinctive stages, they are not followed in a rigid, step-by-step sequence. For example, students must evaluate their work at each stage of the process. As they do so, students may discover that they need to return to an earlier stage to make modifications or complete a particular step sooner than originally planned. A portfolio and/or a design report is used to document the design process.
Identification and Clarification of a Technological Problem
Students identify
the technological problem and begin keeping a record of the design process.
Students initially outline the broad aims of the project and describe in a
general way what needs to be done to achieve those aims. Students may
periodically revise the initial broad plan to reflect what is actually
happening. Students need to translate the information given to them by the
teacher into the sub-stages below. This provides an understanding of each
sub-stage so students can independently complete the stage in later grades.
Possible sub-stages for the design report are:
·
context;
·
problem
situation;
·
technological
problem statement;
·
performance
specifications and constraints;
·
planned sources
of information.
Generation of Multiple Solutions
Students identify
possible solutions for the technological problem and the resources required to
achieve each proposed solution. Students determine the availability of required
resources and record their findings. Students during this stage may discover
they need to redefine the problem. Possible sub-stages for the design report
include:
·
brainstorming to
generate ideas/solutions for the technological problem;
·
selecting several
ideas from the solutions generated in the brainstorming exercise (typically
three);
·
drawing rough
sketches for these ideas;
·
completing an
analysis for each idea, i.e., indicate details on the rough sketches;
·
identifying the
materials and tools needed for each idea;
·
making scale
models of technological problem ideas to work out initial details of complexity
and feasibility (scale models are not always required - they are used only if
they help to clarify ideas).
Appendix 3.1.2 (Continued)
Sample Design
Process*
Selection of a Best Solution
Students establish
evaluation criteria for the selection of a best solution. They consider such
factors as: what materials, tools, and resources are available; the amount of
time needed to carry out difficult procedures; and any relevant ergonomic and
aesthetic requirements. Students choose the best solutions based on the results
of these activities. They record the reasons for choosing a particular
solution.
Possible
sub-stages for the design report include:
·
establishing
evaluation criteria for the best solution based on performance specifications,
constraints, attribute analysis (details form rough sketches of ideas), and
available materials;
·
evaluating ideas
according to the established evaluation criteria for the best solution by
creating a chart to rate each idea;
·
creating a
working drawing of the idea selected as the best solution.
Production Plan
Students determine
ways of producing the best solution and then construct a prototype of the
product. Students produce a model size prototype using production-type
materials, where possible. Students first draft a revised or working drawing
and develop a production plan. Students may modify their best solution while
moving through the production phase to incorporate ideas that emerge during
constructions. Students document all such changes.
Possible
sub-stages for the design report include:
·
creating drawings
of the selected ideas;
·
calculating the
materials needed to produce the selected idea and the associated costs;
·
ordering supplies
for the project;
·
developing a
critical path, incorporating key dates;
·
completing the
project, producing, in detail, the sequential steps used, and all modifications
made.
Project and Process Evaluation
Students evaluate
the project and their design report. They consider their own expectations and
criteria and the reactions of their peers, teachers, and if applicable, their
client.
Present the Results
The final project
and design reports are presented to communicate the results.
*This design process is adapted from the work of Dr. Ann Marie Hill, Queens University.
Appendix 3.2.1
Finished Wall Section Rubric
|
Categories/ Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding Demonstrates
knowledge of the design process SPV.01, SP2.06 |
- demonstrates
limited knowledge of the design process when designing the finish for the
wall |
- demonstrates some knowledge of the design
process when designing the finish for the wall |
- demonstrates
considerable knowledge of the design process when designing the finish for
the wall |
- demonstrates
thorough knowledge of the design process when designing the finish for the
wall |
|
Thinking/Inquiry Uses thinking
skills SP2.05 |
- uses thinking
skills with limited effectiveness when planning |
- uses thinking
skills with some effectiveness when planning |
- uses thinking
skills with considerable effectiveness when planning |
- uses thinking
skills with a high degree of effectiveness when planning |
|
Application SP2.04 |
- uses procedures,
equipment, and technology when building wall and installing drywall safely
with limited skill |
- uses procedures,
equipment, and technology when building wall and installing drywall safely
with some skill |
- uses procedures,
equipment, and technology when building wall and installing drywall safely
with considerable skill |
- uses procedures,
equipment, and technology when building wall and installing drywall safely
with a high degree of skill |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
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